QUEEN ANNE S COUNTY PUBLIC SCHOOLS SELF-STUDY REPORT

Transcription

1 QUEEN ANNE S COUNTY PUBLIC SCHOOLS SELF-STUDY REPORT SECTION 5: SELF-ASSSMENT OF THE INDICATORS OF QUALITY FOR CURRICULUM, INSTRUCTION, AND ASSSMENT IN STUDENT PERFORMANCE AREAS IN NEED OF GROWTH AND IMPROVEMENT February 10, 2012 Page SAIQ-1

2 SELF-ASSSMENT OF THE INDICATORS OF QUALITY FOR CURRICULUM, INSTRUCTION, AND ASSSMENT IN STUDENT PERFORMANCE AREAS IN NEED OF GROWTH AND IMPROVEMENT Introduction Annually, Queen Anne s County Public Schools (QACPS) conducts an in-depth analysis of student performance data, and examines what in the curriculum, instructional programs, practices and assessments contributed to the successes or failures. The format for this analysis follows the format required by the Maryland State Department of Education in the Race to the Top (RTTT)/ Bridge to Excellence (BTE) Annual Update Guidance Document Part I. The analysis begins on page 50 of that document. The self assessment presented below follows the format provided Middle States EbD/SV protocol. It focuses the self-assessment on the curricular areas of Mathematics and Reading/English/Language Arts and the subgroup of students with disabilities. Page SAIQ-2

3 Curricular Component: Mathematics Note: Additional analysis is found in the RTTT/ BTE Master Plan Part I. Committee Members Name Role Jeanine Brizendine Elementary Math Specialist Lynn Beauchamp Kathy Fowler Terri Gloyd Allison Hall Laura Phillips Kathy Quensenberry Lauren Bardsley Middle Level Math Specialist Laura Harding Gail Johnson Theresa Wheeler Middle Level Math Specialist Page SAIQ-3

4 Instruction: The self-assessment is conducted using the following rating scale: Rating of Adherence to the Indicator 1. Does Not Meet The evidence indicates the school system does not meet the expectations of this Indicator 2. Partially Meets/In Need of The evidence indicates that the school system meets the expectations of this Indicator Improvement partially and is in need of improvement 3. Meets The evidence indicates the school system meets the expectations of this Indicator 3. Exceeds The evidence indicates the school system exceeds the expectations of this Indicator Instructions: 1. Report the results of the school system s self-assessment of the degree to which it meets the Indicators of Quality in the tables below. 2. Report the results of the self-assessment by providing an average rating from all stakeholder groups, or it may report the results by stakeholder sub-group (e.g., students, parents, staff, etc.). C.1. CURRICULUM INDICATORS OF QUALITY CI.1 CI.20: Indicators for all school systems Indicator Comment / Evidence CI.1. The development of the curriculum is based on a thorough assessment of the basic concepts, skills, and District curriculum is knowledge required of all students to fulfill the stated aligned with Maryland goals of the program. State Standards. Page SAIQ-4

5 CI.2. CI.3. The curriculum has established priorities, objectives, and goals for all courses and units within the program that are based on clearly defined expectations for all students. The curriculum is designed to ensure the alignment of teaching strategies, learning activities, instructional support, instructional resources, and assessment. CI.4. The curriculum defines desired student outcomes as expressed in terms of student understanding, knowledge, attitudes, skills, and habits. CI.5. The curriculum provides experiences that promote students critical thinking, reasoning, problem-solving skills, and study skills. CI.6. The learning expectations of the curriculum address the diverse learning needs of the students without compromising the essential knowledge and skills students are expected to learn CI.7. Course objectives in the curriculum are simply stated and understandable to students CI.8. The skills and knowledge of the curriculum are wellarticulated and coordinated between all teachers at each grade level and by teachers across grade levels. Lessons are differentiated to meet the diverse needs of students. Articulation occurs between grades at each building. CI.9. Elementary, middle level, and secondary level staff members work cooperatively to provide a meaningful, Page SAIQ-5

6 and logical progression of learning activities in the curriculum CI.10. The curriculum is designed to foster active involvement of students in the learning process. CI.11. Instructional activities in the curriculum provide opportunities for both exploration and specialization in the content Exploration activities are included in instructional lessons. CI.12. The curriculum s objectives and expectations for learning are understood and supported by the school system's community s stakeholders. CI.13. Parents and students are provided appropriate opportunities to provide input into the development of curriculum. Curriculum documents are available for parent review. CI.14. Written curriculum guides identify objectives and define the scope and sequence of the curriculum. The guides are functional and in use.. Guides are reviewed annually and updated as needed. CI.15. Learning materials used in the curriculum are current and are selected to fulfill the goals and objectives of the curriculum. Materials need to be updated to match CORE standards as this transition occurs. Page SAIQ-6

7 CI.16. Current best practices in, including the use of technology and other media, are considered in the selection of learning materials and media. CI.17. Decisions made regarding the curriculum are based on data about student performance, knowledge about organizational development, and research about best practices in curriculum, instruction, and assessment CI.18. The content and instructional activities in the curriculum are consistent with the school system s philosophy/mission. CI.19. Administrative leadership and support are provided in the coordination and articulation of the curriculum. CI.20. The curriculum is reviewed and evaluated regularly and systematically. The curriculum review/evaluation process includes safeguards to ensure that the written curriculum is actually taught. The review process focuses on what is to be deleted from the curriculum as well as what is to be added. This done through summer workshops with follow-up observations and periodic briefings at MD State Department of Education. Page SAIQ-7

8 C.2. INSTRUCTION INDICATORS OF QUALITY II.1 II.11: Indicators for all school systems Indicator Comment/ Evidence II.1. A variety of teaching strategies and techniques is used to meet the needs of individual students in the curriculum II.2. The scope and pacing of lessons in the curriculum Pacing is monitored by are appropriate for the students. Math Specialists pacing charts reviewed each summer. II.3. Provision is made for appropriate amounts of learning time for all aspects of the curriculum. School schedules reviewed for content times. II.4. Students are provided with additional assistance to address specific learning challenges in the curriculum when needed. Intervention programs for targeted students are provided. II.5. Students and teachers demonstrate mutual respect toward each other in classes. II.6. Students demonstrate an understanding of cultural differences by maintaining respect for each other in classes. II.7. Class sizes promote and allow for varied Budget constraints have Page SAIQ-8

9 instructional strategies to be used. II.8. Meaningful and frequent communications with parents are used to promote student learning in the curriculum. boasted class sizes at some grade levels. II.9 Members of the faculty are qualified, competent, and dedicated to the objectives of the curriculum. II.10. Members of the faculty maintain safe, positive, and supportive classroom environments II.11. The faculty is provided with continuing professional growth activities that support the effective fulfillment of curriculum objectives. Support for effective use of research-based instructional practices is provided to teachers. With furlough days this school year, this has been a challenge. district level Professional days were lost. C.3. ASSSMENT INDICATORS OF QUALITY In the comment section you may want to include information regarding all levels of assessment (classroom, benchmark/quarterly and state assessment). Indicator Comment/Evidence AI.1. Assessment of student learning and performance is aligned with curriculum and instruction in the curriculum Page SAIQ-9

10 AI.2. A variety of methods for assessing student learning is used in the curriculum. Formative and Summative assessments. District Level Quarterly test AI.3. Assessment results in the curriculum are analyzed with appropriate frequency and rigor for: a. individual students as they move through courses in the curriculum b. cohorts of students as they move through courses in the curriculum c. comparable (local, state, and national) groups outside of the school system. AI.4. The assessment of student learning and performance in the curriculum enables students to monitor their own learning progress and teachers to adapt their instruction to students specific learning needs. AI.5. Records of students learning and performance are maintained in the curriculum. Performance Matters is the data warehouse used.* AI.6. Timely and useful evaluative information and feedback regarding learning in the curriculum is provided to students and parents (as appropriate). AI.7. Assessment data on student learning are used to measure the presence or absence of achievement in the curriculum. Page SAIQ-10

11 AI.8. Assessment data on student learning are used to identify students needing additional support in the curriculum. AI.9. Placement/enrolment in courses in the curriculum is based on a thorough analysis of students interests and potential as well as on students' past performance. AI.10. Students in the curriculum are learning and performing at levels expected, or progress is being made to raise results accordingly. *Performance Matters allows for the monitoring of student achievement, growth over time, tracking of sub group achievement, data to identify students in need of intervention, grade level performance and school performance. CONDUCTING A ROOT CAUSE ANALYSIS: STUDENT PERFORMANCE OBJECTIV A fter the self-assessment of adherence to the Indicators of Quality for Curriculum, Instruction, and Assessment, has been completed, the committee(s) assigned to this task will conduct a root cause analysis to determine the reason(s) for any gaps between the current student performance and the levels of student performance in each component of the educational program for which a self-assessment has been conducted. The root cause analysis process is shown below: Page SAIQ-11

12 Analysis of Root Causes Curriculum Design Issues Content Are the skills required for improvement in student performance included in the current curriculum? Data to support your conclusion: Hypothesis derived from your conclusion: Y NO District curriculum is aligned with Maryland State Standards. Skills are backmapped to develop logical sequencing of instruction. Student performance should improve with instruction matched to standards. Sequence Are the skills required for improvement in student performance scheduled to be taught before the administration of the assessment? Y NO Page SAIQ-12

13 Analysis of Root Causes Data to support your conclusion: Hypothesis derived from your conclusion: Pacing Are the skills required for improvement in student performance given sufficient time in the current pacing of the curriculum? Data to support your conclusion: Pacing guides are aligned to the MSA standards. If teachers follow pacing guides, all topics/skills should be taught. Y NO Unit test scores/quarterly results are low. Topics not covered or insufficient time to re-teach missed skills. Format Are the skills required for improvement in student performance taught in a format consistent with the format in which they will be tested? Data to support your conclusion: Y NO Curriculum alignment to MSA standards. Page SAIQ-13

14 Analysis of Root Causes Hypothesis derived from your conclusion: If MSA format questioning is used during instruction, the students will be familiar with the format on assessments. Curriculum Delivery Issues Teacher Awareness of Content Are teachers aware that the skills required for improvement in student performance are included in the current curriculum? Data to support your conclusion: Y NO Curriculum aligned with MSC. Professional development on the alignment with staff. Hypothesis derived from your conclusion: If teachers use the pacing guide and the MSC, students should have experienced skills to be assessed. Teacher Awareness of Sequencing Are teachers aware that the skills required for improvement in Y NO Page SAIQ-14

15 Analysis of Root Causes student performance are scheduled to be taught prior to the administration of the assessment? Data to support your conclusion: Hypothesis derived from your conclusion: Curriculum pacing guides and quarterlies. If teachers follow the Guides, the students should be prepared for the assessments. Teacher Awareness of Pacing Are teachers spending the specified time on the skills required for improvement in student performance? Data to support your conclusion: Hypothesis derived from your conclusion: Y NO Quarterly scores support the time teachers spend on required skills. They match to MSC standards. If students score well on quarterly, teachers have spent the specified time on the skills students are required to demonstrate. Teacher Awareness of Format Page SAIQ-15

16 Analysis of Root Causes Are teachers aware of the assessment objectives and the format in which the skills required for improvement in student performance will be tested? Data to support your conclusion: Hypothesis derived from your conclusion: Teacher Resources Do teachers have the resources they will need to provide initial instruction and supplementary or remedial instruction and formative assessment of the skills required for improvement in student performance? Data to support your conclusion: Y NO Assessment limits on the Curriculum Guide Public Release Items/Mdk12 website. Professional Development Agendas Teachers who have utilized the MDk12.website, participated in school system designed and delivered professional development, engaged in professional learning community dialogue and/or collaborative lesson study activities are aware of the assessment limits and format in which assessed skills will be tested. Y NO Additional resources listed in curriculum guides. Intervention programs for remediation do not meet the needs of all Page SAIQ-16

17 Analysis of Root Causes Hypothesis derived from your conclusion: Teacher Skills Do teachers have the professional knowledge and skills to teach students the skills required for improvement in student performance? Data to support your conclusion: Hypothesis derived from your conclusion: students. If assessment limits on MSC are followed, student performance will improve. If intervention needs match student weakness, student performance will improve. Y NO Many elementary teachers do not have strong math backgrounds. Middle and high have passed the Praxis. Lack of professional days for training. Addition of professional development time would provide opportunity to build content knowledge and strategies leading to in-depth instruction and greater student performance. Page SAIQ-17

18 Findings and Next Steps: Strengths in Support of Student Achievement: Academic progress is measured each year by administering the Maryland School Assessment (MSA) grades 3 8 and the Maryland High School Assessment (HSA) for Algebra I. For the school year, Queen Anne s County elementary schools demonstrated a 93.3% proficiency score in mathematics, scoring first (1 st ) in the state in grades 4 and 5 and 2 nd in the state for grade 3. Grades 6 and 8 ranked 4 th and 6 th in the state respectively. Those students taking the Algebra HSA scored a 91.7% pass rate (compared to 83.6% for the state) which resulted in a ranking of 6 th in the state. Areas for Growth and Improvement: The sub group of Special Education students has demonstrated academic growth, but not sufficient enough to close the gap and resulted in several schools not making AMO/AYP. Our district has five (5) schools in alert due to low scores of this sub group in math 1 high; 2 middle, and 3 elementary. Next Steps: The Leadership Team of each of the alert schools meets every three weeks with the Director of Curriculum and Instruction, the Math Supervisor, the Supervisor of Special Education and Supervisor of Title 1 programs (only for Title 1 schools). Data was/is reviewed; root causes examined; intervention programs and delivery of these programs reviewed; action plans developed; and identified students monitored as to progress. How does the result of this self assessment relate to the analysis and strategies for improvement listed in the 2011 Master Plan Annual Report and Action Plan? What if anything is missing and Page SAIQ-18

19 should be added in the next update? The self-assessment supports the data and the strategies for improvement as stated in the 2011 Master Plan. The concerted efforts at each of the alert schools should be included in the next update. EVIDENCE TO SUPPORT THE SELF-ASSSMENT OF ADHERENCE TO THE INDICATORS OF QUALITY FOR CURRICULUM, INSTRUCTION, AND ASSSMENT Evidence Scope and sequence for this component of the educational program Syllabi for this component of the educational program Written curriculum guides for this component of the educational program Record of review/revision of this component of the educational program Examples of assessments used to determine levels of student achievement/performance Exemplars of student work within this component of the educational program Record of professional development activities related to this component of the educational program School System Page SAIQ-19

20 Curricular Component: Reading/English/Language Arts Note: Additional analysis is found in the RTTT/ BTE Master Plan Part I. Committee Members Name Kathryn Draper Elaine O Neal Lauren Cornwell Cathy Crew Michelle Dewey Linda Gent Karen Hanson Karen Hipps Michelle McNeil Patricia Muller Mary Lou Nelson Robin Plummer Stacey Rankin Barbara Thurber Role Supervisor of Instruction Supervisor of Instruction Reading Specialist, STMS Reading Specialist, CH Reading Specialist, SMS Reading Specialist, C Depart. Coordinator, English Reading Specialist, B Reading Specialist, KI Reading Specialist, CMS Reading Specialist, G Reading Specialist, K Reading Specialist, M Reading Specialist, S Page SAIQ-20

21 Instruction: The self-assessment is conducted using the following rating scale: Rating of Adherence to the Indicator 1. Does Not Meet The evidence indicates the school system does not meet the expectations of this Indicator 2. Partially Meets/In Need of The evidence indicates that the school system meets the expectations of this Indicator Improvement partially and is in need of improvement 3. Meets The evidence indicates the school system meets the expectations of this Indicator 4. Exceeds The evidence indicates the school system exceeds the expectations of this Indicator Instructions: 3. Report the results of the school system s self-assessment of the degree to which it meets the Indicators of Quality in the tables below. 4. Report the results of the self-assessment by providing an average rating from all stakeholder groups, or it may report the results by stakeholder sub-group (e.g., students, parents, staff, etc.). C.1. CURRICULUM INDICATORS OF QUALITY CI.1 CI.20: Indicators for all school systems Indicator Comment / Evidence CI.1. The development of the curriculum is based on a thorough assessment of the basic concepts, skills, and knowledge required of all students to fulfill the /:The use of the Maryland State Curriculum Page SAIQ-21

22 stated goals of the program. CI.2. The curriculum has established priorities, objectives, and goals for all courses and units within the program that are based on clearly defined expectations for all students. CI.3. The curriculum is designed to ensure the alignment of teaching strategies, learning activities, instructional support, instructional resources, and assessment. CI.4. CI.5. The curriculum defines desired student outcomes as expressed in terms of student understanding, knowledge, attitudes, skills, and habits. The curriculum provides experiences that promote students critical thinking, reasoning, problemsolving skills, and study skills. : Assessment limits are the floor : We do not have study skills explicitly stated in the Rdg/LA curriculum CI.6. The learning expectations of the curriculum address the diverse learning needs of the students without compromising the essential knowledge and skills students are expected to learn CI.7. Course objectives in the curriculum are simply stated and understandable to students : Teachers rewrite objectives in the curriculum in student friendly Page SAIQ-22

23 CI.8. The skills and knowledge of the curriculum are wellarticulated and coordinated between all teachers at each grade level and by teachers across grade levels. words CI.9. Elementary, middle level, and secondary level staff members work cooperatively to provide a meaningful, and logical progression of learning activities in the curriculum : Use same graphic organizers, same vocabulary, articulation occurs between reading specialists and grade levels within each elem. School CI.10. The curriculum is designed to foster active involvement of students in the learning process. CI.11. Instructional activities in the curriculum provide opportunities for both exploration and specialization in the content : Articulation occurs among reading specialists and there is a vertical team for English teachers : The explicit teaching model /: The online toolkit offers instructional ideas, for example the Lesson Seeds CI.12. The curriculum s objectives and expectations for learning are understood and supported by the school system's community s stakeholders. : The school system s community stakeholders do not support education. Our budget is continually being cut and we are Page SAIQ-23

24 CI.13. Parents and students are provided appropriate opportunities to provide input into the development of curriculum. asked to do more with less. : Parents and students are members of the School Improvement Team at each school and while the curriculum is developed at the state level, SIT provides an opportunity for parents to give their input CI.14. Written curriculum guides identify objectives and define the scope and sequence of the curriculum. The guides are functional and in use.. CI.15. Learning materials used in the curriculum are current and are selected to fulfill the goals and objectives of the curriculum. : Our curriculum is set by the state and adopted by the system. Any input occurred at the state level. : QACPS uses the Maryland State Curriculum to drive instruction. Separate written curriculum guides are not developed at the Elementary level for Reading/LA because they are not necessary : At high school each unit for each grade level (English I-IV) stipulates the objective to be taught across reading, literature, written language, research, speaking and listening : Schools use an anthology that was purchased more than 10 years ago; novels are out of date; funding Page SAIQ-24

25 is a factor; lack informational text CI.16. Current best practices in, including the use of technology and other media, are considered in the selection of learning materials and media. : Schools use the basic text but have added current materials, including novels, journals, etc. : Technology is not equitable in schools and schools lacking in technology are not able to implement CI.17. Decisions made regarding the curriculum are based on data about student performance, knowledge about organizational development, and research about best practices in curriculum, instruction, and assessment CI.18. The content and instructional activities in the curriculum are consistent with the school system s philosophy/mission. CI.19. Administrative leadership and support are provided in the coordination and articulation of the curriculum. : Lack of hardware at certain schools makes use of some materials difficult. : Data binders, using Performance Matters, drilling down to individual students CI.20. The curriculum is reviewed and evaluated regularly : N/A This is done at the state Page SAIQ-25

26 and systematically. The curriculum review/evaluation process includes safeguards to ensure that the written curriculum is actually taught. The review process focuses on what is to be deleted from the curriculum as well as what is to be added. level; we monitor that the curriculum is being taught. C.2. INSTRUCTION INDICATORS OF QUALITY II.1 II.11: Indicators for all school systems Indicator Comment/ Evidence II.1. A variety of teaching strategies and techniques is used to /: Interventions are meet the needs of individual students in the curriculum in place. Techniques in differentiation are implemented in the classroom. II.2. The scope and pacing of lessons in the curriculum are : We use data from appropriate for the students. quarterly assessments to drive instruction. II.3. Provision is made for appropriate amounts of learning time for all aspects of the curriculum. : Reading class occurs every day in every classroom in every elem school even on adjusted schedule days. : 3 of 4 MS have separate reading and LA classes of 60 min each; High Page SAIQ-26

27 II.4. II.5. Students are provided with additional assistance to address specific learning challenges in the curriculum when needed. Students and teachers demonstrate mutual respect toward each other in classes. school classes all meet for 85 minutes for 90 days II.6. Students demonstrate an understanding of cultural differences by maintaining respect for each other in classes. II.7. Class sizes promote and allow for varied instructional strategies to be used. II.8. Meaningful and frequent communications with parents are used to promote student learning in the curriculum. II.9 Members of the faculty are qualified, competent, and dedicated to the objectives of the curriculum. II.10. Members of the faculty maintain safe, positive, and supportive classroom environments /: Budget cuts have caused schools to lose teaching positions and class sizes have increased : , newsletters, Monday Folders, planners, websites, conferences, letters phone calls Page SAIQ-27

28 II.11. The faculty is provided with continuing professional growth activities that support the effective fulfillment of curriculum objectives. Support for effective use of researchbased instructional practices is provided to teachers. /: Due to budget constraints and furlough days we have lost professional development time. In the past years, we would have rated this a 4 C.3. ASSSMENT INDICATORS OF QUALITY In the comment section you may want to include information regarding all levels of assessment( classroom, benchmark/quarterly and state assessment). Indicator Comment/Evidence AI.1. Assessment of student learning and performance is aligned with curriculum and instruction in the curriculum AI.2. AI.3. A variety of methods for assessing student learning is used in the curriculum. Assessment results in the curriculum are analyzed with appropriate frequency and rigor for: d. individual students as they move through courses /: Data analysis occurs at all levels: classroom, school, county Page SAIQ-28

29 in the curriculum e. cohorts of students as they move through courses in the curriculum f. comparable (local, state, and national) groups outside of the school system. AI.4. The assessment of student learning and performance in the curriculum enables students to monitor their own learning progress and teachers to adapt their instruction to students specific learning needs. : It depends on the school and the program. Interventions provided an opportunity for students to monitor their own learning AI.5. Records of students learning and performance are maintained in the curriculum. AI.6. Timely and useful evaluative information and feedback regarding learning in the curriculum is provided to students and parents (as appropriate). AI.7. AI.8. Assessment data on student learning are used to measure the presence or absence of achievement in the curriculum. Assessment data on student learning are used to identify students needing additional support in the curriculum. : Students have access to the online grade book. : Performance Matters, data binders, green cards that are passed year to year in cumulative folders to document interventions : Parents can access the electronic grade book as well. /: Ongoing data analysis is part of QACPS regular operation. Page SAIQ-29

30 AI.9. Placement/enrolment in courses in the curriculum is based on a thorough analysis of students interests and potential as well as on students' past performance. N/A for Elementary Schools AI.10. Students in the curriculum are learning and performing at levels expected, or progress is being made to raise results accordingly. /: The majority of the students are, but we still have an achievement gap between the aggregate and special education students Page SAIQ-30

31 CONDUCTING A ROOT CAUSE ANALYSIS: STUDENT PERFORMANCE OBJECTIV A fter the self-assessment of adherence to the Indicators of Quality for Curriculum, Instruction, and Assessment, has been completed, the committee(s) assigned to this task will conduct a root cause analysis to determine the reason(s) for any gaps between the current student performance and the levels of student performance in each component of the educational program for which a self-assessment has been conducted. The root cause analysis process is shown below: Analysis of Root Causes Curriculum Design Issues Content Are the skills required for improvement in student performance included in the current curriculum? Y NO Page SAIQ-31

32 Analysis of Root Causes Data to support your conclusion: Hypothesis derived from your conclusion: The Maryland State Curriculum documents provide information for all grade levels in a scope and sequence. The written curriculum is provided; teachers may need more practice in unpacking indicators at the sub skill level Sequence Are the skills required for improvement in student performance scheduled to be taught before the administration of the assessment? Data to support your conclusion: Hypothesis derived from your conclusion: Y Teachers use the scope and sequence for long range planning to pace instruction. Teachers use the curriculum to determine assessment limits, pre assess students and teach the objectives of need. The challenge is determining whether the pre-assessments are at the appropriate level of difficulty. NO Pacing Page SAIQ-32

33 Analysis of Root Causes Are the skills required for improvement in student performance given sufficient time in the current pacing of the curriculum? Data to support your conclusion: Format Are the skills required for improvement in student performance taught in a format consistent with the format in which they will be tested? Data to support your conclusion: Hypothesis derived from your conclusion: Y Critical skills are spiraled throughout the grade level curriculum. Standard One is embedded in Standards Two and Three. Y The explicit teaching model and teacher made/county made assessments match the state assessment in format. Students with accommodations utilize their accommodations throughout the school year. Teaching of skills and format of assessment does not appear to be an issue in the achievement gap NO NO Page SAIQ-33

34 Analysis of Root Causes Curriculum Delivery Issues Teacher Awareness of Content Are teachers aware that the skills required for improvement in student performance are included in the current curriculum? Data to support your conclusion: Hypothesis derived from your conclusion: Y Extensive professional development has been provided. Teachers also use the data warehouse, Performance Matters to identify indicators of need. Teachers maintain data binders to track student progress. Perhaps teachers are not using sufficient time to reteach indicators of need for targeted students. NO Teacher Awareness of Sequencing Are teachers aware that the skills Y NO Page SAIQ-34

35 Analysis of Root Causes required for improvement in student performance are scheduled to be taught prior to the administration of the assessment? Data to support your conclusion: Hypothesis derived from your conclusion: A teacher s scope and sequence within their long range planning. Teachers have been provided a tool for monitoring the scope and sequence in a resource binder. Quarterly assessments provide teachers with a framework for their scope and sequence. Perhaps not all teachers make use of the monitoring tool. Reading Specialists will remind teachers of the importance of using the tool. Teacher Awareness of Pacing Are teachers spending the specified time on the skills required for improvement in student performance? Data to support your conclusion: Hypothesis derived from your conclusion: Y Teachers focus on the 8 essential skills as identified in the curriculum and plan collaboratively with grade level partners to address the major skills and high needs indicators. Teachers need to focus on the 8 essential skills for re-teaching. Spiraling the 8 essential skills throughout the curriculum is essential. NO Page SAIQ-35

36 Analysis of Root Causes Teacher Awareness of Format Are teachers aware of the assessment objectives and the format in which the skills required for improvement in student performance will be tested? Data to support your conclusion: Hypothesis derived from your conclusion: Y Assessments are published in the curriculum which all teachers use. County tests follow the same format of the state test. Knowledge of assessment format and assessment limits are not factors in the achievement gap. NO Teacher Resources Do teachers have the resources they will need to provide initial instruction and supplementary or remedial instruction and formative assessment of the skills required for improvement in student performance? Y NO Page SAIQ-36

37 Analysis of Root Causes Data to support your conclusion: Hypothesis derived from your conclusion: Resources are available, but not everyone may be making full use of these tools. Teachers need to actually use all of the resources. Reading Specialists can assist teachers in locating appropriate materials. Teacher Skills Do teachers have the professional knowledge and skills to teach students the skills required for improvement in student performance? Data to support your conclusion: Hypothesis derived from your conclusion: Y Ongoing professional development helps teachers gain knowledge and skills; however, this year time for PD has been severely limited. Continuing to use strategies, such as, collaborative planning helps to develop teacher knowledge and skill, especially in special educators and general educators work together,. NO Page SAIQ-37

38 Findings and Next Steps: Students attending Queen Anne s County Public Schools are making progress. Our subgroups continue to have an achievement gap. Reading Specialists will continue to encourage teachers to utilize tools available to assist in their planning, instruction, and assessment. Strengths in Support of Student Achievement: Teachers utilizing the explicit teaching model; monthly Reading Specialists meetings to provide monitoring of program and professional development Areas for Growth and Improvement: Performance of special education students, implementation of differentiation, and strengthening the co-teaching model Next Steps: Specific action plans have been developed at schools not meeting AYP and that are in alert. Implementation and monitoring of these plans is currently taking place this school year. How does the result of this self assessment relate to the analysis and strategies for improvement listed in the 2011 Master Plan Annual Report and Action Plan? What if anything is missing and should be added in the next update. Page SAIQ-38

39 The 2011 Master Plan Annual Report and Action Plan are aligned and the results of this self-assessment show the correlation and alignment. At this point in time, nothing is missing from our program. Page SAIQ-39

40 EHIBIT 10-C EVIDENCE TO SUPPORT THE SELF-ASSSMENT OF ADHERENCE TO THE INDICATORS OF QUALITY FOR CURRICULUM, INSTRUCTION, AND ASSSMENT Evidence Scope and sequence for this component of the educational program Syllabi for this component of the educational program Written curriculum guides for this component of the educational program Record of review/revision of this component of the educational program Examples of assessments used to determine levels of student achievement/performance Exemplars of student work within this component of the educational program Record of professional development activities related to this component of the educational program School System Maryland State Curriculum Quarterly Assessments Anchor papers, Performance Matters Agendas Page SAIQ-40