distance learning plan template for school districts learning plan_chinle 4158_to post.pdflearning...

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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 Chinle Unified School District #24 School District Entity ID 4158

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

Quincy Natay, Superintendent

Representative Telephone Number 928.674.9603

Representative E-Mail Address [email protected]

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

Chinle Junior High School 4731 0102240145

Chinle Elementary School 4732 0102240150

Canyon de Chelly Elementary School 4733 0102240155

Many Farms Public School 4734 0102240160

Tsaile Public School 4735 0102240165

Mesa View Elementary School 4736 0102240170

Chinle High School 4737 0102240240



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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

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 3,351 Start Date for Distance Learning August 3, 2020

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

0

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

3,351

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 January 4, 2021 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 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.).


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☐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:

N/A

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.


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

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

For Students With Internet Access 1. Teachers and students will follow a

schedule of synchronous instruction using Schoology and video conferencing software for a developmentally appropriate amount of time per week. a. Teachers will take attendance

for those sessions, and students will be counted present for the instructional minutes of those sessions.

2. Teachers will assign daily asynchronous assignments designed to complement the synchronous instruction. The assignments will be planned to be completed in an amount of time that represents the balance of the instructional minutes that are required for the student to be counted as a full time enrollment. a. Students will be counted

present for these instructional minutes if they complete the daily asynchronous assignments.

b. During asynchronous learning time blocks, teachers may elect to call or video conference to tutor small groups or individual students who struggle to

For Students With Internet Access 1. Principal

a. Teacher/Staff 2. Principal

a. Teacher/Staff b. Teacher/Staff c. Teacher and Family

Engagement Specialist 3. Principal

For Students Without Internet Access

1. Principal a. Teacher/Staff

2. Principal a. Teacher/Staff b. Teacher/Staff c. Teacher and Family

Engagement Specialist 3. Principal

For Students With Internet Access 1. Late July, ongoing monitoring

a. August 3, daily thereafter 2. Late July, ongoing monitoring

a. August 3, daily thereafter b. August 3, daily thereafter c. August 3, weekly

thereafter 3. Late July, ongoing monitoring


1. Late July, ongoing monitoring a. August 3, daily thereafter

2. Late July, ongoing monitoring a. August 3, daily thereafter b. August 3, daily thereafter c. August 3, weekly

thereafter 3. Late July, ongoing monitoring

For Students With Internet Access 1. Master schedule will reflect

synchronous sessions in the schedule; a. Teacher attendance

records will show students who were present in sessions

2. Master schedule will reflect asynchronous time blocks a. Daily asynchronous

assignments will be reflected in lesson plans

b. Teacher records will show assignments submitted; Lesson plans will show a record of video conferences with small groups or individuals; Phone logs will show record of teachers calling students by telephone for instructional support

c. Parent attestations will be on file


1. Master schedule will reflect synchronous sessions in the schedule; a. Teacher attendance

records will show students

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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complete the assignments. The teacher may mark the student present during that time block based on attendance during the call.

c. If students are unable to complete the daily asynchronous assignments in the time allotted, the parent may sign an attestation that the students worked on the assignment for the duration of time that it should have taken to complete it and still be marked present.

3. The total amount of minutes between synchronous and asynchronous instructional time blocks will total the amount required daily in order to meet the appropriate number of instructional minutes for the year as required for each grade span/grade level.

For Students Without Internet Access 1. A) Students will view a prerecorded

lesson that has been provided on a flash drive, and complete associated activities. A teacher will contact the student to check and answer questions/provide support. B) Alternately, a student without Internet at home, may also download this instructional file while logged on to Internet in a school parking lot, from school bus WiFi or other. C) A third option may be that the lesson will need to be provided in a print learning packet. In each option, this lesson will cover the same standards and content as that delivered synchronously to

who were present in sessions as evidenced by phone calls from the teacher and/or parent attestation

2. Master schedule will reflect asynchronous time blocks a. Daily asynchronous

assignments will be reflected in lesson plans

b. Teacher records will show assignments submitted; Phone logs will show record of teachers calling students by telephone for instructional support

3. Parent attestations will be on file


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students with Internet through a video conference session. a. Students will be marked

present or absent for each DL instructional day based on the parent signing an attestation form indicating that the student spent the intended amount of time on the activities delivered.

1. Teachers will assign daily asynchronous assignments designed to complement the synchronous instruction. The assignments will be planned to be completed in an amount of time that represents the balance of the instructional minutes that are required for the student to be counted as a full time enrollment. a. Students will be counted

present for these instructional minutes if they complete the daily asynchronous assignments.

b. During asynchronous learning time blocks, teachers may elect to call or video conference to tutor small groups or individual students who struggle to complete the assignments. The teacher may mark the student present during that time block based on attendance during the call.

c. If students are unable to complete the daily asynchronous assignments in the time allotted, the parent may sign an attestation that the students worked on the assignment for the duration of


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time that it should have taken to complete it and still be marked present.

2. The total amount of minutes between synchronous and asynchronous instructional time blocks will total the amount required daily in order to meet the appropriate number of instructional minutes for the year as required for each grade span/grade level.

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. Teachers will make telephone contact with the students/parents on their rosters before the first day of school to communicate expectations for the first days of school.

2. Students who have Internet access will be involved in direct instruction through video conference applications on a daily basis.

3. Students who don’t have Internet access will be contacted via telephone by a teacher or staff member at least 3 times each week.

1. Teachers/Staff 2. Teachers/Staff 3. Teachers/Staff

1. Daily 2. Daily 3. 3x Weekly

1. Phone logs 2. Video conference attendance 3. Phone logs


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

Action Step(s)


Note: We intend for all staff to work on site except in very unique situations 1. Identify teachers and staff who have

serious high risk preexisting health conditions that may justify having them work from home

2. Draft specific job duties for those staff members

3. Require and collect time and effort logs with supporting evidence to show that the job duties are being completed as expected

1. Principals/Directors 2. Principals/Directors 3. Principals/Directors

1. By July 27, 2020 and then as needed

2. By July 27, 2020 and then as needed

3. Weekly

1. Confidential medical information submitted to principal/director

2. Document showing job duties assigned for work at home

3. Time and effort logs

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.

Action Step(s)


1. Communicate governing board policies and associated practices to school and department administrators: a. GBGC Employee Assistance –

allows the Superintendent to require exams related to physical or emotional needs when needed as observed by the supervisor or

1. Superintendent 2. Principals/Directors 3. Principals/Directors 4. Principals/Directors 5. Superintendent,

Principals/Directors

1. By August 30, 2020 2. By July 31, 2020 3. By August 7, 2020; ongoing

quarterly and as needed 4. By August 7, 2020; ongoing

quarterly and as needed 5. By July 1, 2020; ongoing

monthly and as needed

1. Leadership meeting agenda/meeting materials; emails

2. Signed attestations 3. Emails; staff meeting

agenda/meeting materials 4. Emails; staff meeting

agenda/meeting materials


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superintendent; also for tests as a physician may deem necessary

b. GBGCB Staff Health & Safety - School District to take reasonable and lawful measures to protect students and staff members from the transmission of communicable diseases.

2. Employees are required to read and sign an attestation that they will: a) stay home if they are ill, have been exposed to someone positive for COVID-19; have symptoms of COVID-19; have been tested or are positive for COVID-19 themselves

3. Communicate that all employees have $0 Copay access to Teladoc Medical services through our insurance

4. Communicate that all employees have free access to counseling for emotional or mental health for any reason through Brooks Jorgensen. Services may be virtual or in person.

5. Communicate best practices for prevention of COVID-19 spread as is current from the Centers for Disease Control

5. Leadership & staff meeting agenda/meeting materials; emails


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

Action Step(s)


1. Review professional development needs as identified by the Operations, Social Emotional, Academics and Talent subcommittees for reopening CUSD schools

2. Review teacher survey results for needs and format preferences for professional development

3. Review the Center for Disease Control guidance, AZ Governor’s Executive orders for relevant requirements and Navajo Nation President’s executive orders for limits on large gatherings

4. Based on above information, deliver professional development through virtual means with teachers being physically in classrooms in groups no larger than 4 for the fall of 2020.

5. Academic Coaches meet to plan the delivery of sessions

6. Procure necessary resources

1. Staff Developer/Data Analyst with Academic Coaches

2. Staff Developer/Data Analyst with Academic Coaches

3. Superintendent or designee 4. Staff Developer/Data Analyst

with Academic Coaches 5. Staff Developer/Data Analyst

with Academic Coaches 6. Staff Developer/Data Analyst

with Academic Coaches

1. By June 30, 2020 2. By June 30, 2020 3. Weekly/Ongoing 4. Beginning July 20, 2020

through July 30, 2020; ongoing on a weekly basis through job embedded cluster meetings and early release days

5. July 6, 2020 – July 19, 2020 6. July 6, 2020 – July 19, 2020

1. CUSD Reopen Plan detail documents match the professional development agendas

2. Teacher survey results match the actual professional development content and format of delivery

3. Professional development format is consistent with health and safety expectations for Center for Disease Control guidance, Arizona and Navajo Nation

4. Professional development agendas; long range plans for cluster cycles; early release days agendas

5. Planning days meeting agendas and artifacts for professional development sessions; professional development days agendas

6. Purchase orders


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List Specific Professional Development Topics That Will Be Covered

Reopening Plan Critical Attributes of a Virtual Learning Environment Building Educator’s Capacity to Support Students’ Social Emotional Learning Needs Understanding the CUSD Social Emotional Learning Plan Self-Care in Response to COVID Understanding Synchronous & Asynchronous Learning Learning Gaps & the Beyond Textbooks Curriculum Calendar Developing Virtual Instructional Lesson Plans Incorporating:

Gradual Release of Responsibility

Lesson Plan Model

Synchronous & Asynchronous Learning Utilizing Achieve 3000 to Enhance Virtual Learning Understanding Schoology

Teacher’s Perspective

Student’s Perspective


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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 X X X

Personal Contact and Discussion X Needs Assessment-Available data X X Other: What will be Used to Respond to Need?

Loaner Device (laptop/tablet) X X WIFI Hot Spot X Supplemental Utility Support (Internet) Other: X X

When will stakeholders have access to IT Support Availability?

Traditional School Hours X X X

Extended Weekday Hours 24/7 Support Other:


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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 1. Synchronous direct instruction via Schoology or asynchronous direct instruction via recorded Zoom

2. Asynchronous learning via Instructional Technology

3. Asynchronous learning via teacher designed print or downloadable materials

4. Project based learning

1. Beyond Textbooks 2. Achieve 3000 Math

and IXL 3. Beyond Textbooks 4. Beyond Textbooks

District Formative Assessments – Weekly/Biweekly Daily Math Skills - Daily Teacher Observation - Daily

Benchmark Assessments - Quarterly

1-3 1. Synchronous direct instruction via Schoology or asynchronous direct instruction via recorded Zoom



District Formative Assessments - Weekly Daily Math Skills - Daily Teacher Observation - Daily



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4-6 1. Synchronous direct

instruction via Schoology

or asynchronous direct

instruction via recorded

Zoom

2. Asynchronous learning

via Instructional

Technology


via teacher designed print

or downloadable

materials










Zoom


via Instructional

Technology



1. Beyond Textbooks 2. Achieve 3000 Math,

IXL and Apex 3. Beyond Textbooks 4. Beyond Textbooks




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or downloadable

materials






Zoom


via Instructional

Technology



or downloadable

materials




District Formative Assessments - Weekly Teacher Observation - Daily


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








1. Beyond Textbooks; American Reading Company’s 100 Book Challenge

2. Smarty Ants, IXL 3. Beyond Textbooks;

Zoophonics; 100 Book Challenge

4. Beyond Textbooks

District Formative Assessments – Weekly Acadience Progress Monitoring – Bi Weekly School Pace (100 Book Challenge) – Bi Weekly Teacher Observation - Daily

Benchmark Assessments – Quarterly Acadience Benchmark Assessments – Beginning, Middle and End of Year


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2. Smarty Ants, IXL, Achieve 3000 Language; Zoophonics

3. Beyond Textbooks; 100 Book Challenge

4. Beyond Textbooks

District Formative Assessments – Weekly Acadience Progress Monitoring – Bi Weekly School Pace (100 Book Challenge) – Bi Weekly Teacher Observation - Daily





1. Beyond Textbooks; 2. Achieve 3000

Language, IXL 3. Beyond Textbooks;

100 Book Challenge 4. Beyond Textbooks

District Formative Assessments – Weekly Achieve 3000 Lexile Measures - Quarterly Teacher Observation – Daily

Benchmark Assessments – Quarterly



3. Asynchronous learning via teacher designed print


Language, IXL, Apex 3. Beyond Textbooks 4. Beyond Textbooks




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or downloadable materials





Zoom


via Instructional

Technology



or downloadable

materials





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









1. Beyond Textbooks 2. IXL 3. Beyond Textbooks 4. Beyond Textbooks

District Formative Assessments – Weekly Teacher Observation - Daily

End of Unit Assessment - Quarterly Computer Based Assessment (IXL)


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District Formative Assessments – Weekly Teacher Observation – Daily











1. Beyond Textbooks 2. IXL & Apex 3. Beyond Textbooks 4. Beyond Textbooks


End of Unit Assessment - Quarterly Computer Based Assessment (IXL & Apex)


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1. Beyond Textbooks 2. IXL & Apex 3. Beyond Textbooks 4. Beyond Textbooks



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





Kindergarten Project based learning & independent study

District developed curriculum & resources

Teacher Observation – Weekly

End of Unit Assessment – Quarterly

1-3 Project based learning & independent study









1. District developed curriculum & resources

2. IXL & Apex




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2. IXL & Apex 3. District developed

curriculum & resources




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






Varies from CTE program to program

Teacher observation End of unit assessment - Quarterly


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

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)









District Formative Assessments – Weekly/BiWeekly Daily Math Skills - Daily Teacher Observation - Daily



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District Formative Assessments - Weekly/BiWeekly Daily Math Skills - Daily Teacher Observation - Daily






Zoom


via Instructional

Technology



or downloadable

materials







25



via Instructional

Technology



or downloadable

materials










or downloadable

materials




District Formative Assessments - Weekly/BiWeekly Teacher Observation - Daily


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






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2. Smarty Ants, IXL 3. Beyond Textbooks;


District Formative Assessments – Weekly/BiWeekly Acadience Progress Monitoring – Bi Weekly School Pace (100 Book Challenge) – Bi Weekly Teacher Observation - Daily






2. Smarty Ants, IXL, Achieve 3000 Language

3. Beyond Textbooks; 100 Book Challenge

4. Beyond Textbooks

District Formative Assessments – Weekly/BiWeekly Acadience Progress Monitoring – Bi Weekly School Pace (100 Book Challenge) – Bi Weekly Teacher Observation - Daily






Language, IXL 3. Beyond Textbooks;


District Formative Assessments – Weekly/BiWeekly Achieve 3000 Lexile Measures - Quarterly Teacher Observation – Daily



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via Instructional

Technology



or downloadable

materials





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





Kindergarten 1. Synchronous direct instruction via Schoology or asynchronous direct

1. Beyond Textbooks 2. IXL 3. Beyond Textbooks

Teacher Observation - Daily

Computer Based Assessment (IXL)


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instruction via recorded Zoom




4. Beyond Textbooks






Teacher Observation – Daily






Teacher Observation – Daily



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1. Beyond Textbooks 2. IXL &/or Apex 3. Beyond Textbooks 4. Beyond Textbooks

District Formative Assessments – Weekly/BiWeekly Teacher Observation – Daily

End of Unit Assessment - Quarterly Computer Based Assessment (IXL &/or Apex)





1. Beyond Textbooks 2. IXL &/or Apex 3. Beyond Textbooks 4. Beyond Textbooks


End of Unit Assessment - Quarterly Computer Based Assessment (IXL &/or Apex)

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






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Kindergarten Project based learning & independent study



End of Unit Assessment - Quarterly






























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









Varies from CTE program to program

Teacher observation End of unit assessment - Quarterly

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

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



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1. Provide virtual learning through the LRE for each ESS student

2. ESS teachers will communicate accommodations/modifications to the general education teachers and other staff who are working with ESS students

3. ESS teachers will participate in the planning and delivery of general education’s virtual learning sessions, which will include ESS students

4. ESS teachers will set an appointment and/or time to meet with ESS students to assist with questions and monitor assignments

5. ESS teachers will closely monitor the progress of ESS students

6. ESS teachers will provide a progress report quarterly which will include progress or regression of IEP goals

1. Exceptional Student Services (ESS) Director

2. ESS Teachers/ESS Director 3. ESS Teachers/Principal 4. ESS Teachers/ESS Director 5. ESS Teachers/Principal 6. ESS Teachers/ESS

Director/Principal

1. LRE determination to be made by August 7; monitoring ongoing monthly

2. By August 7; updates ongoing as needed

3. Planning: Weekly; Delivery: Daily

4. Weekly 5. Weekly 6. Quarterly

1. LRE determination is reflected in student schedules for instruction

2. Meeting notes; emails 3. Teacher schedules 4. Call logs 5. ESS teacher documentation of

progress monitoring 6. Copies of progress reports sent

home

Process for Implementing Action Step

1. ESS teachers will document lesson plans, how they will provide Specifically Designed Instruction (SDI) and communication with families in a plan that will be submitted to the ESS Director by August 7, 2020

2. ESS teachers will create lesson plans and/or documentation of what information will be provided to the ESS student; this will align with the student’s IEP goals 3. ESS teachers will work with the general education teachers to better understand what will be assigned to students and how the “Bridge the Gap” with the ESS

students 4. In order to provide access to the curriculum for our students, we will develop SDI for our students. This will assist the student and teacher in determining goal

progress 5. We will communicate with parents about the plan for delivery of the child’s education. This communication will include but will not be limited to: 1) Name of the

general education teacher and special education providers; 2) Contact information for educators and service providers or case manager; 3) Instructional methods, content delivery and how progress will be measured; 4) Student schedules of special education services

6. Accommodations and modifications to be made in the virtual environment will be communicated to general education teachers, principals and parents 7. Case management and related services will be provided according to current IDEA requirements unless applicable waivers are provided.

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

Action Step


1. Facilitate collaboration of school representatives to select one of the four new SEI

1. Federal Programs Director/Principals

1. By June 24, 2020 2. By August 7, 2020 3. By August 10, 2020

1. Model selection communicated by the academic team share out


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models that have been approved the state (Pull Out Model)

2. Communicate training opportunities for EL Mentor teachers, academic coaches and principals in the implementation of the Pull Out model

3. Principals ensure teachers receive training in the implementation of the Pull Out Model

4. Collect schedules to show that the appropriate time allocations for both integrated language instruction and targeted (pull out) instruction have been included

5. Monitor virtual classes to confirm that the schedules reflect practice

6. Use existing spring 2019-2020 AZELLA assessment data for placement of existing students

7. Adopt temporary entrance procedures to presume with appropriate follow up that new students flagged for the AZELLA assessment per the home language survey will receive services until it is safe for them to return to the physical environment to be assessed using AZELLA

2. District EL Coordinator/Principals

3. Principals/EL Mentor Teachers 4. District EL

Coordinator/Principals 5. Principals/EL Mentor

Teachers/Academic Coaches 6. District EL

Coordinator/Principals 7. Federal Programs

Director/District EL Coordinator

4. By August 10, 2020 5. Beginning August 17, 2020 6. By July 15, 2020 7. By July 15, 2020 and upon

student enrollment and ongoing as needed

report of CUSD reopen plan sessions

2. Webinar attendance 3. Webinar attendance 4. Master/Class Schedules 5. Principal & Academic Coach

virtual walk through data 6. Student placement reflects

spring 2020 AZELLA testing results

7. Students with an answer “other than English” on an HLS are placed in the pull out programs

Process for Implementing Action Step


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1. The academics team for the district reopen plan sessions met to review guidance on the four Arizona state adopted SEI program models. The team selected the Pull

Out model as the model that would best meet the needs of CUSD students 2. The District EL Coordinator has communicated the webinars that EL Mentor Teachers, Principals and Academic Coaches should attend, and that teachers should

attend to understand the Pull Out program. 3. The District EL Coordinator has communicated to principals the basic scheduling requirements for EL students to receive services. 4. The District Federal Programs Director will follow up with principals to receive program monitoring data to show that EL students are receiving appropriate services. 5. The District EL Coordinator will contact the parents of students identified for temporary presumptive placement per responses to the HLS of “other than English” to

confirm parent agreement with the placement.


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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 X X X X X

Packet of Social and Emotional Topics X X

Online Social Emotional videos X X X X X

Parent Training

Other:

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

Counseling Services

In-Person Phone X X X X X

Webcast X X X X X

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. Develop a district SEL manual to guide identification and services

2. Identify staff members from each school site to serve on the district SEL team whose role will be to make recommendations for district initiatives and communicate with their school site leadership and teachers

1. SEL Reopen Plan Team 2. SEL Reopen Plan Team 3. Federal Programs Director 4. SEL Team Leader 5. SEL Reopen Plan Team 6. Principals 7. Principals

1. Before June 30, 2020 2. Before June 30, 2020 3. Before July 15, 2020 4. Before July 20, 2020 5. Before August 3, 2020; ongoing

as needed 6. Before August 3, 2020 7. Before August 3, 2020

1. Completed SEL Manual 2. Roster of staff members

serving on the district wide SEL team; meeting attendance

3. PAR for SEL team leader 4. Meeting schedule 5. Agenda and training materials 6. Master schedule showing time

for Tier I services 7. Individual students schedules

showing time for Tier II & III services


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3. Identify a staff member to serve in a leadership capacity for the team

4. Set meeting dates for the team 5. Provide training to teachers

and staff in the use of the SEL manual and associated resources

6. Ensure time in regular instruction for Tier I SEL services

7. Ensure time in student schedules for Tier II or III SEL services

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)


1. Regular brick and mortar attendance policies and procedures will be followed

2. Formative assessment practices will be modified for the virtual environment to assure student progress toward standards mastery

3. Summative assessment practices will be modified for the virtual environment to assure student progress toward standards mastery

4. Reteach and Enrich opportunities will be modified for the virtual setting in order to respond to formative and summative assessment results

5. Extended Learning opportunities will be provided

1. Attendance monitors/teachers/principals

2. Principals/teachers/staff 3. Principals/teachers/staff 4. Principals/teachers/staff 5. Principals/teachers/staff 6. Principals/teachers/staff

1. Daily 2. Daily/Weekly/Biweekly 3. Quarterly 4. Weekly/Biweekly 5. Weekly/Biweekly 6. By August 24, 2020 and

ongoing as needed

1. Attendance practices & submissions

2. A) Formative assessment practices reflected in lesson plans and delivery of education and B) the student results of District Formative Assessments

3. A) Summative assessment practices reflected in lesson plans and delivery of education and B) the student results of District Summative Assessments

4. A) Records showing student attendance in virtual Reteach/Enrich B) Rate of improvement in assessment results for students in virtual Reteach


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for students who need additional support with standards mastery

6. Failure to master standards will be a flag for prioritizing membership in the subset of students who need a safe and productive physical space for learning

5. A) Records of students receiving virtual tutoring reflects those who are in most need of support for standards mastery

6. Student roster of membership in the subset of students reporting to the school for a safe physical space to participate in DL will include those not mastering standards

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 Quarterly Benchmarks PowerSchool Assessment & Analytics

Online BM1 - September 21 – October 2, 2020 BM2 – December 7- December 18, 2020 BM3 – March 1 – March 12, 2020

1-3 Quarterly Benchmarks PowerSchool Assessment & Analytics









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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

Kindergarten Acadience Reading (Acadience) Quarterly Benchmarks PowerSchool Assessment & Analytics

Online Acadience BOY – August 31-September 11, 2020 Acadience MOY – January 18-29, 2020 Acadience EOY – May 3-14, 2020 BM1 - September 21 – October 2, 2020 BM2 – December 7- December 18, 2020 BM3 – March 1 – March 12, 2020

1-3 Acadience Reading (Acadience) Quarterly Benchmarks PowerSchool Assessment & Analytics

Online Acadience BOY – August 31-September 11, 2020 Acadience MOY – January 18-29, 2020 Acadience EOY – May 3-14, 2020 BM1 - September 21 – October 2, 2020 BM2 – December 7- December 18, 2020 BM3 – March 1 – March 12, 2020

4-6 Quarterly Benchmarks PowerAssessment






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).


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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.

distance learning plan template for school districts learning plan_chinle 4158_to post.pdflearning...

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