Board of Education Meeting

Date / Time April 27, 2026 6:30 pm - 9:00 pm

Where 

Oswego East High School, 1525 Harvey Rd, Oswego, IL 60543, USA; Community Room

Map

Hello parents, students, workers, and fellow members of the sd308 district. I, alongside many other students in our district, face challenges that hinder our ability to truly learn and excel in traditional classroom learning environments. These challenges may include physical or mental health issues, learning disabilities, or other personal circumstances that require a more flexible approach to education. The availability of online courses within the SD308 school district have provided these students, and friends-even family that are close to me the opportunity to excel, and genuinely learn according to their unique learning needs, allowing them to truly grasp and absorb knowledge on a self paced, after school, online learning digital workspace, coming in for tests and to check in with their assigned teacher.

However, unfortunately the recent decision for the district's following school year to strip away access to most online courses is a step backward for inclusivity and educational equity. This decision ignores the diverse needs of students like us who require alternative learning formats to thrive academically. In recent years, the importance of online learning has become increasingly evident, offering a chance to many students who struggle in traditional settings to actually learn, and enjoy their studies. *Research has shown over and over that online education can lead to improved outcomes for students who need a more personalized approach, catering to their strengths and allowing them to learn at their own pace.

Reinstating online courses is not just a matter of convenience and giving away “free passes”, but providing equal educational opportunities to all students in the SD308 district. We believe that offering a hybrid model of education, which includes both in-person and online options, will enhance the overall academic experience and success of our student community. Other school districts have successfully implemented such models, and the positive results are evident in improved student engagement and achievement.

The availability of online learning should be seen as a support, not a privilege reserved only for students who have already failed. If anything, it should be used to help students succeed earlier, before they fall behind. A flexible option can keep more students on track, reduce stress, and help them stay engaged in school instead of giving up or falling through the cracks.

While we do understand that with recent budget cuts for the district, the board might be stressed on how to cover finances, with explains the absence of all the previous summer courses. But the justification for stripping away these online courses for future students is unjust, no physical classroom space is needed, the absence of additional transportation is a huge cost saver, and these online courses are easily scaled with the platforms and teachers already there. From my own research, these after school programs are highly cost and time effective options for both teachers and students, even looking at it as as purely financial–after school programs are an amazing option to have in our district.

While I understand that after working in this area for so many years, everything begins to look like numbers and all pure financial analytics, but us students need to be thought of as individuals and people with futures that genuinely benefit from these accommodations, not just a one size fits all classroom.

We urge the SD308 school district to reconsider its decision and reinstate online courses. Let us work together to foster an inclusive and supportive educational environment where every student has the chance to succeed regardless of their personal circumstances.

Please sign this petition to help us bring back accessible online education for all students in the SD308 district.

1. 
   Graves, Laura, et al. “Asynchronous Online Access as an Accommodation on Students with Learning Disabilities and/or Attention-Defi Cit Hyperactivity Disorders in Postsecondary STEM Courses.” Journal of Postsecondary Education and Disability-study found that students that that suffered with mental disorders affecting their atention highly benefited from self-paced / asynchronous online coursework.
2. Terras, Katherine. “Comparing Disability Accommodations in Online Courses: A Cross-Classification”-Demonstrated how students with disabilities in online courses were generally successful and often self-accommodated, but those with ADHD were the most affected by their disability, showing the need for more individualized support in online learning.
3. Barry, Tammy DeShazo, et al. “Academic Underachievement and Attention-Deficit/Hyperactivity Disorder.” Journal of School Psychology, vol. 40, no. 3, May 2002 AND Sibley, Margaret H., et al. “Academic Impairment among High School Students with ADHD: The Role of Motivation and Goal-Directed Executive Functions.” Journal of School Psychology- These two research studies highlight how those with ADHD face academic underachievement largely because of how they function, differing from their peers. These disorders affect student’s everyday lives, from things such as planning, sustaining attention, and goal management. These challenges consistently lead to lower grades and school performance, just goes to show how the average in school classroom fails to accommodate to students, having the fault in their structure, unable to meet their needs and that more flexible learning options are necessary.
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