Schools; allowing a school district or charter school to include virtual days in its school year policy; providing reasons for virtual days. Effective date. Emergency.
If passed into law, SB1768 will modify the current structure of how instructional days are counted in Oklahoma schools. It will ensure that virtual instruction can be incorporated more systematically into the school year. The legislation comes with stipulations wherein if a district uses virtual instruction, it must notify the State Department of Education within a specified timeframe, and the department will audit records to ensure compliance. This could cultivate a more resilient education system capable of adapting to emergencies without compromising the instructional integrity.
Senate Bill 1768 aims to amend existing education policies in Oklahoma by allowing school districts and charter schools to include a certain number of virtual days in their school year policy. Specifically, the bill allows for up to ten scheduled or unscheduled virtual days each year, to be used for legitimate reasons such as inclement weather, staff shortages, or maintenance issues. This change is intended to provide flexibility for educational institutions while still ensuring that students receive necessary instruction during unforeseen circumstances.
The discussion surrounding SB1768 has been largely supportive, with many educators and administrators recognizing the need for flexible teaching methods, especially due to challenges faced in recent years concerning health and weather-related closures. However, there are concerns regarding digital equity and ensuring that all students have access to the internet and necessary technology to participate in virtual learning effectively.
There are notable points of contention related to the bill, particularly regarding the adequacy of infrastructure to support virtual instruction and the potential impact on student learning. Critics argue that students without reliable internet access could fall behind and that the effectiveness of virtual learning may not match in-person instruction. Furthermore, the requirement for districts to document and report on their use of virtual instruction could impose additional administrative burdens.