This resource focuses on supporting educators’ capacity to transition effective partnering practices used in traditional formats into remote/hybrid learning environments. What areas of partnership are you accessing? What areas could you work to improve? Use the tool below to self-assess your current practices or download the full assessment for a printer-friendly version.
Jump to: Relationships assessment | Routine assessment | Resources assessment
Directions
A sample scenario is provided under each statement below to provide additional context. If the sample scenario is not applicable to your role, consider a scenario that is most relevant. Responses should reflect a remote or hybrid learning environment and not traditional face-to-face practices. After assessing yourself, total the points earned in each section to determine the areas of family partnership that may require extra attention or additional support.
Rate yourself on the following scale
- Haven’t thought about yet/Not a priority.
- Considering how to prioritize the change needed.
- Identified priority/developing a plan.
- Implementing a plan.
- Successfully implementing the plan.
Ask yourself the following questions
Keep track of your totals or download the full assessment document.
Relationships
Organizational & study skills
“I am explicit when teaching organizational/study skills.”
Scenario: Executive function skills are increasingly important, in a remote setting. I build family awareness of age-appropriate time management, study skills and organizational strategies.
“Our team/building reinforces consistent study skills.”
Scenario: In a remote setting, consistency across classrooms is increasingly important. To support caregiver partnerships, we leverage common time management, study and organizational strategies.
“I adapt instructional tools.”
Scenario: In a traditional setting, I flash the lights to support students with time management. In a remote environment, I identify executive function supports that will be effective and provide related tools and instruction.
Support structures
“I provide explicit information about student support structures.”
Scenario: Many families work outside of the house and cannot provide direct support during the day. I provide information and suggestions related to student support structures.
“My students and families have consistent access to support.”
Scenario: In a traditional setting, my students can access support during study halls. In a remote setting, I establish virtual office hours and encourage families to check-in with students about school daily.
“We adapt support structures”
Scenario: In remote learning, often students perform more work independently (asynchronous learning). I have developed new support strategies to assist students and caregivers when they have questions.
Attendance & engagement
“We communicate explicit protocols and expectations.”
Scenario: In a remote setting, attendance is not based on physical presence at school. We communicate new expectations, procedures and protocols related to attendance and academics.
“We distribute consistent personalized communications.”
Scenario: Families value timely and personalized information related to attendance and academics. I provide families with understandable and actionable information.
“We adapt district protocols.”
Scenario: Remote learning, presents difficulties for families. Work, daycare and technology can create challenges. Our district has adapted expectations and protocols to address remote learning and family needs.
Routine assessment
Organizational & study skills
“I am explicit when teaching organizational/study skills.”
Scenario: Executive function skills are increasingly important, in a remote setting. I build family awareness of age-appropriate time management, study skills and organizational strategies.
“Our team/building reinforces consistent study skills.”
Scenario: In a remote setting, consistency across classrooms is increasingly important. To support caregiver partnerships, we leverage common time management, study and organizational strategies.
“I adapt instructional tools.”
Scenario: In a traditional setting, I flash the lights to support students with time management. In a remote environment, I identify executive function supports that will be effective and provide related tools and instruction.
Support structures
“I provide explicit information about student support structures.”
Scenario: Many families work outside of the house and cannot provide direct support during the day. I provide information and suggestions related to student support structures.
“My students and families have consistent access to support.”
Scenario: In a traditional setting, my students can access support during study halls. In a remote setting, I establish virtual office hours and encourage families to check-in with students about school daily.
“We adapt support structures”
Scenario: In remote learning, often students perform more work independently (asynchronous learning). I have developed new support strategies to assist students and caregivers when they have questions.
Attendance & engagement
“We communicate explicit protocols and expectations.”
Scenario: In a remote setting, attendance is not based on physical presence at school. We communicate new expectations, procedures and protocols related to attendance and academics.
“We distribute consistent personalized communications.”
Scenario: Families value timely and personalized information related to attendance and academics. I provide families with understandable and actionable information.
“We adapt district protocols.”
Scenario: Remote learning, presents difficulties for families. Work, daycare and technology can create challenges. Our district has adapted expectations and protocols to address remote learning and family needs.
Resources assessment
Learning environment
“I provide explicit suggestions related to students’ work areas.”
Scenario: In a traditional setting, I establish classroom expectations related to workspace and supplies. I define similar remote expectations and suggestions.
“Our building has consistent workspace expectations.”
Scenario: Students’ home environments and technology access varies. We establish common expectations related to workspace that are responsive to these differences.
“We adapt workspace protocols.”
Scenario: Students’ home environments and technology access varies. We provide tools to students to support them in establishing effective environments and adjust expectations based on students’ individual needs.
Instructional tools
“I provide explicit information about instructional tools.”
Scenario: It can be overwhelming for families to login to, navigate and organize numerous print and digital resources. I provide students and families with concise information related to tools.
“Our building has consistent instructional tools.”
Scenario: It can be overwhelming for families to login to, navigate and organize numerous print and digital resources. Our building has adopted a limited number of instructional tools.
“We adapt instructional tools.”
Scenario: Tools that work well in the classroom do not always work well in a remote setting. Our district has considered families’ needs when selecting instructional tools for use in this environment.
Technology tools
“We provide explicit information about tech support structures.”
Scenario: It can be overwhelming for families to use district devices, hotspots, web conferencing solutions and applications. We provide families with technology support contacts and strategies.
“Our building has consistent technology tools.”
Scenario: It can be overwhelming for families to use district devices, hotspots, web conferencing solutions and applications. Our school has standardized on specific technology tools.
“We adapt and address equity.”
Scenario: Children have inequitable access to technology. We develop plans to minimize those differences, deploy district technology for use in homes, and implement paper-based alternatives.