Director of Junior High School Education Shannon Lueders presented the Oswego School District 308 Board of Education with a look at what fully remote learning would look like, if schools are mandated to return to that style of learning during the COVID-19 pandemic during the July 21 meeting of the board.
Director of Junior High School Education Shannon Lueders presented the Oswego School District 308 Board of Education with a look at what fully remote learning would look like, if schools are mandated to return to that style of learning during the COVID-19 pandemic during the July 21 meeting of the board.

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STORY UPDATED AT 2:30 P.M. SATURDAY, AUG. 1

"Remote Learning 2.0," Oswego School District 308's updated remote learning plan, will offer increased time and interaction with teachers along with daily learning activities, assignments and assessments.

The plan, updated from what the district utilized in the spring 2020 semester, was presented to the Board of Education during a special meeting Tuesday, July 21, at Oswego East High School.

Superintendent Dr. John Sparlin announced Saturday, Aug. 1, he is recommending the district begin the new school year remotely under the plan.

According to the plan, daily attendance will be taken for all students. Students will participate in daily learning activities, assignments and assessments, with increased interaction through live sessions with teachers.

Grades will be assigned to work and assessments, and will impact the student's grade in class.

The plan also features schedules for each grade level in the district, with the elementary school and junior high school day lasting from 8 a.m. until 3 p.m., and the high school day lasting from 7:15 a.m. until 3 p.m., mimicking the length of a school day as best as possible, according to the plan.

Students in early childhood education will participate in daily, virtual-live instruction sessions, dubbed "Go Live." A weekly session for students would include daily live social-emotional learning lessons, daily small or whole group sessions led by a teacher, sessions for all students pre-recorded by a teacher, as well as live small group sessions three times a week with a teacher assistant and related service sessions that would either be live or pre-recorded.

Early childhood students would have AM or PM sessions with two breaks per session. AM sessions would last from 9 a.m. until 11:15 a.m., and PM sessions would last from 12:45 p.m. to 3 p.m.

Students at elementary, junior high and high school grade levels would each participate in four days of virtual-live "Go Live!" instruction, and one day of Google Classroom learning.

In the morning, elementary school students will participate in live sessions for the Pledge of Allegiance, morning meetings, social-emotional learning, English Language Arts/Social Studies, Math, Science and special classes like music and art. Students will also engage in video sessions for English Language Arts/Social Studies, Math and special classes in the morning. In the afternoon, students will participate in live small group sessions that will be focused on reteaching or teacher support for specific skills.

Junior high students will also participate in four days of virtual live instruction with one day of Google Classroom learning. The junior high schedule would have two possible options: a nine-period day mimicking the typical school day, and a shortened six-period day based on the district's current in-person learning plan. If the district chose the nine-period option, it would have to remain for an entire semester, because switching to the shortened six-period day would take "an absolute rebuilding of our master schedule," according to Director of Junior High Education Shannon Lueders.

The six-period day, Lueders said, gives the district more flexibility to transition between remote and in-person learning, if a change is required during the semester.

High school students will have an eight-period day, similar to the normal school day, with a five minute break between classes. Class periods would be 40 minutes long, and would feature a support period at the end of the day for students who may need additional help or assistance.

The plan also contains guidelines of expectations for behavior and performance for students, parents and staff.

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