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St. Michaels High School Alumni Plan B for the Class of 2020

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For more than a hundred years, the St. Michaels High School Alumni Association has made a big deal of welcoming new alumni from this small rural school into their ranks.

From carrying on traditions like the wearing of the famed graduation cape, which has worn since the 1930s, to helping with annual college scholarship fundraising drives, the Association, one of the oldest in the country, can be counted every spring to bring well-deserved attention to some of Talbot County’s most worthy young people.

This commitment to St. Michaels High has never altered, even when it faced the last pandemic that hit the Eastern Shore in 1918-19, but nothing could prepare the school or its alums with the complete shutdown that has come with COVID-19.

But, in keeping with the school’s history of resilience, its alumni association has not been deterred. As J.R. Burkhardt, president of the St. Michaels High School Alumni Association, told the Spy a few days ago, they have simply had to creatively pivot on they recognize the new Class of 2020.

This video is approximately two minutes in length. For more information about the St. Michaels High School Alumni Association, please visit their Facebook page here.

 

 

 

WRUS Brings Remote Learning Home

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Amid the COVID-19 pandemic, Wye River Upper School has opted for the modern approach to continue their program through remote learning.

On Thursday, March 12, Gov. Larry Hogan, in consultation with Dr. Karen Salmon, State Superintendent of Maryland Schools, announced that schools were to temporarily shut down.

Although the school had a half-day scheduled for Friday, March 13, students were instructed to stay home and sign in to the Blackbaud Learning Management System at 9:30 a.m. that day.

From that point on, WRUS knew they had to move quickly to pivot from physical presence to remote learning. As the weeks passed, this new form of teaching augmented the students’ agenda. Although there were some initial glitches, WRUS continued providing the required lesson plans.

Adapting to such measures fit perfectly into the tools the curriculum had already been using for a number of years.

“As I look back I realize that the design of our program had positioned us for success in this unique challenge,” said Chrissy Aull, Wye River Upper School Head of School. “We have implemented (a system where) every student has a Mac and the school had invested in a powerful central digital platform the summer before. We are tech savvy and everyone had existing expertise using these collaborative digital tools.”

Wye River Upper School students gather in their online classrooms.

Programs like Google Meet and Google Documents were essential to moving forward. Google Meet is the main platform the school has been using for their synchronous classes as it has a user-friendly interface.

Blackbaud LMS has been the main hub for everyone to use as it offers the curricular content, assignments, assessments and grades. This tool is also the main hub used for teachers, students and parents to communicate.

“As a school we had already been using both of those resources, so it made the transition to remote teaching and learning so much smoother,” said Matthew Cowan, assistant Head of School. “We are fortunate because we have managed to sustain the continuity of learning in all our core and elective academic classes. Students engage in four, 60-minute, synchronous classes per day and we have not had to miss a single class.”

While some facets of the lesson plan have stayed consistent, others have stalled or fallen by the wayside during the extended quarantine period.

“There are still areas of the curriculum that we cannot cover as robustly due to this disruption,” said Cowan. “For instance, logistically and in consideration of safety, students are unable to conduct the labs in science classes, and our theater production also had to be canceled because there’s just no way to produce such a thing remotely.”

Other programs on hold, Cowan noted, included spring physical fitness.

While such changes could discourage students from the groove of an academic year, the reception from the WRUS community has been positive.

According to Aull, she could not be “prouder of what their students are made of.”

“We know our students (are) hard working and resilient and that is a trait that students with learning differences often develop through the years,” said Aull. “I hope they and their families have a new appreciation for all that is really important in their young lives such as relationships, family, and mentors who stick with them.”

Aull continued to say that decades from now, it will not be the grades they earned that will be remembered, but the extraordinary way in which their school community made this work.

Joshua Hansen, an 18 year-old senior from Centreville said the transition was initially slightly difficult and got easier with time. As he prepares for a virtual graduation Wednesday, May 20, he regards this experience as nothing short of memorable.

“I have always appreciated my time in school, maybe now more so than ever because I won’t be able to see my fellow seniors and teachers for quite a while,” said Hansen. “WRUS has helped me overcome obstacles and made me into the person I am today. I have many accomplishments that I probably wouldn’t have in a (traditional) public school.”

Wye River Upper School is a registered 501(c)3 nonprofit whose mission is focused on students who learn differently discovering through innovation, developing with rigor, and celebrating their strengths while preparing for success in college, career, and life. Students who attend Wye River come from eleven Maryland and Delaware counties including Queen Anne’s, Anne Arundel, Howard, Prince George’s and Caroline, and accepts students on a rolling basis. For more information visit www.wyeriverupperschool.org or call 410.758.2922. 

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TCPS Announces 2020-2021 Teacher and Support Staff of the Year

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Talbot County Public Schools announced the 2020-2021 Teacher of the Year and Support Staff of the Year with a surprise drive-by celebration at the home of each winner. The Teacher and Support Staff of the Year Program recognizes outstanding educators who have innovative ideas, focus positive attention on education, and demonstrate superior commitment to students.

The 2020-2021 Talbot Teacher of the Year is Mr. David Cherry.  Mr. Cherry currently teaches Algebra II and Precalculus at Easton High School.  He earned a Bachelor of Arts in Mathematics with a Teaching Certificate from Edinboro University of Pennsylvania and a Master of Education with a concentration in Building Positive Classroom Communities from LaSalle University.  He holds Advanced Professional certificates in Mathematics 7-12 and Middle School: Mathematics 4-9.

Mr. David Cherry

Mr. Cherry is a dedicated educator who is devoted to building positive student teacher relationships and the success of all of his students.  He has an open door tutoring policy throughout the entire school day, sets weekly class and student data goals, and provides after school tutoring.  He serves the school community on the Spirit Committee, the Positive Behavior Interventions and Supports (PBIS) Committee and the Textbook Review Committee.  Prior to joining TCPS, Mr. Cherry taught Mathematics at Cambridge South Dorchester High School where he held many leadership roles, led professional development, assisted in writing mathematics curriculum and coached Varsity Soccer.   He was nominated for TCPS Teacher of the year in 2018-2019, was a Dorchester County Public Schools First Class Teacher of the Year Nominee and a Cambridge-South Dorchester Teacher of the Month.

“Mr. Cherry has been recognized as a professional development leader and a resource for his peers and the community, and has demonstrated consistent and effective collaboration with parents and stakeholders,” Said Mr. J. Kirk Howie, Easton High Principal.“It is my sincere belief that he understands key education issues and possesses a strong working knowledge about outreach and advocacy techniques and practices that can effect real change in the K–12 education community.”

Ms.Tasha Aikens has been chosen as the 2020-2021 Support Staff of the Year. Ms. Aikens has been a Special Education Instructional Assistant for Talbot County Public Schools since 2002, with the past 5 years being at Easton High School. A passionate and dedicated educator, she provides support to both the classroom teacher and case manager in classrooms and self-contained settings.  Her work includes helping to implement plans and programs related to attaining academic and functional skills for students with mental, physical and/or emotional learning challenges.She assists students in daily specials and general education settings, helps them to develop social skills outside of classroom settings, and collects data for Individual Education Plan goals and objectives.

Ms.Tasha Aikens

“To Tasha, working with EHS’ “exceptional warriors” is not just a job, it is her purpose. She has shown me what it means to truly be an advocate for the special needs community, and inspires every student, and colleague, to reach their full potential,” said Ms. Jessica Scott in her recommendation letter.  “As a colleague, Tasha has been unbelievably supportive professionally and personally. Her ability to work well with a team and her respectful nature, makes her the glue that holds the classroom together. She makes every environment fun and comforting to not only the students, but her colleagues and friends as well.”

Ms. Aikens’ professional experience includes working for the Easton Family YMCA Camp Lazy Days program for children with special needs, and Easton Daycare.  In addition to her full-time job, she is also very active in the community, working with youth through Building African American Minds (BAAM),  and volunteering for Habitat for Humanity Choptank, Youth Dance Ministry, and as a Sunday School Teacher at Emmanuel Deliverance Center.  She is also certified in CPR, LAMP, and Trellis (supporting Autistic children).

Ms. Aikens has received recognition for her outstanding commitment to students throughout her career at TCPS, including the Instructional Support Staff Award, Applebee’s Support Staff of the Month, and Staff Appreciation Awards from the Special Education Citizens Advisory Committee each year during her tenure.

“Both of these individuals exemplify the heart and soul of Talbot County Public Schools,” said Dr. Kelly Griffith, Superintendent.  “Mr. Cherry is committed to innovative and diversified instruction to meet the needs of his students in a dynamic and engaging environment.  Ms. Aikens has made it her lifelong mission to help students with special needs succeed in their school environment and in life,” added Dr. Griffith. “I congratulate  these two outstanding educators on this well-deserved recognition.”

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TCPS Announces Administrative Appointments for 2020-2021 School Year

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Talbot County Public Schools has announced the following administrative appointments for the 2020-2021 school year.

Mrs. Alison Strickland will transfer from White Marsh Elementary School to Easton Middle School as Assistant Principal.Mrs. Strickland is a graduate of Easton High School. She earned a Bachelor’s degree in Human Studies and a Master of Arts in Teaching from St. Mary’s College.  She later earned a Certificate in School Administration from Towson University.

Mrs. Strickland’s prior experience includes teaching kindergarten at White Marsh Elementary School and sixth grade Language Arts at Easton Middle School.  She served as Assistant Principal of Easton Middle School prior to her current position at White Marsh.  She and her husband John Strickland are proud mentors through Talbot Mentors, and they reside in Easton with their two daughters.

“I am honored and proud to have the opportunity to once again serve the Easton Middle School community in my role as the assistant principal,” Mrs. Strickland said.“I look forward to connecting, as well as reconnecting, with the students, staff, and families at EMS.”

Mrs. Alison Strickland and Mrs. Kristen Dove

Mrs. Kristen Dove will join Talbot County Public Schools as Administrative Intern at White Marsh Elementary.  Mrs. Dove earned a Bachelor of Science in Special Education from University of Maryland College Park and a Master of Science in Education with a dual major in Effective Teaching of Reading and School Administration and Supervision from Johns Hopkins University.  She holds Advanced Professional Certificates in Reading, Special Education K-8, Special Education 8-transition and Administration 1, and National Board Certification in Reading Language Arts K-8.

“I am blessed to have the opportunity become part of the White Marsh Elementary School community and excited to be part of the TCPS family,” Mrs. Dove said. “I share the same vision in providing an equitable educational experience to all students.”  She currently lives in Easton with her husband and her 5 children.

Mrs. Dove has most recently served as a Reading/Language Arts Teacher at Sudlersville Middle School in Queen Anne’s County, where she led the Diversity Committee and was a member of the Positive Behavior Interventions and Supports (PBIS) team.  She has also worked for Dorchester County Public Schools and Anne Arundel County Public Schools as a Reading Specialist and Special Education Team Leader and Department Chair.

“Both of these highly qualified individuals have demonstrated their strong leadership abilities, especially during these challenging times,” said Dr. Kelly Griffith, Superintendent.  “I look forward to seeing Mrs. Strickland’s passion and enthusiasm complement the Easton Middle School administrative team, and I know that Mrs. Dove’s educational and professional background is an excellent fit for TCPS Leadership.”

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Non-traditional Tradition: Chesapeake’s Top Grads Will be Honored in Virtual Ceremony

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WYE MILLS — This year, the two winners of the John T. Harrison Award — the highest student honor at Chesapeake College — will be lauded in a non-traditional, virtual commencement on May 20. The winners, Jonathan Cook and Sheryl Leavell, are also taking non-traditional paths to their careers.

Jonathan Cook, 23, a Worton native, was homeschooled. He has worked at Dixon Valve in Kent County since he was 16 years old.

He worked part-time at the company as he earned an associate’s of arts degree in liberal arts and sciences, plus a certificate in theatre and performance studies.

He also worked as an office assistant for the TRiO Program at Chesapeake. He holds a 3.93 grade point average.

Cook has siblings who attended Chesapeake and had good experiences, but when he entered the college, he wasn’t sure of his path.

At Chesapeake, Cook discovered new interests which he may use to forge an exciting career path in the future.

He was an active member of Chesapeake’s Peake Players theatre company as a performer and production assistant. He participated in multiple performances and played the male lead in Chesapeake’s Fall 2019 production “Dangerous Liaisons.”

“When I started my first theatre class, I was petrified at the idea of getting on stage,” Cook said. “In his classes, he (Dr. Thompson) creates a great low-stress environment in which to learn. I ended up loving the class and auditioned for a show.”

In addition to his part-time jobs, Cook worked with Dr. Thompson on theatre productions and also assisted Richard Peterson, executive director of the Todd Performing Arts Center at Chesapeake College.

Both mentors showed Mr. Cook the possibilities of combining his interests in technology and theatre.

“This really opened my eyes to all goes into any performance behind the scenes. Lights and sound, for example, are critical to every kind of event. Computers are used so much in production, and someone has to write the programs,” Cook said.

Most immediately, Mr. Cook would like to find work in the IT industry so that he can gain some hands-on experience. He plans to eventually earn both bachelor’s and master’s degrees.

A graduate of North Caroline High School, Sheryl Leavell, 25, of Greensboro, briefly attended Chesapeake in her late teens. She later enlisted in the United States Air Force where she trained as a dental assistant and achieved the rank of senior airman. When her service was completed, Leavell returned to Chesapeake to pursue a degree in elementary education.

“I’d never been a great student, so I carried that with me into college the first time,” Leavell said. “In the military, I learned how to focus, and learned that focus and persistence are what you need to get results. When I came back to college with that experience, I started having some success and could start to believe in myself.”

Leavell holds a 3.8 grade point average and is a member of Phi Theta Kappa Honor Society. She is also an active member of Kappa Delta Pi Education Honor Society and participated in service projects at Talbot Interfaith Shelter.

Career inspiration, Leavell said, came from Education Professor Deanna Reinard.

“Dr. Reinard has not only been my advisor but a great mentor. She’s helped broaden my knowledge on various aspects of teaching and the world,” Leavell said.

She will transfer to Salisbury University in the fall to pursue a bachelor’s degree and plans to become an elementary school teacher.

Leavell said she believes her personal experiences will make her a better teacher and enable her to encourage her students as they tackle challenges.

Leavell and Cook are among the 325 graduates receiving certificates and associate degrees this year.

Chesapeake’s virtual 2020 Commencement will stream on the college’s Facebook page (@Chesapeake College) and YouTube channel at 6 p.m. Wednesday, May 20. For more information, visit www.chesapeake.edu/commencement2020.

Spotlight: Carson Scholar Jack Gonzalez

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Long before Dr. Ben Carson decided to run for president and later join the Trump administration as Secretary of Housing and Urban Development, he and his wife Candy started a remarkable program in 1994.

That year, the Hopkins neurosurgeon and family started the Carson Scholars Fund. A project that not only provided a $1,000 check to promising students from 4th to 11th grade but gave them early recognition for their academic abilities at a time when most children were being celebrated for their success in athletics.

After twenty-five years of existence, over 8,000 young people have received these awards, and in 2020 more than 500 students across the country will have earned this distinction.

Jack Gonzalez, a 5th grader from Tilghman Elementary School, earned his Carson Scholar award despite his young age. While students in the 4th grade can qualify for these prizes, most do not have the required community service record that the Fund insists on for all applications. But Jack’s volunteer work with the Mid-Shore’s Women and Girls Fund over the last few years made these easy criteria to pass in addition to maintaining a GPA of 3.75 or higher at school.

The Spy reached Jack and his mother, Liz, by Zoom last week.

This video is approximately minutes in length. For more information about the Carson Scholar Program please go here.

Six Chosen as 2020 Sophie Kerr Prize Finalists

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Six Washington College seniors today were named finalists for the 53rd annual Sophie Kerr Prize, at $63,538 the nation’s largest literary award for college undergraduates. The finalists represent the liberal arts and sciences in a range of majors and minors, from creative writing and English to environmental studies and sociology.

Christine Lincoln, an award-winning author and motivational speaker who won the Sophie Kerr Prize in 2000, will preside over the finalists’ readings of their works and will announce the winner in a webinar hosted Friday evening at 7:30 on Zoom (bit.ly/SophieKerrPrize2020. Her stories have appeared on stage at Symphony Space and Word Theatre, read and performed by Don Cheadle, Gary Dourdan, and Lizan Mitchell. Her short stories have appeared in various literary journals including Pleiades Magazine and the Paris Review. She is Poet Laureate Emeritus of York, Pennsylvania, where she created a writing group at a local domestic violence safehouse to help survivors of trauma and abuse explore poetry as a means of healing.

“Although the Prize will be delivered virtually in 2020 due to COVID-19, the Sophie Kerr Committee is impressed with the real-world talents and promise for future literary endeavors demonstrated by the six finalists,” said Sean Meehan, Professor and Chair of English and Director of Writing who chairs the Sophie Kerr Committee. “The Committee notes remarkable strengths in the quality and diversity of writing that ranges from journalism, creative nonfiction, critical essays, and excerpts from senior theses, to various forms of poetry and fiction, both short and long. Judging from the advanced level of accomplishment and the maturity of voice and vision already demonstrated, the Committee expects to be hearing from these writers in years to come.

“As with the finalists, the overall group of portfolios submitted for the 2020 Prize was particularly strong in the range of academic disciplines represented, a hallmark of Washington College’s culture of writing,” he noted. “Majors and minors amongst the writers included communication and media studies, creative writing, English, environmental studies, journalism, editing &publishing, psychology, and sociology, among others.”

Pictured top row: Gabby Rente, Kai Clarke, Mary Sprague. Pictured bottom row: Saoirse, Heber Guerra-Recinos, Abby Wargo

The finalists are:

Kailani M. Clarke, an environmental studies major from Centreville, Maryland, has sought to learn from as many college experiences as she could. This led her to participating with the Student Environmental Alliance, MMA Club, Campus Garden, and Eastern Shore Food Lab, as well as completing the Permaculture Internship and helping establish a WAC chapter of Active Minds, a national suicide prevention organization, at various points in her college career.  Her academic achievement earned her a place in the Cater Society of Junior Fellows and the Kappa Alpha Omicron Environmental Honors Society. She has written the Pet of the Week article for The Elm since February 2019 and is a freelance writer for the shelter.

Clarke’s portfolio showcases her versatility as a writer with poetry, essays, articles spanning much of her college career. Fascinated by monsters, animals, and gray areas, her pieces explore themes of homecoming, mental health and chronic illness, injury and recovery, and wild versus domestic. At the heart of her work lies a deep reverence for nature, and a quest to embrace her place in the universe while learning to balance in a turbulent world. She is a three-time winner of the William W. Warner Prize for creative writing on nature and the environment.

Heber Guerra-Recinos, of Spring Valley, New York, is a double major in English and art &art history, with a minor in creative writing. A member of the first cohort of Washington Scholars, Guerra-Recinos was part of the Alpha Psi Circle of Omicron Delta Kappa, InterVarsity Christian Fellowship, Habitat for Humanity, and a photographer and cartoonist for The Elm. His portfolio includes a collection of fiction and prose, many of which focus on personal experiences or exploration of forms and ideas.

Gabrielle Rente is an English major with minors in creative writing and journalism, editing &publishing. Hailing from Williamsburg, Virginia, she was a member of the Writers Union and Sigma Tau Delta, but her heart remains with The Elm, where she has been a staff writer, copy editor, and the Lifestyle editor. Rente’s portfolio contains a mixture of journalistic articles on subjects ranging from internet trends to environmental dilemmas alongside poems and short stories on family and growing pains. After graduation, she plans on pursuing a career in journalism.

Saoirse is an international student from India. She is a double major in English and sociology with triple minors in creative writing, gender studies, and journalism, editing &publishing. As an exophonic writer, her academic interests revolve around linguistic power dynamics, especially in connection to the land. Her research works in tandem with her creative pursuits in poetry and translation. In the future, she hopes to pursue a PhD. studying translinguality and the land-identity connection.

Mary Sprague is an English major from Ellicott City, Maryland. She is the Editor-in-Chief of Collegian and a copy-editor for The Elm. Sprague’s portfolio, Diorama, is a collection of short prose pieces most often about interpersonal relationships, sexuality, sexual assault, and isolation. Sometimes they’re also about bricks and ducks.

Abby Wargo is an English major with a double minor in creative writing and journalism, editing and publishing. She is from Hampstead, Maryland. At Washington College, she served as the Editor-in-Chief of the student newspaper The Elm for two years. Wargo is also a member of Omicron Delta Kappa leadership honors society and Sigma Tau Delta English honors society. Her portfolio contains samples of poetry, creative nonfiction, journalism, and academic writing, many of which address issues of sex, love, trauma, and mental health. She plans to work as a journalist after graduation.

Don’t miss the latest! You can subscribe to The Talbot Spy‘s free Daily Intelligence Report here

Washington College’s Kurt Landgraf on COVID-19, Hodson Trust and WC’s Future

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It could have been predicted in advance that when interviewing a president of a small liberal arts college amid the coronavirus crisis to hear some bad news. COVID-19 has considerably disrupted colleges and universities with many of them facing severe financial consequences or even extinction with their tuition-based business model collapsing since the outbreak took hold in the middle of March.

So it was with some trepidation that the Spy’s John Griep and Dave Wheelan, both graduates of Washington College, began our interview with its president, Kurt Landgraf, yesterday to discuss Maryland’s historic center of higher learning and its future.

Those predictions were premature.

It will be surprising, and quite a relief for many, to hear President Landgraf give a very optimistic overview of Washington College’s plans and long-term viability in the face of a severe economic recession and a dwindling pool of prospective students.

There are several reasons for Landgraf’s confidence. He cites the college’s positive projections for a new freshman class starting in the fall; its high ranking among the 1,000 liberal arts colleges in the country; and its $200 million endowment as reasonable indicators for sustainability in a post-COVID world.

Mr. Landgraf also notes the painful cost-cutting moves his administration has had to make to counter a projected $4-5 million operational deficit. Despite the unprecedented costs related to COVID-19, the school will show a balanced budget by the end of its fiscal year on June 30th.

But, saving the best for last, Landgraf disclosed that the Hodson Trust, a philanthropic foundation that has supported the college for decades, will be providing Washington College with an enormous final donation when, by charter, the Trust goes out of business in the next 12 months.

While the president did not (and can not) disclose its final contribution from Hodson, it has long been rumored that this gift may exceed $50 million based on the Trust’s total assets.

The donation will be part of a final distribution that includes WC and three other Maryland schools (Hood College of Frederick, St. John’s College of Annapolis, and The Johns Hopkins University of Baltimore) to fulfill the wishes of Colonel Clarence Hodson, the benefactor who established the Trust in 1920.

Spy readers will need to rely on reading President Landgraf’s body language for the moment to assess the kind of lifeline the Hodson Trust will provide Washington College.

This video is approximately 19 minutes in length.

What Might Schools Look Like Next Fall?

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Protective films around bus drivers, temperature checks at schoolhouse doors, playgrounds marked with social distancing markers.

Those are just a few examples of what might become the “new normal” at Maryland public schools, if they’re reopened next fall.

Maryland State Superintendent of Schools Karen B. Salmon announced Wednesday that schools would remain shuttered for the rest of this school year. At the same time, she announced that the State Department of Education has published “Maryland Together: Maryland’s Recovery Plan for Education,” which included the recommendations above — and much more.

Karen Salmon, Maryland state school superintendent

With Maryland’s announcement, schools in 48 states will remain closed for the rest of this academic year. Distance learning in Maryland will continue through the end of the fourth marking period, Salmon said.

Come next fall, “schedules for instruction, meals and transportation may all require modifications,” Salmon said at a State House press conference. “Any return of students and staff to the classroom depends on the circumstances in each school system and local school systems will have the flexibility to adapt the model to best serve their needs.”

The recovery plan released on Wednesday includes suggestions, but not requirements, for school districts to consider. Day-to-day operations in all schools are likely to change to follow public health guidance.

Other precautions that may be necessary include reconfigured classrooms with desks six feet apart, or physically distanced instruction in gymnasiums, auditoriums or out on the lawn.

Suggestions in the report for modifying school schedules to reduce the number of students physically present in schools include:

• A one-day rotation, in which a quarter of students return to school buildings one day a week.

• A two-day rotation in which all students receive two days of at-school instruction each week.

• A and B weeks, where half of all students go to the school building for four days in a row, and learn from home the following week.

Because research shows that younger students have more difficulty processing lessons during online learning, school systems may also consider bringing younger students back on to campuses earlier than older students.

Based on research that shows a more significant “summer slide,” or learning loss, in math, school systems might consider prioritizing in-person instruction for that subject next fall over, say, English language arts, an area where more parents may be prepared to help with at-home lessons.

Schools might also consider “looping” teachers ― or keeping them with the same set of students ― next school year, which would take advantage of teachers’ familiarity with students and families during an uncertain time. Access to school counselors and school-based health clinics should be beefed up, and schools should begin planning to help staff members identify childhood reactions to stress and trauma, or to identify abuse or neglect.

Students learning English or enrolled in special education programs should be prioritized for in-person small-group instruction with student-teacher ratios of 10 or less.

The report says that fall diagnostic assessments for elementary and middle school students will be given at the start of next school year as planned, with results going to teachers within two days to help guide instruction.

If remote learning must continue, school systems should consider implementing low-cost methods of online instruction that can be accessed on the widest variety of technological platforms, including mobile phones. School systems may need to consider increasing information technology staff to help bolster distance-learning programs.

School systems should also consider ways to extend the quality and coverage of internet access in their counties; about 30% of families in Maryland do not have a reliable internet connection for distance learning, according to the report.

The report suggests additional changes and safeguards for students in career and technical education programs, including making sure students have access to work-based learning hours that follow public health guidelines, disinfecting student labs and creating a compressed curriculum that will allow students to graduate on time with their expected certifications.

Schools will have to change lunch and food service policies to allow for physical distancing, increased sanitation and other issues, including how to distribute meals with altered school day schedules. Since schools in the state were closed in mid-March, school systems have served more than 8 million meals to children in need, Salmon said Wednesday.

The report suggests that each school district should create a crisis team to implement local reopening plans and communicate with the public.

A separate “Child Care Recovery Plan” is in the works. About half of the child care programs in the state have been closed since late March, with about 3,700 providers remaining open to serve a small population of children of essential workers. A roll-out of the state-funded Essential Personnel Child Care Program was rocky, with providers going weeks without payment. But Salmon said Wednesday that the state has made more than $34 million in payments over the past two weeks, with all invoices to providers up to date.

The recovery plan for public schools will be updated as information changes, Salmon said Wednesday.

Cheryl Bost, president of the Maryland State Education Association and a Baltimore County elementary school teacher, said Wednesday that closing schools for the year was the right decision for health and safety, but called it a sad day.

“Educators miss our students. We wish we could see them, talk with them, laugh with them, and teach them in person. We wish we could say goodbye to them before the school year ends,” Bost said in a statement. “Instead, educators, families, and students will continue to do our best during this period of crisis distance learning, while knowing that we have a great deal of work to do now and moving forward. We must address the inequities within our community—whether of technology access for educators and students, food security, trauma care, or otherwise—that have been magnified by this crisis. We look forward to the day that we can return to our schools and the everyday joys, challenges, and work of educating our students.”

By Danielle E. Gaines

Schools to Remain Closed for the 2019-2020 School Year

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Maryland State Superintendent Dr. Karen Salmon has announced that all Maryland public schools will be closed through the end of the 2019-2020 school year with continuity of learning continuing for the remainder of the approved school calendar.  With the waiver of five school days, as well as the addition of Memorial Day as a school day, the last day of school for students will be June 12, 2020.

This announcement was made during Governor Hogan’s press conference,in which he gave an update on his Maryland Strong: Roadmap to Recovery plan.  While the Governor did authorize resumption of elective medical procedures and safe outdoor activities this week, he stressed the importance of continuing to maintain social distancing, adhering to the Stay at Home Order, limiting gatherings to 10 people or less, and wearing masks.  He also indicated that our state’s COVID-19 data does not yet indicate that we are ready to move into phase one of the recovery plan.

The planning of alternative graduations for the Class of 2020 is moving forward, and seniors will be recognized for their accomplishments.  The graduation plans must remain in compliance with the Governor’s executive order.

Dr. Salmon also announced that the Maryland State Department of Education will be releasing the Maryland Together Recovery Plan for Education which guides local school systems in preparing for the reopening of schools in phases depending up on each district’s circumstances and under the direction of local superintendents.  These guidelines will dovetail with the Governor’s Maryland Strong: Roadmap to Recovery Plan.

“I know that I can speak for all of our teachers and school administrators in saying that this news is disappointing for us, as we really hoped we would see our students again in person,” said Dr. Kelly Griffith, Superintendent.“I also know that under the current circumstances, this is the only safe alternative for our students and staff.  We are grateful to Dr. Salmon and Governor Hogan for their leadership through this very challenging and unprecedented situation.”

TCPS meal distribution will continue on Tuesdays and Fridays from 9:00 – 11:00 a.m. at all school sites. The TCPS Instructional Technology Help Desk will be open on Tuesdays from 9:00 a.m. to noon and Fridays from noon – 3:00 p.m. at Easton High School and St. Michaels Elementary School.  Please send an email to helpdesk@talbotschools.org for virtual support or to schedule a help desk appointment for iPads or laptops.

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