RTSC Consider This... January 2021

Consider This...

Things to Consider in January 2021 from RTSC

In this Month:

January Articles
Useful Tips and Resources
Upcoming Federation Events

Click titles for full articles

News and information about education, research, and support for SESPs; adoptive, foster, and kinship caregivers; and child welfare and education professionals helping children with trauma and other special needs get the most from their education.

Follow our New RTSC FaceBook page & SESPs join our Private Group .

By Mary-Beth Landy, Sr. Trainer, Recruitment and Support Specialist for RTSC

Let me begin by saying that I hope that everyone had a wonderful New Year! Out of all years, I think that we all deserve to have a great year, especially the students that we serve!

So often you hear me talk or focus on our student’s trauma history and how it affects the student’s ability to access the curriculum and develop appropriate peer relationships. And I will continue to stress this. But I also think the topic of resilience is just as necessary. Although we talk about resilience in our training, I believe, specifically during this time of stress, that the discussion of resilience is of utmost importance for ourselves and our students. So I will be including at least one article on resilience each month.

Resiliency may seem to be a simple concept, but it is multifaceted. Over the year I will be writing about protective factors such as mental agility and optimism. Several types of resilience interventions will be explored including cognitive strategies; strategies to manage anxiety and increase positive emotions such as gratitude; and a critical relationship enhancement skill, just to give you a little teaser.

And as a reminder, please feel free to reach Bridget, Eileen, or me, Mary-Beth for any questions or support that you may need. We are here for you and love connecting with you.

Modifying an IEP or 504 for Distance or Hybrid Learning

As we all know the IEP or 504 is a “fluid” document, meaning that it is changeable throughout the year as the needs of the student change. This has never been more important than this year. Whether your student is in-person, hybrid, or fully remote, their needs have probably changed or become more substantial during the pandemic. Worried about them receiving what they need in this new environment? The Child Mind Institute looks at ways that you can help your student get the supports they need, it just may need to look different.

How Anxiety Leads to Disruptive Behavior

Often, when trying to describe what anxiety looks like in a child, we think of avoidance behaviors or difficulty being separated from their parents. This would be the “flight” mode. But just as often it causes a student to become dysregulated because of fear or perceived threat and respond in a “fight” mode. Unfortunately for the student, the anxiety is misdiagnosed or disruptive or even destructive behavior, leading to discipline and safety issues. Dr. Nancy Rappaport, a Harvard Medical School professor who specializes in mental health care in school settings, sees anxiety as one of the causes of disruptive behavior that makes classroom teaching so challenging.

Without human connection, school is a shadow

Michelle Bojar, 15, is a sophomore at Newton South High School. She shares her perspective on living and schooling in a virtual environment. This is part of the Boston Globe’s new series of students' creative expressions about living in a pandemic called “Out of a Crisis: The Voices of Our Students.”

Using High Expectations to Boost Students’ Sense of Belonging

“Research shows that when students—particularly those from traditionally marginalized groups—feel like they belong in the classroom, they engage more deeply in the learning process.” Author Ian Kelleher looks at what does it mean to belong and how to foster that feeling among students of diverse backgrounds. The establishment of a deeper sense of belonging helps a student feel a stronger sense of motivation. But how do we foster that belonging? Kelleher looks at teaching content, effective study strategies, feedback, and fostering metacognition as ways that help students feel that they belong and can succeed.

Student Learning Time Regulations:

At the December 15 meeting of the Board of Elementary and Secondary Education, the Board adopted additional amendments to the Student Learning Time (SLT) regulations, 603 CMR 27.00, on an emergency basis. The amendments establish minimum levels for live instruction and synchronous instruction that districts operating hybrid and remote learning models must provide.

Useful Tools, Media and Resources

6 Goal-Directed Strategies to Help Increase Your Resilience

“A person is said to be resilient when they can bounce back after a traumatic or adverse event affects them.” But is being able to “bounce back” all there is to resilience? It seems to oversimplify things. That almost suggests that it is a trait that we are born with, instead of something that we can acquire and build upon. Take a look at one way to build resiliency from Dr. Annie Tanasugarn of PsychCentral.

Helping Kids Understand the Riots at the Capitol

Many people have been looking for answers as to how to address children’s fears around frightening images that they witness in the media and social media. That is no less a true need this past week, with the events in Washington D.C. The Child Mind Institute has given some ideas as to how to help children of various ages understand as best they are able, the challenging images and stories they may have witnessed on January 6^th. And it’s not a bad idea for us adults to check in with ourselves, as well.

Upcoming Federation Events

RTSC January Webinar

Tuesday, January 19, 2021 12:00pm-1:00pm

A Legislative Update with Representative Kay Khan

Representative Kay Kahn is the Massachusetts House Chair of the Joint Committee on Children, Families, and Persons with Disabilities. Representative Kahn has worked to achieve greater transparency, including the annual DCF report which began in 2019 and was published this year in October 2020.

FCSN Networking Series for All

Thursday, February 11, 2021 @ 10:30am - 12:00pm

Are you a Special Education Surrogate Parent, PCTI trained Parent Consultant, or SEPAC Officer? If so, register for an upcoming Networking Series for All.

This series will provide us with the space to dive deeper into each aspect of the IEP, starting with page #1.

This series will be facilitated by FCSN staff with support from Jennie Dunkley, a recent SESP, veteran Special Education Consultant and Advocate, and founder of JDK Communications: Special Education Consulting.

IEP Page 1: Student Strengths and Key Evaluation Results Summary

What are the student’s educational strengths, interest areas, significant personal attributes, and personal accomplishments? What is the student’s type of disability(ies), general education performance including MCAS/district test results, achievement towards goals, and lack of expected progress, if any?