Remote learning will be different than what students experienced last spring.
What will remote learning look like?
Who is a good fit for remote learning? Students and families who:
Here’s a list of FAQ’s for Remote Learning.
General Remote Learning Expectations
See the general expectations and schedule for more information about what this looks like for all involved.
Parent, student, and staff feedback was also helpful in developing some instructional aims. Recommendations that are still under development include:
1. Peer-to-Peer Opportunities: Students told us that even in the remote environment, they want to connect and work through learning projects with their peers. The District will look for opportunities and develop expectations to meet this need.
2. Student Connections: Students engaged in remote learning also need relationships with staff and their fellow students. Specific steps to develop classroom community and connections with staff will be developed to support the social and emotional needs of remote students.
3. Streamlined Communication: Parents and students should expect streamlined communication and reporting in remote learning. Staff will communicate expectations and procedures for access to remote learning in the first days of school. This may also include an overview of the week so parents and students can know what to expect.
4. Tutoring Possibilities: The District is also investigating the possibility of remote tutoring to support students and families with some subject areas.
From last spring, you have probably experienced assignments and various forms of content delivery such as assignments, videos, online books, and projects. Students probably also engaged in “live” sessions with their teacher(s).
These “live” sessions, or synchronous communication, will be a part of the Remote Learning 2.0 plan this fall. The amount of time spent “live” with a teacher will look different for remote learners than in-person learners. The needs of remote learners are different and the ways they interact with their teachers will be different.
With the inclusion of synchronous or “live” remote instruction, students and families need the latitude to self-schedule learning. Schedules will be developed and shared for all remote classes and sections, and there needs to be some flexibility within the school day. The expectation is that students engage in all remote activities and fully participate, so the mandatory “live”sections need to be scheduled carefully.
The feedback from stakeholders also showed that synchronous activities can be a technical issue for some households, as these take more bandwidth that general internet access. This is another reason to avoid over relying on “live” sessions.
There are a variety of tools that students and teachers may use to accomplish both synchronous and asynchronous practices. Linked are some guidelines and suggestions for students who are engaging in video conferencing.
Expectations for synchronous activities are level dependent and will fall into two categories:
1. “Live” remote instruction will have groups of students (small and whole groups) participate in various learning activities such as discussions, lecture, demonstrations, morning meetings, etc.
2. “Live” office hours will be opportunities for students to seek help from their teacher. These will be opportunities to connect with teachers to get extra help, review assignments and seek feedback, clarify instructions, etc.
General Guidance we will give our staff is the expectation that “live” remote instruction and/or “live” open office hours will be held daily. Best practice says that these do not need to be lengthy but should be frequent. Instructors will be available for asynchronous support during the regular school day.
Minimal guidance on use of Synchronous or “Live” Instructional Techniques
Note: While ”live” lessons or office hours are an important part of the day, the asynchronous activities such as independent practice, projects, teacher created videos, and assessments will also be part of the daily learning experience.
The Illinois State Board of Education has issued guidance that requires our Remote Learning 2.0 plan to have five clock hours of instruction daily (half-day kindergarten or preschool are excluded).
While the exact remote learning schedule will depend on sectioning and staffing, the schedules below may give some general outline of what a student’s day would look like.
Schedules provide for Core Instruction; core courses are English Language Arts, mathematics, science, social studies. At the high school level core may also include graduation requirements. Specials/Exploratories/Electives are synonymous terms for courses in the arts, both visual and performance, or in career and technical education areas. Each schedule will also include physical education, a requirement in the State of Illinois.
Note: Kindergarten remote learning will be 2.5 hours to match our half-day kindergarten program. The focus will be on key literacy and numeracy skills. Preschool will not have a remote option for community students. Early childhood remote learning will focus on pre-academic and school readiness goals for students with IEPs.
*ELA = English Language Arts (Reading and Writing)
Middle School Student
Students in grades 6-8 will receive instruction in math, ELA, science, and social studies. Students will also engage in PE and some predetermined exploratory classes as staffing allows.
|8:00 – 9:25||Homeroom/Advisory and Core|
|9:35 – 10:25||Core|
|10:35 – 11:25||Core|
|11:30 – 12:00||Lunch|
|12:05 – 12:55||Core|
|1:00 – 2:10||Exploratory A /B*|
|2:20 – 2:55||PE|
High School Student
Students in grades 9-12 will receive instruction in 3 of the 4 core areas (math, ELA, and social studies). Students will also engage in PE and may have access to some electives as staffing and scheduling allows.
|Time||Example 1||Example 2|
|7:35 – 9:07||PE||Core Class|
|9:14-10:44||Core Class||Core Class|
|10:51-12:21||Core Class||Core Class|
Teachers are working their traditional number of hours. While students and families might engage in school work outside of the school day, please allow remote teachers time to respond to inquiries. Non-emergency communications will typically be answered within 24 hours.
Attendance is required, just as it would be on other school days. Schools will track attendance in Powerschool.
To be considered “present,” remote learners are expected participate in the planned instructional activities for each course. Teachers will determine if the student is “present” based on the instructional plan for the class that day and the student’s engagement, which may include attendance in synchronous sessions or office hours, communication with the teacher, work completion, etc. Parents will receive an automated message in the late afternoon if their child was not considered present and engaged in remote learning that day.
If a student will be absent from remote learning due to illness or any other reason, parents must report the absence to the school’s attendance line just as they normally would.
According to BOE policy, 6:280, the purpose of grades is to communicate student progress and provide feedback to students to use in the learning process.
With a grading focus on feedback, please know that feedback can take many forms other than a grade. Feedback may include:
While the focus is on feedback, the Remote Learning 2.0 grading plan will mirror that of in-person learning. Secondary students will receive a syllabus for each course with the specific grading plan for each course. Elementary students will know the learning targets for their work and will work for mastery of those targets.
Assessments of classroom essential learning will continue through various electronic methods. Students may be asked to complete assessments using many potentially different systems including Mastery Manager, Google forms, Google docs, or other means. Assessments may include alternative ways for students to demonstrate learning.
When given an assessment students are expected to complete them in good faith using the parameters set by their teachers. Parents or caregivers may be asked to assist with assessment delivery if needed.
Students on remote learning will be required to complete all state assessments as required by the Illinois State Board of Education.
Special education teams will continue to provide educational opportunities during Remote Learning 2.0. We will work with families to ensure that students with disabilities also have equal access to the same opportunities as their general education peers. The IEP team will be working with individual families to determine what identified services can be provided through alternate methods, while recognizing the unique needs of the child within their family unit. Specific questions related to the IEP implementation should be directed to the case manager.
Classroom teachers will continue to provide appropriate accommodations or modifications required to access the general education curriculum during Remote Learning 2.0. Specific questions related to your child’s 504 Plan should be directed to the classroom teacher or 504 Coordinator/Case Manager.
Students who receive English Language services will continue to be contacted and supported by the district’s EL teachers. Guidelines for services are specific to the individual student’s needs; and therefore, specific information related to these services will be communicated to individual families based on those identified needs. Specific questions related to the English Language/Bilingual services should be directed to the EL teacher or the assistant principal/principal.
Intervention services will be available to students in remote learning. The exact intervention, delivery and scheduling of the interventions will be on a case-by-case basis.