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6 Multiple Measure Evaluations Providing professional growth leading to accelerated student achievement Anne Arundel County Public Schools

7 Contents Evaluation Overview 1 Elementary & Middle School Evaluation Scoring 5 Teacher Evaluation 6 Principal Evaluation 7 High School Evaluation Scoring 11 Teacher Evaluation 12 Principal Evaluation 14 Appendix A Principal Professional Practices Crosswalk 16

8 The Multiple Measures Evaluation Overview Introduction Anne Arundel County Public Schools (AACPS) created teacher and principal evaluation models with the purposeful intent of implementing an evaluation system that contributes to the professional growth of its educational leaders and classroom teachers resulting in accelerated student achievement. This charge demanded clarity and transparency to create a user-friendly tool that could be easily implemented and applied. AACPS utilized a 0, 1, 2, or 3 scale associated with each component in the evaluation. This congruence among components allows the evaluator and educator to have a clear understanding of each component s contribution to the overall rating. Hence, the evaluation model is designed to inform educators of their strengths and areas in which further professional growth is needed. 1

9 The Multiple Measures Evaluation Overview Professional Practices Teacher Evaluation In the 2011/2012 school year, Anne Arundel County Public Schools (AACPS) implemented a Teaching and Learning Cycle, including an observation instrument with indicators aligned to three of the four domains in Charlotte Danielson s framework, which incorporates educational research conducted from 1996 to Research findings reveal that of all the actions that schools control, it is the quality of pedagogy the art and science of teaching that most directly influence improved student learning. Subsequently, AACPS added Professional Behaviors for the MSDE Teacher Evaluation Field Test schools to align to the fourth domain in the 2012/2013 school year. For this submission, AACPS developed an evaluation model that contained a Professional Practices section, which fully integrates the Teaching and Learning Cycle into Charlotte Danielson s framework. To highlight our emphasis on the Teaching for Learning section, we have subdivided it into three sections. As a result, the AACPS final Professional Practices section contains six equally weighted measures that contribute to the total 50%. AACPS met with the Teachers Association of Anne Arundel County (TAAAC) as we planned for the Field Test roll-out and has continued to consult with its members throughout the development of this rating form. Principals in Field Test schools used both the MSDE Teacher evaluation form and the Teaching and Learning Cycle evaluation form to complete evaluations of teachers for comparative purposes. The AACPS leadership team used their feedback to revise the Teaching and Learning Cycle evaluation form. AACPS then shared this evaluation form with several teacher and principal focus groups and incorporated further revisions into the instrument in this submission. AACPS Teaching and Learning Cycle identifies attributes of a teacher s professional responsibilities that have been consistently documented through research. It defines and situates expectations for effective teacher behaviors into four core areas; Planning for Learning, Teaching for Learning, Quality Learning Environments, and Professional Behaviors. Increasing the quality of student learning, resulting in increased student achievement is the mission of AACPS as reflected in the district s strategic goals. The AACPS Teaching and Learning Cycle provides a structure for teaching and learning in rigorous, relevant, and quality learning environments in order to: clarify district expectations for teaching and learning communicate with a common language and vocabulary for teaching and learning define the components of 21st century learning establish frameworks for: lesson and instructional planning observation and rating instruments curriculum and assessment professional development AACPS Curriculum and Instruction Division will develop a Guide for Teacher Evaluation to provide additional information for teachers and their evaluators with comprehensive descriptions and examples for each of the domains standards. Principal Evaluation The Anne Arundel County Public Schools (AACPS) Professional Practice component of the Principal Evaluation is a comprehensive, research-based framework for principal evaluation. AACPS developed this document based on current research and views of best practices from educators around the country, including those in AACPS. We utilized specific documents to develop the Professional Practices component of the evaluation, including the Interstate School Leaders Licensure Consortium (ISLLC) standards, the Maryland Leadership Instructional Framework (MLIF), and Rethinking Principal Evaluation: A New Paradigm Informed by Research and Practice developed by the National Association of Elementary School Principals (NAESP) and the National Association of Secondary School Principals (NASSP). Please reference the crosswalk in Appendix A to see the alignment of the AACPS Professional Practices with the Maryland Leadership Instructional Framework Outcomes. The framework for Professional Practices incorporates the leadership standards from the referenced documents organized under the six domains identified by NAESP and NASSP as critical for principal performance and growth: Professional Growth and Learning, Student 2

10 Growth and Achievement, School Planning and Progress, School Culture, Professional Qualities and Instructional Leadership, and Stakeholder Support and Engagement. AACPS selected eleven key standards and organized them under these six domains. These equally weighted measures contribute to the total 50%. AACPS will identify a group of school and central office leaders to develop a Guide for Principal Evaluation which provides additional information for principals and their evaluators. The guide will also contain comprehensive descriptions and examples for the standards for each of the six domains. Student Learning Objectives Student Learning Objectives (SLOs) encourage educators to focus and align instruction with district and school priorities, goals, and academic improvement plans. Setting rigorous and ambitious learning goals, combined with the purposeful use of data through both formative and summative assessments, leads to higher academic achievement of students as measured on MSA and HSA. AACPS teachers will develop, implement, and monitor two SLOs. One will focus on a school-wide priority as identified in the School Improvement Plan; the other will focus on a teacher-selected standard. SLOs will account for 25% of the overall rating for teachers and principals. The SLO development framework enables teachers and school leaders to meet and collaboratively plan to identify areas of growth and make diagnostic /prescriptive instructional decisions necessary to close academic achievement gaps while realizing the potential of all students through an accelerated lens. Through this process, educators focus on the alignment of essential standards, highly effective instructional strategies, and common assessments. Additionally, when SLOs are set as a grade/team, the process can help determine and bring greater focus to guiding targeted, differentiated professional development that supports ongoing capacity building and increased student achievement. Formalizing the SLO process reinforces the practice of self-reflection and implementation of effective instructional practices. School Wide Index Elementary and Middle School The School Wide Index (SWI) will account for 25% of the overall rating for elementary and middle school teachers and principals. The SWI is composed of three parts: (1) MSA Achievement (45%); (2) MSAGap Reduction (45%); and (3) Attendance (10%). We believe it is important to identify those areas for which the entire school staff have a responsibility, can be accountable for improvement, and can be appropriately measured on a year-to-year basis. MSA Gap Reduction (45%) Attendance (10%) MSA Achievement (45%) Student Achievement will account for 45% of the SWI and will be measured using MSA scores for the All Student Group in reading, science, and mathematics. A weighted contributor will be determined using the MSDE methodology. Gap Reduction will account for 45% of the SWI and will be measured using MSA scores for the disaggregated student groups in reading, science, and mathematics. A weighted contributor will be determined using the MSDE methodology. Attendance is a responsibility of the entire staff. AACPS will use the MSDE AMO for each elementary or middle school on a year-to-year basis. That target, divided into the actual attendance rate for the school, multiplied by 10%, will yield the attendance contribution to the school s SWI. The attendance contribution will cap at

11 The Multiple Measures Evaluation Overview High School The School Wide Index (SWI) will account for 25% of the overall rating for high school teachers and principals. The SWI is composed of four parts: (1) HSA Achievement (20%); (2) HSA Gap Reduction (20%); (3) College and Career Readiness (50%); and (4) Attendance (10%). We believe it is important to identify those areas of which the entire school staff have a responsibility, can be accountable for improvement, and can be appropriately measured on a year-to-year basis. Attendance (10%) HSA Achievement (20%) College Readiness will be measured using the number of graduates who have met one of the following criteria: earned a 3 or higher on an AP exam, earned a 4 or higher on an IB exam, or qualified for the University System of Maryland completer. It is understood that a student who graduates from high school and has earned any one of these accomplishments is prepared for the rigors of higher education academia. Clearly, the State of Maryland s completer, which includes two years of a world language, was established to ensure and focus students readiness for college. Attendance Student attendance is a responsibility of the entire staff. AACPs will use the MSDE target for high school, on a year-to-year basis. That target, divided into the actual attendance rate for the school, multiplied by 10%, will yield the attendance contribution to a high school s SWI. The attendance contribution will cap at 1.0. College & Career Readiness (50%) HSA Gap Reduction (20%) Student Achievement will account for 20% of the SWI and will be measured using HSA scores for the All Student Group in Algebra I, Biology, and English 10. A weighted contributor will be determined using the MSDE methodology. Gap Reduction will account for 20% of the SWI and will be measured using HSA scores for the disaggregated student groups in Algebra I, Biology, and English 10. A weighted contributor will be determined using the MSDE methodology. College & Career Readiness is composed of two parts: College Readiness (60%); and Career Readiness (40%). Career Readiness will be measured using the graduation rate of each high school using the MSDE generated AMO. AACPS requires students to earn 26 credits to graduate, five credits above MSDE s requirement of 21. This includes an additional math credit and 4.5 credits earned in elective courses, primarily in areas of technology and career preparation. That said, we believe that our graduates are well prepared for career training. Overall Evaluation The overall evaluation is the culmination of all evaluation components as prescribed in the evaluation calculation. An educator may earn an evaluation of Ineffective/Developing, Effective, or Highly Effective. The evaluation calculation will reflect a numerical evaluation between 0 and 3. Educators who earn a numerical evaluation from 0 up to but not including 1.5 will receive a final evaluation of Ineffective/Developing by considering factors impacting the educator s effectiveness, including but not limited to their experience and/or performance in their current position and additional challenges and/or complications unique to the educator s situation/assignment. AACPS specifically created the Developing category for educators who are new to the position or assignment and are working within their constraints toward becoming effective professionals. On the other hand, AACPS created the Ineffective category for any veteran educator whose performance does not keep pace with current demands. Educators who earn a numerical evaluation from 1.5 up to but not including 2.5 will receive a final evaluation of Effective. Finally, educators who earn a numerical evaluation from 2.5 to 3 will receive a final evaluation of Highly Effective. 4

12 Anne Arundel County Public Schools Multiple Measure Teacher & Principal Evaluation Elementary and Middle School Teacher Outcomes Principal Outcomes Professional Practice School Planning & Progress School Culture Student Growth & Achievement Instructional Delivery Student Learning Behaviors Assessment for Learning Professional Qualities/ Instructional Leadership Professional Growth & Learning Planning for Learning School Improvement Plan (50%) 50% 25% Quality Learning Environment Professional Behaviors Stakeholder Support & Engagement Attendance (10%) 25% Student Learning Outcomes MSA Gap Reduction (45%) Eliminating the Achievement Gap (50%) MSA Achievement (45%) School-wide Index 5

13 Anne Arundel County Public Schools Human Resources Multiple Measure Teacher Evaluation Elementary/Middle School Teacher School Date A. Professional Practice (50%) Scoring: 0= Ineffective 1= Developing 2= Effective 3= Highly Effective Score Planning for Learning Outcome/Essential Questions are communicated to students. Pre-assessment of students readiness is evident. Warm-up/motivation is appropriate for the lesson outcome. Explicit and multidisciplinary connections create meaning and significance. Accurate content, lesson presentation and materials clearly align to AACPS curriculum/standards. Approved materials and resources, including, culturally inclusive, are utilized. Support for the School Improvement Plan and/or school initiatives is evident. Teaching for Learning Quality Learning Environment Professional Behaviors Instructional Delivery Logical sequencing and pacing of lesson components are evident. Modeling, guided practice and/or coaching are evident. Literacy skills are embedded to build student capacity. Differentiation allows all students to progress towards mastery of the outcome. Planned, tiered questions monitor student understanding at various checkpoints. Review and re-teach as indicated by student performance. Various and effective learning strategies and student groupings facilitate learning. Students and other world cultures are a vehicle for learning (culturally responsive instruction). Effective integration of technology supports student learning. Student Learning Behaviors All students are clear about what they are learning. Students share previous learning and personal connections to new content. Students demonstrate selected higher levels of thinking: analyzing, evaluating, creating. Students demonstrate and apply new learning in various ways. Students make connections within and beyond the content. Students interact with the content in ways that move them towards independence. Students express multiple perspectives, processes and ways of thinking. Students exhibit perseverance on challenging tasks. Students are consistently involved and sustain interest in learning. Assessment for Learning Students demonstrate evidence of mastery of outcome. Outcome, learning activities and assessment are aligned in terms of level of thinking. Students reflect and share their learning. Social Interactions are mutually respectful and positive. Classroom is neat and organized; arranged for student interaction and reflects current student learning. Each student sees himself/herself as a valued member and active participant in the class. Routines are in place for a safe and orderly environment. Performance expectations for learning are communicated. Each student has access to learning and meaningful participation. Participates in a professional learning community contribute to the school and district. As a reflective practitioner, examines his or her practices, self-evaluates for the building of their own capacity and the capacity of others. As a life-long learner grows, develops and adds to the body of knowledge of their content and pedagogy. As a record keeper documents, maintains, and regularly shares with students, as appropriate, accurate records. As an effective communicator listens actively and compassionately, speaks and writes clearly, correctly, and at an appropriate level of understanding. As a student advocate promotes the needs of the students, and involves parents in supporting at home what students are taught in school. 6 Average Professional Practice Score: 2012 AACPS Department of Human Resources DPS/SG 2597/24 (New 12/12)NS

14 Anne Arundel County Public Schools Multiple Measure Teacher Evaluation Elementary/Middle School B. Student Growth Measures (50%) Student Learning Outcomes (SLO) (25%) Scoring: 0= Incomplete 1= Approaching 2= Met (interval) 3= Exceeded Student Learning Outcome 1: Score 2: Average SLO Score: School-Wide Index (SWI) (25%) Scoring: 0 = 0 up to but not including.8 1 =.8 p to but not including.9 2 =.9 up to but not including 1 3 = 1 and above School Progress Indicator Score Weight Weighted Score MSA Achievement X.45 MSA Gap Reduction X.45 Attendance X.10 SWI Sum: Rating Calculation Score Weight Weighted Score Professional Practice: X.50 Student Growth SLO: X.25 SWI: X.25 Total Final Rating Ineffective/Developing Effective Highly Effective (0 up to but not including 1.5) (1.5 up to but not including 2.4) (2.4 to 3) Teacher Signature Date Rater s Signature Date AACPS Department of Human Resources DPS/SG 2597/24 (New 12/12)NS (Page 2)

15 Anne Arundel County Public Schools Human Resources Multiple Measure Principal Evaluation Elementary/Middle School Principal School Date A. Professional Practice (50%) Scoring: 0= Ineffective 1= Developing 2= Effective 3= Highly Effective Score Professional Growth & Learning Identify areas for personal professional growth, acquire appropriate skills and information, and apply them. Student Growth & Achievement Monitor the alignment of curriculum, instruction and assessment Ensure the integration of appropriate assessments into daily instruction Use technology and multiple sources of data to improve classroom instruction School Planning & Progress Facilitate the development of a school vision that is shared and supported by the school community Provides the management of the organization, operations, and resources for a safe, efficient, and effective learning environment School Culture Promote the success of all students by advocating, nurturing, and sustaining a school culture and instructional program conducive to student learning and staff professional growth Understand, respond to, and help influence the political, social, economic, legal, and cultural context of the school community Professional Qualities & Instructional Leadership Improve instructional practices through purposeful observation and evaluation of teachers Promote the success of every student and teacher by acting within a framework of integrity, fairness, and ethics Stakeholder Support & Engagement Improve instructional practices through purposeful observation and evaluation of teachers Promote the success of every student and teacher by acting within a framework of integrity, fairness, and ethics 8 Average Professional Practice Score: 2012 AACPS Department of Human Resources DPS/SG 2597/24 (New 12/12)NS

16 Anne Arundel County Public Schools Multiple Measure Principal Evaluation Elementary/Middle School B. Student Growth Measures (50%) Student Learning Outcomes (SLO) (25%) Scoring: 0= Incomplete 1= Approaching 2= Met (interval) 3= Exceeded Student Learning Outcome 1: Score 2: Average SLO Score: School-Wide Index (SWI) (25%) Scoring: 0 = 0 up to but not including.8 1 =.8 p to but not including.9 2 =.9 up to but not including 1 3 = 1 and above School Progress Indicator Score Weight Weighted Score MSA Achievement X.45 MSA Gap Reduction X.45 Attendance X.10 SWI Sum: Rating Calculation Score Weight Weighted Score Professional Practice: X.50 Student Growth SLO: X.25 SWI: X.25 Total Final Rating Ineffective/Developing Effective Highly Effective (0 up to but not including 1.5) (1.5 up to but not including 2.4) (2.4 to 3) Principal Signature Date Rater s Signature Date AACPS Department of Human Resources DPS/SG 2597/24 (New 12/12)NS (Page 2)

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18 Anne Arundel County Public Schools Multiple Measure Teacher & Principal Evaluation High School Teacher Outcomes Principal Outcomes Professional Practice School Planning & Progress School Culture Student Growth & Achievement Instructional Delivery Student Learning Behaviors Assessment for Learning Professional Qualities/ Instructional Leadership Professional Growth & Learning Planning for Learning Quality Learning Environment Professional Behaviors School Improvement Plan (50%) 50% 25% Stakeholder Support & Engagement 25% College Readiness (30%) Student Learning Outcomes Eliminating the Achievement Gap (50%) HSA Achievement (20%) HSA Gap Reduction (20%) School-wide Index Career Readiness (20%) Attendance (10%) 11

19 Anne Arundel County Public Schools Human Resources Multiple Measure Teacher Evaluation High School Teacher School Date A. Professional Practice (50%) Scoring: 0= Ineffective 1= Developing 2= Effective 3= Highly Effective Score Planning for Learning Outcome/Essential Questions are communicated to students. Pre-assessment of students readiness is evident. Warm-up/motivation is appropriate for the lesson outcome. Explicit and multidisciplinary connections create meaning and significance. Accurate content, lesson presentation and materials clearly align to AACPS curriculum/standards. Approved materials and resources, including, culturally inclusive, are utilized. Support for the School Improvement Plan and/or school initiatives is evident. Teaching for Learning Quality Learning Environment Professional Behaviors Instructional Delivery Logical sequencing and pacing of lesson components are evident. Modeling, guided practice and/or coaching are evident. Literacy skills are embedded to build student capacity. Differentiation allows all students to progress towards mastery of the outcome. Planned, tiered questions monitor student understanding at various checkpoints. Review and re-teach as indicated by student performance. Various and effective learning strategies and student groupings facilitate learning. Students and other world cultures are a vehicle for learning (culturally responsive instruction). Effective integration of technology supports student learning. Student Learning Behaviors All students are clear about what they are learning. Students share previous learning and personal connections to new content. Students demonstrate selected higher levels of thinking: analyzing, evaluating, creating. Students demonstrate and apply new learning in various ways. Students make connections within and beyond the content. Students interact with the content in ways that move them towards independence. Students express multiple perspectives, processes and ways of thinking. Students exhibit perseverance on challenging tasks. Students are consistently involved and sustain interest in learning. Assessment for Learning Students demonstrate evidence of mastery of outcome. Outcome, learning activities and assessment are aligned in terms of level of thinking. Students reflect and share their learning. Social Interactions are mutually respectful and positive. Classroom is neat and organized; arranged for student interaction and reflects current student learning. Each student sees himself/herself as a valued member and active participant in the class. Routines are in place for a safe and orderly environment. Performance expectations for learning are communicated. Each student has access to learning and meaningful participation. Participates in a professional learning community contribute to the school and district. As a reflective practitioner, examines his or her practices, self-evaluates for the building of their own capacity and the capacity of others. As a life-long learner grows, develops and adds to the body of knowledge of their content and pedagogy. As a record keeper documents, maintains, and regularly shares with students, as appropriate, accurate records. As an effective communicator listens actively and compassionately, speaks and writes clearly, correctly, and at an appropriate level of understanding. As a student advocate promotes the needs of the students, and involves parents in supporting at home what students are taught in school. 12 Average Professional Practice Score: 2012 AACPS Department of Human Resources DPS/SG 2597/24 (New 12/12)NS

20 Anne Arundel County Public Schools Multiple Measure Teacher Evaluation High School B. Student Growth Measures (50%) Student Learning Outcomes (SLO) (25%) Scoring: 0= Incomplete 1= Approaching 2= Met (interval) 3= Exceeded Student Learning Outcome 1: Score 2: Average SLO Score: School-Wide Index (SWI) (25%) Scoring: 0 = 0 up to but not including.8 1 =.8 p to but not including.9 2 =.9 up to but not including 1 3 = 1 and above School Progress Indicator Score Weight Weighted Score HSA Achievement X.20 HSA Gap Reduction X.20 College & Career Readiness Career Readiness: 4 Year Graduation Rate X.20 College Readiness: AP (3), IB (4), or UM Completer X.30 Attendance X.10 SWI Sum: Rating Calculation Score Weight Weighted Score Professional Practice: X.50 Student Growth SLO: X.25 SWI: X.25 Total Final Rating Ineffective/Developing Effective Highly Effective (0 up to but not including 1.5) (1.5 up to but not including 2.4) (2.4 to 3) Teacher Signature Date Rater s Signature Date AACPS Department of Human Resources DPS/SG 2597/24 (New 12/12)NS (Page 2)

21 Anne Arundel County Public Schools Human Resources Multiple Measure Principal Evaluation Elementary/Middle School Principal School Date A. Professional Practice (50%) Scoring: 0= Ineffective 1= Developing 2= Effective 3= Highly Effective Score Professional Growth & Learning Identify areas for personal professional growth, acquire appropriate skills and information, and apply them. Student Growth & Achievement Monitor the alignment of curriculum, instruction and assessment Ensure the integration of appropriate assessments into daily instruction Use technology and multiple sources of data to improve classroom instruction School Planning & Progress Facilitate the development of a school vision that is shared and supported by the school community Provides the management of the organization, operations, and resources for a safe, efficient, and effective learning environment School Culture Promote the success of all students by advocating, nurturing, and sustaining a school culture and instructional program conducive to student learning and staff professional growth Understand, respond to, and help influence the political, social, economic, legal, and cultural context of the school community Professional Qualities & Instructional Leadership Improve instructional practices through purposeful observation and evaluation of teachers Promote the success of every student and teacher by acting within a framework of integrity, fairness, and ethics Stakeholder Support & Engagement Improve instructional practices through purposeful observation and evaluation of teachers Promote the success of every student and teacher by acting within a framework of integrity, fairness, and ethics 14 Average Professional Practice Score: 2012 AACPS Department of Human Resources DPS/SG 2597/24 (New 12/12)NS

22 Anne Arundel County Public Schools Multiple Measure Principal Evaluation High School B. Student Growth Measures (50%) Student Learning Outcomes (SLO) (25%) Scoring: 0= Incomplete 1= Approaching 2= Met (interval) 3= Exceeded Student Learning Outcome 1: Score 2: Average SLO Score: School-Wide Index (SWI) (25%) Scoring: 0 = 0 up to but not including.8 1 =.8 p to but not including.9 2 =.9 up to but not including 1 3 = 1 and above School Progress Indicator Score Weight Weighted Score HSA Achievement X.20 HSA Gap Reduction X.20 College & Career Readiness Career Readiness: 4 Year Graduation Rate X.20 College Readiness: AP (3), IB (4), or UM Completer X.30 Attendance X.10 SWI Sum: Rating Calculation Score Weight Weighted Score Professional Practice: X.50 Student Growth SLO: X.25 SWI: X.25 Total Final Rating Ineffective/Developing Effective Highly Effective (0 up to but not including 1.5) (1.5 up to but not including 2.4) (2.4 to 3) Principal Signature Date Rater s Signature Date AACPS Department of Human Resources DPS/SG 2597/24 (New 12/12)NS (Page 2)

23 Appendix A Principal Professional Practices Crosswalk Professional Growth and Learning Identify areas for personal professional growth, acquire appropriate skills and information, and apply them Student Growth and Achievement Monitor the alignment of curriculum, instruction and assessment (Maryland Leadership Instructional Framework (MLIF #3) Ensure the integration of appropriate assessments into daily instruction (MLIF #5) Use technology and multiple sources of data to improve classroom instruction (MLIF #6) School Planning and Progress Facilitate the development of a school vision that is shared and supported by the school (MLIF #1) Provides the management of the organization, operations, and resources for a safe, efficient, and effective learning environment School Culture Promote the success of all students by advocating, nurturing, and sustaining a school culture and instructional program conducive to student learning and staff professional growth (MLIF #2), (MLIF #7) Understand, respond to, and help influence the political, social, economic, legal, and cultural context of the school community Professional Qualities and Instructional Leadership Improve instructional practices through purposeful observation and evaluation of teachers (MLIF #4) Promote the success of every student and teacher by acting within a framework of integrity, fairness, and ethics Stakeholder Support and Engagement Collaborate with families and community members, responding to diverse community interests and needs, and mobilizing community resources (MLIF #8) 16

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25 Kevin M. Maxwell, Ph.D. Superintendent of Schools

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