Annual Update Part 1 - Charles County Public Schools

Transcription

2015
Charles County Public Schools
Bridge to Excellence Annual Update
Part I
Table of Contents
1
Cover Page
2
Local Planning Team Members
Section A
Executive Summary and State Success Factors
 Introduction
 UDL
 Finance
 Executive Summary
3
3
10
20
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Section B
Standards and Assessments
 Progress Towards Meeting Academic Targets
Annual Measurable Objectives
o Science
o Social Studies
o High School Assessments
Specific Student Groups in Bridge to Excellence
o English Language Learners
o Career and Technology Education
o Early Learning
o Gifted and Talented Education
o Education that is Multicultural
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101
112
Section C
Data Systems to Support Instruction
 Data Systems
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Section D
Great Teachers and Leaders
 Highly Qualified/Highly Effective Staff
 High Quality Professional Development
Culture and Climate
 Climate Survey
 Persistently Dangerous Schools
 Attendance
 Habitual Truancy (if applicable)
 Graduation and Dropout Rates
 School Safety- Suspension
 School Safety- Suspension for Sexual Harassment, Harassment, and
Bullying / Incidents of Bullying and Intimidation
 Positive Behavioral Intervention Supports (PBIS)
 Parent Involvement (OPTIONAL REPORTING)
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CCPS 2015 BTE Annual Update Part I
1
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.
Name
Affiliation/Title
Leigh Ann Anderson
Michael Blanchard
Tim Bodamer
Arin Bonner
Ian Buter
Joyce Campbell
Peter Cevenini
Margo Champion
Traci Chappelear
Jennifer Conte
Sherri Fisher-Davis
Natalie Hart
Geoffrey Howard
Larry Johnson
Tameka Johnson
Alicia Jones
Mary Kate Long
Connie Mattingly
Chris Mulhollan Miller
Pamela Murphy
Steve Perakis
Karen Peters
Katie Ryan
Tanisha Sanders
Dawn Schaeffer
Arden Sotomayor
Randy Sotomayor
Ann Taylor
John Tompkins
Jack W. Tuttle
Patricia Vaira
Dedra Van Gelder
Simone Young
Vera Young
Charmaine Young-Waddy
Kim Watts
Joan Withers
K-8 Science Resource Teacher
Supervising School Psychologist
Content Specialist in Fine and Performing Arts
Title I Instructional Specialist for Parent Involvement and Grant Support
Content Specialist for Science
Elementary Gifted Resource Teacher
Chief of Instructional Technology
Instructional Specialist, the Judy Center
Coordinator of Career & Technology Education
Student Services Intervention Programs Coordinator
Staff Accountant-Restricted Program
Specialist in Early Childhood Education
Social Studies Resource Teacher
UDL Liaison and Instructional Specialist for Special Education
Instructional Specialist for Minority Achievement
Supervising School Counselor
Specialist in Early Childhood
Learning Resource Teacher
Specialist in Test Development
Executive Director Human Resource
Coordinator of Evaluation
Coordinator of Testing
Preschool Special Education Instructional Specialist
Youth in Transition/Foster Care Coordinator
Coordinator of Staff Development
Director of Special Education
Budget Director
Content Specialist for Gifted and Differentiated Services
Content Specialist for Language Arts
Social Studies Content Specialist
Director-Student Services
Instructional Specialist for Library Media
Coordinator for STEM Education
Content Specialist for English and Language Arts H.S.
Student Services Specialist
Content Specialist for World Languages
Acting Director of Secondary Education
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Section A: Executive Summary and State Success Factors
Introduction
The Charles County Public Schools (CCPS) master plan supports the system’s mission
to “provide an opportunity for all school-aged children to receive an academically
challenging, quality education that builds character, equips for leadership, and prepares
for life in an environment that is safe and conducive to learning.”
CCPS is on a steady and successful path to fulfilling its mission. The commitment to
improving student performance is evidenced by increased student performance on state
and national assessments such as Advanced Placement exams, MSA elementary
Science, HSA Biology and Government, and the WIDA Access for ELLs. In addition, the
school system’s 3,481 employees remain dedicated to addressing challenges presented
by rising standards.
Last year, one way in which CCPS addressed the rigor required by the Maryland College
and Career Readiness Standards (MCCRS) was through the professional development
of principals and other administrators at the annual Administrative Leadership Institute.
The Office of Instruction also provided principals with monthly professional development
focused on The Core Six: Essential Strategies for Achieving Excellence. During each
session, principals participated in professional development activities based on one of the
Core 6 strategies and on formative assessment with responsive action; in turn, the
principals delivered these activities to their own staff. This model of professional
development created a consistent instructional focus throughout all schools and at all
levels.
CCPS continues its focus on providing instruction that engages all students and promotes
achievement for all students with a focus on eliminating the achievement gap by
eliminating the attitude gap. This year, the theme of the monthly professional
development is “More Core” and will continue the “trainer of trainers” model of
professional development with principals and staff, build on the use of Core 6 strategies
and formative assessment, and incorporate Total Participation Techniques as a means
of promoting Universal Design for Learning (UDL) in order to address the needs of all
learners.
In support of MSDE’s vision to prepare all students for college and career, CCPS
continues to provide all students with academic opportunities. An example of success in
this endeavor is our Science, Technology, Engineering, and Mathematics (STEM)
initiative whose goal is to prepare all students for STEM related careers. Two years ago,
CCPS initiated strategies to increase participation of students in traditionally
underrepresented demographics such as African-American, Hispanic, and female
populations. These strategies include providing early exposure to STEM curricular and
extracurricular activities, providing equitable student access to technology and
equipment, and targeting underrepresented populations for participation in STEM
activities such as mentoring, internships, conferences, and extended learning programs.
As a result, CCPS has had significant growth in the percentage of underrepresented
students participating in STEM: from 31% in 2012-13 to 89.5% in 2014-2015.
There is also growth in special education students and disadvantaged students
participating in STEM activities: from 2.8% special education students in 2013-14 to 7.6%
in 2014-2015; and, from 20% disadvantaged students in 2013-14 to 39% in 2014-2015.
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The Computer Science initiative is another indication that CCPS is making clear headway
toward eliminating opportunity gaps and closing achievement gaps. Across the nation,
only one in ten schools teaches computer science. However, every CCPS school offers
all students the opportunity to learn computing concepts and coding.
All elementary students participate in the Code Studio where they learn to develop
algorithms, create programs, and use problem solving with debugging techniques. Middle
school students have the opportunity to learn about computing in algebra through video
game design, computing in science by creating their own models and simulations, and
digital literacy with cyber safety and cyber ethics in computer skills classes. High school
students are able to take an introductory course in computing called Exploring Computer
Science that is offered nationwide or the more advanced College Board Computer
Science Principles pilot course that explores both internet concepts and programming.
Since 2013, over 150 CCPS teachers have participated in professional development to
allow them to deliver computer science lessons across all grade levels. As a result, CCPS
is bringing computer skills to students that are traditionally underrepresented in these
areas. Nationwide, only 15% of students taking the AP Computer Science exam are
female while in CCPS there is an almost equal number of male and female students;
nationwide, only 8% are students of ethnically diverse backgrounds while in CCPS it is
67%. The increase in participation by traditionally underrepresented groups is another
indication that CCPS is dedicated to eliminating opportunity gaps as a means of
eradicating achievement gaps.
Five Year Plan
The master planning process provides an additional opportunity to focus on student
achievement while the review process ensures guidance and support from Maryland
Department of Education (MSDE) staff.
Charles County Public Schools five year plan to positively affect the achievement of all
students includes seven goals:
Goal 1—Close the Achievement Gap
Goal 2—Increase the High School Graduation Rate
Goal 3—Place in the Top Five Districts in Maryland on the PARCC Assessment
Goal 4—Develop Alternative Learning Environments including Online Instruction
Goal 5—Recruit and Retain a Highly Qualified Diverse Workforce
Goal 6—Use Emerging Technologies to Communicate with Our Stakeholders
Goal 7—Implement Alternative Funding Sources to Augment State and Local Funding
Objective 1
Objective 2
Goal 1—Close the Achievement Gap
Years 1-2
Use all available data, including MSA, PARCC, CCPS
pre/post assessments, PARCC, suspensions, and
attendance, to determine baseline data and to identify factors
contributing to achievement gaps
Focus system, principal, and teacher Student Learning
Objectives (SLO) on closing any identified achievement gaps
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Objective 3
Objective 4
Objective 5
Objective 6
Objective 7
Objective 1
Objective 2
Objective 3
Objective 4
Objective 1
Objective 2
Objective 3
Objective 4
Objective 5
Objective 6
Objective 7
Use WIDA Access for ELLs data to evaluate the Secondary
Academy of International Languages (SAIL) program and
expand to middle school level if appropriate
Relocate and/or expand regionalized Special Education
programs to better meet student needs
Plan and implement professional development to address
best practices for closing the achievement gap and reducing
the disproportionality in suspension data
Pilot online instruction and other alternative education
programs for targeted groups of students
Revise current diversity training to provide cultural
competency training for all staff
Years 3-5
Continue on-going analysis of all available data sources to
determine effectiveness of programs, interventions, and/or
strategies
Explore and implement new programs, interventions, and/or
strategies to address any found to be ineffective
Continue professional development to address any
achievement gaps and any disproportionality in suspension
Develop a staffing and budget profile to extend online and/or
alternative learning options beyond pilot status
Goal 2—Increase the High School Graduation Rate
Years 1-2
Revise the dropout exit interview process to include specific
information as to why students decide to leave school
Collect and analyze data on 9th graders that fall out of their
graduation cohort and create individualized action plan to
support their return to their cohort
Based on data from the 2014-2015 Credit Recovery pilot,
implement a credit recovery plan at all high schools during
the one hour lunch time
Explore the benefits of block scheduling at the high schools
as a strategy to provide academic support to students during
the school day
Select a target group to pilot use of online instruction for
grade and/or credit recovery
Explore grant opportunities to train staff on the Renew
program and/or other dropout prevention programs
Develop a staffing/budget profile to implement additional
credit recovery options
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Objective 1
Objective 2
Objective 3
Objective 4
Years 3-5
Continue to evaluate the effectiveness of credit recovery and
expand as appropriate
Implement the Renew program or other dropout prevention
program
Add an additional school counselor position to each high
school to work with at-risk students
Expand alternative educational options including online
learning
Goal 3—Place in the Top Five Districts in the State on the PARCC Assessment
Years 1-2
Objective 1
Analyze data on the 2014-2015 PARCC tests in relation to
other districts across the state and use the data to determine
instructional challenges and successes
Objective 2
Adjust teacher and principal evaluation processes to include
PARCC data
Objective 3
Continue to implement instructional improvements such as
the expansion of formative assessing with responsive actions
and continue implementation of online testing
Objective 4
Continue to provide professional development for teachers
and principals that focuses on increasing rigor and
expectations for student performance
Objective 5
Develop a communication plan for parents and community
regarding the PARCC assessments that includes a video and
web page with PARCC information
Objective 6
Conduct public forums to share information about PARCC
assessments
Objective 7
Develop and implement a presentation on PARCC
assessments that can be shared at the school level with
parent groups such as PTA/PTO
Objective 1
Objective 2
Objective 3
Objective 4
Years 3-5
Review and analyze CCPS PARCC data and make
adjustments to instructional programs as needed
Continue to emphasize and provide professional
development for teachers and principals
Review communications plan to assess effectiveness and
make changes as needed
Conduct a comparative analysis of PARCC results and
teacher/principal evaluation scores
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Goal 4—Develop Alternative Learning Environments including Online Instruction
Years 1-2
Objective 1
Identify target groups of students who may benefit from an
alternative educational program i.e.) students out of their
graduation cohort
Objective 2
Based on findings of the 2013-14 Alternative Education
workgroup, begin enhancement of the offerings and image of
the Robert D. Stethem Educational Center
Expand the use of Telepresence offerings such Access CSM
Objective 3
and online course support from programs such as PLATO
and/or APEX
Objective 4
Build on current teacher resources in the Curriculum
Repository to include learning resources for students and
parents
Objective 5
Establish a pilot program of online coursework and
coordinate with the Maryland Department of Education for
credit approval
Objective 1
Objective 2
Objective 3
Objective 4
Objective 5
Years 3-5
Assess the effectiveness of the process for identifying target
groups of students who may benefit from an alternative
educational program
Provide professional development for teachers and staff on
online learning and offer Continuing Professional
Development (CPD) credit for participants
Evaluate the effectiveness of the offerings at Robert D.
Stethem Educational Center and make adjustments as
needed
Evaluate the effectiveness of online learning opportunities
and make adjustments as needed
Enhance technology to support systemic implementation of
online programs
Goal 5—Recruit and Retain a Highly Qualified Diverse Workforce
Years 1-2
Objective 1
Enhance partnerships with higher education and alumni
networks to increase the number of student teachers placed
in CCPS
Objective 2
Negotiate salary compression at the bottom of the teachers’
salary scale in order to get CCPS starting salaries
commensurate with surrounding counties
Objective 3
Establish and provide training for diversity teams that allow
for open dialogue among diverse groups and create a page
on the CCPS website for information about diversity
initiatives that are available to staff
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Objective 4
Objective 5
Objective 6
Objective 7
Objective 8
Implement a recruiter orientation/training program and
identify new markets to recruit teachers from diverse
backgrounds as well as those certified in critical shortage
areas
Initiate a dialogue with College of Southern Maryland (CSM)
to build a partnership for teacher support and recruitment
Meet with apartment management groups to identify ways to
reduce the initial and long term costs of housing
Offer open contracts to high quality candidates early in the
hiring season
Negotiate before/after school and summer salary
opportunities for teachers
Objective 3
Years 3-5
Design a teacher apprentice program which would allow for
early hire of December and May graduates in critical
shortage areas
Investigate the value of multi-year teaching commitments to
CCPS
Increase extra-pay stipends for teachers
Objective 4
Negotiate pay incentives for critical shortage area teachers
Objective 5
Establish an Office of Recruitment and Retention to be
tasked with executing a year-round recruitment strategy to
ensure that an adequate candidate pool exists for all need
areas
Objective 1
Objective 2
Goal 6—Use Emerging Technologies to Communicate with CCPS Stakeholders
Years 1-2
Objective 1
Develop a strategic and comprehensive communications
plan that reflects the findings of the 2014-2015
communications survey
Objective 2
Evaluate the effectiveness of communication tools already in
use, including print, video, and online messaging
Objective 3
Develop system-wide rules for use of social media and then
expand the use of social media as a messaging tool
Objective 4
Collaborate with the Office of Human Resources to develop a
strategic communications plan for employee recruitment and
retention through social media
Objective 5
Conduct professional development for principals on
communication plans and practices
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Objective 1
Objective 2
Objective 3
Years 3-5
Evaluate and enhance Board member and Superintendent
community engagement activities
Evaluate Edline and Blackboard systems and continue to
utilize these and other emerging technologies to enhance
outreach to the community
Adjust communications tools as needed to provide
information to stakeholders in an efficient and timely manner
Goal 7—Investigate and Implement Alternative Funding Sources to Augment
State and Local Funding
Years 1-2
Objective 1
Replace the current vendor based before and after school
daycare program with a program staffed by CCPS
employees which would enhance the quality of the program
and provide CCPS staff with additional compensation
opportunities
Objective 2
Design instructional and extracurricular summer programs for
CCPS, including those related to the James E. Richmond
Science Center and to our computer science initiatives such
as code.org which would provide income to the system as
well as provide an opportunity for CCPS employees to earn
additional salary
Objective 3
Research and design solar power fields that are privately
funded projects which utilize available space on school
campuses to generate power and supplement power grids
Objective 4
Investigate the potential of expanding cell tower rentals to
additional schools and locations
Objective 1
Objective 2
Objective 3
Objective 4
Years 3-5
Establish solar power fields at a pilot site and expand as
appropriate
Expand existing energy performance contracts
Explore establishing an Education Foundation for CCPS
which would provide additional revenue with low overhead
and could be used to enhance high visibility projects
Study the feasibility of hiring a grant developer or contracting
for grant development services
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Universal Design for Learning
As Maryland moves forward in the UDL implementation process, use Charles County
Public Schools is including UDL in decision making processes to enhance a systemic
culture that provides all students greater access to the general education curriculum and
opportunities for improved student achievement. In utilizing recommendations made to
Local School Systems in A Route for Every Learner (MSDE, 2011), the framework for this
section will (1) clarify how CCPS will continue to establish a vision and common language
for UDL: (2) describe how UDL principles have become an integral part of ongoing
curriculum, instruction, and assessment development; (3) provide insight into how UDL
principles will be incorporated into professional development; (4) and communicate how
UDL integration into instructional delivery will be monitored and supported.
Part I: Establishing a Vision and Common Language
In 2015-2016 SY, the UDL Implementation Team continues to expand upon our vision
and common language regarding the county-wide use of UDL principles. To support this
initiative, for the past two school years, CCPS has opened up the school year with
professional development on UDL Implementation to administrators during the
Administrative Leadership Institute. The UDL Implementation Team is also planning to a
follow-up presentation during one of the monthly administration meetings.
CCPS has also established a vision and common language by disseminating information
on UDL implementation through our county-wide special education website. The website
is hosted on our internal server and is accessible to all CCPS staff. The UDL section of
the website serves two main purposes: (1) provide instructional resources and strategies
by UDL component and (2) provide models, templates, and video tutorials for integrating
UDL into High Quality IEP development. The UDL section includes links to web
resources, professional organizations, and scholarly articles. Teachers can also request
professional development for UDL implementation in the classroom or IEP development
on the website as well.
Part II: Ongoing Curriculum, Instruction, and Assessment Development
Ongoing curriculum development will continue this 2015-2016 SY with an emphasis on
the integration of UDL principles using the UDL guidelines and checkpoints in all content
areas to support diverse learners in the classroom. Curriculum writing teams will continue
to receive training on UDL and will expand UDL lessons with central office oversight. In
addition, a cross departmental UDL Implementation Team has been formed to
consolidate efforts and develop a UDL strategic plan to support implementation and guide
practices and procedures.
Curriculum and Lesson Development
English Language Arts and Reading. In the summer of 2015, teachers who helped
develop the curriculum for the high school writing map were instructed to use UDL in all
of their lessons and lesson seeds. The Content Specialist for English and the High School
English Instructional Specialist reviewed all of the lessons for UDL before they were
placed on the county-wide instructional (v:) drive and the curriculum repository. Teachers
were instructed to rewrite lessons and lesson seeds if they did not include UDL.
Throughout this 2015-2016 SY, curriculum and lesson development will continue to
expand lessons that incorporate UDL principles for elementary and middle school English
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Language Arts with central office oversight. English Language Arts and Reading
curriculums at all levels have model lessons with UDL principles.
Mathematics. In high school mathematics, UDL has been incorporated into all of the new
curriculums – Foundations of Algebra, Algebra 1, Algebra 2 and Geometry. Special
educators have participated in the curriculum writing workshops with a focus on including
UDL and differentiation in lesson plans and resources. At the middle and elementary
levels, throughout this 2015-2016 SY, curriculum and lesson development will continue
to expand lessons that incorporate UDL principles for the Mathematics curriculum with
central office oversight. The math curriculums at all levels have model lessons with UDL
principles.
Social Studies and Science. This 2015-2016 SY, UDL technology has been integrated
into some of the model lessons for social studies. During the summer of 2015, the science
department engaged in curriculum writing and throughout these curriculum writing
sessions, special emphasis was made on the integration of UDL principles. In addition,
the curriculum writing teams were provided with the Cultural Proficiency Continuum for
history and science to assess accessibility for students of various ethnicities and cultures
(affective network).
UDL Implementation Team
In reviewing the results of our UDL Self-Assessment Tool, in 2015-2016, the UDL
Implementation team will:
1. Create a UDL section under the “Academics” tab on the main CCBOE Website as
a centralized location to disseminate information on UDL. (The current UDL
webpage is on our internal server via the special education website)
a. Create a mechanism for teachers to access UDL exemplars of paper, digital,
and online instructional materials that support a full range of learners.
b. Create a mechanism for county-wide sharing of high quality teacher-created
digital materials aligned with the curriculum.
2. Expand model lessons, digital instructional materials and online educational
resources in the centralized curriculum repository and instructional (v:) drive.
3. Expand our inventory of UDL–vetted instructional texts, materials, online
resources, technology tools and applications available to support UDL
implementation.
4. Integrate UDL section into county-wide lesson planning templates.
5. Develop ways to measure the system-wide incorporation of UDL into learning
environments and teaching methodologies.
6. Provide all new teachers (not just new special educators) training on lesson
planning and delivery within the UDL framework.
7. Provide follow-up professional development during one of the monthly
Administration meetings.
a. Implementation of UDL
b. Purchasing of materials within a UDL Framework
Part III: Professional Development on UDL
UDL requires a paradigm shift in teaching, learning, and assessment. CCPS curriculum
and assessment development teams and teachers will need to learn a different way of
viewing student learning and the methods of engagement, presentation, and assessment
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used in the classroom. With high-quality professional development, job-embedded
professional learning, and stakeholder engagement, this paradigm shift is achievable.
This section provides a list of key professional development initiatives incorporating UDL
for sharing exemplar UDL practices, resources, and materials in the 2015-2016 SY.
Office of Instruction 2015-2016
 Experiencing UDL from the Perspective of Diverse Learners in the Classroom:
June 5, 2015
o Presentation provided to Content Specialists at the Secondary Level
County – Wide In-services 2015-2016
 Administrative Leadership Institute: August 6, 2015
o UDL Implementation
 Summer Institute (Special Education Through the Eyes of the General Educator):
August 18 and 19, 2015
o Experiencing UDL from the Perspective of Diverse Learners in the
Classroom
o UDL and Lesson Planning Cycle
 Summer Institute (Special Education Leadership and Innovation) : August 18 and
19, 2015
o UDL and Lesson Planning Cycle
o Development of Materials for the Special Education Website
 Back to School In-Service: August 25, 2015
o Elementary - Special Education
 High Quality IEPs: New Guidance from MSDE and Infusing UDL into
IEP Writing
 Experiencing UDL from the Perspective of Diverse Learners in the
Classroom
 New CCPS Special Education Website – Exploring Resources for
UDL and the IEP
 Back to School In-Service: August 26, 2015
o Middle and High – Special Education
 High Quality IEPs: New Guidance from MSDE and Infusing UDL into
IEP Writing
 Experiencing UDL from the Perspective of Diverse Learners in the
Classroom
 New CCPS Special Education Website – Exploring Resources for
UDL and the IEP
 Fair Day In-Service: September 18, 2015
o Elementary – Math: Meeting the Instructional Needs of Diverse Learners
in Elementary Math
 Overview of UDL
 Use of UDL in analyzing student work samples
 Using UDL to proactively identify potential barriers in traditionally
planned math lessons
o High – English: Experiencing UDL from the Perspective of Diverse
Learners in the Classroom
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
Columbus Day In – Service: October 12, 2015
o Elementary – Math: Meeting the Instructional Needs of Diverse Learners
in Elementary Math
 Overview of UDL
 Using UDL to proactively identify potential barriers in traditionally
planned math lessons
o Middle – ELA: Looking at Instruction Through the Eyes of a Special
Education Student
 Navigating through the UDL framework via hands on activities
o Social Studies – Experiencing UDL from the Perspective of Diverse
Learners in the Classroom
 Overview of UDL
 Using UDL to proactively identify potential barriers in a traditionally
planned Social Studies lesson
Professional Development Opportunities for UDL
MSDE Approved Co-teaching Course – 3 CPD Credits (Winter Semester). Teachers
participate in focus sessions to learn how to identify potential barriers for diverse learners
in traditionally planned lessons through Universal Design for Learning (UDL), differentiate
instruction to meet the individual needs of all students, and identify the most effective coteaching models to facilitate instructional flexibility throughout lessons. Teachers are
given opportunities to plan and share flexible lessons, collaborate across disciplines, and
reflect on their practice.
MSDE Approved Course for the ESOL Department: Knowledge and Best Practices
for Teaching ELLs and Other Special Needs Students (Fall and Spring). The course
presents knowledge about the latest theories and most successful practices in all areas
that affect the learning and acculturation of the ELL and other Special Needs students.
Course includes components of the Sheltered Instruction Operation Protocol (SIOP)
which is a framework for teaching and learning that is similar to UDL. During the 20152016 SY, in collaboration with the UDL Liaison, the ESOL department will create a
document clearly showing the alignment between UDL and SIOP.
State Personnel Development Grant (SPDG). Two elementary schools were selected
to implement a multi-year grant designed to close the achievement gap in mathematics.
Through collaboration with MSDE, Johns Hopkins Center for Technology, CAST (The
Center for Applied Special Technology), and The Parents Place of Maryland; teachers
and staff will apply three evidence-based methods to instruction for struggling students
with the help of a math coach. Effective practices will be shared with all elementary
schools in future in-services and professional development opportunities.
Part IV: Monitoring and Supporting Instructional Delivery
To support the generalization of professional development efforts for UDL, central office
Instructional Specialists and Resource Support have and will continue to engage in a
tremendous amount of school-based coaching in the classroom for teachers. This
coaching includes the monitoring of classroom UDL implementation and ensuring
teachers receive on-site guided independent practice supported by mentoring/coaching
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and explicit feedback. We are also monitoring the integration of UDL into the development
of High Quality IEPs.
CCPS has developed and adopted several resources to monitor UDL implementation.
We are utilizing the MSDE Co-teaching Strategic Visit Conversation Guide which includes
UDL “look-fors” to support a coaching model in collaboratively taught classrooms. We
have quantified the rubric to compare co-teaching pairs within and across schools for
strategic professional development. In quantifying the rubric, we are able to drill down
and assess strengths/ weaknesses in each subcomponent for analysis (inclusive learning
environment, use of co-teaching and equitable responsibility, strategic practices that
support effective instruction for diverse learners, and progress monitoring/assessment).
We are also utilizing the MSDE High Quality IEP rubric to monitor the integration of UDL
in the Present Levels of Performance, Testing Accommodations, Supplementary Aids and
Services, and Goals/ Objectives. We have quantified this rubric as well and we are able
to compare case managers within and across schools. Again, we are able to drill down to
each subcomponent of the rubric to assess strengths and weaknesses for strategic
professional development. We have also trained reviewers of IEPs that meet monthly at
the central office to maximize the number of IEPs monitored. Finally, administrators have
been trained and provided with a resource document that aligns the Charlotte Danielson
Framework to UDL. Training was provided in the 2014-2015 during the Administrative
Leadership Institute. Administrators are able to utilize this resource when conducting
classroom observations.
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Appendix A: Universal Design for Learning Self-Assessment Tool
COMAR 13A.03.06 Universal Design for Learning (UDL)
Beginning in the 2014-2015 school year, local school systems shall use UDL guidelines and principles,
consistent with Regulation .03 of this chapter, in the development and provision of: (1) Curriculum; (2)
Instructional materials; (3) Instruction; (4) Professional development; and (5) Student assessments.
The Maryland State Department of Education offers the following
continuum to assist local school systems (LSS) in reflecting on the
progress of UDL implementation through the application of the Active
Implementation Science Frameworks.
https://unc-fpg-cdi.adobeconnect.com/ai-lesson-quickstart
Exploratory
1
Installation
2
Initial
Implementation
3
Full
Implementation
4
LSS is matching
needs, innovation
requirements,
potential barriers
and resources. A
UDL
Implementation
Team is identified.
Necessary resources
are acquired or
repurposed to
support UDL
implementation;
UDL
Implementation
Team is operating;
sources for training
and coaching are
identified; initial
professional
learning has
occurred; and
organizational
supports and
protocols are in
place.
Practitioners
attempt to use
newly acquired
UDL practices in
the classroom with
students; coaching
and data systems
support
practitioners; and
successful
implementation of
UDL practices is
acknowledged.
UDL is embedded
in teaching and
learning across all
classrooms;
practitioners
routinely provide
UDL opportunities
to ensure the
success of ALL
students; and
Implementation
Teams ensure the
gains in UDL
practices are
maintained and
improved over time.
Please reflect
upon the current
system-wide
status of the
implementation of
UDL guidelines
and principles
.
15
Full
Implementation
Initial
Implementation
Installation
Exploratory
Integration of UDL Guidelines and Principles
Indicators
Evidence of local school system’s strategic plan for UDL
is documented in LSS master plan.
(1) Curriculum
1.1:
LSS identifies specific objective UDL criteria to
help Guide curriculum development.
1.2:
Model lessons or exemplars are provided to
Illustrate UDL elements for all curriculum areas.
1.2.a: Model lessons or exemplars include goals and
objectives reflecting the UDL principles.
X
X
X
1.2.b: Model lessons or exemplars include strategies that
provide flexible options for presenting content (e.g.,
options for visual displays of information, for
auditory information and language supports.)
X
1.2.c: Model lessons or exemplars include options for
learners to express understanding in a variety of
ways.
X
1.2.d: Model lessons or exemplars promote relevant
learner choice, self-monitoring and strategic
planning when engaging with content.
X
1.2.e: Model lessons or exemplars promote collaboration
and communication among students.
X
16
Full
Implementation
Initial
Implementation
Installation
Exploratory
(2) Instructional and assessment materials:
(Various media are used by, educators to present and
assess learning content; and students to demonstrate
knowledge and skills.)
2.1: LSS identifies specific objective UDL criteria that
guides LSS and school-level purchasing of paper,
digital and online instructional and assessment
materials that support a full range of learner
variability and multiple levels of content
understanding.
X
2.2: LSS has developed a review process using specific,
objective UDL criteria by which materials (including
hardware, equipment, and software) are considered
for system-wide purchase.
X
2.3: LSS communicates specific objective UDL criteria
for school-level purchase of instructional materials.
X
2.4: LSS provides access to instructional materials in
classrooms that encompass UDL elements that
support a full range of learner variability and multiple
levels of content understanding.
X
2.5: LSS provides teachers a mechanism for LSS-wide
sharing of high quality teacher-created digital
materials aligned with the curriculum, and actively
encourages sharing across the LSS.
X
2.6: LSS provides a mechanism for teachers to access
UDL exemplars of paper, digital and online
instructional materials that support a full range of
learner variability and multiple levels of content
understanding.
X
17
3.1: LSS provides lesson planning tools that incorporate
UDL elements to school-based leadership to share
with teaching staff that support a full range of learner
variability and multiple levels of content
understanding.
X
3.2: LSS provides protocols and/or rubrics to help teaching
staff reflect and self-monitor the incorporation of
UDL into lesson planning.
X
3.3: LSS provides instructional look-fors that illustrate
UDL to school-based leadership.
X
3.4: LSS provides ways to measure the system-wide
incorporation of UDL into learning environments and
teaching methodologies.
X
Full
Implementation
Initial
Implementation
Installation
Exploratory
(3) Instruction
(4) Student assessments
4.1: LSS identifies specific objective UDL criteria to
consider for development of system-wide
assessments.
4.2: LSS identifies specific objective UDL criteria to
consider for assessments developed at the school or
classroom level.
X
X
(5) Professional learning
5.1: LSS provides professional learning on UDL to guide
curriculum and assessment developers that support a
full range of learner variability and multiple levels of
content understanding.
X
5.2: LSS provides training on purchasing materials,
assessment, lesson planning and instruction within a
UDL framework to school-based leadership.
X
5.3: LSS provides professional learning to administrators
and principals on the implementation of UDL.
X
5.4: LSS provides professional learning to school-based
staff on lesson planning and delivery within the UDL
framework.
X
5.5: LSS includes UDL look-fors into supervisory
practices.
X
18
5.6: LSS provides all new teachers training on lesson
planning and delivery within the UDL framework.
5.7: LSS provides professional development on integrating
technology use by students using UDL principles.
X
X
The results of this survey should be used to guide systemic changes in the implementation of the UDL
principles.
19
I.B. FINANCE SECTION
INTRODUCTION
Located south of Washington, D.C., Charles County is considered part of the Washington,
D.C. metropolitan area. Charles County has a population of 133,049 and is located in
Southern Maryland. Elementary schools are composed of students from prekindergarten
to grade five; middle schools have students from sixth to eighth grade; and high schools
serve students in grades nine through twelve. Charles County Public Schools is
composed of 36 schools and four educational centers.
21 Elementary Schools
8 Middle Schools
7 High Schools
4 Centers:
F.B. Gwynn Educational Center
Robert D. Stethem Educational Center
Nanjemoy Creek Environmental Center
Adult Education Program at Lifelong Learning Center
MISSION STATEMENT
The mission of Charles County Public Schools is to provide an opportunity for all schoolaged children to receive an academically challenging, quality education that builds
character, equips for leadership and prepares for life, in an environment that is safe and
conducive to learning.
GOVERNANCE AND FISCAL POLICY
Charles County Public Schools (CCPS) is governed by a local school board, consisting
of seven elected members and a non-voting student member. The vast majority of CCPS
funding is provided by the Charles County government and the State. In addition, the
Maryland State Department of Education (MSDE) exercises considerable oversight
through the establishment and monitoring of various financial and academic policies and
regulations, in accordance with certain provisions of the Annotated Code of Maryland.
MSDE also works with CCPS to comply with the requirements and mandates of the
federal No Child Left Behind Act of 2001. Oversight by the Charles County government
is limited, although the CCPS annual operational and capital budgets require County
approval.
Budgets are balanced for all funds. Total anticipated revenues should equal or exceed
total estimated expenditures. In the event that a fund’s projected expenditures in the
current year will exceed anticipated revenues, such deficit will be eliminated by either
additional revenues or reduced expenditures. Should anticipated revenues be insufficient
to fund anticipated essential expenditures, then a portion of the unreserved fund balance
from previous years will be used to fund the shortfall. In the event there is insufficient
unreserved fund balance from previous years to fund anticipated expenditures, then such
expenditures will be reduced to equal anticipated revenues.
20
SYSTEM PRIORITIES





Provide base funding for the new St. Charles High School operating budget.
Address state and national testing requirements.
Maintain core programs and progress.
Maintain employment and avoid furloughs or layoffs.
Keep the focus on student achievement and maintain funding for the classroom.
FISCAL OUTLOOK AND CLIMATE CHANGES
Enrollment in the county has declined over the past several years and will most likely lead
to future reductions in State funding. Free and reduced student population has been
increasing which has provided some financial relief in the form of an increase in State
Compensatory Education funding. The system remains two steps behind in employee
salary scale progression, and our ability to fund three steps in any given year is extremely
problematic. Funding other post-retirement benefits (OPEB) in accordance with GASB 45
remains a concern, but a low budget priority. The tradeoff between funding OPEB or staff
salaries in the future will be complicated and a part of union negotiations. Healthcare
costs are expected to increase due to the Affordable Care Act. The national teacher
shortage has resulted in a very competitive market both in terms of salary and affordable
housing.
The school system funded the second phase of St. Charles High School in the fall of 2014
which required a major commitment in staff, operating and startup costs. In addition, large
purchases of technology and infrastructure required for State PARRC testing will require
ongoing funding for repairs and replacement hardware. Future initiatives to replace older
mainframe software for student information, human resources, and payroll systems will
be extremely expensive. While fund balance has been used to fund many maintenance
projects, a major backlog of projects still exists.
Charles County Public Schools continues to do an excellent job managing and allocating
resources. Careful forecasting and management of funds produced no budget deficits or
over expenditures in any category. At Board direction, the fund balance will be used more
aggressively over time to support the general fund and capital maintenance projects.
Moving forward, there needs to be a concerted effort by management to reduce the
reliance on fund balance reserves to pay for recurring costs in the operating budget. The
general expectation is that new enrollments along with a more robust economic recovery
will bring additional funding for education in the future.
21
ENROLLMENTS
The change in student enrollment correlates with the need for additional teachers, support
staff, transportation, supplies, textbooks and other variable costs. This model assumes
the maintenance of existing ratios for class size and teaching responsibilities. Student
enrollment projections are based on historical data, birthrate change, and registration
trends. Although building permits are not used in the student enrollment projections,
building trends are considered in the growth rate adjustments at each school. Information
provided by the Maryland Office of Planning and the Charles County Office of Planning
and Management is combined with historical student enrollment trends. The county ranks
10th in the state in full-time equivalent (FTE) student enrollment out of 24 counties. FTE
student enrollment is expected to increase by 88.0 students from last year’s 25,413
student enrollment (.35 percent).
Over the past ten years, full-time equivalent students have increased at an annual growth
rate of 0.01 percent. Full-time equivalent is a term used to reflect a students’ time in
school or class (e.g., a student attends half day and would be counted as a .5 full-time
equivalent). Full-time equivalent student enrollment is used to determine the number of
students eligible for state aid and generally excludes pre-kindergarten, evening high
school and part-time students.
Change in Head Count and Full-time Equivalent (FTE) Enrollment
Change in Head Count and Full-time Equivalent
(FTE) Student Enrollment
600.0
500.0
400.0
HEADCOUNT
300.0
FULL-TIME EQUIVALENT
200.0
100.0
-
Avg 2005 - 2009
Avg 2010 - 2014
Avg 2015 - 2016
Headcount
223.4
(54.4)
(54.5)
2018 Budget
2017 Budget
2016 Budget
Fiscal Year
2015
2014
2013
2012
2011
2010
2009
2008
2007
2006
(200.0)
2005
(100.0)
FTE
282.0
(67.4)
(11.4)
22
FY2016 SOURCE OF FUNDS
REVENUES
Local Appropriation
County funding requirements are subject to Maintenance of Effort (MOE) set forth in the
Maryland Annotated Code Education Article 5-202. Full-time equivalent enrollments
decreased by 110.8 students from 25,523.75 the previous fiscal year, or 0.4 percent.
Funding includes $948,348 mandated by the State of Maryland for Teachers’ pension
and $3,929,263 for general operations.
Other Local Revenue
Consist of revenues collected from other agencies and jurisdictions for the use of facilities,
tuition, and E-rate. Revenues are collected to either reimburse or offset expenditures. Erate revenues were reduced from the prior year to reflect anticipated reimbursements.
State Revenue
State revenues are based on final calculations from the Maryland State Department of
Education (MSDE) dated June 12, 2015. Charles County ranks 10th out of 24 counties
for student enrollment and county wealth. Despite a 50 percent reduction in the
Geographic Cost of Education Index (GCEI), the general operating budget increased by
$640,512 from the prior year. In addition, funds include the Judy Center program,
Qualified Zone Academy Bonds (QZAB) and Aging Schools.
Federal Revenue
Federal revenue is similar to last year. Funds are used for Title I, IDEA Part B, Medical
Assistance and other entitlement grants (Title II, Title III, ROTC and Impact Aid)
Other Resource/Transfers
Other Resource and Transfers includes the school system’s prior year fund balance and
special revenue fund (food service operations). The prior year fund balance increased
by $2.0 million from the prior year to support maintenance projects at schools, such as
asphalt repair, carpet replacement and school playgrounds.
The Healthy, Hunger-Free Kids Act of 2010 requires that the school system set meal
prices equal to the Federal reimbursement rate for Free and Reduced Meals (FARMS).
In order to comply with the law, lunch prices increased by $0.10 cents. This price increase
was also necessary to cover typical compensation and food increases and avoid general
fund subsidies. This required increase raised FY2016 lunch prices to $2.55 for
elementary students and $2.80 for secondary students.
23
SUPPLEMENTAL INFORMATION – General Operating Funds
County Funding Increases
11000000
9000000
7000000
5000000
3000000
2014
2015
2016 Budget
2014
2015 Budget
2016 Budget
2013
2012
2011
2010
2009
2008
2007
2006
-1000000
2005
1000000
-3000000
Green = New School Openings
Avg 2005 - 2009
Avg 2010 - 2014
Avg 2015 - 2016
Fiscal Year
Increases $
10,138.6
2,738.9
3,555.4
State Funding Increases
(Amounts in Thousands $)
18,000.0
13,000.0
8,000.0
3,000.0
(2,000.0)
Fiscal Years
Avg 2005 - 2009
Avg 2010 - 2014
Avg 2015 - 2016
2013
2012
2011
2010
2009
2008
2007
2006
2005
(7,000.0)
Increases $
13,004.3
1,355.2
1,533.0
24
MANDATORY COSTS
Charles County Public Schools (CCPS) considers mandatory costs (cost elements that
are vital to the operations of the school system) an essential part of the budget
development process. Mandatory costs include state mandates, contractual
requirements, utilities, and insurance costs.
Funding Sources for Mandatory Costs (Amounts in Thousands $) – General Funds
35,000
Contract Assumptions
30,000
Mandatory Costs
$ Thousands
25,000
REVENUES
20,000
15,000
10,000
5,000
0,
2016
2015
2014
2013
2012
2011
2010
2009
2008
2007
2006
2005
-5,000
Fiscal Year
FY2016 USE OF FUNDS
One Level/Step Salary Increase with Salary Scale Adjustments
Funds would support a negotiated one Level/Step increase for employees in the
Education Association of Charles County (EACC) and the Association of Federal, State,
County and Municipal Employees (AFSCME). Funds would also support end-of-scale
adjustments as stated in the negotiated agreement. Employees under the EACC union
would receive a two percent cost-of-living adjustment for employees in levels 20 or 10,
depending on the assigned salary scale. Employees under the AFSCME union would
receive a one percent cost-of-living adjustment for employees in step 17 and above. No
change to extra-duty or part-time wages.
Health Care Costs
CCPS became self-insured in FY2008. Annual health care cost increases are due to
claims and additional enrollments. There are additional costs associated with the
Affordable Care Act that have not been fully determined. The insurance committee meets
on a regular basis to review and discuss health care costs.
25
Fund Balance Maintenance Projects
Funds would support various maintenance projects such as asphalt, infrastructure and
roof repairs.
St. Charles High School Recurring Cost (Phase Two)
Funds would support the second-year operations with a projected additional enrollment
of 392 students. Salaries are based on Level/Step 2 and include employee benefits.
Staffing is based on an eight-period school day and an average class size of 25 students
per class.
St Charles High School Operating Budget Detail
FY2016
Full-time
BUDGET
Equivalent AMOUNT
71 - SALARIES & WAGES
VICE-PRINCIPAL
BUILDING SERVICE PERSONNEL
POOL MANAGER
GUIDANCE COUNSELOR
TEACHERS
Art Teacher
Business Teacher
English teachers
Math Teachers
PE Teachers
Science Teachers
Social Studies Teachers
Special Education Teachers
Technology Education Teacher
World Language Teacher
INSTRUCTIONAL ASSISTANTS (Inclusion, Life Skills, TAMS)
71 - SALARIES & WAGES Total
73 - SUPPLIES & MATERIALS
DIPLOMAS
LIBRARY BOOKS
LIBRARY SUPPLIES
MATERIALS OF INSTRUCTION (MOI)
OFFICE SUPPLIES
TEXTBOOKS
73 - SUPPLIES & MATERIALS Total
Grand Total
1.0
2.0
1.0
1.0
120,083
62,098
58,934
73,119
1.0
1.0
2.0
2.0
2.0
2.0
2.0
2.0
1.0
1.0
3.0
24.0
73,155
71,940
129,210
122,306
135,828
142,761
132,687
118,506
78,555
59,953
84,142
1,463,277
24.0
4,000
3,231
323
17,054
738
5,377
30,723
1,494,000
Teachers' Pension (SB1301)
Funds would support the Budget Reconciliation and Financing Act of 2012 (Senate Bill
1301/House Bill 1801). The funding streams are in addition to the required MOE amount
calculated under the Education Article 5-202.
Bus Contracts
Under Maryland Annotated Code § 7-804. (2) (i) a school vehicle in Charles County may
not be operated for longer than 15 years.
26
The school system’s operational bus fleet is 340 (331 contractual and 9 owned by CCPS).
Funds would support replacing 17 buses that have reached the 15-year limitation, and
four additional special education bus contracts to accommodate 100 new special
education students.
Maryland Association of Board of Education (MABE) Insurance Premium Increase
Founded in 1957, the Maryland Association of Boards of Education is a private, non-profit
organization dedicated to serving and supporting boards of education in Maryland.
Members benefit in numerous ways from participating in the MABE Insurance Trusts, the
Group Insurance Pool, and the Workers' Compensation Fund.
Funds reflect an additional 10 percent insurance premium increase for workers’
compensation and a 5 percent increase in property/liability insurance.
Project Lead the Way (PLTW) – Technology Education
PLTW is a national non-profit company that provides STEM curricula for elementary,
middle and high schools. The Gateway to Technology (GTT) curriculum is implemented
at all Charles County middle schools. Pathway to Engineering (PTE) and Biomedical
Sciences (BMS) curricula is implemented at all high schools with the exception of North
Point. The PTE and BMS curricula are Career and Technology Education (CTE)
completer programs and fulfill a graduation requirement for many students. In addition to
PLTW curriculum, technology education is a graduation requirement and requires
support.
Funds will cover the annual cost of required teacher training (registration fees, stipends,
travel and lodging), materials of instruction (instructional supplies and equipment) and
technology (computers).
Athletic Trainers
The athletic trainer program started in 2009 to provide a certified athletic trainer in each
high school to prepare athletes for practice, evaluate injuries, design and implement
treatment and monitor rehab programs. Coaches receive training to deal with
concussions and first aid. Funds would restore base budgets that were eliminated in FY
2015.
Nurses’ Contract
Funding includes contract increases for benefits and wages.
Budget Reductions
The following budget line items were reduced from the operating budget
Budget Lapsed Salary Savings
Funds would be generated from turnover.
Budget Lapse FICA Target or OPEB
The employer's portion of the Social Security (FICA) tax is 6.2 percent of the first
$118,500 of an employee's annual wages and salary and the employer's portion of the
Medicare tax is 1.45 percent of every dollar of each employee's annual wages and salary.
27
For Medicare tax, there is no cap (ceiling or limit). Currently, 1.3 percent of all employees
exceed the Social Security ceiling cap. The remaining target amounts would be
generated from OPEB contributions.
Health Insurance Copay Increases & Changes
By increasing all health insurance co-pays by $5.00 (prescriptions and office visits) and
emergency visits by $75.00 (unless admitted), it is anticipated to generate budget
savings. A number of additional costs saving recommendations are under review for
implementation in January 2016.
Classified Pension Plan Funding
Due to improved performance and a funded ratio of approximately 80 percent, the
actuarial required annual contribution has decreased below budget levels. The Board’s
annual pension cost and prepaid pension obligation for FY2016 is approximately $3.2
million. Depending on market conditions, and without jeopardizing the school system’s
funding ratio target, budget target amounts may be achieved.
Reserves
Reserves were established for unanticipated expenditures. The reserves will be
eliminated. Unanticipated expenditures will be accommodated either via budget savings
in other line items or fund balance.
28
Current Year Variance Table
1.1A: Current Year Variance Table
Local School System:
Revenue Category
Local Appropriation
Other Local Revenue
State Revenue
Federal Revenue
FY 16 Budget
$166,121,100
2,640,134
162,253,535
3,972,436
5,193,125
84.388: Title I - School Improvement
84.395: Race to the Top
84.010: Title I
84.027: IDEA, Part B
Other Federal Funds
4,397,078
Other Resources/Transfers
18,233,727
Total
$362,811,135
Instructions: Itemize FY 2016 expenditures by source (CFDA for ARRA funds, regular Title I and IDEA, restricted or unrestricted) in each of the assurance areas,
mandatory cost of doing business, and other.
Section B - Standards and Assessments
Reform Area 1: Adopting standards and assessments that prepare students to succeed in college and the workplace and to compete in the global economy.
Expenditures:
Source
Amount
FTE
84.010
70% SALARIES & WAGES, 25% SUPPLIES AND MATERIALS
2,077,335
16.00
84.027
98% SALARY & WAGES
2,025,020
33.00
84.395
RESTRICTED
76% SALARY & WAGES, 10% SUPPLIES AND MATERIALS
1,892,432
7.18
UNRESTRICTED 76% SALARIES & WAGES, 9% SUPPLIES AND MATERIALS
40,383,136
562.11
Section C - Data Systems to support instruction
Reform Area 2: Building data systems that measure student growth and success, and inform teachers and principals about how they can improve instruction.
Expenditures:
Source
Data Systems to Support Instruction 84.395
Data Systems to Support Instruction RESTRICTED
Data Systems to Support Instruction UNRESTRICTED 62% SALARIES & WAGES,HOURLY PAY, 24% CONTRACTED SERVICES
Amount
FTE
-
-
-
4,057,258
40.00
29
Current Year Variance Table (Continued)
1.1A: Current Year Variance Table
Section D: Great Teachers and Leaders
Reform Area 3: Recruiting, developing, rewarding, and retaining effective teachers and principals, especially where they are needed most.
Expenditures:
Source
84.010
80% SALARY & WAGES, 8% CONTRACTED SERVICES
Amount
1,022,086
FTE
12.00
84.027
95% SALARY & WAGES
1,674,611
22.95
84.395
RESTRICTED
84% SALARY & WAGES & HOURLY PAY
1,262,798
5.30
UNRESTRICTED 99% SALARY & WAGES
144,174,582
2,170.39
-
Section E: Turning Around the Lowest Achieveing Schools
Reform Area 4: Turning around our lowest-achieving schools
Expenditures:
Source
Amount
FTE
Mandatory Cost of Doing Business: Please itemize mandatory costs not attributable to an assurance area in this category. Refer to the guidance for items
considered mandatory costs.
Expenditures:
Source
Amount
Mandatory Costs
84.010
73% FIXED CHARGES, 16% TRANSFERS
863,732
Mandatory Costs
84.027
90% FIXED CHARGES
1,493,494
Mandatory Costs
84.395
RESTRICTED
30% CONTRACTED SERVICES, 29% FIXED CHARGES, 19%
2,692,817
Mandatory Costs
11%
EQUIPMENT
UNRESTRICTED SALARY,
45% FIXED
CHARGES,
23% CONTRACTED SERVICES, 17%
154,248,444
Mandatory Costs
FTE
10.40
511.38
SALARIES & WAGES
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.
Expenditures:
Source
Other
84.010
Other
Amount
100% HOURLY PAY
FTE
9,282
-
84.027
-
-
Other
84.395
-
-
Other
RESTRICTED
Other
UNRESTRICTED 63% SALARIES & WAGES, 27% CONTRACTED SERVICES
92% HOURLY PAY
Total
588,074
0.76
4,346,034
18.00
362,811,135
3,409.47
Tables are not intended to be completed in accordance with GAAP. Add lines if necessary.
30
Prior Year Variance Table
REVENUES
Local Appropriation
Actual local county appropriation reflects County funding requirement for Maintenance of
Effort (MOE) set forth in the Maryland Annotated Code Education Article 5-202 including
mandates by the State of Maryland for Teachers’ pension.
State
State revenues exceeded anticipated budget amounts by $999,897. The budget variance
is primarily due to increased funding for the following programs: the National Certification
Stipend ($767,500), Adult General Education and Science Technology Engineering and
Mathematics (STEM).
Federal ARRA Funds – Race to the Top
Budget variance reflects additional funding for student instruction interventions licensing
software, and professional development stipends.
Federal Revenue - Title I
Title I actual revenues were less than the original budget by $447,239 due to lapse salary
savings. This carryover is being used to support Title I initiatives in the current fiscal year.
Federal Revenue - IDEA
IDEA actual revenues were less than the original budget by $232,285 due to teacher
lapsed salary savings, contractual speech therapist, bus operations, and indirect costs.
This carryover is being used to support IDEA initiatives in the current fiscal year.
Other Federal Funds
Other Federal Funds actual revenues were less than original budget due to savings from
Title II class size reduction and Medical Assistance to be used in the current fiscal year.
Other Local Revenue
Insurance proceeds from the Life Long Learning Center fire incident ($491,000) were
offset by tuition revenue shortfalls from “non-domiciled” students.
Other Resource/Transfers
Food Service revenues were less than anticipated budget amounts by $259,091 due to
an increase in eligible Free and Reduced Meals students. General operating expenditures
were in excess over revenues by $2,485,006. The original anticipated fund balance
budget was $3,201,806 or $716,800 less than anticipated.
31
Prior Year Variance Table
1.1B Prior Year Variance Table (Comparison of Prior Year Expenditures)
FY 2015 FY 2015 Final
Original Actuals*
Budget
Revenue
Local Appropriation
State Revenue
Federal ARRA Funds 84.395 Race to the Top
Federal Revenue
84.010 Title I
Federal Revenue
84.027 IDEA
Other Federal Funds
Other Local Revenue
Other Resources/Transfers
Total
7/1/2014
6/30/2015
161,921,600 161,921,600
161,536,486 162,536,383
192,814
707,136
3,694,186
3,246,947
5,601,414
5,369,129
4,063,076
2,879,977
3,043,068
3,108,208
15,986,086 15,010,195
356,038,730 354,779,575
Change
% Change
999,897
514,322
(447,239)
(232,285)
(1,183,099)
65,140
(975,891)
(1,259,155)
0%
1%
267%
-12%
-4%
-29%
2%
-6%
0%
Change in Expenditures - Instructions: Itemize FY 2015 actual expenditures and FTE by source (CFDA for ARRA funds, regular Title I and IDEA, restricted or unrestricted) in each of the assurance areas,
mandatory cost of doing business, and other.
Assurance Area
Source
Expenditure Description
84.010
84.027
84.395
Restricted
Unrestricted
84.395
84% SALARIES & WAGES, HOURLY PAY
96% SALARY & WAGES
52% HOURLY PAY, 43% OTHER CHARGES
29% SALARIES & WAGES, 23% CONTRACTED SERVICES 17%
73% SALARIES & WAGES, 11% SUPPLIES AND MATERIALS
41% HOURLY PAY, 35% SUPPLIES, 21% CONTRACTED SERVICES
Unrestricted 65% SALARIES & WAGES,HOURLY PAY, 19% CONTRACTED
SERVICES
84.010
80% SALARY & WAGES
84.027
95% SALARY & WAGES
84.395
87% TEACHER SUBSTITUTES & STIPENDS
Restricted 84% SALARY & WAGES & HOURLY PAY
Unrestricted 99% SALARY & WAGES
Mandatory Costs of Doing Business
84.010
77% FIXED CHARGES
84.027
86% FIXED CHARGES
84.395
100% FIXED CHARGES
Restricted 16% SALARIES & WAGES, 28% CONTRACTED SERVICES, 24%
FIXED CHARGES, 24% EQUIPMENT
Unrestricted 45% FIXED CHARGES, 23% CONTRACTED SERVICES, 17%
SALARIES & WAGES
Other items deemed necessary by the 84.010
100% HOURLY PAY
Local Board of Education
Other items deemed necessary by the Restricted 94% HOURLY PAY
FY2015 Fund Balance
Other items deemed necessary by the Unrestricted 67% SALARIES & WAGES, EXTRA-DUTY PAY, 23% CONTRACTED
SERVICES
Total
Planned
Expenditure
Actual
Expenditure
Planned
FTE
Actual FTE
1,849,281
2,197,813
80,199
1,765,308
41,378,932
1,605,598
2,449,798
255,148
1,950,176
42,117,189
15.00
37.70
3.49
544.11
14.00
37.63
2.56
518.91
13,298
194,990
-
-
3,830,064
4,973,137
40.00
39.00
1,023,911
991,563
12.50
12.50
1,868,117
1,513,985
24.95
20.85
97,013
239,436
1,588,888
910,088
5.05
5.05
143,257,136 139,027,835 2,164.39 2,214.67
809,746
637,715
1,535,484
1,405,347
2,305
17,562
2,829,571
2,544,436
10.40
9.55
147,425,488 147,993,838
508.38
477.25
11,248
12,071
244,749
1,170,842
509,408
0.76
0.80
4,230,180
4,259,414
21.00
17.00
356,038,730 354,779,575 3,387.73 3,369.77
32
FY2015 GENERAL FUND AND FOOD SERVICE BUDGET REALLOCATIONS
The school system amended the original budget to support the following:
1. School system-wide Windows conversion project, content software for the James E.
Richmond Science Center and school supplies and equipment.
2. Phase two of the elementary school security camera project.
3. Maintenance projects and carpet replacements at the schools.
4. The Gale-Bailey Elementary School roof replacement project and the Benjamin
Stoddert Middle School gym renovation project.
EXPENDITURES
General Fund
All revenue shortfalls were offset by total planned expenditure savings of $1.0 million from
unfilled positions, turnover (including associated employee benefits), contracted services
throughout the School System and utility cost savings.
Food Service
Expenditure savings in Food Services were attributable to lapsed salary savings from
unfilled positions, including employee benefits and the cost of goods sold for meals
served.
84.010 – Title I
A $447,239 favorable budget variance reflects teacher lapsed salary savings in
administrative staff and utilizing highly qualified long term substitutes in the classroom.
84.027 – IDEA, Part B
A favorable budget variance of $232,285 was attributable to teacher lapsed salary
savings, utilizing contractual speech therapist instead of full-time employees, resulting in
lower fringe benefits and indirect costs.
84.395 – Race to the Top
Spending exceeded budgets by ($514,322) due to instruction intervention licensing
software, contractual services for research and assessment, professional development
stipends for the summer professional development institute to help improve instructional
strategies in guided reading, writing, math and science.
Restricted
Restricted expenditures exceeded budget level amounts by $147,027. Medical
Assistance expenditures were favorable ($1.0 M) to provide funds for the upcoming year,
including lapsed salary savings in Title II. These savings were offset by expenditures
related to the National Certification Stipend in State funds and expenditures related to the
restoration of the Lifelong Learning Center caused by the fire in local funds.
33
Column Labels
15
16
Budget FTE
Original Budget Actual FTE Actuals Budget Variance Budget FTE Original Budget
3,160.25
327,336,800 3,174.33 326,289,871
1,046,929
3,184.25
334,176,812
117.63
12,785,000
92.50 12,081,541
703,459
117.63
13,032,641
Row Labels
GENERAL FUND
FOOD SERVICE
RESTRICTED
84.010
27.50
3,694,186
26.50 3,246,947
84.027
62.65
5,601,414
58.48 5,369,129
84.395
0.00
192,814
0.00
707,136
RESTRICTED
Federal
6.84
3,053,410
4.91 1,902,643
Local
2.19
1,044,552
2.19 1,595,715
State
10.67
2,330,554
10.86 3,077,185
RESTRICTED Total
19.70
6,428,515
17.96 6,575,542
RESTRICTED Total
109.85
15,916,930
102.94 15,898,755
Grand Total
3,387.73
356,038,730 3,369.77 354,270,167
*Note: actual expenditures exclude fund balance transfer.
447,239
232,285
-514,322
28.00
55.95
0.00
3,972,436
5,193,125
0
1,150,767
-551,163
-746,631
-147,027
18,175
1,768,563
9.59
3.38
10.67
23.64
107.59
3,409.47
3,527,078
665,295
2,243,748
6,436,120
15,601,682
362,811,135
Reform Areas
Section B - Standards and Assessments
This reform area exceeded planned amounts by $1.1 million, primarily due to the
Windows conversion project, content software for the James E. Richmond Science
Center and funds for school supplies in the operating budget (General Fund). Additional
expenditures were necessary for part-time wages including Instructional Assistants in
IDEA Part B and the National Certification State stipends.
Section C - Data Systems to support instruction
This reform area exceeded planned amounts by $1.3 million primarily due to network
connections and support technology initiatives for windows conversion.
Other
contributing factors include expenditures for instruction intervention licensing software as
part of the RTTT initiative.
Section D - Great Teachers and Leaders
Savings ($5.2 million) from unfilled positions provided funds to support technology
initiatives, capital outlay projects and school supplies. Additional teacher lapsed salary
savings occurred in Title II class sized reduction, offset by classroom professional
development related to the summer development institute.
Mandatory Cost of Doing Business
Expenditures were within budget parameters by $3,698. General fund expenditures
exceeded planned budgetary amounts by $1.3 million due to roof repair projects that were
offset by savings in food services and Title II class size reduction from lapsed salary
savings.
Other
Actual amounts exceeded planned amounts by $956,150 due to restoration expenditures
related to the Lifelong Learning Center.
34
Reform Area Supplemental Schedule
Column Labels
Actual
FTE
Budget FTE
Row Labels
1 - Standards and Assessments
GENERAL FUND
544.11 518.91
RESTRICTED
84.010
15.00 14.00
84.027
37.70 37.63
84.395
0.00
0.00
RESTRICTED
3.49
2.56
RESTRICTED Total
56.19 54.19
1 - Standards and Assessments Total
600.30 573.10
2 - Data Systems to Support Instruction
GENERAL FUND
40.00 39.00
RESTRICTED
84.395
0.00
0.00
RESTRICTED Total
0.00
0.00
2 - Data Systems to Support Instruction Total
40.00 39.00
3 - Great Teachers and Leaders
GENERAL FUND
2,164.39 2,214.67
RESTRICTED
84.010
12.50 12.50
84.027
24.95 20.85
84.395
0.00
0.00
RESTRICTED
5.05
5.05
RESTRICTED Total
42.50 38.40
3 - Great Teachers and Leaders Total
2,206.89 2,253.07
5 - Mandatory Costs
GENERAL FUND
390.75 384.75
FOOD SERVICE
117.63 92.50
RESTRICTED
84.010
0.00
0.00
84.027
0.00
0.00
84.395
0.00
0.00
RESTRICTED
10.40
9.55
RESTRICTED Total
10.40
9.55
5 - Mandatory Costs Total
518.78 486.80
6 - Other
GENERAL FUND
21.00 17.00
RESTRICTED
84.010
0.00
0.00
RESTRICTED
0.76
0.80
RESTRICTED Total
0.76
0.80
6 - Other Total
21.76 17.80
Grand Total
3,387.73 3,369.77
*Note: actual expenditures exclude fund balance transfer.
15
Original
Budget
16
Actuals
Budget Variance Budget FTE Original Budget
41,378,932 42,117,189
-738,257
562.11
40,383,135
1,849,281 1,605,598
2,197,813 2,449,798
80,199
255,148
1,765,308 1,950,176
5,892,600 6,260,720
47,271,532 48,377,909
243,683
-251,985
-174,950
-184,868
-368,120
-1,106,377
16.00
33.00
0.00
7.18
56.18
618.29
2,077,335
2,025,020
0
1,892,432
5,994,787
46,377,922
3,830,064
4,973,137
-1,143,073
40.00
4,057,258
13,298
13,298
3,843,362
194,990
194,990
5,168,127
-181,692
-181,692
-1,324,765
0.00
0.00
40.00
0
0
4,057,258
143,257,136 139,027,835
4,229,301
2,170.39
144,174,582
1,023,911
991,563
1,868,117 1,513,985
97,013
239,436
1,588,888
910,088
4,577,928 3,655,073
147,835,064 142,682,907
32,348
354,132
-142,423
678,799
922,856
5,152,157
12.00
22.95
0.00
5.30
40.25
2,210.64
1,022,086
1,674,611
0
1,262,798
3,959,496
148,134,077
134,640,488 135,912,296
12,785,000 12,081,541
-1,271,808
703,459
393.75
117.63
141,215,803
13,032,641
809,746
637,715
1,535,484 1,405,347
2,305
17,562
2,829,571 2,544,436
5,177,107 4,605,060
152,602,595 152,598,897
172,031
130,138
-15,257
285,135
572,047
3,698
0.00
0.00
0.00
10.40
10.40
521.78
863,732
1,493,494
0
2,692,817
5,050,043
159,298,488
4,259,414
-29,234
18.00
4,346,034
11,248
12,071
244,749 1,170,842
255,997 1,182,913
4,486,177 5,442,327
356,038,730 354,270,167
-822
-926,093
-926,916
-956,150
1,768,563
0.00
0.76
0.76
18.76
3,409.47
9,282
588,074
597,356
4,943,390
362,811,135
4,230,180
35
Progress Toward Meeting Academic Targets
Analysis of state, national, and local data shows that gaps in student achievement exist
with special education students, free and reduced meal (FARMS) students, and AfricanAmerican students when compared to All students. These gaps in student achievement
are a priority for Charles County Public Schools. In order to address these gaps, Charles
County Public Schools is focusing on major initiatives that will help address the deficits in
learning within these specific groups. These initiatives include formative assessment,
professional development on inquiry-based and student-centered learning, and continued
training on Universal Design for Learning.
Formative assessment and appropriate responsive action is infused in all professional
developments shared with teachers and administrators. Moving beyond the “exit slip” and
focusing on learning progressions and success criteria supports the Formative
Assessment for Maryland Educators (FAME) program sponsored by MSDE. All Content
Specialists, as well as teachers and administrators at several schools, have received or
are in the process of receiving formative assessment training through FAME. The
implications of this process allow teachers to focus on student centered learning and allow
students to take ownership over their own learning. Training teachers to use feedback in
a way that guides students on their efforts to reach a goal is a way to address the
achievement gaps that exist and help closes those gaps with meaningful and researchbased strategies.
Professional development that facilitates a student-led classroom is a major initiative
embraced by Charles County Public Schools. Focusing professional development on
student engagement produces students that are intellectually active during instruction;
therefore, more students will show mastery of content. Training teachers to facilitate
learning through complex and higher order learning tasks, and scaffolding these tasks so
all student can learn, increases the rigor necessary to close the achievement gaps that
exist. Such strategies as inquiry-based learning, student-centered grouping, and
performance-based tasks are all areas in which teachers will continue to receive
professional development.
Universal Design for Learning is a key component to address the diversity of learners
within our schools. All Content Specialists received UDL training by our Special Education
Resource Teachers which was also shared with teachers at their individual schools.
Principles of UDL continue to be infused in county-wide and school-wide professional
developments, curriculum, and model lessons. UDL principles are reflected in daily
lessons through the use of differentiation and scaffolding. Formative assessment is used
to aid the implementation of UDL.
Moving forward, Charles County Public Schools will continue to implement formative
assessment as an integral part of the instructional process. Professional development will
be designed to improve teaching and learning, which will result in higher student
achievement. Infusion of UDL will continue to address the various needs of all learners.
Accountability - Annual Measurable Objectives
Science
The Charles County Public Schools student performance on the grade 5 MSA science
assessment showed an overall increase while data from the grade 8 MSA science
36
assessment showed an overall decrease. Analysis showed that the FARMS and AfricanAmerican subgroups showed the greatest increase on the grade 5 Science MSA while
the FARMS and Special Education subgroups showed the greatest decrease on the
grade 8 Science MSA. Analysis of the Biology HSA also revealed an overall increase for
all subgroups for SY14-15. However, similar challenges exist within the Special
Education, FARMS, and African-American student subgroups, as well as the
achievement gap between White students and the African-American, FARMS, and
Special Education students. Achievement within the Special Education and FARMS
subgroups also falls below the county average on both MSA and HSA assessments. To
address these achievement gaps, frequent and consistent professional development that
focuses on responsive action to formative assessment and the implementation of close
reading strategies into the science classrooms are two initiatives that CCPS is
implementing. In addition, data is consistently analyzed at the school and county level,
and instructional initiatives are determined for science classrooms based on that data to
address achievement gaps and increase student learning in all science classrooms.
Social Studies
The Charles County Public Schools social studies curriculum is comprehensively aligned
with the Maryland state curriculum standards. Additional curriculum development is ongoing as the social studies program is aligned with the Maryland College and Career
Readiness Standards (MCCRS) and the C3 Framework for Social Studies. There are four
focus areas identified for the program in order to ensure student success. These include
implementation and monitoring of the MCCRS, appropriate use of technology for social
studies instruction, and continued accountability measures for both the Government HSA
and the Advanced Placement exams. The strategies for accomplishing these goals
include the use of high-quality professional development on student-centered strategies
and resources to support reading and writing literacy, provision of web-based tools to
assist lesson implementation, creation and administration of formative assessments to
measure progress, and data analysis to adjust instructional methods in order to provide
differentiated intervention to students in preparation for county, state and national
assessments.
Specific Groups
English Language Learners (ELL)
Charles County Public Schools is committed to providing the instructional resources
necessary for Limited English Proficient (LEP) students to develop and attain English
proficiency and to reach grade-level academic standards. Through language instruction
programs and curricula, bilingual community outreach, family literacy services, and
targeted professional development for CCPS staff (including ESOL staff, school
administrators, content teachers, and support staff), the ESOL Program is successfully
making progress toward Maryland’s accountability measures for English Language
Learners.
Due to the instructional challenges associated with increased ELL enrollment, the
Secondary Academy of International Languages (SAIL) was successfully launched at
McDonough High School in SY14-15. In the first year, the targeted instruction and
professional development at McDonough High School increased the percentage of
secondary students meeting AMAO 1 by 36% and increased the mean proficiency gain
from -.3 to +.5. Overall, 76% of the students attending the Secondary Academy of
International Languages met AMAO 1. The success of the Secondary Academy of
37
International Languages, coupled with additional staffing and targeted professional
development for content teachers, enabled Charles County Public Schools to meet
AMAO I for the first time in several years.
Based on the MSDE data provided for AMAO 1 and AMAO 2, Charles County Public
Schools succeeded in attaining the MSDE accountability measures for AMAO I and
AMAO 2. An examination of the spring 2015 ACCESS data indicates that 67.8% of the
ELLs demonstrated progress toward English proficiency and 16.48% attained English
proficiency by the end of the school year.
Career Technology Education (CTE)
Successful deployment of Career and Technology Education programs has been
achieved through the expansion of MSDE approved Programs of Study that align to
industry standards and prepare students for college and career success. These programs
prepare students to successfully obtain industry and national certifications and offer
college credit through articulation agreements with postsecondary institutions.
Student access to CTE programs will continue to improve through full implementation and
expansion of STEM related programs such as Project Lead the Way (PLTW) Pathway to
Engineering (PTE) and Biomedical Sciences (BMS). These programs prepare students
for high demand and high waged. CCPS will also continue to use data to make decisions
regarding program adjustments, and expansion and improve plans to support efforts that
market and showcase CTE programs and accomplishments.
Early Learning
Charles County Public Schools will provide early childhood students with a discoverybased, literature-rich learning environment. All children will learn, when exposed to an
educational experience that meets their needs. CCPS will continue to recognize the
needs of diverse learners to ensure the development of the whole child. The early
childhood program is based on developmentally appropriate practices which emphasize
emergent literacy and mathematics, and hands-on learning experiences. The children are
provided with opportunities to explore, make choices, utilize higher level thinking skills
and problem solve in a safe and nurturing environment. CCPS emphasizes the socialemotional development of the children as well as the development of interactive
communication skills between the children and familiar adults and with their peers. CCPS
will continue to address the on-going needs of our student population with quality early
childhood experiences and programs that promote social-emotional, physical, and
academic growth.
CCPS utilizes the Maryland College and Career-Ready Standards in the prekindergarten
and kindergarten programs, building the foundation for all students to be college and
career ready. Continuing to familiarize teachers, administrators, instructional leaders, and
parents with the new Kindergarten Readiness Assessment will be a priority. In the early
childhood classrooms, focus on the social, emotional and physical development as well
as the approaches to learning help to facilitate a comprehensive program.
In order to prepare all young children for school success, Charles County Public Schools
has plans for several initiatives to foster the relationship between the public schools and
38
other organizations such as Head Start and the local child care community. Sharing
information and resources with other stakeholders will improve outcomes for all children
Gifted and Talented
COMAR 13A.04.07 Gifted and Talented Education establishes the minimum standards
for student identification, programs and services, and professional development for each
local district. The goals and objectives established by Charles County Public Schools
support each of these areas.
Students are identified for gifted services in grade 2 beginning in November using a
broad-based screening tool (Cognitive Abilities Test) and multiple criteria (achievement
data, classroom performance, teacher observation, parent checklist). The Harrison
Observation Form is used to identify and nurture potential in primary grades, with a focus
on economically disadvantaged students. There are system-wide guidelines in place for
grade and subject acceleration.
Charles County Public Schools provides gifted services in reading/language arts and
mathematics. At the elementary level, gifted services include cluster grouping for reading
instruction using advanced texts, shared inquiry discussion, advanced vocabulary
development, and novel study, and accelerated curriculum for math groups. In middle
school, a gifted level language arts class and an accelerated sequence of math courses
provide advanced opportunities for gifted learners. At the high school level, a variety of
honors and AP courses are available to accelerate learning for gifted students.
The professional development goals for gifted education in Charles County Public
Schools include providing opportunities to build expertise among teachers who work with
advanced learners through coursework, webinars, book studies and school based staff
development related to recognizing the needs of gifted learners and nurturing potential in
diverse student groups. Learning resource teachers are encouraged to seek MSDE
certification for Gifted and Talented Education Specialist.
Special Education
The goal of special education is to provide CCPS students with disabilities specialized
instruction in the least restrictive environment in order to maximize their access to and
progression in the general education curriculum. The Office of Instruction and the
Department of Special Education are committed to achieving this goal. Implicit in this goal
is the expectation that students with disabilities will demonstrate proficiency on grade
level content standards as outlined in the Maryland College and Career Readiness
Standards (MCCRS). Access to the general education curriculum, targeted staff
development opportunities, and collaboration between general and special education
teachers, specialists, and administrators are critical components in achieving this goal.
To ensure students with disabilities have access to the MCCRS, special education
teachers are required to develop goals and objectives that are related to student grade
level content standards. The Department of Special Education continues to work closely
with school based teams to assist them in developing these goals through extensive
training and monitoring. Additionally, CCPS is dedicated to implementing a Response to
Intervention model, which requires close collaboration between general and special
education teachers. This is especially important when identifying “root causes” of the gap
39
between the lowest performing student subgroup and the highest performing student
subgroup when determining the appropriate intervention and/or evidence-based
strategies that will narrow that gap. These targeted interventions/strategies facilitate
effective remediation of skill deficits, resulting in greater access to the general education
curriculum. On-going progress monitoring is used to assist teams in being prescriptive
and focused when determining appropriate UDL and differentiation strategies for
struggling students and also in determining whether that differentiation has resulted in an
increase in student performance.
Within the Office of Instruction, collaboration among all professionals is an essential
component. Representatives from Special Education are part of all planning and
implementation of CCPS instructional initiatives. General and special education
specialists collaborate in planning for discretionary grants applications to ensure that
instructional initiatives are comprehensive for all targeted populations.
Additionally, special education central office staff works collaboratively with the Content
Specialists in creating lesson plan exemplars for general and special education teachers.
These exemplars include differentiation, co-teaching, and UDL strategies, as well as
resources for general and special education teachers to assist them in meeting the needs
of all learners. Special education building-level case managers attend grade level and/or
content department meetings at the elementary, middle and high schools throughout the
school year to ensure collaboration between general and special education teachers. This
collaboration is essential when determining best practices for students with disabilities.
Professional development opportunities are also collaborative to ensure that sessions are
reflective of the CCPS Master Plan goals and objectives. Special education teachers are
required to attend all content specific training sessions with their general education
counterparts in order to ensure consistent implementation of the MCCSS in all settings.
Evening staff development opportunities for general and special education teachers are
offered during the year and are collaboratively planned with Special Education
Instructional Specialists to include best practices and research-based instructional
strategies for students with disabilities. Additionally, Special Education Paraprofessionals
receive staff development in the areas of roles and responsibilities and working effectively
with students with disabilities. In 2015-2016, the Department of Special Education will be
implementing professional development opportunities for special education teachers in
their first and second years. These sessions will focus on writing effective Individualized
Education Plans (IEP), lesson planning and co-teaching, data collection, classroom
organization, identifying and using resources at the building and central office levels, and
effective teaching practices.
Education That Is Multicultural
The goals for Minority Achievement and Education That is Multicultural are the following:
to expand the current required equity training to include cultural competency sessions; to
continue implementation of research-based best practices to aid in closing the
achievement gap; to expand parental and community outreach with regard to diversity
and equity; and, to become routinely and actively involved in the recruitment and retaining
of minority teaching candidates for Charles County Public Schools.
40
The CCPS Office of Minority Achievement expects the use of the Advancement Via
Individual Determination (AVID) and Student Targeting Academic Rigor with Success
(STARS) college preparatory programs in our schools to give students in the “academic
middle” the support they need to take more rigorous courses. CCPS purports that student
involvement in the AVID and STARS programs will improve academic performance, and
ultimately, students will gain acceptance to four-year colleges. CCPS continues to provide
access and opportunity to all students through its system-wide initiatives.
CCPS will continue to integrate multicultural materials, activities, resources, lesson plans,
and units into the curricula across content areas throughout all grade levels system-wide.
CCPS through Education that is Multicultural is committed to closing the achievement gap
between our patterned and historically highest performing subgroups and our lowest
achieving subgroups. While our minority students have made gains in recent years, there
is still progress to be made toward not only closing the achievement gap but also
eliminating the gap. Data analysis will continue in areas to include staffing, discipline,
attendance, graduation, and dropout rates in order for CCPS to continue to promote
equity and diversity throughout every fabric of its operations.
Data Systems
Charles County Public Schools embraces the Maryland State Department of Education
vision that data systems should support instruction, enhance decision making, and
promote student achievement. CCPS uses several different data systems—the Data
Warehouse, Performance Series, Fast Test Web, and The Evaluations & Assets
Management System (TEAMS). The Data Warehouse stores all historical state, county,
and national assessment data and provides all the staff the ability to review and reflect
on patterns of achievement in order to inform instruction and professional development
needs. Performance Series is a computer adaptive assessment used predominantly for
assessing reading skills. Fast Test Web is an online testing platform that allows for the
implementation of formative assessments that provide data used to modify instruction and
determine responsive action on specific skills. TEAMS is an online tool that facilitates the
teacher and principal evaluation process.
Culture & Climate
Charles County Public Schools administers an online climate survey to staff, parents, and
students at the end of each school year. Questions are taken from the National Education
Association climate survey, and the survey link is sent through email. The survey link is
also available on the Charles County Public Schools website as are paper copies and a
translated version for Spanish-speaking households. The results of the survey have been
used to identify three themes within this year’s professional development: Shared
Leadership, Ongoing Reflection, and Marketing Our Schools.
While Charles County Public Schools met the State Satisfactory Standard for attendance
in all subgroups in elementary schools, data shows that some sub-groups in the middle
and high school levels have not met the State Satisfactory Standard. CCPS has assigned
a full-time Pupil Personnel Worker (PPW) to each of our middle and high schools, and
staff training on determining the root causes of absenteeism and developing appropriate
interventions has occurred. Additional training and emphasis on using a multi-tiered
approach to attendance interventions will continue throughout the year.
41
Trend data indicates that there has been an increase in the CCPS graduation rate and a
decrease in the dropout rate from 2012-13 to 2013-14. CCPS continues to explore
additional evidence-based practices and interventions that will further increase the
graduation rate for all students. While both the out-of-school and the in-school suspension
rates have steadily decreased, CCPS continues to closely examine disproportionate
suspension rates. Training of administrators, school-based support staff such school
counselors, school psychologists, and PPWs continues to stress teaching and reinforcing
positive and appropriate behaviors.
Positive Behavioral Intervention Supports (PBIS) continues to have a positive effect, and
CCPS provides a central office staff member dedicated to supporting PBIS efforts in the
schools. Each school is assigned a PBIS coach who attends monthly training in the
implementation of PBIS, data monitoring, and grade level collaboration for positive school
climate activities.
CCPS recognizes that parent involvement is key to student academic success and to
preparing college and career ready students and continues to strive to provide multiple
avenues of outreach to parents and the community. Programs such as AVID, the
Homeless Education Program, the Title I Parental Involvement Plan, the English
Language Learner programs, and the Indian Education Grant all include components
meant to engage parents in instructional strategies and academic growth of their children.
42
Section B: Standards and Assessments
Progress Towards Meeting Academic Targets
Elementary School Reading
Academic Data Review
Priorities - Analyzing both state MSA data and CCPS county assessment data, there
are achievement gaps for the following subgroups: African-American, Special
Education, Limited English Proficient, and Free and Reduced Meals.
 Students who are proficient in the All student category have decreased from
86.7% (2012) to 84.2% (2013) to 82.5% for a three year decrease of 4.2%.
 African-American students decreased from 81.8% (2012) to 80.0% (2013)
to 78.2% (2014) for a three year decrease of 3.6%.
 Special Education students decreased from 63.5% (2012) to 52.9% (2013)
to 46.8 for a three year decrease of 16.7%.
 Limited English Proficient students decreased from 74.5% (2012) to 68.3%
(2013) to 54.3% (2014) for a three year decrease of 20.2%.
 Free and Reduced students decreased from 78.2% (2012) to 75.1 (2013)
to 73.6 (2014) for a three year decrease of 4.6%.
Strategies - Systematic, differentiated professional development occurs throughout the
school year and is designed to increase teacher capacity in order to reduce the gap in the
identified subgroups. Resources are being reviewed and acquired that will also better
meet the needs of our struggling learners. Professional development has been
differentiated this year. Teachers are able to choose where they feel that they need to
strengthen their pedagogy. Some professional development that has been offered this
year has been Guided Reading for the Fluent Reader, Guided Reading for the Early and
Emergent Reader, Working with Highly Able Students, Words Their Way strategies and
Differentiation in the Integrated Literacy Block.
Local Formative Assessment - Within the curriculum, there are many embedded
assessments for teachers to use. Training is provided by school based instructional
leaders on how to analyze these assessments and determine instructional implications.
Instructional implications will be shared with the county Content Specialists in order to
inform curricular and programmatic changes. In response to analysis of formative
assessment, the writing curriculum was redesigned to include a series of mini lesson
concluding with an intensive writing unit. In response to formative assessment in the area
of phonics, we have implemented a new program called Words Their Way.
Moving Forward
1. After analysis of MSA data and formative assessment data, we selected areas of
concern specifically for our Title I schools for whom we purchased a new intervention
system called Leveled Literacy Intervention. We have provided extensive training and
coaching as well as consultation on how to identify students in need of this intervention.
Student option for language and symbols is a key component of this program. (UDL I)
Using formative assessment data, we have identified that students need more
opportunities to interact with a variety of response type items. Therefore, we are
developing instructional activities that include multiple choice, multiple response,
43
matching and drag and drop it both in paper format and electronic format using the
FastTest system.
CCPS continues to see a performance gap between reading fiction and reading nonfiction text; therefore, we have purchased supplemental nonfiction text. We have
developed instructional resources that support teachers’ use of these resources, as well
as provided extensive staff development. Both the resources and the professional
development include features that provide options for recruiting interest, sustaining effort
and persistence, and options for self-regulation. (UDL III)
2. The elementary reading and writing curriculum was revised to ensure that all Maryland
College and Career Reading Standards were addressed multiple times over a school
year, each time folding in more rigor and complexity. Teachers are provided with
strategies in which to scaffold the instruction so that all students can access high level
text and write rich informational and narrative pieces, as well as successfully producing
analytical writing. This is done through a two-prong approach to instruction. Students
receive daily guided reading in small groups on their instructional level. In addition,
students receive daily Integrated Literacy instruction where they do close reading of grade
level and complex text and write to source.
We ensure that our strategies are implemented with fidelity in various ways. As a system
we use a coaching model and classroom visits in order to see that teachers are following
the curriculum and implementing the programs and strategies that have been provided to
them. We provide professional development at the county level and the school level.
Every elementary school has a Reading Resource teacher who is responsible for
modeling lessons, analyzing data, and providing professional development for their
schools. This year, the focus is on Guided Reading. As a district, we analyze running
record data in order to determine what strategies the students are lacking and where to
go with instruction. The resource teachers meet monthly with the Lead Reading Specialist
in order to receive professional development on the latest trends in reading in order to
increase teaching power. They in turn deliver to the staff at their school.
Elementary School Math
Priorities - Based on historical data, elementary math continues to see achievement
gaps between African-American students and All students, Special Education students
and All students, and FARMs students and All students. Over the last three years of MSA
Math, All Students have dropped a total of -11.9% from 84.5% in 2012 to 73.5% in 2014.
FARMS students have dropped a total -13.6% from 76.3% in 2012 to 62.7% in 2014.
African-American students have dropped a total of -14.6% from 79.7% in 2012 to 65.1%
in 2014. Special Education students have dropped a total of -24% from 55.4% in 2012 to
31.4% in 2014. While MSA Math is no longer the assessment used to measure growth,
Charles County Public Schools is using their pre/post test scores to measure growth.
These growth scores are consistent with the result from MSA Math data. Addressing
these performance gaps will continue to be a priority for the school system.
Strategies - Training for elementary school teachers is an ongoing process. These
trainings are based on research based practices that have proven to be effective in
addressing the needs of all learners in our school system. For example, knowing that
44
students struggle with number sense which impacts all math, trainings have been offered
and will continue to be offered on Developing Number Sense for the primary teachers.
Students also struggle with understanding and solving word problems. Trainings have
been offered, and will continue to be offered, to classroom teachers in all grades on using
visual models such as the bar model/tape diagram to represent and solve word problems.
The purpose of all trainings offered to elementary teachers is to on build teacher content
knowledge in mathematics and giving teachers strategies to implement in the classroom.
Local Formative Assessments - We will continue to use data from PARCC
assessments and from county assessments to track student mastery of curriculum
standards. Elementary Math also uses data from Office of Instruction created topic
Pre/Post-Tests to track areas of concern in all grades. This assessment data is utilized to
make decisions about professional development for Instructional Specialists/Instructional
Resource Teachers and in-service topics for classroom teachers, as well as possible
resource needs at the school level. For example, in SY14-15 topic Post-Test data
revealed a need for further training with 4th and 5th grade teachers with multiplying and
dividing fractions. The Office in Instruction Elementary Math Content Specialist prepared
a training on the topic and presenting it to each school. This data analysis process is
regular and on-going throughout the school year, both at the school-level and the county
level.
Moving Forward
1. Our goals over the next five years will be to:
 Continue to provide professional development with the goal of improving teacher
capacity. In the elementary setting, teachers are trained as generalists and often
struggle with math instruction. Professional development, both county-wide and
school-based, has in the past, and will continue to, focus on helping teachers
unpack the standards to better understand the depth and rigor of what they should
be teaching. In addition, all professional development sessions have modeled
strategies such as Kagan strategies to engage all learners. Teachers have an
opportunity to discuss the strategies and how they will implement them in their own
classrooms.
 Continue to use data to inform decision making. Gathering and analyzing data is
a key component of our instructional program. The elementary math staff
developed pre- and post-assessments for every instructional topic in all grades, K5. Once post-assessments have been administered and scored, the data is
submitted to the math department where it is analyzed and a report is returned to
school principals. The report contains an analysis of the data, a list of struggling
students, and suggestions for differentiation based on the data. Over the course
of a year, principals receive between eight and twelve reports per grade.
 Elementary mathematics created SLO pre- and post-assessment items that
incorporated PARCC-style items such as drag-and-drop and multiple correct
answer. These assessments are administered on-line so that students can
experience PARCC-style items in preparation for the actual assessment. As CCPS
technology capabilities improve, assessment items will be updated to reflect more
PARCC-style items.
 Use technology to engage adult learners. During the last year, middle school has
provided teachers with content related professional development through the use
of webinars and discussion boards. Elementary plans to follow this model in the
upcoming year in order to meet teachers’ needs on a more individual basis.
45

Office of Instruction- elementary math will continue to provide curriculum
documents that suggest a progression of skills that focus on mathematics success
for all students. Implementing Universal Design for Learning Guidelines allows the
documents to address the needs of all students. The curriculum documents
provide examples of UDL elements.
2. Each elementary school has a school-based Instructional Specialist or Instructional
Resource Teacher (IS/IRT) who works in conjunction with the Elementary Math Content
Specialist. The IS/IRTs work with the classroom teachers on a daily basis. They support
teachers in the delivery of instruction through co-planning, co-teaching, modeling, locating
resources, analyzing student work, and utilizing data to differentiate instruction in
meaningful ways. In addition, IS/IRTs develop and deliver staff development at the school
and county level. The IS/IRT team meets monthly with the elementary math staff. Part of
each monthly meeting is reserved for professional development geared specifically for
the IS/IRTs in order to continue supporting them in their roles.
As we move forward, and as data becomes available, our system will use that data and
the strategies described above to identify critical needs and address them strategically
and comprehensively.
Elementary School Science
Priorities - Upon analysis of MSA Grade 5 science data, several gaps in achievement
have been identified:




Non-special education students scored at a 68.0% proficiency level whereas
special education students scored at a 29.1% proficiency level. This represents a
38.9% gap in achievement.
White students scored at an 81.1% proficiency level whereas African-American
students scored at a 54.7% proficiency level. This represents a 26.4% gap in
achievement.
Non-free and reduced meal students scored at a 74.0% proficiency level whereas
free and reduced meal students scored at a 47.9% proficiency level. This
represents a 26.1% gap in achievement.
CCPS pre/post standardized assessments also support the gaps in achievement
as shown on grade 5 MSA science data.
Strategies - Systematic and differentiated professional development is occurring
throughout the school year to increase teacher capacity in order to reduce the gaps in
achievement as shown in the data. Building teacher content knowledge in science and
providing strategies to implement in the classroom is one example of professional
development being offered to our science staff. In addition, data will continue to be
analyzed at elementary Role-Alike meetings and instructional strategies such as
differentiated stations and flexible groupings will be utilized to address achievement gaps.
Local Formative Assessments - Continued use and development of formative
assessments in 5th grade science will be used to make instructional decisions at the
classroom and school level. Instructional scores of these formative assessments will be
gathered at the school level and reported at the county level. Instructional implications
will be identified by the K-8 science resource teacher and content specialists to make
46
county-wide responsive action curriculum and professional development decisions.
These decisions will lead to teachers utilizing formative assessment strategies such as
review stations, differentiated reading content, and collecting feedback from student
ownership over science learning.
Moving Forward
1. Formative assessments have been developed via the FastTest software program to
address the fifth grade Maryland Content Standards. CCPS has analyzed MSA grade 5
data to identify the challenges that our elementary students are facing in science. This
data has also supplied areas in the curriculum where formative assessments will be
extremely helpful. These formative assessments contain items that are multiple choice,
multiple response, and drag and drop items and are given to all 5th grade students in
January and February. Other formative assessments are in the development stage and
will be completed and piloted with the plan of full implementation over the next several
years. Items developed will cover concepts and skills to be tested at the end of each unit
throughout the school year. The formative assessments will continue to be updated over
the next five years as more instructional data regarding science assessments is made
available.
School-wide system goals have identified Close Reading of non-fiction text as a priority
for all students in Charles County during the next five years. Elementary science teachers
have been trained in strategies that support close reading of a variety of texts in the
classroom. Those strategies include annotation of text and claim/evidence/reasoning
approaches to making an argument using text as evidence. For SY14-15, elementary
science teachers shared a variety of texts with the classroom teachers to support science
content in the reading block. There are also some activities that are completed in the
science classroom that require the use of Close Reading of non-fiction text. For the next
five years, professional development sessions will continue to support the expansion of
additional close reading opportunities for fifth grade students so that these activities will
be integrated into the fifth grade science curriculum as well as the regular fifth grade
classroom. Professional development sessions will also focus on implementing UDL
strategies into the elementary science curriculum. Staff will be provided with training that
focuses on supports and lesson adjustments that can be completed in the science
classroom to address the needs of all learners.
2. Elementary science teachers will attend professional development sessions that focus
on the development and implementation of rigorous items used for upcoming county-wide
5th grade end of unit formative assessments. Every elementary science teacher will
administer county-wide formative assessments in January and February during SY15-16.
Data from these formative assessments will be provided via the FastTest software
program to both teachers and central office personnel. The Content Specialist for Science
and Science Resource Teacher will perform a data analysis and identify county-wide
trends within the data. Identified trends in the data will help guide future professional
development. Teachers will make instructional adjustments based on the individual
student data for their classroom and school. These adjustments will reflect in
modifications to the formative unit assessments that are created.
Elementary science teachers will also continue to attend professional development
sessions that focus on the development and implementation of close reading activities.
Elementary science teachers will complete Close Reading lessons that can be done in
47
the regular 5th grade classroom to support the science content that is being taught in the
science classroom. Elementary science teachers will also utilize Role-Alike professional
development meetings to develop, discuss, and implement reading activities into the
Charles County elementary science curriculum. In addition, the K-8 science resource
teacher will observe and assist in elementary science classrooms. This assistance will
include modeling of difficult or challenging science concepts and consistent classroom
visits to provide instructional feedback. School visit and contact logs will be kept as a
means to record data to ensure that current and future science initiatives are being
implemented with fidelity in all elementary science classrooms.
Middle School Reading
Priorities - While analyzing both MSA and CCPS data historically, there have been
achievement gaps for a variety of subgroups. Using the most recent MSA data, the
following subgroups are seen as priorities to close the achievement gaps. Each
subgroup is being compared to the highest achieving subgroup with at least 100
participants (Asian 93.2% proficient)




African-American: 21.8 point gap (71.4%)
Special Education: 62.4 point gap (30.8%)
Limited English Proficient: 57.9 point gap (35.3%)
Free and Reduced Meals: 25.8 point gap (67.4%)
Strategies - By adjusting the curriculum and professional development, CCPS will
strategically promote gap reduction and growth through the increase of teacher-student
relationship quality, increase of personalization and meaningful learning in the classroom.
Professional development will specifically address critical-thinking, problem-solving, and
learning strategies where students elaborate on their answers and move beyond the
literal understanding, and provide multiple practice activities at independent and
instructional levels for deeper understanding. This is seen through the use of Guided
Reading and other small group instruction during the English Language Arts block of time.
Local Formative Assessment - Common classroom assessments were created to be
used by classroom teachers to make instructional decisions at the classroom and school
level. The top instructional implications for each score level are gathered by each grade
level team and reported at the county level. These implications are analyzed by
Department Chairs, Reading Resource Teachers, and the Content Specialist to make
county-wide curriculum and professional development decisions.
Moving Forward
1. Reviewing past MSA data, we identified students who met expectations (Proficient),
exceeded expectations (Advanced), and did not meet expectations (Basic). Based on
MSA results, schools identified students in need of additional instruction and provided
that support. Through triangulating MSA and various local data, we identified the majority
of students who scored Basic read slightly or significantly below grade level. As a result,
we restructured the language arts curriculum to include a reading workshop approach
addressing students’ reading and writing needs.
48
As we move forward with the new PARCC summative assessment program, we anticipate
being able to narrow our needs after analysis of the PARCC data.
With new PARCC reporting reading and writing performance, we can analyze trends by
specific strands and make adjustments accordingly. For example, we can compare the
reading performance and writing performance to see if there is significant difference
between the two. Also, we will be able to see if there is a significant difference between
the key areas within the reading and writing. For reading performance, we can analyze
the differences between our students’ performances in literary text, informational text, and
vocabulary areas. The new PARCC summative assessment program, along with multiple
county assessments, will continue to inform our decision making at the student, class,
school, and county levels.
2. The curriculum was rewritten to allow teacher flexibility to adjust classroom lessons
and personalize instruction for students. The reformatted curriculum will allow the teacher
to adjust instruction by changing the means of representation, expression, and
engagement throughout the learning process in a small group setting. Regular ongoing
adjustments will be made yearly based on ongoing discussion between the content
specialist and classroom teachers throughout the year.
Additionally, a multifaceted professional development approach was created to increase
teacher expertise on reading workshop model. This includes three-day workshops over
the summer, three eighty minutes sessions during county-wide in-services, monthly twohour evening sessions for selected teachers, and weekly thirty minute sessions during
the school day. Every professional development session was created based on teacher
needs through ongoing conversations with classroom teachers and analysis of data.
In order to determine fidelity and if learner’s needs are met, Reading Resource Teachers
identify and track the progress for every student identified as reading significantly below
grade level. This is defined as the student instructional reading level being level Q or
lower as measured by the Fountas and Pinnell Benchmark Assessment. Additionally, the
Content Specialist visits each school on a bi-weekly basis observing implementation of
the curriculum at the classroom level.
Middle School Math
Based on historical data, achievement gaps continue to exist between African-American
students vs. All students, Special Education students vs. All students and FARMs
students vs. All students.




Students who are proficient in the ALL Students category have decreased from
80.4% in 2012 to 67.5% in 2014 resulting in a decrease of 12.9%.
African-American student data showed a similar decrease from 73.3% in 2012 to
58.1% in 2014 resulting in a decrease of 15.2%.
FARMs student data fell from 69.1% in 2012 to 53.4% in 2014 with a net decrease
of 15.7%.
Special Education data reflected the most severe drop moving from 46.6% in 2012
to 19.9% in 2014 with a total decrease of 26.7%. It is important to note during the
last year of MSA administration special education students did not have access to
a MOD assessment which may account for some of the decrease.
49
Priorities - Addressing these performance gaps will continue to be a priority for the
school system. Middle school math teachers have been and will continue to be trained
in the research based practices that have proven to be effective in addressing the
needs of all learners in our school system.
Strategies - These strategies include small group instruction, training in and
implementation of UDL practices in mathematics, use of manipulatives, presenting
mathematical concepts through multiple representations, and building a conceptual
foundation of mathematics through concrete models.
Local Formative Assessments - We use data from state and local assessments,
including SLO pre/post tests, PARCC baseline data, and unit pre and post
assessments to track student mastery of curriculum standards. This data analysis
process is regular and on-going throughout the school year both at the school level
and the county level. The data analysis process results in the development of targeted
professional development that addresses the immediate and on-going areas of
weakness.
Moving Forward
1. Our goals over the next five years are as follows.
 Continue to provide comprehensive professional development aligned with the
MCCRS. Charles County began to transition to the MCCRS five years ago. Since
then, we have worked hard to train teachers in the content standards with
emphasis on rigor and coherence. Early on we recognized that, especially at the
middle school, the shift in content was tremendous and would require extensive
professional development for all classroom teachers and instructional resource
teachers. A comprehensive plan for transition was developed and implemented.
As we move forward, we are shifting our priorities to focus on classroom instruction
that engages all learners. We are continuing to develop curriculum that
incorporates best practices, rigor, and coherence.
 Implement protocols as presented in FAME. Last year the county began
participation in the Formative Assessment for Maryland Educators (FAME)
training. As a result of this participation, Learning Progressions and Success
Criteria have been added to each unit of study in Middle School Mathematics.
County-wide in-services have, and will continue to have, a focus on FAME
components.
 Continue to use data to inform decision making. Data gathering and analysis is a
fundamental component in our instructional process with an emphasis on formative
assessment as described in FAME. Additionally, CCPS participated in an MSDE
grant to develop formative assessment resources for our schools in SY14-15.
Middle School Mathematics created pre and post unit assessments items that
incorporated PARCC-style items such as drag-and-drop and multiple correct
answer. These assessments can be administered on-line so that students can
experience PARCC-style items in preparation for the actual assessment. Teachers
also have immediate access to real-time data on student performance so that
instruction can be quickly adjusted to meet the needs of learners.
 Use technology to engage adult learners. During the last year, we have also
provided teachers with content related professional development through the use
of webinars and discussion boards. These two formats provide teachers with the
flexibility of enhancing their content knowledge during times that are convenient to
50

their schedules. Webinar production and discussion boards will continue to be
offered to teachers based on needs identified through assessment data and based
on teacher feedback and identified needs.
Continue to train teachers on evidence-based practices that enhance learning for
all students. Universal Design for Learning (UDL) has been at the forefront of
curriculum development, selection of classroom resources, and professional
development.
2. To ensure that priorities addressed above are implemented with fidelity, the Middle
School Math Content Specialist and school-based Instructional Resource Teachers
(IRTs) provide comprehensive, daily support to math teachers. These individuals have
been full participants in the development of curriculum resources, developing and
delivering county-wide professional development in the area of middle school
mathematics, supporting classroom teachers in developing and delivering instruction,
analyzing data, developing unit assessments and more. Included in these duties is the
responsibility for ensuring that classroom teachers have the most up-to-date tools needed
to provide quality instruction to all learners in our county. As we move forward, and as
data becomes available, our system will use that data and the strategies described above
to identify critical needs and address them strategically and comprehensively by:
continually monitoring and analyzing formative and summative data; providing on-site,
customized school-based support through classroom visits, content planning sessions,
modeling of lessons, school-based professional development, webinars, discussion
boards; weekly and monthly meetings with Instructional Resource Teachers to stay
current on the priorities and needs of each of the schools.
Middle School Science
Priorities - Upon analysis of MSA grade 8 science data, several gaps in achievement
have been identified.




All students scored at a 63.7% proficiency level whereas special education
achievement.
White students scored at an 83.0% proficiency level whereas African-American
achievement.
All students scored at a 63.7% proficiency level whereas free and reduced meal
achievement.
as shown on grade 8 MSA science data.
Strategies - Systematic and differentiated professional development continues to occur
throughout the school year to increase teacher capacity in order to reduce the gaps in
achievement as shown in the data. Building teacher science content knowledge and
providing strategies to implement in the classroom is one example of professional
development being offered to our science staff. How to effectively implement close
reading strategies utilizing non-fiction text is also another strategy that science teachers
51
are being trained on for use countywide in middle school classrooms. Data will continue
to be analyzed during middle school department chairperson meetings in addition to
science department meetings at the respective middle schools. Instructional strategies
such as differentiated stations and flexible groupings will be utilized to address
achievement gaps.
assessments at all middle school levels will be used to make instructional decisions at
the classroom and school level. Instructional scores from these formative assessments
will be gathered and analyzed at the school level by the science department. In addition,
these scores will be submitted to the county level. Instructional implications will be
identified by the K-8 science resource teacher and content specialists to make countywide
responsive action curriculum and professional development decisions. These decisions
will result in teachers utilizing formative assessment strategies such as review stations,
differentiated close reading content strategies, and collecting feedback from student
ownership over science learning.
Moving Forward
1. Formative assessments have been developed via the FastTest software program to
address the sixth through eighth grade Maryland Content Standards. CCPS has analyzed
MSA grade 8 data to identify challenges that our middle school students are facing in
science. This data has also supplied areas in the science curriculum where formative
assessments will be extremely helpful to both teacher and students. These formative
assessments contain items that are multiple choice, multiple response, and drag and drop
items and are given to all fifth grade students in January and February. Other formative
assessments are in the development stage and will be completed and piloted with the
plan of full implementation over the next several years. Items developed will cover
concepts and skills to be tested at the end of each unit throughout the school year. The
formative assessments will continue to be updated over the next five years as more
instructional data regarding science assessments is made available.
for all students in Charles County during the next five years. Middle school science
teachers have been trained in strategies that support close reading of a variety of texts in
the classroom. Those strategies include annotation of text and claim/evidence/reasoning
approaches to making an argument using text as evidence. For SY14-15, middle school
science teachers shared a variety of texts supporting science content in the science
classroom. For the next five years, professional development sessions will continue to
support the expansion of additional close reading opportunities for middle school students
so that these activities will be integrated into the middle school science curriculum.
Professional development has occurred and will continue to focus on the integration of
UDL strategies into the middle school science curriculum. Staff has been provided with
training that focuses on instructional supports and lesson adjustments that can be
completed in the science classroom to address the needs of all learners.
2. Middle school science teachers attend professional development sessions that focus
on the development and implementation of rigorous items used for upcoming county-wide
middle school science end of unit formative assessments. Every middle school science
teacher will administer county-wide formative assessments quarterly as well as in January
and February during SY15-16. Data from these formative assessments will be provided
52
via the FastTest software program to both teachers and central office personnel. The
Content Specialist for Science and Science Resource Teacher will perform a data
analysis and identify county-wide trends within the data. Identified trends in the data will
help guide future professional development. Teachers will make instructional adjustments
based on the individual student data for their classroom and school. These adjustments
will reflect in modifications to the formative unit assessments that are created.
Middle school science teachers will continue to attend professional development sessions
that focus on the development and implementation of close reading activities. Middle
school science teachers will complete Close Reading lessons that can be used to support
the science content that is being taught in the science classroom. Middle school science
teachers will also develop Claim, Evidence, and Reasoning activities during school-based
department meetings that will be reviewed by Content Specialist for Science. After review,
activities will be placed into the Charles County middle school science curriculum so that
all teachers can utilize the new activities developed in SY15-16. In addition, both the K-8
science resource teacher and the Content Specialist for Science will visit science
classrooms throughout the county to assist in the implementation of these strategies. This
assistance will include modeling of difficult or challenging science concepts and frequent
classroom visits to provide instructional feedback. School visit and contact logs will be
kept as a means to record data to ensure that current and future science initiatives are
being implemented with fidelity in all middle school science classrooms.
High School English
Priorities - Based on the historical data of English, the following priorities are evident:







Special Education students decreased from 69.1% (2012) to 52.4% (2014)
The gap between All students 89.6% and Special Education students 52.4% is
36.6% (2014)
Even though the African-American subgroup increased from 83.4% (2012) to
85.1% (2014), African-American males only scored 78.4% and African-American
females scored 92.2% (2014)
The gap between the White subgroup and the African-American subgroup still
exists. The White subgroup scored 94.4% (2014), while the African-American
subgroup scored 86.9% (2014)
The Free and Reduced Meals (FARMS) subgroup increased from 80.3% (2012)
to 81.2% (2014); however, the FARMS males scored 75% (2014) while the
FARMS females scored 87.1% (2014)
This trends are also evident when reviewing CCPS assessments and teacher data
Increasing achievement in the All students category, with a special emphasis on
Special Education, African-American males, and FARMs males are priorities for
2015-2016.
Strategies - In order to promote gap reduction and growth, CCPS is using the following
strategies:

Continue the use and development of formative assessments based on the
PARCC blueprints which include evidence-based selected responses, technology
enhanced selected responses, and prose constructed responses
53



Continue professional development for teachers in data analysis and use of data
to inform instructional decisions at the classroom level, school level, and district
level
Continue the professional development and development of lessons utilizing the
UDL principles in order to address the needs of all students
Model and provide guidance to teachers about the writing process, close-reading,
and student–centered strategies such as stations, and collaborative groups
Local Formative Assessments - Based on the local formative assessments, such as
CCPS quarterly assessments, and more recently, pre/post assessments, it is evident that
students were challenged in the area of writing and comprehension. CCPS is currently
using the following local formative assessments in order to inform our system-wide
approach to improving instruction:



PARCC-like assessments based on texts in the curriculum
o Developed by selected teachers and shared with other teachers through inservice presentations and department chairs
o English II teachers collected data in order to develop next steps for students
who did not perform well; some of the next steps included setting up stations
based on challenging areas, re-teaching specific skills/concepts, and
scaffolding certain lessons/activities
Diagnostic prompts
o Results from student responses to prompts have led to grade-level
discussions and sharing of ideas about how to improve writing across the
county
o Professional development on the effective use on rubrics
Pre and Post Assessments
o Results have led to professional development based on the standards that
students are finding difficult, which are writing and comprehension
Moving Forward
1. As addressed in the Academic Data Review, it is evident that CCPS will have to focus
on Special Education, African-American males, and FARMs males. There is a need to
continue addressing writing and comprehension, especially since the texts on the PARCC
assessment will be more complex that the texts on the HSA. Moving forward, this
information will inform the future decision making.
Formative assessments are being developed so that students and teachers address
student challenges prior to the PARCC summative assessment. Based on historical data,
a gap still exists between certain subgroups, with special education trailing behind all
other groups. The use of formative assessments will help the teachers to determine early
on where the gaps occur and choose the best strategies such as anticipation guides,
double entry journals, interactive reading guides, rubrics, and explicit writing techniques
for planning and revising to help reduce and/or close those gaps. These formative
assessments include writing assessments as well as multiple select and technology
enhanced constructed responses. These items were developed based on historical
academic data from the state, district, schools, and teachers.
The Universal Design for Learning and student-centered strategies such as jigsaw,
literature circles, Socratic seminars, think-pair-share, philosophical chairs, and station
54
learning will help to close the achievement gap. Since students learn in different ways, it
is important to motivate them to want to learn and then allow them to use their strengths
to continue learning. As students prepare for PARCC, it is important for them to be
exposed to and learn how to tackle complex texts and become critical thinkers. Utilizing
the strategies listed above will allow the students to take more control of their learning,
instead of the teacher always being in control. It is extremely important that students
become familiar with different ways to address challenges, and not have to rely on the
teacher. Based on historical academic data, too often the students, especially special
education students, have not been given the opportunity to be independent thinkers;
therefore, in assessment situations, they are at a disadvantage. These students must be
given tools to help them become independent thinkers.
2. English workgroups begun in SY 2014-15 will continue to attend professional
development sessions that focus on the development, implementation, and analysis of
rigorous items used for county-wide English formative assessments. This past summer,
a group of English, social studies, and science teachers were trained using PARCC
materials and developed PARCC-like formative assessments for a variety of units in each
content so that students would have multiple opportunities to interact with rigorous texts.
It was beneficial to have the different contents work together since the PARCC
assessment is not an English assessment, but a literacy assessment. Data from these
assessments will provide information to the teachers and central office personnel. The
Content Specialist for English will perform data analysis and identify county-wide trends
within the data, and teachers will be responsible for determining trends within their
schools and classes. All of this data will guide the decisions about professional
development. In the next five years, even more formative assessments will be developed
and all teachers will know how to develop their own classroom formative assessments.
Teachers have been trained in data analysis and provided time during in-services, school
professional development time, vertical team meetings, and department meetings to
determine student needs and develop plans to address these needs. Teachers have been
very collaborative and willing to share strategies, lessons, and activities with their
colleagues. Most of our in-service sessions are based on the successful implementation
of major strategies and evidence-based practices observed in the classrooms such as
Station Learning, Writing Activities for Struggling Students, Differentiation Techniques,
How to Use UDL Principles in Reading and Writing, Engaging Activities, etc. Based on
evaluations, the teachers are interested and enjoy learning ways to address their
students’ needs, and frequently, teachers are observed using these strategies
immediately following the sessions. Oftentimes, the teachers actually find ways to
enhance some of the strategies and continue to share with their colleagues.
All English teachers and Special Education teachers who work with English have received
training in UDL principles. They have also been given time to collaborate with each other
and discuss how to address the needs of their students. These teachers have worked in
small groups to figure out how they can use UDL in writing and reading assignments.
They will continue to receive training based on the data and expected to show how they
utilize this information through their lesson plans and classroom instruction. They have
also received training based on student-centered and engaging strategies such as silent
conversations, sketch and stretch, summary/synthesis chart, and stations. The
Instructional Specialist for high school English and the Content Specialist for English visit
classrooms daily. During these visits, they model strategies for the teacher or participate
55
in co-teaching experiences. They also provide feedback to the teachers and provide the
teachers with resources, if needed. These visits and personal interactions ensure that the
strategies are being implemented with fidelity. The Instructional Specialist and Content
Specialist also meet with the Department Chairs and High School Resource Teachers
monthly. These meetings always include professional development that is intended to be
shared with the teachers or has already been shared with the teachers so that the
instructional leaders will look for these strategies as they visit classes or provide
professional development opportunities. The Content Specialist and Instructional
Specialist work very closely with the Mentor teachers who are hired to work with first and
second year teachers to make sure everyone is using evidence-based strategies.
Teachers are instructed to use district data as well as their classroom data, which could
be in the form of concept maps, summaries, essay drafts, exit slips, on-going
assessments, observations, etc. to determine student successes and challenges. They
can measure success based on the student work and keeping track of student progress.
It is important that students are also exposed to “cold text”, text they have not studied in
class, in order to determine if they are proficient in the various Maryland College and
Career-Ready Standards.
Throughout the next five years, professional development will continue to be based on
student needs and teachers have been trained how to reflect upon their instruction, using
the engagement wheel, to make sure they continue using student-centered strategies.
High School Algebra
Priorities - Upon analysis of HSA Algebra data, several gaps in achievement have been
identified:




Non Special Education students scored at a 94.3% proficiency level whereas
Special Education students scored at a 51% proficiency level. This represents a
43.3% gap in achievement.
White students scored at a 96.7% proficiency level whereas African-American
achievement.
Non FARMS students scored at a 93.2% proficiency level whereas free and
reduced lunch students scored at a 88.2% proficiency level. This represents a 5%
gap in achievement.
Increasing achievement in the All Students category and the Special Education
categories are the priorities for 2015-2016.
Strategies - Adjustments were made to the curriculum during the summer of 2015 to
promote increases in student achievement. Increased use of differentiation and UDL
strategies have been added to the curriculum to help address the achievement gap. Use
of differentiation and UDL strategies will be a focus of the system-wide professional
development that will occur throughout 2015-2016.
Local Formative Assessments - A system wide series of formative assessments has
been implemented in all of the CCPS algebra courses, including Algebra 1 and
Foundations of Algebra.
56




A minimum of five county-wide formative assessments were given in all algebra
courses during 2014-2015. County data has been analyzed and adjustments were
made to curriculum during the summer of 2015 to promote increases in student
achievement.
Teachers will be trained during 2015-2016 on how to use their individual student
data downloaded from FastTest to address student achievement and achievement
gaps. Teachers will analyze the data from the formative assessments to make
instructional adjustments.
Teachers will use differentiation strategies to address identified gaps in
achievement within their classes.
Analysis of formative assessment data continues to suggest the importance of
block instruction in algebra for low performing students. CCPS has implemented
block instruction with a Foundations of Algebra course. In the spring of 2015,
middle school specialists were trained on how to properly identify students who
would most benefit from the block instruction and this has resulted in increased
enrollment in the Foundations of Algebra course for 2015-2016, and includes the
majority of the CCPS special education algebra students.
Moving Forward
1. Formative Assessments: Unit assessments have been developed and revised to match
MCCR standards in algebra so that students and teachers address student challenges
prior to the PARCC summative assessment. Based on historical data, a gap still exists
between non-special education students and special education students. These formative
assessments contain items that are multiple choice, multiple response, fill in the blank
and drag and drop items. The Content Specialist for Math will perform a data analysis
and identify county-wide trends within the data. Identified trends in the data will help
inform professional development throughout 2015-2016 and beyond. Teachers will use
the data to make instructional adjustments throughout the school year. Differentiation
strategies will be used to group students according to strengths and weaknesses. When
analysis of the data identifies MCCR standards that are areas of weakness, re-teaching
will occur. In addition, students will been given opportunities to view items after taking the
assessment to spark discussion of content, identify common errors, and share
assessment strategies. Strategic grouping during these instructional activities will be
another method to address the achievement gap.
Mini formative assessments called checkpoints are used by teachers to gauge progress
throughout the instructional cycle. These checkpoints inform teachers of class progress.
More importantly, the checkpoints inform students of their level of mastery with content
so that assistance can be provided before summative assessments are taken. Analysis
of the checkpoints informs teachers of trends within groups of students so that appropriate
adjustments can be made.
Universal Design for Learning will be emphasized in the algebra curriculum especially
within the Foundations of Algebra course where most special education students are
enrolled. UDL helps make mathematics accessible to all students. Student centered
strategies such as grouping, differentiation, self-monitoring of checkpoints and
opportunities for analysis of formative assessment items are some of the ways teachers
will make adjustments to address the achievement gap.
57
2. Professional Development: Training on the use of formative assessments to increase
student achievement and gap reduction will be ongoing through classroom visits and
modeling. Department chairs will also receive professional development on the use of
differentiation and UDL strategies at monthly department chair meetings. This
professional development will be repeated during school based math department
meetings.
Building a conceptual understanding of the mathematics is another way to address the
achievement gap. When students have this conceptual knowledge, they are able to
problem solve effectively especially on high stakes assessments. Professional
development activities during 2015-2016 and beyond will continue to train teachers on
how to develop conceptual understanding of the algebraic concepts.
STEM education and the integration of math and science helps students build
connections and understand the mathematics at a deeper level. Teachers will be trained
on the use of STEM and math/science integration during the September in-service.
Math Practices: Algebra teachers continue to emphasize student use of the math
practices. Instructional tasks are matched to content standards and are embedded in the
curriculum. Required project based learning helps to develop these overarching habits of
mathematical thinking among the students. Formative performance based assessments
are also provided to insure that students are on track for success on the PARCC
Performance Based Assessment in the spring.
High School Biology
Priorities - Upon analysis of Biology HSA data, several gaps in student achievement
have been identified.




All students scored at a 91.2% proficiency level whereas special education
achievement.
White students scored at a 95.7% proficiency level whereas African-American
students scored at an 87.4% proficiency level. This represents an 8.3% gap in
achievement.
All students scored at a 91.2% proficiency level whereas free and reduced meal
students scored at an 81.9% proficiency level. This represents a 9.3% gap in
achievement.
as shown on the Biology HSA data.
Strategies - Systematic and differentiated professional development continues to occur
throughout the school year to increase teacher capacity in order to increase student
learning and address the gaps in achievement as shown in the data. The implementation
of close reading strategies with a focus on Claim, Evidence, and Reasoning
Argumentation is a strategy that biology teachers are being trained on and being
implemented countywide in biology classrooms. Data will continue to be analyzed during
high school department chairperson meetings in addition to biology department meetings
58
at the respective high schools. Instructional strategies such as differentiated stations and
flexible groupings will be utilized to address achievement gaps.
assessments in high school biology will be used to make instructional decisions at the
classroom and school level. Instructional scores from these formative assessments will
be gathered and analyzed at the school level by the biology department. In addition, these
scores will be submitted to the Content Specialist for Science at the county level.
Instructional implications will be identified as a means to make countywide curriculum and
professional development decisions. These decisions will result in the continued
implementation of formative assessments into biology classrooms in the form of review
stations, differentiated Claim, Evidence, and Reasoning strategies, and collecting
feedback from student ownership over biology content learning.
Moving Forward
1. Formative assessments for each quarter are being developed via the FastTest software
program to address biology content. CCPS has analyzed Biology HSA data, CCPS Mock
HSA data, and historical pre/post standardized county assessments to identify challenges
that our biology students are facing. This data has also supplied areas in the biology
curriculum where formative assessments will be helpful to both teacher and students.
These formative assessments contain items that are multiple choice, multiple response,
and drag and drop items. The formative assessments developed have been piloted in our
biology classrooms with the plan of full implementation over the next several years. Initial
items developed cover concepts and skills that have been shown to be challenge areas
for students via classroom instruction and prior assessments’ data. The formative
assessments will continue to be updated over the next five years as more instructional
data regarding science assessments is made available.
for all students in Charles County during the next five years. Biology teachers have been
trained in strategies such as annotation of text and claim, evidence, reasoning
argumentation strategies that support close reading of a variety of texts in the classroom.
For SY14-15, biology teachers completed a close reading activity once per quarter. This
will continue with additional reading activities that will be implemented per quarter in
SY15-16. For the next five years, professional development sessions will continue to
support the development of additional close reading opportunities for biology students so
that these activities will be integrated into the biology curriculum.
The Content Specialist for Science will continue to utilize science department chairperson
meetings as a strategy to implement the Train the Trainers model to assist in
implementation of current and future instructional initiatives. In addition, professional
development has occurred and will continue to focus on the integration of UDL strategies
into the biology curriculum. Staff has been provided with training that focuses on
instructional supports and lesson adjustments that can be completed in the biology
classroom to address the needs of all learners. This training has focused on chunking of
non-fiction text for students that have difficulty in reading and differentiating the overall
instructional delivery within the classroom to accommodate all learners by integrating
student choice on assignments.
59
2. Teacher biology workgroups begun in SY14-15 will continue to attend professional
development sessions that focus on the development and implementation of rigorous
items used for county-wide biology formative assessments. Every biology teacher will
administer a county-wide formative assessment once per quarter during SY15-16. Data
from these formative assessments will be provided via the FastTest software program to
both teachers and central office personnel. The Content Specialist for Science will
perform a data analysis and identify county-wide trends within the data. Identified trends
in the data will help inform future professional development. Teachers will make
instructional adjustments such as differentiated groupings and responsive action to
formative assessments based on the individual student data for their classroom and
school.
Teacher biology workgroups begun in SY14-15 will continue to attend professional
development sessions that focus on the development and implementation of close
reading activities. Through the use of department meetings at the respective high schools,
Claim/Evidence/Reasoning activities will be developed in like-content areas. The Content
Specialist for Science will review and edit the activities that are developed. After revision,
final drafts of the Claim/Evidence/Reasoning activities will be placed in the Charles
County Biology curriculum. The Content Specialist for Science will also observe in assist
in biology classrooms. This assistance will include modeling of difficult or challenging
biology concepts and consistent classroom visits to provide instructional feedback.
School visit and contact logs will be kept as a means to record data to ensure that current
and future biology initiatives are being implemented with fidelity in biology classrooms.
Local, State, and National Government
Priorities - The most important initiative for the Government HSA will be the reduction of
the achievement gaps between the overall performance of Charles County students and
the sub-groups of Special Education, FARMS, and African-American students.
Justification for these priorities is based upon the following data:



Between 2014 and 2015, the overall performance of students increased 2% to a
passing rate of 77%.
The passing percentage of African-American students increased 4% (71%), White
students increased 1% (86%), students identified as two or more races increased 1%
(82%), FARMS students increased 3% (62%) and Special Education students
increased 5% (37%).
Significant performance gaps exist between Special Education students and All
students (40%), FARMS students and All students (15%) and between AfricanAmerican and White students (15%).
Strategies - The following strategies will be implemented to address these priorities:
 Professional development and teacher implementation of student-centered learning
strategies including group-based inquiry, interactive and reflective note-taking,
project-based learning activities, and greater use of student-to-student discussion
formats for analyzing government primary and secondary sources. Core 6 strategies
will also continue to be part of the professional development process for teachers.
Teachers will implement these strategies in their classrooms on a regular basis and
60


classroom visitations as well as department chair feedback on their use in the
classroom will provide data on their implementation.
Professional development on Universal Design for Learning strategies at in-services
and the continued monitoring of their infusion into social studies instruction through
on-going classroom visitations and teacher feedback.
Continued creation, implementation and data analysis of formative assessments to
guide and inform instruction.
Local Formative Assessments - The following plan is in place to support local formative
assessments:
 Professional development continues on the creation and incorporation of formative
assessments in government for unit and quarterly assessment use in the classroom.
 Formative local assessments inform system-wide thinking in social studies through
the continuous feedback between teacher and students in regards to student learning.
In particular, the data suggests an increase need for the following instructional
adjustments:
o Increased need for explicit instruction on students using task analysis, analytical
strategies of stimulus items, and writing templates to decipher and create valid
responses to constructed response items.
o Deeper analysis and evaluation of government concepts through the use current
events as concrete examples.
o Greater focus on higher order thinking skills on the principles of government and
their applications as opposed to memorization of government roles and institutions.
Moving Forward
1. Current creation of teacher-developed test items matching the scope and rigor of the
county exams will provide teachers with immediate feedback as these items are used
regularly in the classrooms as benchmarking quizzes. County assessments follow a posttest model, and provide teachers with data on content and skills that can be measured
against pre-test baseline data from the start of the school year. Mock comprehensive
exams will be administered again in March 2016. These online exams are designed to
mimic the May HSA as closely as possible in order to provide specific indicator-based
feedback to students and teachers on areas of strength and challenge. Data from these
exams is used instructionally by teachers to re-teach concepts and skills in order to
prepare students for the HSA and to demonstrate mastery of skills.
Analysis and results of historical assessment data is part of the process by which
decisions regarding instructional practice, use of instructional materials, and professional
development are made. Based on this historical data, Special Education, FARMS and
African-American student data were sub-groups in need of instructional assistance.
Various teacher and county created assessment formats enable instructors to readily
identify and address challenge areas for students and make adjustments. This is where
the UDL methods and student-centered learning strategies already in use in the
classroom are adjusted to meet the changing needs students based upon the exam
feedback.
2. The creation, purchase and use of instructional materials that incorporate the College,
Career, and Civic Life Framework, content standards, and the assessment guidelines for
the Government course will continue throughout the next five years. This includes
investigation units for the Government courses, the incorporation of student-centered
61
learning strategies, and the development and instruction of model research simulation
tasks and PARCC tasks. Professional development started in summer 2015 on the
creation of county-based lesson seeds for the government curriculum that are based on
inquiry learning, close reading and analysis of primary and secondary sources, and rubricbased writing tasks that measure student understanding of the government content and
skills.
Additionally, the on-going focus of the social studies instructional model for the
government course is the regular incorporation of student-centered learning strategies
that are focus upon group-based inquiry, interactive and reflective note-taking, projectbased learning activities, and greater use of student-to-student discussion formats for
analyzing government primary and secondary sources. Professional development in the
next five years will continue to highlight the best practices and strategies to implement
this model in all social studies courses, including government. Regular observations of
courses and continuous feedback for teachers from specialists, resource teachers, and
peers are part of the monitoring process for this program.
Formative assessments are currently being developed that match the content and
skills/process standards for the government course. These are being designed to
augment the pre/post tests, and the comprehensive mock assessment that are already
in place and will continue. The formative assessments are being created with the intent
of making all items available to teachers as a means of regularly benchmarking student
capabilities and understanding throughout the school year. Professional development
on the creation, implementation, data analysis and instructional intervention based upon
the administration of these assessments continues, and is conducted through the
available county-based in-services days. Department chairs also provide instructional
assistance through a trainer-of-trainer model employed at monthly meetings.
Finally, ongoing classroom observations are an essential part of monitoring the
implementation of data-informed adjustments to instruction that result from close analysis
of the test data. In doing so, teachers are enabled to differentiate their instruction to meet
student needs, and students are being given the information necessary to self-diagnose
and modify their learning focus as well.
62
2015 Annual Measureable Objectives (AMOs)
Science
*Data Tables (2.7 – 2.8)
1. Based on available trend data, describe the challenges in science for grades 5 and 8.
In your response, identify challenges in terms of subgroups.
The passing rate of All students increased in grade 5 Science from 59.7% to 64.4%.
Special Education had a slight increase from 26.9% to 29.1%, and FARMS increased
from 42.9% to 47.9%. There was an 8.2% increase from 2014-2015 in the pass rate
percentage of African-American students, a 4.1% increase in the pass rate of White
students, and a -2.6% decrease in the pass rate of students identified in the category of
Two or More Races (67.9%).
The Achievement Gap between African-American students and White students in Grade
5 Science decreased by 4.1%. The gap between Special Education students and all
students was 35.3%, which was an increase of 2.5% from 2014. The performance gap
between All students and FARM students was 16.5%, which was a decrease of .3% from
2014.
Chart 1: Grade 5 Science Performance
Sub group
All
Special Education
FARMS
African-American
White
Two or More Races
2014
Performance
59.7 %
26.9%
42.9%
46.5%
77.0%
70.5%
2015
Performance
64.4 %
29.1%
47.9%
54.7%
81.1%
67.9%
Difference
4.7%
2.2%
5.0%
8.2%
4.1%
-2.6%
Overall male students increased 6.5% (63.8%), Special Education males increased 1.3%
(30.8%), male students identified as FARMS increased 2.6% (46.2%), African-American
males increased 10.6% (53.5%), White males increased 3.9%, (81.0%), and male
students identified as Two or More Races decreased 7.8% (62.3%).
Overall female students increased 2.8% (65.1%), female Special Education students
increased 5.9% (25.5%), females identified as FARMS students increased 7.3% (49.5%),
African-American females increased 5.4% (55.9%), White females increased
4.4%,(81.3%) females identified as Two or More Races increased 5.5% (75.3%).
63
Chart 2: Grade 5 Science Performance by Gender and Sub-group
Sub group
Males 2015
Performance
All
Special Education
FARMS
African-American
White
Two or More Races
63.8%
30.8%
46.2%
53.5%
81.0%
62.3%
Difference from
2014
Performance
6.5%
1.3%
2.6%
10.6%
3.9%
-7.8%
Females 2015
Performance
65.1%
25.5%
49.5%
55.9%
81.3%
75.3%
Difference from
2014
Performance
2.8%
5.9%
7.3%
5.4%
4.4%
5.5%
The passing rate of All students decreased in grade 8 Science from 67.3% to 63.7%, a
3.6 % decrease. Special Education showed a decrease from 22.9% to 17.0% and FARMS
pass rate showed a decrease from 50.5% to 48.6%.
The pass rate for African-Americans decreased 6.7% (51.0%), the pass rate for White
students increased 2.2% (83.0%) the Special Education pass rate decreased 5.9%,
(17.0%) and students identified as Two or More Races increased 2.5% (78.5%). The
Achievement Gap between African-American students and White students increased by
8.9%.
Chart 3: Grade 8 Science Performance
Sub group
All
Special Education
FARMS
African-American
White
Two or More Races
2014
Performance
67.3%
22.9%
50.5%
57.7%
80.8%
76.0%
2015
Performance
63.7%
17.0%
48.6%
51.0%
83.0%
78.5%
Difference
-3.6%
-5.9%
-1.9%
-6.7%
2.2%
2.5%
Overall male pass rate decreased 6.0% (58.7%), male Special Education students scores
decreased 8.4% (19.4%), males identified as FARMS decreased 4.5% (42.5%), AfricanAmerican males decreased 9.1% (43.7%), White males decreased .7% (79.5%), and
males identified as Two or More races increased 3.4% (78.4%).
Overall females decreased .8% (69.3%) and female Special Education student scores
increased 4.1% (13.6%). Female students identified as FARMS decreased 1.1% (55.5%),
African-American females decreased 3.7% (59.2%), White females decreased 5.0%
(86.6%), and female students identified as Two or More Races increased 1.6% (78.5%).
64
Chart 4: Grade 8 Science Performance by Gender and Sub-group
Sub group
Males 2015
Performance
All
Special Education
FARMS
African-American
White
Two or More Races
58.7%
19.4%
42.5%
43.7%
79.5%
78.4%
Difference from
2014
Performance
-6.0%
-8.4%
-4.5%
-9.1%
-.7%
3.4%
Females 2015
Performance
69.3%
13.6%
55.5%
59.2%
86.6%
78.5%
Difference from
2014
Performance
-.8%
4.1%
-1.1%
-3.7%
5.0%
1.6%
2. To support student achievement, describe the changes or strategies and rationale for
selecting strategies, and/or evidence-based practices that will be made to ensure
progress.
Charles County Public Schools Bridge to Excellence
Action Plan # 1(Rationale to Support Student Achievement)
Grade 5 and Grade 8 Science
Title of Person Responsible for Implementation: Content Specialist for Science
County Performance Target (if applicable) 100% of students in all subgroups will reach proficiency or advanced on 2016
Science MSA.
Root Cause: Students require more practice in understanding and applying the concepts of science.
Strategy: Increase rigor in science instruction to improve achievement levels on the Science MSA.
Activity/Action: Provide staff development and materials of instruction that will enable teachers to develop instructional
strategies that will reflect standards in Maryland State Curriculum.
Completion
Steps of Implementation:
Implemented by:
Date
1.
2.
3.
4.
5.
6.
Create a standardized curriculum and continue to align
with Next Generation Science Standards for grades K-8
Provide multi-faceted professional development to include
county in-service days, PLC meetings with elementary
science teachers, and implement the “Train the Trainer”
model during science department chairperson meetings
Encourage dedicated time for science instruction at the
elementary level
Use of pre/post assessment data to drive instruction in
grades 2, 5, 6, 7, and 8
Model instructional strategies during school visits.
Development of formative assessments for each unit in
grades 3, 4, 5, 7, and 8
Content Specialist for science, K-9
Science Resource Teacher, department
chairs, science teachers
August 2015
– May 2016
Quarterly Data Analysis (Formative)Data providing evidence of quarterly progress
65
Quarter 1
Quarter 2
Quarter 3
Quarter 4
Observation of
effective teaching
strategies and
assessment
strategies
Observation of effective teaching
strategies and assessment strategies
Focused corrective science
instruction
Post assessments (grades 2, 5, 6, 7,
8)
Observation of
effective teaching
strategies and
assessment
strategies
Pre-assessment
(grades 2, 5, 6, 7, 8)
Formative Assessment professional
development (continuation)
Formative Assessment professional
development (continuation)
Formative
Assessment
professional
development
(continuation)
Inclusion of unit formative
assessments
Focused corrective science
instruction through “Science
Olympics” development
Inclusion of quarterly summative
assessment in grades 3-8
Use of data to drive
instruction
professional
development
Implementation of a Mock Science
MSA at the grade 5 and grade 8 level
in February of each year
Inclusion of unit
formative
assessments in
grades 4, 5, 6, 7, and
8
Inclusion of quarterly
summative
assessment in
grades 3-8
Inclusion of unit formative
assessments in grades 4, 5, 6, 7, and
8
Effective integration of
technology within
instruction
professional
development
Inclusion of unit
formative
assessments in
grades 4, 5, 7, and 8
Evidence of Attainment (Summative) Plan is developed, implemented and students were successful on their Science MSA
assessment. Results from assessments will also be presented as a means to drive instruction to increase achievement levels
on the Science MSA.
66
Action Plan # 2 (Rationale to Support Student Achievement)
Grade 5 and Grade 8 Science
County Performance Target (if applicable) 100% of students in all subgroups will reach proficiency or advanced on the 2016
Science MSA.
Root Cause: Students require additional experience with quality assessment items of science concepts.
Strategy: Increase quality of assessment items to reflect level of rigor on Science MSA.
Activity/Action: Provide staff development and materials of instruction that will enable teachers to develop formative
assessments that are rigorous and enhance critical thinking skills.
Implemented by:
Completion Date
1.
2.
3.
4.
5.
Professional development using “Train the Trainers”
model to develop rigorous assessment items
Teachers develop formative assessment based on
rigorous assessment items
Teachers critique formative assessment items used
by fellow teachers in science classrooms to
determine instructional support (through department
meetings for middle school science teachers and
Role-Alike meetings for Elementary Science
teachers)
Peer review of assessment items in science
classrooms
Professional development sessions that support
development of assessment items, as well as how
data from those assessments can be used to drive
instructional practices
Science Resource Teacher, department
chairpersons, science teachers
September 2015
– May 2016
Quarterly Data Analysis (Formative)Data providing evidence of quarterly progress
Quarter 1
Observation of
effective
teaching
strategies and
assessment
strategies
Quarter 2
Quarter 3
Teacher made formative
assessments
Teacher created formative
assessments
Quarter 4
Observation of effective
teaching strategies and
assessment strategies
Teacher made formative
assessments
Post-Assessment (2, 5, 6, 7, 8)
Peer-review of students
responses via
67
Teacher created
formative
assessments
Peer review of student responses via
assessment and data department
meetings
PreAssessments
(2, 5, 6, 7, 8)
Formative assessment writing
professional development facilitated
during department chair meeting at
the middle school level
Peer-review of students responses
via assessment and data department
meetings
assessment and data
department meetings
Assessment
writing
professional
development
Evidence of Attainment (Summative) Plan is developed, implemented and students were successful on their Science MSA
assessment. A bank of assessment items that reflect the rigor of items on the Science MSA will also be used as evidence
towards our goal of increasing proficiency levels on the Science MSA.
68
2015 Annual Measureable Objectives (AMOs)
Social Studies
1. In the 2014 Master Plan, school systems developed goals, objectives, timelines, and
methods for measuring progress toward the goals. Based on available data, please
identify any challenges to attaining the stated goal.
The 2014-15 Master Plan for social studies included the following goals:




Provide professional development on Reading and Writing Literacy Standards
Implement effective use of instructional technology
Increase student proficiency on the Government high school assessment
Increase student achievement on the Advanced Placement exams
All four goals from the 2014-15 SY continue to be areas of emphasis for the 2015-2016
SY as well. Informal observational data on the implementation of reading and writing
literacy skills and the use of instructional technology is positive. Monthly classroom
observations as follow-up to professional development sessions conducted throughout
the school year demonstrate an increased use of literacy instruction, time-on-task with
information and argumentative writing assignments, and the infusion of technology
enhanced lessons in the social studies classrooms.
As a result of a change in the implementation of county formative assessments for the
Government HSA in the 2014-15 SY, trend data normally used to determine progress in
student achievement is no longer valid. However, comparative data does exist for the
2014 and 2015 May administrations of the Government HSA. This data demonstrates a
pass rate of 77% for the last two years. The challenges for this exam include the lack of
common planning for Government teachers which had previously existed, the need for
further professional development on task analysis (especially writing) in preparation for
the exams, and an inability to conduct on-going monitoring of student achievement
throughout the school year by way of regular formative assessments.
AP exam scores increased for some courses and remained stagnant for others. Increases
were noted in the Human Geography, Psychology and Government courses, while the
other AP courses overall scores remained essentially the same from 2014 to 2015.
Challenges for AP courses include the ongoing changes to staff and course requirements,
the need for further professional development on document analysis, and the continued
and intentional use of writing instruction in AP courses to address the differences in
expectations between the writing literacy in social studies versus writing literacy for the
MCCRS.
69
2. Describe the changes or adjustments that will be made, along with the corresponding
resource allocations to ensure sufficient progress.
Action Plan #1 (Rationale/Strategies to Support Student Achievement)
Reading/Writing Literacy Standards
Title of Person Responsible for Implementation: Content Specialist for Social
Studies
County Performance Target (if applicable) Increase student proficiency in reading and writing literacy skills in social studies.
Root Cause: Students need to have more time on task in the use of reading and writing within the content area.
Strategy: Increase the rigor and regularity of instructional time spent on reading and writing literacy skills in the social studies
classrooms.
Activity/Action: Provide staff development and materials of instruction that will enable teachers to develop instructional strategies
that reflect performance expectations in the MRCCS.
Steps of
Implemented by:
Implementation:
1.
Provide professional development to include
Social Studies Content Specialist, Social
county in-service days, and implement the
Studies Resource Teacher, department
“Train the Trainer” model during social
chairs, social studies teachers
studies department chairperson meetings.
2.
Creation and implementation of lessons and
materials that focus on reading and writing
literacy.
3.
Model instructional strategies centered
around differentiated instructional strategies.
4.
Continued creation of formative assessments
in social studies courses to assess for
learning on more frequent basis.
5.
Continued integration of close reading
strategies (annotation, marking the text,
claim/evidence/reasoning) to assist students
with breaking down complex non-fiction text.
6.
Implementation of county-wide pre/posttests
to measure student growth.
7.
Continuous classroom visitations and teacher
feedback on the use of literacy strategies.
Quarterly Data Analysis (Formative) Data providing evidence of quarterly progress
Completion Date
August 2015 –
May 2016
70
Quarter 1
Quarter 2
Quarter 3
Quarter 4





Observation of
effective teaching
strategies and
assessment
strategies
Professional
development
focused on
reading/writing
literacy.

Professional
development focused
on formative
assessment
development and
implementation.

Observation of
effective teaching
strategies and
assessment
strategies
Professional
development
focused on using
data driven
instruction.

Professional
development focused on
using data driven
instruction.
Evidence of Attainment (Summative): Increased student scores on the literacy components of the post-examinations for all
social studies courses
Use of Instructional Technology
Studies
County Performance Target (if applicable) Increase teacher and student proficiency in the use of instructional technology in
social studies.
Root Cause: Students and teachers are not aware and do not often use instructional technology to assist with the instructional
process.
Strategy: Increase the amount of instructional technology being used for instruction in the social studies classrooms.
Activity/Action: Provide staff development and resources enabling teachers to develop instructional strategies for the use of
instructional technology.
1. Provide professional
development to include
county in-service days, and
utilize the “Train the
Trainer” model during social
studies department
chairperson meetings.
2. Creation, implementation,
and modeling of lessons
and materials that focus on
the use of instructional
technology.
3. Continued creation of digital
based formative
assessments in social
studies.
Implemented by:
Completion Date
Social Studies Content Specialist, Social Studies Resource Teacher,
department chairs, social studies teachers
August 2015 –
May 2016
71
4. Continuous classroom
visitations and teacher
feedback on the use of
literacy strategies.
Quarter 1
Quarter 2
Quarter 3
Quarter 4

 Observation of
 Observation of
 Observation of
effective teaching
effective teaching
effective teaching
strategies and
strategies and
strategies and
assessment
assessment
assessment
 Professional development
strategies.
strategies.
strategies.
focused on the use of
instructional technology for
social studies courses.
Evidence of Attainment (Summative): Increased usage of instructional technology as evidenced by teacher classroom visitations
throughout the 2015-2016 SY.
Achievement in Advanced Placement Courses
Studies
County Performance Target (if applicable) 100% of students in all subgroups that take the Advanced Placement exams in May
2016 will receive a 3 or higher.
Root Cause: More instructional time needs to be devoted to student-centered strategies that engage the students in the learning
process and hold them more responsible for demonstrating their knowledge of content and skills on a regular basis.
Strategy: Increase the level of student engagement in the learning process and the amount of data provided to teachers for
instructional purposes.
Activity/Action: Provide teachers with professional development on student-centered learning strategies and continue the
implementation of regular formative assessments to provide data and guide instruction.
1. Provide professional development to include
county in-service days regarding instructional
use of data.
2. Implement on-going professional development
for AP teachers on student-centered strategies
Implemented by:
Completion Date
Social Studies Content Specialist, Social Studies
Resource Teacher, department chairs, social
studies teachers
August 2015 –
May 2016
72
through in-services and department chair
meetings.
3. Model instructional strategies centered around
differentiated instructional strategies.
4. Continued administration and data analysis of
the quarterly formative assessments designed
for every AP course.
5. Implementation of a county-wide posttests for
AP courses to assess student mastery.
Quarter 1
Quarter 2
Quarter 3
Quarter 4

Observation of
 Observation of effective
 Observation of
 Observation of
effective teaching
effective teaching
effective teaching
strategies and
strategies and
strategies and
assessment
assessment
strategies
strategies
focused on formative
 Professional
assessment
development focused
 Professional
 Test preparation
development
administration and
on formative
sessions designed
focused on
instructional data.
assessment
for students to
student-centered
administration and
understand the
learning
instructional data.
requirements of
strategies.
the AP exams.
Evidence of Attainment (Summative): Advanced Placement Social Studies exam scores will increase in 2016. Formative
assessment data and student-centered activities developed will be shared at countywide professional development meetings.
3. If applicable, based on trend data, identify whether the changes or adjustments stated
above are the same from last year. Describe the rationale for continuing the change or
adjustments if the data was stagnant or decreased.
Changes and adjustments were made as needed based on the trend data for various
assessments, perceived professional development needs aimed at providing instructional
support for the Advanced Placement students and teachers, and teacher/administrative
input on the forms of professional development necessary for student and teacher
success. To this end, some of the programs in place are being continued since the results
of their implementation have demonstrated success in previous years. Where formal and
informal data suggest stagnant or decreasing levels of success, adjustments have been
made to either increase the level of professional development and resources, or to
provide alternative methods available to address these instructional issues.
73
High School Assessments
Biology
*Data Tables (2.9, 3.7, 3.8, and 3.9)
1. Based on available trend data, describe the challenges in Biology. In your response,
identify challenges in terms of subgroups.
The overall performance of students increased 10.6% to a passing rate of 91.2%.
The passing percentage of African-American scores increased 14.9% (87.9%), White
increased 4.8% (95.7%), students identified as Two or More Races increased by 10.7%
(92.6%), FARMS increased 14.0% (81.9%) and Special Education increased 28.1%
(64.4%).
There is an 8.3% performance gap between African-American and White students. There
is a 9.3% gap between All students and FARMS students and a 26.8% gap between All
students and Special Education students.
Sub group
All
Special Education
FARMS
African-American
White
Two or More Races
2014
Performance
80.6%
39.3%
67.9%
72.5%
90.9%
81.9%
2015
Performance
91.2%
64.4%
81.9%
87.4%
95.7%
92.6%
Difference
10.6%
28.1%
14.0%
14.9%
4.8%
10.7%
2. To support student achievement, describe the changes or strategies, and rationale for
selecting strategies, and/or evidence-based practices that will be made to ensure
progress.
Action Plan # 1 (Rationale/Strategies to Support Student Achievement)
Biology
County Performance Target (if applicable) 100% of students in all subgroups will reach proficiency or advanced on the
2016 Biology HSA.
Root Cause: Students require more practice in understanding and applying the concepts of Biology.
Strategy: Increase rigor and use of formative assessments in Biology instruction to allow for differentiated instruction
appropriate for various learners, as well as for the assessment of learning on a more frequent basis.
Activity/Action: Provide staff development and materials of instruction that will enable teachers to develop instructional
strategies that will reflect performance expectations in the Maryland Core Learning Goals.
Completion
Implemented by:
Date
74
8.
9.
10.
11.
12.
13.
Provide multi-faceted professional development
to include county in-service days, and implement
the “Train the Trainer” model during science
department chairperson meetings
Model instructional strategies centered around
differentiated instructional strategies
Continued creation of formative assessments in
Biology courses to assess for learning on more
frequent basis
Continued integration of close reading strategies
(annotation, marking the text,
claim/evidence/reasoning) to assist students with
analyzing complex non-fiction text
Implementation of a county-wide pre/posttest for
biology courses to measure student growth
Implementation of a MOCK biology HSA
assessment in February that will supply data for
analysis of trends/patterns before state HSA
Science Resource Teacher,
department chairs, Biology teachers
August 2015
– May 2016
Quarter 1
Quarter 2
Quarter 3
Quarter 4

Observation of
 Observation of effective
 Observation of
 Observation of
effective
effective teaching
effective
teaching
strategies and
teaching
strategies and
assessment
strategies and
assessment
strategies
assessment
focused on formative
strategies
strategies
assessment development
 Professional
development focused
 Professional
and implementation
 Professional
development
on using data to drive
development
focused on
focused on
instruction
claim/evidence/
using data to
reading
drive instruction
Evidence of Attainment (Summative): Biology HSA assessment scores will increase in 2016. Formative assessments and
claim/evidence/reasoning activities developed in biology classroom are to be shared at countywide professional
development meetings. This results in more exposure for students with non-fiction text.
75
Use of the “Train the Trainers” model strategy will continue during department meetings
for school year 15-16. We will continue this change as a means to provide professional
development strategies and initiatives to our teachers in a quick and efficient manner.
This has proven to be a successful strategy for us in past years. Modeling of differentiation
within Biology courses will also continue for school year 15-16. This change will continue
because teachers are continuing to need help with differentiation and modeling this
strategy helps to provide lifetime instructional change. The addition of a Mock Biology
assessment into our instruction will produce preliminary results as to students’ needs,
challenges, and strengths. Biology teachers will analyze this data as a means to review
challenging content to help students prepare for the Biology HSA given in May/June of
2016.
76
High School Assessments
Government
*Data Tables (3.10 - 3.12)
1. Based on available trend data, describe the challenges in Government. In your
response, identify challenges in terms of subgroups.
Between 2014 and 2015, the overall performance of students increased 2% to a passing
rate of 77%. The passing percentage of African-American students increased 4% (71%),
White increased 1% (86%), students identified as Two or More Races increased 1%
(82%), FARMS increased 3% (62%) and Special Education increased 5% (37%).
Significant performance gaps exist between Special Education students and all students
(40%), FARMS students and all students (15%) and between African- American and
White students (15%).
Subgroup
All
Special Education
FARMS
African-American
White
Two or More
Races
2014
Performance
75%
32%
59%
67%
85%
81%
2015
Performance
77%
37%
62%
71%
86%
82%
Difference
2%
5%
3%
4%
1%
1%
77
2. To support student achievement, describe the changes or strategies, and rationale for selecting
strategies, and/or evidence-based practices that will be made to ensure progress.
Government HSA
Studies
County Performance Target (if applicable) 100% of students in all subgroups will reach proficiency or advanced on the 2016 Government
HSA.
Root Cause: Students require more engaging methods of learning the government content.
Strategy: Increase rigor the rigor and differentiation in government classrooms in order to provide learning opportunities for various
learners, as well as increasing the formative assessment of learning on a more frequent basis within the classroom.
Activity/Action: Provide staff development and materials of instruction that will enable teachers to more adequately differentiate instruction
and provide engaging learning opportunities for all students.
Implemented by:
Completion Date
1. Provide professional development to include county inservice days that focus on student-centered learning
strategies and differentiated instruction.
2. Continue incorporating the “Train the Trainers” model
during social studies department chairperson meetings.
3. Model instructional strategies centered on differentiated
instructional strategies as part of school visitations of
Government classrooms.
4. Continued creation of formative assessments in
Government courses to assess for learning on more
frequent basis.
5. Continued integration of close reading strategies
(annotation, marking the text, claim/evidence/reasoning) to
assist students with breaking down complex non-fiction text.
6. Continued administration of county post-tests and 3rd
quarter mock assessments in order to supply data and
make instructional adjustments prior to the May HSA.
Content specialist for Social Studies, K-8
Social Studies Resource Teacher,
Department Chairs, Government teachers
August 2015 –
May 2016
Quarter 1


Quarter 2
Observation and
 Observation and
modeling of effective
modeling of effective
teaching strategies
and assessment
strategies
 Professional
development focused
Professional
development focused
on formative
on student-centered
assessment
Quarter 3
Quarter 4



Observation and modeling
of effective teaching
strategies and
Professional development
focused on using data to
drive instruction.

Observation and
modeling of
effective teaching
strategies and
assessment
strategies
Professional
development
78
learning strategies and
differentiated
instruction.
development and
implementation.

Administration and
instructional use of mock
assessments.
focused on using
data to drive
instruction.
Evidence of Attainment (Summative): Government HSA assessment scores will increase in 2016. Formative assessments and studentcentered instructional strategies will be provided at countywide professional development meetings.
79
Specific Student Groups in Bridge to Excellence
Limited English Proficient Students (LEPs)
No Child Left Behind Goal 2: All limited English proficient students will become
proficient in English and reach high academic standards, at a minimum attaining
proficiency or better in reading/language arts and mathematics.
 No Child Left Behind Indicator 2.1: The percentage of limited English proficient
students who have attained English proficiency by the end of the school year.
students who are at or above the proficient level in reading/language arts on the
state’s assessment.
students who are at or above the proficient level in mathematics on the state’s
assessment.
This section reports the progress of Limited English Proficient students in developing and
attaining English language proficiency and making progress toward Maryland’s new
accountability measures. School systems are asked to analyze information on Annual
Measurable Achievement Objectives (AMAOs):



AMAO 1 is used to demonstrate the percentages of Limited English Proficient
students progressing toward English proficiency. For making AMAO 1
progress, Maryland uses an overall composite proficiency level obtained from
the ACCESS for ELLs assessment. Students are considered to have made
progress if their overall composite proficiency level on the ACCESS for ELLs is
0.5 higher than the overall composite proficiency level from the previous year’s
test administration. In order to meet the target for AMAO 1 for school year 2014
– 2015 56% of ELLs will make progress in learning English.
AMAO 2 is used to demonstrate the percentages of Limited English Proficient
students attaining English proficiency by the end of each school year. For
determining AMAO 2 attainment, Maryland uses an overall composite
proficiency level and a literacy composite proficiency level obtained from the
ACCESS for ELLs assessment. Students are considered to have attained
English proficiency if their overall composite proficiency level is 5.0 and literacy
composite proficiency level is 4.0 or higher. In order to meet the target for
AMAO 2 for school year 2014 – 2015, 14% of ELLs will have to attain
proficiency in English.
AMAO 3 represents making progress toward Maryland’s new accountability
measures for the local education agency’s Limited English Proficient student
subgroup.
80
AMAO DATA ANALYSIS
Based on the MSDE data provided for AMAO 1 and AMAO 2, the Charles County Public
Schools ESOL Program met AMAO 1 and AMAO 2. As of September 29, 2015, AMAO 3
data was not available.
AMAO Table SY 2014-2015
AMAO
AMAO 1
AMAO 2
AMAO 3
MSDE AMAO Target for
2014-2015
CCPS Results based on
ACCESS for ELLS
STATUS
56%
14%
TBD
67.8%
16.48%
TBD
Met
Met
TBD
CHALLENGES
Describe where challenges are evident in the progress of Limited English Proficient
students towards attaining English proficiency by each domain in Listening, Speaking,
Reading, and Writing.
Analysis of AMAO 1 data from the ACCESS for ELLs SY 2014 – 2015 indicate challenges
are evident in the percentages of Limited English Proficient students progressing toward
English proficiency in Listening, Speaking, Reading, and Writing at the middle school level
(6-8), as well as the elementary level (1-2).
Grade Band
1–2
3–5
6–8
9 – 12
Percentage of Students Meeting
AMAO 1
54%
69%
29%
66%
A comprehensive programmatic review and analysis of the WIDA ACCESS for ELLs
summative assessment data was conducted in August 2014. The ESOL Program
administration and staff identified the following as challenges impacting the ELL
performance in the specified domains (Listening, Speaking, Reading, and Writing) and
continues to address the concerns:



ESOL Program growth / Student-to-staff ratios
ESOL staff scheduling / Instructional consistency
Targeted content collaboration and professional development
Charles County Public Schools recorded a 17% growth in ESOL student enrollment from
January 2013 to January 2014 and an additional 18% growth in ESOL student enrollment
81
from January 2014 to January 2015. The elevated number of English Language Learner
(ELL) enrollments present several challenges to Charles County Public Schools:

Funding for certified staff: Although the ESOL Program enrollment is steadily
increasing, the overall student enrollment numbers for Charles County remain
stagnate. Therefore, additional funding for certified ESOL staff and critical ESOL
support staff is minimized.

Recruiting qualified staff: Increased enrollment of ELLs, including students with
limited and/or no formal education with limited literacy in their native language
across the state of Maryland, significantly impact the recruitment and tenure of
qualified ESOL staff. Potentially prolonged vacancies without qualified applicants
increases the student-to-staff ratios and negatively impacts student instruction.

Elevated student-to-staff ratios: Student growth and staff recruitment negatively
impact students-to-staff ratios. Consistent, positive relationships are the
foundation of any successful classroom, particularly one that includes ELLs.
Therefore, staffing transitions and high student-to-staff ratios do not foster an
environment conducive for student growth in Listening Speaking, Reading, and
Writing.

Gaps in student performance at the middle and high school levels: Increased
ELL enrollments, recruiting concerns, and elevated student-to-staff ratios all
impact student instruction. Growth has brought increased enrollment of diversified
English Language Learners, including students with limited and/or no formal
education with limited literacy in their native language. These demonstrated
literacy gaps have been particularly concerning at the middle and high schools
levels where academic content expectations are critical to continued educational
success and progression.
In SY14-15, the ESOL Program transitioned staff to targeted instructional levels
(elementary, middle, high) based on certification and experience. This transition enabled
staff to hone their content/curricular focus and program administration to provide targeted
professional development. In SY 2015-2016, the ESOL Program is working diligently to
maintain the consistency of the instructional placements and to expand the staff
professional development. Unfortunately, the challenges associated with increased
enrollments and staffing interfere with staff placement and consistency of ELL instruction
in Listening, Speaking, Reading and Writing.
Finally, the ESOL Program continues to address challenges in the frequency and
consistency of content-teacher/ESOL staff collaboration and professional development.
While this is indirectly related to the growth and staffing concerns previously addressed,
the situation is exacerbated when ELLs have had interrupted formal education and lack
the academic and literacy skills to make meaningful connections to the content. Quality
collaboration between ESOL and content teachers can enhance the language, literacy
and academic content acquisition of ELLs across the curriculum. The lack of dedicated
staff, time, and training for interdisciplinary collaboration jeopardizes the continued
progress and language acquisition of the ELL, particularly the student with interrupted
82
formal education. This challenge impacts the ELLs in Listening, Speaking, Reading, and
Writing.
ADJUSTMENTS
Describe the changes or adjustments that will be made to ensure sufficient progress of
Limited English Proficient students towards attaining English proficiency. Include a
discussion of funding targeted to the changes or adjustments made to ensure sufficient
progress, and incorporate timelines where appropriate. (See instructions, Section I.B,
page 4.)
To address the 18% growth in ESOL student enrollment, high student-to-teacher ratios,
and the additional need for content-teacher collaboration and professional development,
CCPS ESOL Program will make the following adjustments:
1. Increase ESOL staff
In SY14-15, Charles County Public Schools hired two additional staff members to
increase the total staff to 10. This reduced the student-to-staff ratio to 28 to 1, as opposed
to 48+ to 1. In SY 2015-2016, Charles County Public Schools will add two additional staff
members- an ESOL teacher and a Bilingual Family and Community Outreach Facilitator.
The addition of the ESOL teacher will once again assist with the reduction of the studentto-staff ratios. The Bilingual Family and Community Outreach Facilitator will provide
bilingual family and community support/resources to ELL parents/guardians to improve
ELL academic achievement and school engagement.
Unrestricted funds will be utilized to add the certified personnel and to provide the
necessary Charles County Public Schools new-teacher training/orientation. Restricted
Title III and one-time Unaccompanied Youth funds will be utilized to support the Bilingual
Family and Community Outreach Facilitator (Attachment 10, 3.2 A).
2. Regionalization
Due to the instructional challenges associated with increased ELL enrollment, particularly
immigrant enrollment at the secondary level, the Secondary Academy of International
Languages (SAIL) was successfully launched at McDonough High School in SY14-15. In
the first year, the targeted instruction at McDonough High School increased the
percentage of secondary students meeting AMAO 1 by 36% and increased the mean
proficiency gain from -.3 to +.5. Overall, 76% of the students attending the Secondary
Academy of International Languages met AMAO 1.
In SY 2015-2016, the Secondary Academy of International Languages will continue to
promote academic excellence for English Language Learners (ELL) by





Providing an academic program that supports the social and academic language
acquisition necessary for English proficiency
Fostering a collaborative community that respects and builds upon the unique
cultural and linguistic attributes the ELLs bring to the learning community
Enriching the understanding of, and access to, technology
Exposing students to culturally rich materials and experiences
Preparing students for post-secondary opportunities in college and/or workplace
83
In SY 2015-2016, SAIL will have 1.5 dedicated ESOL teachers and a School
Counselor/Parent Outreach Coordinator specifically dedicated to the secondary English
Language Learners. The program will offer ESOL elective courses for graduation credit;
sheltered instruction in mathematics and ESOL; as well as core content co-teaching with
mainstream content teachers and ESOL teachers. To address the immigrant ELLs with
limited and/or no formal education, the program will provide individualized scheduling,
parental/family outreach, targeted professional development for content teachers, and will
develop newcomer/beginner courses. Restricted Title III funds and Unaccompanied
Youth one-time funding will be utilized (Attachment 10, 3.2 A, 1.2).
This secondary restructuring assists with each of the challenges previously detailed. SAIL
will provide the instructional environment, support, professional development, and
collaboration necessary to foster increased percentages of Limited English Proficient
students progressing toward English proficiency in grades 9 – 12.
Unrestricted funds will be utilized for the Secondary Academy of International Languages’
ESOL staff, School Counselor, and additional instructional materials. Restricted Title III
funding and one-time Unaccompanied Youth funding will be utilized to provide
appropriate professional development for students, staff, and administration, as well as
additional parental/family outreach (Attachment 10. 2.1; 2.2 A; 2.3).
After reviewing the success of the Secondary Academy of International Languages and
the current instructional challenges identified at the middle school level, Charles County
Public Schools is planning to launch a regionalized middle school academy for ELLs in
SY 2017 - 2018. The planning, preparation, marketing, and professional development
necessary to successfully launch the middle school academy will take place in SY 2016
– 2017. Therefore, the extensive professional development allocations identified will
target and support the administration, faculty/content teachers, and ESOL staff at the
regionalized academies.
Unrestricted funds will be utilized to add necessary certified personnel. Restricted Title III
funding will provide targeted professional development and family outreach (Attachment
10, 2.1; 2.2 A; 2.2 B, 2.3)
3. Targeted ESOL staff scheduling
In the past, ESOL teacher schedules were primarily based on geographic logistics. In
2014-2015, the ESOL staff’s instructional strengths were reviewed and, as able, teachers
were placed at a specified level (elementary, middle, high school). This transition provided
additional opportunities to target the professional development and content-teacher
collaboration to enhance the curricular depth, alignment, and application in the ESOL
classroom. In SY 2015-2016, instructional scheduling based on identified
experiences/teacher data and the consistency of teacher placement continues to be a
priority. Teacher placement and consistency will enhance positive relationships with
students and staff, as well as foster an environment conducive for student growth in
Listening, Speaking, Reading, and Writing.
4. Targeted professional development for content teachers and ESOL teachers
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The ESOL Program will provide scientifically-based professional development for ESOL
teachers, content teachers, support professionals, and administrators to build capacity
among the county professionals on appropriate approaches to language instruction.
Workshops and conference attendance will be a part of an ongoing professional
development plan. All participants will be required to complete all requirements for the
workshops including follow-up components about the implementation of the learned
practices and strategies.
Specifically, professional development will be provided to mainstream content teachers,
support personnel, administrators, and ESOL teachers regarding literacy development,
differentiation, lesson planning, and data analysis. Participants will engage in the
following:



Research-based professional development on developing critical literacy skills for
ELLs to increase ESOL and content teachers’ knowledge of direct literacy
instruction/instructional strategies. Restricted Title III funds will be utilized
(Attachment 10, 2.3).
Professional development on utilizing ELL assessments/data in the classroom to
increase ESOL and content teachers’ knowledge of ELL assessment data,
language proficiency levels, and the corresponding instructional implications for
ELLs. Restricted Title III funds will be utilized (Attachment 10, 2.2 A).
WIDA workshops on differentiation and lesson planning for content teachers at
schools with elevated ELL enrollment to increase content teachers’ knowledge of
practices that support ELLs in content and language development. Restricted Title
III funds will be utilized (Attachment 10, 2.1).
The ESOL Program will also provide support for ESOL teachers, content teachers, and
ESOL staff to attend local staff development workshops/conferences, such as CAL,
MELLFIN, WIDA, Maryland TESOL and WATESOL. Each of the conferences is directly
relative to program implementation for English language learners and second language
acquisition. All participants will be required to complete all requirements for the workshop
including a follow-up component about the implementation of the learned practices and
strategies. Restricted Title III funds will be utilized (Attachment 10, 2.2B).
5. Update ELL curricular and content frameworks
The comprehensive program review conducted in August 2014 revealed the need for
updated ESOL curricular and content frameworks. The curricular updates need to reflect
more recent and emerging ESL research, college and career-ready standards, and
English language development standards intended to support language development as
English learners engage in rigorous academic content.
In SY14-15, the ESOL team worked collaboratively to establish content frameworks for
elementary content teachers (Grades K – 5) and initiated content frameworks for middle
school content teachers (Grades 6-8). In SY 2015 – 2016, the ESOL team will work
collaboratively to improve the instructional program for ELL students by developing the
following:

Reading intervention guidelines for middle school Guided Reading groups and
high school Supplementary Reading groups to increase ELL’s proficiency in
Reading and Writing.
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


Elementary ESOL curriculum aligned to Maryland’s College and Career-Ready
Standards and WIDA’s ELD Standards to increase ELL proficiency in all domains
(Listening, Speaking, Reading, and Writing).
High school ESOL curriculum for entering ELLs to increase ELL’s proficiency in all
domains (Listening, Speaking, Reading, and Writing).
Content frameworks at the diversified proficiency levels for high school core
content courses to increase ELL’s proficiency in all domains (Listening, Speaking,
Reading, and Writing).
Restricted Title III funds will be utilized. (Attachment 10, 1.1; 1.2)
RATIONALE FOR CONTINUED ADJUSTMENTS
If applicable, based on trend data, identify whether the changes or adjustments stated
The comprehensive program review conducted in August 2014 revealed logistical and
instructional adjustments needed to improve the Charles County Public Schools ESOL
Program. Specifically, the ESOL Program administration and staff identified the following
as challenges impacting the ELL performance in the specified domains (Listening,
Speaking, Reading, and Writing):



ESOL Program growth / Staff-to-student ratios
ESOL staff scheduling / Instructional consistency
Targeted content collaboration and professional development
Based on the program’s success in increasing the percentage of Limited English
Proficient students progressing toward English proficiency (AMAO 1) and increasing the
percentage of Limited English Proficient students progressing toward English proficiency
(AMAO 2), the Charles County Public Schools ESOL Program will continue to target the
identified challenges identified in the August 2014 program review. Therefore, the
adjustments for SY 2015-2016 remain the same.
INTERVENTIONS, ENRICHMENTS, AND SUPPORTS
Interventions, enrichments and supports to address diverse learning needs.
Describe how Limited English Proficient students are included in or provided access to
intervention/enrichment programs in addition to ESOL services.
Universal Design for Learning principles enable ALL educators to plan and implement
instruction with diversified learners in mind. ELLs, while limited in English proficiency, are
no exception. Charles County Public Schools includes Limited English Proficient students
in and/or provides access to intervention and enrichment programs through the following:
Enrichment
A global screening is conducted in elementary school to determine appropriate reading
and math enrichment placement. Specifically, the Harrison Student Observation Form is
utilized to recognize students with outstanding potential from underserved populations.
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The Cognitive Abilities Test (CogAT) is administered to measure students’ reasoning
abilities that are critical for success in school.
Middle and high school students are screened for Honors and Advanced Placement
courses based on student performance data, teacher observations/recommendations,
and/or teacher/parent recommendations.
Interventions
Charles County Public Schools has embraced Advancement Via Individual Determination
(AVID) principles in many of the schools. AVID provides teachers with training and
methodologies that develop students’ critical thinking, literacy, and math skills across all
content areas. The AVID practices prepare students for success in school, college, and
a career, especially students traditionally underrepresented in higher education.
Throughout all academic levels, appropriate interventions are put in place for identified
students needing targeted academic assistance. The interventions may include, but are
not limited to individual/group tutoring, individual/group reading interventions (guided
reading), individual/group speech interventions, peer tutoring/collaborative grouping,
target instructional pull-outs and/or push-ins, targeted co-teaching, before/after school
enrichment opportunities, targeted instructional academies, sheltered instruction, etc.
UNIVERSAL DESIGN FOR LEARNING
Describe how Universal Design for Learning principles are used in curriculum, instruction,
and assessment development/implementation to ensure equitable access for Limited
English Proficient students.
Charles County Public Schools integrates UDL principles in curriculum, instruction, and
assessment development/implementation to ensure equitable access for Limited English
Proficient students by:
 Providing multiple and flexible methods of presentation to give ELLs various ways
of acquiring information and knowledge. This includes language supports, graphic
supports, and interactive supports.
 Providing multiple and flexible means of action and expression to provide ELLs
with options for demonstrating what they have learned. This includes language
supports, graphic supports, and interactive supports.
 Providing multiple and flexible means of engagement to tap ELL’s individual
interests, challenge them appropriately, and motivate them to learn. This includes
language supports, graphic supports, and interactive supports.
 Providing appropriate materials in the native language as a way to assist with the
primary content/context in English. ELLs who are able to use their native
languages in the service of processing and expressing complex material are far
more likely to retain that content over time, and transfer new learning to English
(i.e., word-to-word dictionaries, instructional word walls with cognates, translated
texts, translated audios, native-language libraries, and appropriate computer
applications).
 Providing ELLs with the option of listening to content-based texts in English (via
audiobooks, read-a-louds, text-to-speech, etc.) and/or provide ELLs with the
option of writing or, when possible, audio recording their answers/thoughts.
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Career and Technology Education
1. Describe how the school system is deploying Maryland CTE Programs of Study as a
strategy to better prepare students for college and career readiness. Include plans for
expanding access to industry certifications and early college credit.
Administrators at all levels in Charles County Public Schools are involved with Career
and Technology Education (CTE) Programs of Study (POS) implementation and
evaluation. POS are implemented under the direction of the Assistant Superintendent of
Instruction, who has devised a process by which all new instructional initiatives are
introduced. Programs are researched and reviewed by both central office and school
based administrators and staff to identify all possible implications of program
implementation, prior to preliminary approval by the Assistant Superintendent of
Instruction, approval by the Superintendent, and submission to Maryland State
Department of Education. The local CTE coordinator is involved throughout the entire
application, implementation, and evaluation process. CCPS executive staff and Board of
Education exercise final authority on all school system policy and programmatic issues.
The Assistant Superintendent of Instruction provides the linkage between all instructional
programs and senior leadership throughout the CTE program implementation and
evaluation continuum.
CTE programs are administered through the Office of Career and Technology Education
under the leadership of the Chief of Instructional Technology. The CTE Coordinator
provides administrative support and insures compliance with MSDE program
implementation and reporting requirements. The CTE team provides operational and
technical support to each program based upon their levels of expertise and program
needs. Teaching staff are supervised and evaluated by school principals. The Assistant
Superintendent of Instruction authorizes all decisions regarding CTE programs.
The following industry/national assessment options are in place and available to students
enrolled in the following clusters and POS in Charles County Public Schools:
Cluster
CCPS Program of Study
Art, Media and
Communication
Printing Technologies (Print ED)
Interactive Media Production
(IMP)
Business
Management and
Finance
Construction and
Development
Business Management
Administrative Services
Construction Trades: Electrical
Construction Trades: Building
Maintenance
Name of Industry/National
Certification Exam
PrintED/Skills Connect
Certification Exams
Adobe Creative Suite:
Adobe Certified Associate
(ACA) and Adobe Certified
Expert (ACE)
Microsoft Office Exam
(MOS)
National Center for Career
and Education (NCCER)
Core Level 1
National Center for Career
and Education (NCCER)
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Cluster
Welding
HVAC
Electronics
Consumer
Services,
Hospitality &
Tourism
Food and Beverage Management
(ProStart)
Culinary Arts
Careers in Cosmetology
Environmental,
Agricultural &
Natural Resources
Health &
Biosciences
Certified Professional
Horticulturalist (CHP)
Academy of Health Professions
Pharmacy Technician
Human Resource
Services
Biomedical Sciences: Project
Lead the Way
Fire Science (MFRI)
Teacher Academy of Maryland
Certification Exam
Corel Level 1 and Intro.
Craft Skills
SMAW Certification Test
(D1.1 and D1.5)
FCAW Certification Test
(D1.1 and D1.5)
GTAW Certification Test
(D1.1)
GMAW Aluminum
Certification Test (D1.1)
Universal Certification in
CFC (Chlorofluorocarbon)
410 Certification
Electronics Technicians
Association International
(ETA-I) Basics Electronics
Modules and DC Basics
Exams
ServSafe
American Culinary
Federation NOCTI exam
Maryland State Board of
Cosmetologist License
Certified Professional
Horticulturalist Exam
Tractor Safety Certification
Maryland State Board of
Nursing
Certified Nursing
Geriatric Nursing
American Heart Association
First Aid Certification
American Heart Association
Basic Life Support for
HealthCare Providers
Pharmacy Certified
Technician Board
PLTW End of Course
Assessment
EMT-B
Fire Fighter I/II
Rescue Tech
Haz-Mat Operations
CPR
Para Pro
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Cluster
Information
Technology
CISCO
Manufacturing,
Engineering and
Technology
Pre-Engineering: Project Lead
The Way (PLTW)
Transportation
Technologies
Automotive Technology
Auto body/Collision Repair
Technician
Certification Exam
CISCO Certified Networking
Professional
CISCO Certified Entry
Networking Technician
CISCO Certified Network
Associate (CCNA)
COMP TIA A+
PLTW End of Course
Assessment
NA3SA Brakes
NA3SA Electrical/Electronic
Systems
NA3SA Engine Performance
NA3SA Steering and
Suspension
NA3SA Engine Repair
NA3SA Automotive HVAC
NA3SA Transmissions
NA3SA Structural Analysis
and Damage Repair
NA3SA Non-structural
Analysis and Damage
Repair
Waterborne Paint
Certification
Plans for early college credit include the following:







CCPS, in collaboration with the Tech Prep Coordinator for the Southern Maryland
Consortium, continues to identify alignments between secondary CTE programs
and programs offered at the College of Southern Maryland.
As new programs are considered, college and high school faculty meet to review
program content, ensure rigor, and modify outcomes.
A formal process to annually review and evaluate articulation agreements is in
place.
Charles County Public Schools has 25 articulated courses for 11 programs.
Charles County has articulations for the following programs:
Business Management, Cisco, Criminal Justice, Drafting & Design, Early
Childhood Studies, Electronics, Fire/Rescue, Graphic Communications, Health
Occupations, Manufacturing, Project Lead the Way, and Teacher Academy of
Maryland (TAM).
Articulated credit is available for most CTE programs. College credit is posted to
the student’s transcript upon completion of high school provided students achieve
a grade of B or higher.
90




CCPS in collaboration with College of Southern Maryland are seeking
opportunities to expand dual enrollment and transcripted credit opportunities
aligned with CTE programs.
Students from the TAM program have the option to take the Education
Departmental exam. If they pass, they can earn three transcripted credits for TED
2030 Introduction to Education.
Students from the TAM program can earn one credit for TED 2011 Teacher
Education Practicum – Elementary or one credit for TED 2021 Teacher Education
Practicum – Secondary by submitting a completed Education Academy Internship
portfolio.
Post-secondary follow-up is provided by the Tech Prep Coordinator for the
Southern Maryland Consortium who employs a system that documents the
participation of CTE students in early college experiences.
2. What actions are included in the Master Plan to ensure access to CTE programs and
success for every student in CTE Program of Study, including students who are
members of special populations?









Programs are based upon industry standards.
Teachers and sites are certified in available industry standards.
Students pursue skills aligned with industry certification.
Students are given the opportunity to attempt the technical skills assessment
related to their career pathway.
Students are supported by special education staff and school counselors at all
sites.
Program Advisory Committees provide industry guidance and work-based learning
experiences, as well as post-secondary employment and training opportunities.
Collaborations with the College of Southern Maryland through teacher/professor
relationships and the tri-county Tech Prep Office provide seamless transitions to
post-secondary education.
CCPS has made a substantial commitment to Project Lead the Way Engineering
& Biomedical Sciences and Gateway to Technology.
CCPS CTE teachers engage in local, state and national professional development
opportunities to strengthen content and pedagogy knowledge and improve
curriculum accessibility for students.
All of the above prepare students for high skill, high wage, and high demand occupations
3. Describe the school system’s strategies for increasing the number of CTE enrollees
who become completers of CTE programs of study. Data points should include the
number of enrollees, the number of concentrators and completers.
Charles County has increased the opportunities for students to participate in high demand
and high wage CTE programs such as Project Lead the Way Biomedical Sciences and
Engineering. Due to the increase in the number of schools offering the program,
enrollment in Biomedical Sciences and Engineering increased from 286 in 2013 to 677 in
2014. In FY 2015, enrollment increased to 1,080 students enrolled in high school PLTW
classes with 154 students dual enrolled. Since each program is a minimum of four courses
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All required
IED
POE
DE
1 required
AE
BE
CEA
CIM
Required
EDD
YES
YES
YES
NA
NA
NA
YES
YES
YES
YES
YES
YES
YES
YES
YES
YES
YES
NO
YES
NO
NO
YES
NO
NO
NO
NO
YES
NA
NA
NA
NA
NO
NO
YES
NO
NO
NO
YES
NO
NO
NO
YES
NO
YES
YES
YES
NA
YES
YES YES
Biomedical Sciences (BMS)
Foundation Courses:
Principles of the Biomedical Sciences
Human Body Systems
All required
PBS
HBS
YES
YES
YES
YES
NO
NO
NA
NA
YES
YES
YES YES
YES YES
Medical Interventions
Capstone Course:
Biomedical Innovation
YES
YES
NO
NA
15-16 YES 15-16
YES
NO
NA
16-17 YES 16-17
High School
MI
Required
BI
YES
In addition, Robert D. Stethem announced enrollment under the Academy of Health
Professions, Pharmacy Technician in which enrollment increased from 10 in 2014 to 18
in 2015. For the SY14-15 school year, new enrollment was 23 students Prostart is starting
at Henry E. Lackey.
4. CTE improvement plans are required if a local school system does not meet at least
90% of the negotiated performance target for a Core Indicator of Performance under the
Perkins Act. If your school system did not meet one or more Core Indicators of
Performance, please respond to the following.
St. Charles
YES
YES
YES
North Point
Westlake
Pathway To Engineering (PTE)
Foundation Courses:
Introduction to Engineering Design™
Principles of Engineering™
Digital Electronics™
Specialization Courses:
Aerospace Engineering™
Biotechnical Engineering™
Civil Engineering and Architecture™
Computer Integrated Manufacturing™
Capstone Course:
Engineering Design and Development™
McDonough
YES
YES
YES
Project Lead The Way
Courses by School
La Plata
Thomas Stone
Henry E. Lackey
that are offered sequentially, an increase in completers will occur over the next few years.
Our strategy for increasing the number of CTE enrollees is to ensure students have
access to concentrator and completer courses. During the 2014-2015 school year,
Principles of Biomedical Science and Human Body Systems and Engineering Design and
Development were added to St. Charles High School. Biomedical Innovation was
introduced to Westlake High School and Henry E. Lackey High School. Human Body
Systems was added to Thomas Stone High School. Please see the following chart for
additional information.
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a. Identify the Core Indicator(s) of Performance that did not meet the 90% threshold.
The PQI core indicators that did not meet the 2014 local target are 2S1 Technical Skill
Attainment and 6S2 Non-Traditional Completion.
b. Analyze why the indicator was not met, including any disparities or gaps in
performance between any category of students and performance of all students.
2S1 Technical Skill Attainment (TSA):
The 2014 PQI data indicates a performance rate of 68.79% for Charles County Public
Schools (CCPS), approximately four points below the assigned local target of 73.00%.
This is also below the 2011, 2012 and 2013 performance rate of 73.40%, 81.32% and
68.75% respectfully. According to the cluster data sheets, the programs with the
highest percentages are:
 100350 Graphic Communications – 100%
 510050 Academy of Health Professions- 100%
 460201 Carpentry 100%
o Increased from 30.46% in 2013 to 100% in 2014
 480508 Welding 100%
Factors that may contribute to the success of these programs include multiple
opportunities for students to attempt certification exams, low student cost for
certification exams and multiple opportunities for students to apply learning to relevant
situations. Additionally, most programs above, have high academic attainment
performance rate for English II and Algebra. The performance rate for Welding was
100% on the TSA with 100% academic attainment on English and attainment of
90.91% on Algebra. Academy of Health Professions obtained 100% academic
attainment on both English and Algebra. Strong performance in academic coursework
can contribute to student success on industry certification exams.
The programs with the lowest percentages are:
 155000 Project Lead the Way Pathway to Engineering (Pre-Engineering)43.48%
o Increased from 20.69% in 2013 to 43.48% in 2014
 010650 Horticultural Services: Certified Professional Horticulturist- $0.00%
o Decreased from 33.33% in 2013to 0.00% in 2014
 110950 Information Technology- Cisco-16.67%
Factors that contribute to the poor performance vary. Students enrolled in Horticultural
Sciences did not perform as well as their counterparts in academic attainment.
Additional instructional interventions can improve student performance. The criteria
for CISCO teachers to follow CISCO curriculum has increased/changed over last year,
thus producing students in the cluster that are not prepared for the TSA. The local
target for the TSA performance percentage was 80.02%. For the second consecutive
year, CCPS fell below the target.
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6S2 Non-Traditional Completion:
The CCPS performance rate for non-traditional completion is approximately three
points below the target, which is aligned with state and national trends. The actual
performance rates for the past three years are, 37.25% in 2012, 30.60% in 2013 and
31.30% in 2014. Although there is room for improvement for all CCPS programs, the
more traditional CTE programs had the lowest percentage for example, the
Cosmetology program, Construction and Development cluster programs and
Transportation Technologies cluster programs.
c. For FY 14, indicate the section/subsection in the CTE Local Plan for Program
Improvement where the improvement plan/strategy is described.
The following section/subsections of the FY 14 CTE Local Plan include the following
strategies to improve performance rate of 2S1 and 6S2:
Certificate of Participation and Local Perspective:
 Distributed brochures and posters at school open house and orientation events
 Used student ambassadors for recruitment efforts.
 Presented CCPS CTE programs to school counselors, parents and students.
Strategic Worksheet A:
 Phase out of the General Office Clerk Program from CCPS
 Purchased equipment and materials that align with industry standards and
certification exams are included in all cluster activities.
 The Food Production, Management and Service program will continue the
American Culinary Federation (ACF) accreditation process. Once the North
Point High School program is accredited, students can earn ACF NOCTI
certification.
Strategic Worksheet B3: Career Awareness
 Featured CTE program posters and student ambassadors at school based
career open house events and educational showcases Program brochures
were distributed.
In addition to the strategies listed above, the following items are included in the CCPS
FY16 Local Plan:
 Start the National Institute for Metalworking Skills (NIMS) accreditation process
for the Manufacturing program. Students can earn NIMS certification.
 Incorporate Science, Technology, Engineering and Mathematics (STEM)
activities and increase use of technology in the TAM, Child Care & Guidance
Management & Services program to engage male students.
 Expand non-traditional CTE programs such as Project Lead the Way (PLTW)
Biomedical Sciences and Pathway to Engineering programs and course
offerings by site.
 Explore the addition of the medical specialty, Physical Rehabilitation Sciences,
to the North Point High School AoHP program. Full implementation of
Pharmacy Technician at Stethem Educational Center.
 Develop a marketing and social media presence using a CTE newsletter, CTE
website and Twitter.
94

Code.org, ongoing training of teachers, recognizing Hour of Code for district
wide awareness and sustainability of the initiative.
The following practices will also be initiated to improve CCPS performance on core
indicators 2S1 and 6S2.
 Use the PLTW LMS system to access and report student end of course
assessment data for TSA.
 Collaborate with students in the Interactive Media Production (IMP) program to
produce video featuring nontraditional students in PLTW Biomedical Sciences.
 Evaluate CCPS Business Management and Finance (BMF) and Information
Technology (IT) cluster programs. Collect and analyze program data to
determine next steps.
 Anticipate 100% certification for all CTE/STI programs, instructors and
students.
 Collaborate with CCPS Data and Research team to ensure data is submitted
to MSDE with minimal errors.
 Expand availability options for the Financial Literacy to include: NOVEL,
Summer School and site based course offering.
d. Describe how the Improvement Plan is being monitored to ensure progress toward
meeting the 90% threshold for each Core Indicator of Performance that was not
met.
CCPS will collect data frequently on all activities in this Improvement Plan. A timeline
with benchmarks will be developed in collaboration with the Local Advisory Council
(LAC) to assess progress on suggested initiatives. Examples of suggested
benchmarks are:
 Order 90% of requested materials and equipment in the FY Local Plan by
October 30th to ensure teachers have materials and equipment necessary for
instruction.
 Build CTE newsletter, CTE website and social medial initiatives. A monthly
newsletter highlighting CTE programs and students will be distributed to the
community.
 Address the ACF points of non-compliance by December 18, 2015. Begin
preparations for the ACF accreditation process beginning Spring 2016.
 Decisions regarding program adjustments and expansion as needed.
e. If this is the third consecutive year that the same Core Indicator of Performance
did not meet the 90% threshold, describe what new actions and strategies are
being implemented to ensure progress toward meeting the 90% threshold.
Not applicable.
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Early Learning
Based on the examination of 2014-15 R4K Kindergarten Readiness Assessment
Data:
A. Describe the school system’s plans, including any changes or adjustments that will be
made, for ensuring the progress of students who begin kindergarten with Emerging
Readiness or Approaching Readiness as determined by the Maryland Kindergarten
Readiness Assessment. Please include a discussion of the best practices the system
has implemented to address the achievement gaps found in the Kindergarten
Readiness Assessment data and the data that will be collected to show that the best
practice have been effective.
Charles County Public Schools will continue to offer a comprehensive full-day
Kindergarten program that is both rigorous and developmentally appropriate. Half-day
PreKindergarten programs are available in fifteen elementary schools, and full-day
PreKindergarten programs are available in the six Title 1 elementary schools. The
Title 1 elementary schools also offer full-day 3-year-old programs.
Examination of the data from the 2014-2015 administration of the Kindergarten
Readiness Assessment (KRA) showed an overall composite level of readiness of
47%, the same as the state average. Within the various subgroups, the largest gaps
existed between children with and without disabilities (18 points) and between males
and females (16 points). The lowest levels of readiness for a domain were in the area
of Mathematics (37% composite)
The following practices and initiatives are in place for ensuring the progress of
students entering school at Emerging or Approaching levels of readiness:
 The Kindergarten “Jump Start” program was implemented at four county schools
this summer for children whose Prior Care forms indicated that they had no
previous school experience. This program provided an opportunity for those
children to spend ten mornings in the Kindergarten classroom prior to the start of
school in order to gain a sense of comfort and confidence, thereby enhancing their
learning starting with the first day of school.
 Early Childhood educators were given the opportunity to participate in an online
community book study of Spotlight on Young Children: Exploring Play, which
include numerous essays on best practice and ways to enhance children’s learning
in developmentally appropriate ways. A repeat of this book study is planned for the
2015-2016 school year.
 Kindergarten teachers will receive staff development in October on best practices
in mathematics, in response to the readiness scores in the mathematics domain.
 Kindergarten classrooms have full-time instructional assistants, enabling
differentiation and adult interaction for at-risk students.
 The daily Kindergarten schedule includes time for differentiated, small-group
instruction to target the specific needs of children with Emerging and Approaching
levels of readiness.
 Three schools will implement the Vocabulary Instruction and Oral Language
Enhancement through Stories (VIOLETS) program in their Prekindergarten
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


classes, and VIOLETS will continue to be offered in the Title 1 3-year-old
programs.
A new Judy Center opened this fall at J.P. Ryon Elementary School, providing
resources to children and families birth-age 5.
PreKindergarten teachers received training in the Child Outcomes Summary
process, which will facilitate addressing the gap between disabled and nondisabled students.
Social-Emotional Foundations for Early Learning (SEFEL) training will continue
with Module 3B for a group of early childhood educators who have completed the
previous modules.
Charles County Public Schools will be carefully monitoring the administration of this
year’s KRA and the resulting data for evidence of the effectiveness of these programs
and initiatives. We will also continue to examine data from our own county
assessments to ensure that progress is being made towards overall school readiness.
B. Describe how the school system is working in collaboration with their local Early
Childhood Advisory Council and other early childhood partners/programs (i.e., Judy
Centers, Preschool Special Education; Preschool Expansion sites; Head Start; Child
Care Programs) to ensure that children are entering kindergarten “demonstrating
readiness”.
Last year, Charles County Public Schools partnered with the local Early Childhood
Advisory Council to plan a series of informational evenings designed to inform local
child care providers with important information about school readiness. A group of
Kindergarten teachers prepared a presentation for child care providers on the topics
of a typical Kindergarten day, the local and state curricula, social/emotional readiness
for school, and the KRA and Common Language Standards. We will inform the child
care community, and if interest exists, will offer this event during the 2015-2016 school
year.
Charles County Public Schools has also partnered with Head Start in a number of
meaningful ways. During the PreK application process, CCPS Early Childhood staff
conferred frequently with Head Start staff concerning placement of students who
would benefit from being enrolled in both programs, and reaching out to families who
were in need of information. CCPS will continue to invite Head Start’s participation in
appropriate staff development opportunities.
Charles County Public Schools Early Childhood Department plays an integral part in
the execution of the Maryland State Department of Education grant-funded, Judith P.
Hoyer Early Education Enhancement Program (Judy Center). Since 2001, the Judy
Center, which provides supports and services for families of students from birth to
Kindergarten, has grown from supporting one Title I elementary school to supporting
four, with the addition of the new Judy Center at J.P. Ryon Elementary this fall. This
growth was made possible in part due to the collaboration with Early Childhood
leaders from CCPS central office. Central office staff serve on the Judy Center
Steering Committee, which helps to determine headline performance measures for
this program. In addition, the CCPS allows Judy Center staff to partake in necessary
97
training so that they are able to better understand the expectations for teachers and
students as changes are made.
Early Learning Tables 9.1 and 9.2
Domain Abbreviations
SF:
LL:
MA:
PD:
Social Foundations
Language and Literacy
Mathematics
Physical Development
Table 9.1a: Percentage of All Kindergarten Students at
Readiness Stages, Composite
%
Demonstra % Approaching % Emerging
ting
Readiness
Readiness
Readiness
2014-2015 47
40
13
Table 9.1b: Percentage of All Kindergarten Students at
Readiness Stages, Domains
% Demonstrating
% Not Yet
Readiness
Demonstrating
Readiness
LL MA SF PD
LL
MA SF PD
2014-2015 50 37
52 57
50
63
48 43
Table 9.2: Percentage of Kindergarten Students with Previous Public Prekindergarten
Experience at Readiness Stages
% Demonstrating Readiness
% Not Yet Demonstrating
Readiness
LL
MA
SF
PD
LL
MA
SF
PD
2014-2015
49
38
54
59
51
62
46
41
Based on the examination of the 2014-2015 Public Prekindergarten Enrollment Data
(Table 9.3)
1. Please verify the accuracy of the Prekindergarten enrollment data, as it was provided
to the MSDE, Division of Early Childhood Development Early Learning Office for school
year 2014-2015.
As of September 30, 2014, Charles County Public Schools had 839 students enrolled in
prekindergarten as indicated on the official enrollment report from the Department of
Student Services. Six of the twenty-one CCPS elementary schools offered a full-day
programs, which served 292 students. Half-day programs, attended by the remaining 547
students, were offered at the remaining fifteen elementary schools.
98
2. Describe the policies and practices put in place to ensure the enrollment of all eligible
children into the Public Prekindergarten Program as described in COMAR 13A.06.02.
Students are selected for prekindergarten based on the criteria and guidelines set by the
Maryland State Department of Education and Charles County Public Schools. After
determining that the child has met the age requirement for school attendance, student
placement in the program is based on need. CCPS has developed guidelines that place
children in one of three categories.
Category 1
 Economically disadvantaged children
 Homeless (Documented by CCPS Student Services)
Category 2
 Prior participation in a state or federally funded program: Head Start, Even Start
 English Language Learners (ELL)
 Speech IEP (Individualized Education Plan), or Child Find Referral Form
 Eligible Special Family Circumstances
Category 3
 Children who are not eligible for Categories 1 or 2, and if vacancies exist. (To be
determined by the school)
Category 4
 Students with Individualized Education Plans (IEPs) who are placed by the
department of Special Education
Children in Category 1 (economically disadvantaged/homeless and 4 (special education)
are placed first in the Prekindergarten programs and are guaranteed placement. If space
is still available after placement of Category 1 and 4 children, then Category 2 children
may be placed, followed by Category 3 children. These criteria can be found on the CCPS
website and are posted at every elementary school.
3. Describe any actions the school system has put in place to work collaboratively with
other early learning and development programs to provide a prekindergarten program for
all eligible children, including any collaboration related to the Prekindergarten Expansion
Grant program.
A Memo of Understanding between CCPS and the SMTCCAC Head Start organization
provides for collaboration and sharing of resources in order to promote a quality preschool
experience for eligible children.
Fifteen of CCPS prekindergarten classrooms include a special education component,
including the addition of two additional inclusion programs for the 2015-2016 school year.
In these prekindergarten inclusion classrooms, there are four staff members. Children
with Individualized Education Plans (IEP) are being taught in a totally inclusive program.
This program facilitates the inclusion of 3-and 4- year old special education students with
their typically developing 4-year-old peers.
99
The Charles County Public Schools Judy Center continues to work with area child care
programs to achieve accreditation. The staffs from the child care programs are included
in trainings sponsored by the Judy Center. The Judy Center continues to give assistance
to those programs seeking accreditation by purchasing materials of instruction and
providing guidance through the process.
4. Describe how students enrolled in Early Learning grades are included in, or provided
access to, intervention/enrichment programs. Universal Design for Learning principles
are used in the administration of the new Ready for Kindergarten assessment. Describe
how these principles will also be used in curriculum and instruction
development/implementation to eliminate barriers to learning for all students.
Most intervention and enrichment for the Early Learning grades takes place in the context
of the inclusive classroom. A Learning Resource Teacher is available in each school and,
depending on the need, will serve as a consultant to the classroom teacher or sometimes
work with small groups of exceptional students, although gifted students are not identified
until second grade. Likewise, each elementary school also employs Reading and Math
Resource Teachers, who are available to consult with teachers and/or work with small
groups of students, whether they are advanced or struggling. Reading Recovery teachers
work in each elementary school and may, in the latter part of the year, work with struggling
Kindergarten students in literacy groups.
English Language Learners are identified at the PreKindergarten/Kindergarten level. At
the PreKindergarten level, they are not pulled out for services, but the system employs
teachers of English Language Learners, and one of these teachers is assigned to support
each elementary school. Kindergarten ELL students may receive small-group or
individual instruction from one of these teachers, and PreKindergarten students may
receive support in the classroom.
Both the COS training for PreKindergarten staff and the KRA training and resources
include Universal Design for Learning principles. All PreKindergarten and Kindergarten
staff members have been trained using these materials, enhancing their awareness of
UDL in their classrooms. As we examine the curriculum this year in light of our KRA data,
we will continue to look for places to include UDL principles.
100
Gifted and Talented Programs
COMAR 13A.04.07.06 specifies that local education agencies shall in accordance with
Education Article §5-401(c) report in their Bridge to Excellence Master Plans their “goals,
objectives, and strategies regarding the performance of gifted and talented students along
with timelines for implementation and methods for measuring progress.”
The Annotated Code of Maryland §8-201 defines a gifted and talented student as “an
elementary or secondary student who is identified by professionally qualified individuals
as: (1) Having outstanding talent and performing, or showing the potential for performing,
at remarkably high levels of accomplishment when compared with other students of a
similar age, experience, or environment; (2) Exhibiting high performance capability in
intellectual, creative, or artistic areas; (3) Possessing an unusual leadership capacity; or
(4) Excelling in specific academic fields.”
COMAR 13A.04.07 Gifted and Talented Education establishes the minimum standards
for student identification, programs and services, professional development, and
reporting requirements
The school system’s Master Plan Update on the Gifted and Talented Program will report
the system’s progress on these three goals from COMAR 13A.04.07:
Goal 1. Student Identification
Each local education agency shall establish a process for identifying gifted and talented
students as they are defined in the Educational Article §8-201 [COMAR
13A.04.07.02(A)].
Goal 2. Programs and Services
Each local education agency shall provide different services beyond those normally
provided by the regular school program in order to develop the gifted and talented
student’s potential [COMAR 13A.04.07.03(A)]
Goal 3. Professional Development
Teachers and other personnel assigned to work specifically with students identified as
gifted and talented shall engage in professional development aligned with the
competencies specified by 13A 12.03.12 Gifted and Talented Education Specialist.
101
List the local education agency’s 2014-15 initiatives for gifted and talented students
which support the three goals in COMAR 13A.04.07 Gifted and Talented Education.
Please indicate the specific COMAR reference for each initiative.
Goal 1. Student Identification
Each local education agency shall establish a process for identifying gifted and talented students as
they are defined in the Educational Article §8-201 [13A.04.07.02(A)].
Timeline
Methods for
Measuring
Progress
Implement identification process that
includes global screening, achievement
and ability data, and parent and staff
nominations/recommendations used at a
winter screening with progress monitoring
throughout the spring with final
recommendations in May of students in
grades 2-7 at every elementary and middle
school.
Jan. – May
2015
Documentation of Met
annual screening
committee
meetings,
recommendations,
attendance
Administer the Cognitive Abilities Test
(CogAT) to all students in grades 2 and
new students in grades 3, 4, 5, 6 and 7.
Nov. 17 –
Dec. 5, 2014
Test scores
received for the
following number
of students:
Reference
Objectives and
COMAR
13A.04.07.02
Implementation Strategies
Code §8-201
(§02.A)
Code §8-201
(§02.B)
Code §8-201
(§02.C)
Compile student profiles that include data
Jan. – Mar.
from Harrison Forms (primary potential),
2015
Cognitive Abilities Test (ability/ aptitude),
Performance Series, grades (achievement),
student work samples and teacher and
parent observation checklists.
Code §8-201
(§02.B)
Conduct annual Gifted Identification
Screening Committee Meetings at each
elementary and middle school. Committee
members include learning resource teacher
(facilitator), administrator, resource
Jan. – May
2015
Grade 2 – 1837
Grade 3 – 238
Grade 4 – 371
Grade 5 – 354
Grade 6 – 118
Grade 7 – 131
Electronic profiles
created from
central office and
completed by
gifted teacher for
all students
screened.
List of students
identified to
receive gifted
services in
reading and/or
Assessment
of Progress
(Met,
Partially Met,
Not Met)
Met
Met
Met
102
teachers for math and reading, classroom
teachers, counselor.
Code §8-201
(§02.E)
math for SY 20152016
Submit list of identified students from each
school to central office.
May/June 2015
Review identification procedures and data
at central office meeting for content
specialists which includes staff for gifted,
reading, math, and minority achievement.
May/June 2015
Notes from
meetings
Met
Sept. 22, 2014
Notes from
meeting
Met
Mar. – May
2015
Notes from
Meeting
Met
Conference with representative from
Riverside Publishers to review online
Screener and Completer for CogAT.
Discuss success and/or issues related to
school-based screening committee
meetings among gifted staff at monthly
Professional Development meeting in May.
Met
Code §8-201
[§02.F (3)]
Conduct school-based staff development
about characteristics of gifted learners and
CCPS identification procedures by learning
resource teacher.
Oct. 2014
Agendas from
school-based staff
development.
Power Point
presentation that
is shared among
staff
Met
Code §8-201
[§02.F (1)].
Require observation of all first and second
grade classes by learning resource teacher
and classroom teacher to compile data on
advanced learning behaviors on Harrison
Form.
Nov. 2014 –
Mar. 2015
Harrison Forms
submitted
electronically to
central office
Met
Code §8-201
[§02.F (2)].
Review and continue appeals process
(appeals go directly to principal). Provide
central office support before finalizing all
appeals.
June 2015
CCPS Website
Met
103
Publish CCPS gifted identification
procedures on school system website.
Sept. 2014 –
June 2015
CCPS Website
Met
Advertise upcoming annual screening
through school newsletters and PTO
meetings.
Sept. 2014 –
March 2014
Newsletters &
Agendas
Met
Require school-based learning resource
teacher as facilitator at all gifted
identification meetings.
Jan. – May
2015
Include Central based gifted staff in
meeting when possible.
Train and support gifted staff at monthly
professional development meetings.
Sept. 2014 –
June 2015
Review and share Gifted Handbook aligned Oct. 2014 –
June 2015
to COMAR as a reference tool for gifted
staff to promote consistent procedures and
practices.
Documentation of Met
annual screening
committee
meetings,
recommendations, Met
attendance
Professional
Development
Meeting Agendas
Met
Reference
Handbook at
meetings
Met
Goal 2. Programs and Services
Each local education agency shall provide different services beyond those normally provided by the
regular school program in order to develop the gifted and talented student’s potential [13A.04.07.03
(A)]
Reference
Objectives and
COMAR
13A.04.07.03
[13A.04.07.03
(A)]
Review and revise differentiated gifted
RELA curriculum units for grades 3, 4 and
5 to align with MD College and Career
Readiness Standards (MCCRS).
Timeline
Methods for
Measuring
Progress
Assessment
of Progress
(Met,
Partially Met,
Not Met)
Sept. 2014 –
May 2015
Gifted Curricula
published on
system V Drive
Met
104
Review and revise differentiated gifted
RELA curriculum units for grades 6, 7, and
8 to align with system-wide initiative to
implement SpringBoard curricula.
Sept. 2014 –
May 2015
Gifted Curricula
published on
system V Drive
Met
Review and revise the curricula for grades
4 and 5 Accelerated Math to align with
MCCRS.
Sept. 2014 –
May 2015
Math curricula
published on
system V Drive
Met
Sept. 2014 –
May 2015
Math curricula
published on
system V Drive
Met
Sept. 2014 –
May 2015
Math curricula
published on
system V Drive
Met
Sept. 2014 –
June 2015
Attendance at
training sessions
Met
Implement two units from Project M3
(Mentoring Mathematical Minds) for
identified students in grade 3.
Expand the curricula for grade 6
Accelerated Math and grade 7 Accelerated
Math courses to include instructional
extensions for the system-wide
SpringBoard implementation in support of
MCCRS.
Train classroom teachers in implementation
of differentiated curricula in RELA and Math Nov. 1, 2014
Dec. 3, 2014
Coordinate special opportunities for
Feb. 28, 2015
students, including chess tournaments,
Mar. 14, 2015
Destination Imagination program and It’s
Academic competition.
[13A.04.07.03
(B)]
[13A.04.07.03
(C.1)]
Chess
Met
Participants –
179/136 students
DI Participants –
800+ students
It’s Academic – 51
students
Promote and support enrichment activities
in the schools, including math competitions,
STEM activities, science and history fairs,
spelling and geography bees, essay
contests and technology competitions.
Use NAGC Gifted Program Checklist for
Self-Assessment to review CCPS gifted
program.
Sept. 2014 –
May 2015
School-based
teams and
participants
Met
Jan. 2015 –
May 2015
Completion of
checklist and
identification of
system needs
Not Met
Provide gifted services through cluster
grouping, acceleration, flexible grouping
and advanced level coursework in math
and reading/ language arts.
Aug. 2014 –
June 2015
School schedules
and placements
reviewed by
learning resource
teachers
Met
105
Implement differentiated gifted RELA
courses in grades 6, 7 and 8 taught by
trained classroom teachers and supported
by learning resource teachers at each
middle school.
Implement accelerated math courses,
including Algebra I, for identified students,
taught by mathematics teachers and
supported by learning resource teachers at
each middle school.
Aug. 2014 –
June 2015
Gifted curricula
published on
system V drive,
schedules from
learning resource
teachers
Met
Aug. 2014 –
June 2015
Gifted curricula
published on
system V Drive,
schedules from
learning resource
teachers
Met
Coordinate concurrent placements of 8th
grade students who have completed middle Aug. 2014
school math course offerings and take
Honors Geometry at the high schools.
Conduct transition meetings between
elementary/ middle school staffs and
middle/ high school staffs to ensure
continued services for identified students.
Review course selection of identified
students in high school advanced courses.
Identify schools with 9th grade cohort
placement in Honors English I for identified
gifted students.
Continue support of 10th – 12th graders for
the Scholars Targeting Academic Rigor
with Success (STARS) initiative to support
students of potential in advanced level
courses. Discontinue identification of rising
9th grade group for 2014-2015 as program
will not continue beyond identified groups.
May 2015
Sept. 2014
Sept. 2014 –
June 2015
Twenty 8th graders
transported to
high schools to
take Honors
Geometry
Met
Transition Meeting Met
Agenda
9th grade student
schedules for
2014-15 SY. 4 of
7 high schools
offer gifted cohort
in Honors English
I.
Met
Class list of
Met
STARS students,
timeline of
opportunities
provided from
STARS advocates
106
[13A.04.07.03
(C.2)]
[13A.04.07.03
(C.3)]
Establish partnerships with learning
Sept. 2014 –
resource teachers and school counselors to June 2015
address the unique social and emotional
needs of identified students.
Schedule of
collaboration
between learning
resource teacher
and counselor at
each school
Partially Met
Agendas from
school-based staff
development.
Power Point
presentation that
is shared among
staff
Partially Met
Train all staff at each school in gifted
characteristics and intellectual and social
emotional needs of identified students.
Jan. 2015
Present to parents information about gifted
services and resources at school-based
meetings conducted by elementary and
middle school learning resource teachers.
Oct. 2014 – Jan. Meeting agendas
2015
and parent sign-in
sheets
Met
Present resolution to CCPS Board of
Education to recognize February as Gifted
and Talented Education Month.
Jan. 13, 2015
Gifted Resolution
Met
Publish informational articles, updates of
gifted identification procedures, and parent
resources through school newsletters;
school websites; parent brochures; system
website; and school-based parent
meetings.
Sept. 2014 –
June 2015
Information
related to CCPS
gifted programing
available on
system website
Met
Goal 3. Professional Development
Teachers and other personnel assigned to work specifically with students identified as gifted and
talented shall engage in professional development aligned with the competencies specified by 13A
12.03.12 Gifted and Talented Education Specialist.
Reference
Objectives and
COMAR
13A.04.07.04
[13A.12.03.12
(i)].
Provide opportunity for 26 learning
resource teachers to attend the national
gifted conference sponsored by NAGC.
Timeline
Methods for
Measuring
Progress
Assessment
of Progress
(Met,
Partially Met,
Not Met)
Nov. 2014
Attendance of
sessions
Met
107
Promote Webinars on Wednesdays from
NAGC with gifted staff and at school level.
Sept. 2014 –
June 2015
Attendance lists
Partially Met
Sept. 2014 –
June 2015
Agendas from
meeting
Met
Jan. 2015
Agendas from
school-based staff
development
Met
Continue to focus on identification of
students with potential and from underserved populations through sharing articles
with gifted staff.
Informal evidence
of teacher
knowledge
through their
discussion at
gifted ID meetings
attended by
central staff
Met
[13A.12.03.12
(iii)].
Include information about CCPS
Jan. 2015
identification procedures in school-based
staff development and emphasize efforts to
recognize potential in students from diverse
backgrounds.
Agendas from
school-based staff
development
Met
[13A.12.03.12
(iv)].
Provide informal/formal Shared Inquiry
Discussion training for newly hired learning
resource teachers and classroom teachers
grades K – 8, as needed.
Sign-in sheets
from training
Met
Assist staff with access of live and archived
events. Need to continue promoting
webinars.
Provide current publications about gifted
education to learning resource teachers.
[13A.12.03.12
(ii)].
Conduct school-based staff development
about the characteristics of gifted learners
and CCPS identification procedures by
learning resource teachers at all
elementary and middle schools.
Oct. 2014 and
June 2015
Classroom visits
during scheduled
Junior Great
Books lessons
108
Provide training with learning resource
teachers about gifted resources and
strategies such as Touchpebbles,
Touchstones, Jacob’s Ladder, SCAMPER,
Six Thinking Hats, etc.
Oct. 2014 –
June 2015
Agendas
Met
Attend national gifted conference
sponsored by NAGC.
Nov. 2014
Registration and
attendance – 26
learning resource
teachers attended
Met
Send new AP teachers to College Board
summer institutes
Summer 2015
Registration at
APSI’s; 29
teachers were
trained
Met
[13A.12.03.12
(vi)].
Provide support with trained learning
resource teachers in each school building.
Work with counselors to develop support
program for students. Provide individual
support to students as needed.
Sept. 2014 –
June 2015
Agendas. Informal
discussions with
learning resource
teacher. Need
further training for
upcoming school
year.
Partially Met
(13A.12.03.12).
Investigate options for providing courses
so that additional teachers can complete
state certification. Currently 9 staff
members have earned this certification.
Discussion with
HR. Continue for
upcoming school
year.
Not Met
[13A.12.03.12
(v)].
109
2014-15 Gifted and Talented Enrollment
COMAR 13A.04.07 states that “gifted and talented students are found in all
Maryland schools and in all cultural, ethnic, and economic groups” (.01); that
“the identification process shall be used to identify students for participation in
the programs and services” [.02 (D)]; and that “each school system shall review
the effectiveness of its identification process” [.02 (E)].
Beginning with the grade level in which the system’s identification
process is initiated, report the number of students identified for programs and
services at each grade level. Observe the FERPA rules for reporting student
data in small cells; however, include those students in the totals for “All GT
Students.”
K
1
2
3
4
5
6
7
8
All GT Students
247 258 230 314 358 339
Hispanic/Latino of any
race
19
11
8
15
34
25
American Indian or
Alaskan Native
1
0
1
2
1
2
Asian
17
10
10
22
19
20
Black or African
American
65
72
78
92
108 109
Native Hawaiian or
other Pacific Islander
1
0
0
2
1
White
121 147 110 151 172 163
Two or more races
23
18
23
30
23
20
Special Education
6
2
2
2
9
4
Limited English
Proficient (LEP)
2
0
0
0
0
0
Free/Reduced Meals
FARMS
47
47
28
54
57
51
CCPS 2015 Annual Update Part I
8
10
11
12
0
110
The school system may include below additional information on the gifted and
talented program that pertains to local education agency requirements.
Primary Students of Potential to Monitor
1st Grade
2nd Grade
Total Identified Students
532
526
Hispanic/Latino or any
race
19
27
American Indian or
Alaskan Native
2
3
Asian
29
23
Black or African
American
243
208
Native Hawaiian or other
Pacific Islander
12
9
White
197
224
Two or more races
30
32
Special Education
3
4
Limited English
Proficient (LEP)
1
1
Free/Reduced Meals
FARMS
80
74
111
Education that is Multicultural and Achievement (ETMA)
The Local School System Compliance Status Report provides the critical indicators for
the assessment of Education That is Multicultural and Achievement (ETMA)
implementation in Maryland local public schools. The assessment categories reflect the
level of compliance with the ETM Regulation (COMAR 13A.04.05) with emphasis on
equity, access, support for success, academic achievement, and diversity in educational
opportunities. The completion of the ETMA Protocol Form requires collaboration among
the LSS ETMA Network contact person and appropriate LSS individuals. The ETMA goals
for all of Maryland’s diverse students are to eliminate achievement gaps, accelerate
academic achievement, promote personal growth and development, and prepare for
college and career readiness.
1. What are your LEA’s major ETMA strengths?











A full-time position for ETMA in the school system that organizes the programs and
communicates with all stakeholders.
Regular meetings with various groups in the community to ensure their input and
provide essential information to them on developments and opportunities.
Advancement via Individual Determination (AVID) College Readiness System
implementation and student impact.
Partnership with The Diversity Institute at the College of Southern Maryland
The CCPS identified minority achievement requirements.
We conduct quarterly minority achievement committee meetings with school
based liaisons, parents and community members.
Trans-disciplinary professional development in Universal Design for Learning.
Secondary Academy for International Languages at the High School Level.
We provide mandatory Equity Training for all employees.
Online mandatory diversity training: Staff to Staff and Staff to Student.
Executive support for minority achievement, cultural competency, equity, and
education that is multicultural.
2. What are your LEA’s major ETMA areas that need improvement?



Ongoing professional development and provision of opportunities that give
teachers, students, administrative staff and the community at large the ability to
learn more regarding diversity, equity and cultural competency.
We are continuing efforts to improve parent and community involvement. Some
programs currently in place that support this initiative include the Indian Education
Project, AVID, Parent Advisory Council, Title I and improved district wide
communication structures.
Creating district wide school based diversity and equity teams to continue the work
in between the district committee meetings.
112
3. Summarize your progress in meeting 2014-15 ETMA goals.
After reviewing last year’s goals and utilizing the BTE as a “living” document, we have
made progress toward reaching our goals from last year. We have updated the Equity
Training from years past to reflect up-to-date statistics, best practices and deeper
discussions that reflect the current state of the school system. We worked over the
summer to make changes to the training and have implemented the new session with
new staff of Charles County Public Schools. We have also completed additional Equity
Training Facilitators training to broaden the scope of impact at the school level. These
individuals work closely with the Instructional Specialist for Minority Achievement in order
to refine the training as necessary and to deliver training, as needed, to school sites
throughout the county. We are currently working with partnering agencies to provide
additional opportunities for professional development, workshops and sessions focused
on diversity and equity for our staff. These opportunities include working with Breaking
Down the Walls, the College of Southern Maryland and the Mid Atlantic Equity
Consortium. We will also continue to work with our Human Resources Office in efforts to
expand our reach to recruit and retain minority hires. In supporting our goals of expanded
family and community involvement, we were also involved in many outreach sessions
over the course of the school year. Presentations and information sessions were offered
to faith based organizations, Pan-Hellenic organizations and other community based civic
groups with an interest in partnering in education for the success of our students.
4. What are your three major ETMA goals for the next school year and strategies for
meeting those goals?
Our three major goals over the course of this school year are:
 To continue researching, implementing and training in targeted, research based
strategies to aid in closing the achievement gap in addition to the continual review
of data by school system staff (district and school based). We will achieve this goal
by:
o Training school principals and district specialists in More Core: Essential
Strategies for Achieving Excellence with the Maryland College and Career
Readiness Standards for year two on a monthly basis. The school principal
will then provide a professional learning opportunity to their staff.
o AVID College Readiness System (ACRS) school sites will continue to
attend AVID Summer Institute annually (July) for content specific training in
WICOR strategies. WICOR stands for writing to learn, inquiry, collaboration,
organization, and reading to learn. AVID allows staff members to receive
training in research based strategies that help to close achievement and
access gaps for all students. All staff members that attend AVID Summer
Institute will implement strategies learned from that training within their own
classrooms in addition to providing professional learning to their
departments with those strategies to impact students school wide. We have
added one additional school site this year, Maurice J. McDonough High
School to the ACRS. Additional professional learning opportunities are
being offered in October 2015, and multiple spring 2016 opportunities
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leading into Summer Institute 2016. Monthly site coordinator meetings will
continue to deepen understanding of the ACRS and broaden the scope of
school wide implementation with fidelity to the metrics set forth by AVID
Center.

To continue our efforts to expand the current training model beyond the required
equity training to include more instances of cultural competency focused sessions
beginning with school leadership and targeted school sites. We will achieve this
goal by:
o Continuing our partnership with The Diversity Institute of the College of
Southern Maryland to assess areas of need to better target and align
training and workshop topics offered.
o Offer training at the annual Administrative Leadership Institute for Charles
County Public Schools.
o Offer training opportunities to targeted school sites based on data and
principal request.
o Trainings have currently been offered for August 2015, September 2015
and March 2016. Future dates will be offered as the school year opens.

To expand our parental and community outreach with specific regard to diversity
and equity. We will achieve this goal through the following course of action:
o We have an active representative on the community Diversity Institute
Advisory Council. The meetings are held quarterly to help drive the
conversation about community outreach and events that take place.
o A Minority Achievement Committee think tank will be created to specifically
target family and community outreach. District-wide and school-based
initiatives will be reviewed and suggestions for initiatives will be discussed
for implementation recommendations. A resource in CCPS is The Parent
Center, a part of the Partners for Success initiative that hosts workshops
throughout the year for parents of students with disabilities. The group will
utilize input from Parent Center staff and the Student Services department
in order to create additional district wide opportunities for parents in CCPS.
We seek to have at least one workshop and one event this year. The group
will seek to identify and pilot one middle school and one high school to
implement school based outreach efforts in order to provide a model for
other school sites. This information and implementation updates will be
shared with the Minority Achievement Committee during scheduled
quarterly meetings into 2015-2016. A community as partners in education
event will occur in September 2015. The Instructional Specialist for Minority
Achievement will be a guest speaker at that event. District-wide initiatives
for parental involvement and family engagement already in place will
collaborate with this subcommittee.
o We will be working with the Specialist for World Languages to acquire a
Bilingual Family and Community Outreach Facilitator this school year to
help bridge the linguistic gaps of the changing demographics in our
community.
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
To continue efforts in Recruitment of Diverse Applicants:
o Requests to be trained as a recruiter will be submitted to the Office of
Human Resources for the 2015-2016 school year.
o A meeting to review developing a chapter of the National Alliance of Black
School Educators will be scheduled with interested Minority Achievement
Committee and Human Resource staff members.
School System Charles County Public Schools________________
Name and Title of ETMA Contact Tameka D. Johnson, Instructional Specialist for Minority
Achievement_________
Email [email protected]____________________________________
Telephone _301-934-7245________________ Fax 301-934-7401_________
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Section C: Data Systems to Support Instruction
1. What data systems are currently used to guide data driven decision making to support
effective instruction?
Charles County Public Schools uses several different data systems to support effective
instruction. The Data Warehouse, Performance Series, Fast Test Web and The
Evaluations & Assets Management System (TEAMS) are all data systems we use to
support instruction.
Data Warehouse
The Data Warehouse is used to store all historical state, county, and national assessment
data. Included are test scores for HSA, MSA, SAT, ACT, AP, CogAT, past quarterly
assessments, pre/post assessments, and county mock assessments.
Teachers are able to see data on students that are currently sitting in their class in order
to tailor instruction based on the needs of the students. Teachers have the ability to export
data to Excel, sort results based on achievement, and drill down to specific indicators and
standards. Teachers can also sort results based on specific subgroups in order to identify
weaknesses and differentiate, scaffold and remediate instruction based on the individual
needs of students. Because the data is updated on a weekly basis, teachers are able to
see real time data, both current and historical, on each student they teach.
Teachers can also look at previous students they taught and review their historical data.
This allows the teachers to review and reflect on patterns of achievement from previous
students, and as a result, participate in relevant and meaningful professional development
opportunities and professional learning communities and networks.
School administrators and instructional leadership teams are able to access the data in
order to review patterns and student data. This allows schools to customize professional
development based on student achievement and teacher needs. Dashboards are
available to all stakeholders to allow visual analysis of data.
Performance Series
Performance Series is a computer adaptive assessment used for many students in
grades 1-12 to measure strengths and weaknesses. Although Charles County Public
Schools uses it primarily in reading, some students are assessed in math. The teachers
receive a scaled score, a grade-level equivalency score, and a standard item pool score
(based on units assessed) for each student and subject area. These scores are used to
provide diagnostic information to teachers, to support individualized instruction, and to
measure longitudinal progress and growth.
Teachers can review specific objectives that are linked to the Maryland’s College and
Career Frameworks to see what students can and cannot do based on the computer
adaptive assessment. Students are assigned a rating based on the scaled score which
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identifies students as average, below average, or above average based on national
norms.
School administrators and instructional leadership teams are able to access the data in
order to review patterns and student data. This allows schools to customize professional
development based on student achievement and teacher needs.
Fast Test Web
In school year 2013-2014, Charles County Public Schools worked closely with
Assessment Systems to develop an online testing platform to collect and analyze data for
benchmark and formative assessments called Fast Test. Assessments were created to
mirror the corresponding state and national assessments for each tested course.
Currently, these assessments are used to measure SLO targets and are used to predict
student achievement on other high-stakes assessments. The results from pre/post county
assessments and mock assessments are loaded into our county’s Data Warehouse and
are analyzed by teachers who adapt instruction accordingly.
Content specialists worked with teams of teachers to create items and tests to be used
for formative assessments during daily instruction. These formative assessments have
been created to measure student knowledge at the end of a specific lesson, or unit of
study. The information gathered from these formative assessments is used to plan
lessons, modify instruction, or determine responsive action on specific skills necessary
for student mastery. Content specialists monitor student achievement of skills in Fast Test
and are able to work with teachers and school leaders to provide professional
development based on the needs of teachers and students.
The Evaluations & Assets Management System
Through a partnership with Insystech, Charles County Public Schools designed an online
tool to help facilitate the teacher and principal evaluation that helps monitor evaluations,
collects and calculates data, and helps improve teaching and learning. The tool is used
to house and collect data from observations and walkthroughs, as well as manage and
calculate all teacher and administrator Student Learning Objectives (SLOs). The tool also
helps administrators with the workflow of the evaluation process through the various
dashboards.
2. How do you use data systems to inform instruction and make adjustments to
instructional practices?
Assessment Collection
At the beginning of the year, teachers are encouraged to use the Data Warehouse and
Performance Series to review historical data on incoming students in order to determine
weaknesses and strengths. Once students complete the pre-assessments within the first
month of school, teachers are able to access the reports on the Data Warehouse and
Fast Test Web. These reports allow teachers to see data according to overall scaled
score and scaled score by indicator. This data can be used as an initial roadmap for
teachers to begin planning for the school year. Creating guided reading groups, class
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lists, and schedules are ways in which schools use the data from the Data Warehouse,
Performance Series, and Fast Test Web.
School teams, consisting of instructional leadership teams, teachers, and administrators,
conduct data analysis meetings to determine a school, team or teacher focus based on
pre-assessment data. Content specialists, along with instructional leadership teams from
the schools, also conduct data analysis meetings to determine needs. Professional
development is established based on the outcomes from the initial data meetings. These
teams use formative assessments to measure the success of professional development
initiatives.
Last year, the Content Specialists began creating items that could be used for formative
assessments to help teachers assess students’ knowledge and skills. These formative
assessments are still being created and are intended to be administered online. Results
can then be sorted in the Fast Test System, and teams of content teachers continue to
create items with teams of teachers.
The Content Specialists are also able to monitor the results of these formative
assessments. Using the results, Content Specialists provide support to schools and
individual teachers through classroom visits, training, and modeling. Content Specialists
meet not only with individual teachers, but also with department chairpersons so they too
can provide additional support to teachers and students.
The Evaluations & Assets Management System
TEAMS is a tool that allows teachers and administrators to review data from observations
and walkthroughs to help inform instruction. Through the data collected, decisions can be
made to improve instruction.
SLO Management Using TEAMS Tools
Teachers and administrators use TEAMS to house individual and school SLOs. Charles
County Public Schools uses the same components of the SLOs as the state model for
both teachers and principals. Within TEAMS, teachers type the information for each
component, select the students they want included in the SLO, and select a metric which
includes the measure and amount of growth expected to attain. The tool is designed to
automatically calculate county, state, or national metrics. This feature cuts down on the
amount of calculation mistakes that could happen if calculations were done by hand. It
also lessens the amount of time administrators need to spend on doing calculations by
hand and begins an instructional conversation between the teachers and the principal.
Principals use the information gathered from the teachers’ SLOs to determine
professional development needs. The information collected will inform instructional
leadership teams, administrators, and central office staff the instructional strategies
teachers will use to attain SLO targets. These strategies can be focused on during
professional development.
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Monitoring Professional Practice Using TEAMS Tools
Administrators use the TEAMS tool to collect evidence as for the teacher observations.
They use TEAMS to type the evidence as they observe a class. Since TEAMS is
connected to Danielson’s Framework, it automatically correlates statements written by
observers to components found in the framework. Observers then score each evidence
statement supported by Danielson’s rubrics and critical attributes.
Administrators can review the scores of a school by domains and components to reflect
on best practices, school needs, and responsive action. This data is important when
planning professional development needs. Professional development can be tailored to
a specific group of teachers that show a weakness in a particular domain or component.
Teachers can also review observations. This allows teachers to reflect on what was
observed in the classroom. The feedback generated, in addition to the post-observation
conference, focuses on specific feedback that improves teaching and learning. Based on
specific weaknesses from the observation, teachers can attend professional
development, observe other teachers, or engage in other activities to improve teaching
and aim for improvement based on the criteria set by the Danielson Framework.
Implementing Walkthroughs Using TEAMS Tools
Walkthroughs are used to serve as a continuous tool to improve what is happening daily
in a school. Observers use TEAMS to complete a county-wide walkthrough that was
developed around Danielson’s framework and allows for observers to individualize
evidence. Because the walkthrough is digital, teachers receive an email once the
observer has completed it. Along with the feedback the teachers receive, they also have
to select from options on what additional needs they still have based on the feedback
received. Teachers can select from various choices including observe another teacher’s
class, receive professional development from a member of the Office of Instruction, or
indicate that they don’t need additional support.
Once the teacher completes this part, the principal receives notification. The principal also
receives information on what observers checked on the walkthrough. The walkthrough
data can then be sorted by school, subject area, and grade level. This allows the principal
to identify strengths and weaknesses within the department or the entire school and to
put in place action steps geared towards improving teaching and learning.
Dashboards Using TEAMS Tools
The Teacher’s Dashboard is designed to keep the teachers informed on their progress
throughout the evaluation cycle with an at-a-glance view of their overall score and the
components that contribute to that score. Reading from left to right a teacher can see the
combined score, individual scores, and the components of those scores with additional
details only a click away.
By selecting a domain from the Professional Practice portion of the Home dashboard, a
teacher can see the various components that contributed to the total score. Specific
information about each sub-domain’s score can be viewed by clicking on a sub-domain.
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This will identify the person who performed the review, the date, and the score for that
evaluation. In some cases multiple evaluations may have occurred.
3. How well is it being implemented? Who is using it?
Data Warehouse
Many schools invite members of Research and Assessment to conduct Data Warehouse
training at the beginning of the school year. Teachers were offered extra duty pay last
year from Race to the Top funding and were taught how to access current and historical
data. This year, instructional leadership teams within the school, are responsible for
training new members of staff. Hand-outs with steps on accessing different reports are
available from Research and Assessment to facilitate training. After pre-assessment
results are posted to the Data Warehouse, Research and Assessment conducts a
refresher training for the Learning Resource Teachers and School Test Coordinators so
they can retrain any necessary staff members at their school.
The Data Warehouse is a tool that is used primarily at the end of a testing cycle within a
school year. For example, teachers are most likely to use it after a county or state
assessment has been scored. Once pre-assessments are scored, teachers use the Data
Warehouse to retrieve scores. Special Education teachers use it often in order to collect
information for IEP data.
Performance Series
Schools determine whether or not students will participate in Performance Series testing.
For those schools that do participate, Reading Resource teachers conduct training on the
interpretation of the data for Performance Series.
Students in elementary school use Performance Series, in addition to other pieces of data
collection by the teacher, to help determine reading group placement, class placement,
and gifted identification. Although Performance Series gives teachers relevant
information about students, it is not the only data point used when making decisions about
students. Teachers use other methods, such as Running Records, formative
assessments, and other means to determine student placement.
For schools that do administer Performance Series at the middle school level, scores are
used for various reasons. For new students entering schools, Performance Series is used
to determine placement in reading/language arts. Scores are also used for various special
education students for progress monitoring, especially when it comes to individual goals
the IEP has created. Performance Series gives detailed information about what students
can and cannot do which is a great aid to teachers when it comes to planning.
All high school students in reading intervention classes are administered the Performance
Series assessment in the fall, winter and spring to monitor progress in reading. Students
in Literacy and Supplemental Reading, which are intervention classes, are assessed to
determine individual needs. Teachers use the reports when lesson planning and
differentiating the various needs of the students.
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Fast Test Web
The gradebook provided by Fast Test Web is a new feature this year that was built with
the input of various stakeholders. The purpose of the gradebook is to allow teachers to
focus on not only their classes, but to focus on individual students. Having the ability to
analyze what an entire class answered correctly and incorrectly on a formative
assessment helps teachers plan for the entire class. Seeing how individual students
answered each question allows teachers to plan for differentiation or guided groups.
High school math teachers have taken the lead with this project. The High School Math
Content Specialist worked with teachers to create formative assessments that measure
a student’s understanding of the curriculum. It was important for the teachers to be able
to see the questions students were being assessed on as well as what answers were
being selected. Teachers use this information to plan units and lessons as soon as
students take assessments. Results are available immediately.
Teachers use the data at team level meetings to discuss how to continually focus on
improving instruction. The key piece of data discussed are the formative assessments
that are administered to all students. Teachers, of course, use other types of formative
assessment to support the assessments being administered on Fast Test Web.
The Evaluations & Assets Management System (TEAMS)
Every formal teacher observation and SLO in Charles County Public Schools must be
created in TEAMS. All teachers who are observed and write SLOs have been trained on
how to use the tool. Teachers receive professional development from administrators in
their assigned school on how to use TEAMS. Teachers can continually review
observations and feedback within TEAMS in order to understand how they can improve
teaching in their classroom.
Administrators receive continual support on using the tool and have been involved in
stakeholder meetings to determine ways to improve the tool. Included in the professional
development for administrators is using TEAMS for observation and data collection, the
impact of walkthroughs and teaching, and how principals should use TEAMS to monitor
vice principal data collection.
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Section D: Great Teachers and Leaders
Highly Qualified Highly Effective Staff
No Child Left Behind Goal 3: By 2005-2006, all students will be taught by Highly
Qualified Teachers (HQT).
No Child Left Behind Indicator 3.1: The percentage of classes being taught by
“highly qualified” teachers, in the aggregate and in “high-poverty” schools.
No Child Left Behind Indicator 3.3: The percentage of paraprofessionals working
in Title I schools (excluding those whose sole duties are translators and parental
involvement assistants) who are qualified.
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Based on data in
the table:
6.1: Percentage of
Core Academic
Subjects (Classes)
(CAS) Taught by
Highly Qualified
Teachers
If your system does
not meet the
criteria:
The percentage of
CAS is 98% HQT or
higher.
Respond to the prompts:
1. Describe where challenges are
evident.
Lack of fully certified teachers in
core academic areas required the
necessity to hire teachers on
conditional certificates.
2. Identify the practices, programs, or
strategies and the corresponding
resource allocations to ensure
sufficient progress placing HQT in
CAS.
Certification Specialists achieved
CAP status, allowing them to
determine HQ status of candidates
before hire. Begin hiring earlier in
year to increase pool of HQ
candidates. Recruiting efforts
started earlier and focused efforts
in CAS.
6.2: Percentage of
Core Academic
Subjects Classes
Taught by Highly
Qualified Teachers
in Title I Schools.
The percentage of
CAS in Title I schools
is 100% HQT.
evident.
core academic areas required the
necessity to hire teachers on
Newly hired teachers did not meet
HQT per Maryland requirements;
teacher taking required Praxis
exam.
2. Describe the strategies used to
ensure all CAS in Title I schools are
taught by HQT.
candidates. Recruiting efforts
started earlier and focused efforts
in CAS.
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6.3: Number of
Classes Not Taught
by Highly Qualified
(NHQ) Teachers by
Reason.
The combined
percentage total of
NHQT across all
reasons is less than
10%.
evident.
Lack of professionally certified
candidates in critical shortage
areas resulted in the need to hire
conditionally certified teachers
and/or mis-assign professionally
certified teachers.
The only high poverty school is a
secondary school, which is more
difficult to find HQ teachers in CAS
compared with the majority of low
poverty schools, which are
elementary level.
2. Identify the practices, programs, or
strategies and the corresponding
resource allocations to ensure
sufficient progress in targeted
areas of NHQT.
candidates. Work with schoolbased administrators on scheduling
so that the need to reassign
teachers is minimized.
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Based on data in the
table:
If your system does
not meet the criteria:
Respond to the prompts:
6.4: Core Academic
Classes taught by
Highly Qualified
Teachers in both
Elementary and
Secondary Schools
High Poverty and Low
Poverty Schools.
The percentage of
CAS taught by HQT in
high-poverty is equal
to or greater than the
percentage of HQT
CAS in low-poverty
schools. (Explanation:
Data represents an
equal distribution of
HQT staff between
high and low poverty).
evident.
core academic areas required
the necessity to hire teachers on
The only high poverty school is
a secondary school, which is
more difficult to find HQ
teachers in CAS compared with
the majority of low poverty
schools, which are elementary
level.
2. Describe the changes or
adjustments to ensure an equal
distribution of HQT staff in both
High and Low poverty schools.
A programmatic view is
underway for this particular
review; this will include a
focused effort on hiring HQ
teachers.
Increased recruiting efforts
earlier in year when there is a
larger pool of candidates.
Increase amount of relocation
stipend to attract out of state
candidates. Developed training
program for recruiters to ensure
they are identifying critical
shortage and follow up in a
timely manner. Instituted
“interview” days for critical
shortage areas where
exceptional candidates are
brought on site for interviews
with multiple schools and tour of
CCPS.
CCPS has established a
committee to identify new
strategies to aid in recruitment
and retention of highly effective
teachers at all levels. Proposed
strategies include: increasing
relocation stipends; negotiating
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6.5: Core Academic
Classes taught by
Highly Qualified
Teachers in both
Elementary and
Secondary High
Poverty and Low
Poverty Schools By
Level and Experience.
The percentage of
inexperienced HQT in
CAS in high-poverty
schools is not greater
than the percentage of
experienced HQT in
CAS in low- poverty
schools.
6.6: Attrition Rates.
Total overall attrition
is less than 10%
salary increases; developing
community support programs to
help retain teachers once hired;
establish “grow your own”
program in conjunction with
local community colleges for
CCPS students.
evident.
2. Identify the changes or
adjustments to ensure lowincome and minority students
are not taught at higher rates
than other students by
unqualified, out-of-field, or
inexperienced teachers. What
evidence does the school
system have that strategies are
in place are having the intended
effect?
1. Identify the practices,
programs, or strategies and the
corresponding resource
allocations to address the
overall retention of staff. What
evidence does the school
system have that the strategies
in place are having the intended
effect?
CCPS has established a
committee to identify new
strategies to aid in recruitment
and retention of highly effective
teachers at all levels. Proposed
strategies include: increasing
relocation stipends; negotiating
salary increases; developing
community support programs to
help retain teachers once hired;
establish “grow your own”
program in conjunction with
local community colleges for
CCPS students.
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6.7: Percentage of
Qualified
Paraprofessionals
Working in Title I
Schools.
Percentage of
qualified
paraprofessionals in
Title I schools is 100%
1. Describe the strategies used to
ensure all paraprofessionals
working in Title I schools will be
qualified.
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High Quality Professional Development
No Child Left Behind Indicator 3.2: The percentage of teachers receiving high
quality professional development.
All teachers receive high quality professional development during the school year.
Professional development is offered broadly to all teachers through content areas on
designated in-service days and through principals on designated in-service half days.
Additional opportunities are offered on high priority topics targeting specific teachers
during the school day and during evening and summer sessions. Schools have organized
weekly or monthly team and grade level planning dates which are often used to embed
professional development on instructional strategies or to have the teams use data to
drive instruction. There is also an emphasis on embedded staff development for teachers
within the classroom utilizing our Instructional Leadership Teams and in-house experts.
In addition to the general PD opportunities, new teachers have mentor support and are
offered opportunities to visit and observe experienced teachers. Continuing Professional
Development opportunities are advertised to all teachers via “spotlight” emails and posted
on the CCPS website. These include online courses from MSDE and MPT, as well as
courses offered by Charles, Calvert, and St. Mary’s County Public Schools and several
colleges that meet in Southern Maryland.
The summer of 2015 started a three month Professional Development Institute funded by
RTTT and Title II Professional Development grants. Twenty sessions were offered to over
500 teachers on topics such as: Guided Reading for middle school, elementary fluent,
and emergent readers; Shared Inquiry-Jr. Great Books; Kagan Engagement and
Cooperative Learning Strategies; Using Bar Models to Solve Word Problems in grades 18; and Number Sense for the primary grades. The Space Institute was offered in July and
August and include Astronomy Principals for the Classroom, Space Technologies in the
Classroom - Robotics and Nanotechnology, Meteorology and Space Weather, and PreK2 Early Childhood Space Exploration. Other summer topics included Digital Collaboration
Tools for Media Specialists and Microsoft Excel for test coordinators. Differentiation
strategies were offered for special educators and again for general educators in a
workshop titled, Special Education through the Eyes of the General Educator.
During last year’s Leadership Institute, all administrators were introduced to the
professional development area of focus. The Core 6 Essential Strategies for Achieving
Excellence with the Common Core, written by Silver, Dewing and Perini, focuses on
research-based strategies to help teachers implement the Common Core. Administrators
received professional development sessions during principals’ meetings and then
facilitated the same PD with their staff.
This year, “More Core” is the Core Six extended PD that will reinforce skills learned last
year and help teachers take the next steps at the classroom level. The model will run
district-wide across all schools and will include six sessions provided to the principals and
then to the school staff. Each Core Six Strategy will be extended and enriched using
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activities from “Total Participation Techniques - Making Every Student an Active Learner”
by Himmele and Himmele, “Tools for Thoughtful Assessment - Classroom Ready
Techniques for Improving Teaching and Learning” by Boutz, Silver, Jackson, and Perini,
and “Teach Reflect Learn - Building Your Capacity for Success in the Classroom” by Hall
and Simeral. Teachers will engage in the PD sessions as learners and then develop a
lesson plan using the strategies. After piloting a strategy several times, the teacher will
reflect on their practice and the effectiveness of the strategy with their students.
Continuing Professional Development credit will be available.
In addition to the strategies in Core Six, CCPS will work with MSDE and its formative
assessment team to increase the number of teachers and schools who are participating
in the FAME cohorts. This year we will have eight cohorts involving eighty-two teachers.
I. Professional Learning
Please provide your District Professional Learning Plan. Be sure to include how your Plan
addresses:
1. Underperforming populations
Charles County Public Schools provides professional development to teachers and staff
on interventions, curriculum writing, and instructional best practices for underperforming
populations.
The Staff Development Department collaborates with the Office of Minority Achievement
and the ESOL Department to ensure the needs of all teachers are met. Charles County
Public Schools is committed to providing the instructional resources necessary for Limited
English Proficient (LEP) students to develop and attain English proficiency and to reach
grade-level academic standards. Specifically, the ESOL Program provides targeted
professional development for CCPS staff (including ESOL staff, school administrators,
content teachers, and CCPS support staff) through the Title III, Part A. English Language
Acquisition, Language Enhancement, and Academic Achievement grant. (For specific
resource distribution, please see, Goal 2, Bilingual Education component of Part I.)
The Title I Department provides additional professional development to teachers through
Attachment 7, Focus Grant, and the Approaching Targets Grant. Schools will use these
funds to address the academic challenges that resulted in the school’s achievement
gap(s). In addition, Special Education Resource Teachers provide professional
development to support school-based teams in implementation of the special education
program. Support is provided to help teachers apply instructional best practices for
students with special needs, implement IEP accommodations, supplementary aids and
goals, and to address concerns regarding student performance.
2. Universal Design for Learning Guidelines and Principles for all student populations
UDL requires a paradigm shift in teaching, learning, and assessment. CCPS curriculum
and assessment development teams and teachers continue to implement different ways
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of viewing student learning and the methods of engagement, presentation, and
assessment used in the classroom. With high-quality professional development, jobembedded professional learning, and stakeholder engagement, this paradigm shift is
ongoing.
CCPS provides professional development sharing exemplar UDL practices, resources,
and materials through a variety of system in-service days. Quarterly half-day sessions
are also offered to maximize the role of the Instructional Assistant in the classroom. In
addition, two CPD courses are offered which incorporate UDL. Co-Teaching is a forty-five
hour, CPD three credit course which helps teachers learn to identify potential barriers for
diverse learners through UDL, differentiate instruction to meet the individual needs of all
students, and identify the most effective co-teaching models to facilitate instructional
flexibility throughout lessons. These sessions include components of UDL and effective
co-teaching models.
Components of the Sheltered Instruction Operation Protocol (SIOP) will be included in a
new version of the ESOL department’s CPD course titled Instructional Strategies for
English Language Learners. This course also provides a framework for teaching and
learning that is similar to UDL.
3. Maryland College and Career Ready Standards, including those related to English
Language Arts and disciplinary literacy; mathematics; and Next Generation Science
Implementation of the MCCRS is well underway. CCPS instructional staff have
continuously participated in MSDE sponsored meetings and work sessions related to the
MCCRS and assessments. Instructional leaders at the central office and school level
have collaborated at the state level throughout the implementation of MCCRS. These
teachers and content specialists have worked locally to continue aligning the county
curriculum with these new initiatives and to develop lessons and activities to be utilized
in daily instruction. The Office of Instruction has identified key dates in the school year to
provide professional development to teachers and instructional assistants. Four key inservice dates will be utilized to roll out the information and model strategies. New Teacher
Orientation, Back to School in-service day, Fair Day in-service day and the Columbus
Day in-service day will all address curriculum changes and instructional strategies for
engagement across content areas.
CCPS will also continue professional development for Inquiry and STEM focused lessons
during this rollout. Building level professional development will also be provided upon
request on how staff can modify existing lessons into STEM–Centric lessons and how to
create a STEM focused classroom setting. Teacher and Content Specialists will continue
to work at the state level for creation of additional STEM lessons as well as the
development of STEM focused professional development that will be brought back to the
county.
Social Studies staff will continue to receive professional development on the reading and
writing skills encompassed in the disciplinary literacy standards of the MCCRS. In
particular, social studies teachers are receiving continual training on how to develop
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lesson strategies that focus on the instruction of social studies reading and writing literacy
in order to develop their own lessons for use in their classrooms. Presentations on best
practice strategies are a regular component of in-services and department chair meetings
in which the chairperson acts as a trainer-of-trainer for their social studies staff at
subsequent school-based content or grade level meetings. Appropriate materials of
instruction have been purchased and professional development provided to supplement
resources already in the curriculum. These include Reading Like A Historian Lessons,
Social Studies readworks.org resources, DBQ Project Units and Lessons, and Think Port
Lessons, as well as county created PARCC assessment tasks and Research Model
Simulations infusing reading and writing literacy.
As professional development continues during the school year the county will also provide
opportunities for embedded staff development utilizing instructional leaders from all
content areas to visit classrooms, model instructional strategies, and support
implementation of the instructional changes necessary for total alignment to the Common
Core.
CCPS has an established shared network drive and intranet space to hold curriculum,
ensuring that resources are easily accessible to teachers. In addition, a new searchable
object repository has been built. This state of the art Curriculum Hub currently houses
assets for secondary courses with additional content to be added as it becomes available.
4. Science, Technology, Engineering and Mathematics (STEM) Standards of Practice
The integration of the Maryland STEM Standards of Practice (SOP) began when the
standards were released in 2011. Teachers participated in ongoing, high quality
professional development to discern how to best integrate these standards across content
areas. Over the years, we have moved collectively from an awareness phase, wherein
teachers learned about trans-disciplinary lessons and explored how content standards
and practices correlate with STEM SOP to an implementation phase. At the
implementation phase, teachers began to use existing trans-disciplinary lesson seeds
and exemplars provided by MSDE in their instruction and developed their own lessons
integrating the STEM SOP. Teachers will continue to participate in professional
development and curriculum writing to develop, implement, and share trans-disciplinary
units of instruction. Lessons and artifacts are shared at content area professional learning
communities both at the school and district level. In addition, resources can be accessed
electronically on a shared drive.
Teachers will participate in professional development sessions to utilize Defined STEM,
an online learning platform that provides performance tasks, literacy tasks, and engaging
videos aligned to MCCRS and STEM SOP. The projects in Defined STEM enable
students to apply concepts in simulated real-world scenarios and develop disciplinary
literacy in an authentic, meaningful environment.
Elementary science teachers will continue to receive professional development on
integrating the Engineering is Elementary (EIE) curriculum, which fosters engineering and
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technical literacy through problem solving. The pilot began with eight teachers in 2013
and will expand in 2015 to all elementary science teachers. The professional development
will be provided by teachers who were trained in EIE facilitation by the Boston Museum
of Science.
The computer science initiative will continue to expand as well. Over two-hundred
teachers will participate in professional development sessions to integrate coding and
programming in grades K-12. To support a path to digital literacy and learning for our
earliest learners, early childhood educators will participate in professional development
to address computation thinking strategies using Beebots.
Beebots are a programmable insect-shaped robot, which can be used as an instructional
and formative assessment tool for students to apply skills in sequencing, estimation,
problem-solving, and more. Throughout the year, teachers will join an established online
community to post lessons, resources, and students’ artifacts with teachers across the
state.
Secondary teachers will participate in training on Computer Assisted Modeling (CAD)
software to design 3D printed projects to improve student understanding of the
development and analysis of models. Content area focus includes, but it not limited to
fine arts, science, mathematics, technology education, and health.
In addition, a STEM website is under development to inform educators, as well the public,
about the STEM SOP. The website will include access to self-paced training modules for
robotics, programming, 3D printing and other technologies. Visitors will also be able to
view videos of students and educators discussing the importance of STEM and see
quality STEM instruction in action.
5. College, Career, and Civic Life (C3) Framework
Professional development for social studies teachers on the C3 Framework has been an
on-going process since the 2012-13 SY. Initial professional development in that school
year included presentations on the purpose, major goal areas, and standards that
comprise the C3 documentation. These sessions were presented by MSDE staff during
county-wide in-service programs. Subsequent sessions included gap analysis of skills
and processes in order to identify areas of need in the county curriculum.
The professional development initiatives during the 2014-15 SY have focused on the
inclusion of the C3 Framework into the revision process as new curriculum is developed
to infuse the standards into the units and lessons for these curricula. At this time, the
infusion of C3 Framework standards and processes has been completed in the United
States History and World History courses for grades 6, 8, 10, and 11. Further plans are
in place to revise the 7th grade Contemporary Global Issues and the 9th grade Government
course using the same process of the C3 Framework. Professional development for the
curriculum writing is embedded during training of the curriculum writing staff and will be
delivered to the rest of the social studies teachers as the curriculum is rolled out.
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6. Implementation of the Teacher and Principal Evaluation (TPE) System
CCPS continues its work on the TPE system. A plan was put in place by Superintendent
Dr. Kim Hill which includes meaningful professional development for all staff that would
be consistent across all schools in the county. Professional development sessions
continued throughout the implementation phases, utilizing the trainer-of-trainers model
with the principal leading the professional development in the school. Principals received
rigorous training at monthly administrative meetings facilitated by the Office of Instruction
and Office of School Administration. The principals were then responsible for conducting
the training with their teachers prior to the next meeting. Topics for the 14-15 school year
are listed below:
Month
September
November
December
February
March
Topic(s)
Characteristics of high quality SLOs including rigor,
critical content, timelines and needs
Principal Evaluations: Evidence for Portfolios
Schools Making a Difference Index
Vice Principal Evaluations
Mid-year evaluations
Auto-correlation of observation evidence and Danielson
Evaluation Process for School Psychologists, PPWs and
Counselors
Scoring SLOs in Insystech
Evaluation updates
End of year conferences
Other professional development sessions have been offered to enhance professional
practice. These topics included co-teaching, interactive classes, close reading, guided
reading, flipped classrooms, and instructional implications for PARCC. Additional
professional development will continue to be offered around the effective use of formative
assessments to drive instruction.
CCPS has partnered with Insystech to create a teacher/principal evaluation module. The
module, called Teacher Evaluation and Assessment Management Systems, captures
both the qualitative and quantitative portions of the evaluation. Extensive professional
development has occurred on how to enter SLOs, how to collect and automatically
correlate observational data, how to print an evaluation report, how to use the tool to
conduct a pre-conference, and other relevant trainings necessary to using the tool. The
module is a more effective way for administrators to conduct the qualitative and
quantitative portions of the evaluation. This year a “walk-through” form has been added
to the system to increase opportunities to gather data on instructional practices.
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7. Job-embedded professional learning, such as Professional Learning Communities
(PLC), Communities of Practice (COP), and Data Dialogue
FAME is a yearlong collaborative based professional development process that consists
of five self-study modules, application activities, communities of practice, and leadership
support. The goals of FAME are to support teacher reflection and dialogue around the
topic of formative assessment and its impact on teaching and learning. Through
Communities of Practice, teams of teachers examine instructional practices that create
true cultural change.
In school year 2014-2015, Benjamin Stoddert Middle School implemented FAME.
Teachers completed the modules, had ongoing discussions about data collection, and
next steps needed to improve teaching and learning. Through the initiative, middle school
math has worked diligently to create Learning Progressions and Success Criteria for each
unit of study. All middle school teachers, regardless of whether they have participated in
FAME, have been trained on the Learning Progressions and Success Criteria. For school
year 2015-2016, Stoddert has expanded the number of participants and five other schools
in the county have begun the initiative, as well as a cohort of health/physical education
teachers across all levels.
Embedded professional development is occurring by principal request at all levels. This
year, middle school teachers have additional planning time during the school day that is
outside of their negotiated forty-five minutes of individual planning. During this additional
planning time, principals and Instructional Leadership Teams (ILT) create professional
development sessions that are tailored to school needs. These sessions include data
collection and responsive action to formative and summative assessments, content and
cross-curricular planning, book studies, training on highly effective pedagogical practices
such as shared inquiry, Kagan strategies, cooperative learning groups, etc. and
professional learning communities. The professional development needs are based on
stakeholder/teacher input, analysis of observation and walkthrough data, as well as
results of student achievement as measured by summative and formative assessments.
The success of the professional development is measured through observation and
assessment data.
II. Teacher Induction
Please provide the following
Induction/Mentoring Program:
information
regarding
your
District
Teacher
A. A description of your Comprehensive Teacher Induction Program, including orientation
programs, standards for effective mentoring, and mentoring supports. Options to include
your LEA Action Plans and TELL Survey Data.
The CCPS New Teacher Mentor Program uses the New Teacher Center’s program
standards. The program consists of seventeen part-time mentors who provide weekly
support to 1st year teachers, bi-monthly support to 2nd year teachers, and touch base
throughout the year with 3rd year teachers. Schools also provide building level mentoring
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to new teachers. Each elementary and middle school has an instructional leadership team
comprised of a full-time Instructional Resource Teacher, Reading Resource Teacher, and
Learning Resource Teacher. High schools have a full-time Resource Teacher. These
positions have no assigned classes and provide daily instructional support in the building.
Mentor Teachers provide support, on a weekly basis, in all schools where new teachers
are assigned. They orient and guide new teachers toward effective practice. They lend
support to new teachers in the areas of instructional practice and classroom
management, while encouraging new teachers to become reflective practitioners. New
teachers also receive support in teacher leadership skills, problem solving challenges,
and collegial support. Mentors assess the needs of new teachers, disseminate specific
information, and accompany new teachers on classroom visits to other schools. Although
the majority of time is spent with the 1st and 2nd year teachers, mentors do touch base
with all 3rd year teachers to monitor progress. Principals can also request additional shortterm support for any teacher who is on an action plan.
New Teacher Orientation (NTO) programs occur in August for all new teachers, and in
January, for teachers who were hired after the initial orientation took place. This year,
CCPS held an additional “Make-up” New Teacher Orientation just before school started
to help teachers who were not able to attend in August. During NTO, all new teachers
work with Content Specialists and Master Teachers to review the curriculum and
resources and prepare for the first week of school. They receive professional
development on classroom engagement strategies and a required Equity Training. A half
day school-based new teacher orientation is also provided by each principal and the
Instructional Leadership Team. Special Education new teachers attend the same three
day orientation in August as their general education colleagues and receive an additional
day of orientation for case management and online IEP training. They are also enrolled
in an evening class specifically designed to support special education new teachers in
co-teaching and case management throughout the first semester of school.
Once school starts, Content Specialists make a point to touch base will all new teachers
over the first few weeks of school to provide needed resources or answer curriculum
related questions. At the school level, all new teachers participate in team planning
opportunities with other teachers in their content area or grade level. The school based
instructional leadership teams continue to keep a close watch on new teachers in their
building. They model lessons, partner new teachers with experienced teachers, and
answer building level issues important to new staff success. At the secondary level, new
teachers are provided support in their specific content area by team leaders, department
chairs, and High School Resource Teachers.
The mentor program reviews TELL data and also conducts a county level new teacher
survey every year. Over the last couple of years, CCPS has had a large number of new
teachers. In SY 2015-2016, the focus for the hourly mentors will shift to work more with
the 1st year teachers and some of the 2nd year teachers. They will touch base with all of
the new teachers but focus their work where it is most needed. The school based fulltime instructional leader positions will pick up many of the 2nd year teachers and all of the
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3rd year teachers. The schools have also embedded team planning and grade level
professional development into their routines. This is a huge asset for all 1st, 2nd, and 3rd
year teachers to have routine time to plan and learn with their more experienced counter
parts. The CCPS New Teacher End of Year Survey will be revised for SY 2015-2016 to
gather information on the effectiveness of both the hourly mentors and the school based
instructional leader support.
B. Data regarding the scope of your mentoring program, including the number of
probationary teachers and the number of mentors who have been assigned. Also, please
indicate the breakdown of your mentors’ roles in the district as indicated in the chart
below: (1) FULL-TIME MENTORS: Mentoring is their full-time job, (2) PART-TIME
MENTORS: Mentoring is their part-time job, (3) RETIREES: Mentoring is done by retirees
hired to mentor, and (4) FULL-TIME TEACHERS: Teaching is their full-time job and they
mentor. Please complete the chart below:
LEA
Charles
1st
Year
Teachers
211
2nd
Year
Teachers
196
Mentor Ratio 2015-2016
3rd
Newly Hired
Total #
Year
Experienced
Teachers
Teachers Teachers
142
72
549
Total # Mentors
#Full-Time
Mentors:_0__
#Part-Time
Mentors:_17_
#Retirees:_17_
#Full-Time
Teachers:____
TOTAL:_17_
Mentor to
Teacher
Ratio
1:32
Ratio
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Culture and Climate
Climate Survey
Charles County Public Schools administers an online climate survey to staff, parents, and
students of all elementary, middle and high schools at the end of each school year.
Parents, staff, and students each have different surveys, and the student survey has two
versions: one for elementary school students and one for middle and high school
students. The items on the climate survey have all been used on previously published
surveys with a large portion of the items coming from the National Education Association
climate survey. The surveys are available for participants to take in mid-May and close at
the end of the school year.
Staff members receive an email through our county email system with a link to the survey.
Survey respondents are asked to select their school and then respond to items using a
Likert Scale with five choices: Strongly Agree, Agree, Neutral, Disagree, and Strongly
Disagree. Staff members indicate their level of agreement with statements regarding
school climate. At the end of the survey, they have the opportunity to write comments.
All parents with a valid email address on file receive an email from the school with a link
to the survey. The survey is also publicized on the school system’s website. Survey
respondents are asked to select the school their student attends, and parents may
complete the survey multiple times if their students are enrolled at multiple schools.
Parents respond to statements regarding school climate using the same Likert Scale as
staff members. At the end of the survey, parents have the opportunity to write comments.
Parents are also offered a paper survey if a computer is not available, and Spanish
surveys are available for Spanish-speaking households.
Students are given time during the school day to take the online survey. Students are
asked to select their school, and they respond to a variety of statements. Middle and high
school students are asked to indicate their level of agreement to each statement using a
five-choice Likert Scale: Strongly Agree, Agree, Neutral, Disagree, and Strongly
Disagree. Elementary students are asked to read statements and indicate how often a
specific behavior occurs: Always, Sometimes, or Never.
Once the window for the surveys has closed, the Office of Research & Assessment
downloads the files containing the responses and produces a report for each school. The
results for each school include separate reports of the parent, staff, and student surveys.
The parent report includes the number of respondents, summary statistics for each item
on the survey, and the parent comments. The summary statistics show the percent and
number of respondents that fell into each category on the Likert scale for each item on
the survey. All comments are included in their entirety. The staff report includes the
average score and the county average for each item on the survey, and the student report
includes the same information except the county average represents only the schools in
the school’s corresponding level (elementary, middle, or high schools). Each principal
received a copy of the results for his or her school building, and the Superintendent,
Assistant Superintendent of School Administration, and Assistant Superintendent of
Instruction received the results for all schools.
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The results of the climate survey indicate that while Charles County Public Schools has
several areas of success, there are still areas that provide opportunities for change and
improvement. The overall results of all three surveys (student, parent and staff surveys)
showed several areas of strength within the school system. All three groups agreed that
students and staff have high expectations for learning and student achievement and that
students have a good understanding of the standards for success. The staff survey
indicated that teachers feel schools are a safe environment, and the parent survey
indicated that parents feel comfortable in the schools. Students and staff also agree that
school rules are understood, while staff and parents agree that schools have clear goals
and direction. Staff members across levels (elementary, middle, and high) also agreed
that administrators encourage new ideas to improve curriculum and instruction and that
staff members are held accountable for their performance.
Reviewing the results also revealed several themes among the opportunities for
improvement: discipline, responsibility for learning, and school/community relationships.
Staff members from all levels indicated that discipline needs to be enforced with more
consistency and that infractions of school rules occur even though the survey indicated
that students understand them. Students and parents expressed the belief that teachers
and students do not share equal responsibility for student learning and that
student/teacher relationships could be improved in some cases. Lastly, staff and parent
surveys showed a need to improve the relationship and communication between schools
and the community.
Based on survey results, Charles County Public Schools has identified three major
themes for professional development throughout the school year: Shared Leadership,
Ongoing Reflection, and Marketing Our Schools. The Administrative Leadership Institute
for school administrators held in August focused on shifts in educational paradigms that
reflect these three themes. Administrators attended sessions that emphasized shared
leadership in the school and recognizing the potential in all staff members and students.
Administrators learned instructional strategies that encourage the teacher to be a
facilitator of learning while students begin to develop as leaders in the classroom and take
more responsibility for their own learning. Administrators also attended sessions designed
to promote reflection for students and teachers that will enhance student achievement
and daily instruction. In addition, strategies including keys to effective communication
were shared to market our schools in a way that present the successes of our students
and staff to parents and the greater community. The themes presented at the Institute will
be reflected in the professional development for administrators throughout the school year
as well as the staff professional development presented by administrators.
The Code of Conduct was changed this school year to reflect the results of the
stakeholder input, as well as ensure uniform policies that address misconduct. The
process of changing the Code of Conduct took time. In order to show equity across all
grades and levels, principals and vice-principals were trained extensively on the policies,
as well as behavior matrices that describe misconduct. Case studies were used to give
administrators engaging and meaningful professional development that addresses the
use of the Code of Conduct. Continual professional development will be created based
on student, staff, and parent feedback.
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Results of the survey were also shared with principals at a monthly administrator meeting.
Principals analyzed the results of the parent, staff and student surveys for their individual
schools and will use this information to focus their school-based initiatives for the year.
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Persistently Dangerous Schools
No Child Left Behind Goal 4: All students will be educated in learning
environments that are safe, drug-free, and conducive to learning.
No Child Left Behind Indicator 4.1: The number of persistently dangerous
schools, as defined by the state.
NCLB requires states to identify persistently dangerous schools. In Maryland, a
“persistently dangerous” school means a school in which each year for a period of
three consecutive school years the total number of student suspensions for more than 10
days or expulsions equals two and one-half (2 1/2%) or more of the total number of
students enrolled in the school, for any of the following offenses: arson or fire; drugs;
explosives; firearms; other guns; other weapons; physical attack on a student; physical
attack on a school system employee or other adult; and sexual assault. Schools are
placed into “persistently dangerous” status in a given school year based on their
suspension data in the prior year.
1. Where Persistently Dangerous Schools are identified, list the schools and describe
what steps are being taken by the school system to reverse this trend and prevent the
school(s) from moving into probationary status.
Charles County Public Schools has no schools identified as “persistently dangerous”.
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Attendance
Based on the Examination of the Attendance Data: *Data table (5.1)
1. Describe where challenges are evident. In your response, identify challenges in terms
of grade band(s) and subgroups.
For All Students, Charles County Public Schools met the State Satisfactory Standard of
94% for all subgroups in elementary schools. For middle school students, only the Native
Hawaiian or Other Pacific Islander subgroup failed to meet this standard. Our biggest
challenge in this category was our high school population. High school students in the
Hispanic/Latino of any race, White, Special Education, Limited English Proficient (LEP),
and Free/Reduced Meals (FARMS) subgroups all fell slightly below the standard. No
subgroup fell below a 91% attendance rate.
For Males, all elementary and middle school students met the standard. High school
students again were the challenge in this category. High school students in the
Hispanic/Latino of any race, American Indian or Alaska Native, Special Education, LEP,
and FARMS subgroups also failed to meet the standard, but all were above a 90%
attendance rate.
Attendance rates for Females in elementary school were all at or above the standard. For
Females in middle school, only the American Indian or Alaska Native and Native Hawaiian
or Other Pacific Islander groups were below the standard. High school students in this
category were again our biggest challenge with Females in the following subgroups falling
below the standard (but above 91%): All Students; Hispanic/Latino of any race; White;
Special Education, and FARMS.
2. Describe the changes or adjustments that will be made along with the corresponding
resource allocations to ensure sufficient progress. Include a discussion of funding
targeted to the changes or adjustments made to ensure sufficient progress, and
incorporate timelines where appropriate. (See instructions, Section I.B., page 4.)
Charles County Public Schools currently has assigned a full-time Pupil Personnel Worker
(PPW) to each of our middle and high schools. PPWs work closely with parents,
administrators, and students in regard to attendance issues. They are also members of
the school Student Support Team (SST) where intervention plans are developed to assist
students in need, including those with attendance issues. An additional PPW position was
created during the 2014-2015 school year as an additional high school opened in Charles
County. Staffing will remain the same during the 2015-2016 school year.
School system rules regarding attendance were revised last year, and there has been a
great deal of training of staff to stress the importance of communicating with families,
determining the root causes of absenteeism, and developing appropriate interventions.
PPWs have each developed a multi-tiered approach to interventions in relation to
attendance, providing the most support to individual students with significant attendance
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issues. Additional training and emphasis on utilizing this model will continue for the
upcoming school year. No additional resource allocations have been requested.
Trend data indicates that student attendance remained stagnant or showed a minor
increase or decrease from the previous year. Additional training and placing an emphasis
on implementing tiered interventions with fidelity is essential to effect a positive change
in student attendance.
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Habitual Truancy (if applicable)
The Code of Maryland Regulations COMAR 13.A.08.01.04 states that a student is a
habitual truant if (a) the student is unlawfully absent from school for a number of days, or
portion of days in excess of 20 percent of the school days within any marking period,
semester, or year. Habitual truancy means a student that meets all the following criteria
(b) The student was 5 through 20 during the school year; (c) The student was in
membership in a school for 91 or more days.
Based on the Examination of the Habitual Truancy Data: *Data Table (5.2) please
respond to the following:
1. Based on the definition of Habitual Truancy stated above, please respond to the
following:
a. How many schools exceed 1%?
Charles County Public Schools has no schools with a habitual truancy rate of 1%
or higher.
b. If applicable, use Table 5.3 –if the school system’s truancy percentage exceeds
1%, describe reasons and specific changes/adjustments in place to reduce the
percentage of habitual truant students?
Not applicable.
c. If applicable, based on trend data, identify whether the change/adjustments stated
above are the same from last year. Describe the rationale for continuing the
change or adjustments if the data was stagnant or decreased.
Not applicable.
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Graduation and Dropout Rates
No Child Left Behind Goal 5: All students will graduate from high school
No Child Left Behind Indicator 5.1: The percentage of students who
graduate each year with a regular diploma.
No Child Left Behind Indicator 5.2: The percentage of students who drop
out of school.
Based on the Examination of Graduation and Dropout Rate Data:
*Data Tables (4.1, 4.2)
1. Describe where challenges are evident. In your response, identify challenges in terms
of subgroups.
Data for the four-year cohort graduation and dropout rates has been received for the
2013-2014 school year. For All Students, the graduation rate increased and the dropout
rate decreased for all subgroups as compared to the 2012-2013 school year data. For All
Students, the Special Education subgroup remains our biggest challenge. While the
graduation rate increased from 64% in 2012-2013 to 75.16% in 2013-2014, the rate is still
below all other subgroups.
For Males, our biggest challenges in terms of graduation rate is our Special Education
(72.90%) and FARMS (76.47%) subgroups. It should be noted that the graduation rate
for both of these subgroups did increase from the previous year. The Males FARMS
subgroup had the largest dropout rate (13.97) but this rate decreased from 18.97% the
previous year.
A similar pattern exists in the Females category, with Special Education (80%) and
FARMS (87.81%) students showing the lowest graduation rate. Again, both these
subgroups showed improvement over the previous year’s rate (66.67% and 87.19%,
respectively). The FARMS subgroup had the highest dropout rate (8.60%) in this
category, and it was very consistent with the previous year’s rate (8.54%).
2. Describe the changes or adjustments that will be made along with the corresponding
resource allocations to ensure sufficient progress. Include a discussion of funding
targeted to the changes or adjustments made to ensure sufficient progress, and
incorporate timelines where appropriate. (See instructions, Section I.B, page 4.)
Our current staffing of a full-time PPW in each high school and middle school, as well as
a full-time school psychologist in each high school will continue for school year 20152016. We will also continue to support dropout prevention efforts with previous staffing,
including the previous assignment of the Student Service Specialist to oversee dropout
prevention efforts. No additional allocations or changes will be in place for the 2015-2016
school year.
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Trend data indicates there has been an increase in the graduation rate and a decrease
in the dropout rate from 2012-2013 to 2013-2014 in almost every subgroup in the All
Students, Males, and Females categories. Our school system maintains a goal of
increasing the graduation rate and the changes put in place to effect this change should
continue. Additional evidence-based practices and grant funded interventions such as
RENEW will continue to be explored.
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School Safety – Suspension
In January, 2014, the Maryland State Board of Education adopted new regulations
guiding student discipline. The regulations are designed to keep students in school and
maintain progress toward graduation, while strengthening school safety. The regulations
change the definition of short, long, and extended suspension, require local school
systems to update their codes of discipline, identify minimum educational services, and
require local school systems to identify how and when suspension is a last resort, collect
data on school arrest, and to identify and eliminate disproportionate disciplinary practices
for minority students and students with disabilities. The regulations also seek to eliminate
the disproportionate impact of school discipline on students of color and students with
disabilities.
Based on the Examination of the Discipline Data provided, please respond to the
following.
1. Based on the Examination of the Discipline Data provided, please complete Table 8.1:
Elementary Schools with Suspension Rates Exceeding Identified Limits
Charles County Public Schools had no elementary schools with a suspension rate of 10%
or higher.
Based on the Examination of all Discipline Data, identify the systematic
strategies/changes or adjustments that are being used to prevent/reduce suspensions,
along with the corresponding resource allocations to ensure sufficient progress. Include
a discussion of funding targeted to the changes or adjustments made to ensure sufficient
progress, and incorporate timelines where appropriate. (See instructions, Section I.B.,
page 4.)
Charles County Public Schools’ suspension rate has been steadily decreasing over the
past few years. In 2011-12, 9.9% of our students experienced an Out-of-School
suspension or Expulsion. This decreased to 8.3% in 2012-13 and to 7.3% in 2013-14. Inschool suspensions have seen a mild decrease, with 4.9% of students receiving an inschool suspension in 2011-12, 4.3% in 2012-13, and 4.2% in 2013-14.
Our school system has continued to support Positive Behavioral Interventions and
Supports (PBIS) which is offered in 30 of our schools. We have also been involved in the
Maryland Safe and Supportive Schools (MDS3) grant in our high schools and will start
the middle school program this year. It is felt that these initiatives have helped to lower
our suspension rate and should be continued. Our PBIS budget has remained consistent
over the past few years and no additional allocations are expected. We are a participant
in the MDS3 grant which is at no cost to Charles County Public Schools.
149
2. If applicable, based on the discipline data for 2013-2014, identify whether the changes
or adjustments stated are the same that are being used for the current school year (20142015). Describe the rationale for continuing the change or adjustments if the data was
stagnant or decreased 2012-2013 to 2013-2014.
While our discipline data for 2013-14 was lower than in previous years, we continue to
strive for further reductions. In addition, we are looking closely at the suspension rate of
particular subgroups (gender and minorities) and examining disproportionate suspension
rates. We feel that PBIS and other initiatives will continue to effect a positive change and
we will continue these practices. As schools change administrators and staff, it is
important to provide ongoing training to newly developed teams.
3. If applicable, include the strategies/changes or adjustments that are being used to
address the disproportionate suspension among the subgroup/gender.
Data Table 8.3 indicates that our students of color tend to experience out-of-school
suspensions at a higher rate than All Students and White Students. For All Students,
African-American students have the highest rate (9.81%). Our American Indian or Alaska
Native population has the highest out-of-school suspension rate (17.14%) for Males but
this is in part due to the small number of students in that subgroup. African-American
Males also demonstrated a higher out-of-school suspension rate (12.73) as compared to
All Students Males which was 9.32%. For Females, the Native Hawaiian or Other Pacific
Islander subgroup had the highest out-of-school suspension rate (11.11%) but there were
few students in that subgroup. African-American Females had the next highest out-ofschool suspension rate at 6.73%.
In-school suspensions for 2014 were depicted in Data Table 8.4. For All Students, both
the American Indian or Alaska Native subgroups were higher than All Students (8.21%
and 5.64%, respectively). This same pattern held for both the Males and Females. For
Males, the American Indian or Alaska Native subgroup had an in-school suspension rate
of 12.86% and African-Americans had a 7.90% rate. For Females, the American Indian
or Alaska Native in-school suspension rate was 3.13% and for African-American’s the
rate was 3.25%.
Table 8.1: Any Elementary School with a Suspension Rate Exceeding Identified Limits
Total
Enrollment
2012-2013
11849
2013-2014
11918
# Schools
21
21
# Exceeding
Limit
0
0
% Exceeding
Limit
0.00
0.00
*If the number of elementary schools in Table 8.1 with a suspension rate exceeds 10%
or above, please complete Table 8.2 listing all applicable elementary schools
N/A
150
Table 8.2: Identified Schools That Have Not Implemented Positive Behavioral
Intervention and Support System or an Alternative Behavior Modification Program
Schools
School year in which Provide reason for
Provide a timeline for
the suspension rate
non-compliance
compliance
was exceeded
Identify challenges based on the following grade band data, and list the interventions
used to reduce in school and out of school suspensions:
 Pre-Kindergarten
 Elementary schools
 Middle Schools
 High Schools
Table 8.5
School Level
All Students
Pre-kindergarten
Elementary
Middle
High
Total
Percentage of representation Percentage of representation
Enrollment of total in school suspension of total out of school
suspension
Total Number Percentage Total
Percentage
Number
26455
1071
4.05
1858
7.02
921
1
0.11
3
0.33
10997
148
1.35
16
1.60
5857
922
15.74
664
11.34
8680
0
0.00
1015
11.69
For in-school suspensions, our middle school population had a rate that far exceeded
other grade bands at 15.74%. Pre-kindergarten and elementary grades had few in-school
suspensions and high schools had none. For out-of-school suspensions, both middle
(11.34%) and high school (11.69%) had rates that were far above that for all students
(7.02%).
Charles County Public Schools has revised the Code of Student Conduct for school year
2015-2016. Training with administrators and school-based support staff such as school
counselors, school psychologists, and Pupil Personnel Workers, has placed great
emphasis on positive behavioral supports. Staff has received in-service training, stressing
the teaching of positive and appropriate behaviors and reinforcing appropriate actions.
Levels of responses have been developed to address student misbehavior, and excluding
students from school is viewed as a last resort measure. Interventions such as individual
and small group counseling, Check In-Check Out, mentoring, and individual behavior
support plans are a few of the methods used to work with students with challenging
behaviors that may lead to school exclusions.
151
School Safety-Suspension for Sexual Harassment, Harassment, and Bullying
In January 2014, the Maryland State Board of Education adopted new regulations guiding
student discipline. The regulations are designed to keep students in school and maintain
progress toward graduation, while strengthening school safety. The regulations require
local school systems to adopt policies that reduce long-term out-of-school suspensions
and expulsions, and use such actions only when a student poses an imminent threat of
serious harm to other students or staff, or when a student is engaged in chronic or
extreme disruptive behavior. The regulations also seek to eliminate the disproportionate
impact of school discipline on students of color and students with disabilities.
Based on the Examination of the Discipline Data for:
*Table 8.6 – Number of Suspensions/Expulsions for Sexual Harassment, Harassment,
and Bullying
*Table 8.7-Number of Reported Incidents of Bullying, Harassment, or Intimidation
1. Identify the systematic strategies/changes or adjustments that are being used to
prevent/reduce suspensions for sexual harassment, harassment, bullying, along with the
corresponding resource allocations to ensure sufficient progress. Include a discussion of
funding targeted to the changes or adjustments made to ensure sufficient progress, and
incorporate timelines where appropriate. (See instructions, Section I.B., page 4.)
Suspensions/expulsions for Sexual Harassment, Harassment, and Bullying remain
below.2% for both school year 2012-2013 and 2013-2014. There was only 1 suspension
of 10 or more days for an incident of Bullying or Harassment in 2012-2013 and none for
school year 2013-2014. Administrators and staff from the department of student services
receive yearly training in bullying prevention and reporting procedures. Additionally, An
annual training is held for Title IX (sexual harassment) coordinators. Preventative
strategies are presented along with the guidelines for reporting and investigating
infractions. No funding is required.
2. How frequent is the suspension data reviewed? How are you using the data to
implement your strategies/changes or mid-course adjustments?
All suspension data is presented at least quarterly to school administrators. Data for
sexual harassment and other sexual offenses is presented to the Title IX coordinators at
their annual training. Currently, data does not dictate the need for a change in procedures
or strategies.
3. If applicable, based on the data, identify whether the changes/adjustments stated are
the same from last year. Describe the rationale for continuing the change or adjustment
if the data was stagnant or decreased?
No changes or adjustments are needed.
152
Table 8.6: Number of Suspensions/expulsions for Sexual Harassment, Harassment , and Bullying
Sexual
Harassment
2012-2013
2013-2014
Total
Enrollment
26644
26455
Harassment
Bullying
#
%
#
%
#
%
49
32
0.18
0.12
25
36
0.09
0.14
11
16
0.04
0.06
Table 8.7: Incidents of Bullying or Harassment
2012-2013
2013-2014
Number of Incidents
224
170
Number of Students Suspended 10 or more days
1
0
153
Positive Behavioral Intervention and Supports or Behavior Management Systems
1. Based on the examination of the discipline data, please describe strategies to
support/improve the implementation of the PBIS framework in those schools.
The implementation of PBIS in Charles County Public Schools continues to be supported by
a designated central office-based staff member. There is a dedicated budget to support the
ongoing efforts for positive school climate. An annual training is held every summer to support
schools in creating a positive environment in which students will want to come to school and
will have engaging relationships with staff. In school year 2014-2015, three new schools were
trained in the implementation of PBIS. Our newest high school which opened last school year
is scheduled to be trained in school year 2015-2016.
Our data trends have shown a consistent decrease in suspensions as the county continues
to support and train schools in the effective and consistent implementation of PBIS. We also
provide the School Wide Information System (SWIS), a data monitoring system, to all PBIS
schools to assist in the monitoring of behavior data and to support decision making for school
wide discipline. SWIS provides schools with real time data to identify problem behaviors and
locations within the school building that may need administrators’ attention in order to reteach
students and staff the expected procedures and behaviors in various environments within the
school.
In addition, each school is assigned a PBIS coach that attends monthly county-wide PBIS
meetings in order to receive on-going training and support in the implementation of PBIS.
These meetings include data monitoring training and grade level collaboration in best
practices for positive school climate activities.
154
Parent Involvement (OPTIONAL REPORTING)
Research demonstrates that parent involvement is the cornerstone to student
academic success. Research supports that regardless of family income or
background, students with involved parents are more likely to earn higher grades
and test scores, attend school regularly, and graduate and go on to post-secondary
education. Please respond to the following statement demonstrating the process
in your school system for all parents to have opportunities to be involved in their
child's education, and have access to information.
1. Describe how your school system engages parents, including parents with limited
English proficiency, parents with students with disabilities, parents with minority students,
and parents with students who may experience homelessness, to be involved in their
child’s education and have access to school system and school information.
Charles County Public Schools, as well as the Board of Education, recognize that
parent/family involvement is essential to educate our District’s students and prepare them
for academic achievement and life-long learning. Charles County Public Schools believes
in the support of parents and the greater community to increase student
achievement. Both the county’s Parent Involvement Plan and school based Title I Parent
Involvement Plans are written to ensure strong home-school-community
partnerships. These partnerships promote an increase of effective comprehensive
involvement practices.
Schools, families, and the community must all be actively involved in developing strong
programs and policies that support the academic success of every student in CCPS. The
purpose of parent involvement is to support and promote a school-home partnership.
Charles County Public Schools engages parents to be involved in their child’s education
and have access to school system and school information through a variety of avenues
and offices. CCPS coordinates and integrates Title I parental involvement strategies with
other state and federal programs. In partnership, these programs combine outreach,
resources, and training, when appropriate.
CCPS communicates information to parents:
 Through newsletters, the SEMS phone message system, flyers, emails, the CCPS
school calendar, Edline postings, individual school webpages, and the CCPS
webpage.
 Through the use of school level Parent Involvement Plans and Home/School
Compacts.
 In languages that parents can understand through translation and interpreting
services provided through Title I and the ESOL Resource Team.
 Parents provide feedback about school climate and how teachers can better
connect with parents by completing an annual survey.
CCPS encourages all parents and families to participate in school activities in multiple
ways. Some of these include attending parent workshops and informational nights, joining
155
an organized stakeholders group (Parent Advisory Committee, PTO/PTA, school
volunteer) and utilizing the Parent Resource Center.
Our Title I office engages Parental and Family Engagement through the implementation
of their Parental Involvement Plan. The plan includes the following topics: Parent
Communication, Helpful Parental Involvement Links, Parent and Student Learning,
Volunteering, Parent Partnerships, and Family Resource Centers.
In our Student Services Offices, the Supervising School Counselor and Youth in
Transition Coordinator work directly with families to meet their needs as members of the
Charles County Public Schools community. All families enrolling from out of the country
must meet with the Supervising School Counselor who reviews their foreign transcripts
and assist the family in gathering the required documents to register. The Supervising
School Counselor works with the family to get the needed documents to register and
facilitates proper placement at the home school.
The Homeless Education Program engages parents through the provision of services
under McKinney-Vento. These parents are provided with permissions for academic
assistance, community agency information, as well as interventions such as best interest
meetings. The Homeless Coordinator in tandem with the Pupil Personnel Workers
through the Homeless Education Grant provide student fee assistance, gas vouchers,
bus passes, clothing, school supplies, etc. to ensure that both the parent/guardian are
participating in the child(ren)’s academic success. The program also links the families
with services that may link them to other services in the community in order to secure
housing, employment or their own academic success.
In addition to services provided by Title I and Student Services, the Charles County Public
Schools ESOL Program works diligently to provide parent outreach activities, as well as
family literacy programs to English Language Learners (ELLs) and their families. In 2015,
the program hired a Bilingual Family and Community Outreach Facilitator to further assist
with parental services. The ESOL team engages parents through the following:
 Facilitate successful entry of ELLs and immigrant students into CCPS by
introducing students and parents to the school setting and culture; assists with
student registrations, departures, and transfers.
 Assist ELL families in (1) helping their children improve their academic
achievement and (2) becoming active participants in the education of their children
through meetings and workshops with parents.
 Obtain access to community resources and promote family and individual
connections for immigrant families within the Charles County community including
family literacy/language services.
 Conduct parent workshops/meetings in collaboration with school staff, outreach
staff, and/or representatives from community agencies.
 Interpret and/or facilitate interpretation for school conferences/meetings and
translate documents such as newsletters, parent letters, forms, etc. for ELL
families.
156





Explain and clarify school policies and procedures such as attendance,
student/parent handbook, state / national assessments, graduation requirements,
and other information as needed.
Communicate to school system and/or community agencies the needs and
concerns of ELL families.
Conduct periodic parent workshops/meetings which may be in collaboration with
school staff, outreach staff, and/or representatives from community agencies.
Interprets or facilitates interpretation for school conferences/meetings and
translates simple documents such as newsletters, parent letters, and flyers for ELL
families.
To enhance communication with ELL families, many documents, letters,
applications, etc. have been translated in diversified languages.
Instructional programs, including the Advancement Via Individual Determination (AVID)
College Readiness System and the Indian Education Grant Project, each have parental
involvement components that directly engage parents in the instructional strategies and
academic growth of CCPS students. AVID parents participate in guest speaking
opportunities to motivate students through their college and/or career journey. They also
participate in quarterly parent meetings with the AVID site team members to learn more
about what their students are doing in class by immersing themselves in the strategies
developed to help student access more rigorous classes in their school schedules.
Parents are also provided with tips on how to support their students throughout the school
year. Our Indian Education Grant project includes the creation of a Parent Committee that
works with the project manager and team to ensure that the needs of the students are
being met throughout the year and that each annual project evolves to meet the ever
changing needs of students in this specific population in regards to cultural awareness,
history, and academic and socio-emotional growth.
157

Annual Update Part 1 - Charles County Public Schools

Transcription

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