Work with teachers and whānau (Zoom/Skype/phone/email) to:

• determine the needs of the family/student - plan how to support the family/whānau to respond to the new/amended priorities
• consider the needs of other children in the family – given the current context it may be possible that activities could be blended with what other siblings are doing to ensure it is as manageable as possible to deliver 
• enable a planned approach to service
• agree who the lead practitioner/key contact will be
• determine how to embed supports into the child’s daily routines
• provide ongoing coaching conversations with parents to help them adjust actions and plans and celebrate successes – each whānau will be unique
• compile a list of essential support agencies that continue to be available for families and discuss how you can connect with these.

Consider the following:

• What do we know about the student, the place at which they will be learning and the people who will be supporting them?
• What are the student’s relevant learning goals and outcomes right now?
• What are some potential barriers while learning from home?
• What are supports we use in the classroom that could also be used at home?
• What could spark excitement and curiosity?
• How can we use child’s interests and strengths?
• How can we adapt goals, methods and materials to meet this student’s unique needs? Check whether the IEP goal/priorities are still relevant. It is likely that the priorities for the family/whānau will have changed. Review plans and talk with families about what is realistic for them in the home setting.
• How can we provide a range of methods for the student to complete the task? Provide core visuals and or Makaton and ideas for including their use at home.
• How can we provide a range of options for the learner to share their work with us? (e.g. voice, video, written recording).
• How can we help families to see every activity is a learning opportunity and every routine is an opportunity to continue learning?
• Help families to develop a visual /social stories around home routines and activities.
• Get to know the resources the family has available for example, how much space there is, how many people are using the resources, how freely can they be accessed.
• How can we support the family/whānau to have fun with their children in simple, no-cost ways within the constraints of the lockdown period?