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ACEs in Education & COVID-19

COVID19-AC-Edu

Welcome to the COVID-19 and ACEs Science Collections for Educators! 
We have four topic-specific resource lists related to COVID-19 and ACEs Science.
All four will be updated for as long as this pandemic lasts. They are as follows:        

We hope these lists, and the resources, practices, and information in them, are helpful and easy to use.  Please let us know if you have ideas, suggestions, practices, or resources to share or are in search of in the comments at the end of this post.

Thank you, and take care!
 @Lara Kain (ACEs Connection Staff), Community Manager
ACEs in Education, ACEs Connection

P.S. For updated medical and public health information about COVID-19, visit:  

expand-collapseCOVID-19 Education Related Collections from Others
expand-collapseE-Learning and Equity, COVID-19 Specific

EdTrust-Logo-@2xCOVID-19 Impact on Education Equity Resources and Responses
Education Trust


960x0Distance Learning During The Coronavirus Pandemic: Equity And Access Questions For School Leaders

Forbes


Screen Shot 2020-04-01 at 6.04.56 PMNo Online Learning? With Schools Closed from Coronavirus, these Teachers Air TV Lessons
USA Today


bad-broadband-desktopNot All Schools Can #KeepLearning
ProPublica Illinois

To encourage learning while schools are shut down, Illinois education officials have gathered online tools for educators and promoted the hashtag #keeplearning. Some students in Illinois, however, won’t be able to watch their teacher conduct live science experiments or download a story time video. They don’t have a computer or high-speed internet at home, or a cellphone data plan that would support it.


20200327-illinois-digital-divide-desks-3x2When the State Shifted to E-learning, This Rural School Superintendent Shifted to the Copy Machine
ProPublica Illinois


38199c_942fdc79b39142a68499cb5376fb1c12~mv2Equity Literacy During the COVID19 Crisis
Equity Literacy Institute


Brad_Flickinger_photo_CC_BY_of_child_with_ipad.width-800Online Learning in the Wake of COVID-19
New America


Chicago%2520townhallDistance Learning During Coronavirus Worsens Race, Class Inequality in Education
Teen Vogue


expand-collapseEducation Resources to Support Parents 

Screen Shot 2020-04-01 at 7.31.19 PM#COVIBOOK: A Short Book to Support and Reassure Our Children, Under the Age of 7
Mindheart

This book is an invitation for families to discuss the full range of emotions arising from the current situation.


audibleGet Audible FREE for your kids!
Audible

During this time of shelter-in-place it’s important and challenging to make sure your kids are able to learn and be entertained, despite school closures. 


90Got Kids Under 5? Try These Coronavirus-Quarantine School Resources for Parents
Los Angeles Times


School_closures_during_coronavirus_600_400_int_c1-2xHow School Closures Can Strengthen Your Family
Greater Good Science Center at the University of California

Here are three ways to cope if your kid's school closes.


homeschooling-during-covid19-today-main-200316_0b6b041dad257514dc77b4828c6b1c05.fit-2000wHow to Homeschool During the Coronavirus Crisis with Free Resources
TODAY

You're a home-schooler now? Check out these free resources for activities kids will love.


Screen Shot 2020-04-01 at 7.35.45 PMJust for Kids: A Comic Exploring the New Coronavirus from NPR modified for Scarlett Middle School
CDC


2020_covid19-consumer-lp-heroResources for Families During the Coronavirus Pandemic
Common Sense Media

Navigate social distancing and school closures with quality media and at-home learning opportunities for your kids.


ben-white-128604-unsplash-e1529359371579The Creative Mom’s Guide to Learning at Home from ADDITUDE
ADHD Parenting

Reading charts and math workbooks don’t work for our kids. To keep their brains growing and learning, you’ve got to think differently — and get messy. Steal these ideas for low-cost, hands-on summer learning ideas from a mother who doesn’t sit still.


PTThe Pandemic Toolkit Parents Need
Psychology Today

8 expert tips to help families stay regulated


hold-them-close-1Trauma-Sensitive Student Support During School Closures: Practical Strategies for Helping Caregivers Help Kids
MsJenAlexander.com

After watching Jen Alexander’s webinar with Brookes Publishing that has the same title as this article, read this post to explore eleven activities applicable for youth and their caregivers to help everyone express their feelings and meet their needs during this anxious time.


expand-collapseResources for Schools and Districts 

ruler-logo_smCoronavirus (COVID-19) Resources for School Communities
RULER


US DOECOVID-19 ("Coronavirus") Information and Resources for Schools and School Personnel
U.S. Department of Education


about-cdcInterim Guidance for Administrators of US K-12 Schools and Child Care Programs
CDC


Screen Shot 2020-04-01 at 7.19.42 PMResponding to the Coronavirus: What We Are Doing and Resources for Education Systems
Chiefs for Change


Screen Shot 2020-08-06 at 11.25.49 AMThe Challenges of Reopening

Harvard Graduate School of Education

Looking toward fall, how should schools rebound and innovate, while keeping health, wellness, and equity at the center? How can education reinvent, not just reopen? In a new series of articles and other content, we'll explore.

config_80889Trauma Sensitive Education

Back to School Surveys for Parents, Students by age, Teachers, and Staff


NASP-logo_RGBBehavior Threat Assessment and Management in the Virtual Environment
National Association of School Psychologists 


expand-collapseResources to Support Teachers

Teaching-Tolerance-school-climate-072A Trauma-Informed Approach to Teaching Through Coronavirus
Teaching Tolerance


Screen Shot 2020-04-01 at 6.20.14 PMA Trauma-Informed Approach to Teaching through Coronavirus — for Students Everywhere, Online or Not
The Washington Post


How_to_navigate_difficult_emotions_during_school_closures_600_400_int_c1-2xHow Teachers Can Navigate Difficult Emotions During School Closures
Greater Good Science Center at the University of California


MHTTCPacific Southwest MHTTC Virtual Learning Guide
MHTTC

This resource is structured as a workbook for facilitators. It includes tips, examples, and reflective questions for those who are leading online professional development and other group learning events. This guide provides technical and interactive strategies and approaches to virtual learning to support the mental and school mental health workforce.


Screen Shot 2020-04-01 at 6.58.43 PMResources for Remote Learning
Emerson Collective


Teaching-Tolerance-digital-literacy-042Teaching Through Coronavirus: What Educators Need Right Now
Teaching Tolerance


cult of pedagogoyDistance Learning: A Gently Curated Collection of Resources for Teachers 
Cult of Pedagogy
Screen Shot 2020-04-10 at 10.15.59 AMCoping and Staying Emotionally Well During COVID19 Related School Closures 
Active Minds

screen-shot-2020-04-21-at-9-07-40-amGuidance for Teachers and Other Educators During COVID-19 and Other Crises 
Rock Results


How_to_Support_Teachers_Emotional_Needs_600_400_int_c1-2xHow to Support Teachers Emotional Needs Right Now 
Greater Good Magazine

expand-collapseSpecial Education and COVID-19 

mceclip0California Students Enrolled in Special Education Face Unique Burdens During School Closure
EdSource


Screen Shot 2020-04-01 at 6.01.12 PMCOVID-19 IDEA-related Q & A
US DOE

The Office of Special Education and Rehabilitative Services’ (OSERS) document answers questions schools might have about students with disabilities and the Individuals with Disabilities Education Act (IDEA) as related to the COVID-19, also known as the coronavirus, outbreak.


Screen Shot 2020-04-01 at 5.46.27 PMCOVID-19: Response & Resources
Autism Society


Screen Shot 2020-04-01 at 5.38.23 PMIs Online School Illegal? With Schools Closing from Coronavirus, Special Education Concerns Give Districts Pause
USA Today


understoodLegal FAQs on Coronavirus, School Closings, and Special Education
Understood


edutopiaNew Strategies in Special Education as Kids Learn From Home
Edutopia

In special education, teachers say that schedules, sensory supports, and close collaboration with families can help smooth the transition to remote learning during coronavirus.


f4582914-5eb4-483a-bc50-f32f86bede18-AP_Virus_Outbreak_Online_SchoolWhen Schools Close or Go Online, What Happens to Students with Disabilities
USA Today


expand-collapseYouth Mental Health

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ACE's, COVID-19 & Trauma-Aware Education - Changing Schools:

7 Big Shifts in Social Consciousness due to COVID-19

Ethos is, as ethos does -

Are we all on-board with the following ethos?

ETHOS: If a child commits a criminally-prosecutable act then it is a matter for doctors & hospitals, not police & jails (there should be HIPPA protections, not just FERPA)! 

Well? Onboard? 

If one grasps the prior, the following is self-evident:

CORPORAL PUNISHMENT lays the foundation for abuse and occurs in 80% of households and 15% of US schools.

Corporal Punishment implicitly perpetuates, condones and promotes the abuse of children. Perpetuates - Period.

Typically - No company or product leads with the up-front phrase "zero-punishment" when discussing their conscious-discipline or PBIS consequence-matrix-pyramids - There's a reason - The EXACT SAME REASON that most K-12 science textbooks put the word "evolution" in the very last chapter, inexplicably and illogically, given the words direct centrality to every single topic therein. Big-big sigh.

We must provide a way to re-package and re-focus existing ed-services such as consciousdiscipline.org, RethinkEd and other-such around zero-punishment and errors being opportunities. Must.

Corporal-punishment and a culture of reliance on punishment and training dominates in cultures worldwide as compared to reliance on the pleasure of learning alone, no other reward required. This culture of punishment is where the self-perpetuating bio-cultural-neuro-re-wiring first-begins - and where it can most readily be stopped.

***ETHOS - Trauma-Aware 21st-Century Education means understanding that severe ("criminal") misbehavior in children is ALWAYS a Mental Health issue, NEVER a Police issue! - ETHOS***

A huge increase in abuse and neglect is predicted Post-COVID-19.

Post-COVID-19 school-home relationships demand re-imagining in light of the recent ominous decrease in child abuse calls made by children themselves, although all other trusted societal indicators predict a huge anticipated increase in abuse and neglect - experts suggest lessened opportunities to report is the cause.

The COVID-19 epidemic crisis is an opportunity for not just a new but also a "better" normal - We can now;

1) See our homes as being more like schools and schools more like homes.

We can make our home lives more ed-friendly, ed-oriented, & ed-focused while also making our schools more home-like.

For Example:

ZERO-SPANKINGS AT SCHOOL & HOMES, BOTH!

Now is the time to TEACH PARENTS!

Educate Parents - Ending Spankings will remove the single-largest KEY SUPPORTIVE ROOT SOURCE OF GENERATIONAL FAMILIAL ABUSE AND NEGLECT in the U.S.!

NOW is the time to: Teach parents that the moment a Voice or Hand is raised in anger to speedily train a child, real biological change occurs and an opportunity to teach is lost plus learning "why" the child did wrong is lost.

ZERO-PUNISHMENT- Any child will logically focus on the immediate PUNISSHING threat of ones RAISED-HAND or the PUNISHING consequence one too-loudly communicates and YELLS - while the hurt and wrong done by the child to themself or others takes a distant second-place in importance. No child wants to fail or to be unlovable and "bad." We must strive to insure that the original wrong done by the child is understood - this means one must always ask "why?" of the child on order to learn and to connect emotionally also. It is imperative that the hurt (error) that was done is felt with empathy to the same extent it is understood with rationality.

Zero Punishment - To learn more: CONSCIOUSDISCIPLINE.COM


IN OUR HOMES AS IN OUR SCHOOLS:

!!! Errors Are Opportunities to Learn and Teach, Not Opportunities to Test, Punish and Judge. !!!

- Have a small pet & plants in every classroom & SHELVES for donated books & treasures collected & currated by the kids!

- Have a camera & microphone accessible to all parents!

- Have a dog or cat as mascot for every grade - mascot animals stay with students as they advance grade-to-grade every year!

2) Have teachers return first without students and do this for a significant time before having students return to classrooms. Have teachers conduct virtual learning from classrooms - this has multiple benefits. Everyone gets used to LIVE video being sent from classrooms to parents and homes.

3) When 1st opening, do it in slow stages, limit attendance to 50% at a time. Very easy and vert beneficial - This is an opportunity to show that CONNECTION and student-teacher ratios can NEVER be ignored again! We can never allow stident to teacher ratios to rise to the obscene levels typical of the pre-COVID19 era (of 30+ students/teacher)!

4) Use this opportunity to experiment with "flipped" classrooms at least a few days a week, if not always. In a "flipped" class, students attend in-person for one-on-one and small-group teacher and parent-volunteer help w/ homework in school while going home for course instruction and typical classwork.

5) Keep the questions secret before a test? The answers too? Seriously? No more using testing to taunt, tease and torture as if learning is just a pathetic competitive game. Enough! Change the focus from grades to self-mastery - Increase expectations to 100%. Respect children and their interests and capabilities - never ask meaningless questions and never fail to provide answers before and after asking important questions.

Zero punishment? In school, as at home, if something is wrong, find out what and why to learn from the error and correct it. No need for a gradebook when everyone gets 100% correct, eventually. Rewards and punishments for learning? Really? -This is every bit as sensible as using rewards and punishments when training a Golden-Retriever to return balls. We teach students that learning and knowledge are meaningless in and of themselves compared to the competitive sport of school testing when one can get an A+ on a geography test of 100 questions with a 99 and never realize nor care that New Mexico is not another country but another US State. Sigh.

6. Splitting physical classes into halves, thirds, quarters, and more while retaining the engagement of the entire class (virtually) is only possible ONE way! Encourage the universal practice of having STUDY PARTNERS and Study-Groups - alternate each partner's class participation days to ensure the engagement of both/all. This is a HUGE side-benefit in that this is the hands-down proven single-most effective way to improve ones grades and chances for graduation (Period!). Here is a simple yet high-performing solution that literally everyone flat-out largely ignores because it isn't a technology and is believed too simple for any company to patent, trademark, or monetize - but that hopefully will be ignored no more! 

What is this shift in consciousness that the COVID epidemic may bring to functionally ending child abuse & neglect?

- A new perspective on discipline may lessen divisions between home & school to be in closer agreement -finally ENDING the common use of CORPORAL PUNISHMENT in American homes and schools, both.

Post-COVID19 trauma-aware zero-punishment disciplinary practices are increasingly being applied in both homes and schools where:

Errors are Opportunities to Learn and to Teach, NOT opportunities to Punish and Judge!

7.) As a result of COVID19:
SERIAL K-12 AUTOBIOGRAPHICAL VIDEO-JOURNALING and writing is already far more universally commonplace. Autobiographical journaling is already well-known by educators to build connection and trust, self-confidence, provide historical perspective and lower stress.

Now there is more:

*** We will soon be able to QUICKLY identify children in distress! ***

Once a large baseline of relevant measurements and observations is created, A.I. analytics can be applied to the video, sound, writing, responses to chatbots and even the timing of individual keystrokes to identify children in distress from subtle changes across multiple observation sources/platforms/pipelines.

Background Facts:

Child abuse is reported in 1 of every 7 adults in the U.S. according to the CDC (Centers for Disease Control) and results in permanent life-long & life-altering changes in behavior and neurobiology according to SAMHSA. There are direct biological consequences from the chronic stress and abuse due to any ACE (Adverse Childhood Experience - Visit acesconnection.org to learn more), regardless of its being natural or unnatural (and man-made). ACE events are life-alteringly consequential - and therefore imminently measurable provided the right algorithmic tools and datasets. In other words - No child can suffer an ACE of significance without the detection system knowing it. Importantly therefore: Once well-established, the system will be nearly infallible for this reason - it's functioning is a matter of physics & biology. ACEs cause significant neurobiological changes resulting in repeatably observable & measurable alterations from a previously-established pre-abuse-ACE baseline.

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