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Incorporating Student Self-Report for Progress Monitoring: Tapping into Their Expertise
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Heck, Olivia C.; Komer, Jack; Ormiston, Heather E. – Communique, 2022
The COVID-19 pandemic thrust the field of school psychology into unchartered territory--navigating how to continue to serve students in need via a virtual format while attempting to adhere to best practices. During this time, the team at Indiana University began implementing trauma-informed multitiered systems of support (TI-MTSS), more…
Descriptors: Measurement Techniques, Progress Monitoring, Multi Tiered Systems of Support, Trauma Informed Approach
Providing Virtual Social and Emotional Learning for Elementary Students during the COVID-19 Pandemic
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Paik, Jae H.; Urias, Graciela; Rodriguez, Rita; Duh, Shinchieh – Communique, 2023
School closures can occur not only during a pandemic, but also during disasters, which can impact students' social and emotional well-being and lead to detrimental behavioral outcomes and trauma-related symptomatology. Such negative impacts can potentially be alleviated by inclusion of effective virtual or blended SEL programming that supports…
Descriptors: Distance Education, Social Emotional Learning, Elementary School Students, COVID-19
Supporting Students with Post-Acute Sequelae of SARS-CoV-2 Infection: Applying Lessons Learned from Postconcussion Symptoms
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Davies, Susan C.; Walsh-Messinger, Julie; Greenspan, Noah – Communique, 2021
The SARS-CoV-2 virus, which causes the COVID-19 disease, has swiftly infected millions of people since it was first identified in late 2019. While much remains unknown about the virus, it is increasingly clear that many survivors (including children and adolescents) struggle with ongoing symptoms for months after they receive a negative test.…
Descriptors: COVID-19, Pandemics, Well Being, Symptoms (Individual Disorders)
Supporting School Staff through COVID-19: Central Office School Psychology Leadership
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Olley, Rivka I. – Communique, 2020
On March 13, 2020, following the directives given on March 12 by the State Superintendent of Education in Maryland (Dr. Karen Salmon), all public schools across the state were to be closed for 2 weeks beginning March 16 following the World Health Organization declaring COVID-19 a pandemic. It was hard to believe that a new pandemic would be any…
Descriptors: COVID-19, Pandemics, School Closing, Disease Control
Leveraging MTSS to Advance, Not Suppress, COVID-Related Equity Issues
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Sullivan, Amanda L.; Miller, Faith G.; McKevett, Nicole M.; Muldrew, Alexandria; Hansen-Burke, Annie; Weeks, Mollie – Communique, 2020
The COVID-19 pandemic necessitated school, state, and federal responses to curb infection and resultant fatalities, including extensive school closures and reliance on distance education for a substantial portion of the academic year. This article considers the equity issues laid bare by COVID-19, followed by the implications for MTSS, with a…
Descriptors: COVID-19, Pandemics, Disease Control, School Closing
Leveraging MTSS to Advance, Not Suppress, COVID-Related Equity Issues: Tier 2 and 3 Considerations
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Miller, Faith G.; Sullivan, Amanda L.; McKevett, Nicole M.; Muldrew, Alexandria; Hansen-Burke, Annie – Communique, 2020
In the early months of 2020, it became apparent that this year would bring unprecedented challenges as the COVID-19 pandemic swiftly compelled the impromptu transition to remote instruction that required a level of triage, flexibility, and problem-solving few were prepared for. Inequities in distance education and broader structural inequities…
Descriptors: COVID-19, Pandemics, School Closing, Distance Education