distance learning plan template for school districtsblended learning applications i. completion of...

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Distance Learning Plan Template for School Districts

On June 24, 2020, Governor Ducey issued Executive Order 2020-41 Prioritizing Kids and Schools During COVID-19 regarding the reopening of

schools for school year 2020-2021. As part of the Executive Order, all public schools may submit a Distance Learning Plan (DLP) to receive the

flexibility to offer distance learning options for students without an approved Arizona Online Instruction (AOI) program for the 2020-2021 school

year. School districts are required to submit a DLP to the Arizona Department of Education (ADE) prior to implementing distance learning. School

districts may begin operating their DLP upon submission of the plan to ADE. Charter schools are required to use the template provided by the

Arizona State Board for Charter Schools (ASBCS) and must submit their DLP as specified in communications from ASBCS and each charter

holder’s assigned Education Program Manager.

School Districts may make revisions to improve their DLP at any time, but must submit those changes to the ADE within 10 business days of any

substantive revision. School districts should contact the ADE at [email protected] to revise their DLP.

A school district that has been approved to operate an AOI but plans to operate distance learning for students enrolled in a brick and mortar

school must submit a DLP prior to beginning operations. School districts are required to submit a DLP to be eligible for the Governor’s

Enrollment Stability Grant Program.

Instructions A school district that wishes to provide distance learning under Executive Order 2020-41 must create a DLP using this template, provided by the

ADE. School districts not utilizing the appropriate template will be required to revise and resubmit their plans. Plans not submitted in the

template must wait to begin DL instruction until the plan is submitted in the approved template. The template is a Word document that must be

completed in its entirety and submitted via email to [email protected], as specified in communications from ADE.

In the sections found on pages 3-5, a school district will populate background information regarding school district and school information,

including basic information about each school district’s overall plan and intended number of instructional days.

Most areas of the DLP will be completed by breaking processes into discreet, sequential action steps that answer the questions of what, who,

when, and how. The action steps require the school district to name the action, indicate who is responsible for the action, provide the frequency

and/or timing of the action, and identify what evidence will exist to show that the step has been/is being completed. Areas should include

multiple action steps in order to demonstrate that the school district has a “detailed plan” to “provide substantive distance learning”, as

required by the Executive Order. An example of a set of action steps for an area is below:

mailto:[email protected]


Distance Learning Plan Template 2020-2021

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The example above is not intended to demonstrate that these are specific action steps a school district should use, nor that this is the best or

most appropriate number of action steps. Rather, it is provided as guidance to show the manner in which the template is to be completed.

Other areas of the template will require the school district to check boxes to indicate specific tasks, strategies, or resources to be used for

different stakeholders included in the distance learning process.


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School District Information

*School districts are only required to submit one DLP. If individual schools within a district are providing unique instructional programs, we encourage school

districts to incorporate that information into one DLP, as opposed to completing additional templates. Please contact [email protected] with any

questions.

School District Name ASU Preparatory Academy School District Entity ID

Representative authorized to submit the plan (This is the individual who will be contacted with questions about the plan)

Representative Telephone Number

Representative E-Mail Address

School Information

*In the chart, list the schools this plan applies to. Add rows as needed to account for all schools.

School Name Entity ID CTDS

ASU Preparatory Academy - Casa Grande High School

ASU Preparatory Academy - Polytechnic Elementary School

ASU Preparatory Academy - Polytechnic Middle School

ASU Preparatory Academy - Polytechnic High School

ASU Preparatory Academy - Phoenix Elementary School

ASU Preparatory Academy - Phoenix Middle School

ASU Preparatory Academy - Phoenix High School

ASU Preparatory Academy - South Phoenix Primary

ASU Preparatory Academy - South Phoenix Intermediate

ASU Preparatory Academy - South Phoenix High School



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Distance Learning Background Information

a. Number of Instructional Days (3.b)

Each school district shall operate for the required 180 days of instruction pursuant to Executive Order 2020-41 (3.b). An exception to this

requirement may be granted by the ADE, if the school intended to switch to a different schedule for the 2020-2021 school year. If ADE previously

approved the school to operate on a calendar that was not 180 days, but met the number of hours equal to 180 days of instruction, this provision

is still met, and no action is required.

Please note, pursuant to Executive Order 2020-44 the Arizona Department of Education (ADE) shall conduct an analysis of the need to waive the

number of school days that schools are required to provide schooling and the impact of such a waiver by August 31, 2020.

How many instructional days will the school district operate for School Year 2020-2021? 180 (except CG who will have 144 days)

How many instructional days did the school district operate for School Year 2019-2020? 180

b. Distance Learning Option (3.b)

Estimated Enrollment for FY 2021 3,341 Start Date for Distance Learning 08/17/2020

Estimated Number of Students Participating in Distance Learning for the Full Year

1,063

Estimated Number of Students Participating in Distance Learning for a Portion of the year

3,341

Please choose the option that indicates your proposed duration/plan for distance learning:

☐1. We intend to operate distance learning for the full year for all students.

☐2. We intend to operate distance learning until ________________ for all students.

☐3. We intend to operate distance learning only until the Governor allows schools to fully

reopen.

☐4. We intend to operate distance learning and use a hybrid approach once the Governor allows schools to fully reopen. Hybrid includes distance learning with students learning in the


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classroom on some days, and from home on other days (i.e. half of the students attend Mon/Wed and half of the students Tues/Thurs, half of the students come each week, etc.).

☒5. Other (Please explain below)

If you chose option 4 or 5 above, please provide a brief narrative explaining the details of the plan you will use:

Students will begin their learning virtually from the beginning of the school year (August 17) through quarter one (Mid-October). We will continue to reassess if this date needs to be extended given the guidance from the Governor’s Office, ADE, CDC, and our Mitigation Plan using public health benchmarks. Once we resume in-person teaching and learning we will offer students the opportunity to participate in-person, hybrid, or continue in the virtual environment.

Is the school district requiring students to do distance learning? Yes

If students are required to do distance learning, is the school district providing a physical location for students to go during the same hours of the day AND the same days throughout the week as it did in the FY2020 school year prior to the school closure?

Yes

*In the case of a statewide closure or delay of in-person instruction, the requirement to provide a physical location available for students is waived under the

Executive Order 2020-41 until the State permits in-person instruction. If due to a COVID-19 outbreak and pursuant to A.R.S. § 36-787, the Arizona Department of

Health Services directs a school to close temporarily in order to appropriately sanitize the facility, the requirement to provide a physical location available for

students is waived.

Attendance Tracking (1.a.i, 1.i) • Describe how the school district will track attendance for students attending remotely, whether full time or intermittently.

The description must include the specific measures that will be used to determine whether a student participating in DL will be reported

as present or absent on days when instruction does not take place in person. Attendance tracking may include methods such as:

▪ Communication with their teachers via telephone, ZOOM, MS Teams, or other digital meeting software.

▪ Student participation in a virtual meeting or classroom session (ZOOM, MS TEAMS, Google Meets, etc.)

▪ Daily assignments completed and submitted by the student.

▪ A parent attestation or documentation of time spent on educational activities.


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The school district is advised that the ADE will continue to issue guidance on the topic of attendance, and should closely monitor updated

information related to these expectations. Current guidance can be found here: https://www.azed.gov/finance/school-finance-guidance-for-

covid-19/

Action Step(s)

Person(s) Responsible Frequency and/or Timing Evidence of Implementation

1. Students will participate in both

synchronous and asynchronous

instruction each day. Track attendance

through many methods, including,

a. Log attendance through our

student information system,

Infinite Campus

b. Learning Management

System, Canvas, Assignment

Completion through the

following activities:

i. Canvas Assignment

Completion

ii. Canvas Discussion

Board

iii. Canvas Assessment

iv. Canvas Lesson

c. Teacher Communication

i. Zoom Meetings

ii. Voice calls through

Cisco Jabber and

Google Voice

iii. Email Conversations iv. Google Suite - chat

features through

google slides, docs,

and sheets

d. Live Lessons

1. Teacher

2. Parents and Students

1. Daily

2. Daily

1. Attendance Records

2. Attendance Records

https://www.azed.gov/finance/school-finance-guidance-for-covid-19/

https://www.azed.gov/finance/school-finance-guidance-for-covid-19/


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i. Participation in live

lesson opportunities

through Zoom

e. Blended Learning Applications

i. Completion of

assignments and

activities through web-

based applications,

such as but not limited

to: Nearpod, Google

Classroom, Canvas,

DreamBox, ALEKS,

etc.) 2. Parent Attestation: Parent and Student

attestation through the class period

check-in feature in our Student

Information System, Infinite Campus

a. Describe the efforts the school district will make to ensure all enrolled students are contacted and in communication on a regular basis.

Action Step(s)


1. All virtual students must check-

in through Infinite Campus

Portal by 8:25am each day

2. All teachers must take

attendance for first period by

8:35am each day

3. Office Staff/Administration

ensure all teachers have

marked attendance

4. Office Staff sends blast email

and robo call for students not

present by 8:25 in the morning

1. Students/Parents (trained with

procedure on how to use or SIS

Check-in feature)

2. All teachers trained on how to

take attendance for students

physically in-school and

virtually in school

3. Office Staff/Administration

ensure all teachers have taken

attendance

4. Site Admin and Attendance

Clerk/Receptionist

5. Office staff and Site admin

All reports and strategies are a daily occurrence to ensure students are present for both in-person and virtual instruction

All communication for absences will be logged in our student information system. For students that miss three or more consecutive absences, the extra communication from site administration will be logged in our student information. The Home Visits from administration on the sixth and ninth consecutive absence will also be logged in our student information system.


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5. Beginning at 9:30am, office

staff and administration begin

calling each individual family

that has not checked-in

virtually and showed physically

on campus

6. Office Staff/Site Administration

run consecutive absent report

each day

7. Home Visit on 6th and 9th

Consecutive Absence

8. Students will be dropped on

their 10th consecutive

unexcused absence

6. Site Admin and Office Staff

7. Additional call/email from

Admin to each student that

misses more than three

consecutive days of in-person

or virtual instruction

8. Site Admin will conduct a

home visit on the 6th

consecutive and 9th

consecutive absence

Teacher and Staff Expectations and Support (1.a.ii) a. Describe expectations of teachers and other staff working virtually.

Action Step(s)


1. ASU Prep developed and approved a comprehensive ‘Telecommuting for Immersion Employees Policy’ in March 2020 that was issued electronically to all employees. 2. ASU Prep’s ‘Telecommuting for Immersion Employees Policy’ was approved by ASU Prep’s Executive Cabinet for formal inclusion in our Employee Resource Guide of policies for the 2020-2021 academic year.

1. Executive Director of Human Capital 2. Executive Director of Human Capital

1. March 2020 2. August 2020

1. Electronic delivery to employees. 2. Electronic delivery of the Employee Resource Guide to all employees

b. Describe commitments on delivery of employee support services including but not limited to:

o Human resource policies and support for employees; and

o Regular communication from the administration.


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Action Step(s)


1. Human Capital and Business Services continue to provide all normal services to employees across ASU Prep, albeit in a remote fashion. 2. Human Capital consults with our Executive Leadership Team regarding any potential COVID exposures to our sites, in conjunction with Maricopa County Public Health Disease Reporting.

1. Executive Director of Human Capital 2. Managing Director, Head of Immersion Schools, and Executive Director of Human Capital

1. Daily 2. As needed when information is provided relative to COVID-19 exposure on campus.

1. Continued execution on all of our day-to-day responsibilities including benefits, payroll, purchasing and HR support. 2. A COVID questionnaire has been created for use by any employee who has potentially been exposed to COVID and may be eligible for Emergency Sick Leave.

c. Describe how professional development will be provided to employees.

Action Step(s)


Plan and execute Professional Development Sessions for New and Returning Teachers (Note: Professional Development will be 100% virtual and will be offered both synchronously and asynchronously. Teachers have access to a Canvas course where they can find all PD resources)

Executive Director of School Improvement & Innovation and Site Principals

New Teacher Training: Full Days from July 22nd - July 24th All Teacher Training: Full Days from July 27th to August 14th

Teacher Professional Development Calendar – All Staff and New Staff

List Specific Professional Development Topics That Will Be Covered

● Safety/Return to Work Presentation ● Asynchronous vs. Synchronous Instruction 2.0 ● Virtual Collaboration Strategies ● Assessment Tool (Exact Path) Training ● SEL PD Sessions: Student and Family Check Ins, Building Classroom Culture Virtually, RULER Framework for SEL ● Optional: Achieve3000 Follow Up Session ● English Language Learner Session (Offered by Grade Bands) ● Digital Curriculum Trainings ● Slack Training ● Zoom Training ● Basic Canvas Training ● Optional Canvas Home Page Design ● Using Digital Agendas to Structure Weekly and Daily Learning ● Health/Safety/Model Overview ● Using Clever and Lightspeed Orchestrator


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● Behavior Management ● Norms, Routines, Procedures ● Buncee App Training ● Intro to Twitter/FB ● Optional: Open Teacher Support Room (Offered for 6 hours a week) ● The First 6 weeks: Strategies to Make you Successful from the Start ● Achieve 3000 Training ● Applications and Technology Exploration ● Intro to PBL ● Intro to Blended Personalized Learning ● Choice Session (G-Suite, Screencasting, Why BPL, Article Discussion, Stories from the Field) ● Edcamp (Teacher Led Choice Session)

Connectivity (1.a.iii) Check the boxes below to indicate which was/will be used to ensure each student, teacher, and staff member has access to a device and internet

connectivity if the plan relies on online learning.

Students Teachers Staff

What was Used to Establish Need?

Questionnaire Personal Contact and Discussion

Needs Assessment-Available data Other: All staff were provided loaner devices. All students were provided the opportunity for a loaner device.

What will be Used to Respond to Need?

Loaner Device (laptop/tablet)

WIFI Hot Spot Supplemental Utility Support (Internet) Other: All staff were provided loaner devices. All students were provided the opportunity for a loaner device. We will assess access to the internet on a case by case basis.

When will stakeholders have access to IT Support Availability?


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Traditional School Hours

Extended Weekday Hours

24/7 Support

Other:

Instructional Methods and Monitoring Learning (1.a.iii) a. In the tables below, list the methods that will be used to deliver instruction (i.e. Direct Instruction via Zoom, Independent Study, Project

Based Learning via a menu of options), the content provider or program to be used (i.e. Edgenuity, Journeys, Saxon Math), and the

Formative and Summative Assessment Strategies to be used, as well as the frequency of those assessments.

Instructional Methods, Content Delivery, and Monitoring Student Learning (Math)

Educational Delivery Methodologies

Content Provider/Program Used

Formative Assessment Strategies and Frequency

Summative Assessment Strategies and Frequency

Kindergarten • Synchronous Instruction: Zoom

• Asynchronous Instruction: Canvas

• Methodologies: Direct Whole Group Instruction, Direct Small Group Instruction, Playlists, Pre-recorded videos (Flipped Classroom), Thematic Projects, Online content assigned through adaptive programs.

• Curriculum Programs: HMH Into Math, EngageNY

• Adaptive Programs: Exact Path, Dreambox

• Teacher created assessments (as needed usually multiple times a week)

• Exact Path knowledge checks (as students complete 4 topics - usually weekly)

• Dreambox (at the end of each topic - usually multiple times a week)

• Teacher created assessments, HMH Into Math/EngageNY Unit/Module Assessments,(At the end of each unit/module - every 4-6 weeks)

• Exact Path comprehensive knowledge checks (every semester)

1-3 • Synchronous Instruction: Zoom


• Methodologies: Direct Whole Group Instruction, Direct Small Group Instruction, Playlists, Pre-recorded videos (Flipped Classroom), Thematic Projects, Online content

• Curriculum Programs: HMH Into Math, EngageNY





• Teacher created assessments, HMH Into Math/EngageNY Unit/Module Assessments, (At the end of each unit/module - every 4-6 weeks)



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assigned through adaptive programs.



• Methodologies: Direct Whole Group Instruction, Direct Small Group Instruction, Playlists, Pre-recorded videos (Flipped Classroom), Station Rotation, Choice Boards, Project-Based Learning, Online content assigned through adaptive programs.

• Curriculum Programs 4-5th: HMH Into Math, EngageNY

• Curriculum Programs 6th: Open Up Resources, EngageNY





• Teacher created assessments, HMH Into Math/Open Up Resources/EngageNY Unit/Module Assessments, (At the end of each unit/module - every 4-6 weeks)





• Curriculum Programs: Open Up Resources, EngageNY





• Teacher created assessments, Open Up Resources/EngageNY Unit/Module Assessments, (At the end of each unit/module - every 4-6 weeks)




• Methodologies: Direct Whole Group Instruction, Direct Small Group Instruction, Playlists, Pre-recorded videos (Flipped

• Curriculum Programs: ASU Prep Digital Math Content, Cambridge Math

• Adaptive Programs: Exact Path, ALEKS


• Exact Path knowledge checks (varies based on student level)

• Teacher created assessments, ASUP Digital Unit/Module Assessments (At the end of each unit/module - every 4-6 weeks)

• Exact Path and ALEKS comprehensive knowledge checks (every semester)


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Classroom), Station Rotation, Choice Boards, Project-Based Learning, Online content assigned through adaptive programs.

• ALEKS (at the end of each topic - usually multiple times a week)

Instructional Methods, Content Delivery, and Monitoring Student Learning (ELA)







• Methodologies: Direct Whole Group Instruction, Direct Small Group Instruction, Playlists, Pre-recorded videos (Flipped Classroom), Daily 5, Thematic Projects, Online content assigned through adaptive programs.

• Curriculum Programs: Benchmark Advance

• Adaptive Programs: Exact Path

• Benchmark Advance formative assessments and Teacher created assessments (as needed usually multiple times a week)


• Teacher created assessments, Benchmark Advance Unit/Module Assessments, (At the end of each unit/module - every 4-6 weeks)




• Methodologies: Direct Whole Group Instruction, Direct Small Group Instruction, Playlists, Pre-recorded videos (Flipped Classroom), Daily 5, Thematic Projects, Online content assigned through adaptive programs.



• Benchmark Advance formative assessments and Teacher created assessments (as needed usually multiple times a week)


• Teacher created assessments, Benchmark Advance Unit/Module Assessments, (At the end of each unit/module - every 4-6 weeks)






• Benchmark Advance formative assessments and Teacher created assessments (as needed

• Teacher created assessments, Benchmark Advance Unit/Module Assessments, (At the end


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usually multiple times a week)


of each unit/module - every 4-6 weeks)




• Methodologies: Direct Whole Group Instruction, Direct Small Group Instruction, Socratic Seminars, Playlists, Pre-recorded videos (Flipped Classroom), Station Rotation, Choice Boards, Project-Based Learning, Online content assigned through adaptive programs.

• Curriculum Programs: ASU Prep Digital Content, and Teacher Created

• Adaptive Programs: Exact Path, Achieve3000



• Achieve3000 (at the end of each lesson - usually 1-2 times a week)

• Teacher created assessments, Open Up Resources/EngageNY Unit/Module Assessments, (At the end of each unit/module - every 4-6 weeks)




• Methodologies: Direct Whole Group Instruction, Direct Small Group Instruction, Socratic Seminars, Playlists, Pre-recorded videos (Flipped Classroom), Station Rotation, Choice Boards, Project-Based Learning, Online content assigned

• Curriculum Programs: ASU Prep Digital Content, Teacher Created, and Cambridge

• Adaptive Programs: Exact Path, Achieve3000


• Exact Path knowledge checks (varies based on student level)

• Achieve3000 (at the end of each lesson - usually 1-2 times a week)


• Exact Path and Achieve3000 comprehensive knowledge checks (every semester)


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through adaptive programs.

Instructional Methods, Content Delivery, and Monitoring Student Learning (Science)








• Curriculum Programs: Teacher Created and Discovery Science


• Teacher created assessments, (At the end of each unit/module - every 4-6 weeks)



• Methodologies: Direct Whole Group Instruction, Direct Small Group Instruction, Playlists, Pre-recorded videos (Flipped Classroom), Lab Investigations, Thematic Projects, Online content assigned through adaptive programs.






• Methodologies: Direct Whole Group Instruction, Direct Small Group





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Instruction, Playlists, Pre-recorded videos (Flipped Classroom), Lab Investigations, Station Rotation, Choice Boards, Project-Based Learning, Online content assigned through adaptive programs.



• Methodologies: Direct Whole Group Instruction, Direct Small Group Instruction, Lab Investigations, Playlists, Pre-recorded videos (Flipped Classroom), Station Rotation, Choice Boards, Project-Based Learning, Online content assigned through adaptive programs.

• Curriculum Programs: Discovery Science, ASU Prep Digital Content, and Teacher Created

• Adaptive Programs: Achieve3000

• ASUP Digital Program formatives and Teacher created assessments (as needed usually multiple times a week)




• Methodologies: Direct Whole Group Instruction, Direct Small Group Instruction, Lab Investigations, Playlists, Pre-recorded videos (Flipped Classroom), Station Rotation, Choice Boards, Project-Based Learning, Online content assigned through adaptive programs.

• Curriculum Programs: ASU Prep Digital Content, Teacher Created, and Cambridge

• Adaptive Programs: Achieve3000




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Instructional Methods, Content Delivery, and Monitoring Student Learning (Other Content Areas)








• Curriculum Programs: Teacher Created











• Methodologies: Direct Whole Group Instruction, Direct Small Group Instruction, Playlists, Pre-recorded videos (Flipped Classroom), Station





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Rotation, Choice Boards, Project-Based Learning, Online content assigned through adaptive programs.




• Curriculum Programs: ASU Prep Digital Content, Teacher Created

• Adaptive Programs: Achieve3000 (for Social Studies)






• Curriculum Programs: ASU Prep Digital Content, Teacher Created

• Adaptive Programs: Achieve3000 (for Social Studies)



Instructional Methods, Remote Training and Monitoring Student Learning (CTEDs, in lieu of requirements outlined in A.R.S. § 15-391(4)(d) )


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9-12 N/A N/A N/A N/A

Optional: Describe how the school will provide substantive distance learning (use if the school wishes to provide information in addition to the tables above)

We are making sure we build a lot of structure, but also allow for flexibility. We have created extensive teacher training to support teachers to understand these systems and how to use them. We have built a Canvas course for all of our teachers that allows for asynchronous work in the summer, but also gives them easy access to all training and guidance documents in one place at any time. In addition, to ensure distance learning is meaningful and interactive, we have chosen to focus on training and technical support for these web applications: Buncee, Benchmark Universe (aligned to our K-6 ELA Curriculum), Lightspeed Orchestrator, Google Read and Write, Flipgrid, SeeSaw, EdPuzzle, Nearpod, Classcraft, Screencastify, Padlet, Pear Deck, NewsELA, Khan Academy and Kahoot. In addition, our teachers have access to the ASU Library Resources and ASUforYou resources.

Meeting the Needs of Students with Disabilities and English Learners. a. Describe how the school district will ensure access and meet the needs of students with disabilities.

In addition to action steps articulated in this document, all state/federal laws and IDEA assurances provided annually to the Department remain applicable

and in effect.

Action Step


1. Review guidance from local, state and federal agencies to guide the provision of special education service in distance learning.

2. Telepractice service delivery for special education services to include related services

3. Use of online tools and programs that facilitate collaborative work.

4. Phone and Zoom support for students and parents to access curriculum and materials

5. Special Education teachers and paraeducators hold office hours to provide help, pre-teach and re-teach strategies

1. Director of Special Education 2. Special Education Service Providers 3. Special education teachers and

general education teachers 4. Network staff and special

education teachers 5. Special education teacher and

paraeducator 6. MET or IEP team

1. Periodic

2. According to the minutes identified in each students IEP

3. Based on work assigned that requires collaboration

4. As needed or requested by parents

5. Weekly or biweekly 6. According to annual MET/IEP

due dates

1. Training of staff on latest guidance and provision of resources to special education staff.

2. IEP progress reporting and data collection

3. Data collection and work samples that show collaborative work

4. Phone logs and service minute documentation

5. Attendance in office hours 6. Meeting attendance forms


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6. Meetings are held on Zoom for IEP, MET, Progress or requested

Process for Implementing Action Step

Special Education services and adaptations are provided across all classes. Support and service will transition to the virtual environment with training, collaboration among staff, and tenacity. Teachers will adjust their schedule to offer office hours and technical support for parents. Digital tools that are introduced in the traditional school setting will transition to the digital environment. Meetings will stay on schedule with a transition to Zoom.

b. Describe how the school district will ensure access and meet the needs of English learners.

Action Step


1. During distance learning, identification of new, provisional EL Students will be completed using OELAS guidance. We will follow-up with an AZELLA Placement exam upon return to in-person classes.

2. Integrated ELD instruction provided during full-class meetings and activities (via Zoom and Canvas).

3. Targeted ELD instruction provided during small-group meetings and activities (via Zoom and Canvas).

4. Planning and Data Meetings for teachers of EL students to review student progress and adjust implementation of EL programs in a virtual environment.

5. Phone and Zoom support for students and parents to access curriculum and materials

1. Network Student Data Analyst, School Assistant Principal and Support Staff

2. Classroom Teacher 3. Classroom Teacher or Reading

Specialist 4. Classroom Teachers, Reading

Specialists, Assistant Principal, Network Academic Team

5. Network staff and School Support teams

1. During the first 30 days of school for provisional identification. Within 30 days of return to in-person classes for AZELLA Placement.

2. Daily/Weekly 3. Daily/Weekly 4. Quarterly 5. As needed or requested by

parents

1. Tracker for provisional EL screener results. Students will be added to the school's EL student list. Results of AZELLA Placement after return to in-person classes.

2. Lesson plans in Canvas. Student work in Canvas. CCRS & ELP Standards identified in Canvas.

3. Documentation by teacher/specialist responsible for Targeted ELD instruction.

4. Data Analysis Form and Meeting Minutes

5. Communication logs in Infinite Campus.

Process for Implementing Action Step


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EL student services are provided across all classes, with a focus on those identified for integrated and targeted ELD. Support will be provided in the virtual environment with teacher and student training, collaboration among staff, and flexibility. Digital tools that are used in the traditional school setting will transition to the digital environment.

Social and Emotional Learning Support for Students (1.a.v) Check the boxes below to indicate which will be provided to students to support social emotional learning and how counseling services will be

provided for each grade band.

Kinder 1-3 4-5 6-8 9-12

Social Emotional Learning

Teacher Check-in

Packet of Social and Emotional Topics Online Social Emotional videos

Parent Training

Other: Support to teachers

Kinder 1-3 4-5 6-8 9-12

Counseling Services

In-Person

Phone

Webcast

Email/IM

Other:

Provide a description of how the school district will provide social and emotional learning support to students using the methods identified in the

above charts.

Action Step


1. Home Visits 2. Phone and Zoom support to

students and families 3. Social-Emotional information

through email 4. Shared Google Drive -

resources and material for students/families and staff to access for SEL learning

1. (At least 2 staff) Counselor/SW, Principal, Dean

2. Counselor/SW 3. Counselor/SW 4. Counselor/SW

1. As needed 2. Ongoing 3. Once a month 4. Updated once a month

1. Steps taken by Person(s) responsible to determine when a home visit is needed, typically a decision made after a student has not participated in assignments and live Zoom sessions for a period of time.

2. Documentation of conversation

3. Newsletter or personal email


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4. New material uploaded throughout distance learning experience

Demonstrating Mastery of Academic Content (1.a.vi) Describe how the school district will require students to demonstrate ongoing competency or mastery in grade level or advanced grade level

content.

Action Step(s)


K-12 Math and ELA: Mastery assessments through Exact Path Testing in Math and ELA give information about student progress on content assigned to them in their learning path, based on gaps identified during baseline/benchmark testing.

Executive Director of School Improvement and Innovation: Implementation and Training Teachers: Program Implementation Principal: Accountability

Weekly Usage Exact Path Dashboard

K-8 Math: Dreambox implementation allows us to track personalized mastery for students as they work through the adaptive math program.

Executive Director of Immersion Academics Implementation and Training Teachers: Program Implementation Principal: Accountability

Used weekly (3 lessons per week) Dreambox Dashboard

6-12 ELA: Achieve3000 implementation allows us to track personalized mastery for students as they work through the adaptive ELA program.

Executive Director of School Improvement and Innovation: Implementation and Training Teachers: Program Implementation Principal: Accountability

Used weekly (1 lesson per week) Achieve3000 Dashboard

9-12 Math: ALEKS implementation allows us to track personalized mastery for students as they work through the adaptive math program.

Executive Director of Immersion Academics: Implementation and Training Teachers: Program Implementation Principal: Accountability

Used weekly (3 lessons per week) ALEKS Dashboard

K-4 ELA: DIBELS implementation allows us to track personalized mastery for students as a part of the progress monitoring piece of the program.

Executive Director of Immersion Academics: Implementation and Training Teachers: Program Implementation Principal: Accountability

Usage depends on student level (~1 time a month progress monitoring)

DIBELS Dashboard


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K-12 ALL SUBJECT AREAS: Teachers use standards-aligned formative and summative assessments that are provided by the adopted curricula or created by the teacher themselves to regularly monitor student progress on standards mastery.

Teachers: Assessment Implementation Principal: Accountability

Varies depending on current content, but formative assessments occur weekly and summative occur every 4-6 weeks.

Teacher Canvas Courses Teacher Gradebooks in Infinite Campus

Benchmark Assessments (1.a.vii) In the tables below, list the assessments that will be used for benchmarking in grades K-12 in English language arts and mathematics (i.e. NWEA

MAP, Galileo, Fountas and Pinnell BAS, etc.), the manner in which the assessment will be given, and the proposed date(s) the assessment(s) will

be given. Career and Technical Education Districts should submit N/A.

Benchmark Assessments (Math)

Assessment(s) to be used (Name of Assessment and/or Assessment

Provider/Creator)

Plan for Assessment (online, in person, at testing center, etc.)

Proposed date(s) of assessments

Kindergarten Exact Path (from Edmentum) Dreambox

Online Online

August-September, December-Jan, May August-September (only baseline)

1-3 Exact Path (from Edmentum) Dreambox 3rd Only: Sample AzM2

Online Online In Person or Online

August-September, December-Jan, May August-September (only baseline) January - February

4-6 Exact Path (from Edmentum) Dreambox Sample AzM2



7-8 Exact Path (from Edmentum) Dreambox 3rd Only: Sample AzM2



9-12 Exact Path (from Edmentum) ALEKS 3rd Only: Sample AzM2


August-September, December-Jan, May August-September, December-Jan, May January - February

Benchmark Assessments (ELA)

Assessment(s) to be used (Name of Assessment and/or Assessment

Provider/Creator)

Plan for Assessment (online, in person, at testing center, etc.)

Proposed date(s) of assessments


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Kindergarten Exact Path (from Edmentum) DIBELS

Online Online or In Person

August-September, December-Jan, May August-September, December-Jan, May

1-3 Exact Path (from Edmentum) DIBELS 3rd Only: Sample AzM2

Online Online or In Person In Person or Online

August-September, December-Jan, May August-September, December-Jan, May January - February

4-6 Exact Path (from Edmentum) 4th Only: DIBELS 6th Only: Achieve3000 Sample AzM2

Online Online or In Person Online In Person or Online

August-September, December-Jan, May August-September, December-Jan, May August-September, December-Jan January - February

7-8 Exact Path (from Edmentum) Achieve3000 Sample AzM2


August-September, December-Jan, May August-September, December-Jan January - February

9-12 Exact Path (from Edmentum) Achieve3000 Sample AzM2


August-September, December-Jan, May August-September, December-Jan January - February

Optional: Describe how the school district will administer benchmark assessments (use if the school district wishes to provide information in addition to the table above).

ASU Prep Benchmark Policy: Narrative: Our schools will administer the network-wide diagnostic benchmark assessments this August and September. The network will provide written instructions for teachers to post in their Canvas shell to navigate students to the benchmarks in Exact Path (and separately directions for DIBELS, Achieve3000, ALEKS and Dreambox). In order to increase test security, teachers may utilize Lightspeed Orchestrator or may require students to open Zoom and take the benchmark with their camera on. The purpose of this assessment is to collect data that will give us an overarching view of what students learned and retained from the previous year, in addition to identifying any gaps in knowledge. The story of the data will be much deeper than mastery levels on standards. We will be able to quickly identify our highest need students and dive into the circumstances surrounding why the student has not demonstrated success. It is our duty as a school community to continue to strive to find solutions to make this form of learning accessible to every single student in our network. Purpose & Intentions

● Collect data to use in planning high quality, personalized instruction for students ● Identify needs of struggling students to better prepare for intervention needs:

○ Challenges with content ○ Challenges with learning remotely

● We must do a deep dive into the data analysis of this benchmark and develop intentional action steps to improve the outcomes for all students. Timeline:

● August 17 - September 4th: Benchmark Window ● September 8-11: Make up Window


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Testing Location Administer within Canvas (using network-provided text and link out to Exact Path)

● Student will automatically be generated a user account when they click on the Exact Path link) ● Academic Integrity Concerns

○ Students sign in to take the benchmark at a designated time ○ Utilize Lightspeed Orchestrator

Students turn video on Zoom to take assessment

Additional Information (Optional)

The school district may use this space to add any additional information it believes is key to the plan it has laid out in this document, or to highlight its efforts to provide a quality Distance Learning Plan to its students.

In order to create a quality Distance Learning Plan, our team worked in close consultation with the ASUP Digital Leadership to construct an overall plan, and then divide into a series of committees to be sure we were considering all factors. Our Leadership Team initially held a series of meetings to discuss high level modeling including conversations around the best practices established by ASUP Digital, ADE Guidance, the models/options, and communication plan ideas. In May, we surveyed parents about their initial preference, and our June family newsletter included a short overview of next year’s options. The initial feedback from the parents mirrors the May survey results - strong desire for in-person options for next school year. We then split into 3 teams (Health and Safety, Logistics and Academics) and Team Leads from each team met weekly to discuss progress and then created a document to capture cross-collaborative items to ensure cohesion between teams. Additional cross-team items included creation of an initial timeline and stakeholder communication plan. Health and Safety Team: Met daily to review and implement ADE Guidance. Team created recommendations for schools including recess, screening, food/nutrition, maintenance, transportation to name a few. Logistics Team: Team created a master scheduling plan built around the guidance on the balance of synchronous and asynchronous instruction from the ASUP Digital Academic Team to create a schedule that has a best practice balance of synchronous and asynchronous. Academic Team: This team, led by a member of the ASUP Digital Academic Team, built out a training plan for implementation of our Synchronous and Asynchronous Virtual instruction model.

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