Final Remote Learning Plan – 2020-2021 School Year

(Full Remote Learning/No In-Person Instruction)

Guiding Principles
 Remote learning will respect the needs of all students and staff.
 Content for remote learning will be aligned to standards, relevant, and appropriate.
 Contact with students to support their social emotional needs is as important as learning.
 All families will have access to remote learning content.
 Remote learning will take into consideration family and home contexts.
 Remote learning will engage students to the greatest extent possible.
Grading
During Remote Learning Days, students will be held accountable for completing assignments
and teachers will provide feedback and traditional grades when deemed appropriate. A student
who is excused from school attendance shall have the equivalent opportunity to make up any
examination, study, or work requirements which he/she missed during the excused absence
(schedule to be determined by the teacher). Deadlines for completing assignments may be
extended up to a week for students who do not have a parent or trusted adult at home during the
day to support remote learning. Students will receive report cards on a quarterly basis.
Attendance
Remote Learning Days will be considered actual days of student attendance. Attendance will be
taken daily during each scheduled class period at both the elementary and middle school level by
the classroom teacher responsible for that class period (i.e. classroom teacher, specials teacher,
EL specialist, etc.). A student is marked present for the full day if they participate in all of the
synchronous learning periods scheduled for that school day. Parents are expected to report
student absences as they normally would during in-person instruction. Administrators, social
workers and guidance counselors will work directly with students demonstrating chronic
absenteeism and/or truancy.
Academic Content
Content for remote learning will be aligned to grade level Illinois Learning Standards.
Additionally, teachers will continue to focus on Essential Learning Standards (Boulder
Standards) identified at each grade level through their Professional Learning Communities. The
school district acknowledges that some content is more difficult to deliver remotely rather than
in-person. Grade level teams will modify scope and sequence documents as deemed appropriate
by their team and school administrators.
Content Delivery Methods
To fully support the needs of all students during remote learning, the school district will deliver
content via Seesaw (PreK-5), Schoology (6-8) and Zoom (PreK-8). These platforms will allow
teachers to:
 Take attendance;
 Communicate directly with students;
 Collect assignments;
 Provide feedback and grades; and
 Interact live with students.
All students will be provided a district owned device to utilize throughout the year during both
remote and in-person learning. The school district’s Technology Department will work directly
with families that may not have access to internet service at home.
Student Engagement
The State Superintendent of Schools has determined that Remote and Blended Remote Learning
Plans must ensure at least five clock hours of daily instruction. All assigned learning activities
shall count toward the five clock hour expectation. On Remote Learning Days, at least 2.5 hours
per day of synchronous learning with real-time instruction and live interaction between students
and their teachers shall take place (Fall 2020 Learning Recommendations, July 23, 2020, Illinois
State Board of Education).
For students that were not able to participate in synchronous learning (i.e. without a supportive
adult during the school day) teachers will record their live lessons and post them or provide a
pre-recorded instructional video if new content is introduced. Teachers will support students
unable to participate in synchronous learning to the greatest extent possible within their
contractual day.
Elementary Teachers are required to provide the following during Remote Learning:
 140 minutes of daily synchronous activities of which 20 minutes shall focus on Social
Emotional Learning and 120 minutes shall focus on core academic subjects.
Elementary Special Education Teachers, Therapists, EL Teachers, Reading Interventionists are
required to provide the following during Remote Learning:
 140 minutes of daily synchronous activities focused on specialty area with caseload
students
Elementary Specials Teachers are required to provide the following during Remote Learning:
 140 minutes of daily synchronous activities (7 sections x 20 minutes periods).
Middle School Teachers are required to provide the following during Remote Learning:
 100 minutes of daily synchronous activities (5 sections x 20 minute periods) and 40
minutes of daily office hours.
Middle School Special Education Teachers, Therapists, EL Teachers, Reading Interventionist are
required to provide the following during Remote Learning:
 140 minutes of daily synchronous activities focused on specialty area with caseload
students
Staff will be cognizant of behavioral norms and interactions with students which must be the
same as if the staff member was interacting with students during in-person instruction.
Grade Level Schedules
The school district acknowledges that establishing consistency during remote learning is
important to student success. Each school will establish a consistent weekly schedule of class
periods that shall mirror an in-person school day to the greatest extent possible. Schedules for
SY20-21 are attached.
Staff Engagement
The school district recognizes the importance of staff engagement during Remote Learning
Days. Grade level and department teams will continue to meet during Remote Learning.
Administrators will limit meetings to the greatest extent possible to allow teachers maximum
time to plan and deliver remote instruction to students.
Access to School Buildings
During Remote Learning Days, teachers are highly encouraged to provide synchronous learning
activities from their classrooms. Teachers with unreliable internet access at home are required to
work from their classroom to ensure they can fulfill the requirements for content delivery
outlined above.
Teacher Work Day
The teacher work day at Palos South shall be 6 hours and 40 minutes and the teacher work day at
Palos East and Palos West shall be 7 hours as outlined in the collective bargaining agreement.
Teachers will follow the school schedules attached to this document. Asynchronous activities
will be posted daily.
Sick Days
Teachers are required to report workday absences as they would during in-person instruction.
Teachers will be required to provide remote sub plans and post activities online by the times
outlined above. Additionally, teachers are required to post on their platform that they are
unavailable for synchronous activities that day.
Transition Back to On-Sight Learning
The school district will support all students returning to on-sight learning once Remote Learning
Days are no longer necessary. School social workers and counselors will assist in identifying the
needs of individual students who may be struggling to transition back to school. No student’s
academic standing will be negatively impacted during the transition period. The superintendent
will make specific recommendations regarding grading and promotion/retention decisions
dependent upon the timeframe of Remote Learning Days.
 Additional Guidance for Special Educators
District 118 will serve students with disabilities synchronously to the greatest extent practicable
by tailoring remote learning that provides educational benefits to students with disabilities.
During this time, students with special needs and IEPs will be given the opportunity to continue
with learning that is consistent for all students and be based on the Individual IEP. All decisions
regarding special education must comply with guidance from the U.S. Department of Education.

Content Delivery
Special education teachers and therapists will utilize the district platforms for delivering content.
Seesaw will be used at East and West and Schoology will be used at South. Zoom will be used to
live stream direct therapy and synchronous activities with students in the times special education
staff provides intervention and supports for IEP goals. Should an alternative online tool be
required to meet need in student IEP, teacher/therapist will notify administration for guidance.

 Special Education teachers will provide live instruction/interaction to caseload students

o Elementary Special Education Teachers will provide 140 minutes of daily
synchronous activities.
o Middle School Special Education Teachers will provide 100 minutes of daily
synchronous activities.

New Content and Review/Practice

The focus of instruction and therapy will be individualized and based on the students’ IEPs, their
goals, and the modifications and accommodations within the IEP. To ensure this differentiation
occurs, there will be weekly communication between special and general education teachers.
Special Education teachers will ensure the curriculum is accessible and multisensory in its nature
to support their students’ learning styles.

 Any changes to programs or goals should will be made at virtual IEP meetings or through
the IEP amendment process
 Special Education teachers and therapists will document on log for each student minutes
spent providing direct therapy and/or synchronous activities to students, communication
to students and/or parents, additional recorded instruction, support for accommodations,
modifying of instruction and materials for students, additional activities provided
supporting goals, and collaboration with colleagues in developing online learning for
student with disabilities.
 Special Education teachers and therapists will communicate directly with students
through synchronous activities and live intervention/instruction/therapy delivery based on
students’ IEP needs. Minutes on IEP will be met through a combination of live
therapy/synchronous activities and asynchronous activities. Live communication with the
student will occur from all professionals that provide special education service to them.
Special Education teachers and therapists will communicate directly with families as
needed to support the IEP.
Roles of Related Service Professionals and Paraprofessionals in Delivering
Instructional Services

Related service professionals, including speech therapists, OTs, Social Workers, Counselors,
PTs, Itinerants, Psychologists, etc., and paraprofessionals will be a part of the continued learning
of special education students. These individuals should be working in collaboration with other
educators to meet the needs of students with disabilities.

 Related Service professionals will provide live streaming

therapy/intervention/synchronous activities along with distance learning activities related
to student goal to meet minutes on IEPs
 Related Service staff will provide live therapy/interaction to caseload students
o Elementary Related Service staff will provide 140 minutes of daily synchronous
activities.
o Middle School Related Service staff will provide 100 minutes of daily
synchronous activities.
 Related Service professionals will be required to meet weekly therapy minutes through
combination of live streaming therapy and remote activities. .
 Related Service professionals will document on log for each student minutes spent
providing direct therapy/intervention to students, communication to students providing
additional recorded instruction and goal related activities and collaborating with
colleagues in developing online therapy for student with disabilities.
 Paraprofessionals will be available to the case managers of students they work with to
assist with distance learning.
 Paraprofessionals will provide live check-ins with students under the direction of the case
manager.
 Social Workers/Counselor will provide resource for families in need of assistance, such
as mental health resources, crisis lines, suicide prevention

Instructional Support Examples Provided by Special Educators

 Identify realistic, individualized time frames for task completion being mindful of
extended time accommodations outlined in IEPs.
 Provide specific instruction and mini-deadlines/benchmarks for assignments, especially
those with multiple-tasks.
 Create opportunities for students to demonstrate progress and receive feedback related to
assignments
 Provide alternative options for participating in virtual class discussions
 Create video modeling of how you expect something to be done
 Use built-in accessibility features in learning management systems
 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.
Alternative Grading/Assessment Suggestions

When grading/assessing student work, the priority will be to assess in a manner that supports
motivation and participation in remote learning

 Grading for students with disabilities will occur with collaboration between case
managers, service providers, and general education staff when determining a summative
grade for the quarter.
 Assessments will be as inclusive as possible. Suggestions for assessments and grading
practices that most benefit students with disabilities include:
• Rubrics
• IEP Goals and Objectives-Based Grading
• Competency-Based Grading
• Portfolio-Based Grading
• Contract/Negotiation-Based Grading (Effort to improve current assignment to
raise letter grade.)
• Data collection through live interaction/intervention/therapy
• Pass/Incomplete (Although usually not recommended for students with
disabilities, it may be appropriate during school closures.)
 When developing individualized grading/assessment practices for students with
disabilities, the following factors will be considered:
• Student need and present levels of performance
• IEP Goals and Objectives
• Kinds of accommodations/modifications/services that are provided
• Capacity of support in the remote learning environment
• Social-emotional response to the COVID-19 crisis
• Access to needed resources to participate in learning
• Student’s past performance
• Current grades

Additional Guidance for EL Teachers

District 118 will deliver authentic language activities that allow English Learners to participate
and access material in English and their home language (Arabic/Polish) during remote learning.
Differentiated instruction as well as accommodations will be provided to ensure ELs have all the
supports they need to succeed during remote learning.

Language of Instruction
 EL teachers will be explicit about the language of instructional activities in which
students are being asked to engage in.
 English Learners will be provided with opportunities that utilize their home language
whenever possible.
 English Learners will have daily opportunities to engage in activities in both English
and/or the home language within the four language arts domains of reading, writing,
speaking, and listening.
  Teachers are aware of the language proficiency level of each of their students when
designing activities for their EL students.
 English Learners will engage in Oracy-based activities that include deliberate and explicit
instruction of speaking and listening.

Instructional Options and Opportunities for English Learners

Finding Natural Opportunities for Language Development
English Learners benefit from and develop language by using, practicing, playing, observing,
thinking about, and discussing language. Encouraging any and all language use will help them
sustain their home language practices and contribute to their development in English. Teachers
will encourage students and families to have conversations, tell jokes and stories, sing, and play
with language! Teachers will also guide families to observe and talk about how they use
language in their home and community.
Games and Play
Teachers will use games to advance learning and engage students in a remote learning setting.
This may include word games such as sorting and vocabulary investigations in English, Arabic
or Polish as well as math games that will elevate students’ learning.
Exploring Content
 Sharing family stories can add to students’ content knowledge, as well as learning about
current or historical figures in American history and in the history of students’ home
countries or cultures. These stories could also serve as the basis for students in creating
projects in which students could research and prepare presentations. Again, this type of
project-based approach to learning would serve the needs of students at varying levels of
language development and formal schooling.
 Section 228.30 of the Illinois School Code indicates that “...program components include:
instruction in the history and culture of the country, territory, or geographic area that is
the native land of the students or of their parents and in the history and culture of the
United States….” Here again is a learning opportunity that could engage ELs -- whether
in English or their home language. This information could eventually be shared with the
rest of the class so that everyone broadens their learning horizons.

Content Delivery
EL teachers will utilize district platforms for delivering content. Seesaw will be used at Palos
East and Palos West and Schoology will be used at Palos South. Zoom will be used to live
stream for direct interaction/intervention with students.
Grading
Guiding Principles to Help Meet the Assessment Needs of English Learners
Students’ social-emotional well-being is a priority in assessment.
 Make sure all feedback affirms growth and acknowledges difficult circumstances.
 Ask students what format and type of feedback is helpful to them.
Attention to growth and development of language and literacy in addition to content is
essential.
 Praise and acknowledge effective communication of ideas.
 Guide students to one or two new understandings about academic language without
worrying about correcting all errors.
Students’ home and community language practices are a natural and essential part of how
they make meaning and are thus an important vehicle to demonstrate learning and
knowledge.
 Validate and give credit for student work using a mix of English and the home
language(s).
 Invite students to draft/complete work in languages other than English. This may be
accompanied by a summary or reflection in English, so the teacher can access and give
feedback.
Distinguishing between assessment of academic language development and assessment of
content knowledge (in all of the students’ languages) will assure culturally and
linguistically responsive grading.
 Use two different assessment tools for a single student work product – one to examine
demonstration of content and another to give feedback and support on language use.
 Separate language from content objectives in rubrics.
Grading for English Learners will occur with collaboration between EL teachers and general
education teachers which will allow for more equitable assessment of English Learners’ work.
EL teachers will communicate with general education teachers weekly to ensure that instruction
is differentiated and accommodations are made to best meet EL students’ needs.

Recommended Actions to Support the Assessment of Multilingual Learners

Develop digital student portfolios to document content and language development over
time.
 Students and families collect/self-select writing samples, recordings of themselves
speaking and explaining an idea in home language and/or English, photos of artistic
projects, science projects, posters, and diagrams.
Provide synchronous activities
 EL teachers will provide live instruction and pre-recorded lessons to small groups.
o Elementary EL Teachers will provide 140 minutes of daily synchronous activities.
o Middle School EL Teacher(s) will provide 100 minutes of daily synchronous
activities.
 100 minutes of daily synchronous activities (5 sections x 20 minute
periods) and 40 minutes of daily office hours.
 EL teachers will collaborate with general education teachers regarding when EL
instruction will be provided to EL students within their schedule.

Create authentic assessments based on actual experience and in current context.

 Social studies and language arts students could conduct family interviews to gather
historical information about their families’ experiences guided by a rubric or checklist of
elements.
 Recognize the value of learning communicated/demonstrated in ANY language. Even if
we can’t understand or read the language, there is intrinsic value in the student expressing
it.
Utilize more general learning and language rubrics.
 A general writing rubric can be used across grade levels and content areas.
 Provide options of multiple tasks or projects for students to meet the unit objectives.
 Describe criteria broadly so that it can be demonstrated in multiple ways.
 Use flexible structures and rubrics that allow for a huge variety of experiences and
resources. Rubrics do not have to be task or language-specific.

Place student reflection and self-assessment at the center of feedback.

 Students have a personal journal/learning log/interactive learning log with dated entries
to document their learning, impressions, and feelings during remote learning
Establish community among staff and between staff, students/ families, and peer-to-peer
groups.
 The emphasis should be on documenting and processing learning, reflection, and self-
evaluation.
 Teachers can guide, collaborate on rubrics or criteria, and offer feedback.
Use assessment practices that promote engagement and let students know that they are
heard.
 Students can create bilingual books, family interviews, journaling, learning logs, identity
text creation.
 Students should be offered multiple modalities and means for expressing/demonstrating
learning.
o It is important to give students the opportunity and freedom to show what they
know in content areas in multiple ways (projects, products, and performances).
 Palos South Middle School Remote Learning Schedule – 8:05 A.M. to 2:40 P.M
Subject Area Remote Learning Time
Direct Instruction During Periods 1-8
Check Schoology for Announcements 8:05 A.M. – 8:15 A.M.
Period 1 8:15 A.M. – 8:35 A.M.
Period 2 8:40 A.M. – 9:00 A.M.
Period 3 9:05 A.M. – 9:25 A.M.
Period 4 9:30 A.M. – 9:50 A.M.
Period 5 9:55 A.M. – 10:15 A.M.
Period 6 10:20 A.M. – 10:40 A.M.
Period 7 10:45 A.M. – 11:05 A.M.
Period 8 11:10 A.M. – 11:30 A.M.
Lunch 11:30 A.M. – 12:00 P.M.
Period 9: Social Studies/Specials Instructional Support via Zoom & 12:00 P.M. – 12:40 P.M.
Asynchronous Learning
Period 10: Science Instructional Support via Zoom & Asynchronous Learning 12:40 P.M. – 1:20 P.M.
Period 11: ELA Instructional Support via Zoom & Asynchronous Learning 1:20 P.M. – 2:00 P.M.
Period 12: Math Instructional Support via Zoom & Asynchronous Learning 2:00 P.M. – 2:40 P.M.

*During periods 9-12, students are engaged in asynchronous activities in reading, math, science, and
social studies, along with specials, interventions, and the opportunity to meet with core academic
teachers for additional support.

Elementary Remote Learning Schedule – 9:00 A.M. to 3:25 P.M.

Subject Area Live Instructional Time Minutes
Announcements 9:00 A.M. – 9:10 A.M. (10)
SEL/Morning Meeting 9:10 A.M. – 9:30 A.M. 20
ELA/Reading via Zoom 9:30 A.M. – 10:10 A.M. 40
Math via Zoom 10:15 A.M. – 10:55 A.M. 40
Social Studies/Science via Zoom 11:00 A.M. – 11:40 A.M. 40
Lunch/Recess Break 11:40 A.M. – 12:10 P.M. (30)
*Students are engaged in asynchronous activities in reading, math, science, and/or social studies, along with
synchronous specials, interventions, and small group work. Teachers will send home specific afternoon schedules
for each classroom.
*12:10 P.M. – 3:25 P.M. 160
TOTAL Daily Minutes of Instruction 300