Family Resources

Daily Schedule for my child (sample, see your child's teacher for their specific schedule)

Our daily bell schedule will be 9:00 a.m. to 3:40 p.m. 

-Tuesday to Friday we will follow our full day schedule starting at 9:00 a.m. and ending the day at 3:40 p.m. 

-The Monday schedule will end at 11:30 a.m. and will look different from the Tuesday to Friday schedule. 

Monday to Friday all classes will have lunch and family choice time from 11:30 a.m. - 12:30 p.m. daily and family choice time from 2:30 - 3:40 p.m. 

Your child’s class specific schedule will be shared with you by your child’s teacher by August 21. 

Here is a sample Bailey’s student daily schedule: 

9:00 – 9:10 – Log in Time (students logged into live session with teacher)

9:10 – 9:30 – Morning Meeting (students logged into live session with teacher)

9:30 – 10:30 – Reading and Writing Workshop (students logged into live session with teacher)

10:30 – 10:40 – Break

10:40 – 11:00 – Science or Social Studies (students logged into live session with teacher)

11:00 – 11:30 – Specials (students logged into live session with teacher)

11:30 – 12:30 – Lunch and Family Choice Time

12:30 – 1:25 – Math Workshop (students logged into live session with teacher)

1:25 – 1:40 – Interactive Read Aloud (students logged into live session with teacher)

1:40 – 1:45 – Closing (students logged into live session with teacher)

1:45 – 2:35 – Specialized Instruction or Independent Work (SOME students logged into live session with teacher)

2:35 – 2:45 – Break

2:45 – 3:40 – Family Choice Time

-This is a sample schedule. You will receive your child's specific schedule by August 21.-


Needing support?

Starting School

Keeping your child engaged

Identify a Space 

Find a location in your home that has minimal distractions for your student to learn. Designate this space as the student's learning space. Allow your student to do some decorating to make it their own. Your child does not need to have a full room for learning but think about what might be in the room that could be distracting. An easy fix might be to have your child sitting with the distraction(s) behind them, out of their sight or using a tri-fold poster board or a large cardboard box that has been cut apart to resemble a tri-fold poster board. 

Gather Materials 

Make a list of supplies you may need and identify a location to place the supplies. Ideas: pencils, writing paper, folders, glue, scissors, tape, colored pencils, markers, construction paper, timer, calculator. Other materials that might help your child could include fidget items such as playdough or a stress ball for students to hold or squeeze. Sometimes kids are so used to using playdough to make something so if you give your child playdough or another item make sure they understand the purpose of the item. Consider if it would be helpful for your child to have a notepad for writing or drawing notes about what the teacher is discussing (i.e. if the teacher is discussing the weather, a child could draw a picture of a sun). 


Post your child’s Schedule 

Have a copy of your child’s schedule available for them to see and a copy for you to know when they are expected to be in class or when they have breaks. 

Turn off distractions and Use headphones 

Television and cell phones can disrupt the learning environment. Best to just turn them off. If adults in the home are working or there are other students in the home every student should use headphones so that younger siblings are not distracting older siblings with the audio of their teacher teaching and vice versa. The use of headphones can help students to be more engaged in learning in a virtual classroom. 

Provide Reinforcement 

Provide positive feedback for a job well done or a new skill learned. Some students need additional reinforcement such as time doing a preferred activity, small trinkets, or a shared game with an adult or sibling. Set up a system if needed. 

Listening and sitting still 

Listening does not always occur by students looking directly at a teacher for the full time the teacher is speaking. Listening can be students looking at the teacher or the materials (math manipulatives) the teacher might be discussing. Sometimes when individuals are listening they might appear to be daydreaming or unfocused by gazing into space. Students might be making connections to what the teacher is saying to previously learning material or making connections between the content and their own experiences. 

Students do not need to sit still in a chair to be available for listening. Some students need to be able to move to absorb the information. It is okay if your child wants to stand while the teacher is talking or sitting in a chair made for rocking. 

Grace and Flexibility 

Kids in a school setting don't have immediate, unlimited attention from their teacher. They're sharing the teacher's time and attention with 20 to 30 other students. It's okay for kids to learn that there are certain times that they can and should have a family member's attention, and other times when they can and should work independently or wait because that caregiver is doing something really important as well.A mom bows her head in frustration while her children dance on her table.

Giving kids a signal when you're on an important phone call or video conference, can help them establish boundaries for when to seek help. Parents can also go over their schedule every day with children so that they know times when you're going to be busy and when you have time to work or take a break.

Even if you do everything right, there are going to be days when nothing seems to work. That's to be expected. As long as lines of communication are kept open between parents, kids and teachers, there will be room to adjust and overcome challenges that arise along the way.

Having a support system of family members, friends or even other parents online to swap stories or seek advice can be both productive and therapeutic.

You know your child best, but if you need any resources or suggestions please know that we are here to help you and your child. 


Bailey’s Mental Health team 


Discussing Race and Racism

Here are some resources to use when talking with your child(ren) about race and racism. 

National Geographic Talking to Kids About Race

Race Forward 10 Ways to Start a Conversation About Race

Zero to Three

Racism and Violence: Using Your Power as a Parent to Support Children Aged Two to Five

Anti-Defamation League

Table Talk: Family Conversations about Current Events 

Smithsonian: National Museum of African American History and Culture

History and Culture Releases "Talking About Race" Web Portal 

Talking About Race 

Teaching Tolerance

Teaching Tolerance - Beyond the Golden Rule: A Parent’s Guide to Preventing and Responding to Prejudice


Additional Resources:


Books for parents teaching young children:

Coretta Scott King Book Award Winners: books for children and young adults


Books to for teenagers and adults to read:

Black Feminist Thought by Patricia Hill Collins

Stamped: Racism, Antiracism, and You by Jason Reynolds & Ibram X. Kendi

Eloquent Rage: A Black Feminist Discovers Her Superpower by Dr. Brittney Cooper

Heavy: An American Memoir by Kiese Laymon

How To Be An Antiracist by Dr. Ibram X. Kendi

I Know Why the Caged Bird Sings by Maya Angelou

Just Mercy by Bryan Stevenson

Me and White Supremacy by Layla F. Saad

Raising Our Hands by Jenna Arnold

Redefining Realness by Janet Mock

Sister Outsider by Audre Lorde

So You Want to Talk About Race by Ijeoma Oluo

The Bluest Eye by Toni Morrison

The Fire Next Time by James Baldwin

The New Jim Crow: Mass Incarceration in the Age of Colorblindness by Michelle Alexander

The Next American Revolution: Sustainable Activism for the Twenty-First Century by Grace Lee Boggs

The Warmth of Other Suns by Isabel Wilkerson

Their Eyes Were Watching God by Zora Neale Hurston

This Bridge Called My Back: Writings by Radical Women of Color by Cherríe Moraga

When Affirmative Action Was White: An Untold History of Racial Inequality in Twentieth-Century America by Ira Katznelson

White Fragility: Why It's So Hard for White People to Talk About Racism by Robin DiAngelo, PhD

American Academy of Pediatrics

Great one spot stop for resources on a variety of topics 

American Academy of Pediatrics 

Social Emotional Quick Guide for Parents

FAMIS-Health Insurance

Additional Resources