2015 five year comprehensive master plan ......instructional rounds teams will also identify...
TRANSCRIPT
CALVERT COUNTY PUBLIC SCHOOLS BRIDGE TO EXCELLENCE IN PUBLIC SCHOOLS
RACE TO THE TOP
2015 FIVE-YEAR COMPREHENSIVE MASTER PLAN
Calvert County Public Schools does not discriminate on the basis of race, color, religion, sex, age,
ancestry or national origin, familial status, marital status, physical or mental disability, sexual
orientation or genetic information or age in its programs and activities and provides equal access to the
Boy Scouts and other designated youth groups. The following persons have been designated to handle
inquiries regarding the non-discrimination policies:
Director of Student Services
Director of Human Resources
1305 Dares Beach Road
Prince Frederick, MD 20678
410-535-1700
For further information on notice of non-discrimination, visit the Office of Civil Rights Complaint
Assessment System at: http://ocrcas.ed.gov or call 1-800-421-3481.
************************************************
Anti-sexual, Anti-racial and Anti-disability Harassment Statement Discrimination can manifest itself in behaviors such as bullying, harassment, or intimidation of
individuals.
Calvert County Public Schools does not tolerate any form of harassment including, but not limited to,
sexual, racial, or disability. Any individual (student, employee, or community member) who believes
that he or she has been subjected to any form of harassment is encouraged to report the allegation of
harassment. Students, parents and community members may report allegations of harassment to:
Ms. Kimberly Roof
Director of Student Services
Calvert County Public Schools
1305 Dares Beach Road
Prince Frederick, MD 20678
Employees may report allegations of harassment to:
Dr. Vicky Karol
Director of Human Resources
Calvert County Public Schools
1305 Dares Beach Road
Prince Frederick, MD 20678
Calvert County Public Schools is committed to conducting a prompt investigation for any allegation of
harassment. If harassment has occurred, the individual will be disciplined promptly. Disciplinary actions
for students found to have engaged in any form of harassment may result in suspension or expulsion.
Disciplinary actions for employees found to have engaged in any form of harassment may result in
suspension or termination.
Calvert County Public Schools encourages all students, parents, employees, and community members to
work together to prevent any form of harassment.
Table of Contents
Section A Executive Summary and State Success Factors ...........................................................1
Introduction .......................................................................................................................2
Budget Narrative ...............................................................................................................4
University Design for Learning (UDL) ............................................................................6
Revenue and Expenditure Analysis ..................................................................................9
Section B Standards and Assessments .........................................................................................12
Elementary Math .............................................................................................................13
Secondary Math ..............................................................................................................20
Elementary Reading ........................................................................................................26
Middle and High School Reading/High School English ................................................31
Science ............................................................................................................................39
Social Studies ..................................................................................................................45
Biology ............................................................................................................................48
Government.....................................................................................................................53
Limited English Proficient Students ...............................................................................58
Career and Technology Education ..................................................................................61
Early Learning ................................................................................................................64
Gifted and Talented Program ..........................................................................................74
Special Education............................................................................................................86
Education that is Multicultural and Achievement ..........................................................87
Section C Data Systems to Support Instruction ..........................................................................91
Section D Great Teachers and Leaders ........................................................................................94
Highly Qualified Staff.....................................................................................................95
High Qualified Professional Development ...................................................................105
Section E Culture and Climate ...................................................................................................125
Persistently Dangerous Schools ....................................................................................127
Habitual Truancy ..........................................................................................................130
Graduation and Dropout Rates (4-Year Cohort) ...........................................................131
School Safety – Suspension ..........................................................................................135
Positive Behavioral Intervention and Supports or Behavior Management Systems ....141
2015 Five Year Comprehensive Master Plan
(Include this page as a cover to the submission indicated below.)
Five Year Comprehensive Master Plan Part I
Due: November 18, 2015
Local Education Agency Submitting this Report: Calvert County Public Schools
Address: 1305 Dares Beach Road, Prince Frederick, MD 20678
Local Point of Contact: Diane A. Workman
Telephone: 410-535-7206
E-mail: [email protected]
WE HEREBY CERTIFY that, to the best of our knowledge, the information provided in the
2015 Five Year Comprehensive Bridge to Excellence Master Plan is correct and complete and
adheres to the requirements of the Bridge to Excellence, Elementary and Secondary Education
Act (ESEA) and if applicable, Race to the Top (RTTT) programs. We further certify that this
five year comprehensive master plan has been developed in consultation with members of the
local education agency’s current Master Plan Planning Team and that each member has
reviewed and approved the accuracy of the information provided in the Five Year
Comprehensive Master Plan.
_______________________________________ November 18, 2015
Signature of Local Superintendent of Schools Date
or Chief Executive Officer
______________________________________ November 18, 2015
Signature of Local Point of Contact Date
Local School System: Calvert County Public Schools
Local Planning Team Members
2015-16
Use this page to identify the members of the school system’s Bridge to Excellence planning
team. Please include affiliation, title, email and telephone contact information.
Name Email Affiliation/Title
Diane Workman [email protected]
410-535-7206
Point of Contact, Assistant Superintendent of Instruction
Rebecca Bowen [email protected]
410-535-7277
Supervisor of Social Studies,
Student Councils, History Fair
Carrie Campbell [email protected]
410-535-7619 Staff Accountant
Linda Flanagan [email protected]
410-535-7249
Supervisor of Secondary English, Reading, Language Arts
Molly Gearhart [email protected]
410-535-7246 Supervisor of Student Services
Nancy Gregory [email protected]
443-486-4220 Supervisor of Special Ed
Marcy Gruver [email protected]
410-414-2032 Supervisor of Special Ed
Christina Harris [email protected]
410-535-7378 Director of Special Ed
Edith Hutchins [email protected]
410-535-7274 Director of Finance
Jackie Jacobs [email protected]
410-535-7621
Supervisor of Professional Development and Digital Learning
Christine Jewett [email protected]
410-535-7501 Supervisor of Finance
Vicky Karol [email protected]
410-535-7221 Director of Human Resources
Joyce King [email protected]
410-535-7203 Supervisor of Primary Education
Yovonda Kolo [email protected]
410-535-7278
Supervisor of High School Science, STEM, Tech Ed, Science Fair
Scott McComb [email protected]
410-535-7216
Director of Curriculum and
Instruction
Janel McPhillips [email protected]
410-535-7247
Supervisor of Science, Pre-K – Grade 8
Leanne Meisinger [email protected]
410-535-7250 Supervisor of Elementary Reading
Name Email Affiliation/Title
Catherine Page [email protected]
410-535-7428 Supervisor of Accountability
Kim Roof [email protected]
410-535-7232 Director of Student Services
Britta Sparks [email protected]
410-535-7256
Supervisor of World Language, PE,
ESOL
Janet Stephanson [email protected]
443-486-4224 Supervisor of Special Ed
Joe Sutton [email protected]
410-535-7248 Supervisor of Secondary Math
Mark Wilding [email protected]
410-535-7450
Principal of the Career and
Technology Academy
Cheryl Yates [email protected]
410-535-7264
Supervisor of Early Childhood
Education, Title I
Jen Young [email protected]
410-535-7309
Supervisor of Elementary Mathematics
All Local Planning Team Members are affiliated with Calvert County Public Schools.
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Section A:
Executive Summary
and State Success
Factors
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I.A
I. Introduction
The mission of Calvert County Public Schools (CCPS) is to produce graduates who are
responsible citizens who are prepared for college and careers. To accomplish this mission,
CCPS is committed to ensuring that through a collaborative, research–based, decision-
making process students are provided effective, purposeful instruction that results in high-
levels of learning.
Calvert County Public Schools’ actions and initiatives are directed toward accomplishing
four major goals over the life of the Master Plan and beyond:
Goal 1: Achievement will increase and gaps in achievement will close for all students.
Goal 2: All staff will be “highly qualified,” highly skilled and demonstrate effectiveness in daily
practice.
Goal 3: Policy, procedure, processes and budget will be aligned to support teaching and learning,
equity and diversity and safe and orderly instructional environments.
Goal 4: All staff will work collaboratively with families and the community to support high
achievement for all students.
All data reported in this Master Plan Update shows that CCPS is a high-performing
school system that has demonstrated growth in many of the state-and federally-mandated
reporting areas; yet we continue to have a growing sense of urgency to move all students
to their highest levels of achievement. An analysis of the data indicates that although
there is a closing of the achievement gap for various student groups depending on the
content and grade level, the achievement gap is also widening for the same student
groups in other content areas and grade levels. In addition to focusing on increased rigor
for all students, providing high-quality professional development to all instructional staff
to ensure that they are adequately trained to provide high quality instruction in all content
areas -- especially reading -- is a priority focus.
CCPS trend data document ongoing achievement gaps in our African American, students
with disabilities and economically disadvantaged subgroups. Staff in the majority of our
schools have participated in a book study on “Courageous Conversations about Race.”
The District Equity Leadership Team (DELT) meets regularly to review data and plan for
school based professional development. The DELT committee provides training to
administrators and teacher leaders who share the information in their schools. The DELT
will continue to provide guidance and professional development to school teams as we
strive to implement more cultural proficient classrooms.
The Director of Special Education, along with her leadership team has developed and
implemented a strategic professional development plan focused on strategies for working
with students with disabilities and all struggling learners. All special educators completed
these modules. This year, general educators will be provided with similar professional
development.
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A Closing the Gap Committee will be formed this year with the goal of closing all gaps.
This committee, chaired by the Assistant Superintendent of Instruction, will be comprised
of central office and school-based administrators and teacher leaders. Data will be
collected, analyzed and shared with Board members, administrators and supervisors. Best
practices will be explored, and a plan of action for implementation will be developed.
Calvert County Public Schools has worked strategically to transition to the Maryland
College and Career-Ready Standards (MCCRS). CCPS content supervisors have engaged
in face-to-face and online professional development in order to increase capacity of all
teachers to plan and implement lessons aligned with the MCCRS. Teachers report varied
levels of confidence in the implementation of the MCCRS. Ongoing professional
development will continue through the 2015-16 school year and beyond. In order to
provide job-embedded professional development, teacher liaisons have been identified at
each of the elementary and middle schools in the major content areas. These liaisons are
provided with professional development throughout the school year. They, in turn, share
the information with their grade level or content team members during PLCs or faculty
meetings. At the high school level, core leads provide this same training.
Calvert County Public Schools has begun a focused effort to infuse the tenets of
Universal Design for Learning (UDL) into every classroom. A UDL Leadership Team
was created and provides monthly training to administrators and/or teacher leaders.
All school-based administrators and central office supervisors involved in instruction are
participating in a book study on “Instructional Rounds in Education, A Network
Approach to Improving Teaching and Learning.” All school based administrator teams
will be developing a process to implement an Instructional Rounds (IR) model. The
purpose of the rounds are to:
Build skills of teachers and administrators by coming to a common understanding
of effective practice and how to support it.
Support instructional improvement at the school by sharing what the team learns
and by building skills at the school level.
As we work through this process, school teams will develop a “problem of practice.” The
problem of practice will be:
Focused on the instructional core (content, teacher, students)
Observable
Actionable (something within the school’s control to change)
Linked to a broader strategy of improvement, typically documented in the School
Improvement Plan
Of high significance
Instructional Rounds teams will also identify specific “look-fors” or learning targets. This
will ensure that all members of the team will be observing for the same evidence.
Following each rounds, the IR teams will debrief and develop a plan of action.
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II. Budget Narrative
System priorities
Universal Design for Learning (UDL) will be infused into daily instruction,
ultimately increasing student engagement and learning through the
implementation of the MCCRS.
Local funds are being used to cover the costs of workshop stipends and
substitutes to work with teachers as we begin to apply the tenets of UDL into
daily instruction.
Special education grant funding was used to support a contract with Center for
Applied Special Technology. Consultants from CAST provided professional
development, resources and guidance as the CCPS began to develop a systemic
implementation plan for Universal Design for Learning (UDL).
Research-based interventions will be consistently implemented to fidelity with
data-driven decision making utilized for the identification of students and on-
going progress monitoring to ensure high levels of student achievement.
Local funds and restricted special education funds have been used to purchase
research-based reading and math interventions and pay for teacher training on
the implementation of these interventions. A new web-based intervention
tracking system was implemented during the 2014-15 school year to track the
fidelity of implementation or reading and math interventions. We will be
attempting to further develop this system to track the progress of students in
interventions during the 2015-16 school year.
Teachers and other instructional staff will facilitate the use of assistive
technology for students with disabilities in order to improve functional
capabilities and maximize access to the general curriculum aligned with
the MCCRS.
As we transition to the PARCC assessments, administrators, special educators
and general educators were provided with training on the PARCC Accessibility
Features and Accommodations Manual. Training will be revisited during the
2015-16 school year.
All employees will develop positive and supportive relationships with students,
parents, community and colleagues.
The District Equity Leadership Team (DELT) will continue to provide
guidance to school based Equity Teams as we continue our focus on
developing cultural proficient classrooms. Ongoing professional development
will be provided to all staff during A&S, faculty and PLC meetings. Concepts
of cultural proficiency will also be infused into all content-based professional
development sessions.
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Administrators will begin to work within their leadership teams to develop a
process for completing instructional rounds.
Local funds are being used to purchase books for school based administrators
to participate in a book study on ‘Instructional Rounds, A Network Approach
to Improving Teaching and Learning.” Professional development will be
provided to administrators during A&S meetings and Principal PLCs.
Administration teams will work together to develop the Instructional Rounds
process within their school and/or collaborate with other administrative teams
to share a process across schools. Central Office directors and supervisors will
support the Instructional Rounds process in the schools.
All teachers will be provided with meaningful professional development to
increase capacity in providing daily instruction aligned with the MCCRS.
Teachers are provided with face to face and online professional development
to increase capacity to implement the MCRRS. Information is shared on
county-wide professional development days and during PLCs and faculty
meetings.
All employees will comply with all federal, state, and school system laws,
regulations, policies, procedures and/or guidelines.
The CCPS staff continue to use local funds to develop online training modules
to provide easily accessible compliance training.
Technology will be integrated into instruction to enhance student learning and
ensure all students exit high school as technologically literate digital citizens.
Local and restricted funds have been used to purchase computers, upgrade
existing computers, provide access to instructional software, and instruct
students.
All students will have access to Office 365, beginning in the 2015-16 school
year. Students will have the ability to collaborate with teachers and classroom
peers on assignments, etc. In addition, all students have been given an e-mail
account through Office 365 and are now able to communicate with classmates
via e-mail.
Implement strategic protocols to maximize the safety and security of students
and staff.
Local and state funds are being used to enhance security of our school
buildings. New electronic access systems were installed and implemented
which allow school doors to be locked at all times. Cameras have been
installed so that school secretaries can view visitors prior to admitting them
into the building.
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Fiscal Outlook and Climate Changes
Calvert County Public Schools continues to experience a decline in student
enrollment. This decline significantly impacted the budget for FY 2016. The
CCPS unrestricted budget decreased by $3,907,352 for FY 2016, as a result of
reductions in state and local revenues. The FY 2016 appropriation from the State
of Maryland decreased by $2,181,159. A portion of this reduction resulted from
the decrease in GCEI funding in FY 2016. GCEI funding decreased from
$2,279,425 for FY 2015 to $1,138,627. The Calvert County Government has
historically provided funding in excess of Maintenance of Effort (MOE).
However, the County provided funding for the FY 2016 operating budget equal to
MOE, which represented a decrease of $1,615,387. The required contribution to
the teachers’ pension for year four was $5,287,193 (an increase of $688,435 over
year three).
The restricted budget decreased by $1,629,460 from FY 2015. This decrease is
primarily a result of a decrease in Race to the Top funds and expiration of one-
time grant awards. Our projections indicate that annual operating costs will
continue to increase. Factors driving these increases predominantly include
Federal mandates (such as the Affordable Care Act), State mandates, employee
costs, and operating overhead. All costs are analyzed annually as local and state
revenue projections become available to ensure a balanced budget. The impact on
FY 2016 was a reduction in staff of approximately 70 positions which are funded
by the unrestricted budget.
Despite the financial challenges, a cost of living increase in the amount of 1% was
negotiated for employees, mid-year in FY 2015 and was carried into FY 2016.
III. Universal Design for Learning (UDL)
Calvert County Public Schools’ primary objective is to develop all students into
productive thinkers equipped to succeed in college and/or a career. Due to significant
learner variability, instructional practice must meet a wide range of demands. The three
principles of Universal Design for Learning (UDL) address such demands.
We believe UDL acts as the anchor that connects previous and ongoing system-wide
initiatives, including thinking-based learning, differentiation, closing achievement and
opportunity gaps, and data-driven decision making.
CCPS is now engaged in the second year of a five-year plan designed to use UDL as a tool
to improve teaching and learning in every classroom and improve the quality of
professional learning, as well. In 2014 – 2015, UDL was shared in a variety of ways:
Central office and school-based administrators received a minimum of four
opportunities to explicitly investigate the principles and benefits of using UDL.
School-based deans were provided eight interactive learning sessions.
Teachers at a majority of schools were exposed in school-based and content
sessions to UDL and its applications.
Schools in the Southern Consortium spent a day exploring the principles of UDL.
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UDL was encouraged to be used as a planning tool for Supervisors providing
professional learning.
During the Administrators and Supervisors’ summer retreat, each department,
including transportation, information technology, human resources, and finance,
was provided interactive learning sessions related to the benefits of using UDL
principles in their roles.
The majority of schools have added the implementation of UDL either as a
strategy or as a goal in the School Improvement Plans.
Patuxent High School implemented a focused walk-through process to observe for
UDL implementation in daily instruction.
This year, the use of UDL will be continued and expanded in the areas of curricula
development, instructional planning, professional learning, and student services. The
UDL leadership committee has created calvertuniversal.com, an online UDL resource for
teachers. This site features options for school-based staff or small group professional
learning. Student services teams will work with teachers to ensure instruction aligns with
the principles of UDL so that teachers may consider possible barriers to student learning.
UDL and the application of differentiated instruction is based on students’ strengths and
needs. Therefore, teachers will use formative assessment results and their knowledge of
student learning needs to differentiate instruction and apply the tenets of UDL. For
example, students who are visual learners or those who may have a reading deficit will be
provided with the opportunity to watch a video to learn about the topic. Students who
don’t test well on paper and pencil may be provided an opportunity to complete a project,
demonstrating mastery of content.
Students who do not meet specific expectations in core content are monitored through the
Student Services Team (SST). When appropriate, students are placed in informal or
research based information. A 30 minute “Flex Block” has been built into elementary
school schedules for the 2015-16 school year. This instructional period is used to provide
interventions and enrichment to students. In middle and high schools, intervention and
enrichment opportunities are provided during a flex period, an instructional period during
the regular school day, or during the hour lunch. Students are not placed in
intervention/enrichment groups based on a sub-group but as stated above, based on
specific strengths or weaknesses
Students who do not meet specific expectations in core content are monitored through the
Student Services Team (SST). When appropriate, students are placed in informal or
research based information. A 30 minute “Flex Block” has been built into elementary
school schedules for the 2015-16 school year. This instructional period is used to provide
Goals for the current school year also include the creation and use of UDL-centered
learning walk tools to assist in evidence-based conversations about high-quality
instruction.
Building upon faculty exposure to and experimentation with UDL during the previous
year, the UDL committee will now embed UDL principles in professional learning and
provide an equal amount of opportunities for employees so that UDL may be used
effectively in planning and delivery of instruction.
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Points of Contact:
Diane Workman, Asst. Superintendent of Instruction
Scott McComb, Director of Curriculum and Instruction
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I.B
Finance Section
Revenue and Expenditure Analysis
1. Did actual FY 2015 revenue meet expectations as anticipated in the Master Plan Update
for 2014? If not, identify the changes and the impact any changes had on the FY 2015
budget and on the system’s progress towards achieving Master Plan goals. Please
include any subsequent appropriations in your comparison table and narrative analysis.
The FY 2015 revenues exceeded expectations anticipated in the FY 2014 Master Plan as
a result of additional RTTT funding we received. Calvert County Public Schools received
over $500,000 of additional RTTT funding which was used to pay expenses related to the
implementation of the Teacher/Principal Evaluation model, to purchase computers for
use in administering PARCC Assessments, and to support the implementation of
Maryland College and Career Ready Standards. As in the previous year, the Calvert
County Board of Education and the Calvert County Government approved appropriations
designated as use of prior year fund balance to assist in meeting the operating needs of
the school system in FY 2015. The fund balance resulted from imposing spending freezes
in prior years due to budgetary constraints.
2. For each assurance area, please provide a narrative discussion of the changes in
expenditures and the impact of these changes on the Master Plan goals.
Most of the budget for FY 2015 was spent as indicated in the Master Plan. The effect of
continuing slow decline in student enrollment, and steady increases in overhead costs of
healthcare and pension provide for concerns in addressing future goals and priorities of
the school system. As a result in reduced funding by the local and state governments,
CCPS had to eliminate teaching and administrative positions, both school based and
central office based. The elimination of these positions for the 2015-16 school year has
resulted in academic programs being cut.
The additional funds provided through RTTT grants has allowed CCPS to provide
additional professional development to teachers and administrators on Student Learning
Objectives and the Teacher/Principal Evaluation model. It is the hope with the additional
professional development, teachers will write SLOs of increased quality thus increasing
student achievement.
3. Please describe the steps that the school system proposes to take to permit students,
teachers, and other program beneficiaries to overcome barriers that impede access to, or
participation in, a program or activity.
CCPS will strive to ensure that all programs or activities are accessible for all students.
Technology used will be 508 compliant. Universal Design for Learning practices will be
utilized in instructional activities. Professional development has been provided to
teachers and administrators and will continue to be provided throughout the 2015-16
school year. Guidance counselors and administrators will be charged with ensuring that
all students are aware of all rigorous educational opportunities. A plan to educate and
recruit 8th grade students to attend the Career Technology Academy is being developed
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and implemented this year. Guidance counselors and teacher leaders in the high schools
meet individually with students to discuss options for progressing through a rigorous
curriculum
4. How has the potential “funding cliff” impacted current discussions and subsequent
decisions regarding the most effective use of ARRA funds?
Budget discussions centered on the most effective way to use ARRA funds to meet the
needs of the school system without creating an ongoing dependency upon these short-
term funds. Calvert County Public Schools used the additional RTTT funding to purchase
needed computer equipment to support systemic goals (such as PARCC) and increased
digital learning. The approved operating budget did not contain sufficient funds to
purchase this equipment.
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SYSTEMATIC INTEGRATION OF
UNIVERSAL DESIGN FOR LEARNING
In COMAR 13A.03.06.01. 01, the purpose of the requirement is to promote the application of
Universal Design for Learning (UDL) principles to maximize learning opportunities for students,
including students with disabilities, students who are gifted and talented, and students who are
English language learners, and guide local school systems in the development of curriculum,
instructional planning, instructional delivery, material selection, and assessments.
UDL Point of Contact: Diane Workman, Assistant Superintendent of Instruction;
Scott McComb, Director of Curriculum and Instruction
UDL Principle/Mode
Representation – Process
Means of Representation: providing
the learner various ways of acquiring
information and knowledge.
Teachers will provide for:
auditory and visual access to media, materials of
instruction and assessment.
increased access and use of technology
Means for Expressions: providing
the learner alternatives for
demonstrating their knowledge and
skills (what they know).
Expression/Action- Product
Learners will be provided with the ability to produce
products using media, technology, paper/pencil or verbal
presentations.
Means for Engagement: tap into
learners interests, challenge them
appropriately, and motive them to
learn.
Multiple Options for Engagement
Allow for student:
choice
to be actively engaged in productive group work