001hi welcome everybody my name is lisa zepper and i am a school counselor at amherst regional high school i've been working at the high school since 2002 i am also the parent of three teenagers in the district so i am fully experiencing the local impact of covid both through my professional world as well as um at my home with three teenagers i'd like to introduce sheri hi i'm sherry belzano i'm a school counselor i've been at the school since 2005. um i am a parent not in amherst but i have a graduating senior and a seventh grader so for any of you especially those of you who have seniors i very much can appreciate um and am sharing all of that same experience you are karen sure good evening i'm karen peters i'm a clinician
002at the high school and i also run the bright transition program and principal tallah yeah i'm tom sadiq interim principal here at the high school and i have two children in the high school as well one in ninth grade and one in 11th grade so similar to our counselors it's here for support answer a few questions at the end but they're definitely going to be running the show thank you so we're really glad to have this opportunity to connect with parents and gardens guardians we see you as truly essential partners in our work to support your children during their time in high school the discussion topic for tonight is on how covid19 has impacted the social emotional well-being of our teens the flow of the evening will be in four parts first we're going to
003talk about some themes that we have seen in our teenagers at the high school then we will talk about some school-based and community supports then moving into tips for families and then move into questions so we do really look forward to the q a portion of the evening this said please note that we're not in the position right now to answer a lot of questions related to the specific plans for the return to school uh because these details are still being worked out through members of our faculty and admin team so share is going to start and talk to you all about some of the themes that we're seeing in our students with regards to social emotional help so the very first theme that we've seen um and i'm just going to say this because
004i hear it at my own house every day is i'm over it right i think we're all over it it's been you know on march 13th of last year we thought that this was a two-week process and we're now at week 54 right so understandably everyone is over it but for everyone to know families are adapting they're learning we're evolving and it's really hard work right one theme is that at least for myself and the other counselors when we talk and families we've talked to is this is hard work it's hard work we have seen a huge range of experiences among our students similar to what we see in person right we see a wide variety of experiences in person some students are struggling others are thriving some students are just moving along at a
005consistent pace kind of going their way we have students who have struggled in person in the past who are finding that a remote setting is working really great for them for a variety of reasons um social anxiety and pressure can be reduced they have attentional distractions gone the block schedule lesser classes in their day the time right having a break in the day one student said to me that hour break in the day is like my dream ms belzano and on the other side we have some students who may have excelled in the building who are having opposite effects right who are really feeling that loss of social interaction and their structured day and all of those things um other themes we're seeing students are excited about the spring and warm weather i think all
006the staff are excited about the spring or warm weather i know every friday right i'm like yeah it's nice out um we are seeing a major fatigue from remote learning but i want to caveat that that this is the time of year that we see fatigue anyway and remember that march is the longest month of the year in any school because it's the year that typically this month that doesn't really have a break or any sort of long weekend or anything in it um we've we're right now we're seeing some increased anxiety about coming back to school what is the social piece going to be like my energy level like what is what is the routine going to be like how am i gonna wear how many masks am i gonna wear where is the
007six feet all of those questions we're seeing um something that's fairly typical in a normal year but is a little more prevalent right now because social media is their major way of connecting we are seeing increase in peer conflict with social media um and the most thing that we're seeing that is really unique to right now is we're seeing a worry about increase in standardized tests right we're seeing students concerned about mcas the access testing the ap tests that are coming up the sats the acts do i need to take them don't i need to take them i didn't get to take the psats what does this mean for my future so those are all some of the themes that we're seeing in a and many are common in a typical school year they're just
008a little bit changed this year now i'm going to turn it over to lisa who's going to talk about some of the supports that we have available in the building thank you um yeah so i want to start with um you know how do we learn that students are struggling right how do we identify these kids um so one way is that students who are struggling reach out directly to their school counselor they express self-concerns or concerns about their peers but we also look at a lot of data so we'll look at attendance data because that's a big indicator that students are struggling if they have a high number of absences or a high number of tardies we see that as a big red flag we also look at grades so if a student is
009really struggling academically that's also a big red flag however um so we know that that's not always the full story because we could have students with straight a grades who are still struggling greatly so fortunately we have other ways to find out more about our students who might be having a really difficult social emotional time so at the start of the year as part of our staff mandated training sessions we let staff know when and how to reach out to the counseling team we created both a google form for more general social emotional concerns that they might have about a student and also an emergency urgent form if they think a student is in an acute situation uh highly urgent needs immediate attention our biggest message to staff in that training is when in doubt
010or anything is cause for pot cause for pause or discomfort to report it and to report it as soon as possible teachers and para educators have been instrumental in forwarding any concerns for example if a student is not regularly responding when called on in class you know there's there's some worry like is that student there are they okay um that's a situation where they would reach out to the counselor if a student is missing a lot of work oftentimes from english teachers or social studies teachers we will hear information based on what a student wrote in a paper if whether the assignment was for um fictional or not piece of writing if a student expressed a lot of uh panic anxiety being overwhelmed fears or concerns of violence really low mood eating irregularities concerns about
011their friends the teachers are great at bringing forth those papers you know and they'll tell the student i'm really sorry but i couldn't keep your paper confidential um there was cause there was cause for concern you're an incredible writer and i shared it with your counselor so that we can read it and then follow up of course there's also a system in place where if a student looks up a certain word or phrases in the chromebook it's flagged by the i.t department and the school counselor is notified and then a school counselor follows up with students and families as well um an example of what a student might look up that would get flagged is if they looked up um signs of depression or how do i know if i have depression those those searches
012are flagged um and we know about it and sometimes we'll reach out to students and they'll say oh i was just doing a health project and we'll check in with the health teacher and indeed that was the case and other times they were just really curious if they were um you know falling into a really difficult time um and i i want to note that parents and guardians are also a huge help when they're able to reach out to us we really see ourselves as a team with families we know that you're the experts on your children so when you reach out to us it's um it's really important and extremely helpful so what do we do when we find out that there is a level of concern we have a range of interventions possible
013for students caseload counselors are often the first point of contact we'll if we have if we hear of a concern we reach out to the students as soon as possible um during virtual learning we do have ways that we can communicate with teachers and pull a student from a class if the concern can't wait until the end of the school day or after um so we can check in with them right away to learn more about what's going on for them with any high high level of concern we always follow up with the families once we have a better idea of the mental health concern we determine next steps that we can offer if academic is the main stressor for students we will often reach out to the teachers that the student has we might
014have meetings with students and teachers possibly offering short-term accommodations while the student is really managing their difficult times and trying to get some additional supports so that they can ease some of their mental health stressors we can also connect students with free tutors we have a nice collaboration with umass fraternity i've been in close contact with the person overseeing the fraternity who is offering um one-to-one support for our students our district students if that's something that you feel like your student needs definitely reach out to the caseload counselor we can help get you connected with that there was information about that free tutoring also in the newsletter sent out by the superintendent um at the beginning of the year and then once about two weeks ago we also made a student might need some adjustment
015adjustments to their schedule to reduce some workload um they might just need you know in the meeting with teachers figuring out how to break down assignments into mandible manageable chunks um and i will note teachers have been incredibly supportive and accommodating this year they are very in tune to the fact that these students have gone through a lot and it's been a long road for them so they're they definitely want to help for certain and so depending on the depth and type of mental health concern we also have the opportunity to offer some short-term counseling in school with a clinician or a social work intern we helped some held some short-term stress reduction groups virtually and if families are feeling and the the team working to support the student feels like outside resources are needed
016such as a therapist we can we have a list of local therapists i acknowledge that there's a lot of wait lists right now um sometimes we have a better pulse on who has space in their schedule to take new students so again please reach out to us we also may recommend students talk to their primary care physician i know a lot of practices during covid have hired a clinician to work with their practice so that's another way to access counseling when students are in extreme emergency mental health situations we might recommend them for an urgent evaluation through clinical and support options and that's a way if if you have strong concern about your child and you feel like they have an urgent need right now that needs to be addressed it's a it's a free
017support program they can do a full evaluation uh the the main headquarters in florence i don't know the extent that they're doing virtual versus in-person but um the counselor at the high school could certainly guide you through that if a student needs time away from school prior to returning we could have a re-entry meeting for them and help ease back into school if they needed to take some time away i know i've said this already but if you have any questions or concerns about your child's emotional well-being we strongly encourage you to reach out to us because we do really want to want to help and support i'm going to turn it over to our clinician karen peters to talk about some tips and strategies for families sure thanks lisa um so before i get
018started i want to share a few things i do want to share a few things that maybe some reminders maybe some different ways to think about things but the first thing i want to ask everybody to do is to just take a minute and think for a second about a moment or an experience over the past week that you would describe as a parenting win um it might be a little moment it might be a big moment um and i just want you to to sort of think about that for a second remember what it felt like remember the situation and just sort of keep that close to you and now i want you to think for a minute about one of your your children um if you have more than one child at the
019high school but um think about a moment that you can think about that was a kid win what is something that you notice or observed in your child that you really felt um it was something they could be proud of or that you noticed um and were proud of and just take a second and remember what that felt like to feel and keep that close to you as as we talk as we continue and i wanted to highlight those those or or make a moment for us to remember some of those positive things because i think that we're all here most likely because we want to keep doing the best we can we're worried we love our children we want to do everything we can as parents and as family members to support their health
020and wellness and education and so we can often forget i know i can as a parent often forget the things that i feel like i'm doing pretty well and so taking a minute to do those things can be really helpful so as i said i don't think i'm going to share anything that you haven't heard before i'm going to share some of the things that i have found the most useful that families i work with have found the most useful from experts from literature and from other parents who might even be watching and listening right now that i've learned from um and so it's just a few things and then i'm hoping that's going to spark a dialogue because we're here to answer some questions um and support you through this this piece so as
021miss belzano said you're not alone right we know that all families are adjusting we're navigating the waters we feel like we finally have a sense of what we can count on and then something shifts and i think that all of you know the opportunities to to remember the things that we're doing well help us um navigate those shifting waters and during this time it's not just your teen that needs to survive right it's you um and we we know developmentally this is the time when they should be out there they should be connecting and socializing and um figuring out what they like about themselves and what they're struggling with in their home with you right now which is even more challenging to do those things from and with um so here's a couple of things
022that i just wanted to highlight so the first one is sort of what what i think are pretty key ingredients that we're probably all doing but i think again it's important to just um highlight that that part of our role as parent it it can often feel like opposites right but that it's that piece of being responsive and also setting important boundaries and limits so being warm being um open being empathic and being demanding setting limits setting boundaries and being clear about the things that are not negotiable for their safety and for their development so what does that look like it means that when you say no to a teenager right that's that's fun that's always fun um it what it means is when you say no to them help have a dialogue about it
023explain why we're saying no why this is something that is not an option for you right now or for us as a family um encourage problem-solving conversations with your with your student how help them help you come up with what we might call a plan b um it might not be perfect it might not be exactly what they want but they can be a part of sort of understanding why the limit is there and also helping to adjust and flex to that limit so keeping both sides of those of those roles in check i think is a really important thing to keep in mind and along those lines keeping lines of communication open asking open-ended questions i think a lot of families that i've that i've talked to over the um over the years and
024particularly this year talk a lot about how sometimes um i don't even want to get into it i just wanna i asked the question they didn't respond we're gonna move on um don't when you notice that um it's something you don't want to talk about use that as an opportunity to lean in and ask some more open-ended questions um and if your child is someone with big feelings and big reactions that may be hard to manage or um hard to sit with for them or for you those open-ended questions and that opportunity to have that dialogue can can often time help them feel those feelings communicate those feelings and understand what those are about model model for your students what you want to see so when you need a break when you need to communicate
025about something when you need to ask for help model the things that you want to see um i had a parent the other day say i i try really hard not to ask my my teen things that i wouldn't um ask of myself and i thought that was really a lovely way to think about it that the expectations um that we have for them are things that we want to model um for them as well um another thing that i think can be really um as parents we want we want things to be easy we want things to be possible and it's painful to see our kids hurt um or struggling and i think that one of the things that can be really easy to do is to say something like don't worry about it
026it's gonna be fine it's not a big deal and what we do when we say things like that is we inadvertently may minimize what um somebody has some really big feelings and thoughts and experiences about which is the opposite of what i know that we all want to do we all want to hear more we want to understand more and we want to make it better and so by rather than saying don't worry about it it's going to be fine this isn't a big deal asking more questions lean in this seems really hard for you tell me a little bit more about that i want to understand that better whoa i had no idea that this was such a big deal for you tell me more the other piece of that is that um you
027know sometimes when when it when a teen says something that we you know wanna don't worry about it it's gonna be fine there's also a lot of the and i thought another piece of that can be these um extremes right i don't have any more friends i haven't seen anybody in so long nobody's going to want to talk to me i'm going to have nothing to do um write these these um always or never sort of things and those can be really hard as parents to sort of figure out where's our entry point here whoa that was huge these are such extremes there's sort of no place in um what what i often encourage parents to do and what i see parents do that can be that's really successful is um trying to uh reframe
028that or sort of give some reflection there um so you know with the student i have no more friends i haven't talked to anybody i don't go anywhere i don't do anything nobody's going to want to be around me anymore saying something like it's been a long time since you've done things that have felt fun and typical and normal for you right something about just sort of reframing what they're saying can open up a conversation and it can help them um feel felt that's one of my favorite phrases from a psychologist dan siegel and i i can i know exactly what that means right when somebody says something to you when you feel felt um there's something that can just help your shoulders sink a little bit and you can sort of get into that
029a little bit more which is what we want we want to have that that conversation with our team the other piece um you know sort of that goes along with that don't worry about it sort of you know piece is try really hard not to fall into the trap of making stressors go away um right we we all know what it's like when we can see that our kid has so much on their plate and we know how to just sort of say don't worry about any of it don't do any of it it's too hard right avoidance is a strategy right avoidance is a strategy to help tolerate distress however it's not a long-term solution so when we um again sort of inadvertently sometimes may reinforce that avoidance what we might be doing is
030um sort of unconsciously letting our kids or or sort of reinforcing for them that maybe they don't have the skills to do something that we believe in them that they can do so um where this may come in is um you know particularly around schoolwork when a project feels too hard maybe they've waited until the last minute to to start to tackle it um and then it feels like it's never going to be possible don't worry about it we'll just email your teacher and say you couldn't do it or or or something along those lines versus trying to encourage kids to take manageable bites out of it to sort of acknowledge where they're at this stinks this is not where you want it to be this is important to you and it was so hard
031that we couldn't even face it and now here we are and this sucks um and as miss zephyr was saying our teachers are so interested in supporting kids in taking those manageable bites um and getting something done for the for the opportunity to learn and to build those skills and that's what we want to see students be able to do um it may not be about the full completed end project every single time it may be more about the fact that you worked hard enough not to avoid something that in the past you may have done because it was so difficult so as parents i think we all want we don't want to see our kids struggle we don't want to see them have to deal with things that are painful and helping them struggle
032is helping them build those muscles and it's helping them understand this is something hard i can do hard things um and again as miss suffer and miss falzano shared um reaching out to their counselor reaching out to their teacher to say something like i don't even know how to take the first step i don't even know what to do we're we're really good at at helping students figure out that piece and i know that you are too as parents so we all have that urge at times to sort of collude with the avoidance and so what i would encourage us all to do is to notice those things and try really hard to help them struggle through it which right now during a pandemic is even more difficult because we know all of the other
033things that our students are struggling with they're not seeing their friends they're not doing the the typical things that that they're used to doing and so one more thing feels like oftentimes too much and the more we help them sort of work through those things and not rely on avoidance the more the more they're going to be able to to tackle those hard things that i know that we all know that we want to help them do um and the last thing i would say right is we've got to take care of ourselves and this isn't i know that i feel like self-care every time i say it people roll their eyes now right i'm not um what that means for for you is is totally individual to you for one person it may be
034taking a walk um every day for one person it may be you know journaling you know there's such a host of things to do around our health around our wellness around our ability to stay connected with the people and the things that matter to us and again it goes back to that that that cliche on the airplane where we put our oxygen mask on first so that we can be there for for the others in our lives who count on us um and the last thing i just want to say is that um if and when you notice or have serious concerns or worries i just want to sort of highlight again what miss effer was talking about um i would really encourage you not to be afraid to bring things up if you're noticing
035that your your child is isolating more if you're noticing things that are really impacting their functioning in ways that are concerning to you don't be afraid to speak up to them you're not going to put any ideas in their head that aren't already there i have a lot of parents who worry i'm not going to ask them if they're engaging in self-harm because maybe they don't know about self-harm and maybe now i'm the one who's encouraging them to do it that's that's not what the research tells us the research tells us that when we can say things out loud it often times takes that first step of taking the weight off the kid's shoulder i have been thinking about this and i haven't felt safe or comfortable saying it out loud because i'm afraid of
036what you're going to think of me i'm afraid of what what's going to happen even if we are providing the most loving supportive environment that promotes communication kids are often going to feel those ways so don't be afraid to say out loud the things that are in your gut um that's what that's what we have as as parents that gut feeling and um your your your student um i think very often needs needs you to speak up about those things and then as miss effer said reach out to one of us so we can partner with you to sort of help you through those those next steps whether it's assessment or and and helping you connect to some resources um i think i'll stop there and um and see if there would this be a
037good time for questions ms suffer or what what makes sense um sort of at this point yes i think at this point we were going to move into questions that the viewers parents and guardians might have at this point so you're welcome to put them in a chat we do have our super fantastic ella stalker in the background she was our librarian and now she's sort of half part library and part technical genius for our school so if she gets and sees questions she's going to post them and and while we're waiting for that i i just want to say karen as soon as you said the winds to think about wins with your kids like that little piece um was so helpful like just i paused and thought of it i was you know
038as i mentioned they have through teenagers at home so to pause and think of like those little wins like not only is helpful for me but you know it can be helpful then when we go back and interact with our kids and um sort of you know just acknowledging the the positives from the week great i'm glad kind of off topic real quick you don't mind yeah audience all right so we've been surveying folks as many of you know to try to find out how many folks are going to come back to the school remain remote so we haven't filled up the survey we're going to send it out again so you have the opportunity to we had a student forum earlier today let's say we myself mr mackey in this camera we talked to
039students answered a lot of great questions about the 4x4 block schedule and slip time for next year and also by returning to school this year so they have a little bit more information as well so hopefully you can get those filled out this has helped us a lot in our planning to welcome all the students back throw that in there real quick thanks i think as we're as we're thinking about questions i want i wanted to just bring one up um that that a parent brought to me today that that we we talked about in our family session um and i thought it was really relevant um and the question was really about language that the student was talking so much about oh my gosh i'm so anxious i'm i i'm so depre like just
040a lot of big words about the about her feelings and um it really overwhelmed mom to say whoa i haven't heard you talk like that before what do i do do i call the counselor and get you into therapy right away and and what we talked about was um again um sometimes what kids say can sort of stop us in our tracks and we can be afraid around how to respond um so the first thing we did was just sort of slow down and say whoa you got a lot going on and just really notice with her um how how intense this was um and ask a little bit more and just thinking about sort of the power of words again for teenagers and so what what we did was we just really asked her
041to sort of define tell us what that means tell us what that's like um tell us what anxiety means to you and then what i encouraged um and and what we came up with in this particular situation was this felt like sort of um some escalated worry about some particular things that was not really a cause for major major concern but it was an opportunity for mom and daughter to really understand what worry does for for this kiddo and how worry sort of affects her day how she can sort of sit and stew with it and um and then oh my gosh it's three o'clock and what have i done and i've been sitting here staring at something right like worry sort of paralyzes her a little bit um so we talked about things like
042um doing some research together as a family to understand a little bit about what anxiety was and so we spent some time in our session sort of talking through the stress response in our body and about how this is our body's alarm system um which is an important important thing that we all need and sometimes that alarm system is um it's stuck it needs some maintenance um or it sort of rings when um when we're not in a crisis and so that was sort of some homework that they had for each other um and with each other to sort of understand a little bit more about what um what they were dealing with and so i would encourage families to sort of again take those things as opportunities to ask more questions tell me what
043that means you may think one thing that language means um and when you ask some more questions you may learn that it's something very different um that that your that your kiddo is sort of referring to so those can be some opportunities to have some shared understanding of things together so there's a question that came in it would be helpful to know how you are planning to deal with students who have become scream and dick screen addicted um over the last year is there any talk about using c books less once students are back in school follow up to it in the chat which is i ask because i fear that the violent games my child plays are giving him a distorted view of social reality and that the distorted vision will last once coveted
044restrictions are lifted so in terms of the use of chromebooks i think i would defer that to mr sadiq only because we've been using chromebooks for several years at the high school and i think through the whole district right um and then maybe we can talk about second part yeah so the use of chromebooks so for the rest of this school year we're going to still be relying pretty heavily on chromebooks because teachers are going to be teaching the students who are in front of them the teachers who come back we're teaching the students who said return in person but also teaching the students who have their words to remote so everybody's going to need to access their google classrooms through their chromebooks students are in person during the day they may not have it
045on for for the whole class but there will be times when they use it then once we are back next year fully in person that's what the plan is then they'll be we'll be using chromebooks the way we have in the past which is not throughout every class and all of the assignments won't they won't need to necessarily access them through their chromebooks so they'll be less used next year but we're still going to be using them again especially at this point there's there's no way to really completely get away from the technology unfortunately but we do want to try to minimize it but next year we're impressed um the other part of the question um ella is it possible to share that second part of that question again thank you so i'm happy to
046not completely answer it but to empathize um as a senior who is pretty video game obsessed right especially in the real heart of lockdown when sports were lost and he couldn't do that stuff um i think that i i think that that's a valid concern and i think it's been i think video games have been a valid concern for years prior to covid right um especially violent video games but your piece about a distorted view of social reality i think i would take karen's advice and that's the one thing that um i i think it may have been karen years ago when i complained about a video game being played who said you need to remind him that video games are not like real life right like what's the fate like what is a video
047game and it's a video game behind a screen for a reason so we have a lot of conversations about that in terms of social reality but if you're talking in terms of that's the only way for him to communicate with people um especially with the online gaming i think that my suggestion would be to have a really candid conversation with your child about what it means to have those that that you know to have that ra that social interaction strictly behind a screen and even more so on a video game they're doing it either with a headset on or they're typing into a computer and i think that that's a conversation to have and it there is going to be some transition back right so i appreciate what you're saying and i think that in
048some ways the use of screen at the school we can control at the school that they're not playing those video games during the school days so we can we can remind them there is good screen time and there is you know that like not it's not the video games are not bad but there is different ways to use your screen time and i think um unfortunately limiting screen time and i know that's a really hard thing to do and it it goes back to um what karen was talking about which was those conversations i'll speak just for my own house we used to have a no video games during the week roll right during school and then quarantine happened and i was like i don't know what else for you to do so go play
049video games because i really don't have anything for you to do um so then i had to when when school started again this year we had to have a bit of a conversation of okay so you're right you're still home and you're still behind the screen and you still can't go out but should we really be up till 2 a.m playing video games probably not so let's have that a b conversation and reach that compromise of here's the limit i'm setting and what can we agree to so i i think that that's probably my my best advice but that's more as a parent than a counselor so yeah and i would add i realized that every uh student is is really different and so they'll they'll take to this differently but um looking for more
050opportunities to get students involved which is harder now because of covid but as the the world sort of reopens again um whether it be through sports and art class even of even a club um i know we have a gaming club at the school um like every opportunity to be away from the electronic to be outside to have more of those real world interactions maybe you're that you know if your child's old enough to get a job um any opportunities to pull them away from the screen and have those real real world opportunities will help them with that current distorted view it's a it's a real concern i hear that so if we don't have any more questions um i just want to thank thank the people for coming and for for joining us tonight
051and as we have said from the beginning we fully want to partner with you um one of the things that i value the most about amherst regional high school and and and all the many years that i've worked there is the um highly committed staff who are very student focused and family focused um the willingness of people to be flexible accommodating and supportive so if you do have concerns and you feel like the school has no idea what your what your child is struggling with and you feel like it's important they know please don't hesitate to reach out thank you yeah and before we go if i could just say one thing am i is that okay okay i feel like i have some feedback sorry about that what's that i think we all might
052need to mute oh okay sorry um i would just you know in this in the spirit of we talked about sort of a parenting one at the beginning i would say as we close one of the things i i ask everybody to think about is um what is something over the next few days that you can um that that you can do for you to take care of you to be um as grounded as you want to be or as aware or as energized even if that's two percent more um and then i would also encourage you to think about what is something big or small i can let go of in the next day or two um and then what is something i can do that a way that i can validate what i
053notice about my child's efforts or energy or or accomplishments what is something that i can really notice and say out loud to them um that that i see um so that i can help them feel felt um and then the last one would be what is something that maybe you've that you may have been avoiding talking about or bringing up um that you could try to to talk about with with your teen you don't have to do all four those are just some ideas of things to um some homework for for us as parents to think about but you know a little bit more homework if you're interested in hearing some of the great questions that many of your students other students asked today about the return to school in the florida for schedule you
054can access that was recorded and you can access it through the arps youtube channel may start some conversations with your students some of them are a little bit nervous about coming back and excited that's all and again if there's more information that comes from those conversations please let us know we want to continue to work with you and support their transition back to school in any way we can thanks um thank you everyone i'm going to end our broadcast now but feel free to get in touch with any of the folks on this uh session and and uh follow up with any follow-up questions we didn't have a chance to get to or that you think of later i know sometimes after these live sessions then people go oh i should have asked that question
055so all of us are available by email have a wonderful rest of your night thank you