Digital Learning

For the 2026-2027 school year, there are four planned Digital Learning Days (DLDs) scheduled throughout the year for teacher planning/staff development.

Friday, September 18
Tuesday, November 3
Friday, March 19

On these days, all students will learn from home by completing assignments at their own pace. Learning will be asynchronous, meaning students will not have live video sessions. Students who are unable to complete assignments on these DLDs will be given the opportunity to complete assignments when they return to school.

Note: The GCPS calendar does not include designated inclement weather make-up days. GCPS will make up any inclement weather days by using Digital Learning Days (DLDs) and/or extending the school day or year. For more information regarding inclement weather procedures, please visit the GCPS website.

Digital Learning Day Essentials

Digital Learning Days (Planned)

Inclement Weather Digital Learning Days (Unplanned)

Any school closure will be communicated using ParentSquare, social media, the GCPS website, and local news outlets. For more information regarding inclement weather procedures, please visit the GCPS website.

Teachers will post assignments in their Google Classrooms. Elementary school assignments will be posted by 9 AM.

Head Elementary teachers will be monitoring their assignments throughout the day. Please contact your child's teacher through ParentSquare if you have any questions or issues.

Additional Info

Students will log into the GCPS Student Portal/Launchpad to access assignments, resources, and other materials.

Students will access assignments through the teacher's Google Classroom.

If the power is out during an inclement weather digital learning day, a student may access the teacher’s assignments when power returns. If a student does not have access to a computer or device (tablet, smartphone, etc.), the student can get the assignment once school resumes. Student work will be expected to be turned in to the teacher (either digitally or in-person).

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