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    Teachers log student engagement in the separate live learning blocks of the day and through submission of Seesaw assignments. Logging student engagement is critical for a variety of reasons. Engagement logs allow the Attendance Team to accurately gauge if a student has participated in any portion of the school day, which determines their official attendance. Beyond that, Engagement Logs will allow teachers to see a nuanced view of individual student participation over time, look for comparative trends, continually re-assess the structure and schedule of the class and more easily identify students who may need technical or educational supports. Engagement Logs show a more complete picture of a student’s presence and learning throughout the school day, whereas Attendance indicates merely some level of presence &/or engagement.

    Engagement Logs are not required by SPS or OSPI but rather, are a tool developed by the Cedar Park staff to allow teachers to more effectively reflect on their practice and support students during Distance Learning. Teachers choose their preferred system for log notation, making sure to accurately record presence for attendance purposes. Teachers will use the Engagement Logs alongside other progress monitoring tools and evidence of student learning to inform their assessment of student growth that will be reflected in Progress Reports.

    Teachers will reach out to families to start a conversation if they notice a trend of disengagement throughout the day. For example, if Max consistently does not attend the live math block, his teacher will communicate this information to his family and ask for and offer support to encourage Max to attend the math block. If Max continues to not attend the math block, his teacher will have less information to assess his academic growth and this would likely affect his Progress Report. In a similar example, if Max regularly attends his math learning block, but does not submit exit ticket assignments in Seesaw, his teacher cannot accurately assess his learning and that will be reflected in his Progress Report. A Progress Report is intended to report progress based on quantifiable evidence.

    We do not require students to turn their camera on during live lessons. However, lessons are more engaging and enjoyable when students and teachers can all see each other. Additionally, if a student’s camera is off and they are not responding to vocal prompts by the teacher, their engagement level is unclear. If a teacher notices a trend in this type of possible disengagement, they may reach out to the student and family to have a deeper discussion and devise possible solutions.