Fall 2020Charles County Public Schools

A Day in the Life…Our Students

August 11, 2020

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A Day in the Life of an Elementary Student

Four (4) hours of synchronous learning daily• Start each morning with Move This World

• Whole group grade level reading and writing instruction

• Small group guided reading

• Whole group math followed by small group breakout sessions

• Science or Social Studies

• Special Areas rotation – PE, Music, Art, Computer Technology

• Flex Time, which may include individual assessment, additional support, counselor lessons, media lessons, etc.

Non-synchronous time, including time beyond synchronous lessons and Wednesdays:• Assignments related to lessons

• Working on digital platforms, (DreamBox, I Read and Imagine Learning)2

A Day in the Life of an Elementary Student

Early Childhood (Prekindergarten and Kindergarten)

• Less Synchronous time – developmentally appropriate

• Productive Play

• Small group instruction

• “Independent” activities will focus more on hands-on activities

Administering diagnostic assessments for early learners

• Completed second and third weeks of school

• One-on-one “interview” style to determine strengths and needs

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A Day in the Life of a Secondary Student• Traditional grading policy

• Flex time between classes • Allows breaks from screen time, an

opportunity to digest content, work on independent activities, and reach out to teachers if needed

• No classes scheduled on Wednesdays• Students will use this time to work on

assignments, lessons from counselors, and projects, etc.

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A Day in the Life of a Secondary Student• Four (4) hours of live interactions and instruction per day, 4 days per week

• Each class will be held at least 2 days per week

• Students will log into classes via Student Vue

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A Day in the Life of a Special Education StudentAll Special Education Students Across All Programs:

Instructional decisions, including interventions, time in synchronous/asynchronous learning, and other academic, social, and/or behavioral supports will be based upon each student's Individual education program (IEP).

General Special Education Students:

• Push-in/ inclusion services will be delivered by special education teachers or instructional assistants under the guidance of a special education teacher, with direct assignment to virtual inclusion classrooms.

• Small group instruction will occur using breakout rooms and direct links with Microsoft TEAMS and/ or Zoom via Synergy with inclusive groups of students at strategic times within the instructional period.

• Pull-out/ self-contained services will be delivered by special education teachers or instructional assistants under the guidance of a special education teacher, with small group instruction using breakout rooms and direct links with Microsoft TEAMS and/ or Zoom via Synergy.

• Transition services/activities will be delivered by special education teachers or instructional assistants under the guidance of the special education teacher using Microsoft TEAMS, Zoom via Synergy, and online career planning tools including Career Cruising and Virtual Job Shadow.

ACHIEVE Students:

• Instruction will address modified grade level academic standards and functional skills.

• The daily schedule will include 2 large group lessons, at least 2 small group or 1-on-1 lessons, and additional sessions with related service providers, as determined by the IEP.

• Each day of synchronous learning, students will attend at least 1 elective/related arts with general education peers.

• Participation in “screen-free” activities throughout the instructional day will be encouraged to promote physical activity, play, and social well-being.

• The length and number of sessions will vary to meet student needs.

SOAR (Structured teaching, Opportunities for social inclusion, Active learning and Rigor) Students

In collaboration and in addition to General Special Education Bullets, SOAR students will receive:

• Specially designed instruction will be delivered in whole group and small group settings, both in and outside of the SOAR classroom

• Instruction will be tailored to accommodate student’s individual strengths and areas of need.

• Evidence based practices for educating students with autism, will be incorporated.

• Services will be provided by the SOAR classroom teacher, instructional assistants and/or general education teachers.

• Mainstream opportunities and access to general education teachers and same aged peers will be incorporated in core classes, specials and electives. Students will be supported by SOAR staff, as appropriate.

Emotional Adjustment (EA) Students

• Check-In/Check-Up/Check-Out: For the first morning activity each student chooses a coping plan for the day. Mid-day, students review the success of their plan with staff. End of day, staff review with each student behavior points earned and current Level.

• Instruction is provided in whole group, small group and 1:1 as needed with flexible timing and scheduling. Staff will create breakout sessions to support students' behavior choices/emotional dysregulation.

• Breaks are provided during and after instruction based on individual student's needs.

• Each student will attend their weekly individual counseling session with the EA School Psychologist.

A Day in the Life of a Special Education Student

A Day in the Life of aTechnology Student

Elementary

• Parents/students can request to borrow a laptop and or headsets by submitting a request through AskCCPS on the ccboe.com website

Middle

• Students will continue to use the laptop borrowed in the spring until a new 1-to-1 laptop device arrives mid-to-late September

High

• Students will receive a new 1-to-1 laptop in mid-August

Technology Support

• Students/parents can have submit a request through AskCCPS on the CCBOE website

• A computer analyst assigned to the student’s home school will follow-up. A parent or guardian must be home for students in grades K-8

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