Happy Valley East will be opening August 17th in person and online

See important information below

Distance Learning Plan

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.

 

Charter Holder Information

Charter Holder Name

Happy Valley East

Charter Holder Entity ID

 

Representative authorized to submit the plan (This is the individual that will be contacted with questions about the plan)

Jared Palmer

Representative Telephone Number

480-888-1342

Representative E-Mail Address

jpalmer@hveast.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

Happy Valley East

91818

07-85-94-001

 

 

 

 

 

 

 

 

 

Distance Learning Background Information

  1. 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.

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 days

How many instructional days did the charter school operate for School Year 2019-2020?

180 days

 

  1. Distance Learning Option (3.b)

Estimated Enrollment for FY 2021

500

Start Date for Distance Learning

August 17

Estimated Number of Students Participating in Distance Learning for the Full Year

25

Estimated Number of Students Participating in Distance Learning for a Portion of the Year

80

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)

If you chose option 4 or 5 above, please provide a brief narrative explaining the details of the plan you will use:

We intend to use the DL program for enrolled students until the governor allows schools to open the campus. At that time, we will continue to offer DL program to those parents who choose to stay online at that time.   The students partaking in the DL program will have the option to return to campus for instruction at the end of each quarter. Students may elect to enroll at each quarter, or provided extenuating circumstances prevail such as exposure to the virus. The school will allow students to partake in the DL program during extended absences from on campus learning, provided there is medical documentation to support the need.

 

 

 

 

Is the charter requiring students to do distance learning? NO

Choose an item.

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)

  1. 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

Attendance will be recorded by teachers of the live class sessions via MS teams.

 

Attendance can also be verified through parental documentation of time spent on educational activities, and daily assignments completed and submitted by students from the recorded sessions.

 

Teachers are responsible for daily attendance and reporting to Attendance secretary for recording attendance for the state.

Weekly the teacher will collect the parental attestation of documentation of time spent on educational activities and record of attendance, taking into account teams participation, parental contact and daily assignments completed and submitted.

Attendance secretary will report absences and evidence of attendance to principal for review. Principal will confirm student attendance with teachers on a weekly basis.

  1. Describe the efforts the charter school 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

Registrar will confirm enrollment with parent.

 

Teacher will connect with every parent and student on class list prior to instructional days.

 

Teachers will communicate with the parents weekly regarding student progress, expectations, and upcoming assignments.

 

Principal will communicate weekly with parents via email and school blasts regarding attendance and enrollment during first month of school and then, as necessary with individual parents if attendance concerns arise.

 

Registrar

 

 

Teacher

 

 

 

 

Teacher

 

 

 

Principal

At enrollment

 

 

 

 

 

 

 

Weekly

 

 

 

Weekly beginning July 27-August 28

Enrollment papers completed for every family

 

Documentation from teacher on date of contact/s

 

 

 

Emails or phone log

 

 

 

Documentation from emails/weekly blasts to parents/phone calls if necessary.

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

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

Action Step(s)

 

Person(s) Responsible

Frequency and/or Timing

Evidence of Implementation

Participation in full professional development calendar that includes training on virtual instruction.

 

Participation in pre-service training to staff on Core Knowledge, Coach Digital, Strengths Coaching and year-long Curriculum plan and pacing guide created for teachers for school year.

 

Regularly scheduled virtual meetings with teacher to support on-line instruction and manage challenges as observed through observations or teacher/parent concerns.

 

Teachers are providing whole group, small group, regular office hours and

communication with parents/students regularly.

 

The expectation is for teachers to utilize Team’s platform to provide all services.

 

The teaching assistants will help run small intervention groups to support the teacher and assist with academic support to reinforce skills.

 

Grading: Weekly assessment of grades will be shared with parents and students

Curriculum director

Teacher Coach

Principal

Review of curriculum and pacing guide with teacher/s prior to start of school.

Weekly review and adjustments as needed to meet needs of students

Weekly meeting with teacher/s

Weekly observation of virtual instruction

Weekly check in with parents for first month.

Monthly check ins thereafter.

Communications with parents to alert Principal if there are any concerns with virtual instruction.

  1. Describe commitments on delivery of employee support services including but not limited to:
    • Human resource policies and support for employees; and
    • Regular communication from the administration.

Action Step(s)

 

Person(s) Responsible

Frequency and/or Timing

Evidence of Implementation

Confidential emotional support/dialogue for all employee concerns regarding campus safety, student concerns, health concerns provided on an as needed basis.

Faculty Handbook distributed to employees prior to start of school.

Regular communication about campus safety and protocols disseminated to employees.

 

Human Resource personnel,

principal

nurse

During orientation, communication to employees about protocols and procedures for school safety.

Regular updates as needed via emails or virtual meetings to all employees by Principal.

Published orientation schedule

Teacher attendance recorded at PD development and receipt of handbook

 

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

Action Step(s)

 

Person(s) Responsible

Frequency and/or Timing

Evidence of Implementation

During orientation, teachers provided with week-long trainings specific to Microsoft Teams, curriculum and pacing guides.    

MS Teams trainings will be provided to teachers weekly and technology office hours available on call as needed.

 

 

Principal

Technology personnel

Curriculum director

Teacher Coach

Strengths Coach

 

Orientation week before school-all day trainings

Technology training weekly scheduled meetings and on call as needed.

Video recordings on “how to” lessons for on line instruction.

Teacher attendance recorded

Videos recorded for reference

Principal/curriculum director joins team trainings

List Specific Professional Development Topics That Will Be Covered    

Review of Staff resource materials and handbook for teachers

Review of campus policies, protocols and procedures for safety precautions and management of health issues on campus

Employee and staff regulations regarding health and safety expectations

Review of teachers and Teaching Assistants responsibilities

Documentation and review of technology recorded videos trainings in Teams

Multiple Live trainings with Teams platform, including attendance, assignments, grading, essential tools

Curriculum overview, pacing guides, curriculum materials, benchmark testing materials/protocols

Strengths trainings

Effective on-line instruction training

McKinney Vento, FERPA, Sexual Harassment, blood Borne Pathogens trainings.

Grade level PLC Curriculum training for on-line instruction

ADA Training by OCR certified instructor

Anti-bullying Training by ADE, when available

Teach Reading Effectively in an online format

Professional development for tools and resources for effective online instruction.

Monthly PLC Trainings

 

 

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/Parents

Teachers

Staff

What was Used to Establish Need?

 

 

 

Questionnaire

 X

 X

 X

Personal Contact and Discussion

 X

 X

 X

Needs Assessment-Available data

x

 X

 X

Other:

 

 

 

What will be Used to Respond to Need?

Loaner Device (laptop/tablet), as requested

 X

 X

 X

WIFI Hot Spot

 

 

 

Supplemental Utility Support (Internet)

 

 

 

Other: desktops/printers in every classroom

 

 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

 

 X

 X

Other:

 

 

 

Instructional Methods and Monitoring Learning (1.a.iii)

  1. 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

Direct Instruction via Teams combined with asynchronous learning via online applications, videos, and paper/pencil work in workbooks and notebooks.

Lincoln Learning and Bright Thinker via Schools PLP

Benchmark Testing (3x/yr)

Coach Digital Assessment (1x/month)

Renaissance Star Learning Assessment (Ongoing progress monitoring)

Benchmark Testing (3x/yr)

Unit Summative Assessment determined by the curriculum

1

Direct Instruction via Teams combined with asynchronous learning via online applications, videos, and paper/pencil work in workbooks and notebooks.

Lincoln Learning and Bright Thinker via Schools PLP

Benchmark Testing (3x/yr)

Coach Digital Assessment (1x/month)

Renaissance Star Learning Assessment (Ongoing progress monitoring)

Benchmark Testing (3x/yr)

Unit Summative Assessment determined by the curriculum

2-6

Direct Instruction via Teams combined with asynchronous learning via online applications, videos, and paper/pencil work in workbooks and notebooks.

Lincoln Learning and Bright Thinker via Schools PLP

Benchmark Testing (3x/yr)

Coach Digital Assessment (1x/month)

Renaissance Star Learning Assessment (Ongoing progress monitoring)

Benchmark Testing (3x/yr)

Unit Summative Assessment determined by the curriculum

 

 

 

 

 

 

 

 

 

 

 

 

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

Direct Instruction via Teams combined with asynchronous learning via online applications, videos, and paper/pencil work in workbooks and notebooks.

Lincoln Learning and Bright Thinker via Schools PLP

Benchmark Testing (3x/yr)

Coach Digital Assessment (1x/month)

Renaissance Star Learning Assessment (Ongoing progress monitoring)

Lexia Data (Weekly)

Benchmark Testing (3x/yr)

Unit Summative Assessment determined by the curriculum

1

Direct Instruction via Teams combined with asynchronous learning via online applications, videos, and paper/pencil work in workbooks and notebooks.

Lincoln Learning and Bright Thinker via Schools PLP

Benchmark Testing (3x/yr)

Coach Digital Assessment (1x/month)

Renaissance Star Learning Assessment (Ongoing progress monitoring)

Lexia Data (Weekly)

Benchmark Testing (3x/yr)

Unit Summative Assessment determined by the curriculum

2-6

Direct Instruction via Teams combined with asynchronous learning via online applications, videos, and paper/pencil work in workbooks and notebooks.

Lincoln Learning and Bright Thinker via Schools PLP

Benchmark Testing (3x/yr)

Coach Digital Assessment (1x/month)

Renaissance Star Learning Assessment (Ongoing progress monitoring)

Lexia Data (Weekly)

Benchmark Testing (3x/yr)

Unit Summative Assessment determined by the curriculum

 

 

 

 

 

 

 

 

 

 

 

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

Direct Instruction via Teams combined with asynchronous learning via online applications, videos, and paper/pencil work in workbooks and notebooks.

Lincoln Learning and Bright Thinker via Schools PLP

Kahoot Games, thumbs up, fist to five, entrance tickets, polls, live games in small groups.

Projects, presentations, end of unit tests.

1

Direct Instruction via Teams combined with asynchronous learning via online applications, videos, and paper/pencil work in workbooks and notebooks.

Lincoln Learning and Bright Thinker via Schools PLP

Kahoot Games, thumbs up, fist to five, entrance tickets, polls, live games in small groups.

Projects, presentations, end of unit tests.

2-5

Direct Instruction via Teams combined with asynchronous learning via online applications, videos, and paper/pencil work in workbooks and notebooks.

Lincoln Learning and Bright Thinker via Schools PLP

Kahoot Games, thumbs up, fist to five, entrance tickets, polls, live games in small groups.

Projects, presentations, end of unit tests, Coach Digital standards based summative assessments.

6

Direct Instruction via Teams combined with asynchronous learning via online applications, videos, and paper/pencil work in workbooks and notebooks, Science Fair.

Lincoln Learning and Bright Thinker via Schools PLP

Kahoot Games, thumbs up, fist to five, entrance tickets, polls, live games in small groups.

Projects, presentations, end of unit tests, Coach Digital standards based summative assessments.

 

 

 

 

 

 

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

Direct Instruction via Teams combined with asynchronous learning via online applications, videos, and paper/pencil work in workbooks and notebooks.

Lincoln Learning and Bright Thinker via Schools PLP

Kahoot Games, thumbs up, fist to five, entrance tickets, polls, live games in small groups.

Projects, presentations, end of unit assessments, drawing a picture to show demonstrate understanding, oral reports on the given topic of the subject area.

1

Direct Instruction via Teams combined with asynchronous learning via online applications, videos, and paper/pencil work in workbooks and notebooks.

Lincoln Learning and Bright Thinker via Schools PLP

Kahoot Games, thumbs up, fist to five, entrance tickets, polls, live games in small groups.

Projects, presentations, end of unit assessments, written and/or oral reports on the given topic of the subject area.

2-6

Direct Instruction via Teams combined with asynchronous learning via online applications, videos, and paper/pencil work in workbooks and notebooks.

Lincoln Learning and Bright Thinker via Schools PLP

Kahoot Games, thumbs up, fist to five, entrance tickets, polls, live games in small groups.

Projects, presentations, end of unit assessments, written and/or oral reports on the given topic of the subject area.

 

 

 

 

 

 

 

 

 

 

 

 

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

All students will meet with their teacher on a weekly basis in a whole class or small group learning session on Teams. Students will also have detailed daily assignments that include daily reading at their level (as reported by Star assessment) and math facts practice.   Students will watch videos, interact with other students in the online classroom (for social emotional connections and to build 21st century skills such as collaboration and problem solving skills), and will complete activities in workbooks and notebooks as well as utilize educational technology tools to demonstrate understanding of the concepts and standards being taught for the week.

 

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.

  1. Describe how the charter school will ensure access and meet the needs of students with disabilities.

Action Step

Each SPED student/parent contacted to schedule individualized DL plan prior during week of August 17. IEP goals will be addressed during Microsoft team meetings. Zoom may also be used for individualized appointments.

 

 

Person(s) Responsible

Speech Pathologist and Speech Assistant

Special Education Director/teacher

 

 

 

 

 

 

Frequency and/or Timing

Service minutes met as dictated by IEP plan during weekly sessions

Evidence of Implementation

Recorded sessions by teacher

Written Documentation of sessions

   

 

 

Process for Implementing Action Step 

The Special Educator will reach out to parents to confirm appointment times.

Individualized appointments will be arranged to meet student needs and goals.

Goals and service minutes will be addressed via individualized meetings.

The Special Educator will regularly communicate with parents.

Progress Reports will be submitted each Quarter.

  1. 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

For ELL learners, teachers will provide additional teacher led instruction by providing additional instructional packets, assigning projects, written assignments and additional work in small groups based on need. Focused instruction to meet student’s needs may include lessons on phonology, morphology, syntax, lexicon and semantics. Student placement in classroom with trained SEI teacher.

 

Teachers

Teacher led activities weekly.

Data tracking of completed tasks to confirm participation and progress.

Process for Implementing Action Step 

 

The classroom teacher will reach out to parents to confirm learning opportunities for students.

Assignments will be either posted online for student or parent may pick up packet of material.

Teacher will provide opportunity for student/parents to ask questions and seek additional clarity through virtual platform or email or phone.

Teacher will use data tracking to confirm completion and progress.

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 

 

 

 

 

 

Email/IM 

 

 

 

 

 

Other: Community resources provided to parents

 x

 x

 x

 x

 

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

Teachers will meet with the students weekly and check in with the students.

 

Online videos will be provided to support students in addition to videos or tips for parents.

 

Training on volume control of emotions.

 

Charter will compile a list of community resources for counseling and get that to parents.

Teachers

 

 

Dean of Students

 

 

 

Charter President/Strengths Coach

 

Dean of Students

Weekly

 

 

Weekly for the first month and moving to monthly following.

 

 

Summer training/Quarterly

 

At beginning of Year and as needed

Teachers will report any issues that may arise.

 

The information will be put out in a communication blast.

 

 

Training and additional resources will be sent to parents.

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

The school will issue 5 benchmark assessments in ELA and Math during the 2020-2021 school year.

 

Monthly progress monitoring of ELA standards will also take place through Coach Digital.

 

Reading fluency, Math Fluency

Curriculum Director

 

 

 

Curriculum Director/ Teacher

 

 

 

Teachers report to Curriculum Director

Within the first 4 weeks of school and at the start of each subsequent quarter, as well as three weeks before school ends.

 

Monthly.

 

 

 

Monthly reports are sent to the Curriculum Director

Data will be available in the system of assessment as well as reported to the state during the required MOWR assessment dates.

 

The curriculum Director will compile and store all data in the school’s One Drive for Education.  

 

The curriculum Director will compile and store all data in the school’s One Drive for Education

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

Renaissance Star Learning Assessment

Online

The weeks of Aug. 24, Oct. 12, Dec. 14, Mar. 1, May 10.

1-3

Renaissance Star Learning Assessment

Online

The weeks of Aug. 24, Oct. 12, Dec. 14, Mar. 1, May 10.

4-6

Renaissance Star Learning Assessment

Online

The weeks of Aug. 24, Oct. 12, Dec. 14, Mar. 1, May 10.

       
       

 

 

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

Renaissance Star Learning Assessment

Online

The weeks of Aug. 24, Oct. 12, Dec. 14, Mar. 1, May 10.

1-3

Renaissance Star Learning Assessment

Online

The weeks of Aug. 24, Oct. 12, Dec. 14, Mar. 1, May 10.

4-6

Renaissance Star Learning Assessment

Online

The weeks of Aug. 24, Oct. 12, Dec. 14, Mar. 1, May 10.

 

 

 

 

 

 

 

 

 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.

 

 

 

 

 

 

 

HVE Mitigation Plan

August 12, 2020

Happy Valley School Safety Plan:

Our goal at Happy Valley School is to provide a safe, positive on-campus learning environment for families who wish to send their children to campus for instruction.

The safety of our students and staff are of upmost importance; and thus, we wish to share our operational plan to mitigate the risks on campus.

Health Check Prior to leaving Home:

  • A parent must check their child’s temperature and check for any symptoms that would prevent them from attending school. Please review our home Health Screening information.

Bus Safety:

  • Daily sanitizing of all surfaces on each bus after morning and afternoon routes.
  • Assigned seating on buses.
  • We recommend students to social distancing while waiting at the bus stop, loading, and unloading the bus.
  • All students and staff will be required to wear a face covering that properly covers both mouth and nose.

Campus Safety:

  • Daily disinfecting of all surfaces utilizing state of the art, electrostatic cleaning machines and enhanced, regular cleaning of high touch point areas. All chemicals are EPA approved and are not harmful to humans.
  • Students should bring a water bottle to campus for personal use.
  • Students will utilize their own school supplies and keep their belongings in their backpacks or desks throughout the day.
  • Safety training in procedures for maintaining safety on campus.
  • Air quality checked by regular maintenance of our HVAC unit with frequent change of air filters.
  • Health and hygiene posters posted and reviewed with students and employees.

Campus Requirements:

  • Students will report directly to their classroom upon arrival, unless attending before school care.
  • Students will be advised and guided to follow all safety/health protocols and requirements while attending before and after school care.
  • Staff members will visually assess students upon arrival to campus for symptoms of illness.
  • Staff members will take temperatures of students every morning.
  • Any student with a temperature over 100.4 or visible symptoms will be immediately isolated from classroom and parent contacted.
  • Face coverings are required in the building when social distancing of less than 6 feet is not possible.
  • Hand Hygiene will be required at regular intervals throughout the day.
  • Campus visitors are limited to essential workers. Parents and Guardians are not permitted past the front office at this time.
  • Organized classroom layout designed to allow for social distancing as much as possible.
  • Recess time staggered to allow for social distancing with other classrooms.
  • Students will remain with their class throughout the school day, minimizing mixing between groups during the academic day.
  • Parents are encouraged to call or email questions to the front desk staff to limit physical contact.

Food Services:

  • Students will receive a no-touch system for individual meals through Healthy Innovations or a student may bring meals from home.
  • Cafeteria designed to allow for physical distance between classes and students.
  • Enhanced sanitizing procedures in the lunch area both before and after usage.
Distance Learning Options

For students who choose to enroll in our Distance Learning Option, we will be utilizing Schools PLP for the asynchronous content. Schools PLP provides a plethora of curriculum resources and we have chosen two that will meet our needs. We will be utilizing Lincoln Learning for Grades K-8 in all subjects (ELA, Math, Science, & Social Studies). We will also employ the use of Bright Thinker as a supplemental curriculum to challenge or remediate learning based on the needs of each child.

Students enrolled in the Distance Learning Option will be placed in a class with a Highly Qualified teacher who will meet with them each week, scaffolding the level of assistance given based on the need of the student. In Kindergarten through Fifth grade, synchronous meetings will include weekly meetings with the teacher as well as small group meetings with the teacher or instructional aide, giving each child targeted support. The number of synchronous meetings per week will vary, based on the need and grade level of the student. In addition to the weekly synchronous meetings the teacher will hold virtual office hours multiple days each week where students can pop into the online classroom for additional assistance and support.

In Sixth grade, there will be one synchronous meeting per week. Students will be given content to review prior to the meeting in order to provide an atmosphere of collaboration and engagement in the live class. In addition to the weekly synchronous meeting the teacher will hold virtual office hours multiple days each week where students can pop into the online classroom for additional assistance and support.

In all grades the teacher will assign content in all subject areas through Schools PLP, communicate grades to parents on a weekly basis, and direct parents as they take on the role of the Learning Coach. The role of the Learning Coach is a critical component of the Distance Learning Option. Parents must agree to coach the students through logging in, accessing the curriculum, answering questions, and holding students accountable to attend live lessons and complete assignments within the platform. The Learning Coach will also fill out a weekly attendance form for the student, filling in the number of hours that the student spent each day on educational activities. This form, in combination with attendance of synchronous lessons, and completion of activities within the Schools PLP platform will be utilized to keep track of student attendance. In order for students to be successful in the Distance Learning Option, the teacher and the learning coach must work together to hold the student accountable and offer the necessary support.

Health Measures

Dear Happy Valley East Families,

We hope you are having good summer and staying safe and healthy. There have been lots of questions about what school will look like when we return to the classrooms. The safety of our students and staff are very important to us. We would like to share some of the changes and adjustments that will be made to help ensure that safety while retaining the most normal and familiar school environment as possible. The following is a list measures that will be in place when school starts on July 22nd.

  • Staff members will be trained in new sanitation procedures and health protocols.
  • Intensified cleaning and sanitizing of the school with increased frequency of cleaning to high -touch surfaces.
  • Posted signage encouraging proper hygiene and sanitization practices.
  • Additional hand washing stations added to the campus.
  • Students will not share classroom supplies such as pencils and scissors that have not been sanitized first.
  • Parents are required to ensure the health of their students before sending them to school.
  • When students arrive to school, they will report directly to class to minimize exposure to students who are not in their immediate classroom. (morning assembly and Friday assembly will have virtual attendance in the classrooms)
  • No visitors will be permitted on campus beyond the front office.
  • No after school clubs will be held at this time. (before and after care will still be available as an essential service).
  • No offsite field trips will be planned at this time.
  • Lunchroom tables will be separated and spaced.
  • There will be no open salad bar for students to access. (any fruit or vegetable provided will be served on the lunch trays with the main item)
  • Dividers added to separate bathroom sinks.
  • Classroom desks will all face the same direction and be separated to the extent that our space allows.
  • Masks will be required to be worn while at school.
  • We will continue to offer recess and special classes for all students with built-in sanitization breaks between each group.
  • We encourage each student to bring their own water bottle to reduce the number of students sharing the drinking fountains. (fountains will be cleaned regularly)
  • Alcohol free hand sanitizer will be available for students age 6 and under.

This list contains many of the ways we hope to improve safety on campus, undoubtedly there will be more items added or modified if the current situations dictates a need. We will see you in July!

HVE Face Covering Policy

Students and staff are required to wear a face covering during all times in which there is not the opportunity to socially distance. Students who provide a Dr. note with a medical reason that a face covering cannot be worn will be exempt from this policy.

What Happen's if my child is sick?

When your child complains of, or is identified as having symptoms, we will contact you for immediate pick-up from school and appreciate your quick response to our calls/contact. Until you arrive, your child will be placed in an isolation area. This is for the protection and health of your child and those caring for him/her. Upon receipt of this notification, it is up to you to decide if and when your child needs medical attention. Seek emergency medical care if your child experiences warning signs such as: Trouble breathing, Persistent pain or pressure in the chest, Confusion, Bluish lips or face.

We recommend that you contact your child’s medical provider and follow their specific guidance regarding next steps. If your child’s illness is confirmed as COVID-19, family members are also required to quarantine for 14 days, so it is important to seek medical guidance to stop community spread of COVID-19.
Your child will be sent home from school if exhibiting 2 minor symptoms or 1 major symptom. Minor symptoms include headaches, body aches, chills, sore throat, nausea, or runny nose. Major symptoms include fever, new cough, shortness of breath, difficulty breathing, loss of taste or smell, vomiting, or diarrhea.

If your student has been exposed to someone who has tested positive, your student will need to be quarantined for 14 days. The school will contact you directly if this is the case.

When can my child return to school?

• Positive COVID 19 Test
o May return after 10 days and at least 24 hours fever free without fever reducing medications and symptoms have improved
• No COVID 19 Test Done
o May return after 10 days and at least 24 hours fever free without fever reducing medications and symptoms have improved or doctors note indicating alternative diagnosis
• Negative COVID 19 Test
o At least 24 hours fever free without fever reducing medications and improved respiratory symptoms

If fever is the ONLY symptom, student may return at least 24 hours fever free without fever reducing medications.

In accordance with state and local laws and regulations, schools are required to notify the local health department immediately of any suspected case of COVID-19 while maintaining confidentiality in accordance with the Americans with Disabilities Act. Please let us know if your child or another family member receives a positive COVID-19 test result.

School Nurse: Jennifer Campbell
Phone: 480-888-1342
Email: jcampbell@hveast.com

Virtual Learning

Please click here to find the resources we have set up online to help with learning opportunities for your student.

Happy Valley East Campus

Give Your Child a Private School Quality Education for Free!

Give Your Child a Private School Quality Education for Free!

 

Welcome to Happy Valley School East Campus,
the  East Valley extension of our ADE “Grade A”
Happy Valley School in Peoria, AZ.

 

Take a virtual tour of our campus!  Watch the video below:

 

 

  Happy Valley School East Campus is a San Tan Valley Arizona Charter School dedicated to providing a learning environment that will improve pupil achievement in the basic skills. Our commitment is to have a teacher in every classroom who cares that every student learns, grows, and experiences success every day.

We take responsibility for and are accountable for the progress of each student. Most of our students move two grade levels per year in reading, spelling and math.

  • Strong Academic Curriculum
  • Enriched & Supported Classes To Meet Student Needs
  • Curriculum Meets and Exceeds State & Federal Standards
  • Technology/Computer, Music, & P.E. All Grade Levels
  • Classroom Aides
  • Tuition Based Pre-School
  • After School Activities
  • Free Bus Transportation
  • Staff CPR and First Aide Trained
  • Safe and Secure Environment
  • National Contests in Language Arts,  Science and Social Studies
  • Student Academic Awards
  • Family Nights
  • Field Trips
  • Weekly Assembly
  • Book Fair, Science Fair, History Fair, Talent Show and Art Show
  • Uniforms Required
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Kindergarten through 6th grade

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Phonics-based reading and spelling

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A proven, successful curriculum

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Traditional American History

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A safe, disciplined environment

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Caring, nurturing teachers

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A tuition-free charter school

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Full-day kindergarten

Reading

The original 1836 version of the fabled reading instruction books which for three-quarters of a century were used by four-fifths of all American school children.

Phonics

We have an intensive, “phonics first” reading program, beginning in kindergarten.

Math

Explicit and systematic instruction refers to the direct teaching of academic concepts and skills in a clearly defined sequence designed to grow over the course of the year and from grade to grade.

Testimonials

“My child likes participating with the flag in morning assembly. I like the way my children feel included in their school”

“Everyone there cares about each and every student”

“The teachers actually teach. I love that my daughter gets personal help and attention.”

“I love the uniforms and academic difficulty. My child is learning harder work than kids in public school.”

Happy Valley East Campus

266, E Westbrooke Rd, San Tan Valley, AZ 85140

PH: (480) 888-1342
Fax: (480) 888-8450

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