Remote Learning Guidance

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GradingAll directives from the U.S. Department of Education for students with disabilities should befollowed in relation to the school closure for COVID-19.The IEP team must convene before any changes to students’ IEP required assessments and/orgrading policies are made for the duration of the school closure.Options and OpportunitiesIt is important to note that districts should have local control in guiding staff to meet the needs oftheir school community and students’ IEP needs.Alternative Grading/Assessment SuggestionsWhen grading/assessing student work, it is important to note the priority is to assess in amanner that supports motivation and participation in remote learning. The assessments orgrading should not be punitive in any manner.Every effort should be made for collaboration between case managers, service providers, andgeneral education staff when determining a summative grade for the quarter.Assessments should be as inclusive as possible. Suggestions for assessments and gradingpractices that most benefit students with disabilities include:• Rubrics• Standards-Based Grading• IEP Goals and Objectives-Based Grading• Competency-Based Grading• Evidenced-Based Grading• Portfolio-Based Grading• Contract/Negotiation-Based Grading (Effort to improve current assignment to raise lettergrade.)• Narrative Feedback for Video Observations or Family Anecdotal Reports• Narrative Feedback for Written Work or Projects• Pass/Incomplete (Although usually not recommended for students with disabilities, itmay be appropriate during school closures.)When developing individualized grading/assessment practices for students with disabilities, thefollowing factors should 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 learning33
• Student’s past performance• Current grades• Transition and postsecondary goals34
Page 1 and 2: REMOTE LEARNINGRECOMMENDATIONSDURIN
Page 3 and 4: flexibility timed, and it may or ma
Page 5 and 6: AcknowledgementsIt is with deep gra
Page 7 and 8: Table of ContentsExecutive Summary
Page 9 and 10: superintendents, and regional super
Page 11 and 12: • Students who are caretakers for
Page 13 and 14: Health and WellnessThe health and w
Page 15 and 16: priority of the district. Districts
Page 17 and 18: Digital Remote Learning• If digit
Page 19 and 20: ●●Practice anotherlanguageInven
Page 21 and 22: control. Where possible, the conten
Page 23 and 24: Oral Language UseInstructional acti
Page 25 and 26: Integrating Learning in Authentic W
Page 27 and 28: members who can share information a
Page 29 and 30: Recommended Actions to Support the
Page 31 and 32: Special Education and Related Servi
Page 33: Instruction• Identify realistic,
Page 37 and 38: Leadership Recommendations• Less
Page 39 and 40: SuggestedLanguage Artsin All Langua
Page 41 and 42: GradingAssessment at the birth thro
Page 43 and 44: Elementary School (3rd -5th Grade)I
Page 45 and 46: Learning targets should be focused
Page 47 and 48: Content and Delivery• All student
Page 49 and 50: Competency-Based• A district alre
Page 51 and 52: High School (9th - 12th Grade)Instr
Page 53 and 54: o Breaks between courses are recomm
Page 55 and 56: Dual CreditThe Illinois Board of Hi
Page 57 and 58: Content AreasSpecials (Art/Music/Me
Page 59 and 60: ConclusionThe following purpose is
Page 61: Muñoz, M. A., & Guskey, T. R. (201

Remote Learning Guidance

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