profile of our school system and community

1

EXCELLENCE BY DESIGN

PROFILE

OF OUR SCHOOL SYSTEM

AND COMMUNITY

2

PROFILE OF OUR SCHOOL SYSTEM

AND COMMUNITY

I. PROFILE OF THE SCHOOL SYSTEM

A. THE CONTEXT OF THE SCHOOL SYSTEM

A.1. Description of the community(ies) the school system serves – their major

characteristics, including geographic location, major businesses and industries, and their

socioeconomic and demographic makeup.

The Maryland District of Queen Anne’s County (QAC) begins at the foot of the

Chesapeake Bay Bridge on Maryland’s Eastern Shore. This 372 square mile district

stretches north to the Chester River; south to Caroline and Talbot Counties; and east to

Kent County, Delaware. The topography of the county includes 138 square miles of

water with numerous tidewater bays and estuaries that indent the land and divide the

western portion into a series of peninsulas and islands. The land itself is flat to gently

rolling, rising from sea level to about ninety feet above in the northeastern portion.

(Queen Anne’s County and its Early History, BOE)

Beginning with the opening of the first Chesapeake Bay Bridge in 1952 and becoming

more apparent after the bridge’s second (westbound) span was completed in 1973,

Queen Anne’s County was unofficially named the “Gateway to the Eastern Shore.”

With a general population of 48,650 (MD Department of Business and Economic

Development, 2010) Queen Anne’s County has become the entrance portal for those

who are traveling throughout the Delmarva Peninsula and to destination points further

north and south. US highways 50 and 301 run through Queen Anne’s County and

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connect with interstate roadways, providing easy access to major metropolitan markets,

government facilities, federal labs, prime contractors, and technology centers. Because

of this easy access the Federal Office of Management and Budget, Rural-Urban

Continuum has classified Queen Anne’s County as a metro district because of its less

than 2 hour driving time to the major population centers of Baltimore, Washington,

D.C., Wilmington, and Philadelphia.

According to the Maryland Department of Business and Economic Development a large

agricultural segment exists in the northern section of the county along with major

industry sectors of trade; business and professional services; healthcare and education;

manufacturing; and leisure and hospitality. The western and central areas of the county

are more densely populated with a rapidly increasing out-of-county commuting

population who work in the metropolitan areas of Washington, D.C., Annapolis, and

Baltimore

Similar to the State of Maryland, Queen Anne’s County has historically maintained a

thriving diverse economy. Since it was established in 1706, Queen Anne’s County

tributaries and land has provided its residents with the resources that has helped them

create a thriving agriculture and commercial fishing industry. Whereas, Queen Anne’s

County northern and central areas have been important agriculture centers, because of

its proximity to the Chesapeake Bay, The Chester River and other local tributaries have

provided a vibrant commercial and recreational fishing industry for waterman located

within all geographic areas of the district.

82% of employment in Queen Anne’s County that is not classified as farming comes

from the private sector which includes Construction, Manufacturing, Professional and

business services, leisure and hospitality, trade, transportation and utilities. Local

government provides 18% of employment. In 2009, the top five employers in Queen

Anne’s County, (excluding federal, state and local government) was The Board of

Education, (K-12 public education); S.E.W. Friel, (canned food processing, includes

seasonal workers); Paul Reed Smith Guitars (Custom Guitars); Chesapeake College

(higher education); and Safeway (groceries). Additionally, hourly median wages ranged

from $25 for accountants to $12 for Team assemblers. Finally, the average total civilian

labor force is 25,796 which also reflect an unemployment rate of 7%. Finally, 13,477 or

56.3% of Queen Anne’s County residents commute to jobs outside of the district.

Because of Queen Anne’s County’s proximity to the metropolitan areas of the state the

most populated areas of the county includes all of Kent Island and stretches towards

the county seat of Centreville (incorporated in 1794). Population growth has been

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much slower in the area of the district that extends from Centreville north towards

Chestertown, Maryland and east towards Caroline County, Maryland and Kent County,

Delaware.

Between the 2000 and 2010 U.S. Census there has been a 17.8% increase in Queen

Anne’s County overall population; Children under 5 make up 5.8% of the population,

individuals under 18 years old 23%, Persons 65 years and older 14%. The gender ratio

for Queen Anne’s County population is approximately equal, with 50.4% female and

49.6% male. Additionally, according to the 2010 U.S. Census 88.7% of Queen Anne’s

County residents are white, 6.9% are Black, Hispanic or people of Latino origin make

up 3%, and Asians 1%.

Queen Anne’s County is a beautiful Maryland district that harmonically blends its

natural and cultural attributes. Because of its rural setting, Queen Anne’s County has

over 21 public landings and 32 public parks for a total of 2,902 acres that are the center

of numerous recreational and cultural events. The Wye Island Wildlife Refuge,

Chesapeake Bay Environmental Center, and Tuckahoe State Park offer wildlife and

camping, hiking, fishing and water-related activities. Visitors and residents can

participate in a variety of cultural experiences provided by the Queen Anne’s County

Arts Council, Inc. Local civic organizations sponsor events such as art shows, artisan

festivals, and concerts. There are also 70,000 acres of agricultural land integral to the

county’s farming heritage that has been preserved.

Queen Anne’s County is also the home of traditional hands-on history experiences that

are provided for residents and visitors at the Chesapeake Exploration Center; and

through interactive exhibits and events such as holiday house tours conducted

throughout the district. The district also is the home of an outlet mall, antique and

specialty stores, and fine dining opportunities.

A2. Major changes in the community(ies) over the last five years that have an impact on

the school system .

During the last decade there has been a 17% increase in the district’s population. Over

50% are individuals who have moved to the shore seeking affordable housing, and a

safe and quiet living environment, but continue to work “across the Bridge.” This

increase in population has created a housing boom within the geographic parameters

that run from the foot of the Bay Bridge into the areas surrounding the county seat of

Centreville. This growth has placed a strain on the ecological system of the Chesapeake

Bay and the tributaries that surround and interwoven through the Queen Anne’s

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County. It is believed the main culprits are over-fishing, overdevelopment, dwindling

marshes and Bay grasses. This has caused critical environmental issues as well as a

dwindling commercial fishing industry. With the dramatic decrease in recreational and

commercial revenue, the school system’s budget has taken a direct hit.

Traditionally, Queen Anne’s County has worked very hard to provide optimum

education services for all its students. However, over the last ten years the system has

seen a modest increase in its student population and a dramatic decrease in monetary

funds from the local government. This imbalance has placed the district in the difficult

position of deciding how to provide its students with the best educational program

possible on a shoestring budget. In the current economic downturn environment, the

district has been committed to reassigning employees whose position may have been

terminated to other positions that have become vacant through attrition and/or

retirement. Although this has created some major shifts within the work force the

district is confident that the educational value of the school system has not decreased

even though class sizes are experiencing a slight increase.

A.3 Indicate any major changes in the community(ies) that are expected to occur during

the next five years.

According to Maryland Department of Planning, current data suggests that the county

can anticipate a slower rate of growth and development during the next few years. This

projection is based upon a .6 increase from the 2000 rate of 2.0 to the 2010 rate of 2.6

persons per household within the district. Modest growth within Queen Anne’s

County can also be substantiated by only a 5.3% growth in new subdivisions being built

within the county and a 17.8% overall population growth (2010 U.S. Census). It is

believed this modest growth is based upon migration versus births within current

residential households. Modest population growth may assist the district keep class

sizes within reasonable numbers, especially if financial deficits continue to plague

future school board budgets.

Another major change that will occur within the next five years will be Queen Anne’s

County communities’ access to high speed, fiber optic technology. During this time

period, wiring along the Rt 50/301 corridor will occur due to funding from state and

federal grants. With the advent of high speed Internet access students will be able to

more readily integrate technology into classroom assignments more efficiently and

effectively during the school day and at home.

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A.4 Major challenges faced by the school system that are presented by social, economic,

and/or political factors in its community(ies).

As mentioned in the previous sections, the current national economic difficulties are not

only affecting QAC businesses but also its school system. This year, a number of

Maryland counties have asked the state for an exemption from maintaining the state

maintenance of effort formula. The formula requires all counties in Maryland to

provide a specific amount of money per student as that district’s contribution to

providing funds for running their school system. The maintenance of effort funds

establish a baseline of funds that school districts build their yearly budget around.

Unfortunately, this year the Maryland State Board of Education granted exemptions to

the individual districts that requested exemptions. Because of a very large financial

deficit that the current county commissioners inherited from the previous political

leaders, Queen Anne’s County was one of those counties requesting and receiving an

exemption.

During the school year (2011-2012) both State and local dollars were reduced by

approximately 5 million dollars. Needless to say a reorganization of the school system

workforce has been conducted. Although some positions have been eliminated,

because of retirements and attrition, all employees have been offered alternative

assignments. However, if the current financial difficulties, and the maintenance of effort

process is eliminated it will become increasingly difficult in future school years to be

able to provide positions for all employees. Currently, the Queen Anne’s County

Board of Education provides jobs for a large segment of its residents, the reduction in

employment may force many to travel or even move outside of the district. Along with

reduction in businesses this may create an additional drain on the county tax-base.

Within the last few years our student population has not experienced a dramatic

increase as it has in past. However, the school system is experiencing an increase in the

population of FARMs (Free and Reduced Meals) students. In 2009 the number of

FARMs students was 15%. In 2010-2011 the number increased to 23%. This number is

indicative of an increase in district residents who are, based on their income, qualified

to receive free or reduced meals through the schools. Research demonstrates a strong

correlation between students’ difficulty obtaining academic success and their families’

socio-economic status. Therefore, Queen Anne’s County will need to provide more

concentrated support for these students, in order to increase their academic

achievement. This may pose a challenge to the school system because of dwindling

dollars that may be available to hire highly qualified certificated teachers that can work

with struggling students.

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A.5. In the table below, list educational and cultural programs and facilities in the

system's community(ies) that are available for use by the schools and their

students. Evaluate the degree to which the school system makes use of these

programs and facilities in its educational program using S = Satisfactory, NI =

Needs Improvement, and U = Unsatisfactory.

Table A. Community educational and cultural programs and facilities

B. HISTORY OF THE SCHOOL SYSTEM

Prior to 1723 no provision for public instruction was made in Queen Anne’s County. In

1723 the General Assembly of Maryland passed a law that required all Maryland

counties to establish one school in each county “as near the centre of the county as

might be..” and “…as may be most convenient for the board of children.” (Emory,

1950) In Queen Anne’s county that area was deemed to be land near present day

Queenstown. The small school was completed in 1725. Its goal was to provide an

education for a maximum of 10 male students who could afford to pay tuition and

board. This school remained operational until the 1780’s. The school served as a

precursor to a number of private educational academies that sprung up around the

county in the early nineteenth century such as the Sudlersville Academy founded by

Simon Newcomb, the Centreville Academy, and the Church Hill Academy.

Program/Facility

Degree of Use

S NI U

Dual Enrollment for Students; Professional

Development for Teachers: Chesapeake College

X

Professional Development Schools Program for

student interns: Washington College

X

Recreational/Sports Activities for Students: Parks and

Recreation of Queen Anne’s County

X

Character Counts Program: Queen Anne County X

Cultural Arts Program: QAC Center for Cultural Arts. X

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In 1825 an Act was passed by the Maryland General Assembly entitled “An Act to

Provide for the Instruction of Youth in Primary Schools throughout the State.” Based

upon this law citizens located throughout all geographical areas of Queen Anne’s

County began to build schools and employ teachers in order to provide their children

with an opportunity for education. By 1832, 27 school districts were established. Each

district had three trustees whose duties involved supervision of their schools and

whose powers included recommending teachers and levying of taxes for the support of

these schools. Additionally, there were six commissioners of the school fund appointed

by the Orphans’ Court by virtue of an Act of the General Assembly of Maryland.

These appointed trustees were responsible for the county-wide educational program

and were the forerunners to the current Queen Anne’s County School Board. (Record-

Observer, 1958)

By 1868 The Queen Anne’s County School Board moved to establish one school in each

election district. If a school did not exist within an election district, one was then

established. In 1878 Queen Anne’s County required all schools to have at least 10

students attending classes within each school building on a full-time basis in order for

the building to be considered a school. Based upon this law, by 1914 there were at least

77 schools located throughout the county. Five high schools were in operation. Because

schools were segregated until the early 1960’s the town of Centreville provided separate

high schools for Caucasians and African Americans. Kennard High School was the first

all county African American high school. Centreville High School housed the towns

Caucasian students. Other secondary schools were situated in Stevensville, Sudlersville,

and Queen Anne. A very short time later the town of Church Hill established a high

school. (Record-Observer, 1958)

By the late 1940’s and continuing into the 50’s and 60’s many of the 77 schools were

consolidated. It was thought that the “Superintendents” could not visit and manage so

many schools. Therefore, in 1958, based upon the recommendation from a citizen

planning committee and board action, 10 elementary schools and five high schools were

formed and become operational with the district. In 1966, the partially completed

Queen Anne’s County High School opened. The school was built to unite all county

high school students and consolidate them into one building. The older geographically-

based, and Kennard high schools were renovated and opened to house students who

were in grades 5th through 8th. Based upon current educational research, the grade band

was later adjusted by returning 5th grade student to elementary schools. Finally, Kent

Island High School was opened in the late 1990’s in order to accommodate the large

increase of students living within the Kent Island area.

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C. QUEEN ANNE’S COUNTY PUBLIC SCHOOLS TODAY: A

DESCRIPTION OF THE SCHOOL SYSTEM:

Official Name of the

School System Queen Anne’s County Public Schools

Address of the School

System (street address,

city, state, zip code)

202 Chesterfield Avenue, Centreville, Maryland 21617

Telephone Number of the

School System 410-=758-2403

Fax Number of School

System

410 -758-8200

Name and Title of Head of

the School System Dr. Carol Williamson, Superintendent of Schools

E-mail Address of Head of

the School System

[email protected]

Website Address for the

School System www.qacps.org

Type of Organization

(check all that apply)

X Public

Independent

Not for Profit

Proprietary

Religious

X Academic

X Career and Technical

Secondary Students

Postsecondary Students

Year School System Began

Operating 1836

Date Charter/License to

Operate Granted N/A

Year of First Graduating

Class of the School System 1832

State/Agency/Country

Granting License to

Operate

Maryland State Department of Education

Diplomas/Certificates Maryland High School Diploma

mailto:[email protected]

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School System is Licensed

to Grant

Maryland High School Certificate

Calendar System Quarter Semester Trimester

12-

Month

Other (Describe):

X X

Currently Accredited by Name of Agency Accredited Until

Maryland State

Department of Education

N/A

Middle States Association

Kent Island High

Queen Anne’s High

2011

2012

QACPS TODAY: Queen Anne’s County Public Schools operates 14 schools, with

approximately 7,800 students and 1,030 full-time employees, over half of whom are

certificated teachers. In 2008, the current Board of Education switched from an appointed to

an elected body of officials that represent all geographic areas of the district. Queen Anne’s

County Public schools are funded through federal, state and local taxes. Queen Anne’s

County Public Schools (QACPS) is a pre-kindergarten through grade 12 school system The

school age population is approximately 21.1% of the county’s population.

Queen Anne’s County Schools’ (QACPS) vision, mission, and core values are based on a

commitment to ensure that all children receive a rigorous academic program in a learning

environment that is safe, respectful and caring. Additionally, all students will leave school

prepared to be successful in a diverse and changing world. We also recognize the importance

of a close partnership among school staff, parents and community members in achieving

success.

The instructional organization of our programs is early learning, elementary, middle, and

high school. There are eight elementary schools, four middle schools, two high schools and

an alternative program. Interagency partnerships, such as the Judy Center Program and the

QAC Infants and Toddler’s Program, provide early learning and support services to eligible

children, ages birth-five and their families. Queen Anne’s County’s two high schools are fully

accredited by the Middle States Association of Colleges and Schools. The system is committed

to rigorous academic standards and continuous school improvement and is pursing

institution-wide Middle States accreditation for the system and all schools.

Community-based school sites stretch from QAC’s southern most community of Stevensville

to its northern border near the town of Sudlersville. The southern, more densely populated

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area of the county includes a rapidly increasing out-of-county commuting population who

work in the metropolitan areas of Washington, D.C., Annapolis, and Baltimore. In contrast,

the northern region of QAC is predominately a rural farming community which maintains a

steady but slow increase in student growth.

The diversity of the student population county-wide includes 86.92% Caucasian, 8.24%

African American, 2.91% Hispanic, 1.53% Asian, and .4% American Indian/Alaskan. Queen

Anne’s County students receiving special services include: 18.24% Free/Reduced Meals, 1.8%

English Language Learner Services, 11.5% Special Education, and 13.8% Gifted and Talented.

Queen Anne’s County Public Schools employs 612 professional staff members in its 14

schools. There are additional professional personnel at the central office that provide support,

guidance and assistance to the staff at the schools. Sixty percent of the teaching staff teaches

in the core content areas as defined by the federal No Child Left Behind (NCLB) legislation

and 87.6% of these teachers meet the highly qualified standard. There are 127

paraprofessional staff that assist in providing a safe and nurturing environment for students,

as well as providing support to individualizing instruction to meet student needs.

WHAT DO WE WANT FOR OUR STUDENTS? The focus of the Queen Anne’s County

Public Schools Comprehensive Master Plan is to provide a strategic framework of goals,

indicators, strategies and measures for achieving everyday excellence for our students, our

staff and our organization. Strategic planning is critical to guiding systemic efforts toward

achieving this outcome. QACPS has a long tradition of strategic planning. In 2002-03, QACPS

developed a multi- year plan to guide our efforts and to align with federal and state

requirements. The Queen Anne’s County Public Schools Comprehensive Master Plan-2003-

2008 aligned the requirements of the federal No Child Left Behind legislation and the

Maryland Bridge to Excellence Plan with local priorities for our students, as expressed in our

vision, mission and core value statements. During the inception of the Maryland’s Bridge to

Excellence Comprehensive Master Plan process, QACPS determined that our priority goal

was for all students to achieve a high level of academic proficiency, as measured by national,

state, and county developed assessments. The remaining five district goals were formulated

to provide the critical supports that QACPS also felt were necessary in order for all children

to be successful. These goals included objectives and strategies that supported research-based

programs and initiatives taught by highly qualified professionals that enable all students to

perform at their highest potential in a safe, respectful and caring learning environment.

QACPS Goals 2003-2008

1. High Student Achievement - All students will achieve a high level

of proficiency on national, state, and county-developed measures.

2. Teacher Retention and Recruitment - We will recruit and retain a

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diverse, highly qualified, and effective teaching staff.

3. Communication - We will enhance two-way communication

between the school system and the community.

4. Safe Schools - Schools will be safe, disciplined and drug-free.

5. Family and Community Involvement - Schools will foster family

and community partnerships that enhance student success.

6. Preparation for the World of Work - All students will graduate

and will have the skills and academic preparation for pursuing

their career goals.

The Comprehensive Master Plan was reviewd, reorganized and updated in 2008. The new

plan covers years 2008-2014. Goals were modified as reflected in the chart below, with the

world of work outcomes organized under Goal I.

QACPS Goals 2003-2010

High Student Achievement - All students will achieve a high level

of proficiency on national, state, and county-developed

measures.

Teacher Retention and Recruitment - We will recruit and retain a

diverse, highly qualified, and effective teaching staff.

Communication - We will enhance two-way communication

between the school system and the community.

Safe Schools - Schools will be safe, disciplined and drug-free.

Family and Community Involvement - Schools will foster family

and community partnerships that enhance student success. Each spring, as part of the strategic planning cycle, QACPS prepares an Annual Master Plan

Update Report to provide the Maryland State Department of Education, the QAC Board of

Education and community stakeholders with a comprehensive summary of progress toward

achieving our goals, in keeping with the guidelines and requirements of the No Child Left

Behind (NCLB) Act of 2001, and the Bridge to Excellence legislation (2002). It provides an

overview of our significant accomplishments during the school year ending and identifies our

challenges and strategies for growth. The Annual Update Report also includes a summary of

how the district allocates funding toward critical educational programs and initiatives linked

to our priority needs as expressed by the district’s educational partners and stakeholders. The

Annual Update Report for 2011 also incorporated the QACPS Race to the Top Strategic Plan

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that had been developed during the 2010-11 school year in response to the Maryland Race to

the Top Plan.

HOW DO WE MEASURE OUR PROGRESS? The QACPS Master Plan establishes

performance indicators for each goal. These indicators are located at the front of each goal

section of the Master Plan. The plan further defines how we will assess our progress by

detailing measures of success for each objective. These can be found on the annual plan pages

of the Master Plan. These measures primarily come from local and state accountability

measures and data bases. In setting measures of success for student achievement, we rely

heavily on the Maryland School Assessment Program which was launched in 2003 in

response to the federal No Child Left Behind legislation. It offers a baseline for measuring our

progress.

The Maryland High School Assessments have been administered for four years, with

standards for passing set in 2003. The students who are members of the class of 2009 were the

first to have to meet this requirement to earn a Maryland High School diploma. In order for

all of our students to demonstrate the ability to meet rigorous standards, Maryland has

created multiple pathways to meeting the graduation requirements. Beginning in 2008-09,

MSDE has also implemented the Bridge Option for Academic Validation. An Alternative

Maryland School Assessment is available to eligible students with significant learning

challenges who are not pursuing a Maryland High School diploma.

Other measures of success for high school students include data about the number and types

of rigorous courses and programs students take to prepare them for college and the world of

work. Our plan references additional measures of rigor including, the number of students

who meet rigorous standards established by the University System of Maryland and

Career/Technology programs. Additional measures of rigor are the number of students who

successfully complete honors courses, Advanced Placement courses and assessments and are

co-enrolled in college courses.

Our most powerful strategy for achieving excellence is recruiting, developing and retaining a

highly qualified teaching force. QACPS measures teacher quality consistent with the

requirements of NCLB through tracking in the number of teachers who are hired and

retained that meet the standard, as defined in NCLB. High quality, job embedded

professional development is provided, monitored and evaluated using the MSDE Framework

for Professional Development.

Schools that are safe, respectful and caring are a top priority. We measure our progress

through state accountability data and reporting systems for student attendance, discipline,

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attendance, drop out and graduation rates that are tracked and reported. Policies and

procedures that are intended to improve school safety are implemented and evaluated. An

annual School Climate survey provides feedback from parents, students and staff.

HOW WILL WE PROVIDE WHAT OUR STUDENTS NEED? Our Comprehensive Master

Plan details the strategies and initiatives and funding priorities we will employ toward

achieving everyday excellence for our students, staff and organization. Specific strategies are

included in each goal section of the plan. Each goal is supported by objectives, measures and

action steps on the annual action plan pages. Programs and initiatives are well researched to

ensure they are evidenced-based and matched to the learner or the need. They are monitored,

evaluated and revised on an ongoing basis to ensure that they are achieving desired results.

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C.1. SCHOOL INFORMATION: INDEPENDENT, RELIGIOUS, AND

PROPRIETARY SCHOOL SYSTEMS

Instruction: To be completed by independent, religious, and proprietary school systems.

N/A This section is not applicable to our school system.

C.2. SCHOOL SYSTEM'S CENTRAL STAFF

Instructions:

1. In the table below, describe the make-up of each division of the system’s central

staff, the names of those that fill positions within each division, and the number of

years each person has filled that position.

2. Duplicate Table C.2. for each division of the system’s central staff.

Name of Division: Executive Team

Position Title Name Years in This

Position

Superintendent Dr. Carol Williamson 4

Director of Supporting Services Mr. Thad Kalmanocwiz 17

Director of Curriculum and Instruction Mrs. Roberta Leaverton 1

Chief Financial Officer Mrs. Robin Landgraf 22

Human Resources Officer Mr. James Jennings 25 Table C.2. Divisons of the school sysytem's central staff

Name of Division: Curriculum and Instruction


Position

Director of Curriculum and Instruction Mrs. Roberta

Leaverton

1

Supervisor Mr. Richard McNeal 3

Supervisor Mrs. Kathryn

Draper

12

Supervisor Mrs. Bonnie Dixon 2

16

Name of Division: Curriculum and Instruction


Position

Supervisor Mrs. Tina Thomas 3

Supervisor Dr. Elaine O’Neal 1

Supervisor Mrs. Diane

McGowan

4

Supervisor Mr. Willie Waits 1

Supervisor Mr. Brad Engel 1

Coordinator of Strategic Planning and

Media Services

Dr. Diane Larrimore 3

Coordinator- Information Management Mr. Karl Hagelin 7

Specialist: Student Data/Testing Mr. Dave Brown 2

Specialist: Student Data/Testing Mrs. Madeline

Hubbard

8

Specialist- Technology Mrs. Sue Miller 10

Specialist Student Data/Testing Mr. Dave Van Wyck 9

Specialist- ELL/Migrant Lynne Ewing 11 Specialist- Special Education Christina Schindler 3 Specialist Special Education Katie Marketto 1

Specialist Special Education Kim Tucker 20

Specialist Clinical Resource Stirling Ward 10

Name of Division: Finance


Position

Chief Financial Officer Robin Landgraf 23

Finance Clerk Jennifer Bode 2

Finance Clerk Beth Coppage 13

Finance Clerk Jacy Earls 1

Systems Operator Dennis Ledesma 7

17

Name of Division: Finance


Position

Payroll Specialist Karen Murray 11

Finance Clerk Marchelle Ryans 7

Finance Clerk Sharon Semchenko 11

Finance Clerk Mary Vilnit 6

Grants Specialist Diane Wright 27

Name of Division: Personnel


Position

Human Resource Officer James Jennings 25

Certification Specialist Jaime Patterson 3

Benefits Specialist Theresa Steinhice 6

Name of Division: Facilities


Position

Director of Operations Thad Kalmanowicz 17

Supervisor of School Facilities Sid Pinder 2

Design and Construction

Program/Construction (CIP)

Andrew Onukwubiri 15

Coordinator of Support

Services/Distributive Services

Toni Schelts 32

Administrative Secretary Jolene Gottlieb 5

Distributive Services Ronnie Wilson 6

Custodian Vera Dozier 3

Name of Division: Transportation

Position Title Name Years in

Position

Director of Operations Thad Kalmanowicz 17

Administrative Secretary Donna Clough 32

18

Name of Division: Office of Public Information


Position

Coordinator Jeffrey Straight 10

Webmaster/Special Programs Kathy Easter 20

Name of Division: Food Services


Position

Sodexho Manager John Gallagher 7

Administrative Secretary Ruth Anne Kayhoe 17

Area Supervisor Ginny Moran 18

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C.3. THE SCHOOL SYSTEM'S COMPONENT SCHOOLS

Instructions

In the table below, describe each of the school system’s component schools.

Duplicate Table C.3. for each of the system’s component schools.

Component School: Bayside- Kent Island Elementary Campus School*

No. of Administrators 3

No. of Professional Staff 65

No. of Support Staff 33

Grade Levels Served Pre-K- 5

Describe any special characteristics:

Effective July 1, 2011, Bayside Elementary ( grades Pre-K-2) and Kent Island

Elementary (grades 3-5), two schools located side by side on the same campus

were merged into one campus school following a community input study.

Transition to a unifed campus school will evolve through the efforts of the

Transition Success Team. As a result, some of the data for this self assessment

will be reported as a unifed campus, other data may be presented separately for

each school.

Table C.3. Description of the system's component schools

Component School: Centreville Elementary School




Grade Levels Served PreK-2

20


Component School: Centreville Middle School




Grade Levels Served 6-8


Component School: Church Hill Elementary




Grade Levels Served PreK - 5


Component School: Grasonville Elementary School



21




Component School: Kennard Elementary School




Grade Levels Served 3 - 5


Component School: Kent Island High School






Grade 9 is located in Matapeake Middle School on the second floor. This

configuration resulted from the abilityof the school system to add space for the 9th

grade at MMS during recent construction, while not being able to access school

renovation funding to expand KIHS.

22

Component School: Matapeake Elementary School






Component School: Matapeake Middle School






Component School: Queen Anne’s High School



23


9 - 12


Queen Anne’s High School houses the Career and Technology Program for both

QACHS and KIHS.

Component School: : Stevensville Middle School






Component School: Sudlersville Elementary School






24

D. STUDENT ENROLLMENT

D.1. STUDENT ENROLLMENT—SCHOOL SYSTEM

Instruction: In the table below, indicate the student enrollment at each grade level of

the school system.

FOR THE ACADEMIC YEAR 2010—2011

SCHOOL SYSTEM ENROLLMENT

Grade Level BOYS GIRLS TOTAL

Infant

(QACPS has an

Infants and

Toddlers Program

located in the Judy

Center at

Grasonville

6 7 13

Component School: Sudlersville Middle School






25

SCHOOL SYSTEM ENROLLMENT


Pre-K 155 133 288

Kindergarten 300 256 556

Grade 1 287 273 560

Grade 2 271 273 544

Grade 3 313 301 614

Grade 4 276 251 527

Grade 5 279 286 565

Grade 6 291 269 560

Grade 7 275 262 537

Grade 8 301 283 584

Grade 9 350 302 652

Grade 10 312 292 604

Grade 11 321 278 599

Grade 12 304 287 591

Post-

Secondary

Ungraded

TOTALS 4035 3746 7781

Table D.1. School system student enrollment

26

D.1.a. Explain any significant or unusual enrollment trends for the school system as a

whole that will or might have an effect on the system's ability to produce the

levels of student performance stated in its Mission and Profile Graduates.

The data indicates significant increase in enrollment in grades 3 and 9 by more than 45

students at those grade levels. This will impact class size and teacher/student ratio if

additional staffing is not planned in the budget for teachers.

D.2. STUDENT ENROLLMENT—COMPONENT

SCHOOLS

Instructions:

1. In the table below, indicate the student enrollment at each grade level in each of the

school system's component schools.

2. Duplicate Table D.2. for each of the system’s component schools.

3. Delete any rows containing grade levels not included in the school.

FOR THE ACADEMIC YEAR 2010--2011

Note: Infants are served through the Judy Center and the Infants and Toddlers

Program.

Name of School: Bayside- Kent Island Elementary


BES KIE BES KIE BES KIE

Infant

Pre-K 43 38 81


27



Grade 1 64 59 123

Grade 2 59 49 108

Grade 3 75 69 144

Grade 4 54 60 114

Grade 5 66 63 129

TOTALS 195 243 192 207 387 449

Table D.2. Enrollment of each of the system's component school

Name of School: Centreville Elementary


Infant

Pre-K 50 37 87


Grade 1 82 69 151

Grade 2 76 81 157

TOTALS 280 275 555

Name of School: Centreville Middle


Grade 6 88 88 176

28



Grade 7 83 68 151

Grade 8 88 82 170

TOTALS 259 238 497

Name of School: Church Hill Elementary


Pre-K 21 20 41


Grade 1 27 34 61

Grade 2 33 30 63

Grade 3 31 30 61

Grade 4 27 23 50

Grade 5 19 30 49

TOTALS 185 192 377

Name of School: Grasonville Elementary


Infant

Pre-K 23 17 40


29



Grade 1 32 47 79

Grade 2 28 39 67

Grade 3 38 33 71

Grade 4 29 37 66

Grade 5 38 38 76

TOTALS 229 247 476

Name of School: Kennard Elementary


Grade 3 78 87 165

Grade 4 83 70 153

Grade 5 83 75 158

TOTALS 244 232 476

Name of School: Kent Island High School


Grade 9 180 135 315

Grade 10 153 146 299

Grade 11 167 141 308

Grade 12 155 153 308

30



Post-

Secondary

Ungraded

TOTALS 655 575 1230

Name of School: Matapeake Elementary School


Infant

Pre-K


Grade 1 51 33 84

Grade 2 42 47 89

Grade 3 52 55 107

Grade 4 50 34 84

Grade 5 38 49 87

TOTALS 279 244 523

31

Name of School: Matapeake Middle School


Grade 6 62 56 118

Grade 7 73 67 140

Grade 8 64 64 128

TOTALS 199 187 386

Name of School: Queen Anne’s High


Grade 9 170 167 337

Grade 10 159 146 305

Grade 11 154 137 291

Grade 12 149 134 283

Post-

Secondary

Ungraded

TOTALS 632 584 1216

Name of School: Stevensville Middle


Grade 6 86 72 158

Grade 7 73 75 148

32



Grade 8 95 80 175

TOTALS 254 227 481

Name of School: Sudlersville Elementary


Infant

Pre-K 18 21 39


Grade 1 31 31 62

Grade 2 33 27 60

Grade 3 39 27 66

Grade 4 33 27 60

Grade 5 35 31 66

TOTALS 227 184 411

Name of School: Sudlersville Middle


Grade 6 55 53 108

Grade 7 46 52 98

Grade 8 54 57 111

33



TOTALS 155 162 317

E. STUDENT DEMOGRAPHIC CHARACTERISTICS

E.1. STUDENT DEMOGRAPHICS – SCHOOL SYSTEM

Instructions:

1. In the table below, indicate the demographic characteristics of the system's

students.

2. If the school system uses terms that are different than those listed in the table

below, change the terms to reflect the system’s usage.

3. Add any additional student demographic characteristics where Other [Describe] is

shown.

FOR THE ACADEMIC YEAR 2010 -- 2011

Student Characteristic

Percent of

Students Now

Percent of Students

in Previous Year

Male 51.9% 51.9%

Female 48.1% 48.1%

African-American 6.9% 7.2%

Asian/Pacific Islander 1.3% 1.3%

Hawaiian .1% .02%

34


Percent of

Students Now

Percent of Students

in Previous Year

Caucasian/White 85.1% 85.9%

Hispanic 3.7% 3.1%

Native American Indian .4% .4%

Mixed Race 2.5% 2.0%

English Language Learners 1.5% 2.0%

Students with IEP 11.6% 11.9%

Students with Free or Reduced Lunch 15% 19.4%

Table E.1. Demographics of the school system's students.

E.1.a. Explain any significant or unusual trends in the demographic characteristics of

the school system's students as a whole that will or might have an effect on the

system's ability to produce the levels of student performance stated in its

Mission and Profile Graduates.

The data for FARMs students district-wide has increased almost 5% in one

year due to the downturn in the economy. No other trends in student

characteristics is reflected.

35

E.2. STUDENT DEMOGRAPHICS – COMPONENT SCHOOLS

Instructions:

1. In the table below, indicate the student demographic characteristics for each of the

system's component schools.

2. If the school system uses terms that are different than those listed in the table

below, change the terms to reflect the system’s usage.

3. Add any additional student demographic characteristics where Other [Describe] is

shown.

4. Duplicate the Table E.2. for each of the system’s component schools.


Name of School: Bayside- Kent Island Elementary Campus School


Percent of Students Now

Percent of Students in

Previous Year

BES KIE BES KIE

Male 50.4% 54% 51% 53.1%

Female 49.6% 46% 49% 46.9%

African-American 6.7% 5.8% 4.9% 8.1%

Asian/Pacific Islander 2.6% 2.5% 2.4% 2.5%

Hawaiian 0% .7% 0% .2%

Caucasian/White 83.5% 85.7% 86.1% 81.8%

Hispanic 2.3% 2.4% 2.0% 2.7%

Native American Indian .7% .2% .8% .8%

Mixed Race 4.1% 2.7% 3.7% 3.7%

36



Percent of Students Now

Percent of Students in

Previous Year

BES KIE BES KIE

English Language

Learners 1.3% .44% 2.0% 1.5%

Students with IEP 10% 8.5% 12.7% 9.8%

Students with Free or

Reduced Lunch 17.8% 21.4% 15.5% 17.8%

Table E.2. Student demographics of each of the system's component schools.

Name of School: Centreville Elementary School


Percent of

Students Now

Percent of Students

in Previous Year

Male 50.5% 50.3%

Female 49.5% 49.7%



Caucasian/White 84% 84%

Hispanic 4% 4.1%




37

Name of School: Centreville Elementary School


Percent of

Students Now

Percent of Students

in Previous Year


Students with Free or Reduced Lunch 23% 18.7%

Table E.2. Student demographics of each of the system's component schools



Percent of

Students Now

Percent of Students

in Previous Year

Male 48.1% 48.9%

Female 51.9% 51%




Hispanic 5.1% 2.7%

Hawaiian .2% 0%

Native American Indian 0% .2%

Mixed Race 2.9% 4%


Students with IEP 1.2% 13%

Students with Free or Reduced Lunch 30.7% 29.5%


38



Percent of

Students Now

Percent of Students

in Previous Year

Male 51.3% 51.7%

Female 48.7% 48.3%




Hispanic 3.5% 2.5%

Hawaiian .2% 0%


Mixed Race 1.3% .9%







Percent of

Students Now

Percent of Students

in Previous Year

Male 53.3% 51.8%

Female 46.7% 48.2%


39



Percent of

Students Now

Percent of Students

in Previous Year


Caucasian/White 90% 91%

Hispanic 2.3% 1.8%

Hawaiian .08% 0%


Mixed Race 1.1% .7%

English Language Learners .3% 3.9%




Name of School: Matapeake Elementary


Percent of

Students Now

Percent of Students

in Previous Year

Male 53.3% 51.1%

Female 46.7% 48.9%



Caucasian/White 88% 88.3%

Hispanic 2.9% 2.1%

40



Percent of

Students Now

Percent of Students

in Previous Year




Students with IEP 11.5% 11%





Percent of

Students Now

Percent of Students

in Previous Year

Male 51.6% 52%

Female 48.4% 48%



Caucasian/White 87.3% 89%

Hispanic 2.8% 2.7%

Native American Indian .3% 0%


English Language Learners .7% .7%

Students with IEP 13% 12.5%

41



Percent of

Students Now

Percent of Students

in Previous Year



Name of School: Queen Anne’s High School


Percent of

Students Now

Percent of Students

in Previous Year

Male 52% 52.8%

Female 48% 47.2%


Asian/Pacific Islander .4% .7%


Hispanic 2.2% 1.8%


Mixed Race .6% .3%





42



Percent of

Students Now

Percent of Students

in Previous Year

Male 52.8% 53.6%

Female 47.2% 46.4%




Hispanic 2.7% 4.0%









Percent of

Students Now

Percent of Students

in Previous Year

Male 55.2% 57%

Female 44.8% 43%


43



Percent of

Students Now

Percent of Students

in Previous Year

Asian/Pacific Islander 0% 0%

Caucasian 76.6% 78.6%

Hispanic 12.4% 10.3%

Hawaiian .5% .2%









Percent of

Students Now

Percent of Students

in Previous Year

Male 48.9% 48.9%

Female 51.1% 51.1%


Asian/Pacific Islander 0% 0%


Hispanic 6.0% 5.2%

44



Percent of

Students Now

Percent of Students

in Previous Year







D.2.a. Explain any significant or unusual trends in the demographic characteristics of

the school system's students as a whole that will or might have an effect on the



There are no trends or implications relative to accomplishing the Mission or Profile of the

Graduate.

E. STUDENT MOBILITY

E.1. STUDENT MOBILITY – SCHOOL SYSTEM

Instruction: In the table below, indicate the mobility rate for the school system's

students in the most recent academic year.

45


Number of

Students

Percent of Total

Students

Students enrolled for the entire academic year 7486 93.43%

Students enrolled from 50% to 90% of the

academic year 241 3.01%

Students enrolled for 49% or less of the

academic year 285 3.56%

Students who withdrew and re-enrolled in the

same academic year 51

.64%

Table E.1. Mobility rates of the school system's students

E.1.a. Describe significant trends in the school system's student mobility rate that

that will or might have an effect on the system's ability to produce the levels of

student performance stated in its Mission and Profile Graduates.

The review indicated that approximately 4-5% of the students in Queen Anne’s County

Public Schools are enrolled for 49% or less of the academic year. This was particularily

evident at both high schools and at two of the Targeted Assistance Title I Schools,

Grasonville Elementary and Church Hill Elementary. Kent Island Elementary had the

largest percentage of students enrolled 49% or less with 7%.

E.2. STUDENT MOBILITY – COMPONENT SCHOOLS

Instruction:

1. In the table below, indicate the mobility rate for the students in each of the system's

component schools in the most recent academic year.

2. Duplicate the Table E.2. for each of the system’s component schools.

46



Number of

Students

Percent of Total

Students

BES KIE BES KIE

Students enrolled for the entire academic year 374 413 92.35% 86.22%


academic year 13 32 3.21% 6.68%


academic year 18 34 4.44% 7.10%


same academic year 2 1 .49% .21%

Table E.2. Student mobility rates for each of the system's component schools


Number of

Students

Percent of Total

Students



academic year

23 3.94%


academic year

26 4.45%


same academic year

1 .17%


Number of

Students

Percent of Total

Students



academic year

9 1.77%


academic year

20 3.93%

Students who withdrew and re-enrolled in the 0 0%

47


Number of

Students

Percent of Total

Students

same academic year


Number of

Students

Percent of Total

Students



academic year

23 5.72%


academic year

21 5.22%


same academic year

2 .50%


Number of

Students

Percent of Total

Students



academic year

29 5.78%


academic year

33 6.57%


same academic year

3 .68%

Name of School: Kennard Elementary School

Number of

Students

Percent of Total

Students



academic year

13 2.64%

48

Name of School: Kennard Elementary School

Number of

Students

Percent of Total

Students


academic year

19 3.86%


same academic year

0 0%


Number of

Students

Percent of Total

Students



academic year

37 2.93%


academic year

58 4.60%


same academic year

7 5.79%


Number of

Students

Percent of Total

Students



academic year

18 3.32%


academic year

21 3.87%


same academic year

0 0%

Name of School: Matapeake Middle

Number of

Students

Percent of Total

Students


49


Number of

Students

Percent of Total

Students


academic year

8 2.01%


academic year

14 3.53%


same academic year

0 0%


Number of

Students

Percent of Total

Students



academic year

33 2.65%


academic year

47 3.78%


same academic year

8 .64%


Number of

Students

Percent of Total

Students



academic year

12 2.42%


academic year

18 3.63%


same academic year

0 0%

50


Number of

Students

Percent of Total

Students



academic year

11 2.58%


academic year

20 4.68%


same academic year

1 .23%


Number of

Students

Percent of Total

Students



academic year

14 4.23%


academic year

12 3.63%


same academic year

1 .30%

51

F. THE PROFESSIONAL AND SUPPORT STAFFS

F.1. THE PROFESSIONAL AND SUPPORT STAFFS –

SCHOOL SYSTEM Instructions:

1. In the table below, indicate the number of full- and part-time members of the school

system's professional and support staffs in each of the positions indicated.

2. Count each person only one time.


Full-Time Part-time Total Full-Time

Equivalent

ADMINISTRATIVE STAFF

Administrators 41 0 41

INSTRUCTIONAL STAFF

Classroom teachers-

early age/infant 1 1 1.5

Classroom teachers-

Pre-K 9 0 9

Classroom teachers-

elementary/lower

school

197 1 197.4

Classroom teachers-

middle school 107 0 107

Classroom teachers-

high school/upper

school

157 1 157.5

Special needs

teachers 55 0 55

STUDENT SERVICES STAFF

Guidance/college/

career counselors 20 0 20

Specialists and

consultants 5 2 6.6

52


Equivalent

Technology services

personnel 10 0 10

Information

resources/ library

personnel

10 0 10

Health services

personnel 12 4 14

SUPPORT STAFF

Paraprofessionals

and aides 103 1 103.79

Secretaries and

clerks 62 1 62.69

Custodial personnel 63 0 63

Maintenance

personnel 9 0 9

Food services

personnel 0 0 0

Security personnel 0 0 0

Other:

Table F.1. The school system's professional and support staffs

F.1.a. Describe significant trends in the numbers of the school system's faculty and

staff that that will or might have an effect on the system's ability to produce

the levels of student performance stated in its Mission and Profile Graduates.

There were no significant trends or implications relative to accomplishing the Mission or

Profile of the Graduate.

53

F.2. THE PROFESSIONAL AND SUPPORT STAFFS –

COMPONENT SCHOOLS

Instructions:

1. In the table below, indicate the number of full- and part-time members of the

professional and support staffs in each of the system's component schools in each of

the positions indicated.


3. Duplicate Table F.2. for each of the system's component schools.

4. Delete any rows for categories that do not apply to the school.

THE PROFESSIONAL AND SUPPORT STAFFS –

COMPONENT SCHOOLS




Equivalent



INSTRUCTIONAL STAFF

Classroom teachers-early

age/infant 0 0 0

Classroom teachers-Pre-K 2 0 2

Classroom teachers-

elementary/lower school 44 0 44

Classroom teachers- middle

school 0 0 0

Classroom teachers-high

school/upper school 0 0 0

Special needs teachers 9 0 9


Guidance/college/


Specialists and consultants 0 0 0

Technology services personnel 0 0 0

54



Equivalent

Information resources/ library

personnel 1 0 1

Health services personnel 2 0 2

SUPPORT STAFF

Paraprofessionals and aides 18 0 18

Secretaries and clerks 4 0 4


Maintenance personnel 0 0 0

Food services personnel 0 0 0


Other: Table F.2. The professional and support staffs of each of the school system's component schools


Full-Time Part-time

Total Full-

Time

Equivalent



INSTRUCTIONAL STAFF


age/infant 0 0 0


Classroom teachers-



school 0 0 0





Guidance/college/



55


Full-Time Part-time

Total Full-

Time

Equivalent

Technology services personnel 0 0 0


personnel 1 0 1


SUPPORT STAFF







Other:



Equivalent



INSTRUCTIONAL STAFF


age/infant 0 0 0


Classroom teachers-


Classroom teachers-






Guidance/college/



56



Equivalent

Technology services

personnel 0 0 0

Information resources/

library personnel 1 0 1


SUPPORT STAFF

Paraprofessionals and

aides 7 0 7






Other:



Equivalent



INSTRUCTIONAL STAFF


age/infant 0 0 0


Classroom teachers-


Classroom teachers-

middle school 0 0 0





57



Equivalent

Guidance/college/


Specialists and

consultants 0 0 0

Technology services

personnel 0 0 0




SUPPORT STAFF


aides 6 1 6.79






Other:



Equivalent



INSTRUCTIONAL STAFF


age/infant 1 1 1.5


Classroom teachers-


Classroom teachers-

middle school 0 0 0



58



Equivalent



Guidance/college/



Technology services

personnel 0 0 0




SUPPORT STAFF


aides 4 0 4






Other:



Equivalent



INSTRUCTIONAL STAFF


age/infant 0 0 0


Classroom teachers-


Classroom teachers-

middle school 0 0 0

59



Equivalent





Guidance/college/



Technology services

personnel 0 0 0




SUPPORT STAFF


aides 5 0 5






Other:



Equivalent



INSTRUCTIONAL STAFF


age/infant 0 0 0


Classroom teachers-


Classroom teachers- 0 0 0

60



Equivalent

middle school




Guidance/college/



Technology services

personnel 0 0 0




SUPPORT STAFF


aides 9 5 14






Other:



Equivalent



INSTRUCTIONAL STAFF


age/infant 0 0 0


Classroom teachers-


61



Equivalent

Classroom teachers-

middle school 0 0 0





Guidance/college/



Technology services

personnel 0 0 0




SUPPORT STAFF


aides 3 3 6






Other:



Equivalent



INSTRUCTIONAL STAFF


age/infant 0 0 0


Classroom teachers- 0 0 0

62



Equivalent

elementary/lower school

Classroom teachers-






Guidance/college/



Technology services

personnel 0 0 0




SUPPORT STAFF


aides 3 5 8






Other:



Equivalent



INSTRUCTIONAL STAFF


age/infant 0 0 0


63



Equivalent

Classroom teachers-


Classroom teachers-

middle school 0 0 0





Guidance/college/



Technology services

personnel 0 0 0




SUPPORT STAFF


aides 10 5 15






Other:



Equivalent



INSTRUCTIONAL STAFF


age/infant 0 0 0

64



Equivalent


Classroom teachers-



school 36 0 36





Guidance/college/



Technology services

personnel 0 0 0




SUPPORT STAFF







Other:

65



Equivalent


Administrators 1 1

INSTRUCTIONAL STAFF


age/infant 0 0 0


Classroom teachers-



school 0 0 0





Guidance/college/



Technology services

personnel 0 0 0




SUPPORT STAFF







Other:

66



Equivalent



INSTRUCTIONAL STAFF


age/infant 0 0 0


Classroom teachers-



school 22 0 22





Guidance/college/



Technology services

personnel 0 0 0


personnel 1 0 1


SUPPORT STAFF







Other:

67

F.2.a. Describe significant trends in the numbers of the school system's faculty and

staff that that will or might have an effect on the system's ability to produce

the levels of student performance stated in its Mission and Profile Graduates.

There are no trends or implications relative to accomplishing the Mission or Profile of

the Graduate. There are no part-time staff members.

G. EXPERIENCE OF THE PROFESSIONAL AND SUPPORT

STAFFS

G.1. EXPERIENCE OF THE PROFESSIONAL AND SUPPORT STAFFS-

SCHOOL SYSTEM Instructions:

1. In the table below, indicate the years of experience of the school system's

professional and support staffs.



0-1 Years 2-5 Years 6-10 Years 11-20 Years over 20 Years

Administrative

Staff 0 1 3 18 20

Instructional Staff 37 153 78 136 139

Student Services

Staff 5 8 15 23 24

Support Staff 18 90 64 74 63 Table G.1. Experience of the school system's professional and support staffs

G.1. Describe significant trends in the job experience of the school system's faculty

and staff that that will or might have an effect on the system's ability to

68

produce the levels of student performance stated in its Mission and Profile

Graduates.

The analysis indicated the only 10% of the Administrative has less than 10 years

experience. Ninety percent of the administrative has 11 years or more with 49% of that

percentage has over 20 years administrative experience. Fifty percent of the Instructional

Staff has 11-more than 20 years experience. Sixty-nine percent of the Student Services

Staff has 11- over 20 years experience. Fifty-five percent of the Support Staff have 0 – 10

years experience with the largest percentage of that group in the 2-5 year period.

G.2. EXPERIENCE OF THE PROFESSIONAL AND SUPPORT STAFF

COMPONENT SCHOOLS Instructions:

1. In the table below, indicate the years of experience of the professional and support

staffs of each of the school system's component schools.


3. Duplicate Table G.2. for each of the system's component schools.


Bayside Elementary/Kent Island Elementary


Administrative

Staff 0 0 0 0 2


Student Services

Staff 1 1 1 4 2

Support Staff 0 9 5 11 5 Table G.2. Experience of the profession and support staffs of each of the school system's component

schools

Centreville Elementary


Administrative

Staff 0 0 0 0 1


Student Services 0 0 1 2 2

69

Centreville Elementary


Staff

Support Staff 0 4 4 0 6

Church Hill Elementary


Administrative

Staff 0 0 0 0 1


Student Services

Staff 0 5 1 2 4


Grasonville Elementary


Administrative

Staff 0 0 0 0 1


Student Services

Staff 0 0 1 3 1


Kennard Elementary


Administrative

Staff 0 0 0 0 1


Student Services

Staff 0 0 1 3 1


Kent Island Elementary( SEE ABOVE DATA FOR CAMPUS SCHOOL)


Administrative

Staff

70

Kent Island Elementary( SEE ABOVE DATA FOR CAMPUS SCHOOL)


Instructional Staff

Student Services

Staff

Support Staff

Matapeake Elementary


Administrative

Staff 0 0 0 0 1


Student Services

Staff 0 0 1 1 2


Sudlersville Elementary


Administrative

Staff 0 0 0 0 1


Student Services

Staff 0 1 3 2 1


Centreville Middle


Administrative

Staff 0 0 0 2 0


Student Services

Staff 0 1 0 0 3


71

Matapeake Middle


Administrative

Staff 0 0 0 2 0


Student Services

Staff 0 1 0 1 2


Stevensville Middle


Administrative

Staff 0 0 0 2 0


Student Services

Staff 0 1 1 2 0


Sudlersville Middle


Administrative

Staff 0 0 0 2 0


Student Services

Staff 0 0 1 2 1


Kent Island High


Administrative

Staff 0 0 0 2 3


Student Services

Staff 2 1 2 2 2


72

Queen Anne’s High


Administrative

Staff 0 0 2 0 2


Student Services

Staff 0 1 1 1 6


H. ACADEMIC PREPARATION OF THE PROFESSIONAL

STAFF

H.1. ACADEMIC PREPARATION OF THE PROFESSIONAL STAFF –

SCHOOL SYSTEM

Instructions:

1. In the table below, indicate the level of professional preparation of the school

system's professional staff in each category.

2. Count each person only one time, indicating the highest level of professional

preparation.


Associate’s

or No

Degree

Bachelors’

Degree

Bachelor’s

Degree

plus

hours

Master’s

Degree

Master’s

Degree

plus

hours

Doctorate

Administrative

Staff 1 6 2 25 5 2

Instructional

Staff 5 18 209 248 58 5

Student

Services Staff 9 19 6 36 4 1

73

Table H.1. Academic preparation of the school system's professional staff

H.1.a. Describe significant trends in the academic preparation of the school system's

faculty and staff that that will or might have an effect on the system's ability to


Graduates.

Seventy-three percent of the Administrative Staff have Master’s Degrees plus hours. Eighty-four

percent of the Instructional Staff have Bachelor’s Degrees plus hours or Master’s Degrees. Fifty-

six percent of the Student Services Staff have Bachelor’s Degrees plus hours or Master’s degrees.

H.2. ACADEMIC PREPARATION OF THE PROFESSIONAL STAFF –

COMPONENT SCHOOLS

Instructions:

1. In the table below, indicate the level of professional preparation of the professional

staff of each of the school system's component schools in each category.

2. Count each person only one time, indicating the highest level of professional

preparation.

3. Duplicate Table H.2. for each of the system's component schools.


Name of School: Bayside Elementary

Associate’s

or No

Degree

Bachelors’

Degree

Bachelor’s

Degree

plus

hours

Master’s

Degree

Master’s

Degree

plus

hours

Doctorate

Administrative

Staff 0 0 0 0 1 0

Instructional

Staff 0 1 22 30 5 0

Student


Table H.2. Academic preparation of the professional staff of each of the school system's component

schools

74

Name of School: Centreville Elementaary

Associate’s

or No

Degree

Bachelors’

Degree

Bachelor’s

Degree

plus

hours

Master’s

Degree

Master’s

Degree

plus

hours

Doctorate

Administrative

Staff 0 0 0 0 1 0

Instructional

Staff 0 3 11 19 2 0

Student



Associate’s

or No

Degree

Bachelors’

Degree

Bachelor’s

Degree

plus

hours

Master’s

Degree

Master’s

Degree

plus

hours

Doctorate

Administrative

Staff 0 0 0 0 2 0

Instructional

Staff 0 2 14 18 3 1

Student



Associate’s

or No

Degree

Bachelors’

Degree

Bachelor’s

Degree

plus

hours

Master’s

Degree

Master’s

Degree

plus

hours

Doctorate

Administrative

Staff 0 0 0 0 1 0

Instructional

Staff 0 1 10 16 1 0

Student


75


Associate’s

or No

Degree

Bachelors’

Degree

Bachelor’s

Degree

plus

hours

Master’s

Degree

Master’s

Degree

plus

hours

Doctorate

Administrative

Staff 0 0 0 0 1 0

Instructional

Staff 0 0 10 20 1 0

Student



Associate’s

or No

Degree

Bachelors’

Degree

Bachelor’s

Degree

plus

hours

Master’s

Degree

Master’s

Degree

plus

hours

Doctorate

Administrative

Staff 0 0 0 0 1 0

Instructional

Staff 0 0 12 15 4 0

Student


Name of School: Kent Island Elementary (SEE CAMPUS SCHOOL DATA ABOVE)

Associate’s

or No

Degree

Bachelors’

Degree

Bachelor’s

Degree

plus

hours

Master’s

Degree

Master’s

Degree

plus

hours

Doctorate

Administrative

Staff

Instructional

Staff

Student

Services Staff

76

Name of School: Kent Island High

Associate’s

or No

Degree

Bachelors’

Degree

Bachelor’s

Degree

plus

hours

Master’s

Degree

Master’s

Degree

plus

hours

Doctorate

Administrative

Staff 0 0 1 2 1 0

Instructional

Staff 0 6 29 25 17 0

Student



Associate’s

or No

Degree

Bachelors’

Degree

Bachelor’s

Degree

plus

hours

Master’s

Degree

Master’s

Degree

plus

hours

Doctorate

Administrative

Staff 0 0 0 0 1 0

Instructional

Staff 0 0 17 16 4 0

Student



Associate’s

or No

Degree

Bachelors’

Degree

Bachelor’s

Degree

plus

hours

Master’s

Degree

Master’s

Degree

plus

hours

Doctorate

Administrative

Staff 0 0 1 0 1 0

Instructional

Staff 0 0 16 11 2 0

Student


77


Associate’s

or No

Degree

Bachelors’

Degree

Bachelor’s

Degree

plus

hours

Master’s

Degree

Master’s

Degree

plus

hours

Doctorate

Administrative

Staff 0 0 1 0 3 0

Instructional

Staff 5 5 27 29 10 2

Student



Associate’s

or No

Degree

Bachelors’

Degree

Bachelor’s

Degree

plus

hours

Master’s

Degree

Master’s

Degree

plus

hours

Doctorate

Administrative

Staff 0 0 0 0 2 0

Instructional

Staff 0 2 15 17 2 0

Student



Associate’s

or No

Degree

Bachelors’

Degree

Bachelor’s

Degree

plus

hours

Master’s

Degree

Master’s

Degree

plus

hours

Doctorate

Administrative

Staff 0 0 0 0 0 1

Instructional

Staff 0 1 10 13 4 0

Student


78


Associate’s

or No

Degree

Bachelors’

Degree

Bachelor’s

Degree

plus

hours

Master’s

Degree

Master’s

Degree

plus

hours

Doctorate

Administrative

Staff 0 0 0 0 2 0

Instructional

Staff 0 1 8 14 2 1

Student


I. PROFESSIONAL CERTIFICATION OF THE

PROFESSIONAL STAFF

I.1. PROFESSIONAL CERTIFICATION OF THE STAFF

SCHOOL SYSTEM Instruction: In the table below, indicate the number of persons on the school system's

professional staff with each type of professional certification.


No

Certificate

Emergency

Certificate

Early Age

Certificate

Elementary

Level

Certificate

Middle

Level

Certificate

Secondary

Level

Certificate

Administrative

Certificate

Administrative

Staff 4 0 0 0 0 0 37

Instructional

Staff 0 5 84 239 34 181 0

Student

Services Staff 35 0 0 19 8 13 0

Table I.1. Professional certification of the school system's professional staff

79

I.1.a. Describe significant trends in the certification of the school system's

professional staff that that will or might have an effect on the system's ability

to produce the levels of student performance stated in its Mission and Profile

Graduates.

Ninety percent of the administrative Staff have Administrative Certification. Sixty-three

percent of the Instructional Staff is Early Age or Elementary Level Certified. Forty-six

percent of the Student Services Staff have no Certification.

I.2. PROFESSIONAL CERTIFICATION OF THE STAFF –

COMPONENT SCHOOLS

Instructions:

1. In the table below, indicate the number of persons with each type of professional

certification in the professional staff of each of the school system's component

schools.

2. Duplicate Table I.2. for each of the school system's component schools.



No

Certificate

Emergency

Certificate

Early Age

Certificate

Elementary

Level

Certificate

Middle

Level

Certificate

Secondary

Level

Certificate

Administrative

Certificate

Administrative

Staff 0 0 0 0 0 0 2

Instructional

Staff 0 0 18 40 0 0 0

Student


80

Table I.2. Professional certification the professional staff of each of the school system's component schools


No

Certificate

Emergency

Certificate

Early Age

Certificate

Elementary

Level

Certificate

Middle

Level

Certificate

Secondary

Level

Certificate

Administrative

Certificate

Administrative

Staff 0 0 0 0 0 0 1

Instructional

Staff 0 0 22 13 0 0 0

Student



No

Certificate

Emergency

Certificate

Early Age

Certificate

Elementary

Level

Certificate

Middle

Level

Certificate

Secondary

Level

Certificate

Administrative

Certificate

Administrative

Staff 0 0 0 0 0 0 2

Instructional

Staff 0 0 0 20 10 8 0

Student



No

Certificate

Emergency

Certificate

Early Age

Certificate

Elementary

Level

Certificate

Middle

Level

Certificate

Secondary

Level

Certificate

Administrative

Certificate

Administrative

Staff 0 0 0 0 0 0 1

Instructional

Staff 0 0 9 19 0 0 0

Student


81


No

Certificate

Emergency

Certificate

Early Age

Certificate

Elementary

Level

Certificate

Middle

Level

Certificate

Secondary

Level

Certificate

Administrative

Certificate

Administrative

Staff 0 0 0 0 0 0 1

Instructional

Staff 0 0 12 19 0 0 0

Student



No

Certificate

Emergency

Certificate

Early Age

Certificate

Elementary

Level

Certificate

Middle

Level

Certificate

Secondary

Level

Certificate

Administrative

Certificate

Administrative

Staff 0 0 0 0 0 0 1

Instructional

Staff 0 0 0 31 0 0 0

Student


Name of School: Kent Island High

No

Certificate

Emergency

Certificate

Early Age

Certificate

Elementary

Level

Certificate

Middle

Level

Certificate

Secondary

Level

Certificate

Administrative

Certificate

Administrative

Staff 0 0 0 0 0 0 5

Instructional

Staff 0 0 0 1 0 77 0

Student


82


No

Certificate

Emergency

Certificate

Early Age

Certificate

Elementary

Level

Certificate

Middle

Level

Certificate

Secondary

Level

Certificate

Administrative

Certificate

Administrative

Staff 0 0 0 0 0 0 1

Instructional

Staff 0 0 12 25 0 0 0

Student



No

Certificate

Emergency

Certificate

Early Age

Certificate

Elementary

Level

Certificate

Middle

Level

Certificate

Secondary

Level

Certificate

Administrative

Certificate

Administrative

Staff 0 0 0 0 0 0 2

Instructional

Staff 0 0 0 15 8 6 0

Student



No

Certificate

Emergency

Certificate

Early Age

Certificate

Elementary

Level

Certificate

Middle

Level

Certificate

Secondary

Level

Certificate

Administrative

Certificate

Administrative

Staff 0 0 0 0 0 0 4

Instructional

Staff 0 5 0 0 0 72 0

Student


83


No

Certificate

Emergency

Certificate

Early Age

Certificate

Elementary

Level

Certificate

Middle

Level

Certificate

Secondary

Level

Certificate

Administrative

Certificate

Administrative

Staff 0 0 0 0 0 0 2

Instructional

Staff 0 0 0 21 8 6 0

Student



No

Certificate

Emergency

Certificate

Early Age

Certificate

Elementary

Level

Certificate

Middle

Level

Certificate

Secondary

Level

Certificate

Administrative

Certificate

Administrative

Staff 0 0 0 0 0 0 1

Instructional

Staff 0 0 9 19 0 0 0

Student



No

Certificate

Emergency

Certificate

Early Age

Certificate

Elementary

Level

Certificate

Middle

Level

Certificate

Secondary

Level

Certificate

Administrative

Certificate

Administrative

Staff 0 0 0 0 0 0 2

Instructional

Staff 0 0 0 12 8 6 0

Student


84

J. DEMOGRAPHIC CHARACTERISITICS OF THE

PROFESSIONAL STAFF

J.1. DEMOGRAPHIC CHARACTERISTICS OF THE PROFESSIONAL

STAFF – SCHOOL SYSTEM

Instructions:

1. In the table below, indicate the demographic characteristics of the school system's

professional staff.

2. If the system uses terms that are different than those listed in the table below,

change the terms to reflect the system’s usage.

3. Add any additional demographic characteristics where Other [Describe] is shown.


Characteristic

Percent of Staff Now

Male 21%

Female 79%

African-American 5%

Asian/Pacific Islander 0%

Caucasian/White 94%

Hispanic 1%

Native American Indian 0%

85

Characteristic

Percent of Staff Now

Mixed Race 1%

Unknown Race/Ethnicity 0

Other Ethnicity [Describe]: 0

TOTALS 0

Table J.1. Demographic characteristics of the school system's

professional staff

J.1.a. Describe significant trends in the demographic characteristics of the school

system's professional staff that that will or might have an effect on the



The Queen Anne’s County School system shows that 79% of the staff are female and

94% of the staff are Caucasian/White. The demographic characteristics of the school

system shows very little diversity. More gender diversity is at the Middle Schools and the

High Schools.

J.2. DEMOGRAPHIC CHARACTERISTICS OF THE PROFESSIONAL

STAFF –

COMPONENT SCHOOLS

Instructions:

1. In the table below, indicate the demographic characteristics of the professional staff

of each of the school system's component schools.

2. If the system uses terms that are different than those listed in the table below,

change the terms to reflect the system’s usage.

3. Add any additional demographic characteristics where Other [Describe] is shown.

86

4. Duplicate Table J.2 for each of the system's component schools.


School: BaysideElementary/Kent Island

Characteristic Percent of Staff Now

Male 9%

Female 91%

African-American 1%


Caucasian/White 97%

Hispanic 0

Native American Indian 0

Mixed Race 0



TOTALS

School: Centreville Elementary


Male 0%

Female 100%

African-American 0%

87

School: Centreville Elementary



Caucasian/White 98%

Hispanic 0%


Mixed Race 2%



TOTALS

School: Centreville Middle


Male 16%

Female 84%

African-American 7%


Caucasian/White 91%

Hispanic 2%


Mixed Race 0%


88

School: Centreville Middle



TOTALS

School: Church Hill Elementary


Male 6%

Female 94%

African-American 0%


Caucasian/White 97%

Hispanic 0%


Mixed Race 3%



TOTALS

School: Grasonville Elementary


Male 8%

89

School: Grasonville Elementary


Female 92%

African-American 5%


Caucasian/White 0%

Hispanic 0%


Mixed Race 0%



TOTALS

School: Kennard Elementary


Male 14%

Female 86%

African-American 6%


Caucasian/White 94%

Hispanic 0%


90

School: Kennard Elementary


Mixed Race 0%



TOTALS

School: Kent Island Elementary( SEE CAMPUS

SCHOOL WITH BAYSIDE ELEMENTARY)


Male

Female

African-American

Asian/Pacific Islander

Caucasian/White

Hispanic

Native American Indian

Mixed Race

Unknown Race/Ethnicity

Other Ethnicity [Describe]:

TOTALS

91

School: Kent Island High


Male 30%

Female 70%

African-American 9%


Caucasian/White 89%

Hispanic 0%


Mixed Race 2%



TOTALS

School: Matapeake Elementary


Male 14%

Female 86%

African-American 7%


Caucasian/White 93%

92

School: Matapeake Elementary


Hispanic 0%


Mixed Race 0%



TOTALS

School: Matapeake Middle


Male 34%

Female 66%

African-American 0%


Caucasian/White 0%

Hispanic 0%


Mixed Race 0%



TOTALS

93

School: Queen Anne’s High


Male 36%

Female 64%

African-American 4%


Caucasian/White 92%

Hispanic 3%


Mixed Race 0%

Unknown Race/Ethnicity 0%


TOTALS

School: Stevensville Middle


Male 31%

Female 69%

African-American 7%


Caucasian/White 93%

94

School: Stevensville Middle


Hispanic 0%


Mixed Race 05



TOTALS

School: Sudlersville Elementary


Male 17%

Female 83%

African-American 3%


Caucasian/White 97%

Hispanic 0%


Mixed Race 0%



95

School: Sudlersville Elementary


TOTALS

School: Sudlersville Middle


Male 28%

Female 72%

African-American 6%


Caucasian/White 94%

Hispanic 0%


Mixed Race 0%



TOTALS

96

K. TURNOVER IN THE PROFESSIONAL AND SUPPORT

STAFFS

Instruction: Indicate in the table below the percentage of each category of personnel that were

new hires in the years indicated.


2008-09

Percent New Hires

Three Years Ago

2009-10

Percent New Hires

Two Years Ago

2010-11

Percent New Hires

One Year Ago

Administrative

Staff 2% 5% 2%

Instructional Staff 9% 7% 6%

Student Services

Staff 19% 5% 3%

Support Staff 6% 5% 5%

TOTAL 100% 100 100% Table K.1. Rates of new hires to the school system's professional and support staffs

Instruction: Indicate the percentage of each category of personnel that left the system's

staff in the years indicated.

2008-09

Percent

Changeover Three

Years Ago

2009-10

Percent

Changeover Two

Years Ago

2010-11

Percent

Changeover One

Year Ago

Administrative

Staff 0% 0% 5%

Instructional Staff 5% 3% 6%

Student Services

Staff 5% 9% 36%

Support Staff 4% 4% 4%

TOTAL 100% 100 100% Table K.2. Rates of departures from the school system's professional and support staffs

97

K.1.a. Describe significant trends in the rates of turnover in the school system's

faculty and staff that that will or might have an effect on the system's ability to


Graduates.

The trend for rates of turnover in the school system occur in Student Services Staff with

19% hires in 2008-2009 and change-over rate of 36% in 2010-2011. Other staff positions

have not had significant changes.

98

Appendix

QACPS

DIVISION OF CURRICULUM & INSTRUCTION

2011-12

Roles and Responsibilities

Director of Curriculum, Instruction & School Improvement Mrs. Roberta Leaverton, Director

Betsy Andrews, Administrative Assistant

AREAS OF RESPONSIBILITY

Serve on the Executive Team Assist the Superintendent and other Executive Team members in establishing, implementing

and evaluating district-wide priorities and initiatives Keeps informed of and interprets all laws, regulations, statutes, rules, and policies affecting

curriculum and instruction. Interprets the programs, philosophy, and policies of the school system to staff, students, and

the community at large. Assist in the preparation of the system’s budget and long-range financial planning Prepares Budget awareness information Develops and manages the budget for C&I, reviews requisitions and authorizes expenditures Provide overall leadership for the Curriculum & Instruction Program, providing leadership in

curriculum planning and program development Provides vision for the Curriculum & Instruction Team Collaboratively establish evaluation priorities for C&I Team members and conducts

evaluations Monitor and evaluate the implementation of curriculum and programs Recommend and assist in recruitment of professional staff Supports the school based administrators Communicates to the Superintendent the requirements and needs of the school system as

perceived by staff members Play a significant leadership role in fostering professional growth an building of staff morale

throughout the school system Provide overall leadership for long term strategic planning Prepares Annual Report Lead Middle States initiative and long range strategic planning process Coordinate Master Plan/RTTT Plan development, submission, implementation and

evaluation Facilitate the Master Plan Rollover Reflection and Analysis

99

Coordinate the School Improvement Process Provide leadership for data driven decision-making and system of accountability at the

district, school, and classroom levels Maintain liaison with social, professional, civic, volunteer, and other community agencies

and groups having an interest in the schools Handle parent and community inquiries and complaints Attend Board meetings and other meetings at the direction of the superintendent Plans Board presentations to keep the public informed regarding the curriculum and

instruction program and accountability measures Coordinates the development and review of Board policies

Prepares monthly Board Notes

Assist the Superintendent in planning, organizing and conducting A&S meetings

Plan, organize and conduct Curriculum & Instruction, Elementary School Principal, Middle

School Principal, High School Committee meetings, Assistant Principal, Aspiring Leaders,

Teacher Specialist, and Feeder System meetings

Plan, organize and evaluate the Teacher/Employee of the Year Selection Process

Plan, organize and evaluate the Teacher of the Year/Employee Gala

SUPERVISORS – AREAS OF RESPONSIBILITY

Elaine O’Neal

Early Childhood Programs (PreK-K)

Coordinator

Elementary Professional Development

Schools

Elementary Programs (1-5) Coordinator

Elementary Reading Specialists

Gifted and Talented Program (PreK-12)

MMSR

PreK and K Registration Process

PreK and K Validation

PreK Pay/Go Coordinator

Reading/Language Arts (PreK-5)

Student Teacher Placement –

Elementary Level

Bonnie Dixon

Instructional Support for GES, CHES,

SES

National Network of Partnership Schools

New Teacher Induction Programs

Professional Development Coordinator

Student Mentor Program

Substitute and Volunteer (Support to HR

staff) Training

Title I

Title IIA

World Languages (6-12)

Kathryn Draper

Educator Effectiveness (Evaluation

Pilot)

English/Language Arts (6 – 12)

English Vertical Team

Middle and High School Reading

Specialists

New Teacher Mentor Program

Brad Engel

Alcohol-Drug Reduction Grant

Anchor Points Academy

Attendance/Enrollment

Bullying & Harassment

CASASTART

Character Education (with LMB)

Child Abuse/Neglect

Community Partnership for Children

Crisis Response Team

Disruptive Youth

Drug Free Schools

100

Home Schooling

Home/Hospital Instruction

Homeless

Nurses/School Health Services

Ombudsman

PBIS

Pupil Services

School Counseling Program

Secondary Professional Development Schools

Student Records

Teen Parenting Diane McGowan

504 Monitoring (Students)

Infants & Toddlers

MD Online IEP

Mental Health Providers in Schools

Mid-Shore Special Ed Consortium

Non Public Placements

School Psychologists

Special Education Citizen’s Advisory Committee

Special Education Compliance & Instructional Support

Special Education Teacher Specialists

Speech Pathology

Richard McNeal

Bridge Plan for Academic Validation

Math (K – 12)

Math Specialists (K – 12)

Middle States

Performing & Fine Arts (K – 12)

STEM Team Member

Tina Thomas

Business Education

Business Partnerships

Career & Technology Programs

Career Education

Carl Perkins Grant

College Ed

History Day District Coordinator

Legislative (Student Page)

Middle School Technology Program

Project Lead the Way

Social Studies (K-12)

STEM Team Member

Work Based Learning

Willie Waits

Education that is Multicultural/Student

Achievement Task Force

Environmental Education (PK – 12)

Equity Advocate (Title IX)

Family Life

Health (PK – 12)

Physical Education (PK – 12)

School Health Counsel

Science (PK – 12)

Science Safety Trainer

STEM Team Leader

Wellness Program

101

CURRICULUM & INSTRUCTION

COORDINATORS – AREAS OF RESPONSIBILITY

Karl Hagelin

Information Management

ComTek Services (network

infrastructure, email, Internet)

Instructional Technology Equipment

(computers and printers)

MEEC – Microsoft Licensing

Agreement Administration

Power School

State Reporting

Dr. Diane Larrimore

Strategic Planning and Media Services PK-

12 (School-Based, MMS)

Charter Schools

Curriculum & Professional Libraries

ESOL (Title III)

Master Plan/Race to the Top

Media Coordinator (PK-12)

Migrant Program (Title I Part C)

Online Learning

Private Schools

Service Learning

SPECIALISTS – STUDENT DATA/TESTING – AREAS OF RESPONSIBILITY

Dave Brown

College Board Programs: AP, PSAT,

SAT

SchoolMessenger Database Management

Educational Technology Integration (K-

8)

Data Processing/Management

Instructional Technology Equipment

Check-out

Local Accountability Coordinator

School Test Coordinators

Staff Development

Technology Curriculum Integration

Testing and Measurement

Madeline Hubbard

Bridge Project

College SAT/PSAT/AP Files

Correction file for MSA & HSA

ELL-MSDE

Exporting MSA & HSA data from flat

files

Graduation Cohort Reconciliation File

IRI Database

MSA, HSA, CogAt databases

Observation/Novell

Pre-Post Test Files for MSA, HSA,

CogAt

Teacher Compass Technical Support

Technical Support, Training & Admin.

– Performance Matters

Title I-MSDE

Sue Miller

Alexandria Support

New Teacher Technology Evaluations

Performance Matters Assessments

PowerSchool Grade Books

Technology Grants

102

Dave Van Wyck

Class Level Membership – MSDE

Direct Certification to Toni

Early AYP Attendance – MSDE

Emergency Forms

End-of-Year June Final – MSDE

Homerooms to Newspaper

HSSC File (HS Assessment Status &

Completers)

Naviance Extract

Online IEP Extract

PFY After School Student Data

Evaluation

PM Extract

September 20th

Enrollment – MSDE

Suspensions – MSDE

Technical Support, Training & Admin. –

Power School (includes Health and

Transportation)

SPECIALISTS – SPECIAL EDUCATION/ELL/MIRGRANT – AREAS OF

RESPONSIBILITY

Lynne Ewing (.5 grant funded)

Coordination of ESOL Program

Migrant Services (grant funded)

Translation Services

Katie Marketto (local funded, school based-

QACHS)

Assigned to QACHS for 2011-12 to

support closing the achievement gap

Christina Schindler

Special Education Assistive and

instructional Technology - determines

appropriate assistive and educational

technologies for students with

disabilities, provides technology support

for schools and teachers, and provides

instruction on new technologies.

Behavioral and Instructional Support for

students with disabilities – assist with

IEP development, instructional

modifications, testing accommodations,

behavior management plans, data

collection/

monitoring, visual supports, social skills

instruction

MD Online IEP Implementation

Mod-MSA Liaison with MSDE

IEP Team meeting support

Kim Tucker

Alt-MSA Coordinator

Child Find Coordinator

Extended School Year (ESY)

Infants and Toddlers Transition

Coordinator

Behavioral and Instructional Support for

students with disabilities – assist with

IEP development, formal educational

testing, instructional modifications,

testing accommodations, behavior

management plans, data

collection/monitoring, visual supports,

social skills instruction

Partners for Success

Preschool Special Education

IEP Team Meeting Support

Stirling Ward

Autism Waiver

Behavioral Support for students with

disabilities

Community Liaison

Facilitate Wrap-around Meetings

103

Local Coordinating Council (LCC)

TACT-2 Trainer

104


PUPIL PERSONNEL WORKERS

Matthew Evans

Bayside Elementary School

Grasonville Elementary School

Kent Island Elementary School

Matapeake Elementary School

Matapeake Middle School

Stevensville Middle School

Kent Island High School

Leslie Follum

Centreville Elementary School

Church Hill Elementary School

Kennard Elementary School

Sudlersville Elementary School

Centreville Middle School

Sudlersville Middle School

Queen Anne’s County High School

105


SECRETARIES

Helen Benchoff

Willie Waits

Richard McNeal

Prepare/Manage “Supply Requisitions”

for department

Obtain supervisor initials on all formal

observations and file

Bridge Projects

Dale Coursey

Dave Brown

Madeline Hubbard

Dr. Diane Larrimore

Donna Harrington

Kathryn Draper

Michelle Carey

ADP

Enter informal observations in

database/file

Update C&I Locator

Sandy Hartmann

Brad Engel

Matt Evans

Leslie Follum

Jean Cardwell

Diane McGowan

Christina Schindler

Tina Thomas

Assist with Social Studies tests for

Performance Matters

Assist with grant preparation (Reserve

Fund, Perkins)

Kim Tucker

Stirling Ward

Enter After-School Attendance

Prepare and print C&I purchase orders

and track for payment

Sharon Schipul CPS/CAP

Medicaid Specialist – Special Education

Department (Grant Funded)

Track and reconcile contractual billings

for speech, OT and PT

Track contractual billings as they relate

to the satisfying the provider’s contract

with the Board of Education

Keep file of IEP service pages to

compare to student’s receipt of health

related services (MA students only)

All aspects of Medical Assistance

including in-house billing of Medicaid

services

Keep track of certifications and

licensures of special education providers

including teachers and health related

service providers

Robin Smith

Bonnie Dixon for:

Contact Responsibility

Karl Hagelin

107

SCHOOL ASSIGNMENTS 2011-2012

updated: 8/17/11

Teacher Reading Math School Principal Academic Dean Asst. Principal Specialist Specialist Specialist Enrich. Contact Nurse School

Campus Sch. Lawrence Dunn Louisa Welch .5 Campus

KIES

Linda Jefferson .5 Michelle McNeil Lynn Beauchamp Patricia Mullen KIES

BES Louisa Welch Karen Hipps Kathy Fowler determined at Donna Pedrick BES

CES Dave Dulac

Christina Heckard Linda Gent Lynn Beauchamp A&S week of 8/8 Linda Cronshaw CES

CHES Janet Pauls Marjorie Hershberger Cathy Crew Jeanine Brizendine Tabitha Wright CHES

GES Michelle Carey

Cassandra Cornish Mary Lou Nelson Allison McLean

Elsie Mullen GES

KES Michele Hampton Ann Apple Robin Plummer Laura Phillips Meg Milko KES

MES Carol Kamp

Arlene Reading Stacey Rankin Kathy Quesenberry

Aurora Wolf MES

SES Lloyd Taylor Tom Walls Barb Thurber Terri Gloyd Patricia Golshani SES

CMS Jacquelyn Wilhelm

Brian Kelly Dina Clark Elaine O'Neal Gail Johnson

Monica Dean CMS

MMS Angela Holocker Jon Marketto Debbie Gibson Jen Dryer Lauren Bardsley Julie George MMS

StMS Sean Kenna

Carrie Mitten Luke Ensor Carrie Mitten (until 1/12) Laura Harding

Teresa Greibel StMS

SMS Leigh Veditz Theresa Farnell .5 Theresa Farnell .5 Michelle Dewey Theresa Wheeler Lisa Palmatary SMS

KIHS John Schrecongost Kaylene Kovach Christine Dunn/Rob Watkins

Susan Randow

Karen Ochinero KIHS

Kevin Kintop (9th grade MMS)

QACHS Conrad Judy Tracy Kenna Julia Alley/Debbie Lawrence Michele Hustead Sharon Rhodes QACHS

APA Amy Hudock (Prog. Mgr.)

APA

School School Psych. Speech Therapists Guidance Counselors SIT Chairs OT PT CASA START PPWs School Campus Sch. Matt Evans Campus

KIES Laura Henderson Mary Fran Gregory/Barb Plack Jeanne Fury-Baldwin Linda Jefferson Mandy Decker Consortium

KIES

BES Susan Morris Nancy Brandenburger Michele Gant Louisa Welch Wendy Carpenter Mary Pat Clark BES

CES Jane Burkholder* Belinda Boeshore/Ches. Speech Lynn Hicks-Lienemann Christina Heckard Consortium Consortium

Leslie Follum CES

CHES Laura Henderson Kim McSorley Linda Slaughter Alice Little Mandy Decker Consortium Leslie Follum CHES

GES Carol Gadsby* Kathy Judy Shannon Berry Cassandra Cornish Mary Jean Mollen Consortium

Matt Evans GES

KES Jane Burkholder Deb Krueger (contract) Susan Davis Susan Klepper Mandy Decker Consortium Leslie Follum KES

MES Carol Gadsby Renee Easter (contract) Doreen O'Connor Arlene Reading Wendy Carpenter Missy Maule

Matt Evans MES

SES Lynn Henderson* (.13) Kim McSorley Angela Webster Tom Walls/Eric Christopher Anastasia Benson Leslie Follum SES

CMS Jane Burkholder Betsie Baer (contract) Pam Edwards

Wendy Carpenter Missy Maule Vacant 10 hrs/week Leslie Follum CMS

MMS Carol Gadsby Barbara Plack Ed France Courtney Mourlas Wendy Carpenter Mary Pat Clark .5 Katy Hearn Matt Evans MMS

StMS Carol Gadsby Nancy Brandenburger Jennifer Schrecongost Rob Watkins Wendy Carpenter

Matt Evans StMS

SMS Lynn Henderson Kim McSorley Nicole Conner Anastasia Benson .5 Alison Vooris Leslie Follum SMS

KIHS Valerie Wilder (.6) Barbara Plack Dane Arnold-9th/Kelly Kristin Hurlock Wendy Carpenter Mary Pat Clark

Matt Evans KIHS

Ruby A-F/Julie Steinbruck

Missy Maule

G-M/Tammy Nies-N-Z

108

QACHS Susan Morris Betsie Baer (.9)(contract) Jennifer Casey/Connie Dean Karen Hansen Mary Jean Mollen Mary Pat Clark Leslie Follum QACHS

Wayne Larrimore/Bob Willis Missy Maule

I&T Stephanie Johnson Betsie Baer/Deb Krueger (contract)

Kerry Viardo CARE Resources

I&T

APA Valerie Wilder (.2) .5 Katy Hearn Evans/Follum APA

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profile of our school system and community

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