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Successful online engagement

Successful online engagement requires strategy. Planning for an online meeting is more than planning an agenda and adding a video feed. This guide will use Zoom as the primary platform for virtual meeting, but other platforms will likely have similar functionality.
Have Norms.
Example Norms could be:

Turn on your camera

Broadcast from a quiet place

Do not multi-task

Mute yourself when you're not speaking to avoid background noise

Online Meeting Planning > Agenda Planning
You must think strategically about how you will create opportunities for engagement spread throughout instructional time. Once you lose participants' focus, it is hard to bring it back. Some suggestions for planning your online meeting:

Have planned breaks if the class is long. People will be less apt to multi-task if they know they are heading towards a break.

Use Check-In/Check Out Questions. Some people choose to make questions related to the course (eg "Use one word to describe how you're feeling about this meeting") while some people opt for completely random questions ("what is the best Thanksgiving side dish").

Use your online platform's engagement tools. You can create polls, have people annotate, and use the chat pod.

Zoom has the ability to track whether or not participants are engaged. It measures this as a percent of screen sharing time the app is the primary window. You could assign students an online engagement score. You can also see who is engaged at any given time by clicking on the 'participant' panel and seeing who has an inactive icon next to their picture.

Use Strategies that Match with the Size of the Group

If you have a large group, use breakouts liberally. You can set randomized breakouts and have students in breakouts in less than 10 seconds. Choose groups that are between 2-3 max. Larger groups dilute the necessity for individual participation. If you use breakouts, follow effective transition practices such as being explicit about how long groups will run and what you expect to be discussed/accomplished in the breakout.

If you have a share-out time after breakouts, make sure to be explicit on how long each group will have to present their share-out, that you expect them to choose someone to share-out, and any other expectations you might have.

Use Strategies that Promote Camera Usage
Active audio and video involvement is the most important thing you need for quality online engagement.

Show of hands: Ask a question that has a 1-4 likert range and ask people to hold their hand up to the camera to answer the question.

Thumbs Up/Thumbs down: Ask a yes or no question or check for understanding by asking for a thumbs-up or thumbs-down on the camera.

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Successful online engagement requires strategy. Planning for an online meeting is more than planning an agenda and adding a video feed. This guide will use Zoom as the primary platform for virtual meeting, but other platforms will likely have similar functionality.

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Council for Exceptional Children: Teaching Online & COVID-19

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Council for Exceptional Children: Teaching Online & COVID-19

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In these unprecedented times, teachers are being asked to think outside of the box in terms of how to continue teaching students outside of the classroom. As instruction is forced online, teachers require strategies to provide differentiated special education to their students. In this webinar, veteran online instructors help identify steps to move online and strategies for adapting the lessons already in motion to this new format. They will share a distilled set of simple, impactful tips as well as resources and tools available to you during the transition.

Teaching Special Education Online During COVID-19

Presented by Kelly J. Grillo, Ph.D., Cooperative School Services, and Jeremy Glauser, eLuma. Original air date March 19, 2020.

Resources from this webinar:

Resources from other organizations:

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Teaching Special Education Online During COVID-19

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In these unprecedented times, teachers are being asked to think outside of the box in terms of how to continue teaching students outside of the classroom. As instruction is forced online, teachers require strategies to provide differentiated special education to their students.

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FL DOE: Least Restrictive Environment Technical Assistance Paper (TAP)

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Meeting IEP common at-home activities: Example

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Meeting IEP common at-home activities: Example

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Meeting IEP Goals with common at-home activities: Blank Template

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Meeting IEP Goals with common at-home activities: Blank Template

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Q&A on COVID-19 and Students with Disabilities

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Q&A on COVID-19 and Students with Disabilities

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Access Points: Resources for Families & E-Learning

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Access Points: Resources for Families & E-Learning

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Access to Florida Standards

Disclaimer: This is an information-only web page listing free resources/tools that might be used for "At Home Resources for families". The Access Project is not affiliated with any of the listed sites or programs. This is simply a list of available online resources to help education in the home setting. Any decision to use these sites lies exclusively with the user. Please check the terms of service and age restrictions, if any, before deciding to use any of the listed resources.

The Access Project is funded by the State of Florida, Department of Education, Bureau of Exceptional Education and Student Services (BEESS) through federal assistance under the Individuals with Disabilities Education Act (IDEA), Part B.

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Access to Florida Standards Disclaimer: This is an information-only web page listing free resources/tools that might be used for "At Home Resources for families". The Access Project is not affiliated with any of the listed sites or programs. This is simply a list of available online resources to help education in the home setting.

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Supporting Families with PBIS at Home FINAL

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Addressing IEP goals with common at-home activities

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Addressing IEP goals with common at-home activities

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Ideas from Districts for Supporting Families Activity Matrices - Helping Families Relate Home Activities to IEP Goals Below: Resources for Progress Monitoring Home Activities for IEP Related Services and Specialized Instruction

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Addressing IEP Goals: Matrices and Resources

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Ideas from Districts for Supporting Families Activity Matrices - Helping Families Relate Home Activities to IEP Goals Below: Resources for Progress Monitoring Home Activities for IEP Related Services and Specialized Instruction

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Resources & Ideas for Remote Instruction: Pre-K & Early Elementary

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Resources & Ideas for Remote Instruction: Pre-K & Early Elementary

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Resources and Ideas for Remote Instruction

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TATS is funded by the State of Florida, Department of Education, Bureau of Exceptional Education and Student Services (BEESS), through federal assistance under the Individuals with Disabilities Education Act (IDEA), Part B, Section 619.

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We can do more thank this. Just ask!

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Creating a PBIS Behavior Teaching Matrix for Remote Instruction

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E-learning Communication Preference Sheet: Paula Kluth

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E-learning Communication Preference Sheet: Paula Kluth

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Collaborative Teaching Virtual Instructional Tips: FIN Admin. 2020

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Collaborative Teaching Virtual Instructional Tips: FIN Admin. 2020

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Collaborative Teaching Online Tips Final3.27.20