SSWAC Final Report August 2026

Final Report AUGUST 2026

Letter to the residents from the Board of County Commissioners To the residents of Calvert County: Ensuring the safety, security and well-being of our students is among the most important responsibilities we share as a community. Every child deserves to learn in an environment where they feel safe, supported and valued — and every parent, educator and neighbor plays a part in creating that foundation.

In 2024, the Calvert County Board of County Commissioners (BOCC) established the Student Safety and Well-Being Advisory Committee (SSWAC) to bring together a diverse group of professionals, educators, law enforcement officers and community members committed to one goal: enhancing the safety and overall well-being of students and staff within Calvert County Public Schools (CCPS).

Over the course of its work, the committee has provided thoughtful recommendations while engaging student, staff and community input. The committee’s subgroups — focused on Safe and Supportive Environments, Staff Support, Positive Student Behavior, Modern Facilities and Resources and Family and Community Engagement — have provided thoughtful recommendations that reflect both local experience and national expertise.

The BOCC extends sincere appreciation to every member of the SSWAC for their time, dedication and insight. Their efforts reflect our shared belief that proactive, community-driven collaboration is the key to ensuring our schools remain safe and welcoming places for all.

This final report represents the culmination of that important work. We encourage all residents to review the findings and continue to engage in the ongoing conversation about how we can best support the health, safety and success of Calvert County’s students, support staff and educators.

Together, we can continue to build a future where every child in Calvert County has the opportunity to learn, grow and thrive in a secure and caring environment.

Sincerely,

Board of County Commissioners Calvert County, Maryland

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Letter from the Board of Education Dear Calvert County residents and education community, Ensuring the safety, security and well-being of our students and staff is a responsibility we share as a community. Every child deserves to learn in an environment where they feel safe, supported and valued, and schools cannot do this work alone. It requires families, community partners and local agencies working together to create conditions where students thrive.

In 2024, Calvert County Board of County Commissioners (BOCC) established the Student Safety and Well-Being Advisory Committee (SSWAC) to strengthen safety and well-being across Calvert County Public Schools (CCPS). Over the past year, the committee examined best practices, identified gaps and developed recommendations grounded in data, community feedback and student voice. The work focused on five areas: Safe and Supportive Environments, Staff Support, Positive Student Behavior, Modern Facilities and Resources, and Family and Community Engagement.

While challenges remain such as chronic absenteeism, inconsistent discipline practices and the need for expanded mental health support, we celebrate progress. Discipline data shows 519 fewer incidents compared to last year: 3,438 in December 2024 versus 2,919 in December 2025. This improvement reflects the dedication of educators, staff and families working together to create positive school climates.

The committee’s recommendations call for practical steps: adopting a unified framework for behavior supports, expanding mental health resources, updating the Student Code of Conduct and strengthening family engagement and communication. These changes require sustained collaboration and shared accountability.

As a board, we will work with the superintendent to develop an implementation plan, align policies and report progress publicly, but lasting change depends on all of us. We invite you to read the full report, attend upcoming meetings and lend your voice. Volunteer with your school, participate in engagement sessions and help us build a network of support that reaches every child. Together, we can create a future where every student in Calvert County learns and grows in an environment that is safe, respectful and caring.

Thank you for your partnership and dedication to our children.

With appreciation, Your Calvert County Board of Education

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Note from the Chair and Vice Chair Dear Calvert County community, On behalf of the Student Safety and Well-Being Advisory Committee (SSWAC), thank you for your interest in this work and for the trust you place in all of us who serve our students and staff. Our charge is straightforward and urgent: to recommend practical, evidence-informed steps that strengthen school safety, support student well-being and foster a positive climate for learning across Calvert County Public Schools (CCPS).

Since convening, the committee has listened, learned and rolled up its sleeves. We began by identifying the most pressing challenges facing students, families, support staff and educators. With support from county and CCPS staff, we translated those challenges into ideal outcomes—clear statements of what success should look like in our schools. Meeting by meeting, our subcommittees have been “filling the middle,” developing strategies to connect today’s realities to tomorrow’s goals and identifying the resources needed to make those strategies stick.

Our work has been guided by a broad set of perspectives. We are grateful to the educators, law enforcement partners, health and behavioral health professionals, juvenile justice representatives and community leaders who presented to the committee. Their data, program insights

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Dana M. Jones Chair

Leslie Irvin Vice Chair

and day-to-day experience helped us ground our recommendations in what actually works. We are equally appreciative of residents who shared feedback through meetings and surveys; your lived experience is essential to designing solutions that are both effective and equitable.

This report reflects that collective effort. It highlights five focus areas—Safe and Supportive Environment, Support for CCPS Staff and Contractors, Empowering Positive Student Behavior, Modern Facilities and Resources, and Family and Community Engagement—and organizes recommendations within a simple framework that moves from challenge to outcome to strategy and resources. The goal is to make it easy for decision-makers and the public to see not only what we recommend, but why we recommended it.

We approach this work with humility and determination. Safety and well-being are shared responsibilities, and durable progress requires transparency, consistency and partnership. Together, we can ensure every student and staff member in Calvert County learns and works in an environment where they feel safe, respected and supported.

With appreciation,

Dana M. Jones

Leslie Irvin

Dana M. Jones Chair, Student Safety and Well-Being Advisory Committee

Leslie Irvin Vice Chair, Student Safety and Well-Being Advisory Committee

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Table of Contents About the Student Safety and Well-Being Advisory Committee . . . . . . . . . . . 9

Student Safety and Well-Being Advisory Committee Organization Chart . . .11

Subcommittee Reports . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13

Public Feedback Survey Highlights . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20

Results and Recommendations from Community Survey . . . . . . . . . . . . . . . . 21

Results and Recommendations from Student Focus Group . . . . . . . . . . . . . 22

From Input to Action . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24

Adopted Committee Recommendations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25

What's Next . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40

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About the Student Safety and Well-Being Advisory Committee Purpose The Student Safety and Well-Being Advisory Committee (SSWAC) was established by the Calvert County Board of County Commissioners (BOCC) to strengthen safety, security and well-being across Calvert County Public Schools (CCPS). The committee’s purpose is to provide informed recommendations designed to enhance the learning environment and improve overall school culture and climate. By evaluating current best practices and emerging trends in school safety, the SSWAC aims to position Calvert County’s learning environments ahead of new threats, concerns and safety mandates.

Background SSWAC brings together diverse voices representing law enforcement, education, public health, behavioral health and the broader community. Voting members include county residents from each commissioner district; representatives from the Calvert Education Association and the Calvert Association of Educational Support Staff; members of the Calvert County Sheriff’s Office and Maryland State Police; professionals with backgrounds in mental health, well-being and substance abuse treatment; and a representative of the Maryland Center for School Safety. Nonvoting members include the county administrator, Department of Community Resources director, Department of Communications & Media Relations director and the CCPS superintendent.

The committee held monthly meetings on the third Wednesday of each month at the Harriet E. Brown Community Center and via Microsoft Teams. These meetings provided a forum for collaborative discussion and public input.

The SSWAC is comprised of the following subcommittees: • Safe and Supportive Environment – Fostering welcoming and secure school climates that support the physical and emotional safety of all students and staff • Support for CCPS Staff and Contractors – Promoting training, communication and resources to ensure staff and contracted personnel are equipped to respond effectively to safety and wellbeing challenges • Empowering Positive Student Behavior – Encouraging proactive behavioral supports and restorative approaches that build accountability and respect • Modern Facilities and Resources – Assessing school infrastructure, technology and emergency preparedness to align with evolving safety standards • Family and Community Engagement – Strengthening partnerships among schools, families and community organizations to reinforce student well-being both in and out of the classroom

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Student Safety and Well-Being Advisory Committee Organization Chart BOCC: Todd Ireland (President) Mark C. Cox Sr. (Vice President) Catherine M. Grasso Earl F. “Buddy” Hance Mike Hart

Committee Leadership: Dana M. Jones, Chair Leslie Irvin, Vice Chair

Committee Members at time of Final Report Publication: Dana M. Jones, Chair Leslie Irvin, Vice Chair, District 1 Representative Debora Harris, District 2 Representative Rick Piereck, District 2 Representative Sinetra Bowdry, District 3 Representative Jason Oates, Calvert Education Association Representative Stacy Tayman, Calvert Association of Educational Support Staff Representative Cpl. Nick DeFelice, Calvert County Sheriff’s Office Representative Sgt. Andrew Woodford, Calvert County Sheriff’s Office Representative F/Sgt. Kemery Hunt, Maryland State Police Representative Katelynn Liptak, Mental Health and Well-Being Representative Denise Dickerson, Substance Abuse Treatment Representative Joseph Pignataro, Maryland Center for School Safety Representative

Ex Officios: Linda Turner, County Administrator, Calvert County Government Dr. Marcus Newsome, Superintendent, Calvert County Public Schools Jennifer Moreland, Director of Community Resources, Calvert County Government Jennifer Sterling, Acting Director of Communications & Media Relations, Calvert County Government

Staff: Emily Shrieves, Constituent Services Specialist, Calvert County Government

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Subcommittee Reports Family and Community Engagement Subcommittee Purpose

The Family and Community Engagement Subcommittee examined the current state of family involvement and community partnerships within CCPS to identify opportunities for improvement and stronger collaboration. Through its work, the subcommittee evaluated how communication practices, family engagement activities and community partnerships contribute to student safety, wellness and success. Members also explored ways to enhance transparency and ensure that families, staff and stakeholders are consistently informed and included in district initiatives. Additionally, the subcommittee reviewed available community resources that support family stability and well-being and assessed the benefits of expanding training and support programs for parents, caregivers and guardians of students with behavioral or developmental challenges. Based on these findings, the subcommittee developed recommendations to strengthen connections among schools, families and community organizations to better support the needs of all students.

Findings

• Parental involvement tends to decrease as students age, reflecting both reduced opportunities for engagement and communication gaps between families and schools.

55%

of students feel confident in regulating their emotions

School psychologists support

2-3

schools each

• Parent Teacher Organization (PTO) engagement and communication vary by school and tend to weaken from elementary to high school.

• Access to resources and opportunities appear inconsistent across the district, with differences in programs and availability of early childhood services, which are concentrated in the southern part of the county.

• There is no centralized, vetted districtwide resource list for students, parents and guardians.

• Appeared lack of standardized process for community groups partnering with schools creates barriers to consistent, effective service delivery.

Discipline data shows

519

fewer incidents compared to last year

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Supporting CCPS Staff and Contractor Subcommittee Purpose

The Supporting CCPS Staff and Contractors Subcommittee focused on examining how the district can ensure that all personnel are well-equipped, supported and prepared to foster a safe and positive school environment. The subcommittee explored strategies for providing staff with ongoing professional development, certification renewals and training programs to enhance their skills in addressing a variety of student safety and well-being scenarios. The subcommittee also emphasized the importance of prioritizing staff mental health and overall well-being, advocating for leadership to respond to staff needs as reflected in wellness surveys and other feedback mechanisms.

Findings

• Staffing capacity is limited across student support roles, with school psychologists covering two to three schools each (five full-time, two part-time and four contracted as of March 2025) and six pupil personnel workers each supporting four schools plus one countywide liaison.

• Elementary schools lack dedicated safety advocates and instead rely on five school resource officers (May 2025).

• Long-term substitutes are used in classrooms with students who have intensive needs, often without training or support, limiting trauma-informed care.

• Training in de-escalation and safety practices appears inconsistent across schools and roles, contributing to uneven staff preparedness and a lack of standardized, districtwide practices.

• There is a perception of inconsistent enforcement of the Student Code of Conduct, including variability in consequences, follow-through and access to ongoing behavioral supports.

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Empowering Positive Student Behavior Subcommittee Purpose

The Empowering Positive Student Behavior Subcommittee focused on examining best practices to support CCPS in fostering a culture of respect, accountability and positive engagement among students. The group reviewed how clearly defined and effectively communicated behavior expectations can help students understand their rights and responsibilities in contributing to a safe and supportive school environment. The subcommittee also explored strategies for integrating student discipline and support within a cohesive framework that promotes positive behavioral outcomes, enhances academic success and strengthens overall school safety. In addition, members considered the role of individualized behavior support plans to proactively assist students who struggle with conduct, emphasizing approaches that address underlying causes while maintaining consistency in behavioral expectations across the district.

Findings

• The Student Code of Conduct uses uniform, legally rooted language that may not be developmentally appropriate or easily understood by younger students.

• There is no publicly accessible data on student behavioral incidents.

• Vaping remains prevalent in high schools and some middle schools despite the use of detection technology.

• Disciplinary practices are perceived as inconsistently applied across schools, with concerns about premature referrals to alternative education and broad guidelines allowing varied interpretation.

• There is no systemwide, integrated behavior support framework aligned with neuroscience or whole-child development principles.

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Safe and Supportive Environment Subcommittee Purpose

The Safe and Supportive Environment Subcommittee focuses on fostering a school culture where every student feels respected, welcomed and safe. The group examines best practices for preventing bullying and promoting positive peer interactions, while ensuring that discipline practices are fair, consistent and supportive of student growth. Members review programs that enhance social, emotional and developmental well-being, including resilience-building, healthy relationships and emotional regulation. The subcommittee also explores access to mental health and behavioral supports including counseling, individualized strategies for students with diagnosed disabilities and training for school staff and families. By integrating prevention, support and accountability, the subcommittee works to create a safe and inclusive learning environment for all students.

Findings

• Students receiving Free and Reduced Meals (FARM) have higher chronic absenteeism (45.5%) compared to students with disabilities (26.9%) and English language learners (37.2%) (February 2025).

• Only 55% of students report confidence in their ability to regulate emotions, indicating a need for stronger social-emotional supports (March 2025).

• Male juveniles account for 57% of serious interactions with law enforcement, with racial distribution reported as 55% White, 31% African American and 8% Hispanic. Overall, the county has relatively low rates of juvenile detention or adult charges (May 2025).

• Family engagement and community collaboration are limited by gaps in understanding of school and law enforcement processes and the absence of a centralized resource hub.

• Policies related to discipline, bullying, attendance and student support are broadly defined and may be applied inconsistently across schools, limiting equitable outcomes.

• Implementation of programs and practices varies across schools, with a need for clearer guidance on communication, response timelines and use of restorative approaches.

• Limited publicly available data on behavioral incidents and program effectiveness hinders the ability to track trends and assess impact.

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Modern Facilities and Resources Subcommittee Purpose

The Modern Facilities and Resources Subcommittee examined the condition, functionality and safety of CCPS school buildings and related environments to identify opportunities for improvement that support student well-being. Through its work, the subcommittee evaluated how classroom design, accessibility and overall space flexibility contribute to effective learning and a positive school climate.

Members also reviewed facility safety measures to determine how schools can be better protected from both external and internal threats. In addition, the subcommittee assessed the district’s building maintenance practices, with particular focus on preventing public health hazards such as mold and other environmental risks. Based on these findings, the subcommittee developed recommendations to modernize facilities, enhance safety systems and ensure healthy school environments that promote student success.

Findings

• CCPS has implemented multiple systemwide safety and security enhancements, including improved emergency communication systems, standardized door hardware, security vestibules, window film, card access controls and upgraded camera coverage. Additional efforts include improving responder access to cameras and floor plans, installing magnetic door release systems and modifying open classroom designs to strengthen building security.

• While the Capital Budget includes a dedicated line item for school safety, the absence of a corresponding Operating Budget line item may limit long-term planning, transparency and sustained support for personnel, maintenance and safety systems.

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Survey Results and Recommendations

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Public Feedback Survey Highlights

Survey Dates June 16 to Sept. 2, 2025

931

Completed surveys

31,335

Total data points collected

Who took the survey?

Appeal Elementary Barstow Elementary Beach Elementary Calvert Country Calvert Elementary Calvert High Parent (34.23%) Calvert Middle Career and Technology Academy Student (41.8%) Dowell Elementary Huntingtown Elementary Teacher (10.54%) Huntingtown High Mill Creek Middle Support Staff (4.95%) Mount Harmony Elementary Mutual Elementary Coach (1.13%) Northern High Patuxent Elementary Volunteer (7.43%) Patuxent High Plum Point Elementary Administrator (0.64%) Plum Point Middle Community Member (20.93%) Southern Middle St. Leonard Elementary Prefer Not to Say (1.63%) Sunderland Elementary Windy Hill Elementary Other (5.02%) Windy Hill Middle

How safe do you feel students are while at school?

• Very unsafe 4.06% • Unsafe 10.74% • Neutral/unsure 23.74% • Safe 47.38% • Very safe 14.08% To your knowledge, how impacted is the academic experience by vaping on an average school day?

• Not impacted • Slightly impacted • Extremely impacted

Do you believe there are effective systems and protocols in place for addressing and reinforcing student behavioral incidents?

YES 57.68% NO 42.32%

21.76% 45.6% 32.12%

Bullying is one-sided, purposeful, hurtful event(s) that happen over an extended period. Do you believe that bullying is a present issue at your associated school and/or CCPS? If yes, check all forms of bullying present at your associated school and/or CCPS.

YES 61.91%

Physical

56.49%

Verbal

89.51%

NO 38.09%

Cyber

68.08%

Other

6.1%

Do you believe there are effective resources to address student mental health in place at your associated school and/or CCPS?

YES 62.98% NO 37.02%

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Do you feel the Code of Conduct is straightforward and engaging for students?

YES 67.84% NO 35.16%

Results and Recommendations from Community Survey In June 2025, the SSWAC invited the community to share perspectives through a public survey designed to better understand experiences, concerns and priorities related to student safety and well-being in CCPS. The survey gathered input from parents, students, educators and community members across the county.

Findings Community feedback highlighted both strengths and opportunities for growth within the school system: • Strong sense of community: Most respondents agreed that Calvert County schools provide caring and committed staff who want students to succeed.

• Mental health and emotional support: Respondents expressed the need for expanded access to school-based counseling, mental health education and early intervention resources.

• Communication and transparency: Many participants emphasized the importance of regular, open communication between schools, families and the broader community, particularly during safety incidents or crises.

• Positive behavior and discipline: There was broad support for restorative approaches that emphasize accountability and growth over punishment.

• School facilities and security: Respondents encouraged ongoing investment in secure entrances, modernized buildings and updated emergency response systems.

Recommendations Based on community feedback, the committee developed the following recommendations to guide policy and program decisions: • Expand access to mental health resources: Increase on-site counseling capacity, partnerships with behavioral health providers and mental health literacy programs for students, staff and families.

• Enhance communication systems: Establish clear, consistent channels for parents and guardians to receive timely updates on safety protocols, incidents and available support resources.

• Promote positive school culture: Integrate restorative practices, peer mentorship programs and social-emotional learning initiatives to build empathy, respect and accountability.

• Support and train staff: Provide regular professional development in trauma-informed practices, de-escalation and mental health awareness to strengthen staff preparedness.

• Invest in modern, safe learning environments: Continue upgrades to school facilities, including secure access points, surveillance systems and emergency communication tools, while ensuring spaces remain welcoming and inclusive.

• Engage families and community partners: Expand opportunities for families and local organizations to participate in safety planning, prevention programs and student well-being initiatives.

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Moving Forward The committee views the survey as both a listening tool and a call to action. The feedback received reaffirms that safety and well-being are shared community priorities — requiring coordination, compassion and ongoing communication among schools, families and local agencies.

Results and Recommendations from Student Focus Group SSWAC conducted a focus group by inviting students from all four high school to gain a deeper understanding of their experiences, perspectives and recommendations related to safety and well-being in CCPS. Six students participated: three from Calvert High School, two from Northern High School and one from Huntingtown High School. Students were nominated by their school administrations, and the discussion was conducted virtually to allow for open and candid conversation without the pressure of presenting to a panel.

Findings • School staff visibility and support: Students shared that school psychologists and social workers are typically introduced during beginning-of-year assemblies, which is often their primary interaction with these staff members. They noted that increasing the visibility and day-today presence of these professionals could help students feel more connected and supported.

Guidance counselors were identified as the staff members students interact with most frequently when seeking support.

• Student voice and communication: Students suggested that regular newsletters or social media updates could be an effective way to share ideas about safety and receive information. While seniors currently receive newsletters with college resources and parents receive weekly updates, students recommended similar communication targeted to all students. School news broadcasts were not seen as effective, whereas a unified, schoolwide social media account—ideally studentled with administrative supervision—could help ensure consistent communication.

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• Safe and supportive environment: Students expressed that peer empathy and support can be inconsistent, and they would like additional opportunities to build positive relationships.

Some noted that teachers and staff are not always aware of individual student circumstances and emphasized that increased empathy and understanding would help students feel more comfortable and safe. Several students mentioned feeling hesitant to share opinions or perspectives in certain settings.

• Safety concerns in public spaces: Bathrooms were identified as areas of concern, with reports of vandalism, property damage and occasional physical altercations, including planned fights.

Students also noted that vaping remains an issue in bathrooms, and some individuals may attempt to bypass detection measures. Overall, students expressed support for the continued presence of School Resource Officers (SROs) in schools.

• Vaping and discipline: Students observed that current responses to vaping, such as in-school suspensions, do not always deter repeated behavior, and enforcement can be inconsistent. Vape sensors may not always function as intended, limiting their effectiveness.

• Code of Conduct awareness and clarity: While the Code of Conduct is reviewed during beginningof-year assemblies, students reported that this is often the only time they hear about it. Some students found the language difficult to understand or internalize and noted that they are not always clear on the consequences for specific types of incidents.

Student Recommendations • Increase staff visibility and support: Hold additional meetings, assemblies or events throughout the year to increase the presence of school psychologists, social workers and guidance counselors.

• Enhance communication and student voice: Share important updates through student newsletters and school-managed social media accounts. Encourage student-led content under administrative supervision to make communication more relatable.

• Build a positive school culture: Offer more opportunities for in-school community-building events, such as pep rallies, to help students feel more comfortable with one another outside of academic settings.

• Vaping prevention and education: Increase personalized education about vaping risks, using impactful programs and personal stories to highlight real-world consequences. Strengthen prevention efforts by ensuring consequences deter repeated behavior and increasing communication with parents/guardians about schoolwide trends.

• Clarify expectations and consequences: Provide ongoing, accessible communication about the Code of Conduct to help students better understand expectations and potential consequences for various behaviors.

Moving Forward The student focus group provided valuable insights into the daily experiences, concerns and suggestions of Calvert County students. Their feedback emphasizes the importance of consistent staff presence, clear communication, supportive peer relationships and effective disciplinary measures.

Incorporating these recommendations will help ensure that students feel safe, heard and supported across all schools.

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From Input to Action The recommendations that follow represent the culmination of a deliberate, collaborative process grounded in data, expertise and community voice. Throughout its work, the committee dedicated significant time to learning. Approximately half of the committee’s lifespan was spent receiving presentations and briefings from subject-matter experts across multiple agencies that support student safety and well-being. These included representatives from CCPS, early childhood development programs, law enforcement, the courts and State’s Attorney’s Office, behavioral health professionals and other community partners. This process ensured the committee developed a comprehensive understanding of how systems interact and where opportunities for alignment and improvement exist.

Building on that foundation, each of the five subcommittees developed recommendations aligned to their focus areas. Additional input was gathered through a community-wide survey and a student focus group, ensuring that the perspectives of students, families and staff were reflected throughout the process.

All proposed recommendations were then brought forward to the full committee for review, discussion, and refinement. To be included in this report, each recommendation required consensus among the committee’s members. The result is a unified set of recommendations that reflects professional expertise and lived experience while providing actionable, measurable solutions that meet the needs of CCPS.

Implementation Timeline Overview

2026 5 6 7 8 9 10 11 12 1 2 3 4

2027

2028

5 6 7 8 9 10 11 12 1 2 3 4

5 6 7 8 9 10 11 12

1. Mental Health Plan 2. Bullying Response Policy 3. Bullying Prevention Program A

4. Districtwide Communications

C

B A

5. Code of Conduct Review

C

B

6. Central Response Hub 7. Threat Assessment Training 8. Wellness Initiative 9. School Mental Health Staffing 10. Crisis and De-Escalation Training 11. Staff Mental Health Communication 12. Address Staffing Gaps 13. Tiered Attendance Interventions 14. Infrastructure, Technology and Facilities Planning

F

A,B C,D

Planning Start

E

Implementation Date

Quick Win

*Implementation note: The recommendations in this report were adopted by the SSWAC in February 2026 and presented in August 2026. As a result, some suggested timeline dates have passed. The timelines included in this report are intended as guidance only and should be adapted by implementing agencies based on operational priorities, available resources and organizational needs.

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Adopted Committee Recommendations RECOMMENDATION #1 Develop Comprehensive Youth and Adolescent Mental Health Implementation Plan Recommendation:

By July 1, 2027, SSWAC recommends that the Local Behavioral Health Authority (LBHA)/Calvert County Health Department lead a coordinated effort with CCPS Student Services—supported by the Local Care Team—to develop and release the first comprehensive, community-aligned youth and adolescent mental health and wellness implementation plan for CCPS. The plan should identify priority needs through the analysis of Panorama data; include a consistent review of recommended programs, services and interventions and the adopted Social Emotional Learning (SEL) curriculum; clearly define roles and responsibilities; establish a phased implementation timeline; and include evaluation measures to track progress and outcomes. Partner agencies should designate representatives and participate in structured planning sessions to ensure the plan is achievable and aligned with district and community goals. Updated versions of the implementation plan should be released annually by July 1 in each subsequent year.

The committee further recommends that the implementation plan include the following focus areas: a. Develop intentional strategies to destigmatize participation in mental health services among students and staff, supporting an ongoing cultural shift reinforced by school leadership. b. Establish and implement a process that provides ongoing, easily accessible information to students and families about available mental health services, including increased visibility of mental health support staff within schools. c. Create a strategy for frequent, district-level communication of mental health resources using student-friendly language across newsletters, social media, the district website and other communication channels. d. Conduct an assessment of current school-based and community-based counseling and support services and identify strategies to increase access to mental and behavioral health supports during and after the school day, including through partnerships, contracted services and innovative delivery models where appropriate. e. Develop a system of key performance indicators to ensure adopted SEL curriculum is being implemented across all levels and to monitor the effectiveness of the programs. This can be overseen by the health supervisor, members of the student services team and other stakeholders deemed necessary. This system should include oversight of Panorama data being included in all School Improvement Plans as well as teacher accountability for instruction.

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Recommendation Origin:

Responsible for Implementation:

Whole committee, student focus group

LBHA and CCPS Student Services alongside community partners

Suggested Timeline*: Planning Start: 7/1/2026

Implementation Start: 7/1/2027

Annual Updates: Ongoing each July 1 thereafter

2027

2028

RECOMMENDATION #2 WIN Establish Clear Bullying Response Policy QU

ICK

Recommendation: SSWAC recommends that CCPS develop and adopt a clearly defined policy specific to bullying, harassment and intimidation that outlines graduated levels of response (Levels 3–6), clear escalation procedures and defined timelines for family notification in alignment with Maryland Code Annotated, Education §7-424. This is a high priority recommendation as Panorama data reports that 66% of students report being bullied in the 2024-2025 school year. This year's data reported that areas for growth include emotional regulation (62%) and student-to-student interactions which could include students being unkind to one another and behaviors related to bullying (45%).

The policy should provide consistent districtwide guidance to ensure predictable responses, transparent communication and equitable enforcement across all schools. In alignment with the third recommendation (school climate and community building), all schools should implement a districtwide, evidence-based bullying prevention program to support proactive prevention efforts alongside clearly defined response protocols.

Originally Proposed By:

Responsible for Implementation:

Safe and Supportive Environment Subcommittee

Board of Education

Suggested Timeline*: Planning Start: 5/1/2026

Implementation Start: 8/1/2026

2026

*Implementation note on page 18

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2027

RECOMMENDATION #3 Implement Districtwide Bullying Prevention Program Recommendation: SSWAC recommends that CCPS implement a districtwide, evidence-based bullying prevention program with fidelity across all schools to ensure consistent expectations, prevention strategies and accountability.

The program should include: a. Comprehensive staff training to ensure all school personnel understand program components, reporting procedures and family notification requirements. b. Integration of restorative practices and structured follow-up interventions to support both the student who was harmed and the student who engaged in harmful behavior. c. Clear expectations for school-level implementation, including proactive prevention strategies, classroom-based instruction and ongoing reinforcement. d. Ongoing use of attendance, behavioral and incident-report data to monitor program effectiveness, track repeated incidents and guide continuous improvement efforts.

Originally Proposed By:

Responsible for Implementation:

Safe and Supportive Environment Subcommittee

CCPS Student Services; Superintendent’s office

Suggested Timeline*: Planning Start: 7/1/2026

Implementation start: 7/1/2027

2027

Ongoing Monitoring and Refinement 2028

*Implementation note on page 18

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RECOMMENDATION #4 Strengthen Districtwide Communications Recommendation: SSWAC recommends the creation of dedicated districtwide personnel responsible for coordinating, managing and overseeing all communication related to student safety and wellness. A significant portion of concerns received by the committee stemmed from inconsistent, unclear or delayed communication. Establishing a centralized communications role will ensure that critical information is conveyed accurately, efficiently and proactively to students, families, staff and the broader community.

The committee recommends that this communications framework include the following components: a. Districtwide branding and communication standards: The central office should develop a districtwide branding and expectations guide outlining standards for tone, content categories, accessibility, privacy protections and digital citizenship. Under this model: • School-specific teams are responsible for content creation and day-to-day management of school accounts.

• School administrators maintain full oversight and approve all content prior to posting.

• The district highlights exemplary school-level work to elevate local initiatives and foster connectedness. b. Regular communication of mental health resources: District communications should frequently include mental health and wellness resources presented in student-friendly language across newsletters, social media, district websites and other communication channels. c. Student advisory communication groups: Each high school should establish a student Social Media Communications Advisory Group, facilitated and supervised by school administration.

These teams would assist in developing student-centered content highlighting school events, mental health resources, wellness initiatives, Code of Conduct reminders and other relevant updates that strengthen communication and community engagement.

Originally Proposed By:

Responsible for Implementation:

Whole committee; Student focus group

Board of Education; Superintendent’s office; School administration

Suggested Timeline*: Implement Communications Coordinator(s), Sub-recommendation A & B: 4/1/2027

Planning Start: 10/1/2026

Implement Sub-recommendation C: 9/1/2027

2027

*Implementation note on page 18

28 | Student Safety and Well-Being Advisory Committee (SSWAC) Report

2028

RECOMMENDATION #5 Review and Revise Student Code of Conduct Recommendation:

By July 1, 2027, SSWAC recommends that CCPS complete a comprehensive review and revision of the Student Code of Conduct to strengthen student safety, wellness, clarity of expectations and consistency of enforcement across all schools.

This coordinated effort should result in an updated, developmentally appropriate and legally aligned Code of Conduct supported by clear policies, communication tools and implementation guidelines.

Annual updates should continue in accordance with the district’s established revision timeline.

The committee recommends that the review process address the following goals and deliverables: a. Create developmentally appropriate versions and supplemental materials: By the 2028–29 school year, develop and implement age-appropriate versions or supplemental materials that clearly communicate expectations and consequences at the elementary, middle and high school levels. This process should include: • Drafting grade-band specific materials using clear examples and accessible language.

• Piloting revised materials in select schools within 12 months of development.

• Full districtwide adoption the following academic year to promote student understanding and a cohesive behavioral culture. b. Establish continuous and accessible communication of behavioral expectations: Beginning in the 2027–28 school year, implement a districtwide communication strategy to reinforce the Code of Conduct throughout the academic year. This strategy should include: • Regular assemblies, classroom discussions, newsletters and school-managed social media posts featuring concrete examples of behaviors and associated consequences • Ongoing family-facing communication using clear, consistent and student-friendly language • Periodic surveys or check-ins to assess how well students, staff and families understand expectations and to identify areas requiring clarification or reinforcement c. Standardize enforcement through districtwide guidelines and administrative training: By July 1, 2027, establish clear districtwide enforcement guidelines to ensure consistent implementation of the code across all schools. These guidelines should outline: • Escalation protocols, expectations for restorative practices and required documentation procedures • Mandatory training for all administrative staff on consistent application of the code • Ongoing monitoring of behavioral incident data to identify inequities, support administrative decision-making and promote predictable outcomes for students

Student Safety and Well-Being Advisory Committee (SSWAC) Report | 29

Originally Proposed By:

Responsible for Implementation:

Safe and Supportive Environment Subcommittee; Empowering Positive Student Behavior Subcommittee; Support for CCPS Staff and Contractors Subcommittee

Superintendent’s office; CCPS Student Services; Proposed Communications Coordinator(s)

Suggested Timeline*:

Developmentally Appropriate Materials Pilot Implementation A: 8/1/2027 Enforcement Guidelines Communication Strategy & Administrative Training, (Behavior Expectations) Planning Start: Implementation C: Implementation B: 10/1/2026 7/1/2027 9/1/2027 2027

2028

*Implementation note on page 18

30 | Student Safety and Well-Being Advisory Committee (SSWAC) Report

Developmentally Appropriate Materials Full Implementation A: 8/1/2028

RECOMMENDATION #6 Develop Centralized Resources Hub and Create StudentDecision Flowchart Recommendation: SSWAC recommends that CCPS develop a centralized digital resources hub to provide families, students, staff and administrators with a comprehensive, regularly updated inventory of student supports. The hub should include safety information, school-based counseling and mental health services, community-based behavioral health services, youth mentoring programs and positive activity partnerships (e.g., Calvert County Parks & Recreation youth mentoring and other community initiatives). a. Develop centralized resources hub: The intent of this recommendation is to improve accessibility, coordination and awareness of available supports while enabling the district to identify service gaps and opportunities to strengthen or better align programs districtwide. The committee recommends that the hub be overseen at the district level—ideally by the Office of Student Services in collaboration with the communications office and in partnership with community agencies. Each school should designate a liaison responsible for contributing school-specific resources and ensuring accuracy. The platform should be updated on a regular, established schedule to maintain relevance and usability. Include student data made available by the Maryland Report Card. b. Create student-decision flowchart: The SSWAC recommends that CCPS develop a clear, userfriendly decision flowchart to complement the centralized resources hub. This tool should guide students, families and staff through common scenarios—such as bullying concerns, mental health needs, behavioral issues or academic support questions—and identify the appropriate schoolbased or community-based resources available to assist. This structured approach is intended to improve accessibility, streamline navigation and ensure that all stakeholders understand where to turn for timely, accurate support. The flowchart should be easily accessible online, written in plain language and adaptable for use in print and digital formats. The flowchart should be placed on the resource hub.

Originally Proposed By:

Responsible for Implementation:

Ex-officio members; Family and Community Engagement Subcommittee; Safe and Supportive Environment Subcommittee; SSWAC Chair

Multi-agency effort, led by school administration in partnership with non-profits, faith-based organizations, County Government, Health Department, etc. CCPS Student Services.

Proposed Communications Coordinator(s)

Suggested Timeline*: Planning Start: 1/1/2028

2028

Implementation Start: 7/1/2028

2029 *Implementation note on page 18

Student Safety and Well-Being Advisory Committee (SSWAC) Report | 31

RECOMMENDATION #7 WIN Strengthen Threat Assessment Awareness QU

ICK

Recommendation: SSWAC recommends that all instructional staff receive clear, foundational awareness of the threat assessment process, including how concerns are reported, how assessments are initiated and the general procedures followed once a threat is identified. This awareness education should clarify roles, communication pathways and staff responsibilities while respecting student confidentiality requirements. Education could come in the form of a frequently asked question one-pager or other appropriate methods.

Originally Proposed By:

Responsible for Implementation:

Support for CCPS Staff and Contractors Subcommittee; Modern Facilities and Resources Subcommittee

CCPS Student Services

Suggested Timeline*: Planning Start: 12/1/2026

Implementation Start: 7/1/2027

2027

2028

RECOMMENDATION #8 WIN Establish Designated Wellness Spaces QU

ICK

Recommendation: SSWAC recommends that CCPS consider establishing designated wellness spaces within schools to support students experiencing elevated or escalated behaviors, with flexibility for schools to determine appropriate spaces and use based on capacity, staffing and existing policies. In future facility planning, work with staff to design a designated space in schools.

Originally Proposed By:

Responsible for Implementation:

Community Survey

School administration

Suggested Timeline*:

Planning Start: 5/1/2026

Implementation Start: 9/1/2027

2026 *Implementation note on page 18

32 | Student Safety and Well-Being Advisory Committee (SSWAC) Report

2027

RECOMMENDATION #9 Strengthen School-Based Mental Health Staffing Recommendation: SSWAC recommends that CCPS assess and strengthen school-based mental health staffing to better align with student needs and nationally recognized professional standards. This includes increasing school counselor and social worker capacity, with priority given to schools demonstrating the highest counselor-to-student ratios and the greatest intensity of student support needs.

Specifically, the committee recommends consideration of staffing levels consistent with guidance from the American School Counselor Association, which recommends a ratio of one school counselor per 250 students, and expanding school social work services—particularly at the high school level and at elementary schools with elevated behavioral or mental health needs. Enhancing staffing capacity will allow counselors and social workers to provide more comprehensive mental health support, behavior intervention, family engagement and student goal-setting services, rather than focusing primarily on compliance-driven or administrative functions.

Originally Proposed By:

Responsible for Implementation:

Support for CCPS Staff and Contractors Subcommittee; Family and Community Engagement Subcommittee

CCPS Student Services; Superintendent’s office; Human Resources; CCPS Finance

Suggested Timeline*: Planning Start: 7/1/2026

Implementation Start: 7/1/2027

2027

*Implementation note on page 18

Student Safety and Well-Being Advisory Committee (SSWAC) Report | 33

RECOMMENDATION #10 Implement Tiered De-Escalation and Crisis Training Recommendation: SSWAC recommends continuing progress made towards implementing a tiered, role-appropriate training framework in de-escalation and crisis intervention for staff who work directly with students.

The committee recommends that all staff receive foundational training focused on recognizing earlywarning behavioral indicators, identifying signs of student escalation, using appropriate de-escalation strategies, understanding legal and role-specific boundaries and following clear referral protocols.

More intensive crisis intervention models, such as Life Space Crisis Intervention, are recommended for staff whose roles require direct involvement in managing escalated behaviors. Training should be implemented consistently across schools through shared expectations and protocols, with ongoing refresher opportunities to support staff confidence and competency.

Originally Proposed By:

Responsible for Implementation:

Support for CCPS Staff; Empowering Positive Student Behavior

CCPS Student Services; CCPS Human Resources; School administration; Superintendent’s office

Suggested Timeline*: Continue Ongoing Efforts

Implementation Start: 7/1/2027

2027

*Implementation note on page 18

34 | Student Safety and Well-Being Advisory Committee (SSWAC) Report

2028

RECOMMENDATION #11 WIN Strengthen Staff Mental Health Communication QU

ICK

Recommendation: SSWAC recommends that CCPS strengthen and standardize communication about existing mental health and wellness resources available to staff, including Employee Assistance Program services, wellness apps and access to counseling or psychological supports. The intent of this recommendation is to recognize that when staff mental health and well-being are effectively supported, staff are better positioned to promote student safety, well-being and positive school climates. The committee recommends providing clear, consistent and recurring information on available supports and how to access them through existing staff resource hubs, onboarding materials, professional development and regular districtwide communication, with periodic review of staff feedback and utilization to address gaps in awareness or access. One method of communicating these resources could include incorporating in the district’s newsletter.

Originally Proposed By:

Responsible for Implementation:

Support for CCPS Staff and Contractors

Proposed Communication Coordinator(s); CCPS Human Resources

Suggested Timeline*: Planning Start: 10/1/2026

Implementation Start: 1/1/2027

2027

*Implementation note on page 18

Student Safety and Well-Being Advisory Committee (SSWAC) Report | 35

RECOMMENDATION #12 Address Identified Staffing Gaps Recommendation: To address staffing gaps identified in psychologists, pupil personnel workers, school resource officers and safety advocates, SSWAC recommends that CCPS evaluate current per-pupil ratios and work to close such gaps where appropriate by considering the strategic expansion of personnel, particularly at the elementary school level. This includes consideration of assigning dedicated safety advocates at elementary schools to ensure consistent supervision, early intervention and student support.

Originally Proposed By:

Responsible for Implementation:

Support for CCPS Staff and Contractors Subcommittee

CCPS Human Resources; CCPS Finance; CCPS Student Services

Suggested Timeline*: Planning Start: 7/1/2026

Implementation Start: 7/1/2027

2027 *Implementation note on page 18

36 | Student Safety and Well-Being Advisory Committee (SSWAC) Report

RECOMMENDATION #13 WIN Strengthen Tiered Attendance Interventions QU

ICK

Recommendation: Targeted strategies are recommended for student populations at higher risk of chronic absenteeism, including Free and Reduced Meal students (45.5%), students with disabilities (26.9%) and English language learners (37.2%). CCPS should continue its efforts with implementing a tiered attendance monitoring and intervention system consistent across all schools that tracks absences, engages families early and provides supportive strategies to encourage consistent attendance before applying punitive measures. Policies should be flexible enough to account for disability, emergency situations and family obligations, ensuring equity in attendance interventions.

Originally Proposed By:

Responsible for Implementation:

Safe and Supportive Environment Subcommittee

CCPS Student Services; School administration

Suggested Timeline*: Planning Start: 5/1/2026

Implementation Start: 7/1/2026

2026

*Implementation note on page 18

Student Safety and Well-Being Advisory Committee (SSWAC) Report | 37

RECOMMENDATION #14 Strengthen School Safety Infrastructure, Technology and Facilities Planning Recommendation: SSWAC recommends that CCPS strengthen its approach to school safety infrastructure, security technology and long-term facilities planning through a coordinated and strategic framework that ensures reliability, sustainability and alignment with emerging safety needs.

This recommendation reflects the need for dedicated personnel, sustainable funding, proactive maintenance and ongoing evaluation of safety-related infrastructure to support safe and secure learning environments across all schools.

The Committee recommends that this effort include the following focus areas: a. Establish dedicated Information Technology (IT) support for security systems: Create a dedicated position responsible for the day-to-day management, monitoring and troubleshooting of facility access systems, camera operations and related security technologies. This role will ensure timely response to system issues, maintain operational reliability and provide consistent technical support for school-based security infrastructure. b. Develop a strategic staffing plan for safety advocates: Develop and implement a phased staffing plan for the incremental addition of safety advocates (SAs) to address evolving school safety needs, including increased vape detection and enforcement. This plan should align staffing decisions with data trends, school-level demand, and emerging student safety concerns. c. Establish dedicated funding streams for school safety and security: Create and maintain a dedicated line item for school safety and security within both the Capital and Operating Budgets.

This will promote transparency, support long-term planning and ensure sustainable investment in safety infrastructure, system maintenance and future enhancements. d. Update infrastructure maintenance and capital improvement plans: Conduct a comprehensive review and revision of existing infrastructure maintenance plans to address aging systems and ensure that safety-related upgrades are proactively incorporated into long-term facilities and capital improvement planning processes. e. Explore public-private partnership (P3) opportunities: Continue evaluation of P3 opportunities as a strategy to support school safety, security infrastructure and facility modernization efforts.

This work should build upon prior feasibility studies and include analysis of financial impact, operational considerations and alignment with district priorities. f. Review state-level guidance on weapons detection systems: Upon release of the Maryland Center for School Safety weapons detection study (anticipated December 2026), conduct a formal review of findings and recommendations to assess applicability for CCPS. This review should consider effectiveness, cost, operational impact and alignment with existing safety infrastructure and district goals.

38 | Student Safety and Well-Being Advisory Committee (SSWAC) Report

Originally Proposed By:

Responsible for Implementation:

Modern Facilities and Resources Subcommittee

CCPS Operations; IT; Finance; Superintendent’s office; School administration

Suggested Timeline*: a. Dedicated IT Support for Security Systems Implementation Start: 7/1/2027 b. SA Staffing Plan Implementation Start: 7/1/2027 c. Dedicated Funding Streams Implementation Start: 7/1/2027 d. Infrastructure Maintenance and CIP Updates Implementation Start: 7/1/2027 Planning Start: 7/1/2026

f. Weapons Detection Review Implementation Start: 1/1/2027

2027

Implementation Start: 7/1/2027 (continuous)

e. P3 Exploration: Implementation Start: 1/1/2028

*Implementation note on page 18

Student Safety and Well-Being Advisory Committee (SSWAC) Report | 39

WHAT’S NEXT The work of the SSWAC does not end with this report—it continues through the actions that follow.

This report will be presented to the BOCC and the Calvert County BOE. Together, these bodies play important and complementary roles in supporting student safety and well-being. The BOCC will review the findings as part of its broader commitment to community priorities and resource planning, while the BOE, working in partnership with the superintendent and CCPS departments, will consider how the recommendations can inform school system practices, policies and future planning efforts.

Following this, CCPS staff will evaluate each recommendation to determine feasibility, alignment with existing initiatives and opportunities for integration into current and future planning. Recommendations will be implemented where and when appropriate, with consideration given to available resources, operational capacity and long-term sustainability.

The committee recognizes that meaningful progress requires ongoing partnership.

Implementation will involve continued coordination among CCPS, county agencies, community organizations and families to ensure that efforts remain responsive to the needs of students and staff.

This report provides a roadmap, but lasting impact will depend on sustained commitment, shared accountability and a continued focus on student safety and well-being across Calvert County.

40 | Student Safety and Well-Being Advisory Committee (SSWAC) Report