BCPS Continuity of Learning Plan › ... › Continuity_of_Learning_Plan.pdf1 BCPS Continuity of Learning Plan Updated May 19, 2020 Learning materials for preschool through high school

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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

https://www.bcps.org/system/studentlearningresources/


https://www.bcps.org/system/studentlearningresources/BCPSTV_ContinuityofLearning_Schedule.pdf

https://www.bcps.org/system/studentlearningresources/BCPSTV_ContinuityofLearning_Schedule.pdf

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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


• 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


• 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






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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.

https://www.bcps.org/system/coronavirus/spanish.html

https://www.bcps.org/system/coronavirus/chinese.html

https://dci.bcps.org/department/academic_services/e_s_o_l/c_o_v_i_d-19_updates_in_translations

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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





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





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)


12:15 – 1 Virtual Class Meeting 3A*

1 – 1:45 Virtual Class Meeting 4A*


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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)


12:15 – 1 Virtual Class Meeting 3B*

1 – 1:45 Virtual Class Meeting 4B*


Thursday

Time Activity

8:45 – 11:30 Work Time

• Lesson 2 (1A)

• Lesson 2 (2A)


12:15 – 1:45 • Lesson 2 (3A)

• Lesson 2 (4A)


Friday

Time Activity

8:45 – 11:30 Work Time

• Lesson 2 (1B)

• Lesson 2 (2B)


12:15 – 1:45 • Lesson 2 (3B)

• Lesson 2 (4B)


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.


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.


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.



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

24

Grades 9 – 12 Report Cards

Teachers will use a “P” or an “F” when completing the report card.



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

25

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























https://bcpsone.bcps.org/

26

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.

Documents

BCPS Continuity of Learning Plan › ... › Continuity_of_Learning_Plan.pdf1 BCPS Continuity of Learning Plan Updated May 19, 2020 Learning materials for preschool through high school