Our Distance Learning Model will be a robust, interactive, full-day learning curriculum equivalent to in-person learning.  Students will have live instruction, interaction with classmates, and a wide variety of learning activities to engage and effectively educate.

We will be using multiple technologies that may capture and record your child’s image or voice in virtual, online or in-person classrooms as we deliver instruction. The instruction delivered to your child is not a confidential educational record. However, we will be prudent and cautious in all of our practices regarding virtual, online or in-person instruction.

Here is our timeline for charting a safe course to learning:

  • July 27th: Laptop Distribution Begins.  Your school will be in contact with you regarding the distribution plan and distance learning if you have not already heard from them.
  • July 30th: Preschool Plan to be delivered to families for Faith North, Garfield & Kenilworth Schools.
  • August 6th: Distance Learning for all K-8 students begins.
  • August 17th: Learning Labs will open for students who need supervision on a campus to complete their Distance Learning. Learning Lab locations are Edison School on the east side of our District and Magnet Traditional School on the west side of our District.
  • October 5th – 9th: Fall Break
  • October 12th: Potential Return to Campuses for Blending Learning Model.  Distance    Learning Model will continue for those who choose.

Thank you for your patience and support as we chart our course together!  Please be vigilant as you protect your family and friends and neighbors from COVID-19.  It is incredibly important to wear face coverings and maintain a distance of six feet when outside your home.  That is how together, we can move forward safely.

Weekly meal pickups each Wednesday are continuing for children age 18 years or younger. We will update you regularly when changes occur to the schedule.

Distance Learning Overview

Our distance learning model to kick off the new 2020-21 school year is very engaging and an effective learning model . We learned a lot as we transitioned to distance learning quickly in March and have built a robust distance learning model.  Our new model is interactive and provides the opportunity for children to engage in streamed lessons and live lessons and interact with their teacher and classmates.

Instruction begins on August 6th and each school day students engage in learning from 8:00 AM to 3:00 PM using Google Classroom and Zoom.  Laptops are provided and Internet connectivity can be acquired through your school.  Attendance is taken and grading is time-effective to provide feedback and direction for instruction.

The curriculum is beautifully aligned to provide a smooth transition once children transition to Blended Learning or return to campus full time.

All the supports children need are provided including:

  • Social-Emotional Support
  • Special Education, English Language Learner & Gifted Programs
  • Breakfast & Lunch Meal Pick-up

Learning Labs will open at Edison School and Magnet Traditional Schools to provide monitoring for those students who parents are not able to monitor their distance learning due to their work.  Please stay tuned for more information regarding the opening of our Learning Labs.

For our detailed and official Distance Learning Plan visit www.PhxSchools.org/distancelearning.

Distance Learning Support Site
Learning Lab

August 14, 2020

Dear Phoenix #1 Families;

We hope this message finds you and your family doing well and staying healthy in these challenging times, and we thank you for your ongoing support and patience as we navigate through Distance Learning together.

For those families who have registered for onsite support during Distance Learning, we want to provide you with updated information about the Learning Labs.  The Learning Labs are provided for families urgently needing onsite support.

As Governor Ducey and experts and physicians are telling us, the safest place to be is in your home to do your best to avoid COVID-19.  However, we know that for some of our families that is not possible. Therefore, we will follow our Mitigation Plan and health and safety protocols stringently as we open the Learning Labs.  For more information on the health and safety protocols, visit www.PhxSchools.org/healthsafety.

Please note that in order for a child to participate in Learning Labs, they must be registered one day in advance and complete and sign the acknowledgment form.

The Learning Labs will not be like a typical school day because children in the Learning Lab will be learning online from their teacher who will not be present in the Learning Lab.  The Learning Lab will be supervised by support staff while our teachers are busy teaching online.  Activity and mobility will be limited in the Learning Lab as we follow the health and safety protocols.

Please note that should COVID-19 cases arise at these sites where Learning Labs are provided, the Learning Lab will be closed, and we may not be able to provide much notice. You will be informed if there is a COVID-19 case, and all privacy measures will be in place to protect the privacy of the person diagnosed with COVID-19.

Below is a list of general information that you should be aware of to make sure your child is registered and prepared to enter a Learning Lab.

  • Start Date: August 17, 2020, End Date: October 2, 2020
  • Program Operation: Monday – Friday, 8:00 AM – 3:00 PM
  • Learning Lab participants are expected to attend 5 days a week. Full participation is required.  Attendance must be from 8:00 AM- 3:00 PM all 5 days of the learning week.
  • Learning Labs begin at 8:00 AM, so please arrive early so your child can start learning on time. Students can be dropped off at 7:15 AM and must be picked up promptly no later than 3:45 PM.
  • Hosting Site: Magnet Traditional School–Schools Attending: Bethune, Capitol, Dunbar, Heard, Kenilworth, Magnet Traditional
  • Hosting Site: Edison Elementary School–Schools Attending: Edison, Emerson, Garfield, Herrera, Shaw Montessori, Whittier 
  • Consideration regarding the site your child attends will be given to families that have children enrolled in more than one school in our district.  Otherwise, children must attend the hosting site listed above. NO EXCEPTIONS! A member of our team will contact you directly to determine your alternate site location if necessary.
  • The Learning Lab registration form must be completed 24 hours prior to the first day of attendance.  Same day participation will not be permitted due to administrative processing.
  • Students must be enrolled at a Phoenix #1 school for the 2020-2021 school year.  Enrollment will be verified with your child’s home school.
  • Learning Labs are only available for grades K-8.
  • Students are to be dropped off by a parent or guardian.  Students are not permitted to walk to the Learning Lab and district transportation will not be provided, unless a student’s Individualized Education Plan calls for transportation.
  • Parents, guardians or authorized individuals must have a valid identification card for students to be released at pick-up.
  • Parents must provide a face mask or face covering required for their children unless a note from a doctor is given to the site supervisor pertaining to medical restrictions.
  • Students are required to bring their virtual learning device, headphones, and general supplies for their learning day. (Limited resources will be available for those in need.)
  • Students will receive a temperature check upon arrival to the program and be asked to wash and sanitize their hands regularly.
  • Students are asked to be fully engaged with their teacher via distance learning while being monitored in the Learning Lab.  Breakfast, lunch, and a snack will be provided along with scheduled breaks throughout the day.
  • The Learning Lab is a privilege. All participants are expected to be positive and display outstanding citizenship at all times. Any disruptive behavior in the learning environment will not be tolerated.
  • All registered Special Education Students, regardless of home school, will attend Edison unless their needs determine otherwise. You will be contacted by a Learning Lab staff member if necessary.
  • If your child takes medication or carries an inhaler, please do not forget to complete the medical consent form.  Please print and provide the forms to the Learning Lab staff when your child arrives at the Learning Lab. They will also be available on-site if needed.
  • Parents or guardians who do not have the ability to complete the registration form by Friday, August 14, 2020, may receive assistance from a Learning Lab staff member by appointment only.  Please call 602-257-4001 to reserve your appointment if absolutely necessary.

Please be sure you have printed, completed and signed the acknowledgment form and the medical consent form linked below for your child and have those ready when you register your child. Thank you.


Acknowledgement Letter – English

Acknowledgment Letter – Spanish

Acknowledgment Form – English

Acknowledgment Form – Spanish

Health & Medical Form – English

Health & Medical Form – Spanish


If you have any questions, please contact Mr. Curtis Johnson at 602-257-4001 or Curtis.Johnson@PhxSchools.org.




Dr. Larry Weeks

Superintendent, Phoenix Elementary School District #1

Family & Student Responsibilities

Parent Communication Policy

Parent-Teacher communication is vital to maintain the partnership between the school and parents.  Teachers are the parents’ first point of contact for academic questions.  Professional, courteous two-way communication is always encouraged.


Computer & Internet Back-up Plan

Parents must have a technology back-up plan.  Computers and the Internet do crash or become non-functional.  In the event this does occur, communication with your child’s teacher becomes critical. Parents should notify the school immediately if a school-loaned computer is malfunctioning.  Please note that any equipment loaned to students is not guaranteed to be free from hardware failures. Students will not be excused from attendance for technology problems.  If a student is unable to complete work or attend live class sessions for any reason, please contact the student’s teacher immediately.

If you need assistance in obtaining a computer or internet services, please contact your school as soon as possible so they can help.


Responsibilities & Suggestions


Teacher & Staff


Family & Student


Communication Teachers commit to
communicate with students regularly.They will respond to emails and messages within one school day.
Students commit to maintain communication with their teachers through school email, attending lessons, Google Classroom, or other methods indicated by the teacher.


Students and families commit to responding to all emails and calls from teachers and staff.  This helps the school run smoothly and keeps you up to date on all requirements.

Coursework Teachers commit to grading all assignments promptly so students have feedback to improve.  Larger projects or papers may require additional grading time. Students commit to ensuring that they keep up with due dates and submit work as
assigned and scheduled.
Live Sessions Teachers commit to holding live sessions for students, as well as
office-hours for
students to drop in.Teachers commit to
recording course
sessions when
appropriate and
posting them in their classrooms for students to review if needed.
Students commit to attending live sessions with their content teachers.


NOTE: Watching recorded sessions, DOES NOT qualify as meeting the attendance requirement; however, you should watch recordings for any sessions you miss so you can stay caught up with your schoolwork.


Beginning of Year

  • Report any changes in phone, email, mailing address
  • Set up learning space and organize materials
  • Attend online orientation sessions or open houses offered by school staff



  • Check emails and respond as needed to communicate with teachers
  • Follow and complete the scheduled daily lessons and assignments
  • Monitor attendance at daily scheduled online, synchronous class sessions
  • Review lessons for next day and gather all necessary materials



  • Check PhxSchools.org website for updates and resources
  • Review student progress updates from teachers, in learning platforms, etc.
  • Note any topics to discuss with teacher
  • Attend conferences with staff if requested
  • Attend Special Education 504 conferences, Individual Education Plan (IEP) 504 placement meetings (if your child is identified with special needs)


End of Year

Schools will provide guidance for returning laptops and any supplies or other equipment needed.

Instructional Programs

Phoenix #1 will provide high-quality, flexible, educational experiences in a safe, technology-enabled learning environment to empower students to achieve their academic and personal goals.  Students will receive instruction in all core content areas offered in our traditional school environment (Math, English Language Arts, Science, and Social Studies) as well as Special Areas courses such as Physical Education, Music, and Art.  The Arizona Department of Education provides a common set of academic standards, and a team of core content area specialists in the Phoenix #1 Curriculum & Instruction Department, provide teachers with curriculum frameworks including more detailed information on how to ensure access and equity for all students.

Students can expect a standard school day of about 6 hours. Between 3-5 hours of the school day should include live/real time lessons led by certified teachers and instructional aides using district approved curriculum and resources. Through the use of Google’s G Suite, teachers will create interactive classroom environments including class sessions where students can interact with their teachers and peers through video, audio, text and chat.

Learning goals will be clearly established and explicitly communicated to students. In our virtual environment, this may include posting the learning goal or essential question on a teacher’s web page, asking students to keep a learning log throughout a lesson or unit, or weekly check-ins that require students to respond to the essential question using information from the week’s lessons and activities. While much of the instructional delivery occurs online, students also spend time working offline reading, solving math problems on paper, etc.  The amount of time spent directly engaged with online instruction and content increases as students grow in age, grade level, and skill, so a kindergartner will probably spend less uninterrupted time online than a middle school student.

As schools implement the schedules in a manner that best fits the needs of their students and families, considerations for intentional planning are key. Instructional planning should include time for general and special education staff to collaboratively plan and learn from each other.  To support this collaboration, a system to continuously evaluate how the learning environment is or is not working for students is essential.  Ideally, this feedback loop allows for school leaders to see how well students are engaged in their learning, whether the instructional supports and accommodations are working, and whether the material is relevant and accessible to the student.


Instructional Scheduling Models, Curriculum & Tools

Scheduling Models

A typical school day will include approximately 6 hours of instruction and support, plus additional time for breaks and lunch.  The same will hold true for our online learning. 8:00-3:00 is a standard school day. Schools will communicate exact start and end times.

 School-based iAcademy       

(Aug-Oct 12 for All) 

   Blended Learning

    (Date TBD)

• Kindergarten-Grade 8

• 5 Full days per week online

• Access to a full range of
Phoenix #1 teachers and curriculum, including Special Areas

• Real-time teacher-led instruction, and asynchronous/independent learning

• Internet connection required

• District device available

• Class meetings, small groups, and 1-to-1 support.

• Two-Day Rotation Blended Learning Model Students report to school on two designated days.

• On the other days, students are engaged in virtual instruction and enrichment aligned with academic goals established.

• On Mondays, all students are engaged in distance learning.


As physical distancing restrictions continue to lessen and more students are allowed on campus, for families opting to return to campus Phoenix #1, will utilize a “click and brick” learning model combining a dynamic blend of personalized attention received in a conventional brick-and-mortar school with the flexibility of the innovative virtual classroom.  For example, 50% of the students participate at school, while the other 50% work remotely from home. The online environment allows for greater differentiation and flexibility as students are better able to work at their own pace. Students have access to both environments and learning experiences will align with best practices for each.


Curriculum & Instructional Tools

Platforms Content Resources Interventions
·      G Suite by Google including Google Classroom and Google Meets

·      Synergy

·      Parent Vue

·      Ready Math  K-8
(Curriculum Associates)·      Benchmark Advance via Benchmark·      Universe K-6 ELA·      StudySync 7-8 ELA
(McGraw Hill)·      Inspire Science 3-5
(McGraw Hill)·      Amplify Science 6-8·      Discovery Education Techbook 6-8 Social Studies
·      iReady K-8

·      Steps to Advance

·      Benchmark ELD

·      95% Group


Online Scheduling for School-based iAcademies

Monday Tuesday Wednesday Thursday Friday
Independent Virtual Learning for All


Additional Intervention and Extension support may be offered.

~6 hours of school


3-5 hours include live/teacher-led  instruction

~6 hours of school


3-5 hours include live/teacher-led  instruction

~6 hours of school


3-5 hours include live/teacher-led  instruction

~6 hours of school


3-5 hours include live/teacher-led  instruction


Blended Block Schedule

Includes a mix of in-person and remote learning and a strong equity focus on providing additional in-person learning for students who need it most. When possible, schools will begin prioritizing additional in-person learning for our students with disabilities and our students who are in the early stages of learning English.  Schools then will work to prioritize as many additional student groups as possible for the extra day of

in-person learning as we are able to safely phase in additional time on-site.

Groups of students will rotate over four days a week, every other day, and reserve one day of the week for alternative activities such as group project days, virtual learning, and intervention/extension opportunities.


Alternate-Day Schedule for In-Person Learning

Students will have remote learning the remainder of the week.

Monday Tuesday Wednesday Thursday Friday
Virtual Learning for All


In-Person Learning for
Students when

Group A Group B Group A Group B


  • In determining the “A” and “B” student groups, siblings will be prioritized so that they can attend in-person learning on the same schedule.


Sample Schedule, Group A Student

Monday Tuesday Wednesday

Online, Independent

Thursday Friday

Online, Independent

Intervention60 min.
Math Block

120 min.


60 min

Math Block

120 min.


60 min

Reading/ELA Intervention

60 min.

ELA Block

120 min.

ELA-Independent 90 min. ELA Block

120 min.

ELA- Independent 90 min.

45 min.


60 min.


60 min.


60 min.


60 min.

Studies45 min.
Social Studies

60 min.

Social Studies-


60 min.

Social Studies

60 min.

Social Studies-


60 min.

Special Areas

45 min.

Special Areas

60 min.

Special Areas-


45 min.

Special Areas

60 min.

Special Areas-


45 min.


Every Other Day Versus Two Consecutive Days Schedule:

  • Decreases time between direct teacher contact time.
  • Gives teachers an opportunity to delve into more detailed lessons or facilitate labs or student collaborative groups.
  • Supports deeper learning by allowing a variety of activities and differentiated instruction to occur during a single class period.
  • On Virtual Learning days, students will engage primarily in asynchronous/independent learning activities.
  • On Mondays students will engage in differentiated online learning. This may include reading or math intervention or extension, gifted supports, and additional special education contact time as appropriate.

Our ideal scenario is one in which health conditions improve and we are able to have more students back to campuses every day. These options are based on current conditions and are rooted in our respect for the feedback we heard from you, our families and communities, that your top priority is the health and wellness of our students.  While scheduling should always seek to provide students with the best possible learning experiences, greatest priority must be given to ensuring the health, safety, and wellness of students and staff.  This requires aligning all scheduling decisions with the latest recommendations and guidance from public health officials about best practices for preventing the spread of COVID-19.

Collaboration & Assessment

To inform instruction and gauge student learning, it is important to consider and solidify a systematic cycle of assessments including initial screenings and formative and summative assessments.  For data to lead to meaningful change in student outcomes, teachers and administrators need designated collaboration time to analyze data, identify shifts and changes in instruction to meet student needs, implement intervention strategies, and assess the effectiveness of instructional strategies.

Our assessment and collaboration protocols will assist district leadership and school boards as they make reopening determinations related to using assessments to inform instruction for all students, including those with unique learning needs such as students with disabilities, English language learners, students placed in foster care, and students experiencing homelessness.  Because parents may have children enrolled in multiple schools across our district, it is critical that communication protocols, online learning platforms, curriculum, resources, and expectations are coherent and consistent. This also engages parents as partners in learning.

  • As part of our comprehensive assessment plan, we will offer common diagnostic, formative, and summative assessment tools across the district for comparative analysis to identify specific targeted student learning needs.
  • When reviewing all assessment data, we will focus on a continuous improvement learning model.
  • We will design a multi-tiered system of support that includes guidance for implementing Tier 1 strategies before offering Tier 2 and Tier 3 interventions.
  • Staff will have structured collaboration time to engage in cycles of inquiry around student data. This includes reviewing student assessments and data (classroom, site-based, and district common formative assessments), planning instructional shifts and strategies based on data, establishing clear outcome goals, debriefing lessons and data as a team, and repeating the process.
  • We will establish a common protocol for regular and consistent communication to parents regarding their student’s progress.
  • Interventions may include regularly scheduled sessions with an interventionist on campus or through video conference, scaffolding for specific task assignments (e.g., an outline or sentence starters for written responses), pre-highlighted texts, more frequent feedback or check-ins, time management supports, etc. Students in upper grade levels may be offered guidance for monitoring their own progress and implementing interventions independently, if appropriate.
  • We will implement a combination of synchronous and asynchronous options for students to demonstrate learning and, potentially, to revise or resubmit work after reteaching or receiving feedback.
Attendance, Dress Code & Grading


Full attendance requires that students work in their online courses daily. Student progress will be monitored daily.  Students will log into their homerooms at the start of the day, and attendance will be monitored throughout the day.  Times will vary depending on grade level (middle school students, for example, typically attend classes with more teachers, so attendance may be taken as they “enter” each class period).

Note: If a student will not work in their online classes on a given day or period, a parent or guardian should report the absence to the school just as they would to excuse an absence in an on-campus class.


Dress Code

Uniforms are not required during online instruction but are encouraged if your school typically requires them on campus.  Whether in uniform or “school clothes,” preparing for the morning by dressing for school helps to set the tone for student learning.  Please adhere to established dress code guidelines to ensure all students are dressed appropriately for the school environment when on camera.  For questions regarding appropriate attire, you may consult the student handbook or reach out to your schools for clarifications.



Students will enter the 2020-21 school year after experiencing disruption to one quarter of the prior school year.  As a result, Phoenix #1 teams will re-evaluate grading policies in order to utilize policies that are best aligned to promote student remediation, growth, and mastery of essential content and skills.  Priority in grading policies will be placed on the utilization of practices that do not simply seek to “quantify” learning; instead, they seek to promote and drive learning.


Grading and Feedback

Within a virtual environment there are three main types of graded assignments – Computer graded, computer and teacher graded, and teacher graded. To support student success, Phoenix #1 staff and administration commit to:

  • Prompt grading: fair, accurate, specific and timely
  • Base final grades on learning, growth, and proficiency over compliance
  • Communicate with students and families regarding missing and incomplete work
  • Provide students opportunities to retake quizzes and tests or take advantage of alternate assessments and assignments at the discretion of the teacher.
  • Provide due dates on all assignments
  • Teachers will honor 504 Plans and IEPs


Integrity in Scored Assignments & Assessments

A great strength of virtual instruction is the abundance of real-time assistance available to students.  We encourage help from family, friends, online teachers, our own staff, etc.  However, when an assignment is scored, we expect the work to be the student’s alone so that the score is meaningful.  Scored assignments and assessments are important because they give us information about student progress and the effectiveness of instruction.  All scored assignments and assessments are assumed to be the student’s original work.

Special Populations & Support Services

Special Education

As we prepare to reopen schools we are embracing the opportunity to ensure students with disabilities as well as other special populations are more intentionally integrated into all aspects of preparation and participation, and to ensure the needs of all students are addressed and the decisions benefit all students, staff, and families.

As part of our commitment to meet the needs of all learners, our Special Education department will work with staff and families to ensure students’ needs are addressed in the most appropriate learning environments to support their successful engagement.


Gifted Education

The Gifted and Talented team will continue to support schools, gifted learners, and their families in either a hybrid or remote environment. To maximize student’s time on campus, ALPS services may be provided remotely in either the blended or fully virtual environment.


English Language Learners

School closures will have an increased impact on learning acceleration for our English Language Learners.  Whether it is via distance learning or a blended model—it is important that schools continue to ensure the goal of English Learners gaining English proficiency as rapidly and effectively as possible. is attained. Students may need additional supports to rebalance and refocus on learning. The goal remains for English Learners to achieve the same rigorous grade-level academic standards that are expected of all students, within a reasonable period of time.  To accomplish these goals, all English Learners must receive a comprehensive program of designated and integrated English Language Development (ELD) instruction targeted to their proficiency level, and appropriate academic instruction.

Schools will ensure they embrace English Learners as the assets they are while also providing them with the support they need to succeed.  We will provide language instruction services to English Learners in a blended or virtual learning environment. Schools will continue to provide designated and integrated ELD and have the flexibility to determine how services will be provided to English Learners. We will also work with parents and offer opportunities to be involved in their children’s education, especially during distance learning and the transition to reopening.

School closures and the reopening process may also impact reclassification.  If schools were not able to administer the Arizona English Language Learner Assessment (AZELLA) to all students during the 2019–20 school year due to school closures, schools should follow the most recent guidance provided until additional assessments are complete.  Schools will not exit an English Learner from EL status until the student has demonstrated proficiency.  Additionally, schools will closely monitor English Learners and students who were reclassified as fluent English proficient to evaluate whether students need additional services.


Indian Education

The Indian Education and Federal Programs teams provide academic, social and cultural programming for youth and families who identify as Indigenous.  The annual summer program was modified and transitioned to include remote activities.  The staff will partner with the Phoenix #1 Curriculum and Instruction Team throughout the year as we continue to refine and share the most effective and culturally responsive strategies to support our Native American and Indigenous students and families.


Social-Emotional Learning

Now, more than ever, we are detached from each other.  This period of time, shut into our homes, has really challenged people to be shut into themselves, and some of the things emerging are not comfortable. Some students will struggle re-socializing.  Some will need heightened levels of attention, like a plant that’s been starved of water. Some students will need to relearn structure.  All of their needs will be unique and a challenge.  Thus, before we assume our students or even our staff are ready to return to a “normal” routine, we must be sensitive to the fact that what once was normal no longer exists in this new context.  That there is a need to reacquaint ourselves, process what has and is happening, and slowly develop the new normal because this pandemic’s disruption laid deeper roots than we will know.  Its lasting effects are still a mystery, but as educators are in a position to nurture our students and each other on an emotional level by connecting, listening, and rebuilding the one thing that will never change—the power of relationships in the classroom.

During these unprecedented times, the district must reemphasize our student-centered approach.  When planning courses, additional time will be dedicated to “checking in” with students.  Further, educators must ensure the classroom environment, both physical and digital, is one that promotes open communication.  Educators will serve as the model for students and therefore, staff emotional intelligence and self-awareness is paramount. If students, families, or staff need additional support please reach out to your school social workers or administrators.

Additional Services for Students

Learning Labs

We will introduce Learning Labs at our schools once it is deemed safe to return to campuses. The Learning Labs will provide a place for students whose parents are working away from home and can’t care for them during the school day to work using the distance learning model.  It is anticipated that Learning Labs will open on August 17th.



Any child under the age of 18 may receive free meals through the month of December.  Meal distribution is every Wednesday from 7 – 8 a.m., and from 3 – 5 p.m., and children will receive seven days’ worth of meals.  Distribution occurs at the following locations:

  • Bethune:  1310 South 15th Avenue, Phoenix AZ 85007
  • Capitol:  330 North 16th Avenue, Phoenix AZ 85007
  • Dunbar:  707 West  Grant Street, Phoenix AZ 85007
  • Edison:  804 North 18th Street, Phoenix AZ 85006
  • Emerson:  915 East Palm Lane, Phoenix AZ 85006
  • Garfield:  811 North 13th Street, Phoenix AZ 85006
  • Heard:  2301 West Thomas Road, Phoenix AZ 85015
  • Herrera:  1350 south 11th Street, Phoenix AZ 85034
  • Kenilworth:  1210 North 5th Avenue, Phoenix AZ 85003
  • Lowell:   1121 South 3rd  Avenue, Phoenix AZ 85003
  • Magnet:  2602 North 23rd  Avenue, Phoenix AZ 85009
  • Shaw:  123 North 13th Street, Phoenix AZ 85007
  • Whittier:  2000  North 16th Street, Phoenix AZ 8500

Once children return to their classrooms, the health and safety protocols as established and described in the health and safety section will be followed for meals.


Bus Transportation to Campuses

As our schools reopen for the Blended Learning Model beginning October 12th or after, students living within the district boundaries who are eligible for transportation will be provided bus transportation.  The routes will be determined once we have the number and location of students enrolled in Blended Learning.  At that time, bus transportation will also begin for students needing transportation to campuses for Learning Labs (students enrolled in distance learning but have working parents and need a place to do their work.). Transportation will not resume for any students until the Blended Learning Model is open for students.  The health and safety protocols as outlined in the health and safety section will be followed for transportation.