2006 Update Cover and Dividers for October 2006 Submission.Pub

Board of Education of Wicomico County

2006 Update for School Year 2006-2007

Thomas B. Field Interim Superintendent

November 20, 2006

Board of Education of Wicomico County

2006 Update for School Year 2006-2007

Thomas B. Field Interim Superintendent

November 20, 2006

Mrs. Robin Holloway President

Mr. Mark S. Thompson Vice President

Mrs. Susan A. Hitch

Mr. Brian K. Kilgore

Mr. Richard M. Pollitt, Jr.

Mr. Jon P. Sherwell

Mrs. L. Michelle Wright

David A. Alvarado Student Representative

Thomas B. Field Secretary-Treasurer of the Board Interim Superintendent of Schools

Board of Education of Wicomico County 101 Long Avenue P.O. Box 1538 Salisbury, MD 21802-1538 Telephone: 410-677-4400 www.wcboe.org

Contact Information, Certification and Planning Team Members Part I: The Content Section 1A: Executive Summary Section 1B: Budget Documents Section 1C: Summary of System Successes Section 1D: Progress Toward Meeting Federal, State and Local Goals Pages 8-9: Clarifying Response – How programs will be expanded to address the needs of subgroups not meeting the AMOs Pages 39-40: Clarifying Response – How dropout coordinator will address the high dropout rates for African American male students Pages 49-50: Clarifying Response – Plan of action to move identified middle schools out of “improvement status” Section 1E: Addressing Specific Student Groups Section 1F: Cross-cutting Themes Section 1G: Local Goals and Indicators Appendix A – Section VIII of 2003-2008 Master Plan, Revised for 2006-2007 Appendix B – Integrated Management and Action Plan for 2006-2007 Appendix C – Person(s) Responsible Appendix D – Glossary of Acronyms Part II: ESEA and Fine Arts Program Components Note: Attachments 1, 2 and 3 are included in Section 1B Attachment 4A & B: School Level Spreadsheet Budget Summary Attachment 5A: Transfer of ESEA Funds Attachment 5B: Consolidation of ESEA Funds for Local Administration Attachment 6A & B: Nonpublic School Information Attachment 7: Title I, Part A Attachment 8: Title II, Part A Attachment 9: Title II, Part D Attachment 10: Title III, Part A Attachment 11: Title IV, Part A Attachment 12: Title V, Part A Attachment 13: Title I, Part D Attachment 14: Fine Arts Part III: Additional Reporting Requirements Victims of Violent Criminal Offenses Report Gun Free Schools Act Report

Board of Education of Wicomico County

2006 Update

Contact Information, Certification, and Local Planning Team

Bridge to Excellence Master Plan 2006 Annual Update

Part I: The Content-Due: October 16,2006

I Local School System Submitting This Report: Wicomico County Address: 101 Long Avenue P. 0. Box 1538 Salisbury, MD 21802-1538

- Point of Contact Name: Linda Stark Coordinator for School Improvement/Strategic Planning ~ele~hone?410-677-4478 Fax: 410-677-4418

WE HEREBY CERTIFY that, to the best of our knowledge, the information provided in the.2006 Annual Update to our Bridge to Excellence Master Plan is correct and complete. We further certify that this Annual Update has been developed in consultation with members of the local school system's current Master Plan Planning Team and that each member has reviewed and approved the accuracy of the information provided in the Annual Update.

lo /?/DL I Signature (Local Superintendent of Schools) Date

/o - 5-ob Date

Bridge to Excellence Master Plan 2006 Annual Update

Part 11: Attachments-Due: October 16,2006

Local School System Submitting This Report: Wicomico County

Address: 101 Long Avenue P. 0. Box 1538 Salisbury, MD 21802-1538

Local Point of Contact Name: Linda Stark Coordinator for School Improvement/Strategic Planning Telephone* 410-677-4478 Fax: 410-677-4418 E-Mail: lstark@,wcboe.org

WE HEREBY CERTIFY that, to the best of our knowledge, the information provided in the 2006 Annual Update to our Bridge to Excellence Master Plan is correct and complete. We further certifL that this Annual Update has been developed in consultation with members of the local school system's current Master Plan Planning Team and that each member has reviewed and approved the accuracy of the information provided in the Annual Update.

Signature (Local superintended of Schools) Date

A /O- 5-06 Point of Contact) Date

Board of Education of Wicomico County Bridge to Excellence Master Plan

Local Planning Team Members

Charlie Bounds Assistant Superintendent for Administrative Services Steve Brewer Pupil Personnel Worker Allen Brown Assistant Superintendent for Student Services Gary Doss Coordinator of School Improvement/Assessments & Accountability Carl Dragwa Coordinator of Instructional Technologies Tom Field Interim Superintendent Bruce Ford Comptroller Brian Foret Director of Facility Services Lil Giddens Principal, East Salisbury Elementary School Margo Handy Director of Elementary Education Daryl Jones Instructional Data Analyst Scott Keasey Management Information Systems Coordinator Ruth Malone, Co-Chair Director of Curriculum and Professional Development Kim Miles Principal, Wicomico Middle School Judylynn Mitchell Supervisor of Elementary Education, ETM Stephanie Moses Human Resources Coordinator Donna Savko Budget Manager Jen Seay Math Professional Development Coach Beth Sheller Title I Parent Involvement Coordinator Linda Stark, Co-Chair Coordinator of School Improvement/Strategic Planning Henry Wagner Director of Secondary Education Sam Walker Director of Student Services Bonnie Walston Director of Special Education Faye Wilson Coordinator of Community Outreach/Communication Marilyn Zuckerman Grants Specialist

Wicomico County Public Schools Local Planning Team Members

Board of Education of Wicomico County

2006 Update

Executive Summary to the 2006 Annual Update

The mission of the Wicomico County Public School System is to provide all students an educational foundation and a set of skills which will enable them to become responsible and productive citizens in our society.

Wicomico County Public Schools Executive Summary to the 2006 Annual Update

The fundamental purpose of the Board of Education of Wicomico County’s Bridge to Excellence Master Plan is to increase student achievement for all students in all schools. The Master Plan includes strategies and action steps that incorporate research-based best practices including: effective parent involvement and community collaboration, the use of proven standards-based instructional practices to meet the needs of all students, the infusion of technology to support and enhance the learning process, on-going systematic professional development to develop and sustain a high quality workforce, the use of data in the decision-making process, developmentally appropriate early childhood programs, and providing a safe, healthful learning environment. Decisions about the allocation of resources are linked directly and centrally to decisions about improving student learning and ensuring that all children receive an adequate education. The Board of Education of Wicomico County’s Bridge to Excellence Master Plan, developed with broad-based community input, promotes academic excellence for all students.

Organized around the three strategic priorities of High Student Achievement, Safe Learning Environment, and Effective and Efficient Operations, the Master Plan Update focuses on improvement actions in eight areas: Goal 1: By 2013-2014, all students will reach high standards, at a minimum attaining proficiency or better in reading/language arts and mathematics. Goal 2: All limited English proficient students will become proficient in English and reach high academic standards, at a minimum attaining proficiency or better in reading/language arts and mathematics. Goal 3: By 2007-2008, provide pre-kindergarten programs for all economically disadvantaged students and full day kindergarten programs for all students. Goal 4: All students will be educated in learning environments that are safe, drug free, and conducive to learning. Goal 5: All students will graduate from high school. Goal 6: By 2005-2006, all students will be taught by “highly qualified” teachers. Goal 7: School- and Central Office-based personnel will have access to, and utilize, high performance technology to meet instructional and administrative needs aligned with the Maryland Plan for Technology in Education. Goal 8: Maintain cost efficient management systems and institute effective practices to improve operations and support to instruction.

From the time the original Master Plan was developed in 2002-2003, until this 2006 Update, the school system has experience an increase in the percentage of students eligible for Free and Reduced Meals (46.88% in 2005 as compared to 39.04% in 2002). This change in demographic makeup along with a high rate of student mobility presents a challenge to the school system. Coupled with very limited local resources (due in large part to a revenue cap enacted in 2002), the school system faces the increasingly difficult task each year of providing a first class education that will leave no child behind. Wicomico County Public Schools – 2006 Annual Update – Executive Summary Page 1

A review of selected student achievement measures shows that Wicomico County’s Maryland School Assessments (MSA) results for All Students improved at every grade level for both reading and math for 2006, one of only four school systems in Maryland to do so. Additionally, Wicomico County’s improvement rate was higher than Maryland’s in every area except 3rd grade math where the district is already two percentage points above the State average. Students with Disabilities made gains in the percent proficient/advanced for reading for grades 3-8 and economically disadvantaged students (FARM students) made significant Reading MSA gains at all grade levels with the exception of grade 6 resulting in a decreased achievement gap between FARM and Non-FARM students in all grades tested. English Language Learners also made significant gains on the Reading MSA at in all grade levels with the exception of grade 8. In math, the school system outperformed the State in grades 3 and 4 and made significant gains overall in the percent proficient/advanced for grades 4-8. African American students made significant gains in math during 2006 in all grades with the exception of grade 3. The percentage of grade six students scoring at proficient/advanced increased by 11.3% for math, while grade eight students marked a 9.5% increase. Outstanding gains were made in reading in grades 6, 7, and 8 in reading. Salisbury Middle School realized an astonishing increase of 16.7% of their 8th grade students scoring at proficient/advanced on reading while at Wicomico Middle School an additional 9.1% of 8th grade students scored at that level. However, analysis of MSA and other assessment results continue to indicate the performance of the African American, FARM, and Students with Disabilities subgroups to be among the major challenges facing the school system. This is especially true at the middle school level.

Student achievement on the High School Assessments (HSA) impacts graduation rate beginning with the 2005-2006 ninth graders. Wicomico County outperformed Maryland in the percent passing on the 2006 Algebra and Government HSA and made significant gains overall in the percent passing on these same assessments. Algebra HSA results for Wicomico Middle, Salisbury Middle and Pittsville Middle Schools increased for the 4th consecutive year. The percent passing for African American, Special Education and FARM students increased significantly on the 2006 Algebra and Biology HSA. Additionally, the county dropout rate has decreased over the last four years from 5.86 in 2002 to 3.31% in 2006.

The percentage of Core Academic Subject classes taught by highly qualified teachers increased from 77% in 2003-2004 to 80% in 2005-2006 with a projection of 85% for 2006-2007. The Board of Education of Wicomico County has made a concerted effort to increase the number of highly qualified teachers by fully funding the negotiated agreement and, in fact, providing a 1% increase in salary above that which was negotiated for 2006-2007. Over the last two years, Wicomico County has seen significant success in increasing the percentage of qualified paraprofessionals working in Title I schools, from 53% in 2003-2004 to 99% in 2005-2006.

Several school system facilities have been updated. The newly renovated North Salisbury Elementary School was opened in April 2006 while students and staff of Prince Street Elementary were relocated to the “Port-a-Villa” so that renovations at that school could begin. Additionally, the school system obtained “Planning Approval” from the State of Maryland for the James M. Bennett High School renovation project. The HVAC and electrical renovation of Westside Primary School was completed during the year. Approximately 1,200 new desktop computer units and numerous laptops were put in place, including upgrades or replacements. Leveraging resources has allowed Wicomico County to reduce the “student to high performing

Wicomico County Public Schools – 2006 Annual Update – Executive Summary Page 2

computer ratio as measured by MSDE’s Technology Inventory” from 10.3:1 in 2004 to 3.6:1 in 2006 and to maintain at 100% the percentage of educators with a computing device for administrative and instructional use. Additionally, the percentage of classrooms with at least one computer for teacher use as measured by MSDE’s Technology Inventory rose from 33% in 2004 to 89% for 2006.

As it was initially conceptualized, Wicomico County’s Bridge to Excellence Master Plan focused on integrating actions in the areas of curriculum, instruction, assessment, and acceleration of learning. Building workforce capacity through professional development and providing resources to meet identified needs became key strategies. The impact of such capacity building strategies takes time to bear fruit but the results of the 2006 MSA and other measures provides some proof that the strategies within the Master Plan are working. Many of the action steps were designed to build upon themselves each year. That is, a pilot was initiated and results studied prior to the decision as to whether to move forward. In other cases, there was a deliberate scaffolding of resources. For example, in the areas of reading and math the school system wanted to align curriculum with the VSC, purchase new textbooks, place reading and math professional development coaches in all schools, extend the time students spend on reading and math during the day, provide additional support staff; provide additional materials (media materials, manipulatives, etc.), find ways to engage parents in the learning process, provide technology and help teachers use it effectively, implement a system of benchmark assessments, and provide teachers with the tools, knowledge and skills to use the results to guide instruction. Since all of this comes with a price tag, the district has spent the last three years and now this year, building the pieces of the vision. There has been a deliberate plan to infuse implementation responsibilities into everyday job assignments. Resources have been leveraged, realigned or sought through grants in addition to the large amounts provided by the State and federal government and the smaller amount provided in the local budget. Central Office and school- based staff have partnered to ensure action steps complement each other and are consistently implemented.

This 2006 Update to the Master Plan includes research-based strategies and best practices to promote student achievement in a safe learning environment. During the 2006-2007 school year, Wicomico County Public Schools will maintain and expand efforts to increase student learning but will also be working systematically to develop a long-term systemic approach to foster a positive school climate and constructive relationships among all stakeholders. Major initiatives for 2006-2007, with new FY2007 funds indicated in parenthesis, include: • Recruiting and retaining a highly qualified workforces ($6,811,000) • Standards-based curriculum and instruction, including the use of research-based materials ($420,000) • Differentiated instruction ($45,000) • Increased time for reading and mathematics instruction at both the elementary and middle school levels, including extending the 8-period day model to two additional middle schools ($584,000) • Smaller class size ($106,000) • Small group and one-on-one instruction for low-performing students ($139,000) • Services for students with disabilities ($1,174,000) • Hands-on/experiential learning; full-day kindergarten • Pre-kindergarten programs Wicomico County Public Schools – 2006 Annual Update – Executive Summary Page 3

• Developmentally appropriate early childhood programs • Library/media services ($160,000) • Smaller learning communities initiatives ($116,000) • Benchmark and summative assessment • Data-based decision making ($150,000) • Integration of technology as an instructional tool ($638,000) • Primary Talent Development • Instructional Consultation Team model • Programs to promote positive student behavior and academic engagement ($967,000) • Programs to provide a safe, healthful learning environment ($789,000) • Student mentoring programs ($5,000) • After-school programs • Summer school programs ($12,000) • Administrators as instructional leaders • Recruiting and retaining a high quality workforce including providing on-going systematic professional development ($532,000) • Teacher induction program/new teacher mentors • Cultural awareness/multicultural teacher training • Collaborative instructional planning • Family involvement/parenting seminars ($29,000)

Wicomico County Public Schools recognizes the impact of its Master Plan, in eliminating the achievement gap and improving learning for all students in a safe environment, can only be realized with careful attention to the quality and integrity with which the Plan is implemented. Accountability to the school community and stakeholders plays an integral role in the management and oversight components of the Master Plan. Organizational structures and responsibilities have been created and/or assigned to provide for the on-going management and oversight of individual action steps as well as the overall Plan with regular reporting of progress to all stakeholders an integral part of the design.

Wicomico County Public Schools – 2006 Annual Update – Executive Summary Page 4

Board of Education of Wicomico County

2006 Update for School Year 2006-2007 Part I (The Content)

Thomas B. Field Interim Superintendent

Board of Education of Wicomico County

2006 Update

Budget Information

Budget Information – Introduction

The Executive Summary provides an overview of school system successes, challenges, and coming year priorities, including how resources are being distributed to support those priorities.

The Budget Variance Tables reflect FY 2006 and FY 2007 budget revenue and expenditure data. The Current Year Variance Table attributes expenditures to the goals of No Child Left Behind and specific categories for mandatory/cost of doing business expenditures that have been established. The Prior Year Variance Table was pre-populated by MSDE and provides responses to analyzing questions.

Throughout the 2006 Master Plan Update, resource allocation discussions are embedded with the content analysis and address the increase in revenue over the prior year.

1B – Budget Information – Introduction

Current Year Variance Table - 2006 Master Plan Update Local School System: _WICOMICO COUNTY______

*This table will also be transmitted electronically. FY 2006 FY 2007 Current Original Approved Approved Budget Budget Change % Change ($ in Thousands) Revenues: Local Appropriation $46,925 $48,330 $1,405 2.99% Other Local Revenue 2,088 1,878 ($210) -10.06% State Revenue 76,310 89,997 $13,687 17.94% Federal Revenue 11,303 9,968 ($1,335) -11.81% Other Resources/Transfers 1,006 1,153 $147 14.61% Total Revenue $137,632 $151,326 $13,694 9.95%

Change in Expenditures: LEA Master Plan Goal 1: By 2013-2014, all students will reach high standards, at a minimum attaining proficiency or better in reading/language arts and mathematics. Implement differentiated instructional strategies to eliminate achievement gaps - 2.5 FTE NCLB Goal #1: kindergarten assistant positions. 45 Utilize effective instructional strategies supported by scientifically-based reading research (e.g., reciprocal teaching, use of stance questions, use of rubrics and anchor papers). 1 Implement science curricula - 1.0 FTE science teacher. 53 Implement social studies curricula. 5 Implement health, physical education, family and consumer science, and foreign language curricula. Includes 2.0 FTE: 1.0 health teacher & 1.0 physical ed teacher. 126

Provide opportunities for teachers and administrators to network with colleagues and attend job- related conferences and/or training to gain knowledge and skills to improve job performance. 25 Provide services to identify students with disabilities, develop and ensure implementation of individual education plans, monitor compliance of case management tasks, and provide professional development on differentiated instruction, curriculum and accommodations in the regular classroom. Includes 27.0 FTE: 7.0 teachers, 15.0 assistants, 3.0 therapists and 2.0 interpreters. 1,174 Reform and personalize the high school experience at the three large county high schools through the implementation of smaller learning community strategies. Includes 1.0 FTE coordinator position. 116 Implement Library Media services to support an integrated curricular program. Includes 3.0 FTE media specialist positions. 160 Implement reading/language arts and English curricula - 2.0 FTE: 1.0 reading teacher & 1.0 English language arts teacher. 106 Implement math curricula - 9.0 FTE math teachers. 478 Implement the music and visual arts curricula - 1.0 FTE music teacher 53 Implement career and technology education curricula. 12 Provide materials of instruction and textbooks aligned with curricula to support student learning. 150 Integrate the use of technology with instruction to improve student learning. Includes 1.0 FTE technology resource teacher. 215 Provide research-based summer academic acceleration programs designed to accommodate the needs of diverse learners and provide transportation for elementary school students. 12

1Bi - Current Year Variance Table 10/5/2006dms Page 1 Current Year Variance Table - 2006 Master Plan Update Local School System: _WICOMICO COUNTY______

Provide supplemental (small group and one-on-one) reading/language arts instruction for low- performing students in all elementary and middle schools. 139 Provide support for all educators in accessing student data. 150 Develop and maintain a qualified pool of substitute employees (e.g., teachers, clerical staff) to ensure uninterrupted completion of essential tasks of the school system. 222

New Positions to 2.0 FTE Teacher positions as follows: 1.0 middle school social studies, 1.0 middle school Reduce Class Size: science. 106 Other: Continue to support community-based adult education and literacy services. 9 Subtotal – Goal 1 3,357

LEA Master Plan Goal 4: All students will be educated in learning environments that are safe, drug free and conducive to learning. NCLB Goal #4: Identify trends and areas of need in student behavior by monitoring student suspension and office referral data, implementing interventions as indicated. 3 Provide on-going systematic professional development for school teams utilizing or expressing interest in using Positive Behavioral Interventions and Supports (PBIS). 87 Promote school safety utilizing the School Resource Officer program in collaboration with the Wicomico County Sheriff’s Office. 471 Implement appropriate interventions and support systems for students whose behavior impedes their educational progress and academic achievement - 1.0 FTE elementary assistant for discipline/time-out room. 18 Utilize technology-based curriculum delivery methods to provide an educational environment that will support learning for identified students whose behavior interferes with their academic success. 30 Provide access to mental health services to regular education students who have been suspended from school as indicated. 40 Provide parent outreach programs and information to strengthen the collaboration among families and the school system to help students succeed in school. 20 Operate and manage safe facilities to support student learning. Includes 6.0 FTE: 4.0 computer technicians, 1.0 environmental technician and 1.0 groundskeeper. 548 Complete alteration and facility renovation projects requested by school administrators as funding permits. Includes 1.0 FTE general maintenance technician. 241 Subtotal – Goal 4 1,458

LEA Master Plan Goal 5: All students will graduate from high school. Provide guidance services to students at elementary, middle and high schools. Includes 3.0 NCLB Goal #5: FTE elementary guidance counselors and 1.0 FTE psychologist. 316 Provide on-going systematic professional development for guidance counselors in the areas of personal/emotional well-being, career services and academic achievement. 2 Provide positive role models for students through the Wicomico Mentoring Project, focusing on services for secondary students and evaluating program effectiveness. 5 Subtotal – Goal 5 323

1Bi - Current Year Variance Table 10/5/2006dms Page 2 Current Year Variance Table - 2006 Master Plan Update Local School System: _WICOMICO COUNTY______

LEA Master Plan Goal 6: By 2005-2006, all students will be taught by "highly qualified" teachers. NCLB Goal #3: Increase the school system’s competitiveness in the marketplace to attract and retain “highly qualified” teachers and a qualified workforce. 209 Facilitate the continuous improvement of teacher and administrator skills and content knowledge to support student learning and close achievement gaps. Includes 1.0 math professional development coach. 76 Subtotal – Goal 6 285

LEA Master Plan Goal 7: School- and Central Office-based personnel will have access to, and utilize, high performance technology to meet instructional and administrative needs aligned with the Maryland Plan for technology in Education. NCLB Goal #1: Upgrade current technology and investigate and/or pilot alternative technology solutions to evaluate and support student learning. 423 Subtotal – Goal 7 423

LEA Master Plan Goal 8: Maintain cost efficient management systems and institute effective practices to improve operations and to support instruction. NCLB Goal #1: Provide effective administration of the school system to implement organizational values, shorts and long-term goals and performance expectations - .25 FTE public info. liaison. 12 Provide for the acquisition, construction, and renovation of land, buildings and equipment to support student learning. 35 Support administrative and instructional copying needs. 20 Other: Implement activities necessary for the payment, exchange and maintenance of goods and services and the annual reporting of such transactions for the school system in compliance with requirements imposed by MSDE, NCLB and GASB #34, as well as other generally accepted accounting principles. 4 Continue cooperative purchasing through the Eastern Shore of Maryland Education Consortium (ESMEC). 1 Support student learning by providing nutritious meals and snacks in a cost-effective and efficient manner. 11 Provide for the direction, management and supervision of staff services to create and maintain a high quality workforce. Includes 1.0 FTE human resource associate. 59 Direct, manage and implement centralized data processing services to drive improvement in student and operational performance. 31 Manage the operations of district schools. 43 Promote student health and wellness. Includes 1.0 FTE nursing assistant. 125 Provide for the acquisition, construction, and renovation of land, buildings and equipment to support student learning. 390 Subtotal – Goal 8 731

1Bi - Current Year Variance Table 10/5/2006dms Page 3 Current Year Variance Table - 2006 Master Plan Update Local School System: _WICOMICO COUNTY______

Mandatory/Cost of Doing Business: (Not captured elsewhere) Increases in negotiated contractual aggreements - salaries 5,844 Increases in negotiated contractual aggreements - benefits 845 Transportation 474 Utilities 978 Nonpublic Special Education Placements 150 Superintendent search 20 Other items deemed necessary by the local board of education (property insurance rate increases and audit cost increase) 13 Subtotal – Mandatory/Cost of Doing Business 8,324 Other (must not exceed 10% of Change in Total Revenue) -1,207

Total (must equal the Change in Total Revenue) 13,694

1Bi - Current Year Variance Table 10/5/2006dms Page 4 Prior Year Variance Table (Comparison of Prior Year Expenditures)

Wicomico County Public Schools

FY 2006 FY 2006 Original Budget Actual Revenue 7/1/2005 6/30/2006 Change Explanations Local Appropriation $46,925,000 $46,925,000 $0 State Revenue $76,260,000 $76,394,000 $134,000 Revenue exceeded estimates for other miscellaneous grants. Supplementary appropriation for nonpublic placements approved by State. Federal Revenue $11,303,000 $11,068,000 ($235,000) Special Ed and Smaller Learning Communities grants less than estimated. Other Resources/Transfers $1,006,000 $1,011,000 $5,000 Other Local Revenue $1,941,000 $1,671,000 ($270,000) Restricted revenue from other local sources less than anticipated. Total $137,435,000 $137,069,000 ($366,000)

Expenditures LEA Master Plan Goal 1: By 2013-2014, all students will reach high standards, at a minimum attaining proficiency or better in reading/language arts and mathematics. $2,912,000 Description Planned Amount Actual Amount Change Analyze student performance to identify learning needs $13,000 $13,000 Expenses realized as planned with initiatives implemented. (action step 4.011 & 5.008) Computer hardware upgrades to support student learning $57,000 $56,000 Expenses realized as planned with initiatives implemented. (action step 2.013 & 2.042) Eliminate achievement gaps with accelerated learning of low- $18,000 $18,000 Expenses realized as planned with initiatives implemented. (action step 3.002 & 3.003) performing students New positions to support student learning $2,042,000 $2,042,000 Expenses were realized as planned. New positions were filled in order to retain a highly qualified workforce and support student learning. Software fees for annual maintenance, filtering & virus protection $190,000 $182,000 Initiatives implemented as planned, software annual maintenance contract fees were less and productivity software than estimated. (action step 2.013) Supplies, contracted services & stipends for various instructional $515,000 $623,000 Additional realignment of funds used for material of instruction & textbook purchases programs (action steps - various) Training for instructional staff & substitutes to improve job $55,000 $54,000 Expenses realized as planned with initiatives implemented. Instructional Consultation performance Model training continues into FY07.(action step 2.023 & 2.024) Training for operational and student personnel staff to improve $22,000 $21,000 Expenses realized as planned with initiatives implemented. (action step 2.023) job performance

1Bii - Prior Year Variance Table Page 1 Prior Year Variance Table (Comparison of Prior Year Expenditures)

Wicomico County Public Schools LEA Master Plan Goal 2: All limited English proficient students will become proficient in English and reach high academic standards, at a minimum attaining proficiency or better in reading/language arts and mathematics. $156,000 Description Planned Amount Actual Amount Change Eliminate achievement gaps with accelerated learning of ELL $11,000 $11,000 Expenses realized as planned with initiatives implemented. (action step 2.069) students New positions to support ELL student learning $97,000 $97,000 Expenses realized as planned with initiatives implemented. (action step 2.069) Supplies and computer software to support ELL student learning $35,000 $18,000 Initiatives were implemented (action step 2.069), costs were less than anticipated and excess funding realigned to Goal 1 to cover additional instructional supplies & textbooks (action step 2.100)

Training for ESOL staff to improve job performance $13,000 $9,500 " LEA Master Plan Goal 3: By 2007-2008, provide pre-kindergarten programs for all economically disadvantaged students and full day kindergarten programs for all students. $57,000 Description Planned Amount Actual Amount Change Provide early admissions testing and implement full day $57,000 $35,000 Initiatives implemented (action step 2.074, 2.075 & 4.036), at a lesser cost than kindergarten estimated. Excess funds were realigned to elementary math & reading supplementary materials - Goal 1 (action step 2.005) LEA Master Plan Goal 4: All students will be educated in learning environments that are safe, drug free and conducive to learning. $1,839,000 Description Planned Amount Actual Amount Change New positions to support a safe learning environment for students $743,000 $743,000 Expenses were realized as planned. Positions were filled in order to support a safe learning environment Operate & manage school facilities to support student learning in $718,000 $718,000 Any over estimation of costs in the operation & maintenance area were applied to a safe environment increasing utility costs Operate and manage transportation system to ensure student $357,000 $357,000 Initiatives implemented as planned (action step 10.001) safety Sustain & expand programs that reduce disruptive, unsafe & $21,000 $21,000 Expenditures were realized as planned (action step 7.014, 8.003 & 8.004). Program unhealthy student behavior expansion continues with additional funding included in the FY07 budget LEA Master Plan Goal 5: All students will graduate from high school. $93,000 Description Planned Amount Actual Amount Change Extend programs that motivate & support students to attend $5,000 $5,000 Expenditures were realized as planned (action step 9.003, 9.008 & 9.015). Program school and graduate expansion continues with additional funding included in the FY07 budget New positions to motivate and promote student attendance $88,000 $88,000 Expenditures were realized as planned (action step 9.004). Program expansion continues programs with additional funding included in the FY07 budget

1Bii - Prior Year Variance Table Page 2 Prior Year Variance Table (Comparison of Prior Year Expenditures)

Wicomico County Public Schools LEA Master Plan Goal 6: By 2005-2006, all students will be taught by 'highly qualified" teachers. $5,502,000 Description Planned Amount Actual Amount Change Health insurance premiums for employees & various other $704,000 $704,000 Initiatives implemented as planned (action step 11.002 & 16.039) insurance programs Provide "highly qualified" professional development $66,000 $63,000 Costs for professional development are ongoing and continue into FY07 Recruitment & retention of a highly qualified workforce $4,537,000 $4,537,000 Expenses were realized as planned. A salary increase was applied to all existing employees in order to retain a highly qualified workforce. Stratification of Instr. Assistant paygrades to address highly $63,000 $63,000 Expenses were realized as planned (action step 13.007) qualified status New positions to facilitate teacher improvement and content $132,000 $132,000 Professional Development Coach positions filled to work with teachers at improving knowledge skills and content knowledge (action step 13.007) LEA Master Plan Goal 7: School- and Central Office-based personnel will have access to, and utilize, high performance technology to meet instructional and administrative needs aligned with the Maryland plan for Technology in Education. $906,000 Description Planned Amount Actual Amount Change Improve effective use of technology for instructional, $863,000 $903,000 Costs for implementation of technology for instruction and administrative support are administrative & financial processes ongoing (action step 16.008 & 16.029). Program expansion continues with additional funding included in the FY07 budget Grant funded position realigned to General Fund $43,000 $0 Position funded through realignment. Funds put toward costs for technology implementation. LEA Master Plan Goal 8: Maintain cost efficient management systems and institute effective practices to improve operations and to support instruction. $835,000 Description Planned Amount Actual Amount Change Manage operations of district schools $217,000 $150,000 Printing funds for blackline masters realigned to MOI & textbooks - Goal 1 (action step 2.100) New positions to help manage the operations of district schools $378,000 $378,000 All positions filled satisfying this initiative. (action step 16.003, 16.028 & 16.030)

Promote student health and wellness $36,000 $36,000 Initiatives implemented as planned (action step 16.030) Renovation & repair of buildings & equipment to support student $204,000 $204,000 Initiatives implemented as planned (action step 16.031, 16.032 & 16.037) learning Other (must not exceed 10% of Change in Total Revenue) $155,000 Description Planned Amount Actual Amount Change Other $155,000 $155,000 Total $12,455,000 $12,436,500 $12,455,000

1Bii - Prior Year Variance Table Page 3 Prior Year Variance Table (Comparison of Prior Year Expenditures)

Wicomico County Public Schools

Note: Per a conversation with Donna Gunning prior to the initial submission of the 2005 Annual Update for the Master Plan: As this document is not meant to be an accounting document and it is not expected that each invoice and each employee's salary has been researched at this time to verify finite dollars, all expenditures should be considered estimates at this time. The actual spending dollars were determined using a "last in-first out" method, whereby the spending in an account went toward the new request first. In addition, we verified the implementation of initiatives with the personnel responsible. Remaining funds for an initiative transferred elsewhere for another use are explained with each line item above. For those without explanation, remaining funds were transferred to Fund Balance. We maintained this same method of thinking for the 2006 Annual Update for the Master Plan.

Pre-populated expense figures provided by MDSE under the "Planned Amount" heading were not from our final, revised Budget Variance Table provided on 11/2/05. Per Donna Gunning, we were advised to change those pre-populated figures to reflect correct data for Wicomico County on the above Prior Year Comparison.

1Bii - Prior Year Variance Table Page 4 Prior Year Variance Table—Analyzing Questions

Revenue Analysis 1. Did actual revenue meet expectations as anticipated in the Master Plan update for 2005? If not, identify the changes and the impact any changes had on the FY 2006 budget and on the system’s progress towards achieving master plan goals. Please include any subsequent appropriations in your comparison table and narrative analysis.

State revenues for FY2006 were a little higher than anticipated due to: • Revenues exceeding estimates for several miscellaneous grants • Supplementary appropriations were more than expected for nonpublic placements (approved by State) These changes are reflected in the Prior Year Variance Table.

Analysis of Actual Expenditures 2. Please provide a comparison of the planned versus actual expenditures for each local goal provided in the Prior Year Variance Table. Identify changes in expenditures and provide a narrative discussion of any changes (by local goal). At a minimum, the narrative should describe any changes that occurred along with an explanation of the change and the funding implications.

As shown in the Prior Year Variance Table, there were several items whose actual expenditures were not equal to the planned expenditures. In all cases, the difference did not impact the school system’s ability to fully implement the activity as planned and to meet the goals of the Master Plan. Specifically, these items included:

Planned Actual Description Explanation Amount Amount LEA Master Plan Goal 1: By 2013-2014, all students will reach high standards, at a minimum attaining proficiency or better in reading/language arts and mathematics. Software fees for annual $190,000 $182,000 Initiatives implemented as planned, maintenance, filtering & virus software annual maintenance contract fees protection and productivity were less than estimated. (action step 2.013) software Supplies, contracted services & $515,000 $623,000 Additional realignment of funds used for stipends for various instructional material of instruction & textbook programs purchases (action steps - various) Training for instructional staff & $55,000 $54,000 Expenses realized as planned with substitutes to improve job initiatives implemented. Instructional performance Consultation Model training continues into FY07.(action step 2.023 & 2.024) Training for operational and $22,000 $21,000 Expenses realized as planned with student personnel staff to improve initiatives implemented. (action step 2.023) job performance

Prior Year Variance Table – Analyzing Questions Page 1 Planned Actual Description Explanation Amount Amount LEA Master Plan Goal 2: All limited English proficient students will become proficient in English and reach high academic standards, at a minimum attaining proficiency or better in reading/language arts and mathematics. Supplies and computer software to $35,000 $18,000 Initiatives were implemented (action step support ELL student learning 2.069), costs were less than anticipated and excess funding realigned to Goal 1 to cover additional instructional supplies & textbooks (action step 2.100) Training for ESOL staff to $13,000 $9,500 improve job performance LEA Master Plan Goal 3: By 2007-2008, provide pre-kindergarten programs for all economically disadvantaged students and full day kindergarten programs for all students. Provide early admissions testing $57,000 $35,000 Initiatives implemented (action step 2.074, and implement full day 2.075 & 4.036), at a lesser cost than kindergarten estimated. Excess funds were realigned to elementary math & reading supplementary materials - Goal 1 (action step 2.005) LEA Master Plan Goal 6: By 2005-2006, all students will be taught by 'highly qualified" teachers. Provide "highly qualified" $66,000 $63,000 Costs for professional development are professional development ongoing and continue into FY07 LEA Master Plan Goal 7: School- and Central Office-based personnel will have access to, and utilize, high performance technology to meet instructional and administrative needs aligned with the Maryland plan for Technology in Education. Improve effective use of $863,000 $903,000 Costs for implementation of technology for technology for instructional, instruction and administrative support are administrative & financial ongoing (action step 16.008 & 16.029). processes Program expansion continues with additional funding included in the FY07 budget Grant funded position realigned to $43,000 $0 Position funded through realignment. General Fund Funds put toward costs for technology implementation. LEA Master Plan Goal 8: Maintain cost efficient management systems and institute effective practices to improve operations and to support instruction. Manage operations of district $217,000 $150,000 Printing funds for blackline masters schools realigned to MOI & textbooks - Goal 1 (action step 2.100)

Notes: 1. Per a conversation with Donna Gunning prior to the initial submission of the 2005 Annual Update for the Master Plan: As this document is not meant to be an accounting document and it is not expected that each invoice and each employee's salary has been researched at this time to verify finite dollars, all expenditures should be considered estimates at this time. The actual spending dollars were determined using a "last in-first out" method, whereby the spending in an account went toward the new request first. In addition, we verified the implementation of initiatives with the personnel responsible. Remaining funds for an initiative transferred elsewhere for another use are explained with each line item above. For those without explanation, remaining funds were transferred to Fund Balance. We maintained this same method of thinking for the 2006 Annual Update for the Master Plan.

2. Pre-populated expense figures provided by MDSE under the "Planned Amount" heading were not from our final, revised Budget Variance Table provided on 11/2/05. Per Donna Gunning, we were advised to change those pre-populated figures to reflect correct data for Wicomico County on the above Prior Year Comparison.

Prior Year Variance Table – Analyzing Questions Page 2 ATTACHMENT 1 - TOTAL REVENUE STATEMENT (Current Expense Fund)

* This table will also be submitted electronically.

Local School System: ___Wicomico County______2006 Annual Update

OTHER REVENUE* 1.1.05.00 $1,940,777 $1,670,548 $1,588,700

STATE REVENUE Foundation 1.1.20.01 49,456,652 49,456,652 54,925,746 Economically Disadvantaged (Comp Ed & EEEP) 1.1.20.02 15,139,024 15,139,024 20,275,138 Special Education** 1.1.20.07 3,562,841 3,609,004 4,767,510 Adult Continuing Education 41,824 45,111 164,777 LEP 1.1.20.24 912,104 912,104 1,237,175 Guaranteed Tax Base 1.1.20.25 1,865,184 1,865,184 2,950,547 Transportation 1.1.20.39 3,643,895 3,625,506 3,978,883 Governor's Teacher Salary Challenge 1.1.20.56 Other (specify)*** Pre-Kindergarten Allotment 691,506 691,506 790,293 Aging Schools 312,000 312,000 331,725 Judy Hoyer Center 391,679 351,086 322,000 Fine Arts 31,195 29,548 24,956 Maryland Model for School Readiness 22,229 27,276 27,276 Horn Point Program 36,768 37,972 36,768 Diary of a River Program 17,930 26,745 20,347 Drug Free Schools 16,817 Detention Center Wise Afterschool Program LMB 52,800 43,800 43,800 Middle School Tobacco Prevention 7,250 6,524 6,324 Infant/Toddler 65,156 65,156 84,069 Miscellaneous 10,000 133,267 10,000 Phased Out Bridge to Excellence Grants TOTAL STATE REVENUE $76,260,037 $76,394,282 $89,997,334

FEDERAL REVENUE Title I-A - Local System Grants 3,770,512 3,654,421 3,487,039 Title I-A - School Improvement Title I-B1 - Reading First Title I-B3 - Even Start 256,056 245,560 Title I-C - Career & Tech 205,421 Title I-D - Neglected and Delinquent Title I-F - Comprehensive School Reform Title II-A - Teacher Quality 555,343 578,357 548,746 Title II-B - Math & Science Partnership 216,797 154,445 Title II-D - Education Technology 70,601 83,162 34,576 Title III-A - Language Acquisition 71,597 44,512 73,793 Title IV-A - Safe & Drug-Free Schools 96,775 83,810 79,210 Title IV-B - 21st Century Learning Centers 791,363 813,912 764,743 Title V - Block Grant 36,488 Title V-A - Innovative Education 67,465 60,487 Title VI-B2 - Rural & Low-Income Schools Prog. Title VIII - Impact Aid Homeless Children and Youth 20,000 7,746 20,000 IDEA - Special Education 2,736,100 2,593,669 2,736,100

Attachment 1 - Total Revenue Statement Page 1 10/5/2006dms ATTACHMENT 1 - TOTAL REVENUE STATEMENT (Current Expense Fund)

* This table will also be submitted electronically.

Local School System: ___Wicomico County______2006 Annual Update

Final FY 06 Original REVENUES Original Approved Actual Approved FY 07 FY 06 Budget Revenue Budget Note: Do not include revenue for School Construction Fund, Debt Service Fund, or Food Service Fund. Perkins Career and Technology Education 242,044 242,044 Other (specify)*** High School Drop-Out Prevention Medical Assistance 1,340,241 1,293,728 1,176,036 Infant/Toddler 200,228 200,228 158,646 Adult Continuing Education 138,961 234,856 254,998 Learn & Serve America 11,943 15,750 Hot Spots 6,000 6,000 6,000 Smaller Learning Communities Planning Grant 490,322 38,522 Enhancing Education Through Technology 75,000 69,855 50,000 ROTC Program 52,035 46,512 44,060 Gear Up 62,470 122,000 Teaching American History 292,579 242,945 Teaching Education Consortium Grants 30,000 35,791 Miscellaneous 200,410 TOTAL FEDERAL REVENUE 1.1.30.00 $11,303,222 $11,067,737 $9,968,051

OTHER RESOURCES/TRANSFERS**** 1.1.99.99 $695,926 $1,011,357 $1,065,325

TOTAL REVENUE $137,125,420 $137,069,382 $150,949,225

PRIOR BALANCE AVAILABLE 1.1.40.00 $310,020 $0 $376,647

TOTAL REVENUE, TRANSFERS AND FUND BALANCE $137,435,440 $137,069,382 $151,325,872 *Tuition, payments and fees, earnings on investments, rentals, gifts and other non-state, non-federal revenue sources. **Shound include state revenues from formula funding as well as non-public placement funding. ***Add lines as needed for all other fund sources in the Current Expense Fund. ****Nonrevenue and transfers. Rev. 2/2006

Attachment 1 - Total Revenue Statement Page 2 10/5/2006dms ATTACHMENT 2 - TOTAL EXPENDITURE STATEMENT (Current Expense Fund) *This table will also be transmitted electronically. 2006 Annual Update Local School System: WICOMICO COUNTY

TOTAL SUMMARY BY CATEGORY

Original Final FY 06 Original FTE Staffing Category Approved* Actual Approved FY 07 FY 07 Budget 201 Administration $3,345,900 3,338,465 $3,607,043 52.55 202 Mid-level Administration Office of the Principal 7,578,544 7,559,750 8,004,270 156.56 Administration & Supervision 2,475,674 2,369,570 2,474,486 37.53 203 Instructional Salaries 54,252,635 53,279,604 59,678,296 1257.38 204 Textbooks & Instructional Supplies 3,006,113 3,080,551 3,684,836 205 Other Instructional Costs 1,188,978 1,135,434 1,320,144 206 Special Education 10,497,171 10,356,601 12,048,647 390.03 207 Student Personnel Services 894,675 1,085,624 1,652,042 17.70 208 Health Services 968,912 1,075,256 1,150,826 30.00 209 Student Transportation 6,116,014 6,141,326 6,587,581 7.41 210 Operation of Plant 8,296,250 8,543,046 10,112,643 149.50 211 Maintenance of Plant 1,985,829 1,899,900 2,228,370 26.25 212 Fixed Charges 20,753,180 20,783,804 22,894,756 213 Food Service 19,075 19,075 30,000 0.00 214 Community Services 151,762 154,742 208,162 0.50 215 Capital Outlay 3,339,172 3,830,309 4,285,077 7.75 Undistributed Federal Funds 12,565,556 12,416,325 11,358,693 TOTAL EXPENDITURES/FTE $137,435,440 137,069,382 $151,325,872 2133.16

* Does not reflect budget amendments approved by local jurisdictions during the fiscal year.

**Include fuderal funds and federally funded positions in Budget (Original and Prior Year Budget AND Original Approved Current Year Budget) and FTE columns.

Rev. 2/2006

Attachment 2 - Total Expenditure Statement ATTACHMENT 3 - TOTAL FULL-TIME EQUIVALENT STAFF STATEMENT *This table will also be transmitted electronically. 2006 Annual Update

Local School System: WICOMICO COUNTY

POSITION TYPE FY 06 Budget FY 07 Budget Superintendent, Deputy,Assc, Asst 4.00 4.00 Directors, Coord.,Superv.,Specialists 47.35 49.06 Principal 26.00 26.00 Vice Principal 33.00 33.00 Teachers 1125.67 1136.56 Therapists 25.50 25.90 Guidance Counselor 35.60 38.60 Librarian 8.00 11.00 Psychologist 6.00 7.00 PPW/SSW 5.00 7.00 Nurse 26.00 26.00 Other Professional Staff 38.75 43.00 Secretaries and Clerks 130.73 137.23 Bus Drivers 0.00 0.00 Paraprofessionals 439.90 470.81 Other Staff 115.00 118.00 TOTAL FTE STAFF 2066.50 2133.16

Rev. 2/2006

Attachment 3 - Total Full-time Equivalent Staff Statement

Board of Education of Wicomico County

2006 Update

Summary of System Successes

Wicomico County Public Schools 2003-2006: Summary of System Successes

Goal 1: By 2013-2014, all students will reach high standards, at a minimum attaining proficiency or better in reading/language arts and mathematics. (Includes Goal 2: All Limited English Proficient students will become proficient in English and reach high academic standards, at a minimum attaining proficiency or better in reading/language arts and mathematics.

Wicomico County’s Maryland School Assessments (MSA) results for All Students improved at every grade level for both reading and math for 2006, one of only four school systems in Maryland to do so. Additionally, Wicomico County’s improvement rate was higher than the state in every area except 3rd grade math where the district is already two percentage points above the state average.

In reading, the district outperformed the State in the percent proficient/advanced on the 2006 MSA for grade 3. Significant increases were made overall in the percent proficient on the 2006 Reading MSA in 8th grade. Gains were seen in the percent proficient/advanced for reading for grades 3-8 for all students as well as for Special Education students. Economically disadvantaged students (FARM students) made significant Reading MSA gains during 2006 at all grade levels with the exception of grade 6 and the gap between FARM and Non-FARM students decreased in all grades tested. English Language Learners also made significant gains on the Reading MSA at in all grade levels with the exception of grade 8.

In math, the school system outperformed the State in grades 3 and 4 and made significant gains overall in the percent proficient/advanced for grades 4-8. African American students made significant gains in math during 2006 in all grades with the exception of grade 3. Grade six students showed an increase of 11.3% for math, while grade eight students marked a 9.5% increase. Outstanding gains were made in reading in grades 6, 7, and 8 in reading. For 8th grade reading scores, Salisbury Middle School gained an astonishing 16.7% and Wicomico Middle School showed a 9.1% improvement.

Goal 3: By 2007-2008, provide pre-kindergarten programs for all economically disadvantaged students and full day kindergarten programs for all students. Full-day kindergarten was implemented in all elementary schools with primary grades during 2005-2006, one year ahead of schedule.

Goal 4: All students will be educated in learning environments that are safe, drug free, and conducive to learning. The number of persistently dangerous schools, as defined by the State continues to be zero (0) for Wicomico County. Additionally, during the 2003-2004, 2004-2005 and 2005-2006 school years, the school system has not had any elementary school with a suspension rate exceeding 18%. The Wicomico Mentoring Project provides caring, supportive adult mentors for identified

Wicomico County Public Schools 2003-2006: Summary of System Successes Page 1 at-risk students. This past school year the number of adult mentors continued to grow bringing the total number of students served to 615. The district has funded additional guidance counselors each of the last four school years and now has at least one full-time guidance counselor in every school. The new Truancy Court, designed to reduce student absenteeism, had 47 referrals; 41 students (87%) were successful in improving their attendance.

Goal 5: All students will graduate from high school. Student achievement on the High School Assessments (HSA) impacts graduation rate beginning with the 2005-2006 ninth graders. Wicomico County out performed Maryland in the percent passing on the 2006 Algebra and Government HSA and made significant gains overall in the percent passing on these same assessments. Algebra HSA results for Wicomico Middle, Salisbury Middle and Pittsville Middle schools increased for the 4th consecutive year. The percent passing for African American, Special Education and FARM students increased significantly on the 2006 Algebra and Biology HSA.

The Dropout Prevention program has focused on working with at-risk students (i.e., those having problems with academics, behavior, and/or attendance). The county dropout rate has decreased over the last four years from 5.86 in 2002 to 3.31% in 2006. Recognizing the need to meet the state standard, the dropout prevention coordinator is working with all schools, including elementary schools, to develop a support network of school staff and other service providers to work with identified children at-risk of dropping out of school as early as possible. Steady progress has been noted among those subgroups which have been identified as traditionally having unacceptably high statistics in this area as shown in the chart below:

Subgroup 2002-2003 2003-2004 2004-2005 2005-2006 African American 7.64 7.40 6.12 5.17 Free/Reduced Meals (FARMS) 8.41 5.46 5.75 3.07 Male 5.94 5.45 4.89 4.04

Goal 6: By 2005-2006, all students will be taught by highly qualified teachers. The percentage of Core Academic Subject classes taught by highly qualified teachers increased from 77% in 2003-2004 to 80% in 2005-2006 with a projection of 85% for 2006-2007. The Board of Education of Wicomico County has made a concerted effort to increase the number of highly qualified teachers by funding the negotiated agreement and, in fact, providing a 1% increase in salary above that which was negotiated.. The district continues to aggressively offer reading and special education continuing professional development courses and has successfully increased participation for on-line courses. The mentor teacher/consultant program along with the New Teacher Induction program has reduced staff turnover, especially among those teachers with less than five years experience. The Human Resources Department provides personalized, one-on-one communication to both conditional and not highly qualified teachers to outline what is needed to obtain highly qualified status and to offer support through career counseling, tutoring, and financial resources for testing and coursework. Wicomico County also works with local institutions of higher education so as to be able to provide teachers needing them access to the education pedagogy block of courses. The school system has initiated the systematic hiring of media specialists for all elementary schools.

Wicomico County Public Schools 2003-2006: Summary of System Successes Page 2 Over the last two years, Wicomico County has seen significant success in increasing the percentage of qualified paraprofessionals working in Title I schools, a jump from 53% in 2003- 2004 to 90% in 2004-2005 to 99% in 2005-2006. Actions leading to this increase include: introducing stratified pay grades for paraprofessionals to recognize qualified status; implementing a ParaPro Assessment Center; providing reimbursement for achieving the qualified status; using a personalized approach to inform and educate paraprofessionals about both the requirements and the opportunities and resources available to meet those requirements; aggressively targeting paraprofessionals working in Title I schools; and, providing additional training opportunities for both qualified and not-yet-qualified paraprofessionals.

Goal 7: School- and Central Office-based personnel will have access to, and utilize, high performance technology to meet instructional and administrative needs aligned with the Maryland Plan for Technology in Education. Leveraging resources has allowed Wicomico County to reduce the “student to high performing computer ratio as measured by MSDE’s Technology Inventory” from 10.3:1 in 2004 to 4.5:1 and 3.6:1 in 2005 and 2006 respectively and to maintain at 100% the percentage of educators with a computing device for administrative and instructional use. Additionally, the percentage of classrooms with at least one computer for teacher use as measured by MSDE’s Technology Inventory rose from 33% in 2004 to 81% in 2005 and to 89% for 2006. On-going technology professional development has occurred both formally through Continuing Professional Development classes as well as more informally in school-based settings as Technology Resource Teachers (classroom teachers who receive an extra duty stipend to work with teachers in an after-school setting) work with colleagues to enhance the use of technology for instructional and administrative purposes. For 2005-2006 two new Technology Integration Professional Development Coaches were added to provide job-embedded technology professional development to teachers.

Goal 8: Maintain cost efficient management systems and institute effective practices to improve operations and to support instruction. Working collaboratively with the Finance Department under the guidance of the Superintendent of Schools and the Board of Education, school system departments and divisions were able to reflect cost savings, budget realignments, and cost avoidances for FY2006 of $1,498,761. Additionally, the total amount of donations received as reported to the Office of Communications and Parent/Community Outreach for 2006 was $291,189. Seventy-three (73) competitive grants were submitted for 2006 with 42 approved (to date), resulting in total funding of $2,133,774 (to date).

Several school system facilities have been updated. The newly renovated North Salisbury Elementary School was opened in April 2006 while students and staff of Prince Street Elementary were relocated to the Port-a-Villa so that renovations at that school could begin. Additionally, the school system obtained “Planning Approval” from the State of Maryland for the James M. Bennett High School renovation project. The HVAC and electrical renovation of Westside Primary School was completed during the year. Finally, approximately 1,200 new desktop computer units and numerous laptops were put in place, including upgrades or replacements.

Wicomico County Public Schools 2003-2006: Summary of System Successes Page 3

Board of Education of Wicomico County

2006 Update

Progress Toward Meeting Federal, State and Local Goals

Progress Toward Meeting Federal, State, and Local Goals Are Master Plans Achieving Their Intended Effect of Accelerating Student Performance and Eliminating Achievement Gaps?

Resource allocations are shown throughout this document in the following manner – Unrestricted new FY07 funds are shown in normal font Restricted FY07 funds are shown in italics with the source noted

Some costs (e.g., substitutes and stipends, printing and copying) are shown the first time they appear in this document but are used to support initiatives in a multitude of programs.

NCLB Performance Goals

GOAL 1: By 2013-2014, all students will reach high standards, at a minimum attaining proficiency or better in reading/language arts and mathematics.

Indicators 1.1 and 1.2: The percentage of students, in the aggregate and for each subgroup, who are at or above the proficient level in reading/language arts and mathematics on the MSA.

Part I – Annual Review of Goals, Objectives, and Strategies Section D: Progress Toward Meeting Federal, State, and Local Goals Page 1

AYP Grade Band Proficiency for Master Plan (Prepared 8-23-06 by MSDE)

2005 2006 Subject EMH Level Subgroup Title Title Proficiency Tested Proficiency Proficiency Tested Proficiency Count Count Percent Count Count Percent Elementary Reading All Students 2230 3133 71.2% 2474 3168 78.1% American Indian NA NA NA NA NA NA Asian 62 74 83.8% 86 101 85.1% African American 639 1126 56.7% 741 1137 65.2% White 1469 1844 79.7% 1565 1822 85.9% Hispanic 57 86 66.3% 80 106 75.5% FARMS 911 1563 58.3% 1044 1526 68.4% Special Education 209 437 47.8% 236 430 54.9% Limited English Proficient 29 54 53.7% 51 74 68.9% Math All Students 2405 3164 76.0% 2573 3185 80.8% American Indian NA NA NA NA NA NA Asian 85 95 89.5% 102 109 93.6% African American 707 1127 62.7% 775 1137 68.2% White 1539 1848 83.3% 1604 1823 88.0% Hispanic 71 91 78.0% 89 113 78.8% FARMS 1049 1585 66.2% 1096 1541 71.1% Special Education 245 459 53.4% 237 430 55.1% Limited English Proficient 64 80 80.0% 72 90 80.0% Middle Reading All Students 1824 3140 58.1% 2017 3114 64.8% American Indian NA NA NA 3 5 60.0% Asian 66 86 76.7% 62 81 76.5% African American 460 1196 38.5% 563 1183 47.6% White 1255 1773 70.8% 1328 1737 76.5% Hispanic 41 83 49.4% 61 108 56.5% FARMS 594 1440 41.3% 708 1452 48.8% Special Education 77 367 21.0% 118 400 29.5% Limited English Proficient 13 32 40.6% 16 33 48.5% Math All Students 1547 3174 48.7% 1794 3130 57.3% American Indian NA NA NA 1 5 20.0% Asian 92 110 83.6% 77 92 83.7% African American 333 1196 27.8% 454 1181 38.4% White 1082 1772 61.1% 1210 1737 69.7% Hispanic 39 94 41.5% 52 115 45.2% FARMS 487 1469 33.2% 592 1465 40.4% Special Education 56 367 15.3% 102 401 25.4% Limited English Proficient 43 65 66.2% 28 50 56.0%

Part I – Annual Review of Goals, Objectives, and Strategies Section D: Progress Toward Meeting Federal, State, and Local Goals Page 2

Based on the Examination of the Performance Data for the Indicators in this Goal Area:

1. Describe where progress in moving subgroups toward the indicators and goal is evident. In your response, please identify progress in terms of grade levels, subject areas, and subgroups.

Wicomico County’s Maryland School Assessments (MSA) results for All Students and all student subgroups improved at both the elementary and middle school levels for both reading and math for 2006 with the exception of Asian middle school students in reading (which decreased by 0.2%), Limited English Proficient elementary school students in reading (which remained at 80% proficient), and Limited English Proficient middle schools students in math (which decreased by 10.2%). Furthermore, Wicomico County was one of only four school systems in Maryland in which the results for the category of All Students improved at all grade levels, 3-8. Additionally, Wicomico County’s improvement rate was higher than that of the State’s in every area except 3rd grade math where the district is already two percentage points above the state average.

2. Identify the practices, programs, or strategies and the related resource allocations that appear related to the progress.

As it was initially conceptualized, Wicomico County’s original Bridge to Excellence Master Plan focused on integrating actions in the areas of curriculum, instruction, assessment, and acceleration of learning. Building workforce capacity through professional development and providing resources to meet identified needs became key strategies. The impact of such capacity building strategies takes time to bear fruit but the outcome of the 2006 MSA provides some proof that the strategies within the Master Plan are working. Many of the action steps were designed to build upon themselves each year. That is, a pilot was initiated and results studied prior to the decision as to whether to move forward. In other cases, there was a deliberate scaffolding of resources. For

Part I – Annual Review of Goals, Objectives, and Strategies Section D: Progress Toward Meeting Federal, State, and Local Goals Page 3

example, in the areas of reading and math the school system wanted to align curriculum with the VSC, purchase new textbooks, place reading and math professional development coaches in all schools, extend the time students spend on reading and math during the day, provide additional support staff; provide additional materials (media materials, manipulatives, etc.), find ways to engage parents in the learning process, provide technology and help teachers use it effectively, implement a system of benchmark assessments, and provide teachers with the tools, knowledge and skills to use the results to guide instruction. Since all of this comes with a price tag, the district has spent the last three years and now this year, building the pieces of the vision. There has been a deliberate plan to infuse implementation responsibilities into everyday job assignments. Resources have been leveraged, realigned or sought through grants in addition to the large amounts provided by the State and federal government and the smaller amount provided in the local budget. Central Office and school-based staff have partnered to ensure action steps complement each other and are consistently implemented. Specific actions leading to student progress include:

Curriculum – • Continued to refine the reading/language arts and math curricula to align with the Voluntary State Curriculum (VSC) and to address the needs of subgroups

Instruction and Acceleration: Meeting the Needs of All Learners – • Continued to provide extended blocks of time (90 minutes each) for reading and math in all elementary schools and piloted extended time allocations [90 minutes each for reading/English/language arts (RELA) and math at one middle school – a middle school that made significant gains in 2006 results] • Continued to provide systematic professional development for educators focused on economically disadvantaged students, English Language Learners (ELL), students with disabilities, and minority students and that focused on differentiating instruction to meet their needs • Assigned special education support teachers to schools strategically, matching teacher skills with student needs to support differentiated instruction • Included special education teachers in professional development on the VSC • Continued to utilize a variety of reading intervention strategies (e.g., Wilson Reading, Project Read) for students with disabilities • Increased the number of pre-K and kindergarten students with disabilities participating in the general curriculum. • Provided research-based extended day academic acceleration programs at schools participating the 21st Century Community Learning Centers • Provided research-based summer academic acceleration programs for low- achieving students • Coordinated the early identification of, and services for, young children with developmental delays and other disabilities • Utilized Soar to Success as a supplemental reading acceleration program for identified low-performing students • Improve the collaboration among professional development coaches, building principals and supervisors to increase the support provided to teachers

Part I – Annual Review of Goals, Objectives, and Strategies Section D: Progress Toward Meeting Federal, State, and Local Goals Page 4

• Revised methods of scheduling middle school students to ensure appropriate placement in both reading and math classes • Provided professional development for all school administrators in “look fors” for reading and math supervision • Established business partnerships (e.g., Pepsi & McDonalds) to provide student and teacher incentives for exemplary achievement • Established an Early Learning Center to include students in the Judy Center and Special Education Programs to address school readiness issues of some of our most needy students • Expanded the use of technology as an instructional tool to improve reading and math skill development (e.g. Group Response Kits, handheld devices, video streaming, and laptop computers for traveling staff) • Implemented the Primary Talent Development Program in Grades K, 1 & 2 at four schools • Added additional reading staff (with a special emphasis on middle school staffing) • Continued the phased implementation of the Houghton Mifflin 2005 reading program to Grades 3 and 6 • Implemented a new reading series, Bridges to Literature, for those students reading below grade level in Grades 7 and 8 • Used additional staff to institute a system of tiered interventions for students reading below level • Realigned elementary supervisory responsibilities and established the “stand alone” position of Reading Supervisor PreK-12 • Provided additional math manipulatives for all schools with associated on-going professional development for teachers • Expanded the use of Cognitive Tutor Algebra and Cognitive Tutor Geometry to additional sites • Implemented Texas Instruments Navigator at selected sites to support algebra instruction • Developed new, aligned instructional resource guides for algebra and geometry • Worked with local institutions of higher education to provide on-going professional development to middle school math teachers to enable them to become highly qualified • Provided additional school-based special education and other support service positions and reconfigured district level special education responsibilities to provide greater school presence by supervisory personnel • Provided all teachers with ‘limited’ access to state wide IEP program to facilitate better access to understand students’ special needs • Increased the use of Kurzweil software to assist students with reading disabilities

Assessment and Data-based Decision Making – • Utilized online curriculum-based measurement programs (i.e., Math Yearly Progress Pro and Scholastic Reading Inventory) to inform instruction • Developed and implemented quarterly assessments to identify individual math learning needs

Part I – Annual Review of Goals, Objectives, and Strategies Section D: Progress Toward Meeting Federal, State, and Local Goals Page 5

• Administered norm-reference assessments in reading and math for Grades K-2 to identify individual learning needs. • Utilized formative assessments for reading and math that mirror MSA and HSA (e.g. Theme Tests, Scholastic Reading Inventory, math quarterly assessments, Math Yearly Progress Pro) • Redesigned the school improvement process to focus on grade level instructional teams and on the use of data by classroom teachers to inform instructional decisions

3. Describe where challenges in moving subgroups toward the indicators and goal are evident. In your response, please identify challenges in terms of grade levels, subject areas, and subgroups.

As noted above in response #1, the performance of Asian middle school students in reading decreased slightly (0.2%) from 76.7% in 2005 to 76.5% in 2006. Additionally, the percentage of Limited English Proficient elementary school students who are proficient in reading remained at 80%. The proficiency level of Limited English Proficient middle schools students in math decreased by 10.2% in 2006 to 56.0% from 66.2% in 2005.

Challenges continue to exist in accelerating the learning of traditionally underperforming subgroups (i.e., African American, FARM, Students with Disabilities) to close the achievement gap. For African American students, the gap in scores on the MSA has narrowed from 2003-2006, most notably in grades 3, 5, 7, and 8 for reading and in grades 3, 4, 5, and 7 for math. For FARM students, the gap in scores on the MSA has narrowed from 2003-2006 in grades 3, 5, and 7 for reading and in grades 3, 4, 5, and 7 for math. For Special Education students, the gap in scores on the MSA has narrowed from 2003- 2006 in grades 3, 4, and 7 for reading and in grade 4 for math. That being said, the gaps are still large among these subgroups and the school system continues to address strategies and direct resources to improve student learning for all students with an emphasis on identified students..

4. Describe the changes or adjustments that will be made along with the related resource allocation to ensure sufficient progress. Include timelines where appropriate.

The success of English Language Learners in reading and math continues to be a challenge in Wicomico County. Success on the MSA is closely related to English proficiency as students need to be able to read and understand the directions and questions and to be able to express themselves adequately on the constructed response questions. To impact English proficiency, the school system is: • Extending the middle school inclusion model with ESOL teachers working with students in grades 6, 7 and 8 in the Language Arts block as well as extending pullout sessions to 90 minutes • Providing after school tutoring • Exploring the possibility of implementing a new program, Avenues, at the elementary level for language acquisition Part I – Annual Review of Goals, Objectives, and Strategies Section D: Progress Toward Meeting Federal, State, and Local Goals Page 6

• Hiring instructional assistants for those elementary schools with the greatest numbers of English Language Learners and for the middle school ELL center • Utilizing secondary centers to enhance and strengthen staff collaboration to meet student needs

The district continues to be challenged to find ways to best meet the needs of a highly mobile and transient ELL population and to help students master the VSC in reading/language arts while still working on English acquisition. It is also difficult to identify possible learning disabilities while working through the language barrier and to work with students who come to the school system with little educational background and/or proficiency in their native language.

In addition to English Language Learners, Wicomico County also recognizes that while other subgroups have made progress in 2006, there is still much work to be done. Special education, African American and FARM students all continue to lag behind their regular education, White, and non-economically disadvantaged peers, particularly at the middle school level. For this reason, efforts continue to be made to address the needs of these students. For the 2006-2007 school year, many if not all of the initiatives mentioned in response #2 will continue and/or be expanded.

The progress made by students with disabilities continues to be of great concern in the school system. Results for this particular subgroup are mostly likely to be cited for a school either not making AYP or for being in Safe Harbor. Students are included in the general education classroom to the maximum extent possible, based on decisions made by the IEP team. IEPs are also analyzed to determine if additional service hours are needed for those students scoring below Proficient. (At every IEP meeting, MSA performance is reviewed and discussed). A student’s learning style, need for modified curriculum, and assessment results are among the considerations used to make IEP decisions. There is a commitment at both the district and school levels to ensure inclusion is taking place to the greatest possible extent. In reading, professional development for both regular education and special education teachers focuses on the types of questions (more emphasis on critical thinking), the use of effective multi-sensory interventions, and the use of nonfiction materials. Special educators are learning about using visualization and verbalization to address critical thinking skills. In math, there is additional use of manipulatives along with the inclusion of special education teachers in the Governor’s Academy for math. There is an emphasis on the writing component to explain the process used in problem solving. The school system continues to work in collaboration with MSDE to identify appropriate remedial programs. There is also much effort spent on engaging parents to help them understand what is needed for their child’s learning to be successful.

Collaboration among general education teachers and special education teachers is an important component of the overall plan to increase student achievement. General education teaches are part of the IEP team and special education teachers are part of textbook selection committees. Special education staff is included in all school-based professional development. The use of assistive technology and more paraprofessionals supports special education students in the general education program. All testing

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accommodations are provided as described in IEPs and modifications are made to the curriculum and alternative assessments are used when indicated.

Professional development is provided for HOUSSE certificated staff on the Voluntary State Curriculum and the use of age-appropriate materials. Paraprofessionals receive inservice on structured teaching principles, applied behavior analysis, and general roles and responsibilities such as compliance with special education law. All staff receive professional development on how to differentiate instruction and how to provide accommodations.

Examples of the types of programs and initiatives that will be expanded in 2006-2007 to address the needs of subgroups include:

• Two of our three large middle schools (the two identified as “entering improvement this year”) will be utilizing extended time [90 minutes each for reading/English/ language arts (RELA) and math] this year. Last year this approach was piloted at Salisbury Middle School and that school made significant gains on the 2006 MSA. Significant additional middle school staffing was required to implement this approach. (We have been notified by MSDE that Salisbury Middle School, originally identified as “entering improvement this year” did indeed make AYP for 2006. There was an error in the calculation of subgroup attendance which opened the opportunity for a special MOD-MSA appeal. We learned on November 1 that the appeal was successful. This will keep the school from entering improvement status. The November submission of the Annual Update will be revised to reflect this change.)

• The district will be moving to full implementation (after a pilot in 2005-2006) of benchmark assessments in reading and math for grades 1-8 and algebra. Results of the benchmarks, coupled with results from existing online curriculum-based measurement programs (Math Yearly Progress Pro and Scholastic Reading Inventory) and teacher-developed assessments will be utilized by teachers both individually and during grade level instructional team meetings to inform instruction. The district has also entered into an agreement (again after a pilot in 2005-2006) to fully implement the Edusoft program. This online assessment management system is available to all instructional staff (teachers and administrators) and has been, and will continue to be, the focus of intense professional development. Each school has an Edusoft team, fully supported by Central Office staff, to guide the implementation and training process. Teachers, administrators, professional development coaches and supervisors are engaged in meaningful discussions around the data and around the most important question, “What do I as a teacher need to do to accelerate this child’s learning?” School improvement resources have been realigned to support this initiative.

• Recognizing the special, intense needs of students with disabilities, the school system has committed a significant amount of funding for 2006-2007 to expand the number of school-based special education instructional positions and continues to increase the number of associated support service positions (total of 27 FTE). Additionally, district level special education responsibilities have been reconfigured to provide greater school presence by supervisory personnel.

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• Engaging today’s students requires many tools and one of the most effective is technology. The district has supported the expanded the use of technology as an instructional tool to improve reading and math skill development (e.g. Group Response Kits, handheld devices, video streaming). Working to ensure that the technology being placed in schools is indeed being used effectively, the school system has developed a process that directly links professional development to every piece of equipment placed in the hands of teachers. Expanding upon the groundwork laid last year, teachers “apply” for technology bundles (technology packages that may include an LCD projector, laptop, eBeam, document camera, etc.) and must commit to completion of continuing professional development coursework around the effective instructional use of the technology received. The district has added two more Technology Professional Development Coaches for this year to support teachers.

One other significant initiative for 2006-2007 that the school system believes will improve student learning involves school climate. Research shows that students must feel safe at school before they can learn and that they need to have meaningful adult relationships in their lives to be successful. The school climate initiative focuses on how Wicomico County Public Schools can improve both of these conditions in the lives of children.

FY07 new unrestricted and restricted funds that will be used to target identified needs include:

• Increase professional development, support staff, resources and the number of special education staff available to provide services to students with disabilities Action Strategy / Action FTE Amount Step Professional Development - additional TEACCH and training 8,500 2.023 on new regulations with IDEA Teachers - Special Education to meet the needs across 7.00 293,720 2.024 several schools Occupational Therapist needed-full time to stay in 1.00 45,710 2.024 compliance with IEPs and increased caseloads Speech Pathologists to meet needs of IEPs and shortened 2.00 101,880 2.024 assessment timeline Interpreters - 3 yr olds who are deaf & will need interpreters 2.00 53,194 2.024 for Pre-K Assistants - Special Ed to help meet the needs of student's 15.00 185,367 2.024 IEP requirements Materials & supplies - AltMSA & supplemental materials for 5,000 2.024 special ed teachers/assistants Textbooks - instructional level reading & math - special ed 7,000 2.024 Materials of Instruction for alignment with VSC 3,400 2.024 Teacher-Hourly – Separate education placement due to 2,540 2.024 anticipated increase in number of hours Materials & supplies - health supplies needed for Child 2,250 2.024 Find/pre-school students in primary schools

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Action Strategy / Action FTE Amount Step Teacher-hourly professional development for AltMSA and 3,760 2.024 curriculum development Assistant-hourly professional development for TEACCH and 1,405 2.024 other special education training Materials - Psychological testing - additional kit needed & 7,500 8.003 new protocols required by USDE & MSDE Materials of Instruction for middle school reading 2,500 2.024 program/social skills curricula Non-public Placements - increase based on actual IEP team 150,000 2.024 discussions Bus contract for additional Special Ed bus route to reduce 42,000 10.001 rider time (includes bus assistant) Bus Assistant-hourly to service WELC bus (Special Ed) 6,377 10.001 2,736,100 IDEA – B Provide services to identify students with disabilities, 158,646 develop and ensure implementation of IEPs, monitor Infant/Tod compliance of case management tasks, and provide 1,176.036 2.024 professional development on differentiated instruction, Medicaid curriculum and accommodations in the regular classroom. 84,624 Infant/Tod (MD)

• Extend the amount of time for reading/English/language arts and math to 90 minutes at two additional middle schools Action Strategy / Action FTE Amount Step Teachers - WMS math due to implementation of the 8 period 4.00 167,840 2.053 day Teachers - BMS math due to implementation of the 8 period 3.00 125,880 2.053 day

• Reduce class size. Action Strategy / Action FTE Amount Step Teachers - History & Science to reduce class size 2.00 83,920 2.009 531,945 Elementary teachers to achieve optimal class size 2.027 Title IIA

• Increase staff to accommodate enrollment increases at the elementary, middle and high school levels Action Strategy / Action FTE Amount Step Teacher - Health 0.50 20,980 2.013 Teacher - Health 0.50 20,980 2.013 Teacher - Physical Education 0.50 20,980 2.013 Teacher - Physical Education 0.50 20,980 2.013 Teacher - Science 1.00 41,960 2.009 Part I – Annual Review of Goals, Objectives, and Strategies Section D: Progress Toward Meeting Federal, State, and Local Goals Page 10

Action Strategy / Action FTE Amount Step Teacher - Reading 1.00 41,960 2.045 Teacher - English 1.00 41,960 2.045 Teacher - Elementary Music 1.00 41,960 2.080

• Provide additional resources including materials of instruction and manipulatives to support student learning styles Action Strategy / Action FTE Amount Step Materials & supplies - maps & globes to update elementary 4,955 2.011 needs

• Provide professional development to support high expectations and meet the learning needs of diverse learners Action Strategy / Action FTE Amount Step Professional development supporting high expectations and 16,280 2.023 meeting diverse learning needs Substitute costs - Increase based on actual expenses (a 205,000 16.034 portion is used to support professional development) Printing needs with the adoption of new programs and the necessity to provide students with MSA/H SA mirrored 18,000 16.037 activities 7,577 Provide professional development on effective instructional 2.003 strategies, including differentiated instruction Title IV 1,971 Provide professional development opportunities to increase 2.023 skills and knowledge Title V

• Support reading instruction through the use of media specialists in elementary schools (initiating change from media assistants to media specialists) and provide additional media materials and for increase in media retrieval software license increase Action Strategy / Action FTE Amount Step Media Specialists in 3 elementary schools 3.00 125,880 2.042 Software license - media retrieval, increase for 650 2.042 Sagebrush/Winnebago technology 20,457 Provide additional media materials 2.040 Title V

• Continue the planned phase-in for the reading series in grades 4 and 5 Action Strategy / Action FTE Amount Step Textbooks - Reading Program grades 4 & 5 150,000 2.100 Rental costs of facility for sessions with MSDE on the 2,620 13.007 reading VSC

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• Provide the Title I program to improve student achievement for identified students/schools Action Strategy / Action FTE Amount Step Title I - materials to maintain current program, anticipating 38,565 3.012 level federal funding Title I - materials to maintain current program, anticipating 100,000 3.012 level federal funding 8,230 Support CSR models in schoolwide programs 3.006 Title I Monitor effective and consistent implementation of Title I 5,959 3.010 program Title I Ensure homeless children and youth have access to 1,000 3.044 educational and other services Title I 3,167,370 Implement Title I program 3.052 Title I 93,823 Facilitate parent and family involvement in all Title I schools 6.005 Title I

• Implement student assessment management software Action Strategy / Action FTE Amount Step Software – Student performance data to evaluate student 150,000 4.003 progress and inform instruction

• Provide extended day and year programs to increase student learning. Action Strategy / Action FTE Amount Step 764,743 Title IV Implement STARS I and II after school and summer st 3.001 programs 21 Century Centers 3,000 Hot Spots Implement WISE after school program at one middle school 3.002 43,800 LMB Increase in bus transportation contract for Summer School 1,452 10.001 66,971 Support Summer School remediation for identified students 3.003 Title I 36,768 Horn Point Support summer enrichment opportunities 3.003 20,347 Diary of a River

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Schools in Improvement

Table 1.3: Number of Schools In Improvement 2005 2006 School Imp – School Imp 1 Year – School Imp 2 Year Corrective Action – Restructuring Planning – Restructuring Implementation – School Imp 1 Year – School Imp 2 Year Corrective Action – Restructuring Planning – Restructuring Implementation

Elementary Enter Middle 3 High Elementary Continue Middle High Elementary Exit Middle High

Describe the measures that the school system is taking to ensure that the requirements for schools identified for Improvement (Year 1), Improvement (Year 2), Corrective Action, Restructuring (Planning), and Restructuring (Implementation) are being addressed.

Under the direction of the Interim Superintendent of Schools, the Coordinator of School Improvement/Strategic Planning convened a committee composed of the Director of Secondary Education, the Director of Curriculum and Professional Development, the Local Accountability Coordinator, the Grants Specialist, and the principals of the three middle schools identified for Improvement (Year 1). A letter was immediately drafted to advise parents in each school of the meaning of the identification and how they could be involved. The group reviewed the school level data, the requirements for the school improvement plan and the current programs offered at each school to assist identified subgroups. Each principal then interacted with their professional staff through the Instructional Leadership Team (school improvement team), identifying research-based best practices and needed resources. Parents have been informed and provided opportunities to provide input into the process. This information is currently being discussed by the entire committee with revised school improvement plans to be in place and implemented no later than the end of October 2006. The Office of School Improvement along with the Directors will closely monitor the fidelity with which the school improvement plan is implemented along with the results of benchmark assessments over the course of the school year to ensure individual students are making progress. Plan revisions will occur whenever the data suggests results are not improving.

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Indicator 1.3: Percentage of Title I schools making AYP.

Table 1.4: Number and Percentage of Title I Schools Making AYP 2003 2004 2005 2006 2007 Title I Title I Title I Title I Schools Schools Schools Schools

Making Making Making Making AYP AYP AYP AYP Total # Total # Total # Total # Total # of Title of Title of Title of Title of Title School Level # % # % # % # % I I I I I Schools Schools Schools Schools Schools Elementary 11 8 72.7 11 10 90.0 11 11 100 11 11 100 11 Middle 2 0 0 2 2 100 2 2 0 n/a n/a n/a n/a High n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a

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Local School System Improvement and Corrective Action (COMAR 13A.01.04.08)

School Systems in Year 1 of System Improvement – NOT APPLICABLE In the 2004 Annual Update, districts identified for school system improvement were required under COMAR to revise applicable components of the Master Plan as follows: ¾ Incorporate scientifically based research strategies that strengthen the core academic program in the schools in the system; ¾ Identify actions that have the likelihood of improving student achievement to meet the State’s proficiency standards; ¾ Address professional development needs of staff in schools not making AYP; ¾ Include specific measurable achievement goals and targets for each of the subgroups of students; ¾ Address the fundamental teaching and learning needs in schools and specific academic problems of low-achieving schools; ¾ Incorporate as appropriate activities before school, after school, during the summer, and during an extended school year; ¾ Specify the responsibilities of the local school system under the plan; ¾ Include strategies to promote effective parental involvement in the school; ¾ Specify the fiscal responsibilities of the local school system in implementing the plan; and ¾ Identify any technical assistance grounded in scientifically based research that better enable the local school system to develop and implement its plan and work with schools needing improvement, including technical assistance requested from the Maryland State Department of Education.

For the 2006 Annual Update please provide an updated status report on the progress toward implementing the COMAR requirements. In your report, please describe the progress that is being made to exit improvement status, the challenges that the school system is experiencing, and what changes or adjustments will be made so that the school system will exit school system improvement status.

School Systems in Year 2 of System Improvement – NOT APPLICABLE In addition to providing an updated status report on the progress toward implementing COMAR requirements (outlined directly above), be sure to discuss the following systemic issues using the data reported in Goal areas as appropriate: 9 The actions being taken to support schools moving deeper into school improvement status (Table 1.2 as evidenced by table and the results of those actions, where applicable); 9 The actions being taken to ensure that the highest quality teachers are instructing in those schools with the greatest needs and the results of those actions, where applicable.

School Systems in Corrective Action – NOT APPLICABLE If a district is identified as a school system in corrective action, please complete the above requirements for School Systems in Year One and Year Two of Improvement. In addition, provide an update on how the school system has revised the applicable components of the Master Plan to execute the corrective actions taken by the State Board of Education. In your report describe what challenges are evident and what changes or adjustments will be made so that the school system will exit school system improvement status. You may refer to other sections of this update as appropriate.

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GOAL 2: All limited English proficient students will become proficient in English and reach high academic standards, at a minimum attaining proficiency or better in reading/language arts and mathematics.

Table 2.1: Progress Towards English Language Proficiency (ELP) by ELL students Total Total number and percentage of ELL students identified at each level of ELP number and LAS – percentage of Links ELL students (Language Low, High, Low, High, tested on the Advanced or Assessment Beginning or Beginning or Intermediate Intermediate summative Level 5 Scales) Level 1 Level 2 or Level 3 or Level 4 component of the ELP test # % # % # % # % # % # %

266 100 56 21 59 22 66 25 37 14 48 18

Table 2.2: Attainment of English Language Proficiency by LEP/ELL Students

LSS Target for Students Proficient Cohorts Proficiency Attainment Number (#) Percentage (%) 1. Students enrolled in an ESOL program for 10% 26 13% less than 3 years 2. Students enrolled in an ESOL program for 80% 18 38% more than 3 but less than 5 years 3. Students enrolled in an ESOL program for 100% 4 40% more than 5 years

Note: LEP/ELL students who transition out of the ESOL program are counted as having attained English proficiency

Based on the Examination of the Data for this Goal Area:

2. Identify the practices, programs, or strategies that will contribute to the attainment of English language proficiency among English language learners.

Strategies contributing to the attainment of English language proficiency among English Language Learners include: • Providing Sheltered English classes at the high school level for grades 9 and 10 • Extending the middle school inclusion model with ESOL teachers working with students in grades 6, 7 and 8 in the Language Arts block as well as extending pullout sessions to 90 minutes

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• Providing after school tutoring • Hiring a tutor who works during the school day with high school students to assist them in various content area classes • Exploring the possibility of implementing a new program, Avenues, at the elementary level for language acquisition • Hiring instructional assistants for those elementary schools with the greatest numbers of English Language Learners and for the middle school ELL center • Utilizing secondary centers to enhance and strengthen staff collaboration to meet student needs

3. Describe where challenges are evident in improving student performance. Describe how these challenges will be addressed.

Challenges continue to be evident in improving student performance. These include: • Finding ways to best meet the needs of a highly mobile and transient ELL population • Helping students with English acquisition while simultaneously implementing the Voluntary State Curriculum in reading/language arts • Identifying possible learning disabilities versus the language barrier • Working with multiple (17) languages • Working with students who come to the school system with little educational background and/or proficiency in their native language

The ELL program in Wicomico County works in close collaboration with other content area supervisors along with the Office of Special Education to ensure student needs are being appropriately. Additionally, the ELL program supervisor works collaboratively with community groups, including faith-based organizations to identify and meet the needs of the ELL population.

Specific resources from either new unrestricted funds or restricted funds for school year 2006-2007 include:

Action Strategy / Action FTE Amount Step 10,869 Implement research-based strategies to increase language acquisition 2.069 Title III 47,367 Provide staff to serve the ELL population 2.071 Title III Provide transportation for ELL and their families to attend field trips 8,766 6.014 to increase awareness of American culture Title III Collaborate with local agencies to provide support to ELL and their 4,472 6.015 families Title III

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GOAL 3: By 2005-2006, all Core Academic Subject (CAS) classes will be taught by highly qualified teachers.

Indicator 3.1: The percentage of CAS classes being taught by highly qualified teachers (as defined in section 9101(23) of the ESEA).

I. Highly Qualified Teacher Trend Data

Table 3.1: Highly Qualified Teacher Trend Data % of CAS Classes Taught by % of CAS Classes Taught by School Year Highly Qualified Teachers Teachers NOT Highly Qualified 2006-2007 85 15 (projected) 2005-2006 80 20 2004-2005 79 21 2003-2004 77 23

Table 3.2: Core Academic Subject (CAS) Classes Taught By Highly Qualified Teachers (HQT) in High Poverty and Low Poverty Schools By Level Section 1111(h)(1)(c)(viii) defines “high poverty schools” as schools in the top quartile of poverty in the State and “low poverty schools” as schools in the bottom quartile of poverty in the State. For Wicomico County, those schools are: Elementary – Beaver Run, C. H. Chipman, East Salisbury, Glen Avenue, Pinehurst, Prince Street, and West Salisbury; Secondary – Bennett Middle, Salisbury Middle, Wicomico High and Wicomico Middle. CAS Classes in Low CAS Classes in High Poverty Schools Taught Poverty Schools Taught by HQT by HQT School Year Level % %

2006-2007 Elementary n/a 15 (projected) Secondary n/a 40 Elementary n/a 20 2005-2006 Secondary n/a 47

Table 3.3: Number of Classes NOT Taught by Highly Qualified (NHQ) Teachers by Reason for School Year 2005-2006 Invalid Testing Invalid Missing Expired Grade Conditional Requirement Subject for Certification Total Certificate Level(s) for Certificate Not Met Certification Information Certification NHQ All # % # % # % # % # % # % Classes Classes ------126 3.6 -- -- 96 2.8 222 3,477

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Based on the Examination of Data Indicator 3.1: 1. Describe where progress toward increasing the percentage of core academic subject classes taught by highly qualified teachers is evident. Identify the practices, programs, or strategies and the related resource allocations that appear related to the progress. (Examples of possible strategies include: prescriptive conferences, individualized professional development offerings, sponsoring HQ testing, reassignment, termination, changing classroom organization, revising instructional delivery, etc.)

Wicomico County has made progress in increasing the percentage of classes being taught by highly qualified teachers from 2003-2004 to 2005-2006. The district continues to aggressively recruit teachers, especially in the areas of reading, math, and special education. Reading and special education continuing professional development courses along with the opportunities afforded through the Math Partnership Grant have helped increase the percentage of teachers in these areas who are highly qualified. The district continues to work with and target elementary teachers to achieve Early Childhood Education certification (Action Step 11.5).The Human Resources Department provides personalized, one-on-one communication to both conditional and not highly qualified teachers to outline what is needed to obtain highly qualified status and to offer support through career counseling, tutoring, and financial resources for testing and coursework. The Department has worked collaboratively with MSDE and has been a strong advocate for changes in State regulations that will result in more teachers being highly qualified. The Director of Human Resources has met and will continue to meet with every principal, providing a comprehensive list of teachers assigned to their building and the areas in which the teacher holds a certificate and/or endorsement. Principals use this information when creating master schedules to make every effort to assign a highly qualified teacher to each class (Action Step 11.18).

Wicomico County continues to work with local institutions of higher education so as to be able to provide teachers needing them access to the education pedagogy block of courses (Action Step 11.5). The school system has been pleased to see that more elementary certificated new teachers are coming to the district with the middle school PRAXIS test taken and passed. It is clear that our higher education partners are communicating with pre-service teachers concerning the requirements. Wicomico County has also worked through its negotiated agreement with the teachers’ association to provide tuition reimbursement to assist teachers in becoming highly qualified (Action 11.8). Finally, the Board of Education of Wicomico County has made a concerted effort to increase the number of highly qualified teachers by funding the negotiated agreement, and in fact, providing an additional 1% increase in salaries beyond what the negotiated agreement called for during 2005-2006 in an attempt to remain competitive with surrounding school systems (Action Step 11.2).

2. Identify strategies that are specifically targeted to reduce the gap between high poverty schools and low poverty schools with respect to the percentage of core academic classes taught by high quality teachers (Table 3.2). • If strategies are duplicative of those already identified in question 1 please indicate. • If no strategies are specifically targeted for this purpose, please indicate.

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All of the high poverty elementary schools in Wicomico County are also Title I schools. Therefore, in addition to the efforts directed at all schools in the district, the Title I Supervisor also works closely with building administrators to monitor the highly qualified status of teachers in these schools. Ensuring teachers in high poverty schools are hightly qualified is a top priority when staffing changes are requested or required in both elementary and secondary schools. All content supervisors work collaboratively with the Directors of Elementary Education, Secondary Education, and Human Resources to determine the best placement for teachers.

3. Describe where challenges are evident in increasing the percentage of core academic subject classes taught by highly qualified teachers. (e.g. critical shortage areas, special education).

In Wicomico County, as across Maryland and much of the country, teachers of mathematics and special education are in short supply. The district has made good use of the opportunities afforded through the Math Partnership Grant to bring more teachers of math to the status of highly qualified. However, as experienced teachers leave the system, it is sometimes very difficult to find new teachers with the right qualifications to take their place.

4. Describe the changes or adjustments that will be made along with the related resource allocation to ensure sufficient progress. Include timelines where appropriate.

Continuing the efforts of the last couple of years is a top priority for the school system. During 2006-2007, additional tuition reimbursement, over and above that in the negotiated agreement, will be provided for teachers taking coursework to become highly qualified. Meetings will continue to be held with each teacher who is not highly qualified to educate and strongly encourage them to take advantage of opportunities the district offers to move in that direction (Action Step 11.18).

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Teacher Retention

Table 3.4: Attrition Rates as of September 1st The population reflected in the data includes: X Entire teaching staff Core Academic Subject Area Teachers

Attrition Due To 2005-2006 2006-2007 (Anticipated) (Category): # % # % Retirement 19 2 24 2 Resignation 77 7 85 7 Dismissal/Non-renewal 7 1 10 1 Leaves ------

Analyzing prompt:

Describe the steps being taken by the local school system to support teacher retention.

The Wicomico County Public School System has focused its efforts in the following areas to support teacher retention: • Salary scales • Total compensation package (e.g., health benefits) • Use of full-time and peer teacher mentors for new teachers • Increase in tuition reimbursement • Gift certificates for new teachers

Specific resources allocated to teacher recruitment and retention and to assist teachers in becoming highly qualified for school year 2006-2007 include:

Action Strategy / Action FTE Amount Step Recruitment & retention of a highly qualified workforce 5,375,254 11.002 Employee health insurance - estimated 7.5% increase in plan premiums 694,481 11.002 Retiree health insurance - estimated 7.5% increase in plan premiums 110,032 11.002 Flexible spending accounts - increase in employee enrollment 0 11.002 Tuition Reimbursement-Classified - increased costs for NCLB requirements 9,000 11.002 Tuition Reimbursement-Certificated - based on historical trends and increase of 200,000 11.002 National Board costs 154,445 Assist teachers in meeting “highly qualified” status by providing content area Title IIB 11.008 professional development Math Partnership 5,000 Support the New Teacher Induction program 13.003 Title V

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Indicator 3.2: The percentage of teachers receiving high quality professional development (as defined in Section 9101(34) of ESEA and the Maryland Teacher Professional Development Standards).

Instructions: Please identify two to four key professional development initiatives that were designed to contribute to improvement efforts under Goal 1 and for each of the initiatives, answer the questions below. For purposes of this update, a professional development initiative is defined as a set of integrated professional development activities that (1) extend over a relatively long period of time, (2) include direct follow-up in schools or classrooms, (3) provide opportunities for practice and feedback, and (4) require a substantial investment of resources.

1. What are the underlying student performance needs identified in Goal 1 the initiative was designed to address?

2. What are the specific goals of the initiative in terms of student outcomes and teacher outcomes?

3. Who were the intended participants?

4. Please discuss the resources invested in the initiative.

5. Did the initiative unfold as planned? If not, describe any changes to the original plans.

6. What concrete evidence is available to suggest that the initiative achieved the intended outcomes for teachers and students? (Examples of concrete evidence include discernable changes in teacher knowledge and skills as measured by evaluations, as well as discernable changes in student learning as measured by improved results as measured by reviews of student work samples, formative classroom assessments, district benchmark assessments and/or state assessments.)

7. Does your review of progress under Goal 1 suggest the need for any modification to the initiative? If so, please describe the planned modifications for 2006-2007 and include the timeline for the modifications and anticipated dates for achieving the intended outcomes for teachers and students.

Introduction

As was established in Wicomico County’s original Master Plan and explained in Section V, page 37, professional development continues to focus on offering teachers, paraprofessionals, and administrators access to multiple, high quality professional growth opportunities. The overall goal of our professional development program is to provide a structure to address the multi- faceted training issues needed to accomplish the three strategic priorities of the Master Plan. First, is to give educators access to the knowledge and skills necessary for the strategic priorities of high student achievement and maintaining a safe learning environment. Second, is to provide avenues for maintaining and improving the number of highly qualified teachers in our classrooms. These initiatives are structured to be aligned to the Maryland Standards for Professional Development with heavy emphasis on the need to be research-based and designed

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in such a way as to be both job-embedded and on-going. The Wicomico County school system is committed to providing training focused on differentiating for the adult learners in the district. To that end, there is a wide variety of both topics and delivery systems employed within the school system. To address specific content-based needs, initiatives are planned and implemented by content area supervisors. There are also activities planned and implemented at each school to address individual school improvement needs within that building. These efforts are complemented by the diverse course offerings within the Continuing Professional Development program. For the 2005-2006 school year, a focused effort in examining, understanding and using the Voluntary State Curriculum for reading, a content based professional learning community, and the expansion and enhancement of technology literacy initiatives have been selected as representative of Wicomico County’s emphasis and approach.

Focused Examination of the VSC for Reading

Recognizing that student achievement with respect to the standards in reading is the foundation for success in all other areas, it was determined that we needed to establish a common understanding about the Voluntary State Curriculum in reading for everyone within our elementary and middle schools. The goals of this multi-session initiative were to provide leaders within our elementary and middle schools with a thorough foundation in the Voluntary State Curriculum for reading and build understanding of the level of cognitive demand necessary in classroom instruction to achieve these standards. The goal for the administrators attending the sessions was to give them more specific experience with what to look for in classroom instruction and then, using the train the trainers model, share this knowledge along with the accompanying resources with teachers at each school site. Given more focused attention on cognitive demand and planning instruction using the VSC, the goal for students was improved performance on the MSA.

The sessions, which took place from January to May of 2006, utilized the expertise of Mrs. Kathy Volk at MSDE and were shared in four distinct sessions with our elementary and middle school leaders. Invited to these sessions were the principal from each school along with the reading professional development coach or other individual involved with reading instruction at the school. Since each session was an extension of the previous material, the teams were constant over time. Each school then was charged with taking the information back after each session and sharing. The sessions were all day and highly structured with presentation of material combined with interactive activities. Working from the concrete understanding of how the VSC is structured, participants then moved to an examination of the level of cognitive demand and finally to a look at effective questioning to elicit higher level thinking among students. In addition to information about the structure of the VSC and understanding of the standards, particular attention was paid to what effective instruction might look like in a given classroom along with the level of questioning that is needed to fully achieve the standards. A thorough examination of what a Brief Constructed Response must contain both from the perspective of the question and the answer was one of the key understandings that was achieved by the end of the second session. At the end of each of the sessions, the team from each school was given time to plan the best mechanism by which to share it with their particular staff and then shared the results of that process with the Central Office personnel.

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The sessions took place at a local university which provided a suitable meeting space for such a large audience. Substitutes were provided for those reading instructors with classroom responsibilities. Additionally, resources were provided so that the teams had adequate copies of various documents for both the team and their schools.

The evaluations from each of the sessions indicated a high degree of participant satisfaction and subsequent discussions with the principals demonstrated a new level of understanding among their school staff. Lesson observation reports featured the elements from the sessions as well demonstrating that the skills and knowledge were being implemented at the classroom level. Additionally, improvements were seen in this year’s MSA scores for reading even though the session started only two months prior to testing and continued well beyond it.

Extending our efforts beyond the four initial sessions, a review session was held during the summer and was again well received. This level of understanding will enhance the discussions and instructional decisions that will result from activities such as the benchmark assessments for reading planned for this year.

Content-based Professional Learning Community

Recognizing that high school teachers are often isolated and that demands of the High School Assessment in English are challenging, we endeavored to establish professional learning communities within our high school English departments with those teachers teaching ninth and tenth grade students. These efforts have involved our high school reading professional development coach and have taken place over the course of the school year in each individual school building along with selected opportunities to bring multiple schools together.

Determining each school’s focus from a needs assessment conducted among the participants, the ultimate goals included gaining greater comfort with the specific demands of each segment of the HSA English thus improving student performance on the assessment, and creating a bank of resources, materials, and experiences that can be shared with others in various schools.

The professional development reading coach in the high schools works in each high school on a constant rotating basis and is very familiar with each of the individuals in the department. These sessions began with a large Saturday session during the 2004-2005 school year where the newly created HSA English structure was examined. From there each school designed both materials and methods by which to address the demands of the assessment in their respective schools. The on-going, job embedded nature of this particular initiative is among its strongest feature. Because she is regularly in all the buildings strategies such as model lessons, team teaching, shared lessons, and round robin scoring of student work could all be employed. Additionally, because each school had a voice in determining the exact nature of their involvement, there was a high degree of buy in among the individuals in each department. This also provided the ability to create, implement, and evaluate a wide variety of materials and resources in a relatively short amount of time. These included such things as activities designed to increase student familiarity and comfort with ECR and BCR rubrics, explicit aligned instruction on usage, and various writing prompts for specific text passages.

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The primary resource utilized in this initiative was the services of the reading professional development coach. She is a full time employee assigned to work with each of the high schools in the district. Additional resources included the materials that were created and continue to be used from the initial training which were then augmented by the various documents, materials, resources and sample lessons that each school created and then shared. Time was also given either through substitute funding or through stipends for additional meetings of the various departments. The initiative actually exceeded expectation in terms of commitment on that part of the participants and the quality of the materials and resources produced.

The documents, which continue to be produced and extended, serve as concrete evidence of the success of the learning community. Additionally, the teachers have eagerly been willing to take what they have done and share with those in other schools during countywide professional development sessions. Student scores have remained strong on the HSA English in the district. The effort has been most successful and is continuing this year with the expansion of ninth grade teachers as well.

Technology Literacy

As outlined in the Wicomico County Technology Plan, several key objectives with respect to technology and technological literacy have been identified and continue to be the focus of professional development efforts. Given access to high performance technologies, the district endeavored to enable teachers and administrators to become more knowledgeable, skilled and capable of using technology to advance student learning overall and to assist with reading and mathematics specifically. The school system’s goal continues to be to further enhance the ability of educators to infuse technology tools and digital content effectively into instruction. To that end the county continued two technology integration initiatives to directly support these objectives and created a third to expand and enhance the skills for those who have already become “technologically literate” as a result of the courses offered last school year. All three took the form of Continuing Professional Development courses and teachers at all levels within the system were the intended participants. Though specifically geared to improving teacher knowledge and skills, there was also an expectation that these would impact the quality and diversity of instruction in the classrooms of the participants. The first was an online Tech Literacy course so that teachers could acquire the skills they need to become “technologically literate” and better able to integrate technology into instruction. The second was a Palm Device Project designed to have teachers utilize Palm technology in their classrooms with their students. Both of these courses were offered last school year but have been continued with a goal of further increasing the level of district participation.

The third course, which was entitled, “Technology Integration” was available only to those who had already taken and completed the “Technology Literacy” course. Within this course, participants were required to develop three lesson plans with two focused on a student centered approach where students would create a product. Of those teachers who were already “tech literate,” nine percent completed this course to be considered “technology integrators.” This met with the district goals for this initiative and expanded our efforts to infuse technology well.

With respect to the first course, the Technology Resource Teacher in each school was given the task of recruiting a designated number of teachers who would be willing to participate in the

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online course. Once enrolled, each participant was given a list of skills for which they were to rate themselves. They then took an online survey to measure the degree to which they knew how to accomplish different tasks. Using their checklist and survey answers as a guide to determine the specific tutorial sessions they needed to complete in order to learn new skills or improve those already known, the experiences were individually determined and allowed for a wide variety of skill level among the participants. For each skill there was an accompanying performance task to demonstrate mastery. They completed needed tutorials and all the identified performance tasks from November through May. Completing these tasks then made them “technologically literate.” These tasks were those associated with technologies that can meet diverse learner needs and assist with providing positive learning environments. They included activities such as creating and using a PowerPoint, utilizing Inspiration in instruction, and using the Internet in instruction. The number of tech literate teacher grew from 32% to 45% and this exceeded our goal by 10%. In addition this year there was a focus on administrative personnel whose job responsibility involves classroom observation and teacher evaluation. Of those, 42% of secondary administrators, 50% of elementary administrators, and 57% of central office supervisors completed the course.

In the Palm Project course, each teacher received a minimum of 15 hours of direct training including the basics of using a handheld device, using the device to gather data, to support strategic reading skills, and to differentiate instruction. Additionally, another 15 hours of instruction was provided in how to use handheld devices with students. This included topics such as managing a class set of handheld devices and effective integration into instruction. Training was also provided on specific applications that could be used in instruction. This project continues as well though because of funding cuts, the project has been changed so that school sets are being deployed instead of individual sets for a specific teacher’s classroom. Currently school sets have been placed in 10 elementary schools and 25 teachers from those schools have participated in the training.

Indicator 3.3: The percentage of paraprofessionals working in Title I schools (excluding those whose sole duties are translators and parental involvement assistants) who are qualified.

Table 3.5: Percentage of Qualified Paraprofessionals Working in Title I Schools 2003-2004 2004-2005 2005-2006* # of Para- # of % of # of Para- # of % of # of Para- # of % of professionals Qualified Qualified professionals Qualified Qualified professionals Qualified Qualified Para- Para- Para- Para- Para- Para- professionals professionals professionals professionals professionals professionals 117 62 53% 126 113 90% 135 133 99%

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Based on the Examination of Data for this Indicator:

1. Describe where progress toward increasing the percentage of qualified paraprofessionals is evident.

Over the last three years, Wicomico County has seen significant success in increasing the percentage of qualified paraprofessionals working in Title I schools, a jump from 53% in 2003-2004 to 90% in 2004-2005 to 99% in 2005-2006.

2. Identify the practices, programs, or strategies and the related resource allocations that appear related to the progress.

The actions leading to this increase include: the implementation of a ParaPro Assessment Center; providing reimbursement for achieving the qualified status; the use of a personalized communication approach to inform and educate paraprofessionals about both the requirements and the opportunities and resources available to meet those requirements; aggressively targeting paraprofessionals working in Title I schools; and, providing additional training opportunities for both qualified and not-yet-qualified paraprofessionals. However, the biggest change has been the introduction of stratified paygrades for paraprofessionals to recognize qualified status.

3. Describe where challenges toward increasing the percentage of qualified paraprofessionals are evident.

While Wicomico County has been successful in moving very close to the goal of 100%, turnover in personnel makes it imperative that monitoring of new hires be continuous and thorough.

4. Describe the school system’s plan for overcoming the identified challenges along with the related resource allocation to ensure sufficient progress. Please include timelines where appropriate.

Continued monitoring of new hires and transfer requests will remain a top priority for the school system to achieve the 100% qualified status for paraprofessionals in Title I schools. Paraprofessionals are involved in on-going professional development supported in part through FY07 Title I funds (41,286).

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GOAL 4: All students will be educated in learning environments that are safe, drug free, and conducive to learning.

Indicator 4.1: The number of persistently dangerous schools, as defined by the State.

In Maryland, a ‘persistently dangerous’ school means a school in which each year for a period of three consecutive school years the total number of student suspensions for more than 10 days or expulsions equals two and one-half percent or more of the total number of students enrolled in the school, for and of the following offenses: arson or fire; drugs; explosives; firearms; other guns; other weapons; physical attack on a student; physical attack on a school system employee or other adult; and sexual assault [Code of Maryland Regulations (COMAR) 13A.08.02.18B(4)].

Table 4.1: Number of Persistently Dangerous Schools 2002-2003 2003-2004 2004-2005 2005-2006 2006-2007 0 0 0 0

Note: Issues associated with Safe Schools are also discussed in Additional MSDE Requirements: Safe Learning Environments and Attachment 11: Title IV, Part A – Safe and Drug-Free Schools and Communities.

Additional MSDE Reporting Requirements:

SAFE LEARNING ENVIRONMENTS

IA. Schools Meeting 2-1/2 Percent Criteria for the First Time

A school must be placed on ‘probationary status’ if each year for a period of two consecutive school years, the total number of student suspensions for more than 10 days or expulsions equal to 2-1/2 percent or more of the total number of students enrolled in the school, for any of the following offenses: arson or fire; drugs; explosives; firearms; other guns; other weapons; physical attack on a student; physical attack on a school system employee or other adult; and sexual assault (COMAR 13A.08.01.19A).

In Table 4.2, identify all schools that met the 2-1/2 percent criteria for the first time at the end of SY 2005-06.

Table 4.2: Schools Meeting 2½ Percent Criteria for the First Time # of Suspensions and Percentage of School 2005-2006 Enrollment Expulsions Enrollment N/A

Analyzing Question:

Where first-time schools were identified, what steps is the school system taking to reverse this trend and support the identified school(s) from moving into probationary status?

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IB. Probationary Status Schools

In Table 4.3, please identify all schools that met the criteria at the end of SY 2005-06 for placement on ‘probationary status’, as defined above, in SY 2006-07.

Table 4.3: Probationary Status Schools # of Suspensions and Percentage of School 2005-2006 Enrollment Expulsions Enrollment N/A

II. Suspensions and Expulsions for Sexual Harassment, Harassment, and Bullying

In Table 4.4, please provide trend data for suspensions/expulsions due to sexual harassment, harassment, and bullying.

Table 4.4: Number of Suspensions/Expulsions for Sexual Harassment and Harassment and Bullying Offense SY 2002-2003 SY 2003-2004 SY 2004-2005 SY 2005-2006 Sexual Harassment 40 23 25 23 Harassment 23 30 43 45 Bullying 1 Total 63 53 68 69

Analyzing Question:

What actions is the local school system taking to prevent/reduce incidents of sexual harassment, harassment, and bullying?

The Wicomico County Public School System has taken the following actions to prevent/reduce incidents of sexual harassment, harassment and bullying: • Conducted professional development for building-level administrators • Addressed the topic of sexual harassment, harassment and bullying in the Student Service Summer Forum, including review of reporting and monitoring procedures • Assigned Guidance Counselors to work with both the victims and perpetrators • Monitored suspension data to identify specific areas of need/intervention • Provided Conflict Resolution/CARES (Children At-Risk Emotionally and Socially) Teachers to work directly with students • Communicated with students and parents using various methods and forums (e.g., Values Calendar, October school newsletters, PTA meetings, PAC Channel 14 programs)

The Board of Education of Wicomico County adopted a Discrimination and Sexual Harassment Policy in 1992 and last revised it in 1995. All cases of bias, sexual harassment and discrimination that are reported are handled through this policy accordingly.

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Additionally, Wicomico County Public Schools emphasizes the importance of values throughout the school year. A values calendar, supported by the community, is published and disseminated to all families and employees each year. Schools build activities around the "value of the month" (e.g., tolerance, compassion, respect for others' rights) to engage students in understanding the value and promoting it daily in their interactions with others. Some schools have extended this idea into schoolwide awareness weeks that include such topics as Learning to Create a Harmonious School Community. The CARES Program (Children At-Risk Emotionally and Socially), and anti-bullying and conflict resolution programs are all used to modify student behavior to create a positive, safe learning environment for all children. Guidance counselors in elementary schools work with children one-on-one and in small group settings to explore feelings and positive ways of interacting with other children.

Beginning with the 2006-2007 school year, every school will have a minimum of one full-time guidance counselor. The school system has been adding guidance counselors over the last four years and will finish the initial emphasis of providing a counselor in each school this year. Additionally, every secondary school has a conflict resolution teacher and a School Resource Officer assigned. These individuals work pro-actively along with teachers and administrators to prevent unsafe behaviors including incidents of sexual harassment, harassment, and bullying. Since such incidents also occur beyond the physical confines of the school building, bus drivers are trained during pre-service and in-service sessions to recognize, respond and intervene in such situations. These topics are woven throughout the health education curriculum and have been discussed at parent meetings to ensure student and their families are aware of support and reporting systems. A system has been established to report and track incidents through the office of the Director of Student Services who monitors the data along with school-based administrators. Individual cases are addressed using both school staff and School Resource Officers. One middle/high school has initiated the OLWEUS anti-bullying program

III. Elementary Schools with a Suspension Rate That Exceeds 18 Percent

Each county Board of Education and the Board of School Commissioners of Baltimore City shall require an elementary school that has a suspension rate that exceeds 18 percent of the elementary school's enrollment to implement: positive behavioral interventions and support program (PBIS); or alternative behavioral modification program in collaboration with the Department (Section 7-304.1, Education Article, Annotated Code of Maryland).

Table 4.5: 18 Percent Suspension Rate in Elementary Schools SY 2003-04 SY 2004-05 SY 2005-06 Number With a Number With a Number With a Number of Number of Number of Suspension Suspension Suspension Elementary Elementary Elementary Rate that Rate that Rate that Schools Schools Schools Exceeded 18% Exceeded 18% Exceeded 18% 17 0 17 0 17 0

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In Table 4.6, please provide the following information for those schools identified in Table 4.5 that have NOT implemented PBIS or an alternative behavioral modification as required by law.

Table 4.6: Elementary Schools with an 18 Percent Suspension Rate That Have NOT Implemented PBIS or An Alternative Behavioral Modification Program SY in Which Suspensions State Reason for Provide a Timeline for School Name Exceeded 18% Noncompliance Compliance N/A

IV. Overall Progress Toward Establishing and Maintaining a Safe Learning Environment

1. Describe the progress that the school system has made toward establishing and maintaining a safe learning environment.

In general, the number of elementary office referrals and suspensions has decreased over the last year. The same trend is noted for some middle and high schools. But overall, the number of office referrals and suspensions, especially at the middle and high schools levels has increased significantly. Most of the referrals result, not from violent acts, but from classroom disruption, tardies, insubordination, etc. However, in reviewing student behavior data and in response to a growing community perception that schools are not as safe as they once were, the Board of Education of Wicomico County has asked the staff to focus attention on our second strategic priority, Safe Learning Environment while maintaining efforts in the area of High Student Achievement.

2. Identify the practices, programs, or strategies and the related resource allocations that appear related to the progress.

Additional student services staff (e.g., guidance counselors, school psychologists, conflict resolution teachers, home-school liaisons), the use of In-School Suspension rooms and associated counseling, and development of positive behavioral programs in schools have had a positive effect in many schools in reducing disruptive student behavior.

3. Describe the challenges that exist and the school system’s plans for overcoming those challenges along with related resource allocations.

A brief review of data highlights provides an excellent description of the challenges that confront the school system: 88% of all office referrals occur at the secondary level 95% of all suspension days occur at the secondary level When we compare a cohort of students moving from 5th grade to 6th grade, there was a 310% increase in office referrals and a 688% increase in suspensions African American students are referred at two times the rate of white students and suspended at three times the rate

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African American male suspensions doubled from 2005-2006 for classroom disruption (of particular note in middle school)

As a result of intense work during the summer of 2006, the school system has identified four major areas of need in the area of school climate: Identify students with behavior needs at the earliest possible time and provide intervention Enhance the school system’s capacity to effectively identify and positively respond to student needs, especially those of African American males Develop consistency in the interpretation and implementation of policies, procedures, processes, and programs Conduct a root cause analysis to understand what is happening at the middle and high school levels (which is causing increases in the statistics) and develop approaches to address those factors

The plan of operation to address these challenges is described in response #4.

4. Describe the changes or adjustments that will be made along with the related resource allocation to ensure sufficient progress. Include timelines where appropriate.

A part-time School Climate Specialist, Mr. Gary Elder, has been hired to coordinate and facilitate the work of four stakeholder groups which will focus on these identified needs. During his first three weeks, Mr. Elder reviewed school- and system-level data and met with numerous individuals and groups to develop a thorough understanding of the situation. After meeting with group leaders, a decision was made that some of the groups would form subgroups to address very specific topics. On September 18, 2006 approximately 100 individuals came together to begin the process of discussing specific areas for improvement and to develop improvement actions around the following topics:

Group 1: Early identification and intervention • Student Service Teams – Provide consistent direction on team processes, data collection protocols, and meeting schedule; develop a framework to enable early identification of, and interventions for, at-risk students • Early Identification of Gang Activities – Work collaboratively with community agencies, including School Resource Officers, to increase knowledge among school system staff of current gang information (names, clothing, colors, signals, etc) • Effective Use of Guidance Staff – Research alternatives to relieve guidance staff of administrative duties and increase time spent with students • Consistency in Student Behavior – Identify trends in locations and times where/when unacceptable behaviors often occur; develop effective management strategies in response; develop a list of research-based programs that encourage positive behaviors (e.g., PBIS) that schools may adopt • Parental Engagement & Communication – Determine ways to expand efforts to effectively engage parents of all students and especially at-risk students

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Group 2: Being able to effectively identify and positively respond to student needs, especially those of African American males, must be enhanced. • Relationship/Sensitivity/Culture Appreciation Awareness – Research professional development opportunities on building relationships as a way of improving the overall school climate • Prevention/Intervention/Role & Effectiveness of Expanded Student Services – Compile a list of existing programs (e.g., mentoring, STARS, Gentleman’s Club, Shooting Stars, Champs, PBIS); determine how program effectiveness is currently being measured and/or develop a system to track effectiveness; research services provided by other Eastern Shore counties that have a proven record of success • Data Collection on African American Males – Gather information about how to better provide services to African American males; develop recommendations to ensure appropriate academic scheduling of African American males • Conflict Management – Explore ways to improve conflict management skills of both staff and students; work to engage Salisbury University’s Center for Conflict Resolution in the process

Group 3: Develop consistency in the interpretation and implementation of policies, procedures, processes, and programs • Dropout Prevention & Dropout Process – Examine required exit interview process and recommend revisions; develop processes to ensure student knowledge of alternative school system programs that will lead to graduation; consider additional programs for Evening High School • In-School Suspension Program – Ensure new State reporting requirements are being met; develop consistency among programs in all schools by determining current practices and making recommendations based on best practices to provide behavior interventions and academic opportunities with attention to compliance for regulations for special education students • Progressive Discipline Guides – Review/revise secondary Progressive Discipline Program; develop a strategy to re-introduce the use of the Program to bring consistency in disciplinary actions; recommend changes to the Program guide for use in elementary schools • Home School Liaison Program – Develop best practice model of effective programs; define role of Home School Liaison and data collection protocol • Conflict Resolution/C.A.R.E.S. – Expand current program guidelines to include specific data type to be collected for each intervention; determine methods to increase effectiveness of interventions • Dean of Students – Develop recommendations for most effective use of position • “Cheat Sheet” – Develop sets of “what if” scenarios with specific “will do” responses that address potential situations

Group 4: Conduct a root cause analysis to understand what is happening at the middle and high school levels that is causing increases in suspension numbers, and develop approaches to address those factors. • Gather data for student subgroups in grades four through twelve • Determine possible root causes for identified behavior concerns, especially among 6th and 9th grade students

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• Develop recommendations on strategies for all students and for specific student groups that will lead to improved student behavior and engagement in school

As each group meets, members have been encouraged to reach out to other school system employees as well as community members who have knowledge and/or skills deemed critical to the success of their task and to involve them in the process. The time line calls for the groups to continue to meet over the next two months and to develop recommendations that will be presented to executive staff and the Board of Education for consideration in December. It is anticipated that many improvement actions can begin during the current school year with others following next year depending on how resources can be realigned and/or acquired.

For school year 2006-2007, several current programs will be enhanced and there will be other new initiatives to ensure a safe learning environment. These include:

Action Strategy / Action FTE Amount Step 17,234 Title IV Support at-risk families through the East Salisbury Family Center. 8.009 3,000 Hot Spots Provide professional development for high schools in-school 3,000 7.002 suspension – Dean of Students & Conflict Resolution Teachers Initiate systemic positive behavior programs in all schools 87,488 7.007 Provide School Resource Officers (9.0) to promote school safety 470,690 7.014 (partial cost – supplements previous funding) Implement additional elementary discipline/time-out room 1.00 12,358 7.016 Provide alternative discipline methods - Internet based schooling 30,000 7.017 Provide mental health services to regular education students 40,000 7.018 suspended from school Provide parent training & programs to improve discipline and diverse 20,000 7.019 learner needs Provide additional Guidance Counselors to provide a full time 3.00 156,900 8.003 position in each elementary school Increase availability of Guidance Counselors during the ummer 6,342 8.003 Provide discipline related professional development (consultant) 5,000 8.003 Upgrade current guidance software 3,000 8.003 Provide additional materials & supplies for guidance 2,000 8.003 Provide materials for discipline related professional development 1,000 8.003 Hire an additional Psychologist to allow more students to receive 1.00 71,320 8.003 counseling Provide professional development opportunities for Guidance 2,000 8.004 Counselors in drop-out prevention 5,000 Provide additional materials & supplies for student mentoring 8,000 8.006 Title V Purchase defibulators for new programs as required by new regulation 20,000 10.003 Stipends for nurses to evaluate student immunization records in 18,500 16.030 accordance with new regulation to begin Sept, 2006

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Action Strategy / Action FTE Amount Step Nursing Assistant needed to help cover Salisbury Middle School 1.00 15,900 16.030 Nursing substitutes 65,750 16.030 Training for school health professionals in first aid compliance 400 16.030 Materials & supplies - health supplies for student needs 10,000 16.030 15,562 Title IV & Support the implementation of the health curriculum 6,324 2.013 Tobacco Prevention 1,924 Provide professional development for MSAP team members 7.003 Title IV Monitor effectiveness and consistent implementation of prevention 13,682 7.004 education curricula, providing professional development Title IV 4,532 Support peer mentoring and student leadership opportunities 7.005 Title IV 11,246 Provide professional development for PBIS 7.007 Title IV 1,000 Support activities to promote attendance at all schools 7.010 Title IV 4,400 Support student success in the Alternative Learning Center program 9.009 Title IV

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GOAL 5: All students will graduate from high school.

Indicator 5.1: The percentage of students who graduate from high school each year with a regular diploma.

Table 5.1: Percentage of Students Graduating From High School Subgroup 2002-2003 2003-2004 2004-2005 2005-2006 Annual Measurable Objective (AMO): 80.99% 80.99% 83.24% TBD All students (Counts toward AYP) 81.95 80.37 77.19 81.18 American Indian/Alaskan Native * * -- * Asian/Pacific Islander 97.44 82.35 96.30 90.24 African American 72.22 70.86 65.95 69.16 White (Not of Hispanic Origin) 85.89 85.85 83.08 86.73 Hispanic 81.82 77.78 66.67 83.87 Free/Reduced Meals (FARMS) 82.28 70.45 60.90 68.73 Special Education 75.81 96.49 91.30 75.41 Limited English Proficient (LEP) 100.00 90.00 83.33 77.78 Male 76.89 78.33 71.89 76.77 Female 87.45 82.64 82.85 85.96

* = fewer than 5 students -- = no students in the category

Indicator 5.2: The percentage of students who drop out of school.

Table 5.2: Percentage of Students Dropping Out of School Subgroup 2002-2003 2003-2004 2004-2005 2005-2006 State satisfactory standard: 3.00% 3.00% 3.00% 3.00% All students 4.69 4.57 4.23 3.31 American Indian/Alaskan Native 12.50 0.00 * 0.00 Asian/Pacific Islander 1.33 0.65 2.25 0.00 African American 7.64 7.40 6.12 5.17 White (Not of Hispanic Origin) 3.26 3.26 3.25 2.60 Hispanic 7.06 3.13 5.98 0.70 Free/Reduced Meals (FARMS) 8.41 5.46 5.75 3.07 Special Education 7.19 0.00 1.18 2.71 Limited English Proficient (LEP) 0.00 0.00 3.96 0.00 Male 5.94 5.45 4.89 4.04 Female 3.34 3.66 3.56 2.55

* = fewer than 5 students

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Based on the Examination of Graduation and Drop Out Rate Data:

1. Describe where progress in moving toward the indicators and goal is evident. In your response, please identify progress in terms of grade levels, subject areas, and subgroups.

The percentage of students dropping out of school has decreased for All Students to a 14- year low of 3.31%. Additionally, significant progress has been made in lowering or maintaining a low drop out rate for American Indian/Alaskan Native students, Asian/Pacific Islander students, African American students, White students, Hispanic students, students receiving Free/Reduced Meals, Limited English Proficient students, male students and female students. These figures are reflected in improved graduation rates for All Students (increase of 3.99% from 2005), African American students (increase of 3.21% from 2005), White students (increase of 3.65% from 2005), Hispanic students (increase of 17.2% from 2005), students receiving Free/Reduced Meals (increase of 7.83% from 2005), male students (increase of 4.88% from 2005), and female students (increase of 3.11% from 2005). (Note: There were too few American Indian/Alaskan Native students to report.)

2. Identify the practices, programs, or strategies and the related resource allocations that appear related to the progress.

The school system recognized that the issues of students dropping out of school and achievement are closely related to each other and need to be addressed through both short- and long-term strategies. For the long-term, interventions being instituted at the elementary and middle school levels such as the reading and math initiatives previously discussed under Goal 1 in this document have continued to provide encouraging results at engaging students and improving learning. Summer achievement academies, conducted for middle school students and funded through a combination of local monies and 21st Century Community Learning Center funds are reaching identified students. After school 21st Century Community Learning Center programs are offered for targeted students at all Title I schools.

More immediately, addressing the needs of current secondary students Cognitive Tutor – Algebra and Cognitive Tutor – Geometry, computer-based programs, have been used to engage students. A high school reading class provides reading intervention instruction to ninth graders. Additionally, each Wicomico County high school was provided with the services of a Math Professional Development Coach for the first time during 2005-2006 in addition to the Reading Professional Development Coach that was already in place. The school system has worked very hard to ensure special education teachers participated alongside regular education teachers in professional development experiences, especially in those sessions focusing on the Voluntary State Curriculum.

To specifically address the issue of students at risk of dropping out, a dropout prevention coordinator works with all schools, including elementary schools, to develop a support network of school staff and other service providers to work with identified children at-risk of dropping out of school as early as possible. At the middle school level, the C.A.R.E.S. program (Children At Risk Emotionally and Socially) provides intervention for identified

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students while the MSAP (Maryland Student Assistance Program) provides a network of support through school system and community-based service providers for high school students. Wicomico County has included funding each of the last three school years to provide additional guidance counselors at the elementary and high school levels. Each middle school and high school in the district conducts a 6th or 9th grade transition day at the start of the school year along with special activities for students and parents to ease the transition for students from one level of school to the next.

Specific action steps for 2005-2006 found in Strategy 9 (Extend programs and ensure effective policies that motivate and support students to attend school and graduate from high school.) were implemented under increased scrutiny to ensure full implementation..

Other initiatives to address increasing the number of students who graduate from high school include providing additional counseling including advisement of alternative routes to achieve a high school diploma such as Evening High School (Action Step 9.12); working collaboratively with institutions of higher education to expand dual enrollment opportunities (Action Step 3.51); participation in the Maryland Scholars program in conjunction with the Maryland Business Roundtable (Action Step 6.29); participation in both the GEAR UP ($122,000 – MSDE) and Project NEXUS ($64,500 – MSDE) programs in collaboration with MSDE to increase the number of low income and minority students who pursue more rigorous courses and post-high school education (Action Steps 3.47 and 3.50).

The school system continues to work collaboratively with the Delmarva Education Foundation to provide additional information to students to encourage them to remain in school and to make them aware of options for additional education opportunities and support.

The ROTC program has been implemented at one high school ($44,060 – ROTC).

Wicomico County’s three large high schools continue to proceed with the Smaller Learning Communities (SLC) initiative to provide more personalized instruction and guidance for high school freshmen (Action Step 2.38). In subsequent years, SLC will expand to serve additional students. Resources allocated to this initiative include:

Action Strategy / Action FTE Amount Step Coordinator - Smaller Learning Communities (SLC) 1.00 71,000 2.038 SLC - stipends for curriculum development for Advisories 5,400 2.038 SLC - professional development, technical assistance, coaching, & 7,290 2.038 consultation by Chesapeake Coalition for Essential Schools (CCES) SLC - curriculum MOI and training supplies & materials for in-house 10,720 2.038 professional development SLC - office supplies 100 2.038 SLC - postage for information mailing to 9th grade families 655 2.038 SLC - Coalition for Essential Schools (CES) fall and spring national 575 2.038 conferences SLC - mileage reimbursement for coordinator 437 2.038 SLC - supplies for Project Advisory Committee & Task Force 480 2.038 meetings

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At the school level, each of the high schools with high dropout rates have been asked to develop specific plans to address the issue. These plans included such items as: • Working to actively engage both students and their parents in discussions about opportunities to finish school and future career paths • Providing flexibility in student schedules for those students who need to work • Providing mentors to students through the Wicomico County Mentoring Project • Using the Truancy Court to stress to students and parents how important it is for students to attend school on a regular basis • Using automated calling systems to let parents know when students are not in school • Working collaboratively with support staff such as Pupil Personnel Workers to locate students who are not attending school on a regular basis • Engaging students in discussions during the scheduling process about career pathways

3. Describe where challenges are evident. In your response, please identify challenges in terms of grade levels, subject areas, and subgroups.

A major limitation in the district’s efforts is that a single Dropout Prevention Coordinator serves the county’s schools with most efforts focused on secondary students. Some work has been accomplished with elementary schools to help them effectively utilize Student Services Teams to address the needs of identified students at-risk of becoming dropouts. The Coordinator works with guidance counselors as well as the Student Services Team in each school. During 2005-2006, the efforts of the Coordinator were targeted to ninth grade students and evidence suggests this has been successful. While additional resources are needed, Wicomico County believes the action steps addressing students dropping out of school in its Plan are valid and are achieving results. As procedures and processes are consistently implemented, monitored, and maintained, the district believes better results will continue to be achieved.

4. Describe the changes or adjustments that will be made along with the related resource allocation to ensure sufficient progress. Include timelines where appropriate.

The dropout prevention coordinator works with targeted students, serving approximately 172 students of which 54% are minority students with 35% being African American males. During the course of his work, he meets with students and reviews progress reports, report cards, attendance records, and conduct history. The coordinator prompts students to use self- evaluation techniques to change behaviors that are interfering with their success in school and works with them one-on-one and in small groups to help each student develop goals and reach them. The coordinator works closely with the administration and school improvement team at each high school to find ways to provide students with experiences that will keep them in school. Examples include identifying African American males with potential for the League of Leaders, providing African American male role models, using the ninth grade academies in our three large high schools, using tutors from UMES during the school day, and working closely with UMES to develop additional programs and to provide scholarships. Encouraging students, including using incentives, and helping students identify and access Part I – Annual Review of Goals, Objectives, and Strategies Section D: Progress Toward Meeting Federal, State, and Local Goals Page 39

methods to “catch up” on course credits and other graduation requirements is an integral part of the program. The coordinator meets with teachers and other support personnel to discuss at-risk students and to offer suggestions on effective ways to meet their needs. During 2005- 2006, the school system used grant funds to provide (for part of the year), an additional position, that of dropout prevention counselor, to work with identified middle school students. Beginning in October of the current school year, the district has devoted local funds to continue this position. The counselor works primarily with middle school students and uses the same approaches as the dropout prevention coordinator.

The school climate initiative described under the Safe Learning Environment responses in this document includes a brief description of improved efforts to address more emphatically the need to improve the graduation rate and reduce the drop out rate. A work group has been established and charged with developing additional recommendations and programs in this area with a target date of December 2006 to report to the Board of Education. Most immediately, a systemwide professional development program has begun and will continue that addresses increasing the capacity of adults in the school system to build meaningful relationships with students. Such topics as the culturally proficient school, how teachers can teach students who do not look like them, and understanding the teenage brain will be explored in school-based and systemwide professional development sessions and study groups. Additionally, the school system will continue to look for ways to ensure student knowledge of alternative school system programs that will lead to graduation such as Evening High School and dual enrollment.

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Additional MSDE Reporting Requirements

HIGH SCHOOL PERFORMANCE

The next four tables ask school systems to report trend data for all students who have passed the corresponding HSA since 2003 (except for English II, which was not available until 2005).

Percentage of Students Passing the English II HSA

Table 5.3: Percentage of Students Passing the English II HSA Subgroup 2005 2006* All students 60.2 58.0 American Indian/Alaskan Native * * Asian/Pacific Islander 51.2 50.0 African American 39.9 35.9 White (Not of Hispanic Origin) 72.0 70.1 Hispanic 42.3 45.5 Free/Reduced Meals (FARMS) 42.3 40.1 Special Education 26.1 15.6 Limited English Proficient (LEP) 8.3 5.6

* = fewer than 5 students -- = no students in the category

Percentage of students passing the Biology HSA

Table 5.4: Percentage of Students Passing the Biology HSA Subgroup 2003 2004 2005 2006 All Students 48.1 61.5 54.1 67.0 American Indian/Alaskan Native * * * -- Asian/Pacific Islander 44.4 57.5 61.9 66.7 African American 23.7 39.5 27.0 46.3 White (Not of Hispanic Origin) 57.9 73.2 67.8 77.0 Hispanic 40.9 59.3 42.3 71.4 Free/Reduced Meals (FARMS) 32.5 42.3 36.9 51.4 Special Education 17.1 24.6 17.9 36.1 Limited English Proficient (LEP) 25.0 24.0 13.0 37.5

* = fewer than 5 students -- = no students in the category

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Percentage of students passing the Algebra/Data Analysis HSA

Table 5.5: Percentage of Students Passing the Algebra/Data Analysis HSA Subgroup 2003 2004 2005 2006 All Students 46.6 56.2 52.3 67.9 American Indian/Alaskan Native * * * -- Asian/Pacific Islander 67.6 73.6 75.9 82.5 African American 25.8 33.4 27.9 44.9 White (Not of Hispanic Origin) 55.6 65.0 65.0 78.2 Hispanic 48.1 56.0 29.2 64.5 Free/Reduced Meals (FARMS) 32.4 44.0 38.6 48.6 Special Education 14.3 20.6 10.4 19.2 Limited English Proficient (LEP) 52.2 44.0 51.4 40.0

* = fewer than 5 students -- = no students in the category

Percentage of students passing the Government HSA

Table 5.6: Percentage of Students Passing the Government HSA Subgroup 2003 2004 2005 2006 All Students 61.8 71.4 75.2 75.1 American Indian/Alaskan Native -- * * -- Asian/Pacific Islander 54.1 58.3 68.3 64.6 African American 44.8 52.4 58.0 54.2 White (Not of Hispanic Origin) 70.7 81.6 85.4 85.2 Hispanic 38.9 60.0 46.2 87.5 Free/Reduced Meals (FARMS) 41.2 54.9 62.5 60.8 Special Education 33.8 25.4 49.2 32.4 Limited English Proficient (LEP) 18.2 23.3 33.3 45.0

* = fewer than 5 students -- = no students in the category

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HSA Performance of the 9th Grade Cohort This section is designed to collect data for students graduating in 2009 and beyond who are required to pass the High School Assessments in order to graduate. School systems are also asked to provide information on how they’ve chosen to sequence courses for the majority of students, and the programs and interventions that are in place to support students in meeting this requirement.

Instructions: Please complete this table which is interested ONLY in the performance of 9th grade students for whom taking and passing the High School Assessments is a requirement (i.e. those entering 9th grade for the first time in 2005-2006 and expected to graduate in 2009). Be sure to include the performance of 9th grade students who took the assessment(s) while in middle school. For each assessment: 1) Provide the number of 2005-2006 first-time 9th grade students who took the assessment while in grades 6, 7, 8, or 9 AND 2) Of those takers, provide the number and percentage who passed.

Table 5.7: HSA Performance of 9th Grade Cohort (First-time 9th Graders in 2005-2006) Biology Government* Algebra/Data Analysis English Subgroup Passed Passed Passed II* # of # of # of Takers # % Takers # % Takers # % All Students 308 289 93.8 246 187 76.0 American Indian/Alaskan ------Native Asian/Pacific 26 24 92.3 9 8 88.9 Islander African American 41 31 75.6 78 48 61.5 White (Not of 233 226 97.0 149 124 83.2 Hispanic Origin) Hispanic 8 8 100 10 7 70.0 Free/Reduced Meals 47 39 83.0 85 57 67.1 (FARMS) Special Education 3 2 66.7 7 3 42.9 Limited English 2 2 100 4 3 75.0 Proficient (LEP)

*Wicomico County did not have any 2005-2006 cohort members for English or Government.

Analyzing Questions

1. Please provide an update on how the school system has structured its sequencing of assessed high school courses for the majority of its students (e.g. the grade level in which specific courses are offered, etc.).

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English and Government are offered in Grade 10. The majority of students take Biology in Grade 10 but the most advanced students take Biology in Grade 9. Students take Algebra from Grades 7-12 as a function of when they complete either Algebra I or Algebra I, Part 2.

2. Please describe the practices, programs and/or strategies that the school system has implemented to support students in passing the High School Assessments. In your response and where applicable, please include:

• Plans for providing professional development to teachers in assessed areas, include timelines where appropriate.

Each of the professional development days for the 2006-2007 school year have teachers of assessed courses engaged in work directly tied to the High School Assessments. These days have been and continue to be content-based professional development and have included data analysis of specific performance on previous assessments along with information and strategies to further teacher skills.

The school system has sponsored a special professional development session for Algebra teachers specifically on teaching and using the graphing calculator. This effort will continue through Continuing Professional Development course offering this fall.

With respect to English in particular, the district is not only working with 10th grade English teachers, but also with supports that can be established in grade 9 to assist in preparing students for the assessment.

In those areas where the online resources for remediation exist (i.e., government and algebra), a cadre of teachers was sent to the initial training. These teachers will be involved in presenting this resource to other teachers as appropriate.

Wicomico County continues to utilize the Governor's Academies to further teachers' skills and knowledge. This year specific emphasis was placed on including special education teachers who are providing assistance in those content areas.

The school system has provided and will continue to provide professional development on reading strategies and continues to give specific attention to the reading requirements for each assessment so that teachers can provide appropriate instruction preparing students for the reading on each assessment.

• Progress made toward alignment of curriculum with local and State assessments, include timelines where appropriate.

The district has completely rewritten and revised the 10th grade English curriculum (summer 2006) to thoroughly align with the state assessments. This document is in draft form and will be finalized at the end of this school year. The same process will Part I – Annual Review of Goals, Objectives, and Strategies Section D: Progress Toward Meeting Federal, State, and Local Goals Page 44

be used to revise the 9th grade guide this next summer. We will be utilizing our explicit teaching lessons that have thus far been development into this guide.

The math course sequence has been realigned so that it is more rigorous and provides an algebraic experience for all students by the end of middle school. Wicomico County plans to phase out pre-algebra II at the conclusion of this school year. A new textbook series was adoped that provides more rigorous content along with more real world applications in both pre-algebra and algebra. Quarterly assessments have been created and will be used to measure student progress toward meeting the standards in algebra. The assessments were piloted during 2005-2006 and will continue this year. Results are being analyzed for instructional implications.

The government curriculum is aligned and professional development efforts continue in the reading and writing requirements necessary on the assessment. The school system is developing lessons and assessments that mirror the HSA.

The biology curriculum was aligned with the Core Learning Goals in 2002 and they have not changed. Each year teachers and the Supervisor look specifically at the results and whether the curriculum is providing appropriate instruction for each assessment limit. This process is ongoing and uses the student data results.

• Resources being allocated to support this requirement.

All teachers and administrators have access to Edusoft, an assessment management system to allow for the analysis of student performance and differentiation of instruction. This has included the purchase of the Edusoft program with new FY07 funds, training of teachers and administrators, the alignment of benchmark assessments in reading and algebra for high schools, and the purchase of at least one scanner for each school.

Financial resources (stipends) were provided to teachers revising the 10th grade curriculum.

A consulting fee was paid to allow us to offer a course on Understanding by Design and backward mapping has been used in the creation of the English curriculum.

Printing costs associated with printing the draft curriculum guide along with assessments and assignments that mirror HSA-type items were incurred.

New FY07 funding included:

Action Strategy / Action FTE Amount Step Materials & supplies - provide CRT Scantron forms for secondary schools to provide for aligned teacher developed 500 2.007 assessments Printing needs with the adoption of new programs and the 18,000 16.037 necessity to provide students with MSA/H SA mirrored activities Part I – Annual Review of Goals, Objectives, and Strategies Section D: Progress Toward Meeting Federal, State, and Local Goals Page 45

3. For those students who have failed or have been identified as at risk of failing, describe how students are identified, the interventions in place to support them, the manner in which the interventions are provided, how the effectiveness of the interventions will be measured, and related resource allocations where applicable.

Due to course sequence used in Wicomico County, this year the only students requiring remediation are those who failed the algebra HSA and a very few students (19 students in all four high schools) who failed the biology assessment. For algebra, the school system is providing a course entitled "Math Remediation - HSA". The course description is: “This course addresses MD Core Learning Goal # 1 (Functions and Algebra) and Goal # 3 (Data Analysis and Probability). It will concentrate on the concepts and skills necessary for students to pass the Algebra/Data Analysis High School Assessment. Students will analyze a wide variety of patterns and functional relationships, model and interpret real-world situations using the language of mathematics and appropriate technology. They will also collect, organize, analyze, and present data and apply the basic concepts of statistics and probability to predict possible outcomes of real-world situations. Multiple opportunities will be given for students to take assessments that mirror HSA.”

For biology, the science Department Chair, working collaboratively each student’s science teacher (and possibly the special education teacher and ESOL teacher, depending on which services the student receives) will provide a nine-week long tutorial session utilizing review materials aligned to each unit of the biology curriculum.

The school system is endeavoring to be as proactive as possible in identifying those students at risk of failing one or more HSAs. The Smaller Learning Communities initiatives are intended as a proactive means of addressing these students. The freshman academies at the three city high schools enable teachers to provide individualized assistance to students. Additional, each school is provided with the resources to offer after school tutoring in mathematics for these students. Formative benchmark assessments for algebra are being used and teachers may access results instantaneously via the Edusoft system. Additionally, the results from the Scholastic Reading Inventory are used to inform instruction. The district also provides access to HSA courses and the assessment through both the Evening High School and summer school programs. In this way students have multiple opportunities to take the assessment since our schools are currently not structured in semester blocks.

Professional development for biology teachers this year will focus on reading strategies in science classes, the development of district-wide assessments aligned to the biology indicators, and analyzing assessment data so it can be used to inform the process of designing appropriate instructional experiences.

Resources to support these initiatives include:

Two individuals were hired beginning in school year 2006-2007 to provide remediation services for students who did not pass the HSA in algebra (two new math positions).

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An additional high school math professional development coach was hired to lower the ratio of teachers to coach allowing for more direct contact with teachers of assessed courses (one new position).

Action Strategy / Action FTE Amount Step Teacher-hourly for Secondary Summer School - increase based on actual hours for FY06 wages to provide additional 7,000 3.003 opportunities for students to master HSA course content Assistants - Secondary Summer School needed for HSA class 3,636 3.003 Teachers - High school math, to implement the required algebra 2.00 83,920 2.053 remediation course Math professional development coach 1.00 58,100 13.007 Bus transportation for student Math Team 1,500 10.001 Printing requirements - scholarship book, course catalogs, etc. 1,500 16.037

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ATTENDANCE Please complete the table by filling in data from the 2006 Maryland Report Card--Attendance Rate (grade band, race/ethnicity, and by students receiving special services).

Note: The state satisfactory standard for attendance is 94%. Attendance data for 2005-2006, available at www.mdreportcard.org, will be based on data through March 15th.

Table 5.8: Attendance Rates Subgroup 2002-2003 2003-2004 2004-2005 2005-2006 Elementary 94.8 95.2 95.1 94.9 All students Middle 92.4 92.1 92.7 92.4 High 92.5 91.6 91.5 91.2 Elementary 93.8 94.2 93.3 95.3 American Indian/Alaskan Native Middle * * * 94.6 High 92.7 * * 83.9 Elementary 96.7 96.8 96.6 95.8 Asian/Pacific Islander Middle 97.5 97.0 97.5 96.7 High 96.3 96.0 96.3 96.5 Elementary 94.9 95.4 95.5 95.4 African American Middle 91.0 90.6 91.6 91.1 High 91.3 90.0 89.9 89.7 Elementary 94.7 95.0 94.8 94.6 White (Not of Hispanic Origin) Middle 93.1 92.7 93.2 93.2 High 92.8 92.1 92.0 91.7 Elementary 93.9 95.1 94.1 94.5 Hispanic Middle 94.1 93.0 91.5 91.7 High 94.2 92.1 91.8 91.0 Elementary 94.0 94.5 94.5 94.3 Free/Reduced Meals (FARMS) Middle 90.0 89.7 90.8 90.4 High 89.9 89.0 88.8 88.7 Elementary 93.8 94.3 94.2 93.8 Special Education Middle 89.3 90.4 90.4 90.3 High 89.5 90.0 89.9 89.6 Elementary 95.3 95.9 95.1 94.9 Limited English Proficient (LEP) Middle 97.1 97.3 96.3 94.9 High 97.4 95.3 96.1 92.3

* = fewer than 5 students -- = no students in the category

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Based on the Examination of the Attendance Data:

1. Describe where progress in increasing attendance rates is evident. In your response, please identify progress in terms of grade band and subgroups.

There has been little progress over the last year in increasing attendance rates. At the elementary grade level, slight increases in attendance have been seen for American Indian and Hispanic subgroups. Hispanic student attendance also increased slightly at the middle school level. For high school, only the attendance of Asian students increased. However, elementary attendance for all student subgroups except special education continues to meet the satisfactory standard of 94%. Elementary special education is just below the standard at 93.8%. At the middle school level, American Indian, Asian, and Limited English Proficient students all continue to meet the satisfactory standard for attendance.

2. Identify the practices, programs, or strategies and the related resource allocations that appear related to the progress.

Three middle schools in Wicomico County have entered into Year 1 of School Improvement as a direct result of subgroup attendance. Each of the schools made enough progress for All Students and for specific student subgroups in reading and math during 2005-2006 to either meet the Annual Measurable Objective or to enter into Safe Harbor because 10% fewer students scored at the basic level EXCEPT that the attendance of some subgroups did not increase from the previous year. This has certainly brought to the school system’s attention the need to pay closer attention to the attendance of all students. The response to question 4 below outlines the significant actions currently underway to address the situation.

3. Describe where challenges are evident. In your response, please identify challenges in terms of grade band and subgroups.

Middle and high school student attendance for students in virtually every subgroup (except for the few identified above in the response to question #1) present challenges within the school system. As students move into the secondary grades, their attendance generally becomes worse and worse.

4. Describe the changes or adjustments that will be made along with the related resource allocation to ensure sufficient progress. Include timelines where appropriate.

The performance of students at the middle school level and in particular at the two* middle schools that have entered “improvement status” is of grave concern in Wicomico County. The Central Office is working collaboratively with the schools to move them out of this identification. The following actions are being implemented for the 2006-2007 school year: • Provide extended time [90 minutes each for reading/English/ language arts (RELA) and math] at two additional middle schools. Note: The third middle school piloted this approach in 2005-2006 and made significant gains on the 2006 MSA and will continue to employ

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extended class periods for RELA and math this year. Significant additional middle school staffing was required to implement this approach. • Provide systematic professional development for educators focused on differentiating instruction to meet the needs of all students. • Move beyond the pilot stage to full implementation of Edusoft and benchmark assessments in reading and math to identify individual learning needs. • Provide support and resources for grade level instructional teams on the use of data by classroom teachers to develop teacher capacity to make more informed instructional decisions. • Assign special education support teachers to schools strategically, matching teacher skills with student needs to support differentiated instruction. • Include special education teachers in professional development on the VSC. • Utilize a variety of reading intervention strategies (e.g., Wilson Reading) for students with disabilities. • Provide research-based extended day academic acceleration programs through the 21st Century Community Learning Centers grant. • Provide research-based summer academic acceleration programs for low-achieving students. • Utilize Soar to Success as a supplemental reading acceleration program for identified low- performing students. • Improve the collaboration among professional development coaches, building principals and supervisors to increase the support provided to teachers. • Utilize methods of scheduling middle school students to ensure appropriate placement in both reading and math classes. • Provide professional development for all school administrators in “look fors” for reading and math supervision. • Continue collaborative business partnerships (e.g., Pepsi & McDonalds) to provide student and teacher incentives for exemplary achievement. • Expand the use of technology as an instructional tool to improve reading and math skill development (e.g. Group Response Kits, handheld devices, video streaming) and provide associated professional development to ensure its effective use. • Assign intervention teachers to provide additional assistance for students performing below grade level. • Provide additional math manipulatives with associated professional development for teachers. • Continue to work with local institutions of higher education to provide on-going professional development to middle school math teachers to enable them to become highly qualified (Math Partnership Grant). • Provide additional school-based special education and other support service positions and reconfigure district level special education responsibilities to provide greater school presence by supervisory personnel. • Provide all teachers with access to state wide IEP program to facilitate better access to understand students’ special needs. • Utilize online curriculum-based measurement programs (i.e., Math Yearly Progress Pro and Scholastic Reading Inventory) to inform instruction.

*Wicomico County was notified by MSDE that for one of the three middle schools, Salisbury Middle School (initially identified as entering school improvement status) there was an error in Part I – Annual Review of Goals, Objectives, and Strategies Section D: Progress Toward Meeting Federal, State, and Local Goals Page 50 the calculation of subgroup attendance which opened the opportunity for a special MOD-MSA appeal. We were notified on November 1 that the appeal was successful.

As a result of the situation described in response #2 above, the school system has initiated a school climate initiative. An examination of the data reveals the close relationship poor academic achievement, poor behavior, and attendance. As part of the school climate initiative, the school system will be working on ways to improve not only student behavior but also attendance.

A part-time School Climate Specialist has been hired to coordinate and facilitate the work of four stakeholder groups which will focus on these identified needs. On September 18, 2006 approximately 100 individuals came together to begin the process of discussing specific areas for improvement and to develop improvement actions. Areas being addressed that have a direct, positive impact on student attendance include: • Student Service Teams – Provide consistent direction on team processes, data collection protocols, and meeting schedule; develop a framework to enable early identification of, and interventions for, at-risk students • Effective Use of Guidance Staff – Research alternatives to relieve guidance staff of administrative duties and increase time spent with students • Consistency in Student Behavior – Identify trends in locations and times where/when unacceptable behaviors often occur; develop effective management strategies in response; develop a list of research-based programs that encourage positive behaviors (e.g., PBIS) that schools may adopt • Parental Engagement & Communication – Determine ways to expand efforts to effectively engage parents of all students and especially at-risk students • Relationship/Sensitivity/Cultural Appreciation & Awareness – Research professional development opportunities on building relationships as a way of improving the overall school climate • Conflict Management – Explore ways to improve conflict management skills of both staff and students; work to engage Salisbury University’s Center for Conflict Resolution in the process • Progressive Discipline Guides – Review/revise secondary Progressive Discipline Program; develop a strategy to re-introduce the use of the Program to bring consistency in disciplinary actions; recommend changes to the Program guide for use in elementary schools • Home School Liaison Program – Develop best practice model of effective programs; define role of Home School Liaison and data collection protocol • Conflict Resolution/C.A.R.E.S. – Expand current program guidelines to include specific data type to be collected for each intervention; determine methods to increase effectiveness of interventions • Conduct a root cause analysis to understand what is happening at the middle and high school levels that is causing increases in suspension numbers, and develop approaches to address those factors.

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continue to meet over the next two months and to develop recommendations that will be presented to executive staff and the Board of Education for consideration in December. It is anticipated that many improvement actions can begin during the current school year with others following next year depending on how resources can be realigned and/or acquired.

Resource allocations for this area are included under the response for question #4 for Goal 4.

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Board of Education of Wicomico County

2006 Update

Addressing Specific Student Groups

Addressing Specific Student Groups (Career and Technology Education, Early Learning, Gifted and Talented, Special Education)

Some costs (e.g., substitutes and stipends, printing and copying) are shown the first time they appear in this document but are used to support initiatives in a multitude of programs.

Career and Technology Education

The Bridge to Excellence legislation requires that the updated plan “shall include goals, objectives, and strategies” for the performance of students enrolled in Career and Technology Education (CTE) programs.

NOTE: Local School Systems may use the responses that they provided in their Perkins Application to address the questions below where applicable.

1. In your analysis of outcome data for CTE students, which is included in the Local Perkins Plan for Program Improvement, please describe where progress is evident in closing performance gaps among various student populations.

Performance Level 1S1: There will be an annual increase of 1% in the percentage of CTE concentrators who achieve a cumulative GPA of 2.0 or higher Wicomico 2004 Wicomico 2005 Wicomico % Maryland 2005 Performance % Performance % Increase (Decrease) Performance % 81.67 89.18 7.51 71.78 The percentage of CTE concentrators who achieved an overall GPA of 2.0 or higher was 7.51% higher in 2005 than in 2004. Wicomico County Public Schools exceeded the State performance by 17.4% with a performance level of 89.18% and has been for the past five years been consistently above the state average in this category.

Disaggregated data indicates that females scored significantly higher than males (96.17% vs. 81.94%) and the Caucasian students scored higher than African American students (92.15% vs. 83.13%). Special needs students scored significantly higher in 2005 at 85.37% when compared to 2004 at 72.24 and in 2003 at 59.46%.

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Performance Level 1S2: There will be an annual increase of 1% in the percentage of CTE concentrators who achieve a Technical GPA of 2.0 or higher Wicomico 2004 Wicomico 2005 Wicomico % Maryland 2005 Performance % Performance % Increase (Decrease) Performance % 84.92 90.48 5.56 78.17 The percentage of CTE completers who achieved a technical GPA of 2.0 or higher was 5.56% higher in 2005 than in 2004. Wicomico County Public Schools exceeded the State performance by 12.31% with a performance level of 90.48%.

There was a significant difference between the scores of male and female students (86.34% vs. 94.47%). The gap between African-American students and Caucasian students in 2005 was 12.83% with 94.88% of Caucasian students achieving a 2.0 or higher as compared to 82.05% of African American students meeting this goal. Special needs students score 2.56% below the state average of 78.17%. The VSST team works with a total of 56 students who have special needs.

The African-American students scored 3.87% higher than the Maryland State average and the Caucasian students scored 16.71% higher than the State average. Disadvantaged students scored 5.83% above the state average.

Performance Level 1S3: There will be an annual increase of 1% in the percentage of secondary CTE program completers who also meet USM course requirements Wicomico 2004 Wicomico 2005 Wicomico % Maryland 2005 Performance % Performance % Increase (Decrease) Performance % 37.58 39.73 2.15 47.17 The percentage of CTE concentrators who met the University System of Maryland entrance requirements was 2.15% higher in 2005 than 2004.

Performance Level 2S1: There will be an annual increase of 1% in the percentage of secondary CTE concentrators who receive a Maryland high school diploma or certificate Wicomico 2004 Wicomico 2005 Wicomico % Maryland 2005 Performance % Performance % Increase (Decrease) Performance % 95.50 99.77 4.27 92.20 In 2005 99.77% of students received Maryland High School Diplomas or Certificates. This represents an increase of 4.27%. Wicomico remains 7.36% above the state average in this category. Wicomico County had been recognized as “Best in Class” for this data point from 2001 to 2003. During that period 100% of CTE Concentrators received a diploma or certificate. In 2004 that measure fell 4.50% to 95.50%.

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Performance Level 3S1: There will be an annual increase of 1% in the percentage of CTE completers who are enrolled in post-secondary education, employed or in the military two quarters after graduation Wicomico 2004 Wicomico 2005 Wicomico % Maryland 2005 Performance % Performance % Increase (Decrease) Performance % 82.66 78.68 (3.98) 78.85 78.68% of the CTE Completers entered post secondary education, employment or the military, two quarters after graduation. This number is 3.98% less than in 2004. The state performance was 78.85%.

Disaggregated data indicates that male students out performed female students (81.45% vs. 76.35%) and Caucasian students outperformed African-American students (81.21% vs. 77.57%). Locally special needs students performed significantly higher in 2005 rising to 81.48% from 58.33% in 2004. The special needs students performed 2.63% above the state average of 78.85%. Disadvantaged students performed at a level of 80.23% representing 1.28% above the state average..

Performance Level 4S1: There will be an annual increase of 0.5% in the percentage of under-represented students enrolled in non-traditional secondary CTE programs Wicomico 2004 Wicomico 2005 Wicomico % Maryland 2005 Performance % Performance % Increase (Decrease) Performance % 25.92 23.77 (2.15) 39.33 23.77% of the students were enrolled in non-traditional programs for their gender. This number is 2.15% lower than the class of 2004. This number is 15.56% lower than the state performance of 39.33%. This goal remains difficult to meet. Fourteen of Wicomico County’s CTE programs are considered non-traditional for their gender. Of the 14 programs, only Accounting (46.775) and General Office Clerk (42.2%) exceed the state average.

Disaggregated data indicates that male students out performed female students (36.61% vs. 8.25%) and Hispanic students (42.86%) outperformed White (24.04%), African American (22.64%, and Asian Students (20.00%).

Performance Level 4S2: There will be an annual increase of 0.5% in the percentage of under-represented students who complete non-traditional secondary CTE programs Wicomico 2004 Wicomico 2005 Wicomico % Maryland 2005 Performance % Performance % Increase (Decrease) Performance % 2.99 11.54 8.55 26.93

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2. Identify the practices, programs, or strategies and related resource allocations that appear related to the progress.

Performance Level 1S1: There will be an annual increase of 1% in the percentage of CTE concentrators who achieve a cumulative GPA of 2.0 or higher The overall increase in academic attainment for special education students is attributed to the addition of two special education assistants in 2003 and a vocational services support team that works as a cohesive unit to assist students within this population to experience academic success. The VSST consists of one lead special education instructor and two classroom assistants. The lead teacher is instrumental in providing to the CTE teachers information and strategies that can easily be implemented to increase the academic achievement of students with either IEP’s or 504 plans. From 2003 to 2005 the total increase in academic attainment was 25.91%. The percentage for 2005 was 13.59% above the Maryland State average of 71.78%. Wicomico County will continue to expand services to special education students who attend the CTE center to ensure that the percentage of those students who attain a 2.0 or higher continues to rise.

Performance Level 1S2: There will be an annual increase of 1% in the percentage of CTE concentrators who achieve a Technical GPA of 2.0 or higher Due to the rigor within the CTE programs at Parkside CTE the technical GPA for special education students falls below the state average. The VSST team is making strides in becoming familiar with the curriculums found with in the CTE programs to better assist these students. It too is noted that many of these curriculums are new due to program revision in the past three years.

Performance Level 1S3: There will be an annual increase of 1% in the percentage of secondary CTE program completers who also meet USM course requirements The school system has made progress in closing the gap between local performance and the State average. This percentage is 7.44% below the State average of 47.17%.

Performance Level 2S1: There will be an annual increase of 1% in the percentage of secondary CTE concentrators who receive a Maryland high school diploma or certificate See response above.

Performance Level 4S1: There will be an annual increase of 0.5% in the percentage of under-represented students enrolled in non-traditional secondary CTE programs See response above.

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Performance Level 4S2: There will be an annual increase of 0.5% in the percentage of under-represented students who complete non-traditional secondary CTE programs See response above.

3. Please describe where challenges or performance gaps continue to exist.

Performance Level 1S1: There will be an annual increase of 1% in the percentage of CTE concentrators who achieve a cumulative GPA of 2.0 or higher The academic attainment of students enrolled in Masonry, Carpentry, HVAC, Landscaping, and Automotive Technology fell below Maryland’s performance level. Effort needs to be made to raise the GPA of these under-performing groups while maintaining the overall GPA in other programs. Landscaping, Masonry and Culinary Arts continue to have a higher proportion of special education students than other CTE programs.

Performance Level 1S2: There will be an annual increase of 1% in the percentage of CTE concentrators who achieve a Technical GPA of 2.0 or higher The technical attainment of students enrolled in Carpentry, Landscaping, and Automotive Technology were all below the State score of 78.17%.

Performance Level 1S3: There will be an annual increase of 1% in the percentage of secondary CTE program completers who also meet USM course requirements An effort is being made to educate students, parents, and school staff on the value of dual completion. Dual completion will also be emphasized on an articulation brochure that will be produced for the 2006-07 school year.

Performance Level 2S1: There will be an annual increase of 1% in the percentage of secondary CTE concentrators who receive a Maryland high school diploma or certificate See response above.

Performance Level 3S1: There will be an annual increase of 1% in the percentage of CTE completers who are enrolled in post-secondary education, employed or in the military two quarters after graduation The following programs will be addressed to raise the percentage of students completing a program then securing gainful employment or entering a post secondary institution: Marketing, General Office, Carpentry, Plumbing, HVAC, Drafting, Welding, Protective Services, Computer Repair and Networking, Manufacturing Technology, and Auto Body and Collision Repair.

Performance Level 4S1: There will be an annual increase of 0.5% in the percentage of under-represented students enrolled in non-traditional secondary CTE programs Students enrolled in the Applied Technology Exploration program (ATEX) were not included in this performance indicator in 2005. Since these students are exploring various

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programs and career paths their inclusion in this student population has produced data that gives out LEA unreliable information.

Performance Level 4S2: There will be an annual increase of 0.5% in the percentage of under-represented students who complete non-traditional secondary CTE programs See response above.

4. Identify the changes or adjustments that will be made to ensure that progress in addressing the challenges or performance gaps is made. Include timelines, as appropriate.

Performance Level 1S1: There will be an annual increase of 1% in the percentage of CTE concentrators who achieve a cumulative GPA of 2.0 or higher Wicomico County has adopted the NCCER curriculum Fast Track to address performance issues in the Construction Cluster. The Office Associate program was revised in 2003 to address student performance levels. Ongoing and beneficial professional development and training is offered to teachers to further enhance instruction pertaining to NCCER and the revised Office Associate programs in the counties four comprehensive high schools. Improvement activities include: • Vocational Support Services Team will provide additional services to identified special needs students • Evaluate and institute improvements to the Applied Math program for students who attend Parkside Career and Technology Center • Provide inservice to all CTE and Business Cluster Instructors on how to add rigor and relevance to instruction

Performance Level 1S2: There will be an annual increase of 1% in the percentage of CTE concentrators who achieve a Technical GPA of 2.0 or higher The county is addressing performance issues with continued support for quality professional development for those teachers in the construction cluster with the use of NCCER materials. The Automotive Technology instructor is in his second year as an instructor and is just beginning to make strides instructionally with his students. He is involved in ongoing and sustained professional development and is focused on improving his instructional practice. Improvement activities include: • Vocational Support Services Team will provide additional services to identified special needs students • Purchase additional instructional materials, supplies and textbooks to support the NCCER Construction curriculum Action Strategy / Action FTE Amount Step Textbooks - NCCER curriculum for the construction courses (formerly grant funded) 12,370 2.094

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• Sustain professional development for instructors on the use of NCCER materials to improve student skill competencies • AYES instructor training at CCBC and at the summer AYES Conference in Detroit • Purchase supplies to upgrade programs to meet industry standards Action Strategy / Action FTE Amount Step Equipment - new desks for computer tech ed lab at Mardela Middle/High School 20,000 2.013

• Purchase state of the art equipment to meet local industry standards

Performance Level 1S3: There will be an annual increase of 1% in the percentage of secondary CTE program completers who also meet USM course requirements Improvement activities include: • Vocational Support Services Team will provide additional services to identified special needs students • Articulation with Wor-Wic Community College, Baltimore Community College – Catonsville, and Delaware Technical College in Construction and Development, Transportation Technology, Information Technology, Accounting, Health and Bioscience, and Manufacturing • Develop and publish CTE Articulation Bulletin

Performance Level 2S1: There will be an annual increase of 1% in the percentage of secondary CTE concentrators who receive a Maryland high school diploma or certificate Improvement activities include: • Vocational Support Services Team will provide additional services to identified special needs students. • Implement American Culinary Federation Program certification process.

Performance Level 3S1: There will be an annual increase of 1% in the percentage of CTE completers who are enrolled in post-secondary education, employed or in the military two quarters after graduation Wicomico County Public Schools was awarded a “Small Learning Communities” planning grant in 2004 from to the USOE. Wicomico County failed to secure a USOE SLC Implementation Grant for 2005. Wicomico County has applied again for an Implementation Grant to establish SLC’s in Parkside, Wicomico and Bennett high schools. There is strong consideration to establish career pathways and student advisory programs at each of these high schools. Improvement activities include: • Review and purchase American Culinary Federation Curriculum materials • Create brochures and printed material to promote the culinary arts program and articulation opportunities with Wor-Wic Community College • Teacher training for Culinary Arts instructor for American Culinary Arts standards information

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• Initiate contact with and travel to the Pennsylvania College of Technology (a division of Penn State) to explore possible articulation agreements

Performance Level 4S1: There will be an annual increase of 0.5% in the percentage of under-represented students enrolled in non-traditional secondary CTE programs Improvement activities include: • Student visitation program to CTE for students in grades K-8 • Establish an annual open house for ninth grade students in Wicomico County to visit the CTE facility in conjunction with local Skills USA competition.

Performance Level 4S2: There will be an annual increase of 0.5% in the percentage of under-represented students who complete non-traditional secondary CTE programs Improvement activities include: • Student visitation program to CTE for students in grades K-8 • Establish an annual open house for ninth grade students in Wicomico County to visit the CTE facility in conjunction with local Skills USA competition.

5. Describe the plans and progress to implement Career Clusters and CTE Pathway Programs as a strategy to improve CTE student readiness for college and careers.

Several new/revised activities and on-going initiatives have been implemented as part of the Master Plan. These include: • Professional development for staff members on the Maryland Career Clusters document and the High School Course Selection Guide has included information on career clusters. • The CTE program offerings have been organized in CTE Pathway programs. For example the Construction Technology Cluster is comprised of Carpentry, Masonry, Electricity and Plumbing. The Construction Maintenance cluster is comprised of Welding and HVAC. • There have been program enhancements for national certification opportunities in the area of Collision Repair. Articulation agreements, approved by the Board of Education of Wicomico County in the summer of 2006, are in place for Wor-Wic Community College, Del Tech and BCCC.

Additional resources allocated for Career and Technology Education for FY07 include:

Action Strategy / Action FTE Amount Step 205,421 Support for implementation of the CTE program Title I, 2.094 Part C

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Early Learning

The Bridge to Excellence in Public Schools Act requires the establishment of performance goals, objectives, and strategies for pre-kindergarten and kindergarten.

Table 6.1: Percentage of All Kindergarten Students at Readiness Stages (Source: 2005-2006 MMSR Work Sampling SystemTM) % Approaching % Developing Domain % Fully Ready Readiness Readiness Social and Personal 57 33 10 Language and Literacy 40 45 15 Mathematical Thinking 50 39 11 Scientific Thinking 25 61 14 Social Studies 33 55 11 The Arts 59 32 9 Physical Development 70 25 5

COMPOSITE 53 37 10

Table 6.2: Percentage of Kindergarten Students with Previous Prekindergarten Experience at Readiness Stages (Source: 2005-2006 MMSR Work Sampling SystemTM) % Approaching % Developing Domain % Fully Ready Readiness Readiness Language and Literacy 47 42 11 Mathematical Thinking 50 39 11

Based on the Examination of the Performance Data:

1. In your review of the data, please describe where progress is evident.

Progress is evident in the area of mathematical thinking as well as the overall composite score. The percentage of kindergarten students assessed as being Fully Ready as measured by the 2005-2006 MMSR shows an increase of three percentage points from the previous three years in the area of mathematical thinking and an increase of five and nine percentage points respectively from 2004-2005 and 2002-2003 for the Composite score.

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2. Identify the practices, programs, or strategies and the related resource allocations that appear related to the progress.

Wicomico County attributes this growth in the area of mathematical thinking to the use of a new pacing calendar and alignment document which both reflect the Voluntary State Curriculum. Additionally, the district continues to place greater accountability at the early grades.

3. In your review of the data, please describe where challenges are evident.

The data show challenges in the area of language and literacy. The 2005-2006 school year was the second year for the implementation of a new reading series, Houghton Mifflin’s Nation’s Choice. Many teachers, sensing they were “behind” in pacing, decided to eliminate read-alouds and other program components that directly impact student skill levels. As a result, professional development has been and will continue to be provided to help teachers understand the most appropriate use of the materials. The pacing calendar has also been revised using teacher input to ensure it is realistic.

4. Describe the changes or adjustments that will be made to address those challenges, along with the related resource allocation. Include timelines where appropriate.

The new Supervisor for Early Childhood Education will develop a list of “look-fors” aligned with the MMSR that will be used by building administrators as they observe classroom instruction to provide more effective feedback to teachers. Vertical articulation meetings between pre-K and kindergarten teachers will be conducted to improve understanding of the academic requirements in kindergarten. Lines of communication will be improved with childcare providers and other providers of pre-K services to ensure better understanding of the requirements of kindergarten. Professional development utilizing a consultant and follow-up with the Supervisor in the area of language and literacy will be offered for pre-K and kindergarten teachers along with district speech pathologists. Finally, the Supervisor will work with schools to increase the consistency from building-to-building in terms of which instruments are used to screen students on a quarterly basis and in completing the actual screening on a one-to- one basis.

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For FY07, additional kindergarten classrooms will be placed at Delmar Elementary and Fruitland Primary Schools to accommodate increased enrollment. These and other new resources include:

Action Strategy / Action FTE Amount Step Assistants - Full day Kindergarten at Delmar 2.00 24,716 2.005 Assistant - Kindergarten at Fruitland Primary (other .5 covered 0.50 6,179 2.005 through realignment) 322,000 Provide early childhood experiences to identified children 2.075 Hoyer Monitor the progress of children enrolled in pre-K and kindergarten 27,276 2.075 programs MMSR

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Facilities to Support Pre-kindergarten and Kindergarten Programs

The Bridge to Excellence legislation requires school systems to address capital improvements needed to implement the plans and the impact that strategies in the plans will have on public school facilities. The Act also requires school systems to track the implementation of required full day kindergarten for all students and prekindergarten for four-year-old children from economically disadvantaged families by school year 2007. Any changes from the initial plan to the school system’s overall plan for facilities in support of Bridge to Excellence strategies must be updated annually.

In recognition of the concerns that many jurisdictions expressed about providing sufficient space to meet the full day kindergarten mandate in the Bridge to Excellence Act, the General Assembly passed legislation in 2004 to designate the costs of purchasing relocatable classrooms. Based on that legislation, local school systems are eligible for State funding using a shared cost formula through the Public School Construction Program from fiscal year 2006 through 2008. The law also requires the Governor to include $1 million to fund the State share of the cost in the fiscal 2006, 2007, and 2008 capital budgets.

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Name and Number of School System: LEA 22 – Wicomico County

Person Completing Form: Brian Foret Phone: 410-677-4519

IAC/PSCP Fiscal Year for School Name and Qualified FDK for All PK for All 4 Yr Old Children from Project Number State Capital Vendor Sites Students Economically Disadvantaged Families (If applicable) Funding 1 2 3 4 5 6 7 PK Transportation In Place Planned by In Place As requested in provided by SY06-07 SY07-08 SY06-07 FY08 CIP school system (Yes/No) Beaver Run Elementary X X Yes* C. H. Chipman Elementary X X Yes* 22.007.06T Delmar Elementary X X Yes* Fruitland Primary X X Yes* Northwestern Elementary X X Yes* Pemberton Elementary X X Yes* Pinehurst Elementary X X Yes* Prince Street Elementary X X Yes* West Salisbury Elementary X X Yes* Westside Primary X X Yes* Willards Elementary X X Yes*

*Transportation is provided for PK students to their home schools only.

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Gifted and Talented Programs

The Bridge to Excellence in Public Schools Act §5-401 requires that the updated plan “shall include goals, objectives, and strategies regarding the performance of gifted and talented students, as defined in §8-201.”

The Annotated Code of Maryland §8-201 defines a gifted and talented student as “an elementary or secondary student who is identified by professionally qualified individuals as: (1) Having outstanding talent and performing, or showing the potential for performing, at remarkably high levels of accomplishment when compared with other students of a similar age, experience, or environment; (2) Exhibiting high performance capability in intellectual, creative, or artistic areas; (3) Possessing an unusual leadership capacity; or (4) Excelling in specific academic fields.

The focus of the 2006 Master Plan Update is on progress toward meeting goals and adjustments being made to overcome challenges. In accordance with this focus and in order to provide a status on the progress toward meeting Gifted and Talented Program goals, objectives and strategies regarding the performance of gifted and talented students, local school systems are expected to provide a cohesive, stand-alone response to the prompts and questions outlined below.

1. Describe the progress that was made in 2005-2006 toward meeting Gifted and Talented Program goals, objectives and strategies regarding the performance of gifted and talented students.

Wicomico County continues to implement revised guidelines for the identification of gifted and talented students and seek new methods of effectively identifying these students. Using behavioral checklists and working with the school system’s Instructional Data Analyst to analyze student learning data, teachers and administrators have used the new criteria to successfully identify increasing numbers of traditionally under- represented students for gifted and talented programs. The district is currently beginning to use the Negliari Test for Non-Verbal Intelligence to identify additional students, such as limited English proficient students.

The Primary Talent Development program continued during the 2005-2006 school year at four elementary schools with teachers receiving additional professional development. Primary Talent Development will be expanded to include all eleven elementary schools that serve the primary grades in 2006-2007. A revised program guide for the elementary magnet program, aligned with the Voluntary State Curriculum for reading/language arts, math, science and social studies was implemented. The Touchstones program is being implemented at two elementary schools and the district continues to be very pleased with the results. The coordinators of the Destination Imagination extra-curricular program have been very successful in identifying and increasing the participation of traditionally underserved students in Grades 3-12 with many teams competing at the state and national levels. Destination Imagination has grown over the years to include 24 teams from the ten participating schools.

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The personnel involved in the Thinking and Doing (TAD) program have made concerted efforts to expand the enrollment of traditionally underserved populations, as have other programs serving gifted and talented students. These efforts have resulted in the enrollment figures for 2006-2007 as shown below.

Student Enrollment in Gifted and Talented Programs 2006-2007 Elementary Magnet Middle School GATE Elementary TAD Program Program Program Minority Minority Minority Grade Enrollment Enrollment Enrollment Enrollment Enrollment Enrollment 3 140 34 44 7 -- -- 4 138 41 81 14 -- -- 5 161 39 84 11 -- -- 6 ------244 60 7 ------223 47 8 ------209 149

2. Identify the programs, practices, or strategies that appear related to the progress. Include supporting data as needed.

Along with seeking new ways to identify gifted and talented students as described above, teacher professional development has greatly strengthened the program. Working collaboratively with Dr. Dorsey Hammond and other staff at Salisbury University, the school system has been successful in initiating a course to train teachers of gifted and talented students in the four major content areas on how to address the specific needs of gifted and talented students including methods of identifying those needs. Successful completion of the course will be a major consideration in placing teachers to work in gifted and talented programs in the future. School-level professional development for the combined faculties of the two elementary magnet programs have focused on metacognition, higher order thinking skills, and problem solving. Other professional development occurred during 2005-2006 for teachers at Wicomico Middle and High Schools through Project NEXUS which addressed the identification of students with potential. Finally, individuals working in these programs regularly attend conferences (e.g., the William and Mary Gifted and Talented Conference) and other professional development opportunities to increase their knowledge and skills.

3. Describe the challenges in making progress toward meeting Gifted and Talented Program goals, objectives and strategies regarding the performance of gifted and talented students.

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Challenges in making progress include finding adequate time for targeted professional development on gifted and talented needs and how to meet those needs for additional staff members and educating parents on the goals of the program.

4. Describe the plans for addressing those challenges and include a description of the adjustments, if any that will be made to the Master Plan. Please include timelines where appropriate.

The Supervisor of Gifted and Talented Education will continue to work with principals to offer additional professional development opportunities and to develop effective ways of communicating with parents the goals of the program. No adjustments are required in the Master Plan as action steps are in place to address both concerns.

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Special Education

The Bridge to Excellence legislation requires that each updated Master Plan “shall include goals, objectives, and strategies” for the subgroup of special education. Both Federal and State legislation require that states have accountability systems that align with academic content standards for all students. In addition, the Federal special education legislation commonly known as IDEA also requires that a child’s needs resulting from a disability be addressed “so that they may be involved in and progress in the general curriculum.”

Therefore, each school system’s annual submission that is aligned with Federal and State law will document and support with evidence the progress in academic achievement for students with Individualized Education Programs (IEPs) as well as update plans to accelerate performance to ensure that the special education subgroup makes Adequate Yearly Progress at the system and individual school level. Changes to strategies or specific areas of progress that have improved performance should be discussed in the Update, particularly for schools or systems in improvement.

AS YOU COMPLETE THE 2006 MASTER PLAN UPDATE, YOU MAY WISH TO CONSIDER THE FOLLOWING SPECIAL EDUCATION ISSUES WITHIN YOUR RESPONSES THROUGHOUT THE DOCUMENT. THIS SECTION IS NOT TO BE COMPLETED AS A STAND-ALONE SECTION.

• Access How are students accessing the general education curriculum at elementary, middle and high school levels and across various content areas?

• Achievement Discuss the rate of growth in learning (2003 versus 2006 state test results) for student with disabilities as compared to the rate of growth in learning for students in the general population. Are there specific strategies for students with disabilities that are accelerating or likely to accelerate their academic achievement?

• Collaboration with General Educators How is the LSS ensuring collaboration between general and special education staff, including such opportunities as joint curricular planning, provision of instructional testing accommodations, supplementary aids and supports, and modifications to the curriculum?

• Professional Development and Qualified Staff How is the LSS ensuring the development of highly qualified teachers, including participation of special education teachers and leadership in content-related professional development to promote student achievement and to meet the Highly Objective Uniform State Standard of Evaluation (HOUSSE)?

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Board of Education of Wicomico County

2006 Update

Cross-Cutting Themes

Cross-Cutting Themes (Educational Technology, Education That Is Multicultural, Fine Arts)

Some costs (e.g., substitutes and stipends, printing and copying) are shown the first time they appear in this document but are used to support initiatives in a multitude of programs.

Educational Technology

The Bridge to Excellence legislation requires that the updated plan “shall include goals, objectives, and strategies” for addressing how technology will be integrated into curriculum, instruction, and high quality professional development in alignment with the objectives of the Maryland Plan for Technology in Education and local technology plans. The five main objectives of the State plan are as follows:

¾ Objective 1: Access to high performance technology and its rich resources is universal; ¾ Objective 2: All educators will be highly knowledgeable and skilled, capable of effectively using technology tools and digital content; ¾ Objective 3: Technology tools and digital content that engage our students will be seamlessly integrated into all classrooms on a regular basis; ¾ Objective 4: Technology will be used effectively to improve school administrative functions and operational processes; and ¾ Objective 5: Effective research, evaluation and assessment will result in accountability and continuous improvement in the implementation and use of technology.

In addition to including technology strategies across the Master Plan aligned to State and local technology plans, the local school system Master Plan and/or Master Plan Update should outline specifically how it will use all sources of funding in meeting No Child Left Behind Statutory Goals:

¾ Improve student academic achievement through the use of technology in elementary schools and secondary schools. ¾ To assist every student in crossing the digital divide by ensuring that every student is technologically literate by the time the student finishes the eighth grade, regardless of the student’s race, ethnicity, gender, family income, geographic location, or disability. ¾ To encourage the effective integration of technology resources and systems with teacher training and curriculum development to establish research-based instructional methods that can be widely implemented as best practices by State educational agencies and local educational agencies.

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Please provide data from the Maryland Technology Inventory, local data and data from any other relevant sources to address the following questions:

1. Describe the progress that was made in 2005-2006 toward meeting educational technology goals.

Progress for each objective has been steady for 2005-2006. Efforts to provide access to high performance technology are on-going. Wicomico County has entered into a lease program that has allowed the total number of computers to increase while updating existing equipment in a systematic, planned fashion. The district continues to meet the needs of students requiring assistive technology.

Approximately twenty classroom sets of handhelds are currently in use throughout the district. At North Salisbury Elementary, a newly renovated building, each classroom has a mounted LCD projector, eBeam, document camera, voice enhancement technology, one teacher computer and three student computers. Every grade level at North Salisbury (grades 3-5) has access to two laptop carts.

Throughout the school system, eBeams, document cameras and other peripherals have been added to support instruction. In 2006-2007, the district will begin to provide teachers (through an application process) with a technology “bundle” The leadership of the school system has expressed its commitment to this approach and its associated professional development.

On-going technology professional development has occurred both formally through Continuing Professional Development classes as well as more informally in school-based settings using Technology Resource Teachers (classroom teachers who receive an extra duty stipend to work with teachers in an after-school setting) who work with colleagues to enhance the use of technology for instructional and administrative purposes. Technology Integration Professional Development Coaches (a total of three, two being added for 2006- 2007), provide job-embedded technology professional development to teachers in identified schools. The design for professional development for teachers and administrators incorporates the use of the Wicomico County Technology Checklist. The Checklist is used to analyze the technology knowledge and skill level of the user. Educators enroll in an online course housed on Desire2Learn to strengthen these skills. They begin by completing an online survey that utilizes a likert scale to determine their level of knowledge with each skill outlined on the Technology Literacy Checklist. Educators then download tutorials for each needed skill that will assist them in strengthening their knowledge of a particular skill as well support their learning. When they finish working with the needed tutorials, they complete a performance assessment that demonstrates their newly acquired skills. These activities are then uploaded into Desire2Learn where they are evaluated by the school’s Technology Resource Teacher. When all of the activities are completed, the educator receives continuing professional development credits and a certificate of completion. An additional course is available “Using Technology to Differentiate Instruction.” (The first level course focuses on skills, with the second level course focused on application that include writing lesson plans to integrate technology, actually teach the lesson followed by

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reflection about the lesson, and finally sharing the plans via Desire2Learn and on the web to allow access by others.

During the 2005-2006 school year, Edusoft, an assessment management software tool was piloted in two schools with the full district rollout beginning summer 2006.

Wicomico County has worked diligently to ensure technology tools and digital content that engage students is seamlessly integrated into all classrooms on a regular basis. Across the district a multitude of tools and digital content are being used including: United Streaming, Scholastic Reading Inventory, math Yearly Progress Pro, PowerPoint, TurningPoint (a student response system), Inspiration, Kidspiration, Mapmaker’s Toolkit, Timeliner; Palm handheld computers, eBooks, Quizzler, Documents to Go, graphing calculators, TI Navigators, and Gizmo (Gizmo – math web-based content) to name a few.

Administratively, a new integrated financial and administrative solution is being phased in with ‘go live’ dates of July 1, 2007 and January 1, 2009 for the financial and human resources modules.

Additional selected indicators and measures of progress from the Wicomico County Technology Plan are shown below.

Selected Wicomico County Technology Measures of Progress from the Technology Plan Indicator Status 2004 Status 2005 Status 2006 Objective 1 from Local Goal 7: For 2003-2004, 100% of classrooms will have one or more computers for administrative and instructional use. % of educators with a computing device for administrative 100% 100% 100% and instructional use % of classrooms with at least one computer for student use as measured by MSDE’s Technology Inventory (Note: All 20% 24% 40% students have access to computers via the mobile laptop carts and/or desktop computers in the classroom.) % of classrooms with at least one computer for teacher use 33% 81% 89% as measured by MSDE’s Technology Inventory

Objective 2 from Local Goal 7: For 2003-2004, the ratio of students to high performance technology (Pentium II or above) will decrease to 7:1 from the 2002-2003 baseline ratio of 10:1. Student to high performing computer ratio as measured by MSDE’s Technology Inventory (Note: In 2004 the 10.3:1 4.5:1 3.6:1 definition of high performing computer changed to Pentium II.)

Objective 3 from Local Goal 7: For 2003-2004, 100% connectivity to a LAN/WAN from every instructional and administrative area will be maintained. % of instructional and administrative areas, including all relocatables) connected to a broadband speed LAN/WAN 100% 100% 100% to support the use of high quality digital learning resources

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2. Please identify the key practices, programs, or strategies and that appear related to the progress. Include supporting data and evaluation results as appropriate.

The school system has initiated the use of technology bundles (customized packages of equipment that may include a tablet computer, an LCD projector, an eBeam, a TurningPoint system, a printer, a document camera, Palm handheld computer(s), and a digital camera). As new technology emerges other items may be added. The application process ensures technology is provided to those who want it and who agree to attend monthly and summer- time professional development on how to effectively use equipment that is received. Should a participate renege on the pledge to follow through with the professional development, s/he will lose the equipment. Each participant must develop activities and lessons using the equipment that has been provided. These activities and lessons are used to build lesson plan and resource banks for other teachers to access. This competitive approach to placing equipment has actually proven to be a powerful stimulant in the use of technology. Teachers who have the equipment are using it and modeling it for peers. Other teachers meanwhile, seeing the exciting things that are going on and the progress students are making, are clamoring for their chance to be involved. The school system has supported this approach by providing both new FY2007 funds and realigning some existing funds. During the first round of applications, 70 teachers applied and 25 bundles were distributed. The other major accomplishment has been the tremendous success of funding a Technology Integration Professional Development Coach. The district has responded by allocating two additional Coach positions for 2006-2007.

Selected Wicomico County Technology Measures of Progress from the Technology Plan Indicator Status 2004 Status 2005 Status 2006 Objective 5 from Local Goal 7: For 2003-2004, baseline data will be established using the Wicomico County Technology Survey in the following areas: the percentage of educators who are highly knowledgeable, skilled and capable of effectively using technology tools and digital content; the percentage of classes regularly using technology tools and digital content in instruction; and, the percentage of users reporting satisfaction with available technology to improve school administrative functions and operational processes % of teachers with at least “Intermediate” skills for computer use as measured by MSDE’s Technology 86.46% 79.85% 87% Inventory % of teachers with at least “Intermediate” skills for Internet 86.58% 75.26% 77% use as measured by MSDE’s Technology Inventory % of teachers with at least “Intermediate” skills for technology integration as measured by MSDE’s 54.31% 55.58% 72% Technology Inventory

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3. Describe where challenges in making progress toward meeting educational technology goals are evident.

The primary challenge remains adequate funding. As grant funds are reduced, the school system has been trying to find creative ways to put technology in the hands of teachers who are willing to participate in professional development that will ensure their skills and knowledge are adequate to successfully use the tools to enhance student learning. In addition to trying to leverage funds from various sources, the district has implemented the use of technology bundles as discussed in response #3 above as well as using a lease-purchase plan for equipment acquisition.

4. Describe the plans for addressing those challenges and include a description of the adjustments that will be made to the Master Plan and local Technology Plan. Please include timelines where appropriate.

The Master Plan and associated budgeting process have helped the district find ways to leverage funds from many different sources and to realign funds to support the integration of technology. Examples for 2006-2007 include:

Cost Savings, Budget Realignments, and Cost Avoidance for FY2007 Fund 1.0 Technology Resource Teacher Realignment – Summer hourly assistants, computer integrated instruction ($2,870) Realignment – Software annual maintenance, computer integrated instruction ($36,555) Realignment – materials of instruction, secondary summer school ($20,000) Realignment – software license, SAT ($6,400) Realignment – consultant, school improvement teams ($4,000) Realignment – office supplies, professional development ($3,000) Realignment – consultant, student mentoring ($1,000) Realignment – small equipment, professional development ($2,000) Realignment – Small equipment English/Language Arts to Elmo projection units for English program ($7,000) Realignment – Math supplementary materials to Navigator systems, additional calculators and Elmo projection units math program ($49,843) Realignment – ESOL computer software to language acquisition materials and online global information access, A-Z program access for students ($10,000) Realignment – ESOL dues & subscriptions to online global information access, A-Z program access for students ($2,000)

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Additional new FY07 resources allocated in support of the effective integration of technology in instruction to support student learning include:

Action Strategy / Action FTE Amount Step Teacher - Technology Resource 1.00 41,960 2.110 Software license - Increase in video streaming contract 10,000 2.110 Software licenses - additional for productivity tools (Kidspiration, 75,000 2.110 Timeliner, Graphclub, Graphmaster, Adobe Acrobat, etc.) Software license - expand Cognitive Tutor at schools for algebra and 18,000 2.110 geometry instruction Software licenses - enroll county staff in Desire 2 Learn platform 16,200 2.110 Computer peripherals - Technology Integration Bundles 43,178 2.110 70,785 Support to integrate the use of technology with instruction to improve 2.110 student learning. Title IID

Pages 16-30 of the Wicomico County Public Schools Technology Plan for SY 2005-2006 to SY2007-2008 approved by MSDE on July 22, 2005 expands upon the technology components of the Master Plan as shown below:

Objective 1: Access to high performance technologies will be universally available to key stakeholders. Action Step 1.1 Define and establish a systemwide technology- based service-level commitment outline (i.e., level of service to be provided), communicating these expectations to all users and developing strategies, systems and procedures to work within the parameters. 1.2 Establish, maintain and enforce systemwide standards for the network and its connectivity, computer hardware, devices, components, software, procedures, techniques and standards of care that add to the overall reliability of the network. 1.3 Establish and maintain systemwide security systems, processes, practices and procedures to assure system integrity and reliability. 1.4 Establish and maintain systemwide standards to manage and maintain system assets and equipment configuration. 1.5 Establish guidelines and define change management protocol for the installation, introduction, use and management of technology equipment, software applications, and configuration of the network to maintain system reliability and manageability. 1.6 Procure, replace, maintain, and upgrade network hardware components, computers and accessories based on instructional, administrative and/or technical needs to stay current with technology trends to maximize system availability, while meeting the technology needs of economically disadvantaged schools. 1.7 Establish and maintain an effective and efficient problem management system that includes differentiated levels of response for service requests that is based on the severity of the problem and/or the overall level of impact to the system and/or end users (e.g., a system-wide help desk). 1.8 Procure, maintain, and upgrade software applications and enterprise solutions based on instructional, administrative and/or technical needs to stay current with technology trends and/or to maximize system availability. Part I – Annual Review of Goals, Objectives, and Strategies Section F: Cross Cutting Themes Page 6

Objective 1: Access to high performance technologies will be universally available to key stakeholders. Action Step 1.9 Establish and maintain systems, standards and procedures to assure system integrity through the use of layered backup procedures to provide for adequate levels of disaster recovery, to enhance system recoverability, and to improve system availability. 1.10 Implement and maintain systems to monitor the network and expand network connectivity along with bandwidth capacity to meet identified needs. 1.11 Identify system critical assets and implement levels of redundancy for hardware, software and data to improve system availability. 1.12 Ensure compliance to Section 508 of the Americans with Disabilities Act (Access to Technology) by providing accessible technology, Assistive Technology for students with disabilities, and appropriate technology assistance for students with diverse learning needs (e.g., English Language Learners). 1.13 Continue to explore, examine, test and implement effective practices in the use of new and emerging technologies, including bandwidth; computers; wireless networks; and devices to extend the flexibility, accessibility, usefulness and cost-effectiveness of infrastructure. 1.14 Develop and maintain a comprehensive listing of all current and required applications and software in use throughout the system, developing processes and procedures to deploy, manage and maintain this asset. 1.15 Implement and maintain application and software deployment methodologies and procedures, manage policies, controls and distribution of rights and access levels consistent with the network operation and management system to improve system serviceability. 1.16 Develop standards of practice and provide training to enhance and improve technical competencies and skills of technical service personnel. 1.17 Explore, leverage and integrate all available funding opportunities to enhance the overall technology capabilities of the system (e.g., E-rate, capital initiatives, current expense operating budget). 1.18 Provide stakeholders with online access to resources and information about Wicomico County Public Schools including: Parent and student access to student academic, attendance and behavior data housed in the student data management software; Bridge to Excellence Master Plan; School Improvement Plans; Budget information; Employment opportunities; Bus Routes; School calendar; Professional development opportunities 1.19 Maintain and update telecommunications and other technology policies as indicated, monitoring compliance with state and federal requirements (e. g. Children’s Internet Protection Act, Acceptable Use Policy).

Objective 2: All educators will become highly knowledgeable, skilled and capable of effectively using technology to advance student learning. Action Step 2.1 Identify knowledge and skill level(s) of teachers related to the Maryland Teacher Technology Standards utilizing the Wicomico County Technology Literacy Checklist and other needs assessments. 2.2 Utilize the Maryland Teacher Technology Standards and the Maryland Teacher Professional Development Standards as the basis for technology professional development for teachers. 2.3 Identify knowledge and skill level(s) of building administrators related to the Maryland Technology Standards for School Administrators utilizing the Wicomico County Technology Literacy Checklist and other needs assessments. 2.4 Utilize the Maryland Technology Standards for School Administrators and skills and the Maryland Teacher Professional Development Standards as the basis for technology professional development for administrators. Part I – Annual Review of Goals, Objectives, and Strategies Section F: Cross Cutting Themes Page 7

Objective 2: All educators will become highly knowledgeable, skilled and capable of effectively using technology to advance student learning. Action Step 2.5 Develop high quality technology professional development programs for teachers, administrators and appropriate support staff in collaboration with institutions of higher education and professional associations that address: the results of the Wicomico County Technology Literacy Checklist tools and other needs assessments; student technology standards; and, assistive technology. 2.6 Implement high quality technology professional development programs for teachers, administrators and appropriate support staff utilizing technology resource teachers and technology integration coaches. 2.7 Integrate technology applications that address the Maryland Teacher Technology Standards, as appropriate, into all continuing professional development courses. 2.8 Develop continuing professional development courses for MSDE-credit addressing emerging technologies (e.g., handheld computers, digital videos). 2.9 Provide educators with additional technology professional development opportunities for collaboration and networking (e.g., online courses, conferences, participation in professional learning communities).

Objective 3: Educators will routinely, effectively, and appropriately use technology based tools and digital content for instruction. Action Step 3.1 Integrate instructional strategies that take advantage of current and emerging technologies to support student learning and to ensure students are technology literate by Grade 8. 3.2 Provide high school students with opportunities to develop the technology-related knowledge and expertise expected by employers and post-secondary institutions. 3.3 Increase opportunities for library media personnel to collaborate with teachers to provide authentic learning experiences that develop proficiency in information literacy and communication skills through technology and to meet the needs of diverse student subgroups. 3.4 Incorporate technology-related knowledge and skills aligned with the Maryland Content Standards, Voluntary State Curriculum, and/or Core Learning Goals in curriculum guides to meet the needs of diverse student subgroups. 3.5 Incorporate technology-related knowledge and skills from the Maryland Content Standards, Voluntary State Curriculum, and/or Core Learning Goals in instructional practices to enhance higher order thinking skills and to meet the needs of diverse student subgroups. 3.6 Ensure that all school improvement plans address the use of technology to support teaching, learning, instructional management, and administrative processes to meet the needs of diverse student subgroups. 3.7 Provide educators access to resources aligned with the Maryland Content Standards, Voluntary State Curriculum and/or Core Learning Goals, to meet the needs of diverse student subgroups including: Technology-infused lesson plans; Digital resources; Computer-based instructional resources; and, Online instructional resources 3.8 Offer students the opportunity to participate in online courses through MSDE in collaboration with other school systems to meet the needs of diverse student subgroups. 3.9 Identify and evaluate appropriate software to support curriculum implementation and to meet the needs of diverse student subgroups. 3.10 Provide teachers with opportunities to use emerging technologies (e.g., handheld computers, datacasting, assistive devices) to enhance instruction and to meet the needs of diverse student subgroups.

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Objective 3: Educators will routinely, effectively, and appropriately use technology based tools and digital content for instruction. Action Step 3.11 Utilize computer-based assessments to inform and differentiate instruction to meet the needs of diverse student subgroups (e.g., Math Yearly Progress Pro, Scholastic Reading Inventory). 3.12 Provide additional technology support and resources to teachers in Title I schools including: Access to Technology Integration Professional Development Coach; Handheld computer pilot projects; Software 3.13 Provide students with computer access after school hours by leveraging existing resources (e.g., 21st Century Community Learning Center grants, Title I funding) and advocating for additional funds as indicated.

Objective 4: Technology will be used effectively to improve school administrative functions and operational processes. Action Step 4.1 Identify effective practices and enhance the effectiveness of technology initiatives by engaging representatives of community organizations, higher education, and business. 4.2 Identify expectations for job-related technology knowledge and skills for all educational employees. 4.3 Ensure interoperability among all information systems (e.g., School Interoperability Framework Compliance Certification). 4.4 Ensure the confidentiality, privacy, and integrity of student and staff data, as well as protected school system data through the use of effective practices in security design and management. 4.5 Work with MSDE to develop a State education portal that will link K- 12-related web sites and services. 4.6 Collaborate with MSDE to ensure compliance with all data transfer requirements. 4.7 Collaborate with MSDE to develop tools and systems that will allow the school system to gain access to and analyze aggregated school system data collected and maintained by the State. 4.8 Establish a protocol for student data and assessment and program evaluation requests. 4.9 Provide student data management software (e.g., X2) to improve administrative functions and operational processes. 4.10 Provide a district-wide grade book program that will integrate with the student data management software. 4.11 Enhance communication, within the school system as well as from outside the school system (e. g., GroupWise, webpage). 4.12 Maximize the availability of application tools and limit expenses for software licenses (e. g., Maryland Education Enterprise Consortium). 4.13 Maintain and manage administrative information systems including: Payroll; Financial reporting; Human resources software; Student data. 4.14 Acquire Financial Management and Reporting software and Human Resources/Payroll software in collaboration with Wicomico County government offices by issuing a joint Request For Quotation (RFQ).

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Objective 5: Effective research, assessment, and evaluation will result in accountability and continuous improvement in the implementation and use of technology. Action Step 5.1 Conduct the annual MSDE technology survey, utilizing the results and applicable MSDE indicators to assess progress and revise the Education Technology Plan to ensure improvement in the following areas: Technology inventory; Teacher knowledge and skills; Instructional support (school-based) for the use of technology; Instructional support (non school-based) for the use of technology; Student use of technology for achievement and assessment; Administrator use of technology; Teacher use of technology; Support of equipment and network (school-based); Support of equipment and network (non school-based) 5.2 Utilize the results of the Wicomico County Technology Literacy Checklist for teachers and administrators to evaluate the effectiveness of technology professional development and inform decision-making to ensure improvement in the integration of technology into curriculum and instruction. 5.3 Evaluate how the use of technology is impacting student learning, especially as related to the Maryland Content Standards, including the Voluntary State Curriculum and the high school Core Learning Goals utilizing: Student assessment results (e.g., Maryland School Assessment, High School Assessment, Math Yearly Progress Pro, Scholastic Reading Inventory); Teacher observations and evaluations for references to the inclusion of technology; Teacher and administrator Technology Literacy Checklist results 5.4 Conduct an annual review of the Education Technology Plan, identifying strengths and opportunities for improvements to guide plan revision.

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Education That Is Multicultural

Background

The Bridge to Excellence in Public Schools Act requires that each school system’s Master Plan and Annual Master Plan Update include goals and strategies for the cross-cutting theme Education That Is Multicultural (ETM). The ETM Regulation (COMAR13A.04.05) defines Education That Is Multicultural as a “continuous, integrated, multiethnic multidisciplinary process for educating all students about commonality and diversity. It prepares students to live, learn, interact and work creatively in an interdependent global society.” ETM supports academic achievement and positive interpersonal and inter-group relations and encompasses five areas – curriculum, instruction, staff development, instructional resources, and school climate.

Analyzing Prompts and Questions

Discuss the progress toward meeting ETM goals by responding to the following questions:

1. Please identify the major ETM goals that were addressed by the school system during the 2005-2006 academic year.

Wicomico County’s 2006 Update to its Bridge to Excellence Master Plan emphasizes the importance of Education That Is Multicultural by infusing required components throughout its action steps and milestones. The process by which the 2006 Update was developed included persons of diverse ethnic backgrounds representing business and community organizations, parents, and institutions of higher education.

During 2005-2006, the following ETM goals were addressed by Wicomico County: • To increase cultural sensitivity • To increase teacher knowledge about various cultures • To help individuals gain a keen appreciation of diverse students

2. Describe the progress that was made toward meeting these goals and the programs, practices, strategies, or initiatives that appear related to the progress. IN your response, be sure to address the following areas:

o Curriculum o Instruction o Staff Development o Instructional Resources o School Climate

Wicomico County’s curriculum development process includes a requirement that all curriculum guides include integrated activities for values education, student service learning, career education, Dimensions of Learning, and Education That Is Multicultural.

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All guides include a chart referencing the activities for teacher use. Additionally, each curriculum guide is reviewed by the school system’s Curriculum Council to ascertain that all components are included before guides are approved by the Board of Education. Supervisors and building principals actively monitor instruction to ensure the curriculum is being taught as written.

Formative assessments (e.g., Scholastic Reading Inventory, Yearly Progress Pro for mathematics, reading and math benchmark assessments) are an integral part of the instructional process. Training is provided around the interpretation of assessment results – both formative and summative. Professional development occurs throughout the year as appropriate on the interpretation of MSA and HSA scores as well as for locally administered nationally-normed assessments for grades K-2. Data analysis sessions always include information about, and sharing of, instructional strategies as a result of what the data tells us about all students, subgroups and individual students. Teachers are expected to differentiate instruction and are afforded the opportunity to work with professional development coaches for reading, math and technology to ensure improvement in skill level and knowledge. “Look-fors” based upon the ETM protocol and competencies will be shared with elementary and secondary principals, guidance counselors and the Dropout Prevention Teacher.

For students with disabilities, information is provided to teachers on accommodations and modifications as follows: • Learning Disabled Students A. Instructional Accommodations 1. Provide both oral and written directions whenever possible. 2. Provide multi-sensory instruction. 3. Provide frequent review and repetition. 4. Initiate a "buddy" system to assist student with reading, written assignments, and notetaking. 5. Provide clear copies of handouts and overhead presentations. 6. Implement modifications specified in the student's Individual Education Plan (IEP). B. Testing Accommodations 1. Allow extended time. 2. Provide oral testing where appropriate. 3. Implement modifications specified in the student's Individual Education Plan (IEP).

• Cognitively Limited Students A. Instructional Accommodations 1. Provide both oral and written directions whenever possible. 2. Provide multi-sensory instruction. 3. Provide frequent review and repetition. 4. Initiate a "buddy" system to assist the student with reading, written assignments, and notetaking. 5. Provide clear copies of handouts and overhead presentations.

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6. Implement modifications specified in the student's Individual Education Plan (IEP). B. Testing Accommodations 1. Implement modifications specified in the student's Individual Education Plan (IEP).

• Vision and Hearing Impaired Students A. Vision Impaired 1. Seat the student close to the teacher, board, or work area. 2. Give oral directions/testing. 3. Initiate a "buddy" system for reading directions, handouts, board, and overhead and for notetaking. 4. Enlarge printed material as appropriate. 5. Utilize recorded materials as needed. 6. Implement modifications specified in the student's Individual Education Plan (IEP). B. Hearing Impaired 1. Seat the student close to the teacher. 2. Provide both oral and written directions. 3. Implement modifications specified in the student's Individual Education Plan (IEP).

• Emotionally Impaired Students 1. Implement modifications specified in the student's Individual Education Plan (IEP), and psychiatric evaluation. 2. Consult the resource teachers and guidance counselors for additional strategies or assistance

Working to provide media materials and other information text, the Supervisor of Education That Is Multicultural works in collaboration with other instructional supervisors and building administrators to ensure materials are available for student and teacher use that are culturally sensitive and reflect the composition of the student population.

Staff development programs are designed to enhance cultural competence in teachers and include offerings on diversity and multicultural issues. Professional development programs to enhance cultural competence in teachers and address Education That Is Multicultural exist in many different formats in Wicomico County Public Schools. Teachers new to the system participate in an on-going Teacher Induction Program. As part of the program teachers learn about the individual needs of students and how to better work with them in a session called, “Do You See Me? Equity in the Classroom.” Follow-up to sessions occurs either through peer mentors or full-time Mentor Teacher/Consultants. Supervisors and building administrators are also actively involved in monitoring instruction and teacher-student interaction.

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For all teachers, the Board of Education of Wicomico County offers several professional development courses in the area of diversity, multicultural issues, and how to work with students of diverse backgrounds effectively. The following are some of the courses available to teachers in Wicomico County that address the needs of all learners: • A+ Accommodations for All Learners: Differentiating Instruction in Mixed- Ability Classrooms • Cultural Sensitivity in the Classroom • Current Trends in Assessment I, II and III • Differentiated Instruction and Understanding by Design • Differentiated Instructional Strategies to Meet the VSC • Differentiation for High Ability Learners • Education That Is Multicultural • Education That Is Multicultural and Student Achievement • ESL Best Practices for the Classroom Teacher • Instruction for Diverse Learners: An Online Course • Multiple Intelligences in the Classroom • Sign Language I and II • Spanish for Communication I and II • Survey of Special Education • Using Technology to Differentiate Instruction • Winning Practices for Working with Limited English Proficient Students Outside of the ESOL Classroom

Another avenue for professional development and communication is the use of the district-wide Education That Is Multicultural Committee. Monthly meetings of the committee are held with information then being disseminated back to the schools during faculty meetings. Each school has at least one representative who serves on this committee.

Support personnel also receive training. During 2005-2006, as well as the current school year, the Supervisor of Education That Is Multicultual conducts workshops for school bus drivers that focus on appreciating diverse learners and cultural sensitivity. This is required training and it is intended that it will be expanded in 2006-2007 to include food service workers and office associates.

The Supervisor of Education That Is Multicultual for Wicomico County serves on several advisory boards and acts as liaison and the Eastern Shore coordinator for the Reginald F. Lewis Museum, actively encouraging field trips to this as well as other institutions such as the Jewish Museum in Baltimore.

Wicomico County Public Schools emphasizes the importance of values throughout the school year. A values calendar, supported by the community, is published and disseminated to all families and employees each year. Schools build activities around the "value of the month" (e.g., tolerance, compassion, respect for others' rights) to engage students in understanding the value and promoting it daily in their interactions with

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others. Some schools have extended this idea into schoolwide awareness weeks that include such topics as Learning to Create a Harmonious School Community. Character education (e.g., Character Counts), the CARES Program (Children At-Risk Emotionally and Socially), and anti-bullying and conflict resolution programs are all used to modify student behavior to create a positive, safe learning environment for all children. Guidance counselors in elementary schools work with children one-on-one and in small group settings to explore feelings and positive ways of interacting with other children. The Board of Education of Wicomico County adopted a Discrimination and Sexual Harassment Policy in 1992 and last revised it in 1995. All cases of bias, sexual harassment and discrimination that are reported are handled through this policy accordingly.

In June 2006, the Superintendent conducted a two-day retreat to review student behavior data and to develop tentative approaches to address identified needs. As a result of the retreat, four work groups representing almost one hundred school system employees have been formed to develop solutions and approaches to improve school climate.

3. Describe where challenges in meeting ETM goals are evident.

Changing attitudes is a long-term goal and is not accomplished in a short period of time. Our efforts have moved us along the path we want to travel, but there is still much work to be done.

4. Describe the changes, adjustments, or revisions that will be made to programs or strategies for 2006-2007 to address the identified challenges and ensure progress.

A major initiative to determine needs in the area of school climate and to develop effective responses is intended for 2006-2007. Professional development will continue to be offered as indicated in the above responses.

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Fine Arts

Note: The questions for addressing this cross-cutting theme are included as part of the Fine Arts Grant application, located in Part II of this document, to be submitted by August 15, 2006.

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Board of Education of Wicomico County

2006 Update

Local Goals and Indicators

Some costs (e.g., substitutes and stipends, printing and copying) are shown the first time they appear in this document but are used to support initiatives in a multitude of programs.

This section is intended to provide school systems with an opportunity to discuss the progress that they are making toward local goals that have not been addressed in the preceding sections. Please provide data from any relevant source. In the local school system’s response, please address the following questions:

1. Describe the progress that was made in 2005-2006 toward local goals. 2. Identify the programs, practices, or strategies and the related resource allocations that appear related to the progress. Include supporting data as needed. 3. Describe where challenges in making progress toward meeting local goals are evident. 4. Describe the adjustments or changes that will be made along with the related resource allocations to ensure sufficient progress. Include timelines where appropriate.

Wicomico County Local Goal 7: School- and Central Office-based personnel will have access to, and utilize, high performance technology to meet instructional and administrative needs aligned with the Maryland Plan for Technology in Education.

Objectives For 2003-2004, 100% of classrooms will have one or more computers for administrative and instructional use.

For 2003-2004, the ratio of students to high performance technology (Pentium II or above) will decrease to 7:1 from the 2002-2003 baseline ratio of 10:1.

For 2003-2004, 100% connectivity to a LAN/WAN from every instructional and administrative area will be maintained.

For 2003-2004, assistive technology will continue to be available for 100% of the students who have identified it in their Individual Education Plans and 504 plans.

For 2003-2004, baseline data will be established using the Wicomico County Technology Survey in the following areas: The percentage of educators who are highly knowledgeable, skilled and capable of effectively using technology tools and digital content Part I – Annual Review of Goals, Objectives, and Strategies Section G: Local Goals and Indicators Page 1

The percentage of classes regularly using technology tools and digital content in instruction The percentage of users reporting satisfaction with available technology to improve school administrative functions and operational processes

Discussion Wicomico County has made significant progress meeting many of its Technology Measures of Progress as described on pages 33-34 of the Wicomico County Public Schools Technology Plan SY 2005-2006 to SY2007-2008 approved by MSDE on July 22, 2005. Selected indicators along with their status cited in Technology Plan pertaining to the objectives for Local Goal 7 in the Master Plan are shown in the following chart.

Selected Wicomico County Technology Measures of Progress from the Technology Plan Indicator Status 2004 Status 2005 Status 2006 Objective 1 from Local Goal 7: For 2003-2004, 100% of classrooms will have one or more computers for administrative and instructional use. % of educators with a computing device for administrative and 100% 100% 100% instructional use % of classrooms with at least one computer for student use as measured by MSDE’s Technology Inventory (Note: All students 20% 24% 40% have access to computers via the mobile laptop carts and/or desktop computers in the classroom.) % of classrooms with at least one computer for teacher use as 33% 81% 89% measured by MSDE’s Technology Inventory

Objective 2 from Local Goal 7: For 2003-2004, the ratio of students to high performance technology (Pentium II or above) will decrease to 7:1 from the 2002-2003 baseline ratio of 10:1. Student to high performing computer ratio as measured by MSDE’s Technology Inventory (Note: In 2004 the definition of 10.3:1 4.5:1 3.6:1 high performing computer changed to Pentium II.)

Objective 3 from Local Goal 7: For 2003-2004, 100% connectivity to a LAN/WAN from every instructional and administrative area will be maintained. % of instructional and administrative areas, including all relocatables) connected to a broadband speed LAN/WAN to 100% 100% 100% support the use of high quality digital learning resources

Objective 4 from Local Goal 7: For 2003-2004, assistive technology will continue to be available for 100% of the students who have identified it in their Individual Education Plans and 504 plans. Compliance with COMAR 13A.05.02 (equivalent access to In In In technology-based products) compliance compliance compliance % of students using assistive technology who have it identified in their Individual Education Plans and 504 Plans as measured by 100% 100% 100% MSDE’s Technology Inventory

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Selected Wicomico County Technology Measures of Progress from the Technology Plan Indicator Status 2004 Status 2005 Status 2006 Objective 5 from Local Goal 7: For 2003-2004, baseline data will be established using the Wicomico County Technology Survey in the following areas: the percentage of educators who are highly knowledgeable, skilled and capable of effectively using technology tools and digital content; the percentage of classes regularly using technology tools and digital content in instruction; and, the percentage of users reporting satisfaction with available technology to improve school administrative functions and operational processes % of teachers with at least “Intermediate” skills for computer use 86.46% 79.85% 87% as measured by MSDE’s Technology Inventory % of teachers with at least “Intermediate” skills for Internet use 86.58% 75.26% 77% as measured by MSDE’s Technology Inventory % of teachers with at least “Intermediate” skills for technology 54.31% 55.58% 72% integration as measured by MSDE’s Technology Inventory

All of the action steps in the original Master Plan have been implemented as written. Many of the technology-related initiatives were intended from the beginning to be phased in over a period of several years and the district is generally on track with implementation. Technology professional development has occurred but has been hampered by a lack of resources. Additionally, while the school system has recently entered into a lease arrangement to increase access to high performance technologies, during the first year of the Master Plan, the number of units the district was able to replace and/or add was lower than originally planned. The school system now has a long-term replacement/addition plan in place the Board of Education has committed to funding.

On-going technology professional development has occurred both formally through Continuing Professional Development classes as well as more informally in school-based settings as Technology Resource Teachers (classroom teachers who receive an extra duty stipend to work with teachers in an after-school setting) work with colleagues to enhance the use of technology for instructional and administrative purposes. For 2006-2007 two additional Technology Integration Professional Development Coaches have been added to the staff to increase the total number to three. These positions provide job-embedded technology professional development to teachers in selected schools and are available for to provide professional development during after school sessions and on professional days in all schools. The design for professional development for teachers and administrators incorporates the use of the Wicomico County Technology Checklist. The Checklist is used to analyze the technology knowledge and skill level of the user. Educators then enroll in online courses housed on Desire2Learn to strengthen their skills. They begin by completing an online survey that utilizes a likert scale to determine their level of knowledge with each skill outlined on the Technology Literacy Checklist. Educators then download tutorials for each needed skill that will assist them in strengthening their knowledge of a particular skill as well support their learning. When they finish working with the needed tutorials, they complete a performance assessment that demonstrates their newly acquired skills. These activities are then uploaded into Desire2Learn where they are evaluated by the school’s Technology Resource Teacher. When all of the activities are completed, the educator receives continuing professional development credits and a certificate of completion. As always, access to adequate resources to support technology upgrades and training remains a concern.

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Please refer to pages 16-30 of the Wicomico County Public Schools Technology Plan for SY 2005-2006 to SY2007-2008 approved by MSDE on July 22, 2005 or to the Education Technology section of this update for additional information on new and/or expanded technology initiatives.

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Wicomico County Local Goal 8: Maintain cost efficient management systems and institute effective practices to improve operations and to support instruction.

Objectives For 2003-2004, a baseline will be calculated determining the amount of cost savings, budget realignments, and cost avoidance in energy, procurement, and operational activities.

For 2003-2004, a baseline will be calculated determining the amount of revenue and resources raised from foundations, corporations, competitive state and federal grants, and individual donations.

For fiscal year 2004, the Audit Report will continue to show no material discrepancies.

For fiscal year 2004, the Audit Report will continue to find that the financial statement of the Board of Education of Wicomico County has presented fairly and in conformity with generally accepted accounting principals in all material respects the financial position of the Board.

For fiscal year 2004, the Report on Compliance and Internal Control Over Financial Reporting will continue to find no material weaknesses.

Discussion Data for the objectives for Wicomico County’s Local Goal 8 indicate improved efficiency and effectiveness in the measured areas as shown in the following chart.

Wicomico County Measures of Progress for Local Goal 8 Objective 1 from Local Goal 8: For 2003-2004, a baseline will be calculated determining the amount of cost savings, budget realignments, and cost avoidance in energy, procurement, and operational activities. Cost Savings, Budget Cost Savings, Budget Cost Savings, Budget Realignments, and Cost Avoidance Realignments, and Cost Avoidance Realignments, and Cost Avoidance for 2004 for 2005 for 2006 Interrupt textbook cycle to support Implement full-day kindergarten at Realignment – Reallocate classroom new reading series program – two schools, Fruitland Primary, space at WELC to Pemberton K due Realignment: ($320,000) Willards, one class at Prince Street to discontinuing the Even Start Realignment – One elementary program (avoid cost of a portable): teacher ($48,640) ($80,000) Realignment – Reassign one elementary music assistant ($26,410) Implement full-day kindergarten at Cost Avoidance – Increase Cost Avoidance – Election to four schools, Pinehurst, Pemberton, kindergarten class size from 14 to 23 discontinue the Even Start program Chipman, Westside Primary students [Six teachers will not have with the reduction of federal funding Realignment – Seven elementary to be hired ($291,840) and three rather than continue it through the teachers ($340,390) fewer classroom portables needed General Fund ($245,000) ($300,000)] Realignment – Eliminate CCC lab programs in remaining two elementary schools and reassign two assistants ($40,520)

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Realignment – Media books and Cost Avoidance – Centralization of Realignment – Reassign 2.0 magazines to support Master Plan the purchasing of student agendas elementary assistants at WELC to goals ($1,590) (economies of scale) ($22,000) meet need for additional full day kindergarten classes ($36,362)

Realignment – Professional Cost Avoidance – Continue Realignment – Reassign 3.0 Media meetings and conferences to support participation in the ESMEC Energy Assistants in elementary schools to summer school ($1,000) Trust with the hopes of realizing Kindergarten Assistants additional utility cost containment ($65,000) Realignment – Materials of Cost Avoidance – Collaborate with Title I - materials to maintain current instruction for Evening High School county government to identify program - anticipating level federal ($500) additional cooperative purchases funding Financial Management software-one Realignment – Testing supply funds time costs ($493,000) reduced as a result of using one Financial Management software- vendor $16,175) ongoing maintenance ($29,275) Office supplies - Admin. Planning, Road salt acquired from county Research, Evaluation ($500) roads department ($5,000) Dues & Subscriptions - Admin. Planning, Research ($1,000) Travel - Admin. Planning, Research, Evaluation ($160)

Realignment – Professional Realignment – Clerical-hourly meetings and conferences to support Office of the Principal to support school improvement team strategies printing and copying costs ($7,200) associated with SLC initiative ($2,500) Realignment – Travel funds for Realignment – Small equipment for professional development ($500) elementary schools to support Part I – Annual Review of Goals, Objectives, and Strategies Section G: Local Goals and Indicators Page 6

Wicomico County Measures of Progress for Local Goal 8 Objective 1 from Local Goal 8: For 2003-2004, a baseline will be calculated determining the amount of cost savings, budget realignments, and cost avoidance in energy, procurement, and operational activities. Cost Savings, Budget Cost Savings, Budget Cost Savings, Budget Realignments, and Cost Avoidance Realignments, and Cost Avoidance Realignments, and Cost Avoidance for 2004 for 2005 for 2006 printing of math curriculum materials, reading curriculum materials, Ready for School materials, replacing outdated media equipment, and Title I materials to maintain current program in anticipation of level federal funding ($90,000) Realignment – Printing funds from Fund 1.0 Technology Resource school improvement to professional Teacher development ($3,230) Realignment – Summer hourly assistants, computer integrated instruction ($2,870) Realignment – Software annual maintenance, computer integrated instruction ($36,555) Realignment – materials of instruction, secondary summer school ($20,000) Realignment – software license, SAT ($6,400) Realignment – consultant, school improvement teams ($4,000) Realignment – office supplies, professional development ($3,000) Realignment – consultant, student mentoring ($1,000) Realignment – small equipment, professional development ($2,000) Realignment – Testing supplies and Realignment – Materials of printing to support test scoring costs instruction for elementary summer ($4,250) school to Alt-MSA materials for teachers and assistants ($10,000) Realignment – Printing funds to Realignment – Materials of materials of instruction ($5,000) instruction for secondary schools to SLC substitute costs for professional development ($10,000) Realignment – Consultant fees SLC Coalition for Essential Schools ($200) conferences Realignment – Small equipment, regular instruction ($5,000) Realignment – Commencement

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Wicomico County Measures of Progress for Local Goal 8 Objective 1 from Local Goal 8: For 2003-2004, a baseline will be calculated determining the amount of cost savings, budget realignments, and cost avoidance in energy, procurement, and operational activities. Cost Savings, Budget Cost Savings, Budget Cost Savings, Budget Realignments, and Cost Avoidance Realignments, and Cost Avoidance Realignments, and Cost Avoidance for 2004 for 2005 for 2006 funding reduced based on past trends ($2,000) Budget Cut – Start-up costs for art Realignment – Stipends for and music program at Willards professional development to STARS ($5,000) Project Administrator (former grant), STARS teacher hourly (former grant), and 1.5 assistant positions ($63,060) Budget Cut – Retrofitting buses with SLC professional development and safety arms (project complete) technical assistance costs ($25,000) Realignment – Secretarial professional development ($11,910) Realignment – Assistant professional development ($6,000) Cost Avoidance – Staff development 1.0 Teacher for Special Education – assign duties to professional Realignment – Test scoring funds development trainer to avoid hiring ($16,062) 1.0 FTE Staff Development Coordinator I ($83,080) Realignment – Materials of instruction for Character Counts ($6,125) Realignment – Teacher stipends special education ($20,000) Realignment – Moveable equipment special education ($9,000) Cost Avoidance – Continue Realignment – Administrative other participation in the ESMEC Energy charges to Board of Education Trust with the hopes of realizing expenses ($1,900) additional utility cost containment of 5% ($80,000) Cost Avoidance – Collaborate with Realignment – Administrative dues county government to identify & subscriptions to professional additional cooperative purchases meetings and conferences ($1,900) Financial Management software-one time costs ($493,000) Financial Management software- ongoing maintenance ($29,275) Road salt acquired from county roads department ($5,000) Realignment – Test scoring funds to substitute costs associated with data analysis training ($9,500)

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Wicomico County Measures of Progress for Local Goal 8 Objective 1 from Local Goal 8: For 2003-2004, a baseline will be calculated determining the amount of cost savings, budget realignments, and cost avoidance in energy, procurement, and operational activities. Cost Savings, Budget Cost Savings, Budget Cost Savings, Budget Realignments, and Cost Avoidance Realignments, and Cost Avoidance Realignments, and Cost Avoidance for 2004 for 2005 for 2006 Realignment – Consultant fees for human resources to professional meetings & dues/subscriptions for human resources ($3,060) Realignment – Small equipment English/Language Arts to Elmo projection units for English program ($7,000) Realignment – Math supplementary materials to Navigator systems, additional calculators and Elmo projection units math program ($49,843) Realignment – TAG testing supplies to printing of magnet and TAD brochures and program guides ($1,300) Realignment – ESOL computer software to language acquisition materials and online global information access, A-Z program access for students ($10,000) Realignment – ESOL dues & subscriptions to online global information access, A-Z program access for students ($2,000) Realignment – Stipends for school improvement to substitute costs for school improvement ($11,210) Realignment – Operation of Plant professional meetings to recycle program ($6,350) Realignment – Maintenance of Plant to increase for doors & windows ($4,000) Realignment – Maintenance of Plant to repair vehicles ($8,000) Facilities small equipment Realignment – Maintenance of Plant supplies ($8,000) Plumbing supplies Realignment – Maintenance of

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Additional Indicator for Objective 1 of Goal 8 2004 2005 2006 Energy costs: $2,264,917 Energy costs: $2,460,747 Energy costs: $2,943,160 Energy usage: 1.72 million Therms Energy usage: 1.64 million Therms Energy usage: 1.64 million Therms The increase in energy costs, despite The increase in energy costs reflects the reduction in energy usage reflect the anticipated 20% increase in a price increase in the cost of energy energy costs. Participation in the anticipated to be 10%. Participation ESMEC Energy Trust resulted in in the ESMEC Energy Trust resulted cost avoidance of approximately in the placement of nine (9) of our $384,000 for the period 2002-2006 energy accounts with Select Energy, Inc. with an anticipated savings expected to exceed $105K over an 18 month period.

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Wicomico County Measures of Progress for Local Goal 8 Objective 2 from Local Goal 8: For 2003-2004, a baseline will be calculated determining the amount of revenue and resources raised from foundations, corporations, competitive state and federal grants, and individual donations. Status 2004 Status 2005 Status 2006 Total amount of donations received Total amount of donations received Total amount of donations received as reported to the Office of as reported to the Office of as reported to the Office of Communications and Communications and Communications and Parent/Community Outreach: Parent/Community Outreach: Parent/Community Outreach: $182,366.44 $200,831 $291,189

Competitive grants information: Competitive grants information: Competitive grants information: 19 grants submitted, 7 approved, 61 grants submitted, 37 approved 77 grants submitted, 43 approved Total Funding: $410,059 (to date), Total Funding (to date), Total Funding $2,472,149 (to date) $2,133,774 (to date)

Wicomico County Measures of Progress for Local Goal 8 Objective 3 from Local Goal 8: For fiscal year 2004, the Audit Report will continue to show no material discrepancies. Status 2004 Status 2005 Status 2006 Audit Report disclosed no material Audit Report disclosed no material Audit Report disclosed no material weaknesses. weaknesses. weaknesses.

Wicomico County Measures of Progress for Local Goal 8 Objective 4 from Local Goal 8: For fiscal year 2004, the Audit Report will continue to find that the financial statement of the Board of Education of Wicomico County has presented fairly and in conformity with generally accepted accounting principals in all material respects the financial position of the Board. Status 2004 Status 2005 Status 2006 Audit Report indicated that the Audit Report indicated that the Audit Report indicated that the financial statements were fairly financial statements were fairly financial statements were fairly stated in all material respects. stated in all material respects. stated in all material respects.

Wicomico County Measures of Progress for Local Goal 8 Objective 5 from Local Goal 8: For fiscal year 2004, the Report on Compliance and Internal Control Over Financial Reporting will continue to find no material weaknesses. Status 2004 Status 2005 Status 2006 Report on Internal Control noted no Report on Internal Control noted no Report on Internal Control noted matters involving the internal control matters involving the internal no matters involving the internal over financial reporting and its control over financial reporting and control over financial reporting and operations that were considered to be its operations that were considered its operations that were considered material weaknesses. to be material weaknesses. to be material weaknesses.

Part I – Annual Review of Goals, Objectives, and Strategies Section G: Local Goals and Indicators Page 11

All action steps in the Master Plan were implemented as written during 2005-2006 resulting in improved effectiveness and efficiency in the measured areas. The Board of Education will continue to work collaboratively with local government to move toward new accounting software that has been under discussion and negotiation during the last fiscal year. Through the efforts of the Grants Specialist, significant growth has been realized in the number of dollars obtained from foundations and competitive state and federal grants that have been used to fund many initiatives that positively impact student learning and achievement. After much research, the Board of Education of Wicomico County has embarked on a project to update its administrative software with an integrated financial and administrative solution with ‘go live’ dates of July 1, 2006 and January 1, 2009 for the financial and human resources modules respectively.

Finally, many line items in the FY07 general fund are used to support mandatory cost of doing business expenditures along with support the operation and management of the school system. New allocations for school year 2006-2007 include:

Action Strategy / Action FTE Amount Step MABE insurance fund estimated 15% rate increase for workers comp 40,200 16.039 MABE insurance pool estimated 5% premium increase in liability & 25% in 0 10.001 excess liability for buses MABE projected rate increase of 15% for property insurance 0 10.003 Utilities - electric, gas, oil & water projected increase & impact of 977,675 10.003 N.Salisbury MABE insurance pool estimated 5% premium increase in liability & 25% in 11,000 10.001 excess liability for buses MABE projected rate increase of 5% for vehicle insurance + 2006 budget 5,600 10.003 shortfall Property insurance deductibe and property loss coverage 5,000 10.003 Auditing - increase in costs for auditing services per contract 1,450 16.023 Avery W Hall estimate increase due to increase in asset size 500 16.039 Increase in catastrophic cash coverage 1,000 16.039 MABE insurance pool estimated 5% premium increase for general liability 0 16.039 Superintendent search contracted services 20,000 16.023 Bus transportation contract (projected increase) 330,587 10.001 Additional transportation funding associated with Prince Street Elementary 80,000 10.001 busing requirements Bus Inspections - $2.00/hr increase to mechanics 1,264 10.001 Estimated 3.00% increase in bus transportation contract 244,091 10.001 Estimated 3.00% increase in bus transportation contract - Special Programs 1,244 10.001 Bus transportation - increased support for middle and high school band 500 10.001 Computer Technicians (2-T2) 2.00 55,286 10.003 Computer Technicians (1-T2) 1.00 27,643 10.003 Computer Technician (1-T3) 1.00 31,670 10.003

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Action Strategy / Action FTE Amount Step Computer Tech/Environmental Tech (1-T2) 1.00 27,643 10.003 Grounds Keeper - additional position (Site & Grounds Worker I) 1.00 18,949 10.003 Custodial-Hrly increase funding based on actual expenses, additional square 175,843 10.003 footage and HVAC filter change crew Operations - Elevator Services - increase in cost for service contract 1,500 10.003 Operations - Lease for facility to house Adult Ed & utility increase for 12,785 10.003 Philmore Commons Operations - incorporate recycle program & allow for anticipated waste 1,650 10.003 disposal increases Operations - contracted services - 4% escalation increase 15,000 10.003 Operations - supplies & materials - 4% escalation increase 9,524 10.003 Operations - cleaning supplies - new building areas N Sal, new green 30,000 10.003 products Operations - increase due to usage & cost of filters for all schools with air 30,000 10.003 conditioning to maintain proper maintenance of systems General Maintenance Technician I due to increased square footage 1.00 22,880 10.004 Maintenance - paving driveways/parking to implement additional repairs and 75,000 10.004 needed maintenance Maintenance - incr in mechanical plant supplies to reflect actual usage and 100,000 10.004 North Salisbury operation Maintenance - vehicle fuel/supplies - increase to reflect actual usage and 12,000 10.004 higher fuel costs Maintenance supplies & materials - 4% escalation increase 20,000 10.004 Computer lease program - second year 423,000 14.005 Temporary manpower help for the scanning/imaging process 3,000 16.003 Postage cost increase due to increased rate 1,000 16.003 Dues - increase for Eastern Shore Consortium FY07 1,200 16.006 Equipment - food service 10,925 16.010 Public Information Liaison to 30 hrs per week 0.25 11,378 16.024 HR Associate I - to assume additional NCLB related duties 1.00 26,100 16.026 Advertising job announcements based on historical trends 10,700 16.026 Fingerprinting expenses based on historical trends 10,000 16.026 Microfilm service expenses based on historical trends 280 16.026 Computer hardware annual maintenance - increase of 5% 1,500 16.027 Software licenses - additional (Kronos, Subfinder) & annual software 29,330 16.027 maintenance increase Software annual maintenance- increase in costs to implement X2 5,000 16.028 Software annual maintenance - increase in network costs 18,100 16.028 MEEAC computer software licensing fees 20,000 16.028 Capital Outlay - fit-up costs for new positions 35,000 16.032 Capital Outlay - finish resurfacing track 50,000 16.032

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Action Strategy / Action FTE Amount Step Capital Outlay for systemic renovations/projects - deferred from capital projects/aging schools 100,000 16.032 Capital Outlay - systemic renovations 240,000 16.032 Teacher-hourly - Adult Education - expected increase for local match & hourly employee salary needs 8,000 6.009

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Board of Education of Wicomico County

2006 Update

Appendices

Board of Education of Wicomico County

2006 Update

Appendix A Five Year Plan

2003-2008 ACTION PLAN

Introduction The 2003-2008 Action Plan is in large part a product of the Wicomico County Board of Education’s strategic planning process. Over the past two-and-one-half years, a Leadership Team composed of teachers, administrators, support staff, parents, students, and community members met twice a month to develop a Strategic Plan for the Wicomico County Schools. The plan was approved by the Board of Education on December 4, 2002 and has been incorporated into the Master Plan. Members of the Leadership Team continued to help guide planning in Wicomico County by participating in the development of the Master Plan and serving on the Master Plan Steering Committee.

Informed Decision Making As part of its commitment to continuous improvement, the Wicomico County Public School System has undergone a number of internal and external assessments in recent years to improve student achievement and maximize staff and systems functioning. These assessments have included: • Seidel Commission Report on Facility Planning (1988) • Report to the Wicomico County Board of Education from the Committee on Efficiency and Facilities Management (Downes, 1991) • The Report of the Superintendent's Factilities Task Force on Long Range Planning and Operations (1998) • Administrative and Organizational Study by Hendricks & Associates (1999) • Survey of Instructional and Organizational Effectiveness by the National Study of School Evaluation (NSSE) (2000) • Wicomico County Public School System Feedback Report by the University of Maryland Center for Quality and Productivity using the Baldrige Criteria for Performance Excellence (2001) • Operational Review of Selected Programs and Functions of the County Government and Board of Education by Parsons Asset Management (2002)

Appendix A - Bridge to Excellence 5-Year Master Plan (Part VIII of the Original 2003-2008 Submission) 1

• Parent, Student and Teacher Survey Results (2002)

Each report’s recommendations have been carefully considered by the school system and many have been adopted. The reports have also served to inform the Master Plan on the school system’s strengths and opportunities for improvement.

Under the direction of the Superintendent of Schools, the Assistant Superintendent for Instruction and Curriculum and the School Improvement Coordinator, served as co-conveners of a Master Plan Steering Committee, charged with overseeing the development of the Master Plan. The 23-member Steering Committee was composed of leaders of Central Office instructional and support divisions and several school principals. The Steering Committee established nine workgroups around key issues to be addressed by the Master Plan – Reading, Mathematics, English Language Learners, Highly Qualified Workforce, Safe and Drug-Free Schools and Dropout Prevention, Pre-K and Kindergarten, Technology and Facilities, Title I, and Budget/Impact. The workgroups brought together a broad-based group of teachers, administrators, parents, students, community members, business leaders, and local government officials to: • discuss goals and objectives, • assess needs, • evaluate current strategies being used to address those needs, • identify other research-based strategies to replace those which are not successful, • develop an action plan to meet goals and objectives, • identify indicators to measure progress, • estimate the resources (financial, personnel, other) needed, and • create a management plan for implementation and evaluation.

On a regular basis, workgroup recommendations were reported back to the Steering Committee, to the Leadership Team, to the Board of Education and to School Improvement Teams to insure widespread involvement of stakeholders in this process. Input from all of these entities contributed to the final plan, approved by the Board of Education.

Appendix A - Bridge to Excellence 5-Year Master Plan (Part VIII of the Original 2003-2008 Submission) 2

The Action Plan addresses critical needs identified as a result of the extensive assessment of current status conducted by the Work Groups and Steering Committee and incorporates research- based strategies and best practices matched to those needs.

During the development of the Master Plan, open lines of communication were established with the County Council to facilitate understanding of the Plan requirements. Three members of the Council were participants on Plan workgroups.

Action Plan Organization The five-year Action Plan is organized around Wicomico County Public Schools’ three strategic priorities of High Student Achievement, Safe Learning Environment, and Effective and Efficient Operations. It includes strategies and action steps that incorporate research-based best practices including: effective parent involvement and community collaboration, the use of proven standards-based instructional practices to meet the needs of all students, the infusion of technology to support and enhance the learning process, on-going systematic professional development to develop and sustain a high quality workforce, the use of data in the decision- making process, developmentally appropriate early childhood programs, and providing a safe learning environment.

Strategic Priority: High Student Achievement ¾ Strategy 1: Modify the pre-K to 12 curriculum to assure alignment with the new content standards and Voluntary State Curriculum. ¾ Strategy 2: Promote the system-wide, consistent use of proven instructional practices. ¾ Strategy 3: Accelerate the learning of low-performing students through proven intervention initiatives to eliminate achievement gaps. ¾ Strategy 4: Analyze student performance to evaluate program effectiveness and identify learning needs. ¾ Strategy 5: Expand challenging educational opportunities for highly-able and gifted and talented students.

Appendix A - Bridge to Excellence 5-Year Master Plan (Part VIII of the Original 2003-2008 Submission) 3

¾ Strategy 6: Sustain and expand collaborative relationships and communication between the school system and all stakeholders in support of student learning.

Strategic Priority: Safe Learning Environment ¾ Strategy 7: Sustain and expand programs and policies to reduce disruptive unsafe and unhealthy student behavior. ¾ Strategy 8: Continue to reinforce students’ positive connections to school. ¾ Strategy 9: Extend programs and ensure effective policies that motivate and support students to attend school and graduate from high school. ¾ Strategy 10: Provide safe and healthful facilities to support student learning.

Strategic Priority: Effective and Efficient Operations ¾ Strategy 11: Increase the percentage of classes taught by “highly qualified” teachers. ¾ Strategy 12: Increase the percentage of paraprofessionals who are qualified. ¾ Strategy 13: Increase the percentage of teachers receiving “high quality" professional development. ¾ Strategy 14: Upgrade technology infrastructure and increase access to high performance technology for instructional and administrative processes. ¾ Strategy 15: Improve effective use of technology for instructional and administrative processes. ¾ Strategy 16: Improve efficiency and effectiveness of operations by aligning actions and reducing costs through internal and collaborative initiatives.

Action steps for each strategy are grouped by category. For example, under Strategy 2: “Promote the system-wide, consistent use of proven instructional practices,” there are seven categories including:

• Cross-Program Instructional Action Steps

• Reading/Language Arts and English Instructional Action Steps

• Math Instructional Action Steps

• English Language Learners Instructional Action Steps

• Pre-K / K Instructional Action Steps

Appendix A - Bridge to Excellence 5-Year Master Plan (Part VIII of the Original 2003-2008 Submission) 4

• Fine Arts Instructional Action Steps

• Career and Technology Education Instructional Action Steps

The categories, in conjunction with the strategy statements, serve to emphasize Wicomico County Public Schools’ commitment to eliminate the achievement gap and improve learning for all students systematically and systemically.

For ease of reference, action steps are numbered in the following manner: Example: Action Step 3.4.1 refers to the fourth action step under Strategy 3 for year one (2003- 2004).

Addendum for 2006 Update

As a result of this district’s review of the MSA and other student performance data, a number of revisions are being made to the Master Plan action steps for the 2006-2007 school year, included in Section VIII of the revised 5 year plan. In the 2006 Updated/Revised Master Plan attached at the end of this narrative in Appendix A, new and revised action steps are included under all Strategic Priorities, and under many strategies. New action steps or new elements to existing action steps are indicated in bold. Action steps or parts of action steps being eliminated or delayed are noted by strikethrough of the wording and an indication of the delay, integration with another action step, or other change. The numbering system of each action step has changed so that the final number on each step represents the actual fiscal year rather than the numerical year of the Master Plan. Therefore, the action steps in year 4 of the Master Plan end with the number 7 (for the 2006-2007 fiscal year) rather than 4 as in the original plan. This same system is used for the year five of the plan, with 8 replacing 5. For this reason, the school system has elected to resubmit its entire 5-year Action Plan at this time rather than just those pages with changes. The 2006-2007 Integrated Management and Action Plan, located in Appendix B, includes key implementation milestones for the year related to each original, revised, and new action step.

Appendix A - Bridge to Excellence 5-Year Master Plan (Part VIII of the Original 2003-2008 Submission) 5

2003 – 2008 Action Plan Strategic Priority: High Student Achievement Revised for 2006-2007

Strategy 1: Modify the pre-K to 12 curriculum to assure alignment with the new content standards and Voluntary State Curriculum.

Cross-Program Curriculum Action Steps 2003-2004 2004-2005 2005-2006 2006-2007 2007-2008 1.1.1 Develop a district 1.1.5 Utilize the district 1.1.6 Utilize the district 1.1.7 Utilize the district 1.1.8 Utilize the district curriculum philosophy in curriculum philosophy to guide curriculum philosophy to guide curriculum philosophy to guide curriculum philosophy to guide consultation with institutions of curriculum development and curriculum development and curriculum development and curriculum development and higher education aligned with evaluation. evaluation. evaluation. evaluation. district vision, mission, and beliefs. 1.2.1 Analyze and redesign the 1.2.5 Develop and evaluate 1.2.6 Develop and evaluate 1.2.7 Develop and evaluate 1.2.8 Develop and evaluate curriculum development and curriculum based on curriculum based on curriculum based on curriculum based on evaluation process utilizing Understanding by Design Understanding by Design Understanding by Design Understanding by Design Understanding by Design curriculum design principles. curriculum design principles. curriculum design principles. curriculum design principles. curriculum design principles.

Revised for 2006 – 2007 Appendix A - Page 6

2003 – 2008 Action Plan Strategic Priority: High Student Achievement Revised for 2006-2007

Strategy 1: Modify the pre-K to 12 curriculum to assure alignment with the new content standards and Voluntary State Curriculum.

Cross-Program Curriculum Action Steps 2003-2004 2004-2005 2005-2006 2006-2007 2007-2008 1.3.1 Review and modify science 1.3.5 Review and modify science 1.3.6 Review and modify science 1.3.7 Review and modify science 1.3.8 Review and modify science curricula to: curricula as indicated. curricula as indicated. curricula as indicated. curricula as indicated. integrate content standards Curriculum workshops and science outcomes (i.e., scheduled for Summer 2006 scientific inquiry, critical include: Elementary and thinking, application of Middle School Science. science, technology, history of science) align with the Voluntary State Curriculum and state testing schedule integrate strategies to address reading and math content standards as appropriate address the needs of all students and sub-groups integrate appropriate technology include diversity and cultural awareness integrate strategies to address Bay 2000 and environmental goals

Revised for 2006 – 2007 Appendix A - Page 7

2003 – 2008 Action Plan Strategic Priority: High Student Achievement Revised for 2006-2007

Strategy 1: Modify the pre-K to 12 curriculum to assure alignment with the new content standards and Voluntary State Curriculum.

Cross-Program Curriculum Action Steps 2003-2004 2004-2005 2005-2006 2006-2007 2007-2008 1.4.5 Review and modify social 1.4.6 Review and modify social 1.4.7 Review and modify social 1.4.8 Review and modify social studies curricula as indicated. studies curricula as indicated. studies curricula as indicated. studies curricula as indicated. Curriculum workshops scheduled for Summer 2006 include: Grades 6 & 10 Textbook; AP US History; AP Government; AP European History; AP Psychology. 1.5.5 Review and modify 1.5.6 Review and modify 1.5.7 Review and modify 1.5.8 Review and modify business, health, physical business, health, physical business, health, physical business, health, physical education, family and consumer education, family and consumer education, family and consumer education, family and consumer science, technology, foreign science, technology, foreign science, technology, foreign science, technology, foreign language, and computer science language, and computer science language, and computer science language, and computer science curricula as indicated. curricula as indicated. curricula as indicated. curricula as indicated. Curriculum workshops scheduled for Summer 2006 include: Foreign Language Grades 9-12; Computer Education; Technology Integration Activities; Family & Consumer Science.

Revised for 2006 – 2007 Appendix A - Page 8

2003 – 2008 Action Plan Strategic Priority: High Student Achievement Revised for 2006-2007

Strategy 1: Modify the pre-K to 12 curriculum to assure alignment with the new content standards and Voluntary State Curriculum.

Cross-Program Curriculum Action Steps 2003-2004 2004-2005 2005-2006 2006-2007 2007-2008 1.6.5 Review the pre-K to Grade 1.6.6 Review the pre-K to Grade 5 curriculum for alignment with 5 curriculum for alignment with the Maryland Career the Maryland Career Development Model. Development Model.

Delayed until 2005-2006 1.7.5 Review the Grade 6-8 1.7.6 Review the Grade 6-8 curriculum for alignment with curriculum for alignment with the Maryland Career the Maryland Career Development Model. Development Model.

Delayed until 2005-2006 1.8.5 Utilize the career 1.8.6 Utilize the career pathways 1.8.7 Utilize the career pathways 1.8.8 Utilize the career pathways pathways component of the component of the Maryland component of the Maryland component of the Maryland Maryland Career Development Career Development Model to Career Development Model to Career Development Model to Model to guide students in the guide students in the selection of guide students in the selection of guide students in the selection of selection of a high school a high school program of studies. a high school program of studies. a high school program of studies. program of studies. 1.9.1 Develop a systematic on- 1.9.5 Utilize the curriculum 1.9.6 Utilize the curriculum 1.9.7 Utilize the curriculum 1.9.8 Utilize the curriculum going process for the revision of revision process to develop and revision process to develop and revision process to develop and revision process to develop and curriculum guides in all content maintain aligned curriculum maintain aligned curriculum maintain aligned curriculum maintain aligned curriculum areas. documents. documents. documents. documents.

Revised for 2006 – 2007 Appendix A - Page 9

2003 – 2008 Action Plan Strategic Priority: High Student Achievement Revised for 2005-2006

Strategy 1: Modify the pre-K to 12 curriculum to assure alignment with the new content standards and Voluntary State Curriculum.

Reading/Language Arts and English Curriculum Action Steps 2003-2004 2004-2005 2005-2006 2006-2007 2007-2008 1.10.1 Review and modify 1.10.5 Review and modify 1.10.6 Review and modify 1.10.7 Review and modify 1.10.8 Review and modify reading/language arts and reading/language arts and reading/language arts and reading/language arts and reading/language arts and English curricula to: English curricula as indicated. English curricula as indicated. English curricula as indicated. English curricula as indicated. align with state content Curriculum workshops standards and reading scheduled for Summer 2006 outcomes for phonics, include: English Grades 9 & phonemic awareness, 10; Reading Grades K-3 fluency, comprehension and Alignment Revision; Reading vocabulary Grades 1-8 Assessment align with the Voluntary Writing & Alignment; Reading State Curriculum, and the Grades 4 & 5 Pacing; Reading state testing schedule - West Salisbury Wings integrate strategies to Alignment; Reading - Novels address reading/language for Grades 7 & 8; Reading - arts and English content Grades 7 & 8 Above and On- standards Level. address the needs of all students and sub-groups integrate appropriate technology include diversity and cultural awareness 1.11.1 Develop a district 1.11.5 Complete the 1.11.6 Complete the 1.11.7 Provide on-going 1.11.8 Provide on-going framework to structure K to development of, and provide on- development of, and provide on- systematic professional systematic professional Grade 5 instructional time for going systematic professional going systematic professional development for educators on development for educators on teaching literacy, including development for educators on development for educators on using the K to Grade 5 literacy using the K to Grade 5 literacy reading, writing, listening, and using, the K to Grade 5 literacy using, the K to Grade 5 literacy framework. framework. speaking. framework. framework. Revised for 2006 – 2007 Appendix A - Page 10

2003 – 2008 Action Plan Strategic Priority: High Student Achievement Revised for 2005-2006

Strategy 1: Modify the pre-K to 12 curriculum to assure alignment with the new content standards and Voluntary State Curriculum.

Reading/Language Arts and English Curriculum Action Steps 2003-2004 2004-2005 2005-2006 2006-2007 2007-2008 1.12.1 Pilot a framework to 1.12.5 Utilize the results of the structure instructional time for pilot to structure instructional teaching literacy, including time for teaching literacy, reading, writing, listening and including reading, writing, speaking in Grade 3 in one listening and speaking to guide school. future planning as indicated.

Integrated with Action Step 1.11.5 1.13.1 Provide on-going 1.13.5 Provide on-going 1.13.6 Provide on-going 1.13.7 Provide on-going 1.13.8 Provide on-going systematic professional systematic professional systematic professional systematic professional systematic professional development on grade level development on grade level development on grade level development on grade level development on grade level reading/language arts and reading/language arts and reading/language arts and reading/language arts and reading/language arts and English content standards and English content standards and English content standards and English content standards and English content standards and the Voluntary State Curriculum the Voluntary State Curriculum the Voluntary State Curriculum the Voluntary State Curriculum the Voluntary State Curriculum for teachers of reading/language for teachers of reading/language for new reading/language arts for new reading/language arts for new reading/language arts arts and English, principals and arts and English, principals and and English teachers, teachers in and English teachers, teachers in and English teachers, teachers in supervisors. supervisors. need of assistance, and new need of assistance, and new need of assistance, and new principals and supervisors. principals and supervisors. principals and supervisors. 1.14.1 Pilot reading programs 1.14.5 Act upon the results of the 1.14.6 Adopt a new reading 1.14.7 Continue the phased-in supported by scientifically-based reading program pilot in pre-K program Grades 3 and 6, implementation of the reading reading research that incorporate through Grade 2 classrooms, based upon the results of the program Grades 4 and 5. proven instructional strategies in adopting a new reading reading program pilot. the areas of phonics, phonemic program. awareness, fluency, comprehension and vocabulary, and are aligned with the curriculum in pre-K through Grade 2 classrooms, analyzing their effectiveness. Revised for 2006 – 2007 Appendix A - Page 11

2003 – 2008 Action Plan Strategic Priority: High Student Achievement Revised for 2005-2006

Strategy 1: Modify the pre-K to 12 curriculum to assure alignment with the new content standards and Voluntary State Curriculum.

Reading/Language Arts and English Curriculum Action Steps 2003-2004 2004-2005 2005-2006 2006-2007 2007-2008 1.15.1 Develop a middle school 1.15.5 Develop a middle school 1.15.6 Pilot the middle school reading curriculum. reading curriculum. reading curriculum in all middle schools and analyze its effectiveness.

Integrated with Action Step 2.45.6 1.16.5 Develop a high school 1.16.6 Pilot the high school reading support curriculum. reading support curriculum in all high schools and analyze its effectiveness.

Integrated with Action Step 2.45.6 1.17.1 Develop a K-age 21 1.17.5 Pilot the K-age 21 reading/language arts curriculum reading/language arts and for students with disabilities who English curriculum for students do not participate in the general with disabilities who do not curriculum. participate in the general curriculum.

Delete step

Revised for 2006 – 2007 Appendix A - Page 12

2003 – 2008 Action Plan Strategic Priority: High Student Achievement Revised for 2005-2006

Strategy 1: Modify the pre-K to 12 curriculum to assure alignment with the new content standards and Voluntary State Curriculum.

Math Curriculum Action Steps 2003-2004 2004-2005 2005-2006 2006-2007 2007-2008 1.18.1 Review and modify math 1.18.5 Review and modify math 1.18.6 Review and modify math 1.18.7 Review and modify math 1.18.8 Review and modify math curricula to: curricula as indicated. curricula as indicated. curricula as indicated. curricula as indicated. align with state content Curriculum workshops standards and math scheduled for Summer 2006 outcomes for algebra/ include: Grades 1 & 2 Scope patterns, geometry/ & Sequence; Algebra measurement, statistics/ Remediation; Pre-Algebra & probability, number Algebra Scope & Sequence; concepts/computation, and Algebra Assessment. processes of mathematics ensure alignment with the Voluntary State Curriculum, and the state testing schedule integrate strategies to address reading content standards as appropriate address the needs of all students and sub-groups integrate appropriate technology include diversity and cultural awareness

Revised for 2006 – 2007 Appendix A - Page 13

2003 – 2008 Action Plan Strategic Priority: High Student Achievement Revised for 2005-2006

Strategy 1: Modify the pre-K to 12 curriculum to assure alignment with the new content standards and Voluntary State Curriculum.

Math Curriculum Action Steps 2003-2004 2004-2005 2005-2006 2006-2007 2007-2008 1.19.1 Purchase a new math 1.19.5 Continue to utilize the textbook series based on math textbook series in K scientific research that through Grade 6, analyzing the incorporates proven instructional effectiveness of its strategies in the areas of algebra/ implementation and providing patterns, geometry/measurement, individual professional statistics/probability, number development to teachers in need concepts/computation, and of assistance. processes of mathematics, and is aligned with the curriculum for Integrated with Action Step K through Grade 6 classrooms 2.53.5 (K: Scott Foresman Mathematics; Grades 1-6: McGraw-Hill Mathematics). 1.20.1 Provide on-going 1.20.5 Provide on-going 1.20.6 Provide on-going 1.20.7 Provide on-going 1.20.8 Provide on-going systematic professional systematic professional systematic professional systematic professional systematic professional development on grade level math development on grade level math development on grade level math development on grade level math development on grade level math content standards, the Voluntary content standards, the Voluntary content standards, the Voluntary content standards, the Voluntary content standards, the Voluntary State Curriculum, and how to use State Curriculum, and how to use State Curriculum, and how to use State Curriculum, and how to use State Curriculum, and how to use the math textbook series to the math textbook series to the math textbook series to the math textbook series to the math textbook series to support student learning for support student learning for support student learning for new support student learning for support student learning for teachers of math, principals and teachers of math, principals and math teachers, teachers in need teachers of math, principals and teachers of math, principals and supervisors. supervisors. of assistance, and new principals supervisors. supervisors. and supervisors. 1.21.5 Assess vertical 1.21.6 Assess vertical alignment 1.21.7 Adjust math offerings to 1.21.8 Adjust math offerings to alignment of math course of of math course of study. meet student learning needs as meet student learning needs as study. indicated. indicated.

Revised for 2006 – 2007 Appendix A - Page 14

2003 – 2008 Action Plan Strategic Priority: High Student Achievement Revised for 2005-2006

Strategy 1: Modify the pre-K to 12 curriculum to assure alignment with the new content standards and Voluntary State Curriculum.

Math Curriculum Action Steps 2003-2004 2004-2005 2005-2006 2006-2007 2007-2008 1.22.1 Develop a math resource 1.22.5 Complete the initial draft 1.22.6 Complete the initial draft guide, including pacing chart, of the math resource guide, of the math resource guide, scope and sequence, and teacher including pacing chart, scope and including pacing chart, scope and resources, to facilitate effective sequence, and teacher resources, sequence, and teacher resources, instruction. to facilitate effective instruction. to facilitate effective instruction.

Completed during 2004-2005 1.23.1 Develop a K-age 21 math 1.23.5 Pilot the math curriculum curriculum for students with for students with disabilities who disabilities who do not do not participate in the general participate in the general curriculum. curriculum. Delete step 1.24.5 Determine need for additional math courses to expand student learning opportunities.

Integrated with Action Step 1.21.5

Revised for 2006 – 2007 Appendix A - Page 15

2003 – 2008 Action Plan Strategic Priority: High Student Achievement Revised for 2005-2006

Strategy 1: Modify the pre-K to 12 curriculum to assure alignment with the new content standards and Voluntary State Curriculum.

English Language Learners Curriculum Action Steps 2003-2004 2004-2005 2005-2006 2006-2007 2007-2008 1.25.1 Develop and pilot pre-K 1.25.5 Develop and pilot pre-K 1.25.6 Review and modify 1.25.7 Review and modify 1.25.8 Review and modify to Grade 12 English Proficiency to Grade 12 English Proficiency English Proficiency curricula as English Proficiency curricula as English Proficiency curricula as curricula which integrates curricula which integrates indicated. indicated. Curriculum indicated. strategies for working with strategies for working with workshops scheduled for students who have limited formal students who have limited formal Summer 2006 include: ESOL. schooling and/or lack literacy schooling and/or lack literacy skills and is aligned with current skills and is aligned with current state and national content state and national content standards. standards.

Revised for 2006 – 2007 Appendix A - Page 16

2003 – 2008 Action Plan Strategic Priority: High Student Achievement Revised for 2005-2006

Strategy 1: Modify the pre-K to 12 curriculum to assure alignment with the new content standards and Voluntary State Curriculum.

Pre-K / K Curriculum Action Steps 2003-2004 2004-2005 2005-2006 2006-2007 2007-2008 1.26.1 Develop a full-day 1.26.5 Review and modify 1.26.6 Review and modify 1.26.7 Review and modify 1.26.8 Review and modify kindergarten curriculum. kindergarten curricula to ensure kindergarten curricula to ensure kindergarten curricula to ensure kindergarten curricula to ensure alignment with Voluntary alignment with the Voluntary alignment with the Voluntary alignment with the Voluntary State Curriculum and that State Curriculum and that State Curriculum and that State Curriculum and that children will be prepared for children will be prepared for children will be prepared for children will be prepared for success in Grade 1. success in Grade 1. success in Grade 1 as indicated. success in Grade 1 as indicated. 1.27.1 Revise the pre- 1.27.5 Review and modify pre- 1.27.6 Review and modify pre- 1.27.7 Review and modify pre- 1.27.8 Review and modify pre- kindergarten curriculum with kindergarten curricula to ensure kindergarten curricula to ensure kindergarten curricula to ensure kindergarten curricula to ensure attention to the needs of children will be prepared for children will be prepared for children will be prepared for children will be prepared for economically disadvantaged success in kindergarten. success in kindergarten. success in kindergarten. success in kindergarten. students. Curriculum workshops scheduled for Summer 2005 include: Pre-K Make & Take. 1.28.1 Pilot math program(s) 1.28.5 Act upon the results of the 1.28.6 Continue to utilize the 1.28.7 Utilize a research-based 1.28.8 Utilize a research-based supported by scientifically-based math program pilot in pre-K pre-K math program, analyzing math program in pre-K math program in pre-K research and aligned with the classrooms, adopting a new math the effectiveness of its classrooms. classrooms. curriculum in pre-K classrooms, program. implementation and providing analyzing their effectiveness. individual professional development to teachers in need of assistance. Utilize a research- based math program in pre-K classrooms.

Revised for 2006 – 2007 Appendix A - Page 17

2003 – 2008 Action Plan Strategic Priority: High Student Achievement Revised for 2005-2006

Strategy 1: Modify the pre-K to 12 curriculum to assure alignment with the new content standards and Voluntary State Curriculum.

Fine Arts Curriculum Action Steps 2003-2004 2004-2005 2005-2006 2006-2007 2007-2008 1.29.1 Pilot high school 1.29.5 Review and revise fine 1.29.6 Review and revise fine 1.29.7 Review and revise fine 1.29.8 Review and revise fine Instrumental Music, Art II and arts curricula as indicated. arts curricula as indicated. arts curricula as indicated. arts curricula as indicated. Art III-IV curricula. Curriculum workshops scheduled for Summer 2006 include: Elementary (assessments and curriculum); High/Middle School Band/Orchestra (assessments and curriculum); High/Middle School Choral (assessments and curriculum); High/Middle School General Music (assessments and curriculum); Musikgarten; Elementary, Middle and High School Art I, II, III/IV & Photography (assessments and curriculum). 1.30.1 Develop Photography II 1.30.5 Pilot the Photography II 1.30.6 Pilot the Photography II 1.30.7 Pilot the Photography II 1.30.8 Review and revise the curriculum if indicated by curriculum. curriculum. curriculum. Photography II curriculum as student interest survey. indicated. Delayed until 2005-2006 Delayed until 2006-2007 Delayed until 2007-2008 1.31.1 Develop visual arts 1.31.5 Pilot the visual arts 1.31.6 Pilot the visual arts 1.31.7 Pilot the visual arts 1.31.8 Review and revise the Graphic Arts curriculum if Graphic Arts curriculum. Graphic Arts curriculum. Graphic Arts curriculum. visual arts Graphic Arts indicated by student interest curriculum as indicated. survey. Delayed until 2005-2006 Delayed until 2006-2007 Delayed until 2007-2008 1.32.6 Develop high school 1.32.7 Pilot high school Dance 1.32.8 Review and revise high Dance curriculum if indicated by curriculum. school Dance curriculum as student interest survey. indicated. Delayed until 2007-2008 Revised for 2006 – 2007 Appendix A - Page 18

2003 – 2008 Action Plan Strategic Priority: High Student Achievement Revised for 2005-2006

Strategy 1: Modify the pre-K to 12 curriculum to assure alignment with the new content standards and Voluntary State Curriculum.

Fine Arts Curriculum Action Steps 2003-2004 2004-2005 2005-2006 2006-2007 2007-2008 1.33.7 Review and modify music and visual arts curricula to: align with state content standards and the state testing schedule integrate strategies to address reading content standards as appropriate address the needs of all students and sub-groups integrate appropriate technology include diversity and cultural awareness

Integrated with Action Step 1.29.5 1.34.5 Pilot Performance 1.34.6 Pilot Performance 1.34.7 Pilot Performance 1.34.8 Review and revise Musical Theater curriculum. Musical Theater curriculum. Musical Theater curriculum. Performance Musical Theater curriculum as indicated. Delayed until 2005-2006 Delayed until 2006-2007 Delayed until 2007-2008

Revised for 2006 – 2007 Appendix A - Page 19

2003 – 2008 Action Plan Strategic Priority: High Student Achievement Revised for 2005-2006

Strategy 1: Modify the pre-K to 12 curriculum to assure alignment with the new content standards and Voluntary State Curriculum.

Career and Technology Education Curriculum Action Steps 2003-2004 2004-2005 2005-2006 2006-2007 2007-2008 1.35.1 Align academic and 1.35.5 Monitor the alignment of 1.35.6 Monitor the alignment of 1.35.7 Monitor the alignment of 1.35.8 Monitor the alignment of technical competencies and academic and technical academic and technical academic and technical academic and technical objectives for career and competencies and objectives for competencies and objectives for competencies and objectives for competencies and objectives for technology education programs career and technology education career and technology education career and technology education career and technology education through articulation meetings programs through articulation programs through articulation programs through articulation programs through articulation with local and regional meetings with local and regional meetings with local and regional meetings with local and regional meetings with local and regional community colleges and in community colleges and in community colleges and in community colleges and in community colleges and in collaboration with Program collaboration with Program collaboration with Program collaboration with Program collaboration with Program Advisory Committees. Advisory Committees, revising Advisory Committees, revising Advisory Committees, revising Advisory Committees, revising programs as indicated. programs as indicated. programs as indicated. programs as indicated. 1.36.1 Review and modify 1.36.5 Review and revise career 1.36.6 Review and revise career 1.36.7 Review and revise career 1.36.8 Review and revise career identified career and technology and technology education and technology education and technology education and technology education education curricula to: curricula as indicated. curricula as indicated. curricula as indicated. curricula as indicated. align with business and Curriculum workshops industry standards scheduled for Summer 2006 integrate strategies to include: Vocational Student address science, reading and Services Team; ASE math content standards as Certification and Collision appropriate Repair and various others for address the needs of all revisions. students and sub-groups integrate appropriate technology include diversity and cultural awareness

Revised for 2006 – 2007 Appendix A - Page 20

2003 – 2008 Action Plan Strategic Priority: High Student Achievement Revised for 2005-2006

Strategy 1: Modify the pre-K to 12 curriculum to assure alignment with the new content standards and Voluntary State Curriculum.

Career and Technology Education Curriculum Action Steps 2003-2004 2004-2005 2005-2006 2006-2007 2007-2008 1.37.1 Maintain career and 1.37.5 Maintain career and 1.37.6 Monitor the career and 1.37.7 Monitor the career and 1.37.8 Monitor the career and technology education program technology education program technology education program technology education program technology education program consistent with business and consistent with business and alignment with business and alignment with business and alignment with business and industry requirements by industry requirements by industry requirements, making industry requirements, making industry requirements, making initiating the redesign of the continuing the redesign of the adjustments as indicated. adjustments as indicated. adjustments as indicated. sequence of courses in the sequence of courses in the Business Technology cluster. Transportation, Construction, Business, and Finance clusters.

Revised for 2006 – 2007 Appendix A - Page 21

2003 – 2008 Action Plan Strategic Priority: High Student Achievement Revised for 2006-2007

Strategy 1: Modify the pre-K to 12 curriculum to assure alignment with the new content standards and Voluntary State Curriculum.

New 2005-2006 Curriculum Action Steps 2003-2004 2004-2005 2005-2006 2006-2007 2007-2008 1.38.6 Ensure the articulation 1.38.7 Ensure the articulation of 1.38.8 Ensure the articulation of of varying foreign language varying foreign language varying foreign language proficiency levels (i.e., proficiency levels (i.e., proficiency levels (i.e., emerging, intermediate, emerging, intermediate, emerging, intermediate, advancing) among the advancing) among the continuum advancing) among the continuum continuum of courses in each of courses in each foreign of courses in each foreign foreign languge as specified by languge as specified by state languge as specified by state state standards. standards. standards.

Revised for 2006 – 2007 Appendix A – Page 21A

2003 – 2008 Action Plan Strategic Priority: High Student Achievement Revised for 2006-2007

Strategy 2: Promote the system-wide, consistent use of proven instructional practices.

Cross-Program Instructional Action Steps 2003-2004 2004-2005 2005-2006 2006-2007 2007-2008 2.1.1 Develop district criteria for 2.1.5 Develop district criteria for 2.1.6 Develop a systematic effective instruction to meet the effective instruction to meet the process for teacher needs of all students and needs of all students and observation/evaluation and eliminate achievement gaps, eliminate achievement gaps, observation and evaluation including the use of including the use of instruments aligned with district differentiated instruction, in differentiated instruction, in criteria for effective teaching. consultation with institutions of consultation with institutions of higher education. higher education. 2.2.5 Develop guidelines for 2.2.6 Develop guidelines for lesson planning aligned with lesson planning aligned with district criteria for effective district criteria for effective instruction. instruction.

Delayed until 2005-2006 2.3.1 Provide on-going school- 2.3.5 Provide on-going school- 2.3.6 Provide on-going school- 2.3.7 Provide on-going school- 2.3.8 Provide on-going school- based systematic professional based systematic professional based systematic professional based systematic professional based systematic professional development for teachers on development for teachers on development for teachers on development for teachers on development for teachers on effective instructional strategies, effective instructional strategies, effective instructional strategies, effective instructional strategies, effective instructional strategies, including differentiated including differentiated including differentiated including differentiated including differentiated instruction. instruction. instruction. instruction. instruction. 2.4.5 Provide on-going 2.4.6 Provide on-going systematic professional systematic professional development for teachers on the development for teachers on the district criteria for effective district criteria for effective instruction. instruction. Delayed until 2005-2006 2.5.1 Implement differentiated 2.5.5 Implement differentiated 2.5.6 Implement differentiated 2.5.7 Implement differentiated 2.5.8 Implement differentiated instructional strategies to instructional strategies to instructional strategies to instructional strategies to instructional strategies to eliminate achievement gaps. eliminate achievement gaps. eliminate achievement gaps. eliminate achievement gaps. eliminate achievement gaps. Revised for 2006 – 2007 Appendix A – Page 22

2003 – 2008 Action Plan Strategic Priority: High Student Achievement Revised for 2006-2007

Strategy 2: Promote the system-wide, consistent use of proven instructional practices.

Cross-Program Instructional Action Steps 2003-2004 2004-2005 2005-2006 2006-2007 2007-2008 2.6.1 Monitor implementation of 2.6.5 Monitor implementation of 2.6.6 Monitor implementation of 2.6.7 Monitor implementation of 2.6.8 Monitor implementation of differentiated instructional differentiated instructional differentiated instructional differentiated instructional differentiated instructional strategies, providing individual strategies, providing individual strategies, providing individual strategies, providing individual strategies, providing individual professional development as professional development as professional development as professional development as professional development as indicated. indicated. indicated. indicated. indicated. 2.7.1 Utilize effective 2.7.5 Utilize effective 2.7.6 Utilize effective 2.7.7 Utilize effective 2.7.8 Utilize effective instructional strategies supported instructional strategies supported instructional strategies supported instructional strategies supported instructional strategies supported by scientifically-based reading by scientifically-based reading by scientifically-based reading by scientifically-based reading by scientifically-based reading research (e.g., reciprocal research (e.g., reciprocal research (e.g., reciprocal research (e.g., reciprocal research (e.g., reciprocal teaching, use of stance questions, teaching, use of stance questions, teaching, use of stance questions, teaching, use of stance questions, teaching, use of stance questions, use of rubrics and anchor use of rubrics and anchor use of rubrics and anchor use of rubrics and anchor use of rubrics and anchor papers). papers). papers). papers). papers). 2.8.1 Monitor the use of effective 2.8.5 Monitor the use of effective 2.8.6 Monitor the use of effective 2.8.7 Monitor the use of effective 2.8.8 Monitor the use of effective instructional strategies supported instructional strategies supported instructional strategies supported instructional strategies supported instructional strategies supported by scientifically-based reading by scientifically-based reading by scientifically-based reading by scientifically-based reading by scientifically-based reading research (e.g., reciprocal research (e.g., reciprocal research (e.g., reciprocal research (e.g., reciprocal research (e.g., reciprocal teaching, use of stance questions, teaching, use of stance questions, teaching, use of stance questions, teaching, use of stance questions, teaching, use of stance questions, use of rubrics and anchor use of rubrics and anchor use of rubrics and anchor use of rubrics and anchor use of rubrics and anchor papers). papers). papers). papers). papers). 2.9.1 Implement science 2.9.5 Implement science 2.9.6 Implement science 2.9.7 Implement science 2.9.8 Implement science curricula. curricula. curricula. curricula. curricula. 2.10.1 Monitor effective and 2.10.5 Monitor effective and 2.10.6 Monitor effective and 2.10.7 Monitor effective and 2.10.8 Monitor effective and consistent implementation of consistent implementation of consistent implementation of consistent implementation of consistent implementation of science curricula, providing science curricula science curricula. science curricula. science curricula. individual professional development as indicated.

2.11.1 Implement social studies 2.11.5 Implement social studies 2.11.6 Implement social studies 2.11.7 Implement social studies 2.11.8 Implement social studies Revised for 2006 – 2007 Appendix A – Page 23

2003 – 2008 Action Plan Strategic Priority: High Student Achievement Revised for 2006-2007

Strategy 2: Promote the system-wide, consistent use of proven instructional practices.

Cross-Program Instructional Action Steps 2003-2004 2004-2005 2005-2006 2006-2007 2007-2008 curricula. curricula. curricula. curricula. curricula. 2.12.1 Monitor effective and 2.12.5 Monitor effective and 2.12.6 Monitor effective and 2.12.7 Monitor effective and 2.12.8 Monitor effective and consistent implementation of consistent implementation of consistent implementation of consistent implementation of consistent implementation of social studies curricula, social studies curricula. social studies curricula. social studies curricula. social studies curricula. providing individual professional development as indicated. 2.13.1 Implement health, 2.13.5 Implement business, 2.13.6 Implement business, 2.13.7 Implement business, 2.13.8 Implement business, physical education, family and health, physical education, health, physical education, health, physical education, health, physical education, consumer science, and foreign family and consumer science, family and consumer science, family and consumer science, family and consumer science, language curricula. technology, and foreign technology, foreign language and technology, foreign language and technology, foreign language and language, and computer science computer science curricula. computer science curricula. computer science curricula. curricula. 2.14.1 Monitor effective and 2.14.5 Monitor effective and 2.14.6 Monitor effective and 2.14.7 Monitor effective and 2.14.8 Monitor effective and consistent implementation of consistent implementation of consistent implementation of consistent implementation of consistent implementation of health, physical education, business, health, physical business, health, physical business, health, physical business, health, physical family and consumer science and education, family and consumer education, family and consumer education, family and consumer education, family and consumer foreign language curricula, science, technology, and foreign science, technology, foreign science, technology, foreign science, technology, foreign providing individual professional language, and computer science language, and computer science language, and computer science language, and computer science development as indicated. curricula. curricula. curricula. curricula. 2.15.1 Ensure the 2.15.5 Ensure the 2.15.6 Ensure the 2.15.7 Ensure the 2.15.8 Ensure the communication of content communication of content communication of content communication of content communication of content standards and course and teacher standards and course and teacher standards and course and teacher standards and course and teacher standards and course and teacher expectations to students and expectations to students and expectations to students and expectations to students and expectations to students and parents. parents. parents. parents. parents.

2.16.1 Develop district capacity 2.16.5 Promote the systematic 2.16.6 Promote the systematic 2.16.7 Promote the systematic 2.16.8 Promote the systematic Revised for 2006 – 2007 Appendix A – Page 24

2003 – 2008 Action Plan Strategic Priority: High Student Achievement Revised for 2006-2007

Strategy 2: Promote the system-wide, consistent use of proven instructional practices.

Cross-Program Instructional Action Steps 2003-2004 2004-2005 2005-2006 2006-2007 2007-2008 to support and expand student use of the continuous use of the continuous use of the continuous use of the continuous and teacher use of the continuous improvement model at the school improvement model at the school improvement model at the school improvement model at the school improvement model (e.g., and system level. and system level. and system level. and system level. Classroom Learning System). 2.17.1 Provide professional 2.17.5 Continue to provide 2.17.6 Continue to provide 2.17.7 Continue to provide 2.17.8 Continue to provide development for administrators support for administrators in the support for administrators in the support for administrators in the support for administrators in the in the construction of a master development and implementation development and implementation development and implementation development and implementation schedule that allocates time of master schedules that allocate of master schedules that allocate of master schedules that allocate of master schedules that allocate during the school day for time during the school day for time during the school day for time during the school day for time during the school day for instruction, professional instruction, professional instruction, professional instruction, professional instruction, professional development, planning and development, planning and development, planning and development, planning and development, planning and collaboration. collaboration. collaboration. collaboration. collaboration. 2.18.1 Provide extended blocks 2.18.5 Provide extended blocks 2.18.6 Provide extended blocks 2.18.7 Provide extended blocks 2.18.8 Provide extended blocks of time (90 minutes) for of time (90 minutes each) for of time (90 minutes each) for of time (90 minutes each) for of time (90 minutes each) for reading/language arts and math reading and math in all reading and math in all reading and math in all reading and math in all in all elementary schools. elementary schools. elementary schools. elementary and in-town middle elementary schools. schools. 2.19.1 Investigate possible 2.19.5 Act upon the results of the methods of providing one half investigation into methods of day per month for collaborative providing one half day per month instructional planning for all for collaborative instructional elementary classroom and planning for all elementary instructional support teachers. classroom and instructional support teachers.

2.20.1 Develop an on-going 2.20.5 Initiate on-going 2.20.6 Continue professional 2.20.7 Continue professional 2.20.8 Continue professional Revised for 2006 – 2007 Appendix A – Page 25

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Strategy 2: Promote the system-wide, consistent use of proven instructional practices.

Cross-Program Instructional Action Steps 2003-2004 2004-2005 2005-2006 2006-2007 2007-2008 systematic program to provide systematic professional development for educators to development for educators to development for educators to professional development for development for educators to understand and to meet the needs understand and to meet the needs understand and to meet the needs educators to understand and to understand and to meet the needs of economically disadvantaged of economically disadvantaged of economically disadvantaged meet the needs of economically of economically disadvantaged students, students with students, students with students, students with disadvantaged students, students students, students with disabilities, English Language disabilities, English Language disabilities, English Language with disabilities, English disabilities, English Language Learners, minority students, and Learners, minority students, and Learners, minority students, and Language Learners, minority Learners, minority students, and gifted and talented students. gifted and talented students. gifted and talented students. students, and gifted and talented gifted and talented students. students using a train-the-trainer model. 2.21.1 Develop an on-going 2.21.5 Initiate on-going 2.21.6 Continue staff 2.21.7 Continue staff 2.21.8 Continue staff systematic program to provide systematic staff development for development to promote development to promote development to promote staff development for all staff to all staff to promote understanding and positive understanding and positive understanding and positive promote understanding and understanding and positive relationships with students, relationships with students, relationships with students, positive relationships with relationships with students, parents, and community parents, and community parents, and community students, parents, and community parents, and community members of diverse backgrounds members of diverse backgrounds members of diverse backgrounds members of diverse members of diverse and monitor effectiveness. and monitor effectiveness. and monitor effectiveness. backgrounds. backgrounds. 2.22.1 Establish guidelines for 2.22.5 Implement guidelines for staff to receive approval to attend staff to receive approval to attend conferences related to conferences, and upon return, to assignment, and upon return share knowledge gained with from conferences, to share colleagues and to demonstrate knowledge gained with how the knowledge gained has colleagues and to demonstrate helped improve one’s job how the knowledge gained has performance. helped improve one’s job performance. Integrated with Action Step 2.23.5 2.23.1 Provide opportunities for 2.23.5 Provide opportunities for 2.23.6 Provide opportunities for 2.23.7 Provide opportunities for 2.23.8 Provide opportunities for Revised for 2006 – 2007 Appendix A – Page 26

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Strategy 2: Promote the system-wide, consistent use of proven instructional practices.

Cross-Program Instructional Action Steps 2003-2004 2004-2005 2005-2006 2006-2007 2007-2008 teachers and administrators to teachers and administrators to teachers and administrators to teachers and administrators to teachers and administrators to network with colleagues to gain network with colleagues and network with colleagues and network with colleagues and network with colleagues and knowledge and skills to improve attend job-related conferences attend job-related conferences attend job-related conferences attend job-related conferences one’s job performance. and/or training to gain and/or training to gain and/or training to gain and/or training to gain knowledge and skills to improve knowledge and skills to improve knowledge and skills to improve knowledge and skills to improve job performance. job performance. job performance. job performance. 2.24.1 Utilize special education 2.24.5 Provide services to 2.24.6 Provide services to 2.24.7 Provide services to 2.24.8 Provide services to teacher consultants in all schools, identify students with identify students with identify students with identify students with to ensure compliance, disabilities, develop and ensure disabilities, develop and ensure disabilities, develop and ensure disabilities, develop and ensure completion of case management implementation of individual implementation of individual implementation of individual implementation of individual tasks and provision of education plans, monitor education plans, monitor education plans, monitor education plans, monitor professional development on compliance of case compliance of case management compliance of case management compliance of case management accommodations in the regular management tasks, and tasks, and provide professional tasks, and provide professional tasks, and provide professional classroom. provide professional development on differentiated development on differentiated development on differentiated development on differentiated instruction, curriculum and instruction, curriculum and instruction, curriculum and instruction, curriculum and accommodations in the regular accommodations in the regular accommodations in the regular accommodations in the regular classroom. classroom. classroom. classroom. 2.25.1 Expand implementation of 2.25.5 Expand implementation of 2.25.6 Continue to expand the 2.25.7 Implement the 2.25.8 Implement the the Instructional Consultation Instructional Consultation Team implementation of Instructional Instructional Consultation Model Instructional Consultation Model Team model to three additional model to three additional Consultation Team model to in identified schools. in identified schools. schools. (Total of 5 schools) schools. (Total of 5 schools) additional schools. Implement the Instructional Consultation Model in identified schools. 2.26.1 Establish optimal primary 2.26.5 Monitor primary class 2.26.6 Monitor primary class 2.26.7 Monitor primary class 2.26.8 Monitor primary class class size targets. size. size. size. size. 2.27.1 Continue efforts to 2.27.5 Continue efforts to 2.27.6 Continue efforts to 2.27.7 Continue efforts to 2.27.8 Continue efforts to achieve optimal class size, preK achieve optimal class size, preK achieve optimal class size, preK achieve optimal class size, preK achieve optimal class size, preK to Grade 12. to Grade 12. to Grade 12. to Grade 12. to Grade 12. 2.28.5 Support instructional Revised for 2006 – 2007 Appendix A – Page 27

2003 – 2008 Action Plan Strategic Priority: High Student Achievement Revised for 2006-2007

Strategy 2: Promote the system-wide, consistent use of proven instructional practices.

Cross-Program Instructional Action Steps 2003-2004 2004-2005 2005-2006 2006-2007 2007-2008 copying needs by increasing the per-pupil copying allotment from 1100 to 1300 copies.

Integrated with Action Step 16.37.5 2.29.1 Investigate the feasibility 2.29.5 Dependent upon of establishing an organizational feasibility study, take appropriate structure to identify proven action regarding establishment of instructional practices. an organizational structure to identify proven instructional practices. 2.30.1 Expand collaborative 2.30.5 Expand collaborative 2.30.6 Expand collaborative 2.30.7 Expand collaborative 2.30.8 Expand collaborative relationship with institutions of relationship with institutions of relationship with institutions of relationship with institutions of relationship with institutions of higher education and other LEAs higher education and other LEAs higher education and other LEAs higher education and other LEAs higher education and other LEAs for leadership training. for leadership training. for leadership training. for leadership training. for leadership training. 2.31.1 Provide instructional 2.31.5 Provide instructional leadership development leadership development opportunities for administrators opportunities for administrator in in consultation and collaboration consultation and collaboration with institutions of higher with institutions of higher education. education.

Integrated with Action Step 2.30.5 2.32.1 Investigate ways to 2.32.5 Develop 2.32.6 Enhance principals’ 2.32.7 Enhance principals’ skills 2.32.8 Enhance principals’ skills increase the amount of time recommendations to increase the skills in providing instructional in providing instructional in providing instructional principals have to provide time principals have to provide leadership. leadership. leadership. leadership for learning. leadership for learning. 2.33.1 Involve principals and 2.33.5 Involve principals and 2.33.6 Involve principals and 2.33.7 Involve principals and 2.33.8 Involve principals and Revised for 2006 – 2007 Appendix A – Page 28

2003 – 2008 Action Plan Strategic Priority: High Student Achievement Revised for 2006-2007

Strategy 2: Promote the system-wide, consistent use of proven instructional practices.

Cross-Program Instructional Action Steps 2003-2004 2004-2005 2005-2006 2006-2007 2007-2008 supervisors in formulating and supervisors in continually supervisors in continually supervisors in continually supervisors in continually using a list of “look-fors” to be updating and using a list of updating and using a list of updating and using a list of updating and using a list of used during teacher observations. “look-fors” to be used during “look-fors” to be used during “look-fors” to be used during “look-fors” to be used during teacher observations. teacher observations. teacher observations. teacher observations. 2.34.1 Pilot the use of handheld 2.34.5 Support student learning 2.34.6 Support student learning 2.34.7 Support student learning 2.34.8 Support student learning computers in four schools for a through the use of handheld through the use of handheld through the use of handheld through the use of handheld variety of applications to support computers. computers. computers. computers. student learning. Integrated with Action Step 2.110.7 2.35.1 Provide on-going 2.35.5 Foster the development of 2.35.6 Foster the development of 2.35.7 Foster the development of 2.35.8 Foster the development of systematic professional highly qualified teachers who highly qualified teachers who highly qualified teachers who highly qualified teachers who development on the effective can effectively integrate can effectively integrate can effectively integrate can effectively integrate integration of productivity technology with instruction. technology with instruction. technology with instruction. technology with instruction. software (e.g., Kidspiration, Inspiration, use of on-line Integrated with Action Step resources). 2.110.7 2.36.1 Utilize learning strategies 2.36.5 Utilize learning strategies 2.36.6 Utilize learning strategies 2.36.7 Utilize learning strategies 2.36.8 Utilize learning strategies that actively engage students in that actively engage students in that actively engage students in that actively engage students in that actively engage students in the learning process (e.g., the learning process (e.g., the learning process (e.g., the learning process (e.g., the learning process (e.g., manipulatives, field and cultural manipulatives, field and cultural manipulatives, field and cultural manipulatives, field and cultural manipulatives, field and cultural experiences). experiences). experiences). experiences). experiences). 2.37.1 Monitor the use of 2.37.5 Monitor the use of 2.37.6 Monitor the use of 2.37.7 Monitor the use of 2.37.8 Monitor the use of learning strategies that actively learning strategies that actively learning strategies that actively learning strategies that actively learning strategies that actively engage students in the learning engage students in the learning engage students in the learning engage students in the learning engage students in the learning process (e.g., manipulatives, process (e.g., manipulatives, process (e.g., manipulatives, process (e.g., manipulatives, process (e.g., manipulatives, field and cultural experiences). field and cultural experiences). field and cultural experiences). field and cultural experiences). field and cultural experiences).

2.38.1 Develop a program 2.38.5 Develop a transition 2.38.6 Reform and personalize 2.38.7 Reform and personalize 2.38.8 Reform and personalize Revised for 2006 – 2007 Appendix A – Page 29

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Strategy 2: Promote the system-wide, consistent use of proven instructional practices.

Cross-Program Instructional Action Steps 2003-2004 2004-2005 2005-2006 2006-2007 2007-2008 providing academic and social program for students moving the high school experience at the high school experience at the the high school experience at the preparation for students as they from middle school to high the three large county high three large county high schools three large county high schools transition from middle school to school utilizing strategies from schools through the through the implementation of through the implementation of high school. the Talent Development High implementation of smaller smaller learning community smaller learning community School Model. learning community strategies. strategies. strategies. 2.39.1 Revise library/media 2.39.5 Utilize the library/media 2.39.6 Utilize the library/media 2.39.7 Utilize the library/media 2.39.8 Utilize the library/media mission statement to support mission statement to guide mission statement to guide mission statement to guide mission statement to guide Maryland content standards, decisions for library/media decisions for library/media decisions for library/media decisions for library/media utilizing it to guide decisions for services. services. services. services. library/media services. 2.40.1 Provide equitable and 2.40.5 Provide equitable and 2.40.6 Provide equitable and 2.40.7 Provide equitable and 2.40.8 Provide equitable and timely access to ideas and timely access to ideas and timely access to ideas and timely access to ideas and timely access to ideas and information that support information that support information that support information that support information that support Maryland content standards and Maryland content standards and Maryland content standards and Maryland content standards and Maryland content standards and encourage independent reading encourage independent reading encourage independent reading encourage independent reading encourage independent reading through a diverse collection of through a diverse collection of through a diverse collection of through a diverse collection of through a diverse collection of media materials and electronic media materials and electronic media materials and electronic media materials and electronic media materials and electronic resources. resources. resources. resources. resources. 2.41.1 Identify professional 2.41.5 Provide on-going 2.41.6 Provide on-going 2.41.7 Provide on-going 2.41.8 Provide on-going development needs for systematic professional systematic professional systematic professional systematic professional library/media staff on current development for library/media development for library/media development for library/media development for library/media print/electronic resources, staff based upon a needs staff based upon a needs staff based upon a needs staff based upon a needs emerging technologies and assessment. assessment. assessment. assessment. equipment. 2.42.1 Implement Library Media 2.42.5 Implement Library Media 2.42.6 Implement Library Media 2.42.7 Implement Library Media 2.42.8 Implement Library Media services to support an integrated services to support an integrated services to support an integrated services to support an integrated services to support an integrated curricular program. curricular program. curricular program. curricular program. curricular program.

2.43.1 Monitor effective and 2.43.5 Monitor effective and 2.43.6 Monitor effective and 2.43.7 Monitor effective and 2.43.8 Monitor effective and Revised for 2006 – 2007 Appendix A – Page 30

2003 – 2008 Action Plan Strategic Priority: High Student Achievement Revised for 2006-2007

Strategy 2: Promote the system-wide, consistent use of proven instructional practices.

Cross-Program Instructional Action Steps 2003-2004 2004-2005 2005-2006 2006-2007 2007-2008 consistent implementation of consistent implementation of consistent implementation of consistent implementation of consistent implementation of media services. media services. media services. media services. media services. 2.44.1 Investigate the feasibility 2.44.5 Provide teachers with a 2.44.6 Provide teachers with a 2.44.7 Provide teachers with a 2.44.8 Provide teachers with a of providing teachers with a variety of interactive on-line variety of interactive on-line variety of interactive on-line variety of interactive on-line variety of interactive on-line instructional resources to instructional resources to support instructional resources to support instructional resources to support instructional resources to support support student learning (e.g., student learning (e.g., student learning (e.g., student learning (e.g., student learning. Desire2Learn). Desire2Learn). Desire2Learn). Desire2Learn).

Integrated with Action Step 2.110.7

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2003 – 2008 Action Plan Strategic Priority: High Student Achievement Revised for 2005-2006

Strategy 2: Promote the system-wide, consistent use of proven instructional practices.

Reading/Language Arts and English Instructional Action Steps 2003-2004 2004-2005 2005-2006 2006-2007 2007-2008 2.45.1 Implement revised 2.45.5 Implement 2.45.6 Implement 2.45.7 Implement 2.45.8 Implement reading/language arts and reading/language arts and reading/language arts and reading/language arts and reading/language arts and English curricula K-12 and English curricula. English curricula. English curricula. English curricula. utilize scientifically researched- based reading program(s) in the elementary grades. 2.46.1 Monitor effective and 2.46.5 Monitor effective and 2.46.6 Monitor effective and 2.46.7 Monitor effective and 2.46.8 Monitor effective and consistent implementation of consistent implementation of consistent implementation of consistent implementation of consistent implementation of revised reading/language arts and reading/language arts and reading/language arts and reading/language arts and reading/language arts and English curricula, providing English curricula. English curricula. English curricula. English curricula. individual professional development as indicated. 2.47.1 Monitor effective and 2.47.5 Monitor effective and consistent implementation of consistent implementation of scientifically researched-based scientifically researched-based reading program, providing reading program, providing individual professional individual professional development as indicated. development as indicated.

Integrated with Action Step 2.46.5 2.48.5 Implement the 2.48.6 Implement the 2.48.7 Implement the 2.48.8 Implement the reading/language arts curriculum reading/language arts curriculum reading/language arts curriculum reading/language arts curriculum for students with disabilities who for students with disabilities. for students with disabilities. for students with disabilities. do not participate in the general curriculum.

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2003 – 2008 Action Plan Strategic Priority: High Student Achievement Revised for 2005-2006

Strategy 2: Promote the system-wide, consistent use of proven instructional practices.

Reading/Language Arts and English Instructional Action Steps 2003-2004 2004-2005 2005-2006 2006-2007 2007-2008 2.49.5 Monitor effective and 2.49.6 Monitor effective and 2.49.7 Monitor effective and 2.49.8 Monitor effective and consistent implementation of the consistent implementation of the consistent implementation of the consistent implementation of the reading/language arts curriculum reading/language arts curriculum reading/language arts curriculum reading/language arts curriculum for students with disabilities who for students with disabilities. for students with disabilities. for students with disabilities. do not participate in the general curriculum, providing individual professional development as indicated. 2.50.5 Promote independent 2.50.6 Promote independent 2.50.7 Promote independent 2.50.8 Promote independent reading by providing reading by providing classroom reading by providing classroom reading by providing classroom classroom libraries for libraries for primary grade libraries for primary grade libraries for primary grade primary grade classrooms. classrooms. classrooms. classrooms. 2.51.5 Support the implementation of the reading program through the appointment of a Coordinator for Reading/Language Arts.

Completed during 2003-2004 2.52.1 Encourage students to 2.52.5 Encourage students to 2.52.6 Encourage students to 2.52.7 Encourage students to 2.52.8 Encourage students to read utilizing a variety of reading read utilizing a variety of reading read utilizing a variety of reading read utilizing a variety of reading read utilizing a variety of reading incentive initiatives (e.g., incentive initiatives (e.g., incentive initiatives (e.g., incentive initiatives (e.g., incentive initiatives (e.g., Accelerated Reader, Book-It), Accelerated Reader, Book-It), Accelerated Reader, Book-It), Accelerated Reader, Book-It), Accelerated Reader, Book-It), gathering data to evaluate their evaluating their effectiveness to evaluating their effectiveness to evaluating their effectiveness to evaluating their effectiveness to effectiveness over time. guide decisions about future use. guide decisions about future use. guide decisions about future use. guide decisions about future use.

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2003 – 2008 Action Plan Strategic Priority: High Student Achievement Revised for 2005-2006

Strategy 2: Promote the system-wide, consistent use of proven instructional practices.

Math Instructional Action Steps 2003-2004 2004-2005 2005-2006 2006-2007 2007-2008 2.53.1 Implement math curricula, 2.53.5 Implement math curricula. 2.53.6 Implement math curricula. 2.53.7 Implement math curricula. 2.53.8 Implement math curricula. utilizing the new math textbook series in the elementary grades. 2.54.1 Monitor effective and 2.54.5 Monitor effective and 2.54.6 Monitor effective and 2.54.7 Monitor effective and 2.54.8 Monitor effective and consistent implementation of consistent implementation of consistent implementation of consistent implementation of consistent implementation of revised math curricula, providing revised math curricula. math curricula. math curricula. math curricula. individual professional development as indicated. 2.55.1 Monitor effective and 2.55.5 Monitor effective and consistent implementation of consistent implementation of new math textbook series, new elementary math textbook providing individual professional series, providing individual development as indicated. professional development as indicated.

Integrated with Action Step 2.54.5 2.56.1 Support the 2.56.5 Support the implementation of the math implementation of the math program through the program through the appointment of a Coordinator for appointment of a Coordinator for Math. Math.

Completed during 2003-2004 2.57.1 Utilize effective math 2.57.5 Utilize effective math 2.57.6 Utilize effective math 2.57.7 Utilize effective math 2.57.8 Utilize effective math instructional strategies based on instructional strategies based on instructional strategies based on instructional strategies based on instructional strategies based on scientific research. scientific research. scientific research. scientific research. scientific research.

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2003 – 2008 Action Plan Strategic Priority: High Student Achievement Revised for 2005-2006

Strategy 2: Promote the system-wide, consistent use of proven instructional practices.

Math Instructional Action Steps 2003-2004 2004-2005 2005-2006 2006-2007 2007-2008 2.58.1 Monitor the use of 2.58.5 Monitor the use of 2.58.6 Monitor the use of 2.58.7 Monitor the use of 2.58.8 Monitor the use of effective instructional strategies effective instructional strategies effective instructional strategies effective instructional strategies effective instructional strategies supported by scientifically-based supported by scientifically-based supported by scientifically-based supported by scientifically-based supported by scientifically-based research (e.g., use of research (e.g., use of research (e.g., use of research (e.g., use of research (e.g., use of manipulatives, appropriate use of manipulatives, appropriate use of manipulatives, appropriate use of manipulatives, appropriate use of manipulatives, appropriate use of calculators and concrete calculators and concrete calculators and concrete calculators and concrete calculators and concrete experiences). experiences) for math experiences) for math experiences) for math experiences) for math instruction. instruction. instruction. instruction. 2.59.5 Implement the math 2.59.6 Implement the math 2.59.7 Implement the math 2.59.8 Implement the math curriculum for students with curriculum for students with curriculum for students with curriculum for students with disabilities who do not disabilities. disabilities. disabilities. participate in the general curriculum. 2.60.5 Monitor effective and 2.60.6 Monitor effective and 2.60.7 Monitor effective and 2.60.8 Monitor effective and consistent implementation of the consistent implementation of the consistent implementation of the consistent implementation of the math curriculum for students math curriculum for students math curriculum for students math curriculum for students with disabilities who do not with disabilities. with disabilities. with disabilities. participate in the general curriculum, providing individual professional development as indicated. 2.61.1 Pilot Cognitive Tutor 2.61.5 Pilot Cognitive Tutor 2.61.6 Utilize Cognitive Tutor 2.61.7 Utilize Cognitive Tutor 2.61.8 Utilize Cognitive Tutor (computer-assisted algebra (computer-assisted algebra (computer-assisted algebra and (computer-assisted algebra and (computer-assisted algebra and program) at one high school and program) at one high school and geometry programs) at selected geometry programs) at selected geometry programs) at selected analyze its effectiveness. one middle school, analyzing its middle and high schools, middle and high schools, middle and high schools, effectiveness. analyzing its effectiveness. analyzing its effectiveness. analyzing its effectiveness.

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2003 – 2008 Action Plan Strategic Priority: High Student Achievement Revised for 2005-2006

Strategy 2: Promote the system-wide, consistent use of proven instructional practices.

Math Instructional Action Steps 2003-2004 2004-2005 2005-2006 2006-2007 2007-2008 2.62.1 Provide on-going 2.62.5 Provide on-going 2.62.6 Provide on-going 2.62.7 Provide on-going 2.62.8 Provide on-going systematic professional systematic professional systematic professional systematic professional systematic professional development on the effective development on the effective development on the effective development on the effective development on the effective integration of technology (e.g., integration of technology (e.g., integration of technology (e.g., integration of technology (e.g., integration of technology (e.g., graphing calculators, Geometer graphing calculators, Geometer graphing calculators, Geometer graphing calculators, Geometer graphing calculators, Geometer Sketch Pad) in the teaching of Sketch Pad) in the teaching of Sketch Pad) in the teaching of Sketch Pad) in the teaching of Sketch Pad) in the teaching of math. math. math. math. math. 2.63.1 Develop a database of 2.63.5 Provide software to meet 2.63.6 Provide software to meet 2.63.7 Provide software to meet 2.63.8 Provide software to meet software available in the county math instructional needs. math instructional needs. math instructional needs. math instructional needs. to support effective math instruction. 2.64.1 Establish criteria for 2.64.5 Implement use of criteria student above-grade level math for student above-grade level placement. math placement. 2.65.1 Provide on-going 2.65.5 Provide on-going 2.65.6 Provide on-going 2.65.7 Provide on-going 2.65.8 Provide on-going systematic professional systematic professional systematic professional systematic professional systematic professional development in proven math development in proven math development in proven math development in proven math development in proven math instructional practices in the instructional practices in the instructional practices in the instructional practices in the instructional practices in the areas of algebra/ patterns, areas of algebra/patterns, areas of algebra/ patterns, areas of algebra/ patterns, areas of algebra/ patterns, geometry/measurement, geometry/measurement, geometry/measurement, geometry/measurement, geometry/measurement, statistics/probability, number statistics/probability, number statistics/probability, number statistics/probability, number statistics/probability, number concepts/computation, and concepts/computation, and concepts/computation, and concepts/computation, and concepts/computation, and processes of mathematics (e.g., processes of mathematics (e.g., processes of mathematics (e.g., processes of mathematics (e.g., processes of mathematics (e.g., AIMS). AIMS). AIMS). AIMS). AIMS).

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Strategy 2: Promote the system-wide, consistent use of proven instructional practices.

Math Instructional Action Steps 2003-2004 2004-2005 2005-2006 2006-2007 2007-2008 2.66.1 Gather information to be 2.66.5 Develop and initiate a 2.66.6 Continue implementation 2.66.7 Continue implementation 2.66.8 Continue implementation used in developing a plan to plan to ensure all diploma- of the plan to ensure all diploma- of the plan to ensure all diploma- of the plan to ensure all diploma- ensure all diploma-bound bound students will bound students will successfully bound students will successfully bound students will successfully students will successfully successfully complete Algebra complete Algebra by the end of complete Algebra by the end of complete Algebra by the end of complete Algebra by the end of by the end of grade 8. grade 8. grade 8. grade 8. grade 8.

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English Language Learners Instructional Action Steps 2003-2004 2004-2005 2005-2006 2006-2007 2007-2008 2.67.1 Pilot pre-K to Grade 12 2.67.5 Pilot pre-K to Grade 12 2.67.6 Implement pre-K to Grade 2.67.7 Implement pre-K to Grade 2.67.8 Implement pre-K to Grade English proficiency curricula. English proficiency curricula. 12 English proficiency curricula. 12 English proficiency curricula. 12 English proficiency curricula. 2.68.1 Monitor effective and 2.68.5 Monitor effective and 2.68.6 Monitor effective and 2.68.7 Monitor effective and 2.68.8 Monitor effective and consistent implementation of consistent implementation of consistent implementation of consistent implementation of consistent implementation of pre-K to Grade 12 English pre-K to Grade 12 English pre-K to Grade 12 English pre-K to Grade 12 English pre-K to Grade 12 English proficiency curricula. proficiency curricula. proficiency curricula. proficiency curricula. proficiency curricula. 2.69.1 Implement research-based 2.69.5 Implement research-based 2.69.6 Implement research-based 2.69.7 Implement research-based 2.69.8 Implement research-based teaching strategies to increase teaching strategies to increase teaching strategies to increase teaching strategies to increase teaching strategies to increase language acquisition (e.g., language acquisition (e.g., language acquisition (e.g., language acquisition (e.g., language acquisition (e.g., cooperative learning, buddy cooperative learning, buddy cooperative learning, buddy cooperative learning, buddy cooperative learning, buddy system, graphic organizers, and system, graphic organizers, and system, graphic organizers, and system, graphic organizers, and system, graphic organizers, and vocabulary-building). vocabulary-building) for English vocabulary-building) for English vocabulary-building) for English vocabulary-building) for English language learners. language learners. language learners. language learners. 2.70.1 Monitor the 2.70.5 Monitor the 2.70.6 Monitor the 2.70.7 Monitor the 2.70.8 Monitor the implementation of research- implementation of research- implementation of research- implementation of research- implementation of research- based teaching strategies to based teaching strategies to based teaching strategies to based teaching strategies to based teaching strategies to increase language acquisition for increase language acquisition for increase language acquisition for increase language acquisition for increase language acquisition for English language learners. English language learners. English language learners. English language learners. English language learners. 2.71.1 Provide adequate staffing 2.71.5 Monitor need for ELL 2.71.6 Monitor need for ELL 2.71.7 Monitor need for ELL 2.71.8 Monitor need for ELL to meet the growing need for services and provide staff services and provide staff services and provide staff services and provide staff services for ELL students. appropriately. appropriately. appropriately. appropriately. 2.72.1 Provide ELL teachers 2.72.5 Provide ELL teachers with content-based materials for with content-based materials for instruction and technology to instruction and technology to support instruction. support instruction.

Integrated with Action Step 2.69.5

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2003 – 2008 Action Plan Strategic Priority: High Student Achievement Revised for 2005-2006

Strategy 2: Promote the system-wide, consistent use of proven instructional practices.

English Language Learners Instructional Action Steps 2003-2004 2004-2005 2005-2006 2006-2007 2007-2008 2.73.1 Provide inservices, 2.73.5 Provide on-going 2.73.6 Provide on-going 2.73.7 Provide on-going 2.73.8 Provide on-going courses, seminars and systematic professional systematic professional systematic professional systematic professional conferences on teaching development for teachers of development for teachers of development for teachers of development for teachers of methodology to increase English language learners on the English language learners on the English language learners on the English language learners on the achievement for English effective implementation of the effective implementation of the effective implementation of the effective implementation of the Language Learners through curriculum and instructional curriculum and instructional curriculum and instructional curriculum and instructional collaboration with institutions of strategies to support student strategies to support student strategies to support student strategies to support student higher education. learning and acquisition of the learning and acquisition of the learning and acquisition of the learning and acquisition of the English language through English language through English language through English language including collaboration with institutions of collaboration with institutions of including collaboration with collaboration with institutions of higher education (e.g., Master’s higher education (e.g., Master’s institutions of higher education higher education (e.g., Master’s program at Salisbury University program at Salisbury University (e.g., Master’s program at program at Salisbury University to increase the pool of qualified to increase the pool of qualified Salisbury University to increase to increase the pool of qualified teachers for ESOL). teachers for ESOL). the pool of qualified teachers for teachers for ESOL). ESOL).

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2003 – 2008 Action Plan Strategic Priority: High Student Achievement Revised for 2005-2006

Strategy 2: Promote the system-wide, consistent use of proven instructional practices.

Pre-K / K Instructional Action Steps 2003-2004 2004-2005 2005-2006 2006-2007 2007-2008 2.74.1 Provide on-going 2.74.5 Provide on-going 2.74.6 Provide on-going 2.74.7 Provide on-going 2.74.8 Provide on-going systematic professional systematic professional systematic professional systematic professional systematic professional development for pre-K/K development for pre-K/K development for pre-K/K development for pre-K/K development for pre-K/K teachers on the effective teachers on the effective teachers on the effective teachers on the effective teachers on the effective implementation of the implementation of the implementation of the implementation of the implementation of the curriculum and instructional curriculum and instructional curriculum and instructional curriculum and instructional curriculum and instructional strategies to support student strategies to support student strategies to support student strategies to support student strategies to support student learning. learning. learning. learning. learning. 2.75.1 Implement revised pre-K 2.75.5 Implement pre-K and 2.75.6 Implement pre-K and 2.75.7 Implement pre-K and 2.75.8 Implement pre-K and curriculum, including strategies kindergarten curriculum, kindergarten curriculum, kindergarten curriculum, kindergarten curriculum, from the Children’s Literacy including strategies from the including strategies from the including strategies from the including strategies from the Initiative, with attention to the Children’s Literacy Initiative, Children’s Literacy Initiative, Children’s Literacy Initiative, Children’s Literacy Initiative, needs of economically with attention to the needs of with attention to the needs of with attention to the needs of with attention to the needs of disadvantaged students. economically disadvantaged economically disadvantaged economically disadvantaged economically disadvantaged students. students. students. students. 2.76.1 Monitor effective and 2.76.5 Monitor effective and 2.76.6 Monitor effective and 2.76.7 Monitor effective and 2.76.8 Monitor effective and consistent implementation of consistent implementation of consistent implementation of consistent implementation of consistent implementation of revised pre-K curricula. pre-K and kindergarten curricula. pre-K and kindergarten curricula. pre-K and kindergarten curricula. pre-K and kindergarten curricula. 2.77.1 Implement full-day 2.77.5 Implement revised and 2.77.6 Complete implementation 2.77.7 Complete implementation 2.77.8 Implement full day kindergarten curriculum in three enhanced full day kindergarten of revised and enhanced full day of full day kindergarten program kindergarten curriculum for all schools. program in eight schools. kindergarten program for all for all students. students. students. 2.78.1 Monitor effective and 2.78.5 Monitor effective and consistent implementation of consistent implementation of new kindergarten curriculum, kindergarten curriculum. providing individual professional development as indicated. Integrated with Action Step 2.76.5

Revised for 2006 – 2007 Appendix A – Page 40

2003 – 2008 Action Plan Strategic Priority: High Student Achievement Revised for 2005-2006

Strategy 2: Promote the system-wide, consistent use of proven instructional practices.

Pre-K / K Instructional Action Steps 2003-2004 2004-2005 2005-2006 2006-2007 2007-2008 2.79.1 Implement activities that 2.79.5 Implement activities that 2.79.6 Implement activities that 2.79.7 Implement activities that 2.79.8 Implement activities that foster mathematical thinking in foster mathematical thinking in foster mathematical thinking in foster mathematical thinking in foster mathematical thinking in kindergarten students, utilizing kindergarten students, utilizing kindergarten students, utilizing kindergarten students, utilizing kindergarten students, utilizing strategies from Math Works as strategies from Math Works as strategies from Math Works as strategies from Math Works as strategies from Math Works as recommended by MSDE. recommended by MSDE. recommended by MSDE. recommended by MSDE. recommended by MSDE.

Revised for 2006 – 2007 Appendix A – Page 41

2003 – 2008 Action Plan Strategic Priority: High Student Achievement Revised for 2005-2006

Strategy 2: Promote the system-wide, consistent use of proven instructional practices.

Fine Arts Instructional Action Steps 2003-2004 2004-2005 2005-2006 2006-2007 2007-2008 2.80.1 Implement the music and 2.80.5 Implement the music and 2.80.6 Implement the music and 2.80.7 Implement the music and 2.80.8 Implement the music and visual arts curricula. visual arts curricula. visual arts curricula. visual arts curricula. visual arts curricula. 2.81.1 Monitor effective and 2.81.5 Monitor effective and 2.81.6 Monitor effective and 2.81.7 Monitor effective and 2.81.8 Monitor effective and consistent implementation of consistent implementation of consistent implementation of consistent implementation of consistent implementation of music and visual arts curricula, music and visual arts curricula. music and visual arts curricula. music and visual arts curricula. music and visual arts curricula. providing individual professional development as indicated. 2.82.1 Provide Musikgarten and 2.82.5 Provide Musikgarten and 2.82.6 Provide professional 2.82.7 Provide Musikgarten and 2.82.8 Provide Musikgarten and Gordon Method training Gordon Method training development opportunities (e.g., Gordon Method training Gordon Method training opportunities for pre-K to Grade opportunities for pre-K to Grade Musikgarten) for pre-K to Grade opportunities for pre-K to Grade opportunities for pre-K to Grade 12 music teachers. 12 music teachers. 12 music and visual arts 12 music teachers. 12 music teachers. teachers. 2.83.1 Support music and visual 2.83.5 Monitor music and visual 2.83.6 Monitor music and visual 2.83.7 Monitor music and visual 2.83.8 Monitor music and visual arts instruction through arts instructional needs and arts instructional needs and arts instructional needs and arts instructional needs and additional staff (one half-time provide staff appropriately. provide staff appropriately. provide staff appropriately. provide staff appropriately. music teacher for Willards). 2.84.1 Repair and/or replace 2.84.5 Repair and/or replace 2.84.6 Repair and/or replace 2.84.7 Repair and/or replace 2.84.8 Repair and/or replace band/orchestra instruments to band/orchestra instruments to band/orchestra instruments to band/orchestra instruments to band/orchestra instruments to provide musical experiences for provide musical experiences for provide musical experiences for provide musical experiences for provide musical experiences for students. students. students. students. students. 2.85.1 Support music and visual 2.85.5 Support music and visual arts instruction through purchase arts instruction through purchase of additional materials of of materials of instruction. instruction and start-up materials for new Willards Elementary. Integrated with Action Step 2.80.5 2.86.5 Implement Performance 2.86.6 Implement Performance 2.86.7 Implement Performance 2.86.8 Implement Performance Musical Theater curriculum. Musical Theater curriculum. Musical Theater curriculum. Musical Theater curriculum.

Delayed until 2005-2006 Delayed until 2006-2007 Delayed until 2007-2008

Revised for 2006 – 2007 Appendix A – Page 42

2003 – 2008 Action Plan Strategic Priority: High Student Achievement Revised for 2005-2006

Strategy 2: Promote the system-wide, consistent use of proven instructional practices.

Fine Arts Instructional Action Steps 2003-2004 2004-2005 2005-2006 2006-2007 2007-2008 2.87.5 Monitor effective 2.87.6 Monitor effective 2.87.7 Monitor effective 2.87.8 Monitor effective implementation of Performance implementation of Performance implementation of Performance implementation of Performance Musical Theater curriculum. Musical Theater curriculum. Musical Theater curriculum, Musical Theater curriculum, providing individual professional providing individual professional Delayed until 2005-2006 Delayed until 2006-2007 development as indicated. development as indicated.

Delayed until 2007-2008 2.88.5 Implement Photography II 2.88.6 Implement Photography II 2.88.7 Implement Photography II 2.88.8 Implement Photography II curriculum. curriculum. curriculum. curriculum.

Delayed until 2005-2006 Delayed until 2006-2007 Delayed until 2007-2008 2.89.5 Monitor effective 2.89.6 Monitor effective 2.89.7 Monitor effective 2.89.8 Monitor effective implementation of Photography implementation of Photography implementation of Photography implementation of Photography II curriculum. II curriculum. II curriculum. II curriculum, providing individual professional Delayed until 2005-2006 Delayed until 2006-2007 Delayed until 2007-2008 development as indicated. 2.90.5 Implement visual arts 2.90.6 Implement visual arts 2.90.7 Implement visual arts 2.90.8 Implement visual arts Graphic Arts curriculum. Graphic Arts curriculum. Graphic Arts curriculum. Graphic Arts curriculum.

Delayed until 2005-2006 Delayed until 2006-2007 Delayed until 2007-2008 2.91.5 Monitor effective 2.91.6 Monitor effective 2.91.7 Monitor effective 2.91.8 Monitor effective implementation of Graphic Arts implementation of Graphic Arts implementation of Graphic Arts implementation of Graphic Arts curriculum. curriculum. curriculum. curriculum, providing individual professional development as Delayed until 2005-2006 Delayed until 2006-2007 Delayed until 2007-2008 indicated. 2.92.5 Provide enhanced graphic 2.92.6 Provide enhanced graphic 2.92.7 Provide enhanced graphic 2.92.8 Provide enhanced graphic art and digital photography art and digital photography art and digital photography art and digital photography experiences for students by experiences for students by experiences for students by experiences for students by upgrading computers in visual upgrading computers in visual upgrading computers in visual upgrading computers in visual art classrooms. art classrooms as indicated. art classrooms as indicated. art classrooms as indicated. Revised for 2006 – 2007 Appendix A – Page 43

2003 – 2008 Action Plan Strategic Priority: High Student Achievement Revised for 2005-2006

Strategy 2: Promote the system-wide, consistent use of proven instructional practices.

Career and Technology Education Instructional Action Steps 2003-2004 2004-2005 2005-2006 2006-2007 2007-2008 2.93.1 Provide on-going 2.93.5 Provide on-going 2.93.6 Provide on-going 2.93.7 Provide on-going 2.93.8 Provide on-going systematic professional systematic professional systematic professional systematic professional systematic professional development for career and development for career and development for career and development for career and development for career and technology education teachers on technology education teachers on technology education teachers on technology education teachers on technology education teachers on business and industry standards business and industry standards business and industry standards business and industry standards business and industry standards and state content standards in and state content standards in and state content standards in and state content standards in and state content standards in science, math and reading to science, math and reading to science, math and reading to science, math and reading to science, math and reading to support student learning. support student learning. support student learning. support student learning. support student learning. 2.94.1 Implement career and 2.94.5 Implement career and 2.94.6 Implement career and 2.94.7 Implement career and 2.94.8 Implement career and technology education curricula. technology education curricula. technology education curricula. technology education curricula. technology education curricula. 2.95.1 Monitor effective and 2.95.5 Monitor effective and 2.95.6 Monitor effective and 2.95.7 Monitor effective and 2.95.8 Monitor effective and consistent implementation of consistent implementation of consistent implementation of consistent implementation of consistent implementation of career and technology education career and technology education career and technology education career and technology education career and technology education curricula, providing individual curricula. curricula. curricula. curricula. professional development as indicated. 2.96.1 Monitor need for services 2.96.5 Provide special education 2.96.6 Provide special education 2.96.7 Provide special education 2.96.8 Provide special education for students with disabilities support and services for students support and services for students support and services for students support and services for students enrolled in career and technology with disabilities who are enrolled with disabilities who are enrolled with disabilities who are enrolled with disabilities who are enrolled classes and provide staff as in career and technology classes. in career and technology classes. in career and technology classes. in career and technology classes. indicated. 2.97.1 Maintain career and 2.97.5 Maintain career and 2.97.6 Maintain career and 2.97.7 Maintain career and 2.97.8 Maintain career and technology education program technology education program technology education program technology education program technology education program consistent with business and consistent with business and consistent with business and consistent with business and consistent with business and industry requirements for the industry requirements for the industry requirements for the industry requirements for the industry requirements for the Business Technology cluster by Business Technology cluster by Business Technology cluster by Business Technology cluster by Business Technology cluster by updating hardware and software updating software applications as updating software applications as updating software applications as updating software applications as applications as indicated. indicated. indicated. indicated. indicated.

Revised for 2006 – 2007 Appendix A – Page 44

2003 – 2008 Action Plan Strategic Priority: High Student Achievement Revised for 2005-2006

Strategy 2: Promote the system-wide, consistent use of proven instructional practices.

Career and Technology Education Instructional Action Steps 2003-2004 2004-2005 2005-2006 2006-2007 2007-2008 2.98.1 Support career and 2.98.5 Support career and 2.98.6 Support career and 2.98.7 Support career and 2.98.8 Support career and technology instruction through technology instruction through technology instruction through technology instruction through technology instruction through purchase of equipment and purchase of equipment and purchase of equipment and purchase of equipment and purchase of equipment and materials of instruction to materials of instruction to materials of instruction to materials of instruction to materials of instruction to upgrade programs. upgrade programs. upgrade programs. upgrade programs. upgrade programs. 2.99.1 Develop an on-going 2.99.5 Develop an on-going 2.99.6 Develop an on-going 2.99.7 Provide an on-going 2.99.8 Develop an on-going systematic program providing systematic program providing systematic program providing systematic program providing systematic program providing professional development for professional development for professional development for professional development for professional development for career and technology educators career and technology educators career and technology educators career and technology educators career and technology educators to understand and to meet the to understand and to meet the to understand and to meet the to understand and to meet the to understand and to meet the needs of non-traditional students needs of non-traditional students needs of non-traditional students needs of non-traditional students needs of non-traditional students and students with disabilities. and students with disabilities. and students with disabilities. and students with disabilities. and students with disabilities.

Revised for 2006 – 2007 Appendix A – Page 45

2003 – 2008 Action Plan Strategic Priority: High Student Achievement Revised for 2006-2007

Strategy 2: Promote the system-wide, consistent use of proven instructional practices.

New 2004-2005 Instructional Action Steps 2003-2004 2004-2005 2005-2006 2006-2007 2007-2008 2.100.5 Provide materials of 2.100.6 Provide materials of 2.100.7 Provide materials of 2.100.8 Provide materials of instruction, equipment and instruction and textbooks aligned instruction and textbooks aligned instruction and textbooks aligned textbooks aligned with with curricula to support student with curricula to support student with curricula to support student curricula to support student learning. learning. learning. learning. 2.101.5 Engage students in 2.101.6 Engage students in high 2.101.7 Engage students in high 2.101.8 Engage students in high high quality service learning quality service learning programs quality service learning programs quality service learning programs programs to help them develop to help them develop an to help them develop an to help them develop an an understanding of civic understanding of civic understanding of civic understanding of civic responsibility and citizenship. responsibility and citizenship. responsibility and citizenship. responsibility and citizenship. 2.102.5 Work collaboratively 2.102.6 Work collaboratively 2.102.7 Work collaboratively 2.102.8 Work collaboratively with other school systems and with other school systems and with other school systems and with other school systems and MSDE to develop and MSDE to develop and MSDE to develop and MSDE to develop and implement technology literacy implement technology literacy implement technology literacy implement technology literacy standards for grades K-8. standards for grades K-8. standards for grades K-8. standards for grades K-8. 2.103.5 Work collaboratively 2.103.6 Work collaboratively 2.103.7 Work collaboratively 2.103.8 Work collaboratively with other school systems and with other school systems and with other school systems and with other school systems and MSDE to provide students MSDE to provide students MSDE to provide students MSDE to provide students opportunities to participate in opportunities to participate in on- opportunities to participate in on- opportunities to participate in on- on-line courses (e.g., AP line courses (e.g., AP Physics, line courses (e.g., AP Physics, line courses (e.g., AP Physics, Physics, SAT preparation). SAT preparation) as need SAT preparation) as need SAT preparation) as need indicates. indicates. indicates. 2.104.5 Provide support to 2.104.6 Provide support to career 2.104.7 Provide support to career 2.104.8 Provide support to career career and technology students and technology students to and technology students to and technology students to to increase academic and increase academic and technical increase academic and technical increase academic and technical technical achievement. achievement. achievement. achievement.

Revised for 2006 – 2007 Appendix A – Page 45A

2003 – 2008 Action Plan Strategic Priority: High Student Achievement Revised for 2006-2007

Strategy 2: Promote the system-wide, consistent use of proven instructional practices.

New 2004-2005 Instructional Action Steps 2.105.5 Work in collaboration 2.105.6 Work in collaboration 2.105.7 Work in collaboration 2.105.8 Work in collaboration with the Maryland Fire and with the Maryland Fire and with the Maryland Fire and with the Maryland Fire and Rescue Institute to offer Fire Rescue Institute to offer Fire Rescue Institute to offer Fire Rescue Institute to offer Fire Fighter / EMT program to Fighter / EMT program to Fighter / EMT program to Fighter / EMT program to facilitate the transition from facilitate the transition from facilitate the transition from facilitate the transition from volunteer to professional fire volunteer to professional fire volunteer to professional fire volunteer to professional fire fighter status. fighter status. fighter status. fighter status.

Revised for 2006 – 2007 Appendix A – Page 45B

2003 – 2008 Action Plan Strategic Priority: High Student Achievement Revised for 2006-2007

Strategy 2: Promote the system-wide, consistent use of proven instructional practices.

New 2005-2006 Instructional Action Steps 2003-2004 2004-2005 2005-2006 2006-2007 2007-2008 2.106.6 Pilot 8-period day at 2.106.7 Extend the 8-period Salisbury Middle School to day to Wicomico Middle and provide extended time for Bennett Middle Schools to math instruction. provide extended time for math and reading and math intervention. 2.107.6 Investigate successful 2.107.7 Investigate successful 2.107.8 Investigate successful practices in other school practices in other school systems practices in other school systems systems and replicate as and replicate as appropriate and and replicate as appropriate and appropriate and possible. possible. possible. 2.108.6 Maintain rigor and 2.108.7 Maintain rigor and pace 2.108.8 Maintain rigor and pace pace of reading and math of reading and math instruction of reading and math instruction instruction after the Maryland after the Maryland School after the Maryland School School Assessment Assessment administration. Assessment administration. administration. 2.109.6 Realign elementary supervisory responsibilites and establish the "stand alone" position of Reading Supervisor PreK-12.

Revised for 2006 – 2007 Appendix A – Page 45C

2003 – 2008 Action Plan Strategic Priority: High Student Achievement Revised for 2006-2007

Strategy 2: Promote the system-wide, consistent use of proven instructional practices.

New 2006-2007 Instructional Action Steps 2003-2004 2004-2005 2005-2006 2006-2007 2007-2008 2.110.7 Integrate the use of 2.110.8 Integrate the use of technology with instruction to technology with instruction to improve student learning. improve student learning.

Revised for 2006 – 2007 Appendix A – Page 45D

2003 – 2008 Action Plan Strategic Priority: High Student Achievement Revised for 2006-2007

Strategy 3: Accelerate the learning of low-performing students through proven intervention initiatives to eliminate achievement gaps.

Cross-Program Academic Acceleration Action Steps 2003-2004 2004-2005 2005-2006 2006-2007 2007-2008 3.1.1 Provide research-based 3.1.5 Provide research-based 3.1.6 Provide research-based 3.1.7 Provide research-based 3.1.8 Provide research-based after school academic after school academic after school academic after school academic after school academic acceleration programs (including acceleration programs (including acceleration programs (including acceleration programs (including acceleration programs (including transportation) at 10 Title I transportation) at schools transportation) at 10 Title I transportation) at 10 Title I transportation) at 10 Title I elementary and middle schools participating in the 21st Century elementary and middle schools elementary and middle schools elementary and middle schools participating in the 21st Century Community Learning Centers participating in the 21st Century participating in the 21st Century participating in the 21st Century Community Learning Centers program. Community Learning Centers Community Learning Centers Community Learning Centers program. program. program. program. 3.2.1 Provide additional 3.2.5 Provide additional 3.2.6 Provide additional 3.2.7 Provide additional 3.2.8 Provide additional academic support (e.g., tutoring) academic support (e.g., tutoring) academic support (e.g., tutoring) academic support (e.g., tutoring) academic support (e.g., tutoring) during extended day (e.g., before during extended day (e.g., before during extended day (e.g., before during extended day (e.g., before during extended day (e.g., before and/or after school) programs at and/or after school) programs at and/or after school) programs at and/or after school) programs at and/or after school) programs at schools not participating in the schools not participating in the schools not participating in the schools not participating in the schools not participating in the 21st Century Community 21st Century Community 21st Century Community 21st Century Community 21st Century Community Learning Centers program and Learning Centers program and Learning Centers program and Learning Centers program and Learning Centers program and provide transportation for after provide transportation for after provide transportation for after provide transportation for after provide transportation for after school programs at Title I school programs at Title I school programs at Title I school programs at Title I school programs at Title I schools. schools. schools. schools. schools.

Revised for 2006 – 2007 Appendix A – Page 46

2003 – 2008 Action Plan Strategic Priority: High Student Achievement Revised for 2006-2007

Strategy 3: Accelerate the learning of low-performing students through proven intervention initiatives to eliminate achievement gaps.

Cross-Program Academic Acceleration Action Steps 2003-2004 2004-2005 2005-2006 2006-2007 2007-2008 3.3.1 Provide research-based 3.3.5 Provide research-based 3.3.6 Provide research-based 3.3.7 Provide research-based 3.3.8 Provide research-based summer academic acceleration summer academic acceleration summer academic acceleration summer academic acceleration summer academic acceleration programs designed to programs designed to programs designed to programs designed to programs designed to accommodate the needs of accommodate the needs of accommodate the needs of accommodate the needs of accommodate the needs of diverse learners, providing diverse learners and provide diverse learners and provide diverse learners and provide diverse learners and provide transportation for elementary transportation for elementary transportation for elementary transportation for elementary transportation for elementary Title I students. school students. school students. school students. school students. Low-achieving Students Low-achieving Students Low-achieving Students Low-achieving Students Low-achieving Students English Language Learners English Language Learners English Language Learners English Language Learners English Language Learners Students with Disabilities Students with Disabilities Students with Disabilities Students with Disabilities Students with Disabilities Gifted and Talented Gifted and Talented Gifted and Talented Gifted and Talented Gifted and Talented Students Students Students Students Students Economically Economically Economically Economically Economically Disadvantaged Students Disadvantaged Students Disadvantaged Students Disadvantaged Students Disadvantaged Students 3.4.1 Pilot a middle school 3.4.5 Act upon the results of the 3.4.6 Continue summer 3.4.7 Continue summer 3.4.8 Continue summer summer achievement academy pilot middle school summer achievement academies. achievement academies. achievement academies. targeting students who are low achievement academy, possibly achieving in the areas of reading replicating the pilot at additional and math. middle schools. 3.5.1 Investigate the feasibility 3.5.5 Provide information to 3.5.6 Provide information to 3.5.7 Provide information to 3.5.8 Provide information to of requiring summer school for stakeholders concerning summer stakeholders concerning summer stakeholders concerning summer stakeholders concerning summer all students who have not school opportunities, specifically school opportunities, specifically school opportunities, specifically school opportunities, specifically achieved proficiency on the targeting students in grade 8 targeting students in grade 8 who targeting students in grade 8 who targeting students in grade 8 who MSA. who have not achieved have not achieved proficiency on have not achieved proficiency on have not achieved proficiency on proficiency on the MSA. the MSA. the MSA. the MSA.

Revised for 2006 – 2007 Appendix A – Page 47

2003 – 2008 Action Plan Strategic Priority: High Student Achievement Revised for 2006-2007

Strategy 3: Accelerate the learning of low-performing students through proven intervention initiatives to eliminate achievement gaps.

Cross-Program Academic Acceleration Action Steps 2003-2004 2004-2005 2005-2006 2006-2007 2007-2008 3.6.1 Evaluate program 3.6.5 Evaluate program 3.6.6 Evaluate program 3.6.7 Evaluate program 3.6.8 Evaluate program effectiveness at the end of year 3 effectiveness at the end of year 3 effectiveness at the end of year 3 effectiveness at the end of year 3 effectiveness at the end of year 3 and in all subsequent years of and in all subsequent years of and in all subsequent years of and in all subsequent years of and in all subsequent years of Comprehensive School Reform Comprehensive School Reform Comprehensive School Reform Comprehensive School Reform Comprehensive School Reform model implementation, providing model implementation, providing model implementation, providing model implementation, providing model implementation, providing support to continue use of support to continue use of support to continue use of support to continue use of support to continue use of successful models. successful models. successful models. successful models. successful models. 3.7.1 Offer SAT-preparation at 3.7.5 Offer SAT-preparation at 3.7.6 Offer SAT-preparation. 3.7.7 Offer SAT-preparation. 3.7.8 Offer SAT-preparation. all high schools. all high schools. 3.8.1 Coordinate the early 3.8.5 Coordinate the early 3.8.6 Coordinate the early 3.8.7 Coordinate the early 3.8.8 Coordinate the early identification of, and services identification of, and services identification of, and services identification of, and services identification of, and services for, students with disabilities for, students with disabilities for, students with disabilities for, students with disabilities for, students with disabilities (ages 3-5) through the ages 3-5. ages 3-5. ages 3-5. ages 3-5. appointment of an Early Childhood Services Teacher Consultant. 3.9.1 Coordinate the early 3.9.5 Coordinate the early 3.9.6 Coordinate the early 3.9.7 Coordinate the early 3.9.8 Coordinate the early identification of, and services identification of, and services identification of, and services identification of, and services identification of, and services for, young children (birth for, young children (birth for, young children (birth for, young children (birth for, young children (birth through age two) with through age two) with through age two) with through age two) with through age two) with developmental delays and developmental delays and developmental delays and developmental delays and developmental delays and disabilities and their families in disabilities and their families in disabilities and their families in disabilities and their families. disabilities and their families. collaboration with the Wicomico collaboration with the Wicomico collaboration with the Wicomico County Health Department. County Health Department. County Health Department. 3.10.1 Monitor the effective and 3.10.5 Monitor the effective and 3.10.6 Monitor the effective and 3.10.7 Monitor the effective and 3.10.8 Monitor the effective and consistent implementation of the consistent implementation of the consistent implementation of the consistent implementation of the consistent implementation of the Title I program according to Title I program according to Title I program according to Title I program according to Title I program according to ESEA regulations. ESEA regulations. ESEA regulations. ESEA regulations. ESEA regulations.

Revised for 2006 – 2007 Appendix A – Page 48

2003 – 2008 Action Plan Strategic Priority: High Student Achievement Revised for 2006-2007

Strategy 3: Accelerate the learning of low-performing students through proven intervention initiatives to eliminate achievement gaps.

Cross-Program Academic Acceleration Action Steps 2003-2004 2004-2005 2005-2006 2006-2007 2007-2008 3.11.1 Study the effectiveness of 3.11.5 Study the effectiveness of current extended school year current extended school year programs (e.g., summer school) programs (e.g., summer school) and develop recommendations and develop recommendations for modifications as indicated. for modifications as indicated.

Completed during 2003-2004

Revised for 2006 – 2007 Appendix A – Page 49

2003 – 2008 Action Plan Strategic Priority: High Student Achievement Revised for 2005-2006

Strategy 3: Accelerate the learning of low-performing students through proven intervention initiatives to eliminate achievement gaps.

Reading/Language Arts and English Acceleration Action Steps 2003-2004 2004-2005 2005-2006 2006-2007 2007-2008 3.12.1 Provide supplemental 3.12.5 Provide supplemental 3.12.6 Provide supplemental 3.12.7 Provide supplemental 3.12.8 Provide supplemental (small group and one-on-one) (small group and one-on-one) (small group and one-on-one) (small group and one-on-one) (small group and one-on-one) reading/language arts instruction reading/language arts instruction reading/language arts instruction reading/language arts instruction reading/language arts instruction for low-performing students in for low-performing students in for low-performing students in for low-performing students in for low-performing students in all Title I elementary schools, in all Title I elementary schools, in all elementary and middle all elementary and middle all elementary and middle one non-Title I elementary three non-Title I elementary schools. schools. schools. schools, and in all middle schools, and all middle schools. schools. (Total of 12 elementary schools and 5 middle schools) 3.13.1 Provide focused academic 3.13.5 Provide focused academic 3.13.6 Provide focused academic 3.13.7 Provide focused academic 3.13.8 Provide focused academic intervention during the regular intervention during the regular intervention during the regular intervention during the regular intervention during the regular school day in middle school for school day in middle school for school day in middle school for school day in middle school for school day in middle school for reading acceleration through reading acceleration through reading acceleration through reading acceleration through reading acceleration through reading support. reading support classes. strategic reading support strategic reading classes in strategic reading classes in classes. schools offering those classes. schools offering those classes. 3.14.1 Provide funds to non- 3.14.5 Provide funds to non- 3.14.6 Provide funds to non- 3.14.7 Provide funds to non- 3.14.8 Provide funds to nonpublic schools that respond public schools that respond public schools that respond public schools that respond public schools that respond positively to participation in the positively to participation in the positively to participation in the positively to participation in the positively to participation in the Title I program for supplemental Title I program. Title I program. Title I program. Title I program. reading instruction for eligible low-performing students.

3.15.5 Utilize an online curriculum-based measurement program) to inform instruction in the area of reading in all schools for Grades K-8.

Integrated with Action Step 4.5.5 Revised for 2006 – 2007 Appendix A – Page 50

2003 – 2008 Action Plan Strategic Priority: High Student Achievement Revised for 2005-2006

Strategy 3: Accelerate the learning of low-performing students through proven intervention initiatives to eliminate achievement gaps.

Reading/Language Arts and English Acceleration Action Steps 2003-2004 2004-2005 2005-2006 2006-2007 2007-2008 3.16.1 Identify students who 3.16.5 Require students entering 3.16.6 Provide identified 3.16.7 Provide identified 3.16.8 Provide identified have not achieved proficiency on grade 9 who have not achieved students entering grade 9 who students entering grade 9 who students entering grade 9 who the Reading Maryland School proficiency on the eighth grade have not achieved proficiency on have not achieved proficiency on have not achieved proficiency on Assessments. MSA to take a reading support the eighth grade MSA the the eighth grade MSA the the eighth grade MSA the class. opportunity to take a reading opportunity to take a reading opportunity to take a reading support class. support class. support class. 3.17.1 Implement Early Success 3.17.5 Utilize Early Success/Soar 3.17.6 Utilize Early Success/Soar 3.17.7 Utilize Early Success/Soar 3.17.8 Utilize Early Success/Soar and/or Soar to Success as a to Success as a supplemental to Success as a supplemental to Success as a supplemental to Success as a supplemental supplemental reading reading acceleration program for reading acceleration program for reading acceleration program for reading acceleration program for acceleration program for identified low-performing identified low-performing identified low-performing identified low-performing identified low-performing students, providing professional students, providing professional students, providing professional students, providing professional students in Title I schools, development as needed. development as needed. development as needed. development as needed. providing professional development as needed. 3.18.1 Investigate 3.18.5 Investigate 3.18.6 Continue to investigate reading/language arts and reading/language arts and and identify reading/language English scientifically research- English scientifically research- arts scientifically research- based software (e.g., Fast based software (e.g., Fast based programs (e.g., Reading ForWord, Weaver Reading ForWord, Weaver Reading Yearly Progress Pro) to Intervention Program) for use in Intervention Program) for use in accelerate student learning in a reading acceleration program. a reading acceleration program. reading. 3.19.1 Evaluate Reading Rally, 3.19.5 Continue Reading Rally, 3.19.6 Continue Reading Rally, 3.19.7 Continue Reading Rally, 3.19.8 Continue Reading Rally, an independent reading an independent reading an independent reading an independent reading an independent reading competition, as a middle school competition in the middle competition in the middle competition in the middle competition in the middle reading acceleration program. schools. schools. schools. schools.

Revised for 2006 – 2007 Appendix A – Page 51

2003 – 2008 Action Plan Strategic Priority: High Student Achievement Revised for 2005-2006

Strategy 3: Accelerate the learning of low-performing students through proven intervention initiatives to eliminate achievement gaps.

Math Acceleration Action Steps 2003-2004 2004-2005 2005-2006 2006-2007 2007-2008 3.20.1 Provide supplemental 3.20.5 Provide supplemental 3.20.6 Provide supplemental 3.20.7 Provide supplemental 3.20.8 Provide supplemental (small group and one-on-one) (small group and one-on-one) (small group and one-on-one) (small group and one-on-one) (small group and one-on-one) math instruction for low- math instruction for low- math instruction for low- math instruction for low- math instruction for low- performing students in all Title I performing students in all Title I performing students in all performing students in all performing students in all elementary schools, one non- elementary schools, one non- elementary schools and middle elementary and middle schools. elementary and middle schools. Title I elementary school and Title I elementary school and schools. three middle schools. three middle schools. 3.21.1 Utilize Digital Learning’s 3.21.5 Utilize Digital Learning’s “Yearly Progress Pro” (an online “Yearly Progress Pro” (an online curriculum-based measurement curriculum-based measurement program) to inform instruction program) to inform instruction by providing data to teachers on by providing data to teachers on students’ mastery of math students’ mastery of math concepts and skills in all schools concepts and skills in all schools for Grades K-8. for Grades K-8.

Integrated with Action Step 4.5.5 3.22.1 Provide focused academic 3.22.5 Provide differentiated 3.22.6 Provide differentiated 3.22.7 Provide differentiated 3.22.8 Provide differentiated intervention during the regular academic intervention during the academic intervention during the academic intervention during the academic intervention during the school day in all middle schools regular school day in all middle regular school day in all middle regular school day in all middle regular school day in all middle for math acceleration through schools for math acceleration schools for math acceleration schools for math acceleration schools for math acceleration math support. through math support. through math support classes. through math support classes in through math support classes in schools offering those classes. schools offering those classes. 3.23.1 Identify students who 3.23.5 Require students entering 3.23.6 Require students entering have not achieved proficiency on grade 9 who have not achieved grade 9 who have not achieved the Math Maryland School proficiency on the eighth grade proficiency on the eighth grade Assessments. MSA to take a Math Support MSA to take a Math Support class. class.

Revised for 2006 – 2007 Appendix A – Page 52

2003 – 2008 Action Plan Strategic Priority: High Student Achievement Revised for 2005-2006

Strategy 3: Accelerate the learning of low-performing students through proven intervention initiatives to eliminate achievement gaps.

English Language Learners Acceleration Action Steps 2003-2004 2004-2005 2005-2006 2006-2007 2007-2008 3.24.1 Establish an ELL 3.24.5 Utilize ELL committees 3.24.6 Utilize ELL committees 3.24.7 Utilize ELL committees 3.24.8 Utilize ELL committees committee at each school to to monitor student performance to monitor student performance to monitor student performance to monitor student performance identify accommodations needed and recommend program and recommend program and recommend program and recommend program by English Language Learners. changes. changes. changes. changes. 3.25.1 Utilize a variety of 3.25.5 Utilize a variety of 3.25.6 Utilize a variety of 3.25.7 Utilize a variety of 3.25.8 Utilize a variety of intervention strategies to meet intervention strategies to meet intervention strategies to meet intervention strategies to meet intervention strategies to meet the needs of English Language the needs of English Language the needs of English Language the needs of English Language the needs of English Language Learners (e.g., pull out, plug-in, Learners (e.g., pull out, plug-in, Learners (e.g., pull out, plug-in, Learners (e.g., pull out, plug-in, Learners (e.g., pull out, plug-in, inclusion, in-school and after- inclusion, in-school and after- inclusion, in-school and after- inclusion, in-school and after- inclusion, in-school and after- school tutoring, individualized school tutoring, individualized school tutoring, individualized school tutoring, individualized school tutoring, individualized instruction, flexible grouping, instruction, flexible grouping, instruction, flexible grouping, instruction, flexible grouping, instruction, flexible grouping, regrouping, scheduled classes regrouping, scheduled classes regrouping, scheduled classes regrouping, scheduled classes regrouping, scheduled classes (secondary), peer tutoring, and (secondary), peer tutoring, and (secondary), peer tutoring, and (secondary), peer tutoring, and (secondary), peer tutoring, and cooperative learning groups). cooperative learning groups). cooperative learning groups). cooperative learning groups). cooperative learning groups). 3.26.1 Increase collaboration 3.26.5 Increase collaboration 3.26.6 Increase collaboration 3.26.7 Increase collaboration 3.26.8 Increase collaboration between ELL and special between ELL and special between ELL and special between ELL and special between ELL and special education personnel to provide education personnel to provide education personnel to provide education personnel to provide education personnel to provide work-study and related programs work-study and related programs work-study and related programs work-study and related programs work-study and related programs to serve the needs of eligible to serve the needs of eligible to serve the needs of eligible to serve the needs of eligible to serve the needs of eligible English Language Learners. English Language Learners. English Language Learners. English Language Learners. English Language Learners.

Revised for 2006 – 2007 Appendix A – Page 53

2003 – 2008 Action Plan Strategic Priority: High Student Achievement Revised for 2005-2006

Strategy 3: Accelerate the learning of low-performing students through proven intervention initiatives to eliminate achievement gaps.

Pre K / K Acceleration Action Steps 2003-2004 2004-2005 2005-2006 2006-2007 2007-2008 3.27.1 Hold quarterly sessions 3.27.5 Collaborate with 3.27.6 Collaborate with 3.27.7 Collaborate with 3.27.8 Collaborate with with community agencies (e.g., community agencies (e.g., Head community agencies (e.g., Head community agencies (e.g., Head community agencies (e.g., Head Head Start, Infants and Toddlers) Start, Infants and Toddlers) and Start, Infants and Toddlers) and Start, Infants and Toddlers) and Start, Infants and Toddlers) and and childcare providers for early childcare providers for early childcare providers for early childcare providers for early childcare providers for early identification and coordination of identification and coordination of identification and coordination of identification and coordination of identification and coordination of services for transitioning services for transitioning services for transitioning services for transitioning services for transitioning children. children between programs. children between programs. children between programs. children between programs. 3.28.1 Increase the number of 3.28.5 Increase the number of 3.28.6 Increase the number of 3.28.7 Increase the number of 3.28.8 Increase the number of pre-K and kindergarten students pre-K and kindergarten students pre-K and kindergarten students pre-K and kindergarten students pre-K and kindergarten students with disabilities participating in with disabilities participating in with disabilities participating in with disabilities participating in with disabilities participating in the general curriculum through the general curriculum through the general curriculum through the general curriculum through the general curriculum through identification and collaboration identification and collaboration identification and collaboration identification and collaboration identification and collaboration with community agencies, with community agencies, with community agencies, with community agencies, with community agencies, childcare providers and parents. childcare providers and parents. childcare providers and parents. childcare providers and parents. childcare providers and parents. 3.29.1 Invite local day-care 3.29.5 Invite local day-care 3.29.6 Invite local day-care 3.29.7 Invite local day-care 3.29.8 Invite local day-care providers and parents to attend providers and parents to attend providers and parents to attend providers and parents to attend providers and parents to attend training programs conducted by training programs conducted by training programs conducted by training programs conducted by training programs conducted by the school system to provide the school system to provide the school system to provide the school system to provide the school system to provide strategies to prepare children for strategies to prepare children for strategies to prepare children for strategies to prepare children for strategies to prepare children for success in school. success in school. success in school. success in school. success in school.

Revised for 2006 – 2007 Appendix A – Page 54

2003 – 2008 Action Plan Strategic Priority: High Student Achievement Revised for 2006-2007

Strategy 3: Accelerate the learning of low-performing students through proven instructional strategies to eliminate achievement gaps.

New 2004-2005 Acceleration Action Steps 2003-2004 2004-2005 2005-2006 2006-2007 2007-2008 3.30.5 Provide professional 3.30.6 Provide professional 3.30.7 Provide professional 3.30.8 Provide professional development in Treatment and development in Treatment and development in Treatment and development in Treatment and Education of Autistic & Education of Autistic & Education of Autistic & Education of Autistic & Communication Handicapped Communication Handicapped Communication Handicapped Communication Handicapped Children (TEACCH), a Children (TEACCH), a Children (TEACCH), a Children (TEACCH), a structured teaching model, for structured teaching model, for structured teaching model, for structured teaching model, for special education and general special education and general special education and general special education and general education teachers and education teachers and education teachers and education teachers and paraprofessionals working paraprofessionals working with paraprofessionals working with paraprofessionals working with with students with autism students with autism spectrum students with autism spectrum students with autism spectrum spectrum disorders. disorders. disorders. disorders. 3.31.5 Provide professional 3.31.6 Provide professional 3.31.7 Provide professional 3.31.8 Provide professional development for special development for special development for special development for special education teachers in reading education teachers in reading education teachers in reading education teachers in reading intervention strategies (e.g., intervention strategies (e.g., intervention strategies (e.g., intervention strategies (e.g., Wilson Reading, Project Wilson Reading, Project READ, Wilson Reading, Project READ, Wilson Reading, Project READ, READ, and SOAR to Success) and SOAR to Success) for and SOAR to Success) for and SOAR to Success) for for identified elementary and identified elementary and middle identified elementary and middle identified elementary and middle middle school students to school students to increase the school students to increase the school students to increase the increase the reading skills of reading skills of students with reading skills of students with reading skills of students with students with disabilities. disabilities. disabilities. disabilities. 3.32.5 Assign special education 3.32.6 Assign special education 3.32.7 Assign special education 3.32.8 Assign special education support teachers to support teachers to Alert/Focus support teachers to Schools in support teachers to Schools in Alert/Focus schools to support schools to support differentiated Need of Local Attention and Need of Local Attention and differentiated instruction, IEP instruction, IEP development, schools not making Adequate schools not making Adequate development, and positive and positive behavior Yearly Progress to support Yearly Progress to support behavior intervention. intervention. differentiated instruction, IEP differentiated instruction, IEP development, and positive development, and positive behavior intervention. behavior intervention.

Revised for 2006 – 2007 Appendix A – Page 54A

2003 – 2008 Action Plan Strategic Priority: High Student Achievement Revised for 2006-2007

Strategy 3: Accelerate the learning of low-performing students through proven instructional strategies to eliminate achievement gaps.

New 2004-2005 Acceleration Action Steps 3.33.5 Continue to return 3.33.6 Continue to return special 3.33.7 Continue to return special 3.33.8 Continue to return special special education students to education students to education students to education students to neighborhood schools where neighborhood schools where neighborhood schools where neighborhood schools where appropriate to provide them appropriate to provide them with appropriate to provide them with appropriate to provide them with with opportunities for opportunities for academic opportunities for academic opportunities for academic academic success in the least success in the least restrictive success in the least restrictive success in the least restrictive restrictive environment. environment. environment. environment. 3.34.5 Provide professional 3.34.6 Provide professional 3.34.7 Provide professional 3.34.8 Provide professional development to special development to special education development to special education development to special education education teachers on the teachers on the Voluntary State teachers on the Voluntary State teachers on the Voluntary State Voluntary State Curriculum in Curriculum in addition to Curriculum in addition to Curriculum in addition to addition to training regarding training regarding legal mandates training regarding legal mandates training regarding legal mandates legal mandates of IDEA. of IDEA. of IDEA. of IDEA. 3.35.5 Enhance the school 3.35.6 Enhance the school 3.35.7 Enhance the school 3.35.8 Enhance the school system’s ability to monitor the system’s ability to monitor the system’s ability to monitor the system’s ability to monitor the delivery of, and compliance delivery of, and compliance delivery of, and compliance delivery of, and compliance with, special education with, special education services. with, special education services. with, special education services. services. 3.36.5 Initiate Project Jump 3.36.6 Provide a continuum of 3.36.7 Provide a continuum of 3.36.8 Provide a continuum of Start to provide intensive early special education and related special education and related special education and related intervention and remediation services for identified children services for identified children services for identified children in a natural environment for ages 3-5. ages 3-5. ages 3-5. identified children ages 3-4. 3.37.5 Re-allocate Professional 3.37.6 Allocate Professional 3.37.7 Allocate Professional 3.37.8 Allocate Professional Development Coaches’ time to Development Coaches’ time to Development Coaches’ time to Development Coaches’ time to address identified staff address identified staff address identified staff address identified staff development needs in development needs in Schools in development needs in Schools in development needs in Schools in Alert/Focus schools. Need of Local Attention and Need of Local Attention and Need of Local Attention and schools not making Adequate schools not making Adequate schools not making Adequate Yearly Progress as indicated. Yearly Progress as indicated. Yearly Progress as indicated.

Revised for 2006 – 2007 Appendix A – Page 54B

2003 – 2008 Action Plan Strategic Priority: High Student Achievement Revised for 2006-2007

Strategy 3: Accelerate the learning of low-performing students through proven instructional strategies to eliminate achievement gaps.

New 2004-2005 Acceleration Action Steps 3.38.5 Work with principals of 3.38.6 Work with principals of 3.38.7 Work with principals of 3.38.8 Work with principals of Alert/Focus schools to ensure Alert/Focus schools to ensure Alert/Focus schools to ensure Alert/Focus schools to ensure understanding of AYP and understanding of AYP and how understanding of AYP and how understanding of AYP and how how to communicate with their to communicate with their to communicate with their to communicate with their faculties about improving faculties about improving scores faculties about improving scores faculties about improving scores scores of targeted students and of targeted students and of targeted students and of targeted students and populations. populations. populations. populations. 3.39.5 Assign supervisors and 3.39.6 Assign supervisors and 3.39.7 Assign supervisors and 3.39.8 Assign supervisors and coordinators to School coordinators to Instructional coordinators to Instructional coordinators to Instructional Improvement Teams based on Leadership Teams based on a Leadership Teams based on a Leadership Teams based on a a school’s MSA scores. school’s student performance school’s student performance school’s student performance results. results. results. 3.40.5 Ensure that students are 3.40.6 Ensure that students are 3.40.7 Ensure that students are 3.40.8 Ensure that students are correctly placed in reading and correctly placed in reading and correctly placed in reading and correctly placed in reading and math support classes based on math support classes based on math support classes based on math support classes based on their individual student their individual student their individual student their individual student performance profile. performance profile. performance profile. performance profile. 3.41.5 Require that individual 3.41.6 Require that individual 3.41.7 Require that individual 3.41.8 Require that individual student progress in reading student progress in reading and student progress in reading and student progress in reading and and math be charted in each math be charted in each School math be charted in each School math be charted in each School Alert/Focus school, using in Need of Local Attention and in Need of Local Attention and in Need of Local Attention and individual student progress schools not making Adequate schools not making Adequate schools not making Adequate reports to differentiate Yearly Progress, using individual Yearly Progress, using individual Yearly Progress, using individual instruction. student progress reports to student progress reports to student progress reports to differentiate instruction. differentiate instruction. differentiate instruction. 3.42.5 Provide intensive 3.42.6 Provide intensive 3.42.7 Provide intensive 3.42.8 Provide intensive instructional tutoring for instructional tutoring for instructional tutoring for instructional tutoring for identified students 45 days identified students 45 days prior identified students 45 days prior identified students 45 days prior prior to MSA administration. to MSA administration. to MSA administration. to MSA administration.

Revised for 2006 – 2007 Appendix A – Page 54C

2003 – 2008 Action Plan Strategic Priority: High Student Achievement Revised for 2006-2007

Strategy 3: Accelerate the learning of low-performing students through proven instructional strategies to eliminate achievement gaps.

New 2004-2005 Acceleration Action Steps 3.43.5 Provide assistive 3.43.6 Provide assistive 3.43.7 Provide assistive 3.43.8 Provide assistive technology to identified technology to identified students technology to identified students technology to identified students students as delineated by their as delineated by their IEPs. as delineated by their IEPs. as delineated by their IEPs. IEPs. 3.44.5 Ensure homeless 3.44.6 Ensure homeless children 3.44.7 Ensure homeless children 3.44.8 Ensure homeless children children and youth have access and youth have access to and youth have access to and youth have access to to educational and other educational and other services to educational and other services to educational and other services to services to accelerate student accelerate student learning. accelerate student learning. accelerate student learning. learning.

Revised for 2006 – 2007 Appendix A – Page 54D

2003 – 2008 Action Plan Strategic Priority: High Student Achievement Revised for 2006-2007

Strategy 3: Accelerate the learning of low-performing students through proven instructional strategies to eliminate achievement gaps.

New 2005-2006 Acceleration Action Steps 2003-2004 2004-2005 2005-2006 2006-2007 2007-2008 3.45.6 Provide early childhood 3.45.7 Provide early childhood 3.45.8 Provide early childhood educational services for educational services for educational services for identified subgroups. identified subgroups. identified subgroups.

Delete step 3.46.6 Provide professional 3.46.7 Provide professional 3.46.8 Provide professional development for regular development for regular development for regular education teachers at identified education teachers at identified education teachers at identified schools on the use of effective schools on the use of effective schools on the use of effective instructional strategiesfor instructional strategiesfor instructional strategiesfor English Language Learners. English Language Learners. English Language Learners. 3.47.6 Provide services to an 3.47.7 Provide services to an 3.47.8 Provide services to an identified cohort of students identified cohort of students identified cohort of students through the Gear Up program through the Gear Up program in through the Gear Up program in in collaboration with MSDE collaboration with MSDE and collaboration with MSDE and and Salisbury University. Salisbury University. Salisbury University. 3.48.6 Pilot Success for All 3.48.7 Act upon the results of the supplemental strategic reading Success for All pilot, possible program in Grade 5 in three replicating it at additional elementary schools. schools. 3.49.6 Provide appropriate 3.49.7 Provide appropriate 3.49.8 Provide appropriate assistance to students who do assistance to students who do not assistance to students who do not not pass one or more High pass one or more High School pass one or more High School School Assessments. Assessments. Assessments. 3.50.6 Increase the number of 3.50.7 Increase the number of 3.50.8 Increase the number of traditionally under- traditionally under-represented traditionally under-represented represented students enrolled students enrolled in pre-AP and students enrolled in pre-AP and in pre-AP and AP courses. AP courses. AP courses.

Revised for 2006 – 2007 Appendix A – Page 54E

2003 – 2008 Action Plan Strategic Priority: High Student Achievement Revised for 2006-2007

Strategy 3: Accelerate the learning of low-performing students through proven instructional strategies to eliminate achievement gaps.

New 2005-2006 Acceleration Action Steps 3.51.6 Work collaboratively 3.51.7 Work collaboratively with 3.51.8 Work collaboratively with with local Institutions of local Institutions of Higher local Institutions of Higher Higher Education to expand Education to expand dual Education to expand dual dual enrollment opportunities enrollment opportunities for enrollment opportunities for for students. students. students.

Revised for 2006 – 2007 Appendix A – Page 54F

2003 – 2008 Action Plan Strategic Priority: High Student Achievement Revised for 2006-2007

Strategy 3: Accelerate the learning of low-performing students through proven instructional strategies to eliminate achievement gaps.

New 2006-2007 Acceleration Action Steps 2003-2004 2004-2005 2005-2006 2006-2007 2007-2008 3.52.7 Implement the Title I 3.52.8 Implement the Title I program, providing program, providing supplemental supplemental reading and reading and math services to math services to identified identified students. students.

Revised for 2006 – 2007 Appendix A – Page 54G

2003 – 2008 Action Plan Strategic Priority: High Student Achievement Revised for 2006-2007

Strategy 4: Analyze student performance to evaluate program effectiveness and identify learning needs.

Cross-Program Assessment Action Steps 2003-2004 2004-2005 2005-2006 2006-2007 2007-2008 4.1.1 Develop a district 4.1.5 Develop and implement a 4.1.6 Refine the district 4.1.7 Refine the district 4.1.8 Refine the district assessment philosophy aligned district assessment plan that assessment plan to include assessment plan to include assessment plan to include with district vision, mission, and includes formative and formative and summative formative and summative formative and summative beliefs. summative assessments to meet assessments to meet the needs of assessments to meet the needs of assessments to meet the needs of the needs of decision makers decision makers who use decision makers who use decision makers who use who use assessment results. assessment results. assessment results. assessment results. 4.2.6 Provide on-going 4.2.7 Provide on-going 4.2.8 Provide on-going systematic professional systematic professional systematic professional development to administrators development to administrators development to administrators and teachers on implementation and teachers on implementation and teachers on implementation of selected assessments to ensure of selected assessments to ensure of selected assessments to ensure student needs are identified and student needs are identified and student needs are identified and appropriately served. appropriately served. appropriately served. 4.3.1 Provide support for all 4.3.5 Provide support for all 4.3.6 Provide support for all 4.3.7 Provide support for all 4.3.8 Provide support for all educators in accessing student educators in accessing student educators in accessing student educators in accessing and educators in accessing and data electronically. data. data. understanding how to use understanding how to use student student data to improve learning. data to improve learning. 4.4.1 Provide on-going 4.4.5 Provide on-going 4.4.6 Provide on-going 4.4.7 Provide on-going 4.4.8 Provide on-going systematic professional systematic professional systematic professional systematic professional systematic professional development for teachers and development for teachers and development for teachers and development for teachers and development for teachers and administrators in analyzing administrators in analyzing administrators in analyzing administrators in analyzing administrators in analyzing student data to inform instruction student data to inform instruction student data to inform instruction student data to inform instruction student data to inform instruction and guide program evaluation. and guide program evaluation. and guide program evaluation. and guide program evaluation. and guide program evaluation. 4.5.1 Implement analysis of 4.5.5 Utilize online curriculum- 4.5.6 Utilize online curriculum- 4.5.7 Utilize online curriculum- 4.5.8 Utilize online curriculum- student data to inform instruction based measurement programs based measurement programs to based measurement programs to based measurement programs to and guide program evaluation. to inform instruction, inform instruction, providing inform instruction, providing inform instruction, providing providing data on students’ data on students’ mastery of data on students’ mastery of data on students’ mastery of mastery of content standards content standards (e.g., YPP, content standards (e.g., YPP, content standards (e.g., YPP, (e.g., YPP, SRI). SRI). SRI). SRI). Revised for 2006 – 2007 Appendix A – Page 55

2003 – 2008 Action Plan Strategic Priority: High Student Achievement Revised for 2006-2007

Strategy 4: Analyze student performance to evaluate program effectiveness and identify learning needs.

Cross-Program Assessment Action Steps 2003-2004 2004-2005 2005-2006 2006-2007 2007-2008 4.6.1 Purchase materials and 4.6.5 Administer the Maryland 4.6.6 Administer the Maryland 4.6.7 Administer the Maryland 4.6.8 Administer the Maryland supplies needed to administer the School Assessments. School Assessments. School Assessments. School Assessments. Maryland School Assessments. 4.7.1 Maintain participation in 4.7.5 Maintain participation in 4.7.6 Maintain participation in 4.7.7 Maintain participation in 4.7.8 Maintain participation in the Maryland Assessment the Maryland Assessment the Maryland Assessment the Maryland Assessment the Maryland Assessment Consortium. Consortium. Consortium. Consortium. Consortium. 4.8.1 Develop grading policy for 4.8.5 Develop grading policy for high school courses taught at high school courses taught at middle school level to include middle school level to include exam grade and parallel high exam grade and parallel high school procedures. school procedures.

Completed during 2003-2004 4.9.1 Provide on-going technical 4.9.5 Provide on-going technical 4.9.6 Provide on-going technical 4.9.7 Provide on-going technical 4.9.8 Provide on-going technical assistance and support to schools assistance and support to schools assistance and support to schools assistance and support to schools assistance and support to schools not making adequate yearly not making adequate yearly not making adequate yearly not making adequate yearly not making adequate yearly progress. progress. progress. progress. progress.

Revised for 2006 – 2007 Appendix A – Page 56

2003 – 2008 Action Plan Strategic Priority: High Student Achievement Revised for 2005-2006

Strategy 4: Analyze student performance to evaluate program effectiveness and identify learning needs.

Reading/Language Arts and English Assessment Action Steps 2003-2004 2004-2005 2005-2006 2006-2007 2007-2008 4.10.1 Revise high school 4.10.5 Continue to revise high 4.10.6 Continue to revise high 4.10.7 Continue to revise high 4.10.8 Continue to revise high English/language arts school English/language arts school English/language arts school English/language arts school English/language arts assessments to align with the assessments to align them with assessments to align them with assessments to align them with assessments to align them with state grade level content High School Assessments. High School Assessments. High School Assessments. High School Assessments. standards and the format of High School Assessments. 4.11.1 Administer a norm- 4.11.5 Administer a norm- 4.11.6 Administer a norm- 4.11.7 Administer a norm- 4.11.8 Administer a norm- referenced assessment for referenced assessment for referenced assessment for referenced assessment for referenced assessment for reading/language arts in Grades reading/language arts in Grades reading/language arts in Grades reading/language arts in Grades reading/language arts in Grades K-2, utilizing results to guide K-2, utilizing results to guide K-2, utilizing results to guide K-2, utilizing results to guide K-2, utilizing results to guide program evaluation. program evaluation. program evaluation. program evaluation. program evaluation.

Revised for 2006 – 2007 Appendix A – Page 57

2003 – 2008 Action Plan Strategic Priority: High Student Achievement Revised for 2005-2006

Strategy 4: Analyze student performance to evaluate program effectiveness and identify learning needs.

Math Assessment Action Steps 2003-2004 2004-2005 2005-2006 2006-2007 2007-2008 4.12.1 Administer a norm- 4.12.5 Administer a norm- 4.12.6 Administer a norm- 4.12.7 Administer a norm- 4.12.8 Administer a norm- referenced assessment for math referenced assessment for math referenced assessment for math referenced assessment for math referenced assessment for math in Grades K-2, utilizing results to in Grades K-2, utilizing results to in Grades K-2, utilizing results to in Grades K-2, utilizing results to in Grades K-2, utilizing results to guide program evaluation. guide program evaluation. guide program evaluation. guide program evaluation. guide program evaluation.

Revised for 2006 – 2007 Appendix A – Page 58

2003 – 2008 Action Plan Strategic Priority: High Student Achievement Revised for 2005-2006

Strategy 4: Analyze student performance to evaluate program effectiveness and identify learning needs.

English Language Learners Assessment Action Steps 2003-2004 2004-2005 2005-2006 2006-2007 2007-2008 4.13.5 Support the ELL assessment process through the appointment of two half-time ELL Testing Coordinators. 4.14.1 Monitor the progress of 4.14.5 Monitor the progress of 4.14.6 Monitor the progress of 4.14.7 Monitor the progress of 4.14.8 Monitor the progress of English Language Learners in English Language Learners in English Language Learners in English Language Learners in English Language Learners in becoming proficient in English becoming proficient in English becoming proficient in English becoming proficient in English becoming proficient in English utilizing formative and utilizing formative and utilizing formative and utilizing formative and utilizing formative and summative assessments (e.g., summative assessments, utilizing summative assessments, utilizing summative assessments, utilizing summative assessments, utilizing Idea Proficiency Test – IPT, results to modify program results to modify program results to modify program results to modify program ANA Language Test), utilizing appropriately. appropriately. appropriately. appropriately. results to modify program appropriately.

Revised for 2006 – 2007 Appendix A – Page 59

2003 – 2008 Action Plan Strategic Priority: High Student Achievement Revised for 2005-2006

Strategy 4: Analyze student performance to evaluate program effectiveness and identify learning needs.

Pre-K / K Assessment Action Steps 2003-2004 2004-2005 2005-2006 2006-2007 2007-2008 4.15.1 Assess pre-K and K 4.15.5 Assess pre-K and K 4.15.6 Assess pre-K and K 4.15.7 Assess pre-K and K 4.15.8 Assess pre-K and K student work using report cards, student work using report cards, student work using report cards, student work using report cards, student work using report cards, checklists, the MMSR Work checklists, the MMSR Work checklists, the MMSR Work checklists, the MMSR Work checklists, the MMSR Work Sampling System, portfolios, and Sampling System, portfolios, and Sampling System, portfolios, and Sampling System, portfolios, and Sampling System, portfolios, and teacher-made assessments, teacher-made assessments, teacher-made assessments, teacher-made assessments, teacher-made assessments, utilizing results to modify utilizing results to modify utilizing results to modify utilizing results to modify utilizing results to modify program appropriately. program appropriately. program appropriately. program appropriately. program appropriately. 4.16.1 Develop report cards for 4.16.5 Develop report cards for pre-K and kindergarten student pre-K and kindergarten student progress aligned with state progress aligned with state content standards. content standards.

Integrated with Action Step 4.23.5 4.17.5 Implement the use of 4.17.6 Implement the use of 4.17.7 Implement the use of 4.17.8 Implement the use of diagnostic reading/language arts diagnostic reading/language arts diagnostic reading/language arts diagnostic reading/language arts and math assessments for and math assessments for and math assessments for and math assessments for kindergarteners. kindergarteners. kindergarteners. kindergarteners.

Revised for 2006 – 2007 Appendix A – Page 60

2003 – 2008 Action Plan Strategic Priority: High Student Achievement Revised for 2005-2006

Strategy 4: Analyze student performance to evaluate program effectiveness and identify learning needs.

Fine Arts Assessment Action Steps 2003-2004 2004-2005 2005-2006 2006-2007 2007-2008 4.18.1 Develop, implement, and 4.18.5 Monitor student 4.18.6 Monitor student 4.18.7 Monitor student 4.18.8 Monitor student score music assessments in performance on music performance on music performance on music performance on music Grades 2, 5 and 7. assessments in Grades 2, 5 and 7 assessments in Grades 2, 5 and 7 assessments in Grades 2, 5 and 7 assessments in Grades 2, 5 and 7 and revise curriculum as needed. and revise curriculum as needed. and revise curriculum as needed. and revise curriculum as needed. 4.19.1 Develop, implement, and 4.19.5 Monitor student 4.19.6 Monitor student 4.19.7 Monitor student 4.19.8 Monitor student score visual art assessments in performance on visual art performance on visual art performance on visual art performance on visual art Grades 5 and 7. assessments in Grades 5 and 7 assessments in Grades 2, 5 and 7 assessments in Grades 2, 5 and 7 assessments in Grades 2, 5 and 7 and revise curriculum as needed. and revise curriculum as needed. and revise curriculum as needed. and revise curriculum as needed. 4.20.1 Phase-in the development 4.20.5 Continue to phase-in the 4.20.6 Continue to phase-in the 4.20.7 Monitor student 4.20.8 Monitor student and implementation/scoring of development and development and performance on music and visual performance on music and visual mid-year and end-of-course implementation/scoring of mid- implementation/scoring of mid- art assessments in Grades 9-12 art assessments in Grades 9-12 music and visual art assessments year and end-of-course music year and end-of-course music and revise curriculum as needed. and revise curriculum as needed. in Grades 9-12. and visual art assessments in and visual art assessments in Grades 9-12, monitoring student Grades 9-12, monitoring student performance and revising performance and revising curriculum as needed. curriculum as needed.

Revised for 2006 – 2007 Appendix A – Page 61

2003 – 2008 Action Plan Strategic Priority: High Student Achievement Revised for 2005-2006

Strategy 4: Analyze student performance to evaluate program effectiveness and identify learning needs.

Career and Technology Education Assessment Action Steps 2003-2004 2004-2005 2005-2006 2006-2007 2007-2008 4.21.1 Monitor the progress of 4.21.5 Monitor the progress of 4.21.6 Monitor the progress of 4.21.7 Monitor the progress of 4.21.8 Monitor the progress of career and technology education career and technology education career and technology education career and technology education career and technology education students in becoming proficient students in becoming proficient students in becoming proficient students in becoming proficient students in becoming proficient in industry-rated competencies in industry-rated competencies in industry-rated competencies in industry-rated competencies in industry-rated competencies utilizing electronic student utilizing electronic student utilizing electronic student utilizing electronic student utilizing electronic student profiles. profiles. profiles. profiles. profiles. 4.22.1 Study the feasibility of 4.22.5 Provide opportunities for 4.22.6 Provide opportunities for 4.22.7 Provide opportunities for 4.22.8 Provide opportunities for providing national certification national certification for career national certification for career national certification for career national certification for career opportunities for career and and technology education and technology education and technology education and technology education technology education students. students. students. students. students.

Revised for 2006 – 2007 Appendix A – Page 62

2003 – 2008 Action Plan Strategic Priority: High Student Achievement Revised for 2006-2007

Strategy 4: Analyze student performance to evaluate program effectiveness and identify learning needs.

New 2004-2005 Assessment Action Steps 2003-2004 2004-2005 2005-2006 2006-2007 2007-2008 4.23.5 Research and initiate the 4.23.6 Research and initiate the 4.23.7 Continue the development development of standards- development of standards-based and piloting of standards-based based report cards. report cards in selected grades. report cards in selected grades. 4.24.5 Develop and implement 4.24.6 Revise and implement 4.24.7 Revise and implement 4.24.8 Revise and implement cumulative math assessments cumulative math assessments to benchmark math assessments to benchmark math assessments to to identify learning needs. identify learning needs. identify learning needs. identify learning needs. 4.25.5 Provide on-going 4.25.6 Provide on-going 4.25.7 Provide on-going 4.25.8 Provide on-going technical assistance and technical assistance and support technical assistance and support technical assistance and support support to locally identified to Schools in Need of Local to Schools in Need of Local to Schools in Need of Local focus schools (i.e., those schools Attention and schools where Attention and schools where Attention and schools where where student performance student performance trend data student performance trend data student performance trend data trend data indicates the indicates the possibility of not indicates the possibility of not indicates the possibility of not possibility of not making making Adequate Yearly making Adequate Yearly making Adequate Yearly adequate yearly progress in the Progress in the future. Progress in the future. Progress in the future. future). 4.26.5 Modify test 4.26.6 Modify test administration 4.26.7 Modify test administration 4.26.8 Modify test administration administration practices and practices and procedures to practices and procedures to practices and procedures to procedures to ensure optimal ensure optimal test-taking ensure optimal test-taking ensure optimal test-taking test-taking conditions. conditions. conditions. conditions.

Revised for 2006 – 2007 Appendix A – Page 62A

2003 – 2008 Action Plan Strategic Priority: High Student Achievement Revised for 2006-2007

Strategy 4: Analyze student performance to evaluate program effectiveness and identify learning needs.

New 2004-2005 Assessment Action Steps 4.27.5 Include test items on 4.27.6 Include test items on 4.27.7 Include test items on 4.27.8 Include test items on teacher-made assessments in teacher-made assessments in teacher-made assessments in teacher-made assessments in Reading/Language Reading/Language Arts/English Reading/Language Arts/English Reading/Language Arts/English Arts/English utilizing state utilizing state assessment limits utilizing state assessment limits utilizing state assessment limits assessment limits to identify to identify student weaknesses to identify student weaknesses to identify student weaknesses student weaknesses and and prescribe appropriate and prescribe appropriate and prescribe appropriate prescribe appropriate interventions. interventions. interventions. interventions. 4.28.5 Include test items on 4.28.6 Include test items on 4.28.7 Include test items on 4.28.8 Include test items on teacher-made assessments in teacher-made assessments in teacher-made assessments in teacher-made assessments in math (including Algebra and math (including Algebra) math (including Algebra) math (including Algebra) Geometry at the secondary utilizing state assessment limits utilizing state assessment limits utilizing state assessment limits level) utilizing state assessment to identify student weaknesses to identify student weaknesses to identify student weaknesses limits to identify student and prescribe appropriate and prescribe appropriate and prescribe appropriate weaknesses and prescribe interventions. interventions. interventions. appropriate interventions. 4.29.5 Include test items on 4.29.6 Include test items on 4.29.7 Include test items on 4.29.8 Include test items on teacher-made assessments in teacher-made assessments in teacher-made assessments in teacher-made assessments in science (including Biology) science (including Biology) science (including Biology) science (including Biology) utilizing state assessment limits utilizing state assessment limits utilizing state assessment limits utilizing state assessment limits to identify student weaknesses to identify student weaknesses to identify student weaknesses to identify student weaknesses and prescribe appropriate and prescribe appropriate and prescribe appropriate and prescribe appropriate interventions. interventions. interventions. interventions. 4.30.5 Include test items on 4.30.6 Include test items on 4.30.7 Include test items on 4.30.8 Include test items on teacher-made assessments in teacher-made assessments in teacher-made assessments in teacher-made assessments in social studies (including social studies (including social studies (including social studies (including Government) utilizing state Government) utilizing state Government) utilizing state Government) utilizing state assessment limits to identify assessment limits to identify assessment limits to identify assessment limits to identify student weaknesses and student weaknesses and prescribe student weaknesses and prescribe student weaknesses and prescribe prescribe appropriate appropriate interventions. appropriate interventions. appropriate interventions. interventions.

Revised for 2006 – 2007 Appendix A – Page 62B

2003 – 2008 Action Plan Strategic Priority: High Student Achievement Revised for 2006-2007

Strategy 4: Analyze student performance to evaluate program effectiveness and identify learning needs.

New 2004-2005 Assessment Action Steps 4.31.5 Utilize the resources on 4.31.6 Utilize the resources on 4.31.7 Utilize the resources on 4.31.8 Utilize the resources on mdk12.org to engage students mdk12.org to engage students in mdk12.org to engage students in mdk12.org to engage students in in Algebra in practice sessions Algebra in practice sessions with Algebra in practice sessions with Algebra in practice sessions with with HSA public release items. HSA public release items. HSA public release items. HSA public release items. 4.32.5 Utilize the resources on 4.32.6 Utilize the resources on mdk12.org to engage students mdk12.org to engage students in in Geometry in practice Geometry in practice sessions sessions with HSA public with HSA public release items. release items. 4.33.5 Utilize the resources on 4.33.6 Utilize the resources on 4.33.7 Utilize the resources on 4.33.8 Utilize the resources on mdk12.org to engage students mdk12.org to engage students in mdk12.org to engage students in mdk12.org to engage students in in English in practice sessions English in practice sessions with English in practice sessions with English in practice sessions with with HSA public release items. HSA public release items. HSA public release items. HSA public release items. 4.34.5 Utilize the resources on 4.34.6 Utilize the resources on 4.34.7 Utilize the resources on 4.34.8 Utilize the resources on mdk12.org to engage students mdk12.org to engage students in mdk12.org to engage students in mdk12.org to engage students in in Biology in practice sessions Biology in practice sessions with Biology in practice sessions with Biology in practice sessions with with HSA public release items. HSA public release items. HSA public release items. HSA public release items. 4.35.5 Utilize the resources on 4.35.6 Utilize the resources on 4.35.7 Utilize the resources on 4.35.8 Utilize the resources on mdk12.org to engage students mdk12.org to engage students in mdk12.org to engage students in mdk12.org to engage students in in Government in practice Government in practice sessions Government in practice sessions Government in practice sessions sessions with HSA public with HSA public release items. with HSA public release items. with HSA public release items. release items.

Revised for 2006 – 2007 Appendix A – Page 62C

2003 – 2008 Action Plan Strategic Priority: High Student Achievement Revised for 2006-2007

Strategy 4: Analyze student performance to evaluate program effectiveness and identify learning needs.

New 2005-2006 Assessment Action Steps 2003-2004 2004-2005 2005-2006 2006-2007 2007-2008 4.36.6 Develop and implement 4.36.7 Implement procedures to 4.36.8 Implement procedures to procedures to allow for the allow for the early admission of allow for the early admission of early admission of eligible eligible children to preK, eligible children to preK, children to preK, kindergarten, and Grade 1. kindergarten, and Grade 1. kindergarten, and Grade 1. 4.37.6 Continue the alignment of French IV/V and Spanish IV/V Criterion Referenced Tests with the format of the English High School Assessment, monitoring results. 4.38.6 Pilot a student data 4.38.7 Act upon the results of the management program (e.g., student data management Just 5 Clicks). program pilot.

Integrated with 4.3.7 4.39.6 Pilot an integrated 4.39.7 Act upon the results of the student data management/ integrated student data formative assessment program management/ formative at one elementary school and assessment program pilot, one middle school (e.g., possibly replicating it at Edusoft). additional schools.

Integrated with 4.3.7

Revised for 2006 – 2007 Appendix A – Page 62D

2003 – 2008 Action Plan Strategic Priority: High Student Achievement Revised for 2006-2007

Strategy 5: Expand challenging educational opportunities for highly-able and gifted and talented students.

Gifted and Talented Action Steps 2003-2004 2004-2005 2005-2006 2006-2007 2007-2008 5.1.1 Initiate alignment of 5.1.5 Continue alignment of 5.1.6 Continue alignment of 5.1.7 Continue alignment of 5.1.8 Continue alignment of Primary Talent Development Primary Talent Development Primary Talent Development Primary Talent Development Primary Talent Development Program strategies with existing Program strategies with existing Program strategies with existing Program strategies with existing Program strategies with existing K to Grade 2 curricula in all K to Grade 2 curricula in all K to Grade 2 curricula in all K to Grade 2 curricula in all K to Grade 2 curricula in all content areas. content areas. content areas. content areas. content areas. 5.2.1 Provide on-going 5.2.5 Provide on-going 5.2.6 Provide on-going 5.2.7 Provide on-going 5.2.8 Provide on-going systematic professional systematic professional systematic professional systematic professional systematic professional development for K to Grade 2 development for K to Grade 2 development for K to Grade 2 development for K to Grade 2 development for K to Grade 2 teachers on the integration of teachers on the integration of teachers on the integration of teachers on the integration of teachers on the integration of Primary Talent Development Primary Talent Development Primary Talent Development Primary Talent Development Primary Talent Development Program strategies with existing Program strategies with existing Program strategies with existing Program strategies with existing Program strategies with existing K to Grade 2 curricula in all K to Grade 2 curricula in all K to Grade 2 curricula in all K to Grade 2 curricula in all K to Grade 2 curricula in all content areas. content areas. content areas. content areas. content areas. 5.3.1 Implement the use of 5.3.5 Implement the use of 5.3.6 Implement the use of 5.3.7 Implement the use of 5.3.8 Implement the use of Primary Talent Development Primary Talent Development Primary Talent Development Primary Talent Development Primary Talent Development Program strategies in classrooms Program strategies in classrooms Program strategies in classrooms Program strategies in classrooms Program strategies in classrooms of teachers who participated in of teachers who participated in of teachers who participated in of teachers who participated in of teachers who participated in the professional development the professional development the professional development the professional development the professional development sessions. sessions. sessions. sessions. sessions. 5.4.1 Monitor the use of Primary 5.4.5 Monitor the use of Primary 5.4.6 Monitor the use of Primary 5.4.7 Monitor the use of Primary 5.4.8 Monitor the use of Primary Talent Development Program Talent Development Program Talent Development Program Talent Development Program Talent Development Program strategies in classrooms of strategies in classrooms of strategies in classrooms of strategies in classrooms of strategies in classrooms of teachers who participated in the teachers who participated in the teachers who participated in the teachers who participated in the teachers who participated in the professional development professional development professional development professional development professional development sessions. sessions. sessions. sessions. sessions. 5.5.5 Initiate SPARK, a gifted and talented pull-out program for students in Grades K-2.

Integrated with Action Step 5.3.5 Revised for 2006 – 2007 Appendix A – Page 63

2003 – 2008 Action Plan Strategic Priority: High Student Achievement Revised for 2006-2007

Strategy 5: Expand challenging educational opportunities for highly-able and gifted and talented students.

Gifted and Talented Action Steps 2003-2004 2004-2005 2005-2006 2006-2007 2007-2008 5.6.1 Provide after school 5.6.5 Provide after school 5.6.6 Provide after school 5.6.7 Provide after school 5.6.8 Provide after school enrichment and creative problem enrichment and creative problem enrichment and creative problem enrichment and creative problem enrichment and creative problem solving activities through the solving activities through the solving activities through the solving activities through the solving activities through the Destination Imagination program Destination Imagination program Destination Imagination program Destination Imagination program Destination Imagination program for students in Grades 3-12 who for students in Grades 3-12 who for students in Grades 3-12 who for students in Grades 3-12 who for students in Grades 3-12 who have traditionally been have traditionally been have traditionally been have traditionally been have traditionally been underserved in gifted and underserved in gifted and underserved in gifted and underserved in gifted and underserved in gifted and talented programs. talented programs. talented programs. talented programs. talented programs. 5.7.1 Foster creative thinking, 5.7.5 Foster creative thinking, 5.7.6 Foster creative thinking, 5.7.7 Foster creative thinking, 5.7.8 Foster creative thinking, communication, and cooperative communication, and cooperative communication, and cooperative communication, and cooperative communication, and cooperative learning skills in highly able learning skills in highly able learning skills in highly able learning skills in highly able learning skills in highly able students through implementation students through implementation students through implementation students through implementation students through implementation of a pilot Touchstones of a continuing pilot of a continuing pilot of a continuing pilot of a continuing pilot Elementary Program in three Touchstones Elementary Touchstones Elementary Touchstones Elementary Touchstones Elementary elementary schools. Program in three elementary Program in three elementary Program in three elementary Program in three elementary schools. schools. schools. schools. 5.8.1 Provide TAD (Thinking 5.8.5 Provide Thinking and 5.8.6 Provide Thinking and 5.8.7 Provide Thinking and 5.8.8 Provide Thinking and and Doing) program for gifted Doing program for gifted and Doing program for gifted and Doing program for gifted and Doing program for gifted and and talented students in Grades talented students in Grades 3-5. talented students in Grades 3-5. talented students in Grades 3-5. talented students in Grades 3-5. 3-5. 5.9.1 Provide GATE (classes in 5.9.5 Provide GATE (classes in 5.9.6 Provide GATE (classes in 5.9.7 Provide GATE (classes in 5.9.8 Provide GATE (classes in math, English, social studies and math, English, social studies and math, English, social studies and math, English, social studies and math, English, social studies and science) for gifted and talented science) for gifted and talented science) for gifted and talented science) for gifted and talented science) for gifted and talented students in Grades 6-8. students in Grades 6-8. students in Grades 6-8. students in Grades 6-8. students in Grades 6-8. 5.10.1 Provide TAG English, a 5.10.5 Provide TAG English, a 5.10.6 Provide TAG English, a 5.10.7 Provide TAG English, a 5.10.8 Provide TAG English, a gifted and talented English gifted and talented English gifted and talented English gifted and talented English gifted and talented English program for students in Grades program for students in Grades program for students in Grades program for students in Grades program for students in Grades 9-11. 9-11. 9-11. 9-11. 9-11.

Revised for 2006 – 2007 Appendix A – Page 64

2003 – 2008 Action Plan Strategic Priority: High Student Achievement Revised for 2006-2007

Strategy 5: Expand challenging educational opportunities for highly-able and gifted and talented students.

Gifted and Talented Action Steps 2003-2004 2004-2005 2005-2006 2006-2007 2007-2008 5.11.1 Collaborate with other 5.11.5 Collaborate with other 5.11.6 Collaborate with other 5.11.7 Collaborate with other 5.11.8 Collaborate with other institutions to increase institutions to increase institutions to increase institutions to increase institutions to increase participation of minorities and participation of minorities and participation of minorities and participation of minorities and participation of minorities and other traditionally other traditionally other traditionally other traditionally other traditionally underrepresented groups in underrepresented groups in underrepresented groups in underrepresented groups in underrepresented groups in special programs to foster talent special programs to foster talent special programs to foster talent special programs to foster talent special programs to foster talent development (e.g., Maryland development (e.g., Maryland development (e.g., Maryland development (e.g., Maryland development (e.g., Maryland Mathematics, Engineering, Mathematics, Engineering, Mathematics, Engineering, Mathematics, Engineering, Mathematics, Engineering, Science Achievement Program) Science Achievement Program) Science Achievement Program) Science Achievement Program) Science Achievement Program) 5.12.1 Develop a plan to use 5.12.5 Implement the plan to use 5.12.6 Implement the plan to use 5.12.7 Implement the plan to use 5.12.8 Implement the plan to use alternative measures to identify alternative measures to identify alternative measures to identify alternative measures to identify alternative measures to identify eligible students (including eligible students (including eligible students (including eligible students (including eligible students (including minorities, English Language minorities, English Language minorities, English Language minorities, English Language minorities, English Language Learners, students with Learners, students with Learners, students with Learners, students with Learners, students with disabilities, and economically disabilities, and economically disabilities, and economically disabilities, and economically disabilities, and economically disadvantaged students) for disadvantaged students) for disadvantaged students) for disadvantaged students) for disadvantaged students) for gifted and talented programs. gifted and talented programs and gifted and talented programs and gifted and talented programs and gifted and talented programs and monitor its effectiveness. monitor its effectiveness. monitor its effectiveness. monitor its effectiveness. 5.13.1 Develop reading/language 5.13.5 Implement 5.13.6 Implement 5.13.7 Implement 5.13.8 Implement arts curricula for Grades 3-5 reading/language arts and math reading/language arts and math reading/language arts and math reading/language arts and math magnet program. curricula for Grades 3-5 magnet curricula for Grades 3-5 magnet curricula for Grades 3-5 magnet curricula for Grades 3-5 magnet program. program. program. program. 5.14.5 Monitor effective and 5.14.6 Monitor effective and 5.14.7 Monitor effective and 5.14.8 Monitor effective and consistent implementation of consistent implementation of consistent implementation of consistent implementation of reading/language arts curricula reading/language arts curricula reading/language arts curricula reading/language arts curricula for Grades 3-5 magnet program. for Grades 3-5 magnet program. for Grades 3-5 magnet program. for Grades 3-5 magnet program.

Revised for 2006 – 2007 Appendix A – Page 65

2003 – 2008 Action Plan Strategic Priority: High Student Achievement Revised for 2006-2007

Strategy 5: Expand challenging educational opportunities for highly-able and gifted and talented students.

Gifted and Talented Action Steps 2003-2004 2004-2005 2005-2006 2006-2007 2007-2008 5.15.5 Revise math curricula 5.15.6 Utilize math curricula for 5.15.7 Utilize math curricula for 5.15.8 Utilize math curricula for for Grades 3-5 magnet Grades 3-5 magnet program to Grades 3-5 magnet program to Grades 3-5 magnet program to program. accelerate student learning. accelerate student learning. accelerate student learning. 5.16.5 Monitor effective and 5.16.6 Monitor effective and 5.16.7 Monitor effective and 5.16.8 Monitor effective and consistent implementation of consistent implementation of consistent implementation of consistent implementation of math curricula for Grades 3-5 math curricula for Grades 3-5 math curricula for Grades 3-5 math curricula for Grades 3-5 magnet program. magnet program. magnet program. magnet program. 5.17.5 Investigate the need for 5.17.6 Monitor staffing needs to 5.17.7 Monitor staffing needs to 5.17.8 Monitor staffing needs to additional advanced level high offer identified advanced level offer identified advanced level offer identified advanced level school course offerings. high school course offerings. high school course offerings. high school course offerings. 5.18.1 Seek funding 5.18.5 Provide innovative 5.18.6 Provide innovative 5.18.7 Provide innovative 5.18.8 Provide innovative opportunities to provide summer enrichment programs for summer enrichment programs for summer enrichment programs for summer enrichment programs for innovative summer enrichment traditionally under served traditionally under served traditionally under served traditionally under served programs for traditionally under students (economically students (economically students (economically students (economically served students (economically disadvantaged, English disadvantaged, English disadvantaged, English disadvantaged, English disadvantaged, English Language Learners) in Language Learners) in Language Learners) in Language Learners) in Language Learners) in collaboration with community collaboration with community collaboration with community collaboration with community collaboration with community organizations and private schools organizations and private schools organizations and private schools organizations and private schools organizations and private schools (O.U.R. Community, Inc. and (O.U.R. Community, Inc. and (O.U.R. Community, Inc. and as grant funding permits. (O.U.R. Community, Inc. and Salisbury School), as grant Salisbury School), as grant Salisbury School), as grant Salisbury School). funding permits. funding permits. funding permits.

Revised for 2006 – 2007 Appendix A – Page 66

2003 – 2008 Action Plan Strategic Priority: High Student Achievement Revised for 2006-2007

Strategy 6: Sustain and expand collaborative relationships and communication between the school system and all stakeholders in support of student learning.

Parent and Community Communication and Collaboration Action Steps 2003-2004 2004-2005 2005-2006 2006-2007 2007-2008 6.1.1 Develop a family 6.1.5 Utilize the family 6.1.6 Utilize the family 6.1.7 Utilize the family 6.1.8 Utilize the family involvement policy aligned with involvement policy to evaluate involvement policy to evaluate involvement policy to evaluate involvement policy to evaluate MSDE’s family involvement current and proposed programs. current and proposed programs. current and proposed programs. current and proposed programs. policy and the National PTA Standards for Parent/Family Involvement Programs including steps to: develop stronger communication and interaction strengthen families and support further education of parents and caregivers promote home learning activities and interactive homework use volunteers during and after school include parents and community members in decision making encourage collaboration with community organizations, agencies, and businesses

Revised for 2006 – 2007 Appendix A – Page 67

2003 – 2008 Action Plan Strategic Priority: High Student Achievement Revised for 2006-2007

Strategy 6: Sustain and expand collaborative relationships and communication between the school system and all stakeholders in support of student learning.

Parent and Community Communication and Collaboration Action Steps 2003-2004 2004-2005 2005-2006 2006-2007 2007-2008 6.2.1 Foster effective 6.2.5 Foster effective 6.2.6 Foster effective 6.2.7 Foster effective 6.2.8 Foster effective communication and communication and communication and communication and communication and collaboration among parents, collaboration among parents, collaboration among parents, collaboration among parents, collaboration among parents, business, community and schools business, community and business, community and business, community and business, community and through the appointment of a schools. schools. schools. schools. Parent, Family, Community Outreach/Communication Coordinator. 6.3.1 Maintain clear 6.3.5 Maintain clear 6.3.6 Maintain clear 6.3.7 Maintain clear 6.3.8 Maintain clear communication with communication with communication with communication with communication with stakeholders through the role of a stakeholders through the role of a stakeholders through the role of a stakeholders through the role of a stakeholders through the role of a designated Public Relations designated Public Relations designated Public Relations designated Public Relations designated Public Relations Liaison at each school and at the Liaison at each school and at the Liaison at each school and at the Liaison at each school and at the Liaison at each school and at the district level. district level. district level. district level. district level. 6.4.1 Encourage greater parent 6.4.5 Encourage greater parent 6.4.6 Encourage greater parent 6.4.7 Encourage greater parent 6.4.8 Encourage greater parent and community involvement to and community involvement to and community involvement to and community involvement to and community involvement to support student learning through support student learning through support student learning through support student learning through support student learning through the role of a designated the role of a designated the role of a designated the role of a designated the role of a designated Volunteer Coordinator at each Volunteer Coordinator at each Volunteer Coordinator at each Volunteer Coordinator at each Volunteer Coordinator at each school. school. school. school. school. 6.5.1 Facilitate parent and family 6.5.5 Facilitate parent and family 6.5.6 Facilitate parent and family 6.5.7 Facilitate parent and family 6.5.8 Facilitate parent and family involvement by establishing involvement by establishing involvement by maintaining involvement by maintaining involvement by maintaining Parent Centers to serve all Title I Parent Centers to serve all Title I Parent Information Centers in all Parent Information Centers in all Parent Information Centers in all elementary schools. schools. Title I schools. Title I schools. Title I schools. 6.6.1 Conduct and analyze 6.6.5 Utilize results of Student, 6.6.6 Utilize results of Student, 6.6.7 Utilize results of Student, 6.6.8 Utilize results of Student, Student, Teacher and Parent Teacher and Parent Perspective Teacher and Parent Perspective Teacher and Parent Perspective Teacher and Parent Perspective Perspective Surveys, utilizing Surveys, making appropriate Surveys, making appropriate Surveys, making appropriate Surveys, making appropriate results to make appropriate program modifications program modifications program modifications program modifications program modifications throughout the school system. throughout the school system. throughout the school system. throughout the school system. throughout the school system. Revised for 2006 – 2007 Appendix A – Page 68

2003 – 2008 Action Plan Strategic Priority: High Student Achievement Revised for 2006-2007

Strategy 6: Sustain and expand collaborative relationships and communication between the school system and all stakeholders in support of student learning.

Parent and Community Communication and Collaboration Action Steps 2003-2004 2004-2005 2005-2006 2006-2007 2007-2008 6.7.1 Provide parents whose 6.7.5 Provide parents whose 6.7.6 Provide parents whose 6.7.7 Provide parents whose 6.7.8 Provide parents whose children attend Title I schools children attend Title I schools children attend Title I schools children attend Title I schools children attend Title I schools notification about their rights to notification about their rights to notification about their rights to notification about their rights to notification about their rights to know the qualifications of their know the qualifications of their know the qualifications of their know the qualifications of their know the qualifications of their teachers. teachers. teachers. teachers. teachers. 6.8.1 Provide parents whose 6.8.5 Provide parents whose 6.8.6 Provide parents whose 6.8.7 Provide parents whose 6.8.8 Provide parents whose children attend low performing children attend low performing children attend low performing children attend low performing children attend low performing Title I schools information about Title I schools information about Title I schools information about Title I schools information about Title I schools information about student transfer and student transfer and student transfer and student transfer and student transfer and supplemental service options. supplemental service options. supplemental service options. supplemental service options. supplemental service options. 6.9.1 Continue to support 6.9.5 Continue to support 6.9.6 Continue to support 6.9.7 Continue to support 6.9.8 Continue to support community-based adult community-based adult community-based adult community-based adult community-based adult education and literacy services. education and literacy services. education and literacy services. education and literacy services. education and literacy services.

Revised for 2006 – 2007 Appendix A – Page 69

2003 – 2008 Action Plan Strategic Priority: High Student Achievement Revised for 2005-2006

Strategy 6: Sustain and expand collaborative relationships and communication between the school system and all stakeholders in support of student learning.

Reading/Language Arts and English Communication and Collaboration Action Steps 2003-2004 2004-2005 2005-2006 2006-2007 2007-2008 6.10.1 Hold Family Reading 6.10.5 Expand the use of Family 6.10.6 Conduct Family Reading 6.10.7 Conduct Family Reading 6.10.8 Conduct Family Reading Nights to provide parents with Reading Nights to provide Nights to provide parents with Nights to provide parents with Nights to provide parents with strategies and activities to help parents with strategies and strategies and activities to help strategies and activities to help strategies and activities to help their children improve reading activities to help their children their children improve reading their children improve reading their children improve reading skills in all Title I schools. improve reading skills to all skills in all elementary and skills in all elementary and skills in all elementary and elementary and middle schools. middle schools. middle schools. middle schools. 6.11.1 Collaborate with 6.11.5 Collaborate with 6.11.6 Collaborate with 6.11.7 Collaborate with 6.11.8 Collaborate with community agencies and community agencies and community agencies and community agencies and community agencies and professional groups to promote professional groups to promote professional groups to promote professional groups to promote professional groups to promote reading (e.g., “Books for Babies” reading (e.g., “Books for Babies” reading (e.g., “Books for Babies” reading (e.g., “Books for Babies” reading (e.g., “Books for Babies” with the Eastern Shore Reading with the Eastern Shore Reading with the Eastern Shore Reading with the Eastern Shore Reading with the Eastern Shore Reading Council, Birth to 4, Wicomico Council, Birth to 4, Wicomico Council, Birth to 4, Wicomico Council, Birth to 4, Wicomico Council, Birth to 4, Wicomico County Public Library). County Public Library). County Public Library). County Public Library). County Public Library).

Revised for 2006 – 2007 Appendix A – Page 70

2003 – 2008 Action Plan Strategic Priority: High Student Achievement Revised for 2005-2006

Strategy 6: Sustain and expand collaborative relationships and communication between the school system and all stakeholders in support of student learning.

Math Communication and Collaboration Action Steps 2003-2004 2004-2005 2005-2006 2006-2007 2007-2008 6.12.1 Provide seminars and 6.12.5 Hold community math 6.12.6 Hold community math 6.12.7 Hold community math 6.12.8 Hold community math outreach activities to establish nights at various places of nights at various places of nights at various places of nights at various places of dialogue and share knowledge of worship and/or community worship and/or community worship and/or community worship and/or community effective math instructional centers to share math strategies. centers to share math strategies centers to share math strategies centers to share math strategies practices for home and school as requested. as requested. as requested. among teachers, administrators, paraprofessionals, parents and childcare providers. 6.13.1 Hold Family Math Nights 6.13.5 Expand the use of Family 6.13.6 Conduct Family Math 6.13.7 Conduct Family Math 6.13.8 Conduct Family Math to provide parents with strategies Math Nights to provide parents Nights to provide parents with Nights to provide parents with Nights to provide parents with and activities to help their with strategies and activities to strategies and activities to help strategies and activities to help strategies and activities to help children improve math skills in help their children improve math their children improve math their children improve math their children improve math all Title I schools. skills to all elementary and skills to all elementary and skills to all elementary and skills to all elementary and middle schools. middle schools. middle schools. middle schools.

Revised for 2006 – 2007 Appendix A – Page 71

2003 – 2008 Action Plan Strategic Priority: High Student Achievement Revised for 2005-2006

Strategy 6: Sustain and expand collaborative relationships and communication between the school system and all stakeholders in support of student learning.

English Language Learners Communication and Collaboration Action Steps 2003-2004 2004-2005 2005-2006 2006-2007 2007-2008 6.14.1 Provide transportation for 6.14.5 Provide transportation for 6.14.6 Provide transportation for 6.14.7 Provide transportation for 6.14.8 Provide transportation for English Language Learners and English Language Learners and English Language Learners and English Language Learners and English Language Learners and their families to attend field trips their families to attend field trips their families to attend field trips their families to attend field trips their families to attend field trips and seminars to increase their and seminars to increase their and seminars to increase their and seminars to increase their and seminars to increase their awareness of the American awareness of the American awareness of the American awareness of the American awareness of the American culture. culture. culture. culture. culture. 6.15.1 Collaborate with local 6.15.5 Collaborate with local 6.15.6 Collaborate with local 6.15.7 Collaborate with local 6.15.8 Collaborate with local agencies (e.g., Latinos Unidos, agencies (e.g., Latinos Unidos, agencies (e.g., Latinos Unidos, agencies (e.g., Latinos Unidos, agencies (e.g., Latinos Unidos, Health Department, Housing Health Department, Housing Health Department, Housing Health Department, Housing Health Department, Housing Authority) to provide support to Authority) to provide support to Authority) to provide support to Authority) to provide support to Authority) to provide support to English Language Learners and English Language Learners and English Language Learners and English Language Learners and English Language Learners and their families. their families. their families. their families. their families.

Revised for 2006 – 2007 Appendix A – Page 72

2003 – 2008 Action Plan Strategic Priority: High Student Achievement Revised for 2005-2006

Strategy 6: Sustain and expand collaborative relationships and communication between the school system and all stakeholders in support of student learning.

English Language Learners Communication and Collaboration Action Steps 2003-2004 2004-2005 2005-2006 2006-2007 2007-2008 6.16.5 Foster community 6.16.6 Foster community 6.16.7 Foster community 6.16.8 Foster community outreach to support English outreach to support English outreach to support English outreach to support English Language Learners through the Language Learners Language Learners Language Learners appointment of two half-time ELL Community Liaisons who will: • develop procedures for effective coordination between school and community • seek out mentors, translators, and other volunteers as needed • keep an updated list of resources that can be distributed to schools/ESOL teachers periodically • increase parent involvement in schools • create increased awareness of community resources that support school programs.

Revised for 2006 – 2007 Appendix A – Page 73

2003 – 2008 Action Plan Strategic Priority: High Student Achievement Revised for 2005-2006

Strategy 6: Sustain and expand collaborative relationships and communication between the school system and all stakeholders in support of student learning.

Pre-K / K Communication and Collaboration Action Steps 2003-2004 2004-2005 2005-2006 2006-2007 2007-2008 6.17.1 Recruit eligible students 6.17.5 Recruit eligible students 6.17.6 Recruit eligible students 6.17.7 Recruit eligible students 6.17.8 Recruit eligible students for pre-K program in for pre-K program in for pre-K program in for pre-K program in for pre-K program in collaboration with local collaboration with local collaboration with local collaboration with local collaboration with local churches, community churches, community churches, community churches, community churches, community organizations, government organizations, government organizations, government organizations, government organizations, government agencies and health care agencies and health care agencies and health care agencies and health care agencies and health care providers. providers. providers. providers. providers. 6.18.1 Provide seminars on 6.18.5 Provide seminars on 6.18.6 Provide seminars on 6.18.7 Provide seminars on 6.18.8 Provide seminars on parenting skills and information parenting skills and information parenting skills and information parenting skills and information parenting skills and information on child development activities on child development activities on child development activities on child development activities on child development activities for children age birth to four in for children age birth to four in for children age birth to four in for children age birth to four in for children age birth to four in collaboration with community collaboration with community collaboration with community collaboration with community collaboration with community agencies and institutions of agencies and institutions of agencies and institutions of agencies and institutions of agencies and institutions of higher education. higher education. higher education. higher education. higher education. 6.19.1 Establish dialogue and 6.19.5 Establish dialogue and 6.19.6 Establish dialogue and 6.19.7 Establish dialogue and 6.19.8 Establish dialogue and share knowledge among share knowledge among share knowledge among share knowledge among share knowledge among teachers, administrators, teachers, administrators, teachers, administrators, teachers, administrators, teachers, administrators, paraprofessionals, parents and paraprofessionals, parents and paraprofessionals, parents and paraprofessionals, parents and paraprofessionals, parents and childcare providers through childcare providers through childcare providers through childcare providers through childcare providers through seminars and other activities. seminars and other activities. seminars and other activities. seminars and other activities. seminars and other activities. 6.20.1 Provide a variety of 6.20.5 Provide a variety of 6.20.6 Provide a variety of 6.20.7 Provide a variety of 6.20.8 Provide a variety of instructional materials for pre-K instructional materials for pre-K instructional materials for pre-K instructional materials for pre-K instructional materials for pre-K and kindergarten students and kindergarten students and kindergarten students and kindergarten students and kindergarten students through collaboration with through collaboration with through collaboration with through collaboration with through collaboration with business, community and non- business, community and non- business, community and non- business, community and non- business, community and non- profit agencies, and parent profit agencies, and parent profit agencies, and parent profit agencies, and parent profit agencies, and parent organizations. organizations. organizations. organizations. organizations.

Revised for 2006 – 2007 Appendix A – Page 74

2003 – 2008 Action Plan Strategic Priority: High Student Achievement Revised for 2005-2006

Strategy 6: Sustain and expand collaborative relationships and communication between the school system and all stakeholders in support of student learning.

Fine Arts Communication and Collaboration Action Steps 2003-2004 2004-2005 2005-2006 2006-2007 2007-2008 6.21.1 Provide opportunities to 6.21.5 Provide opportunities to 6.21.6 Provide opportunities to 6.21.7 Provide opportunities to 6.21.8 Provide opportunities to showcase student talent in showcase student talent in showcase student talent in showcase student talent in showcase student talent in collaboration with local collaboration with local collaboration with local collaboration with local collaboration with local government, business, and government, business, and government, business, and government, business, and government, business, and community and parent community and parent community and parent community and parent community and parent organizations. organizations. organizations. organizations. organizations.

Revised for 2006 – 2007 Appendix A – Page 75

2003 – 2008 Action Plan Strategic Priority: High Student Achievement Revised for 2005-2006

Strategy 6: Sustain and expand collaborative relationships and communication between the school system and all stakeholders in support of student learning.

Career and Technology Education Communication and Collaboration Action Steps 2003-2004 2004-2005 2005-2006 2006-2007 2007-2008 6.22.1 Provide business mentors, 6.22.5 Provide business mentors, 6.22.6 Provide business mentors, 6.22.7 Provide business mentors, 6.22.8 Provide business mentors, job-shadowing, and internship job-shadowing, and internship job-shadowing, and internship job-shadowing, and internship job-shadowing, and internship opportunities for career and opportunities for career and opportunities for career and opportunities for career and opportunities for career and technology education students technology education students technology education students technology education students technology education students through collaboration with through collaboration with through collaboration with through collaboration with through collaboration with business and community business and community business and community business and community business and community organizations. organizations. organizations. organizations. organizations. 6.23.1 Increase the number of 6.23.5 Increase the number of 6.23.6 Increase the number of 6.23.7 Increase the number of 6.23.8 Increase the number of students who become dual students who become dual students who become dual students who become dual students who become dual completers by fostering completers by fostering completers by fostering completers by fostering completers by fostering understanding of the link understanding of the link understanding of the link understanding of the link understanding of the link between real-world career between real-world career between real-world career between real-world career between real-world career placement and performance and placement and performance and placement and performance and placement and performance and placement and performance and preparedness in high school with preparedness in high school with preparedness in high school with preparedness in high school with preparedness in high school with students and their parents. students and their parents. students and their parents. students and their parents. students and their parents. 6.24.1 Increase student and 6.24.5 Increase student and 6.24.6 Increase student and 6.24.7 Increase student and 6.24.8 Increase student and parent awareness of non- parent awareness of non- parent awareness of non- parent awareness of non- parent awareness of non- traditional opportunities for traditional opportunities for traditional opportunities for traditional opportunities for traditional opportunities for students in career and technology students in career and technology students in career and technology students in career and technology students in career and technology education by holding a “Parent education by holding a “Parent education by holding a “Parent education by holding a “Parent education by holding a “Parent Night” for Applied Technology Night” for Applied Technology Night” for Applied Technology Night” for Applied Technology Night” for Applied Technology Exploration (ATEX) students Exploration (ATEX) students Exploration (ATEX) students Exploration (ATEX) students Exploration (ATEX) students that will highlight non-traditional that will highlight non-traditional that will highlight non-traditional that will highlight non-traditional that will highlight non-traditional successful community members. successful community members. successful community members. successful community members. successful community members.

Revised for 2006 – 2007 Appendix A – Page 76

2003 – 2008 Action Plan Strategic Priority: High Student Achievement Revised for 2005-2006

Strategy 6: Sustain and expand collaborative relationships and communication between the school system and all stakeholders in support of student learning.

Career and Technology Education Communication and Collaboration Action Steps 2003-2004 2004-2005 2005-2006 2006-2007 2007-2008 6.25.1 Increase student and 6.25.5 Increase student and 6.25.6 Increase student and 6.25.7 Increase student and 6.25.8 Increase student and parent awareness of non- parent awareness of non- parent awareness of non- parent awareness of non- parent awareness of non- traditional opportunities for traditional opportunities for traditional opportunities for traditional opportunities for traditional opportunities for students in career and technology students in career and technology students in career and technology students in career and technology students in career and technology education by updating program education by updating program education by utilizing program education by utilizing program education by utilizing program brochures to feature non- brochures to feature non- brochures to feature non- brochures to feature non- brochures to feature non- traditional students. traditional students. traditional students. traditional students. traditional students.

Revised for 2006 – 2007 Appendix A – Page 77

2003 – 2008 Action Plan Strategic Priority: High Student Achievement Revised for 2006-2007

Strategy 6: Sustain and expand collaborative relationships and communication between the school system and all stakeholders in support of student learning.

New 2004-2005 Communication and Collaboration Action Steps 2003-2004 2004-2005 2005-2006 2006-2007 2007-2008 6.26.5 Inform and consult with 6.26.6 Inform and consult with 6.26.7 Inform and consult with 6.26.8 Inform and consult with nonpublic schools about nonpublic schools about nonpublic schools about nonpublic schools about opportunities to participate in opportunities to participate in opportunities to participate in opportunities to participate in federal ESEA and other federal ESEA and other federal ESEA and other federal ESEA and other programs for which they may programs for which they may be programs for which they may be programs for which they may be be eligible. eligible. eligible. eligible. 6.27.5 Inform parents and the 6.27.6 Inform parents and the 6.27.7 Inform parents and the 6.27.8 Inform parents and the community of grade level community of grade level community of grade level community of grade level expectations in reading / expectations in reading / English expectations in reading / English expectations in reading / English English / language arts and / language arts and math and / language arts and math and / language arts and math and math and suggestions of how to suggestions of how to help their suggestions of how to help their suggestions of how to help their help their child meet these child meet these goals. child meet these goals. child meet these goals. goals. 6.28.5 Provide a literacy-based 6.28.6 Provide a literacy-based 6.28.7 Provide a literacy-based 6.28.8 Provide a literacy-based family centered program for family centered program for at- family centered program for at- family centered program for at- at-risk families. risk families. risk families. risk families.

Revised for 2006 – 2007 Appendix A – Page 77A

2003 – 2008 Action Plan Strategic Priority: High Student Achievement Revised for 2006-2007

Strategy 6: Sustain and expand collaborative relationships and communication between the school system and all stakeholders in support of student learning.

New 2005-2006 Communication and Collaboration Action Steps 2003-2004 2004-2005 2005-2006 2006-2007 2007-2008 6.29.6 Participate in the 6.29.7 Participate in the 6.29.8 Participate in the Maryland Scholars program in Maryland Scholars program in Maryland Scholars program in collaboration with the collaboration with the Maryland collaboration with the Maryland Maryland Business Business Roundtable for Business Roundtable for Roundtable for Education. Education. Education.

Revised for 2006 – 2007 Appendix A – Page 77B

2003 – 2008 Action Plan Strategic Priority: Safe Learning Environment Revised for 2006-2007

Strategy 7: Sustain and expand programs and policies to reduce disruptive unsafe and unhealthy student behavior.

Student Behavior Action Steps 2003-2004 2004-2005 2005-2006 2006-2007 2007-2008 7.1.1 Ensure accuracy in 7.1.5 Ensure accuracy in 7.1.6 Ensure accuracy in 7.1.7 Ensure accuracy in 7.1.8 Ensure accuracy in entering, coding, and accessing entering, coding, and accessing entering, coding, and accessing entering, coding, and accessing entering, coding, and accessing office referral and suspension office referral and suspension office referral and suspension office referral and suspension office referral and suspension data through the establishment data by monitoring the data by monitoring the data by monitoring the data by monitoring the and use of consistent system- implementation of consistent implementation of consistent implementation of consistent implementation of consistent wide procedures. system-wide procedures. system-wide procedures. system-wide procedures. system-wide procedures. 7.2.1 Identify trends and areas of 7.2.5 Identify trends and areas of 7.2.6 Identify trends and areas of 7.2.7 Identify trends and areas of 7.2.8 Identify trends and areas of need in student behavior by need in student behavior by need in student behavior by need in student behavior by need in student behavior by monitoring student suspension monitoring student suspension monitoring student suspension monitoring student suspension monitoring student suspension and office referral data, and office referral data, and office referral data, and office referral data, and office referral data, implementing interventions as implementing interventions as implementing interventions as providing support for providing support for appropriate indicated. indicated. indicated. appropriate staff charged with staff charged with implementing implementing interventions. interventions. 7.3.1 Provide on-going 7.3.5 Provide on-going 7.3.6 Provide on-going 7.3.7 Provide on-going 7.3.8 Provide on-going systematic professional systematic professional systematic professional systematic professional systematic professional development (Maryland Student development (Maryland Student development (Maryland Student development (Maryland Student development (Maryland Student Assistance Program – MSAP – Assistance Program – MSAP – Assistance Program – MSAP – Assistance Program – MSAP – Assistance Program – MSAP – training) for additional identified training) for additional identified training) for additional identified training) for additional identified training) for additional identified staff at each middle and high staff at each middle and high staff at each middle and high staff at each middle and high staff at each middle and high school to support the early school to support the early school to support the early school to support the early school to support the early identification of at-risk students identification of at-risk students identification of at-risk students identification of at-risk students identification of at-risk students and the utilization of appropriate and the utilization of appropriate and the utilization of appropriate and the utilization of appropriate and the utilization of appropriate referral processes and referral processes and referral processes and referral processes and referral processes and community resources. community resources. community resources. community resources. community resources.

Revised for 2006 – 2007 Appendix A – Page 78

2003 – 2008 Action Plan Strategic Priority: Safe Learning Environment Revised for 2006-2007

Strategy 7: Sustain and expand programs and policies to reduce disruptive unsafe and unhealthy student behavior.

Student Behavior Action Steps 2003-2004 2004-2005 2005-2006 2006-2007 2007-2008 7.4.1 Monitor the effective and 7.4.5 Monitor the effective and 7.4.6 Monitor the effective and 7.4.7 Monitor the effective and 7.4.8 Monitor the effective and consistent implementation and consistent implementation and consistent implementation and consistent implementation and consistent implementation and documentation of prevention documentation of prevention documentation of prevention documentation of prevention documentation of prevention education curricula, providing education curricula, providing education curricula, providing education curricula, providing education curricula, providing individual professional individual professional individual professional individual professional individual professional development as indicated. development as indicated. development as indicated. development as indicated. development as indicated. 7.5.1 Develop student leadership 7.5.5 Develop student leadership 7.5.6 Develop student leadership 7.5.7 Develop student leadership 7.5.8 Develop student leadership and peer support skills through and peer support skills through and peer support skills through and peer support skills through and peer support skills through capacity-building programs (e.g., capacity-building programs (e.g., capacity-building programs (e.g., capacity-building programs (e.g., capacity-building programs (e.g., Peer Mentoring). Peer Mentoring). Peer Mentoring). Peer Mentoring). Peer Mentoring). 7.6.1 Promote positive values by 7.6.5 Promote positive values by 7.6.6 Promote positive values by 7.6.7 Promote positive values by 7.6.8 Promote positive values by piloting “Character Counts” at piloting “Character Counts” at utilizing “Character Counts” at utilizing “Character Counts” at utilizing “Character Counts” at one elementary and one middle identified schools, analyzing identified schools. identified schools. identified schools. school, analyzing effectiveness. effectiveness. 7.7.1 Provide on-going 7.7.5 Provide on-going 7.7.6 Provide on-going 7.7.7 Provide on-going 7.7.8 Provide on-going systematic professional systematic professional systematic professional systematic professional systematic professional development for two school development for additional development for school teams development for school teams development for school teams teams on Positive Behavioral school teams expressing interest utilizing or expressing interest in utilizing or expressing interest in utilizing or expressing interest in Interventions and Supports on Positive Behavioral using Positive Behavioral using Positive Behavioral using Positive Behavioral (PBIS). Interventions and Supports Interventions and Supports Interventions and Supports Interventions and Supports (PBIS). (PBIS). (PBIS). (PBIS). 7.8.1 Conduct annual review and 7.8.5 Conduct annual review and 7.8.6 Conduct annual review and 7.8.7 Conduct annual review and 7.8.8 Conduct annual review and revision of Emergency revision of Emergency revision of Emergency revision of Emergency revision of Emergency Preparedness Plan for Utility Preparedness Plan for Utility Preparedness Plan for Utility Preparedness Plan for Utility Preparedness Plan for Utility Related Emergencies. Related Emergencies. Related Emergencies. Related Emergencies. Related Emergencies.

Revised for 2006 – 2007 Appendix A – Page 79

2003 – 2008 Action Plan Strategic Priority: Safe Learning Environment Revised for 2006-2007

Strategy 7: Sustain and expand programs and policies to reduce disruptive unsafe and unhealthy student behavior.

Student Behavior Action Steps 2003-2004 2004-2005 2005-2006 2006-2007 2007-2008 7.9.1 Conduct annual review and 7.9.5 Conduct annual review and 7.9.6 Conduct annual review and 7.9.7 Conduct annual review and 7.9.8 Conduct annual review and revision of Crisis Management revision of Crisis Management revision of Crisis Management revision of Crisis Management revision of Crisis Management Plans and regular crisis Plans and regular crisis Plans and regular crisis Plans and regular crisis Plans and regular crisis management and fire drills in all management and fire drills in all management and fire drills in all management and fire drills in all management and fire drills in all schools. schools. schools. schools. schools. 7.10.1 Conduct activities to 7.10.5 Conduct activities to 7.10.6 Conduct activities to 7.10.7 Conduct activities to 7.10.8 Conduct activities to promote student attendance in all promote student attendance in all promote student attendance in all promote student attendance in all promote student attendance in all schools. schools. schools. schools. schools. 7.11.1 Conduct activities to 7.11.5 Conduct activities to 7.11.6 Conduct activities to 7.11.7 Conduct activities to 7.11.8 Conduct activities to increase parent involvement in increase parent involvement in increase parent involvement in increase parent involvement in increase parent involvement in all schools. all schools. all schools. all schools. all schools. 7.12.1 Provide semiannual 7.12.5 Provide semiannual comprehensive safety training comprehensive safety training for all contractual bus drivers for all contractual bus drivers and bus assistants. and bus assistants.

Integrated with Action Step 10.1.5 7.13.1 Establish and 7.13.5 Communicate 7.13.6 Communicate 7.13.7 Communicate 7.13.8 Communicate communicate expectations for expectations for safe student expectations for safe student expectations for safe student expectations for safe student safe student behavior related to behavior related to school bus behavior related to school bus behavior related to school bus behavior related to school bus school bus transportation. transportation. transportation. transportation. transportation. 7.14.1 Promote school safety by 7.14.5 Promote school safety by 7.14.6 Promote school safety 7.14.7 Promote school safety 7.14.8 Promote school safety maintaining the School Resident maintaining the School Resident utilizing the School Resident utilizing the School Resident utilizing the School Resident Officer program, in collaboration Officer program, in collaboration Officer program, in collaboration Officer program, in collaboration Officer program, in collaboration with the Wicomico County with the Wicomico County with the Wicomico County with the Wicomico County with the Wicomico County Sheriff’s Office. Sheriff’s Office. Sheriff’s Office. Sheriff’s Office. Sheriff’s Office.

Revised for 2006 – 2007 Appendix A – Page 80

2003 – 2008 Action Plan Strategic Priority: Safe Learning Environment Revised for 2006-2007

Strategy 7: Sustain and expand programs and policies to reduce disruptive unsafe and unhealthy student behavior.

New 2005-2006 Student Behavior Action Steps 2003-2004 2004-2005 2005-2006 2006-2007 2007-2008 7.15.6 Provide Crisis 7.15.7 Provide Crisis Prevention 7.15.8 Provide Crisis Prevention Prevention Intervention Intervention training. Intervention training. training.

Revised for 2006 – 2007 Appendix A – Page 80A

2003 – 2008 Action Plan Strategic Priority: Safe Learning Environment Revised for 2006-2007

Strategy 7: Sustain and expand programs and policies to reduce disruptive unsafe and unhealthy student behavior.

New 2006-2007 Student Behavior Action Steps 2003-2004 2004-2005 2005-2006 2006-2007 2007-2008 7.16.7 Implement appropriate 7.16.8 Implement appropriate interventions and support interventions and support systems for students whose systems for students whose behavior impedes their behavior impedes their educational progress and educational progress and academic achievement. academic achievement. 7.17.7 Utilize technology-based 7.17.8 Utilize technology-based curriculum delivery methods curriculum delivery methods to to provide an educational provide an educational environment that will support environment that will support learning for identified students learning for identified students whose behavior interferes with whose behavior interferes with their academic success. their academic success. 7.18.7 Provide access to mental 7.18.8 Provide access to mental health services to regular health services to regular education students who have education students who have been suspended from school as been suspended from school as indicated. indicated. 7.19.7 Provide parent outreach 7.19.8 Provide parent outreach programs and information to programs and information to strengthen the collaboration strengthen the collaboration among families and the school among families and the school system to help students succeed system to help students succeed in school. in school.

Revised for 2006 – 2007 Appendix A – Page 80B

2003 – 2008 Action Plan Strategic Priority: Safe Learning Environment Revised for 2006-2007

Strategy 8: Continue to reinforce students’ positive connections to school.

Connections to School Action Steps 2003-2004 2004-2005 2005-2006 2006-2007 2007-2008 8.1.1 Develop uniform 8.1.5 Develop and implement the 8.1.6 Develop and implement the 8.1.7 Develop and implement the 8.1.8 Develop and implement the guidelines and expectations for use of uniform guidelines and use of uniform guidelines and use of uniform guidelines and use of uniform guidelines and student support programs and expectations for student support expectations for student support expectations for student support expectations for student support positions (e.g., Dean of Students, programs and positions (e.g., programs and positions (e.g., programs and positions (e.g., programs and positions (e.g., In-School Suspension, Beyond Opportunity Rooms, Beyond the Opportunity Rooms, Beyond the Opportunity Rooms, Beyond the Opportunity Rooms, Beyond the the Limits, Conflict Resolution, Limits, Conflict Resolution, Limits, Conflict Resolution, Limits, Conflict Resolution, Limits, Conflict Resolution, Home-School Liaison, Guidance CARES), evaluating the CARES), evaluating the CARES), evaluating the CARES), evaluating the Counselor, CARES). effectiveness of each program. effectiveness of each program. effectiveness of each program. effectiveness of each program. 8.2.1 Foster effective 8.2.5 Foster effective 8.2.6 Foster effective 8.2.7 Foster effective 8.2.8 Foster effective communication and communication and communication and communication and communication and collaboration with families collaboration with families collaboration with families collaboration with families collaboration with families through the role of Home-School through the role of Home-School through the role of Home-School through the role of Home-School through the role of Home-School Liaisons at all elementary and Liaisons at all elementary and Liaisons at all elementary and Liaisons at all elementary and Liaisons at all elementary and middle schools. middle schools. middle schools. middle schools. middle schools. 8.3.1 Provide guidance services 8.3.5 Provide guidance and 8.3.6 Provide guidance services 8.3.7 Provide guidance services 8.3.8 Provide guidance services to students at elementary, middle psychological services to to students at elementary, middle to students at elementary, middle to students at elementary, middle and high schools. students at elementary, middle and high schools. and high schools. and high schools. and high schools. 8.4.1 Provide on-going 8.4.5 Provide on-going 8.4.6 Provide on-going 8.4.7 Provide on-going 8.4.8 Provide on-going systematic professional systematic professional systematic professional systematic professional systematic professional development for guidance development for guidance development for guidance development for guidance development for guidance counselors in the areas of counselors in the areas of counselors in the areas of counselors in the areas of counselors in the areas of personal/emotional well-being, personal/emotional well-being, personal/emotional well-being, personal/emotional well-being, personal/emotional well-being, career services and academic career services and academic career services and academic career services and academic career services and academic achievement. achievement. achievement. achievement. achievement.

Revised for 2006 – 2007 Appendix A – Page 81

2003 – 2008 Action Plan Strategic Priority: Safe Learning Environment Revised for 2006-2007

Strategy 8: Continue to reinforce students’ positive connections to school.

Connections to School Action Steps 2003-2004 2004-2005 2005-2006 2006-2007 2007-2008 8.5.1 Develop students’ time 8.5.5 Develop students’ time 8.5.6 Develop students’ time 8.5.7 Develop students’ time 8.5.8 Develop students’ time management and study skills and management and study skills and management and study skills and management and study skills and management and study skills and promote communication with promote communication with promote communication with promote communication with promote communication with parents (e.g., student agendas, parents through the use of parents through the use of parents through the use of parents through the use of newsletters, on-line student agendas, newsletters and student agendas, newsletters and student agendas, newsletters and student agendas, newsletters and communication, family websites. websites. websites. websites. involvement activities). 8.6.1 Provide positive role 8.6.5 Provide positive role 8.6.6 Provide positive role 8.6.7 Provide positive role 8.6.8 Provide positive role models for students through the models for students through the models for students through the models for students through the models for students through the Wicomico Mentoring Project, Wicomico Mentoring Project, Wicomico Mentoring Project, Wicomico Mentoring Project, Wicomico Mentoring Project, focusing on services for focusing on services for focusing on services for focusing on services for focusing on services for secondary students and secondary students and secondary students and secondary students and secondary students and evaluating program evaluating program evaluating program evaluating program evaluating program effectiveness. effectiveness. effectiveness. effectiveness. effectiveness. 8.7.1 Initiate and/or continue 8.7.5 Utilize evaluation data for 8.7.6 Utilize evaluation data for 8.7.7 Sustain, modify or 8.7.8 Sustain, modify or data collection for current programs designed to recognize programs designed to recognize discontinue programs designed discontinue programs designed programs designed to recognize student achievement, increase student achievement, increase to recognize student to recognize student student achievement, increase attendance and reduce office attendance and reduce office achievement, increase attendance achievement, increase attendance attendance and reduce office referrals, suspensions and referrals, suspensions and and reduce office referrals, and reduce office referrals, referrals, suspensions and disruptive behavior to guide disruptive behavior to guide suspensions and disruptive suspensions and disruptive disruptive behavior, gathering decisions about future use. decisions about future use. behavior based on program behavior based on program evidence to evaluate their evaluation data and potential for evaluation data and potential for effectiveness over time. success. success. 8.8.1 Develop student leadership 8.8.5 Develop student leadership 8.8.6 Develop student leadership 8.8.7 Develop student leadership 8.8.8 Develop student leadership skills through the initiation of the skills through the skills through the skills through the skills through the JROTC program at Wicomico implementation of the JROTC implementation of the JROTC implementation of the JROTC implementation of the JROTC High School. program at Wicomico High program at Wicomico High program at Wicomico High program at Wicomico High School. School. School. School.

Revised for 2006 – 2007 Appendix A – Page 82

2003 – 2008 Action Plan Strategic Priority: Safe Learning Environment Revised for 2006-2007

Strategy 8: Continue to reinforce students’ positive connections to school.

Connections to School Action Steps 2003-2004 2004-2005 2005-2006 2006-2007 2007-2008 8.9.1 Support family and student 8.9.5 Support family and student 8.9.6 Support family and student 8.9.7 Support family and student 8.9.8 Support family and student involvement in programs offered involvement in programs offered involvement in programs offered involvement in programs offered involvement in programs offered through the East Salisbury through the East Salisbury through the East Salisbury through the East Salisbury through the East Salisbury Family Center by subsidizing Family Center. Family Center. Family Center. Family Center. transportation costs. 8.10.6 Conduct and analyze student School Climate Surveys, utilizing results to make appropriate program/facility modifications throughout the school system.

Revised for 2006 – 2007 Appendix A – Page 83

2003 – 2008 Action Plan Strategic Priority: Safe Learning Environment Revised for 2006-2007

Strategy 9: Extend programs and ensure effective policies that motivate and support students to attend school and graduate from high school.

Student Support Action Steps 2003-2004 2004-2005 2005-2006 2006-2007 2007-2008 9.1.1 Investigate the Talent 9.1.5 Act upon results of Development Model investigation – possibly piloting (Comprehensive School Reform the Talent Development Model model) for possible use in high in one high school. schools. Integrated with Action Step 2.38.5 9.2.1 Ensure completion of the 9.2.5 Ensure completion of the 9.2.6 Ensure completion of the 9.2.7 Ensure completion of the 9.2.8 Ensure completion of the MSDE Educational Interview MSDE Educational Interview MSDE Educational Interview MSDE Educational Interview MSDE Educational Interview form for each student dropping form for each student dropping form for each student dropping form for each student dropping form for each student dropping out of school. out of school. out of school. out of school. out of school. 9.3.1 Develop and implement 9.3.5 Implement dropout 9.3.6 Implement dropout 9.3.7 Implement dropout 9.3.8 Implement dropout dropout prevention program, prevention program, evaluating prevention program, evaluating prevention program, evaluating prevention program, evaluating evaluating effectiveness and effectiveness and modifying as effectiveness and modifying as effectiveness and modifying as effectiveness and modifying as modifying as indicated. indicated. indicated. indicated. indicated. 9.4.1 Support schools in the early 9.4.5 Support schools in the early 9.4.6 Support schools in the early 9.4.7 Support schools in the early 9.4.8 Support schools in the early identification of at-risk students identification of at-risk students identification of at-risk students identification of at-risk students identification of at-risk students and use of suitable interventions. and use of suitable interventions. and use of suitable interventions. and use of suitable interventions. and use of suitable interventions. 9.5.1 Review current student 9.5.5 Implement and monitor the 9.5.6 Implement and monitor the 9.5.7 Implement and monitor the 9.5.8 Implement and monitor the attendance policy and develop impact of student attendance impact of student attendance impact of student attendance impact of student attendance recommendations as needed. policy. policy. policy. policy. 9.6.1 Develop effective 9.6.5 Continue collaborative 9.6.6 Utilize effective alternative 9.6.7 Utilize effective alternative 9.6.8 Utilize effective alternative alternative approaches for efforts to put in place effective approaches for truancy approaches for truancy approaches for truancy truancy intervention in alternative approaches for intervention prior to juvenile intervention prior to juvenile intervention prior to juvenile collaboration with local truancy intervention prior to adjudication. adjudication. adjudication. district/circuit/juvenile court juvenile adjudication. judges and the Department of Juvenile Justice. Revised for 2006 – 2007 Appendix A – Page 84

2003 – 2008 Action Plan Strategic Priority: Safe Learning Environment Revised for 2006-2007

Strategy 9: Extend programs and ensure effective policies that motivate and support students to attend school and graduate from high school.

Student Support Action Steps 2003-2004 2004-2005 2005-2006 2006-2007 2007-2008 9.7.1 Facilitate truancy 9.7.5 Facilitate truancy 9.7.6 Facilitate truancy 9.7.7 Facilitate truancy 9.7.8 Facilitate truancy intervention by researching intervention by advocating intervention by advocating intervention by advocating intervention by advocating potential legislative changes in appropriate changes as indicated. appropriate changes as indicated. appropriate changes as indicated. appropriate changes as indicated. collaboration with judges, the Department of Juvenile Justice, and Maryland Legislators. 9.8.1 Develop a plan to 9.8.5 Restructure Saturday 9.8.6 Implement Saturday 9.8.7 Implement Saturday 9.8.8 Implement Saturday restructure Saturday School, School, focusing on the School, focusing on the School, focusing on the School, focusing on the focusing on the academic, academic, emotional and social academic, emotional and social academic, emotional and social academic, emotional and social emotional and social needs of needs of students. needs of students. needs of students. needs of students. students. 9.9.1 Support student success in 9.9.5 Support student success in 9.9.6 Support student success in 9.9.7 Support student success in 9.9.8 Support student success in the Wicomico Alternative the Wicomico Alternative the Wicomico Alternative the Wicomico Alternative the Wicomico Alternative Learning Center program Learning Center program. Learning Center program. Learning Center program. Learning Center program. through appropriate staffing. 9.10.1 Investigate successful, 9.10.5 Continue to investigate 9.10.6 Investigate and implement 9.10.7 Investigate and implement 9.10.8 Investigate and implement research-based alternative and implement successful, successful, research-based successful, research-based successful, research-based educational programs to serve at- research-based alternative alternative educational programs alternative educational programs alternative educational programs risk students. educational programs to serve at- to serve at-risk students as to serve at-risk students as to serve at-risk students as risk students as funding permits. resources permit. resources permit. resources permit. 9.11.1 Expand learning 9.11.5 Expand learning 9.11.6 Expand learning 9.11.7 Expand learning 9.11.8 Expand learning opportunities for students by opportunities for students by opportunities for students by opportunities for students by opportunities for students by providing work-study and providing work-study and providing work-study and providing work-study and providing work-study and internship opportunities in internship opportunities in internship opportunities in internship opportunities in internship opportunities in collaboration with business and collaboration with business and collaboration with business and collaboration with business and collaboration with business and community organizations. community organizations. community organizations. community organizations. community organizations.

Revised for 2006 – 2007 Appendix A – Page 85

2003 – 2008 Action Plan Strategic Priority: Safe Learning Environment Revised for 2006-2007

Strategy 9: Extend programs and ensure effective policies that motivate and support students to attend school and graduate from high school.

Student Support Action Steps 2003-2004 2004-2005 2005-2006 2006-2007 2007-2008 9.12.1 Offer alternative pathways 9.12.5 Offer alternative pathways 9.12.6 Offer alternative pathways 9.12.7 Offer alternative pathways 9.12.8 Offer alternative pathways that may lead to a high school that may lead to a high school that may lead to a high school that may lead to a high school that may lead to a high school diploma (e.g., Evening High diploma (e.g., Evening High diploma (e.g., Evening High diploma (e.g., Evening High diploma (e.g., Evening High School), analyzing their School), analyzing their School), analyzing their School), analyzing their School), analyzing their effectiveness. effectiveness. effectiveness. effectiveness. effectiveness. 9.13.1 Identify root causes of 9.13.5 Develop and implement 9.13.6 Develop and implement 9.13.7 Implement strategies to 9.13.8 Implement strategies to less than satisfactory middle one or more strategies to address one or more strategies to address address identified root causes of address identified root causes of school attendance rates. identified root causes of less than identified root causes of less than less than satisfactory middle less than satisfactory middle satisfactory middle school satisfactory middle school school attendance rates. school attendance rates. attendance rates. attendance rates. 9.14.1 Provide an education 9.14.5 Provide an education 9.14.6 Provide an education program for adjudicated youth program for adjudicated youth program for adjudicated youth attending the Lower Shore attending the Lower Shore attending the Lower Shore Discipline, Respect, Integrity Discipline, Respect, Integrity Discipline, Respect, Integrity Leadership and Learning Leadership and Learning Leadership and Learning (D.R.I.L.L.) Academy. (D.R.I.L.L.) Academy. (D.R.I.L.L.) Academy.

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2003 – 2008 Action Plan Strategic Priority: Safe Learning Environment Revised for 2006-2007

Strategy 9: Extend programs and ensure effective policies that motivate and support students to attend school and graduate from high school.

New 2004-2005 Student Support Action Steps 2003-2004 2004-2005 2005-2006 2006-2007 2007-2008 9.15.5 Foster the development 9.15.6 Foster the development of 9.15.7 Foster the development of 9.15.8 Foster the development of of students' emotional, social, students' emotional, social, students' emotional, social, students' emotional, social, academic, artistic and/or academic, artistic and/or physical academic, artistic and/or physical academic, artistic and/or physical physical skills through skills through intramural, co- skills through intramural, co- skills through intramural, co- intramural, co-curricular and curricular and extracuricular curricular and extracuricular curricular and extracuricular extracuricular activities. activities. activities. activities. 9.16.5 Provide support for an 9.16.6 Provide support for an 9.16.7 Provide support for an 9.16.8 Provide support for an education program for education program for education program for education program for adjudicated Wicomico County adjudicated Wicomico County adjudicated Wicomico County adjudicated Wicomico County youth in other jurisdictions. youth in other jurisdictions. youth in other jurisdictions. youth in other jurisdictions. 9.17.5 Provide support for at- 9.17.6 Provide support for at-risk 9.17.7 Provide support for at-risk 9.17.8 Provide support for at-risk risk students to be successful in students to be successful in students to be successful in students to be successful in school. school. school. school.

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2003 – 2008 Action Plan Strategic Priority: Safe Learning Environment Revised for 2006-2007

Strategy 9: Extend programs and ensure effective policies that motivate and support students to attend school and graduate from high school.

New 2005-2006 Student Support Action Steps 2003-2004 2004-2005 2005-2006 2006-2007 2007-2008 9.18.6 Establish, implement 9.18.7 Implement and monitor 9.18.8 Implement and monitor and monitor uniform student uniform student enrollment, uniform student enrollment, enrollment, transfer, transfer, withdrawal, and transfer, withdrawal, and withdrawal, and completer completer data procedures and completer data procedures and data procedures and systems to systems to facilitate tracking systems to facilitate tracking facilitate tracking relevant relevant information by student, relevant information by student, information by student, school, school, and data in an accurate school, and data in an accurate and date in an accurate and and timely manner. and timely manner. timely manner.

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2003 – 2008 Action Plan Strategic Priority: Safe Learning Environment Revised for 2006-2007

Strategy 10: Provide safe and healthful facilities to support student learning.

Safe and Healthful Facilities Action Steps 2003-2004 2004-2005 2005-2006 2006-2007 2007-2008 10.1.1 Increase safety of bus 10.1.5 Provide safe, efficient 10.1.6 Provide safe, efficient 10.1.7 Provide safe, efficient 10.1.8 Provide safe, efficient fleet by maintaining inspection transportation for students to transportation for students to and transportation for students to and transportation for students to and schedule and retrofitting all and from school and to and from school and to and from from school and to and from from school and to and from buses with safety arms. from curricular, co-curricular, curricular, co-curricular, and curricular, co-curricular, and curricular, co-curricular, and and extra-curricular activities extra-curricular activities as extra-curricular activities as extra-curricular activities as as program and policy program and policy guidelines program and policy guidelines program and policy guidelines guidelines indicate. indicate. indicate. indicate. 10.2.1 Ensure life safety 10.2.5 Ensure life safety 10.2.6 Ensure life safety 10.2.7 Ensure life safety 10.2.8 Ensure life safety standards in all schools are standards in all schools are standards in all schools are standards in all schools are standards in all schools are maintained through testing, maintained through testing, maintained through testing, maintained through testing, maintained through testing, inspecting, and servicing such inspecting, and servicing the fire inspecting, and servicing the fire inspecting, and servicing the fire inspecting, and servicing the fire things as panic hardware and fire suppression and alarm suppression and alarm suppression and alarm suppression and alarm suppression and alarm monitoring systems. monitoring systems. monitoring systems. monitoring systems. monitoring systems. 10.3.1 Maintain safe playground 10.3.5 Operate and manage 10.3.6 Operate and manage safe 10.3.7 Operate and manage safe 10.3.8 Operate and manage safe surfaces and provide for snow safe facilities to support facilities to support student facilities to support student facilities to support student removal through purchase of student learning. learning. learning. learning. needed equipment. 10.4.1 Complete alteration and 10.4.5 Complete alteration and 10.4.6 Complete alteration and 10.4.7 Complete alteration and 10.4.8 Complete alteration and facility renovation projects facility renovation projects facility renovation projects facility renovation projects facility renovation projects requested by school requested by school requested by school requested by school requested by school administrators as funding administrators as funding administrators as funding administrators as funding administrators as funding permits. permits. permits. permits. permits. 10.5.1 Conduct Facility 10.5.5 Implement facility plan, 10.5.6 Continue implementation 10.5.7 Continue implementation 10.5.8 Continue implementation Assessment Survey,to review revising as indicated dependent of facility plan, revising as of facility plan, revising as of facility plan, revising as adequacy of school system on funding and continued needs indicated dependent on funding indicated dependent on funding indicated dependent on funding facilities, developing a plan and assessment. and continued needs assessment. and continued needs assessment. and continued needs assessment. budget to address areas of need.

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2003 – 2008 Action Plan Strategic Priority: Effective and Efficient Operations Revised for 2006-2007

Strategy 11: Increase the percentage of classes taught by “highly qualified” teachers.

Recruitment and Hiring Action Steps 2003-2004 2004-2005 2005-2006 2006-2007 2007-2008 11.1.1 Improve teacher 11.1.5 Improve teacher compensation and benefits to be compensation and benefits to be more competitive in the more competitive in the marketplace. marketplace.

Integrated with Action Step 11.2.5 11.2.1 Increase the school 11.2.5 Increase the school 11.2.6 Increase the school 11.2.7 Increase the school 11.2.8 Increase the school system’s competitiveness in the system’s competitiveness in the system’s competitiveness in the system’s competitiveness in the system’s competitiveness in the marketplace by emphasizing the marketplace to attract and retain marketplace to attract and retain marketplace to attract and retain marketplace to attract and retain support structure for teachers “highly qualified” teachers. “highly qualified” teachers. “highly qualified” teachers and a “highly qualified” teachers and a new to the system (e.g., qualified workforce. qualified workforce. induction program, new teacher mentors, peer mentors) during the recruitment process. 11.3.1 Attract and retain “highly 11.3.5 Attract and retain “highly qualified” teachers through the qualified” teachers through the use of incentives, working use of incentives, working collaboratively with retired collaboratively with retired teachers, business and teachers, business and community organizations. community organizations.

Integrated with Action Step 11.2.5 11.4.1 Increase the pool of 11.4.5 Increase the pool of “highly qualified” teacher “highly qualified” teacher candidates through the Resident candidates through the Resident Teacher Certification program. Teacher Certification program. Revised for 2006 – 2007 Appendix A – Page 88

2003 – 2008 Action Plan Strategic Priority: Effective and Efficient Operations Revised for 2006-2007

Strategy 11: Increase the percentage of classes taught by “highly qualified” teachers.

Recruitment and Hiring Action Steps 2003-2004 2004-2005 2005-2006 2006-2007 2007-2008 11.5.1 Sustain and strengthen 11.5.5 Sustain and strengthen 11.5.6 Sustain and strengthen 11.5.7 Sustain and strengthen 11.5.8 Sustain and strengthen partnerships with local partnerships with local partnerships with local partnerships with local partnerships with local institutions of higher education institutions of higher education institutions of higher education institutions of higher education institutions of higher education and community colleges to offer and community colleges to offer and community colleges to offer and community colleges to offer and community colleges to offer customized programs (e.g., early customized programs (e.g., early customized programs (e.g., early customized programs (e.g., early customized programs (e.g., early childhood programs) to promote childhood programs) to promote childhood programs) to promote childhood programs) to promote childhood programs) to promote state certification/ “highly state certification/ “highly state certification/ “highly state certification/ “highly state certification/ “highly qualified” status, and the creation qualified” status, and the creation qualified” status, and the creation qualified” status, and the creation qualified” status, and the creation of Professional Development of Professional Development of Professional Development of Professional Development of Professional Development Schools. Schools. Schools. Schools. Schools. 11.6.1 Increase the pool of 11.6.5 Increase the pool of teacher candidates by teacher candidates by maintaining Wicomico County’s maintaining Wicomico County’s “Grow Your Own” teacher “Grow Your Own” teacher program. program.

Integrated with Action Step 11.2.5 11.7.1 Expand the recruitment 11.7.5 Expand the recruitment process for “highly qualified” process for “highly qualified” teachers to include designated teachers to include designated recruiters, teacher rodeos, and recruiters, teacher rodeos, and other related activities, analyzing other related activities, analyzing effectiveness and making effectiveness and making modifications as needed. modifications as needed.

Integrated with Action Step 11.2.5

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2003 – 2008 Action Plan Strategic Priority: Effective and Efficient Operations Revised for 2004-2005

Strategy 11: Increase the percentage of classes taught by “highly qualified” teachers.

Support for Incumbent and Provisional Teachers Action Steps 2003-2004 2004-2005 2005-2006 2006-2007 2007-2008 11.8.1 Assist incumbent teachers 11.8.5 Assist incumbent teachers 11.8.6 Assist incumbent teachers 11.8.7 Assist incumbent teachers 11.8.8 Assist incumbent teachers to meet “highly qualified” status to meet “highly qualified” status to meet “highly qualified” status to meet “highly qualified” status to meet “highly qualified” status as needed by supporting content as needed by providing content as needed by providing content as needed by providing content as needed by providing content area professional development. area professional development. area professional development. area professional development. area professional development. 11.9.1 Support teacher “career 11.9.5 Support teacher “career 11.9.6 Support teacher “career 11.9.7 Support teacher “career 11.9.8 Support teacher “career changers” by providing changers” by providing changers” by providing changers” by providing changers” by providing professional development on professional development on professional development on professional development on professional development on classroom management, lesson classroom management, lesson classroom management, lesson classroom management, lesson classroom management, lesson planning, etc. planning, etc. planning, etc. planning, etc. planning, etc. 11.10.1 Support incumbent 11.10.5 Support incumbent teachers in meeting “highly teachers in meeting “highly qualified” status through the qualified” status through the tuition reimbursement program. tuition reimbursement program.

Integrated with Action Step 11.8.5 11.11.1 Assist incumbent and 11.11.5 Assist incumbent and provisional teachers meet provisional teachers meet “highly qualified” status through “highly qualified” status through partnerships with local partnerships with local institutions of higher education. institutions of higher education.

Integrated with Action Step 11.8.5 11.12.1 Provide tutorials for 11.12.5 Provide tutorials and test 11.12.6 Provide tutorials and test 11.12.7 Provide tutorials and test 11.12.8 Provide tutorials and test Praxis I/II to assist provisional reimbursement for Praxis I/II to reimbursement for Praxis I/II to reimbursement for Praxis I/II to reimbursement for Praxis I/II to teachers in becoming “highly assist conditional teachers in assist conditional teachers in assist conditional teachers in assist conditional teachers in qualified.” becoming “highly qualified.” becoming “highly qualified.” becoming “highly qualified.” becoming “highly qualified.” Revised for 2006 – 2007 Appendix A – Page 90

2003 – 2008 Action Plan Strategic Priority: Effective and Efficient Operations Revised for 2004-2005

Strategy 11: Increase the percentage of classes taught by “highly qualified” teachers.

Support for Incumbent and Provisional Teachers Action Steps 2003-2004 2004-2005 2005-2006 2006-2007 2007-2008 11.13.1 Continue to work with 11.13.5 Continue to work with MSDE to establish a separate set MSDE to establish a separate set of qualifying scores on Praxis II of qualifying scores on Praxis II tests for incumbent middle tests for incumbent middle school teachers. school teachers. 11.14.1 Continue to work with 11.14.5 Provide Continuing MSDE to expand Continuing Professional Development Professional Development Policy courses for initial certification in for initial certification to mirror reading and special education. the Reading/Special Education Continuing Professional Development Policy. 11.15.1 Continue to work with 11.15.5 Continue to work with 11.15.6 Continue to work with 11.15.7 Continue to work with 11.15.8 Continue to work with MSDE to expand Continuing MSDE to expand Continuing MSDE to expand Continuing MSDE to expand Continuing MSDE to expand Continuing Professional Development Professional Development Professional Development Professional Development Professional Development course offerings for re- course offerings for re- course offerings for re- course offerings for re- course offerings for re- certification. certification. certification. certification. certification. 11.16.1 Continue to work with 11.16.5 Continue to work with MSDE to offer composite scores MSDE to offer composite scores on Praxis II tests. on Praxis II tests. 11.17.1 Monitor the status of 11.17.5 Monitor the status of 11.17.6 Monitor the status of 11.17.7 Monitor the status of 11.17.8 Monitor the status of teachers for “highly qualified” teachers for “highly qualified” teachers for “highly qualified” teachers for “highly qualified” teachers for “highly qualified” requirements through the requirements through the requirements through the requirements through the requirements through the redesign of the teacher redesign of the teacher redesign of the teacher redesign of the teacher redesign of the teacher evaluation process. evaluation process. evaluation process. evaluation process. evaluation process.

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2003 – 2008 Action Plan Strategic Priority: Effective and Efficient Operations Revised for 2004-2005

Strategy 11: Increase the percentage of classes taught by “highly qualified” teachers.

Support for Incumbent and Provisional Teachers Action Steps 2003-2004 2004-2005 2005-2006 2006-2007 2007-2008 11.18.1 Maintain strong 11.18.5 Maintain strong 11.18.6 Maintain strong 11.18.7 Maintain strong 11.18.8 Maintain strong communication links between communication links between communication links between communication links between communication links between Dept. of Human Resources and Dept. of Human Resources and Dept. of Human Resources and Dept. of Human Resources and Dept. of Human Resources and teachers, principals and teachers, principals and teachers, principals and teachers, principals and teachers, principals and supervisors regarding “highly supervisors regarding “highly supervisors regarding “highly supervisors regarding “highly supervisors regarding “highly qualified” status of individual qualified” status of individual qualified” status of individual qualified” status of individual qualified” status of individual teachers. teachers. teachers. teachers. teachers. 11.19.1 Set expectations for 11.19.5 Monitor teacher 11.19.6 Monitor teacher 11.19.7 Monitor teacher 11.19.8 Monitor teacher incumbent teachers to maintain coursework for certification coursework for certification coursework for certification coursework for certification certification. requirements. requirements. requirements. requirements.

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Strategy 11: Increase the percentage of classes taught by “highly qualified” teachers. Allocation of “Highly Qualified” Teachers Action Steps 2003-2004 2004-2005 2005-2006 2006-2007 2007-2008 11.20.1 Create a database of 11.20.5 Maintain the database 11.20.6 Maintain the database of 11.20.7 Maintain the database of 11.20.8 Maintain the database of classes taught by “highly showing the number of classes classes taught by “highly classes taught by “highly classes taught by “highly qualified” teachers and by non- taught by “highly qualified” qualified” teachers and by non- qualified” teachers and by non- qualified” teachers and by non- “highly qualified” teachers in all teachers and by non-“highly “highly qualified” teachers in all “highly qualified” teachers in all “highly qualified” teachers in all schools and in “high poverty” qualified” teachers in all schools schools and in “high poverty” schools and in “high poverty” schools and in “high poverty” schools. and in “high poverty” schools. schools. schools. schools. 11.21.5 Fulfill additional human 11.21.6 Monitor need for support 11.21.7 Monitor need for support 11.21.8 Monitor need for support resource data reporting of human resource NCLB data of human resource NCLB data of human resource NCLB data requirements for new NCLB reporting requirements and reporting requirements and reporting requirements and requirements in a timely and provide staff as indicated. provide staff as indicated. provide staff as indicated. accurate manner. 11.22.1 Review assignments of 11.22.5 Review assignments of 11.22.6 Review assignments of 11.22.7 Review assignments of 11.22.8 Review assignments of teachers and make necessary teachers and make necessary teachers and make necessary teachers and make necessary teachers and make necessary personnel changes to ensure personnel changes to ensure personnel changes to ensure personnel changes to ensure personnel changes to ensure classes are taught by “highly classes are taught by “highly classes are taught by “highly classes are taught by “highly classes are taught by “highly qualified” teachers. qualified” teachers. qualified” teachers. qualified” teachers. qualified” teachers. 11.23.1 Initiate a plan to transfer 11.23.5 Continue to implement 11.23.6 Continue to implement 11.23.7 Monitor teacher 11.23.8 Monitor teacher or reassign “highly qualified” the plan to transfer or reassign the plan to transfer or reassign assignments to ensure “high assignments to ensure “high teachers to “high poverty” “highly qualified” teachers to “highly qualified” teachers to poverty” schools are served by poverty” schools are served by schools, as needed. “high poverty” schools, as “high poverty” schools, as “highly qualified” teachers. “highly qualified” teachers. needed. needed. 11.24.1 Assign “highly 11.24.5 Assign “highly 11.24.6 Assign “highly 11.24.7 Assign “highly 11.24.8 Assign “highly qualified” new teachers to “high qualified” new teachers to “high qualified” new teachers to “high qualified” new teachers to “high qualified” new teachers to “high poverty” schools. poverty” schools. poverty” schools. poverty” schools. poverty” schools.

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2003 – 2008 Action Plan Strategic Priority: Effective and Efficient Operations Revised for 2006-2007

Strategy 12: Increase the percentage of paraprofessionals who are qualified.

Recruitment, Hiring and Retention Action Steps 2003-2004 2004-2005 2005-2006 2006-2007 2007-2008 12.1.1 Review, analyze and 12.1.5 Increase the school 12.1.6 Increase the school 12.1.7 Increase the school 12.1.8 Increase the school revise the compensation schedule system’s competitiveness in the system’s competitiveness in the system’s competitiveness in the system’s competitiveness in the for paraprofessionals to reflect marketplace to attract and retain marketplace to attract and retain marketplace to attract and retain marketplace to attract and retain new qualification requirements. qualified paraprofessionals. qualified paraprofessionals. qualified paraprofessionals. qualified paraprofessionals. 12.2.1 Develop and/or enhance 12.2.5 Develop and/or enhance partnerships with local partnerships with local community colleges to recruit community colleges to recruit qualified paraprofessional qualified paraprofessional candidates. candidates.

Integrated with Action Step 12.1.5 12.3.5 Implement recruitment process for qualified paraprofessionals utilizing rodeo concept.

Integrated with Action Step 12.1.5

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2003 – 2008 Action Plan Strategic Priority: Effective and Efficient Operations Revised for 2006-2007

Strategy 12: Increase the percentage of paraprofessionals who are qualified. Support for Incumbent Paraprofessionals Action Steps 2003-2004 2004-2005 2005-2006 2006-2007 2007-2008 12.4.5 Implement a mentoring program for paraprofessionals. 12.5.1 Provide paraprofessionals 12.5.5 Assist paraprofessionals 12.5.6 Assist paraprofessionals 12.5.7 Assist paraprofessionals 12.5.8 Assist paraprofessionals with tuition assistance and/or in meeting qualification in meeting qualification in meeting qualification in meeting qualification preparation for required state requirements. requirements. requirements. requirements. tests to meet qualification requirements. 12.6.1 Review assignments of 12.6.5 Ensure paraprofessional 12.6.6 Ensure paraprofessional 12.6.7 Ensure paraprofessional 12.6.8 Ensure paraprofessional paraprofessionals and make assignments are consistent with assignments are consistent with assignments are consistent with assignments are consistent with necessary personnel changes to qualifications. qualifications. qualifications. qualifications. ensure assignments are consistent with qualifications. 12.7.1 Modify paraprofessional 12.7.5 Modify paraprofessional evaluation process to include evaluation process to include review of qualification status and review of qualification status and participation in staff participation in staff development. development.

Completed during 2003-2004 12.8.1 Strengthen 12.8.5 Continue effective 12.8.6 Continue effective 12.8.7 Continue effective 12.8.8 Continue effective communication among the communication among the communication among the communication among the communication among the Department of Human Department of Human Department of Human Department of Human Department of Human Resources, paraprofessionals, Resources, paraprofessionals, Resources, paraprofessionals, Resources, paraprofessionals, Resources, paraprofessionals, and principals regarding and principals regarding and principals regarding and principals regarding and principals regarding paraprofessional qualification paraprofessional qualification paraprofessional qualification paraprofessional qualification paraprofessional qualification status. status. status. status. status.

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2003 – 2008 Action Plan Strategic Priority: Effective and Efficient Operations Revised for 2006-2007

Strategy 12: Increase the percentage of paraprofessionals who are qualified. Support for Incumbent Paraprofessionals Action Steps 2003-2004 2004-2005 2005-2006 2006-2007 2007-2008 12.9.1 Provide on-going 12.9.5 Provide on-going 12.9.6 Provide on-going 12.9.7 Provide on-going 12.9.8 Provide on-going systematic training for systematic training for systematic training for systematic training for systematic training for paraprofessionals in the use of paraprofessionals in the use of paraprofessionals in the use of paraprofessionals in the use of paraprofessionals in the use of technology and legal technology and legal technology and legal technology and legal technology and legal requirements related to requirements related to requirements related to requirements related to requirements related to assignments (e.g., special assignments (e.g., special assignments (e.g., special assignments (e.g., special assignments (e.g., special education, attendance, Title I education, attendance, Title I education, attendance, Title I education, attendance, Title I education, attendance, Title I reading, Title I math). reading, Title I math). reading, Title I math). reading, Title I math). reading, Title I math). 12.10.1 Collaborate with 12.10.5 Collaborate with 12.10.6 Collaborate with 12.10.7 Collaborate with 12.10.8 Collaborate with institutions of higher education institutions of higher education institutions of higher education institutions of higher education institutions of higher education to help paraprofessionals obtain to help paraprofessionals obtain to help paraprofessionals obtain to help paraprofessionals obtain to help paraprofessionals obtain certification. (e.g., dedicated certification. (e.g., dedicated certification. (e.g., dedicated certification. (e.g., dedicated certification. (e.g., dedicated track programs, stand-alone track programs, stand-alone track programs, stand-alone track programs, stand-alone track programs, stand-alone course offerings). course offerings). course offerings). course offerings). course offerings).

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2003 – 2008 Action Plan Strategic Priority: Effective and Efficient Operations Revised for 2006-2007

Strategy 13: Increase the percentage of teachers receiving “high quality" professional development.

New Teacher Action Steps 2003-2004 2004-2005 2005-2006 2006-2007 2007-2008 13.1.1 Maintain the mentor 13.1.5 Provide the mentor 13.1.6 Provide the mentor 13.1.7 Provide the mentor 13.1.8 Provide the mentor teacher consultant program in teacher consultant program in teacher consultant program in teacher consultant program in teacher consultant program in identified schools for new identified schools for new identified schools for new identified schools for new identified schools for new teachers to enable them to teachers to enable them to teachers to enable them to teachers to enable them to teachers to enable them to become effective in the become effective in the become effective in the become effective in the become effective in the classroom more quickly. classroom more quickly. classroom more quickly. classroom more quickly. classroom more quickly. 13.2.1 Maintain the peer mentor 13.2.5 Maintain the peer mentor 13.2.6 Maintain the peer mentor 13.2.7 Maintain the peer mentor 13.2.8 Maintain the peer mentor program in identified schools for program in identified schools for program in identified schools for program in identified schools for program in identified schools for new and returning teachers not new and returning teachers not new and returning teachers not new and returning teachers not new and returning teachers not served by the mentor teacher served by the mentor teacher served by the mentor teacher served by the mentor teacher served by the mentor teacher consultant program to enable consultant program to enable consultant program to enable consultant program to enable consultant program to enable them to become effective in the them to become effective in the them to become effective in the them to become effective in the them to become effective in the classroom more quickly. classroom more quickly. classroom more quickly. classroom more quickly. classroom more quickly. 13.3.1 Monitor the 13.3.5 Implement the new 13.3.6 Implement the new 13.3.7 Implement the new 13.3.8 Implement the new implementation of the new teacher induction program, teacher induction program, teacher induction program, teacher induction program, teacher induction program, analyzing its effectiveness and analyzing its effectiveness and analyzing its effectiveness and analyzing its effectiveness and aligning content to meet state revising as indicated. revising as indicated. revising as indicated. revising as indicated. requirements and the needs of new teachers. 13.4.1 Assist new teachers in the 13.4.5 Assist new teachers in the 13.4.6 Assist new teachers in the 13.4.7 Assist new teachers in the 13.4.8 Assist new teachers in the creation of a personal creation of a personal creation of a personal creation of a personal creation of a personal professional development plan, professional development plan, professional development plan, professional development plan, professional development plan, to be reviewed annually during to be reviewed annually during to be reviewed annually during to be reviewed annually during to be reviewed annually during the evaluation process. the evaluation process. the evaluation process. the evaluation process. the evaluation process.

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Strategy 13: Increase the percentage of teachers receiving “high quality" professional development.

New Teacher Action Steps 2003-2004 2004-2005 2005-2006 2006-2007 2007-2008 13.5.1 Provide additional support 13.5.5 Provide additional support for new teachers through the for new teachers through the use creation of a new teacher’s of a new teacher’s orientation orientation manual and other manual and other resources. resources. Integrated with Action Step 13.3.5

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2003 – 2008 Action Plan Strategic Priority: Effective and Efficient Operations Revised for 2005-2006

Strategy 13: Increase the percentage of teachers receiving “high quality" professional development. All Teachers Action Steps 2003-2004 2004-2005 2005-2006 2006-2007 2007-2008 13.6.1 Identify professional 13.6.5 Offer professional development needs using a development opportunities to variety of means (e.g., surveys, meet identified needs, evaluating professional development results and revising as indicated. evaluation forms). Integrated with Action Step 13.7.5 13.7.1 Develop a long-term plan 13.7.5 Facilitate the continuous 13.7.6 Facilitate the continuous 13.7.7 Facilitate the continuous 13.7.8 Facilitate the continuous for professional development improvement of teacher and improvement of teacher and improvement of teacher and improvement of teacher and consistent with Maryland and administrator skills and content administrator skills and content administrator skills and content administrator skills and content national standards, reviewed and knowledge to support student knowledge to support student knowledge to support student knowledge to support student revised annually to include such learning and close achievement learning and close achievement learning and close achievement learning and close achievement topics as differentiated gaps. gaps. gaps. gaps. instructional strategies and guided peer observation. 13.8.5 Foster the development of 13.8.6 Support the development “highly qualified” teachers of “highly qualified” teachers through the appointment of a through the role of a Coordinator Coordinator of Professional of Professional Development. Development. Completed during 2004-2005 13.9.1 Provide coaching, 13.9.5 Provide coaching, 13.9.6 Provide coaching, 13.9.7 Provide coaching, 13.9.8 Provide coaching, instructional support, and instructional support, and instructional support, and instructional support, and instructional support, and training by eliminating the training utilizing Reading and training utilizing Reading and training utilizing Reading and training utilizing Reading and Schools for Success Facilitator Math Coordinators and Math Coordinators and Math Coordinators and Math Coordinators and positions in schools and Professional Development Professional Development Professional Development Professional Development realigning resources to provide Coaches. Coaches. Coaches. Coaches. school-based Reading and Math Professional Development Coaches. Revised for 2006 – 2007 Appendix A – Page 99

2003 – 2008 Action Plan Strategic Priority: Effective and Efficient Operations Revised for 2005-2006

Strategy 13: Increase the percentage of teachers receiving “high quality" professional development. All Teachers Action Steps 2003-2004 2004-2005 2005-2006 2006-2007 2007-2008 13.10.1 Support teacher 13.10.5 Support teacher 13.10.6 Support teacher 13.10.7 Support teacher 13.10.8 Support teacher participation in the National participation in the National participation in the National participation in the National participation in the National Board Certification Program. Board Certification Program. Board Certification Program. Board Certification Program. Board Certification Program. 13.11.1 Promote professional 13.11.5 Promote professional 13.11.6 Promote professional 13.11.7 Promote professional 13.11.8 Promote professional learning through study groups learning through the use of study learning through the use of study learning through the use of study learning through the use of study and by providing access to groups and by providing access groups and by providing access groups and by providing access groups and by providing access professional literature. to professional literature. to professional literature. to professional literature. to professional literature. 13.12.5 Structure the school year 13.12.6 Structure the school year 13.12.7 Structure the school year 13.12.8 Structure the school year calendar to optimize instructional calendar to optimize instructional calendar to optimize instructional calendar to optimize instructional time and provide time to address time and provide time to address time and provide time to address time and provide time to address professional development needs. professional development needs. professional development needs. professional development needs. 13.13.1 Provide guidelines for 13.13.5 Provide guidelines for the development of school-based the development of school-based professional development plans, professional development plans. aligned with School Improvement Plans. Integrated with Action Step 16.2.5 13.14.1 Implement school-based 13.14.5 Implement school-based professional development plans, professional development plans, aligned with School aligned with School Improvement Plans. Improvement Plans.

Integrated with Action Step 16.2.5 13.15.1 Monitor the 13.15.5 Monitor the implementation of school-based implementation of school-based professional development plans, professional development plans. aligned with School Improvement Plans. Integrated with Action Step 16.2.5 Revised for 2006 – 2007 Appendix A – Page 100

2003 – 2008 Action Plan Strategic Priority: Effective and Efficient Operations Revised for 2005-2006

Strategy 13: Increase the percentage of teachers receiving “high quality" professional development. All Teachers Action Steps 2003-2004 2004-2005 2005-2006 2006-2007 2007-2008 13.16.1 Develop an on-line 13.16.5 Investigate possible 13.16.6 Act upon the results of Learning Management System to software solutions for the the investigation, possibly track and monitor professional monitoring of professional utilizing software to monitor development in collaboration development experiences. professional development with other school systems. experiences. 13.17.1 Develop an on-line 13.17.5 Provide teachers access 13.17.6 Provide teachers access 13.17.7 Provide teachers access 13.17.8 Provide teachers access professional education network to on-line courses to meet to on-line courses to meet to on-line courses to meet to on-line courses to meet to provide resources for certification needs. certification needs. certification needs. certification needs. instruction and to meet educator certification needs in collaboration with other school systems.

Revised for 2006 – 2007 Appendix A – Page 101

2003 – 2008 Action Plan Strategic Priority: Effective and Efficient Operations Revised for 2006-2007

Strategy 14: Upgrade technology infrastructure and increase access to high performance technology for instructional and administrative processes.

Technology Infrastructure and Access Action Steps 2003-2004 2004-2005 2005-2006 2006-2007 2007-2008 14.1.1 Complete pilot and 14.1.5 Evaluate the handheld implement phase two of the computer initiative pilot – handheld computer project possibly expanding the use of supporting the evaluation of handheld computers to additional student learning. teachers.

Integrated with Action Step 2.34.5 14.2.1 Provide handheld 14.2.5 Increase the efficiency 14.2.6 Increase the efficiency 14.2.7 Increase the efficiency 14.2.8 Increase the efficiency computers to all administrators, and effectiveness of completing and effectiveness of completing and effectiveness of completing and effectiveness of completing supervisors and coordinators to administrative tasks through the administrative tasks through the administrative tasks through the administrative tasks through the increase efficiency and use of handheld computers. use of handheld computers. use of handheld computers. use of handheld computers. effectiveness in completing administrative tasks. 14.3.1 Support administration of 14.3.5 Support administration of 14.3.6 Support administration of 14.3.7 Support administration of 14.3.8 Support administration of web-based applications (e.g., web-based applications (e.g., on- web-based applications (e.g., on- web-based applications (e.g., on- web-based applications (e.g., on- computer adaptive Maryland line professional development line professional development line professional development line professional development Functional Reading and Math courses, on-line data collection courses, on-line data collection courses, on-line data collection courses, on-line data collection Tests, on-line professional through surveys) by upgrading through surveys) by upgrading through surveys) by upgrading through surveys) by upgrading development courses, on-line network capabilities. network capabilities. network capabilities. network capabilities. data collection through surveys) by upgrading network capabilities. 14.4.1 Support instructional and 14.4.5 Support instructional and 14.4.6 Support instructional and 14.4.7 Support instructional and 14.4.8 Support instructional and administrative needs by administrative needs by administrative needs by administrative needs by administrative needs by upgrading WAN infrastructure upgrading WAN infrastructure upgrading WAN infrastructure, upgrading WAN infrastructure, upgrading WAN infrastructure, and curricular and administrative and curricular and administrative and curricular and administrative and curricular and administrative and curricular and administrative software. software. software. software. software. Revised for 2006 – 2007 Appendix A – Page 102

2003 – 2008 Action Plan Strategic Priority: Effective and Efficient Operations Revised for 2006-2007

Strategy 14: Upgrade technology infrastructure and increase access to high performance technology for instructional and administrative processes.

Technology Infrastructure and Access Action Steps 2003-2004 2004-2005 2005-2006 2006-2007 2007-2008 14.5.1 Improve access to web- 14.5.5 Upgrade current 14.5.6 Upgrade current 14.5.7 Upgrade current 14.5.8 Upgrade current based and high performance technology and investigate technology and investigate technology and investigate technology and investigate software applications by and/or pilot alternative and/or pilot alternative and/or pilot alternative and/or pilot alternative upgrading computer hardware to technology solutions to evaluate technology solutions to evaluate technology solutions to evaluate technology solutions to evaluate the recommended state standard and support student learning. and support student learning. and support student learning. and support student learning. or better. 14.6.1 Increase student access to 14.6.5 Increase student access to 14.6.6 Increase student access to 14.6.7 Increase student access to 14.6.8 Increase student access to technology by piloting the use of technology by expanding the technology by expanding the technology by expanding the technology by expanding the mobile laptop carts at all availability of mobile laptop availability of mobile laptop availability of mobile laptop availability of mobile laptop elementary schools. carts in schools. carts in schools. carts in schools. carts in schools. 14.7.1 Ensure efficient, safe, 14.7.5 Ensure efficient, safe, 14.7.6 Ensure efficient, safe, 14.7.7 Ensure efficient, safe, 14.7.8 Ensure efficient, safe, secure and regulated use of secure and regulated use of secure and regulated use of secure and regulated use of secure and regulated use of technology by maintaining technology by maintaining technology by maintaining technology by maintaining technology by maintaining compliance with the Children’s compliance with the Children’s compliance with the Children’s compliance with the Children’s compliance with the Children’s Internet Protection Act and Internet Protection Act and Internet Protection Act and Internet Protection Act and Internet Protection Act and upgrading network capabilities, upgrading network capabilities, upgrading network capabilities, upgrading network capabilities, upgrading network capabilities, virus and firewall protection. virus and firewall protection. virus and firewall protection. virus and firewall protection. virus and firewall protection. 14.8.1 Utilize expertise of 14.8.5 Implement plan to 14.8.6 Implement the 2005-2008 14.8.7 Implement the 2005-2008 14.8.8 Implement the 2005-2008 business community to facilitate strengthen technology Technology Plan, utilizing Technology Plan, utilizing Technology Plan, utilizing development of a plan to infrastructure and use, expertise of business community, expertise of business community, expertise of business community, strengthen technology advocating for adequate funding. to strengthen technology to strengthen technology to strengthen technology infrastructure and use. infrastructure and use, infrastructure and use, infrastructure and use, advocating for adequate funding. advocating for adequate funding. advocating for adequate funding.

Revised for 2006 – 2007 Appendix A – Page 103

2003 – 2008 Action Plan Strategic Priority: Effective and Efficient Operations Revised for 2006-2007

Strategy 15: Improve effective use of technology for instructional and administrative processes.

Technology Action Steps 2003-2004 2004-2005 2005-2006 2006-2007 2007-2008 15.1.1 Identify strengths and 15.1.5 Act upon the results of the 15.1.6 Identify strengths and 15.1.7 Act upon the results of the 15.1.8 Identify strengths and opportunities for improvement in technology survey by opportunities for improvement in technology survey by opportunities for improvement in the use of technology for implementing planned the use of technology for implementing planned the use of technology for instructional and administrative improvement actions. instructional and administrative improvement actions. instructional and administrative purposes through the use of an purposes through the use of an purposes through the use of an on-line technology survey, using on-line technology survey, using on-line technology survey, using the results to plan improvement the results to plan improvement the results to plan improvement actions. actions. actions. 15.2.1 Develop an on-line 15.2.5 Determine teacher 15.2.6 Determine teacher 15.2.7 Determine teacher 15.2.8 Determine teacher performance-based technology technology competencies using technology competencies using technology competencies using technology competencies using assessment tool to determine MSDE’s on-line performance- MSDE’s on-line performance- MSDE’s on-line performance- MSDE’s on-line performance- teacher competencies in based technology assessment based technology assessment based technology assessment based technology assessment collaboration with other school tool. tool. tool. tool. systems. 15.3.1 Foster the development of 15.3.5 Foster the development of “highly qualified” teachers who “highly qualified” teachers who can effectively integrate can effectively integrate technology with instruction technology with instruction through the appointment of a through the appointment of a Coordinator of Technology Coordinator of Technology Training/Professional Training. Development. Integrated with Action Step 2.35.5

Revised for 2006 – 2007 Appendix A – Page 104

2003 – 2008 Action Plan Strategic Priority: Effective and Efficient Operations Revised for 2006-2007

Strategy 15: Improve effective use of technology for instructional and administrative processes.

Technology Action Steps 2003-2004 2004-2005 2005-2006 2006-2007 2007-2008 15.4.1 Facilitate communication 15.4.5 Facilitate communication 15.4.6 Facilitate communication 15.4.7 Facilitate communication 15.4.8 Facilitate communication with staff and stakeholders by with staff and stakeholders by with staff and stakeholders by with staff and stakeholders by with staff and stakeholders by establishing procedures to update updating the school system’s updating the school system’s updating the school system’s updating the school system’s and maintain the school system’s website with current information website with current information website with current information website with current information websites. on a regular basis. on a regular basis. on a regular basis. on a regular basis. 15.5.1 Evaluate the cost benefit 15.5.5 Evaluate the cost benefit 15.5.6 Evaluate the cost benefit and the impact on high student and the impact on high student and the impact on high student achievement of providing achievement of providing achievement of providing electronic textbooks. electronic textbooks. electronic textbooks.

Completed during 2004-2005 15.6.1 Support administrative 15.6.5 Monitor need for 15.6.6 Monitor need for 15.6.7 Monitor need for 15.6.8 Monitor need for applications through additional technology solutions for technology solutions for technology solutions for technology solutions for computer programming support. administrative applications and administrative applications and administrative applications and administrative applications and provide staff and software as provide staff and software as provide staff and software as provide staff and software as indicated. indicated. indicated. indicated. 15.7.1 Fulfill additional data 15.7.5 Monitor need for support 15.7.6 Monitor need for support 15.7.7 Monitor need for support 15.7.8 Monitor need for support reporting requirements for new to meet NCLB and BTE Master to meet NCLB and BTE Master to meet NCLB and BTE Master to meet NCLB and BTE Master NCLB requirements in a timely Plan data reporting requirements Plan data reporting requirements Plan data reporting requirements Plan data reporting requirements and accurate manner. and provide staff as indicated. and provide staff as indicated. and provide staff as indicated. and provide staff as indicated. 15.8.1 Evaluate the feasibility of 15.8.5 Pilot and evaluate the 15.8.6 Pilot and evaluate the 15.8.7 Pilot and evaluate the establishing a centralized student effectiveness of using a effectiveness of using a effectiveness of using a enrollment office to increase the centralized student enrollment centralized student enrollment centralized student enrollment efficiency of the enrollment office. office. office. process and the accuracy and integrity of the data. Delayed until 2006-2007 Delayed until 2007-2008 15.9.1 Improve transportation 15.9.5 Improve transportation 15.9.6 Improve transportation 15.9.7 Improve transportation 15.9.8 Improve transportation operations by utilizing operations by utilizing operations by utilizing operations by utilizing operations by utilizing Transfinder Pro software. Transfinder Pro software. Transfinder Pro software. Transfinder Pro software. Transfinder Pro software.

Revised for 2006 – 2007 Appendix A – Page 105

2003 – 2008 Action Plan Strategic Priority: Effective and Efficient Operations Revised for 2006-2007

Strategy 15: Improve effective use of technology for instructional and administrative processes.

New 2004-2005 Technology Action Steps 2003-2004 2004-2005 2005-2006 2006-2007 2007-2008 15.10.5 Develop and implement 15.10.6 Implement and monitor 15.10.7 Implement monitor the 15.10.8 Implement and monitor an approval process for the the approval process for the approval process for the the approval process for the purchase of instructional purchase of instructional purchase of instructional purchase of instructional software. software, revising as indicated. software, revising as indicated. software, revising as indicated.

Revised for 2006 – 2007 Appendix A – Page 105A

2003 – 2008 Action Plan Strategic Priority: Effective and Efficient Operations Revised for 2006-2007

Strategy 16: Improve efficiency and effectiveness of operations by aligning actions and reducing costs through internal and collaborative initiatives.

Internal and Collaborative Action Steps 2003-2004 2004-2005 2005-2006 2006-2007 2007-2008 16.1.1 Support the continuous 16.1.5 Support the continuous 16.1.6 Support the continuous 16.1.7 Support the continuous 16.1.8 Support the continuous improvement process at the improvement process at the improvement process at the improvement process at the improvement process at the school level by providing school level. school level. school level. school level. resources including a Handbook for School Improvement. 16.2.1 Require School 16.2.5 Require School 16.2.6 Require School 16.2.7 Require School 16.2.8 Require School Improvement Plans be aligned Improvement Plans be aligned Improvement Plans be aligned Improvement Plans be aligned Improvement Plans be aligned with the Bridge to Excellence with the Bridge to Excellence with the Bridge to Excellence with the Bridge to Excellence with the Bridge to Excellence Master Plan. Master Plan. Master Plan. Master Plan. Master Plan. 16.3.1 Ensure compliance with 16.3.5 Implement activities 16.3.6 Implement activities 16.3.7 Implement activities 16.3.8 Implement activities requirements imposed by MSDE, necessary for the payment, necessary for the payment, necessary for the payment, necessary for the payment, NCLB and GASB #34 and exchange and maintenance of exchange and maintenance of exchange and maintenance of exchange and maintenance of manage budget allocations to goods and services and the goods and services and the goods and services and the goods and services and the ensure expenditures are made in annual reporting of such annual reporting of such annual reporting of such annual reporting of such compliance with the Bridge to transactions for the school transactions for the school transactions for the school transactions for the school Excellence Master Plan. system in compliance with system in compliance with system in compliance with system in compliance with requirements imposed by requirements imposed by MSDE, requirements imposed by MSDE, requirements imposed by MSDE, MSDE, NCLB and GASB #34, NCLB and GASB #34, as well as NCLB and GASB #34, as well as NCLB and GASB #34, as well as as well as other generally other generally accepted other generally accepted other generally accepted accepted accounting principles. accounting principles. accounting principles. accounting principles. 16.4.5 Ensure compliance with 16.4.6 Ensure compliance with 16.4.7 Ensure compliance with 16.4.8 Ensure compliance with financial and enrollment financial and enrollment financial and enrollment financial and enrollment reporting requirements imposed reporting requirements imposed reporting requirements imposed reporting requirements imposed by the Bridge to Excellence in by the Bridge to Excellence in by the Bridge to Excellence in by the Bridge to Excellence in Public Schools Act. Public Schools Act. Public Schools Act. Public Schools Act.

Revised for 2006 – 2007 VIII – Page 106

2003 – 2008 Action Plan Strategic Priority: Effective and Efficient Operations Revised for 2006-2007

Strategy 16: Improve efficiency and effectiveness of operations by aligning actions and reducing costs through internal and collaborative initiatives.

Internal and Collaborative Action Steps 2003-2004 2004-2005 2005-2006 2006-2007 2007-2008 16.5.1 Implement risk- 16.5.5 Monitor risk-management 16.5.6 Monitor risk-management 16.5.7 Monitor risk-management 16.5.8 Monitor risk-management management plan to realize plan and revise as indicated. plan and revise as indicated. plan and revise as indicated. plan and revise as indicated. savings in workman’s compensation, property and liability insurance. 16.6.1 Continue cooperative 16.6.5 Continue cooperative 16.6.6 Continue cooperative 16.6.7 Continue cooperative 16.6.8 Continue cooperative purchasing through the Eastern purchasing through the Eastern purchasing through the Eastern purchasing through the Eastern purchasing through the Eastern Shore of Maryland Education Shore of Maryland Education Shore of Maryland Education Shore of Maryland Education Shore of Maryland Education Consortium (ESMEC). Consortium (ESMEC). Consortium (ESMEC). Consortium (ESMEC). Consortium (ESMEC). 16.7.1 Continue to participate in 16.7.5 Continue to participate in 16.7.6 Continue to participate in 16.7.7 Continue to participate in 16.7.8 Continue to participate in the ESMEC Energy Trust for the ESMEC Energy Trust for the ESMEC Energy Trust for the ESMEC Energy Trust for the ESMEC Energy Trust for electricity energy services to electricity energy services to electricity energy services to electricity energy services to electricity energy services to contain costs. contain costs. contain costs. contain costs. contain costs. 16.8.1 Collaborate with county 16.8.5 Collaborate with county 16.8.6 Collaborate with county 16.8.7 Collaborate with county 16.8.8 Collaborate with county government to identify additional government to identify additional government to identify additional government to identify additional government to identify additional cooperative purchasing cooperative purchasing cooperative purchasing cooperative purchasing cooperative purchasing opportunities for goods/services. opportunities for goods/services. opportunities for goods/services. opportunities for goods/services. opportunities for goods/services. 16.9.1 Expand efforts to secure 16.9.5 Expand efforts to secure 16.9.6 Expand efforts to secure 16.9.7 Expand efforts to secure 16.9.8 Expand efforts to secure grants, resources and partners. grants, resources and partners. grants, resources and partners. grants, resources and partners. grants, resources and partners. 16.10.1 Reorganize food services 16.10.5 Support student learning 16.10.6 Support student learning 16.10.7 Support student learning 16.10.8 Support student learning staff to improve effectiveness by providing nutritious meals by providing nutritious meals by providing nutritious meals by providing nutritious meals and efficiency of operations. and snacks in a cost-effective and snacks in a cost-effective and snacks in a cost-effective and snacks in a cost-effective and efficient manner. and efficient manner. and efficient manner. and efficient manner. 16.11.5 Improve efficiency of food service operations by modernizing equipment.

Integrated with Action Step 16.10.5 Revised for 2006 – 2007 VIII – Page 107

2003 – 2008 Action Plan Strategic Priority: Effective and Efficient Operations Revised for 2006-2007

Strategy 16: Improve efficiency and effectiveness of operations by aligning actions and reducing costs through internal and collaborative initiatives.

Internal and Collaborative Action Steps 2003-2004 2004-2005 2005-2006 2006-2007 2007-2008 16.12.1 Adjust Educational 16.12.5 Adjust Educational 16.12.6 Adjust Educational 16.12.7 Adjust Educational 16.12.8 Adjust Educational Facilities Master Plan as required Facilities Master Plan as required Facilities Master Plan as required Facilities Master Plan as required Facilities Master Plan as required for implementation of Bridge to for implementation of Bridge to for implementation of Bridge to for implementation of Bridge to for implementation of Bridge to Excellence Master Plan. Excellence Master Plan. Excellence Master Plan. Excellence Master Plan. Excellence Master Plan. 16.13.1 Continue reclassification 16.13.5 Continue reclassification 16.13.6 Continue reclassification 16.13.7 Continue reclassification 16.13.8 Continue reclassification process to maintain a high process to maintain a high process to maintain a high process to maintain a high process to maintain a high quality workforce. quality workforce. quality workforce. quality workforce. quality workforce. 16.14.1 Support maintenance 16.14.5 Support classified staff 16.14.6 Support classified staff 16.14.7 Support classified staff 16.14.8 Support classified staff staff in upgrading their skills and in upgrading their skills and/or in upgrading their skills and/or in upgrading their skills and/or in upgrading their skills and/or obtaining specialty licenses (e.g. obtaining specialty licenses (e.g. obtaining specialty licenses (e.g. obtaining specialty licenses (e.g. obtaining specialty licenses (e.g. HVAC, pesticide applicator). HVAC, pesticide applicator). HVAC, pesticide applicator). HVAC, pesticide applicator). HVAC, pesticide applicator). 16.15.1 Identify additional 16.15.5 Provide increased level 16.15.6 Provide increased level 16.15.7 Provide increased level 16.15.8 Provide increased level custodial services beyond basic of custodial service of custodial service of custodial service of custodial service operations and housekeeping commensurate with available commensurate with available commensurate with available commensurate with available functions required by the schools funding, measuring progress in funding, measuring progress in funding, measuring progress in funding, measuring progress in to support extra-curricula meeting needs and updating meeting needs and updating meeting needs and updating meeting needs and updating activities and various other service plan as indicated. service plan as indicated. service plan as indicated. service plan as indicated. programs. 16.16.1 Identify additional 16.16.5 Provide increased level 16.16.6 Provide increased level 16.16.7 Provide increased level 16.16.8 Provide increased level maintenance resources required of maintenance commensurate of maintenance commensurate of maintenance commensurate of maintenance commensurate to adequately support the school with available funding, with available funding, with available funding, with available funding, system’s operational needs and measuring progress in meeting measuring progress in meeting measuring progress in meeting measuring progress in meeting to maintain public assets. needs and updating service plan needs and updating service plan needs and updating service plan needs and updating service plan as indicated. as indicated. as indicated. as indicated.

Revised for 2006 – 2007 VIII – Page 108

2003 – 2008 Action Plan Strategic Priority: Effective and Efficient Operations Revised for 2006-2007

Strategy 16: Improve efficiency and effectiveness of operations by aligning actions and reducing costs through internal and collaborative initiatives.

Internal and Collaborative Action Steps 2003-2004 2004-2005 2005-2006 2006-2007 2007-2008 16.17.5 Increase the 16.17.6 Increase the 16.17.7 Increase the 16.17.8 Increase the effectiveness and efficiency of effectiveness and efficiency of effectiveness and efficiency of effectiveness and efficiency of maintenance efforts through the maintenance efforts through the maintenance efforts through the maintenance efforts through the replacement of equipment as replacement of equipment as replacement of equipment as replacement of equipment as indicated (e.g., failed forklift indicated. indicated. indicated. truck). 16.18.1 Provide adequate and 16.18.5 Provide adequate and 16.18.6 Provide adequate and 16.18.7 Provide adequate and 16.18.8 Provide adequate and equitable clerical support in equitable clerical support in equitable clerical support in equitable clerical support in equitable clerical support in administrative and school administrative and school administrative and school administrative and school administrative and school offices. offices. offices. offices. offices. 16.19.1 Provide adequate office 16.19.5 Provide adequate office 16.19.6 Provide adequate office 16.19.7 Provide adequate office 16.19.8 Provide adequate office space for Central Office space for Central Office space for Central Office space for Central Office space for Central Office personnel by relocating Evening personnel. personnel. personnel. personnel. High School. 16.20.1 Explore ways to reduce 16.20.5 Continue to explore 16.20.6 Continue to explore 16.20.7 Continue to explore 16.20.8 Continue to explore and/or eliminate paperwork ways to reduce and/or eliminate ways to reduce and/or eliminate ways to reduce and/or eliminate ways to reduce and/or eliminate demands on teachers. paperwork demands on teachers. paperwork demands on teachers. paperwork demands on teachers. paperwork demands on teachers. 16.21.1 Monitor the integrity of 16.21.5 Monitor the integrity of 16.21.6 Monitor the integrity of 16.21.7 Monitor the integrity of 16.21.8 Monitor the integrity of data reporting processes data reporting processes data reporting processes data reporting processes data reporting processes associated with requirements associated with requirements associated with requirements associated with requirements associated with requirements imposed by the Bridge to imposed by the Bridge to imposed by the Bridge to imposed by the Bridge to imposed by the Bridge to Excellence in Public Schools Excellence in Public Schools Excellence in Public Schools Excellence in Public Schools Excellence in Public Schools Act, revising as indicated. Act, revising as indicated. Act, revising as indicated. Act, revising as indicated. Act, revising as indicated. 16.22.1 Establish a protocol for 16.22.5 Establish a protocol for 16.22.6 Implement the protocol student data and assessment and student data and assessment and for student data and assessment program evaluation requests, program evaluation requests, and program evaluation requests, revising as indicated. revising as indicated. revising as indicated.

Integrated with Action Step 4.3.6

Revised for 2006 – 2007 VIII – Page 109

2003 – 2008 Action Plan Strategic Priority: Effective and Efficient Operations Revised for 2006-2007

Strategy 16: Improve efficiency and effectiveness of operations by aligning actions and reducing costs through internal and collaborative initiatives.

New 2004-2005 Internal and Collaborative Action Steps 2003-2004 2004-2005 2005-2006 2006-2007 2007-2008 16.23.5 Direct, plan and 16.23.6 Direct, plan and establish 16.23.7 Direct, plan and establish 16.23.8 Direct, plan and establish establish policy to guide the policy to guide the school system policy to guide the school system policy to guide the school system school system in setting in setting organizational values, in setting organizational values, in setting organizational values, organizational values, directions and performance directions and performance directions and performance directions and performance expectations. expectations. expectations. expectations. 16.24.5 Provide effective 16.24.6 Provide effective 16.24.7 Provide effective 16.24.8 Provide effective administration of the school administration of the school administration of the school administration of the school system to implement system to implement system to implement system to implement organizational values, short- organizational values, shorts and organizational values, shorts and organizational values, shorts and and long-term goals and long-term goals and performance long-term goals and performance long-term goals and performance performance expectations. expectations. expectations. expectations. 16.25.5 Plan, research, develop, 16.25.6 Plan, research, develop, 16.25.7 Plan, research, develop, 16.25.8 Plan, research, develop, and evaluate educational and evaluate educational and evaluate educational and evaluate educational programs to promote student programs to promote student programs to promote student programs to promote student learning. learning. learning. learning. 16.26.5 Provide for the 16.26.6 Provide for the direction, 16.26.7 Provide for the direction, 16.26.8 Provide for the direction, direction, management and management and supervision of management and supervision of management and supervision of supervision of staff services to staff services to create and staff services to create and staff services to create and create and maintain a high maintain a high quality maintain a high quality maintain a high quality quality workforce. workforce. workforce. workforce. 16.27.5 Direct, manage and 16.27.6 Direct, manage and 16.27.7 Direct, manage and 16.27.8 Direct, manage and implement centralized data implement centralized data implement centralized data implement centralized data processing services to drive processing services to drive processing services to drive processing services to drive improvement in student and improvement in student and improvement in student and improvement in student and operational performance. operational performance. operational performance. operational performance.

Revised for 2006 – 2007 Appendix A – Page 109A

2003 – 2008 Action Plan Strategic Priority: Effective and Efficient Operations Revised for 2006-2007

Strategy 16: Improve efficiency and effectiveness of operations by aligning actions and reducing costs through internal and collaborative initiatives.

New 2004-2005 Internal and Collaborative Action Steps 16.28.5 Manage the operations 16.28.6 Manage the operations 16.28.7 Manage the operations 16.28.8 Manage the operations of district schools to create of district schools to create of district schools to create of district schools to create learning environments that learning environments that learning environments that learning environments that encourage high performance. encourage high performance. encourage high performance. encourage high performance. 16.29.5 Provide effective 16.29.6 Provide effective 16.29.7 Provide effective 16.29.8 Provide effective curriculum and instructional curriculum and instructional curriculum and instructional curriculum and instructional programs to promote student programs to promote student programs to promote student programs to promote student learning. learning. learning. learning. 16.30.5 Promote student health 16.30.6 Promote student health 16.30.7 Promote student health 16.30.8 Promote student health and wellness. and wellness. and wellness. and wellness. 16.31.5 Facilitate community 16.31.6 Facilitate community 16.31.7 Facilitate community 16.31.8 Facilitate community access to school system access to school system facilities. access to school system facilities. access to school system facilities. facilities. 16.32.5 Provide for the 16.32.6 Provide for the 16.32.7 Provide for the 16.32.8 Provide for the acquisition, construction, and acquisition, construction, and acquisition, construction, and acquisition, construction, and renovation of land, buildings renovation of land, buildings and renovation of land, buildings and renovation of land, buildings and and equipment to support equipment to support student equipment to support student equipment to support student student learning. learning. learning. learning. 16.33.6 Improve the management of restricted and unrestricted budgets in the Division of Instruction through the appointment of an Instructional Fiscal Specialist. 16.34.5 Develop and maintain a 16.34.6 Develop and maintain a 16.34.7 Develop and maintain a 16.34.8 Develop and maintain a qualified pool of substitute qualified pool of substitute qualified pool of substitute qualified pool of substitute employees (e.g., teachers, employees (e.g., teachers, employees (e.g., teachers, employees (e.g., teachers, clerical staff) to ensure clerical staff) to ensure clerical staff) to ensure clerical staff) to ensure uninterrupted completion of uninterrupted completion of uninterrupted completion of uninterrupted completion of essential tasks of the school essential tasks of the school essential tasks of the school essential tasks of the school system. system. system. system.

Revised for 2006 – 2007 Appendix A – Page 109B

2003 – 2008 Action Plan Strategic Priority: Effective and Efficient Operations Revised for 2006-2007

Strategy 16: Improve efficiency and effectiveness of operations by aligning actions and reducing costs through internal and collaborative initiatives.

New 2004-2005 Internal and Collaborative Action Steps 16.35.5 Maintain student 16.35.6 Maintain student records 16.35.7 Maintain student records 16.35.8 Maintain student records records as required by as required by MSDE’s Student as required by MSDE’s Student as required by MSDE’s Student MSDE’s Student Record Record Manual. Record Manual. Record Manual. Manual. 16.36.5 Maintain equitable 16.36.6 Maintain equitable 16.36.7 Maintain equitable 16.36.8 Maintain equitable distribution of the student distribution of the student distribution of the student distribution of the student population in Wicomico population in Wicomico County population in Wicomico County population in Wicomico County County schools. schools. schools. schools. 16.37.5 Support administrative 16.37.6 Support administrative 16.37.7 Support administrative 16.37.8 Support administrative and instructional copying and instructional copying needs. and instructional copying needs. and instructional copying needs. needs. 16.38.5 Conduct an annual 16.38.6 Conduct an annual staff 16.38.7 Conduct an annual staff 16.38.8 Conduct an annual staff staff audit of all employees. audit of all employees. audit of all employees. audit of all employees. 16.39.5 Maintain liability and 16.39.6 Maintain liability and 16.39.7 Maintain liability and 16.39.8 Maintain liability and other insurance coverage. other insurance coverage. other insurance coverage. other insurance coverage.

Revised for 2006 – 2007 Appendix A – Page 109C

Board of Education of Wicomico County

2006 Update

Appendix B 2006-2007 Action Plan

2006-2007 INTEGRATED MANAGEMENT AND ACTION PLAN

Introduction The 2006-2007 Integrated Management and Action Plan is organized around Wicomico County Public Schools’ three strategic priorities of High Student Achievement, Safe Learning Environment, and Effective and Efficient Operations. The Plan provides pertinent details for the successful implementation and management of first year action steps. Information for each Action Step includes person(s) responsible, key implementation milestones and funding. Names of person(s) responsible appearing in bold italics indicate monitoring and reporting responsibilities. The 2006-2007 Integrated Management and Action Plan discloses federal, state and local funds as indicated under funding source and funding amount for applicable action steps.

Note: Because some action steps have been integrated with other action steps, eliminated, or delayed, not all action steps are presented in the 2006-2007 Integrated Management and Action Plan. Only those action steps to be implemented during 2006-2007 are included. The 2003- 2008 Action Plan, Revised for 2006-2007, included in Appendix A of this document, identifies all action steps, original, revised and new contained in the Master Plan.

2006-2007 Integrated Management and Action Plan Introduction FY 2007 Integrated Management and Action Plan High Student Achievement Strategy: 1 Modify the pre-K to 12 curriculum to assure alignment with the new content standards and Voluntary State Curriculum.

Action Step: 1.1.7 Utilize the district curriculum philosophy to guide curriculum development and evaluation.

Person(s) Responsible: Director of Curriculum and Professional Development

Milestones:

01 Provide direction in the use of the district curriculum philosophy to curriculum development and evaluation committees. Funding:

Integrated Management and Action Plan 1.1.7 FY 2007 Integrated Management and Action Plan High Student Achievement Strategy: 1 Modify the pre-K to 12 curriculum to assure alignment with the new content standards and Voluntary State Curriculum.

Action Step: 1.2.7 Develop and evaluate curriculum based on Understanding by Design (UbD) curriculum design principles.

Person(s) Responsible: Director of Curriculum and Professional Development

Milestones:

01 Continue to train additional curriculum writers in the UbD model.

02 Develop new curriculum units for existing guides using the UbD model as frequently as possible.

03 Develop new guides using UbD principles in content areas where supervisors and writers are trained in UbD. Funding:

Integrated Management and Action Plan 1.2.7 FY 2007 Integrated Management and Action Plan High Student Achievement Strategy: 1 Modify the pre-K to 12 curriculum to assure alignment with the new content standards and Voluntary State Curriculum.

Action Step: 1.3.7 Review and modify science curricula as indicated. Curriculum workshops scheduled for Summer 2006 include: Elementary and Middle School Science.

Person(s) Responsible: Supervisor of K-12 Science Director of Curriculum and Professional Development

Milestones: 01 Review and modify science curricula as identified by the curriculum revision calendar following established guidelines and procedures for approval and dissemination. Funding:

Integrated Management and Action Plan 1.3.7 FY 2007 Integrated Management and Action Plan High Student Achievement Strategy: 1 Modify the pre-K to 12 curriculum to assure alignment with the new content standards and Voluntary State Curriculum.

Action Step: 1.4.7 Review and modify social studies curricula as indicated. Curriculum workshops scheduled for Summer 2006 include: Grades 6 & 10 Textbook; AP US History; AP Government; AP European History; AP Psychology.

Person(s) Responsible: Supervisor of K-12 Social Studies/Career Director of Curriculum and Professional Development Education/Secondary Media

Milestones: 01 Review and modify social studies curricula as identified by the curriculum revision calendar following established guidelines and procedures for approval and dissemination. Funding:

Integrated Management and Action Plan 1.4.7 FY 2007 Integrated Management and Action Plan High Student Achievement Strategy: 1 Modify the pre-K to 12 curriculum to assure alignment with the new content standards and Voluntary State Curriculum.

Action Step: 1.5.7 Review and modify business, health, physical education, family and consumer science, technology, foreign language, and computer science curricula to: align with state content standards; integrate strategies addressing reading and math content standards as appropriate; address the needs of all students and sub-groups; integrate technology; include diversity and cultural awareness. Curriculum workshops scheduled for Summer 2006 include: Foreign Language Grades 9-12; Computer Education; Technology Integration Activities; Family & Consumer Science.

Person(s) Responsible: Director of Curriculum and Professional Development

Milestones: 01 Review and modify business, health, physical education, family and consumer science, technology, foreign language, and computer science curricula as identified by the curriculum revision calendar following established guidelines and procedures for approval and dissemination. Funding:

Integrated Management and Action Plan 1.5.7 FY 2007 Integrated Management and Action Plan High Student Achievement Strategy: 1 Modify the pre-K to 12 curriculum to assure alignment with the new content standards and Voluntary State Curriculum.

Action Step: 1.8.7 Utilize the career pathways component of the Maryland Career Development Model to guide students in the selection of a high school program of studies.

Person(s) Responsible: Supervisor of Guidance and Adult Education Director of Secondary Education High School Guidance Counselors

Milestones: 01 Assess middle and high school counselor knowledge of the career pathways component of the Maryland Career Development Model. 02 Develop professional development for counselors based on results of the needs assessment.

03 Deliver professional development on the career pathways component of the Maryland Career Development Model to middle and high school counselors. 04 Develop presentation for middle school students on career pathways prior to beginning the scheduling process. 05 Revise the scheduling process for eighth grade students to integrate the use of the career pathways component of the Career Development Model. 06 Schedule middle school students for high school courses utilizing the career pathways component of the Career Development Model. 07 Communicate the use of the career pathways component of the Career Development Model to all stakeholders, including teachers, administrators, and parents. Funding:

Integrated Management and Action Plan 1.8.7 FY 2007 Integrated Management and Action Plan High Student Achievement Strategy: 1 Modify the pre-K to 12 curriculum to assure alignment with the new content standards and Voluntary State Curriculum.

Action Step: 1.9.7 Utilize the curriculum revision process to develop and maintain aligned curriculum documents.

Person(s) Responsible: Director of Curriculum and Professional Development

Milestones:

01 Identify curriculum guides in need of revision, alignment and development.

02 Develop curriculum guides aligned with the Voluntary State Curriculum during summer work sessions. 03 Pilot curriculum guides during following school year, gathering teacher feedback and revising the guides as indicated. 04 Complete final revisions and formatting of guides before review by the Director of Curriculum and Professional Development. 05 Present curriculum guides to the Curriculum Council for critique and direction for additional revision.

06 Submit Curriculum Council-approved guides to the Board of Education for required period of public comment and final approval. 07 Publish and disseminate document to teachers and the Wicomico County Public Library, Towson University, the Wicomico County Staff Development Center, the Media Center at the Board of Education and to all schools (principal and media center) in which the course is taught. Funding:

Integrated Management and Action Plan 1.9.7 FY 2007 Integrated Management and Action Plan High Student Achievement Strategy: 1 Modify the pre-K to 12 curriculum to assure alignment with the new content standards and Voluntary State Curriculum.

Action Step: 1.10.7 Review and modify reading/language arts and English curricula as indicated. Curriculum workshops scheduled for Summer 2006 include: English Grades 9 & 10; Reading Grades K-3 Alignment Revision; Reading Grades 1-8 Assessment Writing & Alignment; Reading Grades 4 & 5 Pacing; Reading - West Salisbury Wings Alignment; Reading - Novels for Grades 7 & 8; Reading - Grades 7 & 8 Above and On- Level.

Person(s) Responsible: Supervisor of K-12 English/Language Arts/Foreign Language Coordinator of Reading K-8 Supervisor of PreK-12 Reading Director of Curriculum and Professional Development

Milestones: 01 Review and modify reading/language arts and English curricula as identified by the curriculum revision calendar following established guidelines and procedures for approval and dissemination. Funding:

Integrated Management and Action Plan 1.10.7 FY 2007 Integrated Management and Action Plan High Student Achievement Strategy: 1 Modify the pre-K to 12 curriculum to assure alignment with the new content standards and Voluntary State Curriculum.

Action Step: 1.11.7 Provide on-going systematic professional development for educators on using the K to Grade 5 literacy framework.

Person(s) Responsible: Supervisor of PreK-12 Reading Director of Curriculum and Professional Development Coordinator of Reading K-8

Milestones: 01 Monitor use of the literacy framework through the teacher observation process.

02 Provide school-based professional development utilizing the Professional Development Coaches on the literacy framework. 03 Provide on-going, individual professional development as indicated. Funding:

Integrated Management and Action Plan 1.11.7 FY 2007 Integrated Management and Action Plan High Student Achievement Strategy: 1 Modify the pre-K to 12 curriculum to assure alignment with the new content standards and Voluntary State Curriculum.

Action Step: 1.13.7 Provide on-going systematic professional development on grade level reading/language arts and English content standards and the Voluntary State Curriculum for teachers of reading/language arts and English, principals and supervisors.

Person(s) Responsible: Supervisor of K-12 English/Language Arts/Foreign Language Coordinator of Reading K-8 Supervisor of PreK-12 Reading Reading Professional Development Coaches Director of Curriculum and Professional Development

Milestones: 01 Communicate information regarding changes/additions to the mdk12.org website concerning content standards and the Voluntary State Curriculum to reading/language arts teachers and principals. 02 Provide updates to the Voluntary State Curriculum to principals via the Directors of Elementary and Secondary Education. 03 Make available a presentation on the Voluntary State Curriculum to principals for faculty meetings.

04 Provide time during each in-service session for information and updates to the Voluntary State Curriculum. Funding:

Integrated Management and Action Plan 1.13.7 FY 2007 Integrated Management and Action Plan High Student Achievement Strategy: 1 Modify the pre-K to 12 curriculum to assure alignment with the new content standards and Voluntary State Curriculum.

Action Step: 1.14.7 Continue the phased-in implementation of the reading program in Grades 4 and 5.

Person(s) Responsible: Supervisor of PreK-12 Reading Director of Elementary Education Coordinator of Reading K-8

Milestones:

01 Purchase identified reading program.

02 Distribute reading program materials prior to school year opening.

03 Conduct reading program orientation inservice for Grades 4 and 5 teachers prior to school year opening. 04 Provide on-going, systematic professional development utilizing Professional Development Coaches and publisher consultants. 05 Monitor effective use of reading program through the teacher observation process.

06 Review teacher observation reports to determine consistent use of reading program and need for individual professional development. 07 Provide on-going, individual professional development as indicated.

08 Evaluate student performance data to determine program effectiveness. Funding:

Integrated Management and Action Plan 1.14.7 FY 2007 Integrated Management and Action Plan High Student Achievement Strategy: 1 Modify the pre-K to 12 curriculum to assure alignment with the new content standards and Voluntary State Curriculum.

Action Step: 1.18.7 Review and modify math curricula as indicated. Curriculum workshops scheduled for Summer 2006 include: Grades 1 & 2 Scope & Sequence; Algebra Remediation; Pre-Algebra & Algebra Scope & Sequence; Algebra Assessment.

Person(s) Responsible: Supervisor of K-12 Math Coordinator of Mathematics K-8

Milestones: 01 Review and modify math curricula as identified by the curriculum revision calendar following established guidelines and procedures for approval and dissemination. Funding:

Integrated Management and Action Plan 1.18.7 FY 2007 Integrated Management and Action Plan High Student Achievement Strategy: 1 Modify the pre-K to 12 curriculum to assure alignment with the new content standards and Voluntary State Curriculum.

Action Step: 1.20.7 Provide on-going systematic professional development on grade level math content standards, the Voluntary State Curriculum, and how to use the math textbook series to support student learning for teachers of math, principals and supervisors.

Person(s) Responsible: Supervisor of K-12 Math Coordinator of Mathematics K-8 Math Professional Development Coaches Director of Curriculum and Professional Development

Milestones: 01 Provide professional development on analyzing math benchmark, Stanford 10, and MSA assessment results. 02 Train new teachers of Grades pre-K-5 on the use of the Voluntary State Curriculum, assessment limits, county Scope and Sequence and textbook series. 03 Train new math teachers of Grades 6-12 on the use of the Voluntary State Curriculum, assessment limits, county Scope and Sequence and HSA. Funding:

Integrated Management and Action Plan 1.20.7 FY 2007 Integrated Management and Action Plan High Student Achievement Strategy: 1 Modify the pre-K to 12 curriculum to assure alignment with the new content standards and Voluntary State Curriculum.

Action Step: 1.21.7 Adjust math offerings to meet student learning needs as indicated.

Person(s) Responsible: Supervisor of K-12 Math Director of Curriculum and Professional Development Coordinator of Mathematics K-8

Milestones:

01 Examine math program of study to determine instructional and developmental appropriateness of sequence of courses, making recommendations to Curriculum Council as indicated. 02 Analyze alignment of Voluntary State Curriculum with middle school course offerings to ensure appropriate rigor. Funding:

Integrated Management and Action Plan 1.21.7 FY 2007 Integrated Management and Action Plan High Student Achievement Strategy: 1 Modify the pre-K to 12 curriculum to assure alignment with the new content standards and Voluntary State Curriculum.

Action Step: 1.25.7 Review and modify English Proficiency curricula as indicated. Curriculum workshops scheduled for Summer 2006 include: ESOL.

Person(s) Responsible: Supervisor of Elementary Education/Title I/ESOL Director of Curriculum and Professional Development

Milestones: 01 Provide professional development on Maryland English Proficiency content standards.

02 Integrate the pre-K to Grade 12 Maryland English Proficiency content standards with existing curriculum. 03 Monitor the implementation of the pre-K to Grade 12 English Proficiency curriculum through classroom observation and periodic curriculum review meetings with teachers. Funding:

Integrated Management and Action Plan 1.25.7 FY 2007 Integrated Management and Action Plan High Student Achievement Strategy: 1 Modify the pre-K to 12 curriculum to assure alignment with the new content standards and Voluntary State Curriculum.

Action Step: 1.26.7 Review and modify the kindergarten curriculum to ensure alignment with the Voluntary State Curriculum and that children will be prepared for success in Grade 1 as indicated.

Person(s) Responsible: Supervisor of Elementary Education/Early Childhood Director of Curriculum and Professional Development

Milestones: 01 Review and modify kindergarten curriculum to ensure alignment with Voluntary State Curriculum and that children will be prepared for success in Grade 1, following established guidelines and procedures for approval and dissemination. Funding:

Integrated Management and Action Plan 1.26.7 FY 2007 Integrated Management and Action Plan High Student Achievement Strategy: 1 Modify the pre-K to 12 curriculum to assure alignment with the new content standards and Voluntary State Curriculum.

Action Step: 1.27.7 Review and modify the pre-kindergarten curriculum to ensure children will be prepared for success in kindergarten. Curriculum workshops scheduled for Summer 2005 include: Pre-K Make & Take.

Person(s) Responsible: Supervisor of Elementary Education/Early Childhood Director of Curriculum and Professional Development

Milestones: 01 Review and modify pre-kindergarten curriculum to ensure children will be prepared for success in kindergarten, following established guidelines and procedures for approval and dissemination.as needed following established guidelines and procedures for approval and dissemination. Funding:

Integrated Management and Action Plan 1.27.7 FY 2007 Integrated Management and Action Plan High Student Achievement Strategy: 1 Modify the pre-K to 12 curriculum to assure alignment with the new content standards and Voluntary State Curriculum.

Action Step: 1.28.7 Utilize a research-based math program in pre-K classrooms.

Person(s) Responsible: Supervisor of Elementary Education/Early Childhood Supervisor of K-12 Math

Milestones:

01 Purchase textbooks and resource materials as needed for the mathematics program for use in pre- K classrooms. 02 Provide professional development for pre-K teachers and assistants on the effective use of the mathematics program. 03 Monitor the implementation of the pre-K mathematics program.

04 Review and analyze pre-K student performance data in the area of mathematics using quarterly report cards and MMSR data. Funding:

Integrated Management and Action Plan 1.28.7 FY 2007 Integrated Management and Action Plan High Student Achievement Strategy: 1 Modify the pre-K to 12 curriculum to assure alignment with the new content standards and Voluntary State Curriculum.

Action Step: 1.29.7 Review and modify fine arts curricula as indicated. Curriculum workshops scheduled for Summer 2006 include: Elementary (assessments and curriculum); High/Middle School Band/Orchestra (assessments and curriculum); High/Middle School Choral (assessments and curriculum); High/Middle School General Music (assessments and curriculum); Musikgarten; Elementary, Middle and High School Art I, II, III/IV & Photography (assessments and curriculum).

Person(s) Responsible: Supervisor of K-12 Fine Arts Director of Curriculum and Professional Development

Milestones: 01 Review and modify fine arts curricula as identified by the curriculum revision calendar following established guidelines and procedures for approval and dissemination. Funding:

Integrated Management and Action Plan 1.29.7 FY 2007 Integrated Management and Action Plan High Student Achievement Strategy: 1 Modify the pre-K to 12 curriculum to assure alignment with the new content standards and Voluntary State Curriculum.

Action Step: 1.35.7 Monitor the alignment of academic and technical competencies and objectives for career and technology education programs through articulation meetings with local and regional community colleges and in collaboration with Program Advisory Committees, revising programs as indicated.

Person(s) Responsible: Supervisor of Career and Technology Education/Business/Family & Consumer Science

Milestones: 01 Meet with CTE Program Advisory Committees to review existing curriculum.

02 Revise curriculum as indicated.

03 Meet with Program Advisory Committees to finalize curriculum changes.

04 Meet with Wor-Wic Community College, Delaware Technical and Community College and Program Advisory Committees to complete articulation agreements. Funding:

Integrated Management and Action Plan 1.35.7 FY 2007 Integrated Management and Action Plan High Student Achievement Strategy: 1 Modify the pre-K to 12 curriculum to assure alignment with the new content standards and Voluntary State Curriculum.

Action Step: 1.36.7 Review and modify career and technolgy education curricula as indicated. Curriculum workshops scheduled for Summer 2006 include: Vocational Student Services Team; ASE Certification and Collision Repair and various others for revisions.

Person(s) Responsible: Supervisor of Career and Technology Director of Curriculum and Professional Development Education/Business/Family & Consumer Science

Milestones: 01 Review and modify career and technology education curricula as identified by the curriculum revision calendar following established guidelines and procedures for approval and dissemination. Funding:

Integrated Management and Action Plan 1.36.7 FY 2007 Integrated Management and Action Plan High Student Achievement Strategy: 1 Modify the pre-K to 12 curriculum to assure alignment with the new content standards and Voluntary State Curriculum.

Action Step: 1.37.7 Monitor the career and technology education program alignment with business and industry requirements, making adjustments as indicated.

Person(s) Responsible: Supervisor of Career and Technology Director of Curriculum and Professional Development Education/Business/Family & Consumer Science

Milestones: 01 Continue curriculum development with the Business and Finance cluster.

02 Participate in an NATEF evaluation of the automotive technology program for compliance with ASE standards. 03 Review and introduce NCCER curriculum into Construction cluster programs - HVAC, Plumbing, Electrical, Welding, Carpentry and Masonry. 04 Initiate MSDE Program Proposal Review process for programs if indicated.

05 Institute end of course assessment, utilizing the ASE on-line exam, in Automotive Technology in four core areas: brakes, steering and suspension, electrical systems, and engine performance. Funding:

Integrated Management and Action Plan 1.37.7 FY 2007 Integrated Management and Action Plan High Student Achievement Strategy: 1 Modify the pre-K to 12 curriculum to assure alignment with the new content standards and Voluntary State Curriculum.

Action Step: 1.38.7 Ensure the articulation of varying foreign language proficiency levels (i.e., emerging, intermediate, advancing) among the continuum of courses in each foreign languge as specified by state standards.

Person(s) Responsible: Supervisor of K-12 English/Language Arts/Foreign Language

Milestones: 01 Utilize the curriculum development and revision process to ensure the articulation of varying foreign language proficiency levels. 02 Provide professional development for foreign language teachers to help them understand the varying foreign language proficiencies among the continuum of foreign language courses. Funding:

Integrated Management and Action Plan 1.38.7 FY 2007 Integrated Management and Action Plan High Student Achievement Strategy: 2 Promote the system-wide, consistent use of proven instructional practices.

Action Step: 2.3.7 Provide on-going school-based systematic professional development for teachers on effective instructional strategies, including differentiated instruction.

Person(s) Responsible: Director of Curriculum and Professional Development Principals Reading Professional Development Coaches Math Professional Development Coaches

Milestones: 01 Plan both school-based and countywide in-service sessions and workshops for teachers.

02 Provide professional development for teachers using a variety of methods, including coaching, on effective instructional strategies at the request of instructional supervisors, building administrators, and teachers. 03 Monitor data gathered from Instructional Leadership Team and Grade Level Instructional Team meetings to identify needs and plan appropriate professional development. Funding:

Restricted: Title IV, Part A $7,577

Integrated Management and Action Plan 2.3.7 FY 2007 Integrated Management and Action Plan High Student Achievement Strategy: 2 Promote the system-wide, consistent use of proven instructional practices.

Action Step: 2.5.7 Implement differentiated instructional strategies to eliminate achievement gaps.

Person(s) Responsible: Director of Elementary Education Principals Director of Secondary Education Teachers

Milestones:

01 Include implementation strategies and activities in school improvement plans as appropriate.

02 Plan lessons aligned with content standards and the Voluntary State Curriculum utilizing appropriate instructional materials. 03 Utilize scientifically-based instructional strategies to achieve curriculum objectives.

04 Assess student progress of content standards at the indicator level.

05 Modify instructional strategies and/or pacing based on assessment results. Funding: Unrestricted: $19,750,905

Integrated Management and Action Plan 2.5.7 FY 2007 Integrated Management and Action Plan High Student Achievement Strategy: 2 Promote the system-wide, consistent use of proven instructional practices.

Action Step: 2.6.7 Monitor implementation of differentiated instructional strategies, providing individual professional development as indicated.

Person(s) Responsible: Director of Elementary Education Director of Curriculum and Professional Development Director of Secondary Education Principals Instructional Supervisors

Milestones: 01 Conduct teacher observations.

02 Review all observation reports for teachers to determine the consistent implementation of differentiated instructional strategies. 03 Notify Instructional Supervisor(s) of identified needs.

04 Schedule Professional Development Coaches in elementary and middle schools to provide assistance to teachers as indicated. 05 Conduct teacher observations to monitor for effective and consistent implementation of differentiated instruction strategies. 06 Provide additional assistance to teachers as indicated (e.g., demonstration lessons, visitations, coursework, mentoring). Funding:

Integrated Management and Action Plan 2.6.7 FY 2007 Integrated Management and Action Plan High Student Achievement Strategy: 2 Promote the system-wide, consistent use of proven instructional practices.

Action Step: 2.7.7 Utilize effective instructional strategies supported by scientifically-based reading research (e.g., reciprocal teaching, use of stance questions, use of rubrics and anchor papers).

Person(s) Responsible: Director of Elementary Education Principals Director of Secondary Education Teachers

Milestones: 01 Include implementation strategies and activities in school improvement plans as appropriate.

04 Assess student progress of content standards at the indicator level.

05 Modify instructional strategies and/or pacing based on assessment results. Funding: Unrestricted: $8,530

Integrated Management and Action Plan 2.7.7 FY 2007 Integrated Management and Action Plan High Student Achievement Strategy: 2 Promote the system-wide, consistent use of proven instructional practices.

Action Step: 2.8.7 Monitor the use of effective instructional strategies supported by scientifically-based reading research (e.g., reciprocal teaching, use of stance questions, use of rubrics and anchor papers).

Person(s) Responsible: Director of Elementary Education Principals Director of Secondary Education Instructional Supervisors

Milestones: 01 Conduct teacher observations.

02 Review all observation reports for teachers to determine the consistent implementation of differentiated instruction strategies. 03 Notify Instructional Supervisor(s) of identified needs.

Integrated Management and Action Plan 2.8.7 FY 2007 Integrated Management and Action Plan High Student Achievement Strategy: 2 Promote the system-wide, consistent use of proven instructional practices.

Action Step: 2.9.7 Implement science curricula.

Person(s) Responsible: Director of Elementary Education Principals Director of Secondary Education Teachers of Science

Milestones:

01 Include implementation strategies and activities in school improvement plans as appropriate.

04 Assess student progress of content standards at the indicator level.

05 Modify instructional strategies and/or pacing based on assessment results. Funding: Unrestricted: $3,410,190

Integrated Management and Action Plan 2.9.7 FY 2007 Integrated Management and Action Plan High Student Achievement Strategy: 2 Promote the system-wide, consistent use of proven instructional practices.

Action Step: 2.10.7 Monitor effective and consistent implementation of science curricula.

Person(s) Responsible: Director of Elementary Education Supervisor of K-12 Science Director of Secondary Education Principals

Milestones:

01 Monitor the implementation of the science curricula through the teacher observation and evaluation process and provide individual professional development as needed. Funding:

Integrated Management and Action Plan 2.10.7 FY 2007 Integrated Management and Action Plan High Student Achievement Strategy: 2 Promote the system-wide, consistent use of proven instructional practices.

Action Step: 2.11.7 Implement social studies curricula.

Person(s) Responsible: Director of Elementary Education Principals Director of Secondary Education Teachers of Social Studies

Milestones:

01 Include implementation strategies and activities in school improvement plans as appropriate.

04 Assess student progress of content standards at the indicator level.

05 Modify instructional strategies and/or pacing based on assessment results. Funding: Unrestricted: $3,274,206

Integrated Management and Action Plan 2.11.7 FY 2007 Integrated Management and Action Plan High Student Achievement Strategy: 2 Promote the system-wide, consistent use of proven instructional practices.

Action Step: 2.12.7 Monitor effective and consistent implementation of social studies curricula.

Person(s) Responsible: Director of Elementary Education Supervisor of K-12 Social Studies/Career Education/Secondary Media Director of Secondary Education Principals

Milestones: 01 Monitor the implementation of the social studies curricula through the teacher observation and evaluation process and provide individual professional development as needed. Funding:

Integrated Management and Action Plan 2.12.7 FY 2007 Integrated Management and Action Plan High Student Achievement Strategy: 2 Promote the system-wide, consistent use of proven instructional practices.

Action Step: 2.13.7 Implement business, health, physical education, family and consumer science, technology, foreign language and computer science curricula.

Person(s) Responsible: Director of Elementary Education Teachers of Special Areas (Health, Physical Education, Family & Consumer Science, Foreign Language, Business, Technology, Computer Science) Director of Secondary Education

Milestones: 01 Include implementation strategies and activities in school improvement plans as appropriate.

04 Assess student progress of content standards at the indicator level.

05 Modify instructional strategies and/or pacing based on assessment results. Funding: Unrestricted: $6,007,849

Restricted: Title IV, Part A $15,562 Middle Schools Tobacco Prevention $6,324

Integrated Management and Action Plan 2.13.7 FY 2007 Integrated Management and Action Plan High Student Achievement Strategy: 2 Promote the system-wide, consistent use of proven instructional practices.

Action Step: 2.14.7 Monitor effective and consistent implementation of business, health, physical education, family and consumer science, technology, foreign language, and computer science curricula.

Person(s) Responsible: Director of Elementary Education Instructional Supervisors Director of Secondary Education Principals

Milestones: 01 Monitor the implementation of the business, health, physical education, family and consumer science, technology, foreign language, and computer science curricula through the teacher observation and evaluation process and provide individual professional development as needed. Funding:

Integrated Management and Action Plan 2.14.7 FY 2007 Integrated Management and Action Plan High Student Achievement Strategy: 2 Promote the system-wide, consistent use of proven instructional practices.

Action Step: 2.15.7 Ensure the communication of content standards and course and teacher expectations to students and parents.

Person(s) Responsible: Director of Elementary Education Coordinator of Communications and Parent/Community Outreach Director of Secondary Education Principals Teachers

Milestones: 01 Maintain links from the WCBOE website to the MSDE website to facilitate access to state content standards and assessment information. 02 Require principals to include information concerning content standards in monthly newsletters and at PTA meetings. 03 Set expectations that principals will require teachers to share classroom expectations and content standards with students and parents. 04 Communicate classroom expectations and content standards to students and parents. Funding:

Integrated Management and Action Plan 2.15.7 FY 2007 Integrated Management and Action Plan High Student Achievement Strategy: 2 Promote the system-wide, consistent use of proven instructional practices.

Action Step: 2.16.7 Promote the systematic use of the continuous improvement model at the school and system level.

Person(s) Responsible: Coordinator for School Improvement/Strategic Planning Coordinator for School Improvement/Assessments & Accountability

Milestones: 01 Model the use of the continuous improvement model within the school improvement process.

02 Facilitate understanding and application of the continuous improvement model through the school improvement process and as requested by individuals within the school system. Funding:

Integrated Management and Action Plan 2.16.7 FY 2007 Integrated Management and Action Plan High Student Achievement Strategy: 2 Promote the system-wide, consistent use of proven instructional practices.

Action Step: 2.17.7 Continue to provide support for administrators in the development and implementation of master schedules that allocate time during the school day for instruction, professional development, planning, and collaboration.

Person(s) Responsible: Director of Elementary Education Director of Secondary Education

Milestones: 01 Conduct a scheduling workshop with elementary Principals and Vice Principals.

02 Conduct a scheduling workshop with secondary Principals and Vice Principals.

03 Review school schedules and provide assistance as indicated. Funding:

Integrated Management and Action Plan 2.17.7 FY 2007 Integrated Management and Action Plan High Student Achievement Strategy: 2 Promote the system-wide, consistent use of proven instructional practices.

Action Step: 2.18.7 Provide extended blocks of time (90 minutes each) for reading and math in all elementary and in-town middle schools.

Person(s) Responsible: Director of Elementary Education Director of Secondary Education

Milestones: 01 Conduct work session for elementary and middle school Principals to ensure master schedules allocate 90 minutes of instructional time for reading and for math. Funding:

Integrated Management and Action Plan 2.18.7 FY 2007 Integrated Management and Action Plan High Student Achievement Strategy: 2 Promote the system-wide, consistent use of proven instructional practices.

Action Step: 2.20.7 Provide on-going systematic professional development for educators to understand and to meet the needs of economically disadvantaged students, students with disabilities, English Language Learners, minority students, and gifted and talented students.

Person(s) Responsible: Director of Curriculum and Professional Development Director of Secondary Education Director of Elementary Education

Milestones: 01 Conduct the 2006 Administrators’ Academy with emphasis on effective instructional leadership.

02 Conduct follow-up sessions for school-based administrators to share experiences and practices at regular Principals’, Vice Principals’ and Supervisors’ meetings. 03 Work with Professional Development Coaches, principals, supervisors and coordinators to develop presentations that focus on differentiated strategies to help all learners access informational and literary texts. 04 Provide training for Professional Development coaches in meeting the needs of a diverse population.

05 Continue professional development on meeting the needs of a diverse population (e.g., Professional Days, faculty meetings, summer in service, new CPD courses, workshops, etc.) 06 Afford teachers the opportunity to attend conferences on diversity education and differentiated instruction (e.g. Carol Ann Tomlinson, Larry Bell, Ruby Payne, Robert Marzano), requiring them to share or present what they have learned during school-based and countywide sessions. 07 Continue Diff Tips, the differentiated instruction newsletter initiated in 2003 for principals and supervisors to use as an instructional resource with their teachers, and seek articles from conference attendees as well as from scientifically based research. 08 Offer Continuing Professional Development courses in cultural and minority awareness and for ELL strategies. 09 Monitor professional development to ensure alignment with Maryland professional development standards. Funding:

Integrated Management and Action Plan 2.20.7 FY 2007 Integrated Management and Action Plan High Student Achievement Strategy: 2 Promote the system-wide, consistent use of proven instructional practices.

Action Step: 2.21.7 Continue staff development for all staff to promote understanding and positive relationships with students, parents, and community members of diverse backgrounds and monitor effectiveness.

Person(s) Responsible: Director of Curriculum and Professional Development

Milestones: 01 Continue school-based parent and staff monthly newsletters highlighting opportunities for parent, family and community interaction. 02 Work with Coordinator of Community Outreach/Communication to provide training sessions for all staff on positive ways to interact with parents and community members of diverse backgrounds. 03 Continue to provide and develop new Continuing Professional Development courses for staff on strategies to assist ELL students and families and for cultural sensitivity and education that is multicultural. 04 Afford teachers and administrators the opportunity to attend workshops and conferences on positive interactions and diverse populations. 05 Provide opportunities for principals, supervisors and coordinators to discuss relationships, concerns and positive activities at their regular monthly meetings. Funding:

Integrated Management and Action Plan 2.21.7 FY 2007 Integrated Management and Action Plan High Student Achievement Strategy: 2 Promote the system-wide, consistent use of proven instructional practices.

Action Step: 2.23.7 Provide opportunities for teachers and administrators to network with colleagues and attend job-related conferences and/or training to gain knowledge and skills to improve job performance.

Person(s) Responsible: Director of Curriculum and Professional Development Coordinator of Professional Development

Milestones: 01 Evaluate and approve requests for professional development experiences.

02 Implement activities as described on the professional development calendar.

03 Offer continuing professional development classes and MSDE-approved courses through the Department of Curriculum and Professional Development. 04 Offer professional development resources and opportunities through the Staff Development Center. Funding: Unrestricted: $473,411

Restricted: Title V, Part A $1,971

Integrated Management and Action Plan 2.23.7 FY 2007 Integrated Management and Action Plan High Student Achievement Strategy: 2 Promote the system-wide, consistent use of proven instructional practices.

Action Step: 2.24.7 Provide services to identify students with disabilities, develop and ensure implementation of individual education plans, monitor compliance of case management tasks, and provide professional development on differentiated instruction, curriculum and accommodations in the regular classroom.

Person(s) Responsible: Director of Special Education Supervisor of Special Education/Elementary and Secondary Supervisor of Special Education/Secondary and Elementary

Milestones: 01 Provide adequate special education teaching staff to implement services for students with disabilities to provide appropriate services in students' home schools. 02 Provide adequate special education instructional assistants to support teachers and assist with special education instruction in accordance with students' individual education plans. 03 Maintain current related service providers and contracted services (e.g., PRMC, MD School for the Blind, Wicomico County Parks and Recreation, Lower Shore Enterprises) to provide related services to students with disabilities. 04 Monitor the implementation of services related to compliance with federal and state regulations for students with disabilities. 05 Provide materials of instruction, equipment, computers, furniture, textbooks, health and office supplies, media materials, and postage to support the administration and delivery of services for students with disabilities. 06 Provide professional development on differentiated instruction, curriculum and accommodations in the regular classroom to support the learning of students with disabilities. Funding: Unrestricted: $11,958,045

Restricted: IDEA, Part B - Pass Through $2,599,916 IDEA, Part B - Supplemental $34,498 IDEA, Part B - Pre-School $79,649 Infant/Toddler $158,646 Medicaid $1,176,036 IDEA, Part B - Least Restrictive Environment $22,037 Infant/Toddler - MD $84,624

Integrated Management and Action Plan 2.24.7 FY 2007 Integrated Management and Action Plan High Student Achievement Strategy: 2 Promote the system-wide, consistent use of proven instructional practices.

Action Step: 2.25.7 Implement the Instructional Consultation Team Model in identified schools.

Person(s) Responsible: Director of Special Education Principals Supervisor of Special Education/Secondary and Elementary

Milestones:

01 Maintain affiliation with the University of Maryland College Park for training and continued support for the implementation of the Instructional Consultation Model in identified schools. 02 Provide support to expand the capacity of schools to sustain the Instructional Consultation Model process. Funding:

Integrated Management and Action Plan 2.25.7 FY 2007 Integrated Management and Action Plan High Student Achievement Strategy: 2 Promote the system-wide, consistent use of proven instructional practices.

Action Step: 2.26.7 Monitor primary class size.

Person(s) Responsible: Director of Elementary Education

Milestones:

01 Review primary class enrollent figures. Funding:

Integrated Management and Action Plan 2.26.7 FY 2007 Integrated Management and Action Plan High Student Achievement Strategy: 2 Promote the system-wide, consistent use of proven instructional practices.

Action Step: 2.27.7 Continue efforts to achieve optimal class size, pre-K to Grade 12.

Person(s) Responsible: Director of Elementary Education Director of Secondary Education

Milestones:

01 Review school staffing in relation to enrollment and scheduling and make/or recommend needed adjustments in teaching assignments. Funding:

Restricted: Title II - Improving Teacher Quality $531,945

Integrated Management and Action Plan 2.27.7 FY 2007 Integrated Management and Action Plan High Student Achievement Strategy: 2 Promote the system-wide, consistent use of proven instructional practices.

Action Step: 2.28.7 Support instructional copying needs by increasing the per-pupil copying allotment from 1100 to 1300 copies.

Integrated with Action Step 16.37.5

Person(s) Responsible:

Milestones:

Funding:

Integrated Management and Action Plan 2.28.7 FY 2007 Integrated Management and Action Plan High Student Achievement Strategy: 2 Promote the system-wide, consistent use of proven instructional practices.

Action Step: 2.29.7 Dependent upon feasibility study, take appropriate action regarding establishment of an organizational structure to identify proven instructional practices.

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Integrated Management and Action Plan 2.29.7 FY 2007 Integrated Management and Action Plan High Student Achievement Strategy: 2 Promote the system-wide, consistent use of proven instructional practices.

Action Step: 2.30.7 Expand collaborative relationship with institutions of higher education and other LEAs for leadership training.

Person(s) Responsible: Director of Curriculum and Professional Development Coordinator of Professional Development

Milestones: 01 Maintain affiliation with University ALES Steering Committee to plan for, and participate in, leadership training experiences. 02 Collaborate with other Eastern Shore counties to provide leadership training experiences.

03 Participate in MSDE sponsored leadership opportunities. Funding:

Integrated Management and Action Plan 2.30.7 FY 2007 Integrated Management and Action Plan High Student Achievement Strategy: 2 Promote the system-wide, consistent use of proven instructional practices.

Action Step: 2.31.7 Provide instructional leadership development opportunities for administrator in consultation and collaboration with institutions of higher education.

Integrated with Action Step 2.30.5

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Funding:

Integrated Management and Action Plan 2.31.7 FY 2007 Integrated Management and Action Plan High Student Achievement Strategy: 2 Promote the system-wide, consistent use of proven instructional practices.

Action Step: 2.32.7 Enhance principals' skills in providing instructional leadership.

Person(s) Responsible: Director of Elementary Education Director of Secondary Education

Milestones:

01 Utilize MSDE's Leadership Development Framework to guide professional development for administrators. Funding:

Integrated Management and Action Plan 2.32.7 FY 2007 Integrated Management and Action Plan High Student Achievement Strategy: 2 Promote the system-wide, consistent use of proven instructional practices.

Action Step: 2.33.7 Involve principals and supervisors in continually updating and using a list of "look-fors" to be used during teacher observations.

Person(s) Responsible: Director of Curriculum and Professional Development Director of Elementary Education Director of Secondary Education Director of Special Education

Milestones: 01 Review and refine "look-fors" documents on an on-going basis.

02 Publish refined "look-fors" for administrators' and supervisors' use during classroom observations.

03 Require principals to document dissemination of "look-fors" to teachers.

04 Provide on-going professional development for all school administrators in using the "look-fors" for reading and math supervision. Funding:

Integrated Management and Action Plan 2.33.7 FY 2007 Integrated Management and Action Plan High Student Achievement Strategy: 2 Promote the system-wide, consistent use of proven instructional practices.

Action Step: 2.34.7 Support student learning through the use of handheld computers.

Integrated with Action Step 2.110.7

Person(s) Responsible: Coordinator of Instructional Technology Coordinator of Educational Technology

Milestones: 01 Continue to implement the project supporting the use of handheld computers by students.

02 Assess success of project supporting the use of handheld computers by students.

03 Support the evaluation of student learning using handheld computers. Funding:

Integrated Management and Action Plan 2.34.7 FY 2007 Integrated Management and Action Plan High Student Achievement Strategy: 2 Promote the system-wide, consistent use of proven instructional practices.

Action Step: 2.35.7 Foster the development of "highly qualified" teachers who can effectively integrate technology with instruction.

Integrated with Action Step 2.110.7

Person(s) Responsible: Coordinator of Instructional Technology Coordinator of Educational Technology

Milestones: 01 Provide a Technology Resource Teacher at each school (additional stipended duty for current staff member). 02 Continue to phase-in full-time Technology Integration Coaches.

03 Provide on-going professional development for Technology Resource Teachers and Technology Integration Coach(es). 04 Provide school-based technology training opportunities.

05 Monitor the status of school-based technology training.

06 Assess the effectiveness of the school-based technology training to improve student learning.

07 Faciliate the use of handheld computers by student interns in those schools participating in the handheld computer project. 08 Conduct after school programs in identified elementary schools to increase teacher knowledge of technology through collaboration with students in the technology enrichment program. Funding:

Integrated Management and Action Plan 2.35.7 FY 2007 Integrated Management and Action Plan High Student Achievement Strategy: 2 Promote the system-wide, consistent use of proven instructional practices.

Action Step: 2.36.7 Utilize learning strategies that actively engage students in the learning process (e.g., manipulatives, field and cultural experiences).

Person(s) Responsible: Director of Elementary Education Principals Director of Secondary Education Teachers

Milestones: 01 Include implementation strategies and activities in school improvement plans as appropriate.

04 Assess student progress of content standards at the indicator level.

05 Modify instructional strategies and/or pacing based on assessment results. Funding:

Integrated Management and Action Plan 2.36.7 FY 2007 Integrated Management and Action Plan High Student Achievement Strategy: 2 Promote the system-wide, consistent use of proven instructional practices.

Action Step: 2.37.7 Monitor the use of learning strategies that actively engage students in the learning process (e.g., manipulatives, field and cultural experiences).

Person(s) Responsible: Director of Elementary Education Principals Director of Secondary Education Instructional Supervisors

Milestones: 01 Conduct teacher observations.

02 Review all observation reports for teachers to determine the use of effective learning strategies that actively engage students in the learning process. 03 Schedule Professional Development Coaches to provide assistance to teachers as indicated.

04 Conduct follow-up teacher observations to monitor for use of effective learning strategies that actively engage students in the learning process. 05 Provide additional assistance to teachers as indicated (e.g., demonstration lessons, visitations, coursework, mentoring). Funding:

Integrated Management and Action Plan 2.37.7 FY 2007 Integrated Management and Action Plan High Student Achievement Strategy: 2 Promote the system-wide, consistent use of proven instructional practices.

Action Step: 2.38.7 Reform and personalize the high school experience at the three large county high schools through the implementation of smaller learning community strategies.

Person(s) Responsible: Director of Secondary Education Smaller Learning Communities Coordinator

Milestones: 01 Continue to utilize the Smaller Learning Communities Task Force to guide implementation of strategies. 02 Implement smaller learning community strategies identified by the Task Force at each of the three large county high schools as described in their School Improvement Plans. 03 Advocate for additional resources to support the smaller learning communities initiative. Funding: Unrestricted: $157,854

Integrated Management and Action Plan 2.38.7 FY 2007 Integrated Management and Action Plan High Student Achievement Strategy: 2 Promote the system-wide, consistent use of proven instructional practices.

Action Step: 2.39.7 Utilize library/media mission statement to guide decisions for library/media services.

Person(s) Responsible: Supervisor of K-12 Social Studies/Career Education/Secondary Media Supervisor of Elementary Education/Education That Is Multicultural

Milestones: 01 Align decisions for library/media services with library/media mission statements. Funding:

Integrated Management and Action Plan 2.39.7 FY 2007 Integrated Management and Action Plan High Student Achievement Strategy: 2 Promote the system-wide, consistent use of proven instructional practices.

Action Step: 2.40.7 Provide equitable and timely access to ideas and information that support Maryland content standards and encourage independent reading through a diverse collection of media materials and electronic resources.

Person(s) Responsible: Supervisor of K-12 Social Studies/Career Principals Education/Secondary Media Supervisor of Elementary Education/Education That Is Media Specialists Multicultural Media Assistants

Milestones: 01 Evaluate and purchase print/electronic resources for pre-K to Grade 12, supplies and equipment.

02 Conduct professional development for school staff on current electronic resources, databases, instructional equipment, and technologies. 03 Provide funding for nonpublic schools to encourage reading through a diverse collection of media materials and electronic resources. Funding:

Restricted: Title V, Part A $2,457

Integrated Management and Action Plan 2.40.7 FY 2007 Integrated Management and Action Plan High Student Achievement Strategy: 2 Promote the system-wide, consistent use of proven instructional practices.

Action Step: 2.41.7 Provide on-going systematic professional development for library/media staff based upon a needs assessment.

Person(s) Responsible: Supervisor of K-12 Social Studies/Career Director of Curriculum and Professional Development Education/Secondary Media Supervisor of Elementary Education/Education That Is Multicultural

Milestones: 01 Coordinate appropriate professional development for library/media staff as indicated by the needs assessment. Funding:

Integrated Management and Action Plan 2.41.7 FY 2007 Integrated Management and Action Plan High Student Achievement Strategy: 2 Promote the system-wide, consistent use of proven instructional practices.

Action Step: 2.42.7 Implement Library Media Services to support an integrated curricular program.

Person(s) Responsible: Supervisor of K-12 Social Studies/Career Media Specialists Education/Secondary Media Supervisor of Elementary Education/Education That Is Principals Multicultural Media Assistants

Milestones: 01 Establish a schedule for Media Specialists to meet with teachers of all major content areas to discuss needed support materials including media books, subscriptions, periodicals and other media materials. 02 Prepare orders for identified materials, as indicated.

03 Monitor usage of media center and materials.

04 Complete annual report due to MSDE. Funding: Unrestricted: $1,389,908

Integrated Management and Action Plan 2.42.7 FY 2007 Integrated Management and Action Plan High Student Achievement Strategy: 2 Promote the system-wide, consistent use of proven instructional practices.

Action Step: 2.43.7 Monitor effective and consistent implementation of media services.

Person(s) Responsible: Supervisor of K-12 Social Studies/Career Principals Education/Secondary Media Supervisor of Elementary Education/Education That Is Multicultural

Milestones: 01 Review class visitation data, circulation data, and annual reports.

02 Complete all required media specialist observations/evaluations. Funding: Unrestricted: $8,722

Integrated Management and Action Plan 2.43.7 FY 2007 Integrated Management and Action Plan High Student Achievement Strategy: 2 Promote the system-wide, consistent use of proven instructional practices.

Action Step: 2.44.7 Provide teachers with a variety of interactive on-line instructional resources to support student learning (i.e., Desire2Learn).

Integrated with Action Step 2.110.7

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Integrated Management and Action Plan 2.44.7 FY 2007 Integrated Management and Action Plan High Student Achievement Strategy: 2 Promote the system-wide, consistent use of proven instructional practices.

Action Step: 2.45.7 Implement reading/language arts and English curricula.

Person(s) Responsible: Director of Elementary Education Principals Director of Secondary Education Teachers of Reading/Language Arts and English

Milestones:

01 Include implementation strategies and activities in school improvement plans as appropriate.

04 Assess student progress of content standards at the indicator level.

05 Modify instructional strategies and/or pacing based on assessment results. Funding: Unrestricted: $5,446,188

Integrated Management and Action Plan 2.45.7 FY 2007 Integrated Management and Action Plan High Student Achievement Strategy: 2 Promote the system-wide, consistent use of proven instructional practices.

Action Step: 2.46.7 Monitor effective and consistent implementation of reading/language arts and English curricula.

Person(s) Responsible: Director of Elementary Education Principals Director of Secondary Education Supervisor of PreK-12 Reading Supervisor of K-12 English/Language Arts/Foreign Language Supervisors of Elementary Teachers Milestones: 01 Conduct teacher observations during scheduled reading/language arts and/or English classes.

02 Review all observation reports for teachers of reading/language arts and/or English to determine the consistent implementation of the reading/language arts and/or English curricula. 03 Notify Supervisor of K-12 Reading, Reading Coordinator, or Supervisor of K-12 English/Language Arts of identified needs. 04 Schedule Professional Development Coaches to provide assistance to teachers as indicated.

05 Conduct follow-up teacher observations to monitor for effective and consistent implementation of the reading/language arts and/or English curricula. 06 Provide additional assistance to teachers as indicated (e.g., demonstration lessons, visitations, coursework, mentoring). Funding:

Integrated Management and Action Plan 2.46.7 FY 2007 Integrated Management and Action Plan High Student Achievement Strategy: 2 Promote the system-wide, consistent use of proven instructional practices.

Action Step: 2.47.7 Monitor effective and consistent implementation of scientifically researched-based reading program, providing individual professional development as indicated.

Integrated with Action Step 2.46.5

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Integrated Management and Action Plan 2.47.7 FY 2007 Integrated Management and Action Plan High Student Achievement Strategy: 2 Promote the system-wide, consistent use of proven instructional practices.

Action Step: 2.48.7 Implement the reading/language arts curriculum for students with disabilities.

Person(s) Responsible: Supervisor of Special Education/Elementary and Secondary Principals Supervisor of Special Education/Secondary and Elementary Teachers

Milestones:

01 Plan lessons aligned with content standards and the Voluntary State Curriculum utilizing appropriate instructional materials. 02 Assess student progress of content standards at the indicator level.

03 Modify instructional strategies and/or pacing based on assessment results. Funding:

Integrated Management and Action Plan 2.48.7 FY 2007 Integrated Management and Action Plan High Student Achievement Strategy: 2 Promote the system-wide, consistent use of proven instructional practices.

Action Step: 2.49.7 Monitor effective and consistent implementation of the reading/language arts curriculum for students with disabilities.

Person(s) Responsible: Supervisor of Special Education/Elementary and Secondary Principals Supervisor of Special Education/Secondary and Elementary

Milestones: 01 Monitor the implementation of the reading/language arts curricula through the teacher observation and evaluation process and provide individual professional development as needed. Funding:

Integrated Management and Action Plan 2.49.7 FY 2007 Integrated Management and Action Plan High Student Achievement Strategy: 2 Promote the system-wide, consistent use of proven instructional practices.

Action Step: 2.50.7 Promote independent reading by providing classroom libraries for primary grade classrooms.

Person(s) Responsible: Director of Elementary Education

Milestones:

01 Purchase classroom libraries for all primary classrooms as funding permits. Funding:

Integrated Management and Action Plan 2.50.7 FY 2007 Integrated Management and Action Plan High Student Achievement Strategy: 2 Promote the system-wide, consistent use of proven instructional practices.

Action Step: 2.51.7 Support the implementation of the reading program through the appointment of a Coordinator for Reading/Language Arts.

Completed during 2003-2004

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Integrated Management and Action Plan 2.51.7 FY 2007 Integrated Management and Action Plan High Student Achievement Strategy: 2 Promote the system-wide, consistent use of proven instructional practices.

Action Step: 2.52.7 Encourage students to read utilizing a variety of reading incentive initiatives (e.g., Accelerated Reader, Book-It), evaluating their effectiveness to guide decisions about future use.

Person(s) Responsible: Supervisor of PreK-12 Reading Principals Supervisor of K-12 English/Language Arts/Foreign Language Teachers

Milestones: 01 Assist schools in identifying useful data to be gathered to evaluate reading incentive programs.

02 Require schools to gather the identified data.

03 Assist schools in using the data to analyze the effectiveness of their reading incentive program(s).

04 Act upon the analysis in developing future plans. Funding:

Integrated Management and Action Plan 2.52.7 FY 2007 Integrated Management and Action Plan High Student Achievement Strategy: 2 Promote the system-wide, consistent use of proven instructional practices.

Action Step: 2.53.7 Implement math curricula.

Person(s) Responsible: Director of Elementary Education Principals Director of Secondary Education Teachers of Math

Milestones:

01 Include implementation strategies and activities in school improvement plans as appropriate.

04 Assess student progress of content standards at the indicator level.

05 Modify instructional strategies and/or pacing based on assessment results. Funding: Unrestricted: $4,549,050

Integrated Management and Action Plan 2.53.7 FY 2007 Integrated Management and Action Plan High Student Achievement Strategy: 2 Promote the system-wide, consistent use of proven instructional practices.

Action Step: 2.54.7 Monitor effective and consistent implementation of math curricula.

Person(s) Responsible: Director of Elementary Education Principals Director of Secondary Education Supervisor of K-12 Math Supervisors of Elementary Teachers

Milestones:

01 Conduct teacher observations during scheduled math classes.

02 Review all observation reports for teachers of math to determine the consistent implementation of the math curricula. 03 Notify Supervisor of K-12 Math or Math Coordinator of identified needs.

04 Schedule Professional Development Coaches to provide assistance to teachers as indicated.

05 Conduct follow-up teacher observations to monitor for effective and consistent implementation of the math curricula. 06 Provide additional assistance to teachers as indicated (e.g., demonstration lessons, visitations, coursework, mentoring). Funding:

Integrated Management and Action Plan 2.54.7 FY 2007 Integrated Management and Action Plan High Student Achievement Strategy: 2 Promote the system-wide, consistent use of proven instructional practices.

Action Step: 2.55.7 Monitor effective and consistent implementation of new elementary math textbook series, providing individual professional development as indicated.

Integrated with Action Step 2.54.5

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Integrated Management and Action Plan 2.55.7 FY 2007 Integrated Management and Action Plan High Student Achievement Strategy: 2 Promote the system-wide, consistent use of proven instructional practices.

Action Step: 2.56.7 Support the implementation of the math program through the appointment of a Coordinator for Math.

Completed during 2003-2004

Person(s) Responsible:

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Integrated Management and Action Plan 2.56.7 FY 2007 Integrated Management and Action Plan High Student Achievement Strategy: 2 Promote the system-wide, consistent use of proven instructional practices.

Action Step: 2.57.7 Utilize effective math instructional strategies based on scientific research.

Person(s) Responsible: Director of Elementary Education Principals Director of Secondary Education Teachers of Math

Milestones:

01 Include implementation strategies and activities in school improvement plans as appropriate.

04 Assess student progress of content standards at the indicator level.

05 Modify instructional strategies and/or pacing based on assessment results. Funding:

Integrated Management and Action Plan 2.57.7 FY 2007 Integrated Management and Action Plan High Student Achievement Strategy: 2 Promote the system-wide, consistent use of proven instructional practices.

Action Step: 2.58.7 Monitor the use of effective instructional strategies supported by scientifically-based math research (e.g., use of manipulatives, appropriate use of calculators and concrete experiences) for math instruction.

Person(s) Responsible: Director of Elementary Education Principals Director of Secondary Education Supervisor of K-12 Math Supervisors of Elementary Teachers

Milestones: 01 Conduct teacher observations during scheduled math classes.

02 Review all observation reports for teachers of math to determine the consistent implementation of the math curricula. 03 Notify Supervisor of K-12 Math or Math Coordinator of identified needs.

04 Schedule Professional Development Coaches to provide assistance to teachers as indicated.

Integrated Management and Action Plan 2.58.7 FY 2007 Integrated Management and Action Plan High Student Achievement Strategy: 2 Promote the system-wide, consistent use of proven instructional practices.

Action Step: 2.59.7 Implement the math curriculum for students with disabilities.

Person(s) Responsible: Supervisor of Special Education/Elementary and Secondary Principals Supervisor of Special Education/Secondary and Elementary Teachers

Milestones:

03 Modify instructional strategies and/or pacing based on assessment results. Funding:

Integrated Management and Action Plan 2.59.7 FY 2007 Integrated Management and Action Plan High Student Achievement Strategy: 2 Promote the system-wide, consistent use of proven instructional practices.

Action Step: 2.60.7 Monitor effective and consistent implementation of the math curriculum for students with disabilities.

Person(s) Responsible: Supervisor of Special Education/Elementary and Secondary Principals Supervisor of Special Education/Secondary and Elementary

Milestones:

01 Monitor the implementation of the math curricula through the teacher observation and evaluation process and provide individual professional development as needed. Funding:

Integrated Management and Action Plan 2.60.7 FY 2007 Integrated Management and Action Plan High Student Achievement Strategy: 2 Promote the system-wide, consistent use of proven instructional practices.

Action Step: 2.61.7 Utilize Cognitive Tutor (computer-assisted algebra and geometry programs) at selected middle and high schools, analyzing its effectiveness.

Person(s) Responsible: Supervisor of K-12 Math Coordinator of Educational Technology Principals of Schools Using Cognitive Tutor Teachers Participating in Cognitive Tutor Program Director of Secondary Education Milestones: 01 Extend use of Cognitive Tutor to additional schools, providing training to teachers new to the program and followup training to those continuing in the use of the program. 02 Purchase textbooks. Funding:

Integrated Management and Action Plan 2.61.7 FY 2007 Integrated Management and Action Plan High Student Achievement Strategy: 2 Promote the system-wide, consistent use of proven instructional practices.

Action Step: 2.62.7 Provide on-going systematic professional development on the effective integration of technology (e.g., graphing calculators, Geometer Sketch Pad) in the teaching of math.

Person(s) Responsible: Coordinator of Instructional Technology Coordinator of Mathematics K-8 Supervisor of K-12 Math

Milestones: 01 Contact Supervisor of K-12 Math to determine math technology professional development needs.

02 Coordinate math technology professional development experiences. Funding:

Integrated Management and Action Plan 2.62.7 FY 2007 Integrated Management and Action Plan High Student Achievement Strategy: 2 Promote the system-wide, consistent use of proven instructional practices.

Action Step: 2.63.7 Provide software to meet math instructional needs.

Person(s) Responsible: Coordinator of Educational Technology Coordinator of Instructional Technology Supervisor of K-12 Math

Milestones:

01 Determine software requirements to meet the needs for mathematics instruction and purchase as funds are available. Funding:

Integrated Management and Action Plan 2.63.7 FY 2007 Integrated Management and Action Plan High Student Achievement Strategy: 2 Promote the system-wide, consistent use of proven instructional practices.

Action Step: 2.64.7 Implement use of criteria for student above-grade level math placement.

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Integrated Management and Action Plan 2.64.7 FY 2007 Integrated Management and Action Plan High Student Achievement Strategy: 2 Promote the system-wide, consistent use of proven instructional practices.

Action Step: 2.65.7 Provide on-going systematic professional development in proven math instructional practices in the areas of algebra/patterns, geometry/measurement, statistics/probability, number concepts/computation, and processes of mathematics (e.g., AIMS).

Person(s) Responsible: Supervisor of K-12 Math Director of Curriculum and Professional Development Coordinator of Mathematics K-8

Milestones: 01 Provide workshop experiences (e.g., AIMS) to enhance elementary and middle school teachers' knowledge of mathematics strategies. 02 Offer Continuing Professional Development courses for elementary and middle school mathematics teachers that emphasize the Algebra Strand and strategies for meeting the Voluntary State Curriculum Assessment Limits. 03 Provide training on developing, scoring and range finding for ECR’s and BCR’s for MSA and HSA.

04 Provide Math Professional Development Coaches with professional development in the area of instructional strategies for mathematics. 05 Provide opportunities for the Professional Development Coaches to demonstrate strategies learned.

06 Monitor effective use of demonstrated strategies through classroom observations. Funding:

Integrated Management and Action Plan 2.65.7 FY 2007 Integrated Management and Action Plan High Student Achievement Strategy: 2 Promote the system-wide, consistent use of proven instructional practices.

Action Step: 2.66.7 Continue implementation of the plan to ensure all diploma-bound students will successfully complete Algebra by the end of grade 8.

Person(s) Responsible: Supervisor of K-12 Math Coordinator of Mathematics K-8

Milestones: 01 Develop curriculum recommendations to ensure all diploma-bound students will successfully complete Algebra by the end of Grade 8. 02 Continue to phase-in the plan to accelerate student enrollment in math courses leading to completion of Algebra I by 8th grade. 03 Continue scheduling changes as appropriated for identified students whose math instruction can be accelerated to allow for successful completion of Algebra I by 8th grade. Funding:

Integrated Management and Action Plan 2.66.7 FY 2007 Integrated Management and Action Plan High Student Achievement Strategy: 2 Promote the system-wide, consistent use of proven instructional practices.

Action Step: 2.67.7 Implement pre-K to Grade 12 English proficiency curricula.

Person(s) Responsible: Supervisor of Elementary Education/Title I/ESOL Teachers of English Language Learners

Milestones:

01 Plan lessons aligned with English proficiency curricula utilizing appropriate instructional materials.

02 Utilize scientifically-based instructional strategies to achieve curriculum objectives.

03 Assess student progress.

04 Modify instructional strategies and/or pacing based on assessment results. Funding:

Integrated Management and Action Plan 2.67.7 FY 2007 Integrated Management and Action Plan High Student Achievement Strategy: 2 Promote the system-wide, consistent use of proven instructional practices.

Action Step: 2.68.7 Monitor effective and consistent implementation of pre-K to Grade 12 English proficiency curricula.

Person(s) Responsible: Supervisor of Elementary Education/Title I/ESOL Principals

Milestones:

01 Conduct teacher observations.

02 Review all observation reports for ELL teachers to determine the consistent implementation of the English proficiency curricula. 03 Notify Supervisor of ESOL of identified needs.

04 Conduct follow-up teacher observations to monitor for effective and consistent implementation of the English proficiency curricula. 05 Provide additional assistance to teachers as indicated (e.g., demonstration lessons, visitations, coursework, mentoring). Funding:

Integrated Management and Action Plan 2.68.7 FY 2007 Integrated Management and Action Plan High Student Achievement Strategy: 2 Promote the system-wide, consistent use of proven instructional practices.

Action Step: 2.69.7 Implement research-based teaching strategies to increase language acquisition (e.g., cooperative learning, buddy system, graphic organizers, and vocabulary-building) for English Language Learners.

Person(s) Responsible: Director of Elementary Education Principals Director of Secondary Education Teachers of English Language Learners

Milestones: 01 Include implementation strategies and activities in school improvement plans as appropriate.

04 Assess student progress of content standards at the indicator level.

05 Modify instructional strategies and/or pacing based on assessment results. Funding: Unrestricted: $729,731

Restricted: Title III, Parts A and D - ELL $10,869

Integrated Management and Action Plan 2.69.7 FY 2007 Integrated Management and Action Plan High Student Achievement Strategy: 2 Promote the system-wide, consistent use of proven instructional practices.

Action Step: 2.70.7 Monitor the implementation of research-based teaching strategies to increase language acquisition for English Language Learners.

Person(s) Responsible: Supervisor of Elementary Education/Title I/ESOL

Milestones: 01 Document the implementation of research-based teaching strategies through teacher observations.

02 Provide assistance and staff development to teachers as needed. Funding:

Integrated Management and Action Plan 2.70.7 FY 2007 Integrated Management and Action Plan High Student Achievement Strategy: 2 Promote the system-wide, consistent use of proven instructional practices.

Action Step: 2.71.7 Monitor need for ELL services and provide staff appropriately.

Person(s) Responsible: Supervisor of Elementary Education/Title I/ESOL

Milestones:

01 Assess requirements for students served by the ELL program.

02 Provide staff to serve students in the ELL program. Funding:

Restricted: Title III, Part A - ELL $47,367

Integrated Management and Action Plan 2.71.7 FY 2007 Integrated Management and Action Plan High Student Achievement Strategy: 2 Promote the system-wide, consistent use of proven instructional practices.

Action Step: 2.72.7 Provide ELL teachers with content-based materials for instruction and technology to support instruction.

Integrated with Action Step 2.69.5

Person(s) Responsible:

Milestones:

Funding:

Integrated Management and Action Plan 2.72.7 FY 2007 Integrated Management and Action Plan High Student Achievement Strategy: 2 Promote the system-wide, consistent use of proven instructional practices.

Action Step: 2.73.7 Provide on-going systematic professional development for teachers of English Language Learners on the effective implementation of the curriculum and instructional strategies to support student learning and acquisition of the English language including collaboration with institutions of higher education (e.g., Master's program at Salisbury University to increase the pool of qualified teachers for ESOL).

Person(s) Responsible: Supervisor of Elementary Education/Title I/ESOL Director of Curriculum and Professional Development

Milestones: 01 Meet with representatives of institutions of higher education to discuss and plan in-services/courses for teachers and administrators. 02 Publish dates, times, and locations for in-services/courses.

03 Provide opportunities for teachers and administrators to stay abreast of effective teaching methodologies through professional development opportunities including conference attendance. Funding:

Integrated Management and Action Plan 2.73.7 FY 2007 Integrated Management and Action Plan High Student Achievement Strategy: 2 Promote the system-wide, consistent use of proven instructional practices.

Action Step: 2.74.7 Provide on-going systematic professional development for pre-K and kindergarten teachers on the effective implementation of the curriculum and instructional strategies, including those from the Children's Literacy Initiative to support student learning.

Person(s) Responsible: Supervisor of Elementary Education/Early Childhood Director of Curriculum and Professional Development

Milestones: 01 Provide professional development for pre-K and new kindergarten teachers and their assistants on the use of strategies supporting MMSR Math Works initiatives. 02 Provide professional development for administrators to support implementation of the Children's Literacy Initiative. 03 Provide professional development for new pre-K and kindergarten teachers to support implementation of the Children's Literacy Initiative. 04 Provide coaching for pre-K and kindergarten teachers to support implementation of the Children's Literacy Initiative. Funding:

Integrated Management and Action Plan 2.74.7 FY 2007 Integrated Management and Action Plan High Student Achievement Strategy: 2 Promote the system-wide, consistent use of proven instructional practices.

Action Step: 2.75.7 Implement pre-K and kindergarten curricula, including strategies from the Children's Literacy Initiative, with attention to the needs of economically disadvantaged students.

Person(s) Responsible: Director of Elementary Education Supervisor of Elementary Education/Early Childhood Principals of Schools Serving pre-K and K Students Teachers of pre-K and K

Milestones: 01 Include implementation strategies and activities in school improvement plans as appropriate.

02 Plan lessons aligned with content standards and the Voluntary State Curriculum utilizing appropriate instructional materials and strategies from the Children's Literacy Initiative. 03 Utilize scientifically-based instructional strategies to achieve curriculum objectives.

04 Assess student progress of content standards at the indicator level.

05 Modify instructional strategies and/or pacing based on assessment results. Funding:

Restricted: Judy Hoyer Funds $322,000 MD Model School Readiness $27,276

Integrated Management and Action Plan 2.75.7 FY 2007 Integrated Management and Action Plan High Student Achievement Strategy: 2 Promote the system-wide, consistent use of proven instructional practices.

Action Step: 2.76.7 Monitor effective and consistent implementation of pre-K and kindergarten curricula.

Person(s) Responsible: Director of Elementary Education Principals Supervisor of Elementary Education/Early Childhood

Milestones:

01 Conduct teacher observations.

02 Review all observation reports for pre-K and kindergarten teachers to determine the consistent implementation of the pre-K and kindergarten curriculum. 03 Notify Supervisor of Elementary Schools/Early Childhood of identified needs.

04 Schedule Professional Development Coaches to provide assistance to teachers as indicated.

05 Conduct follow-up teacher observations to monitor for effective and consistent implementation of the revised pre-K curriculum. 06 Provide additional assistance to teachers as indicated (e.g., demonstration lessons, visitations, coursework, mentoring). Funding:

Integrated Management and Action Plan 2.76.7 FY 2007 Integrated Management and Action Plan High Student Achievement Strategy: 2 Promote the system-wide, consistent use of proven instructional practices.

Action Step: 2.77.7 Complete implementation of full day kindergarten program for all students.

Person(s) Responsible: Director of Elementary Education Supervisor of Elementary Education/Early Childhood Director of Facility Services Principals of Schools Serving K Students Teachers of Kindergarten Milestones: 01 Hire and/or reassign teachers and assistants to staff kindergarten programs.

02 Provide necessary classroom furniture, equipment, materials, and technology for full-day kindergarten. 03 Provide on-going professional development for teachers, paraprofessionals and administrators on kindergarten curriculum. Funding:

Integrated Management and Action Plan 2.77.7 FY 2007 Integrated Management and Action Plan High Student Achievement Strategy: 2 Promote the system-wide, consistent use of proven instructional practices.

Action Step: 2.78.7 Monitor effective and consistent implementation of kindergarten curriculum.

Integrated with Action Step 2.76.5

Person(s) Responsible:

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Funding:

Integrated Management and Action Plan 2.78.7 FY 2007 Integrated Management and Action Plan High Student Achievement Strategy: 2 Promote the system-wide, consistent use of proven instructional practices.

Action Step: 2.79.7 Implement activities that foster mathematical thinking in kindergarten students, utilizing strategies from Math Works as recommended by MSDE.

Person(s) Responsible: Director of Elementary Education Principals Teachers of Kindergarten

Milestones: 01 Provide Math Works materials for kindergarten classes.

02 Conduct observations of kindergarten teachers during scheduled math instructional time.

03 Review all observation reports for kindergarten teachers to determine the consistent implementation of activities that foster mathematical thinking and the use of Math Works strategies. 04 Notify Supervisor of K-12 Math of identified needs.

05 Schedule Professional Development Coaches to provide assistance to teachers as indicated.

06 Conduct follow-up teacher observations to monitor for effective and consistent implementation of activities that foster mathematical thinking and the use of MathWorks strategies. 07 Provide additional assistance to teachers as indicated (e.g., demonstration lessons, visitations, coursework, mentoring). Funding:

Integrated Management and Action Plan 2.79.7 FY 2007 Integrated Management and Action Plan High Student Achievement Strategy: 2 Promote the system-wide, consistent use of proven instructional practices.

Action Step: 2.80.7 Implement the music and visual arts curricula.

Person(s) Responsible: Supervisor of K-12 Fine Arts Principals Teachers of Art and Music

Milestones:

01 Plan lessons aligned with content standards utilizing appropriate instructional materials.

02 Utilize scientifically-based instructional strategies to achieve curriculum objectives.

03 Assess student progress of content standards at the indicator level.

04 Modify instructional strategies and/or pacing based on assessment results. Funding: Unrestricted: $3,696,467

Restricted: Fine Arts Grant $8,745

Integrated Management and Action Plan 2.80.7 FY 2007 Integrated Management and Action Plan High Student Achievement Strategy: 2 Promote the system-wide, consistent use of proven instructional practices.

Action Step: 2.85.7 Support music and visual arts instruction through purchase of materials of instruction.

Integrated with Action Step 2.80.5

Person(s) Responsible:

Milestones:

Funding:

Integrated Management and Action Plan 2.85.7 FY 2007 Integrated Management and Action Plan High Student Achievement Strategy: 2 Promote the system-wide, consistent use of proven instructional practices.

Action Step: 2.81.7 Monitor effective and consistent implementation of music and visual arts curricula.

Person(s) Responsible: Director of Elementary Education Principals Director of Secondary Education Supervisor of K-12 Fine Arts

Milestones:

01 Conduct teacher observations during scheduled music and visual arts classes.

02 Review all observation reports for teachers of music and visual arts to determine the consistent implementation of the music and visual arts curricula. 03 Notify Supervisor of Fine Arts of identified needs.

04 Conduct follow-up teacher observations to monitor for effective and consistent implementation of the curricula. 05 Provide additional assistance to teachers as indicated (e.g., demonstration lessons, visitations, coursework, mentoring). Funding:

Integrated Management and Action Plan 2.81.7 FY 2007 Integrated Management and Action Plan High Student Achievement Strategy: 2 Promote the system-wide, consistent use of proven instructional practices.

Action Step: 2.82.7 Provide professional development opportunities (e.g., Musikgarten) for pre-K to Grade 12 music and visual arts teachers.

Person(s) Responsible: Supervisor of K-12 Fine Arts Director of Curriculum and Professional Development

Milestones: 01 Contract with consultant to provide training.

02 Provide materials for the teacher training.

03 Conduct teacher training.

04 Monitor implementation of skills acquired during training. Funding:

Restricted: Fine Arts Grant $14,985

Integrated Management and Action Plan 2.82.7 FY 2007 Integrated Management and Action Plan High Student Achievement Strategy: 2 Promote the system-wide, consistent use of proven instructional practices.

Action Step: 2.83.7 Monitor music and visual arts instructional needs and provide staff appropriately.

Person(s) Responsible: Director of Elementary Education Supervisor of K-12 Fine Arts Director of Secondary Education

Milestones:

01 Assess staffing requirements to serve students enrolled in music and visual arts programs.

02 Provide "highly qualified" teachers to serve students in the music and visual arts program, phasing out the use of instructional assistants in the elementary schools. Funding:

Integrated Management and Action Plan 2.83.7 FY 2007 Integrated Management and Action Plan High Student Achievement Strategy: 2 Promote the system-wide, consistent use of proven instructional practices.

Action Step: 2.84.7 Repair and/or replace band/orchestra instruments and music equipment to provide musical experiences for students.

Person(s) Responsible: Supervisor of K-12 Fine Arts

Milestones: 01 Request prioritized list of instruments to be repaired or replaced from teachers.

02 Order equipment, using bid list as appropriate. Funding:

Integrated Management and Action Plan 2.84.7 FY 2007 Integrated Management and Action Plan High Student Achievement Strategy: 2 Promote the system-wide, consistent use of proven instructional practices.

Action Step: 2.86.7 Implement Performance Musical Theater curriculum.

Delayed until 2007-2008

Person(s) Responsible:

Milestones:

Funding:

Integrated Management and Action Plan 2.86.7 FY 2007 Integrated Management and Action Plan High Student Achievement Strategy: 2 Promote the system-wide, consistent use of proven instructional practices.

Action Step: 2.87.7 Monitor effective implementation of Performance Musical Theater curriculum.

Delayed until 2007-2008

Person(s) Responsible:

Milestones:

Funding:

Integrated Management and Action Plan 2.87.7 FY 2007 Integrated Management and Action Plan High Student Achievement Strategy: 2 Promote the system-wide, consistent use of proven instructional practices.

Action Step: 2.88.7 Implement Photography II curriculum.

Delayed until 2007-2008

Person(s) Responsible:

Milestones:

Funding:

Integrated Management and Action Plan 2.88.7 FY 2007 Integrated Management and Action Plan High Student Achievement Strategy: 2 Promote the system-wide, consistent use of proven instructional practices.

Action Step: 2.89.7 Monitor effective implementation of Photography II curriculum.

Delayed until 2007-2008

Person(s) Responsible:

Milestones:

Funding:

Integrated Management and Action Plan 2.89.7 FY 2007 Integrated Management and Action Plan High Student Achievement Strategy: 2 Promote the system-wide, consistent use of proven instructional practices.

Action Step: 2.90.7 Implement visual arts Graphic Arts curriculum.

Delayed until 2007-2008

Person(s) Responsible:

Milestones:

Funding:

Integrated Management and Action Plan 2.90.7 FY 2007 Integrated Management and Action Plan High Student Achievement Strategy: 2 Promote the system-wide, consistent use of proven instructional practices.

Action Step: 2.91.7 Monitor effective implementation of Graphic Arts curriculum.

Delayed until 2007-2008

Person(s) Responsible:

Milestones:

Funding:

Integrated Management and Action Plan 2.91.7 FY 2007 Integrated Management and Action Plan High Student Achievement Strategy: 2 Promote the system-wide, consistent use of proven instructional practices.

Action Step: 2.92.7 Provide enhanced graphic art and digital photography experiences for students by upgrading computers in visual art classrooms as indicated.

Person(s) Responsible: Supervisor of K-12 Fine Arts Coordinator of Educational Technology

Milestones: 01 Assess computer hardware and software needs for graphic art and photography experience.

02 Order equipment and software, as funding permits. (If appropriate use bid list.)

03 Install and insure proper working order of new equipment and software.

04 Provide professional training to teachers concerning use of new equipment and software. Funding:

Integrated Management and Action Plan 2.92.7 FY 2007 Integrated Management and Action Plan High Student Achievement Strategy: 2 Promote the system-wide, consistent use of proven instructional practices.

Action Step: 2.93.7 Provide on-going systematic professional development for career and technology education teachers on business and industry standards and state content standards in science, math and reading to support student learning.

Person(s) Responsible: Supervisor of Career and Technology Director of Curriculum and Professional Development Education/Business/Family & Consumer Science

Milestones: 01 Provide professional development on Reading and Writing in the CTE and Academic Classoom, scheduling follow-up sessions as indicated. 02 Evaluate workshop sessions through teacher evaluations and observations by content area supervisor(s). 03 Share best practices using standards at faculty meetings. Funding:

Integrated Management and Action Plan 2.93.7 FY 2007 Integrated Management and Action Plan High Student Achievement Strategy: 2 Promote the system-wide, consistent use of proven instructional practices.

Action Step: 2.94.7 Implement career and technology education curricula.

Person(s) Responsible: Supervisor of Career and Technology Principals Education/Business/Family & Consumer Science Teachers of Career & Technology Education/Business

Milestones: 01 Include implementation strategies and activities in school improvement plans as appropriate.

02 Plan lessons aligned with industry standards and content standards utilizing appropriate instructional materials. 03 Utilize scientifically-based instructional strategies to achieve curriculum objectives.

04 Assess student progress of industry standards and content standards at the indicator level.

05 Modify instructional strategies and/or pacing based on assessment results. Funding: Unrestricted: $2,727,835

Restricted: Title I, Part C Career & Tech $205,421

Integrated Management and Action Plan 2.94.7 FY 2007 Integrated Management and Action Plan High Student Achievement Strategy: 2 Promote the system-wide, consistent use of proven instructional practices.

Action Step: 2.95.7 Monitor effective and consistent implementation of career and technology education curricula.

Person(s) Responsible: Director of Secondary Education Principals Supervisor of Career and Technology Education/Business/Family & Consumer Science

Milestones: 01 Conduct teacher observations during scheduled career and technology education classes.

02 Review all observation reports for teachers of career and technology education to determine the consistent implementation of the career and technology education curricula. 03 Notify Supervisor of Career and Technology Education/Business of identified needs.

04 Conduct follow-up teacher observations to monitor for effective and consistent implementation of the career and technology education curricula. 05 Provide additional assistance to teachers as indicated (e.g., demonstration lessons, visitations, coursework, mentoring). Funding:

Integrated Management and Action Plan 2.95.7 FY 2007 Integrated Management and Action Plan High Student Achievement Strategy: 2 Promote the system-wide, consistent use of proven instructional practices.

Action Step: 2.96.7 Provide special education support and services for students with disabilities who are enrolled in career and technology classes.

Person(s) Responsible: Director of Special Education Supervisor of Career and Technology Education/Business/Family & Consumer Science

Milestones: 01 Provide two vocational/transitional paraprofessionals for the provision of special education and related services under the direction of certificated staff for students with disabilities who are enrolled in career and technology classes. Funding:

Integrated Management and Action Plan 2.96.7 FY 2007 Integrated Management and Action Plan High Student Achievement Strategy: 2 Promote the system-wide, consistent use of proven instructional practices.

Action Step: 2.97.7 Maintain career and technology education program consistent with business and industry requirements for the Business Technology cluster by updating software applications as indicated.

Person(s) Responsible: Supervisor of Career and Technology Coordinator of Educational Technology Education/Business/Family & Consumer Science

Milestones: 01 Update operating systems and software as indicated to maintain articulation agreement with Wor Wic Community College. Funding:

Integrated Management and Action Plan 2.97.7 FY 2007 Integrated Management and Action Plan High Student Achievement Strategy: 2 Promote the system-wide, consistent use of proven instructional practices.

Action Step: 2.98.7 Support career and technology instruction through purchase of equipment and materials of instruction to upgrade programs.

Person(s) Responsible: Supervisor of Career and Technology Director of Secondary Education Education/Business/Family & Consumer Science

Milestones: 01 Purchase equipment and materials based on previous year Program Advisory Committee recommendations. 02 Meet with CTE Program Advisory Committees to determine equipment and material needs for the following year. Funding:

Integrated Management and Action Plan 2.98.7 FY 2007 Integrated Management and Action Plan High Student Achievement Strategy: 2 Promote the system-wide, consistent use of proven instructional practices.

Action Step: 2.99.7 Provide an on-going systematic program to provide professional development for career and technology educators to understand and to meet the needs of non-traditional students and students with disabilities.

Person(s) Responsible: Supervisor of Career and Technology Director of Curriculum and Professional Development Education/Business/Family & Consumer Science Director of Special Education

Milestones: 01 Utilize survey data to plan professional development.

02 Schedule and implement professional development for CTE and Technology Education teachers focused on "Writing and Reading in the CTE and Academic Classroom" throughout the year. 03 Monitor effectiveness of professional development through the teacher observation process. Funding:

Integrated Management and Action Plan 2.99.7 FY 2007 Integrated Management and Action Plan High Student Achievement Strategy: 2 Promote the system-wide, consistent use of proven instructional practices.

Action Step: 2.100.7 Provide materials of instruction, equipment, and textbooks aligned with curricula to support student learning.

Person(s) Responsible: Director of Elementary Education Director of Secondary Education

Milestones: 01 Determine need for materials of instruction, equipment, and textbooks.

02 Purchase materials of instruction, equipment, and textbooks as indicated and funding permits.

03 Develop budget requests to meet identified needs. Funding: Unrestricted: $1,451,145

Integrated Management and Action Plan 2.100.7 FY 2007 Integrated Management and Action Plan High Student Achievement Strategy: 2 Promote the system-wide, consistent use of proven instructional practices.

Action Step: 2.101.7 Engage students in high quality service learning programs to help them develop an understanding of civic responsibility and citizenship.

Person(s) Responsible: Director of Elementary Education Supervisor of K-12 Science Director of Secondary Education Principals Teachers

Milestones: 01 Utilize curriculum guides to determine appropriate service learning opportunities linked to course of study. 02 Provide opportunities for students to participate in service learning activities.

03 Work with community partners to determine student service learning opportunities. Funding:

Restricted: Learn and Serve America $15,750

Integrated Management and Action Plan 2.101.7 FY 2007 Integrated Management and Action Plan High Student Achievement Strategy: 2 Promote the system-wide, consistent use of proven instructional practices.

Action Step: 2.102.7 Work collaboratively with other school systems and MSDE to revise and implement technology literacy standards for Grades K-8.

Person(s) Responsible: Coordinator of Instructional Technology Coordinator of Educational Technology

Milestones: 01 Participate in MSDE sponsored consortium to develop technology literacy standards.

02 Communicate proposed technology literacy standards to all stakeholders.

03 Work with Director of Curriculum and Professional Development to plan for implementation of technology literacy standards. Funding:

Integrated Management and Action Plan 2.102.7 FY 2007 Integrated Management and Action Plan High Student Achievement Strategy: 2 Promote the system-wide, consistent use of proven instructional practices.

Action Step: 2.103.7 Work collaboratively with other school systems and MSDE to provide students opportunities to participate in on-line courses (e.g., AP Physics, SAT preparation) as need indicates.

Person(s) Responsible: Coordinator of Educational Technology Coordinator of Instructional Technology

Milestones: 01 Collaborate with other school systems and/or MSDE to explore the possibility of developing and/or offering on-line courses for students. Funding:

Integrated Management and Action Plan 2.103.7 FY 2007 Integrated Management and Action Plan High Student Achievement Strategy: 2 Promote the system-wide, consistent use of proven instructional practices.

Action Step: 2.104.7 Provide support to career and technology students to increase academic and technical achievement.

Person(s) Responsible: Supervisor of Career and Technology Education/Business/Family & Consumer Science

Milestones: 01 Provide additional support to identified special needs students through the Vocational Support Services Team. 02 Continue to provide professional development on differentiated instructional strategies. Funding:

Integrated Management and Action Plan 2.104.7 FY 2007 Integrated Management and Action Plan High Student Achievement Strategy: 2 Promote the system-wide, consistent use of proven instructional practices.

Action Step: 2.105.7 Work in collaboration with the Maryland Fire and Rescue Institute to offer Fire Fighter / EMT program to facilitate the transition from volunteer to professional fire fighter status.

Person(s) Responsible: Supervisor of Career and Technology Education/Business/Family & Consumer Science

Milestones: 01 Recruit students and offer Fire Fighter / EMT program sequence of courses.

02 Evaluate program on a regular basis to determine effectiveness. Funding:

Integrated Management and Action Plan 2.105.7 FY 2007 Integrated Management and Action Plan High Student Achievement Strategy: 2 Promote the system-wide, consistent use of proven instructional practices.

Action Step: 2.106.7 Extend the 8-period day to Wicomico Middle and Bennett Middle Schools to provide extended time for math and reading and math intervention.

Person(s) Responsible: Director of Secondary Education

Milestones: 01 Develop a master schedule that will accommodate additional instructional time for reading and math while adhering to the Middle School Course of Study requirements. 02 Provide professional development for teachers in the use of extended instructional time for reading/English/language arts and math. Funding:

Integrated Management and Action Plan 2.106.7 FY 2007 Integrated Management and Action Plan High Student Achievement Strategy: 2 Promote the system-wide, consistent use of proven instructional practices.

Action Step: 2.107.7 Investigate successful practices in other school systems and replicate as appropriate and possible.

Person(s) Responsible: Director of Curriculum and Professional Development

Milestones:

01 Research best practices in other school systems that have led to improved student learning for possible replication. 02 Present findings to Division of Instruction for consideration. Funding:

Integrated Management and Action Plan 2.107.7 FY 2007 Integrated Management and Action Plan High Student Achievement Strategy: 2 Promote the system-wide, consistent use of proven instructional practices.

Action Step: 2.108.7 Maintain rigor and pace of reading and math instruction after the Maryland School Assessment administration.

Person(s) Responsible: Director of Elementary Education Principals Director of Secondary Education Teachers of Reading/Language Arts and English Teachers of Math

Milestones: 01 Develop materials (e. g., pacing charts) to guide teachers in their use of instructional time, especially those days in the school year following MSA testing. Funding:

Integrated Management and Action Plan 2.108.7 FY 2007 Integrated Management and Action Plan High Student Achievement Strategy: 2 Promote the system-wide, consistent use of proven instructional practices.

Action Step: 2.109.7 Realign elementary supervisory responsibilites and establish the "stand alone" position of Reading Supervisor PreK-12.

Completed in 2005-2006

Person(s) Responsible:

Milestones:

Funding:

Integrated Management and Action Plan 2.109.7 FY 2007 Integrated Management and Action Plan High Student Achievement Strategy: 2 Promote the system-wide, consistent use of proven instructional practices.

Action Step: 2.110.7 Integrate the use of technology with instruction to improve student learning.

Person(s) Responsible: Coordinator of Educational Technology Coordinator of Instructional Technology

Milestones:

01 Utilize results of annual Maryland Technology Inventory to determine hardware, software and professional development needs. 02 Provide support for on-line courses, Technology Resource Teachers, and Technology Professional Development Coaches. 03 Provide support for the use of technology to enhance student learning. Funding: Unrestricted: $1,155,674

Restricted: Title II, Part D - Technology $36,209 Title II - Tech Literacy $34,576

Integrated Management and Action Plan 2.110.7 FY 2007 Integrated Management and Action Plan High Student Achievement Strategy: 3 Accelerate the learning of low-performing students through proven intervention initiatives to eliminate achievement gaps.

Action Step: 3.1.7 Provide research-based after school and summer academic acceleration programs (including transportation) at schools participating in the 21st Century Community Learning Centers programs.

Person(s) Responsible: 21st Century School Program Coordinator STARS I Supervisor of Elementary Education/Title I/ESOL 21st Century School Program Coordinator STARS II Director of Elementary Education Director of Secondary Education Principals Milestones: 01 Implement 21st Century Community Learning Center programs as described in grant proposals for STARS I and STARS II. Funding: Unrestricted: $38,358

Restricted: Title IV - 21st Century Centers (STARS 2) $445,993 Title IV - 21st Century Centers (STARS 1) $318,750

Integrated Management and Action Plan 3.1.7 FY 2007 Integrated Management and Action Plan High Student Achievement Strategy: 3 Accelerate the learning of low-performing students through proven intervention initiatives to eliminate achievement gaps.

Action Step: 3.2.7 Provide additional academic support (e.g., tutoring) during extended day (e.g., before and/or after school) programs at schools not participating in the 21st Century Community Learning Centers programs and provide transportation for after school programs at Title I schools.

Person(s) Responsible: Director of Elementary Education Supervisor of Elementary Education/Title I/ESOL Director of Secondary Education Principals

Milestones: Allocate resources to provide instructional materials for program.

01 Identify students who will participate in programs.

02 Inform parents of identified students about the program.

03 Obtain parental permission for program participation.

04 Allocate resources to provide staff for program.

06 Allocate resources to provide student meals/snacks at Title I schools.

07 Allocate resources to provide transportation for after school programs at Title I schools not participating in the 21st Century Community Learning Centers programs. 08 Implement extended day programs.

09 Collect and analyze data to determine effectiveness of program. Funding: Unrestricted: $40,223

Restricted: Hot Spots - Wicomico Middle $3,000 WISE Afterschool Program - LMB $43,800

Integrated Management and Action Plan 3.2.7 FY 2007 Integrated Management and Action Plan High Student Achievement Strategy: 3 Accelerate the learning of low-performing students through proven intervention initiatives to eliminate achievement gaps.

Action Step: 3.3.7 Provide research-based summer academic acceleration programs designed to accommodate the needs of diverse learners and provide transportation for elementary school students.

Person(s) Responsible: Director of Elementary Education Supervisor of Elementary Education/Title I/ESOL Director of Secondary Education Principal of Evening High School/Secondary Summer School

Milestones: 01 Identify students who will participate in Elementary or Title I Summer School program.

02 Obtain parental permission for Elementary or Title I Summer School program participation.

03 Implement Elementary and Title I Summer School programs, providing appropriate staffing (including special education and ELL services), administrative services, transportation, and instructional materials and supplies. 04 Identify students who will participate in Secondary Summer School program.

05 Obtain parental permission for Secondary Summer School program participation.

06 Implement Secondary Summer School program, providing appropriate staffing (including special education and ELL services), administrative services, transportation for middle school students, and instructional materials and supplies. 07 Provide opportunities for remediation in the areas of math, reading, and writing.

08 Provide opportunities for students to engage in enrichment experiences (e.g., problem solving, technology, visual/performing arts). 09 Communicate student progress in Summer School programs to parents.

10 Collect and analyze data to determine effectiveness of Summer School programs.

11 Communicate student progress in Summer School programs with home schools.

12 Investigate the feasibility of offering a summer program for kindergarten students. Funding: Unrestricted: $236,212

Restricted: Title I, Part A $66,971 Horn Point $36,768 Diary of a River $20,347

Integrated Management and Action Plan 3.3.7 FY 2007 Integrated Management and Action Plan High Student Achievement Strategy: 3 Accelerate the learning of low-performing students through proven intervention initiatives to eliminate achievement gaps.

Action Step: 3.4.7 Continue summer achievement academies.

Person(s) Responsible: Director of Secondary Education Principals of Middle Schools Conducting Summer Achievement Academies Supervisor of Elementary Education/Title I/ESOL

Milestones: 01 Utilize 21st Century Community Learning Centers grant to offer the program at two middle schools sites 02 Review program identification and notification procedures and program components and make necessary revisions to continue initial program. Funding:

Integrated Management and Action Plan 3.4.7 FY 2007 Integrated Management and Action Plan High Student Achievement Strategy: 3 Accelerate the learning of low-performing students through proven intervention initiatives to eliminate achievement gaps.

Action Step: 3.5.7 Provide information to stakeholders concerning summer school opportunities, specifically targeting students in grade 8 who have not achieved proficiency on the MSA.

Person(s) Responsible: Director of Secondary Education

Milestones: 01 Inform students and their parents via a letter sent to the home of the student's status in meeting or not meeting proficiency for reading/English/language arts and/or math based upon assessment results and teacher recommendation. Funding:

Integrated Management and Action Plan 3.5.7 FY 2007 Integrated Management and Action Plan High Student Achievement Strategy: 3 Accelerate the learning of low-performing students through proven intervention initiatives to eliminate achievement gaps.

Action Step: 3.6.7 Evaluate program effectiveness of Comprehensive School Reform model implementation, providing support to continue use of successful models.

Person(s) Responsible: Supervisor of Elementary Education/Title I/ESOL Director of Elementary Education

Milestones: 01 Allocate funds to provide support for continued implementation of successful Comprehensive School Reform models. 02 Examine assessment data and attendance rates through the school improvement process to determine effectiveness of CSR models, modifying programs as indicated. Funding:

Restricted: Title I, Part A $8,230

Integrated Management and Action Plan 3.6.7 FY 2007 Integrated Management and Action Plan High Student Achievement Strategy: 3 Accelerate the learning of low-performing students through proven intervention initiatives to eliminate achievement gaps.

Action Step: 3.7.7 Offer SAT-preparation.

Person(s) Responsible: Supervisor of Guidance and Adult Education Principals of High Schools Coordinator for School Improvement/Assessments & Guidance Counselors Accountability

Milestones: 01 Offer SAT-preparation courses as staffing permits.

02 Explore comprehensive college-preparation programs and opportunities.

03 Provide all tenth grade students with the opportunity to take the PSAT, utilizing results to encourage students to take appropriate coursework. Funding: Unrestricted: $150,000

Integrated Management and Action Plan 3.7.7 FY 2007 Integrated Management and Action Plan High Student Achievement Strategy: 3 Accelerate the learning of low-performing students through proven intervention initiatives to eliminate achievement gaps.

Action Step: 3.8.7 Coordinate the early identification of, and services for, students with disabilities ages 3-5.

Person(s) Responsible: Supervisor of Special Education/Elementary and Secondary Early Childhood Special Education Support Teacher

Milestones:

01 Facilitate the coordination of services, attend meetings and conduct professional development to ensure compliance and continuum of services for students with disabilities (ages 3-5). Funding:

Restricted:

Integrated Management and Action Plan 3.8.7 FY 2007 Integrated Management and Action Plan High Student Achievement Strategy: 3 Accelerate the learning of low-performing students through proven intervention initiatives to eliminate achievement gaps.

Action Step: 3.9.7 Coordinate the early identification of, and services for, young children (birth through two) with developmental delays and disabilities and their families.

Person(s) Responsible: Supervisor of Special Education/Elementary and Secondary Coordinator of Infants & Toddlers Program

Milestones: 01 Collaborate with Wicomico County Health Department as an interagency partner.

02 Attend quarterly meetings of the Local Interagency Coordinating Council of the Infants and Toddlers Program to plan and coordinate services for the age 0 through 2 population. 03 Conduct monthly meetings with Infants and Toddlers and pre-school staffs to resolve issues, plan for transitions, and coordinate services. 04 Provide services to identified children birth to age 2 in the natural environment.

05 Ensure family awareness of community resources and services. Funding:

Restricted:

Integrated Management and Action Plan 3.9.7 FY 2007 Integrated Management and Action Plan High Student Achievement Strategy: 3 Accelerate the learning of low-performing students through proven intervention initiatives to eliminate achievement gaps.

Action Step: 3.10.7 Monitor the effective and consistent implementation of the Title I program according to ESEA regulations.

Person(s) Responsible: Supervisor of Elementary Education/Title I/ESOL

Milestones:

01 Develop the Title I budget and monitor expenditures in accordance with ESEA regulations.

02 Implement Title I program components in accordance with ESEA regulations, including staffing, materials, equipment, etc. 03 Conduct staff observations and evaluations, ensuring Title I program compliance with ESEA and NCLB requirements. Funding:

Restricted: Title I, Part A $5,959

Integrated Management and Action Plan 3.10.7 FY 2007 Integrated Management and Action Plan High Student Achievement Strategy: 3 Accelerate the learning of low-performing students through proven intervention initiatives to eliminate achievement gaps.

Action Step: 3.12.7 Provide supplemental (small group and one-on-one) reading/language arts instruction for low-performing students in all elementary and middle schools.

Person(s) Responsible: Director of Elementary Education Principals Director of Secondary Education

Milestones: 01 Allocate staff to schools.

02 Identify students to receive one-on-one, small group, and/or large group supplemental reading instruction, informing parents appropriately. 03 Implement supplemental reading instructional program, providing equipment and materials.

04 Analyze student assessment results to evaluate success of supplemental instructional reading programs. 05 Provide professional development opportunities for teachers (e.g., reading conferences). Funding: Unrestricted: $200,000

Integrated Management and Action Plan 3.12.7 FY 2007 Integrated Management and Action Plan High Student Achievement Strategy: 3 Accelerate the learning of low-performing students through proven intervention initiatives to eliminate achievement gaps.

Action Step: 3.13.7 Provide focused academic intervention during the regular school day for reading acceleration through strategic reading classes in schools offering those classes.

Person(s) Responsible: Director of Secondary Education Principals Teachers of Strategic Reading Classes

Milestones: 01 Identify middle school students who are working toward level in reading.

03 Schedule identified students for strategic reading and reading intervention. Funding:

Integrated Management and Action Plan 3.13.7 FY 2007 Integrated Management and Action Plan High Student Achievement Strategy: 3 Accelerate the learning of low-performing students through proven intervention initiatives to eliminate achievement gaps.

Action Step: 3.14.7 Provide funds to non-public schools that respond positively to participation in the Title I program.

Person(s) Responsible: Supervisor of Elementary Education/Title I/ESOL

Milestones:

01 Consult with nonpublic schools participating in the Title I program to determine services to be provided to qualifying students. Funding:

Restricted: Title I, Part A $9,895

Integrated Management and Action Plan 3.14.7 FY 2007 Integrated Management and Action Plan High Student Achievement Strategy: 3 Accelerate the learning of low-performing students through proven intervention initiatives to eliminate achievement gaps.

Action Step: 3.16.7 Provide identified students entering grade 9 who have not achieved proficiency on the eighth grade MSA the opportunity to take a reading support class.

Person(s) Responsible: Director of Secondary Education Principals of High Schools

Milestones: 01 Identify middle school students who are not proficient in reading based upon MSA scores.

02 Schedule identified students in reading support classes.

03 Monitor student performance to determine program effectiveness. Funding:

Integrated Management and Action Plan 3.16.7 FY 2007 Integrated Management and Action Plan High Student Achievement Strategy: 3 Accelerate the learning of low-performing students through proven intervention initiatives to eliminate achievement gaps.

Action Step: 3.17.7 Utilize Early Success/Soar to Success as a supplemental reading acceleration program for identified low- performing students, providing professional development as needed.

Person(s) Responsible: Director of Elementary Education Principals Director of Secondary Education Teachers Utilizing Early Success/Soar to Success

Milestones: 01 Continue to provide professional development as indicated on the use of Early Success/Soar to Success. 02 Implement Early Success/Soar to Success with identified students per county guidelines. Funding:

Integrated Management and Action Plan 3.17.7 FY 2007 Integrated Management and Action Plan High Student Achievement Strategy: 3 Accelerate the learning of low-performing students through proven intervention initiatives to eliminate achievement gaps.

Action Step: 3.19.7 Continue Reading Rally, an independent reading competition in the middle schools.

Person(s) Responsible: Supervisor of PreK-12 Reading Principals of Middle Schools

Milestones:

01 Plan and implement Reading Rally in the middle schools.

02 Evaluate the effectiveness of Reading Rally through participation data and student/teacher surveys. Funding:

Integrated Management and Action Plan 3.19.7 FY 2007 Integrated Management and Action Plan High Student Achievement Strategy: 3 Accelerate the learning of low-performing students through proven intervention initiatives to eliminate achievement gaps.

Action Step: 3.20.7 Provide supplemental (small group and one-on-one) math instruction for low-performing students in all elementary and middle schools.

Person(s) Responsible: Director of Elementary Education Principals Director of Secondary Education

Milestones: 01 Allocate staff to schools.

02 Identify students to receive one-on-one, small group, and/or large group supplemental math instruction, informing parents appropriately. 03 Implement supplemental math instructional program, providing equipment and materials.

04 Analyze student assessment results to evaluate success of supplemental instructional math programs. 05 Provide professional development opportunities for teachers (e.g., math conferences). Funding:

Integrated Management and Action Plan 3.20.7 FY 2007 Integrated Management and Action Plan High Student Achievement Strategy: 3 Accelerate the learning of low-performing students through proven intervention initiatives to eliminate achievement gaps.

Action Step: 3.22.7 Provide focused academic intervention during the regular school day in identified middle schools for math acceleration through math support classes in schools offering those classes.

Person(s) Responsible: Director of Secondary Education Principals Teachers of Math Support Classes

Milestones: 01 Identify students performing below grade level.

02 Provide small group instruction to identified students, utilizing pull-out and team teaching.

03 Schedule identified 7th and 8th grade students for math support class in three middle schools. Funding:

Integrated Management and Action Plan 3.22.7 FY 2007 Integrated Management and Action Plan High Student Achievement Strategy: 3 Accelerate the learning of low-performing students through proven intervention initiatives to eliminate achievement gaps.

Action Step: 3.24.7 Utilize ELL committees to monitor student performance and recommend program changes.

Person(s) Responsible: Supervisor of Elementary Education/Title I/ESOL Principals

Milestones:

01 Meet with principals to review the process for establishing an ELL committee in each school.

02 Disseminate the state guidelines and procedures for identifying personnel to be included on the ELL committee. 03 Meet with the ELL teachers to review established guidelines.

04 Schedule and convene meetings of the ELL committee in each school as indicated to discuss the progress instructional program and needed accommodations for each English Language Learner. 05 Forward documentation and summary of outcome of all ELL committee meetings to the Supervisor of Elementary Schools/ESOL/ETMA. Funding:

Integrated Management and Action Plan 3.24.7 FY 2007 Integrated Management and Action Plan High Student Achievement Strategy: 3 Accelerate the learning of low-performing students through proven intervention initiatives to eliminate achievement gaps.

Action Step: 3.25.7 Utilize a variety of intervention strategies to meet the needs of English Language Learners (e.g., pull out, plug-in, inclusion, in-school and after-school tutoring, individualized instruction, flexible grouping, regrouping, scheduled classes (secondary), peer tutoring, and cooperative learning groups).

Person(s) Responsible: Supervisor of Elementary Education/Title I/ESOL Principals Teachers of English Language Learners

Milestones: 01 Provide teacher stipends for after-school intervention programs in the elementary, middle, and high schools. Funding:

Integrated Management and Action Plan 3.25.7 FY 2007 Integrated Management and Action Plan High Student Achievement Strategy: 3 Accelerate the learning of low-performing students through proven intervention initiatives to eliminate achievement gaps.

Action Step: 3.26.7 Increase collaboration between ELL and special education personnel to provide work-study and related programs to serve the needs of eligible English Language Learners.

Person(s) Responsible: Supervisor of Elementary Education/Title I/ESOL Supervisor of Special Education/Elementary and Secondary

Milestones: 01 Review the IEP's and progress of English Language Learners in special education.

02 Meet with special education personnel to explore workstudy options for eligible English Language Learners. 03 Meet with business leaders to discuss career opportunities for English Language Learners. Funding:

Integrated Management and Action Plan 3.26.7 FY 2007 Integrated Management and Action Plan High Student Achievement Strategy: 3 Accelerate the learning of low-performing students through proven intervention initiatives to eliminate achievement gaps.

Action Step: 3.27.7 Collaborate with community agencies (e.g., Head Start, Infants and Toddlers) and childcare providers for early identification and coordination of services for children transitioning between programs.

Person(s) Responsible: Supervisor of Elementary Education/Early Childhood Director of Elementary Education

Milestones: 01 Plan and conduct quarterly meetings with agencies and childcare providers to familiarize them with the public school setting and procedures to facilitate the transition of students from one program to another. Funding:

Integrated Management and Action Plan 3.27.7 FY 2007 Integrated Management and Action Plan High Student Achievement Strategy: 3 Accelerate the learning of low-performing students through proven intervention initiatives to eliminate achievement gaps.

Action Step: 3.28.7 Increase the number of pre-K and kindergarten students with disabilities participating in the general curriculum through identification and collaboration with community agencies, childcare providers and parents.

Person(s) Responsible: Supervisor of Special Education/Elementary and Secondary Early Childhood Special Education Support Teacher

Milestones: 01 Collect baseline data related to the number of students ages 3 through 5 who are receiving special education and related services. 02 Collect baseline data related to the number of students ages 3 through 5 who are receiving special education and related services in the natural environment. 03 Collect end-of-year data related to the number of students ages 3 through 5 who are receiving special education and related services. 04 Collect end-of-year data related to the number of students ages 3 through 5 who are receiving special education and related services in the natural environment. Funding:

Integrated Management and Action Plan 3.28.7 FY 2007 Integrated Management and Action Plan High Student Achievement Strategy: 3 Accelerate the learning of low-performing students through proven intervention initiatives to eliminate achievement gaps.

Action Step: 3.29.7 Invite local day-care providers and parents to attend training programs conducted by the school system to provide strategies to prepare children for success in school.

Person(s) Responsible: Supervisor of Elementary Education/Early Childhood Director of Elementary Education

Milestones: 01 Include parents and daycare providers in school training sessions on best practices for children's success in school. 02 Evaluate effectiveness of training sessions for parents and day care providers. Funding:

Integrated Management and Action Plan 3.29.7 FY 2007 Integrated Management and Action Plan High Student Achievement Strategy: 3 Accelerate the learning of low-performing students through proven intervention initiatives to eliminate achievement gaps.

Action Step: 3.30.7 Provide professional development in Treatment & Education of Autistic & Communication Handicapped Children (TEACCH), a structured teaching model, for special education and general education teachers and paraprofessionals working wth students with autism spectrum disorders.

Person(s) Responsible: Director of Special Education Supervisor of Special Education/Elementary and Secondary Supervisor of Special Education/Secondary and Elementary

Milestones: 01 Utilize consultants to provide professional development for additional staff (pending funding).

02 Implement TEACCH strategies with students with autism spectrum disorders. Funding:

Integrated Management and Action Plan 3.30.7 FY 2007 Integrated Management and Action Plan High Student Achievement Strategy: 3 Accelerate the learning of low-performing students through proven intervention initiatives to eliminate achievement gaps.

Action Step: 3.31.7 Provide professional development for special education teachers in reading intervention strategies (e.g., Wilson Reading, Project READ, and SOAR to Success) for identified elementary and middle school students to increase the reading skills of students with disabilities.

Person(s) Responsible: Director of Special Education Supervisor of Special Education/Elementary and Secondary Supervisor of Special Education/Secondary and Elementary

Milestones: 01 Conduct professional development for special education teachers in reading intervention strategies (e.g., Wilson Reading, Project READ, and SOAR to Success). 02 Implement reading intervention strategies (e.g., Wilson Reading, Project READ, and SOAR to Success) with identified students. Funding:

Integrated Management and Action Plan 3.31.7 FY 2007 Integrated Management and Action Plan High Student Achievement Strategy: 3 Accelerate the learning of low-performing students through proven intervention initiatives to eliminate achievement gaps.

Action Step: 3.32.7 Assign special eduation support teachers to Schools in Need of Local Attention and schools not making Adequate Yearly Progress as indicated to support differentiated instruction, IEP development, and positive behavior intervention.

Person(s) Responsible: Director of Special Education

Milestones: 01 Review special eduation support teachers' assignments and assign to Schools in Need of Local Attention and schools not making Adequate Yearly Progress as indicated to support differentiated instruction, IEP development, and positive behavior intervention. Funding:

Integrated Management and Action Plan 3.32.7 FY 2007 Integrated Management and Action Plan High Student Achievement Strategy: 3 Accelerate the learning of low-performing students through proven intervention initiatives to eliminate achievement gaps.

Action Step: 3.33.7 Continue to return special education students to neighborhood schools where appropriate to provide them with opportunities for academic success in the least restrictive environment.

Person(s) Responsible: Director of Special Education Supervisor of Special Education/Elementary and Secondary Supervisor of Special Education/Secondary and Elementary

Milestones: 01 Review and appropriately return special education students to neighborhood schools to provide them with opportunities for academic success in the least restrictive environment. Funding:

Integrated Management and Action Plan 3.33.7 FY 2007 Integrated Management and Action Plan High Student Achievement Strategy: 3 Accelerate the learning of low-performing students through proven intervention initiatives to eliminate achievement gaps.

Action Step: 3.34.7 Provide professional development to special education teachers on the Voluntary State Curriculum in addition to training regarding legal mandates of IDEA.

Person(s) Responsible: Director of Special Education Supervisor of Special Education/Elementary and Secondary Supervisor of Special Education/Secondary and Elementary

Milestones: 01 Include special education teachers in professional development activities on the Voluntary State Curriculum in addition to training regarding legal mandates of IDEA. Funding:

Integrated Management and Action Plan 3.34.7 FY 2007 Integrated Management and Action Plan High Student Achievement Strategy: 3 Accelerate the learning of low-performing students through proven intervention initiatives to eliminate achievement gaps.

Action Step: 3.35.7 Enhance the school system's ability to monitor the delivery of, and compliance with, special education services.

Person(s) Responsible: Assistant Superintendent for Instruction and Curriculum

Milestones: 01 Realign position of school-based Coordinator of Special Education to district level.

02 Reassign district level supervisory responsibilities among supervisors and coordinator to provide greater school presence by supervisory personnel. 03 Assign compliance responsibility to one special education supervisor position. Funding:

Integrated Management and Action Plan 3.35.7 FY 2007 Integrated Management and Action Plan High Student Achievement Strategy: 3 Accelerate the learning of low-performing students through proven intervention initiatives to eliminate achievement gaps.

Action Step: 3.36.7 Provide a continuum of special education and related services for identified children ages 3 - 5.

Person(s) Responsible: Supervisor of Special Education/Elementary and Secondary Early Childhood Special Education Support Teacher

Milestones:

01 Provide specialized instruction, speech and language services, occupational therapy and physical therapy for children ages 3 - 5. 02 Utilize Parkside High School's CTE Early Childhood Program.

03 Work collaboratively with Head Start to provide early intervention services. Funding:

Integrated Management and Action Plan 3.36.7 FY 2007 Integrated Management and Action Plan High Student Achievement Strategy: 3 Accelerate the learning of low-performing students through proven intervention initiatives to eliminate achievement gaps.

Action Step: 3.37.7 Allocate Professional Development Coaches' time to address identified staff development needs in Schools in Need of Local Attention and schools not making Adequate Yearly Progress as indicated.

Person(s) Responsible: Coordinator of Reading K-8 Director of Curriculum and Professional Development Coordinator of Mathematics K-8 Supervisor of K-12 English/Language Arts/Foreign Language Supervisor of PreK-12 Reading Supervisor of K-12 Math Milestones: 01 Analyze data to determine specific needs of Schools in Need of Local Attention and schools not making Adequate Yearly Progress. 02 Develop staff development approach and materials

03 Provide staff development.

04 Monitor implementation of staff development. Funding:

Integrated Management and Action Plan 3.37.7 FY 2007 Integrated Management and Action Plan High Student Achievement Strategy: 3 Accelerate the learning of low-performing students through proven intervention initiatives to eliminate achievement gaps.

Action Step: 3.38.7 Work with principals to ensure understanding of Adequate Yearly Progress and how to communicate with their faculties about improving scores of targeted students and populations.

Person(s) Responsible: Assistant Superintendent for Instruction and Curriculum Director of Elementary Education Instructional Data Analyst Director of Secondary Education Coordinator for School Improvement/Assessments & Accountability Coordinator for School Improvement/Strategic Planning Milestones: 01 Meet with principals to develop understanding of school data and AYP and to develop an approach to use through the year for communicating with and updating faculties. Funding:

Integrated Management and Action Plan 3.38.7 FY 2007 Integrated Management and Action Plan High Student Achievement Strategy: 3 Accelerate the learning of low-performing students through proven intervention initiatives to eliminate achievement gaps.

Action Step: 3.39.7 Assign supervisors and coordinators to Instructional Leadership Teams based on a school's student performance results.

Person(s) Responsible: Director of Curriculum and Professional Development

Milestones: 01 Review ILT assignments for schools.

02 Reassign supervisors and coordinators based on schools' student performance results. Funding:

Integrated Management and Action Plan 3.39.7 FY 2007 Integrated Management and Action Plan High Student Achievement Strategy: 3 Accelerate the learning of low-performing students through proven intervention initiatives to eliminate achievement gaps.

Action Step: 3.40.7 Ensure that students are correctly placed in reading and math classes based on their individual student performance profile.

Person(s) Responsible: Director of Elementary Education Principals Director of Secondary Education Supervisor of PreK-12 Reading Supervisor of K-12 Math Supervisor of K-12 English/Language Arts/Foreign Language Milestones: 01 Review student performance profiles.

02 Place student in appropriate classes based on performance. Funding:

Integrated Management and Action Plan 3.40.7 FY 2007 Integrated Management and Action Plan High Student Achievement Strategy: 3 Accelerate the learning of low-performing students through proven intervention initiatives to eliminate achievement gaps.

Action Step: 3.41.7 Require that individual student progress in reading and math be charted in each School in Need of Local Attention and schools not making Adequate Yearly Progress, using individual student progress results to differentiate instruction.

Person(s) Responsible: Director of Elementary Education Coordinator of Assistive Technology Director of Secondary Education Supervisor of K-12 Math Supervisor of PreK-12 Reading Supervisor of K-12 English/Language Arts/Foreign Language Milestones: 01 Utilize Yearly Progress Pro to measure mastery of math concepts and skills throughout the year.

02 Implement Scholastic Reading Inventory to measure individual students' reading levels.

03 Conduct ongoing, diagnostic reading assessments of all students.

04 Collect and chart student progress data on a regular basis.

05 Differentiate instruction for students based on assessment results. Funding:

Integrated Management and Action Plan 3.41.7 FY 2007 Integrated Management and Action Plan High Student Achievement Strategy: 3 Accelerate the learning of low-performing students through proven intervention initiatives to eliminate achievement gaps.

Action Step: 3.42.7 Provide intensive instructional tutoring for identified students 45 days prior to MSA administration.

Person(s) Responsible: Director of Curriculum and Professional Development Director of Elementary Education Director of Special Education Director of Secondary Education Supervisor of Elementary Education/Title I/ESOL

Milestones:

01 Identify students to receive intensive tutoring.

02 Schedule tutoring during 45 days prior to testing at times other than during regular reading and math instruction. 03 Monitor student performance on Maryland State Assessments. Funding:

Integrated Management and Action Plan 3.42.7 FY 2007 Integrated Management and Action Plan High Student Achievement Strategy: 3 Accelerate the learning of low-performing students through proven intervention initiatives to eliminate achievement gaps.

Action Step: 3.43.7 Provide assistive technology to identified students as delineated by their IEPs.

Person(s) Responsible: Coordinator of Assistive Technology

Milestones:

01 Monitor need for and provide assistive technology as identified in IEPs. Funding:

Integrated Management and Action Plan 3.43.7 FY 2007 Integrated Management and Action Plan High Student Achievement Strategy: 3 Accelerate the learning of low-performing students through proven intervention initiatives to eliminate achievement gaps.

Action Step: 3.44.7 Ensure homeless children and youth have access to educational and other services to accelerate student learning.

Person(s) Responsible: Supervisor of Elementary Education/Early Childhood Director of Student Services

Milestones: 01 Provide services to homeless children and youth to assist them in meeting challenging academic achievement standards. Funding:

Restricted: Title I, Part A $1,000

Integrated Management and Action Plan 3.44.7 FY 2007 Integrated Management and Action Plan High Student Achievement Strategy: 3 Accelerate the learning of low-performing students through proven intervention initiatives to eliminate achievement gaps.

Action Step: 3.46.7 Provide professional development for regular education teachers at identified schools on the use of effective instructional strategies for English Language Learners.

Person(s) Responsible: Supervisor of Elementary Education/Title I/ESOL Principals

Milestones: 01 Utilize ESOL teachers to provide professional development for regular education teachers at identified schools on the use of effective instructional strategies for English Language Learners. Funding:

Integrated Management and Action Plan 3.46.7 FY 2007 Integrated Management and Action Plan High Student Achievement Strategy: 3 Accelerate the learning of low-performing students through proven intervention initiatives to eliminate achievement gaps.

Action Step: 3.47.7 Provide services to an identified cohort of students through the Gear Up program in collaboration with MSDE and Salisbury University.

Person(s) Responsible: Director of Secondary Education Supervisor of Guidance and Adult Education Supervisor of K-12 Math Principal of Wicomico Middle School

Milestones: 01 Implement the GEAR UP program as delineated in the funded grant proposal. Funding:

Restricted: GEAR UP $122,000

Integrated Management and Action Plan 3.47.7 FY 2007 Integrated Management and Action Plan High Student Achievement Strategy: 3 Accelerate the learning of low-performing students through proven intervention initiatives to eliminate achievement gaps.

Action Step: 3.48.7 Pilot Success for All supplemental strategic reading program in Grade 5 in three elementary schools.

Delete Step

Person(s) Responsible:

Milestones:

Funding:

Integrated Management and Action Plan 3.48.7 FY 2007 Integrated Management and Action Plan High Student Achievement Strategy: 3 Accelerate the learning of low-performing students through proven intervention initiatives to eliminate achievement gaps.

Action Step: 3.49.7 Provide appropriate assistance to students who do not pass one or more High School Assessments.

Person(s) Responsible: Director of Secondary Education Principals of High Schools

Milestones:

01 Identify students who were not successful on High School Assessments required for graduation.

02 Provide appropriate assistance to identified students. Funding:

Integrated Management and Action Plan 3.49.7 FY 2007 Integrated Management and Action Plan High Student Achievement Strategy: 3 Accelerate the learning of low-performing students through proven intervention initiatives to eliminate achievement gaps.

Action Step: 3.50.7 Increase the number of traditionally under-represented students enrolled in pre-AP and AP courses.

Person(s) Responsible: Director of Secondary Education Principal of Wicomico Middle School Supervisor of Guidance and Adult Education Principal of Wicomico High School

Milestones:

01 Implement the Project NEXUS program as delineated in the funded grant proposal. Funding:

Integrated Management and Action Plan 3.50.7 FY 2007 Integrated Management and Action Plan High Student Achievement Strategy: 3 Accelerate the learning of low-performing students through proven intervention initiatives to eliminate achievement gaps.

Action Step: 3.51.7 Work collaboratively with local Institutions of Higher Education to expand dual enrollment opportunities for students.

Person(s) Responsible: Director of Curriculum and Professional Development

Milestones: 01 Meet with representatives of local IHE to explore and expand upon dual enrollment opportunities for students. 02 Provide students and parents with information related to dual enrollment opportunities. Funding:

Integrated Management and Action Plan 3.51.7 FY 2007 Integrated Management and Action Plan High Student Achievement Strategy: 3 Accelerate the learning of low-performing students through proven intervention initiatives to eliminate achievement gaps.

Action Step: 3.52.7 Implement the Title I program, providing supplemental reading and math services to identified students.

Person(s) Responsible: Supervisor of Elementary Education/Title I/ESOL

Milestones:

01 Identify students to be served using the weighted criteria.

02 Work with principals and Title I staff of schoolwide and targeted assistance programs to provide supplemental servicesin reading and math to identified students. Funding:

Restricted: Title I, Part A $3,167,370

Integrated Management and Action Plan 3.52.7 FY 2007 Integrated Management and Action Plan High Student Achievement Strategy: 4 Analyze student performance to evaluate program effectiveness and identify learning needs.

Action Step: 4.1.7 Refine the district assessment plan to include formative and summative assessments to meet the needs of decision makers who use assessment results.

Person(s) Responsible: Coordinator for School Improvement/Assessments & Accountability

Milestones: 01 Continue the development of a district assessment matrix including formative and summative assessments. 02 Continue to identify formative and summative assessment needs to evaluate student learning.

03 Recommend assessments as indicated. Funding:

Integrated Management and Action Plan 4.1.7 FY 2007 Integrated Management and Action Plan High Student Achievement Strategy: 4 Analyze student performance to evaluate program effectiveness and identify learning needs.

Action Step: 4.2.7 Provide on-going systematic professional development to administrators and teachers on implementation of selected assessments to ensure student needs are identified and appropriately served.

Person(s) Responsible: Coordinator for School Improvement/Assessments & Accountability Director of Curriculum and Professional Development

Milestones: 01 Identify professional development needs.

02 Coordinate and schedule appropriate professional development as indicated. Funding:

Integrated Management and Action Plan 4.2.7 FY 2007 Integrated Management and Action Plan High Student Achievement Strategy: 4 Analyze student performance to evaluate program effectiveness and identify learning needs.

Action Step: 4.3.7 Provide support for all educators in accessing and understanding how to use student data to improve learning.

Person(s) Responsible: Coordinator for School Improvement/Assessments & Director of Curriculum and Professional Development Accountability Instructional Data Analyst

Milestones: 01 Develop district benchmark assessment calendar and load aligned assessment items into the Edusoft system. 02 Send data files, term information, and listing of participating schools to Edusoft.

03 Conduct professional development on the Edusoft system for all stakeholders.

04 Administer and scan benchmark assessments.

05 Analyze data at grade level instructional team and instructional leadership team meetings.

06 Conduct periodic debriefing meetings to refine benchmark assessment process. Funding:

Integrated Management and Action Plan 4.3.7 FY 2007 Integrated Management and Action Plan High Student Achievement Strategy: 4 Analyze student performance to evaluate program effectiveness and identify learning needs.

Action Step: 4.4.7 Provide on-going systematic professional development for teachers and administrators in analyzing student data to inform instruction and guide program evaluation.

Person(s) Responsible: Instructional Data Analyst Director of Elementary Education Director of Curriculum and Professional Development Director of Secondary Education Director of Student Services Coordinator for School Improvement/Assessments & Accountability Milestones: 01 Conduct data analysis workshops for Central Office administrators.

02 Conduct conferences/professional development for admininistrators, teachers, and/or teams from each school (including ILT members and school-based administrators) on MSA, HSA, Reading First, and CTB Math results to guide data-driven decision-making. 03 Provide on-going professional development to school-based administrators on collecting and using data to guide program evaluation. 04 Provide on-going professional development to Professional Development Coaches on using data to inform instruction and guide program evaluation. 05 Conduct data analysis guidance during ILT meetings to promote continued use of data to inform instructional decisions at the school level. Funding:

Integrated Management and Action Plan 4.4.7 FY 2007 Integrated Management and Action Plan High Student Achievement Strategy: 4 Analyze student performance to evaluate program effectiveness and identify learning needs.

Action Step: 4.5.7 Utilize online curriculum-based measurement programs to inform instruction, providing data on students’ mastery of content standards (e.g., YPP, SRI).

Person(s) Responsible: Director of Elementary Education Principals Director of Secondary Education Instructional Data Analyst Teachers of Math Grades 1-8 Teachers of Reading/Language Arts and English Milestones: 01 Maintain "Yearly Progress Pro" and "Scholastic Reading Inventory" licenses, including online services for teachers. 02 Purchase additional hardware for schools needing resources.

03 Continue to provide on-going professional development for teachers in the area of understanding the data and how to use data to inform instruction. 04 Utilize student assessment data to inform instruction.

05 Assess student progress as scheduled.

06 Compare student progress reports from Yearly Progress Pro with MSA scores.

07 Compare student progress reports from Scholastic Reading Inventory with MSA scores.

08 Monitor use of online formative assessments to ensure maximum benefit to improve student learning. Funding:

Integrated Management and Action Plan 4.5.7 FY 2007 Integrated Management and Action Plan High Student Achievement Strategy: 4 Analyze student performance to evaluate program effectiveness and identify learning needs.

Action Step: 4.6.7 Administer the Maryland School Assessments.

Person(s) Responsible: Coordinator for School Improvement/Assessments & Testing Coordinators Accountability

Milestones: 01 Survey schools to determine needed materials and supplies.

02 Place order for materials.

03 Disseminate materials to schools.

04 Provide assessment training. Funding:

Integrated Management and Action Plan 4.6.7 FY 2007 Integrated Management and Action Plan High Student Achievement Strategy: 4 Analyze student performance to evaluate program effectiveness and identify learning needs.

Action Step: 4.7.7 Maintain participation in the Maryland Assessment Consortium.

Person(s) Responsible: Assistant Superintendent for Instruction and Curriculum Director of Curriculum and Professional Development

Milestones:

01 Pay membership fee for Maryland Assessment Consortium.

02 Send teachers from each of four content areas to summer assessment workshop on HSA.

03 Conduct debriefing sessions with teachers and appropriate supervisors.

04 Disseminate information from sessions to appropriate teachers.

05 Send teachers to additional HSA sessions.

06 Provide professional development for appropriate teachers in after school sessions. Funding:

Integrated Management and Action Plan 4.7.7 FY 2007 Integrated Management and Action Plan High Student Achievement Strategy: 4 Analyze student performance to evaluate program effectiveness and identify learning needs.

Action Step: 4.9.7 Provide on-going technical assistance and support to schools not making adequate yearly progress.

Person(s) Responsible: Assistant Superintendent for Instruction and Curriculum Director of Elementary Education Director of Secondary Education Director of Curriculum and Professional Development

Milestones:

01 Identify schools not making adequate yearly progress.

02 Conduct root cause analysis of student assessment results.

03 Provide professional development and technical assistance for staff in understanding student achievement standards, utilizing data to inform instruction, using research-based instructional strategies, and effectively engaging parents in their student’s learning. 04 Identify schools with similar demographics whose student subgroups are successfully meeting annual measurable objectives and determine applicability of their programs and processes to schools not making adequate yearly progress, initiating changes as indicated. 05 Identify additional resources needed to strengthen instructional program and/or provide additional support for low performing students. 06 Utilize the services of an Intensive Intervention Team to provide focused, directed tutoring in reading and/or math to targeted students. 07 Monitor the implementation of professional development, technical assistance, and changes that are initiated. Funding:

Integrated Management and Action Plan 4.9.7 FY 2007 Integrated Management and Action Plan High Student Achievement Strategy: 4 Analyze student performance to evaluate program effectiveness and identify learning needs.

Action Step: 4.10.7 Continue to revise high school English/language arts assessments to align them with High School Assessments.

Person(s) Responsible: Supervisor of K-12 English/Language Arts/Foreign Language Principals High School English/Language Arts Teachers

Milestones: 01 Create selected response items for inclusion on the high school mid-term examinations for English/language arts. 02 Analyze results of examinations. Funding:

Integrated Management and Action Plan 4.10.7 FY 2007 Integrated Management and Action Plan High Student Achievement Strategy: 4 Analyze student performance to evaluate program effectiveness and identify learning needs.

Action Step: 4.11.7 Administer a norm-referenced assessment for reading/language arts in Grades K-2, utilizing results to guide program evaluation.

Person(s) Responsible: Director of Elementary Education Supervisor of PreK-12 Reading Coordinator for School Improvement/Assessments & Testing Coordinators Accountability

Milestones: 01 Purchase assessment materials.

02 Complete preliminary assessment administrative tasks.

03 Train testing coordinators for assessment administration.

04 Monitor assessment administration.

05 Return assessments for scoring.

06 Disseminate score reports (hard copies) to schools and Central Office personnel.

07 Provide MIS and Instructional Data Analyst with electronic score reports for import into student data management software and for analysis respectively. Funding:

Integrated Management and Action Plan 4.11.7 FY 2007 Integrated Management and Action Plan High Student Achievement Strategy: 4 Analyze student performance to evaluate program effectiveness and identify learning needs.

Action Step: 4.12.7 Administer a norm-referenced assessment for math in Grades K-2, utilizing results to guide program evaluation.

Person(s) Responsible: Director of Elementary Education Supervisor of K-12 Math Coordinator for School Improvement/Assessments & Testing Coordinators Accountability

Milestones: 01 Purchase assessment materials.

02 Complete preliminary assessment administrative tasks.

03 Train testing coordinators for assessment administration.

04 Monitor assessment administration.

05 Return assessments for scoring.

06 Disseminate score reports (hard copies) to schools and Central Office personnel.

07 Provide MIS and Instructional Data Analyst with electronic score reports for import into student data management software and for analysis respectively. Funding:

Integrated Management and Action Plan 4.12.7 FY 2007 Integrated Management and Action Plan High Student Achievement Strategy: 4 Analyze student performance to evaluate program effectiveness and identify learning needs.

Action Step: 4.14.7 Monitor the progress of English Language Learners in becoming proficient in English utilizing formative and summative assessments, utilizing results to modify program appropriately.

Person(s) Responsible: Supervisor of Elementary Education/Title I/ESOL Teachers of English Language Learners

Milestones: 01 Purchase assessment materials and/or software.

02 Utilize assessment materials and/or software.

03 Conduct observations of ELL teachers.

04 Review observation reports of ELL teachers for the consistent implementation of the English proficiency curriculum. 05 Review formative and summative assessment data to determine progress of English Language Learners in becoming English proficient. 06 Notify Supervisor of Elementary Schools/ESOL of identified needs.

07 Provide assistance to teachers as indicated (e.g., demonstration lessons, visitations, coursework).

08 Conduct follow-up teacher observations to monitor for effective and consistent implementation of the English proficiency curriculum. Funding:

Integrated Management and Action Plan 4.14.7 FY 2007 Integrated Management and Action Plan High Student Achievement Strategy: 4 Analyze student performance to evaluate program effectiveness and identify learning needs.

Action Step: 4.15.7 Assess pre-K and K student work using report cards, checklists, the MMSR Work Sampling System, portfolios, and teacher-made assessments, utilizing results to modify program appropriately.

Person(s) Responsible: Director of Elementary Education Supervisor of Elementary Education/Early Childhood Principals Teachers of pre-K and K

Milestones: 01 Provide professional development for pre-K and kindergarten teachers and assistants on assessment, interpretation of assessment results and program modifications. 02 Provide teachers with appropriate assessment instruments (e.g., report cards, checklists, forms, etc.). Funding:

Integrated Management and Action Plan 4.15.7 FY 2007 Integrated Management and Action Plan High Student Achievement Strategy: 4 Analyze student performance to evaluate program effectiveness and identify learning needs.

Action Step: 4.17.7 Implement the use of diagnostic reading/language arts and math assessments for kindergarteners.

Person(s) Responsible: Supervisor of Elementary Education/Early Childhood Supervisor of K-12 Math Supervisor of PreK-12 Reading Director of Elementary Education

Milestones:

01 Purchase Children's Literacy Initiative assessment packages for pre-K and kindergarten.

02 Review and analyze pre-K and kindergarten student performance data using the Children's Literacy Initiative assessments. Funding:

Integrated Management and Action Plan 4.17.7 FY 2007 Integrated Management and Action Plan High Student Achievement Strategy: 4 Analyze student performance to evaluate program effectiveness and identify learning needs.

Action Step: 4.18.7 Monitor student performance on music assessments in Grades 2, 5, and 7 and revise curriculum as needed.

Person(s) Responsible: Supervisor of K-12 Fine Arts Teachers of Music

Milestones: 01 Score assessments and enter results.

02 Train teachers in the analysis and reporting of assessment results.

03 Analyze results and revise assessments and/or adjust curricula as indicated.

04 Administer revised assessments. Funding:

Restricted: Fine Arts Grant $6,690

Integrated Management and Action Plan 4.18.7 FY 2007 Integrated Management and Action Plan High Student Achievement Strategy: 4 Analyze student performance to evaluate program effectiveness and identify learning needs.

Action Step: 4.19.7 Monitor student performance on visual art assessments in grades 2, 5, and 7 and revise curriculum as needed.

Person(s) Responsible: Supervisor of K-12 Fine Arts Teachers of Art

Milestones: 01 Score assessments and enter results.

02 Train teachers in the analysis and reporting of assessment results.

03 Analyze results and revise assessments and/or adjust curricula as indicated.

04 Administer revised assessments. Funding:

Restricted: Fine Arts Grant $3,597

Integrated Management and Action Plan 4.19.7 FY 2007 Integrated Management and Action Plan High Student Achievement Strategy: 4 Analyze student performance to evaluate program effectiveness and identify learning needs.

Action Step: 4.20.7 Continue to phase-in the development and implementation/scoring of mid-year and end-of-course music and visual art assessments in Grades 9-12, monitoring student performance and revising curriculum as needed.

Person(s) Responsible: Supervisor of K-12 Fine Arts Director of Curriculum and Professional Development

Milestones: 01 Plan and conduct professional development workshops to develop, revise, and/or analyze music and visual arts assessments. 02 Administer, score and analyze assessments.

03 Utilize an assessment data tracking instrument, revising as indicated.

04 Train teachers in the analysis and reporting of assessment results. Funding:

Restricted: Fine Arts Grant $3,497

Integrated Management and Action Plan 4.20.7 FY 2007 Integrated Management and Action Plan High Student Achievement Strategy: 4 Analyze student performance to evaluate program effectiveness and identify learning needs.

Action Step: 4.21.7 Monitor the progress of career and technology education students in becoming proficient in industry-rated competencies utilizing electronic student profiles.

Person(s) Responsible: Supervisor of Career and Technology Director of Secondary Education Education/Business/Family & Consumer Science

Milestones: 01 Meet with PAC to verify industry competencies.

02 Integrate competencies in selected software.

03 Require teachers to complete competency profiles for students.

04 Review attained competencies.

05 Review competencies with Articulation Committee at Wor Wic Community College. Funding:

Integrated Management and Action Plan 4.21.7 FY 2007 Integrated Management and Action Plan High Student Achievement Strategy: 4 Analyze student performance to evaluate program effectiveness and identify learning needs.

Action Step: 4.22.7 Provide opportunities for national certification for career and technology education students.

Person(s) Responsible: Supervisor of Career and Technology Director of Secondary Education Education/Business/Family & Consumer Science

Milestones: 01 Review various national certification tests for students.

02 Share findings with PACs at scheduled meetings.

03 Purchase tests as required and administer as final examinations. Funding:

Integrated Management and Action Plan 4.22.7 FY 2007 Integrated Management and Action Plan High Student Achievement Strategy: 4 Analyze student performance to evaluate program effectiveness and identify learning needs.

Action Step: 4.24.7 Revise and implement benchmark math assessments to identify learning needs.

Person(s) Responsible: Supervisor of K-12 Math Coordinator of Mathematics K-8

Milestones:

01 Revise and disseminate benchmark math assessments.

02 Utilize the results of the benchmark math assessments to inform instruction and guide program and professional development. Funding:

Integrated Management and Action Plan 4.24.7 FY 2007 Integrated Management and Action Plan High Student Achievement Strategy: 4 Analyze student performance to evaluate program effectiveness and identify learning needs.

Action Step: 4.25.7 Provide on-going technical assistance and support to Schools in Need of Local Attention and schools where student performance trend data indicates the possibility of not making Adequate Yearly Progress in the future.

Person(s) Responsible: Assistant Superintendent for Instruction and Curriculum Director of Elementary Education Director of Secondary Education Director of Curriculum and Professional Development

Milestones: 01 Identify schools that may not make adequate yearly progress in the future based upon current student performance data. 02 Conduct root cause analysis of student assessment results.

03 Provide professional development and technical assistance for staff in understanding student achievement standards, utilizing data to inform instruction, using research-based instructional strategies, and effectively engaging parents in their student’s learning. 04 Identify schools with similar demographics whose student subgroups are successfully meeting annual measurable objectives and determine applicability of their programs and processes to schools not making adequate yearly progress, initiating changes as indicated. 05 Identify additional resources needed to strengthen instructional program and/or provide additional support for low performing students. 06 Utilize the services of an Intensive Intervention Team to provide focused, directed tutoring in reading and / or math to targeted students as indicated. 07 Monitor the implementation of professional development, technical assistance, and changes that are initiated. Funding:

Integrated Management and Action Plan 4.25.7 FY 2007 Integrated Management and Action Plan High Student Achievement Strategy: 4 Analyze student performance to evaluate program effectiveness and identify learning needs.

Action Step: 4.26.7 Modify test administration practices and procedures to ensure optimal test-taking conditions.

Person(s) Responsible: Coordinator for School Improvement/Assessments & Director of Elementary Education Accountability Director of Secondary Education Director of Special Education Coordinator of Assistive Technology Milestones: 01 Optimize HSA testing environment (e.g., consider the use of a testing week during which only tested students would report; consider transporting tested students to air-conditioned buildings). 02 Optimize testing conditions for MSA (e.g., group size, grouping for accommodations).

03 Utilize Elementary and Secondary Education Advisory Committees to gather input prior to taking action as appropriate. 04 Implement actions to optimize testing conditions for HSA and MSA within the requirements of the assessment instrument. Funding:

Integrated Management and Action Plan 4.26.7 FY 2007 Integrated Management and Action Plan High Student Achievement Strategy: 4 Analyze student performance to evaluate program effectiveness and identify learning needs.

Action Step: 4.27.7 Include test items on teacher-made assessments in Reading/Language Arts/English utilizing state assessment limits to identify student weaknesses and prescribe appropriate interventions.

Person(s) Responsible: Director of Elementary Education Principals Director of Secondary Education Teachers of Reading/Language Arts and English

Milestones: 01 Utilize state assessment limits when creating teacher-made assessments.

02 Include BCRs on teacher-made assessments.

03 Provide feedback on teacher-made assessments identifying strengths and opportunities for improvement. 04 Modify instruction to address opportunities for improvement. Funding:

Integrated Management and Action Plan 4.27.7 FY 2007 Integrated Management and Action Plan High Student Achievement Strategy: 4 Analyze student performance to evaluate program effectiveness and identify learning needs.

Action Step: 4.28.7 Include test items on teacher-made assessments in math (including Algebra) utilizing state assessment limits to identify student weaknesses and prescribe appropriate interventions.

Person(s) Responsible: Director of Elementary Education Principals Director of Secondary Education Teachers of Math

Milestones: 01 Utilize state assessment limits when creating teacher-made assessments.

02 Include BCRs on teacher-made assessments.

03 Provide feedback on teacher-made assessments identifying strengths and opportunities for improvement. 04 Modify instruction to address opportunities for improvement. Funding:

Integrated Management and Action Plan 4.28.7 FY 2007 Integrated Management and Action Plan High Student Achievement Strategy: 4 Analyze student performance to evaluate program effectiveness and identify learning needs.

Action Step: 4.29.7 Include test items on teacher-made assessments in science (including Biology) utilizing state assessment limits to identify student weaknesses and prescribe appropriate interventions.

Person(s) Responsible: Director of Elementary Education Principals Director of Secondary Education Teachers of Science

Milestones: 01 Utilize state assessment limits when creating teacher-made assessments.

02 Include BCRs on teacher-made assessments.

03 Provide feedback on teacher-made assessments identifying strengths and opportunities for improvement. 04 Modify instruction to address opportunities for improvement. Funding:

Integrated Management and Action Plan 4.29.7 FY 2007 Integrated Management and Action Plan High Student Achievement Strategy: 4 Analyze student performance to evaluate program effectiveness and identify learning needs.

Action Step: 4.30.7 Include test items on teacher-made assessments in social studies (including Government) utilizing state assessment limits to identify student weaknesses and prescribe appropriate interventions.

Person(s) Responsible: Director of Elementary Education Principals Director of Secondary Education Teachers of Social Studies

Milestones: 01 Utilize state assessment limits when creating teacher-made assessments.

02 Include BCRs on teacher-made assessments.

03 Provide feedback on teacher-made assessments identifying strengths and opportunities for improvement. 04 Modify instruction to address opportunities for improvement. Funding:

Integrated Management and Action Plan 4.30.7 FY 2007 Integrated Management and Action Plan High Student Achievement Strategy: 4 Analyze student performance to evaluate program effectiveness and identify learning needs.

Action Step: 4.33.7 Utilize the resources on mdk12.org to engage students in English in practice sessions with HSA public release items.

Person(s) Responsible: Director of Secondary Education Principals of High Schools High School English/Language Arts Teachers

Milestones: 01 Engage students in English in practice sessions with HSA public release items. Funding:

Integrated Management and Action Plan 4.33.7 FY 2007 Integrated Management and Action Plan High Student Achievement Strategy: 4 Analyze student performance to evaluate program effectiveness and identify learning needs.

Action Step: 4.34.7 Utilize the resources on mdk12.org to engage students in Biology in practice sessions with HSA public release items.

Person(s) Responsible: Director of Secondary Education Principals of High Schools Teachers of Biology

Milestones: 01 Engage students in Biology in practice sessions with HSA public release items. Funding:

Integrated Management and Action Plan 4.34.7 FY 2007 Integrated Management and Action Plan High Student Achievement Strategy: 4 Analyze student performance to evaluate program effectiveness and identify learning needs.

Action Step: 4.35.7 Utilize the resources on mdk12.org to engage students in Government in practice sessions with HSA public release items.

Person(s) Responsible: Director of Secondary Education Principals of High Schools Teachers of Government

Milestones: 01 Engage students in Government in practice sessions with HSA public release items. Funding:

Integrated Management and Action Plan 4.35.7 FY 2007 Integrated Management and Action Plan High Student Achievement Strategy: 4 Analyze student performance to evaluate program effectiveness and identify learning needs.

Action Step: 4.36.7 Develop and implement procedures to allow for the early admission of eligible children to preK, kindergarten, and Grade 1.

Person(s) Responsible: Supervisor of Elementary Education/Gifted & Talented Wicomico Early Learning Center Coordinator Supervisor of Elementary Education/Early Childhood

Milestones: 01 Identify appropriate assessment instruments.

02 Administer assessments as requested to determine eligibility for early admission and placement for preK, kindergarten and Grade 1. 03 Determine appropriate placement based upon results. Funding:

Integrated Management and Action Plan 4.36.7 FY 2007 Integrated Management and Action Plan High Student Achievement Strategy: 4 Analyze student performance to evaluate program effectiveness and identify learning needs.

Action Step: 4.37.7 Continue the alignment of French IV/V and Spanish IV/V Criterion Referenced Tests with the format of the English High School Assessment, monitoring results.

Person(s) Responsible: Supervisor of K-12 English/Language Arts/Foreign Language

Milestones: 01 Continue to modify the assessments to reflect the English High School Assessment format.

02 Review the results of the assessments to determine additional needs. Funding:

Integrated Management and Action Plan 4.37.7 FY 2007 Integrated Management and Action Plan High Student Achievement Strategy: 5 Expand challenging educational opportunities for highly-able and gifted and talented students.

Action Step: 5.1.7 Continue alignment of Primary Talent Development Program strategies with existing K to Grade 2 curricula in all content areas.

Person(s) Responsible: Supervisor of Elementary Education/Gifted & Talented Director of Elementary Education

Milestones: 01 Conduct workshop with selected teachers to align Primary Talent Development Program with existing curriculum for kindergarten through Grade 2. 02 Print and disseminate workshop product to teachers of kindergarten through Grade 2.

03 Purchase needed materials for implementation. Funding:

Integrated Management and Action Plan 5.1.7 FY 2007 Integrated Management and Action Plan High Student Achievement Strategy: 5 Expand challenging educational opportunities for highly-able and gifted and talented students.

Action Step: 5.2.7 Provide on-going systematic professional development for K to Grade 2 teachers on the integration of Primary Talent Development Program strategies with existing K to Grade 2 curricula in all content areas.

Person(s) Responsible: Supervisor of Elementary Education/Gifted & Talented Director of Curriculum and Professional Development

Milestones: 01 Conduct K-2 teacher training workshops using new curriculum. Funding:

Integrated Management and Action Plan 5.2.7 FY 2007 Integrated Management and Action Plan High Student Achievement Strategy: 5 Expand challenging educational opportunities for highly-able and gifted and talented students.

Action Step: 5.3.7 Implement the use of Primary Talent Development Program strategies in classrooms of teachers who participated in the professional development sessions.

Person(s) Responsible: Director of Elementary Education Principals of Schools Serving Grades K-2 Teachers of Grades K-2 Who Participated in Primary Talent Development Program Professional Development

Milestones: 01 Include implementation strategies and activities in school improvement plans as appropriate.

02 Plan lessons aligned with content standards and the Voluntary State Curriculum utilizing appropriate instructional materials. 03 Utilize Primary Talent Development Program strategies.

04 Assess student progress of content standards at the indicator level.

05 Modify instructional strategies and/or pacing based on assessment results. Funding:

Integrated Management and Action Plan 5.3.7 FY 2007 Integrated Management and Action Plan High Student Achievement Strategy: 5 Expand challenging educational opportunities for highly-able and gifted and talented students.

Action Step: 5.4.7 Monitor the use of Primary Talent Development Program strategies in classrooms of teachers who participated in the professional development sessions.

Person(s) Responsible: Director of Elementary Education Supervisor of Elementary Education/Gifted & Talented Principals of Schools Serving Grades K-2 Instructional Supervisors

Milestones: 01 Conduct teacher observations.

02 Review all observation reports for participating teachers to determine the consistent implementation of effective Primary Talent Development Program strategies. 03 Notify Supervisor of K-12 Reading/Gifted & Talented of identified needs.

04 Conduct follow-up teacher observations to monitor for effective and consistent implementation of Primary Talent Development Program strategies. 05 Provide additional assistance to teachers as indicated (e.g., demonstration lessons, visitations). Funding:

Integrated Management and Action Plan 5.4.7 FY 2007 Integrated Management and Action Plan High Student Achievement Strategy: 5 Expand challenging educational opportunities for highly-able and gifted and talented students.

Action Step: 5.6.7 Provide after school enrichment and creative problem solving activities through the Destination Imagination program for students in Grades 3-12 who have traditionally been underserved in gifted and talented programs.

Person(s) Responsible: Supervisor of Elementary Education/Gifted & Talented Director of Elementary Education Destination Imagination Coordinator Director of Secondary Education

Milestones: 01 Implement Destination Imagination creative problem solving after-school program in Grades 3-12.

02 Prepare teams to compete at regional, state, and global tournaments.

03 Provide on-going systematic professional development to train the Destination Imagination facilitators. 04 Compile demographic statistics for Destination Imagination participants to develop plans to include increasing numbers of students in Grades 3-12 who have traditionally been underserved in gifted and talented programs in future years. Funding: Unrestricted: $64,934

Integrated Management and Action Plan 5.6.7 FY 2007 Integrated Management and Action Plan High Student Achievement Strategy: 5 Expand challenging educational opportunities for highly-able and gifted and talented students.

Action Step: 5.7.7 Foster critical thinking, communication, and cooperative learning skills in highly able students through implementation of the Touchstones Elementary Program in three elementary schools.

Person(s) Responsible: Supervisor of Elementary Education/Gifted & Talented Director of Elementary Education Principals of Schools Using Touchstone Program Teachers Participating in Touchstone Program

Milestones: 01 Provide materialsand support to continue implementation of Touchstones program. Funding:

Integrated Management and Action Plan 5.7.7 FY 2007 Integrated Management and Action Plan High Student Achievement Strategy: 5 Expand challenging educational opportunities for highly-able and gifted and talented students.

Action Step: 5.8.7 Provide Thinking and Doing program for gifted and talented students in Grades 3-5.

Person(s) Responsible: Supervisor of Elementary Education/Gifted & Talented Director of Elementary Education

Milestones:

01 Identify qualifying county T.A.D. students based on established criteria.

02 Develop interdisciplinary, research-based units of study.

03 Implement interdisciplinary, research-based units of study.

04 Evaluate students' progress and program effectiveness. Funding: Unrestricted: $15,770

Integrated Management and Action Plan 5.8.7 FY 2007 Integrated Management and Action Plan High Student Achievement Strategy: 5 Expand challenging educational opportunities for highly-able and gifted and talented students.

Action Step: 5.9.7 Provide GATE, (classes in math, English, social studies and science) for gifted and talented students in Grades 6-8.

Person(s) Responsible: Director of Secondary Education Supervisor of K-12 Math Supervisor of K-12 English/Language Arts/Foreign Language Supervisor of K-12 Social Studies/Career Education/Secondary Media Supervisor of K-12 Science Milestones: 01 Continue to implement GATE program in math, English, social studies and science for eligible students in Grades 6-8. 02 Assess the effectiveness of GATE through informal teacher feedback and administrator observations. Funding:

Integrated Management and Action Plan 5.9.7 FY 2007 Integrated Management and Action Plan High Student Achievement Strategy: 5 Expand challenging educational opportunities for highly-able and gifted and talented students.

Action Step: 5.10.7 Provide TAG English, a gifted and talented English program for students in Grades 9-11.

Person(s) Responsible: Director of Secondary Education Supervisor of K-12 English/Language Arts/Foreign Language

Milestones:

01 Continue to implement TAG English in Grades 9-11 for eligible students.

02 Assess the effectiveness of TAG English through teacher feedback and administrator observations. Funding:

Integrated Management and Action Plan 5.10.7 FY 2007 Integrated Management and Action Plan High Student Achievement Strategy: 5 Expand challenging educational opportunities for highly-able and gifted and talented students.

Action Step: 5.11.7 Collaborate with other institutions to increase participation of minorities and other traditionally underrepresented groups in special programs to foster talent development (e.g., Maryland Mathematics, Engineering, Science Achievement Program).

Person(s) Responsible: Director of Secondary Education Supervisor of Elementary Education/Education That Is Multicultural Director of Elementary Education

Milestones: 01 Support programs that include students with the potential for strong scholastic performance in mathematics and science related fields who have not demonstrated the academic growth of which they are capable. 02 Support students who have achieved well academically but who are unaware of the advantages of a career in science or engineering. Funding:

Integrated Management and Action Plan 5.11.7 FY 2007 Integrated Management and Action Plan High Student Achievement Strategy: 5 Expand challenging educational opportunities for highly-able and gifted and talented students.

Action Step: 5.12.7 Continue to identify and employ alternative measures to identify eligible students (including minorities, English Language Learners, students with disabilities, and economically disadvantaged students) for gifted and talented programs.

Person(s) Responsible: Supervisor of Elementary Education/Gifted & Talented Supervisor of K-12 English/Language Arts/Foreign Language Supervisor of Elementary Education/Title I/ESOL Director of Elementary Education Director of Secondary Education Milestones: 01 Employ alternative measures to identify students including such measures as the Renzuli Behavioral Checklist, standardized test results for reading and math, IQ score from group or individual cognitive assessment, and grade point average. 02 Continue research and select additional alternative measures to be used to identify eligible students.

03 Work collaboratively with MSDE to identify alternative measures. Funding:

Integrated Management and Action Plan 5.12.7 FY 2007 Integrated Management and Action Plan High Student Achievement Strategy: 5 Expand challenging educational opportunities for highly-able and gifted and talented students.

Action Step: 5.13.7 Implement reading/language arts and math curricula for Grades 3-5 magnet program.

Person(s) Responsible: Director of Elementary Education Principals of Schools with Magnet Program Teachers of Magnet Programs

Milestones:

01 Include implementation strategies and activities in school improvement plans as appropriate.

04 Assess student progress of content standards at the indicator level.

05 Modify instructional strategies and/or pacing based on assessment results. Funding:

Integrated Management and Action Plan 5.13.7 FY 2007 Integrated Management and Action Plan High Student Achievement Strategy: 5 Expand challenging educational opportunities for highly-able and gifted and talented students.

Action Step: 5.14.7 Monitor effective and consistent implementation of reading/language arts curricula for Grades 3-5 magnet program.

Person(s) Responsible: Director of Elementary Education Principals Elementary Supervisors of Schools with Magnet Programs Teachers of Reading Language Arts and/or Math Magnet Curricula

Milestones: 01 Conduct teacher observations.

02 Review all observation reports for magnet teachers to determine the consistent implementation of effective curricula. 03 Notify Supervisor of K-12 Reading/Gifted & Talented of identified needs.

04 Schedule reading Professional Development Coaches to provide assistance to teachers as indicated. 05 Conduct follow-up teacher observations to monitor for effective and consistent implementation of curricula. 06 Provide additional assistance to teachers as indicated (e.g., demonstration lessons, visitations). Funding:

Integrated Management and Action Plan 5.14.7 FY 2007 Integrated Management and Action Plan High Student Achievement Strategy: 5 Expand challenging educational opportunities for highly-able and gifted and talented students.

Action Step: 5.15.7 Utilize math curricula for Grades 3-5 magnet program to accelerate student learning.

Person(s) Responsible: Supervisor of K-12 Math Director of Curriculum and Professional Development Supervisor of Elementary Education/Gifted & Talented

Milestones:

01 Ensure math curricula for Grades 3-5 magnet program is aligned with the Voluntary State Curriculum and provides enrichment experiences to accelerate student learning. Funding:

Integrated Management and Action Plan 5.15.7 FY 2007 Integrated Management and Action Plan High Student Achievement Strategy: 5 Expand challenging educational opportunities for highly-able and gifted and talented students.

Action Step: 5.16.7 Monitor effective and consistent implementation of math curricula for Grades 3-5 magnet program.

Person(s) Responsible: Supervisor of Elementary Education/Gifted & Talented

Milestones:

01 Conduct teacher observations.

02 Review all observation reports for magnet teachers to determine the consistent implementation of effective curricula. 03 Notify Supervisor of K-12 Reading/Gifted & Talented of identified needs.

04 Schedule math Professional Development Coaches to provide assistance to teachers as indicated.

05 Conduct follow-up teacher observations to monitor for effective and consistent implementation of curricula. 06 Provide additional assistance to teachers as indicated (e.g., demonstration lessons, visitations). Funding:

Integrated Management and Action Plan 5.16.7 FY 2007 Integrated Management and Action Plan High Student Achievement Strategy: 5 Expand challenging educational opportunities for highly-able and gifted and talented students.

Action Step: 5.17.7 Monitor staffing needs to offer identified advanced level high school course offerings.

Person(s) Responsible: Director of Curriculum and Professional Development Instructional Supervisors Director of Secondary Education

Milestones:

01 Recommend new courses for development.

02 Present findings/recommendations to the Curriculum Council.

03 Present recommendations for new course (s) offerings to the BOE for possible piloting.

04 Hire staff as indicated. Funding:

Integrated Management and Action Plan 5.17.7 FY 2007 Integrated Management and Action Plan High Student Achievement Strategy: 5 Expand challenging educational opportunities for highly-able and gifted and talented students.

Action Step: 5.18.7 Provide innovative summer enrichment programs for traditionally under served students (economically disadvantaged, English Language Learners) in collaboration with community organizations and private schools as grant funding permits.

Person(s) Responsible: Assistant Superintendent for Instruction and Curriculum

Milestones: 01 Conduct a meeting with community organizations and private schools to identify need, invite participation, and discuss approach. 02 Conduct an Internet search of funding possibilities.

03 Research state and federal funding possibilities.

04 Collaborate with community organizations and private schools to develop and submit funding proposals. 05 Monitor use of grant funds received to insure compliance with funding requirements and meet needs of students. Funding:

Integrated Management and Action Plan 5.18.7 FY 2007 Integrated Management and Action Plan High Student Achievement Strategy: 6 Sustain and expand collaborative relationships and communication between the school system and all stakeholders in support of student learning.

Action Step: 6.1.7 Utilize the family involvement policy to evaluate current and proposed programs.

Person(s) Responsible: Coordinator of Communications and Parent/Community Director of Elementary Education Outreach Title I Parent Involvement Coordinator Director of Secondary Education

Milestones: 01 Continue the systematic review of current programs to ensure alignment with the family involvement policy. 02 Include review for alignment with the family involvement policy in the approval process for new programs. Funding:

Integrated Management and Action Plan 6.1.7 FY 2007 Integrated Management and Action Plan High Student Achievement Strategy: 6 Sustain and expand collaborative relationships and communication between the school system and all stakeholders in support of student learning.

Action Step: 6.2.7 Foster effective communication and collaboration among parents, business, community and schools.

Person(s) Responsible: Coordinator of Communications and Parent/Community Outreach

Milestones: 01 Hold quarterly meetings of community-based Communications Committee.

02 Include information for parents on Wicomico County Board of Education website.

03 Solicit business and parental input for various school programs.

04 Recognize business support at Board meetings and in the annual report.

05 Attend semi-annual meetings of MSDE Parent/Community Involvement Committee. Funding:

Integrated Management and Action Plan 6.2.7 FY 2007 Integrated Management and Action Plan High Student Achievement Strategy: 6 Sustain and expand collaborative relationships and communication between the school system and all stakeholders in support of student learning.

Action Step: 6.3.7 Maintain clear communication with stakeholders through the role of a designated Public Relations Liaison at each school and at the district level.

Person(s) Responsible: Coordinator of Communications and Parent/Community Director of Elementary Education Outreach Director of Secondary Education

Milestones: 01 Request each principal to designate a Public Relations Liaison for their school.

02 Provide professional development for designated Public Relations Liaisons and school administrators to ensure understanding of the communications flowchart to facilitate clear communication among stakeholders. 03 Utilize the communications flowchart to facilitate clear communication among stakeholders.

04 Include time for feedback on success of the process on elementary and secondary principals' meeting agendas. Funding:

Integrated Management and Action Plan 6.3.7 FY 2007 Integrated Management and Action Plan High Student Achievement Strategy: 6 Sustain and expand collaborative relationships and communication between the school system and all stakeholders in support of student learning.

Action Step: 6.4.7 Encourage greater parent and community involvement to support student learning through the role of a designated Volunteer Coordinator at each school.

Person(s) Responsible: Coordinator of Communications and Parent/Community Director of Elementary Education Outreach Director of Secondary Education

Milestones: 01 Request each principal to designate a Volunteer Coordinator for their school.

02 Provide professional development for designated Volunteer Coordinators and school administrators to ensure understanding of effective methods for encouraging parent and community involvement in the schools. 03 Utilize effective methods of encouraging parent and community involvement in the schools.

04 Include time for feedback on success of the process on elementary and secondary principals' meeting agendas. Funding:

Integrated Management and Action Plan 6.4.7 FY 2007 Integrated Management and Action Plan High Student Achievement Strategy: 6 Sustain and expand collaborative relationships and communication between the school system and all stakeholders in support of student learning.

Action Step: 6.5.7 Facilitate parent and family involvement by maintaining Parent Information Centers in all Title I schools.

Person(s) Responsible: Supervisor of Elementary Education/Title I/ESOL Coordinator of Communications and Parent/Community Outreach Title I Parent Involvement Coordinator

Milestones: 01 Review and revise goals for Parent Information Centers.

02 Maintain established Parent Information Centers, providing resource materials for parents.

03 Provide parent/student compacts for each Title I school.

04 Evaluate success of Parent Information Centersand activities using surveys and records of materials usage. Funding:

Restricted: Title I, Part A $93,823

Integrated Management and Action Plan 6.5.7 FY 2007 Integrated Management and Action Plan High Student Achievement Strategy: 6 Sustain and expand collaborative relationships and communication between the school system and all stakeholders in support of student learning.

Action Step: 6.6.7 Utilize results of Student, Teacher, and Parent Perspective Surveys, making appropriate program modifications throughout the school system.

Person(s) Responsible: Assistant Superintendent for Instruction and Curriculum Assistant Superintendent for Administrative Services Assistant Superintendent for Student Services

Milestones: 01 Utilize survey results during Department and Division meetings to guide improvement efforts within the structure of the Master Plan. Funding:

Integrated Management and Action Plan 6.6.7 FY 2007 Integrated Management and Action Plan High Student Achievement Strategy: 6 Sustain and expand collaborative relationships and communication between the school system and all stakeholders in support of student learning.

Action Step: 6.7.7 Provide parents whose children attend Title I schools notification about their right to know the qualifications of their teachers.

Person(s) Responsible: Supervisor of Elementary Education/Title I/ESOL

Milestones: 01 Provide letter to parents attending a Title I school informing them of their right to request information regarding the professional qualifications of their child's classroom teachers. Funding:

Integrated Management and Action Plan 6.7.7 FY 2007 Integrated Management and Action Plan High Student Achievement Strategy: 6 Sustain and expand collaborative relationships and communication between the school system and all stakeholders in support of student learning.

Action Step: 6.8.7 Provide parents whose children attend low performing Title I schools information about student transfer and supplemental service options.

Person(s) Responsible: Supervisor of Elementary Education/Title I/ESOL Coordinator of Communications and Parent/Community Outreach

Milestones: 01 Determine AYP status of each Title I school.

02 Send notification letter to parents in schools not meeting AYP for two consecutive years.

03 Arrange for transportation for school choice and/or supplemental services options as indicated. Funding:

Integrated Management and Action Plan 6.8.7 FY 2007 Integrated Management and Action Plan High Student Achievement Strategy: 6 Sustain and expand collaborative relationships and communication between the school system and all stakeholders in support of student learning.

Action Step: 6.9.7 Continue to support community-based adult education and literacy services.

Person(s) Responsible: Supervisor of Guidance and Adult Education

Milestones:

01 Provide adult education services for Adult Basic Education Learners, Adult Secondary Education Learners & GED candidates serving National Adult Literacy Survey Level 1, 2, & 3 Clients. 02 Provide an External High School Diploma Educational Option for National Adult Literacy Survey Level 3 Clients. 03 Provide an adult education program for Locally Institutionalized Offenders.

04 Provide adult English for Speakers of Other Languages classes.

05 Provide professional development for adult education staff. Funding: Unrestricted: $94,636

Restricted: Title III, Part A - ELL $885 Adult Ed - NALS $81,026 Adult Ed - NALS 3 MAEHSPP $10,178 Adult Ed - Local Institution $3,605 Adult Ed - External Diploma Program $26,023 Adult Ed - EL & Civics $98,003 Adult Ed - Family Literacy $20,738 Adult Ed - FY06 Carryover $14,390 Adult Ed - FY07 Incentive $1,035 Adult Ed - General $4,357 Adult Ed - MAEHSDP $4,214 Adult Ed - Family Literacy $156,206

Integrated Management and Action Plan 6.9.7 FY 2007 Integrated Management and Action Plan High Student Achievement Strategy: 6 Sustain and expand collaborative relationships and communication between the school system and all stakeholders in support of student learning.

Action Step: 6.10.7 Conduct Family Reading Nights to provide parents with strategies and activities to help their children improve reading skills to all elementary and middle schools.

Person(s) Responsible: Director of Elementary Education Supervisor of Elementary Education/Title I/ESOL Director of Secondary Education Title I Parent Involvement Coordinator Principals Teachers of Title I Milestones: 01 Plan for Family Reading Night(s) at each elementary and middle school including scheduling dates, planning activities, and inviting parents. 02 Conduct Family Reading Nights as planned.

03 Evaluate results of program using attendance records and parent surveys.

04 Use evaluation results to modify program as indicated. Funding:

Integrated Management and Action Plan 6.10.7 FY 2007 Integrated Management and Action Plan High Student Achievement Strategy: 6 Sustain and expand collaborative relationships and communication between the school system and all stakeholders in support of student learning.

Action Step: 6.11.7 Collaborate with community agencies and professional groups to promote reading (e.g., "Books for Babies" with the Eastern Shore Reading Council, Birth to 4, Wicomico County Public Library).

Person(s) Responsible: Coordinator of Communications and Parent/Community Supervisor of PreK-12 Reading Outreach Supervisor of Elementary Education/Early Childhood

Milestones: 01 Meet with representatives from community agencies and professional groups to identify ways to promote literacy. 02 Contact community resources to recruit support for proposed activities.

03 Print and disseminate brochure promoting literacy activities and resources. Funding:

Integrated Management and Action Plan 6.11.7 FY 2007 Integrated Management and Action Plan High Student Achievement Strategy: 6 Sustain and expand collaborative relationships and communication between the school system and all stakeholders in support of student learning.

Action Step: 6.12.7 Hold community math nights at various places of worship and/or community centers to share math strategies as requested.

Person(s) Responsible: Supervisor of K-12 Math Coordinator of Communications and Parent/Community Outreach Coordinator of Mathematics K-8

Milestones: 01 Develop community math night presentation(s).

02 Hold community math nights as interest dictates. Funding:

Integrated Management and Action Plan 6.12.7 FY 2007 Integrated Management and Action Plan High Student Achievement Strategy: 6 Sustain and expand collaborative relationships and communication between the school system and all stakeholders in support of student learning.

Action Step: 6.13.7 Conduct Family Math Nights to provide parents with strategies and activities to help their children improve math skills to all elementary and middle schools.

Person(s) Responsible: Director of Elementary Education Supervisor of Elementary Education/Title I/ESOL Director of Secondary Education Title I Parent Involvement Coordinator Principals Teachers of Title I Milestones: 01 Plan for Family Math Night(s) at each elementary and middle school including scheduling dates, planning activities, and inviting parents. 02 Conduct Family Math Nights as planned.

03 Evaluate results of program using attendance records and parent surveys.

04 Use evaluation results to modify program as indicated. Funding:

Integrated Management and Action Plan 6.13.7 FY 2007 Integrated Management and Action Plan High Student Achievement Strategy: 6 Sustain and expand collaborative relationships and communication between the school system and all stakeholders in support of student learning.

Action Step: 6.14.7 Provide transportation for English Language Learners and their families to attend field trips and seminars to increase their awareness of the American culture.

Person(s) Responsible: Supervisor of Elementary Education/Title I/ESOL

Milestones: 01 Schedule various field trips and seminars for English Language Learners and their families. Funding:

Restricted: Title III, Part A - ELL $8,766

Integrated Management and Action Plan 6.14.7 FY 2007 Integrated Management and Action Plan High Student Achievement Strategy: 6 Sustain and expand collaborative relationships and communication between the school system and all stakeholders in support of student learning.

Action Step: 6.15.7 Collaborate with local agencies (e.g., Latinos Unidos, Health Department, Housing Authority) to provide support to English Language Learners and their families.

Person(s) Responsible: Supervisor of Elementary Education/Title I/ESOL

Milestones: 01 Meet with community and local agencies to discuss and coordinate services provided for English Language Learners and their families. Funding:

Restricted: Title III, Parts A & D - ELL $4,472

Integrated Management and Action Plan 6.15.7 FY 2007 Integrated Management and Action Plan High Student Achievement Strategy: 6 Sustain and expand collaborative relationships and communication between the school system and all stakeholders in support of student learning.

Action Step: 6.16.7 Foster community outreach to support English Language Learners.

Person(s) Responsible: Supervisor of Elementary Education/Title I/ESOL

Milestones:

01 Collaborate with stakeholders to provide additional services for English Language Learners and their families. Funding:

Integrated Management and Action Plan 6.16.7 FY 2007 Integrated Management and Action Plan High Student Achievement Strategy: 6 Sustain and expand collaborative relationships and communication between the school system and all stakeholders in support of student learning.

Action Step: 6.17.7 Recruit eligible students for pre-K program in collaboration with local churches, community organizations, government agencies, and health care providers.

Person(s) Responsible: Supervisor of Elementary Education/Early Childhood Public Information Liaison Director of Elementary Education

Milestones: 01 Disseminate flyers to recruit and encourage enrollment of eligible students in the pre-K program.

02 Establish registration dates with schools in collaboration with churches, Head Start and health care providers. 03 Survey organizations to assess number of available students. Funding:

Integrated Management and Action Plan 6.17.7 FY 2007 Integrated Management and Action Plan High Student Achievement Strategy: 6 Sustain and expand collaborative relationships and communication between the school system and all stakeholders in support of student learning.

Action Step: 6.18.7 Provide seminars on parenting skills and information on child development activities for children age birth to four in collaboration with community agencies and institutions of higher education.

Person(s) Responsible: Supervisor of Elementary Education/Early Childhood Director of Elementary Education

Milestones: 01 Plan and schedule seminars to provide parents information on child development and parenting skills. 02 Provide materials, refreshments, and incentives to promote and enhance quality parental support.

03 Evaluate seminar effectiveness and determine additional needs through participant surveys. Funding:

Integrated Management and Action Plan 6.18.7 FY 2007 Integrated Management and Action Plan High Student Achievement Strategy: 6 Sustain and expand collaborative relationships and communication between the school system and all stakeholders in support of student learning.

Action Step: 6.19.7 Establish dialogue and share knowledge among teachers, administrators, paraprofessionals, parents, and childcare providers through seminars and other activities.

Person(s) Responsible: Supervisor of Elementary Education/Early Childhood Coordinator of Communications and Parent/Community Outreach Director of Elementary Education

Milestones: 01 Plan and schedule quarterly sessions to establish dialogue among teachers, administrators, paraprofessionals, parents, and childcare providers to share new initiatives and strategies for pre-K students. 02 Conduct planned sessions to articulate early childhood needs, programs, and initiatives. Funding:

Integrated Management and Action Plan 6.19.7 FY 2007 Integrated Management and Action Plan High Student Achievement Strategy: 6 Sustain and expand collaborative relationships and communication between the school system and all stakeholders in support of student learning.

Action Step: 6.20.7 Provide a variety of instructional materials for pre-K and kindergarten students through collaboration with business, community and non-profit agencies, and parent organizations.

Person(s) Responsible: Supervisor of Elementary Education/Early Childhood Director of Elementary Education

Milestones: 01 Work with business, community and non-profit agencies, and parent organizations to provide instructional materials for pre-K and kindergarten. 02 Implement the "Ready to Learn" program. Funding:

Integrated Management and Action Plan 6.20.7 FY 2007 Integrated Management and Action Plan High Student Achievement Strategy: 6 Sustain and expand collaborative relationships and communication between the school system and all stakeholders in support of student learning.

Action Step: 6.21.7 Provide opportunities to showcase student talent in collaboration with local government, business, and community and parent organizations.

Person(s) Responsible: Coordinator of Communications and Parent/Community Director of Elementary Education Outreach Supervisor of K-12 Fine Arts Director of Secondary Education Instructional Supervisors Principals Milestones: 01 Seek opportunities with local government, business, and community and parent organizations to showcase student talent. 02 Work with the administration and music and visual art teachers in each school to insure opportunities are provided to showcase musical and visual artistic student talent. 03 Recognize school groups and individuals that receive state and national awards and honors at Board of Education meetings. 04 Advise the Publicity Information Liaison of upcoming performances and art shows to facilitate press releases. Funding:

Integrated Management and Action Plan 6.21.7 FY 2007 Integrated Management and Action Plan High Student Achievement Strategy: 6 Sustain and expand collaborative relationships and communication between the school system and all stakeholders in support of student learning.

Action Step: 6.22.7 Provide business mentors, job-shadowing, and internship opportunities for career and technology education students through collaboration with business and community organizations.

Person(s) Responsible: Supervisor of Career and Technology Director of Secondary Education Education/Business/Family & Consumer Science

Milestones: 01 Provide staff development for "School to Work" Coordinators on VTECS Direct and Connect software packages and on the Workbased Learning Coordinator's Handbook. 02 Update list of participating mentors, job shadowing, and internship placement sites.

03 Print and disseminate a flyer describing "School to Work" Linkage Opportunities. Funding:

Integrated Management and Action Plan 6.22.7 FY 2007 Integrated Management and Action Plan High Student Achievement Strategy: 6 Sustain and expand collaborative relationships and communication between the school system and all stakeholders in support of student learning.

Action Step: 6.23.7 Increase the number of students who become dual completers by fostering understanding of the link between real-world career placement and performance and preparedness in high school with students and their parents.

Person(s) Responsible: Supervisor of Career and Technology Director of Secondary Education Education/Business/Family & Consumer Science

Milestones: 01 Present information to students in Grades 8, 9 and 10 as well as their parents at PTA meetings on "Tips on How to Become a Dual Completer." 02 Utilize data from the Local Perkins Accountability Report to determine under performing schools and target those schools and students, providing information to guidance counselors. 03 Utilize Lower Shore Workforce Alliance staff to assist with presentations in grade 8 career classes to emphasize employer expectations and academic opportunities. 04 Complete production of CTE recruitment CD. Funding:

Integrated Management and Action Plan 6.23.7 FY 2007 Integrated Management and Action Plan High Student Achievement Strategy: 6 Sustain and expand collaborative relationships and communication between the school system and all stakeholders in support of student learning.

Action Step: 6.24.7 Increase student and parent awareness of non-traditional opportunities for students in career and technology education by holding a "Parent Night" for Applied Technology Exploration (ATEX) students that will highlight non-traditional successful community members.

Person(s) Responsible: Supervisor of Career and Technology Director of Secondary Education Education/Business/Family & Consumer Science

Milestones: 01 Plan an "Awareness Night" for 9th and 10th grade parents and students.

02 Mail invitations for winter/spring "Awareness Night."

03 Publish "CTE Stars" page in local newspaper featuring local business men and women. Funding:

Integrated Management and Action Plan 6.24.7 FY 2007 Integrated Management and Action Plan High Student Achievement Strategy: 6 Sustain and expand collaborative relationships and communication between the school system and all stakeholders in support of student learning.

Action Step: 6.25.7 Increase student and parent awareness of non-traditional opportunities for students in career and technology education by utilizing program brochures to feature non-traditional students.

Person(s) Responsible: Supervisor of Career and Technology Coordinator of Communications and Parent/Community Education/Business/Family & Consumer Science Outreach Director of Secondary Education

Milestones: 01 Utilize recruitment brochure for CTE with emphasis on non-traditional students.

02 Utilize presentation to increase awareness at middle and high school PTA meetings. Funding:

Integrated Management and Action Plan 6.25.7 FY 2007 Integrated Management and Action Plan High Student Achievement Strategy: 6 Sustain and expand collaborative relationships and communication between the school system and all stakeholders in support of student learning.

Action Step: 6.26.7 Inform and consult with nonpublic schools about opportunities to participate in federal ESEA and other programs for which they may be eligible.

Person(s) Responsible: Grants Specialist ESEA Program Supervisors

Milestones: 01 Implement Title I-A; II-A; II-D; III-A; IV-A; and V-A programs for eligible students in participating nonpublic schools in the 2005-2006 school year. 02 Invite nonpublic schools, through a certified letter, to a meeting to discuss their eligibility and interest in participating in the ESEA federal programs for eligible students and schools in the 2006-2007 school year. 03 Consult with the interested nonpublic schools to develop an implementation plan for their participation in the selected programs. 04 Identify students living within Wicomico County Title I schools’ boundaries, who attend non-public schools that have indicated a desire to participate in the Title I program, and who meet the eligibility guidelines for participation in a Title I reading program for the 2006-2007 school year. 05 Allocate an equitable per-pupil amount of funding for participating nonpublic schools to meet identified needs and serve eligible students for each program in which the school is participating. 06 Inform nonpublic schools, through certified letters, of additional opportunities to participate with Wicomico County Public Schools in federal or state grant proposals, as applicable. Funding:

Integrated Management and Action Plan 6.26.7 FY 2007 Integrated Management and Action Plan High Student Achievement Strategy: 6 Sustain and expand collaborative relationships and communication between the school system and all stakeholders in support of student learning.

Action Step: 6.27.7 Inform parents and the community of grade level expectations in reading / English / language arts and math and suggestions of how to help their child meet these goals.

Person(s) Responsible: Coordinator of Communications and Parent/Community Director of Elementary Education Outreach Director of Secondary Education

Milestones: 01 Update, as needed, a series of brochures listing expectations students must meet by the end of each year, suggestions to parents on how to reinforce expectations, a vocabulary list for the year, and grade level standards for K-5. 02 Distribute the brochures at back-to-school nights when the information is discussed as well as through Home-School Liaisons. 03 Continue the "Ready to Learn" broadcast and video outreach program for pre-school children and their families. 04 Continue the "Working Together for Children" series of broadcast programs on the local public access station. Funding:

Integrated Management and Action Plan 6.27.7 FY 2007 Integrated Management and Action Plan High Student Achievement Strategy: 6 Sustain and expand collaborative relationships and communication between the school system and all stakeholders in support of student learning.

Action Step: 6.28.7 Provide a literacy-based family centered program for at-risk families.

Person(s) Responsible: Supervisor of Elementary Education/Early Childhood

Milestones:

01 Provide a multi-faceted educational program to identified at-risk families (e.g., homeless, living in poverty) through the Judy Center program. Funding:

Integrated Management and Action Plan 6.28.7 FY 2007 Integrated Management and Action Plan High Student Achievement Strategy: 6 Sustain and expand collaborative relationships and communication between the school system and all stakeholders in support of student learning.

Action Step: 6.29.7 Participate in the Maryland Scholars program in collaboration with the Maryland Business Roundtable for Education.

Person(s) Responsible: Supervisor of K-12 Social Studies/Career Director of Curriculum and Professional Development Education/Secondary Media Supervisor of Guidance and Adult Education Director of Secondary Education

Milestones: 01 Collaborate with the Maryland Business Roundtable for Education to offer the Maryland Scholars program. Funding:

Integrated Management and Action Plan 6.29.7 FY 2007 Integrated Management and Action Plan Safe Learning Environment Strategy: 7 Sustain and expand programs and policies to reduce disruptive unsafe and unhealthy student behavior.

Action Step: 7.1.7 Ensure accuracy in entering, coding, and accessing office referral and suspension data by monitoring the implementation of consistent system-wide procedures.

Person(s) Responsible: Director of Student Services Director of Elementary Education Director of Secondary Education Management Information Systems Coordinator

Milestones: 01 Review expectations for use of consistent system-wide procedures to enter, code, and access office referral and suspension data at the Student Services Forum. 02 Revise and distribute written procedures for office referral and suspension data entry as indicated.

03 Expect administrators to review and monitor school-based data entry procedures for accuracy and efficiency. 04 Conduct on-going meetings with school-based administrators and school office personnel to share concerns and identify solutions, modifying procedures as indicated. 05 Develop agenda for Student Services Forum based upon feedback. Funding:

Integrated Management and Action Plan 7.1.7 FY 2007 Integrated Management and Action Plan Safe Learning Environment Strategy: 7 Sustain and expand programs and policies to reduce disruptive unsafe and unhealthy student behavior.

Action Step: 7.2.7 Identify trends and areas of need in student behavior by monitoring student suspension and office referral data, providing support for appropriate staff charged with implementing interventions.

Person(s) Responsible: Director of Student Services Director of Elementary Education Director of Secondary Education Instructional Data Analyst Principals Milestones: 01 Conduct professional development for Vice Principals and other support staff on data analysis and identifying trends in student behavior using suspension and office referral data and appropriate interventions. 02 Conduct professional development on Best Practices in the area of student behavior to address identified areas of need to reduce office referrals and disruptive student behaviors. 03 Require schools to include activities to reduce office referrals and disruptive student behaviors in their School Improvement Plans. Funding: Unrestricted: $3,000

Integrated Management and Action Plan 7.2.7 FY 2007 Integrated Management and Action Plan Safe Learning Environment Strategy: 7 Sustain and expand programs and policies to reduce disruptive unsafe and unhealthy student behavior.

Action Step: 7.4.7 Monitor the effective and consistent implementation and documentation of prevention education curricula, providing individual professional development as indicated.

Person(s) Responsible: Supervisor of Health/Physical Education Director of Secondary Education Director of Elementary Education Principals

Milestones: 01 Provide professional development for teachers of elementary health education and how to utilize the prevention education documentation sheet. 02 Conduct teacher observations during scheduled health education instructional time.

03 Review all observation reports for teachers of elementary health education to determine the consistent implementation of the prevention education curricula. 04 Notify Supervisor of Health Education of identified needs.

05 Provide additional assistance to teachers as indicated (e.g., demonstration lessons, visitations, coursework, mentoring). 06 Conduct follow-up teacher observations to monitor for effective and consistent implementation of the prevention education curricula. 07 Collect all documentation sheets from appropriate personnel.

08 Revise elementary health education documentation sheet as indicated.

09 Compile data and report to Director of Elementary Education.

10 Utilize best practices in prevention education.

11 Provide Title IV, Part A funding to nonpublic schools for prevention education activities. Funding:

Restricted: Title IV, Part A $13,682

Integrated Management and Action Plan 7.4.7 FY 2007 Integrated Management and Action Plan Safe Learning Environment Strategy: 7 Sustain and expand programs and policies to reduce disruptive unsafe and unhealthy student behavior.

Action Step: 7.5.7 Develop student leadership and peer support skills through capacity-building programs (e.g., Peer Mentoring).

Person(s) Responsible: Supervisor of Health/Physical Education Director of Student Services Director of Secondary Education Principals

Milestones: 01 Inform middle and high school students of peer support opportunities.

02 Conduct a minimum of three training sessions for middle and high school students.

03 Provide support for all trained student groups to conduct a minimum of one school-wide and/or community event. 04 Collect and compile data from secondary faculty advisors. Funding:

Restricted: Title IV, Part A $4,532

Integrated Management and Action Plan 7.5.7 FY 2007 Integrated Management and Action Plan Safe Learning Environment Strategy: 7 Sustain and expand programs and policies to reduce disruptive unsafe and unhealthy student behavior.

Action Step: 7.6.7 Promote positive values by utilizing "Character Counts" at identified schools, analyzing effectiveness.

Person(s) Responsible: Assistant Superintendent for Instruction and Curriculum Director of Elementary Education Director of Secondary Education

Milestones:

01 Contact Character Counts office to see if they can support additional schools.

02 Share data from pilot schools on impact of program with other building principals.

03 Solicit participation from additional schools.

04 Inform Character Counts office of interested schools.

05 Arrange staff training for new schools. Funding:

Integrated Management and Action Plan 7.6.7 FY 2007 Integrated Management and Action Plan Safe Learning Environment Strategy: 7 Sustain and expand programs and policies to reduce disruptive unsafe and unhealthy student behavior.

Action Step: 7.7.7 Provide on-going systematic professional development for school teams utilizing or expressing interest in using Positive Behavioral Interventions and Supports (PBIS).

Person(s) Responsible: Supervisor of Health/Physical Education Principals

Milestones: 01 Train new and returning PBIS teams.

02 Attend PBIS Coaches' Meetings throughout the year.

03 Provide introductory PBIS presentations at faculty meetings, School Improvement Team meetings, etc. 04 Provide resources for schools interested in future participation to send representatives to PBIS introductory meeting(s). 05 Submit application to MSDE for schools making a firm commitment to participate.

06 Provide support for schools implementing PBIS. Funding: Unrestricted: $87,488

Restricted: Title IV, Part A $11,246

Integrated Management and Action Plan 7.7.7 FY 2007 Integrated Management and Action Plan Safe Learning Environment Strategy: 7 Sustain and expand programs and policies to reduce disruptive unsafe and unhealthy student behavior.

Action Step: 7.8.7 Conduct annual review and revision of Emergency Preparedness Plan for Utility Related Emergencies.

Person(s) Responsible: Director of Facility Services

Milestones:

01 Review and update plans and documents as required.

02 Provide staff training.

03 Secure Superintendent signature.

04 Forward updated documents to schools and certifications to State. Funding:

Integrated Management and Action Plan 7.8.7 FY 2007 Integrated Management and Action Plan Safe Learning Environment Strategy: 7 Sustain and expand programs and policies to reduce disruptive unsafe and unhealthy student behavior.

Action Step: 7.9.7 Conduct annual review and revision of Crisis Management Plans and regular crisis management and fire drills in all schools.

Person(s) Responsible: Director of Student Services Principals Assistant Superintendent for Student Services

Milestones: 01 Collect and review annually revised Crisis Management Plans from each school.

02 Collect and maintain reports of Crisis Management for each school.

03 Conduct tabletop Crisis Drills for each school in alternate years.

04 Require schools to include activities to review and revise Crisis Management Plans annually and to conduct Crisis Drills in their School Improvement Plans. 05 Require schools to identify and submit security needs based upon Crisis Drills and other needs assessments. Funding:

Integrated Management and Action Plan 7.9.7 FY 2007 Integrated Management and Action Plan Safe Learning Environment Strategy: 7 Sustain and expand programs and policies to reduce disruptive unsafe and unhealthy student behavior.

Action Step: 7.10.7 Conduct activities to promote student attendance in all schools.

Person(s) Responsible: Director of Elementary Education Principals Director of Secondary Education

Milestones:

01 Require schools to include activities to promote student attendance in their School Improvement Plans. Funding:

Restricted: Title IV, Part A $1,000

Integrated Management and Action Plan 7.10.7 FY 2007 Integrated Management and Action Plan Safe Learning Environment Strategy: 7 Sustain and expand programs and policies to reduce disruptive unsafe and unhealthy student behavior.

Action Step: 7.11.7 Conduct activities to increase parent involvement in all schools.

Person(s) Responsible: Coordinator of Communications and Parent/Community Director of Elementary Education Outreach Director of Secondary Education Principals

Milestones: 01 Require schools to include activities to promote parent involvement in their School Improvement Plans. Funding:

Integrated Management and Action Plan 7.11.7 FY 2007 Integrated Management and Action Plan Safe Learning Environment Strategy: 7 Sustain and expand programs and policies to reduce disruptive unsafe and unhealthy student behavior.

Action Step: 7.13.7 Communicate expectations for safe student behavior related to school bus transportation.

Person(s) Responsible: Supervisor of Transportation Assistant Superintendent for Student Services Transportation Planner Bus Driver Trainers Bus Drivers Principals Milestones: 01 Provide bus rules to schools for distribution to students and parents through a separate letter.

02 Instruct all bus drivers to distribute copies of bus rules to all students riding their bus. Funding:

Integrated Management and Action Plan 7.13.7 FY 2007 Integrated Management and Action Plan Safe Learning Environment Strategy: 7 Sustain and expand programs and policies to reduce disruptive unsafe and unhealthy student behavior.

Action Step: 7.14.7 Promote school safety utilizing the School Resource Officer program, in collaboration with the Wicomico County Sheriff's Office.

Person(s) Responsible: Director of Student Services Assistant Superintendent for Student Services

Milestones: 01 Conduct regular meetings with the assigned Sergeant to review and revise the SRO Program Guidelines and assignments, as indicated. Funding: Unrestricted: $548,150

Integrated Management and Action Plan 7.14.7 FY 2007 Integrated Management and Action Plan Safe Learning Environment Strategy: 7 Sustain and expand programs and policies to reduce disruptive unsafe and unhealthy student behavior.

Action Step: 7.15.7 Provide Crisis Prevention Intervention training.

Person(s) Responsible: Coordinator of Special Education

Milestones:

01 Provide professional development to identified teachers and administrators on Crisis Prevention Intervention. Funding:

Integrated Management and Action Plan 7.15.7 FY 2007 Integrated Management and Action Plan Safe Learning Environment Strategy: 7 Sustain and expand programs and policies to reduce disruptive unsafe and unhealthy student behavior.

Action Step: 7.16.7 Implement appropriate interventions and support systems for students whose behavior impedes their educational progress and academic achievement.

Person(s) Responsible: Director of Elementary Education Director of Student Services Director of Secondary Education Principals

Milestones: 01 Provide alternative short-term classroom educational experiences for identified students with behavior problems. 02 Provide access to appropriate support services for identified children and their families as indicated. Funding: Unrestricted: $12,358

Integrated Management and Action Plan 7.16.7 FY 2007 Integrated Management and Action Plan Safe Learning Environment Strategy: 7 Sustain and expand programs and policies to reduce disruptive unsafe and unhealthy student behavior.

Action Step: 7.17.7 Utilize technology-based curriculum delivery methods to provide an educational environment that will support learning for identified students whose behavior interferes with their academic success.

Person(s) Responsible: Assistant Superintendent for Student Services

Milestones: 01 Provide appropriate technology-based curriculum for identified students. Funding: Unrestricted: $30,000

Integrated Management and Action Plan 7.17.7 FY 2007 Integrated Management and Action Plan Safe Learning Environment Strategy: 7 Sustain and expand programs and policies to reduce disruptive unsafe and unhealthy student behavior.

Action Step: 7.18.7 Provide access to mental health services to regular education students who have been suspended from school as indicated.

Person(s) Responsible: Assistant Superintendent for Administrative Services

Milestones: 01 Maintain list of available mental health services.

02 Inform parents of available services. Funding: Unrestricted: $40,000

Integrated Management and Action Plan 7.18.7 FY 2007 Integrated Management and Action Plan Safe Learning Environment Strategy: 7 Sustain and expand programs and policies to reduce disruptive unsafe and unhealthy student behavior.

Action Step: 7.19.7 Provide parent outreach programs and information to strengthen the collaboration among families and the school system to help students succeed in school.

Person(s) Responsible: Assistant Superintendent for Administrative Services

Milestones: 01 Coordinate school system efforts to work with families to help students succeed in school. Funding: Unrestricted: $20,000

Integrated Management and Action Plan 7.19.7 FY 2007 Integrated Management and Action Plan Safe Learning Environment Strategy: 8 Continue to reinforce students’ positive connections to school.

Action Step: 8.1.7 Develop and implement the use of uniform guidelines and expectations for student support programs and positions (e.g., Opportunity Rooms, Beyond the Limits, Conflict Resolution, CARES), evaluating the effectiveness of each program.

Person(s) Responsible: Lead Pupil Personnel Worker Director of Student Services Director of Elementary Education Director of Secondary Education

Milestones: 01 Continue to meet with individuals by program to develop job descriptions and program guidelines.

02 Identify appropriate evaluation measures by program to determine program effectiveness.

03 Communicate data collection and submission expectations to identified individuals for each program.

04 Review evaluation data by program collected by identified individuals for each program. Funding:

Integrated Management and Action Plan 8.1.7 FY 2007 Integrated Management and Action Plan Safe Learning Environment Strategy: 8 Continue to reinforce students’ positive connections to school.

Action Step: 8.2.7 Foster effective communication and collaboration with families through the role of Home-School Liaisons at all elementary and middle schools.

Person(s) Responsible: Director of Student Services Principals

Milestones: 01 Revise expectations for position to reflect school system needs as indicated.

02 Provide professional development for Home-School Liaisons on school procedures and expectations (e.g., attendance, content standards) as well as techniques to engage parents effectively in their child's learning. 03 Require Home-School Liaisons to maintain and submit monthly logs of home/school contacts and related activities to the Principal and School Improvement Team. 04 Monitor program implementation, adjusting as indicated. Funding:

Integrated Management and Action Plan 8.2.7 FY 2007 Integrated Management and Action Plan Safe Learning Environment Strategy: 8 Continue to reinforce students’ positive connections to school.

Action Step: 8.3.7 Provide guidance and psychological services to students at elementary, middle, and high schools.

Person(s) Responsible: Supervisor of Guidance and Adult Education Director of Special Education

Milestones:

01 Monitor the need for guidance and psychological services and provide staffing and supplies as indicated. 02 Advertise and conduct interviews for new staff (e.g., guidance counselors, psychologists).

03 Provide additional staff (e.g., guidance counselors, psychologists) to serve students, with placement to be determined by student enrollment and needs. 04 Provide a career education program at the middle school level.

05 Provide professional development for school psychologists. Funding: Unrestricted: $2,784,509

Integrated Management and Action Plan 8.3.7 FY 2007 Integrated Management and Action Plan Safe Learning Environment Strategy: 8 Continue to reinforce students’ positive connections to school.

Action Step: 8.4.7 Provide on-going systematic professional development for guidance counselors in the areas of personal/emotional well-being, career services and academic achievement.

Person(s) Responsible: Supervisor of Guidance and Adult Education

Milestones: 01 Provide professional development activities for guidance counselors as indicated by the needs assessment. 02 Facilitate guidance counselor attendance at the Eastern Shore Regional Guidance Conference.

03 Conduct a debriefing workshop for guidance counselors to reflect upon best practices sessions shared at the Eastern Shore Regional Guidance Conference. 04 Monitor the implementation of guidance services through counselor observations, providing individual professional development as indicated. Funding: Unrestricted: $4,500

Integrated Management and Action Plan 8.4.7 FY 2007 Integrated Management and Action Plan Safe Learning Environment Strategy: 8 Continue to reinforce students’ positive connections to school.

Action Step: 8.5.7 Develop students' time management and study skills and promote communication with parents through the use of student agendas, newsletters, and websites.

Person(s) Responsible: Director of Elementary Education Principals Director of Secondary Education Teachers Webmaster Programmer

Milestones: 01 Maintain districtwide purchasing program of agenda books for students.

02 Encourage principals to promote the use of agendas to develop students' time management and study skills and parent communication. 03 Develop and distribute school-based newsletters to parents.

04 Maintain links to school websites from WCBOE website. Funding: Unrestricted: $55,000

Restricted: Title IV, Part A $800

Integrated Management and Action Plan 8.5.7 FY 2007 Integrated Management and Action Plan Safe Learning Environment Strategy: 8 Continue to reinforce students’ positive connections to school.

Action Step: 8.6.7 Provide positive role models for students through the Wicomico Mentoring Project, focusing on services for secondary students and evaluating program effectiveness.

Person(s) Responsible: Wicomico Mentoring Project Coordinator Director of Student Services School Mentor Coordinators

Milestones: 01 Recruit and re-enroll mentors with focus on middle/high school students (background checks, mailing). 02 Communicate with mentors and program partners through the mentoring newsletter.

03 Train and counsel mentors using toolbooks and incentive packets.

04 Monitor student/mentor matches through school visitations and Brown Bag Lunches.

05 Recognize middle school students through the Kids of Honor program.

06 Facilitate communication among parents, students, teachers, and mentors through Team Meets at each school during PTA meetings. 07 Encourage the exploration of various career options through Youth Career Tours for middle school students. 08 Collaborate with community agencies to serve the needs of identified students.

09 Conduct program evaluation through the collection and dissemination of data including GPA's, attendance, office referrals, satisfaction surveys, and pre/post surveys from students, parents, mentors, and teachers. 10 Share information concerning Wicomico Mentoring Project goals and successes with stakeholders including the community, partners, and funders at local, state, and national meetings and forums. 11 Conduct extended mentoring training at the Positive Impact Seminar.

12 Recognize mentors and project partners.

13 Hold Friendship Picnic for students, parents, siblings, mentors, and partners to celebrate a successful year. 14 Attend Points of Light Conference to learn about best practices and volunteer management.

15 Work with the Caring Adult Task Force of Salisbury's Promise to promote mentoring.

Integrated Management and Action Plan 8.6.7 FY 2007 Integrated Management and Action Plan Safe Learning Environment Strategy: 8 Continue to reinforce students’ positive connections to school.

Funding: Unrestricted: $54,903

Restricted: Title V, Part A $8,000

Integrated Management and Action Plan 8.6.7 FY 2007 Integrated Management and Action Plan Safe Learning Environment Strategy: 8 Continue to reinforce students’ positive connections to school.

Action Step: 8.7.7 Utilize evaluation data for programs designed to recognize student achievement, increase attendance and reduce office referrals, suspensions and disruptive behavior to guide decisions about future use.

Person(s) Responsible: Assistant Superintendent for Student Services Director of Student Services Assistant Superintendent for Instruction and Curriculum Director of Elementary Education Director of Secondary Education

Milestones: 01 Approve funding to implement school-based initiatives designed to improve student achievement, increase attendance and reduce office referrals, suspensions and disruptive behavior based upon evaluation of data showing their effectiveness. 02 Approve funding to implement district-wide initiatives designed to improve student achievement, increase attendance and reduce office referrals, suspensions and disruptive behavior based upon evaluation of data showing their effectiveness. Funding:

Integrated Management and Action Plan 8.7.7 FY 2007 Integrated Management and Action Plan Safe Learning Environment Strategy: 8 Continue to reinforce students’ positive connections to school.

Action Step: 8.8.7 Develop student leadership skills through the implementation of the JROTC program at Wicomico High School.

Person(s) Responsible: Director of Secondary Education

Milestones: 01 Implement JROTC program at Wicomico High School.

02 Monitor implementation of JROTC program. Funding: Unrestricted: $66,331

Restricted: ROTC Program $44,060

Integrated Management and Action Plan 8.8.7 FY 2007 Integrated Management and Action Plan Safe Learning Environment Strategy: 8 Continue to reinforce students’ positive connections to school.

Action Step: 8.9.7 Support family and student involvement in programs offered through the East Salisbury Family Center.

Person(s) Responsible: Supervisor of Health/Physical Education Director of Elementary Education

Milestones:

01 Subsidize costs for the East Salisbury Family Center Program. Funding: Unrestricted: $63,660

Restricted: Title IV, Part A $17,234 Hot Spots - East Salisbury $3,000

Integrated Management and Action Plan 8.9.7 FY 2007 Integrated Management and Action Plan Safe Learning Environment Strategy: 9 Extend programs and ensure effective policies that motivate and support students to attend school and graduate from high school.

Action Step: 9.2.7 Ensure completion of the MSDE Educational Interview form for each student dropping out of school.

Person(s) Responsible: Assistant Superintendent for Student Services Director of Secondary Education Supervisor of Guidance and Adult Education Principals Guidance Counselors

Milestones:

01 Review the mandatory MSDE Exit Interview Form and procedure with secondary school administrators. 02 Distribute interview forms and check-off lists to all secondary schools.

03 Require all secondary schools to complete the MSDE Educational Interview form for each student dropping out of school. 04 Analyze data from MSDE Educational Interview forms. Funding:

Integrated Management and Action Plan 9.2.7 FY 2007 Integrated Management and Action Plan Safe Learning Environment Strategy: 9 Extend programs and ensure effective policies that motivate and support students to attend school and graduate from high school.

Action Step: 9.3.7 Implement dropout prevention program, evaluating effectiveness and modifying as indicated.

Person(s) Responsible: Dropout Prevention Coordinator Director of Student Services

Milestones:

01 Utilize program guidelines to identify students to be served by dropout prevention program in each school. 02 Implement dropout prevention program through regular contact with identified students to improve academic performance, attendance, and behavior. 03 Develop program evaluation methodology.

04 Work with Instructional Data Analyst to gather and analyze data to determine program effectiveness.

05 Utilize data analysis to modify program as indicated. Funding:

Integrated Management and Action Plan 9.3.7 FY 2007 Integrated Management and Action Plan Safe Learning Environment Strategy: 9 Extend programs and ensure effective policies that motivate and support students to attend school and graduate from high school.

Action Step: 9.4.7 Support schools in the early identification of at-risk students and use of suitable interventions.

Person(s) Responsible: Supervisor of Health/Physical Education Director of Student Services

Milestones:

01 Conduct a session on early identification of at-risk students and suitable interventions at the summer Student Services Forum. 02 Identify and send a team to the Coordinated School Health Conference sponsored by MSDE. Funding: Unrestricted: $1,139,841

Integrated Management and Action Plan 9.4.7 FY 2007 Integrated Management and Action Plan Safe Learning Environment Strategy: 9 Extend programs and ensure effective policies that motivate and support students to attend school and graduate from high school.

Action Step: 9.5.7 Implement and monitor the impact of student attendance policy.

Person(s) Responsible: Director of Student Services Director of Elementary Education Assistant Superintendent for Student Services Director of Secondary Education

Milestones:

01 Disseminate and publicize attendance policy for students under the age of sixteen.

02 Monitor implementation of the attendance policy for students under the age of sixteen, addressing concerns as they arise. 03 Convene a committee of representative stakeholders to review the existing attendance policy for students over the age of sixteen and to develop recommendations. 04 Gather input from additional groups including the Secondary Education Advisory Committee, Parent Advisory Committee, etc. 05 Develop final recommendation for changes in policy and submit to Superintendent for further action including approval by the Board of Education. Funding:

Integrated Management and Action Plan 9.5.7 FY 2007 Integrated Management and Action Plan Safe Learning Environment Strategy: 9 Extend programs and ensure effective policies that motivate and support students to attend school and graduate from high school.

Action Step: 9.6.7 Utilize effective alternative approaches for truancy intervention prior to juvenile adjudication.

Person(s) Responsible: Lead Pupil Personnel Worker Director of Student Services Assistant Superintendent for Student Services

Milestones:

01 Provide resource guide on school-based effective alternative approaches for truancy intervention.

02 Utilize Student Services Forum to identify best practices and share results. Funding:

Integrated Management and Action Plan 9.6.7 FY 2007 Integrated Management and Action Plan Safe Learning Environment Strategy: 9 Extend programs and ensure effective policies that motivate and support students to attend school and graduate from high school.

Action Step: 9.7.7 Facilitate truancy intervention by advocating appropriate changes as indicated.

Person(s) Responsible: Lead Pupil Personnel Worker Director of Student Services Assistant Superintendent for Student Services

Milestones:

01 Recommend legislative and/or procedural changes to appropriate persons and/or agencies as indicated. Funding:

Integrated Management and Action Plan 9.7.7 FY 2007 Integrated Management and Action Plan Safe Learning Environment Strategy: 9 Extend programs and ensure effective policies that motivate and support students to attend school and graduate from high school.

Action Step: 9.8.7 Implement Saturday School, focusing on the academic, emotional, and social needs of students.

Person(s) Responsible: Assistant Superintendent for Student Services

Milestones:

01 Assign students to Saturday School following accepted guidelines.

02 Implement the Saturday School program.

03 Monitor the implementation and effectiveness of the Saturday School program. Funding: Unrestricted: $86,941

Integrated Management and Action Plan 9.8.7 FY 2007 Integrated Management and Action Plan Safe Learning Environment Strategy: 9 Extend programs and ensure effective policies that motivate and support students to attend school and graduate from high school.

Action Step: 9.9.7 Support student success in the Wicomico Alternative Learning Center program.

Person(s) Responsible: Director of Secondary Education Principal of Wicomico Alternative Learning Center

Milestones:

01 Develop WALC school improvement plan focused on the unique needs of the student body.

04 Assess student progress of content standards at the indicator level.

05 Modify instructional strategies and/or pacing based on assessment results.

06 Provide support services and personnel for students served by the WALC program. Funding: Unrestricted: $1,207,223

Restricted: Title IV, Part A $4,400

Integrated Management and Action Plan 9.9.7 FY 2007 Integrated Management and Action Plan Safe Learning Environment Strategy: 9 Extend programs and ensure effective policies that motivate and support students to attend school and graduate from high school.

Action Step: 9.10.7 Investigate and implement successful, research-based alternative educational programs to serve at-risk students as resources permit

Person(s) Responsible: Director of Secondary Education Principal of Wicomico Alternative Learning Center

Milestones: 01 Continue investigation of successful, research-based alternative education programs.

02 Modify student schedules, changing grouping practices, to place a stronger focus on the academic program. 03 Work to secure resources to offer on-line recovery courses.

04 Provide professional development on the use of student performance data to monitor student learning both at the Wicomico Alternative Learning Center and upon students' return to their home school. 05 Utilize Home-School Liaison to forge stronger relationships with parents to positively impact student learning and desire to attend school. Funding:

Integrated Management and Action Plan 9.10.7 FY 2007 Integrated Management and Action Plan Safe Learning Environment Strategy: 9 Extend programs and ensure effective policies that motivate and support students to attend school and graduate from high school.

Action Step: 9.11.7 Expand learning opportunities for students by providing work-study and internship opportunities in collaboration with business and community organizations.

Person(s) Responsible: Supervisor of Career and Technology Director of Secondary Education Education/Business/Family & Consumer Science

Milestones: 01 Update the list of participating mentors, job-shadowing, and internship placement sites.

02 Provide professional development for Internship Placement Coordinators.

03 Publish and disseminate a brochure on "School to Work Linkages and Placements." Funding:

Integrated Management and Action Plan 9.11.7 FY 2007 Integrated Management and Action Plan Safe Learning Environment Strategy: 9 Extend programs and ensure effective policies that motivate and support students to attend school and graduate from high school.

Action Step: 9.12.7 Offer alternative pathways that may lead to a high school diploma (e.g., Evening High School program), analyzing their effectiveness.

Person(s) Responsible: Director of Secondary Education Principal of Evening High School/Secondary Summer School

Milestones: 01 Continue to operate Evening High School program, evaluating course offerings and making adjustments as indicated. 02 Evaluate Evening High School student data for improvement purposes.

03 Provide professional development for Evening High School staff. Funding: Unrestricted: $120,015

Integrated Management and Action Plan 9.12.7 FY 2007 Integrated Management and Action Plan Safe Learning Environment Strategy: 9 Extend programs and ensure effective policies that motivate and support students to attend school and graduate from high school.

Action Step: 9.13.7 Develop and implement one or more strategies to address identified root causes of less than satisfactory middle school attendance rates.

Person(s) Responsible: Lead Pupil Personnel Worker Principals Director of Secondary Education

Milestones: 01 Utilize analysis of middle school student attendance data to develop a strategy to improve attendance. 02 Work with instructional data analyst to develop an evaluation tool.

03 Implement the strategy to improve middle school student attendance.

04 Gather data to evaluate the effectiveness of the attendance improvement strategy.

05 Act upon the evaluation results, expanding upon the attendance improvement efforts. Funding:

Integrated Management and Action Plan 9.13.7 FY 2007 Integrated Management and Action Plan Safe Learning Environment Strategy: 9 Extend programs and ensure effective policies that motivate and support students to attend school and graduate from high school.

Action Step: 9.15.7 Foster the development of students' emotional, social, academic, artistic, and/or physical skills through intramural, co-curricular, and extracurricular activities.

Person(s) Responsible: Director of Elementary Education Supervisor of Athletics Director of Secondary Education Supervisor of K-12 Fine Arts

Milestones: 01 Extend student learning through the provision of co-curricular activities.

02 Broaden student learning through the provision of intramural and extracurricular activities.

03 Assess the need for expansion of intramural, co-curricular and extracurricular activities to meet student requirements. 04 Support the maintenance of the Ropes Course. Funding: Unrestricted: $658,031

Integrated Management and Action Plan 9.15.7 FY 2007 Integrated Management and Action Plan Safe Learning Environment Strategy: 9 Extend programs and ensure effective policies that motivate and support students to attend school and graduate from high school.

Action Step: 9.16.7 Provide support for an education program for adjudicated Wicomico County youth in other jurisdictions.

Person(s) Responsible: Assistant Superintendent for Instruction and Curriculum

Milestones:

01 Submit payments to support education programs for adjudicated Wicomico County youth in other jurisdictions as indicated. Funding: Unrestricted: $70,000

Integrated Management and Action Plan 9.16.7 FY 2007 Integrated Management and Action Plan Safe Learning Environment Strategy: 9 Extend programs and ensure effective policies that motivate and support students to attend school and graduate from high school.

Action Step: 9.17.7 Provide support for at-risk students to be successful in school.

Person(s) Responsible: Director of Student Services

Milestones:

01 Work with at-risk students to improve their attendance.

02 Work to prevent or solve problems that interfere with the academic success of at-risk students in the home, the school, and the community. 03 Assist families of at-risk students as indicated.

04 Assist at-risk students and their families with referrals to appropriate community agencies.

05 Monitor efforts to support at-risk students. Funding: Unrestricted: $2,825

Integrated Management and Action Plan 9.17.7 FY 2007 Integrated Management and Action Plan Safe Learning Environment Strategy: 9 Extend programs and ensure effective policies that motivate and support students to attend school and graduate from high school.

Action Step: 9.18.7 Establish, implement and monitor uniform student enrollment, transfer, withdrawal, and completer data procedures and systems to facilitate tracking relevant information by student, school and date in an accurate and timely manner.

Person(s) Responsible: Director of Secondary Education Director of Student Services Management Information Systems Coordinator Principals of High Schools

Milestones: 01 Develop the Wicomico County Guide to the Maryland Student Services Systems Manual.

02 Expect schools to complete and submit monthly summaries of withdrawal and completer information, including copies of exit interviews and an X2-generated list of withdrawals. 03 Develop an annual time line of key reporting deadlines and disseminate it to all those having reporting responsibilities. Funding:

Integrated Management and Action Plan 9.18.7 FY 2007 Integrated Management and Action Plan Safe Learning Environment Strategy: 10 Provide safe and healthful facilities to support student learning.

Action Step: 10.1.7 Provide safe, efficient transportation for students to and from school and to and from curricular, co- curricular, and extra-curricular activities as program and policy guidelines indicate.

Person(s) Responsible: Supervisor of Transportation Assistant Superintendent for Student Services

Milestones: 01 Provide comprehensive safety training for all contractual bus drivers as prescribed by COMAR.

02 Provide comprehensive safety training for all bus assistants as prescribed by COMAR.

03 Increase safety of bus fleet by maintaining inspection schedule.

04 Conduct driver testing as prescribed by COMAR.

05 Maintain all necessary insurance for student transportation.

06 Provide student transportation according to program guidelines.

07 Monitor student transportation program and fulfill associated administrative tasks. Funding: Unrestricted: $6,572,629

Integrated Management and Action Plan 10.1.7 FY 2007 Integrated Management and Action Plan Safe Learning Environment Strategy: 10 Provide safe and healthful facilities to support student learning.

Action Step: 10.2.7 Ensure life safety standards in all schools are maintained through testing, inspecting, and servicing the fire suppression and alarm monitoring systems.

Person(s) Responsible: Director of Facility Services Assistant Superintendent for Administrative Services

Milestones: 01 Conduct site visits and ongoing inspections of facilities to identify compliance issues.

02 Maintain ongoing review and monitoring of maintenance work order request and construction projects to assure workmanship and project regulatory compliance. 03 Conduct periodic testing, inspections, and records as required by codes or regulations.

04 Address deficiencies: Implement updates, repairs, and/or adjustments. Funding:

Integrated Management and Action Plan 10.2.7 FY 2007 Integrated Management and Action Plan Safe Learning Environment Strategy: 10 Provide safe and healthful facilities to support student learning.

Action Step: 10.3.7 Operate and manage safe facilites to support student learning.

Person(s) Responsible: Director of Facility Services Assistant Superintendent for Administrative Services

Milestones:

01 Implement facilities operation plan.

02 Implement facilities management plan.

03 Monitor need for equipment, supplies, and contracted services to maintain safe facilities and purchase or submit budget request as indicated. Funding: Unrestricted: $10,078,019

Integrated Management and Action Plan 10.3.7 FY 2007 Integrated Management and Action Plan Safe Learning Environment Strategy: 10 Provide safe and healthful facilities to support student learning.

Action Step: 10.4.7 Complete alteration and facility renovation projects requested by school administrators as funding permits.

Person(s) Responsible: Director of Facility Services Assistant Superintendent for Administrative Services

Milestones:

01 Collect work requests and identify needs.

02 Review requests, prioritize, and secure funding for budget.

03 Develop scope, specifications, and design documents.

04 Bid and implement the work or self-perform as indicated. Funding: Unrestricted: $2,198,040

Integrated Management and Action Plan 10.4.7 FY 2007 Integrated Management and Action Plan Safe Learning Environment Strategy: 10 Provide safe and healthful facilities to support student learning.

Action Step: 10.5.7 Continue implementation of facility plan, revising as indicated dependent on funding and continued needs assessment.

Person(s) Responsible: Director of Facility Services Assistant Superintendent for Administrative Services

Milestones: 01 Implement facility plan as funding permits. Funding:

Integrated Management and Action Plan 10.5.7 FY 2007 Integrated Management and Action Plan Effective and Efficient Operations Strategy: 11 Increase the percentage of classes taught by “highly qualified” teachers.

Action Step: 11.2.7 Increase the school system's competitiveness in the marketplace to attract and retain "highly qualified" teachers and a qualified workforce.

Person(s) Responsible: Director of Human Resources Director of Curriculum and Professional Development

Milestones: 01 Improve teacher compensation and benefits through good faith collective bargaining with Unit I representatives and the development of annual budget proposal. 02 Market the support structure for teachers new to the system (e.g., induction program, new teacher mentors, peer mentors) during the recruitment process. 03 Update brochures and display materials on mentoring and new teachers induction program for use at conferences and recruitment opportunities. 04 Increase the pool of teacher candidates by maintaining Wicomico County's "Grow Your Own" teacher program. 05 Expand the recruitment process to include designated recruiters, teacher rodeos, and other related activities, analyzing their effectiveness and making modifications as needed. 06 Continue to explore the possibility of rehiring retired teachers to fill critical need areas.

07 Work collaboratively with businesses and community organizations to establish incentives for recruiting and retaining "highly qualified" teachers (e.g., security deposit waivers for housing and utilities, sponsorship of hospitality events, etc.). Funding: Unrestricted: $22,174,947

Integrated Management and Action Plan 11.2.7 FY 2007 Integrated Management and Action Plan Effective and Efficient Operations Strategy: 11 Increase the percentage of classes taught by “highly qualified” teachers.

Action Step: 11.5.7 Sustain and strengthen partnerships with local institutions of higher education and community colleges to offer customized programs (e.g., early childhood programs) to promote state certification/"highly qualified" status, and the creation of Professional Development Schools.

Person(s) Responsible: Director of Curriculum and Professional Development Director of Human Resources

Milestones: 01 Maintain membership on university PDS committees, with the Director of Curriculum and Professional Development attending meetings regularly as a liaison for the Board of Education. 02 Attend meetings regularly at MSDE and at universities, with a representative from Human Resources acting as a liaison for the Board of Education. 03 Encourage the use of PDS schools as sites offering graduate courses to teachers as well as Salisbury University and UMES students. Funding:

Integrated Management and Action Plan 11.5.7 FY 2007 Integrated Management and Action Plan Effective and Efficient Operations Strategy: 11 Increase the percentage of classes taught by “highly qualified” teachers.

Action Step: 11.8.7 Assist incumbent teachers to meet "highly qualified" status as needed by providing content area professional development.

Person(s) Responsible: Director of Curriculum and Professional Development Director of Human Resources

Milestones: 01 Increase tuition reimbursement budget to enable teachers to meet "highly qualified" status by taking appropriate content course work and/or submitting qualifying scores on required Praxis II tests. 02 Provide content area professional development (not course work at institutions of higher education) for teachers who choose to take the Praxis II "test out" option in order to meet "highly qualified" status. 03 Sustain and enhance partnerships with local institutions of higher education to offer course work and customized programs to assist incumbent and provisional teachers meet "highly qualified" status. Funding:

Restricted: Title II, Part B - Math Partnership $154,445

Integrated Management and Action Plan 11.8.7 FY 2007 Integrated Management and Action Plan Effective and Efficient Operations Strategy: 11 Increase the percentage of classes taught by “highly qualified” teachers.

Action Step: 11.9.7 Support teacher "career changers" by providing professional development on classroom management, lesson planning, etc.

Person(s) Responsible: Director of Curriculum and Professional Development

Milestones: 01 Provide professional development for "career changers" through First Days of School session.

02 Provide professional development at Beyond the Limits for "career changers."

03 Provide on-going support on classroom management and planning through monthly meetings for "career changers." Funding:

Integrated Management and Action Plan 11.9.7 FY 2007 Integrated Management and Action Plan Effective and Efficient Operations Strategy: 11 Increase the percentage of classes taught by “highly qualified” teachers.

Action Step: 11.12.7 Provide tutorials and test reimbursement for Praxis I/II to assist conditional teachers in becoming "highly qualified".

Person(s) Responsible: Director of Human Resources Director of Curriculum and Professional Development

Milestones: 01 Continue research for Praxis II tutorials.

02 Reimburse teachers upon receipt of verification. Funding:

Integrated Management and Action Plan 11.12.7 FY 2007 Integrated Management and Action Plan Effective and Efficient Operations Strategy: 11 Increase the percentage of classes taught by “highly qualified” teachers.

Action Step: 11.15.7 Continue to work with MSDE to expand Continuing Professional Development course offerings for re- certification.

Person(s) Responsible: Director of Curriculum and Professional Development

Milestones: 01 Develop Continuing Professional Development Courses to meet the needs of new and veteran teachers, especially in math, reading, and differentiated instruction. Funding:

Integrated Management and Action Plan 11.15.7 FY 2007 Integrated Management and Action Plan Effective and Efficient Operations Strategy: 11 Increase the percentage of classes taught by “highly qualified” teachers.

Action Step: 11.17.7 Monitor the status of teachers for "highly qualified" requirements through the teacher evaluation process.

Person(s) Responsible: Director of Curriculum and Professional Development Director of Human Resources Director of Elementary Education Director of Secondary Education

Milestones:

01 Continue the development and refinement of the list of "look-fors" to be used by administrators during teacher observations. 02 Continue to explore the redesign of the teacher evaluation process.

03 Meet with teachers who do not meet "highly qualified" status to develop a professional growth plan and monitor their progress each semester. 04 Examine evaluation processes in other Maryland counties.

05 Present recommendations related to the redesign of the teacher evaluation process to the Superintendent and the Board of Education for approval. Funding:

Integrated Management and Action Plan 11.17.7 FY 2007 Integrated Management and Action Plan Effective and Efficient Operations Strategy: 11 Increase the percentage of classes taught by “highly qualified” teachers.

Action Step: 11.18.7 Maintain strong communication links between Department of Human Resources and teachers, principals and supervisors regarding "highly qualified" status of individual teachers.

Person(s) Responsible: Director of Human Resources

Milestones: 01 Continue current methods of communication (e.g. email, memos, HR Headlines newsletters) between the Human Resources Department and teachers, principals, and supervisors regarding highly qualified status. 02 Continue to update Lawson HR database to reflect "highly qualified" status.

03 Revise current certification memo to include information regarding "highly qualified" status as indicated to reflect changes in policy. 04 Submit reports to principals, supervisors, or administrators on an as-needed basis. Funding:

Integrated Management and Action Plan 11.18.7 FY 2007 Integrated Management and Action Plan Effective and Efficient Operations Strategy: 11 Increase the percentage of classes taught by “highly qualified” teachers.

Action Step: 11.19.7 Monitor teacher coursework for certification requirements.

Person(s) Responsible: Director of Human Resources Director of Curriculum and Professional Development

Milestones:

01 Provide supervisors and administrators with teacher certification information for use during teacher evaluations. 02 Discuss certification status with teachers during evaluation conferences. Funding:

Integrated Management and Action Plan 11.19.7 FY 2007 Integrated Management and Action Plan Effective and Efficient Operations Strategy: 11 Increase the percentage of classes taught by “highly qualified” teachers.

Action Step: 11.20.7 Maintain the database showing the number of classes taught by "highly qualified" teachers and by non- "highly qualified" teachers in all schools and in "high poverty" schools.

Person(s) Responsible: Director of Human Resources

Milestones: 01 Obtain information on classes taught by secondary teachers and specialty area teachers (e.g., special education, ESOL). 02 Maintain reporting system in Lawson HR database to reflect "highly qualified" status for all teachers.

03 Continue to enter all required data in order to determine "highly qualified" status.

04 Analyze data and monitor "highly qualified" status.

05 Submit reports to principals, supervisors, or administrators on an as-needed basis. Funding:

Integrated Management and Action Plan 11.20.7 FY 2007 Integrated Management and Action Plan Effective and Efficient Operations Strategy: 11 Increase the percentage of classes taught by “highly qualified” teachers.

Action Step: 11.21.7 Monitor need for support of human resource NCLB data reporting requirements and provide staff as indicated.

Person(s) Responsible: Director of Human Resources

Milestones: 01 Monitor staffing needs and submit budget requests as indicated. Funding:

Integrated Management and Action Plan 11.21.7 FY 2007 Integrated Management and Action Plan Effective and Efficient Operations Strategy: 11 Increase the percentage of classes taught by “highly qualified” teachers.

Action Step: 11.22.7 Review teacher assignments and make necessary personnel changes to ensure classes are taught by "highly qualified" teachers.

Person(s) Responsible: Director of Elementary Education Director of Human Resources Director of Secondary Education Principals

Milestones: 01 Maintain and publish current list of teacher assignments as related to "highly qualified" status.

02 Make necessary personnel changes to ensure classes are taught by "highly qualified" teachers. Funding:

Integrated Management and Action Plan 11.22.7 FY 2007 Integrated Management and Action Plan Effective and Efficient Operations Strategy: 11 Increase the percentage of classes taught by “highly qualified” teachers.

Action Step: 11.23.7 Continue to implement the plan to transfer or reassign "highly qualified" teachers to "high poverty" schools, as needed.

Person(s) Responsible: Director of Elementary Education Director of Secondary Education

Milestones: 01 Monitor certification list by school to determine if teachers meet the "highly qualified" standards as defined by MSDE. 02 Monitor teacher assignments to determine if assignments are an appropriate match.

03 Continue to transfer teachers as needed. Funding:

Integrated Management and Action Plan 11.23.7 FY 2007 Integrated Management and Action Plan Effective and Efficient Operations Strategy: 11 Increase the percentage of classes taught by “highly qualified” teachers.

Action Step: 11.24.7 Assign "highly qualified" new teachers to "high poverty" schools.

Person(s) Responsible: Director of Elementary Education Director of Secondary Education

Milestones:

01 Consider teacher qualifications and school needs when determining new teacher assignments. Funding:

Integrated Management and Action Plan 11.24.7 FY 2007 Integrated Management and Action Plan Effective and Efficient Operations Strategy: 12 Increase the percentage of paraprofessionals who are qualified.

Action Step: 12.1.7 Increase the school system's competitiveness in the marketplace to attract and retain qualified paraprofessionals.

Person(s) Responsible: Director of Human Resources

Milestones: 01 Improve paraprofessional compensation and benefits through good faith collective bargaining with Unit III representatives and the development of annual budget proposal. 02 Recruit qualified paraprofessionals utilizing the rodeo concept.

03 Communicate with local community colleges, forming partnerships to recruit qualified paraprofessional candidates. Funding:

Integrated Management and Action Plan 12.1.7 FY 2007 Integrated Management and Action Plan Effective and Efficient Operations Strategy: 12 Increase the percentage of paraprofessionals who are qualified.

Action Step: 12.5.7 Assist paraprofessionals in meeting qualification requirements.

Person(s) Responsible: Director of Human Resources

Milestones:

01 Provide paraprofessionals with tuition assistance and/or preparation for required state tests to meet qualification requirements. 02 Investigate feasibility of providing in-house computer-based testing of paraprofessionals to meet qualification requirements. Funding:

Integrated Management and Action Plan 12.5.7 FY 2007 Integrated Management and Action Plan Effective and Efficient Operations Strategy: 12 Increase the percentage of paraprofessionals who are qualified.

Action Step: 12.6.7 Ensure paraprofessional assignments are consistent with qualifications.

Person(s) Responsible: Director of Elementary Education Director of Special Education Director of Secondary Education

Milestones:

01 Review assignments of paraprofessionals and make necessary personnel changes to ensure assignments are consistent with qualifications and NCLB requirements. Funding:

Integrated Management and Action Plan 12.6.7 FY 2007 Integrated Management and Action Plan Effective and Efficient Operations Strategy: 12 Increase the percentage of paraprofessionals who are qualified.

Action Step: 12.8.7 Continue effective communication among the Department of Human Resources, paraprofessionals, and principals regarding paraprofessional qualification status.

Person(s) Responsible: Director of Human Resources

Milestones: 01 Continue current methods of communication (e.g. email, memos, HR Headlines newsletters) between the Human Resources Department and paraprofessionals, principals, and supervisors regarding qualified status. 02 Maintain reporting system in Lawson HR database to reflect qualified status for paraprofessionals.

03 Utilize memo similar to certification memo to include information regarding qualified status for paraprofessionals. 04 Submit reports to principals, supervisors, or administrators on an as-needed basis. Funding:

Integrated Management and Action Plan 12.8.7 FY 2007 Integrated Management and Action Plan Effective and Efficient Operations Strategy: 12 Increase the percentage of paraprofessionals who are qualified.

Action Step: 12.9.7 Provide on-going systematic training for paraprofessionals in the use of technology and legal requirements related to assignments (e.g., special education, attendance, Title I reading, Title I math).

Person(s) Responsible: Supervisor of Elementary Education/Title I/ESOL Director of Curriculum and Professional Development Director of Special Education Title I Paraprofessional Trainer

Milestones: 01 Survey paraprofessionals to determine needs.

02 Survey teachers to determine paraprofessionals' needs.

03 Provide necessary professional development materials.

04 Provide job-embedded professional development for paraprofessionals to address identified needs.

05 Survey teachers and assistants to evaluate results of professional development and make necessary modifications to training. Funding:

Restricted: Title I, Part A $41,286

Integrated Management and Action Plan 12.9.7 FY 2007 Integrated Management and Action Plan Effective and Efficient Operations Strategy: 12 Increase the percentage of paraprofessionals who are qualified.

Action Step: 12.10.7 Collaborate with institutions of higher education to help paraprofessionals obtain certification. (e.g., dedicated track programs, stand-alone course offerings).

Person(s) Responsible: Director of Curriculum and Professional Development Director of Human Resources

Milestones: 01 Meet with local institutions of higher education to ensure appropriate course work and/or programs are available to paraprofessionals seeking qualified status. 02 Communicate with paraprofessionals regarding offerings available to them through institutions of higher education. Funding:

Integrated Management and Action Plan 12.10.7 FY 2007 Integrated Management and Action Plan Effective and Efficient Operations Strategy: 13 Increase the percentage of teachers receiving “high quality" professional development.

Action Step: 13.1.7 Provide the mentor teacher consultant program in identified schools for new teachers to enable them to become effective in the classroom more quickly.

Person(s) Responsible: Coordinator of Professional Development Director of Curriculum and Professional Development

Milestones: 01 Provide full- and/or part-time teacher mentors to identified schools for new teachers served by the mentor teacher consultant program. 02 Provide professional development for mentor teachers in best practices in mentoring (e.g., peer coaching, building relationships, differentiated instruction). Funding:

Integrated Management and Action Plan 13.1.7 FY 2007 Integrated Management and Action Plan Effective and Efficient Operations Strategy: 13 Increase the percentage of teachers receiving “high quality" professional development.

Action Step: 13.2.7 Maintain the peer mentor program in identified schools for new and returning teachers not served by the mentor teacher consultant program to enable them to become effective in the classroom more quickly.

Person(s) Responsible: Coordinator of Professional Development Director of Curriculum and Professional Development

Milestones: 01 Train new peer mentors.

02 Provide peer mentors for new teachers not in Mentor Teacher Consultant Program schools. Funding: Unrestricted: $54,365

Integrated Management and Action Plan 13.2.7 FY 2007 Integrated Management and Action Plan Effective and Efficient Operations Strategy: 13 Increase the percentage of teachers receiving “high quality" professional development.

Action Step: 13.3.7 Implement the new teacher induction program, analyzing its effectiveness and revising as indicated.

Person(s) Responsible: Director of Curriculum and Professional Development Coordinator of Professional Development

Milestones:

01 Utilize evaluation of previous year's program to revise components of the New Teacher Induction Program, including the Orientation Handbook for New Teachers, as indicated. 02 Update database of resources available in the county for differentiated instruction including materials housed at the Staff Development Center and the names of individuals available for professional development. 03 Provide the First Days of School workshop for new teachers.

04 Provide the Beyond the Limits workshop for new teachers.

05 Hold the Staff Development Center Open House for new teachers.

06 Hold mentor/new teacher luncheon during opening week.

07 Gather feedback from mentors, supervisors, and school-based administrators on induction program.

08 Facilitate opportunities for teacher visitation and survey new teachers on effectiveness of visitation sessions. 09 Implement "mentor nights" facilitating access to a mentor teacher for new teachers who work in schools not served by mentor teacher consultants. Funding:

Restricted: Title V, Part A $5,000

Integrated Management and Action Plan 13.3.7 FY 2007 Integrated Management and Action Plan Effective and Efficient Operations Strategy: 13 Increase the percentage of teachers receiving “high quality" professional development.

Action Step: 13.4.7 Assist new teachers in the creation of a personal professional development plan, to be reviewed annually during the evaluation process.

Person(s) Responsible: Director of Curriculum and Professional Development

Milestones: 01 Utilize MSDE professional development plan template with new teachers.

02 Provide guidance to new teachers in fulfilling their professional development plans. Funding:

Integrated Management and Action Plan 13.4.7 FY 2007 Integrated Management and Action Plan Effective and Efficient Operations Strategy: 13 Increase the percentage of teachers receiving “high quality" professional development.

Action Step: 13.7.7 Facilitate the continous improvement of teacher and administrator skills and content knowledge to support student learning and close achievement gaps.

Person(s) Responsible: Director of Curriculum and Professional Development Coordinator of Professional Development

Milestones: 01 Implement the long-term plan for professional development consistent with Maryland and national standards. 02 Utilize evaluations of student performance data and professional development experiences to annually review and revise long-term professional development plan, aligned with the BTE Master Plan. 03 Offer Continuing Professional Development classes and other inservice experiences to meet identifed needs. 04 Provide funds to nonpublic schools to support professional development. Funding: Unrestricted: $2,404,025

Restricted: Title II - Improving Teacher Quality $2,011

Integrated Management and Action Plan 13.7.7 FY 2007 Integrated Management and Action Plan Effective and Efficient Operations Strategy: 13 Increase the percentage of teachers receiving “high quality" professional development.

Action Step: 13.9.7 Provide coaching, instructional support, and training utilizing Reading and Math Coordinators and Professional Development Coaches.

Person(s) Responsible: Director of Curriculum and Professional Development Coordinator of Mathematics K-8 Coordinator of Reading K-8

Milestones: 01 Provide training on peer coaching and data analysis.

02 Provide training in best practices for reading and math.

03 Provide training in peer coaching and differentiated instruction.

04 Monitor the effectiveness of Professional Development Coaches through surveys and observations of their performance. 05 Work to increase the amount of time coaches have to support teachers during the delivery of instruction. Funding:

Integrated Management and Action Plan 13.9.7 FY 2007 Integrated Management and Action Plan Effective and Efficient Operations Strategy: 13 Increase the percentage of teachers receiving “high quality" professional development.

Action Step: 13.10.7 Support teacher participation in the National Board Certification Program.

Person(s) Responsible: Director of Curriculum and Professional Development

Milestones:

01 Provide substitutes for two days for National Board Certification candidates to work on portfolios.

02 Work with Director of Human Resources to disseminate information on regional and state study groups. Funding:

Integrated Management and Action Plan 13.10.7 FY 2007 Integrated Management and Action Plan Effective and Efficient Operations Strategy: 13 Increase the percentage of teachers receiving “high quality" professional development.

Action Step: 13.11.7 Promote professional learning through the use of study groups and by providing access to professional literature.

Person(s) Responsible: Director of Curriculum and Professional Development

Milestones: 01 Support the formation of study groups throughout the school system to promote professional learning. 02 Encourage principals to initiate study groups on themes or topics that align with their School Improvement Plan. Funding:

Integrated Management and Action Plan 13.11.7 FY 2007 Integrated Management and Action Plan Effective and Efficient Operations Strategy: 13 Increase the percentage of teachers receiving “high quality" professional development.

Action Step: 13.12.7 Structure the school year calendar to optimize instructional time and provide time to address identified professional development needs.

Person(s) Responsible: Assistant Superintendent for Student Services

Milestones: 01 Convene a committee of representative stakeholders to develop school year calendar that will serve to optimize the time available for instruction. 02 Submit the recommended calendar to the Board of Education for approval. Funding:

Integrated Management and Action Plan 13.12.7 FY 2007 Integrated Management and Action Plan Effective and Efficient Operations Strategy: 13 Increase the percentage of teachers receiving “high quality" professional development.

Action Step: 13.17.7 Provide teachers access to on-line courses to meet certification needs.

Person(s) Responsible: Coordinator of Educational Technology Director of Curriculum and Professional Development Coordinator of Instructional Technology

Milestones:

01 Work collaboratively with other school systems and MSDE to provide on-line courses to meet certification requirements. 02 Monitor successful course completion of participating teachers. Funding:

Integrated Management and Action Plan 13.17.7 FY 2007 Integrated Management and Action Plan Effective and Efficient Operations Strategy: 14 Upgrade technology infrastructure and increase access to high performance technology for instructional and administrative processes.

Action Step: 14.2.7 Increase the efficiency and effectiveness of completing administrative tasks through the use of handheld computers.

Person(s) Responsible: Coordinator of Instructional Technology

Milestones: 01 Support administrative use of handheld computers, providing professional development as indicated.

02 Continue to evaluate the success of administrative handheld project. Funding:

Integrated Management and Action Plan 14.2.7 FY 2007 Integrated Management and Action Plan Effective and Efficient Operations Strategy: 14 Upgrade technology infrastructure and increase access to high performance technology for instructional and administrative processes.

Action Step: 14.3.7 Support administration of web-based applications (e.g., on-line professional development courses, on-line data collection through surveys) by upgrading network capabilities.

Person(s) Responsible: Management Information Systems Coordinator Coordinator of Educational Technology

Milestones: 01 Continue systematic replacement of outdated equipment (e.g., servers, hubs, switches, etc.).

02 Continue evaluation and upgrade of wireless connectivity to increase speed of Internet access. Funding:

Integrated Management and Action Plan 14.3.7 FY 2007 Integrated Management and Action Plan Effective and Efficient Operations Strategy: 14 Upgrade technology infrastructure and increase access to high performance technology for instructional and administrative processes.

Action Step: 14.4.7 Support instructional and administrative needs by upgrading WAN infrastructure and curricular and administrative software..

Person(s) Responsible: Management Information Systems Coordinator Coordinator of Educational Technology Director of Facility Services

Milestones: 01 Continue to upgrade high speed WAN using a variety of technologies (e.g., fiber, wireless).

02 Continue to upgrade software to support identified instructional and administrative needs. Funding:

Integrated Management and Action Plan 14.4.7 FY 2007 Integrated Management and Action Plan Effective and Efficient Operations Strategy: 14 Upgrade technology infrastructure and increase access to high performance technology for instructional and administrative processes.

Action Step: 14.5.7 Upgrade current technology and investigate and/or pilot alternative technology solutions to evaluate and support student learning.

Person(s) Responsible: Management Information Systems Coordinator Coordinator of Educational Technology Director of Facility Services

Milestones: 01 Continue systematic replacement of outdated computer hardware to meet or exceed state standard as indicated. 02 Implement a lease-purchase plan for the acquisition of new equipment. Funding:

Integrated Management and Action Plan 14.5.7 FY 2007 Integrated Management and Action Plan Effective and Efficient Operations Strategy: 14 Upgrade technology infrastructure and increase access to high performance technology for instructional and administrative processes.

Action Step: 14.6.7 Increase student access to technology by expanding the availability of mobile laptop carts in schools.

Person(s) Responsible: Coordinator of Educational Technology

Milestones:

01 Order wireless laptops for schools with greatest need. Funding:

Integrated Management and Action Plan 14.6.7 FY 2007 Integrated Management and Action Plan Effective and Efficient Operations Strategy: 14 Upgrade technology infrastructure and increase access to high performance technology for instructional and administrative processes.

Action Step: 14.7.7 Ensure efficient, safe, secure, and regulated use of technology by maintaining compliance with the Children's Internet Protection Act and upgrading network capabilities, virus, and firewall protection.

Person(s) Responsible: Coordinator of Educational Technology Management Information Systems Coordinator

Milestones: 01 Renew subscription to a Network software solution.

02 Renew subscription to a Filtering software/hardware solution.

03 Renew subscription to an Antivirus software/hardware solution.

04 Renew subscription to Computer Lock down and Multiple Station monitoring software. Funding:

Integrated Management and Action Plan 14.7.7 FY 2007 Integrated Management and Action Plan Effective and Efficient Operations Strategy: 14 Upgrade technology infrastructure and increase access to high performance technology for instructional and administrative processes.

Action Step: 14.8.7 Implement the 2005-2008 Technology Plan, utilizing expertise of business community, to strengthen technology infrastructure and use, advocating for adequate funding.

Person(s) Responsible: Assistant Superintendent for Administrative Services

Milestones: 01 Utilize the Technology Management Committee to implement and monitor the activities of the Technology Plan. 02 Restructure the Master Plan Oversight Committee to include community and business members with expertise in the area of technology. 03 UtilizeTechnology Plan to guide project prioritization and future budget requests. Funding:

Integrated Management and Action Plan 14.8.7 FY 2007 Integrated Management and Action Plan Effective and Efficient Operations Strategy: 15 Improve effective use of technology for instructional and administrative processes.

Action Step: 15.1.7 Act upon the results of the technology survey by idirecting the mplementation of planned improvement actions.

Person(s) Responsible: Assistant Superintendent for Administrative Services

Milestones: 01 Analyze the survey data through the Technology Management Committee to determine needed improvement actions. 02 Ensure identified improvement actions are implemented through the Technology Management Committee. Funding:

Integrated Management and Action Plan 15.1.7 FY 2007 Integrated Management and Action Plan Effective and Efficient Operations Strategy: 15 Improve effective use of technology for instructional and administrative processes.

Action Step: 15.4.7 Facilitate communication with staff and stakeholders by updating the school system's website with current information on a regular basis.

Person(s) Responsible: Webmaster Programmer

Milestones: 01 Implement procedures for establishing and maintaining web pages. Funding:

Integrated Management and Action Plan 15.4.7 FY 2007 Integrated Management and Action Plan Effective and Efficient Operations Strategy: 15 Improve effective use of technology for instructional and administrative processes.

Action Step: 15.6.7 Monitor need for technology solutions for administrative applications and provide staff and software as indicated.

Person(s) Responsible: Management Information Systems Coordinator

Milestones: 01 Identify need and advocate for software and support staff to meet NCLB and BTE Master Plan requirements. Funding:

Integrated Management and Action Plan 15.6.7 FY 2007 Integrated Management and Action Plan Effective and Efficient Operations Strategy: 15 Improve effective use of technology for instructional and administrative processes.

Action Step: 15.7.7 Monitor need for support to meet NCLB and BTE Master Plan data reporting requirements and provide staff as indicated.

Person(s) Responsible: Management Information Systems Coordinator

Milestones: 01 Identify need and advocate for support staff to meet NCLB and BTE Master Plan requirements. Funding:

Integrated Management and Action Plan 15.7.7 FY 2007 Integrated Management and Action Plan Effective and Efficient Operations Strategy: 15 Improve effective use of technology for instructional and administrative processes.

Action Step: 15.9.7 Improve transportation operations by utilizing Transfinder Pro Import Integration software.

Person(s) Responsible: Supervisor of Transportation

Milestones:

01 Generate updated data matches between student data management software and Transfinder Pro software. 02 Continue to reconstruction of bus routes using Transfinder Pro software as indicated. Funding:

Integrated Management and Action Plan 15.9.7 FY 2007 Integrated Management and Action Plan Effective and Efficient Operations Strategy: 15 Improve effective use of technology for instructional and administrative processes.

Action Step: 15.10.7 Implement and monitor an approval process for the purchase of instructional software, revising as indicated.

Person(s) Responsible: Coordinator of Educational Technology Coordinator of Assistive Technology

Milestones: 01 Require the use of the "Compatibility and Accessibility of Technology-based Instructional Products Checklist" prior to the purchase of instructional software. 02 Communicate the requirements for the approval prior to purchase of instructional software to appropriate stakeholders in the schools and Central Office. 04 Provide professional development on 508 compliance including accessibility of technology-based instructional materials. Funding:

Integrated Management and Action Plan 15.10.7 FY 2007 Integrated Management and Action Plan Effective and Efficient Operations Strategy: 16 Improve efficiency and effectiveness of operations by aligning actions and reducing costs through internal and collaborative initiatives.

Action Step: 16.1.7 Support the continuous improvement process at the school level.

Person(s) Responsible: Coordinator for School Improvement/Strategic Planning Assistant Superintendent for Instruction and Curriculum Coordinator for School Improvement/Assessments & Instructional Data Analyst Accountability

Milestones: 01 Provide resources and support to Instructional Leadership Teams (formerly School Improvement Teams) through the Office of School Improvement (e.g., process facilitation, data analysis, development of annual school improvement plans, funding research, survey analysis, etc.). 02 Disseminate the Handbook for School Improvement to new administrators and Instructional Leadership Team Chairs. 03 Provide professional development for Instructional Leadership Team Chairs and Administrators on the school improvement process and data analysis. 04 Conduct Instructional Leadership Team Chair meetings periodically throughout the school year.

05 Work with Director of Professional Development to provide substitutes/stipends to support the school improvement process at each school, including the use of grade level instructional teams. 06 Provide resources to support the implementation of approved School Improvement Plans. Funding: Unrestricted: $796,668

Restricted: Title V, Part A $18,000

Integrated Management and Action Plan 16.1.7 FY 2007 Integrated Management and Action Plan Effective and Efficient Operations Strategy: 16 Improve efficiency and effectiveness of operations by aligning actions and reducing costs through internal and collaborative initiatives.

Action Step: 16.2.7 Require School Improvement Plans be aligned with the Bridge to Excellence Master Plan.

Person(s) Responsible: Assistant Superintendent for Instruction and Curriculum Director of Elementary Education Director of Secondary Education Director of Curriculum and Professional Development Director of Student Services Milestones: 01 Conduct annual review and approval process of School Improvement Plans as outlined in the Handbook for School Improvement. 02 Provide guidance for Instructional Leadership Team Chairs and Administrators on the implementation of School Improvement Plans. Funding:

Integrated Management and Action Plan 16.2.7 FY 2007 Integrated Management and Action Plan Effective and Efficient Operations Strategy: 16 Improve efficiency and effectiveness of operations by aligning actions and reducing costs through internal and collaborative initiatives.

Action Step: 16.3.7 Implement activities necessary for the payment, exchange and maintenance of goods and services and the annual reporting of such transactions for the school system in compliance with requirements imposed by MSDE, NCLB and GASB #34, as well as other generally accepted accounting principles.

Person(s) Responsible: Comptroller Assistant Superintendent for Administrative Services

Milestones: 01 Prepare annual budget.

02 Prepare annual GASB #34 financial statements.

03 Direct, manage, and supervise fiscal services to include the safeguarding of assets.

04 Provide monthly reports on revenue and budget expenditures to the Superintendent and Board of Education. 05 Implement new financial accounting and reporting system including training for all staff.

06 Ensure the proper disposal of obsolete equipment and furniture. Funding: Unrestricted: $1,181,308

Integrated Management and Action Plan 16.3.7 FY 2007 Integrated Management and Action Plan Effective and Efficient Operations Strategy: 16 Improve efficiency and effectiveness of operations by aligning actions and reducing costs through internal and collaborative initiatives.

Action Step: 16.4.7 Ensure compliance with financial and enrollment reporting requirements imposed by the Bridge to Excellence in Public Schools Act.

Person(s) Responsible: Assistant Superintendent for Administrative Services Comptroller Management Information Systems Coordinator

Milestones: 01 Monitor compliance with financial and enrollment reporting requirements imposed by the Bridge to Excellence in Public Schools Act. Funding:

Integrated Management and Action Plan 16.4.7 FY 2007 Integrated Management and Action Plan Effective and Efficient Operations Strategy: 16 Improve efficiency and effectiveness of operations by aligning actions and reducing costs through internal and collaborative initiatives.

Action Step: 16.5.7 Monitor risk-management plan and revise as indicated.

Person(s) Responsible: Insurance and Benefits Manager Comptroller Assistant Superintendent for Administrative Services

Milestones:

01 Attend Risk Management Conferences/classes.

02 Prepare risk analysis to identify areas of exposure to loss, etc. and prioritize.

03 Utilize MABE Loss Control staff for training.

04 Update data base for vandalism incidents. Funding:

Integrated Management and Action Plan 16.5.7 FY 2007 Integrated Management and Action Plan Effective and Efficient Operations Strategy: 16 Improve efficiency and effectiveness of operations by aligning actions and reducing costs through internal and collaborative initiatives.

Action Step: 16.6.7 Continue cooperative purchasing through the Eastern Shore of Maryland Education Consortium (ESMEC)

Person(s) Responsible: Procurement Manager Comptroller Assistant Superintendent for Administrative Services

Milestones:

01 Attend all regularly scheduled ESMEC purchasing and finance meetings to discuss potential cooperative purchases. 02 Continue to investigate other cooperative purchasing endeavors around the state and explore the possibility of piggy-backing or using similar methods with ESMEC. Funding: Unrestricted: $13,000

Integrated Management and Action Plan 16.6.7 FY 2007 Integrated Management and Action Plan Effective and Efficient Operations Strategy: 16 Improve efficiency and effectiveness of operations by aligning actions and reducing costs through internal and collaborative initiatives.

Action Step: 16.7.7 Continue to participate in the ESMEC Energy Trust for electricity energy services to contain costs.

Person(s) Responsible: Procurement Manager Comptroller Assistant Superintendent for Administrative Services

Milestones:

01 Attend quarterly meetings of the ESMEC Energy Trust.

02 Continue investigation into other utilities for potential cooperative purchasing and bidding.

03 Keep abreast of current market for electricity suppliers and consider budget impact. Funding:

Integrated Management and Action Plan 16.7.7 FY 2007 Integrated Management and Action Plan Effective and Efficient Operations Strategy: 16 Improve efficiency and effectiveness of operations by aligning actions and reducing costs through internal and collaborative initiatives.

Action Step: 16.8.7 Collaborate with county government to identify additional cooperative purchasing opportunities for goods/services.

Person(s) Responsible: Procurement Manager Comptroller Assistant Superintendent for Administrative Services

Milestones: 01 Conduct meetings with procurement officers and finance managers for the County, City of Salisbury, and Board of Education to discuss and pursue areas of cooperative purchasing. Funding:

Integrated Management and Action Plan 16.8.7 FY 2007 Integrated Management and Action Plan Effective and Efficient Operations Strategy: 16 Improve efficiency and effectiveness of operations by aligning actions and reducing costs through internal and collaborative initiatives.

Action Step: 16.9.7 Expand efforts to secure grants, resources, and partners.

Person(s) Responsible: Grants Specialist Coordinator of Communications and Parent/Community Outreach

Milestones: 01 Maintain participation in the Maryland Grants Coalition.

02 Research grant opportunities to support initiatives in the BTE Master Plan.

03 Develop partnerships with community agencies, local businesses, and local institutions of higher education to support initiatives in the BTE Master Plan. 04 Provide support to schools and administrators in responding to Requests for Proposals. Funding:

Integrated Management and Action Plan 16.9.7 FY 2007 Integrated Management and Action Plan Effective and Efficient Operations Strategy: 16 Improve efficiency and effectiveness of operations by aligning actions and reducing costs through internal and collaborative initiatives.

Action Step: 16.10.7 Support student learning by providing nutritious meals and snacks in a cost-effective and efficient manner.

Person(s) Responsible: Supervisor of Food Services

Milestones:

01 Implement food services program.

02 Monitor utilization of food services staff and adjust as indicated.

03 Provide administrative support for the free and reduced meal identification and approval process.

04 Improve efficiency of food service operations by modernizing equipment.

05 Develop, revise and maintain procedures and policies to be in compliance with all Federal, State and local requirements. Funding:

Integrated Management and Action Plan 16.10.7 FY 2007 Integrated Management and Action Plan Effective and Efficient Operations Strategy: 16 Improve efficiency and effectiveness of operations by aligning actions and reducing costs through internal and collaborative initiatives.

Action Step: 16.12.7 Adjust Educational Facilities Master Plan as required for implementation of Bridge to Excellence Master Plan.

Person(s) Responsible: Director of Facility Services Assistant Superintendent for Administrative Services

Milestones: 01 Conduct monthly Task Force meetings focused on reviewing data, facility information, NCLB, and Bridge to Excellence Master Plan strategies for facility issues. 02 Develop draft plan and recommendations.

03 Develop final document and secure approvals from the Board of Education.

04 Submit to MSDE. Funding:

Integrated Management and Action Plan 16.12.7 FY 2007 Integrated Management and Action Plan Effective and Efficient Operations Strategy: 16 Improve efficiency and effectiveness of operations by aligning actions and reducing costs through internal and collaborative initiatives.

Action Step: 16.13.7 Continue reclassification process to maintain a high quality workforce.

Person(s) Responsible: Director of Human Resources Assistant Superintendent for Administrative Services

Milestones:

01 Utilize reclassification process to address classified employee compensation issues as indicated. Funding:

Integrated Management and Action Plan 16.13.7 FY 2007 Integrated Management and Action Plan Effective and Efficient Operations Strategy: 16 Improve efficiency and effectiveness of operations by aligning actions and reducing costs through internal and collaborative initiatives.

Action Step: 16.14.7 Support classified staff in upgrading their skills and/or obtaining specialty licenses (e.g. HVAC, pesticide applicator).

Person(s) Responsible: Director of Facility Services

Milestones: 01 Continue developing/refining job classifications and descriptions consistent with the objectives of performance based evaluations and merit pay model as outlined in the Hendrick's study. 02 Continue to identify areas of change or realignment required within the Classified Employees Handbook to be consistent with the charge of Facility Services. 03 Utilize established guidelines, standards, and incentives models.

04 Provide opportunities for staff development, training and skill development, and provide monetary incentives for those meeting the criteria. Funding:

Integrated Management and Action Plan 16.14.7 FY 2007 Integrated Management and Action Plan Effective and Efficient Operations Strategy: 16 Improve efficiency and effectiveness of operations by aligning actions and reducing costs through internal and collaborative initiatives.

Action Step: 16.15.7 Provide increased level of custodial service commensurate with available funding, measuring progress in meeting needs and updating service plan as indicated.

Person(s) Responsible: Director of Facility Services

Milestones: 01 Conduct customer surveys to identify operational service needs and areas for improvement.

02 Secure funding to allow schools to easily conduct extra-curricular activities without incurring additional rental charges to cover the cost of additional custodial staffing beyond normal work hours. 03 Provide budgets for adequate staff coverage and compensation for additional service requests.

04 Utilize established guidelines and procedures for budgeting and equitably allocating cost among schools for this service. Funding:

Integrated Management and Action Plan 16.15.7 FY 2007 Integrated Management and Action Plan Effective and Efficient Operations Strategy: 16 Improve efficiency and effectiveness of operations by aligning actions and reducing costs through internal and collaborative initiatives.

Action Step: 16.16.7 Provide increased level of maintenance commensurate with available funding, measuring progress in meeting needs and updating service plan as indicated.

Person(s) Responsible: Director of Facility Services

Milestones: 01 Conduct customer surveys to help identify maintenance service needs and areas of improvement and implement service tickets. 02 Analyze maintenance work order data and facility assessment information to identify issues or trends that need to be addressed. 03 Identify the cost associated with the CMMS upgrades and that associated with expanding the ranges of maintenance services available. 04 Prioritize and budget issues. Funding:

Integrated Management and Action Plan 16.16.7 FY 2007 Integrated Management and Action Plan Effective and Efficient Operations Strategy: 16 Improve efficiency and effectiveness of operations by aligning actions and reducing costs through internal and collaborative initiatives.

Action Step: 16.17.7 Increase the effectiveness and efficiency of maintenance efforts through the replacement of equipment as indicated.

Person(s) Responsible: Director of Facility Services

Milestones: 01 Identify and priortize need for replacement equipment.

02 Purchase identified equipment. Funding:

Integrated Management and Action Plan 16.17.7 FY 2007 Integrated Management and Action Plan Effective and Efficient Operations Strategy: 16 Improve efficiency and effectiveness of operations by aligning actions and reducing costs through internal and collaborative initiatives.

Action Step: 16.18.7 Provide adequate and equitable clerical support in administrative and school offices.

Person(s) Responsible: Assistant Superintendent for Administrative Services Assistant Superintendent for Instruction and Curriculum Assistant Superintendent for Student Services

Milestones:

01 Review clerical staffing ratios established in September 2002.

02 Make staffing changes as needed to provide adequate and equitable clerical support within staffing ratio guidelines. 03 Fund additional FTE clerical positions to provide staffing according to staffing ratio guidelines as indicated. 04 Assign new clerical positions to schools/central office departments to address need for adequate clerical support. 05 Monitor clerical support in schools and central office departments and modify staffing as needed to address changes in demographics and\or workloads. Funding:

Integrated Management and Action Plan 16.18.7 FY 2007 Integrated Management and Action Plan Effective and Efficient Operations Strategy: 16 Improve efficiency and effectiveness of operations by aligning actions and reducing costs through internal and collaborative initiatives.

Action Step: 16.19.7 Provide adequate office space for Central Office personnel.

Person(s) Responsible: Assistant Superintendent for Administrative Services Assistant Superintendent for Instruction and Curriculum Assistant Superintendent for Student Services Director of Facility Services

Milestones:

01 Assess need for office space for Central Office personnel.

02 Perform renovations and/or space modifications as indicated. Funding:

Integrated Management and Action Plan 16.19.7 FY 2007 Integrated Management and Action Plan Effective and Efficient Operations Strategy: 16 Improve efficiency and effectiveness of operations by aligning actions and reducing costs through internal and collaborative initiatives.

Action Step: 16.20.7 Continue to explore ways to reduce and/or eliminate paperwork demands on teachers.

Person(s) Responsible: Coordinator of Employee Relations Director of Human Resources

Milestones:

01 Adjust paperwork demands on teachers based upon approved recommendations. Funding:

Integrated Management and Action Plan 16.20.7 FY 2007 Integrated Management and Action Plan Effective and Efficient Operations Strategy: 16 Improve efficiency and effectiveness of operations by aligning actions and reducing costs through internal and collaborative initiatives.

Action Step: 16.21.7 Monitor the integrity of data reporting processes associated with requirements imposed by the Bridge to Excellence in Public Schools Act, revising as indicated.

Person(s) Responsible: Assistant Superintendent for Administrative Services Assistant Superintendent for Instruction and Curriculum Assistant Superintendent for Student Services

Milestones: 01 Conduct periodic reviews of the data reporting processes in conjunction with staff to determine accuracy of data. 02 Adjust data reporting processes as indicated to maintain integrity of data. Funding:

Integrated Management and Action Plan 16.21.7 FY 2007 Integrated Management and Action Plan Effective and Efficient Operations Strategy: 16 Improve efficiency and effectiveness of operations by aligning actions and reducing costs through internal and collaborative initiatives.

Action Step: 16.23.7 Direct, plan, and establish policy to guide the school system in setting organizational values, directions and performance expectations.

Person(s) Responsible: Board of Education of Wicomico County

Milestones: 01 Hold regular work sessions and public meetings.

02 Review and approve the budget, annual financial audit, curriculum, BTE Master Plan, facilities plan, proposals, and other school district initiatives. 03 Utilize appropriate professional resources (legal, educational, financial) to implement mission.

04 Adopt personal and student policies to address bias, harassment, and discrimination in schools Funding: Unrestricted: $172,983

Integrated Management and Action Plan 16.23.7 FY 2007 Integrated Management and Action Plan Effective and Efficient Operations Strategy: 16 Improve efficiency and effectiveness of operations by aligning actions and reducing costs through internal and collaborative initiatives.

Action Step: 16.24.7 Provide effective administration of the school system to implement organizational values, short- and long- term goals and performance expectations.

Person(s) Responsible: Superintendent of Schools

Milestones: 01 Oversee the executive staff of the school system to assure effective implementation of programs and policies, including the BTE Master Plan. 02 Build and maintain relationships with stakeholder groups.

03 Keep informed about current educational policy and issues. Funding: Unrestricted: $363,782

Integrated Management and Action Plan 16.24.7 FY 2007 Integrated Management and Action Plan Effective and Efficient Operations Strategy: 16 Improve efficiency and effectiveness of operations by aligning actions and reducing costs through internal and collaborative initiatives.

Action Step: 16.25.7 Plan, research, develop, and evaluate educational programs to promote student learning.

Person(s) Responsible: Coordinator for School Improvement/Assessments & Accountability Coordinator for School Improvement/Strategic Planning

Milestones: 01 Administer the evaluation and assessment process throughout the school system.

02 Coordinate the research for, and development of, the Bridge to Excellence Master Plan.

03 Keep informed about current educational and assessment research and development strategies. Funding: Unrestricted: $193,790

Integrated Management and Action Plan 16.25.7 FY 2007 Integrated Management and Action Plan Effective and Efficient Operations Strategy: 16 Improve efficiency and effectiveness of operations by aligning actions and reducing costs through internal and collaborative initiatives.

Action Step: 16.26.7 Provide for the direction, management and supervision of staff services to create and maintain a high quality workforce.

Person(s) Responsible: Director of Human Resources Assistant Superintendent for Administrative Services

Milestones: 01 Recruit and place school district personnel as openings become available.

02 Review, update, and administer the employee benefits program.

03 Maintain staff-related information and disseminate as required. Funding: Unrestricted: $531,365

Integrated Management and Action Plan 16.26.7 FY 2007 Integrated Management and Action Plan Effective and Efficient Operations Strategy: 16 Improve efficiency and effectiveness of operations by aligning actions and reducing costs through internal and collaborative initiatives.

Action Step: 16.27.7 Direct, manage, and implement centralized data processing services to drive improvement in student and operational performance.

Person(s) Responsible: Management Information Systems Coordinator Assistant Superintendent for Administrative Services

Milestones: 01 Conduct systems analysis and programming, including administering payroll operations.

02 Provide technical support for data processing.

03 Keep informed about current developments in management information systems. Funding: Unrestricted: $1,013,035

Integrated Management and Action Plan 16.27.7 FY 2007 Integrated Management and Action Plan Effective and Efficient Operations Strategy: 16 Improve efficiency and effectiveness of operations by aligning actions and reducing costs through internal and collaborative initiatives.

Action Step: 16.28.7 Manage the operations of district schools to create learning environments that encourage high performance.

Person(s) Responsible: Assistant Superintendent for Instruction and Curriculum

Milestones: 01 Provide instructional and operational leadership, including supervision, evaluation, and assignment of staff. 02 Provide support to technology operations in schools.

03 Keep informed about current developments in school management. Funding: Unrestricted: $7,640,904

Integrated Management and Action Plan 16.28.7 FY 2007 Integrated Management and Action Plan Effective and Efficient Operations Strategy: 16 Improve efficiency and effectiveness of operations by aligning actions and reducing costs through internal and collaborative initiatives.

Action Step: 16.29.7 Provide effective curriculum and instructional programs to promote student learning.

Person(s) Responsible: Assistant Superintendent for Instruction and Curriculum Director of Curriculum and Professional Development Coordinator of Professional Development

Milestones:

01 Implement the district's instructional programs.

02 Direct and supervise the district’s instructional programs, including identifying and disseminating exemplary instructional practices. 03 Manage the curriculum development process.

04 Provide data analysis information on student achievement.

05 Keep informed about current developments in curriculum and instruction.

06 Provide access to professional literature and journals through the Staff Development Center.

07 Provide access to professional literature and journals in schools as funding permits. Funding: Unrestricted: $2,369,696

Integrated Management and Action Plan 16.29.7 FY 2007 Integrated Management and Action Plan Effective and Efficient Operations Strategy: 16 Improve efficiency and effectiveness of operations by aligning actions and reducing costs through internal and collaborative initiatives.

Action Step: 16.30.7 Promote student health and wellness.

Person(s) Responsible: Supervisor of School Nurses Assistant Superintendent for Student Services

Milestones:

01 Direct and provide nursing services to students such as treatment of minor injuries, health inspections, and referrals to other health services. 02 Keep informed about current developments in health services for students. Funding: Unrestricted: $1,147,864

Integrated Management and Action Plan 16.30.7 FY 2007 Integrated Management and Action Plan Effective and Efficient Operations Strategy: 16 Improve efficiency and effectiveness of operations by aligning actions and reducing costs through internal and collaborative initiatives.

Action Step: 16.31.7 Facilitate community access to school system facilities.

Person(s) Responsible: Assistant Superintendent for Administrative Services Supervisor of Athletics

Milestones:

01 Direct, manage, and obtain appropriate resources for the provision of school system facilities for sports, recreational programs, and community organization activities. Funding: Unrestricted: $208,162

Integrated Management and Action Plan 16.31.7 FY 2007 Integrated Management and Action Plan Effective and Efficient Operations Strategy: 16 Improve efficiency and effectiveness of operations by aligning actions and reducing costs through internal and collaborative initiatives.

Action Step: 16.32.7 Provide for the acquisition, construction, and renovation of land, buildings, and equipment to support student learning.

Person(s) Responsible: Assistant Superintendent for Administrative Services Director of Facility Services Assistant Superintendent for Instruction and Curriculum

Milestones: 01 Direct and manage the acquisition, construction, and renovation activities.

02 Contract for architecture and engineering services as indicated.

03 Provide for educational specifications development.

04 Coordinate building acquisition, construction, and improvement services. Funding: Unrestricted: $4,285,077

Integrated Management and Action Plan 16.32.7 FY 2007 Integrated Management and Action Plan Effective and Efficient Operations Strategy: 16 Improve efficiency and effectiveness of operations by aligning actions and reducing costs through internal and collaborative initiatives.

Action Step: 16.34.7 Develop and maintain a qualified pool of substitute employees (e.g., teachers, clerical staff) to ensure uninterrupted completion of essential tasks of the school system.

Person(s) Responsible: Director of Human Resources Substitute Teacher Liaison

Milestones: 01 Recruit and employ substitute employees (e.g., teachers, clerical staff) as indicated.

02 Provide orientation training and support for substitute teachers.

03 Maintain substitute committee chaired by Substitute Teacher Liaison. Funding: Unrestricted: $975,000

Integrated Management and Action Plan 16.34.7 FY 2007 Integrated Management and Action Plan Effective and Efficient Operations Strategy: 16 Improve efficiency and effectiveness of operations by aligning actions and reducing costs through internal and collaborative initiatives.

Action Step: 16.35.7 Maintain student records as required by MSDE's Student Record Manual.

Person(s) Responsible: Assistant Superintendent for Student Services

Milestones:

01 Microfilm and maintain archives of student records. Funding: Unrestricted: $6,835

Integrated Management and Action Plan 16.35.7 FY 2007 Integrated Management and Action Plan Effective and Efficient Operations Strategy: 16 Improve efficiency and effectiveness of operations by aligning actions and reducing costs through internal and collaborative initiatives.

Action Step: 16.36.7 Maintain equitable distribution of the student population in Wicomico County schools.

Person(s) Responsible: Director of Student Services

Milestones:

01 Review monthly student enrollment data.

02 Monitor land development statistics and plans in Wicomico County.

03 Develop recommendations for the Superintendent and Board of Education regarding possible changes in student attendance areas. Funding: Unrestricted: $6,200

Integrated Management and Action Plan 16.36.7 FY 2007 Integrated Management and Action Plan Effective and Efficient Operations Strategy: 16 Improve efficiency and effectiveness of operations by aligning actions and reducing costs through internal and collaborative initiatives.

Action Step: 16.37.7 Support administrative and instructional copying needs.

Person(s) Responsible: Assistant Superintendent for Administrative Services

Milestones:

01 Continue the copier program.

02 Support instructional copying needs by allocating 1300 copies per pupil. Funding: Unrestricted: $769,064

Integrated Management and Action Plan 16.37.7 FY 2007 Integrated Management and Action Plan Effective and Efficient Operations Strategy: 16 Improve efficiency and effectiveness of operations by aligning actions and reducing costs through internal and collaborative initiatives.

Action Step: 16.38.7 Conduct an annual staff audit of all employees.

Person(s) Responsible: Budget Manager

Milestones:

01 Generate a list of staff by school, by job description, and by Central Office using the Human Resources database. 02 Require building principals, department heads, and/or Directors to review the list and submit corrections. 03 Complete reconciliation of staff audit with payroll. Funding:

Integrated Management and Action Plan 16.38.7 FY 2007 Integrated Management and Action Plan Effective and Efficient Operations Strategy: 16 Improve efficiency and effectiveness of operations by aligning actions and reducing costs through internal and collaborative initiatives.

Action Step: 16.39.7 Maintain liability and other insurance coverage.

Person(s) Responsible: Insurance and Benefits Manager

Milestones:

01 Maintain insurance coverage as needs indicate. Funding: Unrestricted: $719,809

Integrated Management and Action Plan 16.39.7

Board of Education of Wicomico County

2006 Update

Appendix C Persons Responsible

Appendix C

2006-2007 Integrated Management and Action Plan Person(s) Responsible

Title Name Assistant Superintendent for Administrative Services ...... Mr. Charlie Bounds Assistant Superintendent for Student Services ...... Mr. Allen Brown Budget Manager ...... Ms. Donna Savko Comptroller ...... Mr. E. Bruce Ford Coordinator for School Improvement/Assessments & Accountability .. Mr. Gary Doss Coordinator for School Improvement/Strategic Planning ...... Mrs. Linda Stark Coordinator of Assistive Technology ...... Mr. Joe Benamati Coordinator of Communications and Parent/Community Outreach ...... Dr. Faye Wilson Coordinator of Educational Technology ...... Mr. Carl Dragwa Coordinator of Employee Relations ...... Mr. William Cain Coordinator of Infants and Toddlers Program ………………………… Mrs. Eugenia Hershberger Coordinator of Instructional Technology ……………...... Mrs. Carla Hurchalla Coordinator of Mathematics K-8 ...... Mrs. Bonnie Ennis Coordinator of Professional Development ...... Mrs. Karen Leimann Coordinator of Reading K-8 ...... Mrs. Patty Blevins Coordinator of Special Education ……………………………………... Mrs. Holly Hatton Destination Imagination Coordinator ...... Mrs. Susan Bounds Director of Curriculum and Professional Development ...... Ms. Ruth Malone Director of Elementary Education ...... Mrs. Margo Handy Director of Facility Services ...... Mr. Brian Foret Director of Human Resources ...... Mrs. Stephanie Moses Director of Secondary Education ...... Mr. Henry Wagner Director of Special Education ...... Mrs. Bonnie Walston Director of Student Services ...... Mr. Samuel Walker Dropout Prevention Coordinator ...... Mr. James Donohoe Early Childhood Special Education Support Teacher ...... Ms. Dana Hetzler Grants Specialist ...... Mrs. Marilyn Zuckerman Instructional Data Analyst ...... Dr. Daryl Jones

Appendix C – Page 1 Appendix C

Title Name Insurance and Benefits Manager ...... Mr. Carl Vincent Lead Pupil Personnel Worker ...... Mr. Steve Brewer Management Information Systems Coordinator ...... Mr. Scott Keasey Principal of Evening High School/Secondary Summer School...... Mr. Andrew Turner Principal of Wicomico Alternative Learning Center ...... Mr. Ike Humphrey Procurement Manager ...... Mr. Mark Miller Public Information Liaison ...... Mrs. Tracy Sahler School Climate Specialist ……………………………………………... Mr. Gary Elder Smaller Learning Communities Coordinator…...……………………… Mr. Dave Harner Substitute Teacher Liaison ...... Mrs. Rachel Beail Superintendent of Schools ...... Mr. Tom Field Supervisor of Guidance and Alternative Programs ...... Mr. D. Joe Koehler Supervisor of Athletics ...... Mr. Ralph Osborne Supervisor of Career and Technology Education/Business/Family & Consumer Science ……………………………..………...... Mr. Bryan Ashby Supervisor of Elementary Education /Early Childhood ...... Ms. Sandra Drummond Supervisor of Elementary Education /Gifted & Talented ...... Mrs. Naomi Powell Supervisor of Elementary Education /Title I/ESOL ...... Mr. Robert Carlisle Supervisor of Elementary Education/Education that is Multicultural Education …………………………………………………………...... Dr. Judylynn Mitchell Supervisor of Health/Physical Education ...... Mrs. Elisabeth Chatfield Supervisor of K-12 Fine Arts ...... Mr. Gary Beauchamp Supervisor of Food Services ...... Mrs. Loretta Savoy Supervisor of K-12 English/LanguageArts/Foreign Language ...... Dr. Dan Pyle Supervisor of K-12 Math ...... Mrs. Ann Ashe Supervisor of PreK-12 Reading ………………...... Dr. Carolyn Johnston Supervisor of K-12 Science ...... Mr. Daniel Savoy Supervisor of K-12 Social Studies …………...... Ms. Lori Woolslayer Supervisor of School Nurses ...... Mrs. Karen Satterlee Supervisor of Special Education/Elementary and Secondary ...... Mrs. Lynne Smoak Supervisor of Special Education/Secondary and Elementary ...... Mr. Patrick Johnson Supervisor of Transportation ...... Mr. David Reeve

Appendix C – Page 2 Appendix C

Title Name Title I Paraprofessional Trainer ...... Ms. Judy Wilkerson Title I Parent Involvement Coordinator ...... Mrs. Beth Sheller Transportation Planner ...... Mr. Desmond Hughes Webmaster Programmer ...... Mr. Rob Krater Wicomico Early Learning Center Coordinator ……………………….. Ms. Katrena Bailey Wicomico Mentoring Project Coordinator ...... Mrs. Henrietta Parker 21st Century School Program Coordinator (STARS I) ...... Mrs. Michael Ann Yiannouris 21st Century School Program Coordinator (STARS II) ...... Mr. Scott Elliott

Appendix C – Page 3

Board of Education of Wicomico County

2006 Update

Appendix D Glossary

Appendix D

Glossary of Acronyms

Acronym Meaning

ABE Adult Basic Education

AIMs Activities Integrating Math and Science

AP Advanced Placement Courses/Tests

ATEX Applied Technology Exploration

AYP Adequate Yearly Progress

BCR Brief Constructed Response

BTE Bridge to Excellence

CARES Children At-Risk Emotionally and Socially

CIP Capital Improvement Plan

CLS Classroom Learning System

CMMS Computerized Maintenance Management Systems

CMP Crisis Management Plan

CPD Continuing Professional Development

CSR Comprehensive School Reform

CTBS Comprehensive Test of Basic Skills

DJJ Department of Juvenile Justice

ECR Extended Constructed Response

ELL English Language Learners (also referred to as ESOL, LEP)

ESEA Elementary and Secondary Education Act

ESMEC Eastern Shore of Maryland Education Consortium

D - 1 Appendix D

Acronym Meaning

ESOL English for Speakers of Other Languages (also referred to as LEP, ELL)

ESRC Eastern Shore Reading Council

ETM Education That Is Multicultural

FARM Free and Reduced Price Meals

FEA Future Educators of America

GASB Government Accounting Standards Board

GATE Gifted and Talented Education

GLIT Grade Level Instructional Team

GTE Gifted and Talented Education

HSA High School Assessments

HVAC Heating, Ventilation, and Air Conditioning

IDEA Individuals with Disabilities Education Act

IFB Invitation For Bids (Formal bid, not a quote)

ILT Instructional Leadership Team (formerly School Improvement Team)

ISS In-School Suspension

JROTC Junior Reserve Officers’ Training Corps

K Kindergarten

LAN Local Area Network

LEP Limited English Proficient (also referred to ELL, ESOL)

MABE Maryland Association of Boards of Education

MASPA Maryland Association of School Personnel Administrators

D - 2 Appendix D

Acronym Meaning

MCDM Maryland Career Development Model

MMSR Maryland Model for School Readiness

MPLH Meals Per Labor Hours

MSA Maryland School Assessment

MSAP Maryland Student Assistance Program

MSDE Maryland State Department of Education

NCLB No Child Left Behind Act

PAC Program Advisory Committee

PBIS Positive Behavioral Interventions and Supports

PDS Professional Development Schools

PPW/SSW Pupil Personnel Worker/School Service Worker

Pre-K Pre-Kindergarten

PSAT Preliminary Scholastic Assessment Test

PTA Parent Teacher Association

PTDP Primary Talent Development Program

RFP Request for Proposals

SAT Scholastic Aptitude Test

SIP School Improvement Plan

SRI Scholastic Reading Inventory

TAD Thinking and Doing

TAG Talented and Gifted

UbD Understanding by Design

D - 3 Appendix D

Acronym Meaning

VSC Voluntary State Curriculum

VTECS Vocational Technical Education Consortium of States

WAN Wide Area Network

WCBOE Wicomico County Board of Education

WCCPTA Wicomico County Council of Parent Teacher Associations

WCEA Wicomico County Education Association

YPP Yearly Progress Pro (Math)

D - 4

Board of Education of Wicomico County

2006 Update for School Year 2006-2007 Part II (ESEA, Fine Arts, and Additional Reporting Requirements)

Thomas B. Field Interim Superintendent

ATTACHMENT 4-A & B SCHOOL LEVEL SPREADSHEET BUDGET SUMMARY FISCAL YEAR 2007 Local School System: Wicomico County

Enter the Amount of Funds Budgeted for Each School by ESEA Programs and Other Sources of Funding

School Name Poverty Title I - A Title I - D Title II - A Title II - D Title III - A Title IV - A Title V - A Title VI - B Other Other Total In Rank Order by Poverty Percent Based Grants to Local Delinquent and Teacher and Ed Tech English Safe and Drug- Innovative Rural and Low- ESEA Funding (High to Low) After school on Free and School Systems Youth At Risk Principal Formula Language Free Schools and Programs Income Schools by School name, indicate (SW) for T-I Reduced Price of Dropping Training and Grants Acquisition Communities Schoolwide schools, (TAS) for Meals Out Recruiting (includes targeted assistance T-I schools, Fund Immigrant and (CH) for Charter Schools. funding)

Charles H. Chipman 76.07 383,528.00 $750.00 384,278.00 Elementary (SW)

Pinehurst Elementary (TAS) 73.51 345,949.00 $750.00 346,699.00

Glen Avenue Elementary 73.21 236,918.00 $750.00 237,668.00 (SW) Prince Street Elementary 72.61 404,436.00 $750.00 405,186.00 (SW) East Salisbury Elementary 70.08 300,119.00 $750.00 300,869.00 (SW)

Beaver Run Elementary (SW) 69.29 413,819.00 $750.00 414,569.00

West Salisbury Elementary 64.17 213,471.00 $750.00 214,221.00 (SW)

Wicomico Middle 56.82 $750.00 750.00

Willards Elementary (TAS) 50.99 123,945.00 $750.00 124,695.00

Salisbury Middle 50.26 $750.00 750.00

Wicomico High 48.20 $750.00 750.00

Bennett Middle 47.00 $750.00 750.00

Attachment 4A and B – School Level Spreadsheet Budget Summary Page 1 School Name Poverty Title I - A Title I - D Title II - A Title II - D Title III - A Title IV - A Title V - A Title VI - B Other Other Total In Rank Order by Poverty Percent Based Grants to Local Delinquent and Teacher and Ed Tech English Safe and Drug- Innovative Rural and Low- ESEA Funding (High to Low) After school on Free and School Systems Youth At Risk Principal Formula Language Free Schools and Programs Income Schools by School name, indicate (SW) for T-I Reduced Price of Dropping Training and Grants Acquisition Communities Schoolwide schools, (TAS) for Meals Out Recruiting (includes targeted assistance T-I schools, Fund Immigrant and (CH) for Charter Schools. funding)

Delmar Elementary (TAS) 46.92 321,655.00 $750.00 322,405.00

Pemberton Elementary (TAS) 46.91 222,894.00 $750.00 223,644.00

Northwestern Elementary 44.28 81,571.00 $750.00 82,321.00 (TAS)

North Salisbury Elementary 43.50 $750.00 750.00

Pittsville Elementary and 38.60 $750.00 750.00 Middle

Fruitland Primary 38.12 $750.00 750.00

Fruitland Intermediate 36.41 $750.00 750.00

Westside Primary 32.21 $750.00 750.00

Mardela Middle and High 31.59 $750.00 750.00

Parkside High 30.90 $750.00 750.00

James M. Bennett High 30.27 $750.00 750.00

Westside Intermediate 27.27 $750.00 750.00

Attachment 4A and B – School Level Spreadsheet Budget Summary Page 2 School Name Poverty Title I - A Title I - D Title II - A Title II - D Title III - A Title IV - A Title V - A Title VI - B Other Other Total In Rank Order by Poverty Percent Based Grants to Local Delinquent and Teacher and Ed Tech English Safe and Drug- Innovative Rural and Low- ESEA Funding (High to Low) After school on Free and School Systems Youth At Risk Principal Formula Language Free Schools and Programs Income Schools by School name, indicate (SW) for T-I Reduced Price of Dropping Training and Grants Acquisition Communities Schoolwide schools, (TAS) for Meals Out Recruiting (includes targeted assistance T-I schools, Fund Immigrant and (CH) for Charter Schools. funding)

Total Public School 3,048,305.00 $18,000.00 Allocations

School System Administration 99,988.00 14,790.00 841.00 1,514.00 1,553.00 981.00 119,667.00

Systemwide Programs and School System Support to Schools 330,375.00 531,945.00 33,880.00 75,680.00 76,263.00 14,971.00 1,063,114.00 Nonpublic Costs 9,895.00 2,011.00 1,488.00 - 1,394.00 2,457.00 17,245.00 Total 3,488,563.00 - 548,746.00 36,209.00 77,194.00 79,210.00 $36,409.00 - - - 4,266,331.00

Attachment 4A and B – School Level Spreadsheet Budget Summary Page 3

ATTACHMENT 5-A TRANSFERABILITY OF ESEA FUNDS [Section 6123(b)] FISCAL YEAR 2007 Local School System: Wicomico County

Local school systems may transfer ESEA funds by completing this page as part of the Bridge to Excellence Master Plan submission, or at a later date by completing and submitting a separate Attachment 5-A form. Receipt of this Attachment as part of the Master Plan will serve as the required 30 day notice to MSDE. A local school system may transfer up to 50 percent of the funds allocated to it by formula under four major ESEA programs to any one of the programs, or to Title I (Up to 30 percent if the school system is in school improvement)* . The school system must consult with nonpublic school officials regarding the transfer of funds. In transferring funds, the school system must: (1) deposit funds in the original fund; (2) show as expenditure – line item transfer from one fund to another, and (3) reflect amounts transferred on expenditure reports.

50% limitation for local school systems not identified for school improvement or corrective action. 30% limitation for districts identified for school improvement. A school system identified for corrective action may not use the fund transfer option.

Funds Available for Transfer Total FY $ Amount to be $ Amount to be transferred into each of the following 2007 transferred out of programs Allocation each program

Title I-A Title II-A Title II-D Title IV-A Title V-A Title II-A Teacher Quality Title II-D Ed Tech Title IV-D Safe and Drug Free Schools &Communities Title V-A Innovative Programs

(*) A school system that is in school improvement may only use funds for school improvement activities under sections 1003 and 1116(c) of ESEA.

Attachment 5A - Transferability of ESEA Funds Page 1 ATTACHMENT 5-B CONSOLIDATION OF ESEA FUNDS FOR LOCAL ADMINISTRATION [Section 9203] Local School System: Wicomico County FISCAL YEAR 2007

Section 9203 of ESEA allows a local school system, with approval of MSDE, to consolidate ESEA administrative funds. In consolidating administrative funds, a school system may not (a) designate more than the percentage established in each ESEA program, and (b) use any other funds under the program included in the consolidation for administrative purposes. A school system may use the consolidated administrative funds for the administration of the ESEA programs and for uses at the school district and school levels for such activities as –

· The coordination of the ESEA programs with other federal and non-federal programs; · The establishment and operation of peer-review activities under No Child Left Behind; · The dissemination of information regarding model programs and practices; · Technical assistance under any ESEA program; · Training personnel engaged in audit and other monitoring activities; · Consultation with parents, teachers, administrative personnel, and nonpublic school officials; and · Local activities to administer and carry out the consolidation of administrative funds.

A school system that consolidates administrative funds shall not be required to keep separate records, by individual program, to account for costs relating to the administration of the programs included in the consolidation.

If the school system plans to consolidate ESEA administrative funds, indicate below the ESEA programs and amounts that the school system will consolidate for local administration. Provide a detailed description of how the consolidated funds will be used.

Title I-A Title II-A Title II-D Title III-A Title IV-A Title V Total ESEA Consolidation (Reasonable and (Reasonable and (Reasonable and (Limit: 2 Percent) (Limit: 2 Percent) (Reasonable and (Reasonable and Necessary) Necessary) Necessary) Necessary) Necessary)

Attachment 5B - Consolidation of ESEA Funds for Local Administration Page 1 ATTACHMENT 6-A NONPUBLIC SCHOOL INFORMATION FOR ESEA PROGRAMS Local School System: Wicomico County FISCAL YEAR 2007

Enter the complete information for each participating nonpublic school, including mailing address. Use the optional “Comments” area to provide additional information about ESEA services to nonpublic school students, teachers, and other school personnel. For example, if Title I services are provided through home tutoring services or by a third party contractor, please indicate that information under “Comments.” For Title I services, include written affirmation signed by officials at each participating nonpublic school that consultation has occurred. NOTE: Complete Attachment 6-A for Title I-A, Title II-A, Title II-Ed Tech, and Title III services. Complete Attachment 6-B for Title IV-A and Title V-A services. Use separate pages as necessary.

Number of Nonpublic School Participants (Students, Teachers, and Other School Personnel) NONPUBLIC SCHOOL NAME AND Title I-ATitle II-A Title II-D Ed Tech Title III-A ADDRESS Number Nonpublic T-I Students Students Staff Students Staff Students Staff Students Served AT Reading/L.Arts Mathematics Asbury Child Development Center Private School 1401 Camden Avenue Public School 1 Salisbury, MD 21801 Neutral Site King's Kids Academy Private School 500 E. Lincoln Avenue Public School Salisbury, MD 21804 Neutral Site Private School St. Francis de Sales Catholic School 9 500 Camden Avenue Public School 9 915 260 15 Salisbury, MD 21801 Neutral Site Salisbury School Private School 6279 Hobbs Road Public School 70 362 70 Salisbury, MD 21804 Neutral Site Stepping Stones Learning Academy Private School 402 W. Main Street Public School Fruitland, MD 21826 Neutral Site

Attachment 6A and B - Nonpublic School Information for ESEA Programs Page 1 ATTACHMENT 6-B NONPUBLIC SCHOOL INFORMATION FOR ESEA PROGRAMS FISCAL YEAR 2007 Local School System : Wicomico County

Enter the complete information for each participating nonpublic school, including mailing address. Use separate pages as necessary.

Number of Nonpublic School Participants (Students, Teachers, and Other School Personnel)

NONPUBLIC SCHOOL NAME AND ADDRESS Title IV-A Title V-A Comments (Optional) Students Staff Students Staff Asbury Child Development Center 1401 Camden Avenue 238 1 Salisbury, MD 21801 King's Kids Academy 500 E. Lincoln Avenue 81 Salisbury, MD 21804 St. Francis de Sales Catholic School 500 Camden Avenue 260 15 260 15 Salisbury, MD 21801 Salisbury School 6279 Hobbs Road 401 70 Salisbury, MD 21804 Stepping Stones Learning Academy 402 W. Main Street 143 6 Fruitland, MD 21826

Attachment 6A and B - Nonpublic School Information for ESEA Programs Page 2

Board of Education of Wicomico County

2006 Update

Title I, Part A

ATTACHMENT 7 TITLE I, PART A – IMPROVING BASIC PROGRAMS OPERATED BY LOCAL EDUCATIONAL AGENCIES

Local School System: Wicomico County Fiscal Year 2007 Title I-A Coordinator: Robert Carlisle

Telephone: 410-677-4579 E-mail: [email protected]

A. TITLE I THEMES IN THE BRIDGE TO EXCELLENCE MASTER PLAN –Describe the school system's strategies to provide high quality sustained support to all Title I elementary, middle, and secondary schools. Label each question and answer. Be sure to address each lettered and bulleted item separately. ALL REQUESTED DOCUMENTATION SHOULD BE LABELED AND PROVIDED AS AN ATTACHMENT AFTER THE BUDGET PAGES IN ATTACHMENT 7.

SCHOOLS IN IMPROVEMENT: 1. DESCRIBE the step-by-step process including specific timeline/dates, used to inform parents of each student enrolled in a Title I school identified for improvement, corrective action, or restructuring. Address each lettered item separately. Sec. 1116 (b)(6)(A-E)

a) what the identification means;

b) the reasons for the identification;

c) what the school is doing to address the problem of low achievement;

d) how the LSS and MSDE are helping the school address the achievement problem; and

e) how parents can become involved in addressing the academic issues that caused the school to be identified for school improvement.

DOCUMENTATION: Include sample copies of letters for school year 2006-2007 and documentation to support that the above items a-e have been accomplished.

At this time, Wicomico County does not have any Title I schools identified for improvement, corrective action, or restructuring. Should one or more schools be identified in the future, letters will be sent to parents and additional communication will occur through meetings and parent conferences to inform parents of what the identification means, the reasons for the identification, what the school is doing to address the problem of low achievement, how the school system and MSDE are helping the school address the achievement problem, and how parents can become involved in addressing the academic issues that caused the school to be identified for school improvement. The school system has already created a “Frequently Asked Questions” document that would be distributed to parents if and when it becomes appropriate.

2. DESCRIBE the step-by-step process including specific timelines/dates used to inform parents of students attending a Title I school in school improvement about student transfer and supplemental educational services options. Provide a projected start-up date for these services. Sec. 1116 (b)(6)(F)

DOCUMENTATION: Include sample copies of letters for school year 2006-2007and documentation used to accomplish these tasks.

At this time, Wicomico County does not have any Title I schools identified for school improvement. Should one or more schools be identified in the future, letters will be sent to parents and additional communication will occur through meetings and parent conferences to inform parents about student

Attachment 7 – Title I, Part A Page 1 ATTACHMENT 7 TITLE I, PART A – IMPROVING BASIC PROGRAMS OPERATED BY LOCAL EDUCATIONAL AGENCIES

Local School System: Wicomico County Fiscal Year 2007

transfer and supplemental services options. The school system has already created “Frequently Asked Questions” documents that would be distributed to parents if and when it becomes appropriate.

HIGHLY QUALIFIED: 3. DESCRIBE the step-by-step process including specific timelines/dates used to notify parents whose children attend Title I schools about the qualifications of their teachers. Sec. 1111 (h)(6)(A)

DOCUMENTATION: Include sample copies of letters for school year 2006-2007 and documentation used to accomplish this task.

The Supervisor of Title I and the Human Resources Department work collaboratively to ensure parents whose children attend Title I schools are notified about the qualifications of their teachers. The Supervisor of Title I has prepared a series of letters (for Schoolwide Programs and for Targeted Assistance school programs) that Title I schools send to parents at the beginning of each school year notifying them of their right to request information regarding the professional qualifications of their child’s classroom teachers.

The Supervisor of Title I works collaboratively with Principals of schools with Title I programs to notify all parents of their right to request information regarding the professional qualifications of their child’s classroom teachers. Communication will be accomplished via school newsletters that will inform parents, that in compliance with the federal No Child Left Behind Act of 2001, they may request information regarding the professional qualifications of their child’s classroom teachers. Parents will be further informed that this request must be submitted in writing to the building principal and that the principal will respond in a timely manner.

The Human Resources Department prepares letters that are sent to the parents of students being taught by a non-highly qualified teacher, including those instances where a long-term substitute may be assigned a class. Letters from Human Resources are sent to parents after four weeks of their child being taught by a non-highly qualified teacher and/or long-term substitute. Additionally, a letter is sent to the teacher advising them this action has been taken.

Sample copies of letters used to notify parents whose children attend Title I schools about the qualifications of their teachers appear as attachments after the budget pages for Attachment 7.

SCHOOLWIDE PROGRAMS: 4. For LSSs with Title I schoolwide programs, DESCRIBE the steps taken to help the Title I schools make effective use of schoolwide programs by addressing each lettered item separately. Reg. 200.25-28 and Sec. 1114

Helping Title I schools make effective use of schoolwide programs to improve the achievement of all students is a high priority of the Wicomico County Public Schools. Monitoring the consistent implementation of all the components of the program (i.e., teachers, assistants, student scheduling, alignment of content standards with State standards and the Voluntary State Curriculum, after school programs, summer school, providing professional development for both paraprofessionals and teachers in the areas of reading and math as well as the effective integration of technology with instruction) is critical to the success of schoolwide programs. (Action Step 3.10, Section VIII, page 49) Through the Office of School Improvement, all Wicomico County schools including those with Schoolwide programs are provided assistance in monitoring the progress of student subgroups.

Attachment 7 – Title I, Part A Page 2 ATTACHMENT 7 TITLE I, PART A – IMPROVING BASIC PROGRAMS OPERATED BY LOCAL EDUCATIONAL AGENCIES

Local School System: Wicomico County Fiscal Year 2007

a) Describe how the system consolidates federal, state, and local funds for schoolwide programs (if the system is not consolidating funds, describe how the system coordinates resources to develop programs);

While Wicomico County does not consolidate federal, state, and local funds for schoolwide programs, the district does use Title I funds, Title V funds, 21st Century Community Learning Center funds, and local funds to support schoolwide programs. For example, the 21st Century Community Learning Centers’ after school programs and summer programs reinforce and help to accelerate student learning in Title I schools and Title I funds are used to enhance the 21st Century centers (e.g., support for transportation).

b) Describe how the system and schools adopt research based strategies and methods to improve student achievement,

In Wicomico County’s original Master Plan, Section VII outlines the research base upon which decisions were based for the selection of reading and math program components. The focus of instruction of the Title I program is on accelerating the learning of students through the use of research-based materials, textbooks, and hands-on learning. As such, Title I teachers provide supplemental small group and one-on-one instruction in collaboration with the regular classroom teacher. The use of differentiated instruction, manipulatives, computer-based supplemental instruction, and other materials that compliment the district’s curriculum allow the needs of children served through the Title I program to be met. Professional development for Title I staff, including teachers and paraprofessionals, is an integral part of the program. Strengthening the school-family partnership, by maintaining Parent Information Centers in all Title I schools (Action Step 6.5, Section VIII, page 68) and conducting parent involvement activities such as Family Reading and/or Math Nights (Action Steps 6.10 and 6.13, Section VIII, pages 70-71) are integral components used by the Title I program to improve student achievement.

c) Describe how the system and schools follow the progress of each student subgroup;

The Title I supervisor monitors the progress of each student subgroup in each Title I school, using a variety of assessment results (e.g., Maryland School Assessments, Scholastic Reading Inventory, Math Yearly Progress Pro, Stanford 10). Grade level and schoolwide (school improvement) instructional teams in each school review learning results and develop improvement plans to address areas of concern. Teachers will use Edusoft to access data to evaluate student progress quarterly.

d) Describe how the system and schools provide extended learning time, such as an extended school year, before- and after-school, and summer program opportunities;

The Title I program in Wicomico County works in collaboration with the 21st Century Community Learning Centers programs (two grants, STARS I and STARS II) to provide research- based after school and summer academic acceleration programs (including transportation) for eligible students. Each Title I school offers an after-school program. (Action Steps 3.1 & 3.2, Section VIII, page 46) Title I also provides summer school for eligible students to help them maintain and accelerate learning. (Action Step 3.3, Section VIII, page 47)

e) Describe the accelerated, high quality curriculum used in Title I, Part A schools; and

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Local School System: Wicomico County Fiscal Year 2007

Wicomico County continually evaluates the effectiveness of its curriculum and has an on-going process of curriculum evaluation and revision. The focus of instruction of the Title I program is on accelerating the learning of students through the use of research-based materials, textbooks, and hands-on learning. As such, Title I teachers provide supplemental small group and one-on- one instruction in collaboration with the regular classroom teacher. The use of manipulatives, computer-based supplemental instruction, and other materials that compliment the district’s curriculum allows the needs of children served through the Title I program to be met. Professional development for Title I staff, including teachers and paraprofessionals, is an integral part of the program.

f) Describe formative benchmark assessments aligned with the Voluntary State Curriculum.

The Title I program utilizes both paper and pencil and online curriculum-based measurement programs to inform instruction. The data gathered through these assessments is used by teachers to determine how to differentiate instruction to ensure students' mastery of content standards for reading and math. Along with benchmark math assessments, Yearly Progress Pro (YPP) for math is used. Students complete a YPP assessment on the computer every 5 or 6 days. The resulting student profile is then used to guide instruction. The software also has tutorials and practice sets that are utilized. For reading, the Scholastic Reading Inventory (SRI) is administered via the computer four times per year and provides, among other data, Lexile scores which are used to determine appropriate levels of reading materials. (Action Step 4.5, Section VIII, page 55) Additionally, reading benchmark tests, aligned with the reading series, are used and in the early grades, leveled reading passages are administered.

g) Describe the process to assure that the 10 Components of a Schoolwide Program are part of the development, implementation, and monitoring of Schoolwide/School Improvement Plans.

Annually, during the initial meeting with Title I schools that have schoolwide programs, the Title I Supervisor meets with the School Improvement Coordinators, Director of Elementary Schools, Principals and Instructional Leadership Team (school improvement team) Chairs to outline and explain the 10 Components of a Schoolwide Program. Instructional Leadership Teams (comprised of administrators, teachers and parents) work collaboratively with school staff members to develop draft school improvement plans. Each school then submits its draft plan for review. The Title I Supervisor reads each plan and offers suggestions as indicated to ensure the 10 Components are included prior to the plan receiving final approval. Each Instructional Leadership Team oversees the implementation of the plan throughout the school year, monitoring results. Title I staff in each school are an integral part of the school improvement planning, implementation and monitoring process.

h) Describe specific steps to be taken to review and analyze the effectiveness of schoolwide programs.

The Instructional Leadership Team (school improvement team) meets on a regular basis to review and analyze student achievement data, evaluate various programs in the school, and make recommendations for changes. Those changes are implemented in collaboration with the Title I supervisor to ensure the effectiveness of the schoolwide program. For 2006-2007, each school in Wicomico County, will begin to use Edusoft, an Internet-based student assessment management system. Title I staff will receive specific training along with other school staff and administrators on how to access student benchmark assessment data as well as State assessment data to ensure student progress is being closely monitored throughout the year.

Attachment 7 – Title I, Part A Page 4 ATTACHMENT 7 TITLE I, PART A – IMPROVING BASIC PROGRAMS OPERATED BY LOCAL EDUCATIONAL AGENCIES

Local School System: Wicomico County Fiscal Year 2007

In addition to the LSS Title I coordinator, identify by name the person/s responsible for monitoring activities a-f, as appropriate.

In addition to the school system’s Title I coordinator, Robert Carlisle, other key individuals responsible for monitoring activities a-f include:

Title Person Responsible 21st Century School Program Coordinator – STARS I Michael Ann Yiannouris 21st Century School Program Coordinator – STARS II Scott Elliott Director of Elementary Education Margo Handy Title I Parent Involvement Coordinator Beth Sheller Director of Special Education Bonnie Walston

TARGETED ASSISTANCE SCHOOLS: 5. DESCRIBE the step-by-step process including timelines/dates used to rank students using a multiple selection criteria to identify eligible children most in need of services. (NOTE: Children from preschool through grade 2 must be selected solely on the basis of such criteria as teacher judgment, parent interviews, and developmentally appropriate measures.) Section 1115.

In the spring of each school year, schools identify targeted students, based upon the weighted criteria, who will be served at the start of the following school year. The ranking order is shared with the Title I Supervisor and students that are identified will receive services in reading and/or math. Revisions to the list of identified students being served are made quarterly and submitted to the Title I Supervisor throughout the school year

The weighted criteria for selection of eligible students in Targeted Assistance Schools for Title I services are as follows:

Grades K-2 a. Teacher recommendation b. Maryland assessment for PreK/K (Pre K/K students' total score of Needs Development or In Progress on Maryland Model for School Readiness) c. Reading/math achievement below grade level (Leveled Reading Passages; Reading Benchmark Assessments, Math Benchmark Assessments)

Grades 3-5 a. Prior retention b. Below grade level achievement in reading/math of at least 4 months or more c. Report card grades d. Teacher/School Management Team recommendation e. Norm- and/or criterion-referenced assessment results – students scoring in the bottom quartile of total reading/math scores (Maryland School Assessment for reading and math)

6. For LSSs with Title I Targeted Assistance programs, DESCRIBE how the school system will/has helped targeted assistance schools identify and implement and monitor effective methods and

Attachment 7 – Title I, Part A Page 5 ATTACHMENT 7 TITLE I, PART A – IMPROVING BASIC PROGRAMS OPERATED BY LOCAL EDUCATIONAL AGENCIES

Local School System: Wicomico County Fiscal Year 2007

instructional strategies that are based on best practices and scientific research that strengthens the core academic program of the school. Be sure to address each lettered item separately. Section 1115

Title I services are provided by the Title I staff to identified students in eligible schools. The Title I staff uses data to provide supplemental services to eligible students on previously taught concepts so that they can reach the high standards set by MSDE. Helping Title I schools make effective use of targeted assistance programs to improve student achievement is a high priority of the Wicomico County Public Schools. Monitoring the consistent implementation of program components (ie: teachers, assistants, student scheduling, alignment of content standards with state standards and the Voluntary State Curriculum, after school programs, summer school, purchasing appropriate materials for the identified students, providing professional development for both paraprofessional and teachers in the areas of math and reading as well as integration of technology in instruction) is critical to the success of the targeted assistance programs. (Action Step 3.10, Section VIII ,page 49) Through the Office of School Improvement, Title I schools with targeted assistance programs are provided assistance in monitoring the progress of the identified eligible students.

a) Describe how the system/school provides extended learning time, such as an extended school year, before-and after-school, and summer program opportunities;

b) Describe how the system/school minimizes the removal of children from regular classroom instruction for additional services;

Title I teachers provide supplemental small group and one-on-one instruction in collaboration with the regular classroom teacher. Title I teachers and regular classroom teachers plan together for effective, differentiated instruction. In most instances, staff from both programs instruct in small groups and utilize paraprofessional staff within the regular classroom setting to meet the needs of all children. (Action Steps 3.17 & 3.52, Section VIII, pages 50 and 54G)

c) Describe how the system/school provides additional opportunities for professional development with resources provided under this part, and, to the extent practicable, from other sources, for teachers, principals, and paraprofessionals, including, if appropriate other staff;

Title I staff and Principals are involved in the district-wide professional development for reading and mathematics. Additional training for Title I teachers and paraprofessionals is provided by Title I staff. Principals are invited to attend all training sessions. When Title I staff members attend conferences, post-conference professional development sessions are scheduled to allow information and new knowledge and skills to be shared with the rest of the Title I staff.

d) Describe the process for developing, implementing, and monitoring Targeted/School Improvement Plans.

Attachment 7 – Title I, Part A Page 6 ATTACHMENT 7 TITLE I, PART A – IMPROVING BASIC PROGRAMS OPERATED BY LOCAL EDUCATIONAL AGENCIES

Local School System: Wicomico County Fiscal Year 2007

Annually, during the initial meeting with Title I schools that have targeted assistance programs, the Title I Supervisor meets with the School Improvement Coordinators, Director of Elementary Schools, Principals and Instructional Leadership Team (school improvement team) Chairs to outline and explain the objectives and approaches used in a targeted assistance program. Instructional Leadership Teams (comprised of administrators, teachers and parents) work collaboratively with school staff members to develop draft school improvement plans. Each school then submits its draft plan for review. The Title I Supervisor reads each plan and offers suggestions as indicated to ensure the targeted assistance program is included prior to the plan receiving final approval. Each Instructional Leadership Team oversees the implementation of the plan throughout the school year, monitoring results. Title I staff in each school are an integral part of the school improvement planning, implementation and monitoring process.

e) Describe specific steps to be taken to review and analyze the effectiveness of Targeted Assistance programs.

The Instructional Leadership Team (school improvement team) meets on a regular basis to review and analyze student achievement data, evaluate various programs in the school, and make recommendations for changes. Those changes are implemented in collaboration with the Title I supervisor to ensure the effectiveness of the targeted assistance program. For 2006-2007, each school in Wicomico County, will begin to use Edusoft, an Internet-based student assessment management system. Title I staff will receive specific training along with other school staff and administrators on how to access student benchmark assessment data as well as State assessment data to ensure student progress is being closely monitored throughout the year.

7. What schools (currently implementing a Targeted Assistance program) are planning to become Schoolwide programs for the next school year?

Pinehurst Elementary School, currently implementing a Targeted Assistance program, has involved all stakeholders in discussions and planning sessions around becoming a Schoolwide program for the next school year.

In addition to the LSS Title I coordinator, identify by name the person/s responsible for monitoring activities a-f, as appropriate.

In addition to the school system’s Title I coordinator, Robert Carlisle, other key individuals responsible for monitoring activities a-f include:

B. PARENT INVOLVEMENT POLICY To encourage parent involvement, school systems and schools need to communicate frequently, clearly, and meaningfully with families, and ask for parents’ input in decisions that affect their children. [Section 1118(a)(2)] Parent involvement strategies should be woven throughout each system’s Master Plan.

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LOCAL SCHOOL SYSTEM POLICY: 1. The Local School System policy shall include the following: • Involves parents in the joint development of the Title I program activities under section 1112, and the process of school review and improvement under section 1116. • Provides the coordination, technical assistance, and other support necessary to assist participating Title I schools in planning and implementing effective parent involvement activities to improve student academic achievement and school performance, including the development and review of the home-school compact that each Title I school must develop with parents annually. • Builds the schools' and parents' capacity for strong parental involvement. • Coordinates and integrates Title I parental involvement strategies with parental involvement strategies under other programs, such as the Head Start program, the Reading First program, Even Start program, • Parents as Teachers program, Home Instruction Program for Preschool Youngsters, special education services, and other federal and state programs. • Conducts, with the involvement of parents, an annual evaluation of the content and effectiveness of the parental involvement policy in improving academic quality of the schools served under Title I. • Involves parents in the activities of the schools served under Title I (Schoolwide and/or Targeted Assistance).

2. Have there been changes made to the Local School System Parent Involvement Policy?

Yes X No

3. Describe how the LSS distributes 95% of the 1% reservation to its Title I schools for family involvement activities.

Funds are provided to each Title I school based on a per pupil allocation for family involvement activities. Parents are surveyed each spring for suggestions for suggested activities and ways funds may be used to support these activities. The staff plans the activities with the Parent Involvement Coordinator.

4. Describe LSS process for monitoring parent involvement requirements in Title I schools.

Each Title I school submits the agenda, sign-in sheets, and evaluations for every parent/family involvement activity. These materials are sent to the Title I Parent Liaison for collation and reporting to the Title I Supervisor. At the end of the year, booklets which present a summary of the activities that occurred are distributed.

DOCUMENTATION: Attach a copy of the school system’s most current distributed Parent Involvement Policy that addresses the requirements presented above. Indicate where changes have been made.

SCHOOL LEVEL PARENT INVOLVEMENT POLICY/PLAN: 5. Does each Title I school in your system have a school-level Parent Involvement Policy/Plan that meets the specific needs of the parents in that school?

X Yes No

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a) If no, how many schools have not adopted a Parent Involvement Policy/Plan?

_____# of schools

b) Describe, including a timeline/dates, the LSS’s plan to ensure that all Title I schools will adopt a school-level Parent Involvement Policy/Plan.

6. How are parents involved in the joint development, implementation, and annual review of the school-level parent involvement policy/plan?

Parent involvement and collaboration with stakeholders including community organizations, businesses and institutions of higher education are valued in Wicomico County Public Schools. District and school-based efforts are on-going and were enhanced with the implementation of a new parent involvement program during the 2003-2004 school year. A Title I teacher has been assigned full-time as a Parent Involvement Liaison for the Title I Program. This position provides assistance to schools and parents to help them develop meaningful relationships, facilitate communication and exchange information to improve student achievement. Home-school compacts and other outreach activities are developed and coordinated through this position.

Each school invites parents to become active decision-makers through participation as members of the Instructional Leadership Team or ILT (i.e., School Improvement Team). Through their role on ILT, parents along with other community members are involved in the continuous improvement process in each building. As such, parents and community members are directly involved in the review, planning, and implementation of the School Improvement Plan. Stakeholder surveys are available for schools to use to gather input about program effectiveness and implementation from those parents and community members served by the school but unable to attend School Improvement Team meetings. School newsletters, conferences, special events and coordinated curriculum reviews are distributed to all families of the system. During 2003-2004, School Improvement Teams at each Title I school initiated the use of some components of a family involvement survey to identify opportunities for improvement.

Additionally, each Title I school solicits input from parents in a variety of other forums (PTA, parent advisory committee, conferences, etc.). Staff and parents meet for informational purposes along with open discussion on many topics. At the first PTA meeting of the school year, Title I staff members present an overview of the program and its services. Parents are invited to visit the program at their convenience and participate in all school activities.

Other methods used to involve parents include: R.I.S.E. program which invites and requires parental participation daily for the duration of the child’s involvement; b.a.g. Lending Library which requires parental involvement from the initial informational meeting to weekly involvement; Family Reading/Math Nights which are held in each school at least once per year (and more often twice per year); Home-School Compacts which are designed by each school and highlighted through newsletters, agenda books, etc.; and “Parents Make a Difference” brochures which are distributed monthly and contain timely information and suggestions for daily activities for families.

While Home-School Compacts have been used for several years, evaluation of their actual effect has been difficult to measure. Increased participation in Family Reading/Math Nights and other school- sponsored events, the return of informational forms from parents, the use of agenda books for two-way

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communication, and improved results on school climate surveys indicate more family involvement. However, it is difficult to point to any one single strategy as having the most influence in the improvement.

The parent involvement program, including the Parent Involvement Policy and Plan, will be evaluated each fall and spring and continuously improved based upon the results of the evaluation. An annual program evaluation is completed at the end-of-year Title I Parent Advisory Committee meeting. Additionally, results of the school-based survey, “Measure of School, Family, and Community Partnerships” by J. L. Epstein et al., ©2002 Corwin Press, Inc. are used for program evaluation.

A copy of the school system's most current distributed parent involvement policy follows as an attachment after the budget pages for Attachment 7.

HOME/SCHOOL COMPACT: 7. Does each Title I school have a Home/School Compact?

X Yes _____No

a) If no, how many schools do not have a Home/School Compact?

____# of schools

b) Describe the LSS’s plan to ensure that all Title I schools annually adopt a home school compact.

8. How were parents involved in the joint development and implementation of the home/school compact?

For 2006-07 committees will be formed at each Title I school comprised of teachers, administrators, and parents to rewrite existing home/school compacts based on the needs assessment for each school. Adoption of the rewritten compacts will follow in the spring of that school year with implementation in 2007-2008.

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C. DETERMINATION OF ELIGIBLE SCHOOL ATTENDANCE AREAS [Section 1113]

Table 7-1 SOURCE(S) OF DOCUMENTED LOW-INCOME DATA FOR DETERMINING THE NUMBER OF CHILDREN FROM LOW-INCOME FAMILIES

A local school system must use the same measure of poverty for: 1. Identifying eligible Title I schools. 2. Determining the ranking of each school. 3. Determining the Title I allocation for each school.

PUBLIC SCHOOLS:

Check the data source(s) listed below that the school system is using to determine eligible Title I schools. The data source(s) must be applied uniformly to all schools across the school system. A child who might be included in more than one data source may be counted only once in arriving at a total count. The data source(s) must be maintained in the applicant's Title I records for a period of three years after the end of the grant period and/or 3 years after the resolution of an audit – if there was one.

_____ Free Lunch

X Free and Reduced Lunch

_____ Temporary Assistance for Needy Families (TANF)

_____ Census Poor (Children ages 5-17 based on 2000 Census Data)

_____ Children eligible to receive medical assistance under the Medicaid program

_____ A composite of any of the above measures (explain):

_____ A weighted process has been used as follows: _____ An unduplicated count has been verified.

PRIVATE SCHOOLS:

A local educational agency shall have the final authority to calculate the number of children who are from low- income families and attend private schools. According to Title I Guidance B-4, if available, a LSS should use the same measure of poverty to count public school children, e.g., free and reduced price lunch data. CHECK (all that apply) the data source(s) listed below that the school system is using to identify private school participants: (Reg. Sec. 200.78)

A. Use FARMS to identify low-income students (Private schools that participate in the FARM program must use the FARM program to identify low-income students.); B. Use the same poverty data the LSS uses to count public school children; X C. Use comparable poverty data from a survey of families of private school students that, to the extent possible, protects the families’ identity; D. Extrapolate data from the survey based on a representative sample if complete actual data are unavailable; E. Use comparable poverty data from a different source, such as scholarship applications; F. Apply the low-income percentage of each participating public school attendance area to the number of private school children who reside in that school attendance area; or G. Use an equated measure of low-income correlated with the measure of low-income used to count public school children.

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C. DETERMINATION OF ELIGIBLE SCHOOL ATTENDANCE AREAS [Section 1113]

Table 7-2 METHOD OF QUALIFYING ELIGIBLE ATTENDANCE AREAS (TITLE I SCHOOLS)

Section 1113 of Title I contains the requirements for identifying and selecting eligible schools that will participate in the Title I-A. The following points summarize these requirements:

1. The school system must first rank all of its schools by poverty based on the percentage of low-income children.

2. After schools have been ranked by poverty, the school system must serve in rank order of poverty, schools above 75% poverty, including middle and high schools.

3. Only after the school system has served all schools above 75% poverty, may lower-ranked schools be served. The school system has the option to (a) continue on with the district-wide ranking or (b) rank remaining schools by grade span groupings.

4. If the school system has no schools above 75% poverty, the system may rank district-wide or by grade span groupings. For ranking by grade span groupings, the school system may use (a) the district-wide grade span poverty average noted in Table 7-4, or (b) the district-wide grade span poverty averages for the respective grade span groupings.

CHECK the appropriate box below to indicate which method the school system is using to qualify attendance areas. The school system must qualify Title I schools by using percentages or other listed eligible methods.

Percentages -- schools at or above the district-wide average noted in Table 7-2 above. Schools must be served in rank order of poverty. Title I-A funds may run out before serving all schools above the district-wide average. Schools below the district-wide average cannot be served. Complete Table 7-3.

⌧ Grade span grouping/district-wide percentage -- schools with similar grade spans grouped together, and any school at or above the district-wide percentage in each group is eligible for services. Schools must be served in rank order of poverty within each grade-span grouping. Complete Tables 7-3 and 7-4.

35% rule -- all schools at or above 35% are eligible for services. Schools must be served in rank order of poverty. Title I –A funds may run out before serving all schools above 35%. Complete Table 7-3.

Grade-span grouping/35% rule -- schools with similar grade spans grouped together, and any school at or above 35% in each group is eligible for services. Schools must be served in rank order of poverty within each grade-span grouping. Complete Tables 7-3 and 7-4.

Special Rule: Feeder pattern for middle and high schools. Using this method, a school system may project the number of low-income children in a middle school or high school based on the average poverty rate of the elementary school attendance areas that feed into the school. Complete Tables 7-3 and 7-4.

NOTE REGARDING GRADE-SPAN GROUPING: The same rule must be used for all groups if grade-span grouping is selected. If there are three grade-span groups, the school system must use the 35% rule for all three or the district- wide average for all three. The district may not have three groups with one group using the 35% rule and one group using the district-wide average. Schools above 75% poverty must be served before lower ranked schools.

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C. DETERMINATION OF ELIGIBLE SCHOOL ATTENDANCE AREAS [Section 1113]

Table 7-3 DISTRICT-WIDE PERCENTAGE OF LOW-INCOME CHILDREN

The local school system may rank schools using the district-wide poverty average or the district-wide grade span poverty averages for the respective grade span groupings. Based on the data source(s) noted in Table 7-1, CALCULATE the district-wide average of low-income children below. Use the official number of students approved for FARM as of October 31, 2005 to complete this table along with the September 30, 2005 enrollment data.

6,804 14,514 46.88 % Total Number of ÷ Total Local School System = District-Wide Average Low-Income Children Student Enrollment (percentage) Attending ALL Public Schools (September 30, 2005) of Low-Income Children (October 31, 2005)

Table 7-4 DISTRICT-WIDE GRADE SPAN POVERTY AVERAGES OF LOW-INCOME CHILDREN BY GRADE SPAN GROUPINGS (Complete only if using grade span averaging.) A school system’s organization of its schools defines its grade span groupings. For example, if the district has elementary schools serving grades K-5, middle schools serving grades 6-8, and high schools serving grades 9-12, the grade span groupings would be the same. To the extent a school system has schools that overlap grade spans (e.g. K-6, K-8, 6-9) the school system may include a school in the grade span in which it is most appropriate. Based on the data source(s) noted in Table 7-1 and the district-wide average in Table 7-3, INDICATE below the district-wide grade span poverty averages for each grade span groupings. DISTRICT-WIDE GRADE SPAN POVERTY AVERAGE CALCULATIONS Grade Span Total Grade Span ÷ Total Grade Span District-wide grade span Enrollment of Low Enrollment poverty average Income Students.

Elementary (Grades K-5) 3,793 ÷ 7,189 52.76%

Middle (Grades 6-8) 1,575 ÷ 3,251 48.45%

High (Grades 9-12) 1,436 ÷ 4,074 35.25%

Table 7-5 CALCULATING THE MINIMUM ALLOCATION -- FOR SCHOOL SYSTEMS THAT THAT SERVE SCHOOLS BELOW 35% POVERTY (125% RULE)

______$______Local School System ÷ Total Number Of Low-Income = Per Pupil Amount Title I-A Allocation Public and Private Students (Taken from Table 7-10) (Add the total public students presented (Should match # on C-125) above and the private student number presented on Table 7-9.)

Per-Pupil Amount $______X 1.25 = Minimum Per Pupil Allocation $______

MULTIPLY the minimum per pupil allocation by the number of low-income students in each school to calculate the school's minimum Title I allocation.

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C. DETERMINATION OF ELIGIBLE SCHOOL ATTENDANCE AREAS [Section 1113]

Table 7-6 CONTINUED ELIGIBILITY

Section 1113(b)(1)(C) includes a provision that permits the school system to designate and serve for one additional year a school that is not eligible, but was eligible and served during the preceding fiscal year. LIST below any school(s) that the school system will grandfather for one additional year. Schools must be served in rank order.

Preceding Fiscal Year Current Fiscal Year Name of School(s) Percent Poverty Percent Poverty

Northwestern Elementary School 50.36% 44.28%

Table 7-7 TITLE I SKIPPED SCHOOLS

Section 1113(b)(1)(D) of ESEA includes a "skipping provision" that permits the school system not to serve an eligible Title I school that has a higher percentage of low-income students if the school meets all three of the following conditions:

The school meets the comparability requirements of section 1120(A)(c). The school is receiving supplemental funds from other state and local sources that are spent according the requirements of section 1114 and 1115. The funds expended from these other sources equal or exceed the amount that would be provided by Title I.

Name of School(s) Percent Title I Amount and Source of Other Poverty Allocation Funding

N/A

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D. BUDGET INFORMATION

Table 7-8 LOCAL SCHOOL SYSTEM RESERVATIONS FROM TITLE I ALLOCATION Before allocating funds to schools, a school system MUST reserve funds for certain services. Reservations (set asides) should be made for reasonable and necessary expenditures to provide services to children in participating Title I schools. Because the reservation of funds will reduce the amount of funds available for distribution to public schools as well as the program for private school students, consultation with teachers, principals, parents, and private school officials must include discussion on why the reservations are necessary.

LIST (calculate) the amount of reservations the district will set-aside from the Title I allocation for activities authorized by ESEA. Provide a detailed budget description that explains how the reserved Title I funds will be used to support each activity. All fixed charges and fringe benefits must accompany the salaries and wages on whatever line they might appear in Table 7-8.

Table 7-8 LOCAL SCHOOL SYSTEM RESERVATIONS FROM TITLE I ALLOCATION2

Total Title I 2006-2007 Allocation $ 3,488,563 (Taken from the C-125)

DETAILED BUDGET DESCRIPTION (including how, ACTIVITY RESERVATION where, and for what funds were reserved)

1 District-wide Title I Summer School Programs – Teacher Instructional Program(s) and Paraprofessional Stipends including Reservation (such as extended fixed charges $66,971 day, family literacy programs [not $66,971 Even Start], home tutoring, etc.) Federal Register (Reg). Sec. 200.64 2 Parent Involvement (not less Refreshments to support Parent than 1%) Sec. 1118 (a)(3)(A) Involvement and Family Reading & Math Nights (allocation for two events at each of 11 schools) $8,800 $93,823 Partial Parent Liaison and Parent Liaison Assistant (salaries and fixed charges) $83,923 Transportation $1,100 3 Professional Development to NOTE: All Title I teachers are highly train teachers to become highly

Non -Public Schools qualified and all Title I Use these numbers Use numbers in Table 7-9. these qualified (not less than 5%) Sec. paraprofessionals are qualified. All 1119 (1) If a lesser amount or no Title I teachers and paraprofessionals monies are needed, a description are provided professional development as to why should be provided. through school system initiatives. Reg. Sec. 200.60 (a) 2 and Non- Regulatory Guidance on

Reservations Requiring Equitable Services for Improving Teacher Quality State Grants, C-6 and Appendix A.

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Total Title I 2006-2007 Allocation $ 3,488,563 (Taken from the C-125)

DETAILED BUDGET DESCRIPTION (including how, ACTIVITY RESERVATION where, and for what funds were reserved)

4 Total reservations requiring $160,794 equitable services. (Present this number in Table 7-10 LINE 2.)

2References for all of these reservations may be found in the NCLB law, the Federal Register, and Non-Regulatory Guidance as presented on each line in Table 7-8 and in the Non-Regulatory Guidance, Local Educational Agency Identification and Selection of School Attendance Areas and Schools and Allocation of Title I Funds to Those Areas and Schools, August 2003. Question 5, Pages 9-11.

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Table 7-8 LOCAL SCHOOL SYSTEM RESERVATIONS FROM TITLE I ALLOCATION (Continued)

DETAILED BUDGET DESCRIPTION (including how, ACTIVITY RESERVATION where, and for what funds were reserved)

5 Administration for services to Auditing Fees $3,000 public and private school students Mileage $1,959 and non-instructional capital expenses for private school $99,988 Professional Publications (e.g., Title I participants (Reg. Sec. 200.77 (f) Handbook, Brownstone NCLB (Present this number in Table 4-A Handbook) $1,000 School System Administration). Indirect Costs $94,029 6 School Improvement Initiatives under NCLB (not less than 20%- of which 5% is for Choice and 5% 0 for SES) Sec. 1116 (b)(10)(A) and Sec. 1116(e)(6)

7 Support to Low Performing Title I Schools (Sec. 1116(b)(4)(A-B) Local Discretion. 0

This reference describes required technical assistance. 8 Services to LEP Students (Local 0 Discretion)

9 Services to Neglected Children Sec. 1113(c)(3) (B)(C) 0 (Must) Only reserve funds if N & D programs exist.

Equitable Services Equitable 10 Services for Homeless Children School supplies $1,000 (must) Sec. 1113(c)(3)(A) and Non-Regulatory Guidance, Reservations Not Requiring $1,000 Education for Homeless Children and Youth Program, July 2004, M-3. 11 Pre-School Programs (Local Discretion) (Section 1112(b)(1)(K) and Non- 0 Regulatory Guidance, Serving Preschool Children under Title I- D1) 12 Professional Development for LSS in Improvement (not less 0 than 10%) (must) Sec. 1116 (c) (7)(A)(iii)

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Table 7-8 LOCAL SCHOOL SYSTEM RESERVATIONS FROM TITLE I ALLOCATION (Continued)

DETAILED BUDGET DESCRIPTION (including how, ACTIVITY RESERVATION where, and for what funds were reserved)

13 Other (explain) Title I Professional Development Costs associated with continuing Coaches partial salary and fixed professional development for Title charges, Technology Professional I teachers and paraprofessionals. Development Coach salary, and Title I All Title I teachers are highly Professional Development Coach qualified and all Title I $168,581 Assistant partial salary and fixed paraprofessionals are qualified. charges, Title I Paraprofessional Trainer partial salary and fixed charges $153,581

Conferences for teachers $15,000 14 Incentives for Title I Teachers (Local Discretion) (not more than 5%) for schools in improvement, 0 corrective action and restructuring. Sec. 1113(c)4 15 Total Reservations Not Requiring Equitable Services $269,569 (Use this number in Table 7-10 LINE 3 below.) 16 Total of Equitable and Non- Equitable Reservations minus Total Non-Equitable LINE 15 $ 100,988 Administration (Present this number in Table 4-A Systemwide Plus Program and School System Support to Schools.) Equitable Reservations LINE 4 $ 329,375 $330,375 Equals $ 430,363

Minus Administration LINE 5 $ 99,988

Equals $ 330,375

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E. EQUITABLE SERVICES TO STUDENTS IN PRIVATE (NONPUBLIC) SCHOOLS [SECTION 1120]:

1. Participating private schools and services: COMPLETE INFORMATION IN ATTACHMENT 6 A regarding the names of participating private schools and the number of private school students and/or staff that will benefit from the Title I-A services. Refer to the Title I Services to Eligible Private School Children Non-Regulatory Guidance, October 17, 2003.

2. DESCRIBE the school system's process for providing equitable participation to students in private schools. Address each lettered item separately.

a. The manner and extent of consultation with the officials of interested private schools during all phases of the design and development of the Title I-A services;

The consultation process between the Wicomico County Public Schools (WCPS) and nonpublic schools in the county began with a call to each school listed on the MSDE website to verify the address and contact person at the school. Then a certified letter was sent to all 17 operating nonpublic schools on January 5, 2006. The letter invited each school to a meeting on February 13 with the WCPS federal program coordinators to discuss the opportunities for nonpublic school participation in the federal programs, Titles I-A, II-A, II-D, III-A, IV-A, and V-A. An RSVP form for the meeting and an interest form listing and describing the federal programs and asking which programs were of interest to the school were enclosed with the letter. Follow up calls were made on January 30 and 31 to six schools that did not initially respond. By February 13, four schools declined to participate in the Title programs, 1 was unable to attend the meeting, but was interested in other grants, 7 replied yes to the meeting, and 5 did not respond at all.

At the February 13 meeting, attended by representatives from 5 schools, the federal program coordinators described their programs and the ways nonpublic schools could participate. Attendees received fuller descriptions of each program and contact information sheets. Schools were asked to contact the coordinator of the programs in which they were interested within 2 weeks. On February 15 letters, with meeting minutes, and materials were sent to 9 schools, the five that attended the meeting, two that didn’t show up, and two that hadn’t responded. At the meeting and in the subsequent letter, schools that were interested in one or more federal programs were asked to contact the appropriate program supervisor by March 15 to begin the consultation process. Reminder calls or e-mails were made on March 8 to five schools that had expressed program interest to remind them of the March 15 due date for contact.

By March 15, 4 schools had made contact with 4 federal coordinators regarding 5 different federal programs and had begun the Consultation process. By July 12 five schools have been involved in the consultation process for participation in one or more programs.

St. Francis de Sales School was the only nonpublic school indicating interest in participating in the Title I, Part A program. The Title IA program supervisor and the representative of St. Francis de Sales communicated regarding the needs and services to be funded during the spring and summer of 2006.

b. The basis for determining the needs of private school children, families, and teachers;

Nonpublic schools determine their needs, whether they would like to utilize curricula, resource materials, professional development opportunities, etc.

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c. How services, location of services, and grade levels or areas of services were decided and agreed upon; and

Upon receipt of a positive response to participate in the Title I, Part A program, contact was made with the nonpublic school representative to determine how and where services would be provided as well as the grade levels or areas of service. All details were discussed and agreed to by the Title IA Supervisor and the nonpublic school representative.

The Title I Program, utilizing a Memorandum of Understanding (MOU) with St. Francis de Sales Catholic School, provides a teacher for reading and math services. The MOU reflects the number of hours per day the teacher will work, the teacher’s hourly salary, and the number of days per year. Following consultation with the principal of St. Francis de Sales Catholic School, reading and/or math services were identified as a need for students in grades 1-5 depending on the public school that would serve them otherwise being in the County’s Title I Program. The criteria for student selection includes teacher recommendation and student achievement level in the content areas. An independent survey, conducted by the school, is used to determine those students who qualify for free and/or reduced meal participation in accordance with guidelines of the diocese. Students in need of reading/math assistance are identified and services are provided daily on-site in a room that meets all requirements of federal guidelines. The provisions of the MOU are reviewed each year and changes are made by mutual agreement and in accordance with program requirements. A copy of the MOU follows this attachment.

d. The differences, if any, between the Title I-A services that will be provided to public and private school students and teachers, and the reasons for those differences. (Note: The school system provides services on an equitable basis to private school participants whether or not the services are the same Title I-A services the district provides to public schools. The expenditures for such services, however, must be equal to the proportion of funds allocated to participating Title I schools based on the number of low income children from low-income families who attend private schools, which the local school system may determine each year or every 2 years.)

Collaborative planning meetings are held each year during May and June with the nonpublic school to review the services that had been provided the previous year and to determine needs for the upcoming school year. Through consultation between the LSS and St. Francis de Sales, the service need is mutually decided upon. There are essentially no differences in services offered to public and nonpublic school children. The LSS will hire the teacher and will arrange for the identified services to be provided. An MOU reflects the results of the consultation, services to be offered, payment for services, and final determination of students to be served based on the public school district in which the student lives.

e. How the Title I services provided to private school participants will be academically assessed and how the results of that assessment will be used to improve services.

St. Francis de Sales School currently uses a spring norm referenced test, the CTBS, to determine academic achievement for students identified in need of assistance. The total reading score [50th percentile or below] is the initial trigger. Additional factors considered are student grades, level of achievement or lack of proficiency in reading, retention and teacher recommendation. Because of the number of students receiving services, small group and one-on-one instructional services are utilized. Weekly consultations with classroom teachers are also conducted. Any change to service delivery is reviewed and approved by the principal and Wicomico County Public Schools’ Supervisor of Title I.

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Total number of private school children from low-income families residing in participating public school attendance area, including those students going to schools in other LSSs:

9 This number comes from the Title I Allocation Excel WorkSheet – the total from Column G “Number of low-income private school children grades Pre-K and up residing in this school’s Attendance Area.” Use this number for the reservation calculations in Table 7-9.

3. COMPLETE the following formulas to identify monies allocated for equitable services to private school participants, their families, and their teachers (see Section 1120(a) of NCLB and Sec 200.64 & 200.65 of Regs.)

Attachment 7 – Title I, Part A Page 21 ATTACHMENT 7 TITLE I, PART A – IMPROVING BASIC PROGRAMS OPERATED BY LOCAL EDUCATIONAL AGENCIES

Local School System: Wicomico County Fiscal Year 2007

Table 7-9: Monies calculated for equitable services to private school participants, their families, and their teachers. Districtwide Instructional Program(s) Reservation (Does Not Apply To Preschool Programs) In participating public school attendance areas: 9 3,004 0.003 Total # of private school children Total # of children Proportion of reservation from low-income families ÷ from low-income families in Title = including those going to schools in I Public Schools other LSSs (Use number from the Title I Allocation (Use number from the Title I Allocation Excel Worksheet Column F.) Excel Worksheet Column G.) 0.003 $ 66,971 $ 201 Proportion of reservation reservation6 Proportional monies available for x (Use # from Table 7-8, Line 1) = equitable services to private school participants Parental Involvement Reservation In participating public school attendance areas: 9 3,004 0.003 Total # of private school children Total # of children Proportion of reservation from low-income families ÷ from low-income families in Title = including those going to schools in I Public Schools other LSSs 0.003 $ 93,823 $ 281 Proportion of reservation reservation7 Proportional monies available for x (Use # from Table 7-8, Line 2) = equitable services to parents of private school participants Professional Development Reservation In participating public school attendance areas: 9 3,004 0.003 Total # of private school children Total # of children Proportion of reservation from low-income families ÷ from low-income families in Title = including those going to schools in I Public Schools other LSSs 0.003 $ 0 $ 0 Proportion of reservation reservation8 Proportional monies available for x (Use # from Table 7-8, Line 3) = equitable services for professional development to private school teachers of participants (To be used to raise the quality of their instruction)

6 Reservation is for the districtwide instructional programs. (Use the number presented in Table 7-8 LINE 1) 7 Reservation for parent involvement is defined under Section 1118(a)(3)(A) and (200.65) as the 1% reservation off the top of the LSSs total Title I allocation. (Use the number presented in Table 7-8 LINE 2) 8 Reservation for professional development under Section 1119(1) is defined as not less than 5% off the top of the total LSS Title I allocation. (Use the number presented in Table 7-8 LINE 3)

Attachment 7 – Title I, Part A Page 22 ATTACHMENT 7 TITLE I, PART A – IMPROVING BASIC PROGRAMS OPERATED BY LOCAL EDUCATIONAL AGENCIES

Local School System: Wicomico County Fiscal Year 2007

Total proportional monies available for equitable services for Districtwide Instructional Programs, Parental Involvement, and Professional Development set aside for private school participants. (Totaled from Table 7-9) $ 482

Table 7-10 BUDGET SUMMARY – CALCULATION OF PER PUPIL ALLOCATION (PPA) 1 Total Title I Allocation (Use amount shown on C-125) ---- $3,488,563 2 Total reservations requiring equitable services. (Present final figure in minus $160,794 Table 7-8, LINE 4) 3 Total Reservations not Requiring Equitable Services (Use number minus $269,569 presented in Table 7-8 LINE 15) 4 Total Title I LSS allocation minus all reservations. Title I allocation (LINE 1 above) minus all Reservations (LINES 2 and 3 above). (All LSSs, except those serving schools below the 35% poverty line, should use this number to equals $3,058,200 determine the per pupil allocation) This number should equal the total of columns I and J on the Title I Allocation Excel Worksheet.

5 Total PPA Allocation (set aside for instructional services) to private eligible school children. This total comes from the Title I Allocation Excel ---- $9,895 Worksheet Column J. (Present this number in Table 4-A Nonpublic Cost).

1. Use the attached Title I Allocation Excel Worksheet to determine public and private school Title I allocations. If the LSS applies different PPA amounts to schools, the amounts must always be applied in descending order.

The “Title I Allocation Excel Worksheet” immediately follows this page.

Attachment 7 – Title I, Part A Page 23 Title I FY07 Allocation Worksheet Revised 7-26-06 School Year 2006-2007 Wicomico Local School System Pre-K students X are / are not included in enrollment counts. A BCDEFGHIJ

Number of Low Income- Number of Low- Public Income Private Public School School Children School Children Grades Pre-K & Allocation for Public Percent Enrollment Grades Pre- Up Residing in Private MSDE School of Grades Pre- K & up this School's Per Pupil Public School School Sch ID Public School Name Grade Poverty K & up (as (as of Attendance Allocation Allocation Children # (Rank order by % highest to lowest) Span (F/E=D) of 9/30/05) 10/31/05) Area. (PPA) (F x H =I) ( Gx H =J) 0907 CHARLES H CHIPMAN PreK-2 76.07% 422 321 $1,194.79 $383,528 $0 1305 PINEHURST PreK-5 73.51% 404 297 1 $1,164.81 $345,949 $1,165 0515 GLEN AVENUE 3-5 73.21% 280 205 2 $1,155.70 $236,918 $2,311 1306 PRINCE STREET PreK-5 72.61% 482 350 2 $1,155.53 $404,436 $2,311 0512 EAST SALISBURY 3-5 70.08% 381 267 $1,124.04 $300,119 $0 0514 BEAVER RUN PreK-2 69.29% 534 370 3 $1,118.43 $413,819 $3,355 0909 WEST SALISBURY PreK-2 64.17% 307 197 $1,083.61 $213,471 $0 1404 WILLARDS PreK-2 50.99% 302 154 $804.84 $123,945 $0 1103 DELMAR PreK-5 46.92% 910 427 $753.29 $321,655 $0 0906 PEMBERTON PreK-5 46.91% 631 296 1 $753.02 $222,894 $753 0106 NORTHWESTERN PreK-5 44.28% 271 120 $679.76 $81,571 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 Total 3004 9 $3,048,305 $9,895

Title I FY07 Allocation Worksheet - School Year 2006-2007 ATTACHMENT 7 TITLE I, PART A – IMPROVING BASIC PROGRAMS OPERATED BY LOCAL EDUCATIONAL AGENCIES

Local School System: Wicomico County Fiscal Year 2007

F. CARRYOVER INFORMATION

Table 7-11 ESTIMATE OF “TITLE I CARRYOVER” (Annually as of September 30)

Section 1127(a) of ESEA permits a school system to carryover not more than 15% of Title I funds from one fiscal year to the next. The amount of carryover is calculated based on the initial 15-month expenditure period (e.g., July 1, 2004 - September 30, 2005). LSSs have two options for the use of carryover funds: 1) add carryover funds to the LSSs subsequent year’s allocation and distribute them to participating areas and schools in accordance with allocation procedures that ensure equitable participation of non-public school children; 2) designate carryover funds for particular activities that could best benefit from additional funding. (Non-Regulatory Guidance, LEA Identification and Selection of School Attendance Areas and Schools and Allocation of Title I Funds to those Areas and Schools, August 2003, Question 3, page 8.)

1. Total amount of Title I 2005-2006 allocation: $ 3,672,968

2. The amount of Title I funds the school system will carryover: $ 251,000

3. Explain why this Carryover occurred even after substantive discussions among the LSS Title I program, budget, finance, accounting, human resource, and procurement offices.

• Changes in salary and fringe benefits resulting from changes in personnel • Some planned program activities for professional development were paid for using non-Title I funds

4. The percentage of carryover Title I funds as of September 30, 2006 is 6.83 % (THIS IS A PROJECTION.)

5. Within the past 3 years, has the system been granted a waiver? Yes X No Year

Attachment 7 – Title I, Part A Page 24 TITLE I FY06 CARRYOVER REPORT (Submit by October 16, 2006) This report was developed for local school systems (LSSs) to report carryover from their total FY06 allocation. In addition to Table 7-11, please complete this report to project and inform MSDE about the amount of FY06 carryover and its proposed use.

Local School System Wicomico Carryover Reported Table 7-11, line 2 $ 251,000

In the chart below, identify carryover coming from any of the three categories listed. Carryover in any of these categories must remain in the category if the original requirement has not been met. • If any of these categories did not have carryover – insert a 0 • If you have no schools offering Choice and SES, insert an NA (not applicable) • If your system is not in improvement, insert an NA • If your system has met the 1% requirement for parent involvement and/or the 10% professional development for LSS in improvement, insert an NA

Activity/Category Amount carried over in this category Parent Involvement (If the 1% requirement has been expended, any funds beyond the 1% requirement need not be reallocated or reported $0 in this category.) School Improvement Initiatives – Choice and SES $0 Professional Development for LSS in Improvement If the 10% requirement has been expended, any funds beyond the 10% $0 requirement need not be reallocated or reported in this category.)

LSSs have options for the use of carryover funds. Please indicate which option your system is selecting to use.

1. PER PUPIL ALLOCATION Distribute FY06 carryover funds to participating areas and schools in accordance with allocation procedures that ensure equitable participation of non-public school children. (COMPLETE AND SUBMIT THE TITLE I CARRYOVER EXCEL WORKSHEET TO DOCUMENT THESE ADDITIONAL FUNDS AVAILABLE FOR PER PUPIL ALLOCATIONS FOR THE 2006-2007 SCHOOL YEAR.)

2. X SCHOOL SYSTEM RESERVATIONS Designate FY06 carryover funds for particular activities/categories (Lines 1-14 on the next pages) that could best benefit from additional funding keeping in mind equitable participation of non-public school children. (COMPLETE THIS CARRYOVER REPORT TO DOCUMENT THESE ACTIVITIES.)

3. COMBINATION School systems may also select to allocate their FY06 carryover funds via a combination of per pupil allocation and school system expenses. (IN THIS CASE, BOTH THE CARRYOVER EXCEL WORKSHEET AND THIS CARRYOVER REPORT MUST BE COMPLETED.)

School systems with more than 15% projected carryover should contact their MSDE point of contact for further instructions.

NOTE 1: In order to maintain equitable services for Non-Public Schools, carryover allocated to any of the following Activities/Categories must be shared proportionally with private schools according to the FY06 proportion of reservation presented in Table 7-9 of Attachment 7. 1. District-wide Title I Instructional Program(s) Reservation 2. Parent Involvement 3. Professional Development to train teachers to become highly qualified NOTE 2: Keep in mind that changes within Activities/Categories may trigger a need to request a budget amendment.

Title I FT2006 Carryover Report Page 1

PROPOSED CARRYOVER REQUIRING EQUITABLE SERVICES Total dollar amount of the carryover going DETAILED BUDGET DESCRIPTION into this (including how, where, and for what funds activity/category were reserved) for the 2006-07 school year 1 District-wide Title I $64,805 After School Programs Instructional Program(s) Reservation $65,000 $195 Allocation to provide equitable services for St. Francis de Sales school 2 Parent Involvement $0 3 Professional Development to train teachers to become highly $0 qualified Sec. 1119 (1)

4 TOTAL Carryover requiring $65,000 equitable services.

$65,000 x 0.003 = $195 Proportion of Reservation for Proportional carryover monies Total carryover private school participants from available for equitable services to allocated to District- Table 7-9 FY07 Master Plan private school participants Non-Public Schools wide Title I Update Instructional Programs

Carryover Requiring Equitable Services for 0 x 0.003 = $0 Total carryover Proportion of Reservation for Proportional carryover monies allocated for private school participants from available for equitable services to Parental Table 7-9 FY07 Master Plan private school participants Involvement Update

0 x 0.003 = $0 Total carryover Proportion of Reservation for Proportional carryover monies allocated for private school participants from available for equitable services to Professional Table 7-9 FY07 Master Plan private school participants Development Update

Title I FT2006 Carryover Report Page 2

PROPOSED CARRYOVER NOT REQUIRING EQUITABLE SERVICES Total dollar amount of the carryover DETAILED BUDGET DESCRIPTION going into this ACTIVITY/CATEGORY (including how, where, and for what funds activity/ category for were reserved) the 2006-07 school year 5 Administration $80,001 Title I Supervisor Salary (0.90 FTE) $17,398 Title I Secretary Salary (0.60 FTE) $129,134 $31,735 Fixed Charges for Supervisor and Secretary 6 School Improvement $0 Initiatives - Choice and SES 7 Support to Low Performing $0 Title I Schools 8 Services to LEP Students $0 (Local Discretion.) 9. Services to Neglected $0 Children 10 Services for Homeless $37,700 Homeless Liaison Salary (1.0 FTE) Carryover Not Requiring Equitable Services Services Equitable Not Requiring Carryover Children $3,455 Homeless Records Manager Salary (0.14 FTE) $56,866 $15,660 Fixed Charges for Homeless Liaison and Homeless Records Manager $51 Office Supplies for Homeless Records Management 11 Pre-School Programs (Local $0 Discretion) 12 Professional Development $0 for LSS in Improvement 13 Other (Not Applicable) ++++++++++++++++++++++++++++++++++

14 Incentives for Title I $0 Teachers (Local Discretion) 15 Total carryover Not Requiring Equitable $186,000 Services (Sum of LINES 5- 14.) PER PUPIL ALLOCATION 17 Total carryover to be allocated to schools via a per pupil allocation for FY06. (Taken from the Attachment 7, Excel Title I FY07 N/A Estimated Carryover Worksheet for the 2006-2007 school year. Add Column I and J and present that total.)

Title I FT2006 Carryover Report Page 3 ATTACHMENT 7 TITLE I, PART A – IMPROVING BASIC PROGRAMS OPERATED BY LOCAL EDUCATIONAL AGENCIES

Local School System: Wicomico County Fiscal Year 2007

G. PROPOSED BUDGET FORM AND NARRATIVE

The Budget Form and Narrative are located immediately following the “Title I Allocation Excel Worksheet.”

Attachment 7 – Title I, Part A Page 27

Title I, Part A Budget Narrative Wicomico County Public Schools July 1, 2006 - June 30, 2007

FY07 Master 2006-2007 Plan Category/ Object Line Item Calculation Total Action Step 3.3 Instruction - Special Summer School - 25 teachers x 13 days x 6 hrs $41,340 Programs - Salaries & Teacher Stipends @ $21.20 Wages 3.3 Instruction - Special Summer School - 25 paraprofessionals x 13 $20,670 Programs - Salaries & Paraprofessional days x 6 hrs @ $10.60 Wages Stipends 3.3 Fixed Charges - Other Fixed Charges for Fixed costs for summer $4,961 Charges Summer School Stipends school stipends

3.6 Instruction - Special Admission Fees and Chipman: $1,115 $2,115 Programs - Other Incentives in Support of Glen Avenue: $1,000 Charges CSRD Programs at Various Schools 3.6 Student Transportation - Bus transportation for Chipman: $1,115 Glen $6,115 Contracted Services CSRD Programs at Avenue: $5,000 Various Schools 3.10 Administration - General Auditing Services Title I auditing fees $3,000 Support - Contracted Services 3.10 Mid-level Administration - Professional Meetings - Reimbursement at WCBOE $1,959 Instructional Supervisor determined rate for mileage Administration & Supervision - Other Charges 3.10 Mid-level Administration - Subscriptions and Dues - Publications, etc. for Title I $1,000 Instructional Supervisor Supervisor (e.g., Title I Administration & Handbook, Brownstone Supervision - Other NCLB Handbook & Website Charges Subscription, Education Week) 3.52 Instruction - Special Teachers Salaries 22.65 Teachers $1,383,418 Programs - Salaries & Wages 3.52 Instruction - Special Paraprofessional Salaries 46.00 Assistants $795,385 Programs - Salaries & Wages 3.52 Fixed Charges - Other Fixed Charges for Fixed costs for teacher $419,880 Charges Teachers salaries and wages 3.52 Fixed Charges - Other Fixed Charges for Fixed costs for $441,392 Charges Paraprofessionals paraprofessional salaries and wages Attachment 7 - Title I, Part A Budget Narrative Page 1 Title I, Part A Budget Narrative Wicomico County Public Schools July 1, 2006 - June 30, 2007

FY07 Master 2006-2007 Plan Category/ Object Line Item Calculation Total Action Step 3.52 Instruction - Instructional Title I Professional 1.25 FTE $82,599 Staff Development - Development Coaches Salaries & Wages

3.52 Fixed Charges - Other Fixed Charges for Title I Fixed Charges for Title I $22,249 Charges Professional Professional Development Development Coaches Coaches 3.52 Instruction - Instructional Title I Professional 0.25 FTE $5,343 Staff Development - Development Coach Salaries & Wages Assistant

3.52 Fixed Charges - Other Fixed Charges for Title I Fixed Charges for Title I $2,104 Charges Professional Professional Development Development Coach Coach Assistant Assistant 3.52 Instruction - Instructional Professional Meetings Conference fees for NCTM, $15,000 Staff Development - and Professional SoMIRAC, MAG Other Charges Development

3.14 Instruction - Special Allocation for services at Costs of services for $9,895 Programs - Transfers St. Frances de Sales for a qualifying students at non- teacher to provide public school supplemental instructional services for qualifying students 3.44 Instruction - Special Homeless Children - Materials to support $1,000 Programs - Supplies & Supplies Homeless Children programs Materials 6.5 Instruction - Special Title I Parent Liaison 0.75 FTE $45,263 Programs - Salaries & Wages 6.5 Instruction - Special Title I Parent Liaison 0.75 FTE $16,030 Programs - Salaries & Assistant Wages 6.5 Fixed Charges - Other Fixed Costs for Title I 75% of fixed costs for Title I $22,630 Charges Parent Liaison and Title I Parent Liaison and Title I Parent Liaison Assistant Parent Liaison Assistant

6.5 Community Services - Support for Parent Refreshments for parent $8,800 Other Charges Involvement Activities involvement activities based on past costs at 11 schools Attachment 7 - Title I, Part A Budget Narrative Page 2 Title I, Part A Budget Narrative Wicomico County Public Schools July 1, 2006 - June 30, 2007

FY07 Master 2006-2007 Plan Category/ Object Line Item Calculation Total Action Step 6.5 Community Services - Support for Parent Transportation for parent $1,100 Other Charges Involvement Activities involvement activities based on past costs at 11 schools 12.9 Instruction - Instructional Title I Paraprofessional .50 FTE $33,015 Staff Development - Trainer Salaries & Wages

12.9 Fixed Charges - Other Fixed Charges for Title I 50% of fixed costs for Title I $8,271 Charges Paraprofessional Trainer Paraprofessional Trainer Administration - Business Indirect Costs 2.77% of $3,394,534 $94,029 Support - Transfers

GRAND TOTAL $3,488,563

Attachment 7 - Title I, Part A Budget Narrative Page 3 MARYLAND STATE DEPARTMENT OF EDUCATION GRANT BUDGET

ORIGINAL GRAN REQUES 3,488,563.00 AMENDED BUDGET 811 512006

GRANT RECIPIENT GRANT NAME ESEA Title I, Part A NAME Wicomico County Public Schools

MSDE GRANT RECIPIENT GRANT

> REVENUE SOURCE SCHOOL NAME Federal

FUND SOURCE GRANT PERIOD July 1,2006 - June 30,2008

CATEGORYIPROGRAM

Finance Official Approval Gary C. Green 41 0-677-4524 Name Telephone #

Supt./Agency Head Approval Thomas B. Field 41 0-677-4599 Name Signature Date Telephone # MSDE Grant Manager Approval Signature Date Telephone # BOARD OF EDUCATION OF WICOMICO COUNTY 101 Long Avenue Robin H. Holloway P.O. Box 1538 President Salisbury, MD 21802-1538 Mark S. Thompson Vice President 410-677-4400 Susan A. Hitch FAX 410-677-4444 Brian K. Kilgore www.wcboe.org Richard M. Pollitt, Jr. Jon P. Sherwell Thomas B. Field L. Michelle Wright Interim Superintendent of Schools David A. Alvarado

September 30, 2006

Dear Parent,

Wicomico County is pleased with the level of skill and competence of our teacher work force. ______, a teacher who exemplifies these qualities, is currently teaching your child, and is working toward meeting the requirements for the highly qualified endorsement as prescribed by the NCLB federal legislation.

Should you wish to receive information about your child’s teacher, you may make a request in writing to Stephanie Moses, Director of Human Resources. The information may include:

1. highest degree earned; 2. the subject areas of the teacher’s certification; 3. type of Maryland certificate held; and 4. whether your child(ren) is served by paraprofessionals (instructional assistants) and if so, their qualifications.

The Human Resources Department will then provide it to you within thirty (30) business days.

Let me take this opportunity to encourage your continued support of our schools, the teachers, and the instructional assistants who serve our children. It is through our collective efforts that great things can be accomplished.

Sincerely,

Thomas B. Field Interim Superintendent of Schools

HIGHLY QUALIFIED TEACHERS

It is the policy of the Wicomico County Board of Education to provide equal educational and employment opportunities regardless of age, gender, race, color, religion, national origin, disability or sexual orientation. BOARD OF EDUCATION OF WICOMICO COUNTY 101 Long Avenue Robin H. Holloway P.O. Box 1538 President Salisbury, MD 21802-1538 Mark S. Thompson Vice President 410-677-4400 Susan A. Hitch FAX 410-677-4444 Brian K. Kilgore www.wcboe.org Richard M. Pollitt, Jr. Jon P. Sherwell Thomas B. Field L. Michelle Wright Interim Superintendent of Schools David A. Alvarado

September 30, 2006

Dear Parent,

The Wicomico County Board of Education strives to provide the best teacher possible in every classroom within our school system. Consistent with this effort, the No Child Left Behind (NCLB) Act of 2002 provides parents the opportunity to request information about the professional qualifications of their child’s classroom teacher. This information may include:

This request must be submitted in writing to the building principal. The principal will respond in a timely manner.

Thank you for your support and cooperation.

Sincerely,

Principal

HIGHLY QUALIFIED TEACHERS

It is the policy of the Wicomico County Board of Education to provide equal educational and employment opportunities regardless of age, gender, race, color, religion, national origin, disability or sexual orientation. Parent Involvement Policy of Wicomico County Board of Education [Partnership between Parents, Schools, and the Community]

The Wicomico County Board of Education recognizes that *parents are their children’s first teachers and that parents function as educators throughout their children’s lives. More than thirty years of research show that student academic success and high self-esteem are closely related to parent involvement in education from pre-kindergarten through high school. Children whose families are involved in their education have higher grades and test scores, better attendance, and are more likely to graduate from high school and attend college. In fact, the best predictor of a student’s success in school is not income or social status but how much a student’s family participates in his or her education.

The Wicomico County Board of Education also believes that the education of our children is a shared responsibility. Involvement by the school, the family, and the community creates a stronger educational system and improves the quality of life for the students, their families, and the entire community of Wicomico County.

Parents, in fulfilling their roles as lifelong educators for their children, have great responsibilities. In the pre-school years, parents are encouraged to nurture their children’s curiosity so that children enter school ready to learn. When children enroll in school, parents have the responsibility of ensuring that children come to school everyday, on time, and well- rested. Parents are asked to continue reading to their children, checking their homework, and meeting with teachers to work as a team to help children reach their potential. Furthermore, parents are encouraged to assist children in mastering the values and skills necessary to become productive and responsible citizens.

The school system as well as individual schools make the commitment to establish programs and practices** that create a climate of mutual trust and respect that support substantive parent involvement. The Wicomico County Board of Education supports having a PTA (Parent Teacher Association) in every school and provides for the formation of committees and organizations such as the School Improvement Team (SIT) with parent participation and a Parent Advisory Committee that meets at the school level and with the Board of Education members.

The Wicomico County Board of Education, in keeping with the Maryland’s Bridge to Excellence in Public Schools Act and its Achievement Matters Most Educational Plan, affirms that parents shall receive information on mandated assessments in a timely and easily understood manner.

Furthermore, the Board supports parental/family involvement*** in the following ways:

Communication – Establish various forms of communication (school to home, home to school, central office to home and vice versa) that encourage regular discussion about school programs and children’s academic progress and behavioral management.

Parenting – Provide information that supports families as they create home environments that value education and nurture children’s curiosity for learning.

Parent Involvement Policy of Wicomico County Board of Education Page 1

Student Learning at Home – Share information with parents about how to provide learning activities at home, help students with homework, and plan for success in school.

Volunteering – Encourage and recruit parents’ participation in school activities both in and outside of the classroom, developing program ideas which respect the diverse needs of families.

School Decision & Making and Advocacy – Recruit and develop parents as leaders in school-based decision-making and in advocating for the welfare of students.

Collaborating with the Community – Identify, enlist and welcome community resources–of all types– to strengthen schools, families, and student learning.

The Wicomico County Board of Education is committed to reaching out to all parents including those who may not have had a positive experience in school or for whom English is not their first spoken language. Further, the Board seeks, encourages, and develops relationships with community agencies and organizations that provide services to children in order to encourage them to share in this investment in the lives of children.

Title I Parental Involvement Policy

The Wicomico County Board of Education recognizes that schools that receive funds through the Title I federal program have specific criteria for parental involvement.

Provision for substantive parental involvement in these schools is established in Section 1118 of No Child Left Behind. This provision mandates the following components:

Communication – Clear and consistent communication is the foundation of effective parental involvement. Schools must provide Title I information to parents in an understandable, uniform format. Upon request, information shall be provided in alternative formats, including providing auxiliary aids and giving information in a language which parents can understand.

Program Development – Families will be encouraged to become active participants in Title I program planning, decision-making, and activities. Each Title I school will develop with parents, and update annually, a school-level plan for parent involvement. A written copy will be distributed to parents.

Partners in Learning Compact – Each child shall have an individually devised partner in learning compact, which designates specific goals and objectives for the child, the school and the parents.

Parent Involvement Policy of Wicomico County Board of Education Page 2 Title I Parent Advisory Council (PAC) – Each school shall organize a Title I Parent Advisory Council which shall provide input into activities and procedures for its students. This includes but is not limited to program development and evaluation.

School Choice – Parents, whose children attend a school that does not meet adequate yearly progress (as measured by Maryland School Assessment) within a specified time period, have the option of transferring their children to another designated school, under guidelines set by the Wicomico County Board of Education.

Teacher Certification – In keeping with the requirements of the 2002 Federal No Child Left Behind Education Act, upon request, schools shall provide parents of children in Title I schools information about the certification status of their children’s teachers.

Volunteering – Schools shall provide opportunities for parents to utilize their skills within and outside the classroom for nurturing their children’s academic success.

Coordination and Support – Program coordination and technical assistance for Title I schools in planning and implementing effective parent involvement activities will be provided through the efforts of the Title I Supervisor and the Title I Family Involvement Teacher, supported by the Title I Family Involvement Assistant.

Working with school-based personnel, the Title I Family Involvement Teacher will coordinate the use of annual Partners in Learning compacts and other on-going family involvement activities. Additional school-based outreach activities will also be developed and implemented with a focus on increasing active parental involvement in Title I schools and building on current activities that have been successful.

Building Capacity for Parental Involvement – Activities designed to build the capacity for strong and meaningful parent involvement in Title I schools shall include the use of Home-School Liaisons to foster communication, parent participation on School Improvement Teams, school level Parent Advisory Councils, and opportunities to volunteer (e.g., Buddy Reader Volunteer program).

Parents of Title I students will be provided with timely information about the Title I program and parent involvement requirements for schools under the No Child Left Behind Act of 2001, information about curriculum and proficiency levels students are expected to achieve (Back-to-School Night), school and individual assessment information and results, including an explanation of those results, and opportunities for regular meetings related to the education of their children.

Parent Involvement Activities – Parents will be provided with opportunities to add to their skills so that they may continue to work with their children to improve achievement. The types and extent of activities will vary dependent upon the assessed needs of each school and school community.

Parent Involvement Policy of Wicomico County Board of Education Page 3 Parents Make a Difference, a newsletter with practical ideas for parents and suggested daily activities for families will be distributed monthly.

Each Title I school will have a Parent Information Center.

Each Title I school will hold two Family Reading and Math Nights each school year. At convenient times, each Title I school will hold at least one parent workshop yearly to address topics of interest to parents.

R.I.S.E. (Reading Insures Success for Everyone), a program that invites and requires parental participation daily for the duration of the child’s involvement in specialized reading instruction, will be offered at most Title I schools.

Integration with Other Programs – The Wicomico County Title I Program will coordinate and integrate its parental involvement strategies with those of other local, state and federal programs such as the Head Start and Even Start programs, through regularly scheduled meetings. The HIPPY Program, discontinued from previous years due to loss of funding, will be reviewed for possible inclusion. Community groups will be encouraged to help schools develop and implement programs that promote educational goals and support high academic achievement for all students.

Evaluation – Assessing the effectiveness of the parental involvement policy in improving the academic quality of the schools served under Title I will be conducted throughout the year with the involvement of parents. Measures will include: Family Night parent evaluations Attendance at Family Night and other parent involvement activities Annual program evaluation completed at spring Title I Parent Advisory Council meeting. Results of school-based survey “Measure of School, Family, and Community Partnerships” by J.L. Epstein et al., ©2002 Corwin Press, Inc.

Notes: *The word "parents" is inclusive of adult guardians of children in the school system. In addition, the parental involvement policy underscores the importance of the participation of adult family and community members in students’ lives.

**This policy complies with the requirements of the No Child Left Behind Act. NCLB mandates involving parents in developing a parental involvement policy, asking that parents share responsibility for student progress in academic achievement and community involvement. NCLB charges schools with the responsibility of creating programs and resources for effective parental involvement. In addition, this policy is inclusive of the specific responsibilities assigned to Title I schools. Specific policy implementation action steps are identified in Addendum II (Parent Involvement Policy Guidance Document).

***These six categories are based on the six types of parent and family involvement as defined by Dr. Joyce Epstein in School, Family, and Community Partnerships: Your Handbook for Action.

Approved: 8/10/04

Parent Involvement Policy of Wicomico County Board of Education Page 4 1 01 Long Avenue George I. Whitehead, P.O. Box 1538 Ph. D. Salisbury, MD 21 802-1538 President Robin H. Holloway 41 0-677-4400 Vice President FAX 4 10-677-4444 Susan A. Hitch www.wcboe.org Brian K. Kilgore Richard M. Pollitt, Jr. Thomas 6.Field Jon P. Shewell Interim Superintendent of Schools Mark S. Thompson

WICOMICO COUNTY BOARD OF EDUCATION AND SAINT FRANCIS de SALES CATHOLIC SCHOOL

The Wicomico County Board of Education Title I Supewisor and the Principal of Saint Francis de Sales Catholic School, as a participant in the Title I Program, meet each year to discuss the needs of students, the number of students, the on site location of services, and, the teacher arrangements for the provision of sewices. The consultations reflect discussion of the Title I schools in the county system, grade levels, criteria for selection of eligible students to be sewed, and on going evaluation of student progress.

The consultations are reflected in a "NIEMORANDUM OF UNDERSTANDING" between both parties for the provision of those sewices and the employment of the teacher by the Wicomico County Board of Education.

Consultations have been held for the 2006-2007 school year and the MOU signed by both parties to implement the program.

This affirms that the above consultations have occurred for the 2006-2007 school year.

~rinciMSaint Francis de Sales sup$p.isor, Title I, Wicomico Catholic School ~ouhtyBoard of Education 101 Long Avenue George I. Whitehead, P.O. Box 1538 Ph.D. Salisbury, MD 21 802-1 538 President Robin H. Holloway 41 0-677-4400 Vice President FAX 41 0-677-4444 Susan A. Hitch www.wcboe.org Brian K. Kilgore Richard M. Pollitt, Jr. Thomas B. Field Jon P. Shewell In terirn Superintenden t of Schools Mark S. Thompson

MEMORANDUM OF UNDERSTANDING

ST. FRANCIS DE SALES SCHOOL 500 CAMDEN AVENUE SALISBURY, MARYLAND 21801 AND WICOMICO COUNTY BOARD OF EDUCATION 101 LONG AVENUE SALISBURY, MARYLAND 21802

St. Francis de Sales Parish School agrees to the employment of Mrs. Pamela Johnson as the Title I teacher for the 2006-2007 school year. The Wicomico County Board of Education will be responsible for all duties that accompany an employerlemployee relationship including all applicable withholding taxes. This program will give supplemental instruction to any identified child needing assistance in the areas of reading andlor math in grades 1-5 and eligible for Title I services per established criteria.

This is a federally funded program. While St. Francis de Sales School will be responsible for housing the employee, in a non-sectarian setting, the employee will be paid by The Wicomico County Board of Education Title I Program. The Board agrees to allocate up to $9,890.00 yearly; to be paid monthly to a teacher contracted on an hourly basis commencing with the month of August through June. The Board's payment is for up to 14 hours of servicelweek times 33 weeks per year at $21.20 an hour. Payment for these services will not exceed this amount for the 2006-2007 school year.

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Superintendent

Board of Education of Wicomico County

2006 Update

Title II, Part A

ATTACHMENT 8 TITLE II, PART A – PREPARING, TRAINING AND RECRUITING HIGH-QUALITY TEACHERS AND PRINCIPALS

Local School System: Wicomico County Fiscal Year 2007 Title II-A Coordinator: Ruth Malone

Telephone: 410-677-4560 E-mail: [email protected]

A. PERFORMANCE GOALS, INDICATORS, AND TARGETS. In the October 1, 2003 submission of the five-year comprehensive master plan, school systems provided an analysis of the teacher quality performance indicators detailed in Table 8-1. MSDE has established performance targets as part of the September 2003 Consolidated State Application submission to the United States Department of Education (USDE). Although local school systems do not need to respond to this section as part of the Master Plan Annual Update, local planning teams should review the teacher quality information to determine progress in meeting State and local performance targets. School systems should use the annual review of the teacher quality data to determine allowable Title II, Part A activities as well as to revise goals, objectives, and/or strategies in the Master Plan that relate to improving teacher quality.

Table 8-1 IMPROVING TEACHER CAPACITY AND QUALITY PERFORMANCE GOALS, INDICATORS, AND TARGETS Performance Goal Performance Indicators Performance Targets

Performance Goal 3: 3.1 The percentage of classes being Percentage of Classes Taught by Highly By 2005-2006, all taught by "highly qualified" teachers Qualified Teachers State Aggregate* students will be taught (as the term is defined in section 2002-2003 Baseline: 64.5 by highly qualified 9101(23) of the ESEA), in the 2003-2004 Target: 65 teachers. aggregate and in "high poverty" 2004-2005 Target: 75 schools (as the term is defined in 2005-2006 Target: 100 section 1111(h)(1)(C)(viii) of the ESEA. Percentage of Classes Taught by Highly Qualified Teachers in High Poverty Schools* 2002-2003 Baseline: 46.6 2003-2004 Target: 48 2004-2005 Target: 65 2005-2006 Target: 100

3.2 The percentage of teachers receiving Percentage of Teachers Receiving High- "high-quality professional Quality Professional Development* development” (as the term 2002-2003 Baseline: 33 "professional development" is 2003-2004 Target: 40 defined in section 9101(34). 2004-2005 Target: 65 2005-2006 Target: 90

3.3 The percentage of paraprofessionals Percentage of Qualified Title I who are qualified (See criteria in Paraprofessionals* section 1119(c) and (d). 2002-2003 Baseline: 21 2003-2004 Target: 30 2004-2005 Target: 65 2005-2006 Target: 100

*Note: MSDE will collect data. The local school system does not have to respond.

Attachment 8 – Title II, Part A Page 1 ATTACHMENT 8 TITLE II, PART A – PREPARING, TRAINING AND RECRUITING HIGH-QUALITY TEACHERS AND PRINCIPALS

Local School System: Wicomico County Fiscal Year 2007

B. ALLOWABLE ACTIVITIES [Section 2123]. For all allowable activities that will be implemented, (a) provide a brief description of services, (b) timelines or target dates, (c) the specific goals, objectives, and/or strategies detailed in the 5-year comprehensive Bridge to Excellence Master Plan, and (d) the amount of funding for services to public and nonpublic students and teachers. Use separate pages as necessary for descriptions.

1. Strategies and Activities to Recruit and Hire Highly Qualified Teachers and Principals Brief Description of Specific Services, Timelines or Target Dates, and Specific Goals, Objectives, and Strategies Detailed in the 5-year Public School Allowable Activities Nonpublic Costs Comprehensive Bridge to Costs Excellence Master Plan, and Any Revisions to the Plan As Part of This Annual Update, Including Page Numbers

1.1 Developing and implementing mechanisms to assist schools to effectively recruit and retain highly qualified teachers, principals, and specialists in core academic areas (and other pupil services personnel in special circumstances) [section 2123(a)(1)].

1.2 Developing and implementing strategies and activities to recruit, hire, and retain highly qualified teachers and principals. These strategies may include (a) providing monetary incentives such as scholarships, signing bonuses, or differential pay for teachers in academic subjects or schools in which the LEA has shortages*; (b) reducing class size; (c) recruiting teachers to teach special needs children, and (d) recruiting qualified paraprofessionals and teachers from populations underrepresented in the teaching profession, and providing those paraprofessionals with alternative routes to obtaining teacher certification [section 2123(a)(2)]. *Note: Because the purpose of Title II-A is to increase student achievement, programs that provide teachers and principals with merit pay, pay differential, and/or monetary bonuses should be linked to measurable increases in student academic achievement

Attachment 8 – Title II, Part A Page 2 ATTACHMENT 8 TITLE II, PART A – PREPARING, TRAINING AND RECRUITING HIGH-QUALITY TEACHERS AND PRINCIPALS

Local School System: Wicomico County Fiscal Year 2007

1.3 Hiring highly qualified teachers, Continue efforts to achieve $531,945 including teachers who become highly optimal class size, preK to Grade (Salary and Fixed qualified through State and local 12. (Action Step 2.27, Section Charges for 10.0 alternative routes to certification, and VIII, page 27) Target Dates – teachers) special education teachers, in order to July 2006-June 2007 reduce class size, particularly in the early grades [section 2123(a)(7)].

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Local School System: Wicomico County Fiscal Year 2007

B. ALLOWABLE ACTIVITIES [Section 2123], Continued.

2.1 Providing professional development Facilitate the continuous $87 activities that improve the knowledge of improvement of teacher and (Professional teachers and principals and, in administrator skills and content development – appropriate cases, paraprofessionals, in: knowledge to support student Asbury Child (a) Content knowledge. Providing learning and close achievement Development training in one or more of the core gaps. (Action Step 13.7, Section Center) academic subjects that the teachers VIII, page 99) Target Dates – teach; July 2006-June 2007 (b) Classroom practices. Providing

training to improve teaching practices and student academic achievement $804 through (a) effective instructional (Professional strategies, methods, and skills; (b) the development – St. use of challenging State academic Francis de Sales) content standards and student academic achievement standards in preparing students for the State assessments. $1,120 [section 2123(a)(3)(A)]. (Professional development – Salisbury School)

2.2 Provide professional development activities that improve the knowledge of teachers and principals, and, in appropriate cases, paraprofessionals, regarding effective instructional practices that – • Involve collaborative groups of teachers and administrators; • Address the needs of students with different learning styles, particularly students with disabilities, students with special needs (including students who are gifted and talented), and students with limited

Attachment 8 – Title II, Part A Page 4 ATTACHMENT 8 TITLE II, PART A – PREPARING, TRAINING AND RECRUITING HIGH-QUALITY TEACHERS AND PRINCIPALS

Local School System: Wicomico County Fiscal Year 2007

2. Strategies and Activities to Improve the Quality of the Teaching Force Brief Description of Specific Services, Timelines or Target Dates, and Specific Goals, Objectives, and Strategies Detailed in the 5-year Public School Allowable Activities Nonpublic Costs Comprehensive Bridge to Costs Excellence Master Plan, and Any Revisions to the Plan As Part of This Annual Update, Including Page Numbers English proficiency; • Provide training in improving student behavior in the classroom and identifying early and appropriate interventions to help students with special needs; • Provide training to enable teachers and principals to involve parents in their children’s education, especially parents of limited English proficient and immigrant children; and • Provide training on how to use data and assessments to improve classroom practice and student learning [section 2123(a)(3)(B)].

2.3 Carrying out professional development programs that are designed to improve the quality of principals and superintendents, including the development and support of academies to help them become outstanding managers and educational leaders [section 2123(a)(6)].

Attachment 8 – Title II, Part A Page 5 ATTACHMENT 8 TITLE II, PART A – PREPARING, TRAINING AND RECRUITING HIGH-QUALITY TEACHERS AND PRINCIPALS

Local School System: Wicomico County Fiscal Year 2007

3. Strategies and Activities to Retain and Provide Support to Highly Qualified Teachers and Principals

3.1 Developing and implementing initiatives to promote retention of highly qualified teachers and principals, particularly in schools with a high percentage of low- achieving students, including programs that provide teacher mentoring, induction, and support for new teachers and principals during their first three years; and financial incentives for teachers and principals with a record of helping students to achieve academic success [section 2123(a)(4)].

3.2 Carrying out programs and activities that are designed to improve the quality of the teaching force, such as innovative professional development programs that focus on technology literacy, tenure reform, testing teachers in the academic subject in which teachers teach, and merit pay programs. [section 2123(a)(5)].

3.3 Carrying out teacher advancement initiatives that promote professional growth and emphasize multiple career paths (such as paths to becoming a mentor teacher, career teacher, or exemplary teacher) and pay differentiation [section 2123(a)(8)].

Attachment 8 – Title II, Part A Page 6 ATTACHMENT 8 TITLE II, PART A – PREPARING, TRAINING AND RECRUITING HIGH-QUALITY TEACHERS AND PRINCIPALS

Local School System: Wicomico County Fiscal Year 2007

3. Strategies and Activities to Retain and Provide Support to Highly Qualified Teachers and Principals

TOTAL TITLE II-A FUNDING AMOUNTS $531,945 $2,011 + $14,790 (Indirect Cost) = $548,746

C. ANNUAL CERTIFICATION OF EQUITABLE SERVICES TO STUDENTS IN PRIVATE (NONPUBLIC) SCHOOLS [ESEA, SECTION 9501]:

1. Participating Private Schools and Services: Complete information in Attachment 6 regarding the names of participating private schools and the number of private school staff that will benefit from the Title II-A services.

2. Describe the school system's process for providing equitable participation to students in private schools:

a) The manner and extent of consultation with the officials of interested private schools during all phases of the development and design of the Title II-A services. Also, if your nonpublic schools did not respond to your initial invitation, please describe your follow-up procedures.

Attachment 8 – Title II, Part A Page 7 ATTACHMENT 8 TITLE II, PART A – PREPARING, TRAINING AND RECRUITING HIGH-QUALITY TEACHERS AND PRINCIPALS

Local School System: Wicomico County Fiscal Year 2007

two that didn’t show up, and two that hadn’t responded. At the meeting and in the subsequent letter, schools that were interested in one or more federal programs were asked to contact the appropriate program supervisor by March 15 to begin the consultation process. Reminder calls or e-mails were made on March 8 to five schools that had expressed program interest to remind them of the March 15 due date for contact.

Asbury Child Development Center, Salisbury School and St. Francis de Sales School were the only three nonpublic schools indicating interest in participating in the Title II, Part A program. The Title IIA program supervisor communicated with representatives of Asbury Child Development Center, Salisbury School, and St. Francis de Sales School regarding their needs and services to be funded during the spring and early summer of 2006.

b) The basis for determining the professional development needs of private school teachers and other staff;

Nonpublic schools determine their needs, whether they would like to utilize curricula, resource materials, professional development opportunities, etc.

c) How services, location of services, and grade levels or areas of services were decided and agreed upon; and

Upon receipt of a positive response to participate in the Title II, Part A program, contact was made with the nonpublic schools’ representatives to determine how and where services would be provided as well as the areas of service. All details were discussed agreed to by the Supervisor of the Title II, Part A program and the representatives of the participating nonpublic schools.

d) The differences, if any, between the Title II-A services that will be provided to public and private school students and teachers, and the reasons for any differences. (Note: The school system provides services on an equitable basis to private school children whether or not the services are the same Title II-A services the district provides to the public school children. The expenditures for such services, however, must be equal -- consistent with the number of children served -- to Title II-A services provided to public school children.)

There are essentially no differences in services offered to public and nonpublic school children and teachers. The nonpublic schools determine exactly what services they would like to participate with and those they do not wish to participate with.

D. BUDGET INFORMATION AND NARRATIVE

Attachment 8 – Title II, Part A Page 8 Title II, Part A Budget Narrative Wicomico County Public Schools July 1, 2006 - June 30, 2007

FY07 Master Title II, Category/ Plan Part A Line Item Calculation Total Object Action Activity Step 2.27 1.3 Instruction - Teacher salaries to 10.0 teachers $407,736 Regular support class size Programs - reduction in Salaries & elementary schools Wages 2.27 1.3 Fixed Charges - Benefits for teachers Fixed costs for teacher salaries $124,209 Other Charges to support class size and wages reduction in elementary schools

Total for Title II, Part A Activity 1.3 $531,945

13.7 2.1 Instruction - Allocation to Based upon Asbury Child $87 Instructional nonpublic school Development's student Staff (Asbury Chidl enrollment and FY2001 Development - Development) to Eisenhower funds allocated for Transfers support professional professional development development in the area of academic improvement 13.7 2.1 Instruction - Allocation to Based upon St. Francis de $804 Instructional nonpublic school (St. Sales' student enrollment and Staff Francis de Sales) to FY2001 Eisenhower funds Development - support professional allocated for professional Transfers development in the development area of academic improvement

13.7 2.1 Instruction - Allocation to Based upon Salisbury School's $1,120 Instructional nonpublic school student enrollment and FY2001 Staff (Salisbury School) to Eisenhower funds allocated for Development - support professional professional development Transfers development in the area of curriculum mapping

Total for Title II, Part A Activity 2.1 $2,011

Attachment 8 - Title II, Part A Budget Narrative Page 1 Title II, Part A Budget Narrative Wicomico County Public Schools July 1, 2006 - June 30, 2007

FY07 Master Title II, Category/ Plan Part A Line Item Calculation Total Object Action Activity Step Administration - 2.77% of $533,956 $14,790 Business Support Services - Transfers

GRAND TOTAL $548,746

Attachment 8 - Title II, Part A Budget Narrative Page 2 MARYLAND STATE DEPARTMENT OF EDUCATION GRANT BUDGET

ORIGINAL GRAN REQUEST BUDGE^ 548,746.00 AMENDED BUDGET 811 512006

GRANT RECIPIENT GRANT NAME ESEA Title II, Part A NAME Wicomico County Public Schools

MSDE GRANT RECIPIENT GRANT

REVENUE SOURCE Federal SCHOOL NAME

FUND SOURCE GRANTPERIOD July 1,2006 - June 30,2008

Finance Official Approval Gary C. Green 8/8/2006 4 10-677-4524 Name Date Telephone #

Supt./Agency Head Approval Thomas B. Field 81812006 410-677-4599 Name Signature Date Telephone # MSDE Grant Manager Approval Signature Date Telephone #

Board of Education of Wicomico County

2006 Update

Title II, Part D

ATTACHMENT 9 TITLE II, PART D, SUBPART 1 -- FORMULA FUNDING EDUCATIONAL TECHNOLOGY STATES GRANTS PROGRAM

Local School System: Wicomico County Fiscal Year 2007 Title II-D Technology Coordinator: Carla Hurchalla

Telephone: 410-677-4438 E-mail: [email protected]

A. ALLOWABLE ACTIVITIES [Section 2416]. For all allowable activities that will be implemented, (a) provide a brief description of services, (b) timelines or target dates, (c) the specific goals, objectives, and/or strategies detailed in the 5-year comprehensive Bridge to Excellence Master Plan or Update, and (d) the amount of funding for services to public and nonpublic students and teachers. Use separate pages as necessary for descriptions.

1. Strategies and Activities to Provide Ongoing, Sustained, and Intensive High-Quality Professional Development. Note: Each Ed Tech recipient must use at least 25% of its funds to provide ongoing, sustained, and intensive high- quality professional development OR, through an Ed Flex waiver request to MSDE, satisfactorily demonstrate that it already provides, to all teachers in core academic subjects, such professional development, which is based on a review of relevant research. 1.1 Providing professional development in Funds will support the continued $27,844 $622 the integration of advanced effort in the county to provide (Professional technologies, including emerging professional development for development – St. technologies, into curricula and teachers in the integration of $5,000 Francis de Sales instruction and in using those technology with instruction to (Equipment) School) technologies to create new learning enhance student learning in environments, such as professional meeting the Voluntary State development in the use of technology to: Curriculum in reading and math. a) access data and resources to develop Funding will be used for curricula and instructional materials, b) professional development, enable teachers to use the Internet and training materials and supplies. other technology to communicate with A stipend for a nonpublic school parents, other teachers, principals, and trainer is included. Professional administrators and to retrieve Internet- development costs exceed 25%. based learning resources, and c) lead to Alignment to Master Plan: improvements in classroom instruction Action Step 2.110, Section VIII, in the core academic subjects [section page 45D Target Dates – 2416(a)(1)]. August 2006-June 2007 Alignment to Local Tech Plan: Action Step 2.6, page 21; Target Dates – On-going throughout the 2006-2007 school year

Attachment 9 – Title II, Part D Page 1 ATTACHMENT 9 TITLE II, PART D, SUBPART 1 -- FORMULA FUNDING EDUCATIONAL TECHNOLOGY STATES GRANTS PROGRAM

Local School System: Wicomico County Fiscal Year 2007

2.1 Developing and adapting or expanding applications of technology to enable teachers to increase student academic achievement, including technology literacy, through teaching practices that are based on the review of relevant research and through use of innovative Alignment to Master Plan: distance learning strategies [section 2416(b)(2)]. Alignment to Local Tech Plan:

2.2 Acquiring proven and effective courses and curricula that include integrated technology and are designed to help students meet challenging state academic content and student Alignment to Master Plan: achievement standards [section 2416(b)(3)]. Alignment to Local Tech Plan:

2.3 Utilizing technology to develop or expand efforts to connect schools and teachers with parents and students to promote meaningful parental involvement, to foster increased communication about curricula, assignments, and assessments between students, parents, and teachers, and to assist parents to understand the technology being applied in their child's education, so that parents are able to reinforce at home the instruction their Alignment to Master Plan: child receives at school [section 2416(b)(4)]. Alignment to Local Tech Plan:

2.4 Preparing one or more teachers in schools as technology leaders who will assist other teachers, and providing Alignment to Master Plan: bonus payments to the technology leaders [section 2416(b)(5)]. Alignment to Local Tech Plan:

Attachment 9 – Title II, Part D Page 2 ATTACHMENT 9 TITLE II, PART D, SUBPART 1 -- FORMULA FUNDING EDUCATIONAL TECHNOLOGY STATES GRANTS PROGRAM

Local School System: Wicomico County Fiscal Year 2007

3. Strategies and Activities to Improve Access to Technology

3.1 Establishing or expanding initiatives, particularly initiatives involving public- private partnerships, designed to increase awareness to technology for students and teachers, with special emphasis on the access of high-need Alignment to Master Plan: schools to technology [section 2416(b)(1)]. Alignment to Local Tech Plan:

3.2 Acquiring, adapting, expanding, implementing, repairing, and maintaining existing and new applications of technology to support the school reform effort and to improve student academic achievement, Alignment to Master Plan: including technology literacy [section 2416(b)(6)]. Alignment to Local Tech Plan:

3.3 Acquiring connectivity linkages, Funds will be used by one non- $866 resources, and services (including the public school to acquire (Software – acquisition of hardware and software software. Salisbury School) and other electronically delivered Alignment to Master Plan: learning materials) for use by teachers, Action Step 2.110, Section VIII, students, academic counselors, and page 45D Target Dates – school library media centers, in order to August 2006-June 2007 improve student academic achievement [section 2416(b)(7))]. Alignment to Local Tech Plan: Action Step 3.1, page 23; Target Dates – On-going throughout the 2006-2007 school year

3.4 Developing, enhancing, or implementing Alignment to Master Plan: information technology courses [section 2416(b)(10)]. Alignment to Local Tech Plan:

4. Strategies and Activities to Assess/Evaluate Effectiveness of Technology (At least 3 percent of Ed tech funds must be used to assess/evaluate effectiveness of technology)

Attachment 9 – Title II, Part D Page 3 ATTACHMENT 9 TITLE II, PART D, SUBPART 1 -- FORMULA FUNDING EDUCATIONAL TECHNOLOGY STATES GRANTS PROGRAM

Local School System: Wicomico County Fiscal Year 2007

4.1 Using technology to collect, manage, and analyze data to inform and enhance Alignment to Master Plan: teaching and school improvement efforts [section 2416(b)(8)]. Alignment to Local Tech Plan:

4.2 Implementing performance Evaluation costs of 3% of the $1,036 measurement systems to determine the grant total per state and federal (Evaluation costs effectiveness of education technology regulations have been included. for an evaluator programs funded under Title II-D Ed A more detailed description of who will develop Tech, particularly in determining the the evaluation plan, including and implement an extent to which Ed Tech activities are name(s) of the evaluator follows evaluation plan for effective in integrating technology into this attachment. the program) curricula and instruction, increasing the ability of teachers to teach, and enabling Alignment to Master Plan: students to meet challenging State Action Step 2.110, Section VIII, academic content and student academic page 29 Target Dates – August achievement standards [section 2006-June 2007 2416(b)(9)]. Alignment to Local Tech Plan: Action Step 2.6, page 21; Target Dates – On-going throughout the 2006-2007 school year

TOTAL TITLE II-D ED TECH FUNDING AMOUNTS $33,880 $1,488 + $841 (Indirect Costs) = $34,721

Attachment 9 – Title II, Part D Page 4 ATTACHMENT 9 TITLE II, PART D, SUBPART 1 -- FORMULA FUNDING EDUCATIONAL TECHNOLOGY STATES GRANTS PROGRAM

Local School System: Wicomico County Fiscal Year 2007

B. ANNUAL CERTIFICATION OF EQUITABLE SERVICES TO STUDENTS IN PRIVATE (NONPUBLIC) SCHOOLS [ESEA, SECTION 9501].

1. Participating Private Schools and Services: Complete information in Attachment 6-A regarding the names of participating private schools and the number of private school students and/or staff that will benefit from the Title II-D Ed Tech services.

2. Describe the school system's process for providing equitable participation to students in private schools:

a) The manner and extent of consultation with the officials of interested private schools during all phases of the development and design of the Title II-D Ed Tech services;

Salisbury School and St. Francis de Sales School were the only two nonpublic schools indicating interest in participating in the Title II, Part D program. The Title IID program supervisor and the representatives of Salisbury School and St. Francis de Sales communicated regarding the needs and services to be funded during the spring and early summer of 2006.

b) The basis for determining the needs of private school children and teachers;

Attachment 9 – Title II, Part D Page 5 ATTACHMENT 9 TITLE II, PART D, SUBPART 1 -- FORMULA FUNDING EDUCATIONAL TECHNOLOGY STATES GRANTS PROGRAM

Local School System: Wicomico County Fiscal Year 2007

Nonpublic schools determine their needs, whether they would like to utilize curricula, resource materials, professional development opportunities, etc.

c) How services, location of services, and grade levels or areas of services were decided and agreed upon; and

Upon receipt of a positive response to participate in the Title II, Part D program, contact was made with the nonpublic school representative to determine how and where services would be provided as well as the grade levels or areas of service. All details were discussed agreed to by the Title IID program supervisor and the nonpublic school representative.

d) The differences, if any, between the Title II-D Ed Tech services that will be provided to public and private school students and teachers, and the reasons for any differences. (Note: The school system provides services on an equitable basis to private school children whether or not the services are the same Title II-D Ed Tech services the district provides to the public school children. The expenditures for such services, however, must be equal -- consistent with the number of children served -- to Title II-D Ed Tech services provided to public school children.)

There are essentially no differences in services offered to public and nonpublic school children. The nonpublic schools determine exactly what services they would like to participate with and those they do not wish to participate with.

C. ACCESSIBILITY COMPLIANCE

On December 4, 2001 the Maryland State Board of Education approved a regulation (COMAR 13A.05.02.13H) concerning accessible technology-based instructional products. This regulation requires that accessibility standards be incorporated into the evaluation, selection, and purchasing policies and procedures of public agencies. Subsequently, Education Article § 7-910: Equivalent Access for Students with Disabilities was passed during the 2002 General Assembly session and further requires that all teacher-made instructional materials be accessible also. MSDE is charged with monitoring local school systems’ compliance with the regulation and the law. For more information on the regulation and the law, visit the following web sites: http://cte.jhu.edu/accessibility/Regulations.cfm; http://198.187.128.12/maryland/lpext.dll?f=templates&fn=fs-main.htm&2.0

Attachment 9 – Title II, Part D Page 6 ATTACHMENT 9 TITLE II, PART D, SUBPART 1 -- FORMULA FUNDING EDUCATIONAL TECHNOLOGY STATES GRANTS PROGRAM

Local School System: Wicomico County Fiscal Year 2007

Please review the information submitted with the August 16, 2004 Annual Update and use the chart on the following page to address additional progress on or changes to the items below related to accessibility compliance. If you choose to use last year’s chart with this update, please indicate changes in bold print.

1. Process:

a) Describe your policy and/or procedures for addressing the requirement that invitations to bids, requests for proposals, procurement contracts, grants, or modifications to contracts or grants shall include the notice of equivalent access requirements consistent with Subpart B Technical Standards, Section 508 of the Rehabilitation Act of 1973, as amended.

b) Describe your policy and/or procedures for addressing the requirement that the equivalent access standards (Subpart B Technical Standards, Section 508 of the Rehabilitation Act of 1973, as amended) are included in guidelines for design specifications and guidelines for the selection and evaluation of technology-based instructional products.

c) Describe how you are addressing the requirement that any teacher-developed materials (web sites, etc.) are accessible.

2. Implementation:

a) Describe how you are ensuring that all educators are being provided information and training about Education Article 7-910 of the Public Schools - Technology for Education Act (Equivalent Access for Students with Disabilities). Include who, to date, has received information and/or training (e.g. all teachers, teachers at select schools, special education teachers only, building level administrators, etc.) and any future plans for full compliance.

3. Monitoring:

a) Describe how you are monitoring the results of the evaluation and selection of technology- based instructional products set forth in COMAR 13A.05.02.13.H, including a description of the accessible and non-accessible features and possible applicable alternative methods of instruction correlated with the non-accessible features.

b) Describe how you are ensuring that teachers and administrators have a full understanding of the regulation and law and how you are monitoring their adherence to the process and/or procedures governing accessibility.

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Local School System: Wicomico County Fiscal Year 2007

Accessibility Compliance – Information submitted August 16, 2004 with changes shown in bold

PROCESS IMPLEMENTATION MONITORING

A. Notice of equivalent access A. Information and training about A. All purchases are approved at requirements are included in all Education Article 7-910 of the the Central Office level. invitations for bids, requests Public Schools – Technology for School-based personnel do for proposals, procurement Education Act (Equivalent Access not purchase software or contracts, grants, and for Students with Disabilities) have equipment. Software and modifications to contracts or been provided to all special equipment are purchased grants as required. The education teachers, selected following the review of the Procurement Manager for the teachers of special education Coordinator of Educational Board of Education of students, and all building level Technology and the Wicomico County monitors administrators at this time. Future Coordinator of Assistive each bid, etc. to ensure the plans include training other teachers Technology. requirements of Subpart B using a Powerpoint presentation. B. All teachers and Technical Standards, Section The presentation is being created administrators will view the 508 of the Rehabilitation Act during the summer of 2004 to be Powerpoint presentation of 1973, as amended are met. used in all schools during 2004- discussed in this chart in Part Each bid is evaluated to 2005 and will include the following A under Implementation. determine if it is responsive sections: Additionally, principals and and responsible. Non- ¾ Telecommunications supervisors received specific responsive bids (i.e., those that Guidelines training at administrator fail to meet the requirement of ¾ 508 Compliance meetings during the course of equivalent access) are rejected. • Web Materials the school year. These B. Prior to the purchase of any • Classroom Materials meetings are conducted by instructional software, on-line • Curricular Materials the Directors of Elementary resources, and/or computer- • Purchases and Secondary Education based equipment in the school ¾ Software Policies (including who are responsible along system, the product must be installation) with the Director of Special evaluated and approved by ¾ Copyright Issues Education for ensuring on- both the Coordinator of going monitoring for Educational Technology and compliance with processes the Coordinator of Assistive School administrators are and/or procedures governing Technology. A “Compatibility reminded each year to conduct accessibility. and Accessibility of training sessions for teachers Technology-based Instructional using these materials. Products Checklist” was developed in 2003-2004 and has been used since that time to ensure compliance standards are being met. This Checklist must be completed prior to the authorization of all instructional technology purchases. Approval signatures indicate confirmation of network

Attachment 9 – Title II, Part D Page 8 ATTACHMENT 9 TITLE II, PART D, SUBPART 1 -- FORMULA FUNDING EDUCATIONAL TECHNOLOGY STATES GRANTS PROGRAM

Local School System: Wicomico County Fiscal Year 2007

Accessibility Compliance – Information submitted August 16, 2004 with changes shown in bold

PROCESS IMPLEMENTATION MONITORING compliance by the Coordinator of Educational Technology and evaluation by the Coordinator of Assistive Technology who indicates 508 compliance or adaptations needed for 508 compliance. A copy of the Compatibility and Accessibility of Technology- based Instructional Products Checklist was included in the 2004 Update. C. Principals and instructional supervisors work with teachers to help them understand accessibility requirements. Professional development is on-going in this area. Support personnel (e.g., special education staff, the school system’s webmaster) assist teachers in meeting these requirements. At this time, an additional staff person has been hired to address the requirement that teacher- developed web sites be accessible.

Attachment 9 – Title II, Part D Page 9 ATTACHMENT 9 TITLE 11, PART D, SUBPART 1 -- FORMULA FUNDING EDUCATIONAL TECHNOLOGY STATES GRANTS PROGRAM

Local School System: Wicomico County Fiscal Year 2007 ' '.

D. Children's Internet Protection Act (CIPA) Certification Form

NOTE: Complete only if there have been changes to your certification status from last year's submission.

Check here if there are no changes to your CIPA certification status.

Any Local Education Agency seeking Ed Tech funds must certify to its State Education Agency that schools have adopted and are enforcing Internet safety policies. It is the intent of the legislation that any school (or district) using federal money (ESEA or E-rate) to pay for computers that access the Internet or to pay for Internet access directly should be in compliance with CIPA and should certify to that compliance EITHER through E-rate or the Ed Tech program. Please check one of the following:

El Our local school system is certified compliant, through the E-rate program, with the Children's Internet Protection Act requirements.

Every school in our local school system benefiting from Ed Tech funds has complied with the CIPA requirements in subpart 4 of Part D of Title I1 of the ESEA.

The CIPA requirements in the ESEA do not apply because no funds made available under the program are being used to purchase computers to access the Internet, or to pay for direct costs associated with accessing the Internet.

Not all schools have yet complied with the requirements in subpart 4 of Part D of Title I1 of the ESEA. However, our local school system has received a one-year waiver from the U.S. Secretary of Education under section 2441(b)(2)(C) of the ESEA for those applicable schools not yet in compliance.

Wicomico County School System ~uthoruin~Signature @ate .

Attachment 9 - Title 11, Part D Page 10 ATTACHMENT 9 TITLE II, PART D, SUBPART 1 -- FORMULA FUNDING EDUCATIONAL TECHNOLOGY STATES GRANTS PROGRAM

Local School System: Wicomico County Fiscal Year 2007

E. BUDGET FORM AND NARRATIVE

Attachment 9 – Title II, Part D Page 11 Title II, Part D Budget Narrative Wicomico County Public Schools July 1, 2006 - June 30, 2007

FY07 Master Title II, Category/ Plan Part D Line Item Calculation Total Object Action Activity Step 2.110 1.1 Instruction - Stipends for teachers 299 hours @ $21.20 $6,339 Instructional to create materials Staff and participate in Development - tech integration Salaries & training Wages 2.110 1.1 Fixed Charges - Fixed Charges for 8% of $6,339 $507 Other Charges teacher stipends 2.110 1.1 Instruction - Materials: Books, $3,476 Instructional supplies, copies and Staff additional materials Development - to support tech Supplies & integration Materials professional development. 2.110 1.1 Instruction - Refreshments for $600 Instructional meetings Staff Development - Other Charges 2.110 1.1 Instruction - Upgrade hard drives $4,800 $4,800 Instructional on TRT laptop Staff computers. Development - Supplies & Materials 2.110 1.1 Instruction - Video Projectors to 2 projectors @ $850 $1,700 Instructional support Tech Staff Coaches Development - Supplies & Materials 2.110 1.1 Instruction - eBeam device to 3 devices @ $504 $1,512 Instructional support Tech Staff Coaches Development - Supplies & Materials 2.110 1.1 Instruction - Interactive Tablets to 3 tablets @ $520 $1,560 Instructional support Tech Staff Coaches Development - Supplies & Materials 2.110 1.1 Instruction - Printers to support 2 printers @ $175 $350 Instructional Tech Coaches Staff Development - Supplies & Materials 2.110 1.1 Instruction - Costs associated with $7,000 Instructional attendance at Staff technology Development - conferences Other Charges

Attachment 9 - Title II, Part D Budget Narrative Page 1 Title II, Part D Budget Narrative Wicomico County Public Schools July 1, 2006 - June 30, 2007

FY07 Master Title II, Category/ Plan Part D Line Item Calculation Total Object Action Activity Step 2.110 1.1 Instruction - Allocation to 1 nonpublic school trainer $622 Instructional nonpublic school - St. $622 Staff Francis de Sales Development - School Transfers Total for Title II, Part D Activity 1.1 $28,466

2.110 1.1 Instruction - Tablet Computers to 1 tablet @ $1,800 $1,800 Instructional support Tech Staff Coaches Development - Equipment 2.110 1.1 Instruction - TurningPoint Kits to 2 kits @ $1,600 $3,200 Instructional support Tech Staff Coaches Development - Equipment Total for Title II, Part D Activity 1.1 - Equipment $5,000

2.110 3.3 Instruction - Allocation to Computer software $866 Regular nonpublic schools - Programs - Salisbury School Transfers Total for Title II, Part D Activity 3.3 $866

2.110 4.2 Instruction - Stipends for teacher 45.25 hours x 21.20 $959 Instructional to assist in grant Staff evaluation activities Development - Salaries & Wages 2.110 4.2 Fixed Charges - Fixed Charges for 8% of $959 $77 Other Charges teacher stipends for grant evaluation activities Total for Title II, Part D Activity 4.2 $1,036

Administration - 2.77% of Direct Costs 2.77% of $30,368 $841 Business (excludes equipment) Support Services - Transfers

GRAND TOTAL $36,209

Attachment 9 - Title II, Part D Budget Narrative Page 2 MARYLAND STATE DEPARTMENT OF EDUCATION GRANT BUDGET

ORIGINAL GRAN REQUES 36,209.00 AMENDED BUDGET 811 512006

GRANT REClPlEN GRANT NAME ESEA Title II, Part D Wicornico County Public Schools

MSDE GRANT RECIPIENT GRANT

REVENUE SOURCE SCHOOL NAME Federal

FUND SOURCE GRANT PERIOD July 1,2006 - June 30,2008

Finance Official Approval Gary C.Green 8/8/2006 4 10-677-4524 Name Supt./Agency Head Approval Thomas B. Field 410-677-4599 Name Signature Date Telephone # MSDE Grant Manager Approval Signature Date Telephone # Wicomico County Public Schools Title II D Grant Evaluation Plan 2006-2007

Evaluation questions: 1. How does the technology coach affect the use of technology by the regular classroom teacher? 2. How does the use of technology affect student achievement?

Goal Instrument Person responsible Timeline 50% of teachers will Log Technology Integration Monthly increase the number of Professional Development checks; lessons that effectively Coaches: Patti Weeg, Chris Mid/Post integrate technology. Cuppett, Karen Engleman analysis Students in targeted schools MSA Classroom Teachers Post will meet AYP on the MSA. Technology Integration Professional Development Coaches: Patti Weeg, Chris Cuppett, Karen Engleman Teachers’ technology Questionnaire Technology Integration Post dispositions will be Professional Development positive. Coach: Karen Engleman

Evaluation Plan – Title II, Part D Page 1

Teacher Technology Questionnaire

1. During the 2006-2007 school year, I integrated the following technologies into instruction for my students: (Check the response that best applies. Occasionally means at least once a term throughout the last school year. Regularly means at least twice a term. Often means more than twice a term).

word processing seldom ___ occasionally ___ regularly ___ often __ Graph Club seldom ___ occasionally ___ regularly ___ often ___ digital cameras seldom ___ occasionally ___ regularly ___ often ___ Internet seldom ___ occasionally ___ regularly ___ often ___ PowerPoint seldom ___ occasionally ___ regularly ___ often ___ handheld computers seldom ___ occasionally ___ regularly ___ often ___ Inspiration seldom ___ occasionally ___ regularly ___ often ___ Kidspiration seldom ___ occasionally ___ regularly ___ often ___ Other educational software seldom ___ occasionally ___ regularly ___ often ___

2. Describe a lesson that you think was the most effective integration of technology into your instruction during the 2006-2007 school year.

Technology Dispositions

3. Please circle the number that best describes your agreement with the following statements:

a. Use of technology can help make me a more effective teacher. Strongly disagree Neutral Strongly agree 1 2 3 4 5

b. Use of technology can help my students more effectively achieve my learning goals and objectives. Strongly disagree Neutral Strongly agree 1 2 3 4 5

c. Use of technology is a skill that my students should master in order to be successful in the 21st century society. Strongly disagree Neutral Strongly agree 1 2 3 4 5

d. When I design my lessons, I look for ways to integrate technology on an ongoing basis. Strongly disagree Neutral Strongly agree 1 2 3 4 5

Evaluation Plan – Title II, Part D Page 2

4. Use this space to provide any additional comments regarding the usefulness of integrating technology into your instruction.

Technology and Achievement

5. Explain in what ways, if any, technology has helped increase the achievement of your students.

6. What evidence do you have that technology helped increase the achievement of your students?

7. Explain in what ways, if any, technology has helped increase time on task or motivation for your students.

Evaluation Plan – Title II, Part D Page 3

Board of Education of Wicomico County

2006 Update

Title III, Part A

ATTACHMENT 10 TITLE III, PART A ENGLISH LANGUAGE ACQUISITION, LANGUAGE ENHANCEMENT, AND ACADEMIC ACHIEVEMENT

Local School System: Wicomico County Fiscal Year 2007 Title III-A Coordinator: Robert Carlisle Telephone: 410-677-4579 E-mail: [email protected]

A. REQUIRED ACTIVITIES [Section 3115 (c)] . For all required activities that will be implemented, (a) provide a brief description of services, (b) timelines or target dates, (c) the specific goals, objectives, and/or strategies detailed in the 5-year comprehensive Bridge to Excellence Master Plan, and (d) the amount of funding for services to public and nonpublic students and teachers and (e) any revision to the plan as part of this annual update (including page numbers). Description

a) brief description of the services b) timelines or target dates c) specific goals, objectives, and/or strategies detailed in the 5-year Public School Authorized Activities Nonpublic Costs comprehensive Bridge to Costs Excellence Master Plan d) services to nonpublic schools e) any revisions to the plan as part of this annual update (including page numbers) 1. To increase the English proficiency of ELL children by providing high-quality language instruction educational programs that are based on scientifically based research demonstrating effectiveness of the programs in increasing English proficiency and student academic achievement in the core academic subjects [section 3115 (c)(1)].

1.1 Upgrading program objectives and effective instruction strategies [section 3115(d)(1)].

1.2 Improving the instruction program for Implement research-based $4,963 ELL children by identifying, acquiring, teaching strategies to increase (Materials of and upgrading curricula, instruction language acquisition (e.g., Instruction; materials, educational software, and cooperative learning, buddy Printing Costs) assessment procedures [section system, graphic organizers, and 3115(d)(2)]. vocabulary-building) for English language learners. (Action Step 2.69, Section VIII, page 38) Target Date – September 2006- June 2007

1.3 Providing intensified instruction for Monitor need for ELL services $47,367 ELL children [section 3115(d)(3)(B)]. and provide staff appropriately. (Two Assistants – (Action Step 2.71, Section VIII, Salaries and Fixed page 38) Target Date – Costs) September 2006-June 2007

Attachment 10 – Title III, Part A Page 1 ATTACHMENT 10 TITLE III, PART A ENGLISH LANGUAGE ACQUISITION, LANGUAGE ENHANCEMENT, AND ACADEMIC ACHIEVEMENT

Local School System: Wicomico County Fiscal Year 2007

Description

2. To provide high-quality professional development to classroom teachers (including teachers in classroom settings that are not the setting of language instruction educational programs), principals, administrators, and other school or community-based organizational personnel.

2.1 Providing for professional development Provide on-going systematic $458 designed to improve the instruction and professional development for (Stipends for assessment of ELL children [section teachers of English language professional 3115(c)(2)(A)]. learners on the effective development) implementation of the curriculum and instructional strategies to support student learning and acquisition including collaboration with institutions of higher education. (Action Step 2.73, Section VIII, page 39) Target Date – September 2006-June 2007 2.2 Providing for professional development designed to enhance the ability of teachers to understand and use curricula, assessment measures, and instruction strategies for ELL children [section 3115(c)(2)(B)].

2.3 Providing for professional development to substantially increase the subject matter knowledge, teaching knowledge, and teaching skills of teachers [section 3115(c)(2)(C)].

Attachment 10 – Title III, Part A Page 2 ATTACHMENT 10 TITLE III, PART A ENGLISH LANGUAGE ACQUISITION, LANGUAGE ENHANCEMENT, AND ACADEMIC ACHIEVEMENT

Local School System: Wicomico County Fiscal Year 2007

B. ALLOWABLE ACTIVITIES [Section 3115(d)]: An eligible entity receiving funds under section 3114 (a) may use the funds to achieve one or more of the following activities:

Description

3.1 Providing programs to improve the Provide transportation for $7,000 English language skills of ELL children English Language Learners and (Transportation [section 3115(d)(6)(A)]. their families to attend field trips costs of field trips) and seminars to increase their awareness of the American $3,766 culture. (Action Step 6.14, (Support for costs Section VIII, page 72) Target Date – September 2006-June associated with 2007 field trips) 3.2 Providing programs to assist parents in Continue to support community- $427 helping their children to improve their based adult education and (Materials of academic achievement and becoming literacy services. (Action Step Instruction; active participants in the education of 6.9, Section VIII, page 69) Printing Costs) their children [section 3115(d)(6)(B)]. Target Date – September 2006- June 2007 4. Improving the instruction of limited English Proficient children by providing the following [section 3115(d)(2)(3)]: 4.1 Providing tutorials and academic and vocational education for ELL children [section 3115(d)(3)(A)] 4.2 Acquisition or development of educational technology or instructional

Attachment 10 – Title III, Part A Page 3 ATTACHMENT 10 TITLE III, PART A ENGLISH LANGUAGE ACQUISITION, LANGUAGE ENHANCEMENT, AND ACADEMIC ACHIEVEMENT

Local School System: Wicomico County Fiscal Year 2007

Description

a) brief description of the services b) timelines or target dates c) specific goals, objectives, and/or strategies detailed in the 5-year Public School Allowable Activities Nonpublic Costs comprehensive Bridge to Costs Excellence Master Plan d) services to nonpublic schools e) any revisions to the plan as part of this annual update (including page numbers) materials [section 3115(d)(7)(A)]. 4.3 Providing for access to, and participation in, electronic networks for materials, training, and communication [section 3115(d)(7)(B)]. 4.4 Incorporation of educational technology and electronic networks into curricula and programs [section 3115(d)(7)(C)]. 4.5 Developing and implementing elementary or secondary school language instruction educational programs that are coordinated with other relevant programs and services [section 3115(d)(4)].

Attachment 10 – Title III, Part A Page 4 ATTACHMENT 10 TITLE III, PART A ENGLISH LANGUAGE ACQUISITION, LANGUAGE ENHANCEMENT, AND ACADEMIC ACHIEVEMENT

Local School System: Wicomico County Fiscal Year 2007

C. OTHER ACTIVITIES [section 3115(b)]: Each eligible entity receiving funds under section 3114(a) for a fiscal year may not use more than 2% for the cost of administering this subpart.

5. To carry out other activities that are consistent with the purpose of Title III, Part A, No Child Left Behind. (Specify and describe below.) [section 3115(b)]: Description

a) brief description of the services b) timelines or target dates c) specific goals, objectives, and/or strategies detailed in the 5-year Public School Other Activities Nonpublic Costs comprehensive Bridge to Costs Excellence Master Plan d) services to nonpublic schools e) any revisions to the plan as part of this annual update (including page numbers) 5.1 Administrative expenses may not use Allowable administrative costs $1,280 more than 2% for the cost of (indirect costs) administering this subpart [section 3115(b)]

TOTAL ELL TITLE III-A FUNDING AMOUNTS $65,261

Attachment 10 – Title III, Part A Page 5 ATTACHMENT 10 TITLE III, PART A ENGLISH LANGUAGE ACQUISITION, LANGUAGE ENHANCEMENT, AND ACADEMIC ACHIEVEMENT

Local School System: Wicomico County Fiscal Year 2007

A. IMMIGRANT ACTIVITIES [section 3115(e)]: Activities by agencies experiencing substantial increases in immigrant children and youth.

1. An eligible entity receiving funds under section 3114 (d) (1) shall use the funds to pay for activities that provide enhanced instructional opportunities for immigrant children and youth. [section (e)(1)] Description

a) brief description of the services b) timelines or target dates c) specific goals, objectives, and/or strategies detailed in the 5-year Public School Required Activities Nonpublic Costs comprehensive Bridge to Costs Excellence Master Plan d) services to nonpublic schools e) any revisions to the plan as part of this annual update (including page numbers) 1.1 Providing for family literacy, parent Collaborate with local agencies $4,648 outreach, and training activities designed (e.g., Latinos Unidos, Health (Translation and to assist parents to become active Department, Housing Authority) interpretation participants in the education of their to provide support to English services) children [section 3115(e) (1) (A)]. Language Learners and their families. (Action Step 6.15, Section VIII, page 72) Target Date – September 2006-June 2007

1.2 Supporting personnel including teacher Collaborate with local agencies $182 aides who have been specifically trained (e.g., Latinos Unidos, Health (Materials and or are being trained to provide services Department, Housing Authority) printing to support to immigrant children and youth [section to provide support to English translation and 3115(e) (1) (B)]. Language Learners and their interpretation families. (Action Step 6.15, services) Section VIII, page 72) Target Date – September 2006-June 2007

1.3 Providing tutorials mentoring and Implement research-based $6,869 academic or career counseling for teaching strategies to increase (Stipends and immigrant children and youth [section language acquisition (e.g., fixed charges for 3115(e) (1) (C)]. cooperative learning, buddy tutoring) system, graphic organizers, and vocabulary-building) for English

Attachment 10 – Title III, Part A Page 6 ATTACHMENT 10 TITLE III, PART A ENGLISH LANGUAGE ACQUISITION, LANGUAGE ENHANCEMENT, AND ACADEMIC ACHIEVEMENT

Local School System: Wicomico County Fiscal Year 2007

1.4 Identifying and acquiring curricular materials, educational software, and technologies to be used carried out with these funds [section 3115(e) (1) (D)].

1.5 Providing basic instructional services that are directly attributable to the presence in the school district of immigrant children and youth, including the payment of costs of providing additional classroom supplies, cost of transportation or such other costs. [section 3115(e) (1) (E)].

1.6 Providing other instructional services that are designed to assist immigrant children and youth to achieve in elementary schools and secondary schools in the USA, such as programs of introduction to the educational system and civics education [section 3115(e) (1) (F)].

1.7 Providing activities, coordinated with community based organizations,

Attachment 10 – Title III, Part A Page 7 ATTACHMENT 10 TITLE III, PART A ENGLISH LANGUAGE ACQUISITION, LANGUAGE ENHANCEMENT, AND ACADEMIC ACHIEVEMENT

Local School System: Wicomico County Fiscal Year 2007

a) brief description of the services b) timelines or target dates c) specific goals, objectives, and/or strategies detailed in the 5-year Public School Required Activities Nonpublic Costs comprehensive Bridge to Costs Excellence Master Plan d) services to nonpublic schools e) any revisions to the plan as part of this annual update (including page numbers) institutions of higher education, private sector entities, or other entities with expertise in working with immigrants, to assist parents of immigrant children and youth by offering comprehensive community services [section 3115(e) (1) (G)].

1.8 Other activities (that provide enhanced instructional opportunities for immigrant children and youth).

1.9 Administrative expenses may not use Allowable administrative costs $234 more than 2% for the cost of (indirect costs) administering this subpart [section 3115(b)].

TOTAL IMMIGRANT TITLE III-A FUNDING AMOUNTS $11,933

Attachment 10 – Title III, Part A Page 8 ATTACHMENT 10 TITLE III, PART A ENGLISH LANGUAGE ACQUISITION, LANGUAGE ENHANCEMENT, AND ACADEMIC ACHIEVEMENT

Local School System: Wicomico County Fiscal Year 2007

B. ANNUAL CERTIFICATION OF EQUITABLE SERVICES TO STUDENTS IN PRIVATE (NONPUBLIC) SCHOOLS [ESEA, Section 9501]:

1. Participating Private Schools and Services: Complete information in Attachment 6-A on page 32 regarding the names of participating private schools and the number of private school students and/or staff that will benefit from the Title III-A services.

2. Describe the school system's process for providing equitable participation to students in private schools:

a) The manner and extent of consultation with the officials of interested private schools during all phases of the development and design of the Title III-A services;

There were no nonpublic schools interested in participating in the Title III, Part A program.

b) The basis for determining the needs of private school children and teachers;

Not applicable – see above response.

Attachment 10 – Title III, Part A Page 9 ATTACHMENT 10 TITLE III, PART A ENGLISH LANGUAGE ACQUISITION, LANGUAGE ENHANCEMENT, AND ACADEMIC ACHIEVEMENT

Local School System: Wicomico County Fiscal Year 2007

c) How services, location of services, and grade levels or areas of services were decided and agreed upon; and

Not applicable – see above response.

d) The differences, if any, between the Title III-A services that will be provided to public and private school students and teachers, and the reasons for any differences. (Note: The school system provides services on an equitable basis to private school children whether or not the services are the same Title III-A services the district provides to the public school children.)

Not applicable – see above response.

B. BUDGET INFORMATION AND NARRATIVE

Attachment 10 – Title III, Part A Page 10 Title III, Part A & Part D Budget Narrative July 1, 2006 - June 30, 2007 Rev. 9-28-06 FY07 Master Title III, Category/ Plan Part A Line Item Calculation Total Object Action Activity Step 2.69 1.2 Instruction - Materials of $4,963 Special instruction and Programs - printing to support Supplies curriculum implementation Total for Title III, Part A Activity 1.2 $4,963

2.71 1.3 Instruction - 2 Full-Time 2 Full-Time Assistants $27,531 Special Assistants Programs - Salaries & Wages 2.71 1.3 Fixed Charges - Benefits for 2 Full- Fixed Charges for Assistants $19,836 Other Charges Time Assistants (18.19% of $27,531 + Health Insurance @ $7,414 average per employee) Total for Title III, Part A Activity 1.3 $47,367

2.73 2.1 Instruction - Staff Stipends for training 20 hrs @ $21.20 $424 Development - teachers on best Salaries & practices for ELL Wages instructional programs 2.73 2.1 Fixed Charges - Fixed charges for 8% of $424 $34 Other Charges teacher stipends Total for Title III, Part A Activity 2.1 $458

6.14 3.1 Student Transportation costs In support of costs associated $7,000 Transportation - associated with field with field trips for ELL and their Contracted trips families to increase awareness of Services American culture 6.14 3.1 Instruction - Entrance In support of costs associated $3,766 Special fees/refreshments with field trips for ELL and their Programs - associated with field families to increase awareness of Other Charges trips American culture Total for Title III, Part A Activity 3.1 $10,766

6.9 3.2 Instruction - Materials of Materials of instruction and $427 Special instruction and printing (@ $0.03 per copy) to Programs - printing costs assist parents in helping their Supplies children improve academically Total for Title III, Part A Activity 3.2 $427

6.15 1.1 Instruction - Translation and $2,358 (Part D Special interpretation Immigrant Programs - services Activities) Contracted Services

Attachment 10 - Title III, Part A Budget Narrative Page 1 Title III, Part A & Part D Budget Narrative July 1, 2006 - June 30, 2007 Rev. 9-28-06 FY07 Master Title III, Category/ Plan Part A Line Item Calculation Total Object Action Activity Step 6.15 1.1 Instruction - Stipends for 100 hrs @ $21.20 $2,120 (Part D Special translation and Immigrant Programs - interpretation Activities) Salaries & services Wages 6.15 1.1 Fixed Charges - Fixed charges for 8% of $2,120 $170 (Part D Other Charges stipends Immigrant Activities) Total for Title III, Part A Activity 1.1 (Part D Immigrant $4,648 Activities)

6.15 1.2 Instruction - Materials of $182 (Part D Special instruction and Immigrant Programs - printing to support Activities) Supplies translation and interpretation services Total for Title III, Part A Activity 1.2 (Part D Immigrant $182 Activities)

2.69 1.3 Instruction - Stipends for tutoring 300 hrs @ $21.20 $6,360 (Part D Special Immigrant Programs - Activities) Salaries & Wages 2.69 1.3 Fixed Charges - Fixed charges for 8% of $6,360 $509 (Part D Other Charges stipends Immigrant Activities) Total for Title III, Part A Activity 1.3 (Part D Immigrant $6,869 Activities)

Administration - Indirect Costs of LEP 2% of $63,981 $1,280 Business Portion Support Services - Transfers

Administration - Indirect Costs of 2% of $11,699 $234 Business Immigrant Portion Support Services - Transfers

GRAND TOTAL $77,194

Attachment 10 - Title III, Part A Budget Narrative Page 2 MARYLAND STATE DEPARTMENT OF EDUCATION GRANT BUDGET

AMENDED BUDGET REQ~-$~~ BUDGE 65,26l.[Xl I {l

GRANT REClPlEN GRANT NAM ESEA Title Ill, Part A NAME Wimmim County PMcSchccds

MSDE GRANT

REVENUE SOVRC Federal

FUND SOURC~ I GRANT PERIOD July 1.2W - June 3LlS2M)8

Finance Wcial Approval

Supl.lAgency Head Appmval

MSDE Grant Manager Appmval

S~wre Date ~eiepn~nel MARYLAND STATE DEPARTMENT OF EDUCATION GRANT BUDGET

ORIGINAL GRANT I AMENDED BUDGET # BUDGETI I

GRANT RECIPIENT GRANT NAME ESEA Title Ill (Part D - Immigrant Activities) NAME Wicornico County Public Schools

MSDE GRANT I RECIPIENT GRANT $ REVENUE SOURCE Federal SCHOOL NAME * FUND SO~~~:~GRANT PERIOD July 1,2006 - June 30,2008

Ftnance Offic~alApproval Gary C.Green 9/27/2006 41 0-677-4524

Name Telephone #

Supt /Agency Head Approval Thomas B. Field Name MSDE Grant Manager Approval

Signature Date Telephone #

Board of Education of Wicomico County

2006 Update

Title IV, Part A

ATTACHMENT 11 TITLE IV, PART A SAFE AND DRUG FREE SCHOOLS AND COMMUNITIES

Local School System: Wicomico County Fiscal Year 2007 Title IV, Part A, SDFSCA Coordinator: Elisabeth Chatfield Telephone: 410-677-4540 E-mail: [email protected]

A. PERFORMANCE GOALS, INDICATORS, AND TARGETS. At a minimum, each local school system (LSS) must adopt the performance goal, indicators, and targets outlined in Table 11-1 below.

Table 11-1 SAFE AND DRUG-FREE SCHOOLS AND COMMUNITIES PERFORMANCE GOAL, INDICATORS, AND TARGETS Performance Goal Performance Indicators Performance Targets

Performance Goal 4: 4.1 The number of persistently NOTE: Indicator 4.1 has been moved All schools will be safe, dangerous schools. to the Goal 4 page of the Annual drug free, and conducive Update Guidance. to learning. 4.2 The level of substance abuse in By the end of SY 2006-2007, reduce middle and high schools as “cigarettes,” “any form of alcohol,” and measured by the Maryland “any drug other than alcohol or tobacco” Adolescent Survey. use (Last 30 Days) in grades 6, 8, 10, and 12 by 10%.

4.3 The number of school suspensions By the end of SY 2006-2007, reduce and expulsions, by offense. suspensions and expulsions for classroom disruptions, insubordination, and refusal to obey school policies/regulations by 10%.

NOTE: SY 2002-2003 is the baseline year.

Attachment 11 – Title IV, Part A Page 1 ATTACHMENT 11 TITLE IV, PART A SAFE AND DRUG FREE SCHOOLS AND COMMUNITIES

Local School System: Wicomico County Fiscal Year 2007

A-1. ANNUAL PROGRESS. Provide a current analysis of the LSS’s progress toward meeting each of the Performance Targets. The LSS should use this analysis in conjunction with an annual needs assessment to determine the effectiveness of Title IV, Part A drug and violence prevention programs and activities.

Table 11-2 Performance Baseline Data (2002 MAS) & SY 2004-05 SY 2006-07 SY 2006-07 Indicators Performance Targets (SY 2006-07) Actual Performance (2004 MAS) Performance Targets Actual Performance (2006 MAS)s 4.2 By the end of SY 2006-07: Reduce cigarette use in : Reduced cigarette use in: Reduce cigarette use in : Cigarette use in : The level of 6th grade (from 2.1 % to 1.9 %) 6th grade to 3.1 %) A 6th grade (to 1.9 %) 6th grade: %) substance 8th grade (from 11.6 % to 10.4 %) 8th grade to 13.1 %) A 8th grade (to 10.4 %) 8th grade: %) abuse in 10th grade (from 23.7 % to 21.3 %) 10th grade to 17.9 %) 10th grade (to 21.3 %) 10th grade: %) middle and high schools as 12th grade (from 25.1 % to 22.6 %) 12th grade to 19.8 %) 12th grade (to 22.6 %) 12th grade: %) measured by the Maryland Reduce any form of alcohol use in: Reduced any form of alcohol use in: Reduce any form of alcohol use in: Any form of alcohol use in: Adolescent th 6th grade (from 6.5 % to 5.9 %) 6 grade to 6.6 %) 6th grade (to 5.9 %) 6th grade: %) Survey (Last th th A th th 30 days). 8 grade (from 20.2 % to 18.2 %) 8 grade to 25.0 %) 8 grade (to 18.2 %) 8 grade: %) th th th th 10 grade (from 43.7 % to 39.3 %) 10 grade to 35.6 %) 10 grade (to 39.3 %) 10 grade: %) 12th grade (from 41.8 % to 37.6 %) 12th grade to 44.3 %) B 12th grade (to 37.6 %) 12th grade: %)

Reduce any drug other than Reduce any drug other than Reduce any drug other than Any drug other than alcohol or alcohol or tobacco use in: alcohol or tobacco use in: alcohol or tobacco use in: tobacco use in: 6th grade (from 4.5 % to 4.0 %) 6th grade to 6.7 %) A 6th grade (to 4.0 %) 6th grade: %) 8th grade (from 16.1 % to 14.5 %) 8th grade to 16.0 %) A 8th grade (to 14.5 %) 8th grade: %) 10th grade (from 26.4 % to 23.8 %) 10th grade to 21.6 %) 10th grade (to 23.8 %) 10th grade: %) 12th grade (from 29.3 % to 26.4 %) 12th grade to 24.8 %) 12th grade (to 26.4 %) 12th grade: %) .

Attachment 11 – Title IV, Part A Page 2 ATTACHMENT 11 TITLE IV, PART A SAFE AND DRUG FREE SCHOOLS AND COMMUNITIES

Local School System: Wicomico County Fiscal Year 2007

Table 11-2 Continued SY 2004-05 SY 2005-06 Performance Baseline Data (SY 2002-03) & SY 2006-07 Performance Targets & Actual Performance Targets & Actual Indicators Performance Targets (SY 2007-08) Performance Targets Performances Performances 4.3 Reduce the number of suspensions

and expulsions for (use numbers vs. percentages): The number of school suspensions and Classroom disruptions Performance Target: 445 Performance Target: 431 Performance Target: 422 C expulsions, by (from 458 to 413 ) Actual Performance: 489 Actual Performance: 516 offense.

Insubordination Performance Target: 379 Performance Target: 367 Performance Target: 359 D (from 390 to 351 ) Actual Performance: 407 Actual Performance: 748

Refusal to obey school Performance Target: 1341 Performance Target: 1300 Performance Target: 1272 policies/regulations Actual Performance: 1225 Actual Performance: 1470 E (from 1382 to 1244 )

NOTE: SY 2002-2003 is the baseline year.

NOTE: For each SY 2005-06 Performance Target that was not reached, briefly describe what actions will be taken by the LSS to ensure that the SY 2006-07 Performance Target is met.

Actions to be taken by the LSS to ensure the SY 2006-2007 Performance Targets are met: A Reduced Cigarette Use (Grades 6, 8); Reduced Alcohol Use (Grade 8); Reduced Any Drug Use (Grades 6, 8): The research-based curriculum, Life Skills, was implemented during the school year of 2003-2004. The DARE program was no longer implemented after January, 2004, due to manpower shortages in law enforcement. The Life Skills curriculum, although it meets the scientifically based research criteria, cannot be implemented with fidelity because it is in conflict with COMAR and Maryland State Law. The Wicomico County Rotary Club is developing a drug prevention program modeled in structure after the Junior Achievement Program. This program will be piloted and delivered to fifth

Attachment 11 – Title IV, Part A Page 3 ATTACHMENT 11 TITLE IV, PART A SAFE AND DRUG FREE SCHOOLS AND COMMUNITIES

Local School System: Wicomico County Fiscal Year 2007

grade students in Wicomico County and will address cigarette, alcohol and marijuana use. The new DARE program will be taught in one elementary school (Fruitland Intermediate) in 2006.

B Reduced Alcohol Use (Grade 12): Students in twelfth grade will receive additional information regarding the harmful effects of alcohol through a publicity campaign along with the regular instructional program. Schools will run free domain public service announcements during their morning and/or afternoon announcements as well as possibly in the cafeteria as technology allows to focus on social norms. In addition, posters will be distributed to schools for prominent display and physical education teachers and coaches will provide additional prevention education to students/athletes.

C Classroom Disruptions and Insubordination: Two middle schools accumulated 42% (315 out of 748) of all suspensions in this category. Bennett Middle School had substantial increases in their overall suspensions. The 2005-06 school year was ushered in with an entirely new administrative team at Bennett Middle School. Since the principal came from a school in Baltimore County that utilized PBIS with success, a team from Bennett Middle was trained in the July, 2006 training. Although the school lacked an 80% buy-in from staff members, it is hoped that PBIS will meet with success at Bennett Middle to reduce all suspensions, including class disruptions, insubordination and refusal to obey school policies. In partnership with the local management board and the Salvation Army, an alternative suspension center (New Day Center) was piloted last year. The New Day Center will support both of these schools during the 2006-2007 school year.

D Insubordination: The same middle school (Bennett Middle School) accounted for 26% (134 out of 516) of all suspensions in this category. The PBIS training team has addressed classroom disruptions and insubordination in their PBIS plan for the 2006-2007 school year with a positive behavioral plan that is schoolwide. The New Day Center will be available as an alternative to suspension, should parents choose this alternative to suspension.

E Refusal to obey school policies/regulations: The Superintendent has recognized the dire need to address the increase in suspensions and formed a committee to develop a long-term systemic and systematic approach that will foster a positive school climate conducive to learning in each Wicomico County school. The committee is comprised of central office personnel from instruction, student services, special education and transportation, as well as school administrators from all levels. Four critical needs emerged from a two-day committee retreat and they are as follows: 1. Identify students with behavioral needs at the earliest possible time and provide intervention. 2. Enhance the school system’s capacity to effectively identify and positively respond to student needs, especially those of African American males. 3. Develop consistency in the interpretation and implementation of policies, procedures, processes and programs. 4. Conduct a root cause analysis to understand what is happening at the middle and high school level (which is causing increases in the suspension and referral statistics) and develop approaches to address those factors. Sub-committees have been formed to effectively address each of the critical needs.

Attachment 11 – Title IV, Part A Page 4 ATTACHMENT 11 TITLE IV, PART A SAFE AND DRUG FREE SCHOOLS AND COMMUNITIES

Local School System: Wicomico County Fiscal Year 2007

B. ALLOWABLE ACTIVITIES [Section 4115(b)(2)]. Provide the following for all allowable Title IV, Part A activities that will be implemented, (a) a brief description of services, (b) how the services will be targeted to schools and students with the greatest need and the (c) timelines or target dates. Provide the amount of funding for Title IV, Part A services to students and teachers in public and nonpublic schools. Use separate pages as necessary for descriptions.

(1) Programs and Activities to Promote Drug and Violence Prevention

Brief Description of Specific Services, Targeting of Services Public School Allowable Activities to Schools and Students With Nonpublic Costs Costs the Greatest Need, and Timelines

1.1 Age appropriate and developmentally Provide on-going school-based $4,121 based activities that – systematic professional (Professional • Address the consequences of violence development for teachers on development) and the illegal use of drugs, as effective instructional strategies, appropriate; including differentiated • Promote a sense of individual instruction. (Action Step 2.3, responsibility; Section VIII, page 22) Target • Teach students that most people do Dates – September 2006-June not illegally use drugs; 2007

• Teach students to recognize social and peer pressure to use drugs illegally and the skills for resisting illegal drug Implement business, health, $8,206 use; physical education, family and (Conference • Teach students about the dangers of consumer science, technology, registration and emerging drugs; and foreign language, and associated costs) • Engage students in the learning computer science curricula. process; and (Action Step 2.13, Section VIII, $10,812 (Materials of • Incorporate activities in secondary page 24) Target Dates – instruction) schools that reinforce prevention September 2006-June 2007 activities implemented in elementary schools [section 4115(b)(2)(A)]. Funds are being used uniformly Note: For curriculum programs and across the system and are not activities, complete information in Part targeted. C, Table 11-3.

1.2 Activities that involve families, Develop students’ time $800 community sectors (which may include management and study skills and (Parent appropriately trained seniors), and a promote communication with newsletter) variety of drug and violence prevention parents through the use of providers in setting clear expectations student agendas, newsletters and against violence and illegal use of drugs websites. (Action Step 8.5, and appropriate consequences for Section VIII, page 82) Target violence and illegal use of drugs [section Dates – September 2006-June 4115(b)(2)(B)]. 2007

Attachment 11 – Title IV, Part A Page 5 ATTACHMENT 11 TITLE IV, PART A SAFE AND DRUG FREE SCHOOLS AND COMMUNITIES

Local School System: Wicomico County Fiscal Year 2007

(1) Programs and Activities to Promote Drug and Violence Prevention

Brief Description of Specific Services, Targeting of Services Public School Allowable Activities to Schools and Students With Nonpublic Costs Costs the Greatest Need, and Timelines

$16,934 Support family and student (Partial salary to involvement in programs offered support East through the East Salisbury Salisbury Family Family Center. (Action Step 8.9, Center) Section VIII, page 83) Target Dates – September 2006-June 2007

Funds are targeted to Title I schools for the Parent Newsletter and to East Salisbury Elementary School's Family Center. The Family Center serves a high poverty (70.08% FARMs) student population in a targeted Hot Spots neighborhood.

1.3 Disseminating information about drug and violence prevention to schools and the community [section 4115(b)(2)(C)]. 1.4 Community-wide planning and organizing activities to reduce violence and illegal drug use, which may include gang activity prevention [Section 4115(b)(2)(E)(i)].

1.5 Providing professional development and Monitor the effective and $12,288 $1,394 training for, and involvement of, school consistent implementation and (Professional (Support for personnel, pupil services personnel, documentation of prevention development) prevention parents, and interested community education curricula, providing education to St. members in prevention, education, early individual professional Francis de Sales identification and intervention, development as indicated. School) mentoring, or rehabilitation referral, as (Action Step 7.4, Section VIII, related to drug and violence prevention page 79) Target Dates – [section 4115(b)(2)(D)]. September 2006-June 2007

Funds are being used uniformly across the system and are not

Attachment 11 – Title IV, Part A Page 6 ATTACHMENT 11 TITLE IV, PART A SAFE AND DRUG FREE SCHOOLS AND COMMUNITIES

Local School System: Wicomico County Fiscal Year 2007

(1) Programs and Activities to Promote Drug and Violence Prevention

Brief Description of Specific Services, Targeting of Services Public School Allowable Activities to Schools and Students With Nonpublic Costs Costs the Greatest Need, and Timelines targeted.

1.6 Evaluating any of the allowable activities and collecting objective data to assess program needs, program implementation, or program success in achieving program goals and objectives [section 4115(b)(2)(F)]. 1.7 Expanded and improved school-based mental health services related to illegal drug use and violence, including early identification of violence and illegal drug use, assessment, and direct or group counseling services provided to students, parents, families, and school personnel by qualified school-based mental health service providers [section 4115(b)(2)(E)(vii)].

1.8 Conflict resolution programs, including Develop student leadership and $4,532 peer mediation programs that educate peer support skills through (Professional and train peer mediators and a capacity-building programs (e.g., development and designated faculty supervisor, and youth Peer Mentoring). (Action Step conflict resolution anti-crime and anti-drug councils and 7.5, Section VIII, page 79) programs) activities [section 4115(b)(2)(E)(viii)]. Target Dates – September 2006- June 2007

Funds are targeted uniformly to secondary schools where student behavior office referrals dramatically increase over the number of elementary referrals.

1.9 Alternative education programs or Support student success in the $4,400 services for violent or drug abusing Wicomico Alternative Learning (1 Americorps students that reduce the need for Center program. (Action Step worker) suspension or expulsion or that serve 9.9, Section VIII, page 85) students who have been suspended or Target Dates – September 2006- expelled from the regular educational June 2007 settings, including programs or services

to assist students to make continued progress toward meeting the State Funds are targeted to support the

Attachment 11 – Title IV, Part A Page 7 ATTACHMENT 11 TITLE IV, PART A SAFE AND DRUG FREE SCHOOLS AND COMMUNITIES

Local School System: Wicomico County Fiscal Year 2007

(1) Programs and Activities to Promote Drug and Violence Prevention

Brief Description of Specific Services, Targeting of Services Public School Allowable Activities to Schools and Students With Nonpublic Costs Costs the Greatest Need, and Timelines academic achievement standards and to Wicomico Alternative Learning reenter the regular education setting Center (WALC) through [section 4115(b)(2)(E)(ix)]. additional staff (Americorps worker). WALC serves secondary students who have not been able to experience success in their home schools due to unacceptable behavior. Students sent to this program have a much greater need for a more structured environment, smaller class sizes and one-on-one interventions.

1.10 Drug and violence prevention activities Provide on-going systematic $6,453 designed to reduce truancy [section professional development for (PBIS training) 4115(b)(2)(E)(xii)]. additional school teams expressing interest on Positive $4,793 Behavioral Interventions and (Materials to Supports (PBIS). (Action Step support PBIS 7.7, Section VIII, page 79) implementation) Target Dates – September 2006- June 2007

Conduct activities to promote $1,000 student attendance in all schools. (Field trips) (Action Step 7.10, Section VIII, page 80) Target Dates – September 2006-June 2007

Funds are targeted to support PBIS training and implementation in schools using the program. Bennett Middle School reporting suspension rates of 77.86% in 2005 and 96.54% in 2006 and Fruitland Intermediate School reporting suspension rates of 5.51% in 2005 and 11.41% in 2006 attended PBIS training in July, 2006.

Attachment 11 – Title IV, Part A Page 8 ATTACHMENT 11 TITLE IV, PART A SAFE AND DRUG FREE SCHOOLS AND COMMUNITIES

Local School System: Wicomico County Fiscal Year 2007

(1) Programs and Activities to Promote Drug and Violence Prevention

Brief Description of Specific Services, Targeting of Services Public School Allowable Activities to Schools and Students With Nonpublic Costs Costs the Greatest Need, and Timelines

1.11 Programs that encourage students to seek advice from, and to confide in, a trusted adult regarding concerns about violence and illegal drug use [section 4115(b)(2)(E)(xi)].

1.12 Counseling, mentoring, referral services, Provide on-going systematic $1,924 and other student assistance practices professional development (MSAP training & and programs, including assistance (Maryland Student Assistance professional provided by qualified school-based Program – MSAP – training) for development) mental health services providers and the additional identified staff at each training of teachers by school-based middle and high school to mental health services providers in support the early identification appropriate identification and of at-risk students and the intervention techniques for students at utilization of appropriate referral risk of violent behavior and illegal use processes and community of drugs [section 4115(b)(2)(E)(x)]. resources. (Action Step 7.3, Section VIII, page 78) Target Dates – September 2006-June 2007

Funds to support MSAP training are targeted to secondary schools.

1.13 Age-appropriate, developmentally-based violence prevention and education programs that address victimization associated with prejudice and intolerance, and that include activities designed to help students develop a sense of individual responsibility and respect for the rights of others, and to resolve conflicts without violence [section 4115(b)(2)(E)(xiii)].

1.14 Emergency intervention services following traumatic crisis events, such as a shooting, major accident, or a drug- related incident that have disrupted the learning environment [section

Attachment 11 – Title IV, Part A Page 9 ATTACHMENT 11 TITLE IV, PART A SAFE AND DRUG FREE SCHOOLS AND COMMUNITIES

Local School System: Wicomico County Fiscal Year 2007

(1) Programs and Activities to Promote Drug and Violence Prevention

1.15 Establishing or implementing a system for transferring suspension and expulsion records, consistent with section 444 of the General Education Provisions Act (20 U.S.C. 1232g), by a local school system to any public or private elementary school or secondary school [section 4115(b)(2)(E)(xvi)].

1.16 Community service, including community service performed by expelled students, and service-learning projects [section 4115(b)(2)(E)(xix].

1.17 Developing and implementing character education programs, as a component of drug and violence prevention programs, that consider the views of students and parents of the students for whom the program is intended, e.g., a program described in subpart 3 of part D of Title V [section 4115(b)(2)(E)(xvii)].

1.18 Conducting a nationwide background check of each local school system employee regardless of when hired, and prospective employees for the purpose of determining whether the employee or prospective employee has been convicted of a crime that bears upon the employee's fitness [section 4115(b)(2)(E)(xx)].

1.19 Programs to train school personnel to identify warning signs of youth suicide and to create an action plan to help youth at risk of suicide [section 4115(b)(2)(E)(xxi)].

1.20 Programs to meet the needs of students faced with domestic violence or child

Attachment 11 – Title IV, Part A Page 10 ATTACHMENT 11 TITLE IV, PART A SAFE AND DRUG FREE SCHOOLS AND COMMUNITIES

Local School System: Wicomico County Fiscal Year 2007

(1) Programs and Activities to Promote Drug and Violence Prevention

1.21 Consistent with the fourth amendment to the Constitution of the United States, the testing of a student for illegal drug use or the inspecting of a student's locker for weapons or illegal drugs or drug paraphernalia, including at the request of or with the consent of a parent or legal guardian of the students, if the local school system elects to test or inspect [section 4115(b)(2)(E)(xiv)].

1.22 Establishing and maintaining a school safety hotline [section 4115(b)(2)(E)(xviii)].

SUBTOTAL -- TITLE IV-A FUNDING AMOUNTS $76,263 $1,394 FOR PROGRAM ACTIVITIES

Attachment 11 – Title IV, Part A Page 11 ATTACHMENT 11 TITLE IV, PART A SAFE AND DRUG FREE SCHOOLS AND COMMUNITIES

Local School System: Wicomico County Fiscal Year 2007

B. ALLOWABLE ACTIVITIES [Section 4115(b)(2)], Continued.

(2) Specific Programs to Promote and Implement Security Measures. Note: No more than 40 percent of the Title IV, Part A funds may be used to carry out activities identified with an asterisk (*). Of this 40 percent, not more than 50 percent (i.e., no more than 20 percent of the total Title IV-A distribution) may be used for security measures or activities identified with a plus (+), only if funding for these activities is not received from other federal agencies.

Brief Description of Specific Services, Targeting of Services Public School Allowable Activities to Schools and Students With Nonpublic Costs Costs the Greatest Need, and Timelines

2.1 *+Acquiring and installing metal detectors, electronic locks, surveillance cameras, or other related equipment and technologies. [section 4115(b)(2)(E)(ii)].

2.2 *+Reporting criminal offenses committed on school property [section 4115(b)(2)(E)(iii)].

2.3 *+Developing and implementing comprehensive school security plans or obtaining technical assistance concerning such plans, which may include obtaining a security assessment or assistance from the School Security and Technology Resource Center at the Sandia National Laboratory located in Albuquerque, New Mexico [section 4115(b)(2)(E)(iv)].

2.4 *+Supporting safe zones of passage activities that ensure that students travel safely to and from school, which may include bicycle and pedestrian safety programs [section 4115(b)(2)(E)(v)].

2.5 *The hiring and mandatory training, based on scientific research, of school security personnel (including school resource officers) who interact with students in support of youth drug and violence prevention activities under this part that are implemented in the school [section 4115(b)(2)(E)(vi)].

Attachment 11 – Title IV, Part A Page 12 ATTACHMENT 11 TITLE IV, PART A SAFE AND DRUG FREE SCHOOLS AND COMMUNITIES

Local School System: Wicomico County Fiscal Year 2007

Brief Description of Specific Services, Targeting of Services Public School Allowable Activities to Schools and Students With Nonpublic Costs Costs the Greatest Need, and Timelines

SUBTOTAL -- TITLE IV-A FUNDING AMOUNTS FOR $0 $0 SECURITY MEASURES

TOTAL -- TITLE IV-A FUNDING AMOUNTS $76,263 $1,394 + $1,553 (Indirect Cost) = $77,816

Attachment 11 – Title IV, Part A Page 13 ATTACHMENT 11 TITLE IV, PART A SAFE AND DRUG FREE SCHOOLS AND COMMUNITIES

Local School System: Wicomico County Fiscal Year 2007

C. DRUG AND VIOLENCE PREVENTION PROGRAMS AND ACTIVITIES: Provide the information requested below for the Drug & Violence Prevention Programs and Activities that will be used during SY 2006-07. Complete Section F, Table 11-3 to request a waiver for programs/activities being funded by Title IV, Part A that do not meet the scientifically based research criteria.

TABLE 11-3 Drug & Violence Prevention Programs and Activities Is the Program/Activity Programs/Activities Are SDFSCA Funds Used to Scientifically Support the Program/Activity Grade (i.e., Life Skills, Here’s Looking At Based You, Second Step, etc.) Researched (Yes/No) (Yes/No) K Local Yes Yes

1 Local and Totally Awesome Health Yes Yes

2 Local and Totally Awesome Health Yes Yes

3 Local and Totally Awesome Health Yes Yes

4 Local and Totally Awesome Health Yes Yes

Local, Totally Awesome Health, Yes (D.A.R.E. is provided through 5 Yes D.A.R.E. community funding)

Local, Totally Awesome Health, 6 Yes Yes TNT, Life Skills

Local, Totally Awesome Health, 7 Yes Yes Life Skills

Local, Totally Awesome Health, 8 Yes Yes Life Skills

9 Local Yes Yes

10 Local Yes Yes

11 Local Yes Yes

12 Local Yes Yes

What percentage of schools use scientifically based researched programs (SBRP) to reduce disruption? 30 %

What percentage of school staff using SBRP to reduce disruption were trained to implement the SBRP? 30 %

Does the LSS conduct school climate surveys? YES X NO If YES, what percentage of students report a positive connection to school? %

Attachment 11 – Title IV, Part A Page 14 ATTACHMENT 11 TITLE IV, PART A SAFE AND DRUG FREE SCHOOLS AND COMMUNITIES

Local School System: Wicomico County Fiscal Year 2007

D. PROGRAM ACTIVITY WAIVER REQUEST [SECTION 4115(A)(3)]

TABLE 11-4 PROGRAM/ACTXVI[TY WANER REQUEST FORM

Background: Section 41 15 of Title IV-A indicates that all programs or activities must comply with the Principles of Effectiveness. Principle three requires that all programs or activities developed or implemented using Title IV-A funds must be based on scientifically based research that provides evidence that the program or activity will reduce violence andor illegal drug use. In accordance with section 41 15(a)(3), this scientifically based research requirement may be waived by MSDE in those instances where a local school system implements innovative programs andor activities that demonstrate substantial likelihood of success but do not meet the scientifically based definition. Directions to Request a Waiver: Provide supporting information in the space below to justify why a waiver should be granted by MSDE. Describe the program or activity that the local school system would like to implement and how this program or activity demonstrates a substantial likelihood of success.

Name of program/activity: NIA

Was a request for waiver previously requested for this programlactivity and approved by MSDE? YES NO. If yes, please indicate when (Example: SY 2003-04 & SY 2004-05).

Describe how this program/activity demonstrates a substantial likelihood of success (i.e., measurable outcomes achieved from the use of this programlactivity):

Signature - Title IV, Part A SDFSCA Project Directo Date

Attachment 11 -Title IV, Part A Page 15 ATTACHMENT 11 TITLE IV, PART A SAFE AND DRUG FREE SCHOOLS AND COMMUNITIES

Local School System: Wicomico County Fiscal Year 2007

E. ANNUAL CERTIFICATION OF EQUITABLE SERVICES TO STUDENTS IN PRIVATE (NONPUBLIC) SCHOOLS [ESEA, SECTION 9501].

1. Participating Private Schools and Services: Complete information in Attachment 6-B regarding the names of participating private schools and the number of private school students and/or staff that will benefit from the services.

2. Describe the school system's process for providing equitable participation to students in private schools:

a) The manner and extent of consultation with the officials of interested private schools during all phases of the development and design of the Title IV-A services;

St. Francis de Sales School was the only nonpublic school indicating interest in participating in the Title IV, Part A program. The Title IVA program supervisor and the representative of St. Francis de Sales communicated regarding the needs and services to be funded during the spring and early summer of 2006.

b) The basis for determining the needs of private school children and teachers;

Nonpublic schools determine their needs, whether they would like to utilize curricula, resource materials, professional development opportunities, etc.

Attachment 11 – Title IV, Part A Page 16 ATTACHMENT 11 TITLE IV, PART A SAFE AND DRUG FREE SCHOOLS AND COMMUNITIES

Local School System: Wicomico County Fiscal Year 2007

c) How services, location of services, and grade levels or areas of services were decided and agreed upon; and

Upon receipt of a positive response to participate in the Title IV, Part A program, contact was made with the nonpublic school representative to determine how and where services would be provided as well as the grade levels or areas of service. All details were discussed agreed to by the Safe and Drug- Free Schools Coordinator and the nonpublic school representative.

d) The differences, if any, between the Title IV-A services that will be provided to public and private school students and teachers, and the reasons for any differences. (Note: The school system provides services on an equitable basis to private school children whether or not the services are the same Title IV-A services the district provides to the public school children. The expenditures for such services, however, must be equal – consistent with the number of children served – to Title IV-A services provided to public school children.)

F. BUDGET INFORMATION AND NARRATIVE

Attachment 11 – Title IV, Part A Page 17 Title IV, Part A Budget Narrative Wicomico County Public Schools July 1, 2006 - June 30, 2007

FY07 Master Title IV, Category/ Plan Part A Line Item Calculation Total Object Action Activity Step 2.3 1.1 Instruction - Teacher stipends for 15 teachers x 12 hrs/teacher $3,816 Instructional professional @ $21.20 Staff development Development - Salaries & Wages 2.3 1.1 Fixed Charges - Fixed charges for 8% of $3,816 $305 Other Charges teacher stipends for professional development 2.13 1.1 Instruction - Conference 10 Registrations for AAHPERD $2,250 Instructional registrations at @ $225 Staff AAHPERD Development - Other Charges 2.13 1.1 Instruction - Lodging - For 5 nights x 5 rooms @ $100 $2,500 Instructional attendees at Staff AAHPERD Development - Other Charges 2.3 1.1 Instruction - Substitutes to allow 10 substitutes x 4 days @ $80 $3,200 Instructional teachers to attend Staff AAHPERD Development - Salaries & Wages 2.3 1.1 Fixed Charges - Fixed charges for 8% of $3,200 $256 Other Charges substitutes to allow teachers to attend conference 2.13 1.1 Instruction - Supplies and $10,812 Regular materials to support Programs - prevention education Supplies & curricula Materials Total for Title IV, Part A Activity 1.1 $23,139

8.5 1.2 Instruction - Printing rights and $800 Special newsletters for Programs - "Parents Make A Supplies & Difference" for PreK- Materials 12 Attachment 11 - Title IV, Part A Budget Narrative Page 1 Title IV, Part A Budget Narrative Wicomico County Public Schools July 1, 2006 - June 30, 2007

FY07 Master Title IV, Category/ Plan Part A Line Item Calculation Total Object Action Activity Step 8.9 1.2 Instruction - Support for the East Partial salary to subsidize the $15,680 Special Salisbury Family East Salisbury Family Center Programs - Center program program Salaries & Wages 8.9 1.2 Fixed Charges - Fixed Charges for 8% of $15,680 $1,254 Other Charges salary subsidy at East Salisbury Family Center Total for Title IV, Part A Activity 1.2 $17,734

7.4 1.5 Instruction - Allocation to Based upon St. Francis de $1,394 Special nonpublic school (St. Sales' student enrollment Programs - Francis de Sales) for Transfers prevention education

7.4 1.5 Instruction - Supervisor (10%) - 10% of $87,890 $8,789 Instructional Professional Staff development Development - responsibilities Salaries & Wages 7.4 1.5 Fixed Charges - Fixed charges for $1,599 Other Charges Supervisor (10%) 7.4 1.5 Instruction - Refreshments - 4 days @ $100 for $400 Instructional Professional Day approximately 75 participants Staff inservices each day Development - Other Charges 7.4 1.5 Instruction - Mileage Reimbursement at WCBOE $1,500 Instructional reimbursement for determined rate Staff supervisor delivering Development - professional Other Charges development Total for Title IV, Part A Activity 1.5 $13,682

Attachment 11 - Title IV, Part A Budget Narrative Page 2 Title IV, Part A Budget Narrative Wicomico County Public Schools July 1, 2006 - June 30, 2007

FY07 Master Title IV, Category/ Plan Part A Line Item Calculation Total Object Action Activity Step 7.5 1.8 Instruction - Rental of training Facilities to train 40 people $1,250 Instructional facilities for Staff professional Development - development Contracted Services 7.5 1.8 Instruction - Materials - Conflict $200 Special Resolution programs Programs - Supplies & Materials 7.5 1.8 Instruction - Substitutes for 16 days x $80 $1,280 Instructional teachers attending Staff professional Development - development Salaries & Wages 7.5 1.8 Fixed Charges - Fixed charges for 8% of $1,280 $102 Other Charges substitutes 7.5 1.8 Instruction - Refreshments/Meals SHOP training for 40 people; $1,700 Special for participants of SHOUT training for 25 people; Programs - conflict resolution Peer Mentor training for 30 Other Charges programs people Total for Title IV, Part A Activity 1.8 $4,532

9.9 1.9 Instruction - 1 Americorps 1 Americorps workers @ $4,400 Special workers for $4,400 Programs - Alternative Learning Contracted Center Services Total for Title IV, Part A Activity 1.9 $4,400

7.7 1.10 Instruction - Substitutes for 5 days x $80 $400 Instructional teachers attending Staff PBIS meetings Development - Salaries & Wages 7.7 1.10 Fixed Charges - Fixed charges for 8% of $400 $32 Other Charges substitutes

Attachment 11 - Title IV, Part A Budget Narrative Page 3 Title IV, Part A Budget Narrative Wicomico County Public Schools July 1, 2006 - June 30, 2007

FY07 Master Title IV, Category/ Plan Part A Line Item Calculation Total Object Action Activity Step 7.7 1.10 Instruction - Stipends for teachers 10 teachers x 12 hrs/teacher $2,544 Instructional attending PBIS @21.20 Staff training Development - Salaries & Wages 7.7 1.10 Fixed Charges - Fixed charges for 8% of $2,544 $204 Other Charges stipends 7.7 1.10 Instruction - Conferences - Hotel 18 Rooms x 1 Night @ $120 $2,160 Instructional accomodations for Staff staff attending PBIS Development - training Other Charges 7.7 1.10 Instruction - Meal allocation for 30 staff @ $28.75 $863 Instructional staff attending PBIS Staff training Development - Other Charges 7.7 1.10 Instruction - Mileage Reimbursement at BOE $250 Instructional reimbursement for determined rate Staff staff attending PBIS Development - training Other Charges 7.7 1.10 Instruction - Supplies and $4,793 Regular materials to support Programs - PBIS implementation Supplies & Materials 7.10 1.10 Student Field trips to support Student bus transportation $1,000 Transportation - initiatives designed to costs Contracted improve student Services achievement, attendance, and behavior

Total for Title IV, Part A Activity 1.10 $12,246

Attachment 11 - Title IV, Part A Budget Narrative Page 4 Title IV, Part A Budget Narrative Wicomico County Public Schools July 1, 2006 - June 30, 2007

FY07 Master Title IV, Category/ Plan Part A Line Item Calculation Total Object Action Activity Step 7.3 1.12 Instruction - Substitutes for 10 substitutes @ $80 $800 Instructional teachers attending Staff professional Development - development for Salaries & MSAP Wages 7.3 1.12 Fixed Charges - Fixed charges for 8% of $800 $64 Other Charges substitutes for teachers attending professional development for MSAP 7.3 1.12 Instruction - Mileage Reimbursement at WCBOE $310 Instructional reimbursement for determined rate Staff teachers attending Development - professional Other Charges development for MSAP 7.3 1.12 Instruction - Conference 10 Registrations for MSAP $750 Instructional registrations Conference @ $75 Staff Development - Other Charges Total for Title IV, Part A Activity 1.12 $1,924

Administration - Indirect Costs 2% of $77,657 $1,553 Business Support Services - Transfers

GRAND TOTAL $79,210

Attachment 11 - Title IV, Part A Budget Narrative Page 5 MARYLAND STATE DEPARTMENT OF EDUCATION GRANT BUDGET

ORIGINAL GRAN REQUES 79,210.00 1 AMENDED BUDGET^/^ DATd 811 512006

ESEA Title IV. Part A I ORANT REC'PIENNAME1 Wicornico Countv Public Schools

MSDE GRANT RECIPIENT GRANT

REVENUE SOURCE SCHOOL NAME Federal

FUND SOURCE GRANTPERIOD July 1,2006 - June 30,2008

Finance Official Approval Gary C. Green 8/8/2006 410-677-4524 Name Date Telephone # Supt./Agency Head Approval Thomas B. Field 8/8/2006 410-677-4599 Name Signature Date Telephone # MSDE Grant Manager Approval

Signature Date Telephone #

Board of Education of Wicomico County

2006 Update

Title V, Part A

ATTACHMENT 12 TITLE V, PART A – INNOVATIVE PROGRAMS

Local School System: Wicomico County Fiscal Year 2007 Title V-A Coordinator: Robert Carlisle

Telephone: 410-677-4579 E-mail: [email protected]

A. ALLOWABLE ACTIVITIES [Section 5131]: For all allowable activities that will be implemented, (a) provide a brief description of services, (b) timelines or target dates, (c) the specific goals, objectives, and/or strategies detailed in the 5-year comprehensive Bridge to Excellence Master Plan, and (d) the amount of funding for services to public and nonpublic students and teachers.

1. Projects and Activities to Promote Education Reform and School Improvement

1.1 Promising education reform projects, including magnet schools [section 5131 (a)(4)].

1.2 School improvement programs or activities under sections 1116 and 1117 of the ESEA [section 5131 (a)(9)].

1.3 Programs to establish smaller learning communities [section 5131(a)(19)]. (For further guidance, see USDE’s guidance on the Smaller Learning Communities (SLC) program).

1.4 Activities that encourage and expand The Wicomico Mentoring $8,000 improvement throughout the area served Project will use funding to by the local school system that are recruit and train adult volunteers designed to advance student academic from the area business, agency, achievement [section 5131(a)(20)]. civic and faith communities to become mentors for children attending Wicomico County Public Schools who are at risk of educational failure. Mentors will visit their students for one hour per week for the school year. Visits will be on school property and during the school day. Mentors will build relationships with their students to encourage academic progress and to make better decisions in life. Students will be referred to Attachment 12 – Title V, Part A Page 1 ATTACHMENT 12 TITLE V, PART A – INNOVATIVE PROGRAMS

Local School System: Wicomico County Fiscal Year 2007

1. Projects and Activities to Promote Education Reform and School Improvement

Brief Description of Specific Services, Timelines or Target Dates, and Specific Goals, Objectives, and Strategies Detailed in the 5-year Public School Allowable Activities Nonpublic Costs Comprehensive Bridge to Costs Excellence Master Plan, and Any Revisions to the Plan As Part of This Annual Update, Including Page Numbers the program by school staff, parents and community agencies. Activities are planned to enhance mentor and parental involvement with the student. School Coordinator Assistants will support relationships on the school level by communicating with mentors, students and the School Mentor Coordinators, and will assist in implementing the program county-wide. We expect that students will improve their attendance, behaviors and grades. (Action Step 8.6, Section VIII, page 82)

1.5 Programs and activities that expand learning opportunities through best- practice models designed to improve classroom learning and teaching [section 5131(a)(22)].

1.6 Programs that employ research-based cognitive and perceptual development approaches and rely on diagnostic- prescriptive models to improve student's learning of academic content at the preschool, elementary, and secondary levels [section 5131(a)(26)].

Attachment 12 – Title V, Part A Page 2 ATTACHMENT 12 TITLE V, PART A – INNOVATIVE PROGRAMS

Local School System: Wicomico County Fiscal Year 2007

2. Projects and Activities to Promote Teacher Quality, Professional Development, and Class-Size Reduction

2.1 Supplemental educational services, as defined in Section 1116(e) of the ESEA [section 5131(a)(27)]. (For further guidance, see final regulations for the Title I, Part A program.)

2.2 Programs to recruit, train, and hire Wicomico County will provide $5,000 highly qualified teachers to reduce class on-going staff development size, especially in the early grades, and activities focused on strategies professional development activities that support effective carried out in accordance with Title II instructional practices. of the ESEA, that give teachers, Participants will include teachers principals, and administrators the and administrative staff for the knowledge and skills to provide purpose of developing an students with the opportunity to meet understanding of State and local challenging State or local academic expectations. Voluntary State content standards and student Curriculum recommendations achievement standards [section will be stressed as the primary 5131(a)(1)]. (For further guidance, see guide for program USDE's guidelines on the Title II, Part implementation. Continuity and A program, December 20, 2002). alignment of State and County tested skills will provide a clear framework for teachers to follow and thus enhance student achievement. Trained administrators will provide on- going supervision to evaluate and assure that best practices are the norm in each classroom. (Action Step 13.3, Section VIII, page 97)

Attachment 12 – Title V, Part A Page 3 ATTACHMENT 12 TITLE V, PART A – INNOVATIVE PROGRAMS

Local School System: Wicomico County Fiscal Year 2007

3. Projects and Activities to Promote Parental Options

3.1 The planning, design, and initial implementation of charter schools as described in Part B of Title V of the ESEA [section 5131(a)(8)].

3.2 Activities to promote, implement, or expand public school choice [section 5131(a)(12)].

3.3 School safety programs, including programs to implement the unsafe school choice policy in Section 9532 of the ESEA, and that may include payment of reasonable transportation costs and tuition costs for students who transfer to a different school under the policy [section 5131(a)(25)].

3.4 Programs to provide same-gender schools and classrooms (consistent with applicable law and USDE guidelines for same gender schools and classrooms) [section 5131(a)(23)].

Attachment 12 – Title V, Part A Page 4 ATTACHMENT 12 TITLE V, PART A – INNOVATIVE PROGRAMS

Local School System: Wicomico County Fiscal Year 2007

4. Projects and Activities to Promote the Use of Technology and Educational Materials

4.1 Technology activities related to the implementation of school-based reform programs, including professional development to assist teachers and other school personnel (including school library media personnel) regarding how to use technology effectively in the classroom and the school library media centers involved [section 5131(a)(2)].

4.2 Programs for the development or In all Wicomico County Public $18,000 acquisition and use of instructional and Schools, funding will be used to educational material, including library encourage, monitor and expand services and educational materials opportunities for self-selected (including media materials), academic reading, through the assessments, reference materials, implementation of classroom computer software and hardware for libraries and media materials. instructional use, and other curricular (Action Step 16.1, Section VIII, materials that are tied to high academic page 106) standards, that will be used to improve student achievement, and that are part of The Wicomico County Staff $1,971 an overall education reform program Development Center will use [section 5131(a)(3)]. this funding to acquire additional resources to facilitate improved instruction by making materials available to teachers after school hours and on weekends. The availability of materials for check out and activities provided for ideas, assist in the teacher’s instruction. (Action Step 2.23, Section VIII, page 27)

$557 At Asbury Child Development,

funding will be used to provide

additional media materials.

(Action Step 2.40, Section VIII,

page 30)

Attachment 12 – Title V, Part A Page 5 ATTACHMENT 12 TITLE V, PART A – INNOVATIVE PROGRAMS

Local School System: Wicomico County Fiscal Year 2007

4. Projects and Activities to Promote the Use of Technology and Educational Materials

At Saint Frances de Sales $608 School, funding will be used to provide additional media materials. (Action Step 2.40, Section VIII, page 30)

At Salisbury School, funding will be used to provide additional media materials. (Action Step 2.40, Section VIII, page 30) $938 At Stepping Stones School, funding will be used to provide math manipulatives for student use in order to enhance student performance/achievement in computation and mathematical $335 application/problem solving skills. (Action Step 2.40, Section VIII, page 30)

Attachment 12 – Title V, Part A Page 6 ATTACHMENT 12 TITLE V, PART A – INNOVATIVE PROGRAMS

Local School System: Wicomico County Fiscal Year 2007

5. Projects and Activities to Promote Literacy, Early Childhood Education, and Adult Education

5.1 Programs to improve the literacy skills of adults, especially the parents of children served by the local school system, including adult education and family literacy programs [section 5131(a)(6)].

5.2 Activities to promote consumer, economic, and personal finance education, such as disseminating information on and encouraging use of the best practices for teaching the basic principles of economics and promoting the concept of achieving financial literacy through the teaching of financial management skills (including the basic principles involved with earning, spending, saving, and investing) [section 5131(a)(11)].

5.3 Activities to establish or enhance prekindergarten programs for children [section 5131(a)(16)].

Attachment 12 – Title V, Part A Page 7 ATTACHMENT 12 TITLE V, PART A – INNOVATIVE PROGRAMS

Local School System: Wicomico County Fiscal Year 2007

. 6. Projects and Activities for Students with Special Needs

6.1 Programs to improve the academic achievement of educationally disadvantaged elementary and secondary school students, including activities to prevent students from dropping out of school [section 5131(a)(5)].

6.2 Programs to provide for the educational needs of gifted and talented children [section 5131(a)(7)].

6.3 Alternative educational programs for students who have been expelled or suspended from their regular educational setting, including programs to assist students to reenter the regular educational setting upon return from treatment or alternative programs [section 5131(a)(15)].

6.4 Academic intervention programs that are operated jointly with community- based organizations and that support academic enrichment, and counseling programs conducted during the school day (including during extended school day or extended school year programs), for students most at risk of not meeting challenging State academic achievement standards or not completing secondary school [section 5131(a)(17)].

Attachment 12 – Title V, Part A Page 8 ATTACHMENT 12 TITLE V, PART A – INNOVATIVE PROGRAMS

Local School System: Wicomico County Fiscal Year 2007

7. Projects or Activities to Promote Community Service and Community Involvement

7.1 Community service programs that use qualified school personnel to train and mobilize young people to measurably strengthen their communities through nonviolence, responsibility, compassion, respect, and moral courage [section 5131(a)(10)].

7.2 Initiatives to generate, maintain, and strengthen parental and community involvement [section 5131(a)(21)].

7.3 Service learning activities [section 5131(a)(24)].

Attachment 12 – Title V, Part A Page 9 ATTACHMENT 12 TITLE V, PART A – INNOVATIVE PROGRAMS

Local School System: Wicomico County Fiscal Year 2007

8. Projects and Activities to Promote Health Services

Brief Description of Specific Services, Timelines or Target Dates, and Specific Goals, Objectives, and Strategies Public School Allowable Activities Nonpublic Costs Detailed in the 5-year Costs comprehensive Bridge to Excellence Master Plan, With Reference to Page Numbers

8.1 Programs to hire and support school nurses [section 5131(a)(13)].

8.2 Expansion and improvement of school- based mental health services, including early identification of drug use and violence, assessment, and direct individual or group counseling services provided by qualified school-based mental health services personnel [section 5131(a)(14)]

8.3 Programs for cardiopulmonary resuscitation (CPR) training in schools [section 5131(a)(18)].

TOTAL FUNDING AMOUNTS $32,971 $2,457 + $981 (Indirect Costs) = $33,952

Attachment 12 – Title V, Part A Page 10 ATTACHMENT 12 TITLE V, PART A – INNOVATIVE PROGRAMS

Local School System: Wicomico County Fiscal Year 2007

B. ANNUAL EVALUATION OF TITLE V-A PROGRAM ACTIVITIES: The local school system must annually evaluate its Title V-A programs and submit the evaluation to MSDE annually as part of the Annual Update to the Bridge to Excellence Master Plan. Please respond using the guidelines below:

1. The evaluation must describe how the Title V-A programs affected student academic achievement.

2. At a minimum, the evaluation must:

a) Include information and data on the use of funds, the types of services provided, and the students served by the programs, and

b) Contain sufficient information for the services that were provided and the effect on academic achievement.

3. The school system must use the information gleaned from the annual evaluation to make decisions about appropriate changes in programs for the subsequent year.

Program evaluations for the 2005-2006 School Year immediately follow the budget for Title V, Part A.

Attachment 12 – Title V, Part A Page 11 ATTACHMENT 12 TITLE V, PART A – INNOVATIVE PROGRAMS

Local School System: Wicomico County Fiscal Year 2007

C. ANNUAL CERTIFICATION OF EQUITABLE SERVICES TO STUDENTS IN PRIVATE (NONPUBLIC) SCHOOLS [Section 5142]

1. Participating Private Schools and Services: Complete information in Attachment 6-B on page 31 regarding the names of participating private schools and the number of private school students and/or staff that will benefit from the Title V-A services.

2. Describe the school system's process for providing equitable participation to students in private schools:

a) The manner and extent of consultation with the officials of interested private schools during all phases of the development and design of the Title V-A services. Also, if your nonpublic schools did not respond to your initial invitation, please describe your follow-up procedures;

Asbury Child Development Center, King’s Kids Academy, St. Francis De Sales School, Salisbury School, and Stepping Stones Learning Academy were the only five nonpublic schools indicating interest in participating in the Title V, Part A program. The Title VA program supervisor and representatives of Asbury Child Development Center, King’s Kids Academy, St. Francis De Sales School, Salisbury School, and Stepping Stones Learning Academy communicated regarding the needs and services to be funded during the spring and early summer of 2006.

b) The basis for determining the needs of private school children and teachers;

Attachment 12 – Title V, Part A Page 12 ATTACHMENT 12 TITLE V, PART A – INNOVATIVE PROGRAMS

Local School System: Wicomico County Fiscal Year 2007

Nonpublic schools determine their needs, whether they would like to utilize curricula, resource materials, professional development opportunities, etc.

c) How services, location of services, and grade levels or areas of services were decided and agreed upon; and

Upon receipt of a positive response to participate in the Title V, Part A program, contact was made with the nonpublic school representatives to determine the services that would be provided. All details were discussed and agreed to by the Title VA Supervisor and the nonpublic school representatives.

d) The differences, if any, between the Title V-A services that will be provided to public and private school students and teachers, and the reasons for any differences. (Note: The school system provides services on an equitable basis to private school children whether or not the services are the same Title V-A services the district provides to the public school children. The expenditures for such services, however, must be equal -- consistent with the number of children served -- to Title V-A services provided to public school children.)

D. BUDGET INFORMATION AND NARRATIVE

Attachment 12 – Title V, Part A Page 13 Title V, Part A Budget Narrative Wicomico County Public Schools July 1, 2006 - June 30, 2007

FY07 Master Title V, School Category/ Plan Part A Line Item Calculation Total Code Object Action Activity Step 8.6 99 1.4 Instruction - Partial Salary - .33 FTE $6,769 Special Assistant for Programs - Wicomico Mentoring Salaries Project 8.6 99 1.4 Fixed Charges - Fixed Costs for Partial 18.19% of $6769 (Fringe $1,231 Other Charges Salary of Assistant for benefits excluding Wicomico Mentoring health insurance waived Project by current employee)

Total for Title V, Part A Activity 1.4 $8,000

13.3 99 2.2 Instruction - 100 Substitutes 100 substitutes x .5 days $4,000 Instructional Teachers for New x $80 Staff Teacher Induction Development - Salaries 13.3 99 2.2 Fixed Charges - Fixed Costs for 100 $4,000 x 8% $320 Other Charges Substitutes Teachers for New Teacher Induction

13.3 99 2.2 Instruction - Refreshments for New $680 Instructional Teacher Workshop Staff Development - Other Charges Total for Title V, Part A Activity 2.2 $5,000

2.40 24 4.2 Instruction - Media Materials for $557 Regular Asbury Child Programs - Development Transfers 2.40 24 4.2 Instruction - Media Materials for $19 Regular King's Kids' Academy Programs - Transfers 2.40 24 4.2 Instruction - Media Materials for St. $608 Regular Francis de Sales Programs - Transfers Attachment 12 - Title V, Part A Budget Narrative Page 1 Title V, Part A Budget Narrative Wicomico County Public Schools July 1, 2006 - June 30, 2007

FY07 Master Title V, School Category/ Plan Part A Line Item Calculation Total Code Object Action Activity Step 2.40 24 4.2 Instruction - Media Materials for $938 Regular Salisbury School Programs - Transfers 2.40 24 4.2 Instruction - Math Manipulatives $335 Regular for Stepping Stones Programs - Transfers 16.1 63 4.2 Instruction - Classroom 24 schools @ $750 $18,000 Regular libraries/media Programs - materials Supplies & Materials 2.23 99 4.2 Instruction - Computer Supplies $1,971 Instructional and Other Materials Staff for Staff Development Development - Center Supplies & Materials Total for Title V, Part A Activity 4.2 $19,971

Administration - 2.77% of $35,383 $981 Business Support Services - Transfers GRAND TOTAL $36,409

Attachment 12 - Title V, Part A Budget Narrative Page 2 MARYLAND STATE DEPARTMENT OF EDUCATION GRANT BUDGET

REQUEST 36,409.00 AMENDED BUDGET 811 512006

GRANT REClPlEN GRANT NAME ESEA Title V, Part A NAME Wicomico County-Public Schools

MSDE GRANT RECIPIENT GRANT

REVENUE SOURCE SCHOOL NAME Federal FUND SOURCECoDEl GRANTPERIOD I July 1,2006 - June 30,2008

Finance Official Approval Gary C. Green 8/8/2006 410-677-4524 Name Date Telephone #

Supt./Agency Head Approval Thomas B. Field 81812006 41 0-677-4599 Name Signature Date Telephone # MSDE Grant Manager Approval

Signature Date Telephone # Title V, Part A – Innovative Programs Final Reports for SY 2005-2006

Beaver Run Elementary Emotional Intelligence Christopher Nunzio

1. List activities/objectives/milestones from the School Improvement Plan accomplished during this period (attach supporting data charts, tables, graphs, etc.)

Reviewed and analyzed student attendance and data. Used student data management system to review attendance data. Provided recognition to improve student attendance to achieve annual target of 94%. Held attendance assemblies that recognized students for achieving perfect attendance Recognized the best weekly attendance from the top class every week Displayed recognition flags for 100% attendance Provided interventions to reduce the percentage of students with excessive absences. Home-School Liaison contacted parent/guardians of absent children Used student data management system to identify frequent absences. Provided students with a mentor, if applicable. Reviewed and analyzed student behavior data. Used student data management system to review discipline referrals. Provided interventions to reduce the percentage of students whose behavior regularly interfered with their learning. Trained PBIS Committee. PBIS Committee facilitated several presentations and trainings for staff to review expectations and universal signs. Recognized students for exhibiting positive behavior. School counselor worked with individual or small groups to develop positive behavior strategies. Teachers utilized school procedures for referring students to the office. Staff trained on 1, 2, 3 Magic to handle discipline concerns and stop negative behaviors.

2. List scheduled activities/objectives/milestones not accomplished during this period (define problems and solutions):

All scheduled activities/objectives/milestones were accomplished during this period.

3. List project activities/objectives/milestones planned for next period and anticipated data collection strategies:

Provide interventions to reduce the percentage of students whose behavior regularly interfered with their learning.

Staff will review and learn how to stop negative behaviors and start positive behaviors utilizing 1, 2, 3 Magic.

4. Were funds spent according to grant projections? X Yes No

If not, please explain ______

5. 100% of funds will be spent by what date? May 1, 2006

6. If all funds will not be spent by end of grant period, what is the expected balance? N/A

Will you be requesting a grant extension? Yes X No

If yes, please attach a Grant Change Request to do so.

7. Is assistance requested from MSDE staff? Yes X No

8. Total # of students served: 530 Total # of staff trained or involved: 35-40

Title V, Part A Program Evaluations School Year 2005-2006 Page 1 Bennett Middle School Improving Science and Technology Greg Mann

1. List activities/objectives/milestones from the School Improvement Plan accomplished during this period (attach supporting data charts, tables, graphs, etc.)

Grant was not implemented and funds were not spent.

2. List scheduled activities/objectives/milestones not accomplished during this period (define problems and solutions):

Grant was not implemented and funds were not spent.

3. List project activities/objectives/milestones planned for next period and anticipated data collection strategies:

4. Were funds spent according to grant projections? Yes X No

If not, please explain Computers were not purchased; therefore, the server did not need to be purchased.

5. 100% of funds will be spent by what date?

6. If all funds will not be spent by end of grant period, what is the expected balance? ______

Will you be requesting a grant extension? Yes X No

If yes, please attach a Grant Change Request to do so.

7. Is assistance requested from MSDE staff? Yes X No

8. Total # of students served: 0 Total # of staff trained or involved: 0

Title V, Part A Program Evaluations School Year 2005-2006 Page 2 Central Office Wicomico Mentoring Project Henrietta Parker

1. List activities/objectives/milestones from the School Improvement Plan accomplished during this period (attach supporting data charts, tables, graphs, etc.)

This year 437 mentors re-enrolled to work another year with their students. We recruited an additional 205 new mentors for a total of 642 one-on-one matches as of April 30. Of those, 307 are in elementary school, 232 are in middle school, 89 are in high school, and 14 are at the Alternative Learning Center. A retention rate of 68% was achieved.

We presented 18 PTA talks and 19 Faculty talks during September, October and November. These talks aided our recruitment of mentors from the public and staff. We held 18 Team Meets during September, October, November and December. These meetings of parents, mentors, students and teachers have resulted in more open communication between these partners about student progress.

We partnered with 18 Camp Charity Foundation high school students who were learning so much about the arts that they wanted to share it with other girls. They became Pen Pal Mentors for girls at Salisbury Middle and also at Glen Avenue Elementary. The girls used a spiral notebook to write back and forth to each other. The Director of the Foundation delivered the notebooks to each group. The high school girls found that the elementary students were more receptive to the idea and really enjoyed working with them.

We partnered with the Organize, Unite, Revitalize (OUR) Community group in their Horizons Project. They are following 20 families for 8 years and trying to help them out of the circle of poverty. They wanted us to provide mentors for all of the second graders in these families. We have been able to serve seven children.

We partnered with Stay In Touch (SIT), a program that works with families of prisoners who are going to be released soon, the Department of Social Services, Eastern Shore Psychological Services, and the Glen Avenue Drop Out Prevention program for referrals of children who need mentors. A few of these children have been served, and the rest remain on our waiting list.

We have the Kids of Honor program at Salisbury Middle School, where eighth and seventh graders who have a mentor are participating. Bennett Middle started their Kids of Honor program in November, where all sixth, seventh and eighth graders who have a mentor participate. Wicomico Middle School kicked their Kids of Honor program off in October, with all sixth, seventh and eighth graders who have a mentor participating. The WMS After School Stars program also has a Kids of Honor program involving all of the students who participate. Mardela Middle and High School kicked their Kids of Honor program off in November. All of the students from sixth through twelfth who have a mentor participate, plus a couple of targeted 8th grade and 6th grade classes. Annual Kids of Honor are chosen from each program and are awarded a $500 scholarship which will be held for them until they graduate from high school.

In December we started the Brown Bag lunches. This is an opportunity for mentors to meet with program staff and talk about successes, concerns, and to give or get tips on how to handle certain situations. We have found that the mentors appreciate the opportunity to get together and learn about each other’s concerns. They offer alternative solutions, and realize that their concerns may be trivial compared to others. We follow up with any specific concerns and try to address the issues they have raised. One issue is how to talk about suspected child abuse with the child. What should or should not mentors say? How do they know that something is being done about the situation? We are seeking answers to those questions. We will use this feedback to develop the training topics for our Positive Impact Seminar.

The Advisory Board met four times this year. Members helped with PTA talks, attended Team Meets and Brown Bag lunches and made suggestions for recruitment efforts. Decisions about fund raising efforts and the lack of funding for program events were made. The Advisory Board Chair donated $10,000 to an endowment fund, which will give at least $500 income every year. Another Advisory Board member pledged an additional $500 donation. An Advisory Board member collaborated with the Chamber of Commerce to hold a Silent Auction during their annual dinner, resulting in a $5,000 fundraising effort.

Title V, Part A Program Evaluations School Year 2005-2006 Page 3 Newsletters were mailed each month to over 1,000 mentors and community partners. One area business made a donation that will cover the newsletter postage and printing for a full year.

Satisfaction surveys were distributed with the May newsletter for mentors, and through the schools for students, parents, teachers and school coordinators. Evaluation of GPAs, attendance and behaviors of students who have a mentor will be done after the final grades are posted. Students will be tracked as to improvement from year to year.

In January we celebrated National Mentoring Month by partnering with Parcels Plus for the Salisbury Area Chamber of Commerce’s After Business Hours promotion. Students wrote thank you notes to their mentors.

A Positive Impact Seminar in March provided mentors with additional training in areas of concern. Topics were: “Picking Up the Pieces – Helping Children Deal with Life Circumstances”, “Listening so Children will Talk – Communication and Listening Skills”, “Mentoring on Behavioral Problems – How to Talk with Kids Who get Into Trouble a Lot”, and “Reaching Kids Where They Are – Cultural, Social and Economic Differences.” A panel discussion by experienced mentors giving tips on how they have opened communication with their students was held in conjunction with lunch.

Recognition of supportive partners will take place at the June Salisbury Area Chamber of Commerce General Membership Luncheon. Recipients of the “Herbert H. Fincher Friend of Mentoring “Award will be announced. Ten year pins and certificates will be given to mentors at the July Wicomico County Board of Education meeting. First time mentors receive a logo pin, five year mentors receive pins and all mentors receive a certificate. A full page ad will be placed in the local newspaper during the summer, thanking all of the partners and mentors.

2. List scheduled activities/objectives/milestones not accomplished during this period (define problems and solutions):

PTA talks, Faculty talks and Team Meets were not held at all schools. Coordinators and principals must continue to be encouraged to participate and coordinate these activities. The more concerned parents and faculty hear about the need for mentors and the successes of those who have been matched, the more volunteers we will motivate. The Team Meets are most successful on the elementary school level, but not at the middle and high schools. Since this is the first time parents and mentors have an opportunity to meet, this event needs to continue with greater involvement.

The Youth Career Tours were not done due to a lack of time. A new list of companies willing to conduct tours has just been generated by the Chamber of Commerce’s Workforce Development Committee, and will be used in the Fall 2006 to set up the tours. Funding is through Salisbury’s Promise and The Community Foundation.

The Celebration of Smiles (mentor and community partner recognition event) was not held due to a lack of funds. Mentors will receive certificates of appreciation through the mail. We continue to find other venues to recognize our mentors.

Participation in the Points of Light Conference will not happen because of a lack of funds

3. List project activities/objectives/milestones planned for next period and anticipated data collection strategies:

Faculty and PTA talks will be held during September and October to aid in recruitment. Team Meets, where mentors, parents, and students meet before a PTA, share pizza and conversation, and then visit the teachers together as a team to discuss student progress, will be held during October and November. This is the first opportunity that parents have to meet their child’s mentor.

Kids of Honor will kick off at four middle schools in September, with October being the first time for a monthly winner.

Title V, Part A Program Evaluations School Year 2005-2006 Page 4 We expect to hold a series of Brown Bag Lunches in all schools during January and February. These lunchtime chats offer mentors an opportunity to discuss issues of concern with project staff. This extra support helps with our retention rate of returning mentors, which is at 68% this year.

We expect to hold a Positive Impact Seminar in March for additional, in-depth training for mentors. The topics will include information on Conflict Resolution, Anger Management, Help! My Student Told Me…, Meeting Children Where They Are, and others as determined by the concerns raised from the Brown Bag Lunches.

The Youth Career Tours will be held in October and March. Middle school students and their mentors will visit area businesses to get an overview of the importance of a high school diploma and potential workplaces. Salisbury’s Promise is funding the transportation, and funding for lunches is being sought through grants.

The Friendship Picnic will be held in May, and will include all of the students, parents and their families, mentors, and all education, business, agency, civic and faith group partners. Funding is being sought through grants and community donations.

Data is collected at the end of the fourth quarter for a comparison of grades, attendance and office referrals with the data from last year. Continued improvement of students will be tracked. Feedback from all partners is collected at the end of May.

School mentor coordinators meet and discuss the year in May, making suggestions for improvement and the Advisory Board meets in June to review the year and make suggestions for the coming year.

4. Were funds spent according to grant projections? Yes X No

If not, please explain Our funds were projected to be used for salary and benefits for the school coordinator assistant. The assistant left the position, the position was open for a month, and the new hire is at a lower salary. The unplanned extra balance was spent on materials for student incentive packets, with the supervisor’s approval.

5. 100% of funds will be spent by what date? May 16, 2006

6. If all funds will not be spent by end of grant period, what is the expected balance? ______

Will you be requesting a grant extension? Yes X No

If yes, please attach a Grant Change Request to do so.

7. Is assistance requested from MSDE staff? Yes X No

8. Total # of students served: 642 Total # of staff trained or involved: 29

Title V, Part A Program Evaluations School Year 2005-2006 Page 5 Central Office: New Teacher Induction Program Karen Leimann

1. List activities/objectives/milestones from the School Improvement Plan accomplished during this period (attach supporting data charts, tables, graphs, etc.)

New teacher visits were completed. Seventy-five of the one hundred six new teachers visited and observed veteran teachers who teach the same content and grade level. Materials were purchased for new teacher induction workshops, as well.

Eighty-five new teachers participated in monthly professional development meetings. The topics of these meetings included classroom management, communication with parents, equity in the classroom, planning for personal professional growth, and county policies and procedures.

2. List scheduled activities/objectives/milestones not accomplished during this period (define problems and solutions):

A luncheon was held on August 18th for all new teachers and their mentors.

3. List project activities/objectives/milestones planned for next period and anticipated data collection strategies:

We will continue to use the few remaining funds, during the summer, for materials for August workshops.

4. Were funds spent according to grant projections? X Yes No

If not, please explain

5. 100% of funds will be spent by what date? June 30, 2006

6. If all funds will not be spent by end of grant period, what is the expected balance? ______

Will you be requesting a grant extension? _____Yes X No

If yes, please attach a Grant Change Request to do so.

7. Is assistance requested from MSDE staff? _____Yes X No

8. Total # of staff trained or involved: 85

Title V, Part A Program Evaluations School Year 2005-2006 Page 6 Staff Development Center Program Rachel Beail / Karen Leimann

1. List activities/objectives/milestones from the School Improvement Plan accomplished during this period (attach supporting data charts, tables, graphs, etc.)

Monthly center newsletter to staff Monthly contacts with school staffs through School Linkers Records kept of attendance at Center and of services requested through pony, email, and fax Records kept of services provided Completion of requested projects Meeting with School Linkers Maintenance of Center equipment and materials Additional Center hours after school and on two Saturdays each month

2. List scheduled activities/objectives/milestones not accomplished during this period (define problems and solutions):

None

3. List project activities/objectives/milestones planned for next period and anticipated data collection strategies:

Purchase of replacement equipment, supplies, and materials Projects to encourage Center use Creation of catalogue of Center resources

4. Were funds spent according to grant projections? Yes No

If not, please explain ______

5. 100% of funds will be spent by what date?

6. If all funds will not be spent by end of grant period, what is the expected balance? ______

Will you be requesting a grant extension? Yes X No

If yes, please attach a Grant Change Request to do so.

7. Is assistance requested from MSDE staff? Yes X No

8. Total # of students served: 14,000 + Total # of staff trained or involved: 2

Title V, Part A Program Evaluations School Year 2005-2006 Page 7 Charles H. Chipman Elementary Building Stronger Students Deborah Emge

1. List activities/objectives/milestones from the School Improvement Plan accomplished during this period (attach supporting data charts, tables, graphs, etc.)

A3.1 Engage students in use of before, during and after reading strategies as shown in the VSC. A 14.1 Utilize Expeditionary Learning Outward Bound strategies to meet the needs of diverse Learners.

2. List scheduled activities/objectives/milestones not accomplished during this period (define problems and solutions):

N/A---All were accomplished

3. List project activities/objectives/milestones planned for next period and anticipated data collection strategies:

N/A

4. Were funds spent according to grant projections? X Yes No

If not, please explain ______

5. 100% of funds will be spent by what date? May 19, 2006

6. If all funds will not be spent by end of grant period, what is the expected balance? ______

Will you be requesting a grant extension? Yes X No

If yes, please attach a Grant Change Request to do so.

7. Is assistance requested from MSDE staff? Yes X No

8. Total # of students served: 443 Total # of staff trained or involved: 45

Title V, Part A Program Evaluations School Year 2005-2006 Page 8 Delmar Elementary School “Author in Residence” Patricia A. Weeg

1. List activities/objectives/milestones from the School Improvement Plan accomplished during this period (attach supporting data charts, tables, graphs, etc.)

Six Title 1 students in my computer lab worked collaboratively online using e-mail with a published children’s author, Lois Szymanksi, and wrote original stories. They made a story map, wrote rough drafts, edited their rough drafts and illustrated their original stories. All of their work was sent to Mrs. Szymanski for her input. Their activities lasted from November 2005 until May 2006. Mrs. Szymanski came to Delmar to meet her young authors in person and to speak to their homeroom classes. Our project is visible in detail on the Web:

http://www.globalclassroom.org/authors/authors2005.html

Maryland Voluntary State Curriculum http://mdk12.org/share/vsc/vsc_english_gr38.doc

Grade 4:

4.A.1.a Generate and select topics 4.A.1.b. Plan and organize writing by using appropriate organizational structure 4.A.2 Write to express personal ideas 4.A.3.a. Revise texts for clarity, completeness and effectiveness 4.A.3.c Prepare the final product for presentation to an audience 5. A.2 Recognize, recall, and use basic elements of grammar to express ideas clearly

2. List scheduled activities/objectives/milestones not accomplished during this period (define problems and solutions):

We accomplished all of our objectives.

3. List project activities/objectives/milestones planned for next period and anticipated data collection strategies:

We will not continue the program next year under Title V.

4. Were funds spent according to grant projections? X Yes No

If not, please explain ______

5. 100% of funds will be spent by what date? June 30, 2006

6. If all funds will not be spent by end of grant period, what is the expected balance? ______

Will you be requesting a grant extension? Yes X No

If yes, please attach a Grant Change Request to do so.

7. Is assistance requested from MSDE staff? Yes X No

8. Total # of students served: 6 Total # of staff trained or involved: 1

Title V, Part A Program Evaluations School Year 2005-2006 Page 9 Delmar Elementary Cultural Enrichment Nevette Muir

1. List activities/objectives/milestones from the School Improvement Plan accomplished during this period (attach supporting data charts, tables, graphs, etc.)

Activities – Reptile World- non-fiction science program; Percussion Discussion – non-fiction music program School Improvement Plan A12. Engage students in the use of nonfiction materials to gain information and content knowledge.

2. List scheduled activities/objectives/milestones not accomplished during this period (define problems and solutions):

Activities accomplished.

3. List project activities/objectives/milestones planned for next period and anticipated data collection strategies:

The grant will not be funded next year.

4. Were funds spent according to grant projections? X Yes No

If not, please explain ______

5. 100% of funds will be spent by what date? May 1, 2006

6. If all funds will not be spent by end of grant period, what is the expected balance? ______

Will you be requesting a grant extension? Yes X No

If yes, please attach a Grant Change Request to do so.

7. Is assistance requested from MSDE staff? Yes X No

8. Total # of students served: 975 Total # of staff trained or involved: 73

Title V, Part A Program Evaluations School Year 2005-2006 Page 10 East Salisbury School Accelerated Reader Karen Bennie

1. List activities/objectives/milestones from the School Improvement Plan accomplished during this period (attach supporting data charts, tables, graphs, etc.)

Our students showed an average growth in reading of 0.93 months from September 2005-May 2006 as evidenced by the results from the STAR Reading Test. In addition, in September, 31% of the students at East Salisbury scored at the Advanced or Proficient level on the Scholastic Reading Inventory (SRI). The number of students scoring Advanced or Proficient on the SRI rose to 55% in May.

2. List scheduled activities/objectives/milestones not accomplished during this period (define problems and solutions):

We still do not have enough books and quizzes at the lower levels (Grade 2 and below). Many students finish the books and quizzes that we have at East Salisbury at their level early in the year. We plan to purchase additional lower level materials as the funds become available.

3. List project activities/objectives/milestones planned for next period and anticipated data collection strategies:

We plan to buy more books and quizzes next year. In addition, we will be implementing quarterly milestone checks to ensure that all students are reading toward their Accelerated Reader goals. Students who do reach their goal will be recognized at our quarterly awards assemblies.

4. Were funds spent according to grant projections? X Yes No

If not, please explain ______

5. 100% of funds will be spent by what date? June 30, 2006

6. If all funds will not be spent by end of grant period, what is the expected balance? ______

Will you be requesting a grant extension? Yes X No

If yes, please attach a Grant Change Request to do so.

7. Is assistance requested from MSDE staff? Yes X No

8. Total # of students served: 423 Total # of staff trained or involved: 30

Title V, Part A Program Evaluations School Year 2005-2006 Page 11 Fruitland Intermediate Accelerated Reader Kristina Gosnell

1. List activities/objectives/milestones from the School Improvement Plan accomplished during this period (attach supporting data charts, tables, graphs, etc.)

School Improvement Plan Objective:

Priority A: Accelerating student learning in Reading and Math Action Step A9: Promote self-selected, independent reading. An Accelerated Reader committee met at the beginning of the year to establish the goals and guidelines of the Accelerated Reader program being used as our school-wide Reading Incentive. All students were entered into the Accelerated Reader Program with an individual reading goal established based on current lexile scores. Funds were spent to purchase quizzes to match books we already had and to purchase new books and matching quizzes. Each classroom had a large tub full of Accelerated Reader books that they could read and take a quiz to test comprehension. In addition, Accelerated Reader books were labeled and available in the Media Center. Charts were used to track student progress toward goal in each homeroom. A bulletin board in the Media Center was utilized to track each student’s percentage of goal. Announcements were made to recognize students achieving 25%, 50%, 75%, and 100% of their reading goal. Classroom participation rates and student percentages were shared and discussed at Instructional Leadership Team meetings throughout the year. As students achieved the established milestones, they were eligible to receive a reward. When students reached 25% they were eligible for a candy making reward. Students at 50% participated in an ice cream sundae party. When students reached 75% of their goal they were eligible to get an item from the prize bucket. All students that reached 100% of their goal participated in a Sock hop held on May 31st.

2. List scheduled activities/objectives/milestones not accomplished during this period (define problems and solutions):

N/A

3. List project activities/objectives/milestones planned for next period and anticipated data collection strategies:

We will continue with the use of Accelerated Reader as a Reading incentive program. We will track and reward students for reaching 10%, 25%, 50%, 75%, and 100% of their reading goal.

4. Were funds spent according to grant projections? X Yes No

If not, please explain ______

5. 100% of funds will be spent by what date? June 30, 2006

6. If all funds will not be spent by end of grant period, what is the expected balance?

Will you be requesting a grant extension? Yes X No

If yes, please attach a Grant Change Request to do so.

7. Is assistance requested from MSDE staff? Yes X No

8. Total # of students served: 372 Total # of staff trained or involved: 27

Title V, Part A Program Evaluations School Year 2005-2006 Page 12 Fruitland Primary School Kindergarten Agendas Darrel Morris

1. List activities/objectives/milestones from the School Improvement Plan accomplished during this period (attach supporting data charts, tables, graphs, etc.)

Action Step A9 – Creation of Kindergarten Agendas to foster and maintain communication pathways with parents.

2. List scheduled activities/objectives/milestones not accomplished during this period (define problems and solutions):

None

3. List project activities/objectives/milestones planned for next period and anticipated data collection strategies:

None

4. Were funds spent according to grant projections? X Yes No

If not, please explain ______

5. 100% of funds will be spent by what date? June 30, 2006

6. If all funds will not be spent by end of grant period, what is the expected balance? ______

Will you be requesting a grant extension? Yes X No

If yes, please attach a Grant Change Request to do so.

7. Is assistance requested from MSDE staff? Yes X No

8. Total # of students served: 150 Total # of staff trained or involved: 2

Title V, Part A Program Evaluations School Year 2005-2006 Page 13 Fruitland Primary School Systematic First Grade Reading Review Booklet Darrel Morris

1. List activities/objectives/milestones from the School Improvement Plan accomplished during this period (attach supporting data charts, tables, graphs, etc.)

Action Step A9 – Creation of a systematic Reading Review Booklet for First Grade students.

2. List scheduled activities/objectives/milestones not accomplished during this period (define problems and solutions):

None

3. List project activities/objectives/milestones planned for next period and anticipated data collection strategies:

Printing of the booklets will be completed this summer.

4. Were funds spent according to grant projections? X Yes No

If not, please explain ______

5. 100% of funds will be spent by what date? June 30, 2006

6. If all funds will not be spent by end of grant period, what is the expected balance? ______

Will you be requesting a grant extension? Yes X No

If yes, please attach a Grant Change Request to do so.

7. Is assistance requested from MSDE staff? Yes X No

8. Total # of students served: 150 Total # of staff trained or involved: 2

Title V, Part A Program Evaluations School Year 2005-2006 Page 14 Glen Avenue School Cultural Enrichment Jan H.Conway

1. List activities/objectives/milestones from the School Improvement Plan accomplished during this period (attach supporting data charts, tables, graphs, etc.)

Bromley Productions-“Ace Your MSA”- $540.00; Young Audiences of MD-“Maria Broom”-$865.00; Bureau of Lectures

“Animals from Around the World”- $325.00; Bureau of Lectures-

“Alborada” - $70.00

2. List scheduled activities/objectives/milestones not accomplished during this period (define problems and solutions):

None

3. List project activities/objectives/milestones planned for next period and anticipated data collection strategies:

None

4. Were funds spent according to grant projections? X Yes No

If not, please explain ______

5. 100% of funds will be spent by what date? June 30, 2006

If all funds will not be spent by end of grant period, what is the expected balance? ______

6. Will you be requesting a grant extension? Yes X No

If yes, please attach a Grant Change Request to do so.

7. Is assistance requested from MSDE staff? Yes X No

8. Total # of students served: 283 Total # of staff trained or involved: 58

Title V, Part A Program Evaluations School Year 2005-2006 Page 15 James M. Bennett Strategic Reading As A Content Area Teaching Tool Clay Belgie

1. List activities/objectives/milestones from the School Improvement Plan accomplished during this period (attach supporting data charts, tables, graphs, etc.)

The overarching objectives were for the school Reading Team to develop better readers by focusing on Strategic Reading throughout the content areas by sharing before, during, and after reading strategies with the faculty. Jan Wagner initiated a Professional Development session in which she presented reading strategies across various content areas. Our Reading Team presented a PD session on before, during and after reading strategies during a January in-service. The evaluation and review of data is being conducted as we speak.

2. List scheduled activities/objectives/milestones not accomplished during this period (define problems and solutions):

None

3. List project activities/objectives/milestones planned for next period and anticipated data collection strategies:

According to our SIP for next year, the same overarching objectives will continue to be emphasized.

4. Were funds spent according to grant projections? X Yes No

Much of the grant asked for monies to pay team members for their work on these projects. Several team members chose not to accept compensation for their work beyond the school day.

If not, please explain:

5. 100% of funds will be spent by what date? N/A

6. If all funds will not be spent by end of grant period, what is the expected balance? $1318.94

Will you be requesting a grant extension? Yes X No

If yes, please attach a Grant Change Request to do so.

7. Is assistance requested from MSDE staff? Yes X No

8. Total # of students served: 1,350 Total # of staff trained or involved: 100

Title V, Part A Program Evaluations School Year 2005-2006 Page 16 Mardela Middle and High School Literacy for All Part III Dan Pyle

1. List activities/objectives/milestones from the School Improvement Plan accomplished during this period (attach supporting data charts, tables, graphs, etc.)

Strategies will be implemented across the curriculum to improve student literacy. Subscriptions to periodicals in various disciplines were purchased . (We purchased Science World, Time for Kids, Scope, Action, National Geographic Explorere, Allons-Y!) These periodicals were used to provide selections used in the literacy program. Each discipline infused literacy into the curriculum at least one day a week.

2. List scheduled activities/objectives/milestones not accomplished during this period (define problems and solutions):

None

3. List project activities/objectives/milestones planned for next period and anticipated data collection strategies:

Teachers will participate in professional development on reading skills and strategies for teaching reading. Teachers will track student performance on SRI and MSA Reading Assessments.

4. Were funds spent according to grant projections? X Yes No

If not, please explain ______

5. 100% of funds will be spent by what date? June 6, 2006

6. If all funds will not be spent by end of grant period, what is the expected balance? ______

Will you be requesting a grant extension? Yes X No

If yes, please attach a Grant Change Request to do so.

7. Is assistance requested from MSDE staff? Yes X No

8. Total # of students served: 701 Total # of staff trained or involved: 52

Title V, Part A Program Evaluations School Year 2005-2006 Page 17 Mardela Middle and High School Reading Rally Dan Pyle

1. List activities/objectives/milestones from the School Improvement Plan accomplished during this period (attach supporting data charts, tables, graphs, etc.)

Strategies will be implemented across the curriculum to improve student literacy. Middle school students participated in Reading Rally.

2. List scheduled activities/objectives/milestones not accomplished during this period (define problems and solutions):

None

3. List project activities/objectives/milestones planned for next period and anticipated data collection strategies:

Students will participate in Reading Rally next year.

4. Were funds spent according to grant projections? X Yes No

If not, please explain ______

5. 100% of funds will be spent by what date? June 6, 2006

6. If all funds will not be spent by end of grant period, what is the expected balance? ______

Will you be requesting a grant extension? Yes X No

If yes, please attach a Grant Change Request to do so.

7. Is assistance requested from MSDE staff? Yes X No

8. Total # of students served: 25 Total # of staff trained or involved: 2

Title V, Part A Program Evaluations School Year 2005-2006 Page 18 North Salisbury School Project Reach Janet Veditz

1. List activities/objectives/milestones from the School Improvement Plan accomplished during this period (attach supporting data charts, tables, graphs, etc.)

We were able to take students to UMES, Wor-Wic Community College, WBOC news-room, Barnes & Nobles, Blind Industries, Salisbury University, and CTE.

Our goals were to have:

Students learn more about future jobs and higher education (see chart 1). Students learn about possible career ideas (see chart 2). Students enjoy and engage themselves in the field trip they participate in (see chart 3). Students find that the REACH Field Trips were worthwhile (see chart 4).

2. List scheduled activities/objectives/milestones not accomplished during this period (define problems and solutions):

We were unable to complete our job fair- This is due to our move from the portables to the new building which did not leave us adequate time to conduct a job fair of the highest-quality.

3. List project activities/objectives/milestones planned for next period and anticipated data collection strategies:

Field Trips to possible restaurants, hotels, hospitals, universities and colleges. We would like to increase the # of students involved in the REACH program. We are hoping to be able to start earlier with the program so that we may have more time to plan the activities.

4. Were funds spent according to grant projections? X Yes No

If not, please explain

5. 100% of funds will be spent by what date? ______

6. If all funds will not be spent by end of grant period, what is the expected balance? $150

We did not use the $150 dollars for MOI that was earmarked for the Career Fair

Will you be requesting a grant extension? Yes X No

If yes, please attach a Grant Change Request to do so.

7. Is assistance requested from MSDE staff? Yes X No

8. Total # of students served: 179 Total # of staff trained or involved: 4

Title V, Part A Program Evaluations School Year 2005-2006 Page 19 Northwestern Elementary Reading Counts Dr. Darlene A. Nobles

1. List activities/objectives/milestones from the School Improvement Plan accomplished during this period (attach supporting data charts, tables, graphs, etc.)

A11 of Northwestern’s School Improvement Plan indicates that our purpose for this grant is to improve student reading accuracy, fluency, and comprehension through the implementation of a school-wide reading incentive program called “Reading Counts.” All.1 Request funding to maintain a half-time para-educator to coordinate “Reading Counts” Program. A11.2 Request funds from the community and/or PTA to purchase materials and incentives for “Reading Counts” Program. A11.3 Administer Scholastic Reading Inventory (SRI) to students in grades (2-5) to determine Lexile range and establish individual student reading goals. A11.4 Track, announce, reward, and display student progress toward individual and class goals.

2. List scheduled activities/objectives/milestones not accomplished during this period (define problems and solutions):

None, all activities, rewards and milestones were accomplished.

3. List project activities/objectives/milestones planned for next period and anticipated data collection strategies:

Students’ baseline Lexile scores were compared to the last SRI taken to measure growth. Students’ who met their individual goals earned points for Reading Counts and were able to spend “Book Bucks” to buy small incentives at the Book Bucks Boutique on a quarterly basis. Students who achieved 100% of their goal/or made significant growth for the year, were able to attend the end of the year incentive which was 2 hours at the Hebron Carnival and a picnic.

4. Were funds spent according to grant projections? X Yes No

If not, please explain ______

5. 100% of funds will be spent by what date? June 30, 2006

6. If all funds will not be spent by end of grant period, what is the expected balance? N/A

Will you be requesting a grant extension? Yes X No

If yes, please attach a Grant Change Request to do so.

7. Is assistance requested from MSDE staff? Yes X No

8. Total # of students served: 250 Total # of staff trained or involved: 18

Title V, Part A Program Evaluations School Year 2005-2006 Page 20 Parkside High School Teen Parent Literacy Grant Renee Hesson

1. List activities/objectives/milestones from the School Improvement Plan accomplished during this period (attach supporting data charts, tables, graphs, etc.)

Addressed the need to improve reading skills and literacy awareness Integrated technology into the reading process Conducted three workshops to teach teen parents the importance of literacy for them, both as students and parents Taught specific reading strategies to attendees Gave opportunity for student volunteers to earn the required student service hours

2. List scheduled activities/objectives/milestones not accomplished during this period (define problems and solutions):

Some students were unable to attend the sessions on a regular basis because of transportation issues (such as a conflicting work schedule or no ride). A solution would be to write in money for cab fare into next year’s grant as well as to contact the students’ employers with the Literacy Night date prior to the beginning of each month.

3. List project activities/objectives/milestones planned for next period and anticipated data collection strategies:

Include teen parents from all three in-town high schools in the program. Continue to contact teen parents who have attended the reading sessions to survey them about their continued use of reading strategies in reading with their children Continue to include technology such as Leap Pads and more books on tape/CD to engage readers

4. Were funds spent according to grant projections? X Yes No

If not, please explain ______

5. 100% of funds will be spent by what date? April 21, 2006

6. If all funds will not be spent by end of grant period, what is the expected balance? N/A

Will you be requesting a grant extension? Yes X No

If yes, please attach a Grant Change Request to do so.

7. Is assistance requested from MSDE staff? Yes X No

8. Total # of students served: 8 Total # of staff trained or involved: 3

Title V, Part A Program Evaluations School Year 2005-2006 Page 21 Parkside High School Smaller Learning Community Team Building Activities Dana Hetzler

1. List activities/objectives/milestones from the School Improvement Plan accomplished during this period (attach supporting data charts, tables, graphs, etc.)

The school was able to sponsor a trip to Beyond the Limits as an incentive for participating in a one-on-one tutoring program with university students. The students participated in 15 hours of reading support. They were treated to a team-building camp and lunch at the university cafeteria with their college tutors. The activity definitely built rapport between the teens and the tutors.

2. List scheduled activities/objectives/milestones not accomplished during this period (define problems and solutions):

We did not proceed with the planned parent nights. The pilot teams focused on traditional parent activities sponsored by the PTA instead.

3. List project activities/objectives/milestones planned for next period and anticipated data collection strategies:

We plan to continue the tutoring with future teachers in reading and expand our efforts to math instruction to accelerate learning in both areas.

4. Were funds spent according to grant projections? X Yes No

If not, please explain ______

5. 100% of funds will be spent by what date? ______

6. If all funds will not be spent by end of grant period, what is the expected balance? $686

Will you be requesting a grant extension? Yes X No

If yes, please attach a Grant Change Request to do so.

7. Is assistance requested from MSDE staff? Yes X No

8. Total # of students served: 30 Total # of staff trained or involved: 6

Title V, Part A Program Evaluations School Year 2005-2006 Page 22 Pemberton Elementary Panda Pride Scott Thorpe

1. List activities/objectives/milestones from the School Improvement Plan accomplished during this period (attach supporting data charts, tables, graphs, etc.)

Based on Pemberton’s 2005-2006 School Improvement Plan, the goal of the grant was to: C3.2 Support positive recognition using materials/printing C3.1 Provide PBIS summer staff development training and model intervention strategies to be used with students. In addition to the goals, and with the assistance of Title V funds, Pemberton’s office referrals dropped from 238 in 2004-2005 to 49 in 2005-2006.

600 500 Total 400 # of office 300 referrals 200

100 Physical 0 2002- 2003- 2004- 2005- Attacks 2003 2004 2005 2006

2. List scheduled activities/objectives/milestones not accomplished during this period (define problems and solutions):

None

3. List project activities/objectives/milestones planned for next period and anticipated data collection strategies: Our plan is to better target intermediate-level males with engaging, afterschool interventions. These programs will reinforce appropriate academic routines and social behaviors, with sports activities as a reward. We will take male students in grades 4 and 5 who have three or more office referrals and monitor the number of office referrals accrued during and after participation in the projected afterschool program.

4. Were funds spent according to grant projections? X Yes No

If not, please explain ______

5. 100% of funds will be spent by what date? ______n/a______

6. If all funds will not be spent by end of grant period, what is the expected balance? ___0____

Will you be requesting a grant extension? Yes X No

If yes, please attach a Grant Change Request to do so.

7. Is assistance requested from MSDE staff? Yes X No

8. Total # of students served: 580 Total # of staff trained or involved: 85

Title V, Part A Program Evaluations School Year 2005-2006 Page 23 Pinehurst Elementary Cultural Enrichment Susan Dunsten

1. List activities/objectives/milestones from the School Improvement Plan accomplished during this period (attach supporting data charts, tables, graphs, etc.)

Action Step A12 of the 2005-2006 SIP states that we will “accelerate student learning in reading and math by increasing students’ awareness and background knowledge to improve understanding of cultural diversity. “ Milestone A12.1 states that we will “provide opportunities for students to participate in assemblies reinforcing concepts in the areas of understanding of cultural diversity”

2. List scheduled activities/objectives/milestones not accomplished during this period (define problems and solutions): With these monies, three assemblies were purchased for students which included:

Hal Trapkin and Percussion Discussion– a musical performance tracing the history of music in the USA from its beginnings in songs of the slave workers in the South to modern day Rock and Roll. Wildlife Animals- a presentation of animals from a variety of habitats throughout the world Step Afrika- a dance presentation by young adult African Americans college graduates sharing “step”, a rhythmic dance form first created on college campuses throughout the USA and now practiced worldwide.

3. List project activities/objectives/milestones planned for next period and anticipated data collection strategies:

Project was completed as of the third assembly performance. Surveys of students and teachers revealed that the favorite assembly was “Step Afrika” (chosen by 93%). Many requests to have the group visit again were received. Other assemblies were also well received and the only suggestion was to try to find additional monies to support more assemblies for a student body that does not often get to see cultural programs outside of school.

4. Were funds spent according to grant projections? X Yes No

If not, please explain ______

5. 100% of funds will be spent by what date? January 19, 2006

6. If all funds will not be spent by end of grant period, what is the expected balance? ______

Will you be requesting a grant extension? Yes X No

If yes, please attach a Grant Change Request to do so.

7. Is assistance requested from MSDE staff? Yes X No

8. Total # of students served: 425 Total # of staff trained or involved: 35

Title V, Part A Program Evaluations School Year 2005-2006 Page 24 Pittsville Elementary/Middle School SOAR Joyce Dunn

1. List activities/objectives/milestones from the School Improvement Plan accomplished during this period (attach supporting data charts, tables, graphs, etc.)

A 3.1 of our plan identified the use of before, during and after reading strategies in all classes to meet the needs of diverse learners and improve learning in reading. The SOAR program supports all of these strategies. We were able to service during our After School SOAR tutoring program 16 students. 12 of the students involved showed a growth in Lexile scores.

2. List scheduled activities/objectives/milestones not accomplished during this period (define problems and solutions):

One student dropped out of the program. All students in grades four and five showed improvement in lexile scores. Only three students in grade three showed improvement of the six who participated. The teacher reported that of the three who did not show improvement, one had an attention issue; one showed no change but is more confident in reading and the last maintained C’s in reading class even though the lexile score did not show improvement. The teachers reported that students were using the strategies learned in the classroom.

3. List project activities/objectives/milestones planned for next period and anticipated data collection strategies:

The program has come to an end due to the fact that we spent all of the money allocated to us.

4. Were funds spent according to grant projections? X Yes No

If not, please explain ______

5. 100% of funds will be spent by what date? April, 2006

6. If all funds will not be spent by end of grant period, what is the expected balance? ______

Will you be requesting a grant extension? Yes X No

If yes, please attach a Grant Change Request to do so.

7. Is assistance requested from MSDE staff? Yes X No

8. Total # of students served: 16 Total # of staff trained or involved: 3

Title V, Part A Program Evaluations School Year 2005-2006 Page 25 Prince Street Elementary Accelerated Reader Wauchilue Jackson-Snyder

1. List activities/objectives/milestones from the School Improvement Plan accomplished during this period (attach supporting data charts, tables, graphs, etc.)

A3.3 Reintroduce the Accelerated Reader Program to provide additional support for diverse learners and improve learning in reading for all.

Identify and purchase items necessary for implementation of the 05-06 Accelerated Reader Program. Hire part-time Accelerated Reader coordinator to implement and manage school-wide program.

2. List scheduled activities/objectives/milestones not accomplished during this period (define problems and solutions):

The goal was that at least 50% of students would achieve their established Accelerated Reader goals. This did not occur. Instead, approximately 3% reached their established goal. We believe this is partially due to the fact that the Media Center was not able to keep the circulation of books at the normal rate because everything had to be packed for a move to another location. In addition, there were difficulties with the classroom and Media Center computers, limiting the number of machines available for students to be assessed. The school is being renovated, so everything needed to be packed to go, then unpacked and re-established once in our new location. In addition, our fifth grade students participated in a year-long pilot of a literacy program that warranted a change in the daily schedule, thus reducing the time normally allotted for self-selected reading at school. It was, unfortunately, a turbulent year with our move, and preparation for it, affected what we were able to maintain. It is our desire to meet the goals we set next year. The students have a better understanding of what is expected and our AR coordinator has begun to adjust her plan for next year.

3. List project activities/objectives/milestones planned for next period and anticipated data collection strategies:

Knowing that we will remain at our current location for the entire 2006-2007 school year, our Media Center will be fully functioning. We also expect to have more computers available for the students to use to take the quizzes. The AR coordinator has already begun to plan for the launching of the program next fall.

4. Were funds spent according to grant projections? X Yes No

If not, please explain ______

5. 100% of funds will be spent by what date? May 1, 2006

6. If all funds will not be spent by end of grant period, what is the expected balance?

Will you be requesting a grant extension? Yes X No

If yes, please attach a Grant Change Request to do so.

7. Is assistance requested from MSDE staff? Yes X No

8. Total # of students served: 300 Total # of staff trained or involved: 35

Title V, Part A Program Evaluations School Year 2005-2006 Page 26 Salisbury Middle School Literacy Leadership Jane Long

1. List activities/objectives/milestones from the School Improvement Plan accomplished during this period (attach supporting data charts, tables, graphs, etc.)

Date Time Focus Thursday, 6:30-7:00 PM General Meeting September 8th

“Back to School Night” 7:00-9:00 PM Go Through Schedule Pds. 1-7 Thursday, 5:00-6:30 PM Parent/Teacher Visitation October 13th General Meeting “Club Night” 6:30-7:00 PM Thursday, 5:00-6:30 PM Parent/Teacher Visitation November 10th General Meeting “Fine Arts/Specials Night” 6:30-7:00 PM Thursday, 5:00-6:30 PM Parent/Teacher Visitation February 9th General Meeting “Reading/Math/MSA 6:30-7:00 PM Night” Thursday, 5:00-6:30 PM Parent/Teacher Visitation April 13th General Meeting “Science/History Night” 6:30-7:00 PM

DATE ACTIVITY September, 2005 Begin book Study group through content area mtgs. October, 2005 Continue book study group during content area mtgs. November, 2005 “ December, 2005 “ January, 2006 “ February, 2006 “ March, 2006 “ April, 2006 “ May, 2006 “ June, 2006 Evaluation

This grant was used to provide teachers with a guide for becoming literacy leaders within their classrooms and school. The activities included in the book are research based and have provided the basis for differentiation and change within the classroom and school.

The six strategies used by successful leaders are:

1. Create and communicate a vision. 2. Be a model. 3. Experiment with new ideas and take risks. 4. Nurture competence, trust, and collaboration. 5. Encourage the heart. 6. Transform yourself through reflection and learning.

Title V, Part A Program Evaluations School Year 2005-2006 Page 27 2. List scheduled activities/objectives/milestones not accomplished during this period (define problems and solutions):

All scheduled activities were completed and deadlines and milestones met.

3. List project activities/objectives/milestones planned for next period and anticipated data collection strategies:

No further activities are scheduled for this year. Data will be collected from MSA scores when they arrive and from an evaluation. Program will be used again next year.

4. Were funds spent according to grant projections? X Yes No

If not, please explain ______

5. 100% of funds will be spent by what date? May 15, 2006

6. If all funds will not be spent by end of grant period, what is the expected balance? ______

Will you be requesting a grant extension? Yes X No

If yes, please attach a Grant Change Request to do so.

7. Is assistance requested from MSDE staff? Yes X No

8. Total # of students served: 1,000 Total # of staff trained or involved: 80

Title V, Part A Program Evaluations School Year 2005-2006 Page 28 Salisbury Middle School Reading Rally Jane Long

1. List activities/objectives/milestones from the School Improvement Plan accomplished during this period (attach supporting data charts, tables, graphs, etc.)

Activity: Reading Rally Objective: To increase students’ reading skills, and in turn, increase reading scores as measured by various assessments. November 8: Students were given information at grade-level assemblies. November 12: Teams were finalized and information distributed. December 1: Reading Rally books were purchased. February 28: Each of the 9 books was read by 3 Team members. March: SMS Reading Rally held. March 11: County Reading Rally held at SMS. March 29, 2005: State competition against Frederick County. The Wicomico County winning team went to SoMIRAC conference held at Hunt Valley and won second place in the state. They were treated to a reception with the author of one of their Reading Rally books, “Everest” by Gordan Korman.

2. List scheduled activities/objectives/milestones not accomplished during this period (define problems and solutions):

All scheduled activities were completed and deadlines and milestones met.

3. List project activities/objectives/milestones planned for next period and anticipated data collection strategies:

No further activities are scheduled for this year. Data will be collected from MSA scores when they arrive.

4. Were funds spent according to grant projections? X Yes No

If not, please explain ______

5. 100% of funds will be spent by what date? May 15, 2006

6. If all funds will not be spent by end of grant period, what is the expected balance? ______

Will you be requesting a grant extension? Yes X No

If yes, please attach a Grant Change Request to do so.

7. Is assistance requested from MSDE staff? Yes X No

8. Total # of students served: 81 Total # of staff trained or involved: 9

Title V, Part A Program Evaluations School Year 2005-2006 Page 29 West Salisbury Elementary School Cultural Enrichment Melva Polk Wright

1. List activities/objectives/milestones from the School Improvement Plan accomplished during this period (attach supporting data charts, tables, graphs, etc.)

Section 1.4 [5131(a)(20)]. Activities that encourage and expand improvement throughout the area served by the local school system that are designed to advance student academic achievement.

2. List scheduled activities/objectives/milestones not accomplished during this period (define problems and solutions):

We were not able to schedule some of the programs originally selected.

3. List project activities/objectives/milestones planned for next period and anticipated data collection strategies:

Grant will not be funded.

4. Were funds spent according to grant projections? X Yes No

If not, please explain ______

5. 100% of funds will be spent by what date? June 1, 2006

6. If all funds will not be spent by end of grant period, what is the expected balance?

Will you be requesting a grant extension? X No

If yes, please attach a Grant Change Request to do so.

7. Is assistance requested from MSDE staff? Yes X No

8. Total # of students served: 300 Total # of staff trained or involved: all

Title V, Part A Program Evaluations School Year 2005-2006 Page 30 Westside Intermediate Cultural/Curriculum Enrichment Ronald Willey

1. List activities/objectives/milestones from the School Improvement Plan accomplished during this period (attach supporting data charts, tables, graphs, etc.)

All activities listed on our schedule have been completed except our Art Enrichment Field Trip to the National Art Gallery. It is scheduled for May 23rd. Confirmation of all Activities have been submitted for payment

2. List scheduled activities/objectives/milestones not accomplished during this period (define problems and solutions):

N/A

3. List project activities/objectives/milestones planned for next period and anticipated data collection strategies:

Grant will not be funded next year.

4. Were funds spent according to grant projections? X Yes

If not, please explain ______

5. 100% of funds will be spent by what date? May 23, 2006

6. If all funds will not be spent by end of grant period, what is the expected balance? ______

Will you be requesting a grant extension? Yes X No

If yes, please attach a Grant Change Request to do so.

7. Is assistance requested from MSDE staff? Yes X No

8. Total # of students served: 435 Total # of staff trained or involved: 34

Title V, Part A Program Evaluations School Year 2005-2006 Page 31 Westside Primary HOOK (Helping Out Our Kids) Glendon Jones

1. List activities/objectives/milestones from the School Improvement Plan accomplished during this period (attach supporting data charts, tables, graphs, etc.)

Reading and Math Professional Development Coaches and classroom teachers shared strategies and best practices that were proven useful in improving student performance in one or more of the identified areas of reading and mathematics. (A8.2). There were four reading and four math interactive workshops for parents to select to participate during the workshop. Each of the sessions focused upon strategies identified by our grade level ILT teams that students were having difficulty mastering based upon County and State Assessments.

2. List scheduled activities/objectives/milestones not accomplished during this period (define problems and solutions):

Parents enjoyed the session but participation has a whole was half of what we had expected. Several parents did however come to the school the next day to have the workshop presented to them.

3. List project activities/objectives/milestones planned for next period and anticipated data collection strategies:

We are planning to have the workshops offered at a different time other than late in the evening. Also, the workshops will be reviewed according to current trends and our special education population will be targeted. This is the group that needs to improve in order for the Westside School to make improved AYP.

4. Were funds spent according to grant projections? X Yes No

If not, please explain ______

5. 100% of funds will be spent by what date? March 30, 2006

6. If all funds will not be spent by end of grant period, what is the expected balance?

Will you be requesting a grant extension? Yes X No

If yes, please attach a Grant Change Request to do so.

7. Is assistance requested from MSDE staff? Yes X No

8. Total # of students served: 42 Total # of staff trained or involved: 8

Title V, Part A Program Evaluations School Year 2005-2006 Page 32 Wicomico High School After-School Computer Lab Richard L. Seay

1. List activities/objectives/milestones from the School Improvement Plan accomplished during this period (attach supporting data charts, tables, graphs, etc.)

The Computer Lab has been open on Mondays, Tuesdays, Wednesdays, Thursdays and some Fridays from 3:00-4:30 to all students who wish to have access to the computer programs, the internet, games or for training on specific programs available at school. The lab helped students find a safe haven from the increase in problems on the streets. The lab has started some training session on Microsoft Software on a need basis. Labs began on 9/12/05 and continued until 5/25/06. During that time period the Lab was opened for 116 sessions and attended by 1389 students. This was a 8% increase over the previous year and a 5% increase in the 2nd Semester. The student breakdown was as follows: 437 black males; 575 black females; 93 white males; 194 white females.

2. List scheduled activities/objectives/milestones not accomplished during this period (define problems and solutions):

This year, the Computer Lab’s greatest disappointment was the lack of usage by many of our middle of the road students. We hoped to attract more students and put together programs that will continue to make the lab and fun and safe environment for our student body.

3. List project activities/objectives/milestones planned for next period and anticipated data collection strategies:

The lab is continuing to look at ways to help students. We will be investigating into possible alternatives to training and test studying for HSA’s, MSA’s, SAT’s and AP Testing. Unfortunately these programs can be expensive but we will look to foster them in some way.

4. Were funds spent according to grant projections? X Yes No

If not, please explain ______

5. 100% of funds will be spent by what date? May 31, 2006

6. If all funds will not be spent by end of grant period, what is the expected balance? ______

Will you be requesting a grant extension? Yes X No

If yes, please attach a Grant Change Request to do so.

7. Is assistance requested from MSDE staff? Yes X No

8. Total # of students served: 1,389 Total # of staff trained or involved: 6

Title V, Part A Program Evaluations School Year 2005-2006 Page 33 Wicomico Middle School Student Showcase Program Kim Miles

1. List activities/objectives/milestones from the School Improvement Plan accomplished during this period (attach supporting data charts, tables, graphs, etc.)

This activity was designed to increase students’ reading skills and, in turn, increase the reading scores as measured by a variety of assessments. While not able to measure any increase in reading scores with regard to MSA data, it is to be noted that students’ SRI scores were the identifying factor for inclusion in this activity.

2. List scheduled activities/objectives/milestones not accomplished during this period (define problems and solutions):

n/a

3. List project activities/objectives/milestones planned for next period and anticipated data collection strategies:

Grant will not be funded next year.

4. Were funds spent according to grant projections? X Yes No

If not, please explain ______

5. 100% of funds will be spent by what date? May 15, 2006

6. If all funds will not be spent by end of grant period, what is the expected balance?

Will you be requesting a grant extension? Yes X No

If yes, please attach a Grant Change Request to do so.

7. Is assistance requested from MSDE staff? Yes X No

8. Total # of students served: 776 Total # of staff trained or involved: 10

Title V, Part A Program Evaluations School Year 2005-2006 Page 34 Willards Elementary Perks for Parents Melissa A. Eiler

1. List activities/objectives/milestones from the School Improvement Plan accomplished during this period (attach supporting data charts, tables, graphs, etc.)

All objectives listed in this grant application have been accomplished. Parents participated in a variety of educational workshops while their children attended arts integration activities. A continental breakfast and lunch was served. Donated door prizes were given away during the luncheon. Please see the attached agenda.

2. List scheduled activities/objectives/milestones not accomplished during this period (define problems and solutions):

N/A

3. List project activities/objectives/milestones planned for next period and anticipated data collection strategies:

We will seek other funding for this beneficial, fun-filled parent activity.

4. Were funds spent according to grant projections? X Yes No

If not, please explain ______

5. 100% of funds will be spent by what date? November, 2005

6. If all funds will not be spent by end of grant period, what is the expected balance? ______

Will you be requesting a grant extension? Yes X No

If yes, please attach a Grant Change Request to do so.

7. Is assistance requested from MSDE staff? Yes X No

8. Total # of students served: 28 Total # of staff trained or involved: 35

Title V, Part A Program Evaluations School Year 2005-2006 Page 35 Willards Elementary Reading Incentive Sandra L. Strand

1. List activities/objectives/milestones from the School Improvement Plan accomplished during this period (attach supporting data charts, tables, graphs, etc.)

All objectives listed in this grant application have been accomplished. Students participated in the reading incentive program. Additional, books were purchased to support the Accelerated Reader Program. Please see the attached list of purchased books.

2. List scheduled activities/objectives/milestones not accomplished during this period (define problems and solutions):

None

3. List project activities/objectives/milestones planned for next period and anticipated data collection strategies:

As funds become available, we will continue to increase the book selection available in the Media Center. We will continue with this goal until WWS is compliant with State expectations.

4. Were funds spent according to grant projections? X Yes No

If not, please explain ______

5. 100% of funds will be spent by what date? October 2005

6. If all funds will not be spent by end of grant period, what is the expected balance? _____

Will you be requesting a grant extension? Yes X No

If yes, please attach a Grant Change Request to do so.

7. Is assistance requested from MSDE staff? Yes X No

8. Total # of students served: 300 Total # of staff trained or involved: 20

Title V, Part A Program Evaluations School Year 2005-2006 Page 36 Asbury Child Development Media Materials Jean Oakley

1. List activities/objectives/milestones from the School Improvement Plan accomplished during this period (attach supporting data charts, tables, graphs, etc.)

The basic objective for purchasing the Houghton Mifflin Reading Program components was to enrich Asbury's reading program through the use of better and more current methods, resources and materials. Our desire was to put into use the same programs, materials and assessment tools that the county currently uses to help provide a smoother transition for those students moving from our Kindergarten into public 1st grade. In all of the curriculum themes-10 in all-there were different skills and concepts learned and practiced daily during circle time that supported, supplemented and reinforced the entire curriculum.

Examples would be:

1) Concepts of time as with "yesterday, today and tomorrow" and seasons 2) Ordinal numbers and counting 3) Skip counting 4) "Greater than" and "less than" 5) Descriptive words such as "sunshine, raindrops, frosty, gloomy"

In addition, the use of word wall words in the daily message helped the children begin to see that they could also read the message. The Practice Sheets were helpful for reinforcing and practicing high frequency words in sentences. A milestone was that as children began sounding out words and reading, they realized that they could not only read a sentence, but, using word wall words, they could write their own sentences. The scope and sequence of the materials was very realistic which enabled the teacher to follow the entire program very closely without feeling the need to supplement the materials with those of her own creation. The materials were all very relevant, easy to use, and appealing to the children. The supplemental materials and homework pages to include the parents in the learning-to-read process were also very helpful and kept the home-school connection a very positive one with teacher, student and parents always working toward a common goal. The assessment part of the program was easy to use and kept the teacher informed all through the year as to the achievement of her students. There were ample resources to help with those students who either needed some extra help or who were ready for accelerated activities. The average grade equivalency of the 16 students in Asbury's Kindergarten class for the 2005-06 school year as derived from the Gates-MacGinitie Reading Test, Level PR, Form S in May of 2006 was 1.3, and all of those children are at least beginning readers of some level. We feel very satisfied that the Houghton Mifflin reading curriculum materials purchased through the grant monies was an extremely positive, contributing factor in the success of our Kindergarten students.

2. List scheduled activities/objectives/milestones not accomplished during this period (define problems and solutions):

We felt that we were able to accomplish all of the reading objectives for the Kindergarten year.

3. List project activities/objectives/milestones planned for next period and anticipated data collection strategies:

We hope to add one or two more resources from the Houghton Mifflin Reading Program to our materials for the coming year to help with guided reading and assessment in Kindergarten. Otherwise, we will plan to follow the program as we did this past year.

4. Were funds spent according to grant projections? X Yes No

If not, please explain ______

5. 100% of funds will be spent by what date? December, 2005 Title V, Part A Program Evaluations School Year 2005-2006 Page 37

6. If all funds will not be spent by end of grant period, what is the expected balance? ______

Will you be requesting a grant extension? Yes X No

If yes, please attach a Grant Change Request to do so.

7. Is assistance requested from MSDE staff? Yes X No

8. Total # of students served: 16 Kindergarteners Total # of staff trained or involved: 1 teacher, 2 aides

Title V, Part A Program Evaluations School Year 2005-2006 Page 38 St. Francis DeSales School Media Materials Sister Jane Veldof

1. List activities/objectives/milestones from the School Improvement Plan accomplished during this period (attach supporting data charts, tables, graphs, etc.)

The students were able to access the SIRS Database and the Atlas Map Kit which helped to improve their research skills. These programs also helped students in locating information that was correct and up to date.

2. List scheduled activities/objectives/milestones not accomplished during this period (define problems and solutions):

Not all of our students had computer access to this database because of the limited number of computers in the library. The school just opened a new computer lab which will allow more access to each class and more students.

3. List project activities/objectives/milestones planned for next period and anticipated data collection strategies:

The school’s goal for the next grant period will be to expand the number of printed research materials, i.e. encyclopedias, world almanac, dictionaries, etc.

4. Were funds spent according to grant projections? X Yes No

If not, please explain ______

5. 100% of funds will be spent by what date? October, 2005

6. If all funds will not be spent by end of grant period, what is the expected balance? ______

Will you be requesting a grant extension? Yes X No

If yes, please attach a Grant Change Request to do so.

7. Is assistance requested from MSDE staff? Yes X No

8. Total # of students served: 195 Total # of staff trained or involved: 5

Title V, Part A Program Evaluations School Year 2005-2006 Page 39 Stepping Stones Learning Academy Math Manipulatives Linda Brannock

1. List activities/objectives/milestones from the School Improvement Plan accomplished during this period (attach supporting data charts, tables, graphs, etc.)

Implementation Schedule:

End of August: Teachers in Kindergarten – Second Grade met to discuss math grant. Materials are chosen. Agreement to establish the following math schedule: All classes are to begin with morning “calendar/bulletin board” math. This 20-30 minute period of time is utilized as an interactive, hands-on approach to daily review of math skills which is built upon as the school year progresses. Purpose is to insure that students are continually practicing a variety of math skills and problem solving skills besides those being taught during the current day’s lesson. During the afternoon the students have approximately a sixty minute math class for concept and skill development, of which 1-20 minutes utilizes manipulatives. Those manipulatives are then to be used in a learning station for students to use on an individual basis.

November: Math manipulatives and teacher materials and reference books arrived. Materials and Using the Standards are reviewed.

December: Teachers’ meeting and training session held to go over the implementation of the learning stations and activities for utilizing materials. It was also decided to utilize the Chicago Math Assessment tool to conduct a preliminary (mid-year) assessment. An end of the year assessment as well as the standardized CTBS math would be administered May. Teachers began to implement learning stations.

January: Preliminary assessment administered. First Grade results: average of 68% mastery of skills. Second Grade results: average of 62% mastery of skills. Teachers met to discuss the results and areas to focus on.

Monthly meetings with first and second grade teachers to discuss individual students. Decision was also made to utilize teacher developed skills tests to determine mastery of concepts and skills. Results: Several students in first grade referred for additional assistance – to reinforce skills. Second grade students were not referred for additional assistance.

May: End of the Year assessment given:

Results: Chicago Math Assessment: End of the Year: First Grade: average 86% Mastery. Second grade results were not tabulated as yet, but expect improved results.

CTBS Math Assessment: First Grade: Average G.E. 2.6, 75% of the 34 students ranked above the 60 percentile. Second grade: average G.E. 4.0, 84% of the 19 students ranked above the 60 percentile.

Teachers’ overall assessment: Teachers felt that the students enjoyed math more than the previous year due to the hands-on activities. Learning Stations seemed to engage the more reluctant math student.

2. List scheduled activities/objectives/milestones not accomplished during this period (define problems and solutions):

Our objective to have 90% of first and second graders score at or above the 60 percentile on the CTBS was not accomplished this year. Solution: To implement the learning stations and hands-on activities at the beginning of the year; as well as monitor the mastery of each standard for each student through a checklist rather than simply through anecdotal notes.

Problem encountered:

Full implementation of the plan and utilization of the manipulatives and learning station began in December (mid-year). Solution: To introduce students to the use of the math learning stations and manipulatives beginning in September. Due to time constraints, more focus was placed on the first grades’ use of the learning stations and manipulatives and development of lesson plans. Solution: To spend the summer months focused Title V, Part A Program Evaluations School Year 2005-2006 Page 40 on development of activities for second grade. Although kindergarten used manipulatives and learning games, there is no comparative scores since we do not use a standardized math test. Teachers found tracking students’ progress on each standard difficult. Solution: To develop math standards checklist that can be used for individual students (similar to MMSR checklist).

3. List project activities/objectives/milestones planned for next period and anticipated data collection strategies:

Over the Summer: Development of more activities for second grade using NCTM math standards. Development of individual standards checklist to make recording of students’ progress easier.

During the School Year: Implementation of a math standards checklist – with fall, winter, and spring assessment. Implementation of math learning stations and activities for second grade at beginning of the school year.

4. Were funds spent according to grant projections? X Yes No

If not, please explain ______

5. 100% of funds will be spent by what date? June 30, 2006

6. If all funds will not be spent by end of grant period, what is the expected balance? ______

Will you be requesting a grant extension? Yes X No

If yes, please attach a Grant Change Request to do so.

7. Is assistance requested from MSDE staff? Yes X No

8. Total # of students served: 83 Total # of staff trained or involved: 5

Title V, Part A Program Evaluations School Year 2005-2006 Page 41

Board of Education of Wicomico County

2006 Update

Title I, Part D

ATTACHMENT 13 TITLE I, PART D PREVENTION AND INTERVENTION PROGRAMS FOR CHILDREN AND YOUTH WHO ARE NEGLECTED, DELINQUENT, OR AT-RISK

Local School System: Wicomico County______Fiscal Year 2007 TITLE I-D COORDINATOR: __N/A______Telephone: ______E-mail: ______

A. ALLOWABLE ACTIVITIES [Section 1424]: For all allowable activities that will be implemented underTitle I-D, (a) provide a brief description of services, (b) how the services will be coordinated with local institutions for neglected and delinquent youth and/or correctional institutions, and (c) timelines or target dates. Provide the amount of funding for the Title I-D services. Use separate pages as necessary for descriptions.

Brief Description of Specific Services, Timelines or Target Dates, and Specific Goals, Objectives, and Strategies Detailed in the 5-year Allowable Activities Public School Costs Comprehensive Bridge to Excellence Master Plan, and Any Revisions to the Plan As Part of This Annual Update, Including Page Numbers

1.1 Programs that serve children and youth returning to local schools from correctional facilities, to assist in the transition of such children and youth to the school environment and help them remain in school in order to complete their education [section 1424(1)]. 1.2 Dropout prevention programs which serve at-risk children and youth, including pregnant and parenting teens, children and youth who have come in contact with the juvenile justice system, children and youth at least 1 year behind their expected grade level, migrant youth, immigrant youth, students with limited English proficiency, and gang members [section 1423(2)]. 1.3 The coordination of health and social services for such individuals if there is a likelihood that the provision of such services, including day care, drug and alcohol counseling, and mental health services, will improve the likelihood such individuals will complete their education [section 1424(3)]. 1.4 Special programs to meet the unique academic needs of participating children and youth, including vocational and technical education, special education, career counseling, curriculum-based youth entrepreneurship education, and assistance in securing student loans or grants for postsecondary education [section 1424(4)]. 1.5 Programs providing mentoring and peer mediation [section 1424(5)].

Attachment 13 – Title I, Part D Page 1

ATTACHMENT 13 TITLE I, PART D PREVENTION AND INTERVENTION PROGRAMS FOR CHILDREN AND YOUTH WHO ARE NEGLECTED, DELINQUENT, OR AT-RISK

ocal School System: ______Fiscal Year 2007 L

B. LOCAL AGENCY PROGRAMS

1. Provide a description of the characteristics (including learning difficulties, substance abuse problems, and other special needs) of the children and youth who will be returning from correctional facilities, and an accounting of these individuals. Also include the number of individuals returning to the system. Describe what services are provided.

2. Provide a description of how the programs will involve the parents in efforts to improve the education achievement of their children.

3. Provide a description of how the Neglected or Delinquent Program will be coordinated with other federal, state, and local programs.

4. Provide a description of the steps in the local school system will take to find alternative placement for children and youth interested in continuing their education, but unable to participate in the regular public school program.

5. Report by charting the last three years the progress the local school system is making in dropout prevention. [Section 1426]

6. Provide annually the number served during the period of the grant. The “period” is described as the school year or period of funding from July 1 to September 30 the following year. [Section 1412 – Eligibility]

Attachment 13 – Title I, Part D Page 2 ATTACHMENT 13 TITLE I, PART D PREVENTION AND INTERVENTION PROGRAMS FOR CHILDREN AND YOUTH WHO ARE NEGLECTED, DELINQUENT, OR AT-RISK

ocal School System: ______Fiscal Year 2007 L

C. EVALUATION OF TITLE I-D PROGRAM ACTIVITIES: The local school system must evaluate the program at least once every three years, disaggregating data on participation by gender, race, ethnicity, and age to determine the program's impact on the ability of participants —

• To maintain and improve educational achievement; • To accrue school credits that meet State requirements for grade promotion and secondary school graduation; • To make the transition to a regular program or other education program operated by the school system; • To complete secondary school (or secondary school equivalency requirements) and obtain employment after leaving the correctional facility or institution for neglected or delinquent children and youth; and • As appropriate, to participate in postsecondary education and job training programs.

At a minimum, the evaluation must include information and data on the use of funds, the types of services provided, and the students served by the programs. However, the evaluation should contain sufficient information for the services that were provided and the effect on academic achievement.

In conducting each evaluation, the school system must use multiple and appropriate measures of student progress. Because the new requirements under No Child Left Behind began in 2002, the first evaluation will be due to MSDE on October 17, 2005 as part of the annual update to the Bridge to Excellence Master Plan. The school system will use the results of the evaluation to plan and improve subsequent programs for participating children and youth.

D. BUDGET INFORMATION AND NARRATIVE

Attachment 13 – Title I, Part D Page 3

Board of Education of Wicomico County

2006 Update

Fine Arts

ATTACHMENT 14 FINE ARTS

Local School System: Wicomico County Fiscal Year 2007

Fine Arts Coordinator: Gary Beauchamp

Telephone: 410-677-4573 E-mail: [email protected]

The Bridge to Excellence in Public Schools Act requires that the updated Master Plan “shall include goals, objectives, and strategies” for Programs in Fine Arts. The focus of the 2006 Master Plan Update is on progress toward meeting goals and adjustments being made to overcome challenges. In accordance with this focus and in order to provide a status on the progress toward meeting Fine Arts goals, local school systems are expected to provide a cohesive, stand-alone response to the prompts and questions outlined below.

1. Describe the progress that was made in 2005-2006 toward meeting Programs in Fine Arts goals.

Action step: 1.29.6 – Review and modify fine arts curricula as indicated. Curriculum workshops scheduled for summer 2005 include: Elementary and High School Band (assessments and curriculum); Middle school Band and orchestra (assessments and curriculum); Middle and High school Choir (assessments and curriculum); Middle and High School General Music (assessments and curriculum); Musikgarten; Photography II; Graphic Art; Elementary, Middle and High School Art I, II, III/IV and Photography (assessments and curriculum).

Assessments were given and scored for all of the courses named in Action Step 1.29.6 except Photography II and Graphic Art. These courses were not funded by the Board of Education, therefore curriculum and assessments were not developed nor scored. The remaining assessments were scored and the data disaggregated. Successes and deficiencies were identified. Instructional strategies for improvement were identified by individual teachers along with common threads in specific levels across the district. Each teacher identified three personal goals that answered the following questions: 1. What are the successes? 2. What are the deficiencies? 3. What strategies are needed to be incorporated into classroom instruction in order to address the identified deficiencies and ensure future success? The curriculum was revisited for each named course to ensure that essential State standards are being covered and assessed.

Action step: 2.80.6 – Implement the music and visual arts curricula.

Action Step: 2.92.6 – Provide enhanced graphic art and digital photography experiences for students by upgrading computers in visual art classrooms.

This action step did not occur because it was not funded by the Board of Education.

Action Step: 2.81.6 – Monitor effective and consistent implementation of music and visual arts curricula.

Along with informal and formal observations by the Supervisor of Fine Arts and school-based administrators, the data gathered from the summative assessments given at the end of the school year reveal that, in fact, the curricula for music and visual arts is being implemented as intended. All first year teachers were assigned a mentor with whom they interacted for the entire school year. Workshops are held in which

Attachment 14 – Fine Arts Page 1 ATTACHMENT 14 FINE ARTS

Local School System: Wicomico County Fiscal Year 2007

Fine Arts Coordinator: Gary Beauchamp

Telephone: 410-677-4573 E-mail: [email protected]

peer-to-peer networking and teaching techniques such as Musikgarten and Gordon methods are introduced and reinforced.

Action Step: 2.82.6 – Provide professional development opportunities (e.g., Musikgarten) for pre-K to Grade 12 music and visual arts teachers.

Workshops are held throughout the year in which peer-to-peer networking and teaching techniques such as Musikgarten and Gordon methods are introduced and reinforced. Data analysis and disaggregation sessions were held in which identification of needs and personal goal setting for individual teachers and the district as a whole occurred. A complete list of the goals for both individual teachers and the elementary, middle, and high school districtwide levels are available upon request.

Action Step: 2.83.6 – Monitor music and visual arts instructional needs and provide staff appropriately.

All teaching assistants have been replaced with degreed teachers. Those degreed teachers that are yet to be fully certificated are on a closely monitored path that will allow them to achieve the “highly qualified” status. Staffing needs are identified in the spring of the school year using anticipated enrollment for the following school year and recommendations for additional staff are submitted during the budget development process. No additional positions were added for the 2005-2006 school year.

Action Step: 2.84.6 – Repair and/or replace band orchestra instruments and music equipment to provide musical experiences for students.

No additional money was included in the 2005-2006 school year budget by the Board of Education. All teachers submit a prioritized list of requests which were funded as far as the continuing funding level permitted. All equipment was ordered in the summer and has been received at this time.

Action Step: 4.18.6 – Monitor student performance on music assessments in Grades 2, 5, 7 and revise curriculum as needed.

Assessments were given and scored for all of the above mentioned grades. Professional development around the assessments occurred prior to the beginning of the school year and continued during the two half-day in-service sessions provided for in the district’s school year calendar. The assessments were scored and the data disaggregated. Successes and deficiencies were identified. Instructional strategies for improvement were identified by individual teachers along with common threads in specific levels across the district. Each teacher identified three personal goals that answered the following questions: 1. What are the successes? 2. What are the deficiencies? 3. What strategies are needed to be incorporated into classroom instruction in order to address the identified deficiencies and ensure future success? The curriculum was revisited for each named course to ensure that essential State standards are being covered and assessed. Assessments were adjusted and made more rigorous as needed. Copies of the assessments are available for inspection upon request.

Action Step: 4.19.6 – Monitor student performance on visual art assessments in Grades 2, 5, 8 and revise curriculum as needed.

Attachment 14 – Fine Arts Page 2 ATTACHMENT 14 FINE ARTS

Local School System: Wicomico County Fiscal Year 2007

Fine Arts Coordinator: Gary Beauchamp

Telephone: 410-677-4573 E-mail: [email protected]

Action Step: 4.20.6 – Continue to phase in the development and implementation/scoring of mid-year and end-of-course music and visual art assessments in Grades 9-12, monitoring student performance and revising curriculum as needed.

Assessments continued to be developed for the mid-year until March 2006. Symphonic Band and Concert Choir mid-year assessments were developed and administered in January 2006. However in March 2006 the Board of Education formally discontinued mid-term districtwide assessments. Therefore, the development of these assessments was discontinued. End-of-course assessments are complete and available for review upon request except for Music Theory and Visual/Performing Arts. Data tracking grids and scoring sheets have been developed and are under constant revision as are the assessments themselves and the curriculum. Results of assessments (scoring and analysis occurs during summer workshops) are used to inform the process.

Action Step: 6.21.6 – Provide opportunities to showcase student talent in collaboration with local government, business, and community and parent organizations.

On-going efforts to showcase student talent occur via print medium such as newspapers and broadcast media such as local radio and television stations. All concerts at all schools are publicized to parents and the general public through school-based newsletters and fliers and the local media. Several hundred events are held and attended during each school year by parents, students, administrators and the general public. The local access television channel (PAC 14) along with other local commercial television and radio stations are utilized to publicize and video/audiotape music performances and art events. These occur at both districtwide and individual school levels. Programs documenting these events are available for review upon request.

Action Step: 9.15.6 – Foster the development of students’ emotional, social, academic, artistic, and/or physical skills through intramural, co-curricular, and extracurricular activities.

After-school co-curricular activities exist through the fine arts via Marching and Concert Band, Choir and visual arts clubs at both the middle and high school levels. Opportunities are also provided for music students via All-Shore Band and Choir and All State Band and Choir. All middle and high school music performance groups also participate in regional and state level festivals.

Attachment 14 – Fine Arts Page 3 ATTACHMENT 14 FINE ARTS

Local School System: Wicomico County Fiscal Year 2007

Fine Arts Coordinator: Gary Beauchamp

Telephone: 410-677-4573 E-mail: [email protected]

2. Please identify the programs, practices, or strategies and related resource allocations that appear related to the progress.

Along with resources provided through the local budget to implement fine arts programs, the Fine Arts Grant is used to support the program and improve instruction through the use of assessments and associated data analysis. Much of what is accomplished is under-funded or, in some cases, unfunded (e.g., equipment replacement, adequate materials of instruction, teaching on a cart). The Fine Arts Grant has provided resources to permit the re-assessment of all the curricula through the development and administration and analysis of assessments in visual art and music at all levels. Assessment instruments enable teachers to measure skill levels at the individual student, school and subgroup levels. Grade level analysis and a study of the various assessment components is completed and goals for improvement of student performance are set at individual teacher and districtwide levels. (Copies of the individual teacher goals and districtwide goals are available for review.) Instructional strategies for improvement are identified by individual teacher and common threads in specific levels across the district are discussed. Three personal goals are identified that answered the following questions: 1. What are the successes? 2. What are the deficiencies? 3. What strategies are needed to be incorporated into classroom instruction in order to address the identified deficiencies and insure continued successes? The curriculum is revisited to ensure that essential State standards are being covered and assessed. Assessments were adjusted and made more rigorous as needed. This leads to a districtwide program of continuous individually-designed professional development. The focus is on individual teacher needs and the identified common threads (e.g., developmentally appropriate instruction, art infusion, Musikgarten and Gordon methods, linking with the Ward Museum and the Walters Art Gallery, increasing the rigor of instruction, assessment training, rubric development, and peer to peer networking).

The following comments are reflective of those made by teachers regarding the impact of fine arts professional development in Wicomico County: • I use the assessment daily to make sure that my students are learning on the level that is expected of them according to our county curriculum. • The purpose of the assessment instruments is to gather statistical data, which will indicate to what degrees our students have mastered the skills and concepts, outlined in the Maryland State Essential Learner Outcomes. • I am able to more fairly assess the skill level of my students and to use objective rubric score results efficiently as I adjust my activities and teaching strategies to improve instruction based on rubric score feedback. • Our professional development sessions over the past year have created an accountability foundation on which to base our instruction. • I am much more in tune with what my students are expected to learn as a result of having worked on the curriculum and assessments for all levels of music. • How I teach and what I include in my curriculum has completely changed since we adopted a curriculum that specifically addresses the Maryland State Outcomes for Art Education. • Using the methods I learned in Musikgarten, I have been able to teach basic music reading skills to kindergarten on up. We have developed a system that the children think is just a wonderful

Attachment 14 – Fine Arts Page 4 ATTACHMENT 14 FINE ARTS

Local School System: Wicomico County Fiscal Year 2007

Fine Arts Coordinator: Gary Beauchamp

Telephone: 410-677-4573 E-mail: [email protected]

game and it is producing wonderful rhythm readers. They take to it just like a duck to water. It is accessible to them and their retention is excellent. • The past few years have also given us training in curriculum development and assessment development. Both of these have caused me to re-examine what I teach, how I teach it and to explore new ways to enhance learning. • The process of developing the county curriculum and assessments has made me knowledgeable and comfortable with the material that I should cover and makes clear what the end result should be. It has become a driving force behind my instruction. • The end of year music assessments summer workshops provided me, as a new teacher to Wicomico Public Schools, insight into the curriculum that helped me to prepare for thorough classroom instruction. These workshops proved extremely beneficial.

Some of the programs/courses that are important to the progress and successes of the fine arts program in Wicomico County are: • The Wicomico County Visual and Performing Arts Career Program (VPA) is a unique course for eleventh and twelfth grade students with exceptional abilities who are interested in pursuing a visual art or music career. VPA prepares students for college and pre-professional training. The VPA career course is located on the Wicomico Senior High School Campus. Selected students from the four county high schools attend the VPA Course for a portion of the school day. They return to their home school for the academic portion of the day. Excellent career opportunities are available in the Fine Arts field. The Visual and Performing Arts Career Program prepares students to take advantage of these possibilities. • The VPA program is a two-year program where students select one of the fine arts areas for concentration. Visual arts students attend the center for three periods a day from 8:00 a.m. to 10:30 a.m. Music students attend the center for two periods a day from 8:00 a.m. to 9:55 a.m. and return to their home school. The music students upon returning to their home school are required to participate in their home school’s advanced performing organization. • Visual art students study painting, drawing, graphics, three dimensional art, sculpture, printmaking, portfolio preparation and photography in addition to art history, aesthetics and criticism. This program is designed to expand the advanced student’s technical, conceptual and creative skills. Music students are involved in instrument (string, woodwind, brass, percussion and piano) or voice study as well as the study of music theory, ear training, keyboard, small ensemble, aesthetic judgment and music history. Students select either vocal or instrumental music as an area of concentration. The music students demonstrate outstanding achievement in the area of skill, creativity, desire and motivation. This program is an individualized program, which prepares the students for their college auditions or postgraduate study in their particular art forms. All students accepted to this program must complete an extensive audition/interview process and must be recommended by their current art/music teacher. • Students from this program have attended and graduated form Rhode Island School of Art and Design, Savanna School of Art and Design, East Carolina University School of Art, Pennsylvania School of Art and Design, San Diego School of Art, Moore College of Art and Design, Maryland Institute College of Art, Pratt Institute, Cooper Union School of Art, University of the Arts, Ringling School of Art and Design, University of Delaware State University, Syracuse University and Virginia Commonwealth University. • The students in this program have won over two Million Dollars in scholarships over the course of the last 13 years.

Attachment 14 – Fine Arts Page 5 ATTACHMENT 14 FINE ARTS

Local School System: Wicomico County Fiscal Year 2007

Fine Arts Coordinator: Gary Beauchamp

Telephone: 410-677-4573 E-mail: [email protected]

• Art 3 /4 is offered which is an advanced art class. Students not only must research media and materials, but research artists of influence, and develop a vocabulary of art in order to adequately describe and assess their own work. The objective for the course is a portfolio for college or art school application. • Art clubs are offered at various schools. • Open studio for VPA students - Wed. nights 3:30 - 8pm - open to gifted and talented students who need extra studio time - also open to community artist to come in and interact with students as mentors • Mural projects are done by art club members for elementary schools and Wicomico family services in down town Salisbury. • After school programs at Pinehurst Elementary School include the Sign Language Club (which included many music activities and choreographed chorus performances) and the Jazz Dance Club. • Bookmark design contest by the Shorebirds for their annual Reading program. • Advanced and talented students are offered the opportunity to try out for All Shore Band as well as Solo and Ensemble Festival. • Talent shows are held at various schools where the students can showcase their talents. • Opening day of school activities at the civic center showcased the talented musicians that were a part of our programs. • At Salisbury Middle School a program has been implemented for students who have a high level of interest or ability in art. They are screened as they pass through the 6th grade rotations and grouped into two sections as 7th graders. Children in the enriched classes receive an intense approach to drawing and painting which is expanded in the 8th grade and also includes graphics and 3-D art forms at the 8th grade level. • Gifted students are given the opportunity to perform and display their work at special events during the school year such as holiday programs, promotion ceremonies, and family nights. • Artsonia (internet) is used at Northwestern – integrates technology into the classroom, focusing on multicultural understanding and recognizing the achievements of the talented artists in the school.

3. Describe where challenges in making progress toward meeting Programs in Fine Arts goals are evident.

All the challenges are due to funding issues. The proposed graphic arts and photography II courses have not been implemented due to lack of local funding. The same goes for the Performance Music Theatre course as well as dance and theatre programs. All goals relating to assessments and curriculum have been met using resources from the Fine Arts Grant. Sustaining that focus has become difficult with the cuts in funding of the grant. Replacement and purchase of equipment is also a funding issue. With limited funding from the Board of Education, more students are performing on inadequate or faulty instruments. The use of inadequate and out-of-date equipment by teachers to deliver instruction has hindered our progress. In addition the constant pressure to take time away from fine arts instruction and the limiting the opportunity for students to take both art and music at the middle school level so as to provide more time for reading and math has, and will continue to have, a negative impact upon the performance and growth of our students in the fine arts.

Attachment 14 – Fine Arts Page 6 ATTACHMENT 14 FINE ARTS

Local School System: Wicomico County Fiscal Year 2007

Fine Arts Coordinator: Gary Beauchamp

Telephone: 410-677-4573 E-mail: [email protected]

4. Describe the plans for addressing those challenges and include a description of the adjustments that will be made along with related resource to ensure progress toward meeting goals. Please include timelines where appropriate.

No new goals and/or areas of focus will be added until the efforts indicated in the above responses are funded by the Wicomico County Board of Education. Yearly funding for the identified curricula and courses will be requested through the budget process for the next school year. We will continue to pursue fine arts integration in the schools and continue to persuade Central Office and school-based administrators of the value of an arts-centered approach. Fine Arts naturally support just about every aspect of learning. Communicating and planning with classroom teachers yields support for the arts as well as reinforcement of what they are teaching. With the increased instructional time being devoted to reading and math, we are able to fill some of the gap in the social studies and science programs. Teachers benefit from our hands-on approach to learning. They often don't have the time to get into the details that we can.

The simple goal we have is to sustain what efforts are already underway, including tracking progress in a similar manner on two different levels of difficulty. In addition, it is hoped there will be the ability to compare scores obtained by two different grade levels that have been assessed using the same instrument so as to be able to map trends in targeted assessment components.

In the more distant future, over the next six to ten years, additional trend analysis and refinement will occur. It is also hoped that correlations will be made between skills measured in standardized tests and our arts assessments. For example: decoding skills – comparing Stanford 10 scores of reading vocabulary to music assessment scores for interpreting music notation. Documented correlation of this type will be additional evidence establishing the vital role that arts education plays throughout the curriculum in the education of the whole child, improving overall student learning. The six to ten year estimate on achieving these goals is based upon the resistance to arts infusion currently within the administrative staff and the financial ability/willingness of the Board of Education to include our fine arts

A. BUDGET INFORMATION AND NARRATIVE

Attachment 14 – Fine Arts Page 7 Fine Arts Budget Narrative Wicomico County Public Schools July 1, 2006 - June 30, 2007

FY07 Master Category / Plan Program / Line Item Calculation Total Action Object Step 2.80 Instruction - Engage a theatre Cost of contract for theatre $5,678 Regular performance group to performance group Programs - perform at all Contracted elementary schools Services (2 performances) (17 Schools) and provide study guides

2.80 Instruction - Provide materials of Cost based on historical trend $3,067 Regular instruction funds for Programs - teachers to Supplies & implement the Materials curriculum and prepare students for fine arts assessments Total for Action Step 2.80 $8,745

2.82 Instruction - Teacher stipends to 6 teachers x 3 days x 6 $2,290 Instructional participate in hrs/day @ $21.20 Staff Musikgarten and Development - Gordon Method Salaries & training Wages 2.82 Fixed Charges - Fixed charges for 8% of $2,290 $183 Other Charges teacher stipends to participate in Musikgarten and Gordon Method training 2.82 Instruction - Consultant fees and 4 days @ $250/day $1,000 Instructional expenses associated Staff with Musikgarten and Development - Gordon Method Contracted training Services 2.82 Instruction - Computers to 5 computers @ $1,500 $7,500 Instructional support staff Staff development Development - Equipment

Part IV - Fine Arts Initiatives Program Budget Narrative Page 1 Fine Arts Budget Narrative Wicomico County Public Schools July 1, 2006 - June 30, 2007

FY07 Master Category / Plan Program / Line Item Calculation Total Action Object Step 2.82 Instruction - Peripherals to 1 Extra Wide Scanner @ $400 $900 Instructional support staff 1 Photo Quality Printer @ Staff development $500 Development - Supplies & Materials 2.82 Instruction - Provide materials for Cost based on historical trend $262 Instructional staff development to Staff help teachers Development - implement the Supplies & curriculum Materials 2.82 Instruction - Provide field Fees associated with field $850 Instructional experiences for K-12 experiences for teachers Staff teachers of music Development - and art - Walters Other Charges Museum and Art Gallery 2.82 Instruction - Registration fees, Cost based on historical trend $2,000 Instructional travel, meals, Staff lodging, and other Development - associated costs to Other Charges present assessment results at regional and national conferences Total for Action Step 2.82 $14,985

4.18 Instruction - Teacher stipends to 10 teachers x 3 days x 6 $3,816 Instructional score and revise hrs/day @ $21.20 Staff music assessments Development - for grades 2, 5 and 7 Salaries & Wages 4.18 Instruction - Teacher stipends to 2 lead teachers x 8 days x 6 $2,170 Instructional analyze music hrs/day @ $22.60 Staff assessment results Development - and prepare reports Salaries & for grades 2, 5 and 7 Wages

Part IV - Fine Arts Initiatives Program Budget Narrative Page 2 Fine Arts Budget Narrative Wicomico County Public Schools July 1, 2006 - June 30, 2007

FY07 Master Category / Plan Program / Line Item Calculation Total Action Object Step 4.18 Fixed Charges - Fixed charges for 8% of $3,816 $305 Other Charges teacher stipends to score and revise music assessments for grades 2, 5 and 7

4.18 Fixed Charges - Fixed charges for 8% of $2,232 $174 Other Charges teacher stipends to analyze music assessment results and prepare reports for grades 2, 5 and 7

4.18 Instruction - Printing costs Partial cost of printing music $225 Instructional associated with assessments for 3,300 Staff music assessments students in grades 2, 5, and 7 Development - for grades 2, 5 and 7 @ $0.03/impression Supplies & Materials Total for Action Step 4.18 $6,690

4.19 Instruction - Teacher stipends to 8 teachers x 3 days x 6 $3,053 Instructional analyze visual arts hrs/day @ $21.20 Staff assessment results Development - and prepare reports Salaries & for grades 5 and 7 Wages 4.19 Fixed Charges - Fixed charges for 8% of $3,053 $244 Other Charges teacher stipends to analyze visual arts assessment results and prepare reports for grades 5 and 7 4.19 Instruction - Printing costs Partial cost of printing visual $300 Instructional associated with arts assessments for 2,269 Staff visual arts students in grades 2, 5, and 7 Development - assessments for @ $0.03/impression Supplies & grades 2, 5 and 7 Materials Total for Action Step 4.19 $3,597

Part IV - Fine Arts Initiatives Program Budget Narrative Page 3 Fine Arts Budget Narrative Wicomico County Public Schools July 1, 2006 - June 30, 2007

FY07 Master Category / Plan Program / Line Item Calculation Total Action Object Step 4.20 Instruction - Teacher stipends to 8 teachers x 3 days x 6 $3,053 Instructional develop, analyze, hrs/day @ $21.20 Staff and revise selected Development - music and visual Salaries & arts assessments for Wages grades 9-12 4.20 Fixed Charges - Fixed charges for 8% of $3,053 $244 Other Charges teacher stipends to develop, analyze, and revise selected music and visual arts assessments for grades 9-12 4.20 Instruction - Printing costs Partial cost of printing selected $200 Instructional associated with music and visual arts Staff selected music and assessments for students in Development - visual arts grades 9-12 @ Supplies & assessments for $0.03/impression Materials grades 9-12 Total for Action Step 4.20 $3,497

Administration - Indirect Costs 2% of Direct Costs of $30,014 $600 Business (Direct Costs exclude Support Services equipment costs of $7,500) - Transfers

GRAND TOTAL $38,114

Part IV - Fine Arts Initiatives Program Budget Narrative Page 4 MARYLAND STATE DEPARTMENT OF EDUCATION GRANT BUDGET

ORIGINAL GRAN REQUES 38.1 14.00 AMENDED BUDGET 811 512006

GRANT REClPlEN GRANT NAME Fine Arts NAME Wicomico County Public Schools

MSDE GRANT RECIPIENT GRANT

1 I REVENUE SOURCE SCHOOL NAME State

FUND SOURCE GRANTPERIOD July 1,2006 - June 30,2008

CATEGORYIPROGRAM

Finance Official Approval Gary C. Green 8/8/2006 4 10-677-4524 Name Date Telephone #

Supt./Agency Head Approval Thomas B. Field 81812006 4 10-677-4599 Name Signature Date Telephone # MSDE Grant Manager Approval

Signature Dale Telephone #

Board of Education of Wicomico County

2006 Update

Other Reporting Requirements

Victims of Violent Criminal Offenses in Schools (VVCO) Report for School Year 2005-2006

ocal School System (LSS): Wicomico County TABLE L 11-5 LSS Point of Contact: Allen Brown Telephone: 410-677-4583

(1) (2) (3) (4) Violent Total # of VVCO # of VVCO # of Transfers Granted by Criminal Offenses # of Requesting Not Requesting the LSS Without a Final VVCO Transfers Transfers Case Disposition Abduction & attempted

abduction Arson & attempted arson in

the first degree Kidnapping & attempted

kidnapping Manslaughter & attempted manslaughter, except involuntary manslaughter Mayhem & attempted

mayhem Murder & attempted murder Rape & attempted rape 1 1 0 1 Robbery & attempted robbery Carjacking & attempted

carjacking Armed carjacking & attempted

armed carjacking Sexual offense & attempted sexual offense in the first degree Sexual offense & attempted sexual offense in the second degree Use of a handgun in the commission or attempted

commission of a felony or other crime of violence Assault in the first degree 11 0 11 0 Assault with intent to murder Assault with intent to rape Assault with intent to rob Assault with intent to commit a sexual offense in the first degree Assault with intent to commit a sexual offense in the second degree TOTAL 12 1 11 1

NOTE: See attached guidance for completion of the VVCO in Schools Report.

Victims of Violent Criminal Offenses in Schools Page 1 Gun-Free Schools Act Report School Year 2005-2006

Local School System (LSS): Wicomico Countv Point of Contact: Allen Brown

Telephone: 4 10-677-4583 FAX: 4 10-677-4444 Email: abrownO,wcboe.org,

Was the student Full Name of Were sewices Was the student referred to the School Was the student provided in an Type Was the expulsion criminal justice or Firearm receiving services alternative modified? juvenile Date of under IDEA? minimum of one educational (Include Student ID Incident delinquency elementary, setting? (Be (Y es/No) system? middle, or high specific) (Y es1No) school) (Y es/No) (Y es1No) .25 High 09 1022194 12116105 Yes Yes N o Yes School Automatic Yes I

I certify that the LSS is in compliance with the Gun-Free Schools Act of 2001 and Code of Maryland Regulations 13A.08.01.12-1 and that the LSS has a policy that:

Requires the expulsion from school, for a period of not less than one calendar year, of any student who broughtJpossessed a firearm ontolon school property or tofat a school-sponsored activity; Requires referral to the criminal justice or juvenile delinquency system of any student who broughtJpossessed a firearm ontolon school property or tofat a school-sponsored activity; and Permits the local superintendent to modify the one year expulsion on a case-by-case basis and requires the LSS to maintain a written *\ecord of all such modifications. 7d-qlab Signature - Local superintendent of Schools Date

Gun-Free Schools Act Report Page 1