K-5 School Handbook

Transcription

1 K-5 School Handbook Arizona Virtual Academy is a public online charter school that uses K12, Inc. programs and curricula to meet the needs of diverse student populations through innovative uses of technology, effective teachers and instruction, and partnerships with families and community. AZVA empowers students to think critically and achieve academic success and personal growth. AZVA is devoted to making quality public education accessible for all Arizona students- regardless of geographic, financial, or demographic circumstance and to provide online education alternatives that are as unique as the students we serve. Arizona Virtual Academy 99 E Virginia, Suite 200 Phoenix, AZ Phone: (602) Fax: (602)

2 K 12 Customer Care: (866) Table of Contents SY Administrative Organization Chart School Year Calendar... 5 Administration Town Hall Meetings... 6 Introduction... 6 Learning Coach... 6 Student Code of Conduct... 6 School Property... 7 Removal from AZVA... 7 Withdrawing Students... 8 Online School (OLS)... 8 Attendance... 9 State Standardized Testing Academic Responsibility Policy Student Progress Progress Reports Grades 3 rd 5 th Weekly Checkpoints Work Samples Progress Reports Kindergarten through 2 nd Grade Work Samples Scantron Performance Series Assessments Study Island DIBELS Academic Advancement End-of-Year Course Promotions Assessing Out of Curriculum Honor Roll Communication Small Group Instruction K-Mail Academic Integrity & Probation False Attendance and/or Progress Policy Missed Required Class Connect Blackboard Small Groups and Curriculum Sessions Missing Work Sample Policy Incomplete Weekly Checkpoint Policy Plagiarism Policy Non-Compliance with Communication Policy Academic Probation Community, Activities, and Clubs Family Directory AZVA Outings and Clubs AZVA Parent Boosters Student Services Child Find Response to Intervention (RtI) Accommodation Plan Special Education Related Services Title I: AZVA School/Parent Compact P a g e

3 MARK 12 Reading Advanced Learner Program Blended Learning Centers Family Education Rights and Privacy Act (FERPA) Student Records Reviewing Teacher Credentials Internet Service Provider (ISP) Reimbursement Policy Complaint Response Procedure McKinney Vento Act I Understand and Agree P a g e

4 SY Administrative Organization Chart RTI Coordinator Hope Terhaar Section 504 Coordinator Carrie Marino Title I Coordinator Sarah Alexander School Counselor & Curriculum Specialists K-5 Principal Kimberly Young Assistant Principal TBD K-5 Teachers Middle School Principal Tina Littell Assistant Principal Jena Kugel-Brandt Middle School Teachers Head of School Cindy Wright Carter High School Principal Veronica Murray High School Lead Teachers High School Teachers Special Education Director Aanya Rispoli Lead Master Teachers Laina Armbruster Elizabeth Bird Case Managers Testing Coordinator Liz Hall Operations Manager Lyndsey Miller Director of Academic Services Denese Weirzbicki Intake Coordinator Kimberly Cox K12 Marketing Natalie Lundberg & Jen Arias Community Liason Bonnie Hoffert 4 P a g e

5 School Year Calendar 5 P a g e

6 Administration Town Hall Meetings AZVA Administrators hold regular Town Hall Meetings throughout the school year. Please take this opportunity to meet the AZVA Administrative team and share in a round table discussion. Town Hall Meeting times and dates will be provided by your teachers and administrators. Introduction This Student Handbook sets forth general guidance for parents and students enrolled in the Arizona Virtual Academy (AZVA). AZVA is a public charter school and is subject to the rules and regulations of the Arizona State Board for Charter Schools. The State Board for Charter Schools guidelines are available online at The AZVA charter contract is available from the AZVA office. Learning Coach At AZVA, a parent, or other responsible adult, working in conjunction with the teacher, serves as a Learning Coach to your child. The Learning Coach helps facilitate progress through the daily lessons. The Learning Coach designee is assigned during the enrollment process, but can be later changed with the help of your teacher. For purposes of clarification, the term Learning Coach will be referenced in this manual from this point forward when referring to the adult working with the student at home. Student Code of Conduct AZVA students are subject to the rules and restrictions implemented by Arizona Virtual Academy and the Student Code of Conduct: Acceptable Use Guidelines for the Internet. Students enrolled in AZVA should be aware of the following guidelines and expectations. Any activity that is not listed here, which violates local, state, or federal laws, is considered a violation of the Student Code of Conduct and Acceptable Use Guidelines. Acceptable Use Guidelines for the Internet: Posting anonymous messages online is not permitted unless authorized by the course s online teacher. Impersonating another person is also strictly prohibited. Students must use only their own user names and passwords, and must not share these with anyone. Students may not interfere with other users ability to access AZVA or disclose anyone s password to others or allow them to use another user s account. Students are responsible for all activity that is associated with their usernames and passwords. Students should change their password(s) frequently, at least once per semester. Students must not publicly post their personal contact information (address and phone number) or anyone else s. Students must not publicly post any messages that were sent to them privately. Students are not allowed to download, transmit or post material that is intended for personal gain or profit, non-azva commercial activities, non-azva product advertising, or political lobbying on an AZVA owned instructional computing resource. Students may not use AZVA instructional computing resources to sell or purchase any illegal items or substances. It is not allowed to upload or post any software on AZVA instructional computing resources that are not specifically required and approved for student assignments. Inappropriate Behavior: Insults or attacks of any kind against another person. Use of obscene, degrading, or profane language. 6 P a g e

7 Harassment (continually posting unwelcome messages to another person) or use of threats. Posting material that is obscene or defamatory or which is intended to annoy, harass or intimidate another person. This includes distributing spam mail, chain , viruses, or other intentionally destructive content. AZVA reserves the right to review any material transmitted using AZVA instructional computing resources or posted to an AZVA instructional computing resource to determine the appropriateness of such material. AZVA may review this material at any time, with or without notice. transmitted via AZVA instructional computing resources is not private and may be monitored. AZVA assumes no responsibility for information obtained via the Internet, which may be illegal, defamatory, inaccurate or offensive. AZVA assumes no responsibility for any claims, losses, damages, costs, or other obligations arising from the use of instructional computing resources. AZVA also denies any responsibility for the accuracy or quality of the information obtained through user access. Any statement, accessible on the computer network or the Internet, is understood to be the author s individual point of view and not that of AZVA, its affiliates, or its employees. AZVA assumes no responsibility for damages to the user s computer system. Nothing in this policy negates any obligation the student and Learning Coach have to use the instructional computing recourses as required in the Use of Instructional Property Agreement ("Agreement") the Learning Coach or guardian signed as part of the student's enrollment packet. In the event that this Code conflicts with the Agreement, the terms of the Agreement shall prevail. Violation Consequences: Removal of student access to AZVA instructional computing resources, which could result in his/her inability to complete learning activities. Suspension or expulsion from AZVA. Involvement with law enforcement agencies and possible legal action. AZVA administration reserves the right to update or alter this agreement at any time. Such revisions may substantially alter access to AZVA instructional computing resources. AZVA instructional computing resources include any computer, software, or transmission system that is owned, operated, or leased by AZVA. School Property AZVA provides books and other curricular supplies. These materials are school property and must be kept in good condition. Learning Coaches are responsible for the repair or replacement of all lost, stolen or damaged school property. A list of property that must be returned is provided to Learning Coaches. All property and equipment must be returned in good, working condition upon withdrawal from the program. All printed materials are copyrighted and unauthorized copying of that material is a copyright infringement. Materials cannot be sold or transferred and are to be used solely by the student in his/her studies while enrolled in the school. Learning Coaches are to comply with this policy and all the terms and conditions of the Agreement for Use of Instructional Property submitted with the enrollment materials. Removal from AZVA Students may be removed from AZVA due to non-compliance, disciplinary action, lack of attendance/progress, failure to participate in state-mandated assessments, or attendance. Any student who has been administratively withdrawn must be approved for re-enrollment by the principal or Head 7 P a g e

8 of School. Parents may appeal the decision to withdraw with the principal or Head of School. The decision of the administrative team is final. Withdrawing Students Learning Coaches of students who are withdrawing from the Arizona Virtual Academy must contact their AZVA teacher and notify him/her of their desire to withdraw. K 12 contacts Learning Coaches to schedule an exit interview and to arrange for the return of all school equipment and materials. Failure to return all school equipment and materials in satisfactory condition may result in a collections action. Online School (OLS) The Online School is designed to collect and record data that substantiates the academic progress of our students. Therefore, it is mandatory that the Online School be used to enter attendance and assessment data that reflects the standing of the student. Introduction to Online Learning Families new to AZVA are required to participate in a K¹² course entitled Introduction to Online Learning. This course will appear in the student s daily plan in the Online School and will be the first course that the Learning Coach and the student complete together. The course is intended to be completed during the first three days of school. During this time the Learning Coach and student will: Receive instructions about how to best use the Online School (OLS) Review daily attendance and login requirements Learn how to use the synchronous tool Class Connect Blackboard Collaborate Participate in Scantron diagnostic assessments Receive an introduction to all courses Get directions on communicating with the teacher via our internal mail system called K-Mail Student Account AZVA requires students in grades 4-8 create a student account that is separate from the Learning Coach login. Third graders taking a foreign language will also need a student account in order to access their lessons. The student account prevents student access to the answer keys, assessments, and other sections intended to be supervised by the Learning Coach while permitting access to the independent student material. Learning Coach Account Under no circumstances should the student be given the Learning Coach login information or allowed to access the OLS using the Adult Login. Teachers who suspect a student has gained access to the OLS via the Adult Login will immediately notify the Learning Coach. If the teacher is unable to make contact with the Learning Coach, the teacher may reset the password and user name. Objectionable Materials Policy There may be times a Learning Coach finds certain lessons, books or materials objectionable for various reasons. Teachers will work with Learning Coaches to find alternative lessons to meet the lesson objectives. The assessment for the lesson must be completed to show that the objectives have been met. 8 P a g e

9 Attendance Arizona Revised Statutes (A)(2) requires all public schools offer a minimum of one-hundredeighty (180) days of instruction between July 1 and June 30. Additionally, statute requires a minimum number of instructional hours by grade level as shown in the following chart: Grade Level Yearly Hours Required Weekly Hours Daily Hours Kindergarten Grades Grades Grades AZVA Learning Coaches are required to log instructional time for students every calendar school day beginning with the first day of the school year and ending the last day of the school year. Instructional time must directly relate to lesson objectives which are aligned to the Arizona Academic Standards. Attendance and Progress Attendance logged in the OLS must reflect the progress made in the courses. If attendance does not match the progress, teachers have the option of requesting that a designated administrator remove the attendance not connected to OLS progress. Please also note that if a student fails to submit work samples, the designated administrator will delete hours logged for those certain objectives until the objectives can be verified. This deletion of hours can put the student in jeopardy of becoming 10 consecutive days behind in attendance or 10% below the mandated state requirement for attendance. The student would then be considered excessively absent. Truancy As a public charter school, Arizona Virtual Academy is required to monitor student attendance in accordance with all applicable statutes and State Board of Education Rules. AZVA teachers and administration monitor student attendance. Responsibility for compliance with state attendance statutes and regulations belongs to the Learning Coaches, but the school is obligated to keep an accurate record of daily attendance. An AZVA student is considered truant if he/she fails, without a legitimate excuse, to log attendance for 10 consecutive school days or at a rate that is 10% or more below the required threshold by grade level for the number of days the student has been enrolled. AZVA staff follows the procedures outlined below to notify Learning Coaches of a truancy situation. Truancy may result in expulsion from the Arizona Virtual Academy. If a student is expelled from a public school in Arizona, any public school in the state may refuse the student admission. Withdrawal and Expulsion of Truant Students AZVA employs an Attendance Clerk to monitor student attendance. The clerk notifies families via an auto-dialer phone system and via K-Mail when student attendance is in danger of being expelled due to excessive absenteeism. 1. K-8 teachers will send a K-mail or conduct a phone conference informing Learning Coaches that their child is in danger of being absent for 10 or more days or if the attendance is 10% less than the time mandated by state requirements. 2. Failure to respond to teacher within 24 hours and/or failure to make up missing days and hours could result in student being withdrawn or expelled due to excessive absenteeism. Should this happen, a letter is sent to the Learning Coach via and certified mail that notifies the Learning Coach that the child has been withdrawn from AZVA due to excessive absenteeism. 3. Students withdrawn from AZVA for excessive absenteeism will be allowed to re-enroll one time. Students re-enrolling after excessive absenteeism will be placed on a re-enrollment plan. 9 P a g e

10 4. If a family does not fulfill the re-enrollment plan, the family is withdrawn from AZVA due to excessive absenteeism for a second time and no longer eligible for re-enrollment. Absences Students must meet the required attendance hours cumulatively by the end of each week, month, and school year. Should a circumstance occur, that requires an absence that cannot be made up within the school week; Learning Coaches will contact their assigned teacher for guidance. State Standardized Testing Pursuant to A.R.S B, AZVA must notify students and Learning Coaches of mandatory state testing requirements. AZVA students are required to participate in the state-mandated academic assessments. The testing window for standardized testing is determined by the Arizona Department of Education and listed on the school calendar. Specific testing days and locations are distributed closer to the actual testing window. These tests are administered by an AZVA teacher or administrator. AZVA 2nd grade students must take the Stanford 10 and 3rd through 8th grade students must take the Arizona Instrument to Measure Standards (AIMS). These assessment tools provide useful information to Learning Coaches and teachers about their students academic progress. The performance of AZVA students on the state-mandated assessments are also an integral part of assessing the success of the virtual school program. If AZVA fails to test 95% of its students within each applicable subgroup, the students who did not take the test become ineligible to continue enrollment in AZVA. Academic Responsibility Policy Arizona Virtual Academy is a public online charter school accountable to state and federal education requirements. The academic program includes support for all students to achieve proficiency with grade level academic standards. Students who do not demonstrate proficiency with grade level standards are required to actively attend and participate in assigned instructional sessions as designated by an AZVA Highly Qualified teacher. Failure to attend and participate in instructional sessions designed to address a gap in achievement, may result in withdrawal through the academic probation process. Definitions: Grade level: K: 12 Grade level proficiency: Assessment of student proficiency may be determined using one or more of the following academic indicators: AIMS assessment history; course progress; Scantron assessments; school-based diagnostic assessments; DIBELS; work sample submissions; assessments; additional teacher designed, standards-based assessments. Instructional sessions: Instruction will take place in Class Connect no less than two times per week. Required number of sessions will be listed on the Individual Learning Plans. The Highly Qualified teacher will determine instructional goals, weekly instructional time, and criteria to demonstrate proficiency based on student data. Required attendance: Students are required to attend instructional sessions as assigned. Learning Coaches and students will be notified by Kmail of the required Class Connect sessions and accompanying instructional goal(s). Required sessions will appear on student s online school account. Active Participation: Students are required to join Class Connect sessions on time and consistently. Students must engage with the academic content and the teacher by use of the dialog box and/or microphone and/or whiteboard as appropriate within the lesson. Failure to attend and participate: Students are allowed two (2) unexcused absences within the determined instructional cycle. Additional absences will be addressed through policies outlined in the Academic Probation Process located in the Student Handbook. 10 P a g e

11 Instructional Cycle: No less than a six week period in which instructional goals are addressed. Students may complete a goal in one cycle and continue with a new goal in a subsequent cycle until sufficient grade level proficiency is demonstrated. Procedures: The Highly Qualified teacher will review academic indicators to determine needed support to meet Arizona s academic standards. Instructional groups will be formed based on student data. Instructional goals, instructional time, and assessments to measure progress will be determined. The Highly Qualified teacher will notify the Learning Coach and student of the required instructional sessions. The Highly Qualified teacher will provide instruction, conduct assessments, and document academic progress. This process will repeat as needed to ensure students achieve proficiency with grade level standards. Student Progress AZVA teachers monitor student progress via the Online School. Progressing in a course is different from promoting in a course; final course promotions and marks are determined by the teacher. Within the AZVA program, every child can progress through the curriculum at his/her own pace as long as he/she is meeting the minimum progress requirements of completing 2.5-3% per week in each course. Individualized Learning Plan (ILP) Homeroom teachers and case managers will provide all students their progress goals in the form of an Individualized Learning Plan (ILP). These goals are designed to both clarify and guide the student s learning experience while motivating the student and increasing the likelihood of high academic achievement. Progress goals will be based on a student s enrollment date, and these goals will be written to ensure a student meets or exceeds standards. Adequate progress toward individual student goals will be factored into eligibility for elementary and middle school honor roll. Progress Reports Grades 3 rd 5 th For each grading period, the letter grade is based on the weighted grading scale below. Student s grades are based on Online School (OLS) progress, monthly work samples, and weekly checkpoints. Students who do not complete monthly work samples and/or weekly checkpoints will not be eligible for promotion and will be placed on Academic Probation. 3 rd through 5 th Grade Grade point average is weighted by the following criteria: Course OLS Progress Work Samples Weekly Checkpoints Math 60% 20% 20% Literature 60% 20% 20% Language Skills (composition) 60% 40% History 100% Science 100% Art 100% 11 P a g e

12 Grading Scale: A = %, B = 80-89%, C = 70-79%, D = 60-69%, F = 0-59% OLS Progress OLS Progress is based on the mastery of lessons and assessments in the OLS. OLS progress is calculated by how close the student s progress is to the required quarterly goals. Homeroom teachers and case managers will provide all students their progress goals in the form of an Individualized Learning Plan (ILP). Minimum progress required is 2.5-3% per week in each course. Progress is prorated based on enrollment date. Within the AZVA program, every child can progress through the curriculum at his/her own pace as long as he/she is meeting the minimum progress requirements. See teacher created ILP for specific student requirements. Weekly Checkpoints All students in grades 3rd through 5th will take assigned Weekly Checkpoints in Study Island. Weekly Checkpoints are standard based assessments that give teachers and Learning Coaches the data they need to monitor student progress and guide instruction. Failure to complete Weekly Checkpoints by required due dates will affect student grades and grade level promotions and could result in Academic Probation. Students not mastering the short assessments, at 80% or higher, will be required to attend additional weekly Class Connect Checkpoint review sessions. These sessions will provide students with direct instruction highlighting and focusing on the objectives not mastered. Work Samples All students at Arizona Virtual Academy are required to submit monthly work samples. Specific details and submission guidelines will be provided by homeroom and/or content teachers. Work Samples provide teachers with valuable information about student abilities and comprehension of the curriculum. Failure to submit monthly work samples by required due dates will affect student grades and could result in Academic Probation. Progress Reports Kindergarten through 2 nd Grade OLS Progress OLS Progress is based on the mastery of lessons and assessments in the OLS. OLS progress is calculated by how close the student s progress is to the required quarterly goals. Homeroom teachers and case managers will provide all students their progress goals in the form of an Individualized Learning Plan (ILP). Minimum progress required is 2.5-3% per week in each course. Progress is prorated based on enrollment date. Within the AZVA program, every child can progress through the curriculum at his/her own pace as long as he/she is meeting the minimum progress requirements. Exceeds (E) % Meets (M) 90-94% Approaches (AP) 80-89% Falls Far Below (FFB) 79% or lower 12 P a g e

13 For each grading period, course grades will be based on the weighted grading scale below. Student s grades are based on Online School (OLS) progress, and monthly work samples. Kinder through 2 nd Grade Course OLS Progress Work Samples Math 80% 20% Phonics (reading) 80% 20% Language Skills (writing) 80% 20% History 100% Science 100% Art 100% Work Samples All students at Arizona Virtual Academy are required to submit monthly work samples. Specific details and submission guidelines will be provided by homeroom teachers. Work Samples provide homeroom teachers with valuable information about student abilities and comprehension of the curriculum. Failure to submit monthly work samples by required due dates will affect student grades and could result in Academic Probation. Scantron Performance Series Assessments All students in grades 3rd through 8th will take the Scantron Performance Series Assessment at the beginning AND the end of the school year. Students will test in math and reading. Scantron Performance Series Assessments are computer adaptive tests to be given in your home through a secure website. You will be ed your child s login information. The purpose of these tests is to provide your teacher with information on your child s strengths as well as areas which need additional focus this school year. Beginning and end-of-year Performance Assessments will be compared, and a growth score will be determined. Your teacher will share this information with you after the tests are taken. Scantron tests are required. Students who do not take the assessments will not be eligible for course promotions and will not earn a grade mark higher than Approaches the standard. Study Island Study Island is the online test preparatory program AZVA and all K 12 schools use. Minimum participation is mandatory. Study Island has been identified as a resource which helps our students increase student achievement. While Study Island is not a graded subject, it is a very useful tool that helps students prepare for spring standardized testing. Study Island presents math, writing, reading and science in a manner similar to state testing. DIBELS Students in Kindergarten through 5th grade are required to take the DIBELS reading assessment at the beginning, middle and end of the school year. Any student who does not Meet or Exceed the standard on DIBELS will be required to attend weekly Class Connect sessions for extra support. Failure to comply could lead to Academic Probation. 13 P a g e

14 Academic Advancement At the Arizona Virtual Academy we understand that our school is academically rigorous. Meeting the challenge of completing one year of course work in this model can be demanding. Our Highly Qualified teachers are here to assist Learning Coaches and students to meet the associated challenges. Learning Coaches may utilize their expertise as they progress through our program. It is important to understand that the decision to advance a student to the next course or grade level is made jointly by the Learning Coach and teacher and focuses on what is in the best interest of the child. Academic achievement through content mastery is the cornerstone of the Arizona Virtual Academy and the K 12 curriculum. AZVA understands that children do not learn at the same rate or in the same manner. The program offers families flexibility in scheduling and instructional strategies. AZVA focuses on mastery of lesson objectives, encouraging families and students to spend the time needed daily and throughout the year to reach mastery of lesson objectives. End-of-Year Course Promotions Learning Coaches and teachers evaluate every student s course level and grade level prior to the conclusion of the current school year. Together, the AZVA teacher and Learning Coach arrive at a decision on the advancement of the student. AZVA encourages students to complete all lessons in a course. Each grade level of course work builds upon the curriculum from before. Therefore, the goal of 100% course completion is recommended to attain the highest level of student learning and exposure. AZVA requires that Learning Coaches maintain samples of student work to assist teachers with the decision to advance a student to the next course/grade level. Examples of materials/work to keep on file include, but are not limited to, the following: handwriting samples, artwork, creative story samples, math worksheets and spelling tests. AZVA requires student work to be original with appropriate citations for references to published works. Teachers of K-8 students will provide a work sample submission guideline to Learning Coaches. Assessing Out of Curriculum Your student is encouraged to assess out of curriculum already mastered. In doing this, your student takes the lesson, unit or semester assessments and if he/she achieves a score of 80% or higher, the student may move on to the next lesson/unit. As a student assesses out of the curriculum, learning coaches will mark the assessed out lessons in the unit as skipped and move on to the next unit. When a student encounters a unit in which he/she is no longer mastering the objectives, at 80% or more, he/she should begin working through individual lessons in this unit. It is important while doing this the student is completing a minimum of one unit test or lesson each day, with an average of 5 lessons a week. If he/she assess out of a unit on Monday, this would count as one lesson and he/she would start on lesson 1 of the next unit on Tuesday, and on. Students are given credit for the lessons skipped towards course promotion, but skipped lessons do not count toward progress goals and report card grades. To ensure continual growth, consistent progress at an average rate of 5 lessons per week to meet progress goals. Honor Roll Honor Roll recognizes students for their hard work, as well as incentive to continue working diligently. Honor Roll status will be determined by teachers at the end of each quarter using the criteria below. Students will receive recognition after honor roll eligibility is determined. 14 P a g e

15 Honor Roll Criteria Cumulative grade average of 85% or higher, with no grade lower than a B for grades 3 rd through 5 th Cumulative grade average of E for grades Kindergarten through 2 nd grade Attendance at or above expected hours All work samples submitted on-time and meet the required objectives All weekly checkpoints completed on-time and required review sessions attended No Academic Probation warnings or plan initiated No Student Conduct Notices issued Communication Consistent and cooperative communication provides a vital link between AZVA teachers, Learning Coaches, and students. As a public charter school, we are mandated to deliver instruction to our students via fully-licensed teachers. In order to do this, Learning Coaches and teachers must work together as a team by maintaining positive and open lines of communication. Students, too, are an important part of this team, as teachers work directly with students through telecommunication and K- Mail to provide instruction and develop positive relationships. Conference calls provide a personal venue between teachers, Learning Coaches, and students to discuss each student s academic progress and success. Small Group Instruction Class Connect participation is vital for your students understanding of concepts, building rapport with his/her teacher and receiving direct instruction on hard to grasp concepts. Small groups and curriculum sessions will be held throughout the school week for multiple classroom opportunities. Any students academically at risk, who are identified Tier II or Tier III by the RtI process, are required to attend small group sessions as deemed by the student s homeroom and/or content teacher(s). K-Mail AZVA s internal communication system, K-Mail, is the primary communication platform for teachers, Learning Coaches, and administration. The majority of information needing to be communicated to AZVA families will be sent via K-Mail. Often, the information is time-sensitive and many items require a specific response. Below are some general guidelines that need to be followed: The Learning Coach will use the K-Mail platform within the Online School to communicate with his/her child s teacher The Learning Coach will check his/her K-Mail daily The Learning Coach will reply promptly to all K-Mail received from AZVA The Learning Coach is required to maintain his/her Internet connection Academic Integrity & Probation AZVA makes every effort to work with all students to be successful in their courses. AZVA has designed the following policies in Academic Integrity to ensure students are making satisfactory and valid academic progress towards promotion. Arizona Revised Statutes (G) states If the academic achievement of a pupil declines while the pupil is participating in Arizona online instruction, the pupil's parents, the pupil's teachers and the principal or head teacher of the school shall confer to evaluate whether the pupil should be allowed to continue to participate in Arizona online instruction. (H) To ensure the academic integrity of pupils who participate in online instruction, Arizona online 15 P a g e

16 instruction shall include multiple diverse assessment measures and the proctored administration of required state standardized tests. False Attendance and/or Progress Policy The State of Arizona, when issuing public funds to AZVA, does so in good faith that enrolled students are in fact making regular and appropriate academic progress. The Online School is designed to collect and record data that substantiates the academic progress of AZVA students. Students found to be falsifying attendance and/or progress (cheating) will be placed on Academic Probation. Examples of false attendance and/or progress can be, but are not limited to: Entering progress and/or lesson assessments for work not actually completed. Not completing written work in provided K 12 materials. Progress that does not match attendance. Attendance should reflect work completed in OLS. Students using the Learning Coaches account to access the OLS curriculum, lessons, assessments, unit assessments, and K-Mail or any other OLS component. Student has taken the same assessment multiple times within a short time frame in order to retrieve correct answers from OLS Review option. There is a discrepancy between work sample quality, weekly checkpoint grades, and OLS progress. The student is failing the work samples and /or checkpoints but mastering all OLS lessons with 80% or above. If a student is mastering a concept they should be able to duplicate this mastery on work samples and/or checkpoints. Mass amounts (10 or more) of lessons being marked complete in a day with or without assessment mastery. Student is moving very quickly through lessons and mastery cannot be verified. Student is not completing mid-unit assessments and unit assessments before moving to the next unit. Please note that progress and/or attendance logged under suspicious circumstance require verification. If this cannot be verified in a timely manner; progress and/or attendance will be removed by the teacher or designated administrator. Missed Required Class Connect Blackboard Small Groups and Curriculum Sessions Students demonstrating academic concerns in any content area will be required to attend live instruction via Class Connect Blackboard Collaborate. Teachers will provide students with a schedule of required sessions. Students who fail to attend required Class Connect Blackboard Collaborate sessions will be placed on Academic Probation. Missing Work Sample Policy Work samples are submitted monthly to homeroom teachers and provide valuable insight to student achievement as well as give teachers an opportunity to provide feedback and suggestions to Learning Coaches and students. Students not submitting work samples monthly will be placed on Academic Probation. Incomplete Weekly Checkpoint Policy Weekly Checkpoints ensure that students are meeting state standards for education and provide teachers an opportunity to guide instruction based on student needs. Students not completing Weekly Checkpoints will be placed on Academic Probation. Plagiarism Policy The definition of plagiarism is: copying or imitating the language, ideas, and thoughts of another writer and passing them off as your own original work. Students who submit plagiarized work will be required 16 P a g e

17 to complete Plagiarism Training with their Learning Coach. Plagiarized work will not be accepted for credit and must be resubmitted. Students who submit plagiarized work may be placed on Academic Probation. Examples of plagiarism can be, but are not limited to: Copying or rephrasing another student's work. Taking material from Internet sources and using it as your own, even if some words are changed. Having someone other than the student write an assignment. Direct or indirect reproduction of student aids, critical sources, or reference materials in part or in whole without citing sources. Non-Compliance with Communication Policy AZVA has the responsibility as a public charter school to ensure that its students are learning. This is achieved through communication between teachers, administrators, Learning Coaches and students. Learning Coaches and students are required to stay in communication with teachers. Learning Coaches and students found to be non-compliant with communication policies will be placed on Academic Probation. Examples of non-compliance with communication policies can be, but are not limited to: Teacher and/or administrators are not able to reach student or Learning Coach during a one week period of time. K-Mails and phone calls are consistently not returned. Learning Coach and student do not attend scheduled conferences. Academic Probation Students who are non-compliant with any of the Academic Integrity policies above will be placed on an Academic Probation plan per teacher and administrative discretion. The plan will be evaluated weekly by the teacher. Failure to comply with Academic Probation plans will result in the student being withdrawn from Arizona Virtual Academy. Procedure: Step One: Warning: Teacher will contact Learning Coach and student to review concerns and provide the strategies needed to meet program requirements. Step Two: Academic Probation Plan & Conference: If after warning conference the student is non-compliant with Academic Integrity and Probation Policies he/she will be placed on a 30-day Academic Probation Plan. The teacher, student and parent will be involved in the conference. Step Three: Academic Probation Plan Compliance: Teacher will monitor plan weekly until set end date. If student is non-compliant and/or Learning Coach does not attend weekly check-ins, a final conference with student, parent, teacher and administrator will be held to determine the appropriate placement for the student. This meeting could result in withdrawal from AZVA. Community, Activities, and Clubs Learning Coaches seek to provide the best possible education for their student and often enrich the child s curriculum with extra activities and family trips. These activities may be logged into the student s daily schedule and counted toward his/her mandatory hours of instruction if the activity directly relates to lesson objectives. Family Directory The Family Directory is accessed through the Online School. Learning Coaches are able to find other Learning Coaches by filters including: zipcode, grade level, and or interests. Learning Coaches may 17 P a g e

18 search by name and other information in a Learning Coach profile. The directory is automatically updated as a Learning Coach's status changes, such as moving across town or changing an address. There is an online opt-in/out capability on the OLS so Learning Coaches can easily include or exclude themselves from the directory. AZVA Outings and Clubs To assist Learning Coaches in providing social experiences for their students, AZVA hosts regional outings throughout the state. These outings may be attended by any student, regardless of area in which a family resides. It is AZVA s staff and administration s goal to provide quality and educational outings that also promote a social atmosphere. AZVA teachers facilitate clubs in which students may participate. Learning Coaches can also host a club and organize outings. Please check for frequent updates regarding clubs and outings. Clubs meet on-line and/or at specific locations throughout the state. AZVA Parent Boosters The AZVA Parent Boosters organization is a robust group of Learning Coaches, parents and guardians who are committed to enhancing the school for the students. Their mission statement reflects that commitment: To empower and encourage AZVA families to make meaningful connections, participate in quality programs, and ensure that AZVA students get all they can out of the virtual school experience. Learning Coaches/parents and/or guardians interested in getting involved with parent boosters can find more information on Student Services AZVA is responsible for providing a free and appropriate education under the federal Individuals with Disabilities in Education Act (IDEA). The AZVA special education manager assists Learning Coaches in accessing and coordinating services pursuant to a current Individualized Education Plan. Learning Coaches must indicate that their child has an Individualized Education Plan (IEP) on their enrollment form. Child Find The intent of Child Find is that all children from birth through age 21 with delays or disabilities are identified, located and evaluated to receive the supports and services they need. Public schools and the Arizona Early Intervention Program are responsible for "finding" eligible children and providing services needed for them to reach their developmental milestones or meet their educational needs. When children are "found", they are referred to a specialist to screen their development. The screening helps "identify" any areas of concern that need to be evaluated further. In order to receive early intervention or special education services, a child must be evaluated to confirm they have a delay or disability that falls under state definitions. If needed, the child is evaluated using state criteria for specific delays or disabilities. If eligible, the Arizona Early Intervention Program or a public school system will offer early intervention or special education services according to the child's needs. Early intervention supports and services assist families of children who are eligible by helping children ages birth to three years develop to their full potential. In Arizona, early intervention services are provided through the Arizona Early Intervention Program (or AzEIP). 18 P a g e

19 Preschool special education services for children ages 3 to 5 provide special strategies to help children reach their developmental milestones. Special education services for school-aged children in kindergarten through the age of 21 provide specialized instruction and services to assist children in the educational environment. Response to Intervention (RtI) AZVA uses Response to Intervention (RtI) school-wide as a first level support, to assist in the identification of educational needs and to provide scientifically based interventions for struggling students. The RTI process is a three-tiered approach to providing services and interventions to students who struggle within the general education curriculum. RTI provides interventions in increasing levels of intensity based on progress monitoring and data analysis. This process assists in documenting that interventions in the regular classroom have been implemented and whether these interventions meet the student s educational needs. Documentation that the classroom interventions cannot meet the student s needs is a necessary requirement in determining whether the student may require special education programs and services. The purpose of this process is to ensure early intervention with a struggling learner using a multi-tiered model. Parents who believe their student has a learning problem should discuss options with their homeroom teacher. 504 Accommodation Plan A section 504 Accommodation Plan is to assist the student with their day-to-day learning challenges that are a result of their medical or mental disability. For a student to qualify for Section 504 protection the student must meet three criteria. The three criteria are (1) A mental or physical impairment (or has a record of an impairment or is regarded as having an impairment), (2) which substantially limits, (3) one or more major life activities. It is important to understand that all three criteria must apply to a student before that student is eligible for Section 504 protection. In addition, this disability must be why the student cannot equally access or receive benefit from the school s programs and services. Parents who believe their student s learning will benefit from being placed on a section 504 Accommodation Plan should discuss the options with their homeroom teacher. Special Education Special education services are available to students identified with a disability by a multi-disciplinary team. A multi-disciplinary team consists of teachers, the Learning Coach/guardian and oftentimes a school psychologist, therapist and the student. AZVA follows the requirements of IDEA 2004 and the laws of Arizona. Documentation of the disability must be provided, such as medical records, prior educational records, and/or a psychological evaluation. Students in need of adapted learning support services are those whose complex learning needs impact their academic achievement and their ability to make sufficient progress in the general education setting. Services offered may include: adaptations and modifications to the general education curriculum, specialized instructional strategies, and adjustments in pacing. The program has various levels. In many cases student services are provided through an inclusion program. AZVA has a reading specialist and a math specialist who can provide resource room help, and a self-contained classroom is provided for students with serious involvement. All Special Education services are provided virtually through the Class Connect Blackboard, phone, K-Mail and by a highly qualified special education teacher. What to expect: Every special education student will be assigned a special education teacher who is part of the grade level teaching team. The special education student will have a team of regular education teachers and a special education teacher to work with and assist the student in making academic 19 P a g e

20 gains. The student will be expected to meet regularly with the special education teacher and the other teachers on the teaching team in the Class Connect Blackboard Collaborate online classroom. The Learning Coach will be asked to participate in conference calls. The special education teacher provides the Learning Coach assistance to modify and adapt the learning environment and curriculum paths for success. The special education teacher provides direct instruction to the student in the Class Connect Blackboard Collaborate online classroom. The special education teacher is available as a resource for instructional strategies, adaptations, and modifications to the curriculum. The special education teacher will provide a progress report at the end of each semester noting the progress on the student s IEP goals. Special Education students are required to meet the same attendance policies as their peers. The home environment, one on one instruction, and accommodations to the curriculum can help create a learning environment which meets the student s specific needs. Related Services Related services may include occupational therapy, speech and language therapy and physical therapy when it is necessary to the child s ability to make adequate progress in the general curriculum. Related services, placement, and goals are determined by the IEP team. Related services will be provided virtually in most cases. AZVA has web based speech therapy that is overseen by a speech therapist. AZVA also provides therapy through web cams with qualified therapists. Face to face therapy is an option in some cases and requires travel to a facility for the therapy. Face to face therapy will not be provided in the home. Related services are provided by independent contractors across the state of Arizona. Students are expected to keep all web based and face to face appointments Title I: AZVA School/Parent Compact AZVA provides Title I services school-wide. Students are placed with grade level specific teachers to meet the unique needs (and state standards) for each grade level. This allows teachers to better meet the needs for remediation and enrichment. Students will have a grade level homeroom teacher and access to additional Class Connect Blackboard Collaborate sessions for their specific curriculum subject areas. Some students will also have the benefit of having a single homeroom teacher who is able to address their specific Title I or Special Education needs. The goal of AZVA is to promote student achievement. We have students who are advanced as well as a growing population of students who need remediation. Focusing on one set of learning goals for a specific grade level allows teachers to most effectively address the needs of all learners. Portable Practical Educational Preparation, Inc. (PPEP, Inc.) dba Arizona Virtual Academy, and the parents of the students participating in activities, services, and programs funded by Title I, Part A of the Elementary and Secondary Education Act (ESEA) (participating students), agree that this compact outlines the following: How the parents, the entire school staff, and the students will share the responsibility for improved student academic achievement. The means by which the school and parents will build and develop a partnership that will help students achieve the state s high standards. Required School- Learning Coach/Parent Compact Provisions School Responsibilities: Portable Practical Educational Preparation, Inc. (PPEP, Inc.) dba Arizona Virtual Academy will: 20 P a g e