Remote Learning Guidance

o Breaks between courses are recommended.
o Time frames need to be manageable for the meeting times of all parties.
• Working hours for the instructors(s) should be directly and clearly communicated to
students and parents prior to the beginning of the coursework.
• Instructors can consider multiple platforms of delivery:
o Free or district-provided platforms approved by school district.
o Those without access to the internet may use phone apps.
o Professional Learning Communities should use time outside of these set times to
coordinate learning for all parties at all levels (mainstream, EL, special education, at
risk, low literacy).
• Flexible time frames that allow for high school students who may be in charge of
younger children or may be working long hours to provide for their families.
Key variables to keep in mind when planning lessons considering students may have:
• Multiple classes
• Other responsibilities
• Personal or family illness
• Limited access to devices and internet
• Difficulty focusing due to added stress and possible trauma related to the current everchanging
situation
• Limited English language support from family members at home
• Different schedules of students/instructors/schools/break/holidays/work
Content and Delivery
• Districts should consider whether new content will be covered or if students would be
best served by a review of the content already delivered. If delivery of new material is
determined to be in the best interest of students:
o Cannot be required to master and cannot be penalized for failure to master the
new content
o Instructors should determine the essential learning skills/standards needed for
success in the sequential coursework and/or to meet postsecondary goals.
• Materials should be available both online and offline to ensure equity. Activities should
be consistent to the fullest extent possible. If hard copies are distributed to students,
care should be taken to avoid transferring the virus via those materials.
• A clear and consistent communication plan should be created to ensure that
parents/guardians are partners in this process. Try to utilize the communication channels
currently in place for your school/district:
o Communicate with parents and students via text message or phone call.
o Many bilingual families use encrypted texting apps as their primary messaging
service. Parent liaisons and bilingual teaching assistants can be a huge help in
communicating with families.
o Groups can be an effective means to communicate with our students, parents,
and guardians.
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