ii

Maryland’s Reform Plan

Bridge to Excellence in Public Schools

Race to the Top

2013 Guidance Part 1 November 19, 2013

Maryland State Department of Education

Division of Student, Family, and School Support

Division of Academic Policy and Innovation

Office of Finance

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Table of Contents

Section A Executive Summary and State Success Factors

Introduction 1

Finance 3

Race to the Top Scope of Work Update 9

Section B Standards and Assessments

Race to the Top Scope of Work Update 39

Maryland’s Accountability Plan

o Priority, Focus, and Reward Schools 55

o Annual Measurable Objectives 55

o Science and Social Studies 61

o High School Assessments 67

o Strands 72

Specific Student Groups in Bridge to Excellence

o English Language Learners 77

o Career and Technology Education 80

o Early Learning 85

o Gifted and Talented Education 90

o Special Education 104

o Education that is Multicultural 108

Section C Data Systems to Support Instruction

Race to the Top Scope of Work Update 112

Section D Great Teachers and Leaders

Race to the Top Scope of Work Update 120

Highly Qualified/Highly Effective Staff 130

High Quality Professional Development 131

Persistently Dangerous Schools 175

Attendance 175

Graduation and Dropout Rates 178

Section E Turning Around Lowest Performing Schools

Race to the Top Scope of Work Update 183

Section F General

Race to the Top Scope of Work Update- 187

iv

2013 Master Plan Annual Update

(Include this page as a cover to the submission indicated below.)

Master Plan Annual Update Part I

Due: November 19, 2013

Local Education Agency Submitting this Report:

Queen Anne’s County Public Schools Address:

202 Chesterfield Avenue, Centreville, MD 21617

Local Point of Contact: Julia Alley

Telephone: 410-758-2403, ext. 238

E-mail: julia.alley@qacps.org

WE HEREBY CERTIFY that, to the best of our knowledge, the information provided in the 2013 Annual

Update to our Bridge to Excellence Master Plan is correct and complete and adheres to the requirements

of the Bridge to Excellence and Race to the Top programs. We further certify that this Annual Update

has been developed in consultation with members of the local education agency’s current Master Plan

Planning Team and that each member has reviewed and approved the accuracy of the information

provided in the Annual Update.

*Only participating LEAs need to complete the Race to the Top Scopes of Work documents that will now

be a part of the Master Plan.

November 19, 2013

Signature of Local Superintendent of Schools Date

or Chief Executive Officer

November 19, 2013 Signature of Local Point of Contact Date

v

Local Planning Team Members

Name Affiliation/Title with Local School System

Dr. Carol Williamson Superintendent of Schools and Master Plan Team Leader

Mrs. Roberta Leaverton Director of Curriculum and Instruction

Mrs. Tina Thomas Supervisor of Instruction

Mr. Willie Waits Supervisor of Instruction

Mrs. Kathryn Draper Supervisor of Instruction

Mr. Robert Watkins Supervisor of Instruction

Mr. Brad Engel Supervisor of Instruction

Dr. Elaine O’Neal Supervisor of Instruction

Mrs. Diane McGowan Supervisor of Instruction

Mrs. Leigh Veditz Supervisor of Instruction

Mrs. Geri Thompson Title I/Family Involvement Coordinator

Mr. David Brown LAC Coordinator

Mrs. Julia Alley Facilitator

Mr. Karl Hagelin Coordinator

Mrs. Jean Pentolino Chair, School Improvement Team, Bayside Elementary School

Ms. Christina Heckard Chair, School Improvement Team, Centreville Elementary School

Mrs. Alice Little Chair, School Improvement Team, Church Hill Elementary School

Mrs. Cassandra Cornish Chair, School Improvement Team, Grasonville Elementary School

Mrs. Susan Klepper Chair, School Improvement Team, Kennard Elementary School

Mrs. Linda Jefferson Chair, School Improvement Team, Kent Island Elementary School

Mrs. Stacey Rankin Chair, School Improvement Team, Matapeake Elementary School

Mrs. Sherri Valenti/S. Troyer Chair, School Improvement Team, Sudlersville Elementary School

Mrs. Dina Clark Chair, School Improvement Team, Centreville Middle School

Mrs. Debbie Gibson Chair, School Improvement Team, Matapeake Middle School

Mr. Luke Ensor Chair, School Improvement Team, Stevensville Middle School

Mrs. Karen Fields Chair, School Improvement Team, Sudlersville Middle School

Mrs. Kristen Hurlock Chair, School Improvement Team, Kent Island High School

Mrs. Karen Hansen Chair, School Improvement Team, Queen Anne’s Co. High School

1

Section A: Executive Summary

I.A.

I. Introduction

2013-14

1. High Student Achievement – All students will achieve a high level of proficiency

on national, state, and county-developed measures.

2. Teacher Retention and Recruitment – We will recruit and retain a diverse, highly

qualified, and effective teaching staff.

3. Communication – We will enhance two –way communication between the school

system and the community.

4. Safe Schools – schools will be safe, disciplined and drug-free.

5. Family and Community Involvement – Schools will foster family and community

partnerships that enhance student success.

Queen Anne’s County Public Schools’ (QACPS) vision, mission, and core values are based

upon a commitment to ensure that all children receive a rigorous academic program in a

learning environment that is safe, respectful, and caring. Our priority goal is for all students

to achieve a high level of academic proficiency, as measured by national, state, and county-

developed assessments. The remaining four district goals were formulated to provide the

critical supports that QACPS also feel are necessary in order for all children to be successful.

Additionally, the district also recognizes the importance of a close partnership among school

staff, parents, and community members in achieving excellence.

Queen Anne’s County (QAC) is a small rural county of 372 square miles located on

Maryland’s Eastern Shore and has a population of 48,650 (2010 Census). Queen Anne’s

County Public Schools (QACPS) is a prekindergarten through grade 12 school system,

serving 7752 students during the 2012-2013 school year. The diversity of the student

population county-wide includes 6452 Caucasian, 550 African American, 243 multi-race,

368 Hispanic, 106 Asian/Alaskan, 7 Hawaiian, and 26 Native American Indian. The

percentage of Queen Anne’s County students who receive special services are 25.5%

Free/Reduced Meals (FARMs), 2.1% English Language Learners, 12.4% Special Education,

and 12.6% Gifted and Talented.

QAC employs 580 professional staff members in its 14 schools. There are additional

professional personnel at the central office that provide support, guidance, and assistance to

the staff of our schools. 98% of our core academic classes are taught by highly qualified

teachers, as defined by the federal No Child Left Behind (NCLB) Legislation. There are 80

paraprofessional staff that assist in providing a safe and nurturing environment for students,

as well as providing support to individualizing instruction to meet student needs. 100% of

the paraprofessional staff assigned to district Title I schools have received training in order to

meet the requirement to be deemed qualified.

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The current national, state, and local climate of accountability in education brings a critical

focus on the most important work of our schools and their community partners, increasing

the achievement of all students so they leave school with the skills, attitudes, and dispositions

to be successful in a diverse and global world. Since its inception in 2003, QACPS has

implemented a Comprehensive Master Plan (CMP) whose main focus has been to serve as a

navigational tool to guide our district through a framework of goals, indicators, strategies,

and measures designed to assist our leadership teams in determining if we are providing

everyday excellence to our students, our staff, and our organization

Within this document QACPS is required to report its progress implementing the QACPS

Race To The Top (RTTT) four-year initiative that is aligned with the Maryland State

Department of Education’s RTTT application. As requested, the current QAC’s

Comprehensive Master Plan incorporates a summary of activities accomplished during the

third year of the implementation of the local initiative. Additionally, the QACPS’ RTTT

Scope of Work (SOW) that is embedded within the CMP includes a narrative and section

action plans which incorporate the district’s RTTT fourth grant cycle’s goals and activities.

Therefore, this executive summary will not only provide information related to successes and

opportunities for improvement, but also describe progress the district has made towards

implementing and meeting RTTT criteria. Moreover, the executive summary will include

information that determines how the district allocates funding towards critical educational

programs and initiatives linked to our priority needs (e.g. RTTT Funds).

3

I.B

Finance Section

II. Budget Narrative

Queen Anne’s County Public Schools, like many other school systems, struggled to obtain

the funding necessary to provide the quality and diversity of programs and services our

students need. Sufficient resources were required to meet our goals for excellence, as well as

federal and state accountability standards. We faced a number of challenges. One such

challenge in seeking funding to address our needs is the economic climate within our county.

The county faced a significant projected deficit for FY 2011, consequently dramatically

reduced funding to all county agencies and the schools. Queen Anne’s Public Schools did

not receive maintenance of effort in FY 2012, and through a change in legislation at the state

level, were only able to fund QACPS at a reduced Maintenance of Effort level for FY 2013.

This lower Maintenance of Effort level continued for FY2014, and will continue into the

future. In the current economic climate it was more important than ever to be very strategic

in keeping our limited resources directed toward our priority needs and to be efficient and

effective in all aspects of the organization. It was critical that the funds that were available

were used in the most cost effective way. We carefully studied which programs were

considered highly effective for students based upon careful analysis of our student

achievement data. We also closely monitored support service management data to ensure

optimum effectiveness of our systems. Both areas were evaluated to determine if the system

could function at peak efficiency with less support while still producing desired outcomes,

allowing some funds to be reallocated. We have entered into a performance contract in an

attempt to attain peak efficiency in our physical plant. We made every effort to avoid

duplication of services so that we could successfully serve as many students as possible.

Another challenge we continually face is the low number of FARMS students who reside in

the county, making us ineligible for many of the competitive grants that might have provided

some of the resources needed for program enhancements.

QACPS identified seven priorities that determined the need for additional funding. We

believe that the single most important factor affecting a child’s achievement is the

effectiveness of his/her teacher. In FY 2014, we constructed our budget around two

priorities, 1) to keep class size small and maintain programs, and 2) to attempt to return

employee compensation to a competitive level. In order to accomplish these budget goals,

programs that had become partially fee based had to continue to be fee based. Programs such

as Pre-K continue to only serve populations mandated by the state, and expansion of

programs at the Middle school levels could not be accomplished. However, the instructional

priorities remained constant and were addressed through the realignment of resources where

possible:

Maintaining small class sizes at the elementary level

Providing educational services to support students

Recruiting, hiring, and retaining highly qualified staff

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Providing a quality professional development program for all staff

Decreasing the number of students who are absent or tardy

Providing and maintaining safe, efficient, and clean school buildings

Increasing the level of involvement of families and community members in the schools

These instructional priorities supported five goals of the No Child Left Behind legislation

which were incorporated within the goals of the QACPS Comprehensive Master Plan, 2008-

2009.

The pie graphs below shows how resources are allocated to meet our priorities and what our

funding sources are for the 2013-2014 school year. The fiscal outlook for the next several

years continues to be bleak, even though the county’s revenue has exceeded the expenditures

for the past two years, due to unanticipated income tax revenues. The majority of revenue

generated in Queen Anne’s County is related to real estate, real estate taxes and transfer

taxes. With the current economy, projections are down. Properties are being reassessed at

values lower than current assessed values, resulting in a lower real estate tax base. The

county had reduced the tax rate over a period of five years which exacerbated this problem

for the school system and other county agencies. Although the current administration

increased the tax rate in recent years, they are still anticipating several years to re-establish a

sound fiscal base for the county.

5

The previous graphs are a visual representation of how resources are aligned with priorities. The

strategic plan has been a focus for many years and has yielded many achievements. The

majority of the expenditures as indicated in the red shaded portion of the pie charts above are

associated with instruction. These expenditures constitute almost 82% of the budget and include

Instruction, Special Education, Mid-level Administration, and Employee benefits.

Also note that Administration is just 2.07% of the budget which is considered very low in

comparison to other County Boards of Education.

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Revenue and Expenditure Analysis:

1. Did actual FY 2013 revenue meet expectations as anticipated in the Master Plan

Update for 2012? If not, identify the changes and the impact any changes had on

the FY 2013 budget and on the system’s progress towards achieving Master Plan

goals. Please include any subsequent appropriation in our comparison table and

narrative analysis.

Actual revenues for FY 2013 did meet expectations; we had less than a quarter of one

percent variance in revenue. The source, Local, State, or Federal on some of the grant

funds was different than originally budgeted, but overall revenue was extremely close to

the budget. Therefore, no impact on the FY 2013 budget or the system’s progress

towards achieving Master Plan goals was experienced. Queen Anne’s County did not

receive any subsequent appropriation of funds.

2. For each assurance area, please provide a narrative discussion of the changes in

expenditures and the impact of these changes on the Master Plan goals.

Actual expenditures for Standards and Assessments were approximately $190,000 more

than budgeted. At the time our budget was approved for FY2013, we had not completed

the negotiation process with our bargaining units. The majority of the increase,

~$145,000 was due to the payment of a professional improvement stipend, which was

agreed to as part of the negotiation process but not included in the original budget. A

budget amendment was subsequently made. The remainder of the increase was due to

larger amounts of restricted program funds being approved for carryover into the new

fiscal year.

Actual Expenditures for Data Systems were approximately $58,000 less than budgeted.

A timing difference in the renewal process for software license agreements was the cause

for the greater part of this variance.

Actual expenditures for Great Teachers and Leaders were approximately $97,000 less

than budgeted. Changes in personnel, and a reduction in number of employees

requesting reimbursement for courses account for the bulk of this decrease. Funds were

transferred to other areas of the budget to cover the unbudgeted increase in fuel costs for

both the transportation department and the operation and maintenance of the facilities.

Actual expenditures for Turning around the Lowest achieving schools were

approximately $90,000 more than budgeted. Grants such as CASAStart, Title IIA, and

Title III were not awarded for the amount anticipated in the budget, or had less carryover

than anticipated. Also grants such as Title I, Title I Migrant, RTTT, CTE, STEM and

IDEA Passthrough which had funds allocated for activities planned in July and August,

had larger than expected carryover funds or reserve fund grants were awarded.

7

Actual expenditures under Mandatory Cost of Doing Business were essentially at

breakeven, however during the year funds were moved within this category. Both the

Transportation and Operations budget categories required additional funding due to the

cost of fuel for buses and heating buildings. Those funds were transferred from areas

also contained in Mandatory Cost of Doing Business.

3. Please describe the steps that the school system proposes to take to permit students,

teachers, and other program beneficiaries to overcome barriers that impede access

to, or participation in, a program or activity.

N/A

4. How has the potential “funding cliff” impacted current discussions and subsequent

decisions regarding the most effective use of ARRA funds?

The only ARRA funds still received by QACPS are those associated with the Race to the

Top initiatives. These funds are primarily used to support staff development activities

associated with the Common Core Curriculum and related assessments. We anticipate an

increased need in local funds to support these activities for FY2015 and beyond.

Race to the Top Monitoring Questions:

1. Is a balance available in any project? If so, please provide, for each project, the

balance available, a narrative explanation for the balance, and the LEA’s plan to

fully expend the balance, include a date by which the funds will be expended.

QACPS only has one project in our RTTT grant. We do not anticipate a balance

remaining in that project at the end of Year 3. The budget was reviewed carefully

and activities planned to spend the remaining balance before September 30th

.

2. If the balance available is not obligated, for each project with a balance, please

provide a narrative description of the impact on Project Year 4 planning.

QACPS does not anticipate an available balance at the end of Project Year 3, no

impact to Project Year 4 is anticipated.

3. What programmatic changes or accelerations have been made to ensure that

activities and goals are met within the grant period?

During the review of the QACPS RTTT Scope of Work for Project year 4, content

supervisors and the Director of Curriculum all worked in tandem to closely align all

RTTT section goals and activities with specified timelines. Monetary considerations

were discussed for all activities. During specified times during the 2013-2014 school

year, this leadership group will not only continue to meet and closely monitor the

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progress the district is making towards meeting all goals but also the group will

determine if funds are being spent appropriately.

4. What will the LEA do differently in Project Year 4 as a result of lessons learned

in implementing Project Year 3?

As stated above QACPS will more closely monitor RTTT fund allocations and the

alignment with section goals and activities in order to make sure all expenditures fall

within the Project Year 4 time-line.

5. Does the LEA anticipate any challenges in implementing Project Year 4? If so,

please identify the challenges at the grant and project level, if possible

At this point we do not anticipate any challenges in implementing RTTT section

goals and activities during Project Year 4.

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I.C

Goal Progress

a. Race to the Top Scope of Work

Within the original Queen Anne’s County Public Schools’ (QACPS) Race To The Top (RTTT)

Scope of Work (SOW) the district affirmed its belief that all students can achieve high standards

in education and that QACPS has the ability to provide students with the tools they need to meet

their post -secondary academic and/or career goals. The district’s assertion is consistent with the

Maryland State Board of Education’s overall premise of creating a world class school system

that prepares students for college and career successes in the 21st Century.

The QACPS’ RTTT Initiative was developed to provide a framework of goals and activities

addressed within four subsection action plans. Spread over the four year grant time period,

section goals and activities are progressive and developed to support the district’s overall RTTT

project of creating effective leaders and teachers. As research consistently demonstrates,

prepared and effective teachers, translates into higher academic achievement for all students.

All QACPS’ RTTT initiative goals were formulated and aligned with the State’s RTTT initiative

sections; B: Standards and Assessments, C: Data Systems to Support Instruction, D: Great

Teachers and Leaders, and E: Turning Around Lowest Performing Schools. The district did not

apply for the optional Section F: General. It is the belief of QACPS that by completing the

activities and meeting the goals of each section’s action plan the district will be better able to

assess strengths and identify opportunities for improvement within its overall educational

process. The knowledge the district obtains during the implementation of the RTTT Initiative

will be critical when determining and incorporating the best instructional programs and

strategies, so that QACPS can provide all students a quality educational experience. The

following paragraphs identify the alignment of the QACPS RTTT with the State’s Initiative.

The narratives also offer a brief summary of what has been accomplished in year three and what

has been planned for year four.

--Year Three –

During Year three of the Race To The Top (RTTT) grant cycle Queen Anne’s County Public

Schools (QACPS) was able to complete many of the activities listed within the RTTT Scope of

Work (SOW) under each section’s goals. Also listed, are those activities that will be continued

in Year four grant cycle.

The following is a summary of activities that were completed for each of the RTTT grant

sections during year 3 (September 1, 2012-October 1, 2013):

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Section B: Standards and Assessments

QACPS continued its transition to MD CCSC. In the areas of Argumentative Writing and Math

Standards of Practice, the system monitored the continuing progress toward alignment with the

State’s RTTT plan. In Reading Pre-K -8, Math Pre-K-8, Geometry, STEM, and Elementary,

Middle, and High School Disciplinary Literacy, QACPS provided information and training to

facilitate the shift to MD CCSC.

All fourteen schools successfully created transition plans, and provided school-based

professional development for all curricular areas based on information obtained at the state’s

Educator Effectiveness Academy (EEA). These plans were implemented throughout the year,

and involved continuing professional development on existing initiatives such as UDL

(Universal Design for Learning), as well as incorporating online resources such as Edmodo and

Curriculum Loft.

In order to keep abreast of curricular changes at the state level, and to keep all stakeholders well

informed, representatives from QACPS were involved with creating curriculum documents for

the State’s online toolkit. QACPS also provided staff to assist in evaluating the alignment of

electronic resources from the MD online curriculum toolkit, as well as to attend the state’s

STEM Standards of Practice Committee.

During the third grant cycle, focus was given to designing a comprehensive assessment system to

improve classroom practices. The plan for the system was made available, online, to keep all

stakeholders informed. In keeping with the transition to MD CCSC, assessments were created to

align with MD CCSC and PARCC framework. To ensure that local educators fully understood

the new system, information from the Educator Leadership Cadre was presented through

professional development throughout the year.

To ensure that the technology infrastructure could support the components of the MSDE IIS, as

well as PARCC testing, QACPS completed an analysis of future technological requirements.

Based on this analysis, necessary hardware and software components were identified and

purchased to support the additional demands.

As the district had done previously, during the third grant cycle, QACPS conducted grade level

STEM academies, during the summer, with students from identified student subgroups. The

district also worked towards expanding partnerships with higher education facilities such as

Chesapeake College. Even more STEM opportunities were provided to students and teachers

through the addition of the Gateway to Technology course at an additional middle school.

Section C: Data Systems to Support Instruction

During the third grant period, QACPS continued to build the technology infrastructure necessary

to implement MSDE’s Instructional Improvements System (IIS). As part of this system, all

county schools were able to utilize the data warehouse program to link professional development

with student achievement data. QACPS also cooperated with State efforts, and established an

interface between the county’s Performance Matters software and MSDE’s ILS.

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In order to provide teachers with timely feedback, IPADs were utilized in the observation

process for the collection of classroom level data in order to modify instruction. IPADs were

provided for all new administrators, as well as teacher specialists, who utilized the data in their

role as instructional coaches. A strategy, to procure funding, was formulated for addressing new

state technology requirements, and incorporated into the QACPS Technology plan.

Section D: Great Teachers and Leaders

In compliance with the State’s mandate, which calls for incorporating student growth measures

into the education evaluator process, QACPS piloted an educator evaluation system that

conforms to State requirements. As part of this process, Student Learning Outcomes (SLOs)

were created by all teachers and administrators, following intensive, school and county based,

professional development. Carefully aligned, Pre and Post Assessments were developed to be

used as measures for SLOs. These actions were a continuation and expansion of the work that

had been done in the previous two years, and which was based on MSDE training delivered to

our district and school leadership teams.

To ensure that all new teachers receive the support they need to be effective, QACPS continued

to conduct an induction/mentoring program consistent with COMAR requirements for newly

hired teachers. Mentors for new teachers, participated in monthly training on materials provided

through the Summer MSDE Mentoring Induction Academy. In addition to professional

development for new teachers, QACPS used targeted performance data to assess the

effectiveness of teachers in the lowest achieving schools. If areas of need were determined,

appropriate professional development was provided to enhance teacher performance. Finally,

during this grant cycle QACPS continued to implement a novice principal induction/mentoring

program.

Section E: Turning Around Lowest Performing Schools

During grant Year three, QACPS’s Superintendent, and Director of Curriculum and Instruction

collaborated with the leadership team of the one strand four school to determine where additional

targeted assistance was needed. Supports, that were based on research-based elements of highly

effective schools were implemented, and monitored through walk throughs and teacher

observations. An action plan was developed to address recognized needs, and implemented.

Throughout grant year four, feedback, on the school’s program implementation was provided by

the Curriculum Instruction Team. The school’s leadership team provided teachers with feedback

on their utilization of effective strategies to increase performance of student sub-groups, and

individual students.

Section F: General

Not Applicable for Queen Anne’s County Public Schools

--Year Four--

QACPS believes the RTTT fourth grant year will be one of the most critical times for the district.

During the 2013-2014 school year, many individual initiatives that were identified in year one,

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and were implemented during grant Year two and three, will reach fruition in RTTT grant Year

four. Those critical initiatives are defined as:

designing an effective evaluation system for its teachers and administrators,

transitioning to MD CCSC in all core curriculum areas,

developing an accurate student academic assessment system, and

providing professional development that assists teachers and administrators with highly-

effective, research-based instructional programs and strategies

When all these components are in place, synchronized, and supported by MSDE and locally

aligned technology infrastructures and frameworks, the district believes it will have successfully

met all local RTTT goals and MSDE RTTT criteria. The following summary of activities for

grant Year four is categorized by RTTT required sections and correlated with specific MSDE

RTTT indicators.

Section B: Standards and Assessments

As stated in the 2010 Race to the Top (RTTT) Scope of Work, QACPS believes the Maryland

Common Core State Curriculum (MCCSC) are the basis for ensuring all students are provided a

rigorous educational program leading to graduation from high school and college, career-

readiness. QACPS Section B “Standards and Assessments” goals and action plan correlates with

the required Section (B) (1) Enhanced Standards and High-Quality Assessment, (B) (2)

Developing and Implementing Common, High Quality Assessments, and (B) (3) (i) (ii) (iii)

Supporting the Transition to Enhanced Standards and High-Quality Assessments of the State’s

RTTT plan. Therefore, in year four, QACPS continues its journey towards implementation of

MD CCSC through the development of leveled transition plans. Transition plans provide the

framework for delivery of professional development to all educational stakeholders.

In year 4, QACPS will continue to monitor and implement its transition to Maryland Common

Core State Curriculum. As in previous years, professional development will follow the leveled

transition plans which were developed following MSDE’s Educator Effectiveness Academy.

These plans are systemic in nature, and include strategies to fully align curriculum and

assessments to MD CCSC, as well as to utilize technology to facilitate improvement in both

teacher instruction and student performance.

Throughout grant Year four, professional development opportunities will be available at the

state, county, and school levels. QACPS’s curricular materials and assessments that are modeled

after PARCC and STEM prototypes will be collaboratively developed and made available to all

content areas, through the use of Edmodo, Curriculum Loft, and MSDE’s Instructional

Improvement System (IIS). Through participation in rigorous and timely professional

development, QACPS educators will gain the knowledge and skillsets required to craft and

deliver fully aligned lessons and assessments.

QACPS Administrators and Content Supervisors will monitor the effectiveness of the transition

plan through the use of observations and analysis of student data housed on the data warehouse,

Performance Matters. During observations, Administrators and Supervisors will also be able to

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note strategies and practices of Universal Design for Learning (UDL), as they are incorporated

into standard lesson format. Precise and regular feedback will be available to teachers in order to

shape instruction, to insure individual student growth.

All members of the QACPS educational community will be kept abreast of the progress being

made in the transition process via a variety of means. Members of the QACPS Board of

Education, and members of the community, will receive updates at meetings, which are televised

on the local public access channel, as well as through postings on district and school websites

and the MSDE Blackboard.

In year four, QACPS will continue its commitment to STEM education. Teachers will be

provided with the training they need to develop STEM-Centric Lessons. Students and teachers

alike will continue to receive opportunities via partnerships with the local community college, as

well as through Summer Academies, at the elementary, middle, and high school levels, for

under-represented student subgroups; a practice that has been in place for seven years.

Section C: Data Systems to Support Instruction

Queen Anne’s Public Schools (QACPS) believes the key to bringing about break-through

achievement for high needs students lies in teams of teachers routinely engaging in a laser-

focused, data-driven, collaborative instruction process. Section C of the QACPS Race to the Top

(RTTT) Scope of Work is dedicated to the use of technology and data to effectively and

efficiently improve instructional decision-making that leads to high student achievement, closing

achievement gaps and improving teacher practice. QACPS year four RTTT goals and activities

listed within Section C’s action plan correlate with the required Section (C) (1) Statewide

Longitudinal data System; (C) (2) Accessing and Using State Data; and (C) (3) Using Data to

Improve Instruction; (i) use of local Instructional Improvement Systems, (ii) professional

development on the use of data, and (iii) availability and accessibility to researchers.

In grant Year four, QACPS will continue to utilize its data system, to analyze student

achievement in order to improve teacher instruction. Teachers will access individual student

data on county assessments from the Performance Matters database. They will also receive

prescriptive feedback from Administrators and Supervisors using the Formative Action System

for Teacher Effectiveness (FASTE) online teacher observation/evaluation program, which is

used in all district schools.

In grant Year three, QACPS’s technology system was updated to interface with MSDE’s

Instructional Improvement System (IIS). Consequently, now in grant Year four, QACPS will

utilize MSDE’s Blackboard Learning Management System (LMS) for staff development, new

teacher induction, and to host Professional Learning Communities (PLCs).

During the fourth grant cycle, QACPS will continue to work closely with MSDE to prepare for

data sharing and for implementing successful PARCC testing, and will make updates to its

technology plan as State requirements change.

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Section D: Great Teachers and Leaders

Section D “Great Teachers and Leaders” of the QACPS Race to The Top (RTTT) Scope of Work

(SOW) supports Queen Anne’s County Public Schools (QACPS) dedication towards improving

teacher and principal effectiveness and providing timely guidance for novice teachers from high-

quality professional mentors. QACPS’s Section D goals and activities which are located in its

Action Plan correlate with MSDE’s (D) (1) “High Quality Pathways: and (D) (2) (i), (ii), (iii),

(iv), (a&b) “Improving Teacher and Principal Effectiveness Based on Performance.”

At the end of the third grant cycle QACPS completed the county-wide pilot of its teacher

observation and evaluation system, to better align it with State requirements, which included

student growth outcomes as part of the process. QACPS established student growth outcomes as

a part of the principal evaluation, as well. During grant Year four, QACPS will implement the

updated teacher and principal evaluation systems throughout the district.

During grant Year three, administrators and teachers received training on Student Learning

Outcomes (SLOs). During the fourth year grant cycle, additional professional development on

using student growth outcomes to monitor learning, make changes to instruction, and to measure

teacher and principal effectiveness, will be provided.

During the last several years, the teacher mentoring/induction program has been an area that

QACPS has been deeply involved with. Over the last decade the district’s new teachers

mentoring program has evolved into a very efficient process that supports novice teachers, new

to the county. In year four, mentors will continue to receive training through the MSDE’s

Educator Instructional Improvement and Induction Academies so as to keep individuals current

and aligned with state requirements. The mentoring program will continue throughout grant

Year four. Additionally, during this grant period the district will continue to conduct a novice

principal mentoring program that was created during the second grant cycle.

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Section E: Turning Around Lowest Performing Schools

Queen Anne’s County Public Schools (QACPS) vision, mission, and core values are based on a

commitment to ensure that all children receive a rigorous academic program in a learning

environment that is safe, respectful, and caring. Additionally, all students will leave school

prepared to be successful in a diverse and changing world. QACPS also recognizes the

importance of a close partnership among school staff, students, parents, and community

members in order to promote and increase student achievement. Therefore, Section E is a

critical component in QACPS arsenal of overall RTTT strategies. Local goals and their activities

have been designed to create a school culture and climate that promotes all students to

experience success during their academic careers.

The Maryland RTTT (E)(2) requires Maryland school systems to align their Section E local

goals and action plan activities so that these indicators correlate with the state’s RTTTs plan that

addresses struggling schools and students. Fortunately, in the 2012-2013 school year, QACPS

only had one school identified as needing additional targeted assistance.

In year four of the RTTT initiative, the principal of the low performing school, will collaborate

with the Superintendent and Director of Curriculum to develop an annual school improvement

plan. This plan will be actively monitored by members of the county level Curriculum and

Instruction Team, and targeted feedback will be provided regarding effective strategies to

increase performance of individual students as well as sub-groups.

These strategies will be taken from research-based elements of highly effective schools. In

addition to these actions, which were also in place during grant year three, when staffing

opportunities arise, the highest performing teachers and/or administrators will be assigned to the

lowest performing school, when possible.

Finally, QACPS anticipates that with an increased emphasis on Student Learning Outcomes

(SLOs) as a mechanism for teacher improvement, the leadership team will be able to provide

frequent feedback to individual teachers on necessary instructional changes to address student

need, and increase student performance.

b. Maryland Accountability System Components

Elementary Reading

Progress

Over the last three years, QACPS has maintained the percentage of students scoring proficient or

higher on MSA Reading at 94% with 79% of special education students scoring proficient or

higher on MSA in 2013. Overall, our students continued to make progress, even with the

transition to the Maryland Common Core State Curriculum. We will continue with best practices

that are in place for any curriculum. These include examination of student work, collaborative

lesson design, and analysis of data. We will continue to use a menu of reading interventions for

both decoding and comprehension. QACPS schedules general and special education teachers to

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co-teach and share common planning time each week. Principals, supervisors, and specialists

schedule walk-throughs throughout the year to provide grade level teams with feedback.

Benchmark assessments have been rewritten by the Elementary Supervisor and reading

specialists to align with the Maryland Common Core State Curriculum. These will be

administered during the 2013-2014 school year. A scope and sequence, created by grade level

teachers using the MD CCSC and the PARCC model content frameworks was provided to

elementary teachers this year. In addition, over the summer, grade level teachers began to work

on unit plans for the first marking period.

Reading Specialists will continue to provide and oversee interventions and to be a resource to the

classroom teachers. The Reading Specialists will function as school-based resources for

professional development as the system fully implements the Maryland Common Core State

Standards for Reading and Language Arts through the Elementary Reading/Language Arts

transition plan developed after the EEA Academy.

Challenges

As stated previously, over the last three years, QACPS has maintained the percentage of students

scoring proficient or higher on MSA Reading at 94%; however, the percentage of students

scoring advanced, 43.1%, has remained static. We continue to be challenged by performance of

subgroups. Though 79% of special education students scored proficient or higher on MSA in

2013, there continues to be a 14.5 point gap between the aggregate and special education

population. The gap between the aggregate and all other subgroups widened this year. There was

a 14.6 point gap between the aggregate and the African American population, an increase of 3.1

from 2012; and there was a 12.1 point gap between the aggregate and FARMs population, an

increase of 6.5 from 2012.

At the elementary level, in order to assist struggling members of student population groups,

QACPS plans to concentrate on individual students who are identified at risk. After examining

current successful intervention programs, QACPS will utilize those intervention strategies that

have proven successful with specific student populations. Additionally, QACPS will continue to

utilize the web-based intervention, i-Ready, at elementary schools for students who can benefit

from a self-paced reading intervention.

During the SY 2013-2014, QACPS will fully implement the Maryland Common Core State

Curriculum at the elementary level. Professional development throughout the year will focus on

the Reading/Language Arts transition plan developed after the EEA Academy. Initial

professional development will focus on using online resources and reviewing the ten

instructional shifts. Look-fors will be developed with supervisors and principals and will be used

in walk-through observations conducted by Central Office supervisors and school leadership

teams. Finally, our Title 1 schools will continue to implement a summer school program to

maintain and increase reading levels for identified students.

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Middle School Reading/Language Arts

At the middle school level, QACPS is again in the top five counties for aggregate reading

proficiency in the state; this year moving from 4th

place to a tie for 3rd

place. QACPS attributes

its ability to remain a top scorer to the continuing processes and programs which are tailored for

specific learners in need of intervention. Research-based programs, such as Corrective Reading,

Wilson, Visualizing and Verbalizing, LiPs, and SOAR continued to be utilized while two new

programs, Read Naturally and IReady were implemented at the middle school level during the

2012-2013 school year. Read Naturally and IReady, are computer-based interventions, which

address individual student needs, and allow students to progress at their own pace.

In addition to the intervention programs, the explicit teaching model has been adjusted to

maximize its compatibility with the Common Core Curriculum. As a continuing practice,

students at three of the four middle schools are provided extra time through the offering of both a

Reading and a Language Arts class.

Challenges

This year QACPS realized a significant decline in proficiency for African American students,

6.2%, and Special Education students, 9.5%. FARMS students had a 1.9% decline. The gap

between African American students and the aggregate is 23.7 percentage points variance and

between Special Education students and the aggregate is 27 percentage points variance; for

FARMS students, the gap is 12.1 percentage points variance. This decline is attributed to

classroom instruction which is aligned to the Common Core Curriculum, while school progress

continues to be measured by performance on the Maryland School Assessments which are

aligned to the Maryland State Curriculum.

Gaps between student groups and the aggregate persist primarily due to the discrepancy between

instruction and assessment. Transition to the Common Core Curriculum necessitated a focus on

close reading, text dependent questioning, increasing text complexity, finding text based

evidence, utilizing more non-fiction during instruction, and shifting to argument, informational,

and narrative writing in response to text. The essential content knowledge and skills that

students need to know and be able to do in order to meet the Common Core State Standards are

not specifically measured on the Maryland School Assessments.

In addition, the reform initiatives required that teachers receive training and support from their

counties and schools; the focus on professional development was limited to the transition

supports for the new curriculum, assessments, and evaluations.

QACPS student aggregate performance was able to avoid significant declines on the MSAs.

This success is due to continued focus on data, examination of student work, collaborative lesson

design, research-based interventions, and job-embedded professional development. The

schedules developed at three of four middle schools which provided both Reading and Language

Arts classes, contributed to success on the Maryland School Assessments. The critical skills of

reading and writing receive equal attention in this design, and our top performing middle school

has been employing this schedule for a year longer than the other three.

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Next year, “data days” will allow opportunities for teachers to examine student work and data.

Our professional development efforts will focus on the instructional shifts for the next wave of

reform. Reading Specialists will reinforce this focus throughout the year, as well as facilitate

instructional strategies for differentiation and Socratic Seminar. Finally, a new writing

intervention for middle schools, will be introduced, implemented and monitored during the 2013-

2014 school year.

Elementary Math

Progress

The achievement level reached by QACPS during 2012 – 2013 school year reflects a

misalignment between the MSA testing program and the Common Core curriculum that is

instituted in grades Pre-Kindergarten through Grade 5. As a result QACPS dipped from number

1 in the state to 13th

in the state in the area of Elementary Math. In the three years leading up to

our transition to the Common Core our data has shown growth among the aggregate – 93.9% in

2010, 93.3% in 2011, and 95.6% in 2012. However, in 2013, 85.9% of our elementary students

achieved at the proficient or advanced level, a 9.7 point decrease. Concurrently, there is a

positive trend with students achieving at the advanced level in the years leading to the CCSS

transition – 45% in 2010 & 2011, and 51.8% in 2012. In 2013, 19.8% of our elementary

students achieved at the advanced level.

Challenges

The transition to the MD CCSC has created many challenges for our math program. In 2013, we

saw a significant drop in achievement according to MSA results. However, this drop is

misleading. During the 2012-2013 school year, we chose to fully implement the MD CCSC,

instead of the Maryland State Curriculum. As a district we addressed the math skills necessary

for a successful implementation of the MD CCSC. We will continue to identify the gaps in our

mathematics curricula as we strive to improve student achievement.

The MSA data shows an increase in achievement gaps among our subgroups. During the past

school year, 55.8% of Special Education students scored proficient. Unfortunately, this resulted

in an achievement gap of 30.1 points. Between FARMs and the aggregate, there is a 13.4 point

gap. Additionally, there is a 25.7 point gap between our African American students and the

aggregate and a 26.9 point gap between our ELL students and the aggregate.

QACPS will continue its efforts this year (2013-2014) in identifying and addressing individual

student needs at the primary level, especially those with special needs.

Middle School Math

Progress

The achievement level reached by QACPS during 2012 – 2013 reflects a misalignment between

the MSA testing program and the Common Core curriculum that is instituted in grades 6 through

8. As a result QACPS dipped from number 7 in the state to 17th

in the state in the area of Middle

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School Math. In the years leading up to our transition to CCSS the QACPS aggregate has

demonstrated a positive increase in achievement scores (83.1% in 2010, 85.0% in 2011, and

86.5% in 2012). However, in 2013, 71.7% of our middle school students achieved at the

proficient or advanced level, a decrease of 14.8 points. Concurrently, there was a positive trend

for our students achieving at the advanced level (31% in 2010, 36% in 2011, and 37% in 2012)

in the years leading to the transition to CCSS. In 2013, 17.5% of our middle school student

achieved at the advanced level.

Successful practices are attributed to Math Specialists meeting with classroom teachers to

analyze summative and benchmark assessment data for students. Students who are identified for

interventions are added to progress charts to be monitored on a regular basis. QACPS will

continue to provide support strategies and insights for teachers to assist our struggling sub-

groups to improve their level of achievement in Mathematics. As we continue our transition to

the CCSS, continued focus will be on preparing our teachers in the necessary shifts.

Challenges

The transition to the CCSS has created many challenges for our middle school math program. In

2013, we saw a significant drop in achievement according to MSA results. However, this drop is

misleading. During the 2012-2013 school year, we chose to fully implement the MD CCSC, in

grades 6 and 7 instead of the Maryland State Curriculum. As a district we addressed the math

skills necessary to a successful implementation of the MD CCSC. We will continue to identify

the gaps in our mathematics curricula as we strive to improve student achievement.

The MSA data shows an increase in the achievement gaps among our subgroups. During the

past school year, 30.3% of Special Education students scored proficient. Unfortunately, this

resulted in an achievement gap of 41.4 points. Between FARMs and the aggregate, there is a

15.1 point gap. Additionally, there is a 26 point gap between our African American students and

the aggregate, and a 38.4 point gap between our ELL students and the aggregate.

At the middle school level, QACPS will continue to adjust intervention efforts in addressing the

needs of each student. Our goal is to provide an education that prepares students to be successful

in high school math courses and ready for college. We believe that the transition to the MD

CCSC does just that.

Teachers will continue to receive job-embedded professional development through the school

based Math Specialists. Areas that will be addressed during the 2013-2014 school year include

close examination of the Standards of Math Practice, instructional strategies to enhance a

student-centered approach to math, collaborative lesson planning, emphasis on a concrete-

pictorial-abstract instructional approach, use of problem structures and problem solving

strategies, use of mathematical modeling, technology training, and increased resources to assist

teachers in providing appropriate materials for students with diverse needs, integration of the

Universal Design of Learning structures, and resources within the co-teaching and co-planning

models.

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Science

Progress

There was a steady increase in in the QACPS 5th

grade Science MSA aggregate score between

2010 (82.8%), 2011 (83%), and 2012 (87%). While other subgroups showed a significant

increase in the gap, the gap between FARMs students and the aggregate did not increase

significantly (FARMs: 12% to 14.8% point variance). At the middle school level, QACPS MSA

Science aggregate proficiency scores increased by +0.9 points in 2012. The students

demonstrated an increase in 2012 (84.9%) as compared to 2011 scores (84.0%). When

comparing the data of 2012 to 2011, the 2012 subgroup data showed only a small increase in the

gaps for FARMs and Special Education; FARMs (14% to 16.4% point variance ), and Special

Education (29% to 30.2% point variance).

Challenges

The 2013 aggregate’s proficient/advanced scores of 78.4% show a decrease of 8.1 points. When

comparing the gaps between the aggregate and the subgroup populations (African American,

FARMs, and Special Education) there was an increase in the gap across the board. When

comparing the 2012 data to 2011 data, the 2012 subgroup data shows an increase in the gaps for

African American (10% to 33% point variance), and Special Education (27% to 45.1% point

variance). The middle school gap for African American (23% to 38.9% point variance) grew

significantly.

At the elementary level of QACPS the focus is on the implementation of the Maryland State

Common Core Standards in RELA and Math. Increasing the time students are engaged in

science instruction and minimizing the time that students are pulled out for reading and math

interventions, is a challenge There will be an integration of reading using the literacy standards

for science and a continued focus on developing STEM lessons using the STEM Standards of

Practices and the 5E lesson plan model (Engage, Explore, Explain, Elaborate, and Evaluate)

which are aligned with the Maryland State Curriculum for Science and the Next Generation of

Science Standard. Another challenge during the school year is finding time with elementary

teachers to provide professional development activities with the Common Core RELA, Math,

and STEM that will encompass differentiated instruction, a focus on literacy, problem based

learning, and inquiry-based learning.

The goal for science is to provide instruction that prepares students with the scientific skills for

success in any high school science course. At the middle school level in 2013-14, QACPS will

continue to develop rigorous STEM lessons using the 5E model instructional lessons,

benchmarks assessments, and end-of-course assessments that are aligned with the MSC for

Science. The Science programs will continue to integrate additional state science standards such

as Environmental Literacy Standards and Next Generation Science Standards into its curriculum

along with the Common Core Literacy Standards and STEM Standards of Practice.

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Social Studies

Progress

QACPS has made a genuine effort to ensure that the Social Studies Curriculum is aligned with

the Maryland State Curriculum at the elementary, middle and high school levels. The district has

written curriculum documents that are aligned with state documents, support teachers in

delivering it and monitor implementation and results. Curriculum alignment is the first and

arguably the most important step in increasing student achievement relative to the state

curriculum frameworks and state criteria.

To ensure alignment at the middle school level, QACPS was able to purchase supplemental

reading texts in 8th

grade to support Core Curriculum Literacy Standards. The district has long

had a tradition of preparing benchmark assessments for each content and grade level. During the

2012-2013 school year, teachers worked together with funding from Race to the Top Grant, to

create benchmark assessments at the middle and high school levels. These benchmarks measure

the content standards and how well the student can demonstrate analysis of primary and

secondary sources that are outlined in the State Curriculum and the district level curriculum

guides.

In QACPS Professional Development in any curriculum alignment is a necessary and essential

part to ensure teacher involvement. Without teachers’ collaboration, alignment efforts can be a

fruitless exercise. Within the area of Social Studies’ instructors have been involved in

curriculum development and alignment, and professional development offerings have been

provided to address their concerns (e.g., how to combine individual teaching styles with effective

delivery of the curriculum). An aligned curriculum provides the perfect professional

development opportunity for teachers to plan together, work together to create assessments, and

share ideas.

Challenges

QACPS has found providing a rigorous and challenging Social Studies curriculum can be

difficult when it is not part of a state or national assessment at the elementary and middle school

levels. Performance on standardized tests provides an alignment to the curriculum that is

measureable and concrete to everyone. However, in Maryland, Social Studies teachers do not

have an assessment tool to determine if students have met centralized learning goals established

through the Maryland State Curriculum. Therefore, the challenge for classroom teachers is to

meet the needs of students without a standardized assessment in elementary and middle schools

that can provide critical information about the growth of students and if they have met the

expectations of the State. In order to assist teachers in meeting the standards of the Maryland

State Curriculum, QACPS is working towards providing Social Studies teachers’ opportunities to

collaborate when planning instructional pedagogy that can assist students in meeting local and

State standards.

Additionally, QACPS has been able to offer professional development opportunities for teachers

to enhance their understanding of best social studies practices in geography, economics and

analyzing documents. It is the intent of QACPS to continue to address challenges in curriculum

22

in a collaborative manner as we continue to align curriculum and as we move towards the

Common Core Standards.

English (HSAs)

Progress

In 2011, the percent proficient on English HSAs was 87.1%; by 2012, it was 90% for aggregate

test takers. The gap between Special Education and the aggregate has continued to narrow; from

30.4 points in 2011 to 29.62 points in 2012. The gap between FARMS students and the

aggregate was down from 9.8 to 8.94 percentage point variance. This trend is a continuation of

the previous school year’s data.

Challenges

The narrowing of these gaps is significant, but the need for improvement remains. Gaps between

student groups and the aggregate, need to be eliminated altogether. This year, schools will

continue to monitor all students in subgroups. Students who cross subgroups will be followed

closely and needed and continued support will be offered.

Algebra

Progress

Over the past 4 years, QACPS has shown growth among the aggregate on the Algebra/Data

Analysis HSA – 90.5% in 2009, 91.7% in 2010, 91.8% in 2011, and 94.8% in 2012.

Challenges

Despite these successes, we continue to be challenged by the performance of our subgroups and

the resulting achievement gaps. The HSA data for the special education subgroup indicates a

positive trend – 38.6% in 2009, 50% in 2010, 54.1% in 2011, and 63.3% in 2012. However, this

still results in achievement gaps of 51.9 points in 2009, 41.7 points in 2010, 37.7 points in 2011,

and 31.5 points in 2012. The most current data indicates a 10.7 point gap between FARMs and

the aggregate and a 9.4 point gap between African American students and the aggregate. As a

result, QACPS will utilize targeted interventions for those students considered at risk. Identified

students will be closely monitored through communication with parents, special education case

managers, and support personnel. Technology programs which effectively support the Algebra

program will also be reviewed for use with students who require additional assistance.

The transition to the MD CCSC in Grade 8 and Algebra will occur during the 2013-2014 school

year. This transition will certainly impact HSA data since the content of the Common Core

Algebra I course is not aligned with the content on the Algebra I / Data Analysis HSA. During

this school year we will address the shifts in the curriculum, maximizing student success on the

HSA.

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Biology

Progress

Over the past 3 years, QACPS has shown growth among the aggregate, first time test takers on

the Biology HSA – 83.6% in 2010, 86.6% in 2011, and 86.8% in 2012. When comparing the

data of 2012 to 2011, the 2012 subgroup data shows a significant decrease in the gap for African

American students (29.5% to 20.1% percentage point variance). There was little increase for

FARMs (12.3% to 13.3 percentage point variance), and Special Education (29.5% to 29.7%

percentage points variance).

Challenges

The key challenges will be providing teachers with best practices and professional development

opportunities that will enable them to help subgroups’ performance. Additionally, teachers will

focus on assessing instructional effectiveness by examining students’ work and assessment data.

High school instructors will also give feedback to students and include time for re-teaching

opportunities for students. Finally, formative and summative assessments will regularly be

evaluated for rigor and alignment with the MSC and HSA.

c. Cross Cutting Themes and Specific Student Groups in Bridge to Excellence

Limited English Proficient Students

Progress

During the 2012-2013 school year, LEP students have maintained their level of attendance at the

middle schools, but decreased their attendance rate at the elementary and high school levels.

LEP students recorded a 7.5% increase in Middle school Reading, but a 44.5% decrease in

Middle school Math MSA scores; elementary school Math students had a 35.3% drop in

proficiency scores and in Elementary Reading there was a 6.6% decrease in the percentage of

students reaching proficiency.

Therefore to help overcome some of the difficulties ELL students may experience, the county

has assigned English for Speakers of Other Languages (ESOL) teachers within each district

school that has LEP students. Teachers work cooperatively within the classes to support content

area instruction as well as a combined pull-out with the inclusion to target specific skills.

QACPS utilizes local funds for all ESOL instruction and Title III for supplemental tutoring,

content support and professional development.

Challenge

The challenges most evident were assisting new LEP students who had very little knowledge of

English vocabulary and the ability to apply English as a concept towards HSAs and MSA

Exams. This is essentially double learning – English and content. To assist ELL students, at the

high school there is an ESOL class; LEP students attend a class whose purpose is to give

instruction in listening, speaking, reading and writing - English language acquisition using the

WIDA instructional standards and ESOL-specific strategies. At all levels, there is content area

instruction support using a push-in method. The ESOL instructor will be part of the instructional

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process in the content area classroom. At all instructional levels there is on-going professional

development for content area teachers provided throughout the school year and also during the

summer for ESOL specific strategies, second language acquisition knowledge, and culturally

sensitive teaching.

Queen Anne’s County Public Schools has had teachers participate in the Race to the Top ESOL

Incentive grant for 3 years; there are currently 8 successful participants of this grant and two

pending.

Career and Technology Education

Progress

Queen Anne’s County Public Schools has demonstrated a commitment to continuous

improvement through our participation in numerous Maryland State Department of Education

(MSDE) initiatives focusing on school reform. Specifically to improve CTE programs and

services, QACPS uses Program Advisory Committees and a Program Improvement Process that

includes parents, students, and business representatives, special population’s representatives,

career and technology teachers, postsecondary representatives and academic teachers. Through

this process we have analyzed various databases to evaluate progress and to identify needs to

implement reform. Some of the actions we have taken to implement reform have been:

Utilizing Career Program Advisory members to review, revise, and improve current

programs based on standards and measures; including industry recognized certifications

for CTE programs

Partnering with industry specific groups through traditional craft committees to assist in

developing reviews of performances

Collaborating with a variety of business/community/education organizations that provide

feedback on programs that impact CTE achievement of various sub-groups.

Instituting a continuous K-12 Career Development Committee to review the Career

Development Plan for QACPS

Reviewing programs each year through the Program of Study committee to make sure we

have postsecondary and career options available to all students.

Challenges

Although the No Child Left Behind Act of 2001 did not specifically address level of skill and

competency of CTE teachers, every effort has been made to provide professional development to

ensure teachers are competent and have the expertise necessary to deliver a quality CTE

program. QACPS used local funding and the Carl D. Perkins Vocational and Technical

Education Grant to support Industry Certification; however, with more programs competing for

these dollars, we have found it increasingly difficult to fund the expense of the programs.

Early Learning

Progress

The percentage of students fully ready for kindergarten for 2013 was 88%. This reflects a 24

point increase since the 2001-2002 administration of MMSR. The County’s kindergartners

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outpace the statewide readiness level, currently at 82%. Kindergarteners show high readiness

levels in key Domains of Learning – the core areas that predict future academic success.

Language Literacy (73% fully ready for 2012-2013), Mathematical Thinking (79% fully ready

for 2012-2013) and Scientific Thinking (82% fully ready for 2012-2013). Physical Development

and the Arts have increased immensely from 2001-2002 with students currently at 90% or higher

in each of these domains.

Student progress is monitored quarterly through the implementation of a county developed

Literacy Assessment. To ensure the progress of students who were not ready in the area of

Language Literacy, QACPS will continue to implement guided reading and flexible grouping

strategies. Intervention programs appropriate for the kindergarten level, such as Fundations will

continue to be utilized. The program VIOLETS, will continue to be implemented in both

prekindergarten and kindergarten at Sudlersville Elementary School for the large ELL

population.

Although training in the Language Literacy modules has been conducted during the past five

years, turn-over of staff has left some teachers without the training. QACPS will team with

Talbot County and other Eastern Shore Counties to provide these modules for the teachers who

require them this year. All newly hired prekindergarten, kindergarten, and supporting Special

Education teachers will continue to participate in the two year MMSR Work Sampling System

training. In addition, related service providers will continue to receive professional development

in the use of the Early Childhood Accountability System (ECAS). It is believed that this

professional development is beneficial as MMSR data indicates that the percentage of students

fully ready on the Fall Exemplars was not only maintained but increased as measured by the

Spring Exemplars.

The success of our students in the area of Mathematical Thinking has continued to increase over

time. Over the past ten years the county has seen a 29 point increase in student performance. For

the 2013-2014 SY, enVisionMATH, a researched based math program will continue to be

implemented at the kindergarten level. The program aligns with the Common Core State

Standards and the Standards of Math Practices. Scientific Thinking, another area of focus over

the last few years, has seen a fluctuation of scores. Last year, the score for the Mathematical

Thinking domain increased from 81% to 87% and this year has taken a slight dip to 82%. Even

with the dip in scores, kindergartners continue to demonstrate strengths

The major focus for our prekindergarten and kindergarten teachers, Judy Center Partners, and

special education staff for the school year continues to be SEFEL (Social Emotional Foundations

of Early Learning) training. Beginning in August of 2010, all staff members were trained in

Modules 1-4; this was funded through the MMSR grant. This assisted our staff in working with

children in the Social/Emotional and Personal domains of MMSR. In August 2011, all

elementary School Counselors were trained in SEFEL. In the 2012-13 SY, training was provided

to all support staff that work with prekindergarten and kindergarten students. For the 2013-2014

SY, MSDE will be providing a resource in the form of a SEFEL coach. The SEFEL Coach will

visit all prekindergarten and kindergarten teachers at least twice throughout the year to provide

coaching and support in the area of SEFEL. In addition, all new prekindergarten and

26

kindergarten teachers will receive additional training throughout the year. Trainings and

coaching will continue to be funded by the MMSR grant.

Primary Talent Development continues to be implemented in both prekindergarten and

kindergarten. All teachers have been trained in the lessons and observational techniques and all

students participate in the implementation. This program is designed to identify and develop

targeted achievement behaviors including perception, inquisitiveness, communication, creativity,

resourcefulness, leadership, and persistence in all children. It is believed that this has

strengthened the teachers’ observational skills, as well as helped to developed beneficial skills in

the children. In the summer of 2009, the PTD modules were revised by MSDE. As of the 2011-

2012 SY all teachers in QACPS had received an updated binder which includes all revised

modules. Training will continue to be provided for new teachers; this will be done by our

Teacher Specialists at the school level.

Challenges

Language Literacy continues to be an area of concern with only 75% of students fully ready.

Although training in the Language Literacy modules has been conducted during the past five

years, turn-over of staff has left some teachers without the training. This year, QACPS will team

with Talbot County and other Eastern Shore Counties to provide these modules for the teachers

who require them. Additionally, all newly hired prekindergarten, kindergarten, and supporting

Special Education teachers will continue to participate in the two year MMSR Work Sampling

System training. Related service providers will also continue to receive professional

development in the use of the Early Childhood Accountability System (ECAS).

Student progress will be monitored quarterly through the implementation of a county developed

Literacy Assessment. To ensure the progress of student who were not ready in the area of

Language Literacy, QACPS will continue to implement guided reading and flexible grouping

strategies. Intervention programs appropriate for the kindergarten level, such as Fundations will

continue to be utilized.

Gifted and Talented

Progress

QACPS' two overall goals in the area of Gifted and Talented are to increase participation in

gifted and talented programs and to provide those targeted students with opportunities to be

challenged in their areas of giftedness. QACPS has made progress in both of these areas. The

focus of the district has continued to be a shift from overall participation to the participation of

under-represented populations. In 2012-2013, 24.8% of the district's identified elementary

students and 19% of identified middle school students were from an under-represented

population; this is above our county outcome which states 10% of the identified gifted and

talented population will be comprised of traditionally under-represented students (minority,

FARMs, LEP, Special Ed) and an increased from 2011-12. Additionally, in 2012-2013, 94.1% of

our GT students in grades 3-8 scored advanced in reading and 58.7% scored advanced in Math.

This is an increase of 1.1 points in Reading and a decrease of 2.7 points in Math. However, due

to the transition to MD CCSC, QACPS saw a decrease in all mathematics data.

27

Challenges

The major challenge in the area of gifted and talented, QACPS continues to face is the lack of

funding for Enrichment Specialists. Currently, QACPS employs no personnel specifically

committed to Gifted Education. QACPS also continues to be challenged in providing services at

the middle school level due to scheduling constraints. The district has been and is committed to

continually seeking creative alternatives in order to expand the program offerings. At the high

school level, the major challenge is the difficulty in the continuation of tracking students who

were identified as Gifted and Talented during their elementary or middle school years. Now,

with a database in place and training provided to school Enrichment Contacts, the district is

committed to tracking Gifted and Talented students at the high school level through the

monitoring of course selection through high school.

Special Education

Progress

Based on October, 2012 data, Queen Anne’s County is ranked first in providing services to

students with IEPs inside the regular education classroom 80% or more of the time. Throughout

the QACPS Master Plan, strategies are embedded in order for students to access and be

successful in the grade-level curriculum. Unlike most models of inclusion, which are driven

entirely by special education, the QACPS model is driven by modeling collaboration from the

top down to the school level. Special Education staff members continue to be included in all

professional development activities as well as an integral part of the Queen Anne’s County

Public School Collaborative Lesson Plan Project. Through the use of both local and grant funds,

the Office of Special Education has been able to sustain efforts to increase the number of

Instructional/Assistive Technology devices and software programs within all district schools.

This year funds were used to purchase additional materials, such as: iPads, iPad apps, laptop

computers, and web-based interventions. Through the use of Instructional/Assistive Technology

students are being provided with multiple levels of engagement and support.

Challenges

In previous years, progress had been made to narrow the achievement gap between the Special

Education subgroup and the aggregate. However, this year with our transition to the Common

Core, gaps between the Special Education subgroup and the aggregate continued to persist.

QACPS remains committed to preparing world class students through everyday excellence.

QACPS will continue to

Align students IEPs to Common Core State Standards,

Research, purchase and monitor intervention program for students,

Monitoring classroom instruction to ensure success and services, modifications, and

accommodations are being provided in accordance with student IEPs,

Emphasize universal design for learning (UDL) strategies, differentiated instruction

based on assessed student needs, and

Foster strong, ongoing collaborative working partnerships with families.

28

Education that is Multicultural

Progress

All Schools have fully implemented:

Curriculum in all areas that reflect varied cultural and socio-economic groups

Practices and programs that promote values, attitudes and behaviors which promote

cultural sensitivity; and

Lessons that reflect diverse learning styles

All schools reported full implementation of curriculum that provided opportunities for students

to demonstrate attitudes and actions that support heritage, diversity and cultural differences.

Actions that support ETMA in district schools were:

Assigning highly effective and certified teachers to low-achieving schools;

Monitoring and addressing disproportionate referrals and placement of students in

Special Education programs;

Utilizing disaggregated student data obtained through our data warehouse Performance

Matters, to assess inequities and to make adjustments to assure equity;

Providing outreach through night meetings for parents and business leaders, newsletters,

and advisement programs;

Providing professional development for district schools’ staff that address MSDE

Professional Competencies;

Providing staff development to explore attitudes and identify strategies appropriate for

Education That Is Multicultural (ETMA); and

Providing accessible technology to all students and all instructional activities in order to

promote an understanding of and respect for a variety of ways to communicate, both

verbal and non-verbal.

The QACPS Task Force for Student Achievement meets bi-monthly with school representatives

and community partners. This group identifies problems and solutions dealing with a variety of

issues related to student achievement. Feedback is provided to the Superintendent.

Challenges

QACPS is committed to providing ETMA training for employees. This training is valuable to

teachers’ understanding and awareness of the diverse cultures and learning styles of our student

population. In 2013-2014, QACPS in partnership with county government’s local management

board will continue to develop cultural competency strategies that need to be put in place in the

classroom and all government agencies.

Highly Qualified Staff

Progress

Goal 2 of the QACPS Comprehensive Master Plan stipulates that the district will rigorously

recruit and work towards retaining highly qualified teachers and staff. Core academic subjects

taught by highly qualified teachers have moved from 37.9% of classes taught by non-highly

qualified teachers in 2003-2004 to only 2.0% of classes being taught by non-highly qualified

29

teachers in 2012-2013. Strategies that QACPS developed that have contributed to this success

were the development of individual certification plans for each non-highly qualified teacher;

mentoring and conferencing with newly hired teachers at the time of their employment to outline

state and county requirements; and the training of newly hired teachers during their first two

years of employment that included a “New Teacher Induction” course.

Challenges

The greatest challenge QACPS experienced this past year was difficulty with funding. Without

money for stipends to maintain our reimbursement of courses, it has been difficult to retain

highly qualified teachers. Furthermore, because of our salary scale it has been difficult attracting

experienced highly qualified teachers. This was very critical at the secondary level because of

the need to find and employ qualified personnel in Special Education, mathematics, science, and

English. Additional challenges have been the cost of housing and the cost of living within our

rapidly growing county, making it difficult to retain our newly hired teachers.

High Quality Professional Development

Progress

During the 2012-13 school year professional development provided by the district and school-

based leadership teams was mainly concentrated on the transition to the new Maryland Common

Core State Curriculum in those targeted content areas and the district’s transition to the new

teacher and principal evaluation system. Job embedded professional development took place at

grade and content levels in order for teachers to reflect and share instructional strategies that

would best meet the needs of low performing students.

Challenges

During 2012-2013, the biggest challenge QACPS has had with providing critical professional

development for our district teachers and staff has been the reduction of days for training (due to

budget constraints) and the limited availability of local funds to pay stipends for after or before

school training sessions. This year the district began conducting PD sessions immediately

following the summer Education Effectiveness Academy. Moreover, the 2013-2014 school

calendar includes more staff training to be conducted during the school day. This will allow the

district to use its limited RTTT Funds. (i.e. UDL Training, Disciplinary Literacy integration, and

Common Core alignment)

High Quality Professional Development – Teacher Induction

Progress

Queen Anne’s County Public Schools provides a New Teacher Induction Program one week

prior to the regular staff reporting for the new school year. An overview of the New Teacher

Induction Program and requirements is reviewed, emphasizing the three year support for new

teachers to QACPS.

30

Another critical component of the New Teacher Induction program in Queen Anne’s County is

the mentor program. During the course of the year, mentors participate with mentees in

regularly scheduled school-based professional development provided by the teacher specialists

and academic deans as well as periodic staff development sessions planned centrally and

delivered by the office of Curriculum and Instruction. Differentiated professional development

is delivered for second year teachers and at times job-embedded professional development and

support is provided as needed. Third year teachers also are invited to attend professional

development and are monitored by mentors on a consult basis.

Challenges

During 2012-2013 SY, due to budget constraints, the following were not options for new staffing

in QACPS: a. reduction in the teaching schedule, b. reduction or elimination of responsibilities

in non-instructional duties. However, sensitivity to assignment to teaching classes that include

high percentage of academic or attendance challenges are considered in most novice teacher

assignments. Novice teachers are also asked to provide input into the effectiveness of the

program through feedback and survey forms that are collected and analyzed twice yearly.

Attendance, Graduation and Dropout Rates

Progress

The attendance rate for all schools was 94.6% which is above the benchmark for the 5th

straight

year. Although there was a 0.4% decrease overall, the attendance rate for this school system

remains high and the slight drop has been attributed to a high rate of illness among our school

aged population. There was an increase in the attendance rate of our 504 students of 1.2% from

93.1% to 94.3% , which marks a significant increase.

The state graduation target rate of 85.5% and the 3% dropout target rate have been met by

QACPS for the seventh consecutive year. Graduation rate demonstrated a slight decrease from

the 2011-2012 of .2 % (92% to 91.8%). The overall drop-out rate showed a slight increase from

1.8% to 2.1% Addressing the graduation rate, progress was achieved in the following student

subgroups: African American, and FARMs. The subgroups of American Indian/Alaskan

Native, Asian/Pacific Islander and LEP remained consistent.

All 14 QACPS schools as well as Anchor Points Academy have been trained in PBIS and have

been initiating or implementing the PBIS process with fidelity. For the school year 2012-2013 all

schools earned the gold banner award from MSDE which is the highest honor a school can

receive for PBIS implementation The positive changes in school environment and culture have

had a direct impact on the current graduation and dropout rates. A positive safe and nurturing

school environment can have a positive influence on the way a child sees the school setting.

Therefore, if a child sees school as a welcoming place they are more likely to have improved

attendance and better grades. Additionally, Student Support Teams at each school provide early

proactive interventions to keep students focused and on path to graduation. Last year the middle

schools began implementing Olweus which is a comprehensive, school wide, anti-bullying

program. By having an effective anti-bullying program in the schools this can have an impact on

truancy as bullying is identified as a reason why children do not want to attend school.

31

At the middle school level, a separate attendance policy providing logical consequences for poor

attendance (i.e. credit loss) was implemented at mid-year. We hope to see this policy impact our

data during the next school year.

Challenges High school attendance rates showed a slight decrease of 0.4% for a total achievement of 94.0%.

This decline can be attributed to decreases in our major subgroups. African American

attendance decreased by 0.1%, Hispanic attendance decreased by 0.7%, White (Not of Hispanic

Origin) decreased by 0.4%, FARMS level decreased by 0.5%, ELL decreased by 1.3% and

Special Education decreased by 0.3%.

Elementary and middle schools achieved the 94% benchmark with elementary achieving 94.8%

and middle achieving 94.9% respectively. African American attendance at the middle school

dropped slightly by 0.1% to 95.2% although at for elementary schools; there was a 0.9% increase

(for a total of 96.1%). Middle school attendance rates also show increases in the areas of Special

Education, FARMS and LEP. Elementary schools showed increases in the areas of Special

Education, FARMS, LEP, African American, and Hispanic attendance.

At our two high schools where a four period schedule is implemented we see challenges

providing interventions to struggling students. We also struggle with a financial barrier which

keeps the district from providing additional Special Education teachers, tutors, and teachers’

assistants to meet the needs of our at-risk populations. Additionally, after school employment

and other activities prevent students with needs from being available for after school tutoring and

supports. This also prevents many of them from participating in the district’s Saturday school

credit recovery opportunities.

Therefore, in order to address the needs for all students, but in particular the target subgroups of

FARMs and Special Education, the following programs and strategies have been implemented.

Saturday School will continue to be an alternative to suspension and a means of achieving credit

recovery. Summer school is also used to gain make-up credit for failed courses during the

school year. By keeping students on track to graduate they will be less likely to drop out. The

Achievement Mentoring Program in the middle and high schools is provided in conjunction with

the Community Partnership for Children and is funded through the Governor’s Office for

Children and the Office for Crime Control and Prevention. The program provides assistance to

families in locating needed resources and offers interventions to students that are “at risk” of

dropping out of school.

With the exception of this year, the attendance rate in Queen Anne’s County has shown steady

improvement over the last three years. Queen Anne’s County will continue to build on

successful programs such as PBIS, Achievement Mentoring and Saturday School; using grant

funds from the Governor’s Office for Children and the Office of Crime Control and Prevention

where appropriate. In addition, Queen Anne’s County Public Schools is exploring the idea of

partnering with other community agencies.

32

Section A: School Success Factors

Narrative: During the Race to the Top (RTTT) Year three cycle Queen Anne’s County Public Schools (QACPS) was able to complete most of

the activities that were identified in the 2012-2013 RTTT Scope of Work (SOW) Plan. Those few activities that were not completed

were assimilated into year four goals and activities. Year four goals and activities are discussed specifically within each of the RTTT

sections that are an integral part of the 2013-2014 QACPS Comprehensive Master Plan.

Year three activities that were accomplished are listed below under their SOW Section and Goal Number.

Section B: Standards and Assessments

Goal 1 – Develop a local plan for implementation of Maryland Common Core State Curriculum (MD CCSC)

During year three, QACPS monitored a local 4-year SOW plan for MD CCSC which aligns with State’s RTTT plan in the

areas of Argumentative Writing and Math Standards of Practice.

During year three, QACPS implemented a local 4-year SOW plan for the Maryland Common Core State Standards (MD

CCSC) which aligns with the State’s RTTT plan Excluding Common Core in Algebra I and II; English I and II

Goal 2 – Communicate to all education stakeholders Maryland Common Core State Curriculum (MD CCSC) Transition Plans

Shared level transition plans for implementation of the (MD CCSC) with various stakeholders (i.e., school PTA meetings,

brochures, BOE meetings, etc.)

Conducted professional development related to transition plans with school-based personnel (Teacher Specialists, Reading

Specialists, & Math Specialists).

Updated a brochure for the 12-13 school year that outlines transition to Common Core for parents.

Shared transition plans with Board and stakeholders through a series of presentations done at Board of Education meetings.

(BOE agendas, posted on QACPS website, feedback from all stakeholders)

Goal 3 – Participate in State and local efforts to create curricular documents in parallel format for all curricular areas

(including STEM)

Involved QACPS representatives from each level and content area in the States Toolkit and unit writing opportunities.

Provided staff to assist in evaluation of electronic resources from the MD online curriculum toolkit for alignment.

33

Participated in the development of the State STEM initiative.

Implemented MD CCSC in Reading Pre-K-8, Math Pre-K-8 and Geometry, STEM and Elementary, Middle, and High

Disciplinary Literacy.

Implemented new K-5 Math program aligned with MD CCSC.

Aligned of existing county curriculum with MD CCSC.

Developed county curriculum modeled after the modules of the Curricular Management System and the PARCC frameworks.

Goal 4 – Implement transition and training plan for adoption of MD CCSC

Provided professional development for all curricular areas based on information from the EEA, using school based specialists.

Provided timely feedback to teachers who began implementing the MD CCSC in their instruction

Designed collaborative lesson plans, in writing, that integrate all of the MD CCSC.

Began modification of all collaborative lesson plans based on feedback from teachers.

Provided professional development on UDL across the district through school based workshops, and general education and

special education partnerships.

Explored an online work environment (Curriculum Loft and Edmodo) that promotes collaboration and use of resources by

QACPS staff.

Piloted an online work environment (Curriculum Loft and Edmodo) that promotes collaboration and the use of resources by

QACPS staff.

Identified staff from each school to participate in the 2013 State sponsored Educator Effectiveness Academy (EEA)

Participated in Educator Effectiveness Academy in 2013.

Developed a new level transition plan for year 4 following the 2013 Educator Effectiveness Academy

Goal 5 – Design of a comprehensive assessment system that will improve classroom practices

Updated stakeholders within school system through clarification of common language. Comprehensive assessment plan is on

line.

Revised assessments where available, to align with MD CCSC and PARCC frameworks.

Developed numerous assessments, which were not available, to align with MD CCSC and PARCC framework.

Worked with ES9 group to develop assessments as needed.

34

Goal 6 – Ensure QACPS educators fully understand the summative assessments that are replacing the current evaluation

process

Participated in the educator leadership cadre to identify requirements of the new summative assessments

Provided professional development, through our transition plan, to QACPS educators regarding revised summative

assessments.

Goal 8 – Aligned the QACPS technology infrastructure to support the four components of the MSDE IIS (Instructional

Improvement System, Technology Infrastructure, Longitudinal Data System, and the Online Instructional Toolkit).

Monitored the progress of the development of the instructional Technology Infrastructure in Queen Anne’s County.

Analyzed the technological requirements for the online data system and PARCC.

Identified the hardware and software components required to successfully implement MSDE IIS and PARCC Assessments.

Purchased required hardware, such as lap top carts for all schools, and software based on the identification process listed

above.

Goal 9 – Implement trans-disciplinary STEM standards of Practice

Participated as requested on State STEM Standards of Practice Committees

Provided professional development for QACPS teachers to enhance their understanding of STEM

Goal 10 – Expand STEM opportunities for teachers and students

Offered STEM Academy for high school students, focusing on minority, FARMs, ELL, and students with disabilities

Offered STEM Academy for middle school students, focusing on minority, FARMs, ELL, and students with disabilities

Offered STEM Academy for elementary school students, focusing on minority, FARMs, ELL, and students with disabilities

Provided additional middle schools for the Gateway to Technology program.

Encouraged partnerships with organizations that assist student participation in STEM opportunities.

Provided partnerships with colleges that assist teachers to participate in STEM opportunities

35

Section C: Data Systems to Support Instruction

Goal 1 – Build the technology infrastructure in QACPS to implement an instructional improvement system

Implemented in all district schools a data warehouse program that linked professional development and student achievement to

teacher evaluations.

Cooperated with State efforts to establish a mechanism to enable software such as Performance Matters to interface with

MSDE IIS.

Purchased iPads for new administrators and teacher specialists

Utilized IPADs to collect data to modify instruction

Formulated a funding strategy to support revised and new state technology requirements.

Section D: Great Teachers And Leaders

Goal 1: Incorporate the statewide student growth measure into the QACPS educator evaluation form and process

Incorporated the mandated State growth measurement into the QACPS education evaluator process

Developed Student Learning Outcomes (SLOs) in content areas for the new teacher evaluation system

Trained administrators and teachers on Student Learning Outcomes

Goal 2: Pilot an evaluation system that conforms with State requirements

Implemented the redesigned teacher evaluation and observation process

Participated in the statewide pilot for evaluating classroom teachers

Continued developing pre and post assessment items to be used as measures for SLOs

Established student growth outcomes for principal evaluations

Trained executive team on the use of pilot principal evaluation models

Piloted the new principal evaluation system and process with all district school principals

Goal 3: Increase the collaborative data-driven planning process for equitable distribution of teachers and principals in high

poverty, high minority and hard-to-staff schools

Assessed the effectiveness of teachers in lowest achieving schools and provided professional development to enhance their

performance

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Goal 5: Ensure all teachers effectively transition into the profession through a high-quality teacher induction/mentoring

program

Implemented an induction /mentoring program consistent with COMAR requirements

Participated in the Educator Instructional Improvement Academies, scheduled by MSDE

Provided monthly training for mentors on materials provided through the Summer MSDE Mentoring Induction Academy

Goal 6: Implement an ongoing program of high quality professional development for teachers and principals

Implemented a novice principal induction mentoring program

Section E: Turning Around Lowest Performing Schools

Goal 1: Provide support to our lowest performing schools

Determined a process for identifying low performing schools given the new state guidelines and assessment changes

Provided supports based on research-based elements of highly effective schools.

Developed school-based action plans/school improvement plans through collaboration of Superintendent, Director of

Curriculum and Instruction, and school-based administration

Goal 2: Provide support to our lowest performing schools through targeted feedback

Provided feedback, from Curriculum and Instruction team, to schools on annual School Improvement Plans

Provided feedback to school teams on program implementation

Provided teachers with feedback on instructional practices regarding effective strategies to increase performance of sub-groups

and individual students

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Race to the Top Scopes of Work

Section A: State Success Factors

Action Plan: Section A

Goal(s): Queen Anne’s County Public Schools will participate in and complete all required national and statewide program

evaluation activities.

Goals to be sustained after RTTT:

Queen Anne’s County Public Schools will participate in and complete all required national and statewide evaluation activities.

Section A: State

Success Factors

Correlation to

State Plan

Project

#

Start

Date

End Date Key Personnel Performance

Measures

Recurring

Expense:

Y/N

MOU

Requirements:

(No)

Additional

Required

Activities-none

Goal: Queen Anne’s County Public Schools will participate in and complete all required national and statewide evaluation

activities.

Tasks/Activities:

1. Cooperate

with national

and statewide

evaluation

(A)(2) #1 October

1, 2013-

September

30, 2014

Superintendent,

Leadership

Team, Data

Manager

Completion of national and

statewide evaluation

activities

Submission of required data

and reports

N

38

Section A Key Personnel

Superintendent Dr. Carol Williamson

Leadership Team Mrs. Roberta Leaverton Director of Curriculum & Instruction Mr. Dan Lessard Human Resources Officer Mr. Sid Pinder Director of Operations Mrs. Robin Landgraff Finance Director Mr. Margaret Ellen Kalmanowicz Supervisor of Transportation Mrs. Julia Alley Facilitator Mrs. Kathy Draper Supervisor Mr. Brad Engel Supervisor Mrs. Diane McGowan Supervisor Mrs. Elaine O’Neal Supervisor Mrs. Tina Thomas Supervisor Mrs. Leigh Veditz Supervisor Mr. Willie Waits Supervisor Mr. Robert Watkins Supervisor

Mr. David Brown, Local Accountability Coordinator Mr. Karl Hagelin Coordinator of Technology Mrs. Geri Thompson Title I/Family Involvement Coordinator

Mr. Lawrence Dunn Principal, BES/KIE Mr. Dave Dulac Principal, CES Dr. Lloyd Taylor Principal, CHES Mrs. Michelle Carey Principal, GES Mr. Sean Kenna Principal, KES Mrs. Carol Kamp Principal, MES Mrs. Michele Hampton Principal, SES Mrs. Amy Hudock Principal, CMS Mrs. Theresa Farnell Assistant Principal, CMS Dr. Angela Holocker Principal, MMS Mrs. Kaylene Kovach Assistant Principal, MMS Mr. Kevin Kintop Principal, STM

Mrs. Jennifer Schrecongost Assistant Principal, STM Mr. John Lischner Principal, SMS Mr. Tom Walls Assistant Principal, SMS Mr. John Schrecongost Principal, KIHS Mrs. Christine Dunn Assistant Principal, KIHS Mr. Brian Kelly Assistant Principal/Athletic Director KIHS Ninth Grade Annex Mr. Dan Harding Assistant Principal/Athletic

Director, KIHS Mrs. Louisa Welch Academic Dean, KIHS Mrs. Jackie Wilhelm Principal, QACHS Mrs. Debbie Lawrence Assistant Principal, QACHS Mr. Jon Marketto Assistant Principal/Athletic

Director, QACHS Mrs. Tracy Kenna Academic Dean, QACHS

Mrs. Carrie Mitten Principal, APA

Data Manager Mrs. Madeline Hubbard

39

Race to the Top Scopes of Work

Section B: Standards and Assessments

Narrative:

As stated in previous Race to the Top (RTTT) Scopes of Work (SOW), QACPS believes the Maryland Common Core State

Curriculum (MD CCSC) are the basis for ensuring all students are provided a rigorous educational program leading to graduation

from high school, college, and/or career readiness. During year three of the RTTT initiative, QACPS’ commitment to accomplishing

the goals and activities of the local RTTT Scope of Work (SOW) has been reflected through the dedication and hard work of our

educators. Monthly reports to MSDE have documented our progress toward meeting Section B goals. During the 2012-2013 grant

period, QACPS was able to support the Maryland RTTT initiative of enhanced standards and high quality assessments by completing

the following defined goal activities:

Implemented transition plans for Maryland Common Core State Curriculum (MD CCSC) that align with the State’s RTTT

plan (Argumentative Writing and Math Standards of Practice)

Provided professional development to all teachers and leaders to continue effective implementation of MD CCSC

Designed and developed comprehensive assessment system to improve classroom practices

Provided QACPS educators with professional development to fully understand the summative assessments that are replacing

the current evaluation system

Aligned the QACPS technology infrastructure to support the four components of the MSDE IIS(Instructional Improvement

System, Technology Infrastructure, Longitudinal Data System, and the Online Instructional Toolkit)

Implemented trans-disciplinary STEM Standards of Practice, and provided expanded STEM opportunities for teachers and

students

Participated in State and local efforts to create curricular documents in parallel format for all curricular areas (including

STEM)

Communicated to all education stakeholders Maryland Common Core Curriculum (MD CCSC) Transition plans

In year four, QACPS will continue its efforts toward full implementation of the MD CCSC. The district’s RTTT goals and activities

listed within Section B’s action plan correlate with the required Section (B)(1) Enhanced Standards and High-Quality Assessments,

(B)(2) Developing and Implementing Common, High Quality Assessments, and (B)(3)(i),(ii),(iii) Supporting the Transition to

Enhanced Standards and High-Quality Assessments of the State’s RTTT plan.

40

Following July’s Educator Effectiveness Academy, QACPS administrators and school leaders, met to analyze progress, and reflect

upon the district’s course of action. At this time, transition plans were developed for each level- elementary, middle, and high- and

professional development was planned accordingly. Year four goals and activities were revised and aligned with the State’s RTTT

initiative.

Year four’s transition plans will provide the road map for the districts’ course of action. As in previous years, professional

development will be the vehicle utilized to move all educational stakeholders toward full implementation of MD CCSC. Rigorous,

focused training during this period, will address:

Implementation of the MD CCSC in all core content curriculum

Continued development and utilization of assessments aligned with the PARCC frameworks

Participation in State and local efforts to create curricular documents (and assessments in parallel format for all curricular areas

(including STEM)

Integration of technology to develop well developed, highly effective lessons that incorporate UDL Strategies and Practices,

and are aligned with MD CCSC

Utilization of technology by administrators and school instructional feedback to provide timely feedback to improve classroom

instruction

In order to accomplish these tasks, the following Section B goals will assist QACPS in meeting its RTTT targets.

Goal 1 of Section B states QACPS will implement a local plan for Maryland Common Core State Curriculum (MD CCSC). Consequently, in Year four, QACPS will continue its progress towards fully incorporating MD CCSC in all core content classes.

Plans completed in previous years, in elementary and middle Reading and Language Arts and Math will be monitored, while newly

developed plans including Common Core in Algebra I and 8th

grade math will be implemented. During year four, aspects of the MD

CCSC in English I and II and Algebra II, will be integrated.

Goal 2 of Section B, Communicate to all education stakeholders Maryland Common Core State Curriculum (MD CCSC)

Transition Plans, will be met in year four by:

Sharing the progress of the transition plans with QACPS Board of Education, and stakeholders, through monthly board

meetings as well as through posting plans on district and school websites as well as on MSDE Blackboard; information will

also be available at local schools in the form of brochures and informational handouts

Conducting professional development related to transition plans with school-based personnel, periodically through-out the

2013-2104 school year. (e.g. UDL, STEM, etc.)

41

Having access to a collection of instructional materials that are modeled after MD CCSC is a key part of the QACPS plan for

alignment. To this end, Goal 3 states that QACPS will participate in state and local efforts to create curricular documents (and

assessments) in parallel format for all curricular areas (including STEM). This will be accomplished by involving QACPS

representatives, when possible, in State Level opportunities with curriculum and assessment development, as well as by utilizing the

MSDE online curriculum toolkit to align unit writing and lesson planning. A continued effort will be made to mirror county

curriculum on the modules available on the Curricular Management System and on PARCC prototype questions. Participation in the

State STEM initiative will be ongoing.

QACPS will be able to measure its progress of our 4th

Goal, Implement the transition and training plan for adoption of MD CCSC,

through instructional observations and through the collection of well developed, highly effective lessons that will be developed and

posted to our curriculum management system, Curriculum Loft. Following July’s Educator Effectiveness Academy, professional

development was designed, and will be provided for all curricular areas. Curriculum Supervisors and school administration will

provide feedback to teachers on their implementation of the MD CCSC, based on the professional development they receive. Teachers

will also be given opportunities to develop and modify collaborative lessons using both the Curriculum Loft and Edmodo platforms.

Newly developed lessons will reflect integration of multiple standards of the MD CCSC, as well as incorporate strategies and practices

of Universal Design for Learning (UDL). Ultimately, a collection of aligned, high quality resources will be available to all county

staff.

Section B, Goal 5, design a comprehensive assessment system that will improve classroom practices, requires that QACPS not only

revise current assessments, to align with MD CCSC, and PARCC frameworks, but also to develop assessments which are not currently

available. Throughout this process, QACPS plans to keep local stakeholders updated on changes to assessments through the use of

public release documents and online websites. These informational resources will help QACPS to fulfill Goal 6, which calls for us to

ensure QACPS educators fully understand the PARCC and State assessments that are replacing the current assessment process. To

provide the most up to date information for our educators, QACPS will participate in the PARCC Educator Leadership Cadre and

communicate updates during professional development opportunities throughout the year.

Goal 8 of Section B, align the QACPS technology infrastructure to support the four components of the MSDE IIS (Instructional

Improvement System, Technology Infrastructure, Longitudinal Data System, and the Online Instructional Toolkit), will be achieved

through a variety of actions. Having updated much of the technological infrastructure to support the components, QACPS will

monitor connectivity and will analyze updated requirements for the online data system, as well as PARCC assessments. When the

analysis indicates a need for additional hardware and software components, they will be purchased and appropriate professional

development will be provided to teachers and leaders to allow them to successfully utilize MSDE IIS and PARCC assessments.

42

The last two Goals of Section B, 9 and 10, both deal with STEM. Goal 9 calls for QACPS to implement trans-disciplinary STEM-

based standards of practice. This goal will be reached by providing QACPS teachers with the professional development they need to

collaboratively develop STEM-Centric lesson plans and to implement STEM standards of practice in their instruction. Success will be

reflected in the lessons that they deliver, following the professional development.

Goal 10, expand STEM opportunities for teachers and students, will be addressed both within and outside of the normal school

calendar. Within the normal school calendar, there will be an expansion of course opportunities at high school levels. Bio-Medical

Science and Pre-Engineering will be offered. With an eye to further expansion, QACPS will explore offering Project Lead the Way,

Pre-Engineering at both middle and high school levels. Outside of the normal school calendar, minority, FARMS, ELL, and students

with disabilities, at the elementary, middle and high school levels, will be offered the opportunity to participate in STEM Academies

during the Summer of 2014. Finally, to expand STEM exposure to students and teachers alike, QACPS will also encourage

partnership with outside organizations that assist student participation in STEM opportunities, and will continue to partner with

colleges that assist teachers to participate in their STEM cohorts.

43

Action Plan: Section B

Goal(s): Incorporated within the Action chart below.

Section B: Standards and

Assessments

Correlation

to

State Plan

Project

#

Timeline for

Year 4

Key Personnel Performance

Measures

Recurring

Expense: Y/N

MOU Requirements: (Yes)

Additional Required Activities-

none

(B)(3) #1 See List of Key

Personnel

Names at the

end of Section

B)

Goal 1: Implement a local plan for Maryland Common Core State Curriculum (MD CCSC)

Task Activities:

a. Monitor a local 4-year scope of

work plan for MD CCSC

which aligns with the State

Race to the Top Plan in

elementary and middle RELA

and math.

(B)(3)

October 1,

2013 –

September 30,

2014

Curriculum

Director

Key Curriculum

Supervisors

School

Leadership Team

QACPS implementation

written plan; additional

school implementation plans;

school-based training

evaluations.

Through observations, it

will be evident that

instruction is aligned with

the MD CCSC.

N

b. Implement a local 4-year scope

of work plan for MD CCSC

which aligns with the State

Race to the Top Plan including

Common Core in Algebra I

and 8th

grade math.

(B)(3)

1 October 1,

2013 –

September 30,

2014

Curriculum

Director

Key Curriculum

Supervisors

School

Leadership Team

QACPS implementation

written plan; additional

school implementation plans;

school-based training

evaluations. Through

observations, it will be

evident that instruction is

aligned with the MD CCSC.

N

44

Section B: Standards and

Assessments

Correlation

to

State Plan

Project

#

Timeline for

Year 4

Key Personnel Performance

Measures

Recurring

Expense: Y/N

c. Integrate aspects of the MD

CCSC in English I and II and

Algebra II while maintaining

alignment to HSA and the

current curriculum.

(B)(3)

1 October 1,

2013 –

September 30,

2014

Curriculum

Director

Key Curriculum

Supervisors

School

Leadership Team

QACPS implementation

written plan; additional

school implementation plans;

school-based training

evaluations.

Impact: Through

observations, it will be

evident that instruction is

aligned with the MD CCSC.

N

Goal 2: Communicate to all education stakeholders Maryland Common Core State Curriculum (MD CCSC) Transition Plans.

a. Share the transition plans for

implementation of the (MD

CCSC) with various

stakeholders.

(B)(3)

October 1,

2013 –

December 15,

2014

Superintendent

Director of

Curriculum

School

Leadership

Team

Transition plans are shared

and posted on district and

school websites, and MSDE

Blackboard. Agendas from A

& S, C& I, and specialists

groups, will indicate

participant’s knowledge of

transition plans.

N

b. Conduct professional

development related to

transition plans with school-

based personnel.

(B)(3)

October 1,

2013 –

September 30,

2014

13 School

Principals

Achievement of PD outcomes

will be reflected on feedback

forms. Through observation

and walk throughs, carry over

into classrooms will be

evident.

N

c. Update for 2013-2014, a brochure

that outlines transition to

Common Core for parents.

(B)(3) 1 June 1, 2014 –

August 1,

2014

Content

Supervisors

Item on parent climate survey

will measure parent

understanding of QAC transition

to MD CCSC.

N

45

Section B: Standards and

Assessments

Correlation

to

State Plan

Project

#

Timeline for

Year 4

Key Personnel Performance

Measures

Recurring

Expense: Y/N

d. Inform board members and

stakeholders of changes in

transition plans.

(B((3)

October 1,

2013–

December 15,

2014

Superintendent

Director of

Curriculum

13 School

Principals

Web master

Minutes from board meetings

will reflect level of

understanding of transition.

N

Goal 3: Participate in State and local efforts to create curricular documents (and assessments) in parallel format for all curricular areas

(including STEM)

a. Involve QACPS

representatives, when possible,

for State Level opportunities

with curriculum development

and assessments.

(B)(3)

1

October 1,

2013 –

September 30,

2014

(Meeting

dates

determined by

individual

State groups)

Curriculum and

Instruction

Supervisors

Selected Core

Content

Teachers/Special

ists

Summary sheets or reports

will be shared with content

supervisors and principals.

N

b. Utilize electronic resources

from the MD online curriculum

toolkit.

(B)(3) October 1,

2013 –

September 30,

2014

QACPS Central

Office

Representative

and school-

based personnel

Copies of lessons and units

will be modeled after

Maryland’s online

curriculum.

N

c. Participate in State STEM

initiative.

(B)(3) 1 October 1,

2013 –

September 30,

2014

(Meeting

Curriculum

Supervisors

Selected

Teachers

Summary sheets or reports

will be shared with STEM

facilitator.

N

46

Section B: Standards and

Assessments

Correlation

to

State Plan

Project

#

Timeline for

Year 4

Key Personnel Performance

Measures

Recurring

Expense: Y/N

dates

determined by

individual

State groups)

d. Refine implementation of MD

CCSC in Reading, Math,

STEM and Literacy.

(B)(3) October 1,

2013 –

September 30,

2014

Curriculum

Supervisors

Selected

Teachers

Feedback on observations and

walk throughs will indicate

degree to which MD CCSC is

being implemented.

N

e. Align existing county

curriculum with MD CCSC in

secondary RELA.

(B)(3) 1 October 1,

2013 – Sept.

30, 2014

Content

Supervisors

Teacher and

Content

Specialists

Selected

Teachers

Feedback on observations and

walk throughs will indicate

degree to which secondary

RELA MD CCSC is being

implemented

N

f. Develop county curriculum and

assessments modeled after the

modules of the Curricular

Management System and

PARCC.

(B)(3) 1 October 1,

2013 – June

30, 2014

Content

Supervisors

Teacher and

Content

Specialists

Selected

Teachers

County curriculum will mirror

the modules of available CMS

units and PARCC prototype

questions.

N

Goal 4:Implement transition and training plan for adoption of MD CCSC

a. Provide professional

development for all curricular

areas based on information from

EEA.

(B)(3) 1 October 1,

2013 – July 1,

2014

Leadership

Team

EEA Academy

Achievement of PD outcomes

will be reflected on feedback

forms. Through observation

and walk throughs, carry over

into classrooms will be evident.

N

47

Section B: Standards and

Assessments

Correlation

to

State Plan

Project

#

Timeline for

Year 4

Key Personnel Performance

Measures

Recurring

Expense: Y/N

Participants

Content

Supervisors

Teacher

Specialists

Reading/Math

Specialists

b. Provide timely feedback to

teachers who are implementing

the MD CCSC in their

instruction.

(B)(3) October 1,

2013–

September 30,

2014

Curriculum

Supervisors

School based

administration

School based

specialists

Evidence of feedback being

utilized will be noted in

follow up observations.

N

c. Design collaborative lesson

plans that integrate multiple

standards of the MD CCSC.

(B)(3) 1 October 1,

2013-April

30, 2014

Content

Supervisors,

Content and

Teacher

Specialists,

Classroom

Teachers

Lesson plans, lesson seeds,

activities reflect integration of

multiple standards.

N

d. Provide opportunities for teachers

to modify collaborative lesson

plans based on feedback.

(B)(3) 1 October 1,

2013-April 30,

2014

Content

Supervisor

Content and

A bank of well developed,

highly effective lessons will be

developed and posted to

N

48

Section B: Standards and

Assessments

Correlation

to

State Plan

Project

#

Timeline for

Year 4

Key Personnel Performance

Measures

Recurring

Expense: Y/N

Teacher

Specialists

Classroom

teachers

Curriculum Loft.

e. Provide professional

development on UDL across

the district.

(B)(3)

1 October 1,

2013 – April

30, 2014

Content and

Teacher

Specialists

Classroom

teachers

UDL Consultant

Lesson plans incorporate

UDL

strategies and practices.

Observations will note

inclusion of UDL strategies

and practices.

N

f. Embed UDL resources into

Curriculum Loft.

(B)(3) 1 October 1,

2013 –

January 30,

2014

Curriculum

Supervisors

Web master

UDL Consultant

Lesson plans incorporate

UDL

strategies and practices.

Observations will note

inclusion of UDL strategies

and practices.

N

g. Provide professional

development on the use of

Curriculum Loft and Edmodo

to promote collaboration and

the use of resources by QACPS

staff.

(B)(3) 1 October1,

2013 –

September 30,

2014

Curriculum

Supervisors

Director of

Curriculum

Technology

Dept

Feedback from PD will

indicate teacher understanding

of how to access Curriculum

Loft and Edmodo.

N

h. Implement Curriculum Loft

and Edmodo in all schools.

(B)(3) 1 October 1,

2013 – June

30, 2014

Curriculum

Supervisors

Technology

Department

Monitoring of Curriculum

Loft and Edmodo Groups will

assure utilization of resources.

Informal surveys will be

N

49

Section B: Standards and

Assessments

Correlation

to

State Plan

Project

#

Timeline for

Year 4

Key Personnel Performance

Measures

Recurring

Expense: Y/N

utilized to measure teacher

satisfaction.

i. Participate in the state

sponsored 2014 Educator

Effectiveness Academy.

(B)(3) Summer 2014 School

Leadership

Team

EEA Teacher

Teams

Director of

Instruction

Development of transition

plans that reflect EEA

activities will verify

participation.

N

j. Develop a new level transition

plan for year 4 following the

2014 Educator Effectiveness

Academy.

(B)(3) 1 July 1, 2014–

August 30,

2014

EEA Teacher

Teams

Leadership

Team

Director of

Instruction

Copies of Leveled Transition

Plans will provide a consistent

plan of action for all schools

in Queen Anne’s County.

N

Goal 5: Design a comprehensive assessment system that will improve classroom practices.

a. Update local stakeholders on

information related to

assessments.

(B)(3) October 1,

2013 –

September 30,

2014

Web Master

Curriculum and

Instruction

Question on Parent Climate

Survey reflects stakeholders’

understanding of assessments.

N

b. Revise current assessments

where available, to align with

(B)(3) 1 October 1,

2013 –

Content Performance on aligned

assessments will provide

N

50

Section B: Standards and

Assessments

Correlation

to

State Plan

Project

#

Timeline for

Year 4

Key Personnel Performance

Measures

Recurring

Expense: Y/N

MD CCSC and PARCC

frameworks.

September 30,

2014

Supervisors

Content and

Teacher

Specialists

Specified

Teachers

educators with information to

guide their instruction.

c. Develop assessments, which

are not available, to align with

MD CCSC and PARCC

framework.

(B)(3) 1 October 1,

2013 –

September 30,

2014

Content

Supervisors

Content and

Teacher

Specialists

Specified

Teachers

Performance on aligned

assessments will provide

educators with information to

guide their instruction.

N

d. Procure assessments as needed. (B)(3) 1 October 1,

2013 –

September 30,

2014

Content

Supervisors

Content and

Teacher

Specialists

Specified

Teachers

Performance on procured

assessments will provide

educators with information to

guide their instruction.

N

Goal 6- Ensure QACPS educators fully understand the PARCC and State assessments that are replacing the current assessment process.

a. Participate in the PARCC

Educator Leadership Cadre to

(B)(3) 1 October 1, QACPS

Representative

C & I and A & S agendas, as

well as electronic resources,

N

51

Section B: Standards and

Assessments

Correlation

to

State Plan

Project

#

Timeline for

Year 4

Key Personnel Performance

Measures

Recurring

Expense: Y/N

identify requirements of the

new summative assessments.

2013

September 30,

2014

(Meeting

dates set by

PARCC)

will reflect information shared

by our cadre member

b. Provide professional

development to QACPS

educators/administrators

regarding revised summative

assessments.

(B)(3)

1 June 2013 –

September 30,

2013

Director of

Curriculum

Content

Supervisors

Feedback forms from PD will

reflect a thorough knowledge

of revised summative

assessments.

N

Goal 7: Align the QACPS technology infrastructure to support the four components of the MSDE IIS (Instructional Improvement System,

Technology Infrastructure, Longitudinal Data System, and the Online Instructional Toolkit).

a. Monitor the progress of the

development of the

Instructional Technology

Infrastructure in Queen Anne’s

County.

(B)(3) October 1, 2013

– September

30, 2014

Coordinator of

Informational

Technology

Local

Accessibility

Coordinator

The number of work orders

related to network

connectivity will be reduced.

N

b. Analyze the technological

requirements for the online

data systems and PARCC

assessments.

(B)(3) October 1, 2013

– December 1,

2014

Coordinator of

Informational

Technology

Local

Accessibility

Coordinator

Completed gap analysis

indicates needs for

technological requirements.

N

52

Section B: Standards and

Assessments

Correlation

to

State Plan

Project

#

Timeline for

Year 4

Key Personnel Performance

Measures

Recurring

Expense: Y/N

c. Identify the hardware and

software components required

to successfully implement

MSDE IIS and PARCC

Assessments.

(B)(3) October 1, 2013

– December 1,

2014

Coordinator of

Informational

Technology

Local

Accessibility

Coordinator

Completed gap analysis

indicates needs for hardware

and software components.

N

d. Purchase required hardware

and software based on the

identification process listed

above.

(B)(3) 1 December 1,

2013 –

February 1,

2014

Coordinator of

Informational

Technology

Purchase orders reflect that

tech requirements have been

fulfilled for PARCC.

N

e. Provide professional

development opportunities to

enable teachers and leaders to

utilize the components of the

MSDE IIS that are available.

(B)(3) 1 March 1, 2014-

August 30,

2014

Spring/Summer

Coordinator of

Informational

Technology

Content

Supervisors

Local

Accessibility

Coordinator

Agenda/Rosters

Participants reflections

Increased use of IIS and

related systems. Observation

of participants successfully

utilizing MSDE IIS during

Professional Development.

N

Goal 8: Implement trans-disciplinary STEM-based standards of practice

a. Provide professional development

for QACPS teachers to implement

STEM standards of practice in

their instruction.

(B)(3) 1 October 1,

2013 –

September 30,

2014

Curriculum

Supervisors

Selected Teachers

Achievement of PD outcomes

will be reflected on feedback

forms. Through observation

and walk throughs, carry over

into classrooms will be

evident.

N

53

Section B: Standards and

Assessments

Correlation

to

State Plan

Project

#

Timeline for

Year 4

Key Personnel Performance

Measures

Recurring

Expense: Y/N

b. Develop STEM-Centric lesson

plans at all levels through

collaborative planning.

(B)(3) 1 October 1,

2013 –

September 30,

2014

Curriculum

Supervisors

Teacher

Specialists

Selected

Teachers

Lesson plans, lesson seeds,

activities reflect integration of

multiple standards.

A bank of STEM-Centric

lesson plans will be available

and stored on Curriculum Loft

for teacher use.

Goal 9: Expand STEM opportunities for teachers and students

a. Offer STEM Academy for high

school students, focusing on

minority and FARMS, ELL and

students with disabilities.

(B)(3) Summer 2014 STEM

Supervisor

Principals

Selected

Teachers

Rosters and attendance will

reflect increased enrollment

and academy completion of

under-represented populations

in STEM Academy.

N

b. Offer STEM Academy for

middle school students

focusing on minority and

FARMS, ELL and students

with disabilities.

(B)(3) Summer 2014 STEM

Supervisor

Principals

Selected

Teachers

Rosters and attendance will

reflect increased enrollment

and academy completion of

under-represented populations

in STEM Academy.

N

c. Offer STEM Academy for

elementary school students,

focusing on minority and

FARMS, ELL and students

with disabilities.

(B)(3) Summer 2014 STEM

Supervisor

Principals

Selected

Teachers

Rosters and attendance will

reflect increased enrollment

and academy completion of

under-represented populations

in STEM Academy.

N

d. Explore the expansion of

Project Lead the Way, Pre-

(B)(3) October 1,

2013 –

Middle School

Principals

Anticipated cost impact for

expansion of Project Lead the

N

54

Section B: Standards and

Assessments

Correlation

to

State Plan

Project

#

Timeline for

Year 4

Key Personnel Performance

Measures

Recurring

Expense: Y/N

Engineering, to middle school

and high school.

September 30,

2014

CTE Supervisor

Way and Pre-Engineering

courses will provide guidance

for feasibility.

e. Offer Bio-Medical Science and

Pre-Engineering at the high

school level.

(B)(3) October 1,

2013 –

September 30,

2014

CTE Supervisor Enrollment and successful

completion of Bio-Medical

Science and Pre-Engineering

courses

N

f. Encourage partnerships with

organizations that assist student

participation in STEM

opportunities.

(B)(3) Summer 2014 STEM

Supervisor

Enrollment and list of STEM

events will show increased

participation and

opportunities for students as

compared to 12-13.

N

g. Provide partnerships with

colleges that assist teachers to

participate in STEM

opportunities.

(B)(3) October 1,

2013–

September 30,

2014

STEM

Supervisor

Enrollment in STEM Cohort

continues to grow. College

partnerships in STEM

opportunities will increase in

2013-2014.

N

Goals to be sustained after RTTT:

Goal 1: Implement Maryland Common Core State Curriculum (MD CCSC)

Goal 2: Communicate information to all education stakeholders Maryland Common Core State Curriculum (MD CCSC) and PARCC

Assessments

Goal 5: Implement comprehensive assessment system that will improve classroom practices.

Goal 6: Ensure QACPS educators fully understand the PARCC and State assessments.

Goal 7: Utilize State aligned formative assessment tools to determine if students are college and career ready

Goal 8: Ensure alignment of the QACPS technology infrastructure to support the four components of the MSDE IIS (Instructional

Improvement System, Technology Infrastructure, Longitudinal Data System, and the Online Instructional Toolkit)

Goal 9: Implement trans-disciplinary STEM-based standards of practice.

Goal 10: Expand STEM opportunities for teachers and students

55

Elementary and Secondary Education Flexibility

Accountability

Maryland remains committed to addressing significant gains and progress, in addition to

proficiency, for all students. Maryland’s new accountability structure has three prongs. The first

is the identification of Priority, Focus, and Reward schools. The second is driven by the results

of each subgroup’s performance on the ambitious, but achievable, annual measureable objectives

(AMOs). The third is the development of the School Progress Index that addresses progress on

achievement, closing the achievement gap, and student growth, or preparing students to be

college and career ready.

QUEEN ANNE’S COUNTY DOES NOT HAVE ANY SCHOOLS THAT HAVE BEEN

DESIGNATED AS REWARD SCHOOLS

2013 Annual Measurable Objectives (AMOs)

Annual Measurable Objective targets are unique to specific schools and subgroups; schools are

striving to meet their individual targets to support the achievement of all students while closing

the achievement gap and decreasing the number of non-proficient students. Through Maryland’s

ESEA Flexibility Request, each Maryland school will reduce its percent of non-proficient

students for each of its subgroups and overall by half in six years (2017).

LEA Level AMO Analysis for Reading and Mathematics:

*Data tables (2.1 – 2.2.)

1. Based on available trend data, describe the challenges in Reading/Language Arts.

In your response, identify challenges in terms of subgroups.

Elementary School Reading

Over the last three years, QACPS has maintained the percentage of students scoring proficient or

higher on MSA Reading at 94%; however, the percentage of students scoring advanced, 43.1%,

has remained static. We continue to be challenged by performance of subgroups. Though 79.8%

of special education students scored proficient or higher on MSA in 2013, there continues to be a

14.5 percentage point gap between the aggregate and special education population. The gap

between the aggregate and all other subgroups widened this year. There was a 14.6 percentage

point gap between the aggregate and the African American population, an increase of 3.1

percentage points; and there was a 12.1 percentage point gap between the aggregate and FARMs

population, an increase of 6.5 percentage points. This increase might be attributed to QACPS’s

transition to MD CCSC.

Middle School Reading/Language Arts

This year QACPS saw a slight decline in students’ MSA proficiency from 91.7% in 2012 to

90.6% in 2013. The gap between African American students and the aggregate in 2013 is 23.7

percentage points, between Special Education and the aggregate is 31.3 percentage points, and

56

between FARMS and the aggregate, 16 percentage points. Prior to this year, our schools were

making gains in proficiency across the board. This year, teachers implemented the MD CCSC,

and our performance was impacted.

Queen Anne’s County transition to the MD CCSC, creates a misalignment with the Maryland

School Assessments. The lack of alignment between instruction and local/state assessments

creates challenges for our schools and our system, particularly with subgroups. Further, as our

state moves toward full implementation of the MD CCSC, the Modified MSA has been pulled

from the cadre of Special Education assessments. The lack of educators trained to deliver

interventions with fidelity continues to be a concern.

2. Describe the changes or adjustments that will be made to ensure progress and

include timelines where appropriate. Include a description of corresponding

resource allocations.

(LEAs should include funding targeted to changes or adjustments in staffing,

materials, or other items for a particular program, initiative, or activity. The LEA

should explain the source of the funding as restricted or unrestricted. If the source is

restricted IDEA, Title I or ARRA funding – include the CFDA number, grant name,

and the attributable funds. Otherwise, identify the source as unrestricted and include

attributable funds.)

Elementary School Reading

Overall, our students continued to make progress, even with the transition to the MD CCSC. We

will use best practices such as examination of student work, collaborative lesson design, and

analysis of data, during data days which are included in this year’s calendar. We will use a menu

of reading interventions for both decoding and comprehension. These include Leveled Literacy,

Fundations, LiPs, SOAR, Corrective Reading, Visualizing and Verbalizing, and the web-based

intervention iREADY (local funds). Since it is web-based, Reading Specialists are able to

enhance their program to allow for multiple interventions to be offered simultaneously in the

same classroom to more effectively address the reading needs of all students.

Reading Specialists will continue to provide and oversee interventions and to be a resource to the

classroom teachers. The Reading Specialists will function as school-based resources for

professional development as the system fully implements the Maryland Common Core State

Curriculum for Reading and Language Arts through the Elementary Reading/Language Arts

transition plan developed after the EEA. As the year continues, Curriculum Loft will be utilized

to more effectively share quality and aligned lesson resources with all teachers.

Middle School Reading/Language Arts

Even though gaps exist between the aggregate and various student populations, middle school

students identified within these groups are still making steady progress. Therefore, QACPS will

continue to utilize the most successful major initiatives: data-driven instruction, examination of

student work, collaborative lesson design, research-based interventions, and job-embedded

professional development. In all district middle schools, identified at risk students who require

additional support are assigned to research-based interventions in addition to the regular

57

Reading/Language Arts class. Moreover, three of four middle schools implement daily, separate

reading and language arts classes. Thus, both the critical skills of reading and writing receive

focused instructional attention. Our top performing middle school has been employing this

schedule for six years and as other schools have observed their achievement, they have moved to

this model. Three of our four middle schools will continue to utilize this model in 2013-2014.

As soon as funding is available, the fourth middle school will move to this model as well. In

July of 2013, our lowest performing middle school filled an 8th

grade Language Arts (LA)

position with a highly qualified teacher; the LA classes were previously taught by staff who were

teaching out of their content area.

In addition teachers, specialists, and administrators are writing Student Learning Objectives

based on subgroup data.

3. Based on available trend data, describe the challenges in Mathematics. In your

response, identify challenges in terms of subgroups.

*Data tables (2.4 – 2.5)

Elementary Math

The achievement level reached by QACPS during 2012 – 2013 school year reflects a

misalignment between the MSA testing program and the Common Core curriculum that is

instituted in grades Pre-Kindergarten through Grade 5. As a result QACPS dipped from number

1 in the state to 13th

in the state in the area of Elementary Math. In the three years leading up to

our transition to the Common Core our data has shown growth among the aggregate – 93.9% in

2010, 93.3% in 2011, and 95.6% in 2012. However, in 2013, 85.9% of our elementary students

achieved at the proficient or advanced level, a 9.7 point decrease. Concurrently, there is a

positive trend with students achieving at the advanced level in the years leading to the MD

CCSC transition – 45% in 2010 & 2011, and 51.8% in 2012. In 2013, 19.8% of our elementary

students achieved at the advanced level.

The transition to the MD CCSC has created many challenges for our math program. In 2013, we

saw a significant drop in achievement according to MSA results. However, this drop is

misleading. During the 2012-2013 school year, we fully implemented the MD CCSC, choosing

not to follow the Maryland State Curriculum. As a district we chose to address the math skills

needed leading to a successful implementation of the MD CCSC. We will continue to identify

the gaps in our mathematics curricula as we strive to improve student achievement.

The MSA data shows an increase in achievement gaps among our subgroups. During the past

school year, 55.8% of Special Education students scored proficient. Unfortunately, this resulted

in an achievement gap of 30.1 points. Between FARMs and the aggregate, there is a 13.4 point

gap. Additionally, there is a 25.7 point gap between our African American students and the

aggregate and a 26.9 point gap between our ELL students and the aggregate.

QACPS will continue its efforts this year (2013-2014) in identifying and addressing individual

student needs at the primary level, especially those with special needs.

58

Middle Math

The achievement level reached by QACPS during 2012 – 2013 reflects a misalignment between

the MSA testing program and the Common Core curriculum that is instituted in grades 6 through

8. As a result QACPS dipped from number 7 in the state to 17th

in the state in the area of Middle

School Math. In the years leading up to our transition to MD CCSC the QACPS aggregate has

demonstrated a positive increase in achievement scores (83.1% in 2010, 85.0% in 2011, and

86.5% in 2012). However, in 2013, 71.7% of our middle school students achieved at the

proficient or advanced level, a decrease of 14.8 points. Concurrently, there was a positive trend

for our students achieving at the advanced level (31% in 2010, 36% in 2011, and 37% in 2012)

in the years leading to the transition to MD CCSC. In 2013, 17.5% of our middle school student

achieved at the advanced level.

The transition to the MD CCSC has created many challenges for our middle school math

program. In 2013, we saw a significant drop in achievement according to MSA results.

However, this drop is misleading. During the 2012-2013 school year, we fully implemented the

MD CCSC in grades 6 and 7, and partially in grade 8, choosing not to follow the Maryland State

Curriculum. As a district we chose to address the math skills needed leading to a successful

implementation of the MD CCSC. We will continue to identify the gaps in our mathematics

curricula as we strive to improve student achievement.

The MSA data shows an increase in the achievement gaps among our subgroups. During the

past school year, 30.3% of Special Education students scored proficient. Unfortunately, this

resulted in an achievement gap of 41.4 points. Between FARMs and the aggregate, there is a

15.1 point gap. Additionally, there is a 26 point gap between our African American students and

the aggregate, and a 38.4 point gap between our ELL students and the aggregate.

4. Describe the changes or adjustments that will be made to ensure progress and

include timelines where appropriate. Include a description of corresponding

resource allocations. (LEAs should include funding targeted to changes or

adjustments in staffing, materials, or other items for a particular program, initiative, or

activity. The LEA should explain the source of the funding as restricted or

unrestricted. If the source is restricted IDEA, Title I or ARRA funding – include the

CFDA number, grant name, and the attributable funds. Otherwise, identify the source

as unrestricted and include attributable funds.).

Overall for Elementary and Middle Math

Despite our curricular misalignment to the MSA and resulting decrease in MSA scores,

students are making progress in becoming mathematically proficient students. Our transition

to MD CCSC has motivated better instruction targeting increased focus on conceptual

understanding, rigor, and coherence.

Teachers in all grade bands will continue to examine the data of cohort students as they move

from grade to grade. This year, QACPS will focus on the wider and more consistent analysis of

pretest and posttest data to gives teachers a clearer diagnostic picture of addressing student

59

needs. During the summer of 2013, the QACPS Mathematics Department created Critical

Content Cumulative Assessments (CCCA) for all courses Kindergarten through 8th

Grade. The

CCCA’s will provide teachers with an effective tool to assess the most critical content in their

grade level. Additionally, the Mathematics Team created Unit Assessments for each unit in K-

8. Continued efforts on writing collaborative lesson plans both at the school-based level and

district level will be emphasized. Leadership team Learning Walks will continue to be the

primary tool in identifying areas of strength and weakness. Additionally, increased focus on the

dialogue between co-teachers and regular classroom teachers will assist them in providing the

most effective instruction in the classroom.

Math Specialists will continue to be the primary school-based resource for math teachers. They

will continue to oversee the school-based intervention programs. Math Specialists will function

as school based resources for professional development as our system continues our transitions

to the Maryland Common Core State Standards for Pre-Kindergarten – Grade 8. On a regular

basis, math specialists will meet with teachers to discuss summative assessment data resulting

from the CCCA’s, Unit Assessments, and the grade level Benchmarks. QACPS calendar allows

several half days dedicated to the examination of student work and data analysis. From

assessment data, students are identified for interventions and their progress monitored on a

regular basis.

Curriculum Loft is being utilized to more effectively share quality and aligned lesson resources

with all teachers.

Funds from the Race to the Top Grant were used to create the CCCA’s and Unit Assessments.

All other initiatives in elementary and middle school math will be supported through local

funds.

Elementary Math

The district will continue to employ strategies that have proven to be successful at the

elementary level, which include collaborative lesson design, examining student work, utilizing

data in making informed decisions about instruction, and the use engagement strategies.

Additionally, QACPS teachers will participate in high quality professional development that

enhances individual content knowledge while teaching strategies to create a student-centered

classroom. QACPS will continue to utilize a menu of math interventions when targeting student

subgroups. These interventions include: Moving with Math, Moving with Math Extensions,

Understanding Math, Focus Math, Do the Math, and Math Triumphs. Several schools are also

piloting online based programs such as Dreambox, i-Ready, and ALEKS.

For the 2013-2014 school year, QACPS will have a full-time Math Specialists dedicated to all

Elementary schools. The district seeks to improve the walk-through process by increasing the

quality of feedback provided to the school and individual teacher. As the school system

continues the implementation of the MD CCSC, it will increase principal effectiveness by

providing focused professional development on the MD CCSC & proven mathematical

instructional practices. As Maryland transitions to PARCC, professional development will be

provided to increase understanding and awareness of the next generation of assessments.

60

QACPS will continue to offer job-embedded professional development by Math specialists on

collaborative lesson planning which will focus on effective instructional strategies to meet the

needs of all students. Additionally, the district will provide training to teachers emphasizing the

concrete-pictorial-abstract instructional approach, problem structures, and problem-solving

strategies. Additionally, strategies to support the Standards of Mathematical Practice will be

emphasized. Through monthly meetings, Math specialists will be provided professional

development and updates about the Math Program. The EEA transition plan is the document that

describes our professional development program in the area of elementary mathematics.

Middle Math

The district will continue to employ strategies that have proven to be successful at the middle

school level which include, collaborative lesson design, examining student work, utilizing data in

making informed decisions about instruction, and the use of engagement strategies. During the

2013-2014 school year, QACPS will continue to utilize online programs ALEKS and i-Ready as

primary intervention tools. The use of these online programs will allow Math Specialists and

intervention teachers greater ease in providing instruction targeted at the needed concepts as

identified from summative assessment data.

The challenges continue for increasing math proficiency for all students, especially for special

education, economically disadvantaged, and African American students.

QACPS continues to see an increase in the number of struggling learners after students enter 6th

grade. Our transition to the MD CCSC for all middle school math courses will be difficult as we

struggle to align our resources and textbooks to the new curriculum. QACPS commitment to

finding innovative ways to schedule intervention time for students during the regular school day

has resulted in the revision of master schedules to allow for interventions on a daily basis.

QACPS will continue to deliver high quality, job-embedded professional development by our

Math Supervisor and Math Specialists throughout the year with a focus on collaborative lesson

planning, which will incorporate the key elements of effective mathematics lessons. QACPS will

also seek to improve the co-teaching model across schools through job-embedded staff

development by instructional specialists which will assist staff in identifying the proper

interventions for targeted student subgroups. Two of the four middle schools will be participating

in the School Wide Integrated Framework for Transformation (SWIFT).

Teachers will continue to receive job-embedded professional development through the school

based Math Specialists. Areas that will be addressed during the 2013-2014 school year include

close examination of the Standards of Math Practice, instructional strategies to enhance a

student-centered approach to math, collaborative lesson planning, emphasis on a concrete-

pictorial-abstract instructional approach, use of problem structures and problem solving

strategies, use of mathematical modeling, technology training, and increased resources to assist

teachers in providing appropriate materials for students with diverse needs, integration of the

Universal Design of Learning structures, and resources within the co-teaching and co-planning

models.

61

Science

1. Based on available trend data, describe the challenges in science for grades 5 and

8. In your response, identify challenges in terms of subgroups.

*Data tables (2.7 – 2.8)

Grade 5 MSA Data There was a steady increase in QACPS grade 5 Science MSA, aggregate score between 2010

(82.8%), 2011 (83%), and 2012 (87%). While other subgroups showed a significant increase in

the gap, the gap between FARMs students and the aggregate did not increase significantly

(FARMs: 12% to 14.8% point variance). For grade 5, the 2013 aggregate’s proficient/advanced

scores of 78.4% show a decrease of 8.1 percentage points. When comparing the 2012 data to

2011 data, the 2012 subgroup data shows an increase in the gap for African American (10% to

33% point variance), and Special Education (27% to 45.1% point variance). For grade 5 the gap

between the aggregate and African American (23% to 38.9% point variance) grew significantly.

Grade 8 MSA Data QACPS grade 8 Science MSA, aggregate proficiency scores showed an increase in 2012 (84.9%)

as compared to 2011 scores (84.0%). When comparing the data of 2012 to 2011, the 2012

subgroup data showed only a small increase in the gaps for FARMs and Special Education;

FARMs (14% to 16.4% point variance ), and Special Education (29% to 30.2% point variance).

The grade 8 gap between the aggregate and the African American subgroup grew significantly

(23% to 38.9% point variance).

Challenges: Our challenge is to close the gap between the aggregate and the subgroup

population for grade 5 and grade 8. When comparing the gaps between the aggregate and the

subgroup populations (African American and Special Education) there was a significant increase

in the gaps.

Professional development activities will be a challenge. It has been difficult to find time to

provide professional development activities in science when teachers are encompassed with

learning many new educational shifts such as the Common Core RELA, Math, Disciplinary

Literacy, STEM and now the Next Generation of Science Standards. There will be a need for

collaboration among the science, reading and social studies supervisors when preparing for PD

that is multidisciplinary.

2. Describe the changes or adjustments that will be made to ensure sufficient progress.

Include a discussion of corresponding resource allocations and incorporate timelines

where appropriate. (LEAs should include funding targeted to changes or adjustments

in staffing, materials, or other items for a particular program, initiative, or activity.

The LEA should explain the source of the funding as restricted or unrestricted. If the

source is restricted IDEA, Title I or ARRA funding – include the CFDA number, grant

name, and the attributable funds. Otherwise, identify the source as unrestricted and

include attributable funds.)

62

Grade 5 MSA Science

There will be an increased focus on identifying the critical content knowledge and inquiry-based

skills that students will need to be successful on the Science MSA, especially minorities, special

education and FARMs. Teachers in grades 4 and 5 shall collaboratively review the alignments

of instruction, assessment content, and ways of assessing students to the MSC for Science, MD

CCSC, Literacy Standards for Science, and STEM. The teachers will collaborate in evaluating

teacher-made assessments for rigor, effectiveness in design, critical content knowledge and

inquiry-based skills. Teachers will receive feedback on program implementation via learning

walks conducted by the content supervisor. There will be a collaborative effort to periodically

track subgroup student achievement on teacher developed measures as they prepare to take the

Science MSA. The length of time that students are pulled out of science for reading and math

interventions should be minimized. This will be done with the integration of science literacy as a

key practice. The teachers will use the 5E Lesson Model (engage, explore, explain, elaborate

and evaluate) for science instruction when developing lessons. The teachers will be presented

research based strategies used to address the educational needs of minorities, special education,

and FARMs students.

Teachers will participate in professional development activities that will encompass

differentiated instruction, a focus on literacy, informational scientific text, and inquiry-based

learning. Fourth and fifth grade students will learn how to apply appropriate reading strategies

when reading informational and complex science text. Teachers will develop rigorous science

instructional activities that will engage students in performance based learning. As the year

continues, Curriculum Loft will be utilized to more effectively share quality and aligned lesson

resources with all teachers.

The source of funding for professional development activities is in the local school budget.

STEM education is funded by the STEM grant which is in its last year of funding (2013).

Grade 8 MSA Science

During the 2013-2014 school year, QACPS science curriculum will be aligned to the Next

Generation Science Standards.

QACPS will develop rigorous 5E model instructional lessons, benchmark assessments and end-

of-course assessments that are aligned with the MSC for science. The Science program will also

begin to integrate the Common Core Literacy Standards and STEM Standards of Practice. As a

result of the data analysis and teacher input, the district will focus on teaching students to master

the essential skills in science and engineering. Additionally, QACPS will incorporate reading

strategies, focus on science vocabulary, data analysis, and scientific related mathematical skills.

With the development of student learning objectives (SLOs) by teachers, the focus will shift to

identifying and understanding the critical skills and knowledge that students will need to be

successful on the Science MSA and preparing them to be ready for college and/or a career after

graduating from high school. The teachers will consistently review students’ work that is

formative and summative to monitor their achievement progress. Teachers will receive feedback

on program implementation via learning walks conducted by the content supervisor. There will

be a shared approach in identifying, developing, and using instructional strategies that are

63

research based to ensure an improvement in student achievement on the Science MSA. Also

teachers will review the alignment of their instructional practices, teacher-made written

formative and summative assessments, and methods of assessing MSC Science Standards, MD

CCSC, and Literacy Standards for Science, and STEM. The teachers will evaluate their

assessments for rigor, effectiveness in design, critical content knowledge required and inquiry-

based learning strategies. As the year continues, Curriculum Loft will be utilized to more

effectively share quality and aligned lesson resources with all teachers.

Teachers will participate in professional development activities that will encompass

differentiated instruction, a focus on literacy, informational scientific text, and inquiry-based

learning. The teachers will be presented research based strategies used to address the

educational needs of subgroups.

The source of funding for professional development activities is in the local school budget.

STEM education is funded by the STEM grant which is in its last year of funding (2013).

Social Studies

Section 5-401(c)(8), Education Article of the Annotated Code of Maryland requires local

education agencies to provide a description of how they plan to ensure and measure the

academic proficiency of students in social studies, science, math, reading and language.

1. In the 2012 Master Plan, school systems developed goals, objectives, timelines, and

methods for measuring progress toward the goals. Based on available data, please

identify any challenges to attaining the stated goal.

SEE TABLE BELOW

2. Describe the changes or adjustments that will be made, along with the

corresponding resource allocations to ensure sufficient progress. Include timelines

where appropriate. (LEAs should include funding targeted to changes or adjustments

in staffing, materials, or other items for a particular program, initiative, or activity.

The LEA should explain the source of the funding as restricted or unrestricted. If the

source is restricted IDEA, Title I or ARRA funding – include the CFDA number, grant

name, and the attributable funds. Otherwise, identify the source as unrestricted and

include attributable funds.)

SEE TABLE BELOW

64

Goals Objectives and

Implementation

Strategies

Timeline Methods for

Measuring

Progress Toward

Meeting Goals

and Objectives

Success/Challenges

Elementary

Implementation of

Social Studies and

Common Core

Standards

To implement and

embed Common

Core Reading and

Writing into Social

Studies content.

To incorporate more

historical

investigations,

inquiry based

lessons, problem

solving and project

based lessons in 3-5

Social Studies

Ongoing

SY 2013-

2014

Teacher

Observations

Program Walk

Throughs

Collaborative

Lesson

Planning

Teachers using

new reading

materials to

incorporate

MSC standards

and CCSS

ELA.

Most elementary

schools have created a

separate Social

Studies block of time

to teach Social

Studies skills and

content within the

limits of the Maryland

State Content

Standards

By not giving Social

studies enough time in

Elementary schools it

becomes challenging

teach the reading,

analyzing and use of

primary documents as

described in the

CCSS.

There needs to be

allocated time to teach

the true content of

social studies and

prepare students for

more rigorous and

engaging topics. This

includes analysis of

primary source

documents, as

prescribed in the

History/Social Studies

Disciplinary Literacy.

Social Studies

instruction is

considered part of the

reading block and

may not be given the

sufficient time for

students to interact

with history and

documents.

65

Goals Objectives and

Implementation

Strategies

Timeline Methods for

Measuring

Progress Toward

Meeting Goals

and Objectives

Success/Challenges

Middle School

implementation of the

Maryland State

Curriculum Standards

and the Common Core

Literacy Standards

To embed Common

Core Literacy

Standards into the

Social Studies

Maryland State

Curriculum.

To incorporate more

historical

investigations,

inquiry based

lessons, problem

solving and project

based lessons in 6-8

Social Studies

To embed deliberate

links in the Middle

School curriculum

guides from the

Government CLG

To integrate

Common Core

Literacy Standards

through trade books,

non-fictional

reading and primary

sources

Ongoing

SY 2013-

2014

Teacher

Observations

Program Walk

Throughs

Collaborative

Lesson

Planning

Rewriting and

editing

Curriculum

documents to

ensure

alignment with

Common Core

Literacy

Standards

Creating new

assessments to

measure Social

Studies Content

from the MSC

as well as

reading and

writing.

Administration of

local Assessments on

a semester basis

assess content

knowledge as well as

the basic social

studies skills to

support student

success on future

social studies

assessments.

During the SY 2013-

2014 we will be

designing common

end of unit

assessments to

regularly inform

teachers about the

students’ mastery of

content knowledge.

Administration of

formal writing

assignments such as

Document Based

Questions and

Constructed Response

questions inform

students and teachers

about future success

in social studies and

other Disciplinary

Literacy areas.

High School

implementation of the

Maryland State

Curriculum Standards

and the Common Core

Literacy Standards

To embed Common

Core Literacy

Standards into the

Social Studies

Maryland State

Curriculum.

To incorporate more

historical

investigations,

Ongoing

SY 2013-

2014

Teacher

Observations

Program Walk

Throughs

Collaborative

Lesson

Planning

Rewriting and

editing

Curriculum

Administration of

local Assessments on

a semester basis

assess content

knowledge as well as

the basic social

studies skills to

support student

success on future

social studies

66

Goals Objectives and

Implementation

Strategies

Timeline Methods for

Measuring

Progress Toward

Meeting Goals

and Objectives

Success/Challenges

inquiry based

lessons, problem

solving and project

based lessons in 9-

12 Social Studies

To utilize the World

History On Line

Course

To ensure the

alignment of the

Government Course

to the Core Learning

Goals in preparation

of the upcoming

High School

Assessment as a

graduation

requirement

documents to

ensure

alignment with

Common Core

Literacy

Standards

Creating new

assessments to

measure

reading and

writing as well

as Social

Studies Content

assessments.

Administration of

formal writing

assignments such as

Document Based

Questions and

Constructed Response

questions inform

students and teachers

about future success

in social studies and

other Disciplinary

Literacy areas.

Social Studies Clarifying Question:

What funding is targeted for changes and adjustments in staffing and other materials?

In Social Studies we have been working diligently to embed Disciplinary Literacy

requirements that are aligned with the Common Core Standards for History and Social

Studies. Social Studies teachers and the Supervisor of Instruction have been working on this

alignment and embedding the Disciplinary Literacy resources since last school year. We will

continue this effort during this school year by using Race to the Top funds. These funds are

available for Social Studies departments to work on ensuring that rigorous alignments to the

Common Core are present.

Social Studies teachers have met on many occasions during the school year and throughout

the summer to create curriculum guides that are aligned with Common Core Disciplinary

Literacy as well as the historical content, economics, geography and the social history that is

necessary to ensure a well-rounded Social Studies curriculum. On these occasions, we used

Local Professional Development funds to create the curriculum guides that align with the

Maryland State Curriculum in Social Studies, to develop Historical Investigations and to

develop writing and research opportunities that will be embedded in the curriculum.

67

English High School Assessment

1. Based on available trend data, describe the challenges in English. In your response,

identify challenges in terms of subgroups.

*Data table (2.3)

Challenges The gap for all Special Education students tested grew last year from 37.9% in 2011 to

41.4% in 2012 and also for African American students from 24.6% in 2011 to 27.8% in

2012. Our FARMs population demonstrated a significant reduction in the gap from

26.2% in 2011 to 18.2% in 2012. Over the last four years, subgroup membership was at

its highest in 2012 for Special Education, African American, and FARMS student groups.

The challenges with our subgroups are ongoing, and with populations increasing, our

schools will need to be vigilant in examining the progress of and providing support to

individual students.

2. Describe the changes or adjustments that will be made to ensure sufficient progress.

Include a discussion of corresponding resource allocations, and incorporate

timelines where appropriate. (LEAs should include funding targeted to changes or

adjustments in staffing, materials, or other items for a particular program, initiative, or

activity. The LEA should explain the source of the funding as restricted or

unrestricted. If the source is restricted IDEA, Title I or ARRA funding – include the

CFDA number, grant name, and the attributable funds. Otherwise, identify the source

as unrestricted and include attributable funds.)

This year, a key piece for improvement will be the ongoing monitoring of all students in

subgroups. Schools will closely examine the progress of each individual student. As a

system, we are studying the student achievement data of the middle schools which feed

the two high schools and are identifying methods of improving student performance.

Opportunities for collaboration among school reading specialists will take place monthly.

This year, the high schools will implement a year-long English I option for identified

students to pre-load skills and maximize success on the HSA in grade 10. We will also

continue to implement READ 180 for identified students.

The QACPS 2013-2014 school calendar once again provides for partial day “data” days

during which teachers have allocated time to examine data on student performance and to

examine student work. Additionally, some schools will utilize the Student Achievement

Monitoring (SAM) meetings with leadership teams, classroom teachers, and special

educators to discuss and monitor student performance with a focus on special education

and African-American students. Other schools will be focusing on strengthening shared

responsibility between co-teachers. All schools will be following the recommendations

for instructional shifts from the Educator Effectiveness Academy.

As the year continues, Curriculum Loft will be utilized to more effectively share quality

and aligned lesson resources with all teachers.

68

Based on the examination of 2012 High School Assessment Test Participation and

Status results for English:

*Data tables (3.1, 3.2, 3.3)

1. Identify any additional challenges that are evident.

By 11th

grade, the African American subgroup pass rate on the English HSA has

increased by 24.2 percent, the Special Education subgroup pass rate increased by 34.2%,

and the FARMS subgroup pass rate increased by 17%. Success on the English HSA for

the majority of students in these groups is happening a year later than their peers. We

need to focus on HSA success for first time test takers.

2. Describe what, if anything, the school system will do differently than in past years to

address the challenges identified. Include a discussion of corresponding resource

allocations. (LEAs should include funding targeted to changes or adjustments in

staffing, materials, or other items for a particular program, initiative, or activity. The

LEA should explain the source of the funding as restricted or unrestricted. If the

source is restricted IDEA, Title I or ARRA funding – include the CFDA number, grant

name, and the attributable funds. Otherwise, identify the source as unrestricted and

include attributable funds.)

This year, the high schools will implement a year-long English I option for identified

students to pre-load skills and maximize success on the HSA in grade 10. We will also

implement READ 180 for identified students.

Algebra/Data Analysis

*Data table (2.6)

1. Based on available trend data, describe the challenges in Algebra/Data Analysis. In

your response, identify challenges in terms of subgroups.

The subgroup in which QACPS continues to struggle with is special education.

Over the past 4 years, QACPS has shown growth among the aggregate on the

Algebra/Data Analysis HSA – 90.5% in 2009, 91.7% in 2010, 91.8% in 2011, and 94.8%

in 2012.

Despite these successes, we continue to be challenged by the performance of our

subgroups and the resulting achievement gaps. The HSA data for the special education

subgroup indicates a positive trend – 38.6% in 2009, 50% in 2010, 54.1% in 2011, and

63.3% in 2012. However, this still results in achievement gaps of 51.9 points in 2009,

41.7 points in 2010, 37.7 points in 2011, and 31.5 points in 2012. The most current data

indicates a 10.7 point gap between FARMs and the aggregate and a 9.4 point gap

between African American students and the aggregate. As a result, QACPS will utilize

targeted interventions for those students considered at risk. Identified students will be

closely monitored through communication with parents, special education case managers,

69

and support personnel. Technology programs which effectively support the Algebra

program will also be reviewed for use with students who require additional assistance.

The transition to the MD CCSC in Grade 8 and Algebra will occur during the 2013-2014

school year. This transition will certainly impact HSA data since the content of the

Common Core Algebra I course is not aligned with the content on the Algebra I / Data

Analysis HSA. During this school year we will address the shifts in the curriculum,

maximizing student success on the HSA.

2. Describe the changes or adjustments that will be made to ensure sufficient progress.

Include a discussion of the corresponding resource allocations and incorporate

timelines where appropriate. (LEAs should include funding targeted to changes or

adjustments in staffing, materials, or other items for a particular program, initiative, or

activity. The LEA should explain the source of the funding as restricted or

unrestricted. If the source is restricted IDEA, Title I or ARRA funding – include the

CFDA number, grant name, and the attributable funds. Otherwise, identify the source

as unrestricted and include attributable funds.)

QACPS will identify students for targeted interventions. Identified students will be

monitored closely through communication with parents, special education case

managers, and support personnel. Longitudinal data from grade level Benchmark

Assessments, Critical Content Cumulative Assessments, and Unit Summative

Assessments will be kept from grade 6 to present, to assist in determining gaps in Math

education of the individual student. Longitudinal data is stored on our data warehouse

system, Performance Matters.

At one high school Professional Learning Communities for Algebra will meet once a

week to discuss strategies, activities, and provide professional development on

differentiation. These meetings will include the Special Education/Co-teacher,

paraprofessionals, and a Special Education Specialist. Targeted students will be

periodically pulled from non-core classes to receive remediation services from an

identified Math educator in specifically identified areas of deficiency.

At the other district high school, based on the results of the HSA, students will be placed

into seminar courses or year-long sections of Algebra and provided with remediation for

specifically identified concepts. Seminar I classes will be incorporated during the school

day for 10th and 11th grade students who have yet to achieve proficiency on the High

School Assessment. Twelfth-grade students who have yet to meet this requirement will

be enrolled in a Seminar II course to complete their Bridge program while also preparing

to retake the assessment.

QACPS will continue to provide supplemental resources, including the public release

items in electronic format by indicator, and MDK12.org mini-assessments re-configured

for formative assessments. Teachers will continue to effectively implement instructional

strategies of the Key Elements for Algebra Success (KEAS) program. All initiatives are

being covered by local funds.

70

Students at the middle school level, who do not pass the High School Assessment in

May, will be given the opportunity for remediation and retesting during the July testing

administration.

Based on the examination of 2012 High School Assessment Test Participation and

Status results for Algebra/Data Analysis:

*Data tables (3.4, 3.5, 3.6)

1. Identify any additional challenges that are evident.

While 94.8% of students were successful on the Algebra/Data Analysis HSA, QACPS

continues to struggle with our subgroup populations. Our biggest achievement gap

occurs with our special education subgroup. While we have made progress, the district

has not been successful in significantly closing this achievement gap.

QACPS continues to face the challenge of scheduling research based interventions within

the block schedule of the students. District high schools continue to search for effective

methods of scheduling interventions for students during the 4 period day. Additional

personnel are needed to provide intervention services.

2. Describe what, if anything, the school system will do differently than in past years to

address the challenges identified. Include a discussion of corresponding resource

allocations. (LEAs should include funding targeted to changes or adjustments in

staffing, materials, or other items for a particular program, initiative, or activity. The

LEA should explain the source of the funding as restricted or unrestricted. If the

source is restricted IDEA, Title I or ARRA funding – include the CFDA number, grant

name, and the attributable funds. Otherwise, identify the source as unrestricted and

include attributable funds.)

856 out of 857 students (99.88%) of students enrolled in QACPS participated in the HSA

– Data Analysis Exam. All initiatives are being covered by local funds.

Biology

1. Based on available trend data, describe the challenges in Biology. In your response,

identify challenges in terms of subgroups.

*Data table (2.9)

Over the past 3 years, QACPS has shown consistency among the aggregate, first time test takers

on the Biology HSA – 83.6% in 2010, 86.6% in 2011, 86.8% in 2012, and 86 % in 2013. When

comparing the data of 2012 to 2011, the 2012 subgroup data shows a significant decrease in the

gap for African American students (29.5% to 20.1% point variance). There was little increase

for FARMs (12.3% to 13.3% point variance), and Special Education (29.5% to 29.7% point

variance).

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Our challenge is to close the gaps between the aggregate and the subgroups, and provide teachers

with best practices and professional development opportunities that will enable them to help

subgroups’ performance.

2. Describe what, if anything, the school system will do differently than in past years

to address the challenges identified. Include a discussion of corresponding resource

allocations. (LEAs should include funding targeted to changes or adjustments in

staffing, materials, or other items for a particular program, initiative, or activity. The

LEA should explain the source of the funding as restricted or unrestricted. If the

source is restricted IDEA, Title I or ARRA funding – include the CFDA number,

grant name, and the attributable funds. Otherwise, identify the source as unrestricted

and include attributable funds.

With the transition to the Common Core for English/Language Arts, Mathematics, STEM

education, Disciplinary Literacy for Science, and the Next Generation of Science

Standards, teachers will be able to focus on developing student learning objectives

(SLOs) that are geared to address specific needs of students. The shifts will cause more

emphasis on instruction that will prepare students to be college and/or career ready.

Teachers will consistently re-evaluate their instructional and assessment practices for

authentic rigor, effectiveness in design, required critical content knowledge, and inquiry-

based learning strategies as related to student achievement. Teachers will collaborate in

identifying and using research-based instructional strategies that will ensure an increase

in student achievement on the Biology HSA.

Teachers will participate in professional development activities that are school-based and

county-based that will continue to use data to drive instructional practices. The activities

include building internal capacity of the new standards for Science, English/Language

Arts, Mathematics, Literacy and STEM. The teachers will collaborate in updating and

developing new assessments that are aligned with the MSC for Science, Biology HSA,

and the Next Generation of Science Standards.

The professional development activities will be funded by RTTT and local funding.

Based on the examination of 2012 High School Assessment Test Participation and

Status results for Biology:

*Data tables (3.7, 3.8, 3.9)

Biology HSA Data:

Based on 2012 High School Assessment Test Participation and Status data, 72.0 %

African American students, 77.5 % Special Education students, 85.3 % FARMs students

and 94.0 % of all 11th graders have met the Biology HSA graduation requirement. The

subgroups’ performance (African American, Special Education, FARMs) continues to lag

behind the aggregate performance for first time test takers in grade 10.

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1. Identify any additional challenges that are evident.

Our challenge is to increase the pass rate of the first time test takers in the African

American, Special Education, and FARMs subgroups.

2. Describe what if anything, the school system will do differently than in past years to

address the challenges identified. Include a discussion of corresponding resource

allocations. (LEAs should include funding targeted to changes or adjustments in

staffing, materials, or other items for a particular program, initiative, or activity. The

LEA should explain the source of the funding as restricted or unrestricted. If the

source is restricted IDEA, Title I or ARRA funding – include the CFDA number, grant

name, and the attributable funds. Otherwise, identify the source as unrestricted and

include attributable funds.

With the implementation of the STEM education, Disciplinary Literacy for Science, and

the Next Generation of Science Standards, problem-based and inquiry-based learning

strategies, we expect a positive growth in students meeting the Biology HSA graduation

requirement.

Teachers will collaborate in identifying and using research-based instructional strategies

that will ensure students’ success on meeting their Biology HSA graduation requirement.

There will be periodic feedback and evaluations of teachers’ instructional and assessment

practices through learning walks and observation by the content supervisor. Teacher will

review assessments for rigor, critical content knowledge, and inquiry-based learning.

Teacher formative and summative assessments will be updated to align with the MSC for

Science and Biology HSA. As the year continues, Curriculum Loft will be utilized to

more effectively share quality and aligned lesson resources with all teachers.

The professional development activities will be funded by RTTT and local funding.

Strands

Each school will receive data on whether they met their targets for the School Progress

Index in achievement, closing the achievement gap, student growth (in ES and MS) or

college and career readiness (in HS) . Based on this information, schools will fall into

strands for both State

Education Agency (SEA) and LEA support. There are 5 strands (1-5) with 1 being the

highest and 5 the lowest. Schools are grouped by strands so that school systems are

uniquely poised to provide systemic support to schools that may share similar challenges.

*Please use 2012 SPI data to respond to the prompts below.

ESEA requires that 1%-3% of Strand I school improvement plans are sampled and

reviewed.

Questions:

1. What percentage of Strand 1 school improvement plans was sampled? 12.5%

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2. What challenges were revealed during the review of Strand 1 school

improvement plans?

Making progress with the (few) highest needs (low performing) students. (i.e.

– finding time for the interventions they need, overcoming non-academic

challenges

Maintaining highly effective processes that keep focus on students

3. Describe what the school system will do to address the identified challenges.

Include a discussion of corresponding resource allocations. (LEAs should include

funding targeted to changes or adjustments in staffing, materials, or other items for

a particular program, initiative, or activity. The LEA should explain the source of

the funding as restricted or unrestricted. If the source is restricted IDEA, Title I or

ARRA funding – include the CFDA number, grant name, and the attributable

funds. Otherwise, identify the source as unrestricted and include attributable

funds).

All schools have been shown the SAM (Student Achievement Monitoring) model for

monitoring at risk students via A&S meetings and Teacher Specialist (TS) meetings.

Schools are expected to use this model or develop an effective process of their own to

monitor student progress. This is monitored through the TS meetings.

Master schedules for schools have been shared at Elementary Principal meetings to

explore how interventions are being delivered in schools. Several schools made

adjustments to their master schedules for the upcoming school year to incorporate an

intervention/enrichment block into their daily routine. In addition, several schools

have incorporated web-based interventions that can be integrated into regular classes

and/or completed at home (local funds).

QAC continues to incorporate PBIS at a superior level as indicated by all schools

receiving the Gold level of implementation this past year. In addition, all elementary

schools are being trained this year in OLWEUS Bullying Prevention program

supported through the MDS3 Grant. QAC has a very active Anti-Bullying Committee

which is a joint effort incorporating our Sherriff’s Dept., State’s Attorney’s office and

much community support. We have added Chesapeake Bay Psychological, as another

agency that provides mental health services to students within the schools. The QAC

Health Department has added Wellness Nurses into our schools to provide additional

health services beyond what our School Nurses can provide. The Achievement

Mentoring program being implemented in our secondary schools is funded through

the Local Management Board. In addition, all administrators have participated in the

QPR Suicide Prevention program (no cost to school system) and we have increased

services to our schools through Hospice Counseling (no direct cost to school system).

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ESEA requires that 4%-5% of Strand 2 school improvement plans are sampled and reviewed.

Questions:

1. What percentage of Strand 2 school improvement plans was sampled? 60%

2. What challenges were revealed during the review of Strand 2 school

improvement plans?

Math Achievement overall

Performance of Special Education and FARM students

3. Describe what the school system will do to address the identified challenges.

Include a discussion of corresponding resource allocations. (LEAs should include

funding targeted to changes or adjustments in staffing, materials, or other items for

a particular program, initiative, or activity. The LEA should explain the source of

the funding as restricted or unrestricted. If the source is restricted IDEA, Title I or

ARRA funding – include the CFDA number, grant name, and the attributable

funds. Otherwise, identify the source as unrestricted and include attributable

funds).

Math Supervisor and the math specialists will provide ongoing PD throughout the

year as documented in our Transition Plans. Much work was done this summer

writing curriculum and assessments to support teachers. The Curriculum Loft (a

cloud-based platform) will be utilized to house unit plans, assessments, and resources

and provide teachers immediate access to materials. New textbooks/resources were

purchased for middle schools (3 of 4 middle schools were Strand 2 schools).

Principals were directed to write SLOs in the areas of math interventions and must

include an effective monitoring system as one of their strategies. Learning walks, to

give teachers feedback in regard to math program implementation are currently being

scheduled. The learning walks include the principal, math supervisor, teacher

specialist and math specialist. Follow-up is then given to teacher teams via the

principal or supervisor.

The majority of middle schools are adjusting master schedules to incorporate an

intervention block to increase the number students receiving daily interventions this

year. One of our Strand 2 schools will be participating in the SWIFT program this

year – a PreK – 8 technical assistance initiative to build capacity for inclusive reform

for students with disabilities (USDE/OSEP Grant).

ESEA requires that the systems report on strategies in place to support schools in Strands 3, 4,

and 5.

Question for Strands 3, 4, and 5: 1. Please identify the commonalities in Strand 3 schools. N/A

2. Please identify the successes and challenges in Strand 3 schools. N/A

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Please provide a description of any differentiation of supports to these schools.

Include a discussion of corresponding resource allocations. (LEAs should include

funding targeted to changes or adjustments in staffing, materials, or other items for

a particular program, initiative, or activity. The LEA should explain the source of

the funding as restricted or unrestricted. If the source is restricted IDEA, Title I or

ARRA funding – include the CFDA number, grant name, and the attributable

funds. Otherwise, identify the source as unrestricted and include attributable

funds). N/A

1. Please identify the successes and challenges in Strand 4 schools.

QAC had only one Strand 4 school – Sudlersville Middle School. During the 12-13

school year SMS experienced two major changes. They began the school year in a

new facility with significantly more technology than the previous school. They also

welcomed the addition of 5th

grade to the building, becoming a grade 5-8 facility.

The 5th

grade remained an elementary program, while 6-8 followed the middle school

model. The access and integration of technology provided many additional

opportunities for students, including access to web-based interventions. The addition

of 5th

grade was a major change and one that required additional consideration when

planning for PD, school schedule, student and staff climate, parent involvement, etc.

2. Please provide a description of any differentiation of supports to these schools.

All content supervisors wrote at least one SLO around this school. (no direct

cost)

Superintendent and Director of Curriculum met with Principal monthly to

address needs (no direct cost)

A revised master schedule was provided for consideration to the staff

designed to increase intervention time for students (no direct cost)

Teacher Specialist and Technology teachers were added to the school staff

(local budget, unrestricted)

Additional licenses were purchased in math and reading interventions (local

budget, unrestricted)

3. Include a discussion of corresponding resource allocations. (LEAs should

include funding targeted to changes or adjustments in staffing, materials, or other

items for a particular program, initiative, or activity. The LEA should explain the

source of the funding as restricted or unrestricted. If the source is restricted

IDEA, Title I or ARRA funding – include the CFDA number, grant name, and the

attributable funds. Otherwise, identify the source as unrestricted and include

attributable funds).

See information in parenthesis listed above.

1. Please identify the successes and challenges in Strand 5 schools. N/A

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2. Please provide a description of any differentiation of supports to these schools,

including a description of interventions, reporting and monitoring of these

schools being supplied by the LEA. Include a discussion of corresponding

resource allocations. (LEAs should include funding targeted to changes or

adjustments in staffing, materials, or other items for a particular program,

initiative, or activity. The LEA should explain the source of the funding as

restricted or unrestricted. If the source is restricted IDEA, Title I or ARRA

funding – include the CFDA number, grant name, and the attributable funds.

Otherwise, identify the source as unrestricted and include attributable funds).

N/A

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Addressing Specific Student Groups

Limited English Proficient Students

No Child Left Behind Goal 2: All limited English proficient students will become proficient in

English and reach high academic standards, at a minimum attaining proficiency or better in

reading/language arts and mathematics.

No Child Left Behind Indicator 2.1: The percentage of limited English proficient

students who have attained English proficiency by the end of the school year.

No Child Left Behind Indicator 2.2: The percentage of limited English proficient

students who are at or above the proficient level in reading/language arts on the

state's assessment.

No Child Left Behind Indicator 2.3: The percentage of limited English proficient

students who are at or above the proficient level in mathematics on the state's

assessment.

This section reports the progress of Limited English Proficient students in developing and

attaining English language proficiency and making progress toward Maryland’s new

accountability measures. School systems are asked to analyze information on Annual

Measurable Achievement Objectives (AMAOs):

AMAO 1 is used to demonstrate the percentages of Limited English Proficient

students progressing toward English proficiency. For making AMAO 1 progress,

Maryland uses an overall composite proficiency level obtained from the ACCESS for

ELLs assessment. Students are considered to have made progress if their overall

composite proficiency level on the ACCESS for ELLs is 0.5 higher than the overall

composite proficiency level from the previous year’s test administration. In order to

meet the target for AMAO 1 for school year 2012-2013, 54% of ELLs will make

progress in learning English.

AMAO 2 is used to demonstrate the percentages of Limited English Proficient

students attaining English proficiency by the end of each school year. For

determining AMAO 2 attainment, Maryland uses an overall composite proficiency

level and a literacy composite proficiency level obtained from the ACCESS for ELLs

assessment. Students are considered to have attained English proficiency if their

overall composite proficiency level is 5.0 and literacy composite proficiency level is

4.0 or higher. In order to meet the target for AMAO 2 for school year 2012-2013,

11% of ELLs will have to attain proficiency in English.

AMAO 3 represents making progress toward Maryland’s new accountability measures for

the local education agency’s Limited English Proficient student subgroup.

Based on the Examination of AMAO 1, AMAO 2, and AMAO 3 Data

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1. Describe where challenges are evident in the progress of Limited English Proficient

students towards attaining English proficiency by each domain in Listening,

Speaking, Reading and Writing.

Despite reaching both targets for AMAO 1 & 2, challenges are still evident in the

instruction of English Learners (EL). During the 2012 -2013 school year, the ESOL

Program had an influx of more than twelve students coming right from their native

country to middle and high school. Most students had studied some English in their

native country, but the adjustment to American English always takes some time – the

pace is much quicker, native speakers use slang, contractions and idioms which makes

English language almost incomprehensible to an English Learner. Below challenges are

listed by domain:

Listening: Older EL come to school with a broader vocabulary than younger students;

most are able to make the link in vocabulary with their native language to that of English.

Younger students do not have that vocabulary so every concept they are being taught is

first instruction in English then learning the concept. It’s also true for all EL that teachers

who use few or no visuals or realia, who speak quickly and use idioms or technical

language without scaffolding tremendously handicap an EL.

Speaking: Younger students are frequently fearless about speaking another language;

this is not always the case with middle and high school students who are extraordinarily

aware of peer pressure and of not wanting to appear different. Also teachers, in an effort

to be compassionate, ask EL the most basic questions thinking that they won’t embarrass

or put them on the spot. This does not allow EL to handle higher level questions and

thinking. EL often need a longer processing time and perhaps a teacher thinks that the EL

doesn’t know the answer. Speaking English is often impeded by an EL living and

working in an environment that uses the native language – living in a Spanish-speaking

neighborhood, watching Spanish television or working with other Spanish speakers

Reading: Middle and high school students are placed in content area classes and must

complete the work necessary to pass the class. Textbooks are often written well above

their language proficiency so may not be fully integrated into an EL’s reading lexicon.

Most EL eschew reading for pleasure in another language because of the amount of

vocabulary they might not know. ESOL teachers continually look for English reading

material that is leveled and of an appropriate content for EL.

Writing: As with native language learning, writing is the last skill to be mastered. EL

write to perform a task and as with reading do not write recreationally – journaling,

emailing – because it is so much simpler to do these activities in their native language.

Writing is also a mandatory task in a classroom to fulfill an assignment or assessment. An

EL frequently may feel pressured to write in order to get a good grade.

2. Describe the changes or adjustments that will be made to ensure sufficient progress

of Limited English Proficient students towards attaining English proficiency.

Include a discussion of corresponding resource allocations, and incorporate

timelines where appropriate. (LEAs should include funding targeted to changes or

adjustments in staffing, materials, or other items for a particular program, initiative, or

activity. The LEA should explain the source of the funding as restricted or

unrestricted. If the source is restricted IDEA, Title I or ARRA funding – include the

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CFDA number, grant name, and the attributable funds. Otherwise, identify the source

as unrestricted and include attributable funds).

Listening: Specific listening instruction will be given during ESOL instruction. All

ESOL teachers will use the ACCESS or W-APT score report and the CanDo Decscriptors

to inform content teachers of a student’s Listening level and what that student is able to

do.

Timeline: August, 2013 – June, 2014 throughout the instructional year ESOL

instruction funded through local funds

Reading/Writing: Changes to the 2013 -2014 ESOL Program will include more

recreational reading and reading to build vocabulary through the use of leveled journals;

these include but are not limited to Easy English News, Scholastic Reader and National

Geographic School magazines. EL will write in response to newspaper and magazine

articles; during 2012-2013 an EL wrote a response to Easy English News and was

published in one of the next editions. All EL receiving the Easy English News will be

responding to articles in this way.

Using a Title III Summer grant, content and ESOL teachers were able to attend a

professional development session featuring the Center for Applied Linguistics presenting

its latest research on vocabulary instruction for elementary and secondary EL.

Timeline: August 5, 2013 Summer pd Title III

August 2013 – June, 2014 subscription to journals & magazines Title III

Speaking: As was done during the 2012-2013 school year, there will be explicit ESOL

instruction using the WIDA Standards for speaking. All teachers – both content and

ESOL – will be apprised of an EL’s speaking level and teach at the EL’s level.

Vocabulary strategies garnered from the summer pd will be shared school-wide and

methods of appropriately engaging EL in speaking in classroom will be shared.

Timeline: August, 2013 – June, 2014 throughout the instructional year ESOL

instruction funded through local funds

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Career and Technology Education

The Bridge to Excellence legislation requires that the Master Plan “shall include goals,

objectives, and strategies” for the performance of students enrolled in Career and

Technology Education (CTE) programs.

Instructions:

Please respond to these questions/prompts:

1. Describe how the school system is deploying Maryland CTE Programs of Study as a

strategy to better prepare students for college and career readiness. Include plans

for expanding access to industry certifications and early college credit.

Queen Anne’s County Public Schools has demonstrated a commitment to continuous

improvement through our participation in numerous Maryland State Department of

Education initiatives focusing on school reform. Specifically to improve CTE programs

and services, Queen Anne’s County uses Program Advisory Committees and a School

Improvement Process that includes parents, students, and business representatives,

special population’s representatives, career and technology teachers, postsecondary

representatives and academic teachers. Through this process we have analyzed various

data to evaluate CTE programs’ progress and to identify needs to implement reform. We

used Program Advisory Committee members to review, revise and improve current

programs based on industry standards and measures, including industry recognized

certifications for CTE programs. We partnered with industry specific groups through

traditional craft committees to assist in developing reviews of performances based on

student achievement. We collaborated with a variety of business/community/ education

organizations that provide feedback on programs that impact CTE achievement of

various sub-groups. Each year, we use Program of Study Committees to review programs

based on the return on investment and to make sure we make available to all students

opportunities in postsecondary and career options. In addition, CTE programs benefited

from collaboration with other school systems across the state through sharing sessions

provided through state leadership and the Upper Shore Business/Education Consortium.

In Queen Anne’s County we have implemented the State Program of Study in 15 of our

20 Career Technology Programs of Study. We work with our local community college

and other higher education institutions to make articulation agreements for our students to

earn college credit while they are completing the high school programs of study.

Currently, we have over 19 articulation agreements with colleges. We are dedicated to

moving our programs under the Maryland State Career Technology Programs of Study.

The role of Perkins Legislation and Funding has been vital to the development and

continuous improvement of career opportunities for students in Queen Anne’s County.

Perkins funding focused on K-12 Career Development programs, awareness, exploration,

and preparation, and Workforce Development and Economic Reform through strategies

identified in this plan. We are able to use Perkins funding to provide access to Industry

Certifications for students in their chosen Career Pathway. We administer the approved

industry certification exams recognized by Maryland State Department of Education as a

Technical Skill Attainment. This plan also supports the “No Child Left Behind” (NCLB)

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legislation. Achievement gaps are identified and action plans developed to address these

gaps. The CTE Supervisor is a member of the Master Plan Team for Queen Anne’s

County. CTE goals are part of The Master Plan that includes the Perkins Student

Performance Measures and Strategies for improvement. Cluster Advisory Committees

and Industry Specific Craft Committees assisted throughout the year in making

connections between work done in school and what is expected in the workplace.

Advisory committees and the Queen Anne’s County Chamber of Commerce served to

solicit mentors to provide work-based learning experiences for students and externships

for teachers. Advisory groups serve as resources for teachers and students to experience

the industry area in which the teachers/students are teaching and studying. Administrators

focused on data available from MSDE and various county measures to direct priorities.

CTE data was monitored and reviewed by our administrators through a series of monthly

High School Planning Committees.

2. What actions are included in the Master Plan to ensure access to CTE programs

and success for every student in CTE Programs of Study

(http://www.msde.maryland.gov/MSDE/divisions/careertech/career_technology/pro

grams/), including students who are members of special populations?

Correlation of data and School Improvement Plans were examined and feedback

provided to schools. Although NCLB does not specifically address level of skill and

competence of CTE teachers, every effort was made to provide staff development to

ensure teachers are competent and have the expertise necessary to deliver a quality CTE

programs. We identified Industry Certifications and provided local funding to support

that effort. Queen Anne’s County used Program Advisory Committees, Cluster Advisory

Committees, and focus groups in each high school to review MSDE Standards and

Measures Reports, MSA reports and Work-Based Learning Surveys from employers. The

focus sub-groups and non-traditional data were reviewed from the, high school

assessments, as well as other county generated data. We had available and used the

secured MSDE CTE web site data. Issues relating to evaluation, implementation and

development of CTE programs were discussed throughout the year at regularly scheduled

department and career cluster meetings. Advisory groups and focus groups assisted with

development of strategies to address deficiencies. These key stakeholders assisted in

evaluating data and helping to develop strategies to improve performance in areas where

standards were not being met. In areas of Certification we closely monitored the numbers

of students who take and pass these tests. Instructors submitted the names of students

who have earned certificates to the central office where records are maintained through

the use of Power School, our student information system. Regular meetings were held at

each school for focus groups, department meetings and cluster meetings throughout the

year. Reviews of programs are on the agenda of each Business Education Partnership

Committee Meeting. Queen Anne’s County used community newspapers extensively to

report successes in the CTE programs. In addition, to community newspapers, we

periodically published school system newsletters, and information on our public

broadcasting system. Open Houses and parent nights showcase CTE programs and

student performance in various clusters. Special publications highlighting CTE Program

Pathways have been developed and disseminated throughout the year.

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3. Describe the school system’s strategies for increasing the number of CTE enrollees

who become completers of CTE programs of study. Data points should include the

number of enrollees, the number of concentrators, and completers.

Queen Anne’s County Public Schools have realigned our program of study to ensure that

the students are in a completer pathway that aligns with the expectations of the State

Division of Career and College Readiness. Students are encouraged by the guidance

department to complete the pathway and assist the student when choosing their courses.

During the school year, both high schools meet with the Central Office Administration to

discuss progress of the program of study and adjust strategies that will help students to

complete their desired concentration. Both high schools have CTE parent nights in which

they explain the importance of the student’s completing the program of study. Students,

Guidance, parents and instructors work together to ensure that the course work is relevant

to the goals after graduation.

Queen Anne’s County Public Schools Director of CTE has been working with

Chesapeake College, Stevenson University, Community College of Baltimore County,

UMES, Coppin State and Towson University, to ensure that the programs of study have

an articulated credit that is transferrable to the college in the student’s program of choice.

This opportunity is important for the student to gain technical, hands on and college

experience before leaving high school. At the current time, we have nineteen

articulation agreements with Maryland colleges. Student’s work closely with the

Guidance Counselors to determine the best pathway to earn college credits before

graduation.

Queen Anne’s County Public Schools have increased the number of enrollees in the CTE

programs. This number increased from 1688 in 2011 to 2,205 in 2012. In 2012 QACPS

had 229 students who were considered completers and 621 students were considered

concentrators. We have increased the number of students earning an industry level

certification from 10.16% in 2008, 61.34% in 2009, 94.23% in 2010 to 81.58% in 2011

and then 97.48% in 2012. We have consistently had more CTE completers meet the

University of Maryland Admissions Requirements (QACPS 56.77%) than the state

average of 55.25%.

4. CTE improvement plans are required if a local education agency does not meet at

least 90% of the negotiated performance target for a Core Indicator of Performance

under the Perkins Act. If your school system did not meet one or more Core

Indicators of Performance, please respond to the following.

a.) Identify the Core Indicator(s) of Performance that did not meet the 90%

threshold.

Queen Anne’s County Public Schools CTE departments did not meet the Core

Indicator of performance as stated on the Program Quality Index (PQI) in the area of

6S2 Non-Traditional Completion

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b.) Analyze why the indicator was not met, including any disparities or gaps in

performance between any category of students and performance of all students.

For the past two school years, QACPS did not make the local target in

non­traditional enrollment. After much work with the teachers, counselors and

parents; we have increased our scores:

6S1: Non Traditional Enrollment 2010 2011 2012 2013 Target 23.81 28.66 44.34 36.70

Since the non-traditional enrollments were not at a level to successfully meet the local

target, the non- traditional completion percentage will not meet the local target for the

SY13-14 and 14-15. The students are not in the data point for enrollment during the

2010 and 2011 school years, therefore they will not be in the data points for

completion for 2 years.

6S2: Non Traditional Completion

2010 2011 2012 2013 Target

25.97 34.56 23.24 27.92

c.) Indicate the section/subsection in the CTE Local Plan for Program

Improvement where the improvement plan/strategy is described in the FY 14

Local Plan for Program Improvement.

The improvement strategy is described in the Strategy Worksheet B1, B2 and B3.

d.) For each Core Indicator of Performance that was not met, describe how the

Improvement Plan is being monitored to ensure progress toward meeting the

90% threshold.

During the 2012-2013 school year, our High Schools prepared field trips for

students to observe CTE programs in action. These students were presented with

information about taking the courses. Females and African Americans were

personally invited if they qualified for a particular program, such as Project Lead

the Way. We held parent nights to personally invite students and parents to

understand why CTE pathways are the way towards career and college readiness.

High Schools will be utilizing their TV Production courses to make commercials

introducing the programs and how to enroll. A county wide commercial about

CTE was presented on QACTV public channel 7.

We are anticipating the percentage of Non-Traditional Participation which will

increase our Non-Traditional Completion due to more awareness in the Guidance

Departments, scheduling options and personal invitations for students. The

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recruitment messages we are presenting to parents and students are consistent

with the national and state guidelines of non-traditional employees.

We are utilizing the Naviance computer program, Guidance and Career selection

program to assist our students in seeking CTE pathways that peak their interest.

We are using the Activity Period at Queen Anne’s County High School to

personally invite students to view the programs and speak with the instructors.

The CTE Director met with departments to review data and have asked that

departments reflect on the successes and weaknesses of non-traditional

enrollment. Instructors have been asked to set goals for enrolling more non-

traditional students for SY 13-14. These goals were monitored throughout the

2012-2013 school year as well as will be updated for the 2013-2014 SY.

If this is the third consecutive year that the same Core Indicator of Performance

did not meet the 90% threshold, describe what new actions and strategies are being

implemented to ensure progress toward meeting the 90% threshold. N/A

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Early Learning

A. Based on the examination of 2012-13 MMSR Kindergarten Assessment Data:

1. Describe the school system’s plans, including any changes or adjustments that will

be made, for ensuring the progress of students who begin kindergarten either not

ready or approaching readiness as determined by the Maryland Model for School

Readiness Kindergarten Assessment. Please include a discussion of how the

implementation of the Common Core State Curriculum in prekindergarten will

address the school readiness gaps.

The percentage of students fully ready for kindergarten for 2013 was 88%. This

reflects a 24 point increase since the 2001-2002 administration of MMSR. The

County’s kindergartners outpace the statewide readiness level, currently at 82%.

Kindergarteners show high readiness levels in key Domains of Learning – the core

areas that predict future academic success. Language Literacy (73% fully ready for

2012-2013), Mathematical Thinking (79% fully ready for 2012-2013) and Scientific

Thinking (82% fully ready for 2012-2013). Physical Development and the Arts have

increased immensely from 2001-2002 with students currently at 90% or higher in each

of these domains.

Student progress is monitored quarterly through the implementation of a county

developed Literacy Assessment. To ensure the progress of students who were not ready

in the area of Language Literacy, QACPS will continue to implement guided reading

and flexible grouping strategies. Intervention programs appropriate for the

kindergarten level, such as Fundations will continue to be utilized. Funding for these

interventions is provided through local funds and Title I. The program VIOLETS, will

continue to be implemented in both prekindergarten and kindergarten at Sudlersville

Elementary School for the large ELL population. This program is funded through the

MMSR grant.

Although training in the Language Literacy modules has been conducted during the

past five years, turn-over of staff has left some teachers without the training. QACPS

will team with Talbot County and other Eastern Shore Counties to provide these

modules for the teachers who require them this year. All newly hired prekindergarten,

kindergarten, and supporting Special Education teachers will continue to participate in

the two year MMSR Work Sampling System training. In addition, related service

providers will continue to receive professional development in the use of the Early

Childhood Accountability System (ECAS). This is funded through the MMSR grant.

All of these MMSR trainings will be held during the 2013-2014 SY and will be funded

through the MMSR grant. It is believed that this professional development is beneficial

as MMSR data indicates that the percentage of students fully ready on the Fall

Exemplars was not only maintained but increased as measured by the Spring

Exemplars.

The success of our students in the area of Mathematical Thinking has continued to

increase over time. Over the past ten years the county has seen a 29 point increase in

86

student performance. For the 2013-2014 SY, enVisionMATH, a researched based math

program will continue to be implemented at the kindergarten level. The program aligns

with the Common Core State Standards and the Standards of Math Practices. Scientific

Thinking, another area of focus over the last few years, has seen a fluctuation of scores.

Last year, the scores increased from 81% to 87% and this year has taken a slight dip to

82%. Even with the dip in scores, Scientific Thinking continues to be a strength for our

kindergarten students.

The major focus for our prekindergarten and kindergarten teachers, Judy Center

Partners, and special education staff for the school year continues to be SEFEL (Social

Emotional Foundations of Early Learning) training. Beginning in August of 2010, all

staff members were trained in Modules 1-4; this was funded through the MMSR grant.

This assisted our staff in working with children in the Social/Emotional and Personal

domains of MMSR. In August 2011, all elementary School Counselors were trained in

SEFEL. In the 2012-13 SY, training was provided to all support staff that work with

prekindergarten and kindergarten students. For the 2013-2014 SY, MSDE will be

providing a resource in the form of a SEFEL coach. The SEFEL Coach will visit all

prekindergarten and kindergarten teachers at least twice throughout the year to provide

coaching and support in the area of SEFEL. In addition, all new prekindergarten and

kindergarten teachers will receive additional training throughout the year. Trainings and

coaching will continue to be funded by the MMSR grant.

Teachers have engaged in the collaborative lesson design model during which they plan

exemplary lessons. Funding from RTTT has been added to continue to provide teachers

with the opportunity to collaborate.

Primary Talent Development continues to be implemented in both prekindergarten and

kindergarten. All teachers have been trained in the lessons and observational

techniques and all students participate in the implementation. This program is designed

to identify and develop targeted achievement behaviors including perception,

inquisitiveness, communication, creativity, resourcefulness, leadership, and persistence

in all children. It is believed that this has strengthened the teachers’ observational

skills, as well as helped to developed beneficial skills in the children. In the summer of

2009, the PTD modules were revised by MSDE. As of the 2011-2012 SY all teachers

in QACPS have received an updated binder which includes all revised modules.

Training will continue to be provided for new teachers; this will be done by our

Teacher Specialists at the school level.

Queen Anne’s County Public Schools was recommended for Middle States

Accreditation during the 2011-2012 SY. MSDE allowed for the Middle States

Accreditation process to replace the MSDE process and documentation. During the

2012-2013 SY, all elementary schools housing prekindergarten and/or kindergarten

began the revalidation process and for all elementary schools not associated with the

Judy Center, the process will be completed during the 2013-2014 SY. The Elementary

Supervisor, Judy Center Director and the validation contact (Reading Specialist)

worked closely during the 2012-2013SY on the revalidation process for Sudlersville

Elementary School. Engaging in this process ensured that our programs met the high

87

standards set for early learning. SES received MSDE accreditation/validation during

the 2012-2013 SY. Funding for validation is provided through local funds. In addition

to these strategies, we continue to work closely with our Judy Center Partnerships to

enhance the experiences of students prior to their beginning of school. Articulation

with our daycare centers and home childcare providers will continue. These endeavors

have made significant contributions to the success of our students.

2. Describe how the school system is working in collaboration with other early childhood

partners/programs (i.e., Preschool Special Education; Preschool For All sites; Head Start;

Child Care Programs) to ensure that children are entering kindergarten “ready to

learn”?

QACPS will continue its collaboration with the Judy Center Partnerships to ensure that

children are entering school ready to learn. The Judy Center joins forces with many

public and non-profit agencies throughout Queen Anne’s County to provide

comprehensive, community based, early learning programs for pre-school children and

their families. Many of our school-supported services now reside in the Northern end of

the county due the higher concentration of students receiving free and reduced meals.

QACPS has also increased its efforts to collaborate with Head Start. Many

opportunities present themselves in the area of professional development and we

continue to provide PD for all key stakeholders. Our Preschool Special Education

program is housed within two of our county primary schools. The teachers and

assistants in these programs are considered part of our prekindergarten and kindergarten

staff. They receive the same training and opportunities as all of our early learning

teachers. The Preschool Special Education Coordinator works closely with the

Elementary Supervisor to draft and implement the MMSR/ECAS grant. Many of the

private nursery schools are in contact with the school system to ensure that they are

using curriculum and programs that are aligned with the county.

Early Learning Tables 8.1 and 8.2

Domain Abbreviations

SP: Social and Personal

LL: Language and Literacy

MT: Mathematical Thinking

ST: Scientific Thinking

SS: Social Studies

TA: The Arts

PD: Physical Development

88

B. Based on the examination of the 2012-2013 Public Prekindergarten Enrollment Data

(Table 8.3)

1. Please verify the accuracy of the Prekindergarten enrollment data, as it was

provided to the MSDE, Division of Early Childhood Development Early Learning

Office for school year 2012-2013.

2011-2012 data is verified to be accurate.

2. Describe the policies and practices put in place to ensure the enrollment of all

eligible children into the Public Prekindergarten Program as described in

COMAR 13A.06.02.

All children who will be four years old on or before September 1st are encouraged to

apply for the prekindergarten program. Based on COMAR regulations all children who

are economically disadvantaged or homeless are admitted into the prekindergarten

program automatically. The income eligibility guidelines for Free and Reduced Meals

are utilized to determine economic disadvantage. During the registration process all

students are assessed using a county-made screening tool that encompasses all seven

domain areas of MMSR. After students who are economically disadvantaged,

homeless or have an IEP with classroom instruction are placed (Tier 1), students who

score below a predetermined cut score on the screening assessment are the second tier

of children placed in the prekindergarten program based on a of lack of school

readiness, if slots are available. In addition, any student with an IEP for speech is

considered in the second tier. If vacancies exist after all of the above mentioned

placements are made, students who did not meet either criteria may be enrolled into the

program to fill these remaining vacancies (Tier 3). As many placements as possible are

made by August 1st

in order for QACPS to determine class size. Slots are held at each

school until the beginning of the year to better accommodate children who meet the

COMAR automatic criteria. After the school year begins, any child who is

economically disadvantaged or homeless is admitted into the program regardless of

capacity. If capacity becomes an issue, the schools contact the Elementary Supervisor

for assistance.

A QACPS brochure was created to explain our application process. We distribute this

in conjunction with the MSDE developed brochure explaining the function of

prekindergarten. We advertise registration through the newspaper, local cable

television, and county website. Brochures and flyers are distributed throughout the

community. The official registration process begins in April but continues throughout

the year. The county website details information regarding prekindergarten and who is

eligible for services. All documents needed for registration are provided online

including the current income eligibility guidelines.

Training is provided to all school personnel involved with registration. Rosters of all

children who have registered are maintained by the Elementary Supervisor and at each

of the schools. The Elementary Supervisor participates in registration at various schools

to oversee and assist with the process. All school secretaries are provided with

89

information to assist them in answering parent questions. One person is designated at

each school to answer inquiries. If the school does not feel capable of answering parent

concerns, parents are referred to the Elementary Supervisor at Central Office. Being a

small system with only six schools housing prekindergarten and kindergarten, it is

easier to monitor the overall process. School personnel are very comfortable in

contacting central office regarding any questions or concerns.

School personnel know to enroll any student who meets the automatic criteria as

defined by COMAR at any point during the school year. When a new student is

enrolled, the information is shared with central office. Several times during the school

year, enrollment data is collected. This constant awareness and monitoring ensure that

our schools are following county procedures and COMAR regulations.

3. Describe any policies the school system has put in place to work collaboratively

with other early learning and development programs to provide a

prekindergarten program for all eligible children.

Queen Anne’s County Public Schools works collaboratively with many early childhood

partners to provide a quality prekindergarten program for eligible children. As

mentioned above, there are many partners including, but not limited to: Head Start,

local child care centers, and the Judy Center Partnerships. Although policies are not in

existence, other than our Admissions and Early Entry procedures into the early grades,

we have several MOU-Memorandums of Understanding, stating that we will

consistently follow the same procedures.

90

Gifted and Talented Programs

COMAR 13A.04.07.06 specifies that local education agencies shall in accordance with

Education Article §5-401(c) report in their Bridge to Excellence Master Plans their “goals,

objectives, and strategies regarding the performance of gifted and talented students along

with timelines for implementation and methods for measuring progress.”

The Annotated Code of Maryland §8-201 defines a gifted and talented student as “an

elementary or secondary student who is identified by professionally qualified individuals

as: (1) Having outstanding talent and performing, or showing the potential for performing,

at remarkably high levels of accomplishment when compared with other students of a

similar age, experience, or environment; (2) Exhibiting high performance capability in

intellectual, creative, or artistic areas; (3) Possessing an unusual leadership capacity; or (4)

Excelling in specific academic fields.”

COMAR 13A.04.07 Gifted and Talented Education establishes the minimum standards for

student identification, programs and services, professional development, and reporting

requirements

The school system’s Master Plan Update on the Gifted and Talented Program will report

the system’s progress on these three goals from COMAR 13A.04.07:

Goal 1. Student Identification

Each local education agency shall establish a process for identifying gifted and talented

students as they are defined in the Educational Article §8-201 [COMAR 13A.04.07.02(A)].

Goal 2. Programs and Services

Each local education agency shall provide different services beyond those normally

provided by the regular school program in order to develop the gifted and talented

student’s potential [COMAR 13A.04.07.03(A)]

Goal 3 . Professional Development

Teachers and other personnel assigned to work specifically with students identified as

gifted and talented shall engage in professional development aligned with the competencies

specified by 13A 12.03.12 Gifted and Talented Education Specialist.

Use the chart on the next page to report the school system’s 2012-2013 objectives and

strategies for these three goals along with implementation timelines and assessment of

progress

91

List the local education agency’s 2012-2013 initiatives for gifted and talented students which support the three goals in COMAR

13A.04.07 Gifted and Talented Education.

Goal 1. Student Identification

Each local education agency shall establish a process for identifying gifted and talented students as they are defined in the Educational

Article §8-201 [13A.04.07.02(A)].

Reference

COMAR 13A.04.07.02

Objectives and

Implementation Strategies

Timeline Methods for Measuring

Progress

Assessment of

Progress (Met,

Partially Met,

Not Met)

1. is a systemic process for

identifying students as

defined in Annotated Code

§8-201 (§02.A).

2. encompasses all students in

the pool (§02.B).

3. Identifies students for

participation in programs

and services (§02.B).

QACPS utilized all possible sources of

test score criteria and non-test criteria.

CogAT was given to all students during

3rd

and 5th

grades. Students who score

above 130 are identified as gifted and

students who score between 120 and

129 are enriched. The subgroup scores

used were verbal, non-verbal, and

quantitative. The area of individual

student strength correlated with GT

programming in RELA, Mathematics

and STEM

QACPS employed a nomination process

for students not identified by CogAT-

these included Teacher, Parent, School

Staff nominations.

September

October

May

As Needed

The talent pool of

identified students at each

school is generated at each

elementary and middle

school

Met

92

Goal 1. Student Identification

Each local education agency shall establish a process for identifying gifted and talented students as they are defined in the Educational

Article §8-201 [13A.04.07.02(A)].

Reference

COMAR 13A.04.07.02

Objectives and

Implementation Strategies

Timeline Methods for Measuring

Progress

Assessment of

Progress (Met,

Partially Met,

Not Met)

4. uses multiple indicators of

potential, aptitude, and

achievement(§02.C).

Each Elementary and Middle School in

QACPS conducted a team meeting to

review relevant data and identify

students for talent pool. At the ES &

MS level, this targeted academic areas.

September

October

As Needed

Talent Pool list created by

school

Leadership teams

Met

High School Counselors examined

individual course schedules to ensure

students were accurately scheduled

according to their talents. At the high

school level this included both

academic areas and the fine arts.

August

December/January Examination of student

schedules and class

rosters.

Partially Met

Enrichment Contacts entered individual

student information into a database.

September

October

As Needed

Reports generated in

PowerSchool

Met

93

Goal 1. Student Identification

Each local education agency shall establish a process for identifying gifted and talented students as they are defined in the Educational

Article §8-201 [13A.04.07.02(A)].

Reference

COMAR 13A.04.07.02

Objectives and

Implementation Strategies

Timeline Methods for Measuring

Progress

Assessment of

Progress (Met,

Partially Met,

Not Met)

5. is reviewed for its

effectiveness(§02.E).

QACPS GT evaluated effectiveness of

identifications system

Ongoing Reflection Sheets

provided by Enrichment

Contacts

High School Committee

Meeting Minutes

Examination and analysis

of assessment data

(MSA/HSA/PARCC &

internal assessment data)

School Improvement

Plans

Met

6. provides ongoing

professional development

for school staff [§02.F (3)].

Each school in QACPS designed a

schedule for the delivery of the services

and shared student profiles with

appropriate classroom teachers. PD

embedded in the team meetings.

September

October

As Needed

ILPs

School-based enrichment

opportunities

Partially Met

Professional Development was delivered at

quarterly Enrichment Contact Meetings.

The information/strategies were shared at

school based professional development

meetings.

Quarterly Enrichment Contact

Meeting Agendas/Minutes

School PD

agendas/evaluations

Partially Met

94

Goal 1. Student Identification

Each local education agency shall establish a process for identifying gifted and talented students as they are defined in the Educational

Article §8-201 [13A.04.07.02(A)].

Reference

COMAR 13A.04.07.02

Objectives and

Implementation Strategies

Timeline Methods for Measuring

Progress

Assessment of

Progress (Met,

Partially Met,

Not Met)

7. documents evidence of

advanced learning

behaviors, PreK-2 [§02.F

(1)].

All QACPS schools that house Pre-K –

2nd

grade utilized Primary Talent

Development in identifying and

supported gifted learners.

On Going Enrichment Contact

reflections

Data tracked at school

level

Partially Met

QACPS participated in ongoing

Professional Development to enhance

the use of PTD (i.e. attend conferences)

April Team attended PTD

training in April, 2012

Partially Met

8. includes a process for

appeals [§02.F (2)].

QACPS had an appeal process in place

and was documented in the G/T

Handbook.

As Needed G/T Handbook

Documentation that

supports each appeal.

Met

9. is clearly stated in writing

and made public [§02.F (2)].

QACPS informed public of student

identification process.

Ongoing GT Handbook on website

Acceleration brochure

Met

10. is consistently implemented

systemwide [§02.F (2)].

All ES & MS in QACPS consistently

identified students for participation in

enrichments programs. The process at

the high school level was not as

defined.

Ongoing Enrichment Contact

reflections

Enrichment Contact

agendas

Examination and analysis

of assessment data

(MSA/HSA/PARCC &

internal assessment data)

Partially Met

95

Goal 2. Programs and Services

Each local education agency shall provide different services beyond those normally provided by the regular school program in order to

develop the gifted and talented student’s potential [13A.04.07.03 (A)]

Reference

COMAR 13A.04.07.03

Objectives and

Implementation Strategies

Timeline Methods for Measuring

Progress

Assessment of

Progress (Met,

Partially Met,

Not Met)

1. accelerate, extend, or

enrich instructional

content, strategies, and

products to demonstrate

and apply learning (§03.

A.).

2. provide a continuum

services PreK-12 during

the regular school day

for identified gifted and

talented students [§03.C

(1)].

All schools in QACPS provided

opportunities for acceleration of

instructional content.

Ongoing Grade Acceleration

Acceleration in math

courses

Early Admission to

Kindergarten

Data from Power School

Schedules

Met

At the ES & MS level, teachers utilized

differentiated instructional strategies to

adjust content to challenge identified

students. These strategies were most

prevalent in the academic core areas.

Ongoing Enrichment Contact

Meeting Agendas

Sample of teacher lesson

plans

Observations from

Learning Walks and

Formal Observations

Partially Met

At the ES, schools utilized varying

models/programs to accelerate, extend, or

enrich content. Examples included: STEM

focus groups, Enrichment Blocks, Math

Olympiads, Multi-age Literacy Groups,

etc.

Ongoing Enrichment Contact

Meeting Agendas

Sample of teacher lesson

plans

Observations from

Learning Walks and

Formal Observations

Matrix of enrichment

programs and services for

each school in QACPS

Partially Met

At the MS level, schools utilized varying

models/programs to accelerate, extend, or

Ongoing Enrichment Contact

Meeting Agendas

Partially Met

96

Goal 2. Programs and Services

Each local education agency shall provide different services beyond those normally provided by the regular school program in order to

develop the gifted and talented student’s potential [13A.04.07.03 (A)]

Reference

COMAR 13A.04.07.03

Objectives and

Implementation Strategies

Timeline Methods for Measuring

Progress

Assessment of

Progress (Met,

Partially Met,

Not Met)

enrich content. Examples included Junior

Great Books, accelerated math placement,

foreign language courses, Gateway to

Technology, Literature Circles, History

Club & History day, Science Fair,

Destination Imagination, etc.

Sample of teacher lesson

plans

Observations from

Learning Walks and

Formal Observations

Matrix of enrichment

programs and services

for each school in

QACPS

At the HS level, upper classmen selected

their Pathway, and were scheduled by their

chosen Pathway Cluster (i.e. Engineering,

CTE, Pre-Engineering, Performing Arts,

Teacher Academy of Maryland, etc.)

Ongoing Data warehouse data

reports.

Student schedules

Academic Dean

reflections

Matrix of enrichment

programs and services

for each school in

QACPS

Met

3. are reviewed for

effectiveness (§03. B).

QACPS evaluated effectiveness of

programs/services

Ongoing Reflection Sheets

provided by Enrichment

Contacts

Feedback from parents,

teachers, and students

Examination and

analysis of assessment

data

Met

97

Goal 2. Programs and Services

Each local education agency shall provide different services beyond those normally provided by the regular school program in order to

develop the gifted and talented student’s potential [13A.04.07.03 (A)]

Reference

COMAR 13A.04.07.03

Objectives and

Implementation Strategies

Timeline Methods for Measuring

Progress

Assessment of

Progress (Met,

Partially Met,

Not Met)

(MSA/HSA/PARCC &

internal assessment data)

Examination of

participation and

enrollment data.

4. support the social and

emotional growth of

gifted and talented

students [§03.C (2)].

All schools in QACPS provided support

for the social and emotional growth of

gifted and talented students as needed.

Services are provided through the

Guidance Counselors/School Psychologists

and/or Teacher Specialists/Academic

Deans of each school.

Ongoing School

Counselor/School

Psychologist reflections

Teacher

Specialists/Academic

Deans reflections

Partially

Met

5. inform and involve

parents/guardians of gifted

and talented students

[§03.C (3)].

Enrichment Contacts at each school in

QACPS notified identified students and

parents via notification letter.

September

October

As Needed

Notification letter sent

to parents at the

elementary and middle

school level

High School parents

notified at scheduling

conference.

Partially

Met

G/T Supervisor assembled a steering panel

to gather input and recommendation from

parents, the business community, and

concerned citizens

By Spring Panel Meeting Minutes.

Supervisor reflection

Not Met

98

Goal 3 . Professional Development

Teachers and other personnel assigned to work specifically with students identified as gifted and talented shall engage in professional

development aligned with the competencies specified by 13A 12.03.12 Gifted and Talented Education Specialist.

Reference

COMAR

13A.04.07.04

Objectives and

Implementation Strategies

Timeline Methods for Measuring Progress Assessment of

Progress (Met,

Partially Met,

Not Met)

In the past 3 years, significant cuts to local funds have led to a decrease in services for our gifted learners. The transition to the Common Core

State Curriculum and a new teacher evaluation model has resulted in all professional development time devoted to these areas of need. QACPS

will continue to find ways to provide professional development focused around the needs of our most gifted learners. While our G/T program is

moderately strong, our professional development plan to support our gifted population is weak. During the 2013-2014 school year, we will

develop a strategic plan to address this area of need.

1. Foundations of gifted

education, key issues and

trends [13A.12.03.12 (i)].

2. Cognitive and affective

characteristics of gifted and

talented students, including

students with disabilities

diverse backgrounds

[13A.12.03.12 (ii)].

A strategic plan was developed to

provide staff with information to

better understand key issues and

trends.

Ongoing Enrichment Contacts Meeting Agenda Partially Met

Identified key staff to attend

conferences focused on G/T

students, such as the MEGS

conference.

Ongoing Conference Registration

School-based meetings that illustrate

information shared by conference

attendees

Not Met

3. Processes and procedures

for the identification of

gifted and talented

students, including the use

of equitable approaches

[13A.12.03.12 (iii)].

Each year, schools send

representatives to be trained on

the effective administration of the

G/T identification tool; CogAT.

August Training agenda and sign-in sheet

Testing administration is monitored by

the G/T Supervisor and school based

Principals

School Improvement Plans

Met

G/T handbook was revised in 12-

13. This process included a

representative from each school

and include professional

Spring &

Summer,

2013

Revised Handbook.

Enrichment Contact Meeting Agenda

Partially Met

99

Goal 3 . Professional Development

Teachers and other personnel assigned to work specifically with students identified as gifted and talented shall engage in professional

development aligned with the competencies specified by 13A 12.03.12 Gifted and Talented Education Specialist.

Reference

COMAR

13A.04.07.04

Objectives and

Implementation Strategies

Timeline Methods for Measuring Progress Assessment of

Progress (Met,

Partially Met,

Not Met)

development targeting the

procedures and process of

identification of G/T students.

Quarterly Enrichment Contact

Meetings included embedded

professional development on the

identification of under-

represented populations as well

as twice-gifted students.

Ongoing Enrichment Contact Meeting Agenda

School Improvement Plans

Partially Met

4. Evidence-based

instructional strategies for

differentiating instruction

for gifted and talented

students [13A.12.03.12

(iv)].

At the ES & MS level, teachers

utilized differentiated

instructional strategies to adjust

content to challenge identified

students. Differentiation

strategies were presented in

RELA, Mathematics, Science,

Social Studies, and Visual and

Performing Arts. Middle School

Teachers were trained on Junior

Great Books.

Ongoing Enrichment Contact Meeting Agendas

Sample of teacher lesson plans

Observations from Learning Walks and

Formal Observations

Partially Met

In many cases at the high school

level, students were scheduled

according to the program cluster.

Strategies were employed to

support the diverse population of

learners. Pre-AP and AP courses

utilize content specific strategies

Ongoing Enrichment Contact Meeting Agendas

Sample of teacher lesson plans

Observations from Learning Walks and

Formal Observations

Partially Met

100

Goal 3 . Professional Development

Teachers and other personnel assigned to work specifically with students identified as gifted and talented shall engage in professional

development aligned with the competencies specified by 13A 12.03.12 Gifted and Talented Education Specialist.

Reference

COMAR

13A.04.07.04

Objectives and

Implementation Strategies

Timeline Methods for Measuring Progress Assessment of

Progress (Met,

Partially Met,

Not Met)

to support the gifted learner. A

cohort of high school teachers

attended AP workshops in the

areas of Social Studies, Science,

and English. Project Lead the

Way: Pre Engineering and

Biomedical Science, and

Agriculture Science Teachers

attended training on program

implementation.

5. Theories and models for

developing and

implementing curriculum,

instruction, and

assessments for gifted and

talented students

[13A.12.03.12 (v)].

Professional Development in the

area implementing instructional

strategies necessary to support

the MCCSS have been given to

all ES teachers, as well as

targeted MS & HS teachers. This

PD will lead to a more student-

centered approach and thus

higher level thinking.

Ongoing Professional Development Agendas

Sample of teacher lesson plans

Observations from Learning Walks and

Formal Observations

Partially Met

6. Learning environments that

foster the social and

emotional well-being of

gifted and talented students

[13A.12.03.12 (vi)].

Establishing a learning environment

conducive to learning for all

students is a key expectation for all

staff in QAC. Job embedded PD

was given to all teachers in

addressing the needs of all students,

including the social and emotional

well- being.

Ongoing Observations from Learning Walks and

Formal Observations

School Improvement Plans

Met

101

Goal 3 . Professional Development

Teachers and other personnel assigned to work specifically with students identified as gifted and talented shall engage in professional

development aligned with the competencies specified by 13A 12.03.12 Gifted and Talented Education Specialist.

Reference

COMAR

13A.04.07.04

Objectives and

Implementation Strategies

Timeline Methods for Measuring Progress Assessment of

Progress (Met,

Partially Met,

Not Met)

Last year all middle schools

participated in the Olweus anti-

bulling program which provided

PD to staff in creating safe

learning environment for all

students. Additionally, each

school in QACPS earned a gold

award in PBIS which supports a

positive learning experience for

all students.

Ongoing Olweus training agendas

PBIS meeting agendas

School Improvement Plans

Met

7. Certification as Gifted and

Talented Education

Specialist (13A.12.03.12).

QACPS had no one employed

with a G/T Education Specialist

certification or is working

towards this certification.

Ongoing A plan will be developed with HR to

find local colleges that offer a program

leading to this endorsement.

Not Met

QACPS' two overall goals in the area of Gifted and Talented are to increase participation in gifted and talented programs and to

provide those targeted students with opportunities to be challenged in their areas of giftedness. QACPS has made progress in both of these

areas. The focus of the district has continued to be a shift from overall participation to the participation of under-represented populations. In

2012-2013, 24.8% of the district's identified elementary students and 19% of identified middle school students were from an under-

represented population; this is above our county outcome which states 10% of the identified gifted and talented population will be

comprised of traditionally under-represented students (minority, FARMs, LEP, Special Ed) and an increased from 2011-12. Additionally, in

2012-2013, 94.1% of our GT students in grades 3-8 scored advanced in reading and 58.7% scored advanced in Math. This is an increase of

1.1 points in Reading and a decrease of 2.7 points in Math. However, due to the transition to MD CCSC, QACPS saw a decrease in all

mathematics data.

The major challenge in the area of gifted and talented QACPS continues to face is the lack of funding for Enrichment Specialists.

Currently, QACPS employs no personnel solely committed to Gifted Education. QACPS also continues to be challenged in providing

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services at the middle school level due to scheduling constraints. The district has been and is committed to continually seeking creative

alternatives in order to expand the program offerings. At the high school level, the major challenge is the difficulty in the continuation of

tracking students who were identified as Gifted and Talented during their elementary or middle school years. Now, with a database in place

and training provided to school Enrichment Contacts, the district is committed to tracking Gifted and Talented students at the high school

level through the monitoring of course selection through high school.

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2012- 2013 Gifted and Talented Enrollment

COMAR 13A.04.07 states that “gifted and talented students are found in all

Maryland schools and in all cultural, ethnic, and economic groups” (.01); that

“the identification process shall be used to identify students for participation in

the programs and services” [.02 (D)]; and that “each school system shall review

the effectiveness of its identification process” [.02 (E)].

Beginning with the grade level in which the system’s identification process is

initiated, report the number of students identified for programs and services at

each grade level. Observe the FERPA rules for reporting student data in small

cells; however, include those students in the totals for “All GT Students.”

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

All GT Students 2 4 6 65 70 174 123 178 76 96 110 46 25

Hispanic/Latino of

any race 0 0 0 4 1 4 1 6 0 0 1 0 0

American Indian or

Alaskan Native 0 0 0 0 0 0 0 0 0 1 1 0 0

Asian 0 0 0 3 1 5 1 5 1 3 2 0 0

Black or African

American 0 0 0 0 1 4 3 2 1 7 3 1 0

Native Hawaiian or

other Pacific

Islander

0 0 0 0 0 0 0 0 0 0 0 0 0

White 2 4 6 51 64 155 111 160 73 84 101 45 24

Two or more races 0 0 0 3 3 6 7 5 1 1 2 0 1

Special Education 0 2 6 4 7 7 9 9 8 2 0 0 1

Limited English

Proficient (LEP) 0 0 0 0 2 0 0 0 0 0 0 0 0

Free/Reduced

Meals FARMS 0 0 0 8 9 22 18 20 5 2 1 2 0

The school system may include below additional information on the gifted and talented

program that pertains to local education agency requirements.

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Special Education

The BTE Act requires that each updated Master Plan “shall include goals, objectives, and

strategies” for students with disabilities. Both federal and State legislation require that

states have accountability systems that align with academic content standards for all

students. In addition, the federal special education legislation commonly known as IDEA

also requires that a child’s needs resulting from a disability be addressed “so that they may

be involved in and progress in the general curriculum.” Information requested about

special education aligns with reporting requirements of the Federal Office of Special

Education Programs (OSEP).

Therefore, each school system’s annual submission that is aligned with federal and State

law will document and support with evidence the progress in academic achievement for

students with Individualized Education Programs (IEPs) as well as update plans to

accelerate performance to ensure that the special education subgroup makes Annual

Measurable Objective targets at the system and individual school level. Changes to

strategies or specific areas of progress that have improved performance should be

discussed in the Update, particularly for schools or systems in improvement.

AS YOU COMPLETE THE 2013 MASTER PLAN ANNUAL UPDATE, YOU MAY

WISH TO CONSIDER THE FOLLOWING SPECIAL EDUCATION ISSUES WITHIN

YOUR RESPONSES THROUGHOUT THE DOCUMENT. THIS SECTION IS NOT TO

BE COMPLETED AS A STAND-ALONE SECTION.

Access to the General Education Curriculum. How are students accessing general

education so they are involved and progressing in the general curriculum at

elementary, middle and high school levels and across various content areas?

Queen Anne’s County Public Schools’ (QACPS) vision, mission, and core values are

based upon a commitment to ensure that all children receive a rigorous academic

program in a learning environment that is safe, respectful, and caring. During the 2012-

13 school year, 92.38% of our students aged 6 through 21 with Individualized Education

Programs (IEP) receive special education services inside the regular class 80% or more of

the day; continuing our practice of allowing students access to the general education

curriculum to the greatest extent appropriate in accordance with Individuals with

Disabilities Education Act (IDEA).

Central to the provision of special education and related services under the IDEA and the

Code of Maryland and Regulations (COMAR), is that students with disabilities: (1) have

access to the general curriculum; (2) be involved in the general curriculum; and (3)

progress in the general curriculum. IEP team members address the concept of curriculum

access when they determine: (a) the student’s present levels of academic achievement

and functional performance, including how the student’s disability affects his or her

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involvement and progress in the general education curriculum, (b) annual goals that

address the student’s involvement and progress in the general education curriculum, (c)

statement of appropriate accommodations that are necessary to measure the academic

achievement and functional performance of the student on state and district-wide

assessments, and (d) the least restrictive environment. When addressing the least

restrictive environment, IEP teams begin this decision-making process with the

proposition that all students can learn the content and skills and benefit from instruction

administered by highly qualified classroom teachers in the general education setting.

As we continue our transition to the Common Core, staff recognize that the standards not

only apply to all students in school, but the standards also apply to students with

disabilities. Staff at the Central Office and school level are committed to the continued

development of understanding about research-based instructional practices and how their

effective implementation will help improve access to mathematics and English language

arts (ELA) standards for all students, including those with disabilities.

Collaboration with General Educators. How is the local education agency ensuring

collaboration between general and special education staff, including such

opportunities as joint curricular planning, provision of instructional and testing

accommodations, supplementary aids and supports, and modifications to the

curriculum?

Queen Anne’s County Public Schools prides itself on continuing to emphasize the

collaborative/ co-teaching relationship as an effective strategy to address the needs of all

students within the class. QACPS central office staff and administrators continue to

model effective collaborative relationships as evidenced by the development of the

master plan, planning of professional development, and joint program learning walks. At

the school level, collaboration is considered when establishing both student and teacher

schedules. General education and special education teachers who co-teach are

encouraged to use co-planning time to develop and implement instruction that is

appropriate to meet the varying learning needs of students within their classes. The use

of Google Docs – a suite of products that lets you create different kinds of online

documents, work on them in real time with other people, and store your documents and

your other files – is being utilized by some teachers as an effective means to collaborate

when face to face time is not available. In addition, all teachers are provided with a

student’s snapshot IEP at the beginning of every school year/semester or when the IEP

has been changed. The snapshot IEP provides teachers with detailed information about

present levels of performance, accommodations, supplementary aids, services, and

goals/objectives in order to promote knowledge and discussion about how to address the

needs of the students in the general education classroom. Special Education Central Office Staff continue to meet with school-based Specialists

(teacher, Math, Reading) as a means to help facilitate the collaboration between general

and special education. During these meetings, Specialists are trained on new technology

products, websites and/or apps to help students with disabilities access the general

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education curriculum. In turn, they provide training back at their schools to both general

and special education teachers.

Strategies used to address the Achievement Gap. When the local education agency

has an achievement gap between students with disabilities and the all students

subgroup, what specific strategies are in place to address this gap? Identify

activities and funds associated with targeted grants to improve the academic

achievement outcomes of the special education subgroup.

The 2012-13 data also revealed that the performance gap between general and special

education continues to exist. At the county level, strategies to support special education

are identified in the Master Plan and are embedded within each of the curricular areas. In

addition, QACPS is committed to supporting the performance of students with disabilities

by utilizing the following strategies:

Implemented the practice of monitoring student learning, at the school level, as an

essential component of high-quality education (local funds & Special Education

Discretionary grants)

Utilized classroom and benchmark assessments to provide timely data to teachers

and principals to make decisions to improve instruction and student achievement.

(local funds)

Monitored special education referrals at selected schools to ensure proper

procedures for special education identification were being followed (local funds)

Provided evidenced-based math and reading interventions targeted to improve the

performance of students with disabilities on the math MSAs (Special Education

Discretionary grants)

Continued to provide technology (i.e. iPads/mini laptops) to support the

implementation of evidenced-based interventions and use of apps (local funds &

Special Education Discretionary grants)

Continued to provide on-going technical assistance and training to successfully

integrate iPads into the classroom for students with disabilities (local funds &

Special Education Discretionary grants)

Interventions, enrichments and supports to address diverse learning needs. How

are students with disabilities included in, or provided access to,

intervention/enrichment programs available to general educations students? How

are Universal Design for Learning principles being used in curriculum, instruction,

and assessment development/implementation to eliminate barriers to learning for all

students?

QACPS continued its efforts in implementing a Universal Design for Learning (UDL)

Framework to help all students gain knowledge, skills, and enthusiasm for learning,

which began during the 2011-12 school year. Utilizing software programs, such as

WordQ+SpeakQ (GoQ), levels the playing field in the classroom for all students

regardless of their needs. To ensure that students have access to grade-level text, teachers

employ text from the use of Bookshare, via computer or tablet. In addition, principles of

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UDL have been integrated into our Transition Plans to the New Maryland Common Core

State Curriculum.

QACPS continues its efforts to increase the quality, consistency, and influence of

classroom instruction. This is accomplished by providing high quality professional

development, monitoring and supporting classroom instruction through principal/central

office staff learning walks and effectively utilizing resources. In addition, QACPS is

putting practices in place to improve the identification, delivery, and use of evidence-

based interventions with students, including those with disabilities and those who

struggle with mastering today’s rigorous reading, literacy, and mathematics standards.

Professional Development and Highly Qualified Staff.

o How is the local education agency ensuring the participation of special education

teachers and leadership in common core curriculum and other content-related

professional development to promote student achievement?

o How is the local education agency ensuring that professional development of

general education staff incorporates sufficient special education pedagogical

knowledge, skills, and dispositions to enable educators to make the general

education curriculum and environment accessible for all children?

QACPS continues to believe that leadership in inclusive schools requires shared

responsibility, beginning at the Curriculum and Instruction leadership level and

disseminating out to the school level. Within QACPS, shared responsibility, means

central office and building-level administrators collaborating with general and special

education teachers, specialists, paraprofessionals, other school staff, families, and

community members to design, deliver, and continuously monitor services and supports.

When planning professional development days, the content and special education

supervisors collaborate to minimize scheduling conflicts, thereby allowing special

education teachers the ability to attend the content-related sessions. When scheduling

conflicts arise, school-based specialists are used to provide professional development to

fill where gaps exist. Furthermore, through ongoing collaboration between content

supervisors, special education supervisors and school administrators, additional

opportunities are sought to provide not only content-related professional development for

special education teachers but also professional development based on identified needs

including, Universal Design for Learning, research-based interventions, use of assistive

technology, using Apps to enhance instruction, behavior strategies, and use of Apps/Web

2.0 tools to improve organization and efficiency.

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Education that is Multicultural (ETMA)

The Local School System Compliance Status Report provides the critical indicators for the

assessment of Education That is Multicultural and Achievement (ETMA) implementation

in Maryland local public schools. The assessment categories reflect the level of compliance

with the ETM Regulation (COMAR 13A.04.05) with emphasis on equity, access, support

for success, academic achievement, and diversity in educational opportunities. The

completion of the ETMA Protocol Form requires collaboration among the LSS ETMA

Network contact person and appropriate LSS individuals. The ETMA goals for all of

Maryland’s diverse students are to eliminate achievement gaps, accelerate academic

achievement, promote personal growth and development, and prepare for college and

career readiness.

1. What are your LEA’s major ETMA strengths?

The QACPS BTE Master Plan includes specific references related to ETM and minority

achievement initiatives.

Implementation of PBIS and Cultural Competency training for teachers.

A Task Force for Student Achievement Committee which is a liaison between school

system and both county high schools.

The various curricula provide information which enables students to demonstrate an

understanding of and an appreciation for cultural groups. Multiple cultural perspectives

of history are represented and students are taught an awareness of and sensitivity to

individual differences within cultural groups. Stereotypes are identified and related to but

not limited to race, ethnicity, religion, gender, languages, socio-economic status, age

and/or individuals with disabilities.

QACPS has a written policy addressing bullying and harassment. The schools also

conduct individual lessons targeting bullying and harassment, followed up by various

assembly programs.

All aspects of instruction are accessible to every student. Supports are given as needed.

Technology is accessible to all students and all instructional activities promote an

understanding of and respect for a variety of ways of communicating, both verbal and

non-verbal.

All schools implement strategies that eliminate disproportionality in special education

identification and placement.

QACPS provides literature to families who do not speak English as their primary

language.

QACPS has written policies and practices that prohibit discrimination against students

and staff based on disability and diversity factors.

Through the use of county Textbook Approval Form, all literature and assessments are

ensured to be biased free.

Students are assessed in multiple formats to ensure their mastery.

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2. What are your LEA’s major ETMA areas that need improvement?

QACPS needs to integrate the ETMA mission statement into the operation of the school

and the mission needs to be regularly communicated to staff, students, parents and the

community.

QACPS has a Minority Achievement Coordinator who facilitates the STEM program and

other minority initiative to assure that there is equitable representation of diverse cultural

and socioeconomic groups in AP courses. Additional funding is needed to support a full

time coordinator at each high school.

Staff Development for implementation of Culture Competency Committee.

QACPS recognized the need to utilize the MSDE PD Competencies for Enhancing

Teacher Efficacy in Implementing Education that is Multicultural and accelerating

minority achievement.

o QACPS offers a voluntary ETM class for MSDE/continuing education credit.

This class will be open to all employees.

o QACPS works to ensure ETM Professional Development explores attitudes and

beliefs about the individual’s own cultural identity.

The diverse population of QACPS is encouraged to become more involved in school

activities and serve on committees.

3. What are your three major LEA ETMA goals for the next school year and strategies

for meeting those goals?

Goal 1: To continue our partnership with the County Government’s Local Management

Board to address equity, diversity and cultural competency at all grade levels.

Further opportunities will be available for QACPS employees and Task Force

community members in cultural competency.

Goal 2: Principals and Supervisors will monitor ETM professional development at their

school level and content areas.

Goal 3: Each school’s School Improvement Team will develop strategies to encourage

more diverse populations, parental involvement in school based activities.

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Section B Key Personnel

Curriculum Director Mrs. Roberta Leaverton

Key Curriculum Supervisors Mrs. Kathy Draper Mr. Brad Engel Mrs. Diane McGowan Mrs. Elaine O’Neal Mrs. Tina Thomas Mrs. Leigh Veditz Mr. Willie Waits Mr. Robert Watkins

School Leadership Team (Principals, Assistant Principals, Teacher

Specialists)

Mr. Lawrence Dunn Principal, BES/KIE Mrs. Arlene Reading Teacher Specialist/AP, BES Mrs. Linda Jefferson Teacher Specialist/AP, KIE Mr. Dave Dulac Principal, CES Mrs. Christine Heckard Teacher Specialist, CES Dr. Lloyd Taylor Principal, CHES Mrs. Marjorie Hershberger Teacher Specialist, CHES Mrs. Michelle Carey Principal, GES Mrs. Cassandra Cornish Teacher Specialist, GES

Mr. Sean Kenna Principal, KES

Mrs. Ann Apple Teacher Specialist, KES Mrs. Carol Kamp Principal, MES Mrs. Stacey Rankin Teacher Specialist, MES Mrs. Michele Hampton Principal, SES Mrs. Susan Davis Teacher Specialist, SES Mrs. Amy Hudock Principal, CMS Mrs. Theresa Farnell Assistant Principal, CMS Mrs. Dina Clark Teacher Specialist, CMS Dr. Angela Holocker Principal, MMS Mrs. Kaylene Kovach Assistant Principal, MMS Mrs. Debbie Gibson Teacher Specialist, MMS Mr. Kevin Kintop Principal, STM Mrs. Jennifer Schrecongost Assistant Principal, STM Mr. Luke Ensor Teacher Specialist, STM Mr. John Lischner Principal, SMS

Mr. Tom Walls Teacher Specialist/AP, SMS Mr. John Schrecongost Principal, KIHS Mrs. Christine Dunn Assistant Principal, KIHS Mr. Brian Kelly Assistant Principal/Athletic Director KIHS Ninth Grade Annex Mr. Dan Harding Assistant Principal/Athletic Director, KIHS Mrs. Louisa Welch Academic Dean, KIHS

Mrs. Jackie Wilhelm Principal, QACHS Mrs. Debbie Lawrence Assistant Principal, QACHS Mr. Jon Marketto Assistant Principal/Athletic

Director, QACHS Mrs. Tracy Kenna Academic Dean, QACHS

Mrs. Carrie Mitten Principal, APA

Webmaster Andy Hearn Publications Office

Coordinator of Informational Technology Mr. Karl Hagelin

Reading Specialists Mrs. Karen Hipps, BES Mrs. Linda Gent, CES Mrs. Cathy Crew, CHES Mrs. Mary Lou Nelson, GES

111

Mrs. Robin Plummer, KES Mrs. Barb Thurber, SES

Mrs. Patti Muller, CMS Mrs. Jen Dryer, MMS Mrs. Jeannine Necessary, STM Mrs. Michelle Dewey, SMS Mrs. Susan Randow, KIHS Mrs. Michele Hustead, QACHS

Math Specialists Mrs. Kathy Fowler, BES Mrs. Lynn Beauchamp, CES Mrs. Jeanine Brizendine, CHE Mrs. Allison Hall, GES Mrs. Laura Phillips, KES Mrs. Lisa Booze, KIES Mrs. Kathy Quesenberry, MES Mrs. Terri Gloyd, SES Mrs. Gail Johnson, CMS Mrs. Lauren Bardsley, MMS Mrs. Laura Harding, STMS Mrs. Theresa Wheeler, SMS

112

Race to the Top Scopes of Work

Section C: Data Systems to Support Instruction

Narrative:

Queen Anne’s County Public Schools (QACPS) remains committed to the belief that improvements in instructional practice, to meet

the needs of all students, requires frequent and focused data analysis to inform future instruction. Section C (Data Systems to Support

Instruction) of the QACPS’s Race to the Top (RTTT) Scope of Work (SOW) was developed to promote effective and efficient use of

technology and data analysis in instructional decision making in order to improve teacher instruction. Ultimately, improved

instruction will lead to higher student achievement for all students, thus closing gaps in all subgroup populations. In year 2012-2013,

QACPS was able to support this belief through the following actions, which align with Maryland’s RTTT initiative:

Linking professional development and student achievement to teacher evaluations with the district’s data warehouse

Providing the capability for QACPS student data warehouse, Performance Matters, to interface with MSDE Instructional

Improvement System (IIS)

Purchasing IPADs for new administrators and teacher specialists, and utilizing them to collect and analyze classroom

observation data regularly

Updating Technology purchasing plan to support revised and new state technology requirements

In Year four QACPS will continue to refine its data system to enhance instructional decision-making by correlating Section C’s RTTT

action plan with the required State’s Section (C)(1) Statewide Longitudinal data System; (C)(2) Accessing and Using State Data; and

(C)(3) Using Data to Improve Instruction;(i) use of local Instructional Improvement Systems, (ii)professional development on the use

of data, and (iii) availability and accessibility to researchers.

Section C, Year four goals align with the State’s RTTT through the completion and continuation of the following activities:

Linking of professional development and student achievement to teacher evaluations with the district’s data warehouse

Participating with Maryland Instructional Technology Advisory Committee to keep abreast of State’s efforts to revise the

MSDE Technology Plan

Purchasing IPADs for new administrators and teacher specialists, and utilizing them to collect and analyze classroom

observation data regularly to improve instruction

Administering Kindergarten Entrance Assessments with devices to provide teachers with data to plan instruction

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Utilizing MSDE’s Blackboard Learning Management System (LMS) for staff development, new teacher induction and

Professional Learning Communities (PLCs)

During the third grant period, QACPS continued to equip all school level administrators, and teacher specialists with IPADs in order

to regularly collect and analyze data at the classroom level. While IPADs were effective in collecting ancillary data, the Formative

Action System for Teacher Effectiveness (FASTE) observation software did not support the IPAD platform, and consequently,

administrators were unable to use them for the observation process. Through working with FASTE software designers, an upgrade

was made available for the 2013-2014 school year, in order to be able to fully utilize IPADs to complete the formal observation

process. This will shorten the turn-around time of observations, and allow teachers to incorporate improvements to instruction more

quickly.

In year four, QACPS is able to progress from building the technology infrastructure that will support an instructional improvement

system, to utilizing the Maryland IIS as the centerpiece of face-to-face and online professional development for teachers and

administrators. Professional development has been developed to build employee capacity in using MSDE’s Blackboard based

Learning Management System (LMS). A New Teacher Induction Course is being created specifically to meet the needs of

professionals new to the county, and is scheduled to be implemented during the spring of 2014. In addition, collaborative

opportunities will be hosted on the LMS in order to more effectively facilitate the sharing of instructional practices aligned to MD

CCSC.

As in all previous years, QACPS will continue to work closely with MSDE to prepare for data sharing, and for implementing a

successful PARCC testing program. The district’s technology plan will continue to be updated to reflect the increasing role of

technology, especially as it relates to student learning, instructional improvement, and alignment to State guidelines.

114

Section C: Action Plan

Goal(s): Year four goals are incorporated within the Action Plan

Section C: Data Systems to

Support Instruction

Correlation

to State

Plan

Project1

#

Timeline for

Year 4

Key Personnel Performance Measure Recurring

Expense:

Y/N

MOU Requirements: (Yes)

Activities to Implement

MOU Requirements

(C)(3)(i-iii) See separate sheet

with names listed for

each title, located

behind Section C

Goal 1: Build the technology infrastructure in QACPS to implement an instructional improvement system.

a. Implement in all district

schools a data warehouse

program that will link

student achievement to

teacher evaluations

(C)(3)(i)

October 1,

2013 –

September 30

2014

Coordinator of

Information

Management

Local Accountability

Coordinator

The development and

scoring of SLOs will

reflect that the data

warehouse was used to

analyze pre and post test

information.

N

b. Cooperate with State

efforts to establish a

mechanism to enable

software such as

Performance Matters to

interface with MSDE IIS

(C)(3)(i) October 1,

2013–

September 30,

2014

Information

Technology

Coordinator

Local Accountability

Coordinator

System allows MSDE IIS

to interface with QACPS

software.

N

c. Purchase IPADs for new

administrators and

teacher specialists

(C)(3)(i)

October 1,

2013–

September 30,

2014

CTE Supervisor

Observation of

administrators and teacher

specialists utilizing

IPAD’s when observing

teachers

N

115

Section C: Data Systems to

Support Instruction

Correlation

to State

Plan

Project1

#

Timeline for

Year 4

Key Personnel Performance Measure Recurring

Expense:

Y/N

MOU Requirements: (Yes)

Activities to Implement

MOU Requirements

(C)(3)(i-iii) See separate sheet

with names listed for

each title, located

behind Section C

d. Utilize devices to

administer Kindergarten

Entrance Assessment

and drive instruction.

(C)(3)(i)

1 October 1,

2013 –

September 30,

2014

Director of

Curriculum

Coordinator of

Information

Management

Content Supervisors

Principals

Local Accountability

Coordinator

Completion of KEA will

provide teachers with data

to plan instruction.

N

e. Involve QACPS

representatives in the

state’s efforts to revise

the MSDE Technology

Plan

(C)(3)(i) Sept 1, 2013 –

June 30, 2014

Instructional

Technology Specialist

Attendance at Maryland

Instructional Technology

Advisory Committee

(MITAC) meeting will

provide QACPS

representatives with

preliminary information.

N

f. Revise the QACPS

technology plan.

(C)(3)(i) 1 January 1,

2014– June

30, 2014

Coordinator of

Informational

Technology

Committee

Updated QACPS

Technology Plan will

define the role of

technology, especially as

it relates to student

learning, teaching, and

N

116

Section C: Data Systems to

Support Instruction

Correlation

to State

Plan

Project1

#

Timeline for

Year 4

Key Personnel Performance Measure Recurring

Expense:

Y/N

MOU Requirements: (Yes)

Activities to Implement

MOU Requirements

(C)(3)(i-iii) See separate sheet

with names listed for

each title, located

behind Section C

administrative functions

and will be the foundation

for budget requests

g. Formulate a funding

strategy to support

revised and new state

technology requirements

(C)(3)(i) October 1,

2013– June

30, 2014

Coordinator of

Informational

Technology

A funding strategy and

purchases will ensure

equitable access of

technology for all

students, staff and

administrators in

alignment with State

guidelines.

N

Goal 2: Utilize the Maryland IIS as the centerpiece of face-to-face and online professional development for current and prospective

teachers and administrators.

a. Provide professional

development to

appropriate staff on the

use of Blackboard LMS.

(C)(3) 1 October 1,

2013 – June

30, 2014

QAC LMS Point of

Contacts

Observation of teachers

utilizing Blackboard LMS

during PD will

demonstrate their ability

to navigate the Blackboard

LMS.

N

b. Create New Teacher

Induction Course

delivered through

Blackboard LMS

(C)(3) 1 October 1,

2013-

December 30,

2013

QAC LMS Point of

Contact

New Teacher Induction

Coordinator

When posted on the

Blackboard LMS, new

teachers will have access

to the course.

N

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Section C: Data Systems to

Support Instruction

Correlation

to State

Plan

Project1

#

Timeline for

Year 4

Key Personnel Performance Measure Recurring

Expense:

Y/N

MOU Requirements: (Yes)

Activities to Implement

MOU Requirements

(C)(3)(i-iii) See separate sheet

with names listed for

each title, located

behind Section C

c. Utilize Blackboard LMS

for the New Teacher

Induction course

(C)(3) March 1,

2014-June 30,

2014

New Teacher

Induction Coordinator

Observations and walk

throughs (e.g. Danielson

Framework of Teaching)

will indicate that new

teachers have obtained

information from the New

Teacher Induction Course.

N

d. Utilize Blackboard LMS

for Professional

Learning Communities

(C)(3) October 1,

2013-

September 20,

2014

Content Supervisors

Principals

Through participation and

postings on the LMS,

QACPS staff will

demonstrate active

involvement.

N

Goals to be sustained after RTTT:

Goal 1: Utilize the technology infrastructure in QACPS to implement an instructional improvement system.

Goal 2: Utilize the Maryland IIS as the centerpiece of face-to-face and online professional development for current and

prospective teachers and administrators.

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Section C Key Personnel

LAC Coordinator Mr. David Brown

Coordinator of Informational Technology Mr. Karl Hagelin

Curriculum Director Mrs. Roberta Leaverton

Content Supervisors Mrs. Kathy Draper Mr. Brad Engel Mrs. Diane McGowan Mrs. Elaine O’Neal Mrs. Tina Thomas Mrs. Leigh Veditz Mr. Willie Waits Mr. Robert Watkins

Principals Mr. Lawrence Dunn, BES/KIE Mr. Dave Dulac, CES Dr. Lloyd Taylor, CHES Mrs. Michelle Carey, GES Mr. Sean Kenna, KES Mrs. Carol Kamp, MES Mrs. Michele Hampton, SES Mrs. Amy Hudock, CMS Dr. Angela Holocker, MMS Mr. Kevin Kintop, STM Mr. John Lischner, SMS Mr. John Schrecongost, KIHS Mrs. Jackie Wilhelm, QACHS

QAC School Team Leadership Team Mrs. Roberta Leaverton Director of Curriculum & Instruction Mr. Dan Lessard Human Resources Officer Mr. Sid Pinder Director of Operations

Mrs. Robin Landgraff Finance Director Mr. Margaret Ellen Kalmanowicz Supervisor of Transportation Mrs. Julia Alley Facilitator Mrs. Kathy Draper Supervisor Mr. Brad Engel Supervisor Mrs. Diane McGowan Supervisor Mrs. Elaine O’Neal Supervisor Mrs. Tina Thomas Supervisor Mrs. Leigh Veditz Supervisor Mr. Willie Waits Supervisor Mr. Robert Watkins Supervisor

Mr. David Brown, Local Accountability Coordinator Mr. Karl Hagelin Coordinator of Technology Mrs. Geri Thompson Title I/Family Involvement Coordinator

Mr. Lawrence Dunn Principal, BES/KIE Mr. Dave Dulac Principal, CES Dr. Lloyd Taylor Principal, CHES

Mrs. Michelle Carey Principal, GES Mr. Sean Kenna Principal, KES

Mrs. Carol Kamp Principal, MES Mrs. Michele Hampton Principal, SES Mrs. Amy Hudock Principal, CMS Mrs. Theresa Farnell Assistant Principal, CMS Dr. Angela Holocker Principal, MMS Mrs. Kaylene Kovach Assistant Principal, MMS Mr. Kevin Kintop Principal, STM Mrs. Jennifer Schrecongost Assistant Principal, STM Mr. John Lischner Principal, SMS Mr. Tom Walls Assistant Principal, SMS Mr. John Schrecongost Principal, KIHS Mrs. Christine Dunn Assistant Principal, KIHS Mr. Brian Kelly Assistant Principal/Athletic Director KIHS Ninth Grade Annex Mr. Dan Harding Assistant Principal/Athletic Director, KIHS Mrs. Louisa Welch Academic Dean, KIHS

119

Mrs. Jackie Wilhelm Principal, QACHS

Mrs. Debbie Lawrence Assistant Principal, QACHS Mr. Jon Marketto Assistant Principal/Athletic Director, QACHS Mrs. Tracy Kenna Academic Dean, QACHS Mrs. Carrie Mitten Principal, APA

Mentors Mrs. Nancy Cook Mrs. Barbara McCreary Mrs. Marita Reed Mr. Bill Patton Mrs. Sherry Valenti Mrs. Kaye Romanosky Mrs. Shelagh Grasso Mr. Kenney Stein Mrs. Stacey Walstrum Mrs. Linda Agreen Mrs. Mary Jo Vasil-Haines

Technology Committee TBD

120

Race to the Top Scopes of Work

Section D: Great Teachers and Leaders

Narrative:

Section D “Great Teachers and Leaders’ of the Queen Anne’s County Public Schools (QACPS) Race to the Top (RTTT) Scope of

Work (SOW) addresses the district’s dedication towards improving teacher and principal effectiveness and providing timely guidance

for novice teachers from high-quality professional mentors. During the third year of the initiative, QACPS was able to:

Incorporate the mandated State growth measures into the QACPS education evaluator process

Pilot an evaluation system, at all schools, that conforms with the State requirements

Transition all new teachers effectively into the profession through a high-quality teacher induction/mentoring program

Provide high quality professional development for teachers and principals

During the third year, all building administrators and teachers received professional development on Student Learning Outcomes

(SLOs) as they fit into the State growth measurement section of the instructional effectiveness evaluation process. Principals worked

with teachers to develop pilot SLOs, to demonstrate student growth in content areas, as a portion of the new teacher evaluation.

QACPS Superintendent and Director of Curriculum also piloted the principal evaluation model, with all district school principals.

Teachers new to QACPS were provided with an induction/mentoring program that was consistent with COMAR requirements. To

provide high quality professional development, the Supervisor of New Teachers participated in the MSDE Summer Mentoring

Induction Academy, and held subsequent monthly meetings with mentors to equip them with skills and information essential to

supporting novice teachers. Just as new teachers received support from seasoned mentors in order to be successful, so too did novice

principals.

In Year three, QACPS RTTT Section D’s Great Teachers and Leaders goals and action plan aligned with the State’s RTTT indicators

(D)(1) “High Quality Pathways,” (D)(2)(i),(ii),(iii), (iv, a&b) “Improving Teacher and Principal Effectiveness Based on

Performance,”(D)(4) “Improving the Effectiveness of Teacher and Principal Preparation” and (D)(5), “Providing Effective Support to

Teachers and Principals,” just as they will align during grant year, four.

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Year four of the grant cycle, will be a continuation and refinement of the goals established in year three. To meet the expectations of

Goal 1, incorporate the statewide student growth measure into the QACPS educator evaluation process, new and improved activities

will supplement the course of action taken in order to fully achieve the goals. All QACPS teachers and administrators will be

evaluated using the new evaluation system that conforms to State requirements, including student growth measures. Administrators

and teachers will receive additional training on SLO development, SLO yearly process, and scoring of SLOs, which will help to

ensure the achievement of Goal 2, implement the QACPS teacher/principal evaluation system that conforms to State requirements.

In order to affirm that student growth data is accurate, improved pre and post assessments, or mastery rubrics, will be utilized in all

content areas. QACPS Superintendent and Director of Curriculum will participate in MSDE trainings to ensure that principal

evaluations will be modeled after State guidelines, and will include student growth outcomes.

Goal 3 will be met by using data gleaned from evaluations on teachers and principals alike to make collaborative staffing decisions, as

they pertain to equitable distribution of teachers and principals in high poverty, high minority, hard-to-staff schools. Increasing the

number and percentage of effective teachers teaching hard to staff subjects and specialty areas (goal 4) will be met by working

collaboratively with the Human Resources Department to identify strategies to promote hiring in these areas in a timely manner.

Goal 5 of section D, ensure all teachers effectively transition into the profession through a high-quality teacher induction/mentoring

program, has several activities that will support its success. Teachers new to QACPS will participate in an induction/mentoring

program that conforms with COMAR guidelines, and will be provided with an experienced mentor, who has received focused training

from MSDE on how to support novice teachers. These actions will be monitored through monthly mentor meetings, which will be

planned by the Supervisor in charge of new teachers, as well as by teacher observations completed by Supervisors and building

principals.

Goal 6 calls for QACPS to implement an ongoing program of high quality professional development for teachers and principals. Over

the years, QACPS remains committed to the belief that high quality professional development results in improvements to instruction.

Development needs are identified on both a county wide as well as on an individual basis. The Educator Effectiveness Academy

(EEA) in addition to QACPS data sources, provide the information necessary to assess county alignment to the MD CCSC, and to

develop year-long plans to fully implement the transition. These plans cover systemic shifts in Reading Language Arts, Math, STEM,

and Disciplinary Literacy, in order to align with State standards.

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Embedded professional development is used to address the specific improvement needs of individuals. As is stated throughout

Section D, data to identify these needs comes from a variety of sources; observations, evaluations, and results of teacher created SLOs.

The feedback from these sources is communicated to teachers and principals, so that they can quickly make the changes needed in

order to improve student performance. Without an ongoing program of high quality professional development to meet the needs of

teachers and principals, none of the other five goals in Section B could be accomplished.

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Action Plan: Section D

Goal(s):Year four goals incorporated within the Action Plan

Section D: Great Teachers and

Leaders

Correlation

to State

Plan

Project

#

Timeline for

year 4

Key Personnel

Performance Measure Recurring

Expense:

Y/N

MOU Requirements: (Yes)

Activities to Implement MOU

Requirements

(D)(2)

(i – iv)

(D)(3)(i - ii)

(D)(5)(i - ii)

#1 See separate sheet

with names listed

for each title,

located behind

Section D

Goal 1: Incorporate the statewide student growth measure into the QACPS educator evaluation process.

a. Incorporate student growth

measures based on current state

requirements for the QACPS

education evaluator process

(D)(2)(i)

1 October 1,

2013 –

September 30,

2014

Superintendent

Director of

Curriculum Teacher

Evaluation Task

Force

Teacher evaluations will

include student growth

measures.

Improved student

performance in critical

content areas.

N

b. Train administrators and

teachers on development, yearly

process, and scoring of Student

Learning Outcomes

(D)(2)(i) 1 October 1,

2013 –

September 30,

2014

Director of

Curriculum

Supervisors

Sign off sheets will

indicate that teachers

received professional

development on SLO’s.

The quality of SLO’s

will improve based on

QACPS approval rubric.

N

c. Develop, monitor, and score

Student Learning Outcomes

(SLO’s) as part of the QACPS

teacher evaluation system for

all teachers.

(D)(2)(i)

1 October 1,

2013 –

September 30,

2014

Director of

Curriculum

Supervisors

Collection of SLO’s at

central office.

Improved student

performance in critical

content areas.

N

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Section D: Great Teachers and

Leaders

Correlation

to State

Plan

Project

#

Timeline for

year 4

Key Personnel

Performance Measure Recurring

Expense:

Y/N

MOU Requirements: (Yes)

Activities to Implement MOU

Requirements

(D)(2)

(i – iv)

(D)(3)(i - ii)

(D)(5)(i - ii)

#1 See separate sheet

with names listed

for each title,

located behind

Section D

Goal 2: Implement the QACPS teacher/principal evaluation system that conforms with the State requirements

a. Ensure that all stakeholders

have an understanding of the

evaluation process.

(D)(2)(ii-iii) October 1,

2013 –

September 30,

2014

Director of

Curriculum

Principals

Sign off from teachers

will indicate that they

know the key

documents for the

evaluation process can

be found and feedback

from PD will indicate if

they understood or if

they have any additional

questions or concerns.

N

b. Implement the redesigned

teacher evaluation and

observation process

(D)(2)( ii-

iii)

1 October 1,

2013 –

September 30,

2014

Superintendent

Director of

Curriculum

Supervisors

Principals

Teachers

Bargaining Unit

Representatives

Completed teacher

evaluations and

observations

N

125

Section D: Great Teachers and

Leaders

Correlation

to State

Plan

Project

#

Timeline for

year 4

Key Personnel

Performance Measure Recurring

Expense:

Y/N

MOU Requirements: (Yes)

Activities to Implement MOU

Requirements

(D)(2)

(i – iv)

(D)(3)(i - ii)

(D)(5)(i - ii)

#1 See separate sheet

with names listed

for each title,

located behind

Section D

c. Participate in the statewide pilot

for evaluating classroom

teachers

(D)(2)( ii-

iii):

October 1, 2013

– September 30,

2014

Director of

Curriculum

Teacher observation and

evaluation ; meeting

agendas, feedback from

teachers

N

d. Continue developing pre and

post assessment items to be used

as measures for SLOs

(D)(2)(iv) 1 October 1,

2013 –

September 30,

2014

Supervisors Copies of the Pre/Post

assessment documents

will provide teachers

with options for their

SLOs in the coming

years.

N

e. Implement student growth

outcomes for principal

evaluations

(D)(2)(ii-iii)

October 1,

2013 –

September 30,

2014

Superintendent

Director of

Curriculum

Supervisors

Bargaining Unit

Representatives

Principal evaluations

will include student

growth measures.

Improved school

performance in critical

content areas.

N

e. Train executive team on the use

of principal evaluation models

(D)(2)(ii-iii) October 1,

2013 –

September 30,

2014

Superintendent

Director of

Curriculum

Agendas and attendance at

MSDE trainings.

Principal evaluation model

will be implemented

according to state guidelines.

N

126

Section D: Great Teachers and

Leaders

Correlation

to State

Plan

Project

#

Timeline for

year 4

Key Personnel

Performance Measure Recurring

Expense:

Y/N

MOU Requirements: (Yes)

Activities to Implement MOU

Requirements

(D)(2)

(i – iv)

(D)(3)(i - ii)

(D)(5)(i - ii)

#1 See separate sheet

with names listed

for each title,

located behind

Section D

f. Complete comprehensive

evaluations on all principals and

staff as required by COMAR.

(D)(2)(ii-iii) October 1,

2013 –

September 30,

2014

Director of

Curriculum

Superintendent

Teachers/Principals will

receive an overall rating

of their performance

and feedback and

recommendations for

professional growth,

based on their

professional practice

and student growth

measures.

N

Goal 3: (D) (3) (i-ii): Increase the collaborative data-driven planning process for equitable distribution of teachers and principals in

high poverty, high minority and hard –to-staff schools

a. Utilize collaboration between

the principal and executive team

to make informed decision

about staffing.

(D)(3)(ii) October 1,

2013 –

September 30,

2014

Superintendent,

Human Resource

Director, and

Director of

Curriculum

Consultation between

principal and executive

team will result in

improved staffing at

high needs schools.

N

b. Assess the effectiveness of

teachers in lowest achieving

schools and provide

professional development to

enhance their performance

(D)(3)(ii) October 1,

2013 –

September 30,

2014

Supervisors

Principals

Director of

Curriculum

Teacher needs identified

through observations will

be followed up through

professional development

and subsequent

observations.

N

127

Section D: Great Teachers and

Leaders

Correlation

to State

Plan

Project

#

Timeline for

year 4

Key Personnel

Performance Measure Recurring

Expense:

Y/N

MOU Requirements: (Yes)

Activities to Implement MOU

Requirements

(D)(2)

(i – iv)

(D)(3)(i - ii)

(D)(5)(i - ii)

#1 See separate sheet

with names listed

for each title,

located behind

Section D

Goal 4: Increase the number and percentage of effective teachers teaching hard to staff subjects and specialty areas

a. Work collaboratively with

Human Resources to identify

strategies to promote hiring in

hard to staff subjects and

specialty areas in a timely

manner.

(D)(3) October 1,

2013 –

September 30,

2014

Director of

Curriculum

Director of Human

Resources

Documentation of

strategies which results

in hiring of effective

teachers in hard to staff

subjects and specialty

areas

Goal 5: Ensure all teachers effectively transition into the profession through a high-quality teacher induction/mentoring program

a. Implement an induction

/mentoring program consistent

with COMAR requirements

(D)(5)

October 1,

2013 –

September 30,

2014

(monthly)

Supervisors

Principals

Teacher Specialists

Outline of induction

program.

Maintain retention of

new teachers.

N

b. Participate in any Academy or

follow up scheduled by MSDE.

(D)(5) 1 October 1,

2013 –

September 30,

2014

(Meeting dates

determined by

individual

State groups)

Supervisor

Mentors

Attendance at meetings

will result in

professional

development for

mentors.

Novice teachers are

provided with the

support they need to be

successful.

N

128

Section D: Great Teachers and

Leaders

Correlation

to State

Plan

Project

#

Timeline for

year 4

Key Personnel

Performance Measure Recurring

Expense:

Y/N

MOU Requirements: (Yes)

Activities to Implement MOU

Requirements

(D)(2)

(i – iv)

(D)(3)(i - ii)

(D)(5)(i - ii)

#1 See separate sheet

with names listed

for each title,

located behind

Section D

c. Provide monthly training for

mentors.

(D)(5) October 1,

2013 –

September 30,

2014

(monthly)

Supervisor

Mentors

Agenda/ Rosters

Mentors will provide

more focused assistance

to novice teachers.

N

Goal 6: Implement an ongoing program of high quality professional development for teachers and principals.

a. Determine professional

development that links

identified needs to improve

instructional practices on an

individual basis.

(D)(5) October 1,

2013 –

September 30,

2014

Supervisors

Principals

Recommendations on

observations and will

identify areas of

professional

development and

eventually lead to

improved instructional

practices.

N

b. Create a professional

development calendar that

addresses system wide

professional development as

well as opportunities for

collaborative lesson planning

and data analysis.

(D)(5) August 2013 Director of

Curriculum

Supervisors

Completed and

distributed calendar will

inform all stakeholders

of pd opportunities for

the year.

c. Implement a system wide

transition plan for RELA, Math,

(D)(5) October 1,

2013 –

Director of

Curriculum

Posted EEA transition

plans and observed

129

Section D: Great Teachers and

Leaders

Correlation

to State

Plan

Project

#

Timeline for

year 4

Key Personnel

Performance Measure Recurring

Expense:

Y/N

MOU Requirements: (Yes)

Activities to Implement MOU

Requirements

(D)(2)

(i – iv)

(D)(3)(i - ii)

(D)(5)(i - ii)

#1 See separate sheet

with names listed

for each title,

located behind

Section D

STEM and Disciplinary

Literacy.

September 30,

2014

Supervisors actions from transition

plans will lead to

increased

implementation of the

common core.

d. Implement a novice principal

induction mentoring program

(D)(5)

October 1,

2012 –

September 30,

2013

Director of

Curriculum

Supervisors

Principals

Completed evaluation

of induction/mentoring

program will result in

retention of and success

of new principals.

N

Goals to be sustained after RTTT:

Goal 2: Sustain evaluation system that conforms with the State requirements

Goal 4 Increase the number and percentage of effective teachers teaching hard to staff subjects and specialty areas

Goal 5: Ensure all teachers effectively transition into the profession through a high-quality teacher induction/mentoring program.

Goal 6: Sustain an ongoing program of high quality professional development for teachers and principals.

130

Highly Qualified Staff

1. If the school system has met all of the criteria in the following data tables, no

additional written response is required.

QUEEN ANNE”S COUNTY HAS MET ALL CRITERIA

6.1 Queen Anne’s County demonstrated that 98.0% of CAS is HQT.

6.2 Queen Anne’s County demonstrated that 100% of CAS in Title I schools

are HQT

6.3 Queen Anne’s County demonstrated less than 10% of classes are taught by

NHQT (2.0%)

6.4 Queen Anne’s County does not have any high poverty schools

6.5 Queen Anne’s County does not have any high poverty schools

6.6 Queen Anne’s County has an attrition rate less than 10% (<5%)

6.7 Queen Anne’s County has demonstrated a 100% qualified Title I

paraprofessional staff

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High Quality Professional Development

No Child Left Behind Indicator 3.2: The percentage of teachers receiving high quality

professional development.

Please provide your District Professional Development Plan. Be sure to include how your

Plan addresses:

1. Underperforming populations;

Each school in QAC accesses data from pre-assessments, quarterly, semester and state

mandated assessments for each subgroup and each student. Performance Matters allows

for administrators and teachers to regularly review the data on student achievement. Data

days are built into the school calendar to allow teams comprised of teachers, para-

professionals, and administrators to reflect on underperforming populations and create

plans of action. One area of professional development critical to our success is

professional development for proper implementation of intervention classes. Reading and

Math specialists work with students in both intervention and regular classes. They

provide a valuable resource to underperforming populations and to teachers. Job-

embedded professional development occurs at grade and content levels to clarify

instructional strategies that will best meet the needs of low performing students in order

to raise achievement and mastery in the classroom. In addition, those schools struggling

significantly with specific sub-groups are supported by a Central Office Team comprised

of the Director of Curriculum and appropriate Content Supervisors, through feedback.

2. Universal Design for Learning (UDL) Guidelines and Principles for all student

populations;

UDL principles have been incorporated in QACPS teaching practices for many years. In

the fall of 2012-2013, every school sent a team to be trained by MSDE, in utilizing UDL

practices. In the spring, all schools were again given the opportunity to have a general

and special educator pair trained in UDL strategies. Individual schools also provided

UDL training to their staff. UDL strategies and resources were incorporated into

curriculum planning. Additional opportunities were provided through the Special

Education Department to staff on an individual basis.

Reading Specialists and English, Reading, and Language Arts teachers received

professional development in the summer of 2013 on “Step up to Writing,” a research-

based writing intervention. All of our schools are grounded in empowering teachers to

meet the diverse needs of students through continuous professional development on

flexible instructional materials, techniques, and strategies. Administrators are guided by

our County-wide observation tool, which specifies enhanced teaching practices such as

checking for understanding, differentiating instruction, releasing responsibility gradually,

representing instruction through multiple means, engaging students through multiple

132

means, learning cooperatively, and learning through project-based designs. Many UDL

principles are included directly in the Common Core transition plans.

Clarification Question:

Please describe the professional development plans for further teacher understanding

of and incorporation of UDL concepts and principles for the 2013-2014 school year:

133

Clarification Response:

Universal Design for Learning Transition Plan

Transition Plan Outcomes:

1. Implement high quality professional learning that is aligned with the Learning Forward Standards for Professional Learning to help teachers develop the new knowledge, skills, and practices necessary for full implementation of the Maryland Common Core State Curriculum (MD CCSC), STEM Education, and the Teacher and Principal Evaluation (TPE) system. Key data to guide the design of professional learning include:

Student performance data;

Teaching, Empowering, Leading and Learning (TELL) Maryland Survey results;

Classroom-Focused Improvement Process (CFIP) information; and

State, LEA, and appropriate school-based data; 2. Facilitate regular opportunities for school staff to access and navigate electronic resources (RTTT portal and LEA-provided resources) to support:

Full of implementation of MD CCSC, STEM Education and TPE

Ongoing information on PARCC assessment, design, and timeline to support transition from MSA/HSA to PARCC

Learning Forward’s Standards for Professional Learning:

Learning Communities: Professional learning that increases educator effectiveness and results for all students occurs within learning communities committed to continuous improvement, collective responsibility, and goal alignment.

Leadership: Professional learning that increases educator effectiveness and results for all students requires skillful leaders who develop capacity, advocate, and create support systems for professional learning.

Resources: Professional learning that increases educator effectiveness and results for all students requires prioritizing, monitoring, and coordinating resources for educator learning.

Data: Professional learning that increases educator effectiveness and results for all students uses a variety of sources and types of student, educator, and system data to plan, assess, and evaluate professional learning.

Learning Designs: Professional learning that increases educator effectiveness and results for all students integrates theories, research, and models of human learning to achieve its intended outcomes.

Implementation: Professional learning that increases educator effectiveness and results for all students applies research on change and sustains support for implementation of professional learning for long term change.

Outcomes: Professional learning that increases educator effectiveness and results for all students aligns its outcomes with educator performance and student curriculum standards.

134

UDL Principle

Activities Target Staff

Responsible Person(s)

Required Resources Timeline Outcomes Progress

Monitoring

Principle I View/Analyze/Interact with Common Core electronic resources, including UDL

ELA teachers

RS

Supervisor of

Instruction

EEA team

Computers, online URLs

August, 2013 Build familiarity with available resources

Utilization of electronic and UDL resources in lesson design/teaching

Principle I Analyze Short Focused Research Task

ELA teachers

RS

Supervisor of Instruction

EEA team

Prototypes August 2013 Read and provide feedback on research simulation prototypes; analyze incorporation of visual art/multi-media/research

Engagement of students with Short Focused Research tasks

Principle I Review Speaking and Listening Standards; teachers will bring plans and insert SL standards

ELA teachers

RS Supervisor of Instruction

EEA team

Department Chairs

Develop and adjust listening rubrics

Nov./Dec. 2013

Develop and adjust listening rubrics

Incorporation of speaking/listening strategies

Principle II Review/Implement “Academic Vocabulary” strategies and the three tiers

ELA teachers

RS

Supervisor of Instruction

EEA team

Department Chairs

Identify three tiers of vocabulary; develop strategy for using the three tiers – focus on root words, suffix, prefix, and meaning in context; teach academic vocabulary

Aug., 2013 January, 2014

Delineated tiers in lesson plans

Utilization of vocabulary strategies

135

UDL Principle

Activities Target Staff

Responsible Person(s)

Required Resources Timeline Outcomes Progress

Monitoring

Principle III

Teachers examine Writing from Source/Argument

ELA teachers

Dept. Chair Rubrics November, 2013

Generate writing tasks for a given passage

Utilization of writing tasks in the classroom

Principle III

Teachers develop thematic units

ELA teachers

RS

Supervisor of Instruction

EEA team

Department Chairs

Prototype units Text (fiction, non-fiction) Multi-media components Visual arts/music components

November, 2013

Thematic Units Compilation of Thematic Units on Curriculum Loft

* LF = Learning Forward ** JSD = Journal of Staff Development

136

3. Implementation of the Maryland Common Core State Curriculum (MD CCSC) and

Science, Technology, Engineering and Mathematics (STEM) Education; and

All principals, content supervisors and individual school teams in QAC participated in

the Educators Effectiveness Academy during the summer of 2013. Following the four-

day training, schools met by levels to begin professional development planning for the

fourth year of transition to Common Core Standards in math, reading, STEM, and

disciplinary literacy in all content and grade levels. Content Supervisors and school-based

administrators facilitated the process and began implementing the transition plans the

week of August 21.

In August, school-based professional development focused on the instructional shifts in

reading and math. All teachers viewed and responded to electronic resources, including

UDL resources. They evaluated standards integration and evidence statements, and

focused on building rigor in the classroom. Reading/Language Arts teachers engaged in

close reading and wrote text-dependent questions, practiced writing to source, assessed a

research simulation, and considered unit design. In math, teachers identified the

coherence and progression of concepts, trained on enhanced problem-solving, identified

student and teacher behaviors in their review of Mathematical practices, and reflected on

PARCC/Smarter Balance prototypes. Math teachers examined instructional materials

and identified areas where they can increase rigor during collaborative planning time.

The STEM teachers also focused on the next phase of implementation. Science teachers

analyzed the STEM approach to developing trans-disciplinary teams and identified

connections in practice among STEM, MD CCSC, and Next Generation Science

Standards (NGSS). Teachers reviewed STEM standards of practice and analyzed project-

problem-challenge and inquiry-based pedagogies to practice applications. STEM

teachers also employed engineering design processes to solve problems and analyze the

integration of NGSS and STEM standards of practice in STEM centric lessons. Again

this year, collaborative, STEM-centric lessons will be developed, implemented, recorded

and evaluated by teacher teams across all grade levels.

Transition teams will continue to meet on a monthly basis to examine data and evaluate

the progress for each content plan. Principals and specialists will assume key roles at the

school level to deliver professional development to content teams as specified in the

transition plans. All supervisors will participate in learning walks and provide feedback

on program implementation this year. Teachers will continue to use data to drive

instruction, utilize UDL practices and strategies, and benefit from job-embedded

professional development. Finally, teachers will gain experience this year with

Curriculum Loft, a mobile learning solution, which stores digital curriculum and mobile

device management, and automation of digital assessments.

Clairifcation Question: Please provide more detail regarding the professional

development that will be conducted during the 2013-2014 school year to assist teachers in fully implementing the Maryland CCSC and STEM Education, especially in the areas of Literacy Standards for History/Social Studies, Science & Technical Subjects (Disciplinary Literacy).

137

Clarification Response:

Elementary Stem Transition Plan

Transition Plan Outcomes:

1. Implement high quality professional learning that is aligned with the Learning Forward Standards for Professional Learning to help teachers develop the new knowledge, skills, and practices necessary for full implementation of the Maryland Common Core State Curriculum (MD CCSC), STEM Education, and the Teacher and Principal Evaluation (TPE) system. Key data to guide the design of professional learning include:

Student performance data;

Teaching, Empowering, Leading and Learning (TELL) Maryland Survey results;

Classroom-Focused Improvement Process (CFIP) information; and

State, LEA, and appropriate school-based data; 2. Facilitate regular opportunities for school staff to access and navigate electronic resources (RTTT portal and LEA-provided resources) to support:

Full of implementation of MD CCSC, STEM Education and TPE

Ongoing information on PARCC assessment, design, and timeline to support transition from MSA/HSA to PARCC

Learning Forward’s Standards for Professional Learning:

Learning Communities: Professional learning that increases educator effectiveness and results for all students occurs within learning communities committed to continuous improvement, collective responsibility, and goal alignment.

Leadership: Professional learning that increases educator effectiveness and results for all students requires skillful leaders who develop capacity, advocate, and create support systems for professional learning.

Resources: Professional learning that increases educator effectiveness and results for all students requires prioritizing, monitoring, and coordinating resources for educator learning.

Data: Professional learning that increases educator effectiveness and results for all students uses a variety of sources and types of student, educator, and system data to plan, assess, and evaluate professional learning.

Learning Designs: Professional learning that increases educator effectiveness and results for all students integrates theories, research, and models of human learning to achieve its intended outcomes.

Implementation: Professional learning that increases educator effectiveness and results for all students applies research on change and sustains support for implementation of professional learning for long term change.

Outcomes: Professional learning that increases educator effectiveness and results for all students aligns its outcomes with educator performance and student curriculum standards.

138

Transition Plan

Outcome # Activities

Target Staff

Responsible Person(s)

Required Resources Timeline Outcomes Progress

Monitoring

1 STEM Education Self-Analysis: Taking Temperature of Staff (agree, disagree…)_ Pre-assessment of teachers’ knowledge of STEM.

All Staff Teacher Specialists

Video – “Future of Science Education” Questions & signs Self-Analysis Worksheet

Aug./Sept. 2013

Build internal capacity for implementation of STEM An assessment of teacher awareness of STEM Education

Observation Exit Slip

1 & 2

Professional STEM Learning Communities : Analyze the STEM approach to developing trans-disciplinary teams and review what STEM Education looks like in a classroom.

All staff

Teacher Specialist, STEM Team

Maryland State STEM Standards of Practice -Re-visit the MSDE STEM Vision

-STEM progress chart

-Materials from EEA binder

STEM Education Overview – MSDE Worksheet

August 2013

Build internal capacity for implementation of STEM Creation of STEM Teams at each school

Staff Reflections/Evaluations

1 Place Mat: What, Why, How of STEM Education

All staff Teacher Specialist, STEM Team

MSDE PD Materials, Blackboard.com

Place Mat

Cards See Blackboard

Sept./Oct. 2013

Build internal capacity for implementation of STEM Level of awareness

Observation Exit Slip

1 Putting the Pieces Together: Puzzles of STEM Standards

All staff Teacher Specialist, STEM Team

Puzzle pieces

STEM Standards of Practice

Sept./Oct. 2013

Build internal capacity for implementation of STEM Review the STEM Standards of Practice and how they look in a classroom.

Observation Exit Slip

139

Transition Plan

Outcome # Activities

Target Staff

Responsible Person(s)

Required Resources Timeline Outcomes Progress

Monitoring

1 Infinity & Beyond Activity: Connections Across The Curriculum

All Staff Teacher, Reading, & Math Specialists

Strips of practices and standards

October 2013.

Understanding components of STEM-centric unit and lesson

Staff Reflections/Evaluations

1 & 2 “Deep Dive” into STEM Education: How STEM, Mathematics, Next Generation Science Standards, and English Language Art’s practices look in a lesson.

All Staff Teacher, Reading, & Math Specialists

EEA power point Day 2

Maryland State STEM Standards of Practice

Maryland STEM Unit Components

Next Generation Science Standards

ELA & Math Standards

October 2013

Understanding components of STEM-centric unit and lesson What Makes a Good Problem, Question, Issue, or Challenge?

Staff Reflections/Evaluations

2 EEA Resource Review: STEM-centric Unit and Curriculum

Teacher, Reading, & Math Specialists

Teacher, Reading, & Math Specialists

MSDE Blackboard October 2013

Familiarize teachers with STEM-centric curriculum on the online portal. Participants will analyze the content and structure of STEM-centric units and reflect on how they can be used to enhance professional practice and improve student learning.

Staff Reflections/Evaluations

140

Transition Plan

Outcome # Activities

Target Staff

Responsible Person(s)

Required Resources Timeline Outcomes Progress

Monitoring

1 & 2 STEM-centric Pedagogy:

Teacher, Reading, & Math Specialists

Teacher, Reading, & Math Specialists

EEA Materials:

One Point Lesson

Pedagogy Sheet

Engineering Design Process

Performance-Based Assessment Sheet

STEM Centric-Lesson Unit Brainstorming Guide

5E Model for Integrated STEM Instruction

Practices and Capacities Checklist

STEM-centric unit sample

October 2013

Analyze project-, problem-, challenge-, and inquiry-based pedagogies and learn how to apply them to implement curriculum. STEM-centric unit and lesson checklist Creating a STEM-Centric Unit Guide

Staff Reflections/Evaluations

1 Clarifying the E in STEM All Staff Teacher, Reading, & Math Specialists

Two Models for Teaching K-12 Students Engineering Engineering “Habits of Mind” http://www.youtube.com/watch?v=wE-z_TJyziI

Nov. 2013 Develop an understanding of engineering concepts and how it can be integrated in curriculum.

Staff Reflections/Evaluations

1 & 2 Relationships and Convergence: Connection Among Practices

All Staff Teacher, Reading, & Math Specialists

-STEM Standards of Practice

-Standards for

Nov. 2013 Allow participants to draw connections among practices.

Staff Reflections/Evaluations

141

Transition Plan

Outcome # Activities

Target Staff

Responsible Person(s)

Required Resources Timeline Outcomes Progress

Monitoring

Mathematical Practices -Scientific and Engineering Practices -Capacities of a Literate Individual -STEM Unit Components -Practices and Capacities Checklist STEM Unit

Develop an understanding of engineering and how students may employ the engineering design process to solve problems. Engineering Design Process

1 & 2 Bringing It All Together All Staff Principal, Teacher Specialist

STEM Standards of Practice Standards for Mathematical Practices Next Generation of Science Standards: Scientific and Engineering Practices http://www.nextgenscience.org/next-generation-science-standards Capacities of a Literate Individual STEM Unit Components Practices and Capacities Checklist STEM Unit

January 2014

Build internal capacity for implementation of STEM Introduce participants to Common Core and Next Generation Science practices and to examine how they align to the STEM Standards of Practice

Staff Reflections/Evaluations

142

Transition Plan

Outcome # Activities

Target Staff

Responsible Person(s)

Required Resources Timeline Outcomes Progress

Monitoring

STEM-centric Lesson

Teacher Teams

Teacher Specialist

Sample Lesson Plan. Outlined below are components of a STEM lesson plan. •STEM Standards of Practice Essential Skills and Knowledge •Performance Based Formative Assessments with Rubrics •5E Model

January 2014

Analyze a STEM-centric lesson to see how the practices and capacities may be represented in a lesson. Look further into how all of the practices look in a. STEM-centric lesson.

Staff Reflections/Evaluations

1 “Frog and Toad”-Stemifying a Lesson “STEM Is Not “Taboo” Activity

Teacher Teams

Teacher, Reading, & Math Specialists

EEA Video “Frog and Toad” The Hat

Jan./Feb. 2014

Analyzing, understanding, and creating STEM-centric lessons

Exit Slip Observation

1 STEM-Centric Pedagogy: 4 STEM Pedagogies”

Teacher Teams

TSP Taboo Cards

4 pieces of chart paper

Feb./Mar. 2014

Note: Homework (Home Object)

Exit Slip Observation

1 & 2 STEM-centric Lessons: STEM Teacher Teams

Principal , Teacher Specialist

STEM Standards of Practice Standards for Mathematical Practices Scientific and Engineering Practices Capacities of a Literate Individual STEM Unit Components Practices and Capacities Checklist STEM Unit

Feb-March Writing quality STEM-centric lessons

Develop at STEM-centric units to assess a real world application of practices and content standards within the classroom.

Staff Reflections/Evaluations of STEM-centric lessons

143

Transition Plan

Outcome # Activities

Target Staff

Responsible Person(s)

Required Resources Timeline Outcomes Progress

Monitoring

1 “Home Improvement” Engineering Design Process

All Staff TSP Chart paper

Markers

Video “Shopping Cart”

EDP Chart

Mar./Apr. 2014

Develop an understanding of engineering and how students may employ the engineering design process to solve problems.

“Project”

1 STEM-centric One Point Lesson All Staff TSP Template Apr./May 2014

Review of teacher taught STEM-centric Lessons

Exit Slip Observation

1 & 2 Problem Based Assessments All Staff Teacher Specialist

EEA Materials Performance-Based Assessment Sheet Online Review of PARCC: http://www.parcconline.org

Apr./May 2014

Develop an understanding of performance based assessments and how they are employed in STEM Education Transition from MSA/HSA to PARCC Assessments

Staff Reflections/Evaluations

1 Mind Mapping Mind Over Matter

All Staff TSP Chart paper May 2014 Exit Slip

144

Middle School Stem Transition Plan

Transition Plan Outcomes:

1. Implement high quality professional learning that is aligned with the Learning Forward Standards for Professional Learning to help teachers

develop the new knowledge, skills, and practices necessary for full implementation of the Maryland Common Core State Curriculum (MD CCSC),

STEM Education, and the Teacher and Principal Evaluation (TPE) system. Key data to guide the design of professional learning include:

Student performance data;

Teaching, Empowering, Leading and Learning (TELL) Maryland Survey results;

Classroom-Focused Improvement Process (CFIP) information; and

State, LEA, and appropriate school-based data;

2. Facilitate regular opportunities for school staff to access and navigate electronic resources (RTTT portal and LEA-provided resources) to support:

Full of implementation of MD CCSC, STEM Education and TPE

Ongoing information on PARCC assessment, design, and timeline to support transition from MSA/HSA to PARCC

Learning Forward’s Standards for Professional Learning:

Learning Communities: Professional learning that increases educator effectiveness and results for all students occurs within learning communities

committed to continuous improvement, collective responsibility, and goal alignment.

Leadership: Professional learning that increases educator effectiveness and results for all students requires skillful leaders who develop capacity,

advocate, and create support systems for professional learning.

Resources: Professional learning that increases educator effectiveness and results for all students requires prioritizing, monitoring, and

coordinating resources for educator learning.

Data: Professional learning that increases educator effectiveness and results for all students uses a variety of sources and types of student,

educator, and system data to plan, assess, and evaluate professional learning.

Learning Designs: Professional learning that increases educator effectiveness and results for all students integrates theories, research, and models

of human learning to achieve its intended outcomes.

Implementation: Professional learning that increases educator effectiveness and results for all students applies research on change and sustains

support for implementation of professional learning for long term change.

Outcomes: Professional learning that increases educator effectiveness and results for all students aligns its outcomes with educator performance

and student curriculum standards.

145

Transition Plan

Outcome # Activities Target Staff

Responsible Person(s)

Required Resources Timeline Outcomes Progress

Monitoring

1 & 2

STEM Education Self-Analysis:

All staff

Teacher Specialist, STEM Team

EEA Materials STEM Self-Assessment Sheet Maryland State STEM Standards of Practice -Re-visit the MSDE STEM Vision -STEM progress chart -Materials from EEA binder STEM Education Overview – MSDE Worksheet

August 2013

Build internal capacity for implementation of STEM An assessment of teacher awareness of STEM Education Review key concepts addressed during the STEM Sessions of EEA 2011 & 2012.

Staff Reflections/ Evaluations STEM Self-Assessment Sheet

1 & 2 Professional STEM Learning Communities

All staff Teacher Specialist, STEM Team

2013 Spring STEM Webinar 00:23:17 – 00:25:14 http://mediasite-ex.towson.edu/Mediasite/Play/2a502ebb5e5c4923851edac0df4625181d

August 2013

Create Professional STEM Learning Communities and analyze the STEM approach to developing trans-disciplinary units and review what STEM Education looks like in a classroom

Staff Reflections/ Evaluations

146

Transition Plan

Outcome # Activities Target Staff

Responsible Person(s)

Required Resources Timeline Outcomes Progress

Monitoring

1 & 2

Carousel Review: Jigsaw of Standards

All Staff Teacher Specialist, STEM Team

Strips Chart paper Markers

August 2013

Build internal capacity for implementation of STEM An assessment of teacher awareness of STEM Education

Staff Reflections/ Evaluations Create an affinity diagram to show connections

1 & 2

STEM Standards of Practice Putting the Pieces Together

All Staff Teacher Specialist, STEM Team Teacher Specialist,

•Puzzle pieces •STEM Standards of Practice

August 2013

Build internal capacity for implementation of STEM The purpose of this activity is for participants to review the STEM Standards of Practice and how they look in a classroom.

Staff Reflections/ Evaluations

1 & 2

Approaches to Integrated Curriculum Frayer Model - Interdisciplinary, Multidisciplinary, Transdisciplinary .

All Staff Teacher Specialist, STEM Team

EEA materials:

Power Point

Definition of Multidisciplinary, Interdisciplinary, Transdisciplinary

Frayer Model and organizer

August 2013

Build internal capacity for implementation of STEM

Comparing and Contrasting Approaches to Integrated Curriculum

Staff Reflections/ Evaluations Jigsaw

147

Transition Plan

Outcome # Activities Target Staff

Responsible Person(s)

Required Resources Timeline Outcomes Progress

Monitoring

1 Building Blocks of STEM-Centric Integrated Curriculum

All Staff Teacher Specialist, STEM Team

A Model for Collaborative Project and/or Theme Building

October 2013

Build internal capacity for implementation of STEM Model for developing transdisciplinary STEM-centric units.

Staff Reflections/ Evaluations

1 & 2 Matrix/Map Curriculum Planning

Content Teachers Science, Social Studies, Math, Unified Arts

Teacher Specialist, STEM Team

Curriculum Planning (matrix/map) Allow flexibility for team or individual lessons. *Do not force connections

Sept-October 2013 Quarterly Introduction

Increase internal capacity to develop STEM Lessons

Staff Reflections/ Evaluations Development of STEM-centric Lessons

2 EEA Resource Review: STEM-centric Unit and Curriculum

Teacher, Reading, & Math Specialists

Teacher, Reading, & Math Specialists

MSDE Blackboard Sept-October 2013 Quarterly Introduction

Build internal capacity for implementation of STEM Familiarize teachers with STEM-centric curriculum on the online portal. Participants will analyze the content and structure of STEM-centric units and reflect on how

Staff Reflections/ Evaluations

148

Transition Plan

Outcome # Activities Target Staff

Responsible Person(s)

Required Resources Timeline Outcomes Progress

Monitoring

they can be used to enhance professional practice and improve student learning.

1 What Makes a Good Question, Issue, Problem, or Challenge?

Content Teachers Science, Social Studies, Math, Unified Arts

Teacher Specialist, STEM Team

EEA Materials • EEA power point Day 2 • Maryland State STEM Standards of Practice • Maryland STEM Unit Components

October 2013

Identify guidelines for the development of the real-world connection.

Staff Reflections/ Evaluations

1 & 2 “Deep Dive” into STEM Education: How STEM, Mathematics, Next Generation Science Standards, and English Language Art’s practices look in a lesson.

All Staff Teacher, Reading, & Math Specialists

EEA power point Day 2

Maryland State STEM Standards of Practice

Maryland STEM Unit Components

Next Generation Science Standards

ELA & Math Standards

October 2013

Build internal capacity for implementation of STEM Understanding components of STEM-centric unit and lesson What Makes a Good Problem, Question, Issue, or Challenge?

Staff Reflections/ Evaluations

1 & 2

STEM Centric Pedagogy for Vocabulary

Content Teachers Science, Social Studies, Math, Unified Arts

Teacher, Reading, & Math Specialists

Pedagogy Handout Word Cards Placemat

October 2013

Review Play categories with placemat

Staff Reflections/ Evaluations Development of STEM-centric Lessons

149

Transition Plan

Outcome # Activities Target Staff

Responsible Person(s)

Required Resources Timeline Outcomes Progress

Monitoring

1 & 2 Review STEM-centric Pedagogy.

Content Teachers Science, Social Studies, Math, Unified Arts

Teacher, Reading, & Math Specialists

One Point Lesson

Pedagogy Sheet

Engineering Design Process

Performance-Based Assessment Sheet

STEM-centric unit and lesson checklist

October 2013

Analyze project-, problem-, challenge-, and inquiry-based pedagogies and learn how to apply them to implement curriculum.

Staff Reflections/ Evaluations

1 & 2 Relationships and Convergence: Connection Among Practices

All Staff Teacher, Reading, & Math Specialists

-STEM Standards of Practice -Standards for Mathematical Practices -Scientific and Engineering Practices -Capacities of a Literate Individual -STEM Unit Components -Practices and Capacities Checklist STEM Unit

Nov. 2013 Allow participants to draw connections among practices. Develop an understanding of engineering and how students may employ the engineering design process to solve problems. Engineering Design Process

Staff Reflections/ Evaluations

1 & 2 Common Core and Next Generation Science practices alignment with the STEM Standards of Practice

All Staff Principal, Teacher Specialist

STEM Standards of Practice Standards for Mathematical Practices

November 2013

Build internal capacity for implementation of STEM

Staff Reflections/ Evaluations

150

Transition Plan

Outcome # Activities Target Staff

Responsible Person(s)

Required Resources Timeline Outcomes Progress

Monitoring

Next Generation of Science Standards: Scientific and Engineering Practices http://www.nextgenscience.org/next-generation-science-standards Capacities of a Literate Individual STEM Unit Components Practices and Capacities Checklist STEM Unit

Integration of NGSS and STEM Standards of Practices into STEM Centric Lessons

1 & 2 Engineering Design Process Content Teachers Science, Social Studies, Math, Unified Arts

Teacher, Reading, & Math Specialists

-STEM Standards of Practice

-Standards for Mathematical Practices

-Scientific and Engineering Practices

-Capacities of a Literate Individual

-STEM Unit Components

-Practices and Capacities Checklist STEM Unit

Nov. 2013 Integration of NGSS and STEM Standards of Practices into STEM Centric Lessons

Staff Reflections/ Evaluations

151

Transition Plan

Outcome # Activities Target Staff

Responsible Person(s)

Required Resources Timeline Outcomes Progress

Monitoring

1 & 2 STEM-centric Lessons: STEM Teacher Teams

Principal, Teacher Specialist

STEM Standards of Practice Standards for Mathematical Practices Scientific and Engineering Practices Capacities of a Literate Individual STEM Unit Components Practices and Capacities Checklist STEM Unit

November 2013

Writing quality STEM-centric lessons Develop at least STEM-centric units to assess a real world application of practices and content standards within the classroom.

Staff Reflections/ Evaluations of STEM-centric lessons

1 & 2 Analyze Teachers’ STEM-centric lessons

Content Teachers Science, Social Studies, Math, Unified Arts

Teacher Specialist, STEM Team

Sample Lesson Plan Components •STEM Standards of Practice Essential Skills and Knowledge •Student Outcomes •5E Model •Differentiation - ELL, GT, Special education, 508, UDL

January-February 2014

Development of STEM-centric Lessons Implementation of a STEM-centric lesson

Staff Reflections/ Evaluations STEM-centric Lessons

1 & 2 STEM-centric Lesson: Teacher will implement lesson designs in the classroom.

Content Teachers Science, Social Studies, Math, Unified Arts

Teacher Specialist, principal

STEM Lesson Plan STEM Standards of Practice STEM Unit Components Scientific and Engineering Practices

March-May 2014

STEM-centric Lessons

Observations/Evaluation/ Staff Reflections

152

Transition Plan

Outcome # Activities Target Staff

Responsible Person(s)

Required Resources Timeline Outcomes Progress

Monitoring

Practices and Capacities Checklist STEM Unit

153

High School STEM Transition Plan

Transition Plan Outcomes:

1. Implement high quality professional learning that is aligned with the Learning Forward Standards for Professional Learning to help

teachers develop the new knowledge, skills, and practices necessary for full implementation of the Maryland Common Core State

Curriculum (MD CCSC), STEM Education, and the Teacher and Principal Evaluation (TPE) system. Key data to guide the design of

professional learning include:

Student performance data;

Teaching, Empowering, Leading and Learning (TELL) Maryland Survey results;

Classroom-Focused Improvement Process (CFIP) information; and

State, LEA, and appropriate school-based data;

2. Facilitate regular opportunities for school staff to access and navigate electronic resources (RTTT portal and LEA-provided resources) to

support:

Full of implementation of MD CCSC, STEM Education and TPE

Ongoing information on PARCC assessment, design, and timeline to support transition from MSA/HSA to PARCC

Learning Forward’s Standards for Professional Learning:

Learning Communities: Professional learning that increases educator effectiveness and results for all students occurs within learning communities committed to continuous improvement, collective responsibility, and goal alignment.

Leadership: Professional learning that increases educator effectiveness and results for all students requires skillful leaders who develop capacity, advocate, and create support systems for professional learning.

Resources: Professional learning that increases educator effectiveness and results for all students requires prioritizing, monitoring, and coordinating resources for educator learning.

Data: Professional learning that increases educator effectiveness and results for all students uses a variety of sources and types of student, educator, and system data to plan, assess, and evaluate professional learning.

Learning Designs: Professional learning that increases educator effectiveness and results for all students integrates theories, research, and models of human learning to achieve its intended outcomes.

Implementation: Professional learning that increases educator effectiveness and results for all students applies research on change and sustains support for implementation of professional learning for long term change.

154

Outcomes: Professional learning that increases educator effectiveness and results for all students aligns its outcomes with educator performance and student curriculum standards.

Transition Plan

Outcome #

Activities Target Staff

Responsible Person(s)

Required Resources Timeline Outcomes Progress

Monitoring

1 & 2

STEM

Education

Self-Analysis:

All staff

Teacher

Specialist,

STEM Team

EEA Materials

STEM Self-Assessment Sheet

Maryland State STEM Standards of

Practice

-Re-visit the MSDE STEM Vision

-STEM progress chart

-Materials from EEA binder

STEM Education Overview – MSDE

Worksheet

August 2013 Build internal capacity for

implementation of STEM

An assessment of teacher

awareness of STEM

Education

Review key concepts

addressed during the STEM

Sessions of EEA 2011 &

2012.

Staff Reflections/

Evaluations

STEM Self-

Assessment Sheet

1 & 2 Professional

STEM

Learning

Communities

All staff Teacher

Specialist,

STEM Team

2013 Spring STEM Webinar

00:23:17 – 00:25:14

http://mediasite-

ex.towson.edu/Mediasite/Play/2a

502ebb5e5c4923851edac0df4625

181d

August 2013 Create Professional STEM

Learning Communities and

analyze the STEM approach

to developing trans-

disciplinary units and review

what STEM Education looks

like in a classroom

Staff Reflections/

Evaluations

155

Transition Plan

Outcome #

Activities Target Staff

Responsible Person(s)

Required Resources Timeline Outcomes Progress

Monitoring

1 & 2

STEM

resource

folder & web

links

STEM

Team

Teacher

Specialist,

STEM Team

EEA Binder and STEM resource

folder & web links

www.msde.blackboard.com

Aug./Sept.

2013

Build internal capacity for

implementation of STEM

Teacher will become with

the online resources

Staff Reflections/ Feedback

1 & 2

Carousel

Review:

Jigsaw of

Standards

Affinity Strip

Exercise

STEM Team then to larger faculty via small groups or dept. groups

Teacher

Specialist,

STEM Team

color card stock

standards by content

baggies

chart pad

Laminated Poster or cheat sheet

August 2013 Build internal capacity for

implementation of STEM

An assessment of teacher

awareness of STEM

Education

Staff Reflections/

Evaluations

Create an affinity

diagram to show

connections

1 & 2 Connection

among

Practices:

STEM

Team

then to

larger

faculty

via small

groups

or dept.

groups

STEM Team

members

EEA Materials and Power Point

STEM Standards of Practice

Social climate check

Aug./Sept.

2013

Build internal capacity for

implementation of STEM

Allow participants to draw

connections among

practices.

Participants will review the STEM Standards of Practice and how they look in a classroom.

Staff Reflections/

Evaluations

156

Transition Plan

Outcome #

Activities Target Staff

Responsible Person(s)

Required Resources Timeline Outcomes Progress

Monitoring

1 & 2 Deep Dive”

into STEM

Education

All Staff Teacher

Specialist,

STEM Team

EEA power point

Maryland State STEM Standards of Practice

Maryland STEM Unit Components

Maryland STEM Unit Components

What Makes a Good Problem, Question, Issue, or Challenge?

Creating a STEM-Centric Unit Guide

STEM Centric-Lesson Unit Brainstorming Guide

5E Model for Integrated STEM Instruction

Practices and Capacities Checklist

STEM-centric unit

October 2013 Build internal capacity for

implementation of STEM

Understanding components

of STEM-centric unit and

lesson

What Makes a Good

Problem, Question, Issue, or

Challenge?

Staff Reflections/ Evaluations

1 & 2 STEM-

centric

Lessons:

STEM

Teams

Teacher

Teams

Teacher

Specialist,

STEM Team

STEM Standards of Practice

Standards for Mathematical

Practices

Scientific and Engineering

Practices

Capacities of a Literate Individual

October-

November

2013

Writing quality STEM-centric

lessons

Develop at least STEM-

centric units to assess a real

world application of

practices and content

standards within the

classroom.

Staff Reflections/ Evaluations

STEM-centric

lessons

157

Transition Plan

Outcome #

Activities Target Staff

Responsible Person(s)

Required Resources Timeline Outcomes Progress

Monitoring

STEM Unit Components

Practices and Capacities Checklist

STEM Unit

1 & 2 STEM-centric

Pedagogy:

STEM

Team

then to

dept.

groups

Teacher

Specialist,

STEM Team

5 E Checklists w/standard

checklists

Example or Model lessons

Multiple 5E lessons per dept.

available

Oct.-Nov. 2013 Provide feedback on created

or existing lessons (to and

from STEM team with dept.

teams)

Assessment of

Lessons

Multiple cycles

throughout the

year (first time

1 & 2 Multidisciplin

ary/Transdisc

iplinary

Content-

Based STEM-

centric

Lessons

STEM

Team

then to

dept.

groups

Teacher

Specialist,

STEM Team

5E questions from STEM unit

template

Activities (EEA) off blackboard

Oct... 2013 –

May 2014

Develop STEM-centric units

or lessons to assess a real

world application

Monthly Focus Topics

•One of 5E’s •Or •One of EEA Activities

STEM Lesson

samples placed on

school’s common

drive

1 & 2 Elevator

Pitch Activity:

Small Cross

curricular

collaborative

STEM

Team

STEM Team

members

Elevator Pitch Activity

Video lessons being executed or

student discussion

Video documentation

Nov. w/Team

Execute

Feb./Mar. 2014

Development of STEM-

centric Lessons

Implementation of a STEM-

centric lesson

Faculty

Student Feedback

Video documentation of

158

Transition Plan

Outcome #

Activities Target Staff

Responsible Person(s)

Required Resources Timeline Outcomes Progress

Monitoring

activities or

lessons

Apr.-May

Model Lessons

Share

Apr./May 2014

STEM lessons

Apr.-May

159

Disciplinary Literacy Transition Plan for Science

Transition Plan Outcomes:

1. Implement high quality professional learning that is aligned with the Learning Forward Standards for Professional Learning to help teachers

develop the new knowledge, skills, and practices necessary for full implementation of the Maryland Common Core State Curriculum (MD CCSC),

STEM Education, and the Teacher and Principal Evaluation (TPE) system. Key data to guide the design of professional learning include:

Student performance data;

Teaching, Empowering, Leading and Learning (TELL) Maryland Survey results;

Classroom-Focused Improvement Process (CFIP) information; and

State, LEA, and appropriate school-based data;

2. Facilitate regular opportunities for school staff to access and navigate electronic resources (RTTT portal and LEA-provided resources) to support:

Full of implementation of MD CCSC, STEM Education and TPE

Ongoing information on PARCC assessment, design, and timeline to support transition from MSA/HSA to PARCC

Learning Forward’s Standards for Professional Learning:

Learning Communities: Professional learning that increases educator effectiveness and results for all students occurs within learning communities

committed to continuous improvement, collective responsibility, and goal alignment.

Leadership: Professional learning that increases educator effectiveness and results for all students requires skillful leaders who develop capacity,

advocate, and create support systems for professional learning.

Resources: Professional learning that increases educator effectiveness and results for all students requires prioritizing, monitoring, and

coordinating resources for educator learning.

Data: Professional learning that increases educator effectiveness and results for all students uses a variety of sources and types of student,

educator, and system data to plan, assess, and evaluate professional learning.

Learning Designs: Professional learning that increases educator effectiveness and results for all students integrates theories, research, and models

of human learning to achieve its intended outcomes.

Implementation: Professional learning that increases educator effectiveness and results for all students applies research on change and sustains

support for implementation of professional learning for long term change.

Outcomes: Professional learning that increases educator effectiveness and results for all students aligns its outcomes with educator performance

and student curriculum standards.

160

Transition Plan

Outcome # Activities Target Staff

Responsible Person(s)

Required Resources Timeline Outcomes Progress

Monitoring

Aligned Standards

Learning Designs Implementation

Learning Communities

Leadership Resources Implementation Outcomes Data

1 & 2 MSDE Professional Development: Eastern Shore Regional Common Core Disciplinary Literacy Consortium for Social Studies, Science and Technical Subjects

Science Teacher Team

MSDE Created by MSDE

August 2013 Text Complexity diagnostic process Process for analysis of text Creation of Text Dependent Questions

Teacher Feedback

1 & 2 Professional Development: Building Knowledge through content-rich nonfiction text

Science, Health and Physical Education Teachers

Supervisor of Instruction Lead Teachers

MSDE PD Materials, Blackboard.com, Literacy Standards, Science website, variety of science and technical samples of text

August 2013 Understanding and Articulate how to determine text complexity, develop text dependent questions and close reading

Teacher developed questions

1 & 2 Reading, Writing, and Speaking Grounded in Evidence from Text.

Science, Health and Physical Education Teachers

Supervisor of Instruction Lead Teachers

MSDE EEA Materials, MSDE Website, Literacy Standards, supplementary text materials (journals, magazines, technical articles)

August 2013 Focus on reading complex texts, use complex test to build student vocabulary.

Vocabulary graphic organizers

1 & 2 Regular Practice with Complex Text and Its Academic Language

Science, Health and Physical Education Teachers

Supervisor of Instruction Lead Teachers

Activities (EEA) from the Blackboard.org

August 2013 Improve teachers’ skills in reading and analyzing complex text.

Teacher Awareness, Reflections and Evaluations

1 &2 Integration of Disciplinary Literacy Standards into the Content Curriculum

Science, Health and Physical

Supervisor of Instruction

Teaching Channel Video of disciplinary literacy lessons being

October 2013

Development of a Model Lesson

Lesson Plans

161

Transition Plan

Outcome # Activities Target Staff

Responsible Person(s)

Required Resources Timeline Outcomes Progress

Monitoring

Education Teachers

executed by teachers. Planning Tool

1 Professional Development: Text –based Claim and Evidence

Science, Health and Physical Education Teachers

Supervisor of Instruction Lead Teachers

Teachers collaborate to develop exemplary lessons Teachers working to improve lesson plans

October 2013 Create inquiry based instructional activities

Teacher Feedback/ Evaluations, Sample instructional activities

1 & 2 Professional Development: Text –based Evidence Balance of Texts Writing from Sources Academic Vocabulary

Science, Health and Physical Education Teachers

Supervisor of Instruction

Teachers collaborate to develop exemplary lessons Teachers working to improve lesson plans

November 2013 Created activities to demonstrate disciplinary literacy strategies.

Teacher developed materials

1 & 2 Review the PARCC Assessment Prototypes, Claims Structure and Evidence

Science, Health and Physical Education Teachers

Supervisor of Instruction Lead Teachers

PARCC website Prototypes, Claim and Evidence Tables

November 2013 Increase the teacher knowledge of PARCC

Creating sample PARCC-like assessment Items

1 PARCC Claim Structure and Evidence Table

Science, Teachers

Supervisor of Instruction

PARCC website Prototypes, Claim and Evidence Tables

November 2014 Develop assessment items that mirror PARRC

Creating sample PARCC-like assessment Items

1 Professional Development: Alignment of Common Core Disciplinary Literacy with Next Generation Science Standards

Science, Teachers

Supervisor of Instruction Lead Teachers

Next Gen. Science Standards, Common Core Literacy Standards

January 2014 Writing summative assessments

Developed teacher assessments.

162

CTE Transition Plan

Transition Plan Outcomes:

1. Implement high quality professional learning that is aligned with the Learning Forward Standards for Professional Learning to help teachers

develop the new knowledge, skills, and practices necessary for full implementation of the Maryland Common Core State Curriculum (MD

CCSC), STEM Education, and the Teacher and Principal Evaluation (TPE) system. Key data to guide the design of professional learning include:

Student performance data;

Teaching, Empowering, Leading and Learning (TELL) Maryland Survey results;

Classroom-Focused Improvement Process (CFIP) information; and

State, LEA, and appropriate school-based data;

2. Facilitate regular opportunities for school staff to access and navigate electronic resources (RTTT portal and LEA-provided resources) to

support:

Full of implementation of MD CCSC, STEM Education and TPE

Ongoing information on PARCC assessment, design, and timeline to support transition from MSA/HSA to PARCC

Learning Forward’s Standards for Professional Learning:

Learning Communities: Professional learning that increases educator effectiveness and results for all students occurs within learning communities

committed to continuous improvement, collective responsibility, and goal alignment.

Leadership: Professional learning that increases educator effectiveness and results for all students requires skillful leaders who develop capacity,

advocate, and create support systems for professional learning.

Resources: Professional learning that increases educator effectiveness and results for all students requires prioritizing, monitoring, and

coordinating resources for educator learning.

Data: Professional learning that increases educator effectiveness and results for all students uses a variety of sources and types of student,

educator, and system data to plan, assess, and evaluate professional learning.

Learning Designs: Professional learning that increases educator effectiveness and results for all students integrates theories, research, and models

of human learning to achieve its intended outcomes.

Implementation: Professional learning that increases educator effectiveness and results for all students applies research on change and sustains

support for implementation of professional learning for long term change.

Outcomes: Professional learning that increases educator effectiveness and results for all students aligns its outcomes with educator performance

and student curriculum standards.

163

Transition

Plan

Outcome #

Activities Target Staff Responsible

Person(s)

Required

Resources Timeline Outcomes

Progress

Monitoring

Aligned Standards

Learning Designs Implementation

Learning Communities

Leadership Resources Implementat

ion Outcomes Data

1 Professional Development

of identified teachers from

each secondary school to

attend the MSDE

Disciplinary Literacy

training

Teacher

Representatives

from CTE,

Science and

Social Studies

MSDE August 2013 Text complexity

diagnostic process

Process for lesson

planning with complex

text

Peer Review of Lessons

created

Lesson Plans

1 Professional Development

on Inquiry Based

Instruction

(i.e. Historical

Investigations, questions

to support readings)

Social Studies

teachers

Supervisor of

Instruction

MSDE Social

Studies website,

various Historical

collections

August 2013 Text Complexity

Text Dependent

questions

Inquiry based instruction

Close Reading

1 Professional Development

of Social Studies and CTE

teachers MS and HS on

Disciplinary Literacy

Teachers in CTE

and Social

Studies

Supervisor of

Instruction

Teacher Reps

from schools

on DL

MSDE Social Studies website, various Historical collections

Trades journals or

magazines with

current events

August 2013 Text Complexity

Text Dependent

questions

Close Reading Activity

164

Transition

Plan

Outcome #

Activities Target Staff Responsible

Person(s)

Required

Resources Timeline Outcomes

Progress

Monitoring

2 Rollout new curriculum

guides in SS

Supervisor of

Instruction

MS and HS

Social Studies

teachers

Supervisor of

Instruction

Curriculum

Common Core

Literacy Standards

Embedded

August 2013 New Curriculum Guides

C3 Social Studies

Standards

2 Curriculum alignment with

Disciplinary Literacy

Supervisor of

Instruction

MS and HS

Social Studies

teachers

Supervisor of

Instruction

C3 Curriculum

Common Core

Literacy Standards

Research based

writing

Informational text

August 2013 New Curriculum Guides

C3 Social Studies

Standards

2 Participate in a Historical

Investigation Lesson

Activity

MS and HS

Social Studies

Teachers

Supervisor of

Instruction

C3 Curriculum

Common Core

Literacy Standards

Research based

writing

Informational text

August 2013 New Curriculum Guides

C3 Social Studies

Standards

165

Transition

Plan

Outcome #

Activities Target Staff Responsible

Person(s)

Required

Resources Timeline Outcomes

Progress

Monitoring

1 Professional Development

of Social Studies and CTE

teachers on Disciplinary

Literacy

Teachers in CTE

and Social

Studies

Supervisor of

Instruction

Teacher Reps

from schools

on DL

MSDE Social Studies website, various Historical collections Trades journals or magazines with current events

October

2013

Create writing in the

content area activities

Inquiry based instruction

Update

Assessments

1 Professional Development

with Departments

Representatives on

Disciplinary Literacy

Teachers in CTE

and Social

Studies

Supervisor of

Instruction

Teacher Reps

from schools

on DL

Teachers work

together to

enhance DL in

lesson planning

November

2013

Content Meetings with

Department Reps

Set goals for

Department

Meeting

trainings and

lesson

planning

1 Professional Development

with Departments on

Disciplinary Literacy

Teachers in CTE,

Science, and

Social Studies

Teachers

Department

Meetings

Teachers work

together to

enhance DL in

lesson planning

Ongoing

2013-2014

Agendas to set goals for

Departments to

accomplish DL strategies

in lesson planning

Collaborative Planning

Lesson Plans

1 Professional Development

of Social Studies and CTE

teachers on Disciplinary

Literacy

Teachers in CTE

and Social

Studies

Supervisor of

Instruction

Teachers

Teachers work

together to

enhance DL in

lesson planning

January

2014

PD Day

Create writing in the

content area activities

Inquiry based instruction

Lesson Plans

166

Transition

Plan

Outcome #

Activities Target Staff Responsible

Person(s)

Required

Resources Timeline Outcomes

Progress

Monitoring

1 Review PARCC Claim

Structures and Evidence

Tables

Teachers in CTE

and Social

Studies

Supervisor of

Instruction

Teachers

PARCC Claim Statements

PARCC Evidence

Tables

January

2014 PD Day

Understand the CCSS and

how students will be

assessed

167

4. Implementation of the Teacher and Principal Evaluation (TPE) System.

During the summer of 2013, teachers and content supervisors developed and/or revised

pre and post assessments for Student Learning Outcomes (SLO). SLO procedures were

also revised for clarity. Testing windows were created and pre assessments for SLOs

were administered. In September, all teachers received professional development on the

development of Student Learning Objectives, SLO yearly progress, and scoring of SLOs

which will help to ensure that the implementation of the QACPS teacher/principal

evaluation is conforming to State requirements. MSDE’s SLO modules, customized for

QACPS, were employed with all teachers during September’s professional development

opportunity. Teachers and administrators created their SLOs, which will be weighted

50% in the new evaluation system. The TPE system was also reviewed with all teachers

in August, and our county will achieve full implementation this year. Our Teacher

Evaluation Task Force continues to meet regularly to fine tune the teacher evaluation

rubrics. We will sharpen our focus this year on the consistent use of the rubrics and on

the written comments provided by the observer and evaluator.

Clarification Questions:

Please provide more detail regarding the professional development that will be

conducted during the 20-13-2-14 school year to help principals and teachers

understand and be able to implement the new teacher and principal evaluation system.

168

Clarification Response:

TPE Transition Plan

Transition Plan Outcomes:

1. Implement high quality professional learning that is aligned with the Learning Forward Standards for Professional Learning to help teachers

develop the new knowledge, skills, and practices necessary for full implementation of the Maryland Common Core State Curriculum (MD

CCSC), STEM Education, and the Teacher and Principal Evaluation (TPE) system. Key data to guide the design of professional learning include:

Student performance data;

Teaching, Empowering, Leading and Learning (TELL) Maryland Survey results;

Classroom-Focused Improvement Process (CFIP) information; and

State, LEA, and appropriate school-based data;

2. Facilitate regular opportunities for school staff to access and navigate electronic resources (RTTT portal and LEA-provided resources) to

support:

Full of implementation of MD CCSC, STEM Education and TPE

Ongoing information on PARCC assessment, design, and timeline to support transition from MSA/HSA to PARCC

Learning Forward’s Standards for Professional Learning:

Learning Communities: Professional learning that increases educator effectiveness and results for all students occurs within learning communities committed to continuous improvement, collective responsibility, and goal alignment.

Leadership: Professional learning that increases educator effectiveness and results for all students requires skillful leaders who develop capacity, advocate, and create support systems for professional learning.

Resources: Professional learning that increases educator effectiveness and results for all students requires prioritizing, monitoring, and coordinating resources for educator learning.

Data: Professional learning that increases educator effectiveness and results for all students uses a variety of sources and types of student, educator, and system data to plan, assess, and evaluate professional learning.

Learning Designs: Professional learning that increases educator effectiveness and results for all students integrates theories, research, and models of human learning to achieve its intended outcomes.

Implementation: Professional learning that increases educator effectiveness and results for all students applies research on change and sustains support for implementation of professional learning for long term change.

Outcomes: Professional learning that increases educator effectiveness and results for all students aligns its outcomes with educator performance and student curriculum standards.

169

Transition Plan

Outcome # Activities Target Staff

Responsible Person(s)

Required Resources Timeline Outcomes Progress

Monitoring

Aligned Standards

Learning Designs Implementation

Learning Communities

Leadership Resources Implementation Outcomes Data

1 & 2 Identified facets of the Teacher Evaluation will be shared with teachers by Sept. 30 – Schools determine best ways to share with staff

All Certificated Teachers

Principals PD materials available on Blackboard and as ppt.; documents available on Forms Online

Sept. 30 All teachers will have a consistent understanding of Teacher Eval. Process and materials

Sign-off Sheet; Task Force members debrief at mtgs.; Principals debrief at A&S

1 & 2 QAC Leadership staff participate in MSDE Professional Development plan related to TPE during 13-14 and share with stakeholders

Teachers, Principals, BOE, etc. – as appropriate

Supervisor, Director of C&I, and HR Officer (and other staff as designated by Superintendent)

Materials and resources made available through MSDE

Sept. - June Stay abreast of requirements and best practices associated with development and implementation of Teacher and Principal Evaluations

Compliance with requirements; Completion of TPE process documents; Periodic review of process

1 Continue Task Force meetings to complete and monitor of Teacher Evaluation process and documents (i.e. Crosswalk between observation & evaluation indicators)

Task Force (with membership from all schools and contents)

Director of C&I TBD Sept. - June Assure that Task Force continues to be well-informed and remains empowered in the Teacher Evaluation process

Meeting dates, agenda, and sign-ins

170

Transition Plan

Outcome # Activities Target Staff

Responsible Person(s)

Required Resources Timeline Outcomes Progress

Monitoring

1 & 2 Development and implementation of data collection and retrieval system for the Student Growth potion of Teacher Evaluation.

Principals and Task Force Members

Director of C&I and LAC

Data warehouse (PM); Data platform to store Teacher SLOs and related data

Oct. - June Increase capacity of QAC to easily manage SLOs and additional data used in Student Growth portion of Teacher Evaluation

1 & 2 SLO Monitoring and Quality Control

Principals and Supervisors

Superintendent and Director of C&I

SLO Approval Rubric; Additional PD at A&S meetings

Oct. - June Assure that Teacher SLOs are of high quality and Ambitious yet Attainable targets; and meet MSDE expectations

Random Sampling of SLOs for Quality review

1 & 2 Assessment (measures for SLOs) Development, Alignment and Monitoring

Supervisors and Principals

Director of C&I Additional PD on quality control measures for assessments (MSDE); Assessment Work Groups (funded through RTTT);

Sept. - June Increase the # of assessments aligned with new standards (I.e. MD CCSC) that can be used for teacher SLOs

Additional Assessments on the approved list

1 Finalize Professional Practice portion and data points for Principal Evaluation

Principals Director of C&I PP Worksheets (similar to those shared at Executive Officers Summit);

Sept.-Oct. Assure that all principals have a thorough understanding

Completed documents posted on Principal

171

Transition Plan

Outcome # Activities Target Staff

Responsible Person(s)

Required Resources Timeline Outcomes Progress

Monitoring

Denver Framework of PP Outcomes and how they will be measured.

Evaluation site

1 Complete SLO yearly process for all principals in QAC

Principals Superintendent and Director of C&I

Procedures and templates related to SLO process

Approval conf.; Mid-interval conf.; and Evaluation Conference

Principals utilize SLO process in a meaningful way that impacts student achievement and their role as instructional leader

Copies of SLOs and Yearly tracking form; Student Growth rating

1 Complete Comprehensive Evaluation on all principals in QAC.

Principals Superintendent and Director of C&I

Procedures and templates related to Professional Practice, Student Growth and Comprehensive Evaluation

Ongoing collection of data; June/July completion of evaluation conferences

Every Principal receives valuable and specific feedback on their performance as instructional leader.

Completion of Comprehensive Evaluation

172

Teacher Induction

Please provide the following information regarding your District Teacher

Induction/Mentoring Program:

1. A description of your Comprehensive Teacher Induction Program, including

orientation programs, standards for effective mentoring, and mentoring supports.

Options to include are your LEA Action Plans and TELL Survey Data.

Queen Anne’s County Public Schools provided a New Teacher Induction Program one

week prior to all staff reporting for the new school year. This occurred during the week of

August 12-16, 2013. A full day of professional development at the county level was

provided for all newly hired staff on the first day of the orientation week. An overview

of the New Teacher Induction Program and requirements were reviewed emphasizing the

three year support for new teachers to Queen Anne’s County Public Schools. This

included a presentation on the mentoring program. Each novice teacher was assigned a

mentor and had the opportunity to meet their mentor. Mentors then facilitated the

professional development overview of Harry Wong’s book, The First Days of School.

Finally, new teaching staff had an opportunity to work with their Teacher Specialist or

Academic Dean from their building to review information specific to their school and/or

content.

The mentor program is an integral component of the New Teacher Induction program in

Queen Anne’s County. During the week-long orientation for beginning teachers, mentors

are involved in both central office and school-based meetings with mentees. During the

course of the year, mentors participate with mentees in regularly scheduled school-based

professional development provided by the teacher specialists and academic deans as well

as periodic staff development sessions planned centrally and delivered by the office of

Curriculum and Instruction. Differentiated professional development is delivered for

second year teachers and at times job-embedded professional development and support is

provided as needed. Third year teachers are invited to attend any professional

development and are monitored by mentors on a consult basis, unless a principal requests

additional support.

Mentors support novice teachers in the following areas: effective teaching methods,

classroom management, implementing state goals (MSC, CLG, MD CCSC,) Common

Core, student equity, methods of assessing/monitoring student achievement,

communicating with parents, school policies and procedures. Mentors also help novice

teachers with procurement of resources and with understanding of the school and county

culture. Accountability is ensured through survey and feedback forms from participants

as well as log books kept by mentors and portfolios developed by new teachers.

During the first semester, new teachers will have two scheduled visitations to observe

skilled teachers along with their mentor. Additional visitations will be scheduled if

needed. These opportunities to observe skilled teachers may take place in the home

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school or in another school in the district. The Teacher Specialist/Academic Dean at each

school plans monthly on-going professional development for new teachers in their

individual schools. The principal and leadership team at each school conducts ongoing

formative reviews of new teacher performance. This year a fall professional development

night is scheduled in October to provide first year teachers an opportunity to address

celebrations and concerns after their first six weeks of teaching. In addition, time will be

spent on student engagement strategies.

Second year teachers attend a winter professional development night in February. It is

conducted with facilitation by third year teachers on the portfolio requirement. Mentors

and teacher specialists attend the event in order to provide more individualized support at

the school level. Evaluations of the effectiveness of the professional development from

Central Office professional development events are reviewed and any action or resources

new teachers request is addressed.

COMAR

Induction Program

Components

Establishing

Applying

Integrating/Innovating

(1) an orientation

program

X

(2) support from a

mentor

X

(3) observation and

co-teaching

opportunities

X

(4) professional

development

X

(5) formative review

of new teacher

performance

X

(6) induction program

staff

X

(7) participation by

all new teachers

X

(8) reduced workload

for new teachers and

mentors, to the extent

practical, given fiscal

and staffing concerns

X

(9) an evaluation

model

See documentation provided for #3 below.

174

2. Data regarding the scope of your mentoring program, including the number of

probationary teachers and the number of mentors who have been assigned (please

complete the chart below).

Mentor Ratio 2013-2014

LEA 1st Year

Teachers

2nd

Year

Teachers

3rd

Year

Teachers

Newly Hired

Experienced

Teachers

Total #

Teachers

Total #

Mentors

Mentor

to

Teacher

Ratio

Queen

Anne’s

County

28 28 3 3 62 13 1: 5

Ratio

3. The process used to measure the effectiveness of the induction/mentoring and the

results of that measurement.

Induction Program

Accountability

Measure(s)

Establishing

Applying

Integrating/Innovating

LEA Action Plan X

TELL Survey Data X

Mentor Survey Data X

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Persistently Dangerous Schools

No Child Left Behind Goal 4: All students will be educated in learning environments that are

safe, drug-free, and conducive to learning.

No Child Left Behind Indicator 4.1: The number of persistently dangerous

schools, as defined by the state.

NCLB requires states to identify persistently dangerous schools. In Maryland, a

“persistently dangerous” school means a school in which each year for a period of

three consecutive school years the total number of student suspensions for more than

10 days or expulsions equals two and one-half percent (2½%) or more of the total

number of students enrolled in the school, for any of the following offenses: arson or

fire; drugs; explosives; firearms; other guns; other weapons; physical attack on a

student; physical attack on a school system employee or other adult; and sexual

assault. Schools are placed into “persistently dangerous” status in a given school year

based on their suspension data in the prior year.

1. Where Persistently Dangerous Schools are identified, list the schools and

describe what steps are being taken by the school system to reverse this trend

and prevent the schools(s) from moving into probationary status.

There are no schools in Queen Anne’s County that are identified as persistently

dangerous. Last year there were no students who were suspended for more than ten

days in any of our schools.

Attendance

Based on the Examination of the Attendance Data (Table 5.5):

1. Describe where challenges are evident. In your response, identify challenges in terms of

grade band(s) and subgroups.

Our overall attendance rate dropped slightly during the 2012-13 school year by .4%. The

attendance rate for African Americans dropped slightly by .1%. The attendance rate for

Special Ed student’s dropped by .3%. The attendance rate of FARMS students dropped by

.5%.

High school attendance rates showed a slight decrease of 0.4% for a total achievement of

94.0%. This decline can be attributed to decreases in our major subgroups. African

American attendance decreased by 0.1%, Hispanic attendance decreased by 0.7%, White

(Not of Hispanic Origin) decreased by 0.4%, FARMS level decreased by 0.5%, ELL

decreased by 1.3% and Special Education decreased by 0.3%.

Elementary and middle schools achieved the 94% benchmark with elementary achieving

94.8% and middle achieving 94.9% respectively. African American attendance at the middle

school dropped slightly by 0.1% to 95.2% although at the elementary schools; there was a

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0.9% increase (for a total of 96.1%). Middle school attendance rates also show increases in

the areas of Special Education, FARMS and LEP. Elementary schools showed increases in

the areas of Special Education, FARMS, LEP, African American, and Hispanic attendance.

2. Describe the changes or adjustments that will be made along with the corresponding

resource allocations to ensure sufficient progress. Include timelines where appropriate.

The goal of implementing PBIS at all schools is to help make climate and cultural changes

that promote a positive school environment. A very active Character Counts! Program at all

levels also adds to a pleasant school climate.

Using Power-school, a program that provides student data to electronically track student

attendance enables the administration, school counselors, and the Student Support Team

(SST) to identify attendance issues, and provide appropriate interventions before they

become serious. The ability to communicate with parents using Parent Portal and an

automatic call system are also useful tools.

The Student Support Teams in conjunction with the Pupil Personnel Workers (PPW) have

been closely monitoring attendance problems and by working with both the student and

parents on a case by case basis have proven a helpful formula to improve individual

attendance. In addition, the ACHIEVEMENT MENTORING program assists students

identified as “high risk”. This program addresses the academic, behavioral and social-

emotional needs of the cohort; thus, students with attendance issues may be referred to an

ACHIEVEMENT MENTORING worker.

At the high school level specifically, a separate attendance policy providing logical

consequences for poor attendance (i.e. credit loss) has shown success. However, credit

recovery opportunities, such as Saturday School, exist at both high schools. These

interventions keep students from falling hopelessly behind in their academics, and also

promote school engagement.

The most evident challenge was seen at the middle and high school levels. At the middle

school level there was a decrease in the African American attendance rates from 95.3% to

95.2% and a decrease in the Hispanic attendance rates from 95.1% to 94.6%. At the high

school level there was a decrease in attendance in the Limited English Proficiency students

from 94.4% to 92.2%. Increased support through PPWs and school counselors has been

provided, as well as the implementation of the Check In Check Out program at the secondary

level.

With the exception of elementary schools, the attendance rate in Queen Anne’s County has

shown steady improvement over the last three years. Queen Anne’s County will continue to

build on successful programs such as PBIS, Achievement Mentoring and Saturday School,

using grant funds from the Governor’s Office for Children and the Office of Crime Control

and Prevention where appropriate. In addition all middle schools will continue to implement

the Olweus Bullying prevention program, a researched based program that has proven

effective in bullying prevention and bullying reduction. All elementary schools and one of

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the county high schools will implement the program during the 2013-2014 school year. The

Olweus program strives to help school staff create a warm, welcoming, emotionally-safe

environment. We know that many students miss school time because of issues with bullying,

and this program will hopefully help all students to feel more comfortable in the school

setting.

178

Graduation and Dropout Rates

No Child Left Behind Goal 5: All students will graduate from high school.

No Child Left Behind Indicator 5.1: The percentage of students who graduate each

year with a regular diploma.

No Child Left Behind Indicator 5.2: The percentage of students who drop out of

school.

Graduation rate is an additional measure used in Maryland’s Adequate Yearly Progress

(AYP) calculations.

Based on the Examination of Graduation and Dropout Rate Data (Tables 5.6 and 5.7):

1. Describe where challenges are evident. In your response, identify challenges in

terms of subgroups.

The overall drop-out rate for the Queen Anne’s County school system increased slightly

by 0.42%. The highest rates were evident in the subgroups of FARMS, Special

Education, Hispanic, and Two or More Races. In addition, we continue to see challenges

in providing interventions to struggling students in the four period schedule. Also, after

school employment and other activities prevent students with needs from being available

for after-school tutoring and supports. The need for additional special education teachers

and teacher assistants is another financial barrier to overcome. The lag time between

students sitting for an assessment and receiving the results delays the process of

identifying students and providing adequate and appropriate interventions

The graduation target rate of 85.5% and the 3% dropout target rate have been met for the

seventh consecutive year. The 2012 – 2013 QAC graduation rates decreased slightly

from 92% to 91.8% with a dropout rate increased from 1.01% to 1.43%. Addressing the

graduation rate, progress was achieved in the following subgroups: African American,

and FARMS The subgroups of American Indian/Alaskan Native, Asian/Pacific Islander

and LEP remained constant.

2. Describe the changes or adjustments that will be made along with the corresponding

resource allocations to ensure sufficient progress. Include timelines where

appropriate.

In order to address the needs for all students, but in particular the target subgroups of

FARMS and Special Education, the following programs and strategies will be

implemented. Saturday School (Local Funds) will continue to be an alternative to

179

suspension and a means of achieving credit recovery. By keeping students on track to

graduate they will be less likely to drop out. The ACHIEVEMENT MENTORING

program in the middle and high schools is provided in conjunction with the Community

Partnership for Children and is funded through the Governor’s Office for Children and

the Office for Crime Control and Prevention. The program provides assistance to

families in locating needed resources and offers interventions to students who are “at

risk” of dropping out of school.

Although not intended as a drop-out prevention program Queen Anne’s County has

continued to increase work-based opportunities for students in danger of dropping out of

school (Local Funds). By tracking students in danger of becoming a drop out, positive

interventions can be put in place to keep the child engaged and to develop a plan to

graduate. In addition, for students receiving special education services, graduation

requirements are discussed and reviewed annually as part of the Annual Review Process.

Modifications to student schedules, testing requirements and/or program modifications

may be considered. Revisions/additions to the student’s IEP may also be discussed

depending upon progress toward attainment of graduation requirements.

All fourteen schools in Queen Anne’s County have been trained in PBIS and have been

initiating or implementing the “process” through local funds. The positive changes in

school environment and culture have had a direct impact on the current graduation and

dropout rates. A positive safe and nurturing school environment can have a positive

influence on the way a child sees the school setting. If a child sees school as a welcoming

place they are more likely to have improved attendance and better grades. All 14 schools

and Anchor Points received recognition from MSDE for implementing PBIS with

fidelity. We are the only school system in the state of Maryland that has implemented

PBIS at all schools. During this past school year all 14 schools and Anchor Points

received the gold recognition which is the highest honor a school can achieve.

Professional development for PBIS has increased with several opportunities for summer

time team training. Two new PBIS coaches were trained this year to provide support to

schools. Student Services Supervisor joined the PBIS state leadership team last year.

Both PPWs attended the International Conference for PBIS in March. Our school system

also has a plan in place to implement cultural competencies to all staff during the coming

school year.

The schools continue to use Performance Matters (Local Funds) to track graduation and

drop out data and to identify students in need of interventions. Student Services Teams at

each school provide early proactive interventions to keep students focused and on a path

to graduate. Graduation requirements are reviewed by school counselors at least annually

with each high school student.

Olweus has been introduced in all elementary and middle schools to help create a safer

emotional environment.

180

The Anchor Points Academy and Saturday School, both locally funded, provide

opportunities for continued engagement in the instructional environment and for credit

recovery. The Masons and local funds support the Student Assistance Program (SAP),

which provides interventions for middle and high school students experiencing drug

and/or alcohol problems. The Achievement Mentoring program, funded through the

Governor’s Office for Children and the Office of Crime Control and Prevention, targets

“at risk” youth and provides intensive case management.

Clarifying Question:

1. Give a more detailed analysis of the root causes for drop out, especially related to

sub groups.

Clarifiying Response:

In Queen Anne's County our drop-out rate is low. This can be attributed to many factors.

However, anytime a child drops out of school it is of great concern to all of us. The

economic and social impact of even one child dropping out can be significant. In our

school system the major factors for dropping out are tied to a family history of dropping

out and some stark economic realities. We have a number of families in our school

system who have multiple generations of drop-outs. In these families the value of a high

school is not emphasized as important. In our sub-groups this pattern is quite evident.

Students in this situation do not have the necessary support at home to successfully

complete courses and accumulate the credits needed to graduate. Once a student falls

behind it becomes very difficult for them to catch up. Students become discouraged and

the downward cycle continues. To further exacerbate matters, the interventions we have

in place, for credit recovery and/or academic improvement, are often met with resistance

by both the at-risk students and his/her family as there is often a greater emphasis on

working full time to bring in immediate income for the family, rather than on the long

term earning potential which is improved by receiving a high school diploma.

Clarifying Question:

2. Please describe specific strategies being implemented relative to the system’s

identified challenges with regard to dropout prevention and improved graduation rates,

especially related to sub groups.

Clarifiying Response:

In Queen Anne's County we have many strategies and interventions in place to address

the issue of students dropping out of school. We have a strong Central Office Student

Services Leadership Team that has made addressing this issue a priority. We have two

highly dedicated Pupil Personnel Workers who devote many hours to helping to prevent

students from dropping out and intervening when there are students at-risk for dropping

out of school.

The first step in drop prevention is identification. Those students who are at risk are

identified at the school level. A key factor in this identification is truancy from school.

Students who have poor attendance rates are telegraphing their intentions that they are at-

risk for dropping out. We look at the attendance rates of students in sub-groups to try to

181

catch early downward trends. School student support teams at the secondary level meet

on a weekly or bi-weekly basis to identify students at risk.

Once those students are identified, schools, with the help of a central office team

members, will develop a plan and interventions specific to that student. These

interventions may include home visits to find out how we can assist the student in getting

to school and thus improving the child's attendance. If there are economic issues, we

involve community agencies to help the families help their children. At the schools, we

provide mentoring and academic interventions for students who have fallen behind.

It is also very important that all teaching staff build relationships with their students. We

have devoted professional development to strategies for building a positive classroom

dynamic, and we have also initiated professional development in cultural proficiency. If

there are issues with students who need smaller class sizes and a less overwhelming

environment, schools may submit a referral for a student in grades 6-12 to attend Anchor

Point Academy to be provided with more intensive academic and social interventions.

In order to make schools a more welcoming and accepting place we have fully

implemented PBIS in all schools to develop a system wide culture of acceptance and

inclusion. Additionally, Olweus is also in the process of being implemented in all of our

schools with the goal of providing an emotionally safe place for all of our students. Drop-

out prevention is one of the highest priorities in the Queen Anne's County School system.

Through identification, intervention, building relationships and providing a culture where

all students feel accepted we hope to continue to address the issue of students dropping

out of school.

182

Section D

Key Personnel

Superintendent Dr. Carol Williamson

Curriculum Director Mrs. Roberta Leaverton

Content Supervisors Mrs. Kathy Draper Mr. Brad Engel Mrs. Diane McGowan Mrs. Elaine O’Neal Mrs. Tina Thomas Mrs. Leigh Veditz Mr. Willie Waits Mr. Robert Watkins

Principals Mr. Lawrence Dunn, BES/KIE Mr. Dave Dulac, CES Dr. Lloyd Taylor, CHES Mrs. Michelle Carey, GES Mr. Sean Kenna, KES Mrs. Carol Kamp, MES Mrs. Michele Hampton, SES Mrs. Amy Hudock, CMS Dr. Angela Holocker, MMS Mr. Kevin Kintop, STM Mr. John Lischner, SMS Mr. John Schrecongost, KIHS Mrs. Jackie Wilhelm, QACHS

Academic Deans Mrs. Louisa Welch, KIHS Mrs. Tracy Kenna, QACHS

Teacher Specialists Mrs. Arlene Reading, BES Mrs. Christina Heckard, CES Mrs. Marjorie Hershberger, CHES Mrs. Cassandra Cornish, GES Mrs. Ann Apple, KES Mrs. Linda Jefferson, KIE Mrs. Stacey Rankin, MES Mrs. Susan Davis, SES Mrs. Dina Clark, CMS Mrs. Debbie Gibson, MMS Mr. Luke Ensor, STM Ms. Lura McCowan, SMS

Mentors Mrs. Nancy Cook Mrs. Barbara McCreary Mrs. Marita Reed Mr. Bill Patton Mrs. Sherry Valenti Mrs. Kaye Romanosky Mrs. Shelagh Grasso Mr. Kenney Stein Mrs. Stacey Walstrum Mrs. Linda Agreen Mrs. Mary Jo Vasil-Haines

183

Race to the Top Scopes of Work

Section E: Turning Around Lowest Performing Schools

Narrative:

Queen Anne’s County Public Schools’ (QACPS) vision, mission, and core values are based on a

commitment to provide all students with a rigorous academic program in a learning environment

that is safe, respectful, and caring. Furthermore, students will leave school prepared to

successfully enter a diverse and changing global community. QACPS recognizes the importance

of all stakeholders within the school; staff members, students, parents, community organizations,

in securing student success. The Action Plan described in Section E, relies both on research

based strategies, as well as the use and application of data analyses to address challenges at our

lowest performing school.

The Maryland Race to the Top (RTTT) (E)(2) “Turning Around Lowest Achieving Schools”

requires Maryland School systems to align their Section E local goals and action plan activities

so that they correlate with the State’s RTTT Initiative that addresses struggling schools and

students. In grant Year three, there was one school that was determined to be low performing

given the new state guidelines and assessment changes. QACPS’s Superintendent and Director

of Curriculum collaborated with the school’s principal to develop a School Improvement Plan

which addressed areas of need, and provided support based on research-based elements of highly

effective schools.

In addition, targeted feedback on the annual school improvement plan was provided by the

county level Curriculum and Instruction Team to the school level team, on program

implementation. Individual teachers were provided with feedback regarding effective strategies

to increase performance of individual students as well as sub-groups.

In grant Year four, Section E, Goal 1, provide support to our lowest performing schools, all

activities initiated in year three will continue, as described above, and an additional support

activity will be added. When staffing opportunities occur, the highest performing teachers

and/or administrators (as demonstrated through observational, evaluation, and student

performance data) will be assigned to the lowest performing school. This practice should place

those most qualified where they are needed the most.

The activities that support Goal 2, provide support to our lowest performing schools through

targeted feedback, will also continue to be implemented. It is anticipated that with the increased

emphasis of SLOs (Student Learning Outcomes), as a mechanism for teacher improvement,

feedback generated from this system will provide teachers with the information necessary for

making instructional changes to address student needs and increase student performance.

184

Action Plan: Section E

Goal(s): Year four goals are incorporated within the Action Plan

Section E: Turning

Around Lowest-

Achieving Schools

Correlation

to State Plan

Project

#

Timeline for

Year 4

Key Personnel Performance

Measure

Recurring

Expense:

Y/N

MOU Requirements:

(Yes)

Activities to Implement

MOU Requirements

(E)(2) Names of Key

Personnel are

listed behind

Section E

Goal 1 (E) (2): Provide support to our lowest performing schools.

a. Determine a process

for identifying low

performing schools

given the transition

to MD CCSC and its

impact on MSA

performance.

(E)(2)

October 1,

2013–

September

30, 2014

Director of

Curriculum

Supervisors

Superintendent

Principals

Documented

process will allow

us to identify our

low performing

schools

N

b. Provide supports to

lowest performing

schools based on

research-based

elements of highly

effective schools.

(E)(2)

October 1,

2013 –

September

30, 2014

During

monthly

faculty

meetings

Director of

Curriculum

Supervisors

Principals

Teacher

Specialists

Academic Deans

Mentors

Multiple measures

(e.g. pre-post

intervention data)

which assess

student

performance will

show

improvement.

N

c. Develop school-

based action

plans/school

improvement plans

through

collaboration of

content supervisors

and school-based

administration

(E)(2)

1 November 1,

2013- June

15, 2014

Director of

Curriculum

Content

Supervisors

Principals

Implementation of

action plans and

school

improvement

plans along with

multiple measures

(e.g. pre-post

intervention data)

which assess

student

performance will

show

improvement.

N

d. Staff lowest

performing schools

with highest

performing

teachers/administrati

on, and support staff.

(E)(2) October 1,

2013–

September

30, 2014

Human Resource

Officer

Director of

Curriculum

Superintendent

School Based

Administration

Multiple measures

(e.g. pre-post

intervention data)

which assess

student

performance will

show

improvement and

result in overall

school

achievement.

N

185

Section E: Turning

Around Lowest-

Achieving Schools

Correlation

to State Plan

Project

#

Timeline for

Year 4

Key Personnel Performance

Measure

Recurring

Expense:

Y/N

MOU Requirements:

(Yes)

Activities to Implement

MOU Requirements

(E)(2) Names of Key

Personnel are

listed behind

Section E

Content

Supervisors

Goal 2: Provide support to our lowest performing schools through targeted feedback

a. Provide feedback to

schools on annual

School Improvement

Plans

(E)(2)

October 1,

2013 –

September

30, 2014

Director of

Curriculum,

Content

Supervisors,

School

improvement plans

will incorporate

feedback.

N

b. Provide feedback to

school teams on

program

implementation

(E)(2) October 1,

2013 –

September

30, 2014

Content

Supervisors,

School

Leadership

Teams

Follow up

observations and

walk throughs will

reflect changes

based on feedback

to program

implementation.

N

c. Provide teachers

feedback on

instructional practice

regarding effective

strategies to increase

performance of

student sub-groups

and individual

students.

(E)(2) October 1,

2013–

September

30, 2014

School

Leadership

Teams

Multiple measures

(e.g. pre-post

intervention data)

which assess

student

performance will

show

improvement.

N

Goals to be sustained after RTTT:

Goal 1 – Provide support to our lowest performing schools.

186

Section E Key Personnel

Curriculum Director Mrs. Roberta Leaverton

Content Supervisors Mrs. Kathy Draper Mr. Brad Engel Mrs. Diane McGowan Mrs. Elaine O’Neal Mrs. Tina Thomas Mrs. Leigh Veditz Mr. Willie Waits Mr. Robert Watkins

Principals Mr. Lawrence Dunn, BES/KIE Mr. Dave Dulac, CES Dr. Lloyd Taylor, CHES Mrs. Michelle Carey, GES Mr. Sean Kenna, KES Mrs. Carol Kamp, MES Mrs. Michele Hampton, SES Mrs. Amy Hudock, CMS Dr. Angela Holocker, MMS Mr. Kevin Kintop, STM Mr. John Lischner, SMS Mr. John Schrecongost, KIHS Mrs. Jackie Wilhelm, QACHS

Academic Deans Mrs. Louisa Welch, KIHS Mrs. Tracy Kenna, QACHS

Teacher Specialists Mrs. Arlene Reading, BES Mrs. Christina Heckard, CES Mrs. Marjorie Hershberger, CHES Mrs. Cassandra Cornish, GES Mrs. Ann Apple, KES Mrs. Linda Jefferson, KIE Mrs. Stacey Rankin, MES Mrs. Susan Davis, SES Mrs. Dina Clark, CMS Mrs. Debbie Gibson, MMS Mr. Luke Ensor, STM Ms. Lura McCowan, SMS

Mentors Mrs. Nancy Cook Mrs. Barbara McCreary Mrs. Marita Reed Mr. Bill Patton Mrs. Sherry Valenti Mrs. Kaye Romanosky Mrs. Shelagh Grasso Mr. Kenney Stein Mrs. Stacey Walstrum Mrs. Linda Agreen Mrs. Mary Jo Vasil-Haines

187

Race to the Top Scopes of Work

Section F: General

Narrative

The narrative for Section F will describe the LEA’s activities, accomplishments, and

challenges in Year 3 related to ensuring successful conditions for high performing charter

schools and other innovative schools. The narrative should include the specific and

measurable goals for Year 4 and describe all planned activities/tasks that will be

implemented to achieve the outcomes for Year 4.

NOT APPLICABLE FOR QACPS