Upload
others
View
2
Download
0
Embed Size (px)
Citation preview
ii
Maryland’s Reform Plan
Bridge to Excellence in Public Schools
Race to the Top
2013 Guidance Part 1 November 19, 2013
Maryland State Department of Education
Division of Student, Family, and School Support
Division of Academic Policy and Innovation
Office of Finance
iii
Table of Contents
Section A Executive Summary and State Success Factors
Introduction 1
Finance 3
Race to the Top Scope of Work Update 9
Section B Standards and Assessments
Race to the Top Scope of Work Update 39
Maryland’s Accountability Plan
o Priority, Focus, and Reward Schools 55
o Annual Measurable Objectives 55
o Science and Social Studies 61
o High School Assessments 67
o Strands 72
Specific Student Groups in Bridge to Excellence
o English Language Learners 77
o Career and Technology Education 80
o Early Learning 85
o Gifted and Talented Education 90
o Special Education 104
o Education that is Multicultural 108
Section C Data Systems to Support Instruction
Race to the Top Scope of Work Update 112
Section D Great Teachers and Leaders
Race to the Top Scope of Work Update 120
Highly Qualified/Highly Effective Staff 130
High Quality Professional Development 131
Persistently Dangerous Schools 175
Attendance 175
Graduation and Dropout Rates 178
Section E Turning Around Lowest Performing Schools
Race to the Top Scope of Work Update 183
Section F General
Race to the Top Scope of Work Update- 187
iv
2013 Master Plan Annual Update
(Include this page as a cover to the submission indicated below.)
Master Plan Annual Update Part I
Due: November 19, 2013
Local Education Agency Submitting this Report:
Queen Anne’s County Public Schools Address:
202 Chesterfield Avenue, Centreville, MD 21617
Local Point of Contact: Julia Alley
Telephone: 410-758-2403, ext. 238
E-mail: [email protected]
WE HEREBY CERTIFY that, to the best of our knowledge, the information provided in the 2013 Annual
Update to our Bridge to Excellence Master Plan is correct and complete and adheres to the requirements
of the Bridge to Excellence and Race to the Top programs. We further certify that this Annual Update
has been developed in consultation with members of the local education agency’s current Master Plan
Planning Team and that each member has reviewed and approved the accuracy of the information
provided in the Annual Update.
*Only participating LEAs need to complete the Race to the Top Scopes of Work documents that will now
be a part of the Master Plan.
November 19, 2013
Signature of Local Superintendent of Schools Date
or Chief Executive Officer
November 19, 2013 Signature of Local Point of Contact Date
v
Local Planning Team Members
Name Affiliation/Title with Local School System
Dr. Carol Williamson Superintendent of Schools and Master Plan Team Leader
Mrs. Roberta Leaverton Director of Curriculum and Instruction
Mrs. Tina Thomas Supervisor of Instruction
Mr. Willie Waits Supervisor of Instruction
Mrs. Kathryn Draper Supervisor of Instruction
Mr. Robert Watkins Supervisor of Instruction
Mr. Brad Engel Supervisor of Instruction
Dr. Elaine O’Neal Supervisor of Instruction
Mrs. Diane McGowan Supervisor of Instruction
Mrs. Leigh Veditz Supervisor of Instruction
Mrs. Geri Thompson Title I/Family Involvement Coordinator
Mr. David Brown LAC Coordinator
Mrs. Julia Alley Facilitator
Mr. Karl Hagelin Coordinator
Mrs. Jean Pentolino Chair, School Improvement Team, Bayside Elementary School
Ms. Christina Heckard Chair, School Improvement Team, Centreville Elementary School
Mrs. Alice Little Chair, School Improvement Team, Church Hill Elementary School
Mrs. Cassandra Cornish Chair, School Improvement Team, Grasonville Elementary School
Mrs. Susan Klepper Chair, School Improvement Team, Kennard Elementary School
Mrs. Linda Jefferson Chair, School Improvement Team, Kent Island Elementary School
Mrs. Stacey Rankin Chair, School Improvement Team, Matapeake Elementary School
Mrs. Sherri Valenti/S. Troyer Chair, School Improvement Team, Sudlersville Elementary School
Mrs. Dina Clark Chair, School Improvement Team, Centreville Middle School
Mrs. Debbie Gibson Chair, School Improvement Team, Matapeake Middle School
Mr. Luke Ensor Chair, School Improvement Team, Stevensville Middle School
Mrs. Karen Fields Chair, School Improvement Team, Sudlersville Middle School
Mrs. Kristen Hurlock Chair, School Improvement Team, Kent Island High School
Mrs. Karen Hansen Chair, School Improvement Team, Queen Anne’s Co. High School
1
Section A: Executive Summary
I.A.
I. Introduction
2013-14
1. High Student Achievement – All students will achieve a high level of proficiency
on national, state, and county-developed measures.
2. Teacher Retention and Recruitment – We will recruit and retain a diverse, highly
qualified, and effective teaching staff.
3. Communication – We will enhance two –way communication between the school
system and the community.
4. Safe Schools – schools will be safe, disciplined and drug-free.
5. Family and Community Involvement – Schools will foster family and community
partnerships that enhance student success.
Queen Anne’s County Public Schools’ (QACPS) vision, mission, and core values are based
upon a commitment to ensure that all children receive a rigorous academic program in a
learning environment that is safe, respectful, and caring. Our priority goal is for all students
to achieve a high level of academic proficiency, as measured by national, state, and county-
developed assessments. The remaining four district goals were formulated to provide the
critical supports that QACPS also feel are necessary in order for all children to be successful.
Additionally, the district also recognizes the importance of a close partnership among school
staff, parents, and community members in achieving excellence.
Queen Anne’s County (QAC) is a small rural county of 372 square miles located on
Maryland’s Eastern Shore and has a population of 48,650 (2010 Census). Queen Anne’s
County Public Schools (QACPS) is a prekindergarten through grade 12 school system,
serving 7752 students during the 2012-2013 school year. The diversity of the student
population county-wide includes 6452 Caucasian, 550 African American, 243 multi-race,
368 Hispanic, 106 Asian/Alaskan, 7 Hawaiian, and 26 Native American Indian. The
percentage of Queen Anne’s County students who receive special services are 25.5%
Free/Reduced Meals (FARMs), 2.1% English Language Learners, 12.4% Special Education,
and 12.6% Gifted and Talented.
QAC employs 580 professional staff members in its 14 schools. There are additional
professional personnel at the central office that provide support, guidance, and assistance to
the staff of our schools. 98% of our core academic classes are taught by highly qualified
teachers, as defined by the federal No Child Left Behind (NCLB) Legislation. There are 80
paraprofessional staff that assist in providing a safe and nurturing environment for students,
as well as providing support to individualizing instruction to meet student needs. 100% of
the paraprofessional staff assigned to district Title I schools have received training in order to
meet the requirement to be deemed qualified.
2
The current national, state, and local climate of accountability in education brings a critical
focus on the most important work of our schools and their community partners, increasing
the achievement of all students so they leave school with the skills, attitudes, and dispositions
to be successful in a diverse and global world. Since its inception in 2003, QACPS has
implemented a Comprehensive Master Plan (CMP) whose main focus has been to serve as a
navigational tool to guide our district through a framework of goals, indicators, strategies,
and measures designed to assist our leadership teams in determining if we are providing
everyday excellence to our students, our staff, and our organization
Within this document QACPS is required to report its progress implementing the QACPS
Race To The Top (RTTT) four-year initiative that is aligned with the Maryland State
Department of Education’s RTTT application. As requested, the current QAC’s
Comprehensive Master Plan incorporates a summary of activities accomplished during the
third year of the implementation of the local initiative. Additionally, the QACPS’ RTTT
Scope of Work (SOW) that is embedded within the CMP includes a narrative and section
action plans which incorporate the district’s RTTT fourth grant cycle’s goals and activities.
Therefore, this executive summary will not only provide information related to successes and
opportunities for improvement, but also describe progress the district has made towards
implementing and meeting RTTT criteria. Moreover, the executive summary will include
information that determines how the district allocates funding towards critical educational
programs and initiatives linked to our priority needs (e.g. RTTT Funds).
3
I.B
Finance Section
II. Budget Narrative
Queen Anne’s County Public Schools, like many other school systems, struggled to obtain
the funding necessary to provide the quality and diversity of programs and services our
students need. Sufficient resources were required to meet our goals for excellence, as well as
federal and state accountability standards. We faced a number of challenges. One such
challenge in seeking funding to address our needs is the economic climate within our county.
The county faced a significant projected deficit for FY 2011, consequently dramatically
reduced funding to all county agencies and the schools. Queen Anne’s Public Schools did
not receive maintenance of effort in FY 2012, and through a change in legislation at the state
level, were only able to fund QACPS at a reduced Maintenance of Effort level for FY 2013.
This lower Maintenance of Effort level continued for FY2014, and will continue into the
future. In the current economic climate it was more important than ever to be very strategic
in keeping our limited resources directed toward our priority needs and to be efficient and
effective in all aspects of the organization. It was critical that the funds that were available
were used in the most cost effective way. We carefully studied which programs were
considered highly effective for students based upon careful analysis of our student
achievement data. We also closely monitored support service management data to ensure
optimum effectiveness of our systems. Both areas were evaluated to determine if the system
could function at peak efficiency with less support while still producing desired outcomes,
allowing some funds to be reallocated. We have entered into a performance contract in an
attempt to attain peak efficiency in our physical plant. We made every effort to avoid
duplication of services so that we could successfully serve as many students as possible.
Another challenge we continually face is the low number of FARMS students who reside in
the county, making us ineligible for many of the competitive grants that might have provided
some of the resources needed for program enhancements.
QACPS identified seven priorities that determined the need for additional funding. We
believe that the single most important factor affecting a child’s achievement is the
effectiveness of his/her teacher. In FY 2014, we constructed our budget around two
priorities, 1) to keep class size small and maintain programs, and 2) to attempt to return
employee compensation to a competitive level. In order to accomplish these budget goals,
programs that had become partially fee based had to continue to be fee based. Programs such
as Pre-K continue to only serve populations mandated by the state, and expansion of
programs at the Middle school levels could not be accomplished. However, the instructional
priorities remained constant and were addressed through the realignment of resources where
possible:
Maintaining small class sizes at the elementary level
Providing educational services to support students
Recruiting, hiring, and retaining highly qualified staff
4
Providing a quality professional development program for all staff
Decreasing the number of students who are absent or tardy
Providing and maintaining safe, efficient, and clean school buildings
Increasing the level of involvement of families and community members in the schools
These instructional priorities supported five goals of the No Child Left Behind legislation
which were incorporated within the goals of the QACPS Comprehensive Master Plan, 2008-
2009.
The pie graphs below shows how resources are allocated to meet our priorities and what our
funding sources are for the 2013-2014 school year. The fiscal outlook for the next several
years continues to be bleak, even though the county’s revenue has exceeded the expenditures
for the past two years, due to unanticipated income tax revenues. The majority of revenue
generated in Queen Anne’s County is related to real estate, real estate taxes and transfer
taxes. With the current economy, projections are down. Properties are being reassessed at
values lower than current assessed values, resulting in a lower real estate tax base. The
county had reduced the tax rate over a period of five years which exacerbated this problem
for the school system and other county agencies. Although the current administration
increased the tax rate in recent years, they are still anticipating several years to re-establish a
sound fiscal base for the county.
5
The previous graphs are a visual representation of how resources are aligned with priorities. The
strategic plan has been a focus for many years and has yielded many achievements. The
majority of the expenditures as indicated in the red shaded portion of the pie charts above are
associated with instruction. These expenditures constitute almost 82% of the budget and include
Instruction, Special Education, Mid-level Administration, and Employee benefits.
Also note that Administration is just 2.07% of the budget which is considered very low in
comparison to other County Boards of Education.
6
Revenue and Expenditure Analysis:
1. Did actual FY 2013 revenue meet expectations as anticipated in the Master Plan
Update for 2012? If not, identify the changes and the impact any changes had on
the FY 2013 budget and on the system’s progress towards achieving Master Plan
goals. Please include any subsequent appropriation in our comparison table and
narrative analysis.
Actual revenues for FY 2013 did meet expectations; we had less than a quarter of one
percent variance in revenue. The source, Local, State, or Federal on some of the grant
funds was different than originally budgeted, but overall revenue was extremely close to
the budget. Therefore, no impact on the FY 2013 budget or the system’s progress
towards achieving Master Plan goals was experienced. Queen Anne’s County did not
receive any subsequent appropriation of funds.
2. For each assurance area, please provide a narrative discussion of the changes in
expenditures and the impact of these changes on the Master Plan goals.
Actual expenditures for Standards and Assessments were approximately $190,000 more
than budgeted. At the time our budget was approved for FY2013, we had not completed
the negotiation process with our bargaining units. The majority of the increase,
~$145,000 was due to the payment of a professional improvement stipend, which was
agreed to as part of the negotiation process but not included in the original budget. A
budget amendment was subsequently made. The remainder of the increase was due to
larger amounts of restricted program funds being approved for carryover into the new
fiscal year.
Actual Expenditures for Data Systems were approximately $58,000 less than budgeted.
A timing difference in the renewal process for software license agreements was the cause
for the greater part of this variance.
Actual expenditures for Great Teachers and Leaders were approximately $97,000 less
than budgeted. Changes in personnel, and a reduction in number of employees
requesting reimbursement for courses account for the bulk of this decrease. Funds were
transferred to other areas of the budget to cover the unbudgeted increase in fuel costs for
both the transportation department and the operation and maintenance of the facilities.
Actual expenditures for Turning around the Lowest achieving schools were
approximately $90,000 more than budgeted. Grants such as CASAStart, Title IIA, and
Title III were not awarded for the amount anticipated in the budget, or had less carryover
than anticipated. Also grants such as Title I, Title I Migrant, RTTT, CTE, STEM and
IDEA Passthrough which had funds allocated for activities planned in July and August,
had larger than expected carryover funds or reserve fund grants were awarded.
7
Actual expenditures under Mandatory Cost of Doing Business were essentially at
breakeven, however during the year funds were moved within this category. Both the
Transportation and Operations budget categories required additional funding due to the
cost of fuel for buses and heating buildings. Those funds were transferred from areas
also contained in Mandatory Cost of Doing Business.
3. Please describe the steps that the school system proposes to take to permit students,
teachers, and other program beneficiaries to overcome barriers that impede access
to, or participation in, a program or activity.
N/A
4. How has the potential “funding cliff” impacted current discussions and subsequent
decisions regarding the most effective use of ARRA funds?
The only ARRA funds still received by QACPS are those associated with the Race to the
Top initiatives. These funds are primarily used to support staff development activities
associated with the Common Core Curriculum and related assessments. We anticipate an
increased need in local funds to support these activities for FY2015 and beyond.
Race to the Top Monitoring Questions:
1. Is a balance available in any project? If so, please provide, for each project, the
balance available, a narrative explanation for the balance, and the LEA’s plan to
fully expend the balance, include a date by which the funds will be expended.
QACPS only has one project in our RTTT grant. We do not anticipate a balance
remaining in that project at the end of Year 3. The budget was reviewed carefully
and activities planned to spend the remaining balance before September 30th
.
2. If the balance available is not obligated, for each project with a balance, please
provide a narrative description of the impact on Project Year 4 planning.
QACPS does not anticipate an available balance at the end of Project Year 3, no
impact to Project Year 4 is anticipated.
3. What programmatic changes or accelerations have been made to ensure that
activities and goals are met within the grant period?
During the review of the QACPS RTTT Scope of Work for Project year 4, content
supervisors and the Director of Curriculum all worked in tandem to closely align all
RTTT section goals and activities with specified timelines. Monetary considerations
were discussed for all activities. During specified times during the 2013-2014 school
year, this leadership group will not only continue to meet and closely monitor the
8
progress the district is making towards meeting all goals but also the group will
determine if funds are being spent appropriately.
4. What will the LEA do differently in Project Year 4 as a result of lessons learned
in implementing Project Year 3?
As stated above QACPS will more closely monitor RTTT fund allocations and the
alignment with section goals and activities in order to make sure all expenditures fall
within the Project Year 4 time-line.
5. Does the LEA anticipate any challenges in implementing Project Year 4? If so,
please identify the challenges at the grant and project level, if possible
At this point we do not anticipate any challenges in implementing RTTT section
goals and activities during Project Year 4.
9
I.C
Goal Progress
a. Race to the Top Scope of Work
Within the original Queen Anne’s County Public Schools’ (QACPS) Race To The Top (RTTT)
Scope of Work (SOW) the district affirmed its belief that all students can achieve high standards
in education and that QACPS has the ability to provide students with the tools they need to meet
their post -secondary academic and/or career goals. The district’s assertion is consistent with the
Maryland State Board of Education’s overall premise of creating a world class school system
that prepares students for college and career successes in the 21st Century.
The QACPS’ RTTT Initiative was developed to provide a framework of goals and activities
addressed within four subsection action plans. Spread over the four year grant time period,
section goals and activities are progressive and developed to support the district’s overall RTTT
project of creating effective leaders and teachers. As research consistently demonstrates,
prepared and effective teachers, translates into higher academic achievement for all students.
All QACPS’ RTTT initiative goals were formulated and aligned with the State’s RTTT initiative
sections; B: Standards and Assessments, C: Data Systems to Support Instruction, D: Great
Teachers and Leaders, and E: Turning Around Lowest Performing Schools. The district did not
apply for the optional Section F: General. It is the belief of QACPS that by completing the
activities and meeting the goals of each section’s action plan the district will be better able to
assess strengths and identify opportunities for improvement within its overall educational
process. The knowledge the district obtains during the implementation of the RTTT Initiative
will be critical when determining and incorporating the best instructional programs and
strategies, so that QACPS can provide all students a quality educational experience. The
following paragraphs identify the alignment of the QACPS RTTT with the State’s Initiative.
The narratives also offer a brief summary of what has been accomplished in year three and what
has been planned for year four.
--Year Three –
During Year three of the Race To The Top (RTTT) grant cycle Queen Anne’s County Public
Schools (QACPS) was able to complete many of the activities listed within the RTTT Scope of
Work (SOW) under each section’s goals. Also listed, are those activities that will be continued
in Year four grant cycle.
The following is a summary of activities that were completed for each of the RTTT grant
sections during year 3 (September 1, 2012-October 1, 2013):
10
Section B: Standards and Assessments
QACPS continued its transition to MD CCSC. In the areas of Argumentative Writing and Math
Standards of Practice, the system monitored the continuing progress toward alignment with the
State’s RTTT plan. In Reading Pre-K -8, Math Pre-K-8, Geometry, STEM, and Elementary,
Middle, and High School Disciplinary Literacy, QACPS provided information and training to
facilitate the shift to MD CCSC.
All fourteen schools successfully created transition plans, and provided school-based
professional development for all curricular areas based on information obtained at the state’s
Educator Effectiveness Academy (EEA). These plans were implemented throughout the year,
and involved continuing professional development on existing initiatives such as UDL
(Universal Design for Learning), as well as incorporating online resources such as Edmodo and
Curriculum Loft.
In order to keep abreast of curricular changes at the state level, and to keep all stakeholders well
informed, representatives from QACPS were involved with creating curriculum documents for
the State’s online toolkit. QACPS also provided staff to assist in evaluating the alignment of
electronic resources from the MD online curriculum toolkit, as well as to attend the state’s
STEM Standards of Practice Committee.
During the third grant cycle, focus was given to designing a comprehensive assessment system to
improve classroom practices. The plan for the system was made available, online, to keep all
stakeholders informed. In keeping with the transition to MD CCSC, assessments were created to
align with MD CCSC and PARCC framework. To ensure that local educators fully understood
the new system, information from the Educator Leadership Cadre was presented through
professional development throughout the year.
To ensure that the technology infrastructure could support the components of the MSDE IIS, as
well as PARCC testing, QACPS completed an analysis of future technological requirements.
Based on this analysis, necessary hardware and software components were identified and
purchased to support the additional demands.
As the district had done previously, during the third grant cycle, QACPS conducted grade level
STEM academies, during the summer, with students from identified student subgroups. The
district also worked towards expanding partnerships with higher education facilities such as
Chesapeake College. Even more STEM opportunities were provided to students and teachers
through the addition of the Gateway to Technology course at an additional middle school.
Section C: Data Systems to Support Instruction
During the third grant period, QACPS continued to build the technology infrastructure necessary
to implement MSDE’s Instructional Improvements System (IIS). As part of this system, all
county schools were able to utilize the data warehouse program to link professional development
with student achievement data. QACPS also cooperated with State efforts, and established an
interface between the county’s Performance Matters software and MSDE’s ILS.
11
In order to provide teachers with timely feedback, IPADs were utilized in the observation
process for the collection of classroom level data in order to modify instruction. IPADs were
provided for all new administrators, as well as teacher specialists, who utilized the data in their
role as instructional coaches. A strategy, to procure funding, was formulated for addressing new
state technology requirements, and incorporated into the QACPS Technology plan.
Section D: Great Teachers and Leaders
In compliance with the State’s mandate, which calls for incorporating student growth measures
into the education evaluator process, QACPS piloted an educator evaluation system that
conforms to State requirements. As part of this process, Student Learning Outcomes (SLOs)
were created by all teachers and administrators, following intensive, school and county based,
professional development. Carefully aligned, Pre and Post Assessments were developed to be
used as measures for SLOs. These actions were a continuation and expansion of the work that
had been done in the previous two years, and which was based on MSDE training delivered to
our district and school leadership teams.
To ensure that all new teachers receive the support they need to be effective, QACPS continued
to conduct an induction/mentoring program consistent with COMAR requirements for newly
hired teachers. Mentors for new teachers, participated in monthly training on materials provided
through the Summer MSDE Mentoring Induction Academy. In addition to professional
development for new teachers, QACPS used targeted performance data to assess the
effectiveness of teachers in the lowest achieving schools. If areas of need were determined,
appropriate professional development was provided to enhance teacher performance. Finally,
during this grant cycle QACPS continued to implement a novice principal induction/mentoring
program.
Section E: Turning Around Lowest Performing Schools
During grant Year three, QACPS’s Superintendent, and Director of Curriculum and Instruction
collaborated with the leadership team of the one strand four school to determine where additional
targeted assistance was needed. Supports, that were based on research-based elements of highly
effective schools were implemented, and monitored through walk throughs and teacher
observations. An action plan was developed to address recognized needs, and implemented.
Throughout grant year four, feedback, on the school’s program implementation was provided by
the Curriculum Instruction Team. The school’s leadership team provided teachers with feedback
on their utilization of effective strategies to increase performance of student sub-groups, and
individual students.
Section F: General
Not Applicable for Queen Anne’s County Public Schools
--Year Four--
QACPS believes the RTTT fourth grant year will be one of the most critical times for the district.
During the 2013-2014 school year, many individual initiatives that were identified in year one,
12
and were implemented during grant Year two and three, will reach fruition in RTTT grant Year
four. Those critical initiatives are defined as:
designing an effective evaluation system for its teachers and administrators,
transitioning to MD CCSC in all core curriculum areas,
developing an accurate student academic assessment system, and
providing professional development that assists teachers and administrators with highly-
effective, research-based instructional programs and strategies
When all these components are in place, synchronized, and supported by MSDE and locally
aligned technology infrastructures and frameworks, the district believes it will have successfully
met all local RTTT goals and MSDE RTTT criteria. The following summary of activities for
grant Year four is categorized by RTTT required sections and correlated with specific MSDE
RTTT indicators.
Section B: Standards and Assessments
As stated in the 2010 Race to the Top (RTTT) Scope of Work, QACPS believes the Maryland
Common Core State Curriculum (MCCSC) are the basis for ensuring all students are provided a
rigorous educational program leading to graduation from high school and college, career-
readiness. QACPS Section B “Standards and Assessments” goals and action plan correlates with
the required Section (B) (1) Enhanced Standards and High-Quality Assessment, (B) (2)
Developing and Implementing Common, High Quality Assessments, and (B) (3) (i) (ii) (iii)
Supporting the Transition to Enhanced Standards and High-Quality Assessments of the State’s
RTTT plan. Therefore, in year four, QACPS continues its journey towards implementation of
MD CCSC through the development of leveled transition plans. Transition plans provide the
framework for delivery of professional development to all educational stakeholders.
In year 4, QACPS will continue to monitor and implement its transition to Maryland Common
Core State Curriculum. As in previous years, professional development will follow the leveled
transition plans which were developed following MSDE’s Educator Effectiveness Academy.
These plans are systemic in nature, and include strategies to fully align curriculum and
assessments to MD CCSC, as well as to utilize technology to facilitate improvement in both
teacher instruction and student performance.
Throughout grant Year four, professional development opportunities will be available at the
state, county, and school levels. QACPS’s curricular materials and assessments that are modeled
after PARCC and STEM prototypes will be collaboratively developed and made available to all
content areas, through the use of Edmodo, Curriculum Loft, and MSDE’s Instructional
Improvement System (IIS). Through participation in rigorous and timely professional
development, QACPS educators will gain the knowledge and skillsets required to craft and
deliver fully aligned lessons and assessments.
QACPS Administrators and Content Supervisors will monitor the effectiveness of the transition
plan through the use of observations and analysis of student data housed on the data warehouse,
Performance Matters. During observations, Administrators and Supervisors will also be able to
13
note strategies and practices of Universal Design for Learning (UDL), as they are incorporated
into standard lesson format. Precise and regular feedback will be available to teachers in order to
shape instruction, to insure individual student growth.
All members of the QACPS educational community will be kept abreast of the progress being
made in the transition process via a variety of means. Members of the QACPS Board of
Education, and members of the community, will receive updates at meetings, which are televised
on the local public access channel, as well as through postings on district and school websites
and the MSDE Blackboard.
In year four, QACPS will continue its commitment to STEM education. Teachers will be
provided with the training they need to develop STEM-Centric Lessons. Students and teachers
alike will continue to receive opportunities via partnerships with the local community college, as
well as through Summer Academies, at the elementary, middle, and high school levels, for
under-represented student subgroups; a practice that has been in place for seven years.
Section C: Data Systems to Support Instruction
Queen Anne’s Public Schools (QACPS) believes the key to bringing about break-through
achievement for high needs students lies in teams of teachers routinely engaging in a laser-
focused, data-driven, collaborative instruction process. Section C of the QACPS Race to the Top
(RTTT) Scope of Work is dedicated to the use of technology and data to effectively and
efficiently improve instructional decision-making that leads to high student achievement, closing
achievement gaps and improving teacher practice. QACPS year four RTTT goals and activities
listed within Section C’s action plan correlate with the required Section (C) (1) Statewide
Longitudinal data System; (C) (2) Accessing and Using State Data; and (C) (3) Using Data to
Improve Instruction; (i) use of local Instructional Improvement Systems, (ii) professional
development on the use of data, and (iii) availability and accessibility to researchers.
In grant Year four, QACPS will continue to utilize its data system, to analyze student
achievement in order to improve teacher instruction. Teachers will access individual student
data on county assessments from the Performance Matters database. They will also receive
prescriptive feedback from Administrators and Supervisors using the Formative Action System
for Teacher Effectiveness (FASTE) online teacher observation/evaluation program, which is
used in all district schools.
In grant Year three, QACPS’s technology system was updated to interface with MSDE’s
Instructional Improvement System (IIS). Consequently, now in grant Year four, QACPS will
utilize MSDE’s Blackboard Learning Management System (LMS) for staff development, new
teacher induction, and to host Professional Learning Communities (PLCs).
During the fourth grant cycle, QACPS will continue to work closely with MSDE to prepare for
data sharing and for implementing successful PARCC testing, and will make updates to its
technology plan as State requirements change.
14
Section D: Great Teachers and Leaders
Section D “Great Teachers and Leaders” of the QACPS Race to The Top (RTTT) Scope of Work
(SOW) supports Queen Anne’s County Public Schools (QACPS) dedication towards improving
teacher and principal effectiveness and providing timely guidance for novice teachers from high-
quality professional mentors. QACPS’s Section D goals and activities which are located in its
Action Plan correlate with MSDE’s (D) (1) “High Quality Pathways: and (D) (2) (i), (ii), (iii),
(iv), (a&b) “Improving Teacher and Principal Effectiveness Based on Performance.”
At the end of the third grant cycle QACPS completed the county-wide pilot of its teacher
observation and evaluation system, to better align it with State requirements, which included
student growth outcomes as part of the process. QACPS established student growth outcomes as
a part of the principal evaluation, as well. During grant Year four, QACPS will implement the
updated teacher and principal evaluation systems throughout the district.
During grant Year three, administrators and teachers received training on Student Learning
Outcomes (SLOs). During the fourth year grant cycle, additional professional development on
using student growth outcomes to monitor learning, make changes to instruction, and to measure
teacher and principal effectiveness, will be provided.
During the last several years, the teacher mentoring/induction program has been an area that
QACPS has been deeply involved with. Over the last decade the district’s new teachers
mentoring program has evolved into a very efficient process that supports novice teachers, new
to the county. In year four, mentors will continue to receive training through the MSDE’s
Educator Instructional Improvement and Induction Academies so as to keep individuals current
and aligned with state requirements. The mentoring program will continue throughout grant
Year four. Additionally, during this grant period the district will continue to conduct a novice
principal mentoring program that was created during the second grant cycle.
15
Section E: Turning Around Lowest Performing Schools
Queen Anne’s County Public Schools (QACPS) vision, mission, and core values are based on a
commitment to ensure that all children receive a rigorous academic program in a learning
environment that is safe, respectful, and caring. Additionally, all students will leave school
prepared to be successful in a diverse and changing world. QACPS also recognizes the
importance of a close partnership among school staff, students, parents, and community
members in order to promote and increase student achievement. Therefore, Section E is a
critical component in QACPS arsenal of overall RTTT strategies. Local goals and their activities
have been designed to create a school culture and climate that promotes all students to
experience success during their academic careers.
The Maryland RTTT (E)(2) requires Maryland school systems to align their Section E local
goals and action plan activities so that these indicators correlate with the state’s RTTTs plan that
addresses struggling schools and students. Fortunately, in the 2012-2013 school year, QACPS
only had one school identified as needing additional targeted assistance.
In year four of the RTTT initiative, the principal of the low performing school, will collaborate
with the Superintendent and Director of Curriculum to develop an annual school improvement
plan. This plan will be actively monitored by members of the county level Curriculum and
Instruction Team, and targeted feedback will be provided regarding effective strategies to
increase performance of individual students as well as sub-groups.
These strategies will be taken from research-based elements of highly effective schools. In
addition to these actions, which were also in place during grant year three, when staffing
opportunities arise, the highest performing teachers and/or administrators will be assigned to the
lowest performing school, when possible.
Finally, QACPS anticipates that with an increased emphasis on Student Learning Outcomes
(SLOs) as a mechanism for teacher improvement, the leadership team will be able to provide
frequent feedback to individual teachers on necessary instructional changes to address student
need, and increase student performance.
b. Maryland Accountability System Components
Elementary Reading
Progress
Over the last three years, QACPS has maintained the percentage of students scoring proficient or
higher on MSA Reading at 94% with 79% of special education students scoring proficient or
higher on MSA in 2013. Overall, our students continued to make progress, even with the
transition to the Maryland Common Core State Curriculum. We will continue with best practices
that are in place for any curriculum. These include examination of student work, collaborative
lesson design, and analysis of data. We will continue to use a menu of reading interventions for
both decoding and comprehension. QACPS schedules general and special education teachers to
16
co-teach and share common planning time each week. Principals, supervisors, and specialists
schedule walk-throughs throughout the year to provide grade level teams with feedback.
Benchmark assessments have been rewritten by the Elementary Supervisor and reading
specialists to align with the Maryland Common Core State Curriculum. These will be
administered during the 2013-2014 school year. A scope and sequence, created by grade level
teachers using the MD CCSC and the PARCC model content frameworks was provided to
elementary teachers this year. In addition, over the summer, grade level teachers began to work
on unit plans for the first marking period.
Reading Specialists will continue to provide and oversee interventions and to be a resource to the
classroom teachers. The Reading Specialists will function as school-based resources for
professional development as the system fully implements the Maryland Common Core State
Standards for Reading and Language Arts through the Elementary Reading/Language Arts
transition plan developed after the EEA Academy.
Challenges
As stated previously, over the last three years, QACPS has maintained the percentage of students
scoring proficient or higher on MSA Reading at 94%; however, the percentage of students
scoring advanced, 43.1%, has remained static. We continue to be challenged by performance of
subgroups. Though 79% of special education students scored proficient or higher on MSA in
2013, there continues to be a 14.5 point gap between the aggregate and special education
population. The gap between the aggregate and all other subgroups widened this year. There was
a 14.6 point gap between the aggregate and the African American population, an increase of 3.1
from 2012; and there was a 12.1 point gap between the aggregate and FARMs population, an
increase of 6.5 from 2012.
At the elementary level, in order to assist struggling members of student population groups,
QACPS plans to concentrate on individual students who are identified at risk. After examining
current successful intervention programs, QACPS will utilize those intervention strategies that
have proven successful with specific student populations. Additionally, QACPS will continue to
utilize the web-based intervention, i-Ready, at elementary schools for students who can benefit
from a self-paced reading intervention.
During the SY 2013-2014, QACPS will fully implement the Maryland Common Core State
Curriculum at the elementary level. Professional development throughout the year will focus on
the Reading/Language Arts transition plan developed after the EEA Academy. Initial
professional development will focus on using online resources and reviewing the ten
instructional shifts. Look-fors will be developed with supervisors and principals and will be used
in walk-through observations conducted by Central Office supervisors and school leadership
teams. Finally, our Title 1 schools will continue to implement a summer school program to
maintain and increase reading levels for identified students.
17
Middle School Reading/Language Arts
At the middle school level, QACPS is again in the top five counties for aggregate reading
proficiency in the state; this year moving from 4th
place to a tie for 3rd
place. QACPS attributes
its ability to remain a top scorer to the continuing processes and programs which are tailored for
specific learners in need of intervention. Research-based programs, such as Corrective Reading,
Wilson, Visualizing and Verbalizing, LiPs, and SOAR continued to be utilized while two new
programs, Read Naturally and IReady were implemented at the middle school level during the
2012-2013 school year. Read Naturally and IReady, are computer-based interventions, which
address individual student needs, and allow students to progress at their own pace.
In addition to the intervention programs, the explicit teaching model has been adjusted to
maximize its compatibility with the Common Core Curriculum. As a continuing practice,
students at three of the four middle schools are provided extra time through the offering of both a
Reading and a Language Arts class.
Challenges
This year QACPS realized a significant decline in proficiency for African American students,
6.2%, and Special Education students, 9.5%. FARMS students had a 1.9% decline. The gap
between African American students and the aggregate is 23.7 percentage points variance and
between Special Education students and the aggregate is 27 percentage points variance; for
FARMS students, the gap is 12.1 percentage points variance. This decline is attributed to
classroom instruction which is aligned to the Common Core Curriculum, while school progress
continues to be measured by performance on the Maryland School Assessments which are
aligned to the Maryland State Curriculum.
Gaps between student groups and the aggregate persist primarily due to the discrepancy between
instruction and assessment. Transition to the Common Core Curriculum necessitated a focus on
close reading, text dependent questioning, increasing text complexity, finding text based
evidence, utilizing more non-fiction during instruction, and shifting to argument, informational,
and narrative writing in response to text. The essential content knowledge and skills that
students need to know and be able to do in order to meet the Common Core State Standards are
not specifically measured on the Maryland School Assessments.
In addition, the reform initiatives required that teachers receive training and support from their
counties and schools; the focus on professional development was limited to the transition
supports for the new curriculum, assessments, and evaluations.
QACPS student aggregate performance was able to avoid significant declines on the MSAs.
This success is due to continued focus on data, examination of student work, collaborative lesson
design, research-based interventions, and job-embedded professional development. The
schedules developed at three of four middle schools which provided both Reading and Language
Arts classes, contributed to success on the Maryland School Assessments. The critical skills of
reading and writing receive equal attention in this design, and our top performing middle school
has been employing this schedule for a year longer than the other three.
18
Next year, “data days” will allow opportunities for teachers to examine student work and data.
Our professional development efforts will focus on the instructional shifts for the next wave of
reform. Reading Specialists will reinforce this focus throughout the year, as well as facilitate
instructional strategies for differentiation and Socratic Seminar. Finally, a new writing
intervention for middle schools, will be introduced, implemented and monitored during the 2013-
2014 school year.
Elementary Math
Progress
The achievement level reached by QACPS during 2012 – 2013 school year reflects a
misalignment between the MSA testing program and the Common Core curriculum that is
instituted in grades Pre-Kindergarten through Grade 5. As a result QACPS dipped from number
1 in the state to 13th
in the state in the area of Elementary Math. In the three years leading up to
our transition to the Common Core our data has shown growth among the aggregate – 93.9% in
2010, 93.3% in 2011, and 95.6% in 2012. However, in 2013, 85.9% of our elementary students
achieved at the proficient or advanced level, a 9.7 point decrease. Concurrently, there is a
positive trend with students achieving at the advanced level in the years leading to the CCSS
transition – 45% in 2010 & 2011, and 51.8% in 2012. In 2013, 19.8% of our elementary
students achieved at the advanced level.
Challenges
The transition to the MD CCSC has created many challenges for our math program. In 2013, we
saw a significant drop in achievement according to MSA results. However, this drop is
misleading. During the 2012-2013 school year, we chose to fully implement the MD CCSC,
instead of the Maryland State Curriculum. As a district we addressed the math skills necessary
for a successful implementation of the MD CCSC. We will continue to identify the gaps in our
mathematics curricula as we strive to improve student achievement.
The MSA data shows an increase in achievement gaps among our subgroups. During the past
school year, 55.8% of Special Education students scored proficient. Unfortunately, this resulted
in an achievement gap of 30.1 points. Between FARMs and the aggregate, there is a 13.4 point
gap. Additionally, there is a 25.7 point gap between our African American students and the
aggregate and a 26.9 point gap between our ELL students and the aggregate.
QACPS will continue its efforts this year (2013-2014) in identifying and addressing individual
student needs at the primary level, especially those with special needs.
Middle School Math
Progress
The achievement level reached by QACPS during 2012 – 2013 reflects a misalignment between
the MSA testing program and the Common Core curriculum that is instituted in grades 6 through
8. As a result QACPS dipped from number 7 in the state to 17th
in the state in the area of Middle
19
School Math. In the years leading up to our transition to CCSS the QACPS aggregate has
demonstrated a positive increase in achievement scores (83.1% in 2010, 85.0% in 2011, and
86.5% in 2012). However, in 2013, 71.7% of our middle school students achieved at the
proficient or advanced level, a decrease of 14.8 points. Concurrently, there was a positive trend
for our students achieving at the advanced level (31% in 2010, 36% in 2011, and 37% in 2012)
in the years leading to the transition to CCSS. In 2013, 17.5% of our middle school student
achieved at the advanced level.
Successful practices are attributed to Math Specialists meeting with classroom teachers to
analyze summative and benchmark assessment data for students. Students who are identified for
interventions are added to progress charts to be monitored on a regular basis. QACPS will
continue to provide support strategies and insights for teachers to assist our struggling sub-
groups to improve their level of achievement in Mathematics. As we continue our transition to
the CCSS, continued focus will be on preparing our teachers in the necessary shifts.
Challenges
The transition to the CCSS has created many challenges for our middle school math program. In
2013, we saw a significant drop in achievement according to MSA results. However, this drop is
misleading. During the 2012-2013 school year, we chose to fully implement the MD CCSC, in
grades 6 and 7 instead of the Maryland State Curriculum. As a district we addressed the math
skills necessary to a successful implementation of the MD CCSC. We will continue to identify
the gaps in our mathematics curricula as we strive to improve student achievement.
The MSA data shows an increase in the achievement gaps among our subgroups. During the
past school year, 30.3% of Special Education students scored proficient. Unfortunately, this
resulted in an achievement gap of 41.4 points. Between FARMs and the aggregate, there is a
15.1 point gap. Additionally, there is a 26 point gap between our African American students and
the aggregate, and a 38.4 point gap between our ELL students and the aggregate.
At the middle school level, QACPS will continue to adjust intervention efforts in addressing the
needs of each student. Our goal is to provide an education that prepares students to be successful
in high school math courses and ready for college. We believe that the transition to the MD
CCSC does just that.
Teachers will continue to receive job-embedded professional development through the school
based Math Specialists. Areas that will be addressed during the 2013-2014 school year include
close examination of the Standards of Math Practice, instructional strategies to enhance a
student-centered approach to math, collaborative lesson planning, emphasis on a concrete-
pictorial-abstract instructional approach, use of problem structures and problem solving
strategies, use of mathematical modeling, technology training, and increased resources to assist
teachers in providing appropriate materials for students with diverse needs, integration of the
Universal Design of Learning structures, and resources within the co-teaching and co-planning
models.
20
Science
Progress
There was a steady increase in in the QACPS 5th
grade Science MSA aggregate score between
2010 (82.8%), 2011 (83%), and 2012 (87%). While other subgroups showed a significant
increase in the gap, the gap between FARMs students and the aggregate did not increase
significantly (FARMs: 12% to 14.8% point variance). At the middle school level, QACPS MSA
Science aggregate proficiency scores increased by +0.9 points in 2012. The students
demonstrated an increase in 2012 (84.9%) as compared to 2011 scores (84.0%). When
comparing the data of 2012 to 2011, the 2012 subgroup data showed only a small increase in the
gaps for FARMs and Special Education; FARMs (14% to 16.4% point variance ), and Special
Education (29% to 30.2% point variance).
Challenges
The 2013 aggregate’s proficient/advanced scores of 78.4% show a decrease of 8.1 points. When
comparing the gaps between the aggregate and the subgroup populations (African American,
FARMs, and Special Education) there was an increase in the gap across the board. When
comparing the 2012 data to 2011 data, the 2012 subgroup data shows an increase in the gaps for
African American (10% to 33% point variance), and Special Education (27% to 45.1% point
variance). The middle school gap for African American (23% to 38.9% point variance) grew
significantly.
At the elementary level of QACPS the focus is on the implementation of the Maryland State
Common Core Standards in RELA and Math. Increasing the time students are engaged in
science instruction and minimizing the time that students are pulled out for reading and math
interventions, is a challenge There will be an integration of reading using the literacy standards
for science and a continued focus on developing STEM lessons using the STEM Standards of
Practices and the 5E lesson plan model (Engage, Explore, Explain, Elaborate, and Evaluate)
which are aligned with the Maryland State Curriculum for Science and the Next Generation of
Science Standard. Another challenge during the school year is finding time with elementary
teachers to provide professional development activities with the Common Core RELA, Math,
and STEM that will encompass differentiated instruction, a focus on literacy, problem based
learning, and inquiry-based learning.
The goal for science is to provide instruction that prepares students with the scientific skills for
success in any high school science course. At the middle school level in 2013-14, QACPS will
continue to develop rigorous STEM lessons using the 5E model instructional lessons,
benchmarks assessments, and end-of-course assessments that are aligned with the MSC for
Science. The Science programs will continue to integrate additional state science standards such
as Environmental Literacy Standards and Next Generation Science Standards into its curriculum
along with the Common Core Literacy Standards and STEM Standards of Practice.
21
Social Studies
Progress
QACPS has made a genuine effort to ensure that the Social Studies Curriculum is aligned with
the Maryland State Curriculum at the elementary, middle and high school levels. The district has
written curriculum documents that are aligned with state documents, support teachers in
delivering it and monitor implementation and results. Curriculum alignment is the first and
arguably the most important step in increasing student achievement relative to the state
curriculum frameworks and state criteria.
To ensure alignment at the middle school level, QACPS was able to purchase supplemental
reading texts in 8th
grade to support Core Curriculum Literacy Standards. The district has long
had a tradition of preparing benchmark assessments for each content and grade level. During the
2012-2013 school year, teachers worked together with funding from Race to the Top Grant, to
create benchmark assessments at the middle and high school levels. These benchmarks measure
the content standards and how well the student can demonstrate analysis of primary and
secondary sources that are outlined in the State Curriculum and the district level curriculum
guides.
In QACPS Professional Development in any curriculum alignment is a necessary and essential
part to ensure teacher involvement. Without teachers’ collaboration, alignment efforts can be a
fruitless exercise. Within the area of Social Studies’ instructors have been involved in
curriculum development and alignment, and professional development offerings have been
provided to address their concerns (e.g., how to combine individual teaching styles with effective
delivery of the curriculum). An aligned curriculum provides the perfect professional
development opportunity for teachers to plan together, work together to create assessments, and
share ideas.
Challenges
QACPS has found providing a rigorous and challenging Social Studies curriculum can be
difficult when it is not part of a state or national assessment at the elementary and middle school
levels. Performance on standardized tests provides an alignment to the curriculum that is
measureable and concrete to everyone. However, in Maryland, Social Studies teachers do not
have an assessment tool to determine if students have met centralized learning goals established
through the Maryland State Curriculum. Therefore, the challenge for classroom teachers is to
meet the needs of students without a standardized assessment in elementary and middle schools
that can provide critical information about the growth of students and if they have met the
expectations of the State. In order to assist teachers in meeting the standards of the Maryland
State Curriculum, QACPS is working towards providing Social Studies teachers’ opportunities to
collaborate when planning instructional pedagogy that can assist students in meeting local and
State standards.
Additionally, QACPS has been able to offer professional development opportunities for teachers
to enhance their understanding of best social studies practices in geography, economics and
analyzing documents. It is the intent of QACPS to continue to address challenges in curriculum
22
in a collaborative manner as we continue to align curriculum and as we move towards the
Common Core Standards.
English (HSAs)
Progress
In 2011, the percent proficient on English HSAs was 87.1%; by 2012, it was 90% for aggregate
test takers. The gap between Special Education and the aggregate has continued to narrow; from
30.4 points in 2011 to 29.62 points in 2012. The gap between FARMS students and the
aggregate was down from 9.8 to 8.94 percentage point variance. This trend is a continuation of
the previous school year’s data.
Challenges
The narrowing of these gaps is significant, but the need for improvement remains. Gaps between
student groups and the aggregate, need to be eliminated altogether. This year, schools will
continue to monitor all students in subgroups. Students who cross subgroups will be followed
closely and needed and continued support will be offered.
Algebra
Progress
Over the past 4 years, QACPS has shown growth among the aggregate on the Algebra/Data
Analysis HSA – 90.5% in 2009, 91.7% in 2010, 91.8% in 2011, and 94.8% in 2012.
Challenges
Despite these successes, we continue to be challenged by the performance of our subgroups and
the resulting achievement gaps. The HSA data for the special education subgroup indicates a
positive trend – 38.6% in 2009, 50% in 2010, 54.1% in 2011, and 63.3% in 2012. However, this
still results in achievement gaps of 51.9 points in 2009, 41.7 points in 2010, 37.7 points in 2011,
and 31.5 points in 2012. The most current data indicates a 10.7 point gap between FARMs and
the aggregate and a 9.4 point gap between African American students and the aggregate. As a
result, QACPS will utilize targeted interventions for those students considered at risk. Identified
students will be closely monitored through communication with parents, special education case
managers, and support personnel. Technology programs which effectively support the Algebra
program will also be reviewed for use with students who require additional assistance.
The transition to the MD CCSC in Grade 8 and Algebra will occur during the 2013-2014 school
year. This transition will certainly impact HSA data since the content of the Common Core
Algebra I course is not aligned with the content on the Algebra I / Data Analysis HSA. During
this school year we will address the shifts in the curriculum, maximizing student success on the
HSA.
23
Biology
Progress
Over the past 3 years, QACPS has shown growth among the aggregate, first time test takers on
the Biology HSA – 83.6% in 2010, 86.6% in 2011, and 86.8% in 2012. When comparing the
data of 2012 to 2011, the 2012 subgroup data shows a significant decrease in the gap for African
American students (29.5% to 20.1% percentage point variance). There was little increase for
FARMs (12.3% to 13.3 percentage point variance), and Special Education (29.5% to 29.7%
percentage points variance).
Challenges
The key challenges will be providing teachers with best practices and professional development
opportunities that will enable them to help subgroups’ performance. Additionally, teachers will
focus on assessing instructional effectiveness by examining students’ work and assessment data.
High school instructors will also give feedback to students and include time for re-teaching
opportunities for students. Finally, formative and summative assessments will regularly be
evaluated for rigor and alignment with the MSC and HSA.
c. Cross Cutting Themes and Specific Student Groups in Bridge to Excellence
Limited English Proficient Students
Progress
During the 2012-2013 school year, LEP students have maintained their level of attendance at the
middle schools, but decreased their attendance rate at the elementary and high school levels.
LEP students recorded a 7.5% increase in Middle school Reading, but a 44.5% decrease in
Middle school Math MSA scores; elementary school Math students had a 35.3% drop in
proficiency scores and in Elementary Reading there was a 6.6% decrease in the percentage of
students reaching proficiency.
Therefore to help overcome some of the difficulties ELL students may experience, the county
has assigned English for Speakers of Other Languages (ESOL) teachers within each district
school that has LEP students. Teachers work cooperatively within the classes to support content
area instruction as well as a combined pull-out with the inclusion to target specific skills.
QACPS utilizes local funds for all ESOL instruction and Title III for supplemental tutoring,
content support and professional development.
Challenge
The challenges most evident were assisting new LEP students who had very little knowledge of
English vocabulary and the ability to apply English as a concept towards HSAs and MSA
Exams. This is essentially double learning – English and content. To assist ELL students, at the
high school there is an ESOL class; LEP students attend a class whose purpose is to give
instruction in listening, speaking, reading and writing - English language acquisition using the
WIDA instructional standards and ESOL-specific strategies. At all levels, there is content area
instruction support using a push-in method. The ESOL instructor will be part of the instructional
24
process in the content area classroom. At all instructional levels there is on-going professional
development for content area teachers provided throughout the school year and also during the
summer for ESOL specific strategies, second language acquisition knowledge, and culturally
sensitive teaching.
Queen Anne’s County Public Schools has had teachers participate in the Race to the Top ESOL
Incentive grant for 3 years; there are currently 8 successful participants of this grant and two
pending.
Career and Technology Education
Progress
Queen Anne’s County Public Schools has demonstrated a commitment to continuous
improvement through our participation in numerous Maryland State Department of Education
(MSDE) initiatives focusing on school reform. Specifically to improve CTE programs and
services, QACPS uses Program Advisory Committees and a Program Improvement Process that
includes parents, students, and business representatives, special population’s representatives,
career and technology teachers, postsecondary representatives and academic teachers. Through
this process we have analyzed various databases to evaluate progress and to identify needs to
implement reform. Some of the actions we have taken to implement reform have been:
Utilizing Career Program Advisory members to review, revise, and improve current
programs based on standards and measures; including industry recognized certifications
for CTE programs
Partnering with industry specific groups through traditional craft committees to assist in
developing reviews of performances
Collaborating with a variety of business/community/education organizations that provide
feedback on programs that impact CTE achievement of various sub-groups.
Instituting a continuous K-12 Career Development Committee to review the Career
Development Plan for QACPS
Reviewing programs each year through the Program of Study committee to make sure we
have postsecondary and career options available to all students.
Challenges
Although the No Child Left Behind Act of 2001 did not specifically address level of skill and
competency of CTE teachers, every effort has been made to provide professional development to
ensure teachers are competent and have the expertise necessary to deliver a quality CTE
program. QACPS used local funding and the Carl D. Perkins Vocational and Technical
Education Grant to support Industry Certification; however, with more programs competing for
these dollars, we have found it increasingly difficult to fund the expense of the programs.
Early Learning
Progress
The percentage of students fully ready for kindergarten for 2013 was 88%. This reflects a 24
point increase since the 2001-2002 administration of MMSR. The County’s kindergartners
25
outpace the statewide readiness level, currently at 82%. Kindergarteners show high readiness
levels in key Domains of Learning – the core areas that predict future academic success.
Language Literacy (73% fully ready for 2012-2013), Mathematical Thinking (79% fully ready
for 2012-2013) and Scientific Thinking (82% fully ready for 2012-2013). Physical Development
and the Arts have increased immensely from 2001-2002 with students currently at 90% or higher
in each of these domains.
Student progress is monitored quarterly through the implementation of a county developed
Literacy Assessment. To ensure the progress of students who were not ready in the area of
Language Literacy, QACPS will continue to implement guided reading and flexible grouping
strategies. Intervention programs appropriate for the kindergarten level, such as Fundations will
continue to be utilized. The program VIOLETS, will continue to be implemented in both
prekindergarten and kindergarten at Sudlersville Elementary School for the large ELL
population.
Although training in the Language Literacy modules has been conducted during the past five
years, turn-over of staff has left some teachers without the training. QACPS will team with
Talbot County and other Eastern Shore Counties to provide these modules for the teachers who
require them this year. All newly hired prekindergarten, kindergarten, and supporting Special
Education teachers will continue to participate in the two year MMSR Work Sampling System
training. In addition, related service providers will continue to receive professional development
in the use of the Early Childhood Accountability System (ECAS). It is believed that this
professional development is beneficial as MMSR data indicates that the percentage of students
fully ready on the Fall Exemplars was not only maintained but increased as measured by the
Spring Exemplars.
The success of our students in the area of Mathematical Thinking has continued to increase over
time. Over the past ten years the county has seen a 29 point increase in student performance. For
the 2013-2014 SY, enVisionMATH, a researched based math program will continue to be
implemented at the kindergarten level. The program aligns with the Common Core State
Standards and the Standards of Math Practices. Scientific Thinking, another area of focus over
the last few years, has seen a fluctuation of scores. Last year, the score for the Mathematical
Thinking domain increased from 81% to 87% and this year has taken a slight dip to 82%. Even
with the dip in scores, kindergartners continue to demonstrate strengths
The major focus for our prekindergarten and kindergarten teachers, Judy Center Partners, and
special education staff for the school year continues to be SEFEL (Social Emotional Foundations
of Early Learning) training. Beginning in August of 2010, all staff members were trained in
Modules 1-4; this was funded through the MMSR grant. This assisted our staff in working with
children in the Social/Emotional and Personal domains of MMSR. In August 2011, all
elementary School Counselors were trained in SEFEL. In the 2012-13 SY, training was provided
to all support staff that work with prekindergarten and kindergarten students. For the 2013-2014
SY, MSDE will be providing a resource in the form of a SEFEL coach. The SEFEL Coach will
visit all prekindergarten and kindergarten teachers at least twice throughout the year to provide
coaching and support in the area of SEFEL. In addition, all new prekindergarten and
26
kindergarten teachers will receive additional training throughout the year. Trainings and
coaching will continue to be funded by the MMSR grant.
Primary Talent Development continues to be implemented in both prekindergarten and
kindergarten. All teachers have been trained in the lessons and observational techniques and all
students participate in the implementation. This program is designed to identify and develop
targeted achievement behaviors including perception, inquisitiveness, communication, creativity,
resourcefulness, leadership, and persistence in all children. It is believed that this has
strengthened the teachers’ observational skills, as well as helped to developed beneficial skills in
the children. In the summer of 2009, the PTD modules were revised by MSDE. As of the 2011-
2012 SY all teachers in QACPS had received an updated binder which includes all revised
modules. Training will continue to be provided for new teachers; this will be done by our
Teacher Specialists at the school level.
Challenges
Language Literacy continues to be an area of concern with only 75% of students fully ready.
Although training in the Language Literacy modules has been conducted during the past five
years, turn-over of staff has left some teachers without the training. This year, QACPS will team
with Talbot County and other Eastern Shore Counties to provide these modules for the teachers
who require them. Additionally, all newly hired prekindergarten, kindergarten, and supporting
Special Education teachers will continue to participate in the two year MMSR Work Sampling
System training. Related service providers will also continue to receive professional
development in the use of the Early Childhood Accountability System (ECAS).
Student progress will be monitored quarterly through the implementation of a county developed
Literacy Assessment. To ensure the progress of student who were not ready in the area of
Language Literacy, QACPS will continue to implement guided reading and flexible grouping
strategies. Intervention programs appropriate for the kindergarten level, such as Fundations will
continue to be utilized.
Gifted and Talented
Progress
QACPS' two overall goals in the area of Gifted and Talented are to increase participation in
gifted and talented programs and to provide those targeted students with opportunities to be
challenged in their areas of giftedness. QACPS has made progress in both of these areas. The
focus of the district has continued to be a shift from overall participation to the participation of
under-represented populations. In 2012-2013, 24.8% of the district's identified elementary
students and 19% of identified middle school students were from an under-represented
population; this is above our county outcome which states 10% of the identified gifted and
talented population will be comprised of traditionally under-represented students (minority,
FARMs, LEP, Special Ed) and an increased from 2011-12. Additionally, in 2012-2013, 94.1% of
our GT students in grades 3-8 scored advanced in reading and 58.7% scored advanced in Math.
This is an increase of 1.1 points in Reading and a decrease of 2.7 points in Math. However, due
to the transition to MD CCSC, QACPS saw a decrease in all mathematics data.
27
Challenges
The major challenge in the area of gifted and talented, QACPS continues to face is the lack of
funding for Enrichment Specialists. Currently, QACPS employs no personnel specifically
committed to Gifted Education. QACPS also continues to be challenged in providing services at
the middle school level due to scheduling constraints. The district has been and is committed to
continually seeking creative alternatives in order to expand the program offerings. At the high
school level, the major challenge is the difficulty in the continuation of tracking students who
were identified as Gifted and Talented during their elementary or middle school years. Now,
with a database in place and training provided to school Enrichment Contacts, the district is
committed to tracking Gifted and Talented students at the high school level through the
monitoring of course selection through high school.
Special Education
Progress
Based on October, 2012 data, Queen Anne’s County is ranked first in providing services to
students with IEPs inside the regular education classroom 80% or more of the time. Throughout
the QACPS Master Plan, strategies are embedded in order for students to access and be
successful in the grade-level curriculum. Unlike most models of inclusion, which are driven
entirely by special education, the QACPS model is driven by modeling collaboration from the
top down to the school level. Special Education staff members continue to be included in all
professional development activities as well as an integral part of the Queen Anne’s County
Public School Collaborative Lesson Plan Project. Through the use of both local and grant funds,
the Office of Special Education has been able to sustain efforts to increase the number of
Instructional/Assistive Technology devices and software programs within all district schools.
This year funds were used to purchase additional materials, such as: iPads, iPad apps, laptop
computers, and web-based interventions. Through the use of Instructional/Assistive Technology
students are being provided with multiple levels of engagement and support.
Challenges
In previous years, progress had been made to narrow the achievement gap between the Special
Education subgroup and the aggregate. However, this year with our transition to the Common
Core, gaps between the Special Education subgroup and the aggregate continued to persist.
QACPS remains committed to preparing world class students through everyday excellence.
QACPS will continue to
Align students IEPs to Common Core State Standards,
Research, purchase and monitor intervention program for students,
Monitoring classroom instruction to ensure success and services, modifications, and
accommodations are being provided in accordance with student IEPs,
Emphasize universal design for learning (UDL) strategies, differentiated instruction
based on assessed student needs, and
Foster strong, ongoing collaborative working partnerships with families.
28
Education that is Multicultural
Progress
All Schools have fully implemented:
Curriculum in all areas that reflect varied cultural and socio-economic groups
Practices and programs that promote values, attitudes and behaviors which promote
cultural sensitivity; and
Lessons that reflect diverse learning styles
All schools reported full implementation of curriculum that provided opportunities for students
to demonstrate attitudes and actions that support heritage, diversity and cultural differences.
Actions that support ETMA in district schools were:
Assigning highly effective and certified teachers to low-achieving schools;
Monitoring and addressing disproportionate referrals and placement of students in
Special Education programs;
Utilizing disaggregated student data obtained through our data warehouse Performance
Matters, to assess inequities and to make adjustments to assure equity;
Providing outreach through night meetings for parents and business leaders, newsletters,
and advisement programs;
Providing professional development for district schools’ staff that address MSDE
Professional Competencies;
Providing staff development to explore attitudes and identify strategies appropriate for
Education That Is Multicultural (ETMA); and
Providing accessible technology to all students and all instructional activities in order to
promote an understanding of and respect for a variety of ways to communicate, both
verbal and non-verbal.
The QACPS Task Force for Student Achievement meets bi-monthly with school representatives
and community partners. This group identifies problems and solutions dealing with a variety of
issues related to student achievement. Feedback is provided to the Superintendent.
Challenges
QACPS is committed to providing ETMA training for employees. This training is valuable to
teachers’ understanding and awareness of the diverse cultures and learning styles of our student
population. In 2013-2014, QACPS in partnership with county government’s local management
board will continue to develop cultural competency strategies that need to be put in place in the
classroom and all government agencies.
Highly Qualified Staff
Progress
Goal 2 of the QACPS Comprehensive Master Plan stipulates that the district will rigorously
recruit and work towards retaining highly qualified teachers and staff. Core academic subjects
taught by highly qualified teachers have moved from 37.9% of classes taught by non-highly
qualified teachers in 2003-2004 to only 2.0% of classes being taught by non-highly qualified
29
teachers in 2012-2013. Strategies that QACPS developed that have contributed to this success
were the development of individual certification plans for each non-highly qualified teacher;
mentoring and conferencing with newly hired teachers at the time of their employment to outline
state and county requirements; and the training of newly hired teachers during their first two
years of employment that included a “New Teacher Induction” course.
Challenges
The greatest challenge QACPS experienced this past year was difficulty with funding. Without
money for stipends to maintain our reimbursement of courses, it has been difficult to retain
highly qualified teachers. Furthermore, because of our salary scale it has been difficult attracting
experienced highly qualified teachers. This was very critical at the secondary level because of
the need to find and employ qualified personnel in Special Education, mathematics, science, and
English. Additional challenges have been the cost of housing and the cost of living within our
rapidly growing county, making it difficult to retain our newly hired teachers.
High Quality Professional Development
Progress
During the 2012-13 school year professional development provided by the district and school-
based leadership teams was mainly concentrated on the transition to the new Maryland Common
Core State Curriculum in those targeted content areas and the district’s transition to the new
teacher and principal evaluation system. Job embedded professional development took place at
grade and content levels in order for teachers to reflect and share instructional strategies that
would best meet the needs of low performing students.
Challenges
During 2012-2013, the biggest challenge QACPS has had with providing critical professional
development for our district teachers and staff has been the reduction of days for training (due to
budget constraints) and the limited availability of local funds to pay stipends for after or before
school training sessions. This year the district began conducting PD sessions immediately
following the summer Education Effectiveness Academy. Moreover, the 2013-2014 school
calendar includes more staff training to be conducted during the school day. This will allow the
district to use its limited RTTT Funds. (i.e. UDL Training, Disciplinary Literacy integration, and
Common Core alignment)
High Quality Professional Development – Teacher Induction
Progress
Queen Anne’s County Public Schools provides a New Teacher Induction Program one week
prior to the regular staff reporting for the new school year. An overview of the New Teacher
Induction Program and requirements is reviewed, emphasizing the three year support for new
teachers to QACPS.
30
Another critical component of the New Teacher Induction program in Queen Anne’s County is
the mentor program. During the course of the year, mentors participate with mentees in
regularly scheduled school-based professional development provided by the teacher specialists
and academic deans as well as periodic staff development sessions planned centrally and
delivered by the office of Curriculum and Instruction. Differentiated professional development
is delivered for second year teachers and at times job-embedded professional development and
support is provided as needed. Third year teachers also are invited to attend professional
development and are monitored by mentors on a consult basis.
Challenges
During 2012-2013 SY, due to budget constraints, the following were not options for new staffing
in QACPS: a. reduction in the teaching schedule, b. reduction or elimination of responsibilities
in non-instructional duties. However, sensitivity to assignment to teaching classes that include
high percentage of academic or attendance challenges are considered in most novice teacher
assignments. Novice teachers are also asked to provide input into the effectiveness of the
program through feedback and survey forms that are collected and analyzed twice yearly.
Attendance, Graduation and Dropout Rates
Progress
The attendance rate for all schools was 94.6% which is above the benchmark for the 5th
straight
year. Although there was a 0.4% decrease overall, the attendance rate for this school system
remains high and the slight drop has been attributed to a high rate of illness among our school
aged population. There was an increase in the attendance rate of our 504 students of 1.2% from
93.1% to 94.3% , which marks a significant increase.
The state graduation target rate of 85.5% and the 3% dropout target rate have been met by
QACPS for the seventh consecutive year. Graduation rate demonstrated a slight decrease from
the 2011-2012 of .2 % (92% to 91.8%). The overall drop-out rate showed a slight increase from
1.8% to 2.1% Addressing the graduation rate, progress was achieved in the following student
subgroups: African American, and FARMs. The subgroups of American Indian/Alaskan
Native, Asian/Pacific Islander and LEP remained consistent.
All 14 QACPS schools as well as Anchor Points Academy have been trained in PBIS and have
been initiating or implementing the PBIS process with fidelity. For the school year 2012-2013 all
schools earned the gold banner award from MSDE which is the highest honor a school can
receive for PBIS implementation The positive changes in school environment and culture have
had a direct impact on the current graduation and dropout rates. A positive safe and nurturing
school environment can have a positive influence on the way a child sees the school setting.
Therefore, if a child sees school as a welcoming place they are more likely to have improved
attendance and better grades. Additionally, Student Support Teams at each school provide early
proactive interventions to keep students focused and on path to graduation. Last year the middle
schools began implementing Olweus which is a comprehensive, school wide, anti-bullying
program. By having an effective anti-bullying program in the schools this can have an impact on
truancy as bullying is identified as a reason why children do not want to attend school.
31
At the middle school level, a separate attendance policy providing logical consequences for poor
attendance (i.e. credit loss) was implemented at mid-year. We hope to see this policy impact our
data during the next school year.
Challenges High school attendance rates showed a slight decrease of 0.4% for a total achievement of 94.0%.
This decline can be attributed to decreases in our major subgroups. African American
attendance decreased by 0.1%, Hispanic attendance decreased by 0.7%, White (Not of Hispanic
Origin) decreased by 0.4%, FARMS level decreased by 0.5%, ELL decreased by 1.3% and
Special Education decreased by 0.3%.
Elementary and middle schools achieved the 94% benchmark with elementary achieving 94.8%
and middle achieving 94.9% respectively. African American attendance at the middle school
dropped slightly by 0.1% to 95.2% although at for elementary schools; there was a 0.9% increase
(for a total of 96.1%). Middle school attendance rates also show increases in the areas of Special
Education, FARMS and LEP. Elementary schools showed increases in the areas of Special
Education, FARMS, LEP, African American, and Hispanic attendance.
At our two high schools where a four period schedule is implemented we see challenges
providing interventions to struggling students. We also struggle with a financial barrier which
keeps the district from providing additional Special Education teachers, tutors, and teachers’
assistants to meet the needs of our at-risk populations. Additionally, after school employment
and other activities prevent students with needs from being available for after school tutoring and
supports. This also prevents many of them from participating in the district’s Saturday school
credit recovery opportunities.
Therefore, in order to address the needs for all students, but in particular the target subgroups of
FARMs and Special Education, the following programs and strategies have been implemented.
Saturday School will continue to be an alternative to suspension and a means of achieving credit
recovery. Summer school is also used to gain make-up credit for failed courses during the
school year. By keeping students on track to graduate they will be less likely to drop out. The
Achievement Mentoring Program in the middle and high schools is provided in conjunction with
the Community Partnership for Children and is funded through the Governor’s Office for
Children and the Office for Crime Control and Prevention. The program provides assistance to
families in locating needed resources and offers interventions to students that are “at risk” of
dropping out of school.
With the exception of this year, the attendance rate in Queen Anne’s County has shown steady
improvement over the last three years. Queen Anne’s County will continue to build on
successful programs such as PBIS, Achievement Mentoring and Saturday School; using grant
funds from the Governor’s Office for Children and the Office of Crime Control and Prevention
where appropriate. In addition, Queen Anne’s County Public Schools is exploring the idea of
partnering with other community agencies.
32
Section A: School Success Factors
Narrative: During the Race to the Top (RTTT) Year three cycle Queen Anne’s County Public Schools (QACPS) was able to complete most of
the activities that were identified in the 2012-2013 RTTT Scope of Work (SOW) Plan. Those few activities that were not completed
were assimilated into year four goals and activities. Year four goals and activities are discussed specifically within each of the RTTT
sections that are an integral part of the 2013-2014 QACPS Comprehensive Master Plan.
Year three activities that were accomplished are listed below under their SOW Section and Goal Number.
Section B: Standards and Assessments
Goal 1 – Develop a local plan for implementation of Maryland Common Core State Curriculum (MD CCSC)
During year three, QACPS monitored a local 4-year SOW plan for MD CCSC which aligns with State’s RTTT plan in the
areas of Argumentative Writing and Math Standards of Practice.
During year three, QACPS implemented a local 4-year SOW plan for the Maryland Common Core State Standards (MD
CCSC) which aligns with the State’s RTTT plan Excluding Common Core in Algebra I and II; English I and II
Goal 2 – Communicate to all education stakeholders Maryland Common Core State Curriculum (MD CCSC) Transition Plans
Shared level transition plans for implementation of the (MD CCSC) with various stakeholders (i.e., school PTA meetings,
brochures, BOE meetings, etc.)
Conducted professional development related to transition plans with school-based personnel (Teacher Specialists, Reading
Specialists, & Math Specialists).
Updated a brochure for the 12-13 school year that outlines transition to Common Core for parents.
Shared transition plans with Board and stakeholders through a series of presentations done at Board of Education meetings.
(BOE agendas, posted on QACPS website, feedback from all stakeholders)
Goal 3 – Participate in State and local efforts to create curricular documents in parallel format for all curricular areas
(including STEM)
Involved QACPS representatives from each level and content area in the States Toolkit and unit writing opportunities.
Provided staff to assist in evaluation of electronic resources from the MD online curriculum toolkit for alignment.
33
Participated in the development of the State STEM initiative.
Implemented MD CCSC in Reading Pre-K-8, Math Pre-K-8 and Geometry, STEM and Elementary, Middle, and High
Disciplinary Literacy.
Implemented new K-5 Math program aligned with MD CCSC.
Aligned of existing county curriculum with MD CCSC.
Developed county curriculum modeled after the modules of the Curricular Management System and the PARCC frameworks.
Goal 4 – Implement transition and training plan for adoption of MD CCSC
Provided professional development for all curricular areas based on information from the EEA, using school based specialists.
Provided timely feedback to teachers who began implementing the MD CCSC in their instruction
Designed collaborative lesson plans, in writing, that integrate all of the MD CCSC.
Began modification of all collaborative lesson plans based on feedback from teachers.
Provided professional development on UDL across the district through school based workshops, and general education and
special education partnerships.
Explored an online work environment (Curriculum Loft and Edmodo) that promotes collaboration and use of resources by
QACPS staff.
Piloted an online work environment (Curriculum Loft and Edmodo) that promotes collaboration and the use of resources by
QACPS staff.
Identified staff from each school to participate in the 2013 State sponsored Educator Effectiveness Academy (EEA)
Participated in Educator Effectiveness Academy in 2013.
Developed a new level transition plan for year 4 following the 2013 Educator Effectiveness Academy
Goal 5 – Design of a comprehensive assessment system that will improve classroom practices
Updated stakeholders within school system through clarification of common language. Comprehensive assessment plan is on
line.
Revised assessments where available, to align with MD CCSC and PARCC frameworks.
Developed numerous assessments, which were not available, to align with MD CCSC and PARCC framework.
Worked with ES9 group to develop assessments as needed.
34
Goal 6 – Ensure QACPS educators fully understand the summative assessments that are replacing the current evaluation
process
Participated in the educator leadership cadre to identify requirements of the new summative assessments
Provided professional development, through our transition plan, to QACPS educators regarding revised summative
assessments.
Goal 8 – Aligned the QACPS technology infrastructure to support the four components of the MSDE IIS (Instructional
Improvement System, Technology Infrastructure, Longitudinal Data System, and the Online Instructional Toolkit).
Monitored the progress of the development of the instructional Technology Infrastructure in Queen Anne’s County.
Analyzed the technological requirements for the online data system and PARCC.
Identified the hardware and software components required to successfully implement MSDE IIS and PARCC Assessments.
Purchased required hardware, such as lap top carts for all schools, and software based on the identification process listed
above.
Goal 9 – Implement trans-disciplinary STEM standards of Practice
Participated as requested on State STEM Standards of Practice Committees
Provided professional development for QACPS teachers to enhance their understanding of STEM
Goal 10 – Expand STEM opportunities for teachers and students
Offered STEM Academy for high school students, focusing on minority, FARMs, ELL, and students with disabilities
Offered STEM Academy for middle school students, focusing on minority, FARMs, ELL, and students with disabilities
Offered STEM Academy for elementary school students, focusing on minority, FARMs, ELL, and students with disabilities
Provided additional middle schools for the Gateway to Technology program.
Encouraged partnerships with organizations that assist student participation in STEM opportunities.
Provided partnerships with colleges that assist teachers to participate in STEM opportunities
35
Section C: Data Systems to Support Instruction
Goal 1 – Build the technology infrastructure in QACPS to implement an instructional improvement system
Implemented in all district schools a data warehouse program that linked professional development and student achievement to
teacher evaluations.
Cooperated with State efforts to establish a mechanism to enable software such as Performance Matters to interface with
MSDE IIS.
Purchased iPads for new administrators and teacher specialists
Utilized IPADs to collect data to modify instruction
Formulated a funding strategy to support revised and new state technology requirements.
Section D: Great Teachers And Leaders
Goal 1: Incorporate the statewide student growth measure into the QACPS educator evaluation form and process
Incorporated the mandated State growth measurement into the QACPS education evaluator process
Developed Student Learning Outcomes (SLOs) in content areas for the new teacher evaluation system
Trained administrators and teachers on Student Learning Outcomes
Goal 2: Pilot an evaluation system that conforms with State requirements
Implemented the redesigned teacher evaluation and observation process
Participated in the statewide pilot for evaluating classroom teachers
Continued developing pre and post assessment items to be used as measures for SLOs
Established student growth outcomes for principal evaluations
Trained executive team on the use of pilot principal evaluation models
Piloted the new principal evaluation system and process with all district school principals
Goal 3: Increase the collaborative data-driven planning process for equitable distribution of teachers and principals in high
poverty, high minority and hard-to-staff schools
Assessed the effectiveness of teachers in lowest achieving schools and provided professional development to enhance their
performance
36
Goal 5: Ensure all teachers effectively transition into the profession through a high-quality teacher induction/mentoring
program
Implemented an induction /mentoring program consistent with COMAR requirements
Participated in the Educator Instructional Improvement Academies, scheduled by MSDE
Provided monthly training for mentors on materials provided through the Summer MSDE Mentoring Induction Academy
Goal 6: Implement an ongoing program of high quality professional development for teachers and principals
Implemented a novice principal induction mentoring program
Section E: Turning Around Lowest Performing Schools
Goal 1: Provide support to our lowest performing schools
Determined a process for identifying low performing schools given the new state guidelines and assessment changes
Provided supports based on research-based elements of highly effective schools.
Developed school-based action plans/school improvement plans through collaboration of Superintendent, Director of
Curriculum and Instruction, and school-based administration
Goal 2: Provide support to our lowest performing schools through targeted feedback
Provided feedback, from Curriculum and Instruction team, to schools on annual School Improvement Plans
Provided feedback to school teams on program implementation
Provided teachers with feedback on instructional practices regarding effective strategies to increase performance of sub-groups
and individual students
37
Race to the Top Scopes of Work
Section A: State Success Factors
Action Plan: Section A
Goal(s): Queen Anne’s County Public Schools will participate in and complete all required national and statewide program
evaluation activities.
Goals to be sustained after RTTT:
Queen Anne’s County Public Schools will participate in and complete all required national and statewide evaluation activities.
Section A: State
Success Factors
Correlation to
State Plan
Project
#
Start
Date
End Date Key Personnel Performance
Measures
Recurring
Expense:
Y/N
MOU
Requirements:
(No)
Additional
Required
Activities-none
Goal: Queen Anne’s County Public Schools will participate in and complete all required national and statewide evaluation
activities.
Tasks/Activities:
1. Cooperate
with national
and statewide
evaluation
(A)(2) #1 October
1, 2013-
September
30, 2014
Superintendent,
Leadership
Team, Data
Manager
Completion of national and
statewide evaluation
activities
Submission of required data
and reports
N
38
Section A Key Personnel
Superintendent Dr. Carol Williamson
Leadership Team Mrs. Roberta Leaverton Director of Curriculum & Instruction Mr. Dan Lessard Human Resources Officer Mr. Sid Pinder Director of Operations Mrs. Robin Landgraff Finance Director Mr. Margaret Ellen Kalmanowicz Supervisor of Transportation Mrs. Julia Alley Facilitator Mrs. Kathy Draper Supervisor Mr. Brad Engel Supervisor Mrs. Diane McGowan Supervisor Mrs. Elaine O’Neal Supervisor Mrs. Tina Thomas Supervisor Mrs. Leigh Veditz Supervisor Mr. Willie Waits Supervisor Mr. Robert Watkins Supervisor
Mr. David Brown, Local Accountability Coordinator Mr. Karl Hagelin Coordinator of Technology Mrs. Geri Thompson Title I/Family Involvement Coordinator
Mr. Lawrence Dunn Principal, BES/KIE Mr. Dave Dulac Principal, CES Dr. Lloyd Taylor Principal, CHES Mrs. Michelle Carey Principal, GES Mr. Sean Kenna Principal, KES Mrs. Carol Kamp Principal, MES Mrs. Michele Hampton Principal, SES Mrs. Amy Hudock Principal, CMS Mrs. Theresa Farnell Assistant Principal, CMS Dr. Angela Holocker Principal, MMS Mrs. Kaylene Kovach Assistant Principal, MMS Mr. Kevin Kintop Principal, STM
Mrs. Jennifer Schrecongost Assistant Principal, STM Mr. John Lischner Principal, SMS Mr. Tom Walls Assistant Principal, SMS Mr. John Schrecongost Principal, KIHS Mrs. Christine Dunn Assistant Principal, KIHS Mr. Brian Kelly Assistant Principal/Athletic Director KIHS Ninth Grade Annex Mr. Dan Harding Assistant Principal/Athletic
Director, KIHS Mrs. Louisa Welch Academic Dean, KIHS Mrs. Jackie Wilhelm Principal, QACHS Mrs. Debbie Lawrence Assistant Principal, QACHS Mr. Jon Marketto Assistant Principal/Athletic
Director, QACHS Mrs. Tracy Kenna Academic Dean, QACHS
Mrs. Carrie Mitten Principal, APA
Data Manager Mrs. Madeline Hubbard
39
Race to the Top Scopes of Work
Section B: Standards and Assessments
Narrative:
As stated in previous Race to the Top (RTTT) Scopes of Work (SOW), QACPS believes the Maryland Common Core State
Curriculum (MD CCSC) are the basis for ensuring all students are provided a rigorous educational program leading to graduation
from high school, college, and/or career readiness. During year three of the RTTT initiative, QACPS’ commitment to accomplishing
the goals and activities of the local RTTT Scope of Work (SOW) has been reflected through the dedication and hard work of our
educators. Monthly reports to MSDE have documented our progress toward meeting Section B goals. During the 2012-2013 grant
period, QACPS was able to support the Maryland RTTT initiative of enhanced standards and high quality assessments by completing
the following defined goal activities:
Implemented transition plans for Maryland Common Core State Curriculum (MD CCSC) that align with the State’s RTTT
plan (Argumentative Writing and Math Standards of Practice)
Provided professional development to all teachers and leaders to continue effective implementation of MD CCSC
Designed and developed comprehensive assessment system to improve classroom practices
Provided QACPS educators with professional development to fully understand the summative assessments that are replacing
the current evaluation system
Aligned the QACPS technology infrastructure to support the four components of the MSDE IIS(Instructional Improvement
System, Technology Infrastructure, Longitudinal Data System, and the Online Instructional Toolkit)
Implemented trans-disciplinary STEM Standards of Practice, and provided expanded STEM opportunities for teachers and
students
Participated in State and local efforts to create curricular documents in parallel format for all curricular areas (including
STEM)
Communicated to all education stakeholders Maryland Common Core Curriculum (MD CCSC) Transition plans
In year four, QACPS will continue its efforts toward full implementation of the MD CCSC. The district’s RTTT goals and activities
listed within Section B’s action plan correlate with the required Section (B)(1) Enhanced Standards and High-Quality Assessments,
(B)(2) Developing and Implementing Common, High Quality Assessments, and (B)(3)(i),(ii),(iii) Supporting the Transition to
Enhanced Standards and High-Quality Assessments of the State’s RTTT plan.
40
Following July’s Educator Effectiveness Academy, QACPS administrators and school leaders, met to analyze progress, and reflect
upon the district’s course of action. At this time, transition plans were developed for each level- elementary, middle, and high- and
professional development was planned accordingly. Year four goals and activities were revised and aligned with the State’s RTTT
initiative.
Year four’s transition plans will provide the road map for the districts’ course of action. As in previous years, professional
development will be the vehicle utilized to move all educational stakeholders toward full implementation of MD CCSC. Rigorous,
focused training during this period, will address:
Implementation of the MD CCSC in all core content curriculum
Continued development and utilization of assessments aligned with the PARCC frameworks
Participation in State and local efforts to create curricular documents (and assessments in parallel format for all curricular areas
(including STEM)
Integration of technology to develop well developed, highly effective lessons that incorporate UDL Strategies and Practices,
and are aligned with MD CCSC
Utilization of technology by administrators and school instructional feedback to provide timely feedback to improve classroom
instruction
In order to accomplish these tasks, the following Section B goals will assist QACPS in meeting its RTTT targets.
Goal 1 of Section B states QACPS will implement a local plan for Maryland Common Core State Curriculum (MD CCSC). Consequently, in Year four, QACPS will continue its progress towards fully incorporating MD CCSC in all core content classes.
Plans completed in previous years, in elementary and middle Reading and Language Arts and Math will be monitored, while newly
developed plans including Common Core in Algebra I and 8th
grade math will be implemented. During year four, aspects of the MD
CCSC in English I and II and Algebra II, will be integrated.
Goal 2 of Section B, Communicate to all education stakeholders Maryland Common Core State Curriculum (MD CCSC)
Transition Plans, will be met in year four by:
Sharing the progress of the transition plans with QACPS Board of Education, and stakeholders, through monthly board
meetings as well as through posting plans on district and school websites as well as on MSDE Blackboard; information will
also be available at local schools in the form of brochures and informational handouts
Conducting professional development related to transition plans with school-based personnel, periodically through-out the
2013-2104 school year. (e.g. UDL, STEM, etc.)
41
Having access to a collection of instructional materials that are modeled after MD CCSC is a key part of the QACPS plan for
alignment. To this end, Goal 3 states that QACPS will participate in state and local efforts to create curricular documents (and
assessments) in parallel format for all curricular areas (including STEM). This will be accomplished by involving QACPS
representatives, when possible, in State Level opportunities with curriculum and assessment development, as well as by utilizing the
MSDE online curriculum toolkit to align unit writing and lesson planning. A continued effort will be made to mirror county
curriculum on the modules available on the Curricular Management System and on PARCC prototype questions. Participation in the
State STEM initiative will be ongoing.
QACPS will be able to measure its progress of our 4th
Goal, Implement the transition and training plan for adoption of MD CCSC,
through instructional observations and through the collection of well developed, highly effective lessons that will be developed and
posted to our curriculum management system, Curriculum Loft. Following July’s Educator Effectiveness Academy, professional
development was designed, and will be provided for all curricular areas. Curriculum Supervisors and school administration will
provide feedback to teachers on their implementation of the MD CCSC, based on the professional development they receive. Teachers
will also be given opportunities to develop and modify collaborative lessons using both the Curriculum Loft and Edmodo platforms.
Newly developed lessons will reflect integration of multiple standards of the MD CCSC, as well as incorporate strategies and practices
of Universal Design for Learning (UDL). Ultimately, a collection of aligned, high quality resources will be available to all county
staff.
Section B, Goal 5, design a comprehensive assessment system that will improve classroom practices, requires that QACPS not only
revise current assessments, to align with MD CCSC, and PARCC frameworks, but also to develop assessments which are not currently
available. Throughout this process, QACPS plans to keep local stakeholders updated on changes to assessments through the use of
public release documents and online websites. These informational resources will help QACPS to fulfill Goal 6, which calls for us to
ensure QACPS educators fully understand the PARCC and State assessments that are replacing the current assessment process. To
provide the most up to date information for our educators, QACPS will participate in the PARCC Educator Leadership Cadre and
communicate updates during professional development opportunities throughout the year.
Goal 8 of Section B, align the QACPS technology infrastructure to support the four components of the MSDE IIS (Instructional
Improvement System, Technology Infrastructure, Longitudinal Data System, and the Online Instructional Toolkit), will be achieved
through a variety of actions. Having updated much of the technological infrastructure to support the components, QACPS will
monitor connectivity and will analyze updated requirements for the online data system, as well as PARCC assessments. When the
analysis indicates a need for additional hardware and software components, they will be purchased and appropriate professional
development will be provided to teachers and leaders to allow them to successfully utilize MSDE IIS and PARCC assessments.
42
The last two Goals of Section B, 9 and 10, both deal with STEM. Goal 9 calls for QACPS to implement trans-disciplinary STEM-
based standards of practice. This goal will be reached by providing QACPS teachers with the professional development they need to
collaboratively develop STEM-Centric lesson plans and to implement STEM standards of practice in their instruction. Success will be
reflected in the lessons that they deliver, following the professional development.
Goal 10, expand STEM opportunities for teachers and students, will be addressed both within and outside of the normal school
calendar. Within the normal school calendar, there will be an expansion of course opportunities at high school levels. Bio-Medical
Science and Pre-Engineering will be offered. With an eye to further expansion, QACPS will explore offering Project Lead the Way,
Pre-Engineering at both middle and high school levels. Outside of the normal school calendar, minority, FARMS, ELL, and students
with disabilities, at the elementary, middle and high school levels, will be offered the opportunity to participate in STEM Academies
during the Summer of 2014. Finally, to expand STEM exposure to students and teachers alike, QACPS will also encourage
partnership with outside organizations that assist student participation in STEM opportunities, and will continue to partner with
colleges that assist teachers to participate in their STEM cohorts.
43
Action Plan: Section B
Goal(s): Incorporated within the Action chart below.
Section B: Standards and
Assessments
Correlation
to
State Plan
Project
#
Timeline for
Year 4
Key Personnel Performance
Measures
Recurring
Expense: Y/N
MOU Requirements: (Yes)
Additional Required Activities-
none
(B)(3) #1 See List of Key
Personnel
Names at the
end of Section
B)
Goal 1: Implement a local plan for Maryland Common Core State Curriculum (MD CCSC)
Task Activities:
a. Monitor a local 4-year scope of
work plan for MD CCSC
which aligns with the State
Race to the Top Plan in
elementary and middle RELA
and math.
(B)(3)
October 1,
2013 –
September 30,
2014
Curriculum
Director
Key Curriculum
Supervisors
School
Leadership Team
QACPS implementation
written plan; additional
school implementation plans;
school-based training
evaluations.
Through observations, it
will be evident that
instruction is aligned with
the MD CCSC.
N
b. Implement a local 4-year scope
of work plan for MD CCSC
which aligns with the State
Race to the Top Plan including
Common Core in Algebra I
and 8th
grade math.
(B)(3)
1 October 1,
2013 –
September 30,
2014
Curriculum
Director
Key Curriculum
Supervisors
School
Leadership Team
QACPS implementation
written plan; additional
school implementation plans;
school-based training
evaluations. Through
observations, it will be
evident that instruction is
aligned with the MD CCSC.
N
44
Section B: Standards and
Assessments
Correlation
to
State Plan
Project
#
Timeline for
Year 4
Key Personnel Performance
Measures
Recurring
Expense: Y/N
c. Integrate aspects of the MD
CCSC in English I and II and
Algebra II while maintaining
alignment to HSA and the
current curriculum.
(B)(3)
1 October 1,
2013 –
September 30,
2014
Curriculum
Director
Key Curriculum
Supervisors
School
Leadership Team
QACPS implementation
written plan; additional
school implementation plans;
school-based training
evaluations.
Impact: Through
observations, it will be
evident that instruction is
aligned with the MD CCSC.
N
Goal 2: Communicate to all education stakeholders Maryland Common Core State Curriculum (MD CCSC) Transition Plans.
a. Share the transition plans for
implementation of the (MD
CCSC) with various
stakeholders.
(B)(3)
October 1,
2013 –
December 15,
2014
Superintendent
Director of
Curriculum
School
Leadership
Team
Transition plans are shared
and posted on district and
school websites, and MSDE
Blackboard. Agendas from A
& S, C& I, and specialists
groups, will indicate
participant’s knowledge of
transition plans.
N
b. Conduct professional
development related to
transition plans with school-
based personnel.
(B)(3)
October 1,
2013 –
September 30,
2014
13 School
Principals
Achievement of PD outcomes
will be reflected on feedback
forms. Through observation
and walk throughs, carry over
into classrooms will be
evident.
N
c. Update for 2013-2014, a brochure
that outlines transition to
Common Core for parents.
(B)(3) 1 June 1, 2014 –
August 1,
2014
Content
Supervisors
Item on parent climate survey
will measure parent
understanding of QAC transition
to MD CCSC.
N
45
Section B: Standards and
Assessments
Correlation
to
State Plan
Project
#
Timeline for
Year 4
Key Personnel Performance
Measures
Recurring
Expense: Y/N
d. Inform board members and
stakeholders of changes in
transition plans.
(B((3)
October 1,
2013–
December 15,
2014
Superintendent
Director of
Curriculum
13 School
Principals
Web master
Minutes from board meetings
will reflect level of
understanding of transition.
N
Goal 3: Participate in State and local efforts to create curricular documents (and assessments) in parallel format for all curricular areas
(including STEM)
a. Involve QACPS
representatives, when possible,
for State Level opportunities
with curriculum development
and assessments.
(B)(3)
1
October 1,
2013 –
September 30,
2014
(Meeting
dates
determined by
individual
State groups)
Curriculum and
Instruction
Supervisors
Selected Core
Content
Teachers/Special
ists
Summary sheets or reports
will be shared with content
supervisors and principals.
N
b. Utilize electronic resources
from the MD online curriculum
toolkit.
(B)(3) October 1,
2013 –
September 30,
2014
QACPS Central
Office
Representative
and school-
based personnel
Copies of lessons and units
will be modeled after
Maryland’s online
curriculum.
N
c. Participate in State STEM
initiative.
(B)(3) 1 October 1,
2013 –
September 30,
2014
(Meeting
Curriculum
Supervisors
Selected
Teachers
Summary sheets or reports
will be shared with STEM
facilitator.
N
46
Section B: Standards and
Assessments
Correlation
to
State Plan
Project
#
Timeline for
Year 4
Key Personnel Performance
Measures
Recurring
Expense: Y/N
dates
determined by
individual
State groups)
d. Refine implementation of MD
CCSC in Reading, Math,
STEM and Literacy.
(B)(3) October 1,
2013 –
September 30,
2014
Curriculum
Supervisors
Selected
Teachers
Feedback on observations and
walk throughs will indicate
degree to which MD CCSC is
being implemented.
N
e. Align existing county
curriculum with MD CCSC in
secondary RELA.
(B)(3) 1 October 1,
2013 – Sept.
30, 2014
Content
Supervisors
Teacher and
Content
Specialists
Selected
Teachers
Feedback on observations and
walk throughs will indicate
degree to which secondary
RELA MD CCSC is being
implemented
N
f. Develop county curriculum and
assessments modeled after the
modules of the Curricular
Management System and
PARCC.
(B)(3) 1 October 1,
2013 – June
30, 2014
Content
Supervisors
Teacher and
Content
Specialists
Selected
Teachers
County curriculum will mirror
the modules of available CMS
units and PARCC prototype
questions.
N
Goal 4:Implement transition and training plan for adoption of MD CCSC
a. Provide professional
development for all curricular
areas based on information from
EEA.
(B)(3) 1 October 1,
2013 – July 1,
2014
Leadership
Team
EEA Academy
Achievement of PD outcomes
will be reflected on feedback
forms. Through observation
and walk throughs, carry over
into classrooms will be evident.
N
47
Section B: Standards and
Assessments
Correlation
to
State Plan
Project
#
Timeline for
Year 4
Key Personnel Performance
Measures
Recurring
Expense: Y/N
Participants
Content
Supervisors
Teacher
Specialists
Reading/Math
Specialists
b. Provide timely feedback to
teachers who are implementing
the MD CCSC in their
instruction.
(B)(3) October 1,
2013–
September 30,
2014
Curriculum
Supervisors
School based
administration
School based
specialists
Evidence of feedback being
utilized will be noted in
follow up observations.
N
c. Design collaborative lesson
plans that integrate multiple
standards of the MD CCSC.
(B)(3) 1 October 1,
2013-April
30, 2014
Content
Supervisors,
Content and
Teacher
Specialists,
Classroom
Teachers
Lesson plans, lesson seeds,
activities reflect integration of
multiple standards.
N
d. Provide opportunities for teachers
to modify collaborative lesson
plans based on feedback.
(B)(3) 1 October 1,
2013-April 30,
2014
Content
Supervisor
Content and
A bank of well developed,
highly effective lessons will be
developed and posted to
N
48
Section B: Standards and
Assessments
Correlation
to
State Plan
Project
#
Timeline for
Year 4
Key Personnel Performance
Measures
Recurring
Expense: Y/N
Teacher
Specialists
Classroom
teachers
Curriculum Loft.
e. Provide professional
development on UDL across
the district.
(B)(3)
1 October 1,
2013 – April
30, 2014
Content and
Teacher
Specialists
Classroom
teachers
UDL Consultant
Lesson plans incorporate
UDL
strategies and practices.
Observations will note
inclusion of UDL strategies
and practices.
N
f. Embed UDL resources into
Curriculum Loft.
(B)(3) 1 October 1,
2013 –
January 30,
2014
Curriculum
Supervisors
Web master
UDL Consultant
Lesson plans incorporate
UDL
strategies and practices.
Observations will note
inclusion of UDL strategies
and practices.
N
g. Provide professional
development on the use of
Curriculum Loft and Edmodo
to promote collaboration and
the use of resources by QACPS
staff.
(B)(3) 1 October1,
2013 –
September 30,
2014
Curriculum
Supervisors
Director of
Curriculum
Technology
Dept
Feedback from PD will
indicate teacher understanding
of how to access Curriculum
Loft and Edmodo.
N
h. Implement Curriculum Loft
and Edmodo in all schools.
(B)(3) 1 October 1,
2013 – June
30, 2014
Curriculum
Supervisors
Technology
Department
Monitoring of Curriculum
Loft and Edmodo Groups will
assure utilization of resources.
Informal surveys will be
N
49
Section B: Standards and
Assessments
Correlation
to
State Plan
Project
#
Timeline for
Year 4
Key Personnel Performance
Measures
Recurring
Expense: Y/N
utilized to measure teacher
satisfaction.
i. Participate in the state
sponsored 2014 Educator
Effectiveness Academy.
(B)(3) Summer 2014 School
Leadership
Team
EEA Teacher
Teams
Director of
Instruction
Development of transition
plans that reflect EEA
activities will verify
participation.
N
j. Develop a new level transition
plan for year 4 following the
2014 Educator Effectiveness
Academy.
(B)(3) 1 July 1, 2014–
August 30,
2014
EEA Teacher
Teams
Leadership
Team
Director of
Instruction
Copies of Leveled Transition
Plans will provide a consistent
plan of action for all schools
in Queen Anne’s County.
N
Goal 5: Design a comprehensive assessment system that will improve classroom practices.
a. Update local stakeholders on
information related to
assessments.
(B)(3) October 1,
2013 –
September 30,
2014
Web Master
Curriculum and
Instruction
Question on Parent Climate
Survey reflects stakeholders’
understanding of assessments.
N
b. Revise current assessments
where available, to align with
(B)(3) 1 October 1,
2013 –
Content Performance on aligned
assessments will provide
N
50
Section B: Standards and
Assessments
Correlation
to
State Plan
Project
#
Timeline for
Year 4
Key Personnel Performance
Measures
Recurring
Expense: Y/N
MD CCSC and PARCC
frameworks.
September 30,
2014
Supervisors
Content and
Teacher
Specialists
Specified
Teachers
educators with information to
guide their instruction.
c. Develop assessments, which
are not available, to align with
MD CCSC and PARCC
framework.
(B)(3) 1 October 1,
2013 –
September 30,
2014
Content
Supervisors
Content and
Teacher
Specialists
Specified
Teachers
Performance on aligned
assessments will provide
educators with information to
guide their instruction.
N
d. Procure assessments as needed. (B)(3) 1 October 1,
2013 –
September 30,
2014
Content
Supervisors
Content and
Teacher
Specialists
Specified
Teachers
Performance on procured
assessments will provide
educators with information to
guide their instruction.
N
Goal 6- Ensure QACPS educators fully understand the PARCC and State assessments that are replacing the current assessment process.
a. Participate in the PARCC
Educator Leadership Cadre to
(B)(3) 1 October 1, QACPS
Representative
C & I and A & S agendas, as
well as electronic resources,
N
51
Section B: Standards and
Assessments
Correlation
to
State Plan
Project
#
Timeline for
Year 4
Key Personnel Performance
Measures
Recurring
Expense: Y/N
identify requirements of the
new summative assessments.
2013
September 30,
2014
(Meeting
dates set by
PARCC)
will reflect information shared
by our cadre member
b. Provide professional
development to QACPS
educators/administrators
regarding revised summative
assessments.
(B)(3)
1 June 2013 –
September 30,
2013
Director of
Curriculum
Content
Supervisors
Feedback forms from PD will
reflect a thorough knowledge
of revised summative
assessments.
N
Goal 7: Align the QACPS technology infrastructure to support the four components of the MSDE IIS (Instructional Improvement System,
Technology Infrastructure, Longitudinal Data System, and the Online Instructional Toolkit).
a. Monitor the progress of the
development of the
Instructional Technology
Infrastructure in Queen Anne’s
County.
(B)(3) October 1, 2013
– September
30, 2014
Coordinator of
Informational
Technology
Local
Accessibility
Coordinator
The number of work orders
related to network
connectivity will be reduced.
N
b. Analyze the technological
requirements for the online
data systems and PARCC
assessments.
(B)(3) October 1, 2013
– December 1,
2014
Coordinator of
Informational
Technology
Local
Accessibility
Coordinator
Completed gap analysis
indicates needs for
technological requirements.
N
52
Section B: Standards and
Assessments
Correlation
to
State Plan
Project
#
Timeline for
Year 4
Key Personnel Performance
Measures
Recurring
Expense: Y/N
c. Identify the hardware and
software components required
to successfully implement
MSDE IIS and PARCC
Assessments.
(B)(3) October 1, 2013
– December 1,
2014
Coordinator of
Informational
Technology
Local
Accessibility
Coordinator
Completed gap analysis
indicates needs for hardware
and software components.
N
d. Purchase required hardware
and software based on the
identification process listed
above.
(B)(3) 1 December 1,
2013 –
February 1,
2014
Coordinator of
Informational
Technology
Purchase orders reflect that
tech requirements have been
fulfilled for PARCC.
N
e. Provide professional
development opportunities to
enable teachers and leaders to
utilize the components of the
MSDE IIS that are available.
(B)(3) 1 March 1, 2014-
August 30,
2014
Spring/Summer
Coordinator of
Informational
Technology
Content
Supervisors
Local
Accessibility
Coordinator
Agenda/Rosters
Participants reflections
Increased use of IIS and
related systems. Observation
of participants successfully
utilizing MSDE IIS during
Professional Development.
N
Goal 8: Implement trans-disciplinary STEM-based standards of practice
a. Provide professional development
for QACPS teachers to implement
STEM standards of practice in
their instruction.
(B)(3) 1 October 1,
2013 –
September 30,
2014
Curriculum
Supervisors
Selected Teachers
Achievement of PD outcomes
will be reflected on feedback
forms. Through observation
and walk throughs, carry over
into classrooms will be
evident.
N
53
Section B: Standards and
Assessments
Correlation
to
State Plan
Project
#
Timeline for
Year 4
Key Personnel Performance
Measures
Recurring
Expense: Y/N
b. Develop STEM-Centric lesson
plans at all levels through
collaborative planning.
(B)(3) 1 October 1,
2013 –
September 30,
2014
Curriculum
Supervisors
Teacher
Specialists
Selected
Teachers
Lesson plans, lesson seeds,
activities reflect integration of
multiple standards.
A bank of STEM-Centric
lesson plans will be available
and stored on Curriculum Loft
for teacher use.
Goal 9: Expand STEM opportunities for teachers and students
a. Offer STEM Academy for high
school students, focusing on
minority and FARMS, ELL and
students with disabilities.
(B)(3) Summer 2014 STEM
Supervisor
Principals
Selected
Teachers
Rosters and attendance will
reflect increased enrollment
and academy completion of
under-represented populations
in STEM Academy.
N
b. Offer STEM Academy for
middle school students
focusing on minority and
FARMS, ELL and students
with disabilities.
(B)(3) Summer 2014 STEM
Supervisor
Principals
Selected
Teachers
Rosters and attendance will
reflect increased enrollment
and academy completion of
under-represented populations
in STEM Academy.
N
c. Offer STEM Academy for
elementary school students,
focusing on minority and
FARMS, ELL and students
with disabilities.
(B)(3) Summer 2014 STEM
Supervisor
Principals
Selected
Teachers
Rosters and attendance will
reflect increased enrollment
and academy completion of
under-represented populations
in STEM Academy.
N
d. Explore the expansion of
Project Lead the Way, Pre-
(B)(3) October 1,
2013 –
Middle School
Principals
Anticipated cost impact for
expansion of Project Lead the
N
54
Section B: Standards and
Assessments
Correlation
to
State Plan
Project
#
Timeline for
Year 4
Key Personnel Performance
Measures
Recurring
Expense: Y/N
Engineering, to middle school
and high school.
September 30,
2014
CTE Supervisor
Way and Pre-Engineering
courses will provide guidance
for feasibility.
e. Offer Bio-Medical Science and
Pre-Engineering at the high
school level.
(B)(3) October 1,
2013 –
September 30,
2014
CTE Supervisor Enrollment and successful
completion of Bio-Medical
Science and Pre-Engineering
courses
N
f. Encourage partnerships with
organizations that assist student
participation in STEM
opportunities.
(B)(3) Summer 2014 STEM
Supervisor
Enrollment and list of STEM
events will show increased
participation and
opportunities for students as
compared to 12-13.
N
g. Provide partnerships with
colleges that assist teachers to
participate in STEM
opportunities.
(B)(3) October 1,
2013–
September 30,
2014
STEM
Supervisor
Enrollment in STEM Cohort
continues to grow. College
partnerships in STEM
opportunities will increase in
2013-2014.
N
Goals to be sustained after RTTT:
Goal 1: Implement Maryland Common Core State Curriculum (MD CCSC)
Goal 2: Communicate information to all education stakeholders Maryland Common Core State Curriculum (MD CCSC) and PARCC
Assessments
Goal 5: Implement comprehensive assessment system that will improve classroom practices.
Goal 6: Ensure QACPS educators fully understand the PARCC and State assessments.
Goal 7: Utilize State aligned formative assessment tools to determine if students are college and career ready
Goal 8: Ensure alignment of the QACPS technology infrastructure to support the four components of the MSDE IIS (Instructional
Improvement System, Technology Infrastructure, Longitudinal Data System, and the Online Instructional Toolkit)
Goal 9: Implement trans-disciplinary STEM-based standards of practice.
Goal 10: Expand STEM opportunities for teachers and students
55
Elementary and Secondary Education Flexibility
Accountability
Maryland remains committed to addressing significant gains and progress, in addition to
proficiency, for all students. Maryland’s new accountability structure has three prongs. The first
is the identification of Priority, Focus, and Reward schools. The second is driven by the results
of each subgroup’s performance on the ambitious, but achievable, annual measureable objectives
(AMOs). The third is the development of the School Progress Index that addresses progress on
achievement, closing the achievement gap, and student growth, or preparing students to be
college and career ready.
QUEEN ANNE’S COUNTY DOES NOT HAVE ANY SCHOOLS THAT HAVE BEEN
DESIGNATED AS REWARD SCHOOLS
2013 Annual Measurable Objectives (AMOs)
Annual Measurable Objective targets are unique to specific schools and subgroups; schools are
striving to meet their individual targets to support the achievement of all students while closing
the achievement gap and decreasing the number of non-proficient students. Through Maryland’s
ESEA Flexibility Request, each Maryland school will reduce its percent of non-proficient
students for each of its subgroups and overall by half in six years (2017).
LEA Level AMO Analysis for Reading and Mathematics:
*Data tables (2.1 – 2.2.)
1. Based on available trend data, describe the challenges in Reading/Language Arts.
In your response, identify challenges in terms of subgroups.
Elementary School Reading
Over the last three years, QACPS has maintained the percentage of students scoring proficient or
higher on MSA Reading at 94%; however, the percentage of students scoring advanced, 43.1%,
has remained static. We continue to be challenged by performance of subgroups. Though 79.8%
of special education students scored proficient or higher on MSA in 2013, there continues to be a
14.5 percentage point gap between the aggregate and special education population. The gap
between the aggregate and all other subgroups widened this year. There was a 14.6 percentage
point gap between the aggregate and the African American population, an increase of 3.1
percentage points; and there was a 12.1 percentage point gap between the aggregate and FARMs
population, an increase of 6.5 percentage points. This increase might be attributed to QACPS’s
transition to MD CCSC.
Middle School Reading/Language Arts
This year QACPS saw a slight decline in students’ MSA proficiency from 91.7% in 2012 to
90.6% in 2013. The gap between African American students and the aggregate in 2013 is 23.7
percentage points, between Special Education and the aggregate is 31.3 percentage points, and
56
between FARMS and the aggregate, 16 percentage points. Prior to this year, our schools were
making gains in proficiency across the board. This year, teachers implemented the MD CCSC,
and our performance was impacted.
Queen Anne’s County transition to the MD CCSC, creates a misalignment with the Maryland
School Assessments. The lack of alignment between instruction and local/state assessments
creates challenges for our schools and our system, particularly with subgroups. Further, as our
state moves toward full implementation of the MD CCSC, the Modified MSA has been pulled
from the cadre of Special Education assessments. The lack of educators trained to deliver
interventions with fidelity continues to be a concern.
2. Describe the changes or adjustments that will be made to ensure progress and
include timelines where appropriate. Include a description of corresponding
resource allocations.
(LEAs should include funding targeted to changes or adjustments in staffing,
materials, or other items for a particular program, initiative, or activity. The LEA
should explain the source of the funding as restricted or unrestricted. If the source is
restricted IDEA, Title I or ARRA funding – include the CFDA number, grant name,
and the attributable funds. Otherwise, identify the source as unrestricted and include
attributable funds.)
Elementary School Reading
Overall, our students continued to make progress, even with the transition to the MD CCSC. We
will use best practices such as examination of student work, collaborative lesson design, and
analysis of data, during data days which are included in this year’s calendar. We will use a menu
of reading interventions for both decoding and comprehension. These include Leveled Literacy,
Fundations, LiPs, SOAR, Corrective Reading, Visualizing and Verbalizing, and the web-based
intervention iREADY (local funds). Since it is web-based, Reading Specialists are able to
enhance their program to allow for multiple interventions to be offered simultaneously in the
same classroom to more effectively address the reading needs of all students.
Reading Specialists will continue to provide and oversee interventions and to be a resource to the
classroom teachers. The Reading Specialists will function as school-based resources for
professional development as the system fully implements the Maryland Common Core State
Curriculum for Reading and Language Arts through the Elementary Reading/Language Arts
transition plan developed after the EEA. As the year continues, Curriculum Loft will be utilized
to more effectively share quality and aligned lesson resources with all teachers.
Middle School Reading/Language Arts
Even though gaps exist between the aggregate and various student populations, middle school
students identified within these groups are still making steady progress. Therefore, QACPS will
continue to utilize the most successful major initiatives: data-driven instruction, examination of
student work, collaborative lesson design, research-based interventions, and job-embedded
professional development. In all district middle schools, identified at risk students who require
additional support are assigned to research-based interventions in addition to the regular
57
Reading/Language Arts class. Moreover, three of four middle schools implement daily, separate
reading and language arts classes. Thus, both the critical skills of reading and writing receive
focused instructional attention. Our top performing middle school has been employing this
schedule for six years and as other schools have observed their achievement, they have moved to
this model. Three of our four middle schools will continue to utilize this model in 2013-2014.
As soon as funding is available, the fourth middle school will move to this model as well. In
July of 2013, our lowest performing middle school filled an 8th
grade Language Arts (LA)
position with a highly qualified teacher; the LA classes were previously taught by staff who were
teaching out of their content area.
In addition teachers, specialists, and administrators are writing Student Learning Objectives
based on subgroup data.
3. Based on available trend data, describe the challenges in Mathematics. In your
response, identify challenges in terms of subgroups.
*Data tables (2.4 – 2.5)
Elementary Math
The achievement level reached by QACPS during 2012 – 2013 school year reflects a
misalignment between the MSA testing program and the Common Core curriculum that is
instituted in grades Pre-Kindergarten through Grade 5. As a result QACPS dipped from number
1 in the state to 13th
in the state in the area of Elementary Math. In the three years leading up to
our transition to the Common Core our data has shown growth among the aggregate – 93.9% in
2010, 93.3% in 2011, and 95.6% in 2012. However, in 2013, 85.9% of our elementary students
achieved at the proficient or advanced level, a 9.7 point decrease. Concurrently, there is a
positive trend with students achieving at the advanced level in the years leading to the MD
CCSC transition – 45% in 2010 & 2011, and 51.8% in 2012. In 2013, 19.8% of our elementary
students achieved at the advanced level.
The transition to the MD CCSC has created many challenges for our math program. In 2013, we
saw a significant drop in achievement according to MSA results. However, this drop is
misleading. During the 2012-2013 school year, we fully implemented the MD CCSC, choosing
not to follow the Maryland State Curriculum. As a district we chose to address the math skills
needed leading to a successful implementation of the MD CCSC. We will continue to identify
the gaps in our mathematics curricula as we strive to improve student achievement.
The MSA data shows an increase in achievement gaps among our subgroups. During the past
school year, 55.8% of Special Education students scored proficient. Unfortunately, this resulted
in an achievement gap of 30.1 points. Between FARMs and the aggregate, there is a 13.4 point
gap. Additionally, there is a 25.7 point gap between our African American students and the
aggregate and a 26.9 point gap between our ELL students and the aggregate.
QACPS will continue its efforts this year (2013-2014) in identifying and addressing individual
student needs at the primary level, especially those with special needs.
58
Middle Math
The achievement level reached by QACPS during 2012 – 2013 reflects a misalignment between
the MSA testing program and the Common Core curriculum that is instituted in grades 6 through
8. As a result QACPS dipped from number 7 in the state to 17th
in the state in the area of Middle
School Math. In the years leading up to our transition to MD CCSC the QACPS aggregate has
demonstrated a positive increase in achievement scores (83.1% in 2010, 85.0% in 2011, and
86.5% in 2012). However, in 2013, 71.7% of our middle school students achieved at the
proficient or advanced level, a decrease of 14.8 points. Concurrently, there was a positive trend
for our students achieving at the advanced level (31% in 2010, 36% in 2011, and 37% in 2012)
in the years leading to the transition to MD CCSC. In 2013, 17.5% of our middle school student
achieved at the advanced level.
The transition to the MD CCSC has created many challenges for our middle school math
program. In 2013, we saw a significant drop in achievement according to MSA results.
However, this drop is misleading. During the 2012-2013 school year, we fully implemented the
MD CCSC in grades 6 and 7, and partially in grade 8, choosing not to follow the Maryland State
Curriculum. As a district we chose to address the math skills needed leading to a successful
implementation of the MD CCSC. We will continue to identify the gaps in our mathematics
curricula as we strive to improve student achievement.
The MSA data shows an increase in the achievement gaps among our subgroups. During the
past school year, 30.3% of Special Education students scored proficient. Unfortunately, this
resulted in an achievement gap of 41.4 points. Between FARMs and the aggregate, there is a
15.1 point gap. Additionally, there is a 26 point gap between our African American students and
the aggregate, and a 38.4 point gap between our ELL students and the aggregate.
4. Describe the changes or adjustments that will be made to ensure progress and
include timelines where appropriate. Include a description of corresponding
resource allocations. (LEAs should include funding targeted to changes or
adjustments in staffing, materials, or other items for a particular program, initiative, or
activity. The LEA should explain the source of the funding as restricted or
unrestricted. If the source is restricted IDEA, Title I or ARRA funding – include the
CFDA number, grant name, and the attributable funds. Otherwise, identify the source
as unrestricted and include attributable funds.).
Overall for Elementary and Middle Math
Despite our curricular misalignment to the MSA and resulting decrease in MSA scores,
students are making progress in becoming mathematically proficient students. Our transition
to MD CCSC has motivated better instruction targeting increased focus on conceptual
understanding, rigor, and coherence.
Teachers in all grade bands will continue to examine the data of cohort students as they move
from grade to grade. This year, QACPS will focus on the wider and more consistent analysis of
pretest and posttest data to gives teachers a clearer diagnostic picture of addressing student
59
needs. During the summer of 2013, the QACPS Mathematics Department created Critical
Content Cumulative Assessments (CCCA) for all courses Kindergarten through 8th
Grade. The
CCCA’s will provide teachers with an effective tool to assess the most critical content in their
grade level. Additionally, the Mathematics Team created Unit Assessments for each unit in K-
8. Continued efforts on writing collaborative lesson plans both at the school-based level and
district level will be emphasized. Leadership team Learning Walks will continue to be the
primary tool in identifying areas of strength and weakness. Additionally, increased focus on the
dialogue between co-teachers and regular classroom teachers will assist them in providing the
most effective instruction in the classroom.
Math Specialists will continue to be the primary school-based resource for math teachers. They
will continue to oversee the school-based intervention programs. Math Specialists will function
as school based resources for professional development as our system continues our transitions
to the Maryland Common Core State Standards for Pre-Kindergarten – Grade 8. On a regular
basis, math specialists will meet with teachers to discuss summative assessment data resulting
from the CCCA’s, Unit Assessments, and the grade level Benchmarks. QACPS calendar allows
several half days dedicated to the examination of student work and data analysis. From
assessment data, students are identified for interventions and their progress monitored on a
regular basis.
Curriculum Loft is being utilized to more effectively share quality and aligned lesson resources
with all teachers.
Funds from the Race to the Top Grant were used to create the CCCA’s and Unit Assessments.
All other initiatives in elementary and middle school math will be supported through local
funds.
Elementary Math
The district will continue to employ strategies that have proven to be successful at the
elementary level, which include collaborative lesson design, examining student work, utilizing
data in making informed decisions about instruction, and the use engagement strategies.
Additionally, QACPS teachers will participate in high quality professional development that
enhances individual content knowledge while teaching strategies to create a student-centered
classroom. QACPS will continue to utilize a menu of math interventions when targeting student
subgroups. These interventions include: Moving with Math, Moving with Math Extensions,
Understanding Math, Focus Math, Do the Math, and Math Triumphs. Several schools are also
piloting online based programs such as Dreambox, i-Ready, and ALEKS.
For the 2013-2014 school year, QACPS will have a full-time Math Specialists dedicated to all
Elementary schools. The district seeks to improve the walk-through process by increasing the
quality of feedback provided to the school and individual teacher. As the school system
continues the implementation of the MD CCSC, it will increase principal effectiveness by
providing focused professional development on the MD CCSC & proven mathematical
instructional practices. As Maryland transitions to PARCC, professional development will be
provided to increase understanding and awareness of the next generation of assessments.
60
QACPS will continue to offer job-embedded professional development by Math specialists on
collaborative lesson planning which will focus on effective instructional strategies to meet the
needs of all students. Additionally, the district will provide training to teachers emphasizing the
concrete-pictorial-abstract instructional approach, problem structures, and problem-solving
strategies. Additionally, strategies to support the Standards of Mathematical Practice will be
emphasized. Through monthly meetings, Math specialists will be provided professional
development and updates about the Math Program. The EEA transition plan is the document that
describes our professional development program in the area of elementary mathematics.
Middle Math
The district will continue to employ strategies that have proven to be successful at the middle
school level which include, collaborative lesson design, examining student work, utilizing data in
making informed decisions about instruction, and the use of engagement strategies. During the
2013-2014 school year, QACPS will continue to utilize online programs ALEKS and i-Ready as
primary intervention tools. The use of these online programs will allow Math Specialists and
intervention teachers greater ease in providing instruction targeted at the needed concepts as
identified from summative assessment data.
The challenges continue for increasing math proficiency for all students, especially for special
education, economically disadvantaged, and African American students.
QACPS continues to see an increase in the number of struggling learners after students enter 6th
grade. Our transition to the MD CCSC for all middle school math courses will be difficult as we
struggle to align our resources and textbooks to the new curriculum. QACPS commitment to
finding innovative ways to schedule intervention time for students during the regular school day
has resulted in the revision of master schedules to allow for interventions on a daily basis.
QACPS will continue to deliver high quality, job-embedded professional development by our
Math Supervisor and Math Specialists throughout the year with a focus on collaborative lesson
planning, which will incorporate the key elements of effective mathematics lessons. QACPS will
also seek to improve the co-teaching model across schools through job-embedded staff
development by instructional specialists which will assist staff in identifying the proper
interventions for targeted student subgroups. Two of the four middle schools will be participating
in the School Wide Integrated Framework for Transformation (SWIFT).
Teachers will continue to receive job-embedded professional development through the school
based Math Specialists. Areas that will be addressed during the 2013-2014 school year include
close examination of the Standards of Math Practice, instructional strategies to enhance a
student-centered approach to math, collaborative lesson planning, emphasis on a concrete-
pictorial-abstract instructional approach, use of problem structures and problem solving
strategies, use of mathematical modeling, technology training, and increased resources to assist
teachers in providing appropriate materials for students with diverse needs, integration of the
Universal Design of Learning structures, and resources within the co-teaching and co-planning
models.
61
Science
1. Based on available trend data, describe the challenges in science for grades 5 and
8. In your response, identify challenges in terms of subgroups.
*Data tables (2.7 – 2.8)
Grade 5 MSA Data There was a steady increase in QACPS grade 5 Science MSA, aggregate score between 2010
(82.8%), 2011 (83%), and 2012 (87%). While other subgroups showed a significant increase in
the gap, the gap between FARMs students and the aggregate did not increase significantly
(FARMs: 12% to 14.8% point variance). For grade 5, the 2013 aggregate’s proficient/advanced
scores of 78.4% show a decrease of 8.1 percentage points. When comparing the 2012 data to
2011 data, the 2012 subgroup data shows an increase in the gap for African American (10% to
33% point variance), and Special Education (27% to 45.1% point variance). For grade 5 the gap
between the aggregate and African American (23% to 38.9% point variance) grew significantly.
Grade 8 MSA Data QACPS grade 8 Science MSA, aggregate proficiency scores showed an increase in 2012 (84.9%)
as compared to 2011 scores (84.0%). When comparing the data of 2012 to 2011, the 2012
subgroup data showed only a small increase in the gaps for FARMs and Special Education;
FARMs (14% to 16.4% point variance ), and Special Education (29% to 30.2% point variance).
The grade 8 gap between the aggregate and the African American subgroup grew significantly
(23% to 38.9% point variance).
Challenges: Our challenge is to close the gap between the aggregate and the subgroup
population for grade 5 and grade 8. When comparing the gaps between the aggregate and the
subgroup populations (African American and Special Education) there was a significant increase
in the gaps.
Professional development activities will be a challenge. It has been difficult to find time to
provide professional development activities in science when teachers are encompassed with
learning many new educational shifts such as the Common Core RELA, Math, Disciplinary
Literacy, STEM and now the Next Generation of Science Standards. There will be a need for
collaboration among the science, reading and social studies supervisors when preparing for PD
that is multidisciplinary.
2. Describe the changes or adjustments that will be made to ensure sufficient progress.
Include a discussion of corresponding resource allocations and incorporate timelines
where appropriate. (LEAs should include funding targeted to changes or adjustments
in staffing, materials, or other items for a particular program, initiative, or activity.
The LEA should explain the source of the funding as restricted or unrestricted. If the
source is restricted IDEA, Title I or ARRA funding – include the CFDA number, grant
name, and the attributable funds. Otherwise, identify the source as unrestricted and
include attributable funds.)
62
Grade 5 MSA Science
There will be an increased focus on identifying the critical content knowledge and inquiry-based
skills that students will need to be successful on the Science MSA, especially minorities, special
education and FARMs. Teachers in grades 4 and 5 shall collaboratively review the alignments
of instruction, assessment content, and ways of assessing students to the MSC for Science, MD
CCSC, Literacy Standards for Science, and STEM. The teachers will collaborate in evaluating
teacher-made assessments for rigor, effectiveness in design, critical content knowledge and
inquiry-based skills. Teachers will receive feedback on program implementation via learning
walks conducted by the content supervisor. There will be a collaborative effort to periodically
track subgroup student achievement on teacher developed measures as they prepare to take the
Science MSA. The length of time that students are pulled out of science for reading and math
interventions should be minimized. This will be done with the integration of science literacy as a
key practice. The teachers will use the 5E Lesson Model (engage, explore, explain, elaborate
and evaluate) for science instruction when developing lessons. The teachers will be presented
research based strategies used to address the educational needs of minorities, special education,
and FARMs students.
Teachers will participate in professional development activities that will encompass
differentiated instruction, a focus on literacy, informational scientific text, and inquiry-based
learning. Fourth and fifth grade students will learn how to apply appropriate reading strategies
when reading informational and complex science text. Teachers will develop rigorous science
instructional activities that will engage students in performance based learning. As the year
continues, Curriculum Loft will be utilized to more effectively share quality and aligned lesson
resources with all teachers.
The source of funding for professional development activities is in the local school budget.
STEM education is funded by the STEM grant which is in its last year of funding (2013).
Grade 8 MSA Science
During the 2013-2014 school year, QACPS science curriculum will be aligned to the Next
Generation Science Standards.
QACPS will develop rigorous 5E model instructional lessons, benchmark assessments and end-
of-course assessments that are aligned with the MSC for science. The Science program will also
begin to integrate the Common Core Literacy Standards and STEM Standards of Practice. As a
result of the data analysis and teacher input, the district will focus on teaching students to master
the essential skills in science and engineering. Additionally, QACPS will incorporate reading
strategies, focus on science vocabulary, data analysis, and scientific related mathematical skills.
With the development of student learning objectives (SLOs) by teachers, the focus will shift to
identifying and understanding the critical skills and knowledge that students will need to be
successful on the Science MSA and preparing them to be ready for college and/or a career after
graduating from high school. The teachers will consistently review students’ work that is
formative and summative to monitor their achievement progress. Teachers will receive feedback
on program implementation via learning walks conducted by the content supervisor. There will
be a shared approach in identifying, developing, and using instructional strategies that are
63
research based to ensure an improvement in student achievement on the Science MSA. Also
teachers will review the alignment of their instructional practices, teacher-made written
formative and summative assessments, and methods of assessing MSC Science Standards, MD
CCSC, and Literacy Standards for Science, and STEM. The teachers will evaluate their
assessments for rigor, effectiveness in design, critical content knowledge required and inquiry-
based learning strategies. As the year continues, Curriculum Loft will be utilized to more
effectively share quality and aligned lesson resources with all teachers.
Teachers will participate in professional development activities that will encompass
differentiated instruction, a focus on literacy, informational scientific text, and inquiry-based
learning. The teachers will be presented research based strategies used to address the
educational needs of subgroups.
The source of funding for professional development activities is in the local school budget.
STEM education is funded by the STEM grant which is in its last year of funding (2013).
Social Studies
Section 5-401(c)(8), Education Article of the Annotated Code of Maryland requires local
education agencies to provide a description of how they plan to ensure and measure the
academic proficiency of students in social studies, science, math, reading and language.
1. In the 2012 Master Plan, school systems developed goals, objectives, timelines, and
methods for measuring progress toward the goals. Based on available data, please
identify any challenges to attaining the stated goal.
SEE TABLE BELOW
2. Describe the changes or adjustments that will be made, along with the
corresponding resource allocations to ensure sufficient progress. Include timelines
where appropriate. (LEAs should include funding targeted to changes or adjustments
in staffing, materials, or other items for a particular program, initiative, or activity.
The LEA should explain the source of the funding as restricted or unrestricted. If the
source is restricted IDEA, Title I or ARRA funding – include the CFDA number, grant
name, and the attributable funds. Otherwise, identify the source as unrestricted and
include attributable funds.)
SEE TABLE BELOW
64
Goals Objectives and
Implementation
Strategies
Timeline Methods for
Measuring
Progress Toward
Meeting Goals
and Objectives
Success/Challenges
Elementary
Implementation of
Social Studies and
Common Core
Standards
To implement and
embed Common
Core Reading and
Writing into Social
Studies content.
To incorporate more
historical
investigations,
inquiry based
lessons, problem
solving and project
based lessons in 3-5
Social Studies
Ongoing
SY 2013-
2014
Teacher
Observations
Program Walk
Throughs
Collaborative
Lesson
Planning
Teachers using
new reading
materials to
incorporate
MSC standards
and CCSS
ELA.
Most elementary
schools have created a
separate Social
Studies block of time
to teach Social
Studies skills and
content within the
limits of the Maryland
State Content
Standards
By not giving Social
studies enough time in
Elementary schools it
becomes challenging
teach the reading,
analyzing and use of
primary documents as
described in the
CCSS.
There needs to be
allocated time to teach
the true content of
social studies and
prepare students for
more rigorous and
engaging topics. This
includes analysis of
primary source
documents, as
prescribed in the
History/Social Studies
Disciplinary Literacy.
Social Studies
instruction is
considered part of the
reading block and
may not be given the
sufficient time for
students to interact
with history and
documents.
65
Goals Objectives and
Implementation
Strategies
Timeline Methods for
Measuring
Progress Toward
Meeting Goals
and Objectives
Success/Challenges
Middle School
implementation of the
Maryland State
Curriculum Standards
and the Common Core
Literacy Standards
To embed Common
Core Literacy
Standards into the
Social Studies
Maryland State
Curriculum.
To incorporate more
historical
investigations,
inquiry based
lessons, problem
solving and project
based lessons in 6-8
Social Studies
To embed deliberate
links in the Middle
School curriculum
guides from the
Government CLG
To integrate
Common Core
Literacy Standards
through trade books,
non-fictional
reading and primary
sources
Ongoing
SY 2013-
2014
Teacher
Observations
Program Walk
Throughs
Collaborative
Lesson
Planning
Rewriting and
editing
Curriculum
documents to
ensure
alignment with
Common Core
Literacy
Standards
Creating new
assessments to
measure Social
Studies Content
from the MSC
as well as
reading and
writing.
Administration of
local Assessments on
a semester basis
assess content
knowledge as well as
the basic social
studies skills to
support student
success on future
social studies
assessments.
During the SY 2013-
2014 we will be
designing common
end of unit
assessments to
regularly inform
teachers about the
students’ mastery of
content knowledge.
Administration of
formal writing
assignments such as
Document Based
Questions and
Constructed Response
questions inform
students and teachers
about future success
in social studies and
other Disciplinary
Literacy areas.
High School
implementation of the
Maryland State
Curriculum Standards
and the Common Core
Literacy Standards
To embed Common
Core Literacy
Standards into the
Social Studies
Maryland State
Curriculum.
To incorporate more
historical
investigations,
Ongoing
SY 2013-
2014
Teacher
Observations
Program Walk
Throughs
Collaborative
Lesson
Planning
Rewriting and
editing
Curriculum
Administration of
local Assessments on
a semester basis
assess content
knowledge as well as
the basic social
studies skills to
support student
success on future
social studies
66
Goals Objectives and
Implementation
Strategies
Timeline Methods for
Measuring
Progress Toward
Meeting Goals
and Objectives
Success/Challenges
inquiry based
lessons, problem
solving and project
based lessons in 9-
12 Social Studies
To utilize the World
History On Line
Course
To ensure the
alignment of the
Government Course
to the Core Learning
Goals in preparation
of the upcoming
High School
Assessment as a
graduation
requirement
documents to
ensure
alignment with
Common Core
Literacy
Standards
Creating new
assessments to
measure
reading and
writing as well
as Social
Studies Content
assessments.
Administration of
formal writing
assignments such as
Document Based
Questions and
Constructed Response
questions inform
students and teachers
about future success
in social studies and
other Disciplinary
Literacy areas.
Social Studies Clarifying Question:
What funding is targeted for changes and adjustments in staffing and other materials?
In Social Studies we have been working diligently to embed Disciplinary Literacy
requirements that are aligned with the Common Core Standards for History and Social
Studies. Social Studies teachers and the Supervisor of Instruction have been working on this
alignment and embedding the Disciplinary Literacy resources since last school year. We will
continue this effort during this school year by using Race to the Top funds. These funds are
available for Social Studies departments to work on ensuring that rigorous alignments to the
Common Core are present.
Social Studies teachers have met on many occasions during the school year and throughout
the summer to create curriculum guides that are aligned with Common Core Disciplinary
Literacy as well as the historical content, economics, geography and the social history that is
necessary to ensure a well-rounded Social Studies curriculum. On these occasions, we used
Local Professional Development funds to create the curriculum guides that align with the
Maryland State Curriculum in Social Studies, to develop Historical Investigations and to
develop writing and research opportunities that will be embedded in the curriculum.
67
English High School Assessment
1. Based on available trend data, describe the challenges in English. In your response,
identify challenges in terms of subgroups.
*Data table (2.3)
Challenges The gap for all Special Education students tested grew last year from 37.9% in 2011 to
41.4% in 2012 and also for African American students from 24.6% in 2011 to 27.8% in
2012. Our FARMs population demonstrated a significant reduction in the gap from
26.2% in 2011 to 18.2% in 2012. Over the last four years, subgroup membership was at
its highest in 2012 for Special Education, African American, and FARMS student groups.
The challenges with our subgroups are ongoing, and with populations increasing, our
schools will need to be vigilant in examining the progress of and providing support to
individual students.
2. Describe the changes or adjustments that will be made to ensure sufficient progress.
Include a discussion of corresponding resource allocations, and incorporate
timelines where appropriate. (LEAs should include funding targeted to changes or
adjustments in staffing, materials, or other items for a particular program, initiative, or
activity. The LEA should explain the source of the funding as restricted or
unrestricted. If the source is restricted IDEA, Title I or ARRA funding – include the
CFDA number, grant name, and the attributable funds. Otherwise, identify the source
as unrestricted and include attributable funds.)
This year, a key piece for improvement will be the ongoing monitoring of all students in
subgroups. Schools will closely examine the progress of each individual student. As a
system, we are studying the student achievement data of the middle schools which feed
the two high schools and are identifying methods of improving student performance.
Opportunities for collaboration among school reading specialists will take place monthly.
This year, the high schools will implement a year-long English I option for identified
students to pre-load skills and maximize success on the HSA in grade 10. We will also
continue to implement READ 180 for identified students.
The QACPS 2013-2014 school calendar once again provides for partial day “data” days
during which teachers have allocated time to examine data on student performance and to
examine student work. Additionally, some schools will utilize the Student Achievement
Monitoring (SAM) meetings with leadership teams, classroom teachers, and special
educators to discuss and monitor student performance with a focus on special education
and African-American students. Other schools will be focusing on strengthening shared
responsibility between co-teachers. All schools will be following the recommendations
for instructional shifts from the Educator Effectiveness Academy.
As the year continues, Curriculum Loft will be utilized to more effectively share quality
and aligned lesson resources with all teachers.
68
Based on the examination of 2012 High School Assessment Test Participation and
Status results for English:
*Data tables (3.1, 3.2, 3.3)
1. Identify any additional challenges that are evident.
By 11th
grade, the African American subgroup pass rate on the English HSA has
increased by 24.2 percent, the Special Education subgroup pass rate increased by 34.2%,
and the FARMS subgroup pass rate increased by 17%. Success on the English HSA for
the majority of students in these groups is happening a year later than their peers. We
need to focus on HSA success for first time test takers.
2. Describe what, if anything, the school system will do differently than in past years to
address the challenges identified. Include a discussion of corresponding resource
allocations. (LEAs should include funding targeted to changes or adjustments in
staffing, materials, or other items for a particular program, initiative, or activity. The
LEA should explain the source of the funding as restricted or unrestricted. If the
source is restricted IDEA, Title I or ARRA funding – include the CFDA number, grant
name, and the attributable funds. Otherwise, identify the source as unrestricted and
include attributable funds.)
This year, the high schools will implement a year-long English I option for identified
students to pre-load skills and maximize success on the HSA in grade 10. We will also
implement READ 180 for identified students.
Algebra/Data Analysis
*Data table (2.6)
1. Based on available trend data, describe the challenges in Algebra/Data Analysis. In
your response, identify challenges in terms of subgroups.
The subgroup in which QACPS continues to struggle with is special education.
Over the past 4 years, QACPS has shown growth among the aggregate on the
Algebra/Data Analysis HSA – 90.5% in 2009, 91.7% in 2010, 91.8% in 2011, and 94.8%
in 2012.
Despite these successes, we continue to be challenged by the performance of our
subgroups and the resulting achievement gaps. The HSA data for the special education
subgroup indicates a positive trend – 38.6% in 2009, 50% in 2010, 54.1% in 2011, and
63.3% in 2012. However, this still results in achievement gaps of 51.9 points in 2009,
41.7 points in 2010, 37.7 points in 2011, and 31.5 points in 2012. The most current data
indicates a 10.7 point gap between FARMs and the aggregate and a 9.4 point gap
between African American students and the aggregate. As a result, QACPS will utilize
targeted interventions for those students considered at risk. Identified students will be
closely monitored through communication with parents, special education case managers,
69
and support personnel. Technology programs which effectively support the Algebra
program will also be reviewed for use with students who require additional assistance.
The transition to the MD CCSC in Grade 8 and Algebra will occur during the 2013-2014
school year. This transition will certainly impact HSA data since the content of the
Common Core Algebra I course is not aligned with the content on the Algebra I / Data
Analysis HSA. During this school year we will address the shifts in the curriculum,
maximizing student success on the HSA.
2. Describe the changes or adjustments that will be made to ensure sufficient progress.
Include a discussion of the corresponding resource allocations and incorporate
timelines where appropriate. (LEAs should include funding targeted to changes or
adjustments in staffing, materials, or other items for a particular program, initiative, or
activity. The LEA should explain the source of the funding as restricted or
unrestricted. If the source is restricted IDEA, Title I or ARRA funding – include the
CFDA number, grant name, and the attributable funds. Otherwise, identify the source
as unrestricted and include attributable funds.)
QACPS will identify students for targeted interventions. Identified students will be
monitored closely through communication with parents, special education case
managers, and support personnel. Longitudinal data from grade level Benchmark
Assessments, Critical Content Cumulative Assessments, and Unit Summative
Assessments will be kept from grade 6 to present, to assist in determining gaps in Math
education of the individual student. Longitudinal data is stored on our data warehouse
system, Performance Matters.
At one high school Professional Learning Communities for Algebra will meet once a
week to discuss strategies, activities, and provide professional development on
differentiation. These meetings will include the Special Education/Co-teacher,
paraprofessionals, and a Special Education Specialist. Targeted students will be
periodically pulled from non-core classes to receive remediation services from an
identified Math educator in specifically identified areas of deficiency.
At the other district high school, based on the results of the HSA, students will be placed
into seminar courses or year-long sections of Algebra and provided with remediation for
specifically identified concepts. Seminar I classes will be incorporated during the school
day for 10th and 11th grade students who have yet to achieve proficiency on the High
School Assessment. Twelfth-grade students who have yet to meet this requirement will
be enrolled in a Seminar II course to complete their Bridge program while also preparing
to retake the assessment.
QACPS will continue to provide supplemental resources, including the public release
items in electronic format by indicator, and MDK12.org mini-assessments re-configured
for formative assessments. Teachers will continue to effectively implement instructional
strategies of the Key Elements for Algebra Success (KEAS) program. All initiatives are
being covered by local funds.
70
Students at the middle school level, who do not pass the High School Assessment in
May, will be given the opportunity for remediation and retesting during the July testing
administration.
Based on the examination of 2012 High School Assessment Test Participation and
Status results for Algebra/Data Analysis:
*Data tables (3.4, 3.5, 3.6)
1. Identify any additional challenges that are evident.
While 94.8% of students were successful on the Algebra/Data Analysis HSA, QACPS
continues to struggle with our subgroup populations. Our biggest achievement gap
occurs with our special education subgroup. While we have made progress, the district
has not been successful in significantly closing this achievement gap.
QACPS continues to face the challenge of scheduling research based interventions within
the block schedule of the students. District high schools continue to search for effective
methods of scheduling interventions for students during the 4 period day. Additional
personnel are needed to provide intervention services.
2. Describe what, if anything, the school system will do differently than in past years to
address the challenges identified. Include a discussion of corresponding resource
allocations. (LEAs should include funding targeted to changes or adjustments in
staffing, materials, or other items for a particular program, initiative, or activity. The
LEA should explain the source of the funding as restricted or unrestricted. If the
source is restricted IDEA, Title I or ARRA funding – include the CFDA number, grant
name, and the attributable funds. Otherwise, identify the source as unrestricted and
include attributable funds.)
856 out of 857 students (99.88%) of students enrolled in QACPS participated in the HSA
– Data Analysis Exam. All initiatives are being covered by local funds.
Biology
1. Based on available trend data, describe the challenges in Biology. In your response,
identify challenges in terms of subgroups.
*Data table (2.9)
Over the past 3 years, QACPS has shown consistency among the aggregate, first time test takers
on the Biology HSA – 83.6% in 2010, 86.6% in 2011, 86.8% in 2012, and 86 % in 2013. When
comparing the data of 2012 to 2011, the 2012 subgroup data shows a significant decrease in the
gap for African American students (29.5% to 20.1% point variance). There was little increase
for FARMs (12.3% to 13.3% point variance), and Special Education (29.5% to 29.7% point
variance).
71
Our challenge is to close the gaps between the aggregate and the subgroups, and provide teachers
with best practices and professional development opportunities that will enable them to help
subgroups’ performance.
2. Describe what, if anything, the school system will do differently than in past years
to address the challenges identified. Include a discussion of corresponding resource
allocations. (LEAs should include funding targeted to changes or adjustments in
staffing, materials, or other items for a particular program, initiative, or activity. The
LEA should explain the source of the funding as restricted or unrestricted. If the
source is restricted IDEA, Title I or ARRA funding – include the CFDA number,
grant name, and the attributable funds. Otherwise, identify the source as unrestricted
and include attributable funds.
With the transition to the Common Core for English/Language Arts, Mathematics, STEM
education, Disciplinary Literacy for Science, and the Next Generation of Science
Standards, teachers will be able to focus on developing student learning objectives
(SLOs) that are geared to address specific needs of students. The shifts will cause more
emphasis on instruction that will prepare students to be college and/or career ready.
Teachers will consistently re-evaluate their instructional and assessment practices for
authentic rigor, effectiveness in design, required critical content knowledge, and inquiry-
based learning strategies as related to student achievement. Teachers will collaborate in
identifying and using research-based instructional strategies that will ensure an increase
in student achievement on the Biology HSA.
Teachers will participate in professional development activities that are school-based and
county-based that will continue to use data to drive instructional practices. The activities
include building internal capacity of the new standards for Science, English/Language
Arts, Mathematics, Literacy and STEM. The teachers will collaborate in updating and
developing new assessments that are aligned with the MSC for Science, Biology HSA,
and the Next Generation of Science Standards.
The professional development activities will be funded by RTTT and local funding.
Based on the examination of 2012 High School Assessment Test Participation and
Status results for Biology:
*Data tables (3.7, 3.8, 3.9)
Biology HSA Data:
Based on 2012 High School Assessment Test Participation and Status data, 72.0 %
African American students, 77.5 % Special Education students, 85.3 % FARMs students
and 94.0 % of all 11th graders have met the Biology HSA graduation requirement. The
subgroups’ performance (African American, Special Education, FARMs) continues to lag
behind the aggregate performance for first time test takers in grade 10.
72
1. Identify any additional challenges that are evident.
Our challenge is to increase the pass rate of the first time test takers in the African
American, Special Education, and FARMs subgroups.
2. Describe what if anything, the school system will do differently than in past years to
address the challenges identified. Include a discussion of corresponding resource
allocations. (LEAs should include funding targeted to changes or adjustments in
staffing, materials, or other items for a particular program, initiative, or activity. The
LEA should explain the source of the funding as restricted or unrestricted. If the
source is restricted IDEA, Title I or ARRA funding – include the CFDA number, grant
name, and the attributable funds. Otherwise, identify the source as unrestricted and
include attributable funds.
With the implementation of the STEM education, Disciplinary Literacy for Science, and
the Next Generation of Science Standards, problem-based and inquiry-based learning
strategies, we expect a positive growth in students meeting the Biology HSA graduation
requirement.
Teachers will collaborate in identifying and using research-based instructional strategies
that will ensure students’ success on meeting their Biology HSA graduation requirement.
There will be periodic feedback and evaluations of teachers’ instructional and assessment
practices through learning walks and observation by the content supervisor. Teacher will
review assessments for rigor, critical content knowledge, and inquiry-based learning.
Teacher formative and summative assessments will be updated to align with the MSC for
Science and Biology HSA. As the year continues, Curriculum Loft will be utilized to
more effectively share quality and aligned lesson resources with all teachers.
The professional development activities will be funded by RTTT and local funding.
Strands
Each school will receive data on whether they met their targets for the School Progress
Index in achievement, closing the achievement gap, student growth (in ES and MS) or
college and career readiness (in HS) . Based on this information, schools will fall into
strands for both State
Education Agency (SEA) and LEA support. There are 5 strands (1-5) with 1 being the
highest and 5 the lowest. Schools are grouped by strands so that school systems are
uniquely poised to provide systemic support to schools that may share similar challenges.
*Please use 2012 SPI data to respond to the prompts below.
ESEA requires that 1%-3% of Strand I school improvement plans are sampled and
reviewed.
Questions:
1. What percentage of Strand 1 school improvement plans was sampled? 12.5%
73
2. What challenges were revealed during the review of Strand 1 school
improvement plans?
Making progress with the (few) highest needs (low performing) students. (i.e.
– finding time for the interventions they need, overcoming non-academic
challenges
Maintaining highly effective processes that keep focus on students
3. Describe what the school system will do to address the identified challenges.
Include a discussion of corresponding resource allocations. (LEAs should include
funding targeted to changes or adjustments in staffing, materials, or other items for
a particular program, initiative, or activity. The LEA should explain the source of
the funding as restricted or unrestricted. If the source is restricted IDEA, Title I or
ARRA funding – include the CFDA number, grant name, and the attributable
funds. Otherwise, identify the source as unrestricted and include attributable
funds).
All schools have been shown the SAM (Student Achievement Monitoring) model for
monitoring at risk students via A&S meetings and Teacher Specialist (TS) meetings.
Schools are expected to use this model or develop an effective process of their own to
monitor student progress. This is monitored through the TS meetings.
Master schedules for schools have been shared at Elementary Principal meetings to
explore how interventions are being delivered in schools. Several schools made
adjustments to their master schedules for the upcoming school year to incorporate an
intervention/enrichment block into their daily routine. In addition, several schools
have incorporated web-based interventions that can be integrated into regular classes
and/or completed at home (local funds).
QAC continues to incorporate PBIS at a superior level as indicated by all schools
receiving the Gold level of implementation this past year. In addition, all elementary
schools are being trained this year in OLWEUS Bullying Prevention program
supported through the MDS3 Grant. QAC has a very active Anti-Bullying Committee
which is a joint effort incorporating our Sherriff’s Dept., State’s Attorney’s office and
much community support. We have added Chesapeake Bay Psychological, as another
agency that provides mental health services to students within the schools. The QAC
Health Department has added Wellness Nurses into our schools to provide additional
health services beyond what our School Nurses can provide. The Achievement
Mentoring program being implemented in our secondary schools is funded through
the Local Management Board. In addition, all administrators have participated in the
QPR Suicide Prevention program (no cost to school system) and we have increased
services to our schools through Hospice Counseling (no direct cost to school system).
74
ESEA requires that 4%-5% of Strand 2 school improvement plans are sampled and reviewed.
Questions:
1. What percentage of Strand 2 school improvement plans was sampled? 60%
2. What challenges were revealed during the review of Strand 2 school
improvement plans?
Math Achievement overall
Performance of Special Education and FARM students
3. Describe what the school system will do to address the identified challenges.
Include a discussion of corresponding resource allocations. (LEAs should include
funding targeted to changes or adjustments in staffing, materials, or other items for
a particular program, initiative, or activity. The LEA should explain the source of
the funding as restricted or unrestricted. If the source is restricted IDEA, Title I or
ARRA funding – include the CFDA number, grant name, and the attributable
funds. Otherwise, identify the source as unrestricted and include attributable
funds).
Math Supervisor and the math specialists will provide ongoing PD throughout the
year as documented in our Transition Plans. Much work was done this summer
writing curriculum and assessments to support teachers. The Curriculum Loft (a
cloud-based platform) will be utilized to house unit plans, assessments, and resources
and provide teachers immediate access to materials. New textbooks/resources were
purchased for middle schools (3 of 4 middle schools were Strand 2 schools).
Principals were directed to write SLOs in the areas of math interventions and must
include an effective monitoring system as one of their strategies. Learning walks, to
give teachers feedback in regard to math program implementation are currently being
scheduled. The learning walks include the principal, math supervisor, teacher
specialist and math specialist. Follow-up is then given to teacher teams via the
principal or supervisor.
The majority of middle schools are adjusting master schedules to incorporate an
intervention block to increase the number students receiving daily interventions this
year. One of our Strand 2 schools will be participating in the SWIFT program this
year – a PreK – 8 technical assistance initiative to build capacity for inclusive reform
for students with disabilities (USDE/OSEP Grant).
ESEA requires that the systems report on strategies in place to support schools in Strands 3, 4,
and 5.
Question for Strands 3, 4, and 5: 1. Please identify the commonalities in Strand 3 schools. N/A
2. Please identify the successes and challenges in Strand 3 schools. N/A
75
Please provide a description of any differentiation of supports to these schools.
Include a discussion of corresponding resource allocations. (LEAs should include
funding targeted to changes or adjustments in staffing, materials, or other items for
a particular program, initiative, or activity. The LEA should explain the source of
the funding as restricted or unrestricted. If the source is restricted IDEA, Title I or
ARRA funding – include the CFDA number, grant name, and the attributable
funds. Otherwise, identify the source as unrestricted and include attributable
funds). N/A
1. Please identify the successes and challenges in Strand 4 schools.
QAC had only one Strand 4 school – Sudlersville Middle School. During the 12-13
school year SMS experienced two major changes. They began the school year in a
new facility with significantly more technology than the previous school. They also
welcomed the addition of 5th
grade to the building, becoming a grade 5-8 facility.
The 5th
grade remained an elementary program, while 6-8 followed the middle school
model. The access and integration of technology provided many additional
opportunities for students, including access to web-based interventions. The addition
of 5th
grade was a major change and one that required additional consideration when
planning for PD, school schedule, student and staff climate, parent involvement, etc.
2. Please provide a description of any differentiation of supports to these schools.
All content supervisors wrote at least one SLO around this school. (no direct
cost)
Superintendent and Director of Curriculum met with Principal monthly to
address needs (no direct cost)
A revised master schedule was provided for consideration to the staff
designed to increase intervention time for students (no direct cost)
Teacher Specialist and Technology teachers were added to the school staff
(local budget, unrestricted)
Additional licenses were purchased in math and reading interventions (local
budget, unrestricted)
3. Include a discussion of corresponding resource allocations. (LEAs should
include funding targeted to changes or adjustments in staffing, materials, or other
items for a particular program, initiative, or activity. The LEA should explain the
source of the funding as restricted or unrestricted. If the source is restricted
IDEA, Title I or ARRA funding – include the CFDA number, grant name, and the
attributable funds. Otherwise, identify the source as unrestricted and include
attributable funds).
See information in parenthesis listed above.
1. Please identify the successes and challenges in Strand 5 schools. N/A
76
2. Please provide a description of any differentiation of supports to these schools,
including a description of interventions, reporting and monitoring of these
schools being supplied by the LEA. Include a discussion of corresponding
resource allocations. (LEAs should include funding targeted to changes or
adjustments in staffing, materials, or other items for a particular program,
initiative, or activity. The LEA should explain the source of the funding as
restricted or unrestricted. If the source is restricted IDEA, Title I or ARRA
funding – include the CFDA number, grant name, and the attributable funds.
Otherwise, identify the source as unrestricted and include attributable funds).
N/A
77
Addressing Specific Student Groups
Limited English Proficient Students
No Child Left Behind Goal 2: All limited English proficient students will become proficient in
English and reach high academic standards, at a minimum attaining proficiency or better in
reading/language arts and mathematics.
No Child Left Behind Indicator 2.1: The percentage of limited English proficient
students who have attained English proficiency by the end of the school year.
No Child Left Behind Indicator 2.2: The percentage of limited English proficient
students who are at or above the proficient level in reading/language arts on the
state's assessment.
No Child Left Behind Indicator 2.3: The percentage of limited English proficient
students who are at or above the proficient level in mathematics on the state's
assessment.
This section reports the progress of Limited English Proficient students in developing and
attaining English language proficiency and making progress toward Maryland’s new
accountability measures. School systems are asked to analyze information on Annual
Measurable Achievement Objectives (AMAOs):
AMAO 1 is used to demonstrate the percentages of Limited English Proficient
students progressing toward English proficiency. For making AMAO 1 progress,
Maryland uses an overall composite proficiency level obtained from the ACCESS for
ELLs assessment. Students are considered to have made progress if their overall
composite proficiency level on the ACCESS for ELLs is 0.5 higher than the overall
composite proficiency level from the previous year’s test administration. In order to
meet the target for AMAO 1 for school year 2012-2013, 54% of ELLs will make
progress in learning English.
AMAO 2 is used to demonstrate the percentages of Limited English Proficient
students attaining English proficiency by the end of each school year. For
determining AMAO 2 attainment, Maryland uses an overall composite proficiency
level and a literacy composite proficiency level obtained from the ACCESS for ELLs
assessment. Students are considered to have attained English proficiency if their
overall composite proficiency level is 5.0 and literacy composite proficiency level is
4.0 or higher. In order to meet the target for AMAO 2 for school year 2012-2013,
11% of ELLs will have to attain proficiency in English.
AMAO 3 represents making progress toward Maryland’s new accountability measures for
the local education agency’s Limited English Proficient student subgroup.
Based on the Examination of AMAO 1, AMAO 2, and AMAO 3 Data
78
1. Describe where challenges are evident in the progress of Limited English Proficient
students towards attaining English proficiency by each domain in Listening,
Speaking, Reading and Writing.
Despite reaching both targets for AMAO 1 & 2, challenges are still evident in the
instruction of English Learners (EL). During the 2012 -2013 school year, the ESOL
Program had an influx of more than twelve students coming right from their native
country to middle and high school. Most students had studied some English in their
native country, but the adjustment to American English always takes some time – the
pace is much quicker, native speakers use slang, contractions and idioms which makes
English language almost incomprehensible to an English Learner. Below challenges are
listed by domain:
Listening: Older EL come to school with a broader vocabulary than younger students;
most are able to make the link in vocabulary with their native language to that of English.
Younger students do not have that vocabulary so every concept they are being taught is
first instruction in English then learning the concept. It’s also true for all EL that teachers
who use few or no visuals or realia, who speak quickly and use idioms or technical
language without scaffolding tremendously handicap an EL.
Speaking: Younger students are frequently fearless about speaking another language;
this is not always the case with middle and high school students who are extraordinarily
aware of peer pressure and of not wanting to appear different. Also teachers, in an effort
to be compassionate, ask EL the most basic questions thinking that they won’t embarrass
or put them on the spot. This does not allow EL to handle higher level questions and
thinking. EL often need a longer processing time and perhaps a teacher thinks that the EL
doesn’t know the answer. Speaking English is often impeded by an EL living and
working in an environment that uses the native language – living in a Spanish-speaking
neighborhood, watching Spanish television or working with other Spanish speakers
Reading: Middle and high school students are placed in content area classes and must
complete the work necessary to pass the class. Textbooks are often written well above
their language proficiency so may not be fully integrated into an EL’s reading lexicon.
Most EL eschew reading for pleasure in another language because of the amount of
vocabulary they might not know. ESOL teachers continually look for English reading
material that is leveled and of an appropriate content for EL.
Writing: As with native language learning, writing is the last skill to be mastered. EL
write to perform a task and as with reading do not write recreationally – journaling,
emailing – because it is so much simpler to do these activities in their native language.
Writing is also a mandatory task in a classroom to fulfill an assignment or assessment. An
EL frequently may feel pressured to write in order to get a good grade.
2. Describe the changes or adjustments that will be made to ensure sufficient progress
of Limited English Proficient students towards attaining English proficiency.
Include a discussion of corresponding resource allocations, and incorporate
timelines where appropriate. (LEAs should include funding targeted to changes or
adjustments in staffing, materials, or other items for a particular program, initiative, or
activity. The LEA should explain the source of the funding as restricted or
unrestricted. If the source is restricted IDEA, Title I or ARRA funding – include the
79
CFDA number, grant name, and the attributable funds. Otherwise, identify the source
as unrestricted and include attributable funds).
Listening: Specific listening instruction will be given during ESOL instruction. All
ESOL teachers will use the ACCESS or W-APT score report and the CanDo Decscriptors
to inform content teachers of a student’s Listening level and what that student is able to
do.
Timeline: August, 2013 – June, 2014 throughout the instructional year ESOL
instruction funded through local funds
Reading/Writing: Changes to the 2013 -2014 ESOL Program will include more
recreational reading and reading to build vocabulary through the use of leveled journals;
these include but are not limited to Easy English News, Scholastic Reader and National
Geographic School magazines. EL will write in response to newspaper and magazine
articles; during 2012-2013 an EL wrote a response to Easy English News and was
published in one of the next editions. All EL receiving the Easy English News will be
responding to articles in this way.
Using a Title III Summer grant, content and ESOL teachers were able to attend a
professional development session featuring the Center for Applied Linguistics presenting
its latest research on vocabulary instruction for elementary and secondary EL.
Timeline: August 5, 2013 Summer pd Title III
August 2013 – June, 2014 subscription to journals & magazines Title III
Speaking: As was done during the 2012-2013 school year, there will be explicit ESOL
instruction using the WIDA Standards for speaking. All teachers – both content and
ESOL – will be apprised of an EL’s speaking level and teach at the EL’s level.
Vocabulary strategies garnered from the summer pd will be shared school-wide and
methods of appropriately engaging EL in speaking in classroom will be shared.
Timeline: August, 2013 – June, 2014 throughout the instructional year ESOL
instruction funded through local funds
80
Career and Technology Education
The Bridge to Excellence legislation requires that the Master Plan “shall include goals,
objectives, and strategies” for the performance of students enrolled in Career and
Technology Education (CTE) programs.
Instructions:
Please respond to these questions/prompts:
1. Describe how the school system is deploying Maryland CTE Programs of Study as a
strategy to better prepare students for college and career readiness. Include plans
for expanding access to industry certifications and early college credit.
Queen Anne’s County Public Schools has demonstrated a commitment to continuous
improvement through our participation in numerous Maryland State Department of
Education initiatives focusing on school reform. Specifically to improve CTE programs
and services, Queen Anne’s County uses Program Advisory Committees and a School
Improvement Process that includes parents, students, and business representatives,
special population’s representatives, career and technology teachers, postsecondary
representatives and academic teachers. Through this process we have analyzed various
data to evaluate CTE programs’ progress and to identify needs to implement reform. We
used Program Advisory Committee members to review, revise and improve current
programs based on industry standards and measures, including industry recognized
certifications for CTE programs. We partnered with industry specific groups through
traditional craft committees to assist in developing reviews of performances based on
student achievement. We collaborated with a variety of business/community/ education
organizations that provide feedback on programs that impact CTE achievement of
various sub-groups. Each year, we use Program of Study Committees to review programs
based on the return on investment and to make sure we make available to all students
opportunities in postsecondary and career options. In addition, CTE programs benefited
from collaboration with other school systems across the state through sharing sessions
provided through state leadership and the Upper Shore Business/Education Consortium.
In Queen Anne’s County we have implemented the State Program of Study in 15 of our
20 Career Technology Programs of Study. We work with our local community college
and other higher education institutions to make articulation agreements for our students to
earn college credit while they are completing the high school programs of study.
Currently, we have over 19 articulation agreements with colleges. We are dedicated to
moving our programs under the Maryland State Career Technology Programs of Study.
The role of Perkins Legislation and Funding has been vital to the development and
continuous improvement of career opportunities for students in Queen Anne’s County.
Perkins funding focused on K-12 Career Development programs, awareness, exploration,
and preparation, and Workforce Development and Economic Reform through strategies
identified in this plan. We are able to use Perkins funding to provide access to Industry
Certifications for students in their chosen Career Pathway. We administer the approved
industry certification exams recognized by Maryland State Department of Education as a
Technical Skill Attainment. This plan also supports the “No Child Left Behind” (NCLB)
81
legislation. Achievement gaps are identified and action plans developed to address these
gaps. The CTE Supervisor is a member of the Master Plan Team for Queen Anne’s
County. CTE goals are part of The Master Plan that includes the Perkins Student
Performance Measures and Strategies for improvement. Cluster Advisory Committees
and Industry Specific Craft Committees assisted throughout the year in making
connections between work done in school and what is expected in the workplace.
Advisory committees and the Queen Anne’s County Chamber of Commerce served to
solicit mentors to provide work-based learning experiences for students and externships
for teachers. Advisory groups serve as resources for teachers and students to experience
the industry area in which the teachers/students are teaching and studying. Administrators
focused on data available from MSDE and various county measures to direct priorities.
CTE data was monitored and reviewed by our administrators through a series of monthly
High School Planning Committees.
2. What actions are included in the Master Plan to ensure access to CTE programs
and success for every student in CTE Programs of Study
(http://www.msde.maryland.gov/MSDE/divisions/careertech/career_technology/pro
grams/), including students who are members of special populations?
Correlation of data and School Improvement Plans were examined and feedback
provided to schools. Although NCLB does not specifically address level of skill and
competence of CTE teachers, every effort was made to provide staff development to
ensure teachers are competent and have the expertise necessary to deliver a quality CTE
programs. We identified Industry Certifications and provided local funding to support
that effort. Queen Anne’s County used Program Advisory Committees, Cluster Advisory
Committees, and focus groups in each high school to review MSDE Standards and
Measures Reports, MSA reports and Work-Based Learning Surveys from employers. The
focus sub-groups and non-traditional data were reviewed from the, high school
assessments, as well as other county generated data. We had available and used the
secured MSDE CTE web site data. Issues relating to evaluation, implementation and
development of CTE programs were discussed throughout the year at regularly scheduled
department and career cluster meetings. Advisory groups and focus groups assisted with
development of strategies to address deficiencies. These key stakeholders assisted in
evaluating data and helping to develop strategies to improve performance in areas where
standards were not being met. In areas of Certification we closely monitored the numbers
of students who take and pass these tests. Instructors submitted the names of students
who have earned certificates to the central office where records are maintained through
the use of Power School, our student information system. Regular meetings were held at
each school for focus groups, department meetings and cluster meetings throughout the
year. Reviews of programs are on the agenda of each Business Education Partnership
Committee Meeting. Queen Anne’s County used community newspapers extensively to
report successes in the CTE programs. In addition, to community newspapers, we
periodically published school system newsletters, and information on our public
broadcasting system. Open Houses and parent nights showcase CTE programs and
student performance in various clusters. Special publications highlighting CTE Program
Pathways have been developed and disseminated throughout the year.
82
3. Describe the school system’s strategies for increasing the number of CTE enrollees
who become completers of CTE programs of study. Data points should include the
number of enrollees, the number of concentrators, and completers.
Queen Anne’s County Public Schools have realigned our program of study to ensure that
the students are in a completer pathway that aligns with the expectations of the State
Division of Career and College Readiness. Students are encouraged by the guidance
department to complete the pathway and assist the student when choosing their courses.
During the school year, both high schools meet with the Central Office Administration to
discuss progress of the program of study and adjust strategies that will help students to
complete their desired concentration. Both high schools have CTE parent nights in which
they explain the importance of the student’s completing the program of study. Students,
Guidance, parents and instructors work together to ensure that the course work is relevant
to the goals after graduation.
Queen Anne’s County Public Schools Director of CTE has been working with
Chesapeake College, Stevenson University, Community College of Baltimore County,
UMES, Coppin State and Towson University, to ensure that the programs of study have
an articulated credit that is transferrable to the college in the student’s program of choice.
This opportunity is important for the student to gain technical, hands on and college
experience before leaving high school. At the current time, we have nineteen
articulation agreements with Maryland colleges. Student’s work closely with the
Guidance Counselors to determine the best pathway to earn college credits before
graduation.
Queen Anne’s County Public Schools have increased the number of enrollees in the CTE
programs. This number increased from 1688 in 2011 to 2,205 in 2012. In 2012 QACPS
had 229 students who were considered completers and 621 students were considered
concentrators. We have increased the number of students earning an industry level
certification from 10.16% in 2008, 61.34% in 2009, 94.23% in 2010 to 81.58% in 2011
and then 97.48% in 2012. We have consistently had more CTE completers meet the
University of Maryland Admissions Requirements (QACPS 56.77%) than the state
average of 55.25%.
4. CTE improvement plans are required if a local education agency does not meet at
least 90% of the negotiated performance target for a Core Indicator of Performance
under the Perkins Act. If your school system did not meet one or more Core
Indicators of Performance, please respond to the following.
a.) Identify the Core Indicator(s) of Performance that did not meet the 90%
threshold.
Queen Anne’s County Public Schools CTE departments did not meet the Core
Indicator of performance as stated on the Program Quality Index (PQI) in the area of
6S2 Non-Traditional Completion
83
b.) Analyze why the indicator was not met, including any disparities or gaps in
performance between any category of students and performance of all students.
For the past two school years, QACPS did not make the local target in
nontraditional enrollment. After much work with the teachers, counselors and
parents; we have increased our scores:
6S1: Non Traditional Enrollment 2010 2011 2012 2013 Target 23.81 28.66 44.34 36.70
Since the non-traditional enrollments were not at a level to successfully meet the local
target, the non- traditional completion percentage will not meet the local target for the
SY13-14 and 14-15. The students are not in the data point for enrollment during the
2010 and 2011 school years, therefore they will not be in the data points for
completion for 2 years.
6S2: Non Traditional Completion
2010 2011 2012 2013 Target
25.97 34.56 23.24 27.92
c.) Indicate the section/subsection in the CTE Local Plan for Program
Improvement where the improvement plan/strategy is described in the FY 14
Local Plan for Program Improvement.
The improvement strategy is described in the Strategy Worksheet B1, B2 and B3.
d.) For each Core Indicator of Performance that was not met, describe how the
Improvement Plan is being monitored to ensure progress toward meeting the
90% threshold.
During the 2012-2013 school year, our High Schools prepared field trips for
students to observe CTE programs in action. These students were presented with
information about taking the courses. Females and African Americans were
personally invited if they qualified for a particular program, such as Project Lead
the Way. We held parent nights to personally invite students and parents to
understand why CTE pathways are the way towards career and college readiness.
High Schools will be utilizing their TV Production courses to make commercials
introducing the programs and how to enroll. A county wide commercial about
CTE was presented on QACTV public channel 7.
We are anticipating the percentage of Non-Traditional Participation which will
increase our Non-Traditional Completion due to more awareness in the Guidance
Departments, scheduling options and personal invitations for students. The
84
recruitment messages we are presenting to parents and students are consistent
with the national and state guidelines of non-traditional employees.
We are utilizing the Naviance computer program, Guidance and Career selection
program to assist our students in seeking CTE pathways that peak their interest.
We are using the Activity Period at Queen Anne’s County High School to
personally invite students to view the programs and speak with the instructors.
The CTE Director met with departments to review data and have asked that
departments reflect on the successes and weaknesses of non-traditional
enrollment. Instructors have been asked to set goals for enrolling more non-
traditional students for SY 13-14. These goals were monitored throughout the
2012-2013 school year as well as will be updated for the 2013-2014 SY.
If this is the third consecutive year that the same Core Indicator of Performance
did not meet the 90% threshold, describe what new actions and strategies are being
implemented to ensure progress toward meeting the 90% threshold. N/A
85
Early Learning
A. Based on the examination of 2012-13 MMSR Kindergarten Assessment Data:
1. Describe the school system’s plans, including any changes or adjustments that will
be made, for ensuring the progress of students who begin kindergarten either not
ready or approaching readiness as determined by the Maryland Model for School
Readiness Kindergarten Assessment. Please include a discussion of how the
implementation of the Common Core State Curriculum in prekindergarten will
address the school readiness gaps.
The percentage of students fully ready for kindergarten for 2013 was 88%. This
reflects a 24 point increase since the 2001-2002 administration of MMSR. The
County’s kindergartners outpace the statewide readiness level, currently at 82%.
Kindergarteners show high readiness levels in key Domains of Learning – the core
areas that predict future academic success. Language Literacy (73% fully ready for
2012-2013), Mathematical Thinking (79% fully ready for 2012-2013) and Scientific
Thinking (82% fully ready for 2012-2013). Physical Development and the Arts have
increased immensely from 2001-2002 with students currently at 90% or higher in each
of these domains.
Student progress is monitored quarterly through the implementation of a county
developed Literacy Assessment. To ensure the progress of students who were not ready
in the area of Language Literacy, QACPS will continue to implement guided reading
and flexible grouping strategies. Intervention programs appropriate for the
kindergarten level, such as Fundations will continue to be utilized. Funding for these
interventions is provided through local funds and Title I. The program VIOLETS, will
continue to be implemented in both prekindergarten and kindergarten at Sudlersville
Elementary School for the large ELL population. This program is funded through the
MMSR grant.
Although training in the Language Literacy modules has been conducted during the
past five years, turn-over of staff has left some teachers without the training. QACPS
will team with Talbot County and other Eastern Shore Counties to provide these
modules for the teachers who require them this year. All newly hired prekindergarten,
kindergarten, and supporting Special Education teachers will continue to participate in
the two year MMSR Work Sampling System training. In addition, related service
providers will continue to receive professional development in the use of the Early
Childhood Accountability System (ECAS). This is funded through the MMSR grant.
All of these MMSR trainings will be held during the 2013-2014 SY and will be funded
through the MMSR grant. It is believed that this professional development is beneficial
as MMSR data indicates that the percentage of students fully ready on the Fall
Exemplars was not only maintained but increased as measured by the Spring
Exemplars.
The success of our students in the area of Mathematical Thinking has continued to
increase over time. Over the past ten years the county has seen a 29 point increase in
86
student performance. For the 2013-2014 SY, enVisionMATH, a researched based math
program will continue to be implemented at the kindergarten level. The program aligns
with the Common Core State Standards and the Standards of Math Practices. Scientific
Thinking, another area of focus over the last few years, has seen a fluctuation of scores.
Last year, the scores increased from 81% to 87% and this year has taken a slight dip to
82%. Even with the dip in scores, Scientific Thinking continues to be a strength for our
kindergarten students.
The major focus for our prekindergarten and kindergarten teachers, Judy Center
Partners, and special education staff for the school year continues to be SEFEL (Social
Emotional Foundations of Early Learning) training. Beginning in August of 2010, all
staff members were trained in Modules 1-4; this was funded through the MMSR grant.
This assisted our staff in working with children in the Social/Emotional and Personal
domains of MMSR. In August 2011, all elementary School Counselors were trained in
SEFEL. In the 2012-13 SY, training was provided to all support staff that work with
prekindergarten and kindergarten students. For the 2013-2014 SY, MSDE will be
providing a resource in the form of a SEFEL coach. The SEFEL Coach will visit all
prekindergarten and kindergarten teachers at least twice throughout the year to provide
coaching and support in the area of SEFEL. In addition, all new prekindergarten and
kindergarten teachers will receive additional training throughout the year. Trainings and
coaching will continue to be funded by the MMSR grant.
Teachers have engaged in the collaborative lesson design model during which they plan
exemplary lessons. Funding from RTTT has been added to continue to provide teachers
with the opportunity to collaborate.
Primary Talent Development continues to be implemented in both prekindergarten and
kindergarten. All teachers have been trained in the lessons and observational
techniques and all students participate in the implementation. This program is designed
to identify and develop targeted achievement behaviors including perception,
inquisitiveness, communication, creativity, resourcefulness, leadership, and persistence
in all children. It is believed that this has strengthened the teachers’ observational
skills, as well as helped to developed beneficial skills in the children. In the summer of
2009, the PTD modules were revised by MSDE. As of the 2011-2012 SY all teachers
in QACPS have received an updated binder which includes all revised modules.
Training will continue to be provided for new teachers; this will be done by our
Teacher Specialists at the school level.
Queen Anne’s County Public Schools was recommended for Middle States
Accreditation during the 2011-2012 SY. MSDE allowed for the Middle States
Accreditation process to replace the MSDE process and documentation. During the
2012-2013 SY, all elementary schools housing prekindergarten and/or kindergarten
began the revalidation process and for all elementary schools not associated with the
Judy Center, the process will be completed during the 2013-2014 SY. The Elementary
Supervisor, Judy Center Director and the validation contact (Reading Specialist)
worked closely during the 2012-2013SY on the revalidation process for Sudlersville
Elementary School. Engaging in this process ensured that our programs met the high
87
standards set for early learning. SES received MSDE accreditation/validation during
the 2012-2013 SY. Funding for validation is provided through local funds. In addition
to these strategies, we continue to work closely with our Judy Center Partnerships to
enhance the experiences of students prior to their beginning of school. Articulation
with our daycare centers and home childcare providers will continue. These endeavors
have made significant contributions to the success of our students.
2. Describe how the school system is working in collaboration with other early childhood
partners/programs (i.e., Preschool Special Education; Preschool For All sites; Head Start;
Child Care Programs) to ensure that children are entering kindergarten “ready to
learn”?
QACPS will continue its collaboration with the Judy Center Partnerships to ensure that
children are entering school ready to learn. The Judy Center joins forces with many
public and non-profit agencies throughout Queen Anne’s County to provide
comprehensive, community based, early learning programs for pre-school children and
their families. Many of our school-supported services now reside in the Northern end of
the county due the higher concentration of students receiving free and reduced meals.
QACPS has also increased its efforts to collaborate with Head Start. Many
opportunities present themselves in the area of professional development and we
continue to provide PD for all key stakeholders. Our Preschool Special Education
program is housed within two of our county primary schools. The teachers and
assistants in these programs are considered part of our prekindergarten and kindergarten
staff. They receive the same training and opportunities as all of our early learning
teachers. The Preschool Special Education Coordinator works closely with the
Elementary Supervisor to draft and implement the MMSR/ECAS grant. Many of the
private nursery schools are in contact with the school system to ensure that they are
using curriculum and programs that are aligned with the county.
Early Learning Tables 8.1 and 8.2
Domain Abbreviations
SP: Social and Personal
LL: Language and Literacy
MT: Mathematical Thinking
ST: Scientific Thinking
SS: Social Studies
TA: The Arts
PD: Physical Development
88
B. Based on the examination of the 2012-2013 Public Prekindergarten Enrollment Data
(Table 8.3)
1. Please verify the accuracy of the Prekindergarten enrollment data, as it was
provided to the MSDE, Division of Early Childhood Development Early Learning
Office for school year 2012-2013.
2011-2012 data is verified to be accurate.
2. Describe the policies and practices put in place to ensure the enrollment of all
eligible children into the Public Prekindergarten Program as described in
COMAR 13A.06.02.
All children who will be four years old on or before September 1st are encouraged to
apply for the prekindergarten program. Based on COMAR regulations all children who
are economically disadvantaged or homeless are admitted into the prekindergarten
program automatically. The income eligibility guidelines for Free and Reduced Meals
are utilized to determine economic disadvantage. During the registration process all
students are assessed using a county-made screening tool that encompasses all seven
domain areas of MMSR. After students who are economically disadvantaged,
homeless or have an IEP with classroom instruction are placed (Tier 1), students who
score below a predetermined cut score on the screening assessment are the second tier
of children placed in the prekindergarten program based on a of lack of school
readiness, if slots are available. In addition, any student with an IEP for speech is
considered in the second tier. If vacancies exist after all of the above mentioned
placements are made, students who did not meet either criteria may be enrolled into the
program to fill these remaining vacancies (Tier 3). As many placements as possible are
made by August 1st
in order for QACPS to determine class size. Slots are held at each
school until the beginning of the year to better accommodate children who meet the
COMAR automatic criteria. After the school year begins, any child who is
economically disadvantaged or homeless is admitted into the program regardless of
capacity. If capacity becomes an issue, the schools contact the Elementary Supervisor
for assistance.
A QACPS brochure was created to explain our application process. We distribute this
in conjunction with the MSDE developed brochure explaining the function of
prekindergarten. We advertise registration through the newspaper, local cable
television, and county website. Brochures and flyers are distributed throughout the
community. The official registration process begins in April but continues throughout
the year. The county website details information regarding prekindergarten and who is
eligible for services. All documents needed for registration are provided online
including the current income eligibility guidelines.
Training is provided to all school personnel involved with registration. Rosters of all
children who have registered are maintained by the Elementary Supervisor and at each
of the schools. The Elementary Supervisor participates in registration at various schools
to oversee and assist with the process. All school secretaries are provided with
89
information to assist them in answering parent questions. One person is designated at
each school to answer inquiries. If the school does not feel capable of answering parent
concerns, parents are referred to the Elementary Supervisor at Central Office. Being a
small system with only six schools housing prekindergarten and kindergarten, it is
easier to monitor the overall process. School personnel are very comfortable in
contacting central office regarding any questions or concerns.
School personnel know to enroll any student who meets the automatic criteria as
defined by COMAR at any point during the school year. When a new student is
enrolled, the information is shared with central office. Several times during the school
year, enrollment data is collected. This constant awareness and monitoring ensure that
our schools are following county procedures and COMAR regulations.
3. Describe any policies the school system has put in place to work collaboratively
with other early learning and development programs to provide a
prekindergarten program for all eligible children.
Queen Anne’s County Public Schools works collaboratively with many early childhood
partners to provide a quality prekindergarten program for eligible children. As
mentioned above, there are many partners including, but not limited to: Head Start,
local child care centers, and the Judy Center Partnerships. Although policies are not in
existence, other than our Admissions and Early Entry procedures into the early grades,
we have several MOU-Memorandums of Understanding, stating that we will
consistently follow the same procedures.
90
Gifted and Talented Programs
COMAR 13A.04.07.06 specifies that local education agencies shall in accordance with
Education Article §5-401(c) report in their Bridge to Excellence Master Plans their “goals,
objectives, and strategies regarding the performance of gifted and talented students along
with timelines for implementation and methods for measuring progress.”
The Annotated Code of Maryland §8-201 defines a gifted and talented student as “an
elementary or secondary student who is identified by professionally qualified individuals
as: (1) Having outstanding talent and performing, or showing the potential for performing,
at remarkably high levels of accomplishment when compared with other students of a
similar age, experience, or environment; (2) Exhibiting high performance capability in
intellectual, creative, or artistic areas; (3) Possessing an unusual leadership capacity; or (4)
Excelling in specific academic fields.”
COMAR 13A.04.07 Gifted and Talented Education establishes the minimum standards for
student identification, programs and services, professional development, and reporting
requirements
The school system’s Master Plan Update on the Gifted and Talented Program will report
the system’s progress on these three goals from COMAR 13A.04.07:
Goal 1. Student Identification
Each local education agency shall establish a process for identifying gifted and talented
students as they are defined in the Educational Article §8-201 [COMAR 13A.04.07.02(A)].
Goal 2. Programs and Services
Each local education agency shall provide different services beyond those normally
provided by the regular school program in order to develop the gifted and talented
student’s potential [COMAR 13A.04.07.03(A)]
Goal 3 . Professional Development
Teachers and other personnel assigned to work specifically with students identified as
gifted and talented shall engage in professional development aligned with the competencies
specified by 13A 12.03.12 Gifted and Talented Education Specialist.
Use the chart on the next page to report the school system’s 2012-2013 objectives and
strategies for these three goals along with implementation timelines and assessment of
progress
91
List the local education agency’s 2012-2013 initiatives for gifted and talented students which support the three goals in COMAR
13A.04.07 Gifted and Talented Education.
Goal 1. Student Identification
Each local education agency shall establish a process for identifying gifted and talented students as they are defined in the Educational
Article §8-201 [13A.04.07.02(A)].
Reference
COMAR 13A.04.07.02
Objectives and
Implementation Strategies
Timeline Methods for Measuring
Progress
Assessment of
Progress (Met,
Partially Met,
Not Met)
1. is a systemic process for
identifying students as
defined in Annotated Code
§8-201 (§02.A).
2. encompasses all students in
the pool (§02.B).
3. Identifies students for
participation in programs
and services (§02.B).
QACPS utilized all possible sources of
test score criteria and non-test criteria.
CogAT was given to all students during
3rd
and 5th
grades. Students who score
above 130 are identified as gifted and
students who score between 120 and
129 are enriched. The subgroup scores
used were verbal, non-verbal, and
quantitative. The area of individual
student strength correlated with GT
programming in RELA, Mathematics
and STEM
QACPS employed a nomination process
for students not identified by CogAT-
these included Teacher, Parent, School
Staff nominations.
September
October
May
As Needed
The talent pool of
identified students at each
school is generated at each
elementary and middle
school
Met
92
Goal 1. Student Identification
Each local education agency shall establish a process for identifying gifted and talented students as they are defined in the Educational
Article §8-201 [13A.04.07.02(A)].
Reference
COMAR 13A.04.07.02
Objectives and
Implementation Strategies
Timeline Methods for Measuring
Progress
Assessment of
Progress (Met,
Partially Met,
Not Met)
4. uses multiple indicators of
potential, aptitude, and
achievement(§02.C).
Each Elementary and Middle School in
QACPS conducted a team meeting to
review relevant data and identify
students for talent pool. At the ES &
MS level, this targeted academic areas.
September
October
As Needed
Talent Pool list created by
school
Leadership teams
Met
High School Counselors examined
individual course schedules to ensure
students were accurately scheduled
according to their talents. At the high
school level this included both
academic areas and the fine arts.
August
December/January Examination of student
schedules and class
rosters.
Partially Met
Enrichment Contacts entered individual
student information into a database.
September
October
As Needed
Reports generated in
PowerSchool
Met
93
Goal 1. Student Identification
Each local education agency shall establish a process for identifying gifted and talented students as they are defined in the Educational
Article §8-201 [13A.04.07.02(A)].
Reference
COMAR 13A.04.07.02
Objectives and
Implementation Strategies
Timeline Methods for Measuring
Progress
Assessment of
Progress (Met,
Partially Met,
Not Met)
5. is reviewed for its
effectiveness(§02.E).
QACPS GT evaluated effectiveness of
identifications system
Ongoing Reflection Sheets
provided by Enrichment
Contacts
High School Committee
Meeting Minutes
Examination and analysis
of assessment data
(MSA/HSA/PARCC &
internal assessment data)
School Improvement
Plans
Met
6. provides ongoing
professional development
for school staff [§02.F (3)].
Each school in QACPS designed a
schedule for the delivery of the services
and shared student profiles with
appropriate classroom teachers. PD
embedded in the team meetings.
September
October
As Needed
ILPs
School-based enrichment
opportunities
Partially Met
Professional Development was delivered at
quarterly Enrichment Contact Meetings.
The information/strategies were shared at
school based professional development
meetings.
Quarterly Enrichment Contact
Meeting Agendas/Minutes
School PD
agendas/evaluations
Partially Met
94
Goal 1. Student Identification
Each local education agency shall establish a process for identifying gifted and talented students as they are defined in the Educational
Article §8-201 [13A.04.07.02(A)].
Reference
COMAR 13A.04.07.02
Objectives and
Implementation Strategies
Timeline Methods for Measuring
Progress
Assessment of
Progress (Met,
Partially Met,
Not Met)
7. documents evidence of
advanced learning
behaviors, PreK-2 [§02.F
(1)].
All QACPS schools that house Pre-K –
2nd
grade utilized Primary Talent
Development in identifying and
supported gifted learners.
On Going Enrichment Contact
reflections
Data tracked at school
level
Partially Met
QACPS participated in ongoing
Professional Development to enhance
the use of PTD (i.e. attend conferences)
April Team attended PTD
training in April, 2012
Partially Met
8. includes a process for
appeals [§02.F (2)].
QACPS had an appeal process in place
and was documented in the G/T
Handbook.
As Needed G/T Handbook
Documentation that
supports each appeal.
Met
9. is clearly stated in writing
and made public [§02.F (2)].
QACPS informed public of student
identification process.
Ongoing GT Handbook on website
Acceleration brochure
Met
10. is consistently implemented
systemwide [§02.F (2)].
All ES & MS in QACPS consistently
identified students for participation in
enrichments programs. The process at
the high school level was not as
defined.
Ongoing Enrichment Contact
reflections
Enrichment Contact
agendas
Examination and analysis
of assessment data
(MSA/HSA/PARCC &
internal assessment data)
Partially Met
95
Goal 2. Programs and Services
Each local education agency shall provide different services beyond those normally provided by the regular school program in order to
develop the gifted and talented student’s potential [13A.04.07.03 (A)]
Reference
COMAR 13A.04.07.03
Objectives and
Implementation Strategies
Timeline Methods for Measuring
Progress
Assessment of
Progress (Met,
Partially Met,
Not Met)
1. accelerate, extend, or
enrich instructional
content, strategies, and
products to demonstrate
and apply learning (§03.
A.).
2. provide a continuum
services PreK-12 during
the regular school day
for identified gifted and
talented students [§03.C
(1)].
All schools in QACPS provided
opportunities for acceleration of
instructional content.
Ongoing Grade Acceleration
Acceleration in math
courses
Early Admission to
Kindergarten
Data from Power School
Schedules
Met
At the ES & MS level, teachers utilized
differentiated instructional strategies to
adjust content to challenge identified
students. These strategies were most
prevalent in the academic core areas.
Ongoing Enrichment Contact
Meeting Agendas
Sample of teacher lesson
plans
Observations from
Learning Walks and
Formal Observations
Partially Met
At the ES, schools utilized varying
models/programs to accelerate, extend, or
enrich content. Examples included: STEM
focus groups, Enrichment Blocks, Math
Olympiads, Multi-age Literacy Groups,
etc.
Ongoing Enrichment Contact
Meeting Agendas
Sample of teacher lesson
plans
Observations from
Learning Walks and
Formal Observations
Matrix of enrichment
programs and services for
each school in QACPS
Partially Met
At the MS level, schools utilized varying
models/programs to accelerate, extend, or
Ongoing Enrichment Contact
Meeting Agendas
Partially Met
96
Goal 2. Programs and Services
Each local education agency shall provide different services beyond those normally provided by the regular school program in order to
develop the gifted and talented student’s potential [13A.04.07.03 (A)]
Reference
COMAR 13A.04.07.03
Objectives and
Implementation Strategies
Timeline Methods for Measuring
Progress
Assessment of
Progress (Met,
Partially Met,
Not Met)
enrich content. Examples included Junior
Great Books, accelerated math placement,
foreign language courses, Gateway to
Technology, Literature Circles, History
Club & History day, Science Fair,
Destination Imagination, etc.
Sample of teacher lesson
plans
Observations from
Learning Walks and
Formal Observations
Matrix of enrichment
programs and services
for each school in
QACPS
At the HS level, upper classmen selected
their Pathway, and were scheduled by their
chosen Pathway Cluster (i.e. Engineering,
CTE, Pre-Engineering, Performing Arts,
Teacher Academy of Maryland, etc.)
Ongoing Data warehouse data
reports.
Student schedules
Academic Dean
reflections
Matrix of enrichment
programs and services
for each school in
QACPS
Met
3. are reviewed for
effectiveness (§03. B).
QACPS evaluated effectiveness of
programs/services
Ongoing Reflection Sheets
provided by Enrichment
Contacts
Feedback from parents,
teachers, and students
Examination and
analysis of assessment
data
Met
97
Goal 2. Programs and Services
Each local education agency shall provide different services beyond those normally provided by the regular school program in order to
develop the gifted and talented student’s potential [13A.04.07.03 (A)]
Reference
COMAR 13A.04.07.03
Objectives and
Implementation Strategies
Timeline Methods for Measuring
Progress
Assessment of
Progress (Met,
Partially Met,
Not Met)
(MSA/HSA/PARCC &
internal assessment data)
Examination of
participation and
enrollment data.
4. support the social and
emotional growth of
gifted and talented
students [§03.C (2)].
All schools in QACPS provided support
for the social and emotional growth of
gifted and talented students as needed.
Services are provided through the
Guidance Counselors/School Psychologists
and/or Teacher Specialists/Academic
Deans of each school.
Ongoing School
Counselor/School
Psychologist reflections
Teacher
Specialists/Academic
Deans reflections
Partially
Met
5. inform and involve
parents/guardians of gifted
and talented students
[§03.C (3)].
Enrichment Contacts at each school in
QACPS notified identified students and
parents via notification letter.
September
October
As Needed
Notification letter sent
to parents at the
elementary and middle
school level
High School parents
notified at scheduling
conference.
Partially
Met
G/T Supervisor assembled a steering panel
to gather input and recommendation from
parents, the business community, and
concerned citizens
By Spring Panel Meeting Minutes.
Supervisor reflection
Not Met
98
Goal 3 . Professional Development
Teachers and other personnel assigned to work specifically with students identified as gifted and talented shall engage in professional
development aligned with the competencies specified by 13A 12.03.12 Gifted and Talented Education Specialist.
Reference
COMAR
13A.04.07.04
Objectives and
Implementation Strategies
Timeline Methods for Measuring Progress Assessment of
Progress (Met,
Partially Met,
Not Met)
In the past 3 years, significant cuts to local funds have led to a decrease in services for our gifted learners. The transition to the Common Core
State Curriculum and a new teacher evaluation model has resulted in all professional development time devoted to these areas of need. QACPS
will continue to find ways to provide professional development focused around the needs of our most gifted learners. While our G/T program is
moderately strong, our professional development plan to support our gifted population is weak. During the 2013-2014 school year, we will
develop a strategic plan to address this area of need.
1. Foundations of gifted
education, key issues and
trends [13A.12.03.12 (i)].
2. Cognitive and affective
characteristics of gifted and
talented students, including
students with disabilities
diverse backgrounds
[13A.12.03.12 (ii)].
A strategic plan was developed to
provide staff with information to
better understand key issues and
trends.
Ongoing Enrichment Contacts Meeting Agenda Partially Met
Identified key staff to attend
conferences focused on G/T
students, such as the MEGS
conference.
Ongoing Conference Registration
School-based meetings that illustrate
information shared by conference
attendees
Not Met
3. Processes and procedures
for the identification of
gifted and talented
students, including the use
of equitable approaches
[13A.12.03.12 (iii)].
Each year, schools send
representatives to be trained on
the effective administration of the
G/T identification tool; CogAT.
August Training agenda and sign-in sheet
Testing administration is monitored by
the G/T Supervisor and school based
Principals
School Improvement Plans
Met
G/T handbook was revised in 12-
13. This process included a
representative from each school
and include professional
Spring &
Summer,
2013
Revised Handbook.
Enrichment Contact Meeting Agenda
Partially Met
99
Goal 3 . Professional Development
Teachers and other personnel assigned to work specifically with students identified as gifted and talented shall engage in professional
development aligned with the competencies specified by 13A 12.03.12 Gifted and Talented Education Specialist.
Reference
COMAR
13A.04.07.04
Objectives and
Implementation Strategies
Timeline Methods for Measuring Progress Assessment of
Progress (Met,
Partially Met,
Not Met)
development targeting the
procedures and process of
identification of G/T students.
Quarterly Enrichment Contact
Meetings included embedded
professional development on the
identification of under-
represented populations as well
as twice-gifted students.
Ongoing Enrichment Contact Meeting Agenda
School Improvement Plans
Partially Met
4. Evidence-based
instructional strategies for
differentiating instruction
for gifted and talented
students [13A.12.03.12
(iv)].
At the ES & MS level, teachers
utilized differentiated
instructional strategies to adjust
content to challenge identified
students. Differentiation
strategies were presented in
RELA, Mathematics, Science,
Social Studies, and Visual and
Performing Arts. Middle School
Teachers were trained on Junior
Great Books.
Ongoing Enrichment Contact Meeting Agendas
Sample of teacher lesson plans
Observations from Learning Walks and
Formal Observations
Partially Met
In many cases at the high school
level, students were scheduled
according to the program cluster.
Strategies were employed to
support the diverse population of
learners. Pre-AP and AP courses
utilize content specific strategies
Ongoing Enrichment Contact Meeting Agendas
Sample of teacher lesson plans
Observations from Learning Walks and
Formal Observations
Partially Met
100
Goal 3 . Professional Development
Teachers and other personnel assigned to work specifically with students identified as gifted and talented shall engage in professional
development aligned with the competencies specified by 13A 12.03.12 Gifted and Talented Education Specialist.
Reference
COMAR
13A.04.07.04
Objectives and
Implementation Strategies
Timeline Methods for Measuring Progress Assessment of
Progress (Met,
Partially Met,
Not Met)
to support the gifted learner. A
cohort of high school teachers
attended AP workshops in the
areas of Social Studies, Science,
and English. Project Lead the
Way: Pre Engineering and
Biomedical Science, and
Agriculture Science Teachers
attended training on program
implementation.
5. Theories and models for
developing and
implementing curriculum,
instruction, and
assessments for gifted and
talented students
[13A.12.03.12 (v)].
Professional Development in the
area implementing instructional
strategies necessary to support
the MCCSS have been given to
all ES teachers, as well as
targeted MS & HS teachers. This
PD will lead to a more student-
centered approach and thus
higher level thinking.
Ongoing Professional Development Agendas
Sample of teacher lesson plans
Observations from Learning Walks and
Formal Observations
Partially Met
6. Learning environments that
foster the social and
emotional well-being of
gifted and talented students
[13A.12.03.12 (vi)].
Establishing a learning environment
conducive to learning for all
students is a key expectation for all
staff in QAC. Job embedded PD
was given to all teachers in
addressing the needs of all students,
including the social and emotional
well- being.
Ongoing Observations from Learning Walks and
Formal Observations
School Improvement Plans
Met
101
Goal 3 . Professional Development
Teachers and other personnel assigned to work specifically with students identified as gifted and talented shall engage in professional
development aligned with the competencies specified by 13A 12.03.12 Gifted and Talented Education Specialist.
Reference
COMAR
13A.04.07.04
Objectives and
Implementation Strategies
Timeline Methods for Measuring Progress Assessment of
Progress (Met,
Partially Met,
Not Met)
Last year all middle schools
participated in the Olweus anti-
bulling program which provided
PD to staff in creating safe
learning environment for all
students. Additionally, each
school in QACPS earned a gold
award in PBIS which supports a
positive learning experience for
all students.
Ongoing Olweus training agendas
PBIS meeting agendas
School Improvement Plans
Met
7. Certification as Gifted and
Talented Education
Specialist (13A.12.03.12).
QACPS had no one employed
with a G/T Education Specialist
certification or is working
towards this certification.
Ongoing A plan will be developed with HR to
find local colleges that offer a program
leading to this endorsement.
Not Met
QACPS' two overall goals in the area of Gifted and Talented are to increase participation in gifted and talented programs and to
provide those targeted students with opportunities to be challenged in their areas of giftedness. QACPS has made progress in both of these
areas. The focus of the district has continued to be a shift from overall participation to the participation of under-represented populations. In
2012-2013, 24.8% of the district's identified elementary students and 19% of identified middle school students were from an under-
represented population; this is above our county outcome which states 10% of the identified gifted and talented population will be
comprised of traditionally under-represented students (minority, FARMs, LEP, Special Ed) and an increased from 2011-12. Additionally, in
2012-2013, 94.1% of our GT students in grades 3-8 scored advanced in reading and 58.7% scored advanced in Math. This is an increase of
1.1 points in Reading and a decrease of 2.7 points in Math. However, due to the transition to MD CCSC, QACPS saw a decrease in all
mathematics data.
The major challenge in the area of gifted and talented QACPS continues to face is the lack of funding for Enrichment Specialists.
Currently, QACPS employs no personnel solely committed to Gifted Education. QACPS also continues to be challenged in providing
102
services at the middle school level due to scheduling constraints. The district has been and is committed to continually seeking creative
alternatives in order to expand the program offerings. At the high school level, the major challenge is the difficulty in the continuation of
tracking students who were identified as Gifted and Talented during their elementary or middle school years. Now, with a database in place
and training provided to school Enrichment Contacts, the district is committed to tracking Gifted and Talented students at the high school
level through the monitoring of course selection through high school.
103
2012- 2013 Gifted and Talented Enrollment
COMAR 13A.04.07 states that “gifted and talented students are found in all
Maryland schools and in all cultural, ethnic, and economic groups” (.01); that
“the identification process shall be used to identify students for participation in
the programs and services” [.02 (D)]; and that “each school system shall review
the effectiveness of its identification process” [.02 (E)].
Beginning with the grade level in which the system’s identification process is
initiated, report the number of students identified for programs and services at
each grade level. Observe the FERPA rules for reporting student data in small
cells; however, include those students in the totals for “All GT Students.”
K 1 2 3 4 5 6 7 8 9 10 11 12
All GT Students 2 4 6 65 70 174 123 178 76 96 110 46 25
Hispanic/Latino of
any race 0 0 0 4 1 4 1 6 0 0 1 0 0
American Indian or
Alaskan Native 0 0 0 0 0 0 0 0 0 1 1 0 0
Asian 0 0 0 3 1 5 1 5 1 3 2 0 0
Black or African
American 0 0 0 0 1 4 3 2 1 7 3 1 0
Native Hawaiian or
other Pacific
Islander
0 0 0 0 0 0 0 0 0 0 0 0 0
White 2 4 6 51 64 155 111 160 73 84 101 45 24
Two or more races 0 0 0 3 3 6 7 5 1 1 2 0 1
Special Education 0 2 6 4 7 7 9 9 8 2 0 0 1
Limited English
Proficient (LEP) 0 0 0 0 2 0 0 0 0 0 0 0 0
Free/Reduced
Meals FARMS 0 0 0 8 9 22 18 20 5 2 1 2 0
The school system may include below additional information on the gifted and talented
program that pertains to local education agency requirements.
104
Special Education
The BTE Act requires that each updated Master Plan “shall include goals, objectives, and
strategies” for students with disabilities. Both federal and State legislation require that
states have accountability systems that align with academic content standards for all
students. In addition, the federal special education legislation commonly known as IDEA
also requires that a child’s needs resulting from a disability be addressed “so that they may
be involved in and progress in the general curriculum.” Information requested about
special education aligns with reporting requirements of the Federal Office of Special
Education Programs (OSEP).
Therefore, each school system’s annual submission that is aligned with federal and State
law will document and support with evidence the progress in academic achievement for
students with Individualized Education Programs (IEPs) as well as update plans to
accelerate performance to ensure that the special education subgroup makes Annual
Measurable Objective targets at the system and individual school level. Changes to
strategies or specific areas of progress that have improved performance should be
discussed in the Update, particularly for schools or systems in improvement.
AS YOU COMPLETE THE 2013 MASTER PLAN ANNUAL UPDATE, YOU MAY
WISH TO CONSIDER THE FOLLOWING SPECIAL EDUCATION ISSUES WITHIN
YOUR RESPONSES THROUGHOUT THE DOCUMENT. THIS SECTION IS NOT TO
BE COMPLETED AS A STAND-ALONE SECTION.
Access to the General Education Curriculum. How are students accessing general
education so they are involved and progressing in the general curriculum at
elementary, middle and high school levels and across various content areas?
Queen Anne’s County Public Schools’ (QACPS) vision, mission, and core values are
based upon a commitment to ensure that all children receive a rigorous academic
program in a learning environment that is safe, respectful, and caring. During the 2012-
13 school year, 92.38% of our students aged 6 through 21 with Individualized Education
Programs (IEP) receive special education services inside the regular class 80% or more of
the day; continuing our practice of allowing students access to the general education
curriculum to the greatest extent appropriate in accordance with Individuals with
Disabilities Education Act (IDEA).
Central to the provision of special education and related services under the IDEA and the
Code of Maryland and Regulations (COMAR), is that students with disabilities: (1) have
access to the general curriculum; (2) be involved in the general curriculum; and (3)
progress in the general curriculum. IEP team members address the concept of curriculum
access when they determine: (a) the student’s present levels of academic achievement
and functional performance, including how the student’s disability affects his or her
105
involvement and progress in the general education curriculum, (b) annual goals that
address the student’s involvement and progress in the general education curriculum, (c)
statement of appropriate accommodations that are necessary to measure the academic
achievement and functional performance of the student on state and district-wide
assessments, and (d) the least restrictive environment. When addressing the least
restrictive environment, IEP teams begin this decision-making process with the
proposition that all students can learn the content and skills and benefit from instruction
administered by highly qualified classroom teachers in the general education setting.
As we continue our transition to the Common Core, staff recognize that the standards not
only apply to all students in school, but the standards also apply to students with
disabilities. Staff at the Central Office and school level are committed to the continued
development of understanding about research-based instructional practices and how their
effective implementation will help improve access to mathematics and English language
arts (ELA) standards for all students, including those with disabilities.
Collaboration with General Educators. How is the local education agency ensuring
collaboration between general and special education staff, including such
opportunities as joint curricular planning, provision of instructional and testing
accommodations, supplementary aids and supports, and modifications to the
curriculum?
Queen Anne’s County Public Schools prides itself on continuing to emphasize the
collaborative/ co-teaching relationship as an effective strategy to address the needs of all
students within the class. QACPS central office staff and administrators continue to
model effective collaborative relationships as evidenced by the development of the
master plan, planning of professional development, and joint program learning walks. At
the school level, collaboration is considered when establishing both student and teacher
schedules. General education and special education teachers who co-teach are
encouraged to use co-planning time to develop and implement instruction that is
appropriate to meet the varying learning needs of students within their classes. The use
of Google Docs – a suite of products that lets you create different kinds of online
documents, work on them in real time with other people, and store your documents and
your other files – is being utilized by some teachers as an effective means to collaborate
when face to face time is not available. In addition, all teachers are provided with a
student’s snapshot IEP at the beginning of every school year/semester or when the IEP
has been changed. The snapshot IEP provides teachers with detailed information about
present levels of performance, accommodations, supplementary aids, services, and
goals/objectives in order to promote knowledge and discussion about how to address the
needs of the students in the general education classroom. Special Education Central Office Staff continue to meet with school-based Specialists
(teacher, Math, Reading) as a means to help facilitate the collaboration between general
and special education. During these meetings, Specialists are trained on new technology
products, websites and/or apps to help students with disabilities access the general
106
education curriculum. In turn, they provide training back at their schools to both general
and special education teachers.
Strategies used to address the Achievement Gap. When the local education agency
has an achievement gap between students with disabilities and the all students
subgroup, what specific strategies are in place to address this gap? Identify
activities and funds associated with targeted grants to improve the academic
achievement outcomes of the special education subgroup.
The 2012-13 data also revealed that the performance gap between general and special
education continues to exist. At the county level, strategies to support special education
are identified in the Master Plan and are embedded within each of the curricular areas. In
addition, QACPS is committed to supporting the performance of students with disabilities
by utilizing the following strategies:
Implemented the practice of monitoring student learning, at the school level, as an
essential component of high-quality education (local funds & Special Education
Discretionary grants)
Utilized classroom and benchmark assessments to provide timely data to teachers
and principals to make decisions to improve instruction and student achievement.
(local funds)
Monitored special education referrals at selected schools to ensure proper
procedures for special education identification were being followed (local funds)
Provided evidenced-based math and reading interventions targeted to improve the
performance of students with disabilities on the math MSAs (Special Education
Discretionary grants)
Continued to provide technology (i.e. iPads/mini laptops) to support the
implementation of evidenced-based interventions and use of apps (local funds &
Special Education Discretionary grants)
Continued to provide on-going technical assistance and training to successfully
integrate iPads into the classroom for students with disabilities (local funds &
Special Education Discretionary grants)
Interventions, enrichments and supports to address diverse learning needs. How
are students with disabilities included in, or provided access to,
intervention/enrichment programs available to general educations students? How
are Universal Design for Learning principles being used in curriculum, instruction,
and assessment development/implementation to eliminate barriers to learning for all
students?
QACPS continued its efforts in implementing a Universal Design for Learning (UDL)
Framework to help all students gain knowledge, skills, and enthusiasm for learning,
which began during the 2011-12 school year. Utilizing software programs, such as
WordQ+SpeakQ (GoQ), levels the playing field in the classroom for all students
regardless of their needs. To ensure that students have access to grade-level text, teachers
employ text from the use of Bookshare, via computer or tablet. In addition, principles of
107
UDL have been integrated into our Transition Plans to the New Maryland Common Core
State Curriculum.
QACPS continues its efforts to increase the quality, consistency, and influence of
classroom instruction. This is accomplished by providing high quality professional
development, monitoring and supporting classroom instruction through principal/central
office staff learning walks and effectively utilizing resources. In addition, QACPS is
putting practices in place to improve the identification, delivery, and use of evidence-
based interventions with students, including those with disabilities and those who
struggle with mastering today’s rigorous reading, literacy, and mathematics standards.
Professional Development and Highly Qualified Staff.
o How is the local education agency ensuring the participation of special education
teachers and leadership in common core curriculum and other content-related
professional development to promote student achievement?
o How is the local education agency ensuring that professional development of
general education staff incorporates sufficient special education pedagogical
knowledge, skills, and dispositions to enable educators to make the general
education curriculum and environment accessible for all children?
QACPS continues to believe that leadership in inclusive schools requires shared
responsibility, beginning at the Curriculum and Instruction leadership level and
disseminating out to the school level. Within QACPS, shared responsibility, means
central office and building-level administrators collaborating with general and special
education teachers, specialists, paraprofessionals, other school staff, families, and
community members to design, deliver, and continuously monitor services and supports.
When planning professional development days, the content and special education
supervisors collaborate to minimize scheduling conflicts, thereby allowing special
education teachers the ability to attend the content-related sessions. When scheduling
conflicts arise, school-based specialists are used to provide professional development to
fill where gaps exist. Furthermore, through ongoing collaboration between content
supervisors, special education supervisors and school administrators, additional
opportunities are sought to provide not only content-related professional development for
special education teachers but also professional development based on identified needs
including, Universal Design for Learning, research-based interventions, use of assistive
technology, using Apps to enhance instruction, behavior strategies, and use of Apps/Web
2.0 tools to improve organization and efficiency.
108
Education that is Multicultural (ETMA)
The Local School System Compliance Status Report provides the critical indicators for the
assessment of Education That is Multicultural and Achievement (ETMA) implementation
in Maryland local public schools. The assessment categories reflect the level of compliance
with the ETM Regulation (COMAR 13A.04.05) with emphasis on equity, access, support
for success, academic achievement, and diversity in educational opportunities. The
completion of the ETMA Protocol Form requires collaboration among the LSS ETMA
Network contact person and appropriate LSS individuals. The ETMA goals for all of
Maryland’s diverse students are to eliminate achievement gaps, accelerate academic
achievement, promote personal growth and development, and prepare for college and
career readiness.
1. What are your LEA’s major ETMA strengths?
The QACPS BTE Master Plan includes specific references related to ETM and minority
achievement initiatives.
Implementation of PBIS and Cultural Competency training for teachers.
A Task Force for Student Achievement Committee which is a liaison between school
system and both county high schools.
The various curricula provide information which enables students to demonstrate an
understanding of and an appreciation for cultural groups. Multiple cultural perspectives
of history are represented and students are taught an awareness of and sensitivity to
individual differences within cultural groups. Stereotypes are identified and related to but
not limited to race, ethnicity, religion, gender, languages, socio-economic status, age
and/or individuals with disabilities.
QACPS has a written policy addressing bullying and harassment. The schools also
conduct individual lessons targeting bullying and harassment, followed up by various
assembly programs.
All aspects of instruction are accessible to every student. Supports are given as needed.
Technology is accessible to all students and all instructional activities promote an
understanding of and respect for a variety of ways of communicating, both verbal and
non-verbal.
All schools implement strategies that eliminate disproportionality in special education
identification and placement.
QACPS provides literature to families who do not speak English as their primary
language.
QACPS has written policies and practices that prohibit discrimination against students
and staff based on disability and diversity factors.
Through the use of county Textbook Approval Form, all literature and assessments are
ensured to be biased free.
Students are assessed in multiple formats to ensure their mastery.
109
2. What are your LEA’s major ETMA areas that need improvement?
QACPS needs to integrate the ETMA mission statement into the operation of the school
and the mission needs to be regularly communicated to staff, students, parents and the
community.
QACPS has a Minority Achievement Coordinator who facilitates the STEM program and
other minority initiative to assure that there is equitable representation of diverse cultural
and socioeconomic groups in AP courses. Additional funding is needed to support a full
time coordinator at each high school.
Staff Development for implementation of Culture Competency Committee.
QACPS recognized the need to utilize the MSDE PD Competencies for Enhancing
Teacher Efficacy in Implementing Education that is Multicultural and accelerating
minority achievement.
o QACPS offers a voluntary ETM class for MSDE/continuing education credit.
This class will be open to all employees.
o QACPS works to ensure ETM Professional Development explores attitudes and
beliefs about the individual’s own cultural identity.
The diverse population of QACPS is encouraged to become more involved in school
activities and serve on committees.
3. What are your three major LEA ETMA goals for the next school year and strategies
for meeting those goals?
Goal 1: To continue our partnership with the County Government’s Local Management
Board to address equity, diversity and cultural competency at all grade levels.
Further opportunities will be available for QACPS employees and Task Force
community members in cultural competency.
Goal 2: Principals and Supervisors will monitor ETM professional development at their
school level and content areas.
Goal 3: Each school’s School Improvement Team will develop strategies to encourage
more diverse populations, parental involvement in school based activities.
110
Section B Key Personnel
Curriculum Director Mrs. Roberta Leaverton
Key Curriculum Supervisors Mrs. Kathy Draper Mr. Brad Engel Mrs. Diane McGowan Mrs. Elaine O’Neal Mrs. Tina Thomas Mrs. Leigh Veditz Mr. Willie Waits Mr. Robert Watkins
School Leadership Team (Principals, Assistant Principals, Teacher
Specialists)
Mr. Lawrence Dunn Principal, BES/KIE Mrs. Arlene Reading Teacher Specialist/AP, BES Mrs. Linda Jefferson Teacher Specialist/AP, KIE Mr. Dave Dulac Principal, CES Mrs. Christine Heckard Teacher Specialist, CES Dr. Lloyd Taylor Principal, CHES Mrs. Marjorie Hershberger Teacher Specialist, CHES Mrs. Michelle Carey Principal, GES Mrs. Cassandra Cornish Teacher Specialist, GES
Mr. Sean Kenna Principal, KES
Mrs. Ann Apple Teacher Specialist, KES Mrs. Carol Kamp Principal, MES Mrs. Stacey Rankin Teacher Specialist, MES Mrs. Michele Hampton Principal, SES Mrs. Susan Davis Teacher Specialist, SES Mrs. Amy Hudock Principal, CMS Mrs. Theresa Farnell Assistant Principal, CMS Mrs. Dina Clark Teacher Specialist, CMS Dr. Angela Holocker Principal, MMS Mrs. Kaylene Kovach Assistant Principal, MMS Mrs. Debbie Gibson Teacher Specialist, MMS Mr. Kevin Kintop Principal, STM Mrs. Jennifer Schrecongost Assistant Principal, STM Mr. Luke Ensor Teacher Specialist, STM Mr. John Lischner Principal, SMS
Mr. Tom Walls Teacher Specialist/AP, SMS Mr. John Schrecongost Principal, KIHS Mrs. Christine Dunn Assistant Principal, KIHS Mr. Brian Kelly Assistant Principal/Athletic Director KIHS Ninth Grade Annex Mr. Dan Harding Assistant Principal/Athletic Director, KIHS Mrs. Louisa Welch Academic Dean, KIHS
Mrs. Jackie Wilhelm Principal, QACHS Mrs. Debbie Lawrence Assistant Principal, QACHS Mr. Jon Marketto Assistant Principal/Athletic
Director, QACHS Mrs. Tracy Kenna Academic Dean, QACHS
Mrs. Carrie Mitten Principal, APA
Webmaster Andy Hearn Publications Office
Coordinator of Informational Technology Mr. Karl Hagelin
Reading Specialists Mrs. Karen Hipps, BES Mrs. Linda Gent, CES Mrs. Cathy Crew, CHES Mrs. Mary Lou Nelson, GES
111
Mrs. Robin Plummer, KES Mrs. Barb Thurber, SES
Mrs. Patti Muller, CMS Mrs. Jen Dryer, MMS Mrs. Jeannine Necessary, STM Mrs. Michelle Dewey, SMS Mrs. Susan Randow, KIHS Mrs. Michele Hustead, QACHS
Math Specialists Mrs. Kathy Fowler, BES Mrs. Lynn Beauchamp, CES Mrs. Jeanine Brizendine, CHE Mrs. Allison Hall, GES Mrs. Laura Phillips, KES Mrs. Lisa Booze, KIES Mrs. Kathy Quesenberry, MES Mrs. Terri Gloyd, SES Mrs. Gail Johnson, CMS Mrs. Lauren Bardsley, MMS Mrs. Laura Harding, STMS Mrs. Theresa Wheeler, SMS
112
Race to the Top Scopes of Work
Section C: Data Systems to Support Instruction
Narrative:
Queen Anne’s County Public Schools (QACPS) remains committed to the belief that improvements in instructional practice, to meet
the needs of all students, requires frequent and focused data analysis to inform future instruction. Section C (Data Systems to Support
Instruction) of the QACPS’s Race to the Top (RTTT) Scope of Work (SOW) was developed to promote effective and efficient use of
technology and data analysis in instructional decision making in order to improve teacher instruction. Ultimately, improved
instruction will lead to higher student achievement for all students, thus closing gaps in all subgroup populations. In year 2012-2013,
QACPS was able to support this belief through the following actions, which align with Maryland’s RTTT initiative:
Linking professional development and student achievement to teacher evaluations with the district’s data warehouse
Providing the capability for QACPS student data warehouse, Performance Matters, to interface with MSDE Instructional
Improvement System (IIS)
Purchasing IPADs for new administrators and teacher specialists, and utilizing them to collect and analyze classroom
observation data regularly
Updating Technology purchasing plan to support revised and new state technology requirements
In Year four QACPS will continue to refine its data system to enhance instructional decision-making by correlating Section C’s RTTT
action plan with the required State’s Section (C)(1) Statewide Longitudinal data System; (C)(2) Accessing and Using State Data; and
(C)(3) Using Data to Improve Instruction;(i) use of local Instructional Improvement Systems, (ii)professional development on the use
of data, and (iii) availability and accessibility to researchers.
Section C, Year four goals align with the State’s RTTT through the completion and continuation of the following activities:
Linking of professional development and student achievement to teacher evaluations with the district’s data warehouse
Participating with Maryland Instructional Technology Advisory Committee to keep abreast of State’s efforts to revise the
MSDE Technology Plan
Purchasing IPADs for new administrators and teacher specialists, and utilizing them to collect and analyze classroom
observation data regularly to improve instruction
Administering Kindergarten Entrance Assessments with devices to provide teachers with data to plan instruction
113
Utilizing MSDE’s Blackboard Learning Management System (LMS) for staff development, new teacher induction and
Professional Learning Communities (PLCs)
During the third grant period, QACPS continued to equip all school level administrators, and teacher specialists with IPADs in order
to regularly collect and analyze data at the classroom level. While IPADs were effective in collecting ancillary data, the Formative
Action System for Teacher Effectiveness (FASTE) observation software did not support the IPAD platform, and consequently,
administrators were unable to use them for the observation process. Through working with FASTE software designers, an upgrade
was made available for the 2013-2014 school year, in order to be able to fully utilize IPADs to complete the formal observation
process. This will shorten the turn-around time of observations, and allow teachers to incorporate improvements to instruction more
quickly.
In year four, QACPS is able to progress from building the technology infrastructure that will support an instructional improvement
system, to utilizing the Maryland IIS as the centerpiece of face-to-face and online professional development for teachers and
administrators. Professional development has been developed to build employee capacity in using MSDE’s Blackboard based
Learning Management System (LMS). A New Teacher Induction Course is being created specifically to meet the needs of
professionals new to the county, and is scheduled to be implemented during the spring of 2014. In addition, collaborative
opportunities will be hosted on the LMS in order to more effectively facilitate the sharing of instructional practices aligned to MD
CCSC.
As in all previous years, QACPS will continue to work closely with MSDE to prepare for data sharing, and for implementing a
successful PARCC testing program. The district’s technology plan will continue to be updated to reflect the increasing role of
technology, especially as it relates to student learning, instructional improvement, and alignment to State guidelines.
114
Section C: Action Plan
Goal(s): Year four goals are incorporated within the Action Plan
Section C: Data Systems to
Support Instruction
Correlation
to State
Plan
Project1
#
Timeline for
Year 4
Key Personnel Performance Measure Recurring
Expense:
Y/N
MOU Requirements: (Yes)
Activities to Implement
MOU Requirements
(C)(3)(i-iii) See separate sheet
with names listed for
each title, located
behind Section C
Goal 1: Build the technology infrastructure in QACPS to implement an instructional improvement system.
a. Implement in all district
schools a data warehouse
program that will link
student achievement to
teacher evaluations
(C)(3)(i)
October 1,
2013 –
September 30
2014
Coordinator of
Information
Management
Local Accountability
Coordinator
The development and
scoring of SLOs will
reflect that the data
warehouse was used to
analyze pre and post test
information.
N
b. Cooperate with State
efforts to establish a
mechanism to enable
software such as
Performance Matters to
interface with MSDE IIS
(C)(3)(i) October 1,
2013–
September 30,
2014
Information
Technology
Coordinator
Local Accountability
Coordinator
System allows MSDE IIS
to interface with QACPS
software.
N
c. Purchase IPADs for new
administrators and
teacher specialists
(C)(3)(i)
October 1,
2013–
September 30,
2014
CTE Supervisor
Observation of
administrators and teacher
specialists utilizing
IPAD’s when observing
teachers
N
115
Section C: Data Systems to
Support Instruction
Correlation
to State
Plan
Project1
#
Timeline for
Year 4
Key Personnel Performance Measure Recurring
Expense:
Y/N
MOU Requirements: (Yes)
Activities to Implement
MOU Requirements
(C)(3)(i-iii) See separate sheet
with names listed for
each title, located
behind Section C
d. Utilize devices to
administer Kindergarten
Entrance Assessment
and drive instruction.
(C)(3)(i)
1 October 1,
2013 –
September 30,
2014
Director of
Curriculum
Coordinator of
Information
Management
Content Supervisors
Principals
Local Accountability
Coordinator
Completion of KEA will
provide teachers with data
to plan instruction.
N
e. Involve QACPS
representatives in the
state’s efforts to revise
the MSDE Technology
Plan
(C)(3)(i) Sept 1, 2013 –
June 30, 2014
Instructional
Technology Specialist
Attendance at Maryland
Instructional Technology
Advisory Committee
(MITAC) meeting will
provide QACPS
representatives with
preliminary information.
N
f. Revise the QACPS
technology plan.
(C)(3)(i) 1 January 1,
2014– June
30, 2014
Coordinator of
Informational
Technology
Committee
Updated QACPS
Technology Plan will
define the role of
technology, especially as
it relates to student
learning, teaching, and
N
116
Section C: Data Systems to
Support Instruction
Correlation
to State
Plan
Project1
#
Timeline for
Year 4
Key Personnel Performance Measure Recurring
Expense:
Y/N
MOU Requirements: (Yes)
Activities to Implement
MOU Requirements
(C)(3)(i-iii) See separate sheet
with names listed for
each title, located
behind Section C
administrative functions
and will be the foundation
for budget requests
g. Formulate a funding
strategy to support
revised and new state
technology requirements
(C)(3)(i) October 1,
2013– June
30, 2014
Coordinator of
Informational
Technology
A funding strategy and
purchases will ensure
equitable access of
technology for all
students, staff and
administrators in
alignment with State
guidelines.
N
Goal 2: Utilize the Maryland IIS as the centerpiece of face-to-face and online professional development for current and prospective
teachers and administrators.
a. Provide professional
development to
appropriate staff on the
use of Blackboard LMS.
(C)(3) 1 October 1,
2013 – June
30, 2014
QAC LMS Point of
Contacts
Observation of teachers
utilizing Blackboard LMS
during PD will
demonstrate their ability
to navigate the Blackboard
LMS.
N
b. Create New Teacher
Induction Course
delivered through
Blackboard LMS
(C)(3) 1 October 1,
2013-
December 30,
2013
QAC LMS Point of
Contact
New Teacher Induction
Coordinator
When posted on the
Blackboard LMS, new
teachers will have access
to the course.
N
117
Section C: Data Systems to
Support Instruction
Correlation
to State
Plan
Project1
#
Timeline for
Year 4
Key Personnel Performance Measure Recurring
Expense:
Y/N
MOU Requirements: (Yes)
Activities to Implement
MOU Requirements
(C)(3)(i-iii) See separate sheet
with names listed for
each title, located
behind Section C
c. Utilize Blackboard LMS
for the New Teacher
Induction course
(C)(3) March 1,
2014-June 30,
2014
New Teacher
Induction Coordinator
Observations and walk
throughs (e.g. Danielson
Framework of Teaching)
will indicate that new
teachers have obtained
information from the New
Teacher Induction Course.
N
d. Utilize Blackboard LMS
for Professional
Learning Communities
(C)(3) October 1,
2013-
September 20,
2014
Content Supervisors
Principals
Through participation and
postings on the LMS,
QACPS staff will
demonstrate active
involvement.
N
Goals to be sustained after RTTT:
Goal 1: Utilize the technology infrastructure in QACPS to implement an instructional improvement system.
Goal 2: Utilize the Maryland IIS as the centerpiece of face-to-face and online professional development for current and
prospective teachers and administrators.
118
Section C Key Personnel
LAC Coordinator Mr. David Brown
Coordinator of Informational Technology Mr. Karl Hagelin
Curriculum Director Mrs. Roberta Leaverton
Content Supervisors Mrs. Kathy Draper Mr. Brad Engel Mrs. Diane McGowan Mrs. Elaine O’Neal Mrs. Tina Thomas Mrs. Leigh Veditz Mr. Willie Waits Mr. Robert Watkins
Principals Mr. Lawrence Dunn, BES/KIE Mr. Dave Dulac, CES Dr. Lloyd Taylor, CHES Mrs. Michelle Carey, GES Mr. Sean Kenna, KES Mrs. Carol Kamp, MES Mrs. Michele Hampton, SES Mrs. Amy Hudock, CMS Dr. Angela Holocker, MMS Mr. Kevin Kintop, STM Mr. John Lischner, SMS Mr. John Schrecongost, KIHS Mrs. Jackie Wilhelm, QACHS
QAC School Team Leadership Team Mrs. Roberta Leaverton Director of Curriculum & Instruction Mr. Dan Lessard Human Resources Officer Mr. Sid Pinder Director of Operations
Mrs. Robin Landgraff Finance Director Mr. Margaret Ellen Kalmanowicz Supervisor of Transportation Mrs. Julia Alley Facilitator Mrs. Kathy Draper Supervisor Mr. Brad Engel Supervisor Mrs. Diane McGowan Supervisor Mrs. Elaine O’Neal Supervisor Mrs. Tina Thomas Supervisor Mrs. Leigh Veditz Supervisor Mr. Willie Waits Supervisor Mr. Robert Watkins Supervisor
Mr. David Brown, Local Accountability Coordinator Mr. Karl Hagelin Coordinator of Technology Mrs. Geri Thompson Title I/Family Involvement Coordinator
Mr. Lawrence Dunn Principal, BES/KIE Mr. Dave Dulac Principal, CES Dr. Lloyd Taylor Principal, CHES
Mrs. Michelle Carey Principal, GES Mr. Sean Kenna Principal, KES
Mrs. Carol Kamp Principal, MES Mrs. Michele Hampton Principal, SES Mrs. Amy Hudock Principal, CMS Mrs. Theresa Farnell Assistant Principal, CMS Dr. Angela Holocker Principal, MMS Mrs. Kaylene Kovach Assistant Principal, MMS Mr. Kevin Kintop Principal, STM Mrs. Jennifer Schrecongost Assistant Principal, STM Mr. John Lischner Principal, SMS Mr. Tom Walls Assistant Principal, SMS Mr. John Schrecongost Principal, KIHS Mrs. Christine Dunn Assistant Principal, KIHS Mr. Brian Kelly Assistant Principal/Athletic Director KIHS Ninth Grade Annex Mr. Dan Harding Assistant Principal/Athletic Director, KIHS Mrs. Louisa Welch Academic Dean, KIHS
119
Mrs. Jackie Wilhelm Principal, QACHS
Mrs. Debbie Lawrence Assistant Principal, QACHS Mr. Jon Marketto Assistant Principal/Athletic Director, QACHS Mrs. Tracy Kenna Academic Dean, QACHS Mrs. Carrie Mitten Principal, APA
Mentors Mrs. Nancy Cook Mrs. Barbara McCreary Mrs. Marita Reed Mr. Bill Patton Mrs. Sherry Valenti Mrs. Kaye Romanosky Mrs. Shelagh Grasso Mr. Kenney Stein Mrs. Stacey Walstrum Mrs. Linda Agreen Mrs. Mary Jo Vasil-Haines
Technology Committee TBD
120
Race to the Top Scopes of Work
Section D: Great Teachers and Leaders
Narrative:
Section D “Great Teachers and Leaders’ of the Queen Anne’s County Public Schools (QACPS) Race to the Top (RTTT) Scope of
Work (SOW) addresses the district’s dedication towards improving teacher and principal effectiveness and providing timely guidance
for novice teachers from high-quality professional mentors. During the third year of the initiative, QACPS was able to:
Incorporate the mandated State growth measures into the QACPS education evaluator process
Pilot an evaluation system, at all schools, that conforms with the State requirements
Transition all new teachers effectively into the profession through a high-quality teacher induction/mentoring program
Provide high quality professional development for teachers and principals
During the third year, all building administrators and teachers received professional development on Student Learning Outcomes
(SLOs) as they fit into the State growth measurement section of the instructional effectiveness evaluation process. Principals worked
with teachers to develop pilot SLOs, to demonstrate student growth in content areas, as a portion of the new teacher evaluation.
QACPS Superintendent and Director of Curriculum also piloted the principal evaluation model, with all district school principals.
Teachers new to QACPS were provided with an induction/mentoring program that was consistent with COMAR requirements. To
provide high quality professional development, the Supervisor of New Teachers participated in the MSDE Summer Mentoring
Induction Academy, and held subsequent monthly meetings with mentors to equip them with skills and information essential to
supporting novice teachers. Just as new teachers received support from seasoned mentors in order to be successful, so too did novice
principals.
In Year three, QACPS RTTT Section D’s Great Teachers and Leaders goals and action plan aligned with the State’s RTTT indicators
(D)(1) “High Quality Pathways,” (D)(2)(i),(ii),(iii), (iv, a&b) “Improving Teacher and Principal Effectiveness Based on
Performance,”(D)(4) “Improving the Effectiveness of Teacher and Principal Preparation” and (D)(5), “Providing Effective Support to
Teachers and Principals,” just as they will align during grant year, four.
121
Year four of the grant cycle, will be a continuation and refinement of the goals established in year three. To meet the expectations of
Goal 1, incorporate the statewide student growth measure into the QACPS educator evaluation process, new and improved activities
will supplement the course of action taken in order to fully achieve the goals. All QACPS teachers and administrators will be
evaluated using the new evaluation system that conforms to State requirements, including student growth measures. Administrators
and teachers will receive additional training on SLO development, SLO yearly process, and scoring of SLOs, which will help to
ensure the achievement of Goal 2, implement the QACPS teacher/principal evaluation system that conforms to State requirements.
In order to affirm that student growth data is accurate, improved pre and post assessments, or mastery rubrics, will be utilized in all
content areas. QACPS Superintendent and Director of Curriculum will participate in MSDE trainings to ensure that principal
evaluations will be modeled after State guidelines, and will include student growth outcomes.
Goal 3 will be met by using data gleaned from evaluations on teachers and principals alike to make collaborative staffing decisions, as
they pertain to equitable distribution of teachers and principals in high poverty, high minority, hard-to-staff schools. Increasing the
number and percentage of effective teachers teaching hard to staff subjects and specialty areas (goal 4) will be met by working
collaboratively with the Human Resources Department to identify strategies to promote hiring in these areas in a timely manner.
Goal 5 of section D, ensure all teachers effectively transition into the profession through a high-quality teacher induction/mentoring
program, has several activities that will support its success. Teachers new to QACPS will participate in an induction/mentoring
program that conforms with COMAR guidelines, and will be provided with an experienced mentor, who has received focused training
from MSDE on how to support novice teachers. These actions will be monitored through monthly mentor meetings, which will be
planned by the Supervisor in charge of new teachers, as well as by teacher observations completed by Supervisors and building
principals.
Goal 6 calls for QACPS to implement an ongoing program of high quality professional development for teachers and principals. Over
the years, QACPS remains committed to the belief that high quality professional development results in improvements to instruction.
Development needs are identified on both a county wide as well as on an individual basis. The Educator Effectiveness Academy
(EEA) in addition to QACPS data sources, provide the information necessary to assess county alignment to the MD CCSC, and to
develop year-long plans to fully implement the transition. These plans cover systemic shifts in Reading Language Arts, Math, STEM,
and Disciplinary Literacy, in order to align with State standards.
122
Embedded professional development is used to address the specific improvement needs of individuals. As is stated throughout
Section D, data to identify these needs comes from a variety of sources; observations, evaluations, and results of teacher created SLOs.
The feedback from these sources is communicated to teachers and principals, so that they can quickly make the changes needed in
order to improve student performance. Without an ongoing program of high quality professional development to meet the needs of
teachers and principals, none of the other five goals in Section B could be accomplished.
123
Action Plan: Section D
Goal(s):Year four goals incorporated within the Action Plan
Section D: Great Teachers and
Leaders
Correlation
to State
Plan
Project
#
Timeline for
year 4
Key Personnel
Performance Measure Recurring
Expense:
Y/N
MOU Requirements: (Yes)
Activities to Implement MOU
Requirements
(D)(2)
(i – iv)
(D)(3)(i - ii)
(D)(5)(i - ii)
#1 See separate sheet
with names listed
for each title,
located behind
Section D
Goal 1: Incorporate the statewide student growth measure into the QACPS educator evaluation process.
a. Incorporate student growth
measures based on current state
requirements for the QACPS
education evaluator process
(D)(2)(i)
1 October 1,
2013 –
September 30,
2014
Superintendent
Director of
Curriculum Teacher
Evaluation Task
Force
Teacher evaluations will
include student growth
measures.
Improved student
performance in critical
content areas.
N
b. Train administrators and
teachers on development, yearly
process, and scoring of Student
Learning Outcomes
(D)(2)(i) 1 October 1,
2013 –
September 30,
2014
Director of
Curriculum
Supervisors
Sign off sheets will
indicate that teachers
received professional
development on SLO’s.
The quality of SLO’s
will improve based on
QACPS approval rubric.
N
c. Develop, monitor, and score
Student Learning Outcomes
(SLO’s) as part of the QACPS
teacher evaluation system for
all teachers.
(D)(2)(i)
1 October 1,
2013 –
September 30,
2014
Director of
Curriculum
Supervisors
Collection of SLO’s at
central office.
Improved student
performance in critical
content areas.
N
124
Section D: Great Teachers and
Leaders
Correlation
to State
Plan
Project
#
Timeline for
year 4
Key Personnel
Performance Measure Recurring
Expense:
Y/N
MOU Requirements: (Yes)
Activities to Implement MOU
Requirements
(D)(2)
(i – iv)
(D)(3)(i - ii)
(D)(5)(i - ii)
#1 See separate sheet
with names listed
for each title,
located behind
Section D
Goal 2: Implement the QACPS teacher/principal evaluation system that conforms with the State requirements
a. Ensure that all stakeholders
have an understanding of the
evaluation process.
(D)(2)(ii-iii) October 1,
2013 –
September 30,
2014
Director of
Curriculum
Principals
Sign off from teachers
will indicate that they
know the key
documents for the
evaluation process can
be found and feedback
from PD will indicate if
they understood or if
they have any additional
questions or concerns.
N
b. Implement the redesigned
teacher evaluation and
observation process
(D)(2)( ii-
iii)
1 October 1,
2013 –
September 30,
2014
Superintendent
Director of
Curriculum
Supervisors
Principals
Teachers
Bargaining Unit
Representatives
Completed teacher
evaluations and
observations
N
125
Section D: Great Teachers and
Leaders
Correlation
to State
Plan
Project
#
Timeline for
year 4
Key Personnel
Performance Measure Recurring
Expense:
Y/N
MOU Requirements: (Yes)
Activities to Implement MOU
Requirements
(D)(2)
(i – iv)
(D)(3)(i - ii)
(D)(5)(i - ii)
#1 See separate sheet
with names listed
for each title,
located behind
Section D
c. Participate in the statewide pilot
for evaluating classroom
teachers
(D)(2)( ii-
iii):
October 1, 2013
– September 30,
2014
Director of
Curriculum
Teacher observation and
evaluation ; meeting
agendas, feedback from
teachers
N
d. Continue developing pre and
post assessment items to be used
as measures for SLOs
(D)(2)(iv) 1 October 1,
2013 –
September 30,
2014
Supervisors Copies of the Pre/Post
assessment documents
will provide teachers
with options for their
SLOs in the coming
years.
N
e. Implement student growth
outcomes for principal
evaluations
(D)(2)(ii-iii)
October 1,
2013 –
September 30,
2014
Superintendent
Director of
Curriculum
Supervisors
Bargaining Unit
Representatives
Principal evaluations
will include student
growth measures.
Improved school
performance in critical
content areas.
N
e. Train executive team on the use
of principal evaluation models
(D)(2)(ii-iii) October 1,
2013 –
September 30,
2014
Superintendent
Director of
Curriculum
Agendas and attendance at
MSDE trainings.
Principal evaluation model
will be implemented
according to state guidelines.
N
126
Section D: Great Teachers and
Leaders
Correlation
to State
Plan
Project
#
Timeline for
year 4
Key Personnel
Performance Measure Recurring
Expense:
Y/N
MOU Requirements: (Yes)
Activities to Implement MOU
Requirements
(D)(2)
(i – iv)
(D)(3)(i - ii)
(D)(5)(i - ii)
#1 See separate sheet
with names listed
for each title,
located behind
Section D
f. Complete comprehensive
evaluations on all principals and
staff as required by COMAR.
(D)(2)(ii-iii) October 1,
2013 –
September 30,
2014
Director of
Curriculum
Superintendent
Teachers/Principals will
receive an overall rating
of their performance
and feedback and
recommendations for
professional growth,
based on their
professional practice
and student growth
measures.
N
Goal 3: (D) (3) (i-ii): Increase the collaborative data-driven planning process for equitable distribution of teachers and principals in
high poverty, high minority and hard –to-staff schools
a. Utilize collaboration between
the principal and executive team
to make informed decision
about staffing.
(D)(3)(ii) October 1,
2013 –
September 30,
2014
Superintendent,
Human Resource
Director, and
Director of
Curriculum
Consultation between
principal and executive
team will result in
improved staffing at
high needs schools.
N
b. Assess the effectiveness of
teachers in lowest achieving
schools and provide
professional development to
enhance their performance
(D)(3)(ii) October 1,
2013 –
September 30,
2014
Supervisors
Principals
Director of
Curriculum
Teacher needs identified
through observations will
be followed up through
professional development
and subsequent
observations.
N
127
Section D: Great Teachers and
Leaders
Correlation
to State
Plan
Project
#
Timeline for
year 4
Key Personnel
Performance Measure Recurring
Expense:
Y/N
MOU Requirements: (Yes)
Activities to Implement MOU
Requirements
(D)(2)
(i – iv)
(D)(3)(i - ii)
(D)(5)(i - ii)
#1 See separate sheet
with names listed
for each title,
located behind
Section D
Goal 4: Increase the number and percentage of effective teachers teaching hard to staff subjects and specialty areas
a. Work collaboratively with
Human Resources to identify
strategies to promote hiring in
hard to staff subjects and
specialty areas in a timely
manner.
(D)(3) October 1,
2013 –
September 30,
2014
Director of
Curriculum
Director of Human
Resources
Documentation of
strategies which results
in hiring of effective
teachers in hard to staff
subjects and specialty
areas
Goal 5: Ensure all teachers effectively transition into the profession through a high-quality teacher induction/mentoring program
a. Implement an induction
/mentoring program consistent
with COMAR requirements
(D)(5)
October 1,
2013 –
September 30,
2014
(monthly)
Supervisors
Principals
Teacher Specialists
Outline of induction
program.
Maintain retention of
new teachers.
N
b. Participate in any Academy or
follow up scheduled by MSDE.
(D)(5) 1 October 1,
2013 –
September 30,
2014
(Meeting dates
determined by
individual
State groups)
Supervisor
Mentors
Attendance at meetings
will result in
professional
development for
mentors.
Novice teachers are
provided with the
support they need to be
successful.
N
128
Section D: Great Teachers and
Leaders
Correlation
to State
Plan
Project
#
Timeline for
year 4
Key Personnel
Performance Measure Recurring
Expense:
Y/N
MOU Requirements: (Yes)
Activities to Implement MOU
Requirements
(D)(2)
(i – iv)
(D)(3)(i - ii)
(D)(5)(i - ii)
#1 See separate sheet
with names listed
for each title,
located behind
Section D
c. Provide monthly training for
mentors.
(D)(5) October 1,
2013 –
September 30,
2014
(monthly)
Supervisor
Mentors
Agenda/ Rosters
Mentors will provide
more focused assistance
to novice teachers.
N
Goal 6: Implement an ongoing program of high quality professional development for teachers and principals.
a. Determine professional
development that links
identified needs to improve
instructional practices on an
individual basis.
(D)(5) October 1,
2013 –
September 30,
2014
Supervisors
Principals
Recommendations on
observations and will
identify areas of
professional
development and
eventually lead to
improved instructional
practices.
N
b. Create a professional
development calendar that
addresses system wide
professional development as
well as opportunities for
collaborative lesson planning
and data analysis.
(D)(5) August 2013 Director of
Curriculum
Supervisors
Completed and
distributed calendar will
inform all stakeholders
of pd opportunities for
the year.
c. Implement a system wide
transition plan for RELA, Math,
(D)(5) October 1,
2013 –
Director of
Curriculum
Posted EEA transition
plans and observed
129
Section D: Great Teachers and
Leaders
Correlation
to State
Plan
Project
#
Timeline for
year 4
Key Personnel
Performance Measure Recurring
Expense:
Y/N
MOU Requirements: (Yes)
Activities to Implement MOU
Requirements
(D)(2)
(i – iv)
(D)(3)(i - ii)
(D)(5)(i - ii)
#1 See separate sheet
with names listed
for each title,
located behind
Section D
STEM and Disciplinary
Literacy.
September 30,
2014
Supervisors actions from transition
plans will lead to
increased
implementation of the
common core.
d. Implement a novice principal
induction mentoring program
(D)(5)
October 1,
2012 –
September 30,
2013
Director of
Curriculum
Supervisors
Principals
Completed evaluation
of induction/mentoring
program will result in
retention of and success
of new principals.
N
Goals to be sustained after RTTT:
Goal 2: Sustain evaluation system that conforms with the State requirements
Goal 4 Increase the number and percentage of effective teachers teaching hard to staff subjects and specialty areas
Goal 5: Ensure all teachers effectively transition into the profession through a high-quality teacher induction/mentoring program.
Goal 6: Sustain an ongoing program of high quality professional development for teachers and principals.
130
Highly Qualified Staff
1. If the school system has met all of the criteria in the following data tables, no
additional written response is required.
QUEEN ANNE”S COUNTY HAS MET ALL CRITERIA
6.1 Queen Anne’s County demonstrated that 98.0% of CAS is HQT.
6.2 Queen Anne’s County demonstrated that 100% of CAS in Title I schools
are HQT
6.3 Queen Anne’s County demonstrated less than 10% of classes are taught by
NHQT (2.0%)
6.4 Queen Anne’s County does not have any high poverty schools
6.5 Queen Anne’s County does not have any high poverty schools
6.6 Queen Anne’s County has an attrition rate less than 10% (<5%)
6.7 Queen Anne’s County has demonstrated a 100% qualified Title I
paraprofessional staff
131
High Quality Professional Development
No Child Left Behind Indicator 3.2: The percentage of teachers receiving high quality
professional development.
Please provide your District Professional Development Plan. Be sure to include how your
Plan addresses:
1. Underperforming populations;
Each school in QAC accesses data from pre-assessments, quarterly, semester and state
mandated assessments for each subgroup and each student. Performance Matters allows
for administrators and teachers to regularly review the data on student achievement. Data
days are built into the school calendar to allow teams comprised of teachers, para-
professionals, and administrators to reflect on underperforming populations and create
plans of action. One area of professional development critical to our success is
professional development for proper implementation of intervention classes. Reading and
Math specialists work with students in both intervention and regular classes. They
provide a valuable resource to underperforming populations and to teachers. Job-
embedded professional development occurs at grade and content levels to clarify
instructional strategies that will best meet the needs of low performing students in order
to raise achievement and mastery in the classroom. In addition, those schools struggling
significantly with specific sub-groups are supported by a Central Office Team comprised
of the Director of Curriculum and appropriate Content Supervisors, through feedback.
2. Universal Design for Learning (UDL) Guidelines and Principles for all student
populations;
UDL principles have been incorporated in QACPS teaching practices for many years. In
the fall of 2012-2013, every school sent a team to be trained by MSDE, in utilizing UDL
practices. In the spring, all schools were again given the opportunity to have a general
and special educator pair trained in UDL strategies. Individual schools also provided
UDL training to their staff. UDL strategies and resources were incorporated into
curriculum planning. Additional opportunities were provided through the Special
Education Department to staff on an individual basis.
Reading Specialists and English, Reading, and Language Arts teachers received
professional development in the summer of 2013 on “Step up to Writing,” a research-
based writing intervention. All of our schools are grounded in empowering teachers to
meet the diverse needs of students through continuous professional development on
flexible instructional materials, techniques, and strategies. Administrators are guided by
our County-wide observation tool, which specifies enhanced teaching practices such as
checking for understanding, differentiating instruction, releasing responsibility gradually,
representing instruction through multiple means, engaging students through multiple
132
means, learning cooperatively, and learning through project-based designs. Many UDL
principles are included directly in the Common Core transition plans.
Clarification Question:
Please describe the professional development plans for further teacher understanding
of and incorporation of UDL concepts and principles for the 2013-2014 school year:
133
Clarification Response:
Universal Design for Learning Transition Plan
Transition Plan Outcomes:
1. Implement high quality professional learning that is aligned with the Learning Forward Standards for Professional Learning to help teachers develop the new knowledge, skills, and practices necessary for full implementation of the Maryland Common Core State Curriculum (MD CCSC), STEM Education, and the Teacher and Principal Evaluation (TPE) system. Key data to guide the design of professional learning include:
Student performance data;
Teaching, Empowering, Leading and Learning (TELL) Maryland Survey results;
Classroom-Focused Improvement Process (CFIP) information; and
State, LEA, and appropriate school-based data; 2. Facilitate regular opportunities for school staff to access and navigate electronic resources (RTTT portal and LEA-provided resources) to support:
Full of implementation of MD CCSC, STEM Education and TPE
Ongoing information on PARCC assessment, design, and timeline to support transition from MSA/HSA to PARCC
Learning Forward’s Standards for Professional Learning:
Learning Communities: Professional learning that increases educator effectiveness and results for all students occurs within learning communities committed to continuous improvement, collective responsibility, and goal alignment.
Leadership: Professional learning that increases educator effectiveness and results for all students requires skillful leaders who develop capacity, advocate, and create support systems for professional learning.
Resources: Professional learning that increases educator effectiveness and results for all students requires prioritizing, monitoring, and coordinating resources for educator learning.
Data: Professional learning that increases educator effectiveness and results for all students uses a variety of sources and types of student, educator, and system data to plan, assess, and evaluate professional learning.
Learning Designs: Professional learning that increases educator effectiveness and results for all students integrates theories, research, and models of human learning to achieve its intended outcomes.
Implementation: Professional learning that increases educator effectiveness and results for all students applies research on change and sustains support for implementation of professional learning for long term change.
Outcomes: Professional learning that increases educator effectiveness and results for all students aligns its outcomes with educator performance and student curriculum standards.
134
UDL Principle
Activities Target Staff
Responsible Person(s)
Required Resources Timeline Outcomes Progress
Monitoring
Principle I View/Analyze/Interact with Common Core electronic resources, including UDL
ELA teachers
RS
Supervisor of
Instruction
EEA team
Computers, online URLs
August, 2013 Build familiarity with available resources
Utilization of electronic and UDL resources in lesson design/teaching
Principle I Analyze Short Focused Research Task
ELA teachers
RS
Supervisor of Instruction
EEA team
Prototypes August 2013 Read and provide feedback on research simulation prototypes; analyze incorporation of visual art/multi-media/research
Engagement of students with Short Focused Research tasks
Principle I Review Speaking and Listening Standards; teachers will bring plans and insert SL standards
ELA teachers
RS Supervisor of Instruction
EEA team
Department Chairs
Develop and adjust listening rubrics
Nov./Dec. 2013
Develop and adjust listening rubrics
Incorporation of speaking/listening strategies
Principle II Review/Implement “Academic Vocabulary” strategies and the three tiers
ELA teachers
RS
Supervisor of Instruction
EEA team
Department Chairs
Identify three tiers of vocabulary; develop strategy for using the three tiers – focus on root words, suffix, prefix, and meaning in context; teach academic vocabulary
Aug., 2013 January, 2014
Delineated tiers in lesson plans
Utilization of vocabulary strategies
135
UDL Principle
Activities Target Staff
Responsible Person(s)
Required Resources Timeline Outcomes Progress
Monitoring
Principle III
Teachers examine Writing from Source/Argument
ELA teachers
Dept. Chair Rubrics November, 2013
Generate writing tasks for a given passage
Utilization of writing tasks in the classroom
Principle III
Teachers develop thematic units
ELA teachers
RS
Supervisor of Instruction
EEA team
Department Chairs
Prototype units Text (fiction, non-fiction) Multi-media components Visual arts/music components
November, 2013
Thematic Units Compilation of Thematic Units on Curriculum Loft
* LF = Learning Forward ** JSD = Journal of Staff Development
136
3. Implementation of the Maryland Common Core State Curriculum (MD CCSC) and
Science, Technology, Engineering and Mathematics (STEM) Education; and
All principals, content supervisors and individual school teams in QAC participated in
the Educators Effectiveness Academy during the summer of 2013. Following the four-
day training, schools met by levels to begin professional development planning for the
fourth year of transition to Common Core Standards in math, reading, STEM, and
disciplinary literacy in all content and grade levels. Content Supervisors and school-based
administrators facilitated the process and began implementing the transition plans the
week of August 21.
In August, school-based professional development focused on the instructional shifts in
reading and math. All teachers viewed and responded to electronic resources, including
UDL resources. They evaluated standards integration and evidence statements, and
focused on building rigor in the classroom. Reading/Language Arts teachers engaged in
close reading and wrote text-dependent questions, practiced writing to source, assessed a
research simulation, and considered unit design. In math, teachers identified the
coherence and progression of concepts, trained on enhanced problem-solving, identified
student and teacher behaviors in their review of Mathematical practices, and reflected on
PARCC/Smarter Balance prototypes. Math teachers examined instructional materials
and identified areas where they can increase rigor during collaborative planning time.
The STEM teachers also focused on the next phase of implementation. Science teachers
analyzed the STEM approach to developing trans-disciplinary teams and identified
connections in practice among STEM, MD CCSC, and Next Generation Science
Standards (NGSS). Teachers reviewed STEM standards of practice and analyzed project-
problem-challenge and inquiry-based pedagogies to practice applications. STEM
teachers also employed engineering design processes to solve problems and analyze the
integration of NGSS and STEM standards of practice in STEM centric lessons. Again
this year, collaborative, STEM-centric lessons will be developed, implemented, recorded
and evaluated by teacher teams across all grade levels.
Transition teams will continue to meet on a monthly basis to examine data and evaluate
the progress for each content plan. Principals and specialists will assume key roles at the
school level to deliver professional development to content teams as specified in the
transition plans. All supervisors will participate in learning walks and provide feedback
on program implementation this year. Teachers will continue to use data to drive
instruction, utilize UDL practices and strategies, and benefit from job-embedded
professional development. Finally, teachers will gain experience this year with
Curriculum Loft, a mobile learning solution, which stores digital curriculum and mobile
device management, and automation of digital assessments.
Clairifcation Question: Please provide more detail regarding the professional
development that will be conducted during the 2013-2014 school year to assist teachers in fully implementing the Maryland CCSC and STEM Education, especially in the areas of Literacy Standards for History/Social Studies, Science & Technical Subjects (Disciplinary Literacy).
137
Clarification Response:
Elementary Stem Transition Plan
Transition Plan Outcomes:
1. Implement high quality professional learning that is aligned with the Learning Forward Standards for Professional Learning to help teachers develop the new knowledge, skills, and practices necessary for full implementation of the Maryland Common Core State Curriculum (MD CCSC), STEM Education, and the Teacher and Principal Evaluation (TPE) system. Key data to guide the design of professional learning include:
Student performance data;
Teaching, Empowering, Leading and Learning (TELL) Maryland Survey results;
Classroom-Focused Improvement Process (CFIP) information; and
State, LEA, and appropriate school-based data; 2. Facilitate regular opportunities for school staff to access and navigate electronic resources (RTTT portal and LEA-provided resources) to support:
Full of implementation of MD CCSC, STEM Education and TPE
Ongoing information on PARCC assessment, design, and timeline to support transition from MSA/HSA to PARCC
Learning Forward’s Standards for Professional Learning:
Learning Communities: Professional learning that increases educator effectiveness and results for all students occurs within learning communities committed to continuous improvement, collective responsibility, and goal alignment.
Leadership: Professional learning that increases educator effectiveness and results for all students requires skillful leaders who develop capacity, advocate, and create support systems for professional learning.
Resources: Professional learning that increases educator effectiveness and results for all students requires prioritizing, monitoring, and coordinating resources for educator learning.
Data: Professional learning that increases educator effectiveness and results for all students uses a variety of sources and types of student, educator, and system data to plan, assess, and evaluate professional learning.
Learning Designs: Professional learning that increases educator effectiveness and results for all students integrates theories, research, and models of human learning to achieve its intended outcomes.
Implementation: Professional learning that increases educator effectiveness and results for all students applies research on change and sustains support for implementation of professional learning for long term change.
Outcomes: Professional learning that increases educator effectiveness and results for all students aligns its outcomes with educator performance and student curriculum standards.
138
Transition Plan
Outcome # Activities
Target Staff
Responsible Person(s)
Required Resources Timeline Outcomes Progress
Monitoring
1 STEM Education Self-Analysis: Taking Temperature of Staff (agree, disagree…)_ Pre-assessment of teachers’ knowledge of STEM.
All Staff Teacher Specialists
Video – “Future of Science Education” Questions & signs Self-Analysis Worksheet
Aug./Sept. 2013
Build internal capacity for implementation of STEM An assessment of teacher awareness of STEM Education
Observation Exit Slip
1 & 2
Professional STEM Learning Communities : Analyze the STEM approach to developing trans-disciplinary teams and review what STEM Education looks like in a classroom.
All staff
Teacher Specialist, STEM Team
Maryland State STEM Standards of Practice -Re-visit the MSDE STEM Vision
-STEM progress chart
-Materials from EEA binder
STEM Education Overview – MSDE Worksheet
August 2013
Build internal capacity for implementation of STEM Creation of STEM Teams at each school
Staff Reflections/Evaluations
1 Place Mat: What, Why, How of STEM Education
All staff Teacher Specialist, STEM Team
MSDE PD Materials, Blackboard.com
Place Mat
Cards See Blackboard
Sept./Oct. 2013
Build internal capacity for implementation of STEM Level of awareness
Observation Exit Slip
1 Putting the Pieces Together: Puzzles of STEM Standards
All staff Teacher Specialist, STEM Team
Puzzle pieces
STEM Standards of Practice
Sept./Oct. 2013
Build internal capacity for implementation of STEM Review the STEM Standards of Practice and how they look in a classroom.
Observation Exit Slip
139
Transition Plan
Outcome # Activities
Target Staff
Responsible Person(s)
Required Resources Timeline Outcomes Progress
Monitoring
1 Infinity & Beyond Activity: Connections Across The Curriculum
All Staff Teacher, Reading, & Math Specialists
Strips of practices and standards
October 2013.
Understanding components of STEM-centric unit and lesson
Staff Reflections/Evaluations
1 & 2 “Deep Dive” into STEM Education: How STEM, Mathematics, Next Generation Science Standards, and English Language Art’s practices look in a lesson.
All Staff Teacher, Reading, & Math Specialists
EEA power point Day 2
Maryland State STEM Standards of Practice
Maryland STEM Unit Components
Next Generation Science Standards
ELA & Math Standards
October 2013
Understanding components of STEM-centric unit and lesson What Makes a Good Problem, Question, Issue, or Challenge?
Staff Reflections/Evaluations
2 EEA Resource Review: STEM-centric Unit and Curriculum
Teacher, Reading, & Math Specialists
Teacher, Reading, & Math Specialists
MSDE Blackboard October 2013
Familiarize teachers with STEM-centric curriculum on the online portal. Participants will analyze the content and structure of STEM-centric units and reflect on how they can be used to enhance professional practice and improve student learning.
Staff Reflections/Evaluations
140
Transition Plan
Outcome # Activities
Target Staff
Responsible Person(s)
Required Resources Timeline Outcomes Progress
Monitoring
1 & 2 STEM-centric Pedagogy:
Teacher, Reading, & Math Specialists
Teacher, Reading, & Math Specialists
EEA Materials:
One Point Lesson
Pedagogy Sheet
Engineering Design Process
Performance-Based Assessment Sheet
STEM Centric-Lesson Unit Brainstorming Guide
5E Model for Integrated STEM Instruction
Practices and Capacities Checklist
STEM-centric unit sample
October 2013
Analyze project-, problem-, challenge-, and inquiry-based pedagogies and learn how to apply them to implement curriculum. STEM-centric unit and lesson checklist Creating a STEM-Centric Unit Guide
Staff Reflections/Evaluations
1 Clarifying the E in STEM All Staff Teacher, Reading, & Math Specialists
Two Models for Teaching K-12 Students Engineering Engineering “Habits of Mind” http://www.youtube.com/watch?v=wE-z_TJyziI
Nov. 2013 Develop an understanding of engineering concepts and how it can be integrated in curriculum.
Staff Reflections/Evaluations
1 & 2 Relationships and Convergence: Connection Among Practices
All Staff Teacher, Reading, & Math Specialists
-STEM Standards of Practice
-Standards for
Nov. 2013 Allow participants to draw connections among practices.
Staff Reflections/Evaluations
141
Transition Plan
Outcome # Activities
Target Staff
Responsible Person(s)
Required Resources Timeline Outcomes Progress
Monitoring
Mathematical Practices -Scientific and Engineering Practices -Capacities of a Literate Individual -STEM Unit Components -Practices and Capacities Checklist STEM Unit
Develop an understanding of engineering and how students may employ the engineering design process to solve problems. Engineering Design Process
1 & 2 Bringing It All Together All Staff Principal, Teacher Specialist
STEM Standards of Practice Standards for Mathematical Practices Next Generation of Science Standards: Scientific and Engineering Practices http://www.nextgenscience.org/next-generation-science-standards Capacities of a Literate Individual STEM Unit Components Practices and Capacities Checklist STEM Unit
January 2014
Build internal capacity for implementation of STEM Introduce participants to Common Core and Next Generation Science practices and to examine how they align to the STEM Standards of Practice
Staff Reflections/Evaluations
142
Transition Plan
Outcome # Activities
Target Staff
Responsible Person(s)
Required Resources Timeline Outcomes Progress
Monitoring
STEM-centric Lesson
Teacher Teams
Teacher Specialist
Sample Lesson Plan. Outlined below are components of a STEM lesson plan. •STEM Standards of Practice Essential Skills and Knowledge •Performance Based Formative Assessments with Rubrics •5E Model
January 2014
Analyze a STEM-centric lesson to see how the practices and capacities may be represented in a lesson. Look further into how all of the practices look in a. STEM-centric lesson.
Staff Reflections/Evaluations
1 “Frog and Toad”-Stemifying a Lesson “STEM Is Not “Taboo” Activity
Teacher Teams
Teacher, Reading, & Math Specialists
EEA Video “Frog and Toad” The Hat
Jan./Feb. 2014
Analyzing, understanding, and creating STEM-centric lessons
Exit Slip Observation
1 STEM-Centric Pedagogy: 4 STEM Pedagogies”
Teacher Teams
TSP Taboo Cards
4 pieces of chart paper
Feb./Mar. 2014
Note: Homework (Home Object)
Exit Slip Observation
1 & 2 STEM-centric Lessons: STEM Teacher Teams
Principal , Teacher Specialist
STEM Standards of Practice Standards for Mathematical Practices Scientific and Engineering Practices Capacities of a Literate Individual STEM Unit Components Practices and Capacities Checklist STEM Unit
Feb-March Writing quality STEM-centric lessons
Develop at STEM-centric units to assess a real world application of practices and content standards within the classroom.
Staff Reflections/Evaluations of STEM-centric lessons
143
Transition Plan
Outcome # Activities
Target Staff
Responsible Person(s)
Required Resources Timeline Outcomes Progress
Monitoring
1 “Home Improvement” Engineering Design Process
All Staff TSP Chart paper
Markers
Video “Shopping Cart”
EDP Chart
Mar./Apr. 2014
Develop an understanding of engineering and how students may employ the engineering design process to solve problems.
“Project”
1 STEM-centric One Point Lesson All Staff TSP Template Apr./May 2014
Review of teacher taught STEM-centric Lessons
Exit Slip Observation
1 & 2 Problem Based Assessments All Staff Teacher Specialist
EEA Materials Performance-Based Assessment Sheet Online Review of PARCC: http://www.parcconline.org
Apr./May 2014
Develop an understanding of performance based assessments and how they are employed in STEM Education Transition from MSA/HSA to PARCC Assessments
Staff Reflections/Evaluations
1 Mind Mapping Mind Over Matter
All Staff TSP Chart paper May 2014 Exit Slip
144
Middle School Stem Transition Plan
Transition Plan Outcomes:
1. Implement high quality professional learning that is aligned with the Learning Forward Standards for Professional Learning to help teachers
develop the new knowledge, skills, and practices necessary for full implementation of the Maryland Common Core State Curriculum (MD CCSC),
STEM Education, and the Teacher and Principal Evaluation (TPE) system. Key data to guide the design of professional learning include:
Student performance data;
Teaching, Empowering, Leading and Learning (TELL) Maryland Survey results;
Classroom-Focused Improvement Process (CFIP) information; and
State, LEA, and appropriate school-based data;
2. Facilitate regular opportunities for school staff to access and navigate electronic resources (RTTT portal and LEA-provided resources) to support:
Full of implementation of MD CCSC, STEM Education and TPE
Ongoing information on PARCC assessment, design, and timeline to support transition from MSA/HSA to PARCC
Learning Forward’s Standards for Professional Learning:
Learning Communities: Professional learning that increases educator effectiveness and results for all students occurs within learning communities
committed to continuous improvement, collective responsibility, and goal alignment.
Leadership: Professional learning that increases educator effectiveness and results for all students requires skillful leaders who develop capacity,
advocate, and create support systems for professional learning.
Resources: Professional learning that increases educator effectiveness and results for all students requires prioritizing, monitoring, and
coordinating resources for educator learning.
Data: Professional learning that increases educator effectiveness and results for all students uses a variety of sources and types of student,
educator, and system data to plan, assess, and evaluate professional learning.
Learning Designs: Professional learning that increases educator effectiveness and results for all students integrates theories, research, and models
of human learning to achieve its intended outcomes.
Implementation: Professional learning that increases educator effectiveness and results for all students applies research on change and sustains
support for implementation of professional learning for long term change.
Outcomes: Professional learning that increases educator effectiveness and results for all students aligns its outcomes with educator performance
and student curriculum standards.
145
Transition Plan
Outcome # Activities Target Staff
Responsible Person(s)
Required Resources Timeline Outcomes Progress
Monitoring
1 & 2
STEM Education Self-Analysis:
All staff
Teacher Specialist, STEM Team
EEA Materials STEM Self-Assessment Sheet Maryland State STEM Standards of Practice -Re-visit the MSDE STEM Vision -STEM progress chart -Materials from EEA binder STEM Education Overview – MSDE Worksheet
August 2013
Build internal capacity for implementation of STEM An assessment of teacher awareness of STEM Education Review key concepts addressed during the STEM Sessions of EEA 2011 & 2012.
Staff Reflections/ Evaluations STEM Self-Assessment Sheet
1 & 2 Professional STEM Learning Communities
All staff Teacher Specialist, STEM Team
2013 Spring STEM Webinar 00:23:17 – 00:25:14 http://mediasite-ex.towson.edu/Mediasite/Play/2a502ebb5e5c4923851edac0df4625181d
August 2013
Create Professional STEM Learning Communities and analyze the STEM approach to developing trans-disciplinary units and review what STEM Education looks like in a classroom
Staff Reflections/ Evaluations
146
Transition Plan
Outcome # Activities Target Staff
Responsible Person(s)
Required Resources Timeline Outcomes Progress
Monitoring
1 & 2
Carousel Review: Jigsaw of Standards
All Staff Teacher Specialist, STEM Team
Strips Chart paper Markers
August 2013
Build internal capacity for implementation of STEM An assessment of teacher awareness of STEM Education
Staff Reflections/ Evaluations Create an affinity diagram to show connections
1 & 2
STEM Standards of Practice Putting the Pieces Together
All Staff Teacher Specialist, STEM Team Teacher Specialist,
•Puzzle pieces •STEM Standards of Practice
August 2013
Build internal capacity for implementation of STEM The purpose of this activity is for participants to review the STEM Standards of Practice and how they look in a classroom.
Staff Reflections/ Evaluations
1 & 2
Approaches to Integrated Curriculum Frayer Model - Interdisciplinary, Multidisciplinary, Transdisciplinary .
All Staff Teacher Specialist, STEM Team
EEA materials:
Power Point
Definition of Multidisciplinary, Interdisciplinary, Transdisciplinary
Frayer Model and organizer
August 2013
Build internal capacity for implementation of STEM
Comparing and Contrasting Approaches to Integrated Curriculum
Staff Reflections/ Evaluations Jigsaw
147
Transition Plan
Outcome # Activities Target Staff
Responsible Person(s)
Required Resources Timeline Outcomes Progress
Monitoring
1 Building Blocks of STEM-Centric Integrated Curriculum
All Staff Teacher Specialist, STEM Team
A Model for Collaborative Project and/or Theme Building
October 2013
Build internal capacity for implementation of STEM Model for developing transdisciplinary STEM-centric units.
Staff Reflections/ Evaluations
1 & 2 Matrix/Map Curriculum Planning
Content Teachers Science, Social Studies, Math, Unified Arts
Teacher Specialist, STEM Team
Curriculum Planning (matrix/map) Allow flexibility for team or individual lessons. *Do not force connections
Sept-October 2013 Quarterly Introduction
Increase internal capacity to develop STEM Lessons
Staff Reflections/ Evaluations Development of STEM-centric Lessons
2 EEA Resource Review: STEM-centric Unit and Curriculum
Teacher, Reading, & Math Specialists
Teacher, Reading, & Math Specialists
MSDE Blackboard Sept-October 2013 Quarterly Introduction
Build internal capacity for implementation of STEM Familiarize teachers with STEM-centric curriculum on the online portal. Participants will analyze the content and structure of STEM-centric units and reflect on how
Staff Reflections/ Evaluations
148
Transition Plan
Outcome # Activities Target Staff
Responsible Person(s)
Required Resources Timeline Outcomes Progress
Monitoring
they can be used to enhance professional practice and improve student learning.
1 What Makes a Good Question, Issue, Problem, or Challenge?
Content Teachers Science, Social Studies, Math, Unified Arts
Teacher Specialist, STEM Team
EEA Materials • EEA power point Day 2 • Maryland State STEM Standards of Practice • Maryland STEM Unit Components
October 2013
Identify guidelines for the development of the real-world connection.
Staff Reflections/ Evaluations
1 & 2 “Deep Dive” into STEM Education: How STEM, Mathematics, Next Generation Science Standards, and English Language Art’s practices look in a lesson.
All Staff Teacher, Reading, & Math Specialists
EEA power point Day 2
Maryland State STEM Standards of Practice
Maryland STEM Unit Components
Next Generation Science Standards
ELA & Math Standards
October 2013
Build internal capacity for implementation of STEM Understanding components of STEM-centric unit and lesson What Makes a Good Problem, Question, Issue, or Challenge?
Staff Reflections/ Evaluations
1 & 2
STEM Centric Pedagogy for Vocabulary
Content Teachers Science, Social Studies, Math, Unified Arts
Teacher, Reading, & Math Specialists
Pedagogy Handout Word Cards Placemat
October 2013
Review Play categories with placemat
Staff Reflections/ Evaluations Development of STEM-centric Lessons
149
Transition Plan
Outcome # Activities Target Staff
Responsible Person(s)
Required Resources Timeline Outcomes Progress
Monitoring
1 & 2 Review STEM-centric Pedagogy.
Content Teachers Science, Social Studies, Math, Unified Arts
Teacher, Reading, & Math Specialists
One Point Lesson
Pedagogy Sheet
Engineering Design Process
Performance-Based Assessment Sheet
STEM-centric unit and lesson checklist
October 2013
Analyze project-, problem-, challenge-, and inquiry-based pedagogies and learn how to apply them to implement curriculum.
Staff Reflections/ Evaluations
1 & 2 Relationships and Convergence: Connection Among Practices
All Staff Teacher, Reading, & Math Specialists
-STEM Standards of Practice -Standards for Mathematical Practices -Scientific and Engineering Practices -Capacities of a Literate Individual -STEM Unit Components -Practices and Capacities Checklist STEM Unit
Nov. 2013 Allow participants to draw connections among practices. Develop an understanding of engineering and how students may employ the engineering design process to solve problems. Engineering Design Process
Staff Reflections/ Evaluations
1 & 2 Common Core and Next Generation Science practices alignment with the STEM Standards of Practice
All Staff Principal, Teacher Specialist
STEM Standards of Practice Standards for Mathematical Practices
November 2013
Build internal capacity for implementation of STEM
Staff Reflections/ Evaluations
150
Transition Plan
Outcome # Activities Target Staff
Responsible Person(s)
Required Resources Timeline Outcomes Progress
Monitoring
Next Generation of Science Standards: Scientific and Engineering Practices http://www.nextgenscience.org/next-generation-science-standards Capacities of a Literate Individual STEM Unit Components Practices and Capacities Checklist STEM Unit
Integration of NGSS and STEM Standards of Practices into STEM Centric Lessons
1 & 2 Engineering Design Process Content Teachers Science, Social Studies, Math, Unified Arts
Teacher, Reading, & Math Specialists
-STEM Standards of Practice
-Standards for Mathematical Practices
-Scientific and Engineering Practices
-Capacities of a Literate Individual
-STEM Unit Components
-Practices and Capacities Checklist STEM Unit
Nov. 2013 Integration of NGSS and STEM Standards of Practices into STEM Centric Lessons
Staff Reflections/ Evaluations
151
Transition Plan
Outcome # Activities Target Staff
Responsible Person(s)
Required Resources Timeline Outcomes Progress
Monitoring
1 & 2 STEM-centric Lessons: STEM Teacher Teams
Principal, Teacher Specialist
STEM Standards of Practice Standards for Mathematical Practices Scientific and Engineering Practices Capacities of a Literate Individual STEM Unit Components Practices and Capacities Checklist STEM Unit
November 2013
Writing quality STEM-centric lessons Develop at least STEM-centric units to assess a real world application of practices and content standards within the classroom.
Staff Reflections/ Evaluations of STEM-centric lessons
1 & 2 Analyze Teachers’ STEM-centric lessons
Content Teachers Science, Social Studies, Math, Unified Arts
Teacher Specialist, STEM Team
Sample Lesson Plan Components •STEM Standards of Practice Essential Skills and Knowledge •Student Outcomes •5E Model •Differentiation - ELL, GT, Special education, 508, UDL
January-February 2014
Development of STEM-centric Lessons Implementation of a STEM-centric lesson
Staff Reflections/ Evaluations STEM-centric Lessons
1 & 2 STEM-centric Lesson: Teacher will implement lesson designs in the classroom.
Content Teachers Science, Social Studies, Math, Unified Arts
Teacher Specialist, principal
STEM Lesson Plan STEM Standards of Practice STEM Unit Components Scientific and Engineering Practices
March-May 2014
STEM-centric Lessons
Observations/Evaluation/ Staff Reflections
152
Transition Plan
Outcome # Activities Target Staff
Responsible Person(s)
Required Resources Timeline Outcomes Progress
Monitoring
Practices and Capacities Checklist STEM Unit
153
High School STEM Transition Plan
Transition Plan Outcomes:
1. Implement high quality professional learning that is aligned with the Learning Forward Standards for Professional Learning to help
teachers develop the new knowledge, skills, and practices necessary for full implementation of the Maryland Common Core State
Curriculum (MD CCSC), STEM Education, and the Teacher and Principal Evaluation (TPE) system. Key data to guide the design of
professional learning include:
Student performance data;
Teaching, Empowering, Leading and Learning (TELL) Maryland Survey results;
Classroom-Focused Improvement Process (CFIP) information; and
State, LEA, and appropriate school-based data;
2. Facilitate regular opportunities for school staff to access and navigate electronic resources (RTTT portal and LEA-provided resources) to
support:
Full of implementation of MD CCSC, STEM Education and TPE
Ongoing information on PARCC assessment, design, and timeline to support transition from MSA/HSA to PARCC
Learning Forward’s Standards for Professional Learning:
Learning Communities: Professional learning that increases educator effectiveness and results for all students occurs within learning communities committed to continuous improvement, collective responsibility, and goal alignment.
Leadership: Professional learning that increases educator effectiveness and results for all students requires skillful leaders who develop capacity, advocate, and create support systems for professional learning.
Resources: Professional learning that increases educator effectiveness and results for all students requires prioritizing, monitoring, and coordinating resources for educator learning.
Data: Professional learning that increases educator effectiveness and results for all students uses a variety of sources and types of student, educator, and system data to plan, assess, and evaluate professional learning.
Learning Designs: Professional learning that increases educator effectiveness and results for all students integrates theories, research, and models of human learning to achieve its intended outcomes.
Implementation: Professional learning that increases educator effectiveness and results for all students applies research on change and sustains support for implementation of professional learning for long term change.
154
Outcomes: Professional learning that increases educator effectiveness and results for all students aligns its outcomes with educator performance and student curriculum standards.
Transition Plan
Outcome #
Activities Target Staff
Responsible Person(s)
Required Resources Timeline Outcomes Progress
Monitoring
1 & 2
STEM
Education
Self-Analysis:
All staff
Teacher
Specialist,
STEM Team
EEA Materials
STEM Self-Assessment Sheet
Maryland State STEM Standards of
Practice
-Re-visit the MSDE STEM Vision
-STEM progress chart
-Materials from EEA binder
STEM Education Overview – MSDE
Worksheet
August 2013 Build internal capacity for
implementation of STEM
An assessment of teacher
awareness of STEM
Education
Review key concepts
addressed during the STEM
Sessions of EEA 2011 &
2012.
Staff Reflections/
Evaluations
STEM Self-
Assessment Sheet
1 & 2 Professional
STEM
Learning
Communities
All staff Teacher
Specialist,
STEM Team
2013 Spring STEM Webinar
00:23:17 – 00:25:14
http://mediasite-
ex.towson.edu/Mediasite/Play/2a
502ebb5e5c4923851edac0df4625
181d
August 2013 Create Professional STEM
Learning Communities and
analyze the STEM approach
to developing trans-
disciplinary units and review
what STEM Education looks
like in a classroom
Staff Reflections/
Evaluations
155
Transition Plan
Outcome #
Activities Target Staff
Responsible Person(s)
Required Resources Timeline Outcomes Progress
Monitoring
1 & 2
STEM
resource
folder & web
links
STEM
Team
Teacher
Specialist,
STEM Team
EEA Binder and STEM resource
folder & web links
www.msde.blackboard.com
Aug./Sept.
2013
Build internal capacity for
implementation of STEM
Teacher will become with
the online resources
Staff Reflections/ Feedback
1 & 2
Carousel
Review:
Jigsaw of
Standards
Affinity Strip
Exercise
STEM Team then to larger faculty via small groups or dept. groups
Teacher
Specialist,
STEM Team
color card stock
standards by content
baggies
chart pad
Laminated Poster or cheat sheet
August 2013 Build internal capacity for
implementation of STEM
An assessment of teacher
awareness of STEM
Education
Staff Reflections/
Evaluations
Create an affinity
diagram to show
connections
1 & 2 Connection
among
Practices:
STEM
Team
then to
larger
faculty
via small
groups
or dept.
groups
STEM Team
members
EEA Materials and Power Point
STEM Standards of Practice
Social climate check
Aug./Sept.
2013
Build internal capacity for
implementation of STEM
Allow participants to draw
connections among
practices.
Participants will review the STEM Standards of Practice and how they look in a classroom.
Staff Reflections/
Evaluations
156
Transition Plan
Outcome #
Activities Target Staff
Responsible Person(s)
Required Resources Timeline Outcomes Progress
Monitoring
1 & 2 Deep Dive”
into STEM
Education
All Staff Teacher
Specialist,
STEM Team
EEA power point
Maryland State STEM Standards of Practice
Maryland STEM Unit Components
Maryland STEM Unit Components
What Makes a Good Problem, Question, Issue, or Challenge?
Creating a STEM-Centric Unit Guide
STEM Centric-Lesson Unit Brainstorming Guide
5E Model for Integrated STEM Instruction
Practices and Capacities Checklist
STEM-centric unit
October 2013 Build internal capacity for
implementation of STEM
Understanding components
of STEM-centric unit and
lesson
What Makes a Good
Problem, Question, Issue, or
Challenge?
Staff Reflections/ Evaluations
1 & 2 STEM-
centric
Lessons:
STEM
Teams
Teacher
Teams
Teacher
Specialist,
STEM Team
STEM Standards of Practice
Standards for Mathematical
Practices
Scientific and Engineering
Practices
Capacities of a Literate Individual
October-
November
2013
Writing quality STEM-centric
lessons
Develop at least STEM-
centric units to assess a real
world application of
practices and content
standards within the
classroom.
Staff Reflections/ Evaluations
STEM-centric
lessons
157
Transition Plan
Outcome #
Activities Target Staff
Responsible Person(s)
Required Resources Timeline Outcomes Progress
Monitoring
STEM Unit Components
Practices and Capacities Checklist
STEM Unit
1 & 2 STEM-centric
Pedagogy:
STEM
Team
then to
dept.
groups
Teacher
Specialist,
STEM Team
5 E Checklists w/standard
checklists
Example or Model lessons
Multiple 5E lessons per dept.
available
Oct.-Nov. 2013 Provide feedback on created
or existing lessons (to and
from STEM team with dept.
teams)
Assessment of
Lessons
Multiple cycles
throughout the
year (first time
1 & 2 Multidisciplin
ary/Transdisc
iplinary
Content-
Based STEM-
centric
Lessons
STEM
Team
then to
dept.
groups
Teacher
Specialist,
STEM Team
5E questions from STEM unit
template
Activities (EEA) off blackboard
Oct... 2013 –
May 2014
Develop STEM-centric units
or lessons to assess a real
world application
Monthly Focus Topics
•One of 5E’s •Or •One of EEA Activities
STEM Lesson
samples placed on
school’s common
drive
1 & 2 Elevator
Pitch Activity:
Small Cross
curricular
collaborative
STEM
Team
STEM Team
members
Elevator Pitch Activity
Video lessons being executed or
student discussion
Video documentation
Nov. w/Team
Execute
Feb./Mar. 2014
Development of STEM-
centric Lessons
Implementation of a STEM-
centric lesson
Faculty
Student Feedback
Video documentation of
158
Transition Plan
Outcome #
Activities Target Staff
Responsible Person(s)
Required Resources Timeline Outcomes Progress
Monitoring
activities or
lessons
Apr.-May
Model Lessons
Share
Apr./May 2014
STEM lessons
Apr.-May
159
Disciplinary Literacy Transition Plan for Science
Transition Plan Outcomes:
1. Implement high quality professional learning that is aligned with the Learning Forward Standards for Professional Learning to help teachers
develop the new knowledge, skills, and practices necessary for full implementation of the Maryland Common Core State Curriculum (MD CCSC),
STEM Education, and the Teacher and Principal Evaluation (TPE) system. Key data to guide the design of professional learning include:
Student performance data;
Teaching, Empowering, Leading and Learning (TELL) Maryland Survey results;
Classroom-Focused Improvement Process (CFIP) information; and
State, LEA, and appropriate school-based data;
2. Facilitate regular opportunities for school staff to access and navigate electronic resources (RTTT portal and LEA-provided resources) to support:
Full of implementation of MD CCSC, STEM Education and TPE
Ongoing information on PARCC assessment, design, and timeline to support transition from MSA/HSA to PARCC
Learning Forward’s Standards for Professional Learning:
Learning Communities: Professional learning that increases educator effectiveness and results for all students occurs within learning communities
committed to continuous improvement, collective responsibility, and goal alignment.
Leadership: Professional learning that increases educator effectiveness and results for all students requires skillful leaders who develop capacity,
advocate, and create support systems for professional learning.
Resources: Professional learning that increases educator effectiveness and results for all students requires prioritizing, monitoring, and
coordinating resources for educator learning.
Data: Professional learning that increases educator effectiveness and results for all students uses a variety of sources and types of student,
educator, and system data to plan, assess, and evaluate professional learning.
Learning Designs: Professional learning that increases educator effectiveness and results for all students integrates theories, research, and models
of human learning to achieve its intended outcomes.
Implementation: Professional learning that increases educator effectiveness and results for all students applies research on change and sustains
support for implementation of professional learning for long term change.
Outcomes: Professional learning that increases educator effectiveness and results for all students aligns its outcomes with educator performance
and student curriculum standards.
160
Transition Plan
Outcome # Activities Target Staff
Responsible Person(s)
Required Resources Timeline Outcomes Progress
Monitoring
Aligned Standards
Learning Designs Implementation
Learning Communities
Leadership Resources Implementation Outcomes Data
1 & 2 MSDE Professional Development: Eastern Shore Regional Common Core Disciplinary Literacy Consortium for Social Studies, Science and Technical Subjects
Science Teacher Team
MSDE Created by MSDE
August 2013 Text Complexity diagnostic process Process for analysis of text Creation of Text Dependent Questions
Teacher Feedback
1 & 2 Professional Development: Building Knowledge through content-rich nonfiction text
Science, Health and Physical Education Teachers
Supervisor of Instruction Lead Teachers
MSDE PD Materials, Blackboard.com, Literacy Standards, Science website, variety of science and technical samples of text
August 2013 Understanding and Articulate how to determine text complexity, develop text dependent questions and close reading
Teacher developed questions
1 & 2 Reading, Writing, and Speaking Grounded in Evidence from Text.
Science, Health and Physical Education Teachers
Supervisor of Instruction Lead Teachers
MSDE EEA Materials, MSDE Website, Literacy Standards, supplementary text materials (journals, magazines, technical articles)
August 2013 Focus on reading complex texts, use complex test to build student vocabulary.
Vocabulary graphic organizers
1 & 2 Regular Practice with Complex Text and Its Academic Language
Science, Health and Physical Education Teachers
Supervisor of Instruction Lead Teachers
Activities (EEA) from the Blackboard.org
August 2013 Improve teachers’ skills in reading and analyzing complex text.
Teacher Awareness, Reflections and Evaluations
1 &2 Integration of Disciplinary Literacy Standards into the Content Curriculum
Science, Health and Physical
Supervisor of Instruction
Teaching Channel Video of disciplinary literacy lessons being
October 2013
Development of a Model Lesson
Lesson Plans
161
Transition Plan
Outcome # Activities Target Staff
Responsible Person(s)
Required Resources Timeline Outcomes Progress
Monitoring
Education Teachers
executed by teachers. Planning Tool
1 Professional Development: Text –based Claim and Evidence
Science, Health and Physical Education Teachers
Supervisor of Instruction Lead Teachers
Teachers collaborate to develop exemplary lessons Teachers working to improve lesson plans
October 2013 Create inquiry based instructional activities
Teacher Feedback/ Evaluations, Sample instructional activities
1 & 2 Professional Development: Text –based Evidence Balance of Texts Writing from Sources Academic Vocabulary
Science, Health and Physical Education Teachers
Supervisor of Instruction
Teachers collaborate to develop exemplary lessons Teachers working to improve lesson plans
November 2013 Created activities to demonstrate disciplinary literacy strategies.
Teacher developed materials
1 & 2 Review the PARCC Assessment Prototypes, Claims Structure and Evidence
Science, Health and Physical Education Teachers
Supervisor of Instruction Lead Teachers
PARCC website Prototypes, Claim and Evidence Tables
November 2013 Increase the teacher knowledge of PARCC
Creating sample PARCC-like assessment Items
1 PARCC Claim Structure and Evidence Table
Science, Teachers
Supervisor of Instruction
PARCC website Prototypes, Claim and Evidence Tables
November 2014 Develop assessment items that mirror PARRC
Creating sample PARCC-like assessment Items
1 Professional Development: Alignment of Common Core Disciplinary Literacy with Next Generation Science Standards
Science, Teachers
Supervisor of Instruction Lead Teachers
Next Gen. Science Standards, Common Core Literacy Standards
January 2014 Writing summative assessments
Developed teacher assessments.
162
CTE Transition Plan
Transition Plan Outcomes:
1. Implement high quality professional learning that is aligned with the Learning Forward Standards for Professional Learning to help teachers
develop the new knowledge, skills, and practices necessary for full implementation of the Maryland Common Core State Curriculum (MD
CCSC), STEM Education, and the Teacher and Principal Evaluation (TPE) system. Key data to guide the design of professional learning include:
Student performance data;
Teaching, Empowering, Leading and Learning (TELL) Maryland Survey results;
Classroom-Focused Improvement Process (CFIP) information; and
State, LEA, and appropriate school-based data;
2. Facilitate regular opportunities for school staff to access and navigate electronic resources (RTTT portal and LEA-provided resources) to
support:
Full of implementation of MD CCSC, STEM Education and TPE
Ongoing information on PARCC assessment, design, and timeline to support transition from MSA/HSA to PARCC
Learning Forward’s Standards for Professional Learning:
Learning Communities: Professional learning that increases educator effectiveness and results for all students occurs within learning communities
committed to continuous improvement, collective responsibility, and goal alignment.
Leadership: Professional learning that increases educator effectiveness and results for all students requires skillful leaders who develop capacity,
advocate, and create support systems for professional learning.
Resources: Professional learning that increases educator effectiveness and results for all students requires prioritizing, monitoring, and
coordinating resources for educator learning.
Data: Professional learning that increases educator effectiveness and results for all students uses a variety of sources and types of student,
educator, and system data to plan, assess, and evaluate professional learning.
Learning Designs: Professional learning that increases educator effectiveness and results for all students integrates theories, research, and models
of human learning to achieve its intended outcomes.
Implementation: Professional learning that increases educator effectiveness and results for all students applies research on change and sustains
support for implementation of professional learning for long term change.
Outcomes: Professional learning that increases educator effectiveness and results for all students aligns its outcomes with educator performance
and student curriculum standards.
163
Transition
Plan
Outcome #
Activities Target Staff Responsible
Person(s)
Required
Resources Timeline Outcomes
Progress
Monitoring
Aligned Standards
Learning Designs Implementation
Learning Communities
Leadership Resources Implementat
ion Outcomes Data
1 Professional Development
of identified teachers from
each secondary school to
attend the MSDE
Disciplinary Literacy
training
Teacher
Representatives
from CTE,
Science and
Social Studies
MSDE August 2013 Text complexity
diagnostic process
Process for lesson
planning with complex
text
Peer Review of Lessons
created
Lesson Plans
1 Professional Development
on Inquiry Based
Instruction
(i.e. Historical
Investigations, questions
to support readings)
Social Studies
teachers
Supervisor of
Instruction
MSDE Social
Studies website,
various Historical
collections
August 2013 Text Complexity
Text Dependent
questions
Inquiry based instruction
Close Reading
1 Professional Development
of Social Studies and CTE
teachers MS and HS on
Disciplinary Literacy
Teachers in CTE
and Social
Studies
Supervisor of
Instruction
Teacher Reps
from schools
on DL
MSDE Social Studies website, various Historical collections
Trades journals or
magazines with
current events
August 2013 Text Complexity
Text Dependent
questions
Close Reading Activity
164
Transition
Plan
Outcome #
Activities Target Staff Responsible
Person(s)
Required
Resources Timeline Outcomes
Progress
Monitoring
2 Rollout new curriculum
guides in SS
Supervisor of
Instruction
MS and HS
Social Studies
teachers
Supervisor of
Instruction
Curriculum
Common Core
Literacy Standards
Embedded
August 2013 New Curriculum Guides
C3 Social Studies
Standards
2 Curriculum alignment with
Disciplinary Literacy
Supervisor of
Instruction
MS and HS
Social Studies
teachers
Supervisor of
Instruction
C3 Curriculum
Common Core
Literacy Standards
Research based
writing
Informational text
August 2013 New Curriculum Guides
C3 Social Studies
Standards
2 Participate in a Historical
Investigation Lesson
Activity
MS and HS
Social Studies
Teachers
Supervisor of
Instruction
C3 Curriculum
Common Core
Literacy Standards
Research based
writing
Informational text
August 2013 New Curriculum Guides
C3 Social Studies
Standards
165
Transition
Plan
Outcome #
Activities Target Staff Responsible
Person(s)
Required
Resources Timeline Outcomes
Progress
Monitoring
1 Professional Development
of Social Studies and CTE
teachers on Disciplinary
Literacy
Teachers in CTE
and Social
Studies
Supervisor of
Instruction
Teacher Reps
from schools
on DL
MSDE Social Studies website, various Historical collections Trades journals or magazines with current events
October
2013
Create writing in the
content area activities
Inquiry based instruction
Update
Assessments
1 Professional Development
with Departments
Representatives on
Disciplinary Literacy
Teachers in CTE
and Social
Studies
Supervisor of
Instruction
Teacher Reps
from schools
on DL
Teachers work
together to
enhance DL in
lesson planning
November
2013
Content Meetings with
Department Reps
Set goals for
Department
Meeting
trainings and
lesson
planning
1 Professional Development
with Departments on
Disciplinary Literacy
Teachers in CTE,
Science, and
Social Studies
Teachers
Department
Meetings
Teachers work
together to
enhance DL in
lesson planning
Ongoing
2013-2014
Agendas to set goals for
Departments to
accomplish DL strategies
in lesson planning
Collaborative Planning
Lesson Plans
1 Professional Development
of Social Studies and CTE
teachers on Disciplinary
Literacy
Teachers in CTE
and Social
Studies
Supervisor of
Instruction
Teachers
Teachers work
together to
enhance DL in
lesson planning
January
2014
PD Day
Create writing in the
content area activities
Inquiry based instruction
Lesson Plans
166
Transition
Plan
Outcome #
Activities Target Staff Responsible
Person(s)
Required
Resources Timeline Outcomes
Progress
Monitoring
1 Review PARCC Claim
Structures and Evidence
Tables
Teachers in CTE
and Social
Studies
Supervisor of
Instruction
Teachers
PARCC Claim Statements
PARCC Evidence
Tables
January
2014 PD Day
Understand the CCSS and
how students will be
assessed
167
4. Implementation of the Teacher and Principal Evaluation (TPE) System.
During the summer of 2013, teachers and content supervisors developed and/or revised
pre and post assessments for Student Learning Outcomes (SLO). SLO procedures were
also revised for clarity. Testing windows were created and pre assessments for SLOs
were administered. In September, all teachers received professional development on the
development of Student Learning Objectives, SLO yearly progress, and scoring of SLOs
which will help to ensure that the implementation of the QACPS teacher/principal
evaluation is conforming to State requirements. MSDE’s SLO modules, customized for
QACPS, were employed with all teachers during September’s professional development
opportunity. Teachers and administrators created their SLOs, which will be weighted
50% in the new evaluation system. The TPE system was also reviewed with all teachers
in August, and our county will achieve full implementation this year. Our Teacher
Evaluation Task Force continues to meet regularly to fine tune the teacher evaluation
rubrics. We will sharpen our focus this year on the consistent use of the rubrics and on
the written comments provided by the observer and evaluator.
Clarification Questions:
Please provide more detail regarding the professional development that will be
conducted during the 20-13-2-14 school year to help principals and teachers
understand and be able to implement the new teacher and principal evaluation system.
168
Clarification Response:
TPE Transition Plan
Transition Plan Outcomes:
1. Implement high quality professional learning that is aligned with the Learning Forward Standards for Professional Learning to help teachers
develop the new knowledge, skills, and practices necessary for full implementation of the Maryland Common Core State Curriculum (MD
CCSC), STEM Education, and the Teacher and Principal Evaluation (TPE) system. Key data to guide the design of professional learning include:
Student performance data;
Teaching, Empowering, Leading and Learning (TELL) Maryland Survey results;
Classroom-Focused Improvement Process (CFIP) information; and
State, LEA, and appropriate school-based data;
2. Facilitate regular opportunities for school staff to access and navigate electronic resources (RTTT portal and LEA-provided resources) to
support:
Full of implementation of MD CCSC, STEM Education and TPE
Ongoing information on PARCC assessment, design, and timeline to support transition from MSA/HSA to PARCC
Learning Forward’s Standards for Professional Learning:
Learning Communities: Professional learning that increases educator effectiveness and results for all students occurs within learning communities committed to continuous improvement, collective responsibility, and goal alignment.
Leadership: Professional learning that increases educator effectiveness and results for all students requires skillful leaders who develop capacity, advocate, and create support systems for professional learning.
Resources: Professional learning that increases educator effectiveness and results for all students requires prioritizing, monitoring, and coordinating resources for educator learning.
Data: Professional learning that increases educator effectiveness and results for all students uses a variety of sources and types of student, educator, and system data to plan, assess, and evaluate professional learning.
Learning Designs: Professional learning that increases educator effectiveness and results for all students integrates theories, research, and models of human learning to achieve its intended outcomes.
Implementation: Professional learning that increases educator effectiveness and results for all students applies research on change and sustains support for implementation of professional learning for long term change.
Outcomes: Professional learning that increases educator effectiveness and results for all students aligns its outcomes with educator performance and student curriculum standards.
169
Transition Plan
Outcome # Activities Target Staff
Responsible Person(s)
Required Resources Timeline Outcomes Progress
Monitoring
Aligned Standards
Learning Designs Implementation
Learning Communities
Leadership Resources Implementation Outcomes Data
1 & 2 Identified facets of the Teacher Evaluation will be shared with teachers by Sept. 30 – Schools determine best ways to share with staff
All Certificated Teachers
Principals PD materials available on Blackboard and as ppt.; documents available on Forms Online
Sept. 30 All teachers will have a consistent understanding of Teacher Eval. Process and materials
Sign-off Sheet; Task Force members debrief at mtgs.; Principals debrief at A&S
1 & 2 QAC Leadership staff participate in MSDE Professional Development plan related to TPE during 13-14 and share with stakeholders
Teachers, Principals, BOE, etc. – as appropriate
Supervisor, Director of C&I, and HR Officer (and other staff as designated by Superintendent)
Materials and resources made available through MSDE
Sept. - June Stay abreast of requirements and best practices associated with development and implementation of Teacher and Principal Evaluations
Compliance with requirements; Completion of TPE process documents; Periodic review of process
1 Continue Task Force meetings to complete and monitor of Teacher Evaluation process and documents (i.e. Crosswalk between observation & evaluation indicators)
Task Force (with membership from all schools and contents)
Director of C&I TBD Sept. - June Assure that Task Force continues to be well-informed and remains empowered in the Teacher Evaluation process
Meeting dates, agenda, and sign-ins
170
Transition Plan
Outcome # Activities Target Staff
Responsible Person(s)
Required Resources Timeline Outcomes Progress
Monitoring
1 & 2 Development and implementation of data collection and retrieval system for the Student Growth potion of Teacher Evaluation.
Principals and Task Force Members
Director of C&I and LAC
Data warehouse (PM); Data platform to store Teacher SLOs and related data
Oct. - June Increase capacity of QAC to easily manage SLOs and additional data used in Student Growth portion of Teacher Evaluation
1 & 2 SLO Monitoring and Quality Control
Principals and Supervisors
Superintendent and Director of C&I
SLO Approval Rubric; Additional PD at A&S meetings
Oct. - June Assure that Teacher SLOs are of high quality and Ambitious yet Attainable targets; and meet MSDE expectations
Random Sampling of SLOs for Quality review
1 & 2 Assessment (measures for SLOs) Development, Alignment and Monitoring
Supervisors and Principals
Director of C&I Additional PD on quality control measures for assessments (MSDE); Assessment Work Groups (funded through RTTT);
Sept. - June Increase the # of assessments aligned with new standards (I.e. MD CCSC) that can be used for teacher SLOs
Additional Assessments on the approved list
1 Finalize Professional Practice portion and data points for Principal Evaluation
Principals Director of C&I PP Worksheets (similar to those shared at Executive Officers Summit);
Sept.-Oct. Assure that all principals have a thorough understanding
Completed documents posted on Principal
171
Transition Plan
Outcome # Activities Target Staff
Responsible Person(s)
Required Resources Timeline Outcomes Progress
Monitoring
Denver Framework of PP Outcomes and how they will be measured.
Evaluation site
1 Complete SLO yearly process for all principals in QAC
Principals Superintendent and Director of C&I
Procedures and templates related to SLO process
Approval conf.; Mid-interval conf.; and Evaluation Conference
Principals utilize SLO process in a meaningful way that impacts student achievement and their role as instructional leader
Copies of SLOs and Yearly tracking form; Student Growth rating
1 Complete Comprehensive Evaluation on all principals in QAC.
Principals Superintendent and Director of C&I
Procedures and templates related to Professional Practice, Student Growth and Comprehensive Evaluation
Ongoing collection of data; June/July completion of evaluation conferences
Every Principal receives valuable and specific feedback on their performance as instructional leader.
Completion of Comprehensive Evaluation
172
Teacher Induction
Please provide the following information regarding your District Teacher
Induction/Mentoring Program:
1. A description of your Comprehensive Teacher Induction Program, including
orientation programs, standards for effective mentoring, and mentoring supports.
Options to include are your LEA Action Plans and TELL Survey Data.
Queen Anne’s County Public Schools provided a New Teacher Induction Program one
week prior to all staff reporting for the new school year. This occurred during the week of
August 12-16, 2013. A full day of professional development at the county level was
provided for all newly hired staff on the first day of the orientation week. An overview
of the New Teacher Induction Program and requirements were reviewed emphasizing the
three year support for new teachers to Queen Anne’s County Public Schools. This
included a presentation on the mentoring program. Each novice teacher was assigned a
mentor and had the opportunity to meet their mentor. Mentors then facilitated the
professional development overview of Harry Wong’s book, The First Days of School.
Finally, new teaching staff had an opportunity to work with their Teacher Specialist or
Academic Dean from their building to review information specific to their school and/or
content.
The mentor program is an integral component of the New Teacher Induction program in
Queen Anne’s County. During the week-long orientation for beginning teachers, mentors
are involved in both central office and school-based meetings with mentees. During the
course of the year, mentors participate with mentees in regularly scheduled school-based
professional development provided by the teacher specialists and academic deans as well
as periodic staff development sessions planned centrally and delivered by the office of
Curriculum and Instruction. Differentiated professional development is delivered for
second year teachers and at times job-embedded professional development and support is
provided as needed. Third year teachers are invited to attend any professional
development and are monitored by mentors on a consult basis, unless a principal requests
additional support.
Mentors support novice teachers in the following areas: effective teaching methods,
classroom management, implementing state goals (MSC, CLG, MD CCSC,) Common
Core, student equity, methods of assessing/monitoring student achievement,
communicating with parents, school policies and procedures. Mentors also help novice
teachers with procurement of resources and with understanding of the school and county
culture. Accountability is ensured through survey and feedback forms from participants
as well as log books kept by mentors and portfolios developed by new teachers.
During the first semester, new teachers will have two scheduled visitations to observe
skilled teachers along with their mentor. Additional visitations will be scheduled if
needed. These opportunities to observe skilled teachers may take place in the home
173
school or in another school in the district. The Teacher Specialist/Academic Dean at each
school plans monthly on-going professional development for new teachers in their
individual schools. The principal and leadership team at each school conducts ongoing
formative reviews of new teacher performance. This year a fall professional development
night is scheduled in October to provide first year teachers an opportunity to address
celebrations and concerns after their first six weeks of teaching. In addition, time will be
spent on student engagement strategies.
Second year teachers attend a winter professional development night in February. It is
conducted with facilitation by third year teachers on the portfolio requirement. Mentors
and teacher specialists attend the event in order to provide more individualized support at
the school level. Evaluations of the effectiveness of the professional development from
Central Office professional development events are reviewed and any action or resources
new teachers request is addressed.
COMAR
Induction Program
Components
Establishing
Applying
Integrating/Innovating
(1) an orientation
program
X
(2) support from a
mentor
X
(3) observation and
co-teaching
opportunities
X
(4) professional
development
X
(5) formative review
of new teacher
performance
X
(6) induction program
staff
X
(7) participation by
all new teachers
X
(8) reduced workload
for new teachers and
mentors, to the extent
practical, given fiscal
and staffing concerns
X
(9) an evaluation
model
See documentation provided for #3 below.
174
2. Data regarding the scope of your mentoring program, including the number of
probationary teachers and the number of mentors who have been assigned (please
complete the chart below).
Mentor Ratio 2013-2014
LEA 1st Year
Teachers
2nd
Year
Teachers
3rd
Year
Teachers
Newly Hired
Experienced
Teachers
Total #
Teachers
Total #
Mentors
Mentor
to
Teacher
Ratio
Queen
Anne’s
County
28 28 3 3 62 13 1: 5
Ratio
3. The process used to measure the effectiveness of the induction/mentoring and the
results of that measurement.
Induction Program
Accountability
Measure(s)
Establishing
Applying
Integrating/Innovating
LEA Action Plan X
TELL Survey Data X
Mentor Survey Data X
175
Persistently Dangerous Schools
No Child Left Behind Goal 4: All students will be educated in learning environments that are
safe, drug-free, and conducive to learning.
No Child Left Behind Indicator 4.1: The number of persistently dangerous
schools, as defined by the state.
NCLB requires states to identify persistently dangerous schools. In Maryland, a
“persistently dangerous” school means a school in which each year for a period of
three consecutive school years the total number of student suspensions for more than
10 days or expulsions equals two and one-half percent (2½%) or more of the total
number of students enrolled in the school, for any of the following offenses: arson or
fire; drugs; explosives; firearms; other guns; other weapons; physical attack on a
student; physical attack on a school system employee or other adult; and sexual
assault. Schools are placed into “persistently dangerous” status in a given school year
based on their suspension data in the prior year.
1. Where Persistently Dangerous Schools are identified, list the schools and
describe what steps are being taken by the school system to reverse this trend
and prevent the schools(s) from moving into probationary status.
There are no schools in Queen Anne’s County that are identified as persistently
dangerous. Last year there were no students who were suspended for more than ten
days in any of our schools.
Attendance
Based on the Examination of the Attendance Data (Table 5.5):
1. Describe where challenges are evident. In your response, identify challenges in terms of
grade band(s) and subgroups.
Our overall attendance rate dropped slightly during the 2012-13 school year by .4%. The
attendance rate for African Americans dropped slightly by .1%. The attendance rate for
Special Ed student’s dropped by .3%. The attendance rate of FARMS students dropped by
.5%.
High school attendance rates showed a slight decrease of 0.4% for a total achievement of
94.0%. This decline can be attributed to decreases in our major subgroups. African
American attendance decreased by 0.1%, Hispanic attendance decreased by 0.7%, White
(Not of Hispanic Origin) decreased by 0.4%, FARMS level decreased by 0.5%, ELL
decreased by 1.3% and Special Education decreased by 0.3%.
Elementary and middle schools achieved the 94% benchmark with elementary achieving
94.8% and middle achieving 94.9% respectively. African American attendance at the middle
school dropped slightly by 0.1% to 95.2% although at the elementary schools; there was a
176
0.9% increase (for a total of 96.1%). Middle school attendance rates also show increases in
the areas of Special Education, FARMS and LEP. Elementary schools showed increases in
the areas of Special Education, FARMS, LEP, African American, and Hispanic attendance.
2. Describe the changes or adjustments that will be made along with the corresponding
resource allocations to ensure sufficient progress. Include timelines where appropriate.
The goal of implementing PBIS at all schools is to help make climate and cultural changes
that promote a positive school environment. A very active Character Counts! Program at all
levels also adds to a pleasant school climate.
Using Power-school, a program that provides student data to electronically track student
attendance enables the administration, school counselors, and the Student Support Team
(SST) to identify attendance issues, and provide appropriate interventions before they
become serious. The ability to communicate with parents using Parent Portal and an
automatic call system are also useful tools.
The Student Support Teams in conjunction with the Pupil Personnel Workers (PPW) have
been closely monitoring attendance problems and by working with both the student and
parents on a case by case basis have proven a helpful formula to improve individual
attendance. In addition, the ACHIEVEMENT MENTORING program assists students
identified as “high risk”. This program addresses the academic, behavioral and social-
emotional needs of the cohort; thus, students with attendance issues may be referred to an
ACHIEVEMENT MENTORING worker.
At the high school level specifically, a separate attendance policy providing logical
consequences for poor attendance (i.e. credit loss) has shown success. However, credit
recovery opportunities, such as Saturday School, exist at both high schools. These
interventions keep students from falling hopelessly behind in their academics, and also
promote school engagement.
The most evident challenge was seen at the middle and high school levels. At the middle
school level there was a decrease in the African American attendance rates from 95.3% to
95.2% and a decrease in the Hispanic attendance rates from 95.1% to 94.6%. At the high
school level there was a decrease in attendance in the Limited English Proficiency students
from 94.4% to 92.2%. Increased support through PPWs and school counselors has been
provided, as well as the implementation of the Check In Check Out program at the secondary
level.
With the exception of elementary schools, the attendance rate in Queen Anne’s County has
shown steady improvement over the last three years. Queen Anne’s County will continue to
build on successful programs such as PBIS, Achievement Mentoring and Saturday School,
using grant funds from the Governor’s Office for Children and the Office of Crime Control
and Prevention where appropriate. In addition all middle schools will continue to implement
the Olweus Bullying prevention program, a researched based program that has proven
effective in bullying prevention and bullying reduction. All elementary schools and one of
177
the county high schools will implement the program during the 2013-2014 school year. The
Olweus program strives to help school staff create a warm, welcoming, emotionally-safe
environment. We know that many students miss school time because of issues with bullying,
and this program will hopefully help all students to feel more comfortable in the school
setting.
178
Graduation and Dropout Rates
No Child Left Behind Goal 5: All students will graduate from high school.
No Child Left Behind Indicator 5.1: The percentage of students who graduate each
year with a regular diploma.
No Child Left Behind Indicator 5.2: The percentage of students who drop out of
school.
Graduation rate is an additional measure used in Maryland’s Adequate Yearly Progress
(AYP) calculations.
Based on the Examination of Graduation and Dropout Rate Data (Tables 5.6 and 5.7):
1. Describe where challenges are evident. In your response, identify challenges in
terms of subgroups.
The overall drop-out rate for the Queen Anne’s County school system increased slightly
by 0.42%. The highest rates were evident in the subgroups of FARMS, Special
Education, Hispanic, and Two or More Races. In addition, we continue to see challenges
in providing interventions to struggling students in the four period schedule. Also, after
school employment and other activities prevent students with needs from being available
for after-school tutoring and supports. The need for additional special education teachers
and teacher assistants is another financial barrier to overcome. The lag time between
students sitting for an assessment and receiving the results delays the process of
identifying students and providing adequate and appropriate interventions
The graduation target rate of 85.5% and the 3% dropout target rate have been met for the
seventh consecutive year. The 2012 – 2013 QAC graduation rates decreased slightly
from 92% to 91.8% with a dropout rate increased from 1.01% to 1.43%. Addressing the
graduation rate, progress was achieved in the following subgroups: African American,
and FARMS The subgroups of American Indian/Alaskan Native, Asian/Pacific Islander
and LEP remained constant.
2. Describe the changes or adjustments that will be made along with the corresponding
resource allocations to ensure sufficient progress. Include timelines where
appropriate.
In order to address the needs for all students, but in particular the target subgroups of
FARMS and Special Education, the following programs and strategies will be
implemented. Saturday School (Local Funds) will continue to be an alternative to
179
suspension and a means of achieving credit recovery. By keeping students on track to
graduate they will be less likely to drop out. The ACHIEVEMENT MENTORING
program in the middle and high schools is provided in conjunction with the Community
Partnership for Children and is funded through the Governor’s Office for Children and
the Office for Crime Control and Prevention. The program provides assistance to
families in locating needed resources and offers interventions to students who are “at
risk” of dropping out of school.
Although not intended as a drop-out prevention program Queen Anne’s County has
continued to increase work-based opportunities for students in danger of dropping out of
school (Local Funds). By tracking students in danger of becoming a drop out, positive
interventions can be put in place to keep the child engaged and to develop a plan to
graduate. In addition, for students receiving special education services, graduation
requirements are discussed and reviewed annually as part of the Annual Review Process.
Modifications to student schedules, testing requirements and/or program modifications
may be considered. Revisions/additions to the student’s IEP may also be discussed
depending upon progress toward attainment of graduation requirements.
All fourteen schools in Queen Anne’s County have been trained in PBIS and have been
initiating or implementing the “process” through local funds. The positive changes in
school environment and culture have had a direct impact on the current graduation and
dropout rates. A positive safe and nurturing school environment can have a positive
influence on the way a child sees the school setting. If a child sees school as a welcoming
place they are more likely to have improved attendance and better grades. All 14 schools
and Anchor Points received recognition from MSDE for implementing PBIS with
fidelity. We are the only school system in the state of Maryland that has implemented
PBIS at all schools. During this past school year all 14 schools and Anchor Points
received the gold recognition which is the highest honor a school can achieve.
Professional development for PBIS has increased with several opportunities for summer
time team training. Two new PBIS coaches were trained this year to provide support to
schools. Student Services Supervisor joined the PBIS state leadership team last year.
Both PPWs attended the International Conference for PBIS in March. Our school system
also has a plan in place to implement cultural competencies to all staff during the coming
school year.
The schools continue to use Performance Matters (Local Funds) to track graduation and
drop out data and to identify students in need of interventions. Student Services Teams at
each school provide early proactive interventions to keep students focused and on a path
to graduate. Graduation requirements are reviewed by school counselors at least annually
with each high school student.
Olweus has been introduced in all elementary and middle schools to help create a safer
emotional environment.
180
The Anchor Points Academy and Saturday School, both locally funded, provide
opportunities for continued engagement in the instructional environment and for credit
recovery. The Masons and local funds support the Student Assistance Program (SAP),
which provides interventions for middle and high school students experiencing drug
and/or alcohol problems. The Achievement Mentoring program, funded through the
Governor’s Office for Children and the Office of Crime Control and Prevention, targets
“at risk” youth and provides intensive case management.
Clarifying Question:
1. Give a more detailed analysis of the root causes for drop out, especially related to
sub groups.
Clarifiying Response:
In Queen Anne's County our drop-out rate is low. This can be attributed to many factors.
However, anytime a child drops out of school it is of great concern to all of us. The
economic and social impact of even one child dropping out can be significant. In our
school system the major factors for dropping out are tied to a family history of dropping
out and some stark economic realities. We have a number of families in our school
system who have multiple generations of drop-outs. In these families the value of a high
school is not emphasized as important. In our sub-groups this pattern is quite evident.
Students in this situation do not have the necessary support at home to successfully
complete courses and accumulate the credits needed to graduate. Once a student falls
behind it becomes very difficult for them to catch up. Students become discouraged and
the downward cycle continues. To further exacerbate matters, the interventions we have
in place, for credit recovery and/or academic improvement, are often met with resistance
by both the at-risk students and his/her family as there is often a greater emphasis on
working full time to bring in immediate income for the family, rather than on the long
term earning potential which is improved by receiving a high school diploma.
Clarifying Question:
2. Please describe specific strategies being implemented relative to the system’s
identified challenges with regard to dropout prevention and improved graduation rates,
especially related to sub groups.
Clarifiying Response:
In Queen Anne's County we have many strategies and interventions in place to address
the issue of students dropping out of school. We have a strong Central Office Student
Services Leadership Team that has made addressing this issue a priority. We have two
highly dedicated Pupil Personnel Workers who devote many hours to helping to prevent
students from dropping out and intervening when there are students at-risk for dropping
out of school.
The first step in drop prevention is identification. Those students who are at risk are
identified at the school level. A key factor in this identification is truancy from school.
Students who have poor attendance rates are telegraphing their intentions that they are at-
risk for dropping out. We look at the attendance rates of students in sub-groups to try to
181
catch early downward trends. School student support teams at the secondary level meet
on a weekly or bi-weekly basis to identify students at risk.
Once those students are identified, schools, with the help of a central office team
members, will develop a plan and interventions specific to that student. These
interventions may include home visits to find out how we can assist the student in getting
to school and thus improving the child's attendance. If there are economic issues, we
involve community agencies to help the families help their children. At the schools, we
provide mentoring and academic interventions for students who have fallen behind.
It is also very important that all teaching staff build relationships with their students. We
have devoted professional development to strategies for building a positive classroom
dynamic, and we have also initiated professional development in cultural proficiency. If
there are issues with students who need smaller class sizes and a less overwhelming
environment, schools may submit a referral for a student in grades 6-12 to attend Anchor
Point Academy to be provided with more intensive academic and social interventions.
In order to make schools a more welcoming and accepting place we have fully
implemented PBIS in all schools to develop a system wide culture of acceptance and
inclusion. Additionally, Olweus is also in the process of being implemented in all of our
schools with the goal of providing an emotionally safe place for all of our students. Drop-
out prevention is one of the highest priorities in the Queen Anne's County School system.
Through identification, intervention, building relationships and providing a culture where
all students feel accepted we hope to continue to address the issue of students dropping
out of school.
182
Section D
Key Personnel
Superintendent Dr. Carol Williamson
Curriculum Director Mrs. Roberta Leaverton
Content Supervisors Mrs. Kathy Draper Mr. Brad Engel Mrs. Diane McGowan Mrs. Elaine O’Neal Mrs. Tina Thomas Mrs. Leigh Veditz Mr. Willie Waits Mr. Robert Watkins
Principals Mr. Lawrence Dunn, BES/KIE Mr. Dave Dulac, CES Dr. Lloyd Taylor, CHES Mrs. Michelle Carey, GES Mr. Sean Kenna, KES Mrs. Carol Kamp, MES Mrs. Michele Hampton, SES Mrs. Amy Hudock, CMS Dr. Angela Holocker, MMS Mr. Kevin Kintop, STM Mr. John Lischner, SMS Mr. John Schrecongost, KIHS Mrs. Jackie Wilhelm, QACHS
Academic Deans Mrs. Louisa Welch, KIHS Mrs. Tracy Kenna, QACHS
Teacher Specialists Mrs. Arlene Reading, BES Mrs. Christina Heckard, CES Mrs. Marjorie Hershberger, CHES Mrs. Cassandra Cornish, GES Mrs. Ann Apple, KES Mrs. Linda Jefferson, KIE Mrs. Stacey Rankin, MES Mrs. Susan Davis, SES Mrs. Dina Clark, CMS Mrs. Debbie Gibson, MMS Mr. Luke Ensor, STM Ms. Lura McCowan, SMS
Mentors Mrs. Nancy Cook Mrs. Barbara McCreary Mrs. Marita Reed Mr. Bill Patton Mrs. Sherry Valenti Mrs. Kaye Romanosky Mrs. Shelagh Grasso Mr. Kenney Stein Mrs. Stacey Walstrum Mrs. Linda Agreen Mrs. Mary Jo Vasil-Haines
183
Race to the Top Scopes of Work
Section E: Turning Around Lowest Performing Schools
Narrative:
Queen Anne’s County Public Schools’ (QACPS) vision, mission, and core values are based on a
commitment to provide all students with a rigorous academic program in a learning environment
that is safe, respectful, and caring. Furthermore, students will leave school prepared to
successfully enter a diverse and changing global community. QACPS recognizes the importance
of all stakeholders within the school; staff members, students, parents, community organizations,
in securing student success. The Action Plan described in Section E, relies both on research
based strategies, as well as the use and application of data analyses to address challenges at our
lowest performing school.
The Maryland Race to the Top (RTTT) (E)(2) “Turning Around Lowest Achieving Schools”
requires Maryland School systems to align their Section E local goals and action plan activities
so that they correlate with the State’s RTTT Initiative that addresses struggling schools and
students. In grant Year three, there was one school that was determined to be low performing
given the new state guidelines and assessment changes. QACPS’s Superintendent and Director
of Curriculum collaborated with the school’s principal to develop a School Improvement Plan
which addressed areas of need, and provided support based on research-based elements of highly
effective schools.
In addition, targeted feedback on the annual school improvement plan was provided by the
county level Curriculum and Instruction Team to the school level team, on program
implementation. Individual teachers were provided with feedback regarding effective strategies
to increase performance of individual students as well as sub-groups.
In grant Year four, Section E, Goal 1, provide support to our lowest performing schools, all
activities initiated in year three will continue, as described above, and an additional support
activity will be added. When staffing opportunities occur, the highest performing teachers
and/or administrators (as demonstrated through observational, evaluation, and student
performance data) will be assigned to the lowest performing school. This practice should place
those most qualified where they are needed the most.
The activities that support Goal 2, provide support to our lowest performing schools through
targeted feedback, will also continue to be implemented. It is anticipated that with the increased
emphasis of SLOs (Student Learning Outcomes), as a mechanism for teacher improvement,
feedback generated from this system will provide teachers with the information necessary for
making instructional changes to address student needs and increase student performance.
184
Action Plan: Section E
Goal(s): Year four goals are incorporated within the Action Plan
Section E: Turning
Around Lowest-
Achieving Schools
Correlation
to State Plan
Project
#
Timeline for
Year 4
Key Personnel Performance
Measure
Recurring
Expense:
Y/N
MOU Requirements:
(Yes)
Activities to Implement
MOU Requirements
(E)(2) Names of Key
Personnel are
listed behind
Section E
Goal 1 (E) (2): Provide support to our lowest performing schools.
a. Determine a process
for identifying low
performing schools
given the transition
to MD CCSC and its
impact on MSA
performance.
(E)(2)
October 1,
2013–
September
30, 2014
Director of
Curriculum
Supervisors
Superintendent
Principals
Documented
process will allow
us to identify our
low performing
schools
N
b. Provide supports to
lowest performing
schools based on
research-based
elements of highly
effective schools.
(E)(2)
October 1,
2013 –
September
30, 2014
During
monthly
faculty
meetings
Director of
Curriculum
Supervisors
Principals
Teacher
Specialists
Academic Deans
Mentors
Multiple measures
(e.g. pre-post
intervention data)
which assess
student
performance will
show
improvement.
N
c. Develop school-
based action
plans/school
improvement plans
through
collaboration of
content supervisors
and school-based
administration
(E)(2)
1 November 1,
2013- June
15, 2014
Director of
Curriculum
Content
Supervisors
Principals
Implementation of
action plans and
school
improvement
plans along with
multiple measures
(e.g. pre-post
intervention data)
which assess
student
performance will
show
improvement.
N
d. Staff lowest
performing schools
with highest
performing
teachers/administrati
on, and support staff.
(E)(2) October 1,
2013–
September
30, 2014
Human Resource
Officer
Director of
Curriculum
Superintendent
School Based
Administration
Multiple measures
(e.g. pre-post
intervention data)
which assess
student
performance will
show
improvement and
result in overall
school
achievement.
N
185
Section E: Turning
Around Lowest-
Achieving Schools
Correlation
to State Plan
Project
#
Timeline for
Year 4
Key Personnel Performance
Measure
Recurring
Expense:
Y/N
MOU Requirements:
(Yes)
Activities to Implement
MOU Requirements
(E)(2) Names of Key
Personnel are
listed behind
Section E
Content
Supervisors
Goal 2: Provide support to our lowest performing schools through targeted feedback
a. Provide feedback to
schools on annual
School Improvement
Plans
(E)(2)
October 1,
2013 –
September
30, 2014
Director of
Curriculum,
Content
Supervisors,
School
improvement plans
will incorporate
feedback.
N
b. Provide feedback to
school teams on
program
implementation
(E)(2) October 1,
2013 –
September
30, 2014
Content
Supervisors,
School
Leadership
Teams
Follow up
observations and
walk throughs will
reflect changes
based on feedback
to program
implementation.
N
c. Provide teachers
feedback on
instructional practice
regarding effective
strategies to increase
performance of
student sub-groups
and individual
students.
(E)(2) October 1,
2013–
September
30, 2014
School
Leadership
Teams
Multiple measures
(e.g. pre-post
intervention data)
which assess
student
performance will
show
improvement.
N
Goals to be sustained after RTTT:
Goal 1 – Provide support to our lowest performing schools.
186
Section E Key Personnel
Curriculum Director Mrs. Roberta Leaverton
Content Supervisors Mrs. Kathy Draper Mr. Brad Engel Mrs. Diane McGowan Mrs. Elaine O’Neal Mrs. Tina Thomas Mrs. Leigh Veditz Mr. Willie Waits Mr. Robert Watkins
Principals Mr. Lawrence Dunn, BES/KIE Mr. Dave Dulac, CES Dr. Lloyd Taylor, CHES Mrs. Michelle Carey, GES Mr. Sean Kenna, KES Mrs. Carol Kamp, MES Mrs. Michele Hampton, SES Mrs. Amy Hudock, CMS Dr. Angela Holocker, MMS Mr. Kevin Kintop, STM Mr. John Lischner, SMS Mr. John Schrecongost, KIHS Mrs. Jackie Wilhelm, QACHS
Academic Deans Mrs. Louisa Welch, KIHS Mrs. Tracy Kenna, QACHS
Teacher Specialists Mrs. Arlene Reading, BES Mrs. Christina Heckard, CES Mrs. Marjorie Hershberger, CHES Mrs. Cassandra Cornish, GES Mrs. Ann Apple, KES Mrs. Linda Jefferson, KIE Mrs. Stacey Rankin, MES Mrs. Susan Davis, SES Mrs. Dina Clark, CMS Mrs. Debbie Gibson, MMS Mr. Luke Ensor, STM Ms. Lura McCowan, SMS
Mentors Mrs. Nancy Cook Mrs. Barbara McCreary Mrs. Marita Reed Mr. Bill Patton Mrs. Sherry Valenti Mrs. Kaye Romanosky Mrs. Shelagh Grasso Mr. Kenney Stein Mrs. Stacey Walstrum Mrs. Linda Agreen Mrs. Mary Jo Vasil-Haines
187
Race to the Top Scopes of Work
Section F: General
Narrative
The narrative for Section F will describe the LEA’s activities, accomplishments, and
challenges in Year 3 related to ensuring successful conditions for high performing charter
schools and other innovative schools. The narrative should include the specific and
measurable goals for Year 4 and describe all planned activities/tasks that will be
implemented to achieve the outcomes for Year 4.
NOT APPLICABLE FOR QACPS