DC ARP State Plan, Appendix A: School Operating Status and Instructional Mode Data
Summary
Appendix A of a DC ARP State Plan, School Operating Status and Instructional Mode Data Template. Table 1 reports how many of 246 schools offered each mode of instruction in the most recent period: distance learning was offered to all students at 35 schools and to some at 94, hybrid learning to all students at 117 and to some at 94, and full-time in-person instruction to all students at 0 schools and to some at 7, with 239 not offering it. The notes define each learning environment from April attendance data. The page continues into application questions on 2021-22 Continuous Education Plans and Health and Safety Plans from the Office of the State Superintendent of Education.
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Cite this document
“DC ARP State Plan, Appendix A: School Operating Status and Instructional Mode Data.”
Original at www.ed.gov. Archived at Pandemic Darlings, https://pandemicdarlings.com/source-documents/department-of-education-pdf-www-ed-gov-40d8e7d22d/
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Appendix A: School Operating Status and Instructional Mode Data Template
Table 1
In the most recent time period available, how many schools in your State offered each mode of instruction
or learning model described below? Each row should account for all schools in your State, so that, for
each row, the sum of the numbers in the “offered to all students,” “offered to some students,” and “not
offered” columns is equal to the number in the “all schools” column.
Number of All schools Offered to all Offered to some Not offered
schools students students
Distance 246 35 94 117
Learning: Remote
or online only
Hybrid: School 246 117 94 35
buildings open
with both
remote/online
and in-person
instruction
(hybrid)
In-person: School 246 0 7 239
buildings open
with full-time in-
person instruction
Learning Environment Type:
Distance Learning: Students are classified as distance learning if all of their
Data instructional days in the month of April were remote
Elements Hybrid: Students are classified as hybrid if they have both in-person and
Definitions distance learning days in the month of April
In-person: Students are classified as in-person if all of their instructional days
in the month of April were in-person at school
DC ARP State Plan 1
Learning environments are based on students' attendance status codes that
indicate whether a student is present or absent in a distance learning or in-
person learning environment.
Students who only have attendance codes that cannot be mapped to in-
person or distance learning are classified as hybrid: AOS (Absent Out-of-
Data Notes school Suspension), NA (Not Available), NS (Not Submitted), UNK (Unknown).
Schools were classified as offering all, some, or none of their students
distance, hybrid, or in-person by each learning environment type.
Learning environments reflect data from the month of April only.
Data is provided for all schools in the state.
DC ARP State Plan 2
Application Questions for School Year 2021-22 Continuous Education Plans
(CEPs), 2021-22 Health and Safety Plans, and 2020-21 Assessment Data
Collection
Background and Purpose
The Office of the State Superintendent of Education (OSSE) is requiring all local education agencies
(LEAs) to develop Continuous Education Plans (CEPs) for the 2021-22 school year in order to
communicate a detailed explanation of their plans to provide both a full 6-hour day of in-person
instruction for all students five days a week and to offer distance learning under limited circumstances,
including to students with medical certifications; to accommodate staff or students needing to quarantine;
and in response to changes in public health conditions. Additionally, LEAs will use the CEPs to
communicate to OSSE and the public their plan for supporting a Safe Reopening, Student and Staff
Well-Being, and Accelerated Learning. For LEAs receiving ESSER III-ARP funds, the CEPs will also
satisfy US Department of Education requirements for developing plans for a safe return to in-person
instruction and continuity of services, as well as plans for the use of ESSER III-ARP funds.
Whereas last year the CEPs included a section addressing how LEAs would prepare and maintain a safe
physical environment, this year we are requiring that all public and public charter LEAs, as well as all
private, parochial and independent schools in the District, submit separate health and safety plans that
describe how they will safely reopen schools in accordance with DC Health and OSSE’s health and safety
guidance. OSSE will review each plan and provide comment, which may request follow-up by the LEA
or school.
Finally, to align with requirements from the US Department of Education, OSSE is conducting a school
year 2020-21 assessment data collection for all individual public and public charter schools serving
students in grades K-12 to understand how they assessed students during the pandemic. These collections
will be reviewed and approved by OSSE. The questions for all three plans are contained in the document
below.
The CEP application, as well as the health and safety plan, are closely aligned to OSSE’s Guiding
Principles for Continuous Education.1 These guiding principles are intended to help LEAs develop
effective and equitable CEPs that support Safe Reopening, Student and Staff Well-Being, and Accelerated
Learning for all students, especially those with the most significant learning gaps and students typically
furthest from opportunity. These principles provide LEAs and families with clear and consistent
expectations for continuous education throughout the 2021-22 school year, including for in-person
learning and distance learning under limited circumstances. We strongly encourage you to review these
guiding principles closely before drafting your CEP application, as well as the Continuous Education
Resource Guide and accompanying Technical Appendix, which provide additional resources for
developing your plans.
1 Continuous education takes place when both instruction and learning occur seamlessly across different learning environments,
including in-person and distance learning settings.
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To inform the public of LEAs’ responses, the CEPs and health and safety plans will be publicly posted on
OSSE’s website, and all LEAs and independent schools must share them directly with their families upon
review or approval by OSSE. For public charter LEAs, the DC Public Charter School Board (PCSB) will
also use the content of the CEPs for oversight purposes in the 2021-22 school year. Please consult the
accompanying Technical Appendix document for additional requirements on stakeholder engagement and
sharing plans with the public.
For private, parochial and independent schools, the deadline to submit health and safety plans will be 5
p.m. on Monday, June 14, 2021. For public and public charter LEAs, the deadline to submit CEPs and
health and safety plans will be 5 p.m. on Wednesday, June 30, 2021. For individual public and public
charter schools serving K-12 students, 2020-21 assessment data collection responses are due at 5 p.m. on
Thursday, July 15, 2021.
At this time, OSSE and PCSB are providing LEAs and schools with the application questions so they may
begin to work on their responses. Later in May, OSSE and PCSB will provide more detailed information
on the process for submission. The process will be very similar to last year, with application submission
through OSSE’s Quickbase portal.2 OSSE has also released a Technical Appendix document where you
can find more information on the application submission process, evaluation framework, technical
assistance and monitoring.
Continuous Education Plan Questions
Safe Reopening
1.A Physical Health and Safety
• Please see the “Health and Safety Plan” section below for health and safety questions.
1.B: Support Across Learning Environments
1. Delivering Full-Time In-Person Learning: Describe the LEA’s operational plan to offer five
full days of in-person learning to all students, including:
a. Whether the LEA can accommodate all students in person five days per week in its
current physical space, and, if not, the LEA’s plan for securing additional space;
b. Whether the LEA can accommodate all students in person five days per week with its
current staffing levels, and, if not, the LEA’s plan for securing additional staff; and
c. The LEA’s operational plan for providing time-limited distance learning in the following
situations. Describe, in detail, student and staff schedules and the plan for distributing
educational materials:
i. For students or staff excluded from school due to confirmed or suspected
coronavirus (COVID-19), exposure to COVID-19, or any other exclusionary
criteria in DC Health and OSSE guidance; and
ii. For closure of an entire campus due to an outbreak of COVID-19 or evolving
public health conditions.
2. Distance Learning for Students with Medical Certifications: Please share more about the
LEA’s plans to offer distance learning for students with medical certifications, including:
2 Public charter LEAs should notify PCSB of any substantive policy changes made during the school year. Substantive policy
changes include any modifications that may affect compliance with the guidelines included in this document.
2
a. Who will deliver the LEA’s distance learning program for students with medical
certifications (select one):
i. The LEA itself
ii. Another District LEA (please select name)
iii. One of a consortium or partnership of District LEAs sharing staff and/or
resources to deliver distance learning (please select name(s) of partner LEAs)
b. How the LEA will deliver its distance learning program (select one):
i. Centrally at the LEA level
ii. By campus/at the school level
iii. Both (please describe the LEA’s approach)
c. District regulations require a 6-hour instructional day for all students. Describe the LEA’s
approach to ensuring that students participating in distance learning receive comparable
instructional time and coursework as students attending school in person, with access to
real-time, synchronous instruction and support from teachers.
d. Describe how the LEA will ensure that students with medical certifications have access
to the technology necessary to actively participate in distance learning environments;
e. Describe how the LEA will continue to provide resources to families of students with
medical certifications to support distance learning, including materials, set-up of effective
spaces for learning and technology training for families; and
f. Describe in detail the model for the distance learning program for students with medical
certifications, including the instructional methods (e.g., student-guided instruction, etc.),
and platforms (e.g., the product name if using a learning management system (LMS)),
and materials (e.g., textbooks, teacher-generated resources, computer software, etc.) in
the program.
Student and Staff Well-Being
2.A: Whole Child Supports
3. Describe the LEA’s plan for supporting students’ social-emotional, mental and behavioral health
needs during continuous learning and school recovery, including:
a. How the LEA will provide opportunities for social-emotional learning, relationship
building and mental health awareness for all students;
b. How the LEA will screen and refer students for mental and behavioral health needs,
whether the LEA will employ a universal screening approach, and how it will be
implemented if so; and
c. How the LEA will provide direct mental and behavioral health services for students in
need.
4. Describe the LEA’s proactive approach to behavior and discipline that accounts for the challenge
of transitioning from distance learning back to the school building, as well as how the LEA will
use positive, relevant and developmentally appropriate discipline practices, including possibly
using a trauma-informed and/or restorative justice framework for discipline.
5. Describe how the LEA will ensure access to nutritious food for all qualifying students regardless
of their learning environment, either through meal service managed by the school and/or through
referral to community resources.
2.B: Educator Wellness
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6. Describe the LEA’s plan for supporting teacher and staff social-emotional and mental health
needs during continuous learning and school recovery, including:
a. Applicable professional development opportunities in the areas of trauma-informed
practices, including grief and loss, to support educators’ own social-emotional and mental
health; and
b. How the LEA might offer access to mental health supports for staff internally or through
established partnerships with community organizations.
2.C: Family Engagement
7. Describe how the LEA will communicate with families about safe reopening, student well-being
and accelerated learning, including:
a. How the LEA will solicit and incorporate student/family feedback on these plans3, both
before the school year starts and consistently as the school year progresses;
b. How the LEA will communicate its CEP to families, specifically its approach to safe
reopening, ensuring student well-being, addressing interrupted instruction, and
accelerating learning, including how the LEA will reach families who speak a language
other than English; and
c. How and when the LEA will communicate with families their student’s status and
progress with learning as informed by LEA-selected assessments.
2.D: Attendance and Re-Engagement
8. Describe the LEA’s approach to re-engaging students who were consistently less engaged with
distance learning in the 2020-21 school year, including how the LEA is identifying these students
and conducting individualized outreach to students and families to reengage them in learning in
the 2021-22 school year.
Accelerated Learning
3.A: Set Clear Goals and High Expectations for All Students
9. How did the LEA adjust its approach to standards, curriculum, instruction, and assessments due
to the pandemic in the 2020-21 school year? Please select all that apply:
a. Taught fewer standards than in a typical school year / not able to teach all the standards
b. Taught a narrowed or prioritized set of standards relative to a typical school year
c. Did not adjust standards / Taught the same standards as a typical year
d. Adjusted curricular scope
e. Adjusted curricular sequence
f. Did not adjust curriculum / followed same curricular scope and sequence as a typical year
g. Adjusted types of assessments administered
h. Adjusted assessment administration schedule and/or frequency
i. Adjusted use of assessment data for planning instruction
10. Describe the LEA’s approach to assessing the extent of interrupted instruction in the upcoming
2021-22 school year, including:
a. For which content areas do your schools plan to administer non-state summative
assessments in the 2021-22 school year? (check boxes)
3 LEAs receiving ESSER III-ARP funds must meet specific requirements for family and public engagement per the US
Department of Education. Please see the accompanying Technical Appendix document for more details.
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i. English language arts (ELA)
ii. Math
iii. Science
iv. English language proficiency
b. Which assessment tools the LEA will use to measure student learning and interrupted
instruction throughout the 2021-22 school year for all grade levels, including details on
the content areas and grade levels for which each will be used. This list of assessment
tools may include, but is not limited to, diagnostic, screener, interim, benchmark, end-of-
course and end-of-year assessments;
c. A calendar or timeline showing when the LEA intends to administer each local
assessment during the school year (please provide estimated date ranges if the calendar is
not yet set);
d. Whether you set goals4 for performance on non-state summative assessments, and, if so,
for each assessment, content area, and grade level:
i. Whether these goals are set by the assessment provider or are determined by the
LEA; and
ii. How you set and track on these goals over time and, in particular, this year
(2021-22) if you are introducing new approaches, including whether there are
any new procedures or processes you are using and whether there are differences
across schools, specific groups of students, content areas and/or grades; and
e. How the LEA will use this non-state summative assessment data to monitor student
progress and adjust instruction across learning environments throughout the 2021-22
school year, including whether and how this approach differs across schools, specific
groups of students, content areas and/or grades; and
f. For LEAs with students attending non-public special education schools: Please
describe how you are collaborating with the non-public school to assess the extent of
interrupted instruction for students.
3.B: Employing Intentional Strategies for Accelerating Learning
11. Describe the LEA’s overall approach to addressing interrupted instruction and the need to
accelerate learning for students in the coming 2021-22 school year, including how it will collect,
analyze and use data from multiple sources to inform instruction.
12. Describe how the LEA will maximize accelerated learning opportunities for students by
indicating the specific strategies that the LEA plans to use (select all that apply):
a. Adjusted Scheduling
i. Adjusted class/block/bell schedules
ii. After-school programming
iii. Longer school day
iv. Longer school year
v. Summer 2021 programming
vi. Summer 2022 programming
vii. School break/holiday programming
viii. Weekend programming (e.g., Saturday school)
b. Instructional Changes
4 For the purposes of this collection, “goals” are defined as LEA-determined expectations for individual students or student
groups. We expect that for the most part, LEAs using tools that themselves set specific goals for students (e.g., NWEA MAP) are
using those defined goals for this exercise, but LEAs should note and explain where this is not the case.
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i. High-dosage tutoring5
ii. New curriculum purchase
iii. New intervention program or support
iv. New uses of staff planning time for accelerated learning
v. New professional development for staff on accelerated learning
c. Staffing and Related Supports
i. Additional staffing
ii. Additional vendor and/or community partner support
iii. New hardware purchase
iv. New software purchase
d. Other
i. Please describe:
e. In the space below, please describe in detail the LEA’s approach to implementing each
strategy selected above and how it will accelerate student learning.
13. Describe the LEA’s approach to reviewing and revising its staff professional learning plan to
account for lessons learned during the pandemic and to build skills for staff to meet new and
emerging student needs around safe reopening, well-being and accelerated learning.
14. Describe how the LEA plans to extend effective practices introduced during distance learning to
enhance students’ academic and/or social-emotional progress. We encourage LEAs to submit any
practices described in this response to the US Department of Education’s Safer Schools and
Campuses Best Practices Clearinghouse so that they can be shared with other states and LEAs.
15. For LEAs serving students in grades 9-12: Describe how the LEA will adjust its approaches6 to
credit attainment, recovery and support for postsecondary transitions to ensure all students are on
track to graduate.
3.C: Special Populations
Students with Disabilities
LEAs must include students with disabilities in the general application of these guiding principles. After
doing so, LEAs are additionally responsible for reviewing and conducting the following activities to
ensure the continued provision of a free appropriate public education (FAPE) to students with disabilities.
OSSE encourages LEAs to conduct individualized review of student data to identify appropriate
accelerated learning instructional approaches. LEAs should also consider whether or not a student’s
individualized education program (IEP) is designed to support accelerated learning and should engage
families in information sharing regarding the LEA’s plan for the delivery of accelerated learning, IEP
services designed to support accelerated learning, and the delivery of FAPE.
5 Please see OSSE’s guide, High-Dosage Tutoring: A Proven Strategy to Accelerate Student Learning, released March 15, 2021.
6 OSSE issued non-regulatory guidance on credit recovery in September 2018. Credit recovery courses should only be offered for
courses required to be satisfactorily completed for graduation. LEAs should ensure that a student enrolled in a credit recovery
course previously completed the underlying course and received a failing grade thus not earning a partial Carnegie Unit. Further,
5A DCMR 2203 outlines credit requirements for graduation in the District of Columbia. It is the expectation that all graduates
meet these requirements. Public charter schools may exceed these requirements but must have approval from the PCSB for any
modifications.
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16. Describe the LEA’s plan to serve students with disabilities, including students the LEA has
placed in non-public special education schools and students participating in distance learning,
including:
a. The steps the LEA will take to ensure that students with disabilities are assessed upon
return to school to determine the nature and extent of interrupted instruction on their
receipt of educational benefit and to update IEPs as appropriate to ensure supports
designed to ensure access to accelerated learning;
b. At the campus and LEA level, how the LEA will evaluate the need for, determine or
design appropriate services, schedule and deliver accelerated learning to students with
disabilities, and how LEAs will communicate those instructional approaches to families;
c. How the LEA will ensure equitable access to educational opportunity across learning
environments, including how the LEA will ensure that students receive equal access to
interventions and least restrictive environment (LRE) continuum, and that accelerated or
distance learning approaches are not used to place them in more restrictive environments;
d. How the LEA will continue to support parent training for students receiving related
services through distance learning as needed; and
e. The steps the LEA is taking to ensure that family members with disabilities (e.g., a
guardian with visual impairment) can access content to support their students’ learning.
17. For correctional facilities only: Describe the LEA/State Public Agency’s plan to serve students
with disabilities in correctional facilities, including:
a. The steps the LEA/State Public Agency will take to ensure that students with disabilities
in correctional facilities are assessed to determine the nature and extent of interrupted
instruction on their receipt of educational benefit;
b. How the LEA/State Public Agency will evaluate the need for, determine or design
appropriate services, schedule and deliver accelerated learning to students with
disabilities in correctional facilities, and how LEAs will communicate those instructional
approaches to families;
c. The steps the LEA/State Public Agency is taking to ensure that family members with
disabilities (e.g., a guardian with visual impairment) can access content to support their
students’ learning;
d. The manner in which the LEA/State Public Agency will deliver accelerated learning to
students with disabilities during the 2020-21 school year and how LEA/State Public
Agency will communicate those instructional approaches to families;
e. How the LEA/State Public Agency is maintaining Individuals with Disabilities Education
Act (IDEA) timelines in collaboration with families and documenting delivered IEP
services in correctional facilities; and
f. The manner in which the LEA/State Public Agency delivers specialized instruction and
related services for students across all settings.
English Learners
18. Describe the LEA’s plan to serve English learners, including students participating in distance
learning, including:
a. The LEA’s approach to screening English learners across all grade levels, including a
system for re-screening students screened provisionally during distance learning and
providing parent notification; and
b. The LEA’s English learner program plans to provide effective language development and
academic instruction that will accelerate learning for English learners across all learning
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environments, including what data the LEA will use to establish and monitor language
learning goals for accelerated learning and how the LEA will determine if the student is
making progress towards those goals.
Effective Use of Funds in the 2021-22 School Year
For LEAs receiving ESSER III-ARP funds: Please outline your LEA’s approach for the use of federal
emergency grant funds by responding to the questions below. You will provide additional detail and
spend plans when you complete an ESSER III-ARP application in Enterprise Grants Management System
(EGMS) later this summer. If relevant, you may reference other responses provided in this CEP or in the
health and safety plan.
19. LEAs receiving ESSER III-ARP funds only: Describe the extent to which and how ESSER III-
ARP funds will be used to implement prevention and mitigation strategies that are, to the greatest
extent practicable, consistent with the most recent OSSE and DC Health guidance on reopening
schools, in order to continuously and safely open and operate schools for in-person learning.
20. LEAs receiving ESSER III-ARP funds only: Describe how the LEA will use at least 20 percent
of its allocation for evidence-based interventions7 to address the academic impact of lost
instructional time, such as such as summer learning or summer enrichment, extended day,
comprehensive afterschool programs, or extended school year. Your description should include
the planned approach for using at least 20 percent of your total ESSER III-ARP allocation, even
if you do not plan to spend all the funds in the 2021-22 school year.
21. LEAs receiving ESSER III-ARP funds only: Describe how the LEA will spend its remaining
ESSER III-ARP funds consistent with the allowable uses8 of the funding.
22. LEAs receiving ESSER III-ARP funds only: Describe how the LEA will ensure that the
interventions it implements to address the academic impact of lost instructional time will respond
to the academic, social, emotional and mental health needs of students disproportionately
impacted by the COVID-19 pandemic, including students from low-income families, students of
color, English learners, children with disabilities, students experiencing homelessness, children in
foster care and migrant students.
7 The American Rescue Plan Act defines “evidence-based” using the same definition as the Every Student Succeeds Act, to mean
an activity, strategy, or intervention that:
(i) demonstrates a statistically significant effect on improving student outcomes or other relevant outcomes based on –
(I) strong evidence from at least one well-designed and well-implemented experimental study;
(II) moderate evidence from at least one well-designed and well-implemented quasi-experimental study; or
(III) promising evidence from at least one well-designed and well-implemented correlational study with statistical controls
for selection bias; or
(ii)
(I) demonstrates a rationale based on high-quality research findings or positive evaluation that such activity, strategy, or
intervention is likely to improve student outcomes or other relevant outcomes; and
(II) includes ongoing efforts to examine the effects of such activity, strategy, or intervention.
Please see the US Department of Education’s guidance on using evidence to strengthen education investments for more
information.
8 Please refer to OSSE’s web site for guidance on allowable uses of the ESSER III-ARP funds at osse.dc.gov/recoveryfunding
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2021-22 School Year Health and Safety Plan Questions
Please provide the LEA’s detailed plan to implement each of the following mitigation strategies to
minimize COVID-19 transmission in the school setting.
Face Masks
1. Provide the LEA’s plan to comply with the requirements that:
a. except for specific circumstances (e.g., while eating) articulated in OSSE’s guidance, all
students, staff and visitors, including those who are full vaccinated, must wear non-
medical face coverings or face masks at all times while on school grounds, on school
buses and while participating in any school-related activities, including physical
education and sports; and
b. masks must be worn correctly.
2. Provide the LEA’s policies and procedures in the event that a student, staff member, or visitor is
unable or unwilling to wear a face mask at all times.
Physical Distancing
3. Provide the LEA’s policies and procedures to support physical distancing between individuals
and within and across groups, including in classrooms, common spaces, during arrival and
dismissal procedures, and during extracurricular activities.
4. Provide the LEA’s policies and procedures regarding the use of cohorts for students and/or staff,
including steps to minimize interactions between cohorts, as applicable.
Handwashing and Respiratory Etiquette
5. Provide the LEA’s policies and procedures to support handwashing and respiratory etiquette
including frequent, proper handwashing strategies and encouraging covering coughs and sneezes.
6. Provide the LEA’s plan to make available adequate supplies (e.g., soap, paper towels, hand
sanitizer, tissues) to support healthy hygiene practices including, as relevant, in classrooms,
bathrooms, offices and common spaces.
Personal Protective Equipment (PPE)
7. Provide the LEA’s policies and procedures to acquire, distribute and support the appropriate use
of PPE including gowns/coveralls, gloves, surgical masks, eye protection (face shield or goggles)
and N95 masks, as relevant and necessary.
Maintain Clean and Healthy Facilities
8. Provide the LEA’s schedule for routine cleaning of rooms, surfaces and objects, including high
touch objects and surfaces (e.g., pens, keyboards, elevator buttons, light switches, handles, stair
rails, faucets, phones, doorknobs, grab bars on playgrounds).
9. Provide the LEA’s cleaning and disinfecting protocols in the event that (1) a student, staff
member, or visitor develops symptoms of possible COVID-19 while in the school; or (2) if the
LEA is notified that a student, staff member or visitor who tested positive has been in the school.
Include the LEA’s plan to comply with specific required protocols for scenarios when it has been
24 hours or less since the sick person was in the school, as well as when it has been more than 24
hours but less than 3 days since the sick person was in the school.
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10. Provide the LEA’s plan to make available sufficient and appropriate cleaning and disinfection
supplies and to comply with the requirement that staff must wear gloves while cleaning and
disinfecting spaces throughout the building.
11. Provide the LEA’s plan to perform necessary maintenance to ventilation and water systems and
features (e.g., sink faucets, drinking fountains, decorative fountains) so that they are ready for use
and occupancy and are adequately maintained throughout the operating period.
Response to a Confirmed or Suspected COVID-19 Case
12. Describe the LEA’s policies and procedures to:
a. Comply with the requirement to not admit or to dismiss any student, staff member or
visitor who is COVID-19 positive or otherwise meets criteria for exclusion, per OSSE’s
guidance; and
b. Dismiss any individual or cohort that is potentially exposed to COVID-19 within the
school setting.
13. Provide the LEA’s plan to comply with the requirements to:
a. Identify a staff member as the COVID-19 point of contact (POC) to whom families, staff,
contractors and vendors should report a positive case of COVID-19 and who is responsible
for reporting positive cases of COVID-19 to DC Health;
b. Report any applicable positive COVID-19 case in a student, staff member or essential visitor
to DC Health on the same day the school is notified;
c. Not exclude students or staff with pre-existing health conditions that present with specific
COVID-19-like symptoms on the basis of those specific symptoms, if a healthcare provider
has provided written or verbal documentation that those specific symptoms are not due to
COVID-19.
14. Provide the LEA’s procedures to support DC Health with contract tracing in the event of a
positive case of COVID-19.
15. Describe how the LEA will notify the school community, as appropriate, of the positive case and
corresponding actions taken by the LEA/school.
COVID-19 Testing and Vaccines
16. If applicable, describe the LEA’s current or planned COVID-19 testing protocol for symptomatic
and/or asymptomatic students and/or staff, including steps the LEA will take to encourage
participation in the testing program. Please include the LEA’s plan to ensure that results of such
testing programs are reported to DC Health per DC Health’s COVID-19 reporting requirements:
dchealth.dc.gov/page/covid-19-reporting-requirements.
17. Provide the LEA’s plans to support COVID-19 vaccination of staff and students, as eligible,
including efforts to encourage participation in public and community-based vaccination
opportunities.
Students with Disabilities
18. Provide the LEA’s plans to provide appropriate accommodations to students with disabilities with
respect to its health and safety policies and procedures.
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Training, Technical Assistance, and Monitoring
19. Please provide the LEA's plan to provide training and technical assistance on its policies and
procedures to safely reopen schools in accordance with the DC Health Guidance for Schools and
the OSSE Health and Safety Guidance for Schools, including:
a. who will receive training and technical assistance;
b. the topics that the training and technical assistance will address; and
c. how and by whom the training and technical assistance will be delivered.
20. Provide the LEA’s plan to monitor the implementation of the health and safety plans at each
campus, including how, when and by whom the implementation will be monitored, and how the
LEA will respond if a given campus is not adhering to the plan.
Communicating Policies and Procedures to Students, Families, Staff and Visitors
21. Describe the LEA’s plans to communicate key health and safety policies and procedures to
students, families, staff and visitors.
2020-21 School Year Assessment Data Collection Questions
Note: Assessment data collection responses will be submitted by each individual K-12 school, rather
than each LEA.
1. Please describe your approach to assessing student learning in the past school year (2020-21),
including:
a. Information on the school’s strategy and approach to assessing student learning given the
school’s specific operating status throughout the 2020-21 school year;
b. Whether assessments were delivered remotely or in-person; and
c. Highlighting any changes to your original assessment plans due to the impact of the
pandemic.
2. Please identify the content areas for which your school administered non-state summative spring
assessments (interim, benchmark, end-of-course, or end-of-year) in both 2019-20 and 2020-21.
a. Please limit your responses to those assessments administered as common assessments at
the school or LEA level as opposed to those developed and used solely by individual
teachers. (check boxes with columns for 2019 and 2020)
i. ELA
ii. Math
iii. Science
iv. English language proficiency
3. Did you set assessment-specific goals9, benchmarks, or targets for performance on assessments
administered in the 2020-21 school year?
i. Select: Yes/no
ii. If yes, are these goals/targets set by (select one):
1. Assessment provider (e.g., NWEA)
9 For the purposes of this collection, “goals” are defined as LEA-determined expectations for individual students or student
groups. We expect that for the most part, LEAs using tools that themselves set specific goals for students (e.g., MAP), are using
those defined goals for this exercise, but LEAs should note and explain where this is not the case.
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2. The LEA or school (e.g., charter organization, school or teacher)
iii. If yes, are the goals/targets meant to measure (select one)
1. Student proficiency
2. Student growth
3. Both
4. Please describe the steps your school took in the 2020-21 school year to assess all students
equitably, including but not limited to students with disabilities, students with the most significant
cognitive disabilities, English learners and English learners with disabilities.
a. We acknowledge that schools may be developing individual assessments or tools for
certain situations where vendor-created tools are unavailable. Understanding where
there may be gaps will help us better understand where supports may be needed.
b. If applicable, include information on the specific assessments used to assess different
groups of students (content area, grade, and type [interim, benchmark, etc.])
c. Provide narration on accessibility and the availability of accommodations and
accessibility features.
d. Highlight where there may be gaps or challenges in providing common assessments for
all students (e.g., if vendor-created tools are not available at certain grade levels or for
certain content areas).
5. Please describe any strategies you implemented to change curricular scope or sequence for ELA,
math and science based on the impact of the pandemic on school schedules, distance learning and
reopening status. Please share any takeaways or lessons learned.
a. If applicable, highlight any concrete strategies that adjusted the school’s original plans
for standards coverage, curriculum, and scope and sequence. Examples could include, but
are not limited to: implementing Student Achievement Partners’ priority standards;
adjusting timing or sequencing; acceleration planning; redesigning 2020-21 quarter 1 to
focus on content missed in quarter 4 of 2019-20. Include details for all content areas and
identify where approaches differed across grades, as appropriate.
b. Outline how the changes in standards/content coverage impacted the school’s plan for
non-state summative assessments and ability to measure student learning.
6. Please identify which assessment tools you used for non-state summative spring assessments in
ELA, math and science (for tested grades) at your school(s) in the 2020-21 school year, as well as
the data on participation numbers, the “goals” identified above and performance toward those
“goals.”
a. Please limit your response to assessments administered in spring as common assessments
at school or LEA levels versus assessments developed and used solely by individual
teachers.
b. A reminder that tested grades/courses include:
i. ELA, mathematics: grades 3-8; high school (ELA 1, ELA II, Algebra I &
Geometry)
ii. Science: grades 5, 8 and high school biology
c. If your school sets individual grade-level goals, please provide a row for each grade and
student group. If your school sets goals across grade levels, please list the aggregated
goals, participation, and performance for the grade span and student group.
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d. If your schools did not assess locally in science, please describe in your narrative
responses why not and how you will address science content.
e. Be sure to identify tools used to assesses specific student groups (e.g., students with
disabilities, English learners, etc.).
f. For the purposes of this collection, “goals” are defined as LEA- or school-determined
expectations for individual students or student groups. If the LEA or school is using an
assessment tool for which they set specific goals for students (e.g., MAP), OSSE expects
the LEA or school is using those defined goals for this exercise, but LEAs or schools
should note and explain where this is not the case.
g. If you do not have information on the number of students meeting or exceeding a goal,
please fill out all the remaining columns. Collecting information on the types of
assessments used and the participation in those assessments will help OSSE better
understand the non-state summative assessment landscape across LEAs.
Tool Type of Source Format Content Grade(s) Student # of # of Goal # of
Tool Area Group Eligible Eligible Assessed
(auto- Students Students Students
populated) Assessed Meeting
or
Exceeding
Goals
Ex: Interim Vendor Remote ELA, 3-5
MAP Math
Ex: Diagnostic Vendor Remote Math 6-8
iReady
Ex: Teacher Remote ELA 6
EOC created
Ex: Teacher Remote ELA 7
EOC created
Ex: Teacher Remote ELA 8
EOC created
Ex: Teacher Remote ELP 3-8
EOC created
Ex: Teacher Remote Science 3-8
EOC created
7. What are your school’s takeaways from the results of assessments and assessment administration
this year, and what caveats would you highlight?
a. Detail how your school is approaching understanding the results of non-state summative
assessments this spring. If there are any high-level takeaways, please share.
b. Outline any caveats for interpreting the data from spring assessments at the school and/or
LEA level. Caveats for interpretation may include information on student participation;
opportunity to access standards/instruction; impact of remote administration on results;
questions of test security, etc.
c. Provide context for any missing information in question 6, if appropriate.
8. How did your school communicate the results of 2020-21 school year assessments to individual
students and their families?
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9. Please describe how your school used or will use the results from 2020-21 school year
assessments to improve instruction and student performance, access to summer enrichment, and
access to instruction and enrichment in the 2021-22 school year.
Assurance Statement for Continuous Education Plans (CEPs)
The LEA attests to the following statements regarding delivery of instruction:
The LEA grounds instruction in the District of Columbia’s approved state academic standards
(and/or the LEA’s approved standards) in English language arts, math, and science across grades
K-12.
The LEA attests to completing the ELA curriculum materials survey coinciding with the
submission of the CEP.
The LEA attests to the following statement regarding 2021-22 school year attendance:
The LEA assures that it will collect and report daily attendance through the LEA’s student
information system (SIS) consistent with OSSE’s regulations and policies for 2021-22.
The LEA attests to the following statement regarding graduation and promotion for 2021-22:
The LEA assures that it will abide by the statewide graduation requirements enumerated in 5A
DCMR § 220310 and/or in accordance with its charter agreement - if applicable.
The LEA attests to the following statements regarding serving students with disabilities, including
students in non-public special education school settings (please check all boxes):
Students with disabilities have equitable access to distance and in-person learning
opportunities as possible in accordance with the guidance above and issued by the US
Department of Education.
LEAs will ensure timely completion of IDEA procedures, including but not limited to initial
and reevaluation for eligibility and IEP development and revision, in both distance and in-person
learning models.
LEAs will ensure that school professionals delivering IEP services to the student regularly
communicate with families throughout any periods of distance learning. Consistent and clear
communication encourages parent and student participation in distance learning, in-person
learning, recovery service delivery, and other educational opportunities.
LEAs will ensure recovery planning and implementation includes identification of strategies,
systems and protocols to support implementation of all elements of recovery plans, as well as
addresses overdue initial and reevaluations for eligibility, IEP revisions and all other IDEA-
prescribed timelines delayed due to school closures.
LEAs will ensure recovery planning and implementation includes strategies to assess students
with disabilities, formally or informally, to determine a baseline measurement for recovery
service delivery, as well as strategies to address any identified student regression and loss of
educational benefit. These strategies will take into consideration and seek to address the
achievement gap of students with disabilities in comparison to their non-disabled peers prior to
loss of services due to school closure.
10 In the 2019-20 school year, the DC Council provided relief to high school students including the graduating class
of 2019 in response to the COVID-19 pandemic. The Council, through legislation, amended graduation
requirements waiving the community service requirement as well as the Carnegie Unit seat time requirement. OSSE
will seek this relief for the graduating class of 2021. However, course requirements will remain as outlined in
existing regulations.
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During the 2021-22 school year, the LEA will conduct school-wide and student-level recovery
planning and implementation efforts to address student loss of educational benefit for students
with disabilities. The LEA’s recovery planning and implementation will include convening IEP
teams, as appropriate, to review the impact of interrupted instruction for students with disabilities.
The LEA attests to the following statements regarding serving English learners (please check all boxes):
The LEA will ensure that English learner students are identified in a timely manner as
required by state policies and guidance identified above.
The LEA will develop a plan for ensuring continuity of its English learner program and
services to all English learner students across both distance and in-person learning environments,
The LEA will monitor implementation to ensure that English learner services and access to
grade-level content classes are advancing English learners’ language and academic goals.
The LEA attests to the following statement regarding technology:
The LEA will ensure that, to the extent its distance learning program uses technology, each
student will have access to a device and internet connectivity sufficient to fully participate in the
school’s learning program.
The LEA attests to the following statements regarding family, stakeholder and public engagement
(please check all boxes):
The LEA has given the public an opportunity to provide input in the development of the CEP
and engaged in meaningful consultation with a broad group of stakeholders. Specifically, the
LEA has engaged in meaningful consultation with students; families; school and district
administrators (including special education administrators); and teachers, principals, school
leaders, other educators, school staff and their unions; civil rights organizations (including
disability rights organizations); and stakeholders representing the interests of children with
disabilities, English learners, children experiencing homelessness, children in foster care, migrant
students, children who are incarcerated, and other underserved students.
The LEA has taken comments of the above-named groups into account in the development of
the CEP.
The LEA will ensure translation of family-facing documents into the major non-English
language(s) spoken by families served by the LEA, consistent with DC Code §2-1931, et seq.
The LEA will provide, upon request by a parent who is an individual with a disability, an
alternative format of the plan accessible to that parent.
The LEA will ensure publication, in a conspicuous place on its website, of the following
resources by the beginning of school during the 2021-22 school year and provide families
awareness of:
• An accessible, family-facing description of their continuous education plan and health and
safety plan for the 2021-22 school year, in an understandable and uniform format; and
• Contact information of key points of contact including technical support, language access,
school administrators, faculty and staff.
The LEA, if receiving ESSER III-ARP funds, will ensure publication on its web site, by June
24, 2021, their CEP from last school year (2020-21), if not already posted.
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The LEA, if receiving ESSER III-ARP funds, will update the 2021-22 school year CEP every
six months, at a minimum, between the date of publication and Sept. 30, 2023.
The LEA attests to the following statement regarding locally administered assessments:
The LEA ensures that the information reported herein is accurate to the best of its knowledge,
and the LEA will ensure that it will administer assessments equitably to all students and will
communicate the results of locally administered assessments to students’ families.
By submitting this continuous education plan and signing below, the LEA assures that this plan reflects the
LEA’s best thinking on how it will provide continuous education and accelerate learning for the 2021-22
school year.
Further, by submitting this continuous education plan, the LEA will ensure that schools provide a minimum
of 180 instructional days of at least 6 hours of instructional time in accordance with 5A DCMR 2100.3 for
the 2021-22 school year. Any deviation from this requirement must be approved by the Superintendent
prior to communication and implementation.
LEA Name: ____________________________
LEA Leader Name: ___________________________
LEA Leader Signature: ____________________________
Date: ________________________
Assurance Statement for Health and Safety Plans
The LEA attests to the following statement regarding operating in accordance with the DC Health and
OSSE public health guidance:
The LEA assures that it will adopt the measures in the DC Health and OSSE COVID-19 guidance for
schools to help reduce the risk of COVID-19 transmission among students, staff, families and the
community.
LEA Name: ____________________________
LEA Leader Name: ___________________________
LEA Leader Signature: ____________________________
Date: ________________________
Assurance Statement for 2020-21 School Year Assessment Data Collection
The LEA attests to the following statement regarding locally administered assessments:
The LEA ensures that the information reported herein is accurate to the best of its knowledge, and the
LEA will ensure that it will administer assessments equitably to all students and will
communicate the results of locally administered assessments to students’ families.
School and LEA Name: ________________________________________________
School Leader Name: __________________________________________________
School Leader Signature: _______________________________________________
Date: ________________________
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