We have moved away from a single night per semester (one & done) to regular afternoons where parents can request access to teachers or teachers are given time to contact home with concerns. The Remote learning allowed us to encourage ZOOM, phone or email contact. We provided parents with access to their child’s “engagement data” which allowed them to see how frequently their child has been accessing either the Zoom lessons and / or our LMS – see attached. This reduced the onous on teachers to flag non attendance in remote lessons as the parents would be expected to know if the child had reaonable grounds for not attending (eg home wifi issues).
Our model is very similar to Daniel’s above – we have a PD session planned to skill our Mentor Teachers / Homeroom teachers in the process and then will have sessions put aside in early Term 3 for students to select guided by teachers as requred.
We have given parents access to a summary of the data we have regarding student engagement in ZOOM sessions and their frequency in accessing our LMS. An explanatory ‘screen capture’ video went out to assist parents navigate this data. We are consciuos that we do not want our teachers smashed with emails at this time, so we asked parents to look for patterns of ‘non attendance’ , assured them that teachers will contact them if they have significant concerns and have provided to afternoons in May for parents to request a telephone call from teachers if they have concerns. I have attached a screen shot of what parents can see – the blue icon shows that their daughter attended the Zoom session and the Red icon shows that they accessed the LMS (we use CANVAS) and the document icon shows that the student has submitted work in that lesson.
