Remote Learning Expectations

Remote Learning Expectations

Purpose

District 39 Remote Learning is designed to provide meaningful, manageable experiences that nurture strong, positive connections between students and teachers while emphasizing the most essential learning targets in each grade level or subject area. District 39 is not intended to nor cannot replace in-person learning that takes place in classroom settings

Participation and Attendance

All District 39 students from Early Childhood through Grade 8 are expected to participate in remote learning, if able. While we recognize the circumstances and situations for families may vary, we also understand the importance of keeping our students engaged in their learning at this time.

District 39 has changed its remote learning attendance reporting procedures as of April 27, 2020. Rather than requiring families to report daily student attendance, District 39 will presume students are present unless reported absent through one of our attendance phone lines. We have asked our teachers to continue to monitor student engagement and to work with students and families when a student is not participating as expected.

If your child is absent or otherwise unable to participate in remote learning, please call or email your child’s school nurse:

 

Synchronous and Asynchronous Learning Opportunities

In an effort to nurture strong positive connections between students and teachers, District 39 teachers and staff offer two types of remote learning experiences for students: synchronous and asynchronous learning.

This chart provides purposes for synchronous and asynchronous sessions. These are examples - not an exhaustive list.

  Synchronous Learning Asynchronous Learning
Definition Synchronous learning is remote learning where everyone from a given group is online at the same time using tools such as Zoom, Google Meet, and/or Schoology Conferences. Asynchronous learning is remote learning where students access pre-recorded lessons or independent learning tasks at any time during the day.
What does this look like? Checking in with students regarding their social emotional wellness, building community, and establishing personal connections.

Engaging students in discussions to ensure understanding of information.

Previewing or explaining assignments or expectations of learning tasks.

Answering student questions about one of the recorded lessons.

Conducting small group instruction.

Modeling or sharing examples of final products.
Viewing recorded instructional videos of lessons in a content area.

Listening to read alouds and answering questions.

Engaging in online discussion by reading and posting responses (i.e. via Schoology, Padlet, Flipgrid)

Reading posted literary selections and responding.

Responding to and collecting student work.

Recordings of performances submitted by students.

Completing independent learning tasks and assignments.
Half-Day Kindergarten Core Frequency Expectations At least 2 synchronous sessions per week for AM Kindergarten and 2 synchronous sessions per week for PM Kindergarten on Green Days             
  • Kindergarten AM - 2 sessions/week
  • Kindergarten PM - 2 sessions/week
At least 2 pre-recorded lessons to accompany independent assignments per week on Green Days.
Grades 1-4 Core Frequency Expectations At least 1 daily synchronous session on Green Days, totaling four sessions per week.  At least 2 pre-recorded lessons to accompany independent assignments per week on Green Days.
K-4 Specials Frequency Expectations Join at least 1 synchronous session per day with a classroom teacher with a focus on supporting SEL targets. At least 1 pre-recorded lesson per grade level to accompany independent assignments per week on Green Days. (Total of 4-5 per week)
K-4 EL Teachers Reading Specialists At least 1 synchronous session on Green Days per small group each week. At least 1 pre-recorded lesson per group to accompany independent assignments per week on Green Days.
5-8 Frequency Expectations (including EL)

Each student should have one synchronous session for each class on their schedule over the course of the week. At least one 1 synchronous session for each class (including homeroom) weekly.

At least 2 pre-recorded lessons to accompany independent assignments in total, per week on Green Days.
Special Education
LBS

Focus on providing instruction that addresses student goals.

PK-4: Students should receive synchronous sessions at least once per week to address the student's goal areas. This instruction can be provided within an instructional group, and multiple goals can be combined into one session if this makes sense (e.g., reading and writing). These sessions should be meaningful and targeted.

5-8: Instructional classes and AS should be provided synchronously at least once each week to target goals.

Comp Needs: Synchronous sessions to address goal areas on green days.

PK-4: Pre-recorded lessons, asynchronous lessons or assignments/independent practice on green days for pull-out instructional groups that occur daily during in-person instruction. Synchronous instruction may be substituted for a pre-recorded lesson. (If students are receiving content from both the general education teacher as well as the LBS, teachers should work together to identify support for the IEP goal and manageable workload for student)

5-8: Pre-recorded lessons, asynchronous lessons, or independent assignments for each class on green days. Synchronous instruction may be substituted for a pre-recorded lesson.

Comp Needs: Activities and pre-recorded videos to support student learning on green days. Synchronous instruction may be substituted for a pre-recorded lesson.

Special Education
Related Services
OT/PT/SLP/SW
PK-8: Students should receive synchronous sessions once per week to address the student's goal areas (Sessions will not duplicate service minutes, but should be meaningful and address goals). PK-8: If students receive more than 1 session each week when in-person, provide additional activities and instruction either through materials sent to students or pre-recorded lessons.

Expectations for Peach, Green and Grey Days

Peach Days: Peach Days afford students and families a break from remote learning due to local holidays or district-wide non-instructional days. No remote learning will take place during Peach Days.

Green Days: Green Days are student/teacher work days with synchronous and asynchronous learning.

Grey Days: On Grey Days, Remote Learning is provided without scheduled asynchronous meetings. This is a student and a teacher work day. 

Grey Day Expectations for Grades K-4

  • Teachers will communicate with families and students the asynchronous Grey Day Social Studies or Science Lesson and supplemental learning, practice and enrichment activities. Additionally, students will be offered optional independent tasks which may include a few choices such as projects/service learning, time to complete any unfinished Green Day assignments, and enrichment activities in content areas, movement breaks, mindfulness, physical activity, and more. Teachers will maintain office hours on Grey Days and be available to answer questions.
  • Students will engage in videos and assignments shared by their teachers, including the asynchronous Grey Day Social Studies or Science lessons. Additionally, optional independent tasks may be completed. These options may include choices such as projects/service learning, time to complete any unfinished Green Day assignments from classroom and related arts teachers, and enrichment activities in content areas, movement breaks, mindfulness, physical activity, and more. They will submit completed assignments or tasks to their teachers following the directions provided.
  • Parents may support their students by setting a scheduled time and location for students to work.
    • Green Day Questions: Teachers will maintain office hours so students may email them about Green Days.
    • Grey Day Questions: A Coordinator will answer questions submitted to k4greyday@wilmette39.org.

 

Grey Day Expectations for Grades 5-8

  • Teachers will assign asynchronous learning activities for students to work independently during the grey day. Each class will have an independent assignment. Options for learning on this day include longer project-based activities, completion of unfinished work from the previous week, enrichment activities, or service learning projects. Teachers will maintain office hours on Grey Days.
  • Students will engage independently with the assignments posted by their teachers. If there are questions on assignments, they should email the assigning teacher. Students should keep a list of the assignments on the Grey Day, and use it as a checklist to keep track of what has been completed. Teachers will maintain office hours on Grey Days so students may email them with questions.
  • Parents may support their students on Grey Days by helping to organize assignments and create a plan or schedule for accomplishing the assigned work. In addition to a schedule for work completion, setting a location for student work is helpful. Teachers will maintain office hours on Grey Days so students may email them with questions.

 

Student Workload Guidelines

ISBE Guidelines Total Daily Student Workload
(ISBE Guidelines)
including scheduled synchronous learning
D39 Breakdown of Daily Student Workload
(including live sessions, pre-recorded lessons and independent work)
Early Childhood LEEP Program Approx. 40-60 minutes Teacher discretion
Half-Day Kindergarten Approx. 60 minutes

(ISBE Recommended Length of Sustained Attention: 3-5 minutes)
Reading 10 minutes
Writing 10 minutes
Math 10 minutes
SEL 10-15 minutes
Specials 20 minutes
Grey Days Approx. 60 minutes
1st - 2nd Grade Approx. 70- 90 minutes

(ISBE Recommended Length of Sustained Attention: 5-10 minutes)
Reading 10-15 minutes
Writing 10-15 minutes
Math 20 minutes
SEL 20 minutes
Specials 20 minutes
Grey Days Approx. 80 minutes
3rd - 4th Grade Approx. 100-120 minutes

(ISBE Recommended Length of Sustained Attention: 10-15 minutes)
Reading 20-25 minutes
Writing 20-25 minutes
Math 25 minutes
SEL 10-20 minutes
Specials 20 minutes
Grey Days Approx. 110 minutes
5th - 6th Grade Approx. 140-200 minutes All Content Areas 25-30 minutes per class
7th - 8th Grade Approx. 180-220 minutes All Content Areas 25-30 minutes per class
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