Reopening Plan Fall 2020


Click here to view Fall 2020 Reopening Plan	Click here to view Frequently Asked Questions

What is the CCPS Reopening Plan?
The CCPS Reopening Plan is a detailed outline of how the school system will resume instructional activities this fall. The Board of Education’s goal is to return all students and staff to school buildings for face-to-face instruction. The plan is fluid and based on information available from health partners. CCPS will use data and examine health conditions in the community to drive decisions about the movement of Phases to safely educate CCPS students and welcome all children and staff back to school buildings.

Background
Due to the COVID-19 pandemic, the Board of Education of Charles County voted to open schools for the 2020-21 school year in a virtual format for students. The Maryland State Department of Education (MSDE), state superintendent of schools, and the state and local health departments provided local school systems with guidance and requirements to open schools. State Superintendent of Schools Dr. Karen Salmon, along with approval from Gov. Larry Hogan, provided local school districts with the flexibility to provide parents, students and staff with options to open for the 2020-21 school year.

Key focal areas in the plan
The CCPS Reopening Plan is a 95-page document that includes detailed information about how the 2020-21 school year will operate. Important areas of focus are sample virtual student schedules, how CCPS will assess all students at the beginning of the school year, instructional details, special education compliance details, COVID-19 safety protocols, cleaning procedures and more.

FAQs
This page includes a frequently asked questions area with questions for parents, staff, students. CCPS will add questions and provides answers as received. The FAQ area is a starting point for anyone interested in learning about the Reopening Plan but does not want to review the entire document. Questions not included can be sent by email to CCPS staff at This email address is being protected from spambots. You need JavaScript enabled to view it. for review.

About the CCPS Reopening Plan

What is the CCPS Reopening Plan?

The CCPS Reopening Plan is a detailed outline of how the school system will resume instructional activities this fall. The Board of Education’s goal is to return all students and staff to school buildings for face-to-face instruction. The plan is fluid and based on information available from health partners. CCPS will use data and examine health conditions in the community to drive decisions about the movement of Phases to safely educate CCPS students and welcome all children and staff back to school buildings.

Background

Due to the COVID-19 pandemic, the Board of Education of Charles County voted to open schools for the 2020-21 school year in a virtual format for students. The Maryland StateDepartment of Education (MSDE), state superintendent of schools, and the state and local health departments provided local school systems with guidance and requirements to open schools. State Superintendent of Schools Dr. Karen Salmon, along with approval from Gov.Larry Hogan, provided local school districts with the flexibility to provide parents, students and staff with options to open for the 2020-21 school year.

Reopening Plan – five Phases of learning

The CCPS Reopening Plan includes detailed plans the school system will follow to start the new school year. The plan includes five Phases in which teaching and learning will occur forteachers and students. The Phases are summarized below.

Phase 1: All students will participate in virtual instruction four days per week. CCPSwill provide a schedule for each level, lessons will be live and traditional grading and attendance practices will be in place. Teachers will provide prerecorded instruction one day per week.|
Phase 2: Special population students (students receiving special education services, English Learners (EL) students, students with a 504 plan, students without internet connectivity, homeless and displaced students, students enrolled in specific Career and Technical Education (CTE) programs and children of employees of CCPS) will be offered face-to-face instruction four days per week with recorded virtual instruction one day per week.
Phase 3: Prekindergarten through Grade 2 students, Grade 6 and Grade 9 students will be offered face-to-face instruction four days per week and recorded virtual instruction one day per week.
Phase 4: All students in Prekindergarten through Grade 12 will be offered face-to-face instruction two days per week on a rotating basis. Virtual learning will take place on off-site school days. Student groups identified in Phase 3 will continue face-to-face instruction four days per week.
Phase 5: All students in Prekindergarten through Grade 12 return to face-to-face instruction five days per week.

On July 14, 2020, the Board of Education of Charles County voted to start the 2020-21 schoolyear in Phase 1, with the goal to transition into Phase 2 as quickly as possible. Key focal areas in the plan. The CCPS Reopening Plan is a 95-page document that includes detailed information about how the 2020-21 school year will operate. Important areas of focus are sample virtual student schedules, how CCPS will assess all students at the beginning of the school year, instructional details, special education compliance details, COVID-19 safety protocols, cleaning procedures and more.

FAQ area

The CCPS Reopening Plan includes a frequently asked questions section that includes questions for parents, staff and students. CCPS will add questions and provide answers as received. The FAQ area is a starting point for anyone interested in learning about the Reopening Plan but does not want to review the entire document. Questions not included can be sent by email to CCPS staff at This email address is being protected from spambots. You need JavaScript enabled to view it. for review.

Development of plan

The CCPS Reopening plan was developed by school system leaders, teachers, staff workgroups, and with input from parents, students and local government agencies and health partners. A local recovery plan stakeholder group was formed in July 2020 to advise school system leaders as the plan was completed. An outline of how the plan was formulated is included in detail on pg. 19. Important areas in development of the CCPS Reopening plan include:

Five internal workgroups consisting of CCPS employees met to create research-based recommendations for resumption of school activities. The groups included elementary school instruction, middle school instruction, high school instruction, operations, and health and safety.
The groups focused on maintaining and enhancing continuity of learning; providing a learning and working environment that sustains the highest safety level that is reasonable and follows the most recent medical advice; ensuring educational access and equity for all students; building upon collaborative partnerships, and proactive communication with staff and our community.
The plan includes feedback provided by CCPS staff, parents and community members. Surveys were completed in June to gather input.
The Board of Education hosted two Town Halls regarding the reopening of schools –one for CCPS staff and one for parents and community members. The Town HallsCharles County Public Schools 4 School Reopening PlanSCHOOL YEAR 2020-2021were aired live on the CCPS YouTube channel. CCPS also solicited public comment on the reopening of schools on its website and through email.
The Board of Education held a special meeting on July 7, 2020, during which Boardmembers shared their opinions about the reopening of schools.
The local recovery plan stakeholder group met in July to review and provide feedback on the draft stakeholder plan. This group includes representatives from Charles CountyEmergency Services, the Charles County Department of Health, the CCPS SchoolSafety Advisory Committee, the Education Association of Charles County (EACC), the Charles County NAACP, CCPS teachers, community members and parents appointed by members of the Board of Education of Charles County, the Student Member of the Board of Education, and Superintendent Kimberly Hill and the CCPS operations group.

Letter from the Superintendent

Dear Parents, Guardians, Staff and Students:

COVID-19 has changed so much about our daily lives, including how teachers teach and how children learn. We have experienced a lot over the past several months, and we miss working with children in a face-to-face setting. This recovery plan is an outline of how Charles County Public Schools (CCPS) intends to resume instructional activities this fall, with the goal of ultimately returning our children to school buildings for face-to-face instruction. It is a flexible document that will rely upon health data and health conditions that exist in our community and was developed with the input of many stakeholders including staff, parents, students and community members.

This recovery plan has, at its core, five phases of recovery for teaching and learning in Charles County Public Schools (CCPS).

Phase 1: All students will participate in virtual instruction four days per week. CCPS will provide a schedule for each level, lessons will be synchronous and traditional grading and attendance practices will be in place. Teachers will provide asynchronous instruction one day per week.
Phase 2: Special population students (students receiving special education services, English Learners (EL) students, students with a 504 plan, students without internet connectivity, homeless and displaced students, students enrolled in specific Career and Technical Education (CTE) programs and children of employees of CCPS) will be offered face-to-face instruction four days per week with asynchronous virtual instruction one day per week.
Phase 3: Prekindergarten through Grade 2 students, Grade 6 and Grade 9 students will be offered face-to-face instruction four days per week and asynchronous virtual instruction one day per week.
Phase 4: All students in Prekindergarten through Grade 12 will be offered face-to-face instruction two days per week on a rotating basis. Virtual learning will take place on off-site school days. Student groups identified in Phase 3 will continue face-to-face instruction four days per week.
Phase 5: All students in Prekindergarten through Grade 12 return to face-to-face instruction five days per week.

On July 14, 2020, the Board of Education of Charles County voted to start the 2020-21 school year in Phase 1, with the goal to transition into Phase 2 as quickly as possible.

A lot has changed since March. What didn’t change was the way CCPS staff handles adversity and displays versatility in doing what is right for children. I am extremely proud of our team for not missing a beat in providing some semblance of normalcy for our students.

The 2020-21 school year may look and feel different, but I am confident that CCPS staff will continue to be the difference for the children we serve.

Thank you for your support of our schools. I hope you and your family are well.

Sincerely,

Kimberly A. Hill, Ed.D.
Superintendent

State Requirements for Reopening School

Maryland School Districts Must:

Complete and post the school system’s recovery plan on the district website by Aug. 14. The Maryland State Department of Education (MSDE) will review all plans.
Address equity in all components of the plan.
Establish a recovery plan stakeholder group that is representative of schools and the community.
Create a detailed diagnostic assessment plan of all students to identify and address gaps in learning.
Follow MSDE standards and provide instruction across all key content areas including College and Career Readiness.
Follow Individuals with Disabilities Act (IDEA), 504 and Americans with Disabilities Act (ADA) and all other special education protocols and laws.
Incorporate and follow MSDE, state and federal health guidelines and procedures for individuals who test positive for COVID-19.
Incorporate and follow MSDE, state and federal health safety protocols for food service, daily cleanings and other school operations.
Establish protocols for the safe transportation of students to and from schools.
Develop an attendance tracking system for students who are engaged in virtual learning.
Develop a communications plan to reach its stakeholders.
Evidence that COVID-19 Checklist was used in the development of recovery plan.

Provide for inclusive interscholastic and athletic activities for all students.

Glossary of Terms

504 plan: A plan developed to ensure that a child who has a disability identified under the law and is attending an elementary or secondary educational institution receives accommodations that will ensure academic success and access to the learning environment.

ACHIEVE: A regionalized special education program designed to meet the needs of students in kindergarten through age 21 with significant cognitive disabilities.

Algebra Nation: An online program that features supplemental content for students enrolled in Algebra I courses.

AP Classroom: A College Board site for teachers and students enrolled in Advanced Placement (AP) courses offering online resources for teachers, and test resources for students interested in taking a course accompanying AP exam.

Asynchronous: Digital form of teaching that is prerecorded and not delivered live.

Career Cruising: A self-exploration and planning program CCPS uses with high school students that allows them to research career choices after graduation.

CARES Act grant: Coronavirus Aid, Relief and Economic Security Act law that includes funding to prevent, prepare for and respond to the coronavirus. CCPS is using this grant to provide 1-to-1 computing for high school students.

CK-12.org: An online interactive resource for secondary students in social studies, math and science.

Connect 4 Learning: Connect4Learning® is a research-based, classroom tested interdisciplinary prekindergarten curriculum. The program uses research-validated teaching methodologies from early childhood experts in mathematics, science, literacy and social-emotional learning.

Conscious Discipline: A social-emotional learning program that teaches children about self-control and self-regulation.

Desmos: An online computer application that features a free advanced graphing calculator and math lessons for students.

DreamBox: An elementary school level mathematics program that features lessons and activities for students in prekindergarten through Grade 8. DreamBox includes more than 1,800 lessons presented as animated adventures, games and challenges.

EA: Emotional Adjustment.

Edge: A new Microsoft internet web browser that replaces Internet Explorer.

EPA: Environmental Protection Agency.

Fast Focus from Connect 4 Learning: A researched-based interdisciplinary prekindergarten curriculum.

Flipgrid: A website that allows teachers to create "grids" to facilitate video discussions. Each grid is like a message board where teachers can pose questions, called "topics," and students can post video responses that appear in a tiled grid display. Grids can be shared with classes, small groups, or any collection of users interested in a common strand of questions.

FMLA: Family and Medical Leave Act.

Fogging: A sanitizing method used to apply additional disinfecting products through a mist that cleans airborne and surface-based pathogens.

F&P Benchmark Assessment: The Fountas & Pinnell Benchmark Assessment Systems are accurate and reliable tools used by teachers to identify the instructional and independent reading levels of all students and document student progress through one-on-one formative and summative assessments.

Fundations: A program based on the Wilson Reading System® principles and provides teachers with research-based materials and strategies essential to a comprehensive reading, spelling and handwriting program. Fundations is used with students in kindergarten through Grade 3 and emphasizes phonemic awareness, word study, reading fluency, vocabulary, comprehension strategies, handwriting and spelling.

Generation Genius: An online science program for use with students in kindergarten through Grade 8. The program features engaging online science lessons and videos, quizzes and games as well as hands-on activities students can do at home.

Gizmos: A math and science program that provides students with interactive simulations. Gizmos can be used with students in Grades 3-12.

Goalbook: A program used by CCPS special educators that combines research-based strategies with models and training to meet the needs of all learners.

HRW: HRW is part of the Houghton Mifflin Harcourt textbook publishing company that provides students with online access to educational textbooks.

IEP: Individualized Education Plan or Individualized Education Program.

Investigations: Investigations is an inquiry-based elementary level mathematics program.

IXL: IXL is an online-personalized learning system for mathematics. IXL assesses students' knowledge in real time with adaptive questioning to provide support to students.

LHD: Local health department.

MCAP practice assessments: Maryland Comprehensive Assessment Program (MCAP) practice tests. CCPS students take the MCAP assessments, developed by the Maryland State Department of Education (MSDE), in subject areas such as reading, math and language arts.

Microsoft Teams: An online platform available through Microsoft Office 365 that features video meeting and lesson capabilities, a chat area and file storage. Students and staff use their CCPS-issued email account and passwords to access Microsoft Teams. For students, the email account is their student ID followed by @ccboe.com. Staff use their CCPS-issued email account and password. Student password information is available at request through the CCPS online help desk, AskCCPS.

Moby Max: Moby Max is an online learning program that features instructional tools for students in kindergarten through Grade 8 ranging from math and reading, to writing and phonics. Moby Max provides teachers with adaptive resources.

Move This World: a social emotional learning program developed to encourage, enhance and build safe and supportive learning environments.

N or KN 95 masks: An N mask is a work environment mask that does not contain any oil-based particles. KN 95 masks have a 95 percent filter efficiency.

OneDrive: CCPS provides OneDrive access to students and staff through its partnership with Microsoft. OneDrive is a Microsoft Office 365 cloud storage service that provides students and staff with file storage space. Students and staff use OneDrive to share and store files. Access is available from any device connected to the internet. CCPS students and staff use their issued email account and passwords to access OneDrive. For students, the email account is their student ID followed by @ccboe.com. Staff use their CCPS-issued email account.

Origo: An elementary school level mathematics program that features instructional tools, visual aids and manipulatives, learning materials and interactive digital resources for students and teachers.

PD: Professional development.

PebbleGo Next: An online database platform for students in Grades 3-5. The platform features key concepts related to social studies, biographies, science and geography.

PPE: Personal protection equipment such as masks.

ScholarChip: A virtual sign-in platform used to track visitors at schools as well as employee attendance. Visitors scan a photo identification through the ScholarChip system.

SC: Self contained.

SE: Special education.

Skill Foci: Skill focus area.

SLP: Speech Language Pathologist.

SOAR: Special education program for students that focuses on Structured teaching, Opportunities for social inclusion, Active learning and Rigor.

Special areas: Subjects such as art, physical education, music, science and computer lab.

Specials: Subjects like physical education, art, music, computer lab, and science (at the elementary level).

Study Island: A program that provides resources for students in kindergarten through Grade 12 to master state-specific, grade-level academic standards in a fun and engaging manner. Study Island combines rigorous content that is highly customized to specific state standards in math, reading, writing, science, and social studies with interactive features and games that engage students and reinforce and reward learning achievement.

SY 2020-21: School year 2020-2021 that started July 1, 2020.

Synchronous: Digital teaching that allows teachers and students to interact at the same time. Synchronous learning features live instruction through an online program that uses computer camera and audio components.

Synergy: CCPS uses an online student information system, Synergy, to manage student data. Synergy features a gradebook component and applications for parents, students and staff. Parent access is through ParentVue. Student access is through StudentVue and teacher access is through TeacherVue. Synergy is used to maintain student records such as immunizations, enrollment data, attendance, school assignments and more.

System 44: A reading intervention program offered through Houghton Mifflin Harcourt for teachers to use with struggling readers.

WebEx: Video recording and conferencing software that allows two-way conversations and teaching. CCPS uses WebEx through its partnership with Cisco.

Wilson: A provider of research-based reading and spelling programs for all ages.

Zoom: Video recording software that allows two-way conversations and teaching.

Instructional Plan

Charles County Public Schools believes that to reopen schools in the fall, we must provide options for learning to our school community. Parents are critical partners in the plans for reopening and should have the ability to make the best choice for their family.

Phase 1

All Students PreK - 12	All students will participate four days per week in virtual learning. Instruction will be rigorous and planned for students to master grade level standards. Students must attend all synchronous lessons unless absent due to illness. Traditional grading practices and attendance policies will be followed.


Phase 2

Most Students PreK - 12	Continue with virtual learning.

Special Populations	Students receiving special education services, English Learners (EL) students, students with a 504 plan with academic goals, students without internet connectivity, homeless and displaced students, students enrolled in specific CTE programs, and children of parents who are employees of CCPS will be offered face-to-face instruction four days per week with asynchronous virtual instruction one day per week.


Phase 3

All Students PreK - 12	Continue with virtual learning.

PreK - 2, 6, 9, & Special Populations	Students enrolled in prekindergarten through Grade 2, Grade 6, and Grade 9 will be offered face-to-face instruction four days per week with asynchronous virtual instruction one day per week.


Phase 4

All Students PreK - 12	Students enrolled in prekindergarten through Grade 12 will be offered face-to-face instruction two days per week on a rotating basis. Virtual learning will be implemented on off-site school days. Special populations, students in prekindergarten through Grade 2, Grade 6 and Grade 9 students will continue to attend face-to-face instruction four days per week with asynchronous virtual instruction one day per week.


Phase 5

All Students Prek - 12	Students enrolled in prekindergarten through Grade 12 return to face-to-face instruction five days per week.

Sample Full and Half Day Prekindergarten Virtual Schedule

Full Day Prekindergarten - A Week at a Glance

Time Allotment	Monday and Tuesday	Wednesday	Thursday and Friday
30 minutes	Whole group opening welcome, read aloud and conscious discipline	Student Support Services	Whole group opening welcome, read aloud and conscious discipline
30 minutes *beginning lessons will be shorter in duration	Connect activity from Connect 4 Learning		Connect activity from Connect 4 Learning
90 minutes	Three, 30-minute small group literacy or math sessions		Three, 30-minute small group literacy or math sessions
30 minutes *beginning lessons will be shorter in duration	Fast Focus from Connect 4 Learning		Fast Focus from Connect 4 Learning
30 minutes	Specials		Specials
30 minutes	Flex time: Intervention supports Social emotional well being Guidance lessons Library/media Guided play		Flex time: Intervention supports Social emotional well being Guidance lessons Library/media Guided play

A student’s online schedule is based on time needed to master grade-level standards as well as recommended time for young children to be online.

Screen time:                                                  Independent time:
30 minutes - Opening                                     60 minutes - Hands-on activities and
30 minutes - Connect activity                         purposeful play; educational apps
30 minutes - Small group                               30 minutes - Lunch
30 minutes - Fast focus                                  60 minutes - Break and exercise (a.m. and p.m.)
30 minutes - Specials                                     60 minutes - Rest (to be phased out when ready)
30 minutes - Flex time

Total - 3 hours                                               Total - 3.5 hours
Student Day - 6.5 hours

Half Day Prekindergarten - A Week at a Glance

Time Allotment	Monday and Tuesday	Wednesday	Thursday and Friday
30 minutes	Whole group opening welcome, read aloud and conscious discipline	Student Support Services	Whole group opening welcome, read aloud and conscious discipline
30 minutes *beginning lessons will be shorter in duration	Connect activity from Connect 4 Learning		Connect activity from Connect 4 Learning
90 minutes	Three, 30-minute small group literacy or math sessions		Three, 30-minute small group literacy or math sessions
30 minutes *beginning lessons will be shorter in duration	Fast Focus from Connect 4 Learning		Fast Focus from Connect 4 Learning
30 minutes	Specials		Specials
30 minutes	Flex time: Intervention supports Social emotional well being Guidance lessons Library/media Guided play		Flex time: Intervention supports Social emotional well being Guidance lessons Library/media Guided play

A student’s online schedule is based on time needed to master grade-level standards as well as recommended time for young children to be online.

Screen time: Independent time:

30 minutes - Opening                                     60 minutes - Hands-on activities and
30 minutes - Connect activity                         purposeful play; educational apps
30 minutes - Small group                               30 minutes - Lunch
30 minutes - Fast focus                                  60 minutes - Break and exercise (a.m. and p.m.)
30 minutes - Specials                                     60 minutes - Rest (to be phased out when ready)
30 minutes - Flex time

Total - 3 hours Total - 3.5 hours
Student Day - 6.5 hours

Sample Full Day Kindergarten Virtual Schedule

A Week at a Glance

Time Allotment	Monday and Tuesday	Wednesday	Thursday and Friday
15 minutes	Opening: Move This World (social-emotional learning activity)	Student asynchronous learning	Opening: Move This World (social-emotional learning activity)
30 minutes	Shared reading-all students	Student support services	Shared writing-all students
60 minutes	20 minutes-guided reading independent work	Teacher office hours-one hour for additional help and support	20 minutes-guided reading independent work
30 minutes	Special areas		Special areas
30 minutes	Mathematics		Mathematics
60 minutes	20 minutes-small group math independent work		20 minutes-small group math independent work
20 minutes	Content areas		Content areas
30 minutes	Flex time: Intervention supports Social emotional well being Guidance lessons Library/media Guided play		Flex time: Intervention supports Social emotional well being Guidance lessons Library/media Guided play

A student’s online schedule is based on time needed to master grade-level standards as well as recommended time for young children to be online.

Screen time:                                                  Independent time:

15 minutes - Opening                                     30 minutes - Lunch
30 minutes - Shared reading and writing 60 minutes - Break and exercise (a.m. and p.m.)
20 minutes - Guided reading 75 minutes – Hands-on activities and
30 minutes - Special areas                             purposeful play; educational apps
50 minutes - Math 30 minutes - Rest (phased out when ready)
20 minutes - Content areas
30 Minutes - Flex time

Total - 3 hours and 15 minute                     Total - 3 hours and 15 minutes
Student Day - 6.5 hours

Sample Elementary Virtual Schedule

A Week at a Glance

Time Allotment	Monday and Tuesday	Wednesday	Thursday and Friday
15 minutes	Opening: Move This World (social-emotional learning activity)	Student asynchronous learning	Opening: Move This World (social-emotional learning activity)
30 minutes	Shared reading-all students	Student support services	Shared writing — all students
60 minutes	20-minutes guided reading Independent work	Teacher office hours — one hour for additional help and support	20-minutes guided reading Independent work
40 minutes	Special areas		Special areas
60 minutes	Mathematics		Mathematics
45 minutes	Content areas		Content areas
30 minutes	Flex time: Intervention supports Social emotional well being Guidance lessons Library/media		Flex time: Intervention supports Social emotional well being Guidance lessons Library/media

A student’s online schedule is based on time needed to master grade-level standards as well as recommended time for young children to be online.

Screen time:                                                             Independent time:
15 minutes - Opening                                                30 minutes - Lunch
30 minutes - Shared reading and writing                   60 minutes - Lunch and exercise (a.m. and p.m.)
20 minutes - Guided reading                                      60 minutes - Work completion
40 minutes - Special areas
60 minutes - Math
45 minutes - Content areas
30 minutes - Flex time

Total - 4 hours                                                          Total - 2 hours and 30 minutes
Student Day - 6.5 hours

Sample Middle School Virtual Schedule

A Week at a Glance

Time Allotment	Monday and Thursday	Wednesday	Tuesday and Friday
1^st Period 8-9 a.m. (60 minutes)	Math (Online)	Student asynchronous learning	Math (Online)
1^st Period-Flex 9-9:30 a.m. (30 minutes)	Math (Offline)	Student support services	Math (Offline)
2^nd Period 9:30-10:30 a.m. (60 minutes)	Social Studies (Online)	Teacher office hours-one hour for additional help and support	Science (Online)
2^nd Period-Flex 10:30-11:00 a.m. (30 minutes)	Social Studies (Offline)		Science (Offline)
11 a.m.-12 p.m. (60 minutes)	Lunch and Exercise		Lunch and Exercise
3^rd Period 12-1 p.m. (60 minutes)	Related Arts (Online)		PE (Online)
3^rd Period-Flex 1:00-1:30 p.m. (30 minutes)	Related Arts (Offline)		PE (Offline)
4^th Period 1:30-2:30 p.m. (60 minutes)	Language Arts-English		Language Arts-English (Online)

A student’s online schedule is based on time needed to master grade-level standards as well as recommended time for children to be online.

Screen time:                                                              Independent time:
60 minutes - First period                                             60 minutes - Lunch and exercise
60 minutes - Second period                                     90 minutes - Work completion
60 minutes - Third period
60 minutes - Fourth period

Total - 4 hours                                                          Total - 2.5 hours
Student Day - 6.5 hours

Sample High School Virtual Schedule

A Week at a Glance

Time Allotment	Monday and Thursday	Wednesday	Tuesday and Friday
1^st Period 7:30-8:30 a.m. (60 minutes)	English I (Online)	Student asynchronous learning	Algebra I (Online)
1^st Period-Flex 8:30-9 a.m. (30 minutes)	English I (Offline)	Student support services	Algebra I (Offline)
2^nd Period 9-10 a.m. (60 minutes)	Local, State and National (LSN) Government (Online)	Teacher office hours-one hour for additional help and support	Earth Systems (Online)
2^nd Period-Flex 10-10:30 a.m. (30 minutes)	LSN (Offline)		Earth Systems (Offline)
10:30-11:30 a.m. (60 minutes)	Lunch and Exercise		Lunch and Exercise
3^rd Period 11:30 a.m.-12:30 p.m. (60 minutes)	Fine Arts or Other Elective (Online)		Spanish I (Online)
3^rd Period-Flex 12:30-1 p.m. (30 minutes)	Fine Arts or Other Elective (Offline)		Spanish I (Offline)
4^th Period 1-2 p.m. (60 minutes)	PE/Health (Online)		Interventions Clubs Social/emotional support Library/media

Screen time:                                                  Independent time:
60 minutes - First period                                 60 minutes - Lunch and exercise
60 minutes - Second period                           90 minutes - Work completion
60 minutes - Third period
60 minutes - Fourth period

Total - 4 hours                                               Total - 2.5 hours
Student Day - 6.5 hours

Sample Special Education Student Virtual Schedules

A Week At A Glance

Time Allotment		Monday and Tuesday	Wednesday	Thursday and Friday
1^st Period 7:30-8:30 (60 minutes)	English 1 (Online)		>Student Asynchronous Learning >IXL >Classwork >Independent Reading >Student Support Services >Teacher Office Hours-One hour for additional help and support	Foundations of Algebra (Online)
1^st Period-Flex 8:30-9:00 (30 minutes)	English 1 (Offline)			Foundations of Algebra (Offline)
2^nd Period 9:00-10:00 (60 minutes)	LSN (Online)			Earth Systems (Online)
2^nd Period-Flex 10:00-10:30 (30 minutes)	LSN (Offline)			Earth Systems (Offline)
1 hour 10:30-11:30	Lunch and Exercise			Lunch and Exercise
3^rd Period 11:30-12:30 (60 Minutes)	Supplemental Reading (Online) >25-40 minutes-Leveled Literacy Intervention			>Double Block Foundation of Algebra (Online)
3^rd Period-Flex 12:30-1:00 (30 minutes)	Supplemental Reading (Offline)			Double Block Foundation of Algebra (Offline) >20 minutes-Independent Work in computer-based program (IXL)
4^th Period 1:00-2:00 (60 minutes)	PE/Health (Online)			>Intervention >Clubs >Social/Emotional >Support

A Week At A Glance for Middle School

Time Allotment	Monday and Tuesday	Wednesday	Thursday and Friday
1^st Period 8:00-9:00 (60 minutes)	Math (Online) >30 minutes-whole class (w/ break out groups) >30 minutes-Number Worlds intervention in small group	>Student Asynchronous Learning >System 44 independent work >Moby Max assigned focus >Classwork >Student Support Services >Teacher Office Hours-One hour for additional help and support	Math (Online) >30 minutes-whole class (w/ break out groups) >30 minutes-Number Worlds intervention in small group
1^st Period-Flex 9:00-9:30 (30 minutes)	>Math (Offline) >5-minute Check In (online)		>Math (Offline) >5-minute Check In (online)
2^nd Period 9:30-10:30 (60 minutes)	Social Studies (Online)		Science (Online)
2^nd Period-Flex 10:30-11:00 (30 minutes)	Social Studies (Offline)		Science (Offline)
1 hour 11:00-12:00	Lunch and Exercise		Lunch and Exercise
3^rd Period 12:00-1:00 (60 Minutes)	Related Arts (Online)		PE (Online)
3^rd Period-Flex 1:00-1:30 (30 minutes)	>5-minute Check Up (online) >20 minutes-Independent Work in computer-based program (System 44)		>5-minute Check Up (online) >20 minutes-Independent Work in computer-based program (System 44)
4^th Period 1:30-2:30 (60 minutes)	Language Arts-English >30 minutes-Integrated Literacy Block (ILB) >30 minutes-Direct Phonics Instruction (System 44)		Language Arts (Online) >30 minutes-Integrated Literacy Block (ILB) >30 minutes-Direct Phonics Instruction (System 44)

Sample 3rd Grade SPED Inclusion Virtual Schedule
A Week At A Glance

Time Allotment	Monday and Tuesday	Wednesday	Thursday and Friday
15 Minutes	Check-In/Organization	>Student Asynchronous Learning >System 44 independent work >Dream Box assigned focus >Classwork >Student Support Services >Teacher Office Hours-One hour for additional help and support	Check-in/Social Skills training
30 Minutes	Shared Reading-All students		Shared Writing-All students
60 Minutes	>20 minutes-Guided Reading >20 minutes-Direct Phonics Instruction (System 44) >20 minutes- Independent Work in computer-based program (System 44)		>20 minutes-Guided Reading >20 minutes-Direct Phonics Instruction (System 44) >20 minutes- Independent Work in computer-based program (System 44)
40 Minutes	>Check-up Special Areas		>Check-up Special Areas
60 Minutes	Mathematics (with small group breakout)		Mathematics (with small group breakout)
45 Minutes	Content Areas		Content Areas
30 minutes	Flex Time: >Number Worlds Intervention >Check-out		Flex Time: >Number Worlds Intervention >Check-out

Equity Components

CCPS is committed to the success and educational equity of each student in our schools. CCPS is proud of the work we have done to reduce gaps in opportunity and achievement for our diverse student population, and committed to continuing this work. We are aware that the COVID-19 pandemic has resulted in changes to instructional delivery that could increase existing gaps. We are dedicated to focusing on the needs of all learners, particularly during these unusual circumstances.

The CCPS Recovery Plan highlights our focus on groups of students who may not thrive when they do not have access to face-to-face instruction. Importantly, the first groups of students that will be invited back to school for in-person instruction are those who may typically face gaps in achievement and opportunity. Students receiving special education services, English Learners (EL) students, students with 504 plans, students without internet connectivity, homeless and displaced students, students enrolled in specific Career and Technical Education (CTE) programs and children of CCPS employees will be the first students back to school in CCPS. Educational equity requires access to essential academic, social, emotional and economic resources and supports in order to engage students throughout their academic career. This access best occurs when students and teachers are face-to-face in the school building.

Educational equity maximizes academic success for students through rigorous instruction with appropriate educational supports. Bringing identified special populations of students back to school before most other students will allow CCPS staff to assess gaps in learning and capitalize on small group settings to fill in the gaps and accelerate learning. During Phase 2 of the CCPS Recovery Plan, our most vulnerable students are the focus of our in-person instructional plan.

For students whose families choose to remain in a virtual environment for instruction, CCPS will provide synchronous online instruction with appropriate supports for all learners. Special education teachers, general education teachers and instructional assistants will collaborate through various online tools to plan appropriate supports for students. Related service providers, school counselors and school psychologists will intervene as appropriate to ensure each student has the support they need to access rigorous instruction. Parents will be provided with multiple ways to contact teachers and support staff to keep lines of communication open.

Additionally, tutoring services will be provided for students who experienced learning deficits during the COVID-19 pandemic. Each school will identify students in need of tutoring services and will contact parents with the opportunity for their child to receive tutoring. Tutors will be assigned based on identified needs as a result of diagnostic assessments. Services will also be available to students not yet performing at appropriate grade or course levels and to students who require support in honors or Advanced Placement (AP) level courses.

CCPS has used CARES Act funding to provide one-to-one technology devices to all middle and high school students at the start of the 2020-2021 academic year. These devices will ensure that every student has access to instruction, whether it takes place in a virtual setting or face-to-face. Devices will be issued at the beginning of the school year, and configured specifically for each student. CCPS will continue to work with families without internet connectivity to either provide a Wi-Fi hotspot or develop a process where lessons are downloaded onto student devices periodically.

To ensure bias does not predict or predetermine student success in school, CCPS will continue its work on cultural competency with staff. Bias may be activated involuntarily and without an individual’s awareness or intentional control, and it is our goal to shine a light on potential bias to reduce its impact on student outcomes through effective training and monitoring. CCPS staff training in implicit bias, cultural competency, and restorative practices will continue as we begin the 2020-2021 school year.

Stakeholder Group

The CCPS Recovery Plan will guide our preparation to resume instruction for more than 27,500 students in our community this fall. A local recovery plan stakeholder group was formed in July 2020 and served to advise school district leaders as the plan was completed. Below is an outline of the steps taken to formulate this plan.

Five internal workgroups consisting of a variety of CCPS employees met from May 31 to June 17 to create research-based recommendations for resumption of school activities. More than 100 participants spent 500 total hours reviewing options and creating solutions. The groups were tasked with:
- Maintaining and enhancing continuity of learning.
- Providing a learning and working environment that sustains the highest safety level that is reasonable and follows the most recent medical advice.
- Ensuring educational access and equity for all students.
- Building upon collaborative partnerships.
- Proactive communication with staff and our community.
- The groups are listed below:
  - Elementary school instruction
  - Middle school instruction
  - High school instruction
  - Operations
  - Health and safety
The workgroup process was presented to the Board of Education and the public on June 9, 2020.
CCPS conducted a staff survey to gather opinions from staff on reopening schools. More than 3,500 respondents shared their opinions through multiple choice as well as open-ended questions.
CCPS conducted a parent/community survey to gather opinions on reopening schools. Over 9,000 respondents shared their opinions through multiple choice as well as open-ended questions.
The Board of Education held two Town Halls regarding the reopening of schools. One for staff and one for parents/community members. Both Town Halls were conducted on June 29, 2020, and were streamed live on the ccboe.com website and the CCPS YouTube channel.
CCPS solicited public comment on the reopening of schools on its website and through email from June 26 to July 7, 2020.
The Board of Education held a special meeting on July 7, 2020, during which Board members shared their opinions about the reopening of schools.
The Board of Education voted on July 14, 2020, to open schools in a full virtual model.
The local recovery plan stakeholder group met on July 28 and July 30, 2020, to review and provide feedback on the draft stakeholder plan.

The group consisted of representatives from:
- Charles County Emergency Services
- Charles County Department of Health
- Three members of the CCPS School Safety Advisory Committee
- President of the Education Association of Charles County (EACC)
- Education Chair of the Charles County NAACP
- Two teachers selected by the EACC President
- Seven community members/parents appointed by members of the Board of Education of Charles County
- Student member of the Board of Education
- The Superintendent and her operations group

The CCPS Recovery Plan is an outline of how the school system intends to resume instructional activities this fall, with the goal of ultimately returning our children to school buildings for face-to-face instruction. It is a flexible document that will rely upon health data and health conditions that exist in our community as we make decisions about how to safely educate the children of our community.

Diagnostic Assessment Plan

At the primary elementary level (Grades K-2,) diagnostic assessments will be administered individually and will focus on foundational skills that should have been mastered by the conclusion of the previous school year. For reading/literacy at the kindergarten level, the Initial Language Assessment (ILA), which includes concepts of print, rhyming and letter identification, will be administered. For Grades 1 and 2, a Running Record will be administered and analyzed to determine the reading level and also to identify weaknesses with decoding, fluency and comprehension. For mathematics, individual skill and concept based “interviews” will be conducted to determine gaps in concept attainment. Teachers will complete a checklist for each child. All of the assessments can be administered virtually with one-to-one interaction. In addition, all materials, (such as text or manipulatives) that a student will physically need will be provided to the student for the assessment.

At the intermediate elementary level, (Grades 3, 4 and 5), a standards-based electronic assessment will be administered for both reading and math. The assessments are CCPS created with questions from item banks the school system used for previous pre/post assessments, as well as PARCC release items. Additionally, a standards-based science assessment will be administered to Grade 5 students.

Once teachers receive test results, item analysis will occur with teachers and grade-level teams. Small group instruction will occur daily to address instructional needs and gaps.

At the secondary level (Grades 6 through 12), an interdisciplinary, standards-based, diagnostic assessment will be administered electronically for both reading and math. The assessments are CCPS created, using questions from item banks that contain Partnership for Assessment of Readiness for College and Careers (PARCC) public release items and items from previous assessments.

For all assessments for Grades 3 through 12, teachers will have access to various reports when student testing is complete. Roster reports will show an individual student’s overall score as well as sub scores that measure specific skills or content. Sub scores will include items that have a range of difficulty to show a student’s mastery within that area. Reports will also show mean and median scores by class for the overall score and sub scores. Teachers will have access to the actual items (including any graphics or passages) from the assessments along with item analysis reports. Reports will also show the percent of the class that answered each question correctly with separate reports that show the number of students that selected each answer choice. This data will help teachers identify student misconceptions and determine why performance may be low in specific areas. Administrators will have access to the same reports aggregated to the teacher and school level.

All assessments will be administered between Sept. 14-28, 2020.

Tutoring

CCPS will provide tutoring opportunities for elementary students in a tiered approach to address the needs of students who experienced learning deficits due to COVID-19 school closures.

Each school will identify students and prioritize the support schools will provide. Schools will be required to submit their implementation plans for review/approval before beginning the program. Each school will receive a monetary allotment for tutor stipends. Central office will provide program guides and materials. Training in tutoring programs will also be provided.

Secondary level students and families will be offered the opportunity to request tutoring based on diagnostic assessment data or current performance in a course or class. School instructional staff may contact parents to encourage them to pursue tutoring or the parent/guardian may request tutoring services. Parents will make the request for tutoring to the Coordinator of Special Programs, who will assign a tutor based on the student’s specific needs/deficits in a reading- or math-related course. These services will be available to students not yet performing at appropriate grade or course levels, as well as for students whose ability to perform in honors or Advanced Placement (AP) courses has been negatively impacted due to the COVID-19 closure. These opportunities will be widely publicized to parents and students.

Using CARES grant funds, CCPS will provide personal use devices for all students at the middle- and high-school levels. This allows our surplus inventory to be shifted to students at the elementary level. In addition, CCPS is working to provide hot spots and internet connectivity to all students. These measures will allow all students who are in need to have access to tutoring.

Except as authorized by CCPS, teachers are not allowed to charge their own students for curriculum-based tutoring, as provided in CCPS Superintendent’s Rule 4850.

Elementary Instruction Across Key Content Areas Including College and Career Readiness

While the extended school closures have significantly affected the education of Maryland students statewide, we recognize that students may experience increased distress due to the changes in instructional delivery, method and environment. At the start of the 2020-2021 school year, CCPS will operate within a completely virtual format; the continuity of learning plan will continue to be implemented with the addition of research and evidence-based instructional methodologies and practices for all students. In accordance with the CCPS Continuity of Learning Plan, all students will access the Charles County general education curriculum. Within inclusion classes, special education teachers will collaborate with general education teachers to plan and deliver high quality lessons.

Teachers will provide asynchronous instruction one day per week. Instructional collaboration will take place using a variety of platforms (OneDrive, Microsoft Teams and Synergy) to allow all teachers to develop and deliver rigorous and engaging instruction. Students will be instructed using the CCPS core curriculum for all content areas at all grade levels, prekindergarten through Grade 12.

Phase 1 – Elementary – Completely Virtual

All students will participate in virtual instruction four days per week. CCPS will provide a schedule for each level, lessons will be synchronous and traditional grading and attendance practices will be in place.

Elementary Core Curriculum Resources
Content Area/Grade Level	Core Curriculum and Resources	Time Allocation
Three’s Program	CCPS Title I Three-Year-Old Curriculum (based on the MD Early Learning Standards)	120 minutes/week online
Prekindergarten Integrated Content Areas	Connect 4 Leaning Integrated Content	1.5 hours (half day) to 3 hours (full day)
Literacy Grades K-2	Into Reading comprehensive literacy program, i-Read and supplemental guided reading text	50 minutes online daily 20-30 minutes offline
Literacy Grades 3-5	CCPS created curriculum addressing the Maryland College and Career Ready Standards (MCCRS) through a variety of resources including trade books, Imagine Learning and Ready Writing	50 minutes online daily 30-40 minutes offline
Math Grades K-2	CCPS created curriculum addressing the MCCRS through a variety of resources, including Investigations and Origo	30-60 minutes online 20-30 minutes offline
Math Grades 3-5	Illustrative Mathematics	30-60 minutes online 20-30 minutes offline
Science	CCPS created curriculum based on Next Generation Science Standards (NGSS)	80 minutes/week online
Social Studies	CCPS created curriculum based on MSDE standards	80 minutes/week online
Health	CCPS created lessons based on MSDE standards	60 minutes asynchronous/month
Physical Education	CCPS created lessons based on MSDE standards	40 minutes/week
General Music	CCPS created curriculum based on MSDE standards and Music Play Online	40 minutes/week
Instrumental Music Grade 5	CCPS created pacing guide based on MSDE standards, Standard of Excellence for Band, Essential Elements for Strings, SmartMusic, and Flipgrid	40 minutes/week
Art	CCPS created lessons based on MSDE standards	40 minutes/week
Library/Media	CCPS created lessons based on MSDE standards	40 minutes/week

Students not performing at grade level will be provided intervention to reduce discrepancies in performance and gaps in learning. This may be delivered as part of the instructional program or supplemented through tutoring. Resources include but are not limited to:

Elementary Instruction and Intervention Materials
Elementary - Reading Grades K-2	i-Read / Teacher driven phonics instruction	Foundational skills (phonics/fluency)	20-35 minutes live 20-25 minutes independent (during guided reading block)
Elementary - Reading Grades 3-5	System 44/Teacher driven phonics instruction	Foundational Skills (phonics/fluency)	20-30 minutes live 20-30 minutes independent (during guided reading block)
Elementary - Reading	Imagine Learning	Comprehension	20-30 minutes independent (during guided reading block)
Elementary - Reading	Leveled Literacy Intervention	Fluency/ Comprehension	20-30 minutes live (during guided reading block)
Elementary - Math	Number Worlds	Math Computation and Problem Solving	30-60 minutes live (during flex time)
Elementary - Math	DreamBox	Math computation and problem solving	30-60 minutes independent (during flex time)
Elementary – Math Grades 4-5	Do the Math	Multiplication or fractions	20-30 minutes live (during flex time)
ESOL Services	CCPS created curriculum	English Language Proficiency	30 minutes live sessions 1 to 2 times a week

Students exceeding grade-level expectations will be provided enrichment activities through the following resources to supplement the core curriculum. Resources include but are not limited to:

Elementary - Reading	Jacob’s Ladder, TouchPebbles, William and Mary Curriculum, Imagine Learning
Elementary - Math	Mentoring Mathematical Minds, DreamBox

Phase 1 – Rigorous Engagement

CCPS will provide a schedule for each level, lessons will be synchronous and traditional grading, and attendance practices will be in place. Teachers will provide asynchronous instruction one day per week. Instructional collaboration will take place using a variety of platforms (OneDrive, Microsoft Teams and Synergy) to allow all teachers to develop and deliver high quality and engaging instruction. Students will be instructed using core curriculum for all content areas at all grade levels.

Phase 1 – Elementary Teacher Roles

General Education Teacher K-5	Attend all county and school professional development (PD) sessions as required. Deliver synchronous and asynchronous lessons following time allotments and schedule.\ Post grades weekly for all content areas, grades follow CCPS grading guidelines. Attend all staff meetings, grade level and team meetings weekly or scheduled by administration. Plan with special education (SE), instructional assistant (IA) and other co-teaching configurations. Make parent contact and conduct conferences. Request for support with parental contact if no connectivity after one week. Administer and analyze diagnostic assessments. Implement instructional plans to address needs as identified through diagnostic assessment. Make recommendations for tutoring, intervention for students to instructional leadership team (ILT) based on data. Monitor all data/progress biweekly.
Prekindergarten Teacher	Conduct virtual home visits to provide introduction and orientation to the prekindergarten program for each family. Attend all county and school PD sessions as required. Deliver synchronous and asynchronous lessons following time allotments and schedule. Post grades weekly for all content areas, grades follow CCPS grading guidelines. Attend all staff meetings, grade level and team meetings weekly or scheduled by administration, and central office meetings. Plan with SE, IA and other co-teaching configurations. Conduct parent communications and conferences. Request for support with parental contact if no connectivity after one week.
Three’s Teacher	Conduct virtual home visits to provide introduction and orientation to the Three’s program for each family. Conduct virtual playgroups and lessons as defined by Title I office. Attend all county and school PD sessions as required. Attend all staff meetings, grade level and team meetings weekly or scheduled by administration, and central office meetings. Conduct parent communications and conferences. Request for support with parental contact if no connectivity after one week.
Instructional Leadership Team	Attend all county and school PD sessions. Deliver synchronous and asynchronous lessons following time allotments and schedule that support student learning and enhance small group instruction — should occur daily to support all grade levels. Attend all staff meetings, grade level and team meetings weekly or scheduled by administration; conduct and facilitate as directed. Support all teachers, especially new teachers, with planning and delivering instruction. Provide PD on instructional programs and materials. Disseminate and support use of all instructional materials and resources. Plan with SE, IA and other co-teaching configurations as apply. Support the analysis of diagnostic assessments; support administration as needed. Support administration of F&P Benchmark Assessment (Reading Resource Teacher (RRT)). Implement instructional plans to address needs as identified through diagnostic assessment. Create and implement plan for providing tutoring, intervention for students, coordinate dissemination of student materials. Monitor all data/progress biweekly.
Media Specialist	Attend all county and school PD sessions. Deliver synchronous and asynchronous lessons following time allotments and schedule. Attend all staff meetings, content area meetings weekly as scheduled by school and/or central office administration. Circulate library materials following school and county guidelines. Provide PD on library databases, Destiny and other digital tools as needed. Maintain the library/media center as a fully functioning resource for all students and staff.
Technology Coordinator	Attend all county and school PD sessions. Deliver synchronous and asynchronous lessons following time allotments and schedule. Attend all staff meetings, grade level and team meetings weekly or scheduled by administration, and central office meetings.
Art and Music Teacher	Attend all county and school PD sessions. Deliver synchronous and asynchronous lessons following time allotments and schedule. Develop lessons based on MSDE content standards following CCBOE pacing guides. Post grades weekly. Attend all staff meetings, content area meetings weekly as scheduled by school and/or central office administration. Recruit students for fifth-grade music (band, general music, strings) during the first two weeks of school. Itinerant staff teach virtually from their assigned school unless approved for telework. They will travel to other assigned schools only as needed. Communicate regularly with parents and students.
Physical Education Teacher	Attend all county and school PD sessions. Deliver synchronous and asynchronous lessons following time allotments and schedule. Develop lessons based on MSDE content standards following CCBOE pacing guides as closely as possible. Post grades weekly. Attend all staff meetings, content area meetings weekly as scheduled by school and/or central office administration.
Elementary Science Teacher	Attend all county and school PD sessions. Deliver synchronous and asynchronous lessons following time allotments and schedule. Co-teach classroom science lessons as required by administration Utilize online simulations and resources with Gizmos, Generation Genius, PebbleGo Next and hands-on demos to support content. Post grades weekly. Attend all staff meetings, grade level and team meetings weekly or scheduled by school administration and/or central office.
Instructional Assistant (Early Childhood)	Support the early childhood classrooms through synchronous and asynchronous lesson presentation of small groups to support large group instruction under the direction of the classroom teacher. Support other grade levels with lesson presentation as directed by administration. Attend all required training and meetings as directed by administration. Provide general school support for material preparation and distribution.
Administrative Instructional Assistant	Supervise the Learning Support Centers. Provide support to classrooms where teachers may not be able to instruct as directed by administration. Attend all required training and meetings as directed by administration. Provide general school support for material preparation and distribution.
Instructional Assistant (General Education)	Supervise the Learning Support Centers. Support identified classrooms through synchronous and asynchronous lesson presentation of small groups to support large group instruction under the direction of the classroom teacher. Attend all required training and meetings as directed by administration. Provide general school support for material preparation and distribution.
Reading Interventionist Instructional Assistant	Supervise the Learning Support Centers. Provide targeted reading intervention through small group instruction to identified students following the guidance of the reading resource teacher for kindergarten through Grade 3. Attend all required training and meetings as directed by administration. Meet with teachers biweekly to provide progress update.
ESOL Teacher	Provide targeted instruction through small group lessons to identified students following the guidance of the CCPS English for Speakers of Other Languages (ESOL) Office. Attend all required training and meetings as directed by administration. Attend all required meetings (staff, department, Individualized Education Program (IEP), countywide) and communicate regularly with parents and students. Provide synchronous instruction one or two times per week. Administer and analyze assessments while providing feedback in a timely manner. Consult with general education teachers regularly to review student progress and provide feedback on presentation of new material, language modifications, and appropriate language scaffolds and supports.
Reading Recovery Teacher	Conduct at least four individual lessons to identified students daily. Conduct leveled literacy intervention support to at least two groups of identified students daily (Grade 3). Meet with teacher biweekly to provide progress update. Complete all required RRA paperwork and data collection. Attend virtually all Continuing Contact Sessions. Attend all required training and meetings as directed by administration. Administer F&P Benchmark assessment to intervention groups.

Middle and High School Instruction Across All Key Content Areas Including College and Career Readiness

While the extended school closures have significantly affected the education of Maryland students statewide, we recognize that students may experience increased distress due to the changes in instructional delivery, method and environment. At the start of the 2020-2021 school year, CCPS will operate within a completely virtual format; the continuity of learning plan will continue to be implemented with the addition of research and evidence-based instructional methodologies and practices for all students. In accordance with the CCPS Continuity of Learning Plan, all students will access the Charles County general education curriculum. Within inclusion classes, special education teachers will collaborate with general education teachers to plan and deliver high quality lessons.

Teachers will provide asynchronous instruction one day per week. Instructional collaboration will take place using a variety of platforms (OneDrive, Microsoft Teams and Synergy) to allow all teachers to develop and deliver rigorous and engaging instruction. Students will be instructed using the CCPS core curriculum for all content areas at all grade levels, prekindergarten through Grade 12.

Phase 1 – Secondary – Rigorous Engagement

Secondary students will participate in virtual instruction four days per week. CCPS will provide a schedule for each level and lessons will be synchronous with traditional grading and attendance practices in place.

Content Area/Grade Level	Core Curriculum and Resources	Time Allocation
English	CCPS created curriculum addressing the MCCRS through a variety of resources, including Literature & Thought and Commonlit.org, Study Island, and Maryland Comprehensive Assessment Program (MCAP) practice assessments.	120 minutes/week online 60 minutes/week offline
High School Mathematics	CCPS created curriculum addressing the MCCRS through a variety of resources, including Desmos, HRW, ck12.org, Algebra Nation, AP Classroom, Study Island, IXL and MCAP practice assessments.	120 minutes/week online 60-minutes/week offline
Science	CCPS created curriculum based on Next Generation Science Standards (NGSS)	80 minutes/week online
Social Studies	CCPS created curriculum based on MSDE standards	80 minutes/week online
Health	CCPS created lessons based on MSDE standards	60 minutes asynchronous/month
Physical Education	CCPS created lessons based on MSDE standards	40 minutes/week
General Music	CCPS created curriculum based on MSDE standards - Flipgrid https://musicplayonline.com/	40 minutes/week
Art	CCPS created curriculum based on MSDE standards	40 minutes/week
Library Media	CCPS created lessons based on MSDE standards http://destiny.ccboe.com/	40 minutes/week
Career and Technical Education (CTE)	Variety of resources tied to MSDE and/or industry standards that have virtual capabilities. A full list of resources will be provided to CTE teachers.	80 minutes/week online

Instruction and Intervention Materials
Level	Virtual/ F2F	Program	Skill Foci	Fidelity of Implementation *Recommended Times
High — Self-contained English Courses	Both	Language! Live	Structured literacy program	30-40 minutes virtual 30-40 minutes face-to face (F2F)
High —Supplemental Reading	Both	Leveled Literacy Intervention	Fluency/ Comprehension	20-30 minutes
High — Supplemental Reading	Both	Leveled Literacy Intervention Word Work Portion	Phonics/fluency	5-10 minutes
High — Literacy	Both	Edge	Comprehension	60 minutes
High — 10^th, 11^th, 12^th Math Courses	Both	IXL	Math computation and problem solving	20-30 minutes
High — Foundations of Algebra	Both	IXL	Math computation and problem solving	20-30 minutes
Middle — Self Contained Reading	Both	Language! Live	Structured literacy program	30-40 minutes virtual 30-40 minutes F2F
Middle — Reading	Both	Leveled Literacy Intervention	Fluency / comprehension	20-30 minutes
Middle — Reading	Virtual	System 44	Phonics / fluency	20-30 minutes
Middle — Reading	F2F	Wilson	Phonics / fluency	45 minutes
Middle — Reading	F2F	Just Words	Phonics / fluency	45 minutes
Middle — Self Contained Math	Both	Number Worlds	Math computation and problem solving	30-60 minutes
Middle — Math	Virtual	Moby Max	Math computation and problem solving	20-30 minutes
High — ESOL	Both	ESOL	English language proficiency	80-120 minutes
Middle — ESOL	Both	ESOL	English language proficiency	30 minutes
Instrumental	Virtual	Band / Strings	Musical Fluency and Individual Instrument Techniques	15-30 minutes

Students exceeding grade-level expectations will be provided enrichment activities through the following resources to supplement the core curriculum.

Middle School Reading Language Arts	Junior Great Books, Literature for Thought Anthologies, Jacob’s Ladder, Touchstones Discussion Method, Novel Studies, Strategies for high level learners such as Kohlberg’s Levels of Morality, Paul’s Reasoning Wheel, Johari’s Window
Middle School Math	Accelerated courses using above grade level standards
High School	AP Courses (Macroeconomics, Microeconomics, Computer Science Principles, Computer Science A, English Language and Composition, English Literature and Composition, Art History, Studio Art: Drawing, Studio Art: 2-D, Studio Art: 3-D, Music Theory, Calculus AB, Calculus BC, Statistics, Biology, Chemistry, Environmental Science, Physics I, Physics II, Comparative Government and Politics, European History, Human Geography, Psychology, U.S. Government and Politics, U.S. History, World History, French, Latin, Spanish) through AP Classroom.
High School Theater	Virtual theater online and asynchronous lessons
Art-All Grades	Asynchronous lessons which expand on artistic skills and provide higher level critical thinking skills
Multimedia High School	Asynchronous lessons which focus on advanced critical thinking skills, creative process development and editing skills

Phase I – Secondary Teacher Roles

English Teacher	Provide two hours of synchronous instruction weekly for each class and supply asynchronous lessons for one day a week. Give timely and detailed feedback to each student on assignments. Administer and analyze assessments and provide feedback. Update grades every two weeks. Attend all required meetings (staff, department, IEP, countywide) and communicate regularly with parents and students.
Math Teacher	Provide two hours of synchronous instruction weekly for each class and supply asynchronous lessons for one day a week. Give timely and detailed feedback to each student on assignments. Teach students how to use the online graphing calculator to support students. Administer and analyze assessments and provide feedback. Update grades every two weeks. Attend all required meetings (staff, department, IEP, countywide) and communicate regularly with parents and students.
Science Teacher	Provide two hours of synchronous instruction weekly for each class and supply asynchronous lessons for one day a week. Give timely and detailed feedback to each student on assignments. Utilize Gizmos simulation software (where applicable) to provide a virtual laboratory learning experience. Administer and analyze assessments and provide feedback. Update grades every two weeks. Attend all required meetings (staff, department, IEP, countywide) and communicate regularly with parents and students.
Social Studies Teacher	Provide two hours of synchronous instruction weekly for each class and supply asynchronous lessons for one day a week. Give timely and detailed feedback to each student on assignments. Administer and analyze assessments and provide feedback. Update grades every two weeks. Attend all required meetings (staff, department, IEP, countywide) and communicate regularly with parents and students.
World Language Teacher	Provide two hours of synchronous instruction weekly for each class and supply asynchronous lessons for one day a week. Give timely and detailed feedback to each student on assignments. Administer and analyze assessments and provide feedback. Update grades every two weeks. Attend all required meetings (staff, department, IEP, countywide) and communicate regularly with parents and students.
CTE Teacher	Provide two hours of synchronous instruction weekly for each class and supply asynchronous lessons for one day a week. Give timely and detailed feedback to each student on assignments. Administer and analyze assessments and provide feedback. Update grades every two weeks. Attend all required meetings (staff, department, IEP, countywide) and communicate regularly with parents and students.
Media Specialists	Deliver synchronous and asynchronous lessons following time allotments and schedule. Participate in weekly content area collaborative planning sessions. Librarians should create and maintain a virtual library presence that provides access to tools and resources for the entire school community. Circulate library materials following school and county guidelines. Share information related to emergent issues regarding accessibility, privacy, digital ethics and copyright guidance with school staff as needed. Collaborate with teachers in virtual meetings to plan and implement instructional lessons and units that integrate information literacy skills and resources with content curriculum. Provide teachers with digital resources related to specific units upon request and proactively reach out to teachers to support their instruction. Develop and provide professional learning opportunities for educators to understand the depth and breadth of digital resources owned by the library and how to most effectively use them. Attend all required meetings (staff, department, IEP, countywide) and communicate regularly with parents and students.
Physical Education/Health Teacher	Provide two hours of synchronous instruction weekly for each class and supply asynchronous lessons for one day a week. Lessons are to be planned based on MSDE content standards following CCBOE pacing guides as closely as possible. Give timely and detailed feedback to each student on the assignments. Administer and analyze assessments while providing feedback in a timely manner. Update grades every two weeks. Attend all required meetings (staff, department, IEP, countywide) and communicate regularly with parents and students.
Music Teacher (Band, Chorus, Orchestra)	Deliver synchronous and asynchronous lessons following time allotments and schedule given by principal. Teachers may supplement lessons with asynchronous materials such as pre-recorded instructional videos, websites and documents. Utilize SmartMusic, Flipgrid or other resources to enable students to work on individual musicianship skills. The instructional focus will be on improving fluency in melodic and rhythmic reading and performance skills and techniques for each student’s main instrument. Assign and grade assessments and provide feedback in a timely manner. Attend content area meetings weekly as scheduled by school and/or central office administration and communicate regularly with parents and students.
Art Teacher	Provide four synchronous lessons per week. Teachers may supplement lessons with asynchronous materials such as pre-recorded instructional videos, websites and documents. Focus on the principals and elements of art. Introduce lessons that allow for maximum flexibility in the materials students may use to complete the lesson. Focus on introducing lessons that encourage and develop student expression and critical thinking. Assign and grade assessments and provide feedback in a timely manner. Attend all required meetings and communicate regularly with parents and students.
Theatre Teacher	Provide four synchronous lessons per week. Teachers may supplement lessons with asynchronous materials such as pre-recorded instructional videos, websites, and documents. Focus on foundational theatrical skills. Assign and grade assessments and provide feedback in a timely manner. Attend all required meetings and communicate regularly with parents and students.
Multimedia Teacher	Provide four synchronous lessons per week. Teachers may supplement lessons with asynchronous materials such as pre-recorded instructional videos, websites and documents. Utilize various video editing software and websites as well as basic graphic design programs so students can develop their artistic concepts and style. Assign and grade assessments and provide feedback in a timely manner. Attend all required meetings and communicate regularly with parents and students.
Instructional Assistant Bilingual	Support ESOL students and general education teachers in the content classrooms. Collaborate with classroom teachers and ESOL teachers to facilitate student language growth. Work with ESOL students in small groups. Assist with facilitating parent/guardian concerns and school communication.
ESOL Teacher High School	Provide two hours of synchronous instruction weekly for each class and supply asynchronous lessons for one day a week. Provide timely and detailed feedback to each student on the assignments. Administer and analyze assessments while providing feedback in a timely manner. Update grades every two weeks. Attend all required meetings (staff, department, IEP, countywide) and communicate regularly with parents and students. Provide targeted instruction through small group lessons to identified students following the guidance of the CCPS ESOL Office. Attend required training and meetings as directed by administration. Consult with general education teachers regularly to review student progress and provide feedback on presentation of new material, language modifications and appropriate language scaffolds and supports.
ESOL Teacher Middle School	Provide 30 minutes of synchronous instruction weekly for each class and may supply an asynchronous lesson for one day a week. Provide timely and detailed feedback to each student on the assignments. Administer and analyze assessments while providing feedback in a timely manner. Attend all required meetings (staff, department, IEP, countywide) and communicate regularly with parents and students. Provide targeted instruction through small group lessons to identified students following the guidance of the CCPS ESOL Office. Consult with general education teachers regularly to review student progress and provide feedback on presentation of new material, language modifications and appropriate language scaffolds and supports.
High School Resource Teacher	Support teachers’ delivery of instruction by providing coaching feedback through observation and reflection with an emphasis on new teachers. Support teacher analysis of data to inform instruction including summative, formative, and formalized CCPS and state assessments. Create an environment for teacher collaboration. Support administration of diagnostic assessments. Support the analysis of diagnostic assessments. Create, implement and monitor instructional plans to address student’s needs as identified through diagnostic assessment. Attend at all county and school PD sessions and all required training and meetings as directed by administration.
Middle School Learning Resource Teacher	Responsible for countywide testing and assessments of students. Coordinate with administration on the scheduling, organizing of testing materials and communicating with staff on county and state testing. Provide professional development and support with curriculum and strategies for teachers of students who are identified for gifted services and/or have potential as a high-ability learner. Provide teacher support in the virtual classroom of gifted/highly able students at least two times a week.
Middle School Reading Resource Teacher and Instructional Resource Teacher	County Level Teacher Support: Create online lesson seeds and assessments for the grade level assigned to provide a model for instruction every week. Lead a weekly countywide online professional development session focusing on the implementation of the lesson seeds and assessments. School Level Teacher Support: Support teachers’ delivery of instruction and provide coaching feedback through observation and reflection with an emphasis on new teachers. Support teacher analysis of data to inform instruction including summative, formative and formalized CCPS and state assessments. Create an environment for teacher collaboration. School Interventions: Create an overall plan to implement interventions and monitor student’s progress. Support administration of diagnostic assessments. Support the analysis of diagnostic assessments. Create, implement, and monitor instructional plans to address student’s needs as identified through diagnostic assessment. Monitor all data/progress biweekly. Other Attend at all county and school PD sessions and all staff meetings.
Instructional Assistants - Math Interventionist	Provide targeted math interventions through small group instruction to identified students following the guidance of the instructional resource teacher. Create and implement instructional plans to address student’s needs as identified through diagnostic assessment. Support administration of diagnostic assessments. Support the analysis of diagnostic assessments. Attend all required training and meetings as directed by administration Provide biweekly progress updates to the classroom teacher and instructional resource teacher.
Instructional Assistants - Reading Interventions	Provide targeted literacy interventions through small group instruction to identified students following the guidance of the reading resource teacher. Create and implement instructional plans to address student’s needs as identified through diagnostic assessment. Support administration of diagnostic assessments/ Support the analysis of diagnostic assessments. Attend all required training and meetings as directed by administration. Provide biweekly progress updates to the classroom teacher and reading resource teacher.

Parent and Student Expectations All Levels

Student Expectations

All students will have access to all core content instruction that is provided to general education students through virtual platforms. In order to make virtual platforms more accessible, students will have opportunities to view resources and training videos, in addition to communicating with their teachers and case manager for assistance.

Students will attend classes at scheduled times, including asynchronous learning and access to web-based programs. Additionally, students will participate in small groups and interventions, as appropriate, throughout their instructional day.

During virtual sessions, students are expected to adhere to the CCPS Code of Student Conduct. This applies to both behavioral expectations and academic integrity. Students receiving special education services are expected to complete all tasks assigned by teachers and case managers within designated timelines. Students should engage in “screen-free” activities throughout the instructional day to promote physical activity, play and social well-being.

Parent Expectations

In order to make virtual platforms more accessible, parents will have opportunities to view resources and training videos, in addition to communicating with their child’s teachers for assistance. It is an expectation that parents will also participate in parent/teacher conferences by phone when needed.

Parents will ensure their child attends class at scheduled times, including asynchronous learning and access to web-based programs. This includes attendance within small groups and interventions, as appropriate, throughout their child’s instructional day. Also, parents should encourage their child to engage in “screen-free” activities throughout the instructional day to promote physical activity, play and social well-being.

During virtual sessions, parents will assist their child with adhering to the CCPS Code of Student Conduct. This applies to both behavioral expectations and academic integrity. Parents should monitor student attendance and progress within classes through Synergy ParentVue and engage in consistent communication with their child’s teacher(s) and case manager. ParentVue also allows parents to monitor their child’s completion of tasks assigned by teachers and case managers within designated timelines.

Special Education

Special Education

In accordance with the CCPS Continuity of Learning Plan and the mandates under the Individuals with Disabilities Education Act of 2004 (IDEA), students with disabilities must have access to and progress in the Maryland Common Core State Standards. The general education classroom provides students the opportunity to access grade level content standards through the implementation of specially designed instruction. Within inclusion classes, special education teachers collaborate with general education teachers to plan and deliver high quality lessons. This collaboration should take place both virtually and during face-to-face instruction.

Phase 1

All students will participate in virtual instruction four days per week. CCPS will provide a schedule for each level, lessons will be synchronous and traditional grading and attendance practices will be in place. Teachers will provide asynchronous instruction one day per week. Instructional collaboration will take place using a variety of platforms (OneDrive, Microsoft Teams and Synergy) to allow for special education and general education teachers to develop and evaluate the effects of specially designed instruction. The table below lists specific evidence and research-based interventions available to students receiving special education services through the CCPS Phase I Reopening Plan.

Instruction and Intervention Materials
Level	Program	Skill Foci	*Fidelity of Implementation Company Recommended Times**
High — Self Contained (SC) English Courses	Language! Live	Structured literacy program	30-40 minutes independent 30-40 minutes live (during core SC English)
High — Supplemental Reading	Leveled Literacy Intervention	Fluency / comprehension	20-30 minutes live (during elective/supplemental reading)
High — Supplemental Reading	Leveled Literacy Intervention Word Work Portion	Phonics/fluency	5-10 minutes live (During elective/supplemental reading)
High — Literacy	Edge	Comprehension	60 minutes live (During elective – literacy)
High — 10^th, 11^th, 12^th Math Courses	IXL	Math computation and problem solving	20-30 minutes live Or independent (during core math course and/or flex time)
High — Foundations of Algebra	IXL	Math computation and problem solving	20-30 minutes live or independent (During core math course and/or flex time)
Middle — Self Contained (SC) Reading	Language! Live	Structured literacy program	30-40 minutes independent 30-40 minutes live (during core SC reading)
Middle — Reading	Leveled Literacy Intervention	Fluency / comprehension	20-30 minutes live (during workshop portion of ELA Course)
Middle — Reading	System 44	Phonics/fluency	20-30 minutes live (during workshop portion of ELA course)   20-30 minutes independent  (during flex/scheduled times)
Middle — SC Math	Number Worlds	Math computation and problem solving	30 minutes live (during core math course)
Middle — Math	Moby Max	Math computation and problem solving	20-30 minutes independent (during core math course and/or flex time)
Elementary – Reading  Grades K-2	i-Read  / Teacher Driven Phonics Instruction	Foundational skills (phonics/fluency)	20-35 minutes live   20-25 minutes independent  (during guided reading block)
Elementary – Reading  Grades 3-5	System 44 / Teacher Driven Phonics Instruction	Foundational skills (phonics/fluency)	20-30 minutes live  20-30 minutes independent  (during guided reading block)
Elementary – Reading	Imagine Learning	Comprehension	20-30 minutes independent (during guided reading block)
Elementary – Reading	Leveled Literacy (LLI)	Fluency / comprehension	20-30 minutes live (during guided reading block)
Elementary – Math	DreamBox	Math computation and problem solving	30-60 minutes independent  (during flex time)
Elementary – Math	Number Worlds	Math computation and problem solving	30-60 minutes live  (during flex time)
Elementary – Math Grades 3-5	Do the Math	Multiplication or fractions	20-30 minutes live (during flex time)
Secondary	Goalbook Pathways	Reading and math resources	n/a
Elementary	Goalbook Pathways	Reading and math resources	n/a

Delivery of interventions should occur during times allocated for guided and/or independent activities (i.e. Raz-Kids, DreamBox) or through dedicated blocks of time built in for reading and math interventions for all students (small group, remediation, enrichment/gifted opportunities).

Instructional Logistics for SDI Implementation

Phase 1

Instructional planning for special education teachers will occur during dedicated times throughout the day, as well as during the Wednesday identified for planning and professional development in the countywide Phase 1 virtual schedule.

Push-in/inclusion services will be delivered by special education teachers or instructional assistants under the guidance of a special education teacher, with direct assignment to virtual inclusion classrooms. Small group instruction will occur using breakout rooms and direct links with Microsoft Teams and/or Zoom via Synergy with inclusive groups of students at strategic times within the instructional period.

Pull-out/self-contained services will be delivered by special education teachers or instructional assistants under the guidance of a special education teacher, with small group instruction using breakout rooms and direct links with Microsoft Teams and/or Zoom via Synergy.

In all cases when implementing IEPs, teachers will provide supplemental services outlined, such as Check-in/Check-out, organizational assistance and social skills support. Special education teachers will provide consultation to general education teachers, IAs and related service providers in person or through Microsoft Teams and Zoom platforms. Parent/teacher conferences and communications will also be conducted through these platforms.

Phase 2

Special population students (students receiving special education services, English Learners (EL) students, students with a 504 plan, students without internet connectivity, homeless and displaced students, students enrolled in specific Career and Technical Education (CTE) programs and children of CCPS employees) will be offered face-to-face instruction four days per week with asynchronous virtual instruction one day per week.

Parents of students receiving special education services opting to continue within a completely virtual setting will follow the guidelines outlined in Phase 1. Teachers providing virtual instruction entirely will also follow the guidelines in Phase 1.

Instructional collaboration will take place using a variety of platforms (OneDrive, Microsoft Teams, Synergy), as well as face-to-face to allow for special education and general education teachers to develop and evaluate the effects of specially designed instruction.

The table below lists specific evidence and research-based interventions available to students receiving special education services through the CCPS Phase 2 Reopening Plan.

Instruction and Intervention Materials
Level	Virtual/ F2F	Program	Skill Foci	*Fidelity of Implementation Company Recommended Times**
High — Self-contained English Courses	Both	Language! Live	Structured literacy program	30-40 minutes virtual 30-40 minutes F2F
High —Supplemental Reading	Both	Leveled Literacy Intervention	Fluency / comprehension	20-30 minutes
High —Supplemental Reading	Both	Leveled Literacy Intervention Word Work Portion	Phonics/fluency	5-10 minutes
High — Literacy	Both	Edge	Comprehension	60 minutes
High — 10^th, 11^th, 12^th Math Courses	Both	IXL	Math computation and problem solving	20-30 minutes
High — Foundations of Algebra	Both	IXL	Math computation and problem solving	20-30 minutes
Middle — Self Contained Reading	Both	Language! Live	Structured literacy program	30-40 minutes virtual 30-40 minutes F2F
Middle — Reading	Both	Leveled Literacy Intervention	Fluency / comprehension	20-30 minutes
Middle — Reading	Virtual	System 44	Phonics / fluency	20-30 minutes
Middle — Reading	F2F	Wilson	Phonics / fluency	45 minutes
Middle — Reading	F2F	Just Words	Phonics / fluency	45 minutes
Middle — SC Math	Both	Number Worlds	Math computation and problem solving	30-60 minutes
Middle — Math	Virtual	Moby Max	Math computation and problem solving	20-30 minutes
Elementary — Reading	Virtual	System 44	Phonics/fluency	20-30 minutes
Elementary — Reading	F2F	Wilson	Phonics/fluency	45 minutes
Elementary — Reading	F2F	Fundations	Phonics/fluency	45 minutes
Elementary — Reading	Both	Leveled Literacy Intervention	Fluency/ comprehension	30-40 minutes virtual 30-40 minutes F2F
Elementary — Math	Both	Number Worlds	Math computation and problem solving	30-60 minutes
Elementary — Math	F2F	Do the Math	Math computation and problem solving	30-60 minutes
Elementary — Math	Virtual	DreamBox	Math computation and problem solving	30-60 minutes
Secondary	Both	Goalbook Pathways	Reading and math resources	n/a
Elementary	Both	Goalbook Pathways	Reading and math resources	n/a

Infants and Toddlers Program

Phase 1 and Phase 2

Services for eligible children and families in the Infants and Toddlers Program will be provided as written on the Individualized Family Service Plan (IFSP). Early intervention services will be provided virtually using the WebEx platform or for families without internet access, by telephone.

Preschool Students Receiving Special Education Services

Phase 1

Students in their 2-year-old school year will attend virtual instruction two days a week. Students in their 3-year-old school year and 4-year-old school year will attend virtual instruction four days a week.

Phase 2

Phase 2 includes two options for students with disabilities. In Option 1, students may continue in a distance-learning format as outlined in Phase 1. In Option 2, prekindergarten students will attend face-to-face instruction as follows:

Students in their 2-year-old school year will attend in-person instruction two days a week.
Students in their 3-year-old school year will attend in-person instruction three days a week.
Students in their 4-year-old school year will attend in-person instruction four days a week.

ACHIEVE Program

Phase 1

The ACHIEVE Program will resume school on Aug. 31 with full-time distance learning. ACHIEVE students in kindergarten through age 21 will participate four days per week in online learning with an assigned ACHIEVE classroom teacher and instructional assistants. Students’ assigned classroom teacher for distance learning and phased school re-entry may not be their same school/teacher assignment from last year.

Phase 2

Parents will choose between the following two options.

Option 1

ACHIEVE students in kindergarten through age 21 will participate four days per week in online learning with an assigned ACHIEVE classroom teacher and instructional assistants. Students’ assigned classroom teacher for distance learning and phased school re-entry may not be their same school/teacher assignment from last year.

Option 2

This option includes both face-to-face and online learning, following the same general guidelines as other CCPS students and with additional guidelines based on the specific needs of students in the ACHIEVE Program. Students’ assigned classroom teacher for distance learning and phased school re-entry may not be their same school/teacher assignment from last year.

ACHIEVE students in kindergarten through age 21 will attend school and receive face-to-face instruction four days per week.

Structured Opportunities for Active Learning and Rigor (SOAR) Program

All SOAR teachers and students will follow the CCPS virtual learning plan for Phase 1. SOAR students will receive their instructional services, as designated on their IEPs. The autism programs coordinator will provide programming support and survey teachers, parents and students to create a hybrid model of virtual and face-to-face instruction for Phase 2.

Emotional Adjustment (EA) Program

Phase 1

Staff and students in the Emotional Adjustment (EA) Program follow the general special education expectations described above.

Psychological services (up to 30-minutes per week per student) provided by the EA school psychologist includes weekly individual student counseling and consultation/collaboration with staff and parent/guardian. Individual counseling sessions (tele-counseling) are provided through the WebEx platform or by phone. Consultation services for parent/guardian and staff are provided by phone, email and WebEx. Parent/guardian consultation includes describing and modeling coping and social skills strategies that have been practiced and found effective for the student.

Phase 2

In Phase 2, parents may opt to continue virtual instruction, or choose to return their child to school for the specified days per week with virtual instruction on one specified day. Staff and students will continue to follow the general special education expectations. Psychological services will continue to be provided as outlined in Phase 1.

Students with Related Services (SLP, OT, PT, CMT)

Phase 1

During Phase 1, Related Service Providers (RSPs) will engage in distance learning through virtual platforms including Microsoft Teams and Synergy/Zoom. Full IEP implementation of related services will be offered to families and teachers. Barriers may require alternative supports as determined by Speech Language Pathologist (SLP), teacher and caregiver. All services will be provided through virtual platforms. RSPs will ensure that direct services to address IEP goal acquisition are supported with planning that includes factors specific to distance learning. RSPs will join virtual classroom lessons to observe student interaction with content to facilitate consultation with teachers. RSPs will co-teach virtual classroom lessons, as determined by IEP, and will provide supports including coaching, tutorial videos and other resources, modeling, consultation as well as teletherapy direct services. RSP supports may include coaching, tutorial videos and other resources, modeling and consultation as well as teletherapy direct services.

Phase 2

Phase 2 will include all of the components/requirements of Phase 1. As CCPS transitions to Phase 2, some students may attend school in-person. RSPs will identify students who are attending in person and coordinate with teachers to determine if virtual services can continue through classroom-based access to technology. If continued virtual services are not possible, RSPs will propose a service model that includes safety considerations for both clinician and student. Very few services will occur in-person during Phase 2.

The Central Mealtime Team will facilitate IEP Implementation within the classroom for students with a Mealtime Plan of Care.of results. The employee will return to work.

Secondary Transition Services

Phase 1

In Phase 1, transition planning and instructional activities will be provided as outlined in the student’s individualized continuity of learning plan through distance learning. Special education teachers or instructional assistants under the guidance of the special education teacher will assign individualized activities and provide transition supports to assigned students using Microsoft Teams, Zoom, Career Cruising and Virtual Job Shadow platforms. Consideration of services will also be reevaluated for each student in alignment with their Individualized Education Plan (IEP) and post-secondary goals for employment, education/training and independent living. Work-based learning will be addressed in the home environment until further guidance is given to resume community-based employment activities.

Phase 2

Phase 2 includes two options for students with disabilities. In Option 1, students may continue in a distance-learning format as outlined in Phase 1. In Option 2, students will resume face-to-face case management and transition support services. Work-based learning will be addressed in the home and classroom environments until community-based employment activities can resume.

IEP Meetings

Phase 1 and Phase 2

IEP meetings will continue to be held as mandated under IDEA — Individuals with Disabilities Education Act. Due to the need to continue social distancing during Phases 1 and 2, IEP teams will continue to meet virtually as opposed to in-person meetings. IDEA states that when conducting IEP team meetings, the parent and the public agency may agree to use alternative means of meeting participation, such as video conferences and conference calls (34 CFR §300.328). CCPS is utilizing the WebEx meeting platform to hold IEP meetings while continuing to maintain scheduling meetings at mutually agreed upon times with parents and meaningful parental input.

During Phase 1, students’ Continuity of Learning Plans (ICLP) will continue to be used to ensure the implementation of specially designed instruction. The ICLP documents the access to services for students with disabilities and is tailored to their individual needs through a good faith effort. The ICLP is a separate individualized plan that is an amendment to the IEP, which is unlikely to duplicate the current IEP. It is a temporary plan developed for students with consideration of the current circumstances caused by COVID-19. This plan will serve to support the student as a good faith effort on the part of CCPS and will provide services to the student until the pandemic closure is over and schools reopen. If there is parent disagreement with the ICLP, an IEP meeting can be requested to discuss areas of disagreement. However, the IEP team continues to have 30 days to schedule from the date of parent request to schedule the IEP meeting.

The CCPS disability accommodation process is designed to explore reasonable accommodations for employees with medical conditions or disabilities.

Disability Accommodations for Employees

Accommodations are provided on an individual basis and created in collaboration with the requesting employee, the appropriate supervisor, and the Office of Human Resources.

Requesting Disability Accommodation	If an employee believes that a medical condition is affecting his/her ability to perform their job, the employee may want to begin the accommodation request process by discussing his/her needs with their supervisor or contacting the appropriate Human Resources (HR) representative. Employees are not required to disclose the medical need for an accommodation to their immediate supervisor.
Forms for Accommodation Requests	During the accommodation request process, an employee may need to complete the Accommodation Request for Disability or Serious Medical Condition form. In addition to the accommodation request form, employees may be asked to submit a health care provider statement.

*COVID-19 Employment Accommodation for High-Risk Employees*
Process for Employee Accommodation Requests	Employees with job duties that may require them to work on-site in close contact with others are encouraged to talk to the Office of Human Resources and their supervisor about options for physical social distancing or performing alternate work assignments.
Requesting Workplace Accommodations (Alternate Work Assignment)	If an employee who is at higher risk of severe illness from COVID-19 requests an accommodation due to the potential threat of exposure to COVID-19 in the workplace and the accommodation would be easy to implement or one that CCPS would otherwise provide to any other employee, supervisors/department heads should: Implement the accommodation as soon as possible after consulting with the Office of Human Resources. Communicate the alternate work assignment or other measure to the employee, including any schedule or location changes, anticipated end date, and any other requirements. Memorialize the accommodation in writing. Options for physical social distancing (including staggering shifts), telework, alternative work locations, reassignment or performing alternate work assignments will be considered. If an employee requests an accommodation that is not easy to implement or is not something CCPS would normally provide any other employee, the employee must submit a formal accommodation request. A formal accommodation request is a written request from the employee that will generate a job analysis of the employee’s job duties. While a reasonable accommodation analysis is being conducted, the requested accommodation can be temporarily put in place to protect the employee. The Office of Human Resources and/or supervising manager/department head communicates to the employee in writing (e.g. email) that the accommodation is being temporarily implemented while the accommodation analysis is being conducted. If temporary accommodations are not possible during the analysis phase, leave of absence options for the employee should be explored. Supervisors should document the reason why they are not able to temporarily accommodate an employee focusing on the impact to business operations/processes. If supervisors have difficulty documenting the impact to business processes, they should contact the Office of Human Resources for consultation at This email address is being protected from spambots. You need JavaScript enabled to view it. or 301-934-7255.

Leave Of Absence	If an employee requests a leave of absence, refer the employee to their human resources/family medical leave specialist:
	Family & Medical Leave Act (FMLA)	Thomas Antonielli, This email address is being protected from spambots. You need JavaScript enabled to view it.
	Elementary School / Central Office	Jeremy Campbell, This email address is being protected from spambots. You need JavaScript enabled to view it.
	Middle School	Brian Johnson, This email address is being protected from spambots. You need JavaScript enabled to view it.
	High School	Kevin Howard, This email address is being protected from spambots. You need JavaScript enabled to view it.

Employee Reporting Procedures

This procedure details the steps that should be taken by managers and supervisors should an employee test positive for COVID-19, been exposed, or is symptomatic. This procedure is applicable for both symptomatic and asymptomatic employees.

Responsible Parties:
Responsibility for the implementation, execution and success of this procedure is cross functional.

Internal Partners

Managers and Supervisors
Office of Human Resources (OHR)
Employee Benefits
Risk Management

External Partners

Peggy Bird, Nurse Supervisor, Charles County Department of Health

Procedures:

Symptomatic or asymptomatic employee in the building (internal).
(Example: Food service worker at John Doe High School starts feeling sick with COVID-19 symptoms as she distributes meals.)
- Any symptomatic employee, meaning an employee that has a fever or is coughing, sneezing, and/or having trouble breathing, should not be allowed into the building or workspace, or should be placed into quarantine; ideally in a low traffic location within the building or workspace until the employee is transported out of the building. The local health department contact, Peggy Bird, should be notified about the incident by Human Resources and Employee Benefits. Additional direction will be given by Ms. Bird as necessary.
- Document all the employees within a 6-foot radius of the afflicted employee with more than 15 minutes of contact time.
- All impacted employees should be sent home immediately if the suspected employee was within 6 feet and for 15 minutes. Appropriate internal partners will be notified and will contact the employee(s). Internal partners will continue to monitor affected employees that came into contact with the affected employee for seven days for signs of illness, and will provide appropriate direction in terms of next steps. Recommend that between Day 3 and Day 5 post contact, the employee get a free COVID-19 test. Employee should notify HR of the test and the results.
- Escort the employee(s) outside of the building or work area to go home.
- Contact Operations and thoroughly clean and sanitize areas that the employee came in contact with during their time in the building or workspace.
- Continue to maintain communication with the affected employee(s) to ensure their health and well-being while away from the building or work space.
Symptomatic or asymptomatic employee in the building (external) – undetermined COVID-19 result/suspected case.
(Example: Employee has a part-time job at local fast food restaurant and one of their co-workers was diagnosed with COVID-19. The employee and their co-workers worked the same shift Friday night and were in close contact for more than 15 minutes.)
- Employee should not be allowed into the building or workspace, should seek testing, and must quarantine pending results.
- Employee must contact immediate supervisor and the supervisor must contact internal partners for guidance.
- Employee should communicate test results to CCPS as soon as possible. The local health department contact, Peggy Bird, should be notified about the incident by Human Resources and Employee Benefits. Additional direction will be given by Ms. Bird as necessary.
- Document all the employees that have been working closely with the affected employee within the past seven days.
- Continue to monitor those employees that have come into contact with the affected employee for seven days for signs of illness.
- Contact Operations and thoroughly clean and sanitize areas that the employee came in contact with during their time in their building/work space.
- Continue to maintain communication with the affected employee to ensure their health and well-being while away from work.
Symptomatic or asymptomatic employees outside of the building, but have worked within the building or work area within the past seven days get a positive COVID-19 test.
(Example: Employees had a meeting in a conference room on Friday, and over the weekend one tests positive for COVID-19.)
- The employee should not return to work until they have submitted a signed return to work form from a licensed, medical provider and approval is granted by the internal work partners.
- Document all the employees that have been working closely with the affected employee within the past seven days.
- Continue to monitor those employees that have come into contact with the affected employee for seven days for signs of illness.
- Contact Operations and thoroughly clean and sanitize areas that the employee came in contact with during their time in their building/work space.
- Continue to maintain communication with the affected employee to ensure their health and well-being while away from work.
Notification and Management of Employees (All direction on notifications will come from the Office of Human Resources)
- Managers/supervisors must maintain confidentiality of employees with suspected or confirmed COVID-19 infection when communicating with other employees.
- Managers/supervisors should provide employees who are sent home before or during a shift with information about what to expect after they are sent home (e.g. instructions about testing, sick leave rights under federal, state and local laws and school district policies, return-to-work requirements, etc.).
- Employees who were never symptomatic and did not have close contact with any employee who is an unconfirmed case may continue to work, as CCPS continuously implements control measures as recommended by local public health authorities and other regulatory bodies. The local health department will be consulted to determine strategies to control an outbreak and identify new cases.
- An employee who chooses to take a COVID-19 test due to unknown concerns shall be directed to contact HR/Employee Benefits. The employee will undergo screening questions to determine what actions are needed by CCPS.

Screening questions

Why did you get a COVID-19 test?
- If for personal knowledge only and not related to symptoms or contact/exposure, then request notification and a copy of results. The employee will return to work.

For possible exposure or due to having multiple symptoms, proceed with the Employee COVID-19 Screening Questionnaire.

COVID-19 Safety Protocols

As we prepare to open for the 20-21 school year, we have instituted a number of new processes aimed at reducing risk of exposure to our staff, students and community. This is a fluid document. As guidance is updated, this document will be updated and redistributed.

Arrival and Dismissal

If possible, multiple entrances should be used for arrival and dismissal. This may require different techniques and strategies to reduce mass gathering or herding. Keep in mind the community meal programs will continue throughout the time our schools are not operating at full capacity.

Disinfecting and Sanitizing Classrooms

Each classroom will have disinfectant spray and hand sanitizer. At minimum, students must clean their hands routinely, between activities or movements. Each room will have a bottle of disinfectant which is to be used to clean hard surfaces.

Elementary teachers should clean shared work areas between activities and transitioning of students.

Prior to class ending, middle and high school teachers should spray any work areas and desks that were used, provide each student with a paper towel and have the student wipe off the work area. Paper towels should be disposed of in the trashcan. Teacher and students who assisted in the cleaning should then use the hand sanitizer to clean their hands. Areas that were cleaned should not be used for one to two minutes to allow the surface to dry. Students will be provided the opportunity to clean their work area prior to the start of class or an activity if they choose.

Teachers are responsible for disinfecting and sanitizing shared class materials. When the hand sanitizer or disinfectant is low, the teacher should contact the financial secretary who will order additional supplies from central office.

Physical Distancing

Desks and work areas should be organized to maximize space and allow for no less than 6 feet separation between students. Desks should be facing in the same direction. Teaching areas should be 6 feet from the closest student desk. The use of floor markings in classrooms should be minimized.

Masks

Mask must be appropriately worn and comply with the student dress code. Mask use is mandatory on buses, during class transitions and when social distancing is not possible. Staff and students are expected to wear masks at all times, consistent with the latest guidance from the state.

Restrooms

Teachers should send students to the restroom using existing rules. Groups of students using the same restroom should be avoided. Once the student returns to the classroom they should be instructed to use the hand sanitizer in the room prior to taking their seat. Building service workers are responsible for cleaning restrooms regularly.

Visiting the Nurse

Outside of life threatening emergencies, teachers must consult with the nurse via telephone or video call prior to sending a student to the nurse.

Lunch Service

Breakfast and lunch will be delivered during the assigned times. Students will eat in their classrooms. All trash should be disposed of in the classroom trashcans. The trashcan should be placed in the hallway once meals are completed. Desks and hands should be sanitized prior to instructional time commencing.

Recess

Students will be provided the opportunity to clean and disinfect their hands prior to the next activity or movement.

Main Office Standard Operating Procedures

Visitors and Volunteers

In general, visitors and volunteers are not allowed within CCPS buildings. Phone calls, emails and teleconferencing should be used where practicable. Parents who must visit the school for business purposes should only be allowed in the main office area. Appointments are strongly encouraged. To limit visitors to the building, parents are encouraged to ensure students have all their materials (e.g. backpacks, lunches, musical instruments) when they arrive at school. All visitors must wear a covering over their mouth and nose at all times while in CCPS buildings. To enhance our ability to contact trace, every visitor must register through ScholarChip.

Contractor Access

Contractors are the only external personnel allowed in our schools. All contractors must sign in and out through ScholarChip. All contractors are required to wear a face covering while in CCPS facilities.

Staff Sign In

In order to enhance our ability to contact trace with our staff, they are is expected to individually use their CCPS identification card to “swipe” the card reader upon arrival.

Disinfecting the Main Office and ScholarChip Machine

Disinfecting and sanitization of high touch areas is a team effort. Spray disinfectant and wipes will be available in the main office. Staff should routinely wipe down counter space and other areas that are heavily touched throughout the day. Spray disinfectant or wipes should be placed next to the ScholarChip machine and users encouraged to clean the keyboard and/or screen before and after each use. Disinfectant SHOULD NOT be sprayed directly on the machine, the screen or keyboard. Spray should be applied to a paper towel then used to wipe the machine, keyboard and/or screen.

CCPS aims to keep the following items in stock (stock and information is current as of July 31, 2020):

Surgical style masks (current stock of over 80,000) and cloth masks (current stock over 35,000)
N or KN 95 masks (current stock of over 300)
Clear face masks for special education (current stock of over 300)
Face shields (current stock of over 160 with another 140 being built)
Gloves (more than 800 boxes on order)
Reusable gowns (will issue to highest need special education teachers, plan to issue three gowns per staff member)
Classroom hand sanitizer 1 gallon containers (initial order 2,000 bottles, one for each classroom and common areas)
Disinfectant wipes (more than 100 containers for front offices and common areas)
Spray sanitizer (initial order of 2,000 32-ounce bottles, one for each classroom has been placed).

Sick Student and Isolation Room

Sick Student

If a student becomes ill while at school, they will be screened by the nurse for COVID-19 symptoms. If multiple COVID-19 symptoms are detected, the student will be isolated in the isolation room. Parents/guardians have 60 minutes from the time of notification to pick up their child or make arrangements for the child to be picked up. If the parent/guardian cannot pick the child up within 60 minutes, individuals listed as the child’s emergency contacts should be contacted. School staff will contact the parent/guardian/emergency contact 30 minutes after the initial notification to obtain an updated arrival time. If the student has not been picked up after 45 minutes, a second call will be placed to the parent/guardian/emergency contact. If the student has not been picked up after 60 minutes, staff will contact 911 and request an ambulance be dispatched for a “sick child.” If not done already, the school’s pupil personnel worker (PPW) should be contacted at this time. When the ambulance arrives, staff should find out the transport hospital and the parent/guardian must be contacted a fourth time, informed of the situation and directed to the transport hospital. A PPW will follow the ambulance and wait with the student at the hospital until the parent/guardian arrives. Under no circumstances will a student with multiple COVID-19 symptoms be allowed on a bus.

Isolation Room

Each school must identify a room for the isolation of sick students, preferably near the front office. This room cannot be in the nurse’s work area. An empty office or conference room should be used. Students must be supervised while in the isolation room. Students must wear a mask in the isolation room. Multiple ill students can wait together in the isolation room. Physical distance between students should be maximized. Any staff member entering the isolation room when students are waiting must wear a mask.

Sick Staff Member

Staff members who are sick should not report to work. If a staff member begins to present signs of COVID-19 while at work, the staff member must be immediately isolated and assessed by the nurse in the isolation room. A determination should be made on how the staff member will depart the school (their own vehicle, picked up or by ambulance). In any case, they must be removed from the building as soon as possible. Human Resources must be contacted at 301-934-7255.

Student / Staff Become Ill at School

The below guide was established to guide CCPS in cases where a student or staff member becomes ill while at school. Staff and students who feel ill SHOULD NOT come to school.

Student Who Feels Ill

Contact the school nurse via the phone to perform virtual pre-screen.
At the school nurse’s request, send the child to the school nurse’s office (mask is required).
School nurse will conduct COVID-19 pre-screen (using the latest Centers for Disease Control and Prevention (CDC)/CCPS screening tool).
If two or more symptoms of COVID-19 are present, the student will be immediately placed in the predetermined isolation room.
Masks must be worn in the isolation room.
The student must be supervised in the isolation room.
Multiple students can be placed in the same room. Maximum physical distancing must be used.
When vacated, isolation room should be cleaned and fogged.

Internal Notifications/Mitigation Team:

Principal
School Administration
Supporting Services
Office of School Safety and Security
Health Department must be contacted to determine “next steps” and communications place with known facts
Office of Communications

Parent/guardian notification:

Note the time. The student must be picked up within 60 minutes of first notification.
- Parent/guardian should be informed their child is ill, displaying potential symptoms of COVID-19, and must be picked up.
- Remind parent/guardian they have 60 minutes to pick up their child.
- Request an estimated time of arrival, note the conversation and time.
- If a parent/guardian says they will not be able to pick up their child within 60 minutes, inform them CCPS will begin calling those listed as an emergency contact. Parent/guardian should also be attempting to find someone to pick up their child.
30 minutes after first notification:
- Contact the parent a second time.
- Inform parent they have 30 minutes left to pick up or have someone pick up their child.
- Request estimated time of arrival. Note the conversation and time.
45 minutes after first notification:
- Contact parent/guardian a third time.
- Inform them they have 15 minutes left to pick up or have someone pick up their child.
- Request estimated time of arrival. Note the conversation and time.
60 minutes after first notification:
- Contact 911 and request an ambulance for a “sick child displaying COVID-19 symptoms.” Inform the operator of the location, student age, symptoms and parent contact log information.
- Note — 911 calls are recorded.
- Once the ambulance arrives, ask which hospital the child will be transported to for examination.
- Contact the parent a fourth time and inform them their child will be transported to the hospital. Re-direct the parent to the appropriate hospital.
If the isolation room is empty, contact building service to have the room cleaned and sanitized.

Once the student is picked up encourage the parent/guardian to take the child for a COVID-19 test and share the results with CCPS. Maintain continuous contact with members of the Mitigation Team.

Pull and archive potential contact tracing information:

Synergy
ScholarChip

Staff Who Feel Ill At School

Contact the school nurse via teleconference.
At the request of the school nurse report to the school nurse’s office for screening (mask is required).
School nurse will conduct COVID-19 pre-screen (using the latest CDC/CCPS screening tool).
If multiple symptoms of COVID-19 are present, determine how the staff member will depart the school (their own vehicle, picked up or by ambulance).
Human Resources must be contacted at 301-934-7255.
Encourage staff members to seek medical attention and a COVID-19 test as soon as possible. Results should be shared with Human Resources staff.
Pull and archive potential contact tracing information:
- Synergy
- ScholarChip
- Door swipe records (email This email address is being protected from spambots. You need JavaScript enabled to view it.)

Notification of a Positive COVID-19 Staff or Student

The below guide was established to guide CCPS in cases where a student or staff member notifies the system that they have a positive test result and have been in a CCPS facility.

Staff members who test positive for COVID-19 must self-report test result to Human Resources as soon as possible.
Parents/guardians of students are expected to notify their child’s principal of positive COVID-19 test results as soon as possible.

When CCPS is notified of a positive COVID-19 test result from a student, inquire about the following:

When was their test completed?
When was the last time the student was in the building?
- Pull and archive potential contact tracing information:
  - Synergy
  - ScholarChip

Internal Notifications/Mitigation Team:

Principal
School Administration
Supporting Services
Student Services
Office of School Safety and Security
Supervising School Nurse
Office of Communications

Notification of contacts who must quarantine:

Charles County Department of Health will lead the contact tracing process;
CCPS will work with the health department to identify persons who may have had close prolonged contact with the person testing positive for COVID-19; and
When authorized by the health department, the CCPS Office of Communications should provide written notification to all identified contacts.

The notification should include the following:

When to seek medical care;
How to monitor for symptoms;
Who to contact and how to contact them if they develop symptoms of COVID-19 while under quarantine;
The projected length of quarantine if remain asymptomatic;
Plan for maintaining remote learning for those who remain well enough to engage in learning while under quarantine; and
Information about local COVID-19 testing sites.

Mitigation strategies that CCPS is prepared to implement when appropriate:

Cleaning, disinfection and sanitizing;
Fogging; and
Closing the facility if necessary.

When a student returns to school after a positive COVID-19 diagnosis:

The latest guidance from the CDC is a person should only be tested for COVID-19 once every three months. As a result, students should not return to school until all the following have been satisfied:
- At least 10 days since symptoms first appeared; and
- At least 24 hours with no fever without reducing medication; and
- Symptoms have improved.

Parents who wish to have their children return to school after their child has tested positive for COVID-19 must maintain continuous communication with their school’s nurse via the telephone between the test results and the child’s return to school. Telephone check-in should be no less than every two school days.

The parent’s failure to remain in contact with the school will result in a delay of the student returning to in-person instruction.

Staff members who test positive for COVID-19 must follow the latest guidance from the Office of Human Resources.

School Meals Program

Beginning the week of Aug. 31, Charles County Public Schools will begin its standard school meals program. CCPS students are starting the school year in an online format, meaning meal service will continue as curbside distribution at 17 locations.

The school meals program provides a meal bag to any student enrolled in CCPS. Meals are not available for any child who is not an enrolled CCPS student. A meal bag includes a cold breakfast and lunch. Distribution is limited to one meal bag per child per day.

Free or reduced-price meals

Students who qualify for free or reduced-price meals can receive a meal bag at no cost. Families can apply now for free and reduced-price meal benefits.

An application is posted on the CCPS website at https://www.myschoolapps.com/Application. CCPS will mail paper applications to households of students who have qualified for meal program benefits in prior school years. Families can apply now for free and reduced-price meal benefits. An application is posted on the CCPS website at https://www.myschoolapps.com/Application. CCPS will mail paper applications to households of students who have qualified for meal program benefits in prior school years.

Meal prices

Students who do not qualify for meal benefits can pick up meals, but will be charged for meal bags at a distribution site. Cost for a meal bag is $4.10 ($2.75 for the lunch items and $1.35 for breakfast – these prices reflect the current elementary school prices for paid students). Additionally, students who attend schools that offer free breakfast to all students during the school year through the Maryland Meals for Achievement (MMFA) program will have to pay for breakfast if they do not qualify for free or reduced-price meals.

Required proof of CCPS enrollment

Parents will need to provide their child’s CCPS-issued student identification number in order to pick up a meal bag. This number is on a student’s report card and in the ParentVue app. In the app, login and click on the student’s name and picture, then choose “ID Card” in the upper-right hand corner. Meal site staff can scan the student barcode in ParentVue or a child’s school-issued student ID to limit contact. To pick up a meal bag, parents must have their child’s student ID number to connect with the CCPS cafeteria system.

Meal payments

Meal payments can be made by check or money order at distribution sites, or using the online meal payment system MyPaymentsPlus. Staff at meal sites are not able to accept cash payments. MyPaymentsPlus is available online at https://www.mypaymentsplus.com/welcome. Parents can add funds to their child’s account online without fees.

Meal distribution locations

Starting Aug. 31, parents of children enrolled in CCPS can pick up a meal bag at one of 17 available distribution sites from 11 a.m. to 1 p.m. Monday through Friday. Distribution sites include:

Henry E. Lackey High School;
La Plata High School;
Maurice J. McDonough High School;
North Point High School;
St. Charles High School;
Thomas Stone High School;
Westlake High School;
Mattawoman Middle School;
Milton M. Somers Middle School;
Piccowaxen Middle School;
Billingsley Elementary School;
Indian Head Elementary School;
Malcolm Elementary School;
Mt. Hope/Nanjemoy Elementary School;
Dr. Samuel A. Mudd Elementary School;
J.C. Parks Elementary School; and
J.P. Ryon Elementary School.

Evening pick-up

Seven sites will host an evening pick-up window from 5:30 to 6:30 p.m. They are Lackey, La Plata, North Point, St. Charles, Thomas Stone and Westlake high schools, and Piccowaxen Middle School.

Nutritional information

Nutritional information for meal bags will be posted on the school system website, www.ccboe.com. Parents of children with food allergies or modified diets should check their child’s meal bag items before serving.

Health Safety Protocols for Food Services

Nutrition: All meals will be distributed curbside during virtual learning. Standard operating procedures have been updated and approved by the Charles County Department of Health.

Standard Operating Procedure #32

EMERGENCY CLOSURE FEEDING — PROPER HANDLING, STORAGE AND SERVING OF FOOD ITEMS FOR CURBSIDE SERVICE
Purpose:	To ensure the safe handling of food items served with emergency curbside service in place. Minimize the amount of time that food items are held and offered for service to ensure the quality and safety of the food.
Frequency:	Whenever receiving, storing and offering prepared food items for preparation and or service.
Person(s) Responsible:	Food and Nutrition Services (FNS) manager, assistant FNS manager and all FNS employees.
Procedure:	ALL Standard Operating Procedures (SOP) already in place with CCPS FNS Hazard Analysis and Critical Control (HACCP) Plan will continue in accordance to policies with frequent attention to the following: Procedures for Personal Health will be in accordance to SOP#01, SOP#02, and SOP#03. Procedures for temperature monitoring will be in accordance to SOP #07 Cold Storage. Procedures for receiving of products will be in accordance to SOP #06 Proper Receiving Practices. Procedures for cross-contamination will be in accordance to SOP #09 Prevention of Cross-Contamination. Procedures for preparing and serving cold food will be in accordance to SOP#11 Preparing Cold Food and SOP#30 Holding Cold Food For Service Time Control. Procedures for cleaning and sanitizing equipment will be in accordance to SOP#17 Cleaning and Sanitizing Equipment. Procedures for bag meals will be in accordance to Bag Lunches Instructions for Summer and Site Feeding.
Steps:	ALL bag meals must be prepared and handled in accordance to the BAG LUNCHES INSTRUCTION Procedure Sheet provided at the start of the program. All insulated bags used for service must be placed in the refrigerator or freezer (if storage allows) overnight to "temper" the bags. The bags are to be refrigerated in an open position to allow optimum air flow. If the refrigeration space is not available, meals and milk are not to be placed into bags no more than within 15-30 minutes of taking them outside for distribution. Temperatures are monitored and recorded when bag meals and milks are packed and prepared for service and recorded accordingly on production records. Only take out the amount of prepared meals, and milk bags that will be needed for no more than 30 minutes of service at a time. Restock as necessary making sure to record the temperature of items as they are being pulled for service. Any leftover bags are placed back in refrigeration immediately after counts and temperatures are recorded. The bags are to be refrigerated in an open position to allow optimum air flow. Leftovers are served as the first meals the next day.
SERVICE PROCEDURE:	All staff members are to wear disposable gloves at all times during preparation and distribution. If hand-to-hand contact is made during distribution gloves are to be changed. Any staff member who is handing off meals to public is not permitted to engage in any food preparation after first meal is handed off. Soap and sanitizer buckets are to be at each distribution point for cleaning off contact surfaces. All customers are required to remain in their car for distribution. Each site has a table in place for participants who walk up to maintain social distance. Meals are placed on table and then picked up from table by customer — no contact is made. No food prep is to be done for the next day after meal service is complete. HAND SANITIZER should be available for glove change and in lieu of handwashing station. **HAND FOOD SAFETY SHEET TO EACH CAR/WALK UP PATRON.
Holding Cold Items:	Discard cold foods after two hours if they have not been properly held at or below 41 F. Discard if:
Steps:	The food has exceeded 41°F for more than two hours; or The time the food has been out of temperature is not verifiable; in accordance with SOP#30 time controlling for cold/hold service.
	Leftovers can be kept in the refrigerator for no more than two DAYS, starting with the day the item is prepared. Items MUST BE stored at a temperature of 40°F or below while being held. Food items cannot be disposed of the day they are prepared. Items must be held and discarded the next or at a later day. All items discarded must be recorded on a Daily Discard Sheet and the sheet must be attached to the day’s production records.
Manager Responsibility:	It is the manager's responsibility to train all employees on proper cooling methods. The manager is also responsible for monitoring the above practices, ensuring that corrective actions are taken when necessary, following up with staff and maintaining HACCP files.
Record-keeping:	Production records, temperature logs, receiving logs, refrigeration logs
Corrective Action:	Any food item not held at 40°F or below while in proper storage must be discarded.

Cleaning Products and Protocols

CCPS switched from using “green” cleaning products to Environmental Protection Agency (EPA)-approved products for general cleaning and sanitizing before schools closed on March 16. Frequent cleaning and sanitizing of high touch areas/surfaces and restrooms during the school day when students and teachers return to our buildings is a point of emphasis. Building service staff will conduct deep cleaning efforts in the evenings after students and staff have left the buildings for the day. This practice has been in place as essential staff have worked over the last several months keeping our buildings and school system operating. Supplying proper personal protective equipment (PPE) for building service staff for completing daily cleaning and sanitizing duties has been in place. CCPS continues to work on securing additional PPE as needed to be used when students and staff return.

A supply of sanitizing wipes, spray bottles, cleaning products and paper towels have been ordered for each classroom for staff assigned to those areas to use at their discretion throughout the day on desks and other common high touch surfaces. Operations staff ordered 1-gallon jugs with pumps containing hand sanitizer for each classroom until wall-mounted units arrive and are installed in each classroom. Hand sanitizer is available in main offices and common areas of buildings as well.

Operations staff can fog a building or area of a building if needed. Fogging, in addition to traditional cleaning methods, allows staff to hit more surface/contact areas in a shorter amount of time than traditional cleaning methods alone.

Other preventative measures taken by CCPS include:

Ensuring exhaust fans in restrooms, kitchens, and locker rooms are operating.
Routine filter changes for HVAC systems.
Routine flushing of water lines to prevent the transmission of diseases with the decrease in water usage during the closures.
Installing Plexiglas barriers at counters in offices where staff will interact with parents and visitors.
Displaying signs at entrances informing visitors and contractors that face masks are required.
Posting signs in common areas and restrooms that promote safe social distancing along with good hygiene practices.
Ensuring visitors sign in at main offices in the event CCPS needs to conduct contact tracing. Staff will sign in daily using various forms of technology based on their job description. CCPS will have the ability to contact trace teachers and students utilizing Synergy (student data and grading system).
Requiring staff to complete additional mandatory online training (COVID-19 related) this year.
School administration should consult with operations staff before purchasing markers for floors promoting social distancing and/or directional traffic so purchased products do not cause any permanent damage due the floor when they are removed.

Collection of materials

In May 2020, the CCPS Office of School Safety and Security provided guidance to school administrators and staff on how to quarantine items such as textbooks, computers, paper assignments and library books collected as the 2019-20 school year ended. CCPS now has additional guidance from the CDC that states “transmission for the novel coronavirus to person from surfaces contaminated with the virus has NOT been documented.” However, the CDC does document that the COVID-19 virus “remains viable” on some surfaces for hours to days. The CDC has removed all references to days and quarantining of porous and non-porous materials from their guidance. The latest update provided by the CDC as of August 2020 focuses on providing instructions on appropriate procedures to best clean and sanitize materials.

As of August 2020, the Office of School Safety and Security advised CCPS staff that the quarantine of most items is now not necessary. Protocols in place include the wearing of disposable gloves when collecting items and the use of face masks. Protocol for items such as computers and other non-porous (hard) materials should be cleaned using a disinfectant suggested by the manufacturer. Soft materials such as laptop bags should be washed, if possible, or sprayed with an EPA-approved spray that is rated to kill COVID-19 such as Lysol. Currently, there is no specific guidance on library and textbooks. As a best practice, staff should handle items using PPE, wipe off the hard covers and quarantine for up to 72 hours as a precaution. Any CCPS employee handing these items should disinfect their hands often and immediately following handling these items. CDC guidance is posted online at https://www.cdc.gov/coronavirus/2019-ncov/prevent-getting-sick/cleaning-disinfection.html.

Transportation Safety Protocols

School Bus Sanitization Protocol

Buses will be sanitized twice daily with a focus on high-touch points: once after the morning runs, and once at the conclusion of the afternoon runs.
CCPS will provide bus contractors with sanitizing solution for the duration of the COVID-19 pandemic (product will be EPA approved for COVID-19).
CCPS will provide all bus drivers and attendants with clear procedures outlining sanitizing protocol and expectations prior to reactivating student transportation.

Safety Protocol on the Bus

Drivers must wear a mask whenever students are boarding, disembarking, and any time when they are within 6 feet of another person.
CCPS will provide all drivers and attendants with a cloth reusable face mask.
Students are required to wear a mask at all times while on the school bus. This mask must be designed so that it remains on their face unaided.
Drivers will be provided with face masks to be stored on the bus for any student who may forget their mask.
Unique circumstances may arise on special needs buses where students, drivers and attendants may require additional PPE (such as clear face shields). This protective equipment will be provided to staff and students as it is deemed necessary.
Drivers will keep the bus windows slightly open to allow for adequate air circulation throughout the vehicle during trips, as weather permits. An exception to this rule would be if a student must have air conditioning due to IEP/504 requirements, in which case, all windows must remain closed and the air condition used.
Students will be seated one child per seat. Siblings residing in the same household will be asked to sit together.
The seat directly behind the driver will remain empty. However, if the driver has a child from their household onboard, that child may sit in the seat directly behind the driver.
Students will load and unload using social distancing guidelines. For example, the first student to board the bus will proceed to the rear seat and seats will be filled moving forward.
Students and their parents/guardians must follow social distancing practices while waiting at community bus stops.

Virtual Learning Attendance Tracking System

Daily attendance is expected in all virtual learning classes during phase 1 of the CCPS reopening plan. Attendance will be taken using Synergy, our student information system. A student will be marked present for a class when a student accepts a meeting invitation and the teacher admits them into the classroom via the waiting room.

Student engagement will be monitored through the online discussion thread. If there is a consistent lack of engagement, teachers will notify parents and utilize school-based supports such as the Student Support Team, school counselor and psychologist.

Students will be considered tardy if they join a live lesson 10 minutes after instruction begins.

All attendance will be recorded in Synergy and will be visible to parents through the parent portal. Parents/guardians must submit a note, phone call or email to the attendance secretary if a student will be absent for a full or partial school day. Technology failures will be considered an excused absence as long as a parent note is submitted. All absences for which no documentation is received after three days will be considered unlawful. The parent/guardian is expected to call the school after the third day of consecutive absences. If the parent/guardian does not call after the third day, the school may call the family. A medical verification should be obtained by the parent/guardian for students who have missed virtual instruction for a long period of time.

Communication Plan

The CCPS Communications team developed a comprehensive communications plan to offer parents, students and staff timely and continuous information throughout the school year. As we move to reopening schools, the Superintendent will continue to send regular email, phone and text message updates through School Messenger. Additionally, CCPS will revise its website to focus on reopening and what it means for students, teachers, staff and parents. The Superintendent and Board of Education of Charles County will continue to hold Town Halls, conduct surveys, provide information through social media, which includes Facebook, Twitter and Instagram, and air informational videos.

Key Messages

Effective instruction in a safe environment is our top priority.
Distance learning will be rigorous, interactive and provide accountability for teachers and students.
Staff training in safety and health protocols will be ongoing and adjusted when necessary based on public health guidelines.
The mental health needs of students and staff are significant indicators of academic success.
CCPS will be agile in responding to changes in environmental conditions. Clear and transparent communication will ease transitions in the delivery of instruction.

Coordination

The CCPS Director of Communications will coordinate efforts of the communications team to plan for and address inquiries from the public. The Director is a key member of the Superintendent’s leadership team.

Public Engagement

Conduct a series of virtual workshops and presentations to provide parents with information about virtual learning and advice on how to help their children — set dates, starting with a workshop in September (at least four).

Use school visits to continue to build relationships. Superintendent, at least once a week, should visit schools, greet employees and observe virtual teaching and learning plus in-school classes if applicable.

Create a student advisory council to meet monthly with the Superintendent and provide student voice as part of the decision-making process. Work with the Student Board Member on membership and scheduling.

Board of Education/Superintendent Back-to-School Town Halls. End of August — format of Town Hall will depend on safety guidance at the time. Town Hall panel to include, but not be limited to, the Superintendent, the Director of Safety and Security and the Assistant Superintendent of Human Resources. (Town Hall to air on YouTube.) Staff will accept questions for the panel and follow up with written responses.

Survey parents, staff and students in mid-August to encourage comments about recovery and phases for allowing additional students to attend in-person learning. Conduct a second survey at the end of September to measure success in the level of satisfaction of parents, students and teachers with virtual learning.

When schools reopen to at least 50 percent capacity, resume the Superintendent’s Student Advisory Councils. Meet four times with elementary groups, twice with middle school students and with high school students. Focus first meetings on recovery to receive input from students at different levels about how safe they feel and how they feel about instruction and safety.

Continue with Superintendent’s teacher advisory groups, meeting twice during the year and focusing part of the first meeting on school safety and security.

Establish a Twitter Chat with the Superintendent, providing an opportunity for people to ask the Superintendent questions or to engage in discussions about schools.

Website

Develop a new Recovery page to display all news concerning CCPS reopening plans.

Develop a Frequently Asked Questions (FAQ) page. Update/revise as needed.

AskCCPS will continue as an online tool for the community to ask fact-based questions about registering, availability of programs and more. Promote in August through back-to-school information, as well as through traditional and social media.

Redesign MyCCPS to include more frequent information about significant changes that affect employees, and news and tips for employees.

Continue with real-time updates on the Recovery page that contains history and current information on changes to the school schedule, and programs and services available to families.

Video

Create short, informational video spots to use on the website and social media. Videos should include information for teachers that explain how to navigate new regulations and safety precautions as schools reopen.

Create a Public Service Announcement about CCPS Recovery.

Produce a quarterly video message from the Superintendent to employees, focusing at least one on personal protective equipment (face masks, etc.) and guidance for teachers and students.

Videos to be produced by mid-August to include physical enhancements to buildings, new protocols during COVID-19, distance learning tips for parents, and tips when students/staff return to school buildings (maintain a six-foot distance, mask on, wash your hands, sanitizer, etc.).

Provide coverage of various training sessions.
Stream Student Advisory Committee (SAC) meetings with the Superintendent live using current BOE meeting protocol. Stream other meetings including the Town Hall with a call-in segment or portion.

Social Media

Develop a Monday Message (wear your masks, wash hands often, update your emergency card, develop your emergency checklist, what to bring in case of an emergency and how will we communicate with parents, students and staff about schedule changes).

Sporadic posts — facility improvements, human resources changes, curriculum information, and mental health.

Provide links to the curriculum (health and counseling).

Twitter Chat with the Superintendent. Focus on specific Recovery issues.

Create a companion safety message for Twitter.

Print Media / Presentations

Create a reopening slideshow and PowerPoint that can be used by schools and administrative staff to explain safety protocols and the phases in which students might return.

Create a weekly information brief highlighting how CCPS is providing teaching and learning.

Community Outreach

Send out monthly email/voicemail from Superintendent regarding recovery and safety programs. (12)

Notification of COVID-19 Cases

CCPS will develop processes for parents/guardians to notify the school as soon as they are made aware that they/their child has tested positive for COVID-19 or that they/their child has been exposed to a person who is confirmed to have COVID-19;
CCPS will develop a plan and communications for how parents are to notify the school of a positive test result or exposure to ensure confidentiality; and
The Communications Office will develop communication templates for notification of contacts of persons who are confirmed to have COVID-19.

Evidence That COVID-19 Checklist was Used in the Development of Recovery Plan

The COVID-19 checklist was used in the development of the CCPS Recovery Plan. In May 2020, the Superintendent of Schools established a crisis team to develop and implement the recovery plan. The crisis team has been critical in reflecting on the work necessary for reopening and determining next steps. A strategic list of responsibilities was developed and key staff were assigned to complete those tasks. The Superintendent determined five essential areas of need and teams resolved those issues first. These areas were: Health and Safety, Operations, Elementary School Reopening, Middle School Reopening and High School Reopening. Staff collaborated and determined what resources were necessary to a successful transition back to school based on those five issues.

Within the plans to transition back to school, resources that were not on-hand were secured to ensure the district is prepared for reopening schools. Each of those five groups recommended professional development for staff and created processes and procedures necessary to address concerns. District staff identified questions and concerns the community may have and developed responses to each of those. The Communications Office posted the responses to the school district website for quick retrieval. The elected Board, the Superintendent and district staff regularly communicate with constituents about reopening schools. The district website, emails, and social media platforms are used to share information with the community and the media.

The Superintendent and staff regularly communicate with state and county leaders and remain receptive to feedback and suggestions.

Inclusive Student Interscholastic and Athletic Activities

CCPS, in alignment with guidance from the Maryland Public Secondary Schools Athletic Association (MPSSAA), MSDE’s Recovery Plan for Education, and in accordance with CDC guidelines, will gradually resume athletic activity following strict health and safety protocols. The following is an abbreviated version of the CCPS roadmap, highlighting a few of the major components therein (the entire roadmap includes 30 pages of specific details and direction).

Note: This plan assumes some version of students attending school in-person, whether daily or via hybrid model of in-person and distance learning. Pending official approval to proceed with athletics and extra-curricular activities, this gradual resumption will commence and continue until reaching Phase 3 of the Governor’s recovery efforts.

Highlights

CCPS has incorporated a COVID-19 Awareness Form (adopted from MPSSAA) into the athletic registration process for all sports, whereby parents must sign/acknowledge before being permitted to continue the process.

Seasonal Timeframe Planning

Following MPSSAA recommendations and MSDE guidance, CCPS considers a four-part segmented approach to resume each athletic season, not unlike traditional sports operations (preparation, preseason, participation and postseason).

Abbreviated Segments

Preparation — includes but is not limited to:
- Pre-participation physicals
- Parent/student-athlete participation acknowledgement forms
- Communication efforts/expectations, social media allowances and protocols
- Enter/exit strategies (space out games/limit spectators, etc. re: social distancing)
- Locker rooms and training areas
- Special needs accommodations
Preseason — includes the three stages of risk and CCPS current status:
- Lowest risk: Students are encouraged to perform skill-building drills or conditioning at home, alone or with family members
- Increasing risk: Summer/out-of-season = school-based open conditioning, exercise, weight training, and non-sport specific student gatherings; in-season = team-based practices (CCPS began 7/13/20, following strict protocols)
- More risk: Within-team competition (CCPS participation TBD)
Participation — includes one stage of risk and CCPS current status:
- Even more risk: Full competition between teams from the same local geographic area (CCPS and/or Southern MD – participation TBD)
Postseason— includes one stage of risk and CCPS current status:
- Highest risk: Full competition between teams from different geographic areas (postseason/playoff competition, CCPS participation pending/TBD)

As protocols are added, enhanced or modified, per the nature of the current health crisis, this approach to returning athletics and activities to the educational program will allow a sense of pride in school and community, teach lifelong lessons and skills of teamwork and self-discipline, and facilitate the physical and emotional development of all applicable students. The entire roadmap will be implemented in accordance with school reopening in some version of the traditional sense and sports with activities as available options. This roadmap is subject to change with little or no notice pending necessary adjustments to school operations.

Charles County extracurricular activities COVID-19 reopening school plans

First semester voluntary student activity guidelines

Rationale

Participation in high school athletics and extracurricular activities benefits students academically, physically, emotionally, and socially. These extracurricular activities will allow CCPS students to stay connected with their classmates, teammates, coaches, sponsors, and schools in a safe, controlled and responsible manner. Extracurricular activities include clubs, performance groups, student representative groups, athletics, etc.

Guiding Principles

The health and safety of students, student-athletes, coaches, sponsors and all stakeholders will continue to be our top priority and drive all decision making. Student activities may be modified and/or suspended at any time based on Charles County Department of Health recommendations.

Extracurricular Activities

Virtual activities for clubs, performance groups, and student representative groups begin Sept. 21, 2020, with dates for in-person activities to be determined.

Fall sports:

Dates to be determined
Online Athletic Registration must be submitted with current forms prior to the student participating with in-person sessions.

Spring sports:

Dates to be determined
Online Athletic Registration must be submitted with current forms prior to the student participating with in-person sessions.

Winter sports:

Dates to be determined
Online Athletic Registration must be submitted with current forms prior to the student participating with in-person sessions.

First Semester Voluntary Conditioning and Skill Based Coaching Sessions

All activities will be voluntary for both students and coaches.
Activities will be open to all high school students.
There will be no try-outs or cuts during the first semester.
No competition season teams will be selected during the first semester.
All activities will be held outside until approval has been granted for indoor building use.
All activities must be held on the high school campus – (only exception will be golf).
Activities will be limited to 90 minutes.
No more than three sessions per week for each sport/activity and only held during the Monday to Friday time frame.
Sessions may not begin before 4 p.m.
No more than 15 members (including coach/sponsor) per pod until number restrictions has been increased by state health department recommendations.
Individuals within a pod may not intertwine with other pod members during the activity.
Students are to show up ready to practice and provide their own water containers and face coverings.
Locker rooms, training rooms, and weight rooms are not available until building restrictions has been lifted.
Teams must follow sport specific guidelines on allowable activities and equipment.

General Guidelines

Certified Athletic Trainers (Pro Flex) will be on site during these times – pending availability.
Charles County weather guidelines will be monitored and enforced.
Students must bring their own water bottles labeled with their names. The sharing of water bottles will not be permitted.
All participants, including coaches and sponsors, must maintain social distancing of at least 6 feet from one another. If at any time it is not possible to maintain 6 feet of distancing among participants, face coverings must be worn.
Except during high intensity physical activity, all participants are expected to wear face coverings.
Students are encouraged to bring their own hand sanitizer.
No sharing of personal property (towels, water bottles, etc.) will be permitted.

CCPS Mental Health Plan

COVID-19 and social unrest in society have impacted our lives in unexpected ways and left members of our educational communities in a state of confusion and fear. On top of the already known traumas that affect members of our communities, these events have enhanced the number of persons needing mental health supports. In order to address the social emotional needs of staff, students and families, CCPS will provide the following supports:

BASE Education (Behavioral Alternatives to Suspension Education): Secondary Curriculum

BASE Education is an online social-emotional program that addresses mental health of students. It covers 50 different topics that include suicide digital citizenship, anger management, talking to peers, self-esteem, exploitation and substance abuse. More than 100 interactive modules can be assigned to students who may need individual support. Administrators are provided up-to-the minute access to student responses and “firewords” are triggered if a student writes something that indicates harmful or suicidal thoughts. The program meets the standards and core competencies of MTSS (Multi-tiered Systems and Supports), PBIS (Positive Behavioral Intervention and Supports), and CASEL (Collaborative for Academic, Social, and Emotional Learning). The program was piloted in six secondary schools during the 2019-20 school year.
All school counselors and school psychologists will be trained before school opens this school year. The program will be implemented in all CCPS secondary schools for the 2020-21 school year.

Move This World: Elementary Curriculum

Move This World is a social emotional learning program developed to encourage, enhance and build safe and supportive learning environments. The curriculum is delivered through evidence-based, developmentally appropriate videos used daily to open and close instructional time. Move This World lessons lead to deeper self-awareness, stronger relationships, effective communication and a culture of safety and support. It was developed with educators in alignment with CASEL. All CCPS elementary schools will implement Move This World for the 2020-21 school year.

Trauma Informed Schools Training for Administration, Staff, Students and Parents

A team of CCPS psychologists developed trauma informed schools training that will be delivered to school administrators and school staff before school opens this school year. The training includes self-evaluation, identification of others, and resource information for all levels. Trauma awareness will also be provided to CCPS students in September. The team is currently developing a trauma informed presentation for parents that will also be available in the fall. Training will be delivered by school counselors and psychologists.

“Safe at School” Mandatory Mental Health Training for ALL staff

A “Student Mental Health” course was added to training modules for all staff. This course covers identification, triggers, and supports for staff and students that are experiencing trauma. This course must be completed by school-based staff before school begins.

School counseling social-emotional learning

School counselors will deliver each month a social emotional competency to help students develop skills to understand and manage their emotions, feel and show empathy for others, set and achieve positive goals, establish and maintain positive relationships, and make responsible decisions. Focusing each month on a social emotional skill will help support and increase students’ ability to manage stress and depression, and have better attitudes about themselves, others' and school.

September – (Self Awareness): The ability to recognize one's emotions and thought – Trauma Awareness
October – (Self-Management): The ability to regulate one's emotions and behavior –

Stress Management

November – (Social Awareness): The ability to take the perspective of and empathize with others – Diversity Awareness
December – (Relationship Management): The ability to establish and maintain healthy relationships – Conflict Resolution and Mental Health Awareness
January – (College Awareness)
February – (Career Awareness)
March – (Responsible Decision Making): The ability to make constructive and respectful choices about personal behaviors
April – PARCC Testing Support
May – Elementary to middle and middle to high transition, graduation

More Virtual Support

Counseling sessions
Risk and threat assessments
Third-party contractor to provide virtual counseling supports
Bark for Schools: An internet safety program that monitors Office365 accounts of students for signs of digital dangers including cyberbullying, threats of violence, suicidal ideation, online predators and more
ACE (Adverse Childhood Experiences) training for staff
CPI (Crisis Prevention Institute) staff training for school teams
Pupil Personnel Worker (PPW) virtual visits and calls with McKinney Vento families
Attendance meetings

Continued supports

Restorative practices – implementation in all schools and training continues for all staff
PBIS – implemented in all schools
Charles County Association of Student Councils (CCASC) Mental Health Advisory Council is a mental health group of students and Student Services staff that meets quarterly to discuss concerns and brainstorm solutions
Mental Health First Aid classes are optional for all staff
Handle With Care – Governor’s initiative to support students who experience trauma
Regular communication: school staff calls, emails, virtual meetings, automated phone calls, updated resource information on website
See Something, Say Something portal on CCPS website
Food sites open for virtual learners

Board Of Education

Public Info/Media

Calendars

Superintendent

Elementary School

Elementary School

Middle School

High School

Centers and Programs

Board Of Education

Public Info/Media

Calendars

Superintendent

Elementary School

Elementary School

Middle School

High School

Centers and Programs

Reopening Plan Fall 2020