Guidance on Virtual Schools for a Single District



-447675314325Massachusetts Department ofElementary and Secondary Education914400685800075 Pleasant Street, Malden, Massachusetts 02148-4906 Telephone: (781) 338-3000 TTY: N.E.T. Relay 1-800-439-2370Jeffrey C. RileyCommissionerMEMORANDUMDate:April 2, 2021Subject:Single District Virtual Schools for School Year 2021-2022_____________________________________________________________________________________________________________________As you know, the Department of Elementary and Secondary Education (Department) has established a required timeline for districts to resume offering full in-person learning for elementary and middle school grades this spring, with a high school return timeline to be announced in April. In fall 2021, the Department is expecting a full, in-person return to school across all grades and districts will no longer be required to offer a district-wide remote learning option for families. Students and families are eager to return to in-person school. In recent reopening guidance, the Department also noted that districts should work individually with parents/guardians of students who cannot attend school in person in the fall due to a medical condition. At the same time, as districts and schools resume full-time in-person learning, some students and families may continue to seek virtual options. Districts may wish to support these families in accessing state-wide virtual school options and, in some cases, directly respond to family interest in such programs by starting their own virtual school locally. The Department will continue to support districts as they consider and respond to the needs of students and families in preparation for the 2021-2022 school year. There are different types of public virtual schools permitted in Massachusetts, as established under the virtual school statute, G.L. c. 71, § 94. At this time, there are two public virtual schools operating in Massachusetts as statewide Commonwealth Virtual Schools: Greenfield Commonwealth Virtual School and TEC Connections Academy Commonwealth Virtual School. Districts are also permitted to establish a Single District Virtual School (SDVS), a public virtual school that only enrolls students who reside in the school district operating the school. The guidance which follows provides information to assist school committees, superintendents, and districts that are considering establishing a SDVS. It is important to note that, nationally, the performance of virtual schools is decidedly mixed. The model has yet to demonstrate consistently strong academic results for students. Before proceeding, districts should carefully weigh the extent to which a full-time district-operated virtual school would result in strong educational outcomes for students. In creating a SDVS, your district would be proposing a new school, not a new program. Though ultimately a local decision, the Department expects each district proposing to operate a SDVS will undertake thoughtful and deliberate planning process to ensure the proposed school will run a well-developed, high-quality virtual program. Further, the district should ensure all stakeholders and families are appropriately engaged in the development process. Districts should follow the guidance contained herein and submit a detailed proposal aligned to expectations. Additionally, if districts intend to proceed with planning for a virtual school, they should adopt single district virtual school designs that:Ensure equitable access and services for students with disabilities, English learners, and other students who have different learning needs;Respond to actual, documented demand for continued virtual learning from families and students and propose an appropriately-sized school for the district;Deliver an educational experience that is of similar or enhanced quality when compared to in-person options, through innovative and high-quality virtual curriculum and instruction;Produce strong academic outcomes that align with the rigorous learning expectations of the district; andAddress and incorporate input from community stakeholders.The Department will provide feedback on submitted proposals directly to school committee members as required by law in accordance with the timeline outlined in the guidance. If you have any questions, please contact Ruth Hersh, at Ruth.E.Hersh@ or Alison Bagg at Alison.W.Bagg@. GUIDANCE ON SINGLE DISTRICT VIRTUAL SCHOOLS IN MASSACHUSETTSOverviewThis memorandum provides information to assist school committees, superintendents, and districts that are considering operating a virtual school that only enrolls students who live in the single school district operating the school. This type of virtual school, a Single District Virtual School, is separate and distinct from Commonwealth of Massachusetts Virtual Schools (CMVS) that operate under G.L. c. 71, § 94, and 603 CMR 52.00. While virtual schools operated by and for a single district do not follow the same process as CMVS, there are certain requirements that do apply and must be followed. This memorandum provides guidance for a single school district intending to develop and operate a virtual school that only enrolls students from that school district under G.L. c. 71, § 94(s).Single districts that wish to open a Single District Virtual School must submit a summary description of the proposed virtual school to Commissioner of Elementary and Secondary Education (Commissioner) for review and comment. The district must submit the summary description at least four (4) months before the opening of the Single District Virtual School. The purpose of the required submission is to guide and to support districts as they envision, develop, and open a high-quality virtual school. Proposal Process for District Virtual SchoolsSchool Committees interested in developing and operating a Single District Virtual School must submit summary description of the proposed virtual school, along and with the information sheet found in Appendix A. All summary descriptions must include information about the proposed school’s mission, educational program, instructional methodology, services, how this potential school will enhance options for students, how this school will make online education as good as or better than face-to-face delivery, any specialized student focus, and the district’s capacity to make the school a success. The summary description must also address the key components of a Single District Virtual School found in Appendix B. For additional information, as your district considers this option, please also see an abbreviated version of Massachusetts’ Performance Criteria for CMVS, found in Appendix D. This resource is included to assist the district in its design and implementation of a high-quality virtual school. The Department of Elementary and Secondary Education (Department) reviews each summary description describing the proposed virtual school, along with the information sheet found in Appendix A, and provides comments based on the criteria found in Appendix B to this memorandum. Based on the Department’s comments and feedback, the district may decide to revise the proposal. Once finalized, the local school committee will vote whether to authorize the district to operate a Single District Virtual School and to submit the final proposal and summary description to the Department with the Statement of Assurances found in Appendix C.The Single District Virtual School summary description review process is summarized below in chronological order.Summary Description of Proposed School and Information Sheet: Districts submit a Summary Description that articulates the proposed Single District Virtual School, including descriptions of how the school will implement Key Components of a Virtual School, found in Appendix B of this document, along with the Information Sheet found in Appendix A. The Summary Description and Information Sheet must be submitted to the Department at least four (4) months prior to the intended opening of the District Virtual School. Department and Commissioner Review: The Department and Commissioner will review the Summary Description and provide comments using the criteria described throughout this document, primarily found in Appendix B: Key Components of a Virtual School. The Commissioner will return the Summary Description with comments to the school committee. Local School Committee Vote: The local school committee will vote whether to approve the Single District Virtual School plan and operate a Single District Virtual School. The District will submit evidence to Department of vote taken during public meeting.Final Proposal Submission: School districts will submit to the Department, the final proposal and Statement of Assurances, found in Appendix C, prior to opening. Appendix A – Information Sheet Information Sheet – Single District Virtual School (to attach to summary description)Name of Proposed District Virtual School FORMTEXT ????? District Virtual SchoolSchool District: Contact Person and Contact Information:The District is hoping to open in fall of 2021-22 school year. Please indicate the grade levels and total student enrollment proposed for the next three to five school years School YearGrade LevelsTotal Student Enrollment2021-2022 FORMTEXT ????? FORMTEXT ?????2022-2023 FORMTEXT ????? FORMTEXT ?????2023-2024 FORMTEXT ????? FORMTEXT ?????2024-2025 FORMTEXT ????? FORMTEXT ?????2025-2026 FORMTEXT ????? FORMTEXT ?????Total Enrollment FORMTEXT ????? FORMTEXT ?????Age (year and month) at entry for kindergarten, if applicable:Year: FORMTEXT ????? Month: FORMTEXT ?????What is the target student-teacher ratio in the proposed District Virtual School?1 teacher to FORMTEXT ????? studentsWill any of the teachers included in your response to the preceding question be responsible for providing instruction and/or other supports to students enrolled in other schools or courses? Yes (X): FORMTEXT ????? No (X): FORMTEXT ?????While the District Virtual School cannot enroll students who reside outside of the district, will the District Virtual School offer individual online courses to other districts? If so, how will this be done?Yes (X): FORMTEXT ????? No (X): FORMTEXT ?????Will the District Virtual School permit students to earn credits by demonstrating competency in a grade or subject matter?Yes (X): FORMTEXT ????? No (X): FORMTEXT ?????Is the Virtual School considering requesting a waiver of student learning time requirements? If, yes, please visit the?student learning time waiver process website?for additional information, including but not limited to the application and timelines. Yes (X): FORMTEXT ????? No (X): FORMTEXT ?????Will all materials provided to students meet Massachusetts’ Enterprise IT Accessibility Standards and Web Accessibility Standards?Yes (X): FORMTEXT ????? No (X): FORMTEXT ?????Will the District Virtual School have plans for meeting the needs of students with disabilities and students who are English Learners?Yes (X): FORMTEXT ????? No (X): FORMTEXT ?????Will the District Virtual School provide access to necessary technology and materials, for all students enrolled in the District Virtual School? This includes, but is not limited to, written materials, lab materials, including hardware, software, and connectivity.Yes (X): FORMTEXT ????? No (X): FORMTEXT ?????Will the District Virtual School provide meals to students?Yes (X): FORMTEXT ????? No (X): FORMTEXT ?????Will the district contract with any vendors to run the school? Yes (X): FORMTEXT ????? No (X): FORMTEXT ?????Will the District Virtual School provide physical education classes as required by state law?Yes (X): FORMTEXT ????? No (X): FORMTEXT ?????Indicate if the District Virtual School plans to offer admission preferences specifically for students in the following categories. If approved, a school must develop deliberate, specific steps to attract, to enroll, and to retain target populations provided it does not discriminate on the basis of race, color, national origin, creed, sex, gender identity, ethnicity, sexual orientation, mental or physical disability, age, ancestry, athletic performance, special need, proficiency in the English language or a foreign language, or academic achievement. FORMTEXT ?????with medical needs requiring a home or hospital setting FORMTEXT ?????who have been expelled FORMTEXT ?????who are pregnant or have a child FORMTEXT ?????with physical or other needs that make it difficult for them to attend school in person FORMTEXT ?????who seek academic work not available in their school FORMTEXT ?????who are gifted and talented FORMTEXT ?????who are over-age for their grade FORMTEXT ?????who have or are at risk of dropping out FORMTEXT ?????with social and emotional needs that make it difficult for them to attend school in person FORMTEXT ?????who feel bullied or cannot attend school in person because the student’s safety is at risk FORMTEXT ?????in rural communitiesIs the District Virtual School Statement of Assurances provided as an attachment? (Appendix C) The Statement of Assurances for District Virtual Schools must be submitted prior to opening.Yes (X): FORMTEXT ????? No (X): FORMTEXT ?????Appendix B – Key Components Of A Virtual School Districts must address the following components in their submitted summary descriptionSchool Culture and Family Engagement: As a public virtual school, the district and school must plan to deliberately support students’ social and emotional health in a safe, respectful, inclusive, and equitable learning environment that engages students, families, and the broader community. The school must create an environment that supports all students’ sense of belonging and helps students develop social and emotional knowledge, skills, and competencies for a multicultural world. The school develops effective relationships with all families/guardians and effectively communicates with them about the academic progress and social emotional well-being of students.Equal educational opportunity: As public schools, district virtual schools must not discriminate on the basis of race, color, national origin, creed, sex, gender identity, ethnicity, sexual orientation, mental or physical disability, age, ancestry, athletic performance, special need, proficiency in the English language or a foreign language, or prior academic achievement.Staff: All teachers hired by the Single District Virtual School must be licensed in Massachusetts in the areas in which they teach, pursuant to state law. All educators must be evaluated consistent with regulations promulgated by the Board and guidance developed by DESE. In addition to licensed teachers, a District Virtual School must have a Massachusetts-licensed school nurse (RN), a special education administrator, an attendance officer, and, if the school serves English learners, a licensed English Language Learner (ELL)/English as a Second Language (ESL) teacher.Curriculum and instruction: A Single District Virtual School must provide curriculum and instruction aligned with the standards contained in the Massachusetts Curriculum Frameworks. A Single District Virtual School may choose from available curricula aligned with the frameworks, or develop curricula aligned with these standards that reflect the mission of the school and that are designed to meet the needs of all students enrolled by the Single District Virtual School.Assessment: All students educated with Massachusetts public funds, including all students enrolled in a Single District Virtual School, are required to participate in state assessments. The award of a high school diploma includes the requirement that students earn a Competency Determination (CD)?in ELA, mathematics, and STE. ACCESS for ELLs tests?are assessed annually to measure the proficiency of ELLs in reading, writing, listening, and speaking English, as well as the progress they are making in learning English.Accountability: The School Committee has final approval over whether and under what terms a Single District Virtual School operates provided those terms comply with state and federal law. Single District Virtual Schools are subject to the Massachusetts School and District Accountability System.?Enrollment restrictions: Only students who reside in the district. Reporting: Once established, a Single District Virtual School is assigned a school code. Like all public schools, a Single District Virtual School is responsible for submitting data and filing reports with the Department in a timely and complete manner in accordance with guidelines published by The Department. The Department, in turn, publishes reports on all public schools in anizational capacity and experience: A strong Single District Virtual School Plan defines the mission of the school, develops policies and changes with district and school committee approval when required at the local level, when appropriate, hires qualified staff to manage the school’s day-to-day operations, holds the staff accountable for meeting established goals, and formulates a long-range plan that ensures the school’s continued stability. In addition to its many other responsibilities, the district school committee must ensure that the school is complying with all applicable state and federal laws. The Single District Virtual School, leadership, and staff must possess a wide variety of skills and qualifications that enable them to develop, open, sustain, operate, and continuously improve an effective school in collaboration with the school district. Public accountability: The school committee that oversees that Single District Virtual School must operate consistently with laws relating to public accountability, such as the open meeting law, the conflict of interest law, and the financial disclosure law. Learning supports for students in an online environment: Every Single District Virtual School must take appropriate and necessary steps to ensure that access to and engagement in the educational program is provided to every enrolled student. The Department expects virtual schools to have strong protocols, tools, and practices because virtual learning takes place remotely and implicitly poses unique challenges.Additional supports and interventions for special populations: A District Virtual School must provide a program that addresses the unique characteristics of the online learning environment and responds to these unique needs appropriately. Students with special learning needs, including English learners (ELs) and students with disabilities, will require additional supports to ensure they are able to access the whole curriculum, make substantial progress in acquiring the knowledge, skills, and behaviors presented by the curriculum, and in particulate fully in all aspects of the school experience.Time and learning requirements: Every Single District Virtual School must meet the Massachusetts Time on Learning requirements of state law unless it requests and is granted a waiver of those requirements. To request a waiver, the proposed Single District Virtual School must submit an application student learning time waiver.Non-consumable instructional supplies: State law requires schools to purchase textbooks and other instructional materials and supplies intended for use and re-use over a period of years. Schools then in turn "loan" those instructional materials free of charge to students, who must return them at the end of the school year. Costly tools such as a tablet or other computer or a graphing calculator fall in the category of instructional materials and supplies that, similar to textbooks, are intended for districts to purchase and use and re-use over a period of years. If such technology is required, the school may encourage each student to purchase these devices. Students are likely to do so because they may need those devices for future classes and other use outside of school. A Single District Virtual School, however, must be prepared to provide such devices free of charge to students whose families do not choose to buy them or cannot afford to do so. If students need such devices to complete out-of-school assignments, the Single District Virtual School must also provide that access.Connectivity: A Single District Virtual School must also be prepared to arrange internet access or connectivity if families don’t choose to buy it or cannot afford to do so. If students need connectivity to complete assignments, the Single District Virtual School must also provide that access. Appendix C – Statement of Assurances Single District Virtual School Assurances (must be submitted before opening)This form must be signed by a duly authorized representative of the district school committee and submitted with the final proposal. As the authorized representative of the district, I certify under the penalties of perjury that the information submitted in this proposal.Name of proposed Single District Virtual School (SDVS): FORMTEXT ?????shall be open to all students on a space-available basisshall comply with federal and state law and guidance including, but not limited to, regulations that will be adopted governing virtual schoolsWill not charge tuition, fees, or other mandatory payments to students for full-time attendance at the SDVS, for participation in required or elective courses, or for mandated services or programs. M.G.L. c. 71, § 48 (requiring school districts to purchase textbooks and school supplies for students).Will offer required computers, printers, software, and Internet access, connectivity, to all students free of charge. M.G.L. c. 71, § 48 (requiring school districts to purchase textbooks and school supplies for students). Will not charge any public school for the use or replication of any part of their curriculum subject to the terms of any contract between the SDVS and a third-party provider. This does not prohibit the SDVS from reaching an agreement with another school or district in the Commonwealth regarding the charge to that school or district for a student’s participation in individual courses offered by the SDVS. Will permit parents to enroll their children only voluntarily and not because they must send their children to this SDVS.Will enroll any eligible student who submits a timely and complete application, unless the SDVS receives a greater number of applications than there are spaces for students.Will be open to all students, on a space-available basis, and shall not discriminate on the basis of race, color, national origin, creed, sex, gender identity, ethnicity, sexual orientation, mental or physical disability, age, ancestry, athletic performance, special need, proficiency in the English language or a foreign language, or academic achievement. See 42 U.S.C. 2000d (Title VI of the Civil Rights Act of 1964); 20 U.S.C. 1703(f) (Equal Educational Opportunities Act of 1974); 20 U.S.C. 1681 (Title IX of the Education Amendments of 1972); 29 U.S.C. 794 (Section 504 of the Rehabilitation Act of 1973); 42 U.S.C. 12132 (Title II of the Americans with Disabilities Act of 1990); 20 U.S.C. 1400 (the Individuals with Disabilities Education Act of 2004); No Child Left Behind Act of 2001 at Title III, Part A, § 3121(c)(1)(C), and Title X, Part C, §§ 721, 722(g)(4) (McKinney-Vento Homeless Education Assistance Improvements Act of 2001); Mass. Const. amend. art. 114 (prohibits discrimination based upon disability); M.G.L. c. 71A, § 7 (English language education); M.G.L. c. 76, § 5 (prohibiting discrimination in public education base upon race, color, sex, gender identity, religion, national origin, sexual orientation).Will be secular in its curriculum, programs, admissions, policies, governance, employment practices, and operation in accordance with the federal and state constitutions and any other relevant provisions of federal and state law.Will comply with the federal Age Discrimination Act of 1975 and Title IX of the Education Amendments of 1972.Will adhere to all applicable provisions of federal and state law relating to students with disabilities including, but not limited to, the Individuals with Disabilities Education Act, section 504 of the Rehabilitation Act of 1974, Title II of the Americans with Disabilities Act of 1990, and chapter 71B of the Massachusetts General Laws. Will adhere to all applicable provisions of federal and state law relating to students who are English language learners including, but not limited to, Title VI of the Civil Rights Act of 1964, the Equal Educational Opportunities Act of 1974, and chapter 71A of the Massachusetts General Laws. Will comply with all other applicable federal and state law including, but not limited to, the requirement to offer a school nutrition program. M.G.L. c. 69, § 1C.Will meet the performance standards and statewide assessment requirements set by the Board of Elementary and Secondary Education for all students in public schools. M.G.L. c. 71, § 94(b)(7). Will submit all data required by the Department of Elementary and Secondary Education in a timely and complete manner, Will ensure that all core academic teachers of ELs and the administrators who supervise and evaluate them earn the sheltered English immersion endorsement. 603 CMR 14.07.Will provide written assurance (signed letter from board chair or designee) that a criminal background check (CORI) has been performed, a check of sex offender registry information (SORI) has been completed, and fingerprints were submitted for a national criminal history check for all employees, volunteers, and other persons at the SDVS who have the potential for direct and unmonitored contact with children. M.G.L. c. 71, § 38R. Will ensure that all members of the SDVS school committee file with the State Ethics Commission completed Statements of Financial Interest. M.G.L. c. 268B. This is a true statement, made under the penalties of perjury. Digital signature of authorized person: FORMTEXT ?????Name of authorized person: FORMTEXT ?????Title: FORMTEXT ?????Address: FORMTEXT ?????City: FORMTEXT ?????State: FORMTEXT ?????Zip: FORMTEXT ?????Telephone: FORMTEXT ?????Fax: FORMTEXT ?????Email: FORMTEXT ?????Appendix D – CMVS Performance Criteria - For ReferenceThe Commonwealth of Massachusetts Virtual School Statute (M. G. L. c. 71, § 94) and the corresponding virtual school regulations (603 CMR 52.00) define the guiding areas of Commonwealth of Massachusetts Virtual School (CMVS) accountability as academic program success, organizational viability, and faithfulness to certificate. As part of the CMVS accountability system, the Department of Elementary and Secondary Education (Department) has worked with experts in the field of virtual schooling to develop and refine, CMVS performance criteria. Though different then a CMVS, a Single District Virtual School (SDVS) is described briefly in (M. G. L. c. 71, § 94) (s)“…virtual school operated by a single school district if the school enrolls only students residing in the school district; provided, however, that such district shall submit a summary description of the proposed virtual school to the commissioner for review and comment at least 4 months in advance of the opening of the virtual school. The commissioner shall then provide written comments on the proposal to each district's school committee.”Given the interest in SDVS, this Appendix includes components of the CMVS Performance Criteria related to program quality and compliance. These adapted the CMVS Performance Criteria provide additional, clear expectations for quality virtual schools to help districts as they design and implement their proposed SDVS. Faithfulness to ProposalMission and Key Design ElementsThe school is faithful to its mission and implements the key design elements outlined in its proposal.Key indicators include, but are not limited to:School stakeholders share a common and consistent understanding of the school’s mission and key design elements outlined in the plan. The school demonstrates a commitment to measurable quality and accountability to stakeholders. The school makes available to the public its goals and specific strategies for reaching these goals through various means, including, but not limited to, posting on the school’s website.Access and EquityThe school ensures program access and equity for all students who are eligible to attend, and for all students who attend, the school.Key indicators include, but are not limited to:The school ensures that information is readily available to parents, students, and the general public regarding: non-discriminatory statement and enrollment practices; as well as the availability of specialized programs and services at the school to meet the needs of all students, particularly those enrolled in special education, English language education, and those with other learning needs.The school ensures that all students have access the educational program and ensures all students shall have access to necessary technology and materials. Students with disabilities are provided with the appropriate assistive technologies, modifications, accommodations, supports, adaptations and related services as required by the Americans with Disabilities Act (ADA), Individuals with Disabilities Act (IDEA) and Section 504 of the U.S Rehabilitation Act. English Learners are provided with appropriate English language programming. Digital content is accessible in accordance with Section 508 of the U.S Rehabilitation Act. The school discloses accurate information relating to its online program, including: its mission; accreditation, if applicable; courses and programs; services; policies; recruitment processes; and other factors considered important to prospective and current students and stakeholders. The school defines and monitors student attendance, including how it shall verify that each student is participating in classes, how truancy shall be addressed and goals regarding student attendance. The school analyzes student enrollment, attendance, and attrition data, in the aggregate and by student group.The school provides supports for students to enhance their success in online learning before students begin significant coursework, by providing students with:An orientation to online learning technology and successful online learning practices. An assessment of the newly enrolled student’s potential success in online learning, that is also shared with the student and parents/guardians.Academic services and academic advising to address students’ academic and developmental needs.Access to the learning management system(s), as well as all appropriate learning and assessment content, andTimely, effective technical support.School policies and practices ensure all students to have equal rights of access, and similar participation rates, to the opportunities provided by the educational program, such as rigorous courses, mission driven programming, and other educational opportunities.The school eliminates barriers for parents regarding informational and program access, including but not limited to, providing translated materials and for materials to be provided in multiple modalities. ComplianceThe school operates in compliance with its plan and applicable state and federal laws and regulations. Key indicators include but are not limited to:The school complies with all legal requirements and operates in accordance with the provisions of General Laws chapter 71, Section 94, and 603 CMR 23.00, 603 CMR 35.00, 603 CMR 49.00, 603 CMR 52.00, 603 CMR 51.00, Title IX and all other applicable federal, state, and local laws, regulations, required trainings and deadlines and such additional guidance as DESE may establish related to Massachusetts Laws and Regulations.The school undertakes corrective action when needed and implements necessary safeguards to maintain compliance with all legal requirements.Faculty hold the appropriate licensure and teach in their licensed field for all taught courses or teach under a waiver pursuant to G.L.c. 71, § 38G.Administrators, faculty and other mandatory reporters receive training on recognizing and reporting suspected child abuse and neglect pursuant to G.L.c 119, §51A.Academic Program SuccessStudent PerformanceThe school consistently makes progress in student academic achievement for all students as defined by the Massachusetts District and School Accountability System as well as additional metrics that demonstrate the school provides improved educational outcomes for all students. Program deliveryThe school delivers a high-quality academic program that meets the academic needs of all students. Key indicators include but are not limited to:Curriculum and Course DesignThe school clearly organizes course offerings in a way that stakeholders can easily navigate.The school’s documented curriculum is aligned to Massachusetts curriculum frameworks and expectations, is aligned vertically between grades and horizontally across classrooms at the same grade level, and fully implemented in all courses.The school’s documented curriculum provides lessons and materials that represent a variety of cultures and perspectives.The school’s documented curriculum supports opportunities for all students to master skills and concepts. The school’s documented curriculum is regularly reviewed, evaluated, revised to ensure quality. Curriculum review processes use clear, consistent policies, measures, and procedures.Courses offered through the academic program:use technology that appropriately supports the learning goals and enhances the learning experience.contain content that provides intervention and accelerated learning opportunities.support active learning and opportunities for authentic problem-solving.meet content copyright law and fair use guidelines.are designed using research-based design principles, such as Universal Design for Learning (UDL), that allows access to learning for all participants.include appropriate opportunities for both asynchronous and synchronous learning during which students demonstrate their knowledge.InstructionThe school adopts clear expectations for teaching practices that align with its stated mission, key design elements, learning goals, evidence-based practices, and the frequency and quality of teacher and student interaction.Instructional practices are aligned to a common understanding and based on high expectations for all students. Instruction implementation fosters student engagement and allows for interaction between students and teachers. Instruction is inclusive of all learners and reflects cultural proficiency.Assessment and program evaluationAssessmentThe school uses a balanced system of formative, summative, and benchmark assessments to monitor student progress. The assessment system is aligned to and appropriate for learning objectives. The school ensures there is maximum participation in school assessment administrations.The school provides standards for timely, frequent, effective feedback based on assessments to support students in meeting academic goals.The school’s assessments enable students to monitor their own learning progress in order to adjust and improve upon their learning.Teachers and administrators use disaggregated qualitative and quantitative data from multiple assessment sources to assess student learning and modify instruction or supports to improve academic and non-academic outcomes for each student.The school implements strategies to ensure the academic integrity of course assignments and assessments completed by students in order to ensure student accountability.The school disseminates testing proctoring protocols to the appropriate credentialled staff per federal and state laws and ensures that tests are proctored in accordance with the protocols. Documentation of the proctoring training and processing of the test materials are kept appropriately.Program EvaluationOngoing internal evaluations are conducted to regularly collect and analyze school data based on national, state, and/or school test results and metrics.The school uses qualitative and quantitative data to regularly evaluate the quality and effectiveness of the school in serving all students and modifies the academic program accordingly. The regular evaluations use valid and reliable measures to evaluate learner success; data is disaggregated by student group and modifications are made to the academic program to ensure equitable access, opportunity, and success for all student groups. Evaluation results are communicated to school stakeholders.Supports for All LearnersThe school has a proactive system to effectively identify and address all students’ strengths and needs for academic, behavioral, and social-emotional development through a tiered support model.The school provides supports to meet the academic needs for all students, including but not limited to students with disabilities and English learners.Supports are designed with consideration for the virtual environment.The school provides academic advising, social-emotional, and instructional support in an equitable manner to enable students to complete their courses and goals. Students, parents and guardians are provided clearly understandable information that explains the environment required to support online learning.School Culture and family engagementThe school supports students’ social and emotional health in a safe, respectful, inclusive, and equitable learning environment that engages students, families, and the broader community. Key indicators include but are not limited to:Social and emotional health needs: The school implements policies and procedures for cyber safety as well as for age appropriate supervision for students under the age of 14, if applicable.The school ensures that school environments are safe, supportive, culturally responsive, welcoming, respectful, inclusive, and reflective of the community and students’ cultures and identities. The school creates an environment that supports all students’ sense of belonging and helps students develop social and emotional knowledge, skills, and competencies for a multicultural world.The school has guidance services and academic advising to support learners, staff, and parents/guardians to ensure the social and emotional growth of all students.The school addresses the social and emotional needs of all staff.Family and community engagement: The school ensures teacher and faculty communications with students and parents/guardians are based on established policies. Such communication includes, but is not limited to, providing critical information about student progress so that parents and guardians engage with teachers and administrators to support online learning. The school develops effective relationships with all families/guardians and effectively communicates with them about the academic progress and social emotional well-being of students. The school partners with families in a way that is strengths-based, culturally responsive, and collaborative, and that demonstrates inclusion for all kinds of languages, norms, family structures, and values.The school creates a community for students who are enrolled in the commonwealth virtual school as well as effective connection and communication with the broader community to support students. Organizational viabilityCapacityThe school sustains a well-functioning organizational structure and creates a professional working climate for all staff. Key indicators include but are not limited to:School Leadership:The school’s leadership team implements school academic programming and operations in a manner to meet a clearly defined mission and set of goals. The school leadership team defines and delineates clear roles and responsibilities among teachers, staff, management, and board members, reflecting a culture of shared accountability and providing a collaborative environment for learning and work.The school leadership team establishes clear and well-understood systems for decision making and communication processes among all members of the school community that are updated regularly.The leadership team has specific preparation and training in understanding the unique dynamics of online learning.The leadership is transparent in its management of the school, providing accurate, regular, and timely information on progress towards attainment of goals, alignment with policies and standards, and achievement of student learning outcomes to all stakeholders.Based on data, school leadership takes concrete and ambitious steps to close identified achievement, access, and opportunity gaps. School leadership sets goals and establishes systems and structures for the recruitment, development, and retention of educators reflective of the racial and ethnic composition of the students and families it serves. Professional Climate: The school has structures for regular, frequent collaboration and professional development for faculty and staff, aligned to the National Standards for Quality Online Learning, to improve implementation of the curriculum and instructional practice.The school creates a professional development plan to provide and ensure teacher and administrator participation in training in the unique dynamics related to online learning.The school develops staff capacity to examine and dismantle implicit biases and systemic inequalities in order to create environments in which all students can deeply learn, grow, and thrive. Teachers are provided regular feedback regarding their performance and student achievement/progress.An objective and transparent system is in place for monitoring individual staff performance against established expectations, which includes a formal process of evaluation for all employees, including teachers.The school has an organizational structure with sufficient qualified professional, administrative and support staff and appropriate student to teacher ratios.The school provides teachers and staff with timely and effective technical support.The school administration sets educator performance standards that are aligned to the NSQ Online Teaching Standards and conducts ongoing internal evaluations that include determining program success by measuring student achievement and community satisfaction based on valid and reliable assessment techniques.School staff have been prepared to teach in an online environment specifically via training in both online pedagogy as well as the technologies incorporated into the academic program. ................
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