Remote Learning Guidance

Learning targets should be focused and intentional during the remote learning period and reflect
the highest priorities at that grade level.
Options and Opportunities
The advisory group recommends that the “grades and assessments” used during the remote
learning period reflect learning and growth. This includes using normed, local, and/or teacher
generated assessments upon return to school as well as during the remote learning period, if
possible and practical.
A transition re-entry period between remote learning and the return to typical school schedules
should be considered and developed prior to learning and assessment.
It is recommended that student social-emotional well-being be the priority as students re-enter
school following the remote learning period. Connections and relationships should be
established prior to engaging in any form of rigorous testing or assessment schedule.
Districts should prepare for potential gaps in student learning and understanding and plan
accordingly to support student acquisition of these skills upon return back to school.
Parent Communication
Districts should deploy varied tools to communicate grading practices and expectations. The
priority for parents during the remote learning period is safety, health, and well-being. Schools
and families can partner to keep children emotionally and physically safe, fed, and engaged in
learning.
It is not the intention of remote learning for parents to become the sole provider of educational
content, but schools will rely on their support. With a strong partnership between homes and
schools, we can keep students progressing forward during an unprecedented time.
Districts should consider modes of parent communication that best meet the population and
demographics of the schools and families they serve. This may include phone calls, emails,
video updates, social media posts, news updates, etc.
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