organizational section - amazon web services · 2017-10-11 · organizational section. ... a...

Frederick County Public Schools FY 2016 Operating Budget31

Organizational

ORGANIZATIONAL SECTION

Brad W. Young was elected to the Board of Education in November 2010 for a four-year term December 2010-14. He was re-elected to serve another four-year term December 2014-18. The Board elected Mr. Young its president December 2014-December 2015 and again through December 2016. He also served as Board president for 2010-11 and is liaison to the Board’s Endowment Fund Committee and the Frederick County Parks and Recreation Committee. A 1982 graduate of Governor Thomas Johnson High, Mr. Young earned an associate’s degree in business at Frederick Community College, a bachelor’s degree in economics at the University of Maryland, College Park, and a master’s degree in business from Frostburg State University. A Certified Financial Planner™ professional and a Certified Trust and Financial Advisor, he also holds certificates from the Northwestern Graduate Trust School and the Cannon Financial Institute Trust School. Mr. Young is President and CEO of Maryland Financial Planners. He serves on the Planned Giving Committee for Frederick Memorial Hospital. He coaches softball at Hood College and is a member of the adjunct faculty at Mount St. Mary’s University. He is also president of the Frederick County Estate Planning Council and a member of Frederick Rotary. Mr. Young served 15 years on the Frederick Community College Board of Trustees, six years on the Board of the Maryland Association of Community College Trustees, and six years on the Board of the Association of Community College Trustees. He also served on the Board of Advisors for the Universities of Shady Grove for six years. Brad Young is a registered representative of Lincoln Financial Advisors Corp., a broker/dealer (member SIPC) and registered investment advisor.

Liz Barrett was elected to the Board of Education in November 2014 to serve a four-year term December 2014-18. The Board elected Ms. Barrett its Vice President December 2014-December 2015 and again through December 2016. She earned her J.D. degree from the American University, Washington College of Law in 2007; her M.A. in English from the University of Maryland College Park in 2002; and her B.A. in English and ethics from King’s College, Pennsylvania in 1998. Ms. Barrett works as a federal consultant focusing on strategic planning, business process improvement, and policy and regulatory affairs, in particular gender-based equal pay and civil rights work. Previously she served as director of Communication and Regulatory Policy at the U.S. Department of Agriculture. She also taught composition and literature at Anne Arundel Community College and the College of Southern Maryland. Ms. Barrett grew up on Main Street in Myersville and is a Middletown High School graduate. She is an FCPS volunteer and serves on the Frederick County Student Homelessness Initiative Partnership (SHIP) Advocacy Committee and works with a number of other poverty and human rights advocacy organizations.

BOARD OF EDUCATION OF FREDERICK COUNTY

Zakir Bengali was elected in November 2012 to serve a four-year term on the Board of Education of Frederick County from December 2012-16. Hailing from Mumbai (formerly Bombay), India, Zakir Bengali completed his master’s degree in microbiology at the University of Mumbai. In 1968 he came to the United States to pursue a doctorate degree in biology/biochemistry at the University of Rochester. In 1973 he left for India to teach at the University of Bombay, where he helped establish the first undergraduate and graduate programs in sciences, especially microbiology, in an all-women’s college of the University. He was professor and chair of the Microbiology Department and ex-officio member of the Academic Council and the Board of Studies in Microbiology at the University. In 1975, Dr. Bengali joined the National Cancer Institute in Frederick as a visiting scientist, returning to the United States to address family health concerns. After five years, he transferred to the Scientific Research Administration at the National Institutes of Health (NIH). Over the next 25 years, Dr. Bengali held positions in various institutes of NIH. In 2006, he retired from NIH and joined the Shriners Hospitals for Children as vice president for research in Tampa, Florida. In 2009, he retired from that position and returned to Frederick. Dr. Bengali is a charter member and past president of the Torch Club of Frederick. He has also served on the Frederick Community College Foundation, chaired the Middle School Science Teaching Committee, and represented Maryland on the National Science Teaching Standards panel. In addition to serving on the BOE, he is president of the Board of the Asian American Center of Frederick.


Organizational

Colleen Cusimano was appointed to the Board of Education in July 2013 by the Board of County Commissioners to fill the remaining term of Board of Education member James C. Reeder Jr., which ended in December 2014. She took the oath of office on August 14, 2013. She was re-elected to serve December 2014-18. Ms. Cusimano is a University of Maryland University College graduate with a bachelor of science degree in Information Systems Management. She has worked in the information technology field for over 16 years, including 2 years with Frederick County Public Schools. Ms. Cusimano has volunteered for local schools, the PTA, and Girl Scouts of America.

Kathryn B. Groth was appointed to the Board of Education in May 2004, elected to a four-year term December 2004-08, and re-elected to four-year terms December 2008-12 and 2012-16. She was Board president December 2006-07 and 2009-10 and vice president December 2005-06 and December 2013-14. Ms. Groth is the BOE legislative representative and has served as president of the Maryland Association of Boards of Education. She earned her bachelor’s and master’s degrees from the University of Maryland. Employed with FCPS for 10 years as a speech and language pathologist, Ms. Groth has also worked as a speech pathologist for the Frederick Memorial Hospital (FMH) Easter Seal Rehabilitation Center and the Maryland School for the Deaf. She has consulted for Citizens Nursing Home; Homewood Retirement Center; Home Call, Inc.; Seton Center; Therapeutic Pre-School; and FMH Home Care. From 1970-2001 she was a speech pathologist in private practice. She has also worked as an FCPS substitute teacher. Ms. Groth’s professional and civic affiliations include PTA/PTSA leadership, service on the Scott Key Center and Eastview Community Association boards of directors, affiliation with Advocates for Academic and Creative Excellence as a founding member, Frederick County Council for Exceptional Children charter member, and capital campaign chair for Church of the Transfiguration.

April Fleming Miller was elected to the Board of Education in November 2010 for a four-year term December 2010-14. She was re-elected to a four-year term December 2014-18. Dr. Miller is liaison to the Career and Technology Advisory Council. A 1988 Middletown High graduate, she earned her bachelor’s degree in biology and psychology at the University of Maryland Baltimore County in 1992 and doctoral degree at the Pennsylvania College of Optometry at Salus University in 1996. Dr. Miller is employed as an optometrist at Evich and Nathan Optometry and Optical Center in Frederick.

Joy Schaefer was elected to the Board of Education in November 2012 to serve a four-year term December 2012–16. The Board elected Mrs. Schaefer its vice president December 2012–13 and president December 2013–14. She graduated from Georgetown University in 1989 with a degree in Foreign Service. Her professional experience includes working at the Foreign Policy Association to develop educational programs, curriculum, and resources for educators at the secondary school level through learning in retirement. Mrs. Schaefer has been a long-time volunteer in Frederick County Public Schools, both at the local school level as well as at the county level. She has served in various roles at local PTA/PTSAs and on the PTA Council of Frederick County. She served on the 2010 Elementary Math Task Force and on the school system’s Family School Partnership Committee.

Carter Gipson was elected to the Board of Education in 2016 to serve as the student member for the 2016-17 term. He is a senior at Oakdale High School (OHS). Prior to beginning his student member term he was president of the Frederick County Association of Student Councils. He leads the OHS Mock Trial Team as captain and lead counsel and participates in the OHS Model United Nations (UN) Team. He also competes in the Johns Hopkins University Model UN Competition and Hood College Regional Competition.


Organizational

Theresa Alban has served as Superintendent of Frederick County Public Schools (FCPS) since July 2011. An educator with over 35 years of experience, Dr. Alban began her career as an elementary and special education teacher in Baltimore County Public Schools. From 2000-2005, she worked in Montgomery County Public Schools in the Office of Shared Accountability. She then served in the Howard County Public School System in several positions, including Chief Operating Officer. In 2014, Dr. Alban received the Maryland State Advisory Council for Gifted and Talented Education’s School System Leader Award. Under Dr. Alban’s leadership, FCPS has received numerous grants to support 21st century learning opportunities for students and staff. Frederick County was one of two counties to receive the first Apprenticeship Maryland Grant. Dr. Alban is past President of the Public School Superintendents Association of Maryland, an association of public school superintendents who represent the 24 school systems in Maryland. Dr. Alban received her B.A. in Elementary Education and Special Education, summa cum laude, from the College of Notre Dame in Baltimore, Maryland. She has a master’s degree in Administration and Supervision from Loyola College in Baltimore and a Ph.D. in Measurement, Statistics, and Evaluation from the University of Maryland, College Park, Maryland.

Ray Barnes has been with Frederick County Public Schools since 1993. In his current position as Chief Operating Officer, he is responsible for long-range planning of future school facilities, building design, school construction, operations, maintenance, redistricting, transportation services, and security and emergency management. As part of these responsibilities, his team is responsible for preparing the six-year Capital Improvements Program for FCPS, managing transportation services on a daily basis for 30,000 students, and maintaining 6.5 million square feet of building space. Prior to being hired by FCPS, Mr. Barnes was a senior planner for the Frederick County Planning Department. He was responsible for long-range land use planning and community development for Frederick County. He taught on the subject of planning at Hood College’s graduate program and served on many state and Local committees whose focus was on school design, construction, and funding. He has represented FCPS at numerous civic organizations and professional group meetings in Frederick County. He currently serves on the Board of Directors for the Religious Coalition for Emergency Human Needs and is a mentor in the RISE (Relationships, Integrity, Strength, and Excellence) program at Lincoln Elementary School. Mr. Barnes has a bachelor’s degree in Government from the University of Maryland in College Park and a master’s degree in Community Planning from the Baltimore City Campus of the University of Maryland.

Jamie Cannon has worked for FCPS for 17 years. Her current position is Chief of Staff and Legal Counsel. She oversees Legal Services and Human Resources. Ms. Cannon received a B.S. degree in Employment Law/Personnel from Towson State University, an M.B.A. degree from Frostburg State University, and a J.D. from Widener University School of Law. She previously worked for Washington County Public Schools for 10 years. She is an adjunct professor in school law at Hood College and McDaniel College.

Kevin Cuppett has served as the Executive Director of Curriculum, Instruction, and Innovation since 2014. His team is responsible for both the core and applied content areas, teacher professional learning, and the English Language Learners program. In 1992, Dr. Cuppett graduated from Shepherd University, Shepherdstown, West Virginia, with a bachelor of arts degree in art education. He earned a master of science degree in educational leadership and supervision from Hood College in 2002 and has completed Administrator I and II certification. He holds a doctorate of education in education leadership and policy studies from George Washington University. Dr. Cuppett began his career as an art teacher and was promoted to assistant principal at Twin Ridge Elementary in 2001. He transferred to Lincoln Elementary in 2002, where he remained until 2005 when he was promoted to principal of Green Valley Elementary. In 2009, Dr. Cuppett was the principal at Carroll Manor Elementary. He has served as an adjunct instructor at both Mount St. Mary’s University Graduate School and Hood College’s Graduate School. He has served on several school system, state, and higher education committees and task forces.

Keith Harris was appointed to the position of Executive Director for Accelerating Achievement and Equity in January 2016. As the executive director for this department, Dr. Harris has direct responsibility for the areas of special education, cultural proficiency, advanced academics, and eventually English learners. Prior to this appointment, Dr. Harris served as the Director of School Administration and Leadership for seven years with primary responsibilities for supervising elementary schools, charter schools, and the Title I and Community Learning Centers federal grant programs. He earned his bachelor’s degree in elementary/special education from the University of Maryland Eastern Shore, his master’s and doctoral degrees in leadership from Hood College, Frederick, Maryland, and Nova Southeastern University, Fort Lauderdale, Florida, respectively. Additionally, Dr. Harris has a second earned master’s

SUPERINTENDENT’S CABINET


Organizational

degree from Liberty University, Lynchburg, Virginia, and an honorary doctoral degree from Hood College. He serves on the Board of the United Way of Frederick County, Maryland, and has served as an adjunct professor and committee member for candidates seeking masters and doctoral degrees.

Paula Lawton has served as the Executive Director of Human Resources since 2001. She has held positions in the Human Resources Division for more than 20 years. Ms. Lawton has been active in statewide professional human resource related associations as a member, officer, and frequent provider of professional development and trainings. Prior to joining the Human Resources Division she was a secondary science teacher, a student support teacher, and an assistant principal for FCPS. Ms. Lawton earned her B.A. from Wheeling Jesuit University in West Virginia and holds a master’s degree in Educational Leadership from Hood College in Frederick, Maryland. Currently she serves as an adjunct instructor at Hood College teaching School Business/Personnel Administration in the Graduate School.

Tracey Lucas serves as the Executive Director of School Administration and Leadership PreK-12. She has worked with Frederick County Public Schools since 1988. Ms. Lucas received her B.A. from Grove City College in Pennsylvania and holds a master’s degree in Curriculum Instruction and completed the Educational Leadership Certificate Program, earning Administrator I and II certifications from Hood College. Ms. Lucas taught middle school language arts and served as a teacher specialist for Career Technology Education. She also worked at Maryland State Department of Education where she was responsible for coordinating the Career and Technology programs for Maryland schools and community colleges. In 2001, she was promoted to assistant principal of West Frederick Middle and in 2005 was promoted to principal of Windsor Knolls Middle. In 2008, Ms. Lucas became Director of Middle Schools. She has served as an adjunct instructor at both McDaniel College and Hood College. Ms. Lucas’s service to the Frederick community includes membership on the Grants Review Committee for the Frederick Arts Council, serving as a board member for both the Frederick Literacy Council and Villa Maria. She is also a past president of the Leadership Frederick County Alumni Association with the Frederick County Chamber of Commerce.

Mike Markoe has served as FCPS deputy superintendent since August 2014. In his role as deputy superintendent, he supervises the following departments: Accelerating Achievement and Equity; Communications; Curriculum, Instruction, and Innovation; School Leadership and Administration; System Accountability and School Improvement; and Technology. He began his 22-year career in education with Frederick County schools at Monocacy Middle School as a special education and school support teacher before a promotion to assistant principal at Governor Thomas Johnson Middle School in 1999. He moved to Washington County Public Schools in 2002 as principal of Western Heights Middle School. Dr. Markoe was later promoted to Director of Student Services and Special Education and then to several assistant superintendent roles. During his tenure as a senior leader with Washington County Public Schools, he led several core departments, such as Elementary Education; Grants; Human Resources; Professional Development; Public Relations; and Special Education and Student Services. His work included leading several committees, a diversity recruitment task force, a program to increase academic achievement in struggling schools, and a pay-for-performance pilot in five schools. In 2008, he earned his doctorate in Educational Leadership from Duquesne University. Prior to his doctorate, he earned his master’s degree in Educational Leadership from Hood College, where he also taught school law as an adjunct professor. Dr. Markoe is a graduate of Linganore High School.

Leslie Pellegrino serves as the Chief Financial Officer for Frederick County Public Schools. She has worked with FCPS since 2007 and previously served as the Assistant Executive Director and Executive Director of Fiscal Services. Ms. Pellegrino oversees the Fiscal Services Division, which includes Purchasing, Accounting, Budget, Finance, Warehouse Operations, and Food and Nutrition Services. Ms. Pellegrino has a bachelor of science degree in Business Management from Virginia Tech in Blacksburg, Virginia. She worked for Frederick County Government for 12 years prior to joining FCPS. She is chairman of the Financial Oversight Committee for the Maryland-D.C. Association of School Business Officials (ASBO) and is also a member of ASBO International and the Government Finance Officers Association. Ms. Pellegrino has recently been appointed to the Maryland Commission on Innovation and Excellence in Education.


Organizational

FREDERICK COUNTY PUBLIC SCHOOLSMASTER PLAN

In 2002, the Maryland General Assembly enacted the Bridge to Excellence (BTE) in Public Schools Act. This legislation provides a powerful framework for all 24 local education agencies (LEAs) to increase student achievement for all students and to close the achievement gap. The BTE legislation significantly increased state aid to public education and required each LEA to develop a comprehensive master plan, to be updated annually. Each LEA is required to develop and implement a comprehensive master plan that describes the goals, objectives, and strategies that will be used to improve student achievement in each segment of the student population. Additionally, each annual update will include detailed summaries of the alignment between the LEA’s current year approved budget, prior year actual budget, and the master plan goals and objectives.

In 2016, the Maryland General Assembly passed House Bill 999, the Commission on Innovation and Excellence in Education, and House Bill 412, Assessment Administration and Provision of Information. House Bill 999 outlines the reporting structure of the 2016 and 2017 master plan annual updates, which limits specified requirements to be reported in the master plan for these two years. House Bill 412 outlines assessment reporting details specified in the new Education Article Section 7-203.3 for each assessment administered in each LEA, and the information that shall be provided for each administrated assessment.


Organizational

MASTER PLAN ANNUAL UPDATE

Table B. PARCC Math Performance Band 3-52016 Results-State vs. FCPS

PARCCAssessment

Performance Band Level 3-5(% of Test Takers)

State FCPS

Math 3 67.2 78.2

Math 4 61.9 77.8

Math 5 63.0 77.3

Math 6 59.5 75.7

Math 7 56.7 74.2

Math 8 43.4 62.8

Algebra I 59.9 76.5

Algebra II* -- 69.2

* Not every student took PARCC Algebra II.

Table D. PARCC Math Performance Band 3-52015 and 2016 Results

PARCCAssessment


2015 2016

Math 3 77.1 78.2

Math 4 73.0 77.8

Math 5 75.0 77.3

Math 6 72.7 75.7

Math 7 71.3 74.2

Math 8 59.0 62.8

Algebra I 71.7 76.5

Algebra II* 59.3 69.2

* Not every student took PARCC Algebra II.

Table A. PARCC English Performance Band 3-52016 Results-State vs. FCPS

PARCCAssessment


State FCPS

ELA 3 59.4 72.0

ELA 4 66.7 78.8

ELA 5 65.9 77.9

ELA 6 66.3 73.8

ELA 7 64.6 73.2

ELA 8 63.1 71.8

ELA 10 63.6 73.8

ELA 11* -- 65.3

* Not every student took PARCC ELA 11.

Table C. PARCC English Language Arts Performance Band 3-5

2015 and 2016 Results

PARCCAssessment


2015 2016

ELA 3 76.7 72.0

ELA 4 77.3 78.8

ELA 5 77.6 77.9

ELA 6 79.3 73.8

ELA 7 67.7 73.2

ELA 8 68.9 71.8

ELA 10 69.6 73.8

ELA 11* -- 65.3

* Not every student took PARCC ELA 11.

Gra

des

3-8

Gra

des

3-8

Gra

des

3-8

Gra

des

3-8

Hig

h S

choo

lH

igh

Sch

ool

Hig

h S

choo

lH

igh

Sch

ool

<10% above state

Decrease in percent

>10-14.9% above state

< 5% increase

> 15% above state

≥ 5% increase

As shown in Tables A and B, FCPS consistently performs well above the state in English language arts (ELA) and math. Not only does FCPS outperform the state, consistent positive trends are evident from the 2015 to 2016 Partnership for Assessment of Readiness for College and Careers (PARCC) administration in all but two assessed grades and content areas (see Tables C and D).


Organizational

Table E. Achievement Gaps - Identified Student Groups Compared to All StudentsBased on 2015 and 2016 PARCC Results, Performance Band 3-5

AssessedContent

Area

Black/AfricanAmerican

Hispanic/Latino ELLFree/ReducedPrice Meals

Special Education

2015 2016 2015 2016 2015 2016 2015 2016 2015 2016

Elementary ELA 11.4 11.5 18.2 14.8 56.8 51.1 19.6 18.4 52.1 49.2

Elementary Math 16.8 11.6 15.2 13.8 43.6 39.3 18.8 17.7 44.0 41.9

Middle ELA 17.1 15.5 12.1 14.1 62.6 64.9 20.7 21.7 52.6 51.8

Middle Math 20.6 17.3 14.8 14.1 58.5 58.4 20.8 22.8 47.3 50.7

High ELA (English 10) 25.8 23.8 10.7 12.4 49.1 60.0 23.4 19.4 43.7 44.5

High Math (Algebra 1) 19.8 17.8 13.2 17.3 38.9 43.7 18.0 23.3 39.6 36.3

Data reveal a prevalence of positive performance trends among many FCPS student groups. However, in some cases, pervasive achievement gaps continue to exist. Table E displays the most significant and consistent gaps that are evident.

FCPS has been aware of and monitors achievement data throughout the transition of curriculum, instruction, and assessment. The FCPS local assessment framework has played a critical role in the system’s ability to monitor performance in a time of transition. Accelerating achievement and ensuring equity for all students have been at the forefront of the work as FCPS has created a new strategic plan. The following two sections present a high-level overview of the FCPS strategic plan, as well as core frameworks and actions to align the work across central departments and ultimately improve schools for students.


Organizational

While FCPS is excited to celebrate its accomplishments, stakeholders also recognize persistent gaps in achievement for some student groups and embrace a mindset of continual improvement. After working with a consulting firm specializing in strategic planning, FCPS has completed its first year of work with new aspirations, priorities, and measurable goals. Figure 1 provides an illustration of the framework currently guiding the work within FCPS.

FCPS Strategic Plan and Measurable Goals

Aspirational Goal 1: FCPS will equip each and every student to be an empowered learner and engaged citizen to achieve a positive impact in the local and global community.

Aspirational Goal 2: FCPS will hire, support, and retain staff who champion individual, professional, and student excellence.

Aspirational Goal 3: FCPS will pursue and utilize all resources strategically and responsibly to achieve identified outcomes and inspire public confidence.

Aspirational Goal 4: FCPS will nurture relationships with families and the entire community, sharing responsibility for our student success and demonstrating pride in all aspects of our school system.

Aspirational Goal 5: FCPS will promote a culture fostering wellness and civility for students and staff.

Priority 1: FCPS will provide each and every student high quality instruction that fosters inquiry, creative thinking, complex problem solving, and collaboration.Priority 2: FCPS will raise achievement for all students and eliminate achievement gaps.

Priority 3: FCPS will ensure strategies to ensure a high quality and diverse workforce.Priority 4: FCPS will support all staff by providing opportunities to grow as professionals throughout their career.

Priority 5: FCPS will provide equitable distribution of resources based on the varied needs of students and schools.Priority 6: FCPS will promote clear communication and transparency in allocation of resources.

Priority 7: FCPS will encourage and sustain collaborations with families and the entire community to support student success.Priority 8: FCPS will equip staff with the knowledge and tools necessary to be positive ambassadors who build support for our goals and initiatives.

Priority 9: FCPS will promote and maintain a safe and respectful environment.Priority 10: FCPS will foster well-being and health among students and staff through increased awareness and engagement on these topics.

Along with the aspirational goals and priorities, FCPS is reporting regular progress on its 30 measurable goals that focus on both quantitative and qualitative outcomes, including a majority of goals focusing on stakeholder perception. The 2016 Master Plan Annual Update will contain important progress updates. However, FCPS values a multiple-measures approach to the continuous strategic improvement (CSI) process. Therefore, strategic plan goal reporting provided to the BOE will serve as the most comprehensive and current review of system progress.

Figure 1. Aspirational Goals and Priorities for Frederick County Public Schools


Organizational

Continuous Strategic Improvement

FCPS’s Division of Academic, Communications, Technology, and Student Achievement (ACTS) has recognized that the CSI process must be focused- and research-based. Central office leaders have established a multi-year plan to focus professional learning across the school system for central office leadership, school-based leadership, and even-tually teachers. There have been significant efforts across the system to collaborate and coordinate such that any and all professional learning is connected and meaningful. Figure 2 illustrates the three areas that will be a central focus of the long-term professional learning plan.

Evident in the sections of the master plan, FCPS staff reference detailed plans to support struggling learners and special populations of students. In addition to these actions, FCPS staff will delve extensively in the Framework for Teaching (Charlotte Danielson, 2013) and the concept of cultural proficiency. Much research points to the critical role of the teacher in increasing student achievement. FCPS will be working with the company Frontline (costs: $39,999) to refine the observation and evaluation skills of all FCPS leaders. By deeply understanding the attributes of a proficient and distinguished teacher, FCPS leaders will provide more meaningful feedback to improve the quality of teaching in every classroom across the system. Related to this area of study, each FCPS leader will be experiencing a journey in cultural proficiency. Using a long-range professional learning plan, leaders will explore “The Dimensions of Diversity” wheel from Gardenswartz and Rowe (1991), along with the “Cultural Proficiency Continuum” from Lindsey, Roberts, Campbell, and Jones (2013). Most “distinguished” ratings in the 2013 Framework for Teaching require extensive understanding and consideration of incorporating individual student voice and needs into teaching and learning. Thus, the study of cultural proficiency is a perfect complement to the Framework for Teaching in FCPS’s work to eliminate achievement gaps. Training in each of these areas will also be provided to teachers, once system leaders are appropriately trained.

Framework for Teaching

Cultural Proficiency with a Growth

MindsetSupports for

Struggling Learners (Special Populations)

Closing the Achievement

Gap: Accelerating Achievement and Ensuring Equity

Figure 2. Key Focus Areas for the Long-term Professional Learning Plan for Frederick County Public Schools


Organizational

While Figure 2 illustrates the “what” of the system’s work, it is important to also recognize the “how.” The ACTS Division has identified four critical puzzle pieces to ensure achievement of FCPS’s equity work (see Figure 3).

Leaders will focus on courage, conversation, capacity building, and coaching (the 4 Cs) as they lead school improvement initiatives in their buildings. To support conversation, capacity building, and coaching at the system level, there has been a critical alignment of human and financial resources to support the achievement of FCPS goals.

System Accountability and School Improvement. In the 2015-16 school year, a new department – System Accountability and School Improvement (SASI) – was created. SASI staff members have focused time on capacity building and assisting system leaders and schools with general data literacy. A new data access tool, Resource for Accountability, Data Analysis, and Reporting (RADAR), was developed to support system and school staff in regularly reviewing student, school, and system-level data to monitor progress and to respond to results.

System data reviews across departments have allowed for critical collaboration and coordination of resources at the central level with curriculum resources being adapted based on identified needs. Accelerated learning processes at the school level have assisted teams of teachers to clarify what students need to know and be able to do and in evaluating their instruction toward students meeting identified standards.

Finally, the ACTS Division has identified critical system targets that each school uses to focus its improvement efforts. These targets align to the measurable goals in the FCPS Strategic Plan. Schools set goals and monitor progress using multiple measures, including state and local assessments, attendance data, suspension data, data on access to advanced coursework, teacher evaluation data, and stakeholder perceptual data. A focus on disproportionality and closing gaps in achievement are inherent in the targets. Schools are required to select high-yield strategies to achieve their school-specific goals. FCPS will achieve the goals in its strategic plan with each school focusing on its own CSI efforts. In addition, FCPS central office staff will support the work in schools with pertinent trainings to support and reach its struggling students.

Accelerating Achievement and Equity Department. Also in the 2015-16 school year, the Accelerating Achievement and Equity (AAE) Department was formed. For the first time, FCPS has a group of leaders working together to eliminate achievement gaps for any underperforming student group. Key staff members were brought together from the previous Special Education and Psychological Services, Minority Achievement, and Advanced Academics Departments and the English Language Learning office. This has fostered collaboration and continuity in messaging, training, and support for schools across the ACTS Division. Staff in the AAE Department provide a critical equity lens to curriculum, instruction, assessment, professional learning, communications, and interpretation of results.

A strong alignment of staff and resources has only strengthened an already strong Response to Intervention (RTI) model implemented across each FCPS school. Strong partnerships among central office staff members [Curriculum, Instruction, and Innovation (CII); SASI; AAE; and the School Administration and Leadership (SAL) Departments] will ensure the best curriculum, instruction, and assessment resources available in FCPS schools. With the formation of the AAE Department, FCPS recognizes the need to improve instructional resources using the lens of special populations of students.

Courage

Conversation

CoachingCapacityBuilding

Figure 3. Key Focus Areas for Equity Work for Frederick County Public Schools


Organizational

A tremendous amount of work has been performed by FCPS staff in relation to a new local assessment framework. In the second year of implementation, central office staff will continue to partner with FCPS classroom teachers to use feedback to continually improve the framework. The local assessment framework provides quality standard measures to: a) monitor student progress in FCPS curriculum; b) ensure high levels of achievement for all students; and c) identify areas of critical need across the system, at the school level, and/or for a particular group of students. In an attempt to provide a balanced and comprehensive assessment system, beyond the minimal required assessments needed at the system level, a suite of optional assessments is also available for teachers to use as they deem appropriate. Of significant importance, ongoing monitoring of quality assessment items that provide useful feedback for students and demonstrate strong alignment to expectations on state assessments is occurring. This will ultimately ensure preparation of FCPS students for college and/or careers.


Organizational

Liberty

Valley

Thurmont

Urbana

Wolfsville

Emmitsburg

Myersville

Sabillasville

Glade

Middletown

Carroll Manor

Lewistown

Tuscarora

New Market

Oakdale

New Midway/Woodsboro

Green Valley

Twin Ridge

Brunswick

Whittier

Walkersville

Yellow Springs

Spring Ridge

CentervilleKemptown

Lincoln

Deer Crossing

Orchard Grove

Waverley

Monocacy

Hillcrest

North Frederick

Parkway

Ballenger Creek

ELEMENTARY SCHOOL LOCATIONS


Organizational

MIDDLE SCHOOL LOCATIONS

Thurmont

Middletown

New Market

Walkersville

Urbana

Brunswick

Ballenger Creek

Windsor Knolls

Oakdale

Monocacy

Gov. T.J.

Crestwood

West Frederick


Organizational

Catoctin

Linganore

Middletown

Urbana

Walkersville

Tuscarora

Brunswick

Gov. T.J.

Oakdale Frederick

Gov. T.J.

HIGH SCHOOL LOCATIONS


Organizational

Career & Technology Center

Frederick County Virtual School

Frederick Classical Charter School

Monocacy Valley Montessori Public Charter School

Carroll Creek Montessori Public Charter School

Heather Ridge

Rock Creek School

OTHER SCHOOL LOCATIONS


Organizational

ENROLLMENT DISTRIBUTIONEnrollment represents the number of students in grades prekindergarten through 12 and includes special education students. Every December an enrollment projection for the following school year is prepared for each school. This projection utilizes the latest information available on current enrollment. Enrollment projections are used to establish staffing levels and budget allocations for the following fiscal year.

FY 2013 Actual

FY 2014 Actual

FY 2015 Actual

FY 2016 Projected

FY 2017 Projected

Enrollment Change

Percent Change

Elementary School 18,912 19,166 19,174 19,211 19,212 1 0.00%

Middle School 8,883 8,993 9,018 9,065 9,084 19 0.05%

High School 12,487 12,328 12,361 12,388 12,324 (64) -0.16%

Other Schools & Programs 245 228 204 205 199 (6) -0.01%

Total Students 40,527 40,715 40,757 40,869 40,819 (50) -0.12%

Change from Prior Year 40 188 42 112 (50)


Organizational


Financial

organizational section - amazon web services · 2017-10-11 · organizational section. ... a...

Documents