Back to School Resource Guide
A S P E C I A L P U B L I C AT I O N O F T H E B O Z E M A N D A I LY C H R O N I C L E
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Table of Contents Bob Connors Letter
3
Instructional Models
4
Belgrade Schools Letter
6
Manhattan Schools Letter
9
School Calendars
10
The Parent-Worker
12
Teacher Q & A
14
Mount Ellis Academy
18
Embracing Change
22
Vaccine Requirements
27
LEARN TO SKATE
CLASSES FORMING NOW!
REGISTER ONLINE
WWW.BOZEMANHOCKEY.ORG/LEARNTOSKATE
Youth and
Content by Ryan Hoover
Adult Sessions
Layout by Marie Steiger
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BOZEMAN PUBLIC SCHOOLS 404 West Main, PO Box 520 Bozeman, MT 59771- 0520 www.bsd7.org Phone: 406.522.6001 ~ Fax: 406.522.6091
BOB CONNORS Superintendent bob.connors@bsd7.org
WELCOME BACK! What an incredible opportunity for all of us here in Bozeman; we are, and will continue to redefine education. John F Kennedy stated, “Children are the world’s most valuable resource and its best hope for the future.” Our desire is to get students and staff back into the actual classrooms five days per week as quickly and safely as the COVID-19 pandemic allows. We are working with GCCHD to come up with Bozeman School District data points. I would also like to take this opportunity to thank everyone for their patience and understanding during this unprecedented time. While this school year looks different than any we have experienced in the past, it will define the future. We take our role in educating our students very seriously. I read somewhere that we may never know if we went too slow as we re-enter school this year, but we will know if we go too fast. We all have a responsibility to do our very best to make our schools as safe as possible. It is the responsibility of all of our students, families, and staff to work together and individually to practice appropriate measures, including wearing cloth face coverings, washing hands often, and practicing social distancing. These practices are what we need to do to take care of ourselves and each other. The District will have a few changes in administrators as we enter the school year. Patrick McClellan moved from Longfellow Elementary School to Chief Joseph Middle School. Laura Conwell is now the Longfellow Elementary principal after moving from Helena last year. Cate Suit will be the new principal at Hawthorne Elementary School. Cate comes to Bozeman from Belgrade. She replaces Casey Bertram, who moved over to the Central Office as the Deputy Superintendent of Curriculum & Technology. We are excited about the opportunities for these four educators and their school communities. These past months have also reminded me of the commitment that Bozeman has in our school community. Thank you for all of your positive comments and interactions; it humbles one to think of all of the lives BSD7 touches. Please continue to Zoom in on our Board meetings and email comments to our trustees (trustees@bsd7.org). We may not completely understand how COVID-19 will affect us as we reenter, please know we will continue to try to make the best decision with the information that is available at that time. As we all know, it takes a village to raise a child. We need our village to make sure “our most valuable resource” can get back to our new normal. Together we can make the most out of this unique opportunity.
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Instructional Model Details The Bozeman School District announced August 10th that it will begin the school year with the blended learning model, with students attending classes in-person two days a week and learning remotely the other three. But that does not mean the blended model will be how classes are conducted the entire semester, or even two months from now. Superintendent Bob Connors stated that the switch to a cohort model, where students attend classes five days a week but are separated in to groups or cohorts, could happen three weeks after virus cases begin to fall to some trigger point. To parents or students wondering what these models look like, find the Bozeman School District’s brief summary of each model below!
nstructional Model Details - Blended Learning Monday
Tuesday
Group A (Last Name A-L) In-Person Typical School Schedules
Group A (Last Name A-L) In-Person Typical School Schedules
Group B (Last Name M-Z) Remote
Group B (Last Name M-Z) Remote
Wednesday
Thursday
Friday
Deep Cleaning
Group B (Last Name M-Z) In-Person Typical School Schedules
Group B (Last Name M-Z) In-Person Typical School Schedules
Teacher Prep Professional Learning PLC’s
Group A (Last Name A-L) Remote
Group A (Last Name A-L) Remote
Most Students Remote In-Person Intervention Groups for Some Students
●Blended Approx. 10-15 students in a room, Maintain 6 feet apart as feasible Model ● Most students PK-12 in the buildings roughly Challenges 40% of the week, Some intervention students PK-12 • Approx. 10-15 students in a room, in the building 60% of the week 9-12 PK-5 6-8 Maintain 6 feet apart as feasible • Juggling 100% • discussions, Social distancingstudent/teacher TBD Middle connections, ●• Most In-Person learning will be focused on classroom students PK-12 in the buildings roughly Remote Learning • Specialists exposed School Could assessments, andintervention targeted intervention and enrichment, labs, demonstrations 40% of the week, some Students to entire school coGo with • On-Campus Lunch students PK-12 in the building 60% of the week ● In-Person learning will have heavy focus on Socialhort Emotional Learning in a given week PK-5 or 9-12 / Supervision willtime be focused on classroom • Lunch Supervision ●• In-Person Remotelearning learning focused on watching recorded mini-lessons, individual work completion / discussions, student/teacher connection, practice / homework PK-12 Consistent Challenges assessments, and targeted intervention and ● enrichment, Wednesday provides opportunity for teacher professional planning/prep, PLC’s • Redefininglearning, In-Person Time - Remote Learning is the base labs, demonstrations • In-Person learning will have heavy focus on Social Emotional Learning • Remote learning time focused on watching recorded mini-lessons, individual work completion / practice / homework • Wednesday provides opportunity for teacher professional learning, planning/prep, PLC’s
“Flipped Classroom Model” • Masks _ Social Distancing - Cleaning - Disinfecting • Challenges with student program delivery: Clubs, Visitors, Volunteers, Guests/District Partners • Music Challenges (Band/Choir): Large Class Sizes, Aerosolization (mask mitigation), Performance Based? • Childcare
* The traditional and 100% remote models have been left out due to similarities in how these models were implemtented in the past. You can find more information on these models at https://www.bsd7.org/district_news/re-entry_plan
Instructional Model Details - Cohort Model
PK-5
6-12
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Monday
Tuesday
Wednesday
Thursday
Friday
In-Person Cohort Classes
In-Person Cohort Classes
In-Person Cohort Classes
In-Person Cohort Classes
In-Person Cohort Classes
2 Classes Grouped as a Cohort for Lunch and Recess
2 Classes Grouped as a Cohort for Lunch and Recess
2 Classes Grouped as a Cohort for Lunch and Recess
2 Classes Grouped as a Cohort for Lunch and Recess
2 Classes Grouped as a Cohort for Lunch and Recess
In-Person Block Schedule
In-Person Block Schedule
In-Person Block Schedule
In-Person Block Schedule
In-Person Block Schedule
Periods 1, 2 AM Periods 5, 7 PM
Periods 3, 4 AM Periods 6, 8* PM
Periods 1, 2 AM Periods 5, 7 PM
Challenges Cohort Model ● PK-5 = Two classrooms together make one cohort
Periods 3, 4 AM Periods 6, 8* PM
Periods 1, 2 AM Periods 5, 7 PM
• • • • •
PK-5
• Two Periods a day - 3 Hour class challenges • Expanded Flexibility For Student programs KidsLink After School Program
days a week - They would need to use part of the 90 minute block for their remote learning activities 0 defeats the purpose of in-person time wiht teacher • Student pushback = “I already did the work...why do I need to show up?’ • On-Campus Lunch / Supervision
PK-12 Consistent Challenges
= Two=classrooms together make one cohort ●PK-56-12 Eight period block schedule • Music Challenges (Band/Choir); Large • Recess / Lunch Schedules 6-12 = Eight period block schedule ● 6-12 8th Period = MTSS, Advisory, Academy Opportunities Class Sizes, Aerosolization (mask • Lunch Supervision 8th Period = MTSS, Advisory, Opportunities mitigation), Performance-Based? ●6-12 Zero period would continue as typical (7:30-8:20) • Keeping Cohorts From Mingling Zero period would continue as typical (7:30-8:20) ● Other Block Schedules 6-12 Were Considered To Reduce Transitions Further Other Block Scheduales 6-12 Were Considered To 6-12 ○Transitions Super Block, - If you start you need to finish - 6 hour class challenges • Juggling 100% Remote Learning Students with Cohort Students Reduce Further One Course At A Time 3 you Hour class challenges • “Flipped Classroom Model” • Super ○ Block,Two One Periods course At a A Day Time -- If start • 90 Minute BlockAfter Schedule - If remote learning is the base for all students five ●you need Expanded For Student Programs - KidsLink School Program to finishFlexibility - 6 hour class challenges
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Our Model The Belgrade Public Schools will reopen for the 2020 – 2021 school year using two models: In-Person and Remote Learning. This two model approach will be different from what has been done in previous years. Because of the complexities we face due to the COVID-19 issue, we believe that this is the best approach to meet the needs of our students and staff at this time. Though the virus has necessitated the adoption of certain protocols and procedures by the District, it has not changed our Core Purpose or Values. Our core purpose is to educate students to become responsible members of society. Our Values are: • Students are our priority • Community and families are our partners • High expectations and a commitment to excellence • Our community’s acceptance of diversity • Optimizing the highest levels of respect, responsibility and integrity for all • Learning and working in a safe environment
Given today’s environment, learning and working in a safe environment is not just a value, but a goal. The current pandemic has increased the need for schools to do more to maintain the wellbeing of students and employees. The following list includes some of the things that BSD44 has implemented or has plans to implement, in its efforts to keep everyone safe. • Face coverings are required in all buildings. • Frequent hand washing is encouraged. • Hand sanitizer will be available in each classroom. • PPE is available for staff and student use. • Older buildings without proper ventilation are being upgraded to improve air quality. • Some portable Plexiglas shields are available for use while assisting individual students. Like many school districts around the state and country, much of what we can do is controlled by supply and demand. Anyone who has tried to purchase a Chromebook recently understands what I’m saying. So we know that
there will be bumps in the road when we reopen. What we learn from addressing those bumps in the road will make us stronger and more efficient as a district. Reopening our schools presents us with many known and unknown challenges. What happens when a student or employee is infected with the virus? Is personal PPE all that I need to stay safe? How do I deal with the uncertainty and anxiety I am feeling? These are valid questions. All we can do to address such questions is refer to the research and practice to the best of our ability the recommendations from our local health department and the CDC. Lastly, this is probably not the final pandemic we will face as a school community. What we learn from this will better prepare us for the next one. No matter what happens, however, we will get through this pandemic. To accomplish this, it will take diligence, flexibility, teamwork, patience and courage. Even though we can’t seeCOVID-19 with the naked eye, it is not our nature to shrink in the face of uncertainty. As for BSD44, we will stand and we will succeed.
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Make sure your kids are healthy and safe Don’t forget back to school immunizations, including HPV. Plan for healthy meals and time for physical activity. Wash hands thoroughly and often. Wear a face covering when indoors. Stay home when sick. Talk to your kids about the dangers of vaping and tobacco use.
FOR MORE INFORMATION VISIT HEALTHYGALLATIN.ORG
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On behalf of Manhattan public schools, i would like to welcome students, staff, parents and the greater Manhattan community to the 2020-2021 school year. It’s here! Our first day of school is Wednesday, August 26. A districtwide open house is schedualed for Tusday, August 25. We are excited to open school safely for all of our students and staff. We also recognize that there are those who will be unable to attend school in person. Through our online remote learning platform, students will be able to attend classes, engage in learning, and make connections with their teachers and peers. Manhattan Public School’s back to school plan promotes a safe and healthy setting for learning, teaching and working. The wellbeing of our students and staff is our number one priority. The District is offering a full in-person learning platform and a full online learning platform. While our goal is for all students to attend classes on-site five days a week, our plan makes accommodations for those families with medical, health, and/or safety concerns related to COVID-19. We invite readers to check out our back to school plan in its entirety. You will find the link to the final 2020-2021 back to school
plan on the Manhattan Public Schools website (https://www. rollontigers.org/). For full in person learning, a student’s schedule will be similar to how in-person learning looked before the pandemic. Students are in classrooms as usual. Health and safety measures, such as hand washing, physical distancing, face covering where physical distancing is not possible, and cleaning and disinfecting frequently touched surfaces, will be followed. For full online learning, students will receive live synchronous instruction. Students will see and hear the same instruction as the in-person students. The goal for students who need full online learning is to provide an educational experience that is as close as possible to attending inperson learning. Manhattan Public School’s plan is to implement a system where students can ask questions and engage in class discussions. This scenario requires parent/adult supervision and coordination to ensure that all remote students are participating in required classes and learning opportunities. Manhattan Public schools would like to thank students,
staff, parents, and the greater Manhattan community for their patience this summer. We would also like to thank students, staff, parents, community stakeholders, the Gallatin County-City Health Department (GCCHD), the Center for Disease Control and Prevention (CDC), the Office of Public Instruction (OPI), the School Administrators of Montana (SAM), the Montana School Boards Association (MTSBA), and the Montana High School Association (MHSA) for guiding us through the process of safely reopening school. Collectively, we understand the importance of students returning to school. Academic learning is important, but perhaps most important is the mental health and social-emotional well-being of our students. There are challenges ahead of us that, together, we will overcome. In Manhatten, our core values of respect, integrity, community, work ethic, and citizenship are strong. We will face the challenges together to safely create opportunities for our students. We are looking forward to a successful 2020-2021 school year. Sincerely, Brian K. Ayers, Superintendent
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2020-2021 School Calendars Bozeman Public School District Sep 8 Sep 28 Oct 15-16 Oct 26-27 Nov 25-27 Dec 21-Jan 1 January 4 Jan 18 Jan 25-26 Feb 15 March 15-19 April 8-9 April 8 April 9 May 28 June 6 June 10
First Day of School NO SCHOOL – Teacher PIR NO SCHOOL – Teacher MEA Days K-5 Parent/Teacher Conferences NO SCHOOL – Thanksgiving Break NO SCHOOL – Winter Break Return to school NO SCHOOL – Martin Luther King, Jr. Day NO SCHOOL (9-12) – Teacher PIR NO SCHOOL – Presidents Day NO SCHOOL – Spring Break K-5 Parent/Teacher Conferences NO SCHOOL (K-8) – Teacher PIR NO SCHOOL – Teacher PIR NO SCHOOL (K-8) – Teacher PIR Graduation Last Day of School
Manhattan School District Aug 26 Sep 7 Sep 25 Oct 15-16 Nov 11-12 Nov 25-27 Dec 21-Jan 1 Jan 4 Jan 18 Feb 12-16 March 12-15 April 2-5 May 30 May 31 June 3
First Day of School NO SCHOOL – Labor Day SSoM Professional Learning Day NO SCHOOL – Teacher MEA Days Parent/Teacher Conferences NO SCHOOL – Thanksgiving Break NO SCHOOL – Winter Break Return to school NO SCHOOL – Martin Luther King, Jr. Day NO SCHOOL – Presidents Day NO SCHOOL – Spring Break NO SCHOOL – Easter Break Graduation NO SCHOOL – Memorial Day Last Day of School
Blegrade Public School District Aug 26 Sep 7 Oct 15-16 Nov 25-27 Dec 21-Jan 1 Jan 4 Jan 18 Feb 15 March 15 -19 April 5 May 30 May 31 June 4 June 8
First Day of School NO SCHOOL – Labor Day NO SCHOOL – Teacher MEA Days NO SCHOOL – Thanksgiving Break NO SCHOOL – Winter Break Return to school NO SCHOOL – Martin Luther King, Jr. Day NO SCHOOL – Presidents Day NO SCHOOL – Spring Break NO SCHOOL – Teacher PIR High School Graduation NO SCHOOL – Memorial Day Middle School Graduation Last Day of School
Three Forks School District Aug 26 Aug 31 Sep 7 Sep 25 Oct 15-16 Nov 18-19 Nov 20 Nov 25-27 Dec 11 Dec 21-Jan 1 Jan 4 Jan 18 Feb 15 March 5 April 1-5 May 19 May 23 May 26 May 27
First Day of School First Day of Kindergarten NO SCHOOL – Labor Day NO SCHOOL – Teacher PIR NO SCHOOL – Teacher MEA Days Parent/Teacher Conferences NO SCHOOL – P/T Conferences NO SCHOOL – Thanksgiving Break NO SCHOOL – Basketball Tournament NO SCHOOL – Winter Year’s Break Return to school NO SCHOOL – Martin Luther King, Jr. Day NO SCHOOL – Presidents Day NO SCHOOL – Basketball Tournament NO SCHOOL – Easter Break Baccalaureate 2021 TF High School Graduation 2:00 pm 8th Grade Promotion 7:00 pm Last Day of School – Full Day
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Tips for Balancing Remote Work and Parenting While the Family is at Home Written By Ryan Hoover Anyone with children knows that parenting is considered a full-time job. School registration, basketball practice, dentist appointments, and ensuring three healthy meals a day are just a fraction of the task’s parents are handling while raising their children. During the school year, schools help take on a lot of this responsibility through inviting kids to healthy learning environments that teach, feed, and care for K-12 students. Because their children are looked after during the day, many parents work full-time jobs as well. In a pre-coronavirus world, parents weren’t asked to be accountant’s and parents simultaneously, for the most part. While children were at school, parents could focus solely on their other job that helped support their family. But oh, how the tides have turned. If you already thought balancing a work schedule with being a parent was tough, try having to do both at the same time! It turns out many parents will be asked to do so this fall when school districts across the country will have some extent of remote learning.
The Bozeman Daily Chronicle is here to tell you that while this may be a challenging time, balancing remote work and parenting from home can be done! Simply put, parents are superheroes. The new parent-worker environment that will be a norm for many parents this fall is the perfect opportunity to earn your cape. Forbes came out with a brief list on how parents can balance work and family at home when the coronavirus first began to close schools last spring in the article titled, 5 Tips to Balance Remote Working While Your Family Is Also at Home. You can find a summary of their tips below!
1. Plan Early & Together
Taking an hour or two at the start of every week to sit down with your family and discuss everyone’s schedule will help make the week go more smoothly. Find out when your children’s online learning times are and plan your own work schedule accordingly. Assess whether they will need help getting set up with a learning space and operating the computer to ensure their success in the remote classroom. If classes are scheduled at 9 A.M., maybe use early mornings to complete your projects that require more attention and concentration.
Ask yourself the important questions. Do you have the time and space you need to focus on your work? Are you able to effectively answer emails while being “on call” for your children? Answering questions like these will help you construct the new environment at home and ensure its success. But, sitting down and communicating you and your family’s schedules will help get the entire family on the same page.
2. Be Transparent with Your Coworkers, Be Realistic with Yourself
Understand that your children are dealing with changes in their routines during these unprecedented times as well. Not having the social structure that school provides can be very discouraging for students. Many students that are now asked to sit at home and learn from their living rooms by themselves may be wondering what’s the point? With less opportunity for teachers to sit down 1-on1 with students, and no friends by their side, leaving your children to maneuver this new learning environment on their own is a big mistake. Make their concerns and worries just
BACK TO SCHOOL 2020 / 13 as much a priority as the ones stemming from your own job. Take them seriously. This may require larger portions of your time to be used helping them adapt to a new environment, and that’s okay. Take the time to do so and make them feel comfortable expressing their thoughts about it to you. You are a key player in helping guide your children to educational success from home. The other side to taking on the role of at-home counselor is being transparent with your job and coworkers about this. Explain your situation at home to those you work with and make sure they know what your schedule is. Voice your commitment to the company, but also your commitment to ensuring a healthy environment at home. Being transparent with your coworkers about what you can and can’t do will stop them from making their own assumptions about what’s possible. If your children are going to need help at certain hours of the day, block time off for that and communicate it to your coworkers. Ask them to be understanding and that during these times a flexible schedule is a best-case-scenario. Do your best not to overextend yourself in trying to do it all. Most jobs would rather have high performance on a fewer number of tasks than vice versa. If there are projects that may take slightly longer due to a few hours taken out of your day to help your children, accept this reality and voice this to those you work with.
3. Re-Prioritize
With the role of being a mother and father now added to your average workday, work-related and parent-related priorities begin to blend together. Make it your goal these next few months to successfully fulfill the essential requirements of your job so that the additional time and energy can go towards helping your children. This isn’t
to say you should work less hard or slack on time-consuming projects, but simply to prioritize the essential projects first. Most positions have tasks that are essential to the operation of the company, and some that are not. Ask yourself, given your new role as a parent-worker, what you can and can’t take on. Check in with your team and see if coworkers who don’t have families can help pick up some of the other projects. Follow up with them to ensure deadlines are met and the work is completed. Consider projects you took on before the pandemic and ask if they are still necessary. Provide others with the same flexibility in deadlines that you hope to receive for your own. Reprioritizing and communicating this with your coworkers will help you create a realistic schedule for yourself during these challenging times.
4. Self-Care Ensures Endurance
Taking care of your mind and body these next few months will give you the greatest advantage to making the new environment at home a successful and happy one. It is going to challenge you physically, mentally, emotionally, and preparation is your greatest ally. Focus on your needs and what has to happen to ensure a successful day for you. Sleep should be at the top of every parents list. Make sure the family is getting to bed early and you are aiming for 8 hours of rest a night (infants may have something else to say about this). If late at night is your time to relax and binge your favorite Netflix series, consider skipping this for the time being and trying to get some extra sleep. A well-rested you is only going to benefit you and your family, and will leave you prepared to conquer tomorrow’s challenges at hand. A tired you will leave you grumpy and probably questioning why you didn’t get to bed earlier by the
end of the next day. In addition to sleep, some activity to take your mind off the chaos of the day may be beneficial as well. This could be physical exercise, yoga, playing boardgames with the family, and yes, even watching a few episodes of Criminal Minds. Block out time in your evening for one self-care activity that you enjoy. If you enjoy time alone to recharge your batteries, work out a schedule with your partner where each gets a certain night of the week for their self-care activity. Because we all know you both deserve it!
5. In Communication Lies the Key
Arguments are most commonly born from a lack of communication. From preparing three meals a day to conference calls to playing teachers assistant, your day is bound to be filled with constant action and movement. Please do not let this busyness drown out your thoughts and concerns. Use your down time to reflect on how things are going at home, what could be improved, and share these reflections with your family. Having a consistently open dialogue in the house will help get the entire team on the same page. A failure to do this could bring on unnecessary tension and passive aggressiveness. Before the pandemic, your children had outlets at school to help deal with their thoughts and concerns. With a walk down the hall to the counselor’s office no longer possible, some of that responsibility has been transferred to you. Help them work through their academic struggles as a family; in unison. Make your children feel comfortable discussing their concerns at the dinner table by discussing your own. If communication is in place, opportunities to problem-solve together will lighten the load for the entire family
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Q&A
Local Teacher’s Discuss How We Can Prepare for New Learning Environments Written By Ryan Hoover
Adrian Advincula – Meadowlark Elementary Principal
With blended learning a likely option for many schools across the country this fall, many students school year routines will change significantly. How can students put themselves in positions to best navigate this change?
I think the first thing that comes to mind is the ability to give yourself permission to know that it’s not going to be perfect. We have kids starting Kindergarten that want everything to be the way it’s supposed to be. As we all know, we are in a world of unknowns right now; things keep on changing, new data on Covid-19 keeps coming out. As many other superintendents have put before, we are building the ship as we are flying it. So, I think the first thing our students can do is to give themselves permission to make mistakes and learn from it, because that’s okay. What might work one week may not work the next week. I just want them to know that the teachers, the administrators, and all the adults in the building are here to help them work through that. We’re there for them and we’re going to continue to be there for them regardless of what model will be rolled out. We’re always going to be taking care of them and continue to support them and their families. In terms of practical things that everyone can do, what we’ve been trying to do with our daughter is practice. Practice on things you’re not typically doing at school, like wearing a mask. Give yourself time to get used to that. Start with a minute at a time and slowly increase the time you wear it in order get comfortable. I think practicing the social distancing piece is huge, too. When kids see their friends and teachers for the first time in a long time, they are going to want to approach and hug them. We just have to practice that social distancing component early. We have to show our affection and care for each other in a different way.
Matthew Lukens – Mt. Ellis Academy English Teacher One of the benefits to living in a place like this is that you can go outside. It’s not like New York City where you go outside and its almost safer to be inside. You can’t really do it. That is something that our school emphasizes, and I believe taking the time to get outside is even more important in this new environment were in. I think it’s a reality that some students will fall behind. Academic success is a process: responsibility, showing up on time, being disciplined, and being focused. There are also the skills that you learn. It’s much harder to teach the process of success remotely. I think that people tend to associate the youth with being native to technology; that it comes intuitively. But in the past, I think phones and computers have not been traditionally how students learn. They’ve been used for social media and entertainment. So, when you use those devices as the primary means of delivering education, you already have a different set of associations in place. As teachers we should try and give students the benefit of the doubt. If something doesn’t work, we should recalibrate and try to find what will be successful. I think it’s important for students to have a routine. If you’re in a different environment but you can enter a sort of “learning mode,” and establish different expectations for the remote classroom, this may be helpful. As a teacher, I want to try and do this for my students as much as I can. Routines will help you manage your time! Splitting your attention between your schoolwork and your device (games) is going to drain more energy from you. Be mindful about limiting the distractions that are at hand. Have a specific spot and a specific time for your remote learning so you can start developing your routines. I think that will be helpful.
Lena Romeo – Meadowlark Elementary First Grade Teacher Our district has elected a hybrid model, so no matter whether families have elected to attend school fully-remotely or a mixture of remote and in-person, everyone’s school experience will be MUCH different than any other year. I think one of the most important things for families to remember is everyone is in this situation together. We will all need to be flexible and give ourselves and one another grace. We are all doing the best we can.
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Remote learning makes it a lot more difficult for teachers to work 1-on-1 with students. Do you think teachers should make it a priority to check in with students while they’re at home? Maybe even give them a call? Matthew Lukens – Mt. Ellis Academy English Teacher Absolutely. 100%. I think it’s really important to maintain that rapport and connection that exists between the teacher and student. I think that the younger generation is already very attached to their phones and this new learning environment will just intensify that. So, that connection with students is extremely important. One of the things I did at the beginning of every week last spring was a short preview video for the week, with some personal stuff as well. I did this to give the students a sense of what’s going on. I also set up group chats for each class. It was mainly for academic discussion’s and questions, but students ended up getting on the chat session and talking about whatever came to mind! I want to set something like that up for parents this year as well, so they can chat. I think it’s important to maintain a connection with the students, but even more so with the parents. That’s where the students are. Adrian Advincula – Meadowlark Elementary Principal I think that connection is huge. I think it’s important for our teachers and staff to reach out to kids. That was something we tried to do at Meadowlark Elementary this past spring. Just because were doing things remotely doesn’t mean we’ve gone away completely. Those phone calls, those emails, Zoom calls I personally feel it all made an impact on our students. I can reflect on my daughter and when she received a one-on-one Zoom call from her teacher who she loves. That meant so much to her and helped her process through this tough time. I think it’s important that we continue to do that. Teachers are naturally caring people, so I think it will be second nature for them. Students are part of our family and community when they’re here, and it will be the same when they’re remote. Lena Romeo – Meadowlark Elementary First Grade Teacher Absolutely. Teachers will have to work harder than ever to create the classroom culture that we generally create while in the comfort of our classrooms. With parents unable to visit our classrooms, we will not only have to strive to build relationships with our students on a remote platform, but with parents as well. One of the things that I enjoyed about remote learning last spring was that we were able to have one-on-one Google Hangouts throughout the day. It truly felt that you were a part of your student’s family when you could see him or her in his or her home environment. I plan to continue this tradition with my students this year.
Now that some parents are overseeing a version of a classroom from home, how can they prepare for this? How involved should they be? Matthew Lukens – Mt. Ellis Academy English Teacher There’s a concept called Vygotsky’s zone of proximal development. Think of weight lighting as an example. If the weights are too easy for me, I’m going to be lifting the weights all day, and it may not be really developing my muscles. If they’re too heavy and I can’t lift it at all, then that won’t be beneficial either. So, there’s a sweet spot, where I’m struggling but I can do it. It comes down to a judgement call. But parents should ask themselves where their child needs help and intervene if necessary. But there should also be some struggle involved. My goal as a teacher is to work myself out of a job. I want my students to be individually capable of completing a task themselves. If it’s something you haven’t done before, it’s going to be hard and there are going to be mistakes. But ultimately, there needs to be structure too. Adrian Advincula – Meadowlark Elementary Principal I think it’s very dependent on the situation that they’re in. We as educators and administrators have to realize that not everything will be the same for every family, and we have to be cognizant of that. We’ll have some families that will have the ability to be there every step of the way while their child learns remotely. We also have some that won’t be, and their children will be learning in pods, with friends, or at a daycare. We have to remember this as we are setting remote learning up. We have to balance what we need the students to do with the situation that parents and families are in. We’ve never taught in a situation like this before; where a student’s home is now school and the parents are working there too, all under one umbrella. That was hard enough for adults to try and figure out and manage last spring. Now a kid is trying to figure it out. It’s one big tangled web and something educators have to remember when we put information out. If families are struggling, we have to accommodate that and do what we can to help them. Fortunately, we get guidance from previous teachers on how we can best support different students and their families. We also have a team of adults in our building to help families that may be struggling in this situation. Our district has support staff like student support specialists, counselors, psychologists, and Thrive liaisons to help with families that need support, and the teachers too. Our teachers are trying to figure this out as we go along. If you throw in the potential of quarantining, or the potential of someone getting sick, you realize there are going to be a lot of moving parts. Our support staff will be important for ensuring we do what we need to do for those families. Besides having them in our building, they also have connections with support groups in our community. They know who to reach out to if we don’t know what to do.
16 / BACK TO SCHOOL 2020 Lena Romeo – Meadowlark Elementary First Grade Teacher This truly depends on the age-level of the student. I will speak for first-grade families as that is the grade that I currently teach. Truthfully, first graders (especially at the beginning of the year) will likely need parent support to log in, access assignments, and learn the technology required to complete tasks. Hopefully, as the year progresses, students will need less and less parent support. It is my vision that some of our classroom time can be spent helping our students to navigate the technological aspects of remote learning as well. Parents who have students in the Bozeman School District can begin by familiarizing themselves with Canvas. This is the program that we will be using to deliver online instruction. There are many helpful videos on YouTube to get started. Also, don’t shy away from contacting your child’s teacher if you need support. We don’t expect you to have all the answers or be able to transition to this “new normal” seamlessly. We are here to help. Use us! Many students rely heavily on the outlets that a school provides outside of the classroom: friends, favorite teachers, sports teams, clubs, etc. With remote learning, you lose a lot of that and many parents are finding their children lacking motivation during these times. How can this be solved? How can you make remote learning more like the classroom? Matthew Lukens – Mt. Ellis Academy English Teacher I think it really goes back to maintaining that personal connection with the teacher and with other students. It’s so important. Parents should also be aware that there is a lot of anxiety circulating right now for physical safety, finances, societal concerns, etc. Things are very unstable and tenuous right now. I think parents needs to be honest with their children, but also not overwhelm them with a sense of dread. Mt. Ellis Academy provides students with faith, hope, and a higher power as well. A purpose. Try and enjoy things in the moment. There are things that you can control, and things that you can’t. No one will benefit from you getting too worked up about things you can’t control. Keeping a close sense of community is so important. It doesn’t always have to be a big thing. Sometimes it can just be asking someone how’s it going? When Mt. Ellis Academy embarks on its annual Outdoor School every August, I try and make the educational units that are held very interactive; students are interacting and communicating. Working in groups helps keep engagement and focus. Whatever your situation is, try and discover what is around you. After you discover what it’s like, develop that a bit. This may be by writing about what life is like attending school from home. Then, you can use that to connect with other people.
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$15.99 at Country Bookshelf • 406-587-0166 SunnyTheSloth.com Adrian Advincula – Meadowlark Elementary Principal I think as educators in this particular situation, we need to make sure we’re not copying what was done before. We need to look at what we can do in this new situation and help our communities, families, and students while at the same time not burn out. Teachers are such giving people and I worry that they’re going to want to do as much as they can, all the time, and forget about themselves. We must give ourselves permission to know that this whole situation is going to ebb and flow. We learned of this lack of motivation during our brief moment of remote learning in the spring. When we started off, there was a lot of engagement because it was new and interesting. But that engagement piece started to taper off as we went on. As educators and administrators, when we’re creating these lessons and doing synchronous and asynchronous learning, we need to make sure the lessons we are providing are not only rigorous, but also engaging. We should balance that screen time with activities that we can do outside and share that back with our groups. Some of the things we did in the spring may not work now. We have to continuously reflect on what we’ve been practicing and doing for our students and families. Lena Romeo – Meadowlark Elementary First Grade Teacher There is no magic answer for how lack of motivation can be solved; different techniques work for different students. One of the positives about the blended model is that students can form friendships, get to know their teacher in person, and engage in social activities when they are in the classroom. Having a smaller class size (only half the class at a time), will help teachers to cover more material in less time. Hopefully this will help with parents feeling like they need to engage their students in schoolwork all day long. Remember that elementary students should be spending no more than 2-3 hours a day on schoolwork when they are home. Do what works for your family. Make sure to schedule plenty of breaks. When frustration sets in, take a break. If your child’s motivation is fading, take a break. If you’ve been working for longer than 30 minutes, take a break. When in doubt, take a break.
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18 / BACK TO SCHOOL 2020
Mount Ellis Academy Students Grapple with Returning to School During a Pandemic
By: Lauren Bongard Schwarz Mt. Ellis Academy Teacher
Last March, with the novel Coronavirus starting to appear in Bozeman, Mount Ellis Academy, a private Christian high school, let out early for spring break and then transitioned to an online learning model for the rest of the academic year. While teachers did their best to keep classes engaging and students shifted to a new learning format, school definitely wasn’t the same. Campus was quiet, experiential learning was nearly impossible, and the outdoor education program had to be halted. But this is a new year. Even though the virus still exists, there’s hope that school can resume safely with certain precautions in place. So, Mount Ellis Academy is moving forward with full-time in-person learning beginning August 17th. With approximately 52 students in grades 9-12—about half of whom live in dormitories on campus—and a program that emphasizes outdoor education, that could be an easier task than larger schools face. Still, students and staff are gearing up for changes. “While we’re planning to be all-in, we will be following the governor’s mandate for masks and other health recommendations,” says Principal Renae Young. “We’re figuring out how to do school and keep kids safe at the same time.” She says that’s possible because of the school’s smaller size and its unique program, adding, “Authorities are saying sunshine and fresh air are helpful in preventing virus transmission, and we do a lot of outdoor learning; we start the year with outdoor school and senior survival, and our teachers are exploring holding classes outdoors.” Along with those precautions, the school will be cleaning even more frequently than usual, and janitors will be outfitted with personal protective equipment to
keep them safer while they do their part to keep students and staff safe. Numerous hand sanitizing stations have been installed in campus buildings, and signage reminds students to socially distance when possible, keep their faces covered, and wash their hands often. Teachers can meet with their classes in outdoor spaces around the sprawling campus as weather permits, and fans, air filters, and open windows will increase fresh air circulation in classrooms when being outside isn’t possible. Because the campus hosts resident students in dormitories, there are already isolation rooms for students who are sick. However, since COVID-19 is different than the common cold or flu, the school will work with the local health department to outline best practices for handling illness. If there’s a mandated shutdown like last spring, the school is ready. All students are already outfitted with school-issued Chromebooks, and they’re used to turning in many assignments digitally. Although online education isn’t ideal, the daily class schedule will remain the same with students joining classes from home via an online platform. That way, they’ll have daily access to teachers and classmates, even if it has to be virtual. Students Sound Off About Restarting School As the nation and local schools debate masks and compares the benefits of in-person schooling with the relative safety of online education, students are left to navigate the realities of decisions made for them. “I’m not sure whether it’s best to meet in-person in these circumstances, but I think that it’s very high risk, very high reward,” admits Sharra Durtka, a junior from
BACK TO SCHOOL 2020 / 19 Bozeman. “I’m kind of nervous about the risks that schools pose for all of us, but the value of having an in-person connection with your teachers and classmates is important.” She says she’s glad there are precautions and backup plans, and she wants to do her part to help lessen the risk for herself, her classmates, and teachers. “I’ll be definitely trying to limit my social circle outside of school,” she says. “My fear is that anyone bringing [the virus] into the school means everyone will likely catch it, but I am glad we get to start in person. The beginning of the year is the hardest,
and I think it would be hard to get used to what you’re learning and what classes you’re taking from an online perspective.” Durtka says she surprisingly liked online classes last spring. “The teachers made it simple and it was easy to catch on, at least for me. But I do find it more valuable to have face-to-face contact because it’s easy to put online schoolwork aside in favor of things that are happening now.” She says her young nephews vied for her attention along with homework, admitting that it was hard to focus on school when family fun was happening in her household. “I’m honestly happy to be going back to school, even with restrictions,” says Tavi Stuart, a ninth grader from Bozeman. “I don’t like wearing a mask, but I think it’s a smart idea, and I’d rather do that than online school.” She was taking an algebra class at Mount Ellis Academy as an eighth grader at Mount Ellis Elementary last spring when classes went online, and she recalls that it was harder to get questions answered in a remote forum than when she had daily inclass access to teachers. For Stuart, the social aspect of inperson classes is paramount. “I like being around my friends, and you can’t interact with people as much during online school,” she says. “I’ve been waiting to be in high school for a long time; I hope it will be how I’ve been imagining it for so many years.” For more introverted students like Ian Vinglas, a sophomore from Bozeman, online learning wasn’t as much of a social hardship. While he likes his classmates, he says that he’s not one to naturally want to be around other people for as much of the day as traditional classes require. His mother, Kebrina Vinglas, says she noticed online
schooling really fed his inner self and that he had a lot more emotional energy left at the end of each day. Vinglas concurs. “I personally liked online learning a little better than regular school,” he says. “It gave me a lot more time to do everything, and not just schoolwork. I was able to do my own things; with normal school, I have to go to class, do homework after class, and go to work. With online school, I could choose how I used my time.” Sam DePaula, a senior from Washington, says his philosophy about coming back to school is simple: “I figure that we need to make as much of it as normal as we can, and then the stuff that we can’t make normal, we have to roll with it. I’m a pretty chill person, so something like wearing masks or social distancing in classes won’t affect me too hard. I adapt pretty quickly.” Students say they do worry, though, about spreading the virus. DePaula says he isn’t as concerned for his own wellbeing since he’s young and healthy. “Coming back to school, the thing I’d be cautious about is to be aware of somebody else that might be at a higher risk than myself,” he says. “If I had it, I might put somebody else at risk. I think it’s all about being reasonable.” And DePaula believes that trying to start the year in person is the reasonable thing to do. “Classroom learning is definitely more ideal, and it helps motivate me,” he says. “It’s easier to keep up with work when you’re in actual classes. Last semester was really hard, the hardest I’ve ever had school be, but I made it through.” Sophomore Dylan Wonenberg, who lives in Bozeman, says he’s looking forward to coming back to school and seeing his teachers and classmates in person again. “I think
20 / BACK TO SCHOOL 2020 it will be a little weird to have to wear a mask, but I’m just not very good with changes,” he says. “It will work out, and it will be better than online classes. I like the idea of classes in person where I can see people [who are] talking.” Shanie Crawford, a junior from Nevada, has heard about the plans her hometown school district is enacting— a later start, and students split into two groups that alternate between two days in school and two days distance learning. “It makes me feel pretty lucky to be coming back and starting school,” she says. “Online learning was a lot harder because it wasn’t as easy to talk to teachers one-on-one.” While she did the bulk of her classes online last spring, Crawford was one of a handful of students who came back to Mount Ellis Academy in May to finish the year in
person. “That was helpful because I was really struggling online,” she says. “I’m excited to come back and start this year.” Senior Luke Wiegand, from Great Falls, says that he, too, is grateful for the chance to begin classes on campus. “I feel pretty lucky to be coming back to school for my senior year. Last year’s seniors had their year cut short, and I really didn’t want to do my senior year online.” For him, that’s mostly for social reasons, since he found some perks in online classes. “Online learning can be a nuisance, but it can also be a nice change of pace,” he says. “You could go to your classes while sitting in bed.” He does say that while he’s “bummed” he and his classmates will have to wear masks, and he’ll miss giving high-fives and being physically close to his friends, “we should do whatever we have to do to help the pandemic.”
Sophomore Emily Biegler, a resident of Thompson Falls, says that she’s been disheartened by hearing extreme views of people across the country advocating purely political opinions about COVID-19. “I hope our school can find common ground where we all can have a safe environment to grow without politics.” Emily’s younger brother and sister will both be attending Mount Ellis Academy this fall, and she says she can’t wait to welcome them to campus even if things will look and feel different this year. “I’m really excited that Mount Ellis Academy is opening back up. It’s such a great place for kids to grow, develop, and learn to serve,” she says. “I’m a little nervous about wearing a mask in school, but I know that the teachers really care, and everything will be OK.”
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22 / BACK TO SCHOOL 2020
Embracing Change Local Counselors Reflect on Coping with a New Social Landscape This Fall Structure, stability, & continuity “Children do best when there is structure, continuity, and stability; when things are predictable. Part of the problem with this situation is that it’s very unpredictable,” remarks Sally Hand, the Director and Founder of the local counseling center, The Heart and Hand Center. Sally and the center offer full-service counseling and therapy for all ages, specializing in Art Therapy, Equine Therapy, and other expressive therapeutic approaches to accompany or substitute traditional methods. Art Therapy focuses on free self-expression through painting, drawing, or modeling. Sally uses these different techniques to help her clients work through grief and trauma, while helping connect the mind, body, and spirit. Equine Therapy encompasses a range of treatments with activities involving horses and other equines. Sally operates out of the Emerson Center for The Arts & Culture, as well as at her ranch twelve miles northeast of Bozeman. Counseling centers and services around the country have seen a significant increase in clients over the past 5 months as uncertainties about everyday life from the
coronavirus remain present. The Bozeman Daily Chronicle thought it would be a good idea to sit down with clinical and school counselors, those that specialize in helping us all deal with things like uncertainty and grief, and see what advice they have to offer as the school year approaches. “It’s very, very stressful. The uncertainty creates stress and anxiety because children and parents are experiencing things they’ve never had to experience before in their lives. The first thing we need to do is just acknowledge that it’s anxiety-provoking to be in this situation. Then we have to accept that this anxiety is normal and ponder what we can do about that.” Sally explains how the most important step we can take to cope with these feelings of anxiety is by introducing structure, continuity, and stability in our lives. There are many things we can’t control during this pandemic, including the course of the virus itself. We should instead focus our time and energy on things we can control, like providing structure for ourselves and our families. Sally remarks that one of the most important things parents can do to provide structure is by preparing
balanced, on-time meals for their children. “It’s really important that parents get up and out of bed. They need to not be on their phones or computers. They need to make a nice balanced breakfast for their children (it doesn’t have to be a four-course meal). A bowl of cereal and a banana is fine too!” Providing this structure for your children at the start of the day will lay a solid foundation for them to build off of during their online schooling. It’s also an easy task that all can do! A second factor parents can control during this pandemic is creating realistic schedules for their children to follow while at home. “Parents need to create realistic schedules for their children that are doable and consistent; where they have a consistent time to get up in the morning that gives them plenty of time to do whatever they need to do. While parents can’t control coronavirus or what is happening in school, parents can control what is happening in their own homes.” “Part of the reason children do so well in school is because there is a structure that is impassionately carried out. Children thrive with structure; when they know this is my time for reading, and this is my time for break. There’s no loosey-
BACK TO SCHOOL 2020 / 23 gooseyness.” While Sally believes the structure schools will provide will certainly look different this fall, she’s confident that it will be figured out and children will be quick to adapt. “Within a month, children will be able to adapt to whatever school is going to look like because they can adapt if they know it is the same. What’s hard is if it’s inconsistent, or mom and dad fight over their schedule, or they aren’t given enough time.” One fluid structure, both at home and in school, will be important for students to adapt to the changes being made. Parents can do this in their homes, but schools will also bear some of this responsibility. If every month each school district’s schedule will look different due to rising or falling case counts, required quarantines, or other factors, students will have no chance to adapt and thrive in these uncertain times. Sally stresses that while many factors for the year are uncertain, children can still adapt and find success. During her counseling sessions, Sally teaches parents 7 or 8 natural remedies that they should introduce to their children at an early age. The 8 natural remedies are pure air, sunlight, fresh water, a proper diet, plenty of rest, a balanced lifestyle, structure, and faith. “Parents can’t control the course of the virus or whether their neighbors are wearing their masks and using hand sanitizer, but they can control what is happening in the context of their own family. You can control whether you are following proper health guidelines; whether you are keeping your family focused on stability.” Taking the time to focus on natural remedies and lifestyle choices we can control will help bring stability and some sense of content to your
life. Because children are still learning what it means to truly live a healthy life, setting a good example is on parents and teachers. Adults must do their best to manage their own anxiety during these times, and if everything is too much to handle, don’t hesitate to seek help from places like The Heart and Hand Center. Sally recommends adults focus on avoiding unhealthy activities while their kids are around, like drinking alcohol, and substitute these coping mechanisms with selfcare techniques. Outdoor exercise or online yoga classes are good places to start. You can stop by The Heart and Hand Center at 111 S Grand Ave, Suite 275 from 10 A.M.- 6 P.M., Monday through Friday. Sally also offers therapy sessions at her ranch and over the phone for all clients. You can contact the Heart and Hand Center at 406-587-4036 if you are interested in the services they offer. If we connect, we thrive Kory Ann Rogers is another local counselor who specializes in Marriage and Family Therapy,
Mood Disorders, and Anxiety and Adjustment Disorders at Bridger Peaks Counseling. Korey has worked with individuals from ages 7 to 90, couples, and families. “As a counselor, I will work with you to help you head your personal goals. My goal is to aid, support, guide, and advocate for you during this time.” Kory stresses the need for connection during these unprecedented times. “If we connect, we thrive,” she states. In a time when connection is not always possible due to social distancing, quarantining, and remote learning, we should do our best to focus on the connections with people we can have, like the ones with our families. Having a solid foundation in your home is paramount to helping your family deal with the stress and uncertainty of the coming months. Korey explains that one of the most important things parents can do is
24 / BACK TO SCHOOL 2020 validate their children’s and partner’s stress. Make their stress feel wellfounded and communicate that you are there to support them. “Hear them, listen to them, and simply just be there for them,” she remarks. Validation allows for comfortability in the home, and parents can provide this by being the example. Being the example means that you and your partner provide mutual support and open communication. “It’s okay to be sad and express that,” says Kory. “You need to experience all the emotions that are present.” Experiencing all the emotions will provide a validating and nurturing environment that will allow you to better connect with your children. Instead of sending them to the living room all day to do their online classes, periodically check in to see how everything is going. Don’t just ask how their classes are going, or if they feel they’re learning the content. Ask them how they feel about the situation, what they like and dislike, and do it in a genuine manner. It’s easy to rationalize that your children’s worries don’t compare to your own as you try to balance caring for them, financially providing for the family, and other familial concerns you encounter on a daily basis; try and avoid these patterns of thought. While their concerns may be of smaller scale, they are no less significant than your own. Validating their concerns will give you a chance to better connect with them. Kory explains how validating your families stress will allow for development, growth, and feeling a part of something. You can take on these turbulent times with those you love and grow together through the process. Imagine the times when you’ve felt the most validated and proud of yourself and those you love. Rarely is it for a mundane task like making your own
bed or dropping your children off at school. You experience validation and pride when you’ve worked hard on something and persevered, like getting a promotion at work or making a homemade Thanksgiving feast for your family. This pandemic gives you and your family the opportunity to persevere and work through adversity together. Keep this in the forefront of your mind when you and your family are trying to navigate uncertain times in the coming months. While you should focus on connection and completing healthy activities together, Kory states that, “what’s best for them, may not be best for you.” While you are a family, each person within the family still has their own individual needs and concerns. We all handle change differently, and its important that each family member is able to cope in their own way. Don’t make a family member feel like they must react a certain way or in line with what you do. We still need to have kindness, acceptance, and empathy for those we love. Finding a balance between accepting others individual needs and coping together is where growth is most likely to occur. Use these times to learn more about one another.
“Children need to think on their own,” says Kory. While it’s important we keep children aware of the realities of the world we live in, we shouldn’t supplant their worries with our own and project on to them. During her counseling sessions, Kory will use a simple method with children to help them come to conclusions on their own about what they can control in their lives. She starts by having them draw a hand on a blank piece of paper. At the end of each fingertip, she has the child think of various things they have control of in their life, such as what they eat, how much they sleep, how they dress, etc. Beyond the fingertips, the children write things they have no control over in the surrounding white space. Kory says that this provides children with a visual representation of things they can do and helps make it stick. If you are interested in scheduling an appointment for you or your family, Bridger Peaks Counseling is located at 2115 Durston Road Units #9 and #10 and is offering in-person or online services. The office can be reached at 406-595-1374 from 9 A.M. to 6 P.M. Monday through Friday, and 9 A.M. to 5 P.M. on Saturdays. Turn on the camera and engage “We’re going to have to learn to
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be patient with one another,” says Belgrade High School counselor Erica Parish. Erica points out how the mandate of masks in schools is going to make it very difficult for teachers and counselors to read the facial cues of students who don’t always know how to express what they are feeling in words. “We have to learn how to communicate with one another without using our faces. You can use your eyes, but most people haven’t figured that one out yet. That’s where we’re at.” “Even online it’s really hard to adjust to figuring out how you interact in a Google or Zoom meeting. It’s easy to turn off your camera, that way you don’t have to be noticed or seen. One of the things I think students can do to stay engaged and connected with the class is to turn on the camera and engage. Then,
you’re not getting sidetracked if your camera is off or you’re muted. You feel like you’re part of the group.” It’s the same as choosing to sit in the front of the classroom verses the back. Siting in the front allows students to clearly hear and engage in all the material and less likely to cause distractions or shift their attention elsewhere. While teachers won’t have as much control over the environment in online classrooms, Erica urges students to keep the camera turned on and essentially sit in the front of the virtual classroom. “One of the biggest issues I’d hear from teachers, students, and families alike was that the communication through emails or messages made it difficult to understand what was being truly communicated. It’s easy to misinterpret the words and tone of an email. One way to help with that is by asking clarifying questions before you jump to conclusions. Were still trying to better ourselves in the ways we communicate digitally but asking lots of questions can help avoid miscommunication.” Don’t be afraid to ask for further instructions or what a given concept or word means. Remote learning is a relatively new method of learning and teachers and students should be patient in trying to adjust to this new setting. Students also differ on how they best receive instruction. Some may be more suited for written, while others do better with verbal. If you feel that you need to have instructions or concepts explained verbally, don’t hesitate to call a friend or teacher for clarification. “I think the other concern is the rise of social isolation and feeling like you have to only socially isolate because of how things are these days. It’s going to be a struggle. We have to have some sort of face-toface interaction to be able to function well. Adults need to coordinate a
time for their student to have an activity where they can get together with others while respecting the social distancing guidelines.” Social distancing doesn’t necessarily imply social isolation. You can still find ways for your children to be safe while getting some important faceto-face interaction with their peers. Scheduling a few times a week, CDC guidelines permitting, for your kids and their friends to go on a hike, study together, do arts and crafts, play boardgames and other activities, will help relieve them of the feeling that social isolation is the only option during these times. “You should take advantage of these opportunities if it aligns with guidelines and your values,” says Erica. Erica and others at Belgrade High School worked hard last spring to set up online resources for their students to use while at home. Her department created their own webpage that included resources for the students. Google Classroom gave students the option to communicate with teachers or counselors via video, voice, or text. This way each student felt comfortable choosing their own means of communication. To help set up more chances for social interaction, Belgrade High School set up a weekly career spotlight with a local business member where they showcased different careers and had a high level of participation. “It was just something different than the work they were being given by their teachers. It gave them some social interaction, information on potential jobs, and they got to meet cool people in the area. The response was positive.” School counselors and teachers at Belgrade High School returned to school on August 17th, and students started August 26th. “I’m ready to roll and do what’s best for the kiddos,” says Erica.
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