Remote Learning Guidance

control. Where possible, the content from remote learning should be made up after the transition
back to regular in-person school attendance resumes (summer school, August school, other).
Assessment is ongoing and related to student learning and growth. The advisory group, in
collaboration with ISBE, states that flexibility and responsiveness to our students’ needs are
incumbent upon the grading of student learning during this new remote learning context.
Remote student learning during this pandemic may be formatively assessed (where possible
and practical). We acknowledge that it may need to be assessed during the transition back to
in-person instruction. Remote learning is designed to support student learning and continuity of
education. Grading is feedback and communication in a snapshot of time to students and
parents. The aim, emphasis, and focus for schoolwork assigned, reviewed, and completed
during remote learning is on learning, not on compliance.
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
remediation period.
In this Recommendation document, each of the specific grade band sections and special area
sections includes commentary, suggestions, and recommendations for different age bands or
student designations (e.g., grades 1-2, grades 3-5, middle school grades 6-8, special education,
multilingual students, high school grades 9-12, and birth through age 5 preschool).
20