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RESPONSIBLE RETURN

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INTRODUCTIONThe purpose of Worcester County Public Schools’ Responsible Return model is to maximize face-to-face learning opportunities if school cannot resume at full capacity due to COVID-19.

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GUIDING PRINCIPLES• The safety, health & well-being of our students and staff is

our top priority.

• Every student deserves a high quality instructional experience, regardless of learning mode.

• We stand for equity for all. We will dedicate the time and resources to ensure every student has the resources needed to be successful.

• Quality feedback f rom all of our stakeholders is paramount to designing a return to school model that everyone believes in.

AREAS OF FOCUSTHE RESPONSIBLE RECOVERY MODEL ADDRESSES FIVE KEY AREAS.

Operations & Safety

Instructional Program

Distance Learning

Communication Stakeholder Feedback

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SAFETY PROTOCOLSCleaning Protocols

Personal Protective Equipment (PPE) Screening Guidelines

Social Distancing Practices

OPERATIONS & SAFETY

OPERATIONAL PROTOCOLSAthletic Recovery Plan

Facility Usage Food Service

Transportation

SOCIAL EMOTIONAL

SUPPORT

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Worcester County Public Schools (WCPS) is committed to ensuring the health, safety, and well-being of our students, faculty and staff.

This section of the Responsible Recovery model 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, PPE, 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.

INSTRUCTIONAL PROGRAMWhile 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.

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

FACE-TO-FACE 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.

HYBRID LEARNING

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

DISTANCE LEARNING

A CLOSER LOOK: HYBRID LEARNING MODEL

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The A Week / B Week model schedule enables WCPS to bring the maximum number of students back that is currently allowed in a way that provides a consistent rotation for families and staff.

HYBRID – A & B ALTERNATING WEEKS

Week 1 Monday Tuesday Wednesday Thursday Friday

Cohort of Students In-Person Attendance A A A A A

Percent of Students Engaged In-Person Learning 50% 50% 50% 50% 50%

Week 2 Monday Tuesday Wednesday Thursday Friday

Cohort of Students In-Person Attendance B B B B B

Percent of Students Engaged In-Person Learning 50% 50% 50% 50% 50%

Note: WCPS will be prepared to move students at the classroom, school and county levels to distance learning based upon a State and/or local decision as a result of an increase in the spread of COVID-19.

INSTRUCTIONAL PROGRAM CONT.

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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

ATTENDANCE

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.

GRADING

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.

SPECIAL EDUCATION CONSIDERATIONS

DISTANCE LEARNING

• 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

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 included examining the following:

COMMUNICATIONInform, engage & inspire trust from

all stakeholders for a safe return to school

INTERNAL COMMUNICATIONEmail | Automated Notifications | Responsible Return Intranet

Social Media | Child Care Resources

EXTERNAL COMMUNICATIONSummer School Webpage | Responsible Return Webpage | eNewsletter | Media Relations | Videography | Social Media

SPECIAL CONSIDERATIONSCrisis Communications

School Status Alerts Translation Services

GATHERING STAKEHOLDER FEEDBACKStakeholder Focus Groups, Surveys, etc.

Gauging the feelings of our students, their families, and our community on transportation, distance learning, and other recovery topics.

NEXT STEPS

QUESTIONS?