instructions - apollo high school · web view2020. 8. 8. · glendale union high school district...

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 [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.

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 [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

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Distance Learning Plan Glendale Union High School District 2020-2021

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.

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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

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Sunnyslope High School 5427 070505202

Thunderbird High School 5432 070505207

Washington High School 5428 070505203

Distance Learning Background Informationa. 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. 2,000Estimated 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

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

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learning:

☐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 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

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*In the case of a statewide closure or delay of in-person instruction, the requirement to provide a physical location available for students is waived under the Executive Order 2020-41 until the State permits in-person instruction. If due to a COVID-19 outbreak and pursuant to A.R.S. § 36-787, the Arizona Department of Health Services directs a school to close temporarily in order to appropriately sanitize the facility, the requirement to provide a physical location available for students is waived.

Attendance Tracking (1.a.i, 1.i)● Describe how the school district will track attendance for students attending remotely, whether full time or intermittently.

The description must include the specific measures that will be used to determine whether a student participating in DL will be reported as present or absent on days when instruction does not take place in person. Attendance tracking may include methods such as:

▪ Communication with their teachers via telephone, ZOOM, MS Teams, or other digital meeting software.

▪ Student participation in a virtual meeting or classroom session (ZOOM, MS TEAMS, Google Meets, etc.)

▪ Daily assignments completed and submitted by the student.

▪ A parent attestation or documentation of time spent on educational activities.

The school district is advised that the ADE will continue to issue guidance on the topic of attendance, and should closely monitor updated information related to these expectations. Current guidance can be found here: https://www.azed.gov/finance/school-finance-guidance-for-covid-19/

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

1. Daily period attendance based synchronous check-in at beginning and end of class period.

2. Students are expected to attend all virtual classes every day to be

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.



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considered present.

3. Parents will be expected to contact the attendance office to notify the school of excused absence.

a. Describe the efforts the school district will make to ensure all enrolled students are contacted and in communication on a regular basis.


1. Teachers will contact students who miss a portion of a class period on that day.

2. Attendance office staff will call when a student has missed a class with an unexcused absence.

3. Administrators will contact students/parents who have been absent more than two days in a row.

1. Teacher.

2. Attendance Office Staff.

3. Administration.

4. Administration, parents, social worker, nurse, counselor, teachers and case managers.

1. As needed.

2. Every day a student is absent.

3. As needed when students miss more than 1 day.

4. As needed.

1. Teacher will track contact in the Synergy communication log.

2. Office staff will enter an absence check into Synergy attendance log.

3. Administration will note contact in Synergy.

4. Action plans will be noted in Synergy.

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4. Attendance action plans and supports will be created for students who miss frequently for any reason.

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


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

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

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regarding academic progress, student attendance/engagement and student behavior.

4. Instructional support staff are expected to support students and teachers during virtual class instruction.

5. Clerical support staff are expected to complete their standard job responsibilities.

evaluation.

b. Describe commitments on delivery of employee support services including but not limited to:o Human resource policies and support for employees; ando Regular communication from the administration.


1. Human Resources, Payroll and Benefits departments provide employees with resources through emails, employee guides and the employee self

1. Human Resources, Payroll and Benefits Departments.

2. Assistant Superintendent of Human Resources and Professional

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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serve portal.

2. FMLA and FFCRA information shared with employees from school and district level administration.

Development and School Principals.

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


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.

Craig Mussi

C&I

Instructional Specialists/Mentors

Craig Mussi

Mentors

June 2020

July 20-31, 2020

Artifacts for each PD created and submitted and recertification hours awarded.

Recorded attendance, artifacts created and submitted, and recertification hours awarded.

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Orinetation week focus on training with curriculum, planning, relationships, measurement on mastery, and best practices for delivery.

Training of Speciaists 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

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

Cabinet

Principals

C&I


C&I

Allison Mattingly

Craig Mussi

C&I

August 3-7, 2020

July 28, 2020

July 15 & July 26/27, 2020

Work attendance with PD completion recorded. Artifacts created and submitted.

Completion of training with attendance recorded. Follow-up meetings with the Principal in planning PD support on campus.

Attended the training with attendance recorded. Planning documents submitted by Principals.

C&I conducting daily meetings and working with specialists.

SMART Goals submitted. PLC Teams meet weekly on Mondays. Gathering of data in gradebooks through formative and

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C&I


C&I

July, August, and ongoing

September-December 2020

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

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- Logging into Canvas

- Using Webex

PLC Focus Areas of PD September-December

- Blending Your Learning

- Supporting Student Success

- Creating Deeper Thinkers

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

Students Teachers StaffWhat 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 XExtended Weekday Hours X X X

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24/7 Support (trouble ticket) X XOther:

Instructional Methods and Monitoring Learning (1.a.iii)a. In the tables below, list the methods that will be used to deliver instruction (i.e. Direct Instruction via Zoom, Independent Study, Project

Based Learning via a menu of options), the content provider or program to be used (i.e. Edgenuity, Journeys, Saxon Math), and the Formative and Summative Assessment Strategies to be used, as well as the frequency of those assessments.

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

Educational Delivery Methodologies

Content Provider/Program Used

Formative Assessment Strategies and Frequency

Summative Assessment Strategies and Frequency

9-12 Students will receive a combination of asynchronous and synchronous instruction to support their learning.

Students will be provided daily opportunities to interact synchronously as a whole class and in small groups, as well as individual meetings with teachers.

Students will be provided interactive asynchronous learning opportunities that provide feedback and insight on student ability and

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

● Learning management system

○ Google Classroom

○ Canvas

● Video conferencing

○ Webex

● Interactive engagement

○ Google Applications

Each course outcome is organized into a series of units that contain embedded and continuous formative assessments to assist teachers in making instructional decisions to scaffold the development of skills required to master each outcome.

Teachers will leverage the following strategies for formative assessment:

● Synchronous activities through video conferencing

Course outcomes that align to the AZCCR standards are included in the mathematics curriculum. Each course outcome is summatively assessed on an end-of-unit summative assessment with opportunities for remediation and reassessment as needed to support student mastery of course outcomes.

Additionally, each level administers an end-of-course district summative assessment for the following

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understanding.

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

○ 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.

● Content quizzes

● Exit tickets

● Reflection questions with written or video responses

courses:

● Algebra 1

● Geometry

● Algebra 2

● Financial Algebra

● Statistics

● College Algebra

● Honors Precalculus

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










○ Canvas



Teachers will leverage the

Course outcomes that align to the AZCCR standards are included in the ELA curriculum. Each course outcome is summatively assessed on an end-of-unit summative assessment with opportunities for remediation and reassessment as needed to support student mastery of course outcomes.

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Students will be provided interactive asynchronous learning opportunities that provide feedback and insight on student ability and understanding.


○ Webex



○ Edpuzzle

○ Pear Deck

○ Flipgrid


following strategies for formative assessment:


● Content quizzes

● Exit tickets


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)






Students will be provided



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 science curriculum. Each course outcome is summatively assessed on an end-of-unit summative assessment with opportunities for

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daily opportunities to interact synchronously as a whole class and in small groups, as well as individual meetings with teachers.




○ Canvas


○ Webex



○ Edpuzzle

○ Pear Deck

○ Flipgrid


skills required to master each outcome.



● Content quizzes

● Exit tickets


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)





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

Course outcomes that align to the AZCCR standards are

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and synchronous instruction to support their learning.




limited to) the following apps and/or programs:



○ Canvas


○ Webex



○ Edpuzzle

○ Pear Deck

○ Flipgrid


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.



● Content quizzes

● Exit tickets


included in the science curriculum. Each course outcome is summatively assessed on an end-of-unit summative assessment with opportunities for remediation and reassessment as needed to support student mastery of course outcomes.

Additionally, each level administers an end-of-course district summative assessment for the following content areas:

● Performing Arts

● Physical Education

● Social Studies

● Visual Arts

● World Languages

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








Both asynchronous and synchronous instruction will be differentiated for learners




○ Canvas


○ Webex



○ Edpuzzle

○ Pear Deck

○ Flipgrid

Content is developed by our




● Content quizzes

● Exit tickets


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

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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

highly qualified teachers and is aligned to our state standards and district scope and sequence guides.

Curricular resources provided through the Arizona CTE Curriculum Consortium

Industry based online curriculum (e.g. NCCER, OSHA 10, Adobe, etc.) may be used to provide supplemental career ready training aligned to industry certifications.

Where appropriate, teachers will provide students with industry supported prep ware to help teachers, students and families track learning progress towards industry certification.

Sciences

● Health Services

● Human Services

● Industrial & Engineering Services

Completing students will all sit for the ADE Technical Assessments in the fall and spring. This assessment is administered by ADE.

Embedded in all programs are industry recognized certifications. Students will sit for certification exams as they are ready. Industry certification assessments are administered by each industry and/or state board.

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● Virtual field trips to industry sites, interviews with industry professionals, and/or guest speakers to explore technical content and industry practices

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

Optional: Describe how the school will provide substantive distance learning (use if the school wishes to provide information in addition to the tables above)

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Meeting the Needs of Students with Disabilities and English Learners. a. Describe how the school district will ensure access and meet the needs of students with disabilities.

In addition to action steps articulated in this document, all state/federal laws and IDEA assurances provided annually to the Department remain applicable and in effect.

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

The SPED Curriculum & Instruction Coordinator, along with other C & I coordinators, will consistently update and develop guidance documents, professional development, and mentorship for SPED teachers on research-based strategies to best meet the social and academic needs of students in a distance learning environment.

Craig Mussi

Erin Golden

Summer 2020

Ongoing throughout SY 20-21

GUHSD SPED shared curriculum drive

Canvas PD modules

Scheduled meetings with C&I Coordinator

In order to ensure access to necessary technology for distance learning, students can check-out a Chromebook through their local campus, if necessary, to enable students to access distance learning classes and resources.

Kevin Cashatt

Local Campus Tech Teams

Rebecca Reece

Registration - 7/27 to 7/31


Chromebook Check-Out documentation

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Teacher’s provided with communication tools to assist in clear communication to families of when and where IEP goals will be addressed during the school day and with schedule adjustments in the 2020/21 school year.

Alissa Krantz Prioritized for new students to GUHSD and sent out the first week of school.

Students with Assistive Technology needs were reviewed by the AT team to adjust any technology needed for distance learning and devices were delivered to student’s homes.

Assistive Technology Team

Bus Drivers

August 5-10, 2020 Assistive Technology Log

Students who were unable to get an offer of FAPE met virtually during the 4th quarter of 2019/20, will be able to get special education service met in full or partial via in person delivery.

Alissa Krantz

Site Principals

August 17, 2020 IEP documentation via progress reports

Student’s accommodations will be continually assessed during distance learning and addition/deletion of accommodations may occur as IEP and 504 teams need to meet the demands of distance learning.

Alissa Krantz

Counselors

Case Managers

On going through distance learning

Changes to IEP and 504 plans as needs occur

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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.


HQ English Learner teachers were paid for 1,102 hours of work during Summer 2020 to develop EL curriculum for PE/E, B and I students for a distance learning instructional model to be shared with all EL teachers district-wide. All curriculum is directly aligned to AZ ELP Standards.

Ceily Erie Summer 2020 Timesheets of teachers paid for writing curriculum

FY20 Title III IAP and Budget documentation

GUHSD EL shared curriculum drive

All HQ English Learner teachers will work with a PLC to develop curriculum for PE/E, B and I students for a distance learning instructional model to be shared with all EL teachers district-wide. All curriculum is directly aligned

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

Documented PLC meetings

PLC meeting schedule for SY 20-21

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to AZ ELP Standards.

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


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


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 XPacket of Social and Emotional Topics Online Social Emotional videos XParent Training Other: (Social Worker Check-in) X

Kinder 1-3 4-5 6-8 9-12

Counseling 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.


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

Teachers Daily Daily Attendance

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at risk students or identified students needing additional supports. They will also help the attendance office with finding out why certain students are not logging into their daily Webex meetings. Is there emotional support needed?

Parents and students will be directed to our district and school websites for additional social emotional resources along with social emotional videos

Counselors will be calling, emailing and using webex to work with students and families to update and complete 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)

Local Social Workers at each campus

Local Social Workers at each campus / Community Relations

Counselors

Daily / Weekly

Monthly / As needed

Daily

Social Worker Logs

Videos being uploaded to websites

4 year plan completion

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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

Counselors

College and Career Center Specialists

College and Career Center Specialists

Daily / Weekly / Monthly

Daily / Weekly / Monthly

Monthly

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.


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

C&I

Craig Mussi

C&I

Craig Mussi

C&I

PLC Teams

Summer 2020 & orientation week

GUHSD Orientation Week August 2020

Summer 2020 & orientation week

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

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practice training

Benchmarks, formative and summative assessments

IT & Media Center Directors

Teachers & PLC Teams

C&I

Teachers and PLC Teams

Orientation week

Every Monday professional development and Planning time

Orientation week training

Weekly updates

Benchmarks in first month

Daily checks and unit weekly exams

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

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)

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Assessment(s) to be used (Name of Assessment and/or Assessment

Provider/Creator)

Plan for Assessment (online, in person, at testing center, etc.)

Proposed date(s) of assessments

Kindergarten

1-3

4-6

7-8

9-12 All freshmen take the GUHSD Placement Exam to assist in identifying supports needed during the school year. This data is applied to all students for placement into regular, or honors. The data is also used to place students into our Math Lab course so that they can receive necessary additional assistance. Additional common unit benchmarks are used to verify placement and make any necessary changes. For students receiving special education services, additional data collection may be appropriate. The DORA and Pre-Algebra assessments through the Let’s Go Learn program will be administered to ensure appropriate benchmark data.

The GUHSD Placement Exam is administered with a Google Form and is done online during registration and the first week of school.

Additional benchmarks are common formative assessments given after every unit with data gathered for remediation and reteaching and then followed up with retesting throughout the course to show growth. These common assessments are administered utilizing Synergy, Google Forms, or Canvas.

District assessments (final benchmark) will be completed in a face-to-face setting if possible; otherwise, it will be administered remotely. The district assessments are administered through Synergy. All common assessments and the final benchmark are created by Glendale Union High School District

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)

DORA & Pre-Algebra administered upon enrollment in courses. Benchmarks collected quarterly.

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teachers. The DORA 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

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

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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collection may be appropriate. The Reading Inventory assessment through Read 180 and System programs will be administered to ensure appropriate benchmark data.

be accessed online.

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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