Wilmette Public Schools

Engage, Empower, Inspire

Remote Learning Expectations

Purpose

District 39 Remote Learning is designed to provide meaningful, manageable experiences that nurture strong, positive connections between students and teachers while emphasizing the most essential learning targets in each grade level or subject area. District 39 is not intended to nor cannot replace in-person learning that takes place in classroom settings

Participation and Attendance

All District 39 students from Early Childhood through Grade 8 are expected to participate in remote learning, if able. While we recognize the circumstances and situations for families may vary, we also understand the importance of keeping our students engaged in their learning at this time.

District 39 has changed its remote learning attendance reporting procedures as of April 27, 2020. Rather than requiring families to report daily student attendance, District 39 will presume students are present unless reported absent through one of our attendance phone lines. We have asked our teachers to continue to monitor student engagement and to work with students and families when a student is not participating as expected.

If your child is absent or otherwise unable to participate in remote learning, please call or email your child’s school nurse:

• Central Elementary School: Email Nurse Andrea Zito or call 847-512-6150
• Harper Elementary School: Email Nurse Valerie Morse or call 847-512-6250
• McKenzie Elementary School: Email Nurse Chris Sanchez or call 847-512-6350
• Romona Elementary School: Email Nurse Mary Ann Roche or call 847-512-6450
• Highcrest Middle School: Email Nurse Mary Mclone or call 847-512-6550
• Wilmette Junior High School: Email Nurse Mary Satkowski or call 847-512-6650

Synchronous and Asynchronous Learning Opportunities

In an effort to nurture strong positive connections between students and teachers, District 39 teachers and staff offer two types of remote learning experiences for students: synchronous and asynchronous learning.

This chart provides purposes for synchronous and asynchronous sessions. These are examples - not an exhaustive list.

Expectations for Peach, Green and Grey Days

Peach Days: Peach Days afford students and families a break from remote learning due to local holidays or district-wide non-instructional days. No remote learning will take place during Peach Days.

Green Days: Green Days are student/teacher work days with synchronous and asynchronous learning.

Grey Days: On Grey Days, Remote Learning is provided without scheduled asynchronous meetings. This is a student and a teacher work day. 

Grey Day Expectations for Grades K-4

• Teachers will communicate with families and students the asynchronous Grey Day Social Studies or Science Lesson and supplemental learning, practice and enrichment activities. Additionally, students will be offered optional independent tasks which may include a few choices such as projects/service learning, time to complete any unfinished Green Day assignments, and enrichment activities in content areas, movement breaks, mindfulness, physical activity, and more. Teachers will maintain office hours on Grey Days and be available to answer questions.
• Students will engage in videos and assignments shared by their teachers, including the asynchronous Grey Day Social Studies or Science lessons. Additionally, optional independent tasks may be completed. These options may include choices such as projects/service learning, time to complete any unfinished Green Day assignments from classroom and related arts teachers, and enrichment activities in content areas, movement breaks, mindfulness, physical activity, and more. They will submit completed assignments or tasks to their teachers following the directions provided.
• Parents may support their students by setting a scheduled time and location for students to work.
  • Green Day Questions: Teachers will maintain office hours so students may email them about Green Days.
  • Grey Day Questions: A Coordinator will answer questions submitted to [email protected].

Grey Day Expectations for Grades 5-8

• Teachers will assign asynchronous learning activities for students to work independently during the grey day. Each class will have an independent assignment. Options for learning on this day include longer project-based activities, completion of unfinished work from the previous week, enrichment activities, or service learning projects. Teachers will maintain office hours on Grey Days.
• Students will engage independently with the assignments posted by their teachers. If there are questions on assignments, they should email the assigning teacher. Students should keep a list of the assignments on the Grey Day, and use it as a checklist to keep track of what has been completed. Teachers will maintain office hours on Grey Days so students may email them with questions.
• Parents may support their students on Grey Days by helping to organize assignments and create a plan or schedule for accomplishing the assigned work. In addition to a schedule for work completion, setting a location for student work is helpful. Teachers will maintain office hours on Grey Days so students may email them with questions.

Student Workload Guidelines