Tomorrow Will Be A Weird Day At School

[Kathianne]

I'll be in the high school as a 'special ed (sped)' floater. IEP's going to be meetings for regular teachers. Normally this is a cool day for me, I might be in a classroom 5 minutes or less, then sit out the next 50 minutes. 8 periods: 1 lunch; 1 plan; I'll likely be 'filling in for 4 or 5 teachers. I've finished a novel on days like this.

I don't think tomorrow is going to go like that. The shooter was likely a 'gifted sped,' and there is more than likely going to be issues in both SPED and regular kids. Nearly 1/3-1/2 of these particular groups of kids are diagnosed with Ausperger's or Autism, most high functioning, a few are 'gifted.' All of them read and understand what's being reported, more so then regular ed kids, they tend not to have many friends or be in extra-curricular. They go home and some watch the news.

I hope I'm wrong. I doubt that, ;) However, I do think their teachers know the same, most of their parents too. I don't know if that means my day will be longer or shorter, but I'm pretty sure the classroom teachers are going to be hovering.

[gabosaurus]

I hear you. I don't work in elementary schools, but my mom is subbing at one on Monday and Tuesday. She is really good at explaining things to kids.

[Kathianne]

I hear you. I don't work in elementary schools, but my mom is subbing at one on Monday and Tuesday. She is really good at explaining things to kids.

I'm going to be in the high school, as I said. Problem with subbing, no meetings that I'm quite certain occurred Saturday. There is this though, from district website for all:


...

Keep your explanations developmentally appropriate:

* Early elementary school children need brief, simple information that should be balanced with reassurances that their school and homes are safe and that adults are there to protect them. Give simple examples of school safety like reminding children about exterior doors being locked, child monitoring efforts on the playground, and emergency drills practiced during the school day.

* Upper elementary and early middle school children will be more vocal in asking questions about whether they truly are safe and what is being done at their school. They may need assistance separating reality from fantasy. Discuss efforts of school and community leaders to provide safe schools.

* Upper middle school and high school students will have strong and varying opinions about the causes of violence in schools and society. They will share concrete suggestions about how to make school safer and how to prevent tragedies in society. Emphasize the role that students have in maintaining safe schools by following school safety guidelines (e.g. not providing building access to strangers, reporting strangers on campus, reporting threats to the school safety made by students or community members, etc.), communicating any personal safety concerns to school administrators, and accessing support for emotional needs.

Review safety procedures. This should include procedures and safeguards at school and at home. Help children identify at least one adult at school and in the community to whom they go if they feel threatened or at risk.

Observe children’s emotional state. Some children may not express their concerns verbally. Changes in behavior, appetite, and sleep patterns can indicate a child’s level of anxiety or discomfort. In most children, these symptoms will ease with reassurance and time. However, some children may be at risk for more intense reactions. Children who have had a past traumatic experience or personal loss, suffer from depression or other mental illness, or with special needs may be at greater risk for severe reactions than others. Seek the help of mental health professional if you are at all concerned.

Limit television viewing of these events. Limit television viewing and be aware if the television is on in common areas. Developmentally inappropriate information can cause anxiety or confusion, particularly in young children. Adults also need to be mindful of the content of conversations that they have with each other in front of children, even teenagers, and limit their exposure to vengeful, hateful, and angry comments that might be misunderstood.

Maintain a normal routine. Keeping to a regular schedule can be reassuring and promote physical health. Ensure that children get plenty of sleep, regular meals, and exercise. Encourage them to keep up with their schoolwork and extracurricular activities but don’t push them if they seem overwhelmed.

Suggested Points to Emphasize When Talking to Children

* Schools are safe places. School staff work with parents and public safety providers (local police and fire departments, emergency responders, hospitals, etc.) to keep you safe.

* The school building is safe because ... (cite specific school procedures).

* We all play a role in the school safety. Be observant and let an adult know if you see or hear something that makes you feel uncomfortable, nervous or frightened.

* There is a difference between reporting, tattling or gossiping. You can provide important information that may prevent harm either directly or anonymously by telling a trusted adult what you know or hear.

* Don’t dwell on the worst possibilities. Although there is no absolute guarantee that something bad will never happen, it is important to understand the difference between the possibility of something happening and the probability that it will affect our school.

* Senseless violence is hard for everyone to understand. Doing things that you enjoy, sticking to your normal routine, and being with friends and family help make us feel better and keep us from worrying about the event.

* Sometimes people do bad things that hurt others. They may be unable to handle their anger, under the influence of drugs or alcohol, or suffering from mental illness. Adults (parents, teachers, police officers, doctors, faith leaders) work very hard to get those people help and keep them from hurting others. It is important for all of us to know how to get help if we feel really upset or angry and to stay away from drugs and alcohol.

* Stay away from guns and other weapons. Tell an adult if you know someone has a gun. Access to guns is one of the leading risk factors for deadly violence.

* Violence is never a solution to personal problems. Students can be part of the positive solution by participating in anti-violence programs at school, learning conflict mediation skills, and seeking help from an adult if they or a peer is struggling with anger, depression, or other emotions they cannot control.

[gabosaurus]

Wow, we got almost the same memo from our district headquarters.
I am guessing that schools all over will be safer this week. At least temporarily.

[Kathianne]

It wasn't a 'weird' day after all. When I entered the back entrance and through the commons, a bit quieter than usual at 6:45. As I said in original post, I was 'special' sub for special ed, or 'floater.' 1st period was study hall for sped. Usually the 'pledge and announcements' is made by one of the student leaders of sports or clubs. Today was the principal, "Everyone stand," is not the norm, it is, 'Please stand, for a moment of silence and the pledge.' He opened with, "Everyone stand. On Friday there was a horrific shooting in Newton, Ct., that left left 26 killed, 20 of them little children. Please remain silent for a minute of reflection on that horrific attack." A full minute, not moment. "Please join me in reciting the pledge. If any student, students, or groups have ideas of what we can do, as a school to show empathy with Newton, stop by the office today. We will consider any suggestions that we can show here or contributions that may show solidarity with the people of Newton or Ct. Thank you!"

After a few seconds, applause from the kids. What ideas they come up with? I'll let you know. Over the weekend though, some person, persons, or group had kept up candles in a luminaria type of form. There were 26 wreaths in front of the school when I pulled up.

Not a bad day, not at all.