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Baltimore County Public Schools
Biannual Conversions Update
June 2016
© 2016 Baltimore County Public Schools
2
Table of Contents
BCPS’ Theory of Action ........................................................................................................................................3
A Strategic Plan for S.T.A.T. Curriculum Conversion .................................................................................. 4-5
Summary ............................................................................................................................................................. 6-7
Curriculum Conversion..................................................................................................................................... 8-9
Instruction Conversion .................................................................................................................................. 10-12
Assessment Conversion ................................................................................................................................. 13-14
Organizational Development Conversion ....................................................................................................15–17
Infrastructure Conversion ............................................................................................................................18–21
Policy Conversion........................................................................................................................................... 22-23
Budget Conversion ...............................................................................................................................................24
Communications Conversion. ....................................................................................................................... 25-26
Evaluation of S.T.A.T. ................................................................................................................................... 27-28
S.T.A.T. Steering Committee. .............................................................................................................................29
3
BCPS’ THEORY OF ACTION
To equip every student with the critical 21st century skills needed to be globally competitive, BCPS must ensure
that every school has an equitable, effective, digital learning environment. All students will be provided a
digital learning device and personalized, blended, interactive curriculum.
PURPOSE
BCPS is undergoing a series of eight conversions to transform teaching and learning to meet the Theory of
Action. These conversions are interdependent and occurring simultaneously. The purpose of this document is
to closely monitor all eight conversions (curriculum, instruction, assessment, organizational development,
infrastructure, policy, budget, and communications) and the evaluation process to ensure alignment and
consistency, to avoid gaps or overlaps, and to ensure a systemic approach that is equitable for all students.
LEARNER-CENTERED ENVIRONMENTS
LEARNER-CENTERED ENVIRONMENTS
4
STRATEGIC PLAN FOR S.T.A.T.
Key Actions Person/Group Responsible Start
Date
Due
Date
Curriculum
Create a digitally enhanced curriculum that
supports culturally responsive instruction in a
learner-centered, blended environment that
promotes equitable access.
Division of Curriculum & Instruction July 2013 Ongoing
Instruction
Create equitable learner-centered environments in
all elementary school classrooms.
Elementary School Assistant
Superintendents
Office of Organizational Development
Department of Innovative Learning
Building Principals
January
2014 June 2017
Create equitable learner-centered environments in
all middle school classrooms.
Middle School Assistant Superintendents
Office of Organizational Development
Department of Innovative Learning
Building Principals
June 2014 June 2018
Create equitable learner-centered environments in
all high school classrooms.
High School Assistant Superintendents
Office of Organizational Development
Department of Innovative Learning
Building Principals
June 2014 June 2019
Assessment
Provide teachers with curriculum-aligned formative
assessments through BCPS One. Division of Curriculum & Instruction June 2014
September
2018
Ensure systemic use of BCPS One Gradebook for
districtwide consistency and transparency. Division of Curriculum & Instruction June 2014 June 2015
Provide support in responding to assessment data
that shows disparities in student outcomes.
Division of Curriculum & Instruction
Office of Organizational Development
Department of Innovative Learning
Building Principals
July 2015 Ongoing
Organizational Development
Provide systemic professional learning
opportunities through CPD courses, workshops,
and Webinars.
Office of Organizational Development
Department of Innovative Learning
January
2014 Ongoing
Provide job-embedded coaching and professional
learning to teachers through the S.T.A.T. teacher
program.
Office of Organizational Development
Department of Innovative Learning
January
2014 Ongoing
Establish a professional learning platform inside of
BCPS One.
Office of Organizational Development
Department of Innovative Learning
January
2015
September
2018
Infrastructure
Ensure all schools have full wireless coverage that
consistently works. Department of Information Technology
August
2013
September
2015
Continue to integrate digital content through single
sign-on in BCPS One to support digital curriculum
and access to resources.
Department of Information Technology
Office of Digital Learning June 2014 Ongoing
Develop parameters to garner feedback and
implement enhancements to BCPS One. Office of Curriculum Operations
Department of Information Technology June 2014 Ongoing
Provide each student and teacher with a digital
device. Department of Information Technology May 2014 June 2018
5
Policy
Continue to review and revise current policies to
align with the needs of S.T.A.T.
Division of Curriculum & Instruction
Department of Innovative Learning
Office of Organizational Development
Department of Information Technology
Office of Law
September
2013 Ongoing
Budget
Adjust budgets to support the S.T.A.T. program.
Division of Curriculum & Instruction
Department of Innovative Learning
Office of Organizational Development
Department of Information Technology
Office of Budget and Reporting
September
2013 Ongoing
Manage grants to support S.T.A.T.
Department of Innovative Learning
Office of Organizational Development
Controller’s Office, Grants and Agency
Fund Accounting
September
2013 Ongoing
Communications
Use various communication outlets to inform and
educate stakeholders regarding S.T.A.T.
Department of Communications and
Community Outreach
Division of Curriculum & Instruction
Department of Innovative Learning
Office of Organizational Development
Department of Information Technology
September
2013 Ongoing
Share how S.T.A.T. and the Lighthouse schools
program transforms teaching and learning through
publications and conferences.
Department of Communications and
Community Outreach
Division of Curriculum & Instruction
Department of Innovative Learning
Office of Organizational Development
Department of Information Technology
September
2013 Ongoing
6
SUMMARY
As we conclude year three, the eight conversions are progressing toward the goal of systemic
institutionalization by the year 2018. Classrooms across the district are transforming to learner-centered,
personalized environments in which the students take an active role in their learning through choice based on
standards, interests, and learning preferences. Lighthouse schools serve as learning labs to pave the way for this
transformation of teaching and learning in all schools.
Device rollout will move forward in Fall 2016 in all BCPS elementary schools (Grades K–5), all middle schools
(Grade 6), seven Lighthouse middle schools (Grade 6–8), and three Lighthouse high schools (9–12). The
infrastructure and curriculum conversions are intentionally aligned to allow for curriculum development prior to
1:1 rollout in the corresponding grade levels. This ensures teachers have digital curriculum resources available
to support learner-centered, blended instruction. Device rollout schedule is dependent upon budget approval.
Curriculum continues to be developed and revised, infusing project-based, problem-based, and inquiry-based
instructional models. Standards-based learning progressions are being developed to support customized learning
through the formative instructional process. Policies related to curriculum and assessment have been revised to
support these shifts, including Policy and Rule 5210 to transform grading and reporting (see Assessment
Conversion).
Professional learning for administrators and S.T.A.T. teachers continues to be aligned with initiative goals, with
emphasis placed on learner-centered environments, 21st century skills, the SAMR model for technology
integration, and the BCPS One Learning Management System. Lighthouse schools administrators and S.T.A.T.
teachers will continue to receive monthly professional learning that provides deeper dives into topics, including
specific 21st century skill development (see Organizational Development Conversion).
7
To promote equitable access, S.T.A.T. includes development of customized opportunities for students. The
Office of Educational Options is implementing several flexible programs with a blended model (see Instruction
Conversion). The Office of Assistive Technology is also working with the Department of Information
Technology to provide customized technology to meet the needs of students in special schools.
Central to S.T.A.T. is the safety and security of students and their information as they engage with the content
and tools of a 21st century digital curriculum. A newly developed scope and sequence for Digital Citizenship
outlines skills and learning targets taught at each grade level to prepare students to be safe, secure, and ethicial
in their technology use. The Department of Information Technology prioritizes privacy and security of student
data in the selection and development of digital content, tools, and systems.
Communication efforts continue to educate all stakeholders regarding S.T.A.T. Both internal and external
media outlets are being used extensively to tell the S.T.A.T. story to BCPS stakeholders and the larger
education community (see Communications Conversion). Greater emphasis has been placed on providing
parent-friendly resources on understanding the S.T.A.T. initiative, the supporting research, and creating a safe
digital environment in the home.
Johns Hopkins University Center for Research and Reform in Education serves to evaluate the effectiveness of
S.T.A.T. In year two, evaluative efforts continue to focus on measuring the impact on teacher practice,
classroom environment, and student engagement, and have expanded to investigate digital content use and 21st
century skill development.
S.T.A.T. is based on the foundational belief that all students, regardless of race, gender, English language
competency, or disability must have daily access to rigorous, relevant, and responsive instruction that prepares
them to be globally competitive. The eight conversions of S.T.A.T. will continue to be monitored and serve as a
road map for systemic alignment and to promote equity.
8
Where we are:
The curriculum continues to be revised applying an equity lens and
the Understanding by Design Framework to support teaching for
transfer. Curriculum also continues to be revised to align with the
new academic standards that place greater emphasis on critical and
analytical thinking skills (see Figure 1.1).
Curriculum offices, in collaboration with Modern Teacher and
Marzano Research, developed a vision for student-centered
curriculum based upon authentic tasks and learning progressions.
To empower students with explicit, measurable, transferable learning
goals, student-centered unit overviews with “I can” statements
continue to be developed for each course (see Figure 1.2).
To support personalized instruction, students have choice within
project-based, problem-based, and inquiry-based instructional
models.
To support customized instruction,
standards-based learning progressions are
being developed to support the formative
assessment process (see Figure 1.3).
Learning plans will include multiple
opportunities for students to engage with content as they work towards
mastery. Students take ownership of their learning, as they are able to
identify where they are and where they are going in their learning.
The digital development of more than half of the district’s
curriculum has occurred in less than two years’ time (see Table 1.1).
To develop teacher capacity for curriculum development, a two-
credit CPD course entitled “Curriculum Writing for the 21st Century” is
offered in both the
fall and spring to all
BCPS teachers. The
course includes
modules on
S.T.A.T.,
Understanding by Design, Writing
Curriculum to Reach All Students, and 21st
Century Learning. More than 900 teachers
have completed the course.
Phase Number of Course Maps
Available to Teachers
Final 76 Yes
Field-Testing (Beta) 160 Yes
In Development (Draft) 34 No
Total Course Maps 270
Figure 1.1 Curriculum
development process
Figure 1.2 Components of
student-centered unit overview
Table 1.1 Course map development, April 2014–Jan. 2016
9
Where we are (cont'd):
What’s next:
Sixty-one curriculum workshops are planned for July 2016. All content areas and grades are
represented, as well as the Office of School Counseling and the Office of College and Career
Readiness.
Curriculum will continue to be developed in alignment with the BCPS five-year curriculum review
plan.
The curriculum will continue to become digitally enhanced in the core content areas. Additional
content from third-party vendors will be integrated into BCPS One to support this curriculum
development (see Infrastructure Conversion).
All curricula being revised will incorporate culturally responsive practices.
Interdisciplinary units will be developed and field-tested.
Project-based, problem-based, and inquiry-based models will continue to be developed in all content
areas.
More complex learning goal
•Evidence shows students are able to transfer learning above and beyond level three expectations (products and performances)
Target learning goal
•Evidence shows students are able to demonstrate what you want them to know and be able to do as dictated by the RIGOR of the standards
Simpler learning goal
•Evidence shows the students demonstrate an understanding of the knowledge and reasoning targets but are not at the level to have mastered the standards and/or apply the understanding as the standard dictates.
Foundational knowledge, prerequisite
•Evidence shows students have demonstrated basic foundational knowledge as related to the standards
Figure 1.3 Description of learning progressions
10
Where we are:
Ten elementary, seven middle, and three high schools are
serving as Lighthouse Schools (see Table 2.1), piloting
1:1 device rollout and the shift to a personalized, blended,
learner-centered environment (see Figure 2.1). They are
serving as learning labs for other schools (see Figure
2.2).
Classrooms across the district are beginning to transform
to learner-centered, personalized environments in which
the students take an active role in their learning through
choice based on standards, interests, and learning
preferences.
All BCPS teachers have access to the instructional
components of BCPS One, including Digital Content and
Instructional Tools. The Office of Digital Learning’s Wiki is
available to support teachers with these components.
S.T.A.T. teachers are providing whole-group, small-
group, and one-on-one professional learning and
coaching to assist teachers with the transformation of
teaching and learning.
Lighthouse Schools
Elementary Schools Began Fall 2014
Chase Church Lane Edmondson Heights Fort Garrison Halstead Hawthorne Joppa View Lansdowne Mays Chapel Rodgers Forge
Middle Schools Began Fall 2015
Cockeysville Dumbarton Pikesville Ridgely Sparrows Point Stemmers Run Windsor Mill
High Schools Begin Fall 2016
Chesapeake Owings Mills Pikesville
eLearning Extended Day
Learning Program
SPARC* Maryland Virtual
Learning Opportunities
Self-paced
Blended- learning approach
Credit recovery
Original credit
Available to access from home school
Supported by a BCPS teacher
*School Programs for Acceleration and Recovery of Credits
Table 2.2 Programs offered through the Office of
Educational Options
The Office of Educational
Options now offers several
programs with flex blended
learning as the primary model
for instruction. Students may
choose to access learning using
cutting edge digital learning
strategies and resources that
allow students and teachers to
engage in responsive teaching
and learning anchored in
performance and mastery
(see Table 2.2).
Table 2.1 Current Lighthouse Schools
12
What is next:
Classrooms across the district will continue transforming to learner-centered, personalized environments
with a focus on developing 21st century skills, using Lighthouse schools as a model for implementation
(see Figure 2.2).
The BCPS Digital Citizenship
Scope & Sequence K–12 outlines
the skills and learning targets to
be taught at each grade level to
ensure all students can effectively
participate, safely and securely, in
a digital world (see Figure 2.3).
Internet Safety
Privacy
& Security
Relationships
& Communication
Cyberbullying
& Digital Drama
Digital Footprint
& Reputation
Self-Image & Identity
Information
Literacy
Creative Credit
& Copyright
Figure 2.2 Evidence of a shift
in teaching and learning
practices in Lighthouse
schools
Figure 2.3 Topical categories outlined in the BCPS Digital Citizenship Scope & Sequence K–12.
13
Where we are:
Assessments
Within the learning management system, content
offices and teachers have the ability to develop
multimedia, computer-enhanced assessment items.
Assessment items include PARCC item types; i.e.,
drag and drop, close, matching, short answer, essay,
multi-select multiple choice, two-part items, and file
upload response items. Assessment items are housed
in one central bank available for teachers and
curriculum development.
Two-part curriculum-based unit assessments in ELA
and Math continue to be developed and revised
applying an equity lens and the Understanding by
Design® Framework. Part I focuses on the
knowledge and skills students need to be successful.
Part II includes authentic performance tasks designed
to engage students in the application of what they
know and are able to do in real-world situations.
In collaboration with the Maryland State Department
of Education, blended professional learning
opportunities on the formative instructional process
have been developed, incorporated into school progress plans, and realized in 50 schools (see
Figure 3.1).
To support the formative instructional process, customized instruction, and promote instructional
agility, standards-based learning progressions are being developed (see Figure 1.3 in the
Curriculum Conversion).
Over 5,000 Maryland college and career readiness-aligned assessment items provided by the
Maryland State Department of Education have been loaded into the BCPS One item bank.
Teachers also have the ability to
build their own computer-enhanced
formative assessments by creating their
own items or by choosing items from
the item bank. After a teacher creates
and administers a formative assessment
in BCPS One, the system automatically
scores the assessment.
Figure 3.2 Scope of formative and summative
assessments
Figure 3.1 Formative instructional process
14
Where we are:
Assessment (cont’d)
The implementation of success criteria
and learning progressions as part of the
formative assessment process provides the
backbone for instructional agility and
customization (see Figure 3.3).
Grading and Reporting
To ensure our grading practices are
equitable, accurate, specific, and timely,
on-going professional development on
effective, standards-aligned grading and
reporting practices is provided to all
principals, assistant principals, curriculum
leaders, S.T.A.T. teachers, and academic
department chairs.
What’s next:
S.T.A.T. teachers will provide ongoing training and support to teachers on using the
assessment system in BCPS One to address disparities in student achievement outcomes.
Blended professional learning opportunities on the formative instructional process will be
enhanced and made available to all schools.
To increase instructional agility and customization, professional learning opportunities on the
development and effective use of learning progressions will be offered to curriculum writers,
S.T.A.T. teachers, and others throughout the 2016–2017 school year.
In alignment with the five-year rollout plan, cross-curricular, performance-based unit
assessments will continue to be developed and revised.
Adaptive technology will be incorporated into the assessment platform to allow curriculum
leaders and classroom teachers to customize the delivery of digital content based on students’
level of performance and assessment results.
Policy and Rule 5210 transforming grading and reporting will become effective on July 1,
2016.
A grading and reporting procedures manual, communication tools, a dedicated Web site, and
online professional development resources will be created to support the transition to
standards-aligned grading.
Figure 3.3 Students begin at different places on the learning
progressions scale for a standard. The formative assessment
process supports customization of learning so all students can
progress toward or beyond demonstrating mastery of the
standard. (Numbers represent where students fall before and
after instruction.
15
Where we are:
Administrators
All principals are receiving training on the role of the instructional digital leader and on creating learner-
centered learning environments. Professional learning takes place in leveled cohorts to create smaller
communities of learning.
All elementary school principals’ and Lighthouse middle school principals’ learning cohorts will have an
emphasis on blended learning environments that are learner-centered.
All administrators participate in training on the tests and quizzes application inside BCPS One.
S.T.A.T. Teachers
All S.T.A.T. teachers participate in monthly professional learning that can be turn-keyed in the
schoolhouse.
All S.T.A.T. teachers participate in training on the tests and quizzes application inside BCPS One.
S.T.A.T. teachers will continue to participate in professional learning on the use of the learning
management system in BCPS One.
All S.T.A.T. teachers will continue
to receive intensive professional
learning that aligns to their needs in
their assigned schools.
S.T.A.T. teacher professional
development is now delivered in a
conference-style format.
Teachers
All teachers are accessing online
videos and tutorials on the new
operating system and on their
devices. Technology liaisons will
support refresher training on
devices.
All teachers have access to
workshops, courses, and cohort
programs to support their individual
learning outcomes (see Table 4.1.)
All elementary schools and the Lighthouse middle schools will receive professional learning on the
power of customization and personalization in a learner-centered environment.
All elementary schools and Lighthouse middle schools will receive professional learning on how to use
BCPS One to customize instruction and assessment through the use of the formative assessment
feedback loop.
Figure 4.1 Professional learning is developed responsively to meet system
and individual needs
16
Lighthouse Schools
Lighthouse schools receive customized professional learning opportunities to support their work as
learning labs.
Lighthouse principals (elementary and middle), assistant principals, and S.T.A.T. teachers receive
monthly professional learning as a professional learning community.
Staff in Lighthouse schools are receiving training on managing the blended classroom.
Staff in Lighthouse schools are receiving training on implementing a digital curriculum and the use of
the learning management system in BCPS One.
Equity teams in all Lighthouse elementary and Lighthouse middle schools are engaged in professional
learning on equity as it relates to providing customized, personalized learning.
Parents
Parent training resources on accessing BCPS One are being utilized.
S.T.A.T. Professional Learning Opportunities
Cohort programs Goucher College Teacher Leadership in Digital Curriculum Development Loyola University Digital Learning: Teacher Leaders and Technology Digital Learning: Teacher Leaders and Technology II Master of Arts in Curriculum and Instruction with a Concentration in Teaching and Learning in the Digital Age Towson University School Library Media Cohort XIV, Instructional Technology School Library Media and Educational Leadership Master of Science in Educational Leadership and Instructional Technology Master of Science in Instructional Technology, Library Media Specialist
Courses Curriculum Writing in the 21st Century Digital Learning University (Workshop Module Series)
Table 4.1 S.T.A.T. related professional learning opportunities offered for the 2015–2016 school year
17
Where we are (cont’d):
Multiple Stakeholders
Principals, assistant principals, S.T.A.T. teachers, and teachers are receiving training on
Partnership for the 21st Century (P21) skills.
All elementary, middle, and high schools have the opportunity to invite five staff members on two
Lighthouse school visits as part of their collective professional learning.
Principals and S.T.A.T. teachers in all elementary schools and the Lighthouse middle schools are
receiving professional learning on the development of a Teacher Leader Corp and strategies for co-
constructing a vision for the 21st Century learning in their schools.
Principals and S.T.A.T. teachers in all elementary schools and Lighthouse middle schools are
receiving professional learning on the Substitution Augmentation Modification Redefinition Model
(SAMR) technology integration model.
What is next:
All elementary schools, all middle schools, and lighthouse high schools will receive professional
learning through one of three, one-day summer institutes in June 2016 (see Table 4.2).
Field Test schools have been selected for the Student Information System (SIS) application inside
BCPS One and are receiving professional learning regarding the various modules in the SIS over the
course of the 2015–2016.
All principals and assistant principals will engage in professional learning on equity, cultural
competency, and culturally responsive instruction as it relates to providing customized, personalized
learning.
S.T.A.T. teachers will have opportunities to attend professional learning throughout summer 2016
that aligns to the goals and professional learning plans in their School Progress Plans.
Institute Attendees Dates
S.T.A.T. Elementary Schools Administrator and Teacher Leader Corps June 22, 2016
S.T.A.T. Middle Schools Administrator and Teacher Leader Corps June 23, 2016
Lighthouse High Schools Administrator and All Instructional Staff June 24, 2016
Table 4.2 Professional learning institutes planned for June 2016
18
Hardware
Where we are:
BCPS received 16,800 devices during the 2014–2015 school year, of which approximately 7,500 were
assigned to teachers and school administrators.
Secondary schools each received sixty units with two carts (30 units per cart).
Teacher docking stations (7,032) and monitors to complement the laptops were installed at all schools.
Additional devices have been purchased outside of the leasing program for identified needs in CTE,
secondary schools, and for additional staff members. Repurposing desktops from fully deployed
Lighthouse schools to other schools is complete (approximately 200 desktops).
To ensure compatibility and efficient use of resources, schools and offices are now limited in their
ability to purchase new technology on an ongoing basis.
BCPS rolled out over 28,300 devices in Year 2 (see Table 5.1).
The 10 Lighthouse elementary schools received
approximately 5,300 devices for Grades K–5
Lyons Mill Elementary School opened with over 620 devices for Grades K–5.
Seven (7) Lighthouse middle schools received
1,964 devices for sixth grade students to use in
school and at home.
Mays Chapel and Halstead Academy field
tested fifth graders taking devices home.
Customized hardware has been purchased for
Special Schools: Maiden Choice, Battle
Monument, and Ridge Ruxton. Hardware
includes kiosks, tablets (25% of enrollment),
desktops (1 per classroom), and 24” multi-
touch LCD displays (1 per classroom).
Elementary guidance staff members received
devices.
Secondary nurses received devices and docking
stations.
Phase # Schools Deployment Window
# Units
Phase 1
17 Before August 15 3986
Phase 2
26 Summer – End of September
6410
Phase 3
26 October 6573
Phase 4
25 Mid October – November
6360
Phase 5
20 Mid November – December 11
4992
Total Deployment for 2015/2016 28321
Table 5.1 Phases of device deployment for 2015–2016
19
Hardware (cont’d)
What’s next:
Approximately 32,500 devices will be rolled out during the 2016–17 school year with an anticipated
completion date of December 9, 2016. All students in Grades 1–6 will have a device.
Kindergarten students will share a pod of 5 devices in each classroom.
Grade 7 students will receive devices at Lighthouse middle schools.
Students in Grades 9–12 at three Lighthouse high schools will receive devices over the summer of
2016.
Elementary nurses will receive devices and docking stations.
A plan will be developed to determine a new timeline for all staff members who have not been issued
a device but were included in the original rollout plan.
A plan will be developed for the purchase and installation of projectors for schools.
Additional technology will be purchased for Maiden Choice, Battle Monuement, and Ridge Ruxton to
support the unique needs of students at these three special schools.
Networking
Where we are:
New full school educational access wireless has been installed in all schools.
Fifty schools have been converted from a third-party wide area network service to the county-owned
ICBN/BCON fiber network, allowing for increased bandwidth to the schools.
The district’s main Internet connection was increased from 3000Mbps to 5000Mbps during the summer
of 2015.
What’s next:
A new Wide Area Network (WAN) contract, approved by the Board of Education on March 4, 2015,
will allow the district to increase the bandwidth at schools that still utilize a third-party service rather
than the county-owned ICBN/BCON fiber network during the 2015–2016 and 2016–2017 school year.
Software
Where we are:
The enhanced interface for BCPS One was launched in June 2015 providing access to multiple
subsystems from one central screen that has a responsive design and is device agnostic.
The BCPS One support model has been revised to include an online support request form and the BCPS
One Manual.
BCPS One digital ecosystem continues to grow and expand with development work across all six
subsystems (see Table 5.2).
Appropriate assistive technology software has been purchased for Special Schools: Maiden Choice,
Battle Monument, and Ridge Ruxton.
20
Software (cont’d)
BCPS One Subsystem/ Component
Where we are What’s next
Student Information System
Rebranding SIS as the BCPS One Student Information System with new and cohesive design.
Developing SIS enhancements including student picture-based attendance, student-centric navigation, dual credit course reporting, and improvements for the Extended Year Learning Program.
Develop improved training materials.
Complete development of SIS enhancements in preparation for new 2016–2017 school year.
Reporting Refining wireframes for overall dashboard design based on primary customer feedback.
Developing and deploying Student Performance data dashboard.
Refining dashboards based on user feedback.
Determining next steps around integration of reporting with rebranded EASI application within BCPS One.
Learning Management System
Field testing digital ELA and Math curriculum in Grade 6.
Refining online gradebook user experience.
Expanding LMS access for Student Support Services staff through custom built User Management Tool.
Developing an assessment platform that allows for developmentally appropriate items and processes and seamless use of data.
Complete review of stakeholder enhancement requests to determine what is required for future custom development with Engrade in alignment with new grading policies.
Digital Resources (Digital Content and Instructional Tools)
Established rationale for centrally managed digital resources.
Established an integration process and timeline.
Continue integration work with vendor partners.
Continue migration of existing digital content into BCPS One with single sign-on user experience.
Establish guidelines for the entry point(s) to digital resources.
Develop standard vendor Terms of Use and Data Sharing Agreement.
Employee Effectivess
Gathered requirements for principal evaluation tool.
Developing a custom-built solution for principal evaluations.
Launch the principal evaluation tool
for the 2016–2017 school year.
Determine if a pilot will be held to
select Web-conferencing tool.
Professional Learning
Completed relocation of digital learning tools and Professional Learning Resources into BCPS One.
Linked professional learning icon in BCPS One to the existing BCPS professional development calendar for improved user experience.
Piloting the Modern Teacher Tool in phases with
approximately 6 courses and a workshop.
Create a single sign-on experience for existing Registration System.
Determine whether a pilot or field test will be held to select a Web-conferencing tool.
Gather feedback from end users regarding the Modern Teacher pilot.
Table 5.2 Progress of BCPS One components
21
What’s next:
Prepare to launch the rebranded SIS with enhanced
functionality for various end users, including picture-
based attendance.
Additional third party resources and applications
will be integrated into BCPS One (see Table 5.3).
Experience for end users will be improved for
existing Digital Content page partners with
provision of single sign-on experience (both from
inside and outside of the network after login to
BCPS One environment).
Enhancements will be made to the assessment
application in the LMS in BCPS One (see
Assessment Conversion).
Continue development of the new BCPS One
Manual, including migration of existing content and
improved user interface that is interactive based
upon the user’s role, including a student section for
the LMS to support teachers.
Continue development of custom built Principal
Evaluation Tool and prepare to launch prior to
upcoming 2016–2017 school year.
Continue Modern Teacher pilots and prepare to
launch districtwide for rollout during upcoming
2016–2017 school year. Table 5.3 Third party integrations with BCPS One.
Completed Integrations
Reading Wonders Discovery Education Discovery Techbooks Dreambox APEX Pearson Envision Houghton Mifflin Harcourt Learn Zillion Class Flow iReady Wixie
Planned/ In-Progress Integrations
Ascend College Prep Math Edutyping Pearson EasyBridge Pearson SuccessNet Fitness Gram Modern Teacher One (staff only)
22
Where we are:
The BCPS Student Handbook has been revised to reflect the updated Technology and Acceptable Use Policy
(TAUP) for students.
By regulation, each school year students who receive devices and their parent/guardian are required to
acknowledge that they have received, reviewed, and acknowledged the student handbook.
Policy added that aligns with S.T.A.T.
0100–Equity
Policy 0100 was adopted by the Board of
Education on September 9, 2014. This policy
was adopted to ensure the success of all
students by raising achievement for all
students and closing gaps among all students.
This policy explicitly states the school
system’s belief that disparities based on race,
special education status, gender, ethnicity,
sexual orientation, English language learner
status, or socio-economic status are
unacceptable and are directly at odds with the
belief that all students can achieve.
Policies revised to align with S.T.A.T.
4104–Technology Acceptable Use Policy (TAUP) for Employees and Approved Non-Employees
Policy 4104 was revised to (1) rename the policy to distinguish this policy from the acceptable use
policy for students; (2) include a policy statement; and (3) include an implementation section.
5210–Grading and Reporting Policy 5210 was revised to: (1) rename it; (2) include a policy statement that reflects the Board’s
commitment to maintaining rigorous performance and achievement standards and providing a
consistent and fair process for evaluating, grading, and reporting student progress; (3) include
definitions; and (4) provide an effective date of July 1, 2016. Policy 5210 now aligns with current
research and best practices and supports the new expectations related to grading in a digital
environment where students have 24/7 access to learning (see Assessment Conversion).
Figure 6.1 The review and development process for BCPS
policies and rules.
23
Policies revised to align with S.T.A.T. (cont’d)
6000–Curriculum and Instruction
Policy 6000 was revised to (1) include a policy statement that clearly outlines the board’s expectations
that the development of curricula provides rigorous instruction and high-quality programs to raise the
academic bar and close achievement gaps; (2) include the development and implementation of a digital
platform for curriculum delivery; (3) outline standards, including the requirement that all curriculum
and courses of study be approved by the Board; (4) include salient points formerly included in Policy
6100, including the need for articulation and coordination of curriculum across content areas and grade
levels; and (5) include an implementation section.
6002–Selection of Instructional Materials
Policy 6002 was revised to (1) clarify that “instructional materials” means instructional content
approved for systemwide use; (2) include in the policy statement the board’s expectations that
instructional materials raise the academic bar and close achievement gaps; (3) outline standards that
require the superintendent to evaluate the effectiveness of instructional materials prior to any contract
renewal or modification requiring the expenditure of public funds; and (4) include an implementation
section.
6202–Technology and Acceptable Use Policy (TAUP) for Students
Policy 6202 was revised to (1) rename the policy to clearly distinguish it from the employee
acceptable use policy; (2) include a policy statement; and (3) include an implementation section.
5230–Student Records
Policy 5230 and Rule 5230 were revised and include an updated definition of directory
information. The rule reduced the amount of information as identified as Directory Information to:
o Student’s First and Last Name
o Participation in Officially Recognized Activities and Sports
o Weight and Height of Members of Athletic Teams
o Dates of Attendance, Degrees, and wards Received
As a result of this change RULE 6202, FORM A, Parental Privacy Preference Opt-Out Form, section,
Directory Information Opt-Out, was also updated.
Policies removed to align with S.T.A.T.
5220–Reporting to Parents
Policy 5220 was deleted effective July 1, 2016.
6100–Curriculum
Policy 6100 was deleted.
6501–Evaluation of the Instructional Program
Policy 6501 was deleted.
24
Where we are:
The S.T.A.T. initiative is a proposed five-year budget plan.
The implementation of the digital conversion began in FY 2015 with Lighthouse schools.
Year 1: FY 2015 - School budgets were reduced allowing for reallocation of funds for centralized
purchases of technology and instructional materials to provide all students equitable access (see Table
7.1).
Year 2: FY 2016 - All elementary schools were funded for Grades 1–3 and all elementary Lighthouse
schools were funded for Grades K, 4 and 5 with student devices.
Year 2: FY 2016 - Seven Lighthouse middle schools were funded for all students in Grade 6.
Going forward, schools and offices will be limited in their ability to purchase new technology,
textbooks, and digital content to ensure compatibility with S.T.A.T. specifications and the equitable,
efficient use of resources. Schools and offices are able to make direct purchases of approved
technology and additional instructional materials subject to availability of their budgeted funds.
Central purchases of technology, maintenance, and associated services of S.T.A.T. will be leased.
What is next:
Digital devices will be implemented in all middle schools in Grade 6 and Lighthouse middle schools
in FY 2017.
Digital devices will be implemented in three Lighthouse high schools Grades 9–12 in FY 2017.
Percent reduction
Change in per-pupil allocation
Elementary Schools
5.7% from $142 to $134
Middle Schools
4.0% from $157 to $151
High Schools
3.2% From $186 to $180
Table 7.1 Reductions in per-pupil allocations for schools in FY 2015
25
Where we are:
All stakeholders continue to have access to communications related to S.T.A.T. through a variety of
outlets (see Table 8.1).
Good News Ambassadors in each
Lighthouse school are documenting
S.T.A.T. through the collection of digital
artifacts to share via social media and the
Lighthouse Web site.
The recently published “Growing up
Digital” page on the BCPS public site
provides tips and resources from
Common Sense Media for families to
model positive digital behavior and keep
students safe when using devices at
home (see Figure 8.1).
Web & Social Media
Redesigned S.T.A.T. and Growing up Digital pages on public Web site
Blog posts on district blog, Deliberate Excellence, and the Lighthouse schools Web site
Sliders showcasing S.T.A.T. throughout the school year
Systemwide and superintendent’s Twitter accounts @BaltCoPS and @DDance_BCPS
Use of the hashtags #bcpsstat and #bcpslh
BCPS Facebook account
Showcase Web site for external visitors
E-mail Highlighting of S.TA.T. through the Team BCPS Newsletter (All stakeholders)
BCPS One Highlights (Staff)
Parent University e-Newsletter
Video & Television
Monthly Lighthouse school video profiles
BCPS News Briefs specifically on BCPS TV
Video messages to students, delivered in the classroom
Events & Face-to-Face
Parent University workshops and events that talk about technology, BCPS One, etc.
Stakeholder advisory groups: community, student, and teacher town hall meetings
Nights of Innovation held at Lighthouse schools in partnership with Discovery Education
Table 8.1 Stakeholder communications related to S.T.A.T.
Figure 8.1 Growing Up Digital page supports BCPS families
26
Where we are (cont’d):
Family and Community Engagement (FACE) liaisons support communication of S.T.A.T. to the
broader community.
A partner/stakeholder meeting is held in the fall and spring to engage with business and higher
education partners around S.T.A.T.
Several regional, national, and online presentations and publications have highlighted S.T.A.T.
BCPS has also received multiple awards and recognitions related to S.T.A.T. (see Tables 8.2 and 8.3).
What’s next:
The middle school Lighthouse
experience will be documented in a
similar fashion to the first year of
Lighthouse elementary schools.
S.T.A.T. will be highlighted in all
schools (i.e., learner-centered
environments and curriculum changes
at every school).
Proposals for presentations and
publications will continue to be
submitted, as well as applications for
awards to gain recognition for S.T.A.T.
Presentations
Personalization & Technology – Creating Learner-Centered Environments: Leading in the Digial Age
Lead 3.0, April 2015
Supporting Learner-Centered Environments: Leading in the Digital Age
Council of Great City Schools CIO Conference, June 2015
The Experts Speak: Understanding and Implementing Personalized Learning for Every Student
ISTE, June 2015
Change the Conversation By Telling Your School's Story ISTE, June 2015
Personalized Learning and Racial Equity Courageous Conversations, October 2015
Publications
How BCPS Lighthouse Schools Changed the Conversation EdSurge, January 2015
Three Different Ways to Go 1:1 Administrator, March 2015
The Smart Way to Roll Out 1-to-1 in a Big District The Journal, March 2015
A Culture of Innovation: Two schools’ journeys toward implementing 1:1 computing
Principal Magazine, May/June 2015
Journey to a 1:1 Learner-Centered Environment The OnCUE Journal, July 2015
Essential Building Blocks Ed Tech K-12, Fall 2015
2015 Awards and Recognition
Named District of Distinction “District Administration” magazine
Digital Content and Curriculum Achievement Award Center for Digital Education
Open Door Policy, Digital Innovation and Learning Award Digital Promise and EdSurge
Intel® Education Visionary Award Intel® Education
Leadership through Communication Award AASA, The School Superintendents Association
Table 8.2 Presentations and publications related to S.T.A.T. in 2015
Table 8.3 S.T.A.T. related awards and recognition in 2015.
27
BCPS has contracted the Johns Hopkins University - Center for Research and Reform in Education (JHU-
CRRE) to evaluate the effectiveness of implementing S.T.A.T. including changes in teaching and learning in
the Lighthouse schools. The evaluators will provide two reports each year, a formative mid-year report and a
summative end-of-year report.
Outcomes for Teachers and Students: As depicted below, the evaluation model emphasizes a longitudinal
nature for expected outcomes. The S.T.A.T evaluation will focus on professional development including roles
and best practices for S.T.A.T. teachers, administrators, classroom teachers, and other key participants. The
evaluation of intermediate and long-term measurable outcomes will examine areas of classroom environment,
student engagement, teacher practice, digital content access, and student mastery of P21 skills. The goals of this
initiative include increased student engagement and achievement and student mastery of P21 skills. The goals of
S.T.A.T. support and align with BCPS’ goal of graduating globally competitive students. In addition to
evidence collected by BCPS, the mixed-methods evaluation design will include surveys, classroom
observations, interviews and focus groups, and achievement test scores.
Figure 9.1 The S.T.A.T. Evaluation Model
28
Year 1: The evaluation included Grades 1–3 in the ten Lighthouse elementary schools.
The 2015 S.T.A.T. Evaluation Report and Board of Education Presentation is available for review at
http://www.bcps.org/academics/stat.
Year 2: The evaluation focus included: Grades K–5 in the ten Lighthouse elementary schools, Grades 1–3
in ten Phase 2 elementary schools, and Grade 6 in seven Lighthouse middle schools.
Figure 9.2 The S.T.A.T. evaluation planning matrix
29
S.T.A.T. Steering Committee
2015–2016
S. Dallas Dance, Superintendent
Verletta White, Chief Academic Officer
Kevin Smith, Chief Administrative and Operations Officer
*Members whom contributed to this update.
Conversion/Area of
Responsibility
Representative(s) Title
Co-Chairpersons Lloyd Brown*
Ryan Imbriale*
Executive Director, Information Technology
Executive Director, Innovative Learning
Curriculum Verletta White
Rich Weisenhoff*
Stefani Pautz*
Chief Academic Officer
Executive Director, Academics
Coordinator, Curriculum Development
Instructional Karen Blannard
Jane Lichter
Heidi Miller
Monique Wheatley-Phillip
Penelope Martin Knox
Mark Bedell
George Roberts
Karen Harris
Stephen Price
Susan Truesdell
Sam Wynkoop
Assistant Superintendent, Elementary Zone 1
Assistant Superintendent, Elementary
Assistant Superintendent, Elementary
Assistant Superintendent, Elementary
Assistant Superintendent, Middle Schools
Assistant Superintendent, High School
Sr. Executive Director, Curriculum & Instruction Operations
Principal, Fort Garrison Elementary School
Principal, Lansdowne Elementary School
Principal, Ridgely Middle School
Principal, Dulaney High School
Assessment Russ Brown*
Renard Adams
Kara Calder
Christine Koth
Nicole Johnson
Linda Marchineck*
Chief Accountability & Performance Management Officer
Executive Director, Performance Management & Assessment
Executive Director, Research and Strategic Planning
Director, Research
Director, Performance Management
Coordinator, Internal Assessment
Organizational
Development
Billy Burke*
Christina Byers*
Lisa Williams
Mary Boswell-McComas
David Robb*
Jennifer Audlin
Chief of Organizational Effectiveness
Executive Director, Leadership Development, Elementary
Director, Equity and Cultural Proficiency
Coordinator, Professional Growth and Partnerships
Supervisor, Innovative Learning Projects
Resource Teacher, Equity and Cultural Proficiency
Infrastructure
Jeanne Imbriale*
Jodi Obenstine*
Greg Vukov
Craig Ebersole
Michael Fort
Director, Enterprise Applications
Director, Technology Support Services
Director, Network Support Services
Special Assistant, Educational Planning
Supervisor, Digital Learning/S.T.A.T.
Policy Patricia Clark
Valerie Thompson
Policy and Compliance Officer, Law Office
Associate Counsel, Ed. Support Services
Budget George Sarris
Melanie Webster
Executive Director, Fiscal Services
Fiscal Supervisor III, Procurement
Communications Diana Spencer
Deborah Phelps
Communications Officer
Director, Education Foundation
BOARD OF EDUCATION
Charles McDaniels, Jr.
Chair
Edward J. Gilliss, Esq.
Vice Chair
S. Dallas Dance, Ph.D.
Secretary – Treasurer
Deeksha Walia
Student Board Member
Kathleen S. Causey
Michael J. Collins
June P. Eaton
Marisol A. Johnson
Ann Miller
Nicholas C. Stewart, Esq.
David Uhlfelder
Stephen L. Verch, Esq.
Romaine N. Williams, Esq.
For more information visit us online
http://www.bcps.org/stat
#bcpsstat
#bcpslh
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