Distance Learning Plan Template for School Districts

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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 Bullhead City Elem. Sch. Dist. 15 School District Entity ID 4378

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

Carolyn Stewart

Representative Telephone Number 928-758-3961

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

Bullhead City Middle School 5587 080415130

Coyote Canyon School 5583 080415103

Desert Valley School 5584 080415105

Diamondback Elementary School 5585 080415107

Fox Creek Junior High School 6048 080415110

Sunrise Elementary 79655 080415104



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Distance Learning Background Information

a. Number of Instructional Days (3.b)

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

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

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

is still met, and no action is required.

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

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

How many instructional days will the school district operate for School Year 2020-2021? 150 days

How many instructional days did the school district operate for School Year 2019-2020? 149 days

b. Distance Learning Option (3.b)

Estimated Enrollment for FY 2021 2400 students Start Date for Distance Learning July 29, 2020

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

520 students

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

2600 students

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

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

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

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

reopen.

☒4. We intend to operate distance learning and use a hybrid approach once the Governor allows schools to fully reopen. Our hybrid learning will begin on September 28. Parents had the choice between in-person and virtual learning for their students. The students will remain in the learning mode until the end of the semester, at which time families can change their


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preference. We will offer both virtual learning and in-person learning through the end of the school year.

☐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:

We will provide Chromebooks for each student needing a device at home, and hot spots for students without wifi or internet access at home. We have a technology request form for families to fill out if in need of technology. Devices and hotspots were loaned on an as needed basis, starting with our homeless families, special education students and EL students.

On-site targeted instruction was offered for our students from August 17 – September 24. When moving to a hybrid model on September 28, students remaining virtual will receive support through on-line instruction.

Families in virtual learning can choose to send their children to safe places at Boys and Girls Club or Little Scooters Daycare. A form to request such a placement is located on our district website. Safe Places will be offered through December 17, 2020.

When we return to on-site instruction, parents will have the choice to continue with distance learning, or to send their children to school. We will have teachers assigned to online instruction exclusively, and teachers assigned to in-person instruction.

Teachers remaining in virtual learning due to health reasons will be moved to a school site which currently only services our preschool students.

Is the school district requiring students to do distance learning? Choose an item.

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.


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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

Attendance will be taken by

teachers for every class based on participation in google class meetings.

The data will be transferred into SIS

(Synergy) in a manner that distinguishes onsite attendance from virtual attendance.

Teachers Teachers & Attendance Clerks

Daily Daily

Synergy Daily Attendance Reports Synergy Daily Attendance Reports

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)


Teachers will communicate with

students daily based on a pre-determined class schedule

Teachers

Daily

Synergy Daily Attendance Reports

and teacher contact logs

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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If a student is absent for three (3)

consecutive days, the parent of the child will be contacted by phone

Teachers, Attendance Clerks,

Principals

The third consecutive absence

Synergy Daily Attendance Reports

and teacher contact logs

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

Action Step(s)


Teachers will report to their school site to deliver instruction daily (unless permission is given to work from home)

Teachers will deliver virtual instruction via Google Classroom or ClassKick

Teachers will follow the daily schedule provided by their school administrator

Small group instruction will be provided for students

Lesson plans will be submitted to school administration

Adherence to non-negotiables and district policies

Personal contact with parents of students absent from distance learning for 3 days or more

Teachers Teachers Principals and Teachers Teachers and Paraprofessionals Teachers and Principals All Staff Teacher, Office Staff,

Paraprofessionals, Principals

Daily (Monday – Thursday) Daily Daily Daily Weekly Daily As appropriate

Daily Sign-In & Administrative walk-throughs

Attendance and

reports/documentation Attendance and

reports/documentation Attendance, reports, assessments Lesson Plans Observations Attendance records, contact logs

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

o Human resource policies and support for employees; and

o Regular communication from the administration.


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Action Step(s)


Social-Emotional Assistance Program Trauma Training

PPE Cloth masks required and

provided by the District for employees

Paper masks for visitors Gloves provided for staff Students 5 years of age and

older required to wear masks (Governor’s Requirement)

Employee COVID-19 Case Protocols for Suspected case Confidentiality Contact supervisor and Human

Resources Complete Assessment protocol

with Human Resources Assess possible exposure

within the District and make determinations

Employee COVID-19 Case Protocols for Symptoms at Work Employee will be isolated and

then sent home in safest manner possible

Health Attendant will administer Initial Assessment Protocol and record date, time, and symptoms

Health Attendant notifies Human Resources

Assess possible exposure within the District and make determinations

Notification and Reporting Fellow employees, students, or

community members will be notified of possible exposure

Payroll and Benefits & Staff District Office will provide PPE Staff, Human Resources, Health

Attendants Staff, Human Resources, Health

Attendants Staff, Human Resources, Health

Attendants

As needed Daily As Needed As needed As needed

N/A Purchase orders, observations Human Resources Records Human Resources Records Human Resources Records


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and asked to self-monitor for symptoms

Confidentiality will be maintained

Return-to-Work Protocols Protocol 1 – at least 3 days

have passed without fever (no fever reducing medication) and improvement of respiratory symptoms

Protocol 2 – no fever without fever-reducing medication, improvement in respiratory symptoms, and 2 negative COVID tests at least 24 hours apart

Sick Leave

Employees are eligible for up to two-weeks of fully or partially paid sick leave for COVID-19 related reasons.

Employees are not required to use other paid leave (PTO) prior to using Emergency Paid Sick Leave.

Employees who believe they qualify for FFCRA and want to use this leave should contact Human Resources

Leadership Team Meetings Principals/Directors meet to

create and revise plans and procedures

Principals disseminate information as appropriate

Emails, text messages and robo calls with pertinent information are sent to employees

Employee Town Hall

Staff, Human Resources, Health Attendants

Employee, Human Resources Superintendent, Principals,

Directors Superintendent, Public Information

Officer, Curriculum and Professional Development Director

Superintendent

As needed As Needed Twice monthly or more often as

needed As needed As needed

Human Resources Records Human Resources Records Agenda and Minutes Emails and reports within alert

system Meeting notice and recording


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

Action Step(s)


Professional development will be provided to teachers in an online/virtual format and/or in small groups of participants

Director Of Curriculum and Professional Development, Principals, Instructional Coaches

9 days before school the start of the school year

Professional Development Fridays Additional training may be

scheduled based on need by district or site administration

Workshop sign-in forms Training Surveys

List Specific Professional Development Topics That Will Be Covered

Distance Learning Student Engagement (Marzano Resources) Assessments and Meeting the Needs of all Students (Marzano Resources)

Online Platforms Google Classroom Google Meets ClassKick mClass/DIBELS 8 Great Minds in Sync, Digital Suite, Equip, and Affirm ZEARN Synergy SIS

Curriculum Amplify Science Amplify Read Math Across the Grade Bands (Great Minds) Amplify Writing

Strategies EL Strategies (ADE) Differentiation with special needs students (Liolios) Gifted Education (Guides by their Sides) Autism Support (AZA United) Universal Design for Learning (Wiley Group)

SEL Trauma Informed Practices (Arizona Recovers)


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

connectivity if the plan relies on online learning.

Students Teachers Staff

What was Used to Establish Need?

Questionnaire X

Personal Contact and Discussion X X

Needs Assessment-Available data 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: New & Repurposed laptops X X

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


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Kindergarten Google Classroom - with Direct Instruction with Google Meets; ClassKick

Eureka Math Daily - verbal responses in Google Meets sessions, whiteboard or "show your answers", demonstration of skills in 1-1 or small group Google meeting Weekly - assignments turned in via Google Classroom, Exit tickets

Eureka Mid-module (halfway through the Module) and End of Module Assessments (at then end of the Module)

1-3 Google Classroom - with Direct Instruction with Google Meets; ClassKick

Eureka Math Daily - verbal responses in Google Meets sessions, whiteboard or "show your answers", demonstration of skills in 1-1 or small group Google meeting Weekly - assignments turned in via Google Classroom, Exit tickets, quizzes in MobyMax, ZEARN, Kahoot, Class Flow


4 Google Classroom - with Direct Instruction with Google Meets; ClassKick

Eureka Math Daily - verbal responses in Google Meets sessions, whiteboard or "show your answers", demonstration of skills in 1-1 or small group Google meeting Weekly - assignments turned in via Google Classroom, Exit tickets, quizzes in MobyMax, ZEARN, Kahoot, Class Flow


5-6 Google Classroom - with Direct Instruction with Google Meets

Eureka Math Daily - verbal responses in Google Meets sessions, whiteboard or "show your answers", demonstration of skills in 1-1 or small group Google meeting Weekly - assignments turned in via Google Classroom, Exit



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tickets, quizzes in MobyMax, ZEARN, Kahoot, Class Flow


Eureka Math Daily - verbal responses in Google Meets sessions, whiteboard or "show your answers", demonstration of skills in 1-1 or small group Google meeting Weekly - assignments turned in via Google Classroom, Exit tickets, quizzes in MobyMax, ZEARN, Kahoot, Class Flow, IXL


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

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






Amplify CKLA Daily - verbal responses in Google Meets sessions, whiteboard or "show your answers", demonstration of skills in 1-1 or small group Google meeting Weekly - assignments turned in via Google Classroom, Progress of assigned lessons in Learning A-Z/Headsprout/Raz-Plus and Amplify Reading

End of Unit Assessments (Skills and Knowledge), DIBELS 8th Edition


Amplify CKLA (1st and 2nd) Engage NY ELA (3rd grade)

Daily - verbal responses in Google Meets sessions, whiteboard or "show your answers", demonstration of skills in 1-1 or small group Google meeting Weekly - assignments turned in via Google Classroom,

1st and 2nd Grade - End of Unit Assessments (Skills and Knowledge), DIBELS 8th Edition 3rd Grade - engageNY - Mid-Unit (half way through the Unit) and End of Unit (at the end of the Unit) Assessments


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Progress of assigned lessons in Learning A-Z/Headsprout/Raz-Plus and Amplify Reading Monthly - Reading A-Z Running Records


Engage NY ELA Daily - verbal responses in Google Meets sessions, whiteboard or "show your answers", demonstration of skills in 1-1 or small group Google meeting Weekly - assignments turned in via Google Classroom, Progress of assigned lessons in Learning A-Z/Headsprout/Raz-Plus and Amplify Reading

Mid-Unit (half way through the Unit) and End of Unit (at the end of the Unit) Assessments


Engage NY ELA Daily - verbal responses in Google Meets sessions, whiteboard or "show your answers", demonstration of skills in 1-1 or small group Google meeting Weekly - assignments turned in via Google Classroom, Progress of assigned lessons in Learning A-Z/Headsprout/Raz-Plus, Exit Tickets, quizzes in MobyMax, Kahoot, Class Flow

Eureka Mid-module (halfway through the Module) and End of Module Assessments (at the end of the Module)


Engage NY ELA Daily - verbal responses in Google Meets sessions, whiteboard or "show your answers", demonstration of skills in 1-1 or small group Google meeting Weekly - assignments turned in via Google Classroom, Exit Tickets, quizzes in MobyMax,Kahoot, Class Flow

Mid-Unit (half way through the Unit) and End of Unit (at the end of the Unit) Assessments


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






Amplify Science Daily - verbal responses in Google Meets sessions, whiteboard or "show your answers", demonstration of skills in 1-1 or small group Google meeting Weekly - assignments turned in via Google Classroom


Amplify Science Daily - verbal responses in Google Meets sessions, whiteboard or "show your answers", demonstration of skills in 1-1 or small group Google meeting Weekly - assignments turned in via Google Classroom, quizzes in Kahoot, Class Flow


Amplify Science Daily - verbal responses in Google Meets sessions, whiteboard or "show your answers", demonstration of skills in 1-1 or small group Google meeting Weekly - assignments turned in via Google Classroom, quizzes in Kahoot, Class Flow

5-6 Google Classroom - with Direct Instruction with Google Meets and Amplify

Amplify Science Daily - verbal responses in Google Meets sessions, whiteboard or "show your answers", demonstration of skills in 1-1 or small group

Mid-unit and end of unit tests exist within the Amplify curriculum


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Google meeting, class assignments and homework assignments done within the Amplify curriculum Weekly - assignments turned in via Google Classroom, quizzes in Kahoot, Class Flow

7-8 Google Classroom - with Direct Instruction with Google Meets and Amplify

Amplify Science Daily - verbal responses in Google Meets sessions, whiteboard or "show your answers", demonstration of skills in 1-1 or small group Google meeting, class assignments and homework assignments done within the Amplify curriculum Weekly - assignments turned in via Google Classroom, quizzes in Kahoot, Class Flow

Mid-unit and end of unit tests exist within the Amplify curriculum


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





Kindergarten

1-3

4-6

7-8


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






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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


The Special Education Teacher shall deliver services as provided in the IEP

Site Special Education Teacher together with Para-Educators

Daily while school in session Lesson plans, online artifacts, recordings of videos and student sessions, site master schedule, student work, IEP minutes

Process for Implementing Action Step

The Special Education Teacher shall utilize various methods to deliver services to students as provided in their IEPs during Distance Learning, including, but not limited to, the following platforms:

1. Google Classrom

2. Google Meets

3. Assigning online work by using, by way of example, the following

i. Readworks.org

ii. Brainpop ESL

iii. Epic

iv. ABC Mouse (Grades PreK-2)

v. Actively Learn (Grades 5-8)

vi. StarFall (Grades PreK-2)

4. Small group or one on one meetings in Google Chat


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5. Paper/pencil assignments if warranted

6. Telephone calls

7. Other means of video conferencing

8. Meetings with the parents using the above technology

Action Step


General Education Teachers of Special Education Students shall provide accommodations to SPED Students during distance learning

General Education teachers with Special Education students in their classes

Daily while school in session Lesson plans, online artifacts, recordings of videos and student sessions, site master schedule, student work


Additional time to complete assignments

Alternative assignments

Access to manipulatives

Accessible reading materials

Language services and instruction provided through video conferencing

Use of non-technology assignments if necessary, e.g., Paper/Pencil work for student to complete

Over the phone instruction as needed

Other creative technological solutions:

Learning A-Z, Raz-Kids, and Headsprout

Readworks.org

Brainpop ESL

Epic

ABC Mouse (Grades PreK-2)

Actively Learn (Grades 5-8)

StarFall (Grades PreK-2)

Small Group Instruction and one on one instruction through Google Meets and/or telephone contact


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Action Step


SPED Teacher will collaborate with General Education Teacher

Site SPED teacher(s) and General Education Teacher with SPED students in classroom

Minimum of once per week Lesson plans, documentation by SPED teacher, meeting minutes


SPED Teacher shall meet once per week minimum via Google Chat, telephone, or email, to meet with, collaborate, and update general education teachers one on one or in small groups with specific needs of SPED students that week regarding instructional content and delivery of instruction.

Action Step


The Special Education Teacher shall deliver services in Reading as

provided in the IEP




The Special Education Teacher shall utilize the “Head Sprout” component in Reading A-Z (RAZ Kids), a K-8 program, to deliver services in the content area of Reading. Head Sprout will be used to administer placement tests that target the phonemic level of students. The program then assigns prescriptive lessons based upon the assessed phonemic needs of the student and provides an opportunity for the student to enhance and improve their skills in that area.

Action Step


The Special Education Teacher shall deliver services in Reading, Writing, and Math as provided in the IEP




The Special Education Teacher shall utilize the component in the application Moby Max, a K-8 program, to deliver services in multiple content areas including Reading, Writing, and Math. Lessons in all three areas will be selected on a customized and individual basis based upon pre-test scores in the program, student needs learned through previous assessments, and based upon the IEP goals for each individual student.


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

Action Step


EL Teachers will continue the development of the oral language skills (Listening and Speaking) of EL Students

Designated Grade Level EL Teacher Daily while school in session Lesson plans, online artifacts, recordings of videos and student sessions, site master schedule, student work


Teachers will prepare videos of the teacher reading aloud grade level materials. During the reading aloud the teacher will model thinking aloud, will ask comprehension questions, leaving time to think and respond even if no one is present to hear the responses of the students. Through the use of Google Meet teachers will engage EL students in one-on-one instruction of in small group and use the following strategies

● Chants and songs for younger students

● Practice of oral language skills using grade level content materials

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

EL Teachers will continue the

development of the Receptive and

Productive (Reading and Writing)

language skills of EL Students

Designated Grade Level EL Teacher Daily while school in session Lesson plans, online artifacts,

recordings of videos and student

sessions, site master schedule,

student work


Video lessons assigned in Brain Pop ESL to practice reading and writing skills, as well as listening and speaking skills

Read aloud through Reading A-Z with vocabulary glossary

HeadSprout for younger grades targeted at phonemic awareness.

Readworks.org for high interest article for middle and upper elementary students

Follow up with EL Students one on one or in small group in Google Meet


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EL Teachers will engage English

Learners in the direct instruction of

vocabulary




student work


Teacher will select vocabulary for students to learn in a given week. This will include both content vocabulary and Tier II vocabulary) Teacher will use Google Classroom and/or Google meets to teach vocabulary, including such attributes as describe, contrast, caused by, characteristic,

etc.) so that the students may process and interact with the vocabulary and discuss any content related to the vocabulary. Teachers will incorporate technology, images, videos, and total physical response to teach new vocabulary. Teachers will engage the students in Think Pair Share prompts and/or writing prompts that push students to use the new vocabulary. Teachers will Pre-teach vocabulary to ELs to support their comprehension and ability to access the content during lessons.

Action Step


Teachers of English Learners shall

provide accommodations to EL

Students during distance learning




student work


Additional time to complete assignments

Videos with captioning (BrainPop)

Accessible reading materials

Language services and instruction provided through video conferencing

An online translation dictionary

Other creative technological solutions

Readworks.org

Brainpop ESL


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Epic

ABC Mouse (Grades PreK-2)

Actively Learn (Grades 5-8)

StarFall (Grades PreK-2)

Small Group Instruction and one on one instruction through Google Meets and/or telephone contact


The EL Teacher will collaborate with

General Education Teachers as

applicable

Site Grade Level EL Teachers and

General Education Teachers with EL

students in their classroom

Once per week Lesson plans, documentation by EL

teacher, meeting minutes and

agendas


The grade level EL Teacher shall meet once per week via Google Chat, telephone, or email, with general education teachers if applicable, to discuss specific

needs of EL students that week regarding instructional content and delivery of instruction.

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: X X X X

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


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Webcast X X X X N/A

Email/IM X X X X N/A

Other: X X X X N/A

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


K - 1: Teacher check in recording of Sanford stories class discussions links to further SEL resources

All Teachers Daily/Weekly Pre/post assessment (Forms, Kahoot, etc.) Lesson plans, Google classroom assignments, video recordings of classes

2-4: Teacher check in Kahoot and or google forms activities class discussions links to further SEL resources


5-6 Check-ins


5-6 Sanford Harmony Lessons/Activities

All Teachers Daily/Weekly Lesson plans (Sanford Harmony, Capturing Kids Hearts, Random Acts of Kindness) Completed assignments - Google Classroom

7 - 8: Teacher Check-in All Teachers Daily/Weekly Pre/post assessment (Forms, Kahoot, etc.) Lesson plans, Google classroom assignments, video recordings of classes

7 - 8: Packet (digital) of Social and Emotional Topics

All Teachers Daily/Weekly Lesson plans (Sanford harmony, Capturing Kids Hearts, Random Acts


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of Kindness, KQED) Completed assignments - Google Classroom

7 - 8: Online Social Emotional videos All Teachers Daily/Weekly Links in lessons on Google classroom for videos (Random Acts of Kindness, KQED, etc...)

7 - 8: Other: co-teaching lessons All Teachers Advisory Classes Video recording of class sessions

K-8: Parent Training/Support All Teachers/Counselors Anytime links on district website for training and resources, On-line classrooom

K-8: Well Child Checks SRO/Administration As Needed Record/Log

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)


Verbal responses in Google

Meets

White Board or “Show your

Answer” in Google Meets

Demonstration of a task in 1-1

or small group Google Meets

environment

Teachers & Students Daily during live meetings with students

Observations by administration and Instructional Coaches

Assignments submitted via

Google Classroom

Program assessments from

Amplify, Engage New York, or

Eureka Math submitted

through Google Classroom

Exit Tickets from Eureka Math

via Google Forms

Mini assessments from

MobyMax, Galileo, or ZEARN

Teachers & Students Weekly After the mid and end of

unit/module

Google Classroom Records Grades in Synergy Teacher Grade

book


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submitted via Google

Classroom

At least weekly

Semimonthly

Reports from MobyMax, ZEARN, or Galileo

Exit Tickets from Eureka Math

Kahoot, Class Flow

Check for understanding in

Class Flow or Active Inspire

Mini assessments from

MobyMax, Galileo, or ZEARN

submitted either through the

program website or via Google

Classroom

Teachers & Students Weekly

Google Classroom Records Grades in Synergy Teacher Grade

book Reports from MobyMax, ZEARN, or

Galileo

Reading A-Z Running Records

(Print or Online)

ReadWorks

Progress in HeadSprout or Raz-

Kids assigned content

Teachers & Students Monthly Semimonthly Semimonthly

Reports from Reading A-Z, Readworks, and/or HeadSpout and Raz-Plus.

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 Kindergarten Round-up Screener Online until student is back in school building

August 3 - 21 Mid-End of each Math Unit


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Eureka Math Mid and End Module Assessments

1 MobyMax Diagnostic Assessment Eureka Math Mid and End Module Assessments

Online until student is back in school building

August 3 – 21 Mid-End of each Math Unit

2-3 Galileo Online until student is back in school building

August 24 – September 10 November 2 – 19 February 16 – March 4 May 3 - 13





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

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 DIBELS 8/mClass from Amplify Online until student is back in school building

August 24 – Sept. 10 Dec. 7 – 17 April 26 - 29

1 DIBELS 8/mClass from Amplify Online until student is back in school building

August 24 – Sept. 10 Dec. 7 – 17 April 26 - 29




August 24 – September 10 November 2 – 19 February 16 – March 4


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May 3 - 13



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

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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Documents

Distance Learning Plan Template for School Districts