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Distance Learning Plan Glendale Union High School District 2020-2021
Glendale Union High School District Distance Learning Plan
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:
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.
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
Glendale Union High School District
School District Entity ID
4285
Representative authorized to submit the plan (This is the individual who will be contacted with questions about the plan)
Craig Mussi
Representative Telephone Number
623-435-6054
Representative E-Mail Address
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
Apollo High School
5431
070505206
Cortez High School
5429
070505204
Glendale High School
5426
070505201
Greenway High School
5433
070505208
Independence High School
5434
070505209
Moon Valley High School
5430
070505205
Online Learning Academy
5435
070505210
Sunnyslope High School
5427
070505202
Thunderbird High School
5432
070505207
Washington High School
5428
070505203
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
16,500
Start Date for Distance Learning
Return to Full Remote 11/23/20
Estimated Number of Students Participating in Distance Learning for the Full Year
app. 2,000
Estimated Number of Students Participating in Distance Learning for a Portion of the year
16,500
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.
X 4. We intend to operate distance learning and use a hybrid approach once the Governor allows schools to fully reopen. Hybrid includes distance learning with students learning in the classroom on some days, and from home on other days (i.e. half of the students attend Mon/Wed and half of the students Tues/Thurs, half of the students come each week, etc.).
☐5. Other (Please explain below)
If you chose option 4 or 5 above, please provide a brief narrative explaining the details of the plan you will use:
Distance Learning will be utilized for all student courses effective Monday, November 23, 2020. A link to the schedule has been provided. 20-21 SY School & Bell Schedule Those students that need a safe environment can come to the school and a learning location will be provided. Currently, students will be engaging in distance learning through December 17, 2020. Decisions on the structure for learning when students return to school on January 5, 2021 will be announced and communicated prior to winter break. Those options would include full remote, distance learning, and safe space locations.
Is the school district requiring students to do distance learning?
Yes
If students are required to do distance learning, is the school district providing a physical location for students to go during the same hours of the day AND the same days throughout the week as it did in the FY2020 school year prior to the school closure?
Yes
*In the case of a statewide closure or delay of in-person instruction, the requirement to provide a physical location available for students is waived under the Executive Order 2020-41 until the State permits in-person instruction. If due to a COVID-19 outbreak and pursuant to A.R.S. § 36-787, the Arizona Department of Health Services directs a school to close temporarily in order to appropriately sanitize the facility, the requirement to provide a physical location available for students is waived.
Attendance Tracking (1.a.i, 1.i)
· Describe how the school district will track attendance for students attending remotely, whether full time or intermittently.
The description must include the specific measures that will be used to determine whether a student participating in DL will be reported as present or absent on days when instruction does not take place in person. Attendance tracking may include methods such as:
· Communication with their teachers via telephone, ZOOM, MS Teams, or other digital meeting software.
· Student participation in a virtual meeting or classroom session (ZOOM, MS TEAMS, Google Meets, etc.)
· Daily assignments completed and submitted by the student.
· A parent attestation or documentation of time spent on educational activities.
The school district is advised that the ADE will continue to issue guidance on the topic of attendance, and should closely monitor updated information related to these expectations. Current guidance can be found here: https://www.azed.gov/finance/school-finance-guidance-for-covid-19/
Action Step(s)
Person(s) Responsible
Frequency and/or Timing
Evidence of Implementation
1. Daily period attendance based synchronous check-in at beginning and end of class period.
2. Students are expected to attend all virtual classes every day to be considered present.
3. Parents will be expected to contact the attendance office to notify the school of excused absence.
1. Teacher.
2. Teacher.
3. Attendance Office Staff.
1. Daily. Each class period. Repeated during class.
2. Daily. Each class period.
3. As needed.
1. Synergy attendance log.
2. Synergy attendance log.
3. Synergy attendance log.
a. Describe the efforts the school district will make to ensure all enrolled students are contacted and in communication on a regular basis.
Action Step(s)
Person(s) Responsible
Frequency and/or Timing
Evidence of Implementation
1. Teachers will contact students who miss a portion of a class period on that day.
2. Attendance office staff will call when a student has missed a class with an unexcused absence.
3. Administrators will contact students/parents who have been absent more than two days in a row.
4. Attendance action plans and supports will be created for students who miss frequently for any reason.
1. Teacher.
2. Attendance Office Staff.
3. Administration.
4. Administration, parents, social worker, nurse, counselor, teachers and case managers.
1. As needed.
2. Every day a student is absent.
3. As needed when students miss more than 1 day.
4. As needed.
1. Teacher will track contact in the Synergy communication log.
2. Office staff will enter an absence check into Synergy attendance log.
3. Administration will note contact in Synergy.
4. Action plans will be noted in Synergy.
Teacher and Staff Expectations and Support (1.a.ii)
a. Describe expectations of teachers and other staff working virtually.
Action Step(s)
Person(s) Responsible
Frequency and/or Timing
Evidence of Implementation
1. Teachers are expected to plan curriculum, provide instruction and assess student achievement per instructional schedule.
2. Teachers are expected to attend scheduled meetings and professional development.
3. Teachers are expected to communicate with students and parents regarding academic progress, student attendance/engagement and student behavior.
4. Instructional support staff are expected to support students and teachers during virtual class instruction.
5. Clerical support staff are expected to complete their standard job responsibilities.
1. Teachers.
2. Teachers.
3. Teachers.
4. Instructional Support Staff.
5. Clerical Support Staff.
1. Daily.
2. As scheduled.
3. As needed.
4. Daily.
5. Daily.
1. Student gradebook. Administrative classroom walk- throughs. PLC meeting feedback.
2. Administrative tracking.
3. Synergy student attendance and communication logs.
4. Staff supervision and evaluation.
5. Staff supervision and evaluation.
b. Describe commitments on delivery of employee support services including but not limited to:
· Human resource policies and support for employees; and
· Regular communication from the administration.
Action Step(s)
Person(s) Responsible
Frequency and/or Timing
Evidence of Implementation
1. Human Resources, Payroll and Benefits departments provide employees with resources through emails, employee guides and the employee self serve portal.
2. FMLA and FFCRA information shared with employees from school and district level administration.
1. Human Resources, Payroll and Benefits Departments.
2. Assistant Superintendent of Human Resources and Professional Development and School Principals.
1. Employee guide and self serve portal - accessible year round. Emails - As needed.
2. Start of the year and again as requested.
1. Information provided in those resources.
2. Emails sent from district and school level administration.
c. Describe how professional development will be provided to employees.
Action Step(s)
Person(s) Responsible
Frequency and/or Timing
Evidence of Implementation
Provide initial distance learning training in anticipation of 20-21 school year.
Training provided for all 1st, 2nd, and 3rd year teachers in the mentoring program.
Orientation week focus on training with curriculum, planning, relationships, measurement on mastery, and best practices for delivery.
Training of Specialists on instructional practices of distance learning
Training of administrators on instructional practices of distance learning and evaluation
Continued development of PD to assist in using tools for instruction
Identifying areas of focus by a PLC team throughout the semester to focus on in the SMART Goal.
Craig Mussi
C&I
Instructional Specialists/Mentors
Craig Mussi
Mentors
Cabinet
Principals
C&I
Instructional Specialists/Mentors
C&I
Allison Mattingly
Craig Mussi
C&I
C&I
Instructional Specialists/Mentors
C&I
June 2020
July 20-31, 2020
August 3-7, 2020
July 28, 2020
July 15 & July 26/27, 2020
July, August, and ongoing
September-December 2020
Artifacts for each PD created and submitted and recertification hours awarded.
Recorded attendance, artifacts created and submitted, and recertification hours awarded.
Work attendance with PD completion recorded. Artifacts created and submitted.
Completion of training with attendance recorded. Follow-up meetings with the Principal in planning PD support on campus.
Attended the training with attendance recorded. Planning documents submitted by Principals.
C&I conducting daily meetings and working with specialists.
SMART Goals submitted. PLC Teams meet weekly on Mondays. Gathering of data in gradebooks through formative and summative assessments to determine mastery/areas of refinement.
List Specific Professional Development Topics That Will Be Covered
PD Topics GUHSD Professional Development
- Best Practices for Remote Learning
- Building Online Community
- Grading Best Practices
- Optional Technology Training Resources
Technology Manual GUHSD Technology Manual - PD
- GUHSD Technology Support
- Your GUHSD Account
- Using Your GUHSD Chromebook
- Logging into Gmail
- Logging into Google Drive
- Logging into Studentvue
- Logging into Google Classroom
- Logging into Canvas
- Using Webex
PLC Focus Areas of PD September-December
- Blending Your Learning
- Supporting Student Success
- Creating Deeper Thinkers
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
X
X
WIFI Hot Spot
X
Supplemental Utility Support (Internet)
Other:
When will stakeholders have access to IT Support Availability?
Traditional School Hours
X
X
X
Extended Weekday Hours
X
X
X
24/7 Support (trouble ticket)
X
X
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
9-12
Students will receive a combination of asynchronous and synchronous instruction to support their learning.
Students will be provided daily opportunities to interact synchronously as a whole class and in small groups, as well as individual meetings with teachers.
Students will be provided interactive asynchronous learning opportunities that provide feedback and insight on student ability and understanding.
Both asynchronous and synchronous instruction will be differentiated for learners when appropriate to provide flexible intervention.
Teachers will provide instruction using (but not limited to) the following apps and/or programs:
· Learning management system
· Google Classroom
· Canvas
· Video conferencing
· Webex
· Interactive engagement
· Google Applications
· Edpuzzle
· Pear Deck
· Flipgrid
Content is developed by our highly qualified teachers and is aligned to our state standards and district scope and sequence guides.
Each course outcome is organized into a series of units that contain embedded and continuous formative assessments to assist teachers in making instructional decisions to scaffold the development of skills required to master each outcome.
Teachers will leverage the following strategies for formative assessment:
· Synchronous activities through video conferencing
· Content quizzes
· Exit tickets
· Reflection questions with written or video responses
Course outcomes that align to the AZCCR standards are included in the mathematics curriculum. Each course outcome is summatively assessed on an end-of-unit summative assessment with opportunities for remediation and reassessment as needed to support student mastery of course outcomes.
Additionally, each level administers an end-of-course district summative assessment for the following courses:
· Algebra 1
· Geometry
· Algebra 2
· Financial Algebra
· Statistics
· College Algebra
· Honors Precalculus
Instructional Methods, Content Delivery, and Monitoring Student Learning (ELA)
Educational Delivery Methodologies
Content Provider/Program Used
Formative Assessment Strategies and Frequency
Summative Assessment Strategies and Frequency
9-12
Students will receive a combination of asynchronous and synchronous instruction to support their learning.
Students will be provided daily opportunities to interact synchronously as a whole class and in small groups, as well as individual meetings with teachers.
Students will be provided interactive asynchronous learning opportunities that provide feedback and insight on student ability and understanding.
Both asynchronous and synchronous instruction will be differentiated for learners when appropriate to provide flexible intervention.
Teachers will provide instruction using (but not limited to) the following apps and/or programs:
· Learning management system
· Google Classroom
· Canvas
· Video conferencing
· Webex
· Interactive engagement
· Google Applications
· Edpuzzle
· Pear Deck
· Flipgrid
Content is developed by our highly qualified teachers and is aligned to our state standards and district scope and sequence guides.
Each course outcome is organized into a series of units that contain embedded and continuous formative assessments to assist teachers in making instructional decisions to scaffold the development of skills required to master each outcome.
Teachers will leverage the following strategies for formative assessment:
· Synchronous activities through video conferencing
· Content quizzes
· Exit tickets
· Reflection questions with written or video responses
Course outcomes that align to the AZCCR standards are included in the ELA curriculum. Each course outcome is summatively assessed on an end-of-unit summative assessment with opportunities for remediation and reassessment as needed to support student mastery of course outcomes.
Additionally, each level administers an end-of-course district summative assessment for the following courses:
· ELA 1-2: Explanatory Essay
· ELA 3-4: Argumentative Essay
· ELA 5-6: Rhetorical Essay
· ELA 7-8: Evaluative Essay
Instructional Methods, Content Delivery, and Monitoring Student Learning (Science)
Educational Delivery Methodologies
Content Provider/Program Used
Formative Assessment Strategies and Frequency
Summative Assessment Strategies and Frequency
9-12
Students will receive a combination of asynchronous and synchronous instruction to support their learning.
Students will be provided daily opportunities to interact synchronously as a whole class and in small groups, as well as individual meetings with teachers.
Students will be provided interactive asynchronous learning opportunities that provide feedback and insight on student ability and understanding.
Both asynchronous and synchronous instruction will be differentiated for learners when appropriate to provide flexible intervention.
Teachers will provide instruction using (but not limited to) the following apps and/or programs:
· Learning management system
· Google Classroom
· Canvas
· Video conferencing
· Webex
· Interactive engagement
· Google Applications
· Edpuzzle
· Pear Deck
· Flipgrid
Content is developed by our highly qualified teachers and is aligned to our state standards and district scope and sequence guides.
Each course outcome is organized into a series of units that contain embedded and continuous formative assessments to assist teachers in making instructional decisions to scaffold the development of skills required to master each outcome.
Teachers will leverage the following strategies for formative assessment:
· Synchronous activities through video conferencing
· Content quizzes
· Exit tickets
· Reflection questions with written or video responses
Course outcomes that align to the AZCCR standards are included in the science curriculum. Each course outcome is summatively assessed on an end-of-unit summative assessment with opportunities for remediation and reassessment as needed to support student mastery of course outcomes.
Additionally, each level administers an end-of-course district summative assessment for the following courses:
· Integrated Science
· Biology
· Chemistry
· Environmental Science
· Human Science
· Physics
Instructional Methods, Content Delivery, and Monitoring Student Learning (Other Content Areas)
Educational Delivery Methodologies
Content Provider/Program Used
Formative Assessment Strategies and Frequency
Summative Assessment Strategies and Frequency
9-12
Students will receive a combination of asynchronous and synchronous instruction to support their learning.
Students will be provided daily opportunities to interact synchronously as a whole class and in small groups, as well as individual meetings with teachers.
Students will be provided interactive asynchronous learning opportunities that provide feedback and insight on student ability and understanding.
Both asynchronous and synchronous instruction will be differentiated for learners when appropriate to provide flexible intervention.
Teachers will provide instruction using (but not limited to) the following apps and/or programs:
· Learning management system
· Google Classroom
· Canvas
· Video conferencing
· Webex
· Interactive engagement
· Google Applications
· Edpuzzle
· Pear Deck
· Flipgrid
Content is developed by our highly qualified teachers and is aligned to our state standards and district scope and sequence guides.
Each course outcome is organized into a series of units that contain embedded and continuous formative assessments to assist teachers in making instructional decisions to scaffold the development of skills required to master each outcome.
Teachers will leverage the following strategies for formative assessment:
· Synchronous activities through video conferencing
· Content quizzes
· Exit tickets
· Reflection questions with written or video responses
Course outcomes that align to the AZCCR standards are included in the science curriculum. Each course outcome is summatively assessed on an end-of-unit summative assessment with opportunities for remediation and reassessment as needed to support student mastery of course outcomes.
Additionally, each level administers an end-of-course district summative assessment for the following content areas:
· Performing Arts
· Physical Education
· Social Studies
· Visual Arts
· World Languages
Instructional Methods, Remote Training and Monitoring Student Learning (CTEDs, in lieu of requirements outlined in A.R.S. § 15-391(4)(d) )
Educational Delivery Methodologies
Content Provider/Program Used
Formative Assessment Strategies and Frequency
Summative Assessment Strategies and Frequency
9-12
Students will receive a combination of asynchronous and synchronous instruction to support their learning.
Students will be provided daily opportunities to interact synchronously as a whole class and in small groups, as well as individual meetings with teachers.
Students will be provided interactive asynchronous learning opportunities that provide feedback and insight on student ability and understanding.
Both asynchronous and synchronous instruction will be differentiated for learners when appropriate to provide flexible intervention.
Content and facilitated experiences will align to:
· The prioritization of technical standards and content required for industry certification
· The recovery of any technical standards and content that were missed in the spring
· Student learning experiences that virtually support the CTE Delivery Model:
· Video resources to introduce and/or explain technical concepts
· Video resources to demonstrate industry practices
· Virtual field trips to industry sites, interviews with industry professionals, and/or guest speakers to explore technical content and industry practices
· Guest speakers or interviews on leadership skill critical to career success
Teachers will provide instruction using (but not limited to) the following apps and/or programs:
· Learning management system
· Google Classroom
· Canvas
· Video conferencing
· Webex
· Interactive engagement
· Google Applications
· Edpuzzle
· Pear Deck
· Flipgrid
Content is developed by our highly qualified teachers and is aligned to our state standards and district scope and sequence guides.
Curricular resources provided through the Arizona CTE Curriculum Consortium
Industry based online curriculum (e.g. NCCER, OSHA 10, Adobe, etc.) may be used to provide supplemental career ready training aligned to industry certifications.
Each course outcome is organized into a series of units that contain embedded and continuous formative assessments to assist teachers in making instructional decisions to scaffold the development of skills required to master each outcome.
Teachers will leverage the following strategies for formative assessment:
· Synchronous activities through video conferencing
· Content quizzes
· Exit tickets
· Reflection questions with written or video responses
Where appropriate, teachers will provide students with industry supported prep ware to help teachers, students and families track learning progress towards industry certification.
Course outcomes that align to the AZCCR standards are included in the CTE curriculum. Each course outcome is summatively assessed on an end-of-unit summative assessment with opportunities for remediation and reassessment as needed to support student mastery of course outcomes.
Additionally, each level administers an end-of-course district summative assessment for the following content areas:
· Audio & Visual Services
· Business & Computer Services
· Family & Consumer Sciences
· Health Services
· Human Services
· Industrial & Engineering Services
Completing students will all sit for the ADE Technical Assessments in the fall and spring. This assessment is administered by ADE.
Embedded in all programs are industry recognized certifications. Students will sit for certification exams as they are ready. Industry certification assessments are administered by each industry and/or state board.
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
Person(s) Responsible
Frequency and/or Timing
Evidence of Implementation
The SPED Curriculum & Instruction Coordinator, along with other C & I coordinators, will consistently update and develop guidance documents, professional development, and mentorship for SPED teachers on research-based strategies to best meet the social and academic needs of students in a distance learning environment.
Craig Mussi
Erin Golden
Summer 2020
Ongoing throughout SY 20-21
GUHSD SPED shared curriculum drive
Canvas PD modules
Scheduled meetings with C&I Coordinator
In order to ensure access to necessary technology for distance learning, students can check-out a Chromebook through their local campus, if necessary, to enable students to access distance learning classes and resources.
Kevin Cashatt
Local Campus Tech Teams
Rebecca Reece
Registration - 7/27 to 7/31
Ongoing throughout SY 20-21
Chromebook Check-Out documentation
Teacher’s provided with communication tools to assist in clear communication to families of when and where IEP goals will be addressed during the school day and with schedule adjustments in the 2020/21 school year.
Alissa Krantz
Prioritized for new students to GUHSD and sent out the first week of school.
Students with Assistive Technology needs were reviewed by the AT team to adjust any technology needed for distance learning and devices were delivered to student’s homes.
Assistive Technology Team
Bus Drivers
August 5-10, 2020
Assistive Technology Log
Students who were unable to get an offer of FAPE met virtually during the 4th quarter of 2019/20, will be able to get special education service met in full or partial via in person delivery.
Alissa Krantz
Site Principals
August 17, 2020
IEP documentation via progress reports
Student’s accommodations will be continually assessed during distance learning and addition/deletion of accommodations may occur as IEP and 504 teams need to meet the demands of distance learning.
Alissa Krantz
Counselors
Case Managers
On going through distance learning
Changes to IEP and 504 plans as needs occur
Process for Implementing Action Step
Collaboration and regular meetings take place daily or weekly with administration and key personnel to ensure al steps are implemented, followed, and measured. The action steps are adjusted as needed with guidance from ADE.
b. Describe how the school district will ensure access and meet the needs of English learners.
Action Step
Person(s) Responsible
Frequency and/or Timing
Evidence of Implementation
HQ English Learner teachers were paid for 1,102 hours of work during Summer 2020 to develop EL curriculum for PE/E, B and I students for a distance learning instructional model to be shared with all EL teachers district-wide. All curriculum is directly aligned to AZ ELP Standards.
Ceily Erie
Summer 2020
Timesheets of teachers paid for writing curriculum
FY20 Title III IAP and Budget documentation
GUHSD EL shared curriculum drive
All HQ English Learner teachers will work with a PLC to develop curriculum for PE/E, B and I students for a distance learning instructional model to be shared with all EL teachers district-wide. All curriculum is directly aligned to AZ ELP Standards.
Ceily Erie
Ongoing throughout SY 20-21
GUHSD EL shared curriculum drive
Documented PLC meetings
PLC meeting schedule for SY 20-21
In order to ensure access to necessary technology for distance learning, students can check-out a Chromebook and a hotspot with 12 months of internet access, if necessary, to enable students to access distance learning classes and resources. 100 hotspots were purchased with RSIG funds.
Kevin Cashatt
Ceily Erie
Rebecca Reece
Registration - 7/27 to 7/31
Ongoing throughout SY 20-21
POs of hotspot purchases
Refugee School Impact Grant budget documentation
Hotspot Check-Out documentation
Chromebook Check-Out documentation
The EL Curriculum & Instruction Coordinator, along with other C & I coordinators, will consistently update and develop guidance documents, professional development, and mentorship for EL teachers on research-based strategies to best meet the social and academic needs of students in a distance learning environment.
Craig Mussi
Ceily Erie
Summer 2020
Ongoing throughout SY 20-21
GUHSD EL shared curriculum drive
Canvas PD modules
Scheduled meetings with C&I Coordinator
Process for Implementing Action Step
Collaboration and regular meetings take place daily or weekly with administration and key personnel to ensure al steps are implemented, followed, and measured. The action steps are adjusted as needed with guidance from ADE.
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
Packet of Social and Emotional Topics
Online Social Emotional videos
X
Parent Training
Other: (Social Worker Check-in)
X
Kinder
1-3
4-5
6-8
9-12
Counseling Services
In-Person
Phone
X
Webcast
X
Email/IM
X
Other:
Provide a description of how the school district will provide social and emotional learning support to students using the methods identified in the above charts.
Action Step
Person(s) Responsible
Frequency and/or Timing
Evidence of Implementation
Teachers will check in with students daily using webex. Students identified by teacher needing additional supports will be referred to campus social workers
Social Workers will check-in with at risk students or identified students needing additional supports. They will also help the attendance office with finding out why certain students are not logging into their daily Webex meetings. Is there emotional support needed?
Parents and students will be directed to our district and school websites for additional social emotional resources along with social emotional videos
Counselors will be calling, emailing and using webex to work with students and families to update and complete student4 year plans
Counselors will be calling, emailing and using webex to contact Seniors to talk about college and career planning (FAFSA, on track to graduate, scholarships etc)
College and Career Center Specialists will be calling, emailing and using webex to contact Seniors to apply to colleges, scholarships and fill out FAFSA etc
College and Career Center Specialists will be calling, emailing, and using webex to complete Post Graduate Survey
Teachers
Local Social Workers at each campus
Local Social Workers at each campus / Community Relations
Counselors
Counselors
College and Career Center Specialists
College and Career Center Specialists
Daily
Daily / Weekly
Monthly / As needed
Daily
Daily / Weekly / Monthly
Daily / Weekly / Monthly
Monthly
Daily Attendance
Social Worker Logs
Videos being uploaded to websites
4 year plan completion
FAFSA Completion, Scholarship completions, college application completion
FAFSA Completion
Post Graduate Survey
Demonstrating Mastery of Academic Content (1.a.vi)
Describe how the school district will require students to demonstrate ongoing competency or mastery in grade level or advanced grade level content.
Action Step(s)
Person(s) Responsible
Frequency and/or Timing
Evidence of Implementation
Development of Scope and Sequences, Content Parameters, and clearly defined curriculum for all courses. A Clearly provided district curriculum.
Development of structured assessment models with aligned practices, materials, and rubrics provided in all courses
Planning Templates & Models
Gradebook set-up and best practice training
Benchmarks, formative and summative assessments
C&I
Craig Mussi
C&I
Craig Mussi
C&I
PLC Teams
IT & Media Center Directors
Teachers & PLC Teams
C&I
Teachers and PLC Teams
Summer 2020 & orientation week
GUHSD Orientation Week August 2020
Summer 2020 & orientation week
Orientation week
Every Monday professional development and Planning time
Orientation week training
Weekly updates
Benchmarks in first month
Daily checks and unit weekly exams
District summative measurements in the last month of the course in December
Modules and workshop meetings were provided. Attendance was mandatory. PLC meetings with C&I, local admin and assigned evaluator
Modules and workshop meetings were provided. Attendance was mandatory. PLC meetings with local admin and assigned evaluator.
Reviewed with C&I
Structured into learning platform
District summative assessments.
Training module completion document for training and best practices. Daily and weekly updates in the synergy gradebooks with weekly running of failure rates and progress.
Gathering data in gradebooks. Compiling data within PLC teams. District grading and sharing of strategies based on data from summative measurements looking at mastery and growth.
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
1-3
4-6
7-8
9-12
All freshmen take the GUHSD Placement Exam to assist in identifying supports needed during the school year. This data is applied to all students for placement into regular, or honors. The data is also used to place students into our Math Lab course so that they can receive necessary additional assistance. Additional common unit benchmarks are used to verify placement and make any necessary changes. For students receiving special education services, additional data collection may be appropriate. The DORA and Pre-Algebra assessments through the Let’s Go Learn program will be administered to ensure appropriate benchmark data.
The GUHSD Placement Exam is administered with a Google Form and is done online during registration and the first week of school.
Additional benchmarks are common formative assessments given after every unit with data gathered for remediation and reteaching and then followed up with retesting throughout the course to show growth. These common assessments are administered utilizing Synergy, Google Forms, or Canvas.
District assessments (final benchmark) will be completed in a face-to-face setting if possible; otherwise, it will be administered remotely. The district assessments are administered through Synergy. All common assessments and the final benchmark are created by Glendale Union High School District teachers. The DORA and Pre-algebra assessments through the Let’s Go Learn program can be accessed online.
GUHSD Placement Exam:7/20 - 8/21
Common Unit Assessments: Given every 1-2 weeks following the same calendar district-wide for each subject area. Common unit assessments for retesting are utilized for the remainder of the semester based on student needs.
District Assessment: December14-17 (window)
DORA & Pre-Algebra administered upon enrollment in courses. Benchmarks collected quarterly.
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
1-3
4-6
7-8
9-12
All freshmen take a Reading Inventory (RI).
Students complete a baseline writing in all their ELA classes. The writing provides data to make instructional decisions; it also provides comparative data to be used to determine growth against the district assessment administered at the end of the year.
Additional benchmarks are administered depending upon the grade level. For students receiving special education services, additional data collection may be appropriate. The Reading Inventory assessment through Read 180 and System programs will be administered to ensure appropriate benchmark data.
The Reading Inventory is web-based through Houghton Mifflin Harcourt. It is administered remotely.
Baseline writings will be completed remotely.
District assessment (final benchmark) will be completed in a face-to-face setting if possible; otherwise, it will be administered remotely.
The Reading Inventory and Phonics Inventory assessments through the Read 180 and System 44 programs can be accessed online.
Reading Inventory: August 1-21
Baseline Writing: August 10-21
District Assessment: 11/23-12/11 (window)
Level benchmarks: quarterly
Reading Inventory and Phonics Inventory administered upon enrollment in courses. Benchmarks collected quarterly.
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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