Related Posts
Australian outback views, Perth to Brisbane
Accomplishment this year
Additional Posts in Special Education Teachers
New to Fishbowl?
Download the Fishbowl app to
unlock all discussions on Fishbowl.
unlock all discussions on Fishbowl.
Australian outback views, Perth to Brisbane
Accomplishment this year
This site is protected by reCAPTCHA and the Google Privacy Policy and Terms of Service apply.
Download the Fishbowl app to unlock all discussions on Fishbowl.
Copy and paste embed code on your site
Send download link to your phone
OR
Scan your QR code to download
Fishbowl app on your mobile
Email, message on Google classroom, and call home. Document EVERYTHING! Write dates, times, who you spoke to. Send a letter in the mail, too. I would also let my admin know sooner rather than later that this is occurring.
Document everything you have done. Make sure that there is proof of your efforts . If there is a problem related to lack of services provided, you need to cover yourself because all bad news rolls down hill.
As Ohio said, DOCUMENT everything: every text, email, phone call. All you can do is show that you are trying to make contact. Admin will have to take it from there if you can't connect with your students and their parents.
I agree with you totally. My supervisor tell us that all the time—if it’s not in writing, it didn’t happen. So, documenting is the key.
When we were virtual, for the students who didn’t log in to my Google Meets or assignments, my progress monitoring notes simply say “School was virtual. Student did not access sped services during this time.” I toggle the option “Extended student absence began/ended.” I can only create the plan, offer the services, and make certain families know how to access the services. I cannot force them to log in or access the work. Also, I make sure parents know I am there to support them if the student needs assistance during that time; I am logged into a Google Meet practically all day when we are virtual, and that did come in handy.
Stay positive, encourage them and engage parents keeping them informed and pray for the best outcomes👌
My only other idea is to ask students and their families if they have feasible ideas about how to adjust things to be more tenable/valuable. Education is ultimately on them—we are just the facilitators that make it available to them.
Make sure that you document you time in sessions. Send electronic invites daily if you have to. I have also recorded directions, for activities covered for two sessions per week. These are tedious but necessary to protect myself
Document in the IEP the plan for progress monitoring during virtual times or, alternatively, that progress monitoring will not be taking place due to the pandemic. I cannot progress monitor my students on goals such as navigating around the school with a cane or independence with eating and toileting when we are virtual, so we just put in the IEP that family will provide instruction on those goals at this time. Make sure you document that the family is on board with no progress monitoring at this time.
Document all of your meeting attempts and attendance for each student. If you use zoom or Google meets there are extensions that will do it for you
What age? I have a couple of 3rd graders that I can text the person that is watching them. We also have a computer program called borderless classroom that allows us to see their screens so if we want to push something out to them or block a site we can. Not perfect but it helps
Our IT guys add kids to your classroom- I think it’s a chrome extension (that is where I open it from). I can set the times I want to monitor. You can then block or allow sites for the whole class or just individuals. If you notice a student is not on a site you want them on, but they have class work tab open you can click the refocus button next to that tab and it will make that what the student has on their screen. If they only have tabs you don’t want, you can enter a url and refocus with that. It isn’t 💯 but it is something. Kids can always just flip back to the tab they wanted, but it at least let’s us try to redirect. Might also find it under the name Aristotle. Icon has an A+ symbol in it. Hopefully that helps some
Like everything else in sped, document! Keep your call log where you called parents, emailed, texted, whatever else you do. After a week of not logging in I also email my AP and let her know so it’s not a shock.
I am a middle School Deaf Ed teacher. We have some students in that situation as well. Many hearing kids, too. One kid, a colleague went to his home. his mother couldn't get him to get up, get on line or participate in anything at home. He has come to school 4 days in a row now.
I know that is not feasible for most of us. I schedule check in meetings during a window of time. I call parents to get the child up, right then, if an adult is home. so difficult...
We are teaching online and in person, following our normal daily class schedule
Have you called the parents multiple times?
Is your school’s attendance policy tied to Teams Meeting or to asynchronous production?
Can’t save them all.
Ditto
Document
I have communication log where I document everything b plus your emails are documentation of your attempt to contact.
We have a MIA list that we send to our principal monthly.
Deep breaths.... you are offering the services and student has been made unavailable. When it comes time to hold the student’s annual or triennial review include “Due to COVID-19 school closures resulting in virtual learning, progress is unable to be accurately determined at this time.”
In our system, virtual kids who do not show up are counted as absent. Try contacting parents first and document. Report it as absence and let truancy take over.