Distance Learning Plan for EAGLE College Prep Maryvale

(1)

Charter Holder Information

Charter Holder Name

EAGLE College Prep Maryvale, LLC.

Charter Holder Entity ID

91938

Representative authorized to submit the plan (This is the individual that will be

contacted with questions about the plan)

Tracy Allen

Representative Telephone Number

480-881-6532

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

EAGLE College Prep Maryvale

92563

078222001

Distance Learning Background Information

a. Number of Instructional Days (3.b)

(2)

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.

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

444 Start Date for Distance Learning

Aug. 5

th

_{, 2020}

Estimated Number of Students Participating

in Distance Learning for the Full Year

30% - 133 students

Estimated Number of Students

Participating in Distance

Learning for a Portion of the

Year

60% - 266 students

Please choose the option that indicates

your proposed duration/plan for distance

learning:

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

☐2. We intend to operate distance learning until ________________ for all students.

☐3. We intend to operate distance learning only until the Governor allows schools to fully

reopen.

☐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)

(3)

Is the charter requiring students to do distance learning?

No

If students are required to do distance learning, is the charter school 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?

Choose an item.

*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.

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

(4)

• Google Classroom will house a daily assignment that students are required to log in and complete by 10 a.m.

• Creation of application to communicate between Google Classroom and Infinite Campus School Office Manager

• Verify attendance and ensure daily communication goes out to families if no attendance is recorded

National Director of People Development

• Ensure creation of classroom assignment complete and in Google Classroom.

• Google Form for each student/classroom

• In Person • Classroom Teacher • Office Manager

• Daily by 9 am • Infinite Campus

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

• Daily synchronous learning opportunities for student to log in and interact with teacher and peers

• Asynchronous learning with feedback given daily and/or weekly

• Daily calls from IC (auto dialer) this is to report attendance • All communication in IC, Dojo,

Social Media, Web Site, email

• Classroom Teacher • School Principal • Dean of Students • Dean of Instruction • Office Manager

• Daily synchronous learning • Daily and/or weekly

asynchronous learning assignment feedback • Daily attendance calls for

students not present in the building

• Biweekly newsletter to families • As needed communication

about activities and events.

• Teachers daily schedule • Google Classroom Assignments • Infinite Campus (IC) records • Attendance documents (IC) • Newsletter

• Social Media Posts • Class Dojo Posts

Teacher and Staff Expectations and Support (1.a.ii)

a. Describe expectations of teachers and other staff working virtually.

• Teachers and staff are required to be at the school building to

• Teachers and Staff • Principal

Daily – teachers and staff will attend to both in person and online students

(5)

provide in person support to students on campus as well as synchronous learning to virtual students.

• Teachers work with all their students of record (this includes students in person and on the virtual platform) • Teachers assign daily

asynchronous learning for students aligned to their pacing calendar. • Teachers review virtual

content and provide feedback daily/weekly to students • Staff assigned to small group

instruction will conduct both in person and online classes. • During building closure, staff

are expected to offer virtual office hours for students.

• HR Director through in person instruction or synchronous learning.

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.

HR Information and Training

• Open Sky Education Return to School Team Member Handbook 2020

• HR FAQ Document for staff • HR updates included in

Leadership Communication

• HR Director

• Regional Executive Director • Principal

• Return to School Team Member Handbook provided to staff (week of 7/27) • HR Training Provided to staff

(week of 7/27)

• Return to School Team Member Handbook • PD Training Schedule

• Biweekly communication from school leaders to staff

HR benefits including short term, long term disability, health services, counseling and paid time off.

HR Director Ongoing EAGLE Arizona Team Member Handbook

• Summer PD – Training and support for virtual instruction both asynchronous and

• Regional Executive Director • HR Director

• Principal

• Summer PD – July 20th_{to Aug.} 4th

(6)

synchronous, health and safety training, Trauma informed training,

• Weekly or Biweekly Professional Development • Weekly email communication

to staff from school leadership and Regional Executive Director • Dean of Students • Dean of Instruction • Weekly or Biweekly PD – Wednesday afternoon 2:30-4 p.m. • Weekly Communication

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

Virtual synchronous training will be provided to staff using the following technology:

• Google Classrooms • Go To Meeting • MS Teams

Virtual asynchronous training will be provided to staff using the following technology:

• Google Classrooms • Lessonly

Live in person training will be provided in small group setting following CDC guidelines.

• Regional Executive Director • HR Director

• Principal • Dean of Students • Dean of Instruction

• Summer PD – July 20th_{to Aug.} 4th • Weekly or Biweekly PD – Wednesday afternoon 2:30-4 p.m. Summer PD Schedule Quarterly PD Schedule

List Specific Professional Development Topics That Will Be Covered

Summer Professional Development Sessions:

Full Day Virtual Learning Launch training – Includes Google Classrooms, Synchronous learning training, Asynchronous learning training, and teacher/staff expectations around Google Classroom, grading, and communication with students.

Instruction with a Loving Emphasis Engage NY (Curriculum)

Lesson Planning Lexia Training

IXL Training (6th_{to 8}th_{grade math)} Virtual Ed Supports

(7)

Compliance trainings NWEA Map Training Cyber Safety Training FERPA

(8)

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

Needs Assessment-Available data

x

Other:

What will be Used to Respond to Need?

Loaner Device (laptop/tablet)

x

WIFI Hot Spot

x

Supplemental Utility Support (Internet)

Other:

When will stakeholders have access to IT Support Availability?

Traditional School Hours

x

Extended Weekday Hours

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 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

(9)

Kindergarten Asynchronous learning

Google Classroom/Engage NY

Curriculum

Clever/Zearn Math

Checks or Understanding

(assignments) – Several times

per week

NWEA Map (3 time per year:

beginning, winter, spring)

ATI Galileo – end of each

quarter

1-3

Asynchronous learning

Google Classroom/Engage NY

Curriculum

Clever/ Zearn Math

Checks or Understanding

(assignments) – Several times

per week

NWEA Map (3 time per year:

beginning, winter, spring)

ATI Galileo – end of each

quarter

4-6

Asynchronous learning

Google Classroom/Engage NY

Curriculum

Clever/ Zearn Math/IXL Math

Checks or Understanding

(assignments) – Several times

per week

NWEA Map (3 time per year:

beginning, winter, spring)

ATI Galileo – end of each

quarter

7-8

Asynchronous learning

Google Classroom/Engage NY

Curriculum

Clever/ IXL Math

Checks or Understanding

(assignments) – Several times

per week

NWEA Map (3 time per year:

beginning, winter, spring)

ATI Galileo – end of each

quarter

9-12

N/A

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

Educational Delivery

Methodologies

Content Provider/Program

Used

Formative Assessment

Strategies and Frequency

Summative Assessment

Strategies and Frequency

Kindergarten Asynchronous learning

Google Classroom/Engage NY

Curriculum

Clever/Lexia

Checks or Understanding

(assignments) – Several times

per week

NWEA Map (3 time per year:

beginning, winter, spring)

ATI Galileo – end of each

quarter

1-3

Asynchronous learning

Google Classroom/Engage NY

Curriculum

Clever/Lexia

Checks or Understanding

(assignments) – Several times

per week

NWEA Map (3 time per year:

beginning, winter, spring)

ATI Galileo – end of each

quarter

4-6

Asynchronous learning

Google Classroom/Engage NY

Curriculum

Clever/Lexia

Checks or Understanding

(assignments) – Several times

per week

(10)

7-8

Asynchronous learning

Google Classroom/Engage NY

Curriculum

Clever/Lexia

Checks or Understanding

(assignments) – Several times

per week

NWEA Map (3 time per year:

beginning, winter, spring)

ATI Galileo – end of each

quarter

9-12

N/A

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

Educational Delivery

Methodologies

Content Provider/Program

Used

Formative Assessment

Strategies and Frequency

Summative Assessment

Strategies and Frequency

Kindergarten Asynchronous learning

and/or synchronous learning

CK-12 Science

Mid and end unit

Models, quiz and

claim/evidence

ATI Galileo – end of each

quarter

1-3

Asynchronous learning

and/or synchronous learning

CK-12 Science

Mid and end unit

Models, quiz and

claim/evidence

ATI Galileo – end of each

quarter

4-6

Asynchronous learning

and/or synchronous learning

CK-12 Science

Mid and end unit

Models, quiz and

claim/evidence

ATI Galileo – end of each

quarter

7-8

Asynchronous learning

and/or synchronous learning

CK-12 Science

Mid and end unit

Models, quiz and

claim/evidence

ATI Galileo – end of each

quarter

9-12

N/A

Instructional Methods, Content Delivery, and Monitoring Student Learning (Other Content Areas)

Educational Delivery

Methodologies

Content Provider/Program

Used

Formative Assessment

Strategies and Frequency

Summative Assessment

Strategies and Frequency

Kindergarten Asynchronous learning

and/or synchronous learning

Character Formation Project

Weekly assignments

1-3

Asynchronous learning

and/or synchronous learning

Character Formation Project

(11)

4-6

Asynchronous learning

and/or synchronous learning

Character Formation Project

Weekly assignments

7-8

Asynchronous learning

and/or synchronous learning

Character Formation Project

Weekly assignments

9-12

N/A

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

Synchronous and Asynchronous learning will be pushed out via Google Classroom and Clever for students.

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

• Synchronous supports for SPED via Google Classroom. • Synchronous supports for

contract SPED services (VI, OT, SLI, etc) via HIPPA approved online services such as Zoom. • Asynchronous resources

support as needed imbedded into the learning modules online.

• Asynchronous one to one computer-based supports through Lexia and Zearn or IXL

• SPED Teacher • Classroom Teacher • Title I/EL interventionist or

Parapro

• Dean of Instruction • Principal

• Frequency is based on the IEP of each individual student and the needs of the student. • As needed lesson

modifications/supports through Google Classroom • Daily lesson

modifications/supports through Lexia and Zearn or IXL

• Daily Schedules

(12)

Process for Implementing Action Step

SPED Teachers and contract support providers will be working closely with classroom teachers and intervention providers to ensure communication about student needs and appropriate modifications for online instruction.

Online training for SPED to become familiar with the tools for service and supports

SPED teachers and Interventionists will work closely with their principal to create schedules that allow for appropriate instruction according to the students IEP.

b. Describe how the charter school will ensure access and meet the needs of English learners

• Synchronous supports for EL Students via Google Classroom.

• Asynchronous resources support as needed imbedded into the learning modules online.

• Asynchronous one to one computer-based supports through Lexia and Zearn or IXL

• Classroom Teacher • Title I/EL interventionist or

Parapro

• Dean of Instruction • Principal

• School Site EL Coordinators

• As needed lesson modifications/supports through Google Classroom • Daily lesson

modifications/supports through Lexia and Zearn or IXL

• Daily Schedules

• Lessons in Google Classroom

Process for Implementing Action Step

EL coordinator and Parapro will be working closely with classroom teachers and intervention providers to ensure communication about student needs and appropriate modifications for online instruction.

Online training for all staff to become more familiar with the SEI process.

SEI teachers, Interventionists and Parapro will work closely with their principal to create schedules that allow for appropriate instruction according to the students needs.

Social and Emotional Learning Support for Students (1.a.v)

Check the boxes below to indicate which will be provided to students to support social emotional learning and how counseling services will be

provided for each grade band.

Kinder

1-3

4-5

6-8

9-12

Social Emotional

Learning

Teacher Check-in

x

N/A

Packet of Social and Emotional Topics

x

N/A

Online Social Emotional videos

N/A

(13)

Other:

N/A

Kinder

1-3

4-5

6-8

9-12

Counseling Services

In-Person

x

N/A

Phone

Webcast

x

N/A

Email/IM

Other:

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.

• Parent training opportunities • Monthly packets/downloads

for families

• SEL supports imbedded into The Character Formation Project Lessons

• Student Support Services Manager

• Principal

• Dean of Instruction • Dean of Students

• Quarterly Trainings (parents) • Monthly packets

• Daily Lessons through CFP

• Video/Agendas of training • Packets

• Lesson Plans - CFP

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.

• Feedback provided on Daily and/or Weekly Assignments (ELA, Math, Science, Character • One to One computer-based

learning progress • Mid/End of Module

Assessments in EngageNY Math and ELA curriculum • Assessments – NWEA Map and

ATI Galileo

• Classroom Teacher • SPED Services Provider • Interventionist/Parapro • Dean of Students • Principal

• Regional Executive Director • Student Support Services

Manager

• Daily and/or weekly • Daily Instruction • Mid/End of Module

Assessments Vary based on Pacing Calendar

• Quarterly Benchmark Assessments

• Google Classroom teacher feedback to students • Reports from Lexia, and IXL or

Zearn showing student progress through the curriculum

• Pacing Calendar

(14)

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

Assessment and/or Assessment

Provider/Creator)

Plan for Assessment (online, in person,

at testing center, etc.)

Proposed date(s) of assessments

Kindergarten

• NWEA Map

• ATI Galileo

Assessments are web based and we

are currently working with the

assessment companies and out tech

services to provide options for

proctoring remotely.

8/17/2020 – 8/31/2020 NWEA Map

Beginning of Year

11/23/2020 – 12/16/2020

NWEA Map

Mid Year

5/3/2021 – 5/21/2021

NWEA Map End

of Year

9/21/2020 – 9/30/2020 Galileo

Benchmark 1

11/23/2020 – 12/16/2020 Galileo

Benchmark 2

2/22/2021 – 3/3/2021 Galileo

Benchmark 3

5/3/2021 – 5/21/2021 Galileo

Benchmark 4

1-3

• NWEA Map

• ATI Galileo

Assessments are web based and we

are currently working with the

assessment companies and out tech

services to provide options for

proctoring remotely.

8/17/2020 – 8/31/2020 NWEA Map

Beginning of Year

11/23/2020 – 12/16/2020

NWEA Map

Mid Year

5/3/2021 – 5/21/2021

NWEA Map End

of Year

(15)

11/23/2020 – 12/16/2020 Galileo

Benchmark 2

2/22/2021 – 3/3/2021 Galileo

Benchmark 3

5/3/2021 – 5/21/2021 Galileo

Benchmark 4

4-6

• NWEA Map

• ATI Galileo

Assessments are web based and we

are currently working with the

assessment companies and out tech

services to provide options for

proctoring remotely.

8/17/2020 – 8/31/2020 NWEA Map

Beginning of Year

11/23/2020 – 12/16/2020

NWEA Map

Mid Year

5/3/2021 – 5/21/2021

NWEA Map End

of Year

9/21/2020 – 9/30/2020 Galileo

Benchmark 1

11/23/2020 – 12/16/2020 Galileo

Benchmark 2

2/22/2021 – 3/3/2021 Galileo

Benchmark 3

5/3/2021 – 5/21/2021 Galileo

Benchmark 4

7-8

• NWEA Map

• ATI Galileo

Assessments are web based and we

are currently working with the

assessment companies and out tech

services to provide options for

proctoring remotely.

8/17/2020 – 8/31/2020 NWEA Map

Beginning of Year

11/23/2020 – 12/16/2020

NWEA Map

Mid Year

5/3/2021 – 5/21/2021

NWEA Map End

of Year

9/21/2020 – 9/30/2020 Galileo

Benchmark 1

(16)

2/22/2021 – 3/3/2021 Galileo

Benchmark 3

5/3/2021 – 5/21/2021 Galileo

Benchmark 4

9-12

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

• NWEA Map

• ATI Galileo

Assessments are web based and we are

currently working with the assessment

companies and out tech services to

provide options for proctoring remotely.

8/17/2020 – 8/31/2020 NWEA Map

Beginning of Year

11/23/2020 – 12/16/2020

NWEA Map

Mid Year

5/3/2021 – 5/21/2021

NWEA Map End

of Year

9/21/2020 – 9/30/2020 Galileo

Benchmark 1

11/23/2020 – 12/16/2020 Galileo

Benchmark 2

2/22/2021 – 3/3/2021 Galileo

Benchmark 3

5/3/2021 – 5/21/2021 Galileo

Benchmark 4

1-3

• NWEA Map

• ATI Galileo

Assessments are web based and we are

currently working with the assessment

companies and out tech services to

provide options for proctoring remotely.

8/17/2020 – 8/31/2020 NWEA Map

Beginning of Year

11/23/2020 – 12/16/2020

NWEA Map

Mid Year

(17)

9/21/2020 – 9/30/2020 Galileo

Benchmark 1

11/23/2020 – 12/16/2020 Galileo

Benchmark 2

2/22/2021 – 3/3/2021 Galileo

Benchmark 3

5/3/2021 – 5/21/2021 Galileo

Benchmark 4

4-6

• NWEA Map

• ATI Galileo

Assessments are web based and we are

currently working with the assessment

companies and out tech services to

provide options for proctoring remotely.

8/17/2020 – 8/31/2020 NWEA Map

Beginning of Year

11/23/2020 – 12/16/2020

NWEA Map

Mid Year

5/3/2021 – 5/21/2021

NWEA Map End

of Year

9/21/2020 – 9/30/2020 Galileo

Benchmark 1

11/23/2020 – 12/16/2020 Galileo

Benchmark 2

2/22/2021 – 3/3/2021 Galileo

Benchmark 3

5/3/2021 – 5/21/2021 Galileo

Benchmark 4

7-8

• NWEA Map

• ATI Galileo

Assessments are web based and we are

currently working with the assessment

companies and out tech services to

provide options for proctoring remotely.

8/17/2020 – 8/31/2020 NWEA Map

Beginning of Year

11/23/2020 – 12/16/2020

NWEA Map

Mid Year

5/3/2021 – 5/21/2021

NWEA Map End

of Year

(18)

11/23/2020 – 12/16/2020 Galileo

Benchmark 2

2/22/2021 – 3/3/2021 Galileo

Benchmark 3

5/3/2021 – 5/21/2021 Galileo

Benchmark 4

9-12

Optional: Describe how the school will administer benchmark assessments (use if the school wishes to provide information in addition to the table

above)

We will be providing teachers training on the remote proctoring protocols.

All students will have EAGLE chrome books so tests can be locked down and pushed out centrally.

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.

Attached is the OSE Virtual Learning Approach, OSE Virtual Ed Long Term Instruction K-8. These documents guide the Instruction for all OSE schools so there is some information that is delineated by EAGLE school group in the documents.