st. mary’s county public schools · the st. mary’s county public school system’s bridge to...

St.Mary’sCountyPublicSchools

AnnualUpdatePartI

2018-2019

St.Mary’sCountyPublicSchools23160MoakleyStreetLeonardtown,MD20650

Local Planning Team Members Use this page to identify the members of the school system’s Bridge to Excellence planning team. Please include affiliation or title where applicable. The St. Mary’s County Public School System’s Bridge to Excellence Master Plan is the result of the collaboration and contributions of many educators and stakeholders, who have provided input to develop our long term commitments to students, staff, our schools, stakeholders, and ultimately sustainability for our vision. While it is not possible to cite the names of everyone involved in the preparation of the SMCPS Master Plan, special appreciation is expressed to the following individuals who contributed to the 2018 Annual Update.

J. Scott Smith, Superintendent of Schools Maureen C. Montgomery, Deputy Superintendent Tammy S. McCourt, Assistant Superintendent of Fiscal Services and Human Resources Jeff Walker, Assistant Superintendent of Supporting Services Lisa E. Bachner, Director of Curriculum and Instruction Dale P. Farrell, Director of Human Resources Scott Szczerbiak , Director of Special Education Kelly M. Hall, Executive Director of Supplemental School Programs Jeffrey A. Maher, Chief Strategic Officer Cheryl Long, Director of Student Services Michael A. Watson, Administrative Accountability Officer Nicole Ayres, Supervisor of Special Education Sherry O'Dell, Supervisor of Special Education Cynthia Kilcoyne, Supervisor of Special Education Todd Burroughs, Supervisor of Instruction: Fine Arts Michael Boyle, Supervisor of Instruction: CTE Jessica Cotugno, Supervisor of Instruction: Elementary Programs/ Elementary Gifted and

Talented/Facilitator of Elementary Professional Development Bridget Dunbar, Supervisor of Instruction: Secondary Mathematics Michelle Gallant-Wall, Supervisor of Instruction: English/Language Arts Jason Hayes, Supervisor of Instruction: Science Becky Loker, Supervisor of Instruction: Elementary Mathematics Denise Mandis, Supervisor of Instruction: Academy Programs/ Advanced Placement/Media Cortney Dvorak, Supervisor of Instruction: Reading Andrew Roper, Supervisor of Instruction: Physical Education/Health Wendy Tarr, Supervisor of Instruction: World Languages/English Language Kevin Wright, Supervisor of Instruction: Social Studies

PARTI

I. ExecutiveSummary

II. FinanceSectionIII. GoalsandObjectives

I.

ExecutiveSummary

St. Mary’s County Public Schools Section I. 1

St. Mary’s County Public Schools

I.IntroductionThelastseveralyearshaveprovidedusanopportunitytoprepareourstudentsandstaffforthehighexpectationsofthePartnershipforAssessmentofReadinessforCollegeandCareers(PARCC)assessment.Withassessmentsystemsinplace,wenowlooktowardabalancedaccountabilitysystemthatincludesboththemeasuresofachievementassociatedwithPARCCwithmeasuresofstudentachievementandschoolqualityindicatorsaswell.OurworkthisyearisfocusedontwokeyelementsthatalignwithMaryland’saccountabilityplanandourfocusonthewholechild.Balancedbetweenstudentachievementandculture/climate,weremainconsistentwithourmissionandcommitmentstoourstudents,staff,andstakeholders.Ourmissionstatement’swordsarenevertruer:

Knowthelearnerandthelearning,expectingexcellencefromboth.

Acceptnoexcuses,educatingallwith

rigor,relevance,respect,andpositiverelationships.Workisfocusedonoursupportforstudentssocial,emotional,andacademicgrowth.Tothisend,SMCPShasembracedthetenetsofASCD’sWholeChildInitiative.Specifically,weareaskingquestionsabouthowstudentsfeelsafe,engaged,supported,challengedandhealthy.

● Eachstudentlearnsinanenvironmentthatisphysicallyandemotionallysafeforstudentsandadults.

● Eachstudentisactivelyengagedinlearningandisconnectedtotheschoolandbroadercommunity.

● Eachstudenthasaccesstopersonalizedlearningandissupportedbyqualified,caringadults.● Eachstudentischallengedacademicallyandpreparedforsuccessincollegeorfurtherstudy

andforemploymentandparticipationinaglobalenvironment.● Eachstudententersschoolhealthyandlearnsaboutandpracticesahealthylifestyle.

Thesetenetsalignwithourtwoumbrellagoalsassociatedwithouraccountabilitymeasures:AcademicsandClimate/Culture.Forstudentstosucceed,theymustfeelsafeandsupported,theymustbechallengedandengaged,andweneedtosupporttheirphysicalandmentalhealth.Withthisinmind,keyinitiativesforSMCPSalignwiththeseareas.TheGoalsandObjectivessectionoftheMasterPlandetailstheprogressofstudentsasismeasuredbyonecomponentoftheaccountabilityframework,i.e.,howstudentsperformedonPARCC.Inthe2018administrationofPARCC,SMCPSstudentsoutperformedstateaverageforallgradelevelsandcontentareas.However,amongstthatperformance,therewereareaswheretheAMOwasnotmet,andgapsinperformancewerepersistentforsomestudentgroups.


AddressingAchievementGapsOurworkputsourstudentsfirst,withafocusonequity,achievement,andthewholechild.Werecognizethatstudentachievementdoesnotsimplycomefromacademicsupportalone.AsisreflectedintheMarylandaccountabilitymodel,wetoorecognizetheimportanceofbothacademicachievementandschoolqualityindicators.Tothatend,wehavealignedschoolimprovementtoreflectthesesameelements.AligningtotheMarylandStateDepartmentofEducation’svisiontoprepareallstudentsforcollegeandcareer,ourgoals,initiatives,andstrategiesconsiderallsubgroupsandspecializedpopulationsaswepromoteacademicexcellence.Persistentperformancegapsareanalyzedandaddressedroutinelyforthesystem,foreachschool,andforeachindividualstudent.Wehaveavarietyofinitiativesfocusedonteachingandlearningtoaddressthesegaps.Specifically,wehaveidentifiedasignificantgapwithallmeasurabledatapoints(achievement,discipline,andattendance)betweenoureconomicallydisadvantagedstudents,minoritystudents,specialneedsstudents,EnglishLanguageLearners,andtherestofourpopulation.SMCPShasexperiencedanincreaseinthenumberofstudentsreceivingfreeandreducedmeals.Theachievementgapsforourstudentslivinginpovertyarepersistent.Wehavededicatedourprofessionaldevelopmentandourinitiativessthroughouttheyeartoaddresstheseneeds.Specifically,wehavedesignedprofessionaldevelopmentaroundthetwokeyfocusareas:

● AcademicAchievement● CultureandClimate

Attheschoollevel,principalsworkwiththeirstafftodevelopaprofessionaldevelopmentplanconsistentwiththeseareas.Systemicinitiativesinclude:AcademicAchievement

● Usingassessmentsforstudentlearning● Implementingformativeassessmentthroughouttheinstructionalprocess● Monitoringinterventionsforconsistencyandeffectiveness

CultureandClimate

● ImplementingMulti-tieredSystemsofSupportoraPBISmodel● ImplementRestorativePracticesandtheResponsiveClassroom● ProvidingfortheRTIProcessformonitoringinterventions

Understandingandinterveningforourstudentswhofacechallengesisourpriority.Thisenvelopsourworkacrossallareas,recognizingtheimpactchronicandacutestresshasforourstudentsonlearningaswellasbehaviorandthatstudentattendanceiscriticaltotheirschoolsuccess.ThestrategiesarticulatedintheGoalsandObjectivessectionoftheMasterPlandetailarationaleforeach.Theexplanationofthesestrategiescommunicatetheconsistentapproachtoinstruction,intervention,andsupportforstudentswhoareunderperformingintheassessedareas.


AcademicAchievementSMCPScontinuestoinstitutionalizetheMarylandCollegeandCareerReadyStandards/CommonCoreStateStandardsandwiththeimplementationoftheserigorouseducationstandards,weestablishedasetofsharedgoalsandexpectationsforwhatstudentsshouldunderstandandbeabletodoingradesK-12inordertobepreparedforsuccessincollegeandtheworkplace.Throughouttheyear,ourstudentsareaskedtodemonstrateindependenceandperseverance,constructarguments,comprehend,critique,andsupportwithevidence,anduseresources,strategies,andtoolstodemonstratestrongcontentknowledge.Wemovedtodeeperandricherlessons,repletewithinformationaltexts,analyticalwriting,andtrans-disciplinaryprojectbasedlearning,allofwhichwefundamentallyknowwillendwithourgraduatesmorepreparedthanevertofacethechallengesofa21stcenturypost-secondarylandscape.Thelearningoutcomesforourstudentsplacesemphasisonhigherlevelsofthinking,reasoning,modeling,writtenexpression,andconventionsoflanguage.Tothatendcurriculumexpectationscontinuetofocusonincreasingtherigoranddepthofassignmentsandtheinclusionofwritinginresponsetotextacrossallcurriculumareas.Thisfocusemphasizesanalyticalandhigher-levelthinkingandcomprehension.Furthermore,formativeassessmentsusedtodrivetargetedinstructionwillcontinuetobeafocusinSt.Mary’sCountyPublicSchoolsandwillprovidecontinuousmeasuresofstandardattainmentasstudentsmovethroughthecurriculum.TeacherteamsareinvolvedinongoingprofessionaldevelopmenttoleadthedesignofresourcesandprovidingprofessionaldevelopmentthatcentersontheshiftsoftheMCCRSaswellashowtodevelop,analyzeandthenuseFormativeAssessmentstoplananddelivertheirdailyinstruction.AssessmentsforLearningSMCPShasdevelopedabalancedassessmentplantohelpguideteachingandlearning.Throughtheuseofformativeandperformanceassessments,studentscandemonstratetheirlearningonanongoingbasis.Formativecontentassessmentdatahelpstoidentifywherestudentsareandinformsthedesignofinstructionalsupports,interventions,orextensionsbasedonwherestudentsneedthemmost.Performanceassessmentsacrosscontentareasaredesignedtoofferstudentsopportunitiestoapplytheskillsandknowledgeofthecurriculum.Theassessmentsvaryfromcontenttocontentbasedoneachone’sstandardsandinstruction.AnotherkeyelementintheSMCPSassessmentplanisflexibility.Whilesomecountyassessmentsarerequiredtoensureconsistencyofexpectations,othersareofferedasinstructionalresourcesforteacherstointegrateasappropriatetomeettheneedsoftheirstudentsandaccommodatetheschedulewithinwhichtheyareworking.Therefore,testingwindowsareofferedratherthanrigiddatesforgivinganassessment.Anotherelementofflexibilityisofferingtheassessmentsthroughdifferentmeans.Someareprovidedthroughatraditionalpaper/penciladministration,whileothersutilizeaninteractiveonlineplatformdesignedtomirrorthePARCCassessmentplatform.Beyondthose


approaches,someperformanceassessmentsallowendlesspossibilitiesofhowstudentscandemonstratetheirlearning(e.g.,throughpresentation,multi-media,etc.).Thepurposeofassessmentistomeasurestudents’proficiencyandlearninginordertomakeinstructionaldecisions.Inthatsense,assessmentisatoolintheteacher’stoolbox.Usedappropriately,thistoolisoneofmanyusedtodesignandbuildan(architecturalmasterpieceoflearning).SMCPSalsoutilizesthePerformanceMatters/UNIFYdatawarehousesothatleadershipandteachersalikecananalyzeallaspectsoftheassessmentsthatstudentsaregiveninordertoprovidefocusedindividualizedfeedbackandinstruction.Active,problem-basedlearning,andcriticalthinkingarekeyelementsthatguidetheworkindesigningtheblueprintsforeachclassanditsdailyinstruction.UsingFormativeAssessmentstoDriveInstructionalDecisionMakingInreviewingassessmentdata,SMCPSleadershiphasemployedtheprofessionaldevelopmentmodelofcollaborativeandpeersupporttoreviewdataandallowfordifferentiated,individuallyguidedprofessionaldialogueforeachschoolteam.SystemleadersutilizedtheaggregatedanddisaggregatedPARCCEnglishLanguageArts(ELA)andMathematicsdatatoanalyzetrendsinbothSystemandSchoolPARCCperformancethroughtheduallensofproficiencyandgrowth,respectively.Coupledwithourlocalformativeassessments,thesystemwasabletohelpschoolstrulyanalyzestudentperformance.Thisongoingprofessionallearningandcollaborationcontinuesthroughouttheyearwithafocusontrendswithrespecttoeachschool'sandtheoverallsystem'scontentandclassroomperformance.Periodicreviewofdata,especiallydisaggregateddatafromcountylevelandstandardizedassessmentstomakeinstructionalandinterventiondecisions.TheuseofUnify(formerlyPerformanceMatters)asatoolforbothformativeandsummativeassessments,whichallowsfortheinstantaneousreviewofstudentproficiencyasitrelatestolearningobjectives.Cross-departmentalCollaborationPurposefulandplannedcollaborationbetweentheOfficeofAssessmentandAccountability,SpecialEducationandtheDepartmentofCurriculumandInstructionhavetakenplaceoverthepasttwoyearstoensureacomprehensivealignedassessmentsplanthatmeetstheneedsofalllearnerswhileprovidingdataneededtoinformsystempracticeswhilemeetingstudents'individualneeds.AnexampleofthiscollaborationistheuseoftheGoalbookToolkit,whichguideseducatorsworkingwithspecializedstudentpopulationstovaryingthelevelsofinstructionalsupport.GoalbookPathwayscombinesresearch-basedresources,strategies,andtrainingsothateducatorscandesignmultiplepathwaysforALLstudentstosucceed.CurriculumAlignmentOurworkhasfocusedonaligningcurriculum,bothintermsofmatchingtherigoroftheinstructiontothestandards,andintheoverarchingverticalalignmentacrossgradelevels.Thishashelpedustoidentifygapsofknowledge,skills,andproficiencyinordertoback-mapourinstruction.


Toensurealignment,SMCPShasinvestedinnewtextbooksandresourcesacrossalllevelsofEnglish/LanguageArtsandMathematics.Further,wehaveprovidedsupportandprofessionaldevelopmentinUniversalDesignsforLearning.ThesetwocompanionpieceshavehavehelpedtoalignwithMCCRS;providestudentswithactivitiesthatallowthemtodemonstratevariouslevelsofrigor;andembedsupportsandresourcesforourspecialeducation,ELLandstrugglingstudents.MonitoringInterventionsandProvidingSupportInworkingtoeliminateachievementgapsforstudentswhoareunderperforming,wehaveemployedtargetedinstructionalinterventionsaimedatspecificcontentandskillgaps.Schoolteamsidentifytheappropriateinterventionanduseprogressprogressmonitoringtoassessastudent’sacademicperformancethatexaminesthestudent’srateofimprovement(i.e.,responsivenesstoinstruction),throughwhichweevaluatetheeffectivenessofinstruction.Ofspecialattentioninprogressmonitoringisthefocusonthefidelityofimplementation.Thisinincludestheselectionofevidence-basedtoolswithconsiderationforcultural/linguisticresponsivenessandrecognitionofstudentstrengths.Interventionsbeginwithsettingthetargetbyusingavarietyofdatatoincludespecificperformancedatafrombothlaggingandleadingdata,aswellasclassroomobservationandformativeassessments.Throughcollaborativeanalysisofthisdata,teacherteamsidentifythetargetpopulationforinterventionsandcreateactionplans,datafindings,andfocusskillcalendars.Throughthisprocess,teamsdevelopindividuallessonplansandutilizeleadingdatatodriveinstructionandmonitorprogress.Progressmonitoringincludesadeeperdiveintothedatatoreview,reassess,andreteachskills.Ultimatelythisisarecursiveandongoingprocessastheseteamsdiscussnewoutcomesandmakesnecessarychangestothenextiterationoftheintervention.Further,ourcollectiveeffortsrevolvearoundtheprocessofResponsetoIntervention(RTI).Thismulti-tierapproach,helpswithearlyidentificationandsupportofstudentswithbothlearningandbehaviorneeds.TheRTIprocessbeginswithhigh-qualityinstructionanduniversalscreeningofallchildreninthegeneraleducationclassroom.Strugglinglearnersareprovidedwithinterventionsatincreasinglevelsofintensitytoacceleratetheirrateoflearning.Thisyear'sfocuswillbeonpre-referraldataandbeputtinginterventiondataintoourUnify/PerformanceMattersdatawarehouse.SystemicApproachestoLiteracyWehaveprocuredtwograntsinthepastyeartohelpusbetterachieveourLiteracyandUniversalScreeninggoals--StrivingReadersGrantandtheMSDEgrantpartnershipwithNCIL(NationalCouncilonImprovingLiteracy).Additionally,specificsupportforindividualneedshasbeenanongoingfocus.Tothisend,additionaltrainingandcertificationisprovidedintheWilsonReadingSystemtoaddressword-leveldeficitsandintensiveandstructuredliteracyinstructionduetoalanguage-basedlearningdisability,suchasdyslexia.Asakeycomponentofourliteracyinitiative,literacycoachesandresourceteachershavebeendeployedtoprovidesite-specificinterventionsupportandprofessionaldevelopment


StandardsBasedInstructionandFeedbackCoupledwithformativeassessmentistheongoingfeedbacktostudentsandtheirparent/guardiansabouthowwelltheyaredoingrelativetothelearningstandards.Attheelementaryschoollevel,wecontinueourworkintransitioningtoastandards-basedreportcardtoprovidestudentsandfamilieswithfeedbackspecifictostudentprogressontheMCCRstandards.Studentsingr.Pre-Kthrough3receiveastandardsbasedreportcard.Thestandards-basedreportcardarticulatesstudentprogresstowardmasteryoftheidentifiedMCCRSstandardsforthegradelevel.Throughthisprocess,parents,studentsandteacherswillmoreclearlyunderstandwhatisexpected,andparentsandteachersarebetterabletoworktogethertoguidestudents,helpingthemtobesuccessful.Familieshavebeenprovidedwithagreatdealofinformationtosupporttheirunderstandingoftheirchild'sprogress.GraduationRateDemonstratingourpreparednessforstudentstobecollegeandcareerreadyhasledtoremarkableachievementsinourgraduationrate.Thefour-yearcohortgraduationratecontinuedtoclimbthispastyear,93.9percentoftheclassof2017.Thenewraterepresentsacontinuedincreaseoverfiveyears.Atthesametime,thefour-yearcohortdropoutratefellfrom10.98percentin2010to3.67percentin2017.BothmeasuresoutpacetheMarylandStateAverage.DualEnrollmentWecontinuetopartnerwiththeCollegeofSouthernMaryland(CSM),aswellasotherpartnerinstitutionstohelpourstudentstobeCollegeandCareerReady.Thisfocushasresultedintheexpansionofdualenrollmentcoursesbothonandoffcampusforourstudents.Duringthe2017-2018schoolyear,281studentsacrossourthreehighschoolsenrolledincoursesoffcampusatCSMforcredit,and1070studentsenrolledincoursesatSMCPShighschoolsthatwereeligibleforCSMdualenrollmentcredit.Forthe2018-2019schoolyear,wehaveseenthesenumbersincreaseto435enrolledontheCSMcampus,and1106ineligiblecoursesatSMCPShighschools.ThesecoursesincludeFiniteMath,Calculus,HumanAnatomy,andCollegePrepEnglish.Inaddition,over25coursesattheDr.JamesA.ForrestCareerandTechnologyCenterhavearticulatedcreditagreementswithseven(7)collegesandinstitutesofhighereducation.VirtualLearningandRecoverySt.Mary’sCountyPublicSchoolscontinuesinitspartnershipwithAmerica’sPromiseAllianceandApexLearning®toprovidecomprehensivedigitalcurriculumtostudentsatallofourhighschools.Thisthree-yearpartnershiphasresultedintheimplementationofprogramsforremediation,creditrecovery,unitrecovery,supplementalcourses,AdvancedPlacement,andsummerschool.Theprogramateachofourhighschoolsincludesadedicatedteacherrunningaresourceroomeachperiodoftheday,wherestudentscancompletework,receivetutoring,andmonitortheirgraduationplan.


ProfessionalDevelopment

IndividualizedProfessionalDevelopment:Professionallearningopportunitiesprovidedatboththesystemlevelandschoolhouseleveltohelpstaffattainsystemgoalsandmeetindividualizedgoalsandneeds.Allprofessionaldevelopmentcentersaroundourtwosystemgoalsofachievementandculture/climate.

CultureandClimate

● ImplementingMulti-tieredSystemsofSupportoraPBISmodel● ImplementRestorativePracticesandtheResponsiveClassroom● ProvidingfortheRTIProcessformonitoringinterventions

Multi-TieredSystemsofSupportTheCodeofConductforSt.Mary’sCountyPublicSchoolsisdesignedtoreflectadisciplinephilosophybasedonthegoalsoffostering,teaching,andacknowledgingpositivebehavior.Additionally,werecognizethecriticalneedtokeepstudentsconnectedtoschoolsothattheymaygraduatecollegeandcareerready.Tothisend,wehavereviewedourdisciplinepracticestocoincidewiththestatewideguidanceondiscipline,emphasizingtheefforttoprovideinterventionandpositivereinforcementthroughamulti-tiersystemofsupportsNumerousTier2interventionshavebeenimplementedthisyeartoassistwithchallengingbehaviorsinanefforttonotrelyonout-of-schoolsuspensions.InterventionsincludeZonesofRegulation,CheckandConnect,CheckInCheckOut,mentoring,andmorningmeetings.SecondStepandStepstoRespectaretheprimarycurriculausedforteachingsocialandemotionallearning.FourteenschoolsareactivelyinvolvedwithPositiveBehavioralInterventionsandSupports.RestorativePracticesSMCPShaspartneredwiththeEducationAssociationofSt.Mary’sCounty(EASMC)andtheNationalEducationAssociation(NEA)organizationtoprovideprofessionaldevelopmentforstaffinrestorativepractices.Eachsecondaryschoolisworkingtodevelopaplanbasedonanunderstandingoftherestorativepracticesmodelandaddressingstudentbehaviorsinproactiveways.Attheelementarylevel,schoolshavetakenontheResponsiveClassroommodel,whichbuildsuponthissamepremiseofrelationships,clearexpectations,andaproactiveapproach.TheStudentConductCommitteemeetsthisyeartoevaluatetheeffectivenessoftheStudentCodeofConduct,recommendrevisionsforpolicies,andrecommendinterventionstoassistschoolstomoveforward,aswellasreducedisproportionality.Ongoingdataanalysisoccursateachmeeting.Thecommitteeincludesthesuperintendent,deputysuperintendent,administrators,teachers,students,parents,andcommunitymembers.


Specificcomponentsaredifferentiatedforgradelevelsacrossthesystem:● FrogStreetCurriculum:Acomprehensive,research-basedprogramthatintegratesinstruction

acrossdevelopmentaldomainsandearlylearningdisciplines.● ResponsiveClassrooms:Anevidence-basedapproachthatfocusesonthestrongrelationship

betweenacademicsuccessandsocial-emotionallearning.● ConsciousDiscipline:SocialEmotionalLearningbeginninginECEclassroomsandtransitioninginto

severalTitleIschools.CompanionprogrammingwithSpecialEducationandthelocalECEpartnershipgroups.

● RestorativePractices:Aframeworkforbuildingcommunityandforrespondingtochallengingbehaviorthroughauthenticdialogue,comingtounderstanding,andmakingthingsright.

● CapturingKids’Hearts:Aresearch-basedprocesstoimprovethefivekeyindicatorsofschoolperformance:fewerdisciplinereferrals,improvedattendance,higherstudentachievement,lowerdropoutrates,andhigherteachersatisfaction.

● Multi-TieredSystemsofSupportandPositiveBehavioralInterventionsandSupports(MTSS/PBIS):Aframeworktoprovidetargetedsupporttostrugglingstudents.Itfocusesonthe“wholechild.”MTSSsupportsbehavior,socialandemotionalneedsaswellasacademicgrowthandachievement.MTSSiscomprisedof3tierswithincreasinglevelsoftargetedsupportforthosewhoarestruggling.Integratedplansthataddressstudents’academic,behavioral,socialandemotionalneedsareimplementedusingevidence-basedstrategies.Frequentmonitoringofstudents’progressprovideseducatorswithusefuldatatohelpdecideifchangestothestudent’splanisrequired.

RTIProcessesforMonitoringInterventionsAsacounty,SMCPShaspilotedtheRTI/MTSSReportinourdatawarehouseknownasUNIFY.TheRTI/MTSSReportprovidestheappropriateflexibilityandlatitudeforinterventioniststosetup,organize,anddocumentaparticularintervention(i.e.,academicorbehavioral)withintheUNIFYplatform.Specifically,theRTI/MTSSReportisorganizedtoprovidereportsonthetypesofinterventionsandtheextenttowhichtheinterventionisoccurringforeachstudent.Schoolteamscanthenusethisinformationtocomparetoformativeassessmentsandprogressmonitoringtoolstodeterminetheeffectivenessoftheinterventionsandsupports.FulfillingourCommitmentsSt.Mary’sCountyPublicSchoolshasmadeacommitmenttoourstudents,staff,schools,andstakeholders.Ourcommitmentisourmission:Knowthelearnerandthelearning,expectingexcellenceinboth-Acceptingnoexcuses,educatingALLwithrigor,relevance,respect,andpositiverelationships.Thesejustaren’twords,theyarebeliefsthatdriveourwork.Theyaretheverypurposetowhichwededicateourselveseachday.Asweembarkonthe2016-2017schoolyear-andbeyond-wecommittoprovidingourstudentswithopportunitiesandsupportstopreparefortheworldbeyondthewallsofourclassrooms.Theyarethereasonsforourwork.OurStudents.OurFuture.

II.FinanceSection

St. Mary’s County Public Schools Section II. 1

ExecutiveSummary

FiscalOutlook:

ForFY2018,SMCPSrealizedanetchangeinthefundbalanceoftheGovernmentalFundsof$516,365.Budgetarysavingswererecognizedintheunrestrictedfunds,dueprimarilytoapharmaceuticalrebateofapproximately$3million.ThefinancialstatementsoftheschooldistrictreflecttheimplementationofGovernmentalAccountingStandardBoard(GASB)Statement#75.ThisstatementrequiredtheschoolsystemtorestateitsbeginningnetOPEBliabilityfor2017,whichresultedinachangeinthenetpositionofthegovernmentalactivities.SMCPSreportedanetpositionforgovernmentalactivitiesin2017of$188millionpriortotheimplementationofGASB#75,howeverfollowingtheimplementation,wearenowreportinganetpositionof-$76millionfor2018.Theschoolsysteminvested$2.7millioninabroadrangeofcapitalassets,suchasschoolbuildings,vehicles,andequipment,whichwasoffsetby$8.8millionindepreciationexpense,resultinginanoveralldecreaseincapitalassetsof$6.1million.TheGeneralFund–fundbalanceatyearend,reflectedabalanceof$13.3million,ofwhich,$.1millionisrestrictedforcapitalprojects,$13.2millionisassignedtohealthcarecalls,restrictedfundwellness,unanticipatedfuelincreases,snoworotheremergencies,andsupportofFY19initiatives.

ForFY2019,withthestateaidformulabeingbasedprimarilyonlocalwealthandchangeinstudentenrollment,themajorstateaidprogramrevenuesincreasedby$1.6millionto$106.4million.Thelocalgovernmentfundingincreasedby$1.6million.

ClimateChanges:

AsthestudentpopulationgrowhasstagnatedinSMCPS,howeverthatbeingthebasisofthecalculationofmaintenanceofeffort(MOE)forlocalfunding,wewillbecomechallengedwithmeetingtheneedsofourstudentsandstaffwithoutfundinginexcessofMOE.Theofficialstudentenrollmentincreasedfrom18,103with17,125.5studentseligibleforstateaidinthe2017schoolyearto18,053with17,153.75studentseligibleforstateaidinthe2018schoolyear.Weinvestinourpeople,toincludebothstudentsandstaff,anditisourprioritytohavestudentsfeelsafeandsupportedintheiracademic,socialandemotionalgrowth.Tothatend,wehavebudgetedformoreguidancecounselors,teachers,andsafety&securitysupporttomeettheneedsofourenvironment.Inordertosupportadditionalneedsofoursystem,wehavealsoaddedadditionalemployeesinfiscalservices,operations,humanresources,andwebsupport.Ourstaffaresupported,yetaccountableinmeetingexpectationsforperformancethroughincreasedprofessionaldevelopment,mentoringandinfrastructuresupport.Wearecontinuallyassessingwaystoimproveuponthesolidfoundationthathasbeenbuilt.Wealsoofferprogramsupportforstudent-centeredinitiativesandprovidesupporttomaintainexistingprogramsandresources.

Thetransitionofteacherpensioncoststothelocalschoolsystemisexpectedtocontinuetobeafinancialchallenge,asaresultoftheconclusionofthetransitionalmulti-yearphase-inplanlaidoutinSB1301andwellastheneedtorecognizeandplanfortheOPEBliability.Currentandlongtermissuesincludeincreasedcompensationdemandsbytheemployeebargainingunits.However,wehavedevelopedlongrangeplansforthegrowingneedsofourschoolsystemthrough4-yearnegotiatedagreementstoprovidestableincreasesinstepswithsuccessfulcollaborationacrossallemployeegroupsonhealthcareplanstobettermanagecosts.


RevenueandExpenditureAnalysis

1. DidactualFY2018revenuemeetexpectationsasanticipatedintheMasterPlanUpdatefor2018?Ifnot,identifythechangesandtheimpactanychangeshadontheFY2018budgetandonthesystem’sprogresstowardsachievingMasterPlangoals.Pleaseincludeanysubsequentappropriationsinyourcomparisontableandnarrativeanalysis.

TheCommissionersofSt.Mary’sCountyapproveda$5,300,000intheuseoffundbalancetofundamathtextbookadoption,technologyrefresh,OPEBcontributions,andlitigationexpenses.Withrespecttoactualrealizedrevenues,unrestrictedinterestincomewas$262,767higherthanbudgetedandhandicappedrevenueswere$179,643higherthanbudgeted.Thoseincreasedrealizedrevenueswereoffsetbynonpublicplacementincomebeinglowerthanbudgetedby$245,866andimpactaidrevenuesbeing$166,167lowerthanprojected.Overall,unrestrictedrevenuesrealizedwerelowerthanbudgetedby$17,471,witha99.99%realizationofbudgetedfunds.Restrictedfundsbudgetedweredecreasedduetothe21stCenturyGrantawardbeinglessthanbudgeted,preschoolexpansiongrantsnotbeingawardedatall,thehealthcaresettlementof$1,300,000notbeingfullyutilized,andfluctuatingcarryoverfunds.

2. Foreachassurancearea,pleaseprovideanarrativediscussionofthechangesinexpendituresandtheimpactofthesechangesontheMasterPlangoals.

St.Mary’sCountyPublicSchoolsexpendedallRTTTfundsbyFY2014.Inaddition,duetofiscalconstraints,budgetallocationswerevirtuallyfrozeninallcategoricalareasofinstructionforthelastfourfiscalyears.Nonetheless,thefollowingnarrativecitesthefocusoftheexpenditures.

DataSystemstoSupportInstruction:

TheRacetotheTopinitiativesupporteddatasystemstosupportinstructionwiththeleasingoflaptopsandcartsforclassroominstruction.Allfundingforthisprojectwasexpendedasindicated.Localfundingcontributedtothecontinuationoflaptopleasestofacilitateonlinelearningandassessment.ThePerformanceMattersdatawarehousethathasbeeninstitutionalizedovertenyearscontinues,withenhancementstofacilitateonlineassessmentsalignedtoPARCC.Grantfundingandlocalfundingcombinetofurtherthisinitiative.Asthisisanongoinginitiative,itcontinuestobealignedwithcurrentMasterPlanGoals.

GreatTeachersandLeaders:

St.Mary’sCountyPublicSchoolsspent$71,068lessonunrestrictedrecruitment,retention,andorientationofprofessionalstaffthanbudgeted,foratotalof$164,923.Wehaverefinedoureffortstoattracthighlyqualifiedteachersthroughvariousrecruitinginitiativesthatincludeddecreasingtravelandsponsoringourownrecruitmentfairthatresultedinlowerthanbudgetedactualexpenditures.Wehavecontinuedtoincreaseourteacherretentioneffortsthroughprofessionaldevelopmentandpersonnelsupport.


TeachersandleadersarefullyutilizingStudentLearningObjectives(SLOs)astheevidenceofstudentlearningthatcontributestotheirevaluation.Thereiszerocostforthisinitiative,otherthanin-kindhumanresources,asSMCPSutilizesaplatformdevelopedinhouse,andalltrainingisdonebyin-houseresidentexpertsandleaders.TheseinitiativesalignwiththeMasterPlangoalsrelatedtohighlyqualifiedstaff.

MandatoryCostofDoingBusiness:

St.Mary’sCountyPublicSchoolsspent$12,584,233lessthanbudgetedinthemandatorycostofdoingbusiness.Theprimarycauseswereadecreaseof$5,465,891relatedtotheunrestrictedsalariesandbenefitsand$4,860,772inrestricted,TitleI,andIDEAsalariesandbenefitsinthemandatorycostofdoingbusiness.Thesesalariesandbenefitswerelowerthanbudgetedduetoretirementsandattrition,apharmaceuticalrebate,healthcarecoststhatwerelowerthanprojected,andfulltimeemployeepositionsthatwerevacant.Utilitycostswere$598,202lessthanbudgetedduetothefavorableratesattainedwiththemildweatherconditions.NonpublicSpecialEducationPlacementswere$487,772lessthanbudgetedaswestrivetomeettheneedsofourspecialeducationstudentswhoqualifyforthenonpublicplacements.Theexpenseformaterialsofinstructionforallrestrictedfundswere$1,104,140lowerthanbudgetedforthecurrentfiscalyearduetofundsthatwillbeutilizedduringthecarryoverperiodofthe2019fiscalyearandduetothefactthattheyareexpendedbasedontheneedsoftheindividualsubgroups.

OtherItems:

Unrestrictedequipmentpurchaseswere$425,393higherthanbudgetedduetothepurchaseofvehiclesandclassroomfurnitureduringthe2018fiscalyear.Thesepurchasescouldbemade,inpart,duetothesavingsinthemandatorycostofdoingbusiness.Unrestrictedcontractedcostswerehigherthanbudgetedduetoadditionalexpensesrelatedtotherepairofbuildingsandadditionalcontractedservicestomeettheneedsofspecialeducationstudents,suchastheadditionoftheHighRoadsprogramwithinSt.Mary’sCountyPublicSchools.Restrictedequipmentpurchaseswere$29,912higherthanbudgeted.PurchasesincludedamillingmachineandCNCplasmacuttingtableforCTEprograms.Theexpensesassociatedwithunrestrictedsuppliesandmaterialswere$4,733,385overtheadoptedbudgetprimarilyduetoanapprovedbudgetamendmentinordertoimplementanewmathematicstextbookadoptionaswellasatechnologyrefreshforthemiddleschools.ContractedServiceswere$1,230,113lessthanbudgetedfortherestrictedfunds,TitleI,andIDEAduetothefactthattheyareexpendedbasedontheprogramtimelinesandneedsoftheindividualsubgroups.Otherexpenditureswilltakeplaceduringthe2019fiscalyearusingcarryoverfunds.

Unrestrictedotherchargeswere$250,988lessthanbudgeted.Thisisprimarilyrelatedtodecreasedconference,training,andtravelexpensesaswellasothertransportationcosts.Restrictedothercharges,includingTitleIandIDEA,were$819,459lessthanbudgetedduetodecreasedtransportationcostsandreducedcostsrelatingtoconferencesandtraining.

FairleadAcademiesspentlessthanbudgetedby$6,487.Thisdecreasewasprimarilyattributedtothedecreasedofficeexpenseandmaterialsofinstructionexpense.

Toaddresstheinstructionalareasofcontinuousimprovement,theGoalsandObjectivesportionofthisdocumentaddressesspecificstrategiestoaddressstudentachievement.Activitiesarealigned


instructionallyandapproachedcollaborativelyacrossdepartmentsandschools.TheDepartmentofCurriculumandInstructioncoordinatessystemicprofessionaldevelopmentandcurriculumsupportforallschools,throughlocalandstateunrestrictedgeneralfunddollars.Thesefundsaredetailedinourannualoperatingbudgetpostedtohttp://www.smcps.org/fs/budget/information.

Clarification:

Planned Expenditure

Actual Expenditure

Mandatory Cost of Doing Business Restricted Materials of Instruction

1,680,858 751,349

Mandatory Cost of Doing Business 84.01 Materials of Instruction

318,477 206,331

Mandatory Cost of Doing Business 84.027 Materials of Instruction

100,343 37,858

2,099,678 995,538 1,104,140 Difference

Other: Please itemize only those expenditures not attributable to an assurance area or mandatory costs in this category. Transfers should be included in this section.

Restricted Contracted Services 2,466,139 1,437,749


84.01 Contracted Services 144,914 233,178


84.027 Contracted Services 539,049 249,062

3,150,102 1,919,989 1,230,113 Difference


Restricted Other Charges 1,602,112 897,405


84.01 Other Charges 142,064 62,277


84.027 Other Charges 61,640 26,675

1,805,816 986,357 819,459 Difference

1.1BPriorYearVarianceTable(ComparisonofPriorYearExpenditures)LocalSchoolSystem: St.Mary'sCountyPublicSchools

FY2018OriginalBudget

FY2018FinalBudget

Revenue 7/1/2017 6/30/18 Change %ChangeLocalAppropriation 102,247,506 107,547,506 5,300,000 105%StateRevenue 105,790,411 105,687,826 (102,585) 100%FederalRevenue 84.010 84.010:TitleI 3,804,151 3,881,425 77,274 102%FederalRevenue 84.027 84.027:IDEA,PartB 4,154,833 3,863,400 (291,433) 93%OtherFederalFunds 11,582,368 10,862,931 (719,437) 94%OtherLocalRevenue 32,246 107,500 75,254 333%OtherResources/Transfers 4,290,096 3,094,194 (1,195,902) 72%

Total 231,901,611 235,044,782 3,143,171 101%

AssuranceArea Source ExpenditureDescription PlannedExpenditure ActualExpenditure PlannedFTE ActualFTEStandardsandAssessments Unrestricted FairleadAcademies 31,378 24,891 -DataSystemstoSupportInstruction Unrestricted Studentassessmentandanalyticssystem(PerformanceMatters) 110,000 110,000 -GreatTeachersandLeaders Unrestricted Recruiting,developing,rewardingandretainingeffectiveteachersandprincipals,especiallywheretheyareneededmost.235,991 164,923 -MandatoryCostofDoingBusiness Unrestricted Contractualagreements-salaries 126,438,938 124,587,640 1,980.25 1,980.25MandatoryCostofDoingBusiness Restricted Contractualagreements-salaries 4,723,202 2,837,524 47.68 47.68MandatoryCostofDoingBusiness 84.010 Contractualagreements-salaries 2,224,618 1,890,039 30.00 30.00MandatoryCostofDoingBusiness 84.027 Contractualagreements-salaries 2,503,527 2,166,339 49.94 49.94MandatoryCostofDoingBusiness Unrestricted Contractualagreements-benefits 49,469,405 45,854,812 -MandatoryCostofDoingBusiness Restricted Contractualagreements-benefits 2,971,792 925,808 -MandatoryCostofDoingBusiness 84.010 Contractualagreements-benefits 903,966 804,596 -MandatoryCostofDoingBusiness 84.027 Contractualagreements-benefits 897,511 739,537 -MandatoryCostofDoingBusiness Unrestricted Transportation 14,624,009 14,647,937 -MandatoryCostofDoingBusiness Unrestricted Utilities 4,901,414 4,303,212 -MandatoryCostofDoingBusiness Unrestricted NonpublicSpecialEducationPlacements 2,100,280 1,612,508 -MandatoryCostofDoingBusiness Unrestricted MaterialsofInstruction 1,327,906 1,236,522 -MandatoryCostofDoingBusiness Restricted MaterialsofInstruction 1,680,858 751,349 -MandatoryCostofDoingBusiness 84.010 MaterialsofInstruction 318,477 206,331 -MandatoryCostofDoingBusiness 84.027 MaterialsofInstruction 100,343 37,858 -Other:Pleaseitemizeonlythoseexpendituresnotattributabletoanassuranceareaormandatorycostsinthiscategory.Transfersshouldbeincludedinthissection.Unrestricted ContractedServices 5,911,612 6,762,607 -Other:Pleaseitemizeonlythoseexpendituresnotattributabletoanassuranceareaormandatorycostsinthiscategory.Transfersshouldbeincludedinthissection.Restricted ContractedServices 2,466,139 1,437,749 -Other:Pleaseitemizeonlythoseexpendituresnotattributabletoanassuranceareaormandatorycostsinthiscategory.Transfersshouldbeincludedinthissection.84.010 ContractedServices 144,914 233,178 -Other:Pleaseitemizeonlythoseexpendituresnotattributabletoanassuranceareaormandatorycostsinthiscategory.Transfersshouldbeincludedinthissection.84.027 ContractedServices 539,049 249,062 -Other:Pleaseitemizeonlythoseexpendituresnotattributabletoanassuranceareaormandatorycostsinthiscategory.Transfersshouldbeincludedinthissection.Unrestricted Supplies/Materials 3,412,796 8,146,181 -Other:Pleaseitemizeonlythoseexpendituresnotattributabletoanassuranceareaormandatorycostsinthiscategory.Transfersshouldbeincludedinthissection.Unrestricted OtherCharges 1,073,968 822,980 -Other:Pleaseitemizeonlythoseexpendituresnotattributabletoanassuranceareaormandatorycostsinthiscategory.Transfersshouldbeincludedinthissection.Restricted OtherCharges 1,602,112 897,405 -Other:Pleaseitemizeonlythoseexpendituresnotattributabletoanassuranceareaormandatorycostsinthiscategory.Transfersshouldbeincludedinthissection.84.010 OtherCharges 142,064 62,277 -Other:Pleaseitemizeonlythoseexpendituresnotattributabletoanassuranceareaormandatorycostsinthiscategory.Transfersshouldbeincludedinthissection.84.027 OtherCharges 61,640 26,675 -Other:Pleaseitemizeonlythoseexpendituresnotattributabletoanassuranceareaormandatorycostsinthiscategory.Transfersshouldbeincludedinthissection.Unrestricted Equipment 245,653 671,046 -Other:Pleaseitemizeonlythoseexpendituresnotattributabletoanassuranceareaormandatorycostsinthiscategory.Transfersshouldbeincludedinthissection.Restricted Equipment 58,523 88,435 -Other:Pleaseitemizeonlythoseexpendituresnotattributabletoanassuranceareaormandatorycostsinthiscategory.Transfersshouldbeincludedinthissection.Unrestricted OtherFixedCharges 179,500 165,168 -Other:Pleaseitemizeonlythoseexpendituresnotattributabletoanassuranceareaormandatorycostsinthiscategory.Transfersshouldbeincludedinthissection.Unrestricted Transfers 263,900 199,519 -Other:Pleaseitemizeonlythoseexpendituresnotattributabletoanassuranceareaormandatorycostsinthiscategory.Transfersshouldbeincludedinthissection.Restricted Transfers 113,251 127,887 -Other:Pleaseitemizeonlythoseexpendituresnotattributabletoanassuranceareaormandatorycostsinthiscategory.Transfersshouldbeincludedinthissection.84.010 Transfers 70,112 74,905 -Other:Pleaseitemizeonlythoseexpendituresnotattributabletoanassuranceareaormandatorycostsinthiscategory.Transfersshouldbeincludedinthissection.84.027 Transfers 52,763 70,572 -Other:CarryOverFunds Restricted CarryOverFunds - 4,607,050Other:CarryOverFunds 84.010 CarryOverFunds - 610,099Other:CarryOverFunds 84.027 CarryOverFunds - 573,357Increasetofundbalance Unrestricted - 6,316,804

235,044,782.00 2,107.87 2,107.87

ChangeinExpenditures-Instructions:ItemizeFY2018actualexpendituresandFTEbysource(CFDAforARRAfunds,regularTitleIandIDEA,restrictedorunrestricted)ineachoftheassuranceareas,mandatorycostofdoingbusiness,andother.

DRAFT-ForDiscussionPurposesOnly

ForDiscussionPurposesOnly PreparedbyMSDEOfficeofFinance

1.1A:CurrentYearVarianceTableLocalSchoolSystem: St.Mary'sCountyPublicSchools

RevenueCategoryLocalAppropriation $104,052,525OtherLocalRevenue $30,000StateRevenue $107,319,299FederalRevenue 84.388:TitleI-SchoolImprovement $0

84.395:RacetotheTop $084.010:TitleI $4,114,45084.027:IDEA,PartB $4,389,865

$0OtherFederalFunds $11,745,426OtherResources/Transfers $4,229,800Total $235,881,365

Expenditures: Source Amount FTE31,340

Expenditures: Source Amount FTE110,000

Expenditures: Source Amount FTE

232,591

Expenditures: Source Amount FTE

Expenditures: Source Amount FTEContractualagreements-salaries Unrestricted 129,599,816 1991.12Contractualagreements-salaries Restricted 4,527,948 54.29Contractualagreements-salaries 84.010 2,373,628 31Contractualagreements-salaries 84.027 2,676,080 49.94Contractualagreements-salaries 84.395Contractualagreements-benefits Unrestricted 49,636,008Contractualagreements-benefits Restricted 1,727,688Contractualagreements-benefits 84.010 989,759Contractualagreements-benefits 84.027 861,380

FairleadAcademies Unrestricted

Studentassessmentandanalyticssystem(Performancematters)

Recruiting,developing,rewardingandretainingeffectiveteachersand

Unrestricted

Unrestricted

SectionC-DataSystemstosupportinstructionReformArea2:Buildingdatasystemsthatmeasurestudentgrowthandsuccess,andinformteachersandprincipalsabouthowtheycanimproveinstruction.

SectionD:GreatTeachersandLeadersReformArea3:Recruiting,developing,rewarding,andretainingeffectiveteachersandprincipals,especiallywheretheyareneededmost.

SectionE:TurningAroundtheLowestAchieveingSchoolsReformArea4:Turningaroundourlowest-achievingschools

MandatoryCostofDoingBusiness:Pleaseitemizemandatorycostsnotattributabletoanassuranceareainthiscategory.Refertotheguidanceforitemsconsideredmandatorycosts.

SectionB-StandardsandAssessmentsReformArea1:Adoptingstandardsandassessmentsthatpreparestudentstosucceedincollegeandtheworkplaceandtocompeteintheglobal

FY19Budget

Instructions:Itemizeexpendituresbysource(CFDAforARRAfunds,regularTitleIandIDEA,restrictedorunrestricted)ineachoftheassuranceareas,mandatorycostofdoingbusiness,andother.

DRAFT-ForDiscussionPurposesOnly

ForDiscussionPurposesOnly PreparedbyMSDEOfficeofFinance

Contractualagreements-benefits 84.395Transportation Unrestricted 15,169,017Utilities Unrestricted 4,613,610NonpublicSpecialEducationPlacements Unrestricted 1,875,280MaterialsofInstruction Unrestricted 1,296,321MaterialsofInstruction Restricted 1,766,656MaterialsofInstruction 84.010 266,798MaterialsofInstruction 84.027 386,276

217,766,265 2126.35

Expenditures: Source Amount FTEContractedServices Unrestricted 6,607,369ContractedServices Restricted 3,218,102ContractedServices 84.010 288,333ContractedServices 84.027 379,280Supplies/Materials Unrestricted 3,452,262Supplies/Materials RestrictedSupplies/Materials 84.010Supplies/Materials 84.027OtherCharges Unrestricted 1,075,401OtherCharges Restricted 1,603,555OtherCharges 84.010 109,664OtherCharges 84.027 33,866Equipment Unrestricted 130,000Equipment Restricted 119,042OtherFixedCharges Unrestricted 182,000Transfers Unrestricted 248,900Transfers Restricted 154,144Transfers 84.010 86,268Transfers 84.027 52,983

17,741,169Total 235,881,365

Other:Pleaseitemizeonlythoseexpendituresnotattributabletoanassuranceareaormandatorycostsinthiscategory.Transfersshouldbeincludedinthissection.

III.

GoalProgress


PARCCEnglishLanguageArts/LiteracyforGrades3-8andGrade10:

1. BasedonavailablePARCCdatadescribethechallengesinEnglishLanguageArts/Literacyforgrades3-8andgrade10.Inyourresponse,identifychallengesforstudentsrequiringspecialeducationservices,studentswithlimitedEnglishproficiency,andstudentsfailingtomeet,orfailingtomakeprogresstowardsmeetingStateperformancestandards.IntheabsenceofStateperformancestandards,LEAsarerequiredtoreportonanysegmentofthestudentpopulationthatis,onaverage,performingatalowerachievementlevelthanthestudentpopulationasawhole.Refertopages9and10toensureyourresponseincludesthereportingrequirementsforstudentsreceivingspecialeducationservicesandstudentswithLimitedEnglishLanguageproficiency.Grade3

Grade4


Grade5

OverallComparisonofStudentsWhoMetorExceededExpectationsforGrades3-5:

● Grade3:SMCPS44.3%;Maryland38.8%(+5.5%comparedtoMD;3.7%Growth)● Grade4:SMCPS47.1%;Maryland43.1%(+4%comparedtoMD;3.9%Growth)● Grade5:SMCPS48.8%;Maryland42.1%(+6.7%comparedtoMD;5.9%Growth)

TheoveralldataforSMCPSingrades3,4,and5wereaboveMaryland’sperformanceratesandSMCPSshowedgainsingrades3,4,and5.AllAMOtargetsweremetforthedistrictasawhole.StudentswithLimitedEnglishProficiencyperformedbelowthedistrictwithonly10.3%(-34%comparedtothedistrict)ofstudentsingrade3meetingorexceedingexpectationsonthe2017-2018PARCCassessment.Thisisanincrease,however,of4%fromthepreviousyear.StudentswithLimitedEnglishProficiencyalsoscoredbelowthedistrictingrades4(-36.8%comparedtothedistrict)and5(-39.7%comparedtothedistrict),butshowedanincreaseof3.2%and9.1%respectively.StudentswithdisabilitiesinSMCPScontinuetoperformsignificantlybelowthedistrict.Studentswithdisabilitiesingrade3scored35.6%belowthedistrict,studentswithdisabilitiesingrade4scored39.5%belowthedistrict,andstudentswithdisabilitiesingrade5scored36.9%belowthedistrict.Littletonogainsweremadebythisstudentgroup.OurAfricanAmericanstudentpopulationalsocontinuestoscorebelowthedistrict.17.9%ofAfricanAmericanStudentsingradethreemetorexceededexpectations,whichisonlyaslightincreaseof0.2%ascomparedtoperformanceonthe2016-2017assessment.OurfourthgradepopulationofAfricanAmericanstudentsscored-0.7%belowtheir2016-2017performancewithonly18.8%meetingorexceedingexpectationsonthe2017-2018PARCCassessment.AfricanAmericanstudentsinfifthgradeshowedmoreofanimprovementwith22.4%ofallstudentsmeetingorexceedingexpectations,whichisanincreaseof2.4%overthepreviousyear.Challengesaffectingtheunderperformanceofstudentsandforthosefailingtomeetstandards(Grades3-5):

● AlthoughSMCPSscoredabovethestateaverageonallreading(literary,information,vocabulary)andwriting(writtenexpressionandwritingconventions)subclaims,lessthan50%


ofallstudentsingrades3-5aremeetingorexceedingtheperformanceexpectations.Aftermuchconsiderationandexaminationofdata,rootfactorsinthisunderperformancecanbeattributedtothefollowing:

○ ThecontinuedneedtodevelopteacherunderstandingoftheELAstandardsandtherigorneededinorderforstudentstohaveastrongunderstandingofthestandards.Teachersarestilllearningthedepthofthecontentandpedagogy.Thisimpactstheirabilitytoaskpurposefulquestions,differentiateinstruction,andreteachwithclaritytoourstrugglinglearners.

○ PooralignmentofthecoreELAresources,HMHJourneys,ingrades3-5totheMarylandCollegeandCareerReadyStandardsandalackofrigorinactivitiesandperformanceexpectations.

● Studentsarestrivingtoreadandunderstandtextatagreatertextcomplexitythaninthepast.Staminawithlongerpassages,vocabularyandoverallfluencyofmorecomplextextischallengingforthem.Yet,studentsarecontinuingtoenterintermediategradesreadingbelowgradelevelwithdeficitsindecodingandfluencythatpreventthemfromcomprehendinggradeleveltext.

Additionalchallengesspecifictostudentswithdisabilities(Grades3-5):

● IEPsforstudentswithdisabilitiesaregenerallydevelopedwithbelowgrade-levelgoalsandobjectives.Thisresultsinstudentswithdisabilitiesnotbeingheldtothesameperformanceexpectationsandrigorastheirnon-disabledpeerswhichadvancestheachievementgap.

● Inconsistentexpectationsandtimelinesforidentifyingstudentsat-riskforreadingfailure,providingtargetedinterventions,andmonitoringprogressoftenleadstostudentsbeingidentifiedwithadisabilitylaterintheirelementarycareerandaftertheyaresignificantlyfallingbehindtheirnon-disabledpeers.

AdditionalchallengesspecifictostudentswithlimitedEnglishproficiency(Grades3-5):

● Thelong-termEL(onewhohasremainedintheELprogramfor5+years)and● Studentsapproachinglong-termELstatus(thosewhoconsistentlydonotmakeadequateyearly

progressasdeterminedbytheirEnglishlanguageproficiencyassessment,ACCESSforELLs).Thesestudentseventuallybecomelong-termELsandthereforehaveaverydifficulttimeexitingtheprogram.

Long-termELsfacethesamechallengesasmanyofournativeEnglishstudentswhodonotpossesstheliteracyskillsneededtoaccessthecontent.WemustdoabetterjobpinpointingspecificareasofliteracydeficitswiththispopulationearlyonandtrainourELandclassroomteacherstoworktogethertoaddresstheseneedsastheyinfuseexplicitliteracyinstructioninallcontentareas.


Grade6

Grade7

Grade8


ELA10

OverallComparisonofStudentsWhoMetorExceededExpectations:

● Grade6:SMCPS40.3%;Maryland38.6%(+1.7%comparedtoMD;1.9%Growth)● Grade7:SMCPS45.5%;Maryland43.0%(+2.5%comparedtoMD;.7%Growth)● Grade8:SMCPS45.0%;Maryland38.9%(+6.1%comparedtoMD;.1%Growth)● Grade10:SMCPS51.1;Maryland48.5%(+2.2%comparedtoMaryland;-7.9%Growth)

In2018,weexperiencedconsistentprogressinalmostallofourstudentsubgroups.SpecialEducationstudentshavemadeprogressinallgradeswiththeexceptionof8thbetween2017and2018.Conversely,thegrade10cohortofstudentswithIEPsdemonstratedconsiderablegrowth(7.2%).WhileourFARMSscoresdiddecreaseingrade10by13percentagepoints,thissubgroupdemonstratedgainsingrades6,7,and8.AfricanAmericanstudentdatarevealsasimilartrend:decreasedperformanceinhighschool(7.4percent)withincreasedperformanceinmiddleschool,theexceptionbeingingrade8,wherethisgroup’sperformancedecreasedby8percent.Theconsistentdecreaseinallgrade10subgroupsisattributedtothefactthatthisyear’sdatareflectsthatoffirst-timeandrepeattesttakers(fromtheDecemberandMayadministrations).Examiningthedataoffirst-timetesttakersrevealsadifferentpicture:59.1%demonstratedproficiencyand77.6%metthegraduationrequirement(asopposedto51.1%and69%respectivelywhenconsideringalltesttakersin2017-2018).Challengesaffectingtheunderperformanceofstudentsandforthosefailingtomeetstandards(Grades6-8,10):

● Whileboth6thand7thgradecohortsoutperformedpreviouscohortsofstudentsinallsubgroups,lastyear’s8thgrade/current9thgradecohorthasconsistentlyunderperformedinmostsubgroups(AA,IEP,andFARMSstudents)whencomparedtothepreviouscohortssinceestablishingbaselinein2016.Thetablebelowdemonstratesthistrend.


2017 2018 Gainsrequiredin2020tooutperformthecurrent10thgradecohort

AA -8.7 -8.0 2.5

IEP -1.0 -2.1 8.3

FARMS -1.5 1.6 1.4

Asacohort,thisgrouphasexperiencedpositivegrowthineachsubgroupsince2016,butgenerallyspeaking,theyarenotmakinggainsatthesamerateastheprecedingcohorts.Interveningandmonitoringthemcloselynextyear,whichisnotaPARCC-assessedyear,willbeimportantinpredictingtheirperformancein2020,theirhigh-stakesyear.

● Afterexaminingtheevidencestatementperformancereport,themajorityofthechallengingareasonPARCCwereinreadinginformationaltexts,primarilythoserelatedtothedisciplinaryliteracystandards.Additionally,theperformanceofourstudentsrelatedtodisciplinaryliteracystandardsrevealsthatthosestandardsbecomeincreasinglymorechallengingastheymovefrommiddletohighschool.Conversely,performanceontheELAstandardssteadilyimprovesasstudentsmovefromgrade6to10.

● LiteraryanalysiswritingcontinuestobethelowestofthetwoELAassessedareas.Weimplementedanewcurriculumlastyear,andtherewasagenerallackofwritingactivitiesthatincludedliteraryanalysis;thefocusshiftedtoargumentative,narrativeandinformationalwriting,whichcouldaccountforanincreaseinnarrativewritingscoresandadipinliteraryanalysisscores.

Additionalinformation/challengesspecifictostudentswithdisabilitiesinclude(Grades6-8,10):

● CollaborationwithGeneralEducatorsandinconsistentexpectationsforco-teaching● AchievementGap● Fidelitytoandmonitoringofinterventions,enrichment,andsupports

AdditionalchallengesspecifictostudentswithlimitedEnglishproficiency(Grades6-8,10):

● Thelong-termEL(onewhohasremainedintheELprogramfor5+years)and● Studentsapproachinglong-termELstatus(thosewhoconsistentlydonotmakeadequateyearly

progressasdeterminedbytheirEnglishlanguageproficiencyassessment,ACCESSforELLs).Thesestudentseventuallybecomelong-termELsandthereforehaveaverydifficulttimeexitingtheprogram.

● Long-termELsfacethesamechallengesasmanyofournativeEnglishstudentswhodonotpossesstheliteracyskillsneededtoaccessthecontent.WemustdoabetterjobpinpointingspecificareasofliteracydeficitswiththispopulationearlyonandtrainourELandclassroomteacherstoworktogethertoaddresstheseneedsastheyinfuseexplicitliteracyinstructioninallcontentareas.


2. Describethechangesorstrategies,andtherationaleforselectingthestrategiesand/orevidence-basedpracticesthatwillbeimplementedtoensureprogress.Includetimelinesandmethodsofmeasuringstudentprogresswhereappropriate.Includeadescriptionofcorrespondingresourceallocations.(LEAsshouldincludefundingtargetedtochangesoradjustmentsinstaffing,materials,orotheritemsforaparticularprogram,initiative,oractivity.TheLEAshouldidentifythesourceofthefundingasrestrictedorunrestricted.IfthesourceisrestrictedIDEA,TitleIorARRAfunding–includetheCFDAnumber,grantname,andtheattributablefunds.Otherwise,identifythesourceasunrestrictedandincludeattributablefunds.)Refertopages9and10toensureyourresponseincludesthereportingrequirementsforstudentsreceivingspecialeducationservicesandstudentswithLimitedEnglishLanguageProficiency.Elementary:

Strategies Rationale Timeline MethodsforMeasuringProgress

Funding

IncreaseteacherunderstandingoftheELAMCCRstandardsandgrade-levelexpectations;improvealignment/rigorofHMHJourneys(grades3-5)RevampElementaryELAcurriculummapstoinclude:● abreakdownoftheRL/RI

standardsandsuccesscriteriaforeachstandard.

● HighlightsofspecificteachingpointsandactivitieswithinHMHJourneysthatmeetthestandardsandsupportstrongperformanceexpectationsandrigor.

● Highlightsofadditionalresourcestosupportstandardinstruction,suchastheComprehensionToolkitandtheHMHLiteracyandLanguageGuide.

● IncludeweeklyPCRsinthecurriculummapstohelpteachersunderstandthedepthtowhicheachstandardshouldbecovered.

● Explicitlywrite-outthedrivingandsecondarystandardsforeachlesson

IncreasingteacherunderstandingoftheMCCRstandardsandprovidingthemwithspecificexamplesofactivitiesandquestionsthatmeetthefullrigorofthestandardswillhelpimproveinstructionandincreaseexpectationsforstudentperformance.EnsuringthatcountycreatedELAassessmentsarebetteralignedtoPARCCandtheMCCRstandardswillprovideteacherswithmoreaccuratedataandallowthemtoplaninstructionbasedonspecificareasofneedinrelationtostudentmasteryofstandards.TheadditionoftheEarlyChildhoodandElementaryLiteracyCoachpositionthroughtheStrivingReadersGrantwillalsohelptargetspecificteacherneeds.

RevampofElementarycurriculummaps:InitialworkcompletedbyteachersJune2018-August2018,revisionsandenhancementsmadebyInstructionalResourceTeachersSeptember2018-February2019RedesigncountycreatedELAassessments:July2018-April2019Design,develop,andimplement1-CPDcreditblendedlearningcoursesonunpackingtheELAReadingLiteratureandReadingInformationstandards:Phase1(designanddevelopment)July2018-September2018;implementationOctober2018-December2018andFebruary2019-April2019IncorporationofGoalbookPathways

MonthlyPLCmeetingsforinstructionalplanning,observationofinstruction,teacherfeedback,studentperformanceonformativeandsummativeassessmentsthathavebeenmorecloselyalignedtoPARCC,andcoursesurveys

Unrestricted/Restricted(grant-fundedinitiatives)


insteadofusingabbreviationsandshorthandlanguage

Design,develop,andimplement1-CPDcreditblendedlearningcoursesonunpackingtheELAReadingLiteratureandReadingInformationstandards.RedesigncountycreatedELAassessmentstoensure:● Alignmenttothe

expectationsofPARCC● Questionsthatarefully

alignedtotheMCCRstandardsandrequirestudentstorespondatvaryinglevelsofrigor

● Onlineadministrationandinclusionofvariousquestiontypes,includingPCRs

IncorporationofGoalbookPathwaysitemsininstructionandasformativeassessment.Early-childhoodandElementaryLiteracycoachestosupportinstructionandfurtherdevelopteachercapacity.

itemsininstructionandasformativeassessment:Ongoingthroughoutthe2018-2019SY

Studentsreadingbelowgrade-leveluponentering3rd-gradeandunabletoaccessgradeleveltextsPartnershipwiththeNationalCouncilonImprovingLiteracytoimprovetheSMCPSUniversalScreeningSystemImplementationofrequiredreadinglevelassessment(Rigby,BurnsandRoeIRI,orIRLA)atleasttwiceayear(beginning/end)Increasedfocusonguidedreadinginstructionthroughcounty-widePDandintroduction

FocusingonuniversalscreeningingradesPre-KthroughsecondwillhelpSMCPSwiththeearlyidentificationofstudentswhomaybeatriskforreadingfailure.Protocolsforearlyinterventionandmonitoringresponsetointerventionswillbedevelopedandputintoplacesotoensureconsistencythroughoutthecounty.Inadditiontotheassessmentsusedforuniversalscreening,themonitoringofstudentprogressandidentificationofreadingstrengths/weaknessesthroughinformalreadinginventorieswillhelpteachersplantargeted,differentiatedlessons.Arenewedfocusonguidedreadingandexploration

PartnershipwiththeNationalCouncilonImprovingLiteracytoimprovetheSMCPSUniversalScreeningSystem:November2017-September2019Implementationofrequiredreadinglevelassessment(Rigby,BurnsandRoeIRI,orIRLA)atleasttwiceayear(beginning/end):Ongoingthroughoutthe2018-2019SYIncreasedfocuson

MonthlyPLCmeetingsforinstructionalplanning,observationofinstruction,teacherfeedback,studentperformanceonformativeandsummativeassessmentsthathavebeenmorecloselyalignedtoPARCC,andcoursesurveys.



toJanRichardson’sbookTheNextStepForwardinGuidedReading● Opportunitiesforschoolsto

participateinbooksstudiesfocusedonguidedreading

● Developmentofa1-creditCPDcoursefocusedonguidedreadinginstruction

ofthestructuresdevelopedbyJanRichardsonwillgiveteachersanavenueforprovidingtheinstructionneededtohelpstudentsdevelopthenecessaryfoundationalandreadingskillsneededtotacklecomplextexts.

guidedreadinginstructionthroughcounty-widePDandintroductiontoJanRichardson’sbookTheNextStepForwardinGuidedReading:Opportunitiesforschoolstoparticipateinbookstudiesfocusedonguidedreading-Summer2018-June2019;DevelopmentofCPDcoursefocusedonguidedreadinginstruction-July2018-September2018

Focusonperformanceexpectationsandrigortoaddressachievementgaps● Focusonincreasingrigor

throughtheuseofGoalbookPathways(Webb’sDOK);Useoftheverticalalignmentofthestandards(identifygapsofknowledgesowecanbackmapskills)

● SpeciallydesignedinstructionPDandreflectiontool

● LiteracyCoaches(ECEandElementary)throughtheSRCLgrant

● Enhancedfocusongradelevelstandardsduringspecialeducationteacherobservations

AddressingIEPsforstudentswithdisabilitiestoaligngrade-levelgoalsandobjectives,increasingperformanceexpectationsandrigor

SY2018-2019 UseofBestPracticeStandardsAssessmentTools

Restricted/Unrestricted(grant-fundedinitiatives)

Earlyidentificationandinterventionofstudentsatriskforreadingfailure.● PartnershipwithNCIL(K-2)

toimproveSMCPSUniversalScreeningSystem(earlyidentification/interventionforstudentsmostatriskforreadingfailure)

FocusingonuniversalscreeningingradesPre-KthroughsecondwillhelpSMCPSwiththeearlyidentificationofstudentswhomaybeatriskforreadingfailure.Protocolsforearlyinterventionandmonitoringresponsetointerventionswillbedevelopedandputintoplacesotoensureconsistencythroughoutthecounty.Inadditiontotheassessmentsusedforuniversalscreening,

PartnershipwiththeNationalCouncilonImprovingLiteracytoimprovetheSMCPSUniversalScreeningSystem:November2017-September2019

FidelitychecklistsforUDL/SDIstrategiestoprovidenon-evaluativefeedback



themonitoringofstudentprogressandidentificationofreadingstrengths/weaknessesthroughinformalreadinginventorieswillhelpteachersplantargeted,differentiatedlessons.

Long-termELs(thoseintheELprogramfor5+years)Strategies:● Providelong-termELswith

personalizedlearningopportunities,includingtheuseofdigitalprograms,suchasImagineLearning(level2evidence-basedstrategy)thatwillallowthemtoworkattheirownpace.

● Trainteacherstousethedatafromtheprogramtoidentifyareasofweaknessandprovideimmediatesupporttoaddressthoseweaknesses.

● Provideconsistentone-on-oneconferencing(level1evidence-basedstrategy)betweenELstudentandELteacherusinginteractivenotebooksforreadingandwriting.

● ProvideWIDAEnglishLanguageDevelopment(ELD)StandardstrainingwhichwillprovideafoundationforparticipantswhoarenewtotheWIDAELDFrameworkandwillallowteacherstoacquireadeeperunderstandingofperformancedefinitions.ParticipantswillusetheWIDAperformancedefinitionstoidentifylanguageexpectationsofinstructionaltasksinallcontentareas.

● Engageteachersinhands-onactivitiesthatexploreacademiclanguagetoenhancestudentlanguagelearning,andwillalsofocusonlessonplanningdesignedaroundtheWIDAStandards.ThistrainingwillallowclassroomandELteacherstocollaborateondesigning


September2018-June2019

UseofactionareatoolsofImagineLearningtopinpointdeficits;dataanalysismeetingsbetweenELandcontentteachersProgressmonitoringofInteractiveNotebooksdemonstratingevidenceofgrowth

Unrestrictedandrestricted(grant-funded)initiatives


lessonsthatbestmeettheneedsofindividualELs.

Studentsapproachinglong-termELstatus(thosewhoconsistentlydonotmakeadequateyearlyprogressasdeterminedbytheirEnglishlanguageproficiencyassessment,ACCESSforELLs).Strategies:● Providelong-termELswith


● Trainteacherstousethedatafromtheprogramtoidentifyareasofweaknessandprovideimmediatesupporttoaddressthoseweaknesses.Wewillprovideconsistentone-on-oneconferencing(level1evidence-basedstrategy)betweenELstudentandELteacherusinginteractivenotebooksforreadingandwriting.

● ProvideWIDAEnglishLanguageDevelopment(ELD)StandardstrainingwhichwillprovideafoundationforparticipantswhoarenewtotheWIDAELDFrameworkandwillallowteacherstoacquireadeeperunderstandingofperformancedefinitions.UsetheWIDAperformancedefinitionstoidentifylanguageexpectationsofinstructionaltasksinallcontentareas.Engageteachersinhands-onactivitiesthatexploreacademiclanguagetoenhancestudentlanguagelearning,andwillalsofocusonlessonplanningdesignedaroundtheWIDAStandards.ThistrainingwillallowclassroomandELteacherstocollaborateondesigninglessonsthatbestmeettheneedsofindividualELs.

Studentsapproachinglong-termELstatusarestrugglingwithacquiringtheEnglishlanguageatanacceptablerate.Ifnotcaughtearly,thesestudents’languagedeficitsbecomelargeliteracygaps,whicheventuallyleadtoEnglishspeakerswhodonotpossesstheliteracyskillsneededtoaccessgrade-levelcontent.





SecondaryELA:

Strategy Rationale Timeline MethodsforMeasuringProgress

Funding

Performanceof2022cohort● Differentiation/UDLvia

Goalbooktrainingforallgrade9ELA,socialstudies,scienceandspecialeducationteachers

● HighSchoolLiteracyCoachestotrackmiddleschoolprogressandsupportstrugglingstudents

● TierIIBehaviorIntervention

Inordertoaddressdownwardtrendof8thgradecohort(currently9thgradethisyear),wewillprovideteacherswithtoolsthatwillsupportthemindeliveringinstructionattheappropriatedepthandcomplexityofthecontent.Thiswillincludeincreasedabilitytoaskpurposefulquestions,differentiateinstruction,andreteachwithclaritytoourstrugglinglearners.

September11-13,2018September2018-June2019

Localassessments(readingandwriting),deliveredasonlineassessments,monthlyPLCmeetingsforinstructionalplanning.

unrestrictedandrestricted(grant-fundedinitiatives)

Readingandwritinginthecontent-areaclassrooms● Continued/expanded

developmentofcross-curriculartasksandassessmentsingrades7,8and9thatfocusonreadingandwritinginthecontentareas(inadditiontotheELAclassroom)

● DevelopmentandimplementationofaWritingintheContentAreacourse(spring2019)

● HighSchoolLiteracyCoachestosupportcontentliteracy

Emphasizingandsupportingreadingandwritinginthecontentareawillprovidestudentswithopportunitiestoapplyandpracticeliteracyskillsthroughouttheentireschoolday,goingwellbeyondtheELAclassroom.Implementationofcommonassessmentswillprovidecollaborativeopportunitiesforteacherstodesigninstructionandscorestudentwork.

AssessmentDevelopment:September-October2018CollaborativeScoring:December2018-February2019September2018-June2019

Localassessments(readingandwriting),deliveredasonlineassessments,followedbycollaborativescoringsessions,monthlyPLCmeetingsforinstructionalplanning.

unrestricted

Increasedemphasisonliteraryanalysisandanalyticalwriting● Fullimplementationof

MembeanandTurnitin(web-basedvocabularyandwritinginstructionalsupportandfeedbacktools)

● AugmentationofPearsoncurriculumtoincludenewliteraryanalysistasks

● RequiredandrecommendedliteraryanalysisPBAsbuiltintothecurriculummapsfor2ndand3rdquarterrespectivelyingrades6-10

● EmbeddingTurnitinRevisionAssistantpromptsingrades6-8ELA,socialstudiesandsciencecurriculummaps

Increasereadingcomprehensionandliteraryanalysisscoresbyexpandingstudents’vocabularyknowledgeandprovideteacherswithtoolsthatmakeswritingfeedbackeasiertoprovideandmoremeaningfulforstudents.

September2018-June2019Summer2018Summer2018September2018

Quarterlyprogressandusagereportsforstudentsandteachers,localperformance-basedassessments

unrestricted


StrengtheningCollaborationandCo-teaching● Specialeducationteachers

joinclassroomteachersforAugust29PD

● inclusionofaspecialeducationteacheratPLC/Datameetings

● utilizationofRTIinUnify● Specialeducationteachers

areapartoftheUniversalScreeningTeams

● PLCswithliteracycoaches● SpeciallyDesigned

InstructionPDandreflectiontool

IncreasetheknowledgeanduseofStrategiesforSpeciallyDesignedInstructionbygeneralandspecialeducatorsinordertomeettheindividualneedsoftheirstudentswithdisabilities

November2018-June2019

Quarterlymonitoringandanalyzesofstudentreportcardgrades

AccessEquityandProgressGrant

Improvecollaborationandsupportbetweengeneraleducationandspecialeducationstudents● Useoftheverticalalignment

ofthestandards(identifygapsofknowledgetobackmapskills)

● enhancedfocusongradelevelstandardsduringspecialeducationteacherobservations

● SpecialEducationstaffparticipatesincontentlevelProfessionalDevelopmentandwillhavePLCmeetingstoreviewdata(reassignedsupervisorssothatoneisdedicatedtoeachhighschoolforsupportandmonitoring)

● Increasingrigorforallviaongoingintegrationoftechnologyembeddedintoinstructionthroughtheuseof:GoalbookPathways(Webb’sDOK,UDL),GoogleReadandWrite

ImprovetheuseofgradelevelstandardsdataincraftingIEPgoalsandrelevantobjectivedataregardingprogresstowardmeetingthosegoals.

October2018-June2019

MSDEComplianceandBestPracticeStandardsAssessmentTool

Access,Equity,andProgressGrant

MonitoringandimplementationofSpeciallyDesignedInstruction(interventionandenrichment)● Wilsontraining,

implementationandmonitoringforbothformiddleandhighschoolstaff;levelonetrainerineachhighschool

● RevisedinterventionsforELA,Interventionfidelitychecks

Ensurestudentstrengthsareutilizedandstudentacademicneedsaremetthroughtheuseofresearchbasedinstructionalstrategiesandappropriatelevelofsupportorintervention

October2018-June2019

FidelitychecklistsforUDL/SDIstrategiestoprovidenon-evaluativefeedback

Access,Equity,andProgressGrant


● consistencyofprogressmonitoring(RTIinUnify)

● STEM/GTopportunities,afterschoolenrichmentopportunities

● GoalbookPathwaysenrichment

Long-termELs(thoseintheELprogramfor5+years)Strategies:● Providelong-termELswith


● Trainteacherstouseprogramdatatoidentifyareasofweaknessandprovideimmediatesupporttoaddressweaknesses.

● Provideconsistentone-on-oneconferencing(level1evidence-basedstrategy)betweenELstudentandELteacherusinginteractivenotebooksforreadingandwriting.

● ProvideWIDAEnglishLanguageDevelopment(ELD)StandardstrainingwhichwillprovideafoundationforparticipantswhoarenewtotheWIDAELDFrameworkandwillallowteacherstoacquireadeeperunderstandingofperformancedefinitions.ParticipantswillusetheWIDAperformancedefinitionstoidentifylanguageexpectationsofinstructionaltasksinallcontentareas.

● Engageteachersinhands-onactivitiesthatexploreacademiclanguagetoenhancestudentlanguagelearning,andwillalsofocusonlessonplanningdesignedaroundtheWIDAStandards.PromotecollaborationondesigninglessonsthatbestmeettheneedsofindividualELs.






Studentsapproachinglong-termELstatus(thosewhoconsistentlydonotmakeadequateyearlyprogressasdeterminedbytheirEnglishlanguageproficiencyassessment,ACCESSforELLs).Strategies:● Providelong-termELswith


● Trainteacherstousethedatafromtheprogramtoidentifyareasofweaknessandprovideimmediatesupporttoaddressthoseweaknesses.Wewillprovideconsistentone-on-oneconferencing(level1evidence-basedstrategy)betweenELstudentandELteacherusinginteractivenotebooksforreadingandwriting.

● ProvideWIDAEnglishLanguageDevelopment(ELD)StandardstrainingwhichwillprovideafoundationforparticipantswhoarenewtotheWIDAELDFrameworkandwillallowteacherstoacquireadeeperunderstandingofperformancedefinitions.ParticipantswillusetheWIDAperformancedefinitionstoidentifylanguageexpectationsofinstructionaltasksinallcontentareas.Engageteachersinhands-onactivitiesthatexploreacademiclanguagetoenhancestudentlanguagelearning,andwillalsofocusonlessonplanningdesignedaroundtheWIDAStandards.ThistrainingwillallowclassroomandELteacherstocollaborateondesigninglessonsthatbestmeettheneedsofindividualELs.

Studentsapproachinglong-termELstatusarestrugglingwithacquiringtheEnglishlanguageatanacceptablerate.Ifnotcaughtearly,thesestudents’languagedeficitsbecomelargeliteracygaps,whicheventuallyleadtoEnglishspeakerswhodonotpossesstheliteracyskillsneededtoaccessgrade-levelcontent.





PARCCMathematicsforGrades3-8:

1. BasedonavailablePARCCdatadescribethechallengesinMathematicsforGrades3-8.Inyourresponse,identifychallengesforstudentsrequiringspecialeducationservices,studentswithlimitedEnglishproficiency,andstudentsfailingtomeet,orfailingtomakeprogresstowardsmeetingStateperformancestandards.IntheabsenceofStateperformancestandards,LEAsarerequiredtoreportonanysegmentofthestudentpopulationthatis,onaverage,performingatalowerachievementlevelthanthestudentpopulationasawhole.Refertopages9and10toensureyourresponseincludesthereportingrequirementsforstudentsreceivingspecialeducationservicesandstudentswithLimitedEnglishLanguageproficiency.Grade3

Grade4


Grade5


● Grade3:SMCPS46.8%;Mayland42.2%(+4.6comparedtoMD;-1.6Growth)● Grade4:SMCPS45.8%;Maryland38.7%(+7.1comparedtoMD;+2.2Growth)● Grade5:SMCPS47.3%;Maryland38.0%(+9.3comparedtoMD;+8.6Growth)

TheoveralldataforSMCPSingrades3,4,and5wereaboveMaryland’sperformancerate.OverallSMCPSshowedaslightdropingrade3,againingrade4,andsignificantgainsingrade5.LimitedEnglishProficiencystudentshadadropinperformanceingrades3,4and5.AfricanAmericanstudentsshowedadropingrade3andslightgainsingrades4and5.TheachievementgapforAfricanAmericanstudentsnarrowedslightlyingrade4.FARMstudentsshowedadropinperformanceingrade3,butanincreaseingrades4and5withtheachievementgapnarrowingslightlyingrade4.IEPcarriersshowedanincreaseinperformanceingrades3,4and5outpacingthedistrict’soverallgrowthiningrades3and4.Grade6


Grade7

Grade8


● Grade6:SMCPS35.3%;Mayland31.8%(+3.5comparedtoMD;−7.3Growth)● Grade7:SMCPS43.7%;Maryland28.6%(+15.1comparedtoMD;+4Growth)● Grade8:SMCPS21.6%;Maryland15.8%(+5.8comparedtoMD;−7.3Growth)

TheoveralldataforSMCPSingrades6through8wereaboveMaryland’sperformancerate.StudentswithIEPsdecreasedinperformanceingrades6and8,howeverincreasedingrade7.AfricanAmericanstudentsdecreasedinperformanceingrades6and8,yetincreasedingrade7.StudentswithLimitedEnglishProficiencyincreasedinperformanceingrades6and7anddecreasedingrade8.Economicallydisadvantagedstudentsdecreasedinperformanceingrades6and8,howeverincreasedingrade7.


● Thechallengesbelowarticulatethechallengesforourunderperformingstudentgroups(e.g.,

FARMs,AfricanAmericans,Males).Thesechallengesapplytothestudentgroupsthatareunderperformingrelativetotheassessmentarea.Inaddition,specificchallengeswerefurtherdelineatedforSWDandLEPstudents.Thedatachartprovidedinthissectionreflectstheperformancechallengesofunderperformingstudentgroups.

Challenges affecting the underperformance of students and for those failing to meet standardsinclude:GeneralchallengesinMathematicsforgrades3−8include:

● SomeofthematerialsinusewerenotalignedtotheCommonCoreStateStandardsofMathematics.ManyteachersarestilluncomfortablewiththecontentandthepedagogyoftheMCCRSandoftentendtoteachwithouttheflexibilityorcomfortleveltorecognizewherestudentsareonthelearningtrajectoryormeetindividualneedsbyaskingpurposefulquestions,differentiatinginstruction,orutilizingmultiplerepresentationsallowingforflexibilitywhensupportingstrugglinglearners.

● Teachersarestillworkingtounderstandthecoherenceofcontentacrossgradelevelssothattheyunderstandhowthemaththattheyteachfitsintoabiggerpicture,includingbeingabletoconnecttopriorknowledge,aswellasadvancestudentthinking.

Additionalinformation/challengesspecifictostudentswithdisabilitiesinclude:

● Thenumberofstrongresearch-basedmathematicsInterventionsarelimited.● SpecialEducationresourceteachersattheelementarylevelworkwithmultiplegradelevels,so

theyneedtounderstandstandardsandrigoracrossgradelevels.● LimitedunderstandingofhowuseofUDLandotherdifferentiationstrategiesinthe

mathematicsclassroomcanincreaseaccessibilitytocontentwithoutdecreasingrigor.● Lackofacommonresourceforinstructionofcontentmakesitdifficultforspecialeducatorsto

identifyandplanforstrategiesandadaptationsthatcanmakethecontentmoreaccessibletostudentswithdisabilities.

● CommonplanningtimeforSpecialEducationteachersandclassroomteacherscanbedifficulttomanagemakingcollaborationdifficult.

AdditionalchallengesspecifictostudentswithlimitedEnglishproficiency:

● EnglishLearnersstruggletoaccessnotonlythemathematics,butthelanguage.● Academicvocabularyisformal,notconversational,makingitmoredifficulttounderstand.● Classroom teachers need to be equipped and trained to make the curriculum and academic

vocabularymoreaccessibletoELstudentsduringmathinstruction.● CommonplanningtimeforELteachersandclassroomteacherscanbedifficulttomanage,

makingcollaborationdifficult.2. Describethechangesorstrategies,andtherationaleforselectingthestrategiesand/orevidence-basedpracticesthatwillbeimplementedtoensureprogress.Includetimelinesandmethod(s)ofmeasuringstudentprogresswhereappropriate.Includeadescriptionofcorrespondingresourceallocations.(LEAsshouldincludefundingtargetedtochangesoradjustmentsinstaffing,materials,or


otheritemsforaparticularprogram,initiative,oractivity.TheLEAshouldidentifythesourceofthefundingasrestrictedorunrestricted.IfthesourceisrestrictedIDEA,TitleIorARRAfunding–includetheCFDAnumber,grantname,andtheattributablefunds.Otherwise,identifythesourceasunrestrictedandincludeattributablefunds.)Refertopages9and10toensureyourresponseincludesthereportingrequirementsforstudentsreceivingspecialeducationservicesandstudentswithLimitedEnglishLanguageProficiency.Toaddressthechallengesandareasofcontinuousimprovement,thefollowingstrategiesarebeingimplemented.Activities are aligned instructionally and approached collaboratively across departments and schools. TheDepartmentofCurriculumandInstructioncoordinatessystemicprofessionaldevelopmentandcurriculumsupportforall schools, through localandstateunrestrictedgeneral funddollars.These fundsaredetailed inourannualoperatingbudgetpostedtohttp://www.smcps.org/fs/budget/information.Whererestrictedfunds(e.g.,TitleI)areutilized,thatfundingisidentified,anddetailedinPartIIoftheMasterPlan.

Grades3through5Mathematics


Funding

AlignedResourcesSMCPShasadoptedtheBridgesinMathematicsPrograminordertosupportclassroomteachersinstandardalignedrigorousinstruction.SMCPShasalsopurchasedtheBridgesInterventionprogramincreasingthenumberofavailableinterventions.ThepurchasedmaterialshavespecificsuggestionsfordifferentiationtosupportELstudentsandstudentswithlearningchallenges.ThepurchasedmaterialscontainbothEnglishandSpanishresourcestosupportstudents,teachers,andfamiliesinaccessingthecurriculumandacademiclanguage.

BridgesinMathematicsisarigorous,problem-basedcurriculumdesignedtomeettheexpectationsoftheCommonCoreStateStandardsbothincontentandpractice.SupportforstudentswithspecialneedsandEnglishLanguageLearnersarebuiltintothecurriculum.ThedesignincludesUniversalDesignforLearninganemphasisonvisualmodels.Usingaconsistentprogramacrossgradelevelsandwithrelatedinterventionmaterialspromotescoherenceandarticulationbetweengradeswiththeuseofcommonlanguage,models,andstrategies.Theinclusionofsuggestionsforspecificdifferentiationforstrugglinglearnersintheprogramwillassistteachersinmeetingtheneedsofindividuallearners(includingSpecialEducation,studentsandEnglishLanguageLearners).TheinclusionofmaterialstosupportELstudentsandfamilieswillpromoteengagementand

SY2018-2019

AssessmentScoresAssessmentswillincludehistoricitemswhichwereheavypredictorforPARCC.Thiswillallowustocompareourprogresstolastyear’sprogressthroughouttheyear.RegularcheckinandfollowupforSpecialEducationteachersandstudents.ConsistentProgressmonitoringthroughouttheyearwiththedataenteredinUnify.PARCCScores

UnrestrictedRestricted


access.TheemphasisonvisualmodelsintheprogramwillalsosupportELstudents.

ProfessionalDevelopmentinContentandPedagogyregardingthestandardsandtheirarticulationacrossgradelevels.Professionaldevelopmentisdesignedtofostercollaborationbetweenclassroomteachers,ELteachers,andspecialeducationteachers.PDforClassroomTeachersandSpecialEducationTeacher

● TwodayworkshopsinmathematicscontentandpedagogyspecifictotheBridgesinMathematicsprogram.Classroomteachers,specialeducationteachers,andELteachersandparaeducatorsareinvitedtoattend.

● TwodayworkshopforBridgesInterventionincludedamixofspecialeducationteachers,InstructionalResourceteachers,andclassroomteachers.

● Teacherfacilitatedcollaborativeplanning/PDgradelevelgroupsafterschool.

● Onecreditonlinecourseswillbeofferedonrequestedtopicsduringthefallandspring:● DeepeningDiscussions● MaximizingtheMath

Block● StandardsBased

InstructionandGrading.

● WeeklyNewsletterhighlightinginstructionalpracticessuchasUDL.

SpecialEducation:● Thehiringofaspecial

educationmathcoachtosupportspecialeducationteachersinunderstandingthestandardsandtheirarticulationacrossgrade

Classroomteachers,specialeducationteachersandELteachersneeddeepcontentknowledgeinorderunderstandlearningtrajectories,developformativeassessments,analyzestudentworkandtargetinstruction.SpecialEducationteachersspecificallyworkacrossgradelevelssotheyneedtounderstandhowconceptsbuilduponeachother.ClassroomteachersandELteachersneedtounderstandthepedagogyrequiredtomakethecurriculumandacademicvocabularyaccessibletostudentswhoarelearningEnglish.ProfessionalDevelopmentwhichincludesclassroomteachers,InstructionalResourceTeachers,EnglishLanguageteachers,andSpecialEducationteachersensurescommonlanguage,andphilosophythereforeencouragingtransfer.WIDAEnglishLanguageDevelopment(ELD)Standardstraining(Timeframe:fall&spring).ThisinteractiveworkshopwillprovideafoundationforparticipantswhoarenewtotheWIDAELDFrameworkandwillallowteacherstoacquireadeeperunderstandingofperformancedefinitions.ParticipantswillusetheWIDAperformancedefinitionstoidentifylanguageexpectationsofinstructionaltasksinallcontentareas.Teacherswillengageinhands-onactivitiesthatexploreacademiclanguagetoenhancestudentlanguagelearning,andwillalsofocusonlessonplanningdesignedaroundtheWIDAStandards.ThistrainingwillallowclassroomandELteachersto

BridgesGettingStarted2dayWorkshopsSummer2018

● 6/20-6/21● 7/30-7/31● 8/20-8/21BridgesInterventionWorkshopsSummer2018● 8/23-8/24

CollaborativePlanning/PDgroupsEight2hoursessionsSeptember-May.Onlinecourses(basedonteacherneed/feedback):Fall2018Spring2019MathCoach:YearlongWIDATraining:Fall2018Spring2019TargetedElementaryMathWIDATraining:Fall2018Spring2019

DisaggregatedUnitAssessmentScoreswithspecificattentiontoSpecialEducationStudents,ELLStudents,AAstudentsandFARMstudents.DisaggregatedNumberCornerAssessmentScoreswithspecificattentiontoSpecialEducationStudents,ELLStudents,AAstudentsandFARMstudents.InstructionalWalkthroughsbyELteachersandInstructionalResourceTeacherstosupportimplementationofpracticesmakingmathematicsaccessibletoallstudentsincludingSpecialEducationstudentsandELstudents.



levels.EnglishLanguageLearners● ClassroomteacherswithEL

studentsintheirclassandELteachersareencouragedtoattendWIDAEnglishLanguageTrainingtogether.

● ClassroomteacherswithELstudentsintheirclassandELteacherswillattendatrainingwhichemphasizesWIDAprinciplesspecificallytargetedatmathematics.ThiswillincludeappropriatepedagogyanddirectlytieinhowtousethenewBridgesresourcestosupportstudents.

collaborateondesigninglessonsthatbestmeettheneedsofindividualELs.

ProfessionalDevelopmentForELteachersandclassroomteachersthatistargetedspecificallyatelementarymathematicsandexploresavailableresourcesbecomesverypracticalandapplicable,givingtangibleexamples.

CollaborativeStructureforSpecialEducationteachers,ELLteachers,andclassroomteacherstomeetregardingeffectiveinstructionforavarietyofneedsandstudentswithspecificneeds.● Meetingswillbeplanned

andcoverageprovidedasnecessarysothatSpecialEducationteachers,ELLteachers,andClassroomteachersareableattendPLCmeetingsanddatameetingsregardingstudentsandinstruction.

● AmethodofcommunicationwillbeestablishedthroughtheRTIelementoftheUnifydatawarehouseplatform.

● Adistrictwidedataanalysistoolwillbeutilizedtoanalyzeperformanceandtargetinstruction.

● SpecialEducationstaffwillparticipateincontentlevelProfessionalDevelopment

● Allclassroomteachersandspecialeducationteacherswillhaveunrestrictedaccesstothegeneraleducationcurriculumandinterventions.

Itiscriticalforclassroomteachersandspecialeducationteacherstocommunicateclearlyconcerningcontent,pedagogyandtheneedsofindividualstudents.ClassroomteachersrelyontheexpertiseofspecialeducationandELLteachersforappropriateinstructionaltechniquestomeettheneedsofstudentsinaTierIsetting.SpecialEducationteachersandELLteachersrelyonclassroomteacherstounderstandthecontentandcontextofthelearningintheclassroomandsupporttransferoflearning.Acollaborativeandtargetedanalysisofstudentworkandprogressenlightenstheconversationandisconducivetotargetedandeffectiveinstruction.

Summer2018training.PLCmeetingsanddatameetingswillbeongoing.CommunicationusingtheRTIelementofUnifyisongoing.Accesstogeneraleducationcurriculumandinventionsisongoing.

CollaborativePlanningandPLCSigninSheetsandnotes.DataAnalysisreportsandensuingplans/adjustmentstoinstructionDisaggregatedUnitAssessmentScoreswithspecificattentiontoSpecialEducationStudents,ELLStudents,AAstudentsandFARMstudents.DisaggregatedNumberCornerAssessmentScoreswithspecificattentiontoSpecialEducationStudents,ELLStudents,AAstudentsandFARMstudents.



Grades6through8Mathematics


Funding

AlignedResourcesSMCPShasadoptedCarnegieLearningMiddleSchoolMathSolutionsinordertosupportclassroomteachersinstandardalignedrigorousinstruction.Thepurchasedmaterialshavespecificsuggestionsfordifferentiationtosupportstudentswithdifferingabilities.ThepurchasedmaterialscontainbothEnglishandSpanishresourcestosupportstudents,teachers,andfamiliesinaccessingthecurriculumandacademiclanguage.UseofGoalbookPathwaysforassessmentitemsandresourcesthatprovideaccesstostudentswithdisabilities

CarnegieLearningMiddleSchoolMathSolutionsprovidesanactivelearningprogramdesignedtomeettheexpectationsoftheMCCRStandardsbothincontentandpractice.Supportforstudentswithdifferingabilitiesarebuiltintothecurriculum.Thisprogramutilizesablendedlearningmodel.MathiaisCarnegie’sonlinelearningplatformthatprovidesapersonalizedexperienceforeachstudents.Thisprogramallowsstudentstoworkattheirownpaceandprovidesteachersvaluableformativeassessmentdatafordeliberateinstructionaldecisionmaking.Usingaconsistentprogramacrossgradelevelspromotescoherenceandarticulationbetweengradeswiththeuseofcommonlanguage,modelsandstrategies.

SY2018-2019

FormativeIAssessmentMid-CourseAssessmentFormativeIIIAssessmentAssessmentswillincludehistoricitemswhichwereheavypredictorforPARCC.Thiswillallowustocompareourprogresstolastyear’sprogressthroughouttheyear.PARCCScores

Unrestricted

ProfessionalDevelopmentinContentandPedagogyregardingthestandardsandtheirarticulationacrossgradelevels.Professionaldevelopmentisdesignedtofostercollaborationbetweenclassroomteachers,ELteachers,andspecialeducationteachers.PDforClassroomTeachersandSpecialEducationTeachers● CarnegieLearningMiddle

SchoolMathSolutionsImplementationProfessionalDevelopment

● Teacherfacilitatedcollaborativeplanning/PDgradelevelgroupsafterschool

● Onecreditonlinecourseswillbeofferedonrequestedtopicsduringthefallandspring:● NCTM’sPrinciplesto

Classroomteachers,specialeducationteachersandELteachersneeddeepcontentknowledgeinorderunderstandlearningtrajectories,developformativeassessments,analyzestudentworkandtargetinstruction.SpecialEducationteachersspecificallyworkacrossgradelevelssotheyneedtounderstandhowconceptsbuilduponeachother.ProfessionalDevelopmentwhichincludedclassroomteachers,InstructionalResourceTeachersandSpecialEducationteachersensurescommonlanguage,andphilosophythereforeencouragingtransfer.

CarnegieLearningMiddleSchoolMathSolutionsProfessionalDevelopment

● 6/27-6/28● 8/06-8/07● 8/29OnemoredayofCarnegieLearningTrainingwillbeplannedasafollowupbasedonteacherneedsonceimplementationhasbegunCollaborativePlanning/PDgroupsEight2hoursessionsSeptember-MayOnlinecourses(basedonteacherneed/feedback):Fall

FormativeIAssessmentMid-CourseAssessmentFormativeIIIAssessmentDisaggregatedAssessmentScoreswithspecificattentiontoSpecialEducationStudents,ELStudents,AAstudents,andFARMstudentsCommonAssessmentswithinPLCs

Unrestricted


Action● TeachingMathto

StudentswithDisabilities

● WeeklyNewsletterhighlightinginstructionalpracticessuchasUDLandInstructionalRoutines

● Twitterfeedhighlightinginstructionalpractices

● SpecialEducationteachersjoinedGeneralEducationteachersforcontentareatrainingontheSMCPSBacktoSchoolPDDay

EnglishLanguageLearners● ClassroomteacherswithEL


● ClassroomteacherswithELstudentsintheirclassandELteacherswillattendatrainingwhichemphasizesWIDAprinciplesspecificallytargetedatmathematics.Thiswillincludeappropriatepedagogyanddirectlytieinhowtousethenewresourcestosupportstudents.

2017Spring2018WIDATraining:Fall2018Spring2019

CollaborativeStructureforSpecialEducationteachers,ELteachers,andclassroomteacherstomeetregardingeffectiveinstructionforavarietyofneedsandstudentswithspecificneeds.● Meetingswillbeplanned

andcoverageprovidedasnecessarysothatSpecialEducationteachers,ELteachers,andClassroomteachersareableattendPLCmeetingsanddatameetingsregardingstudentsandinstruction.

● Contentareateachersandspecialeducatorswillcollaborateacrossthedistrictdigitallyviathe

Itiscriticalforclassroomteachersandspecialeducationteacherstocommunicateclearlyconcerningcontent,pedagogyandtheneedsofindividualstudents.ClassroomteachersrelyontheexpertiseofspecialeducationandELteachersforappropriateinstructionaltechniquestomeettheneedsofstudentsinaTierIsetting.SpecialEducationteachersandELteachersrelyonclassroomteacherstounderstandthecontentandcontextofthelearningintheclassroomandsupporttransferoflearning.

SY2018-2019PLCmeetingsanddatameetingswillbeongoingGooglePluscollaborationisongoingAccesstogeneraleducationcurriculumisongoing

CollaborativePlanningandPLCSigninSheetsandnotesDataAnalysisreportsandensuingplans/adjustmentstoinstructionDisaggregatedAssessmentScoreswithspecificattentiontoSpecialEducationStudents,ELStudents,AAstudents,andFARMstudentsMonitoringofparticipationintheGooglePlusCommunities


GooglePlusplatform.Additionally,aseparateGooglePluscommunityforspecialeducatorswillbeutilizedasaplacetosharestrategiesandbuildcapacityastheysupportthegeneraledteacherswithdeliveringcontentandsupportourstudentswithdifferingabilities.



● Allclassroomteachersandspecialeducationteacherswillhaveunrestrictedaccesstothegeneraleducationcurriculum.TargetedELteachers(atSRMSandGMHSspecifically)willbeprovidedaccesstonewcurricularmaterials,aswellasanorientationtohowthesematerialscansupportthesuccessofELstudents.

Acollaborativeandtargetedanalysisofstudentworkandprogressenlightenstheconversationandisconducivetotargetedandeffectiveinstruction.


PARCCAlgebraI:

1. BasedonavailablePARCCdatadescribethechallengesinAlgebraI.Inyourresponse,identifychallengesforstudentsrequiringspecialeducationservices,studentswithlimitedEnglishproficiency,andstudentsfailingtomeet,orfailingtomakeprogresstowardsmeetingStateperformancestandards.IntheabsenceofStateperformancestandards,LEAsarerequiredtoreportonanysegmentofthestudentpopulationthatis,onaverage,performingatalowerachievementlevelthanthestudentpopulationasawhole.Refertopages9and10toensureyourresponseincludesthereportingrequirementsforstudentsreceivingspecialeducationservicesandstudentswithLimitedEnglishLanguageproficiency.Algebra1


● Algebra1:SMCPS45.2%;Mayland34.9%(+10.3comparedtoMD;−7.2Growth)TheoveralldataforSMCPSinAlgebra1wereaboveMaryland’sperformancerate.StudentswithLimitedEnglishProficiencyincreasedinperformance,whilestudentswithIEPs,AfricanAmericanstudents,andeconomicallydisadvantagedstudentsalldecreasedinperformance.Challengesaffectingtheunderperformanceofstudentsandforthosefailingtomeetstandardsinclude:GeneralchallengesinMathematicsforAlgebra1include:

● SomeofthematerialsinusewerenotalignedtotheCommonCoreStateStandardsofMathematics.Manyteachersarestilluncomfortablewiththecontentandthepedagogyofthe


MCCRSandoftentendtoteachwithouttheflexibilityorcomfortleveltorecognizewherestudentsareonthelearningtrajectoryormeetindividualneedsbyaskingpurposefulquestions,differentiatinginstruction,orutilizingmultiplerepresentationsallowingforflexibilitywhensupportingstrugglinglearners.

● Teachersarestillworkingtounderstandthecoherenceofcontentacrossgradelevelssothattheyunderstandhowthemaththattheyteachfitsintoabiggerpicture,includingbeingabletoconnecttopriorknowledge,aswellasadvancestudentthinking.


● LimitedunderstandingofhowuseofUDLandotherDifferentiationstrategies intheAlgebra1classroomcanincreaseaccessibilitytocontentwithoutdecreasingrigor.

● LackofacommonresourceforAlgebra1makesitdifficultforspecialeducatorstoidentifyandplanforstrategiesandadaptationsthatcanmakethecontentmoreaccessibletostudentswithdisabilities.

● CommonplanningtimeforSpecialEducationteachersandclassroomteacherscanbedifficulttomanagemakingcollaborationdifficult.

AdditionalchallengesspecifictostudentswithlimitedEnglishproficiency:

● EnglishLearnersstruggletoaccessnotonlythemathematics,butthelanguage.● Academicvocabularyisformal,andnotconversationalmakingitmoredifficulttounderstand.● Classroom teachers need to be equipped and trained to make the curriculum and academic

vocabularymoreaccessibletoELstudentsduringmathinstruction.● CommonplanningtimeforELteachersandclassroomteacherscanbedifficulttomanage

makingcollaborationdifficult.2. Describethechangesorstrategies,andtherationaleforselectingthestrategiesand/orevidence-basedpracticesthatwillbeimplementedtoensureprogress.Includetimelinesandmethod(s)ofmeasuringstudentprogresswhereappropriate.Includeadescriptionofcorrespondingresourceallocations.(LEAsshouldincludefundingtargetedtochangesoradjustmentsinstaffing,materials,orotheritemsforaparticularprogram,initiative,oractivity.TheLEAshouldidentifythesourceofthefundingasrestrictedorunrestricted.IfthesourceisrestrictedIDEA,TitleIorARRAfunding–includetheCFDAnumber,grantname,andtheattributablefunds.Otherwise,identifythesourceasunrestrictedandincludeattributablefunds.)Refertopages9and10toensureyourresponseincludesthereportingrequirementsforstudentsreceivingspecialeducationservicesandstudentswithLimitedEnglishLanguageProficiency.


Algebra1


Funding

AlignedResourcesSMCPShasadoptedPearsonEnVisionA|G|A(Algebra1,Geometry,andAlgebra2)inordertosupportclassroomteachersinstandardalignedrigorousinstruction.ThepurchasedmaterialshavespecificsuggestionsfordifferentiationtosupportstudentswithdifferingabilitiesandELstudents.ThepurchasedmaterialscontainEnglishtoSpanishtranslationstosupportstudentsandfamiliesinaccessingthecurriculumandacademiclanguage.UseofGoalbookPathwaysforassessmentitemsandresourcesthatprovideaccesstostudentswithdisabilities

TheprevioustextusedforourAlgebra1,Geometry,andAlgebra2courseworkwasadoptedpriortotheCommonCore.ThisnewtextwillhelpteacherstobetterunderstandthestandardsfortheAlgebra1course.PearsonEnVisionA|G|Aisalignedtothestandards,bothcontentandpractice,andtoNCTM’sEffectiveTeachingPracticesfromPrinciplestoAction.SupportforstudentswithspecialneedsandEnglishLanguageLearnersarebuiltintothecurriculum.Usingaconsistentprogramacrossgradelevelspromotescoherenceandarticulationbetweengradeswiththeuseofcommonlanguage,modelsandstrategies.

SY2018-2019

FormativeIAssessmentMid-CourseAssessmentFormativeIIIAssessmentAssessmentswillincludehistoricitemswhichwereheavypredictorforPARCC.Thiswillallowustocompareourprogresstolastyear’sprogressthroughouttheyear.PARCCScores

Unrestricted

ProfessionalDevelopmentinContentandPedagogyregardingthestandardsandtheirarticulationacrossgradelevels.Professionaldevelopmentisdesignedtofostercollaborationbetweenclassroomteachers,ELteachers,andspecialeducationteachers.PDforClassroomTeachersandSpecialEducationTeachers● PearsonEnVisionA|G|A

ImplementationProfessionalDevelopment

● Teacherfacilitatedcollaborativeplanning/PDgradelevelgroupsafterschool

● Onecreditonlinecourseswillbeofferedonrequestedtopicsduringthefallandspring:● NCTM’sPrinciplesto

Classroomteachers,specialeducationteachersandELteachersneeddeepcontentknowledgeinorderunderstandlearningtrajectories,developformativeassessments,analyzestudentworkandtargetinstruction.SpecialEducationteachersspecificallyworkacrossgradelevelssotheyneedtounderstandhowconceptsbuilduponeachother.ProfessionalDevelopmentwhichincludedclassroomteachers,InstructionalResourceTeachersandSpecialEducationteachersensurescommonlanguage,andphilosophythereforeencouragingtransfer.

PearsonEnVisionA|G|AProfessionalDevelopment

● June19,2018● August29,2018CollaborativePlanning/PDgroupsEight2hoursessionsSeptember-MayOnlinecourses(basedonteacherneed/feedback):Fall2017Spring2018WIDATraining:Fall2018Spring2019

FormativeIAssessmentMid-CourseAssessmentFormativeIIIAssessmentDisaggregatedAssessmentScoreswithspecificattentiontoSpecialEducationStudents,ELStudents,AAstudents,andFARMstudentsCommonAssessmentswithinPLCs

Unrestricted


Action● TeachingMathto

StudentswithDisabilities

● WeeklyNewsletterhighlightinginstructionalpracticessuchasUDLandInstructionalRoutines

● Twitterfeedhighlightinginstructionalpractices

● SpecialEducationteachersjoinedGeneralEducationteachersforcontentareatrainingontheSMCPSBacktoSchoolPDDay

EnglishLanguageLearners● ClassroomteacherswithEL


● ClassroomteacherswithELstudentsintheirclassandELteacherswillattendatrainingwhichemphasizesWIDAprinciplesspecificallytargetedatmathematics.Thiswillincludeappropriatepedagogyanddirectlytieinhowtousethenewresourcestosupportstudents.

CollaborativeStructureforSpecialEducationteachers,ELteachers,andclassroomteacherstomeetregardingeffectiveinstructionforavarietyofneedsandstudentswithspecificneeds.● Meetingswillbeplanned

andcoverageprovidedasnecessarysothatSpecialEducationteachers,ELteachers,andClassroomteachersareableattendPLCmeetingsanddatameetingsregardingstudentsandinstruction.

● ContentareateachersandspecialeducatorswillcollaborateacrossthedistrictdigitallyviatheGooglePlusplatform.

Itiscriticalforclassroomteachersandspecialeducationteacherstocommunicateclearlyconcerningcontent,pedagogy,andtheneedsofindividualstudents.ClassroomteachersrelyontheexpertiseofspecialeducationandELteachersforappropriateinstructionaltechniquestomeettheneedsofstudentsinaTierIsetting.SpecialEducationteachersandELteachersrelyonclassroomteacherstounderstandthecontentandcontextofthelearningintheclassroomandsupporttransferoflearning.

SY2018-2019PLCmeetingsanddatameetingswillbeongoingGooglePluscollaborationisongoingAccesstogeneraleducationcurriculumisongoing

CollaborativePlanningandPLCSigninSheetsandnotesDataAnalysisreportsandensuingplans/adjustmentstoinstructionDisaggregatedAssessmentScoreswithspecificattentiontoSpecialEducationStudents,ELStudents,AAstudents,andFARMstudentsMonitoringofparticipationintheGooglePlusCommunities


Additionally,aseparateGooglePluscommunityforspecialeducatorswillbeutilizedasaplacetosharestrategiesandbuildcapacityastheysupportthegeneraledteacherswithdeliveringcontentandsupportourstudentswithdifferingabilities.



● Allclassroomteachersandspecialeducationteacherswillhaveunrestrictedaccesstothegeneraleducationcurriculum.TargetedELteachers(atSRMSandGMHSspecifically)willbeprovidedaccesstonewcurricularmaterials,aswellasanorientationtohowthesematerialscansupportthesuccessofELstudents.

Acollaborativeandtargetedanalysisofstudentworkandprogressenlightenstheconversationandisconducivetotargetedandeffectiveinstruction.


HighSchoolAssessment(HSA)Government:

1.BasedonavailablePARCCdatadescribethechallengesinHighSchoolAssessment(HSA)Government.Inyourresponse,identifychallengesforstudentsrequiringspecialeducationservices,studentswithlimitedEnglishproficiency,andstudentsfailingtomeet,orfailingtomakeprogresstowardsmeetingStateperformancestandards.IntheabsenceofStateperformancestandards,LEAsarerequiredtoreportonanysegmentofthestudentpopulationthatis,onaverage,performingatalowerachievementlevelthanthestudentpopulationasawhole.Refertopages9and10toensureyourresponseincludesthereportingrequirementsforstudentsreceivingspecialeducationservicesandstudentswithLimitedEnglishLanguageproficiency.

Total Test Takers Pass Percent Pass Fail Percent Fail

District 1597 1208 75.6% 389 24.4%

White 1088 896 82.4% 192 17.6%

AA 380 197 51.8% 183 48.2%

IEPs 162 49 30.2% 113 69.8%

FARMS 395 228 57.7% 167 42.3%

LEP 18 4 22.3% 14 77.7%


Theoverallstudentperformancewas75.6%percentonthe2018Governmentassessment.Thedisaggregateddatashowsthatonly51.8%ofAfricanAmericanstudentsearnedproficiency;therewasa30.6pointgapbetweentheAfricanAmericanstudentgroupandthewhitestudentperformance.Thespecialeducationstudentsearneda30.2%proficientscoreontheHSA.Anotherchallengeisthatonly57.7%ofFARMSstudentsachievedproficientscoresonthe2018Governmentassessment.Furthermore,anachievementdiscrepancyiswiththelimitedEnglishLanguageProficiencystudentpopulation,whoachievedaproficiencyof22.3%(Thisstudentgroupconsistedofastudentpopulationofeighteenstudents).Insum,the2018H.S.A.GovernmentassessmentdatarevealedthatstudentgroupsincludingAfricanAmerican,specialeducation,FARMS,andELLdemonstratedalowerlevelofsuccessonmeetingthegraduationrequirement.


● Intensive,individualizedinterventionsarenotalignedtocurriculumandassessmentcontent.● Thegapissowideforsomestudentsthataccesstothegeneraleducationcontinuestobea

challenge,especiallydisciplinaryliteracyskills--readingandargumentativewriting● Staffturnoversimpactinterventiontrainingforsustainability.● Planningwithcontentteachersislimited.● Complianceandaccommodationdemandonspecialeducationstaffincreaseinthelatterhalfof

theschoolyearandinterferewithinstruction.● Accesstotechnologythroughouttheyearisnecessary.


AdditionalchallengesspecifictostudentswithlimitedEnglishproficiency:● LanguagelimitationsinterferewiththeELLstudents’abilitytoread,understandandaccesstext

atthelevelofcomplexityanddepthneededtomeetthestandards.● LanguagelimitationsinterferewiththeELLstudents’abilitytoprocessandcommunicate

information.● RateofspeechoftheNativeEnglishspeakermakesitdifficultforELLstoprocessinformation.● ELLstudentshaveReadingcomprehensiondifficulty,especiallywithcontentlanguage.● Writingactivitiestendtohavesomeconnectiontoculturewhichmakesitdifficulttowriteinthe

samemannerasnativeEnglishspeakers.

2.Describethechangesorstrategies,andtherationaleforselectingthestrategiesand/orevidence-basedpracticesthatwillbeimplementedtoensureprogress.Includetimelinesandmethod(s)ofmeasuringstudentprogresswhereappropriate.Includeadescriptionofcorrespondingresourceallocations.(LEAsshouldincludefundingtargetedtochangesoradjustmentsinstaffing,materials,orotheritemsforaparticularprogram,initiative,oractivity.TheLEAshouldidentifythesourceofthefundingasrestrictedorunrestricted.IfthesourceisrestrictedIDEA,TitleIorARRAfunding–includetheCFDAnumber,grantname,andtheattributablefunds.Otherwise,identifythesourceasunrestrictedandincludeattributablefunds.)Refertopages9and10toensureyourresponseincludesthereportingrequirementsforstudentsreceivingspecialeducationservicesandstudentswithLimitedEnglishLanguageProficiency.


Funding

Achievementgapbetweengeneraleducationandspecialeducationstudents● Differentiation/UDLvia

Goalbooktrainingforsocialstudiesteachers

● HighschoolLiteracyCoachestotracksupportstrugglingstudents

Provideteacherswithtoolsthatwillsupportthemindeliveringinstructionattheappropriatedepthandcomplexityofthecontent.Increasetheirabilitytoaskpurposefulquestions,differentiateinstruction,andreteachwithclaritytoourstrugglinglearners.

September2018November2018January2019April2019

WalkthroughsClassroomArtifacts

Restricted(grant-fundedinitiatives)

CollaborativeStructureforSocialStudies,SpecialEducation,andELLteachers● Meetingswillbeplannedand

coverageprovidedasnecessarysothatSpecialEducationteachers,ELLteachers,andClassroomteachersareabletoattendPLCmeetingsanddatameetingsregardingstudentsandinstruction.

Itiscriticalforsocialstudies,specialeducation,andELLteacherstocommunicateclearlyconcerningcontent,pedagogy,andtheneedsofindividualstudents.Furthermore,thestructuredcollaborativeallowsfortargetedanalysisofstudentworkandprogress,aswellascultivatesfocuseddialogueoneffectiveinstructionalpractices.

September2018October2018November2018January2019February2019March2019April2019May2019

CollaborativePlanningandPLCSigninSheetsandnotes.DataAnalysisreportsandensuingplans/adjustmentstoinstructionDisaggregatedUnitAssessmentScoreswithspecificattentiontoSpecialEducationStudents,ELLStudents,AAstudents,andFARMstudents.

Unrestricted


DisciplinaryReadingandArgumentativeWritingSkills● Developmentof

developmentofcross-curriculartasksandassessmentsinreadingandwritingthatfocusonCoreLearningGoalstandardsthatwerechallengingforstudentsbasedondata

● DevelopmentandimplementationofaWritingintheContentAreacourse(spring2019)

● HighSchoolLiteracyCoachestosupportcontentliteracy

EmphasizingandsupportingreadingandwritinginGovernmentwillprovidestudentswithopportunitiestoapplytheirAmericanGovernmentcontentwhilepracticingtheirdisciplinaryreadingandargumentativewritingskillsthroughoutthethroughouttheentireschoolday.Implementationofcommonassessmentswillprovidecollaborativeopportunitiesforteacherstodesigninstructionandscorestudentwork.

October2018December2018February2019April2019

Localassessments(readingandwriting),deliveredasonlineassessments,followedbycollaborativescoringsessions,monthlyPLCmeetingsforinstructionalplanning.

Unrestricted

DuetoMSDENovember2,2018 ClarifyingQuestions1

2017MasterPlanAnnualUpdateClarifyingQuestionsandCommendationsLEA:St.Mary’sCountyPublicSchoolsTeamFacilitator:LeighDaltonandMatthewFrizzellBasedonthereviewoftheLocalEducationAgency(LEA)BridgetoExcellence2018MasterPlanAnnualUpdate,theclarifyingquestionslistedbelowrequireresponsestocompletethereviewprocess.Theclarifyingquestionsaredividedintosectionsfromtheplan.Also,thefinalcolumnlistcommendationswhichdemonstratetheLEAexceedingperformancepresentingauniquelyinnovativeapproachtoimprovingopportunitiesforallstudents.Pleaserespondtoallclarifyingquestions.TheformisduetoMSDEon,orbeforethecloseofbusinessonNovember2,2018.(Addadditionalrows,ifrequired).

Section

PageNumber ClarifyingQuestions LEAResponse(s) Commendations

PARCCELA/LiteracyforGrades3-8&10

SectionII.7 Pleaseelaborateonwhatyoumeanbyachievementgapasachallengerelativetostudentswithdisabilitiesingrades6-8,10.

Whiletheachievementgapisclosing,thereisstilladisparityinacademicperformancebetweenIEPcarriersandothergroupsofstudentsthatisevidentacrosstheboardinsubject-areagrades,standardizedtestscores,courseselection,dropoutrates,andothersuccessmeasures.

Nicealignmentbetweenstrategiesandrationale.

PARCCELA/LiteracyforGrades3-8&10

SectionII.9;SectionII.21-26

AccordingtoEdreports,theadoptedcurriculumisonlypartiallyalignedtotheCCSS.Whydidyoupickthiscurriculumoverothersthatmightbebetteralignedtothestandards?

TheselectionofHMHJourneysforGrades3-5wasduetoatextbookrefresh,notatextbookadoption.SMCPShadbeenusinganoldereditionofHMHforovertenyears.Anewelementaryschoolwasopenedin2015andsincetheoldereditionofHMHwasnolongeravailable,Journeyswaspurchasedforthenewschool.Inordertomaintainconsistencyacrossthecounty,thedecisiontopurchaseHMHJourneysforgrades3-5acrossthesystemwasmade.

Goodworkdrillingdowntolong-termELsandapproachinglong-termELSacrossgradespansanddifferentiatingstrategiesbasedonthisanalysis.

PARCCMathematicsforGrades3-8

SectionII.21-26

AccordingtoEdreports,theadoptedcurriculumisonlypartiallyalignedtotheCCSS.Whydidyoupickthiscurriculumoverothersthatmightbebetteralignedtothestandards?

AccordingtoEdReports,BridgesinMathematics,publishedbyTheMathLearningCenter,meetsexpectationsinalignment,rigor,focus,coherence,andmathematicalpracticesateverygradelevelK-5.Itwasselectedbyacommitteeofstakeholders(classroomteachers,administrators,specialeducationteachers,andparents)basedonacollaborativelydevelopedrubric.TherubricwasdevelopedusingtheprinciplesoutlinedintheNCTMbookPrinciplestoActions.

Excellentlevelofdetailinthestrategies.

PARCCAlgebraI

SectionII.29-31

PleaseexplainyourrationaleforselectingEnVisionasyourcurriculum,particularlywhenastrategyistoalignresources,whenaccordingtoEdreports,EnVisionisnotalignedto

SMCPSadoptedEnVisionA|G|Areleasedin2018(nottheearlierversionthatisbeingreferredtointheclarifyingquestions).ThereportforthisprogramwasreleasedbyEdReportson10/24/18.EnVisionA|G|AmetexpectationsforallthreeGateways:Focus&Coherence,Rigor&MathematicalPractices,andUsability.EnVision

Excellentlevelofdetailinthestrategies.

DuetoMSDENovember2,2018 ClarifyingQuestions2

theCCSS. A|G|AwasinitiallyselectedforreviewbyateamofstakeholdersduetoitsintegrationofDesmosinteractives,3-ActTasks,andconnectiontoNCTM’sPrinciplestoActions.Thisisinadditiontoitsalignmenttostandardsandfocusonallaspectsofrigor.

PARCCAlgebraI

SectionII.27 Manyofthechallengesdescribeadmindifficulties,suchaslackoftimeforcollaboration,yetthestrategiesarenotrelatedtotheadministrativechanges.Canyoupleaseexplainhowyouplantoaddressadminchallenges.

StrategiesthatarelistedintheMasterPlan:● Teacherfacilitatedcollaborativeplanning/PDingradelevel

groupsafterschool● SpecialEducationteachersjoinedGeneralEducationteachersfor

content areatrainingontheSMCPSBacktoSchoolPDDay● ClassroomteacherswithELstudentsintheirclassandELteachers

areencouragedtoattendWIDAEnglishLanguagetrainingtogether● ClassroomteacherswithELstudentsintheirclasswillattenda

trainingwhichemphasizesWIDAprinciplesspecificallytargetedatmathematics.Thiswillincludeappropriatepedagogyanddirectlytieinhowtousethenewresourcestosupportstudents

● MeetingswillbeplannedandcoverageprovidedasnecessarysothatSpecialEducationteachers,ELteachers,andClassroomteachersareabletoattendPLCmeetingsanddatameetingsregardingstudentsandinstruction

● ContentareateachersandspecialeducatorswillcollaborateacrossthedistrictdigitallyviatheGooglePlusplatform.Additionally,aseparateGooglePluscommunityforspecialeducatorswillbeutilizedasaplacetosharestrategiesandbuildcapacityastheysupportthegeneraledteacherswithdeliveringcontentandsupportourstudentswithdifferingabilities

Itisnicetoseeastrongfocusonprofessionallearning,includingtheweeklynewslettershighlightinginstructionalpracticesandtheCPDcourses.

HSAGovernment

SectionII.33-34

IfsomeofthechallengesinGovernmentarebecauseofchallengeswithreadingandwriting,whydidSt.Mary’sdecidetonotincludeanyreading/writingorEnglishteachersinthecollaborativestructures?

Thechallengeareasaredisciplinaryliteracypractices(e.g.,waysofreading,thinking,andwriting)usedbysocialscientists,notintermediateliteracyandliteraturestandards.Thesepracticescenteronresearchconductedoverthepastdecadeabouthowsocialstudiesexpertsengageintheirprofessionalwork.Forinstance,SamWineburg’sresearchidentifiedseveralessentialdisciplinaryreadingpracticesthatincludesourcing,contextualization,closereading,andcorroboration.Additionally,thescholarlyworkofChaunceyMonte-Sanorevealeddisciplinaryliteracypracticesforsocialstudiescentersongeneratingevidence-basedargumentswhileconsideringmultipleperspectivesandevaluatingevidence.ThesedisciplinaryliteracypracticesrequirePLCmemberstohaveadeepunderstandingofthecontentknowledgestandardsanddisciplinaryliteracypractices.Sincedisciplinaryliteracypracticesrequireteacherstohaveafirmunderstandingofhistoricalperiodization,ELAteacherswerenotincludedintheseprofessionallearningcommunities.

Greatdetailandnice,narrowfocusonthestrategies.

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