Session 5: Social Emotional Support during Distance Learning - The Fully Informed Administrator - Free Educational videos for Students in K-12 | Lumos Learning

Session 5: Social Emotional Support during Distance Learning - The Fully Informed Administrator - Free Educational videos for Students in k-12


Session 5: Social Emotional Support during Distance Learning - The Fully Informed Administrator - By Lumos Learning



Transcript
00:01 Okay . So hard to believe Time goes fast when
00:05 you're , uh , blocked at home . Welcome to
00:09 our fifth session . Seems , uh , he was
00:12 fast . And , um and I'm gonna ask people
00:20 about We're gonna do a six session and I'm gonna
00:24 ask people Thio , think about volunteering to take five
00:29 minutes in the next session and talk about what their
00:33 key takeaways and learnings have been over the last month
00:39 . How they're thinking has revised on these various topics
00:43 . And what wisdom you'd like to share with other
00:46 of the participants ? Um , here . So think
00:51 about that . And if you're interested in doing that
00:56 , then just text put a text message up ,
00:59 and we'll pick up your name and will be in
01:02 touch with you about that . Or you can just
01:04 reach out to me directly using the information on the
01:08 last slide . So that's it . Project Volunteer .
01:12 Okay . Thank you . Alright . And just thio
01:15 just to go over where we are in the program
01:19 and what our goals are . So we set this
01:22 program with the idea of doing the following things ,
01:26 uh , discussing the fundamentals of supporting technology for online
01:30 and distance learning , talking about the curriculum issues and
01:34 strategies talking about the challenges of distance learning , the
01:38 importance of organizational structure and staff training . That was
01:42 pretty much last week . Today we're talking about socio
01:46 emotional issues and support and next week , focused solution
01:51 proposals , eso and and , you know , this
01:57 is just in case that you don't have nightmares and
01:59 wake up shrieking , um , thinking about these issues
02:04 , you know , this is the situation we're in
02:07 , um , economic downturn , you know , no
02:10 sense of safety , lack of connectedness . Hopelessness is
02:14 a lot of people have about this , you know
02:17 ? How does it get resolved ? Anger , distrust
02:20 about , you know , people in power and our
02:24 administrations and governments ? Um uh , self efficacy inquest
02:31 . How much can we really handle on ourselves by
02:34 ourselves ? And there's grief due to personal losses .
02:37 Um , you know , you know , personally ,
02:41 no four people who died from Cove it and you
02:48 know , the whole process doesn't really give people ,
02:52 uh , you know , time , degree , right
02:54 ? There's way don't have funerals . We don't have
02:57 memorial services . We're onto the next problem . So
03:03 this is the situation we're all coping with . Everyone
03:07 who's on this program is coping with it . Eso
03:13 This was a study that McKinsey McKinsey did reported signs
03:18 of distress related to the cove . It and ,
03:23 you know , respondents reported feeling anxious and depressed .
03:26 In the past week , respondents reported the level of
03:30 distress they felt . And so , you know ,
03:33 anxious and depressed . Yes , you know , anxious
03:37 but not depressed . Yeah , you know , about
03:39 about , you know , so fewer but a significant
03:42 number . And about a third of all respondents reported
03:46 neither being anxious or depressed , you know , to
03:50 which I would have had Not yet . You know
03:52 , sooner or later this will catch up with them
03:55 , maybe even after it's all done . And you
03:57 can see that the you know , that the level
04:00 of this distressed is very significant . So we know
04:03 we're dealing with a real problem . And s o
04:07 . You know , here are all of you in
04:09 the , you know , the principal social emotional competencies
04:14 and and well being . This is your world and
04:18 where you're providing leadership . So this is you know
04:22 , you have to provide effective leadership . You need
04:25 to maintain healthy relationships with the people you work with
04:29 and the people who work for you . You have
04:32 to have a family and community partnerships reaching out from
04:36 your institution . You need to have effective social emotional
04:42 learning implementation . You get all this , you make
04:45 the climate in your school healthier , and you lied
04:50 to some positive outcomes . And then this is just
04:53 the contextual factors the school , the community , the
04:56 political system , Um , that's leading it . And
05:00 you know , once again and we've talked about this
05:02 before , you know , you are in the center
05:05 of a very complex system , making this a very
05:08 , very difficult job to do so . The key
05:11 components of social and emotional learning , self management .
05:15 Managing emotions and behaviors to achieve your goals , self
05:20 awareness , responsible decision making , relationship skills and social
05:24 awareness . And if you and your teachers and your
05:30 students are going to advance in their social and emotional
05:35 learning and coping skills , they need to build all
05:40 of these . And your program needs to work on
05:44 all of these or them . Andi , this is
05:49 a big job . Any one of them is a
05:51 big job . All five of them is a really
05:54 big job . Okay , another way to look at
05:57 this . Um , you know , coming from the
06:00 you know , this is sort of like a hierarchy
06:03 of needs you know , physical needs people , you
06:06 know , need to feel secure and safe mental needs
06:09 . People need thio build psychological resilience . People have
06:16 varying amounts of resilience . I would say generally ,
06:21 you know , younger person is the less chance the
06:25 opportunity they've had to build resilience over their lives .
06:29 Relation all needs on this is threatened here because we're
06:35 dealing with fewer people . We're dealing with them through
06:38 tools like we are , which is fantastic , but
06:42 not a replacement or in person connection . Okay .
06:47 And another way to look at this , the student
06:50 triangle of support . And this will reflect some of
06:54 the things we've talked about before . So students ,
06:57 teachers , parents . And this is this sort of
07:02 golden triangle for us and the needs to be support
07:08 , support and feedback and communications . And so what
07:12 is this , you know , come down to hold
07:16 on one second ? What does this come down to
07:21 him ? Just admitting a couple other people . Um
07:25 and so what does it come down ? Thio is
07:29 that you're dealing with multiple groups . You have to
07:32 communicate with them to get information , to get fax
07:36 , to communicate information to them , toe all of
07:39 these groups and to allow this feedback loop to go
07:43 on and students should be and you see , support
07:47 connects two students from both legs of the triangle .
07:51 Um , students need support Thio cope with this environment
07:55 and move forward with with learning . Okay , so
08:01 and here this completely sums it up exactly the way
08:04 it happens . So even your dog is struggling with
08:08 distance learning . Uh , no question about it .
08:11 You know , dog was endless patience to sit and
08:14 stare or something . That's of interest . Um ,
08:18 you know , runs out of steam when it comes
08:20 to looking at zoom zoom screen Thio thio advance their
08:26 distance Learning So the importance of SCL for students so
08:32 quick things that ensures students acquire a basic skills and
08:35 work habits Andi zehr values for a lifetime of meaningful
08:40 work . This is a positive of all of this
08:43 Is that if students cope with this this environment ,
08:47 these issues if they if they if you see their
08:51 resilience , if they learned basic skills , if their
08:55 work habits improve in an online or distance learning This
09:00 this bill is a lifetime of good skills which will
09:04 improve meaningful work , um , to motivate them ,
09:09 uh , to contribute responsibly and ethically to their peer
09:13 group , family , school and community . So if
09:17 students have this social emotional support and they're improving ,
09:22 they're motivated to contribute positively and ethically to the people
09:26 they interact with , from their peer group to their
09:29 family , to the community at large to help them
09:32 develop a sense of self worth as they deal with
09:35 daily responsibilities . You know , this is the story
09:38 of the person who says , You know , I
09:40 walked a mile to school every day when I was
09:44 your age , you know , uphill both ways .
09:48 And , you know , So what are they saying
09:50 ? They're saying , I learned I could do this
09:53 . I achieve this . And that sense of achievement
09:57 can come out of this experience with your health to
10:01 improve their social skills and support them in developing possible
10:04 positive relationships with peers and adults . So you're learning
10:09 how to cope with a difficult environment , and you're
10:12 engaging them in positive , safe , health protected behavioral
10:16 practices , which they very well may get a chance
10:20 to use in the future . Okay , so issues
10:24 to manage for administrators and leaders . So and parents
10:30 , um , you know , responsible screen time .
10:32 So game based learning treasure hunt kind of learning environments
10:36 might be good to avoid . You know , you
10:39 want them to spend time on the computer , but
10:42 responsibly . Proper posture and setting for screen time .
10:47 These physical issues , you know , we're very significant
10:49 , I'm sure . Of the 30 or so people
10:52 who are in the program now , you know ,
10:54 my guess is a third of you have probably dealt
10:57 with these issues from staring at a screen too much
11:02 , Uh , consistent classroom schedule . Um , you
11:06 know , to avoid reduce sleep , non interference with
11:08 the regular schedule . So , you know , this
11:12 is for you is that there needs to be some
11:16 structure . People do better with structure . We all
11:19 do . Better with structure were more productive . You
11:22 know , very few people just could work on their
11:25 own and unstructured way and be hyper productive on .
11:29 Certainly that's too true for Children . So creating some
11:32 structured through classroom schedule in person , online distance ,
11:36 whatever it is makes a big difference . Include activities
11:40 that require movement during screen time . This is good
11:43 . You know , I wish I always remember to
11:45 do this , you know . Get up . Move
11:47 around . I mean , sitting , you know ,
11:49 at a screen for hours at a time . Um
11:52 , not good . Not good for your mental health
11:55 . Physical health . Be vigilant about cyber bullying .
11:59 Um , you know , we've talked about this a
12:02 little bit before , is coordinating communication between between peers
12:07 , educating students to report problems online and cybersecurity and
12:14 using the tools of which there are many . And
12:17 we provide a list of , ah , a number
12:20 of them to ensure that there's , uh , safe
12:25 use of websites for instruction . Safe use off off
12:31 tools , be it an iPhone or a chromebook for
12:34 instruction . So 10 teaching practices to promote , um
12:39 SCL so social teaching practices . So students and their
12:44 discipline teacher language will give a little bit of detail
12:48 to this in a second responsibility and choice . You're
12:53 communicating this to students and warmth and support . So
12:57 all of this and , you know , I'd say
13:00 that one of the key words a Tlou Moses empathy
13:04 , and you need to provide this to students you
13:07 need provided for everybody . Everybody struggling with things .
13:12 There needs to be empathy , uh , to support
13:17 support them , instructional teaching practices . So to move
13:22 to the other side , you know , cooperative learning
13:25 , classroom discussion , self assessment , self reflection ,
13:29 um , academic press and expectations and competence building so
13:36 that students feel that they're moving forward . They're making
13:40 progress . So you sort of balancing these two sides
13:44 . Here are 10 10 issues for you , Thio
13:48 . Think about and and I just want to reiterate
13:53 this point . Is that done ? Well , the
13:56 entire experience that we're going to can lead to some
14:00 positive outcomes for students . They can build their resilience
14:04 . They can learn to do be more structured on
14:07 their own . They can learn more about empathy .
14:10 Um , etcetera , etcetera . So there's a lot
14:12 that can a lot of positives that come . Is
14:14 it difficult ? Yes . Is it a struggle ?
14:17 Yes . Does it take a lot of ah lot
14:20 of interaction from parents and teachers and administrators ? Yes
14:24 , but in the final analysis , students can come
14:27 out of it with some positive outcome . Okay ,
14:31 so we have a guest on day , we're gonna
14:35 turn it over to her for in in a second
14:37 . I'm gonna introduce our This is Lisa . Ratcliff
14:40 was the founder and CEO off punkin foots , which
14:45 is a business that makes specialized tools or special needs
14:53 . Uh , people , largely students . But people
14:57 she'll tell you about her . Her business more but
15:00 she's an expert on these issues of how , What
15:04 do these Children need during this time ? How are
15:08 they coping with this ? And I'm very happy to
15:12 say that she was a She was a student of
15:15 mine , a small kinda waas and that I'm on
15:20 her advisory board and she's brilliant . So , Lisa
15:27 , welcome . We look , we're looking forward to
15:31 hearing about your experience . Thanks , Dad . I
15:35 appreciate that intro . It's a little daunting , though
15:38 . Hello to everyone . I hope you're doing well
15:41 this afternoon . I am Lisa Radcliffe . I am
15:44 the founder and CEO of Punkin Foots . We do
15:48 produce . We design and produce therapeutic play products and
15:51 accessories for mostly Children and adults with special needs .
15:55 And we produce them all in the United States using
15:58 a fully adaptive workforce . So adults with disabilities .
16:01 I also sit on the board of Emma Willard School
16:04 , which is a private , um all girls school
16:08 in upstate New York . So I've seen this issue
16:10 from a bunch of different sides , including the fact
16:13 that I am the parent of two Children with special
16:17 ed requirements . So , um , in listening to
16:21 this conversation or listening to the background that has provided
16:24 today , I'll tell you that the things that I
16:28 have seen that make the largest difference I took some
16:32 notes , said I learned , well , as your
16:34 as your student . Um , the Golden Triangle that
16:38 you spoke about , I think is a piece that's
16:41 being missed by schools . Um , the schools that
16:45 I see they're doing this well are over communicating there
16:48 , really talking more than they think they have thio
16:52 both between the administration and the parent and the teacher
16:57 and the parent what I'm seeing a lot of in
17:00 our community . So when I talk about our community
17:03 , I really think of special ed students . I'm
17:05 seeing a lot of parents that feel incompetent right now
17:09 . So these air parents who are struggling whether or
17:12 not they have maintained their employment through this , um
17:18 , there are so many challenges for parents in feeling
17:22 competent in teaching , especially special ed students . I
17:26 find that with special ed students , it's a really
17:29 mixed bag . Some special ed students are doing better
17:32 with remote learning than they did in a classroom ,
17:35 particularly because they don't have some of the sensory distractions
17:38 that they do from students in a classroom . But
17:40 with those same students that I'm seeing that are doing
17:43 well . Um , from a from a remote learning
17:47 perspective , I'm seeing their parents struggle more . Uh
17:50 , I'm thinking of a particular parent that I know
17:52 who is herself a higher ed teacher while her child
17:57 is doing really well . Now that he's doing remote
17:59 learning because he is on the autism spectrum , he's
18:02 finding that an easier way to engage in both ah
18:05 , learning setting . She's having a harder time getting
18:09 him to adhere to this new schedule . So I
18:13 think , I think , communicating with the parents ,
18:15 communicating and supporting them in their understanding of how they
18:20 become competent . As , um , I don't want
18:24 to say teachers , because it's really not their function
18:26 , but just feeling competent in this situation . I
18:30 think another thing that I'm seeing that could help with
18:33 that is using more multiple modalities off technology . So
18:37 again , just before this , we were actually we
18:41 did a live sex stream on special education in this
18:44 city of Philadelphia on the teacher that we were speaking
18:48 with was talking about how you can use technology to
18:53 really , um , make accessibility for Children with special
18:58 needs . Use that technology to its to its fullest
19:02 . So , for example , ah , child can
19:04 answer you now in a picture . Ah , child
19:06 can take a picture of what he or she wants
19:08 to say and put it in a chat function .
19:11 You have ways of engaging with special ed students that
19:14 are different than you've ever had before , but it
19:17 takes thinking entirely out of the box . It takes
19:20 , recognizing that a one size fits all approach really
19:24 doesn't work at all with the 20% or 17% of
19:27 kids who are labeled as as special ed that there's
19:30 such a diversity in our population that you really need
19:33 to be , um , communicating directly to find out
19:38 what is and isn't working . I think the one
19:41 other thing that I would say , um so I've
19:43 touched on a little bit with communication , consistency ,
19:47 multiple modalities . The one thing I'm also seeing in
19:50 our community is a lack of social interaction . So
19:55 I think you can't underestimate the places that that social
19:58 interaction right now is missing for people in what it's
20:01 doing to them . So Children , teachers , parents
20:06 , I think if schools can find a way to
20:09 support and sponsor and structure social interaction for Children .
20:14 So maybe it's an asynchronous learning project that they do
20:18 together with kids that they might not all otherwise work
20:22 with . These were things that you were doing in
20:23 classrooms before that . I'm not saying yet in ,
20:27 um , in the learning that I've seen delivered .
20:29 Now , granted , you know , the school year
20:32 here hasn't started yet , But it's something I would
20:34 recommend based on what I saw last year , which
20:35 is sponsoring social opportunities for for Children . Um ,
20:41 for parents , because again , back to this parents
20:44 feel incompetent . Right now I have a very compliant
20:49 11 year old . He will do what I tell
20:52 him to dio . And yet I got to tell
20:54 you , I am so unprepared to be responsible for
20:58 him at the same time that I'm also responsible for
21:01 my full time job , which I do right now
21:04 remotely so . I'm a lucky parent . I have
21:06 a compliant kid . I have a full time job
21:09 and I'm able to work remotely , and I feel
21:11 incompetent so I can Onley imagine what it's like to
21:15 have three Children , all special Ed . I don't
21:19 Right now I know where my next paycheck is coming
21:22 from . I have to go out and look for
21:24 a job . The parents right now are really ,
21:28 um , struggling and I'm sure you know , But
21:31 if schools could help parents both in supporting them ,
21:34 them social emotionally , I think that's Children will do
21:38 better . And the last one I would say is
21:39 that teachers , how can we do that ? How
21:42 can you help parents ? Oh , yeah . How
21:45 can we How can we make them feel confident ?
21:47 I mean , I wouldn't know where to start Thio
21:50 other than just tell them Hey , you can do
21:52 this . You know what I mean ? No .
21:53 Think about think about the support that you're giving to
21:56 teachers right now . Teachers air having toe learn how
21:58 toe to teach online Parents are having to learn how
22:02 to managed Children during a day when they never have
22:06 before . So if you could supply and I know
22:09 that what I'm asking is a lot , But if
22:11 you could think about training a parent because unless the
22:14 parent is ok , your child that the students not
22:17 okay . So right now you're relying on the social
22:21 emotional well being of that parent to support the child
22:24 because that's where the child is all day , every
22:27 day for remote learning or even for the hybrid sessions
22:30 . So if you could think about training sessions ,
22:33 I believe the parents would show up for training sessions
22:36 just like this to talk to them about things like
22:39 , How do you help your child focus . So
22:41 one of the things that we know in our in
22:44 our community is that it's a It's a stamina issue
22:47 , so you have to build the stamina to sit
22:50 and focus on something . So teach parents how to
22:54 help their Children build that stamina . It's three minutes
22:58 . It's five minutes and then give them a positive
23:01 reinforcement for it . Stand them up , get them
23:04 to do jumping jacks . Have them run around the
23:06 room once parents , things that you all take for
23:09 granted that you know parents don't know how to do
23:12 that . So teaching parents like a fidget cushion ,
23:16 like when my daughters in school she has a fidget
23:19 cushion so she can actually focus . Guess what ?
23:22 I don't have one at home , but that's something
23:25 that a parent may not even know that their child
23:27 needs . So I think that if you did structured
23:31 trainings for parents , you would actually find Children that
23:35 were able to focus better . And parents that felt
23:38 more confident . That's my opinion . All right .
23:40 No , thank you . Thank you . Uh ,
23:44 I think I think your teachers to what ? We've
23:46 been talking to a lot of teachers and teachers ,
23:49 air feeling and occupational therapist . So we deal very
23:52 regularly with occupational therapist , and we have several on
23:54 staff there feeling disconnected . So that whole peer review
23:58 process where they were walking down the hall and they
24:00 say , Hey , you know what ? I'm having
24:01 this problem with Jimmy , and I was wondering if
24:04 you have him in this class , what do you
24:05 do with him ? They They're those Those places where
24:10 they were able to connect with each other professionally are
24:13 missing right now . And so we're hearing that occupational
24:17 therapists and teachers would really like those structures so they
24:22 don't know how to create them for themselves . It
24:24 feels artificial . But if the administration were to say
24:28 , Hey , you know what ? Every Tuesday we're
24:30 actually gonna have a round table to discuss learning styles
24:33 and learning challenges where you can come bring your challenge
24:37 . Somebody else could tell you how they tried to
24:39 fix it . it will sponsor some of those ,
24:42 um , communication structures that are missing for them right
24:45 now . Just some thoughts . But those were Those
24:48 were my things that I took away . Ed .
24:49 From what you said , I don't know if there
24:50 was something you wanted me to speak about . What
24:52 ? That was my thought process . Yeah . Fantastic
24:56 . Anybody have any questions ? Least I do see
25:00 a question in the chat . Maybe I'll just completed
25:03 for you . I would love to know more about
25:06 creative modalities with technology besides picture . Are there any
25:11 other methods that we could use ? Yeah , I
25:14 think so . Polls . So another thing we just
25:17 heard from special Ed teachers are students who are uncomfortable
25:21 raising their hand and answering questions . May love polls
25:24 because they're anonymous , and so they're not outed for
25:29 saying something that might be stupid in their minds ,
25:31 you know ? So So all of a sudden ,
25:33 there are things that you can use using zoom that
25:36 will allow students to participate That may not participate .
25:41 Otherwise so the anonymity of technology can actually help with
25:46 that . Ah , lot of this . Um ,
25:49 a lot of this depends on the teacher to so
25:51 I know you all know this , of course ,
25:53 but I'm seeing a rial , Um , a disparity
25:57 in in teacher creative approaches . So and that might
26:04 be back to that if you had a roundtable where
26:06 you could sponsor your teachers to talk to each other
26:08 . So I was just speaking to a special ed
26:10 teacher in Philadelphia who talked about the fact that the
26:13 way she rewards her students for 100% participation in online
26:20 polls is she dresses her dog up , been funny
26:23 hats , so she has second graders . And so
26:26 if she gets 100% participation , the dog dresses up
26:30 in a hat . I mean , teachers who are
26:33 thinking outside the box like that are always gold ,
26:36 but right now they're in their even more necessary ,
26:40 and it might be possible to support them . I'm
26:42 going back to the modalities I've seen schools . Um
26:46 , Emma Willard has done a tremendous job of this
26:48 of layering technology so that you have technology that does
26:53 things like chat really well or does things like ,
26:57 um building word pictures really well and you layer them
27:02 over the top of whatever teaching method that you're using
27:06 , um , being able to use the multimedia functions
27:10 , So don't just talk it . Students make sure
27:14 that your presentations have have pictures have words have ,
27:19 um , off . As we all know , their
27:21 kids learn in different ways . So being able to
27:24 use technology allows you to . Now incl incorporates so
27:28 many of those different methodologies sound and again pictures .
27:33 But what I was talking about specifically was the use
27:37 of , um , multiple modalities in engaging students .
27:41 So using things like polls and contests and chat at
27:48 the same time that you're lecturing , get them to
27:50 talk to each other , get them to actually ask
27:52 each other things . There are ways to now engage
27:55 students that I think would be would be necessary to
27:58 keep the engagement of , I don't know if that
28:00 helped back . Yeah , I think that's a great
28:04 point . Um , in the I think it was
28:06 the second session , we had a slide that had
28:10 a number of , um , easy to use fun
28:15 tools that you can integrate into an online class .
28:19 So Paul's game , if eyeing things I forget now
28:24 they all were . But you know , some of
28:26 them are very easy to use . Most of them
28:28 are free on bond and , you know , it's
28:33 It's another tool for engaging . Also , I think
28:36 it's It's , um it's a makes the teacher feel
28:42 good , right ? You know , I was like
28:43 , Wow , I've done something different . I've learned
28:45 a new skill to and it works . I'll say
28:50 This is a teacher From the very first time I
28:54 start using you started using online tools . I was
28:58 amazed at how students who I couldn't get to participate
29:01 in class would feel comfortable participating online . So if
29:06 there was a discussion board or something like that ,
29:08 you know , they're more comfortable writing . They don't
29:10 feel comfortable speaking in front of people . Maybe they
29:14 feel they have an accent or , you know ,
29:16 there's something there defensive about . But , you know
29:18 , giving them an opportunity in another modality is often
29:23 brings them out . And it Z , you know
29:26 , good , good , good stuff . Alright .
29:31 Any other questions ? Uh , for at least thank
29:36 you so much . You're , uh , a Z
29:39 always , you know , uh , inspiring font of
29:44 of information ? Uh , no . I encourage people
29:49 to check out the pumpkin foods website . Some of
29:54 the things they make the tools , the toys ,
29:57 the AIDS that they make are really so clever on
30:02 . Duh just interesting . Even if you don't have
30:05 a special needs a child in your class or at
30:09 home , it's just amazing to see . So thank
30:12 you very , very much . All right , let
30:16 me move on to a few other things , and
30:18 then we're gonna come back . Thio , Dr .
30:20 Peterson ? Um uh , who's , uh , who's
30:24 the only person here who is not a former student
30:27 ? I'm just kidding . E . I am today
30:32 eso some useful and productive tactics . Schedule regular check
30:38 ins with students and their families , teach strategies for
30:42 organization , planning and self regulation for all of these
30:48 groups that you interact with , read and discuss current
30:52 events . So , you know , start with ,
30:55 you know , cover the fax . What's going on
30:58 ? Where do things stand ? A sign of project
31:00 that encourages students to be helpers , So make them
31:05 feel like they're part of a solution . They're engaging
31:09 mawr with people online or even in person , you
31:12 know , delivering groceries , taking out the garbage for
31:15 a neighbor , you know anything That's a project that
31:19 allows the student to feel that they're being , uh
31:23 , supportive of someone else . Share stress reduction and
31:28 mindfulness strategies . We've talked about some of those here
31:32 . You can go on the pumpkin funds website and
31:35 find a bunch of things that are oriented towards thes
31:39 strategies show how we're all connected . So students ,
31:44 parents , teachers don't wanna feel like they've just lost
31:47 the connection because they're spending all their time at home
31:52 Virtual show and tells eso I guess , you know
31:55 , dress your dog up in a hat and showed
31:57 everybody in your class or everyone else and use finish
32:02 , finish My sentence prompts , uh , to get
32:06 people thio students to engage with each other and build
32:12 empathy . So active listening . I'm not going to
32:17 read this this slide . I will just say that
32:23 , um you know , some years ago , I
32:27 co authored a book on on how entrepreneurs have have
32:34 productive conversations , and the more we worked on it
32:38 , the simpler it became . And really , because
32:41 when a conversation is going on , people are speaking
32:47 , thinking and listening . That's it , you know
32:50 . So if you're in a conversation , those are
32:51 the three things you're doing . The hardest one of
32:54 those to do is to be active listener . Do
32:58 not interrupt to really hear what the person is saying
33:03 . Toe ask questions that illicit information that helps you
33:09 understand what they're thinking and what could help them .
33:13 And and so , just saying that you need toe
33:19 listen quietly that you need toe listen through pauses .
33:24 You know , movie directors long ago started showing the
33:31 day understood that when people , um , had something
33:35 important to say , they would pause before they said
33:39 it . And so movie directors use this tool .
33:43 Somebody is , you know , they're they're thinking quietly
33:48 , and then they say something that's really important .
33:50 That's true . That's what people dio . So you
33:53 need to be an active patient listener , and you
33:55 need to encourage everybody in your world to use those
33:59 two bulls on . Do become really good at this
34:03 . And here are some of the specifics about ,
34:06 you know , having keeping eye contact , avoiding distractions
34:10 , you know , finding a good place , toe
34:12 . Listen , even if you're online not being distracted
34:16 with extremely difficult to dio asking relevant questions to clarify
34:21 things , body language , I gotta tell you ,
34:24 I'm not a big believer in body language . Research
34:28 shows the body language . Not a good um uh
34:33 , sign of what a person is thinking . Of
34:37 course , we all latch onto it because it's weaken
34:40 . See body language from the other person show that
34:43 you're listening ? Um , yeah . Well , I
34:46 would just say really . Listen , um , some
34:49 years ago , I went to a conference and there
34:51 was a side presentation on listening skills , and one
34:56 of the things the presenter talked about was how to
35:00 act as if you're listening . I mean , actually
35:03 , this is so long ago , and I the
35:04 fact that I remember it shows I was so shocked
35:07 by it . But anyway , so , you know
35:09 , if you cock your head to the side that
35:11 makes people think you're listening if you let your jaw
35:14 hang loose like , uh , you know , like
35:17 a bass , you know , that shows that you're
35:20 listening . You know , if you nod , that
35:22 shows that you're listening . You know , I don't
35:24 think you need to think about doing any of these
35:25 things you just need to do . You just need
35:28 to listen . You don't need to act like a
35:31 wide , wide mouth bass . Here's a , you
35:34 know , cool exercises that you might find useful for
35:39 . You could distribute to your teachers . Um ,
35:42 eyes in is , you know , language . To
35:46 give students to use to start interactions . Um ,
35:51 and to think so and you know , So instead
35:54 of saying I'm not good at this , you say
35:57 , How can I improve ? Instead of saying I
36:00 failed , you say mistakes were part of the learning
36:03 process , etcetera . So this is a list of
36:06 these . This is one that is , you know
36:08 , uh , written , written up in a looks
36:13 , obviously from a classroom setting . Andi , here's
36:17 some or of this morning meetings . If you're doing
36:21 synchronous classes in , you know , distance you could
36:25 use use these and and then , you know ,
36:30 here's this , you know , creating readers and writers
36:33 is you may recall I've said if you can't measure
36:38 , if you can't measure it , you can't manage
36:40 it . So here you are . You're measuring words
36:44 that students air using and how often there using them
36:49 ? Obviously , this is for 1st 1st grade .
36:53 Andi , Uh , you know , some or of
36:56 these this , you know , you can read on
36:58 your read on your on your own . Ah ,
37:01 feeling finder , this is this'll is a tool for
37:05 you . Just help students , um , getting in
37:09 touch with how they're feeling during this situation , so
37:15 prompts them with feelings that might apply to them .
37:22 And , of course , for your staff here it
37:24 is . So you know how was on teaching ?
37:27 You know , obviously , Ah , lot of people
37:30 suffer with this . They suffered during the learning .
37:32 They don't wanna look incompetent . They don't wanna feel
37:35 incompetent . Um , they're not comfortable with it .
37:39 I will say this is somebody who's done it for
37:41 a long time . Once you get over the hump
37:43 with it , it's great . But no question ,
37:46 students difficult time . Okay , so let's put this
37:50 into ah , you know , one chart . So
37:53 stakeholder engagement and , you know , social emotional learning
37:58 visioning . Then we're gonna do the learning and a
38:02 climate inventory , action based planning , um , preparing
38:08 for and implementing practices . So we're going Hear from
38:11 thinking about it . Thinking the big picture to developing
38:15 options to coming up with a plan , the implementing
38:19 the plan with coaching and support and assessing our efforts
38:25 . So this is this managing feedback loop , and
38:28 then you just do it all over again , and
38:31 this will look like other things in other context that
38:35 we've presented . Okay , So Dr Peterson , who
38:39 was a fantastic guest in one of our previous classes
38:44 , um , we asked him to speak about this
38:46 . He has So he's the superintendent of the Essex
38:49 County schools of technology . And so he's in a
38:52 very unusual situation because so much of what his students
38:57 study hands on and so moving from an in class
39:02 or a lab or a , um , you know
39:06 , physical environment to a virtual environment . Especially difficult
39:10 and great challenge . So , Dr Peterson , welcome
39:16 . Thank you . Thank E . I wanted to
39:20 say that you had two great information there , and
39:23 so I did learn from you today . So technically
39:25 , you are my teacher for today . So we
39:27 got released , and I have that in common .
39:30 Andi , I did not realize that my wife and
39:33 I have been engaging in that finish . My sentence
39:36 prompt activity for the last several years . So I
39:42 for at least the last 10 years , I'm hoping
39:43 the next 10 I get to do my turn .
39:45 So , uh , good afternoon . Thank you for
39:49 welcoming me back as well . Um , so but
39:53 Lisa had some great , great things . If I
39:56 can just compliment some of the ideas that she started
39:59 with , I would say Thio , maybe even like
40:05 a parent support group , because we're doing something that
40:08 we're we're trying to do . A We're gonna be
40:10 doing a video for parents because , yeah , they
40:13 really they really The responsibility has shifted , and they're
40:18 not really . They're very uncertain of their roles and
40:20 expectations . It was a little bit easier . Uh
40:23 , check the homework or sign the homework and do
40:26 this and do that . You know , I think
40:27 we're all kind of used to that . So this
40:29 was totally different . So we're trying to set up
40:31 our expectations , but I think Aziz , we're talking
40:35 . We've been , you know , also thinking about
40:38 , uh , empowering the parents , the teachers and
40:42 the students . And I know this gets scary ,
40:44 but I don't know if there's anything wrong with having
40:47 parents and students if age is appropriate to be on
40:52 some kind of just committee . So that this way
40:57 listen , we're consumer driven economy right now where where
41:01 everybody feels like they have , they want an opinion
41:05 about things . They want to know what they're the
41:07 services they're getting . So we're experimenting with having some
41:10 students and some parents and some teachers just talk about
41:13 in a very productive way , what's working ? What's
41:16 not working because Because this is still on ventured territory
41:21 . You know , this is another part where this
41:22 was where it was emergency remote . Now , now
41:25 , a lot of us are gonna be starting out
41:26 remotely , uh , as opposed to finishing remotely ,
41:31 and it's not necessarily emergency . Now , we're kind
41:33 of planned for it . So that has changed .
41:35 So we're experimenting with that . And that could also
41:39 touch on some of those those emotional SCL um ,
41:43 areas . And I liked what you were saying .
41:45 We what ? What I did last year was not
41:50 have any ideas because I don't think I'm as fun
41:53 as some of my principles and my supervisors and my
41:57 math supervisor , you know , when you sometimes you
42:00 think of Matthew think of kind of stodgy or whatever
42:03 she came up with , like these fun Fridays with
42:07 where we really turn it into almost like pep rallies
42:10 of sorts . So that and that was great .
42:13 And I thought that was a fantastic idea , and
42:16 we did those things for I think it was like
42:18 every Friday in the end of June just to kind
42:21 of get us through the finish line . And I
42:24 think that's gonna be I think SCL has to come
42:27 almost like it's like its own course of sorts ,
42:30 or at least It has to be embedded in the
42:32 curriculum like we do with the , um Assad Commission
42:34 here in New Jersey , where we have it embedded
42:36 in the curriculum . And I think it's it's at
42:40 a , uh it's at a point to where it's
42:42 very interesting where I would say we were perhaps ,
42:45 maybe at the height of understanding and implementing SCL throughout
42:50 the country at the same time . It was taken
42:55 away from us as far as the face to face
42:57 interactions and and it's very the convergence of that .
43:00 I is very interesting to me because it's almost as
43:04 if we taught kids how to express or the need
43:07 or the importance of feelings and emotions and all that
43:10 at the same time it was taken away . Eso
43:13 I think that is also a really interesting thing that
43:16 we have to explore now they know what was missing
43:20 or now that they know what is missing . So
43:21 we have to develop a variety of different areas because
43:25 they don't they're not certain of what's happening , And
43:28 I also unfortunately think there's gonna be an uptick of
43:32 cyber bullying because whereas we went out last year and
43:36 everyone was quarantined and we had definitely a dip that
43:41 in my colleagues that I've seen around that I interact
43:45 with . I think there's gonna be an uptick because
43:47 now there are pockets of kids going out so that
43:52 there's something now to what is the phrase that kids
43:55 safe fomo , fear of missing out . Now there
43:58 are some things that you can't be missing out on
44:00 because they may be going to do this or that
44:02 . So I wanted eso that's on my radar .
44:05 But we had a parent meeting the other day and
44:08 , um , I had over 300 parents at a
44:11 meeting and we actually needed more room . I had
44:14 to change my account to go up to 1000 because
44:17 it was just that overwhelming . And by the way
44:19 , I only have 2300 students . So 300 parents
44:23 was very , very big and on just that level
44:27 of of just three anxiety and and we had our
44:34 plan was a hybrid plan that was super flexible ,
44:36 and I thought it was actually very , very accommodating
44:39 . Toe every parent where you can have your child
44:42 come in one day a week , as we were
44:44 doing . Or you could do it 100% remotely .
44:47 No penalties . You could also foot flap back and
44:50 forth if you if you wanted to change . So
44:51 I thought it was very accommodating , and I anticipated
44:54 less questions because they were , you know , it
44:57 was so flexible . But that wasn't the case .
45:00 And there was just a lot of just anxiety .
45:02 Just a lot of what do I do ? And
45:04 that's where we got the idea for the apparent Academy
45:07 . A swell as that support kind of group idea
45:10 , because they just it's not the same , the
45:12 responsibilities air higher . That and a lot of them
45:16 just want to know What do I do , you
45:18 know , because and now idea with teenagers who are
45:21 . I love that population age group . But they
45:24 are There's always one step ahead of you . They're
45:27 always one step ahead of you , and they're always
45:29 figuring out the system . Um and I love them
45:32 for that , but , you know , they want
45:35 to know because they're sometimes they're telling their parents .
45:38 Oh , no , I don't have to sign into
45:39 that or No , we don't have class this session
45:42 or no , this is a study , and so
45:44 you have to anticipate now . That's maybe not the
45:46 same thing for the early childhood students , but it
45:49 could be for middle school and in some cases ,
45:52 that students no more than the parents . So we
45:55 have a Zilong as we get together on that and
45:57 also the consistency . That's why we created a ah
46:01 hybrid model where it was like a half day where
46:05 where even whether you're remote or in person , it
46:08 looks the same . And if we had to come
46:10 back to school where 100% of our students were ready
46:12 to come back , we would still have the same
46:15 modified schedule so that you know what toe happen ,
46:18 what's gonna happen every day and it's a baby schedule
46:21 . But we have to share that and also remind
46:24 the parents that this is what's going on . Uh
46:27 , so that this way we're all on the same
46:28 page because we don't want the especially the teenagers gang
46:31 up on us . So we got the adults ,
46:33 got to stick together and be on the same page
46:36 on that was important , But they just want to
46:37 know , what do I do ? How do I
46:40 do this help May . So we're going to need
46:42 some additional support with that . Now that the teachers
46:46 , it's , uh well , the teachers are also
46:50 they have a very high anxiety level because at least
46:54 in our state here , there's a lot of mixed
46:56 messages about what's open , what's not open , and
46:59 my job is not to be involved in politics whatsoever
47:03 . But I could only just share with you .
47:04 Some of their concerns is , Is that that ,
47:07 you know , how could one thing be open ?
47:09 But we're going , you know , how could we
47:12 restaurants still not be fully open , but the school's
47:15 happened beforehand once again . That's not my area .
47:17 I'm just , you know , conveying some of that
47:20 thought . And I and I think what has been
47:23 helpful is me saying I don't get it either and
47:27 having I've had a reopening committee that we have been
47:30 meeting since June , and I thought it was going
47:33 to taper off because sometimes you know , teachers get
47:35 this reputation of well , but they're not gonna do
47:39 anything for free . They're not gonna do anything over
47:40 the summer . It's the exact opposite . Um ,
47:45 one day I was running late and I got a
47:47 whole bunch of text and email saying what happened ?
47:49 Is it still going on ? What's going ? You
47:51 know what ? And I was like , Thank you
47:53 . I was running late in the car , but
47:55 that's how important it was . And what we do
47:57 is now We just share articles every every day ,
48:01 and I get stuff and we all just share it
48:02 together . So even though we're still a little uncertain
48:06 about what's gonna happen in , our governor is gonna
48:08 be speaking , actually speaking right now , so I'll
48:10 find out some updates . We work confused , uncertain
48:15 together , and I think that's important that that and
48:20 I tried my best to have that internal dialogue out
48:24 there so that they knew my frustrations and they knew
48:26 some of my challenges . And , um , they
48:29 were really super super , super supportive . And then
48:32 when we had a Q and A for the teachers
48:35 , which was a day or so after the Q
48:37 and A for the parents , that's when they express
48:40 those same things as well . And that was really
48:43 important . The one the one area so they still
48:47 have some anxiety . But they realized they're not by
48:50 themselves , and that , once again , was well
48:52 attend . This is a summer zoom meeting and I
48:55 had probably about , I would say , at least
48:58 90% or more of my staff on that zoom ,
49:01 which was which was , you know , a voluntary
49:04 thing . Uh , lastly is the students , you
49:08 know , you're absolutely right , and we struggle with
49:11 the sports because if we go to remote logic really
49:15 would dictate , why would you need tohave students being
49:19 athletics ? But it's just so challenging . And I
49:23 don't know if anyone is right or wrong , because
49:25 for some of these , these students that the athletics
49:29 is their social life is part of their social emotional
49:32 learning . It's their identity , it's their identity .
49:36 And now we have taken away a bunch of identities
49:39 , right ? All of the think about what happens
49:41 . And I'm thinking about the formative years , much
49:43 of who you are . And then when we when
49:45 we interact with parents from parents , say to me
49:48 , I know my child . My response usually is
49:51 , you know you're child at home . I think
49:55 we know that public persona who probably is gonna beam
50:00 or who is the is the same public persona or
50:03 very similar to what he or she is gonna be
50:05 looking like in the workforce and in front of everybody
50:07 else . You know what ? How we are in
50:11 front of Grandma and Mom is not always who we
50:14 are in the workplace . So we know what that
50:17 other persona and their personas are defined . Someone sometimes
50:22 as being , you know , the theater kid or
50:25 the musician , the band parent . You know ,
50:27 I'm sorry . The band students for all those things
50:31 , and now that's taken away . That's rough .
50:35 So that's part of their identity as well . So
50:37 we're trying to maintain at least maybe some of the
50:40 clubs and activities and maybe even doing some of the
50:43 at least if the coach could interact with the students
50:47 with the athletes that could salvage something because that's part
50:51 of their identity . And I know that goes ,
50:54 uh , you know , into the social emotional learning
50:57 , and I think it's really important , and that's
50:58 for those kids who identifying those areas . But we
51:02 also have to help out all the others who don't
51:04 know how to communicate or how to articulate . So
51:08 we're trying to get a couple of different things .
51:11 Thio address that one Cem . Great guest speakers and
51:14 then others to get students to be guest speakers or
51:17 at least younger people , because you know how it
51:20 is . We could say the same thing . But
51:21 if you have , you know , if you if
51:24 you get a little bit younger , kids will identify
51:27 even more with you . So those were just some
51:29 of the things that we're doing , Um , there
51:32 . And I think I think I touched on a
51:34 couple of those . Yeah , that's fantastic . Zoom
51:36 the main tool you use to communicate with these groups
51:41 . It is we're looking for other platforms . And
51:45 once again , we're trying to get to . What
51:47 we try to do is have a , um ,
51:51 standard learning platform . So we're might be migrating over
51:55 . But once again , you know , this happened
51:57 during the summer , so we don't have a lot
51:58 of time for the teachers . So we're looking at
52:00 this school aji , but we realize that a lot
52:05 of the teachers were comfortable with Google Classroom and zoom
52:07 , so we don't wanna also upset that , too
52:10 . But we also realize that we need to start
52:12 moving ahead because we don't know if this happens again
52:15 . We don't know what happens two years from now
52:17 , so let's strengthen and really beef up our are
52:23 online component as well as I think . I said
52:26 last time we were together , where we were emergency
52:28 remote last year where it was , really we were
52:31 just taking what we did physically face to face and
52:35 then transferring it over toe online learning what were our
52:38 mission this year is to do online learning that will
52:41 be ready toe have face to face when the time
52:43 is . Yeah , that's great . Wow . Thank
52:47 you so much . Thank you so much . Okay
52:53 . Can I just ask , uh , doctor this
52:55 or something ? Dr . Faces , Dave Bachand .
52:58 Lemon stuff . Massachusetts . Uh , would you be
53:02 Would you object if I reach out to you outside
53:05 of this ? Just thio talk about some of the
53:07 things you're doing ? Absolutely . That's how we do
53:10 it . Right ? And remember where teachers . So
53:11 they say amateurs borrow . And professional steel . Yeah
53:17 . Yeah . I've never built a wheel . I
53:19 don't want to start building wheels , so let's not
53:22 reinvent anything , right ? Uh , that's great .
53:24 Looking forward . My email on the chat . Thank
53:27 you . Terrific . Okay , so some of this
53:36 is a little summary . Is tools for supporting staff
53:40 communication ? Sound familiar ? Talking about what Dr Peterson's
53:43 talking about accurate information . You know , tell the
53:45 truth , even when it's not great news . Um
53:49 , keep people in the loop . Uh , consider
53:52 if there's any capacity to ensure your staff gets the
53:56 rest and recuperation they need . Yeah , good luck
53:58 . But , you know , it's good advice .
54:00 Provide regular forum to express concerns again . This is
54:04 just repeating with Dr Peterson talking about encourage peer support
54:09 among colleagues . Um , this communication using these tools
54:13 to create committees the way Lisa Radcliffe and Dr Peterson
54:19 OIR makes sense , ensure staff are aware of where
54:23 they can access mental health . So this didn't come
54:26 up before . But , you know , sometimes people
54:28 need something beyond what their colleagues can provide them with
54:34 , and they need professional support . And , uh
54:38 , you know , I read somewhere that the number
54:40 one growing profession during the pandemic has been therapists by
54:47 a telemedicine and no surprise . So here's some resource
54:53 is for you programs to support teachers , um ,
54:57 resilience , mindful schools , you know , all the
55:00 kinds of things we've been talking about for families ,
55:06 you know , this is you've probably seen this face
55:09 staring back at you online from from , you know
55:13 , families and who were unbelievably stress doesn't get to
55:19 It s O to take a overview . You know
55:24 , teacher training leads to the teacher as a mediator
55:28 , the student as a mediator in an LP classroom
55:32 and then to the family s . So we're just
55:36 rearranging the the cards . But , you know ,
55:39 everyone's the mediator and mediator means between other people .
55:43 So this communication going on and we're sort of back
55:47 to our triangle , you know , here , laid
55:50 out in a slightly different form , you know ,
55:54 just to go back to this topic about bullying cyberbullying
55:58 online , um , strategies for keeping kids safe ,
56:02 online opportunities for out of school programs to build relationships
56:07 , skills encourage community partnership and service learning , encouraging
56:12 family partnerships on the school health team and communicate regularly
56:18 with parents about this issue . Right . And we're
56:21 all in this together kind of approach is a good
56:25 place to start . Um , what else can you
56:29 do ? So we're sort of running out of time
56:32 here . I wanted to hold on one second .
56:39 Uh , did you wanna talk about this ? Sure
56:44 . I know we're kind of running a little bit
56:46 behind today , but I just wanna thank Lisa and
56:49 Dr Peterson for making time for us . really appreciate
56:52 it . And just a quick Greek up . A
56:56 few weeks ago , we talked about putting together a
56:59 distance learning information kit . And today , as you
57:03 can see , the slide on to give you a
57:05 quick update . Uh , so that database has over
57:09 200 questions on bond . You will find some ,
57:14 you know , questions or best practices that Professor Rogoff
57:17 has been discussing over the last several weeks . Onda
57:21 , uh , I do see that there are a
57:23 number of questions in different categories , ranging from curriculum
57:27 to technology . So very good wayto get to the
57:31 information that you've been learning . Andi , I did
57:34 find several interesting questions . Just couple dimension . Uh
57:38 , you know , how do you set up your
57:40 rooms and lighting so that you can have an effective
57:44 online class ? Uh , so lots of good stuff
57:47 in there , I would just quickly to mind you
57:50 toe and create you to go back , use that
57:55 tool . You can search it obviously , and find
57:58 answers to some of these important questions . And you
58:02 can also ask new questions . So there is something
58:05 that doesn't you don't find it . You are able
58:09 to use the tool , and Professor Rogoff and a
58:12 team of volunteers or will make an effort to respond
58:16 back to that question . And of course , you
58:20 please share it with your colleagues . If they could
58:23 potentially benefit from this on , duh . You can
58:26 also easily add it to your school website or abroad
58:29 if you need to , you know , share it
58:32 with your community . So , Professor , go back
58:35 to you . I just wanna be Oh , that's
58:37 great . Yeah , And there's a link on the
58:39 slide that will , you know , take you there
58:41 . It's a you know , it's a cool tool
58:43 . It's like F a Q tool for our world
58:47 on bond . You know ? You know , try
58:51 . It's easy . It's free . Um , okay
58:55 , we have a poll . Are you interested in
58:57 presenting your learnings during final session ? So would you
59:01 like Thio ? Sort of take the role that Lisa
59:04 and Dr Peterson , um did of sort of talking
59:09 about their own situation , their own learnings , their
59:12 own findings , their own experience . So police respond
59:18 to the pole or go on the child and let
59:21 us let us know on and and then , um
59:29 see , I'm gonna I'm gonna give , you know
59:32 , we're trying to keep promise that we only took
59:35 an hour or so E think way and skip this
59:40 , you know , slide . But anyway , what
59:45 can I say ? Thank you so much . Thank
59:47 you . For those of you who are participated ,
59:50 um , you know , thank you for for being
59:54 a part of this will be back in touch with
59:58 you about next week , and we wish everyone well
60:03 , during this time of uncertainty . Hope you get
60:08 clear , helpful answers in in our world so that
60:13 we can move forward . So , um , you
60:17 know , thank you all very much . Thank you
60:21 Guys . Have a great week . Thank you .
60:26 Okay . Thank you , David , for participating .
60:30 Yeah . No , I This has been beneficial .
60:32 I mean , my district is really e mean to
60:35 present were still in no man's land . And the
60:38 leadership at the very top is struggling with it .
60:41 Nobody has an answer . They make a presentation ,
60:45 they send stuff out that we haven't even seen .
60:47 This is gonna be the schedule of the high school
60:49 . That's like we haven't even seen . It's just
60:52 it's difficult right now , but we'll get there .
60:54 And with the help of everybody here , I think
60:56 it will help me at least able to communicate to
60:58 my staff , my students , my family's on what
61:02 my expectations are . And how can I help them
61:04 ? I guess that's the biggest thing is how can
61:06 I help you ? You know , so good .
61:10 Yeah . Thank you very much . Yeah . And
61:13 I agree . You know , the , you know
61:15 , leadership is more baffled than anybody else . About
61:17 what ? To dio . That's all the way at
61:20 the state level . Yeah , right . Yeah ,
61:23 exactly . So So , Professor , there were a
61:26 couple of questions in the chat . Mostly about how
61:30 do we access this four point eso ? I did
61:33 reply . But , you know , just so you
61:36 know , you guys all have an account that have
61:38 registered . So if you log and you will be
61:41 able to access all the session presentations as well as
61:45 the video so if you run into any problems ,
61:48 they shoot us a quick email . Be glad to
61:50 help Sopa . Thanks , guys . Thank you .
61:54 Thank you very much . Thank you . Hurry me
61:59 . Thank you . Lisa , Give Buster my regards
62:04 . I will give my best to Perry Lynn .
62:06 I wanted to wave to her while she went by
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Session 5: Social Emotional Support during Distance Learning - The Fully Informed Administrator is a free educational video by Lumos Learning.

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