Chesapeake Public Schools Calendar 2023-2024
Chesapeake Public Schools Calendar 2023-2024 – All Maryland schools are required to submit to the Maryland Department of Education (MSDE) a Safe Return to Fitness and Continuity of Service (Reopening Plan) for the 2021-2022 Maryland school year. . This plan must provide a continuum of services that addresses and protects the health and safety of students, faculty, and staff. 12 requirements are required for a complete plan.
The CCPS website lists details of the reopening plan with the final published document. Publishing the information directly on the website ensures that the ADA is accessible and interpretable; Sharing a link to the document enables printing. On each school's website, a link to CCPS opening program information will be available. The program is designed to match 11 standards provided by the Maryland State Department of Education (MSDE), with a special category added for clarity. The content of the website has been updated to reflect changes made in subsequent revisions.
Chesapeake Public Schools Calendar 2023-2024
CCPS will continue to follow our Local Fairness Policy and will continue to apply a "fairness lens" to each area of the reopening plan. Trends and gaps in student data are monitored and analyzed to provide equitable access to opportunities, resources, strong learning experiences and services. Disaggregated data from national and local assessments continue to be used to improve our understanding of the specific needs of subgroups, identify patterns and trends across groups, track equity and target program resources, and conduct project monitoring and evaluation. This information will continue to be reviewed by our affiliate program team, management and equity committees. In particular, CCPS maintains equity among students disproportionately impacted by the pandemic.
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As it plans to reopen in the summer of 2021, CCPS presents a discussion and development draft at the Board of Education's monthly public meeting. The school system then presented the proposed plan to a wide range of community stakeholders, including employees, unions, local health officials, parents, students and community organizations. It was reviewed by the School System Council (SSIC), which consisted of staff representatives from all schools and representatives appointed by principals and school board members along with a citizen council. Finally, the school system sent out a survey to the school community for feedback to inform the final presentation of the program. A similar process was followed for the March 2022 reopening plan update.
Due to the limitations of following this process during the summer months, the August update was sent electronically to our community group, school system reform board, and citizen advisory committee, as well as a survey to gather feedback. Survey results
4. Assessment: Collection and use of data to accelerate learning to support learning disabilities and support student achievement. Develop
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At the beginning of the school year, all students are assessed to determine gaps in scores and learning and teaching needs. Additional evaluations took place during the school year. A complete calendar with subject area, assessment, objective and timeline is created. Each of these assessments provides information to teachers, student support teams (SSTs) and learning teams in the school. The data determined whether the student was ready for a new course.
Student evaluations and other educational data, such as diagnostic assessments, are reviewed to determine learning difficulties and plans are made to address learning gaps. This may include additional support in small groups during school hours, during intervention or after school hours, or as part of an after school curriculum. In addition, school-level equity teams, led by equity liaisons, are involved in reviewing the data and developing additional ways to support students.
State Assessments: The Maryland Department of Education (MSDE) makes decisions on state assessments such as MCAP Reading, Math, Science, Government, Social Studies, ACCESS, Kindergarten Readiness Assessment (KRA), and other assessments. High school 4th graders also took the MCAP for fall exams.
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Provide equal access to relevant and engaging curriculum and experiences that develop the knowledge and skills needed to prepare for college, work and life.
Caroline is committed to providing high quality and equitable inclusive education, regardless of delivery model. A comprehensive service plan is developed for each subject area with a standardized curriculum, teaching and assessment. At the beginning of the year, all students received synchronous (together, real-time) lessons with instructors five days a week.
All Pre-K-12 courses are aligned with Maryland College and Career Readiness Standards. Maryland's framework is outlined for each content area that includes career and technical education.
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All teachers have received and continue to receive professional development related to e-learning and social/emotional learning.
Caroline became a unique device circuit to remove barriers for access to technology devices. In addition, by using district-provided equipment, CCPS assumes joint responsibility with the student for maintaining the equipment and ensuring access to resources.
High school families had the opportunity to apply for their students to continue distance learning. In partnership with all East Coast school systems and the Maryland Department of Education, the Blended Virtual Program (BVP) offers more live learning opportunities with 20% synchronous learning and 80% asynchronous learning. The BVP program contracts with APEX Learning to provide training for certified teachers who are not CCPS employees. CCPS BVP applications are peer-reviewed for admission to the program based on previous classes and attendance. Parents' comments on optional questions and school recommendations are also taken into account. Meetings are held for all students with an IEP/504 or EL plan to determine if the student's plan can be implemented in a virtual environment. Once students have been admitted to BVP, school counselors place each student in BVP courses.
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CTE programs follow industry standards. Instruction focuses on content knowledge and application of industry skills. In addition, SEL is integrated into all CTE components to increase students' readiness to learn and apply knowledge of the standards.
Students participate in dual enrollment virtually from home or on campus, as specified in CCPS's contract with Chesapeake College.
Service learning requirements are administered by the Maryland State Department of Education (MSDE). CCPS follows MSDE guidelines as issued. Currently, service learning is still required to graduate from CCPS. There have been and will continue to be opportunities for service learning in and outside of school in the 2022-2023 school year.
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6. Special Education: Educational services for students are protected by IDEA section 504 and federal ADA programs; This applies to all extended school closures. Develop
7. Health and Safety: Safety, prevention and mitigation aspects are included in the program as recommended by the CDC. Develop
2020-2025 Campaign Plan Goal 2: Create an environment that promotes the social, emotional and physical well-being of students.
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8. Transportation: Transportation is in place to prevent the spread of COVID-19 in school buses or other student transportation. Develop
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Due to the impact of Covid-19, the Department of Transportation is seeking to implement a number of additional safety measures to ensure maximum protection for students and staff. Some of these key features include different health policies, comprehensive maintenance and monitoring of school buses, and a variety of transportation options for students.
First, increased personal protective equipment and precautions will be made available to all drivers, special assistants and additional equipment for a limited number of students. All drivers and attendants are permitted to wear appropriate face coverings and are asked to maintain appropriate social distance from staff and students whenever possible. In addition, staff who help serve and assist students with special needs will be provided with additional shields. For example, staff supporting this student population are provided with face shields, protective gowns and gloves to protect staff and students. All drivers may provide students with disposable gloves and a face shield in case the student forgets, misplaces or loses a face shield and needs to put it on.
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Several preventive measures have also been taken to prevent the spread of Covid-19 in the bus. Increasing the number of transit routes and creating more lanes will play a key role in reducing the average number of students on the bus in urban areas. In addition, families are encouraged to identify symptoms of covid-19 and test students early and prevent sick students from being exposed to others during transportation.
Another important factor to reduce the risk of disease spreading in buses is the safety and cleanliness of buses. All drivers have received and will continue to use the disinfectant. Moreover, this particular pesticide is already used and approved in school buildings. As drivers need more, they can request a new bottle or refill from the maintenance staff who service our school buildings.
In cooperation with the Maryland Department of Transportation, buses follow a regular inspection schedule. This includes an annual school bus inspection, at least three Type B school bus inspections and a 15-minute pre-departure inspection for each route. With this, it is the Ministry of Transport.
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