2020-21 Florida’s Optional Innovative
Reopening Plan
DRAFT ** DUVAL ** DRAFT
Updated July 21, 2020
Due: July 31, 2020
Submit to the following email address: reopeningplan@fldoe.org

 2020-21 Florida’s Optional Innovative Reopening Plan
Purpose
The purpose of this document is to support districts in the development and submission of their Innovative
Reopening Plan for the Department’s consideration for the Fall 2020 school semester. This document will assist
districts in aligning their existing plan with required assurances, or serve as the actual template for districts
without an aligned plan to develop and submit one based on the assurances outlined in DOE ORDER NO.
2020-EO-06.
Directions
Districts shall complete this form and email to reopeningplan@fldoe.org. This form must be received no later
than July 31, 2020. The subject line of the email must include [District Name] Innovative Reopening Plan.
The district has two options in the submission of an Innovative Reopening Plan:
☐ Option 1: The district provides a narrative plan, as well as identifies the page number(s) of where

Assurances 1-5 are located in the district plan (captured next to Assurances 1-5 below). The district’s
Innovative Reopening Plan must accompany this template upon submission.
☒ Option 2: The district completes the Department’s template provided later in this document.

Proposed Innovative Model (Required for Option 1 and Option 2)
The district shall explain in detail the proposed Innovative Model by school type (elementary, middle,
high, combination, alternative, DJJ education programs, etc.). This description must include the
following: in-person instruction, specialized instruction, live synchronous or asynchronous instruction
with the same curriculum as in-person instruction, and the ability to interact with a student’s teacher and
peers. Provide the page(s) where the narrative of the proposed Innovative Model is located in your
submitted plan: _____

Duval County Public Schools remains committed to ensuring a safe and productive learning environment
for our students, employees, and their families. We understand that one size does not fit all families. In
response to the varied needs of our students and their families, we are proposing a phased in approach that
provides several options to meet the needs of individual learners. This phased approach will assist the
district in building out the regular 180-day calendar, while minimizing the risk of a second districtwide
shutdown.
Current Assessment of Duval County:
We are continually monitoring both the number of COVID-19 cases, as well as the percent of individuals
testing positive, with a particular focus on the infection rate of school-aged children. We have been
working closely with the Florida Department of Health – Duval, and they have been consulted regarding
every part of our plan. In addition, medical experts at Wolfson’s Children’s Hospital, University of
Florida Shands Health, and Duval Medical Society have provided guidance regarding safety protocols for
both students and employees.
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During the fourth week of August (August 24 – August 27), Jacksonville will be hosting a major national
event. This convening is expected to draw large numbers of individuals from across the country, and
possibly even internationally. We are also expecting a significant media presence in the city. While this
is an exciting time for Jacksonville and a wonderful opportunity to share with our students first-hand
about the election process, the influx of visitors to our city also comes with some inherent risks.
To address the unpredictable numbers of COVID in our community combined with this special
opportunity for our city, we are proposing a delayed start of the school year, with a gradual return of
students to full-time face-to-face instruction that we have called “Bridge to Reopening.” All schools will
be open to receive students for live instruction beginning Thursday, August 20, 2020, either full time or as
part of a hybrid model. This new date delays the start of the school year by eight (8) days. This delayed
start provides additional time for professional development and protective equipment and supplies to be
provided to the schools.

In this model, school-based instructional staff report back to school for pre-planning on Wednesday,
August 12, delaying the start of their work year by seven days. The additional time will be used by our
Operations Department to continue delivering supplies and PPE, to sanitize schools, install
plexiglass/foam & film barriers, and to deploy an antimicrobial shield product on frequently touched
surfaces. In addition, the district is assembling a DCPS COVID-19 Rapid Response Team consisting of a
team of nurses that will provide an expedited response to suspected and identified cases of COVID-19 in
the school district. The team will work in conjunction with the Florida Department of Health – Duval to
conduct contact tracing and follow-up with COVID-19 positive students and employees.
This proposal also includes an additional day of preplanning for teachers, for a total of six days for the
2020-2021 school year. The additional day is needed to ensure classrooms are appropriately configured,
unnecessary items removed, and lessons prepared for both live and distance learning. In addition to
professional development in their respective academic areas, all teachers and instructional
paraprofessionals will receive training on COVID safety protocols and strategies for implementing
technology to enhance instruction in their instructional areas.
Students return to classes on August 20, regardless of their selected instructional delivery model. This
approach allows for the phased return of students to brick and mortar schools, with an option for five-day
per week live instruction at all grade levels on September 14, two weeks after the national event has
concluded and the community impact can be properly evaluated. This plan has been approved by the
Duval County School Board and vetted by the FDOH-Duval.
The Bridge to Reopening Plan is a phased approach with priority given to our elementary students. In
addition, the plan provides an option to pivot to full-time distance learning, should our local COVID-19
numbers warrant such a closure at the advice of our local health department, either at the school or district
level.
The decision to return to full-time five-day face-to-face instruction will be reevaluated as the Labor Day
holiday approaches and we have better data to support the decision. As required in the waiver, if
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approved, any changes in this plan will be made in consultation with the Department of Health – Duval,
local medical professionals, and our elected school board members, and in communication with the
Florida Department of Education.
The following plan outlines the Bridge to Reopening options by school type.
Elementary Schools:
Students in Elementary (grades Pre-Kindergarten through 5) will be offered three options for instruction:
1. In-Person Live Instruction – Students in this option will attend school five (5) days a week at
their assigned school. Curriculum Guides and instructional materials provided to teachers will
serve as the benchmark for standards-aligned instruction. Instructional frameworks have been
developed that allow for time to accelerate learning while addressing gap priority standards, as a
scaffold to use as necessary to teach on grade level standards. Remediation strategies will be
integrated seamlessly into the school day as a result of individual student data results. Sanitation
and hygiene protocols will be addressed through required training, and classrooms will provide
social distancing, to the extent possible. Students in grades K-2 will be provided clear plastic face
shields as well as facial coverings. Students in grades 3-5 will be provided facial coverings,
classroom furniture will be arranged to maximize social distancing, and transparent barriers will
be mounted on desks. Lessons will be provided and expectations put in place to teach students
good hygiene and social distancing practices, such as but not limited to: frequent handwashing,
wearing of protective facial devices, handling personal and shared materials, transitioning
practices both within and outside of the classroom, and positive communication interactions with
peers. Families who do not formally select one of the other two options will automatically be
scheduled in this model.
2. Duval HomeRoom Distance Learning – Students and families not ready to return to full-time
live instruction can enroll in the district’s full-time distance learning option. Students retain
enrollment in their assigned school, are provided connected communication and access to events,
and continue their instruction via synchronous lessons set to the same bell schedule as our
elementary schools. Instead of attending in person, students log on to their regularly scheduled
classes. Selection of instructors at each school will be based on prior evaluation data, with priority
given to those instructors who have completed the Innovative Educator technology training.
Priority will also be given to reading teachers with training in Reading Mastery and/or Corrective
Reading, based on the intensive reading curriculum at each elementary school to ensure a seamless
transition back to the brick and mortar school setting when the student is ready to return. Students
will utilize the same curriculum, instructional frameworks, instructional materials, and curriculum
pacing guides as their peers in brick and mortar classrooms, but take their classes via Microsoft
Teams, a secure online collaboration and conferencing tool to provide synchronous instruction up
to six hours per day. Although lessons will be recorded for students to review, as needed, students
are strongly encouraged to attend live sessions. Students will be able to interact with their
teachers and other online classmates on this platform in both whole group and small group
sessions. Students opting for this setting will have the opportunity to return to their assigned
school throughout the school year as families feel comfortable returning to brick and mortar
campuses.
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3. Duval Virtual Instruction Academy (DVIA) – This is the district’s full-time virtual option for
families who intend to remain on a virtual platform throughout the year. Sessions are both
synchronous and asynchronous, with face-to-face instruction available through the “Live
Campus.” This is primarily a self-paced option, with all of the student’s courses uploaded onto
one platform. DVIA uses a different curriculum than our traditional brick and mortar schools, and
the teachers have received specialized professional development in the use of online curriculum
and pedagogy. As such, it is recommended that families that select this option make a year-long
commitment to this virtual learning option.

Middle Schools:
Students in Middle Schools (grades 6-8) will also be offered three options for instruction:
1. Bridge to Reopening Hybrid Model – Students opting for this model will attend school three (3)
or four (4) days a week at their assigned school, depending on their grade level.
• Sixth Grade Students: Students in sixth grade will attend in person four (4) days a week
(Monday/Tuesday/Thursday/Friday), with Duval HomeRoom Distance Learning on one
(1) day (Wednesday).
• Seventh Grade Students: Students in seventh grade will attend three (3) days a week
(Monday/Wednesday/Thursday), with Duval HomeRoom Distance Learning on two (2)
days (Tuesday/Friday)
• Eighth Grade Students: Students in eighth grade will attend three (3) days a week
(Tuesday/ Wednesday, Friday), with Duval HomeRoom Distance Learning on two (2) days
(Monday/Thursday)
• All Students Grades 6-8: Return to a live five-day per week in person instructional model
after the fourth week of instruction on September 14 pending review of local data in
consultation with the Florida Department of Health - Duval. Those families not
comfortable returning full-time to brick and mortar schools may opt for the Duval
HomeRoom Distance Learning Model at this time.
During the Duval HomeRoom distance learning instruction days, students will participate via
Teams in synchronous (live) class meetings at their regularly scheduled class times, using the
same curriculum used in the live sessions. Students will also have the ability to interact with their
teacher, as well as collaborate with their peers.
Similar to the elementary model, sanitation and hygiene protocols will be emphasized, and
classrooms will provide social distancing, to the extent possible. Students in grades 6-8 will be
provided with facial coverings and classroom furniture will be arranged to maximize social
distancing. Lessons will be provided and expectations put in place to teach students good hygiene
and social distancing practices, such as but not limited to: frequent handwashing, wearing of
protective facial devices, handling personal and shared materials, transitioning practices both
within and outside of the classroom, and positive communication interactions with peers. Families
who do not formally select one of the other two options will automatically be scheduled in this
model.

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2. Duval HomeRoom Distance Learning – Like the elementary model, students and families not
ready to return to full-time live instruction can enroll in the district’s full-time distance learning
option. Students retain their enrollment in their assigned school and continue their instruction via
synchronous lessons set to the same bell schedule as their assigned middle school. Instead of
attending in person, students log on to their regularly scheduled classes. Selection of instructors at
each school will be based on prior evaluation data, with priority given to those instructors who
have completed the Innovative Educator technology training. Priority will also be given to
teachers with specialized training in intensive reading, based on the curriculum provided at each
middle school. Students will utilize the same curriculum as their peers participating in face-toface instruction in brick and mortar classrooms, but take their classes via Microsoft Teams, a
secure online collaboration and conferencing tool. Students will be able to interact with their
teachers and other online classmates in both whole group and small group sessions. Students
opting for this setting will have the option to return to their assigned school throughout the school
year as families feel comfortable returning to brick and mortar campuses.
3. Duval Virtual Instruction Academy (DVIA) – This is the district’s full-time virtual option for
families who intend to remain on a virtual platform throughout the year. Sessions are both
synchronous and asynchronous, with face-to-face instruction available through the “Live
Campus.” This is predominately a self-paced option, with all the student’s courses uploaded onto
one platform. DVIA uses a different curriculum than our traditional brick and mortar schools. As
such, it is recommended that families selecting this option make a year-long commitment to the
school.

High Schools:
Students in High Schools (grades 9-12) will also be offered three options for instruction:
1. Bridge to Reopening Hybrid Model – Students in this option will attend school two (2) days a
week at their assigned school, with the remaining three (3) days on Duval HomeRoom Distance
Learning. All students will be divided into two cohorts, based on grade level, academic course
work, or specialized program.
• Cohort A: These students attend in person two (2) days (Monday/Thursday) and attend
online the remaining three (3) days (Tuesday, Wednesday, Friday)
• Cohort B: These students attend in person two (2) days (Tuesday/Friday) and attend
online the remaining three (3) days (Monday/Wednesday/Thursday)
• All Students Grades 9-12: Return to a live five-day per week in person instructional
model on September 14 which is two weeks after the conclusion of the national event. The
decision to return to full time face to face instruction will also rely on evaluation of local
data and will be made in consultation with the Florida Department of Health - Duval.
Those families not comfortable returning for face-to-face instruction full-time may opt for
the Duval HomeRoom Distance Learning Model at this time.
During the Duval HomeRoom distance learning instruction days, students will participate via
Teams in synchronous (live) class meetings at their regularly scheduled class times, using the

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same curriculum used in the live sessions. Students will also have the ability to interact with their
teacher, as well as collaborate with their peers in both whole group and small group sessions.
Like the previous models, sanitation and hygiene protocols will be emphasized, and classrooms
will provide social distancing, to the extent possible. Students in grades 9-12 will be provided
with facial coverings and classroom furniture will be arranged to maximize social distancing.
Lessons will be provided and expectations put in place to teach students good hygiene and social
distancing practices, such as but not limited to: frequent handwashing, wearing of protective facial
devices, handling personal and shared materials, transitioning practices both within and outside of
the classroom, and positive communication interactions with peers. Families who do not formally
select one of the other two options will automatically be scheduled in this model.
2. Duval HomeRoom Distance Learning – Similar to the previous models, students and families
not ready to return to full-time live instruction can enroll the district’s full-time distance learning
option. Students retain enrollment in their assigned school and continue their instruction via
synchronous lessons set to the same bell schedule as their assigned high school. Instead of
attending in person, students log on to their regularly scheduled classes. Selection of instructors at
each school will be based on prior evaluation data, with priority given to those instructors who
have completed the Innovative Educator technology training. Students will utilize the same
curriculum as their peers to allow for a smooth transition back to brick and mortar classrooms
when the student is ready to participate in live instruction. Students take their classes via
Microsoft Teams, a secure online collaboration and conferencing tool. Students will be able to
interact with their teachers and other online classmates in both whole group and small group
sessions. Students opting for this setting will have the option to return to their assigned school
throughout the school year as families feel comfortable returning to brick and mortar campuses.
3. Duval Virtual Instruction Academy (DVIA) – This is the district’s full-time virtual option for
families who intend to remain on a virtual platform throughout the year. Sessions are both
synchronous and asynchronous, with face-to-face instruction available through the “Live
Campus.” This is primarily a self-paced option, with all the student’s courses uploaded onto one
platform. DVIA uses a different curriculum than our traditional brick and mortar schools. As
such, it is recommended that families selecting this option make a year-long commitment to the
school.

Combination Schools:
Schools with a combination of grade levels will follow the model for each of the grade levels provided in
the descriptions above:
1. K-8 Combination Schools:
• K- 5 students will follow the elementary full-time model, with live instruction 5 days per
week
• 6-8 students will follow the middle school full-time model, with live instruction 3 or 4
days per week, based on student grade level

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•

All students will revert to a 5-day in person full-time model on September 14, pending a
review of local data and in consultation with the Florida Department of Health - Duval.

2. 6-12 Combination Schools:
• 6-8 students will follow the middle school full-time model, with live instruction 3 or 4
days per week, based on student grade level
• 9-12 students will follow the high school full-time model, with live instruction 2 days per
week, based on cohort assignment
• All students will revert to a 5-day in person full-time model on September 14, pending a
review of local data and in consultation with the Florida Department of Health - Duval.

Alternative Schools:
1. Disciplinary Alternative Schools: These schools will provide live face-to-face instruction five
(5) days per week starting with the first day of school and will not have a hybrid option.
2. Exceptional Education Center Schools: Students scheduled for our ESE Center Schools will be
provided live in-person instruction five days per week. Accommodations will be made for
students unable to attend in person as appropriate and according to the student’s Individualized
Education Plan.
3. Academic Alternative Schools: Our academies for students over-age for grade level will follow
the plan devised for students at the corresponding grade level.

Department of Juvenile Justice Schools:
Instruction will be face-to-face five (5) days per week, as each of the DJJ facilities allow.

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Reopening Plan Assurances (Required for Option 1 and Option 2)
The district must agree to ALL of the assurances by checking the corresponding boxes.
☒ Assurance 1: Upon reopening in August, the district will assure that all brick and mortar schools are
open at least five days per week for all students subject to advice and orders of the Florida Department
of Health, local departments of health, Executive Order 20-149, and subsequent executive orders.
Provide the page(s) where the narrative of this assurance is located in your submitted plan: _____
☒ Assurance 2: The district must provide the full array of services that are required by law so that

families who wish to educate their children in a brick and mortar school have the opportunity to do so.
These services include in-person instruction, specialized instruction for students with an Individual
Educational Plan (IEP) and those services required for vulnerable populations, such as students from
low-income families, students of migrant workers, students who are homeless, students with disabilities,
students in foster care, and students who are English language learners (ELLs). Provide the page(s)
where the narrative of this assurance is located in your submitted plan: _____
☒ Assurance 3: The district will provide robust progress monitoring to all students; tiered support

must be provided to all students who are not making adequate progress. If a student is receiving
instruction through innovative teaching methods fails to make adequate progress, the student must be
provided additional support and the opportunity to transition to another teaching method. Provide the
page(s) where the narrative of this assurance is located in your submitted plan: _____
☒ Assurance 4: The district will work with IEP teams to determine needed services, including

compensatory services for students with disabilities. School districts must immediately begin working
with IEP teams to identify students who may have regressed during school closures. IEP teams must
follow a student-centered approach with a commitment to ensure that the individual needs of each child
are met. Provide the page(s) where the narrative of this assurance is located in your submitted plan:
_____
☒ Assurance 5: The district will work with ELL Committees to identify ELLs who have regressed and

determine if additional or supplemental English for Speakers of Other Languages (ESOL) services are
needed. Districts should ensure that appropriate identification of English skills has been noted and that
schools have the resources to implement additional interventions and strategies. Provide the page(s)
where the narrative of this assurance is located in your submitted plan: _____
☒ Assurance 6: Progress monitoring data must be shared regularly by the district with the Department,

in a manner prescribed by the Department.
☒ Assurance 7: Districts must extend the same flexibility in instructional methods to every charter

school that submits a reopening plan to the sponsoring district addressing the requirements set forth in
DOE ORDER NO. 2020-EO-06. In addition, the district will collect reopening plans from each charter
school’s governing board for approval.

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Template Option for Reopening Plan (Option 2)
Plan for Implementation of Assurance 1
•

In the box below, describe the reopening in August of brick-and-mortar schools reflecting at least five
days of school per week for all students subject to advice and orders of the Florida Department of
Health, local departments of health, Executive Order 20-149 and subsequent executive orders. Also,
provide the district’s reopening date and schedule by school type.
In our Bridge to Reopening Plan, all brick and mortar schools will open on Thursday, August 20, 2020,
delaying the opening of school by eight (8) days. Because it is impossible to predict our COVID-19
infection rate a month prior to reopening, coupled with a large national event scheduled for Jacksonville
at the end of August, Duval County is planning a phased reopening of schools.
This plan allows all schools to reopen for live face-to-face instruction on August 20, with a phased return
to five (5) days per week for all students on September 14, two weeks following the conclusion of the
national event. In addition, Duval’s reopening plan provides a provisional distance learning plan for
students should we need to return to an online platform at the school, regional, or district level.
Reopening Dates and Plans by School Type:
•

Elementary Schools: Opens August 20, 2020 for face-to-face in-person learning five (5) days per
week for all students in grades Pre-K through five, with distance learning and virtual learning
options for families not ready to return to face-to-face instruction.

•

Middle Schools: Opens August 20, 2020 for face-to-face in-person learning for all students in
grades 6-8 on a staggered schedule three or four days per week, with distance learning provided
via our Duval HomeRoom distance learning platform on days not scheduled to be physically
present in school. Beginning September 14, students return to face-to-face instruction five (5)
days per week. Distance learning and virtual learning options are available for families not ready
to return to face-to-face instruction.

•

High Schools: Opens August 20, 2020 for face-to-face in-person learning for all students in
grades 9-12 on a staggered schedule two days per week, with distance learning provided via the
Duval HomeRoom distance learning platform on the three days not scheduled to be physically
present in school. Beginning September 14, students return to face-to-face instruction five (5)
days per week. Distance learning and virtual learning options are available for families not ready
to return to face-to-face instruction.

•

Combination Schools: Opens August 20, 2020 for face-to-face in-person learning for all
students, with students participating using the grade bands provided above, either five days per
week (elementary students) or on a staggered schedule (secondary students) with distance learning
provided via Duval HomeRoom distance learning platform on days not scheduled to be physically
present in school. Beginning September 14, all students on the hybrid models return to face-toface instruction five (5) days per week. Distance learning and virtual learning options are
available for families not ready to return to face-to-face instruction.

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•

Alternative Schools:
1. Disciplinary Alternative Schools: Opens August 20, 2020 with live face to face instruction
five (5) days per week starting with the first day of school, with no hybrid option.
2. Exceptional Education Center Schools: Opens August 20, 2020 for live in-person
instruction five (5) days per week. Accommodations will be made for students unable to
attend in person as appropriate and according to the student’s Individualized Education Plan.
3. Academic Alternative Schools: Opens August 20, 2020 with each academy following the
plan devised for students at the corresponding grade level.

•

Department of Juvenile Justice Schools: Instruction will be face-to-face five (5) days per week,
as each of the DJJ facilities allow, using the calendar established by the Department of Juvenile
Justice.

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Plan for Implementation of Assurance 2
•

In the box below, describe the plan for a full array of services that are required by law so that families
who wish to educate their children in a brick and mortar school have the opportunity to do so. These
services include in-person instruction and services required for vulnerable populations, such as students
from low-income families, students of migrant workers, students who are homeless, and students in
foster care.

Duval County Public Schools is committed to providing a full array of services regardless of the
instructional delivery option selected. To ensure all students have access to these services, the District has
developed the following implementation plans.

Intensive Academic Supports
Additional support will be provided to a targeted group of students who were previously identified as
having a reading deficiency and those who are in danger of retention. Students in Title I elementary
school level have been identified using a two-year reading proficiency aggregate in the schools identified
with the highest needs. This program is designed to assist students who were already behind in reading
proficiency and may have regressed in the Spring when students were instructed via distance learning.
Targeted students will be invited to participate in a face-to-face intensive reading intervention program for
five hours on Saturdays for 12 weeks to equal 60 hours. Transportation and meal service will be provided
to all participating students. During the 12-week intensive reading program, students will engage in
research-based reading curriculum.
To ensure high quality instruction, teachers participating in the program will be selected based on
effectiveness data. This includes prior year VAM scores and successful recent experience with the grade
level being taught.
Students participating in the program will be monitored for attendance and gains in reading proficiency.
In addition, the district will specifically review the end-of-year state assessment reading data for this
group of students in the aggregate, by teacher, and by individual student.
In addition to this program, schools have been allocated Supplemental Academic Instruction funding to
provide intensive supports in reading and mathematics for those students identified from assessments in
previous years in addition to beginning of year monitoring data. Schools have the flexibility to provide
these supports after school and/or on Saturdays.
We are also working with our community partners to provide reading support and student enrichment
activities to support learning during the day in our after-school programs. We have a wide network of
very supportive agencies leading the after-school and summer camp activities in our school facilities.
Through these partners, our students have had the opportunity to access additional technology, participate
in extended reading programming, and expand background knowledge through hands-on enrichment
activities like robotics clubs. Although they work for our external partners, the directors of the afterschool programs participate on the schools’ leadership teams to ensure that learning that occurs during the
school day extends to the after-school programs. In addition, these partners frequently hire teachers
within the school to participate in instruction and support after school hours.

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Professional Learning Opportunities:
All faculty will engage in professional learning that is relevant to their position to ensure these individuals
set equitable learning goals for ALL students in reaching grade level and/or above grade level
expectations. Academic Services, Innovative Technology, ESOL & Dual language, Exceptional Student
Services, Mental Health, and School Improvement are working collaboratively to provide experiences that
address acceleration, targeted remediation and social emotional learning.
All content area professional learning sessions will include a virtual instruction component. This serves
to meet the purpose of:
1.) Providing high quality instruction and student learning experiences in both brick and mortar
and distance learning environments to convey learning is of the same quality regardless of the
instructional delivery model; and
2.) Provide strategies and expectations for all teachers in the event of an extended school closure.
Although professional learning experiences have been taking place throughout the summer months on a
voluntary basis, required trainings begin with school administrators prior to the return of school-based
faculty. Faculty trainings will take place during preplanning in both whole group and differentiated
learning models.
Tier One Wellness Supports:
In response to First Lady DeSantis’s initiative to improve mental health supports for students in grades 6
through 12, last year Duval County Public Schools implemented Wellness Wednesdays for all our
district-operated schools for students in grades kindergarten through 12.
In addition to required instruction, these lessons include de-escalation and coping strategies that assist in
improving overall wellness. Topics specific to the pandemic, such as isolation, stress, and anxiety are part
of the reopening plan when the students return to school in August, whether they elect to participate in
face-to-face, distance learning, or in our district-operated virtual school. Lessons are posted on the district
website for parents and caregivers to review prior to implementation.
Special Education and Related Services
DCPS provides a full continuum of services and supports to students with disabilities eligible for
exceptional student education (ESE) in the least restrictive environment. Educational settings include the
following:
• general education inclusion with in-class services and accommodations;
• related services;
• self-contained classrooms; and
• exceptional education center schools.
These instructional structures will be provided for students in both face-to-face and Duval HomeRoom
distance learning. The district has procedures in place to conduct all required referral activities,
individual psychological evaluations, eligibility determinations and the provision of special education and
related services for eligible students who will attend brick and mortar schools or stay-at-home distance
learning options. The district will use a Multi-Tiered System of Supports (MTSS) to progress monitor
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grade level academic proficiency and progress towards IEP goals and objectives. Families of students
with IEPs will have specialized full-time face-to-face and stay-at-home distance learning instructional
options.
•

Brick and Mortar Implementation Plan:
✓ Referral/Eligibility/Placement: Virtual Multidisciplinary Team meetings were held during
spring 2020 school closures and will continue as an option when schools re-open. The option
of face-to-face meetings will be available with social distancing if preferred by the parent,
guardian, and/or educational surrogate. All members of the team will have the capability to
view data and documents being discussed in real time for meetings held virtually or face-toface. The district will continue to use the facilitated IEP (FIEP) structure for ESE meetings to
assure full participation and collaboration opportunities for all team members.
✓ Individual Psychological Evaluations: Face-to-face individual psychological evaluations
have been scheduled throughout the summer and will continue upon schools re-opening
utilizing personal protective equipment and health precautions including mask, temperature
checks, partition shields and sanitizing procedures.
✓ Individual Education Program (IEP): Provision of ESE Services and Related Services:
Students on general education standards will receive instruction based on grade level
curriculum guides with appropriate ESE services and accommodations provided as identified
on their IEP. Related services will be provided in a face-to-face delivery model per the IEP
with appropriate health precautions. Students served in self-contained classrooms on access
point standards will receive specialized instruction utilizing the following specially designed
curricula aligned to the access points standards: Unique Learning Systems, Vizzle, Attainment
and TeachTown. Related services will be scheduled face-to-face at intervals and durations
identified on the IEP.

•

Distance Learning and Duval Virtual Instruction Academy (DVIA) Implementation Plan:
✓ Referral/Eligibility/Placement: Virtual Multidisciplinary Team meetings were held during
spring 2020 school closures and will continue as an option when schools re-open. Meetings
will be scheduled at mutually agreed upon dates and times. The option of face-to-face
meetings will be available with social distancing if preferred by the parent, guardian, and/or
educational surrogate. All members of the team will have the capability to view data and
documents being discussed in real time for meetings held virtually or face-to-face. The district
will continue to use the facilitated IEP (FIEP) structure for ESE meetings to assure full
participation and collaboration opportunities for all team members.
✓ Individual Psychological Evaluations: Families who choose stay-at-home distance learning
will have the option of face-to-face individual psychological evaluations or virtual evaluations,
as feasible, depending upon assessment administration requirements. Face-to-face evaluations
will be scheduled at the student’s brick and mortar school or at a mutually agreed upon
location utilizing personal protective equipment and health precautions including, temperature
checks, partition shields and sanitizing procedures.

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✓ Individual Education Program (IEP): Provision of ESE Services and Related Services:

Services for students with disabilities are included in all aspects of the district’s distance
learning instructional plan and will be provided the technology needed to access virtual
services. Students with disabilities on general education standards will have the option of
Duval HomeRoom or Duval Virtual Instruction Academy (DVIA). Students with disabilities
attending Duval HomeRoom will receive full-day synchronous instruction along with ESE
services as identified on their IEP. DVIA will provide on-line virtual ESE services and
accommodations per students’ IEPs. Students in low incidence programs or who attend an
exceptional student center school will have the option of Duval HomeRoom. Students on
access points standards will receive whole group, small group and individualized virtual
synchronous instruction utilizing Unique Learning Systems, Vizzle, Attainment and
TeachTown curricula. Students who are unable to access on-line computer-based learning due
to their disability will be provided individual instructional material packets.
Related services such as speech therapy, language therapy, occupational therapy, physical therapy,
and mental health therapy will be delivered virtually with appropriate certified personnel for the
duration and interval identified on their IEP. Students will receive the ESE services identified on
their IEP to the greatest extent feasible. If a service or accommodation is not feasible virtually an
IEP team review meeting will be scheduled.
Social Emotional Supports for Student with Disabilities
The district has procedures in place to conduct screeners, evaluations, and interventions to address the
social emotional needs of students with disabilities following the Multi-Tiered System of Support (MTSS)
framework and progress monitoring. All procedures and special education social emotional services can
be provided in both face-to-face and stay-at-home distance learning models.
All students with disabilities will be given the Behavior Intervention Monitoring Assessment System
screener (BITMAS), which can be administered by the classroom teacher. If the results of the screener
indicate a need for further consideration of supports, the IEP team will meet to review and discuss. The
team will determine whether interventions are needed including where and how they will be provided
(classroom, small group, or individual). Depending upon the specific need and the intensity of the
intervention(s), the team will also determine the most appropriate staff member to provide the
interventions or services.
For some students that may need more intensive social emotional support, the IEP team may recommend
the completion of a Functional Behavior Assessment (FBA) and/ or a Behavior Intervention Plan (BIP) to
address emotional stability and behavioral concerns that are affecting participation in the on-line or brick
and mortar classroom. Once the evaluation is completed, the IEP team will re-convene to determine
appropriate social/emotional goals and objectives needed to promote student success in the specific
academic environment. The IEP team can also convene to consider the addition of mental health support
services to a student’s IEP as a related service.

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Professional development to address the social emotional needs of students with disabilities will include
Trauma Informed Care, Youth Mental Health First Aide, Functional Behavioral Assessments, Behavior
Intervention Plans, and implementation of social emotional learning curriculum.
•

Social Emotional Supports- Brick and Mortar/Duval HomeRoom Implementation Plan
The curricula provided for elementary students is Sanford Harmony, and Calm Classroom. The
curriculum for secondary students is School Connect. The ESE low incidence self-contained
classroom curricula will include Sanford Harmony, Calm Classroom, Zones of Regulation, and
Ripple Effects. Staff may also elect to use Check in/Check out strategies at all grade levels.

•

Social Emotional Supports-Duval Virtual Instruction Academy (DVIA)
Implementation Plan
All social emotional support procedures and services provided to students in face-to face, and
stay-at-home distance learning, are also provided to students that have selected
DVIA. Curriculum provided for DVIA is Sanford Harmony and Second Step.

Mental Health Counseling
Duval County Public Schools School Behavioral Health Model is Full Service Schools (FSS) of
Jacksonville, which is a long-standing, school-community collaboration which started in 1991 and
provides much needed services for Duval County Public School students. The purpose of FSS is to
remove non-academic barriers to student learning and support family success. Typical services offered
include the following: behavioral help for children, individual/family counseling, mentoring, parenting
help, after-school tutoring, case management, medical/health services, and after-school activities. Full
Service Schools is available in ALL DCPS elementary, middle, and high schools. A referral can be made
by a school, community agency, parent, or student.
•

Brick and Mortar Implementation Plan:
Once an FSS referral has been made by the school counselor, teacher, administrator, parent, or
caregiver, the DCPS Social Worker conducts an initial screening to determine the family’s needs.
Based on the needs identified, the Social Worker offers the family referrals for appropriate
services. Some services may be internal to FSS such as counseling and behavior management.
Other services may be external such as food from a local food bank. In all situations, the social
worker works with the family to ensure they are linked to the appropriate services agreed upon in
the assessment. If there is a therapeutic need, the FSS Social Worker will link students and
families to the Full Service School Therapist to conduct assessment face to face to begin
therapeutic services. The FSS Therapists conduct thorough face to face bio-psychosocial
assessments to identify presenting problems. Once appropriate parental consents are received,
mental health services are provided to the students weekly, biweekly, or monthly at the student’s
school.

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•

Distance Learning and Virtual Implementation Plan:
The process for our online students follows a similar path. Once an FSS referral has been made by
the parent, caregiver, school counselor, or teacher, the DCPS social worker conducts an initial
screening to determine the family’s needs. Based on the needs identified, the social worker offers
the family referrals for appropriate services. Some services may be internal or external to FSS. In
all situations, the social worker assists the family in linking them with the appropriate services
agreed upon in the assessment. If there is a therapeutic need, the FSS Social Worker link students
and families to the Full Service School Therapist to conduct assessment virtually to begin
therapeutic services. The FSS Therapists conduct thorough virtual bio-psychosocial assessments to
identify presenting problems. Once appropriate parental consents are received, mental health
services are provided using an online platform. Students will receive weekly, biweekly, or
monthly services via Video Chats with the mental health provider.

Mental Health Training:
Duval County Public Schools is poised to integrate an increased awareness of mental health needs
exhibited in students. This focus will be supported through professional learning opportunities for district
and school-based staff in ‘Youth Mental Health First Aid,” as well as the construction of a framework for
supporting healthy outcomes, both academically and emotionally. The overall goal of Youth Mental
Health First Aid is to increase the awareness of mental health issues among school-aged youth with our
students and their families. Other outcomes include promotion of positive mental health, increasing the
mental health literacy of school personnel and other adults who interact with school-aged youth, and
expanding the capacity within our schools and communities to respond to the mental and physical health
issues of school-aged youth.
•

Brick and Mortar Implementation Plan:
Youth Mental Health First Aid Instructors will provide weekly YMHFA Trainings to district and
school-based staff via face to face learning in various schools and community locations. The
training locations will meet the necessary safety protocols for group size, social distancing and
facial coverings. Attendees must wear a mask during the training and temperature will be assessed
upon entrance. Once district and school staff complete the 7 hours of training, they are considered
Youth Mental Health First Aiders within the District and Schools. As First Aiders they will be
better equipped to handle their interactions with young people who appear to be struggling with
mental health issues and have greater confidence in making appropriate referrals for counseling
services.

•

Distance Learning and Virtual Implementation Plan:
Youth Mental Health First Aid Instructors will provide weekly YMHFA Trainings to district and
school-based staff virtually via ZOOM. The YMHFA ZOOM training always requires participants
to have their video engaged to ensure active participation. Attendees must state their name, title,
and school upon entrance into the ZOOM room. Once district and school staff complete the 2
hours of prework and virtual 5-hour ZOOM training they are considered Youth Mental Health
First Aiders within the District and Schools. As First Aiders they will be better equipped to assist
in meeting district goals for the program.

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Social Emotional Learning
We believe children are more successful in school when they have the resources to address their medical,
physical, behavioral, social, and mental health needs. This focus will be supported through Social
Emotional Learning (SEL) programs and curriculum. The district’s Early Warning System (EWS) data
drove our decision to select and promote SEL within our current PBIS framework. Our SEL programs and
practices were developed based on community and school data to determine needs, including Culturally
Responsive Practices and Trauma Informed Care. We provide our schools the flexibility to determine the
time and structure of the SEL program. DCPS SEL programming includes but is not limited to Second
Step, Sanford Harmony, Calm Classroom and Morning Meeting.
•

Brick and Mortar Implementation Plan:
Social Emotional Learning Programing is implemented throughout the school district in various
modalities. Sanford Harmony (Meet Up/Buddy Up) and Second Step are implemented once per
day face to face with students in the classroom. Morning Meeting is implemented in classrooms
once per day face to face in the morning when students return to school. Calm Classroom is
implemented three times per day (beginning of the school day, midday, and end of the day) face to
face in a classroom setting. Calm Classroom is also implemented during small group and
individual counseling sessions.

•

Distance Learning and Virtual Implementation Plan:
Social Emotional Learning Programing is implemented throughout the school district in various
modalities. Sanford Harmony (Meet Up/Buddy Up) and Second Step are implemented once per
day virtually https://www.sanfordharmony.org/online-professional-learning-library/ and
https://login.secondstep.org/Account/Login. Morning Meeting is implemented virtually once per
day in the morning when students return to school. Calm Classroom is implemented three times
per day (beginning of the school day, midday, and end of the day) virtually. Calm Classroom can
also be implemented by parents through a provider parent link.

School Social Work
Duval County Public School Social Workers are the link between the home, school, and community
providing direct and indirect services to students, families, and school personnel to promote and support
students’ academic and social success. School social workers are prepared to provide a breadth of services
as members of multidisciplinary school teams. These services include, but are not limited to social
histories, assessments, and screenings, counseling and support groups, crisis intervention, home-school
collaboration, advocacy, services to families, services to school staff, truancy intervention, coordination
of community agency services, classroom presentations, and Parent trainings/workshops.
•

Brick and Mortar Implementation Plan:
School Social Workers assist schools by providing social histories for students referred for
services. They also provide comprehensive services to their assigned schools to ensure that social
and emotional needs are met. School social workers work with the truancy officers and school

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attendance teams to identify students that are truant and provide support for getting student
attendance back on track. Our social workers also assist with the Parent Academy by providing
attendance workshops and trainings to parents and caregivers, as well as work with school
counselors and school staff responsible for monitoring attendance to address persistent absentee
issues and enrollment processes for truant students. They work with the State Attorney’s Office
and Division of Motor Vehicles to ensure that statutory mandates for non-attendance are
implemented. School social workers provide Crisis Support to schools that have student and/or
faculty deaths. They also provide schools and families with clothing from the district’s internal
clothing closet.
•

Distance Learning and Virtual Implementation Plan:
All of the services provided to students in brick and mortar schools are also provided to students
opting for an online program. In some cases, home visits will be necessary to support the needs of
students. In addition, our school social workers provide important information regarding internet
and student laptop computer needs to our Instruction Technology team, to fill any instructional
needs to assist the student to thrive in the online environment.

Youth Development Programs
Duval County Public Schools provides the educational component for programs that serve students who
receive support services from an outside agency. Students who have been court ordered to complete a
substance abuse program or who have been assigned residential treatment benefit from the district’s
academic component. The principal of Youth Development Programs serves as the liaison between the
school district and the external agencies.
•

Brick and Mortar Implementation Plan:
Teachers will provide in-person direct instruction Monday through Friday in all Youth
Development Programs, including Gateway, Youth Crisis Center, Hubbard House, Jacksonville
Youth Academy, Duval Academy, PACE, AMIKids and Duval Detention Center. Because these
are specialized programs for at-risk students, each facility will work with the district to ensure
student needs are met. Facility requirements will include the following: facial coverings, daily
temperature checks, and COVID-19 screening. CDC social distancing guidelines will be followed.
Presently, the teachers working at the Pre-Trial adult detention facility will not be allowed to
return on-site to provide direct instruction. Packets will be delivered via Jacksonville Sheriff’s
Office (JSO) to students enrolled in the program.

•

Distance Learning and Virtual Implementation Plan:
Teachers will provide a virtual learning plan to support virtual learning to all students at each
Youth Development program if needed (Pre-Trial will not be included in virtual learning). All
teachers and staff at each site will provide virtual learning via TEAMS and PLATO as an option.
Continuous monitoring and student support will be provided by the principal and assistant
principal.

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Plan for Implementation of Assurance 3
•

In the box below, describe the schedule and process for administering local progress monitoring
assessments, as well as the assessment tool(s) used by the local district or school by grade level. In
addition, describe how the data is used to determine how adequate progress is being made and how
intervention and tiered support is being deployed.
Brick & Mortar and Duval HomeRoom (Full-time or Hybrid)
The district will be using the same progress monitoring assessments for both face-to-face and Duval
HomeRoom distance learning. Along with teacher assigned assessments provided after specific lessons
or units of learning, the following district-wide progress monitoring tools will be utilized:
PROGRESS MONITORING IN READING & MATHEMATICS
•

i-Ready: Students in 3rd – 5th grade will take an i-Ready diagnostic assessment in Reading and
Math three times a year (Fall, Winter, and Spring). This diagnostic will help assess growth of
students and place students on an individualized path of instruction based on student learning
needs. Students will also complete daily lessons and monthly progress monitoring assessments
within the i-Ready program. These daily lessons and progress monitoring assessments will allow
teachers to identify and address needs in-between the diagnostic assessments.

•

Additional Reading Intervention Programs:
✓ Reading Mastery is used in Title I schools for grades K – 2. Fluency checks, Mastery
Tests, and lesson progress are monitored after specified lessons. Specialized progress
monitoring documents to help teachers determine appropriate next steps for individual
students are provided.
✓ Corrective Reading is used in Title I schools in grades 3 – 8. Fluency checks, Mastery
Tests, and lesson progress are monitored after specified lessons. Specialized progress
monitoring documents to help teachers determine appropriate next steps for individual
students are provided.
✓ Leveled Literacy Intervention (LLI) will be used in any school not utilizing Reading
Mastery or Corrective Reading in grades K – 5. Progress monitoring will occur through
running records. Specialized progress monitoring documents to help teachers determine
appropriate next steps for individual students are provided.

•

Achieve 3000: Students in grades 3 through 12 will utilize Achieve 3000 and the data collected
from this blended learning program will also be used for progress monitoring purposes. Students
are given a Level Set three times a year (Fall, Winter, Spring) and students can also show increase
in Lexile level each month based on their performance in the program. Achieve 3000 reports will
be used by teachers to progress monitor students and help guide the small group work needed for
the student to move forward.

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•

Freckle: Students in 4th and 5th grade will utilize Freckle for the 2020-2021 school year. Freckle
is a differentiated blended learning platform for Reading, Math, Science, and Social Studies.
Students will take an initial diagnostic assessment and will be placed on their learning path. This
learning path adjusts on a daily basis as students complete lessons. Student performance by
standard is shared in a report for teachers to help meet the needs of students in small group and
teachers can assign additional lessons based on student progress.

•

ACALETICS: This math program is used in Title I schools for grades 2 through 8. The program
focuses on grade level standards and allows teachers to progress monitor on a monthly basis.
Teachers utilize the data to regroup students and determine which standards need to be retaught.

•

Math 180: This math program is used in 6th – 8th grade intensive math classes. The program
provides students in need of intervention with appropriate instruction to bring them to grade level.
Students take a Math Inventory assessment three times during the year (Fall, Winter, and Spring)
to measure collective quantile growth. Additionally, students take standards-based progress
monitoring assessments at the end of each content block to measure progress toward mastery.

•

District level Progress Monitoring Assessments (PMA): These assessments will be
administered each quarter in 3rd – 5th grade in Reading, Math, and Science. They will be
administered for 6th – 12th graders in ELA, Math, Biology, Civics, and US History. These PMAs
will assess the progress on all standards that have been taught up until that time and are
cumulative in nature as the year progresses. These assessments will help teachers identify
standards that need to be retaught, whether whole group or small group.

Duval HomeRoom Progress Monitoring
While our systems have the capacity to provide baseline and ongoing monitoring assessments via
our distance learning platform, we recognize this may not always provide the most accurate data
needed to tailor individualized instruction for some of our students. Duval HomeRoom students in
kindergarten, or those who were performing below “Proficient” in reading and/or math during the
2019-2020 school year, and any students assigned to schools falling under the state’s
Differentiated Accountability system will be provided with individual or small group
appointments to come to a neighborhood school for their baseline assessments. This will not only
provide data needed to individualize instruction for those student, but will also provide an
opportunity for instructional support staff to meet with parents, share information, and answer any
questions about the at-home learning environment.

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Progress Monitoring in Duval Virtual Instruction Academy (DVIA)
•

District level Progress Monitoring Assessments (PMA): Students in 3rd – 12th grade who are
enrolled in DVIA are progress monitored through course specific PMAs. Courses in ELA,
Mathematics, Science, and Social Studies are provided. Progress Monitoring Assessments are
administered quarterly for all students and assessed progress on the standards that have been
taught up until that time.

•

Course-Specific Formative and Summative Assessments: DVIA courses have built-in
formative and summative assessments that are aligned to the standards being addressed at any
given time. These assessments are both topical and cumulative. Data from the assessments are
used to provide instructional staff information regarding areas that need additional support.

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Plan for Implementation of Assurance 4
•

In the box below, describe how the district will work with IEP teams to determine needed services,
including compensatory services for students with disabilities.
Determination of Need for Services - Progress Monitoring and Assessments
IEP teams will utilize a Multi-Tiered System of Supports (MTSS) framework for determining the need for
additional supplemental services for students with disabilities. The district will be using the same MTSS
problem-solving procedures for face-to-face, Duval HomeRoom and Duval Virtual Instruction Academy
(DVIA) although data collection methods and assessments may differ.
•

Progress Monitoring & Assessments for Students with Disabilities on General Education
Standards
Teams will review grade level content-specific diagnostic assessment data, along with current
levels of performance on IEP goals/objectives to establish baselines for progress monitoring. Daily
lessons and progress monitoring assessments will allow teachers to identify and address needs inbetween the diagnostic assessments.
Teams will collect data on behavior intervention plans and progress toward behavior
goals. Related services personnel will review Spring 2020 progress toward IEP goals and baseline
Fall 2020 data. Based on the review of the data collected and student academic performance,
recommendations may be made to the IEP team for additional services. Progress monitoring will
be reviewed every four to six weeks to determine if additional supports for students are necessary.
If a student is not making adequate progress, the IEP team must convene to review and potentially
revise current goals, interventions, accommodations, and services.

•

Progress Monitoring & Assessments for Students with Disabilities on Access Points
Standards
Teams will utilize Unique Learning System (ULS) monthly pre- and post-assessments from spring
2020 as baseline data. ULS fall and winter benchmark assessments will be used for progress
monitoring of elementary students and participatory level secondary students on access
points. Secondary students will be transitioning to Vizzle which will collect specific progress
monitoring data on IEP goals and objectives. Progress monitoring will be reviewed every four to
six weeks to determine if additional supports for students are necessary. If a student is not making
adequate progress, the IEP team must convene to review and potentially revise current goals,
interventions, accommodations, and services.

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Related services personnel will review spring 2020 progress toward IEP goals and baseline fall
2020 data. Based on the review of the data collected and student academic performance,
recommendations may be made to the IEP team for additional services.
•

Remediation and Interventions Services for Students with Disabilities
Many students with disabilities participated in Summer Extended School Year Services and in the
math and reading intervention summer program offered by the district. Students with disabilities
on general education standards will continue to have access to all district academic recovery
options throughout the school year. Individualized academic and behavioral interventions or
services will be determined by the IEP teams and efforts will be made to provide any additional
special education and related supports identified during the school day; however, IEP teams may
consider extended school year services if necessary.

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Plan for Implementation of Assurance 5
•

In the box below, describe how the district will work with ELL Committees to identify ELLs who have
regressed and determine if additional or supplemental English for Speakers of Other Languages (ESOL)
services are needed.
To address the possible regression of ELLs’ English listening, speaking, reading, or writing skills and the
need to convene an ELL committee meeting, teachers will monitor students during the first three to four
weeks of the school year. This could be based on:
•

Teacher anecdotal/formative assessments of English language proficiency (ELP) such as
✓
✓
✓
✓

•

Student Oral Language Observation Matrix (SOLOM)
Student/parent interview
Silent observer checklist
WIDA speaking and writing interpretive rubrics

Reading/ELA assessment data
✓
✓
✓
✓
✓

Imagine Learning
I-Ready
Achieve 3000
Istation Español (Dual Language only)
Achieve 3000 Español (Dual Language only)

When a teacher observes that an ELL in a mainstream class has shown regression in ELP, the school will
hold an ELL committee to outline the instructional and linguistic supports appropriate to the student's
current English language proficiency level. These instructional supports will then be implemented by the
student’s current teacher.
If through ongoing progress monitoring, the student continues to show regression, the ELL committee
should reconvene to discuss programmatic action. During the ELL committee meetings, the teacher will
need to provide documentation of the instructional supports currently being implemented that align to the
student's proficiency level to guide the decision.
Additional resources provided to schools to implement interventions and strategies:
•

Modify eligibility criteria for the internet learning platform for ELLs (Imagine Learning) to include
any ELL who has shown regression in English language skills regardless of their ELP levels on the
annual language assessment.

•

Make Rosetta Stone available to include any ELL in grades 9-12 who has shown regression in English
language skills regardless of their ELP levels on the annual language assessment.

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•

Monitor ESOL paraprofessional bilingual instructional support to include any ELL who has shown
regression in English language skills regardless of their ELP levels on the annual language
assessment.

•

Create recorded professional development sessions on the implementation of ESOL strategies that
address the regression of ELLs’ English language skills in listening, speaking, reading or writing
available to all DCPS teachers.

•

Make available supplemental materials for English language development lessons for teachers in need
of additional hands-on student copies as well as teachers’ guides to incorporate in their daily small
group instruction.

•

Provide all written and oral communication between a school personnel and parents of current or
former English language learners in the parents’ primary language or other mode of communication
commonly used by the parents, whenever feasible.

•

For Spanish-speaking ELLs in Dual Language that show regression in English literacy skills, monitor
native language literacy skills addressed to support cross-linguistic transfer of skills using targeted
instruction from Istation Español, Benchmark Soluciones, Benchmark Spanish Oral Reading Records,
and Achieve 3000 Español.

•

Create recorded professional development sessions on the transfer of knowledge and skills from the
first language to the second language to inform the design and delivery of literacy instruction for
ELLs in Dual Language.

•

Provide Ongoing Support for Secondary ESOL Instructional Leaders, monthly recurring guidance for
school-based administrators and instructional leaders; key topics to include, but not limited to, data
chats, research-based strategies, content and language objective alignment, classroom walkthroughs
for calibration, and formative assessments for multilingual learners.

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Assurances 6 and 7 do not require additional narrative.
Acknowledgement
The district verifies the information in this form.
Name and title of person responsible for completion and submission of the Innovative
Reopening Plan

Dr. Dana Kriznar, Deputy Superintendent
Contact information: email, phone number
kriznard@duvalschools.org (904) 390-2046
Date submitted
TBD, as approved by the School Board
Superintendent Signature (or authorized representative)

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