There is hardly an area of our lives that is unaffected by the pandemic. It has brought uncertainty, anxiety and isolation. For students even under normal circumstances, sitting and learning can be difficult. With the pandemic, the potential roadblocks to education are that much harder to break through.

As ATT teachers launch this unusual school year, we are offering several professional development sessions to support them. Sarah Steinberg, MS, BCBA of Steinberg Behavior Solutions and Jill Hollederer, MA, BCBA met with teachers over Zoom to provide tools for transitioning to learning in-person. 

Although we are fortunate to have programs such as Zoom and Google Classroom, learning remotely presents many added challenges to students. In the physical classroom, there are distractions, but the energy of having a teacher and other students often helps students focus and stay accountable. 

It’s also important to approach education with a balance in striving for meaningful learning during the pandemic as well as emphasizing emotional support for students. Fortunately, there are tools and techniques to help students adjust back to in-classroom learning and thrive in this unusual school year. 

Set goals and expectations 

The first step in helping students acclimate back to learning in the classroom is for teachers to identify the specific needs of their students. Teachers will then be able to offer personalized support throughout the transition. 

Teachers can ask students to reflect on both the challenges and benefits of remote learning. Teachers may find that students prefer certain elements of the remote learning experience, and they can work towards implementing those strategies. This also has the potential of addressing some of the emotions students might be feeling and can be a helpful way for them to cope. 

Setting clear classroom expectations will provide students with knowledge and understanding to reduce uncertainty. This increases the students’ willingness to comply with new behaviors.  

Here are some helpful tips on how to set solid expectations for in-person learning in 2020:

1. Present what students can do rather than what they can’t do

Stating rules and expectations in the positive encourages students’ compliance and also makes it easier for the teacher to enforce. Rather than telling a student what not to do over and over again, reframing a command in the positive creates a more nurturing environment and better promotes meaningful learning. 

For example, instead of writing a class rule stating, “Don’t get out of your seat without permission,” write, “Please remain in your seat until you are given permission.” It’s a slight change that makes a big difference. Another example of a class rule in the positive is “We are respectful.” Under the rule, you can elaborate on the practical applications such as, “Listen to the teacher and your peers, speak kindly and respect personal space.” 

2. Offer choices

Many students respond better when offered a choice between different options. This gives them responsibility and some level of control. Teachers can give the students an option to use hand sanitizer or wash their hands, to choose the schedule of activities or actually help create the guidelines for the class (with some guidance, of course.) 

There are many areas that teachers and students are not able to be flexible in the classroom, but finding an area with flexibility and offering choices to students will help encourage participation and even excitement in regard to classroom activities. 

3. Use reinforcement charts and praise students 

Now that the guidelines are in place, reward students for following them through some form of reinforcement. Teachers can use a sticker chart, participation dollars or another creative option as a reward. Teachers can ask students what reward is best for both short-term and long-term reinforcements to help motivate them. 

4. Clearly and visibly display the expectations 

Create an appealing poster or graphic to display the expected behaviors to earn the reinforcer, how the teacher will check, what the reward will be and when it will be given. Try to only present what is relevant for the students today in the short-term. The long-term plan for fading out the reinforcement will come gradually as students are more adjusted back to in-person learning. 

Look out for behavioral concerns

Students often display troubling behavior when going through a challenging time, so it’s important to identify what these possible behavior challenges are and how to best work through them. 

Some examples of COVID-19 related behavioral concerns might include:

• Struggling to wear a mask especially for long periods of time
• Washing hands frequently or overusing hand sanitizer
• Restlessness 
• Difficulty focusing
• Hypersensitivity
• Aversion to certain fabrics 
• Hyperactivity

For a student who is exhibiting challenging behaviors, try offering choices, offering extra assistance and allowing additional time for them to complete tasks. This will help with students who need to build up skills potentially lost from the lack of in-classroom learning which may be a factor in their acting out. To limit the over-use of hand sanitizer or handwashing, make sure to plan frequent times for both so the students can expect when they will be able to eliminate germs.

Allowing the use of noise-canceling headphones, separating workspaces or having students work in small groups are all helpful ways to channel both hyperactivity and difficulty focusing. Making sure to use reinforcement rewards and specific verbal praise will also motivate students in the classroom. 

When the expectations and reinforcements are at the forefront of the students’ minds throughout the day, they will be more likely to exhibit positive behaviors. Reminding students before recess or social activities can help encourage positive interactions between students and their peers.  As the teacher models following the rules and expectations, great emphasis should be placed on praising students who are serving as role models for their peers. 

Be mindful of sensory issues related to COVID-19

Sensory issues related to COVID-19 might be anything that affects the senses such as touch, sound, taste, smell and sight. A recommended technique to help students cope with this challenge is systematic desensitization. This will vary depending on the sensory need, but examples include gradually increasing the duration, offer choices, provide scents in their masks and to encourage frequent breaks in the bathroom or plexiglass corner. 

Students who may be slightly more sensory can have a hard time wearing masks, especially those made out of certain fabrics. Work with the parents to find a mask that may be more comfortable and manageable. 

The four main motivations behind behavior are: 

1. Sensory challenges
2. Escape or avoidance
3. Attention seeking
4. Tangible (to get something a student wants)

By taking the time to really listen to what the students are going through and what they could benefit from, teachers can work towards more meaningful, effective and engaging learning in the classroom.

During the ongoing COVID-19 pandemic, the ATT joins the great number of organizations and agencies who are working diligently to mitigate the impact of this unprecedented event. As humanity struggles with fear, loss and uncertainty, we are buoyed by our faith and our commitment to each other. The Navi Yeshayahu tells us “אִישׁ אֶת רֵעֵהוּ יַעְזֹרוּ וּלְאָחִיו יֹאמַר חֲזָק – Each man shall assist and encourage his fellowman.” This has become the response of all people of goodwill and compassion, and we are grateful to the volunteers, dedicated lay people, leaders and community servants who continue their daily service to the community with compassion and dedication under trying circumstances. May Hashem repay them with good health and the fulfillment of everything good that they need.

Community-wide contact tracing

The ATT schools have all prepared contingencies for the event that a staff member or student is positive for COVID or has been exposed to someone who tested positive. The schools are mandated to report any outbreaks to the local health department and to receive guidance regarding quarantine and contact tracing procedures.

As our schools are an integral part  of our community’s infrastructure, we want to encourage the parents and staff of our schools to participate in the communal tracking endeavors which will help our community leaders have more focused and accurate information. Data on COVID which is shared about the general population is not as helpful as information that is generated within the community as it helps us get a true picture of how the community is faring in preventing the spread of COVID. There two platforms that are available to report cases of COVID, Community Counter and COJENT. 

We ask community members who test positive for COVID to share this anonymously to CommunityCounter.org or the COVID-19 Orthodox Jewish Emergency Tracker (COJENT). It will go a long way to prevent further spread in our community.

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Thank you to our community supporters

The ATT would like to thank the JUF for advancing allocations to all our day schools during this challenging time. The JUF staff have been spending countless hours on ways to provide much needed assistance for agencies throughout the Jewish community at large. We thank all the professionals that are working diligently to meet these needs and may G-d grant all of you the wisdom and strength to make the best decisions on behalf of our community.

The ATT wishes to give a special acknowledgement to the Kehillah Fund and the Walder Foundation for the special emergency grant it has provided to the community’s schools. This will help the schools defray some of the costs of all of the emergency infrastructure that needed to be created on short notice as well as substantial shortfalls in fundraising and other revenue shortfalls. We wish you and yours the best of health and we all pray for a speedy resolution to the current situation.

Here’s how the ATT is doing to support its schools and the community at large.

1. Guidance and Policy:

• Helping the school community make decisions and to craft policies in response to the unusual circumstances created by the pandemic
• Consultation with school leaders to help them meet challenges and needs

2. Technology Resources, Training and Support:

• Helping schools find financial and training resources to maintain continuity of learning
• Supporting individual teachers with technology and methodology needs
• Convening ATT’s Principals Council to collaborate

3. Advocacy to Public and Private Funders:

• Identifying the scope of school needs and working with governmental bodies and nonpublic funders to meet those needs
• Assist schools to access Federal Payroll Protection Loans (PPP) to assure that staff will continue to remain employed
• Assuring that remote learning requests are eligible for Title I funds.
• Consultation with Chicago Public Schools and four other public school districts to access the Federal CARES Act/Education Stabilization Fund and understanding appropriate uses of the funds. These consultations consist of the exchange of information and monitoring that our schools are getting their fair share.
• Assuring that remote learning requests are eligible for Title I funds.
• Successful efforts with Chicago Public Schools to reinstate IDEA Proportionate Share special education services for eligible students so that services could resume remotely. These services include speech, LD learning specialists and other LD interventions.
• Managing the required paperwork for Federal Title programs and tracking their progress for payment.

4. Family Support:

• Ongoing parent support sessions to help them be effective and supportive of their families during this crisis
• Individual referrals and supports
• Resource lists for families to keep children well occupied

5. Partnering with other agencies and organizations:

• Helping to coordinate and craft the communal responses to the evolving needs of the times for maximum efficacy

6. Supporting Special Needs:

• REACH is continuing its special services to students remotely
• Helping mainstream teachers teach effectively to students with varied abilities

7. Mental Health Needs:

• Providing networking and resources to school social workers and families
• Monitoring trends to address mental health needs proactively

Social Work Sessions

Immediately upon the closure of schools, we gathered social workers from several ATT schools together for a public Zoom session with parents, followed by second session on March 26 and another one on May 11.

March 15 Session

March 26 Session

May 11 Session

Peer Tutoring

We are setting up peer tutoring and chavrusas for students interested in finding a learning buddy or mentor in limudi kodesh and limudi chol subjects. Complete the survey here If your children would like to participate.

Collaborative Problem Solving

REACH’s expert in Collaborative Problem Solving (CPS) Tamar Shames spoke on March 29 on Facebook Live and Zoom, offering tips for this challenging time from this research-based behavior method that the use to train teachers. CPS can help you work with your child to build up their intrinsic motivation to make positive choices and solve problems.

Click here to watch that session on Facebook

Resources to help children structure their day

• BigTalks Structure Tip
• Daily Schedule Day
• Daily Schedule Week
• First Then Next
• Nursery Schedule Cards
• To Do all Done Visual Schedule

Homeschool Resources

We are constantly updating a full list of homeschool resources in Judaic and general studies here. We encourage you to check the website links out for yourself and to supervise children while using the web.

For more information about any of the ATT initiatives during school closures for Coronavirus, email att@att.org.

As relieved as exhausted parents are to be sending kids back to class this school year, this comes with concerns and challenges. Beyond health and safety, parents, kids and schools alike are all wondering about connecting during this time of wearing masks and social distancing. And for those families opting to keep children home for remote learning, the need to find creative ways of connection is even more crucial.

Rabbi Ephraim Hochberg of YTT and ATT’s Rabbi Avrohom Moller addressed educators from across the ATT system to discuss ways to proactively pursue a relationship with each student. 

Relating to students as a teacher or rebbe is always a key factor in learning and in helping kids have a positive association with school. The concern that we could revert back to remote learning makes building relationships early on even more critical.

Two prerequisites of relationships

Any strong relationship between a student and teacher is based upon safety and trust. Only once these conditions are met, can a teacher move on to build the relationship.

Creating a safe space for learning: 

A teacher has a responsibility to make sure his classroom is safe, everyone is respected and has a role and everyone will be defended against bullying and other aggression. This means a teacher has to be empathic and really try to understand the child’s perspective. He has to be authentic and open rather than aloof and controlling. A teacher should never use sarcasm because many kids cannot process it.

• A classroom feels safe when learning and the schedule are predictable and clear
• The teacher is consistent, cheerful and fair 
• A teacher can admit when she makes a mistake to establish safety and trust
• A teacher can be vulnerable and show that he is also human 

To build trust, a teacher must listen well and be there for students when they need problems solved. It means to forgive and forget without bearing a grudge. Trust happens when a teacher spends time thinking about solutions for a child’s challenges and gets back to him. Teachers who demonstrate trust will have students who reflect it back. It’s a tall order, but this is all the job of an educator.

Building the relationship with students:

Connecting with students takes effort. In the beginning, it can be as simple as using a child’s correct name and spelling. Or it can be something specifically personal for a student who needs it (e.g. a coin for student’s collection).

Teachers have to be masters of offering genuine and specific praise. They have to tout a child’s achievements to others, including their parents and grandparents. They have to notice what students need even if they haven’t asked for help.

Most importantly a child should feel that her teacher is happy to have him in class.

Getting back to school safely this year will require all of us to be on board with masks

When it comes to getting kids to wear masks to school this year, they can look to so many professionals who wear masks all the time already. Policemen, firemen, construction workers, doctors, nurses, scientists and the list goes on of jobs that require masks. Reminding kids of this is just one of the ways to inspire them to wear their masks with pride. 

Masks have become part of the new normal to keep yourself and others safe, but school will likely be the first time your child has to wear a mask for so many consecutive hours. 

There are ways to make this more manageable and maybe even a little fun for kids. Though kids are often more adaptable than we adults anticipate, it can still be hard for children to comprehend why it’s so important to wear masks, and it can be even harder to actually keep them on. 

Why we wear masks

It’s important to explain to your kids just a little bit of the science behind wearing masks so that they can relate to the importance of wearing them. The more children understand why they need to wear masks, the more willing they will be to actually wear them.

For starters, the CDC says, “COVID-19 spreads mainly from person to person through respiratory droplets produced when an infected person coughs, sneezes, talks, or raises their voice. These droplets can land in the mouths or noses of people who are nearby or possibly be inhaled into the lungs.”  

The candle test 

One effective and engaging way to get a kid’s attention is a fun science experiment. Bill Nye recorded his experiment where he attempts to blow out a candle wearing different face coverings. He starts with a scarf wrapped around his face and successfully blows out the candle. In another attempt, he attempts to blow out the candle wearing a cloth face mask and is unable to extinguish the flame. 

@billnye

##WearAMask ##LearnOnTikTok ##TikTokPartner

♬ original sound – billnye

Although this cannot necessarily prove that the mask you are using is effective in containing droplets, it is a fun experiment to do with children to show them what the mask is supposed to do. If your child can easily blow out the candle, it is probably a good indication that you should get a different mask. 

Get kids involved to wear masks at school

Another great way to encourage your child to actually wear his or her mask is to have them involved in the selection process. 

• Sit down on Amazon or any other website and peruse masks together or print a selection for them to review.
• There are also DIY masks that you can create as a project together as a family. 
• Grab some iron-on decals or stickers and let your child decorate their own mask that they will be excited to wear. Check your school’s guidelines to see what kind of rules your schools has for masks.

As you get your children involved, make sure that you do your best to model mask-wearing in front of them. When you leave for a store, proudly exclaim that you have your mask ready-to-go. Positive reinforcement can go a long way, so when you see your child wearing his or her mask make sure to praise them and highlight the positive behavior. 

Practice makes progress for wearing masks

In some ways it seems like the pandemic has lasted forever, but wearing masks is just one of the many aspects that will take some time to get used to. To make it easier, here are some ways to practice mask-wearing with your kids: 

1. Practice for short periods of time: Wearing masks takes time to get used to. No one enjoys the feeling of not being able to breathe, especially when it’s still 80 degrees outside. By allowing your child to wear the mask for five-minute increments and gradually increasing the time, you can allow them to get used to wearing their masks for a longer time at school. 
2. Make it fun: Depending on the age of your child, making a game around mask-wearing could be an effective tool. Introduce masks in playtime by playing doctor, putting masks on stuffed animals, or make it a race to get it on. This will also help ensure that your child can take their mask on and off without assistance. By making mask-wearing fun, you are both encouraging them to successfully keep their mask on at school and also keeping the mood a little lighter. 
3. Delivering the message: Little reminders throughout the day about the importance of mask-wearing can help them become accustomed to wearing their masks. You know your child best and what interests them, so try to find a way to address mask-wearing in a way they will be receptive to.

Have extra masks handy

Wearing masks may be uncomfortable at times, but it doesn’t have to be stressful. When you find a mask you like, buy extra so that you can keep spare ones in the car, their backpack, and by the front door for easy access. Start with a few masks from different stores to see what styles your kids like best. Masks fit differently depending on each person’s size and facial structure, so what works for one family member may not be ideal for another.

Finding the right mask for your child to wear at school

Don’t settle for a mask that falls off or is uncomfortable to wear. There are some great masks out there that are easy to wear and breathable, but still provide adequate protection for you and your child.  Here are a few top picks for the best masks to start the new school year:

1. 32 Degrees Kid’s Unisex Face Cover, 8-pack

It may be worth the CostCo membership just for these masks. They are light, breathable and though they are easy to put on, they don’t fall off easily. They are also machine washable and come in an 8-pack so you can keep up with having a clean mask for school each day. They come in a variety of solid colors, vibrant and neutral, and even pass Bill Nye’s “candle test.”  They also have the mask for adults to match. 

2. Kid’s Unisex Face Mask (3 – pack)

These are your standard rectangle-shaped mask in a variety of colors and designs. They are also machine washable and have a metal nose clip to help the mask stay on better. 

3. 5y-10y Kids facemask Reusable 100% Cotton Face Mask washable 3 layer 3D with Nose Wire adjustable ear straps filter Pocket & Filter Option

This mask gives you the option to add filters for extra protection and also contain the nose wire. These handmade masks are lightweight, breathable and also have adjustable ear straps. 

4. Variety 5-Pack of Triple-Layer Cloth Face Masks for Kids

While you are doing some back to school shopping there, Old Navy’s masks come in a variety of solid colors, are breathable and are easy to take on and off. 

5. Kids’ 2pk Cloth Face Masks – Cat & Jack™

Target’s face masks are soft, comfortable and one size fits most kids three and up. These masks include the nose wire, have two layers and a pocket for a filter (not included.)

A few more notes to consider when buying masks for this year:

• It is a good idea to buy several styles of comfortable masks so that your child can choose what works best for them.

• Masks with nose wires often work better for children who wear glasses. If you use a mask with a filter pocket but no nose wire, you can repurpose a blue medical mask that has a nose wire in it, just trim it to size and insert it into the pocket.

• Some people experience dryness after prolonged mask use. Check that your child has access to drinking water throughout the day.

• If you have any questions about masks and safety, the American Academy of Pediatrics is a great source. 

This school year brings with it many unknowns and challenges, but by taking proactive measures we can make mask-wearing just a little easier and more effective for our kids and teachers to have a safe and successful school year.  

Note that the ATT is not a source of medical advice, and you should ask your pediatrician if you have any questions about the safety of any particular masks.

As we approach the upcoming school year, we recognize that our ATT teachers, administrators, families and students are concerned about the continued uncertainty of what this school year will look like.

All of our schools are faced with the task of the usual back to school planning, combined with the daunting need to plan for safely educating our community’s children during a worldwide epidemic.

Over the summer, we have seen our schools meet this challenge with creativity, perseverance, resourcefulness and much hard work. 

As the State of Illinois currently remains in Phase 4, all ATT schools are scheduled to open on time and in person. Each school, depending on its size and population is working hard to determine how to reopen in the least restrictive, yet safest manner. Schools will be following the Illinois State Board of Education and state and local boards of health guidelines.

In addition, some schools have seated medical oversight and planning committees to assure that their school is not just fulfilling the governmental guidelines, but more importantly, they are applying them correctly and effectively. Schools also have access to the ATT medical advisory board comprised of infectious disease doctors, school nurses and a pediatrician.

It is our hope and Tefillah that the situation continues to improve throughout the coming school year. At the same time, we are reassured to see our schools all building on lessons learned last spring and planning for contingency scenarios if stricter social distancing and possibly a return to remote learning is required. All of our schools have the common goal to minimize the disruption that might arise. 

ATT has worked with the Jewish Federation and other funders who are eager to help financially stabilize the schools and help them meet their needs in continuing education. The ATT acknowledges the generosity of the JUF and the Walder Family Foundation for very substantial support and concern they continue to show for our schools.

Helping ATT schools access available funds

ATT has been assisting schools in accessing and maximizing public relief funding by identifying opportunities, helping schools navigate the process to access these funds and assuring that local school districts, who typically are the gatekeepers for Title funds and the ESSER (Elementary and Secondary School Emergency Relief Fund), are distributing these funds equitably and in accordance with Federal rules.

Below are some recent ATT activities in this area:

• Consultation with Chicago Public Schools and four other public school districts to access the Federal CARES Act/Education Stabilization Fund and understanding appropriate uses of the funds. These consultations consist of the exchange of information and monitoring that our schools are getting their fair share.
• Numerous collaborative discussions with other nonpublic school representatives of the Illinois Coalition of Nonpublic Schools regarding opening schools in the fall and accessing CARES Act funding.
• Informing ATT schools of the processes they need to follow as details about the new funding unfold.
• Forwarding communication from the Illinois State Board of Education that impacts our schools.
• Assuring that remote learning requests are eligible for Title I funds.
• Successful efforts with Chicago Public Schools to reinstate IDEA Proportionate Share special education services for eligible students so that services could resume remotely. These services include speech, LD learning specialists and other LD interventions.
• Managing the required paperwork for Federal Title programs and tracking their progress for payment.

Our schools have also been able to access Federal Payroll Protection Loans (PPP) to assure that staff will continue to remain employed. ATT and JUF assisted schools in accessing this opportunity, and all of the schools benefited from this critical financial infusion.

To support our schools, the ATT is overseeing training to make this year as successful as possible.

ATT has been convening its Principals Council more frequently so that principals can hear each other’s ideas and concerns and network effectively. Schools can exchange information, successes and resources to help meet the increased needs of this time. This week’s meeting focused on reopening, planning and surveying schools’ reopening needs.

Individual schools and teachers have received support for technology in education, best practices and content.

ATT will be providing several professional development courses over the remainder of the summer break to help teachers gain confidence and insight into the new realities of our students’ learning needs.

ATT is proud of its partnership with its affiliated schools and its role in assuring that our schools continue to thrive and grow so that your child will experience the best education that we can provide.

Since the closure of our schools, ATT’s Department of Government Programs has been busy advocating for ATT schools in order to secure funding through the Federal CARES Act: Elementary and Secondary School Emergency Relief Fund (ESSERF).

Last week Chicago Public Schools (CPS) announced that close to $1.5 million in allocations was awarded to nonpublic Jewish schools in the CPS district.

These funds are to be spent in the following ways:

• Supplies/services for sanitation – including PPE and safety equipment
• Technology – computers, phones, IT work for remote learning, etc.
• Any activity authorized in ESSA (i.e. extending the regular Titles IIA, III, IV allocations that schools receive) or IDEA (includes low-income children or students, English learners, children with disabilities, adult education and family literacy)
• Mental health service –counseling, therapy, trauma, behavioral counseling
• Planning for and coordinating long-term closures
• Expenses for managing COVID-19 (training, professional development, and oversight)
• Summer/extended learning opportunities

Spending of CARES funding must be secular, neutral, reasonable and necessary. CARES funding cannot be used to reimburse nonpublic schools. The spending of this CARES funding continues through September 2021.

ATT will help schools with the procedural details for this spending.