While the impact of COVID-19 pandemic on public education and Prince George’s County Public Schools (PGCPS) was unprecedented, it further prepared and equipped PGCPS to provide continuous instruction and learning under all circumstances. The health and safety of our students, employees and their families was and continues to be our highest priority. PGCPS has reimagined our instructional models for our changing world, workplace and future. PGCPS has developed this virtual education plan for a prolonged state of emergency, if needed. Senate Bill 610, Chapter 804 Subtitle 14A now requires this level of readiness, and our school district’s experience during COVID and implementing the virtual day plan has appropriately prepared PGCPS to interact, instruct and engage regardless of the situation. The development of this collaborative virtual education plan considered various experiences and feedback from internal and external stakeholders.
This virtual education plan includes recommendations related to staffing and personnel assignments, student instruction, student assessment and learning support, social-emotional support, community communication, technology, nutritional and health services, and return to in-person instruction. It also features guidance and implementation for virtual learning where students will participate from home daily, and how PGCPS will ensure a speedy and safe reopening as soon as it is clear to do so.
PGCPS currently has a virtual day instruction plan in place for inclement weather days, as well as asynchronous learning on teacher professional half days. Additionally, PGCPS has successfully implemented a combination of synchronous and asynchronous virtual learning in the PGCPS Online Campus, a blended virtual program. Different forms of virtual learning have been successfully implemented in PGCPS since March 2020. If PGCPS were to experience a prolonged state of emergency, continuity of learning will remain the priority, and daily instruction will continue based on the previous day’s lesson. On synchronous virtual learning days, no adjustments to the regular school schedule are necessary because students simply progress through their daily class schedule, only virtually instead of in person. Instruction is provided via Zoom and Google Meet platforms. While utilizing these video platforms, staff members use Google Classroom and Canvas Learning Management System to house actual student assignments.
In response to a prolonged state of emergency, PGCPS will rely on many of these established practices and with some level of modification around staffing and schedules to meet the needs of all students.
There are a variety of school-based personnel – administrators, classroom and non-classroom personnel – who support both students and teachers. Administrators and staff (e.g., principals, assistant principals, teachers, instructional assistants and specialized personnel) responsible for the daily instruction of students will assume their normal role via virtual education platforms used in PGCPS. Administrators will ensure all procedures and resources are in place for their specific school to carry out full virtual instruction for all students, mirroring in-person learning to the fullest extent possible. Teachers, classroom support and certified staff will follow their established schedules and coordinate with administrators and teachers to accommodate for any changes that may be required.
The school-based non-classroom personnel are also critical to the support of both students and teachers in virtual learning. When there is a prolonged state of emergency and full virtual education is required, all educators and related personnel will continue to play a crucial role in the academic success of the students in PGCPS.
Non-classroom-based staff are key in meeting the needs of teachers and students throughout the school year, regardless of the instructional model implemented. In many cases, federal and state law mandates that supplemental instructional services be provided to students by certificated staff in these positions.
Staff Roles and Responsibilites |
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Staff |
Support to Students in Virtual Learning Model |
Instructional Staff(Reading Specialists, Instructional Lead Teachers, etc.) |
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Central Office Staff(Content Supervisors, Instructional Specialists, Coordinators, Coaches, Peer Mediators, etc.) |
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Media Specialists |
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Student Services(Professional School Counselors, Pupil Personnel Workers, School Psychologists, School Social Workers, Mental Health Clinicians) |
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School-Based Nurses |
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Special Educators Preschool |
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Special Educators Elementary |
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Special Educators Secondary |
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Special EducatorsSpecial Programs (CRI, Regional, Transition, Autism, CSEP, DHOH) |
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Related Service Providers(Speech/Language Pathologists, Occupational Therapists, Physical Therapists) |
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General Education Paraeducators |
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Special Education Paraeducators |
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Itinerant Special Education Assistant (ISEA) |
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Dedicated Assistant |
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Lead Safety and Security Counselor |
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Crisis Intervention Resource TeachersIn School Suspension Room Monitors (ISS) |
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Parent Engagement Assistants |
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The instructional program for PGCPS will continue to provide access to college and career readiness standards during a prolonged state of emergency through virtual education. PGCPS continues to be prepared for all schools to operate during their regularly scheduled hours, in a virtual format. The instructional program features guidance for the implementation of virtual learning where students will participate from home daily.
Teachers will utilize the content curriculum documents/resources and virtual learning platforms to plan synchronous, engaging lessons for all students, supported by asynchronous learning activities. All teachers will adhere to the established grading procedures during virtual learning. Each student has been provided a device to access online platforms, complete assignments and communicate with teachers. Specific assignments will be collected, graded and recorded in the student information system. Students should submit assignments as determined by the teachers.
While synchronous learning that follows the regular schedule as closely as possible is preferred whenever possible, asynchronous instruction is designed for students to work independently and be reflective of balanced instruction to include teacher assigned curriculum aligned tasks. In addition to the teacher assigned tasks, the district has created Student Learner Profile activities. The district lessons are designed as enrichment activities. Each school will designate which teacher(s) (i.e., all first period teachers or all ELA teachers, etc.) will assign the district created activity as students would only need to work on the assignment once.
While the state legislature requires this virtual plan, PGCPS will also leverage its community partnerships to ensure students and families can receive safe in-person support whenever possible. PGCPS will work to coordinate with community partners to provide safe alternative learning hubs for students to receive synchronous virtual instruction. Serving the diverse student community of Prince George's County and the various modalities in learning is paramount.
During Virtual Learning, students will log in to either the Canvas Learning Management System (LMS) or Google Classroom and complete a digital form certifying their attendance for the day, as well as complete assignments and respond to questions about their learning plan. The teacher of record will use the attendance form and completion of assignments to mark students as present or absent in the PGCPS student information system.
Due to the uniqueness of each program, schedules may differ in activities and timeframes. The Early Childhood programs consist of half-day and full-day programs, which impacts the planning of the virtual learning models. Students will engage in synchronous and asynchronous activities each day based on the program.
Early Childhood Programs include:
Services related to the Individualized Family Service Plan (IFSP)/Extended Individualized Family Service Plan (EIFSP) include facilitating virtual parent coaching activities within the child’s and family's daily routines, enhancing developmental gains, and meeting targeted outcomes. Each child will be provided with the appropriate services and service hours as documented in the child’s IFSP.
The virtual learning schedule for early childhood students are both synchronous and asynchronous. During the times where there is no synchronous virtual learning instruction, children will use their devices to work on age-appropriate apps (i.e., Hatch Ignite) and complete activities that support the learning goals as assigned by the classroom teacher.
Teachers will incorporate planned cognitive transitions throughout the components of the day as children change from one activity to another. It is expected that transitions may take longer during virtual learning. As children become adjusted to daily virtual routines, cognitive transitions will take less time and run more smoothly.
The Early Childhood Montessori program may follow a different school schedule from the half- and full-day prekindergarten programs. During the times where there is no synchronous virtual learning instruction, children will use their devices to work on age-appropriate apps (i.e., Math Shelf) and will have access to themed at-home learning packets. Montessori program schedules are posted on the schools’ websites and made available to families.
In a full virtual learning model, students will receive live synchronous lessons in the core content areas: Reading/English language arts, mathematics, science and social studies, on a schedule set by the school. Classes for health, physical education, music and art will rotate daily. Students will receive weekly lessons for each of these courses. While not required, some teachers may record live lessons for later viewing.
While we have a recommended schedule in our guide with content sessions for an hour, it is our expectation that teacher discretion and flexibility will be used to adjust the time accordingly based on student grade levels and age appropriateness for virtual learning. Teachers and paraeducators will provide small group instruction throughout the week for both reading and mathematics. Students not participating in small group instruction will have independent practice or work with other staff as assigned with opportunities for additional small group instruction as needed.
Within the virtual learning models, support for Multilingual Learners (MLs) and students with disabilities will be provided by classroom teachers and certified specialists (e.g., ELD teachers, special educators) on a regular schedule. During virtual learning live lessons, MLs and students with disabilities may join breakout sessions with their ELD teacher or special educator during a portion of the instructional block. Small group instruction for enrichment or intervention will be provided at a consistent time as needed or documented by an IEP, EL plan, or 504 plan.
When scheduling time within the instructional week for interventions for students with disabilities at the elementary grade level, the special education teacher and general education teacher will collaborate to ensure students are receiving their interventions, as identified in the students’ IEP. Other students receiving interventions will be coordinated by the teacher and interventionist.
In the virtual learning model, students will receive live synchronous lessons daily in all scheduled courses. Some courses are scheduled to meet every day and some meet every other day. Students will follow their regular school schedule. The A/B-day models for middle school provide a structure for 4-, 5- and 6-periods a day.
Within virtual learning, support for Multilingual Learners (MLs) and students with disabilities will be provided by classroom teachers and certified specialists (e.g., ELD teachers, special educators) on a regular schedule. During virtual learning live lessons, MLs and students with disabilities should join breakout sessions with their ELD teacher or special educator during a portion of the instructional block. Small group instruction for enrichment or intervention will be provided for all classes and as needed or documented by an IEP, EL plan, or 504 plan.
In virtual learning, students will receive live synchronous lessons daily in all scheduled courses. Some classes are scheduled to meet every day and some meet every other day. Students will follow their regular schedule.
With virtual learning, support for Multilingual Learners (MLs) and students with disabilities will be provided by classroom teachers and certified specialists (e.g., ELD teachers, special educators) on a regular schedule. During virtual learning live lessons, ELs and students with disabilities will join breakout sessions with their ELD teacher or special educator during a portion of the instructional block. Small group instruction for enrichment or intervention will be provided for all classes and as needed or documented by an IEP, EL plan, or 504 plan.
Students will participate in core content activities through appropriate online platforms or may access pre-recorded lessons via the same platforms. A combination of live and pre-recorded lessons is preferred, based on the individual Regional/CRI program capacity.
PGCPS’ assessment program will focus on state, district and locally created assessments to provide student performance data and help staff identify students’ learning needs to plan for ongoing instruction. Assessments geared to this purpose will be prioritized in PGCPS’ assessment program and be provided in an online test administration platform on technology devices provided to all students by PGCPS. The online testing platform will also provide accommodations and accessibility features for students who have them designated in Individualized Education Programs and/or 504 plans. Resources, training sessions and technical assistance will be provided to school-based and central office staff to support effective and appropriate assessment practices in a virtual learning environment, including limitations tied to test security, fidelity in assessment administration and data analysis.
The key priorities of assessments for prolonged virtual education are:
The Maryland State Department of Education (MSDE) assessments in which students will participate during prolonged virtual learning are dependent upon decisions made by MSDE. These assessments include MCAP Reading, Mathematics, Science, Government, Social Studies, ACCESS, Kindergarten Readiness Assessment (KRA) and Alternative Assessments.
PGCPS has identified several measures in its Virtual Education Plan that will assist the district in evaluation of a virtual learning model to ensure the district's virtual instructional and support delivery model is coherent, cohesive and comparable in academic rigor to the in-person instructional format. The plan evaluation will measure two key aspects of virtual learning. The first will be the implementation of the processes, procedures and initiatives that occur. The second will be the outcomes of the implemented processes, procedures and initiatives. The district will define and evaluate programmatic goals using data from a variety of sources to gauge overall effectiveness and strengthen future planning. PGCPS has identified the following measures to evaluate the effectiveness of its virtual learning model:
These components will be considered in the overall evaluation of the PGCPS virtual learning model as well as individually measured to gauge student academic growth and performance, and social-emotional competencies during virtual learning. PGCPS will determine the appropriate measurement tools and components to evaluate student learning and achievement.
The district will evaluate the effectiveness of its virtual learning offerings, including the extent to which the learning goals are achieved; the district will use the results to enhance the attainment of the targeted goals.
During virtual education, students, staff and parents/guardians will require support to assist them while away from the regular in-person setting of school and classroom. The Department of Student Services identified and compiled social-emotional learning supports appropriate for virtual learning for students, staff and parents. Teachers and all mental and behavioral health personnel will utilize the strategies and resources outlined in the following link and adapt, where necessary, the same strategies that they have been using in school, to a virtual setting. PGCPS personnel, families, students, community organizations and vendors now have extensive experience and resources to access and use social, emotional and mental health supports to aid all of its students and adults within the system. In addition, PGCPS will employ tele-mental health services to support students who require counseling during virtual instruction. Socialemotional learning platforms will be utilized to provide SEL lessons during virtual learning.
Stakeholders can learn more about all the available resources in the PGCPS Guide – Mental Health Supports for Students, Parents and Staff (SY 2023-2024).
During virtual learning, it is critical to conduct student encounters by telephone or video conference when they are experiencing increased levels of stress and anxiety and need individual support. Students believed to be in crisis should be reported to the student’s school counselor for immediate action. The Prince George’s County Mobile Unit will be utilized for wellness checks when appropriate. PGCPS has made adjustments and plans are in place for its student services delivery during virtual education. Department and program leaders will be available to work with principals, as needed. The Department of Student Services will work with school-based administrators and other staff to ensure smooth coordination of these services are maintained during virtual learning.
PGCPS will ensure that guidance, support and resource availability are in place for students, staff and families. Along with the mental health and social-emotional support needed, PGCPS will ensure students adhere to the technology and appropriate virtual expectations as listed within the Student Rights and Responsibilities Handbook (Section 7).
In times of crisis and uncertainty, clear and timely communication is of paramount importance. Prince George’s County Public Schools has communications in place in case of a prolonged state of emergency and a shift to the virtual education plan, leveraging the access and speed of technology to reach all members of the PGCPS community. The school system continues to focus on transparency while managing expectations, addressing urgent issues, and connecting stakeholders with community partners and government resources to ensure it adapts to the times by utilizing various available platforms. The system has established clear and direct communication practices to ensure every adult in the system is ready to take on their roles in a virtual education setting and deliver timely and high quality learning, social-emotional support, and other wraparound services to all students.
When schools can reopen for in-person learning after a prolonged period of virtual education, PGCPS plans for the smooth transition of all schools and administrative offices. The Office of Communications and Community Engagement will coordinate efforts that reflect our commitment to empower all members of the PGCPS community with information—delivering timely communication at every stage that achieves our overarching goals of safety, equity and excellence.
Prince George’s County Public Schools serves an exceptionally diverse population, notably with a high concentration of students of color and those with limited English proficiency. Systemwide communications are distributed in English, Spanish and French. Meetings and events are made accessible to linguistically diverse families through interpretation services in over 20 languages.
In addition to automated email, text messaging and robocall systems, the Office of Communications and Community Engagement generally uses four tools to reach audiences:
Key messages
Media relations: We will share information with our media partners through media advisories and press releases about the operating status, reopening timetable, virtual learning and student/family supports.
Digital advertising: Radio and social media advertising will amplify our messages around our response to the prolonged state of emergency, virtual learning, commitment to safety, parent resources, technology access and reopening.
Employee communications: Customized messages to employees are delivered through the PGCPS Express newsletter and updates from the Superintendent. Virtual town halls will provide an opportunity to reinforce important messages around virtual instruction expectations, health and safety protocols, and returning to work sites, ensuring staff questions and concerns are addressed.
Community engagement: Virtual town halls will provide families with answers to virtual learning questions and information about resources. Collaborations with business, faith-based and nonprofit partners will continue virtually to secure volunteer services and resources that support the needs of students, families and the school system. Major updates will be made during the bi-monthly Partnership meetings and by email notification.
Although nothing can replace an in-person schooling experience, school systems can engage students in meaningful and productive ways to enhance their learning. This is at the core of the resources provided by the PGCPS Division of Information Technology, which aims to ensure all children and youth have access to a quality education. To achieve this end, education systems must confront the digital divide and meet the needs of all its students.
Each PGCPS student has access to a technology device to access online platforms, complete assignments and communicate with teachers. Specific assignments will be collected, graded and recorded in the PGCPS student information system. Students should submit assignments as determined by the teachers through an online platform such as Canvas.
As a 1-to-1 district, every student in PGCPS has access to a digital mobile device (Chromebook or iPad) for use at school. If needed, the student may be assigned a device to take home. Every teacher has access to a Mac or PC for use at school or home. Using their device, teachers and students may connect through virtual conferencing programs such as Zoom or Google Meet. This allows PGCPS to provide synchronous virtual learning in real time as well as asynchronous learning opportunities.
The overwhelming majority of PGCPS students have access to the internet at home. Where the digital divide persists, PGCPS utilized ESSER funding to secure a deep inventory of mobile hotspots, which can be activated and provided to students in need of internet access outside of school. The PGCPS McKinney-Vento Program (Homeless Education) itself is also issued a set of hotspots for quick deployment should a family experience homelessness and be without internet access.
Additionally, since SY22-23, PGCPS has been working directly with families and internet providers to leverage funding from the Federal Communications Commission Affordable Connectivity Program to enable internet service for households in need, to continue to close any gaps in home internet access.
Schools continue to monitor students’ need for devices and internet access, and work with the PGCPS Information Technology division to ensure students – and staff – have the necessary tools for digital learning when devices become damaged or if families need support with home access to the internet. Damaged student mobile devices are exchanged at the school level for operable ones, and damaged devices are removed weekly for repair. Schools are provided surplus devices so students have access to a device if their assigned device is damaged.
PGCPS has established a set of expectations for appropriate use of technology and technology resources that are especially critical during virtual learning. Students shall adhere to the technology guidelines provided in the Student Rights and Responsibilities Handbook.
Students shall:
Students shall not:
Complete guidelines for the acceptable use of technology are contained in Administrative Procedure 0700. Teachers and other non-classroom personnel assisting with virtual learning are encouraged to implement various levels of interventions and responses in an effort to teach, correct and replace behaviors so students can learn and demonstrate safe and respectful behaviors. Device care guidance and digital citizenship activities are available for teachers and students to teach and reinforce appropriate behaviors. Additionally, educators across our district have access to an online screen monitoring tool to redirect and further filter students’ access to online content. If needed, administrators are encouraged to use the lowest Level of Response to address inappropriate behavior. Serious behaviors that are deemed harmful to the safe and orderly environment of the school will be addressed at the highest level.
In the case of a state of emergency, meal distribution will operate under the Summer Food Service Program. Children 18 years and younger will receive free meals at eligible sites.
By focusing on the following tailored strategies, Health Services staff can effectively fulfill their roles as frontline health care providers and ensure the safety and well-being of the school communities during prolonged states of emergency.
Health Services will engage in a collaborative virtual education plan by:
Throughout virtual learning, plans will continue to be made for the preparation of in-school instruction once it is deemed safe to do so. PGCPS will prepare for school reopening as soon as possible, following a prolonged state of emergency. The updated operational status and all pertinent information will be shared with school district personnel. Updates will also be provided through identified communication channels for students, families and the PGCPS community. Under the collaborative leadership of central office administration and school administrators, PGCPS will tailor necessary readiness actions based on state and local guidance.
During the return to in-person learning, PGCPS may take a phased-in approach to returning to full capacity. In such a case, PGCPS will prioritize returning students to in-person learning who are struggling the most in the virtual learning format to ensure they can receive appropriate in-person support as soon as possible. When notification is given to return to a safe in-person reopening, PGCPS will ensure that there are clear processes in place for students and personnel to safely transition back with ease. The following procedures are in place to ensure all staff, students and families are able to safely and rapidly return to in-person learning:
Thank you for the opportunity to provide this plan of continuity so learning exists even during a prolonged state of emergency. PGCPS greatly appreciates the Maryland State Department of Education’s innovative and forward thinking on this issue. As a school system, PGCPS continues to be well-prepared for virtual learning and has significant experience at this point in implementing systemwide virtual instruction. As a community, Prince George's County welcomes the opportunity to continue learning virtually when in-person instruction is not possible regardless of the circumstance and even during prolonged periods. As a school system, PGCPS is committed to the health and safety of its students, staff and families; we have the experience, infrastructure and readiness to implement virtual learning at scale and look forward to working with our stakeholders and state and local officials if an interruption in in-person instruction presents itself. PGCPS stands ready.
