The District 96 Return to Learn is made up of the following component areas. Each area includes action steps that can be taken by the district to ensure the component is successfully completed. While each component can be considered critical to a successful opening not all action steps may need to be completed based on the conditions in our region at the time. Each component area is unique; however, as you review each component area you will surely see overlap in the action steps.
The district will provide an iPad with a charger for students in kindergarten through second grade and a Chromebook with charger for all students in third grade through eighth grade to utilize at home during remote learning. If you need assistance in getting internet access at home please email Don Tufano, Director of Technology and Innovation, email@example.com.
The district will also provide access to a school G-Suite account that can be used to login to all online curricular resources through Clever. The student’s username and password will be provided by their homeroom teacher.
If you have any issues with the district provided equipment or accounts please contact District 96 tech support at firstname.lastname@example.org to request assistance from the District 96 Technology Department. If the issue cannot be resolved remotely you may be required to bring the I-Pad or Chromebook into the District for support or repairs.
District 96 values the collaborative relationships and connections between home and school. In an effort to streamline communication and student platforms for remote learning, each teacher will be utilizing a platform to assign student learning, gain teacher insight and connect with families.
Teachers will be communicating expectations, lessons, activities, and feedback through platforms based on student grade level. ECE through Second Grade will be using Seesaw, and Third through Eighth Grade will be using Google Classroom. There may be other applications that teachers will be using with their students/classrooms to deliver the remote instruction. Parents will be given directions on how to subscribe to regular updates on student work and teacher feedback.
- Students are expected to engage in all learning activities.
- Students are expected to read all of the material provided.
- Students are expected to use the links provided in order to complete items that are assigned.
- It is very important to understand that online work is just as important as in-person work.
- Students should utilize platforms to ask questions and communicate with staff.
- Log in each day to check for assignments, items posted to the stream, or to interact with peers.
- It is expected that students keep interactions online positive and constructive.
- Students will be provided continuous feedback and directions for daily/weekly instruction and assignments.
Class Structure at Ames, Blythe, Central, and Hollywood
Google Classroom, Seesaw, and other online applications will be imperative to the success of remote learning. These platforms will be the primary delivery method for communicating expectations, lessons, activities, and feedback. All work that is assigned to students will be posted to the grade level approved platform unless the teacher specifies other means to assign work to their students. Any work that is assigned should also receive teacher feedback. This feedback can come in a variety of different methods.
Learning at home does not mean that all of the content must be online. Teachers may send home items for students to do on their “online” days where there is very little online learning taking place. Authentic tasks that can be done at home and shared in class, are great opportunities. Students can take home materials that are provided for such tasks.
Unlike in the Spring of 2020, the content covered in Remote Learning during the 2020-2021 school year will be primarily new content and not just review material. Whole group mini-lessons in math and reading will be delivered through short teacher created videos as well as during live instruction. These videos will allow students to continue to learn from their teachers and will also give them the opportunity to watch when it is best for them and watch it as many times as necessary to better enhance student comprehension.
Just as we would in a normal classroom scenario these short mini-lessons will be coupled with small group instruction. Teachers will provide small group sessions throughout the instructional day through a video conferencing tool like Zoom. These small group sessions will allow teachers to be able to connect with students and better target their instructional needs.
Class Structure at Hauser Junior High
Google Classroom will be imperative to the success of remote learning. This platform will be the primary delivery method for communicating expectations, lessons, activities, and feedback. All work that is assigned to students must be posted to Google Classroom. Any work that is assigned should also receive teacher feedback. This feedback can come in a variety of different methods.
Remote learning will look drastically different in the fall of 2020 in comparison to the Spring of 2020. Students will be required to check in at the start of each period via zoom. There will be a combination of synchronous and asynchronous requirements for delivering lessons and providing support to students. Expectations for students will be daily interaction and grading will be a part of learning; unlike the Spring.
If for some reason your student cannot engage in remote learning on a school day due to their physical wellness being compromised, please call your school’s attendance line. If we see that a student has not engaged in their academic classes during the week, school personnel will contact home to find out how to assist the student. When a staff member sees that a student is not participating in two or more assignments/activities they will contact the parent/guardian, let administration know, and next steps will be determined.
Teachers will be providing feedback to students on a regular basis. Feedback may be provided through PowerSchool, Google Classroom, SeeSaw, and other applications utilized by our teaching staff.
Often, you will see that work is assigned during your online time. It is very important to complete all work assigned to you in remote learning. Any work assigned during remote learning can be graded.
If there are any extenuating circumstances that prevent a student from completing their remote work on time, please contact the teacher to make other arrangements.
Video Conferencing Guidelines
Video Conferencing tools are a way for students to interact with their teacher while distance learning. These meetings are set up for specific times and a link will be made available to students’ in a class or small group.
In order to participate, you click the link provided by the teacher, and then click “Join” it will not allow a student to join unless the teacher has actually started the meeting. Students should keep microphones on mute unless they have questions or comments. If a student has the ability to use a camera, we ask that they do so in order to know that it is the student who has actually signed in.
- Students must abide by the school’s acceptable use policy signed each year.
- Students must have school appropriate dress at all times.
- Use professional and polite language during a meeting.
- Attempt to keep all background noise and distractions to a minimum. Mute your microphone when the teacher is teaching, and use the chat box for questions.
- Promptly exit the meeting when it is over. The teacher is the first one on, and the last one off of the meeting.
District 96 supports and encourages in-person instruction for students who have Individualized Education Programs (IEPs), 504 Plans, and/or who receive English language during Phases 3 and 4 of the Restore Illinois reopening plan. It is important to note that all students, including those who have Individualized Education Programs (IEPs), 504 Plans, and/or who receive English language support will receive their services and support remotely if the State of Illinois returns to Phase 2 of the reopening plan. During Phases 3 and 4, District 96 is committed to provide in-person learning while adhering to the following IDPH guidelines:
- Requires use of appropriate personal protective equipment (PPE), including face coverings;
- Prohibit more than 50 individuals from gathering in one space;
- Require social distancing be observed, as much as possible;
- Require that schools conduct symptom screenings and temperature checks or require that individuals self-certify that they are free of symptoms before entering school buildings; and
- Require an increase in schoolwide cleaning and disinfection
District 96 understands that there may be families that prefer a remote alternative to in-person instruction. Additionally, some students may be unable to participate in in-person learning due to a medical excusal. As such, District 96 will offer remote learning options to such students while adhering to their individualized plans (i.e., IEP, 504, EL services) to the greatest extent possible.
Remote Special Education Services & Supports
Any student eligible for Special Education and related services remains entitled to the services and supports listed in their Individualized Education Program (IEP). Additionally, with parent consent, District 96 supports the use of Individualized Remote Learning Plans, which provide temporary and targeted flexibility to IEPs to ensure that students receive the services they need during school building closures. All parents/guardians of students eligible for Special Education and related services will be contacted by their child’s case manager before an Individualized Remote Learning Plan is initiated, and as always, parents/guardians input in the development of such plans are encouraged.
All case managers and related service providers remain responsible for providing updates and consultation to all educationally relevant staff to ensure that eligible students receive the services, accommodations, and/or supports documented in their IEPs. Additionally, case managers and related service providers will remain responsible for maintaining communication logs for students on their assigned caseloads during periods of remote learning.
While Parts Two and Three of the ISBE and IDPH Guidance permit in-person IEP meetings, parents/guardians may choose to participate remotely via Zoom. In such cases parents/guardians may be asked to electronically sign any relevant documents. Parents may also choose to visit the front office of their child’s school to physically sign any relevant documents.
Remote Services & Supports for Students Eligible Under Section 504
Any student eligible for services and supports under Section 504 remains entitled to the services and supports listed in their 504 plan. Case managers of students with 504 plans will remain responsible for providing updates and consultation to all educationally relevant staff to ensure that all eligible students receive the services, accommodations, and/or supports documented in their 504 plans.
While Parts Two and Three of the ISBE and IDPH Guidance permit in-person 504 meetings, parents/guardians may choose to participate remotely via Zoom. In such cases parents/guardians may be asked to electronically sign any relevant documents. Parents may also choose to visit the front office of their child’s school to physically sign any relevant documents.
Remote Services & Supports for Students Eligible as English Language Learners
Any student identified as an English Learner remains entitled to receive instructional services based on their individual needs. The English Language Teacher will remain responsible for providing direct instruction to students who are eligible. The English Language teacher also remains responsible for communicating updates, providing consultation, and collaborating with classroom teachers regarding the needs of EL students during times of remote learning. Finally, the EL and General Education teachers remain responsible for considering the language proficiency of EL students and the scaffolding and supports that they may need to meaningfully participate in the remote learning assignments that are provided to the entire class.