Information Requested by Ms.

Barrett, Vice President,

Board of Education of Frederick County

Staff Response to Lincoln A Proposal

August 9, 2017 BOE Work Session

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Introduction During the July 12, 2017 Board of Education Meeting (BOE) of Frederick County, the BOE discussed potential uses for the Lincoln A Building. Two potential uses for the building were presented. The first option was a shared use facility that would include Child Find, the Success Program, and the Boys and Girls Club of Frederick County. The second option is use by the Monocacy Valley Montessori Public Charter School. During the BOE meeting, BOE members had questions regarding the benefits of relocating the SUCCESS Program to Lincoln A. Specifically, Ms. Barrett indicated that she was unable to make a decision on the use of Lincoln A without more specific information about the SUCCESS Program. This concern was shared by at least one other board member. During that meeting, Liz Barrett indicated that she would send questions to staff regarding relocating the SUCCESS Program to Lincoln A. The following day, on July 13, Ms. Barrett submitted questions to staff and was hopeful that these questions were answered in anticipation of continued discussion on the potential uses of the Lincoln A Building at the August 9, 2017 BOE Work Session. The questions submitted to staff are as follows:

1. Provide the existing Special Education strategic plan that staff has developed. (See page 5) 2. Describe specifically how moving SUCCESS to Lincoln A is represented in and linked to that Special

Education strategic plan. (See page 33) 3. Provide a detailed analysis of how moving SUCCESS to Lincoln A would improve achievement and

outcomes for SUCCESS students. (See page 34) a. How are achievement and student outcomes for SUCCESS students measured now? Provide data

and previous staff reports on SUCCESS student progress for the last 5 years. 4. One of the final year goals for SUCCESS transition is for students to secure permanent employment.

How many SUCCESS students achieved this goal in each year over the last 5 years? (See page 40) a. Provide a detailed analysis on both how this goal is hampered because of SUCCESS’ current

location and how it will be enhanced by a move to Lincoln A specifically. 5. Provide an analysis of how the potential move of the SUCCESS program to a new location would: (See

page 41) a. Offer the program a chance to expand. Specify what expansion entails and how expansion is

measured; included detailed projections for expansion in out years. i. Will more students be able to be served by SUCCESS in its new location? If so, provide

the data and analysis upon which that conclusion is based. b. Increase services. Specify what services will be increased and how. Specify what resources will

be increased to support increased services, when, and how. i. Would the new location allow FCPS to consider longer-term transition services for

SUCCESS graduates – checking and monitoring progress and supporting students past the age of 21? Could the vision of the SUCCESS program exceed compliance with the law?

c. Explain how will the proposed move to Lincoln A specifically support a program expansion and increase in services.

d. Explain how a program expansion and increase in services are captured in the existing Special Education strategic plan (specify on what pages of the plan those goals can be found).

6. Provide a detailed analysis of how moving the program specifically increases access to job sites. (See page 51)

a. How many businesses able and willing to employ SUCCESS students are within walking distance of Lincoln A as compared to Walkersville B? Within bus transit distance?

b. How many of these employers are offering jobs currently for our SUCCESS students? c. How many more job opportunities will students realize as a result of the move?

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i. Will these potential jobs to better prepare our students for their careers? How is this measured?

d. How many employers within walking or transit distance of Lincoln A have FCPS staff contacted about potential partnerships and student employment?

e. Have FCPS SUCCESS staff developed draft partnership agreements, MOUs, or some other promise of employment with them?

i. Dr. Markoe specifically mentioned Goodwill. Goodwill stores use an exemption in the Fair Labor Standard Act, to pay some workers with disabilities less than minimum wage. If FCPS is considering moving SUCCESS to improve opportunities for students to work at Goodwill, do we have assurances that students who are employed with Goodwill after age 21 will be paid at least minimum wage? Do they offer positions that are more appropriate or better for our SUCCESS students?

1. There is a Goodwill store in Walkersville – are they already SUCCESS partners? How/why are other Frederick locations better potential partners?

f. Currently, SUCCESS has formal partnerships with 25 organizations. How specifically will each of these partnerships be impacted by a move to Lincoln A. Provide analyses of the terms of the partnership agreements currently in place?

i. Have SUCCESS staff determined that other Frederick-area employers would make better partners? How/why?

7. Describe specifically how Special Education and Facilities staff have analyzed and assessed Lincoln A for its suitability to house SUCCESS. (See page 55)

a. How many times and on what dates have they visited Lincoln A? b. How many times has the SUCCESS Director and staff visited Lincoln A? c. What items or features of Lincoln A did they analyze and assess? d. Provide copies of their reports. e. Do they have any concerns about the location? f. During the 7/12 meeting, Dr. Markoe referenced plans that were on his desk/table that apparently

resulted from staff’s planning regarding using SUCCESS. Provide those plans. 8. Describe specifically what staff means when they stay students will have increased access to transit

services. (See page 67) a. For example, is the Walkersville Connector insufficient? How so? And if so, how long has public

transit been insufficient to serve SUCCESS students? If this is the case, how have staff worked with Frederick County Transit to ensure service that meets the needs of this population?

b. As required by law, Frederick County Transit provides Transit-Plus, a demand-based service for riders with disabilities. Are SUCCESS students not able to use this service to access employment or other sites outside of the Walkersville area?

c. Additionally, Frederick County Transit provides the Taxi-Access program, which provides up to $60 per month in taxi fare for riders with disabilities. Are SUCCESS students not able to access this service?

d. Additionally, if there are large employers who wish to hire SUCCESS students, have staff explored the possibility of those employers transporting students?

e. Are FCPS school buses or vans available to transport students? 9. The Lincoln A presentation described that SUCCESS students will have increased opportunities to

“generalize IEP goals to authentic settings.” (See page 68) a. What constitutes an authentic setting? b. How is a setting’s authenticity specifically measured and evaluated for SUCCESS students? c. Does FCPS have an authenticity rubric? If so, provide it. d. What specific opportunities at or features of Lincoln A are more authentic? Provide any

authenticity analyses or reports.

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e. Are current employers’ not “authentic” settings? What are their authenticity scores for the last 5 years? Provide any authenticity analyses or reports.

f. How and why is authenticity limited at Walkersville B? 10. The Lincoln A presentation described that SUCCESS students will have increased “real world”

experiences. (See page 68) a. What constitutes a real world experience? b. How are real world experiences specifically measured and evaluated for SUCCESS students? c. Does FCPS have a “real world” rubric? If so, provide it. d. What specific opportunities at or features of Lincoln A are more “real world”? Provide any “real

world experience” analyses or reports. e. Are current employers not “real world” experiences? What are their “real world experience”

scores for the last 5 years? Provide any “real world experience” analyses or reports. f. How and why are “real world” opportunities limited at Walkersville B?

11. The Lincoln A presentation also included a bullet about increased access to recreation and leisure activities for SUCCESS students. (See page 70)

a. What specific activities are planned? Provide copies of plans. b. Provide staff’s research and analyses of recreation and leisure opportunities within walking or

public transit distance of Lincoln A. i. How do those opportunities compare in quantity and quality to the opportunities within

walking or transit distance of Walkersville B? Provide specific data and analyses. 1. How many and what kind of leisure or recreational spaces are available within

walking or transit distance of Walkersville B (including FCPS spaces in the area)? c. How has the Walkersville location hampered student recreation and leisure? Provide analyses

12. Staff mentioned the possibility of moving some CTC components to Lincoln A for potential partnerships with SUCCESS and/or BGC. Provide planning and strategy documents related to this. (See page 71)

a. Would BGC be asked to give up space to support this? 13. Provide the financial and budgetary analysis that staff used to formulate its recommendation to move

SUCCESS to Lincoln A. (See page 74) a. Will FCPS realize a cost savings from such a move? If so, how much? How was that calculated? b. Which other potential FCPS sites were financially analyzed. Provide comparisons. c. How do the projected cost savings of moving SUCCESS compare to projected cost savings

presented by Monocacy Valley Public Charter School? 14. How does staff recommend preparing for the possibility that BGC may not able to meet their financial

obligations for Phase 2? This was identified as a staff concern in the 7/12 presentation. Provide the risk mitigation plans that have been drafted. (See page 74)

15. Approximately, how many additional staff training programs will be held at the Staff Training Center in Walkersville if SUCCESS leaves that space? (See page 74)

a. What is the cost to renovate that space for staff use? b. Is that the best use of that space? Provide the analyses that have been conducted. c. Provide the Professional Development Staff’s current strategic plan.

i. Describe how using the space currently occupied by SUCCESS supports that plan’s goals and objectives.

This document contains responses to the questions submitted. Additionally, at the regular meeting of the BOE on February 8, 2017, staff presented information on the use of Lincoln A, which included a report that outlined a proposal to use the building for the Child Find and SUCCESS Programs as well as expansion for the Career and Technology Center Program. Space requirements and benefits of relocating these programs to Lincoln A were included in this report and discussed during the meeting. Referring back to those meeting reports and discussion will provide additional information beyond these questions.

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Question #1: Special Education Strategic Plan

Department of Accelerating Achievement & Equity (AAE)

Accelerating Achievement, Improving Effectiveness, and Enhancing Access to Rigor for Students with Disabilities

Three-Year Action Plan

Dr. Keith R. Harris, Executive Director Ms. Michelle Concepcion & Ms. Carol Breeze, Directors

June 2016 (revised)

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Executive Summary During the 2014-2015 school year, Frederick County Public Schools (FCPS), embarked on a project to review special education services in the system. The review included an analysis of staffing models, resource allocations, and time commitments associated with providing special education services for the purposes of enhancing and maximizing services for students with disabilities. As part of the review, staff conducted surveys, visited classrooms, met with FCPS staff members, conducted interviews with teachers, administrators and families, and collected staffing and scheduling data in order to inform future decisions about special education services. During September 2015, a Special Education Summit was held for the purposes of providing an overview of a report entitled, Frederick County Public Schools: Improving the Effectiveness, Cost Effectiveness, and Equity of Serving Students Requiring Additional Support. Following the summit, a special education steering workgroup was formed and was inclusive of staff from the Department of Special Education and Psychological Services, Curriculum Instruction and Innovation, Student Accountability and Student Information and select FCPS administrators. The work is in direct alignment with the following FCPS aspirational goal and priority: Aspirational Goal 1: FCPS will equip each and every student to be an empowered learner and an engaged citizen to achieve a positive impact on the local and global community Priority 4: FCPS will raise achievement for all students and eliminate achievements gaps. In order to improve services with students requiring additional support, two independent work groups were formed for the purposes of:

• Mapping an ideal reading/academic support model for elementary students • Discussing ideal speech and language delivery models

Several collaborative meetings including aforementioned stakeholders were held. Teams met, reviewed current practices, researched best practices and submitted final reports with recommendations for improving outcomes for students. The following information are highlights from each committee: Elementary Literacy Highlights 1. Each and every student will receive high quality literacy instruction by a certificated teacher that is

differentiated based on student needs. 2. Every struggling reader will receive additional instructional time (either during the core literacy block or

during a dedicated intervention block). A student who is struggling will always be present for whole and small group direct instruction from the general education classroom teacher. Intervention supplements but does not supplant direct teacher instruction.

3. Language Arts grade-level assessment schedules must be followed to monitor the literacy progress for all students.

4. Struggling readers must be progress monitored at a minimum of every four to six weeks using data points both internal and external to the intervention. Additionally, ongoing progress monitoring should occur during daily small group guided reading instruction.

5. Ongoing professional learning must be provided in the areas of curriculum, instruction, assessment, and data analysis.

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6. Literacy Intervention materials must be directly aligned to the current BOE approved Language Arts Curriculum.

Speech Language Highlights 1. Increased focus on time in providing services so that Speech Language Pathologists (SLPs) are spending

approximately 60% of their time working directly with students. 2. Implementation of pull-out and push-in models. 3. Purposeful scheduling that ensures students with disabilities, who have needs in the area of English

Language Arts (ELA) and/or Math, remain in core subject areas without disrupting learning time.

In addition to the coordination of workgroups and the suggested recommendations, Dr. Theresa Alban and Dr. Michael Markoe held a Special Education Instructional Assistant (SEIA) forum in the winter of 2016 in order to solicit feedback from this critically important stakeholder group. For staff unable to attend, a Survey Monkey page was provided in order for support staff to provide input. SEIA staff requested increased professional learning in the areas of disability awareness, addressing student behavior, data collection and support leading to increased student independence. Consequently, targeted professional learning was created and is currently reflected in FCPS professional learning plan for which was implemented during the 2016-2017 school year. The work is in direct alignment with the following FCPS aspirational goal and priority: Aspirational Goal 2: FCPS will hire, support, and retain staff who champion individual, professional, and student excellence Priority 4: FCPS will support all staff by providing ongoing opportunities to grow as professionals throughout their career FCPS Tenets for Teaching Students with Disabilities 1. Allocate time for general and special education teachers to collaborate regarding instruction and progress of

students with disabilities. 2. Ensure students with disabilities have access to general education curriculum with the necessary supports and

interventions. 3. Create a culture of shared ownership and accountability among general and special education teachers for the

success of all students. 4. Adopt a growth mindset with a belief in student ability. 5. Recommit to an intense focus on continuous monitoring and analysis of student performance and data-driven

decisions. 6. Train teachers in evidence-based instructional practices that promote personalized learning. 7. Commit to providing students with access to rich, complex text at their instructional reading level and

employing evidence-based writing practices in all education classes.

Building upon this framework, establishing staffing and precise service delivery guidelines for SLPs and reading instruction will ensure consistent delivery of services. Coupled with professional learning for administrators, general and special education teachers and SEIAs and the implementation of activities associated with the following plan, FCPS will work to eliminate the achievement gap for students with disabilities.

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Accelerating Achievement and Equity

The Accelerating Achievement & Equity (AAE) Department serves the purpose of supporting the academic, social, and emotional growth of all FCPS students to ensure that each student is inspired and provided with the knowledge, skills, abilities, and experiences to be empowered learners. The joint efforts of the AAE Department, along with other FCPS Departments, will ensure that all students, no matter who they are or their backgrounds or circumstances, are valued, empowered, and prepared to succeed in college and careers. Recognizing that significant achievement gaps have continued to exist for students with disabilities, FCPS has been engaged in processes designed to understand how best to meet the needs of these students and to determine how staff must better align themselves to achieve established goals and priorities. In addition to examining instructional practices, processes evaluated have also included service delivery models, instructional schedules, and expectations for direct instruction. The result of our work thus far has culminated into this three-year action plan.

Special Education in FCPS

Through ongoing collaboration with our local and state stakeholders, including parents, staff and students, the Department of Special Education & Psychological Services serves FCPS by supporting systemic instructional programming focusing on eliminating the achievement gap, developing social competencies, nurturing independence, and preparing students with disabilities to become contributing members of a global society.

Department of Accelerating Achievement & Equity (AAE) Accelerating Achievement, Improving Effectiveness, Enhancing Rigor

What We Will Achieve By the End of the 2018-2019 School Year

FCPS will engage in processes designed to understand how best to meet the needs of the special education student group and determine how staff must better align themselves to best achieve established goals and priorities. FCPS will examine instructional practices, service delivery models, instructional schedules, and expectations for direct instruction. All students, including those receiving special education services, will achieve at high levels and have access to the most appropriate and rigorous instruction, programs, and services possible. FCPS will work to raise achievement for all students and eliminate achievement gaps. The percentage of students achieving proficiency on local measures will not differ by more than 10 percent based on race/ethnicity, culture, poverty or special needs.

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2016-2017 School Year Page Number Paraprofessional Training…………………………………………………………………………. 10 Social Emotional and Behavioral Supports……………………………………………………….. 11 Parent Feedback…………………………………………………………………………………… 12

Compliance and Data Analysis……………………………………………………………………. 13 Elementary Level English Language Arts Literacy Program Guidelines...………………………... 14 Speech and Language Program Guidelines………………………………………………………. 15 Special Education Staffing Model…………………………………………………………………. 16 Special Education Observation/Evaluation Guidelines……………………………………………..17

2017-2018 School Year

Secondary Level English Language Arts Guidelines………………………………...……………. 18 Compliance and Data Analysis…………………………………………………………………….. 19 Elementary Level English Language Arts Literacy Program Field Test.........…………………….. 20 Special Educator Training…………………………………………………………………………..21 Speech and Language Program Field Test…….…………………………………………………... 22 Special Education Staffing Model …...............……………………………………………………. 23 Elementary Level Mathematics Program Guidelines……………………………………………… 24

Continuous Monitoring of the Plan………………………………………………………………... 25 Special Education Observation/Evaluation Implementation………………………………………. 26 2018-2019 School Year Elementary Level Mathematics Program Field Test………………………………………………. 27 Secondary Level English Language Arts Literacy Field Test...…………………………………… 28

Secondary Level Mathematics Program Guidelines……………………………………………….. 29 Continuous Monitoring of the Plan………………………………………………………………... 30 Special Education Staffing Model Implementation………………………………………………... 31 Elementary Level English Language Arts Literacy Program Implementation ….............................31 Speech and Language Program Implementation …………………………………………………...32

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2016-2017 School Year Focus Area: Paraprofessional Training Goal #1: Implement an action plan for professional learning for special education paraprofessionals. (Aspirational Goal #2, Priority #4) Rationale: In order to eliminate the achievement gap, all individuals working with students need to be provided on-going opportunities to grow as professionals. The special education paraprofessionals, administrators, and educators need to be equipped with the knowledge, and tools necessary to support all students to increase student achievement.

Action Steps

Formative Measures/Evaluation

1. Implement professional learning for special education paraprofessionals.

a. Begin training special education paraprofessionals inclusive of two hour early release days, district workshops, in-service days, symposiums and other such opportunities.

b. Create and publish a professional learning calendar with training opportunities available throughout the school year.

PL Calendar Link: https://docs.google.com/a/fcps.org/document/d/1nAksAU_D3r2BKF1w3LXDD0464ALPT070EM_20G18/edit?usp=sharing

Monitor and evaluate the professional learning opportunities for special

education paraprofessionals to

better support students with special needs

across all curricular contents and settings.

Monitoring of attendance and

evaluation feedback will provide on-going tools to measure successful

planning and implementation to make

adjustments, as appropriate.

2. Professional Learning for special education paraprofessionals will include: a. Role of the Special Education Paraprofessional b. Data-Collection c. Disability Awareness d. Behavioral Strategies e. Fostering Student Independence f. Effective Evidence-based instructional practices

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Focus Area: Social, Emotional and Behavioral Supports Goal #2: Explore increasing the interventions and supports to address the social, emotional, and behavioral learning outcomes for students. (Aspiration Goal #1, Priority #2) Rationale: There is a significant gap between the performance of students with disabilities and general educations students in Frederick on reading and math state assessments. FCPS has adopted Common Core aligned curricula and assessments. As these more rigorous materials continue to roll out, the gaps between students with special needs and general educations students is likely to increase, thus requiring the system to adjust its practices.

Action Steps

Formative Measures/Evaluation

1. Explore expansion of the continuum of services for students with disabilities demonstrating behavioral and emotional difficulties, especially at the elementary level. a. Identify current continuum of services and

research expansion options. b. Collaborate with neighboring school districts

to explore possible continuum of services.

Refine the systemic approach to supporting students requiring additional support (with or

without IEPs) by developing an expansion plan for continuum of services for students

demonstrating behavioral and emotional difficulties. Additionally, there will be an increase in performance towards meeting established benchmarks on local and state

assessments in all student groups. For each student group, there will be no more than a 10%

gap in performance.

2. The behavior intervention and supports team, comprised of one coordinator and four teacher specialists, will create a referral process and strategic response to individual student needs, professional learning and coaching opportunities for educators and school teams

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Focus Area: Parent Feedback Goal #3: Promote clear communication and transparency in special education programming system wide with families and community stakeholders by soliciting parent feedback on the IEP process. (Aspiration Goal #4, Priority #7) Rationale: Student success increases when there is a nurtured, positive relationship with families and the entire community sharing the responsibility for student success.

Action Steps

Formative Measures/Evaluation

1. Establish a special education program review process that, at a minimum, reviews special education programming, system-wide on an annual basis.

80% of parents who participate in the IEP meetings will provide on-going feedback on the

IEP process through a survey to improve customer service and continue to build positive

relationships between families and schools.

2. Develop and implement a digital post survey that parents may complete immediately after IEP meetings, or at their convenience.

a. Collaborate with the coordinator and staff of the Department of Professional Learning to plan and prepare a post IEP meeting survey.

b. Collaborate with System Accountability and School Improvement to include information on data warehouse and webmaster to include school websites.

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Focus Area: Compliance and Data Analysis Goal #4: Provide each and every student with high quality instruction and promote program effectiveness, improve student performance, and monitor compliance. (Aspirational Goal # 1, Priority # 1) Rationale: The best way to ensure compliance is to increase school system staff's knowledge and understanding of the federal, state, and local statutes, rules and regulations that relate to the development and implementation of students' IEPs in order to improve educational outcomes for students with disabilities.

Action Steps

Formative Measures/Evaluation

1. Review compliance measures to ensure they do not unnecessarily create additional bureaucratic processes that impede the efficiencies of school-based administrators.

a. During a Principals Advisory Council meeting facilitate a discussion with building administrators.

b. Create a one page resource to support systematic practices.

Collect/analyze data to increase compliance and identify areas for

program improvement and cause for celebration.

2. Initiate informal district safeguards that will protect against 504 Plan violations.

3. Explore the usefulness and availability of a “data dashboard” for special education teachers and administrators. Collaborate with System Accountability and School Improvement to establish a similar tool for special education teachers.

4. Explore the MD State Online IEP (OIEP) in order to develop meaningful IEPs that support closing the achievement gap, including a focus on developing standards-based goals and objectives, when appropriate.

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Focus Area: Elementary Level English Language Arts Literacy Program Guidelines Goal #5: Assess the effectiveness of service delivery models for English Language Arts in order to standardize the implementation of the elementary literacy program.

(Aspirational Goal # 1, Priority # 2) Rationale: In order for FCPS to accelerate achievement for struggling learners, additional instruction and intervention beyond the core curriculum program will be required to eliminate the achievement gap.

Action Steps

Formative Measures/Evaluation

1. Convene the work group for the Elementary English Language Arts program to discuss current schedules benefits and concerns.

The elementary literacy work group will provide guidelines for additional instructional time for struggling learners in the area of reading with

on-going monitoring and evaluation. As a result of additional instructional time, there will be an increase in student performance on elementary reading scores towards meeting the established

benchmarks on local and state assessments.

2. Develop data literacy program guidelines that provide students who are experiencing reading challenges additional instructional time with teachers that possess a comprehensive expertise in reading.

a. Work with the Human Resource Department to adjust the Reading and Intervention Teacher job descriptions to reflect the appropriate qualifications to teach struggling learners.

b. Collaborate with Curriculum Instruction and Innovation/System Accountability and School Improvement to ensure that all curricular and special education staff are knowledgeable of evidence based instructional practices, tiered interventions, and data collection to monitor progress and performance of the students and program.

c. Create model schedules at the elementary level that focus on providing consistent, additional instructional time within the seven hour day for students struggling with reading.

d. Collaborate with building level administrators to discuss how to address potential barriers to support the additional instructional time in reading.

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Focus Area: Speech and Language Program Guidelines Goal #6: Assess the effectiveness of Speech and Language Services in order to promote an equitable and consistent service delivery model. (Aspirational Goal #1, Priority 1) Rationale: Streamline speech and language pathologists’ time and responsibilities to ensure consistent and high quality services to students according to their area of need.

Action Steps

Formative Measures/Evaluation

1. Adopt best practices for the scheduling of speech and language services and case management responsibilities.

The work group will collect and analyze data of the field test on the delivery of speech and language services guidelines.

Equitable and consistent service delivery will be assessed via a follow-up survey administered to speech and language

pathologists.

2. Develop scheduling guidelines that provide speech and language pathologists with approximately 60% of the work week directly working with students.

3. Schedule follow up sessions for ongoing communication of the implementation for equitable, consistent service delivery.

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Focus Area: Special Education Staffing Model Goal #7: Explore alternative staffing model to establish a staffing philosophy to guide leadership decisions related to school based staffing. (Aspirational Goal #3, Priority #5) Rationale: In order to achieve maximum efficiency and effectiveness in deploying staff to schools, the current system for staffing schools must be examined to initiate recommendations to improve how schools receive, utilize and redeploy staff.

Action Steps

Formative Measures/Evaluation

1. Convene a staffing work group to revise the existing staffing model to base staffing on school enrollment and caseload.

Develop a staffing model and consider

educational challenge factors with the aim of providing differentiated staff for schools with

greater challenges.

2. Redesign staffing allocations that will allow an increase of strategic staffing based on specific student enrollment demographics.

3. Establish a formal process to review staffing allocations annually (i.e. school service hours, student count, caseload for special education) and ensure both equity and accountability.

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Focus Area: Special Education Observation/Evaluation Guidelines Goal # 8: The Special Education observation/evaluation work group will revise the special education teacher observation/evaluation form and corresponding rubric to bring the two documents into alignment with the current standards and expectations for teaching students with disabilities. (Aspirational Goal #1, Priority #2) Rationale: The final product will mirror the teacher observation/evaluation framework, based on the 2013 version of the Charlotte Danielson Framework for Teaching, keeping in mind the varied responsibilities of the special education teacher.

Action Steps

Formative Measures/Evaluation

1. Convene work groups for special education observation/evaluation to bring into alignment the form and rubric with the 2013 version of the Charlotte Danielson Framework for Teaching.

The work group will provide a revised observation/evaluation form and rubric,

recognizing the unique and varied responsibilities germane to the special education

teacher.

As a result of the revised form and rubric, student growth and expectations will be

maintained and/or improved on local and state assessments.

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2017-2018 School Year

Focus Area: Secondary Level English Language Arts Guidelines Goal #1: Assess the effectiveness of service delivery models for English Language Arts in order to standardize the implementation of the secondary literacy program. (Aspirational Goal #1, Priority #2) Rationale: In order for FCPS to accelerate achievement for struggling learners, additional instruction and intervention beyond the core curriculum program will be required to eliminate the achievement gap.

Action Steps

Formative Measures/Evaluation

2. Convene work groups for secondary reading program to discuss current schedules benefits and concerns.

The secondary work groups will provide guidelines for additional instructional time for struggling

learners in the areas of reading and with on-going monitoring and evaluation. As a result of

additional instructional time, there will be an increase in student performance on secondary

reading towards meeting the established benchmarks on local and state assessments.

3. Develop literacy program guidelines that provide students who are experiencing reading challenges additional instructional time with teachers that possess a comprehensive expertise in reading. a. Work with the Human Resource Department

to adjust the Reading and Intervention Teacher job description to reflect the appropriate qualifications to teach struggling learners.

b. Collaborate with Curriculum Instruction and Innovation/System Accountability and School Improvement to ensure that all curricular and special education staff are knowledgeable of tiered interventions and data collection to monitor progress and performance of the students and program.

c. Create model schedules at the secondary level that focus on providing consistent, additional instructional time within the seven hour day for students struggling with reading.

d. Collaborate with building administrators to discuss how to address potential barriers to support the additional instructional time in reading.

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Focus Area: Compliance and Data Analysis Goal #2: Provide each and every student with high quality instruction and promote program effectiveness, improve student performance, and monitor compliance. (Aspiration Goal #1, Priority #1) Rationale: The best way to ensure compliance and facilitate the development of meaningful educational programming is to increase school system staff's knowledge and understanding of the federal, state, and local statutes, rules and regulations that relate to the development and implementation of students' IEPs to improve educational outcomes for students with disabilities.

Action Steps

Formative Measures/Evaluation

1. Continue to work to ensure principals and assistant principals are more knowledgeable of the complexities and ambiguities of legal mandates associated with special education. a. Present during Multipliers Meetings and Instructional

Leadership Meetings. b. Develop/Update resources as part of the digital

repository. Collect/analyze data to increase the

compliance and identify areas for program improvement and opportunities

for celebration.

2. Implement and monitor activities associated with State Performance Plan indicators. a. Continue to monitor data in the data warehouse

regarding graduation rate, drop-out rate, suspension/expulsions greater than ten days, provision of services in least restrictive environment, and parental involvement.

b. Collaborate with System Accountability and School Improvement and Student Services to ensure understanding of disproportionality and its impact on school/systemic data.

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Focus Area: Elementary Level English Language Arts Literacy Program Field Test Goal #3: Field test service delivery model for English Language Arts in order to standardize the implementation of the elementary program. (Aspiration Goal #1, Priority #2) Rationale: In order for FCPS to accelerate achievement for struggling learners, additional instruction and intervention beyond the core curriculum program will be required to eliminate the achievement gap.

Action Steps

Formative Measures/Evaluation

1. Implement field test model schedule at the selected elementary schools providing consistent, additional instructional time within the seven hour day for struggling learners.

The elementary literacy work group will provide guidelines for additional instructional time for

struggling learners in the area of reading with on-going monitoring and evaluation. As a result of additional instructional time, there will be an

increase in student performance on elementary reading scores towards meeting the established

benchmarks on local and state assessments.

2. Data will be collected and shared with the work group quarterly to make adjustments as appropriate. a. Collaborate with Curriculum Instruction and Innovation/System Accountability and School Improvement to ensure that all curricular and special education staff are knowledgeable of evidence based instructional practices, tiered interventions, and data collection to monitor progress and performance of the students and program. b. Implement a model schedule at the field test elementary schools that focus on providing consistent, additional instructional time within the seven hour day for struggling learners.

3. Monitor implementation and make adjustments

as appropriate.

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Focus Area: Special Educator Training Goal #4: Implement an action plan for professional learning for special educators on developing standards- aligned IEPs. (Aspirational Goal # 2, Priority # 4) Rationale: In order to eliminate the achievement gap, all individuals working with students need to be provided on-going opportunities to grow as professionals. The special education paraprofessionals, administrators, and educators need to be equipped with the knowledge and tools necessary to support all students in order to increase student achievement.

Action Steps

Formative Measures/Evaluation

1. Implement professional learning for special educators.

a. Begin training special educators inclusive of system-wide workshops, in-service days, symposiums and other such opportunities.

b. Create and publish a professional learning calendar with training opportunities available throughout the school year.

Monitor and evaluate the professional learning opportunities for special educators to better support students with special needs

across all curricular contents and settings. Monitoring of attendance and evaluation feedback will provide on-going tools

to measure successful planning and implementation to make adjustments, as appropriate.

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Focus Area: Speech and Language Program Field Test Goal #6: Field test the effectiveness of Speech and Language Services in order to promote an equitable and consistent service delivery model. (Aspirational Goal #1, Priority 1) Rationale: Streamline speech and language pathologists’ time and responsibilities to ensure consistent and high quality services to students according to their area of need.

Action Steps

Formative Measures/Evaluation

1. Adopt best practices for the scheduling of speech and language services and case management responsibilities.

The work group will collect and analyze data of the field test on the delivery of speech and language services guidelines.

Equitable and consistent service delivery will be assessed via a follow-up survey administered to speech and language

pathologists.

2. Field test scheduling guidelines that provide speech and language pathologists with approximately 60% of the work week directly working with students.

3. Schedule follow up sessions for ongoing communication of the implementation for equitable, consistent service delivery.

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Focus Area: Special Education Staffing Model (depending on budget approval) Goal #6: Develop an alternative staffing model to establish a staffing philosophy to guide leadership decision related to school based staffing. (Aspirational Goal #3, Priority #5) Rationale: In order to achieve maximum efficiency and effectiveness in deploying staff to schools, the current system for staffing schools must be examined to initiate recommendations to improve how schools receive, utilize, and redeploy staff.

Action Steps

Formative Measures/Evaluation

1. Reconvene the staffing work group to examine and analyze the base staffing model based on caseload.

Field test a base staffing model and consider educational challenge factors with the aim of providing differentiated

staff for schools with greater challenges. Collect and analyze data via a survey to make adjustments as

appropriate.

2. Review staffing allocations that will allow an increase of strategic staffing based on specific student enrollment demographics.

3. Field test the formal process to review staffing allocations annually (i.e. Caseload, service hours, student count, etc. for special education) and ensure both equity and accountability.

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Focus Area: Elementary Level Mathematics Program Guidelines Goal #7: Assess the effectiveness of service delivery models for Mathematics in order to standardize the implementation of the elementary program. (Aspirational Goal #1, Priority #2) Rationale: In order for FCPS to accelerate achievement for struggling learners, additional instruction and intervention beyond the core curriculum program will be required to eliminate the achievement gap.

Action Steps

Formative Measures/Evaluation

1. Convene a work group for the elementary mathematics program to discuss current schedules benefits and concerns.

The elementary mathematics work group will provide guidelines for additional instructional

time for struggling learners in the areas of mathematics with on-going monitoring and

evaluation. As a result of additional instructional time, there will be an increase in student

performance on elementary mathematics scores towards meeting the established benchmarks on

local and state assessments.

2. Develop mathematics program guidelines to provide students who are experiences challenges, additional instructional time with teachers that possess a comprehensive expertise in mathematics. a. Work with the Human Resource Department

to adjust the Mathematics Intervention Teacher job description to reflect the appropriate qualifications to teach struggling learners.

b. Collaborate with Curriculum Instruction and Innovation/System Accountability and School Improvement to ensure that all curricular and special education staff are knowledgeable of evidence based instructional practices, tiered interventions, and data collection to monitor progress and performance of the students and program.

c. Create model schedules at the elementary level that focus on providing consistent, additional instructional time within the seven hour day for student struggling with mathematics.

d. Collaborate with building level administrators to discuss how to address potential barriers to support the additional instructional time in mathematics.

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Focus Area: Continuous Monitoring of the Plan Goal #8: Monitor and continue the implementation of the action plan throughout the 2017-2018 school year. (Aspirational Goal #2, Priority #4) Rationale: In order to eliminate the achievement gap, all individuals working with students need to be provided on-going opportunities to grow as professionals. The special education paraprofessionals, administrators, and educators need to be equipped with the knowledge and tools necessary to support students to increase student achievement.

Action Steps

Formative Measures/Evaluation

1. Offer high-quality professional learning for educators that will produce enhanced outcomes for students with disabilities.

As a result of on-going professional learning opportunities, there will be an increase in student performance towards meeting the established benchmarks on local and state assessments. For each student group, there

will be no more than a 10% gap in performance.

2. Identify practices that ensure educators with content expertise are providing additional instructional time for students experiencing difficulties in specific areas.

3. Continue to cultivate positive mindsets toward the acceptance of all students.

4. Promote high-quality instruction in every classroom to ensure all students are achieving maximum success.

5. Continue to provide principals with effective strategies and interventions that support the learning of students with disabilities.

6. Continue to increase FCPS’s educators’ awareness of various types of disabilities and promote successful intervention strategies.

7. Continue to implement professional learning for special education paraprofessionals.

8. Continue to implement system-wide professional learning re: 504 online database for school-based administration and 504 coordinators.

9. Develop and implement professional learning related to facilitating systemic understanding of a behavioral intervention framework, including professional learning for school staff that is aligned to implementation of evidenced-based practices.

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Focus Area: Special Education Observation/Evaluation Implementation Goal # 9: The Special Education observation/evaluation work group will revise the special education teacher observation/evaluation form and corresponding rubric to bring the two documents into alignment with the current standards and expectations for teaching students with disabilities. (Aspirational Goal #1, Priority #2) Rationale: The final product will mirror the teacher observation/evaluation framework, based on the 2013 version of the Charlotte Danielson Framework for Teaching, keeping in mind the varied responsibilities of the special education teacher.

Action Steps

Formative Measures/Evaluation

1. System-wide implementation of the special education observation/evaluation form and rubric aligned with the 2013 version of the Charlotte Danielson Framework for Teaching.

The work group will provide a revised observation/evaluation form and rubric,

recognizing the unique and varied responsibilities germane to the special education teacher.

As a result of the revised form and rubric, student

growth and expectations will be maintained and/or improved on local and state assessments.

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2018-2019 School Year Focus Area: Elementary Level Mathematics Program Field Test Goal #1: Field test service delivery models for Mathematics in order to standardize the implementation of the elementary program. (Aspirational Goal #1, Priority #2) Rationale: In order for FCPS to accelerate achievement for struggling learners, additional instruction and intervention beyond the core curriculum program will be required to eliminate the achievement gap.

Action Steps

Formative Measures/Evaluation

1. Reconvene a work group for the elementary mathematics program to select elementary schools to field test the mathematic program guidelines.

The elementary mathematics work group will provide guidelines for additional instructional

time for struggling learners in the area of mathematics with on-going monitoring and

evaluation. As a result of additional instructional time, there will be an increase in student

performance on elementary mathematics scores towards meeting the established benchmarks on

local and state assessments.

2. Data will be collected and shared with the work group quarterly to make adjustments as appropriate. a. Collaborate with Curriculum Instruction and

Innovation/System Accountability and School Improvement to ensure that all curricular and special education staff are knowledgeable of evidence based instructional practices, tiered interventions, and data collection to monitor progress and performance of the students and program.

b. Implement model schedules at the selected field test elementary schools that focus on providing consistent, additional instructional time within the seven hour day for student struggling with mathematics.

c. Collaborate with building level administrators to discuss how to address potential barriers to support the additional instructional time in mathematics.

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Focus Area: Secondary Level English Language Arts Literacy Field Test Goal #2: Field test service delivery models for Secondary English Language Arts in order to standardize the implementation of the literacy programs. (Aspiration Goal #1, Priority #1) Rationale: In order for FCPS to accelerate achievement for struggling learners, additional instruction and intervention beyond the core curriculum program will be required to eliminate the achievement gap.

Action Steps

Formative Measures/Evaluation

1. Reconvene a work group for the secondary English Language Arts program to select secondary schools to field test the literacy program guidelines.

The secondary work groups will provide guidelines for additional instructional time for

struggling learners in the area of reading with on-going monitoring and evaluation. As a result of

additional instructional time, there will be an increase in student performance on secondary

reading towards meeting the established benchmarks on local and state assessments.

2. Data will be collected and shared with the work group quarterly to make adjustments as appropriate. a. Collaborate with Curriculum Instruction and

Innovation/System Accountability and School Improvement to ensure that all curricular and special education staff are knowledgeable of evidence based instructional practices, tiered interventions, and data collection to monitor progress and performance of the students and program.

b. Implement model schedules at the selected field test secondary schools that focus on providing consistent, additional instructional time within the seven hour day for students struggling with reading.

c. Collaborate with building level administrators to discuss how to address potential barriers to support the additional instructional time in reading.

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Focus Area: Secondary Level Mathematics Program Guidelines Goal #3: Assess the effectiveness of service delivery models for Mathematics in order to standardize the implementation of the secondary program. (Aspiration Goal #1, Priority #2) Rationale: In order for FCPS to accelerate achievement for struggling learners, additional instruction and intervention beyond the core curriculum program will be required to eliminate the achievement gap.

Action Steps

Formative Measures/Evaluation

1. Convene work groups for secondary mathematics program to discuss current schedules benefits and concerns.

The secondary work groups will provide guidelines for additional instructional time for

struggling learners in the area of mathematic and with on-going monitoring and evaluation. As a

result of additional instructional time, there will be an increase in student performance on secondary

mathematics towards meeting the established benchmarks on local and state assessments.

2. Develop mathematics program guidelines to provide students who are experiences mathematic challenges, additional instructional time with teachers that possess a comprehensive expertise in mathematics. a. Work with the Human Resource Department

to adjust the Mathematics Intervention Teacher job description to reflect the appropriate qualifications to teach struggling learners.

b. Collaborate with Curriculum Instruction and Innovation/System Accountability and School Improvement to ensure that all curricular and special education staff are knowledgeable of evidence based instructional practices, tiered interventions, and data collection to monitor progress and performance of the students and program.

c. Create model schedules at the secondary level that focus on providing consistent, additional instructional time within the seven hour day for student struggling with mathematics.

d. Collaborate with building level administrators to discuss how to address potential barriers to support the additional instructional time in mathematics.

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Focus Area: Continuous Monitoring of the Plan Goal #4: Continue to monitor the implementation of the action plan for training all staff throughout the 2018-2019 school year. (Aspirational Goal # 2, Priority # 4) Rationale: In order to eliminate the achievement gap, all individuals working with students need to be provided on-going opportunities to grow as professionals. The special education paraprofessionals, administrators, and educators need to be equipped with the knowledge and tools necessary to support all students to increase student achievement.

Action Steps

Formative Measures/Evaluation

1. Continue to work to ensure principals and assistant principals are more knowledgeable of the complexities and ambiguities of legal mandates associated with special education.

2. Continue to examine specialized programming at schools to ensure the programs are adequately resourced and are not too taxing on school administration.

3. Continue to increase FCPS’s educators’ awareness of various types of disabilities and promote successful intervention strategies.

4. Continue to implement professional learning for special education paraprofessionals.

5. Continue to implement system-wide professional learning re: 504 online database for school-based administration and 504 coordinators.

6. Develop and implement approved local priority flexibility grant.

Continue on-going professional learning opportunities to strengthen and review the knowledge base of all individuals

that work with students in order to increase student achievement and eliminate the achievement gap. As a result of on-going professional learning opportunities, there will be

an increase in student performance towards meeting the established benchmarks on local and state assessments. For each student group, there will be no more than a 10% gap in

performance.

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Focus Area: Special Education Staffing Model Implementation (Depending on Budget Approval) Goal #5: Implement the alternative staffing model applying the staffing philosophy to guide leadership decisions related to school based staffing. (Aspirational Goal # 3, Priority # 5) Rationale: In order to achieve maximum efficiency and effectiveness in deploying staff to schools, the current system for staffing schools must be examined to initiate recommendations to improve how schools receive, utilize and redeploy staff.

Action Steps

Formative Measures/Evaluation

1. Reconvene the staffing work group to examine and analyze the staffing model based on caseload.

Implement a caseload staffing model and consider

educational challenge factors with the aim of providing differentiated staff for schools with greater challenges.

Collect and analyze data via a survey to make adjustments as appropriate.

2. Review staffing allocations that will allow an increase of strategic staffing based on specific student enrollment demographics.

3. Implement the formal process to review

staffing allocations annually (i.e. school service hours, caseload, student count, etc. for special education) and ensure both equity and accountability.

Focus Area: Elementary Level English Language Arts Literacy Program Implementation Goal #6: Implementation service delivery model for English Language Arts in order to standardize the implementation of the elementary program. (Aspiration Goal #1, Priority #2) Rationale: In order for FCPS to accelerate achievement for struggling learners, additional instruction and intervention beyond the core curriculum program will be required to eliminate the achievement gap.

Action Steps

Formative Measures/Evaluation

1. Implement model schedule at the elementary schools providing consistent, additional instructional time within the seven hour day for struggling learners.

The elementary literacy work group will provide guidelines for additional instructional time for struggling learners in the area of reading with on-going monitoring and evaluation. As a result of additional instructional time, there will be an increase in student performance on elementary reading scores towards meeting the

established benchmarks on local and state assessments. 2. Monitor implementation and make adjustments as appropriate.

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Focus Area: Speech and Language Program Implementation Goal #5: Implement the Speech and Language Services guidelines to promote an equitable and consistent service delivery model. (Aspirational Goal # 1, Priority # 1) Rationale: Streamline speech and language pathologists’ time and responsibilities to ensure consistent and high quality services to students according to their area of need.

Action Steps

Formative Measures/Evaluation

1. Adopt best practices for the scheduling of speech and language services and case management responsibilities.

Equitable and consistent service delivery will be assessed via follow-up survey of speech and language pathologists. The goal is to have all speech and language pathologists spending 60% of the work week working directly with

students.

2. Implement scheduling guidelines that provide speech and language pathologists with approximately 60% of the work week directly working with students.

3. Schedule follow up sessions for ongoing

communication and implementation of equitable, consistent service delivery.

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Question #2: How Moving SUCCESS is linked to the Special Education Strategic Plan

The following goals in the Special Education 3-Year Action Plan are linked to relocating the SUCCESS Program from the Staff Development Center, located in Walkersville, to the Lincoln A Building. Goal #1: Implement an action plan for professional learning for special education paraprofessionals. (Aspirational Goal #2, Priority #4)

3. Implement professional learning for special education paraprofessionals. a. Begin training special education paraprofessionals inclusive of two hour early release days, district

workshops, in-service days, symposiums and other such opportunities. b. Create and publish a professional learning calendar with training opportunities available throughout

the school year. Goal #2: Explore increasing the interventions and supports to address the social, emotional, and behavioral learning outcomes for students. (Aspiration Goal #1, Priority #2)

1. Explore expansion of the continuum of services for students with disabilities demonstrating behavioral and emotional difficulties, especially at the elementary level. a. Identify current continuum of services and research expansion options.

Goal #3: Provide each and every student with high quality instruction and promote program effectiveness, improve student performance, and monitor compliance. (Aspiration Goal #1, Priority #1) Goal #4: Implement an action plan for professional learning for special educators on developing standards-based IEPs. (Aspirational Goal # 2, Priority # 4)

1. Implement professional learning for special educators. a. Begin training special educators inclusive of district workshops, in-service days, symposiums and

other such opportunities.

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Question #3: Improving Achievement and Outcomes for SUCCESS Students by Moving to Lincoln A

Lincoln A supports SUCCESS learning outcomes and assists with empowering students with disabilities to become contributing members of a global society by developing social competencies, promoting independence and encouraging self-advocacy in order to live an enhanced life.

• Access to the community within walking distance provides students the opportunity to transfer and generalize skills taught within the instructional building while receive instructional supports from staff. Aspirational Goal 1, Aspirational Goal 4

o During the 2016-2017 school year, SUCCESS transitioned to a connected curriculum which reinforced priority skills in content classes and daily living skills classroom.

o Real life and problem-based learning are effective pedagogical strategies. The current location does not provide ample opportunity to engage in these activities without implications (significant travel time).

o Supporting literature: Teaching Functional Life Skills to Youth with Disabilities Teaching Life Skills

o When students are instructed on content in isolation it is difficult for them to make connections. By connecting the curriculum across learning environments, students have the opportunity for multiple exposure to similar content and priming of skills prior to the application in daily living skills. For example, if students were following a recipe in daily living skills, in math the student would identify the fractions in the recipe and practice level measuring with the appropriate measuring tool. In reading, students would identify key vocabulary such as stir and discuss the sequence of the directions.

o The next component to this would be to apply skills learned in the school setting in the “real world” environment of a town or community. Access to people and community members within the Walkersville district is limited as the number of businesses within walking distance are limited and operational businesses are isolated to within the building versus navigating an area such as a town.

o Social interaction and self- advocacy are critical life skills for all students. The opportunity to do this not only in a vocational placement but also in real life scenarios is important. While under the guidance of SUCCESS staff, students within this location would be able to walk within the city to engage in social and problem based learning. From Lincoln A, to main street is approximately .9 mile. This is reasonable walking distance. Also, while in the community, students will learn in a hands-on environment how to navigate streets and challenges that may arise.

o For the 2016-2017 school year students accessed one real life problem solving scenario in which they created an itinerary and budget for a TransIT trip throughout Frederick County. This opportunity provided students with a practical learning experience and staff with data on areas that require additional instructional focus.

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• Travel training is necessary to support students’ access to employment/vocational experiences and leisure activities once exited from the school system. This requires access to TransIT stops that occur within the school day and at more frequent pick up/drop off times. Aspirational Goal 1, Aspirational Goal 4

o Travel Training benefits: Sense of independence and empowerment Spontaneous trips and access to opportunities Flexibility to work and arriving to jobs on time

o “Transportation provides access to opportunities such as employment, education, and recreation. Learning to use fixed route public transportation provides individuals with disabilities the independence to participate in these activities.” Maryland.gov Work Matters Resource-Maryland Travel Training Activities At the current location, there is one connector route available to students at minimal times

(4:23 am, 5:20 am, 6:25 am and no shuttles returning until 7:45 pm). From Lincoln A, Frederick County Transit Center is 0.9 miles away which provides countywide access to connectors and shuttles throughout the county.

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• Collaborative opportunities to continue building community and business relationships in employing and working with students with disabilities. A goal for SUCCESS is to provide a seamless transition from FCPS to Adult Service providers upon exit at the age of 21. Aspirational Goal 1, Aspirational Goal 4

o SUCCESS and their families work closely with community agencies and adult service providers as student’s transition from FCPS to adult services. Close collaboration and access to these providers can assist with a student’s transition. SUCCESS strives for a seamless transition where the student is able to continue developing into a contributing member of society.

o Community Adult Services and Transition Agencies within 3 miles of Lincoln A: ARC of Frederick- 2.0 miles away (620A Research Dr, Frederick, MD 21703) DORS- 2.9 miles away (1890 N. Market Street, Suite 300, Frederick, MD 21701) Goodwill Industries- 1.3 miles away (400 East Church Street, Frederick, MD 21701) Waystation- 0.5 miles away (230 West Patrick Street, Frederick, MD 21701) Frederick County Workforce – 2.5 miles away (5340-A Spectrum Drive, Suite A,

Frederick, MD 21703) Service Coordination, Inc.- 2.6 miles away (5303 Spectrum Drive, Suite I, Frederick, MD

21703) Scott Key Center- 2.8 miles away (1050 Rocky Springs Road, Frederick, MD 21702) SUCCESS currently works with a variety of business within Frederick County (SY 2016-

2017- 35 business partnerships with student placements). Transportation is provided for students within two allocated blocks of time with some

flexibility for transportation outside of those windows. Lincoln A would allow SUCCESS staff to work and expand employment and vocational

opportunities for students by utilizing other transportation methods (walking, TransIT) that would mimic those they would access upon exit.

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Image by Google Maps

• Local Restaurants for Possible Employment:

o At least 11 restaurants are within a reasonable distance that will provide vocational and potential employment for students. As indicated in the diagram (Maryland Workforce Exchange), restaurant based jobs rank in the top four positions. (Example distances provided below that are walkable per FCPS student Policy 411. Secondary: With the exceptions as outlined in sections D and E, middle and high school students are not eligible for school bus transportation to school unless the most practical, direct walking route is longer than 1¾ miles. Up to 1/10 of a mile may be added by the Transportation Department so that a street or cul-de-sac is not divided. Walking distances in contiguous areas may be extended at the superintendent’s discretion.) La Paz – ½ mile from Lincoln A Firestones – approximately 1 mile from Lincoln A

• Do Business Downtown webpage (Downtown Frederick Partnerships) o Downtown Frederick contains a thriving commercial mix—from eclectic stores and restaurants to

professional firms and organizations. Over 3,000 employees work in the Main Street area at nearly 700 businesses or organizations. Many work for government institutions that serve as anchors to the downtown economy. Downtown also is home to a wide range of professionals—from the traditional sectors of attorneys, realtors and financial advisors to an innovative creative class of information technology providers, architects, graphic designers and artists. These professionals contribute to a unique blend of history and innovation that differentiates Downtown Frederick from other mid-sized city cores. Finally, employees at downtown's many nonprofit organizations add civic and humanitarian dimensions to the local economy.

o Dedicated webpage to downtown Frederick vocational opportunities: http://www.downtownfrederick.org/downtown-jobs

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• Expansion of learning space for SUCCESS students will allow for fitness and hobby/leisure development and increased enrollment, if required. Aspirational Goal 5

o Lincoln A offers a gymnasium, cafeteria and outdoor space for students to access that is not available at the current location.

o The physical space of Lincoln A has a larger square foot blueprint for students which allows for growth over time.

o Enrollment and projections cannot be calculated as placement at SUCCESS is an IEP team decision. With FCPS growth and refinements in Maryland Stated Department of Education (MSDE) graduation requirements, naturally the enrollment will increase over time as represented on the trend line of enrollment below.

• Child Find and possible future Career and Technology Center (CTC) partnership would allow for vocational skill development of SUCCESS students. Aspirational Goal 1, Aspirational Goal 3

o SUCCESS students could train alongside CTC students to learn trade skills appropriate to their learning outcomes which would be used on their resume as they sought employment in the community.

o CTC Mission aligns with the Mission of SUCCESS: Our Mission—The CTC provides intensive career-specific training to both college-bound

and employment oriented students. In addition to career training, emphasis is also placed on the development of broad, transferable “professional skills” that are essential for successful employment. We believe that Career and Technical education must provide students not only with technical knowledge but also essential academic and personal competencies that will allow them to become lifelong learners so that they can adapt to the changing requirements of the work-place and new technologies that are part of any career.

o Example: CTC Program Offering: Cosmetology Skill Development Possibilities for a SUCCESS student:

• Receptionist/Front Desk worker: greeting clients, scheduling appointments, providing beverages, maintaining a clean reception area, collecting payment

• Laundry skills with the hair towels • Sweeping and cleaning the hair chairs • Shampooing clients

In addition to a CTC partnership, Child Find being within the building provides opportunities for students to gain experiences with community members by:

• Receptionist and greeter for child find families • Providing daycare services while parents are in meetings • Clerical duties

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Achievement and student outcomes are measured based on their IEP goals and objectives that are revised at least once annually. In addition, progress is reported on each goal quarterly. For the 18-21 year old student population there are no local or state measures pre-determined to assess progress. SUCCESS, as part of their action plan is working on aligning Common Core Connectors (CCCs), College and Career Readiness (CCRs) and Career Readiness Frameworks (CRFs) to functional outcomes for students. A portfolio is being explored as a long term data measure for SUCCESS students.

Question #4: Enhancing Permanent Employment by Moving to Lincoln A SUCCESS supports, empowers and inspires its students to achieve their fullest potential of independence in the areas of:

● Functional academics ● Daily living skills ● Vocational and employment skills ● Community and social living

While accessing their educational program at SUCCESS, students spend part of their day in the classrooms learning daily living skills and functional academics and the other half of their day (individual student variability in this statement based on individual needs) in a vocational or employment opportunity in the community with established business partnerships. The exiting year of a student (at age 21, at the end of the school year) is a time to collaborate with outside adult service agencies and the family to develop a plan for the student. Each plan is individualized based on the individual needs of the student and family and for many students includes action items in addition to employment/vocational opportunities. SUCCESS students have access to volunteer, internship and paid employment opportunities and this remains true upon their exit. See the transition timeline below:

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SUCCESS’ mission is to:

● Through ongoing collaboration with parents, business partners, community members, adult support agencies, students and staff, the SUCCESS Program will provide individualized instructional programming by teaching functional academics, independent living, technology and vocational skills. Staff members are dedicated to empowering students with disabilities to become contributing members of a global society by developing social competencies, promoting independence and encouraging self-advocacy in a safe and nurturing environment.

For some students and their families, paid employment is an outcome they desire and for other students that is not true. Staff works individually with each family and outside agency to develop an individualized plan for a seamless transition from FCPS to adult services considering a variety of factors. Measured success for student outcomes is not based on percentage of paid employment continuation after exit.

Question #5: Program Expansion Action Plan

Expansion Item How will it be measured? Implementation Plan

Collaborative opportunities to continue building community and business relationships in employing and working with students with disabilities. A goal for SUCCESS is to provide a seamless transition from FCPS to Adult Service providers upon exit at the age of 21. Aspirational Goal 1, Aspirational Goal 4 Supporting References: CEC: Special Education's Responsibilities to Adults with Disabilities MSDE Secondary Transition Services: Planning, Documentation, and Implementation

- Longitudinal data: increase the number of business partners

- Longitudinal data: increase the number of engagement opportunities with each adult service provider and agency

- Informal anecdotal notes from businesses, families and adult providers/service agencies

Business Partners: ● Year 1:

○ Engage the community and local businesses in conversation about the program and benefits of supporting outcomes for students.

○ Obtain partnerships using the work site agreement.

● Year 2 and on-going: ○ Continue developing partnerships

and expanding opportunities for students based on individual student interest.

○ Provide training for the business community on working with adults with disabilities.

Seamless Transition: ● Year 1:

○ Engage in dialogue about cross collaborative opportunities to support student outcomes and families - consideration given to a committee.

○ Tour and visit providers (parents could easily access these locations after a meeting at SUCCESS to follow up on items needed).

● Year 2 and on-going: ○ Continuation of year 1 and

actionable item implementation of dialogue.

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Travel training is necessary to support students’ access to employment/vocational experiences and leisure activities once exited from the school system. This requires access to TransIT stops that occur within the school day and at more frequent pick up/drop off times. Aspirational Goal 1, Aspirational Goal 4 Supporting References: MSDE Secondary Transition Services: Planning, Documentation, and Implementation Maryland Gov: Travel Training

- Longitudinal data: increase the number of travel training opportunities by:

- Navigating the community on foot

- TransIT

Year 1: ● Engage in conversations with TransIT

officials about the program, SUCCESS students and their needs. Discuss implementation of TransIT as a means for students on a frequent basis.

● Ensure all students have disability ID cards for TransIT and communicate information with families.

● Teach students how to use TransIT both in the classroom and community with faded support.

● Implement at least 1 time per month a TransIT opportunity for students.

Year 2 and on-going: ● Review curriculum and outcomes for an

increased number of TransIT opportunities for students to access vocational opportunities and/or leisure activities (recurring travel trips for students and leisure/hobby trips).

● As new students enter, ensure all prerequisite steps have been completed and communication with families occur.

Access to the community within walking distance provides students the opportunity to transfer and generalize skills taught within the instructional building while receive instructional supports from staff. Aspirational Goal 1, Aspirational Goal 4 Supporting References: Maryland Gov: Travel Training

- Longitudinal data: increase the number of community outings

Year 1: ● Review curriculum and outcomes for an

increased number of problem-based learning activities that can be completed by students accessing the surrounding location.

● Implement at least one time per month a community opportunity for students.

● During outings, engage the community in awareness as appropriate.

● As appropriate, review the current block model schedule for adjustments to learning to increase learning outcomes.

Year 2 and on-going: ● Review curriculum and outcomes for an

increased number of problem-based learning activities that can be completed by students accessing the surrounding location.

● Implement adjustment of schedule, if required.

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Partner with Child Find and possible future CTC programs which allows for vocational skill development of SUCCESS students. Aspirational Goal 1, Aspirational Goal 3

- Longitudinal data: increase the number of skill acquisition opportunities on-site

Year 1: ● Work collaboratively with the Supervisor

of Child Find and Speech and Language to identify the schedule and needs.

● Identify students to support the needs and the skills to be acquired.

● Provide training for students to prime them for the job.

● Place students in the vocational experience.

Year 2 and ongoing:

● Modify, as appropriate the Child Find and Speech and Language skill acquisition opportunities and students associated.

● Follow the same year one process with CTC once the expansion, if available, occurs.

Expansion of learning space for SUCCESS students to allow for fitness and hobby/leisure development and increased enrollment, if required. Aspirational Goal 5 Supporting References: IFC: Physical Activity Among People with Disabilities

● Daily use of recreational area with students

● Longitudinal data recording number of opportunities to access a fitness center

Year 1 and ongoing: ● Review outdoor space with students and

ensure staffing is provided. ● Schedule and provide information to

students on recreational area. ● Set up hobby/leisure development space

within the building with a variety of options that are easily and readily accessible to students during appropriate times. Consideration should also be given to a greenhouse or garden space located outside.

● Consideration and conversation should be given to SUCCESS students accessing the YMCA of Frederick.

Items above in the Program Expansion Action Plan are in alignment with FY2017 INTERAGENCY STATE PLAN FOR TRANSITIONING YOUTH WITH DISABILITIES: Governor’s Interagency Council for Youth with Disabilities, specifically goal #3 provided below:

● 2016 State Plan for Youth with Disabilities

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Goal #3: Every student with a disability and their family will have information and support to successfully the transition process.

Measures Data Source Responsible Entities

1. Percent of parents reporting the school and/or school system provides information on agencies that can assist my child in the transition from school.

State Performance Plan Indicator #8, Question 23

MSDE

Strategy Action Steps Responsible Entities

1. Families of students eligible for services from adult agencies will have the opportunity to participate in transition education by age 14 and will have information and knowledge about agencies who support adults with disabilities.

1a. Students will be referred, as appropriate, to Developmental Disabilities Administration (DDA), Department of Rehabilitation Services (DORS), or Behavioral Health Administration (BHA) prior to exiting school, and/or other appropriate resources.

MSDE, LSS, DDA, DORS, BHA

1b. IATC agencies will collaborate with MSDE to implement best practices for high quality transition planning for students with IEPs.

All IATC agencies

1c. IATC agencies will develop and support opportunities for professional development and student and family engagement around transition activities.

All IATC agencies

2. Students with disabilities and their families will receive information on transitioning to adult health care services.

2a. Students will receive fact sheets about health care transition.

MSDE, LSS, DHMH (OGPSHCN)

2b. State agencies will collaborate with the Office of Genetics and People with Special Health Care Needs on opportunities to include health care in transition education.

All IATC members, DHMH (OGPSCHN)

3a. Information on driver’s education, public transportation options and travel training will be provided to students and their families at transition meetings beginning at age 14.

MSDE, LSS, MDOD, DORS

3. Every student with a disability will exit school prepared to integrate into the community.

3b. Information about independent living options, training and supports will be provided to students and their families at transition meetings beginning at age 14.

MSDE, LSS, MDOD

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Items above in the Program Expansion Action Plan are in alignment with Maryland Department of Disabilities: IMPLEMENTATION PLAN FY2017:

● Maryland Gov: Travel Training Strategy 1.3: Ensure that services are being delivered in the most integrated, least restrictive setting possible.

a. Ensure that adults with disabilities are being served in community-based settings as much as possible.

Medicaid Number of people being served by Medicaid in any setting; number of people being served in community-based setting Contact: Carrol Barnes

Outcome 3: Improved access to reliable transportation options.

Strategy 3.1: Improve effectiveness of paratransit services.

a. Provide paratransit rides to people with disabilities.

MTA, WMATA

Number of paratransit rides given to Maryland residents with disabilities Contact: Angelique Baker, Stacey Dahlstrom

b. Improve on-time performance for paratransit services.

MTA, WMATA

On-time performance for MTA and WMATA; progress updates Contact: Angelique Baker, Stacey Dahlstrom

c. Improve wait times for phone contact for scheduling, cancellations, late drivers.

MTA Progress update Contact: Paul Comfort

d. Increase availability of accessible taxis/Call-a-Ride options.

MDOT Number of accessible taxis; progress update Contact; Tom Curtis

Strategy 3.2: Increase public transportation ridership among people with disabilities.

a. Ensure that riders with disabilities are using fixed route.

MTA Number of disability passes used on fixed route transportation Contact: Angelique Baker

b. Ensure that riders with disabilities are included in changes to MTA route redesign.

MDOT Progress update Contact: Tom Curtis

c. Expand travel training options to help people with disabilities use fixed route public transportation.

MDOT Progress update Contact: Paul Comfort

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d. Ensure that accessibility features on public buses (lifts, tie-downs, stop announcements) are being maintained and utilized.

MDOT Progress update Contact: Paul Comfort

Strategy 3.3: Increase coordinated cross-jurisdictional transportation options for riders with disabilities.

a. Work with the State Commission on Human Services travel to improve cross-jurisdictional reciprocity.

MDOD Progress update Contact: Tom Curtis

Strategy 3.4: Support vehicle and parking access for drivers with disabilities.

a. Develop relationships with local parking authorities to do outreach on the importance of accessible parking enforcement.

MDOD Progress update Contact; Tom Curtis

Outcome 4: Increased opportunities for competitive, integrated employment.

Strategy 4.1: Ensure that youth and adults with disabilities are given appropriate services, training and supports needed to enter and remain in the workforce.

a. Assist jobseekers with disabilities get the skills they need to obtain competitive, integrated employment.

DORS People receiving employment services from DORS; people receiving DORS services who obtain integrated, competitive employment Contact: John Stem

b. Increase number of youth served through Pre-Employment Transition Services.

DORS Number of youth served through Pre-Employment Transition Services Contact: John Stem

c. Through employment and career supports, improve postsecondary outcomes for youth with disabilities.

DORS, MSDE Data from Indicator 14 (federal education reporting) showing how many youth with IEPs are in postsecondary school, employment and vocational training after high school; data on summer youth employment Contact: Christy Stuart, Suzanne Page

d. Assist jobseekers with developmental disabilities get the skills they need to obtain competitive, integrated employment.

DDA People receiving day or employment services from DDA; number of people in integrated and competitive jobs Contact: Patricia Sastoque

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e. Ensure rates paid to DDA providers incentivize individualized, integrated employment outcomes.

DDA Progress update Contact: Patricia Sastoque

f. Implement Employment First Strategic Plan.

DDA, MDOD Progress update Contact: Jade Gingerich

g. Implement Equal Employment Opportunity Act legislation.

DDA, MDOD Progress update Contact: Jade Gingerich

h. Assist jobseekers with behavioral health disabilities get job training.

Number of people receiving supported employment services; number of people who are using PBHS who report being employed Contact: Susan Bradley

i. Expand employment opportunities through Evidence-Based Supported Employment (EBSE) for persons with significant mental illness.

BHA Progress update Contact: Steve Reeder

j. Implement Maryland PROMISE. MDOD Progress update Contact: Jade Gingerich

Strategy 4.2: Ensure that all public vocational and career services programs are accessible to people with disabilities.

a. Increase the number of people with disabilities served through America’s Job Centers.

DLLR Number of people with disabilities served by AJCs Contact: Lynda Weber

b. Increase the number of people with disabilities obtaining employment.

DLLR Number of jobseekers with disabilities in MWE who get employment Contact: Lynda Weber

c. Implement Combined State Plan for Workforce Investment Opportunities Act.

DLLR, DORS, MDOD

Progress update Contact: Erin Roth, Sue Page, Jade Gingerich

Strategy 4.3: Support new employment and entrepreneurship opportunities for workers with disabilities.

a. Increase State hiring of individuals with disabilities through implementation of hiring preference legislation.

DBM Progress update Contact: Mark Townend

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b. Increase number of Quest interns. DBM, DORS Number of Quest interns Contact: Denise Paregoy

Outcome 5: Improved opportunities for children, youth and life-long learners to access education.

Strategy 5.1 Ensure early intervention programs are equipped to address needs of infants, toddlers and young children with disabilities.

a. Number of students receiving services through Infants and Toddlers Programs.

MSDE Number of students receiving services through Infants and Toddlers Programs Contact: Brian Morrison

b. Children will receive IFTP services in as integrated a setting as possible.

MSDE Data on number of children receiving services in integrated settings Contact: Brian Morrison

c. Children with disabilities will enter kindergarten ready to learn.

MSDE Percent of students with disabilities assessed as “ready to learn” versus non-disabled peers Contact: Brian Morrison

Strategy 5.2: Ensure that students with disabilities have access to appropriate supports and assistive technology in any educational setting.

a. Number of students receiving special education services in K-12.

MSDE Number of students receiving special education services in K-12 Contact: Marcella Franczkowski

b. Students with disabilities will receive special education services in the most integrated setting possible.

MSDE Number of students receiving IEP services who are receiving them in integrated settings Contact: Marcella Franczkowski

c. The “testing gap” between students with disabilities and their nondisabled peers will continue to close.

MSDE Testing scores of students with disabilities compared to nondisabled peers Contact: Marcella Franczkowski

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d. Support students in CTE programs.

MSDE Graduation rates of students with disabilities who are CTE concentrators Contact: Mary O’Connor

e. Reduce the drop-out rate of students with disabilities.

MSDE Non-completion rates of high school students with IEPs compared to non-completion rate of nondisabled peers Contact; Christy Stuart

f. Support as many students with disabilities as possible to leave school with a diploma.

MSDE Number of students with disabilities leaving school with a certificate of completion versus a diploma Contact: Christy Stuart

g. Work with MHEC to collect data on rates of students with disabilities using Disability Supports Services offices on Maryland’s public college campuses.

MDOD Progress update Contact: Anne Blackfield

h. Expand postsecondary options for students with intellectual disabilities.

MDOD, DDC Progress update Contact: Jade Gingerich

i. DORS will support students in career oriented postsecondary settings.

DORS Number of students supported by DORS in post-secondary settings (broken down by college/university, vocational training programs, workforce training programs) Contact: Sue Page

Strategy 5.3: Improve coordination and outcomes for students’ transition from school to post-school education, employment and training.

a. Implement the IATC Interagency State Plan.

MDOD, DORS, MSDE, DLLR, DHR, DJS

Progress update Contact: Anne Blackfield

b. Support events organized by local school systems to educate students with disabilities and their families about the transition process.

MDOD Number of families reached by local transition fairs that receive IATC sponsorship Contact: Anne Blackfield

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c. Facilitate Capacity Building Technical Assistance for secondary transition for students with disabilities.

MSDE, MDOD Progress update Contact: Christy Stuart

d. Share a revised Transition Handbook with parents of students with IEPs.

MSDE Progress update Contact: Christy Stuart

Enrollment and projections cannot be calculated as placement at SUCCESS is an IEP team decision. With FCPS growth and refinements in MSDE graduation requirements, naturally the enrollment will increase over time as represented on the trend line of enrollment below.

The Least Restrictive Environment (LRE) for students could change over time. Currently, the vocational experience is indicated as the only instructional time on the IEP as “Inside General Education” as students are learning in a community-based environment around neuro-typically developing community members. A location change to Lincoln A would provide an opportunity for SUCCESS staff to analyze their current block schedule instructional model for increased opportunities in community engagement, outings and experiences increasing a student's LRE to include more time with neuro-typically developing community members. This year SUCCESS initiated parent involvement nights. The next step within the school plan is to initiate parent involvement nights that include SUCCESS alumni to obtain and seek information about their outcomes and to provide parent to parent support to parents of former and current students.

• An extension of services past the age of 21 will not occur based on COMAR which indicates the age range students receive Free and Appropriate Public Education (FAPE):

o Part B of the Individuals with Disabilities Education Act (IDEA), 34 CFR 300, and Education Article, Title 8, Subtitles 3 and 4, Annotated Code of Maryland, which assure a free appropriate public education (FAPE) for all students with disabilities, birth through the end of the school year in which the student turns 21 years old, in accordance with the student’s Individualized Education Program (IEP).

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The following goals in the Special Education 3-Year Action Plan are linked to relocating the SUCCESS Program from the Staff Development Center, located in Walkersville, to the Lincoln A Building. Goal #1: Implement an action plan for professional learning for special education paraprofessionals. (Aspirational Goal #2, Priority #4)

4. Implement professional learning for special education paraprofessionals. c. Begin training special education paraprofessionals inclusive of two hour early release days, district

workshops, in-service days, symposiums and other such opportunities. d. Create and publish a professional learning calendar with training opportunities available throughout

the school year. Goal #2: Explore increasing the interventions and supports to address the social, emotional, and behavioral learning outcomes for students. (Aspiration Goal #1, Priority #2)

2. Explore expansion of the continuum of services for students with disabilities demonstrating behavioral and emotional difficulties, especially at the elementary level. b. Identify current continuum of services and research expansion options.

Goal #3: Provide each and every student with high quality instruction and promote program effectiveness, improve student performance, and monitor compliance. (Aspiration Goal #1, Priority #1) Goal #4: Implement an action plan for professional learning for special educators on developing standards based IEPs. (Aspirational Goal # 2, Priority # 4)

2. Implement professional learning for special educators. a. Begin training special educators inclusive of district workshops, in-service days, symposiums and

other such opportunities. Question #6: Detailed Analysis of how Moving Program Increases Access to Job

Sites SUCCESS has not initiated contact with businesses in proximity to Lincoln as the location change has not yet been decided. At the current site location, SUCCESS currently has business partnerships with the following locations: Walkersville Elementary, Walkersville Library, Walkersville Middle, and Glade Valley Nursing home. Students walked to the business partnerships that are highlighted. Walkersville TransIT does not at this time support vocational opportunities. Possibilities at Lincoln A with TransIT and walking would be varied depending on employer willingness to partner, the available TransIT routes, and by identifying the needs of the SUCCESS students. An assumption can be made that there are a significant number of routes available to students through the Frederick County TransIT center which is located 0.9 miles from Lincoln A. One goal of SUCCESS is vocational experience through a variety of different means in collaboration with the family to support the mission of the program. Reference question 3 for specifics on job availability and job market trends. FCPS utilizes a Cooperative Site Agreement that is communicated and signed by the employer, transition teacher, student and parent of the student. (Please see below) There are no current agreements with Goodwill Industries. Goodwill, in addition to a possible business partner for vocational experience, is an adult service provider agency that supports SUCCESS students/families upon exit as a day program through a student’s Developmental Disability Administration funding if selected by the

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family. SUCCESS seeks a variety of vocational placement opportunities for our students. Flexibility through alternative means of transportation and exposure the community will expand opportunities for students. SUCCESS, for the 2016-2017 school year, had 35 business partners (see below). Partnerships and student vocational opportunities are adjusted based on student need and outcomes of previous placements in collaboration with a variety of stakeholders. When those opportunities change for students, communication occurs and transportation is routed. A relocation to Lincoln A would require students to be routed to their worksite locations from a new site location (this process is on-going throughout the year) and would require staff to look at each individual student and job placement to determine if TransIT or other means of transportation would be available as a learning opportunity. A Cooperative Site Agreement is completed each year. SUCCESS constantly evaluates partners, the student and business match in addition to requirements of skill development and interest of the student. SUCCESS staff work to find business partnerships that can be developed, sustained and meet the needs of our students. See question 3 for more specifics about benefits to Lincoln A on this area. SY 2016-2017 SUCCESS Partnerships:

1. Thurmont Food Bank 19. Indoor Sports

2. Barquist Army Health Clinic 20. Kountry Kitchen

3. Buckingham's Choice 21. McDonalds

4. Catoctin Mountain Park 22. Middletown Primary

5. Coal Fire 23. Peace In Christ

6. CTC 24. ReStore

7. FCC 25. Signs by Tomorrow

8. FCPS Central Office 26. Thomas Scott Salon

9. Fountain Rock 27. Thrift Angel

10. Fred Church of the Brethren 28. Urbana Library

11. Fred Co Developmental Center 29. Walkersville Community Church

12. Frederick High School 30. Walkersville ES

13. Frederick Memorial Hospital 31. Walkersville Middle School

14. Fredericktowne Baptist Church 32. Walkersville Public Library

15. Glade Valley Center 33. Walmart -- New Location

16. Glade Valley Food Bank 34. Wegmans

17. Hillcrest Elementary 35. YMCA Green Valley

18. Homewood

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Question #7: Special Education Staff Analysis on Lincoln A

Staff from the Special Education office visited Lincoln A on four different occasions. Two of those occasions were specifically for consideration of the suitability of housing the SUCCESS program at that location. Tours of the building occurred on June 1, 2016 and June 6, 2016. The Supervisor of Child Find and Speech/Language Services (Carol Breeze) toured the building with FCPS Planning and Construction staff to consider relocation of Child Find Services. On January 30, 2017, the Supervisor of Child Find and Speech/Language Services and the Coordinator of SUCCESS toured the building and discussed additions and changes required to meet the needs of the Child Find and SUCCESS programs. Relocation of the CTC program was also considered. A map of the building with location recommendations was developed and provided for the February 8, 2017 Board Meeting (see page 66). On April 13, 2017, Dr. Markoe, Carol Breeze and representatives from the Boys and Girls Club toured the building and discussed the relocation of the Child Find and the SUCCESS programs in conjunction with the Boys and Girls Club facility needs. Following this meeting, a proposal was presented to Dr. Markoe by the Boys and Girls Club that included the location of all three programs in the Lincoln A building. On May 4, 2017 the proposal provided by the Boys and Girls Club was reviewed with Dr. Markoe, Dr. Harris, Paul Lebo, Carol Breeze and Katie Turner. A modified proposal was developed and included additional space for the Child Find and the SUCCESS Programs. This map was provided to the board for the May 24, 2017 Board Meeting (see page 66). The need for reception areas, classrooms, offices, conference rooms and daily living areas; such as, kitchen, cafeteria and laundry rooms were assessed and analyzed. Various considerations were discussed and included the following: Benefits to relocating SUCCESS to Lincoln A:

• A location within the city limits provides a larger number of business partnerships within a smaller radius. This could reduce FCPS transportation costs and allow students to access mass transit or walking to vocational and job opportunities. Using mass transit systems is a life skill students leaving SUCCESS need to experience in order to be independent members of society.

• A location within the city provides learning opportunities not currently present within the town limits of Walkersville such as: navigating a city, using mass transit.

• Mass transit is available with more site stops to access resources in the community which include, but are not limited to: vocational/job opportunities, grocery stores, community outings and trips that are planned by students using the transit schedule.

• Close proximity to outside agencies such as the ARC and Goodwill which are partners with SUCCESS. • A partnership with CTC/CTE which would provide SUCCESS students with job skills and training in

fields such as: Landscaping, Automotive, Beauty, Daycare, Food Service. • A learning environment that maintains an after high school experience. • Opportunity for program growth and expansion as the enrollment continues to trend in a positive

manner. • SUCCESS students come from 11 neighboring high schools. Being within city limits provides a learning

environment that is in a central location.

Benefits to relocating Child Find • Relocation in a “school type” building will provide a more appropriate environment for families involved

in the Child Find process and for speech/language pathologists interviewing for potential positions with FCPS

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• Relocation will provide additional room for staff members who are currently working and operating a program in a small space at 33 Thomas Johnson Drive as well as offer the potential for additional space as the needs of the programs continue to increase.

• Location within the city limits would provide greater access to families. o Repairs are needed to the current location at 33 TJ Drive. Child Find will have to relocate eventually

for these repairs to be completed.

See pages 57-66, for the document referenced by Dr. Markoe during the July 12, 2017 BOE Meeting regarding SUCCESS.

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Question #8: Increased Access to Transit Services The resource below on TransIT plus and TAP was provided to SUCCESS families during the 2016-2017 school year as an initiative to increase awareness of community resources and access to travel options for students to promote independence. Applications for TransIT plus were provided to families in addition to the resource.

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Notable considerations when evaluating TransIT plus and TAP: • TransIT plus has a priority list (medical appointments) for scheduling transportation and requires users to

call no sooner than 10 days out. Recurring transportation cannot be set up and must be within allocated hours.

• TAP is not accessible to riders with disabilities until they have accessed TransIT plus for a period of time and utilized the resource. There is flexibility with transportation utilizing this option.

Transportation of FCPS students occurs by licensed and insured SUCCESS staff when not accessing FCPS bus transportation. This follows FCPS Regulation 400-46.

• Exceptions o If authorized by the principal and with written parental permission acknowledging

responsibility and acceptance of liability, students may travel in privately owned vehicles to and from Frederick County Public Schools (FCPS) activities and events, including those events on school property as well as off-site locations (i.e., athletic team events, field trips, extracurricular activities).

o Parental permission must be obtained annually for each event or activity using the attached parental permission form.

o The event, activity, or sports season must be indicated on the permission form. o The form must be authorized by the student’s home school principal.

Question #9: Increased Opportunities to Generalize IEP goals to Authentic Settings

Authentic setting is described as a setting that is similar to the environment students will access upon exit. For example, the classroom environment is a simulated environment and a community location (navigating the town, vocational opportunities) are authentic settings. There is no evaluation method for authentic learning environments utilized. FCPS goal is to provide services to students in their least restrictive environment where they can apply and practice skills primed in the classroom throughout different opportunities. The walkable community of Lincoln A provides increased opportunities based upon activities available, businesses within proximity and the number of people who visit that area on a daily basis.

• Statistics associated with the Downtown location from the City of Frederick website: o Tourism has a tremendous impact on Frederick from the perspectives of generated revenues and

the character it instills. In 2010, some 1.9 million visitors spent in excess of $280 million while on excursion in Frederick County. Tourism also accounts for nearly 6,500 industry-related jobs.

o One of the chief attractions is downtown Frederick’s dynamic 40-block historic district, with its nationally renowned architecture, variety of historic sites, 200 retailers and antique shops, and 40 restaurants along Restaurant Row. Nearly three-quarters of all visitors to Frederick County come to downtown Frederick during their journey – about 1.4 million tourists each year.

o City of Frederick Tourism & Film

Question #10: Increased “Real World” Experiences

• Access to the community within walking distance provides students the opportunity to transfer and generalize skills taught within the instructional building while receive instructional supports from staff. Aspirational Goal 1, Aspirational Goal 4

• Travel training is necessary to support student’s access to employment/vocational experiences and leisure activities once exited from the school system. This requires access to TransIT stops that occur within the school day and at more frequent pick up/drop off times. Aspirational Goal 1, Aspirational Goal 4

• Collaborative opportunities to continue building community and business relationships in employing and working with students with disabilities. A goal for SUCCESS is to provide a seamless transition from FCPS to Adult Service providers upon exit at the age of 21. Aspirational Goal 1, Aspirational Goal 4

• Local Restaurants for Possible Employment

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• Expansion of learning space for SUCCESS students to allow for fitness and hobby/leisure development and increased enrollment, if required. Aspirational Goal 5

• Child Find and potential future CTC partnership will allow for vocational skill development of SUCCESS students. Aspirational Goal 1, Aspirational Goal 3

• Authentic setting is described as a setting that is similar to the environment students will access upon exit. For example, the classroom environment is a simulated environment and a community location (navigating the town, vocational opportunities) are authentic settings. There is no evaluation method for authentic learning environments utilized. Our goal is provide services to students in their least restrictive environment where they can apply and practice skills primed in the classroom throughout different opportunities. The walkable community of Lincoln A provides more opportunity based upon activities available, businesses within proximity and the number of people who visit that area on a daily basis.

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Question #11: Increased Access to Recreation and Leisure Activities • Access to local restaurants within walking distance • Access to TransIT stops with more frequent pick up/drop off times The YMCA of Frederick is located

within 1.5 miles of the Lincoln A building. Recreation and fitness would be considered at the YMCA after conversations with the organization. FCPS students have accessed the YMCA during Extended School Year (ESY) in the past and the YMCA has provided vocational opportunities for students historically.

• The YMCA of Frederick is located within 1.5 miles of the Lincoln A building. Recreation and fitness would be considered at the YMCA after conversations with the organization.

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Question #12: CTC Components at Lincoln A in Potential Partnership with

SUCCESS and/or BGC In February 2013, the BOE expressed interest in converting Lincoln A so that it could be used as an adjunct facility for the CTC program. However, funding constraints, both operating and capital, prevented moving forward with this plan. Given fiscal restraints in the near future, staff has evaluated potential uses (including those connected with CTC) that would benefit from use of this space and would not have substantial cost impacts. Some of those included the following:

1. Child Find and Speech/Language - 12 staff; relocate from Warehouse (33 Thomas Johnson Drive) 2. Success Program- 32 staff, 43 students; relocate from Staff Development Center in Walkersville 3. International Office - five staff; relocate from two portables at Waverley Elementary School 4. Career & Technology Center

a. Academy of Health Professionals Program b. Cisco Network Academy

i. Computer Technician Analyst (CTA) ii. CISCO 1, 2, 3, 4

iii. Security Plus c. Advanced Web Design

5. Augmentative Communications and Technology Team (ACTT) Program - 10 staff; relocate from Gov. Thomas Johnson Middle School

6. Home School Monitors – two staff; relocate from Warehouse (33 Thomas Johnson Drive) At the October 19, 2016 BOE Meeting, BOE discussion was held to determine if the BOE desired to establish a priority for one or more of the above programs to move to Lincoln A. At that time, FCPS had a capital project with approximately $400,000 approved for physical improvements to the building. Other than utilities and other operating expenses, new staff would have been kept to a minimum. With any use, two custodial positions would be required along with a .5–1.0 secretarial position. Depending on the option selected, there may be some transportation costs as well. Pages 70 and 71 include planning and strategy documents related to this response, previously shared with the BOE. Given that the greatest use of the space for the Boys and Girls Club is in the evenings, they could potentially use the space with multiple programs using the space during the day.

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Note: This was provided to the board for the February 8, 2017 Board Meeting.

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Note: This was provided to the board for the May 24, 2017 Board Meeting.

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Question #13: Financial and Budgetary Analysis At the October 19, 2016 BOE Meeting, BOE discussion was held to determine if the BOE wants to establish a priority for one or more programs that could relocate to Lincoln A, including the SUCCESS Program. At that time, FCPS had a capital project with approximately $400,000 approved for physical improvements to the building. Other than utilities and other operating expenses, new staff would have been kept to a minimum. With any use, two custodial positions would be required along with a .5–1.0 secretarial position. Depending on the option selected, there may be some transportation costs as well. Beyond the need for physical improvements at Lincoln A, a financial and budgetary analysis was not used to formulate its recommendation to relocate SUCCESS to Lincoln A. The program would be relocated to Lincoln A with mostly in-kind services, staff to move furniture and equipment from the Staff Development Center to Lincoln A, for example.

a. FCPS will not realize a cost savings from such a move. The purpose of the move is not for cost savings but to give SUCCESS program more space and greater access to businesses and services in the Frederick City area.

b. No other FCPS sites were financially analyzed. c. There are no projected cost savings. As such a comparison of moving SUCCESS as opposed to the

projected cost savings presented by Monocacy Valley Public Charter School was not completed.

Question #14: Risk Mitigation Plans

Staff believes the BGC second phase renovations will offer new and additional experiences for SUCCESS students. However, if second phase renovations do not come to fruition, staff believes the facility will still adequately address the needs of student, most importantly supporting their access to a wide range of new learning experiences within the community.

Question #15: Staff Training Programs that will Remain at SDC The exact number of additional staff training programs that will be held at the Staff Development Center in Walkersville if SUCCESS leaves that space is unknown. What staff does recognize is there is a shortage of space systemically for professional learning for staff for which some trainings are delayed or cancelled due to the lack of space. The additional space would help to mitigate against this.

a. There is no cost to renovate the space for staff use. The space has existing classrooms. b. Staff’s recommendation is that using this building for professional learning would address a systemic

need. c. Using the space currently occupied by SUCCESS will support the goals and objectives of the

professional learning action plan by providing the additional space needed to accommodate more staff members in learning the skills outlined in the plan.

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The Professional Learning Plan for the Professional Learning Department is as follows:

CII Professional Learning Team – Three Year Plan 2015-2016 2016-2017 2017-2018

Systemic Initiatives English Language Learners The January ELL Summit was an important launching point of discussion in creating a three year plan to address ELL student achievement and future professional learning.

• Sheltered Instruction Observation Protocol(SIOP) - The PL team will receive SIOP training in the summer from the Center of Applied Linguistics in order to support the ELL team with future PL support for SIOP schools.

Framework for Teaching and Cultural Proficiency with a Growth Mindset The PL team will continue to lead and organize the FCPS Educator Effectiveness Academy (EEA) for all school leadership teams. The focus for this school year will be Framework for Teaching and Cultural Proficiency with a Growth Mindset. EEA will provide school teams with valuable and useful information that can then be taken back to individual school sites to support staff in meeting the needs of all students. Universal Design for Learning One way FCPS is currently addressing the achievement gap is by focusing on quality pedagogy through a system initiative of the

Systemic Initiatives English Language Learners

• The PL team will continue supporting the ELL team by serving as SIOP advisors as more schools receive SIOP training.

• At least one PL teacher specialist will collaborate with the EL team to plan SIOP training for additional SIOP schools.

Framework for Teaching and Cultural Proficiency with a Growth Mindset The PL team will continue to lead and organize the FCPS Educator Effectiveness Academy (EEA) for all school leadership teams. The focus for this school year will continue to be Framework for Teaching and Cultural Proficiency with a Growth Mindset. Efforts will be made to integrate and connect cultural proficiency and the Framework for Teaching. The PL team will engage in online Teachscape training along with system administrators. Universal Design for Learning The PL will continue to address the achievement gap by focusing on quality pedagogy through a system initiative of the Salient 5, five contemporary pedagogical approaches to classroom instruction aligned with the Universal Design for Learning,

Systemic Initiatives English Language Learners

• The PL team will continue supporting the ELL team by serving as SIOP advisors as more schools receive SIOP training.

• At least one PL teacher specialist will collaborate with the EL team to plan SIOP training for additional SIOP schools.

Framework for Teaching and Cultural Proficiency with a Growth Mindset The PL team will continue to lead and organize the FCPS Educator Effectiveness Academy (EEA) for all school leadership teams. The focus for this school year will continue to be Framework for Teaching and Cultural Proficiency with a Growth Mindset. Efforts will be made to integrate and connect cultural proficiency and the Framework for Teaching and provide a structure for “partner schools” to collaborate and visit each other’s school sites. Universal Design for Learning The PL will continue to address the achievement gap by focusing on quality pedagogy through a system initiative of the Salient 5, five contemporary pedagogical approaches to classroom instruction aligned with the Universal Design for Learning, Assessment for Learning and

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Salient 5, five contemporary pedagogical approaches to classroom instruction aligned with the Universal Design for Learning, Assessment for Learning and closely monitored systemic formative assessments through a system “dashboard” which will be analyzed several times a year. Salient 5 - Rigor The PL team will support systemic maintenance of the implementation of the Salient 5, consulting with administrators as they observe the implementation of high quality, innovative instructional practices:

• Verbal Discourse • Collaborative Practice • Questioning (teacher &

student) • Technological Expression

& Delivery • Common Formative

Assessments • Expand and monitor the

Salient 5 Website as a means to provide staff with a variety of resources in support of the implementation of the Salient 5 in all classrooms P-12

• Continue to expand the video library of classrooms demonstrating the implementation of the Salient 5 at all levels – elementary, middle, high

• Conduct professional learning sessions for administrators in order to foster implementation of the Salient 5

Assessment for Learning and closely monitored systemic formative assessments through a system “dashboard” which will be analyzed several times a year. Salient 5 - Rigor Support systemic maintenance of the implementation of the Salient 5, consulting with administrators and curriculum specialists as they observe the implementation of high quality, innovative instructional practices

• Verbal Discourse • Collaborative Practice • Questioning (teacher &

student) • Technological Expression

& Delivery • Common Formative

Assessments • Expand and monitor the

Salient 5 Website as a means to provide staff with a variety of resources in support of the implementation of the Salient 5 in all classrooms P-12

• Continue to expand the video library of classrooms demonstrating the implementation of the Salient 5 at all levels – elementary, middle, high

• College & Career Readiness Visual

• Maintain the use of the visual for staff that shows the relationship between and among systemic initiatives, transition to common core curriculum, FCPS curriculum, national and state standards,

closely monitored systemic formative assessments through a system “dashboard” which will be analyzed several times a year. Salient 5 - Rigor Support systemic maintenance of the implementation of the Salient 5, consulting with administrators and curriculum specialists as they observe the implementation of high quality, innovative instructional practices

• Verbal Discourse • Collaborative Practice • Questioning (teacher &

student) • Technological Expression

& Delivery • Common Formative

Assessments • Revise and expand the

Salient 5 Website as a means to provide staff with a variety of resources in support of the implementation of the Salient 5 in all classrooms P-12

Support of Common Core Standards

• Teacher Specialists for Professional Learning will continue to be assigned to curriculum specialists/curricular areas to support Common Core Standards implementation.

National Standards for Professional Learning Encourage all administrative staff and all teacher specialists to implement the National Standards for Professional Learning

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College & Career Readiness Visual

• Maintain the use of the visual for staff that shows the relationship between and among systemic initiatives, transition to common core curriculum, FCPS curriculum, national and state standards, assessment for learning, Universal Design for Learning, etc.

• Encourage all administrative staff to display and reference the visual during all professional learning experiences/opportunities.

Teacher Evaluation (Domain 5/SLO’s) The Professional Learning team will support new staff with Domain 5/SLO’s Support of Common Core Standards

• Teacher Specialists for Professional Learning are assigned to curriculum specialists/curricular areas to support PL and Common Core Standards implementation.

National Standards for Professional Learning Encourage all administrative staff and all teacher specialists to implement the National Standards for Professional Learning

• Provide training for cultural proficiency representatives on the

assessment for learning, Universal Design for Learning, etc.

• Encourage all administrative staff to display and reference the visual during all professional learning experiences/opportunities.

Support of Common Core Standards

• Teacher Specialists for Professional Learning will continue to be assigned to curriculum specialists/curricular areas to support Common Core Standards implementation

National Standards for Professional Learning Encourage all administrative staff and all teacher specialists to implement the National Standards for Professional Learning. Strengthening Professional Practice: An Educational Symposium The PL team will organize the fourth countywide conference day for certificated staff and college/university partners. The learning strands will include: Leadership Growth and Development, Personal and Professional Growth, UDL - Meeting the Needs of FCPS Students, Elementary Instruction and Assessment, Secondary Instruction and Assessment.

Strengthening Professional Practice: An Educational Symposium The PL team will explore the restructuring of the fall educational symposium professional learning day to reflect more personalized and blended models of learning for staff. Digital Learning The PL team will continue to work with vendors (Heinemann and Corwin Publishers) on a partnership to offer online courses in the areas of English Language Arts, mathematics, English Language Learners, and leadership.

• Continue to develop an online suppository of a variety of digital courses and resources in an effort to provide staff with personalized professional learning opportunities within a “just in time” learning structure (delivering training when and where they need it, rather than sitting through hours of traditional classroom training or workshops).

• The PL team will continue to work with MSDE to acquire Continuing Professional Development (CPD) credit approval for all online courses in order to provide certificated staff with MSDE certificate renewal credit for successful completion.

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design and implementation of high quality professional learning in preparation for a learning module that will be shared in the spring 2017.

Strengthening Professional Practice: An Educational Symposium The PL team will organize the third countywide conference day for certificated staff and college/university partners. The learning strands will include: Leadership Growth and Development, Personal and Professional Growth, UDL - Meeting the Needs of FCPS Students, Elementary Instruction and Assessment, Secondary Instruction and Assessment.

Digital Learning The PL team is currently working with vendors (Heinemann and Corwin Publishers) on a partnership to field test online courses with select staff in the areas of English Language Arts, mathematics, English Language Learners, and leadership.

• Develop an online suppository of a variety of digital courses and resources in an effort to provide staff with personalized professional learning opportunities within a “just in time” learning structure (delivering training when and where they need it,

Digital Learning The PL team will continue to work with vendors (Heinemann and Corwin Publishers) on a partnership to offer online courses in the areas of English Language Arts, mathematics, English Language Learners, and leadership.

• Continue to develop an online suppository of a variety of digital courses and resources in an effort to provide staff with personalized professional learning opportunities within a “just in time” learning structure (delivering training when and where they need it, rather than sitting through hours of traditional classroom training or workshops).

• The PL team will continue to work with MSDE to acquire Continuing Professional Development (CPD) credit approval for all online courses in order to provide certificated staff with MSDE certificate renewal credit for successful completion.

Personalized Learning/Blended Learning The PL team will create a blended/personalized learning project to improve professional learning experiences for staff.

Personalized Learning/Blended Learning The PL team will continue to develop its blended/personalized learning project to improve professional learning experiences for staff (FCPS Learning Forward). Link to the plan: https://goo.gl/oFS5Lm The following is a draft timeline of the plan:

Summer 2017

Curate materials Website Development

Fall 2017 Vet materials Finalize F2F sessions Advertise/select field test participants

January- July 2018

First cohort completes field test (30 people)

July- January 2019

Second Cohort completes field test (30 people)

Beginning January 2019

Increase scale and broaden content

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rather than sitting through hours of traditional classroom training or workshops).

• The PL team will work with MSDE to acquire Continuing Professional Development (CPD) credit approval for all online courses in order to provide certificated staff with MSDE certificate renewal credit for successful completion.

Teacher Induction – Great Expectations Teacher Induction Program

1. Induction Programming – Central Office Supports ● Maintain the three year

induction support plan to address the needs of new hires during their non-tenured years ➢ Discovering Expectations:

New Hire Symposium (August Orientation)

➢ Master Teachers will be hired and trained to facilitate P-12 new teacher groups (with a focus on curriculum) during the symposium and throughout the year will serve as presenters during the Expectations Into Action first year teacher MSDE course

➢ MSDE courses (Expectations into Action)

➢ Support from Teacher Specialists for Professional Learning

➢ Quarterly newsletters ➢ Visits to experienced teachers

Teacher Induction – Great Expectations Teacher Induction Program

1. Induction Programming – Central Office Supports ● Maintain the three year induction

support plan to address the needs of new hires during their non-tenured years ➢ Discovering Expectations:

New Hire Symposium (August Orientation)

➢ Master Teachers will be hired and trained to facilitate P-12 new teacher groups (with a focus on curriculum) during the symposium and throughout the year will serve as presenters during the Expectations Into Action first year teacher MSDE course

➢ MSDE courses (Expectations into Action)

➢ Support from Teacher Specialists for Professional Learning

➢ Quarterly newsletters ➢ Visits to experienced teachers

● Hire school-based mentors to support first and second teachers on site

Teacher Induction – Great Expectations Teacher Induction Program

1. Induction Programming – Central Office Supports ● Maintain the three year induction

support plan to address the needs of new hires during their non-tenured years ➢ Discovering Expectations:

New Hire Symposium (August Orientation)

➢ Master Teachers will be hired and trained to facilitate P-12 new teacher groups (with a focus on curriculum) during the symposium and throughout the year will serve as presenters during the Expectations Into Action first year teacher MSDE course

➢ MSDE courses (Expectations into Action)

➢ Support from Teacher Specialists for Professional Learning

➢ Quarterly newsletters ➢ Visits to experienced teachers

● Hire school-based mentors to support first and second teachers on site

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● Hire school-based mentors to support first and second teachers on site ➢ Provide MSDE online course

opportunity for all new mentors

➢ Provide quarterly training sessions for all school-based mentors (pay subs for a full day training)

➢ Offer an optional monthly mentor networking session and professional learning opportunity for school-based mentors (MSDE credit)

➢ Continue to explore and implement options for online/virtual support for mentors and new teachers

➢ Mentors will be assigned a Teacher Specialist for Professional Learning as a central office Mentor Advisor for support and coaching

➢ Provide MSDE online course opportunity for all new mentors

➢ Provide quarterly training sessions for all school-based mentors (pay subs for a full day training)

➢ Offer an optional monthly mentor networking session and professional learning opportunity for school-based mentors (MSDE credit)

➢ Continue to explore and implement options for online/virtual support for mentors and new teachers

➢ Mentors will be assigned a Teacher Specialist for Professional Learning as a central office Mentor Advisor for support and coaching

➢ Provide MSDE online course opportunity for all new mentors

➢ Provide quarterly training sessions for all school-based mentors (pay subs for a full day training)

➢ Offer an optional monthly mentor networking session and professional learning opportunity for school-based mentors (MSDE credit)

➢ Continue to explore and implement options for online/virtual support for mentors and new teachers

➢ Mentors will be assigned a Teacher Specialist for Professional Learning as a central office Mentor Advisor for support and coaching

2. Mentoring for New Hires (COMAR regulations) ● School principals will select a

teacher to fulfill the role of school-based teacher mentor (maintain the number of school based mentors in order to keep the mentee to mentor ratio to no more than 5:1) ➢ The Department of

Professional Learning will provide a mentor teacher job description to principals to assist with the selection of the school-based mentor

● School-based mentors will support all first and second year teachers in the building

● Third year teachers may access consultative services from central office Professional Learning Teacher Specialists as needed

2. Mentoring for New Hires (COMAR regulations) ● School principals will select a

teacher to fulfill the role of school-based teacher mentor (maintain the number of school based mentors in order to keep the mentee to mentor ratio to no more than 5:1) ➢ The Department of Professional

Learning will provide a mentor teacher job description to principals to assist with the selection of the school-based mentor

● School-based mentors will support all first and second year teachers in the building

● Third year teachers may access consultative services from central office Professional Learning Teacher Specialists as needed

2. Mentoring for New Hires (COMAR regulations) ● School principals will select a

teacher to fulfill the role of school-based teacher mentor (maintain the number of school based mentors in order to keep the mentee to mentor ratio to no more than 5:1) ➢ The Department of Professional

Learning will provide a mentor teacher job description to principals to assist with the selection of the school-based mentor

● School-based mentors will support all first and second year teachers in the building

● Third year teachers may access consultative services from central office Professional Learning Teacher Specialists as needed

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● The Department of Professional Learning will implement a county-wide program of retired teachers providing support to new teachers

3. Program Evaluation ● Continue to monitor and review

induction programming using feedback from several stakeholder groups and national trends to adjust programming as needed.

3. Program Evaluation ● Continue to monitor and review

induction programming using feedback from several stakeholder groups and national trends to adjust programming as needed.

3. Program Evaluation ● Continue to monitor and review

induction programming using feedback from several stakeholder groups and national trends to adjust programming as needed.

MSDE Courses 1. MSDE courses will continue to be

offered each semester – summer, fall, and spring

2. The Department of Professional Learning will provide support in course design: face-to-face, hybrid, and online formats (increase the number of hybrid and online courses)

3. Increase in the number of courses geared toward administrators for recertification purposes

4. The Coordinator of Professional Learning will continue to support individual schools interested in school based book studies for MSDE credit

5. The Department of Professional Learning will continue to support all departments on individual projects designed to provide staff with MSDE credit

6. The Coordinator of Professional Learning will continue to work closely with the human resources certification officer when designing and supporting the recertification needs of staff (MSDE credit and FCPS Professional Development Units)

MSDE Courses 1. MSDE courses will continue to be

offered each semester – summer, fall, and spring

2. The Department of Professional Learning will provide support in course design: face-to-face, hybrid, and online formats (increase the number of hybrid and online courses)

3. Increase in the number of courses geared toward administrators for recertification purposes

4. The Coordinator of Professional Learning will continue to support individual schools interested in school based book studies for MSDE credit

5. The Department of Professional Learning will continue to support all departments on individual projects designed to provide staff with MSDE credit

6. The Coordinator of Professional Learning will continue to work closely with the human resources certification officer when designing and supporting the recertification needs of staff (MSDE credit; the goal is to eliminate the FCPS Professional Development Units and provide more MSDE credit options for staff)

MSDE Courses

1. MSDE courses will continue to be offered each semester – summer, fall, and spring 2. The Department of Professional Learning will provide support in course design: face-to-face, hybrid, and online formats (increase the number of hybrid and online courses) 3. Increase in the number of courses geared toward administrators for recertification purposes 4. The Coordinator of Professional Learning will continue to support individual schools interested in school based book studies for MSDE credit 5. The Department of Professional Learning will continue to support all departments on individual projects designed to provide staff with MSDE credit 6. The Coordinator of Professional Learning will continue to work closely with the human resources certification officer when designing and supporting the recertification needs of staff (MSDE credit)

Professional Development Schools/University Partnerships

Professional Development Schools/University Partnerships

Professional Development Schools/University Partnerships

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1. The Coordinator of Professional Learning will continue to schedule and plan PDS Leadership Team Meetings throughout the school year ● Leadership team will plan PDS

evening events to provide professional learning opportunities to FCPS PDS schools

● Leadership team will revisit all PDS documents for the purpose of revising PDS protocols and information

2. PDS partners will be invited to participate in FCPS professional learning opportunities (i.e. EEA, teacher evaluation training, etc.)

3. The Coordinator of Professional Learning will serve as the FCPS PDS liaison and attend all IHE PDS meetings and activities

4. The Coordinator of Professional Learning will continue to expand university partnerships that provide professional learning benefits to FCPS staff and the school system as a whole

5. The Coordinator of Professional Learning will continue to work with Colleges and Universities to create cohort programs that support system initiatives and needs

1. The Coordinator of Professional Learning will continue to schedule and plan PDS Leadership Team Meetings throughout the school year ● Leadership team will plan PDS

evening events to provide professional learning opportunities to FCPS PDS schools

● Leadership team will revisit all PDS documents for the purpose of revising PDS protocols and information

2. PDS partners will be invited to participate in FCPS professional learning opportunities (i.e. EEA, teacher evaluation training, etc.)

3. The Coordinator of Professional Learning will serve as the FCPS PDS liaison and attend all IHE PDS meetings and activities

4. The Coordinator of Professional Learning will continue to expand university partnerships that provide professional learning benefits to FCPS staff and the school system as a whole

5. The Coordinator of Professional Learning will continue to work with Colleges and Universities to create cohort programs that support system initiatives and needs

1. The Coordinator of Professional Learning will continue to schedule and plan PDS Leadership Team Meetings throughout the school year ● Leadership team will revisit all

PDS documents for the purpose of revising PDS protocols and information

2. PDS partners will be invited to participate in FCPS professional learning opportunities (i.e. EEA, teacher evaluation training, etc.) 3. The Coordinator of Professional Learning will serve as the FCPS PDS liaison and attend all IHE PDS meetings and activities 4. The Coordinator of Professional Learning will continue to work with Colleges and Universities to create cohort programs that support system initiatives and needs

Staff Development Center The PL team will work on creating a welcoming, positive environment for learning at the SDC by replacing student art work with new pieces. If the SUCCESS program moves from the SDC, plans will be made to expand the available conference rooms into additional rooms in the opposite wing of the building. This will allow for a greater variety in room capacities to serve departments and staff.

Staff Development Center The PL team will work on creating a welcoming, positive environment for learning at the SDC by replacing student art work with new pieces and adding inspirational quotes vinyl decals throughout the hallways and conference rooms. If the SUCCESS program moves from the SDC, plans will be made to expand the available conference rooms into additional rooms in the opposite wing of the building. This will allow for a greater variety in room capacities to serve departments and staff.

Staff Development Center The PL team will work on creating a welcoming, positive environment for learning at the SDC by adding student art work and adding inspirational quotes vinyl decals throughout the hallways and conference rooms. If the SUCCESS program moves from the SDC, plans will be made to expand the available conference rooms into additional rooms in the opposite wing of the building. This will allow for a greater variety in room capacities to serve departments and staff.