The information contained in this document relate only to COVID-19 mandated school closures.
The Illinois State Board of Education (ISBE) provided all public schools with essential grading recommendations during remote learning school closures. Peoria Public Schools is implementing the recommendations through the information provided in this document.
The overarching recommendations include a focus on learning and not compliance, staying connected with students and families, providing for alternative methods to assess learning, and finally, all procedures are based on the principle of doing no educational harm to any child. This means that all learning will be assessed by the teacher(s) as meaningful feedback to students.
Overarching Key Guidelines for Peoria Public Schools (K-12)
- Students' grades must not be negatively impacted (lowered) during the duration of the remote learning mandate. Therefore, the grades documented on March 16th, will be maintained unless the student demonstrates improvement in the class.
- All students will have the opportunity to redo, make up, show progress, or attempt to complete work assigned prior to the remote learning days and during remote learning days. Teachers will work with students to help them understand what options are available.
- Teachers will maintain regular communication with family members to provide feedback for learning.
- Teachers will work with families to document skills through a variety of activities.
- Summer school may be an option for students to improve their grade or remove an incomplete. Other options may be available. A satisfactory “S” will be issued in place of the incomplete.
- Special Education extended school year (ESY) information will be updated following ISBE guidance.
- Teachers will monitor progress on web-based programs.
- Support staff will provide focused effort to engage students who are appearing to be leading to an incomplete rating.
Grades K-4 Grading
The emphasis will be on student progress in key math and literacy standards for the grade level.
- For grades K-4, students who engage in remote learning will receive an * (asterisk) to signify engagement during the remote learning time, or I (incomplete) for no engagement.
- For grades K-4, students will receive an S (for work recorded as *) or I (incomplete) as recorded grades for final 4thquarter grade.
- Students with an incomplete will be assessed in the fall to determine if additional supports might be necessary.
The emphasis on learning will be to recoup, review, refine, and finish the year. The main focus will be on prerequisite skills required for the next school year. Multiple pieces of evidence of learning will be used to monitor progress and development.
The focus of high school remote learning will be on the continuity of learning and creating environments inclusive of all learners. A review of content will occur in some situations while new content will be provided in other situations. New information will have flexible pacing, being mindful that a student cannot be penalized for failure to master new content. Dual Credit has separate guidance that is specific to that program.
- During 4th quarter remote learning, students will receive A, B, C, D (earned grades).
- When determining 4th quarter grade for each student, there will be three options:
- Students will receive 4th quarter grade if grade improved from 3rd quarter due to 4th quarter work (A, B, C, D).
- Students will receive 3rd quarter grade (A, B, C, D) if work from remote learning did not improve 4th quarter grade.
- Students will receive an I (incomplete) if they have an F in 3rd quarter and did not complete work in 4th
- For grades 9-12, students who have an incomplete or D will have an opportunity to improve their grade(s) to S after remote learning concludes through summer school credit recovery, prior to start of 2020-21 school year.
Special Education (K-12th grade)
The emphasis to assess progress for special education students that is focused on student progress and learning on their IEP goals and objectives. The priority is to assess in a manner that supports motivation and participation in remote learning.
- Maintain regular communication with family members to provide feedback.
- Evidence of learning examples may mirror grade level expectations when appropriate, but must also include a focus of learning on IEP goals and objectives.
- Monitor progress of IEP objectives through web-based programs, student work samples, or other appropriate strategies.
- Focused effort with support staff to engage students who are trending incomplete.
- Maintain collaboration among case managers, service providers, and general education staff when providing services, accommodations, and assessments/grades.
- Special Education students will follow the same grading guidelines for your child’s grade level as listed above for general education. However, if your child’s classroom utilizes S (satisfactory) and U (unsatisfactory) during the course of the regular school year, they will follow the guidelines below:
- Students who engage in remote learning will receive an * (asterisk) to signify engagement or I (incomplete) for no engagement.