Distance Learning Plan Template for School Districts...Distance Learning Plan Template 2020-2021 2 The example above is not intended to demonstrate that these are specific action steps

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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 Littleton Elementary School District #65 School District Entity ID 4278

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

Ms. Kristen Vande Water, Executive Director Of School

Leadership

Representative Telephone Number 623-478-5605

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

Collier Elementary 07-04-65-104

79618

Country Place Leadership Academy 07-04-65-106

87476

Estrella Vista STEM Academy 07-04-65-107 89608

Fine Arts Academy 07-04-65-109

530879

Littleton Elementary STEM Academy 07-04-65-101

5360




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Tres Rios Service Academy 07-04-65-108 89924

Quentin STEM Academy 07-04-65-105

85852

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 5790 Start Date for Distance Learning 7/29/20

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

1,930 Estimated Number of Students Participating in Distance Learning for a Portion of the year

5,790

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

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

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


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☐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.).

X 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:

Three models of instruction will be offered to families enrolled in our district: 1. 5 Day in person brick and mortar instruction 2. Full time Online Instruction 3. Hybrid Instruction - students in person 2 days a week and online 3 days a week

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, we are requiring distance learning from the

start of our school calendar year until August

17, 2020 or until the expiration of the

Governor’s Executive Order. Additionally, we

have a prior relationship with the Boys and Girls Club and will continue

that through the FY2021 school year to provide a

physical location for students to go during the


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same hours of the day and the same days throughout the week as in the FY2020

school year. . *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

1. Training for staff on attendance procedures.

2. Students marked present when a. teacher communicates with student through Google Meet, by phone, or Remind b. Student participates in virtual Google Meet instruction, teacher office hours or class meetings c. Student submits daily or assignments/activities

1. School Principals 2. Classroom teacher 3. Daily

1. Week of 7/27/20 2. Daily 3. Daily

1. School PD Agendas 2. Recording of Google Meet

sessions, submitted work, or evidence Ii.e. postings) in Google Classroom

3. Attendance taken in Synergy daily

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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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. Superintendent Student Youth Council

2. Community Town Hall #1 3. Community #2 4. Parents communication and

survey asking which of 3 instructional models they are choosing

5. Auto-dialer, Remind Notifications, Faecebook posts and emails notifying parents of need to engage in survey

6. 2nd Survey seeking more engagement of families to make a choice of instructional model

7. Letter #1 notifying parents of school start and plans for distance learning

8. Letter #2 providing additional information for start of school procedures and laptop pickup

9. Parent contact made by classroom teacher

10. Virtual Meet the Teacher 11. Contact students and families

we have engaged with school

1. Superintendent 2. Superintendent 3. Superintendent 4. Office of School Support 5. Office of School Support,

Principals 6. Office of School Support 7. Office of School Support 8. Office of School Support 9. Teachers/School Sites 10. Teachers/School Sites 11. Teachers/School Sites

1. End of May 2. Mid June 3. End of June 4. End of June 5. End of June 6. Beginning of July 7. July 17-20 8. July 24 9. July 21-27 10. July 29 11. July 29-ongoing

1. Meeting Notes 2. Meeting Notes/recording 3. Meeting Notes/recording 4. Survey results 5. Saved messages sent to

parents, Facebook posts, emails

6. Copy of letter 7. Copy of letter 8. Copy of letter 9. Contact log 10. Recorded video sessions 11. Contact log


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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)


Instruction

1. Provide synchronous

instruction Monday, Tuesday,

Thursday and Friday for 4

hours per day


instruction Wednesday for 3 ½

hours

3. SEL/Student Agency session

each day that includes all

students

4. Google Classroom is developed

and used as the learning

platform for all students

5. Plan synchronous and

asynchronous instruction

based on district pacing guides,

Curriculum & Assessment

Documents and the use of

approved adopted and

supplemental resources

6. Google Meets is used for all

synchronous instruction

7. Small group

interventions/extensions is

provided daily through

synchronous instruction

1. Teachers

1. Daily 2. Provide synchronous

instruction Monday, Tuesday,

Thursday and Friday for 4

hours per day


instruction Wednesday for 3 ½

hours

1. Administrator checks 2. Coaching records and support

logs 3. Participation in professional

learning communities, 4. Meeting notes 5. Lesson plans 6. Student assignments and

grades

Office Hours

1. Virtual Office Hours Monday,

Tuesday, Thursday and Friday

1. Teachers 1. Virtual Office Hours Monday,

Tuesday, Thursday and Friday

for 1 hour and 50 minutes per

day

1. Administrator checks 2. Teacher logs or notes


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for 1 hour and 50 minutes per

day

2. Virtual Office Hours

Wednesday for 35 minutes

2. Virtual Office Hours

Wednesday for 35 minutes

Professional Learning Communities

1. Participate in at least two PLC

sessions per week for at least

40 minutes

1. Teachers 1. Minimum of twice weekly for at least 40 minutes each time

1. Agenda 2. Notes 3. Collaboratively developed

lesson plans and/or other materials

4. Administrator/coach participation and/or summaries

Work Day

1. Teachers report to the school

building at least two days a

week per the schedule

provided by their

administration 7.5 hour work

day telecommuting or brick

and mortar

1. Teachers 1. Minimum of 2 days per week 1. Staff calendar 2. Administration checks 3. Participation in meetings

and/or trainings

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)


Workspace Requirements and Expectations. Telecommuting/ Work-From-Home employees shall:

1. Establish a safe and appropriate workspace within their home, including internet connections and other

1. All staff working remotely 1. When telecommuting/working remotely.

1. Signed employee telecommuting work agreements

2. Maintenance of regular passwords and use of district-approved technology and applications


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technology needed to comply with Littleton ESD’s requirements for Telecommuting/ Work- From-Home, at no additional cost to Littleton ESD.

2. Maintain the workspace in a safe condition, free from hazards and other dangers to the employee and equipment.

3. Maintain and ensure confidentiality of all Littleton ESD records and materials; ensure the protection of proprietary company and FERPA protected information, including but not limited to, employee records, student records, regular password maintenance and locked cabinets or doors.

4. Ensure that hardware and software security, all software used for Telecommuting/ Work-From- Home is approved by the employee’s Department Director and/or IT Director before installation; Only use electronic equipment that has been encrypted and meets all Littleton ESD ’s security requirements.

5. Not remove any restricted access materials from Littleton ESD offices or access such materials through their home computers without prior written approval of their Department Director.

6. Purchase their own office furniture for their home office.

3. Hourly employees will report time in TimeClock Plus, submission of time and effort when appropriate


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7. Hourly employees will report all time worked, through TimeClock Plus, in accordance with posted work hours. Hours outside of your schedule must be approved (prior to the change) by your supervisor.

Littleton ESD Owned Equipment, Records, Software and Other Materials.

1. At Littleton ESD ’s sole discretion, the District may provide Telecommuting/ Work-From-Home employees with specific tools, supplies or equipment they require to perform their job duties, at Littleton ESD ’s expense.

2. If an employee is assigned to telecommute/work from home, Littleton ESD IT will provide user support to perform necessary job functions.

3. Telecommuting/ Work-From-Home employees shall not permit family members, friends or any other persons to use Littleton ESD owned equipment.

4. Littleton ESD will provide for repairs to the District’s equipment. Littleton ESD shall not be responsible for the maintenance and repair of equipment owned by the Telecommuting/ Work-From-Home employee.

5. All equipment, records, and materials provided by the Littleton ESD shall remain the District’s property. All Littleton

1. All staff working remotely 1. When telecommuting/working remotely

1. Assignment of technology and/or materials

2. IT support records 3. Use of district logins,

passwords and applications


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ESD owned property shall be returned by the Telecommuting/ Work-From-Home employee for inspection, repair, replacement, as needed or requested or upon termination of the Telecommuting/ Work-From-Home arrangement. All equipment shall be returned immediately upon notice to the employee and/or separation of employment.

6. Telecommuting/ Work-From-Home employees shall not duplicate Littleton ESD-owned software.

Work Responsibilities. Telecommuting/ Work-From-Home employees shall:

1. Adhere to the Technology Agreement as they would in any other work assignment.

2. Report to their work site or log in virtually for mandatory meetings, professional development or other designated events or activities when directed by a supervisor.

3. Not meet with students or parents at their home or any other off-site location unless otherwise approved in advance by District administration.

4. Be accessible via telephone, email or through virtual meeting methods during agreed upon work hours.

5. Report all time worked from home accurately.


1. Employee technology agreements

2. Attendance at work/meetings/trainings, accessibility of staff during work hours,

3. Time and effort logs when appropriate,

4. Timely responses to voicemails and emails, regular communication with supervisor(s)


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6. Notify their Director/Supervisor if they leave their Telecommuting/ Work-From-Home location during designated work hours, as they would inform their Supervisor when leaving the traditional office during the work day.

7. Return all e-mails and phone calls as expected through department standards.

8. Ensure that their responsibilities for child or other dependent care do not interfere with their ability to fulfill their job duties. Telecommuting/ Work-From-Home is not a substitute for dependent care.

9. Report an absence if they are ill or unable to perform duties during posted work hours.

10. Maintain high performance level and expectations while afforded an opportunity to telecommute.

Applicability of Littleton ESD Policies, Procedures and Departmental Guidelines. Telecommuting/ Work-From-Home employees shall:

1. Be subject to the same general terms and conditions of employment with Littleton ESD, except to the extent modified by this agreement.

2. Adhere to Littleton ESD’s policies, procedures and departmental guidelines, including but not limited to


1. Accurate reporting of absences and leave in AESOP or TimeClock Plus

2. Regular communication with supervisor(s),


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seeking advance approval by the supervisor to change the terms of the work schedule or for use of sick leave, personal leave or vacation, or any other leave of absence in accordance.

3. Immediately report to their Supervisor absences due to illness/family/dependent care issue. Report absences via AESOP or TimeClock Plus.

Regular Communication from Administration

1. email communication (daily/weekly, as needed)

2. Sunshine News 3. Weekly school newsletters 4. Monthly communication to

school community

1. District and site leaders 1. Daily/weekly, as appropriate 1.Email communications, as needed from district and site leaders,2. Weekly Sunshine News (sent to site leaders from district administration) 3. Weekly school newsletters (sent to site-level teachers and staff members from school administration) 4. Regular communication from school and district administration to community through a variety of technologies

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

Action Step(s)


1. Pre-Service Schedule 2. Weekly Professional

Development-Wednesday Certified Staff

3. All Staff Professional Development Days (2 per school year)

1. Curriculum & Assessment, district leadership and school leadership



1. July 14-28 2. Weekly, Wednesday 3. September 16, January 15

1. Agendas, 2. My Learning Plan registration

and confirmed attendance 3. Pre-service schedules and

schedules for all staff 4. Professional development days

List Specific Professional Development Topics That Will Be Covered


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Professional Development topics include, Google Classroom, Google Meet, online teaching resource, using digital components of district adopted core and supplemental resources, engaging students in distance learning, engaging families in distance learning and assessment in a distance learning environment.

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

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 X

Extended Weekday Hours

24/7 Support

Other: Support Tickets can be submitted 24/7 X X

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)


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Educational Delivery Methodologies

Content Provider/Program Used

Formative Assessment Strategies and Frequency

Summative Assessment Strategies and Frequency

Kindergarten Blend of asynchronous learning activities provided in Google Classroom with synchronous learning through Google Meet. Teachers will interact with students in a synchronous setting daily.

GoMath! and DreamBox Teachers will work in PLCs to develop and administer formative assessments in alignment with their instructional cycle and district pacing guides. Formative assessments will be administered through Google Classroom and the Illuminate assessment platform.. Formative assessments will be administered at least every two weeks.

District interim assessments will be administered in alignment with the end of each quarter to identify mastery of essential standards taught during the quarter. Quarterly interim assessments have been developed using the Illuminate assessment platform and will be administered online.

1-3 Blend of asynchronous learning activities provided in Google Classroom with synchronous learning through Google Meet. Teachers will interact with students in a synchronous setting daily.

GoMath! and DreamBox Teachers will work in PLCs to develop and administer formative assessments in alignment with their instructional cycle and district pacing guides. Formative assessments will be administered through Google Classroom and the Illuminate assessment platform. Formative assessments will be administered at least every two weeks.


4-6 Blend of asynchronous learning activities provided in Google Classroom with synchronous learning through Google Meet. Teachers will interact with

GoMath!(4-5), Big Ideas Math(6) and DreamBox

Teachers will work in PLCs to develop and administer formative assessments in alignment with their instructional cycle and district pacing guides. Formative

District interim assessments will be administered in alignment with the end of each quarter to identify mastery of essential standards taught during the


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students in a synchronous setting daily in fourth and fifth grade and at least two days a week in sixth grade.

assessments will be administered through Google Classroom and the Illuminate assessment platform. Formative assessments will be administered at least every two weeks.

quarter. Quarterly interim assessments have been developed using the Illuminate assessment platform and will be administered online.

7-8 Blend of asynchronous learning activities provided in Google Classroom with synchronous learning through Google Meet. Teachers will interact with students in a synchronous setting at least two days a week in seventh and eighth grade.

Big Ideas Math and DreamBox

Teachers will work in PLCs to develop and administer formative assessments in alignment with their instructional cycle and district pacing guides. Formative assessments will be administered through Google Classroom and the Illuminate assessment platform. Formative assessments will be administered at least every two weeks. .


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





Kindergarten Blend of asynchronous learning activities provided in Google Classroom with synchronous learning through Google Meet.

Wonders, SmartyAnts and Fast ForWord

Teachers will work in PLCs to develop and administer formative assessments in alignment with their instructional cycle and district

Teachers will administer assessments in the areas of phonics and phonological awareness quarterly to


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Teachers will interact with students in a synchronous setting daily.

pacing guides. Formative assessments will be administered through Google Classroom and the Illuminate assessment platform.. Formative assessments will be administered at least every two weeks.

assess student mastery and growth..


Wonders, SmartyAnts, Achieve3000, and Fast ForWord

Teachers will work in PLCs to develop and administer formative assessments in alignment with their instructional cycle and district pacing guides. Formative assessments will be administered through Google Classroom and the Illuminate assessment platform. Formative assessments will be administered at least every two weeks.


4-6 Blend of asynchronous learning activities provided in Google Classroom with synchronous learning through Google Meet. Teachers will interact with students in a synchronous setting daily in fourth and fifth grade and at least two days a week in sixth grade.

Wonders(4-5), StudySync(6) Achieve3000, and Fast ForWord




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StudySync(6) Achieve3000, and Fast ForWord



9-12

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






Picture Perfect Science Teachers will work in PLCs to develop and administer formative assessments in alignment with their instructional cycle and district pacing guides. Formative assessments will be administered through Google Classroom. Formative assessments will be administered at least every two weeks.

Summative assessments will be administered at the end of each identified unit of study to assess mastery of essential standards. Assessments will be administered using Google Classroom.

1-3 Blend of asynchronous learning activities provided

Picture Perfect Science (1-2), Elevate Science (3)

Teachers will work in PLCs to develop and administer

Summative assessments will be administered at the end of


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in Google Classroom with synchronous learning through Google Meet. Teachers will interact with students in a synchronous setting daily.

formative assessments in alignment with their instructional cycle and district pacing guides. Formative assessments will be administered through Google Classroom and the Illuminate assessment platform. Formative assessments will be administered at least every two weeks.

each identified unit of study to assess mastery of essential standards. Assessments will be administered using Google Classroom.


Elevate Science (4-5) and Discovery Education (6)




Discovery Education Teachers will work in PLCs to develop and administer formative assessments in alignment with their instructional cycle and district pacing guides. Formative assessments will be administered through Google Classroom and the Illuminate assessment platform.



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Formative assessments will be administered at least every two weeks.

9-12

Instructional Methods, Content Delivery, and Monitoring Student Learning (History & Social Sciences)






Studies Weekly Teachers will work in PLCs to develop and administer formative assessments in alignment with their instructional cycle and district pacing guides. Formative assessments will be administered through Google Classroom. Formative assessments will be administered at least every two weeks.



Studies Weekly Teachers will work in PLCs to develop and administer formative assessments in alignment with their instructional cycle and district pacing guides. Formative assessments will be administered through Google Classroom. Formative assessments will be administered at least every two weeks.



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Studies Weekly(4-5) and Discovery Education (6)

Teachers will work in PLCs to develop and administer formative assessments in alignment with their instructional cycle and district pacing guides. Formative assessments will be administered through Google Classroom. Formative assessments will be administered at least every two weeks.



Discovery Education Teachers will work in PLCs to develop and administer formative assessments in alignment with their instructional cycle and district pacing guides. Formative assessments will be administered through Google Classroom. Formative assessments will be administered at least every two weeks.


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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) )





9-12


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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)

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

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

and in effect.

Action Step


1. IEPRPO and Synergy will be linked so the teachers of students with IEPs and 504s have access to their services and needs.

2. Identified ESS staff train and collaborate with the General Education staff.

3. General Education Roles and Responsibilities training

1. Exceptional Students and Early Learning

2. ESS Case Manager 3. Campus Administration

1. July yearly 2. As often as identified in each

individual IEP or 504 plan 3. Yearly

1. Teacher email addresses are populated in IEPPRO.

2. Case Manager verification of training and collaboration, ie: calendared dates, documentation log, emails, etc

3. Agenda

Process for Implementing Action Step

● The Support Specialist in Exceptional Students and Early Learning verifies with the Tech in Instructional Technology fo the sync of the systems ● ESS staff being provided information and training on the components of an IEP ● Common Presentation on General Education Roles and Responsibilities for each campus

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


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Action Step


1. EL students will be placed in classrooms where either the SEI Two Hour or SEI Pull-out Model will be implemented.

2. Teachers will provide targeted and integrated instruction based on the English Language Proficiency Standards.

3. Identified EL students will engage in asynchronous learning activities and lessons aligned to ELP standards to support synchronous instruction.

1. School office staff, school administrators and Director of Curriculum & Assessment.

2. SEI Teachers, School Administrators and Director of Curriculum & Assessment.

3. SEI Teachers, School Administrators and Director of Curriculum & Assessment.

1. Upon enrollment to the school/district.

2. Daily 3. Daily

1. Class rosters 2. Lesson plans, Google

Classroom lessons and activities, and virtual classroom walkthroughs/observations.

3. Student assignment submission/completion.

Process for Implementing Action Step

● Upon enrollment new students who qualify for EL services will be placed in the appropriate SEI model (Two Hour or Pull-out) and classroom. ● Teachers will then plan and deliver lessons and activities aligned to ELP standards. Teachers will plan for both synchronous and asynchronous learning

opportunities. ● EL students will engage in both synchronous and asynchronous learning to support English Language Development.

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

Packet of Social and Emotional Topics X X X X

Online Social Emotional videos X X X X

Parent Training X X X X

Other:

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


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Counseling Services

In-Person

Phone X X X X

Webcast

Email/IM X X X X

Other: X X X X

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


Support

1. Provide support Monday, Tuesday, Thursday and Friday for at least 4 hours per day

2. Provide support Wednesday for at least 3 ½ hours

3. Teachers will be hosting an SEL/Student Agency virtual session each day that includes all students. Social Workers will develop activities and lessons that teachers can utilize for this 20-minute period per day.

4. Google Classroom is developed and used as the support platform for all students and families.

5. Google Meets used for all synchronous support to students and families and is recorded.

6. Provide one to one, student small group, and family support, counseling Social Worker Services through synchronous method.

1. Social Workers 2. Classroom Teachers 3. Family Engagement Support

Liaison

1. Daily 2. Weekly 3. Monthly 4. As Needed

1. Parent, Student and Teacher Survey Data

2. Teacher Lesson Plans 3. Documents created by Social

Workers 4. Student Agency Materials


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7. Monthly Family Engagement events to be held virtually.

8. Suggested activities for families to complete in the home will be shared via our Website and social media platforms on a monthly basis.

9. Continue the use of a referral process for support services. Office Hours

10. Virtual Office Hours Monday, Tuesday, Thursday and Friday for at least 1 hour per day

11. Virtual Office Hours Wednesday for at least 30 minutes

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. Students will demonstrate competency and or mastery of essential standards by completing a variety of educational activities and assessments.

2. Math Acceleration- students who have been identified for math acceleration will engage in the appropriate level of mathematics based on assessment scores and academic progress/achievement.

1. Classroom teachers and school administrators.

2. Classroom teachers and school administrators.

1. Students will complete at least four assessments per quarter and at least eight checks for understanding in English Language Arts and Mathematics. These checks for understanding and assessments will show student’s mastery of a standard or group of standards. The grades for these identified items will be entered in the Synergy Gradebook.

2. Students will complete at least four assessments per quarter

1. PLC data conversations and grade book checks.

2. PLC data conversations and grade book checks.


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and at least eight checks for understanding in Mathematics. These checks for understanding and assessments will show student’s mastery of a standard or group of standards. The grades for these identified items will be entered in the Synergy Gradebook.

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 Illuminate Online September 14-25

1-3 Illuminate Comprehensive(3) Illuminate Interim

Online Online

August 10-14 September 28- October 2

4-6 Illuminate Comprehensive Illuminate Interim

Online Online



Online Online


9-12

Benchmark Assessments (ELA)


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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 Online August 3-17

1-3 Acadience Reading Illuminate Comprehensive Illuminate Interim

Online Online Online

August 3-17 August 10-14 September 28-October 2

4-6 Acadience Reading (4-5) Illuminate Comprehensive Illuminate Interim

Online Online Online

August 3-17 August 10-14 September 28-October 2


Online Online

August 10-14 September 28-October 2

9-12

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).

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.


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