How Do I Sign Maine Permission Slip

How do i document type sign permission slip maine

[Music] so hey everyone all right um if you've ever been in one of my sessions before uh then you know that i tend to over plan so we're gonna jump right in and there's no waiting room so as folks are joining us they can just join us at whatever point we are at um okay i am going to keep my video uh off for now just for ease of bandwidth and such and welcome to mtss micro pd and open discussion and um these micro professional developments are going to be fueled by you and the topics that you submit in the areas that you are looking for the most support and the idea is that we will meet um every thursday but it's likely that that day will change i'm going to try to gauge and see what time or day hits the majority of folks that are looking to attend the sessions um so the sessions um will cover a variety of topics um and as i said they will be submitted by by you the the field and um if you ever if you ever come into a session and you're like oh that topic's not relevant for me then you know no hard feelings if you decide you've got other things that you want to do with your hour um but the way that this is set up is i'm just going to go ahead and advance the slide um so for my for the micro pd framework um i am going to be following a relatively consistent pattern of exploration perspectives and resources and then a wrap up and um this uh hopefully the actual pd part will take about 30 minutes and then the open discussion um then can be about 30 minutes and if you know me you know i tend to go over so i really tried today to not do that because i would like folks to have time to discuss what they saw today and then any other things that they would like the support of their peers um i'll probably remain relatively quiet during the open discussion um so don't be afraid to uh you know ask questions and um if you are someone that has experienced the same thing or has some knowledge for your peers um please offer it okay so um today we are going to be talking about student engagement in a hybrid model and the challenge that was presented is um how to support students on their remote days so for the exploration part we're going to be looking at and visualizing engagement and accountability and then we're going to go through a process where i am going to ask folks to unmute and offer um you know suggestions as we go through the process of assessing the challenge um and then we're gonna head into perspectives and resources and this is where we're gonna talk about um some ways that you can integrate mtss into your hybrid learning model i'm going to provide some links to some supportive resources that i have found and collected for you and then we're going to do a wrap-up and there is actually another interactive activity that we'll do um for the wrap up and again i'll ask folks to unmute and um either offer suggestions or um yeah actually offer suggestions um okay so for the exploration phase um what we're going to do is we're going to think about and visualize what exactly we think engagement and accountability look like and i know that this might seem like yeah i know what engagement is um but i really want you to think about how engagement in school and how engagement in a virtual class um might be similar and then also might be different and then the same goes true for visualizing accountability what does that look like when you're in school and what might that look like in a virtual class and so if you'd like to offer go ahead and unmute yourself and let me know what you think well i'm pretty familiar oh i have to turn my radio up i couldn't hear you i'm sorry could you say that again sorry i thought two people spoke at the same time so i didn't want to interrupt him again but i was i was kind of making a joke about i know what non-examples look like about engagement in the classroom because that uh tends to look like kids being silly or focusing on the um the chat options or focusing on different tools and silliness things that they can do with their computers and devices during zoom i'm going to assume that the opposite is what engagement looks like which would probably look like eyes on the screen not clicking on things making eye contact with the teacher as best as they can um responding to prompts anyone else have anything to offer about the differences between engagement in school versus engagement in a virtual class one of the things that i notice about the difference is that in the classroom the kids are more likely to respond to each other than when i'm on zoom when i'm on zoom they seem to only respond to me they don't necessarily interact with each other as much okay yeah what else what about accountability let's move on to accountability what about accountability in school versus accountability um in a virtual bottle i feel like it sounds i get the sense i get is that the parents feel that they are more accountable for their kids work than just the kids whereas when the kids are in traditional classroom it is 100 their responsibility versus when they are working remotely it becomes more of like a group effort that's an interesting perspective i'm a school counselor at an elementary school and i feel like in the traditional sense of school the kiddos did the work and i might send something home for the parents but they're what they weren't necessarily hearing the lessons and seeing everything that we're doing however now that there's pieces and follow-up activities on seesaw the parents are able to see and comment and there's a nice connection that we didn't have when we were virtual in the springtime that there's now that connection and accountability to the work that they're doing and i am having a lot of kids turn things in and parents comment would you say that adding in the parent um engagement and participation increased the accountability of the of the work well i i started doing a joke of the week and there was an interactive way of doing it so i think there was a little bit of a lore for the kids to come back to my page each week because they wanted to see what the new joke was and then they started sending me some jokes back so now i'm highlighting other kids jokes um and so i think that it might have been that piece that maybe hooks them in um and then the parents get the notification that something's been submitted on seesaw so then they're looking and then they're seeing the work and commenting gotcha okay all right so now that we've had an opportunity to start um thinking about the differences between visualizing engagement and accountability in the two different worlds that we're living in um let's go ahead together and we're gonna assess this challenge so the overarching need that we're looking for is increasing engagement you're gonna see if i'm a good speller which apparently i am not uh increasing engagement accountability and we haven't talked about motivation yet but i am going to go ahead and add motivation because it is going to come up okay so based on the conversation that we've had so far what are some of the potential barriers that children might encounter um in the virtual classroom whether it's um you know moodle or e-backpack or see-saw google classroom whatever it wants to be what are some potential barriers do you think that might stop them in their tracks from being engaged and accountable and motivated i think one of them is that children are all in different places when they're not in school so some may be in daycare settings they may be at grandparents they may be at their parents place of work so trying to do synchronous learning uh when especially young children may not be home right they also might have different teachers across the days like they might have one day that one person supports them and then the next day it's a different person supporting them and they might have different styles okay what any other potential barriers that might be contributing to engagement accountability and motivation in the virtual classroom just organization and access to the materials i think teachers are doing the best they can to send everything home and make it easily accessible but that's a piece that's very easily lost when you can't pull something out and hand it to them that's what i was going to talk about is the executive functioning of students that we know some are pretty organized and if they're lacking some executive functioning skills that can make it very difficult for them to plan and organize and get things turned in also just having a space to actually do their work in and i don't know if this is similar to number one but just having a physical this is where we do our classroom work at home or at what dad's work or whatever um but just having a physical this is my kind of desk at home or not in school space i'm gonna add that uh to number one because i do think it's relevant because i'm you know you just never know if you know the daycare setting has something else going on and so they move a child a child to a different room or you know grandpa is sleeping and normally you do your homework in that bedroom but now you can't go in there so you're going to do over here today so i think that that is relevant to um the setting piece and does anybody have another one that they can think of before we move on so i'm not sure if this goes with two or if it's separate but a wide range of um clarity you know everyone has very different expectations we don't necessarily know what what are we accountable for because it's a little bit different than it's ever been before and every school and every teacher it has different expectations as far as is it a choice or do you have to do it yeah that's a good point i think that's separate a little bit because um you know different teachers are going to have different styles no matter what right so if you're in a socialized classroom or you're in a you know an art classroom each teacher is going to have their own style um but one thing the children the child not the children have um to support that is rapport camaraderie uh relationships you know some of those some of those other things which are much harder to um not only establish in the virtual world um so you have to make sure that you're almost doing extra relationship building when you actually have them face to face but also um it can be hard to maintain right because people are a lot different behind a screen than they are in person and that i think goes for students um as well and so i think clarity of the delivery is a different piece because having some kind of way to um to know like what what is a choice like you're saying what is required what's being graded what's not et cetera et cetera um okay does somebody want to be brave and um come up with a goal so what would be um our goal if we were shooting for one and it can just be you know i realize we're working on minimal information here um andrea i might just add that a goal might be to address each individual child's learning experience in the home environment um and with that like adding to potential barrier number one might include there's maybe other children at the table also and so you know is this an individual task is this a group thing how do i manage what i need to be doing in the presence of my siblings so it's really about what does that child need in the setting that they're living in okay so the way i'm going to write that to pull in our need and our goal is increasing student um do we want to call it work completion because at the end of the day it's completing and submitting work right is that does anybody disagree remnantly about that uh i want them to be happy too oh yes of course so increasing student engagement accountability and motivation by creating classrooms that can adapt to multiple settings and home school situations through um feelings of happiness okay all right so we have assessed the challenge um okay we are hopefully going to come back to that as we move along through the perspectives and resources so um this is probably review for most but the keys to student motivation so these are some things that we have to pre-think about like we normally would i think as we're looking at how to keep kids engaged and how to um really tap into their motivation and you know pie in the sky would be that we can tap into a child's intrinsic motivation so that we're not constantly trying to extrinsically motivate them and the two keys for intrinsic motivation tend to be value do the students see value in the assignment and um and some research indicates that value can be broken down into three different constructs so relevance activities and relationships um with relevance you know you would hope that a child would be able to um create their own sense of relevance for their for their work but that might not necessarily happen if they are low in self-efficacy or low in whether they you know actually see value in that activity and so a couple of ways to consider that is with younger kids um you know bridging the um assignments from home to school um i know there's been a couple of situations even with my own kids that you know we're doing stuff at home and then i'll ask my child you know did your teacher um you know how did you do on that assignment or how did you do on this did what what did your teacher say and he was like we don't look at the stuff that we do at home my teacher doesn't look at it and so um there's a little bit of a why do i have to do this if my teacher isn't going to look at it kind of thing so that goes back to that clarity piece that we talked about in one of our barriers um the activities um need to somehow um strike a balance between um active and you know product right because we we want them to show what they're doing and then relationships and we mentioned that um before a little bit earlier um that you know the relationship piece in this case is um kind of having to double up in a way on the in-person days so that you can fill that bucket so that they um so that they have you know a sense of belonging and wanting to participate in that virtual setting um so relationships um and you know can be a very big piece of um valuing the work and then being intrinsically motivated to complete it the other one is success so do students believe they can be successful have you set up your virtual classroom um so that students look at it and say i can do this i have practiced this i know what each teacher wants and i can i can do this i can navigate this um so how the systems are set up can either foster or deter feelings of success and self-efficacy right so if you have a child with those executive functioning um you know skills that are still developing then you know the idea of you know seesaw or you know google classroom moodle whatever you're using might actually make them say yeah that's really complicated it's uncomfortable and i'm just not confident that i'm going to be able to navigate that and so perspectives and resources when i talk about a few ways that we can think about this issue this engagement and accountability issue through the lens of mtss and so if we think about mtss and the core um the core aspect of mtss we're looking at you know the the fluid integration of academic behavior and social and emotional well-being and then of course we have our three tiers of supports you have your tier one your universal setting um and then supporting kids you know tier two um targeted and then tier 3 intensive for kids that really need something extra so this micropd is going to cover the following mtss components levels of support for all students based decision making and school and family engagement so incorporating remote days into the multi-tiered system is probably opposite than what you want to think about it in you know the way maybe you think about it just when you when it crosses your mind so lots of people think or i think maybe um one of the things that i've heard by a couple of people i'm not going to say everybody but a few people is that i get a lot of how can i do mtss in a virtual classroom i invite you to flip that around how can i how can i through my schools mtss enrich or um revitalize or you know um create google classrooms or virtual classrooms that are accessible to as many children as possible and so u i i kind of made this up uh that there's a tier one a which is your school and classroom and then there um when you think of a hybrid there's actually a tier one b your school and your virtual classroom and that in this um kind of back to the future kind of different realm you know the space-time continuum you know conundrum that we find ourselves in it looks like september or october i guess but it's way different than any october than we've ever experienced before that that a lot of your tier tier two and tier three um supports at least in terms of engagement and accountability are going to happen in the school setting um and then yeah there are some things that you can do at home but that actually falls like some of you were saying earlier on to that parent participation piece so um you know there are probably things that you can do that are tier two and tier three related um but the place to start i think is how you can use the school and the in-person time to provide any additional supports in engagement accountability and motivation and so when you think of mtss as the um driver of your virtual classrooms then you see that you know in a lot of ways you still are aiming to reach at least 80 percent of your students if you're if your school is um logging you know 80 work completion um 80 of you know kids bringing things in completed getting things done engaging in the in person and bringing in stuff that they were asked to do at home you're doing pretty good and then uh you're always going to have those kids that are going to need something extra and so and it gets a little complicated with those and so if we think of the mtss as the driver of the virtual classrooms we can kind of look at it from a different angle and see how we can use a tiered structured system to leverage these virtual classrooms which hopefully will then leverage the engagement and accountability and of course your mtss is going to be made up of your in this case is leadership systems and structure the teachers and of course the family so when we choose a virtual uh learning management system we tend to choose them for cost functionality availability um but sometimes i think we forget to think about things outside the box so um what does that learning management system um what doesn't it have and some of the answers to that question are the same across platforms it doesn't have you know um an in-person teacher it doesn't have you know um the anchor charts from the room like if there are things that it doesn't have that are going to be important for students to feel welcomed and engaged in that space and then some of them might have too much like if there's too much going on in that learning management system and it's too noisy um that in itself could be something somewhat of a barrier and so we've got a little double mountain here we've got the school 1a tier 1a the home tier 1b um you know these are the myriad of different platforms that are out there and then assuming that primarily your tier two and tier three supports in these three areas um the engagement accountability and motivation are going to come primarily from school and then hopefully they're going to generalize those as their completing work in the home environment so just to kind of recap some common barriers with learning management systems are assumptions we assume that kids always know exactly what to do where to go and how to um navigate that depending on where they are who they're with and what kind of day they're having um clarity someone mentioned clarity before that it need there needs to be a way to create clarity within these systems so that teachers can feel like they have um freedom to be able to be themselves and really work through their style but also so that it's crystal clear to the student because the student is the person that we are creating the learning management system for um some another common barrier is that noise you've got your kids with adhd your highly destructible kids you've got um your kids that you know have not only tangible things that they can be playing with but they've got the mouse and the clicker and all the different features and some of these things so how noisy is the learning management system are is it are there a lot of gif you know jif is it jiffy's or giphy's i don't even know what it is um you know is it is it noisy um or is it relatively quiet and calm um is there consistency are lessons posted in the same way at the same not i don't say at the same time but in the same way consistently across the week across the month across a quarter because the more consistent that we create the system the um more likely that we're going to build some of those neural pathways and some of these things are going to become you know second nature or a lot easier and if i'm not working so hard to feel comfortable in the learning management system i'm more apt to dive into what is actually in there instead of worrying about how i'm even going to get through navigating it um so the systems can be very complex um especially if they don't have clarity and consistency um and they're also very flat and and you might think that that's like a juxtaposition there's complex and flat um but we'll talk a little bit about what i mean by flat um in the next slide okay so in a regular classroom tier 1a you've got routine you've got consistency you've got responsiveness supportive people your lessons are guided and it's really it's really supportive um of children and their varying levels of um the way they present in school in your virtual classroom um it can be very overwhelming if we're not and so these are things that if you're not intentional about them so just to put that out there um they can be very overwhelming they can be very inconsistent and that can be that can go from teacher to teacher or even just one teacher doing something differently every time he or she posts there's delayed response in a learning management system if i have a question or a concern or i come up to a point where i can't move forward if i don't have a parent or another adult that is able to help me i have to submit a question or a comment and i have to wait either for that to be answered or for the next day and then i might forget to ask it again or to seek that clarity um and that goes true for delayed support you know supports are delayed um so we have to build in as many as we possibly can and children are expected to be independent and if you've got a kiddo that really struggles with independence inside your classroom um it's super important that we're creating these systems so that um if they you know they can navigate them as best as they can because they're actually required to be independent and if a child is not then they're going to have a hard time engaging being accountable and motivated to actually do the work so we want to make tier 1b look as much like tier 1a as we possibly can um so think to yourself just for a minute who are the kids see i'm gonna go over i'm gonna go over about 15 minutes uh who are the kids that are going to struggle in this environment before the learning even starts and let's see if you think of some of the ones that i thought of and you'll have a chance to offer different ones in just a moment but i was thinking um poor work initiators are kids that need someone to come over to them and help them start the work um kids that thrive on routine if there's that inconsistent piece to the virtual classroom um kids that are naturally disorganized that came up in our barriers um struggling readers uh so you know yeah there's video you can record yourself doing a lesson on video um but that is also very passive learning as well because i might play the video on my laptop while i have my head over there looking at why the cat is sitting on the mantelpiece right and so i'm kind of paying attention but not really um so i really have to go back and either be willing to re-watch the video um or i have to read the directions i have to read and figure out and if i'm not a good reader and there's nobody home to read it for me um i need that i need that as a student set up to um in as many ways as possible to support the struggling reader kids that are easily overwhelmed kids that are social butterflies and feel lonely in the virtual classroom setting because they don't have friends that can they can bounce ideas off of and laugh with and joke with um they're isolated kids with low self-efficacy emotionally fragile children kids that experience a challenging home life and anything else did anybody else think of something that i did not add to the list okay so perspectives and resources um the tier one b setting um i want you to think about setting that up on something that i stole from somebody else called setting it up on a curve if you have been in sessions with me before you know that i'm a huge fan of shelley moore shelly moore is an inclusion guru she spends her life studying and working on how to make classrooms um more inclusive and um i'm not going to show the video because it is five minutes long and we don't have that kind of time but she has inspired in many ways um the way that we can start thinking about our universal setting particularly in a multi-tiered system of support and so um you want to design your virtual classroom with the hardest to reach in mind because the other kids they're not it's not going to matter to them necessarily if you know because those that are self-starters those that are capable capable um able to handle it on their own are going to handle it on their own whether the system is set up more structured or whether it's um whether it's not so there are a few things to keep in mind that can help support um the hardest to reach the title of your classroom or your class should be very brief and um very clear so it should have class name teacher name and a block or period if that's relevant for your age group or the kids that you're working with you want to make it as easy for them to recognize where they need to be as possible you want to avoid using any streams or other announcement like spaces on the regular you really ought to save those things for high importance announcements and emergencies and the reason i say that is because some of the online learning management systems allow you to drop documents and resources in the stream and if that happens and then that document or resource doesn't also get posted in the lesson kids that didn't read the stream are going to miss that there was something in the stream because they went straight to their classwork the other thing is the streams can be very very noisy you know yes you can turn off commenting um in most of the management systems but if you're posting videos if you're posting um you know memes if you're posting things that you're trying to use for engagement and relationship building um it can it can make the it can be a distraction to a point where kids may not ever get to the actual classwork um here's something make sure that you're setting up or consider i should say setting up your classes by date and not by topic whenever possible um so you because even as adults college kids even high school kids we don't organize our lives by topic we organize our lives by time and the calendar so i know on thursday i'm gonna i need to get up i need to make coffee i need to bring the kids to school i need to work i need to pick the kids up like i don't say okay today uh how am i how are my kids getting to school pick up and drop off right that's just not the way that i think about it i put those items into a time block or um because my thursday is different than my friday it's different than my wednesday you get the idea every material that a student needs should be contained in one lesson and because you want to reduce the clicking around in order to be able to find things teams of teachers grade levels um should set up their classes the same way and i see um i can't see you guys but i i'm sure some people are like yeah we're never going to be able to make that happen um well if you can encourage it because again you want to create that clarity and consistency as much as possible inside the lesson the teacher can be as creative as they'd like to be but i think if you if you really want to start creating some of that ease of use with the platforms you really want to have as much you know framework as as you possibly can to support that utilize your camera to build community uh what i mean by that is if you have a particular um anchor chart in your room and you know that sally and jimmy just always seem to go to that anchor chart when it's time for them to write paragraphs or it's always they can and you know or they always go to that same anchor chart when we're doing long division because they really need to remember um the different steps of the long division yes i could give them a different piece of paper that has the steps of long division on it yes i could give them a different piece of paper or flyer that shows them how to um you know write paragraphs but it's not going to be the same you want to create as much of a community into your class as possible so if you're posting a writing assignment go ahead and try if you can take a picture of the actual anchor charts that you might have in your room because those are going to create that sense of belonging because it's going to be familiar and it's going to mean way more to students to see that than it is to see just a random printout that you found you know on pinterest or in a textbook other things about building community is if you've got kids with you know their their video and photo releases you could post um pictures of them pictures of their peers pictures of them working um maybe one picture in the in the lesson just to kind of you know oh yeah i don't get to see john today or you know oh that was a really fun day or something like that um minimize small black text on bright white backgrounds if you know anything about google classroom you know that this is very hard to do because um you can't change any of the background settings in google classroom um even like google docs is a different as another way that it can be very it can be difficult to create um a a non-bright white black background but um you know black text tiny black text and a lot of it on white backgrounds is going to create barriers for your struggling readers it's okay to increase the text size when kids are working online you should try to put a very light color behind the uh the black text as best as you can and um because those are things that are going to make it that much easier for them to access it you know even my own son who has had his struggles with learning to read when i increase the text a little bit and put it on a colored background by copying and pasting whatever his teacher has posted i find that he's much more willing to to engage with it because he'll tell me that that it that the things don't um pierce his eyes as much that's the word he said um and so you can incorporate that into you know your google slide or whatever um piece that you used to deliver the lesson um include a checklist agenda or to-do list with each lesson um you'll have kids in your classroom on you know on in-person days that always need that to-do list they need someone to come and help them do this first do this next when you're done go here um and we often assume that kids are gonna just hop into a lesson and and know where to start some kids are not gonna know where to start they might open up one thing and they haven't opened up the thing that they needed before and they'll say i don't know how to do this and close it out and not do the work [Music] you can integrate pbis elements and you'll want to make them explicit and easy to use we'll going to talk a little bit about that um you can encourage parent participation in the lms um which will also reduce their email too so um parents that might be you know they might receive email in their work day then they're getting emails from home they might have multiple children um if you use um a parent engagement participation and you make that like a you know a habit of work for your for the parents um it can actually reduce their email an it can make it easier to keep track of of like what was responded to and what wasn't responded to and then don't forget to include specialists in the lms design whenever possible so when you have put together your lesson don't be afraid to have the special education teacher look it over or the speech and language pathologists look it over and see if there are things that they can recommend that might be barriers for the kids that they serve during the day and then this is a this is wide and bold but you might want to consider as a principle for example adopting a framework that is school-wide if you think that that's too big or too constraining you might go team wide or you might go grade wide okay we're going to go on a field trip and i could only take you on one field trip so i decided that i would take you to this place because i can do it in a couple of minutes and this is five minutes and i don't want to take that time so um i collected all your permission slips and here we go i may have to can you guys see that or do you still see the slide you see it you can see it okay so um not everybody uses google classroom but i that's the only learning management system that i had access to for this demonstration so what i've done is i've gone through and i've made a mock classroom that tries to incorporate all 11 um not necessarily 11 because i didn't have a specialist here to look at it but at least 10 of those recommendations for really enhancing and building up the structures of the tier 1 b setting meaning the home setting and so you can see that i have you know science logan block two and i kept it as clear and um easy as possible so when the student clicks in here the stream that i'm talking about if you don't if you aren't aware um is this stream right here this is where kids open up first and i can see where you might want to use this as a greeting for students um but what i would recommend is just put one greeting there you know something that um just makes them feel welcomed for opening up your class but i really highly recommend that you save this space for things like a net for things like emergency announcements um especially for older you know older content areas and also you want to save this for any sort of emergency or high priority item as you click on classwork you're going to notice that instead of designing my classroom by topic i have designed my classroom by date and so now i can better serve my students that maybe missed work on a tuesday or missed work on a wednesday instead of using the name of the assignment to try to lead them back to that and they may not remember the name of the assignment um but it's pretty easy to go back to oh you missed school on thursday great let's go back to thursday's lesson it's a lot easier to find where you are and to figure out what you're missing in much more of a chronological order and then over here you'll have a running stream of of dates that will appear over here as well so it's a lot easier to navigate where you are and then by putting all of the items in the date that you need you can create a to-do list because as the teacher you can put these in the order that you want them to be so i've set up this classroom or this lesson for example to incorporate some of the other things that we talked about so um some family engagement pieces um you could put a family letter at the beginning of the week or you could put a family letter on at the beginning of a unit but this is a way to try to give as much information and support um to the family from the get-go that you can then in the lesson so they and as they go through each of these the circles turn from blue to gray and so when that's done that's done if i click into the lesson everything that i need for this lesson appears in front of me and because i would teach my children where i wanted them to go first i would always teach them to find the lesson first like before you look at anything else find the lesson first because the lesson is going to prepare you for what you need to do and then what i've done is i've created a a slide where i have a lot more availability to creating things that are easier on the eyes and a little bit easier to navigate if they need to and so here i've got a light blue background like purple background um a little bit bigger text um a little bit darker text and then a to-do list of what they need to do and then i've highlighted the actions that they're gonna do and they wouldn't know that unless i told them but um you know so you would explain to them that oh the things that are highlighted in yellow are the things that i'm going to grade or are the things that i'm going to collect or the things we're going to talk about when you come back the next day um okay and then um if there's another item that you want them to do that's separate from the lesson you can set it here um if this is like a different thing and then as they view the assignment um that piece will show up there for them and then they can turn it in and when they turn it in [Music] that circle has now become gray and so they can track where they are um you can incorporate other pieces like the question and so you can use this as an exit ticket for what they learned in the lesson and then there's the lesson survey um with the this is another opportunity for you to get parents involved and so um when the child is done doing that work for the day um you know you you would hope that you could instill this participation in in your families but um have them create a lesson survey this was completed independently this assignment was confusing or i would like to speak to you about this assignment and that will go into a a you know a database for you to look at which parents need help without having to sift through all of your email and then pbis kids that finish their assignment can log their points for the day so maybe they're earning points for something i completed my assignment i get two points i get to submit that well then what's what happens is and i don't have it on the screen here but on the teacher side they then have a spreadsheet that calculates the child's name and how many points they've earned so i can look it up by kid if my son reese or my student reese wants to know how many points he's earned in october i can go into the spreadsheet type in rhys and see all the points that he has earned in october and then you know you can incorporate some physical pieces to that as well later on so that is your field trip for today okay so some database decision making um you want to really qualify or quantify rather your data for easier problem solving so the problem we're still serving we're still dealing with is um you know engagement work completion accountability things like that so what data do you have um or that you could collect regarding engagement and accountability in the hybrid model and how can you use that data to plan a path forward so let's say we're looking at remote assignment completion um grade five is currently completing assignments forty-five percent of the time uh grade six sixty seven percent grade seven is only 13 of the time um and so of course these are red because that's you know those are those are danger zones this is approaching um the goal but our goal really through our lms um with the supports that we can build into the lms is to try to get at least 80 of that participation as possible and so some things that you could try with the grade levels is a community campaign um a friendly contest a group reward for reaching goals you could and you could do that in the actual physical setting on the days that students are there you could do it once a month you could do it you know over the course of a quarter or a semester um and so to answer where the other 15 is you know ideally ideally you want your tier 1b to be structured in a way that can achieve at least 80 percent remote completion and then the other 15 like on a typical day um is going to need additional supports so um an extra small group at school more days to get work in support with goals support with confidence building things like that um okay so with data analysis you're going to ask what does the data show you are there things that stick out is it the same kids all the time is it a certain um is it a certain like category of kids you know that are that are having trouble with this are there patterns and then what are your decision rules how are you going to track the progress and how when are you going to try new approaches or modify the approach the approach that you were using and then as always prevention and matching so you want to prevention first so build up you know as much supports within the system as you can and then intentionally match interventions that fit the source of the problem which you can administer um the next day even if that means just training and training and training on how to access the work independently um so this is just a very um quick way to think about some of the ways that of the family engagement and accountability um so we talked about the family letter the lesson survey and then also you can offer um opportunities to let them know specifically how they can help their child succeed because some parents might not know what you're looking for it's like for example prioritizing you know you might want to have a conversation with parents either collectively like open office or um you know through a letter or like a zoom call or something where um you might tell them what you expect in terms of priority um so you know when time runs out or effort has run out these are the most important parts so that way they don't have to die on every single hill you know that's you know if the kid is really struggling with something or the parent is super stressed and doesn't have a lot of time because that's gonna happen um then they can say okay we really have to do this but we can you know we can hold off or make a plan for these other items um and even sometimes just giving permission to the parent to say that it's okay to prioritize if you have to this is the way that i would like you to attempt it if possible um then that can go a long way and then there are some other ways that you can do some tier two and tier three which would probably start at school and then you'd transfer them into the virtual world so here's a reflection point and you're going to get these slides in an email um almost immediately after the lesson or that's the lesson the session the email's already drafted i just didn't want to send it until i had a chance to to deliver the content um but you know so some things to ask yourself does your school use a consistent framework for setting up an lms that can go a long way in increasing engagement and accountability were children given an opportunity to share their voice i know for example my child would rather sit down and do an entire worksheet um in pencil of long division but ask him to sit in front of ireti for 15 minutes and he's not paying a lick of attention he can't stand the videos and i ready he doesn't like the voices he doesn't like the cartoons and so that so for him you know it's better if we can provide what something that they are gonna you know at least be more willing to attempt um were they given direct instruction in the lms even retrospectively so i realized that probably most kids um didn't get some of that direct instruction back in the spring but we can go back and do that now um so if you have kids that are still not getting the work done it could just be that they're really uncomfortable with navigating the um the the learning management system for all of the reasons that we've talked about and then were parents given direct instruction on how to function in the lms have they been trained on where to find things and how it's all set up and then of course we're back to relationships um are you taking enough time building relationships teacher to student student to student that came up a few minutes at the beginning student to teacher am i comfortable going to my teacher and then teacher to parent and and you know if if at the start of this school year for example if you jumped right into content on the in-person days and right into content on the virtual days and you didn't take enough time to really get to know and have fun and and do some relationship building um that could be contributing to that as well so um when you get the email you'll be able to explore all of these different um links but these are some resources around the webverse that i found that i thought could be super relevant for um thinking about meeting the challenge of this process and i did highlight um three that i thought were the most important there's a lot here so if you wanted to look for kind of where to start those were the three that i would recommend you starting with so what's next that's where we would consider our data consider our kids consider our tier one and make sure that our tier one 1b was created for accessibility and as much support as possible then we can create an action plan for how we're going to work through whatever problems still exist once you're done creating that and so we won't do it because i do want to give some time for questions if possible but you would um you know what are you going to do what is it that you're trying to achieve you know when are you going to check in and see if it's working and then who's going to be responsible for for doing that action and then of course we want to keep our eyes on equity what supplemental action steps will be implemented for certain subgroups that we need to um sometimes think of as well that um are in our universal setting but may need something even a little extra in that universal setting so economically it's disadvantaged kids english learners race ethnicity ethnicity minority students foster or homeless students migrant students and students that have disabilities that are functioning by themselves when they're not in actual virtual classes with their teacher um okay so this is open discussion time which i left seven minutes for which i'm kind of proud of because a lot of times i go well over and now i know what i need to back up on um for future sessions so um go ahead and open up your mic and we can have some discussion i'm just wondering if the powerpoint or the video is available yes so um the powerpoint is going to be sent to you um in the email that i'm sending at the end of the session and then i also put links to the video and um i also did a screencast of the google classroom for folks that might want to go back and look at that and that video is in there as well thank you oh and the pdfs of the fill-in forms are there too and they're fillable so you can do them online or you can download it and write it in if you wanted to use those this is very helpful a lot of great resources i appreciate that had anybody thought to think about it in terms of a tier one before i'm wondering if that's if if you know does that ring a bell or are you thinking that that's you know that that's something that is not relevant i'm curious as to what the reactions are to uh to that sort of approach i really appreciated how you split it the 1a and one b so then i could visually because i it was sort of universal and i couldn't get i couldn't separate it personally you know like even though it was two completely different things so for me that was that was good to see awesome yeah i didn't necessarily think of it as a tier one a or you know tier 1b or anything like that however there was a lot of very good information in there and it was very timely because it really is uh around a lot of the conversation that we're having in schools in my schools right now i really like the part there of uh that he had highlighted at the very end for the resources i'd really like to explore that a little bit more later and i'm sure that we'll put that to very good use yeah you know because a lot one thing that i was trying to think of when um when this topic came through i was really trying to think about um things that we can control and things that we can't control and things that we can try to influence um we can control our physical settings we can't control the outside sett ng so we have to try and bridge as best as we can um so that we can influence you know that engagement and influence um that kind of thing and you know don't be afraid to hold kids as accountable for that work as you know depending on the age group you know um and and then come up with other ways to help them meet that setting but you can't force people to do things um you can you can simply encourage and influence any other thoughts or ideas that you want to put into the open discussion another thing someone said earlier in the uh session was the student to student interaction and um i got thinking about that as well um that they may need some uh training or actual direct instruction on how to do that in the zoom setting right because even adults were worried about talking over people and um and also everybody's listening to right so if i'm nervous to talk to even one peer and i've got a whole classroom full of kids that are listening in um at the same time you know that can that can inhibit that student to student interaction so um creating you know accountability partners pods of kids really building up some of those relationships and then explicitly teaching um like some interaction etiquette in those settings might also help with that um not feeling so flat you know with feeling like you're doing all the talking but i don't think it's going to be intrinsic i think that's something that we have to nurture first okay so i would really like to thank uh gene demers of rsu14 for submitting today's topic for discussion uh i did get some other topics through the form and but i picked one that i thought was going to be um as relevant as possible for a majority of people i figured if if gene was struggling or she knew teachers that were struggling with engagement and accountability that it's likely that others were as well um and so it's these sessions are going to be fueled um again by you by the field i i really want to spend some time um kind of figuring out how i can best meet the needs that are actually out there instead of trying to anticipate what the needs are going to be um and then jean can attested this that once i decided that her topic was going to be the one that i used i reached out to her and i asked her a few questions about what it was that she specifically that she was looking for so that i could really um try to tailor helping her but then create it in a way that was going to hopefully um spread around and be a broader audience for for most of you and so the link to the form is going to be in the email um as well that you'll get this afternoon and of course it's here in the live slide deck as well if you're looking through and you want to click to it but let me know what things you need and i will do my best to if find the expert that can help you or um put together something that can help you have um you know have as good of a year and feeling supported as possible thanks everyone thank you andrea this was really good bye-bye thank you you're welcome you