Matteson School District 162 E-Learning Plan
Section 10-20.56(c) of the School Code requires an e-learning program contain “provisions designed to reasonably and practicably accomplish” certain goals. These goals and tasks are described below.
1. Ensure and verify at least 5 clock hours of instruction or school work for each student participating in an e-learning day.
- Matteson School District 162 e-learning clock hours are based on the attendance data collected through a Google Form and the student workflow submitted through our learning management system Google Classroom.
- The means to track student attendance and participation requires students to open a Google Form for each classroom teacher and to submit the form. The data will be used for attendance purposes. Students will be required to “check in” to all classes by 11:00 a.m.
- Teachers can use the data from the form submitted by the student and enter the attendance information in our student management system (SMS) PowerSchool. Teachers will have until 2:00 p.m. to submit their class attendance for the e-learning day, which is consistent with daily attendance submission on a regular school day.
- Students who have limited or no internet connectivity at home will be provided a printed packet with similar content as the digital assignments. Students must turn in this packet to the homeroom teacher the next day that school is in session. Teachers will mark the attendance for all students who turn in a completed packet.
2. To ensure access from home or other appropriate remote facility for all students participating, including computers, the internet, and other forms of electronic communication that must be utilized in the proposed system.
- Students have been using mobile digital devices in our classrooms for the past five years and have utilized the Google Classroom as part of their normal instructional day.
- Matteson School District 162 will provide a list of public locations that have free Internet access. The District will apply to partner with vendors and/or foundations for a mobile device with hot-spot capabilities for all District students for the 2020-2021 school year.
- By utilizing Google Classroom, email, and our district website, students are familiar with the digital environment and expectations associated with success in an e-learning environment.
- Teachers have been provided their own district-issued device and passed a device proficiency course as an accountability measure to support students in a digital environment.
- Students who have limited or no internet connectivity at home will be provided a printed packet with similar content as the digital assignments.
- An E-Learning webpage will post all links for the digital content by grade level and printed packets will be available for download by 9:00 a.m. on e-learning days.
3. To ensure appropriate learning opportunities for students with special needs.
- Students with special needs receive their assignments either through Google Classroom or via a printed packet aligned with each student’s IEP goals.
- Students are reminded by the teachers about the process and expectations.
- Information about the process and expectations is mailed home in advance.
- Students also have access to their case managers via email, Google Classroom, and other digital communication platforms to report any issues or to request additional support.
- Student attendance and accountability are determined by the agreed upon process established by the teacher and parent. This can be a voicemail, email, or other communication acceptable to fulfill the attendance requirement.
- Parents of students with medical needs or questions can contact the school Principal via email.
4. To monitor and verify each student’s electronic participation (and academic engagement).
- Student activity, attendance, time on task, and submission of work is tracked by the data analytics and usage reports housed in Google Classroom, and the attendance platform, Google Forms.
- Teachers will contact each parent/guardian or student via phone, email, or Google Classroom during the e-learning school day to ensure engagement.
- Students who have limited or no internet connectivity at home and who are provided a printed packet with similar content as the digital assignments must turn in this packet to the homeroom teacher the next day that school is in session. Teachers will mark the attendance for all students who turn in a completed packet when students return to school.
5. To address the extent to which student participation is within the student’s control as to the time, pace, and means of learning.
- In the event of an e-learning day, teachers will have until 9:00 a.m. on the morning of the e-learning day to post their lesson/assignment. This agreement was reached in collaboration with the Matteson Education Association (MEA).
- Students are required to “check in” by 11:00 a.m. on an e-learning day. This allows staff the ability to review the attendance before submitting on PowerSchool by 2:00 p.m.
- Students are provided the flexibility to complete the work for each subject. Staff are asked to provide a three day grace period for students to submit work if any connectivity or other issues arise.
- Students have access to online text and resources purchased by the district which provide the instructional support, rigor, and ensure that e-learning days mirror the expectations of a normal instructional day.
- Students who are unable to participate electronically will be able to participate utilizing the paper packets distributed. Their attendance will be noted when the completed packet is returned.
6. To provide effective notice to students and their parents/guardians of the use of particular days for e-learning.
- When e-learning days are announced, the same communication protocols announcing a “snow day” will be used. This includes automated calls, posted messages on the District website, the district mobile app, and news stations.
7. To provide staff and students with adequate training for e-learning days’ participation.
- Teachers with district issued devices have passed a proficiency course demonstrating they possess the knowledge to use such a device to support students in a digital environment.
- Teachers have been provided Professional Development for the following: Google Classroom, PowerSchool, Pearson Realize, and any other digital platform needed during an e-learning day.
- Teachers were provided Professional Development on how to convert lessons into e-learning lessons.
- Tech coaches created step-by-step directions to support items b and c stated above.
8. To ensure an opportunity for any collective bargaining negotiations with representatives of the school district’s employees that would be legally required.
- The e-learning proposal and all of its components have been reviewed, discussed, vetted, and agreed to by the district’s collective bargaining unit (MEA).
9. To review and revise the program as implemented to address difficulties confronted.
- In order to efficiently manage and implement an e-learning day, the following actions will provide the information needed to review or revise the program:
- Student, parent, and staff surveys
- Administration surveys
- Attendance reports from e-learning days
b. All teachers and PEL support staff are provided a District 162 owned laptop computer. Our student database is web-based and all have been able to access without any difficulty. Teachers and PEL support staff have stated that electronic communication with students is not a barrier to implementing e-Learning.
10. Ensure that the protocol regarding general expectations and responsibilities of the program is communicated to teachers, staff, and students at least 30 days prior to utilizing an e-learning day.
- Communication, ongoing Professional Development, and e-learning expectations are provided during staff meetings on the first Tuesday of the month during the first semester of the school year.