Author: Alejandro Malespin

At this time we would like to update you as to what  loan our school is in the process of applying for to assist us financially during this challenging financial crisis.

Below you will find the details of the loan. We are working with our banker at Chase bank to file the appropriate application. On the first day it was possible to apply for the PPP loan under the CARES ACT our book-keeper attempted to make our application. Unfortunately the Chase site was overloaded and crashed. Later we were advised to submit contact information and based on the time and date  we made our attempt to apply a Chase representative would be in touch to help us walk through the process. Our banker had kept us in the loop and advised that we were in the top third of the Chase customers (with a position of around 130,000 out of a total number of over 660,000 on the first day who attempted to apply for the loan. He believes that we should be hearing from a Chase representative soon.

When this situation first began evolving we quickly applied for a disaster loan but  once the CARES ACT was passed we were advised that if we chose to apply for the PPP loan that we could not also apply for the disaster funding. Consequently we sent a message asking to cancel that application and later still were advised by our Chase banker that we could possibly have applied for both. The information being sent  to the banks seems to be changing by the day and it is difficult for them to keep current too.

I am deeply grateful for your commitment to our school community. In our 35 years of operation we have never experienced any situation that would ask so much from our families. We love your children dearly and miss them so much. It is wonderful to be able to see photos and videos of our children’s experiences at home. Thank you so much for supporting your children, their teachers, Admin and the rest of our staff as we work together to navigate this very challenging situation. Please take care and be safe. We can’t wait for the day that we can  all return to school onsite.

PAYCHECK PROTECTION PROGRAM (PPP) LOANS – CARES ACT

The program would provide cash-flow assistance through 100 percent federally guaranteed loans to employers who maintain their payroll during this emergency. If employers maintain their payroll, the loans would be forgiven, which would help workers remain employed, as well as help affected small businesses and our economy to snap-back quicker after the crisis. PPP has a host of attractive features, such as forgiveness of up to 8 weeks of payroll based on employee retention and salary levels, no SBA fees and at least six months of deferral with maximum deferrals of up to a year. Small businesses and other eligible entities will be able to apply if they were harmed by COVID-19 between February 15, 2020 and June 30, 2020. This program is retroactive to February 15, 2020, in order to help bring workers who may have already been laid off back onto payrolls. Loans are available through June 30, 2020.

Talking about feelings can be a challenge for a wide range of reasons. Sometimes we don’t like the discomfort of vulnerability, sometimes we  haven’t quite acquired a complete vocabulary for emotional language and sometimes we simply can not quite identify what we are feeling.

This is a scary time to be human and there are a lot of feelings, some of which might be new for us all.  When the adults are scared, the kids know it.  This is a great time to model appropriate ways to manage these big feelings by showing ourselves love and compassion and practicing self care.

There are a lot of new and unfamiliar expectations on us and our children right now. Our routines are different, our jobs and school work are more complex, and fear of the unknown surrounds us.  While your child’s education is important and their school work should continue, the most important thing we can do is give them the love, attention and support they need to wade through this confusing scenario.  Some ideas for managing feelings and supporting your children are listed below.

• A smile goes a long way. Children read our body language and energy quickly (and efficiently)! A sincere smile can ease a lot of feelings of discomfort.

• Accept, acknowledge and give space for the discomfort. Your own and your child’s.  We can’t fix the confusion of what is happening in the world and that is okay.  Acknowledging it gives us power to find ways to cope. Everyone should have permission to experience their feelings!

• Maria Montessori stressed the importance of the preparation of the adult. She called it the “spiritual preparation of the teacher.” Be sure to take time every day to prepare yourself in whatever way brings you comfort and strength. Then, allow yourself to be present for your child when the time comes.

• Practice physical grounding, alone and with your child. Meditation through breathing, visualization, sound (chanting, mantra or song) and body movement (asana) all send messages to the brain and body to regulate your nervous system. Not only will this do wonders for your mental health, but is proven to improve the immune system.

• Do you notice your child acting clingy? Moody? Quiet? Keep in mind, behavior is communication. Read their signs and try to respond accordingly.

• Talking about feelings and giving your child your attention is important. But, so is their work cycle.  Be sure to observe your child and choose the right time to talk or interact. Avoid interrupting your child’s work/play as this is a form of self-care and self-soothing.  Plus, interrupting their work and play impacts concentration levels.  Allow your child to complete their cycle of activity to support their overall development and concentration.

• Introduce emotional language at an age appropriate level. For toddlers and some early childhood aged children, visuals are helpful.  I suggest pictures of faces showing various expressions that can be matched with the corresponding vocabulary to help children develop  the language needed to express oneself.  Comparing feelings to the weather (cloudy with a chance of sunshine, for example) can help older children express vulnerable feelings while also making the connection that our feelings change.

• The side by side chat: Many people respond to vulnerable discussion more easily when eye contact is not involved. Standing next to one another while working in the kitchen, sitting on the couch and knitting or putting puzzles together, or laying in bed after story time are all really great times to have conversations about feelings.

• Use code words. Help your child come up with a code word they can use when they are in distress or when they feel they need your undivided attention. Maybe you can stop what you are doing immediately to connect and maybe you can make a plan then and there for a time to connect.  Ie; “Thank you for letting me know you would like to talk.  I am going to finish this work call and then I can give you my undivided attention.”

• Use the right questions. Starting a discussion with “how are you feeling?” can be a turn off for people who are feeling uncomfortable, scared or otherwise vulnerable.  Try questions like:

• What have you heard about the coronavirus?
• What do you think about it/that/this?
• What do you miss about going to school?
• What do you like about being home with mom/dad/siblings/grandparents?

• Create reliable and consistent routines for your “new normal.”

• Create happy memories. When this is in the past, we are all going to be looking back on the lessons we learned.  Make an effort to ensure your child has happy memories of this experience. *Adapted from Webinar “How To Talk With Children When The Grownups Are Scared” Kathy Leitch, Montessori Foundations

Dear FMSL Community,

We are continuing to closely monitor COVID-19 on a state and national level. Utilizing the recommendations of the UDOH and the CDC, we created a Tiered Emergency Operations Response Plan to be implemented at the varying stages of how this outbreak could impact our community. That plan was shared with you via email on 3/7. We are currently implementing a Level 2 response.

We encourage you to stay informed to this rapidly developing situation. We ask that you be mindful of the following advice from the UDOH and the CDC:

• If you develop symptoms that match novel coronavirus (fever, cough, shortness of breath), you should contact your healthcare provider via phone call or telehealth, and you should stay home from work, school, and all public spaces until you are symptom free.

• Older adults & people with a severe chronic medical condition should be mindful to take extra measures and to put distance between yourself & other people to reduce your risk of being exposed.

• Many rumors related to COVID-19 circulating on social media are false or contain misinformation. People should be skeptical of rumors they hear on social media that aren’t being reported by reputable health organizations or mainstream media outlets and should not share or repost items unless they are able to confirm that they are true. False and inaccurate social media posts can cause a great deal of harm.

As public conversations around coronavirus increase, children may worry about themselves, their family, and friends getting ill with COVID-19. Parents, family members, school staff, and other trusted adults can play an important role in helping children make sense of what they hear in a way that is honest, accurate, and minimizes anxiety or fear. The CDC has created guidance to help adults have conversations with children about COVID-19 and ways they can avoid getting and spreading the disease.

• General principles Include
• Remain calm and reassuring.
• Make yourself available to listen and to talk.
• Avoid language that might blame others and lead to stigma.
• Pay attention to what children see or hear on television, radio, or online.
• Provide information that is honest and accurate.
• Teach children everyday actions to reduce the spread of germs.
  • Teach them to wash their hands with soap and water for at least 20 seconds, especially after blowing their nose, coughing, or sneezing; going to the bathroom; and before eating or preparing food.
  • If soap and water are not available, teach them to use hand sanitizer. Hand sanitizer should contain at least 60% alcohol. Supervise young children when they use hand sanitizer to prevent swallowing alcohol, especially in schools and childcare facilities.
  • Remind them to cough or sneeze into a tissue or their elbow, then throw the tissue into the trash.
  • Discuss any new actions that may be taken at school to help protect children and school staff.
    (e.g., increased handwashing, cancellation of events or activities)
  • Get children into a handwashing habit.

We greatly appreciate your support in implementing our safety measures and helping provide your children appropriate guidance and reassurance with this situation,

FMSL Admin.