Remote learning students who are not keeping up with their peers will need to return to in-person classes, USD 257 board members decided Monday night.
The board approved a policy that gives administrators discretion to determine which students should be brought back. At a previous board meeting, building principals said about a third of remote learning students are struggling and might do better with in-person classes.
Lincoln Elementary Principal Andy Gottlob presented a list of three problem areas administrators and teachers had identified:
Some remote learners demonstrate a lack of interest or a total disengagement. They don’t attend Zoom sessions and don’t turn in assignments.
Some remote learners are not following teacher instructions.
Some remote students are not actively engaged during Zoom time.
Gottlob said some students don’t pay attention to the teacher or simply turn off the camera.
“It’s almost like that student who is being disruptive in class. They’re taking away opportunities for other students to learn,” Superintendent Stacey Fager said.
The problem seems to worsen with age, he said. Elementary schools have three teachers dedicated to remote learning but middle and high school teachers offer remote lessons in addition to their in-person classes. Parents also tend to be more engaged with younger students.
Educators at the local, state and federal level agree remote learning is not a sustainable model, Gottlob said. A review of student grades bears this out, he said. Most students perform better with in-person learning.
Many of the remote learning students are doing well and there are no plans to change the process for them. Rather, this would allow principals to force a student back in class if online learning isn’t working.
Lincoln had four students who needed to return to in-person classes, Gottlob said. He called the parents and two immediately agreed. It took a few more days to reach a third family, but they also agreed to send their child back to school. The fourth has not responded.
“It is our belief that some of these parents were waiting for us to make the decision to make it easier for them. They’re caught between a rock and a hard place,” Gottlob said. “With that being said, we’re doing a disservice if we don’t try to get these kids in school. They’re falling so far behind, they’re going to have a heck of a time getting caught up.”
Ideally, it will be as simple as calling a family and asking a student to return, Fager said. But for those who are reluctant, it helps to have the support of the board and a policy that gives principals the power to make those decisions, Fager said.
Korrine Wolken with the ANW Cooperative also spoke to board members about how remote learning affects students with special needs.
It can be very difficult for students, teachers and ANW staff when students switch back and forth between in-person and remote learning. Sometimes, that cannot be avoided because a student is isolated for exposure to someone with COVID-19.
But each change but must be carefully documented, which has resulted in numerous changes to Individualized Education Programs (IEPs). About 80 students in Iola have needed changes to their IEPS this year, she said.
