Remote Learning Guidance

High School (9th - 12th Grade)
Instruction
Remote learning offers many possibilities to consider, but student engagement can be easily
compromised by the lack of face-to-face interaction. These recommendations specifically focus
on placing student needs first. Learning opportunities should offer authentic opportunities to
help students stay engaged and connected to instructors and learning. The focus should be on
the continuity of learning and creating learning environments that are inclusive of all learners
and careful not to amplify existing inequities in communities we serve.
Maintaining continuous learning environments requires thinking holistically about meeting
students’ educational needs in the broadest sense. One common frame of thought is making
sure inclusiveness and equity are at the forefront of decision-making. Continuity requires
consistency and collaborative interactions for all stakeholders (students, instructors, family
members, parent family liaisons, and administrators, for example).
As administrators consider how to implement remote learning for their respective schools,
existing resources must be taken into account:
• Consider what resources can be leveraged or salvaged for a less expensive and more
efficient transition to remote learning. This includes, but is not limited to:
o Media Center resources/hardware
o Internet availability
o Licensing agreements
o Group/classroom platforms
• Using available resources, such as:
o Newspapers, hard copies of readings, and handouts
o Textbooks and workbooks
o Supplemental materials that have been used on a regular basis within the class
Maintaining Consistency
• Utilize common technology within districts that is flexible enough to support a variety of
purposes (such as document creation, internet research, and online virtual meetings).
• Decide on common learning platforms within the district.
• Consider transferring essential learning outcomes from on-campus to continuous
learning environments.
• Provide hard copy, non-technology-dependent resources to students, as needed.
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