Remote Learning Guidance

flexibility timed, and it may or may not involve technology. It cannot be assumed that every
family or every student has access to the necessary devices and appropriate internet
connection at their home. In many cases, students categorized as “at risk” by schools are the
ones without access to devices or reliable internet. Local Education Agencies (LEAs) should
investigate the technological landscape of the community and determine what type of remote
learning makes logical sense in the context. Real-time, technology-infused remote learning may
be appropriate for District A, while flexibly timed instruction without technology is the right choice
for District B. District C might find that a plan including a blend of real-time, flexibly timed,
technological, and non-technological options is the best fit for its students and families.
We recognize these recommendations may need further refinement as districts across the state
seek to implement remote learning and respond to a fluid situation. While the parameters of
what is set forth in this document will not change, ISBE commits to providing further clarification,
examples of innovation and success, and suggestions regarding additional resources.
Essential Instructional Recommendations
We strongly encourage:
• 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 ageappropriate
thresholds presented on page 17
• Selecting content for remote learning that is aligned to standards, relevant, and
appropriate for each student
• 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 should focus on the continuation of learning and prioritize the connectedness
and care for students and staff. 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 the remote learning period in that time frame. A focus on keeping children emotionally
and physically safe, fed, and engaged in learning should be our first priority during this
unprecedented time.
• Local districts should develop alternate methods of assessment for career and technical
education course work, where appropriate, including use of video, electronic submission,
etc.
• Dual credit policies should be developed in conjunction with partner institutions
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