Wicomico Recovery Plan 2020 -2021

26 in synchronous instruction. TAD/SEEK teachers will collaborate with classroom teachers for extension of learning and appropriate ability level activities and to align schedules. Students will use teacher-identified sites to access enriching and engaging resources to follow the lessons. They will use various digital formats for research, problem solving, interacting with teachers and for producing culminating activities to present. Teachers will continue to work collaboratively with all stakeholders to ensure that lessons include field experts, enrichment, acceleration, community partnerships with other agencies to offer real world experiences to support their learning. INTERVENTION The Wicomico County Public Schools intervention continuum offers services to students based on a multi-tiered system of supports. These supports begin with students receiving supports in the general education classroom through differentiated instruction. Based on need, students may require additional supplemental instruction at varying levels of intensity and may receive explicit instruction in small groups or individually, during school hours or through after- school tutoring. During virtual learning for the first semester, students will receive synchronous and asynchronous supplemental instruction. Students receiving more intensive interventions will receive synchronous online instruction throughout the week and may receive in-person instruction, when possible, to continue the frequency and intensity of these interventions. Mathematics intervention in the elementary grades will begin with students receiving supplemental supports with the general education teacher. Based on need, students may require additional supplemental instruction in small groups or individually at varying levels of intensity in order to provide explicit instruction on scaffolding grade level content. This additional support will be provided in a virtual setting using county and Every Student Succeeds Act (ESSA)-rated resources through asynchronous lessons. Intervention and general education teachers will collaborate to provide high quality supplemental instruction to support students needing prerequisite skills in order to master grade-level content. Students may be grouped by intervention needs and not necessarily by grade level. GRADING PROCEDURES During the fourth term of the 2019-2020 school year, a pass/incomplete grading procedure was used to ensure a “ hold harmless ” approach for students and families. For the 2020-2021 school year, the standard grading policy and administrative regulations will be reinstated. Curriculum supervisors will work in content teams to identify opportunities to incorporate performance and project-based assessments to measure student learning. STAFFING ROLES AND RESPONSIBILITIES With instruction taking place in a virtual environment for the start of the 2020-2021 school year, the roles and responsibilities of all staff members are subject to review and revision to ensure that staff are best positioned to serve the needs of students. The school system will also carefully review any vacancies and potential hires to ensure that careful decisions on the use of the system’s resources aremade. Specifics related to staff roles, schedules, workspaces, and responsibilities will be determined and communicated to staff by supervisors and/or school-based administrators. Teachers and other identified instructional staff will work collaboratively with