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Distance Learning Plan Template for Charter Schools
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. Charter schools are required to submit a DLP to the Arizona State Board for Charter Schools (ASBCS) prior to implementing distance
learning. Charter schools may begin operating their DLP upon submission of the plan to ASBCS.
Charters may make revisions to improve their DLP at any time, but must submit those changes to the ASBCS within 10 business days of any
substantive revision. Charters should contact their assigned Education Program Manager at the ASBCS to revise their DLP.
Instructions
A charter holder that wishes to provide distance learning under Executive Order 2020-41 must create a DLP using this template, provided by the
ASBCS. Charter holders not utilizing the appropriate template will be required to revise and resubmit their plans. The template is a Word
document that must be completed in its entirety and uploaded to a Google Drive, as specified in communications from ASBCS and each charter
holder’s assigned Education Program Manager.
In the sections found on pages 3-5, a charter holder will populate background information regarding charter holder and school information,
including basic information about each charter holder’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 charter holder 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 charter holder 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:
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The example above is not intended to demonstrate that these are specific action steps a charter 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 charter holder to check boxes to indicate specific tasks, strategies, or resources to be used for
different stakeholders included in the distance learning process.
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Charter Holder Information
Charter Holder Name
Montessori School of Flagstaff
Charter Holder Entity ID
4205
Representative authorized to submit the plan (This is the individual that will be
contacted with questions about the plan)
Ike Ozis, Head of School
Representative Telephone Number
928-226-1212
Representative E-Mail Address
ike@flagmontessori.com
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
Montessori School of Flagstaff
4205
03-87-05-000
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.
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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
179
Start Date for Distance Learning
8/17/2020
Estimated Number of Students Participating
in Distance Learning for the Full Year
20
Estimated Number of Students
Participating in Distance Learning
for a Portion of the Year
159
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 Sep 8th 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)
If you chose option 4 or 5 above, please provide a brief narrative explaining the details of the plan you will use:
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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
during the same hours of the day AND the same days throughout the week as it did in the FY2020 school year prior to the
school closure?
Yes
*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
1. Attendance to the live Zoom
synchronous morning
meetings/sessions
2. Submitting Assigned School
Work Daily
Lead Teachers
Site Directors
Administrative Assistant
Daily
Montessori Compass
Schoolmaster Attendance Reports
b. Describe the efforts the charter school will make to ensure all enrolled students are contacted and in communication on a regular basis.
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Action Step(s)
Person(s) Responsible
Frequency and/or Timing
Evidence of Implementation
1. Weekly one-on-one meetings
with each student over Zoom
and Google Classroom.
2. Weekly Newsletters
3. School-wide School Messenger
Messages to all parents
Lead Teachers
Site Directors
School Administration
Daily/Weekly
Montessori Compass and Teacher Notes
School Messenger Logs
Copy of Newsletters
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
1. Be available during the school
hours for teaching and
answering questions
2. Having individualized lesson
plans for students
3. Live small group lessons
4. Maintain communication with
students and families
5. Communicate with the SPED
teacher for students with IEPs
6. Checking for social emotional
wellbeing of our students
during the weekly check in with
individual students.
Lead Teachers
Assistants
Pod Coordinators
Weekly
Daily
Tracking Sheets
Study Guides
Students Planners
Goal Sheets
Google Classroom
Montessori Compass
Zoom
Seesaw
YouTube videos (for recorded lesson
videos)
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
1. Update the personnel policy to
reflect the needs of our
employees due to COVID19
2. Weekly emails with updates
3. Sharing of weekly meeting
Site Directors
Head of School
Weekly
Ongoing
Employee Handbook
Emails
Shared Google documents
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plans
4. Holding open office hours for
teachers/staff
5. Arranging substitute teachers
for employees who become sick
c. Describe how professional development will be provided to employees.
Action Step(s)
Person(s) Responsible
Frequency and/or Timing
Evidence of Implementation
1. Professional Development
Week before school starts
2. CPR and First Aid Training
3. Online webinars
4. Collaborating with pod teachers
5. Montessori training for new
assistants
6. SPED Training
Lead Teachers
SPED Teacher
Reading Specialist
Google Certified Trainers
YMCA
Site Directors
Head of School
8-5-2020 through 8-14-2020
Weekly
Ongoing
Shared Google Docs
Training Logs
Sign in Sheets
List Specific Professional Development Topics That Will Be Covered
- G-Suite, Google Classroom, Seesaw, Equity in Montessori, How to do Montessori Online, Center for Guided Montessori trainings, SPED trainings, supporting low
readers, Zoom.
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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
X
Personal Contact and Discussion
X
X
X
Needs Assessment-Available data
Other:
What will be Used to Respond to Need?
Loaner Device (laptop/tablet)
X
X
X
WIFI Hot Spot
Supplemental Utility Support (Internet)
Other:
When will stakeholders have access to IT Support Availability?
Traditional School Hours
X
X
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
Summative Assessment
Strategies and Frequency
Kindergarten
Live and recorded Zoom
lessons, weekly bins with
Montessori Materials /
Principles
Observation
Parent-Student feedback
Observation / Montessori
Compass linked to State
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Montessori materials,
independent study.
Turned in school work
Standards
1-3
Live and recorded Zoom
lessons, weekly bins with
Montessori materials,
independent study.
Montessori Materials /
Principles
AZ Merit Practice Book (3
rd
Graders Only)
Observation
Parent-Student feedback
Turned in school work
Observation / Montessori
Compass linked to State
Standards
4-6
Live and recorded Zoom
lessons, weekly bins with
Montessori materials,
independent study.
Montessori Materials /
Principals
AZ Merit Practice Book (3
rd
Graders Only)
Observation
Parent-Student feedback
Turned in school work
EZCBM Assessment
Observation / Montessori
Compass linked to State
Standards
7-8
Live and recorded Zoom
lessons, weekly bins with
Montessori materials,
independent study.
Performance Coach
Montessori Math
Observation
Parent-Student feedback
Turned in school work
EZCBM Assessment
Cycle Tests
Teacher Created Assessments
Observation / Montessori
Compass linked to State
Standards
9-12
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
Live and recorded Zoom
lessons, weekly bins with
Montessori materials,
independent study.
Montessori Materials /
Principles
Observation
Parent-Student feedback
Turned in school work
EZCBM Assessment
Observation
Montessori Compass linked to
State Standards
EZCBM Assessment
1-3
Live and recorded Zoom
lessons, weekly bins with
Montessori materials,
independent study.
Montessori Materials /
Principles
AZ Merit Practice Book (3
rd
Graders Only)
Observation
Parent-Student feedback
Turned in school work
EZCBM Assessment
Observation
Montessori Compass linked to
State Standards
EZCBM Assessment
4-6
Live and recorded Zoom
lessons, weekly bins with
Montessori materials,
Montessori Materials /
Principals
AZ Merit Practice Book (3
rd
Observation
Parent-Student feedback
Turned in school work
Observation
Montessori Compass linked to
State Standards
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independent study.
Graders Only)
EZCBM Assessment
EZCBM Assessment
7-8
Live and recorded Zoom
lessons, weekly bins with
Montessori materials,
independent study.
Performance Coach
Wordly Wise
Observation
Parent-Student feedback
Turned in school work
EZCBM Assessment
Cycle Tests
Teacher Created Assessments
Observation
Montessori Compass linked to
State Standards
EZCBM Assessment
9-12
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
Live and recorded Zoom
lessons, weekly bins with
Montessori materials,
independent study.
Montessori Materials /
Principles
Observation
Parent-Student feedback
Turned in school work
Observation
Parent-Student feedback
Turned in school work
1-3
Live and recorded Zoom
lessons, weekly bins with
Montessori materials,
independent study.
Montessori Materials /
Principles
Observation
Parent-Student feedback
Turned in school work
Observation
Parent-Student feedback
Turned in school work
4-6
Live and recorded Zoom
lessons, weekly bins with
Montessori materials,
independent study.
Montessori Materials /
Principles
Observation
Parent-Student feedback
Turned in school work
Observation
Parent-Student feedback
Turned in school work
7-8
Live and recorded Zoom
lessons, weekly bins with
Montessori materials,
independent study.
Montessori Materials /
Principles
Observation
Parent-Student feedback
Turned in school work
Observation
Parent-Student feedback
Turned in school work
9-12
Instructional Methods, Content Delivery, and Monitoring Student Learning (Other Content Areas)
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Educational Delivery
Methodologies
Content Provider/Program
Used
Formative Assessment
Strategies and Frequency
Summative Assessment
Strategies and Frequency
Kindergarten
1-3
4-6
7-8
9-12
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 (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
1. Communication with Families
2. Individual Weekly Meetings
3. Providing the weekly minutes
for academic support
4. Continue the Outside Support
5. Continuing to monitor all
students and evaluations for
possible cases
6. MET / IEP Meetings
7. Monitoring the Timeline
SPED Teacher
Reading Specialist
Support Staff
Weekly
Daily
Montessori Compass
Google Calendar
Process for Implementing Action Step
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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
Testing/monitoring for low readers and
providing an ongoing support
Reading Specialist
Ongoing
Test Results and Logs
Process for Implementing Action Step
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
X
X
X
Packet of Social and Emotional Topics
Online Social Emotional videos
X
X
X
X
Parent Training
X
X
X
X
Other:
Kinder
1-3
4-5
6-8
9-12
Counseling Services
In-Person
Phone
Webcast
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Email/IM
Other:
X (Behavioral Support)
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
- Ages and Stages Questionnaire
Lead Teachers
As Needed
Filled out forms
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
- Montessori Compass
- Portfolios
- Journals
- Cycle Tests
- Culminating Projects
Lead Teachers
Daily
Weekly
Monthly
Quarterly
Montessori Compass Records
Portfolios
Journals
Cycle Test Results
Projects
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
EZCBM
Online and in-person
Three times a year
Fall, Winter, and Spring
1-3
EZCBM
Online and in-person
Three times a year
Fall, Winter, and Spring
4-6
EZCBM
Online and in-person
Three times a year
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Fall, Winter, and Spring
7-8
EZCBM
Online and in-person
Three times a year
Fall, Winter, and Spring
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
EZCBM
Online and in-person
Three times a year
Fall, Winter, and Spring
1-3
EZCBM
Online and in-person
Three times a year
Fall, Winter, and Spring
4-6
EZCBM
Online and in-person
Three times a year
Fall, Winter, and Spring
7-8
EZCBM
Online and in-person
Three times a year
Fall, Winter, and Spring
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)
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.
As an AMS-affiliated Montessori school, our K-8 public charter classrooms follow the Montessori philosophy and utilize the Montessori Method
of pedagogy and instruction. Through this philosophy, students’ work is individualized to their intellectual and developmental pace and level.
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Montessori teachers are specially trained in expanded observational skills to continually assess for readiness and mastery of lesson content. All
lessons and materials have been matched and aligned with State educational standards. With the intention to promote students’ independence,
intrinsic motivation, problem solving and critical thinking, lessons are self-correcting, necessitate active learning, and create a scaffold that
requires mastery of the lessons before it. Students often demonstrate proficiency through teaching their peers and younger students. In order
to align with real world expectations, less emphasis is placed upon formal testing and students are, instead, required to present projects,
presentations, and papers as summative and culminating work.
