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September 2: In Person Learning begins 9.21 & 10.5 Phase In

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September 2: In Person Learning begins 9.21 & 10.5 Phase In

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“Starting September 21 up through October 2: Specialized programs will return to school including Head Start, PreK, SAIL and COMPASS.  These students will return to regular schedule with in-person instruction being delivered each school day (Monday - Thursday).

October 5 through October 16: Additional grades will be phased in, including Kindergarten, 1st grade, 6th grade, 9th grade and 12th grade.  Students will begin HYBRID model with in-person instruction 2 days per week (either M/W or Tu/Th) and online instruction 3 days per week.”

Source:  Baynet: https://www.thebaynet.com/articles/0920/st-marys-county-public-school-students-returning-to-school-in-the-fall.html

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Includes information on allowances for opening school buildings for in-person learning.

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District overview for recovering learning and re-opening schools

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Baltimore Sun, Liz Bowie

“Students will have a traditional school schedule four days a week on Monday, Tuesday, Thursday and Friday. They will have live instruction with a teacher online on Wednesday morning, but the afternoon will have a variety of learning options.

Primary grades students [Grades K-2?] will have 4 hours of live instruction online with their teachers, but the subject changes will include music and movement built into the transitions between classes.

In grades three through five, students will be with the teachers 4 ½ hours a day with some time for what is being called “Friends and Fun Time” where students have the option of social time with friends.

During transitions in classes students will have the ability to move around and make music.

Middle and high school is 4 and a half hours with additional time for independent work.

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August 20
“Students will use StudentVue accounts to access live instruction, how-to steps below

The first day of school for Charles County Public Schools (CCPS) students is Monday, Aug. 31. Teachers will present live instruction using a secure-Zoom connection in Synergy, the student information system connected to StudentVue and ParentVue.

Schools are finalizing student schedules and will share them with parents and students by next week. Schedules will be posted in StudentVue and ParentVue in the left menu area under a tab titled Class Schedule. Teachers will present live instruction on Monday, Tuesday, Thursday and Friday of each week. To access daily live instruction, students will need to follow the steps below.“

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The first day of school for Charles County Public Schools (CCPS) students is Monday, Aug. 31. Teachers will present live instruction using a secure-Zoom connection in Synergy, the student information system connected to StudentVue and ParentVue.

Schools are finalizing student schedules and will share them with parents and students by next week. Schedules will be posted in StudentVue and ParentVue in the left menu area under a tab titled Class Schedule. Teachers will present live instruction on Monday, Tuesday, Thursday and Friday of each week. To access daily live instruction, students will need to follow the steps below.
Logging on StudentVue

1. Log on to StudentVue. The direct website is https://md-ccps-psv.edupoint.com/PXP2_Login_Student.aspx?regenerateSessionId=True. StudentVue is also linked to the front of the CCPS website, under the photo slideshow. Click on the GradeBook image.

2. Parents and students should create a shortcut on the desktop of the laptop or computer used for virtual learning. A shortcut takes users directly to the StudentVue website.

3. To create a shortcut, users should click on the LOCK image located on the left of the website address bar in their web browser and drag it to their desktop. A video tutorial on how to do this is available for view here.

4. StudentVue requires a user name and password. A student's user name is their CCPS-issued six-digit student identification number. For example, 123456. Student ID numbers are listed in ParentVue on the desktop program under a child's picture, on report card copies or under the ID area of the ParentVue app. Students also use this number to buy food in school cafeteria serving lines.

5. StudentVue passwords are a student's CCPS-issued password and begin with a capital letter. Student password information did not change from last school year. Password information is provided by schools to new students. Passwords are also located in the Other Information menu option in the ParentVue desktop program and mobile app.

6. Enter the user name and password and select the login blue button.

7. Parents can request their child's student ID and password through the general question area of Ask CCPS available at https://www.ccboe.com/askccps/. Requests should include a child's name and school of attendance.

Zoom instruction
Beginning Aug. 31 once a student logs in to StudentVue, any scheduled live lessons will appear in the center of the main page. Students will see the teacher's name, live meeting time and a camera picture or icon that reads "Join Now." Students will also receive a message in the Synergy Mail menu area with a teacher request to join a lesson. Students may see several live meetings each day based on their schedule for different subject areas and class periods.

When a student clicks on the Join Now button, Zoom will launch and open a new window. Any lesson or meeting will not go live until a teacher starts the session. In Zoom, teachers can control audio and mute students but students must enable the Start Video option in order for their teacher to see them. Students who experience issues with Zoom should ask a parent to submit a help request on Ask CCPS under the Zoom Issues/Question menu option. Virtual learning attendance for students is as follows.
Attendance during virtual lessons
All students are expected to attend virtual classes. Teachers will take attendance using Synergy, the student information system. Students will be counted present for a class when they accept a meeting invitation and are admitted to the virtual Zoom classroom. Students will be marked tardy to an online class if they join a live lesson 10 minutes or longer after it begins.

Students are expected to turn their cameras on during live lessons. In Zoom, there is a Start Video option on the menu bar at the bottom of the meeting. Parents of younger students will need to help their child complete this step at the start of each lesson.

Parents who do not want their child to use video or be visible during live lessons will need to request an exception in writing to their child's school principal. Principals will notify teachers of students with permission to attend classes without using video.

In addition to verbal participation using audio and video, teachers will monitor the discussion and chat areas for student participation. Teachers will contact parents of students who do not participate and may use school-based supports such as the school counselor and psychologist.

Attendance is available for view in StudentVue and ParentVue accounts, under the Attendance menu area. If a student is absent, parents must submit a note by email to the attendance secretary at their child's school within three days of the absence. If a student has circumstances that prevent them from accessing technology, parents should make arrangements with their child's school principal. Technology issues are considered excused absences only if a parent note is submitted.

Any absence in which a parent note is not received by school staff within three days of the absence will be considered unexcused.
Parents can request their child complete recorded lessons; lessons available only for 72 hours once shared
Parents can request their child access virtual learning through recorded lessons. Requests will be considered on a case-by-case basis and must be submitted for review to the Office of the Deputy Superintendent. Parents should click and complete the form below to request recorded instruction for their child.
Application to opt your child out of live instruction
School principals will receive a list of students approved for recorded instruction. Teachers will record lessons and share with students in their individual StudentVue account. Lessons will only be available for 72 hours and to students enrolled in the class. Parents and students are not able to download recorded lessons.

Students are counted as present and provided credit for participation. Teachers will notify school administrators if a student approved for recorded instruction is not completing required assignments.
About CCPS
Charles County Public Schools provides 27,521 students in grades prekindergarten through 12 with an academically challenging education. Located in Southern Maryland, Charles County Public Schools has 37 schools that offer a technologically advanced, progressive and high quality education that builds character, equips for leadership and prepares students for life, careers and higher education.

The Charles County public school system does not discriminate on the basis of race, color, religion, national origin, sex, sexual orientation, gender identity, age or disability in its programs, activities or employment practices. For inquiries, please contact Kathy Kiessling, Title IX/ADA/Section 504 Coordinator (students) or Nikial Majors, Title IX/ADA/Section 504 coordinator (employees/ adults), at Charles County Public Schools, Jesse L. Starkey Administration Building, P.O. Box 2770, La Plata, MD 20646; 301-932-6610/301-870-3814. For special accommodations call 301-934-7230 or TDD 1-800-735-2258 two weeks prior to the event. CCPS provides nondiscriminatory equal access to school facilities in accordance with its Use of Facilities rules to designated youth groups (including, but not limited to, the Boy Scouts).

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Charles County Public Schools Press Releases

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Students will use StudentVue accounts to access live instruction, how-to steps below

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The first day of school for Charles County Public Schools (CCPS) students is Monday, Aug. 31. Teachers will present live instruction using a secure-Zoom connection in Synergy, the student information system connected to StudentVue and ParentVue. Schools are finalizing student schedules and will share them with parents and students by next week.

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8.19.20

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August 24, Baltimore Sun, Liz Bowie

“Baltimore City is holding online classes five days a week during normal school hours.

Kindergarten will be 1 hour and 40 minutes per day of live instruction with additional independent work, breaks and lunch that adds up to a regular school day of 6 hours and 15 minutes.

Students in grades 1-5 will have just under 4 hours of live online instruction;

Middle and high school students have between 5 and 5 ½ hours of live classes in a school day of about 7 hours.”

August 14th Information

Phase I (Virtual Learning), decisions will be based on monitoring a series of key data points, including current COVID conditions, assessments regarding students’ academic acceleration, issues of equity, needs of our most vulnerable student groups and support for the developmental, social-emotional, and mental health needs of students.

Small group in-person learning, will occur during Phase I of virtual learning, as safety conditions allow and academic needs indicate, because we cannot forego our obligation to provide every student with accelerated learning and the opportunity to thrive.

Vulnerable student groups include students who are behind grade level, students with disabilities, English Learners, homeless and foster care students, and newcomer and immigrant students. Sub-populations of this group may be referenced throughout the reopening plan based on relevant content and context.

Families will have the option to choose a 100% virtual environment for their students within every phase of the recovery framework.

In person learning was tested this summer during summer school: "From July 13 to August 13, City Schools hosted in- person summer school at 6 locations which provided an opportunity to target K-12 students who most struggled with virtual learning in the spring.
Administrators and teachers volunteered for this opportunity to engage with their students in person, knowing how much these students needed that experience to learn and thrive. Initial feedback from staff, students, and families who participated in the program has been very positive thus far."

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The 2020-21 school year will be unlike anything previously experienced in City Schools. "Closing the Distance" is the name of the effort to welcome all students and staff back to learning. Scroll to view the reopening plan.

This page is your hub for information about the reopening plan and how you can get involved, including providing feedback, reviewing the data, and watching our town halls.

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Reopening | Baltimore City Public Schools

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The 2020-21 school year will be unlike anything previously experienced in City Schools. "Closing the Distance" is the name of the effort to welcome all students and staff back to learning. Scroll to view the reopening plan.

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August 14. In the coming weeks, please take time to review our final Reopen PGCPS report, which outlines our comprehensive distance learning plan. We’ve also been offering various opportunities to assist parents in preparing for distance learning, including specialty program virtual town halls and a series of workshops for parents and caregivers of students with special needs.

Please keep these items on your radar:

Expect to hear from your school regarding distribution dates for Chromebooks, iPads, wifi hotspots, textbooks and other supplies during the week of Aug. 24. You can find our distance learning school supply lists by grade here.

Virtual student orientation for all grades will be held Friday, Aug. 28. Schools will contact students and families directly with more information.

It’s also more important than ever for your family to stay connected to school and PGCPS news and announcements. Please take time to sign up for text and email alerts. Double-check that your contact information and preferences are up to date in SchoolMAX. Contact your principal with any updates.

Students must still meet state immunization requirements within 20 calendar days of enrollment (Sept. 21). Starting next month, PGCPS will host free immunization clinics at multiple school sites in collaboration with the Prince George’s County Health Department and the Maryland Partnership for Prevention.

Don’t miss our weekly Reopen PGCPS newsletter for updates, resources and answers to frequently asked questions.

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Baltimore Sun, August 24, Liz Bowie

“Baltimore County will have a typical school day four days a week.

The fifth day of the week - Wednesdays - will be a day when students can work in small groups, contact teachers or do independent work.

Grades kindergarten through three will have 3 ½ hours of live instruction and 3 hours of independent work.

Grades four and five will have 3 ½ hours of live instruction and 2 hours that can be either working offline independently or with a teacher.

Middle and high schoolers will have 3 hours of live instruction and 2 ½ hours of independent work.

Baltimore Sun, August 12, 2020, McKenna Oxendal

"Baltimore County schools will reopen virtually for the fall semester.

The Baltimore County Board of Education voted July 21 to delay a return to school buildings until the semester ends Jan. 29, citing public safety concerns and an anticipated spike in coronavirus cases in the fall, based on health expert models.

Students will begin school remotely Tuesday, Sept. 8, and will continue virtual learning until the end of January, depending on public health conditions at that time.

Teachers will give live instruction to students virtually every day, except for Wednesdays, for a duration of two to 3½ hours, with up to three hours of independent work daily.

Wednesdays will be used by teachers to engage with students one-on-one, plan and instruct asynchronous lessons."

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School systems can choose to implement a more restrictive recovery plan than the state's, but the driving goal should be returning students to in-person instruction, Superintendent of Schools Karen Salmon said.

School systems have until Aug. 14 to develop and submit education and recovery plans to the Maryland State Board of Education for review.

Here's what the school systems are planning:

Teachers are expected to work from 8 a.m. to 4 p.m. daily and real-time instruction in the morning and afternoon on Mondays, Tuesdays, Thursdays and Fridays. On Wednesday mornings, there will be "real-time learning," and teachers will have office hours in the afternoon to provide additional support.

The instructional day will begin at 9 a.m. for students in prekindergarten through second grade and 8:30 a.m. for students in third through 12th grade.

For lunch, students will have two hours and an option to participate in virtual clubs or activities during that two-hour period. Lessons will be recorded so students, depending on the circumstances, can access the lessons.

Santelises is also asking the school board to push back the first day of school to the Tuesday after Labor Day weekend to allow staff more time for training.

Baltimore County schools will reopen virtually for the fall semester.

Students will begin school remotely Tuesday, Sept. 8, and will continue virtual learning until the end of January, depending on public health conditions at that time.

Teachers will give live instruction to students virtually every day, except for Wednesdays, for a duration of two to 3½ hours, with up to three hours of independent work daily.

Wednesdays will be used by teachers to engage with students one-on-one, plan and instruct asynchronous lessons.

The hybrid program would have two different groups head into school for two days a week and then three days with distance learning. The schedule allows for teachers to have a professional development day and an opportunity for school cleaning.

The other option is all online learning with asynchronous and synchronous learning. Parents must make the decision by the start of August. The plan was presented to the school board Thursday.

The school system plans to reevaluate whether to move to another model by the Oct. 14 board meeting.

If CCPS decides to move to a hybrid model at that time, staff believe they could be ready for the start of a new academic quarter in early November.

In the meantime, some small groups such as special education students and career and technology education students will begin to receive some in-person education.

School will begin virtually Sept. 1. One week later, face-to-face instruction will be available "for small groups of students in each school based on the needs of children."

One month of the small-group model will help the district determine how it can expand incrementally, the school systThe Carroll County Board of Education voted unanimously Wednesday night, after more than 5 1/2 hours of deliberation, to begin the 2020-21 school year virtually.

The school system plans to re-evaluate whether to move into another model by the Oct. 14 board meeting.

If CCPS decides to move to a hybrid model at that time, staff believes they could be ready for the start of a new academic quarter in early November.

In the meantime, some small groups such as special education students and career and technology education students will begin to receive some in-person education.em said.

Virtual classes will remain available even as the district expands.

A full grading system will be implemented and teachers and school counselors, online learning mentors will also support students, offering designated office hours, the district said.

Bus transportation and meals will be available through the learning centers, where students will be taught by an instructor who is working remotely. The school system will provide Chromebook computers to kindergartners through eighth graders and Windows laptops to ninth through 12th graders who are learning from home. Windows laptops also will be provided to teachers.

School officials will send a survey to HCPS families next week to determine the level of interest in attending the in-person learning support centers.

Virtual learning will continue through at least the end of the first semester, on Jan. 22. The school system will review conditions and guidance from state and local health departments in November, and consider extending virtual learning into the second half of the school year.

The school system can now submit the document to the Maryland State Department of Education ahead of the Aug. 14 deadline.

Throughout the first five months of the academic year, the school system will develop hybrid and in-person learning models to possibly implement later in the year.

This virtual-only model will last two to four weeks before the first wave of students enters the building on a rotational basis. The youngest students in elementary, middle and high schools will be phased in first, followed by the older grades. Each grade level is expected to be included an in-person rotation by November.

Students in each grade will also likely be assigned to a group rotation, with Group A going to school on Mondays and Tuesdays and Group B following on Thursdays and Fridays. All students will learn remotely Wednesdays without any live instruction. This way, students will have fewer classmates in the room during classes and a reduced number of peers in the building and on buses overall.

The draft guide is subject to change based on the state's metrics.

Breaking News Alerts Newsletter

Get updates on the coronavirus pandemic and other news as it happens with our free breaking news email alerts.

Public schools CEO Monica Goldson said her administration will reevaluate conditions in December. If it is safe to do so in February, students will have the option of returning part-time and the district will start a staggered schedule where students learn in-person two days and from a distance the other three.

People who want to continue full-time distance learning during the second semester will have that option.

For the hybrid model, the school system is considering two separate student groups to spend two days in school and three days with distance learning. The schedule allows for teachers to have a professional development day and an opportunity for school cleaning.

Middle and high school students would continue with distance learning because of scheduling issues. A reopening plan will be submitted to the school board Aug. 5.

Baltimore Sun Media reporters Liz Bowie, Daniel Oyefusi, Jacob Calvin Meyer, Naomi Harris, Catalina Righter, David Anderson, S. Wayne Carter Jr., Wilborn P. Nobles III, Hallie Miller, Taylor DeVille, Alison Knezevich, Rachael Pacella and Lillian Reed contributed to this article.

Recommended on Baltimore Sun

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Schools reopening: Here's how Maryland jurisdictions are planning for the fall amid the coronavirus pandemic

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School systems can choose to implement a more restrictive recovery plan than the state's, but the driving goal should be returning students to in-person instruction, Superintendent of Schools Karen Salmon said. School systems have until Aug. 14 to develop and submit education and recovery plans to the Maryland State Board of Education for review.

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Baltimore Sun, McKenna Oxenden, August 12

“Queen Anne’s County Schools put together groups to review possible fall options like online-only instruction, in-person instruction or a hybrid model. For the hybrid model, the school system is considering two separate student groups to spend two days in school and three days with distance learning.

The schedule allows for teachers to have a professional development day and an opportunity for school cleaning. Middle and high school students would continue with distance learning because of scheduling issues. A reopening plan will be submitted to the school board Aug. 5.”

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The QACPS District Plan to Reopen is a comprehensive roadmap that outlines the essential components and actions required to open schools for the 2020-2021 school year given a variety of different factors due to the COVID-19 pandemic. The plan is organized into six sections which include: (1) facilities and operations, (2) continuity of teaching and learning, (3) accountability, grading and reporting, (4) social and emotional support, (5) technology and connectivity and (6) staffing, professional development, and teacher evaluations. Please review the document linked above and provide any public comments below. The public comment period will be from July 1, 2020, to July 24, 2020.
overview
Section 1: Facilities and Operations
This section provides recommendations on the essential actions necessary to ensure district and school assets are, and remain, safe for students and staff to inhabit. Key focus areas include (a) building access, (b) supplies, cleaning, and sanitation, (b) transportation, (c) school meals, (d) school health/nurses, and (e) athletics.
Comments (0) Section 2: Continuity of Teaching and Learning
This section provides recommendations on the essential actions necessary to ensure effective teaching and learning when students and teachers return. Key focus areas include (a) recovery education and summer transition, (b) schedules and learning time for the 20-21 school year, (c) distance learning, (d) curricula, (e) academic interventions, (f) learning packets, (g) parent and teacher survey to collect feedback on the current model (h) services and supports for students with special needs, English learners, economically disadvantaged, etc.
Comments (0) Section 3: Accountability, Grading, and Reporting
This section provides recommendations on the essential actions necessary to ensure effective accountability when students and teachers return. Key focus areas include (a) state testing, (b) local testing, (c) testing calendar, (d) grading and reporting, (c) student attendance, (d) student records, and (e) enrollment.
Comments (0) Section 4: Social and Emotional Support
This section provides recommendations on the essential actions necessary to ensure that students, staff, and families have the supports needed to return. Key focus areas include (a) mental health services, (b) social and emotional needs, (c) student attendance, (d) self-care, (e) family support, (f) community and agency support, (g) crisis response teams, (h) student support teams, and (i) college and career readiness.
Comments (0) Section 5: Technology and Connectivity
This section provides recommendations on essential actions to ensure technology infrastructure, assets, and guidance support an organized transition to classroom instruction. Key focus areas include (a) connectivity and access (b) mobile hotspots, (c) school building outdoor WiFi, (d) grades 3-12 student devices, (e) teacher devices, (f) device return, (h) Prek-2 devices proposal, (i) technology infrastructure, (j) asset management, and (k) chronic technology issues.
Comments (0) Section 6: Staffing, Professional Development, and Teacher Evaluations
This section provides recommendations on essential actions to ensure the effective use and professional development for human capital. Key focus areas include: (a) recruit, interview, and hire new staff, (b) underutilized staff, (c) teacher professional development, (d) Administrator & Supervisor (A&S) professional development and meetings, (e) teacher evaluations, (f) observations in a virtual classroom, (g) providing teacher feedback and coaching in a virtual environment, etc.
Comments (0) Timeline

July 1-24, 2020 - Public comment on QACPS District Plan to Reopen

August 5, 2020 - Revised QACPS District Plan presented to BOE

August 14, 2020 - Final QACPS District Plan to Reopen Posted on QACPS website

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The QACPS District Plan to Reopen is a comprehensive roadmap that outlines the essential components and actions required to open schools for the 2020-2021 school year given a variety of different factors due to the COVID-19 pandemic.

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Baltimore Sun, August 12, McKenna Oxenden

“Prince George’s County schools will ask students to learn from home through at least February to protect the health of the community during the coronavirus pandemic.

Public schools CEO Monica Goldson said her administration will reevaluate conditions in December. If it is safe to do so in February, students will have the option of returning part-time and the district will start a staggered schedule where students learn in-person two days and from a distance the other three.

People who want to continue full-time distance learning during the second semester will have that option.”

Link goes to PGCPS website, reopening landing page

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Baltimore Sun, McKenna Oxenden, August 12

“According to a draft guide released by Montgomery County Public Schools officials, the system plans to start the school year entirely online and gradually reintroduce students and faculty back to the buildings.

This virtual-only model will last two to four weeks before the first wave of students enters the building on a rotational basis. The youngest students in elementary, middle and high schools will be phased in first, followed by the older grades.

Each grade level is expected to be included an in-person rotation by November.Students in each grade will also likely be assigned to a group rotation, with Group A going to school on Mondays and Tuesdays and Group B following on Thursdays and Fridays.

All students will learn remotely Wednesdays without any live instruction. This way, students will have fewer classmates in the room during classes and a reduced number of peers in the building and on buses overall.The draft guide is subject to change based on the state’s metrics.”

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August 24, Liz Bowie, Baltimore Sun

“Howard County schools will have a normal schedule for classes Monday, Tuesday, Thursday and Friday with Wednesdays available for students to work in small groups, call their teachers for help or for teachers to get some additional time to work on lessons together and get in touch with families. Teachers will have the option of teaching live lessons from their classrooms to students at home.

Elementary students will have 2 ½ to 3 hours of live online instruction. Students will spend the remainder of the time on working by themselves on assignments.

Middle and high school students will have 3 hours of live instruction, and the remainder will be independent study.

Each week students will have about 3 to 4 hours of independent work for each course to complete and turn in.”

Baltimore Sun, McKenna Oxenden, August 12

“The school will start the academic year with 100% virtual instruction through at least late January.The Board of Education approved the plan during its Aug. 6 meeting to have online learning for the first and second quarters of the school year, which ends Jan. 28.

The school system can now submit the document to the Maryland State Department of Education ahead of the Aug. 14 deadline.

Throughout the first five months of the academic year, the school system will develop hybrid and in-person learning models to possibly implement later in the year.“

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August 24, Liz Bowie, Baltimore Sun

Students will go to school Monday through Thursday.

The primary grades will have 3 hours and 15 minutes of live instruction and 90 minutes of independent work.

Middle and high school schedules have not yet been posted.

August 12, The Baltimore Sun, McKenna Oxenden

“Harford County Public Schools’ students will be taught virtually for the first two quarters of the 2020-2021 school year.

The school system will also offer “Learning Support Centers” at schools where a limited number of students will have internet access and supervision by an HCPS employee.

Bus transportation and meals will be available through the learning centers, where students will be taught by an instructor who is working remotely. The school system will provide Chromebook computers to kindergartners through eighth graders and Windows laptops to ninth through 12th graders who are learning from home. Windows laptops also will be provided to teachers.

School officials will send a survey to HCPS families next week to determine the level of interest in attending the in-person learning support centers.

Virtual learning will continue through at least the end of the first semester, on Jan. 22. The school system will review conditions and guidance from state and local health departments in November, and consider extending virtual learning into the second half of the school year.”

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The Baltimore Sun, McKenna Oxenden, August 12

“The district will be fully virtual for the Aug. 31 start of the school year. All athletics and extracurricular activities are suspended as well.A full grading system will be implemented and teachers and school counselors, online learning mentors will also support students, offering designated office hours, the district said.”

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Baltimore Sun, August 12, McKenna Oxenden
“School will begin virtually Sept. 1. One week later, face-to-face instruction will be available “for small groups of students in each school based on the needs of children.”

One month of the small-group model will help the district determine how it can expand incrementally, the school system said.  The Carroll County Board of Education voted unanimously Wednesday night, after more than 5 1/2 hours of deliberation, to begin the 2020-21 school year virtually.

The school system plans to re-evaluate whether to move into another model by the Oct. 14 board meeting.If CCPS decides to move to a hybrid model at that time, staff believes they could be ready for the start of a new academic quarter in early November.

In the meantime, some small groups such as special education students and career and technology education students will begin to receive some in-person education.Virtual classes will remain available even as the district expands.

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Baltimore Sun, Liz Bowie, August 24

“In Carroll County students will go to school five days a week on a normal schedule that will give them 2 ½ hours of teaching, with 75 minutes of it live.

Middle school students would have 4 hours of instruction, 2 hours of which will be live online.

High school students will be doing a little over 5 hours, nearly three of it live with teachers in an online class.”

Baltimore Sun, August 12, McKenna Oxenden
“The Carroll County Board of Education voted unanimously July 29, after more than 5½ hours of deliberation, to begin the 2020-21 school year virtually.

The school system plans to reevaluate whether to move to another model by the Oct. 14 board meeting.If CCPS decides to move to a hybrid model at that time, staff believe they could be ready for the start of a new academic quarter in early November.I

n the meantime, some small groups such as special education students and career and technology education students will begin to receive some in-person education.”

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The Carroll County Board of Education voted unanimously Wednesday night, after more than 5½ hours of deliberation, to begin the 2020-21 school year virtually.

The school system plans to reevaluate whether to move to another model by the Oct. 14 board meeting.

If Carroll County Public Schools leaders decide to move to a hybrid model - with some in-person instruction - at that time, staff believe they could be ready for the start of a new academic quarter in early November.

In the meantime, some small groups such as special education students and career and technology education students will begin to receive some in-person education.

The school system also wants to partner with and support community nonprofits and childcare centers that are offering more support for kids.

Board member Marsha Herbert said at one point before the vote: "I want to open up, but I know we can not at this time. But I do want to make sure we are on top of these inequities and we take care of those career and tech students."

Superintendent Steve Lockard said they also want to look at opportunities for students to sign up for times to come into the school building to use connectivity resources and possibly get support from a staff member. These plans are less developed, but he said they are looking at similar plans in nearby counties.

Numerous school systems throughout Maryland have already decided to remain virtual for the first semester, but Lockard said he didn't want to give up on the entire semester. It is planned that this will be an "enhanced" version of the distance learning model CCPS employed last spring.

In her comments after the vote, Board President Donna Sivigny said that the spring semester's move to distance learning was a "herculean effort" that should be praised for what it accomplished under the circumstances, but was at times "woefully inadequate" at educating students.

"I hope that community understands that we all want to get the kids back in as soon as possible and we're going to be moving in that direction as soon as we can," she said.

Prior to the vote, the board heard from numerous CCPS staff members, county Commissioner Dennis Frazier and Health Officer Ed Singer, as well as hearing comments from members of the public.

Sivigny thanked community members for the thousands of emails they sent and said some helped shape the school system's thinking. She also said, "Emotions are running very high. Some emails were ... accusing us of killing people if we open up. On the other side, we got emails saying if we don't open up we hate kids and don't want to educate them."

The meeting was delayed by some 50 minutes after its planned 5 p.m. start time because of technical difficulties. The live internet stream cut out or presented issues with sound for some viewers throughout.

At the next meeting, the board hopes to define the rhythm and norms of a virtual school day. They want to give the public more information about how much synchronous learning classes will aim for and other factors.

Chief Information Officer Gary Davis addressed the technology for students who don't have access to devices or connectivity. He said that lending out devices should not be a problem and that the school system has enough. In addition, the 500 internet hot spots the school system ordered should arrive by Aug. 14. There will still be challenges, he said, because many of the families struggling with internet access will also be more likely not to have the cell service needed for the hot spots.

Before the meeting, two groups of demonstrators came face-to-face over their conflicting views on what to do about schools. Both were hoping to have their voices heard by those in charge of making decisions about the reopening of schools.

One group, made up largely of members of the employee groups from Carroll County Public Schools circled the building in vehicles. Signs on cars included: "No hybrid, Yes virtual"; "A perfect solution does not exist. A safe one does!"; and "Teachers want to teach but they want to feel safe."

Teresa McCulloh, president of the Carroll County Education Association teachers union, said there were more than 120 cars involved. "That number speaks volumes."

Another group, Return2Learn Maryland, an advocacy group for reopening public schools at full capacity, lined Ralph Street outside the building holding signs and speaking through a bullhorn. In the plan for the rally, organizers said they hoped that pushing for CCPS to chose a "hybrid" model for back to school, where kids are in the classroom two days a week and staff four, would start a domino effect of more in-person openings across the state.

At about 4:15 p.m. there were a little over 25 protesters outside, and multiple vehicles making loops.

Among that group, Richard Potcner said he hopes more people will "start gathering and come together and start opening our eyes to what's real. ... It's killing old people that are already gonna die. And I'm not trying to sound not sympathetic."

Christina Olson, founder of Return2Learn Maryland who helped organize the demonstration, said that in-person school is important for many reasons such as children's mental health, services for special needs students, and services outside the classroom like meals.

"You're gonna see our children are being left behind for no reason other than teachers don't want to go to school," she said.

Speaking during the meeting, she said that teachers and school activities had been vital to her as a child because she had a difficult home life. Beforehand, she said virtual learning leaves students without online access, and students with single or working parents who have less time to be at home to support their learning, she said.

" We want equitable solutions and the solutions that have been proposed at this point are not equitable," she said.

Potcner got up close to cars from the driving rally, shouting things like, "You're an abomination, you're an abomination. You're a disgrace."

Far before the advertised start of the meeting, a line of people waiting to take their three-minute speaking time at the meeting was forming outside the building.

The public comments were impassioned on both sides of the question and split with many different arguments.

Several teachers spoke up, saying they wanted to return to their classrooms, but that even one student or teacher death because of reopening in person would be unacceptable. More than one commenter asked board members if they could live with someone dying, knowing they had made the decision to reopen.

"This is not a hypothetical. These are our students," one teacher said, quoting the number of new cases in children ages 10-19 in the county. There have been 69 cases in that age range to date.

Other staff said that there were still hundreds of questions about how the logistics for hybrid would work. They said that if those can't be answered, the schools are not prepared to reopen.

More than one parent of a special needs child spoke at the meeting, saying virtual learning would lead to their children falling farther behind caring for their children with complicated needs. One father said he needs the support of the specialists and therapists that work with his son, and he cannot provide those same specialized services on his own at home.

The school system has had to plan for three possible scenarios throughout the summer: fully virtual learning, a "hybrid" plan that splits the student body attending school in person in half, and the return to five-days-per week class with. The school system may be in the position of switching to a different model in the midst of the school year if COVID-19 in Maryland gets better or worse.

In Phase II of the state's recovery stages, CCPS is too large to reopen with the full student body at five-days-a-week under state guidelines. Assuming Maryland remains in that stage until the start of the school year, that leaves CCPS the option to open under a hybrid model or a fully virtual one.

The hybrid model would have students split into "A" group and "B" group, with half staying home and receiving their assignments online while the other is in the classroom. The A group would attend Mondays and Tuesdays and the B group would attend Thursdays and Fridays. School facilities would close on Wednesdays for cleaning and all groups would learn together virtually.

With the hybrid model, Wednesday would be the only day that students receive "synchronous" online education, meaning they are interacting with educators and peers. The planning committees have said there would be more synchronous virtual learning under the virtual model.

A draft of the plan was released to the public July 15, and all school districts in the state must submit a plan by Aug. 14.

The state does not show signs of moving into further reopening stages soon. At a news conference that started about a half-hour before the demonstrations, Gov. Larry Hogan said it was time for a "stop sign in further reopening plans" and that the state would not move into Phase III reopenings until it was "prudent" to do so. He introduced stricter requirements for mask use.

The Aug. 5 meeting of the Board of Education will be a closed meeting. The next open meeting will be held Aug. 12 at 5 p.m. It will be streamed at carrollk12.org.

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Carroll County Public Schools to start 2020-21 school year virtually

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The Carroll County Board of Education voted unanimously Wednesday night, after more than 5½ hours of deliberation, to begin the 2020-21 school year virtually. The school system plans to reevaluate whether to move to another model by the Oct. 14 board meeting.

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Baltimore Sun, August 12 and Re-Opening Report from AACPS August 19 (see link):

“Online classes for the fall semester with Anne Arundel County Public Schools will begin at 8:30 or 9 a.m. for four days a week, according to a news release on Aug. 12.

Teachers are expected to work from 8 a.m. to 4 p.m. daily and real-time instruction in the morning and afternoon on Mondays, Tuesdays, Thursdays and Fridays.

On Wednesday mornings, there will be “real-time learning,” and teachers will have office hours in the afternoon to provide additional support.The instructional day will begin at 9 a.m. for students in prekindergarten through second grade and 8:30 a.m. for students in third through 12th grade.

For lunch, students will have two hours and an option to participate in virtual clubs or activities during that two-hour period. Lessons will be recorded so students, depending on the circumstances, can access the lessons.

Tutoring opportunities can also be provided for secondary students. More information can be provided on the school website.”

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Final VOTE by MCPS Board of Education slated for August 25.  School begins August 31 — MCPS appears to be allowing the opportunity for community engagement and feedback.

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Montgomery County took a step forward in its plans to reopen schools with a semester of all-virtual learning, as its school board voted unanimously Thursday night (August 7) to support remote instruction through at least late January.

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700+ HCPSS Teachers Willing to Teach in-person Small Groups on Site

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700+ HCPSS Teachers Willing to Teach in-person Small Groups on Site

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Howard County teachers willing to teach in-person, HCEA survey

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July 22, Notes thanks to Leslie Popielarcheck, SMCPS Citizen's Advisory Committee for Special Education Member

School plan-(1:55)
This school year will start out online with Schoology as the learning platform.

The official plan does not need to be announced until Aug 14th .

Suggestions from a BOE member that students with IEP/504 be considered to return 4 days instead of 2, when safe to return F2F

Schoology-(2:00)
Self paced and interactive with teacher but haven't determined a schedule. Teachers may designate times.

Includes diagnostic assessments and addresses instructional gaps, traditional grading like on HAC, textbooks and materials made available to students.

IEP/504-(2:14)
Diagnostic assessment at the beginning of school year.
Virtual speech/ot services
Attendance may be by log on time or assignments.

Other notes-
Technology survey will be coming to every family to make sure they have device and high-speed internet.

Staff is asked to come back to school full time but realizes not all teachers may have ability and can file for new covid fmla.
Next BOE is Aug 12th.

Town Hall meeting July 29th with focus on explaining what Schoology looks like and answer questions.

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St. Mary's County Board of Education Meeting 7/22/20

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Start Virtual, Reconsider In-Person Periodically

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Start Virtual, Reconsider In-Person Periodically

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“In Montgomery County, teachers grew outraged at a meeting Thursday night as union leaders involved in reopening discussions gave details about masks and cleaning supplies, and whether educators had a choice in returning to classrooms.Dozens wrote letters to the school board, urging the school system switch to 100 percent online learning, putting aside any hybrid or in-person approach for now — as neighboring Prince George’s and Howard counties did.”

Source: July 18, Washington Post: https://www.washingtonpost.com/local/education/dc-maryland-virginia-schools-fall-virus/2020/07/18/dc3fcd12-c836-11ea-8ffe-372be8d82298_story.html

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The entire first semester of the 2020-21 school year will take place with virtual learning in Anne Arundel County Public Schools, the district announced Monday.|| Coronavirus updates | Maryland's latest numbers | Where to get tested ||Superintendent George Arlotto will review a plan with the Board of Education at a public meeting at 7 p.m. on Wednesday."We all want students to be back in our buildings, but there are very real concerns about returning to those settings in September for us and for a significant portion of our families and our employees," Arlotto said in a statement.Arlotto made the decision after numerous conversations with Anne Arundel County Health Officer Dr. Nilesh Kalyanaraman, AACPS employees and students, superintendents throughout Maryland, and after reviewing results of the recent AACPS family and employee surveys."What carries the most weight for me, however, is the data and the science. I have been communicating with Dr. Kalyanaraman regularly and his advice to me is that, given the current state of the pandemic and the fact that Maryland remains in Stage 2 of its Road to Recovery, the best course of action is to begin the year virtually," Arlotto said.The board will hear from Arlotto and Kalyanaraman at the Wednesday meeting.The district said in a statement that members of the 14 AACPS committees -- which include employees from all units, parents, community members, students and school system partners -- will examine the variety of issues related to the reopening of schools will now focus their efforts exclusively on a virtual learning environment."That work has and will continue to include development of a more robust eTeaching model than existed in the spring and one that will contain more real-time instruction from teachers for students. It will also include the creation of a virtual orientation program for families later in the summer to help them become better accustomed to eTeaching," the statement said.The district is also working to obtain more computers as it moves to an arrangement where every student has a Chromebook and all teachers have laptops from which they can deliver instruction and virtually meet with students.The school system had 45,000 Chromebooks on hand in March, has received and/or ordered 45,000 more, and will purchase more devices to have on hand in schools when they reopen as additional funding becomes available or is identified.Other key points of the reopening plan, which is still being fully developed, will be posted online after the board meeting. Public input on the plan will be accepted through July 31. Comments can be submitted to reopening2020@aacps.org, or delivered by mail or in person to the Carol S. Parham Building at 2644 Riva Road, Annapolis, MD 21401.A final plan will be developed and sent, as required, to the Maryland State Department of Education by Aug. 14.

The entire first semester of the 2020-21 school year will take place with virtual learning in Anne Arundel County Public Schools, the district announced Monday.

|| Coronavirus updates | Maryland's latest numbers | Where to get tested ||

Superintendent George Arlotto will review a plan with the Board of Education at a public meeting at 7 p.m. on Wednesday.

"We all want students to be back in our buildings, but there are very real concerns about returning to those settings in September for us and for a significant portion of our families and our employees," Arlotto said in a statement.

Arlotto made the decision after numerous conversations with Anne Arundel County Health Officer Dr. Nilesh Kalyanaraman, AACPS employees and students, superintendents throughout Maryland, and after reviewing results of the recent AACPS family and employee surveys.

"What carries the most weight for me, however, is the data and the science. I have been communicating with Dr. Kalyanaraman regularly and his advice to me is that, given the current state of the pandemic and the fact that Maryland remains in Stage 2 of its Road to Recovery, the best course of action is to begin the year virtually," Arlotto said.

The board will hear from Arlotto and Kalyanaraman at the Wednesday meeting.

The district said in a statement that members of the 14 AACPS committees -- which include employees from all units, parents, community members, students and school system partners -- will examine the variety of issues related to the reopening of schools will now focus their efforts exclusively on a virtual learning environment.

"That work has and will continue to include development of a more robust eTeaching model than existed in the spring and one that will contain more real-time instruction from teachers for students. It will also include the creation of a virtual orientation program for families later in the summer to help them become better accustomed to eTeaching," the statement said.

The district is also working to obtain more computers as it moves to an arrangement where every student has a Chromebook and all teachers have laptops from which they can deliver instruction and virtually meet with students.

The school system had 45,000 Chromebooks on hand in March, has received and/or ordered 45,000 more, and will purchase more devices to have on hand in schools when they reopen as additional funding becomes available or is identified.

Other key points of the reopening plan, which is still being fully developed, will be posted online after the board meeting. Public input on the plan will be accepted through July 31. Comments can be submitted to reopening2020@aacps.org, or delivered by mail or in person to the Carol S. Parham Building at 2644 Riva Road, Annapolis, MD 21401.

A final plan will be developed and sent, as required, to the Maryland State Department of Education by Aug. 14.

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Anne Arundel County schools' entire first semester will take place virtually

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The entire first semester of the 2020-21 school year will take place with virtual learning in Anne Arundel County Public Schools, the district announced Monday.|| Coronavirus updates | Maryland's latest numbers | Where to get tested ||Superintendent George Arlotto will review a plan with the Board of Education at a public meeting at 7 p.m.

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School Superintendents, Boards of Education Associations & Lobbyists Pushing to Relax FAPE

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School Superintendents, Boards of Education Associations & Lobbyists Pushing to Relax FAPE

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Virtual Learning for 2 Quarters, Support Centers for Certain Students

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Virtual Learning for 2 Quarters, Support Centers for Certain Students

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Baltimore Sun, July 16

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Harford County Public Schools's student will be taught virtually for the first two quarters of the 2020-2021 school year, according to a letter from Superintendent Sean Bulson issued Thursday morning. However, the school system will offer "Learning Support Centers" at schools where a limited number of students will have internet access and supervision by an HCPS employee.

A town hall meeting on plans for next year is scheduled for 5:30 to 6:30 p.m. tonight. The meeting can be viewed online via Microsoft Teams, with a link available on the school system's website. Superintendent Sean Bulson will give a brief presentation on the plan, and then participants will be able to ask questions.

A draft recovery plan released last week outlined three options for a return to school in the fall, all coinciding with the stages of Gov. Larry Hogan's Roadmap to Recovery. The options included all-virtual learning, which was the operating method for the spring; schools being open with the option of taking classes virtually; or a hybrid of virtual and in-person classes, with students in school part of the week and learning virtually the rest of the week.

The state and county have been in Stage 2 of recovery since mid-June. Under the school system's original plan, that meant Harford schools would've employed a hybrid operating method.

Bulson said the new plan is an attempt to "walk a line between the safety concerns of having too many students in one place at one time while also knowing we need a safe place where students can be during the day that has reliable internet and adult supervision."

"We're trying to walk the line between those two really important beats."

The new plan, Bulson said Thursday, "is an evolution of what we were doing Monday. It's a response to some really overwhelming feedback, and an attempt to address some of the harder-to-address feedback we received Monday."

Much of the feedback to the school system fell along the lines of one group of people who want schools open for in-person classes and another who prefer distance learning as the safer option, according to Bulson's letter.

"There is general agreement that safe, in-person learning would be the first preference, but the current conditions make it impossible for large groups of students to be in school at one time," the superintendent wrote.

School system leaders determined that the Stage 2 hybrid model initially proposed "does not allow our students and staff to adequately practice social distancing, and it creates an insurmountable logistical challenge for parents in many cases," Bulson continued.

"Additionally, due to several health and safety concerns, many of our educators may not be able to be present for an in-person model which would have impacted our ability to provide adequate supervision and instruction," he stated.

The superintendent had planned to release an interim version in early August and then present a final version at the next school board meeting on Aug. 10. HCPS must submit the plan to the state by Aug. 14.

The town hall had been scheduled for Wednesday, but was postponed shortly after 1 p.m. that day because the draft plan was being revised. The new plan was supposed to be released at 10 a.m., but was not posted until 11:30 a.m. - six hours before the town hall. In a phone interview, Bulson said there would be more opportunities for feedback prior to the Aug. 10 school board meeting, but he didn't have particulars yet.

The revised plan released Thursday "relies exclusively on virtual learning while providing opportunities for students who need a safe, supervised place during the school day," according to Bulson's letter.

Officials will offer "a limited number" of spaces in each school, called HCPS Learning Support Centers, where students who need access to a safe location to learn can be with supervision from a school system employee as well as internet access.

Bus transportation and meals will be available through the learning centers, where students will be taught by an instructor who is working remotely. The school system will provide, to students learning from home, Chromebook computers to kindergartners through eighth graders and Windows laptops to ninth through 12th graders - Windows laptops also will be provided to teachers, according to the letter.

The school system "is currently undertaking trials of cellular hotspots throughout the county, to provide Internet access to all students," Bulson stated.

"In addition, we are making dramatic upgrades to our curriculum and professional development to ensure virtual instruction is more interactive and engaging than during the Spring of 2020," he added.

School officials will send a survey to HCPS families next week to determine the level of interest in attending the in-person learning support centers.

"Prior to finalizing this plan, HCPS will have to weigh demand for attending the HCPS Learning Support Centers against our capacity to staff them safely," Bulson noted.

Other school district plans

Harford's new plan seems to be more in line with what other school districts around the state have been proposing.

Monica Goldson said her administration will reevaluate conditions in December. If safe to do so, students will have the option of returning part-time in February with a staggered schedule where students learn in-person twice a week and virtually the other three days.

Hogan on Wednesday said state schools Superintendent Karen Salmon would hold a press conference next week to further discussion the schools situation for the fall.

"We all want our children to get back to school as soon as possible, but only if and when we can do it in a way that keeps our students and teachers safe," he said. Hogan added that "we cannot and should not rush" the decision on schools.

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Harford schools will have virtual learning through late January, with limited space open for internet access, staff support

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Harford County Public Schools' students will be taught virtually for the first two quarters of the 2020-2021 school year, according to a letter from Superintendent Sean Bulson issued Thursday morning. However, the school system will offer "Learning Support Centers" at schools where a limited number of students will have internet access and supervision by an HCPS employee.

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National Academy of Science — Open schools for some

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National Academy of Science — Open schools for some

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The National Academy of Sciences report includes an updated review of the evidence from around the world and a set of recommendations on mitigation strategies for the coronavirus in school settings.

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This fall, public school districts should prioritize full-time, in-person classes for grades K-5 and for students with special needs. That's the top line recommendation of a new report by the National Academies of Sciences, Engineering and Medicine.

The report includes an updated review of the evidence from around the world and a set of recommendations on mitigation strategies for the virus in school settings. It adds to a hefty reading list of back-to-school guidance that now includes comprehensive recommendations from the CDC, the American Academy of Pediatrics, the American Federation of Teachers, and every U.S. state except Kansas. There's a growing consensus on a few best practices across most of these reports, such as the importance of masking and social distancing.

What stands out from this particular report is its emphasis on collaboration with public health authorities and focus on not just recommendations for action now, but decision-making strategies for schools under conditions that will continue to change.

Dr. Dimitri Christakis, a pediatrician and member of the committee that created the report, told NPR that it comes at a time of crisis and repeated failures.

"We failed children ethically and in three important ways. First and foremost, that we have done such a terrible job containing this pandemic. Secondly, that we closed schools...abruptly without any good plan about how to transition to distance learning and without adequate infrastructure for so many kids. And third, that the moment we closed schools, we didn't immediately start planning about how to reopen them."

Now, he says, with school months or weeks away, schools are "struggling to put together some kind of a coherent plan for how to bring kids back, if at all." In fact, with cases rising in most states, a growing number of districts from Los Angeles to Richmond, Va., are choosing to start the year virtually.

The new report makes nine recommendations. First, schools should consider that staying closed poses a serious risk to children, especially the most vulnerable children. When possible, districts should "prioritize" full-time in-person classes for the youngest children in elementary school, and for special needs children. Christakis says that this is because these two groups generally struggle the most with online learning and need the most supervision.

When it comes to mitigating the risks of COVID-19 once schools are open, the report says, adult staff should wear surgical masks, and everyone should have access to hand-washing sinks, soap and water or hand sanitizer. People should practice physical distancing and limiting large gatherings. Cleaning and ventilation are important but not sufficient, the report says. Furthermore, Christakis notes, "deep cleaning, as is currently recommended, is expensive and may or may not really make a big difference." The report also includes a recommendation that states and the federal government provide funds to schools to safely reopen.

The report also goes into detail about processes for decision-making going forward and says districts should form coalitions to make decisions on opening, school operations, and staying open. They should prioritize equity, understanding that communities of color are more affected by this virus, and that poor students and students of color are more likely to attend school in outdated and dilapidated buildings with overcrowded classrooms.

Coalitions, the report says, should work closely with local public health authorities in order to do contact tracing if someone at the school contracts the virus. This partnership should allow schools to keep tabs on the rate of infections in the broader community, which will determine whether they can stay open.

The true role of children and teenagers in spreading the coronavirus is not known. Dr. Christakis points out that "the explosions that we're seeing now all across this country are happening while schools are closed. We can't blame schools for what's happening in Florida or Arizona or Texas." Christakis says the next few months offer a crucial opportunity to finally do the research needed to help the public understand the risks that many districts are in the middle of taking right now.

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'We Failed Children,' Says Co-Author Of New National Back-To-School Report

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This fall, public school districts should prioritize full-time, in-person classes for grades K-5 and for students with special needs. That's the top line recommendation of a new report by the National Academies of Sciences, Engineering and Medicine.

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One week in school, one week distance learning under consideration in Worcester.

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News Ocean City Maryland Coast Dispatch Newspaper

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A page from the Worcester County Board of Education packet discusses hybrid learning model.

NEWARK - Worcester County education officials are exploring face-to-face instruction, distance learning and a hybrid of the two as they prepare for the 2020-2021 school year.

In a school board meeting Tuesday, officials outlined the Worcester County Public Schools' Responsible Return model. The plan notes that while the traditional educational environment would be preferable, officials are anticipating continued public health restrictions in the fall and continue to explore available options.

"September is rapidly approaching," Superintendent Lou Taylor said. "Our timeline is starting to condense quite a bit. It's my hope that all this work at least for the most part will be done so the next time I meet with the board we can give them a final version of our plan."

In the Responsible Return model, which is outlined on the school system's website, officials describe potential face-to-face learning with new safety protocols, hybrid learning with an A Week/B Week schedule, and complete distance learning.

"Nothing will replace the face to face value we get when we have kids in our school building," Taylor said. "Here in Worcester County we cherish the times we are with our kids. Unfortunately ... since March 13 the world changed the way we educate, not only in Worcester County but across this country."

He said the options for school in the fall had been developed to provide every student with a high quality educational experience. He said the final decision on what model to go with would be decided with stakeholder input.

"We feel it's paramount to designing a return to school model that everyone believes in," he said.

While the face-to-face model would be closest to traditional school, officials said the hybrid schedule being considered would have students broken up into two groups.

"On an A Week our A Week students would attend school in person, socially distanced with all the safety protocols in place," said Annette Wallace, chief operating officer and academic officer for grades nine through 12. "During that A Week our B Week students would be virtually learning. On the second week our B Week students would be in person learning and our A Week students would be learning virtually using our learning management system."

She said that the Schoology platform, which was used when schools were closed this spring, would continue to be utilized regardless of whether students were distance learning or not.

Wallace said that if the school system went with complete distance learning, students would receive virtual instruction. She said it would not be the same experience students had in the spring.

"Because if you remember in the spring it was 'continuity of learning,'" she said. "This would be full on distance learning. We would not be exercising compassionate grading."

She added that regular school attendance policies would be in place and that students would be expected to participate in "synchronous and asynchronous" learning opportunities.

"By synchronous we mean that students will be required, there will be opportunities, for them to join in with classrooms at their grade level," said Dee Shorts, chief academic officer for pre-kindergarten through eighth grade.

School system staff said an operations and safety committee was working to ensure school facilities followed guidance from the Centers for Disease Control and the local health department to address cleaning practices, food service, facility use and transportation.

"We are currently in summer school, which we started yesterday, and we are following guidance where we're putting children every other seat, staggered," said Dwayne Abt, supervisor of human resources. "We have a max of about 12 kids on a bus."

Abt said an athletic plan was also under development and that there would be no indoor facility use when students returned to campus.

"The August 12 start date for fall practice has not been changed as of this time," Abt said.

Officials acknowledged the importance of communication throughout the reopening process. Carrie Sterrs, the school system's director of public relations and special programs, said internal communication methods were being established and that the school system's website would become a central information hub. She noted that internally, childcare was a concern for teachers and staff.

"To support our WCPS team, our subcommittee has compiled a comprehensive list of resources to help assist our people securing flexible childcare options during these times," she said.

She said the school system would continue to stay in contact with community members through its website as well as social media posts and video messaging. A school status alert system under development as well to "enable parents to see at the classroom, school and county level any closures as a result of increases in numbers due to COVID."

Taylor said now that the Responsible Return presentation had been shared with the board, officials would be putting together a stakeholder group to gather feedback.

"We will look at trends, or any things that really are glowing as we prepare to put this plan in place," he said. "That will happen over the next few months."

He said he hoped to share a final plan with the school board at its next meeting, which is scheduled for Aug. 18.

"I too will have more direction from the state superintendent of schools as to what direction our school system may be taking as we plan to open school on Sept. 8," he said.

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07/14/2020 | Worcester County Considering One Week In School, One Week Distance Learning Rotation | News Ocean City MD

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NEWARK - Worcester County education officials are exploring face-to-face instruction, distance learning and a hybrid of the two as they prepare for the 2020-2021 school year. In a school board meeting Tuesday, officials outlined the Worcester County Public Schools' Responsible Return model.

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This is a “living document” meaning it will change as circumstances change.  To read the options for WCPS, please click the link.  NO decisions have been made about school format yet.

SPECIAL EDUCATION CONSIDERATIONS
If schools resume full operations of school buildings IEP teams will use the WCPS SPED Recovery Checklist to identify any needs arising from the return to school, assess whether, and to what extent, the student has experienced a regression of skills and/or lack of progress on the general education curriculum, identify compensatory/recovery services.

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Dear Worcester County families and community,

From the very beginning of our school system's response to the COVID-19 pandemic in March, I have been incredibly proud of the way in which our school system community has handled this crisis. Now, as we look toward September, my pride has only grown as we unveil our draft Responsible Return model for the 2020-2021 school year.

Our team has been hard at work for the past several months to prepare for an unprecedented
Back to School experience, all the while adapting to the ever-evolving challenges that still face us during this time.

While we recognize that there is no single model or solution that can fulfill the instructional, operational or logistical nuances that this pandemic has created, I am proud of the work and collaboration that has gone into crafting this draft model. I also look forward to gaining further insight from all of our stakeholder groups in the weeks to come through surveys, focus groups, and more.

Lastly, I want to stress to you that this model is a living document, as we recognize the need to be flexible and agile, shifting our approach as conditions change. We ask for your continued
patience and understanding as we try to make the best decisions possible during these seemingly impossible circumstances.

Sincerely,
Louis H. Taylor
Superintendent of Schools

Worcester County Public Schools (WCPS) is committed to ensuring the health, safety, and well-being of our students, faculty and staff. The Operations & Safety subcommittee is currently working on the section Responsible Recovery model that addresses how the school system is following the guidance set forth by the Centers for Disease Control (CDC), the Maryland Department of Health, and our local health department to address logistics such as cleaning, food service, transportation, facility use and more. WCPS is also committed to helping our students cope with the trauma of COVID-19 through a three-phase social emotional support system.

Operational Areas of Focus

Safety Protocols

Cleaning Protocols

Personal Protective Equipment (PPE)

Health Screening Guidelines

Education Planning for Social Distancing and Good Hygiene Practices

Tiered Social Emotional Support

INSTRUCTIONAL SCHEDULE
While the preferred method of instructional delivery is within the traditional educational environment, we are anticipating continued public health restrictions when school resumes in September. In light of that, WCPS is preparing for three possibilities on the continuum for Responsible Return.

Face to Face Learning
Students would return in person with new safety requirements. Classrooms, schedules and protocols may need modification to meet health and safety requirements.

Hybrid Learning
Students will participate in both face-to-face and distance learning through an A Week / B Week model schedule. This will allow for heterogeneous grouping of students and differentiation of instruction.

Distance Learning
Student learning takes place entirely remotely with opportunities for both asynchronous and synchronous learning with their teacher and peers.

ATTENDANCE
While participating in distance learning, students are expected to attend all scheduled synchronous learning sessions and complete all asynchronous work.

Distance Learning Class Attendance: To be marked as present, students are required to be in the synchronous session(s) for the entire session(s)

Face-to-Face Attendance: Students will be counted as present in accordance with WCPS' Attendance Policy

GRADING
Worcester County Public Schools' will follow our grading policy throughout the 2020/21 school regardless of what phase of learning we are in: face-to-face, hybrid, or distance learning.

SPECIAL EDUCATION CONSIDERATIONS
If schools resume full operations of school buildings IEP teams will use the WCPS SPED Recovery Checklist to identify any needs arising from the return to school, assess whether, and to what extent, the student has experienced a regression of skills and/or lack of progress on the general education curriculum, identify compensatory/recovery services.

Looking toward recovery of learning, the goal of the Distance Learning model is to use the lessons learned during 2019-2020's Continuity of Learning to transition into a long-term, sustainable solution for remote learning.

This work includes examination of the following:
- Procedures for the safe collection of student work
- Professionally developing staff in providing rich feedback to support learning & engagement in the online classroom
- Incorporate stakeholder feedback
- Craft schedules for increased synchronous learning opportunities in the online classroom
- Enhancing roles for specific employee groups to support student engagement & outreach

The goal of WCPS' communication plan is to inform, engage and inspire trust from our students, staff, their families, and our community in support of our students' safe return to school. WCPS' Office of Public Relations and Special Programs (OPR) anticipates the need to simultaneously deploy targeted messaging to reach multiple audiences at the same time. In light of this need, the OPR has begun to develop several strategies to educate all audiences of the WCPS Responsible Return model planning.

INTERNAL COMMUNICATION
- Email
- Automated Notifications
- Development of Responsible Return Resource Intranet
- Social Media
- Child Care Resources

EXTERNAL COMMUNICATION
- Summer Academy Webpage
- Responsible Return Webpage
- Automated Notifications
- Exploration of eNewsletter
- Media Relations
- Videography
- Social Media

SPECIAL CONSIDERATIONS
The OPR will endeavor to address special considerations for crisis communications, school status alerts (open/closed), and the enhancement of translation services as communication for the Responsible Return model is developed.

The school systems committed to ensuring that all voices are heard as the Responsible Return model is developed and finalized. Through the use of small focus groups, surveys, etc. WCPS will engage students, staff, their families and our entire community to gain insight and inform decision making.

The first of several outreach initiatives is currently open. Please complete the Transportation Survey using the button below between now and Friday, July 24, 2020.

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Dear Worcester County families and community, From the very beginning of our school system's response to the COVID-19 pandemic in March, I have been incredibly proud of the way in which our school system community has handled this crisis.

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Screen capture from the Re-Opening Plan

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City Schools Lean to Hybrid: In person and remote learning

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City Schools Lean to Hybrid: In person and remote learning

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Baltimore Sun, July 8

"The Baltimore City school system has proposed relaxing social distancing to as little as 4 feet and requiring face masks for all staff and students when buildings reopen, according to a presentation to staff this week."

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Baltimore City schools reopening plan proposes 4- to 6-foot distancing, masks and alternating schedules

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The Baltimore City school system has proposed relaxing social distancing to as little as 4 feet and requiring face masks for all staff and students when buildings reopen, according to a presentation to staff this week. Schools would open with a combination of online and in-person classes on an alternating schedule, with a goal to transition the district's youngest students entirely to in-person classes.

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Virtual only through first semester (Dec.)

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A coalition including the Maryland State Education Association, the Baltimore Teachers Union and the Maryland PTA called on state officials Tuesday to start the academic year in an online-only setting as the coronavirus pandemic continues.

In a virtual news conference, speakers urged Maryland Gov. Larry Hogan and state schools Superintendent Karen B. Salmon to recognize the risks associated with sending children back to the classrooms this fall, particularly for faculty and staff members as well as essential personnel such as bus drivers.

Deciding on a virtual-only start to the year now would give school districts six weeks to iron out the kinks associated with remote learning, said Cheryl Bost, president of the MSEA, the statewide teachers union, citing the acute "digital divide" already revealed between children in low-income neighborhoods and their more affluent peers.

She called distance learning the responsible, safe choice in a situation in which Maryland could not afford to err.

"We don't believe we have enough resources or enough planning in place for a hybrid model," Bost said in an interview with The Baltimore Sun. "Let's get distance learning right, so if the state has to shut down again, we can smoothly transition back to where we were this spring."

But the group's proposal clashes with that of those who say the benefits of in-person learning outweigh the possible risks.

Schools provide food for children with nutritional needs as well as mental and physical health services. Open schools allow parents in the workforce to go back to work, enabling the economy to recover. It's also where students with disabilities get needed therapies and specialized instruction that their parents often cannot provide.

The American Academy of Pediatrics recommended that schools start with the goal of in-person classes when weighing reopening decisions. An Anne Arundel County school district survey showed 49% of families said sending their kids back to school buildings this fall was their preferred choice.

Members of the coalition acknowledged that some children have not received adequate instruction since March, when schools transitioned to "crisis mode" as the pandemic swept into the state.

But Bost said the coalition's proposed plan would have all school districts start the year online and then gradually transition back to school buildings when leaders and stakeholders in each jurisdiction feel comfortable.

Kids in Garrett County, for example, which has had 27 confirmed COVID-19 cases since March and no known deaths, might be able to transition back to classrooms more quickly than students in Montgomery and Prince George's counties, which account for nearly 35,000 infections and hundreds of related fatalities.

This plan also would buy the state more time to acquire stockpiles of personal protective equipment for schools as well as expedited test kits and additional federal funds to ensure student and employee safety.

"I'm waiting for the press conference that says we have all the tablets and PPE ready for schools, but we have not seen the return to school a top priority," said Bost, who's also a 4th and 5th grade teacher in Baltimore County. "We have heard 'budget cuts,' not an all hands on deck approach to solve this."

The state department of education said its officials would listen to the feedback.

"We look forward to continuing an active dialogue with stakeholders as we move forward together with local system partners to deliver quality, effective and safe education for Maryland students," the agency said in a statement.

Hogan spokeswoman Shareese Churchill said he met with Salmon this week to discuss schools reopening.

Bost said she anticipates the coalition will work with Hogan and Salmon in reaching a decision that suits everyone. If the state disagrees with the group's proposal, she said the coalition would work to apply pressure in each district, with members of the legislature, parents and other stakeholders involved.

In a joint letter to Hogan and Salmon, the coalition said focusing now on virtual learning would allow a hybrid model to work more efficiently for the rest of the year. They would use the time between now and the first day of the new academic year to work on acquiring more hardware for students; increase internet access for kids and educators who lack it; expand professional development and online training for students and families; and continue the school meals programs.

So far, school districts have published differing draft proposals for the school year, some of which suggest starting the year completely online and others advocating for a hybrid start to the year. In some districts, families could decide whether they feel comfortable sending their kids back while others do not offer such a choice.

At the press conference, Diamonté Brown, president of the Baltimore Teachers Union, said some might look to virtual learning as a "cop out," or a selfish choice that does not prioritize students. She and Bost both acknowledged that educators prefer teaching in person, and that distance learning was rolled out too fast this spring.

However, virtual education prioritizes the lives of teachers, students and educators, she said, and with coronavirus cases rising around the country, the fall semester does not seem within reach.

"It is more convenient to teach in person, however right now it is not the safest way," said Brown, adding that Montgomery and Howard counties already decided to start the year virtually.

Meanwhile, she said, many schools in Baltimore City still lack air conditioning as well as technology.

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"We're putting our kids in the most exposure, but somehow we can't decide if we should start schools virtually," she said. "I guess, once again, we feel like these kids can just handle it."

Representatives from the Baltimore City schools system did not respond Tuesday to requests for comment.

Brown also said that sending children back to schools on buses would unnecessarily jeopardize drivers and other essential workers who rely on public transportation to get to work.

In a live television appearance on "Meet the Press," Hogan previously said the state is "not going to be rushed into this" despite political pressure from the White House pushing for students to resume in-person learning this fall.

President Donald Trump and U.S. Education Secretary Betsy DeVos have championed the return of students to classrooms despite the high risk factors outlined in a new report by the Centers for Disease Control and Prevention leaked last week by The New York Times.

"We will not succumb to politics that would place Maryland educators, students, or families in harm's way and have them participate in a potentially deadly experiment," the coalition wrote in its letter to Hogan and Salmon. "Not only does this completely ignore the adults in schools who would undoubtedly have a higher rate of transmission and death, but it also presupposes that there is a number of deaths of students and educators that is acceptable. There is not."

Recommended on Baltimore Sun

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Maryland teachers unions, PTA call for virtual-only start to school this fall amid coronavirus pandemic

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A coalition including the Maryland State Education Association, the Baltimore Teachers Union and the Maryland PTA called on state officials Tuesday to start the academic year in an online-only setting as the coronavirus pandemic continues. In a virtual news conference, speakers urged Maryland Gov. Larry Hogan and state schools Superintendent Karen B.

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BCPS Superintendent Leans to Virtual Re-Opening

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BCPS Superintendent Leans to Virtual Re-Opening

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"with a phased-in return as the school board considers how to reopen schools for the 2020-21 academic year."

July 15, Baltimore Sun

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Baltimore County Schools Superintendent Darryl L. Williams said he is leaning toward remote learning with a phased-in return as the school board considers how to reopen schools for the 2020-21 academic year.

"We're looking at safety first as a driving factor," Williams said. But virtual learning in the fall won't be the same model of remote learning students and teachers weathered this spring.

"What we did during the initial closing won't be how we will start," he said.

Williams envisions initially starting the school year remotely, and phasing in a physical return to school buildings, predicated on regional conditions as the coronavirus pandemic continues. The Maryland State Education Association, Baltimore Teachers Union and the Maryland Parent Teacher Association called on state officials Tuesday to start the academic year in an online-only setting.

What that learning would look like, should the school board vote to adopt the virtual option at its next meeting Aug. 11, is still being hashed out.

School officials are considering a more structured approach mimicking a typical bell-schedule, which could improve students' academic performance, said Renard Adams, senior executive director of curriculum operations for Baltimore County Public Schools.

"We've learned some lessons around the asynchronous [scheduling]," Williams said. "We're gonna look more at a different model."

The sudden shift to remote learning after Maryland Gov. Larry Hogan ordered school buildings closed in mid-March garnered a "mixed" reaction from students, Adams said.

Some students told school officials the course work was not challenging enough, while others said they found it difficult to keep up, given their living arrangement or because of extenuating circumstances like work or family concerns, Adams said.

Given the difficulties presented to working parents of students who are not able to attend in-person classes, "if there is never a vaccine and we do not reach herd immunity for years, can we sustain remote learning while ensuring there is true academic achievement?" said board member Lisa Mack.

Online course assignments in the spring were designed to be less "academically overwhelming," said board member Lily Rowe. Adams, who headed up the effort to switch to remote learning in the spring, said that he is working with teachers and administrators to create a more rigorous online curriculum should the school board select the remote learning model.

A virtual return is one of three options school board members took up during a virtual meeting Tuesday evening, one month before the deadline for Maryland school systems to submit opening plans to the Maryland State Department of Education.

If a spike in COVID-19 cases leads Maryland and Baltimore County, which are now in Phase 2 of Hogan's reopening plan, to return to the first phase of coronavirus recovery, schools will keep remote learning in place.

If the county remains in the second phase when schools are due to reopen, the school system would allow groups of students to go to school in-person on a weekly rotation at 30% to 35% capacity. Some students would continue to learn through live online instruction.

In that scenario, students attending in-person classes would do so Monday through Thursday, and Friday lessons would occur online without real-time interaction with educators. Friday would serve as a planning day for teachers.

The final option would fully reopen school buildings for in-person learning if the state and county enter Phase 3; all students and staff would return and face covering would be optional.

The state's current second phase allowed for larger social gatherings, indoor gym classes, regular child care, increased mass transit schedules, indoor religious services, restaurant and bar service with restrictions, and elective procedures at hospitals.

Coronavirus cases, deaths and hospitalizations have been on a mostly downward trajectory since Maryland's peak in late April.

Efforts to curb disease spread in other states, like Florida, Texas and California, have backslid after those states loosened restrictions and reopened local economies. Surges in cases have prompted some states to once again close nonessential businesses.

Nearly 11 county residents per 1,000 have tested positive for the coronavirus. Baltimore County has a coronavirus positivity rate of 4.8%, marginally higher than the state's 4.6% positivity rate.

So far in July, almost 1,000 new coronavirus cases have been confirmed at an average of 73 new cases a day, for 4,990 total cases. Hospitalizations, however, are trending downward.

The last spike in county cases came in late May when 234 new patients were confirmed by the Department of Health.

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Baltimore County schools superintendent leaning toward virtual fall return

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Baltimore County Schools Superintendent Darryl L. Williams said he is leaning toward remote learning with a phased-in return as the school board considers how to reopen schools for the 2020-21 academic year. "We're looking at safety first as a driving factor," Williams said.

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"GBAO conducted a survey of 650 registered voters statewide. Results include an oversample of parents for a total on 217 parents of kids under 18. This survey, on behalf of MSEA, was conducted May 14 – 19, 2020 and reached respondents on both landlines and cell phones. Results were weighted to a sample size of 500 to reflect the regional and demographic characteristics of the state and carry a margin of error of +/- 4.4 percentage points at the 95 percent confidence interval."

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How Highest Performing Education Systems Performed during distance learning

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How Highest Performing Education Systems Performed during distance learning

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by Monica Pfister

Almost all top-performing education systems transitioned to distance learning this year so students could continue learning during coronavirus-related school closures. In a new paper, NCEE summarizes initial takeaways from their experiences, including why top performers were initially better prepared than the U.S. to implement distance learning quickly, how they increased capacity in real time, and how they responded to key distance learning challenges. The paper also looks toward the future, as jurisdictions worldwide reflect on what they learned during this year's distance learning experiment and consider the role of online and in-person schooling in the fall and beyond.

Read NCEE's paper " How Did The World's Highest Performing Education Systems Approach Distance Learning? "

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How Did The World's Highest Performing Education Systems Approach Distance Learning? - NCEE

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by Monica Pfister Almost all top-performing education systems transitioned to distance learning this year so students could continue learning during coronavirus-related school closures. In a new paper, NCEE summarizes initial takeaways from their experiences, including why top performers were initially better prepared than the U.S.

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Baltimore City Public Schools' reopening plan for the upcoming school year is designed to provide families with choices and to prioritize safety, schools CEO Sonja Santelises said during a virtual town hall Thursday.

In her presentation, Santelises outlined two options that families can choose for the fall: an all-virtual school year or a hybrid model.

"What we know is that there is not one uniform solution, nor one uniform experience for all students," Santelises said. "There is a variety and...one of the main reasons why providing families with options is a major thrust of the planning and proposals."

An "all virtual academy" is for families who do not feel comfortable sending their children to brick-and-mortar schools. In any case, it is necessary to prepare for all-virtual instruction in the event that many students will have to shift virtually due to an increase in COVID-19 cases, Santelises said.

The hybrid model splits students into two groups. Every student will attend school in-person for two days a week and participate in distance learning on the other days. One day a week would be dedicated to additional cleaning and support in the school buildings, Santelises said.

Students in Pre-K through 6th grade will gradually move towards in-person learning every day, while students in grades 7 through 12 will continue to have a mix of in-person and distance learning.

Some conditions in the hybrid model include 4-6 feet physical distancing and masks for all staff and students. Santelises cited guidance from local health officials and the American Academy of Pediatrics, which states that "evidence suggests that spacing as close as 3 feet may approach the benefits of 6 feet of space."

Students will be able to switch between the all-virtual academy and hybrid learning at specific times of the year, such as every quarter or semester.

"As of right now, we have no plans to open schools fully K-12," Santelises said.

As many as 1,600 people participated in the live virtual town hall, "helping us set a record at city schools," according to Andre Riley, the director of communications for BCPS. BCPS will continue to have virtual town halls every Thursday at 1 p.m to provide updates on reopening plans.

The Baltimore City school system is currently collecting feedback from surveys, town halls, focus groups and one-on-one virtual interviews for its draft reopening plan. Officials are relying on various guidelines, primarily from MSDE, CDC, the American Academy of Pediatrics, as well as local health officials in Baltimore City.

City schools plan to present a draft reopening plan to the Board of School Commissioners on July 28. All local school districts must submit a final reopening plan to the Maryland State Department of Education by Aug 14.

A survey was sent out to families on July 1 to gather information on families' experience with distance learning. The school system is accepting survey responses until Monday, but so far, over 7,000 families have responded.

From the preliminary survey results, 83% of families said that they received needed support from their child's teachers with distance learning. Eighty-one percent of families believed that their child's schools communicated clear expectations for distance learning.

However, almost half of the families reported that their child's emotional well-being was lower during distance learning, and 30% of families felt that their children did not make academic progress during distance learning. Many also highlighted that balancing their jobs and their child's school work was a challenge during distance learning.

Some proposed health and safety practices include desk shields and dividers for students who may have more difficulty wearing a mask, specifically younger students and special education students.

Santelises also stressed the importance of keeping students in small groups of cohorts to minimize potential transmission.

The district will continue to centrally distribute cleaning supplies to ensure that all Baltimore City school buildings have enough soap and paper towels. Previously, the availability of cleaning supplies varied between individual schools. The school district will also look into buildings that are understaffed and provide additional custodial support to those buildings, Santelises said.

As the hybrid model involves at least some digital learning, participants during the town hall asked about access to the Internet and devices. The school district has purchased 10,000 additional hotspots for internet access, Santelises said.

Participants also asked if there was going to be mandatory COVID-19 testing before students and staff entered school buildings. "We would be dependent on the city for that testing....and we are part of those citywide discussions," Santelises said.

As for transportation, the school district is looking to implement social distancing on buses, which means reduced capacity, said Lynette Washington, the Baltimore City school system's chief operations officer. There are still ongoing conversations about MTA access for high school students, as there are resource constraints for additional buses, Washington said.

There were myriad comments on Facebook and Youtube about safety concerns with in-person learning.

"The staff will have a hard time keeping masks on children. They already don't like it, imagine how they will behave when together," LC Harrison commented during the Facebook Live presentation.

Another parent, Jen Thomas, asked, "What about ventilation in buildings?"

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Parents Raise Concerns Over Proposed School Reopening Plans in Baltimore City - Maryland Matters

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Baltimore City Public Schools' reopening plan for the upcoming school year is designed to provide families with choices and to prioritize safety, schools CEO Sonja Santelises said during a virtual town hall Thursday. In her presentation, Santelises outlined two options that families can choose for the fall: an all-virtual school year or a hybrid model.

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School District Responses to School Closures

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School District Responses to School Closures

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Includes MCPS (33 districts)

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CRPE.org
Too Many Schools Leave learning to Chance

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Exact path

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NOTE: There are 2 references to special education students.  The first notes that HCPSS will abide by IDEA, Section 504 and ADA and will follow the law.  The second reference to special education is implied on p. 18:

“Principle 3- Access. An effort should be made to allow our most vulnerable students to be able to participate in hybrid instruction. If it is not possible for all students to receive in-person instruction, groups and grade levels that have a higher dependency on in- person instruction should be prioritized.”

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Phased Return to In-Person School if MD is in Phase II Recovery

Phase-In: Elementary Students Return First

1. All elementary students return to school full-time with fewer than normal students per classroom (using six-foot social distancing where possible).

2. All middle school and high school students remain at home and participate in full-time virtual learning.

3. Elementary staff and students utilize the space in middle and high schools to accommodate fewer students per classroom.

4. CCPS would need to hire approximately 600 temporary elementary classroom teachers.

5. This option is cost-prohibitive.

All Students Pre-K-12 Re-enter Simultaneously on a Part-Time Basis 50% at a Time

1. Allowing for social distancing, the student body would be divided in half and attend school on opposite days.

2. Each student could attend school two days a week and participate in virtual learning on the other three days.

3. Students would be assigned to either an A group or a B group. Students living in the same home would be assigned the same group.

4. A weekly schedule would be developed of either: AA BB or ABAB with buildings being closed on Wednesdays for cleaning and sanitizing purposes. Virtual learning would continue on Wednesdays.

5. The schedule could also be organized by week, having an A week, then a B week.

All students Pre-K-12 Participate in Virtual Learning on a Full-Time Basis

1. Teachers would increase the amount of time that direct
instruction would be provided to students through Google Classroom.

2. Traditional grading would be utilized and HAC would be available to parents and students in grades 3-12.

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Johns Hopkins

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eSchool+ COVID-19 School Reopening Checklist

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The COVID-19 School Reopening Response Checklist is a tool to assist school and district leaders and other key stakeholders in the decision-making process as they navigate school reopening. It emphasizes areas in need of attention from an equity and ethics perspective.

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eSchool+ School Reopening Policy Tracker

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The eSchool+ initiative is a cross-disciplinary collaboration between the Johns Hopkins Consortium for School-Based Health Solutions, Berman Institute of Bioethics, and schools of Education, Medicine, and Public Health. It benefits from expertise in ethics, school health, school policy, food security, clinical medicine and education. For more information, contact eschool+initiative@jhu.edu.

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Anne Arundel County Public Schools administrators said their proposal to return to school in the fall is based on feedback from parents.|| Coronavirus updates | Maryland's latest numbers | Where to get tested ||Like a number of school systems, Anne Arundel County is planning for various scenarios. Superintendent George Arlotto said Anne Arundel's preparations might sound much like what other school systems across the state have either shared or are preparing to roll out.The county's Board of Education got an idea of what parents would like to see this fall. The feedback came in the form of a back-to-school survey in which 49% of parents said they favor in-person learning in school buildings, 20% prefer virtual learning where all students engage in distance learning and 32% favor what's called "virtual plus," which is a combination of virtual and in-person instruction.Arlotto said even with the results, nothing is final."We are not going to be able to please everyone, so we are going to work to make decisions that we think are in the best interest of our students and our staffs and it's going to be in the best interest of health and safety and equity," Arlotto said.Transportation is also a part of the back-to-school conversation, especially among parents and school board members who believe riding the bus may not be an option."Will we have a way to ask or find out from parents if they are willing or able to drive their students to school rather than have them on a bus?" said Julie Hummer, a member of the Board of Education."At some point and time, when the models are built, (we'll be) asking the public not only the model they want, but also asking them questions about transportation," said Maureen McMahon, the district's deputy superintendent of academics and strategic initiatives."All teachers really want to be back in front of their kids, they want to get back to normalcy," said Russell Leone, president of the Teachers Association of Anne Arundel County.Leone said that even without a final back-to-school plan, the district needs to be prepared to move full speed ahead."I think if we wait until all those decisions are made on a higher level, then we are scrambling, and I think this is not a time to be scrambling. I think it needs to be a thoughtful process from the beginning," Leone said.There are also concerns about whether student-athletes will be able to get back on the playing field this fall."What are we going to do about sports? Students have talked to me about that. They want to get back on the field and out of the house," said Drake Smith, the student member of the Board of Education."I think the short answer is no," Arlotto said. "If a decision is made to go 100% online, that decision is really going to be made at that state level, saying you cannot bring students together.""You know, if all else fails, we can always just play Madden," Smith said.Arlotto said sports will be addressed in his back-to-school plan that he'll present to the board the end of the month.District officials said they will factor in results from a second survey that will involve staff members.

Anne Arundel County Public Schools administrators said their proposal to return to school in the fall is based on feedback from parents.

|| Coronavirus updates | Maryland's latest numbers | Where to get tested ||

Like a number of school systems, Anne Arundel County is planning for various scenarios. Superintendent George Arlotto said Anne Arundel's preparations might sound much like what other school systems across the state have either shared or are preparing to roll out.

The county's Board of Education got an idea of what parents would like to see this fall. The feedback came in the form of a back-to-school survey in which 49% of parents said they favor in-person learning in school buildings, 20% prefer virtual learning where all students engage in distance learning and 32% favor what's called "virtual plus," which is a combination of virtual and in-person instruction.

Arlotto said even with the results, nothing is final.

"We are not going to be able to please everyone, so we are going to work to make decisions that we think are in the best interest of our students and our staffs and it's going to be in the best interest of health and safety and equity," Arlotto said.

Transportation is also a part of the back-to-school conversation, especially among parents and school board members who believe riding the bus may not be an option.

"Will we have a way to ask or find out from parents if they are willing or able to drive their students to school rather than have them on a bus?" said Julie Hummer, a member of the Board of Education.

"At some point and time, when the models are built, (we'll be) asking the public not only the model they want, but also asking them questions about transportation," said Maureen McMahon, the district's deputy superintendent of academics and strategic initiatives.

"All teachers really want to be back in front of their kids, they want to get back to normalcy," said Russell Leone, president of the Teachers Association of Anne Arundel County.

Leone said that even without a final back-to-school plan, the district needs to be prepared to move full speed ahead.

"I think if we wait until all those decisions are made on a higher level, then we are scrambling, and I think this is not a time to be scrambling. I think it needs to be a thoughtful process from the beginning," Leone said.

There are also concerns about whether student-athletes will be able to get back on the playing field this fall.

"What are we going to do about sports? Students have talked to me about that. They want to get back on the field and out of the house," said Drake Smith, the student member of the Board of Education.

"I think the short answer is no," Arlotto said. "If a decision is made to go 100% online, that decision is really going to be made at that state level, saying you cannot bring students together."

"You know, if all else fails, we can always just play Madden," Smith said.

Arlotto said sports will be addressed in his back-to-school plan that he'll present to the board the end of the month.

District officials said they will factor in results from a second survey that will involve staff members.

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Anne Arundel County school officials consider options for fall

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Anne Arundel County Public Schools administrators said their proposal to return to school in the fall is based on feedback from parents.|| Coronavirus updates | Maryland's latest numbers | Where to get tested ||Like a number of school systems, Anne Arundel County is planning for various scenarios.

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“With the rotational schedule, students will have to attend in-person classes twice a week. The first group of students would go in on Monday/Thursday and the second group on Tuesday/Friday. Wednesday would then become a planning and professional development day for teachers, where teachers will have “office hours” and provide several resources for students. Students would then have “virtual learning” on three days out of their week.

Some parts of this hybrid plan that still need to be addressed include providing adequate and socially-distanced transportation to schools, the supply of personal protective equipment(PPE) in schools, and improved “health and safety practices, especially with our youngest learners.

With the second option on the table, a fully-online plan, students would be subjected to a blend of synchronous and asynchronous instruction. This means there would be a real-time schedule of classes that students would be required to be online for, similarly to a traditional school day, as well as learning that would take place outside of traditional teaching hours.”

The Bay Net: https://www.thebaynet.com/articles/0720/calvert-schools-to-plan-for-hybrid-or-fully-online-learning-need-stage-3-from-hogan-for-full-resume.html

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To be discussed at July 14 BOE meeting, from the Agenda:
“Agenda Item Details: Meeting

Jul 14, 2020 - Board of Education Meeting

Curriculum & Instruction Report, Recovery Plan

Curriculum & Instruction Report: Mr. Louis H. Taylor, Superintendent of Schools Presenters:

Dee Shorts, Chief Academic Officer, Gr. PK-8

Annette Wallace, Chief Operating & Academic Officer, Gr. 9-12

Dwayne Abt, Supervisor of Human Resources

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Board of Education - Meeting Agendas and Supporting Information

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Parent and teacher survey, community feedback on planning.

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“In the days and weeks ahead, WCPS will be working with parents, teachers, school staff, community partners, and even students as we prepare models for returning. We will continue to keep you updated and informed as these important details come together.

As our collaborative work continues, we will share more specific updates about Washington County’s plan with the WCPS learning community. WCPS staff will be presenting a reopening plan to the Washington County Board of Education on Tuesday, August 4, 2020, at the 6:00 p.m. public business meeting. The meeting can be viewed on the WCPS website under the “School Board” navigation and on the WCPS Facebook page at www.facebook.com/wcpsmd. The final plan will be posted to the WCPS website on or before August 14, 2020.”

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The COVID-19 pandemic is affecting countless aspects of our daily lives. It will certainly affect the 2020-2021 school year. As Washington County Public Schools (WCPS) plans for how we educate children in the fall, it is important that we hear from families to help determine our best path forward.

WCPS has explored initial plans for the fall with the Students First COVID-19 Task Force, and we are moving forward with gathering additional stakeholder input this summer. Please give thoughtful consideration to completing the survey linked below. It is estimated that the survey will take approximately 15 minutes to complete. You are welcome to complete surveys for each of your children if they are in different designated grade bands. Your feedback is valuable in our decision-making process. Please complete the survey by July 14, 2020

Planning for the 2020-2021 academic year

We understand everyone is anxious to find out more about what school will look like in the fall.

If at all possible, it is the goal of WCPS to have students return to school in some capacity when the school year begins on Monday, August 31, 2020. We recognize the value of students learning and collaborating with educators and their peers. We are exploring all the ways we can support that learning environment in a safe and healthy way.

We are closely following guidance from the State and various health agencies. However, those guidelines continue to change, sometimes (daily). In addition, it is important that members of our learning community are involved in WCPS' plans to reopen schools. WCPS is exploring a variety of learning scenarios so that we are best prepared to adapt as the pandemic evolves. We encourage all families to plan now for ongoing changes beyond WCPS' control that may result from new guidelines or even spikes in COVID-19 cases.

One thing is certain: our staff is preparing to do whatever it takes to meet the needs of students in the upcoming school year, regardless of how learning occurs. If we must return to distance learning, it will look drastically different from what we experienced in the spring. If we are holding classes in school, we will be implementing health and safety protocols for the well-being of all students and staff and to prevent the spread of COVID-19.

In the days and weeks ahead, WCPS will be working with parents, teachers, school staff, community partners, and even students as we prepare models for returning. We will continue to keep you updated and informed as these important details come together.

Safety precautions for in-person summer school and extended school year opportunities

By invitation only, middle school summer school and our Extended School Year (ESY) program classes are going to start in-person at designated schools on July 13. Similarly, elementary summer school classes are also planned to be held in-person beginning July 27.

In an effort to show families what in-person school could look like in the fall, we would like to share with you some of the safety precautions that are in place for these sessions. It is important to note that both staff and students will be asked to follow the same health protocols.

Examples of these precautions include, but are not limited to:

These practices will be reviewed and adjusted as necessary to follow State health guidelines.

State guidance for school reopening

The Maryland State Department of Education (MSDE) developed Maryland Together: Maryland's Recovery Plan for Education . This guiding document was created to assist local school systems with their recovery plans. It lists 13 requirements each school system must fulfill in reopening. For Washington County, they include:

The Maryland Public Secondary School Athletic Association (MPSSAA) roadmap forward for interscholastic athletics and activities must align with the MSDE and the Local School System (LSS) educational and health and safety decisions in order for education-based athletics and activities to resume during Stage One and Stage Two of the governor's Maryland Strong: Roadmap to Recovery .

As our collaborative work continues, we will share more specific updates about Washington County's plan with the WCPS learning community. WCPS staff will be presenting a reopening plan to the Washington County Board of Education on Tuesday, August 4, 2020, at the 6:00 p.m. public business meeting. The meeting can be viewed on the WCPS website under the "School Board" navigation and on the WCPS Facebook page at www.facebook.com/wcpsmd . The final plan will be posted to the WCPS website on or before August 14, 2020.

As a school system, we recognize the priority to balance the needs of our students, families, and staff with our mission to educate and support our community's children. There are no easy solutions in the midst of a global pandemic, but we believe our collective efforts as a learning community will lead to the best outcomes for our children.

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"Return to Learn" Update and Parent Survey

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The COVID-19 pandemic is affecting countless aspects of our daily lives. It will certainly affect the 2020-2021 school year. As Washington County Public Schools (WCPS) plans for how we educate children in the fall, it is important that we hear from families to help determine our best path forward.

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Link includes a survey; town hall meetings for community feedback and more!

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Town Hall Meetings will be held to discuss recovery. Your input is important! Please ask questions!

Complete the SMCPS Safe Return to School Survey.

On Wednesday, June 24, 2020, 4:00 pm, St. Mary's County Public Schools hosted a virtual town hall meeting addressing the requirements of the Maryland Recovery Plan for Education and planning the safe return of students and staff to schools for the 2020-2021 school year.
This was the presentation material.
St. Mary's County Public Schools will be working throughout the summer with stakeholder groups to develop its plan for the 2020-2021 school year. This plan will focus address how the school system will:

Recovery: How will we bring closure to the 2019-2020 school year and identify needs moving forward?

Redesign: How will we rethink delivery models for instruction, programs, and student services?

Return: How will we adapt and institute procedures for a safe return to school?

MSDE Recovery Plan

The Maryland State Department of Education introduced the K-12 Decision Matrix on Tuesday, June 23, 2020, to the MSDE State Board of Education. This process outlines 3 Steps to reopening schools. In working through this decision-making process, school systems must follow the guidance outlined in Maryland Together: Maryland's Recovery Plan for Education (MSDE, revised on June 23, 2020). This plan gives each school system the discretion to make decisions to reopen and determine schedules, calendar, and delivery of instruction.

As part of the Maryland Together plan, MSDE has provided a K-12 Decision Matrix, that outlines direction to school systems for the opening of schools as it aligns with the Governor's Roadmap to Recovery. This Decision Matrix outlines three steps:

STEP ONE: The Governor's Office, in coordination with members of the coronavirus recovery team and experts at the Maryland Department of Health, monitor key health metrics and identify the appropriate stage within Maryland's Roadmap to Recovery. The State Superintendent of Schools, in consultation with the State Board of Education, subsequently determines the operational status of schools within each stage.
In Step One, the impact on school systems is as follows:

When the State is in Stage 1: All school activities are to be conducted online and through distance learning platforms.

When the State is in Stage 2: Some in-person school activities may commence, in accordance with the Governor's gating and social distancing measures.

When the State is in Stage 3: In-person school activities may fully resume, and schools can begin normal operations.

STEP TWO: When the State is in Stage 2, each local school system must meet the Requirements for Opening Schools as outlined in the Maryland Together: Maryland's Recovery Plan for Education.
All decisions prior to step three can be reevaluated depending on emerging data and trends at the State level

STEP THREE: Local school systems make determinations regarding which groups of students and staff will be able to re-enter buildings. Specific schedules, calendar modifications, and delivery of instruction are at the discretion of the local school system. School systems can be more restrictive than the requirements outlined in the State Recovery Plan, and the health and safety measures outlined by the Governor and MDH depending on conditions in their locality.

Reopening Maryland Schools K-12 Decision Matrix Infographic
Using the Maryland Together roadmap, St. Mary's County Public Schools will develop its Fall 2020 Safe Return to School plan based on four pillars: Instruction/Teaching & Learning, Student Services, Supporting Services, and Organizational and System Support.

Cross-Cutting Themes

The foundation of these pillars is the assurance of three key elements that cross each pillar's planning elements:

Equity: Assuring equity has been addressed as a component piece of each planning element.

Staff Development: Providing ongoing support for staff in the transition to new processes.

Stakeholder Input: Providing multiple opportunities for stakeholders (students, staff, families) to provide input throughout the planning process.

Pillar 1 Instruction - Teaching & Learning

Addressing learning gaps and developing a plan for success and recovery

Ensuring the alignment of curriculum and instruction to State standards

Providing ongoing professional development for staff

Developing plans for the continuation of student programs

Pillar 2 Student Services

Developing a system for monitoring attendance in blended and online environments, where needed

Ensuring Special Education/504/ADA support for students

Providing counseling and mental health services

Coordinating with the Health Department for safe practices

Pillar 3 Supporting Services

Ensuring clean and healthy environments

Providing ongoing food and nutrition services

Developing multiple transportation plans

Developing plans for the deployment of instructional technology

Developing plans for athletics and student performance groups

Pillar 4 Organization and System Support

Providing ongoing communications and messaging

Creating and healthy environments

Developing multiple models for scheduling

Developing plans for substitute and staffing support

Your Input

Complete the SMCPS Safe Return to School Survey.

Jump to:

Mental Health | Recovery Plan | Clever | Edgenuity | Imagine Learning | FAQ | SMCPS Connect

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Town Hall Meetings will be held to discuss recovery. Your input is important! Please ask questions! Complete the SMCPS Safe Return to School Survey. On Wednesday, June 24, 2020, 4:00 pm, St. Mary's County Public Schools hosted a virtual town hall meeting addressing the requirements of the Maryland Recovery Plan for Education and planning the safe return of students and staff to schools for the 2020-2021 school year.

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August 24th Re-Opening Planned

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TCPS is planning for school re-opening! This past spring when schools were closed, our Continuity of Learning model provided limited instruction on key standards of core content without a set schedule. In the Fall, we will move to a complete "synchronous learning" model using several possible formats: totally virtual; totally physical; or a combination of both virtual and physical.

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Budget meeting June 2020

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According to The Baltimore Sun, In Garrett County, which has had 10 coronavirus cases so far, about 80 percent of parents want their children back in school in the fall.

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Board meeting July 8, 2020

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Stay up to date on re-opening of Cecil County PS by tuning in to your BOE meetings and following the Re-Entry Committee deliberations.

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Coronavirus (COVID-19) / Re-Entry Committee Meeting Minutes

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Cecil County Public Schools 2019 - 2020 Calendar

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“Message from the Superintendent (6/24/20) Video Attached
For info on Re-Opening, see the superintendent’s page on the CCPS website.

We have been working on potential plans for the beginning of the school year for several weeks. While it has been a topic at the forefront of our discussions for some time, it will now be our primary work to determine how we will begin school in September.

On Wednesday evening, June 24, the Board of Education met to receive updates and discuss the details and considerations for reopening. Please note that a link to the video of the Board meeting as well as links to important documents are provided at the end of this communication. We encourage you to watch the video for more detailed information.

During the meeting, a PowerPoint presentation was provided to the Board explaining the planning already underway. The presentation also highlighted some of the complexities of that planning regarding the potential restrictions, considerations, and requirements we must adhere to as related to COVID-19. The PowerPoint includes topics such as:

Planning Process

Timeline

Survey Results – Parent, Student, Employee

CCPS Planning Guidance

Complexities to Planning Process

Necessary Resources to Support Virtual and In-School Learning

Implementation – Variable Unknowns

Review of MSDE Scheduling Options.“

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April 2020

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English - Spanish - Haitian Creole
Dear Families:
Phase II of the Continuity of Learning Plan begins Monday, April 6th, with details provided in our new website section. Administrators and teachers either have been or will be in touch through phone call and/or email to provide specific grade level details.

Creating a Continuity of Learning Plan to reach 5,800 students has been an unexpected and daunting challenge. Distance learning cannot reasonably replace daily in-person instructional programs, and this plan is not intended to re-create the school day.

The plan does seek to provide both structure and flexibility for students, teachers and families. We understand the challenges our families and staff may face while participating in distance learning. We don't have all the answers right now, and we know adjustments will have to be made as we travel an uncharted path. Be assured that together, we will work hard to provide the best possible solutions for Caroline students.

Dr. Patty Saelens, Superintendent
Estimadas familias,
Como prometido, la Fase II del Plan de Continuidad de Aprendizaje estará lista para comenzar la semana próxima, con detalles previstos en la página de la red del Condado de Caroline. Los administradores y maestros han estado o estarán en contacto vía correos electrónicos o llamadas telefónicas para proveer instrucciones para los aprendizajes de cada grado específico.

Crear un Plan de Aprendizaje que llegue a 5,800 estudiantes ha sido un desafío inesperado y desalentador. El aprendizaje de distancia no puede razonablemente reemplazar los programas de educación diaria y en persona, este programa no está destinado de recrear el día escolar.

El plan no provee con una estructura y flexibilidad para los estudiantes, maestros y familias. Nostros comprendemos los desafíos que presenta para nuestras familias y para muchos de nuestros empleados que van a participar en la enseñanza a distancia. No tenemos las respuestas a todas las preguntas en este momento, y sabemos que ajustes tendrán que ser hechos al todos viajar por un camino desconocido. Estén seguros que todos juntos, vamos a trabajar para proveer las mejores soluciones para los estudiantes de Caroline.

Dr. Patty Saelens, Superintendente
Chè Fanmi,
Kòm te pwomèt, Faz II nan Kontinye ak plan aprantisaj la prepare pou kòmanse semèn pwochèn avek plis detay sou sit Caroline la. Administratè ak pwofesè te oswa pral an kontak atravè apèl nan telefòn ak / oswa Imèl pou bay enstriksyon espesifik pou nivo klas

Pou Kreye yon plan aprantisaj pou rive jwenn 5, 800 elèv te yon defi inatandi ak redoutable. Aprantisaj distans sa a pa ka ranplase program lekòl chak jou nan ansèyman moun ak moun, e se pa entansyon pou nou re-kreye jounen lekòl yo ak plan sa a.

Ak Plan an, nou chèche bay estrikti ak fleksibilite pou elèv yo, pwofesè yo ak fanmi yo. Nou konprann defi fanmi nou yo ak anplwaye nou yo kapap rankontre pandan y ap patisipe nan aprann distans sa a. Nou pa gen tout repons yo kounye a, e nou konnen ap gen ajisteman ki gen pou fèt pandan na p Kontinye avek chemen sa a. Asire w ke ansanm, n ap travay di pou bay pi bon solisyon posib pou elèv nou yo nan Caroline lan.

Doktè Patty Saelens, Sipèentandan

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Phase II Continuity of Learning Begins Next Week - Caroline County Public Schools

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English - Spanish - Haitian Creole Dear Families: Phase II of the Continuity of Learning Plan begins Monday, April 6th, with details provided in our new website section. Administrators and teachers either have been or will be in touch through phone call and/or email to provide specific grade level details.

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Closed July 8

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Online Survey Software | Qualtrics Survey Solutions

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The most powerful, simple and trusted way to gather experience data. Start your journey to experience management and try a free account today.

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State Application for Local Districts Offering Intensive, Evidence Based “Tutoring” in Reading and Math

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State Application for Local Districts Offering Intensive, Evidence Based “Tutoring” in Reading and Math

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CARES Act Funds $100 Million Maryland Investment in Academic “Tutoring”

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CARES Act Funds $100 Million Maryland Investment in Academic “Tutoring”

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About the “tutoring” —> https://governor.maryland.gov/2020/06/29/governor-hogan-and-superintendent-salmon-announce-210-million-in-covid-19-relief-for-remote-learning-and-targeted-tutoring/

Application is posted below.

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Special Education: Reading and Math Recovery due to COVID-19 Learning Losses

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Special Education: Reading and Math Recovery due to COVID-19 Learning Losses

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“COVID-19 Recovery Efforts, Special Education Dept. – Reading & Math
The Special Education Department is offering sessions to support students who may have been impacted due to the COVID-19 crisis in the areas of reading and math. Session dates, times, topics, and meeting links can be found in the chart; descriptions and details are listed below the chart.”

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The Montgomery County Board of Education (Board) conducted a virtual business meeting on Monday June 29, 2020. All Board members participated remotely, given the current health and safety concerns due to the COVID-19 (coronavirus) crisis. During the meeting, the Board discussed the recovery of education plan; approved amendments to associations' agreements; approved three resolutions to during New Business items; appointed a new member to the ethics panel and made administrative appointments.

The agenda for the meeting, with links to related materials, can be viewed on the Board of Education website.

Watch the recording of the June 29, 2020, meeting.

At the start of the meeting, Board President Shebra Evans, on behalf of the Board, voiced concern over the recent allegations of sexual assault and racism shared by MCPS students over social media and correspondence shared with the Board. Mrs. Evans urged victims and their families to contact the Montgomery County Police Department, Victim Assistance in Sexual Assault Program, the confidential Montgomery County Hotline, or Every Mind and stressed the district's commitment to investigate the allegations. Superintendent Jack Smith also reiterated this message and stressed his commitment to follow-up on these allegations and to and protect the well-being of students, particularly those who are disadvantaged.

Recovery of Education Plan

In the wake of COVID-19 and as part of ongoing efforts to address the academic and social-emotional needs of all Montgomery County Public Schools (MCPS) students and students' overall well-being, the Board, Dr. Smith, and MCPS leadership continued the discussion about the Recovery of Education Plan, a discussion that began at the Board's June 11, 2020, Board meeting. Dr. Monifa McKnight, deputy superintendent, offered an update on the work being done and shared the focus on priorities, including partnering with the Department Health and Human Services and County Operations Team on managing COVID-19 and efforts to give students a "real school experience." Dr. McKnight and staff members offered highlights on the vision and goals for summer programs; the meal program; innovative school programs guiding principles for teaching and learning, innovative calendar schools, Extended School Year (ESY) program for special education students, professional development, and the importance of engaging students and stakeholders throughout the planning process. The plan will continue to be developed and implemented through an equity lens, as the cornerstone of the work.

It was stressed that the presentation and discussion at this meeting represent initial thinking and an exploration of the possibilities for remote and in-person instruction in accordance with local health officials. Staff shared guiding principles for the framework for fall recovery, a robust program that includes: planning, strong first instruction and assessments by teachers-all within a context of moving into a new space of organizing and deploying models of teaching and learning through a remote environment. Focus on the essential components presented in the Maryland Together: Maryland's Recovery Plan for Education will be included in the School Year 2020-2021 fall re-entry planning.

View the Power Point presentation, which includes these essential components.

The Board will continue the discussion on the Recovery of Education Plan at its July 14, 2020, business meeting and will approve a plan to be posted online and submitted to the Maryland State Department of Education (MSDE) by August 14, 2020.

Amendments to Associations' Agreements

Board members briefly discussed the amendments to the associations' agreements presented by staff. The amendments extend current 2018-2020 negotiated contracts with Montgomery County Association of Administrators and Principals (MCAAP), Montgomery County Education Association (MCEA), and Service Employees International Union (SEIU Local 500) for one month to July 31, 2020. Board members approved the superintendent's recommended amendments.

Read the superintendent's recommendation to approve the extension of the Board of Education's negotiated agreement with the MCAAP for the 2018-2020 School Years:

Read the superintendent's recommendation to approve the extension of the Board of Education's negotiated agreement with the MCEA for the 2018-2020 School Years:

Read the superintendent's recommendation to approve the extension of the Board of Education's negotiated agreement with the SEIU Local 500 for the 2018-2020 School Years:

Read the 2018-2020 agreements for MCAAP, MCEA and SEIU Local 500 on the MCPS website at the following link: https://www.montgomeryschoolsmd.org/departments/associationrelations/

The Board adopted the following resolutions to address educational equity, to review the names of awards and to expeditiously rename Col. E. Brooke Lee Middle School :

The Board approved a resolution to expedite the community engagement and renaming process for Col. E. Brooke Lee Middle School so that the facility is renamed by the Board no later than its November 10, 2020;

The Board approved a resolution directing the superintendent to take steps to support the academic achievement of struggling students; and

The Board also approved a resolution to conduct a comprehensive review of the names, titles and/or history of all awards and honors given to staff, students or community members by or in the name of MCPS and report findings and recommendations to the Board no later than January 2021.

Ethics Panel Member Appointed

The Board appointed Ms. Susan F. Beard to serve a three-year term on the Ethics Panel, effective July 1, 2020 and ending June 30, 2023.

Human Resources Appointments

The Board approved the following administrative appointments:

Dr. Helen A. Nixon, currently assistant superintendent for Human Resources, Fairfax County Public Schools, as associate superintendent, Office of Human Resources and Development;

Dr. Kecia L. Addison, currently acting director, Office of Shared Accountability, as director, Office of Shared Accountability;

Troy E. Boddy, currently director, Equity Initiatives Unit, Office of the Chief Academic Officer, as director, Equity Initiatives Unit, Office of the Deputy Superintendent;

Christopher C. Cram, currently business operations supervisor, Public Information and Web Services, as director, Department of Communications;

Pete Dejtisakdi, currently supervisor, Help Desk and Technology Services and Support, as director, Business Information Services, Office of Technology and Innovation;

Dr. Rotunda Floyd-Cooper, currently principal, Martin Luther King, Jr. Middle School, Prince George's County Public Schools, as director of learning, achievement, and administration, Office of Teaching, Learning and Schools;

Nicole A. Sosik, currently principal, A. Mario Loiederman Middle School, as director of Special Programs, Innovation and Outreach, Office of Teaching, Learning and Schools;

Dr. Jeffrey K. Sullivan, currently director, Systemwide Athletics, Office of the Chief Operating Officer, as director of Systemwide Athletics, Office of Teaching, Learning and Schools;

Shella B. Cherry, currently coordinator, Student Leadership and Volunteers, Office of Student and Family Support and Engagement, as director of Student Leadership and Extracurricular Activities, Office of Teaching, Learning and Schools;

Dr. Karen D. Crews, currently supervisor, School Counseling Services, Office of Student and Family Support and Engagement, as director of Student Well-Being and Achievement, Office of Student and Family Support and Engagement;

Stephanie S. Sheron, currently principal, Briggs Chaney Middle School, as executive director, Office of the Deputy Superintendent;

Jaclynn M. Lightsey, currently assistant principal, Thomas S. Wootton High School, as supervisor, English Language Arts and Secondary Literacy, Office of Curriculum and Instructional Programs;

Rose S. Alvarez, currently assistant principal, Earle B. Wood Middle School, as principal, Lakelands Park Middle School;

Holly A. Hill, currently principal intern, Ashburton Elementary School, as principal, Wayside Elementary School;

Dr. Stacy L. Smith, currently principal, Adams Traditional Academy, Choice Academies, Inc., Phoenix, Arizona, as principal, Bells Mill Elementary School; and

Elizabeth Lacoursiere, currently principal, St. Francis Middle School, Minnesota Independent School District 15, as principal, Carl Sandburg Learning Center.

The Board shared words of appreciation and farewell for the outgoing student member of the Board, Nathaniel Tinbite.

Facilities and School Construction

The Board approved the architectural appointment for Burnt Mills Elementary School Major Capital Project.

The Board approved the architectural appointment for Neelsville Middle School Major Capital Project

The Board approved the architectural appointment for South Lake Elementary School Major Capital Project

The Board approved the architectural appointment for Stonegate Elementary School Major Capital Project.

The Board of Education is scheduled to hold its next business meeting on Tuesday, July 14, 2020. The virtual format of this meeting will continue, given the current COVID-19 crisis. The agenda is subject to change. Please check the Board of Education website and meeting calendar for further information.

About the Board of Education
The Montgomery County Board of Education is the official educational policymaking body in the county. The Board is responsible for the direction and operation of the public school system. The Board consists of seven county residents elected by voters for a four-year term and a student elected by secondary school students for a one-year term. Board members are elected countywide but run at-large or from the Board district in which they reside.

Montgomery County Board of Education: Mrs. Shebra Evans, president; Ms. Brenda Wolff, vice president. Members: Ms. Jeanette E. Dixon, Dr. Judith Docca, Mrs. Patricia O'Neill, Ms. Karla Silvestre, Mrs. Rebecca Smondrowski, and Mr. Nathaniel Tinbite, student member. Dr. Jack R. Smith, superintendent of schools and secretary-treasurer. Office of the Board: 240-740-3030.

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Board of Education Meets Virtually and Discusses the Recovery of Education Plan; Approves Amendments to Associations' Agreements; Approves Three Resolutions During New Business Items; Appoints a New Member to the Ethics Panel; and Makes Administrative Appointments

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The Montgomery County Board of Education (Board) conducted a virtual business meeting on Monday June 29, 2020. All Board members participated remotely, given the current health and safety concerns due to the COVID-19 (coronavirus) crisis.

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Re-Opening: Planning for the 20-21 School Year

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Re-Opening: Planning for the 20-21 School Year

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Updated July 6, 2020
School start date delayed until after Labor Day
https://digitaledition.baltimoresun.com/html5/mobile/production/default.aspx?edid=5083c1c0-d814-4524-aa3b-87dbe3e7105e&=disable-dss

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skip to main content

Because of the uncertainties surrounding the start of the 2020-2021 school year due to the unknown status of COVID-19, HCPSS is leading a process to detail multiple solutions to provide for all students' academic needs and ensure appropriate supports.

The solutions will be guided by the decisions of the Maryland State Department of Education (MSDE) and input provided by students, families, staff and stakeholders, and will be progressively refined as the situation evolves.

2020-2021 Planning Documents and Presentations

Board of Education Work Session, June 16, 2020 ( archived video) Board of Education Meeting, July 9, 2020 ( archived video)

Public Input

Surveys to provide structured input and feedback to help guide solutions for the 2020-2021 school year were open June 16-July 1. Survey results were redacted to remove Personally Identifiable Information. Open responses and any multiple choice items that allowed respondents to enter open-ended comments that have not been redacted are not included.

Survey Results

Presentation of Survey Results

Additional feedback may be provided by emailing fall-input@hcpss.org. Feedback which will be shared with staff and stakeholders working on 2020-2021 school year planning. Due to the volume of emails, not every email will receive a response.

State Guidance

The decision to close schools on March 13, 2020, was made by State Superintendent, Dr. Karen Salmon, who will also determine the state of reopening this fall. Though MSDE will determine the number of students and staff who may return, the status of state assessments, the return of athletics and other extracurricular activities, and many other critical decisions, local districts have significant flexibility to implement solutions that work best for our communities.

FAQs

We continue to update answers to our most frequently asked questions regarding the 2020-2021 school year.

Recovery Team

HCPSS convened an internal team of staff to begin developing plans for summer and fall programming. Four sub-committees were formed:

These committees are comprised of staff from the following HCPSS offices:

Assessments and Reporting

Budget and Finance

Communications, Community and Workforce Engagement

Cultural Proficiency

Curriculum, Instruction, and Assessment

Data Privacy

Digital Education

Diversity, Equity and Inclusion

Health Services

Human Resources

Information Technology

Leadership Development

Operations

Safety, Emergency Preparedness & Response

School Management and Instructional Leadership

Student Services

Recovery Plan Stakeholder Group

HCPSS convened a Recovery Plan Stakeholder group, whose members include parents, students, staff, administrators, and community members, as well as representatives from the health community. This group will review the survey results, emailed feedback and other data to inform and help to refine planning for the fall.

The decision points that HCPSS staff, the Recovery Plan Stakeholder group, and committees are working toward include:

The instructional model, whether it will be in-person, distance learning, or a hybrid model combining in-person and distance learning

The possibility of a digital school option, and what that will look like and how it will be managed

Alignment of curriculum implementation to the instructional model

Class and teaching schedules, which will be determined by the instructional model

Fall athletics and other extracurricular activities

Before- and after-care provided by community groups in HCPSS buildings

Transportation considerations when some or all students return to school buildings

Food and nutrition plans for the fall

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skip to main content Because of the uncertainties surrounding the start of the 2020-2021 school year due to the unknown status of COVID-19, HCPSS is leading a process to detail multiple solutions to provide for all students' academic needs and ensure appropriate supports.

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July 9, 2020

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Special Education: Recovering Learning for SWD

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Special Education: Recovering Learning for SWD

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Offer Feedback on Re-Opening Plans
Family Survey: https://bit.ly/cityschools-survey
Student Survey: https://bit.ly/bmore-student-survey

http://baltimorecityschools.org/reopening

“Baltimore is considering a split schedule, with half the students going to school buildings for one week while the other half stays at home. Another option would be to allot one day of the week for the most vulnerable groups, such as students with disabilities and English language learners, so that they could have more time in school. Baltimore City will also have an all virtual option, Santelises said."  Maryland Matters

BTU, Baltimore Teachers Union, signed a letter to the Governor that rejects the hybrid model because of health concerns and makes a case for all learning online through December.

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Reopening | Baltimore City Public Schools

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July 8: Includes results of family survey, summer learning plans and re-opening planning information.

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Anne Arundel County Public Schools (AACPS)

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Summer Recovery and Fall Reopening Update 7-8-20

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2 choices: Online learning OR hybrid

“An online parent and community survey conducted by the school system last month received 9,299 responses. According to the survey, 23.8% of respondents were comfortable with students returning to school in the fall, 38.7% of respondents were comfortable with students returning in a limited, phased in manner and an almost equal number, 37.5%, were not comfortable with students returning to school and would prefer to have remote or virtual instruction.

“Roughly 62% of those who responded would like to see an option where in-person instruction is included in the choice,” noted Jason Stoddard, director of school safety and security.

The vast majority of respondents — 91% — said that their students had access to a computer or device they could use for online instruction, and an even greater number – 95.1% — said they had reliable internet and WiFi access – not surprising, Stoddard said, since the survey was only available online.

“One thing to keep in mind … as we digest this information; we likely did not hear from those who don’t have electronic devices or live in an area where there is no internet access, because the survey was done via electronic means and we did not send out home surveys or paper surveys,” Stoddard said.

Hill said that two options were being considered; a hybrid model and distance learning only.”

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How States and Districts are Responding to COVID

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How States and Districts are Responding to COVID

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Chiefs for Change

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Chiefs for Change, a bipartisan network of state and district education leaders, created this digital report to explain how school systems are responding to the COVID-19 pandemic. The report provides current information as well as an historical record of the work chiefs and their teams did immediately after the coronavirus began to spread.

Today, June 19, we have updated the report with new details of how our members are redesigning nearly every aspect of schooling in an effort to protect community health and support student learning. We added the following new sections: "Reopening in the Fall," which explains how systems are grappling with a wide range of challenges as they plan to reopen schools; "Congressional Testimony," which summarizes the testimony of our three of our chiefs about their reopening plans; and "Support and Recommendations for Education Systems," which describes how Chiefs for Change is supporting our members. In addition, in the "Support for Seniors" section, we incorporated information on how systems celebrated their 2020 graduates and are supporting them in the transition to life after high school.

We have retained all of the original report content that was first published on April 15. In some cases, that content has been updated with short blurbs, noted in italics. In instances where the original content is no longer timely, it has been archived but remains accessible by expanding the section. As we stated when we first published this report, it is not intended to be an exhaustive account of every issue across our membership; rather, it provides a snapshot of the challenges Chiefs for Change members face and the strategies they are using to address those challenges.

Our chiefs continue to meet virtually on a regular basis to discuss developments in their systems and plan for what lies ahead. We will continue to update this report based on those conversations and as the work evolves.

The coronavirus pandemic presents unprecedented and profound challenges. State and district education leaders are on the front lines, working to protect the health of school communities, meet students' immediate needs, and provide academic instruction all while responding to breaking developments in real time. It is unclear when and how schools will reopen. Superintendents and education commissioners are planning for an uncertain future: More students and staff may fall ill or even die; countless children will need remediation for lost learning time; and widespread economic disaster will lead to massive budget cuts that could have devastating consequences.

Chiefs for Change is a bipartisan network of state and district education leaders who oversee systems that collectively serve more than 7 million students across the United States. There is no blueprint for how to deal with a crisis of this magnitude. In this crucial moment, supporting our chiefs, members of our Future Chiefs leadership development program, and other educators is our top priority.

Even before schools closed, we established weekly communities of practice to give our leaders a forum to discuss challenges related to COVID-19 and how they are responding. Acting on what we learn, we are doing everything possible through our technical assistance; federal advocacy; external communications; partnerships; and outreach to philanthropy to get students, families, and schools the help they need.

Though not an exhaustive account of every issue across our membership, this report provides a snapshot of the challenges Chiefs for Change members face and the strategies they are using to address those challenges in five key areas: basic needs, technology, distance learning, support for seniors, and economic impact.

We are in awe of our chiefs' fearless and heroic work to protect students and families today and preserve America for tomorrow.

Working with the Council of Chief State School Officers and the consulting group McKinsey & Company, we are creating resources for members who are developing and implementing plans for the 2020-2021 school year. The initiative involves synthesizing, codifying, and disseminating lessons from school systems across the nation and around the world.

Update as of June 25: The first of three webinars conducted with McKinsey & Company was focused on operational planning for reopening in the fall. Topics included learning from schools that have reopened in other countries, managing constraints associated with the physical size of schools and buses, and building a schedule for the new normal. See the webinar below and the associated presentation here. We will also post future webinars and related materials on this site.

Relatedly, we collaborated with the consulting firm Grand Isle Group to create the " School Reopening Workbook: A Tool for School Districts. " The workbook is a baseline 100-day plan that teams can use to inform operational decisions about school reopening and can be adapted to meet a district's individual needs. The template includes various categories such as staffing roles, meeting frequency, and suggested milestones and deliverables. It also outlines health guidelines and considerations for protecting students, employees, and families.

In addition, we partnered with the Johns Hopkins Institute for Education Policy on a report that outlines relevant research and key recommendations for reopening schools. The report, titled, "The Return: How Should Education Leaders Prepare for Reentry and Beyond?," provides recommendations in four areas that we and the institute believe will have the greatest impact on student achievement and wellbeing. Drawing on scientific studies, lessons from international systems, and the insights of education leaders on the ground, the report recommends:

Transitioning from the agrarian school calendar to a longer and more flexible academic year.

Adopting staffing models that ensure students are taught by teachers with deep subject-matter and instructional expertise, while other educators provide one-on-one academic and social-emotional support.

Intently focusing on the social and emotional wellbeing and skills of students, including providing opportunities for students to practice self-regulation, perseverance, and ownership of their learning in distance environments throughout the year.

Comprehensively adopting high-quality instructional materials with robust teacher supports and curriculum-aligned formative and summative assessments.

The report notes that all reopening plans should ensure physical school environments comply with public health guidelines designed to prevent an outbreak of the virus and additional closures.

How the Federal Government Can Help Meet Technology Needs

An engineer in Guilford County Schools in North Carolina tests the Wi-Fi signal after installing new equipment.

Despite education leaders' concerted efforts to provide technology, massive needs remain. As part of our broader advocacy efforts, we have outlined important steps the federal government and others can take now, and have called for sweeping changes for the long term.

Specifically, we are pushing for additional federal funding for technology and connectivity and have urged the White House and telecommunications companies to remove obstacles that prevent students from learning while they are away from school. Our CEO, Mike Magee, raised the issue on a call with Vice President Mike Pence and U.S. Education Secretary Betsy DeVos. We also sent letters to Ajit Pai, chairman of the Federal Communications Commission (FCC), and America's largest telecommunications companies.

More than 700 companies signed the FCC's Keep Americans Connected Pledge to temporarily waive late fees, maintain service for customers facing financial hardship, and open Wi-Fi hotspots to those who need them. After hearing from our members, we raised another important and related issue: Companies often require individuals to pay off an outstanding balance on their account in order to reconnect to the internet. As such, even in instances where districts can provide devices to their students, many children are unable to use that technology because they can't get online. Our letter to Chairman Pai asks the FCC to amend its pledge and have companies make the additional commitment to suspend policies that require people to pay off outstanding balances to restore service. Our letter to telecommunications companies implores them to immediately discontinue all policies that keep families with school-age children from obtaining service in the midst of the national emergency.

In addition, we urge the FCC to allow districts to use federal E-Rate funds, traditionally reserved for schools and libraries, to purchase Wi-Fi hotspots that can be loaned to students as well as for other innovative strategies for expanding home internet.

The coronavirus pandemic has made obvious to the broader public what many in education have long known: In today's world, access to the internet is a necessity-it is not a luxury simply for those who can afford it. Our board chair, Pedro Martinez, wrote an op-ed calling for federal and state governments to partner on a grand initiative to expand broadband access to every home in America.

This section was originally posted April 15. It has been archived, as it covers the work that systems did to transition to distance learning in spring 2020. To learn what systems are doing to prepare for the 2020-2021 school year, see these sections above: Reopening in the Fall, Congressional Testimony, and Support and Recommendations for Education Systems.

From Sesame Street to Mr. Rogers, public television has helped shaped the lives of so many children in our state and country. Thank you to the TN @PBS stations for jumping in to help our students continue learning during school closures. #LearningInPlaceTN https://t.co/H4wfm6YgfG
- TN Dept of Education (@TNedu) April 2, 2020

Unwilling to accept months of lost learning time for students, districts and state education departments are working to help children stay connected to their schools and shift to a distance learning model and remote instruction. While there are districts within our membership that already had some digital curriculum in place, other systems are not as far along. Regardless, this unanticipated and complex transition involves many aspects and tremendous collaborative effort, including:

Creating coursework for new platforms and a variety of formats. Due to the digital divide, all districts are offering paper learning packets with assignments for each subject and grade. Like many systems, Cleveland Metropolitan School District streamlined the distribution of resources by making learning packets available at food pickup sites. Some districts provided backpacks with books, learning materials, and supplies for students who do not have access to technology. Meanwhile, the Tennessee Department of Education and several other systems have partnered with cable access and public television stations to air educational content each day. In many cases, the programming is available in English and Spanish. In areas where devices and internet connectivity are available, districts are providing instruction online through an array of methods such as virtual classroom meetings and lectures; prerecorded video lessons; and aligned readings, multimedia, and assignments. A number of systems have establishedsites that offer a central location for students to watch weekly messages, submit their work, attend virtual field trips, and participate in STEM challenges, among other things. Stockton Unified School District in California took its recently implemented curriculum and converted instructional materials into a digital format. In some systems, the most experienced or effective teachers in a subject or grade are developing and delivering lessons across multiple virtual classrooms, while their colleagues provide one-on-one assistance and small group instruction.

Families, MDE has compiled a host of learning-at-home resources for students in pre-K through grade 12 to support student learning during the extended school closure. Check it out! #msedu #teachms https://t.co/t234OathSZ
- MS Dept of Education (@MissDeptEd) March 23, 2020

Training and supporting staff to teach remotely. Districts swiftly began training teachers in how to use online platforms and resources and provide remote instruction to their students. Given staff members' varying levels of technological proficiency and the challenge of training so many people on such a short timeline, some districts are letting teachers decide how to support their students. Teachers who prefer a low-tech approach might answer calls on a homework hotline, for example, while others work with students over FaceTime or lead classroom discussions on Zoom. Colorado, Hawaii, Mississippi, and Ohio are among the states where the departments of education have created resource hubs to help educators in the transition to distance learning. Alaska also set up a platform for educators to share ideas with each other.

Providing services for students with disabilities and English learners. Our chiefs are committed, to the best of their ability and capacity, to serving all students-including those with disabilities and English learners-during the crisis. Districts are taking a number of steps to ensure their most vulnerable students have the supports they need while they are away from school. Special education teachers in Boulder Valley School District (BVSD) in Colorado, for example, met to determine needs, service provider availability, and resources for students based on their Individualized Education Programs. Whenever possible, for remote services, BVSD is pairing students with specialists children already know from school. The district also worked to identify high-quality virtual programs, such as video conferencing platforms where the language translation and closed captioning are most clear, and created a collection of resources for parents and caregivers. In some systems, physical therapists record activities that families can do at home and the district posts and shares those videos through a virtual library. Some districts, like Denver Public Schools, are partnering with local advocacy groups to get their input on how to most effectively serve students with disabilities through distance learning.

Grading. Districts across our membership are making complicated decisions about how to adjust grading procedures so they are fair but still motivate students to fully engage in distance learning. Many districts have transitioned to pass/fail grading systems for the fourth quarter. While content will continue to be delivered, systems will rely on a student's cumulative score at the end of the third quarter or when schools closed. Teachers are using online platforms to track attendance and course engagement. Many districts are not penalizing students who are unable to complete their coursework. In a number of cases, teachers are also holding virtual office hours and finding other ways to provide feedback on assignments.

Long-term planning for educational recovery. Even with sound distance learning plans, sudden and extended school closures will inevitably hinder student achievement. Baltimore City Public Schools is among the districts that is queueing up additional student supports that will be available once the area moves beyond its peak COVID-19 response. A number of our members are already developing re-entry strategies and curriculum. Leaders are planning for how to address lost learning and accelerate progress, whether through intensive summer programs, extended school calendars, robust tutoring initiatives, or other interventions.

States and districts already responding to the devastating economic effects of the pandemic are bracing for conditions to get even worse. Education is one of the largest expenditures in state and local budgets. With skyrocketing unemployment and a projected cratering of property and sales tax revenues, systems expect deep cuts. Among the measures districts are taking today: renegotiating contracts; curtailing overtime and travel; exploring Medicaid reimbursement for mental health supports and services for children with special needs now being provided outside school buildings; and implementing staffing caps and a freeze on discretionary spending and hiring. In Broward County Public Schools in Florida, employees with a teaching credential who have not been leading a classroom will be reassigned to fill vacant teacher positions. In other districts, superintendents are personally approving all new hires. The fiscal catastrophe comes as systems are grappling with how to cover unforeseen expenses, including, for many, a major investment in technology to support distance learning, rising health care costs, and an actuarial adjustment that could lead to ballooning pension obligations.

Update as of June 19: Chiefs for Change Board Member and Broward County Public Schools Superintendent Robert Runcie published this op-ed about the need for additional federal emergency funding for K-12 schools and discussed the op-ed on Fox Business Network.

In 2009, the federal government moved to mitigate the impacts of the Great Recession by approving the American Recovery and Reinvestment Act, a stimulus package that included roughly $100 billion for education. While the full extent of the economic damage caused by the pandemic is not yet known, the consequences will likely match or exceed any our nation has ever seen.

The recently enacted $2 trillion stimulus legislation, known as the Coronavirus Aid, Relief, and Economic Security Act, includes $30.75 billion for education. Only $13.5 billion is dedicated specifically to K-12 systems. This is woefully insufficient. Although we applaud Congress and the administration for working in a bipartisan manner to reach an agreement, the funding is not nearly enough to meet the extraordinary needs of schools, students, and families struggling to cope with the wide-ranging effects of COVID-19. The federal government must provide resources for public education that are commensurate with the tremendous challenges systems face now and in the days ahead.

Update as of June 19: Chiefs for Change issued this statement in response to approval of the Health and Economic Recovery Omnibus Emergency Solutions Act in the U.S. House of Representatives.

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How Districts and State Education Systems are Responding to Covid-19

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Chiefs for Change, a bipartisan network of state and district education leaders, created this digital report to explain how school systems are responding to the COVID-19 pandemic. The report provides current information as well as an historical record of the work chiefs and their teams did immediately after the coronavirus began to spread.

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The NOLA Public Schools district released its "roadmap to reopening" Wednesday detailing how it plans to open schools amid the COVID-19 pandemic this fall, including prioritizing the full-time return of the city's youngest students to campuses first.

"As a system of schools, we have prioritized in-person learning whenever possible, especially for our youngest learners in grades Pre-K to 4th grade," schools Superintendent Henderson Lewis Jr. wrote in a letter introducing the 17-page document.

In a stricter measure than what the state is recommending - but following the lead of city officials - nearly all students will be required to wear masks, with limited exceptions. Hand washing, spaced out desks, and small groups will also be the norm when schools reopen in early to mid-August.

The unprecedented three-month statewide closure of schools, due to rising cases of COVID-19 in March, left schools scrambling to put together remote learning plans, equip students with internet access and computers and find a way to feed them. The state managed to "flatten the curve" significantly during a statewide stay-at-home order. But it is now in its second phase of reopening the economy, and cases are once again on the rise.

"I appreciate the thought and care that went into this plan that prepares for every possible scenario," Mayor LaToya Cantrell said in a joint press release with district leaders. "It's imperative that we continue to work together, especially during this changing landscape, to ensure students and teachers, as well as their families, are as safe as possible this upcoming school year."

"Requiring face coverings for staff and older children, limiting large groups and gatherings, and strict sanitation on school campuses are simple but critical steps we can take for preventing the spread of COVID-19," City Health Director Jennifer Avegno said.

It's not clear how the district's guidelines will be implemented, since nearly all schools in the city are charter schools and enjoy a greater degree of autonomy than traditional, direct-run schools.

The district only directly oversees one school, Mary D. Coghill Elementary in Gentilly Woods. Individual charter school plans, which could vary greatly based on busing and classroom sizes, are expected to be released next week, according to the district.

The district described the document as "operational expectations," but independent charter schools could implement variations of the district's plan, as each charter school group has final say in how it reopens.

Under the guidelines, if the city is in phase two when school returns, students in fifth grade through eighth grade will receive a mix of in-person and remote learning and schools with larger classrooms. High school students will attend school a minimum of two days each week. Schools can also allow students of any age with high-needs to return to in-person classes.

Buildings may open to more students if they can appropriately space them out and remain within the state's group size limits. In phase two, groups are limited to 25 people. That limit rises to 50 people in phase three.

"Any family who does not feel comfortable returning to school for in-person learning will have the option to learn from home," the document explains. Most schools will likely ask students to commit to remote learning for a quarter at a time to minimize students coming in and out.

Transportation will likely remain a key challenge for schools. If the city is still in phase two when students return, buses will be limited to 50 percent of their manufacturer's capacity. Limited capacity on school buses in the city's open-enrollment city will present logistical and potentially financial challenges.

If the state or city regresses to phase one, all schools will return to remote learning and cease in-person classes. In phase three, schools will still largely operate under phase two guidelines, but additional capacity, on school buses and in classrooms for example, may allow more students to attend class in-person.

The district worked with the Louisiana Department of Education, charter groups and state and city health departments to craft the guidelines. Its plan heavily mirrors guidelines released by the state last week. A one-page explainer illustrates how city schools will operate in phase one, two and three.

"All students and staff are required to wear a face mask/covering while in school," the document says.

That is a slightly harder line than the Department of Education took, only requiring masks of students in third grade and older. However, the district's plan does state it could include exceptions for younger students "given the developmental stage of students, which may require additional flexibility, along with the use of face shields."

Students with medical conditions, behavioral issues or other issues may be exempt from wearing masks.

Students must use hand sanitizer when they board the bus but their temperatures will not be checked until they arrive at school. Students and staff with a temperature above 100.4 degrees Fahrenheit will not be able to enter the building. Schools should designate doors as entrances or exits, and mark hallways with tape to ensure students move in one direction.

Students will still be able to receive therapy services at school. The provider must wear a mask.

The state has also provided guidance to schools to ensure that any students with disabilities who were adversely affected by the school closure receive special education services to ensure they meet their goals.

Read the district's full guidelines here and one-page summary here. Additional guidelines will be released in mid-July and as otherwise necessary, district officials said.

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District releases reopening guide, schools' plans to come next week | The Lens

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The NOLA Public Schools district released its "roadmap to reopening" Wednesday detailing how it plans to open schools amid the COVID-19 pandemic this fall, including prioritizing the full-time return of the city's youngest students to campuses first.

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Based on where the state of Maryland currently is with the governor's recovery plan, Frederick County Public Schools will likely operate under a hybrid model of in-person and virtual instruction for the 2020-2021 school year.

A draft of the "Frederick County Public Schools' Plan for Reopening and Advancing Forward" was recently uploaded to the Board of Education's BoardDocs website and will be presented to the board at its Wednesday meeting.

Various workgroups, which included members from all aspects of the FCPS community including teachers, parents and education support professional employees crafted the plan. The workgroups met throughout the month of June and collected feedback from students and parents.

FCPS outlined three scenarios or "stages" for instruction based on the uncertain circumstances of the COVID-19 pandemic and guidelines from the state and various health departments.

Stage 1 is a full virtual learning model similar to what was seen this past spring, Stage 2 is a hybrid model and Stage 3 is a traditional reopening of schools with some restrictions in place to account for health and safety concerns.

According to the document, the FCPS workgroups spent the majority of their time planning for a Stage 2 reopening.

In Stage 2, students at both the primary and secondary levels will be divided into two groups based on academic needs, their mode of transportation to school, their course selection and other specialized needs.

The groups, called Cohort A and Cohort B will attend school in-person on different days. Cohort A will attend school on Mondays and Tuesdays while Cohort B is engaged in virtual instruction. On Wednesdays, the school buildings will be closed and undergo deep cleaning, while all students participate in virtual instruction.

On Thursdays and Fridays, the model will flip with Cohort B attending school in person and Cohort A learning virtually.

"FCPS believes that the Hybrid Model of instruction is the most robust and supportive instructional model for students if social distancing is required," the document states.

Families will also be allowed to select a full, five-day virtual instruction option if they do not feel comfortable sending their children to school or if there are familial health considerations that must be accounted for.

For students riding the bus, FCPS plans to allow one student per seat for a total of 22 students per bus. Student arrival and dismissal times will be staggered to prevent large crowds from gathering and buses will be cleaned after each ride.

Drivers and students will be required to wear face coverings while on board.

Students, in general, will be required to wear face coverings or masks in school buildings if social distancing guidelines of six feet of separation cannot be followed.

Students will not have to wear face coverings during outdoor recess or if they have breathing problems or cannot physically remove a covering themselves.

For lunch, both the cafeteria and classrooms will be used. The FCPS Food and Nutrition Services department plans to streamline menu options or serve individually-plated meals to students, although bringing a lunch from home is highly recommended.

In the draft plan, FCPS noted that distance learning models were adjusted based on feedback received from parents and students at the end of the last school year.

"Consistent feedback requested a desire for more teacher instruction versus support sessions. Students wished for more clarity in teacher direction and assignments... families requested a desire for students to be in one digital platform to administer virtual learning," the plan says.

Based on these responses, the draft plan said all FCPS teachers received professional training on how to use Google Meet this summer and that the Schoology Learning Management System will be used by all staff for distance learning during the 2020-2021 school year.

Grading will also return to normal, instead of the pass/fail method that was used for the fourth quarter of the 2019-2020 school year, according to the plan.

"Teachers indicated a reduction of engagement from students particularly at the secondary level and a large majority of students/parents actually opted for the traditional letter grade to earn "credit" for their hard work during distance learning this past spring," the plan said.

Despite returning to regular grading regulations though, considerations will be made based on each student's situation.

Student attendance will also be handled differently. Students are expected to be marked "present" if they engage with some sort of school activity during the day.

"The definition for a student being 'present' may look quite different," the plan said. "There may be barriers which prevent students from completing learning activities on a daily basis, and during standard school hours ... lack of engagement during traditional school hours should not be a determining factor in noting whether or not a student is present or absent for the day."

Besides the general logistics for how schools will operate come August, the draft plan also includes details on how FCPS will support students of minority groups such as English language learning students, special education students and students experiencing homelessness.

There is also a breakdown of how the school system plans to address mental health needs and support social emotional learning.

"Social Emotional difficulties should be anticipated upon the reopening of schools regardless of format," the plan said. "A primary focus on building positive relationships with teachers and peers will be the most powerful tool for helping students increase their readiness to learn."

Other small plans include temporarily barring the use of lockers and cubbies to maintain social distancing and obtaining and installing an additional 1,800 hand sanitizer dispensers throughout schools.

Every student at the secondary level will also be given a device such as a Chromebook, while students at the elementary level will be provided one if needed. Internet hotspots will also continue to be available.

"Connectivity and use of Chromebooks will be the primary vehicle for instruction for the 2020/2021 school year; therefore, FCPS is not planning to create, print and distribute packets on a large scale," the document said.

The full draft plan will be presented to the board of Education Wednesday. Public feedback of the plan is expected to be collected this month. A finalized version of the plan will be presented to the board in August.

Per the Maryland State Department of Education, FCPS will be required to have their recovery plan finalized and posted to its website by Aug. 14.

Follow Katryna Perera on Twitter: @katrynajill

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fcps plan for reopening and advancing forward

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FCPS plans to have both in-person and virtual instruction come August

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Based on where the state of Maryland currently is with the governor's recovery plan, Frederick County Public Schools will likely operate under a hybrid model of in-person and virtual instruction for the 2020-2021 school year.

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$100 Million for Targeted Tutoring and Remote Learning

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$100 Million for Targeted Tutoring and Remote Learning

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“In order to deal with learning loss due to time away from direct instruction and teacher intervention, Governor Hogan and Superintendent Salmon have allocated $100 million for local school systems that implement tutoring and learning programs designed to help students in need. Research has shown that the rate of learning gain can be improved with intensive tutoring. At-risk students are most often identified based on math and reading scores that are significantly below their grade level.”

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Resources Will Help Local School Systems Address Learning Gap and Digital Divide, Expand Rural Broadband
In Total, Governor Has Committed More Than $255 Million in Federal Resources to Help Students Affected By COVID-19
ANNAPOLIS, MD -Governor Larry Hogan and State Superintendent Karen Salmon today announced $210 million in additional funding to help Maryland schools and students most affected by the COVID-19 pandemic. This funding, allocated through the federal CARES Act, will be used to ensure that more students have access to remote learning, and expand targeted tutoring initiatives for at-risk students.

"For six straight years, we have provided historically high state funding for our schools, while fighting for more accountability for Maryland parents, teachers, and taxpayers, and working to achieve better results for our children," said Governor Hogan. "Education has been, and will continue to be, our administration's highest priority. While many states have already seen significant cuts and layoffs, in Maryland, we are going to do everything we possibly can to level-fund K-12 education."

"Long-standing gaps in educational opportunity and access have been further exposed and widened by the COVID-19 pandemic," said Superintendent Salmon. "Our goal with these resources is to give local school systems the support and flexibility to help ensure that students most impacted during the crisis receive intense focus and priority in our recovery efforts. I want to thank the governor for recognizing the importance of these initiatives as we work to support our students, educators, parents, and community partners."
Remote Learning Enhancements: $100 Million
In total, the governor has now committed more than $255 million in CARES Act funding for education priorities.
Targeted Tutoring Initiatives: $100 Million
To address the digital divide, Governor Hogan and Superintendent Salmon have allocated $100 million to be made available to local school systems to ensure that students have access to the most up-to-date devices and connectivity. It is estimated that student devices need to be replaced when they are over four years old. Local school systems must also take into account having the staff necessary to deploy and maintain devices. Having this infrastructure in place is critical to the state's long-term recovery from COVID-19.
Rural Broadband: $10 Million
In order to deal with learning loss due to time away from direct instruction and teacher intervention, Governor Hogan and Superintendent Salmon have allocated $100 million for local school systems that implement tutoring and learning programs designed to help students in need. Research has shown that the rate of learning gain can be improved with intensive tutoring. At-risk students are most often identified based on math and reading scores that are significantly below their grade level.

The Governor's Office of Rural Broadband will construct a wireless education network for students' use in Western Maryland, Southern Maryland, and on the Eastern Shore. This network will initially be constructed in the areas that currently lack broadband service, but could be expanded to cover other areas of the state where access may be limited for other reasons. The state is proposing a wireless, Long-Term Evolution (LTE) network using frequency provided by the Federal Communications Commission (FCC) for educational purposes, or available unlicensed frequencies. In total, the governor has now committed $20 million in CARES Act funding to expand rural broadband and an additional $5 million for urban broadband.

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Governor Larry Hogan - Official Website for the Governor of Maryland

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Resources Will Help Local School Systems Address Learning Gap and Digital Divide, Expand Rural Broadband In Total, Governor Has Committed More Than $255 Million in Federal Resources to Help Students Affected By COVID-19 ANNAPOLIS, MD -Governor Larry Hogan and State Superintendent Karen Salmon today announced $210 million in additional funding to help Maryland schools and students most affected by the COVID-19 pandemic.

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School re-opening plan

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The coronavirus 2019 (COVID-19) pandemic has created profound challenges for communities, families and individuals. While some of the challenges that characterized the initial phase of the pandemic have eased in their intensity, such as the need for quarantine and physical isolation, continued guidance on the effects of and response to the virus and the pandemic is needed.

One of the most critical lessons of the COVID-19 pandemic is the importance of in-person school. Remote learning exacerbated existing educational inequities, was detrimental to educational attainment and drastically worsened the growing mental health crisis among children and adolescents. The American Academy of Pediatrics (AAP) has called for safe in-person learning since its original COVID-19 school guidance released on June 24, 2020. Schools do not significantly increase community transmission, especially when guidance outlined by the World Health Organization (WHO), United Nations Children's Fund (UNICEF), and Centers for Disease Control and Prevention (CDC) is followed. 1,2 Transmission of SARS-CoV-2 in schools can still occur. The risk may be greater for individuals and families who are not vaccinated. However, schools and school-supported programs are fundamental to child and adolescent development and well-being. Schools provide our children and adolescents with academic instruction, social and emotional skills, safety, reliable nutrition, physical/occupational/speech therapy, mental health services, health services, oral health care and opportunities for physical activity, among other benefits. ³ Families rely on schools to provide a safe, stimulating and enriching space for children to learn; appropriate supervision of children; opportunities for socialization; and universal support to cope with crisis and loss associated with the pandemic.

The AAP is committed to continuing to advocate for (1) using science to make local and state decisions to protect our communities from COVID-19; (2) combating disinformation and misinformation; (3) prioritizing in-person learning by continuing support for schools to implement recommended health and safety measures; and (4) creating policies that put the well-being of children and adolescents first, including children and youth who are immunocompromised or have a disability.

In order to safely keep children and adolescents in school, the following must happen:

All federal, state, and local policies must prioritize children and schools.

Schools need adequate federal, state and local funding and resources so they can continue to implement universal infection control mitigation and safety measures through robust school nursing and health services. This is required to protect students and staff from COVID-19, common respiratory infections and any other potential future threats.

School staff, including school nurses, teachers and administrators, should be supported as they continue to navigate in-person learning during the pandemic. They have had to work through new guidelines from various sources, funding issues, COVID-testing availability, school board changes and public backlash to provide our children and adolescents with the educational and socioemotional support they need to learn and thrive.

The mental health and well-being of children and adolescents must be prioritized and funded.

School policies should protect students, school staff and teachers using science as a guide.

COVID-19 vaccines and boosters as recommended by the CDC should be encouraged for students, staff and teachers. Vaccination has proven to lessen transmission, severity of disease and death. Adequate and timely COVID-19 vaccination resources for the whole school community must be available and accessible. School-located vaccine clinics are an important strategy to provide equitable COVID-19 vaccination. The CDC has information and recommendations available in its guide for planning school vaccination clinics.

Ensure that school administration and medical staff (ie, school nurses and nurse aides) are given ample training and funding to be regularly updated on changes and to implement the latest recommendations regarding COVID-19 operational guidance in schools.

School nurses and other school health services staff are responsible for the direct care of acutely ill and injured students, safety planning for students with chronic and life-threatening conditions, medication administration and skilled nursing services, screening, implementation of school wellness plans and many more critical functions that must continue. Support (including funding and additional staffing) and training for additional duties, such as on-site COVID-19 testing in schools for symptomatic students or screening with high-risk activities, must be provided.

School districts must be in close communication and coordinate with state and/or local public health authorities, school nurses, local pediatric practitioners and other medical experts, including widely sharing district COVID-19-related policies.

School policies should follow mitigation measure strategies to prevent the spread of the virus.

The AAP recommends COVID-19 vaccination for all eligible children and adolescents who do not have contraindications using a COVID-19 vaccine authorized for use for their age. Teachers and staff should also be vaccinated against COVID-19 as per CDC guidelines. Vaccination of all eligible individuals in schools is the single best strategy to protect students and staff from severe disease, hospitalization, and death and to maintain in-person learning.

People should stay home when sick with new symptoms and isolate.

People who are symptomatic or at high risk should be tested, following CDC guidelines. This will require providing adequate testing of students, teachers and staff.

Although not required in many school districts, indoor masking is still beneficial. Individuals should especially consider masking their child (and family) with well-fitting masks, in the following situations:⁴

If their child is currently ineligible for COVID-19 vaccine for medical reasons.

If their child is immunocompromised and may not have a protective immune response to the COVID-19 vaccine or is at high risk for severe COVID-19 illness.

If other members of the family are at higher risk of severe disease or are not immunized.

If they live in a community with "high" COVID-19 transmission, as in-school transmission has been observed more often in school districts that did not enact mask requirements. 5,6

In addition, some degree of school masking may be needed given the unique health circumstances of students who are immunocompromised or have disabilities in order to continue to receive in-person learning, particularly during times of high community transmission rates.

School health staff should be provided with appropriate medical personal protective equipment (PPE) to use in health suites. This PPE should include N95 masks, surgical masks, gloves, disposable gowns and face shields or other eye protection. School health staff should be aware of CDC guidance on infection control measures.

Improve ventilation in school buildings.7,8,9,10

Ventilation helps reduce exposure to SARS-CoV-2 and other respiratory pathogens as it helps dilute the viral load by reducing virus-containing aerosols in the air.¹¹ The allocation of funds by the US Department of Education to facilitate resources to improve ventilation in US schools acknowledges the importance of proper ventilation in preventing the spread of COVID-19 and improving indoor air quality overall.

In addition to increasing the flow of clean outdoor air when conditions permit, other simple measures to improve ventilation, such as properly placed fans, use of portable HEPA units (properly sized for the room) or creation of directional airflow, can help improve indoor air quality. 12,13

Certain previous strategies are not recommended (eg, the use of ozone-generating devices, the use of plastic or plexiglass dividers or desk shields). These are not helpful in reducing the spread of the virus and may serve as fomites.

Provide adequate and consistent opportunities for hand washing and appropriate school cleaning techniques.

The AAP strongly advocates for the re-emphasis of attendance.

The best way to reduce absenteeism is by closely monitoring attendance and acting quickly once a pattern is noticed. Daily school attendance should be monitored for all students, including students participating in in-person and distance learning. Schools should use multi-tiered strategies to proactively support student attendance for all students. Additionally, schools should implement strategies to identify and differentiate interventions to support those at higher risk for absenteeism. Local data should be used to define priority groups whose attendance has been most deeply impacted during the pandemic. Schools are encouraged to create an attendance action plan with a central emphasis on family engagement throughout any school year. ¹⁴

In an evaluation of Connecticut's attendance data from school year 2020-21, rates of chronic absenteeism were highest among predominantly remote students compared with students who were primarily in person; that gap was most pronounced among elementary and middle school students. Chronic absence was more prevalent among Connecticut students who received free or reduced-price lunch, students who were Black or Hispanic, students who were male and students who identified as English learners or having disabilities. ¹⁵ National pre-pandemic chronic absenteeism data mirror several of these demographic trends. ¹⁶

The importance of daily attendance, directly linked to long-term academic success and good health, cannot be overstated. Pediatricians should address school attendance in their office-based practices and communities and advocate on a system and policy level to reduce chronic absenteeism. Resources are available from the AAP and Attendance Works to guide pediatricians in these tiered interventions.

The AAP strongly recommends that school districts promote racial/ethnic and social justice by promoting the well-being of all children in any school COVID-19 plan, with a specific focus on ensuring equitable access to educational support for children living in under-resourced communities and children and youth with disabilities.

Schools can play a critical role in addressing racial and social inequity.

Schools should monitor and support the attendance of all students daily in both in-person and virtual settings.

Special considerations and accommodations to account for the diversity of youth should be made, especially for populations facing inequities, including those who are medically fragile or complex, have developmental challenges or have disabilities. Children and youth with disabilities should continue to receive "reasonable modifications to ensure that students with disabilities have meaningful access to in-person schooling without incurring an elevated risk of hospitalization or death due to COVID-19" under Title II of the Americans with Disabilities Act and Section 504 of the Rehabilitation Act.¹⁷

In addition, "based on the unique needs of the child, the team (school officials and the child's parents), could determine that some degree of masking is necessary to ensure a specific child can receive a free appropriate public education (FAPE) in the least restrictive environment (LRE)" under the Individuals with Disabilities Education Act.¹⁸

School policies should be guided by supporting the overall health and well-being of all children, adolescents, their families and their communities in addition to creating safe working environments for educators and school staff. This focus on overall health and well-being includes addressing the behavioral/mental health needs of students and staff.

These policies should be consistently communicated in languages other than English, when needed, based on the languages spoken in the community, to avoid marginalization of parents/guardians of limited English proficiency or who do not speak English.

Visit the CDC COVID-19 Prevention Strategies for additional information on mitigation measures.
In the following sections, some general principles are reviewed that policy makers and school administrators should consider as they plan for school as well as for before- and after-school programs. Several other documents produced by the CDC, the US Department of Education, the National Association of School Nurses and the National Academy of Sciences, Engineering, and Medicine can be referenced as well. For all of these, engagement of the entire school community, including families, teachers, and staff, regarding these measures should be a priority.

Special Considerations for School Health During the COVID-19 Pandemic

Behavioral Health/Emotional Support for Children and Adolescents

We must take the lessons learned from the pandemic and make them into actionable policy. The COVID-19 pandemic created profound challenges for communities, families, and individuals, leading to a range of emotional and behavioral responses. The loss of and grief over caregivers and trusted adults, the prolonged uncertainty and duration of the crisis, the rapidly changing and conflicting messages and the isolation as a result of remote schooling and the need for quarantine has led to a range of emotional and behavioral responses from children and adolescents. Populations with a higher baseline risk, such as historically under-resourced communities, children and youth with developmental disabilities and other special health care needs and children with pre-existing depression, anxiety and other mental health conditions, are especially vulnerable to these effects. Bereavement has a significant impact on the short- and long-term adjustment of children, their developmental trajectory, academic learning, psychosocial functioning and emotional adjustment and behavior. Students experiencing significant personal losses can be referred to school and community-based bereavement support programs, centers, and camps as well as to their pediatrician or other pediatric health care provider. Students with additional mental health concerns should be referred to school mental health professionals.

Schools are a vital resource to continue to address and provide resources for a wide range of mental health needs of children and staff. Schools must adopt an approach to provide mental health support during the school day. This may include improving and scaling up programs that increase safe and supportive environments within schools through school connectedness and youth connectedness as well as providing adequate staff training to address the socioemotional needs of students and staff in the school. Schools should consider including a trauma-informed lens and approach to all mental, emotional and behavioral health concerns. In addition, schools will have to provide sufficient counseling and therapy opportunities for students in need and strengthen connections with local mental health providers inside the school building, including school-based health centers. All of this will need to be provided at low or no cost to students and their families, which will require additional federal and local funding to ensure adequate programming for students and staff.

Suicide is the second leading cause of death among adolescents or youth 10 to 24 years of age in the United States. Schools should develop mechanisms to evaluate all students, whenever concerns about a risk of suicide are voiced by educators or family members. Schools should also establish policies including referral mechanisms for students believed to be in need of in-person evaluation even before they resume in-person instruction.

There has been an educational impact on children and adolescents as a result of the COVID-19 pandemic. Schools need to incorporate academic accommodations to support all students who are struggling and testing should be used to evaluate educational needs. The AAP discourages the use of testing to determine school funding. School should not be a source of further distress for children and adolescents.

Mental Health of Staff

The personal impact on educators and other school staff should be recognized. In the same way that students need ongoing support to process the information they are being taught, educators cannot be expected to be successful at teaching and supporting children without having their mental health needs supported. The strain on educators as they have been asked to teach differently while they support their own needs and those of their families has been significant. Additional challenges with staff shortages, illness and safety fears for themselves and their families, changing learning modalities and prolonged duration of the crisis continues to present additional challenges and further impact teachers and school staff. Resources such as Employee Assistance Programs and other means to provide support and mental health services should be prioritized. The individual needs and concerns of school professionals should be addressed with accommodations made as needed.

Students with Disabilities

The COVID-19 pandemic has impacted the delivery of special education services for students with disabilities. It has resulted in lost instructional time and related services or less effective delivery methods in other cases. Students with disabilities have also been impacted by the pandemic in similar ways as other students. The needs of children and adolescents with disabilities may have changed from what they were before the pandemic. As such, it is important for schools to consider frequent reviews of what those needs are and how they are reflected in each child's Individualized Education Program (IEP). There is a continued need to advocate for adequate funding to support special education services. Many school districts require adequate instructional effort before determining eligibility for special education services. However, virtual instruction or lack of instruction should not be reasons to avoid starting services such as response-to-intervention (RTI) services, even if a final eligibility determination is delayed.

Each student's IEP should be reviewed with the parent/guardian/adolescent yearly (or more frequently if indicated). All recommendations in the IEP should be provided for the individual child no matter which school option is chosen (in person, blended, or remote).

Some students with disabilities will need extra protection (masking by adults and students around them) even if the rest of the school has relaxed standards. ¹⁹ In addition, teachers and staff may need to use clear paneled masks to adequately serve students who are deaf or hard of hearing, students receiving speech/language services, young students in early education programs and English language learners.

On-site School-Based Health Services

On-site school health services, including school-based health centers, should be supported if available, to complement the pediatric medical home and to provide pediatric acute, chronic, preventive and behavioral health care. Collaboration with school nurses is essential, and school districts should involve school health services staff and consider collaborative strategies that address and prioritize immunizations and other needed health services for students, including behavioral health, vision screening, hearing, dental and reproductive health services. Plans should include required outreach to connect students to on-site services regardless of remote or in-person learning mode. School-based health centers (SBHCs) may want to serve as COVID-19 immunization sites in addition to providing childhood and adolescent vaccinations, for students and staff at their schools and in the surrounding communities. Public health agencies can provide support and technical assistance for SBHCs to assist them in establishing immunization clinics for all vaccines, including COVID-19.

Routine Immunizations

Pediatricians should work with schools and local public health authorities to promote childhood vaccination messaging throughout the school year. It is vital that all children receive recommended vaccinations on time and get caught up if they are behind as a result of the pandemic and vaccine misinformation. The capacity of the health care system to support increased demand for vaccinations should be addressed through a multifaceted, collaborative, and coordinated approach among all child-serving agencies including schools.

Existing school immunization requirements should be discussed with the student and parent community and maintained. In addition, although influenza vaccination is generally not required for school attendance, it should be highly encouraged for all students and staff. The symptoms of influenza and SARS-CoV-2 infection are similar and taking steps to prevent influenza will decrease the incidence of disease in schools and the related lost educational time and resources needed to handle such situations by school personnel and families. School districts may consider requiring influenza vaccination for all staff members.

Schools should collaborate with state and local public health agencies to ensure that teachers and staff have access to the COVID-19 vaccine and that any hesitancy is addressed as recommended by the Advisory Committee on Immunization Practices (ACIP) of the CDC. Pediatricians should work with families, schools, and public health authorities to promote receipt of the COVID-19 vaccine and address hesitancy and misinformation.

In order to vaccinate as many school staff, students, and community members as possible, school-located vaccination clinics (partnered or through SBHCs) should be a priority for school districts. Schools are important parts of neighborhoods and communities and serve as locations for community members after school hours and on weekends. These clinics should be conducted in collaboration with students' medical homes.

Vision Screening

Vision screening practices should continue in schools. Vision screening serves to identify children who may otherwise have no outward symptoms of blurred vision or subtle ocular abnormalities that, if untreated, may lead to permanent vision loss or impaired academic performance in school. Furthermore, there is some evidence that myopia has increased among children during the pandemic. 20,21

Hearing Screening

Safe hearing screening practices should continue in schools. School screening programs for hearing are critical in identifying children who have hearing loss as soon as possible so that reversible causes can be treated and hearing restored. Children with permanent or progressive hearing loss will be habilitated with hearing aids to prevent impaired academic performance in the future. Personal prevention practices and environmental cleaning and disinfection are important principles to follow during hearing screening, along with any additional guidelines from local health authorities.

Oral Health

Oral health programs should continue in schools. During the COVID-19 pandemic, risk factors for dental decay increased as access to dental services declined dramatically. School-based oral health programs are designed to address barriers to access for children at high risk to prevent dental decay and improve overall health and academic success. Using a preventive frame, these programs can provide oral health education, promotion of healthy school nutrition, oral health screening and dental sealants in school buildings through drop-in services, including mobile vans operating on school grounds, through SBHCs and/or in the community but school linked. ²² School districts and school-based oral health providers should collaborate with state and local public health agencies to promote the safe continuation or restart of school-based oral health programs. School-based programs should ensure adherence to CDC guidance for the operation of dental facilities and school sealant programs during the COVID-19 pandemic.

Children with Chronic Illness

Certain children with chronic illness may be at risk for hospitalization and complications with SARS-CoV-2. These youth and their families should work closely with their pediatrician and school staff using a shared decision-making approach regarding options for return to school, whether in person, blended, home schooling, or remote.

Food Insecurity

According to the US Department of Agriculture, in 2020, 38.3 million people, including 12 million children, lived in a household with food insecurity. We also know that disparities with food insecurity exist, with Black and Hispanic adults being twice as likely as white adults to report that their households did not get enough to eat. ²³ School planning must consider the many children and adolescents who experience food insecurity already (especially at-risk populations and those living in poverty) and those who will have limited access to routine meals through the school district in the event of school closure or if a child is ill. The short- and long-term effects of food insecurity in children and adolescents are profound. Schools can partner with community resources including federal and state food programs to mitigate the effects of food insecurity on children and families.

Housing Insecurity

Like food insecurity, housing insecurity is a significant and sometimes overlooked issue that affects many families and will impact children's ability to return and re-engage with school. With pandemic-associated job losses, there have been significant numbers of families with children who have been evicted or will soon be evicted from their homes. According to the US Census Bureau data, as of September 2021, 11.9 million adults living in rental housing are not caught up on rent; the percentage is higher for Black, Hispanic and Asian renters. For renters with children, 1 in 5 are not caught up with last month's rent. ²⁴ Housing insecurity impacts a child's education directly through missed school days and through transferring to a new school, which is associated with a 4 times higher risk of chronic absenteeism, lower grades and test scores and increased risk of dropping out of school. Housing insecurity also impacts education indirectly by impacting a child's overall physical and mental health, which can have negative consequences for educational achievement. Children who experience homelessness are at increased risk for malnutrition, asthma, obesity, and dental, vision, emotional, behavioral and developmental problems. In addition, the increased toxic stress children experience when they live in unstable housing situations can contribute to anxiety and other mental health conditions that interfere with a child's education. The interconnectedness of employment, housing, health and education and the disproportionate impact this has had on communities of color because of structural racism must be considered as children return to school. Schools are encouraged to partner with community agencies to address the effects of housing insecurity and mitigate the impact this will have on the education of children.

Digital Divide

The digital divide has been a known disparity for decades, contributing to the "homework gap"-the gap between school-aged children who have access to high-speed internet and adequate devices at home and those who do not. According to a Pew research study in 2015, 35% of lower-income households with school-aged children did not have a broadband internet connection at home. That same study revealed that 1 in 5 teenagers are not able to complete school work at home because of a lack of a computer or internet connection. This technological homework gap disproportionately affects Black families living in poverty. ²⁵ With the transition to virtual learning during the pandemic, this divide was highlighted as families struggled to adapt to school from home. In April 2020, 59% of parents with lower incomes who had children in schools that were remote because of the pandemic said their children would likely face at least 1 of 3 digital obstacles to their schooling, such as a lack of reliable internet at home, no computer at home, or needing to use a smartphone to complete schoolwork. Gains have been made over the past two years with creative local and state solutions working toward providing improved access to both technology devices and internet connections for students, but a significant gap still exists, particularly for students living in poverty or in temporary housing. This digital divide is a critical component to be addressed in schools even as children return to in-person learning as they navigate the increasing digital learning environment, academic recovery, and extended home learning materials. Access to both reliable high-speed internet and adequate devices beyond a smart phone are critical to promote equity and support academic success. Long-term sustainable funding is needed to support school districts in providing universal internet access and technology for all students; this should remain a priority after the pandemic.

Organized Activities

The AAP Interim Guidance on Return to Sports helps pediatricians inform families on how best to ensure safety during sports and physical activity participation. Preparticipation evaluations should be conducted in alignment with the AAP Preparticipation Physical Evaluation Monograph, 5th ed, and state and local guidance, with particular attention to considerations for students who have a history of COVID-19. In addition, the CDC provides recommendations on screening and testing of students and adults participating in school sports and other extracurricular activities based on the activity's risk for COVID transmission and the level of community transmission.

Additional Information

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COVID-19 Guidance for Safe Schools and Promotion of In-Person Learning

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The American Academy of Pediatrics (AAP) supports collaborative decision-making among school districts and local and state public health departments about when it is safe to open schools.

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Millions of children and parents are desperate to know what the fall might look like in terms of school. Recently, a group of public health and pediatrics experts made the case that kids need to be in the classroom and not at home. William Brangham reports and talks to Sean O'Leary of the American Academy of Pediatrics about strategies for mitigating the risk of coronavirus spread in schools.

Judy Woodruff:
Millions of American children and their parents are desperate to know what the fall might look like for school.

As William Brangham reports, there is an argument that kids need to be in the classroom.

William Brangham:
That's right, Judy.

The American Academy of Pediatrics, the AAP, came up with a very clear statement this week, arguing that, given what we know about the virus and about kids being stuck at home - quote - "The AAP strongly advocates that all policy considerations for the coming school year should start with the goal of having students physically present in school."

I'm joined now by one of the authors of that report. Dr. Sean O'Leary is a pediatrician, an infectious disease specialist, a professor, and vice chair of the American Academy of Pediatrics Committee on Infectious Diseases.

Dr. O'Leary, thank you very much for being here.

Your report offers all kinds of cautions about how to make school safer, how to keep teachers and kids safe. But, given what we know now, make the argument that you made in this report.

Sean O'Leary:
Yes.

So, you know, I know there's a lot of concern about the risks of kids going into school, both for students and teachers. I think we know a lot more now than we did in March, when we pretty much all shut schools down.

So I think there are ways that we can make schools safe. It's really a strategy of risk mitigation, so putting together multiple different strategies, as opposed to risk elimination. We're not going to be able to eliminate - completely eliminate risk in schools, just the way we're not able to completely eliminate risk elsewhere.

I think the other really crucial other side of the coin is that, you know, kids have really suffered from not being in school, you know, starting with educational outcomes. We have seen, really, a lot of evidence that those have really gone down, and then, of course, lots of concerns with behavioral health and abuse, all kinds of problems from kids just being at home.

And then you look at what we're all trying to do now with reopening the economy. So much of reopening the economy has to do with children being in school. So, I think everything we can do right now to get this virus under control in the coming, you know, one to two months to make it much safer for kids to be in school, we really need to be doing that.

William Brangham:
Some of your report also seems to be informed by what we are learning about how kids get sick with coronavirus and how they might then transmit the virus to others, to adults in the room, their teachers.

Sean O'Leary:
So, you know, it's becoming clearer - I mean, we're still learning every day, but it's becoming clearer that kids are - appear to be less likely to get infected with COVID-19.

When they do get infected, they - the disease tends to be much less severe than it does in adults, particularly older adults. And they also tend to be less likely to spread the disease to other people, we think probably because they are less symptomatic when they have it. So they're not coughing and sneezing as much when they have it.

So there are a number of factors involved with SARS-CoV-2 that I think we now know that we didn't know then.

William Brangham:
I mean, I hear everything that you're saying about the importance emotionally, psychologically, educationally, nutritionally, even, your report cites, of getting kids back into schools.

But I know so many parents who have heard the mantra of socially distance, stay away from others. And now the idea of sending their kids back into crowded classrooms is terrifying to them, frankly.

How do we make schools safe, so that that can actually happen?

Sean O'Leary:
I think there are a number of measures we can take, but a few of the things that we know works. Physical distancing works, ideally six feet, but even three feet is pretty good.

When you can't maintain six feet, wearing face coverings, particularly for the older kids, who do appear more likely to spread the virus. Masks work. There's more and more evidence coming out every day about the effectiveness of masks in preventing the spread of COVID-19.

But we really have to consider the teachers and the staff as well. What we have seen in other places that have opened schools is that the spread tends to be adult to adult, as opposed to child to adult or adult child.

William Brangham:
"Education Week," I know, did a poll of teachers and educators.

It was two-thirds of them said that they were nervous about the idea of school reopening in the fall. They argued that some of them might be looking to retire early. Do you worry that that reopening plans might cause an exodus of teachers from schools?

Sean O'Leary:
You know, I think we're all pretty nervous right now about just about everything we're doing. We're in a pretty precipitous place right now in this country, with cases increasing and a lot of states.

And so, yes, I think there's reason to be nervous. I do think, if we can - you know, for communities where the virus is not raging, I do think it's realistic to open schools safely. So, yes, I'm nervous, and I understand why teachers would be nervous as well.

And I think, all things considered, though, school is crucial on so many levels. And so that's - that was really the impetus behind this guidance. And I think teachers should be involved and are involved in the process of crafting these plans as schools reopen.

I'm optimistic that, in a lot of places, we're going to be able to get there.

William Brangham:
All right, Dr. Sean O'Leary of the American Academy of Pediatrics, thank you very much for your time.

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Why kids should be in the classroom this fall -- and how to keep them safe there

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Millions of children and parents are desperate to know what the fall might look like in terms of school. Recently, a group of public health and pediatrics experts made the case that kids need to be in the classroom and not at home.

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May 18 Update, Continuity of Learning Plan

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May 18 Update, Continuity of Learning Plan

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by Suzanne Copeland, Freelance Journalist

Leonardtown, MD- St. Mary's County Public Schools (SMCPS) recently hosted a virtual town hall meeting to discuss the county's plans to reopen schools. While many topics were discussed, the biggest was what needs to happen before schools can reopen in the fall. Schools closed March 16 when State Superintendent Dr. Karen Salmon closed schools due to COVID-19 outbreak.

Dr. J. Scott Smith, Superintendent of SMCPS, discussed thirteen requirements that must be met to open schools in some capacity. These requirements may be difficult for the district meet before the start of the school year, according to Smith.

The first requirement is that each school district must have their recovery plans completed and posted on their websites by August 14.

Second, a plan to incorporate equity as a component in the local recovery plan. The guide will serve as a tool to develop goals in each district's Every Student Succeeds Act Consolidated Strategic Plan. Those goals and strategies are intended to increase equitable opportunities for all students.

Next, SMCPS must form stakeholder groups (more on that in another article).

Fourth, the school system must identify learning gaps and instructional placement of students.

The district must also follow and maintain curricular frameworks and MD College and Career Ready standards. These standards are critical to building the foundational knowledge needed to ensure student success.

The sixth step must show how the district will continue to follow the Individuals with Disabilities Act and the American's with Disabilities Act.

Additionally, the school system must have a plan to adopt health procedures outlined by the Centers for Disease Control (CDC) and the Maryland Health Department. If a student, teacher, or staff member should test positive for COVID-19, the district must also be prepared to implement a communication process when notified of possible COVID-19 symptoms, positive test for the virus, or possible exposure to the virus within the last 14 days. This includes working with the St. Mary's County Health Department to implement the contact tracing process.

The eighth requirement also focuses on health protocols. The district must follow safety procedures for collection of materials, cleaning of schools, daily cleaning, and nutrition as established by Maryland State Department of Education (MSDE) and the CDC. This includes shared objects/materials, ventilation systems, water systems, physical barriers, communal spaces, and food services.

SMCPS also needs to present a plan for the safe transportation of students to and from schools. This includes the use of masks on buses, alternating rows for seating, allowing siblings to sit together, and cleaning the buses prior to transporting students.

Next, the district must develop a tracking system for students to monitor their virtual class time to ensure students are actively working on their class assignments.

Additionally, three more requirements must be met to re-open the schools under Governor Larry Hogan's Stage Two Roadmap to Recovery plan. This includes developing a plan for communication. SMCPS must establish regular channels of communication, including who will coordinate the communication between parents, students, teachers, staff, media, and the public.

SMCPS must also use the COVID-19 checklist in the development of the recovery plan before schools can resume in-classroom lessons.

Finally, the district is required to show how the Maryland Public Secondary Athletic Association roadmap aligns with the MSDE and the local school system's educational and health and safety decisions for education-based athletics and activities to resume.

Smith reiterated many of these requirements will prove challenging as the district moves forward with the recovery plan. A survey was recently distributed to parents to gauge how they feel about moving forward with in-person learning in the fall if CDC guidelines are followed. You can find that survey .

Continue to follow Southern Maryland Chronicle for more information regarding SMCPS's plan for recovery plan.
This article was updated on June 30, 2020 at 11:30 a.m. to provide more clarity on the steps

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SMCPS releases 13 requirements for reopening schools in the fall(UPDATED) - The Southern Maryland Chronicle

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by Suzanne Copeland, Freelance Journalist Leonardtown, MD- St. Mary's County Public Schools (SMCPS) recently hosted a virtual town hall meeting to discuss the county's plans to reopen schools. While many topics were discussed, the biggest was what needs to happen before schools can reopen in the fall.

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Las escuelas públicas del condado de Kent (KCPS) se comprometen a proporcionar experiencias de aprendizaje interesantes durante el cierre de la escuela. Como resultado, los directores del Departamento de Enseñanza y Aprendizaje, y el equipo de liderazgo KCPS desarrollaron un Plan de Continuidad de aprendizaje para asegurar la continuidad de experiencias de aprendizaje en el hogar.

Este plan incluye tres fases.

16 desde marzo hasta 3 20

? Estudiantes recibieron paquetes de aprendizaje durante el período cierre con dos primera semana comenzando el 13 de marzo. Estos paquetes se prepararon en un lapso de tiempo muy corto anticipando un cierre a corto plazo.

? Se proporcionó una encuesta de tecnología familiar para identificar el acceso y las necesidades de recursos digitales.

? En colaboración con socios de la comunidad, se establecieron sitios de distribución de comidas para ofrecer apoyo crítico a nuestros estudiantes y familias. FASE 2 23 de marzo - 24 de abril ? Los maestros se pondrán en contacto con cada estudiante para volver a involucrar a las familias y determinar el mejor modo de entrega de los paquetes de aprendizaje.

? Los maestros de KCPS colaborarán virtualmente para diseñar otras dos semanas de oportunidades de aprendizaje para estudiantes. Los maestros y el personal del plan de estudios también están colaborando con colegas estatales en recursos y mejores prácticas. ? Los maestros de KCPS comenzarán el aprendizaje profesional para prepararse para más opciones en línea. El distrito continuará trabajando para traducir las actividades de aprendizaje K-5 para los estudiantes del idioma inglés. Para el jueves 2 de abril de 2020, se distribuirán paquetes de instrucción adicionales para proporcionar experiencias de aprendizaje atractivas que serán accesibles para todas las familias.

? Los maestros ofrecerán horarios flexibles de oficina virtual para brindar apoyo y comentarios a los estudiantes. ? Las escuelas continuarán compartiendo recursos digitales adicionales en los sitios web del distrito y la escuela para que las familias amplíen las oportunidades de aprendizaje para los estudiantes. ? KCPS alineará las expectativas y actividades a los estudiantes con IEP y planes 504. Los educadores especiales enmendarán los IEP para reflejar los paquetes de aprendizaje y las oportunidades de aprendizaje digital. Los estudiantes recibirán servicios directamente relacionados con las metas / adaptaciones del IEP y se realizarán modificaciones a todas las tareas de educación general según corresponda según el IEP del estudiante. ? Los estudiantes deben completar y serán responsables por el trabajo; sin embargo, las calificaciones existentes no serán penalizadas. Los maestros desarrollarán estas expectativas durante el contacto inicial con las familias. ? A partir del martes 14 de abril de 2020, se ofrecerán opciones de aprendizaje remoto más formales, dirigidas por los maestros, para garantizar que todos los estudiantes dispongan de recursos y opciones de aprendizaje adecuados. Esta opción se presentará primero con los estudiantes de KCHS. ? A partir del 20 de abril de 2020, se ofrecerán opciones de aprendizaje remoto dirigidas por maestros a los estudiantes de KCMS. ? El equipo de tecnología educativa de KCPS preparará recursos y desarrollará un plan para la distribución de dispositivos y el uso de los puntos de acceso a Internet para aumentar la disponibilidad de acceso a Internet para los estudiantes. ? Los consejeros y trabajadores sociales ofrecerán horarios flexibles de oficina virtual cada día. Se publicará una lista de recursos locales de salud mental. ? Los consejeros proporcionarán lecciones en línea de nivel de grado para un apoyo continuo en las áreas de: necesidades académicas, profesionales y sociales y emocionales. ? Los trabajadores sociales continuarán brindando servicios para estudiantes y familias, así como lecciones de video social y emocional.

? Los maestros permanecerán disponibles durante las horas de oficina virtual para brindar apoyo y ofrecer comentarios a los estudiantes.

? A partir del lunes 27 de abril de 2020, KCPS considerará opciones remotas en el nivel primario (3-5).

? Comuníquese con el director por correo electrónico si tiene alguna inquietud o problema que deba abordarse.

o Galena Elementary - areading@kent.k12.md.us

o HH Garnet Elementary - bjrose@kent.k12.md.us

o Rock Hall Elementary - khemstetter@kent.k12.md.us o Kent County Middle - mhspiri@kent.k12.md.us

o Kent County High - dkbrowni@kent.k12.md.us

? Si los estudiantes tienen dificultades con la tecnología, envíe un correo electrónico al servicio de asistencia escolar:

o Galena Elementary - galeshelpdesk @ kent. k12.md.us

o HH Garnet Elementary - hhgeshelpdesk@kent.k12.md.us o Rock Hall Elementary - rheshelpdesk@kent.k12.md.us

o Kent County Middle - kcmshelpdesk@kent.k12.md.us

o Kent County High - kchshelpdesk@kent.k12.md.us

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Las escuelas públicas del condado de Kent (KCPS) se comprometen a proporcionar experiencias de aprendizaje interesantes durante el cierre de la escuela. Como resultado, los directores del Departamento de Enseñanza y Aprendizaje, y el equipo de liderazgo KCPS desarrollaron un Plan de Continuidad de aprendizaje para asegurar la continuidad de experiencias de aprendizaje en el hogar.

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Reopening and Recovery Planning for 2020-21 SY

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Reopening and Recovery Planning for 2020-21 SY

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BOE votes to open remotely for virtual learning through the end of January (one semester).  Fall and winter sports are canceled.

https://www.baltimoresun.com/maryland/baltimore-county/towson/cng-co-to-school-board-reopen-vote-20200721-thzovgk76rf57n3ywvxujdws4q-story.html

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Virtual Meeting on Re-Opening Plan and Recovery

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Virtual Meeting on Re-Opening Plan and Recovery

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June 24, 2020

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LEONARDTOWN, Md. - St. Mary's County Public Schools will host a virtual town hall on Wednesday, June 24, 2020, at 4:00 p.m. to discuss the planning process for the return to school in Fall 2020. Dr. J. Scott Smith, Superintendent, will share information with the community about how St. Mary's County Public Schools will be addressing the requirements of the Maryland Recovery Plan for Education and planning the safe return of students and staff to schools for the 2020-2021 school year.

The virtual town hall will be streamed live at www.smcps.org/streaming, on cable Channel 96, and on the SMCPS YouTube channel. Information about how the public can submit questions will be posted on the website above.

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St. Mary's County Public Schools Hosting Virtual Town Hall on Fall 2020 Safe Return to School Planning

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LEONARDTOWN, Md. - St. Mary's County Public Schools will host a virtual town hall on Wednesday, June 24, 2020, at 4:00 p.m. to discuss the planning process for the return to school in Fall 2020. Dr. J. Scott Smith, Superintendent, will share information with the community about how St.

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DRAFT Plan and public comments

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The QACPS District Plan to Reopen is a comprehensive roadmap that outlines the essential components and actions required to open schools for the 2020-2021 school year given a variety of different factors due to the COVID-19 pandemic. The plan is organized into six sections which include: (1) facilities and operations, (2) continuity of teaching and learning, (3) accountability, grading and reporting, (4) social and emotional support, (5) technology and connectivity and (6) staffing, professional development, and teacher evaluations. Please review the document linked above and provide any public comments below. The public comment period will be from July 1, 2020, to July 24, 2020.
overview
Section 1: Facilities and Operations
This section provides recommendations on the essential actions necessary to ensure district and school assets are, and remain, safe for students and staff to inhabit. Key focus areas include (a) building access, (b) supplies, cleaning, and sanitation, (b) transportation, (c) school meals, (d) school health/nurses, and (e) athletics.
Comments (0) Section 2: Continuity of Teaching and Learning
This section provides recommendations on the essential actions necessary to ensure effective teaching and learning when students and teachers return. Key focus areas include (a) recovery education and summer transition, (b) schedules and learning time for the 20-21 school year, (c) distance learning, (d) curricula, (e) academic interventions, (f) learning packets, (g) parent and teacher survey to collect feedback on the current model (h) services and supports for students with special needs, English learners, economically disadvantaged, etc.
Comments (0) Section 3: Accountability, Grading, and Reporting
This section provides recommendations on the essential actions necessary to ensure effective accountability when students and teachers return. Key focus areas include (a) state testing, (b) local testing, (c) testing calendar, (d) grading and reporting, (c) student attendance, (d) student records, and (e) enrollment.
Comments (0) Section 4: Social and Emotional Support
This section provides recommendations on the essential actions necessary to ensure that students, staff, and families have the supports needed to return. Key focus areas include (a) mental health services, (b) social and emotional needs, (c) student attendance, (d) self-care, (e) family support, (f) community and agency support, (g) crisis response teams, (h) student support teams, and (i) college and career readiness.
Comments (0) Section 5: Technology and Connectivity
This section provides recommendations on essential actions to ensure technology infrastructure, assets, and guidance support an organized transition to classroom instruction. Key focus areas include (a) connectivity and access (b) mobile hotspots, (c) school building outdoor WiFi, (d) grades 3-12 student devices, (e) teacher devices, (f) device return, (h) Prek-2 devices proposal, (i) technology infrastructure, (j) asset management, and (k) chronic technology issues.
Comments (0) Section 6: Staffing, Professional Development, and Teacher Evaluations
This section provides recommendations on essential actions to ensure the effective use and professional development for human capital. Key focus areas include: (a) recruit, interview, and hire new staff, (b) underutilized staff, (c) teacher professional development, (d) Administrator & Supervisor (A&S) professional development and meetings, (e) teacher evaluations, (f) observations in a virtual classroom, (g) providing teacher feedback and coaching in a virtual environment, etc.
Comments (0) Timeline

July 1-24, 2020 - Public comment on QACPS District Plan to Reopen

August 5, 2020 - Revised QACPS District Plan presented to BOE

August 14, 2020 - Final QACPS District Plan to Reopen Posted on QACPS website

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The QACPS District Plan to Reopen is a comprehensive roadmap that outlines the essential components and actions required to open schools for the 2020-2021 school year given a variety of different factors due to the COVID-19 pandemic.

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54% want distance learning
5% want to go back to full time school
41% want a hybrid model — check out the video to learn more about how PGCPS is using the survey data to decide how it will operate in teh 2020-2021 school year.

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May 2020

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State Superintendent of Education Dr. Karen Salmon announced that all Maryland public schools will be closed through Friday, April 24 to prevent the spread of the coronavirus (COVID-19). Our first priority will always be the wellbeing of children, families, employees and our entire community. Please find answers to frequently asked questions below.
Will instruction continue/distance learning be implemented?
Yes! The first step is ensuring all students have the tools they need to continue learning - and quickly preparing our teachers to deliver effective instruction in the new online format. Our Distance Learning Program will rollout in two phases, with one week off for spring break (Monday, April 6 to Monday, April 13). Online instruction will begin Tuesday, April 14.

During phase one, staff will:

Submit third quarter grades

Begin providing professional learning to educators in various online platforms to ensure a quality distance learning experience for teachers and students

Begin setting up virtual classrooms

Distribute laptops and secure internet access for those in need

Reconnect with K-12 families and invite students to their Google classrooms

Reconnect with K-12 colleagues and professional learning communities

During phase two, educators will:

Deliver virtual lessons

Maintain communication with families and students

Provide virtual support for students in need of assistance

Reconnect with PreK families and invite students to their Google Classrooms

When will online instruction begin?
Online instruction will begin Tuesday, April 14. Please note that while distance learning will not be equivalent to or structured as a typical 6-hour school day, we expect to maintain key aspects of the classroom experience: collaboration with peers, daily lessons and experimentation with individualized and innovative techniques.

Our distance learning model will be inclusive of a blend of approaches to learning activities; independent, self-paced work; virtual office hours to check for understanding and submission of assignments. This is to maintain an academic connection and flexibility for students, teachers, and families.
How are you ensuring all students can access the new distance learning model?
A technology access survey was conducted to identify students in need of devices and/or internet access to complete work from home. Chromebook distribution to families in need will be held Wednesday, April 1 through Friday, April 3 at students' boundary schools between 10 a.m. and 1 p.m. Information will be placed on school webpages. Parents will also receive a robocall with specific dates for pick-up. If there is inclement weather, please check the PGCPS website and PGCPS-TV (Verizon 38/Xfinity 96) for a new distribution date. Bring a parent ID, student report card and an ink pen to complete the appropriate forms. Families who completed the survey or communicated their needs to teachers and administrators will receive priority distribution.

Working with Comcast and Verizon, Prince George's County Public Schools has committed $2 million to cover the cost of internet access for families in need. We will assist families of students eligible for free and reduced-price meals (FARMS) in signing up for Comcast's Internet Essentials program, which provides affordable high-speed internet at home. The school system will help non-FARMS families obtain a Comcast or Verizon hotspot or home internet access.

Additionally, wifi access points at several schools will be available effective Tuesday, April 14 for anyone with a PGCPS email account to log on from the school parking lot or within close proximity to the school.
How will grading work for the third and fourth quarters?
Monday, March 30 will remain the end of the third quarter. From Monday, March 30 through Friday, April 3, students will be allowed to electronically submit any work assigned or expected to be turned in during the two-week closure. Students who are unable to submit assignments electronically will not be penalized. Any work identified by the teacher as enrichment during the two-week closure will not be graded.

Fourth quarter will begin Tuesday, April 14. Students will earn a Pass (P) or Incomplete (I) grade at the conclusion of the quarter. Final grades will represent a letter grade from the first three quarters and an explanation included on all transcripts that fourth-quarter grades were earned remotely.
What will day-to-day distance learning look like for students?
Each week, teachers will teach one virtual lesson per core content area (pre-recorded or live) with two assignments related to that lesson. Lessons should be no longer than 30-45 minutes. Recorded videos will be posted in Google Classroom for students to review independently.

Lessons will be taught between the hours of 9 a.m. and 1 p.m. This timeframe also includes an opportunity for virtual office hours for students needing extra assistance. Additionally, staff will monitor email throughout the day. All core content assignments are due Friday of each week.

For electives, schools will determine a rotating schedule to present virtual lessons (pre-recorded or live). Electives include art, physical education, music and health (select schools may have additional electives).
What support will there be for special education students?
Special Education teachers will provide two virtual resource instructional sessions weekly lasting no longer than 30 to 45 minutes.
What support will there be for ESOL students?
ESOL teachers will collaborate with general education teachers to assist English Learners in accessing content.

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State Superintendent of Education Dr. Karen Salmon announced that all Maryland public schools will be closed through Friday, April 24 to prevent the spread of the coronavirus (COVID-19). Our first priority will always be the wellbeing of children, families, employees and our entire community. Please find answers to frequently asked questions below.

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For questions about the Fall 2020 Future Planning Committees, please contact: Maureen McMahon, PhD
Deputy Superintendent for Academics & Strategic Initiatives
mmmcmahon@aacps.org   Janet Koletty, Executive Assistant
jkoletty@aacps.org Phone:  410-222-5304

Dynamic planning website page to keep the community up to date on reopening options and plans.

"Anne Arundel County Public Schools has formed Fall 2020 Future Planning Committees (FPCs) composed of school district personnel, community leaders, students, teachers, families, employee bargaining unit members, and stakeholders from across the county to come together to plan for Fall 2020 schooling options.

Our FPCs will focus on the needs of Anne Arundel County students and families as they review information from national and international schools and organizations and guidance from the Anne Arundel County Department of Health, our County Executive, Maryland’s State School Superintendent, and Governor Larry Hogan. Maryland Together - Maryland’s Recovery Plan for Education (which is still in draft format) - will also be used to guide FPCs’ efforts.

Committees will work to produce viable options for reopening school for the Fall 2020 semester.  These options will be presented to the Superintendent and Board of Education for their consideration during the summer of 2020."

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Anne Arundel County Public Schools has formed Fall 2020 Future Planning Committees (FPCs) composed of school district personnel, community leaders, students, teachers, families, employee bargaining unit members, and stakeholders from across the county to come together to plan for Fall 2020 schooling options.

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Hola Familias AACPS, Nos estamos comunicando con usted a través de esta encuesta para reunir sus pensamientos, opiniones e intenciones con respecto a la reapertura de las escuelas en el otoño.

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ACPS to Utilize New Online Learning Platform to Allow for High-Quality Engaging Instruction

"The Allegany County Board of Education voted to start the 2020-2021 school year virtually, utilizing a new learning management platform that will offer learning opportunities that can very closely mirror face-to-face instruction. Students will begin their virtual learning on September 8, 2020, and educators will return August 19-21, 2020, and September 2-3, 2020, in preparation for the start of the school year.

Schoology is a learning management system (LMS) that has all the tools necessary for educators to create engaging content, design lessons, and assess student understanding. With Schoology, teachers can quickly and easily create media-rich lessons, reuse past courses, and even embed content from Google Drive, Microsoft Office, YouTube, and more. Additionally, teachers will have the ability to pace and track students individually, connect them in collaborative groups, and differentiate and blend instruction.

ACPS will begin the year online with shortened class periods and schedules that will allow for time in the afternoons for teachers to be available to answer questions and address potential concerns. Parents should also be on the lookout in the near future for information about attending small group sessions to learn more about the use of Schoology.

ACPS educators have been participating in virtual sessions with representatives from Schoology in order to learn the platform’s basic features, including how to create virtual live classrooms, how to create assignments and assessments, and how to provide “offline” opportunities for students without reliable access to the Internet at home. One requirement included in MSDE’s Recovery Plan is that all school systems ensure that Maryland College and Career Ready Standards from Pre-K through grade twelve are taught in all content areas and that state frameworks are followed. For this reason, ACPS content area supervisors are working collaboratively with teachers to create courses that meet this requirement."

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Allegany County Public Schools / Homepage

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The Allegany County Board of Education voted to start the 2020-2021 school year virtually, utilizing a new learning management platform that will offer learning opportunities that can very closely mirror face-to-face instruction. Students will begin their virtual learning on September 8, 2020, and educators will return August 19-21, 2020, and September 2-3, 2020, in preparation for the start of the school year.

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SURVEY CLOSED JULY 8

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Montgomery County Public Schools (MCPS) is working on a recovery plan in alignment with guidance from the Maryland State Department of Education. In an effort to address the eventual reopening of schools, MCPS maintains that the health, safety, and wellness of students, families, educators, and staff must remain a top priority. Our goal is to identify solutions that make transitions to and from remote learning and a return to in-person instruction, as seamless as possible. We are seeking information on the impact of remote learning on families to help inform a plan to meet the needs of our community. Your responses, along with those of other families, will help MCPS as it makes important decisions about the next school year. This survey is designed to gather input around key elements that will need to be included in our plan. When completing this survey, please consider all the possibilities that currently exist: (1) continuing with remote learning, (2) engaging in a model that includes some face-to-face instruction and some remote learning, and (3) schools reopening with restrictions including social distancing and improved hygiene requirements. This survey will take approximately 10 to 15 minutes to complete. Your responses are anonymous and will only be reported in summary form with decision-makers. Please complete the survey by 7 p.m. on Wednesday, July 8.

7. How many children will you have in Montgomery County Public Schools during the 2020-2021 school year?

8. Please select the grade(s) your child(ren) will be in for the 2020-2021 school year. (Select all that apply.)

9. Do any of your children require school-system or public transportation to get to school (e.g., school bus)?

We want to consider a variety of scheduling options and hybrid models given we do not yet know what the state of schools will be for the 2020-2021 school year. We know remote learning cannot replace students' experiences with their administrators, teachers, and support staff. We are seeking your input to help inform our development of options that will work well for your family.

11. Does your answer change for different children in your household?

15. Should MCPS return students to learning in schools in segments (i.e., one group of students returns to the building for learning before another group) and, if so, which school level of students should return first?

15b. What grades would you recommend return first?

17. Please tell us how important these factors are for you and your family when considering to send your child(ren) back to school for Fall 2020.

18. How important do you think it is for MCPS to provide families with an opt-out choice for returning to school buildings in August?

20. Which of these devices does your child have access to for learning at home purposes? (Select all that apply.)

22. What best describes your child(ren)'s typical internet access? (Select all that apply.)

23. When school resumes, if needed, are you able to provide a mask for your child(ren)?

Online Survey Software Powered by novisurvey.net

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Montgomery County Public Schools (MCPS) is working on a recovery plan in alignment with guidance from the Maryland State Department of Education. In an effort to address the eventual reopening of schools, MCPS maintains that the health, safety, and wellness of students, families, educators, and staff must remain a top priority.

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To Stem the Nation’s Reading Crisis, Made Worse by COVID-19, Teachers, Districts & States Must Push Multiple Levers

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To Stem the Nation’s Reading Crisis, Made Worse by COVID-19, Teachers, Districts & States Must Push Multiple Levers

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"Although it is not entirely clear when and in what format schools will resume in-person instruction, there is every reason to believe that the instructional needs in reading will be great.

Critical face-to-face reading instructional time has been lost, and students with reading difficulties before the pandemic are likely to be the most severely impacted. Children around the country are experiencing anxiety and, in some cases, trauma as a result of the current situation. It is unclear how these social-emotional factors playing out across the nation will impact academic engagement and performance."

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In the months leading up to the COVID-19 pandemic, much attention was drawn to how the nation's schools were teaching young children to read. Renewed public attention to reading instruction was palpable and resurrected a decades-old debate on the best way to teach young children to read.

The discussion was fueled by the most recent National Assessment of Educational Progress results, released well before the pandemic, which indicated decreases in reading achievement across many states. NAEP scores serve as a snapshot of educational progress; however, a single test score does not fully reflect the complex system in which individual children are served and therefore should not be the only metric we use to determine reading success or failure. This was a critical conversation before COVID-19, but it is an even more urgent one now.

In the past two months, the national conversation around education has rightfully pivoted to the implementation of online content and remote learning. In this process, our nation has been forced to see the great inequities in educational access and opportunity. Education stakeholders are justifiably concerned about dramatic learning losses, and it is likely that inequities, once lurking just below the surface, will bubble over.

Although it is not entirely clear when and in what format schools will resume in-person instruction, there is every reason to believe that the instructional needs in reading will be great. Critical face-to-face reading instructional time has been lost, and students with reading difficulties before the pandemic are likely to be the most severely impacted. Children around the country are experiencing anxiety and, in some cases, trauma as a result of the current situation. It is unclear how these social-emotional factors playing out across the nation will impact academic engagement and performance.

For many years, a profound research-to-practice gap has existed, meaning reading research findings are not adequately implemented in our nation's classrooms. This has differential impacts on particular subgroups of students. For example, children living below the poverty line and who are ethnic and linguistic minorities are more likely to display reading difficulties, and students diagnosed with reading disabilities such as dyslexia are being underserved in school.

As we begin to think about how we can best serve students as they return to their classrooms after the pandemic, we need to think critically about how to best address their multiple and varied needs.

How does the education system use the existing evidence base in reading acquisition, assessment and intervention to thoughtfully plan instruction? How can we think about training for both practicing and future teachers in a way that is supported by this evidence? As before the COVID-19 pandemic, in order to address the reading needs of all students, multiple levers must be pushed simultaneously.

At the school and classroom levels, the key to providing adequate instruction rests in developing teachers' knowledge of reading research and providing them with both reliable and valid screening tools to help determine which students are at risk and in need of more intensive support. Further, teachers need to be equipped with evidence-based instructional practices - those that have been shown, through multiple research studies, to develop adequate word reading and fluency and that practice related comprehension development.

Research-based early reading instruction targets phonological awareness (the ability to detect and manipulate sounds in speech) and alphabet knowledge, particularly when conducted in a systematic and explicit manner. Teaching children to decode (apply knowledge of letter-sounds correspondences to accurately read words) using explicit phonics also has a solid research base. Especially for our youngest learners, these practices will need to be readily and efficiently implemented when children return to school. They must receive robust professional development that prepares them to efficiently screen reading performance no matter the child's background and use the data to guide and target their reading instruction.

Current debates center on a push for teachers to be trained in the delivery of explicit phonics instruction. Often, this is falsely portrayed as one side pushing a phonics-only agenda and the other highlighting the importance of having students engage with high-quality literature. This oversimplification is counterproductive and does not serve children; phonics and engagement with high-quality literature should not be seen as mutually exclusive.

While building foundational reading skills - the early skills necessary to equip children to be ready to decode and read text fluently - is an evidence-based practice and essential to developing successful readers, the training of teachers in explicit phonics alone is not a silver bullet. Successful reading is much more than learning to decode words and reading text fluently. It is an essential early milestone, but reaching it does not guarantee that students are adequately prepared to read complex texts. Simultaneous instruction in vocabulary, oral language and knowledge building are important for reading comprehension development.

For educators to be properly prepared, future teachers must be provided adequate preparation in the teaching of reading while they're still in their teacher-preparation programs. The recently released International Literacy Association's " What's Hot in Literacy " report noted that although educational stakeholders (including teachers, administrators and professors) agree that reading research is very important to inform practice, only 40 percent of teacher preparation programs use this evidence in their curriculum.

Deep philosophical differences as to the best approach for preparing future teachers to teach reading exist within many schools of education. It is imperative that colleges and universities use the existing evidence base to develop future teachers so they are prepared to recognize when children are struggling to learn how to read and to advocate for these students.

Changes are needed at the policy level as well. Many states control which screening measures schools must use to identify children at risk for reading difficulties, as well as reading curricula. This, in turn, determines the reading instruction that districts adopt and implement. It is not uncommon for districts and schools to provide reading professional development for teachers that is not aligned to the research base. A recent survey of K-2 reading curricula indicates that many classrooms across the country use reading programs that are in direct conflict with the science of reading and do not adequately address the instructional needs of all children. A closer look at the curriculum selection and implementation process is necessary.

Without a concerted effort to push on multiple levers, the research-to-practice gap will remain profound. Every child has the right to receive reading instruction that is based on sound research. In order to make this a reality, broad, systems-level change that addresses the complex web of state policies, teacher training inadequacies and systemic inequities is necessary.

Our teachers and students are well worth the investment.
Emily Solari is a professor of education at the University of Virginia's Curry School of Education and Human Development, where she serves as coordinator of the reading education program. She serves on the executive board of the Council for Exceptional Children's Division of Learning Disabilities and as associate editor for Journal of Learning Disabilities and Remedial and Special Education.
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Solari: To Stem the Nation's Reading Crisis, Made Worse by COVID-19, Teachers, Districts & States Must Push Multiple Levers

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In the months leading up to the COVID-19 pandemic, much attention was drawn to how the nation's schools were teaching young children to read. Renewed public attention to reading instruction was palpable and resurrected a decades-old debate on the best way to teach young children to read.

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National Governors Association - Education Division

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Alabama

Reopen Alabama Responsibly Phase One

Order of the State Health Officer

Phase 2 of 3
Southern Regional Education Board K-12 Recovery Task Force Public Health Order

Arizona
Return Stronger
Youth activities open with restrictions and guidance

Guidance for Organized Youth Activities

California
CA Resilience Roadmap
Stage 2 of 4

Summer programs allowed to open with adaptations in stage 2 (see reopening plan)

Included in Stage 2 (see reopening plan)

Guidebook for Reopening Schools

Delaware

Phase 2

Open for emergency care in phase 1, all families can access in phase 2 (see reopening plan)

Southern Regional Education Board K-12 Recovery Task Force

Safe Return to School Buildings Working Group Announcement

Florida
Report to Governor DeSantis from the Re-Open Florida Task Force
Phase 2 of 3

Summer camps open (see reopening plan)

Florida Board of Trustees Draft Blueprint for Reopening

Georgia

Phase 1

Camps open with limitations in phase 1

Executive Order 1 (Day Camps)

Executive Order 2 (Overnight Camps)

Executive Order 3 (Provides Updates)

Guam
Guam Reopening Plan
Pandemic Condition of Readiness Level 2
Article: K-8 to operate summer school through distance learning, high school through blended in-person and distance

Idaho

Stage 4 of 4

Open with restrictions (see reopening plan)

Camps open with restrictions (see reopening plan)
Idaho State Board of Education School District and Charter School Re-Entry Criteria

Indiana
Back on Track Indiana Five-Stage Plan
Stage 4 of 5

Open (see reopening plan)

Iowa
Iowa Continuous Learning Task Force

Kansas
Ad Astra: Plan to Reopen Kansas
Recommended Phase 3 of 4 (at discretion of local officials)

Kentucky
Healthy at Work: How We Reopen Our Economy
Phase 2

Louisiana
Open Safely LA
Phase 2
Southern Regional Education Board K-12 Recovery Task Force

Maryland
Maryland Strong: Roadmap to Recovery
Stage 2

Massachusetts

Reopening Massachusetts

Phase 2 of 4

Day camps open in Phase 2 Residential camps open in Phase 3 (see reopening plan)

Michigan
Michigan Safe Start Phased Plan
Phase 4 of 6

In-person instruction in Phase 5

Mississippi

Phase 2

Southern Regional Education Board K-12 Recovery Task Force

Missouri
"Show Me Strong" Recovery Plan
Phase 1

Administrative Memo on Summer School
Summer School Q&A

Montana
Guidance for Phased Reopening of Montana: Phase One
Phase 2 of 3

Open with modifications (see reopening plan)
Montana University System Planning Guidelines for Campuses

Nebraska
Guidance for Summer School and Summer Learning Launch Nebraska Education Guidance

New Jersey

The Road Back: Restoring Economic Health through Public Health

Governor's Multi-Stage Approach

Governor's Restart and Recovery Commission

State 2 (4 stages total)

State Task Force

New York
Phased Plan to Reopen New York
Phases 1 or 2 (of 4) depending on region

Open with modifications (see reopening plan)

Child Care and Day Camp Programs Guidelines

Summer school fully online

Child Care and Day Camp Programs Guidelines

Governor's Announcement

North Carolina
Path Forward for North Carolina
Phase 2 of 3

Open with modifications

Southern Regional Education Board K-12 Recovery Task Force

StrongSchoolsNC: Interim Public Health Guidance

Lighting Our Way Forward: Guidebook for Reopening Schools

State taskforce

North Dakota
North Dakota Smart Restart Plan
Open (see reopening plan)
Smart Restart Guidance

Oklahoma
Open-Up and Recover Safely
Phase 2 of 3

Phase 3 for camps (see reopening plan)

Southern Regional Education Board K-12 Recovery Task Force
FAQ for Oklahoma Public Schools

Oregon

Partial phase 2 of 3 (county by county reopening)

Ready Schools, Safe Learners: Guidance for School Year 2020-21

Oregon Department of Education COVID-19 Resources

Healthy Schools Reopening Council Announcement

Executive Order 20-09

Pennsylvania
Phased Plan for Reopening
Partial phase 2 of 3 (county by county reopening)

Limited reopening by county in phase 2 (see reopening plan)

Limited in-person instruction with social distancing in phase 2 (yellow phase)

Preliminary Guidance for Resuming In-Person Instruction

Puerto Rico

Texas
Texans Helping Texans: The Governor's Report to Open Texas
Phase 3 of 3
Southern Regional Education Board K-12 Recovery Task Force

Utah

Phase 2

Open with restrictions (see detailed phased guidance)

Remote learning until Phase 3 (see detailed phased guidance)

Washington
Safe Start Pan and Guidance
Partial phase 2 of 4
Guidance for Child Care, Youth Development, and Summer Day Camps

West Virginia
West Virginia Strong
Open with restrictions (see reopening plan)
Free Summer Learning Opportunities

Wyoming
A Transition Plan for a Healthy Wyoming

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NGA Education - National Governors Association - Education Division

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Alabama Reopen Alabama Responsibly Phase One Order of the State Health Officer Phase 2 of 3 Southern Regional Education Board K-12 Recovery Task Force Public Health Order Arizona Return Stronger Youth activities open with restrictions and guidance Guidance for Organized Youth Activities California CA Resilience Roadmap Stage 2 of 4

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Johns Hopkins School of Education Dean Christopher Morphew and Bloomberg School of Public Health Vice Dean Josh Sharfstein say there is an urgent need to reopen America's K-12 schools this fall, citing an expected academic backslide known as the "COVID slide" and burgeoning public health issues faced by vulnerable children, including hunger and decreased access to health care.

In an article published Monday in the Journal of the American Medical Association, Morphew and Sharfstein write that the closure of K-12 schools nationwide likely has helped the country avert a medical catastrophe sparked by the COVID-19 pandemic. "This decisive step, however, is casting a long shadow," they write. Among the fallout: More than 20 million children in the U.S. rely on school breakfast or lunch for food, and surveys now indicate one in five mothers report that their children younger than 12 years old are going hungry. What's more, millions of children have lost access to school-based health services.

Morphew and Sharfstein collaborated on a six-point plan to safely and thoughtfully reopen America's K-12 schools, while prioritizing access to on-site education for young children, children who experience barriers to remote learning, and children who receive special education or nutritional support. The experts will discuss their plan shortly after noon today during a live Q&A with JAMA Editor-in-Chief Howard Bauchner, a Boston-based professor of pediatrics and community health sciences. They are expected to discuss opening primary, middle, and high schools in the fall.

An urgent first step toward creating successful school reopening conditions, as well as reducing chances that schools need to close again, Sharfstein and Morphew write, is driving down the spread of COVID-19 this summer while building a strong public health response for the fall-with rigorous programs of testing, contract tracing, isolation, and quarantine. "In the event of significant community spread in the fall and winter months," they write, "parents and teachers are likely to again demand school closure, and if they do, elected leaders are likely to agree."

Other elements key to successful school reopenings, according to Sharfstein and Morphew, include:

Establishing appropriate social distancing protocols at each school

Prioritizing on-site education for at-risk children

Preparing a strong school-based public health and environmental response that includes on-site screening

Respecting and assisting the valid concerns of individual families and teachers

Linking curricula, teaching strategies, and remote learning technologies

Morphew and Sharfstein acknowledge that any successful school reopening, including their recommendation, will require substantial resources and personnel. They call on Congress to quickly make sufficient funds available to states and localities to support K-12 education.

"The COVID-19 pandemic is more than a short-term threat to the nation's health," they write. "Through its effects on children, the legacy of COVID-19 will last for years."

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What it will take to safely reopen K-12 schools this fall

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Johns Hopkins School of Education Dean Christopher Morphew and Bloomberg School of Public Health Vice Dean Josh Sharfstein say there is an urgent need to reopen America's K-12 schools this fall, citing an expected academic backslide known as the "COVID slide" and burgeoning public health issues faced by vulnerable children, including hunger and decreased access to health care.

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Phased Reopening of Schools

Preliminary guidance to aid schools in planning for a return to in-person instruction, delivery of services, and resumption of extracurricular activities is available below. This guidance should serve as a starting point for school leaders and will continue to evolve as further research, data, and resources become available.

Additional guidance is forthcoming and will outline steps for school openings while addressing safe operations, teaching and learning, and student wellness - with attention to equity throughout.

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Preliminary guidance to aid schools in planning for a return to in-person instruction, delivery of services, and resumption of extracurricular activities is available below. This guidance should serve as a starting point for school leaders and will continue to evolve as further research, data, and resources become available.

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Mandatory Summer School, Alexandria City Public Schools, VA

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Mandatory Summer School, Alexandria City Public Schools, VA

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The summer learning takes place online and is aimed at making up for lost time in classrooms during the pandemic.

ALEXANDRIA, Va. - Alexandria City Public Schools announced that summer school will happen for all students this July, and the district expects all students to attend as part of an effort to help make up for lost classroom time during the pandemic.

The summer learning will happen for all grade levels and take place online, with the purpose "to engage, enrich, and prepare students for the anticipation of September 2020."

"The academic loss that has occurred due to COVID-19 is very real," ACPS Chief Academic Officer Dr. Terri Mozingo said.

Students who do not wish to participate will need to have parents write an explanation on why their child is opting out.

"Summer learning in Alexandria is not mandatory and we want to emphasize that there are ways for parents to opt out of participating in the summer learning program if they choose, and there's no repercussions for opting out," Mozingo said.

For ACPS families like the Pendleys, they initially thought they had no choice but to enroll their boys in the summer session.

"Oh I saw it as mandatory," Wade Pendley said. "I was a little frustrated at first to be honest because like here we go again, a longer time for us to have to push and the kids don't get a summer."

After thinking about the canceling of summer camps, Pendley said there's really not much else for the boys to do this summer and could be a good way to keep them up to speed on learning.

"Might as well have them engaged in something," Pendley said. "Hopefully it keeps them moving in the right direction. Even if it's just a little bit of something that they get out of it so they don't have to backtrack when they come back in the fall."

Mozingo said the goal is to have students as prepared as possible for fall 2020. She explained that students are already behind because of COVID-19 and adding summer learning loss would put the students at a greater disadvantage.

Summer school classes will start on July 6 and run through July 31, with books being mailed to students in kindergarten through fourth grade.

Pre-K through eighth-grade hours: 9 a.m.-12:30 p.m.

High school hours: 9 a.m.- 2 p.m.

High school students will be expected to participate in either the morning or afternoon session, depending on the timing of the course in which a student is enrolled, said school officials.

According to the school district, most of the summer courses are free, with the exception of some courses at T.C. Williams High School.

More information on specifics to the courses and specifics with the ACPS summer learnin g plan can be found here.

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Alexandria Public Schools expects all students to attend virtual summer school

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The summer learning takes place online and is aimed at making up for lost time in classrooms during the pandemic. ALEXANDRIA, Va. - Alexandria City Public Schools announced that summer school will happen for all students this July, and the district expects all students to attend as part of an effort to help make up for lost classroom time during the pandemic.