SY 2009 Master Plan

Update

Charles County Public Schools

Purpose

The Bridge to Excellence (BTE) Act requires

local school systems to reassess and revise

plans as necessary and submit annual

updates to the Maryland State Department of

Education (MSDE) for review. MSDE can

request revisions to ensure that updated

plans will have the effect of improving student

achievement and increasing progress toward

meeting State performance targets.

State Review Process

The desired outcomes of the review process

are to:

Determine the extent to which BTE Master Plan is

being implemented

Determine if the Master Plan is yielding success for

all students and subgroups of students

Determine alignment between budget priorities and

plan strategies

Bridge to Excellence (BTE)

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.

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 2005-2006, all students will be taught by highly

qualified teachers.

BTE Continued

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.

Update for Goal 1

Goal 1:

By 2013 - 2014, all students will reach high

standards, at a minimum attaining proficiency

or better in reading/language arts and

mathematics.

English

English Successes Overall performance has increased over a three

year span with our largest gains occurring in 2008.

African American students are within 7.5% of the overall average.

FARM students are within 5.5% of the overall average.

Data indicate that special education students are also showing gains. The percentage of students performing at the proficiency level has increased from 33.6% to 44.6%.

Practices that Resulted in Progress

Evening Professional Development Opportunities with a focus on Differentiation

Lesson planning using Core Learning Goals

Data Driven Instruction

Vocabulary

In-services with on site monitoring of implementation: Rigor

Reading Strategies

Writing

Text Analysis

English 2008- 2009

Practices

Professional Development for English I, English II and Special Education Teachers Literacy

Vocabulary

Continue Evening Professional Development sessions Differentiation

Rigor in All Classrooms

Vocabulary

Reading Strategies

Continue monitoring the implementation of staff development initiatives in daily lessons

Challenges

Eliminating the Achievement Gap between White and African American Students is 12.9 %

ELL performance is 39.6 % points below All Student performance

Special Education performance is 37.9 % point below All Student performance

Algebra

Algebra Successes Overall performance has increased over a three

year span with our largest gains occurring in 2008.

African American students are within 6.3% of the overall average.

FARM students are within 5.5% of the overall average.

Data indicate that special education students are also showing gains. The percentage of students performing at the proficiency level has increased from 31.4% to 54.5%.

Practices that Resulted in Progress

Implemented a common content planning period for algebra teachers

Offered Cognitive Tutor program, a web-based program augmenting classroom instruction with individualized practice on concepts and skills

Modified the Algebra I Part One and Algebra I Part Two courses Provided students a double period of each course

Completed the sequence in a single school year instead of two years

74.32% of these students passed the Algebra HSA compared to 52.55 %

Algebra 2008-2009

Practices

Providing additional support to new teachers

Extending the modified Algebra I Part One and Algebra I Part Two courses to all high schools

Providing professional development focused on strategies to improve instructional delivery

Challenges

Teacher retention

Focus on specific content indicators

ELL and Special Education gap

African American sub-group achievement gap

Science

Biology Successes

Overall performance has increased over a three year span with our largest gain of 11.1% occurring in 2008.

African American students are within 7.4% of the overall average.

FARM students are within 10.4% of the overall average.

Data indicate that special education students are also showing gains. The percentage of students performing at the proficiency level has increased from 34.9% to 54.5%.

Practices that Resulted in Progress

Evening Professional Development Opportunities with a focus on Differentiation

Higher order thinking skills

Lesson planning using Core Learning Goals

Data driven instruction

Biology Content Team Meetings to continue implementation of strategies to improve instruction

On site monitoring of implementation of the use of on-going assessment and re-teaching.

Biology Assessment 2009

Challenges

Focus on specific course expectations

Eliminating the Achievement Gap between White and African American Students

ELL performance is 22.3 % points below All Student performance

Special Education performance is 30.3 % point below All Student performance

Practices

Professional Development for Biology and Special Education Teachers Instructional Planning, assessment and

re-teaching.

Vocabulary

Continue Evening Professional Development sessions Differentiation

Rigor in All Classrooms

Vocabulary

Higher order thinking skills

Continue monitoring the implementation of staff development initiatives in daily lessons

Scaffolding lessons

Interdisciplinary connections

Government

Government Successes

The second consecutive year that more than 92% of Charles County seniors have completed the Government HSA requirement prior to the start of school.

African American students are within 3.2% of the overall average for grades 10-12.

FARM students are within 7.5% of the overall average for grades 10-12.

Increases in the percentage of special education students completing the HSA Government requirement over the last two years.

Practices that Resulted in Progress

Evening Professional Development Opportunities with a focus on Differentiation

Experiential Learning and Content Vocabulary Strategies

CPS System and SMART Board Instructional Use

Data Driven Instruction

Focused interventions - Government Resource Teachers

Government Content Team Meetings

In-services with on site monitoring of implementation: Higher Order Thinking Skills

Rigor

Focused professional development on specific Goal Areas

Government 2008-2009

Practices

Technology grant and SMART Board lessons

Geography/economic lesson implementation

Use of after-school interventions/teacher training sessions

Experiential and vocabulary strategies along with writing component

Challenges

Increased need to address technology

Focus on specific content indicators

ELL and Special Education gap

African American sub-group achievement gap

Bridge

CCPS Bridge Results

220 students were involved in the Bridge

program and successfully met the High School

assessment graduation requirement.

220 students successfully completed 742 projects

42 of these student’s had an IEP

Total of 742 projects

197 in Algebra

225 in Biology

213 in English

107 in Government

Practices that Resulted in CCPS Success

Charles County Public Schools incorporated the following strategies that lead to a very successful Bridge program

A detailed plan of action

A single Project Monitor for the school system

Weekly meetings with the Assistant Superintendent of Instruction

Daily communication with the Director of Research and Assessment.

Continued to have students take each HSA assessment while they were in the Bridge Class.

Details of Plan

Conferences were held with all parents and students prior to participation in the Bridge Program

Students’ progress was monitored Met with students weekly

Updated the students on their specific rotation of projects and the results of submitted projects

Review panels were organized

Individual Bridge plans were developed for all students

Weekly meetings were held with all Bridge teachers

Kept the communication lines open with all stakeholders involved

Final 2008 – 2009 Results

Update for Goal 2

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.

Update for Goal 3

Goal 3:

All students will be taught by highly

qualified teachers.

Professional DevelopmentProfessional Development

In 2008, MSDE directed all counties to In 2008, MSDE directed all counties to craft a Professional Development Plan that craft a Professional Development Plan that would be included in the Bridge to would be included in the Bridge to Excellence.Excellence.

In 2009, the charge is to provide:In 2009, the charge is to provide:

uupdates on the activities of the 2008 pdates on the activities of the 2008 Professional Development Plan Professional Development Plan

aa detailed plan for evaluating the 2008 detailed plan for evaluating the 2008 Professional Development PlanProfessional Development Plan

Update for Goal 4

Goal 4:

All students will be educated in learning

environments that are safe, drug free,

and conducive to learning.

Community Mental Health Agencies

Charles County Public Schools coordinates mental health services for students through several agency service providers.

Tri-County Youth Services Bureau (TCYSB) is contracted by CCPS to provide intensive counseling services to identified at-risk students in all CCPS elementary and middle schools. Provides parent and family counseling

Provides therapeutic mental health services to students and their families

The Charles County Human Services Partnership serves in the capacity of a central referring agency by service delivery agencies and organizations.

Charles County Mental Health Department. CCPS refers students to the mental health division of the health department when appropriate.

Center for Children also serves as a referral agency. The center provides a broad range of mental services to children and youth.

Update for Goal 5

Goal 5:

All students will graduate from high school.

Addressing Specific

Student Groups

Career & Technology Education

Strategies to increase the number of CTE enrollees who become completers of CTE programs of study

Have students and parents commit to program completion: upon enrollment in concentrator courses, or

upon enrollment in programs at North Point High School.

require prerequisite or co-enrollment of any previous coursework for enrollment in CTE courses.

Ensure that principals and counselors are informed of program requirements and sequencing.

Special Education

MSA Trends

Special Education MSA performance has

improved at the elementary and middle

school levels.

However, the discrepancy between

general education student performance

and special education student

performance remains significant.

HSA Trends

Special Education performance on HSA tests has been less consistent.

Performance on all tests has approximated the same trend as students without disabilities.

However, there continues to be a significant gap between the performance of students with disabilities and there non-disabled peers.

Reading/English Initiatives

Elementary/Middle:

Wilson Reading System

LiPS - Lindamood Phoneme Sequencing Program for Reading, Spelling, and Speech

Fundations

LETRS

Language!

Reading/English Initiatives

High School Interventions:

Edge

Best Practices in Co-Teaching

Marzano’s Building Academic Vocabulary

Professional Development in English

Instruction by Kylene Beers

Math Initiatives Elementary School:

Moving with Math

Voyager

Number Worlds

Super Source Manipulative Workshop

Support for teachers in the appropriate use of manipulatives during math instruction.

Middle School: Moving With Math

Voyager

Algebraic Thinking

High School: Continuation of Cognitive Tutor