Dorchester County Public Schools

Safe Return to In-Person Instruction

and Continuity of Services Plan

Mr. W. David Bromwell

Superintendent August 12, 2021

Board of Education of Dorchester County

Laura Layton, President

Sheri Hubbard, Vice President

Michael Diaz, Member

LeOtha Hull, Member

Susan Morgan, Member

Table of Contents

Executive Summary 1

Reopening Committee 2

Maryland State Department Guidance 3

Review of Phases 4

Equity 7

Special Education 9

Instructional Readiness Process and Plan 11

Curriculum 13

Operations and Safety 17

Student Attendance 23

DCPS Communications 24

Athletics 26

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Executive Summary

During the 2020/2021 school year, a year with an unprecedented public health challenge, stakeholders from

across Dorchester County Public Schools continued to join forces to monitor the DCPS reopening plan for the

safe reopening of schools and resumption of service to students. Using the “Maryland Together: Maryland’s

Recovery Plan for Education” as a guide which includes guidance from Centers for Disease Control (CDC), and

the Maryland Department of Health, the DCPS Reopening Committee continued to focus on the following

principles:

• Prioritizing the safety and health of students, employees, and families including social-emotional well-

being.

• Making all decisions through an equity lens using the Maryland Equity and Excellence Guidelines.

• Providing high quality instruction and maximizing face-to-face interaction to the greatest extent

possible.

• Return to full operational status as quickly as possible when safe health conditions exist.

During the 2020-2021 school year, the Superintendent kept the entire DCPS community informed through

weekly updates. The weekly updates were informed by the current health metrics in Dorchester County. Any

change in Phase status was communicated in a timely manner, keeping staff, families and the community

aware.

In July 2021, the superintendent announced that DCPS would open the 2021-2022 school year with ALL

students back in school (Phase III). As a result, the executive team began working on plans with the guidance

of the health department, School Principals and Instructional Supervisors to ensure that the above mentioned

principles continue to be the focus for DCPS. The Reopening Committee was reconvened to address an

updated “Safe Return to In-Person Instruction and Continuity of Services Plan.

DCPS continued with the Reopening Committee as we transitioned to our Safe Return to In-Person Instruction

and Continuity of Services Plan. Membership reflected district personnel (administrators, supervisors and

teachers) from all school levels, support services, operations, food service and transportation as well as

parents. Community members included government officials, the Dorchester County Health Department, the

local management board, the Chamber of Commerce and other agencies.

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Reopening/Safe Return to In-Person Committee

Safety Committee: Chair: Jerome Stover, Principal

• Chris Hauge, Facilities and School Safety Planner

• Roger Harrell, DCHD Officer

• Carolyn Hallowell, DCHD Nurse Supervisor

• Trey Mills, Teacher

• Crystal Drexel, Teacher

• Katie Holbrook, DE Leadership

• Brittany Palmer, Parent

• JaVonnda Bradley, Parent

• Kerianne Hinerman, Parent

• Elizabeth Thompson, Parent

Instruction Committee: Chair: Patricia Prosser, principal

• Lauren Howell, Teacher

• Melanie Holliday, Teacher

• Theresa Connors, Supervisor

• LeAnn McWilliams, IT Manager

• Kim Waller, Supervisor

• Donna Greenleaf, Supervisor

• Ragena Jalon, Supervisor

• Kawana Webb, Supervisor

• LaSina Branch, Supervisor

• Kathryn Scarpati, Psychologist

• Omeaka Jackson, Community member

• Nancy Shockley, LMB Coordinator

• Bonnie Kinsey, Parent

• Chloe Hackett, Parent

Operations Committee:

Chair: Bobby Helgason, Principal • Bill Fleming, Transportation • Lisa Peters, Food Service • Pat Murphy, Facilities • Bill Christopher, Community member • Victoria Stanley, Mayor • Kaitlin Carroll, Teacher • Crystal Owens, Teacher • Amy Werner, Parent/Bus Driver • Kim Warrell, Parent/Bus Driver

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MARYLAND STATE DEPARTMENT of EDUCATION GUIDANCE

“Maryland Together: Maryland’s Recovery Plan for Education” established requirements for

local school systems as they work to develop their plans for the 2021/2022 school year.

Sections/Links for each requirement within this document are provided. These requirements

include:

Requirement #1: Local school systems must have their recovery plans completed and posted to their website

by August 13, 2021.

Requirement #2: The local school system’s equity plan must be reflected throughout the local recovery plan.

Requirement #3: Local school systems must consult with a variety of stakeholders in the development of the

Reopening Plan.

Requirement #4: Local school systems must establish a process to determine student instructional readiness

early in the school year and a plan is established for student success.

Requirement #5: Local school systems must ensure that Maryland College and Career Ready Standards

(MCCRS) and other State standards are taught in content areas.

Requirement #6: Local school systems must follow the Individuals with Disabilities Education Act (IDEA), Section 504 of the Rehabilitation Act (Section 504), and Title II of the Americans with Disabilities Act (ADA). Requirement #7: Local school systems must follow procedures and safety protocols consistent with current guidance from the Centers for Disease Control and Prevention (CDC).

Requirement #8: Local school systems must follow protocols for the safe transportation of students to and

from school.

Requirement #9: Local school systems must develop a system for tracking attendance when students are

engaged in distance learning.

Requirement #10: Each local school system must continue to implement or enhance their communication plan. Requirement #11: Local school systems must implement the Maryland Public Secondary Schools Athletic

Association (MPSSAA) Athletic Program.

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SAFE RETURN to In-Person Instruction

While DCPS is optimistic that we will begin the 2021-2022 school year in Phase III (in-person learning), it is

important to reiterate all phases on the county’s continuum for a responsible return to school. Working with

the Dorchester County Health Department, decisions will be made on a school by school basis should an

adjustment need to be made regarding a change in the current Phase III status.

• Digital Only

• All learning occurs through distance learning

• School closure due to outbreak

• Limited Hybrid Model

• Individual/small groups

• Most learning occurs through distance learning

• Hybrid Model

• A/B schedule

• Digital only option as a choice for parents

• In-Person Model August 30, 2021

• Full in-person learning

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PHASE I: Distance Learning Our goal is to use the lessons learned during Continuity of Learning and the original Responsible Return model, including

formal and informal feedback from stakeholder groups, as we transition to a long-term Distance Learning Plan. With a

strong foundation already in place, DCPS has improved processes and understandings in regards to being 1:1 with

technology devices.

PHASE I.5: Hybrid Learning – MTSS Tiered Support Model Dorchester County Public School System is committed to all students meeting academic success during the 2021-2022

school year. During this stage, students that require school-based MTSS Tier 2 and Tier 3 supports will be targeted to

receive face to face instruction, as well as receiving their school-based identified interventions. All health and safety

guidelines will in place.

PHASE II: Hybrid Learning - Alternating A/B Model An alternating A / B model will allow for heterogenous grouping of our students and will also allow for teachers to

differentiate instruction for students in order to meet their individual needs and to address closing any gaps that may

have developed during our closure. This structure will also allow for compensatory recovery for our special education

students with special considerations being paid to those students who did not engage during distance learning or who

did not have internet connectivity and received learning packets.

Our hybrid learning model for our elementary students, grades PreK-5, will be to bring as many students back as

possible during their A / B assignment while maintaining physical distancing and possible limitations to the number of

people who can be in the classroom. Students who are an A will return to class while students who are B will remain at

home receiving both synchronous and asynchronous instruction.

During the hybrid learning model, middle and high school students will also be returning on an A / B schedule. As with

our elementary students if students are an A student, they will return face-to-face during A assigned times. During B

assigned times, they will join their classes synchronously by video conferencing into their lessons following their daily

schedules. This model will allow for students to maintain their schedules through a synchronous hybrid model.

Asynchronous work will also be required during this model.

When in the classroom, all students should have assigned seating. At the elementary school level, students should be

restricted to their grade level/homeroom class, with the exception of special area subjects, to the greatest extent

possible (i.e. teachers rotate, not students). At the middle school level, students should remain with their cohort/team

throughout the day to the extent feasible, with the exception of special area subjects. For transition to special areas,

schools will determine a safe process and procedure for movement throughout the building (i.e. Signage, monitoring,

physically distancing, tape on floors, etc.)

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High Schools should also consider ways to cohort or cluster students, though we recognize that this is more challenging

at the high school level. DCPS high schools are already using a block scheduling format which naturally limits the

number of interactions between students and staff.

As previously noted, physical distancing is another important practice to help mitigate the transmission of the virus.

Schools will be developing plans to maintain the recommended three to six feet of distance between individuals, as

feasible.

In Pre-Kindergarten, the relative impact of physical distancing among children is likely small based on current evidence

and the difficulty to implement. Therefore, PreK should focus more on the effective mitigation strategies that have been

discussed in this model. These strategies include hand washing, infection prevention education, physical distancing from

one another, wearing face masks/coverings if mandated, and spending time outdoors.

Phase III: Face-to-face Learning All students would return in person with safety requirements in place. Classrooms, schedules, and protocols may need

to be modified to meet health requirements. DCPS will open schools in Phase III beginning Monday, August 30th.

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EQUITY

All DCPS students have equitable access to educational rigor, resources and support designed to maximize

academic success and social/emotional well-being.

Educational rigor and resources: DCPS classroom teachers and instructional support staff receive training

every school year which is provided by the DCPS team of Instructional Supervisors, Coordinators and

Instructional Coaches. New teachers are oriented to all DCPS curriculum, instructional resources and

assessments during the New Teacher Academy. All teachers receive professional development on curriculum

that is based on the Maryland Standards and are provided instructional resources through the support from

Supervisors, Coordinators and Instructional Coaches to deliver instruction so that ALL students achieve

academic success.

Social/emotional well-being: DCPS recognized the need to provide resources to assess, monitor and provide

supports to our students social/emotional well-being. Through the use of ESSER and Blue Print funding

streams, DCPS has been able to: purchase the social/emotional curriculum “Move This World” , increase the

number of Social Workers to support our students and families, and provide additional resources to support

students through therapeutic support classrooms.

Schools must ensure equal access to ALL students. This means that students need to be able to participate in their learning equitably and have access to all relevant services and supports. Considerations include, but are not limited to: • Ensuring all students in the school or district will have equal access to the learning and required

materials. • Ensure that activities can effectively support the district’s unique learning and teaching needs,

including the ability to provide differentiated instruction as well as one-on-one support for students who need it. Regardless of where the learning is happening, supports identified on a student’s Individualized Education Program (IEP) or 504 Plan must be provided. Individual Learning Plans for English Learners must also be followed.

• Schools should provide materials for students to continue their learning. Each school would determine the most appropriate way to communicate and provide instruction for each student which could include some/all the following:

o Textbooks o Online resources (consider availability of broadband) o Instruction via the school’s learning management system (LMS)

Planning for A Range of Learners Teachers will use many strategies to facilitate remote learning. Classroom teachers will work with other support staff and administrators to develop and moderate learning environments that engage all learners and support their growth. At all levels, considerations will be made for accessibility for learners and manageability for families. Teachers will be expected to differentiate instruction to meet the diverse

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needs of learners and all students with an EL plan, a 504 plan, or IEP. Students will continue to receive their accommodations. Multi-Tiered Systems of Support (MTSS) DCPS has adopted MTSS as our framework for supporting all of our students, both academically, socially and behaviorally. DCPS began this work in the spring of 2021, working to inventory the available resources and supports available in DCPS. ESSER funds were used to purchase diagnostic and intervention tools to support this tiered approach. The Office of Student Services realigned current “care team” and “student study teams” into MTSS teams that will use the framework as the guiding resource. All administrators, supervisors, school counselors, social workers and instructional coaches were provided professional development on MTSS by an outside consultant. The DCPS MTSS manual was created and presented to all administrators and supervisors during the 2021-2022 Leadership Retreat. Each school administrative team will present the MTSS process and manual to their respective staff during the “Back to School” week. At the heart of the MTSS system is the data, which then will inform action. Assessment data will be collected on every student as presented later in this document.

Mental Health

School MTSS teams will continue to review the mental health concerns identified by students, families, and their teachers. Administrators, school counselors and social workers will continue to reach out through wellness calls to families to discuss student engagement, social-emotional wellness, and mental health concerns. Through this partnership, school teams will identify needed family support. School personnel will intentionally engage with students to identify students needing extended support through the MTSS Tiers.

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SPECIAL EDUCATION Dorchester County Public Schools Office of Special Education will follow all guidance from the Office of Special Education

Programs and the Maryland State Department of Education Division of Early Intervention and Special Education Services.

DCPS will continue to recognize provisions and agreements as part of the Individuals with Disabilities Act (IDEA), Section

504 of the Rehabilitation Act (Section 504), and Title II of the American with Disabilities Act (ADA).

During the COVID-19 pandemic, Dorchester County Public Schools and the Dorchester County Infants and Toddlers program provided services to all families through a virtual platform. Considering the current circumstances, Individual Education Programs (IEP) and Individualized Family Service Plans (IFSP) with parental input were amended to provide services. All services were provided virtually to help ensure the health and safety of staff, families, and children. Our children were always our TOP concern during this pandemic. Students will receive Free Appropriate Public Education (FAPE) by accessing their special education and/or related services in person. Services will be delivered by a qualified provider as delineated by their IEP. Beginning October 1, 2021, DCPS will include IEP planning for emergency conditions within all annual review and new IEP development meetings to develop a plan for IEP implementation if there are emergency conditions resulting in the physical closure of a school for 10 or more days. In the event that this occurs, DCPS will continue to provide services as delineated by that plan through a virtual platform. IEP Meetings and Assessments Due to no extensions in timelines under IDEA, DCPS must meet all IDEA obligations to locate and find children eligible for special education services. All assessments will be administered in person. Precautions will be taken by staff and families to help prevent further transmission of the virus among students and staff. All testing will be completed in a school building located closest to the child’s home when possible. If transportation is needed to complete this testing, case managers must contact the Special Education Office to arrange these services. All participants will follow the DCPS masking requirements during the assessments and while in the school building. Additionally, PPE will be available and utilized as needed. IEP meetings will be held in person, with a virtual option for the parent and other team members. Parents will continue to receive all IEP documents as outlined under IDEA timelines. If parents have questions, these questions are to be directed to the Office of Special Education. It is important that the IEP team continue to collaborate with the parents/guardians on how to further support the student and if necessary, IEP meetings will be held to re-evaluate the child’s circumstances to ensure that he/she is receiving FAPE. Transition Planning and Programming. All students ages fourteen and up will receive transition assessments in person to drive their transition planning process. Additionally, students will meet with their special education case manager to discuss the assessments and to develop transition services and activities that will assist in meeting their post-secondary goals. Case managers will continue to work with students to complete transition activities outlined in the student’s IEP. Students that are involved in community-based experiences will return to that setting as it is deemed safe and the proper precautions are followed. Services Plans and Parentally Placed Private School Students. Students who are placed in private or parochial schools by parents may be eligible for services as outlined in the approved Parentally Placed Private School

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Students (PPPSS) agreement. These students will receive their services as outlined in their approved service plan. If the private school is not open for in person services or allowing outside community partners in their buildings, services may be provided at the child’s home school or through a virtual platform. Infants and Toddlers. Services to families will be provided in person, with a virtual option. Service providers will

discuss in person options with each family and will agree on the setting that is agreeable to the family. If in home

services are not the best option, there will be community settings available for those services to be provided. If the child

is in a childcare setting in a home or center, the service providers will follow the protocols for the childcare setting and

will only provide services in that day care setting if it is agreed upon with the child care provider. It would be the

parent’s choice regarding how the services are provided. A virtual option will continue to be available to all

families. The Infants and Toddlers program director will work in collaboration with DCPS to develop a safety

protocol for entering homes that will include the use of PPE and the disinfection of materials utilized during a

session and will share that plan with families prior to the first home visit. Evaluations, TPMs and IFSP meetings

will be in person, with a virtual option if the parent makes that request.

504 PLANS. Dorchester County Public Schools will continue to support the individual needs of students identified for

accommodations and modifications under Section 504. The case managers will honor the district process and conduct

meetings virtually (when necessary). Decisions of the 504 team will be based on medical diagnosis and academic need

resulting from the disability. The process will remain fluid, with teams meeting as student needs arise in both the virtual

and face-to-face classrooms.

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Instructional Readiness Process and Plan

Dorchester County Public Schools recognizes the urgent need to gather data on our students’ readiness so

that informed decisions are made to support unfinished learning, learning loss and acceleration of learning.

DCPS will follow our Multi-Tiered Systems of Support (MTSS) framework to determine which tier our students

are in, based on diagnostic data. Using the tiered process, students may receive whole class, small group,

intervention group or individual supports during the instructional day. Students may also be offered

afterschool tutoring.

DIAGNOSTIC TESTING

It is a top priority for DCPS to complete diagnostic testing early in our students return to school each Fall to

assist us in determining progress toward grade level standards for all students. All diagnostic assessments in

grades K-12 will be administered face-to-face. Individual student results will inform student readiness for new

content. As gaps are identified, students will be matched with appropriate instructional interventions to

support content recovery in Reading/English Language Arts and Mathematics.

PROFESSIONAL LEARNING COMMUNITES/DATA CONVERSATIONS

As diagnostic data is gathered, school teams (grade level; content) will meet to determine what the data says

in regard to student academic needs. Administrators, instructional coaches, special educators and classroom

teachers will dissect the data by student to determine which MTSS Tier is appropriate.

READING:

In grade levels K-5 we will provide an indication of reading development and possible risk for future difficulty

learning to read. We will use the Universal Screening/Diagnostic: DIBELS 8. DIBELS 8 Composite scores are

benchmarked based on typical performance by age/grade level and time of year. Student performance levels

are Core Support (Tier 1), Strategic Support (Tier 2), or Intensive Support (Tier 3).

In grades Prek-12 we will also use LEXIA Core 5. LEXIA Core 5 is an adaptive blended learning program that

accelerates the development of literacy skills for students of all abilities, helping them make the critical shift

from learning to read to reading to learn. The performance predictors of “On target, Some risk and High risk”

will help us assist with placing students into the intervention block that they need.

For grade 6-12 we will use Lexia PowerUp Literacy. LEXIA PowerUp Literacy accelerates literacy gains for

students in grades 6-12 who are at risk of not meeting College and Career Ready Standards. Student progress

is marked by their performance levels (Foundational/Intermediate/Advanced) in word study, grammar, and

comprehension.

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MATHEMATICS:

In grades K-12 we will use iReady Math which is an online program that provides students of all ages with

differentiated instruction and support them on their individual paths to success. iReady allows students to

demonstrate any areas that may need to be supported based on the 4 domains (Number and Operation,

Algebra and Algebraic Thinking, Measurement and Data, and Geometry). From this data teachers can design

specific interventions using iReady to address these areas of weakness.

INTERVENTION TIME:

Interventions are built into the schedule for reading and mathematics at the elementary, middle, and high

school levels during the day.

EARLY ASSESSMENT CALENDAR:

DCPS 2021-2022 Assessment Calendar

Establishing Baseline Data, Identifying Gaps and Monitoring Student Outcomes The focus in Dorchester County Public Schools will continue to be providing students solid MTSS Tier 1 instruction.

Teachers will begin the school year by utilizing End-of-Year Diagnostic Data until a new baseline can be established (in

the above referenced assessment calendars) for the 2021-2022 school year. One new baseline data is established,

teachers and other support staff will identify the MTSS Tier level of support needed to address learning gaps.

Paths for Instructional Success and Recovery

Once data is reviewed, MTSS Tier level will be determined. Tier I is classroom based and delivered by the

classroom teacher. Schools have also built intervention/enrichment periods to meet academic and

social/emotional needs. Tier II could be delivered in the classroom as small group instruction and/or could be

delivered in an intervention group with additional staff supports. After school tutoring will also be offered

during the 2021-2022 school year with transportation being provided.

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Maryland College and Career Ready Standards

INSTRUCTIONAL CONTENT

The Maryland College and Career Ready Standards (MCCRS) are essential in ensuring that students have a strong

command of the skills and understanding associated with the critical areas. These skills and understandings are critical

to building the foundational knowledge needed for the success of our students.

All courses have a scope and sequence to ensure that MD College and Career Ready Standards PreK-12 are taught in all

content areas and the State Frameworks are followed for each content. Grade-level standard mastery is the focus for

every unit. Scaffolding and differentiating allows teachers to address possible lost learning without sacrificing the

priority of teaching grade level standards.

READING / ENGLISH LANGUAGE ARTS DCPS Literacy curriculum for Pre-Kindergarten to grade 5 has been designed to reflect a structured literacy approach to

instruction. The literacy block in grades K-5 is comprised of the American Reading Co. 100 Book Challenge and American

Reading Company Core Labs (K-3) and in order to reinforce tier one learning and provide differentiated, personalized

instruction one-on-one in student conferencing. Our K-2 students receive explicit, systematic instruction in foundational

reading skills through our use of Wilson Fundations. For Kindergarten and First Grade phonemic awareness instruction,

DCPS utilizes the Heggerty curriculum.

Our English Language Arts curriculum for grades 6-12 builds on this solid foundation by continuing to provide students

with multiple opportunities to build standard mastery with increasingly complex text across each grade level scope and

sequence. Utilizing HMH Resources gradual release instructional path, teachers provide explicit, standard-aligned

instruction and modeling with a complex whole group anchor text. Armed with formative assessment data, 6th-12th

grade teachers then reinforce and differentiate learning in small groups. All of this leading to an independent learning

performance task in which students apply their learning and synthesize ideas across many texts.

Pre-Kindergarten - Grade 5

Curriculum Resources American Reading Company 100 Book Challenge (K-5) Level 2 MSDE

American Reading Company Core Labs (K-3)

Wilson Fundations (PK-3)

Sample Scope and Sequence Wilson Fundation Scope and Sequence; Edreports Fundations

ARC Core Scope and Sequence; ARC Core Edreport

Grade 1 Literacy Guide

District Intervention(s) MSDE MTSS Core/Intervention

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Grades 6-12

Curriculum Resources Houghton Mifflin Introduction to Literature (2020) (pilot) Edreports; Vetted by

MSDE (multiple grade levels)

District Unit Overview Curriculum Planning Units for Middle/High School 20-21.docx

Sample Curriculum Map/Pacing

Guide

MSDE Grade 11_Unit 2_Building a Democracy: The Revolutionary Period

MSDE 11th Grade ELA Curriculum Map.docx

District Intervention(s) LEXIA (see attached PDF) MSDE MTSS Core/Intervention

APEX Recommendation for ELA APEX

MATHEMATICS Mathematics instruction focuses on the assigned grade level or course’s Maryland College and Career Ready Standards

(MCCRS) with strategic and intentional just in time support with critical prerequisite standards. The Scope and Sequence

for each course identifies the MCCRS for the assigned course as well as the prerequisite skills needed to be successful in

each unit; teachers will use formative assessment checks to determine which students need acceleration, remediation,

or intervention to access the grade level concepts. DCPS uses Illustrative Math – Learn Zillion for grades K-Algebra 2. IM

is a problem-based program that uses the Universal Design for Learning. It has embedded supports and extensions for

students who are ready.

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DCPS Scope and Sequence - Mathematics

Elementary Mathematics

Grades Kindergarten - 5 Scope and Sequence

Middle School Mathematics

Grade 6 Scope and Sequence

Grade 7 Scope and Sequence

Compacted 7 Scope and Sequence

Grade 8 Scope and Sequence

Algebra 1 Scope and Sequence

High School Mathematics

Algebra 1 Scope and Sequence

Geometry Scope and Sequence

Algebra 2 Scope and Sequence

SCIENCE DCPS Science curriculum for kindergarten to grade 12 is designed to fully support the Next Generation Science Standards

(NGSS) with a strong focus on 3-dimensional teaching and learning. All grade levels and courses follow scope and

sequences that identify the NGSS performance expectations, key focus points, Science and Engineering Practices (SEPs),

and Crosscutting Concepts to be addressed in each unit.

The NGSS Topic Arrangement K - High School (DCPS uses the topic arrangement of the Next Generation Science Standards as do most states)

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Scope and Sequence Chemistry

Core Science Instructional Resources

Elementary Science Units of Study

Middle School Science Units of Study

All NGSS performance expectations will be taught in each grade band, consistent with previous years. For the upcoming

school year, additional priorities and focus will be placed on utilizing several practices and crosscutting concepts in

instruction, going beyond those indicated by specific performance expectations for that grade/course.

SOCIAL STUDIES

DCPS Social Studies instruction includes Pre- kindergarten to 12th grade which focuses on supporting all MSDE Social

Studies standards and the connection between Social Studies and literacy. Students in Pre-kindergarten through grade 5

follow MSDE content/frameworks and expose students to literacy and historical thinking skills.

In our secondary grades 6 through 12, students in Social Studies classes continue with their rigorous curriculum aligned

to the content standards, with an additional emphasis on skills and processes. Local curriculum lessons have been

crafted to include evidence-based argument sets (EBA’s) which teach students historical thinking skills and

contextualization.

Students in grades 6-12 complete service-learning hours to fulfill their graduation requirement and supporting their

community. Writing like a historian is also a focus of social studies; students in grades 6 through 12 are exposed to

research and participate in the National History Day competition both locally and statewide.

Grade 5 Pacing Guide Unit 1

Government Scope and Sequence 2021-2022

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OPERATIONS AND SAFETY

SAFETY PROTOCOLS

CLEANING Dorchester County Public Schools (DCPS) is committed to the safety of all students and staff. Following

cleaning and disinfecting guidance from the Centers for Disease Control (CDC), Dorchester County Public

Schools has developed the following protocols:

Cleaning during the school day. Custodians will be expected to:

• Clean and disinfect restrooms every two hours during the school day.

• Disinfect high touch surfaces (door handles, light switches, stair rails, entry area), multiple times per day. Playgrounds

• In accordance with CDC guidance, children may use playground equipment only if physical distancing is maintained, and if the playground structure is able to be cleaned according to CDC guidance. Other outdoor toys should be cleaned and sanitized between groups (e.g., sandbox toys, tricycles). If the playground is used, it should be cleaned at least daily. Children should wash their hands immediately after playing on the playground. Schools will use cleaners typically used at their facility.

Water fountains:

• Water fountains will be closed until further notice. Schools will be responsible for closing water fountains and labeling each with signage to discourage use.

• Students will be encouraged to bring their own water bottles; to be filled at bottle filling stations, however, Food Service will be able to provide bottled water.

Ventilation:

• DCPS will ensure ventilation systems are fully operational and air filtration systems are well maintained with the MERV filtration filters changed frequently.

• Maintenance will program the operating cycle of the ventilation systems to commence before the school opens and after staff has departed.

SCREENING DCPS implemented screening guidelines to be utilized by staff, students and visitors to enter our facilities.

Staff members not able to pass screenings shall not report to work and must contact their supervisor.

Protocol for Persons Who Test Positive for COVID-19

DCPS will follow the MSDE/MDH Response to a Confirmed Case of COVID-19 and Persons with COVID-19

Symptoms in Schools and Childcare. DCPS will continue to notify students, families, and staff if they have been

a close contact of someone with COVID-19, or if they were in a cohort with someone with COVID-19. DCPS is

in daily contact with the Dorchester County Health Department. The DCHD keeps the Office of Student

Services informed of current positive cases and contacts. The following charts will be used to guide decisions.

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Decision Aid: Exclusion and Return for Persons with COVID-19 Symptoms and Close Contacts in

Child Care, Schools, and Youth Camps RED= cannot report to school until cleared, YELLOW= recommended quarantine/not report, GREEN= can report/attend school

If you have 1 or more of the following symptoms you would be required to stay home until tested & cleared by a medical professional. For the

purposes of this decision aid, COVID-19 symptoms are any ONE of the following: fever of 100.4o or higher, sore throat, cough, difficulty breathing,

diarrhea or vomiting, new onset of severe headache (especially with fever), or new loss of taste or smell. For persons with chronic conditions such as

asthma, the symptoms should represent a change from baseline.

Exclude all persons (child, care provider, educator, other staff) with COVID-19 symptoms and recommend evaluation by a health care provider and testing for COVID-191

Recommendations for the person with symptoms who is

NOT FULLY VACCINATED

Individuals are fully vaccinated 2 weeks after

receiving either 1) both doses of a 2-dose vaccine

series or 2) a single dose vaccine.

Recommendations for close contacts of the person with

symptoms

Person has symptoms and positive test for COVID-19 or clinical diagnosis of COVID-19

May return when it has been at least 10 days since symptoms first appeared AND no fever for at least 24 hours without fever-reducing medication AND improvement of other symptoms.

All close contacts should quarantine according to MDH and local guidance except those who are fully vaccinated OR have been infected with COVID-19 in the past 90 days AND are asymptomatic.

Person has symptoms and negative test for COVID-19

If no known exposure, may return when symptoms have improved, no fever for 24 hours without fever-reducing medication, AND applicable criteria in the Communicable Diseases Summary have been met.

If known exposure, may return when quarantine

completed according to MDH and local guidance.

Close contacts do not need to quarantine.

Person has symptoms and health care provider documents symptoms are due to a specific alternative diagnosis (ex. strep throat, otitis media, pre-existing condition such as asthma)

If no known exposure, may return when symptoms have improved, no fever for at least 24 hours without fever-reducing medication, AND applicable criteria in the Communicable Diseases Summary have been met.

If known exposure, may return when quarantine

completed according to MDH and local guidance.

Close contacts do not need to quarantine.

Person has symptoms with no negative test for COVID-19 AND no specific alternative diagnosis

If no known exposure, may return when it has been at least 10 days since symptoms first appeared AND no fever for at least 24 hours without fever- reducing medication AND improvement of other symptoms.

Household members2 should not attend or work in a child care, school, or youth camp until the person with symptoms is able to return except those who are fully vaccinated OR have been infected with COVID-19 in the

past 90 days AND are asymptomatic.

If known exposure, may return when it has been at least 10 days since symptoms first appeared AND no fever for at least 24 hours without fever- reducing medication AND improvement of other symptoms.

All close contacts should quarantine according to MDH and local guidance except those who are fully vaccinated OR have been infected with COVID-19 in the past 90

days AND are asymptomatic.

1For persons with symptoms who were previously infected with COVID-19 and recovered, follow CDC guidance.

2These persons should not be reported to the local health department as contacts. The child care, school, or youth camp should inform the

household members of these recommendations.

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Decision Aid: Exclusion and Return for Persons with COVID-19 Symptoms and Close Contacts in

Child Care, Schools, and Youth Camps RED= cannot report to school until cleared, YELLOW= recommended quarantine/not report, GREEN= can report/attend school

If you have 1 or more of the following symptoms you would be required to stay home until tested & cleared by a medical professional. For the purposes

of this decision aid, COVID-19 symptoms are any ONE of the following: fever of 100.4o or higher, sore throat, cough, difficulty breathing, diarrhea or

vomiting, new onset of severe headache (especially with fever), or new loss of taste or smell. For persons with chronic conditions such as asthma, the

symptoms should represent a change from baseline.

Exclude all persons (child, care provider, educator, other staff) with COVID-19 symptoms and recommend evaluation by a health care provider and testing for COVID-19 if indicated1

Recommendations for the person with symptoms who is FULLY VACCINATED

Individuals are fully vaccinated 2 weeks after

receiving either 1) both doses of a 2-dose

vaccine series or 2) a single dose vaccine.

Recommendations for close contacts of the person with

symptoms

Person has symptoms and positive test for COVID-19 or clinical diagnosis of COVID-19

May return when it has been at least 10 days since symptoms first appeared AND no fever for at least 24 hours without fever-reducing medication AND improvement of other symptoms.

All close contacts should quarantine according to MDH and local guidance except those who are fully vaccinated OR have been infected with COVID-19 in the past 90 days AND are asymptomatic.

Person has symptoms and negative test for COVID-19

May return when symptoms have improved, no fever for 24 hours without fever-reducing medication, AND applicable criteria in the Communicable Diseases Summary have been met.

Close contacts do not need to quarantine.

Person has symptoms and health care provider documents symptoms are due to a specific alternative diagnosis (ex. strep throat, otitis media, pre-existing condition such as asthma)

May return when symptoms have improved, no fever for at least 24 hours without fever-reducing medication, AND applicable criteria in the Communicable Diseases Summary have been met.

Close contacts do not need to quarantine.

Person has symptoms and no negative test for COVID-19 AND no specific alternative diagnosis

If no known exposure, may return when symptoms have improved, no fever for 24 hours without fever-reducing medication, AND applicable criteria in the Communicable Diseases Summary have been met. Person should have written health care provider assessment that COVID-19 testing is not indicated and risk of COVID-19 is low.

Close contacts do not need to quarantine.

If known exposure, may return when it has been at least 10 days since symptoms first appeared AND no fever for at least 24 hours without fever- reducing medication AND improvement of other symptoms.

All close contacts should quarantine according to MDH and local guidance except those who are fully vaccinated OR have been infected with COVID-19 in the past 90 days AND are asymptomatic.

1For persons with symptoms who were previously infected with COVID-19 and recovered, follow CDC guidance.

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SCHOOL NURSING OFFICES

DCPS will ensure that each nursing office will be equipped with adequate PPE. In addition, each school will

establish an isolation area in its nursing suite or other appropriate location for students who exhibit symptoms

of respiratory-spread illness. This isolation area must have proper ventilation/airflow.

A communication will be sent to all DCPS families to notify parents of symptoms of COVID-19 and the need to pick up

his/her child immediately if they become ill while at school. All areas will be cleaned/sanitized per CDC guidelines.

PERSONAL PROTECTIVE EQUIPMENT (PPE) Making DCPS a safe place for students to learn is of utmost importance to school leaders. PPE contributes to a

safe work/school environment. Providing employees and students with CDC guidelines, instructions and

procedures as to how PPE should be used will be vital in keeping our schools and communities safe. Bulleted

below are items in addition to the CDC guidelines.

• Each school shall have extra PPE (Masks, gloves) on hand in case a student or staff member needs a replacement.

• Regardless of whether or not masks are mandated, students will be shown (and reinforced) the proper wearing of face coverings. Early childhood teachers will review as part of the daily routines; older grades will reinforce as needed. Signage to support social distancing is placed throughout the DCPS school facilities. Handwashing opportunities are more frequently provided and encouraged; hand sanitizer is strategically placed throughout DCPS facilities for use.

Social Distancing Guidelines/Signage. DCPS buildings will have posted signs that remind staff to follow

health check protocols as they enter each building. Hallways and stairwells will have directional arrows for one-way routes to limit physical interaction in these locations. Each school will have a designated area for parents to pick up/drop off in order to not pass through the lobby area and that will have posted signage reminding students, families, and staff of social distancing guidelines. Social distancing guidelines for use of common areas will be posted.

Vaccination and Diagnostic/Screening Testing

DCPS has worked with the DCHD to coordinate both vaccination clinics and screening testing clinics in our middle and

high schools during the summer of 2021. Clinics are open to all staff, families, and eligible students. DCHD has utilized

DCPS parking lots to provide both testing and vaccination sites for greater community access.

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FOOD SERVICE Student breakfast and lunch food programs are an important part of Dorchester County Public Schools. These

programs are critical to student health and well-being and ensure that students have the nutrition they need

throughout the day to learn. Elementary children will receive breakfast in the classroom, and the lunch

schedules will be flexible to allow for options to social distance and food delivery options. Middle and high

school students will receive breakfast as “grab and go” bags and will be provided lunch in the cafeteria with

food delivery options to promote safety protocols.

TRANSPORTATION of STUDENTS The following safety protocols are intended to align with The Maryland Recovery Plan for Education and the CDC

recommendation that students be transported safely during the COVID-19 pandemic. while following safety protocols

on social distancing and the wearing of face coverings. When possible, loading and unloading students in a manner that

is consistent with social distancing (load students back to front and unload front to back) will be utilized.

Families have the option of transporting their own students by personal vehicle.

SUBJECT Public Health Guidance/Recommendation

Dorchester County Public Schools Action Plan

Cleaning of Buses Buses must be thoroughly cleaned with a corona virus effective disinfectant at least once per day and must be stored away from children.

All buses will be thoroughly cleaned with a COVID 19 RATED spray disinfectant no less than twice per day. All high traffic surfaces will be cleaned after each morning and afternoon run. A designated cleaning crew will clean (driver area, seats, arm rests, seat belts, door handles, door, windows, grab bars) with the spray disinfectant and wiped down, following the appropriate dwell time of the disinfectant. Children will not be present when the bus cleaning is performed. All cleaning chemicals will be stored in a secure location away from children.

Face Coverings All staff and students are required to wear a cloth or disposable face covering.

Bus drivers and bus attendants will be required to wear a cloth or disposable face covering. Plastic face shields, cloth or disposable and latex gloves will be available to drivers and attendants when transporting students. A supply of disposable face masks will be available on the bus, for any students that enter the bus without a face covering.

Hand Sanitizer Encourage students to use hand sanitizer prior to entering the bus.

Hand sanitizer will be available on all school buses and will be a component of the pre-service bus check for drivers. Hand sanitizer will not be stored on the buses when not in use.

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Staff Illness (during the workday)

Local jurisdictions must create a plan that determines a protocol for dealing with staff that may become ill during the workday.

Dorchester County Public schools administers a screening protocol of all staff members, including temperature checks, upon arrival to the worksite. Any staff members who becomes ill during the workday will advise their supervisor, leave the workplace, and all necessary cleaning protocols will be implemented in the respective work area before any students or other staff members are allowed to enter.

Student Illness Dorchester County Public Schools is implementing a swipe card system (ZONAR) on all our buses, which records each student entering the bus and exiting the bus daily. This will be utilized for attendance and contact tracing as needed. If a student becomes sick during the school day, the student will not be allowed to return home on the bus, must be isolated, and transported home by a parent/guardian.

Student Seating Local jurisdictions recommend social distancing on the school buses.

When possible, Dorchester County will limit one student to a seat unless it is a sibling. Students will sit in appropriately spaced and assigned seats.

Ventilation Recommendations to have windows open for increased ventilation.

Dorchester County will increase the use of roof hatches and opening of windows as the weather permits to increase airflow in the buses.

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STUDENT ATTENDANCE

Per the direction of MSDE, and COMAR attendance requirements will not change. DCPS will continue to follow

our current attendance policy. DCPS will continue to emphasize the importance of daily student attendance.

Attendance is recorded and managed in the Power School platform. Every absence receives a robo call and

robo text which is automated. Calls are made by 10:30 a.m. daily.

Attendance is monitored at the school level. Principal, attendance secretary and school counselors play a roll

in monitoring attendance data. DCPS process calls for the following steps to be followed for unexcused

(unlawful) absences:

• Three (3) unexcused absences: meet with student; call parent; follow up letter to parent

• Up to five (5) unexcused absences: meet with student; call/meet with parent; refer to MTSS team or

Social Worker for next steps which may include: home visit, mental health referral

• After eight (8) unexcused absences: referral by PPW to appropriate court; attendance continued to be

monitored

For students with multiple excused absences, contact may be made with the parent and if needed, a referral

to the MTSS team may be made to discuss the student’s absences and to work on a plan for engagement if

necessary.

If DCPS should enter any Phase other than Phase III, Elementary, Middle, and High Schools will address both

synchronous and asynchronous attendance documentation. Synchronous and in person attendance will be

taken as indicated in DCPS policy (roll, per class/period daily). Asynchronous attendance will be taken by one

of several possible indicators: documentation of logging in, submission of work, email communication with

teacher, phone call with teacher, and/or home visit by school staff. All attendance will be recorded and

stored on our PowerSchool platform.

Students are required to follow the school calendar, which includes 180 school days. Attendance only occurs

on in session school days as listed on the DCPS 2021-2022 school year calendar available on the district website.

DCPS Attendance Policy http://go.boarddocs.com/mabe/dcps/Board.nsf/goto?open&id=AZXG2S41BC13

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DCPS Communications Dorchester County Public Schools anticipates the need for particularly clear, consistent, and timely communications to

all stakeholders as the 2021-2022 school year opens and develops with ongoing changes to schedules and logistics.

DCPS will begin the school year in Phase III, all students back for in-person learning. However, DCPS recognizes the need

to anticipate challenges which may include fluctuations in the status of schools, operational modifications, changing

health advisories, and governmental actions. Communications must be responsive and flexible to maintain optimal

student learning while ensuring the safety of students and staff.

The goal of Dorchester County Public Schools’ Office of the Director of Operations is to inform, engage and inspire trust

from all stakeholders and our community, regardless of circumstances like those presented by the COVID-19 pandemic

through the DCPS “Communication and Community Outreach Specialist” (CCOS). Whether the school system operates

in a traditional manner, implements hybrid learning or a distance learning plan, the office of the Director of Operations

will continue its efforts to keep Dorchester County Public Schools’ employees, students, their families, and the

Dorchester County community informed about the work of the school system.

No matter the environment, the CCOS relays vital information to all stakeholders, supports crisis situations, continues to

build and enhance the Dorchester County Public Schools brand, directs community relations, responds to the media, and

leads many other “business as usual” communication efforts. Considering the changing dynamics of the 2021-22 school

year and Dorchester County’s plan to potentially deliver alternative learning modes simultaneously, we anticipate an

increased complexity in our communications efforts. These complexities will also be triggered by potential fluctuations

in status of schools (open or closed in response to virus outbreaks), changing health advisories, operational or central

system modifications, increased needs to generate additional resources, national or local government actions, and

multi-layered crisis situations. To succeed, we must remain agile, flexible, creative, and responsive. Dorchester County

Public Schools anticipates the need to simultaneously deploy targeted messages through varying communication

channels to reach the multiple stakeholder groups it serves. As schools open with modifications to schedules, classes, or

logistics, smooth transitions will require clear and consistent communication.

Information specifically targeted to employees will be provided by:

• Email: ACE (All County Employee) email serves as the main conduit of internal information. ACE emails

regarding the recovery plan will be flagged as such.

• Automated notifications: School Messenger provides a platform for communications to staff by both the district

and individual schools through both telephone and email.

• Microsoft Teams and/or Google Meets

External Communications

Timely updates to inform all stakeholders will be available through:

• Dedicated web page with reopening news and information (www.dcpsk12.org)

• Automated notifications via School Messenger

• Use of local media: Two weekly newspapers, local radio station, two regional TV stations

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• Social media (DCPS Facebook)

• FAQs: Dynamic list of questions and answers grouped by topic, available via web page

• School status line: An information line, accessible by phone

• Video: Use of livestream (Town Hall) for Board of Education meetings, major announcements

• OneVoice: Platform for submission of questions and comments by all stakeholders

All aspects of communication will be continually monitored as to effectiveness, with adjustments in strategy as

necessary.

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ATHLETICS

Dorchester County Public Schools will operate interscholastic athletics for the 2021-2022 school year following the

guidelines, and policies set forth by the MPSSAA, and the Bayside Athletic Conference. A full pre-season, regular season,

and post-season are scheduled for Fall, Winter, and Spring athletic seasons.

Health-Related Guidelines

• Pre-Participation Physicals with medical practitioner clearance

• COVID-19 Risk and Guidance Information from MSDE/Department of Health

• Return to Play COVID-19 Acknowledgement before participation

• Healthcare Screenings may be required

• COVID-19 Safety Guidelines from the Dorchester County local health department

Operational Guidelines

• Facility Assessment, Preparation, and Equipment Needs

• Facility Assessment, Daily equipment, and Facility Disinfection- routine and systematic

• Face Coverings optional for student athletes and staff and provided by DCPS if needed

• Hygiene Practices reviewed with student athletes and information present in all medical kits for all sports

• Hydration and Nutrition reviewed with student athletes

• Utilization of attendance sheets/forms for all practices and official games

• Certification training for all athletic coaches in the areas of CPR/First Aid/AED, the Care and Prevention of Sports Injuries (16-hour course), and the required NFHS coursework (Sudden Cardiac Arrest, Heat Illness Prevention, COVID-19 for Coaches and Administrators, and Concussions in Sports).

Dorchester County Public Schools will continue to monitor and to consult with state and local agencies pertaining to any

changes or modifications needed to keep student-athletes safe while participating in interscholastic athletics in all

venues.