Instructions



Glendale Union High School District Distance Learning PlanOn June 24, 2020, Governor Ducey issued Executive Order 2020-41 Prioritizing Kids and Schools During COVID-19 regarding the reopening of schools for school year 2020-2021. As part of the Executive Order, all public schools may submit a Distance Learning Plan (DLP) to receive the flexibility to offer distance learning options for students without an approved Arizona Online Instruction (AOI) program for the 2020-2021 school year. School districts are required to submit a DLP to the Arizona Department of Education (ADE) prior to implementing distance learning. School districts may begin operating their DLP upon submission of the plan to ADE. Charter schools are required to use the template provided by the Arizona State Board for Charter Schools (ASBCS) and must submit their DLP as specified in communications from ASBCS and each charter holder’s assigned Education Program Manager.School Districts may make revisions to improve their DLP at any time, but must submit those changes to the ADE within 10 business days of any substantive revision. School districts should contact the ADE at EmergencyDL@ 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. InstructionsA school district that wishes to provide distance learning under Executive Order 2020-41 must create a DLP using this template, provided by the ADE. School districts not utilizing the appropriate template will be required to revise and resubmit their plans. Plans not submitted in the template must wait to begin DL instruction until the plan is submitted in the approved template. The template is a Word document that must be completed in its entirety and submitted via email to EmergencyDL@, 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 EmergencyDL@ with any questions. School District NameGlendale Union High School DistrictSchool District Entity ID4285Representative authorized to submit the plan (This is the individual who will be contacted with questions about the plan) Craig MussiRepresentative Telephone Number623-435-6054Representative E-Mail Addresscraig.mussi@School Information*In the chart, list the schools this plan applies to. Add rows as needed to account for all schools.School NameEntity IDCTDSApollo High School5431070505206Cortez High School5429070505204Glendale High School5426070505201Greenway High School5433070505208Independence High School5434070505209Moon Valley High School5430070505205Online Learning Academy5435070505210Sunnyslope High School5427070505202Thunderbird High School5432070505207Washington High School5428070505203Distance Learning Background InformationNumber 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?180How many instructional days did the school district operate for School Year 2019-2020?180Distance Learning Option (3.b)Estimated Enrollment for FY 202116,500Start Date for Distance LearningReturn to Full Remote 11/23/20Estimated Number of Students Participating in Distance Learning for the Full Yearapp. 2,000Estimated Number of Students Participating in Distance Learning for a Portion of the year16,500Please 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? YesIf 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: Step(s)Person(s) ResponsibleFrequency and/or TimingEvidence of ImplementationDaily period attendance based synchronous check-in at beginning and end of class period.Students are expected to attend all virtual classes every day to be considered present.Parents will be expected to contact the attendance office to notify the school of excused absence.Teacher.Teacher. Attendance Office Staff.Daily. Each class period. Repeated during class.Daily. Each class period.As needed.Synergy attendance log.Synergy attendance log.Synergy attendance log.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) ResponsibleFrequency and/or TimingEvidence of ImplementationTeachers will contact students who miss a portion of a class period on that day.Attendance office staff will call when a student has missed a class with an unexcused absence.Administrators will contact students/parents who have been absent more than two days in a row.Attendance action plans and supports will be created for students who miss frequently for any reason.Teacher.Attendance Office Staff.Administration.Administration, parents, social worker, nurse, counselor, teachers and case managers.As needed.Every day a student is absent.As needed when students miss more than 1 day.As needed.Teacher will track contact in the Synergy communication log.Office staff will enter an absence check into Synergy attendance log.Administration will note contact in Synergy.Action plans will be noted in Synergy.Teacher and Staff Expectations and Support (1.a.ii)Describe expectations of teachers and other staff working virtually. Action Step(s)Person(s) ResponsibleFrequency and/or TimingEvidence of ImplementationTeachers are expected to plan curriculum, provide instruction and assess student achievement per instructional schedule.Teachers are expected to attend scheduled meetings and professional development.Teachers are expected to communicate with students and parents regarding academic progress, student attendance/engagement and student behavior.Instructional support staff are expected to support students and teachers during virtual class instruction. Clerical support staff are expected to complete their standard job responsibilities. Teachers.Teachers.Teachers.Instructional Support Staff.Clerical Support Staff.Daily.As scheduled.As needed.Daily.Daily.Student gradebook. Administrative classroom walk- throughs. PLC meeting feedback.Administrative tracking.Synergy student attendance and communication logs.Staff supervision and evaluation.Staff supervision and evaluation.Describe commitments on delivery of employee support services including but not limited to:Human resource policies and support for employees; andRegular communication from the administration.Action Step(s)Person(s) ResponsibleFrequency and/or TimingEvidence of ImplementationHuman Resources, Payroll and Benefits departments provide employees with resources through emails, employee guides and the employee self serve portal.FMLA and FFCRA information shared with employees from school and district level administration.Human Resources, Payroll and Benefits Departments.Assistant Superintendent of Human Resources and Professional Development and School Principals.Employee guide and self serve portal - accessible year round. Emails - As needed.Start of the year and again as rmation provided in those resources.Emails sent from district and school level administration.Describe how professional development will be provided to employees.Action Step(s)Person(s) ResponsibleFrequency and/or TimingEvidence of ImplementationProvide 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 learningTraining of administrators on instructional practices of distance learning and evaluationContinued development of PD to assist in using tools for instructionIdentifying areas of focus by a PLC team throughout the semester to focus on in the SMART Goal.Craig MussiC&IInstructional Specialists/MentorsCraig MussiMentorsCabinetPrincipalsC&IInstructional Specialists/MentorsC&IAllison MattinglyCraig MussiC&IC&IInstructional Specialists/MentorsC&IJune 2020July 20-31, 2020August 3-7, 2020July 28, 2020July 15 & July 26/27, 2020July, August, and ongoingSeptember-December 2020Artifacts 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 pletion 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 ResourcesTechnology 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 WebexPLC 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.StudentsTeachersStaffWhat was Used to Establish Need????QuestionnaireX???Personal Contact and Discussion?XX?X?Needs Assessment-Available data?X??Other: ???What will be Used to Respond to Need?Loaner Device (laptop/tablet)?XX?X?WIFI Hot Spot?X??Supplemental Utility Support (Internet)???Other: ???When will stakeholders have access to IT Support Availability??Traditional School Hours?XX?XExtended Weekday Hours?XX??X24/7 Support (trouble ticket)?X?XOther: ???Instructional Methods and Monitoring Learning (1.a.iii)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 MethodologiesContent Provider/Program UsedFormative Assessment Strategies and FrequencySummative Assessment Strategies and Frequency9-12Students 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 CanvasVideo conferencingWebexInteractive engagementGoogle Applications EdpuzzlePear DeckFlipgridContent 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 conferencingContent quizzesExit ticketsReflection questions with written or video responsesCourse 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 1GeometryAlgebra 2Financial AlgebraStatisticsCollege AlgebraHonors PrecalculusInstructional Methods, Content Delivery, and Monitoring Student Learning (ELA)Educational Delivery MethodologiesContent Provider/Program UsedFormative Assessment Strategies and FrequencySummative Assessment Strategies and Frequency9-12Students 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 CanvasVideo conferencingWebexInteractive engagementGoogle Applications EdpuzzlePear DeckFlipgridContent 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 conferencingContent quizzesExit ticketsReflection questions with written or video responsesCourse 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 EssayELA 3-4: Argumentative EssayELA 5-6: Rhetorical EssayELA 7-8: Evaluative EssayInstructional Methods, Content Delivery, and Monitoring Student Learning (Science)Educational Delivery MethodologiesContent Provider/Program UsedFormative Assessment Strategies and FrequencySummative Assessment Strategies and Frequency9-12Students 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 CanvasVideo conferencingWebexInteractive engagementGoogle Applications EdpuzzlePear DeckFlipgridContent 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 conferencingContent quizzesExit ticketsReflection questions with written or video responsesCourse 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 MethodologiesContent Provider/Program UsedFormative Assessment Strategies and FrequencySummative Assessment Strategies and Frequency9-12Students 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 CanvasVideo conferencingWebexInteractive engagementGoogle Applications EdpuzzlePear DeckFlipgridContent 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 conferencingContent quizzesExit ticketsReflection questions with written or video responsesCourse 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 ArtsPhysical EducationSocial StudiesVisual ArtsWorld LanguagesInstructional Methods, Remote Training and Monitoring Student Learning (CTEDs, in lieu of requirements outlined in A.R.S. § 15-391(4)(d) )Educational Delivery MethodologiesContent Provider/Program UsedFormative Assessment Strategies and FrequencySummative Assessment Strategies and Frequency9-12Students 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 certificationThe recovery of any technical standards and content that were missed in the springStudent learning experiences that virtually support the CTE Delivery Model:Video resources to introduce and/or explain technical conceptsVideo resources to demonstrate industry practicesVirtual field trips to industry sites, interviews with industry professionals, and/or guest speakers to explore technical content and industry practicesGuest speakers or interviews on leadership skill critical to career successTeachers will provide instruction using (but not limited to) the following apps and/or programs:Learning management system Google Classroom CanvasVideo conferencingWebexInteractive engagementGoogle Applications EdpuzzlePear DeckFlipgridContent 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 ConsortiumIndustry 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 conferencingContent quizzesExit ticketsReflection questions with written or video responsesWhere 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 ServicesBusiness & Computer ServicesFamily & Consumer SciencesHealth ServicesHuman ServicesIndustrial & Engineering ServicesCompleting 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. 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 StepPerson(s) ResponsibleFrequency and/or TimingEvidence of ImplementationThe 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 MussiErin GoldenSummer 2020Ongoing throughout SY 20-21GUHSD SPED shared curriculum driveCanvas PD modulesScheduled meetings with C&I CoordinatorIn 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 CashattLocal Campus Tech TeamsRebecca ReeceRegistration - 7/27 to 7/31Ongoing throughout SY 20-21Chromebook Check-Out documentationTeacher’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 KrantzPrioritized 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 TeamBus DriversAugust 5-10, 2020Assistive Technology LogStudents 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 KrantzSite PrincipalsAugust 17, 2020IEP 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 KrantzCounselorsCase ManagersOn going through distance learningChanges to IEP and 504 plans as needs occurProcess 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.Describe how the school district will ensure access and meet the needs of English learners.Action StepPerson(s) ResponsibleFrequency and/or TimingEvidence of ImplementationHQ 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 ErieSummer 2020Timesheets of teachers paid for writing curriculumFY20 Title III IAP and Budget documentationGUHSD EL shared curriculum driveAll 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 ErieOngoing throughout SY 20-21GUHSD EL shared curriculum driveDocumented PLC meetingsPLC meeting schedule for SY 20-21In 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 CashattCeily ErieRebecca ReeceRegistration - 7/27 to 7/31Ongoing throughout SY 20-21POs of hotspot purchasesRefugee School Impact Grant budget documentationHotspot Check-Out documentationChromebook Check-Out documentationThe 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 MussiCeily ErieSummer 2020Ongoing throughout SY 20-21GUHSD EL shared curriculum driveCanvas PD modulesScheduled meetings with C&I CoordinatorProcess 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.Kinder1-34-56-89-12Social?Emotional?Learning?Teacher Check-in??????XPacket of Social and Emotional?Topics?????Online Social Emotional videos??????XParent Training Other: (Social Worker Check-in)?????XKinder1-34-56-89-12Counseling Services?In-Person??????Phone??????XWebcast??????XEmail/IM??????XOther: ?????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 StepPerson(s) ResponsibleFrequency and/or TimingEvidence of ImplementationTeachers will check in with students daily using webex. Students identified by teacher needing additional supports will be referred to campus social workersSocial 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 videosCounselors will be calling, emailing and using webex to work with students and families to update and complete student4 year plansCounselors 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 etcCollege and Career Center Specialists will be calling, emailing, and using webex to complete Post Graduate SurveyTeachersLocal Social Workers at each campusLocal Social Workers at each campus / Community RelationsCounselorsCounselorsCollege and Career Center SpecialistsCollege and Career Center SpecialistsDailyDaily / WeeklyMonthly / As neededDailyDaily / Weekly / MonthlyDaily / Weekly / MonthlyMonthlyDaily Attendance Social Worker LogsVideos being uploaded to websites4 year plan completionFAFSA Completion, Scholarship completions, college application completionFAFSA CompletionPost Graduate SurveyDemonstrating 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) ResponsibleFrequency and/or TimingEvidence of ImplementationDevelopment 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 coursesPlanning Templates & ModelsGradebook set-up and best practice trainingBenchmarks, formative and summative assessmentsC&ICraig MussiC&ICraig MussiC&IPLC TeamsIT & Media Center Directors Teachers & PLC TeamsC&ITeachers and PLC TeamsSummer 2020 & orientation weekGUHSD Orientation Week August 2020Summer 2020 & orientation weekOrientation weekEvery Monday professional development and Planning timeOrientation week trainingWeekly updatesBenchmarks in first monthDaily checks and unit weekly examsDistrict summative measurements in the last month of the course in DecemberModules and workshop meetings were provided. Attendance was mandatory. PLC meetings with C&I, local admin and assigned evaluatorModules and workshop meetings were provided. Attendance was mandatory. PLC meetings with local admin and assigned evaluator.Reviewed with C&IStructured into learning platformDistrict 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 assessmentsKindergarten1-34-67-89-12All 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 - 8/21Common 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 assessmentsKindergarten1-34-67-89-12All 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 1-21Baseline Writing: August 10-21District Assessment: 11/23-12/11 (window)Level benchmarks: quarterlyReading 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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