glendale union high school district distance learning plan · 2020. 8. 14. · requirement may be...

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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.

mailto:[email protected]


Distance Learning Plan Glendale Union High School District 2020-2021

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School District Information

*School districts are only required to submit one DLP. If individual schools within a district are providing unique instructional programs, we encourage school

districts to incorporate that information into one DLP, as opposed to completing additional templates. Please contact [email protected] with any

questions.

School District Name 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 [email protected]

School Information

*In the chart, list the schools this plan applies to. Add rows as needed to account for all schools.

School Name Entity ID CTDS

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



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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 August 10, 2020

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


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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 beginning the school year. A link to the schedule has been provided. School Schedule 2020-2021 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 September 4, 2020. If this date does not change, we will then move to a hybrid model with students wishing to return to campus coming on alternating days, while those students wishing to remain at home will be provided with continued distance learning instruction.

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.

https://docs.google.com/document/d/1kZMo2u6aHJvYxqmVw6ygPCU_a3BYaCCRRbelTCIUiPA/edit

https://docs.google.com/document/d/1kZMo2u6aHJvYxqmVw6ygPCU_a3BYaCCRRbelTCIUiPA/edit


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▪ 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)


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

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.

https://www.azed.gov/finance/school-finance-guidance-for-covid-19/

https://www.azed.gov/finance/school-finance-guidance-for-covid-19/


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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.

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)


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

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.


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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.

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

o Human resource policies and support for employees; and

o Regular communication from the administration.

Action Step(s)


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.


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

Action Step(s)


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. Orinetation 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 instructionals practices of distance learning and evaluation Continued development of PD to assist in using tools for instruction

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

June 2020 July 20-31, 2020 August 3-7, 2020 July 28, 2020 July 15 & July 26/27, 2020 July, August, and ongoing

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.


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Identifying areas of focus by a PLC team throughout the semester to focus on in the SMART Goal.

C&I

September-December 2020

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 Technoology 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

https://guhsdaz.instructure.com/enroll/NH4DBY

https://docs.google.com/presentation/d/1XkOo8lVG9HPiOPn9yi_a-B5aurMjDpOGpQBHsZsOSbQ/preview


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

connectivity if the plan relies on online learning.

Students Teachers Staff

What was Used to Establish Need?

Questionnaire X

Personal Contact and Discussion X X 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

Teachers will provide instruction using (but not

Each course outcome is organized into a series of units that contain embedded

Course outcomes that align to the AZCCR standards are included in the mathematics


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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.

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.

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

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)





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

Teachers will provide instruction using (but not limited to) the following apps and/or programs:



○ Canvas

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

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


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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.

● Video conferencing ○ Webex

● Interactive engagement

○ Google Applications

○ Edpuzzle ○ Pear Deck ○ Flipgrid


skills required to master each outcome. Teachers will leverage the following strategies for formative assessment:




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)





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






engagement

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:

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.


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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.

○ Google Applications

○ Edpuzzle ○ Pear Deck ○ Flipgrid





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)





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.










● Content quizzes ● Exit tickets

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


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Both asynchronous and synchronous instruction will be differentiated for learners when appropriate to provide flexible intervention.


● Reflection questions with written or video responses

● 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) )





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













Where appropriate, teachers will provide students with

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


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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

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.

industry supported prep ware to help teachers, students and families track learning progress towards industry certification.

● 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.


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speakers to explore

technical content

and industry

practices

● Guest speakers or interviews on leadership skill critical to career success

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



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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

Alissa Krantz Site Principals

August 17, 2020 IEP documentation via progress reports


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2019/20, will be able to get special education service met in full or partial via in person delivery.

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


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

Ceily Erie Ongoing throughout SY 20-21 GUHSD EL shared curriculum drive Documented PLC meetings


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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.

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.


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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


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

Teachers Local Social Workers at each campus

Daily Daily / Weekly

Daily Attendance Social Worker Logs


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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 student 4 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

Local Social Workers at each campus / Community Relations Counselors Counselors College and Career Center Specialists College and Career Center Specialists

Monthly / As needed Daily Daily / Weekly / Monthly Daily / Weekly / Monthly Monthly

Videos being uploaded to websites 4 year plan completion FAFSA Completion, Scholarship completions, college application completion FAFSA Completion Post Graduate Survey


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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)


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

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

https://docs.google.com/document/d/1Q9jhb_1JxREwJ6lKssWJ01J8cYXHbAJjV_fsq_rPT1s/edit

https://docs.google.com/document/d/1Q9jhb_1JxREwJ6lKssWJ01J8cYXHbAJjV_fsq_rPT1s/edit


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District summative measurements in the last month of the course in December

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 ADAM and Pre-Algebra assessments through the Let’s Go Learn program will be

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

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 students needs. District Assessment: December14-17 (window) ADAM & Pre-Algebra administered upon enrollment in courses. Benchmarks collected quarterly.


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administered to ensure appropriate benchmark data.

assessments are administered through Synergy. All common assessments and the final benchmark are created by Glendale Union High School District teachers. The ADAM and Pre-algebra assessments through the Let’s Go Learn program can be accessed online.

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.


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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.

glendale union high school district distance learning plan · 2020. 8. 14. · requirement may be...

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