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BCPS Continuity of Learning Plan Updated May 19, 2020
Learning materials for preschool through high school are available on the Student Learning
Resources webpage.
Overall plan of delivery
Baltimore County Public Schools is offering a print and digital pathway to remote learning that
is differentiated by PreKindergarten-Grade 2, Grades 3-5 and Grades 6-12. There is alignment
between the print and digital resources based on essential learning objectives anchored in the
content and course standards. Additionally, BCPS-TV is broadcasting supplemental resources
that are aligned to the learning objectives. Scheduled programming is available in the BCPS-TV
Continuity of Learning schedule.
Contents
BCPS Continuity of Learning Plan ............................................................................................. 1
Phase I: March 16 – 27, 2020 ...................................................................................................... 3
Phase II: March 30 – April 24, 2020 ........................................................................................... 3
Phase III: Beginning April 27, 2020 ........................................................................................... 5
Grades PreK – 2 ....................................................................................................................... 5
Grades 3 – 5 ............................................................................................................................. 5
Grades 6 – 12 ........................................................................................................................... 6
Specialized Services .................................................................................................................... 7
Students receiving Special Education services ........................................................................ 7
Students receiving ESOL services (English for Speakers of Other Languages) ..................... 8
Students receiving Advanced Academic Services ................................................................... 8
Students experiencing homelessness ....................................................................................... 8
Students experiencing academic need ..................................................................................... 9
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Roles and Responsibilities .......................................................................................................... 9
Central Office Administrators ................................................................................................. 9
Principals ................................................................................................................................. 9
Teachers ................................................................................................................................. 11
ESOL Teachers ...................................................................................................................... 12
Paraeducators ......................................................................................................................... 12
Students ................................................................................................................................. 12
Parents ................................................................................................................................... 12
Sample Teacher Schedules ........................................................................................................ 13
Elementary Teacher Sample Schedule .................................................................................. 13
Middle and High School Teacher Sample Schedule ............................................................. 14
Typical Student Week/Day ....................................................................................................... 15
Elementary students in Grades PreK-2 .................................................................................. 15
Elementary students Grades 3-5 ............................................................................................ 15
Sample Suggested Student Schedule—Grades 3-5 ............................................................... 16
Students in Grades 6-12 ......................................................................................................... 17
Sample Suggested Student Schedules—Grades 6-12 ............................................................ 18
Attendance/Engagement............................................................................................................ 20
Accountability/Progress Monitoring ......................................................................................... 20
Grading and Reporting .............................................................................................................. 22
Preschool – Kindergarten ...................................................................................................... 22
Grades 1 – 3 ........................................................................................................................... 22
Grades 4 – 5 ........................................................................................................................... 22
Grades 6 – 8 Report Cards ..................................................................................................... 23
Grades 9 – 12 Report Cards ................................................................................................... 24
Resources .................................................................................................................................. 25
Professional Learning Plan........................................................................................................ 26
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Phase I: March 16 – 27, 2020
• Schools and offices are closed. Essential staff are working from home.
• Print and digital materials designed for practice, reinforcement, and enrichment are available
for preschool through high school to cover March 16 through April 3.
Phase II: March 30 – April 24, 2020
• Students may still access materials online, via website or Schoology, designed for practice,
reinforcement, and enrichment. Professional Learning
• BCPS staff are working from home to participate in professional development and to plan
and to prepare for remote learning that will cover April 6 through 24.
Starting April 6, 2020 – Schools reopen for remote learning
PreK – Grade 2
• Print materials will be available in three-week learning cycles. All materials will be printed
and mailed to students’ homes. Additionally, the print materials will be available on the web
site in printable form. • Students will have an opportunity to participate in weekly online class meetings. • Students will have opportunities to demonstrate their new learning based on curriculum
goals.
Grades 3 – 5 - Starting April 6, 2020
• Each week, students will be exposed to new curriculum goals. • Students will have an opportunity to participate in weekly online class meetings. • Students will have opportunities to demonstrate their learning based on curriculum goals. • Due to the Governor’s most recent order on March 30, 2020, Baltimore County Public
Schools is working through a revised plan to provide students with devices, as requested
through the online survey, in compliance with that order. Consequently, the first three weeks
of learning for students will use printed materials. Those materials will be mailed to
students’ homes.
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Grades 6 – 12 - Starting April 6, 2020
• Each week, students will be exposed to new curriculum goals.
• Students will have an opportunity to participate in one class meeting per class per week with
their teachers as scheduled by the teacher. • Students will have opportunities to demonstrate their learning based on curriculum goals.
Remote Learning
• New eLearning lessons posted each week to complete during that week.
o Two new lessons per course will be shared on Monday.
o Students will self-pace through learning.
o Assignments for feedback will be submitted by your student through Schoology by
Friday.
• For students without internet access, a way to request materials will be provided. • Student Internet Connectivity
BCPS has conducted a multi-phased approach to assessing student connectivity that
coincides with the phases of expanded closure. Initial digital surveys were conducted to
assess which elementary students in Grades 3-5 needed to receive a device to support digital
access. Based on parent feedback and the closure being extended, a second digital survey was
conducted to assess which elementary students in Grades K-2 needed to receive a device to
support digital access. Additionally, the second phase survey assessed if students needed a
device, needed internet connectivity, and/or needed both a device and internet connectivity.
Devices and hotspots are being distributed in an ongoing process in response to the surveys.
To date, approximately 32,200 devices have been distributed to elementary students based on
parent request, approximately 1,800 devices have been distributed to secondary students in
need and approximately 4,000 hotspots to support internet connectivity will have been
distributed by Friday, May 15. Additionally, school-based faculty and staff are conducting
outreach to parents to assess and monitor device and connectivity resources to support
ongoing distribution of resources as home situations adjust to COVID-19 conditions and the
closure is prolonged.
Moreover, students who do not have internet connectivity need to be identified in need of a
hotspot and or a device through either parent request and or school-based faculty and staff
member. Once a family is identified, BCPS staff work through the Title I office to send a
hotspot. Furthermore, BCPS has sent home and posted information on our website related to
internet providers’ temporary free internet offers for those who are eligible along with links
to countywide free wi-fi locations to support access to instructional resources.
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Phase III: Beginning April 27, 2020
Grades PreK – 2
• Print materials will be available in three-week learning cycles. All materials will be printed
and mailed to students’ homes. Additionally, the print materials will be available on the web
site in printable form. • Print materials will provide the following lessons: 2 English Language Arts, 2 Math, One
Content lesson (Science, Social Studies, or Health) on rotation and Four Special Area
lessons; one per special area class (Art, Music, Physical Education, Library). • Students will have an opportunity to participate in daily learning opportunities through
virtual class meetings. • Teachers will be provided with professional learning and models for these daily learning
opportunities that outline expectations for class meeting times to include: o Social Emotional Check Ins o Direct Teaching (Modeling Instruction/Explaining Content/Clarifying
Misconceptions) o Closure (Q&A, Sharing Student Work)
• Teachers will offer the opportunity for flexible small group instruction during teacher’s
designated office hours. • Students will have opportunities to demonstrate their new learning based on curriculum
goals. Grades 3 – 5
• Each week, students will be exposed to new curriculum goals. • Students will have an opportunity to participate in daily learning opportunities through
virtual class meetings. • Teachers will be provided with professional learning and models for these daily learning
opportunities that outline expectations for class meeting times to include: o Social Emotional Check-Ins o Direct Teaching (Modeling Instruction/Explaining Content/Clarifying
Misconceptions) o Closure (Q&A, Sharing Student Work)
• Teachers will offer the opportunity for flexible small group instruction during teacher’s
designated office hours. • Students will have opportunities to demonstrate their new learning based on curriculum
goals.
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Options for Students in Grades 3-5
Print Pathway
(Students without digital access)
Digital Pathway
(Students with digital access)
• Print materials (three weeks at a time)
will be posted on the website and in
Schoology.
• For students without internet access, a
way to request materials will be
provided.
• New eLearning lessons posted each week
to complete during that week as follows:
o Two English Language Arts lessons
o Two Math lessons
o One Content lesson (Science, Social
Studies, or Health) on rotation
o Four Special Area lessons; one per
special area class (Art, Music,
Physical Education, Library)
o One Read-Aloud lesson
Grades 6 – 12
• Each week, students will be exposed to new curriculum goals.
• Students will have an opportunity to participate in a minimum of one class meeting per class
per week with their teachers as scheduled by the teacher. • Teachers will be provided with professional learning and models for these daily learning
opportunities that outline expectations for class meeting times to include: o Social Emotional Check-Ins o Direct Teaching (Modeling Instruction/Explaining Content/Clarifying
Misconceptions) o Closure (Q&A, Sharing Student Work)
• Students will have opportunities to demonstrate their learning based on curriculum goals.
Remote Learning
• New eLearning lessons posted each week to complete during that week.
o Two new lessons per course will be shared on Monday.
o Students will self-pace through learning.
o Assignments for feedback will be submitted by your student through Schoology by
Sunday.
• For students without internet access, a link to request printed packets is available on the
website.
• Student Internet Connectivity
BCPS has conducted a multi-phased approach to assessing student connectivity that
coincides with the phases of expanded closure. Initial digital surveys were conducted to
assess which elementary students in Grades 3-5 needed to receive a device to support digital
access. Based on parent feedback and the closure being extended, a second digital survey was
conducted to assess which elementary students in Grades K-2 needed to receive a device to
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support digital access. Additionally, the second phase survey assessed if students needed a
device, needed internet connectivity, and/or needed both a device and internet connectivity.
Devices and hotspots are being distributed in an ongoing process in response to the surveys.
To date, approximately 32,200 devices have been distributed to elementary students based on
parent request, approximately 1,800 devices have been distributed to secondary students in
need and approximately 4,000 hotspots to support internet connectivity will have been
distributed by Friday, May 15. Additionally, school-based faculty and staff are conducting
outreach to parents to assess and monitor device and connectivity resources to support
ongoing distribution of resources as home situations adjust to COVID-19 conditions and the
closure is prolonged.
Moreover, students who do not have internet connectivity need to be identified in need of a
hotspot and or a device through either parent request and or school-based faculty and staff
member. Once a family is identified, BCPS staff work through the Title I office to send a
hotspot. Furthermore, BCPS has sent home and posted information on our website related to
internet providers’ temporary free internet offers for those who are eligible along with links
to countywide free wi-fi locations to support access to instructional resources.
Specialized Services
Students receiving Special Education services
o Overall service process
▪ Special educators will contact each family and work with parents in amending IEP
based on remote learning context
▪ Weekly parent contact is recommended for all families
▪ IEP teams may continue to be held depending on the availability of data for required
documents and at parent’s request
▪ IEP teams will reconvene when school returns to determine impact on student
progress
o For services that are typically provided within the inclusion setting
▪ Special educators will collaborate with the general educator in differentiating
materials, providing supplementary materials, and for all other supports based on the
amended IEP
▪ Special educators may provide parallel lesson or small group lesson implemented
through recorded or face-to-face lesson with students based on the amended IEP
o For services that are typically provided outside of general education
▪ Special educators may provide 1-2 video recorded or face-to-face video intervention
lessons per week based on the amended IEP
▪ Special educators may provide 1 session of supplemental intervention-related work
based on the amended IEP
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Students receiving ESOL services (English for Speakers of Other Languages)
o Overall print materials and online lessons are available for the following:
▪ Elementary School Students – Newcomer, Elementary 1-5, Kindergarten
▪ Middle School Students – ESOL I, ESOL II, ESOL III, Literacy for English Learners
▪ High School Students– Newcomer, ESOL I, ESOL II, ESOL III, ESOL IV, American
Culture, ESOL Math
o Co-Teaching Support
▪ ESOL teachers who are co-teachers or provide push in support during regular
instruction will collaborate with the general educator to provide additional support.
o BCPS-TV Lessons
▪ Elementary Newcomer
▪ Secondary Newcomer
o Communication resources for students and parents
• Translating official communications into up to 8 languages
• Updating website with Spanish page, Chinese page, etc.
• Developed support documents for parents with limited English to access BCPS One,
Schoology, and Google Meets: How to Communicate with your Teacher or School
(In 8 languages); How to Communicate with Families Who Speak Limited English
• Voicemail Lines for Spanish, Chinese, Russian, and Urdu
• FAQs on Remote Learning Readiness for EL Parents (in 8 languages)
• Ongoing Training to Support Video Remote Interpreting (VRI)
(All interpreters are available as Over-the-Phone. We’re expanding the list of VRI-ready
interpreters.)
Students receiving Advanced Academic Services
o Elementary Students have access to:
▪ Enrichment menus are available for K-5 in the print pathway
▪ Differentiated digital content is available for 3-5
▪ Advanced 4 Mathematics
o Secondary Students have access to:
▪ Middle School & High School GT ELA
▪ Middle School & High School GT Science
Students experiencing homelessness
o Wi-Fi Hotspots will be made available to families experiencing homelessness and in need
of internet access.
o A Caregiver Resource Sheet, including contact information for continuum of care support
services, was posted in English and Spanish on the BCPS Coronavirus Updates webpage
and included in the Continuity of Learning packets shipped to families.
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o Using email communications and the Google Meets platform, the Homeless Program
High School Mentors continue to provide direct assistance to students experiencing
homelessness in support of college and career preparations/plans.
o BCPS continues to collaborate with Baltimore County Government and nonprofit
organizations to support families experiencing homelessness with access to food, shelter
and safety.
o Pupil Personnel Workers flag newly identified students experiencing homelessness for
conditional enrollment and offer families information to access the BCPS Continuity of
Learning resources and materials.
o Pupil Personnel Workers are continuously contacting and responding to families in order
to determine necessary supports and offer resources.
Students experiencing academic need
• BCPS will instructionally address students with academic needs through small group
direct instruction that can be conducted through the Google Meet application.
• Teachers have two hours of daily office time in which teachers are expected to provide
small group targeted instruction as well as provide direct one-on-one support for students
based on academic need.
• The office hours segment of our model is the optimal segment to provide individualized
attention to students and parents.
Roles and Responsibilities
Central Office Administrators
• Develop and provide curricular, instructional, social-emotional, and professional learning
resources and support
• Support and provide human resources, business services, communication services and
research and accountability services
• Community Superintendents will serve as liaisons between schools and central services
• Establish systems and structures to support virtual school-based leadership
Principals
• Ensure communication to all families is consistent between and among teachers
• As appropriate, use established communication vehicles to keep parents and students abreast
of system and school messages
• Communicate teacher and staff “office hours” to families
• Monitor email and respond promptly
• Establish a predictable schedule for faculty and school-based instructional team meetings
• Monitor feedback being provided to students through Schoology
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Teachers
• All certified faculty and staff
o Monitor email and respond promptly
o Hold “office hours” for a total of 2 hours per day to be available to students and families
o Participate in on-going virtual professional learning as directed
o Use Google Hangout Meet to facilitate class meetings with students
• Pre-school-Grade 2 teachers
o Monitor Schoology regularly for curricular updates
o Communicate weekly with families
o Hold daily class meetings using Google Hangout Meet
• Grades 3-5 and Special Area Teachers
o Use curricular resources with students accessing Schoology
o Grades 3-5
▪ Assign 5 mini-lessons per week
• Two ELA
• Two Math
• One Science/ Social Studies/ Health (rotating each week)
o Special Areas
▪ Assign one mini-lesson per week per grade level per week
o Hold daily class meetings using Google Hangout Meet
o All assignments should be posted on Monday morning
o Provide feedback on student work at least once per week
• Grades 6-12
o Use curricular resources with students accessing Schoology
o Assign two-mini lessons per content per week
o Hold weekly class meetings using Google Hangout Meet
o All assignments should be posted on Monday morning
o Provide feedback on student work at least once per week
• Special Education Teachers
o Maintain communication with families regularly
o Provide direct instruction, as appropriate, through video conferencing
o Collaborate with the general educator, as appropriate
o Plan instruction as it aligns to content standards and IEP goals and objectives
o Case management services will continue through phone calls or video conferencing with
families
o Special educators and related service providers are required to document services during
this time.
o IEP Teams will use telephone or video conferencing based on mutual decision and
availability for regularly scheduled or parent requested IEP team meetings
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ESOL Teachers
• Maintain communication with all families regularly
• Will provide direct instruction, as appropriate through video conferencing
• Will collaborate with general educators, as appropriate, to provide support to English
Learners
Paraeducators
• Paraeducators should work with their supervisors to develop plans for working remotely.
• Paraeducators perform tasks that are critical to support student learning. All staff are advised
to not go to buildings to complete work but to complete work remotely.
• Paraeducators may volunteer to use their personal devices and internet access to work
remotely. Maintenance of personal equipment is the responsibility of the employee. If a
device and/or internet access is not available, the employee and supervisor should develop
work plans that do not require that equipment.
• Roles and responsibilities are listed below:
o Be available by phone from 9 a.m. to 3 p.m. each workday.
o Check email regularly for updates and respond within 24-48 hours (if device and
internet access are available).
o Communicate regularly with supervisors.
o Be available for phone calls to ‘check in’ on families for instructional or health
supports.
o Other duties as assigned aligned to the job responsibilities of Paraeducator.
Students
• Complete assigned tasks each week for each class, either in paper/pencil format or through
Schoology
• Submit Schoology assignments through Schoology
• Take pictures or scans of completed paperwork and email to the teacher for feedback
• Attend daily teacher class meetings
• Reach out for support from your teachers during their office hours
Parents
• Access the BCPS website and/or Schoology for resources as needed
• Support students in finding a place and time to complete assignments and submitting work
for feedback and scoring
• Support students in participating in class meetings
• Contact teachers during office hours as needed to support student success
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Sample Teacher Schedules
Elementary Teacher Sample Schedule
Time Activity
8:30 – 9 Respond to emails from school leadership, parents, and colleagues
Prepare materials for Class Meeting
Contact individual students as needed
9 – 10 Class Meeting
• SEL Check In
• Direct Instruction (Model a strategy, clarify misconceptions,
Explain assignments)
• Class Discussion (Q&A)
• Closure (Students share)
10 – 11:30 Prepare Remote Learning Lesson*
• Outcomes, Think About It, Learn About It, Try It, Assessment
• Record demonstration video or explanation
• Post anchor charts and additional resources
11:30 – 1 Lunch and Planning
1 – 2
2 – 3
Office Hours
• Provide small group instruction (rotate content as needed)
• Conference with individual students and families
• Answer questions, clarify expectations
3 – 3:30 Grading and Reporting
• Review student submissions and provide narrative feedback *Teachers will also use this time to participate in virtual professional learning, team meetings,
department meetings and collaborative planning
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Middle and High School Teacher Sample Schedule
Time Activity
8:30 – 9 Respond to emails from school leadership, parents, and colleagues
Prepare materials for Class Meetings
Contact individual students as needed
9 – 9:30 Class Meeting #1
• SEL Check In
• Direct Instruction (Model a strategy, clarify misconceptions,
Explain assignments)
• Class Discussion (Q&A)
• Closure (Students share)
9:30 – 11 Prepare Remote Learning Lesson*
• Outcomes, Think About It, Learn About It, Try It, Assessment
• Record demonstration video or explanation
• Post anchor charts and additional resources
11 – 11:30 Class Meeting #2
• SEL Check In
• Direct Instruction (Model a strategy, clarify misconceptions,
Explain assignments)
• Class Discussion (Q&A)
• Closure (Students share)
11:30 – 1 Lunch and Planning
1 – 2
2 – 3
Office Hours
• Provide small group instruction (rotate content as needed)
• Conference with individual students and families
• Answer questions, clarify expectations
3 – 3:30 Grading and Reporting
• Review student submissions and provide narrative feedback
*Teachers will also use this time to participate in virtual professional learning, team meetings,
department meetings and collaborative planning.
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Typical Student Week/Day
The BCPS remote learning approach allows flexibility for students and families in working to
complete assignments not just daily but across the week as well.
Elementary students in Grades PreK-2
Students in these grades are provided instructional resources in print packet format. Students and
parents have daily flexibility in working through these resources based on the household
schedule.
Additionally, these students will have:
• A class meeting that is scheduled can be accessed through telephone or Schoology
• Teacher support that is available during teacher office hours to address individual needs also
assessible by telephone or Schoology
Elementary students Grades 3-5
Each week, elementary students will have:
Students have daily flexibility in working through content lessons, participating in class meetings
and accessing one-on-one support to complete assignments.
A sample week schedule is provided below for parents to consider as a resource in developing
and or establishing a schedule for their student at home.
Recommended Daily Activities:
• Complete one content lesson for ELA, Math, Content (Science, Health or Social Studies)
o Support materials include lesson demonstration videos, discussions, anchor
charts, etc.
• Complete one Special Area lesson each day (Art, Music, Library, PE Health, Exploratory
Music, Passport*)
• Dreambox (20-25 minutes each day; 6-8 lessons per week)
• Independent Choice Reading (30 minutes daily)
• Complete one Enrichment Menu or ELA Choice Menu writing activity daily (20-30
minutes daily)
• Virtual Class Meeting (Daily)
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Sample Suggested Student Schedule—Grades 3-5
Note: The sample suggested schedule below for Grades 3-5 was developed to help students and
families plan their day to meet the outlined expectations. Parents and caregivers are encouraged
to develop a schedule that makes sense for their child and can use the schedule template
provided. Older students may want to help create the schedule and make decisions about which
activities to complete each day.
Time Activity
9:00 Content Lesson (ELA, Math, Science, Social Studies or Health)
9:45 Movement Break
10:00 Dreambox
1-2 lessons per day
10:30 Independent Choice reading
(Books, eBooks, Magazines)
11:00 Enrichment Menu/ELA Choice Menu Writing
11:30 Break and Movement
12:30 Special Area Lesson (Visual Arts, Music, Library, PE, Exploratory
Music or Passport*)
1:15 Movement Break
1:45 Work Time
Use this time to finish any of the day’s assignments
2:15 Offline Free Choice Activity
(games, puzzles, crafts, creative play)
*Virtual Class Time – Daily
Parents and caregivers should work with their student to develop a schedule that works for their
family using the template and considerations outlined below:
• Begin by scheduling class meeting times as outlined by each teacher.
• Schedule work times for completing each assignment throughout the week.
• Be sure to schedule movement breaks throughout the day.
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Students in Grades 6-12
Each week, secondary students will have:
Students have daily flexibility in working through content lessons, participating in class meeting
and accessing one-on-one support to complete assignments.
A sample week schedule is provided below for parents to consider as a resource in developing
and or establishing a schedule for their student at home.
Weekly Expectations:
• 90 minutes to two hours of new learning opportunities per course each week
o Two new lessons (25-30 minutes each) posted per course each Monday
o Additional work time for students to complete assignments and submit by Friday
each week
• Weekly virtual class check-ins via Google Meets* (Google Meets are a minimum of 30
minutes each week)
• Daily independent choice reading and writing
• Time will be scheduled each week for additional services include ESOL, special
education and counseling as needed
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Sample Suggested Student Schedules—Grades 6-12
Note: The sample suggested schedules below for Grades 6-12 were developed to help
students and families plan their day to meet the outlined expectations. Parents and caregivers
are encouraged to develop a schedule that makes sense for their child and can use the
schedule templates provided. Older students may want to help create the schedule and make
decisions about which activities to complete each day.
Monday
Time Activity
8:45 – 9:15 Review Weekly Assignments and
Expectations
9:15 – 11:30 Work Time
• Lesson 1 (1A)
• Lesson 1 (2A)
11:30 – 12:15 Lunch and Movement Break
12:15 – 1:45 Work Time:
• Lesson 1 (3A)
• Lesson 1 (4A)
1:45 – 2:30 Independent Choice Reading and Writing
Tuesday
Time Activity
8:45 – 9:15 Work Time
• Lesson 1 (1B)
9:15 – 10 Virtual Class Meeting 1A*
10 – 10:45 Virtual Class Meeting 2A*
10:45 – 11:30 Work Time
• Lesson 1 (2B)
11:30 – 12:15 Lunch and Movement Break
12:15 – 1 Virtual Class Meeting 3A*
1 – 1:45 Virtual Class Meeting 4A*
1:45 – 2:30 Independent Choice Reading and Writing
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Wednesday
Time Activity
8:45 – 9:15 Work Time
• Lesson 1 (3B)
9:15 – 10 Virtual Class Meeting 1B*
10 – 10:45 Virtual Class Meeting 2B*
10:45 – 11:30 Work Time
• Lesson 1 (4B)
11:30 – 12:15 Lunch and Movement Break
12:15 – 1 Virtual Class Meeting 3B*
1 – 1:45 Virtual Class Meeting 4B*
1:45 – 2:30 Independent Choice Reading and Writing
Thursday
Time Activity
8:45 – 11:30 Work Time
• Lesson 2 (1A)
• Lesson 2 (2A)
11:30 – 12:15 Lunch and Movement Break
12:15 – 1:45 • Lesson 2 (3A)
• Lesson 2 (4A)
1:45 – 2:30 Independent Choice Reading and Writing
Friday
Time Activity
8:45 – 11:30 Work Time
• Lesson 2 (1B)
• Lesson 2 (2B)
11:30 – 12:15 Lunch and Movement Break
12:15 – 1:45 • Lesson 2 (3B)
• Lesson 2 (4B)
1:45 – 2:30 Independent Choice Reading and Writing
Parents and caregivers should work with their student to develop a schedule that works for their
family using the template and considerations outlined below:
• Begin by scheduling class meeting times as outlined by each teacher.
• Schedule work times for completing each assignment throughout the week.
• Be sure to schedule movement breaks throughout the day.
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Attendance/Engagement
In a remote learning environment, student attendance is demonstrated through engagement. The
monitoring of student engagement in the educational process is essential to ensuring that students
are safe, accounted for, and engaged during remote learning. During the Continuity of Learning
Plan and extended school closure, student engagement and well-being will be monitored across
three levels:
• teacher of record
• school-based attendance liaison
• school pupil personnel worker
Accountability/Progress Monitoring
• Student progress will be monitored through multiple measures such as engagement, contact,
and student work that is submitted through various methods.
• Each week, individual schools collect data regarding student engagement with the continuity
of learning (CoL) plan. This data collection enables teachers to ensure students have access
and allows schools and the system to respond when it is perceived that a student may not
have access due to a lack of engagement.
• For the data collection, a student is considered “not engaged” using the following criteria:
o The student or parent has not
o been in contact with any staff member,
o logged into Schoology, or Google Meet, or
o requested or submitted work.
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• Based on the data collection, a system of tiered supports is implemented for addressing
access to and engagement in the CoL plan. See chart below.
Tiered Support Level Actions
1. Teacher of Record • Outreach to students using multiple mediums (phone,
email, classroom meeting check-ins)
• Outreach to parents regarding student’s experience with
participating in remote learning
• Monitor assignment completion in Schoology to determine
which students need a wellness check and refer to school-
based attendance liaison
• Documentation of efforts in Student Information System
(SIS) general notes each week will be used to confer with
school-based liaison
• Email school-based liaison and school administrator to
provide a list of the students who have not engaged in the
CoL plan weekly
2. School-based Liaison • Confer with teachers weekly
• Documentation of efforts in SIS general notes
• Host school-based outreach (virtual attendance meetings)
• Initiate work with staff from Pupil Personnel Services
3. Pupil Personnel Worker • Support current student caseload where attendance
concerns were flagged prior to March 13, 2020
• Participate in attendance forums/virtual meetings (as
designed by school-based liaison)
• Invite other personnel (internal/external) as appropriate to
support families based on need
• Document efforts in SIS general notes and follow up with
the school-based liaison regarding actions taken
• Support students/families with appropriate resources
• Student outreach efforts will be logged by PPWs for
documentation through the Office of School Climate
process
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Grading and Reporting
• Marking Period 3 (MP3) and Marking Period 4 (MP4) have been collapsed into one
(MP3/MP4).
• At the individual assignment level, students will receive a score (i.e., 8/10) or qualitative
feedback. This is done in Schoology, through email, or through teachers' office hours.
• Grades for MP3/MP4 will be "Pass" or "Fail."
• Student grading plan: 4th quarter
Grade Codes that will be used for MP3/MP4
Preschool – Kindergarten
Teachers will use a “P” or an “NA” when completing the progress report.
• P – Progressing – The student acquires and applies the concept or skill frequently
and needs additional teacher support at times.
• NA – Not Applicable – The knowledge, skills, and practices embodied in the grade-
level standards were neither taught nor evaluated this marking period
Grades 1 – 3
Teachers will use a “P” or an “NA” when completing the report card.
• P – Progressing – Student is developing their command of the knowledge, skills, and
practices embodied in the grade-level standards.
• NA – Not Applicable – The knowledge, skills, and practices embodied in the grade-
level standards were neither taught nor evaluated this marking period.
Grades 4 – 5
Teachers will use a “P” or an “NA” when completing the report card.
• P – Passing – Passing codes will be issued when there is evidence of student
participation and progress, or the school is aware that a student is experiencing an
extenuating circumstance or hardship.
• NA – Not Applicable – The knowledge, skills, and practices embodied in the grade-
level standards were neither taught nor evaluated this marking period.
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Grades 6 – 8 Report Cards
Teachers will use a “P” or an “F” when completing the report card.
• P – Passing – Passing codes will be issued when there is evidence of student
participation and progress, or the school is aware that a student is experiencing an
extenuating circumstance or hardship.
• F – Failing– Failing codes will be issued when a teacher has been successful in
communicating with a parent/guardian or student, and there is verification that the
student is not experiencing an extenuating circumstance or hardship AND there is no
evidence of participation or work completion.
Grades 6 – 8 Final Grade
Middle School Courses
Academic History Codes will be used:
• P (Pass)
• F (Fail)
• Final course grades for year-long courses will be calculated by averaging
the marking period grades. Students receiving two passing grades (A,B,C,D,S,P)
will receive a P. Students receiving two failing grades (E,U,F) will receive an F.
• Final course grades for classes that met only MP4 or only MP3/4 will receive
a Passing (P) marking period grade and a Passing (P) final course grade.
Grades 6 – 8 Final Grades
High School, Credit-Bearing Courses
Students will receive Academic History Codes:
• P (Pass)
• F (Fail)
Final Course Grades for year-long courses will be calculated using the following formula:
• Convert the MP1 and MP2 achievement grades to numerical equivalents:
• A = 12, B=9, C=6, D=3, E=0
• Convert the MP3/4 achievement grade to a numerical equivalent:
• P=4, F=0
• Add the three numerical equivalents. Convert the sum of the numerical
equivalents to a letter grade for the report card using the following conversion
scale:
• P = 4–28 points, F = 0-3 points
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Grades 9 – 12 Report Cards
Teachers will use a “P” or an “F” when completing the report card.
• P – Passing – Passing codes will be issued when there is evidence of student
participation and progress, or the school is aware that a student is experiencing an
extenuating circumstance or hardship
• F – Failing– Failing codes will be issued when a teacher has been successful in
communicating with a parent/guardian or student, and there is verification that the
student is not experiencing an extenuating circumstance or hardship AND there is no
evidence of participation or work completion.
Grades 9 – 12 Final Grades
For the final course grade, students will choose, by course, an Achievement Grade (A-E)
or they may choose a “Pass/Fail.” An Achievement Grade will impact a student’s
cumulative GPA/QPA, and a “Pass/Fail” will not impact a student’s cumulative
GPA/QPA. Transcripts will reflect the student’s choice of final grade. Students will earn
the credit for the course for an A-D or a “Pass.” Teachers will speak with students
regarding the option and will send home a survey for completion.
Step 1: Each grade for marking periods 1 and 2 will convert to the following point
values:
A = 12 points B = 9 points C = 6 points D = 3 points E = 0 points
Step 2: The “Pass” or “Fail” for Marking Period 3/4 will convert to the following point
values:
P = 4 points F = 0 points
Step 3: Add the three numerical equivalents. Convert the sum of the numerical
equivalents to a letter grade for the report card using the following conversion scale:
A/P = 24 – 28 points B/P = 18 – 23 points
C/P = 11 – 17 points D/P = 4 – 10 points
E/F = 0 – 3 points
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Resources
Student resources available:
• Student Learning Resources are available in print format on our website and through
Schoology.
• Printed Packets
o Print Packets will be mailed home to Preschool and PreKindergarten students.
o Other packets may be requested.
• Devices
o Students in Grades K-12 can have a device mailed home on request. Requests may be
made through your school principal
• Student Internet Connectivity
BCPS has conducted a multi-phased approach to assessing student connectivity that
coincides with the phases of expanded closure. Initial digital surveys were conducted to
assess which elementary students in Grades 3-5 needed to receive a device to support digital
access. Based on parent feedback and the closure being extended, a second digital survey was
conducted to assess which elementary students in Grades K-2 needed to receive a device to
support digital access. Additionally, the second phase survey assessed if students needed a
device, needed internet connectivity, and/or needed both a device and internet connectivity.
Devices and hotspots are being distributed in an ongoing process in response to the surveys.
To date, approximately 32,200 devices have been distributed to elementary students based on
parent request, approximately 1,800 devices have been distributed to secondary students in
need and approximately 4,000 hotspots to support internet connectivity will have been
distributed by Friday, May 15. Additionally, school-based faculty and staff are conducting
outreach to parents to assess and monitor device and connectivity resources to support
ongoing distribution of resources as home situations adjust to COVID-19 conditions and the
closure is prolonged.
Moreover, students who do not have internet connectivity need to be identified in need of a
hotspot and or a device through either parent request and or school-based faculty and staff
member. Once a family is identified, BCPS staff work through the Title I office to send a
hotspot. Furthermore, BCPS has sent home and posted information on our website related to
internet providers’ temporary free internet offers for those who are eligible along with links
to countywide free wi-fi locations to support access to instructional resources.
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Professional Learning Plan
BCPS has offered and continues to offer professional learning to support faculty and
administration during the CoL. The BCPS School Based Remote Learning Professional Learning
Course consists of a combination of asynchronous lessons and virtual "live" sessions comparable
to our students’ experience. There are compatible pathways for teachers and administrators.
Specific topics include:
• Transitioning to Remote Learning
• Schoology Functionality
• Google Meets and Microsoft Teams
• Accessing Curricular Resources
• Supporting Special Education
• Supporting Social Emotional Learning
• Managing Virtual Class Meetings
Additionally, weekly professional learning sessions are offered for Special Education teachers
and school-based administrators to provide real-time support for implementation. Weekly
publication of an FAQ document is conducted to further address emergent questions from the
field of teaching and learning in the remote context. We monitor weekly sessions and our
professional link for teachers to submit questions to identify areas that need a systemic
professional learning session to be developed and implemented. All professional learning
materials and sessions are curated in our learning management system and available around the
clock for educators to access.