Distance Learning (as needed)

Distance Learning is paired with Traditional Learning and used as needed to address public health concerns. Families can expect:

• Learning and instruction continue during the timeframe SUSD remains on school closure.
• Students will not be penalized for not having the Internet or an electronic device. 

Communication

• Staff members will reach out to students via available communication channels, including Google Classroom, email, technology sites, and phone.
• Teachers will check their school email and other viable communication channels and respond to all inquiries from students/parents within 24 hours during the school week.

Learning

• Teachers will continue to create online resources, assignments, and assessments that support the curriculum for their classes/content areas.
  • Students will be provided with basic lesson objectives and corresponding resources. Teaching staff will have professional discretion in regards to available materials, including Beyond Textbooks K-12th grade curriculum maps, iReady, Ready Reading/Math, C.P.M. & Discovery Education, for example.
  • All K-12th grade teachers have access to online learning using Google Classroom. Grades Kindergarten through 2nd may use Seesaw as their designated remote learning platform.
• Homework assignments may be embedded in SUSD’s Remote-Distance Learning Plan.
• Distance Learning targets approximately 25 – 45 minutes per day for each class in grades 6th -12th and 15 – 25 minutes in grades Kindergarten – 5th per day for each subject.
• Advanced Placement and Dual Enrollment courses will require increased time commitments and increased academic expectations.

Special Education

• Special Education teams of each individual student will work directly with that student/family to schedule IEP-outlined specially-designed instruction & related services (e.g. Speech-Language, Occupational Therapy, Physical Therapy, etc) to be provided in-person and/or remotely (via Google Hangouts, telephone conference, etc).

Grading

• Clear expectations for student daily/weekly work, including due dates, will be outlined and posted with flexibility in mind.
• Teachers will check daily and provide regular feedback to students/parents while documenting progress.
• Grading, assessment, and evaluation will continue. Per School Board Policy IKA-R, a minimum of two (2) grades per week should be kept in numerical values in the teacher’s grade book (PowerSchool) for each subject.
• Each school will implement their preferred semester grade formulas. Example: Sahuarita High School: 80%/20% and Walden Grove High School: 40%/40%/20%

Attendance

• Daily attendance will adhere to State regulations and guidance.

Hybrid Learning

Hybrid learning provides a phased transition plan from distance learning to full traditional school following the State health metrics and guidance for the opening of Arizona Schools. 

This approach would blend the familiarity and immediacy of traditional face-to-face instruction with the flexibility of asynchronous and synchronous online learning. The hybrid learning schedule is based on the assumption of the weekly schedule below, where 50% of students will attend school in-person on Monday-Tuesday and Thursday-Friday with a distance learning day for both groups on Wednesday. 

Students will attend school 2 days each week in person and 3 days participating in digital, distance learning. Students will be grouped into cohorts by last name, with the exceptions of families that have more than one last name.  The district will work to ensure a family has the same in-person schedule, either M-T or Th-F.  Each school is developing specific site schedules, protocols for safety, and building practices to support the safety of student cohorts.

Highlights:

• Allows for the same group/cohort within 24-hour time-span of contact. Opportunity to implement a phased start.
• Consistent model of implementation. Scheduling and on-site learning will continue with the same objectives.
• Specials and/or electives will continue.
• Allows for deeper cleaning of campus mid-week.
• No change from the current Tier III bell schedule/both groups receive the same minutes. Modify site based schedules.
• Alpha determines cohort groups: Accommodate blended families/Extended Resource Services/bus services.
• Beyond Textbooks Instructional Calendar: State accountability, minimize academic loss gap, instructional fidelity, and flexibility.
• Gifted education for grades 2nd-5th will have a modified schedule during the hybrid learning phase. Services will be provided remotely. 

Challenges:

• Non-instructional time (lunch, before school, passing periods, dismissal).
• The technology needed for teachers (document/web cameras, Chromebooks, laptops, Tech PD, and digital platforms).
• Coordination of cleaning on Wednesday with teachers.
• Students without devices and/or connectivity.
• Instructional planning for both synchronous and asynchronous learning.