(systems version) a self-study for accreditation …...excellence by design (sv) (2010) page intro-2...

EXCELLENCE BY DESIGN (SYSTEMS VERSION)

A Self-Study for Accreditation by the

Middle States Association of Colleges

and Schools

QUEEN ANNE’S COUNTY PUBLIC SCHOOLS

CENTREVILLE, MARYLAND

DATES OF TEAM VISIT:

FEBRUARY 27, 2012-MARCH 1, 2012

SUPERINTENDENT

Dr. Carol A. Williamson

INTERNAL COORDINATORS Mrs. Roberta Leaverton, Director of Curriculum,

Instruction and School Improvement

Mr. Richard McNeal, Supervisor

Mrs. Anne Thomas, Consultant

Middle States Association of Colleges and Schools Commissions on Elementary and Secondary Schools

3624 Market Street 2 West Philadelphia, PA 19104

Telephone: (267) 284-5000 [email protected]

Queen Anne’s County Public Schools

Strategic Plan for

Preparing World-Class Students

through

Everyday Excellence

TABLE OF CONTENTS Page

Introduction INTRO -1

Standards of Excellence INTRO- 5

Organization for Growth and Improvement

The Internal Coordinators INTRO- 26

The School System's Planning Teams INTRO- 28

The Role of the School System's Leadership and Governance INTRO- 52

The Plan for Institutionalizing a Planning Ethic INTRO- 54

The Plan for Communication and Awareness INTRO- 59

The Plan for Periodic Reviews of the Plan for Growth

and Improvement INTRO- 62

Appendix INTRO -64

The School System's Foundation Documents: Mission, Core Values,

and Profile of Graduates SFD- 1

Vision/Mission SFD-2

Core Values SFD 5

Profile of Graduates SFD-10

Appendix SFD- 13

Profile of the School System and Its Community

Profile of the School System PSC -1

Profile of Student Performance PSP- 1

Profile of Organizational Capacity

Introduction POC- 1

Philosophy/Mission Standard PM-1

Governance and Leadership Standard GOV-1

Planning for Growth and Improvement Standard PGI-1

Finances Standard FIN-1

Facilities Standard FAC-1

System Climate and Organization Standard SCO-1

Health and Safety Standard HS-1

Educational Program Standard EP-1

Evidence of System Effectiveness Standard ESE-1

Student Services Standard SS-1

Student Life and Student Activities Standard SLA-1

Information Resources and Technology Standard IT-1

Results of the External Scan ES-1

Self Assessment of Adherence to the Indicators of Quality for

Curriculum, Instruction and Assessment

Introduction SAIQ-1

Mathematics SAIQ-2

Reading/ English Language Arts SAIQ-19

The Plan for Growth and Improvement PGI-1

Race to the Top/Bridge to Excellence Master Plan RTTT/BTE-1

Excellence by Design (SV) (2010) Page INTRO-1 Self-Study Document

Introduction and Organization for Growth and Improvement

©2010, Middle States Commissions on Elementary and Secondary Schools

INTRODUCTION

xcellence by Design (Systems Version) is a protocol for self-study and accreditation that

uses strategic planning as a vehicle for growth and improvement in student

performance and in the school system’s capacity to effect that growth. The protocol,

developed by the Middle States Commissions on Elementary and Secondary Schools

(MSCESS) of the Middle States Association of Colleges and Schools, links various planning and

growth and improvement efforts. Excellence by Design (SV) leads the school system to establish

objectives for improving student performance and organizational capacity based on its vision of

a preferred future for its students. Therefore, Excellence by Design (SV) is a future-oriented and

visionary process. In addition, the protocol provides for a continuous review of programs and

services and of the results of student performance. It also allows diverse constituent groups to

participate in charting the future of the school system.

The purpose of Excellence by Design (SV) is to provide a framework and process to guide the

school system’s efforts to achieve excellence in student performance and to achieve

accreditation by the Middle States Association of Colleges and Schools—The Gold Standard.

Excellence by Design (SV) also provides the framework for formally aligning all the work of the

school system to ensure that all of its efforts are coordinated and focused on achieving the

school system’s mission. It is expected that this framework will accomplish the following

purposes:

Development of a sense of community and common purpose among the school system’s

students and staff, and its community of stakeholders.

E




A Plan for Growth and Improvement in student performance and the school system’s

capacity to produce the levels of student performance expected by the school system

and its community of stakeholders.

Greater cooperation between all of the school system’s stakeholders in identifying and

implementing practices that have been demonstrated to lead to excellence in student

performance and the organization’s capacity to produce the desired levels of student

performance.

Most importantly, this framework intends to develop in the school system's community of

stakeholders an understanding that the system it is part of a larger community of learners and

that this community has agreed upon, supports, and accepts responsibility for assisting the

system in achieving its Mission, Profile of Graduates, and Plan for Growth and Improvement in

student performance and organizational capacity. This learning community understands that,

by working together to articulate and align its efforts, it can achieve higher levels of excellence

in student performance.

In order to develop a culture of continuous growth and improvement, the system's leadership

must keep the attention of the entire community of stakeholders focused on answering the five

questions below. In the Excellence by Design (SV) process, the System Planning Team was guided

to develop answers to the following questions:

#1: By the time they have experienced our full educational program and services, what

should our students know and how should they be able to use what they know?

What content, skills, and work habits should be the priorities for learning? What

attitudes, qualities or characteristics should our students demonstrate?

#2: How well should students perform the desired outcomes, and what does excellent

performance look like?

#3: How will we measure and evaluate our students’ performance in multiple ways?

#4: How well do our students currently perform? What is the actual quality of their

work?

#5: What must we do to grow and improve our students' levels of performance?

In setting a course for continuous improvement in student and organizational performance,

school systems and their communities must study not only what the existing data tell them

about their students’ present performance levels, but they must also set clear targets for what

they want student performance to be in the future. Maintaining a focus on these five questions

is essential to a successful continuous improvement process and is a “habit of mind” that must

be cultivated and nurtured by the system's leaders and those leading the growth and

improvement efforts. Too often school systems find themselves working on curriculum and




instructional materials and engaging in professional development before they have clearly

decided what their students should know, how they should use their content knowledge,

process skills, and work habits, and what the quality of their performance should be.

A core principle of the Middle States Association is that the Association would rather recognize

and validate extant organizational and operational systems and plans that meet the

Requirements for Accreditation than requiring the school system to create separate

organizational and operational systems and plans just to meet the Middle States accreditation

requirements.

Therefore, the process of being accredited by the Middle States Association using this systems

version of the Excellence by Design self-study and accreditation protocol seeks to recognize and

honor this principle by providing a Validation Audit by which a school system may seek to

have existing plans, programs, and/or operation validated as meeting the requirements of the

protocol.

The requirements for accreditation using the Excellence by Design (SV) protocol area;

Number Requirement

1

The system has conducted a thorough and complete self-study that has

involved appropriate stakeholders of the school system [See Chapter 2].

2

The system has and is using foundational documents that govern the manner

in which the school system does its work, including a Mission, Core Values,

and a Profile of Graduates [See Chapter 4].

3

A Profile of the School System and Its Community of Stakeholders, which

consists of the following elements:

A Profile of the School System that describes the system's current

organization and staffs [See Chapter 5].

A Profile of Student Performance that describes the levels of

performance currently being achieved by the system's students using

data from multiple assessments [See Chapter 6]; and

The Results of an External Scan that describe the external educational,

social, political, economic, and technological factors that are and will

be affecting the system's ability to achieve its Mission and its student

performance and organizational capacity goals [See Chapter 7].

4 A Profile of Organizational Capacity that describes the school system's




Number Requirement

capacity to produce the levels of its student performance and organizational

capacity desired by its community of stakeholders and as expressed in the its

Mission and Profile of Graduates [See Chapter 8].

5

Identified priorities for growth and improvement in student performance and

the system's capacity to achieve the levels of student performance desired and

expected [See Chapter 9].

6

A plan to grow and improve the priorities identified for growth and

improvement that includes measurable objectives, multiple assessments to

determine achievement of the objectives, and multi-year action plans to

achieve the goals [See Chapters 10 and 11].

The Requirements 2, 3, 5, and 6 may be met through a Middle States Validation Audit.

Requirements 1 and 4—the Self-Study and the Profile of Organizational Capacity cannot be met

through the Validation Audit process.

If the school system that is the subject of this Self-Study Report sought and received validation

for any of the requirements for accreditation through a Validation Audit, this fact is recorded in

the Self-Study Report and the Visiting Team will not evaluate those requirements during its

onsite visit. The Team may, however, include observations about and recommendations for

improving the system's plans, programs, and/or operation pre-approved through an audit.

Plans, systems, and/or operations that have been validated are included in this Self-Study

Report, as they are integral to the process of developing plans for growing and improving

student performance and organizational capacity and must be considered when developing

such plans.

Although it is possible that certain plans, systems, and/or operations may have been

determined through the audit to meet the requirements for accreditation, the school system may

conclude that changes to these documents may be necessary in order to increase the quality of

their effect on the overall growth and improvement process. If any such changes have been

made, they will be noted in the Self-Study Report.





STANDARDS OF EXCELLENCE

STANDARD 1: PHILOSOPHY/MISSION

The school system has a clearly written and actively implemented statement of philosophy/mission that

conveys the general and specific purposes of its educational program, expresses expectations for quality,

and serves as the basis for daily operational and instructional decision making as well as long‐range

planning. Stakeholders give input into the development of the philosophy/mission and understand and

support it. This mission/philosophy is aligned with the community served and is reviewed periodically by

stakeholder representatives.

Indicators for the school system: 1.1 The school system takes steps to ensure that its students and their families understand and support the

system’s philosophy/mission.

1.2 The philosophy/mission is consistent with ethical norms and demonstrates respect for persons of all

races, creeds, and cultures.

1.3 The philosophy/mission is free of contradiction, ambiguity, and excessive abstraction.

1.4 The school system implements a system to assess its effectiveness in fulfilling its philosophy/mission.

1.5 The school system’s philosophy/mission is clearly communicated in its brochures, promotional

materials, policy and procedural handbooks, web site, and similar resources.

Indicators for schools: 1.9 The school takes steps to ensure that students and their families understand and support the school’s

philosophy/mission.

1.10 The school’s philosophy/mission is consistent with ethical norms and demonstrates respect for persons

of all races, creeds, and cultures.

1.11 The school’s philosophy/mission is free of contradiction, ambiguity, and excessive abstraction.

1.12 The school implements a system to assess its effectiveness in fulfilling its philosophy/mission.

1/13 The school’s philosophy/mission is clearly communicated in its brochures, promotional materials,

policy and procedural handbooks, web site, and similar resources.

STANDARD 2: GOVERNANCE AND LEADERSHIP

The Standard: The school system is chartered, licensed, or authorized by a state, nation, or authority

that operates in the public interest. The governance and leadership ensure the integrity, effectiveness, and

reputation of the school system through the establishment of policy, provision of resources, and assurance




of a quality educational program. The governance and leadership act ethically and consistently to assure an

atmosphere of mutual respect and purposeful effort on behalf of students and their learning. School system

leaders foster a productive environment for teaching and learning, timely and open communication with

stakeholders, and the vision necessary for day‐to‐day operations and long‐term planning.

Indicators for the school system: School System Governance 2.1 The school system is in compliance with all applicable statutes, ordinances, and regulations of all civil

authorities of the jurisdiction in which the school is located.

2.2 No legal or proprietary ambiguities in ownership, control, or responsibility exist. Partnerships and any

corporate linkages in ownership/governance are expressed as enforceable agreements.

2.3 The governance works cooperatively to establish and maintain clearly formulated written policies and

procedures that are consistent with the school system’s philosophy/mission. The policies and procedures

are implemented and reviewed regularly.

2.4 The governance provides appropriate opportunities for education of the trustees/board, including

orientation and training sessions so that all members understand their responsibilities and roles.

2.5 The governance appropriately recognizes the accomplishments of the staff and students.

2.6 The governance provides the school system with effective leadership, support, and continuity, including

succession planning to ensure stability of

the system’s leadership.

2.7 The governance thinks and acts strategically, reflecting on its decisions and the consequences of its

actions.

2.8 The governance implements a system for evaluating its own effectiveness in performing its duties.

2.9 The governance focuses its activities on selecting, evaluating, and supporting the head of the school

system, policy development, planning, assessing the organization’s performance, and ensuring adequate

resources to accomplish the system’s philosophy/mission.

2.10 Governance refrains from undermining the authority of the leadership to conduct the daily operation

of the school system.

2.11 The governance utilizes a clearly defined performance appraisal system for the head of the school

system. The appraisal is conducted with the knowledge and participation of the head of the organization.

School System Leadership 2.12 The head of the school system is accountable to the governance and is responsible for ensuring

achievement of expected levels of student] performance.

2.13 The school system leadership ensures that all school system programs and activities are adequately and

appropriately planned, supervised, resourced, and staffed with qualified personnel.

2.14 The school system leadership stays well informed of educational developments.

2.15 The school system leadership adheres to appropriate guidelines concerning confidentiality in

communications.

2.16 The school system leadership provides the component schools with effective leadership, support, and

continuity, including succession planning to ensure stability of the schools’ leadership.




2.17 The school system leadership focuses its activities on selecting, evaluating, and supporting the

leadership of the component schools, , planning, assessing the system’s performance, and ensuring

adequate resources to accomplish the philosophy/mission of its component schools.

2.18 Governance refrains from undermining the authority of the leadership to conduct the daily operation

of the school system.

2.19 The school system leadership utilizes a clearly defined performance appraisal system for the schools’

leadership. The appraisal is conducted with the knowledge and participation of the schools’ leadership.

Indicators for schools: School Leadership 2.28 The school leadership maintains appropriate and constructive relations with families, students, staff,

the community, and with each other in the interest of serving the needs of the students.

2.29 The school leadership undertakes operational, long range, and strategic planning aimed at

accomplishing the school’s mission and goals.

2.30 The head of the school is accountable to the school system’s governance and leadership and is

responsible for ensuring expected levels of student performance.

2.31 The school leadership ensures that all school programs and activities are adequately and appropriately

planned, supervised, resourced, and staffed with qualified personnel.

2.32 The school leadership ensures that members of the professional and support staffs stay well informed

of educational developments.

2.33 The school leadership adheres to appropriate guidelines concerning confidentiality in communications.

STANDARD 3: PLANNING FOR GROWTH AND IMPROVEMENT

The Standard: The school system uses a collaborative process to develop and implement a written

strategic or long‐range plan to grow and/or improve its educational program and services and the results

the system produces in terms of student performance. Plans are aligned with the school system’s

philosophy/mission and its operational plans, and are focused on continuous growth and improvement in

student performance and in the system’s capacity to produce levels of student performance it desires and

expects.

Indicators for the school system: 3.1 The school system’s plan for growth and improvement includes actions that must be taken in all areas of

the system’s educational program and support services to ensure that all its students perform at the levels

expected by the system’s community of stakeholders.

3.2 The school system ensures that all component schools develop and implement plans for growth and

improvement that are aligned with the system’s plan.

3.3 The plan is developed with broad‐based school community participation and input.

3.4 The plan for growth and improvement is based on an analysis of historical data, baseline performance

information, trend data, and projections.

3.5 Planners consider the capacities of its facilities, equipment, and staff before adopting new programs.




3.6 Information about the school system’s planning processes, its growth and improvement plan and goals,

and the results of implementing the growth and improvement plan are communicated to stakeholders and

the public.

3.7 The plan is supported by the school system’s community and approved by the governance where

appropriate.

3.8 Periodic external reviews validate the school system’s processes for strategic or long‐range planning and

its plan for growth and improvement.

3.9 The school system can document its long‐range planning for finances, facilities, and technology

enhancement

3.10 The plan is reviewed periodically to determine the extent to which outcomes meet expectations so that

corrective actions can be taken as needed.

Indicators for schools: 3.12 The school’s plan for growth and improvement includes actions that must be taken in all areas of the

school’s educational program and support services to ensure that all its students perform at the levels

expected by the system’s community of stakeholders.

3.13 The plan is developed with broad‐based school community participation and input.

3.14 The plan for growth and improvement is based on an analysis of historical data, baseline performance

information, trend data, and projections.

3.15 Planners consider the capacities of its facilities, equipment, and staff before adopting new programs.

3.16 Information about the school’s planning processes, its growth and improvement plan and goals, and

the results of implementing the growth and improvement plan are communicated to stakeholders and the

public.

3.17 The plan is supported by the school’s community and approved by the governance where appropriate.

3.18 Periodic external reviews validate the school’s processes for strategic or long range planning and its

plan for growth and improvement.

3.19 The school can document its long‐range planning for finances, facilities, and technology enhancement.

3.20 The plan is reviewed periodically to determine the extent to which outcomes meet expectations so that

corrective actions can be taken as needed.

STANDARD 4: FINANCES

The Standard: Financial resources are sufficient to provide the educational opportunities defined in the

school system’s philosophy/mission. The business practices of the school system are ethical. These practices

promote confidence in the school system’s ability to manage fiscal and material resources in a responsible

manner and follow prescribed budgeting and accounting principles. The majority of resources raised for

school system purposes is dedicated to the system’s operations.

Indicators for the school system: 4.1 The school system implements written financial policies and procedures that are in accordance with

accepted business practices.




4.2 The school system’s leadership exercises prudent control over all financial operations.

4.3 The school system’s leadership ensures that all component schools implement the system’s written

financial policies and procedures.

4.4 The school system’s leadership ensures that its component schools exercise prudent control over all

financial operations.

4.5 Families enrolling students in the school system are informed in advance of all financial obligations for

attending schools within the system.

4.6 Those entrusted with overseeing and conducting the financial and business operations of the school

system possess appropriate qualifications.

4.7 Periodic audits or financial reviews are conducted by qualified external agencies and the school system

responds appropriately.

4.8 The school system has written, reasonable, and equitable tuition, collection, and refund policies.

4.9 The school system carries adequate insurance coverage including business interruption, casualty,

property, and liability insurance for employees and the governance/owner, as appropriate.

4.10 The school system makes prudent use of resources available through development activities, grants,

foundations, and other partnerships.

Indicators for schools: 4.14 The school leadership exercises prudent control over all financial operations.

4.15 The school’s staff is involved in determining financial priorities for curriculum and instructional needs.

4.16 Families enrolling students in the school are informed in advance of all financial obligations for

attending the school.

4.17 Those entrusted with overseeing and conducting the financial and business operations of the school

possess appropriate qualifications.

STANDARD 5: FACILITIES

The Standard: The school system’s facilities are safe, clean, and well maintained. The physical

environment supports delivery of the educational program/services as well as optimal student development

and performance. Facilities are appropriate and adequate to implement the philosophy/mission of the

school system. They are regularly inspected for safe and effective operation and meet all applicable laws

including health and safety code requirements.

Indicators for the school system: 5.1 The school system’s facilities and equipment are appropriate for achieving its philosophy/mission and

are healthy, safe, and well maintained.

5.2 The school system plans for, funds, and schedules regular preventative measures, repairs, and

maintenance of its facilities and equipment.

5.3 The school system’s facilities offer a variety of spaces for providing quality programs and services for all

segments of the system’s population and include appropriate accommodation for:

a. instruction

b. administration

c. conferences




d. student activities

e. student services

f. storage of school property

g. storage for student belongings

5.4 Sufficient systems are in place to monitor and adjust air quality to appropriate levels.

5.5 Lighting is adequate and appropriate in student and staff areas.

5.6 Sufficient space is available for ingress, egress, and traffic flow within the facilities.

Indicators for schools: 5.7 The school’s facilities and equipment are appropriate for achieving its philosophy/mission and are

healthy, safe, and well maintained.

5.8 The school plans for and schedules regular preventative measures, repairs, and maintenance of its

facilities and equipment.

5.9 The facilities offer a variety of spaces for providing quality programs and services for all segments of the

school’s population and include appropriate accommodation for:

a. instruction

b. administration

c. conferences

d. student activities

e. student services

f. storage of school property

g. storage for student belongings

5.10 Sufficient systems are in place to monitor and adjust air quality to appropriate levels.

5.11 Lighting is adequate and appropriate in student and staff areas.

5.12 Sufficient space is available for ingress, egress, and traffic flow within the facilities.

STANDARD 6: SYSTEM CLIMATE AND ORGANIZATION

The Standard: The school system’s organizational structure and climate supports achievement of its

core values as expressed in the philosophy/mission. The school system’s culture supports successful

implementation of age‐ and developmentally appropriate educational programs and services. Roles,

responsibilities, expectations, and reporting relationships are clearly defined. Administrative, instructional,

and support staffs are qualified, competent, and sufficient in number to effectively provide quality

educational experiences. The school system regularly conducts staff performance appraisals and offers

professional development opportunities informed by its philosophy/mission. Relationships among the staff

and leadership are collegial and collaborative.

Indicators for the school system: 6.1 The school system’s design, organization, climate, and leadership support attainment of the system’s

philosophy/mission.

6.2 Designated, qualified leadership provides coordination, supervision, and direction for the educational

program, student services, and student activities.




6.3 A logical and clear table of organization for the school system includes written job descriptions that

specify levels of responsibility and reporting relationships.

6.4 Administrative, instructional, and support staffs are qualified, competent, and sufficient in number to

meet the needs of the total educational program, student services, and student activities.

6.5 School system staff members possess the qualifications of education, preparation, experience, and

commitment that contribute to the system’s success. Staff members are assigned to work by reason of their

training and expertise.

6.6 Staff members, including administrators, are assigned to work based on their education, preparation,

experience, expertise, and commitment to the school system’s success.

6.7 The school system’s leadership and staff work cooperatively to create a climate for teaching and learning

that fosters the attainment of the school system’s philosophy/mission.

6.8 The school system implements written personnel policies and procedures for the operation of the system

and makes them available to all employees.

6.9 The school system implements written policies and procedures for determining adequate compensation,

arriving at reasonable workloads and acceptable working conditions, and defining just and fair treatment

for all members of its staff.

6.10 The school system implements written policies and procedures for evaluating staff performance.

Performance appraisals are conducted with the knowledge of the staff member and reported in writing as

well as verbally. Results are used to make professional development recommendations. Staff members have

an opportunity to discuss and appeal their appraisals.

6.11 Staff members are provided opportunities to offer input into the content of their professional

development programs.

6.12 The school system implements written policies and procedures for handling complaints/grievances by

members of the staff.

6.13 The school system implements written policies and procedures for orienting and mentoring new staff

members.

6.14 The school system implements written policies and procedures to ensure that service providers not

employed by the system are appropriately oriented, supervised, and supported.

6.15 The working environment for the staff promotes collegiality, high expectations, trust, support, and

recognition for accomplishments and contributions.

6.16 Professional satisfaction and good general morale characterize the school system’s staff.

6.17 Staff members are committed to the school system, dedicated to their work, and take pride in the

outcome of their efforts.

6.18 The leadership encourages staff members’ affiliation with professional organizations.

6.19 The school system’s families and community demonstrate commitment to, pride in, and support for the

system through participation, promotion of its mission, and financial support.

6.20 Members of the staff, students, and their families feel safe in the school system.

6.21 A clearly defined, written code of student conduct supports an environment that is conducive to

learning and is understood by students, staff, and families. The code is enforced fairly and uniformly.




Indicators for early age programs: 6.22 The school system’s early age program promotes young children’s positive self‐identity, enhances their

sense of emotional well being, supports\ developing social skills, and facilitates friendships.

6.23 Personnel policies, appraisal systems, and professional development programs explicitly focus on staff

behaviors that are to be encouraged in the classroom such as teacher interactions with children,

acknowledgement of age‐appropriate affective development, and developmentally appropriate

instructional practices.

6.24 The school system seeks to achieve recommended ratios, group’s sizes, and staff qualifications.

Indicators for schools: 6.37 The school’s design, organization, climate, and leadership support attainment of the school’s

philosophy/mission.

6.38 Designated, qualified leadership provides coordination, supervision, and direction for the educational

program, student services, and student activities.

6.39 A logical and clear table of organization for the school includes written job descriptions that specify

levels of responsibility and reporting relationships.

6.40 Administrative, instructional, and support staffs are qualified, competent, and sufficient in number to

meet the needs of the total educational program, student services, and student activities.

6.41 Staff members, including administrators, are assigned to work based on their education, preparation,

experience, expertise, and commitment to the school’s success.

6.42 The school implements written personnel policies and procedures for the operation of the school and

makes them available to all employees.

6.43 The school implements written policies and procedures for determining adequate compensation,

arriving at reasonable workloads and acceptable working conditions, and defining just and fair treatment

for all staff.

6.44 The school implements written policies and procedures for evaluating staff performance. Performance

appraisals are conducted with the knowledge of the staff member and reported in writing as well as

verbally. Results are used to make professional development recommendations. Staff members have an

opportunity to discuss and appeal their appraisals.

6.45 Staff members are provided opportunities to offer input into the content of their professional

development programs.

6.46 The school implements written policies and procedures for handling complaints/grievances by

members of the staff.

6.47 The school implements written policies and procedures for orienting and mentoring new staff

members.

6.48 The school implements written policies and procedures to ensure that service providers not employed

by the school are appropriately oriented, supervised, and supported.

6.49 The working environment for the staff promotes collegiality, high expectations, trust, support, and

recognition for accomplishments and contributions.

6.50 Professional satisfaction and good general morale characterize the school’s staff.

6.51 Staff members are committed to the school, dedicated to their work, and take pride in the outcome of

their efforts.

6.52 The leadership encourages staff members’ affiliation with professional organizations.




6.53 The school’s families and community demonstrate commitment to, pride in, and support for the school

through participation, promotion of its mission, and financial support.

6.54 Members of the staff, students, and their families feel safe in the school.

6.55 A clearly defined, written code of student conduct supports an environment that is conducive to

learning and is understood by students, staff, and families. The code is enforced fairly and uniformly.

STANDARD 7: HEALTH AND SAFETY

The Standard: A safe, orderly, and healthy environment for teaching and learning is provided. The

school system adheres to local, state, and federal government health and safety requirements. Health,

safety, preventive/emergency procedures, and crisis management policies are clearly written, well

documented, implemented, and updated regularly.

Indicators for the school system: 7.1 The school system has satisfactory written procedures and functional equipment with which to

communicate during fire and other emergencies, to summon assistance, and to evacuate the system’s

facilities.

7.2 The school system provides adequate health care at school functions that take place away from the

system’s premises.

7.3 Appropriate training is provided for all staff members on how to implement emergency and crisis plans,

handle accidents and illnesses, and prevent the spread of infectious diseases.

7.4 The school system appropriately manages the storage and administration of student medications.

7.5 The school system safely stores equipment and supplies.

7.6 A system exists to account for the whereabouts of students at all times.

7.7 The school system maintains comprehensive, current health records for all students and staff.

7.8 The school system conducts and maintains written records of regular emergency drills.

7.9 Designated members of the staff inform faculty and families (as appropriate to maintain confidentiality)

about students’ health or physical needs.

7.10 The school system ensures that the staff is kept up–to‐date on relevant health, wellness, and safety

information and practices, including procedures to deal with individual student needs.

7.11 Working relationships with local authorities and health service providers are positive and ongoing.

7.12 The educational program includes opportunities for students to develop knowledge, attitudes, and

practices necessary for personal wellness and a healthy lifestyle.

7.13 The school system has an effective system to control access to its schools by visitors and other

non‐school personnel.

7.14 Staff members model positive health and safety practices.

7.15 Safe drinking water is available throughout the day for the staff and students.

Indicators for early age programs: 7.16 Care of infants is consistent with current professional practice, especially with respect to sleeping,

bottle‐feeding, diapering, sanitation, nurturing, and daily interactions.




Indicators for schools: 7.17 The school has satisfactory written procedures and functional equipment with which to communicate

during fire and other emergencies, to summon assistance, and to evacuate the school’s facilities.

7.18 The school provides adequate health care at school functions that take place away from the school’s

premises.

7.19 Appropriate training is provided for all staff members on how to implement emergency and crisis

plans, handle accidents and illnesses, and prevent the spread of infectious diseases.

7.20 The school appropriately manages the storage and administration of student medications.

7.21 The school safely stores equipment and supplies.

7.22 A system exists to account for the whereabouts of students at all times.

7.23 The school maintains comprehensive, current health records for all students and staff.

7.24 The school conducts and maintains written records of regular emergency drills.

7.25 Designated members of the staff inform faculty and families (as appropriate to maintain

confidentiality) about students’ health or physical needs.

7.26 The school ensures that the staff is kept up–to‐date on relevant health, wellness, and safety information

and practices, including procedures to deal with individual student needs.

7.27 Working relationships with local authorities and health service providers are positive and ongoing.

7.28 The educational program includes opportunities for students to develop knowledge, attitudes, and

practices necessary for personal wellness and a healthy lifestyle.

7.29 The school has an effective system to control access to the school by visitors and other non‐school

personnel.

7.30 Staff members model positive health and safety practices.

7.31 Safe drinking water is available throughout the day for the staff and students.

STANDARD 8: EDUCATIONAL PROGRAM

The Standard: The school system’s educational program consists of a carefully planned and

well‐executed curriculum that includes appropriate academic standards, solid pedagogy, and assessment

practices, all based on research and best practices. The educational program is aligned with the school

system’s mission/philosophy, approved by the governance, sufficiently financed, and reviewed regularly to

ensure its appropriateness and effectiveness. The educational program is developed to address the needs of

all students and is designed to foster and challenge student learners at all levels. Effective policies and

procedures regarding the educational program are in place, along with instructional materials, technology,

and equipment that are appropriate, functional, and well maintained. Written curriculum guides are

current, functional, available, and implemented for the instruction of students. The guides define the scope

and sequence of the educational program as well as the program’s objectives and reflect sound approaches

to teaching and learning.

Indicators for the school system:




8.1 Written curriculum guides identify program objectives and define the scope and sequence of the

educational program. The guides are functional, available, and in use.

8.2 The school system implements policies and procedures that ensure the curriculum as written is

delivered to its students.

8.3 The school system demonstrates a commitment to high levels of student performance by implementing a

rigorous curriculum for all students and aligning its expectations for its students with the expectations of

postsecondary institutions and entry into a career.

8.4 The educational program provides instruction in the basic subject areas of language arts and literature

(including early language development and literacy skills, speaking, writing, and listening communication

skills), mathematics, the sciences, and social sciences.

8.5 The educational program includes experiences in visual and performing arts, health, world languages,

and physical education.

8.6 The educational program provides experiences that promote students’ critical thinking, reasoning,

problem‐solving skills, and study skills.

8.7 The educational program includes instruction in effective uses of information technology and provides

opportunities for application.

8.8 A variety of group learning settings (e.g., individual, small group, large group) is provided for students

daily.

8.9 The educational program offers opportunities for development of social skills—such as increasing

self‐control and a sense of individual and group responsibility—in interaction with adults and peers.

8.10 Written curriculum and instruction policies and procedures provide direction to the staff, leadership,

and other stakeholders in the development, implementation, and improvement of the educational program.

8.11 Provision is made for both horizontal and vertical articulation and coordination of the educational

program among all levels of the school system.

8.12 An overview of the educational program, school system policies and procedures, and other pertinent

information is available in written form to students and their parents.

8.13 The educational program defines desired student outcomes as expressed in terms of student

understanding, knowledge, attitudes, skills, and habits.

8.14 Course or program objectives are simply stated and understandable to students.

8.15 The educational program considers the ages, cultures, and varying levels of ability of students.

8.16 The instructional program is designed to meet students’ needs in accordance with the school system’s

philosophy/mission.

8.17 The educational program and its expectations for learning are understood and supported by the school

system’s stakeholders.

8.18 Curriculum development is a dynamic, emergent process influenced by the attributes and interests of

the children, their families, and teachers.

Indicators for early age programs: 8.19 Families have opportunities to give input into curriculum development.

8.20 The educational program reflects an integrated approach to children’s social, emotional, physical,

cognitive, and language development.




8.21 Teachers treat the educational program as everything that happens during the day. This includes while

children play and explore, eat, interact, toilet, take walks or field trips, engage in planned experiences, and

are involved in transitions such as arrival, clean‐up, and departure.

8.22 Both child‐initiated and teacher‐initiated activities are included in the daily plan.

8.23 Infants and young toddlers primarily receive individual attention and occasionally take part in small

groups.

8.24 The educational program provides:

a. a balance of quiet and active times and flexibly incorporates learners’ natural routines into the

rhythm of the day.

b. daily indoor and outdoor play with a balance between large‐muscle and small‐muscle as well as

organized and unstructured experiences.

c. early language development and literacy skills through such activities as conversation,

storytelling, singing, poetry, finger plays, games, puppets, pretend play, shared reading of picture

books, and other meaningful learning experiences.

d. opportunities for increasing independence in use of materials and equipment.

e. structured and unstructured opportunities for children’s active involvement with people and

materials.

f. spontaneous learning and builds on children’s repertoires and curiosity.

g. learning areas designed for individual and group exploration and growth.

h. the integration of routine daily activities into learning.

8.25 The educational program provides experiences that prepare students for a successful transition to

elementary school settings.

Indicators for schools: 8.43 Written curriculum guides identify program objectives and define the scope and sequence of the

educational program. The guides are functional, available, and in use.

8.44 The educational program provides instruction in the basic subject areas of language arts and literature

(including early language development and literacy skills, speaking, writing, and listening communication

skills), mathematics, the sciences, and social sciences.

8.45 The educational program includes experiences in visual and performing arts, health, world languages,

and physical education.

8.46 The educational program provides experiences that promote students’ critical thinking, reasoning,

problem‐solving skills, and study skills.

8.47 The educational program includes instruction in effective uses of information technology and provides

opportunities for application.

8.48 A variety of group learning settings (e.g., individual, small group, large group) is provided for students

daily.

8.49 The educational program offers opportunities for development of social skills—such as increasing

self‐control and a sense of individual and group responsibility—in interaction with adults and peers.

8.50 Written curriculum and instruction policies and procedures provide direction to the staff, leadership,

and other stakeholders in the development, implementation, and improvement of the educational program.

8.51 Provision is made for both horizontal and vertical articulation and coordination of the educational

program among all levels of the school.




8.52 An overview of the educational program, school policies and procedures, and other pertinent

information is available in written form to students and their parents.

8.53 The educational program defines desired student outcomes as expressed in terms of student

understanding, knowledge, attitudes, skills, and habits.

8.54 Course or program objectives are simply stated and understandable to students.

8.55 The educational program considers the ages, cultures, and varying levels of ability of students.

8.56 The instructional program is designed to meet students’ needs in accordance with the school system’s

philosophy/mission.

8.57 The educational program and its expectations for learning are understood and supported by the

school’s stakeholders.

8.58 Curriculum development is a dynamic, emergent process influenced by the attributes and interests of

the children, their families, and teachers.

Indicators for elementary schools: 8.59 The educational program places emphasis on the development of cognitive, psychomotor, and affective

skills, plus the knowledge and competencies that establish the basis for greater understanding.

8.60 The educational program provides experiences that prepare students for successful transition to middle

and secondary school settings.

Indicators for middle schools: 8.61 The educational program provides activities and experiences that assist early adolescents in identifying

their aptitudes and interests, self‐directed decision-making, and building self‐worth.

8.62 The educational program provides experiences that prepare students for successful, smooth transitions

from elementary school to middle school and from the middle school to secondary school.

Indicators for high schools: 8.63 The educational program facilitates a smooth transition from middle school to secondary school.

8.64 The educational program develops academic knowledge and skills as well as career competencies.

STANDARD 9: EVIDENCE OF SCHOOL SYSTEM EFFECTIVENESS

The Standard: The school system systematically collects and rigorously analyzes quantifiable and

observable evidence of its students’ performance using multiple valid and reliable assessments. Evidence of

student learning is used to evaluate and improve curriculum effectiveness, instructional practices,

professional development, and support services. Progress in student learning and performance is expected

and is accurately, clearly, and systematically reported to the school system’s community of stakeholders.

The school system demonstrates its value and effectiveness by setting and achieving challenging goals for

growth and improvement in all areas of student performance at levels desired and expected by the system’s

community of stakeholders.




Indicators for the school system: 9.1 The school system’s leadership and staff commit to, participate in, and share in accountability for

student learning.

9.2 Assessment of student learning and performance is aligned with curriculum and instruction in a

coherent system consistent with the school system’s philosophy/mission.

9.3 Assessment results are analyzed with appropriate frequency and rigor for:

a. individual students as they move through the school system

b. cohorts of students as they move through the school system

c. comparable (local, state, and national) groups outside of the school system 9.4 Assessment results

are used to make decisions regarding allocation of resources.

9.5 The assessment of student learning and performance enables students to

monitor their own learning progress and teachers to adapt their instruction to students’ specific learning

needs.

9.6 Assessment methods and content address suitable social, emotional, physical, and cognitive/language

goals for students.

9.7 Assessments take into account recent, reliable research findings on child development and growth.

9.8 Assessments reflect understanding of the unique needs and backgrounds of each student.

9.9 Records of students’ learning and performance are maintained. General standards for transcript control

and use, including those related to confidentiality, are known and observed.

9.10 Assessment results are the basis for making recommendations to families whose children may benefit

from further evaluation. Referrals to specialists are made for early identification of possible disabilities

and/or health conditions.

9.11 Members of the staff work collaboratively with colleagues and families to review data about learners’

progress and to develop appropriate strategies for continued progress.

9.12 Families are viewed as an important source of information and insights about students.

9.13 The school system communicates its assessment policies and practices to the total school community

(e.g., via parent handbooks, web sites, teacher handbooks, policy manuals).

9.14 Communication with families regarding students’ progress in learning and performance is regular,

productive, and meaningful.

9.15 Students learn and perform at levels expected, or progress is being made to raise results accordingly.

Indicator for early age programs: 9.16 Children are observed by teachers on a daily basis using a systematic and objective process for formal

and informal observation and documentation.

Indicators for schools: 9.22 The school leadership and staff commit to, participate in, and share in accountability for student

learning.

9.23 Assessment of student learning and performance is aligned with curriculum and instruction in a

coherent system consistent with the school’s philosophy/mission.

9.24 Assessment results are analyzed with appropriate frequency and rigor for:

a. individual students as they move through the school

b. cohorts of students as they move through the school




c. comparable (local, state, and national) groups outside of the school

9.25 Assessment results are used to make decisions regarding allocation of resources.

9.26 The assessment of student learning and performance enables students to monitor their own learning

progress and teachers to adapt their instruction to students’ specific learning needs.

9.27 Assessment methods and content address suitable social, emotional, physical, and cognitive/language

goals for students.

9.28 Assessments take into account recent, reliable research findings on child development and growth.

9.29 Assessments reflect understanding of the unique needs and backgrounds of each student.

9.30 Records of students’ learning and performance are maintained. General standards for transcript control

and use, including those related to confidentiality, are known and observed.

9.31 Assessment results are the basis for making recommendations to families whose children may benefit

from further evaluation. Referrals to specialists are made for early identification of possible disabilities

and/or health conditions.

9.32 Members of the staff work collaboratively with colleagues and families to review data about learners’

progress and to develop appropriate strategies for continued progress.

9.33 Families are viewed as an important source of information and insights about students.

9.44 The school communicates its assessment policies and practices to the total school community (e.g., via

parent handbooks, web sites, teacher handbooks, policy manuals).

9.45 Communication with families regarding students’ progress in learning and performance is regular,

productive, and meaningful.

9.46 Students learn and perform at levels expected, or progress is being made to raise results accordingly.

STANDARD 10: STUDENT SERVICES

The Standard: The school system implements written policies and procedures, in partnership with

families and the community, that provide all students with, or refer them to, services that are age‐ and

developmentally appropriate and that optimize their opportunities for life‐long success. Student services

are systematic and integral to the educational program. They are provided by qualified personnel,

sufficiently financed, periodically evaluated, and philosophy/mission appropriate.

Indicators for the school system: Student Support Services 10.1 Student support services address academic skills development, social skills development, personal

growth, and career planning.

10.2 Counselors, administrators, teachers, and/or other staff members share responsibility for providing

guidance and support to students.

10.3 The school system is sensitive to the critical importance of non‐academic needs of students. A process is

in place to address students’ emotional and social needs.

10.4 Assessment data are used to adapt curriculum and teaching methods,

provide personalized counseling, and identify appropriate program placement for students.

10.5 Career awareness activities are provided as appropriate.

10.6 Student support services extend into and incorporate community services as needed.




10.7 Student data are current, comprehensive, and readily available for use by the staff.

10.8 Follow‐up studies of graduates and other former students are carried out and data are shared with staff

to help determine the effectiveness of the school system’s educational program and services.

10.9 The school system offers an orientation program for new students and their families to share the

system’s philosophy/mission, policies, procedures, and expectations.

10.10 Families are provided with information about child development, education, and related

topics through personal communications, pamphlets, meetings, and referrals to web sites and

other resources.

Transportation Services 10.11 Written policies and procedures are implemented to ensure the safety of students when being picked

up, transported, and dropped off by transportation provided by the school system.

10.12 Appropriate training is provided to transportation providers.

10.13 Transportation services provided or contracted by the school system meet the safety requirements of

all appropriate legal authorities.

Food Services 10.14 Student dining areas are functional and hygienic.

10.15 Meals provided by the school system meet generally accepted nutritional standards. Information

about nutritional values of the foods is available.

10.16 Appropriate training is provided to food services providers.

10.17 Food services personnel meet the health requirements of all appropriate authorities.

10.18 Food service facilities are inspected regularly and meet the health and safety requirements of all

appropriate authorities.

Services for Students with Special Needs

10.19 The school system implements written policies and procedures to identify and address the needs of

students with special needs.

10.20 The school system provides or refers families to appropriate related services and/or accommodations

to meet student needs.

10.21 As applicable, the school system is in compliance with all local, state, and federal requirements related

to students with special needs.

Admissions and Placement 10.22 The school system implements written admissions policies and procedures.

10.23 The school systems implements written policies and procedures for placement of students in

appropriate programs and levels.

10.24 Applicants for enrollment and their families are clearly informed of the philosophy/mission of the

school system, the nature and extent of the educational program and services available, tuition and fees (if

applicable), school system policies, and expectations for satisfactory student performance.

10.25 The school system accepts students for whom there is a reasonable expectation of success in the

educational program as appropriate and interpreted by law.




10.26 All statements and representations relating to the school system’s educational programs, services, and

resources are clear, accurate, and current.

Indicators for schools: Student Support Services 10.35 Student support services address academic skills development, social skills development, personal

growth, and career planning.

10.36 Counselors, administrators, teachers, and/or other staff members share responsibility for providing

guidance and support to students.

10.37 The school is sensitive to the critical importance of non‐academic needs of students. A process is in

place to address students’ emotional and social needs.

10.38 Assessment data are used to adapt curriculum and teaching methods, provide personalized

counseling, and identify appropriate program placement for students.

10.39 Career awareness activities are provided as appropriate.

10.40 Student support services extend into and incorporate community services as needed.

10.41 Student data are current, comprehensive, and readily available for use by the staff.

10.42 The school offers an orientation program for new students and their families to share the school’s

philosophy/mission, policies, procedures, and expectations.

10.43 Families are provided with information about child development, education, and related topics

through personal communications, pamphlets, meetings, and referrals to web sites and other resources.

Transportation Services 10.44 Written policies and procedures are implemented to ensure the safety of students when being picked

up, transported, and dropped off by transportation provided by the school or school system.

Food Services

10.45 Student dining areas are functional and hygienic.

10.46 Meals provided by the school meet generally accepted nutritional standards. Information about

nutritional values of the foods is available.

Services for Students with Special Needs 10.47 The school implements written policies and procedures to identify and address the needs of students

with special needs.

10.48 The school provides or refers families to appropriate related services and/or accommodations to meet

student needs.

10.49 As applicable, the school is in compliance with all local, state, and federal requirements related to

students with special needs.

Admissions and Placement 10.50 The school implements written admissions policies and procedures.

10.51 The school implements written policies and procedures for placement of students in appropriate

programs and levels.




10.52 Applicants for enrollment and their families are clearly informed of the philosophy/mission of the

school, the nature and extent of the educational program and services available, tuition and fees (if

applicable), school policies, and expectations for satisfactory student performance.

10.53 The school accepts students for whom there is a reasonable expectation of success in the educational

program as appropriate and interpreted by law.

10.54 All statements and representations relating to the school’s educational programs, services, and

resources are clear, accurate, and current.

STANDARD 11: STUDENT LIFE AND STUDENT ACTIVITIES

The Standard: The school system provides access to non‐discriminatory student activities that are age‐

and developmentally appropriate to supplement the educational program. A balance of academic, social,

co‐ or extra‐curricular and service activities is maintained. Student activities foster intellectual, cultural, and

social growth as well as physical health and wellness. Student activities provide opportunities for student

leadership and social interaction and encourage development of student interests.

Student activities are adequately financed, periodically reviewed by stakeholders, managed by the system’s

governance and leadership, and appropriate to the school system’s philosophy/mission.

Indicators for the school system: 11.1 Students are offered opportunities to build their skills in handling responsibility, taking initiative,

leadership competencies, cooperation, and self‐direction.

11.2 Students, staff, families, and the community are encouraged to offer input about and participate in

student activities.

11.3 Staff members, parents, and other volunteers who lead or participate in student activities are approved

by the school system’s leadership, suitably qualified, and provide appropriate supervision to students.

11.4 The school system recognizes student accomplishments, contributions, and responsibilities in

meaningful ways.

11.5 Relationships among staff, volunteers, and students demonstrate respect, fairness, and understanding.

Indicators for schools: 11.11 Students are offered opportunities to build their skills in handling responsibility, taking initiative,

leadership competencies, cooperation, and self‐direction.

11.12 Students, staff, families, and the community are encouraged to offer input about and participate in

student activities.

11.13 Staff members, parents, and other volunteers who lead or participate in student activities are

approved by the school’s leadership, suitably qualified, and provide appropriate supervision to students.

11.14 The school recognizes student accomplishments, contributions, and responsibilities in meaningful

ways.

11.15 Relationships among staff, volunteers, and students demonstrate respect, fairness, and understanding.

11.16 The school holds events that include staff, families, and children.




STANDARD 12: INFORMATION RESOURCES AND TECHNOLOGY

The Standard: Information resources, materials, and technology are accessible and of adequate scope,

quantity, and quality to facilitate the school system’s pursuit of its total educational program. The resources

encourage all students and members of the staff to broaden and extend their knowledge and skills. Access

to appropriate information resources and technology is provided for all students and the staff. Appropriate

instruction is offered to develop student and staff inquiry, research, and information literacy skills.

Information technology equipment is appropriate, functional, and well maintained.

Indicators for the School System: Information Resources

12.1 Information resources are properly catalogued, housed, and periodically reviewed for relevancy and

currency.

12.2 Media center staff is sufficient and appropriately qualified to provide effective services to students and

staff.

12.3 Adequate orientation about the use of media services, learning resources, and equipment is provided to

the staff and students.

12.4 Information resources are appropriately supported annually with funding from the school system’s

budget.

12.5 Information resources are age‐ and developmentally appropriate, current, and reflect social and

cultural diversity.

12.6 Staff and students are provided opportunities to offer input into the types, quality, and format of the

information resources provided.

Technology 12.7 The technology resources staff is sufficient and appropriately qualified to provide effective service to

students and staff.

12.8 Technology resources are appropriately maintained and supported annually with funding from the

school system’s budget.

12.9 Adequate skills training on the use of technology resources and equipment is provided to the staff and

students.

12.10 The school system implements written policies and procedures for acceptable use of technology.

12.11 Long‐range planning activities are in place to ensure that the school system keeps pace with

technological changes.

Indicators for early age programs: 12.12 Various forms of technology, including computers, cameras, and audio recording equipment,

12.12 Various forms of technology, including computers, cameras, and audio recording equipment, are

provided for supervised, active use by children.




12.13 Passive media (e.g., television, videos) are limited to appropriate content and used only as an

infrequent, specific support for topics addressed in the curriculum.

Indicators for component schools: Information Resources 12.16 Information resources are properly catalogued, housed, and periodically reviewed for relevancy and

currency.

12.17 Media center staff is sufficient and appropriately qualified to provide effective services to students

and staff.

12.18 Adequate orientation about the use of media services, learning resources, and equipment is provided

to the staff and students.

12.19 Information resources are appropriately supported annually with funding from the school’s budget.

12.20 Information resources are age‐ and developmentally appropriate, current, and reflect social and

cultural diversity.

12.21 Staff and students are provided opportunities to offer input into the types, quality, and format of the

information resources provided.

Technology 12.22 The technology resources staff is sufficient and appropriately qualified to provide effective service to

students and staff.

12.23 Technology resources are appropriately maintained and supported annually with funding from the

school’s budget.

12.24 Adequate skills training on the use of technology resources and equipment is provided to the staff and

students.

12.25 The school implements written policies and procedures for acceptable use of technology.

12.16 Long‐range planning activities are in place to ensure that the school keeps pace with technological

changes.




ORGANIZATION FOR GROWTH AND IMPROVEMENT

n this section of the self-study process, the school system was asked to ensure it either has in place or

has developed the organizational elements and processes that are necessary for the system to be

successful in achieving its Plan for Growth and Improvement. The school system has or has developed

the organizational elements and processes described below.

I. Leadership for Growth and Improvement The primary role of the leadership and governing body of a school system—those in positions of

authority and influence within the system—in the school improvement process is to serve as the

“champions” for developing a planning ethic and a process for growing and improving the levels

of student performance and the system's capacity to produce the levels of performance it says it

desires and is expected of it. Strategic planning experts have long held that champions are

extremely important to the success of planning for growth and improvement in any organization.

Because the a major goal of the self-study and accreditation process is to ensure that the school

system has a vision of a better future for its students and for the system and a plan to achieve that

vision that is accepted and supported by all, leaders must communicate publicly, clearly, and often

that: the strategic planning process is important for the future of the school system and its students, and

they will provide the leadership, resources, and support needed to make the process and the plan

successful.

This critical role for leaders also applies to the system's governing body. It, too, must “champion the cause.”

A. District-wide Strategic-Planning Team- Chairpersons

{Reference: Chapter 2, Phase I, Step 1, Excellence by Design (Systems Version)]

A required component of the protocol is the appointment of teams of Internal Coordinators. The

primary functions of the Internal Coordinators are to:

Coordinate the system's and component schools' planning process and development of a

plan for growth in student performance and organizational capacity;

Oversee planning and preparation for the Visiting Team's onsite visit; and

Provide the energy, enthusiasm, and expertise to move the self-study and accreditation

process to a successful conclusion.

A.1. System Internal Coordinators

I




A.1.a. The System Internal Coordinators for the self-study and accreditation process are:

Name Role in the Institution

Roberta (Bobbie) Leaverton Director of Curriculum, Instruction and School

Improvement

Richard McNeal Supervisor, Math and Performing and Fine Arts

Anne Thomas Consultant, UMES Partner

A.1.b. How and why were the System Internal Coordinators ( Chairpersons) selected?

The System Internal Coordinators were selected based on their previous knowledge of the

Middle States Accreditation process and their organizational and leadership skills. They

represent of a diverse educational backgrounds, school responsibilities, levels and experiences.

A.1.c. How did the System Internal Coordinators fulfill their role and responsibilities?

The System Internal Coordinators for the District-wide Planning Team have provided the

organization and leadership for all self-study activities and strategic planning. They have

established the district planning team, established a work plan and timeline for completing the

self-study and updating the long-range strategic plan. They coordinated awareness and

engagement activities, provided training to work groups and led the

District-wide Planning Team meetings. They created activities and protocols for schools to use as

part of their School Improvement Team (SIT) process. They facilitated the resources and time for

professional development and school improvement planning days. They collected work

group/sub-committee reports, and provided a link between these committees and the district

team.

A.1.d. What kinds of support and assistance were provided to the System Internal Coordinators by the

school system to enable them to fulfill their responsibilities?

The System Internal Coordinators were provided the time and resources to conduct the activities

related to the process. They had access to all key stakeholder groups and were able to engage a

broad range of the system’s other administrative and supervisory staff to provide leadership in

conducting the surveys and carrying out the self-study components.




A.2. Component School Internal Coordinators

A.2.a. The Component School Internal Coordinators for the self-study and accreditation process are:

Name Component School

Lousia Welch/ Linda Jefferson / Bayside/Kent Island Elementary School

Christina Heckard Centreville Elementary School

Marjorie Hershberger & Alice Little Church Hill Elementary School

Cassandra Cornish Grasonville Elementary School

Ann Apple & Susan Klepper Kennard Elementary School

Arlene Reading Matapeake Elementary School

Tom Walls Sudlersville Elementary School

Dina Clark Centreville Middle School

Debbie Gibson Matapeake Middle School

Luke Enzor Stevensville Middle School

Theresa Farnell & Karen Fields Sudlersville Middle School

Kristen Hurlock Kent Island High School

Karen Hansen Queen Anne’s County High School




B. The Planning Teams1 {Reference: Chapter 2, Phase I, Step 2, Excellence by Design (Systems Version)]A major commitment the

school system makes when seeking accreditation using ExBD (SV) is to include a broad spectrum

of the school system's community of stakeholders in the process of continually defining a preferred

vision for the system, in developing the means to get closer to that vision, and in implementing the

plans developed to achieve the vision.

To represent the school system's community of stakeholders in the self-study and accreditation

process, the ExBD (SV) protocol requires the system to establish planning teams that reflect the

system's community of stakeholders at both the system and component school levels. It is expected

that the Planning Teams will be given the authority, resources, and support to: Develop the vision for the school system by creating or reaffirming a statement of the system's Mission;

Develop a set of Core Values to serve as the ethical code for the system;

Develop a profile of the knowledge, skills, and qualities the system expects of its graduates;

Identify the areas of student performance and organizational capacity that are the priorities for

growth and improvement;

Oversee development of the action plans to achieve the performance objectives;

Monitor implementation of the action Conduct periodic reviews of the progress being made to achieving the

objectives

B.1. The System Planning Team

B.1.a. The members of the System-wide Planning Team are:

1It is important to note that, although the Excellence by Design (SV) protocol calls this stakeholder group a Planning Team, what the school system

calls this group is not important. Its purpose, composition, operation, and results are what are key. What the protocol requires for accreditation is

that this group meets the letter and spirit of the requirements for a Planning Team without regard to what it is called. In many school systems, an

improvement team already exists and includes the required stakeholders, so it makes sense for the system to continue that organization with any

adjustments necessary to meet the requirements of the ExBD (SV) protocol. This same principle applies to all requirements of this protocol. It is less

important what elements and products of the process are called than it is that the system meets the intentions and results of the requirements.




District –wide Planning Team

Name Title Representing Rotation Schedule

Carol Williamson

Superintendent Leadership and Governance Standing

Roberta Leaverton

Director of Curriculum, Instruction and School Improvement, Internal Coordinator

Leadership and Governance

Standing

Richard McNeal Internal Coordinator/ Curriculum Supervisor , Mathematics, STEM Team

Mathematics Curriculum, STEM Team Standing

Anne Thomas Internal Coordinator Consultant, University of MD Eastern Shore Partner

3 year s

Diane Larrimore Coordinator of Strategic Planning and Media Services Master Plan and Baldrige Liaison Standing

Kathy Draper Curriculum Supervisor , Secondary English/Language Arts

English/LA- Secondary Curriculum Standing

Elaine O’Neal Curriculum Supervisor, Early Childhood and Elementary Reading/Language Arts, Gifted & Talented

Elementary LA Curriculum Standing

Tina Thomas Curriculum Supervisor , Business Education, Career & Technology Programs, Social Studies(K-12),STEM Team Member

CTE/Social Studies Curriculum/ STEM Standing

Lloyd Taylor Principal, Sudlersville Elementary School Administration- Elementary 4 years

Theresa Farnell Assistant Principal, Teacher Specialist Sudlersville Middle

School Administration- Middle Middle School Teacher Specialists

2 years

Conrad Judy Principal, Queen Anne’s County High School Administration- High 3 years

Carrie Mitten Assistant, Principal, Stevensville Middle School Administration- Middle /Assistant Principal

3 years

Robin Landgraf Chief Financial Officer Finance/ Central Office 3 years

Ann Apple Teacher Specialist- Kennard Elementary KES, Elementary Teacher Specialists 2 years

Tomi Fabri Special Education Teacher- High Queen Anne’s County Education Association (QACEA) Representative

QACHS, Special Education Teachers Teachers’ Association

4 years

Kelly Ruby Guidance, Kent island High Guidance Counselors 4 years

Madeline Hubbard

Specialist, Student Data/Testing Central Office/Data Management 2 years

Jackie Carter Director, Character Counts Program Community/Business Partner 3 years

Kim Umberger Director, Partnering For Youth Program Community Partner/ Parent 3 years

Christine Johnston

Parent/ 4-H Parents/ North County 2 years

Linda Austin Parent, Owner Rita’s Ice, Realtor Long and Fosters Parent/Business Partner- Kent Island 3 years

Walter Pauls Retired Educator, Secondary Community Member, Minority Achievement Task Force

3 years

Student, QACHS ( junior) Students, North County 1 year

Students, KIHS ( junior) Students, Kent Island 1 year

Mrs. Beverly Kelly

Parent, Board Member Community Member, Kent Island Leadership and Governance

3 years

Jean Cupani Retired Educator and Administrator, Early Childhood and Elementary Education

Community Member, North County 3 years

Betsy Andrews Administrative Assistant, Division of Curriculum and Instruction

Central Office Standing




Members of the Work Groups/Standards Sub-Committees

Work Groups

Committee to Plan for Institutionalizing the Plan for Growth and Improvement

Name Position Rotation Schedule

Diane Larrimore Chair, Coordinator of Strategic Planning and Media Services

7 years

Sue Miller Specialist, Student Data /Testing 4 years

Lynne Ewing Specialist, ELL, Migrant Programs and Translation Services

3 years

Eric Christopher Teacher , Sudlersville Elementary 3 years

Sean Kenna Principal, Stevensville Middle 4 years

Diane McGowan Supervisor, Special Education 3 years

Plan for Communication and Awareness


Brad Engel Chair, Supervisor Pupil Services 7 years

Shauna Thompson Newspaper Rep 3 years

Kathy Easter Desktop Publisher, Webmaster, Office of Public Information

Standing

Jeff Straight Public Information Officer, Office of Public Information

Standing

Dave Brown Specialist, Student Data/Testing 3 years

Jan Whalen School Webmaster – SMS 3 years

Plan for Periodic Reviews of Plan for Growth and Improvement


Diane Larrimore Chair, Coordinator of Strategic Planning and Media Services

7 years

Bobbie Leaverton Director of Curriculum, Instruction & School Improvement

3 years

Richard McNeal Supervisor, Mathematics (PK-12), STEM Team Member

3 years

Kathryn Draper Supervisor, Secondary

English/Language Arts, New Teacher

Mentoring, Educator Effectiveness

Pilot, Secondary Reading Specialists,

Secondary Professional Development

3 years




Schools

Elaine O’Neal Supervisor, Early Childhood and

Elementary Reading/Language Arts,

Elementary Reading Specialists,

Elementary Professional

Development Schools

3 years

Willie Waits Supervisor, Science & Physical

Education (PK-12), Environmental

Education, Education That is

Multicultural, STEM Team,

3 years

Tina Thomas Supervisor, Business Education,

Career & Technology Programs,

Social Studies (PK-12), STEM Team,

Project Lead the Way

3 years

Brad Engel Supervisor, Student Services, PBIS 3 years

Diane McGowan Supervisor, Special Education ( Birth- Age 21)

3 years

Dave Brown Specialist, Student Data /Testing 3 years

Karl Hagelin Coordinator, Information Management

3 years

Committee to Develop the Profile of the School System and Community of Stakeholders, Organizational Capacity,

Student Performance


Bonnie Dixon Co-Chair/ Supervisor, Title I, Family Involvement, New Teacher Induction, Professional Development, World Languages

7 years

Diane Larrimore Co-Chair/ Coordinator of Strategic Planning and Media Services

7 years

Dave Brown Specialist, Student Data /Testing 3 years

Madeline Hubbard Specialist, Student Data /Testing 3 years

Kathy Draper Supervisor, Secondary English/Language Arts, New Teacher Mentoring, Educator Effectiveness Pilot, Secondary Reading Specialists, Secondary Professional Development Schools

3 years

Jackie Wilhelm Principal, Centreville Middle 3 years

Jackie Carter Community , Character Counts Program Coordinator

3 years

Debbie Lawrence Assistant Principal, QACHS 3 years




Committee to Conduct and Prepare a Report of the External Scan


Bobbie Leaverton Chair, Director of Curriculum and Instruction

7 years

Dr. Carol Williamson Superintendent 3 years

Richard McNeal Curriculum Supervisor , Mathematics, STEM Team

3 years

Committee to Plan the Details and Arrangements for the Visiting Team


Bobbie Leaverton Chair, Director of Curriculum and Instruction

7 years

Richard McNeal Curriculum Supervisor , Mathematics, STEM Team

4 years

Anne Thomas Consultant, University of Maryland Eastern Shore Partner, Internal Chair

3 years

Carrie Mitten Assistant Principal, Stevensville Middle

4 years

Linda Austin Parent/Business Partner( Rita’s Ice & Long & Foster’s Realtors

3 years

Betsy Andrews Administrative Assistant, Division of Curriculum &Instruction

4 years

Julia Alley Assistant Principal, Queen Anne’s County High

3 years

Karl Hagelin Coordinator, Information Management

4 years

Jackie Carter Community Partner, Character Counts

3 years

Kelly Ruby

Counselor, Kent Island High 4 years

Kim Umberger Director, Partners for Success 3 years

Kathy Easter Desktop Publisher, Webmaster, Office of Public Information

4 years

Tomi Fabri Special Education Teacher- High

Queen Anne’s County Education Association (QACEA) Representative

3 years

Jeff Straight Public Information Officer, Office of Public Information

4 years

Tina Thomas Curriculum Supervisor , Business Education, Career & Technology Programs, Social Studies(K-12),STEM Team Member

3 years

Bonnie Dixon Co-Chair/ Supervisor, Title I, Family Involvement, New Teacher Induction, Professional Development, World Languages

4 years




Self- Study Teams

1. Philosophy and Mission, Core Values, Profile of the Graduate

Name Position Rotation Schedule Richard Mc Neal Secondary Curriculum Supervisor ,

Mathematics, STEM Team

7 years

Lawrence Dunn Principal, Bayside, Kent Island Elementary 3 years Geri Thompson Director, Judy Center 3 years Michele Hampton Principal, Kennard Elementary 4 years Kevin Kintop Assistant Principal, Kent Island High Annex 4 years Jean Cupani Community Partner, Retired

Educator/Administrator 3 years

Linda Austin Parent/Business Partner( Rita’s Ice & Long & Foster’s Realtors

3 years

2. Governance and Leadership

Name Position Rotation Schedule Thad Kalmanowicz Chair, Director of Operations 7 years Carol Williamson Superintendent 3 years Dave Dulac Principal, Centreville Elementary 4 years Kevin Kintop Administrator, – Kent Island High Annex 3 years Christine Dunn Administrator, Kent Island High 3 years Kaylene Kovach Administrator, Kent Island High 4 years Heather Clark Administrator, Kent Island High 3 years Kristin Hurlock Teacher, Kent Island High 3 years Michelle Carey Principal, Grasonville Elementary 4 years Toni Schelts Support Services 3 years

3. Plan for Growth and Improvement

Name Position Rotation Schedule Dr. Diane Larrimore Chair Coordinator of Strategic

Planning and Media Services

7 years

Bonnie Dixon Supervisor, Title I, Family Involvement, New Teacher Induction, Professional Development, World Languages

3 years

Lynne Ewing Specialist, ELL, Migrant Programs and Translation Services

4 years

Toni Schelts Coordinator of Support & Distributive Services

3 years

Shawn Kenna Principal, Stevensville Middle 4 years Bobbie Leaverton Director of Curriculum, Instruction and

School Improvement 3 years




4. Finances


Robin Landgraf Chair, CFO 7 years

Carol Kamp Principal, Matapeake Elementary 3 years Diane Wright Grant Financial Specialist 4 years Toni Schelts Coordinator of Support & Distributive

Services 3 years

Tina Houston School Based Financial Secretary 2 years Jennifer Bode Financial Secretary 3 years

5. Facilities

Name Position Rotation Schedule Andy Onukwubiri Chair, Supervisor of Design &

Construction/ Construction 7 years

Sid Pinder Supervisor of School Facilities 4 years John Wright Community Member 3 years Toni Schelts Coordinator, Support & Distributive

Services 3 years

Charles Emory Supporting Services 3 years Kathy Draper Supervisor, Secondary

English/Language Arts, New Teacher Mentoring, Educator Effectiveness Pilot, Secondary Reading Specialists, Secondary Professional Development Schools

3 years

Jackie Wilhelm Principal, Centreville Middle 4 years Conrad Judy Principal, Queen Anne’s County High 3 years

6. System Climate and Organization

Name Position Rotation Schedule Dr. Lloyd Taylor Chair, Principal, Sudlersville Elementary 7 years

Leigh Veditz Principal, Sudlersville Middle 3 years Michelle Hampton Principal, Kennard Middle 4 years Janet Pauls Principal, Church Hill Elementary 3 years Theresa Farnell Assistant Principal/Teacher Specialist,

SMS 4 years

Brian Kelly Assistant Principal, Centreville Middle 3 years Annette Di’Maggio Parent 3 years Tom Wall Teacher Specialist – Sudlersville

Elementary 4 years

7. Health and Safety

Name Position Rotation Schedule Julia Alley Chair, Assistant Principal, Queen Anne’s

County High 7 years

Rob Watkins Assistant Principal, Kent Island High 3 years John Gallagher Sodexo, Supervisor 3 years Chris Parkinson School Resource Officer, Queen Anne’s

County High 3 years

Kristen Tyler Teacher, Queen Anne’s County High 3 years Matt Evans Pupil Services Worker 3 years




Margaret Kaufman Queen Anne County Health Department 3 years Sharon Rhodes Parent/Nurse, Queen Anne’s County High 3 years

8. Educational Program

Name Position Rotation Schedule Bonnie Dixon Chair, Supervisor, Title I, Family

Involvement, New Teacher Induction, Professional Development, World Languages

7 years

Geri Thompson Director, Judy Center 3 years Michelle Carey Principal, Grasonville Elementary/Parent 3 years Dina Clark Teacher Specialist, Centreville Middle 3 years Conrad Judy Principal, Queen Anne’s County High 3 years Carrie Mitten Assistant Principal, Stevensville

Middle/Parent 3 years

9. Evidence of System Effectiveness

Name Position Rotation Schedule Dave Brown Chair, Specialist, Student Data /Testing 7 years

Tracy Kenna Academic Dean, Queen Anne’s County High/Parent

4 years

Kaylene Kovach Assistant Principal, Kent Island High 3 years Terri Gloyd Math Specialist 4 years Pam Edwards Reading Specialist 3 years Lynne Ewing Specialist, Migrant and ELL Programs,

translation Services 4 years

Ann Apple Teacher Specialist, Elementary 3 years Kelly Ruby School Counselor, Kent Island High 3 years Linda Austin Parent, Business Partner, Rita’s Ice, Long &

Foster Realtors 3 years

10. Student Services

Name Position Rotation Schedule Brad Engel Chair, Supervisor Pupil Services 7 years

John Shrecongost Principal, Kent Island High 3 years Diane McGowan Supervisor, Special Education 4 years Jenn Casey School Counselor – Queen Anne’s County

High 3 years

Donna Clough Secretary, Operations 3 years Matt Evans Pupil Personnel Worker 3 years John Gallagher Manager, Food Services (Sodexho) 4 years Margaret Kaufman Community Partner, Health Department -

Nurse 3 years

Sharon Rhodes School Nurse Queen Anne’s County High, Parent

4 years

Walter Pauls Community Partner, Minority Achievement Task Force, retired Educator

3 years

Toni Schelts Coordinator, Support & Distributive Services

4 years

Susan Morris School Psychologist 3 years




11. Student Life Activities

12. Information Resources Technology

Name Position Rotation Schedule Dr. Diane Larrimore Co- Chair, Coordinator 7 years

Karl Hagelin Co-Chair Coordinator of Technology 7 years

Sean Kenna Principal, STMS 3 years

Tina Thomas Supervisor/Parent 2 years Dave Brown Specialist, Student Data/Testing 4 years Susan Miller Specialist, Student Data/Testing 3 years Jeff Straight Public Information Officer 3 years Madeline Hubbard Specialist, Student Data/Testing 4 years Debbie Scott Media Specialist 2 years Christina Schindler Parent/ Assistive Technology Specialist 3 years

B.1.b. What charge was given to the System Planning Team? What authority was it given to oversee,

monitor, and make decisions regarding the school system's planning for growth and improvement in

student performance and organizational capacity?

The Planning Team has broad authority to oversee, monitor and make decisions with

regard to the self-study process. The Superintendent and Director of Curriculum,

Instruction and School Improvement are standing members of the committee. The former

Assistant Superintendent serves as an Internal Coordinator of the Planning Team. The

planning team membership includes key stakeholders and members of the district’s

Bridge to Excellence Planning Team, School Improvement Planning Teams and other

Name Position Rotation

Willie Waits Chair, Supervisor 7 years

Dave Cooper Athletic Director of Coaches 3 years

Kim Umberger Partnering For Youth 2 years

John Schrecongost Principal – KIHS 4 years

Kaylene Kovach Academic Dean - KIHS 3 years

Amber Wright Teacher-Dance - KIHS 2 years

Barbara Sutherland Sponsor: National Honor Society -KIHS 4 years

Stephanie Zeiler Teacher/Coach -QACHS 3 years

Devon Comegys Teacher/SGA Sponsor -QACHS 2 years

Arlene Reading Teacher Specialist – MES 4 years

Kathy Carter Teacher – Kennard Elem. 3 years

Anne Robinett Teacher – Kennard Elem. 2 years

Stephanie Wishart Teacher – CHES 4 years

Cathy Crew Teacher – CHES 3 years

Celia Mathrews Teacher – CES 2 years

Allison Kern Teacher – CES, Teacher of Year 2012 4 years

Kelly Embert Teacher –SES 3 years

Terri Gloyd Teacher - SES 2 years




planning teams. Moving forward from the self-study, the District-wide Planning Team

will meet quarterly to oversee and monitor the implementation of the plan.

B.1.d. How does the membership of the System Planning Team reflect the composition of the school

system’s community of stakeholders?

The membership of the System Planning Team includes representatives from all geographic

regions of the county, various schools, grade levels, curriculum and programs, school leadership,

including members who reflect the school system’s diversity, its teachers, parents, community

members and students.

B.1.e. How were the members of the System Planning Team selected?

The Superintendent and System Internal Coordinators solicited stakeholder interest in

participating on the Middle States Self–Assessment and Strategic Planning Teams through the

district website and various standing school-level, district and community committees. Using

the Middle States guidance document regarding the suggested composition of the planning team,

we carefully selected individuals for the district-wide team who would represent our various

stakeholder groups, yet keep the team at or below 25 members. Letters of invitation were sent and

once we received an acknowledgement, the person was added to the team. We had several

members that agreed to participate but have not attended meetings. In this case, we have

contacted them to determine if they wish to assist in some other way and if so, we replaced them

on the District-wide Planning Team with another representative from their stakeholder group.

B.1.f. How does the System Planning Team function and make its decisions?

During the self-study process the System Internal Coordinators organized the meeting schedule

and established the agendas. The District-wide Planning Team met every two weeks during the

self-study process to address the stages of self-assessment and planning. Decisions were made by

consensus.

In addition to the District-wide Planning Team, we established work groups and Standards sub-

committees. These were the teams that did the work of the self-study process, organizing and

conducting the surveys, collecting artifacts, analyzing data, preparing the standards self- assessment

reports, and the self study reports.

Moving forward toward implementing the Master Plan, the role of the District-wide Planning Team




will evolve into the Blueprint for Excellence RTTT/Master Plan Oversight Team, as described in

Appendix C, Managing the Plan and Communicating Results.

B.1.g. How often did the System Planning Team meet? (Provide a list of the Team’s meetings and

minutes for the meetings in the Team’s workroom.)

The District-wide Planning Team met for approximately 2 hours every two weeks. The

subcommittee chairs met earlier on the same day and then attend the district-wide planning

team meetings as needed. (See Appendices A and B for charts showing the meeting schedules).

B.1.h. What is the System Planning Team’s relationship to any other groups in the school system, if any,

responsible for planning for growth and improvement in student performance and organizational

capacity?

Queen Anne’s County Public School System is relatively small in comparison to other Maryland

School systems. There is a limited number of staff and stakeholders to serve on the numerous

school and community work groups and committees. This is an advantage in that, by necessity,

membership on the Planning Team and other school and community committees overlap.

Planning Team members also lead or serve on the district’s Race to the Top/ Master Plan Team,

School Improvement Teams, the Baldrige Team, the Administrators and Supervisors Team,

Curriculum & Instruction Team, Specialists Teams and the Facilities Master Plan Team, to name

a few.

B.1.i. What is the System Planning Team’s plan for rotating membership of the Team and identifying

new members? What is the plan for training and orienting new members to the work of the

Team?

Committee membership rotation is documented in the committee charts earlier in this document.

The District-wide Planning Team has identified by position the team members who will be

standing committee members. Other members may rotate to be replaced by another stakeholder

representative of their group. These include curriculum supervisors, supporting services, and

school-based leadership and teacher representatives. Parents, community members and students

will be asked to make a one year commitment. New members will receive orientation to their

roles and responsibilities provided by the System Internal Coordinators.




B.1.j. How will the System Planning Team function after the visit of the Visiting Team and during

the implementation of the Plan for Growth and Improvement?

QACPS has a long history of engaging in an ongoing cycle of needs assessment, strategic

planning and reflection/evaluation. The System Planning Team convened to provide leadership

for the Middle States Self Study, Strategic Planning Process and preparation for the Validation

Visit is a blending and expansion of the current Race to the Top/ Master Planning Team, the

Baldrige Team and a number of other planning teams and processes that have operated

somewhat separately, but have been informally linked by cross-membership. The Middle States

Excellence by Design Protocol (which by the way has been the name of our student achievement

strategic planning initiative for over fifteen years) brings our various planning efforts together in

a comprehensive and cohesive manner.

The District–wide Planning Team will continue to provide comprehensive, planning, oversight,

monitoring and evaluation of all District planning initiatives. Work groups or subcommittees

will continue to be convened on an ongoing or an initiative-specific basis. The redesigned and

expanded membership of the District-wide Planning Team will continue to meet quarterly and

will serve in an advisory role to the Superintendent and Leadership Team regarding

implementation of the Plan. (See Appendix C).

B.2. The Component Schools Planning Teams

B.2.a.The members of the Component Schools' Planning Team's for school year 2011-2012 are:

Component School: Bayside Elementary

Name Role in the School System

Lawrence Dunn Principal

Louisa Welch Assistant Principal

Michele Gant Guidance Counselor

Karen Hipps Reading Specialist

Kathy Fowler Math Specialist

Valarie Sammons Special Education

Monica White Special Areas




Component School: Bayside Elementary


Jean Pentolino 3rd Grade

James Macedo 4th Grade

Jackie Kline 5th Grade

(to be filled) Para-Educator

(to be filled) Parent Member

Component School: Centreville Elementary


David DuLac Principal

Christina Heckard Teacher Specialist and SIT Facilitator

Lynn Lienemann Guidance Counselor

Sally Cooper Pre-K Teacher

Kelly Inman Kindergarten Teacher

Katie Coursey 1st Grade Teacher

Rebecca VanAken 1st Grade Teacher and Family and Community

Partnership Committee Chair

Alison Todd 1st Grade Teacher

Bonnie Schilling 2nd Grade Teacher

Tamika Lewis Para Educator and Minority Task Force

Representative

Linda Gent Reading Specialist

Lynn Beauchamp Math Specialist

Debbie Scott Media Specialist




Component School: Centreville Elementary


Celia Matthews Special Educator

Component School: Church Hill Elementary


Janet Pauls Principal

Alice Little SIT Chairperson/First Grade

Marjorie Hershberger Teacher Specialist

Cathy Crew Reading Specialist

Jeanine Brizendine Math Specialist

Linda Slaughter Guidance Counselor

Susan Peterson Secretary

Pam Brown Kindergarten

Leigh Dean Second Grade

Ginger Camp-Simpler Third Grade

Amanda Ensor Fourth Grade

Judy Adkins Fifth Grade

Matt Tickler Special Education

Regina Moore Media Specialist

Michael Moore Assistant




Component School: Grasonville Elementary


Michelle Carey Principal

Cassandra Cornish Teacher Specialist

Allison Hall Math Specialist

Mary Lou Nelson Reading Specialist

Kathryn Johnson Special Education

Andrea Hill Kindergarten Teacher

Kevin Capozzoli First Grade Teacher

Linda Schmidt Second Grade Teacher

Lisa Herckner Third Grade Teacher

Lisa Guidry Fourth Grade Teacher

Billy Richardson Fifth Grade Teacher

Megan Spence Art Teacher

Pam Donahue Para Educator

Barbara Bordley Parent

Component School: Kennard Elementary


Michele Hampton Principal

Susan Klepper SIT Chair

Ann Apple Teacher Specialist

Susan Davis Guidance Counselor

Laura Phillips Math Specialist




Component School: Kennard Elementary


Robin Plummer Reading Specialist

Betty Reed 3rd Grade Teacher

Katie Laing 3rd Grade Teacher

Julie Perozzi 4th Grade Teacher

Cathy Pfeiffer 4th Grade Teacher

Anne Robinett 4th Grade Teacher

Cathleen Radtke 5th Grade Teacher

Mark Wilhelm PE Teacher

Component School: Kent Island Elementary


Mr. Dunn Principal

Mrs. Jefferson Teacher Specialist/SIT Facilitator

Mrs. Baldwin School Counselor

Mrs. McNeil Reading Specialist

Ms. Nelson Special Educator

Mrs. Murchake Kindergarten Teacher

Ms. Burns First Grade Teacher

Ms. Coughlin First Grade Teacher

Mrs. Formica Second Grade Teacher

Mrs. Persina Second Grade Teacher

Ms. Beauchamp Math Specialist




Component School: Kent Island Elementary


Mrs. Brown Media Specialist

Mrs. Wolski Paraprofessional

Mrs. Verson Computer Lab Manager

Mrs. Kratovil Parent Representative

Centreville National Bank Business Representative

Stepping Stones Community Representative

Component School: Matapeake Elementary


Carol Kamp Principal

Arlene Reading Teacher Specialist/SIT facilitator

Sheryl Carmody Kindergarten

Rhonda Moore First grade

Dawn Kelly Second grade

Alicia Shields Third grade

Susan Kinnamon Fourth grade

Peggy Hartnett Fifth grade

Beth Stepowany Unified Arts

Anne Marie Peterson Special Education

Stacey Rankin Reading Specialist

Doreen O’Connor School Counselor

Lou Anne Dailey Support Staff




Component School: Matapeake Elementary


Keith Patterson Parent

Component School: Sudlersville Elementary


Lloyd Taylor Principal

Tom Walls Teacher Specialist

Barbara Thurber Reading Specialist

Terri Gloyd Math Specialist

Eric Christopher 5th Grade Teacher

Carrie Comegys 4th Grade Teacher

Mary Leventhal 3rd Grade Teacher

Stacy Troyer 2nd Grade Teacher

Melissa Bennett 1st Grade Teacher

Tracy Beres Early Childhood Representative

Carol Byerly PFY Site Coordinator

As a rule we normally have 3-4 parents in

attendance as well as the school staff, but

these names change monthly.

Component School: Centreville Middle


Todd Boyer 8th Grade Social Studies teacher

Dina Clark Teacher Specialist/SIT Chair




Component School: Centreville Middle


Erin Counihan Washington College PDS

Pam Edwards School Counselor

Ruth Gilley 6th Grade Science Teacher

Gail Johnson Math Specialist

Brian Kelly Assistant Principal

Mike Kern- PE teacher PE Teacher

Susan Klepper Parent Member

Katie Lofland Special Educator

Marsha Macneal 8th Grade Math Teacher

Libby Meredith 8th Grade Math Teacher

Patty Muller Reading Specialist

Bibi Niederberger 6th grade Language Arts Teacher

Kellan Paddy Student Member

Wendy Panor Parent Member

Keely Spry Student Member

Heather Walsh 7th Grade Science Teacher

Jackie Wilhelm Principal

Renee Wolff Administrative Secretary




Component School: Matapeake Middle


Deborah Gibson Teacher Specialist, SIT Chair

Josh Dishong 7th/8th Grade Math Teacher, SIT Co-Chair

Angela Holocker Principal

Jon Marketto Assistant Principal

Jen Dryer Reading Specialist

Lauren Bardsley Math Specialist

Ed France Guidance Counselor

Gail Anderson 6th Grade Reading Teacher

Katie Boyer 7th Grade Reading Teacher

Sarah Spegel 7th Grade Social Studies Teacher

Jean Humphreys 8th Grade Reading Teacher

Jenn Osborne 8th Grade Language Arts Teacher

Andrea Schulte Art/6th Grade Science Teacher

Melissa McGill 7th Grade Special Ed /IEP Chair

Tracey Armiger Computer Applications Teacher

Component School: Stevensville Middle


Sean Kenna Principal

Carrie Mitten Assistant Principal/Reading Specialist

Luke Ensor Teacher Specialist

Jennifer Schrecongost School Counselor




Component School: Stevensville Middle


Daniel Harding IEP Chair

Laura Harding Math Specialist

Courtney Sasse Science Dept. Chair

Sean Barnum Social Studies Dept. Chair

Rondell Sorrell Minority Achievement Com. Chair

Jeff Harbour PBIS Chair

Holly Schrader UA Dept. Chair/Green School Com.

Cecilia Henderson Parent/Para-professional

Nancy Lipsner Media

Beth Armstrong Teacher

Ashley Horney Teacher

Clyde Brady Teacher

Joyce Moody Teacher

Lisa Brown Teacher

Nicole Watkins Teacher

Nicole Venuto Teacher

Lauren Cornwell Teacher

Jim Apple Teacher

Laura Winne Teacher

George McNamee Teacher

Joan Colonna Teacher

Jim Claborn Teacher




Component School: Sudlersville Middle


Karen Fields, SIT Chair 7th Grade Reading Teacher

Leigh Veditz Principal

Theresa Farnell Assistant Principal/Teacher Specialist

Theresa Wheeler Math Specialist

Michelle Dewey Reading Specialist

Nicole Conner Guidance Counselor

Barry Conner 8th Grade Science Teacher

Renia Gray 7th Grade Social Studies Teacher

Rich McNeil 6th Grade Reading teacher

Rebecca Glenn Special Educator

Scotta Higdon Unified Arts (P.E. Teacher)

Component School: Kent Island High


Kristin A. Hurlock, Chairperson Social Science Educator

Tracey Nicholson World Languages Educator

Marcie Mamas CTE/Business Educator

Leslie Giambalvo Math Educator

Donna Young Math Educator

Chris Jensen Science Educator

Rebecca Ritz Science Educator

Stella Durbin Special Education




Component School: Kent Island High


Tammy Nies Guidance Counselor

Lynda Kepley Social Science Educator

Susan Randon English/Reading Specialist

John Schrecongost Principal

Christine Dunn Assistant Principal

Robert Watkins Assistant Principal

Kevin Kintop Assistant Principal, KIHS Annex

Kaylene Kovach Academic Dean

Component School: Queen Anne’s County High


Julia Alley Assistant Principal

Dale Becraft Teacher, Department Coordinator, Parent

Cathy Bornhoeft Teacher, Department Coordinator

Jennifer Casey School Counselor, Parent

Tom Fabri Special Educator

Laura Gibb Teacher

Karen Hansen Teacher, Department Coordinator, Team Facilitator

Holly Hladycz Special Educator

Yolanda Holloway Teacher

Michele Hustead Reading Specialist

Conrad Judy Principal




Component School: Queen Anne’s County High


Tracy Kenna Academic Dean

Stephanie Kevan Teacher

Debbie Lawrence Assistant Principal

Katie Marketto Special Education Specialist

Elaine McNeil Teacher, Department Coordinator

Nancy Pippin Teacher, Department Coordinator

Mike Ransom Special Educator

Bob Willis School Counselor, Department Coordinator, Parent

Jason Woodward Special Educator

Stephanie Zeiler Teacher, Department Coordinator

B.2.b. What charge was given to the Component Schools Planning Teams? What role were they given

regarding the school system's planning for growth and improvement in student performance

and organizational capacity?

The Component Schools Planning Teams have been operational for many years in support of the

Maryland Bridge to Excellence (BTE) Master Plan, the Baldrige Plan, the Facilities Plan, the

technology Plan and a number of other separate plans. They are responsible for aligning their

school improvement plans with the district-wide plan and data points (performance measures).

They model the district-wide RTTT/ BTE Master Strategic Planning processes and assist in

implementing district goals and performance targets. These teams have established committees

of diverse stakeholders and a regular schedule of meetings. A district-wide data warehouse

(Performance Matters) provides schools and teachers with easy to access data in support of a

data-driven instructional decision-making process. Schools and school teams are expected to

meet on an ongoing basis during professional development days and other times to review and

analyze the data, and then use it to adjust instruction and/or strategies within the school

improvement plan. Each school is required to conduct an annual review (reflection) of data and

submit a narrative to the district Curriculum and Instruction (School Improvement and Program

Oversight Team) team who use the information to determine what worked and what changes




need to be made to improve results toward meeting priority goals in the development of the

updated annual BTE Master Plan. Individual school teams also use the information to update

their school improvement plan. These plans are collected centrally and reviewed for alignment

and thoroughness. Administrator’s annual performance assessment includes a statement

regarding the degree to which the school met its performance targets. With the implementation

of the Maryland Race to the Top Initiative, QACPS will be reviewing its strategic planning

processes to ensure alignment and compliance with the State RTTT Plan at the district and school

levels as part of the transition to the new federal Common Core Curriculum Standards as the new

Maryland Common Core State Curriculum and the related new assessments that will be rolled

out over the next 4 years.

To facilitate this period of transition to the new Maryland Common Core State Curriculum and

other Race to the Top requirements (2010-2014), the MSDE holds annual regional Educator

Effectiveness Academies (EEA) each summer to rollout information regarding phasing in the new

standards, curriculum, assessments and instructional practices. Every public school in Maryland

is required to identify a team of teachers to participate in a trainer-of-trainer professional

development model. As a result of their participation, each school team is required to develop a

Transition Plan that describes the professional development activities they will undertake with

their school staff to share the content of the Educator Effectiveness Academy. The EEA Transition

Plan becomes a supplement to the school’s School Improvement Plan.

Schools that fail to meet state accountability measures for student achievement are identified as

in Alert Status. They are required to undertake an additional data analysis and develop a plan to

specifically address the area(s) of need. These plans are submitted to the district and State for

review and monitoring. More information regarding the Maryland School improvement process

is available at www.marylandpublicschools.org.

C. Role of the School System’s Leadership and Governance

C.1. What role has the school system’s governance and leadership played in the self-study process and

the planning for growth and improvement in student performance and organizational capacity?

The Board of Education of Queen Anne’s County Public Schools, Superintendent, Leadership Team

and staff are firmly committed to the pursuit of excellence in student achievement and all other

aspects of the organization. The system places high value on continuous strategic planning, self

study and reflection. The system has established ambitious performance goals and data-driven

http://www.marylandpublicschools.org/




accountability systems for measuring progress.

QACPS functions as a professional learning community at many inter-related levels. Collaborative

leadership is a way of life. As a result, the decision to utilize the Middle States Excellence by Design

protocol for the next round of self-assessment in our long-range strategic planning process was a

collaborative decision of the Executive Team and all school-based administrators and central office

supervisors. The Board of Education endorses the planning process and receives periodic updates on

the progress of the various committees.

C.2. How has the governance and leadership provided support for the self-study and accreditation

processes?

Board of Education Members, the Superintendent and Executive Team Members have provided

support by participating in planning and facilitating a system-wide community forum entitled What

Matters Most in Education in Queen Anne’s County. This was the kick-off event for our self-study.

Over 500 community members, parents and staff were invited to participate in these kitchen table

style conversations. The results of the conversations were analyzed and complied in a report to the

community. (A copy is available for review.)

Other ways in which the Board of Education and Executive Team have supported the self-study and

accreditation process have included chairing and/or serving on the district-wide or work group

teams, providing input into the self-assessment survey process, arranging time on leadership team

agendas for discussion and input at various stages, and providing the time and resources for all

district teams and school teams to meet and accomplish their self- assessment and planning tasks.

The system has purchased the services of a data warehouse to provide one-stop shopping for data to

facilitate a school culture of data-driven decision making. Staff is assigned to manage the data

warehouse and provide training in how to use it effectively to staff at all levels of the organization.

Professional days are set aside in the school calendar for district-wide and school-based data

analysis and school improvement planning. A school improvement process is in place that includes

an annual self-reflection component and links to the district Master plan process. Teachers are

provided training. Professional development resources are budgeted and allocated to school teams

to carry out their school-based, data identified professional development needs.




D. The Plan for Institutionalizing a Planning Ethic {Reference: Chapter 2, Phase I, Step 4, Excellence by Design (Systems Version)]

A sound planning ethic is critical to achieving the school system’s Mission, its objectives for

growth and improvement in student performance and organizational capacity, and to its

capacity to effect the intended growth. An effective planning ethic addresses the essential

question: “Does the school system and its community of stakeholders have the capacity, the

will, and the systematic structures and processes required to develop and implement its plan

and achieve its objectives?” A fine plan full of great activities is only as strong as the ability and

willingness of the school and its stakeholders to implement it.

The school system's plan for institutionalizing a planning ethic is:

QACPS Plan for Institutionalizing a Planning Ethic

1. Introduction

A. Plan for Continuous Growth and Improvement

QACPS is strongly invested in a data-driven, reflective continuous improvement process,

aligned with the Middle States Association’s Excellence by Design Protocol and the Maryland

Race to the Top/Bridge to Excellence Planning process. The process is designed to guide the

ongoing development, implementation, reflection and evaluation of a strategic plan that is

sharply focused on producing the highest levels of student performance possible through

continuous and system‐wide efforts to grow and improve student performance and the system’s

capacity to effect that growth.

We believe that effective strategic planning is essential to our school system’s growth

and improvement. Effective planning involves our school system and stakeholders in an

inductive process that allows varied issues, concerns, hopes, and aspirations to be raised.

It can open up dialogue and create new visions, offering a forum for new ideas to

surface. Effective planning begins with the development of a vision for the future and

follows with a self‐evaluation and collection of data to determine how close the school

system is to achieving its vision. A vision‐driven process fosters commitment and

ownership in educational growth and improvement. Effective planning requires us to

focus on desired results first. In order to determine how to accomplish our goals, we

must first decide exactly what we want to achieve. Effective planning is continuous. We

endorse the Middle States Association’s belief that striving to achieve ever higher levels

of student performance is a hallmark of a quality education system. The system should

never be satisfied by the results it is achieving, even if those results meet some externally




set standard. With our strategic planning process based on our vision of a preferred

future, it assumes that we, as an organization, have the ability to exercise control over

external factors and can create and build the future we desire.

We recognize that our schools are each a component of a larger system and that achieving the

levels of student performance desired and expected is achieved best when the our school system

is organized and operates as an organic whole rather than a confederation of component schools.

The Excellence by Design (Systems Version) self‐study and accreditation protocol is organized

around the 12 Middle States Standards for Accreditation of School Systems. These Standards

provide a succinct description of what quality looks like in an effective, accredited school

system. These are used to guide our planning and reflection.

Foundational Standards: Standards addressing best practices in the components of a school

system that provide the foundations for quality in the education program, services, and

results in terms of student learning.

Standard 1: Philosophy/Mission

Standard 2: Governance and Leadership

Standard 3: Planning for Growth and Improvement

Standard 4: Finances

Standard 5: Facilities

Standard 6: System Climate and Organization

Operational Standards: Standards addressing best practices in delivering the education

program, services, and activities to the students.

Standard 7: Health and Safety

Standard 8: Educational Program

Standard 9: Evidence of School System Effectiveness

Standard 10: Student Services

Standard 11: Student Life and Student Activities

Standard 12: Information Resources and Technology

Excellence by Design (SV) also provides the framework for formally aligning the work of

our school system to ensure that all of its efforts are coordinated and focused on

achieving our system’s mission. It is expected that this framework will accomplish the

following: A sense of ownership in efforts to grow and improve student performance among

the system’s students, staff, and community of stakeholders;

A viable, living plan for growing and improving student performance and the

system’s capacity to produce the levels of student performance expected by the

system and its community of stakeholders; and

Greater cooperation among all of the school system’s component schools and




stakeholders in identifying and implementing practices that have been

demonstrated to lead to excellence in student performance and the organization’s

capacity to produce the

desired levels of student performance.

Most importantly, this framework intends to develop in our stakeholders an understanding that

each school in the system is a part of a larger community of learners and that this community

has agreed upon, supports, and accepts responsibility for assisting the school system in

achieving its Mission, Profile of Graduates, and Plan for Growth and Improvement in student

performance and organizational capacity. This community understands that, they are also

connected to state, national and global trends and challenges. Through our planning processes

we develop an understanding that by working together to articulate and align our efforts, we

can achieve ever higher levels of excellence in student performance and better prepare our

graduates to be college and career ready.

In setting a course for continuous growth and improvement in student performance and

organizational capacity, our school system and stakeholders must study what the existing data

tell us about our students’ present performance, and also set clear targets for what we want

student performance to be in the future. Maintaining a focus on the five Excellence by Design

questions below is essential to a successful continuous improvement process and is a “habit of

mind” that must be continually cultivated and nurtured by our school system’s leaders and

those leading the growth and improvement efforts.

#1: By the time our students have experienced our full educational program and services,

what should our students know and how should they be able to use what they know?

What content, skills, and work habits should be the priorities for learning? What

attitudes, qualities or characteristics should our students demonstrate?

#2: How well should our students perform the desired outcomes, and what does excellent

performance look like?

#3: How will we measure and evaluate our students’ performance in multiple ways?

#4: How well do our students currently perform? What is the actual quality of their work?

#5: What must we do to grow and improve our studentsʹ performance?

The result is the development of long‐term strategic action plans that integrate program,

services, facilities, and other support systems to address growth needs as they relate to achieve

the desired levels of student performance.

The QACPS strategic planning process is a seven year cycle that aligns with the Middle States

Association’s re-accreditation term.

Year 1: Conduct a self- assessment using the Excellence by Design protocol, including the

review/ revision, as necessary, of the vision, mission, core values and Profile of a

Graduate. Use the results of the self- assessment to update the district long range




strategic plan.

Year 2: Collect data. Reflect on progress toward goals/performance targets. Review and

adjust action plans as needed, based on the data-analysis. Report results to stakeholders.




adjust action plans as needed, based on the data-analysis. Report results to stakeholders

A more comprehensive mid-point review related to accreditation also occurs, resulting in

a report to the Middles States Association.

Year 5: Collect data: Reflect on progress toward goals/performance targets. Review and

adjust action plans as needed, based on the data-analysis. Report results to stakeholders



At the beginning of the sixth year of the plan, a new self‐study is initiated, including

review/ revision of the vision, mission, core values and Profile of a Graduate in

preparation for updating the long-range strategic plan and seeking reaccreditation.



Update long range Strategic Plan. Prepare for Middle States Re-accreditation Host re-

accreditation visit.

2. System for Monitoring Implementation of Action Plans

At the district level, action plan implementation is monitored through:

monthly meetings with SIT/chairs;

Supervisors providing SIT plan feedback to school;

monthly Teacher Specialist meetings providing feedback;

data collected from evaluations of PD activities;

community feedback;

school-wide data days;

SIT rollover documents and self assessment of school SIT teacher;

school newsletters, press releases, BOE presentations, QACTV, website.

At the school level action plans are monitored through activities such as:

1) content area or grade level teams meeting monthly to discuss and

document the artifacts that show how the plan was implemented and then

share w/the SIT team.

2) SIT teams are required to report to district level teams who will also add

their artifacts to the plan (formal and informal walk-throughs)

3. System for Insuring that County Assessments for Measuring Performance Objectives Are




Administered and that the Results Are Collected, Analyzed and Used to Determine

Efficacy of the Action Plans.

The QACPS district and school improvement planning cycle, process and formats require the

inclusion of performance measures for goals and objectives identified in action plans. Annual

performance targets and measures are established. The current process has been in used since

2002. There are a number of structures in place throughout the process to monitor progress and

use the data to inform ongoing improvement.

QACPS implements the MSDE required annual strategic planning process and supplements this

with additional local goals, as appropriate, based on our comprehensive needs assessment. The

MSDE process which was called the Bridge to Excellence Master Plan, has been renamed the

Race to the Top(RTTT)/ Master Plan starting with the 2011-12 school year to reflect the federal

education reform initiative. This process is described on detail on MSDE’s www.md.k12.org

website. MSDE publishes a testing calendar for state assessments on an annual basis. QACPS

developed and implements a Comprehensive Assessment Plan linked to federal, state and local

accountability measures through our district and school improvement plans. An annual state

and local testing calendar is developed and disseminated annually by the Testing Coordinator.

This includes the state accountability testing dates, as well dates for local benchmark testing.

These plans are found in the artifacts for Standard 9.

Other activities include:

o School Improvement Teams (SIT) discuss assessment data at meetings that include

stakeholders, conduct ongoing data analysis through small-group content team discussions

and who report their findings to the SIT team .

o SIT teams report to the district-level Curriculum and Instruction Team( School Improvement

& Program Oversight Team) who monitors the school teams through the Roll-over process &

document; the comprehensive needs assessments and School Improvement Plan Evaluation

and update.

4. A plan for celebrating the school system’s successes in moving toward achievement of its

objectives.

QACPS publicizes and celebrates its accomplishments and growth with the community through

QACTV, The QACPS website, press releases, publications, and community presentations.

District teams, such as Administrators and Supervisors Team (A&S), Curriculum and Instruction

Team (C&I), and the Blueprint for Excellence District-wide Oversight Team Planning Team

acknowledge celebrations through completing the Rollover Document and analyzing the school

http://www.md.k12.org/




system data. School Improvement Teams use a similar process for identifying points of pride

and celebrating successes. Other types of celebrations include special ceremonies, such as

National Honor Society and FFA. See the Plan for Communication and Awareness for additional

detail.

E. Plan for Communication and Awareness {Reference: Chapter 2, Phase I, Step 5, Excellence by Design (Systems Version)]

An important factor in increasing the likelihood that a school system will achieve the goals it

has set in its Plan for Growth and Improvement is to ensure broad ownership of the planning

process and the Plan for Growth and Improvement across the entire system and its stakeholder

community. This is accomplished by ensuring broad based knowledge and understanding of

and support for the system performance objectives and the plans to achieve them. Therefore, an

important element of the planning process is communicating with the system's staff, students,

governing board, and other stakeholders to ensure they are aware of the requirements of the

Excellence by Design (SV) protocol, the school system’s planning process, Mission, Core Values,

objectives, action plans and, eventually, its accomplishments as it implements its plan.

The Plan for Communication and Awareness is:




Plan for Communication and Awareness

Rationale and Process

The Queen Anne’s County School system has chosen “Excellence by Design” for our system-

wide self-study as part of the Middle States Accreditation process. The Queen Anne’s County

school system has dedicated itself to creating a transparent process within the school’s

community of stakeholders who understand and support the planning process. It is our goal as

a system to engage our stakeholders in the process and it is critical that the stakeholders

understand the “Excellence by Design” model. In order to see this through, the District-wide

Planning Team, in collaboration with the subcommittee chairs, will lead the stakeholders

through the process and create a system-wide plan for “Plan for Communication and

Awareness” in order to meet the system-wide goals.

We want to make sure that all stakeholders are aware of the Middle States process and again

there must be as much transparency and inclusion as possible. This transparency and inclusion

must begin with the District-wide Planning Team’s meetings. The District-wide Planning

Team must provide opportunities for all stakeholders to be part of the District-wide Planning

Team. The planning process should be representative of the community and should allow

parent, teachers, staff members, students, and community members to become engaged in the

process. These opportunities will allow stakeholders to be heard and to provide valuable input

during these meetings. Consistent with the commitment of inclusion and transparency, all

stakeholders should be able to access information on our website www.qacps.org where

anyone who is interested can be updated on the progress of the District-wide Planning Team.

The Queen Anne’s County School system had also developed other ways to share the progress

of the system-wide District-wide Planning Team. Each month at the Board of Education

meetings this update is shared with the Board members and the public. These meetings are

televised throughout the county on our local television station and can potentially reach almost

all of our stakeholders.

http://www.qacps.org/




Board members are advised of the progress of the District-wide Planning Team and are

involved in the shared process of developing a mission, vision and profile of a Queen Anne’s

County graduate. The Board members provide feedback to the District-wide Planning Team

who then shares this feedback with the sub-committees. In August, 2011, the Superintendent of

Schools visited each school and presented the progress of the District-wide Planning Team to

each school. During her presentation she invited questions and comments and shared these

comments with the District-wide Planning Team.

Each school, during their staff meetings, has updated their staff on the progress of the District-

wide Planning Team, inviting feedback and passing along questions and concerns from staff to

the District-wide Planning Team. On professional development days content supervisors visit

the mission, vision and profile with staff and encourage participation in the system-wide

efforts.

Within the community, representatives from the District-wide Planning Team have appeared at

local meetings such as the Local Management Board, the Character Education Council, local

Chamber of Commerce events and shared the vision, mission and profile with stakeholders at

these events. The Queen Anne’s County School system partners with the Queen Anne’s County

Chamber of Commerce and that partnership known as the Business Education Partnership has

been a venue for providing information to the stakeholders and for gaining feedback from its

members.

All of the above mentioned methods of communication are critical to the process of keeping the

community informed and engaged. These venues of communication will give the District-wide

Planning Team the ability to seek feedback from stakeholders who are not part of the District-

wide Planning Team. The formation of subcommittees to complete certain portions of the

system-wide accreditation study are also composed of stakeholders and involve many parents,

teachers, staff, students and community members in the system-wide self-study process. These

lines of communication provide Queen Anne’s County Schools the opportunity to fulfill its

vision and mission. This Plan for Communication and Awareness is system-wide and will

continue to be implemented as part of ongoing improvement process after the visiting team’s

evaluation is completed in February of 2012.

Our Plan for Communication and Awareness seeks not only to inform and include all

stakeholders but also to celebrate the hard work and results of the District-wide Planning

Team. This plan is detailed in Appendix C.




E. Plan for Periodic Reviews of the Plan for Growth and Improvement

{Reference: Chapter 2, Phase I, Step 6, Excellence by Design (Systems Version)]

In order to institutionalize a planning ethic, continuous growth and improvement in student and

organizational performance must become a way of life within the school system. It must be an ongoing,

dynamic, and “evergreen” process. It is expected and required that the Plan for Growth and

Improvement that is developed and presented for accreditation will be implemented faithfully and

reviewed/revised over the length of the accreditation term. Therefore, the Excellence by Design (SV)

protocol includes the requirement that the system conducts periodic formal reviews of the action plans

and progress toward achieving the performance objectives.

QUEEN ANNE’S COUNTY PUBLIC SCCHOOLS

Plan for Periodic Reviews of the Plan for Growth and Improvement

1. The schedule of reviews by the Planning Team

The schedule of review for the school and district action plans includes monthly,

quarterly, annual reviews. The district long-range plan undergoes a

comprehensive self- assessment and update every seven years. See the Appendix C:

Managing the Plan and Communicating Results.

2. How the Planning Team will review:

o Progress toward implementation of the actions plans

Progress towards performance targets is measured quarterly. The district and

school improvement teams meet to discuss action plans, data and progress toward

specific goals and objectives.

o The results of implementation of the action plans

District and school improvement teams examine the data, focusing on subgroup

data. Through the Rollover Reflection Process and Document, they identify action

steps that worked and those that did not. They look for root causes and make

decisions for other actions.




o The results obtained from administrations of the assessments used to measure

achievement of the objectives;

Data from quarterly benchmark assessments and the annual state accountability

assessments is reviewed and analyzed by content and grade level teams, school

and district improvement teams as it becomes available. The district utilizes a data

warehouse to facilitate data analysis. Results of the analyses are used to revise

action plans, as appropriate.

3. Revisions made to the action plans based on those results

Action plans are living documents that are reviewed and revised as needed based on

data analysis.




Appendix




Appendix A

Middle States District-Wide Planning Meetings

2011-12 School Year

All meetings are in the Board Room at Central Office unless otherwise indicated.

~~~

Thursday, July 14, 2011 – 2:30-4:30

Thursday, August 18, 2011 – 2:30-4:30 (Room A – Central Office)

Thursday, September 8, 2011 – 3:30-5:30


Thursday, October 13, 2011 – 3:30-5:30


Thursday, November 17, 2011 – 3:30-5:30

Thursday, December 1, 2011 – 3:30-5:30


Thursday, January 5, 2012 – 3:30-5:30


Thursday, February 2, 2012 – 3:30-5:30





Appendix B

Middle States Sub Committee Chairs Meetings

2011-12 School Year

All meetings are in the Board Room at Central Office unless otherwise indicated.

~~~

Thursday, July 14, 2011 – 1:30-2:30 – Now July 26, 2011 – 3:00 – 4:00

Thursday, August 18, 2011 – 1:30-2:30 – Room A, Central Office


Thursday, September 22, 2011 – 2:30-3:30 – Room A, Central Office



Thursday, November 17, 2011 – 2:30-3:30

Thursday, December 1, 2011 – 2:30-3:30 – Room A, Central Office




Thursday, February 2, 2012 – 2:30-3:30 – Room A, Central Office





Appendix C

BLUEPRINT FOR EXCELLENCE

RACE TO THE TOP/MASTER PLAN

MANAGING THE PLAN AND

COMMUNICATING RESULTS




Queen Anne’s County Public Schools Blueprint for Excellence Master Plan

2010-2019

Queen Anne’s County Blueprint for Excellence

Master Plan Management Chart

Fiscal Oversight

Team

Queen Anne’s County Board of Education

Superintendent

Director of Curriculum, Instruction and School Improvement

Improvement

Master Plan Coordinator

School Improvement & Program

Oversight Teams I. District Level

II. I. School Success Factors

III. Standards and Assessments Goal 1- Student Achievement

Goal 2 – High Quality Teachers

Goal 3- School and Community Communication

Goal 4- Safe and Nurturing Schools

Goal 5- Family and Community Engagement

Goal 6- 21stCentury Learning

ESEA Programs

IV. Data Systems to Support Instruction

V. Great Teachers and Leaders

VI. Turning Around Lowest Performing Schools

School level

School Improvement Plan Teams

Blueprint for Excellence Master Plan District-wide Oversight Team




Queen Anne’s County Master Plan Organizational Chart

Members: Mr. Vito Tinelli, Mrs. Cynthia Todd, Mr. Edward Miller, Mr. Fred McNeil, Mrs. Beverly Kelly

Dr. Carol A. Williamson

Mrs. Roberta Leaverton

Dr. Diane Larrimore

Members; Dr. Carol Williamson, Superintendent of Schools; Mrs. Roberta Leaverton, Director of Curriculum, Instruction and School Improvement; Mr. Richard McNeal, Curriculum Supervisor, Mathematics, STEM Team; Mrs. Anne Thomas, UMES Partner; Dr. Diane Larrimore, Coordinator of Strategic Planning and Media Services; Mrs. Kathy Draper, Curriculum Supervisor , Secondary English/Language Arts; Mrs. Elaine O’Neal, Curriculum Supervisor, Early Childhood and Elementary Reading/Language Arts, Gifted & Talented; Mrs. Tina Thomas, Curriculum Supervisor , Business Education, Career & Technology Programs, Social Studies(K-12),STEM Team Member; Mr. Lloyd Taylor, Principal, Sudlersville Elementary; Mrs. Theresa Farnell, Assistant Principal, Teacher Specialist, Sudlersville Middle; Mr. Conrad Judy, Principal, Queen Anne’s County High; Mrs. Carrie Mitten, Assistant, Principal, Stevensville Middle; Mrs. Robin Landgraf, Chief Financial Officer; Mrs. Ann Apple, Teacher Specialist- Kennard Elementary; Mrs. Tomi Fabri, Special Education Teacher- High , Queen Anne’s County Education Association (QACEA) Representative; Mrs. Kelly Ruby, Guidance, Kent island High; Mrs. Madeline Hubbard, Specialist, Student Data/Testing; Ms. Jackie Carter, Director, Character Counts Program; Mrs. Kim Umberger, Director, Partnering For Youth Program; Mrs. Christine Johnston, Parent/ 4-H; Mrs. Linda Austin, Parent, Owner Rita’s Ice, Realtor Long and Fosters; Mr. Walter Pauls, Retired Educator, Secondary; Mrs. Beverly Kelly, Parent, Board Member; Mrs. Jean Cupani, Retired Educator and Administrator, Early Childhood and Elementary Education; Mrs. Betsy Andrews, Administrative Assistant, Division of Curriculum and Instruction

Members: Dr. Carol A. Williamson, Superintendent; Mrs. Roberta Leaverton Director for Curriculum & Instruction; Mr. Daniel Lessard, Director of Human

Resources; Mrs. Robin Landgraf, Director of Finance; Mr. Thad Kalmanowicz, Director of Operations

Goal I. Student Achievement Team Chair-Mrs. Roberta Leaverton, Director of Curriculum, Instruction & School Improvement; Goal 2. Highly Qualified Staff Team Chair- Mr. Dan Lessard ; Director of Human Resources; Goal III. School/Community Communication Team Chair: Mr. Karl Hagelin, Coordinator of Information Management; Goal IV. Safe Schools/ Learning Environment Goal Team Co- Chairs- Mr. Brad Engel; Supervisor of Pupil Services & Mrs. Diane McGowan, Supervisor of Special Education; Goal V. Family & Community Engagement Goal Team Co-Chairs- Dave Brown, Local Accountability Supervisor & Brad Engel, Student Support Service Supervisor; Goal VI. 21st Century Learning Team Chair, Mrs. Roberta Leaverton, Director of Curriculum, Instruction & School Improvement. Additional members include ESEA Program Coordinators- Title I & Title II , Mrs. Bonnie Dixon; Title III- , Dr. Diane Larrimore; Cross Program Theme Specialists- Fine Arts and Performing Arts- Mr. Richard McNeal; Gifted and Talented- Mrs. Elaine O’Neal_; Special Education- Mrs. Diane McGowan; ELL- Mrs. Lynne Ewing; Poverty and Minority Representation- Mr. Willie Waits; . Principals or their designees serve as chairpersons for School Improvement Teams. Program and School Improvement Teams may also include additional Central Office staff, school administrators and staff, parents, community and business leaders, as appropriate.

Superintendent

Director for Curriculum, Instruction and School Improvement


Fiscal Oversight Team

School Improvement & Program Oversight Teams

Blueprint for Excellence Master Plan District-Wide Oversight Team

Board of Education




QUEEN ANNE’S COUNTY PUBLIC SCHOOLS BLUEPRINT FOR EXCELLENCE


MANAGEMENT PLAN

DISTRICT-WIDE OVERSIGHT TEAM

Activity Responsible Timeline Measure

Review and provide

input into the

development of the

Master Plan Annual

Update.

Superintendent

Director of

Curriculum,

Instruction & School

Improvement

District-wide Team

Members

September Meeting agenda &

minutes

Monitor implementation

of the Master Plan and

progress on the

achievement of goals.

Recommend changes to

the plan based on data

analysis and ongoing

assessment of progress.

District-wide Team

Members

Quarterly Meeting agenda &

minutes

Provide oversight to the

strategic planning

process

Superintendent

Director of

Curriculum,


Improvement

District-wide Team


minutes




Members

Monitor implementation

of public awareness plan

Superintendent

Director of

Curriculum,


Improvement

District-wide Team

Members


minutes






MANAGEMENT PLAN

FISCAL OVERSIGHT TEAM

Activity Responsible Timeline Measure

Establish approved budgets

with narratives supporting

planned objectives and

funding sources

Grant Program

Specialists

Grant cycle Grant application

submitted

Enter budgets into the

QACPS finance system

detailing revenues and

expenditures by category and

object.

Chief Financial Officer Annually by

September 1

Monthly budget

reports

Approve expenditures prior

to entry into finance system

Grant Specialists

Chief Financial Officer

Daily Monthly budget

reports

Enter daily approved

expenditures into finance

system, directly charged

against budgets and reduce

account balance

Accounting Department Daily Monthly budget

reports

Transmit YTD cash

expenditures monthly to

MSDE via internet

Chief Financial Officer End of each

month

Within 24 hours

the expenditures

are posted and can

be viewed via the

internet




Conduct and audit of grant

budgets using and

independent accounting firm.

Chief Financial Officer June 30 of

each year

Audit report

presented to the

Board of Education

Submit annual grant reports

to MSDE

Chief Financial Officer September 30

of each year

Audit approved by

MSDE

Work with various program

committees to develop and

implement a plan of annual

community awareness and

input strategies into the

budget process

Chief Financial Officer September

Completed plan

Annual Report

Budget

Information

Brochures

Website Info

Conduct public input

sessions with Board of

Education to receive input on

the budget

Fiscal Oversight Team December Public input held

Review program budgets

with Plan Oversight Team

Superintendent


December Budgets reviewed

Formulate Superintendent’s

proposed budget for the

upcoming fiscal year

(includes review of all

expenditures, and program

budgets, school needs, parent

and community input, and

recommendations of Plan

Oversight Team)

Superintendent


December-

February

Budget prepared

Review of Superintendent’s

proposed budget

Queen Anne’s County

Board of Education

January-

February

Board review

completed

Adopt Superintendent’s Queen Anne’s County February- Budget approved




proposed budget Board of Education March and adopted

Submit budget to County

Council


Board of Education

March Proposed budget

submitted to

County Council

Approve school system

budget

County Council May-June Approved budget

received

Adopt upcoming fiscal year

school system budget

County Council May- June Approved budget

adopted

Develop and submit Master

Plan program budgets as part

of annual submission

ESEA Program

Coordinators


August Master Plan

submission

Approval of Master Plan MSDE October Letter of approval





Blueprint for Excellence

RACE TO THE TOP/ MASTER PLAN

SCHOOL IMPROVEMENT & PROGRAM MANAGEMENT

OVERSIGHT TEAMS

Activity Responsibility Timeline( Annually,

unless otherwise noted)

Measure

Reflection

Schools review action

plans; complete template

identifying which actions

were completed, what

worked and what didn’t

work and why

School Improvement

Teams (SIT)

Master Plan

Coordinator

responsible for sending

and collecting; SIT

Facilitator responsible

for completion of

document

Template sent to

schools in May of

each year;

completed and

returned by schools

to Central Office on

or before July 15th.

Completed

Rollover/Reflec

tion Document

Data Analysis:

Schools analyze student

data and programs

(Triangulation); assessing

progress in student

achievement (by aggregate

and subgroup) in content

areas and programs;

determine progress toward

county goals; complete

needs assessment; and

School Improvement

Teams

Master Plan

Coordinator

responsible for sending

and collecting plans

from schools; SIT

Facilitators responsible

for completing SIP

process

Templates (based

on MSDE Annual

Bridge to Excellence

Master Plan

document) sent to

schools by June of

each year;

completed by

schools in August

Completed

School

Improvement

Plan binders

(including all

components)

Needs

Assessment

SIP

PD Plan




draft new SIP (School

Improvement Plan)

Management

Plan

Master Plan Annual

Update Part I : District Data

Analysis and Review of Master

Plan and Current Action Plans:

District Supervisors review

school data and

information to determine

progress on District Master

Plan; summarize findings

and complete the Master

Plan Annual Update Part I

Curriculum &

Instruction (C&I) Team

responsible for drafting

Completed and

submitted to Master

Plan Coordinator

by August 30

Completion of

Master Plan

Annual Update

Part 1

Public Awareness:

School Improvement

Teams share data analysis

and updated SIP with staff

and parents.

Principal and SIT

Facilitator

August/September Agendas and

Minutes from

meetings

Master Plan Part II:

Grant applications are

completed and sent to

MSDE

Grant Program

Managers

Director of C&I

Master Plan

Coordinator

August Completed

Grant

Applications

and tentative

approval from

state level grant

manager

Present Annual Update

Report and DRAFT

Updated Master Plan to

the District-wide Planning

team for Review and

Feedback

Director of Curriculum

and Master Plan

Coordinator

September Meeting

Agenda and

Minutes




Submit DRAFT Master

Plan Update to BOE for

preliminary review

Superintendent and

Master Plan

Coordinator

September BOE Meeting

Agenda and

Minutes

Schools conduct monthly

SIT meetings to monitor

progress of SIP; review and

analyze data; review

components, targets,

timelines; and modify

plans. Submit

reports/revisions to

Director of C&I

School Improvement

Facilitator

September - June Minutes

submitted to

Director of C&I

Submit completed Master

Plan Annual Update to the

Board, County

Commissioners and MSDE

Director of C&I October Completed

Bridge to

Excellence

Master Plan

C&I team responds to

MSDE Follow up

questions

Master Plan

Coordinator and

Director of C&I

November Written

Responses

Schools and C&I Team

conduct review of

programs and actions

plans; determine budgetary

needs for the upcoming

fiscal year; present

projected needs to Fiscal

Oversight Team and


Commissioners

Fiscal Oversight Team December Draft school

and C&I

budgets

Final MSDE Approval of

Master Plan Annual

MSDE December Written

Approval/Grant




Update Awards

Present mid-year report to

the District-wide Planning

Team and the Board of

Education-benchmark data

and progress toward long

range goals.

Action Plan Team

Chairpersons

January- March Agenda and

Minutes

Complete transition to

integrated Blueprint for

Excellence format for the

district (Middle States,

MSDE BTE/RTTT)

Director of C&I and

Master Plan

Coordinator

March-April, 2013 Reformatted

Plan

Provide feedback to staff,

parents, teachers and other

interested community

stakeholders on the

achievement of goals and

objectives

School Improvement

Teams

Program Oversight

Teams, in coordination

with the Master Plan

Oversight Team

June - July Reports of

progress

Biannual

Benchmarks of

Success reviewed

by the Board of

Education and

published to the

community.

Mid–Point Review Middle States

Commission

September 2013-14 Mid-Point

Report and

Middle States

Feedback






MANAGEMENT PLAN

PUBLIC AWARENESS /COMMUNICATING RESULTS

Activity Responsibility Timeline Measure

Signs with Mission, Vision, Values,

Profile to be posted in all schools and

APA

Richard McNeal 2011-2017 All 14 schools

and APA will

have signs

Newspaper Articles-

Press Releases

Letters to Editor

Brad Engel 2012-2017 Quarterly

articles in

local

newspapers

Press Releases

Facebook Brad Engel 2011-2017 Continual

updates and

recognitions of

MSA

team….vision,

mission,

values, profile

Publicity of Mission, Vision, Values

and Profile at Board of Ed Meetings

Jeff Straight 2011-2017 Board Meeting

Notes

New logo on QACPS District and

School documents

Kathy Easter

Principals

2011-2017 Monitored

through Office

of Public

Information

Updates in School Newsletters to

inform Parents of Middle States

Principals Jan. – June 2012 Newsletters




Evaluation and

Mission, Vision, Values, Profile

posted on district and school websites

Kathy Easter

Principals

January 2012 and

ongoing

Monitored by

webmaster

Robo call to alert stakeholders to

check out Middles States Self-

Assessment information on district

website

Dave Brown January 2012 Call log

School-based professional

development

C and I Team 2011-2017 Master Plan

QACTV Show - interviews with

District Staff to inform the public

about our Vision, Mission Profile,

Self-Assessment and Ongoing

Progress

Jeff Straight

Richard McNeal

Initial Segments

Jan. and Feb. 2012

Ongoing 2011-

2017

Quarterly

productions

Community Awareness through

groups such a Character Counts,

LMB, Chamber of Commerce

Brad Engel 2011-2017 Semi-annual

review

Radio interviews with District Staff

to inform the public about our

Vision, Mission Profile, Self

Assessment and ongoing progress.

Richard McNeal

Jeff Straight

2012 and ongoing Semi-Annual

review

Paint a mural in the board room

which would be seen on every BOE

broadcast

Brad Engel

Art Department

2012 Design

prototype




Meet with Community Service and

Business Partners to share results of

Self –Assessment and Updated Plan

Exec PTA- Principals

CC Mentors- Jackie Carter

LMB- Jackie Carter/Brad

Engel

Realtor Association- Linda

Austin

Rotary- Carol Williamson

Chamber of Commerce-

Carol Williamson

County Commissioners-

Carol Williamson

Jr. Chamber of Commerce-

Linda Friday/Brad Engel

Judy Center Board- Bonnie

Dixon

SECAC- Diane McGowan

Aspiring Leaders-

Lawrence Dunn

Ministerial Association-

Willie Waits

Minority Achievement

Committee- Willie Waits ,

Walter Pauls

Student Councils/ Honor

Societies- Middle and

High- Richard McNeal/

Bonnie Dixon

Jan. – Feb 2012

2012- 2017-Annual

updates on

Progress

Agendas

Publications

Brochure profiling each

school and highlighting

bragging points- Bobbie

February 2012

Brochure and

distribution




Leaverton, Kathy Easter

Brochure Explaining

Middle States

Accreditation Process-

Richard McNeal, Kathy

Easter

Brochure highlighting

V/M/CV/Profile/ Action

Plan- Richard McNeal,

Kathy Easter

January 2012

January 2012

list

Post Annual Review of

Comprehensive School Improvement

Plan (Master Plan) and Updates

Annual Action Plans to website

Bobbie Leaverton

Kathy Easter

Annually

September 2012-

2017

Website

posting

Schedule Middle States Mid Point

Review

Bobbie Leaverton 2013-14 Mid –Point

Report

Meeting

agenda