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Remote Learning Plan

Published April 3, 2020
Modifications may be made to this plan as situations change.
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Contents

Overview

Now, more than ever, the Indian Prairie School District values related to Portrait of a Graduate and the Social-Emotional Learning competencies provide us guidance on how to proceed.

Portrait of a Graduate: Resilience, Communication, Leadership Social and Emotional Learning Logo
 

Portrait of a Graduate competencies of flexibility, communication and citizenship are front and center for our entire community of educators, learners and families. As we continue to strive to Inspire all students to achieve their greatest potential we must focus on the academic and social-emotional learning needs of ALL students.

In its guidance to schools on March 27, ISBE summed up our charge moving forward:

We call upon everyone to assume flexibility and grace for all. At this moment, we will all need to model resilience, critical and creative thinking, thoughtful responsiveness, and empathy to ensure that students continue to grow personally, academically, and linguistically.

We know this is not the ideal delivery of instruction, but we must do our best to support the learning of our students. Many families may be experiencing illness, financial difficulties and other stressors. Student learning may not be the top focus for them. Our responsibility is to provide connection, engagement, compassion and flexibility in our instruction. We know the most important factor in a student's education is a high-quality teacher. Our students have that; we're just connecting in a different manner.

Illinois State Board of Education (ISBE) Essential Instructional Recommendations

ISBE strongly encourages...

  • Planning for remote learning that respects the needs of all students and staff;
  • Implementing remote learning that attends to the diversity of each community to ensure that all students have access to equitable educational opportunities;
  • Meticulously documenting the best efforts possible being made under the current emergency conditions with regard to students with Individualized Education Programs (IEPs) and Section 504 Plans;
  • Structuring active student engagement with learning in accordance with the age-appropriate thresholds;
  • Selecting content for remote learning that is aligned to standards, relevant, and appropriate for each student; and
  • Practicing consistent communication with students, families, and staff to understand how the health emergency is impacting them.

Essential grading recommendations...

  • The emphasis for schoolwork assigned, reviewed, and completed during the remote learning period is on learning, not on compliance
  • Grading will focus on the continuation of learning and prioritize the connectedness and care for students and staff. All students will have the opportunity to redo, make up, or try again to complete, show progress, or attempt to complete work assigned prior to the remote learning period in that time frame. A focus on keeping children emotionally and physically safe, fed, and engaged in learning will be our first priority during this unprecedented time.
  • Local districts will develop alternate methods of assessment for career and technical education course work, where appropriate, including use of video, electronic submission, etc.
  • Dual credit policies will be developed in conjunction with partner institutions
  • More broadly, nothing in this recommendation is intended to replace or supersede federal or state law, contracts, or collective bargaining agreements or established past practice.

Instructional Considerations from ISBE

This section provides a general overview of all instructional considerations from the ISBE that districts, schools, and educators will make in developing a remote learning framework.

Establish Consistency for Remote Learning

A school community can be connected and thriving even if the physical school building is closed. Remote learning that emphasizes interaction and authentic and differentiated learning opportunities will help students stay connected to teachers and classmates and ease the transition from traditional to remote learning. Developing consistency for remote learning on which students can rely is key as they and their families adapt to unprecedented changes in education and society, in general.

Successful, consistent remote learning includes:

  • Clearly articulated goals;
  • Cross-curricular collaboration to focus instruction;
  • Options for students that tap into students' interests, readiness levels, and learning styles while providing families flexibility;
  • A mix of real-time, flexibly timed, technological, and non-technological options, that avoids penalizing students for their choice;
  • A common platform where students can access work and find support and resources (for both online and non-online work);
  • A clear plan of communication involving the school, teachers, students, and families; and
  • Genuine interest and effort in supporting students' social, emotional, and academic growth.

Consider Family/Home Context

It is not only access to technology that must be considered. Since home will be the new classroom, it is critical that remote learning must work in a multitude of family and home contexts.

In this time of rapidly changing public health and economic uncertainty, districts must ensure that their method of remote learning accounts for:

  • Students who are home alone while adults are working;
  • Students who are caretakers for siblings or ill family members;
  • Students who work to help support their family;
  • Students who speak a language other than English and have language needs;
  • Students whose parents speak a language other than English and cannot assist with homework;
  • Students who have special education needs (e.g., children with an IEP, twice-exceptional students);
  • Students who are coping with the illness or loss of a family member;
  • Students who are struggling with anxiety or depression; and/or
  • Staff who are working remotely and simultaneously planning and delivering remote instruction while also providing care for their families and, in many cases, their own children.

Social-Emotional Learning and Relationships

It is imperative during this time that districts create remote learning that attends to student social and emotional needs. Some ways to ensure that all school community members feel connected and informed are:

  • Encourage ongoing communication among all stakeholders;
  • Provide opportunities for positive feedback/connection between students and teachers;
  • Acknowledge students' current situation and context;
  • Provide students with appropriate supports to process events;
  • Utilize trauma-informed practices, when possible; and
  • Utilize school and community resources to provide mental health supports.

Content Selection/Prioritization

Districts will need to work together to determine what critical standards will be prioritized for the duration of the remote learning. For example, some districts may ask their educators to analyze their course sequences from the beginning of the year through the date of school closure, identify the most important standards and learning targets that were taught, and create content to "shore up" that learning to help students improve mastery of all skills previously covered. Content could then be mapped over the span of each week with specific targets for students.

Content Delivery

ISBE understands that remote content delivery will be a new and challenging endeavor for many districts and their educators, and that it involves more than just printing non-digital materials, uploading files, and sharing links to media content.

Content Delivery Best Practices

  • Be present and fully engaged as the instructor.
  • Work within grade-level and or content-specific teams to support the development of remote learning.
  • Focus on engaging and accessible learning materials and techniques.
  • Remain flexible with pacing and student assignments.

Supporting Student Engagement During Remote Learning

The amount of student engagement districts will aim for is inclusive of digital interaction and assigned work. This is not inclusive of non-graded enrichment opportunities, which ISBE encourages teachers and families to provide. The thresholds in the table below could be inclusive of project time that spans multiple days, independent work, and direct teacher engagement. The thresholds do not represent expectations of engagement with educational products or web-based platforms.

The following recommendations and guidelines are presented from ISBE as suggested minimum and maximum times of engagement by each student in remote learning activities:

ISBE Suggested Minimum and Maximum Times

Minutes per Day

Minutes per Class

Span of Attention

PreK

20-60

Kdg

30-90

3-5 Minutes

1-2

45-90

3-5 Minutes

3-5

60-120

5-10 Minutes

6-8

90-180

15-30

One Class*

9-12

120-270

20-45

One Class*

*ISBE Guidelines are based on a 6 period day.

Further, we encourage teachers to give additional optional work, engagement opportunities, and enrichment opportunities (e.g., independent research projects) as long as it is made clear to students and families that the work is optional and will not negatively impact a student's grade. Additional engagement is especially important for primary grades, where it is not developmentally appropriate to expect a student to attend to academic tasks for a long period of time. Instead, students and families should be supported in having access to varied enrichment opportunities. In addition, students and families are encouraged to support academic skills and social-emotional health through activities that extend beyond assigned remote learning work.

General Recommendations for Grading

During these unprecedented times, we prioritize the connectedness and care for our students and one another as we maintain a continuity of learning. We recognize the importance of providing feedback, assessing student progress, and learning; and communicating this to students, parents, and teachers in the form of grades. To that end, we further identify a focus of keeping children emotionally and physically safe, fed, and engaged in learning.

The recommendations on grading are based upon the principle of no educational harm to any child. This pandemic and the statewide suspension of in-person instruction - the first in modern history - has impacted our entire society.

The recommendations on grading during this period of unprecedented crisis offers direction to school leaders for pass/incomplete options (not pass/fail). The advisory group expects that student learning continues during the remote learning period. The group does not want a negative impact on students. In place of an "F," for example, the recommendation is for an "incomplete" that can be made up when the remote learning period ends. Individual student engagement or disengagement will be addressed locally.

All students should have the opportunity to redo, make up, or try again to complete, show progress, or attempt to complete work assigned prior to remote learning. The emphasis for schoolwork assigned, reviewed, and completed during the remote learning period is on learning, not on compliance.

Ideally, all Illinois students will pass their assignments during remote learning as this is a new and unprecedented set of circumstances. This is not a time for failing students or adversely impacting student learning progress. Students are expected to continue with the learning activities assigned during remote learning. We call on educators to be mindful of the impact of time on task, time on screens, and time on reflection during this pandemic; grading should be used for coaching.

Districts are encouraged to deploy specialists and educational support personnel to help students in need of intervention. All students are encouraged to complete all of the work assigned and reviewed during the remote learning period. If students cannot or do not complete the work, there may be an incomplete grade assigned and a return to work incomplete

Roles of Paraprofessionals in Remote Learning

Paraprofessionals have played a vital role in the daily instruction of students with IEPs. These individuals may be working in collaboration with other educators to meet the needs of students with disabilities or continuing their learning through required and optional professional learning opportunities.

Some activities may include:

  • Assist in contacting families (in accordance with district policies)
  • Create work schedules and other documents as directed by the case manager
  • Help collect resources for families in need of assistance

Indian Prairie Guidelines

District Responsibilities

  • Develop thoughtful, accessible remote learning plans
  • Support schools in planning and implementing remote learning plans
  • Help schools identify needed resources in the community (academic, health, social, emotional)

School Responsibilities

  • Implement remote learning plans
  • Communicate regularly with all stakeholders
  • Support teachers in planning and implementing remote learning plans
  • Help families find needed resources in the community (academic, health, social)

Teacher Responsibilities

  • Be connected to students on a regular basis
  • Be compassionate about student situations
  • Provide timely feedback on student work
  • Be flexible with due dates, and demonstration of learning
  • Provide engaging and meaningful learning opportunities for all learners

Student Responsibilities

  • Review and complete your assigned work
  • Ask your teacher clarifying questions when you need help or don't understand
  • Be respectful to yourself, teachers and peers and use good digital citizenship practices

Parent/Caregiver/ Family Responsibilities

  • Talk to your student about the work assigned and feedback from the teacher
  • Reserve a space for students to complete remote learning work
  • Set sensible time limits for technology use
  • Contact the teacher with questions or for assistance
  • Help students establish and follow regular daily routines

Communication

Communication is the key to success during Remote Learning. The district's website, www.ipsd.org, is a repository of information during this period. In addition to the district's Remote Learning Plan, information is available on educational resources for families, meal assistance for students, free or low-cost options for accessing the Internet, and more. Classroom specific communication is handled directly from the teacher to students and parents. Each teacher will provide specific information regarding classroom assignments and availability for support.

Staff members and school teams will be extending themselves to families and students that have had minimal contact with teachers and teams so far. The goal of this communication will be to reduce the barriers to learning that the family is experiencing and to encourage active dialogue with the school teams.

General Recommendations for Grading

Our priorities for Remote Learning are Connection, Engagement, Compassion and Flexibility.

Our grading practices will vary by grade level. Each level has carefully considered the recommendations by the Illinois State Board of Education. The practices are explained in the level sections of this document. They match with the content and delivery of instruction that will be provided during this time.

For all levels, all students will have the opportunity to redo, make up, or try again to complete, show progress, or attempt to complete work assigned prior to remote learning. The emphasis for schoolwork assigned, reviewed, and completed during the remote learning period is on learning, not on compliance.

English Language Learners

English Language Learners will be provided with opportunities to utilize their home language whenever possible. Educators are aware of the language proficiency level of the students, both in English and the home language and will use this information to design instruction.

  • This time is a perfect opportunity for students and their families to engage in building knowledge of science content.
  • Sharing family stories can add to a student's content knowledge, as well as learning about current or historical figures in American history and in the history of a student's home countries or cultures. These stories could also serve as the basis for students to create projects, research and create presentations.

Special Education and Related Services

Students with disabilities are particularly vulnerable during times of disruption and change. To ensure ongoing growth and progress, we will focus our planning efforts on how to continue serving these students to the greatest extent practicable by tailoring remote learning that provides educational benefits to students with disabilities. All decisions regarding special education will comply with guidance from the U.S. Department of Education.

The basic guidelines and options/opportunities are based on the following core beliefs:

  • IEPs remain in place and will direct students' remote learning. Be mindful that a student's program may require commencing a team meeting.
  • Emphasize structure and consistency for students with special needs.
  • Students with special needs benefit greatly from ongoing motivation and excel when relationships with adults and peers are strong.

New Content and Review/Practice

Any changes to programs or goals will be made in conforming with federal and state required procedural safeguards.

Social-emotional learning strategies are integral to students' learning and well-being. Many of our students have clinician services and intense social-emotional needs documented in their IEPs. This pandemic can exacerbate some of those needs. Special educators will collaborate with the students' clinicians to work on activities that support students with stress/anxiety reduction and other SEL activities.

Communication Processes and Structures Needed to Support this Work Students with special needs require additional effort that ensures messaging and communication are effective. The following are considerations for family and student communication:

  • Phone calls on a regular schedule from case managers
  • Use of appropriate staff to overcome need and language barriers
  • Communication from all professionals that interact with students, including, but not limited to, social workers, speech-language pathologists, paraprofessionals, school psychologists, and counselors

Roles of Related Service Professionals and Paraprofessional in Delivering Instructional Services

These individuals should be working in collaboration with other educators to meet the needs of students with disabilities.

  • Assist in contacting families (in accordance with district policies) and helping with work.
  • Chunk activities; provide students with work schedules and other more structured ways to approach their learning goals.
  • Provide resources for families in need of assistance, such as mental health resources, crisis lines, suicide prevention.
  • When possible, clinicians can conduct check-in calls, and clinicians (such as Physical Therapy/Occupational Therapy) could consider creating videos on exercises, etc.

Instruction

Case managers and related service providers may, but are not limited to:

  • Identify realistic, individualized time frames for task completion. Be mindful of extended time accommodations outlined in IEPs.
  • Create opportunities for students to demonstrate progress and receive feedback related to assignments and IEP goals.
  • Provide alternative options for participating in virtual class discussions
  • Create video modeling of how you expect something to be done or what has been successful in the school setting, such as hand-over-hand assistance in the classroom.

"Hands-On" Options for Remote Learning:

  • Use non-digital resources of work.
  • Incorporate life skills essential for students with IEPs. This includes, but is not limited to, cooking, ratios, chores, cleaning, hygiene, etc.
  • Have students track activities with photos or videos and submit to teachers.
  • Encourage journaling.
  • Utilize virtual museum tours and video demonstrations.

Individual Remote Learning Schedule

A remote learning schedule will be created for the students during the COVID-19 pandemic to document the appropriate special education and related services/ supports that are necessary in light of the current learning circumstances and limitations of remote special education service delivery. It will be created with the student's parents/guardians and the student's case manager and/or related service provider and will be distributed to the student's learning team upon completion. Once school has resumed and in-person instruction has resumed, the individualized remote learning plan will be dissolved and the last agreed upon IEP will be implemented.

IPSD Planning for Possible Illness

Staff Illness

If a staff member becomes ill, and can't perform their responsibilities, they will notify their principal. Districts can consider leveraging long-term substitute teachers, grade level leaders, content team leaders, department chairs, and/or administrators to provide support to students. Staff attendance procedures will be communicated to all employees.

Student Illness

A student who becomes ill will either be excused from the assignments provided during that time or given ample time to make up the work. Students cannot be negatively impacted during the remote learning period, and districts will provide emotional support for grave illnesses.

IPSD Transition Back to Onsite Learning

This portion of the plan outlines the processes for the education for students when we return to our buildings and conclude Remote Learning.

Our goal is to provide a seamless transition back to education in the building when social distancing has been lifted. We understand that students may have had different educational experiences during the remote learning time period. We have prioritized the learning concepts knowing that adjustments will need to be made to the curriculum to mitigate the gaps.

The Curriculum and Instruction Team will analyze the curriculum gaps to make recommendations for combining courses or standards within a succession of courses. If required, professional learning will be provided to support teacher instruction.

Upon returning to the building, teachers will assess students' understanding using a developmentally appropriate assessment to determine instructional needs. Programming will be determined and adjusted to meet student needs.

Remote Learning Planning Days

The Illinois State Board of Education has granted Remote Learning Planning Days to support educators in the coordination and implementation of strategies appropriate for this delivery of instruction. District 204 has designated the following as Remote Learning Planning Days with no student participation on these days: April 6, 2020, April 15, 2020 and April 29, 2020.

IPSD Grade-Level Specific Information

Preschool

Content and Delivery with Options and Opportunities

Young children learn through everyday play, exploration, and consistency in a safe and stimulating environment. Teachers will provide students and their families with ideas to construct an understanding of the world around them, especially supporting and encouraging their communication, early literacy, and social-emotional skills. Both digital and hands-on, real life activities will be provided to preschool parents. In addition, multiple resources are available on the district website. Reading books with your preschooler whether hard copy or virtually is always recommended for our preschool students.

Communication

Teachers have established modes of communication with families throughout the school year. This communication via email, a returned phone call or through a classroom platform including but not limited to the Remind App, Google Classroom or Class Dojo will continue. Preschool families will be provided with a specific location to access learning activities. Preschool staff will check in with families to determine the best way to support the family.

Professional Learning

On the Remote Learning Planning Days, staff will engage in professional learning on best practices for remote learning, various learning platforms, digital resources and supporting the Social Emotional needs of students. Classroom teams including support staff will need to communicate more frequently during the Remote Learning period. Classroom teachers and support staff will be able to share the resources that may be developed and allow for cross-curricular activities. This will also enable teams to include differentiation for learners such as English Language Learners, students with special needs and students in need of more challenging content. Professional Learning Communities will meet frequently and on the Planning Days.

Time

Based upon the developmental needs of students and the attention span of our youngest students, parents will follow the guidelines from the ISBE Recommendations. Instructional time could be used for story time, songs and fingerplays, gross motor activities, etc.

Suggested times for students to be engaged is twenty to sixty minutes per day remembering the short attention span of three-five minutes for children this age.

Kindergarten and 1st Grade

Content and Delivery with Options and Opportunities

Young children learn through everyday play, exploration, and consistency in a safe and stimulating environment. Teachers will provide students and their families with ideas to construct an understanding of the world around them, especially supporting and encouraging their communication and social-emotional skills. Learning activities will be provided through paper packets as well as digital learning opportunities. Given the independent levels of Kindergarten and First grade students, new learning material will not be presented to students. Reading books whether hard copy or virtually is always recommended for students. This can be done as read alouds with parents, pre recorded or independent reading.

Fewer standards/activities focused on familiar content may be completed within the remote learning time frame. Teachers will keep in mind the instructional guidelines regarding minutes of direct instruction, differentiation and individual student/grade level depth of knowledge on each standard.

Communication

Teachers have established modes of communication with families throughout the school year. This communication via email, a returned phone call or through a classroom platform such as Google Classroom or Class Dojo will continue. Teachers and schools will establish the best mode of communication for Remote Learning Plans for the day/ week which could include all of the above methods of communication. Teachers will be available to answer questions from students and families throughout this time. If a teacher has not interacted with a student for several days, they will reach out to students/families to determine what assistance is needed.

Professional Learning

On the Remote Learning Planning Days, staff will engage in professional learning on best practices for Remote Learning, various learning platforms, digital resources and supporting the Social Emotional needs of students. Grade level teams, including support staff, will need to communicate more frequently during the remote Learning period. Grade level teachers and support staff will be able to share the resources that may be developed and allow for cross-curricular activities. This will also enable teams to include differentiation for learners such as English Language Learners, students with special needs and students in need of more challenging content. Professional Learning Communities will meet at various times including Remote Learning Planning Days.

Time

Based upon the developmental needs of students and the attention span of our younger students, the following guidelines for student instructional time will be used. Instructional time could include synchronous opportunities such as Zoom, working on independent learning activities suggested by the teacher, watching and responding to previously recorded videos and when appropriate and available, digital resources. The length of instructional sessions will take into account the attention span of the child. This is not to say that students need 3-5 minute instructional sessions but that student choice and voice will be included in lessons to maintain student focus.

Grading

The emphasis for schoolwork assigned, reviewed, and completed during the remote learning period is on learning, not on compliance. Feedback will focus on the continuation of learning and prioritize the connectedness and care for students and staff. Students will be provided feedback on their learning as appropriate. Students will not receive grades.

Elementary School (2nd - 5th Grade)

Content and Delivery

Teachers will prioritize instructional time of 2-4 learning standards. The Curriculum and Instruction department will offer guidance on which standards to prioritize. Teachers will work to design learning opportunities for students in an asynchronous fashion--meaning the learning opportunities are not dependent on being available at the same time as the teacher. The learning opportunities factor in time frames, best practices in distance learning and include opportunities for student responses and feedback. Learning activities may occur through digital resources, pre recorded videos, or a choice of suggested activities. New learning may occur but will be kept to a reasonable amount allowing ample time for understanding and practice. Grade level teams will collaborate on the skills to be practiced and how that practice can occur. Whole class synchronous activities, such as class meetings, will focus on connection with student and social emotional well being. Specials activities such as Art, Music and Physical Education will be woven into a student's day several times per week. Reading books whether hard copy or virtually is always recommended for students. This can be done as read alouds with parents, pre recorded or independent reading.

Teachers will be mindful of various learning situations for students at home. Some students may be able to participate or complete learning activities during the typical school day. Some families may have other obligations and need to do school work in the evening or on weekends. As always, teachers will keep students' needs and circumstances in mind regarding learning activities. The goal of engaging and supporting students is paramount.

Communication

Teachers have established modes of communication with families throughout the school year. This communication via email, a returned phone call or through a classroom platform including but not limited to Google Classroom or Class Dojo will continue. Teachers and schools will establish the best mode of communication for Remote Learning Plans for the day/ week which could include all of the above methods of communication. Teachers will be available to answer questions from students and families. If a teacher has not interacted with a student for several days, they will reach out to students/families to determine what assistance is needed.

Professional Learning

On the Remote Learning Planning Days, staff will engage in professional learning on best practices for Remote Learning, various learning platforms, digital resources and supporting the Social Emotional needs of students. Grade level teams including support staff will need to communicate more frequently during the Remote Learning period. Grade level teachers and support staff will be able to share the resources that may be developed and allow for cross-curricular activities. This will also enable teams to include differentiation for learners such as English Language Learners, students with special needs and students in need of more challenging content. Professional Learning Communities will meet throughout this time and on Planning Days.

Time

Based upon the developmental needs of students and the attention span of elementary students, instructional time will vary by grade level. Instructional time could include synchronous opportunities such as Zoom, working on independent learning activities suggested by the teacher, watching and responding to previously recorded videos and when appropriate and available, digital resources. The length of instructional sessions will take into account the attention span of the child. This is not to say that students need 3-5 minute instructional sessions but that student choice and voice will be included in lessons to maintain student focus.

Grading

The emphasis for schoolwork assigned, reviewed, and completed during the remote learning period is on learning, not on compliance. Feedback will focus on the continuation of learning and prioritize the connectedness and care for students and staff. Teachers will provide feedback on learning activities but will not issue grades in the traditional sense. Effective feedback will be timely, specific, positive and include opportunities for self reflection and growth.

Middle School (6th - 8th Grade)

Content and Delivery

Middle school teachers will collaborate with one another to prioritize skills, concepts, and content that are essential for students to understand as we implement Remote Learning. Teachers will work to design learning opportunities for students in an asynchronous fashion--meaning the learning opportunities are not dependent on being available at the same time as the teacher. The learning opportunities factor in time frames, best practices in distance learning and include small or short assessment opportunities. Common assessments will not be administered; the focus for assessments is to provide students feedback and to allow for relearning. Once a student has been assessed, students will either be given opportunities to extend their learning as they have demonstrated understanding or they will be given differentiated opportunities to increase their understanding.

Additionally, the middle school model allows for students to grow both academically and socially & emotionally. To that end, schools and teams will be working to integrate social and emotional learning opportunities into the weekly educational experience for students.

Communication

Schools and middle school teams have well-established means of communication that have been in place all year. Parents are encouraged to utilize those methods. Additionally, schools will be working to provide one unified location where parents can find all of the information necessary to understand expectations and work for students.

Students can expect regular communication with their teachers. This communication could be by regular mail, email, google classroom, a Zoom conference, or other methods communicated by the individual teacher. The purpose of this communication is to ensure understanding of learning expectations. Additionally, this communication also ensures that staff and students are staying connected with one another.

Finally, all teachers will communicate with students and parents the best method to get help or support.

Staff members and middle school teams will also be extending themselves to families and students that have had minimal contact with teachers and teams so far. The goal of this communication will be to reduce the barriers to learning that the family is experiencing and to encourage active dialogue with the middle school teams.

Professional Learning

Middle school staff will be engaging with curriculum specialists at the district along with their content peers to ensure that best practices in distance learning are identified and implemented. Staff members will be utilizing time built into the day to conduct team meetings and department meetings. Our goal is to work collaboratively to best meet the needs of all students. Remote Learning Planning Days will be used for these purposes as well.

Time

The ISBE recommendations and guidelines for suggested minimum and maximum times of engagement for middle school students in remote learning activities will be implemented. The district has modified the minutes per class to reflect the 8 periods of instruction that our students have.

Grading

Overall Goal: The focus will be on what students have learned, the effort, time, and energy put into the work, and comprehension level of the material. Students' grades from when they left school in March 2020 will not be adversely impacted.

To achieve this goal, students will be able to earn an A, B, C or an N (Not turned in) for daily work and assessments. Work that is submitted but does not show a sufficient understanding of the material will be returned for improvement with no penalty to the student. At the end of the term, students will be able to earn an A, B, C, or an I (Incomplete). Students with an Incomplete at the end of the of term will work with the school to complete work over the summer to achieve an A, B or C.

High School (9th - 12th Grade)

Content and Delivery

Our goal is to provide students and families with continued learning opportunities that are focused on the goals and objectives in their current course that will best prepare them for their coursework in August.

Communication

Classroom teachers will be keeping notes if students are engaged in Remote Learning for the purpose of communication - not consequence.

Most lessons will not be interactive or live. Students are not expected to be present online at assigned times, but are encouraged to engage in the provided learning opportunities, as appropriate by content. On occasion, a teacher might ask for students to join, for example, a Zoom meeting or another live equivalent. We have taken steps to avoid any overlap in these types of lessons for students.

Professional Learning

Teachers will participate in professional learning throughout this time. Remote Planning Days will be implemented to allow for planning and learning.

Time

Teachers will post work by 8:00 am on the day listed below by period and students would organize their own time for that day. There are no set times each day when a class would "meet." Students will receive activities and assignments totaling approximately 25-30 minutes per day per course.

Online Remote Learning looks different than an in-person school day. The high school format of instruction is designed to provide students and families a narrower, more focused, daily schedule. Each student would have no more than 4 classes to track each day.

Monday

Periods 1-4

Tuesday

Periods 5-8

Wednesday

Professional Day

  • PLC Meetings (8-11am)
  • Student Academic Guidance (11-2pm)
  • Feedback for students

Thursday

Periods 1-4

Friday

Periods 5-8

This framework keeps Wednesdays as a day teachers both meet with their Professional Learning Communities (PLCs) and hold Student Academic Guidance time - (i.e. Mustang 30, Tribe Time and ACCESS) - to be available via email for students.

Grading

Grading procedures for the duration of Remote Learning will align with State guidance of no educational harm to any child. We acknowledge that avoiding educational harm includes both avoiding grading penalties solely related to remote learning, and keeping students engaged so

their learning can advance. Grading procedures can only help a student's grade and any grade of an F is to be marked as Incomplete.

Student grades according to work assigned and submitted to the teacher prior to March 13 represents the current grade. Students do have the opportunity to raise any grade from that point forward. Work can and will be graded, but only recorded in a manner that helps a student grade.

Special consideration will be given to those students who would now be classified with an Incomplete. Teachers will develop a plan for each student in this category to map forward what needs to be done in order to reach a credit-bearing grade (A-D).

Final Exams: Common Finals will not be given this Semester and will not figure into the Semester II grade.

Transcripts: Transcripts will reflect the Semester grade given in each course. Incompletes may need to be monitored/processed by School Counselors throughout the summer, if necessary.

Recommendations Specific to Career and Technical Education (CTE), Dual Credit, and Advanced Placement (AP)

CTE

When weighing content decisions for CTE students, essential skills/knowledge must be considered along with what is required for students to earn industry credentials and meet standards of employers/certifying bodies. Teachers may choose to use various delivery methods for materials and evaluation of knowledge. Presentation may include, but not be limited to, video, YouTube, self-guided activities, posting materials with discussion and questioning, reading of texts and readings, essay writing, and sequential process flow.

Dual Credit

The Illinois Board of Higher Education, Illinois Community College Board, and Illinois State Board of Education developed the following guidance to advise secondary and postsecondary institutions in Illinois on supporting and accommodating students who are enrolled in dual credit courses during the COVID-19 public health emergency.

The online, alternative, or remote instruction that is taught by a high school teacher must still meet the standards for college credit. So long as coursework is being completed in these courses, students will receive credit for that work.

For those students who may not be able to complete a course within the current semester framework:

  • Students unable to complete the dual credit course within the semester timeframe may be given the option to receive an "Incomplete," with an individual plan to complete that work as soon as is possible, within the context of the credit granting higher education institution's policies for completion of coursework.
  • If an incomplete is granted, institutions of higher education and high schools will work together to support all students with the development of an individual plan for the completion of a dual credit course, with a focus on students who are expected to graduate in the spring of 2020.
Advanced Placement
  • For the 2019-20 exam administration only, students can take a 45-minute free-response online exam at home.
  • The exam will only include topics and skills most AP teachers and students have already covered in class by early March. We will be sure to review these topics in advance of the assessment.
  • Students choosing to not take the exam they signed up for will not incur any fees related to cancellation.
  • Each of the exams will be administered on two test administration dates. These dates have not yet been determined.
  • Colleges support this solution and are committed to ensuring that AP students receive the credit they have worked this year to earn.
Driver Education
The classroom portion of a driver education program may be completed through remote/distance learning, but the 6-hour behind the wheel portion of driver education programs must be suspended for the duration of the Governor's mandated school closure as schools are closed to onsite instruction. The health and safety concerns for students and staff are paramount.

Commonly Accessed Links and Info for Students, Parents and Community

Register for School

Our Registration page has everything to get you started, including online registration, boundary maps, residency requirements, and district fees.

Student Information System

COVID-19 Virus Log in to our new Synergy SIS via the links below: