Distance Learning Plan

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 EmergencyDL@azed.gov 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 EmergencyDL@azed.gov, 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.

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 5650 Start Date for Distance Learning August 6, 2020
 

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

 

2825

Estimated Number of Students Participating in Distance

Learning for a Portion of the year

 

2825

 

 

 

 

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 October 12, 2020 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.).

☐ 5. Other (Please explain below)

 

 

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.

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
PESD will follow a three step model for attendance tracking and communication. Teacher of record is directly responsible for monitoring attendance in a 24 hour cycle to account for synchronous and asynchronous student. Teacher is also responsible to make contact with families for students with “unverified” absences and work with building principal and front office to ensure proper support is provided. Teacher of record, principal, front office staff, Coordinator for Student Success Student attendance will be taken and verified every 24 hours to ensure all forms of participation are accounted for. Daily attendance records will be disaggregated by school and shared with District leadership to look for trends and anomalies in attendance system. Teacher contact logs (provided to principal), Synergy attendance records, Attendance records disaggregated by school.

 

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) Person(s) Responsible Frequency and/or Timing Evidence of Implementation
Teachers will contact the families of their homeroom students. At this time teachers will outline their communication plan with the families. Teacher of Record to implement and Building Principal to monitor Prior to First Day of School, August 6th Teacher phone logs and communication plan
Teachers will determine if students are present or absent dependent on attendance/participation in synchronous and asynchronous learning sessions. Students with “unverified” absences will be contacted by their classroom teacher daily. Teacher of Record to implement and Building Principal to monitor Daily, attendance window occurs in 24 hour cycles with final attendance submitted at 9 a.m. for the previous day Documentation in Synergy, teacher contact logs
Teachers will complete MTSS documentation for students not attending. Teacher of Record to implement and Building Principal to monitor When necessary MTSS documentation for students at highest risk

 

 

Teacher and Staff Expectations and Support (1.a.ii)

Describe expectations of teachers and other staff working virtually. 

 

 

Action Step(s) Person(s) Responsible Frequency and/or Timing Evidence of Implementation
See Work from Where You Work Best

guidance document attached

Supervisors @ a maximum – daily monitoring/@ a minimum – weekly monitoring Employees work spaces meet criteria as outlined
See Professional Expectations guidance

document attached

Principals @ a maximum – daily monitoring/@ a

minimum – weekly monitoring

Employees meet professional

expectations as outlined

See Charting a Course for a Safe Return to Learning, Teaching and Learning section attached Principals and Teachers @ a maximum – daily monitoring/@ a minimum – weekly monitoring Employees meet expectations as outlined in the Teaching and Learning Section of the Charting a Course for a

Safe Return to Learning booklet.

 

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

    • Human resource policies and support for employees; and
    • Regular communication from the administration.

 

Action Step(s) Person(s) Responsible Frequency and/or Timing Evidence of Implementation
Governing Board Policy GCC will be updated with an Exhibit that includes an agreement for teleworking/working- from home. Regulations will be reviewed with all staff at the start of the year, and staff will sign agreement to indicate consent and understanding of all

policies.

Director of Human Resources and Principals Beginning of school year Completed and catalogued agreements from staff; Monitoring of staff work spaces
All staff, including educators, will participate in a training on best practices and non-negotiables with working remotely in a manner that maintains

high performance

Director of Human Resources and Principals Beginning of School Year Staff attendance in training; monitoring of staff work spaces
Human Resources Office Hours will be conducted twice in the first quarter of school to assist all staff with needs as

they arise

Director of Human Resources Virtual Office Hours held at least twice between August 6 and October 1 Sign in sheets from office hours; contact logs from office hours
Weekly Leadership Team Meetings will be held with all Principals, Directors, and

Coordinators

Chief Academic Officer Tuesdays, 9am – 11am Agendas, Sign-in Sheets
Principals will hold weekly check-ins with

all staff, teachers and support staff

Principals Weekly Log, Agendas, Sign-in Sheets

 

 

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

 

Action Step(s) Person(s) Responsible Frequency and/or Timing Evidence of Implementation
Draft professional learning schedule for ongoing support in online learning tools and teaching practices. Chief Academic Officer and Director of Curriculum and Instruction Prior to first day of school.

 

Professional learning will be offered at least 2x per month through District Collaborative Team Meetings and Curriculum and Instruction Core PD days.

Published Calendar of Dates (See 20-21 Monday Professional Learning Calendar attached.)
Deliver ongoing targeted professional development throughout the duration of the school year. Director of Curriculum and Instruction and Technology Integration Specialist Professional learning will be offered at least twice monthly during District Collaborative Meetings and Curriculum and Instruction designated learning days

beginning in August through May.

Attendance/participation records
List Specific Professional Development Topics That Will Be Covered
  • Google GSuite (Google Classroom, Google Meets)
  • Zoom
  • Building relationships in virtual spaces
  • Monitoring assessment in virtual spaces
  • New instructional resources for Math, Science, Social Studies, and English Language Arts
  • Data driven instruction related to newly created district-wide Common Formative Assessments
  • Culturally Responsive Instruction

 

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
Personal Contact and Discussion X X X
Needs Assessment-Available data X X X
Other:
What will be Used to Respond to Need?
Loaner Device (laptop/tablet) X
WIFI Hot Spot X
Supplemental Utility Support (Internet)
Other:
When will stakeholders have access to IT Support Availability?
Traditional School Hours X
Extended Weekday Hours X X
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 Google Classroom/Zoom, iReady Ready Classroom w/iReady Exit Tickets (daily)

 

Lesson Quizzes (apprx. weekly)

 

Reporting from iReady personalized, digital lessons (apprx.

weekly)

Unit Assessments (end of unit)

 

iReady Diagnostic Assessment (3 per year)

1-2 Google Classroom/Zoom, iReady Ready Classroom w/iReady Exit Tickets (daily)

 

Lesson Quizzes (apprx. weekly)

 

Homework (2-3x per week)

 

Reporting from iReady personalized, digital lessons (apprx.

weekly)

Unit Assessments (end of unit)

 

Optional Performance Tasks (end of unit – grade 2)

 

iReady Diagnostic Assessment (3 per year)

3-5 Google Classroom/Zoom, iReady Ready Classroom w/iReady Exit Tickets (daily)

 

Lesson Quizzes (apprx. weekly) Homework (3-4 x per week)

Reporting from iReady personalized, digital lessons (apprx. weekly)

Unit Assessments (end of unit)

 

Optional Performance Tasks (end of unit)

 

iReady Diagnostic Assessment (3 per year)

6-7-8 Google Classroom/Zoom, iReady Ready Classroom w/iReady Exit Tickets (daily)

 

Lesson Quizzes (apprx. weekly)

 

Homework (3-4x per week)

 

Reporting from iReady personalized, digital lessons (apprx. weekly)

Unit Assessments (end of unit)

 

Optional Performance Tasks (end of unit)

 

iReady Diagnostic Assessment (3 per year)

 

 

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

Methodologies

Content Provider/Program

Used

Formative Assessment

Strategies and Frequency

Summative Assessment

Strategies and Frequency

Kindergarten Google Classroom/Zoom Benchmark Advance Exit Tickets (daily)

 

Anecdotal Notes: Informal Assessment Handbook (daily)

 

End of Week Assessments (approximately weekly)

 

Progress Monitoring (frequency varies from weekly-monthly)

End of Unit Assessment (every 3-4 weeks)
1-2 Google Classroom/Zoom Benchmark Advance Exit Tickets (daily)

 

Anecdotal Notes: Informal Assessment Handbook (daily)

End of Unit Assessment (every 3-4 weeks)
 

End of Week Assessments (approximately weekly)

Performance Tasks (3 per year)

*beginning in 2nd

Progress Monitoring (frequency varies from weekly-monthly)
3-6 Google Classroom/Zoom Benchmark Advance Exit Tickets (daily) End of Unit Assessment (every 3-4 weeks)
Anecdotal Notes: Informal

Assessment Handbook (daily)

 

Performance Tasks (3 per year)

End of Week Assessments (approximately weekly)
(3rd grade) Progress Monitoring (frequency varies from weekly-

monthly)

7-8 Google Classroom/Zoom McGraw Hill Study Sync Vocabulary Practice (approximately 4-5 times weekly) End of Unit Assessment (approximately every 7 weeks)
Reading Quizzes (approximately 2-3 times weekly) Extended Writing Project (4-5 per year)
Constructed Response Writing Prompts (approximately 2 times weekly)
“Your Turn” (Skills Check) (approximately 4 times weekly)

 

 

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

Methodologies

Content Provider/Program

Used

Formative Assessment

Strategies and Frequency

Summative Assessment

Strategies and Frequency

Kindergarten Google Classroom/Zoom FOSS Science Narrative Report (daily) Narrative Report (once at end of

unit)

1-2 Google Classroom/Zoom FOSS Science Anecdotal Notes (daily) End of Module Assessment (once end of unit)
Portfolio Assessment (once end of

unit)

3-5 Google Classroom/Zoom Inspire Science Module Pretest (once)

 

Page Keeley Science Probes (once at beginning of unit)

 

Claim-Evidence-Reasoning (once per lesson in unit)

 

Three-Dimensional Thinking Questions (daily)

Talk About it (daily) Inquiry Activities (daily) Quick Checks (daily)

Lesson Reviews (once at end of lesson/unit)

 

Lesson Checks and Module Test (once at end of lesson/unit)

 

Vocabulary Check (once at end of lesson/unit)

 

STEM Module Project (once at end of unit)

6-7-8 Google Classroom/Zoom Amplify Science Pre-Unit Assessment (once at start

of unit)

End of Unit Assessment (once end

of unit)

Science notebook entries (daily) End of Unit Science Seminar (once end of unit)
Critical Juncture Assessment (weekly)  

Written Scientific Argument (once end of unit)

Inquiry Activities (daily)
Student self-assessments (daily/weekly)
Hands-On Flextension (once towards end of unit)

On the Fly Assessment (weekly)

 

 

Instructional Methods, Content Delivery, and Monitoring Student Learning (Social Studies)
Educational Delivery

Methodologies

Content Provider/Program

Used

Formative Assessment

Strategies and Frequency

Summative Assessment

Strategies and Frequency

Kindergarten Google Classroom/Zoom Studies Weekly: My World (K) Anecdotal Notes (daily)

 

Article graphic organizers (weekly)

 

“Think Deeply” questions/activities (2x per unit)

Weekly Assessment questions (weekly)
1-3 Google Classroom/Zoom Studies Weekly: The World Around Me (1), Connecting Communities (2) Anecdotal Notes (daily)

 

Article Assessment questions (daily)

 

Article graphic organizers (weekly)

 

“Think Deeply” questions/activities (2x per unit)

Weekly Assessment questions (weekly)

 

“Let’s Write” prompts (weekly)

4-5 Google Classroom/Zoom Studies Weekly: Our Community (3), The United States (4), Our

Nation (5)

Anecdotal Notes (daily)

Article Assessment questions (daily) Article graphic organizers (weekly) “Think Deeply” questions/activities

(2x per unit)

Weekly Assessment questions (weekly)

 

“Let’s Write” prompts (weekly)

6-7-8 Google Classroom/Zoom Discovery Education Social Studies Techbook Student practice assessments (approximately weekly)

 

Engage/Explore Discussion prompts and online interactives (daily/weekly)

 

Graphic organizers (daily/weekly)

 

Social Studies Explanation and/or Activity (weekly)

 

Brief-Constructed Response writing (approximately weekly)

Chapter Assessments (end of chapter)

 

Extended-Constructed Response writing (once per unit)

 

Elaborate Performance Tasks (once per unit)

 

Our district’s distance learning plan is substantive, using the same high-quality instructional resources and culturally responsive data-driven instructional strategies used during in-person instruction.

 

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. 

 

Action Step Person(s)

Responsible

Frequency and/or

Timing

Evidence of

Implementation

Communicate to parents the offering of virtual special education services and FAPE. Director of Student Services Once per year or circumstance of school

building closure.

Letter to parents
Process for Implementing Action Step

The Director of Student Services will generate a letter on behalf of the school district communicating the offering of special education services and Free and Appropriate Public Education (FAPE) to families of children

with special education services.

Action Step Person(s) Responsible Frequency and/or Timing Evidence of Implementation
Locate and identify students with disabilities through the school district’s established Child Find process. School site Child Find Team (teachers, related service providers, school administrators, and school

psychologists.)

Ongoing PLC and child find team notes/agendas, school psychologist annual and initial evaluation records, MTSS data collected by teachers.
Process for Implementing Action Step

The school site child find team will collect data on student progress, arrange time to review student intervention strategies established, and review student growth data on distance learning. The school site child find team will follow the district procedures for MTSS and identifying and offering services to children with disabilities through the special education referral and evaluation process if appropriate. The special education evaluation team will work with the student and parents to collect student information virtually, and through appointment based services if necessary to ensure an accurate special

education determination.

Action Step Person(s)

Responsible

Frequency and/or

Timing

Evidence of

Implementation

Special education and/or related services provide consultation and co- teaching services for students with IEPs in the general education setting. Special education teachers and/or related services providers as indicated per

student IEP

Daily and as designated per student IEP Special education teacher and related service provider service logs and IEP data collection.
Process for Implementing Action Step

Special education teachers and related service providers will collaborate with the general education teacher and each other to align services that meet the grade level standards and support closing the achievement gap for students with IEPs during virtual instruction. Consultation may occur during planning time, or as a review of the virtual lesson plans to incorporate accommodations and modifications based on the student IEP. Co-teaching will occur during live and asynchronous distance learning through parallel small group instruction and specially designed instruction provided during lesson delivery by the

general education teacher and special education teacher and/or related service provider.

Action Step Person(s)

Responsible

Frequency and/or

Timing

Evidence of

Implementation

Provide real-time (live) special education service delivery for students with IEPs during distance learning. Special education teachers and/or related services providers as indicated per

student IEP

Daily and as designated per student IEP Special education teacher and related service provider service logs and IEP data collection.
Process for Implementing Action Step

Establish an adult facilitator (parent/caregiver) to provide supervision and support to the student accessing the distance learning platform. Special education teachers and related service providers will arrange with the adult facilitator to ensure the student has all needed learning materials, and proper access to the virtual learning platforms. Special education teachers and related service providers will provide direct, specially designed instruction to individual students or small groups related to specific IEP goals. Special education teachers and related service providers will provide feedback, conduct

assessments, and collect data on student learning during real-time sessions.

Action Step Person(s)

Responsible

Frequency and/or

Timing

Evidence of

Implementation

Provide asychronous special education service delivery for students with IEPs during distance learning. Special education teachers and/or related services providers as indicated per student IEP Daily and as designated per student IEP Special education teacher and related service provider service logs and IEP data collection.
Process for Implementing Action Step

Establish an adult facilitator (parent/caregiver) to provide supervision and support to the student accessing the distance learning platform and other learning materials. Special education teachers and related service providers will arrange with the adult facilitator to ensure the student has all needed learning materials, and proper access to the virtual learning platforms, as well as training on how to implement the learning activities. Special education teachers and related service providers will provide assignments online and/or with hands-on materials in the home for students to access indirectly, independently or with little support, and in their own time. The prescribed asychronous learning activities will be specific to

student IEP goals, and address grade level standards. The learning activities will be extensions of practice related to previous direct instruction, and supplemental intervention activities that assist in goal mastery. Special education teachers and related service providers will coordinate with the student and facilitator to provide feedback, and gather data on student

progress after completion of the asynchronous activities.

Action Step Person(s)

Responsible

Frequency and/or

Timing

Evidence of

Implementation

Arrange for appointment based in- person special education and related services for students that cannot access FAPE in an online environment. Special education teachers and/or related services providers as indicated per student IEP As designated per individual student IEP Special education teacher and related service provider service logs and IEP data collection.
Process for Implementing Action Step

If evidence is provided that a student cannot access FAPE in an online environment while distance learning, the IEP team may determine the need for in-person appointments to provide special education and/or related services for some or all of the IEP. The team will hold an IEP meeting to determine the most appropriate learning environment for the services identified. The service provider(s) will arrange for a desginated learning space in a school building to deliver the agreed

upon in-person services.

Action Step Person(s)

Responsible

Frequency and/or

Timing

Evidence of

Implementation

Communicate IEP goal progress to parents. Special education teachers and/or related services providers as indicated per student IEP As designated per student IEP (equal to report card distribution dates.) Completed progress notes in the student IEP.
Process for Implementing Action Step

The special education teacher and/or related service provider will use regularly collected data from IEP goal monitoring to report student goal progress per trimester or quarter as indicated in the student IEP, and aligned to the distribution of report card dates. Student progress notes can be shared via email, parent pick up, or by mail according to family access and

preference.

 

 

 

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

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 Person(s) Responsible Frequency and/or Timing Evidence of Implementation
Identify potential EL students in a timely manner and determine their language

needs and proficiency.

Enrollment office staff, IEIS, EL Team Leads, District Language Acquisition

Team

Will occur for new Kindergarten students and any new students who enroll to the

district.

Documentation of HLS responses and contacts made with parents.
Process for Implementing Action Step
Due to COVID-19 outbreak, our district is unable to administer the AZELLA placement test in person. For that reason, the district will apply temporary entrance procedures that permit the presumption of EL identification based on a home language survey (HLS) and rely on appropriate follow up, discussion with parents and/or students in order to provide needed language services. Once students have been identified as needs to be tested based on HLS, schools will use sample questionnaires provided by the Arizona Department of Education to determine a language proficiency level. When the school physically reopens, the school district will complete the full normal identification

procedures to promptly ensure proper identification and placement for new EL students.

Action Step Person(s) Responsible Frequency and/or Timing Evidence of Implementation
Implement research-based Structured English Immersion (SEI) models that have been approved by the Arizona Department of Education. Teachers and EL interventionists that are SEI endorsed, or in the process of attaining their SEI

endorsements within the year.

Instructional delivery of EL minutes will abide by the required minutes set by the

state.

Master Schedule minutes and monitoring of delivery instructional EL minutes.
Process for Implementing Action Step
Implementation of the new SEI Models has not been postponed due to COVID-19. The requirements outlined in SB1014 (120 minutes per day of ELD instruction for K-5 and 100 minutes per day of EL instruction for 6-12) must be addressed to the extent possible. The models rely on all teachers sharing the responsibility for the success of English learners based on four non-negotiable principles:

Principle One: Asset-Based Behaviors and Expectations

Principle Two: Integrated Instruction in Disciplinary Language and Content Principle Three: Targeted and Explicit Language Instruction

Principle Four: Assessment, Monitoring, and Feedback

In June 2020 school leaders received training on the New SEI Models. In July/August this training will continue and teachers will also receive training of the New SEI Model requirements that must be implemented for the 2020-2021 school year.

Schools master schedules will reflect the required minutes of their chosen EL models (Two Hour, Pull-Out, or 50-50 Dual Language Immersion model).

Action Step Person(s) Responsible Frequency and/or Timing Evidence of Implementation
Ensure curricular program materials and professional development are in place. District Language Acquisition Team, District Curriculum and Instruction Specialists, School Leadership Teams This will occur prior to the beginning of the school year and continue throughout the school year. Inventory of materials, check in with schools and EL teachers.

EL Professional Development Plan that is aligned to the needs of our EL learners

and EL teachers.

Process for Implementing Action Step
As part of Phoenix Elementary School District digital learning experience, all English Learners (ELs) will receive access to the same high-quality grade-level instruction as all mainstream students. These approaches are critical to language development and help establish equity. In addition, ELs will engage in daily English Language Development (ELD) activities to simultaneously develop English language proficiency and ensure access to content areas. The district curriculum programs include appropriate EL supports and scaffolding suggestions for EL teachers to include in their instructional delivery. Explicit EL Lessons that align to the state’s English Language Proficiency (ELP) Standards are also included as a resource. In the summer of 2020 teachers and school administrators will receive training of the 2019 ELP Standards that must be implemented for the 2020-2021 school year. The Language Acquisition Team and the Curriculum Specialists will provide training to EL teachers and school administration of the EL resources found

in various district adopted programs that align to the Language Approach Principles and ELP Standards.

Action Step Person(s) Responsible Frequency and/or Timing Evidence of Implementation
Develop an appropriate system of tracking and measuring progress of EL students prior to taking the Spring Reassessment AZELLA test. Language Acquisition Team EL teachers, interventionists Performance-based, frequently Formative – end of ELA units Data gathered from measures.
Process for Implementing Action Step
Regularly monitoring of ELs’ progress in ELP and content knowledge allows teachers to target instruction and provide additional support services, as needed. The Language Acquisition Team will work to implement performance-based and formative assessment tools that assist with evaluating and documenting EL students’ growth in language proficiency over time in the areas of listening, reading, writing, grammar and oral speaking. The team will develop a set calendar for formative assessments, with the goal of

having four completed formative assessments prior to the annual AZELLA assessment.

Action Step Person(s) Responsible Frequency and/or Timing Evidence of Implementation
Ensure there is meaningful, ongoing communication with EL families. EL teachers, EL interventionists, homeroom teachers, school support staff, school administration, district

support staff

Communication will be done on a weekly basis with families. Contact log of phone calls, emails, or parent communication application done weekly.
Process for Implementing Action Step
EL teachers, EL interventionist and/or homeroom teachers will communicate with parents via phone call, email, or through a parent communication application.

 

Schools will work in conjunction with a translating company to reach out to parents that require translation in another language than Spanish. Schools will be mindful that some parents may not be literate and will require contact through a phone call or recorded message.

 

Prior to the start of the school year communication to parents will be made with the goal of contacting 100% of our EL student families. When contact is made, the following information should be gathered about their distance learning preparedness and ability to start class on the first day:

·         Do the students have a working computer, internet at home?

·         What is the family’s schedule, will there be someone available to assist with technology issues if they arise?

·         What concerns about distance learning do families have that we may be able to support?

·         Are there concerns about the student’s Social Emotional Learning state?

·         Does the family require assistance with child care or a place to send students during the school day? If yes, they would be provided with our Learning Lab information as an option.

 

 

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 N/A
Packet of Social and Emotional Topics X X X X N/A
Online Social Emotional videos X X X X N/A
Parent Training X X X X N/A
Other: N/A

 

 

Kinder 1-3 4-5 6-8 9-12
 

 

Counseling Services

In-Person X X X X N/A
Phone X X X X N/A
Webcast X X X X N/A
Email/IM X X X X N/A
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 Person(s) Responsible Frequency and/or Timing Evidence of Implementation
Provide social emotional wellness check- in’s and presentations to all students in person and virtually (developmentally

appropriate)

Social Workers Classroom teachers August 5th- September 30th Completion sheets submitted to Coordinator of School Social Worker and Chief Academic Officer
Provide Social Emotional check-in and resources for families School Principal Social Worker Ongoing Social Worker notes, documentation, and tracking
Develop online social-emotional resources and community agencies

referral guide

Coordinator of Social Work July 29th Completion of website and Social Worker training
Integrate trauma sensitive strategies to support classroom teachers both in person and online (CTM, MTSS, PBIS,

LOI)

Coordinator of School Social Work and Student Support

Action Team

C&I Team

Ongoing Principal, Social worker feedback teacher evaluation
Provide Tier 2/3 students with stress relieving resources and supplies Meleika Wadley Action Team

Federal Programs

Ongoing/As needed Cool down kits, electronic mindfulness devices
Partnership with Southwest Behavioral

Health for Mental Health Services

Coordinator of School Social Work and

Student Support Systems

July 31st MOU with Southwest Behavior Health

and referral documentation

Provide Social Workers the resources and training to support students while

distant learning by providing telehealth

Coordinator of School Social Work and Student Support Systems Ongoing Telehealth training, cell phones, Social Emotional Learning PD
Resource bank for staff and families to support students with tier 2/3 needs Coordinator of School Social Work and Student Support Action Team

Federal Programs

Ongoing Finalized completed resources list
Survey Families to identify students needed support or resources prior to

school starting

Ongoing Spreadsheet with survey responses and follow up actions taken

 

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) Person(s) Responsible Frequency and/or Timing Evidence of Implementation
Create and implement district-wide

Common Formative Assessments

Coordinator of Assessment with support

from Core Content Specialists

CFAs will be administered at least three

times per year.

CFA Data
Implement high quality curriculum and resources across content areas. Director of Curriculum and Instruction, Core Content Specialists, Site Administration support/oversee

implementation

Weekly planning Written lesson plans with lesson objectives and mastery criteria, checks for understanding aligned to District

curriculum guides.

 

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 Galileo Online, and in person once safe to do so August 31 – September 11th; January 5th-27;

April 19th-May 12th

1-3 Galileo Online August 31 – September 11th; October 26th- November 6th; January11th-25th ; April 19th-May

12th

4-6 Galileo Online August 31 – September 11th; October 26th- November 6th; January11th-25th ; April 19th-May

12th

7-8 Galileo Online August 31 – September 11th; October 26th- November 6th; January11th-25th ; April 19th-May

12th

 

 

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 Galileo Online, and in person once safe to do so August 31 – September 11th; January 5th-27; April 19th-May 12th
1-3 Galileo Online August 31 – September 11th; October 26th- November 6th; January11th-25th ; April 19th- May 12th
4-6 Galileo Online August 31 – September 11th; October 26th- November 6th; January11th-25th ; April 19th- May 12th
7-8 Galileo Online August 31 – September 11th; October 26th- November 6th; January11th-25th ; April 19th- May 12th

 

  

The school district will use Zoom to administer benchmark assessments (See attached Zoom Procedures document.). Unique testing procedures for teachers, students and family members are being developed. The following requirement will be added to our testing security agreement: I shall complete all training, meet the technological requirements, and follow district procedures and guidelines for remotely administering district assessments.

 

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.
Phoenix Elementary School District formed four action teams in May: General Education Action Team, Special Education Action Team, Trauma-Informed Practices/Social Emotional Action Team, and the Health and Safety Action Team. The action teams stayed up-to-date on the most recent research regarding distance learning and mitigating the risks of spreading COVID-19. These teams also were responsive to the needs of students, families and staff through the administering and analyzing of surveys. The General Education, Special Education, and Trauma-Informed Practices/Social Emotional Action Team also considered the strengths and weaknesses in our online summer school program for our struggling kindergarten through third grade students. These teams’ recommendations capitalized on these strengths and improved on the weaknesses of this online summer school program. Our distance learning plan aligns to the Governors’ Executive Orders and recommendations from ADE, as well as guidance from legal. Additionally, Phoenix #1 iAcademy AOI Application was approved. Although we will not be implementing our approved AOI School immediately, it is important to note that this distance learning plan mirrors our approved AOI plan. Finally, Phoenix Elementary School District takes its mission of closing the achievement gap and addressing the digital divide seriously and therefore, developed a distance learning plan focused on equity and most importantly, our students’ academic and social-emotional success.