Building Engagement with Distance Learning

5C Process Infographic

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This is a graphic of the three overarching Learning Components which are 

  • Participating in Routines and Transitions
  • Engaging in Grade Level Academics and Other Essential Skills
  • Interacting with Others. 

The image depicts an icon of a student above the three learning components linking the components to the student.

COMPONENTS Begin with a long term vision for each student. Plan backwards. Given these meaningful outcomes, what are the top priorities for a student to achieve this year? Develop the priorities, pulling from the 3 overaching learning components.

This graphic shows the key questions that families and teams discuss to determine how IEP goals will be implemented at school and home. The key questions are:

  • How? 
  • Where? 
  • When?

Families and teams asking these questions when considering how to incorporate the three overarching learning components into an IEP. The three overarching learning components are:

  • Participating in Routines and Transitions
  • Engaging in Grade Level Academics and Other Essential Skills
  • Interacting with Others

COLLABORATION Student learning goals do not change between instruction at school and at home. What changes are the how, when, where, and to what extent the goals are taught during distant learning. Instructional teams and families collaborate about what instruction looks like in each setting. What will remain the same? What will be modified?

This graphic shows the importance of the continuity between school and home for how the three learning components are implemented and the instructional tools and strategies used in each setting.

CONTINUITY To the greatest extent possible, instructional teams use the same no-tech, low-tech, and high-tech instructional tools and strategies at school and in the home to maintain access, maximize inclusion in the general education curriculum with peers, and minimize the start-up time when moving between school and home. This builds continuity for the learner, enhances engagement, and increases the flexibility to make adjustments for distance learning. 

This graphic illustrates how the data collected for the IEP goals that relate to the three Learning Components will look different between school and home. Data collected at school is broader in scope and frequency. Data collected on the same goals at home is streamlined and less complex.

COLLECT DATA Know how a student is progressing both at school and at home. Collect data through multiple means at school and home. Data collection by families must be straight-forward, streamlined, and reasonable to fit into their lives. 

This graphic shows three adults discussing questions about the student’s learning priorities, the IEP goals for school and home, data collection and the instructional tools that will be used. This information becomes the basis for determining capacity building for individual team members and the student.

Do all team members, including the family, know -

  • the student's learning priorities?
  • the plan for teaching the goals at school and home?
  • the plan for collecting data?
  • how to use the no-tech, low-tech, and high-tech instructional tools and strategies?

CAPACITY Build the capacity and independence of the student, all instructional team members, and the family in understanding the learning priorities and using the instructional tools and strategies to support learning. This creates a solid platform for collaborating to make instructional adjustments that continue to focus on achieving the learning priorities.

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