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.

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

Maryland School Districts Must:

1. 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.
   
   
2. Address equity in all components of the plan.
   
   
3. Establish a recovery plan stakeholder group that is representative of schools and the community.
   
   
4. Create a detailed diagnostic assessment plan of all students to identify and address gaps in learning.
   
   
5. Follow MSDE standards and provide instruction across all key content areas including College and Career Readiness.
   
   
6. Follow Individuals with Disabilities Act (IDEA), 504 and Americans with Disabilities Act (ADA) and all other special education protocols and laws.
   
   
7. Incorporate and follow MSDE, state and federal health guidelines and procedures for individuals who test positive for COVID-19.
   
   
8. Incorporate and follow MSDE, state and federal health safety protocols for food service, daily cleanings and other school operations.
   
   
9. Establish protocols for the safe transportation of students to and from schools.
   
   
10. Develop an attendance tracking system for students who are engaged in virtual learning.
    
    
11. Develop a communications plan to reach its stakeholders.
    
    
12. Evidence that COVID-19 Checklist was used in the development of recovery plan.
    
    

Provide for inclusive interscholastic and athletic activities for all students.

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.

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.

Full Day Prekindergarten - A Week at a Glance

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 

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

A Week at a Glance

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

A Week at a Glance

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

A Week at a Glance

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

A Week at a Glance

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

 A Week At A Glance

 A Week At A Glance for Middle School

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

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.

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.

1. 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
       
       
2. The workgroup process was presented to the Board of Education and the public on June 9, 2020.
   
   
3. 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.
   
   
4. 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.
   
   
5. 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.
   
   
6. CCPS solicited public comment on the reopening of schools on its website and through email from June 26 to July 7, 2020.
   
   
7. The Board of Education held a special meeting on July 7, 2020, during which Board members shared their opinions about the reopening of schools.
   
   
8. The Board of Education voted on July 14, 2020, to open schools in a full virtual model.
   
   
9. 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.

Charles County Public Schools will employ a multi-faceted approach to data collection in order to determine student performance levels, identify gaps in learning caused by the extended school closure, and address needs. Diagnostic assessments were administered between Sept. 14-28, 2020 to determine the needs of each student. The results of the assessments, along with classroom and performance data collected prior to the March school closure, will be used to determine next steps in instruction in whole group, small group and individual instruction for all students during classroom instruction. In addition, the data will be used to assign appropriate programs and services offered to students in need.

Individual schools will be responsible for identifying students and prioritizing the support they will provide. Student progress will be monitored at a minimum bi-weekly for the first quarter of school. These diagnostic assessments will include:

Elementary School

• Grade K-3 Math—Teacher conducts one-on-one interviews with students.
• Grade 4-5 Math—Students take a standards-based assessment through FastTest.
• Kindergarten ELA—Teacher administers ILA components one-on-one with students.
• Grade 1-2 ELA—Teacher administers running record one-on-one with students.
• Grade 3-5 ELA—Students take a standards-based assessment through FastTest. Teachers also administer a one-on-one running record with students.
• Grade 5 Science—Students take a standards-based assessment through FastTest (1 test section). Assessments are assigned through science classes.

Middle School

• Grade 6-8 Math—Students take a standards-based assessment through FastTest (1 test section). Assessments are assigned through math classes.
• Grade 6-8 ELA/ Science/ Social Studies—Students take an interdisciplinary standards-based assessment through FastTest (2 test sections).Assessments are assigned through Reading/ Language Arts classes).

High School

• Grade 9-12 ELA/ Science/ Social Studies—Students take an interdisciplinary standards-based assessment through FastTest (3 test sections). Assessments are assigned by grade band (9/10 and 11/12) through English classes.
• Algebra I/Foundations of Algebra—Students take a standards-based assessment through FastTest (1 test section). Assessments are assigned through math classes.
• Advanced Algebra with Trig/Pre-Calculus—Students take a standards-based assessment through FastTest (1 test section). Assessments are assigned through math classes.
• AP Calculus—Students take a standards-based assessment through FastTest (1 test section). Assessments are assigned through math classes.
• AP Courses (English, Math, Science, and Social Studies)—Students will take a quarterly assessment for each AP course as assigned through the appropriate course.

Reporting
For standards-based assessments and K–3 math assessments, teachers will have access to a variety of reports in the FastTest Gradebook Reports.

• Test Results by Section – shows overall score and domain scores for each student in the chosen section
• Demographics – shows the teacher’s mean, median, min and max for each subgroup, all students, the school and the district
• Teacher Subscores - shows the domains for each teacher with the school and district scores
• School Summaries - shows the mean, median, min and max for the overall score for the district, school and each teacher
• Item Performance – shows the teacher’s mean, median, min, max, description and item preview for each item on the test
• MC Frequency – shows the distribution of the student responses for each answer choice with the difficulty (p-value), description, and item preview for each item on the test (for multiple choice items only)
• District Summary – shows the mean, median, min, max and standard deviation for the county’s overall score, domains and individual items
  School-wide users such as administrators and ILT members will also have access to reports that show results by grade level and school.
• District Summary – shows the mean, median, min, max and standard deviation for the overall score and each question for the district (county)
• Demographic Summaries - shows the mean, median, min, and max by subgroup for the district, school and each teacher.
• Teacher Subscores – shows the domains for each teacher with the school and district scores.
• Teacher Summary – shows the mean, median, min, and max overall score for each teacher.
• By Subject Reports – shows mean, median, min and max score scores for the district, school and grade level with subgroup data. Reports can also display data by subject area (reading, math, etc.) that combines all grade levels for overall school results.

Each school will conduct grade level and content team meetings to analyze the data in order to identify instructional implications and identify students in need of additional support. These meetings will occur during weekly collaborative planning time, which is designated on Wednesdays during Phase 1. In addition, some content areas have included data analysis in order to determine instructional implications as a focus in the countywide professional development that is required for all staff.

School instructional leadership is charged with reviewing student data and progress at a minimum monthly and address needs or initiate changes as the deem necessary.

Formative Assessment

Charles County Public Schools has offered extensive formative assessment professional learning over the last six years including Formative Assessment for Maryland Educators (FAME) and other differentiated professional learning pathways for teachers and administrators around the formative assessment process. This ongoing professional learning empowers teachers to gather and respond to real-time student performance, provide necessary feedback, and plan lessons based on where students are at in their learning. Teachers will embed formative assessment into daily lessons, employing platforms purchased for collecting evidence of student understanding, including but not limited to NearPod and FlipGrid.

Teachers will use formative assessment data to plan next steps for instruction and differentiate to meet the needs of students. The use of breakout rooms, available through the Synergy Zoom platform, will be a highly effective way to embed formative assessment as well as address individual and small group needs.

Summative Assessment
Embedded into all courses and classes are summative evaluation pieces that teachers will assign or administer at the conclusion of learning cycles to measure student proficiency in regards to the focus standards and skills. The time when these are administered vary by course, and are noted in curricular documents. The results of the summative assessments will be analyzed at the school and system level and used as part of the TAP-IT cycle, (defined below). When necessary, assessments have been adapted to be functional in the digital learning environment while maintaining validity and reliability.

Cyclical Data Analysis
Data collection and analysis mentioned in the assessment descriptions follow the TAP-IT cycle of instruction. This cycle includes:

• Team: A team comes together to initiate educational improvements.
• Analyze: They collect data and analyze it to assess needs and possible strategies to address them.
• Plan: They then plan how to implement these strategies, which can entail acquiring new resources and providing educators with the structural supports they need. In the current educational situation, particular attention will be focused on how to provide these supports in a digital learning environment.
• Implement: The strategies will be implemented. While this is happening, the team continues to collect data that can potentially make the strategies even more effective.
• Track: The team tracks the data on an ongoing basis so they can adjust their practices. Source: Johns Hopkins University Center for Technology in Education

In addition to school based collaborative planning meetings previously mentioned, county-wide professional learning will be required on Wednesdays which will be conducted by central office content specialists. Data analysis will be a feature of these sessions. Content Specialists will follow the TAP-IT cycle of instruction. Central office content specialists will also analyze system-wide data to address curricular and instructional needs, and push these out during the professional learning sessions.

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

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. 

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:

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:

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

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.

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.

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

Phase I – Secondary Teacher Roles

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

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.

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).

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.
 

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

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.

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.

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.

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.

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.

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.

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.

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.

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

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

Procedures:

1. 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 exhibiting symptoms that are constant with the Centers for Disease Control and Prevention (CDC) COVID-19 guidelines 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.
   • Document all the employees within a 6-foot radius of the affected 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 for 15 minutes. Appropriate internal partners will be notified and will contact the employee(s). Internal partners will continue to monitor impacted employees that came into contact with the affected employee and will provide appropriate direction in terms of next steps. Recommend that between Day 3 and Day 5 post contact, the employee go to 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.
   • Responsible parties contact Operations to request a thorough cleaning and sanitizing of areas that the employee came into contact with during their time in the building/workspace.
   • Continue to maintain communication with the affected employee(s) to ensure their health and well-being.
2. 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 the Office of Human Resources as soon as possible.
   • Contact trace all the employees that have been working closely with the affected employee.
   • Continue to monitor those employees that have come into contact with the affected employee.
   • Responsible parties contact Operations to request a thorough clean and sanitizing of 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.
3. Symptomatic or asymptomatic employees outside of the building, but have worked within the building or work area test 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.
4. 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.

Safeguards and Expectations
The COVID-19 pandemic has challenged every portion of our daily lives. Operating a school system will likely not return to the way we knew it prior to March 13 for some time. As we prepare to invite students into our buildings 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 edited and redistributed. 

Arrival and Dismissal
If possible, multiple entranceways 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 until we get to Phase 5.

Health Questionnaire and Pre-Screening
Parents/guardians must pre-screen their child each morning before their arrival to school.  The most up-to-date health-screening questionnaire will be posted on the CCPS website. By sending the student to school, the parent/guardian is acknowledging the health-screening questionnaire was completed and their child is not ill. 

Temperature screenings are not seen as an effective way to determine if an individual has COVID-19. The CDC no longer sees the absence of a temperature as an indicator that a person is not currently positive for COVID-19. As a result, CCPS will not conduct temperature screening at facilities to allow or deny individuals access.  

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 at the teacher’s discretion.

Teachers are responsible for disinfecting and sanitizing shared class materials. 

When the hand sanitizer or disinfectant is running low, the teacher should contact the designated school personnel who will order additional supplies from central office. 

Physical distancing and Classroom Set Up
Desks and work areas should be organized to maximize space and allow for no less than 6 feet separation between students (more if possible). Desks should be facing in the same direction. Teachers may also seat students at each end of the table facing each other. Teaching areas should be 6 feet from the closest student desk. The use of floor markings in classrooms should be minimized. Teacher’s work station must be arranged to optimize visual access for both live and virtual students. Staff may not provide their own barriers such as Plexiglas or shower curtains. Students who are allowed to not wear a mask due to a medical condition should be seated in a way to maximum space between their workspace and others.  

Seating Chart
In order to assist in contact tracing teachers should assign students seats and create seating charts for each class.Teachers will maintain the charts and provide them to administration when requested.
  
Masks
Mask must be appropriately worn and comply with the student dress code.

Use of cloth face coverings in school are required as below. Use of cloth face coverings are required in all school buildings. The only exception are for students with a documented medical exemption or if a school-based assessment team determines that a student is unable to wear a mask due to a documented disability. If students who are unable to wear a mask engage in behavior that directly impede student and/or staff safety, they may be returned to virtual instruction. Students may remove their masks when eating, drinking, outside playing or exercising, or napping.

• All students, school staff or other adults, and bus drivers must wear a cloth face covering while on a school bus or school-provided transport;
• School staff must wear cloth face coverings while in the school building; unless alone in a classroom or workspace; those with a cubical workspace who are using standing workstations need to wear a mask.
• Other adults must wear cloth face coverings when they must enter the school building;
• Students must wear cloth face coverings in the school building and on school grounds;
• Cloth face coverings should not be worn by children under the age of 2 years and anyone who has trouble breathing or is unconscious, incapacitated, or otherwise unable to remove a face covering without assistance.
• Students who are authorized to not wear a mask due to a documented, approved, and confirmed medical condition will appear on the classroom health conditions list provided by the school nurse.
• A cloth face covering should:
  • Be worn to cover the nose and mouth;
  • Never be worn around the neck or over the head;
  • Never be shared with other children;
  • Be removed and replaced if it becomes wet or soiled; and
  • Be removed (and not replaced) if the child experiences difficulty breathing.

Medical Exemption for the Wearing of a Mask
Students who are unable to wear a mask must provide a medical contraindication from a licensed provider stating the need for the accommodation to the school nurse prior to returning to in-person instruction. Students needing this accommodation who are not already covered by an educational/health plan will be referred to the 504 Team. Students with an existing educational/health plan; after a meeting may have the accommodation added to their health care plan. Additionally, the 504 Team will make consideration for special transportation. 
   
Mandatory Compliances
Students who knowingly and repeatedly disregard CCPS COVID-19 related safeguards, policies, and procedures will be removed from face to face instruction.

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.

Meals
Breakfast and lunch will be provided during the assigned times. Students will eat in their classrooms. Students should have the opportunity to sanitize their hands prior to eating. Students should remove their mask to eat. Once eating is complete, masks must be placed back on before leaving their eating area. All trash should be disposed of in the classroom trashcans. Trash cans should be placed in the hallway once meals are completed. Desks and hands should be sanitized prior to instructional time commencing. Teachers should be cognizant of food allergies and work with administration on accommodations. 

Recess
Children must wear masks when transitioning to and from recess. Students may remove their masks during recess (and keep on their person or in a secure location). Students may use playground equipment but physical distancing should be maintained during play. After recess, children must put masks back on properly to transition back into the building. Children must be provided an opportunity to wash/disinfect their hands after recess. 

In-School Transitions
Transition between classes should be done with safety in mind. Masks must be worn at all times. Congregating of students and staff should be avoided. Remind students to maintain physical distancing during all transitions (consider staggered bell schedules if necessary). If possible, use commonly seen cues such as colored tiles or sides of the hall to remind students to maintain physical distancing. Larger classes may prompt the use of other rooms (to maintain physical distancing) or require some staff to travel/teach in a colleague’s space. Students who are allowed to not wear a mask due to a medical condition should be transitioned separately when practical. 

Backpacks
Due to COVID-19 and CCPS’s desire to reduce the likelihood of congregation, students may carry backpacks from class to class.

Lockers/Cubbies
Students may be assigned lockers at the discretion of the school administration. There is no ban against locker use, however, if assigned they must be assigned so students are physically distanced during access. Due to space limitations in many elementary school classrooms, cubbies may not be available for use. Additional desks should be added to students’ work areas to provide extra storage. 

Water Fountains
Water fountains will remain accessible and may be used to fill bottles, but should not be used to drink directly from. 

COVID-19 Staff Dress Guidelines
Staff who are not issued a uniform may wear business casual clothing while at work. Clothing must give a professional and businesslike impression. Employees are expected to dress in a manner consistent with the position held. Schools may still choose to have “dress down days” that permit the wearing of jeans and other more casual wear at the principal’s discretion.

Handling of Papers
COVID-19, like other viruses, are transmitted mainly through respiratory droplets. If COVID-19 is present on porous material such as paper, it must be moved to the person’s nose or mouth in order to potentially infect that person. While COVID-19 can live for hours or days outside of the body on surfaces, it begins to die as soon as it leaves the host, and according to the Cleveland Clinic and CDC, paper and cardboard are not good hosts for the COVID-19 virus. The CDC goes as far as to say, “transmission of novel coronavirus to person from surfaces contaminated with the virus has not been documented.” 

Data and science are telling us handling paper products such as money, mail, take out containers, grocery items, and paperwork is very low risk. With this in mind the Office of School Safety and Security makes the following suggestions to employees who handle or collect paperwork:

• Wear your mask.
• Keep pens and other items that can be placed in your mouth away from the collection point.
• Wash or disinfect your hands often.
• Before touching your mask, face, or nose disinfect or wash your hands.
• Gloves should only be worn if you have open wounds on your hands.
• If gloves are worn, hands must be washed or disinfected each time the gloves are changed and before touching your mask, face, or hands.

Library Books
Library books fall into a different category than general paper materials due to the protective covers and various types of coatings on pages. Hand washing should be emphasized before and after touching library books. Library books should not be shared between students without first quarantining the book. To maintain safety and consistency, all library books will be quarantined for one week upon return. (Books returned on Monday will not be checked-in until the next Monday.) Staff should not be encouraged to spray books with disinfectants or to wipe down paperback books or books with cardboard covers. The moisture and chemicals can be damaging to the book. Books with laminate/mylar/plastic covers can occasionally be wiped down if especially soiled. Time is the best way to disinfect a book. Once our schools are ready to begin circulating materials to students, the following procedures are recommended:

• Students and staff should utilize Destiny Discover to browse materials and place holds instead of browsing the physical shelves.
• Library staff should establish clearly marked quarantine areas for returned materials.
• Library staff should limit contact with returned materials as much as possible.
• If it is necessary to handle returned materials to move them into the quarantine area, staff should:
  • Wash or disinfect their hands often.
  • Before touching their mask, face, or nose, disinfect or wash your hands.
  • If gloves are worn, hands must be washed or disinfected each time the gloves are changed and before touching your mask, face, or hands.
• Library staff should maintain physical distancing when distributing and collecting library materials.

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 always wear a covering over their mouth and nose while in our buildings. To enhance our ability to assist with contact tracing, 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 face covering while in CCPS facilities. 

Staff Sign In
In order to enhance our ability to contact trace with our staff, staff are expected to individually use their CCPS identification card to “swipe” the door card reader.

Disinfecting the Main Office and Scholarchip Machine
Disinfecting and sanitization of high touch areas is a team effort. Spray disinfectant and wipes should be available in the main office. Staff should routinely wipe down counter space and other areas that are 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.

Sick Student and Isolation
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 nurses’ work area. An empty office or conference room should be used. Student 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 them should be maximized. Any staff member entering the isolation room when students are waiting must be masked. 

Sick student (See COVID-19 Staff-Student becomes ill SOP): If a student becomes ill while at school, they will be screened by the school 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 either pick up or have their student picked up. If the parent/guardian cannot pick the child up within 60 minutes individuals listed on the emergency contacts should be contacted. School staff should contact the parent/guardian/emergency contact 30 minutes after the initial notification to obtain an updated arrival time. If the child has not been picked up after 45 minutes, a second call should be placed to the parent/guardian/emergency contact. If the student has not been picked up after 60 minutes, staff should contact 911 and request an ambulance be dispatched for a “sick child.” If not done already the school’s PPW should be contacted at this time. When the ambulance arrives, staff should find out which hospital the student will be transported too. The parent/guardian must be contacted a fourth time, informed of the situation and directed to the appropriate hospital. A PPW will follow the ambulance and wait with the child at the hospital until the parent/guardian arrival. 

Under no circumstances will a student with multiple COVID-19 symptoms be allowed on a bus. 

Sick Staff Member
Sick staff members 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.

The below guidelines are established to provide guidance in CCPS cases where a student or staff member becomes sick while at school. Staff and students who feel sick SHOULD NOT come to school.

Student Who Feels Sick

• Contact the school nurse via the phone to perform virtual pre-screening.  
• 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 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, the isolation room should be cleaned and sanitized
• Internal Notifications/Mitigation Team
  • Principal 
  • School Administration
  • Supporting Services
  • Office of School Safety and Security
  • Supervising School Nurse
  • School nurse
  • Office of Communications 
• An email notification should be sent to This email address is being protected from spambots. You need JavaScript enabled to view it. to make notification to members of the team who are not located at the school. 
• Parent/guardian notification 
  • Note the time. Arrangements must be made to have the student 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
• Inform them that when they arrive they should call the school and the child will be escorted to their vehicle
• If parent/guardian says they will not be able to pick up their child within 60 minutes inform them CCPS will begin calling those listed on the emergency contact. Parent/guardian should also be attempting to find someone to pick up their child
• 30 minutes after first notification unless there is an agreed upon time within the 60-minute window:
  • Contact the parent a second time
  • Inform them they have 30 minutes 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 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 without resolution or reasonable estimated time of arrival:
  • Contact the Office of School Safety and Security: Ext: 5550 or 5551
  • 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, inquire which hospital the child will be taken to
  • Contact the parent a fourth time and inform them their child will be transported to the hospital. Re-direct them to the appropriate hospital
• If the isolation room is empty contact building service to have the room cleaned and sanitized

• Parent/guardian/caretaker/person who is picking up the student who is in the isolation room should not be allowed inside of the school when they arrive to pick up the student. The ill child should be walked out to the vehicle by an administrator or the nurse, if they are available.

• Once the student is picked up the parent/guardian should be directed to take the child for a COVID-19 test and share the results with CCPS
• Students who are sent home after pre-screening with two or more COVID-19 symptoms may not return to in-person instruction unless they are symptom free without symptom treating medication for the initial day, plus 24 hours. 
  • Example: A student is sent home at 11:00 AM on Tuesday. The earliest the student may return to in-person instruction, as long as they are symptom free without symptom-treating medication, is Thursday of that week.
• In order to return to in-person instruction after any non-COVID related illness, the student should be symptom free without symptom treating medication for at least 24 hours
• Maintain continuous contact with members of the Mitigation Team
• Pull and archive potential contact tracing information: 
  • Synergy 
  • ScholarChip

• Staff or students who are awaiting COVID-19 test results are not allowed in CCPS facilities or buildings until they receive a negative test result.

• Students who pre-screen as potentially being positive for COVID-19 while at school should not be placed on the bus to be transported home.

• Walkers, who pre-screen as potentially being positive for COVID-19 while at school should not be allowed to walk home.

Student Drivers

• Student drivers who become ill at school, may drive home if; the school nurse determines them to be medically able to drive and the parent/guardian provides permission to a school administrator

Staff Who Are Sick While At School

• Must contact the school nurse
• Must report to the school nurse’s office for screening (mask is required)
• Participate in the school nurse’s COVID-19 pre-screening (using the latest CDC/CCPS screening tool)
  • If multiple symptoms of COVID-19 are present, nurse will determine how the staff member will depart the school (their own vehicle, picked up, 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
• Potential contact tracing information must be pulled/archived:
  • Synergy 
  • ScholarChip
  • Door swipe records (email This email address is being protected from spambots. You need JavaScript enabled to view it.)

The guidance below was established to guide CCPS in cases where a student or staff member notifies the system that they have a potential/positive test result and have been in a CCPS facility.   The guidance below was established to guide CCPS in cases where a student or staff member notifies the system that they have a potential/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 within 24 hours of receiving notification.
• Staff members with a known COVID-19 exposure or awaiting COVID-19 test results must notify the Office of Human Resources within 24 hours.  
• Parents/Guardians of students are expected to notify their child’s principal of positive COVID-19 test results as soon as possible.  

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

• When was their test completed?
• When were the test results received?
• When were symptoms first noticed?
• Is the student a bus rider? If so, which bus?
• Where was the COVID-19 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 

An email notification with the answers to the above question should be sent to This email address is being protected from spambots. You need JavaScript enabled to view it. to ensure members of the team who are not located at the school are informed.

Notification of contacts who must quarantine:

• Charles County Health Department 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;
• When authorized by the Health Department the 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
• Information about local COVID-19 testing sites 

Mitigation strategies that CCPS is prepared to implement when appropriate:

• Cleaning, disinfection, and sanitizing
• Fogging
• Closure of   the facility if necessary

After a positive COVID-19 diagnosis:

• Students should not return to school until all the following have been satisfied:
  • 10 days since onset of symptoms, AND
  • 24 hours since last fever, 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. Telephonic 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.

Staff or students who are awaiting COVID-19 test results are not allowed in CCPS facilities or buildings until they receive a negative test result.

When CCPS is able to confirm a person who is positive with COVID-19, and has been inside a CCPS facility, the Office of Communications will prepare a letter to the corresponding school community notifying them of the event. All notifications will be made in accordance with all applicable laws.

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.

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

CCPS switched from using “green” cleaning products to Environmental Protection Agency (EPA) registered 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.

A supply of spray bottles, cleaning products and paper towels have been delivered to 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 installed wall-mounted hand sanitizing dispensers in each classroom. Hand sanitizer is available in main offices and common areas of buildings as well.

Building service staff will fog schools and administrative buildings weekly. 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 Preparation and Training

Collaborative Planning for Management during COVID-19: Center for Disease Control (CDC), Charles County Department of Health, and Charles County Public Schools

• Working in collaboration with the local health department and utilizing CDC guidelines and regulations, the CCPS Office of Human Resources has produced the document, Procedures for Managers/Supervisors, for employees to follow when they are not feeling well, have tested positive for COVID-19, or have been in close contact with someone who has tested positive for COVID-19.
• The Procedures for Managers/Supervisors document has been distributed to all school bus contractors to utilize as a resource for managing contracted school bus drivers and attendants.

Bus Driver/Attendant Safety Training

• CCPS will train bus drivers/attendants using a combination of literature and virtual multimedia presentations (SafeSchools modules as well as videos produced by the CDC and CCPS) covering the following topics:
  • COVID-19 symptoms
  • Best practices for hygiene
  • Social distancing practices
  • Usage of face-coverings
  • Bus cleaning and sanitization protocol

• Through this training process, drivers and attendants will also receive instruction about Personal Protective Equipment (PPE) requirements such as face masks, face shields and gloves. Face shields may be required for some bus staff (attendants) when supporting the transportation of students with highly vulnerable medical or behavioral needs.

Bus Driver/Attendant PPE

• CCPS will provide all drivers and attendants with a cloth reusable face 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 be provided with face masks to be stored on the bus for any student who may forget their mask.

Bus Safety Inspections

• All 2020 summer bus inspections were conducted safely and without issue while following CCPS COVID-19 protocol, which is aligned with current CDC guidelines.
• Prior to school opening for in-person instruction, all CCPS buses will be cleaned and sanitized.

Bus Cleaning/Sanitization Protocol

Cleaning/Sanitization Supplies

• CCPS has agreed to provide all necessary cleaning solution to adequately sanitize each route bus during the COVID-19 pandemic.
  • The solution being provided has the EPA REG. NO 10324-85 and appears on the CDC’s list of approved COVID-19 sanitizing solutions.
  • The Transportation Office has provided one spray bottle of cleaning solution for use on high touch areas for each contracted route bus.
  • CCPS will continue to supply the sanitizing solution throughout the year to meet the cleaning mandates that are in accordance with CDC guidelines.

Cleaning/Sanitization Procedures

• Drivers/attendants will perform a thorough cleaning using the approved solution twice daily: Once after the conclusion of their morning routes and once after the conclusion of their afternoon routes.
• The driver/attendant will clean high-touch areas of the bus, following the manufacturer's instructions for the cleaning product being used.
  These touch points include:
  • Bench seats occupied by students
  • The backs and tops of seatbacks in front of each occupied seat
  • Side walls next to occupied seats
  • Handles on all emergency exits and emergency windows.
  • Windows, window frames and ledges of occupied seats
  • Handrails in stepwell
• On buses with a bus attendant, they will clean high-touch areas of the bus, following the manufacturer's instructions for the cleaning product being used.
  These touch points include:
  • Occupied seats, seat backs/tops, integrated booster seats, safety vests, and seatbelts
  • Any Wheelchair tie downs which were utilized
  • Any part of the lift gate which was touched, including the controller
  • Any other equipment/item touched by students or the bus attendant

School Bus Logistics During COVID-19

Bus Configuration

• Students will be seated 1 per seat nearest to the window with mandatory masks which results in approximately 22 students per run.
• 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.
• CCPS will require students to be registered for in-person learning online through Synergy, and in that process will denote if transportation services are required. CCPS Transportation will use this data for logistical planning to modify routes according to need, social distancing requirements, and efficiency.

Loading/Unloading School Buses

• Students and their parents/guardians must follow social distancing practices while waiting at community bus stops. Guidelines and approved protocols will be shared with the community by the CCPS Communications Office through various media platforms.
• Students will load and unload utilizing social distancing guidelines:
  • Inbound buses: Load from the rearmost available seat to the front. Once seated, students should sit as close to the window as possible. Once inbound buses arrive at school, they will be unloaded from the front to the back to further minimize students being in close proximity to one another.
  • Outbound buses: Load from the rearmost available seat to the front. Once seated, students should sit as close to the window as possible.
• School-based administration will determine the safest and most efficient method for guiding their students into and out of the building at arrival and dismissal.
  • CCPS Transportation recommends developing plans similar to those used during fire drills to identify multiple entrances/exits that can be used at arrival/dismissal to minimize the risks associated with students funneling through one doorway.
• CCPS Transportation will coordinate with the Office of Safety and Security and the Charles County Sheriff’s Office to identify potential areas of concern in an attempt to manage traffic congestion issues that may likely occur due to an increase in car ridership.
  • Attention will be focused on schools where there are known traffic-overflow issues that impede public roadways so that schools can proactively plan to accommodate the influx of vehicle traffic.

Safety Protocol on the Bus

• 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.
• Drivers must wear a mask whenever students are boarding, disembarking, and any time that they are within 6 feet of another person.
• CCPS will provide all drivers and attendants with a cloth reusable face 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 AC due to IEP/504 requirements, in which case, all windows must remain closed and the AC utilized.
• Students should not open windows or touch glass/areas outside of their seat compartment.
• Students will be directed to place all personal belongings on their laps and not to place items on the seats.

Daily attendance is expected in all virtual learning classes during phase 1 of the CCPS Reopening Plan. Attendance will be taken using Synergy. 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.

• Elementary teachers must take attendance before each subject begins
• Secondary teachers must take attendance before each class period begins

Students are expected to turn their cameras on during live instruction. If a parent does not wish to have their child visible during live lessons, they will need to indicate that request on the emergency card. Administrators will inform teachers of any child that has permission to attend class with their camera off.

Student engagement will be monitored through the online discussion thread or through visual or auditory participation. 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. The school supports may include tier 2 interventions such as check-in/.check-out, a behavior contact, or virtual learning strategies embedded in the lessons.

Multiple processes will be established to engage students who are not able to access virtual learning.

• Lack of internet access—CCPS will provide mobile hotspots for families without internet access as well as partner with Comcast through their Comcast Essential Low Cost Internet service
• For communities where hotspots are not functional. CCPS will offer Internet Cafes and internet access in school parking lots.
• Lack of Devices: CCPS will provide a one-to-one device to all students in grades 6-12. In addition, current inventory will be repurposed for students at the elementary level.
• For parents unable to provide an environment for synchronous learning during school hours, they may elect to complete a request for their children to access their instruction via recorded lessons if there are extenuating circumstances that prevent their children from attending live instruction. Principals will be notified by The Deputy Superintendent's Office if students are approved for this accommodation. All approved students will be counted as "present" and will be given credit for attending instruction unless there is a concern with incomplete work. Teachers should work with their administrative team to contact families whose children are approved for the accommodation but are not independently completing assignments.

Lessons will automatically be recorded and posted for 72 hours in the class learning management system. After 72 hours, the videos will be automatically erased. The guidance for recording lessons balances the need to provide flexibility for students and families during virtual instruction. Access to the recorded lessons will only be available via individual student Synergy accounts and will be limited to students enrolled in the classes. Students and families will not be able to download the video. Any misuse of the video will result in disciplinary action.

All attendance will be recorded in Synergy and will be visible to parents through the parent portal. Parents/guardians must submit a note via email to the attendance secretary if a student will be absent for a full or partial school day. If there are extenuating circumstances and a parent does not have access to technology, arrangements should be made with a school administrator. 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 an extended period of time.

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.

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.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.

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). 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:

1. Online Athletic Registration must be submitted with current forms prior to the student participating with in-person sessions.
2. Conditioning/Skill Development Dates – Nov. 4, 2020 – Dec. 4, 2020
3. Competition Season per MPSSAA – Feb. 13, 2021 – April 17, 2021

Spring sports:

1. Conditioning/Skill Development Dates – Oct. 5, 2020 – Oct. 30, 2020
2. Competition Season per MPSSAA – April 17, 2021 – June 19, 2021
3. Online Athletic Registration must be submitted with current forms prior to the student participating with in-person sessions.

Winter sports:

1. Competition Season per MPSSAA – Start date to be determined. MPSSAA identifies Dec. 7, 2020 – Feb. 13.
2. 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

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

General Guidelines

1. Certified Athletic Trainers (Pro Flex) will be on site during these times – pending availability.
2. Charles County weather guidelines will be monitored and enforced.
3. Students must bring their own water bottles labeled with their names. The sharing of water bottles will not be permitted.
4. 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.
5. Except during high intensity physical activity, all participants are expected to wear face coverings.
6. Students are encouraged to bring their own hand sanitizer.
7. No sharing of personal property (towels, water bottles, etc.) will be permitted.

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