Distance Learning Plan Template for School Districts
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Distance Learning Plan Template for School Districts
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 EmergencyDL@azed.gov 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 EmergencyDL@azed.gov, as specified in communications from ADE.
In the sections found on pages 3-5, a school district will populate background information regarding school district and school information,
including basic information about each school district’s overall plan and intended number of instructional days.
Most areas of the DLP will be completed by breaking processes into discreet, sequential action steps that answer the questions of what, who,
when, and how. The action steps require the school district to name the action, indicate who is responsible for the action, provide the frequency
and/or timing of the action, and identify what evidence will exist to show that the step has been/is being completed. Areas should include
multiple action steps in order to demonstrate that the school district has a “detailed plan” to “provide substantive distance learning”, as
required by the Executive Order. An example of a set of action steps for an area is below:
1Distance Learning Plan Template 2020-2021
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.
2Distance Learning Plan Template 2020-2021
School District Information
*School districts are only required to submit one DLP. If individual schools within a district are providing unique instructional programs, we encourage school
districts to incorporate that information into one DLP, as opposed to completing additional templates. Please contact EmergencyDL@azed.gov with any
questions.
070211000
School District Name Peoria Unified School District School District Entity ID
Representative authorized to submit the plan (This is the individual who will Dr. Kendra Bell, Chief Academic Support Officer
be contacted with questions about the plan)
623-486-6001
Representative Telephone Number
KBell@pusd11.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
Alta Loma Elementary 4994 070211106
Apache Elementary 5006 070211118
Canyon Elementary 5007 070211119
Cheyenne Elementary 5012 070211124
Copperwood Elementary 4997 070211109
Cotton Boll Elementary 4999 070211111
Country Meadows Elementary 79223 070211126
3Distance Learning Plan Template 2020-2021
Coyote Hills Elementary 79222 070211127
Desert Harbor Elementary 5011 070211123
Desert Palms Elementary 4995 070211107
Desert Valley Elementary 5001 070211113
Foothills Elementary 4996 070211108
Frontier Elementary 6005 070211125
Heritage Elementary 4992 070211104
Ira Murphy Elementary 4990 070211102
Kachina Elementary 4991 070211103
Lake Pleasant Elementary 90135 070211131
Marshall Ranch Elementary 5008 070211120
Oakwood Elementary 5000 070211112
Oasis Elementary 5003 070211115
Parkridge Elementary 81144 070211129
Paseo Verde Elementary 5010 070211122
Peoria Elementary 4989 070211101
Peoria Traditional School 91217 070211132
4Distance Learning Plan Template 2020-2021
Pioneer Elementary 4993 070211105
Sahuaro Ranch Elementary 5002 070211114
Santa Fe Elementary 5009 070211121
Sky View Elementary 5005 070211117
Sun Valley Elementary 5004 070211116
Sundance Elementary 4998 070211110
Sunflower School 92645 070211134
Sunset Heights Elementary 92638 070211133
Vistancia Elementary 88397 070211130
Zuni Hills Elementary 79645 070211128
Cactus High School 5014 070211261
Centennial High School 5016 070211263
Ironwood High School 5015 070211262
Liberty High School 87520 070211267
Peoria eCampus 81207 070211172
Peoria Flex Academy 6231 070211266
Peoria High School 5013 070211260
5Distance Learning Plan Template 2020-2021
Raymond S Kellis High School 85835 070211265
Sunrise Mountain High School 5017 070211264
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 Start Date for Distance Learning 08/05/2020
12, 000 who have
Estimated Number of Students
opted for distance
Estimated Number of Students Participating Participating in Distance
learning for at least N/A
in Distance Learning for the Full Year Learning for a Portion of the
one semester.
year = 38,000
6Distance Learning Plan Template 2020-2021
☐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:
Peoria Unified School District will start virtually with all students K-12 beginning August 5, 2020. Students were asked to register for virtual
learning for the entire first semester. Almost 12,000 K-12 students registered for this option. On August 17, we intend to bring on our most at-
risk students who we serve in special education self-contained programs. Our Governing Board has postponed our opening date until
September 8 unless it is safe to return to school sooner. When it is safe to open our schools for in-person instruction, we will do so.
Is the school district requiring students to do distance learning? (Could not select an item) ------------------------------------> Yes
If students are required to do distance learning, is the school district 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.
7Distance Learning Plan Template 2020-2021
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
Student attendance will be tracked via Teachers will be responsible for Teachers and staff will track and monitor Teachers may keep notes in the Notes
telephone, email, and/or digital meeting confirming and documenting student attendance daily. Teachers in grades K-5 feature in the student check-in system
software (Microsoft Teams). Students attendance. will take attendance in the Grade Book related to student absences. Teachers
will participate in weekly “live” lessons through the student check-in feature will keep a communication log; digital
(Microsoft Teams) with students. In Principals will have a site plan to follow once a day. Teachers in grades 6-12 will meetings (Microsoft Teams) will be
addition, weekly assignments will be up on student absences that will include take attendance in the Grade Book recorded. In addition, teacher can view
contacting the parents/guardians. Staff through the student check-in feature all student work submitted via online
completed and submitted by the student
members involved in the plan may once a day for each class during the day. platforms.
in the online platform. Parents may also
include teachers, office staff, counselors, eCampus AOI students are responsible
provide attestation that the students for reporting their time in the student
classified staff members, and others.
participated in learning activities during tracking system. Parents are responsible
the school day. for verifying their student’s time in the
Teachers will be adding attendance in parent verification system.
Student Vue/Synergy on a daily basis. eCampus AOI students/parents must
Principals will run daily/weekly reports submit a signed report at the conclusion
to monitor student attendance. of the course acknowledging that the
Parents will still be required to call in time the student entered in the tracking
student absences if the student is ill or system was accurate.
unable to work that day. This is
considered an absence.
8Distance Learning Plan Template 2020-2021
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) Person(s) Responsible Frequency and/or Timing Evidence of Implementation
Teachers and staff will communicate Teachers and staff will be responsible for Communication will occur at least daily Teachers will keep a communication log
with students weekly via email, contacting students. Principals will and/or weekly. All teachers will prepare and digital meetings (Microsoft Teams)
telephone, and/or digital meeting monitor parent contact and live lessons. a weekly announcement for parents and will be recorded.
software (Microsoft Teams). students and frequent communication
The first eight days of school include through email, course announcements,
attention to social-emotional lessons and and/or phone calls.
activities; distribution of laptops and
sign-in information; check-ins with
students and parents.
Teachers are required to conduct live
lessons three- five times per week.
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
Teachers are expected to deliver live Teachers July 29- August 4 Teacher Training Professional Develop Calendar
lessons three-five times a week; attend Professional Development Department Early Release Wednesdays for PD Session Attendance
Florida Virtual Training and implement Principals collaboration and subsequent training Demonstrated Live Lessons
the new software in core classes; utilize Teacher PLCs Weekly teacher announcements Wednesday early release attendance and
Microsoft Teams for live lessons and Task Force- SEL plans participation in PLCs and/or trainings
teacher collaboration; attend Trainers for Florida Virtual and other All classified staff clock in and out and Time Click Plus for Clock In and Clock Out
subsequent support training for virtual Platforms check in with principals and/or for Classified Staff
teaching and learning; make connections supervisors regarding assigned Weekly announcements
with students and check on their well- responsibilities Taped virtual team sessions
being; deliver SEL activities for support
and relationship-building; take daily
attendance and communicate regularly
with students and parents.
9Distance Learning Plan Template 2020-2021
Classified staff members are expected to Principals
report to work on the first day of their Classified Support Staff
contract. Many will perform their
current job duties while others will be
serving in a different capacity during
school closures. Job responsibilities
include the following areas: Student
Support; Parent Communications; School
Maintenance and Cleaning; Teacher
Supplies and Materials Support; Student
Supplies and Materials Support; Food
Services Support; Library Support
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) Person(s) Responsible Frequency and/or Timing Evidence of Implementation
Protocol and training for employees in Chiefs of Operations and Maintenance, Weekly Meetings with Administrators Newsletters
frequent washing hands, wearing masks, Public Relations, Human Resources; Prior to School Starting District Website
social distancing, reporting illnesses, Benefits Director; K-12 Elementary Weekly or Bi-Weekly Communications Daily Monitoring of Social Distancing and
cleaning and disinfecting daily. Human Directors Updated Covid-19 Website on a Regular Wearing Masks
Resources Benefits Office works with Basis Task Force Work
employees on health-related issues
associated with FMLA, job
accommodations, and contracts. The
Governing Board approved the
elimination of the liquidated damages
fine if employees break contracts during
the 2020- 2021 school year.
Communications are regular and on-
going. The district has a Covid-19
10Distance Learning Plan Template 2020-2021
website for our school community.
Updates are provided in district
newsletters. Weekly meetings are held
with administrators prior to the start of
school. A district Task Force has met
since last spring to build plans and
communicate efforts.
c. Describe how professional development will be provided to employees.
Action Step(s) Person(s) Responsible Frequency and/or Timing Evidence of Implementation
Required, virtual videos through the Human Resources Chief Window for Completed Required Videos Professional Development Plan
Human Resources Department New Teacher Orientation Coordinator Through September; Trainings Begin July Videos with Required Content
Virtual professional development and Curriculum and Instruction Executive 29 and are on-going on Early Release Virtual Recordings of Professional
trainings via Microsoft Teams or Zoom Director Wednesdays Development Sessions
New Teacher Orientation in Small All Academic Directors
Groups at the Campus
List Specific Professional Development Topics That Will Be Covered
Virtual Teaching and Learning, SEL, Florida Virtual, Microsoft Teams, Fundations, Moodle, eCampus, Edgenuity, Synergy, Read 180, All Mandated Videos (Blood Borne
Pathogens, Harassment in the Workplace, Dress Code, etc)
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.
11Distance Learning Plan Template 2020-2021
Students Teachers Staff
What was Used to Establish Need?
Questionnaire X X X
Personal Contact and Discussion X X
Needs Assessment-Available data
Other: X
What will be Used to Respond to Need?
Loaner Device (laptop/tablet) X X X
WIFI Hot Spot X X X
Supplemental Utility Support (Internet) X X
Other: X X
When will stakeholders have access to IT Support Availability?
Traditional School Hours X X X
Extended Weekday Hours X X X
24/7 Support
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 Teams, 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 Content Provider/Program Formative Assessment Summative Assessment
Methodologies Used Strategies and Frequency Strategies and Frequency
Kindergarten Direct instruction (including Primary: Florida Virtual i-Ready diagnostic, 3x FLVS Module Assessments:
small group and whole School, Teams, (quarterly) multiple choice, open-ended
group) via Teams Supplemental: MyMath Teacher-created (authentic); end of module—
Self-guided/independent (formal/informal)—end of pacing varies
learning via Florida Virtual lesson checks for Teacher-created
School understanding
12Distance Learning Plan Template 2020-2021
1-3 Direct instruction (including Primary: Florida Virtual i-Ready diagnostic, 3x FLVS Module Assessments:
small group and whole School, Teams (quarterly) multiple choice, open-ended
group) via Teams Supplemental: MyMath Teacher-created (authentic); end of module—
Self-guided/independent (formal/informal)—end of pacing varies
learning via Florida Virtual lesson checks for Teacher-created
School understanding
May also include Project-
based learning
4-6 Direct instruction (including Primary: Florida Virtual i-Ready diagnostic, 3x FLVS Module Assessments:
small group and whole School, Teams (quarterly) multiple choice, open-ended
group) via Teams Supplemental: MyMath (4- Teacher-created (authentic); end of module—
Self-guided/independent 5), 6 (Glencoe Math) (formal/informal)—end of pacing varies
learning via Florida Virtual lesson checks for Teacher-created
School understanding
May also include Project-
based learning
7-8 Direct instruction (including Primary: Florida Virtual i-Ready diagnostic, 3x FLVS Module Assessments:
small group and whole School, Teams (quarterly) multiple choice, open-ended
group) via Teams Supplemental: Glencoe Teacher-created (authentic); end of module—
Self-guided/independent Math, ALEKS (formal/informal)—end of pacing varies
learning via Florida Virtual lesson checks for Teacher-created
School understanding
May also include Project-
based learning
9-12 Direct instruction (including Primary: Florida Virtual Teacher-created FLVS Module Assessments:
small group and whole School, Edgenuity, Moodle (formal/informal)—end of multiple choice, open-ended
group) via Teams (district-created) Teams lesson checks for (authentic); end of module—
Self-guided/independent Supplemental: ALEKS (9), understanding pacing varies
learning via Florida Virtual HMH Math (9-11) Teacher-created
School End of course district-created
May also include Project-
based learning
13Distance Learning Plan Template 2020-2021
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 Direct instruction (including Primary: Florida Virtual i-Ready diagnostic, 3x FLVS Module Assessments:
small group and whole School, Teams, Fundations (quarterly) multiple choice, open-ended
group) via Teams Supplemental: Benchmark Teacher-created (authentic); end of module—
Self-guided/independent Advance (formal/informal)—end of pacing varies
learning via Florida Virtual lesson checks for Teacher-created
School understanding
May also include Project-
based learning
1-3 Direct instruction (including Primary: Florida Virtual i-Ready diagnostic, 3x FLVS Module Assessments:
small group and whole School, Teams, Fundations (quarterly) multiple choice, open-ended
group) via Teams Supplemental: Benchmark Teacher-created (authentic); end of module—
Self-guided/independent Advance (formal/informal)—end of pacing varies
learning via Florida Virtual lesson checks for Teacher-created
School understanding
May also include Project-
based learning
4-6 Direct instruction (including Primary: Florida Virtual i-Ready diagnostic, 3x FLVS Module Assessments:
small group and whole School, Teams (quarterly) multiple choice, open-ended
group) via Teams Supplemental: Benchmark Teacher-created (authentic); end of module—
Self-guided/independent Advance (4-5), (formal/informal)—end of pacing varies
learning via Florida Virtual MyPerspectives (6) lesson checks for Teacher-created
School understanding
May also include Project-
based learning
7-8 Direct instruction (including Primary: Florida Virtual i-Ready diagnostic, 3x FLVS Module Assessments:
small group and whole School, Teams (quarterly) multiple choice, open-ended
group) via Teams Supplemental: Teacher-created (authentic); end of module—
Self-guided/independent MyPerspectives (formal/informal)—end of pacing varies
learning via Florida Virtual lesson checks for Teacher-created
School understanding
14Distance Learning Plan Template 2020-2021
May also include Project-
based learning
9-12 Direct instruction (including Primary: Florida Virtual Teacher-created FLVS Module Assessments:
small group and whole School, Edgenuity, Moodle (formal/informal)—end of multiple choice, open-ended
group) via Teams (district-created) Teams lesson checks for (authentic); end of module—
Self-guided/independent Supplemental: understanding pacing varies
learning via Florida Virtual MyPerspectives Teacher-created
School End of course district-created
May also include Project-
based learning
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 Direct instruction (including Primary: Florida Virtual Teacher-created FLVS Module Assessments:
small group and whole School, Teams (formal/informal)—end of multiple choice, open-ended
group) via Teams Supplemental: Discovery lesson checks for (authentic); end of module—
Self-guided/independent Experience understanding pacing varies
learning via Florida Virtual Teacher-created
School
May also include Project-
based learning
1-3 Direct instruction (including Primary: Florida Virtual Teacher-created FLVS Module Assessments:
small group and whole School, Teams (formal/informal)—end of multiple choice, open-ended
group) via Teams Supplemental: Discovery lesson checks for (authentic); end of module—
Self-guided/independent Experience understanding pacing varies
learning via Florida Virtual Teacher-created
School
May also include Project-
based learning
15Distance Learning Plan Template 2020-2021
4-6 Direct instruction (including Primary: Florida Virtual Teacher-created FLVS Module Assessments:
small group and whole School, Teams (formal/informal)—end of multiple choice, open-ended
group) via Teams Supplemental: Discovery lesson checks for (authentic); end of module—
Self-guided/independent Experience understanding pacing varies
learning via Florida Virtual Teacher-created
School
May also include Project-
based learning
7-8 Direct instruction (including Primary: Florida Virtual Teacher-created FLVS Module Assessments:
small group and whole School, Teams (formal/informal)—end of multiple choice, open-ended
group) via Teams Supplemental: Discovery lesson checks for (authentic); end of module—
Self-guided/independent Experience understanding pacing varies
learning via Florida Virtual Teacher-created
School
May also include Project-
based learning
9-12 Direct instruction (including Primary: Florida Virtual Teacher-created FLVS Module Assessments:
small group and whole School, Edgenuity, Moodle (formal/informal)—end of multiple choice, open-ended
group) via Teams (district-created,) Teams lesson checks for (authentic); end of module—
Self-guided/independent Supplemental: Discovery understanding pacing varies
learning via Florida Virtual Experience; Discovery EdTech Teacher-created
School, Edgenuity, Moodle Book (Bio & Earth/Space) End of course district-created
May also include Project-
based learning
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 Direct instruction (including Primary: Florida Virtual Teacher-created FLVS Module Assessments:
small group and whole School, Moodle (district- (formal/informal)—end of multiple choice, open-ended
group) via Teams created), Teams lesson checks for (authentic); end of module—
understanding pacing varies
16Distance Learning Plan Template 2020-2021
Self-guided/independent Teacher-created
learning via Florida Virtual
School
May also include Project-
based learning
1-3 Direct instruction (including Primary: Florida Virtual Teacher-created FLVS Module Assessments:
small group and whole School, Moodle (district- (formal/informal)—end of multiple choice, open-ended
group) via Teams created) Teams lesson checks for (authentic); end of module—
Self-guided/independent understanding pacing varies
learning via Florida Virtual Teacher-created
School
May also include Project-
based learning
4-6 Direct instruction (including Primary: Florida Virtual Teacher-created FLVS Module Assessments:
small group and whole School, Moodle (district- (formal/informal)—end of multiple choice, open-ended
group) via Teams created), Teams lesson checks for (authentic); end of module—
Self-guided/independent understanding pacing varies
learning via Florida Virtual Teacher-created
School
May also include Project-
based learning
7-8 Direct instruction (including Primary: Florida Virtual Teacher-created FLVS Module Assessments:
small group and whole School, Moodle (district- (formal/informal)—end of multiple choice, open-ended
group) via Teams created,) Teams lesson checks for (authentic); end of module—
Self-guided/independent understanding pacing varies
learning via Florida Virtual Teacher-created
School, Moodle
May also include Project-
based learning
9-12 Direct instruction (including Primary: Florida Virtual Teacher-created End of course district-created
small group and whole School, Edgenuity, Moodle (formal/informal)—end of
group) via Teams (district-created), Teams lesson checks for
understanding
17Distance Learning Plan Template 2020-2021
Self-guided/independent
learning via Florida Virtual
School, Edgenuity, Moodle
May also include Project-
based learning
Instructional Methods, Remote Training and Monitoring Student Learning (CTEDs, in lieu of requirements outlined in
A.R.S. § 15-391(4)(d) )
Educational Delivery Content Provider/Program Formative Assessment Summative Assessment
Methodologies Used Strategies and Frequency Strategies and Frequency
9-12 Direct instruction (including Primary: Moodle (district- Teacher-created End of course district-created
small group and whole created) Teams (formal/informal)—end of
group) via Teams lesson checks for
Self-guided/independent understanding
learning Moodle
May also include Project-
based learning
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.
18Distance Learning Plan Template 2020-2021
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
Students will receive all special Special Education Staff Monthly, as evidenced by service Each student’s IEP in compliance
education instruction & services per Including, but not limited to: logs submitted to admin monthly to with supports and minutes provided
their IEP through virtual learning Directors, Service Providers and review and send to special education to meet the individual student’s
using the Microsoft Teams platform. Teachers directors. needs.
Annual IEP meetings and Eligibility General Education Staff Evaluation and IEP compliance with
determination (Multidisciplinary Including, but not limited to: School timelines per IDEA and ADE
Evaluation Team meetings) meetings Administration and Teachers
will be held virtually.
Our most at-risk students in self-
contained programs will start in-
person teaching and learning on
August 17.
Process for Implementing Action Step
• Students will primarily be using Florida Virtual Learning curriculum, however, students in specialized programs will also receive content instruction
in the specialized area of their program.
• Students will be required to log on at designated times via Teams to receive their specially designed instruction with their special education teacher
and/or related service provider
• A variety of curriculum modules will be utilized, depending on the student’s IEP needs and program. These may include: Florida Virtual or Unique
Learning Systems, with Math Space, iReady, Math U See, Touch Math, etc.
• Students will be provided with an assigned technology device (if needed) in order to participate in the Teams meeting with their special education
teacher in collaboration with the general education teacher(s) and/or related service provider.
• If changes to the IEP are necessary in order to meet student needs in a virtual learning setting, IEP reviews will be scheduled.
• General Education, Special Education teachers and Related Service Providers will regularly meet and collaborate to ensure student success.
• Teachers will log their SDI minutes and services on their Service Log.
• Progress notes will be sent home quarterly.
• Case managers and Teachers will email service log to their site administration monthly. Site administration will email log to special education
director.
19Distance Learning Plan Template 2020-2021
b. Describe how the school district will ensure access and meet the needs of English learners.
Action Step Person(s) Responsible Frequency and/or Timing Evidence of Implementation
Meet with site administrators and EL El Coordinator, Director July 2020- Before Aug 5 Meeting agendas
Facilitators regarding distance learning Site Administrators, EL Coordinator, Daily live lessons for EL students Submission of plan to Director
plan for EL students based on SEI Models Director Weekly as needed Teacher lesson plans, EL student
Determine SEI model to be used at each Teachers, site administrators, EL Daily if needed attendance, Student submission of
site Facilitators, EL Coordinator, Director assignments
El students will receive direct instruction Teachers, EL Facilitator Teacher lesson plans, Student
via Teams in small group and whole Teachers submission of assignments
group sessions daily. Targeted and Teacher log of phone lessons
Integrated instruction will be
differentiated using ELP Standards and
Performance Indicators.
Printed material may be provided for
some students to meet their individual
EL needs.
Lessons may be provided via telephone
Process for Implementing Action Step
• Elementary EL students will primarily use Florida Virtual curriculum. Supplemental materials will be used for specific EL student needs.
• High school EL students will primarily use iLitEL curriculum. Supplemental materials will be used for specific EL student needs.
• Rosetta Stone may be used to supplement instruction.
• EL students will have access to iPads with language acquisition applications and online translation dictionaries.
• EL Instructional Assistants may assist by providing additional support to EL students in whole or small group Teams lessons.
• EL Coordinator will work with EL Facilitators and site administrators to support as needed.
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 X
Social Emotional
Packet of Social and Emotional Topics X X X X X
Learning
Online Social Emotional videos X X X X X
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Parent Training X X X X X
Other: Student Support Line X X X X X
Kinder 1-3 4-5 6-8 9-12
In-Person X
Phone X
Counseling Services Webcast
Email/IM X
Other: X
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 Person(s) Responsible Frequency and/or Timing Evidence of Implementation
Social Emotional Learning: The comprehensive social emotional The social emotional learning model is a Implementation of the social emotional
The district has implemented a learning model includes six funnels of proactive and progressive model that learning model will be evident on each
comprehensive social emotional learning support. Each funnel gives responsibility continues to evolve and be informed by campus by:
model encompassing a multi-tiered level and accountability to all stakeholders the changing needs of the district (virtual
of support. (District, School, Student, Teacher, learning), data and researched best 1. Identified behavior
Tier I: Every Student, Everyday Parent, Community) with the practices. expectations that will ensure a
1. Can visually see or have access understanding that the social and common language.
to behavior expectations. emotional well-being of our students • The multi-tiered level of 2. Students having access to a
2. will have access to a safe and requires a collaborative effort. support specifically Tier I, will caring adult.
welcoming environment be implemented daily to 3. Providing social and emotional
traditionally or virtually. • At the District Level there is a support all students. learning.
3. Knows the behavior Student Support Services • Tier II supports are 4. Having a self and welcoming
expectations for the school. Department lead by the implemented as needed based environment.
4. Has access to a caring adult on Student Support Services on informed data driven 5. Restorative Practices &
campus and virtually. Coordinator and the procedures as determined at Incentive Programs
5. Has an opportunity to access MTSS/PBIS Coordinator that the site level. 6. Major and Minor Behavior
restorative practices are responsible for supporting • Tier III supports are Matrix
6. Has family Involvement and training schools in the implemented when the needs 7. Trained Student Support Team
7. Receives social and emotional social and emotional learning of the student are concluded 8. Progress monitoring
training. model as well as other to be beyond the scope of the
Tier II: supports that are necessary to teacher, site, and/or district Tier II:
Students who are identified as needing assist schools with the social level of support that will be 1. Intensive Teacher support
additional support will: and emotional well-being of evident through data, team 2. Professional development
21Distance Learning Plan Template 2020-2021
1. Intensive student support with students. Also included as a decision making and intensive 3. Peer mentoring
family involvement. part of this team are two Social interventions that were 4. Coaching
2. Small group and individual Work Field Liaisons and our completed at the tier II level.
intervention. Mckinney-Vento and Foster Tier III:
3. Community Resources. Care Liaison. 1. Support from Administration,
District and Community
Tier III: • All Schools have a trained Partners.
Students who are identified as needing Student Support Team to
support that is beyond the scope of support their campus with the
general education/school/district: social and emotional needs of
1. Child Study Teams students. This team consist of
2. School Psychologist an administrator, school
3. Community Partners psychologist, nurse, *behavior
4. Behavior and Mental Health interventionist/school social
Partners worker, and lead teacher. A
parent and students are both
ad-hoc members of this team.
Parent Training: *if schools have this position.
The district offers various trainings and
support to parents in the area of social • To assist with tier II supports,
and emotional learning such as Mental some schools have social
Health First Aide. The social and workers. The district has also
emotional curriculum being used in partnered with ASU School of
some of our schools also has a resource Social Work to provide social
for parent to assist with the social and work interns to 10 of our
emotional wellbeing of their students. campuses. A partnership is
Parents also have access to the Student currently being developed with
Support Line where trained professionals GCU to garner more social
are available to offer support and work intern support.
additional resources.
• The district has collaborated
with community mental health
partners such as Southwest
Behavioral Development,
Bloom 365, Teen Lifeline, and
Quali Run to provide additional
support and training to staff
Counseling Services: and students for tier III
1. H.S. Counselors will offer in- supports. 1. At minimum, once per school 1. Counselor logs/records.
person meetings via TEAMS year for academic planning and Annual ECAP.
2. H.S. Counselors will provide upon request for all other 2. Counselor logs/records.
phone numbers and email 1. School Counselor needs.
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contacts to their students and 2. School Counselor 2. Once per semester counselor 3. Website kept up to date and
on school website. 3. District Lead Counselor (district sends check-in email to available to public.
3. School and District Counseling site) and Head Counselor students, but available 5 days
website providing resources (school site) per week during work hours
including academic, college for phone/email
and career, and social correspondence.
emotional support. 3. Available 24 hours a day, sites
should be available by first day
of school.
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) Person(s) Responsible Frequency and/or Timing Evidence of Implementation
Administer I-Ready Diagnostic Test Classroom Teacher quarterly Data in I-Ready system
Administer FLVS module Assessments Classroom Teacher End of module Data in FLVS system
Administer district assessments* Classroom Teacher End of quarter or end of course Score in Schoolnet system
(Not all grade levels and contents)
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 Plan for Assessment (online, in person, Proposed date(s) of assessments
Assessment and/or Assessment at testing center, etc.) Starting Assessments are Including
Provider/Creator) Below; Assessments Mid-Year and End
of Year will Be Added
Kindergarten IReady Online or possible in person if we 8/17/2020-9/18/2020
return to school Varies by grade level
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Florida Virtual School Module
Assessment
1-3 iReady Online or possible in person if we 8/17/2020-9/18/2020
Florida Virtual School Module return to school Varies by grade level
Assessment
4-6 IReady Online or possible in person if we 8/17/2020-9/18/2020
Florida Virtual School Module return to school Varies by grade level
Assessment
7-8 IReady (optional) Online or possible in person if we 8/17/2020-9/18/2020
Florida Virtual School Module return to school Varies by grade level
Assessment
9-12 Florida Virtual School Module Online or possible in person if we Varies by grade level
Assessment return to school
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 IReady Online or possible in person if we return 8/17/2020-9/18/2020
Florida Virtual School Module to school Varies by grade level
Assessment
1-3 IReady Online or possible in person if we return 8/17/2020-9/18/2020
Florida Virtual School Module to school Varies by grade level
Assessment
4-6 IReady Online or possible in person if we return 8/17/2020-9/18/2020
Florida Virtual School Module to school Varies by grade level
Assessment
7-8 IReady Online or possible in person if we return 8/17/2020-9/18/2020
Florida Virtual School Module to school Varies by grade level
Assessment
9-12 Florida Virtual School Module Online or possible in person if we return Varies by grade level
Assessment to school
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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).
The district is transitioning to Florida Virtual School (FLVS) for online instruction. The intent will be that students will be regularly assessed at the end of modules in all content
areas provided by FLVS. The number of modules and length of time to complete each module varies by content and grade level.
For non-core courses that will not use FLVS, teachers will create and administer regular formal and informal assessments. Additionally, district-created benchmarks and end
of course assessments may be used.
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.
The school district is currently working with the City of Peoria for the free, on site learning opportunities and support services for students who need a place to go during the
school day starting on August 17, 2020 as required by Executive Orders 2020-41 and 2020-44. The district has distributed a survey to parents to better understand the need
for care in our school community prior to program placement and registration.
The district has purchased technology to address student needs. We continue to assess the need for devices and hotspots.
Electives will be offered K-12 and will include art, general music, physical education and CTE courses. CTE labs are proposed to start in September provided it is safe to do so.
Masks and social distancing will be required for students participating in the labs.
School libraries will be open for teachers and students to check out materials virtually. Space may be used for in-person, small group instruction for struggling students.
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