Distance Learning Plan 2020-2021 - Incito Schools
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Distance Learning Plan
2020-2021
1Incito Schools Distance Learning Plan 2020-2021
Charter Holder Information
91326
Charter Holder Name Incito Schools Charter Holder Entity ID
Representative authorized to submit the plan (This is the individual that will be Amanda Jelleson
contacted with questions about the plan)
480.216.6110
Representative Telephone Number
Amanda.jelleson@incitoschools.org
Representative E-Mail Address
School Information
*In the chart, list the schools this plan applies to. Add rows as needed to account for all schools.
School Name Entity ID CTDS
Incito Schools Goodyear 92230 078210001
Incito Schools Phoenix 1000253 0782100002
Distance Learning Background Information
a. Number of Instructional Days (3.b)
Each charter school 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 ASBCS, if the school intended to switch to a different schedule for the 2020-2021 school year. If ASBCS
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.
2Incito Schools Distance Learning Plan 2020-2021
If the school intended to switch to a different schedule for the 2020-2021 school year, but has not yet been approved by the ASBCS, please
contact your Education Program Manager.
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 charter school operate for School Year 2020-2021? 180
How many instructional days did the charter school operate for School Year 2019-2020? 180
b. Distance Learning Option (3.b)
Estimated Enrollment for FY 2021 314 Start Date for Distance Learning August 4, 2020
Estimated Number of Students
Parents are making
Estimated Number of Students Participating Participating in Distance
final decision by 285
in Distance Learning for the Full Year Learning for a Portion of the
August 17.
Year
☐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
Please choose the option that indicates reopen.
your proposed duration/plan for distance
learning: ☐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:
3Incito Schools Distance Learning Plan 2020-2021
We intend to operate distance learning from August 4-August 17, 2020. Once the Governor allows schools to reopen, families can choose
either the distance learning option for their learners or in person instruction. We are offering both learning opportunities.
Is the charter requiring students to do distance learning? Yes
If students are required to do distance learning, is the charter school providing a physical location for students to go Yes
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?
*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)
a. Describe how the charter school 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 competed and submitted by the student.
§ A parent attestation of documentation of time spent on educational activities.
The charter holder 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/
If the Charter Holder currently operates an approved AOI, it must follow the AOI attendance requirements outlined by ADE and A.R.S. §15-808 for
students enrolled in the AOI.
4Incito Schools Distance Learning Plan 2020-2021
Action Step(s) Person(s) Responsible Frequency and/or Timing Evidence of Implementation
• Attendance will be taken • Educator-ensures • Daily • Google doc
for learners attending attendance is taken and • Synergy
whole group Zoom/Google entered into school-wide • Zoom/Google Hangout
Hangout instructional Google doc. instructional sessions
sessions. Attendance is • Attendance Coordinator & • Educator monitoring notes
entered into Synergy. All K- Operations Manager- • Administration Monitoring
8 learners attend 45 minute ensures attendance is Checklist
daily whole group virtual entered into Synergy.
sessions.
• Attendance will be taken • Educator-ensures • Daily • Google doc
for learners attending small attendance is taken and • Synergy
group Zoom/Google entered into school-wide • Zoom/Google Hangout
Hangout instructional google doc. instructional sessions
sessions. Attendance is • Attendance Coordinator& • Educator monitoring notes
entered into Synergy. All K- Operations Manager- • Administration Monitoring
8 learners attend 20-30 ensures attendance is Checklist
minute, content -based, entered into Synergy.
small group virtual sessions.
• Attendance will be taken • Educator-ensures • Daily • Positive Contact Log
for learners attending one attendance is taken and • Google doc
on one Zoom/Google entered into school-wide • Synergy
Hangout sessions. Google doc. • Zoom/Google Hangout
Attendance is entered into • Attendance Coordinator & session
Synergy. All K-8 learners Operations Manager- • Educator monitoring notes
attend weekly one on one ensures attendance is
• Administration Monitoring
sessions. entered into Synergy.
Checklists
b. Describe the efforts the charter school will make to ensure all enrolled students are contacted and in communication on a regular basis.
5Incito Schools Distance Learning Plan 2020-2021
Action Step(s) Person(s) Responsible Frequency and/or Timing Evidence of Implementation
• Individual contact with • Educator-schedules the • Daily until each learner is • Positive Contact Log
learners to continue to calls, facilitates and tracks contacted throughout the • Administrations Monitoring
build relationships (face to on Positive Contact Log week Checklist
face, virtual calls to all (Google Doc)
learners once per week).
• Consistent communication • Educator-responds to • Daily • Contact Log
with families through phone parent questions and shares • Email
calls, virtual sessions and information throughout
email. each week
• Information regarding • Educator-creation and • Weekly & Daily • Class newsletter
processes, learning, school- distribution of class • Weekly & Daily • Welcome Letter
wide announcements is newsletter, text services via • Virtual Meet the Teacher
consistently distributed Remind/Class Tag Event
• Administration-letters to • Postings on Incito Schools
families, social media posts, Virtual Learning Lab site
postings to website (ISVLL)
• Updates to website
• School-wide emails and
letters, documents
Teacher and Staff Expectations and Support (1.a.ii)
a. Describe expectations of teachers and other staff working virtually.
Action Step(s) Person(s) Responsible Frequency and/or Timing Evidence of Implementation
• Educators are working on • Educators-plan and deliver • Daily • Postings on Incito Schools
site (safety precautions in one on one, small group Virtual Learning Lab (ISVLL)
place) lesson planning, and whole group instruction • Administration Monitoring
delivering live virtual Checklist
learning (one on one, small • Administration (Principals, • Daily • Attendance taken for
group and whole group Assistant Principal, sessions
sessions) Executive Directors)-utilize
6Incito Schools Distance Learning Plan 2020-2021
Monitoring Checklist to • Completion of Monitoring
• Administration is working review content on ISVLL, Checklist (provided to
on site (safety precautions provide educator feedback, educator)
in place) monitoring support with • Visibility
effective virtual learning parent/guardian • Documentation of
implementation communication parent/guardian
communication
• All staff continued • All staff-participation in • Weekly (Wednesday early • PD feedback forms
participation in professional differentiated and whole release time) • Staff PD attendance
development group PD sessions aligned • Sessions scheduled starting • Monitoring Checklist
to PD calendar July 15-August 3 • PD calendar
• Administration-
communication of PD
calendar, PD planning and
preparation, facilitation of
PD sessions, staff
attendance
• Frequent updates and • Educators-post and update • Weekly & Daily • Updates to Incito Schools
postings to Incito Schools teaching and learning on Virtual Learning Lab (ISVLL)
Virtual Learning Lab (ISVLL) platform/website • Monitoring Checklist
• Administration-monitor
postings and utilize
Monitoring Checklist
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.
7Incito Schools Distance Learning Plan 2020-2021
Action Step(s) Person(s) Responsible Frequency and/or Timing Evidence of Implementation
• Administration on site to • Administration-on site, • Support offered as • Monitoring Checklist
provide employee support available and visible for requested (Daily) • Administration attendance
and consistent support • In person meetings
communication • Email, phone and text
support
• Consistent communication • Administration-on site, • Support offered as • Monitoring Checklist
regarding processes, available and visible for requested (Daily & Weekly) • Administration attendance
modifications and updates support; distribution of • In person meetings
written communication • Email, phone and text
support
• Weekly Incito Insight
emailed to all staff
• Continued observation and • Administration-observation • Daily & Weekly • Monitoring Checklist
evaluation of employees and feedback, coaching • Coaching sessions
sessions • Written feedback
• Mentors-coaching during • Learning Observation
team meetings, one on one Instrument
coaching sessions (LOI)observations
• Leading Observation
Instrument (LdOI)
observations
c. Describe how professional development will be provided to employees.
Action Step(s) Person(s) Responsible Frequency and/or Timing Evidence of Implementation
• Professional Development • Administration-creation, • Daily starting July 15 • Professional development
focused on preparing facilitation and scheduling • Weekly (early release Schedule
educators with virtual Wednesdays) • Professional development
learning • One on one sessions as feedback forms
requested • PLC meetings
8Incito Schools Distance Learning Plan 2020-2021
• Differentiated and • Monitoring Checklist
scheduled time from 3- • Professional development
4:30pm (daily) planning sessions
List Specific Professional Development Topics That Will Be Covered
(see attached Professional Development Calendar for specific dates)
Singapore Math
Core Knowledge
Follow up Math training
On-going Book Studies
Special Education
Meet the Teacher Virtual Event training
Virtual Learning training
Fountas & Pinnell
Safety and Wellness
Hight Trust
Google Classroom
9Incito Schools Distance Learning Plan 2020-2021
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
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 X
X (as
Supplemental Utility Support (Internet) requested)
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 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.
10Incito Schools Distance Learning Plan 2020-2021
Instructional Methods, Content Delivery, and Monitoring Student Learning (Math)
Educational Delivery Content Provider/Program Formative Assessment Summative Assessment
Methodologies Used Strategies and Frequency Strategies and Frequency
Kindergarten Whole group instruction, small Singapore Math, Do the Math, Exit tickets, learner work Galileo (quarterly), Singapore
group instruction, individualized Zearn samples, strategic questions, Math Unit Assessments (bi-
instruction, virtual platforms observation (daily) weekly)
1-2 Whole group instruction, small Singapore Math, Do the Math, Exit tickets, learner work Galileo (quarterly), Singapore
group instruction, individualized Zearn samples, strategic questions, Math Unit Assessments (bi-
instruction, virtual platforms observation (daily) weekly)
3-4 Whole group instruction, small Singapore Math, Do the Math Exit tickets, learner work Galileo (quarterly), Singapore
group instruction, individualized samples, strategic questions, Math Unit Assessments (bi-
instruction, virtual platforms observation (daily) weekly), AzM2 (yearly)
5-8 Whole group instruction, small Singapore Math, Do the Math Exit tickets, learner work Galileo (quarterly), Singapore
group instruction, individualized samples, strategic questions, Math Unit Assessments (bi-
instruction, virtual platforms observation (daily) weekly), AzM2 (yearly)
Instructional Methods, Content Delivery, and Monitoring Student Learning (ELA)
Educational Delivery Content Provider/Program Formative Assessment Summative Assessment
Methodologies Used Strategies and Frequency Strategies and Frequency
Kindergarten Whole group instruction, small Fountas and Pinnell Guided Exit tickets, learner work Galileo (quarterly), Fountas and
group instruction, individualized Reading, Daily 5, Lexia, Core samples, strategic questions, Pinnell Reading Levels (every 6-8
instruction, virtual platforms Knowledge observation (daily) weeks), Lexia level (weekly)
1-2 Whole group instruction, small Fountas and Pinnell Guided Exit tickets, learner work Galileo (quarterly), Fountas and
group instruction, individualized Reading, Daily 5, Lexia, Core samples, strategic questions, Pinnell Reading Levels (every 6-8
instruction, virtual platforms Knowledge, Shurley English observation (daily) weeks), Lexia level (weekly)
3-4 Whole group instruction, small Fountas and Pinnell Guided Exit tickets, learner work Galileo (quarterly), Fountas and
group instruction, individualized Reading, Daily 5, Lexia, Core samples, strategic questions, Pinnell Reading Levels (every 6-8
instruction, virtual platforms Knowledge, EngageNY, Shurley observation (daily) weeks), Lexia level (weekly),
English AzM2 (yearly)
5-8 Whole group instruction, small Fountas and Pinnell Guided Exit tickets, learner work Galileo (quarterly), Fountas and
group instruction, individualized Reading, Daily 5, Lexia, Core samples, strategic questions, Pinnell Reading Levels (every 6-8
instruction, virtual platforms Knowledge, Engage NY observation (daily) weeks), Lexia level (weekly),
AzM2 (yearly)
11Incito Schools Distance Learning Plan 2020-2021
Instructional Methods, Content Delivery, and Monitoring Student Learning (Science)
Educational Delivery Content Provider/Program Formative Assessment Summative Assessment
Methodologies Used Strategies and Frequency Strategies and Frequency
Kindergarten Whole group instruction, small Core Knowledge Exit tickets, learner work Galileo, (quarterly), teacher
group instruction, individualized samples, strategic questions, created assessments (every 2
instruction, virtual platforms observation (daily) weeks)
1-2 Whole group instruction, small Core Knowledge Exit tickets, learner work Galileo, (quarterly), teacher
group instruction, individualized samples, strategic questions, created assessments (every 2
instruction, virtual platforms observation (daily) weeks)
3-4 Whole group instruction, small Core Knowledge Exit tickets, learner work Galileo, (quarterly), teacher
group instruction, individualized samples, strategic questions, created assessments (every 2
instruction, virtual platforms observation (daily) weeks)
5-8 Whole group instruction, small Core Knowledge Exit tickets, learner work Galileo, (quarterly), teacher
group instruction, individualized samples, strategic questions, created assessments (every 2
instruction, virtual platforms observation (daily) weeks)
Instructional Methods, Content Delivery, and Monitoring Student Learning (Other Content Areas)
Educational Delivery Content Provider/Program Formative Assessment Summative Assessment
Methodologies Used Strategies and Frequency Strategies and Frequency
Kindergarten Whole group instruction, small Core Knowledge, Peaceful Exit tickets, learner work Teacher created assessments
group instruction, individualized Playgrounds samples, strategic questions, (every 2 weeks)
instruction, virtual platforms observation (daily)
1-2 Whole group instruction, small Core Knowledge, Peaceful Exit tickets, learner work Teacher created assessments
group instruction, individualized Playgrounds samples, strategic questions, (every 2 weeks)
instruction, virtual platforms observation (daily)
3-4 Whole group instruction, small Core Knowledge, Peaceful Exit tickets, learner work Teacher created assessments
group instruction, individualized Playgrounds samples, strategic questions, (every 2 weeks)
instruction, virtual platforms observation (daily)
5-8 Whole group instruction, small Core Knowledge, Peaceful Exit tickets, learner work Teacher created assessments
group instruction, individualized Playgrounds samples, strategic questions, (every 2 weeks)
instruction, virtual platforms observation (daily)
Optional: Describe how the school will provide substantive distance learning (use if the school wishes to provide information in addition to the tables above)
12Incito Schools Distance Learning Plan 2020-2021
Incito Schools will utilize a virtual learning website for families and learners to access all content. This site is titled Incito Schools Virtual Learning Lab (ISVLL)
and can be accessed at www.incitoschoolsvirtuallearninglab.org. Educators and families will partner together to celebrate learner progress on social media
platforms by utilizing #ISVLL. Families were provided a Virtual Learning Preparation Checklist (survey) to assess distance learning needs (ie. Printed
materials, technology checkout). Incito Schools has organized a checkout system for families who need technology, printed materials and supplies.
Meeting the Needs of Students with Disabilities and English learners (1.a.iv)
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.
a. Describe how the charter school will ensure access and meet the needs of students with disabilities.
Action Step Person(s) Responsible Frequency and/or Timing Evidence of Implementation
• Educators will host small • Director of Learner • Small groups occur 2x per • Contact Google Document
group and individual Zoom Services-ensures week (Tuesday/Thursday) which tracks all meetings
sessions with learners with compliance and reviews for 30 minutes per session and progress monitoring
disabilities content • Special Education Educators toward IEP goals
• Special Education Educator- meet one on one with all
lesson planning, upload to identified learners weekly
ISVLL, facilitation of small
group and one on one
sessions, facilitation and
maintenance of IEPs
• Special Education
Instructional Assistant-
supports Special Education
Educator with facilitation of
one on one and small group
instruction
• IEPs will continue as • Director of Learner • Weekly and as needed • IEP Zoom meetings
scheduled Services-ensure compliance • Contact log
and collaborates with • Updated IEP goals
Special Education Teacher
13Incito Schools Distance Learning Plan 2020-2021
to schedule meetings and
write IEP goals
• Special Education Educator-
schedules and facilitates
meetings, collaborates with
regular education
educators, communication
with parents/guardians,
writes IEP goals
Process for Implementing Action Step
• Parents/Guardians are contacted by the Special Education Educator to schedule meetings.
• Parents/Guardians are able to attend in person or via Zoom (Zoom links are emailed to families).
• Special Education Educator sends a link to learners via Zoom to facilitate individual and small group sessions.
• Individual sessions take place to ensure fidelity, confidentiality and progress towards learner goals.
• Special Education Educator attends grade level PLCs in order to collaborate with regular education educators and discuss learner progress and
accommodations and modifications.
• Special Education Educator prepare individualized binders for each identified learners that includes IEP goals, accommodations and modifications
and additional relevant learner information.
b. Describe how the charter school will ensure access and meet the needs of English learners
Action Step Person(s) Responsible Frequency and/or Timing Evidence of Implementation
• Lesson plans and • Educators-lesson planning • Daily & weekly • Lesson plans
achievements will include • Administrators-ensure • Monitoring Checklist
all essential components for inclusion of strategies and • Achievements with
EL instruction components embedded components
• EL Coordinator-support
teachers will lesson
planning components
• Consistent communication • EL Coordinator • Weekly • One on one conversations
with families to ensure • Educator with families
• Parent/Guardians
14Incito Schools Distance Learning Plan 2020-2021
adequate resources at • Resources provided to
home learners
• Continuation of AZELLA • EL Coordinator • Placement assessment at • AZELLA testing
testing process beginning of year; AZELLA • Documentation from
reassessment in Spring coordinator
Process for Implementing Action Step
Educators will develop lesson plans during PLC time and utilize the EL Coordinator for support. Reading, writing, listening and speaking standards are incorporated across all
curriculum within all content areas and include exemplars.
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
Teacher Check-in X X X X N/A
Packet of Social and Emotional Topics N/A
Social Emotional
Online Social Emotional videos X X X X N/A
Learning
Parent Training N/A
Other: N/A
Kinder 1-3 4-5 6-8 9-12
In-Person X X X X N/A
Phone X X X X N/A
Counseling Services Webcast X X X X N/A
Email/IM X X X X N/A
Other:
15Incito Schools Distance Learning Plan 2020-2021
Provide a description of how the charter school will provide social and emotional learning support to students using the methods identified in the
above charts.
Action Step Person(s) Responsible Frequency and/or Timing Evidence of Implementation
• Educators schedule one on • Educators-plans sessions to • Weekly • Contact log
one sessions with learners focus on High Trust, • Learner products (ARFF
building relationships, ARFF charts, questionnaires,
conferences, learner check- surveys, etc.)
ins • Monitoring Checklist
• All staff participates in High • Educators-attend and • July 20-24, 8am-5pm • Staff attendance and
Trust training participate • Follow up sessions participation in training
• Administration-schedule throughout the year • One on One ARFF
and facilitate follow up • Additional all staff training interviews with learners
sessions schedule for February • Evidence of High Trust
content in lesson plans
• Communication of support • Educators-communicate • As needed and requested of • Monthly school newsletter
services support systems, dates of families • Weekly educator newsletter
trainings, materials, etc. • Weekly via newsletter • Social media posts
• Meet the Teacher event
Demonstrating Mastery of Academic Content (1.a.vi)
Describe how the charter school will require students to demonstrate ongoing competency or mastery in grade level or advanced grade level
content.
Action Step(s) Person(s) Responsible Frequency and/or Timing Evidence of Implementation
• All learners will make at • Educators • Daily • CFAs
minimum adequately yearly • Administration • Weekly • Educator Monitoring Notes
growth as measured by • Quarterly • Galileo
achievements/assessments • Yearly • AzM2
16Incito Schools Distance Learning Plan 2020-2021
Benchmark Assessments (1.a.vii)
In the tables below, list the assessments that will be used for benchmarking in grades K-12 (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.
Benchmark Assessments (Math)
Assessment(s) to be used (Name of Plan for Assessment (online, in person, Proposed date(s) of assessments
Assessment and/or Assessment at testing center, etc.)
Provider/Creator)
Kindergarten Galileo Online & In Person 8-17 to 8-21
11-9 to 11-13
2-16 to 2-19
4-26 to 4-30
Common Formative Educator Created Online & In Person Weekly
(CFAs)
Singapore Unit Assessments Online & In Person Bi-Weekly
1-2 Galileo Online & In Person 8-17 to 8-21
11-9 to 11-13
2-16 to 2-19
4-26 to 4-30
Common Formative Educator Created Online & In Person Weekly
(CFAs)
Singapore Unit Assessments Online & In Person Bi-Weekly
3-4 Galileo Online & In Person 8-17 to 8-21
11-9 to 11-13
2-16 to 2-19
4-26 to 4-30
Common Formative Educator Created Online & In Person Weekly
(CFAs)
Singapore Unit Assessments Online & In Person Bi-Weekly
AzM2 Online & In Person Yearly
17Incito Schools Distance Learning Plan 2020-2021
5-8 Galileo Online & In Person 8-17 to 8-21
11-9 to 11-13
2-16 to 2-19
4-26 to 4-30
Common Formative Educator Created Online & In Person Weekly
(CFAs)
Singapore Unit Assessments Online & In Person Bi-Weekly
AzM2 In Person Yearly
Benchmark Assessments (ELA)
Assessment(s) to be used (Name of Plan for Assessment (online, in person, Proposed date(s) of assessments
Assessment and/or Assessment at testing center, etc.)
Provider/Creator)
Kindergarten Galileo Online & In Person 8-17 to 8-21
11-9 to 11-13
2-16 to 2-19
4-26 to 4-30
Common Formative Educator Created Online & In Person Weekly
(CFAs)
Fountas and Pinnell Online & In Person Every 6-8 weeks
Lexia reports Online Weekly
1-2 Galileo Online & In Person 8-17 to 8-21
11-9 to 11-13
2-16 to 2-19
4-26 to 4-30
Common Formative Educator Created Online & In Person Weekly
(CFAs)
18Incito Schools Distance Learning Plan 2020-2021
Fountas and Pinnell Online & In Person Every 6-8 weeks
Lexia reports Online Weekly
3-4 Galileo Online & In Person 8-17 to 8-21
11-9 to 11-13
2-16 to 2-19
4-26 to 4-30
Common Formative Educator Created Online & In Person Weekly
(CFAs)
Fountas and Pinnell Online & In Person Every 6-8 weeks
Lexia reports Online Weekly
AzM2 In person Yearly
5-8 Galileo Online & In Person 8-17 to 8-21
11-9 to 11-13
2-16 to 2-19
4-26 to 4-30
Common Formative Educator Created Online & In Person Weekly
(CFAs)
Fountas and Pinnell Online & In Person Every 6-8 weeks
Lexia reports Online Weekly
AzM2 In person Yearly
Optional: Describe how the school will administer benchmark assessments (use if the school wishes to provide information in addition to the table
above)
19Incito Schools Distance Learning Plan 2020-2021
In addition to all benchmarks and assessments, Incito Schools has established Individualized Learning Plans (ILPs) for all learners. Learners, in collaboration
with their educators and parents/guardians establish academic goals aligned to reaching mastery. The ILPs are reviewed on an on-going basis with the
learner, quarterly when progress reports are issued, as well as during Learner-Led Conferences (Fall & Spring).
Additional Information (Optional)
The charter school 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.
In addition to the information listed in the plan above, learners also receive daily Physical Education instruction. This is provided through PE logs, videos,
programs, etc. Incito Schools continues to participate in the National School Lunch program and learners have designated times to pick up breakfast and
lunch. Educators are provided with a daily designated lunch and planning period. Incito continues to focus on building trust relationships with learners and
focusing on teaching to the whole child. We are proud that we have created a plan that keeps this focus and ensures learners succeed academically,
emotionally and socially.
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