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Maryland’s Reform Plan

Bridge to Excellence in Public Schools

Race to the Top

2015 Guidance Part 2: Attachments

Maryland State Department of Education

Division of Student, Family, and School Support

Division of Academic Policy and Innovation

Office of Finance

DATED SUBMITTED: November 18, 2015

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Table of Contents

Information

Page

Submission Cover Page

3

Attachments 4A – 6A

4-9

Attachment 7: Title I, Part A

10-82

Attachment 8: Title II, Part A (Clarifications- 11/10/15)

83-99

Attachment 10: Title III, Part A

100-120

Attachment 13: Fine Arts

121-130

Additional Federal and State Reporting Requirements

131

Victims of Violent Criminal Offenses Report

132

Transfer of School Records for Children in State-Supervised Care

Annual Certification Statement

133

Student Records Review and Update Verification Certification

Statement

134

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Bridge to Excellence Master Plan

2015 Bridge to Excellence Annual Update

(Please include this sheet as a cover to the submission indicated below)

Part 2: Attachments—Due: November 18, 2015

Local School System Submitting This Report: Queen Anne’s County

Address: 202 Chesterfield Avenue

Centreville, MD 21617

Local Point of Contact:

Name: Julia Alley

Telephone: 410-758-2403, ext. 138

E-Mail: [email protected]

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

2015 Annual Update to our Bridge to Excellence Master Plan is correct and complete. We

further certify that this Five Year Comprehensive Master Plan has been developed in

consultation with members of the local school system’s current Master Plan Planning Team

and that each member has reviewed and approved the accuracy of the information provided in

the Annual Update.

November 18, 2015

______________________________________ _________________________

Signature (Local Superintendent of Schools) Date

November 18, 2015__________

Signature (Local Point of Contact) Date

mailto:[email protected]

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ATTACHMENT 4-A and B

SCHOOL LEVEL BUDGET SUMMARY

Fiscal Year 2016

Local School System: Queen Anne’s County Public Schools

Enter the Amount of Funds Budgeted for Each School by ESEA Programs and Other Sources of Funding. Expand Table as

needed. Note: Electronic Versions of these attachments are available at:

http://docushare.msde.state.md.us/docushare/dsweb/View/Collection-13177/Document-159776

SCHOOL NAME

Rank Order All Schools by

Percentage of Poverty –

High to Low Poverty

After School Name

Indicate as appropriate:

(SW) for T-I School

wide Schools

(TAS) for Targeted

Assistance T-I Schools

(CH) for Charter

Schools

School

ID

Percent

Poverty

Based on

Free and

Reduced

Price Meals

Title I-A

Grants to Local

School Systems

Title I-D

Delinquent

and Youth

At Risk of

Dropping

Out

Title II, Part A

Teacher and

Principal

Training and

Recruiting Fund

Title III-A

English Language

Acquisition

Other Total ESEA Funding by

School

Sudlersville Elementary

(SW)

0106 59.94% 241,755.00

241,755.00

Grasonville Elementary

(TAS)

0503 35.63% 139,368.04

139,368.04

Church Hill Elementary

(TAS)

0202 34.39% 83,967.08

83,967.08

Centreville Elementary 0308 29.64%

Kent Island Elementary 0402 24.31%

Kennard Elementary 0302 23.20%

Bayside Elementary 0403 21.14%



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Matapeake Elementary 0406 16.23%

Sudlersville Middle (TAS) 0101 43.32% 162,740.32

162,740.32

Matapeake Middle 0407 29.57%

Stevensville Middle 0404 24.05%

Centreville Middle 0303 17.69%

Queen Anne’s County High

School

0301 25.50%

Kent Island High School 0405 14.15%

Total Public school

allocations (For Title I,

Should add up to the total

number from Title I

Allocation Excel

Worksheet Column N.)

$627,830.44

$627,830.44

School System

Administration (For Title

I, Use Table 7-8 LINE 5)

$104,315.06 $104,315.06

System-wide Programs and

School System Support to

Schools

(For Title I, Use Table 7-8

LINE 12)

$91,423.50 $212,590.00 $31,838.00 $335,851.50

Nonpublic Costs

(For Title I, Use Table 7-

10 LINE 7)

$0.00 $1,000 $0.00 $1,000.00

TOTAL LSS Title I

Allocation (Should match

# presented on

C-1-25)

$823,569.00 $213,590.00 $31,838.00 $1,068,997.00

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ATTACHMENT 5-A

TRANSFERABILITY OF ESEA FUNDS [Section

6123(b)]

Fiscal Year 2016 N/A

Local School System: Queen Anne’s County

Local school systems may transfer ESEA funds by completing this page as part of the Bridge to Excellence Master Plan

Annual Update submission, or at a later date by completing and submitting a separate Attachment 5-A form. Receipt

of this Attachment as part of the Annual Update will serve as the required 30 day notice to MSDE. A local school

system may transfer up to 100 percent of the funds allocated to it by formula under four major ESEA programs among

those programs and to Title I. The school system must consult with nonpublic school officials regarding the transfer of

funds. In transferring funds, the school system must: (1) deposit funds in the original fund; (2) show as expenditure –

line item transfer from one fund to another, and (3) reflect amounts transferred on expenditure reports.

50% limitation for local school systems not identified for school improvement or corrective action. 30% limitation for

districts identified for school improvement. A school system identified for corrective action may not use the fund

transfer option.

Funds Available for

Transfer

Total FY

2016

Allocation

$ Amount to

be

transferred

out of each

program

$ Amount to be transferred into each of the following

programs

Title I-A

Title II-A

Title II-D

Title IV-A

Title II-A

Teacher Quality

Title II-D

Ed Tech

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Title IV-A

Safe and Drug Free

Schools

&Communities

ATTACHMENT 5-B

CONSOLIDATION OF ESEA FUNDS FOR LOCAL

ADMINISTRATION [Section 9203]

Fiscal Year 2016 N/A


Section 9203 of ESEA allows a local school system, with approval of MSDE, to consolidate ESEA administrative funds. In consolidating

administrative funds, a school system may not (a) designate more than the percentage established in each ESEA program, and (b) use any other

funds under the program included in the consolidation for administrative purposes. A school system may use the consolidated administrative

funds for the administration of the ESEA programs and for uses at the school district and school levels for such activities as –

The coordination of the ESEA programs with other federal and non-federal programs;

The establishment and operation of peer-review activities under No Child Left Behind;

The dissemination of information regarding model programs and practices;

Technical assistance under any ESEA program;

Training personnel engaged in audit and other monitoring activities;

Consultation with parents, teachers, administrative personnel, and nonpublic school officials; and

Local activities to administer and carry out the consolidation of administrative funds.

A school system that consolidates administrative funds shall not be required to keep separate records, by individual program, to

account for costs relating to the administration of the programs included in the consolidation.

If the school system plans to consolidate ESEA administrative funds, indicate below the ESEA programs and

amounts that the school system will consolidate for local administration. Provide a detailed description of how the

consolidated funds will be used.

Title I-A

(Reasonable

and

Necessary)

Title II-A

(Reasonable

and

Necessary)

Title III-A

(Limit: 2

Percent)

Total ESEA Consolidation

(Reasonable and Necessary)

$ $

$ $

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ATTACHMENT 6-A

NONPUBLIC SCHOOL

INFORMATION FOR ESEA

PROGRAMS

Fiscal Year 2016

Local School System:

Enter the complete information for each participating nonpublic school, including mailing address. Use the optional

“Comments” area to provide additional information about ESEA services to nonpublic school students, teachers, and

other school personnel. For example, if Title I services are provided through home tutoring services or by a third party

contractor, please indicate that information under “Comments.” NOTE: Complete Attachment 6-A for Title I-A, Title

II-A, and Title III services. Use separate pages as necessary.

NONPUBLIC

SCHOOL NAME

AND ADDRESS

Number of Nonpublic School Participants (Students, Teachers, and Other School Personnel)

Title I-A Title

II-A

Title III-A

Comments (Optional) Number

nonpublic T-I

students to be

served at the

following

locations:

Students

Reading/

Lang.

Arts

(Can be

a

duplicate

d count)

Students

Mathematics

(Can be a

duplicated

count)

Staff Students Staff

Private

School

Public

School

Neutral

Site

Page | 9

Private

School

Public

School

Neutral

Site

Private

School

Public

School

Neutral

Site

Attachment 7

Title I, Part A

Improving Basic Programs

LEA: Queen Anne’s County Submission Date:

SY 2015-2016 Page | 10

2015-2016 Attachment 7

Title I, Part A

Page | 11

Please go to www.marylandpublicschools.org. Click on Programs>Title I for the

application and required forms.

ATTACHMENT 7 NARRATIVE: TITLE I, PART A – IMPROVING BASIC

PROGRAMS OPERATED BY LOCAL EDUCATIONAL

AGENCIES

Local Educational Agency: Queen Anne’s County Public Schools Fiscal Year 2016

Title I Coordinator: Geri Thompson

Telephone: 410-758-2403 ext.166 E-mail: [email protected]

I. TITLE I THEMES IN THE BRIDGE TO EXCELLENCE MASTER

PLAN

Describe the LEA’s strategies to provide high quality sustained support to all Title I

elementary, middle, and secondary schools. Label each question and answer. Be sure

to address each lettered and/or bulleted item separately. ALL REQUESTED

DOCUMENTATION SHOULD BE LABELED AND SUBMITTED AS

SECTION IV.

A. HIGHLY QUALIFIED:

1. DESCRIBE the process including specific timelines/dates used to notify parents

whose children attend Title I schools about the qualifications of their teachers by

addressing each lettered item separately. Sec. 1111 (h)(6)(A)

a. Describe how and when (date) the school or LEA notifies the parents, of each

student attending Title I schools, that they may request information regarding the

professional qualifications of their child’s classroom teacher (known as “Parent’s

Right to Know”).

The Queen Anne’s County Public Schools (QACPS) has developed a statement

for distribution to parents regarding a parent’s right to know about the

professional qualifications of their child’s classroom teacher (s).

1. By September 1, Title I parents will be notified through the Queen Anne’s County

Handbook; the handbook explains their rights according to the NCLB Act. (See

Appendix A-1)

2. Each Title I school is responsible for verifying that parents have received the

handbook and has acknowledged the contents of the student handbook. (See

Appendix A-2)

3. Each Title I school includes the statement in their student school

handbook/newsletter.

4. Each Parent Coordinator reviews the statement with parents of identified

students at the first orientation meeting.

http://www.marylandpublicschools.org/



Title I, Part A

Page | 12

5. By no later than October 15, all Title I schools will host a Title I Parent Night to

explain specific information in regard to Parent’s Right To Know and information

on Title I Targeted Assistance and /or School Wide Program.

6. The statement is posted on the Queen Anne’s County Public Schools website

under the Title I tab. (See Appendix A-3)

7. The statement is posted in each Title I School. 8. Upon request, letters are sent by mail to notify parents of qualification of

classroom teachers in Title I schools. (See Appendix A-4)

b. Describe the process of providing timely notice (letter) to parents when their child

has been assigned or taught for 4 or more consecutive weeks by a teacher or

substitute teacher who is not highly qualified.

1. The Queen Anne’s County Human Resource Officer, the Title I Coordinator and

Title I Principals work collaboratively in the process of providing timely notice to

parents.

2. When the HR Department receives a recommendation to hire an applicant to

teach in a school that is Title I funded, a complete review of the candidate’s

qualifications is conducted to ensure highly qualified status. (See Appendix A-5a-e)

3. At the end of a four week period if a student has been assigned to a classroom for

a period of 4 or more consecutive weeks and has been taught by a teacher/substitute

that is not highly qualified, the principal is responsible for sending a letter to

parents informing them that the teacher/ substitute is not highly qualified.

4. The letter is to be sent to the parents via mail.

5. A copy of the parent letter is to be sent to the Human Resource Officer and the

Title I Coordinator. The letter is to be kept on file for a minimum of 3 years as part

of the Title I documentation.

c. Identify by name, title, and department the person(s) responsible for ensuring

compliance with Section 1111(h)(6)(A).

Dan Lessard, Human Resource Officer, Human Resource Department, 410-758-

2403, ext. 176

Geri Thompson, Title I Coordinator, Curriculum and Instruction, 410-758-2403,

ext. 166

d. Describe how the LEA coordinates Highly Qualified notification between Human

Resources, the Title I Office, and school administration (for a. and b. in this

section).

1. Prior to the start of the school year, a list of highly qualified staff is generated by

the Certification Specialist in the HR Department and given to the Title I

Coordinator.

2. The list notes the date of hire, HQ status, certification status, grade taught, and

any additional coursework by the teacher. The process is completed on all teachers

and paraprofessionals hired in a Title I school.

3. This list is updated each quarter by the Certification Specialist in the HR

Department and a copy is sent to the Title I Coordinator and Title I principals.

4. The school principal contacts the Human Resources Department and the Title I

Coordinator prior to hiring any new staff at a Title I school.


Title I, Part A

Page | 13

e. Describe how the LEA ensure the Highly Qualified status of teachers assigned to

Title I schools is maintained.

1. The Human Resources Department keeps a list of the Highly Qualified staff; this

is monitored, reviewed and updated on an ongoing basis.

2. The Human Resources Department will send an electronic copy to the Title I

Coordinator for review and updated quarterly.

3. Title I Principals verify in writing that their staff is highly-qualified in addition to

verifying the staff assignment. (See Appendix A-6)

4. The Title I Coordinator will meet with the Title I principals quarterly to review

the highly qualified of teachers and staff. Dates: 9/30/15, 12/14/15, 2/24/16, 4/27/16

2. DOCUMENTATION: Include sample copies of English and translated letters that

will be used to meet the requirements (for a. and b.) in school year 2015-2016.

3. The LEA certifies that all paraprofessionals in Title I schoolwide schools are

qualified.

☒Yes ☐ Not Applicable

4. The LEA certifies that all paraprofessionals paid with Title I funds in targeted assistance

schools are qualified.

☒Yes ☐Not Applicable (See Appendix A-7)

B. SCHOOLWIDE PROGRAMS:

If the LEA does not have any Title I schoolwide programs, proceed to Section C -

Targeted Assistance.

Under Maryland’s ESEA Flexibility Plan, the requirement in ESEA section 1114(a)(1)

that a school have a poverty percentage of 40% or more in order to operate a schoolwide

program has been waived if the school has been designated as a Priority School or focus

school by the SEA. See the end of this application for the list of Maryland’s approved

Priority and Focus Schools.

1. For LEAs with Title I schoolwide programs, DESCRIBE the steps taken to help the

Title I schools make effective use of schoolwide programs by addressing each

lettered item separately. Reg. 200.25-28 and Sec. 1114.

a. Consolidating Funds (Check one):

☐ Federal funds

☐ Federal, State, local funds

☒ Not Consolidating Funds

i. Describe how the system will assist schools in consolidating funds for schoolwide

programs.


Title I, Part A

Page | 14

N/A

ii. If the system is not consolidating funds, describe how the system coordinates

financial resources to develop schoolwide programs.

Queen Anne’s County Public Schools will not be consolidating funds at this

time. The coordination with the school and central office is on ongoing. The

Title I Coordinator meets at a minimum quarterly with the grant specialist

and the school principal to discuss program implementation and review the

financial status. An allocation spreadsheet is used to monitor the use of

funds at each Title I school; all grants are reflected on the spreadsheet as

well as local funding.

b. Describe the process to ensure that the 10 Components of a Schoolwide Program

are part of the development, peer review, implementation, and monitoring of

Schoolwide School Plans.

Throughout the year the Title I Coordinator will provide ongoing technical

assistance to the Title I schools in regard to all federal, state and local program

requirements, including the 10 Components of a Schoolwide Program. The 10

Components of the Schoolwide Program are reviewed in August when School

Improvement Plans (SIP) are submitted to the Director of Curriculum and

Instruction.

The 10 Components of Schoolwide Program will be monitored during the fall

annual review and the spring of the 2014-2015 school year. The MSDE Program

Plan Components Checklist will be used as a tool to review the School Wide

Program (peer review). Schools will address the 10 Components within their

School Improvement Plan and indicate specific pages in their plans that shows

evidence of the 10 Components.

The Principal, leadership team, members of the School Improvement Team and

Parent Coordinator are responsible for implementing and monitoring the School

wide Title I Program with assistances from the Title I Coordinator to ensure

that all 10 Components are fully integrated.

Student achievement data is reviewed regularly:

Weekly: o grade level team meetings

o SAM team meetings

Monthly:

o SIT meetings

o Faculty meetings

Quarterly: o Peer Coaching and review for teacher

o Data review


Title I, Part A

Page | 15

School staff maintains a Title I Schoolwide Binder with documents of the

implementation of the SIP and the 10 Components of a Schoolwide Program.

All teachers, staff and Title I Parent Coordinators are observed and evaluated per

the QAC Teacher and Employee Agreement.

Teacher input/feedback is collected through schoolwide meetings, team meetings,

surveys and evaluations.

Parent input/feedback is collected through surveys, school committee

participation, parent meetings and evaluations.

The Title I Coordinator, Elementary Content Supervisors, the Director of

Curriculum and Instruction provide oversight and technical assistance at the system

level. The schools are visited formally and informally which includes walkthroughs

and scheduled observation.

c. If any of the 10 Components of the schoolwide plan are not adequately addressed,

describe steps the LEA will take to ensure that revisions to schoolwide plans

occur in a timely manner.

Once the school improvement plans have been reviewed, feedback will be provided

in a written format to the school principal if plans do not meet all requirements.

Schools will have until the stated date in the program review follow-up to ensure

that revisions have taken place and the necessary documentation is evident in the

Schoolwide plan.

d. Describe specific steps to be taken by the LEA to review and analyze the

effectiveness of schoolwide programs.

Overall effectiveness of the schoolwide program is determined on individual

student data. On a monthly basis, teachers, specialists and administrators review

and analyze Title I student data. They review student scores on county

developed quarterly assessments, classroom data and informal assessments.

Staff uses the data warehouse, Performance Matters, as a way to analyze

individual scores. Once staff reviews the data, they make instructional decisions

and continue to monitor and implement the most effective program for the

students receiving Title I interventions. In addition to reviewing student data, we

will do the following:

1- Fall visit to review school documentation; walkthroughs with a specific

instructional program target

2- Program walkthroughs and observations will be ongoing; feedback will be

given to teachers, specialists and the principal

3- Annual Review with feedback

4- Spring visit with feedback

*County feedback forms will be utilized. In addition to county feedback forms,

Teacher Compass will be utilized to provide feedback.*

e. Describe how the system and/or schools provide extended learning time, such as

an extended school year, before- and after-school, and summer program

opportunities.


Title I, Part A

Page | 16

Extended learning time and summer program opportunities are provided

through a collaborative effort with the Partnering for Youth program (funded

through 21st Century federal grant monies), Migrant Title I Part C funds and

Title I A funds. Research based programs are utilized in the area of reading and

math; the interventions include: Wilson, Spell-Read, Voyager Reading Program,

Moving with Math intervention program, Math Counts intervention, Waterford

Early Learning Program. At Sudlersville Elementary School, the Title I and

Migrant program serve students from birth to Grade 12. The Migrant Program

also partners with The Judy Center and The Family Center to combine funding

which allows for the birth to toddlers program as well as the elementary and

high school program. Staff work collaboratively to provide an integrated

program for all Title I Part A & C students.

f. In addition to the Title I Coordinator, identify other central office staff by name,

title, and department responsible for monitoring the 10 components in schoolwide

plans, the effectiveness of schoolwide program implementation, fiduciary issues,

and program effectiveness.

In addition to the Title I Coordinator, the following central office staff will assist in

monitoring the ten components of the School-wide plan, the effectiveness of School-

wide program implementation, fiduciary issues, and program effectiveness:

Phone numbers: 410-758-2403

Dr. Carol Williamson-Superintendent of Queen Anne‘s Co. Public Schools, ext. 127

Greg Pilewski, Assistant Superintendent, ext. 121

Elaine O’Neal-Elementary Reading, C & I, ext. 172

Robert Watkins-Math Supervisor, C & I, ext. 124

Diane Wright, Grant Specialist, ext. 159

2. For LEAs with Priority Schools and schools that receive 1003g SIG funds: Describe how the LEA will insure that the 10 components for schoolwide are

integrated throughout the schools’ models/plans.

N/A

C. TARGETED ASSISTANCE SCHOOLS:

If the LEA does not have any Title I targeted assistance programs, proceed to Section E -

Parent Involvement.

1. DESCRIBE the step-by-step process including timelines/dates used to identify

eligible children most in need of services. Include in the description how students are

ranked using multiple selection (academic) criteria. (Note: Children from

preschool through grade 2 must be selected solely on the basis of such criteria as

teacher judgment, parent interviews, and developmentally appropriate measures.)

Section 1115(b)(1)(B)

August 2015


Title I, Part A

Page | 17

The list of Targeted Assistance students will be generated by the teacher specialists,

reading and/or math specialists.

Interventions will begin for students. Parents will be notified via mail that their

child is participating in a Title I funded intervention.

Ongoing monitoring of students will take place quarterly to ensure that students

are making academic growth. Monitoring will take place through the Individual

Learning Plans that are utilized for targeted students.

November/January/March/June 2015-2016

Students will be monitored on an ongoing basis to ensure academic growth. Student

needs will be discussed at quarterly dates; schools will adjust the program and the

students involved based on the individual student needs, and this information will be

discussed with parents, teachers and specialists that are directly involved with

interventions and targeted students. Data days or SAM (Student Achievement

Meetings) are also incorporated monthly at the TA Title I schools. This gives school

staff the opportunity to adjust programs and interventions to meet the needs of

individual students based on data.

Students are ranked using multiple academic selection criteria:

1-Using the multiple selection criteria sheet, student scores are listed on one excel

sheet. Each of the multiple criteria is given a specific number of points. See attachments for a sample of point values given to each academic criterion. (See

Appendix B-1) Elementary and Middle Schools

2-All students are then listed in rank order by the number of points that they have

accumulated. Risk factors, Migrant children and Homeless children are also taken

into consideration when ranking the children.

3-Schools then identify the highest scoring students to be served for targeted

services. This is dependent on the number of intervention resources available

according to the school‘s Title I allocation.

4-Following extensive testing, evaluation, review of spring and summer school data,

students are identified. Parent of the identified Targeted Title I students are sent

letters notifying them of services that will be offered to their child. This will be

completed by no later than September 30, 2015.

2. DESCRIBE how the LEA helps targeted assistance schools identify, implement, and

monitor effective methods and supplemental instructional strategies for small

groups of identified students. (In Maryland, small group constitutes no more than

8 students to one teacher.) These strategies must be based on best practices and

scientific research to strengthen the core academic program of the school. Describe

how the system/school will address the following: Section 1115(c)(1)(C).

a. Giving primary consideration to providing extended learning time, such as an

extended school year, before-and after-school, and summer program

opportunities.

Through a collaborative effort with the Targeted Assistance school staff,

Curriculum and Instruction staff and after school program staff, extended learning

time opportunities (ELO) have been provided for targeted students. Specific

programs have been reviewed, as well as appropriate instructional strategies that

are utilized. Quantitative and qualitative data of Title I students who attended

extended day and extended year programs are collected, analyzed and reported.

After school programs are provided through the 21st Century grant. All of the above


Title I, Part A

Page | 18

services are continued before, during and after school throughout the regular school

year.

b. Helping provide an accelerated, high-quality curriculum, including applied

learning.

The summer school program, using a research-based model, is provided for

targeted students in grades K-5. The programs being offered in the extended year

program include: Voyager Summer Intervention program, Moving with Math

intervention program, and Waterford Early Learning Program. Training is

provided to staff on programs that are implemented during the after school

programs and summer school.

Data analysis is ongoing throughout the year with teachers and grade level teams.

Teachers maintain data binders that include student achievement for each identified

Title I student. Collaborative planning and continued monitoring of student

progress enables teachers to provide appropriate and differentiated instruction to

meet the student learner needs.

c. Minimizing the removal of children from regular classroom instruction for

additional services.

All services provided to Targeted Title I students are in addition to, and not in place of

regular instruction. To minimize the removal of children from regular class instruction

for additional services, students are pulled during other content areas such as social

studies, as well as special area classes. Title I staff work collaboratively to integrate

content that students may miss into their tutoring services. Schools have made a major

effort to use the ―push-in model vs. pull-out. Schools have had great success with push-

in with their students. Additional services are also provided through the after school

programs and summer school.

3. DESCRIBE how the LEA/school provides additional opportunities for professional

development with Title I resources, and, to the extent practicable, from other sources,

for teachers, principals, and paraprofessionals, including, if appropriate other staff.

In addition to what the LEA provides for professional development, additional

resources are provided based on the school‘s specific, identified needs. Once the

needs are identified by the School Improvement Team, the school plan reflects what

professional development may be needed. These include the following opportunities:

Conferences that highlight Title I initiatives, Consultants; Reading /Writing;

Mathematical Practices; STEM; Triangulation of Data; Training of home visitors

and/or parent coordinators; Successful Innovations-Family Engagement training,

and job-embedded professional development.

For the 2015-2016 school year, there will be a continued emphasis on training

teaching staff on how to work best with parents; the trainings will be conducted by

the Parent Coordinators in each Title I school. This might include training topics

such as: cultural differences, resources available to families, building a welcoming


Title I, Part A

Page | 19

school environment, how to conduct a successful parent conference, communicating

effectively with parents, etc… Parents will be a part of the planning process and

their input will be acknowledged when planning the Professional Development for

teaching staff. The professional development targets all staff working directly with

targeted students and may include teachers, principals and paraprofessionals,

guidance counselors and will be based on needs of the school.

4. DESCRIBE the process for developing, implementing, and monitoring targeted

assistance requirements.

Queen Anne‘s County has adopted the Middle States Association Standards for

Accreditation. These standards along with Common Core Standards will assist all

schools, including Title I in monitoring the school improvement plans. All of the

Middle States standards reflect the major requirements of Title I and will assist in

the peer review process. In addition, we will review and monitor the Targeted

Assistance requirements using the MSDE review document. For the Targeted

Assistance and parent involvement components, each school is given a binder that

lists all documentation that should be evident in the collection of Title I information.

When the schools are monitored, we will work through each component and the

evidence and check off whether this was met or not met. Each school receives a copy

of the review document and the Title I Coordinator shares what the expectations are

for each school.

5. DESCRIBE the specific steps to be taken to review and analyze the effectiveness of

the targeted assistance programs.

Activities to help Targeted Assistance schools include, quarterly and end-of-the-year

evaluations of data and programs. Data is reviewed and analyzed on a monthly

basis. Schools review individual targeted students to monitor the effectiveness of the

reading and math interventions. All data is placed in Performance Matters, a data

warehouse that allows schools to review assessments including pre and post data.

After an analysis of the data, schools will make changes to program as needed.

Quarterly program data is reported to the Title I Coordinator and Curriculum

Supervisors and feedback and support is provided depending upon need as reflected

in the report. For annual evaluations, the Director of Curriculum and Instruction,

Title I Coordinator and Content/Elementary Supervisors meet with school teams to

evaluate programs and the budget. Effective methods and instructional strategies

that have been implemented are as follows:

Formative Assessments aligned with the Maryland College and Career Readiness

Standards

ILA Reading Curriculum (contains components of NCLB)

Leveled Readers (research-based reading programs)

Success For All (research-based reading programs)

After School Programs-Waterford Early Learning program (research-based

reading and math programs)

Moving with Math Intervention Program (research-based)

Voyager Summer Intervention Program (research-based)

Summer Programs (research-based reading and math programs)


Title I, Part A

Page | 20

Kindergarten (research-based McGraw Hill program)

Reading Specialist Tutorials (research-based programs)

McGraw Hill’s reading series-Frog/Wonders, K-5(research-based program)

I Ready Math

6. In addition to the LEA Title I coordinator, identify by name, title, and department the

person(s) responsible for monitoring targeted assistance requirements and services in

school plans for effectiveness and fiduciary compliance.

In addition to the Title I Coordinator, the following central office staff will assist in

monitoring the required components in Targeted Assistance plans, the effectiveness

of Targeted Assistance programs, and fiduciary issues:

Phone numbers: 410-758-2403 Dr. Carol Williamson-Superintendent of Queen Anne‘s County Public Schools, ext. 127

Greg Pilewski; Associate Superintendent, ext . 121

Elaine O’Neal-Elementary Reading C & I, ext. 172

Robert Watkins- Supervisor of Math C& I, ext. 124

Diane Wright-Grant Specialist; Finance Office, ext. 159

7. DOCUMENTATION: Attach weighted criteria used to select and rank children for

targeted assistance services, the timeline for selecting students and implementing the

targeted assistance program.

(See Appendix B-1)

8. If an LEA intends to transition a Title I school implementing a targeted assistance

program in 2015-2016 to a schoolwide program in 2016-2017, the LEA must submit

a formal letter to Maria E. Lamb, Director, Program and Family Support Director,

informing MSDE of its intent.

A letter of request was sent to Maria E. Lamb on July 29, 2015.

List the Title I school(s) by name and assigned MSDE ID number below.

Sudlersville Middle School (101)

Performance Measures- Additional guidance in the form of an addendum will be forthcoming.

D. PARENT INVOLVEMENT:

To encourage parent involvement, LEAs and schools need to communicate frequently,

clearly, and meaningfully with families, and ask for parents’ input in decisions that affect

their children. [Section 1118(a)(2)] Parent involvement strategies should be woven

throughout each system’s Master Plan.

1. Local Educational Agency Parent Involvement Policy/Plan Review

a. Date the current LEA Parent Involvement Policy/Plan was

reviewed:

June, 2014


Title I, Part A

Page | 21

b. Describe how parents from Title I schools were involved in the annual review of

the LEA Parent Involvement Policy/Plan. Describe any changes that have been

made since the last Master Plan submission.

Title I schools hold quarterly Parent Advisory Council meetings to review and

evaluate the effectiveness of the parental involvement policy. In addition to

reviewing the Title I Parent Involvement Policy at the school level, QAC hosts

meetings to incorporate county-wide activities and sessions for parents. Suggestions

for additional sessions/activities, or changes regarding sessions/activities are

solicited to improve the quality of the meetings and ultimately to filter these changes

to the school based meetings. In addition, parents are a part of determining the

process and tools that will be used during the Parent Advisory meetings. Written

feedback from parents is compiled and used to make possible changes to the county

policy. All of the documentation is kept at the school level in their Title I

documentation binders. The documentation includes sign in sheets, agendas, and

evaluations. Parents of students experiencing homelessness are considered Title I

parents regardless of their child‘s school‘s status in relation to Title I.

c. Describe how the LEA ensures that parents from Title I schools are informed

about the existence of the district-level Parent Involvement Policy/Plan and how it

is distributed to parents.

The Title I Coordinator meets with the school parent coordinators monthly and

school leadership teams on a quarterly basis. The policy is reviewed at a minimum

twice a year. The Coordinator ensures that the school staff has copies of the most

updated version of the policy. The Title I Parent Involvement Policy is also posted

on the Queen Anne‘s County Public School website, under the parent involvement

section of the website in the Title I section. A copy of the Title I Parent Involvement

Policy is sent home to Title I parents.

DOCUMENTATION: Attach a copy of the LEA’s most current distributed Parent

Involvement Policy/Plan.

See attachments - No changes have been made to the policy. (See Appendix C-1)

2. School Level Parent Involvement Plan Review

a. Describe how the LEA ensures that all Title I schools have a school level Parent

Involvement Policy/Plan that meets statutory requirements.

A copy of each Title I school‘s policy is sent to the Title I Coordinator and is kept on

file. The policy is also reviewed with the parent coordinators to ensure that it is

aligned with the ―Title I Parent Involvement Requirements Review Sheet‖ provided by MSDE. Each Title I school must review the requirements review sheet

and make changes as appropriate. The Title I Coordinator will use the document to

check each plan and give each school a copy of the review sheet with specific

feedback.


Title I, Part A

Page | 22

b. Describe how the LEA will verify that Title I parents are involved in the joint

development, implementation and annual review of the parent involvement plans.

School based staff work collaboratively with parents to review the school parent

involvement plans. This is done through the School Improvement Team, the

parent involvement committees and shared with all parents at back to school

events. Parents are given the opportunity to provide feedback in a variety of

venues, including the meetings listed above. Schools keep copies of all surveys,

sign-ins sheets, and agendas that reflect the parent participation.

3. School-Parent Compact

a. Describe how the LEA will ensure that each Title I school has a School-Parent

Compact that meets statutory requirements.

School/ Parent compacts were reviewed by the staff at MSDE conducting

trainings on School/Parent compacts. The School-Parent Compact was reviewed

during our Annual site visit by MSDE. All components are evident in the

compacts and are kept on file in the Title I Office.

b. Describe how the LEA will verify that Title I parents are involved in the joint

development, implementation, and annual review of the School-Parent Compact.

Schools keep copies of all sign-in sheets and agendas that reflect the parent

participation. Parent compacts were reviewed by the staff at MSDE conducting

trainings on School/Parent compacts. All components are evident in the

compacts and are kept on file sin the Title I office.

All parents are invited to participate in the joint development and

implementation of the school/parent compact. Meetings are scheduled during a

variety of times throughout the school days, as well as in the evening. The school

documents parent participation via sign-in sheets, fliers sent to parents, agendas

and surveys sent to parents.

4. Monitoring Parent Involvement

a. Describe the LEA’s process for monitoring parent involvement requirements in

Title I schools.

Parent Involvement requirements and review of all documentation are

completed by the Title I Coordinator; all school level documentation is kept on

file at the Title I school. The monitoring document is sent to each school at the

beginning of the year noting requirements for each school. The Title I

Coordinator also meets with the parent coordinators at each school to review all

parent involvement documentation and requirements. Parents are involved in

all aspects of parent involvement. They are a part of the planning, articulation,

review and finalization of parent involvement compacts, policies, activities, and

all school functions.

b. In addition to the LEA Title I coordinator, identify by name, title, and

department the person(s) responsible for monitoring parent involvement.


Title I, Part A

Page | 23

Julie Kille - Parent Coordinator (Grasonville Elementary School)

Susan Peterson-Parent Coordinator (Church Hill Elementary School)

Sara Arnold-Parent Coordinator (Church Hill Elementary School)

Dwanya Alvarez-Parent Coordinator (Sudlersville Elementary School)

Eric Daniels-Parent Coordinator (Sudlersville Middle School)

5. Distribution of Parent Involvement Funds

a. Describe how the LEA distributes 95% of the 1% reservation to its Title I schools

for parent involvement activities.

Areas of need are identified at the end of the school year. Based on feedback

from the parents and staff at the school level, monies are allocated for family

involvement activities. Each school‘s allocation is based on the percentage of

poverty and is distributed based on rank order. The percentage is ranked by the

highest percentage of poverty to the lowest percentage. Title I schools must get

all activities approved when using Title I allocations for family involvement.

Queen Anne‘s County utilizes above the 1% reservation for family involvement.

The county devotes about 10-15% of its Title I funding to parent involvement.

b. Describe how the LEA ensures that Title I parents have input in the use of these

funds at the district and school level.

Parents are involved in amending and re-writing the School/ Parent Compact at

each school to meet the family involvement goals at Title I Parent Meetings. All

suggestions are documented and included in the amended School/ Parent Compact

as appropriate. Final Parent Compact for each school is to be completed by June 1.

The Title I Coordinator will review documentation including SANE forms, parent

feedback forms and surveys during regular meetings with Title I Parent

Coordinators, school visits and scheduled on-site program monitoring. Sign in

sheets, agendas, surveys and notes of all meetings involving parent participation and

input from parents, are maintained in the Title I Parent Involvement documentation

binders.

c. Describe how the LEA ensures that the schools have access to the parent

involvement funds allocated to their school early in the school year.

The Title I Coordinator and Grant Specialist meet with the school principal,

parent coordinator, leadership team and parents in August to review the parent

involvement allocation for the upcoming school year. Monthly budget reports

are sent to the principal at each school.

d. Does the LEA reserve more than 1% of its total allocation for parent

involvement? ☒ Yes ☐ No

e. If yes, describe how these additional funds are used.

Title I parent involvement funds are used to provide parent coordinators in

each Title I school. The parent coordinators are instrumental in providing


Title I, Part A

Page | 24

quality activities for parents and staff. They are able to monitor the parent

involvement and strategize ways to increase parent involvement. The funding

also provides for additional academic focused activities, materials for parent

resource centers, professional development in the area of parent involvement,

and ongoing opportunities for staff and parents.

6. DOCUMENTATION: Attach a list of all Title I schools’ with their individual

parent involvement allocations.

Sudlersville Elementary $23,766.00

Sudlersville Middle $17,047.50

Grasonville Elementary $14,334.00

Church Hill Elementary $ 9,240.00

E. EQUITABLE SERVICES TO STUDENTS IN PRIVATE SCHOOLS

[SECTION 1120]:

1. Participating private schools and services: COMPLETE INFORMATION IN

ATTACHMENT 6 A regarding the names of participating private schools and the

number of private school students that will benefit from the Title I-A services. Refer

to the Title I Services to Eligible Private School Children Non-Regulatory Guidance,

October 17, 2003.

N/A

2. DESCRIBE the LEA’s process for inviting private schools to participate in the Title

I, Part A program.

Certified letters were sent to all eligible non-public schools inviting them to participate

in various federally funded programs for the 2015-2016 school year. The non-public

school administrators were invited to attend an informational meeting on January 20,

2015 at the Queen Anne’s County Board of Education. Only one non-public school

attended the meeting and they did not qualify for Title I services.

(See Appendix D-1)

3. DESCRIBE the LEA's process of ongoing consultation with private school officials

to provide equitable participation to students in private schools. Include how the LEA

ensures that services to private school students start at the beginning of the school

year.

N/A

4. DOCUMENTATION: Attach a timeline for consultation and affirmation meetings

with private school officials.

N/A


Title I, Part A

Page | 25

5. DELIVERY OF SERVICES

a. Will LEA staff provide the services directly to the eligible private school

students? ☐Yes ☐ No N/A

If yes, when will services begin? _______________

b. Will the LEA enter into a formal agreement (MOUs) with other LEA(s) to

provide services to private school students? ☐ Yes ☒ No

If yes, identify the LEA(s) involved and the date the services will begin.

_____________________________

c. Will the LEA enter into a third party contract to provide services to eligible

private school students? ☐ Yes ☒ No

If yes, when will services begin? __________________

6. DOCUMENTATION: Attach copies of written affirmation(s) and if applicable,

copies of the MOUs between school districts. [Section 1120(b) and Reg. 200.63]

7. DESCRIBE the LEA’s process to supervise and evaluate the Title I program serving

private school students.

N/A

Special Note: If an LEA is skipping schools, equitable services must still be

calculated (if applicable) and reported on the Title I allocation worksheet. Refer

to the Skipped Schools’ Addendum document for additional directions.


Title I, Part A

Page | 26

II. TABLES AND WORKSHEETS

A. DETERMINATION OF ELIGIBLE SCHOOL ATTENDANCE AREAS [Section 1113]

Table 7-1 SOURCE(S) OF DOCUMENTED LOW-INCOME DATA FOR DETERMINING

THE NUMBER OF CHILDREN FROM LOW-INCOME FAMILIES

A Local Educational Agency must use the same measure of poverty for:

1. Identifying eligible Title I schools.

2. Determining the ranking of each school.

3. Determining the Title I allocation for each school.

PUBLIC SCHOOLS:

CHECK the data source(s) listed below that the school system is using to determine eligible Title I schools. The

data source(s) must be applied uniformly to all schools across the school system. A child who might be included in

more than one data source may be counted only once in arriving at a total count. The data source(s) must be

maintained in the applicant's Title I records for a period of three years after the end of the grant period

and/or 3 years after the resolution of an audit – if there was one. Unless an LEA is using Community

Eligibility Provision (CEP) and FARMS, the LEA must only check one method.

A. Free Lunch

X B. Free and Reduced Lunch

C. Temporary Assistance for Needy Families (TANF)

D. Census Poor (Children ages 5-17 based on Census Data)

E. Children eligible to receive medical assistance under the Medicaid program

F. Community Eligibility Provision (CEP)

PRIVATE SCHOOLS:

A local educational agency shall have the final authority to calculate the number of children who are from low-

income families and attend private schools. According to Title I Guidance B-4, if available, an LEA should use

the same measure of poverty used to count public school children, e.g., free and reduced price lunch data. CHECK (all that apply) the data source(s) listed below that the school system is using to identify private school

participants: (Reg. Sec. 200.78)

A. FARMS to identify low-income students.

B. Comparable poverty data from a survey of families of private school students that, to the extent

possible, protects the families’ identify. The LEA must extrapolate data from the survey based on a

representative sample if complete actual data are unavailable.

C. Comparable poverty data from a different source, such as scholarship applications.

D. Proportionality (Apply the low-income percentage of each participating public school attendance area

to the number of private school children who reside in that school attendance area.)

E. Equated measure of low-income correlated with the measure of low-income used to count public

school children.

F. Community Eligibility Provision (CEP)


Title I, Part A

Page | 27


Table 7-2 METHOD OF QUALIFYING ELIGIBLE ATTENDANCE AREAS (TITLE I SCHOOLS)

Section 1113 of Title I contains the requirements for identifying and selecting eligible schools that will participate in

the Title I-A. The following points summarize these requirements:

1. The school system must first rank all of its schools by poverty based on the percentage of low-income

children.

2. After schools have been ranked by poverty, the school system must serve in rank order of poverty, schools

above 75% poverty, including middle and high schools.

3. Only after the school system has served all schools above 75% poverty, may lower-ranked schools be

served. The school system has the option to (a) continue on with the district-wide ranking or (b) rank

remaining schools by grade span groupings.

4. If the school system has no schools above 75% poverty, the system may rank district-wide or by grade

span groupings. For ranking by grade span groupings, the school system may use (a) the district-wide

grade span poverty average noted in Table 7-4, or (b) the district-wide grade span poverty averages for the

respective grade span groupings.

CHECK one box below to indicate which method the school system is using to qualify attendance areas.

☐ Percentages -- schools at or above the district-wide average noted in Table 7-2 above. Schools must be

served in rank order of poverty. Title I funds may run out before serving all schools above the district-wide

average. Schools below the district-wide average cannot be served. Complete Table 7-3.

☒ Grade span grouping/district-wide percentage -- schools with similar grade spans grouped together, and

any school at or above the district-wide percentage in each group is eligible for services. Schools must be

served in rank order of poverty within each grade-span grouping. Complete Tables 7-3 and 4.

☐ 35% rule -- all schools at or above 35% are eligible for services. Schools must be served in rank order of

poverty. Title I funds may run out before serving all schools above 35%. Complete Tables 7-3.

☐ Grade-span grouping/35% rule -- schools with similar grade spans grouped together and any school at or

above 35% in each group is eligible for services. Schools must be served in rank order of poverty within each

grade-span grouping. Complete Tables 7-3 and 7-4.

☐ Special Rule: Feeder pattern for middle and high schools. Using this method, a school system may project

the number of low-income children in a middle school or high school based on the average poverty rate of the

elementary school attendance areas that feed into the school. Complete Tables 7-3 and 4.

Note: Regarding Grade-Span Grouping: The same rule must be used for all groups if grade-span grouping is

selected. If there are three grade-span groups, the school system must use the 35% rule for all three or the district-wide

average for all three. The district may not have three groups with one group using the 35% rule and one group using

the district-wide average. Schools above 75% poverty must be served before lower ranked schools.

Note: Baltimore City Schools and/or Prince George’s County Public Schools: The requirements in ESEA section

1113(a)(3)-(4) and (c)(1) that require an LEA to serve eligible schools under Title I in rank order of poverty and to

allocate Title I, Part A funds based on that rank ordering. MSDE requested this waiver in order to permit its LEAs to

serve a Title I eligible high school with a graduation rate below 60 percent that the SEA has identified as a Priority

School even if that school does not rank sufficiently high to be served. (Complete Table 7-6.2 if applying this rule.)

MSDE requested and was approved for a waiver in order to permit its LEAs to serve a Title I eligible middle school

that has been identified as a Priority School even if that school does not rank sufficiently high to be served. (Complete

Table 7-6.2 if applying this rule.)


Title I, Part A

Page | 28


Table 7-3 DISTRICT-WIDE PERCENTAGE OF LOW-INCOME CHILDREN

The LEA may rank schools using the district-wide poverty average or the district-wide grade span poverty averages

for the respective grade span groupings. Based on the data source(s) noted in Table 7-1, CALCULATE the district-

wide average of low-income children below. Use the official number of students approved for FARM as of

October 31, 2014 to complete this table along with the September 30, 2014 enrollment data. Beginning in SY 2007-2008 Pre-K should be included in these numbers.

2,014 Total Number of

Low-Income Children

Attending ALL Public Schools

(October 31, 2014)

7,724 Total LEA

Student Enrollment

(September 30, 2014)

=

26.07__

District-Wide Average

(percentage)

of Low-Income Children

Table 7-4 DISTRICT-WIDE GRADE SPAN POVERTY AVERAGES OF LOW-INCOME

CHILDREN BY GRADE SPAN GROUPINGS (Complete only if using grade span averaging.)

A school system’s organization of its schools defines its grade span groupings. For example, if the district has

elementary schools serving grades Pre-K-5, middle schools serving grades 6-8, and high schools serving grades

9-12, the grade span groupings would be the same. To the extent a school system has schools that overlap grade

spans (e.g. Pre-K-6, K-8, 6-9) the school system may include a school in the grade span in which it is most

appropriate. Based on the data source(s) noted in Table 7-1 and the district-wide average in Table 7-3, INDICATE

below the district-wide grade span poverty averages for each grade span groupings.

DISTRICT-WIDE GRADE SPAN POVERTY AVERAGE CALCULATIONS

Grade Span

(Write Grade Spans in

Spaces Below)

Total Grade Span

Enrollment of Low

Income Students.

÷ Total Grade Span

Enrollment

District-wide grade span

poverty average

Elementary (PreK - 5) 1,044 ÷ 3,567 29.27

Middle (5 - 8) 520 ÷ 1,861 27.94

High (9 - 12) 450 ÷ 2,296 19.60

Table 7-5 CALCULATING THE MINIMUM ALLOCATION -- FOR SCHOOL SYSTEMS THAT

SERVE SCHOOLS BELOW 35% POVERTY (125% RULE)

$823,569 Local Educational Agency

Title I-A Allocation (Taken from Table 7-10; Should

match # on C-1-25)

2,014 Total Number Of Low-Income

Public and Private Students (Add the total public students presented

above and the private student number

presented on Table 7-9)

=

$408.92 Per Pupil Amount

Per-Pupil Amount $408.92 X 1.25 = Minimum Per Pupil Allocation $ 511.15

MULTIPLY the minimum per pupil allocation by the number of low-income students in each school to calculate

the school's minimum Title I allocation. In order to serve schools below 35% poverty, the LEA’s districtwide

average must be below 35%.


Title I, Part A

Page | 29


Table 7-6.1 CONTINUED ELIGIBILITY

Section 1113(b)(1)(C) includes a provision that permits the school system to designate and serve for one additional

year a school that is not eligible, but was eligible and served during the preceding fiscal year. LIST below any

school(s) that the school system will serve for one additional year.

To qualify for continued eligibility, a school must have a lower poverty level than the district wide poverty average

or fall below 35% poverty, per the LEA’s selection in Table 7-2.

Name of School(s)

Preceding Fiscal Year

Percent Poverty

Current Fiscal Year

Percent Poverty

N/A

Table 7-6.2 ESEA WAIVER #13: HIGH SCHOOLS in PRIORITY STATUS

ESEA WAIVER: MIDDLE SCHOOLS in PRIORITY STATUS

The requirements in ESEA section 1113(a)(3)-(4) and (c)(1) that require an LEA to serve eligible schools under

Title I in rank order of poverty and to allocate Title I, Part A funds based on that rank ordering. MSDE requested

this waiver in order to permit its LEAs to serve a Title I eligible high school with a graduation rate below 60 percent

that MSDE has identified as a Priority School even if that school does not rank sufficiently high enough to be

served. MSDE also requested and received a waiver in order to permit its LEAs to serve a Title I eligible middle

school that MSDE has identified as a Priority School even if that school does not rank sufficiently high enough to

be served

Name of Priority High School MSDE ID Number

N/A

Name of Priority Middle School MSDE ID Number

N/A

Table 7-7 TITLE I SKIPPED SCHOOLS

LEAs must have prior approval from the State Title I Director to skip schools. Request must be in writing

prior to the first submission of Attachment 7.

Section 1113(b)(1)(D) of ESEA includes a "skipping provision" that permits the school system not to serve an

eligible Title I school that has a higher percentage of low-income students if the school meets all three of the

following conditions:

1. The school meets the comparability requirements of section 1120(A)(c).

2. The school is receiving supplemental funds from other state and local sources that are spent according the

requirements of section 1114 and 1115.

3. The funds expended from these other sources equal or exceed the amount that would be provided by Title I.

Number of Skipped Schools :

0

Note: The completed 2015-2016 Skipped School(s) Addendum and

Skipped School(s) Allocation Worksheet must be submitted with the

Attachment 7.


Title I, Part A

Page | 30

B. BUDGET INFORMATION

TABLE 7-8 LEA RESERVATIONS FROM TITLE I ALLOCATION

Before allocating funds to schools, a school system MUST reserve funds for certain services. Reservations (set asides) should

be made for reasonable and necessary expenditures to provide services to children in participating Title I schools. Because the

reservation of funds will reduce the amount of funds available for distribution to public schools as well as the program for private

school students, consultation with teachers, principals, parents, and private school officials must include discussion on why the

reservations are necessary.

LIST (calculate) the amount of reservations the district will set-aside from the Title I allocation for activities authorized by

ESEA. Provide a bulleted, budget description that explains how the reserved Title I funds will be used to support each activity. All

fixed charges and fringe benefits must accompany the salaries and wages on whatever line they might appear in Table 7-8.

Table 7-8 LEA RESERVATIONS FROM TITLE I ALLOCATION1

Total Title I 2015-2016 Allocation

$ 823,569____ (Taken from the C-1-25)

Res

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equ

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-9.

ACTIVITY

RESERVATION DETAILED BUDGET

DESCRIPTION (including how,

where, and for what purpose

these funds were reserved)

1a District-wide Title I Instructional Program(s)

Reservation, 34CFR Sec. 200.64

(see guidance document)

1b District-wide Professional Development 34 CFR Sec.200.60,

Sec. 9101(34) of ESEA


$5,273.00 Title I school staff at SES SMS

GES and CHE will attend the

Title I Professional Development

(Family Engagement and

Nurturing Children to Be

Independent Thinkers) presented

by Successful Innovations

Contract: $5,000.

Supplies/Books: $273.

1 References for all of these reservations may be found in the NCLB law, the Federal Register, and Non-Regulatory

Guidance as presented on each line in Table 7-8 and in the Non-Regulatory Guidance, Local Educational Agency

Identification and Selection of School Attendance Areas and Schools and Allocation of Title I Funds to Those

Areas and Schools, August 2003, and Maryland’s ESEA Flexibility Plan.


Title I, Part A

Page | 31

2 Parent Involvement (not less than 1%) Sec. 1118

(a)(3)(A) of ESEA (95% must be distributed to

schools and parent input is required for

expenditures).

$83,650.50 Parent Involvement Conference (8

people) - registration and hotel

$6,400.00

- Parent Advisory Council $500.00

- Parent Coordinator meetings – 6

meetings x 6 employees x 3 hours x

$15 per hour = $1,620.00

- Parent Involvement Resources -

$3,000

SES - $23,766.00 subtotal

- Bilingual Coordinator – 36 weeks

x 25 hours per week x $15 per hour

= $13,500.00

- Coordinator - 30 weeks x 10

hours per week x $15 per hour =

$4,500.00

- Mileage reimbursement $500.00

5 Parent Involvement Events

- Stipends for teachers to provide

training for parents – 3 teachers per

event x 2.5 hours x $27 per hour =

$1,013.00

- 2 childcare employees per event x

2.5 hours x $10 per hour = $250.00

- Dinner 40 parents per event x 5

events x $7 per person = $1,400.00

Title I Dinner – Orientation

activities for Parents to build

awareness for Title I services such

as Parent Compact and Services for

Students and Parents Rights, the

Parent Involvement Plan/Policy:


training for parents – 4 teachers x

2.5 hours x $27 per hour = $270.00

- 2 childcare employees x 2.5 hours

x $10 per hour = $50.00

- Dinner 100 parents x $5 per

person = $500.00

Watch D.O.G.S.


training for parents – 2 teachers x 2

hours x $27 per hour = $108.00

- Food $700.00

Supplies

- Parent Involvement events

$725.00

- Parent Coordinator and resource

room $250.00


Title I, Part A

Page | 32

SMS - $17,047.50 subtotal

- Coordinator - – 36 weeks x 25


$13,500.00






$607.50

- Materials – 3 events x 60 parents

x $7 each = $1,260.00

- Food – 3 events x 60 parents x $5

each = $900.00

Title I Dinner – Orientation

activities for Parents to build

awareness for Title I services such

as Parent Compact and Services for

Students and Parents Rights, the

Parent Involvement Plan/Policy:

- 60 parents x $8 each = $480.00

GES - $14,334.00 subtotal

- Coordinator - – 36 weeks x 20


$10,800.00





event x 2 hours x $27 per hour =

$864.00

- Materials – 4 events x 60 parents

x $4.17 each (average) = $1,000.00

- Food –$1,170.00

Dinner - 2 events x 60 parents

x $7 each

Snacks – 2 events x 60 parents

x $2.75 each

CHES - $9,240.00 - Coordinator - – 36 weeks x 15


$8,100.00





$540.00

- Materials – 4 events x 15 parents x $7

each = $420.00

- Food – 4 events x 15 parents x $3

each = $180.00

Fixed Charges - $7,743.00


Title I, Part A

Page | 33

3 Professional Development to train teachers to

become highly qualified (not less than 5%) Sec.

1119 (1) If a lesser amount or no monies are

needed, a description as to why should be

provided. Reg. Sec. 200.60 (a) 2 and Non-Regulatory Guidance on Improving Teacher

Quality State Grants, C-6 and Appendix A.

No Longer Applicable, due to NCLB Highly Qualified

Deadline.

4 TOTAL reservations requiring equitable services.

Lines1a, 1b & 2 (Present this number in Table

7-10 LINE 2.)

$88,923.50

Res

erv

ati

on

s N

ot

Req

uir

ing

Eq

uit

ab

le S

erv

ices

va

tio

ns

No

t R

equ

irin

g

Eq

uit

ab

le S

erv

ices

5

Administration (including mid-level) for services

to public and private school students and non-

instructional capital expenses for private school

participants

34CFR Sec. 200.77 (f) (Present this number in

Attachment 4-A School System Administration.)

$104,315.06 - Supervisor (.5 FTE) $45,000.00

- Secretary – (.5 FTE) $21,396.00

- Fixed Charges $17,098.38

- Indirect Costs (approx.. 2%) $16,470.68

- Office Supplies (paper, toner, file

folders, file cabinet, binders, labels,

brochures, iPads) $2,000.00


- State and regional meetings $650.00

- Conference costs Successful Innovations

$1,000.00

6 Support for Title I Priority Schools

(Baltimore City Public Schools and Prince

George’s County Public Schools only)


MSDE expects the LEA to use funds from this

reservation, up to 20% of its total allocation to

provide between $50,000 and $2 million per school

per year to implement a SIG intervention model or

the seven ESEA Flexibility Turnaround Principles

to sufficiently address the needs of its Priority

Schools and students.

[ESEA Flexibility Plan: Principle 2.D.iii]

Include the intervention plans with budget

narratives for each Priority School as an

appendix.

If an LEA does not use the full 20% reservation for

its Priority Schools, the LEA may use the remaining

amount to support its Title I Focus School.

Complete line item #7 of Table 7-8.

[ESEA Flexibility Plan: Principle 2.E.iii]

20% of LEA allocation = ______

List each Priority School served with these

funds, the amount of funds each school

will receive and the intervention model the

school will implement.


Title I, Part A

Page | 34

7 Support for Focus Schools in LEAs Serving

Priority Schools

(Baltimore City Public Schools and Prince

George’s County Public Schools only)

Note: This line item will only be completed by

LEAs that meet the requirement of line item #6.

List any Focus School served with these funds, the

amount of funds each school will receive.

Include a separate budget narrative for each

Focus School as an appendix.

.

List any Focus School served with these

funds, the amount of funds each school

will receive, and the instructional

strategies/interventions that will be

implemented to address the achievement

gap.

8 Support to Low Performing Title I Schools

All LEAs with approaching target schools.

Any LEA with Focus Schools (except Baltimore

City Public Schools and Prince George’s County

Public Schools).

a. Optional: LEAs with Focus or

approaching target Title I schools may set

aside district level Title I, Part A funds to

support those schools through

interventions such as locally coordinated

supplemental educational services or after

school programs, technical assistance,

and/or professional development.

[Maryland’s Flexibility Plan: Section

2.D.iii]

b. Optional: Continued Public School

Choice transportation for students who are

attending their choice receiving schools

until the end of the grade span offered.

Option a: Identify additional Focus

School and approaching target schools that

will be served with these funds. List the

amount per school and describe the

interventions/strategies that will be

implemented.

Option b: List the amount reserved for

Choice transportation.


Title I, Part A

Page | 35

9 Services to Neglected Children

Sec. 1113(c)(3) (B)(C) of ESEA

Must reserve funds if N & D programs exist. (see

guidance document for recommended reservations)

10a Required : Services for Homeless Children Sec. 1113(c)(3)(A) of ESEA and Non-Regulatory

Guidance, Education for Homeless Children and

Youth Program, July 2004, M-3.

(see guidance document for recommended

reservations)

Note: Please include a description of how Title I

funds support a coordinated effort in the LEA, to

address the needs of homeless students, in

accordance with the McKinney-Vento Homeless

Education Act.

$2,500.00 The LEA will support homeless children

with school supplies, health supplies,

clothing, and other supplies based on

needs of student - $1000

$1500 will be reserved for tutoring of

homeless students as needed.

Optional: reservation for Services for Homeless Children in 10b and 10c (allowable use of Title I funds were

approved in the appropriation bill for State FY16 funds and State FY15 carryover. If carryover funds are used,

report cost in the carryover report.

10b Optional: Cost associated with Homeless Liaison

position (funded portion of the position can only

be for duties related to homeless education as

outlined in McKinney-Vento).

(Report FTE, salary and fringe attach a job

description for this position)

10c Optional: Transportation Cost to and from school

of origin (above what the LEA would have

otherwise provided to transport the student to his or

her assigned school).

Attach: 1) a description of how the LEA

calculated the excess costs of providing

transportation to homeless students; 2) the

calculations that the LEA used to arrive at

the figure on this section.

11

Total Reservations Not requiring Equitable

Services, lines 5-10

(Use this number in Table 7-10 LINE 4).

$106,815.06

12 Total of Equitable and Non-Equitable

Reservations minus Administration.

(Present this number in Attachment 4-A System-

wide Program and School System Support to

Schools).

$91,423.50 Total Non-Equitable LINE 11 $__106,815.06_

Plus

Equitable Reservations LINE 4 $___88,923.50_

Equals $__195,738.56_

Minus

Administration – LINE 5 $___104,315.06_

Equals: $____91,423.50_


Title I, Part A

Page | 36

B. BUDGET INFORMATION Table 7-9

COMPLETE the following formulas to identify monies allocated for equitable services to private school participants,

their families, and their teachers (see Section 1120(a) of NCLB and Sec 200.64 & 200.65 in 34CFR.) Monies calculated for

equitable services to private school participants, their families, and their teachers.

1a. District-wide Instructional Program(s) Reservation

0

Total # of private school children from

low-income families including those

going to schools in other LEAs residing

in Title I School attendance area.

(Use the total number reported in the

Title I Allocation Worksheet Column

N.)

÷

671.0

Total # of public school children

from low-income families in Title

I public schools plus private

school children from low-income

families.

(Use the total number reported

in the Title I Allocation

Worksheet Column I + N.)

=

0

Proportion of reservation

0


x

0

Reservation

Use # from Table 7-8, Line 1a)

=

0

Proportional monies available

for equitable services to private

school participants

1b. District Professional Development Reservation

0



going to schools in other LEAs residing

in Title I School attendance area.

(Use the total number reported in the

Title I Allocation Worksheet Column

N.)

671.0





families

(Use the total number reported

in the Title I Allocation

Worksheet Column I + N.)

0


0


$5,273.00

Reservation

(Use # from Table 7-8, Line 1b)

0

Proportional monies available

for equitable services to private

school participants

Parental Involvement Reservation

0



going to schools in other LEAs

residing in Title I School attendance

area. (Use the total number

reported in the Title I Allocation

Worksheet Column N.)

÷

671.0





families. (Use the total number

reported in the Title I

Allocation Worksheet Column I

+ N.)

=

0


0


x

$83,650.50

Reservation

(Use # from Table 7-8,

Line 2)

=

0

Proportional monies available for

equitable services to parents of

private school participants

TOTAL: proportional funds from reservations for equitable instructional service, professional development and

parent involvement

(Total from Table 7-9 report on Table 7-10 LINE 3) Total $ 0


Title I, Part A

Page | 37

B. Budget Information

Table 7-10

BUDGET SUMMARY – CALCULATION OF PER PUPIL ALLOCATION (PPA)

1 Total Title I Allocation (Use amount shown on C-1-25)

-

---- $823,569.00

2 Total reservations requiring equitable services. (Use the number

presented in Table 7-8, LINE 4)

minus $88,923.50

3

.

Equitable share Total reported in Table 7-9 minus $0.00

4

.

Total Reservations not requiring Equitable Services (Use the

number presented in Table 7-8, LINE 11)

minus $106,815.06

5

.

Total Title I LEA allocation minus all reservations: Title I

allocation (LINE 1 above) minus all Reservations (LINES 2, 3 &4

above). (LEAs, serving schools below the 35% poverty line must

first complete Table 7-5 to determine minimum PPA) This amount

is available for PPA calculation. The total of the funds in the

Title I Allocation Worksheet for private and public school

students must equal this amount.

equals $627,830.44

6

.

Total PPA Allocation (set aside for instructional services) for

eligible private school children. This total comes from the Title I

Allocation Worksheet Column R.

-

--- $0.00

7

.

Total Nonpublic Cost equals line 6 plus line 3 (Present this

number in Attachment 4-A Nonpublic Cost.)

-

--- $0.00


Title I, Part A

Page | 38

C. PROJECTED CARRYOVER INFORMATION

Table 7-11 ESTIMATE OF TITLE I CARRYOVER (Annually as of September 30)

Section 1127(a) of ESEA permits a school system to carryover not more than 15% of Title I funds from one fiscal year to

the next. The amount of carryover is calculated based on the initial 15-month expenditure period (e.g., July 1, 2014 –

September 30, 2015)

LEAs have two options for the use of carryover funds: 1) add carryover funds to the LEA’s subsequent year’s

allocation and distribute them to participating areas and schools in accordance with allocation procedures that ensure

equitable participation of non-public school children; 2) designate carryover funds for particular activities that could

best benefit from additional funding. (Non-Regulatory Guidance, LEA Identification and Selection of School

Attendance Areas and Schools and Allocation of Title I Funds to those Areas and Schools, August 2003, Question 3,

page 8).

1. Total amount of Title I 2014-2015 allocation: $ 831,697.00 FY15 MSDE grant #

2. The estimated amount of Title I funds the school system will carryover: $124,754.55

3. The estimated percentage of carryover Title I funds as of September 30, 2015 15% (THIS IS A

PROJECTION).

4. Does the LEA intend to apply to the State for a waiver to exceed the 15% carryover limitation? ☐Yes ☒ No

III. BUDGET INFORMATION- SUBMIT THIS INFORMATION AFTER

SECTION II

PROPOSED BUDGET FORM AND NARRATIVE FOR SY 2015-2016

1. COMPLETE a detailed BUDGET on the MSDE Title I, PART A proposed budget

form (C-1-25). The proposed budget must reflect how the funds will be spent and organized

according to the budget objectives. MSDE budget forms are available through the local finance

officer or at the MSDE BRIDGE TO EXCELLENCE MASTER PLAN web site at:

WWW.MARYLANDPUBLICSCHOOLS.ORG.

2. Provide a detailed budget narrative. The budget narrative should:

i. Detail how the LEA will use Title I, Part A funds to pay only reasonable and

necessary direct administrative costs associated with the operation of the Title

I, Part A program.

i. Include a separate and complete justification for each line item.

ii. Identify each activity.

iii. Include a clear, complete calculation of expenses for each category and

object (identifying the categories and objects with appropriate codes)

including amount paid to each employee (salary or hourly rate), number

and types of positions, fixed charges for each position.

iv. Show alignment between the project activities and the description of the

program in the Title I Program Description and Reservations with the C-

1-25.



Title I, Part A

Page | 39

b. Demonstrate the extent to which the budget is reasonable, necessary,

supplemental, allowable, allocable and cost-effective.

c. Sample budget template for the detailed narrative is available on the Title I

web page on www.marylandpublicschools.org

3. Attach the signed required assurance page with the final submission.

4. Attach the allocation worksheets

IV. REQUIRED DOCUMENTATION

Attach all required documentation after Section III. Please number each page and include a

Table of Contents for this section.

Title I Excel Worksheet

Title I Schools in SY 2014-2015 removed from Title I in SY 2015-2016

Highly Qualified Notifications

Parent Involvement: District Plan and list of schools’ parent involvement allocations

Targeted Assistance Selection Criteria

Equitable Services to Private School Documentation

Skipped Schools Addendum and Allocation Worksheet

Signed Assurance Page

Signed C-1-25

Detailed Budget Narrative

For Baltimore City Public Schools and Prince Georges County Public Schools also include:

Each Priority School’s intervention plan with budget narrative

Each Focus School’s budget narrative

V. MASTER PLAN UPDATE ATTACHMENTS 4-A & B, 5-A & B, and 6-A & B Be certain to complete all appropriate templates in Part I. The following information will stay

embedded in Part I of the Master Plan Update:

Attachment 4A & B: School Level “Spreadsheet” Budget Summary

Attachment 5A & B: Transferability of ESEA Funds & Consolidation of ESEA Funds for

Local Administration

Attachment 6A & B: Nonpublic School Information for ESEA Programs

SY 2015-2016



Title I, Part A

Page | 40


Title I, Part A

Page | 41


Title I, Part A

Page | 42

Bridge to Excellence in Public Schools

FY2016 ESEA Title I, Part A Budget Narrative

Category/ Line Item Calculation Amount

Object

Instructional Administration Administration

Projected salaries are based on education and experience of employees per QA Co Board of Education salary scales

& Supervision Table 7-8 line 5

Salaries & Wages

.5 Supervisor 45,000.00

.5 Secretary 21,396.00

Master Plan 1D1

Instructional Programs

Projected salaries are based on education and experience of employees per QA Co Board of Education salary scales

Regular Programs

Salaries & Wages


School Allocation Tutors

3 Full Time Employees with benefits

92,273.00

3 employees x 180 days x 5 hours/day x $15/hour

40,500.00

Summer School

Lead teacher - 24 days x 7 hours/day x $27/hour

4,536.00

6 teachers x 24 days x 7 hours/day x $27/hr 27,216.00

2 tutors - 24 days x 7 hours/day x $15/hr 5,040.00

SES Total Instructional Staff 169,565.00

Sudlersville Middle

School Allocation 3 Part time teachers - 36 weeks x 25 hours/week x $22/hour

59,400.00

1 Part time teacher - 36 weeks x 25 hours/week x $27/hour

24,300.00

Tutor - 1 Full time Employee with benefits 19,485.00

Summer School

4 teachers x 24 days x 4 hours/day x $27/hour 10,368.00

SMS Total Instructional Staff 113,553.00


School Allocation 2 Part time teachers - 36 weeks x 29 hrs/wk x $22/hr

45,936.00

4 Tutors x 180 days x 5 hours/day x $15/hour 54,000.00

GES Total Instructional Staff 99,936.00


School Allocation

Tutor - .785 Full Time Employee 30,275.00

2 Tutors - 90 days x 5 hours/day x $15/hour 13,500.00

Summer School

Lead teacher 24 days x 5 hours/day x $27/hr 3,240.00

4 teachers x 24 days x 5 hours/day x $27/hr 12,960.00

Paraeducator 24 days x 5 hours/day x $15/hr 1,800.00

CHES Total Instructional Staff 61,775.00


Title I, Part A

Page | 43

Category/ Line Item Calculation Amount

Object

Parent Involvement

Table 7-8 line 2

District Level

Monthly Parent Coordinator Meetings

6 meetings x 6 employees x 3 hours x $15/hr 1,620.00

Parent Coordinators

Sudlersville Elem

Bilingual Parent Coordinator - 36 weeks x 25 hrs/wk x $15/hr 13,500.00

Parent Coordinator - 30 weeks x 10 hrs/wk x $15/hr 4,500.00

Sudlersville Middle

36 weeks x 25 hrs/wk x $15/hour 13,500.00

Grasonville Elem

36 weeks x 20 hrs/wk x $15/hour 10,800.00

Church Hill Elem

36 weeks x 15 hours/week x $15/hour 8,100.00

See attached description of parent coordinator

Stipends for parent activities

Projected costs

Sudlersville Elem

Stipends to teachers - 5 events (Math and Reading Nights)

3 teachers per event x 2.5 hrs x $27/hr 1,013.00

2 Childcare assistants per event x 2.5 hrs x $10/hr 250.00

Title I Dinner - 4 teachers x 2.5 hrs x $27/hr 270.00

2 Childcare assistants x 2.5 hrs x $10/hr 50.00

Watch D.O.G.S. - 2 teachers x 2 hrs x $27/hr 108.00

Subtotal 1,691.00

Sudlersville Middle

Stipends to teachers

3 events x 3 teachers x 2.5 hours x $27/hour for Math and Reading Nights 607.50

Grasonville Elem

Stipends to teachers

4 events x 4 teachers x 2 hours x $27/hour for Math and Reading Nights 864.00

Church Hill Elem

Stipends to teachers - 4 events

2 teachers - 2.5 hrs each event x $27/hour for Math and Reading Nights 540.00

Master Plan 1C2.1, 1B1, Tutoring for omeless students 1,500.00

1B2.4, 1C1.2, 1C1.5, 1C1.9, 5A1.3


Title I, Part A

Page | 44

Instructional Staff Develop Stipends and Substitutes for

Professional Development for staff and paraprofessionals in working with student with low academic performance.

Salaries & Wages Professional Development


School Allocation

Collaborative Planning - 100 hours x $20/hour 2,000.00

Professional development for tutors - 3 tutors x 20 hours x $15/hour 900.00

Sudlersville Middle

School Allocation

Collaborative Planning for Title I data analysis and lesson planning for Title I students - 100 hours x $20/hour 2,000.00

Stipends for teachers - afterschool hours for professional development - 4 teachers x 25 hours x $20/hour 2,000.00

Student Achievement Monitoring (SAM) for Title I students - 10 meetings x 8 staff x 1.5 hours x $20/hour 2,400.00


School Allocation

Professional development for teachers 2,880.00

2 teachers x 10 hours x $20/hour

2 teachers x 47 hours x $20/hour - staff meetings

2 teachers x 15 hours x $20/hour - half day professional days

Professional development for tutors 3,060.00

4 tutors x 51 hours x $15/hour

Student Achievement Monitoring (SAM) for Title I students - 4 substitute teachers x 8 days x 7 hours/day x $11.25/hour 2,520.00

Collaborative Planning for Title I data analysis and lesson planning for Title I students- 100 hours x $20/hour 2,000.00


School Allocation

Professional development for tutors

3 tutors x 8 days x 5 hours/day x $15/hour 1,800.00

Master Plan 1A1.7, 1D1.2A, 1D1.4


Title I, Part A

Page | 45

Instructional Staff Develop

Contracted Services

District-wide Professional Development

Table 7-8 line 1b

Contract with Successful Innovations 5,000.00


School Allocation

Professional development

Alphie consultant 2,200.00

Student Transportation

Contracted Services


School Allocation

Transportation to and from school - 24 days x 3 buses x $150/day 10,800.00

Sudlersville Middle

School Allocation

Transportation for field trips - CCR and college visits 1,000.00


School Allocation

Transportation to and from school - 22 days x 2 buses x $150/day 6,600.00


& Supervision Table 7-8 line 5

Supplies & Materials

Office Supplies

Includes paper, cartridges for printer, file folders, file cabinet, labels, brochure, iPads, and general office supplies

2,000.00

Master Plan 1D1


Regular Programs

Supplies & Materials Services for Homeless Children

Table 7-8 line 10a Supplies for homeless children

School supplies, health supplies, clothing and other individual needs 1,000.00

Consumable classroom materials


School Allocation Summer School - Intervention materials and other consumable supplies

1,219.00

Sudlersville Middle

School Allocation

Intervention materials 6,537.73


School Allocation

Intervention materials and other consumable supplies 2,111.04


School Allocation Summer School - Intervention materials and other consumable supplies

1,000.00


Title I, Part A

Page | 46

Parent Involvement

Table 7-8 line 2

Supplies for parent workshops/activities

District Level

Parent Resources 3,000.00

Sudlersville Elem

Food - 5 events x 40 attendees x $7 each 1,400.00

Food - Title I Dinner 100 attendees x $5 each 500.00

Watch D.O.G.S. 700.00

Supplies for events - 5 events x $145 each 725.00

Supplies for Coordinator and resource room 250.00

Sudlersville Middle

3 workshops - books and other consumable supplies

Supplies - 3 workshops x 60 attendees x $7 each 1,260.00

Food - 3 events x 60 parents x $5 each 900.00

Food - Dinner - 60 parents x $8 each 480.00

Grasonville Elem

4 workshops - books, make and take supplies and other consumable supplies

Supplies - 4 workshops x 60 attendees x $4.17 each (average) 1,000.00

Food 1,170.00

Dinner - 2 events x 60 parents x $7 each

Food - Snacks - 2 events x 60 parents x $2.75

Church Hill Elem

4 events - books, make and take supplies and other consumable supplies

Supplies - 4 events x 15 attendees x $7 each 420.00

Food - 4 events x 15 attendees x $3 each 180.00

Master Plan 1B2.4, 1C1.9


Title I, Part A

Page | 47

Instructional Staff Develop

Supplies & Materials

District-wide Professional Development

Table 7-8 line 1b

Supplies for professional development with Successful Innovations 273.00


& Supervision Table 7-8 line 5 Mileage reimbursement

Other Charges Estimated reimbursement for Supervisor at the current county approved rate

700.00

Master Plan 1D1


Regular Programs

Other Charges

Parent Involvement

Table 7-8 line 2

District level

Parent Involvement Conference - 8 attendees 6,400.00

Parent Advisory Council 500.00

Subtotal 6,900.00

Sudlersville Elem

Mileage Reimbursement for Parent Coordinators 500.00

Sudlersville Middle

Mileage Reimbursement for Parent Coordinator 300.00

Grasonville Elem

Mileage Reimbursement for Parent Coordinator 500.00

Services for Homeless Children

Table 7-8 line 10a Tutoring for homeless students

1,500.00

Master Plan 3A3.8, 5A1.6, 3A3.6

Instructional Staff Develop Registration, travel and meal

Other Charges expenses associated with Estimated mileage and travel related costs

attending meetings Meetings & Conferences

and conferences

Administration

Table 7-8 line 5

State and Regional Meetings 650.00

Conference costs associated with professional development with Successful Innovations to enhance parent engagement (registration, hotels, meals and mileage). 1,000.00

Sudlersville Middle

School Allocation

Title I Conference - registration, hotel and travel expenses 2,000.00


Title I, Part A

Page | 48


School Allocation National and regional conferences and trainings - registration, hotel and travel expenses 754.41

Master Plan 1D1.9

Fixed Charges FICA, worker's compensation, unemployment, retirement, and health insurance

Approximately 35% of salaries - rates vary for retirement and health insurance

Other Charges

Parent Involvement 7,743.00

Table 7-8 line 2

Administration 17,098.38

Table 7-8 line 5

Sudlersville Elementary 57,271.00

School Allocation

Sudlersville Middle 33,249.59

School Allocation

Grasonville Elementary 24,661.00

School Allocation

Church Hill Elementary 12,037.67

School Allocation

Subtotal 152,060.64

Master Plan 1C2.1,1C1.5, 1D1

Instructional Programs Non-public schools 0.00

Business Support

Transfers Administration 2% indirect costs 16,470.68

Table 7-8 line 5

Activity A-5

Grand Total 823,569.00


Title I, Part A Appendix A-1

Page | 49

Table of Contents

Appendixes

Queen Anne’s County Calendar of Notification A1 – A3

“Parent’s Right to Know”

Sample Letters to Parents/Guardians A – 4

Highly Qualified Process A – 5a

Maintaining Highly Qualified Educators A – 5b-e

Verification of Compliance Attestation A – 6

Sample Letters for Principals A – 7

Highly Qualified Verification Letters/Paraprofessionals

Sample Elementary School Selection Criteria Sheets B – 1

Sample Middle School/All Grades Selection Criteria Sheets B – 2

Title I Parent Involvement Policy C – 1

Parent Involvement Allocations for Title I Schools C – 2

Non Public Schools/MOU D – 1



Page | 50

Title I

Appendix A



Page | 51



Page | 52



Page | 53


Title I, Part A

Page | 54


Title I, Part A

Page | 55


Title I, Part A

Page | 56


Title I, Part A

Page | 57


Title I, Part A

Page | 58


Title I, Part A

Page | 59



Page | 60

TITLE I

VERIFICATION OF COMPLIANCE ATTESTATION

To: XXXXXXXXX, Principal

In keeping with the requirement of the No Child Left Behind Act of 2001 Section 1119 (i)(1)(2),

1. The principal of each school operating under 1114(SW) or 1115 (A) is required to attest annually in

writing as to whether such school is in compliance with the requirements of this section.

2. Copies of attestations shall be maintained at each school operating a program under 1114 or 1115 and at

the main office of the LEA.

3. Shall be available to any member of the general public on request.

I hereby attest to the following:

Teachers

All teachers hired to this school since the enactment of the No Child Left behind Act of 2001 and

supported with Title I funds are highly qualified.

Paraprofessionals

All paraprofessionals working in a program supported with Title I funds, regardless of

the hiring date, have earned a secondary school diploma or its recognized equivalent.

All paraprofessionals working in a program supported with Title I funds shall have:

- Completed at least 2 years of student at an institution of higher education;

- Obtained an associate’s (or higher) degree; or

- Met a rigorous standard of quality and can demonstrate, through a formal state or local

academic assessment, knowledge of, and the ability to assist in instruction reading, writing,

mathematics, or reading readiness, writing readiness and mathematics readiness.

Paraprofessionals working in a program supported with Title I funds may be assigned to:

- Provided one-on-one tutoring for eligible students, if the tutoring is scheduled at a time when a

student would not otherwise receive instruction from a teacher;

- Assist with classroom management, such as organizing instructional and other materials;

- Provide assistance in a computer laboratory;

- Conduct parental involvement activities;

- Provide support in a library or media center;

- Act as a translator; or

- Provide instructional services to students working under direct supervision of a teacher.

Principal’s Signature: Date:



Page | 61


Title I, Part A

Page | 62


Title I, Part A

Page | 63

Title I

Appendix B


Title I, Part A

Page | 64


Title I, Part A

Page | 65


Title I, Part A

Page | 66


Title I, Part A

Page | 67


Title I, Part A

Page | 68


Title I, Part A

Page | 69


Title I, Part A

Page | 70


Title I, Part A

Page | 71

Title I

Appendix C


Title I, Part A

Page | 72

QUEEN ANNE’S COUNTY PUBLIC SCHOOLS

Title I Parent Involvement Policy

To be in compliance with the requirements of Title I as amended under P.L. 103-382, Section 1118 (a) (2), an LEA

must establish and implement Title I. policies to ensure systematic consultation with parents in both the design and

implementation of the Title I program.

Title I parents will be invited to a bi-annual meeting to jointly revise and give input to the Queen Anne’s County

Parent Involvement Policy. Other opportunities for parent input will be provided via: web surveys, paper surveys, and

a suggestion box.

The following Title I. strategies/activities have been developed to involve parents in the design and implementation

of the Title I program.

I. Communication Between Home and School

a) Schools will communicate school readiness, student progress, school programs, MSA results, and other pertinent

information to families using various communication strategies and will ensure that it is communicated in a format

and language parents can understand. (E.g. newsletters, email, and pamphlets).

b) Schools will conduct an orientation meeting to inform parents about Title I services and answer questions that

might arise.

c) Schools will review, annually, the parent involvement policy.

d) Targeted Assistance Schools & School Wide Schools: Parents will be notified, by mail, of their child’s inclusion in

any targeted program.

e) Classroom teachers will schedule individual conferences with Title I parents at least twice annually to discuss

student progress and achievement as well as review the Parent/Teacher/Student Compact.

II. Parent Participation

a) Parents will be surveyed to determine appropriate topics for workshops, and the effectiveness of parent

involvement.

b) School-level Parent Advisory Councils will conduct meetings and training sessions, based on needs assessment, to

provide home-school communication and to respond to parent concerns.

c) A family activity will be conducted in each Title I school to involve families in activities to promote family

cohesiveness.

d) Families will be supported through home visits.


Title I, Part A

Page | 73

III. Student Learning

a) Schools will help families collaborate on homework and to the academic activities including: workshops for

parents, at-home learning strategies, home visits, and extended library hours.

b) Schools will provide teachers with training in involving families in reading, math, homework and curricular

activities, as well as professional development and follow-up support on conducting home visits.

IV. Volunteers

a) Schools will recognize, publicly and privately, the efforts of volunteers.

b) The community and faith-based organizations will mobilize members to volunteer regularly at schools and

community learning events.

c) Parent groups will work with schools to recruit parent volunteers and match them with appropriate opportunities.

V. School Decision-Making and Advocacy

a) Schools will involve diverse family and community representatives in decisions regarding academic policies,

school-wide plans, and family involvement.

b) A Community-Staff survey will be issued yearly. The questionnaire will be designed for individuals to comment

on school program design, parent involvement, staff development, materials of instruction and any other aspect of the

Title I program.

c) Schools will hold decision-making team meetings at times and places accessible to families and community

members and make minutes available.

d) Schools will develop a Home/School Compact with a parent that outlines the responsibilities of parents, school

staff, and possibly students in the education of children. This compact will be shared with parents and signed by the

parent, student, and the teacher.

e) Information sessions on various areas of the curriculum will be provided at times and places accessible to family

and community members.

VI. Collaborating with the Community

a) Information nights will be held for community leaders, businesses, and organizations to describe the school’s

strengths and needs as a basis for potential partnering.

b) Community members will work with schools to improve family involvement, school programs, and services that

contribute to student learning.

Adopted: June 30, 2005

Revised: 12/6/08


Title I, Part A

Page | 74


Title I, Part A

Page | 75


Title I, Part A

Page | 76

Title I

Appendix D


Title I, Part A

Page | 77


Title I, Part A

Page | 78


Title I, Part A

Page | 79


Title I, Part A

Page | 80


Title I, Part A

Page | 81


Title I, Part A

Page | 82

Page | 83

Attachment 8

Title II, Part A

Preparing, Training and Recruiting

High-Quality Teachers and Principals

Page | 84

ATTACHMENT 8 TITLE II, PART A

PREPARING, TRAINING AND RECRUITING

HIGH-QUALITY TEACHERS AND PRINCIPALS

A. PERFORMANCE GOALS, INDICATORS, AND TARGETS. In the October 1, 2003

submission of the five-year comprehensive Master Plan, school systems provided an

analysis of the teacher quality performance indicators detailed in Table 8-1. MSDE has

established performance targets as part of the September 2003 Consolidated State

Application submission to the United States Department of Education (USDE).

Although local school systems do not need to respond to this section as part of the

Master Plan Annual Update, local planning teams should review the teacher quality

information to determine progress in meeting State and local performance targets.

School systems should use the annual review of the teacher quality data to determine

allowable Title II, Part A activities as well as to revise goals, objectives, and/or

strategies in the Master Plan that relate to improving teacher quality.

Table 8-1 IMPROVING TEACHER CAPACITY AND QUALITY

PERFORMANCE GOALS, INDICATORS, AND TARGETS

Performance Goal Performance Indicators Performance Targets

Performance Goal

3: By 2005-2006, all

students will be

taught by highly

qualified teachers.

3.1 The percentage of classes

being taught by "highly

qualified" teachers (as the term

is defined in section 9101(23)

of the ESEA), in the aggregate

and in "high poverty" schools

(as the term is defined in

section 1111(h)(1)(C)(viii) of

the ESEA.

3.2 The percentage of teachers

receiving "high-quality

professional development” (as

Percentage of Classes Taught by

Highly Qualified Teachers State

Aggregate*

2002-2003 Baseline: 64.5

2003-2004 Target: 65

2004-2005 Target: 75

2005-2006 and thereafter

Target: 100

Percentage of Classes Taught by

Highly Qualified Teachers in

High Poverty Schools*

2002-2003 Baseline: 46.6

2003-2004 Target: 48

2004-2005 Target: 65


Target: 100

Percentage of Teachers Receiving

Local School System: Queen Anne’s County Public Schools Fiscal Year 2016

Title II-A Coordinator: Leigh Veditz

Telephone: 410-758-2403 E-mail: [email protected]


Page | 85

the term "professional

development" is defined in

section 9101(34).

3.3 The percentage of

paraprofessionals

who are qualified (See criteria

in section 1119(c) and (d).

High-Quality Professional

Development*

2002-2003 Baseline: 33

2003-2004 Target: 40

2004-2005 Target: 65

2005-2006 Target: 90


Target: 100

Percentage of Qualified Title I

Paraprofessionals*

2002-2003 Baseline: 21

2003-2004 Target: 30

2004-2005 Target: 65


Target: 100

*Note: MSDE will collect data. The local school system does not have to respond.

Page | 86





B. ALLOWABLE ACTIVITIES [Section 2123]. For all allowable activities that will be

implemented,

(a) provide a brief description of services, (b) timelines or target dates, (c) the specific

goals, objectives, and/or strategies detailed in the 5-year comprehensive Bridge to

Excellence Master Plan, and (d) the amount of funding for services to public and

nonpublic students and teachers. Use separate pages as necessary for descriptions.

1. Strategies and Activities to Recruit and Hire Highly Qualified Teachers and Principals

Allowable Activities

Brief Description of Specific

Services, Timelines or Target

Dates, and Specific Goals,

Objectives, and Strategies

Detailed in the 5-year

Comprehensive Bridge to

Excellence Master Plan, and Any

Revisions to the Plan As Part of

This Annual Update, Including

Page Numbers. All activities

funded by Title II, Part A for high

quality professional development

must meet the six components of

the Maryland Teacher

Professional Development

Planning Guide.

Public

School

Costs

Nonpublic

Costs

1.1 Developing and implementing

mechanisms to assist schools to

effectively recruit and retain highly

qualified teachers, principals, and

specialists in core academic areas (and

other pupil services personnel in special

circumstances) [section 2123(a)(1)].

Page | 87

1.2 Developing and implementing strategies

and

activities to recruit, hire, and retain highly

qualified teachers and principals. These

strategies may include (a) providing

monetary incentives such as scholarships,

signing bonuses, or differential pay for

teachers in academic subjects or schools in

which the LEA has shortages*; (b)

reducing class size; (c) recruiting teachers

to teach special needs children, and (d)

recruiting qualified paraprofessionals and

teachers from populations

underrepresented in the teaching

profession, and providing those

paraprofessionals with alternative routes to

obtaining teacher certification [section

2123(a)(2)].

*Note: Because the purpose of Title II-A is

to increase student achievement, programs

that provide teachers and principals with

merit pay, pay differential, and/or

monetary bonuses should be linked to

measurable increases in student academic

achievement produced by the efforts of the

teacher or principal [section 2101(1)].

1.3 Hiring highly qualified teachers, including

teachers who become highly qualified

through State and local alternative routes

to certification, and special education

teachers, in order to reduce class size,

particularly in the early grades [section

2123(a)(7)].

2.0 highly qualified teachers have been

hired to reduce class size at two

elementary schools for the 2015-2016

school year.

Teacher

Name

Grade

Taught

School

Name

Sarah Eber

2nd

SES

Emily

Albright

1st

CES

Salaries:

$93,422

Benefits:

$36,589

Total –

$130,011

Page | 88





B. ALLOWABLE ACTIVITIES [Section 2123], Continued.

2. Strategies and Activities to Improve the Quality of the Teaching Force



Services, Timelines or Target

Dates, and Specific Goals,

Objectives, and Strategies

Detailed in the 5-year


Excellence Master Plan, and

Any Revisions to the Plan As

Part of This Annual Update,

Including Page Numbers. All

activities funded by Title II,

Part A for high quality

professional development

must meet the six components

of the Maryland Teacher


Planning Guide.

Public

School

Costs

Nonpublic

Costs

2.1 Providing professional development activities

that improve the knowledge of teachers and

principals and, in appropriate cases,

paraprofessionals, in:

(a) Content knowledge. Providing training in

one or more of the core academic subjects that

the teachers teach;

(b) Classroom practices. Providing training to

improve teaching practices and student academic

achievement through (a) effective instructional

strategies, methods, and skills; (b) the use of

challenging State academic content standards and

student academic achievement standards in

preparing students for the State assessments.

[section 2123(a)(3)(A)].

Non Public


activities to improve teacher

content knowledge and leadership

skills:

Advanced Placement Courses –

Professional development

institutes through the College

Board:

18 sessions @$953.33 registration,

lodging, mileage and tolls

Advanced Placement One Day

Workshops – registration, mileage

and tolls

10 workshops @$200.00 each

$19,440.67

$2,250.00

$1,000

Page | 89

2.2 Provide professional development activities that

improve the knowledge of teachers and principals,

and, in appropriate cases, paraprofessionals,

regarding effective instructional practices that –

Involve collaborative groups of teachers and

administrators;

Address the needs of students with different

learning styles, particularly students with

disabilities, students with special needs

(including students who are gifted and

talented), and students with limited English

proficiency;

Provide training in improving student

behavior in the classroom and identifying

early and appropriate interventions to help

students with special needs;

Provide training to enable teachers and

principals to involve parents in their

children’s education, especially parents of

limited English proficient and immigrant

children; and

Provide training on how to use data and

assessments to improve classroom practice

and student learning [section 2123(a)(3)(B)].

Building An Understanding of

Mathematics College and

Career Ready Standards and

Assessment Design

2 participants – registration

Stipends

Fixed Charges

$850.00

$720.00

$ 58.44

Page | 90





B. ALLOWABLE ACTIVITIES [Section 2123], Continued.

2. Strategies and Activities to Improve the Quality of the Teaching Force



Services, Timelines or Target Dates,

and Specific Goals, Objectives, and

Strategies Detailed in the 5-year


Excellence Master Plan, and Any

Revisions to the Plan As Part of

This Annual Update, Including Page

Numbers. All activities funded by

Title II, Part A for high quality

professional development must meet

the six components of the Maryland

Teacher Professional Development

Planning Guide.

Public

School Costs

Nonpubl

ic Costs

2.3 Carrying out professional

development programs that are

designed to improve the quality of

principals and superintendents,

including the development and

support of academies to help them

become outstanding managers and

educational leaders [section

2123(a)(6)].

Common Ground Conference – 60

attendees

Substitutes for attendees

Fixed charges

Common Ground Conference – C&I

2 day registration, lodging, and meals

MAG Conference – 3 people

SOMIRAC – 8 people registration and

mileage

MASSP – 15 Principals registration

and mileage

$8,700.00

$4,725.00

$ 384.00

$4,780.00

$1,650.00

$1,600.00

$3,700.00

Page | 91

MASSP – 13 Assistant Principals

registration and mileage

Stipends ESOL training/Praxis Prep

Fixed Charges

MFLA attendance, 2 teachers

Moving to the 20-20 classroom

Cultural Proficiency Training,

Campbell Associates

$2,530.00

$2,000.00

$ 161.89

$ 180.00

$9,302.00

$15,000.00

3. Strategies and Activities to Retain and Provide Support to Highly Qualified Teachers and

Principals

3.1 Developing and implementing initiatives

to promote retention of highly qualified

teachers and principals, particularly in

schools with a high percentage of low-

achieving students, including programs that

provide teacher mentoring, induction, and

support for new teachers and principals

during their first three years; and financial

incentives for teachers and principals with

a record of helping students to achieve

academic success [section 2123(a)(4)].

3.2 Carrying out programs and activities that

are designed to improve the quality of the

teaching force, such as innovative

professional development programs that

focus on technology literacy, tenure reform,

testing teachers in the academic subject in

which teachers teach, and merit pay

programs. [section 2123(a)(5)].

Page | 92

3.3 Carrying out teacher advancement

initiatives that promote professional growth

and emphasize multiple career paths (such

as paths to becoming a mentor teacher,

career teacher, or exemplary teacher) and

pay differentiation [section 2123(a)(8)].

Indirect Costs (2%) $4,266.00

TOTAL TITLE II-A FUNDING AMOUNTS $213,309.00

Page | 93





C. HIGHLY QUALIFIED TEACHERS

1. Given your school system’s analysis of data on highly qualified teachers in core

academic subjects, describe how these strategies and activities will directly

contribute to attracting and retaining highly qualified teachers in core academic

subjects at the elementary and secondary level.

Class size reduction impacts student academic achievement, and it is also an

incentive to attract highly qualified teachers. The two positions funded through this

grant enable us to keep class size between 20-24 students. If class sizes were higher,

the system would not be comparable to other neighboring counties. This would be a

deterrent that could keep highly qualified teachers from accepting employment in

Queen Anne‘s County. The desire for better working conditions has also been cited

nationally as one of the reasons teachers leave specific positions and/or the

profession.

Improving teacher knowledge in content and classroom practices and providing

opportunities for collaborative planning are additional strategies that will help to

retain highly qualified teachers. Collaboration fosters a sense of collegiality and is

another way in which a support system can be developed for both novice and

experienced teachers. It provides the opportunity to overcome instructional

challenges with the assistance of other professionals rather than experiencing a

sense of isolation and desperation. Teachers who have a sense of belonging in both

the school and community are more apt to become committed to increasing

achievement of students, the school and the system.

All of the aforementioned strategies will allow QACPS to invest in the personnel

hired rather than replace teachers who have left the system or profession.

Additional support for recruitment and retention of highly qualified teachers is

provided through local funding. In addition to traditional college recruiting, we are

utilizing web-based recruiting. Our online recruitment sites include our own

website, teacher-teachers.com, nationjob.com and career builder.com. Incentive

bonuses are offered for critical need areas. We have altered our negotiated salary

scale to make the entry and beginning levels more attractive and competitive.

Supervisors have been included more often in the interview process to ensure that

highly qualified candidates are selected. Whenever possible, only highly qualified

candidates are interviewed for positions and the person is selected from that pool.

Positions that are filled by non-highly qualified staff are continually advertised.

QACPS has made attempts to enter a RTC agreement with Anne Arundel

Community College for general educators and with Loyola for special educators.

Page | 94

Currently two Master‘s Programs are being offered in partnership with the

University of Maryland in Mathematics and one in STEM.

Individual certification plans are developed for each non-highly qualified teacher.

College tuition reimbursement is provided to teachers with priority given to

teachers working to meet highly qualified status or fulfilling requirements for

certification. Praxis course work, coaching, study guides and reimbursement are

provided.

2. If applicable, describe how these strategies and activities will contribute to

reducing the gap between high poverty schools and low poverty schools with

respect to the percentage of core academic classes taught by highly qualified

teachers.

We do not have any High Poverty Schools in Queen Anne’s County. Our Title I

schools have 100% of their core academic classes taught by Highly Qualified

Teachers.

D. ANNUAL CERTIFICATION OF EQUITABLE SERVICES TO STUDENTS

IN PRIVATE (NONPUBLIC) SCHOOLS [ESEA, SECTION 9501]:

1. Participating Private Schools and Services: Complete information in Attachment

6 regarding the names of participating private schools and the number of private

school staff that will benefit from the Title II-A services.

2. Describe the school system's process for providing equitable participation to

students in private schools:

a) The manner and extent of consultation with the officials of interested private

schools during all phases of the development and design of the Title II-A

services. Also, if your non-public schools did not respond to your initial

invitation, please describe your follow-up procedures;

All private schools are invited by written correspondence to attend a meeting at

central office where we outline the Title grants. Each school indicates the Title

grants in which they have an interested in participating. Each grant manager

provides their contact information during this meeting. Follow-up contact is

made a minimum of three times for non-publics that did not respond to the

initial invitation. On-going consultation is conducted throughout the school

year. Whenever the system has professional development activities throughout

the school year and summer, private schools are invited to attend.

b) The basis for determining the professional development needs of private

school teachers and other staff;

Professional development needs of private school teachers and other staff are

discussed at each meeting. Non-publics are asked to survey their schools’ needs

and utilize data to determine professional development needs. Queen Anne‘s

Page | 95

County shares what training they have planned. All of this information is

recorded and funds are allocated based on needs.

c) How services, location of services, and grade levels or areas of services were

decided and agreed upon; and

Services, locations and grade levels / area of service are decided by all

parties. Services are school based as needed and private school staff

members have participated in county-based professional development.

d) The differences, if any, between the Title II-A services that will be provided

to public and private school students and teachers, and the reasons for any

differences. (Note: The school system provides services on an equitable basis

to private school children whether or not the services are the same Title II-A

services the district provides to the public school children. The expenditures

for such services, however, must be equal -- consistent with the number of

children served -- to Title II-A services provided to public school children.)

There are no differences between the Title II-A services provided to

private and public school students and teachers. All private schools

receive an equitable amount of funding based upon a per pupil allocation.

E. BUDGET INFORMATION AND NARRATIVE

1. Provide a detailed budget on the MSDE Proposed Budget Form. The Proposed

Budget must reflect how the funds will be spent, organized according to the

budget objectives, and correlated to the activities and costs detailed in the

Allowable Activities. MSDE budget forms are available in Excel format through

the local finance officer or the MSDE Bridge to Excellence Master Plan Web Site

at www.marylandpublicschools.org.

2. Provide a detailed budget narrative using the “Guidance for Completion of the

Budget Narrative for Individual Grants.” (pp. 10-12 of this guidance document).

The accompanying budget narrative should: (a) detail how the school system will

use program funds to pay only reasonable and necessary direct administrative

costs associated with the operation of the program; and (b) demonstrate the extent

to which the budget is both reasonable and cost-effective.

F. ATTACHMENTS 4-A and B, 5-A and B, and 6-A and B

Be certain to complete all appropriate templates in Part II:

Attachment 4: School Level Budget Summary

Attachment 5: Transfer of ESEA Funds

Attachment 6: Consolidation of ESEA Funds for Local Administration

http://www.marylandpublic/

Page | 96

01- SALARIES 02 - CONTRACT 03- SUPPLIES & 04 - OTHER BUDGET BY

& WAGES SERVICES

MATERIALS CHARGES CAT./PROG.

Prog. 21 0.00

Prog. 22 4,266.00 4,266.00

Prog. 23 0.00

Prog. 15 0.00

Prog. 16 0.00

Prog. 01 93,422.00 93,422.00

Prog. 02 0.00

Prog. 03 0.00

Prog. 04 0.00

Prog. 07 Non Public Transfers 1,000.00 1,000.00

Prog. 08 0.00

Prog. 09 7,445.00 24,302.00 45,680.67 77,427.67

Prog. 10 0.00

Prog. 11 0.00

Prog. 12 0.00

Prog. 04 0.00

Prog. 09 0.00

Prog. 15 0.00

Prog. 16 0.00

0.00

0.00

0.00

Prog. 30 0.00

Prog. 31 0.00

0.00

37,193.33 37,193.33

0.00

Prog. 34 0.00

Prog. 35 0.00

Prog. 36 0.00

100,867.00 24,302.00 0.00 82,874.00 0.00 5,266.00 213,309.00

Diane M. Wright 410 758 2403Name Telephone #

Carol A. Williamson 410 758 2403Name Telephone #

Name Telephone #

Instruction Staff Dev.

Adult Education

215 Capital Outlay

Land & Improvements

Career & Tech Prog.

General Support

Office of the Principal

Inst. Admin. & Supv.

Centralized Support

Warehousing & Distr.

208 Student Health Services

Public Sch Instr. Prog.

Inst. Admin & Superv.

210 Plant Operation

207 Student Personnel Serv.

Operating Services

211 Plant Maintenance

212 Fixed Charges

209 Student Transportation

05 - EQUIPMENT 08 - TRANSFERS

Supt./Agency Head Approval

CATEGORY/PROGRAM


Guidance Services

Business Support

203-205 Instruction Categories

Gifted & Talented Prog.

School Library Media

Remodeling

Total Expenditures By Object

Psychological Services

Special Prog.

Signature Date

Signature

206 Special Education


214 Community Services

Buildings & Additions

7/1/2015

213,309.00

Finance Official Approval

MSDE Grant Manager

Approval

Date

Title IIA

Signature Date

Regular Prog.

Queen Anne's County Public Schools

120 165

Title IIA

BUDGET OBJECT

202 Mid-Level Administration

201 Administration

6/30/2017

ORIGINAL GRANT

BUDGET

GRANT NAME

MSDE GRANT #

REVENUE SOURCE

FUND SOURCE

CODE

AMENDED BUDGET #

REQUEST DATE

GRANT PERIOD

RECIPIENT GRANT #

GRANT RECIPIENT

NAME

FROM TO

RECIPIENT AGENCY NAME

Revised 11/10/15

Page | 97

Title II A Budget (Revised 11/10/15)

Category/Object Line Item Calculation Amount In-Kind Total

Regular Programs

Salaries & Wages

Class Size Reduction 2.0 full-time teachers 93,422.00 93,422.00

Salaries based upon QAC

Board of Ed. Salary scales

Fixed Charges

Other Charges

FICA, worker's comp, $93,422 x 0.238272 = 36,589.00 36,589.00

unemployment, $22,260 for FICA, worker's

benefits comp, unemp & retirement

$14,329 for health & life

insurance

$22,260 + $14,329=

$36,589

Subtotal 130,011.00 130,011.00

Instruction Staff

Development

Salaries & Wages

Stipends to Teachers 2 teachers x 3 days x 720.00 720.00

Building an Understanding 6 hours per day x $20 per hour

of Mathematics College &

Career Ready Standards

Substitutes for teachers 60 substitutes x 7 hours x 4,725.00 4,725.00

attending the Common $11.25 per hour

Ground conference

ESOL training/Praxis prep 2,000.00 2,000.00

Subtotal 7,445.00 7,445.00

Fixed Charges

Other Charges

FICA, worker's comp, $7,445 x 0.081172 604.33 604.33

unemployment,

benefits

Instructional Staff

Development

Contracted

Services

Page | 98

Consultants for

professional

development

Discovery Learning - Moving to the 2020 Classroom

9,302.00 9,302.00

Cultural Proficiency 15,000.00 15,000.00

Training

Instructional Staff

Development

Other Charges

Registration and travel

related expenses for

professional development

Building an Understanding 850.00 850.00

of Mathematics College &

Career Ready Standards

2 teachers x $425 each

Registration and mileage/tolls for 1 day AP workshops 10 teachers x $225

2,250.00 2,250.00

Advanced Placement 19,440.67 19,440.67

Training - registration, lodging, mileage and tolls

(18 x $1,080.04 each - average)

MFLA Fall conference 180.00 180.00

(2 x $65 each plus $50 for travel expenses)

MAG conference 1,650.00 1,650.00

3 people x $550

SoMIRAC - 8 people x $200 1,600.00 1,600.00

Common Ground conference

Registration - 60 teachers x $135 = $8,100

8,100.00 8,100.00

Lunch - 60 teachers x $10 = $600

600.00 600.00

Page | 99

Registration - 12 instructional supervisors x $190 = $2,280

2,280.00 2,280.00

Lodging, mileage and meals - 12 instructional supervisors

2,500.00 2,500.00

MASSP conference

Registration (15 x $200) and mileage

3,700.00

3,700.00

MASSP - Assistant Principals conference

Registration - 13 x $160 2,530.00 2,530.00

Mileage

Non-Public

Transfers

1,000.00 1,000.00

Administration

Business Support

Transfers

Indirect Costs 2% 4,266.00 4,266.00

Total Title IIA Funding 213,309.00 213,309.00

Page | 100

Attachment 10

Title III, Part A

English Language Acquisition, Language

Enhancement, and Academic Achievement

Page | 101

ATTACHMENT 10 TITLE III, PART A

ENGLISH LANGUAGE ACQUISITION, LANGUAGE

ENHANCEMENT, AND ACADEMIC ACHIEVEMENT

Local School System:_ Queen Anne’s County Public Schools Fiscal Year 2016

SUPPLEMENT, NOT SUPPLANT [Section 3115(g)]: Federal funds made available under

this subgrant shall be used so as to supplement the level of Federal, State, and local public

funds that in the absence of such availability, would have been expended for programs for

limited English proficient children and immigrant children and youths and in no case to

supplant such Federal, State, and local public funds.

A. REQUIRED ACTIVITIES [Section 3115(c)]: For all required activities that will be

implemented, (a) provide an outcome and a brief description of services, (b) timelines or

target dates, (c) link the outcome to the NCLB indicator(s) detailed in the 2015 Bridge to

Excellence Master Plan, (d) the amount of funding for services to nonpublic students and

teachers. Use separate pages as necessary for descriptions.

1. To increase the English proficiency of ELL children by providing high-quality language

instruction educational programs that are based on scientifically based research demonstrating

effectiveness of the programs in increasing English proficiency and student academic achievement

in the core academic subjects. [section 3115(c)(1)]

Authorized Activities

Descriptions

Please address each item (a-d) in your

activity descriptions.

a) outcome and brief description of the

services

b) timelines or target dates

c) outcome linked to the NCLB

indicator(s) detailed in the 2015

Master Plan

d) services to nonpublic schools

Public

School

Costs

Nonpublic

Costs

1.1 Upgrading program objectives

and effective instructional

strategies [section 3115(d)(1)].

a) Stipends for updating program objectives

and effective instructional strategies as well as

updating and revising the ESOL Teachers’

handbook by updating resources – ELL and

Common Core Instruction, WIDA standards,

Can-Do descriptors; compiling teaching

guides based on WIDA website to support

both ESOL and content area instruction of

ELL to increase overall proficiency levels of

ELL

b) School year 2015 – 2016

c) Master Plan Alignment 1 C 5.v, 1.D.1 aa

d) no non public EL

$1,345.00 N/A

Page | 102

1.2 Improving the instruction

program for ELL children by

identifying, acquiring, and

upgrading curricula,

instructional materials,

educational software, and

assessment procedures [section

3115(d)(2)].

1.3 Providing intensified instruction

for ELL children [section

3115(d)(3)(B)].

a) ESOL teachers will provide supplemental

ESOL-specific instruction for the acquisition

of English language skills as well as support

of content area instruction through

supplemental service; this instruction is in

addition to regularly scheduled ESOL class

and is provided as during or after school or

summer support service. All instruction is

targeted to increase English proficiency and

support progress in academic subjects,

particularly reading and to increase classroom

understanding of ELL as supported by grades

and ACCESS for ELL test scores. Because of

the large number of middle and high school

ELLs, this tutoring will primarily be focused

on these schools.


c) Master Plan Alignment 1 C 5.v, 1.D.1.a

d) no non-public ELL

a) Purchase support material for ELL to

promote academic achievement in reading

through enhanced vocabulary instruction,

such as bilingual dictionaries (Oxford picture

or content area dictionaries), content support

(non-fiction trade books), journals (Scholastic

Weekly Reader, National Geographic for

Kids), workbooks, newspapers (Easy English

News), realia, books, and manipulatives


c) Master Plan Alignment 1.D.4.a,


$7,376.00

$6,000.00

N/A

1.4 Improving the English

proficiency and academic

achievement of ELL children

[section 3115(d)(5)].

Page | 103




Local School System: __ Queen Anne’s County Public Schools Fiscal Year 2016

A. REQUIRED ACTIVITIES [Section 3115(c)] continued Note: High quality professional development shall not include activities such as one-day or short-term

workshops and conferences. High quality professional development shall apply to an activity that is

one component of a long-term, comprehensive professional development plan established by a teacher

or the teacher's supervisor based on an assessment of needs of the teacher, supervisor, the students of

the teacher, and any school system employing the teacher [section 3115(c)(2)(D)].

2. To provide high-quality professional development to classroom teachers (including teachers

in classroom settings that are not the setting of language instruction educational programs),

principals, administrators, and other school or community-based organizational personnel.

[section 3115(c)(2)]


Descriptions

Please address each item (a-d) in

your activity descriptions.

a) outcome and brief

description of the services



indicator(s) detailed in the

2015 Master Plan


Public

School

Costs

Nonpublic

Costs

2.1 Providing for professional

development designed to improve

the instruction and assessment of

ELL children [section

3115(c)(2)(A)].

2.2 Providing for professional

development designed to enhance

the ability of teachers to

understand and use curricula,

assessment measures, and

instruction strategies for ELL

children [section 3115(c)(2)(B)].

a) PD: ESOL teachers and tutors will

attend four 3-hour ESOL specific

professional development sessions,

which will include WIDA standards,

ESOL-specific strategies and

pedagogy, collaborative teaching

techniques and specific vocabulary

acquisition tools. All conference

attendance is on-going

and cumulative; professional

development participants will then

return to their schools to plan and

coach teachers of ELL in the use of

techniques, strategies and materials.

$2724.00

N/A

Page | 104

To measure the outcome of this pd,

participants will use a rubric of what

they used with their students, what

they shared with teachers and rate its

efficacy.

New teacher orientation

2 teachers

2 tutors

a)This workshop session will be used

to train new teachers and tutors about

federal, state and county policy and

procedure for selection of ELL,

record-keeping and documentation as

well as pull-out and push-in ESOL

instruction; also included will be the

use of materials and ESOL methods’

The result of this training will be to

instruct new staff for proper

identification and monitoring of

ESOL students.

MELLFIN

The ESOL staff will attend

MELLFIN in May 2016, to improve

strategies and gain new ideas for

family and community involvement.

All participants will share information

gained from sessions at this

conference both with the ESOL staff

and their schools for the result of

compiling a family and parent

resource manual for the school district

Mileage


c) Master Plan Alignment 1.C.5.v,

1.C.6.d, 1.D.1.ab , 1.D.2.z

d) no non-public EL

$227.00

$1265.00

400.00

2.3 Providing for scientifically-based

professional development to

substantially increase the subject

matter knowledge, teaching

knowledge, and teaching skills of

teachers [section 3115(c)(2)(C)].

Page | 105




Local School System: _ Queen Anne’s County Public Schools Fiscal Year 2016

SUPPLEMENT, NOT SUPPLANT [Section 3115(g)]: Federal funds made available under

this subgrant shall be used so as to supplement the level of Federal, State, and local public

funds that in the absence of such availability, would have been expended for programs for

limited English proficient children and immigrant children and youths and in no case to

supplant such Federal, State, and local public funds.

B. ALLOWABLE ACTIVITIES [Section 3115(d)]: An eligible entity receiving funds

under section 3114(a) may use the funds to achieve one or more of the allowable activities.

(Please note that the entity must utilize Title III funds to support A. Required Activities prior

to allocating funds for B. Allowable Activities.)

3. To provide community participation programs, family literacy services, and parent

outreach and training activities to ELL children and their families. [section 3115(d)(6)]


Descriptions

Please address each item (a-d) in

your activity descriptions.

a) outcome and brief description of

the services



indicator(s) detailed in the 2015

Master Plan


Public

School

Costs

Nonpublic

Costs

3.1 Providing programs to improve

the English language skills of

ELL children [section

3115(d)(6)(A)].

a) To support incoming 9th grade ELL

and prepare them for high school

English classes, an ESOL teacher will

co-teach in Basic Reading at KIHS;

this teacher will tailor the Read180

Program to the specific needs of low-

reading level ELL. Progress will be

measured by evaluating the ELL’s

reading proficiency/lexile level score

as measured by this reading

intervention program.


c) Master Plan 1.D.4.x

d) no non-public EL

$3891.00 N/A

Page | 106

3.2 Providing programs to assist

parents in helping their

children to improve their

academic achievement and

becoming active participants in

the education of their children

[section 3115(d)(6)(B)].

4. Improving the instruction of limited English Proficient children by providing the following:

[section 3115(d)(3)(4)(7)]

4.1 Providing tutorials and

academic and vocational

education for ELL children

[section 3115(d)(3)(A)].

4.2 Acquisition or development of

educational technology or

instructional materials [section

3115(d)(7)(A)].

4.3 Providing for access to, and

participation in electronic

networks for materials, training

and communication [section

3115(d)(7)(B)].

a) subscription to Trans Act for

multiple language translated Title III

notices to ELL and their families such

as Home Language Survey, exit letter

and AMAO notice for parents

b) School year 2015-2016

c) Master Plan Alignment 1.C.5.v,

1.C.6.6, 1.D. 1.6 , 1.D.2.z


$3077.00 N/A

4.4 Incorporation of educational

technology and electronic

networks into curricula and

programs [section

3115(d)(7)(C)].

4.5 Developing and implementing

elementary or secondary

school language instruction

educational programs that are

coordinated with other relevant

programs and services [section

3115(d)(4)].

Page | 107

5. To carry out other activities that are consistent with the purpose of Title III, Part A, No

Child Left Behind. (Specify and describe below.) [section 3115(d)(8)]:

5.1 Carrying out other activities

that are consistent with the

purposed of this section

[section 3115(d)(8)].

C. ADMINISTRATIVE EXPENSES [section 3115(b)]: Each eligible entity receiving funds

under section 3114(a) for a fiscal year must use the LEA’s approved indirect cost rate for

administering this subpart.

6. Administrative Expenses

Public

School

Costs

Nonpublic

Costs

6.1 Each eligible entity receiving

funds under section 3114(a) for

a fiscal year must use the

LEA’s approved indirect cost

rate for administering this

subpart [section 3115(b)].

Indirect costs approx. 2% $536.00 N/A

TOTAL ELL TITLE III-A (FUNDING) AMOUNT $26,841.00

Page | 108





SUPPLEMENT, NOT SUPPLANT [Section 3115(g)]: Federal funds made available

under this subgrant shall be used so as to supplement the level of Federal, State, and

local public funds that in the absence of such availability, would have been expended

for programs for limited English proficient children and immigrant children and

youths and in no case to supplant such Federal, State, and local public funds.

D. IMMIGRANT ACTIVITIES [section 3115(e)]: Activities by agencies experiencing

substantial increases in immigrant children and youth.

1. An eligible entity receiving funds under section 3114(d)(1) shall use the funds to pay for

activities that provide enhanced instructional opportunities for immigrant children and youth.

[section 3115(e)(1)]


Descriptions

Please address each item (a-d) in your

activity descriptions.

a) outcome and brief description

of the services



indicator(s) detailed in the

2015 Master Plan


Public

School

Costs

Nonpublic

Costs

1.1 Providing for family literacy,

parent outreach, and training

activities designed to assist

parents to become active

participants in the education of

their children [section

3115(e)(1)(A)].

a) To further facilitate and support

immigrant students’ parents and family

involvement and understanding of the

school system, a bilingual parent

outreach worker will be available for

Spanish-speaking immigrant families

for registration, conferences, to help

complete paperwork for the school

district and any needs that pertain to

enabling parents to become active

participants in the education of their

children. Outcomes will be measured

through parent surveys and logs of

student and family support.

b) School year 2015 - 2016

$4897.00 N/A

Page | 109

c) Master Plan Alignment 1.D.2.Y, 1.G.5.1 & VB 3

A


1.2 Support personnel including

teacher aides who have been

specifically trained or are being

trained to provide services to

immigrant children and youth

[section 3115(e)(1)(B)].

1.3 Providing tutorials mentoring

and academic or career

counseling for immigrant

children and youth [section

3115(e)(1)(C)].

1.4 Identifying and acquiring

curricular materials, educational

software, and technologies to be

used carried out with these

funds [section 3115(e)(1)(D)].

1.5 Providing basic instructional

services that are directly

attributable to the presence in

the school district of immigrant

children and youth, including

the payment of costs of

providing additional classroom

supplies, cost of transportation

or such other costs [section

3115(e)(1)(E)].

1.6 Providing other instruction

services that are designed to

assist immigrant children and

youth to achieve in elementary

schools and secondary schools

in the USA, such as programs

of introduction to the

educational system and civics

education [section

3115(e)(1)(F)].

1.7 Providing activities,

coordinated with community

based organizations, institutions

Page | 110

of higher education, private

sector entities, or other entities

with expertise in working with

immigrants, to assist parents of

immigrant children and youth

by offering comprehensive

community services [section

3115(e)(1)(G)].

E. ADMINISTRATIVE EXPENSES [section 3115(b)]: Each eligible entity

receiving funds under section 3114(a) for a fiscal year must use the LEA’s

approved indirect cost rate for administering this subpart.

2. Administrative Expenses

Public

School

Costs

Nonpublic

Costs

2.1 Each eligible entity receiving

funds under section 3114(a) for a

fiscal year must use the LEA’s

approved indirect cost rate for

administering this subpart

[section 3115(b)].

Indirect costs approx. 2% $100.00

TOTAL IMMIGRANT TITLE III-A (FUNDING) AMOUNT $4997.00

Page | 111

F. ANNUAL CERTIFICATION OF EQUITABLE SERVICES TO STUDENTS IN

PRIVATE (NONPUBLIC) SCHOOLS [ESEA, Section 9501]:

1. Participating Private Schools and Services: Complete information in Attachment

6-A on page 10 regarding the names of participating private schools and the

number of private school students and/or staff that will benefit from the Title III-

A services.

2. Describe the school system's process for providing equitable participation to

students in private schools:

a) The manner and extent of consultation with the officials of interested private

schools during all phases of the development and design of the Title III-A

services;

All non-public schools in Queen Anne’s County are contacted by written

notice by the school district’s non-public designee. They are advised of a

meeting and asked to respond. On the day of the meeting, the various staff

overseeing Title programs assembles to meet with nonpublic school

representatives to explain the programs.

b) The basis for determining the needs of private school children and teachers;

The ESOL Program offers professional development to nonpublic schools

with ELL and diagnostic ESOL testing for any non-English speaking

student who attends a nonpublic school.

c) How services, location of services, and grade levels or areas of services were

decided and agreed upon; and

There are no ELL in Queen Anne’s County’s nonpublic schools.

d) The differences, if any, between the Title III-A services that will be provided to

public and private school students and teachers, and the reasons for any differences.

(Note: The school system provides services on an equitable basis to private school

children whether or not the services are the same Title III-A services the district

provides to the public school children.)

There are no ELL in Queen Anne’s County’s nonpublic schools.

3. ATTACH WRITTEN AFFIRMATION (e.g., meeting dates, agenda, sign-in

sheets, letters/forms, etc.) for the school year 2014 – 2015 signed by officials at

each participating nonpublic school and/or their designee that consultation

regarding Title III services has occurred. DOCUMENTATION SHOULD BE

LABELED AND PROVIDED AS AN ATTACHMENT AFTER THE BUDGET

PAGES IN ATTACHMENT 10.

Page | 112

G. BUDGET INFORMATION AND NARRATIVE

1. Provide a detailed budget on the MSDE Proposed Title III-A Budget Form. The

Proposed Budget must reflect how the funds will be spent, organized according to

the budget objectives, and correlated to the activities and costs detailed in

Attachment 10. MSDE budget forms are available in Excel format through the

local finance officer or at the MSDE Bridge to Excellence Master Plan Web Site

at http://docushare.msde.state.md.us/docushare/dsweb/View/Collection-9662 .

2. Provide a detailed budget narrative using the attached “Guidance for Completion

of the Budget Narrative for Individual Grants” (pp. 12-16 of this guidance

document). For Title III, use the sample narrative on page 16. An Excel version

of this budget narrative is available at:

http://docushare.msde.state.md.us/docushare/dsweb/View/Collection-13177 The

accompanying budget narrative should (a) detail how the school system will use

Title III-A funds to pay only reasonable and necessary direct administrative costs

associated with the operation of the Title III-A program and (b) demonstrate the

extent to which the budget is both reasonable and cost-effective.

H. ATTACHMENTS 4-A & B, 5-A &B, and 6-A & B

Be certain to complete all appropriate templates in Part II:

Attachment 4: School Level Budget Summary

Attachment 5: Transfer of ESEA Funds

Attachment 6: Consolidation of ESEA Funds for Local Administration

Attachment 7: Affirmation of Consultation (with nonpublic schools)

http://docushare.msde.state.md.us/docushare/dsweb/View/Collection-9662


http://docushare.msde.state.md.us/docushare/dsweb/View/Collection-13177

Page | 113

LEP Budget Narrative

Category # - Program #

Budget Obj # Line Item Calculation Amount

In-Kind Total

Activity 1.1

203 - 09 01 Stipends for upgrading 29 hours x $15/hr 435.00 435.00

program objectives and 30 hours x $27/hr 810.00 810.00

effective instructional

strategies

212 04 FICA, worker's comp, $1,245 x .080772 100.00 100.00

unemployment

Total Activity 1.1 1,345.00 0.00 1,345.00

Activity 1.3

203 - 02 01 Direct services to QA 455 hours x $15/hr 6,825.00 6,825.00

students and families


unemployment

204 - 02 03 Instructional materials 200 EL x $30 6,000.00 6,000.00

Total Activity 1.3 13,376.00 0.00 13,376.00

Activity 2.2

203 - 09 01 Stipends for training 6 teachers x 4 meetings x 3 hrs each x $20/hr

1,440.00 1,440.00

6 tutors x 4 meetings x 3 hrs 1,080.00 1,080.00

each x $15/hr

New Teacher/Tutor Orientation

2 teachers x $20/hr x 3 hrs 120.00 120.00

2 tutors x $15/hr x 3 hrs 90.00 90.00


unemployment $210 x .080772 17.00 17.00

205 - 09 04 Mileage reimbursement approx 708 miles x .565/mile 400.00 400.00

205 - 09 04

MELFIN Registration

13 staff x $30 each 390.00 390.00

Page | 114

203 - 09 01 Stipends for attendance at

MELFIN conference 9 staff x 6 hours x $15/hour 810.00 810.00

212 04 FICA, worker's comp, $810 x .080772 65.00 65.00

unemployment

Total Activity 2.2 4,616.00 0.00 4,616.00

Activity 3.1

203 - 02 01 KIHS - Co-teacher 240 hours x $15/hr 3,600.00 3,600.00

Read180


unemployment

Total Activity 3.1 5,777.00 0.00 5,777.00

Activity 4.3

205 - 02 04 Subscription to Trans Act 3,077.00 3,077.00

Total Activity 4.3 3,077.00 0.00 3,077.00

201 - 22 08 Indirect costs approx 2% $26,841 x .02 536.00 536.00

GRAND TOTAL 26,841.00 0.00 26,841.00

Page | 115

Immigrant Budget Narrative Category # - Program

# Budget Obj # Line Item Calculation Amount

In-Kind Total

Activity 1.1

203 - 02 01 Bilingual Parent outreach 251.72 hours x $18/hr 4,531.00 4,531.00

worker


unemploy

Total Activity 1.1 4,897.00 0.00 4,897.00

201 - 22 08 Indirect costs approx 2% $4,997 x .02 100.00 100.00

GRAND TOTAL 4,997.00 0.00 4,997.00

Page | 116


& WAGES SERVICES


Prog. 21 0.00

Prog. 22 536.00 536.00

Prog. 23 0.00

Prog. 15 0.00

Prog. 16 0.00

Prog. 01 0.00

Prog. 02 10,425.00 6,000.00 3,077.00 19,502.00

Prog. 03 0.00

Prog. 04 0.00

Prog. 07 Non Public Transfers 0.00

Prog. 08 0.00

Prog. 09 4,785.00 790.00 5,575.00

Prog. 10 0.00

Prog. 11 0.00

Prog. 12 0.00

Prog. 04 0.00

Prog. 09 0.00

Prog. 15 0.00

Prog. 16 0.00

0.00

0.00

0.00

Prog. 30 0.00

Prog. 31 0.00

0.00

1,228.00 1,228.00

0.00

Prog. 34 0.00

Prog. 35 0.00

Prog. 36 0.00

15,210.00 0.00 6,000.00 5,095.00 0.00 536.00 26,841.00



Regular Prog.


130 165

English Language Acquisition (LEP)

6946

BUDGET OBJECT


201 Administration

9/30/20177/1/2015

26,841.00

164305-1


MSDE Grant Manager

Approval

Date

English Language Acquisition: State

Formula Grant - LEP

Signature Date



Special Prog.

Signature






CATEGORY/PROGRAM


Guidance Services

Business Support





Remodeling


210 Plant Operation


Operating Services


212 Fixed Charges


215 Capital Outlay

Land & Improvements

Career & Tech Prog.

General Support



Centralized Support





Adult Education

ORIGINAL GRANT

BUDGET

GRANT NAME

MSDE GRANT #

REVENUE SOURCE

FUND SOURCE

CODE

AMENDED BUDGET #

REQUEST DATE

GRANT PERIOD

RECIPIENT GRANT #

GRANT RECIPIENT

NAME

FROM TO


Page | 117


& WAGES SERVICES


Prog. 21 0.00

Prog. 22 100.00 100.00

Prog. 23 0.00

Prog. 15 0.00

Prog. 16 0.00

Prog. 01 0.00

Prog. 02 4,531.00 4,531.00

Prog. 03 0.00

Prog. 04 0.00


Prog. 08 0.00

Prog. 09 0.00

Prog. 10 0.00

Prog. 11 0.00

Prog. 12 0.00

Prog. 04 0.00

Prog. 09 0.00

Prog. 15 0.00

Prog. 16 0.00

0.00

0.00

0.00

Prog. 30 0.00

Prog. 31 0.00

0.00

366.00 366.00

0.00

Prog. 34 0.00

Prog. 35 0.00

Prog. 36 0.00

4,531.00 0.00 0.00 366.00 0.00 100.00 4,997.00



Name Telephone #

Regular Prog.


130 166

English Language Acquisition

(Immigrant)

6946

BUDGET OBJECT


201 Administration

9/30/20177/1/2015

4,997.00

164305-2


MSDE Grant Manager

Approval

Date

English Language Acquisition: State

Formula Grant - Immigrant

Signature Date



Special Prog.

Signature Date

Signature






CATEGORY/PROGRAM


Guidance Services

Business Support





Remodeling


210 Plant Operation


Operating Services


212 Fixed Charges


215 Capital Outlay

Land & Improvements

Career & Tech Prog.

General Support



Centralized Support





Adult Education

ORIGINAL GRANT

BUDGET

GRANT NAME

MSDE GRANT #

REVENUE SOURCE

FUND SOURCE

CODE

AMENDED BUDGET #

REQUEST DATE

GRANT PERIOD

RECIPIENT GRANT #

GRANT RECIPIENT

NAME

FROM TO


Page | 118

Minutes from Nonpublic Schools’ Participation in Federal Entitlement Grants for 2015-

2016 Meeting

Friday, March 13, 2015

9:00am- Welcome & Introductions: Julia Alley-

Started meeting at 9:00am. Welcomed Nicole Sophocles, representative from Wye River

Upper School. Introduced Program Managers- Geri Thompson, Title I, Leigh Veditz,

Title II A, Lynne Ewing, Title IIIA, Kim Umberger, 21st Century After School Program,

Diane McGowan, Special Education Programs and Services.

Julia Alley- Set Purpose of the Meeting- Queen Anne’s County Public Schools receive

grant funding through a variety of Federal education entitlement programs. These grants

provide funding for local school systems to implement a variety of educational programs

aimed at improving student achievement. Non-Public Schools may find that they qualify

to receive some of these funds. Therefore this meeting is to help Non-Public schools

identify what funds may be available to them, and how to access them.

9:05am- Geri Thompson- Provided Ms. Sophocles with an informational pamphlet

concerning Title I funds. She explained the criteria that is used in identifying whether or

not a student would be eligible to have these funds used for improving their educational

program. Ms. Thompson gave examples of how Title I funds are used: provide additional

instructional staff, professional development, extended-time programs, and other

strategies for raising student achievement in high-poverty schools.

9:15am- Leigh Veditz- Provided Ms. Sophocles with information about the Title II,

A grant, explained its purpose. Funds for Title II A are used in preparing, training and

recruiting high-quality Teachers and Principals. Funds are also used to help improve

student achievement through professional development to increase teacher and principal

quality and ensure that all teachers are highly qualified. Ms. Sophocles asked for

examples of how this has been done in the past, and Ms. Veditz gave examples of Non-

Public Schools using funds to send teachers to specific trainings, and to hire consultants

to work with the staff. Ms. Veditz informed Ms. Sophocles that there was $1,000.00 in

services that was available, and advised her to contact her for procedures on applying for

this money.

9:25am- Lynne Ewing- Provided Ms. Sophocles with handouts that described

possible services- diagnostic testing for EL students, and professional development for

Non-public Minutes

Page | 119

staff- that might be offered to EL students. Ms. Ewing gave an overview of the purpose

of the Title III A grant: English Language Acquisition, Language Enhancement, and

Academic Achievement assists school districts in teaching English to limited English

proficient students and helping these students meet the same challenging state standards

as all students. Ms. Sophocles shared that at this time there were no EL students at Wye

River Upper Schools.

9:35am- Kim Umberger- Provided Ms. Sophocles with a description of the 21st

Century After School Program which provides academic, enrichment and recreational

activities for students directly after many of our district schools’ dismissal time. Ms.

Umberger shared that these activities were open for participation to Non-Public Students

in the same grade levels. She also informed Ms. Sophocles that Non-Public and Private

School officials in QAC are invited to participate in the design and development of a 21st

CCLC program proposal to serve children in low-performing schools.

9:45am- Diane McGowan- Provided Ms. Sophocles with a handout, outlining the

Special Education Programs and Services which are available to any non-public school

students who meet specific criteria defined by the Child Find Program. Additionally, Ms.

McCowan described other services available to students identified to receive Special

Education Services. These services include; up to 1 hour per week of Speech Language

Therapy (at their home school), up to 1 hour per week of itinerant services for visually

impaired, hearing impaired, hearing impaired and deaf students for up to 30 weeks per

school year, Consultation between QAC staff and non-public school staff (for PD), etc.

9:55am- At the end of the meeting, Ms. Sophocles provided her email address

([email protected]) so that all participants at this meeting could

provide her with more information concerning their programs.


Page | 120

Non-public Sign In

Page | 121

Attachment 13

Fine Arts

Fine Arts

Page | 122

The Bridge to Excellence in Public Schools Act requires that the updated Master Plan

“shall include goals, objectives, and strategies” for Programs in Fine Arts. Local school

systems are expected to provide a cohesive, stand-alone response to the prompts and

questions outlined below.

The following goals, objectives, and strategies from Bridge to Excellence (14-15) support

Fine Arts:

Goal I: All students will achieve a high level of proficiency on national, state, and county

developed measures.

Strategy I.A.1.b. Recruit and hire highly qualified art and music teachers.

Strategy I.A.1.d. Provide after school and summer opportunities for students to engage in

fine arts.

Strategy I.A.1.e. Provide professional development to teachers on proven strategies in Fine

Arts.

Strategy I.A.1.f. Continue to examine and revise as needed music and art curricula and

assessments.

Strategy I.A.1.g. Provide cultural arts opportunities for students.

Strategy I.A.2.c. Provide after school and/or summer opportunities to students in music.

Strategy I.A.2.f. Provide high quality professional development in the content area.

Strategy I.A.2.g. Provide opportunities for instrumental and choral groups to participate

in district and state festivals.

Strategy I.A.2.h. Provide cultural arts opportunities for students.

1. Describe the progress that was made in 2014-2015 toward meeting Programs in Fine

Arts goals, strategies, and objectives articulated in the system’s Bridge to Excellence

(BTE) Master Plan.

Strategy I.A.1.b.

At the beginning of the 2014-2015 school year, two art teaching positions opened in

Queen Anne’s County Public Schools (QACPS) at the Elementary and Middle schools.

Both of these positions were filled with fully certified art teachers. In the middle of the

school year (January 2015), a fully certified High School art teacher was hired to replace

a retiring teacher. At the end of the school year, two music teachers reported their plans

to retire; consequently, QACPS Human Resources Department advertised for applicants

with full certification to fill the positions. By specifically recruiting and hiring only those

Page | 123

who are highly qualified for the position, QACPS is fully utilizing this strategy to support

the overarching Master Plan goal of academic proficiency in the arts.

Strategies I.A.1.e, I.A.1.f., and I.A.2.f.

In the 2014-2015 school year, Queen Anne’s county held five county-wide, professional

development days; three of which were devoted to content specific activities. Newly

hired art teachers were provided an additional day of professional development, designed

to orient them to operating county owned ceramics equipment (wheels and kilns) which

was delivered by the Lead Art Teacher.

Queen Anne’s County Public Schools (QACPS) believes it is necessary to support and

expand individual skills and knowledge in their specific Visual and Performing Arts

contents. To this end, all music educators at the elementary and middle school levels

received a day of staff development on Kodaly, Orff, and Dalcroze techniques delivered

by a Towson University Music Professor. During another professional development day,

all Band Educators were able to participate in a seminar in instrument repair and

maintenance, which was delivered by an expert in the area. Visual Arts teachers were

given the opportunity to travel to the National Gallery of Art to learn more about the

cultural and education resources available to them (both virtually and physically) through

programs at the National Art Gallery. Teachers of Dance were able to participate in the

Anne Arundel County Dance and the Common Core Workshops as a part of their

Professional Development experience for the year.

In addition to these opportunities, Visual and Performing Arts Teachers focused on

improving assessments to more accurately measure individual student progress on key

curricular concepts, through-out the school year. Rubrics and Assessment Protocols were

developed in order to provide more authentic, performance assessments rather than the

written or selected response tests that had been previously used. On county wide “data

days” teachers were released from their buildings to share student work, and to reflect on

student progress toward meeting standards.

Strategy I.A.2.g.

In 2014-2014, Queen Anne’s County Performing Arts Students at the Middle and High

School levels, had multiple opportunities to successfully participate in district and state

adjudicated festivals. These events, included the following: District Choral Festival,

Solo and Ensemble Choral Competition, District Band Festival, and State Band Festival.

By participating in these events, students were provided the opportunity to demonstrate

content mastery in authentic venues.

Strategies I.A. 1.d., I A.2.c, and I.A.2.h.

In addition to their scheduled classroom instruction, students at elementary and middle

schools in the county were provided with a variety of opportunities to participate in visual

Page | 124

and performing arts through-out the 2014-2015 school year. These opportunities were

provided by two community partnerships; the Partnership for Youth Program, which

operates after school hours at each elementary and middle school, and the Queen Anne’s

County Arts Council, which provides resident artists who work in conjunction with

QACPS Art Teachers.

The following were designated goals for programs run by our community partners:

educate students about theatre and performing arts provide self-expression through creating 2-D and 3-D visual arts projects provide the opportunity to create visual art projects with resident artists develop critical thinking skills through improvisational theatre produce and perform a musical theatre production

Many schools hosted theatrical, musical, and artistic productions for their student bodies,

during the school year. These productions were supported through local PTA funds, as

well as through student activity organizations.

To support summer band programs, QACPS also provided Band Teachers the

opportunity to hold “Summer Band and Theatre Camps” at several of the middle schools

in the county.

2. Identify the programs, practices, or strategies and related resource allocations that

are related to the progress reported in prompt #1.

Sustaining a successful Visual and Performing Arts Program, requires a continued focus

on continued training and development. One of QACPS’s strategies to ensure that

professional development is customized to the needs of the Visual and Performing Arts

Teacher, is the use of Lead Teachers. Lead Teachers attend MSDE briefings and bring

pertinent information back to the local Fine Arts Supervisor, as well as to their

colleagues. In addition, Lead Teachers possess expert content knowledge that is required

to successfully deliver content specific professional development, and to develop

assessments that are truly aligned to county curriculum.

Some county professional development sessions were facilitated by Lead Teachers in the

2014-2015 school year. Utilizing lateral leadership, rather than an exclusively top down

approach, was more effective in getting buy in from the classroom teacher. Lead

Teachers allowed for a smaller staff to expert ratio during professional development days,

and allowed for Visual and Performing Arts to receive separate experiences, which were

more tailored to their content specific needs.

During the school year, Lead Teachers were also utilized to coach individual and/or new

teachers who needed extra support in implementing county initiatives.

While schools have designated “Specialists” for the “core” content areas, there are no

such specialist for the Visual and Performing Arts. Those in the Lead Teacher role made

Page | 125

themselves available to offer guidance, resources, and feedback to the classroom Visual

and Performing Arts Teachers. This assistance often provided novice teachers with the

extra support they needed to be successful.

Another practice that was key to the progress sited in prompt #1, was in collecting data

and feedback from Visual and Performing Arts Teachers concerning what development

and training they felt they needed. This information was used to budget and plan

activities to support professional and programmatic growth.

QACPS believes students need authentic opportunities, to share their artistic development

outside of the regular classroom. Participation in state and district festivals increases

overall participation in the Visual and Performing Arts programs.

Supporting students as they practice their art, whether through state and district festivals

in music, drama, dance recitals, or art exhibits conveys the message that we believe in

and support our students’ artistic development. Consequently, funds are allocated to

transportation and related categories, to support those artistic endeavors which occur

outside the classroom.

3. Describe which goals, objectives, and strategies included in the BTE Master Plan

were not attained and where challenges in making progress toward meeting

Programs in Fine Arts goals and objectives are evident.

All goals, objectives and strategies were partially attained. One of the biggest challenges

for the 2014-2015 school year was in transitioning from written/selected response based

assessments to performance based assessments to demonstrate student achievement. Part

of this difficulty stemmed from an institutionalized perception of what is and what is not

a true measure of student achievement, and a reluctance to deviate from traditional

measures. It was also necessary to educate key stakeholders at each building as to the

validity and reliability of the new performance assessments. This expanding

understanding convinced many building administrators to provide teachers with the

additional time they needed to deliver the new assessments and evaluate student work.

As was the case in previous years, QACPS is challenged by the cost of participation in

district and state festivals. Transportation costs increased and local funds were limited.

With local and state budgets tightening, each school principal was challenged to support

adequate funding per pupil to enhance their Arts experience.

4. Describe the goals, objectives, and strategies that will be implemented during 2015-

2016 and plans for addressing the challenges identified in prompt #3. Include a

description of the adjustments that will be made along with related resources to

ensure progress toward meeting identified goals, objectives, and strategies. Where

appropriate, include timelines.

As is the case with all public schools in Maryland, Queen Anne’s County Public Schools

has developed and will be implementing a new 5 Year Comprehensive Master Plan. After

Page | 126

evaluating the existing Master Plan, Indicators and Strategies were re-focused to achieve

better alignment, with Master Plan, Goal I: High Student Achievement – All students will

achieve a high level of proficiency on national, state, and county-developed measures.

The following is the Fine Arts Indicator, and associated strategies that QACPS believes

will help to achieve this goal.

Fine Arts Indicator: All QACPS students will have access to high quality arts

education throughout their K-12 years.

Actions/Strategies Individual

Responsible

Timeline

Implement a schedule that provides time for all elementary students to

participate in music and art weekly.

Elementary

Principals

Summer 2015

Schedule at least 65% of students to participate in Band or Chorus during

middle school.

Middle School

Principals

School

Counselors

Summer 2015

Schedule at least 65% of high school students to complete two or more

fine arts credits by the end of senior year.

High School

Principals

School

Counselors

Spring 2015

Provide professional development to Elementary, Middle, and High

School Principals and Counselors on the correlation between student

achievement and the arts

Assistant

Superintendent

Counselor

Supervisor

Principals

Fine Arts

Supervisor

Spring 2016

Examine and revise, as needed, music and art curricula and assessments

to ensure alignment with State and National Standards

Fine Arts

Supervisor

Fine Arts Lead

Teachers

Curriculum

Committee

Professional

Development

Days

Summer

Curriculum

Development

Provide professional development (including opportunities for vertical

articulation) to teachers on best practices in Visual and Performing Arts,

State and National Curricula, and on the integration of digital resources to

promote student learning and measure progress

Fine Arts

Supervisor

Fine Arts Lead

Teachers

Professional

Development

Days:

August 2015

October 2015

January 2016

June 2016

Data Days

Ongoing, job

embedded

development.

Recruit, hire, and retain highly qualified Visual and Performing Arts

teachers

Principals

Fine Arts

Supervisor

Ongoing

Page | 127

Provide up to date technology, materials of instruction, and necessary

equipment to facilitate student learning and progress in the arts.

Principals

Fine Arts

Supervisor

Ongoing

Provide for the regular and updated display of student artwork and

student performances at 100% of schools.

Principals Ongoing

Support opportunities for Middle and High School performing arts

ensembles (vocal, instrumental, dance, and theatre) to participate in

district and state festivals

Middle and High

Principals

Fine Arts

Supervisor

Spring 2015

Provide after school and summer opportunities for students to engage in

Visual and Performing (vocal, instrumental, dance, and theatre) Arts

Principals

Fine Arts

Supervisor

Partnership for

Youth

Fall 2015

Spring 2016

Support annual opportunities for student exposure to cultural arts Principals

Fine Arts

Supervisor

Ongoing

The Fine Arts Grant funds being awarded to QACPS remained the same for the 14-15 to 15-16

school year. QACPS believes it is important to allocate funds to support county goals.

Specialized professional development, for both content and integration of technology to support

student growth, remains necessary to meet the professional development needs of all Visual and

Performing Arts Teachers.

QACPS would like to use Fine Arts Grant Funds for the following:

Utilize expertise of lead teachers

To provide leadership in professional development, we propose to continue using Fine Arts

Grant funds to pay stipends to performing arts lead teachers for work during the school year and

also to allocate funds for their work in the summer to plan for the following year.

Provide high quality professional development- Instructional Staff Development Contracts &

Instructional Staff Development/Other Charges

To provide content specific professional opportunities and technical training, we propose the use

of grant funds to pay for consultants and/or associated costs that will allow Visual and

Performing Arts Teachers to participate in high quality professional development.

Expand student performance beyond the school setting and support student exposure to the

arts

To ensure our students are able to participate in regional and state events, we propose to use Fine

Arts Grant funds to support transportation costs and to pay the county MMEA fee. In addition,

allocating funds for transportation to cultural arts opportunities and/or performances will

increase student exposure to the arts.

Page | 128

A. BUDGET INFORMATION AND NARRATIVE

1. Provide a detailed budget on the MSDE Proposed Fine Arts Budget Form. The

Proposed Budget must reflect how the funds will be spent, organized according to

the budget objectives. MSDE budget forms are available in Excel format through

the local finance officer or at the MSDE Bridge to Excellence Master Plan Web Site

at www.marylandpublicschools.org.

2. Provide a detailed budget narrative using the “Guidance for Completion of the

Budget Narrative for Individual Grants.” (pp. 10-12 of this guidance document).

The accompanying budget narrative should detail how the school system will use

Fine Arts funds to pay only reasonable and necessary direct administrative costs

associated with the operation of the Fine Arts program. All expenditures must be

directly linked to the goals, objectives, and strategies identified in Attachment 13 of

the BTE Master Plan.


Page | 129

Fine Arts

Budget Narrative

Category/Object Line Item Calculation Amount In-

Kind Total Instructional Stipends to lead Annual stipend 3,200.00 3,200.00 Programs teachers $1,600 each for Salaries & Wages visual arts and 2 lead teachers performing arts for service during the school year Fixed Charges FICA, worker's comp, $3,200 x .08205 262.00 262.00 unemployment Instructional Staff Consultants to provide 1000.00 1000.00 Development professional Contracted Services

development

Instructional Staff

Supplies for professional Trade books to support staff development

300.00 300.00

Development development Supplies & Materials

Instructional Staff Regional professional Registration, mileage 636.00 636.00 Development development

opportunities reimbursement and other

Other Charges costs Student Transportation for 4 buses x $550 each 2,200.00 2,200.00 Transportation students to attend Contracted district and state Services festivals and to have

access to arts events

Business Support 2% indirect costs 155.00 155.00 Transfers TOTAL 7,753.00 0.00 7,753.00

Page | 130


& WAGES SERVICES


Prog. 21 0.00

Prog. 22 155.00 155.00

Prog. 23 0.00

Prog. 15 0.00

Prog. 16 0.00

Prog. 01 3,200.00 3,200.00

Prog. 02 0.00

Prog. 03 0.00

Prog. 04 0.00


Prog. 08 0.00

Prog. 09 480.00 1,000.00 330.00 636.00 2,446.00

Prog. 10 0.00

Prog. 11 0.00

Prog. 12 0.00

Prog. 04 0.00

Prog. 09 0.00

Prog. 15 0.00

Prog. 16 0.00

0.00

0.00

1,650.00 1,650.00

Prog. 30 0.00

Prog. 31 0.00

0.00

302.00 302.00

0.00

Prog. 34 0.00

Prog. 35 0.00

Prog. 36 0.00

3,680.00 2,650.00 330.00 938.00 0.00 155.00 7,753.00



Name Telephone #


Adult Education

215 Capital Outlay

Land & Improvements

Career & Tech Prog.

General Support



Centralized Support





210 Plant Operation


Operating Services


212 Fixed Charges




CATEGORY/PROGRAM


Guidance Services

Business Support




Remodeling



Special Prog.

Signature Date

Signature





7/1/2015

7,753.00

164410-1


MSDE Grant Manager

Approval

Date

Fine Arts Initiative

Signature Date

Regular Prog.


853 161

State

1296

BUDGET OBJECT


201 Administration

9/30/2016

ORIGINAL GRANT

BUDGET

GRANT NAME

MSDE GRANT #

REVENUE SOURCE

FUND SOURCE

CODE

AMENDED BUDGET #

REQUEST DATE

GRANT PERIOD

RECIPIENT GRANT #

GRANT RECIPIENT

NAME

FROM TO


Page | 131

Additional Federal and State

Reporting Requirements

Page | 132

Victims of Violent Criminal Offenses (VVCOs) in Schools - SY 2015-16

Local School System (LSS): Queen Anne’s County

LSS Point of Contact: Brad Engel

Telephone: 410-758-8206 Email: [email protected]

Violent

Criminal Offenses

VVCOs

(Note 1)

VVCOs

Requesting

Transfers

(Note 2)

VVCOs

Transferred

Prior to Final

Case Disposition

(Note 3)

Total # of

VVCOs

Transferred to

Other Schools

(Note 4)

Abduction & attempted abduction

0

0

0

0

Arson & attempted arson in the first degree

0

0

0

0

Kidnapping & attempted kidnapping

0

0

0

0

Manslaughter & attempted manslaughter,

except involuntary manslaughter

0

0

0

0

Mayhem & attempted mayhem

0

0

0

0

Murder & attempted murder

0

0

0

0

Rape & attempted rape

0

0

0

0

Robbery & attempted robbery

0

0

0

0

Carjacking & attempted carjacking

0

0

0

0

Armed carjacking & attempted armed

carjacking

0

0

0

0

Sexual offense & attempted sexual offense

in the first degree

0

0

0

0

Sexual offense & attempted sexual offense

in the second degree

0

0

0

0

Use of a handgun in the commission or

attempted commission of a felony or other

crime of violence

0

0

0

0

Assault in the first degree

0

0

0

0

Assault with intent to murder

0

0

0

0

Assault with intent to rape

0

0

0

0

Assault with intent to rob

0

0

0

0

Assault with intent to commit a sexual

offense in the first degree

0

0

0

0

Assault with intent to commit a sexual

offense in the second degree

0

0

0

0

TOTAL

0

0

0

0

NOTE: Please read the attached guidance before completing the VVCOs in Schools Report.


Page | 133

TRANSFER OF EDUCATIONAL RECORDS

CHILDREN IN STATE-SUPERVISED CARE

CERTIFICATION STATEMENT

2015 MASTER PLAN UPDATE


Point of Contact: Brad Engel

Address: 202 Chesterfield Avenue, Centreville, MD 21617

Telephone: 410-758-8216 FAX: 410-827-8206

Email: [email protected]

I certify that the local school system is implementing the requirements for the transfer of

educational records for children in State-supervised care in compliance with §8-501 - 8-506

of the Education Article, Annotated Code of Maryland, and Code of Maryland Regulations

(COMAR) 13A.08.07.

November 18, 2015

______________________________________________________________________________

Signature - Local Superintendent of Schools/Chief Executive Officer Date

Please complete certification statement and submit as part of your 2015 Master Plan Annual

update. If you have questions, please contact:

John McGinnis

Pupil Personnel Specialist


200 West Baltimore Street, 4th Floor

Baltimore, Maryland 21201

Phone: (410) 767-0295 Fax: (410) 333-8148 Email: [email protected]



Page | 134

REVIEW AND UPDATING STUDENT RECORDS

VERIFICATION STATEMENT

2016 Master Plan Update


Point of Contact: Brad Engel

Address: 202 Chesterfield Avenue, Centreville, MD 21617

Telephone: 410-758-8216 FAX: 410-758-8206

Email: [email protected]

I certify that the local school system is implementing the requirements for the Student

Records regulation outlined in COMAR 13A.08.02.07 Review and Updating:

Are being implemented by evidence of local school and school system procedures

that addresses the ongoing maintenance and accuracy of student records. These

procedures include, but are not limited to:


Ongoing review of student records

Policies and Procedures addressing the maintenance of student records

Are not being implemented. (Please attach an explanation.)

November 18, 2015

___________________________________________________________________________

Signature - Local Superintendent of Schools/Chief Executive Officer Date

Please complete certification statement and submit as part of your 2015 Master Plan Annual

update. If you have questions, please contact:

John McGinnis

Pupil Personnel and School Social Worker Specialist


200 West Baltimore Street, 4th Floor

Baltimore, Maryland 21201

Phone: (410) 767-0295 Fax: (410) 333-8148 Email: [email protected]

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