baltimore county public schools€¦ · · 2017-01-19baltimore county public schools ... (lms),...

Baltimore County Public Schools

Quarterly Conversions Update

May 2015

© 2015 Baltimore County Public Schools

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Table of Contents

BCPS’ Theory of Action ........................................................................................................................................3

Curriculum Conversion.........................................................................................................................................4

Instruction Conversion ..........................................................................................................................................5

Assessment Conversion .........................................................................................................................................6

Organizational Development Conversion ........................................................................................................7–8

Infrastructure Conversion ..............................................................................................................................9–10

Policy Conversion...........................................................................................................................................11–12

Budget Conversion ...............................................................................................................................................13

Communications Conversion ..............................................................................................................................14

Evaluation of S.T.A.T. .........................................................................................................................................15

S.T.A.T Evaluation Planning Matrix. ................................................................................................................16

A Strategic Plan for S.T.A.T. ........................................................................................................................17–18

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BCPS’ THEORY OF ACTION

To equip every student with the critical 21st century skills needed to be globally competitive, BCPS must ensure

that every school has an equitable, effective, digital learning environment. All students will be provided a

digital learning device and personalized, blended, interactive curriculum.

The purpose of this document is to closely monitor all conversions (curriculum, instruction, assessment,

organizational development, infrastructure, policy, budget, and communications) from an alignment

standpoint to ensure consistency and to avoid gaps or overlaps with balancing in the eight conversions.

LEARNER-CENTERED ENVIRONMENTS

LEARNER-CENTERED ENVIRONMENTS

4

CURRICULUM CONVERSION

Where we are:

To develop teacher capacity for curriculum development, a two-credit CPD course entitled

“Curriculum Writing for the 21st Century” is being offered to all teachers in BCPS. The course

includes modules on S.T.A.T., Understanding by Design, Writing Curriculum to Reach All

Students, and 21st Century Learning.

To develop leadership capacity for developing digital, learner-centered curricula, the Office of

Curriculum Operations, in collaboration with the Office of Innovative Learning, is offering a

spring workshop series. Topics include Developing Course Maps and Assessments in BCPS One,

Leveraging Technology for UDL, SAMR Model for Tech Integration, Understanding Evidence-

Centered Design, Performance-Based Assessments, Formative Assessment Using Technology, and

Digital Content Databases.

The curriculum continues to be developed and revised applying an equity lens and the

Understanding by Design Framework to support teaching for transfer by centering on big ideas

and authentic performance tasks.

All curriculum is being revised to align with the new academic standards that place greater emphasis

on critical and analytical thinking skills.

Existing curriculum that follows the Understanding by Design Framework continues to be

transferred into BCPS One.

What is next:

Sixty-one curriculum workshops are planned for the 2015–2016 school year. Workshops begin in

July.

The conversion will continue in alignment with the BCPS five-year curriculum review plan.

Curriculum in elementary language arts and mathematics Grades K–6 will be available in BCPS One

for the 2015–2016 school year.

The curriculum will continue to become digitally enhanced in the core content areas.

Content from third-party vendors will be integrated into BCPS One to support curriculum

development.

All curriculums being revised will incorporate culturally responsive practices.

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INSTRUCTION CONVERSION

Where we are:

Ten elementary Lighthouse Schools were designated: Chase, Church Lane, Edmondson Heights, Fort

Garrison, Halstead, Hawthorne, Joppa View, Lansdowne, Mays Chapel, and Rodgers Forge.

Lighthouse Schools are receiving intense professional development on learner-centered environments

and blended learning.

Lighthouse Schools have access to wireless Internet and high-speed broadband.

Lighthouse Schools began implementation in Fall 2014.

To ensure compatibility and efficient use of resources, schools and offices will be limited in their

ability to purchase new technology on an ongoing basis.

Lighthouse Schools will serve as learning labs for other schools.

Classrooms will become learner-centered, personalized environments in which the students take an

active role in their learning through choice based on standards, interests, and learning preferences.

The Division of Curriculum and Instruction will centrally purchase new and replacement textbooks

and digital content for schools.

All BCPS teachers will have access to the instructional components of BCPS One, including third-

party content.

Seven middle Lighthouse Schools were designated: Sparrows Point, Stemmers Run, Windsor Mill,

Pikesville, Cockeysville, Ridgely, and Dumbarton.

All S.T.A.T. teachers receive ongoing professional learning on learner-centered environments.

All S.T.A.T. teachers receive professional learning on customizing instruction through the use of

BCPS One.

What is next:

All elementary schools and the Lighthouse middle schools will receive professional learning on the

power of customization and personalization in a learner-centered environment.

All elementary schools and Lighthouse middle schools will receive professional learning on how to

use BCPS One to customize instruction and assessment through the use of the formative assessment

feedback loop.

All S.T.A.T. teachers will continue to receive intensive professional learning that aligns to their needs

in their assigned schools.

S.T.A.T. teachers will provide whole-group, small-group, and one-on-one professional learning and

coaching to assist teachers with the transformation of teaching and learning.

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ASSESSMENT CONVERSION

Where we are:

Within the Learning Management System (LMS), BCPS One offers an integrated assessment

platform that is directly connected to the data dashboards, electronic Gradebook, and lesson tiles.

BCPS One allows central office curriculum and assessment staff, in addition to third-party

companies, to create rich, multimedia, computer-enhanced assessment items. The items include

PARCC item types; i.e., drag and drop, close, matching, short answer, essay, multi-select multiple

choice, two-part items, and file upload response items. These items can all be housed in one central

bank.

The assessment system in BCPS One currently gives teachers the ability to build their own computer-

enhanced formative assessments by creating their own items or by choosing items from the item bank.

After a teacher creates and administers a formative assessment in BCPS One, the system automatically

scores the assessment.

BCPS One allows teachers and administrators to see real-time test results by overall test score, item-

by-item analysis, and standard-level analysis. The same type of results can also be viewed at the

school and district levels.

Currently, the ten elementary Lighthouse Schools are piloting the BCPS One Assessment System.

ELA formative diagnostic, formative mid-point, and summative end-of-unit culminating events in

Grades 1–5 have been loaded and launched through BCPS One.

Mathematics end-of-unit assessments and cumulative assessments in Grades 1–5 have been loaded and

launched through BCPS One.

What is next:

Starting in 2015–2016, BCPS One will allow for a robust online assessment delivery system

in all elementary schools.

The computer will automate the scoring of most assessment types and load the results into the

teachers’ Gradebooks. Open-response items will still require individual scoring.

BCPS One will provide a clear breakdown of assessment results. As soon as students

complete a test, teachers can view the results and connect the right learning resources to the

right student at the right time.

Teachers will be able to easily view performance by standards and align standards-based

instruction accordingly.

Teachers, students, and parents will have 24/7 access to all assessment results.

Over 5,000 Maryland college and career readiness-aligned assessment items provided by the

Maryland State Department of Education will be loaded into the BCPS One item bank.

All assessment items in the BCPS One item bank are designed to be used by teachers to

develop their own formative assessments for the purpose of improving teaching and student

learning.

School leaders will provide ongoing training and support to teachers in using the assessment

system in BCPS One to interrupt disparities in student achievement outcomes.

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ORGANIZATIONAL DEVELOPMENT CONVERSION

Where we are:

All teachers are accessing online videos and tutorials on the new operating system and on their

devices.

All teachers have access to workshops, courses, and cohort programs to support their individual

learning outcomes.

Principals are receiving training on the role of the instructional digital leader and on creating learner-

centered learning environments.

Parent training resources on accessing BCPS One are being utilized.

Lighthouse principals, assistant principals, and S.T.A.T. teachers receive monthly professional

learning as a professional learning community.

All S.T.A.T. teachers receive monthly professional learning that can be turn-keyed in the schoolhouse.

All elementary school principals and Lighthouse middle school principals are receiving training on

blended learning environments that are learner-centered.

All administrators and S.T.A.T. teachers are receiving training on the tests and quizzes application

inside BCPS One.

Technology liaisons will support refresher training on devices.

S.T.A.T. teachers will continue to receive professional learning on the use of the learning

management system in BCPS One.

Staff in Lighthouse Schools will receive training on managing the blended classroom.

Staff in Lighthouse Schools will receive training on implementing a digital curriculum and the use of

the learning management system in BCPS One.

Principals, assistant principals, S.T.A.T. teachers, and teachers are receiving training on

Partnership for the 21st Century (P21) skills.

All elementary, middle, and high schools have the opportunity to bring five staff members on two

Lighthouse School visits as part of their collective professional learning.

Principals and S.T.A.T. teachers in all elementary schools and the Lighthouse middle schools are

receiving professional learning on the development of a Teacher Leader Corp, and strategies for co-

constructing a vision for the 21st Century learning in their schools.

Principals and S.T.A.T. teachers in all elementary schools and Lighthouse middle schools are

receiving professional learning on the Substitution Augmentation Modification Redefinition Model

(SAMR) technology integration model.

Equity teams in all Lighthouse elementary and Lighthouse middle schools are engaged in

professional learning on equity as it relates to providing customized, personalized learning.

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ORGANIZATIONAL DEVELOPMENT CONVERSION (con’t)

What is next:

Lighthouse middle school administrators and instructional staff will receive professional learning

through a summer institute on June 24, 2015, and will additionally have five hours of professional

learning.

All elementary school administrators and their Teacher Leader Corps, comprised of 10 members,

will receive professional learning through a two-day summer institute on June 25 and June 26

Pilot schools have been selected for the Student Information System application inside BCPS One.

Training will begin for pilot schools in August.

All principals and assistant principals will engage in professional learning on equity, cultural

competency, and culturally responsive instruction as it relates to providing customized, personalized

learning.

S.T.A.T. teachers will have opportunities to attend professional learning throughout the summer that

aligns to the goals and professional learning plans in their School Progress Plans.

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INFRASTRUCTURE CONVERSION

Where we are:

BCPS has received 8,295 devices, of which 7,434 have been assigned to teachers and school

administrators.

An Infinite Campus business analyst worked through Career and Technology Education State

Reporting requirements and finalized the first five state reports that will be generated from Infinite

Campus in the 2015–2016 school year.

Training dates for master schedulers have been mapped out to include exact dates and locations.

Infinite Campus will provide its training team to BCPS to conduct these sessions.

The list of enhancement requests generated as part of the gap analysis meetings was presented to the

Infinite Campus development team. Eighteen of the 41 requests were accepted, with the remainder

requiring follow-up for clarifications.

The project team is working on what is labeled as Track 2, which is the conversion site to house all

scheduling data converted from STARS. This will be the site used to prepare all 2015–2016 student

schedules.

The 10 Lighthouse Schools received over 2,000 devices for Grades 1–3, except for Mays Chapel

which received devices for Grades K–5.

Secondary schools each received sixty units with two carts (30 units per cart); 33 locations received a

cart that included wireless access points.

New wireless has been installed in 103 schools.

The first year of development work on the LMS in BCPS One is complete. This included a fully

online Gradebook for Grades 1–12, a curriculum repository, and content management data base.

The new Student Information System is being field-tested in 9 schools.

What is next:

Completion of wireless installation for 75 additional schools is scheduled for the start of the 2015–

2016 school year.

The remaining schools will be converted from the older, full-school wireless by December 30, 2015,

as part of new construction.

BCPS One user roles are being discussed, designed, and architected.

Integration with ScholarChip/One-Card ID to resolve attendance questions will be reviewed in the

September/October time frame.

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INFRASTRUCTURE CONVERSION (con’t)

What is next:

The planning for the development of approximately 55 custom reports that were required for

scheduling identified in the gap meetings will continue. Completion of this work may be a

combination of BCPS and Infinite Campus resources.

Requirement meetings will continue to address the remainder of state reports to be generated by

Infinite Campus.

A custom script will be developed to synchronize data exhanges between STARS census data and the

Infinite Campus scheduling site (Track 2).

A plan is in development for the use of Infinite Campus to deliver professional development to BCPS.

Teacher docking stations and monitors to complement the laptops will be installed by the end of April

2015.

A plan for 2015–2016 is in development for repurposing desktops from fully deployed Lighthouse

schools to other schools awaiting deployment.

Approximately 28,300 new devices will be purchased to install in Grades K, 4 and 5 at Lighthouse

elementary schools, in Grade 6 at Lighthouse middle schools, and in Grades 1, 2 and 3 at all other

elementary schools for the 2015–2016 school year.

All remaining schools will be converted from the older, full-school wireless by June 30, 2015, or as

part of new construction.

A new Wide Area Network (WAN) contract, approved by the Board of Education on March 4, 2015,

will allow the district to increase the bandwidth at schools that still utilize a third-party service rather

than the county-owned ICBN fiber network.

Fifty schools have been converted from a third-party wide area network service to the county- owned

ICBN fiber network, allowing for increased bandwidth to the schools.

The district’s main Internet connection will be increased from 3000Mbps to 5000Mbps during the

Summer 2015 break.

The BCPS One landing page is being redesigned to allow specific user types direct access to

appropriate applications and resources.

Third party resources and applications will be integrated into BCPS One.

The assessment module and tools will be developed and utilized in the LMS in BCPS One.

The new Student Information System will be implemented systemwide in July 2016.

The Employee Effectiveness component of BCPS One will be piloted in the 2015–2016 school year.

The Professional Learning Platform will be piloted in the 2016–2016 school year.

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POLICY CONVERSION

The BCPS Student Handbook has been revised to reflect the updated Technology and Acceptable Use Policy

(TAUP) for students.

By regulation, each school year students who receive devices and their parent/guardian are required to

acknowledge that they have received, reviewed, and acknowledged the Student Handbook.

Policy added that aligns with S.T.A.T.

0100–Equity

Policy 0100 was adopted by the Board of Education on September 9, 2014. This policy was adopted

to ensure the success of all students by raising achievement for all students and closing gaps among all

students. In addition, it was adopted to ensure that disparities based on race, special education status,

gender, ethnicity, sexual orientation, English language learner status, or socio-economic status.

Policies revised to align with S.T.A.T.

4104–Technology Acceptable Use Policy (TAUP) for Employees and Approved Non-Employees

Policy 4104 was revised to (1) rename the policy to distinguish this policy from the acceptable use

policy for students; (2) include a policy statement; and (3) include an implementation section.

6000–Curriculum and Instruction

Policy 6000 was revised to (1) include a policy statement that clearly outlines the board’s expectations

that the development of curricula provides rigorous instruction and high-quality programs to raise the

academic bar and close achievement gaps; (2) include the development and implementation of a

digital platform for curriculum delivery; (3) outline standards, including the requirement that all

curriculum and courses of study be approved by the board; (4) include salient points formerly included

in Policy 6100, including the need for articulation and coordination of curriculum across content areas

and grade levels; and (5) include an implementation section.

6002–Selection of Instructional Materials

Policy 6002 was revised to (1) clarify that “instructional materials” means instructional content

approved for systemwide use; (2) include in the policy statement the board’s expectations that

instructional materials raise the academic bar and close achievement gaps; (3) outline standards that

require the superintendent to evaluate the effectiveness of instructional materials prior to any contract

renewal or modification requiring the expenditure of public funds; and (4) include an implementation

section.

6100–Curriculum

Policy 6100 was deleted.

6202–Technology and Acceptable Use Policy (TAUP) for Students

Policy 6202 was revised to (1) rename the policy to clearly distinguish it from the employee

acceptable use policy; (2) include a policy statement; and (3) include an implementation section.

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POLICY CONVERSION (con’t)

Policies revised to align with S.T.A.T.

6501–Evaluation of the Instructional Program

Policy 6501 was deleted.

Policies that are in the process of being revised to align with S.T.A.T.

5200–Promotion and Retention

5210–Factors Involved in Student Evaluation

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BUDGET CONVERSION

Where we are:

The S.T.A.T initiative is a proposed five-year budget plan.

The implementation of the digital conversion began in FY 2015 with Lighthouse schools.

Year 1: FY 2015 elementary school budgets were reduced based on 5 percent of aggregate school-

based spending for computers and textbooks, and secondary school budgets were reduced based on 20

percent of aggregate school spending for computers and textbooks. This results for elementary schools

in a 5.7 percent reduction in per-pupil allocation from $142 to $134; for middle schools, a 4.0 percent

reduction from $157 to $151; and for high schools, a 3.2 percent reduction from $186 to $180.

Going forward, schools and offices will be limited in their ability to purchase new technology to

ensure compatibility with S.T.A.T. specifications and the efficient use of resources. Schools and

offices are able to make direct purchases of approved technology subject to availability of their

budgeted funds. Central purchases of technology, maintenance, and associated services of S.T.A.T.

will be leased.

What is next:

Pending funding, digital conversion implementation will be staggered over a four-year period from

2015 through 2018.

Pending funding, digital devices will be implemented in middle schools in FY 2017.

Pending funding, digital devices will be implemented in high schools in FY 2018.

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COMMUNICATIONS CONVERSION

Where we are:

Branding the instructional delivery conversion as S.T.A.T. (Students and Teachers Accessing

Tomorrow)

S.T.A.T. Web site http://www.bcps.org/academics/stat

Systemwide and superintendent’s Twitter accounts @BaltCoPS and @DDance_BCPS

Facebook https://www.facebook.com/BaltCoPS

Blog posts on district blog http://deliberateexcellence.workpress.com/

Blog posts on the Lighthouse schools Web site http://lighthouse.bcps.org/

ConnectEd for delivering phone messages to parents

Regular media contacts and news releases/media advisories

http://www.bcps.org/academics/stat/in The News.html

Quarterly video messages to the community, delivered online and on Comcast 73 and Verizon 34

Regular video messages to students, delivered in the classrooms

Press conferences with professional and student media

A television station, channel, and video production group specifically for S.T.A.T. stories

https://www.bcps.org/bcpstv/archie.html?Program=STAT

Subscription e-mail newsletter that consistently highlights S.T.A.T.

https://www.bcps.org/news.TeamBCPSNewsletter.html

Parent University workshops and events that talk about technology, BCPS One, etc.

https://www.bcps.org/parentu/

Stakeholder advisory groups; community, student, and teacher town hall meetings

Communication “toolkits” to support principals and central office administrators in promoting

initiatives/sharing information in their school and office communities

BCPS News Briefs on BCPS TV: Lighthouse announcements, Lighthouse Summer Institute,

Lighthouse Schools Part II, BCPS OneCard

Selection and training of Good News Ambassadors at all Lighthouse schools to submit story ideas,

photos, and video

Video profile for one Lighthouse school a month

What is next:

The middle school experience will be covered in the same way the elementary school experience was

covered this year.

The progress of elementary Lighthouse schools will be covered this year.

S.T.A.T. will be covered and highlighted in all schools (i.e., learner-centered environments and

curriculum changes at every school).

http://www.bcps.org/academics/stat

https://www.facebook.com/BaltCoPS

http://deliberateexcellence.workpress.com/

http://lighthouse.bcps.org/

http://www.bcps.org/academics/stat/in%20The%20News.html

https://www.bcps.org/bcpstv/archie.html?Program=STAT

https://www.bcps.org/news.TeamBCPSNewsletter.html

https://www.bcps.org/parentu/

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EVALUATION OF S.T.A.T.

BCPS has contracted an external group to evaluate the effectiveness of S.T.A.T. in the Lighthouse schools.

Johns Hopkins University Center for Research and Reform in Education (JHU-CRRE) has expertise in

evaluating the integration of technology within K–12 education, including the evaluation of statewide one-to-

one laptop initiatives. The evaluators will provide two reports each year, a formative mid-year report and a

summative end-of-year report.

The S.T.A.T evaluation will focus on professional development including roles and best practices for S.T.A.T.

teachers, administrators, classroom teachers, and other key participants. The evaluation of intermediate and

long-term measurable outcomes will examine areas of classroom environment, student engagement, teacher

practice, digital content access, and student mastery of P21 skills. The goals of this initiative include increased

student engagement and achievement and student mastery of P21 skills. The goals of S.T.A.T. support and align

with BCPS’ goal of graduating globally competitive students. In addition to evidence collected by BCPS, the

mixed-methods evaluation design will include surveys, classroom observations, interviews and focus groups,

and achievement test scores.

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Figure 1. S.T.A.T. Evaluation Framework

Outcomes for Teachers and Students: During S.T.A.T. implementation, BCPS and its chosen evaluation

partner will gather and use qualitative and quantitative data to monitor and assess the implementation and

emerging impact of this initiative. S.T.A.T. outcomes have been organized as either teacher outcomes or student

outcomes. During the initial year of implementation in the Lighthouse schools (and during the first year of

devices in any school), the S.T.A.T. evaluation efforts will focus on measuring (1) the impact on teacher

practice, (2) the impact on classroom environment, and (3) the impact on student engagement. As devices and

digital curriculum are in place in schools for longer periods of time, these research questions will continue to be

examined, and additional research questions will also investigate: (4) the impact of S.T.A.T. on student growth

and (5) the impact of S.T.A.T. on students’ development and use of P21 skills.

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A STRATEGIC PLAN FOR S.T.A.T.

Goal: Equitable, Effective Digital Learning Environment

All students will have access to equitable, effective digital learning environment including a digital device and

personalized, blended, interactive curriculum.

Strategic Initiative:

Closely monitor all conversions from an alignment standpoint to ensure consistency and to avoid gaps or

overlaps with balancing the eight conversions.

Key Actions Person/Group Responsible Start

Date

Due

Date

Curriculum

Create a digitally enhanced curriculum that

supports culturally responsive instruction in a

learner-centered, blended environment that

promotes equitable access.

Division of Curriculum & Instruction July 2013 Ongoing

Instruction

Create equitable learner-centered environments in

all elementary school classrooms.

Elementary School Assistant

Superintendents

Office of Organizational Development

Department of Innovative Learning

Building Principals

January

2014 June 2017


all middle school classrooms.

Middle School Assistant Superintendents



Building Principals

June 2014 June 2018


all high school classrooms.

High School Assistant Superintendents



Building Principals

June 2014 June 2019

Assessment

Provide teachers with curriculum-aligned formative

assessments through BCPS One. Division of Curriculum & Instruction June 2014

September

2018

Ensure systematic use of BCPS One Gradebook for

districtwide consistency and transparency. Division of Curriculum & Instruction June 2014 June 2015

Provide support in responding to assessment data

that shows disparities in student outcomes.

Division of Curriculum & Instruction



Building Principals

July 2015 Ongoing

Organizational Development

Provide systematic professional learning

opportunities through CPD courses, workshops,

and Webinars.



January

2014 Ongoing

Provide job-embedded coaching and professional

learning to teachers through the S.T.A.T. teacher

program



January

2014 Ongoing

Establish a professional learning platform inside of

BCPS One



January

2015

September

2018

Infrastructure

Ensure all schools have full wireless coverage that

consistently works. Department of Information Technology

August

2013

September

2015

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Continue to integrate digital content through single

sign-on in BCPS One to support digital curriculum

and access to resources.

Department of Information Technology

Office of Digital Learning June 2014 Ongoing

Develop parameters to garner feedback and

implement enhancements to BCPS One. Office of Curriculum Operations

Department of Information Technology June 2014 Ongoing

Provide each student and teacher with a digital

device. Department of Information Technology May 2014 June 2018

Policy

Continue to review and revise current policies to

align with the needs of S.T.A.T.





Office of Law

September

2013 Ongoing

Budget

Adjust budgets to support the S.T.A.T. program.





Office of Budget and Reporting

September

2013 Ongoing

Manage grants to support S.T.A.T.



Controller’s Office, Grants and Agency

Fund Accounting

September

2013 Ongoing

Communications

Use various communication outlets to inform and

educate stakeholders regarding S.T.A.T.

Office of Communications





September

2013 Ongoing

Share how S.T.A.T. and the Lighthouse schools

program transforms teaching and learning through

publications and conferences.

Office of Communications





September

2013 Ongoing

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