Curriculum and Instruction - Baltimore County … on Quality: Committed to Excellence Page 223 FY13 Adopted Operating Budget Curriculum and Instruction Overview

Focused on Quality: Committed to Excellence Page 223 FY13 Adopted Operating Budget

Curriculum and Instruction Overview

The deputy superintendent provides leadership and oversight for the operations, services, and functions of the Division of Curriculum and Instruction. The deputy superintendent is charged with implementing strategies through the departments within the Division of Curriculum and Instruction to improve students’ academic achievement as outlined in the Blueprint for Progress.

Salaries & Wages$37,816,761

42.9%

Contracted Services$7,950,387

9.0%

Supplies & Materials$5,907,810

6.7%Other Charges

$36,254,927

41.2%

Equipment$155,000

0.2%

FY13 Budget by Object Class$88,084,885

$0

$40,000,000

$80,000,000

$120,000,000

Salaries &

Wages

Contracted

Services

Supplies &

Materials

Other

Charges

Equipment Total

Budget

FY09 Actual $39,064,750 $9,229,404 $9,578,231 $35,771,927 $1,518,763 $95,163,074

FY10 Actual $42,389,878 $9,183,269 $16,364,163 $33,695,518 $176,094 $101,808,922

FY11 Actual $33,850,791 $9,614,865 $8,440,246 $33,675,712 $196,949 $85,778,563

FY12 Adjusted $37,231,944 $9,168,537 $6,328,410 $36,461,735 $161,000 $89,351,626

FY13 Adopted $37,816,761 $7,950,387 $5,907,810 $36,254,927 $155,000 $88,084,885

Budget History


Curriculum and Instruction








Assistant Superintendent of Curriculum and Instruction

Description of the Department The assistant superintendent provides vision, leadership, and expertise in the development of curricular and instructional initiatives that support achievement for all Baltimore County students. The development of curricula, based on research and best practices, provides teachers, students, and parents with a quality instructional program that is firmly based on the Maryland Learning Outcomes. The division provides service to schools to support the effective implementation of curriculum, and to meet the instructional needs of teachers, and learning needs of students.

Goals for 2012-2013

Research and develop curricular and instructional programs

that provide for active and engaging learning for all students in all content areas.

Improve teaching and learning to enable all students to

achieve high standards of performance.

Align and coordinate the systemwide implementation of key

initiatives to improve achievement and performance for all students including professional development related to the High School Assessments, Advanced Placement courses, reading, and mathematics.

Develop and implement systemwide staff development

based on the individual needs of all employees, which focuses on leadership development, enhancement, risk-taking, and innovation.

Provide services to administrators, teachers, and parents so

students receive the support they need to succeed in school.

Budget Highlights

An increase of 1.0 professional FTE, transferred from Language Arts PreK-12, as a result of reorganization.

A decrease of $1.2 million in contracted serviced for Assesstrax, transferred to the Department of Research, Accountability,

and Assessment.


Assistant Superintendent of Curriculum and Instruction


Professional Development

Description of the Department The Department of Professional Development (DPD) coordinates high quality professional development for the school system. DPD takes the lead in the following:

The Teacher Mentor Trainer Program

Continuing Professional Development Courses

University cohorts and partnerships

Professional Development Schools

The Leadership Induction and Enhancement Program

New Teacher Induction

Professional development for paraeducators and office

professionals

Technology and compliance training

Curriculum workshops

Parent/Guardian outreach through Parent Support Services

and the Parentmobile

Communications and mutual support between and among

parents/guardians, teachers, administrators, and students All initiatives are aligned to the BCPS Master Plan, with a focus on Performance Indicator 3.2: “All teachers and paraeducators will participate in high quality, differentiated professional development, as defined by No Child Left Behind Act.” All activities in DPD contribute to the implementation of the Master Plan key strategies. Strategies for priority action include:

Provide a variety of high quality professional development

opportunities that focus on teachers’ and paraeducators’ assessed needs to ensure that they meet “highly qualified” status, including cohort partnerships with universities, online courses, and tutorials.

Provide ongoing support to new and veteran teachers

through professional development opportunities, including New Teacher Induction, mentoring, workshops, and institutes.

Provide opportunities for paraeducators to engage in

professional growth activities.

Provide staff development opportunities that focus on

principals’ assessed needs and system priorities through administrative induction and support programs.

Provide professional development for aspiring leaders.

Partner with institutions of higher education to ensure that

Professional Development Schools address the academic and clinical preparation of interns and the continuous professional development of faculties.

Provide guidelines and strategies for parent-teacher

conferences.

Educate all new teachers in how to conduct parent-teacher conferences.

Continue parent/guardian and community outreach through

the Parentmobile and teacher resource centers.

Strengthen communications and mutual support between

and among parents/guardians, teachers, administrators, and students by providing parents/guardians with concrete strategies to use at home to help their children achieve high standards.

Goals for 2012-2013

To coordinate and facilitate high quality differentiated

professional development for all employees and to provide parent support services in order to increase student achievement and parent development as defined by the Blueprint for Progress and the Master Plan.

Budget Highlights

A decrease of 1.0 professional FTE, 7.4 clerical FTEs, and $408 thousand, due to a new service delivery model.


Professional Development


Executive Director of Liberal Arts

Description of the Department

The Department of Liberal Arts focuses on prekindergarten to Grade 12 curricula and instruction that teaches general knowledge that develops a student’s intellectual capabilities. In Baltimore County, knowledge and understanding within the liberal arts are taught throughout the elementary and secondary course of study as students prepare for professional, vocational, or technical careers and pursue requirements to enter higher education or the military service. Support is provided by the offices within the Department of Liberal Arts which includes Elementary and Secondary Language Arts and Social Studies, World Languages, and English for Speakers of Other Languages (ESOL) programs. The Department of Liberal Arts is a collaborative community that uses data to inform, reflect, and model exemplary curriculum development, and instructional delivery practices. Recipients of their support provide students with an education that enables them to become lifelong learners, achievers, and global citizens.

Goals for 2012-2013

Provide professional development and resources to

facilitate the transition from the Maryland State Curriculum to the Maryland Curriculum Frameworks and the Common Core State Standards.

Identify, establish, and maintain collaborative partnerships

both internal and external to Baltimore County Public Schools.

Provide students with comprehensive understanding of the

world they will inherit, 21st Century literacy skills, and knowledge needed to provide leadership for the next generation.

To enable all students, through second language study, to

communicate with people in other cultures and countries, to develop a better understanding of their own language and culture, and to increase their awareness of opportunities in the global community.

Budget Highlights

An increase of 1.0 professional FTE, transferred from executive director Special Programs, as a result of reorganization.

A decrease of 1.0 support staff FTE, transferred to Language Arts PreK-12, as a result of reorganization.

A decrease of 1.0 support staff FTE, transferred to Elementary Social Studies, as a result of reorganization.

A decrease of $48 thousand for Middle States certification.


Executive Director of Liberal Arts


Elementary Social Studies

Description of the Department The Office of Elementary Social Studies oversees the development of elementary social studies curricula and assessments, identifies and selects appropriate materials of instruction, coordinates the implementation of the BCPS Black Saga program, and provides professional development to support effective social studies instruction.

Goals for 2012-2013

Provide direct service to schools to support the successful

implementation of the elementary social studies program.

Offer professional development focused on effective social

studies instruction, including the use of technology to enhance instruction.

Provide cohesive, research-based instructional programs

designed to meet the needs of all learners.

Refine the elementary social studies curriculum to align with

the requirements of the state of Maryland.

Expand technology integration and community involvement

in the BCPS Black Saga Competition.

Budget Highlights

An increase of 1.0 support staff FTE, transferred from executive director of Liberal Arts, as a result of reorganization.


Secondary Social Studies

Description of the Department The Office of Secondary Social Studies coordinates the development of the social studies program, the identification and selection of textbooks and appropriate classroom resources, and professional development activities designed to improve the teaching and learning of social studies, and to align the curriculum with the Maryland State Curriculum and Core Learning Goals.

Goals for 2012-2013

Implement the revision of World Cultures 7GT, World

History GT, short cycle and benchmark assessments, and

final exams to increase student achievement through emphasis on reading and writing in the content area.

Implement instructional strategies and interventions to

increase student achievement on the SAT and to increase participation and levels of success on advanced placement examinations.

Utilize opportunities within Articulated Instruction Module

(AIM) to increase student achievement through dissemination of instructional strategies, resources, and assessment items.

Work with outside agencies to develop programs that

enrich student learning by focusing on real world experiences.


Language Arts PreK-12

Description of the Department The Office of Language Arts provides curricular and instructional support to schools in the areas of reading, language arts, English, and written language for Grades PreK-12. The office provides support by identifying instructional materials, assisting schools in implementing programs, producing instructional curriculum and resources, and providing professional development for teachers and administrators. Office initiatives focus on student success as measured by Maryland School Assessment (MSA), High School Assessment (HSA), PSAT/SAT, AP, and Accuplacer.

Goals for 2012-2013

Support the consistent and systematic implementation of the

curriculum in reading, language arts, English (written language), as revised and aligned with the Maryland State Curriculum. In addition, begin to introduce aspects of the writing process to support the implementation of the CCSS currently being developed by MSDE.

Increase student achievement on local (short cycles,

benchmarks, final exams), state (MSA, HSA), and national assessments (PSAT, AP, SAT) by promoting best instructional practices.

Provide differentiated professional development for

reading, language arts, and English teachers, administrators and support staff.

Focus on identified middle and high school needs to

improve student achievement, as defined in the Blueprint for Progress.

Implement and support a comprehensive and integrated

English language arts program of study that includes phonemic awareness and phonics; reading comprehension in both expository and literary texts; writing in both expository and narrative forms; effective speaking and listening skills; and controlling language (grammar, usage, and mechanics).

Help teachers organize instruction with the 100 Book

Challenge so all students demonstrate annual yearly progress regardless of their initial reading levels.

Budget Highlights

An increase of 1.0 professional FTE, transferred from executive director of Liberal Arts, as a result of reorganization.

A decrease of 1.0 professional FTE, transferred to assistant superintendent of Curriculum and Instruction, as a result of reor-

ganization.


Language Arts PreK-12


World Languages

Description of the Department The Office of World Languages improves student achievement through the design, implementation, and assessment of English speakers of other languages (ESOL), Chinese, French, German, Italian, Japanese, Latin, and Spanish curricula. The office oversees the identification and selection of appropriate textbooks and resources, and provides support and training to the teaching staff. The office assesses and identifies English language learners (ELL) and works collaboratively with schools and community groups to coordinate and deliver services to immigrant families. The office facilitates translation of systemwide documents and maintains an electronic and print version of all translated documents. The telephone interpretation service available to schools and offices for urgent

or emergency situations is provide through the Office of World Languages. The Chinese Cultural Exchange Program is facilitated by the Office of World Languages.

Goals for 2012-2013

Prepare updated World Languages curriculum guides and

exams to align with state and national standards.

Provide support that leads to improved student achievement

on systemwide exams and state assessments, and promote increased participation in national assessments.

Provide support to teachers on current research-based

strategies to implement the written curriculum, mindful of the 21st Century Learning outcome for students: effective communication in a second language.

Provide direct services and support to schools, English

language learners, and their families as outlined in the Master Plan.

Coordinate the Chinese Cultural Exchange Program

established to foster global awareness and preparation for the 21st Century.


AVID/College Board

Description of the Department Advancement Via Individual Determination (AVID) is a internationally recognized program designed to give students, who ordinarily would not be in rigorous, academic, college preparatory classes, the opportunity and support necessary to succeed. AVID addresses the ethnic and socio-economic under representation as well as underachievement in the student population eligible for admission to colleges and universities. Students receive differentiated and rigorous instruction. College tutors provide academic support and college readiness coaching to the AVID students. AVID schools are provided with funds for students to tour local and regional colleges and universities. AVID teachers receive continuous professional development and on-site instructional support. AVID is in its

tenth year and is currently in 22 high schools and 8 middle schools. AVID program implementation is evaluated annually in each AVID school using the National AVID Center’s Certification Process and Standards. The Baltimore County Public Schools and College Board Partnership is an agreement to increase college awareness, rigor, and college readiness for all students in the school system. The College Board program provides an integrated set of College Board products, services, teaching and learning materials as well as professional development training to increase rigorous and quality teaching. Some of these programs and services include CollegeEd, PSAT, SAT, SAT Online, Advanced Placement (AP), and Pre-AP support. During 2010-2011, BCPS commenced a second agreement with College Board, BCPS and College Board Licensing Agreement. The agreement allows BCPS to use the SAT Official Study Guide and other College Board references to support the new

curriculum for the systemwide SAT English and mathematics prep courses, as well as extending the use of College Board resources for the SAT Review program on the BCPS Educational Channel. The expanded resources afford BCPS middle and high school students extra support in an increasingly competitive college admissions process and a globally challenging world. College Board directs programs and services to students, schools, and parents. International Baccalaureate (IB) also supports the superintendent’s goal of increasing rigorous instruction and improving achievement for all students. As required with AP exams, students who successfully pass the AP and IB exams receive college credit. The AVID/College Board office provides AVID, College Board, and IB support for improved quality teaching, best researched-based teaching practices, annual data reports to align data with instructional skills, and professional development and training to improve achievement for all students.

Goals for 2012-2013

By 2012, all students will reach high standards, as

established by Baltimore County Public Schools and state performance level standards, in English/reading/writing, mathematics, science, and social studies.

All students will graduate from high school.

See Agency Budget Detail on following page.


AVID/College Board


Title I

Description of the Department The Office of Title I supports system efforts to meet requirements of the No Child Left Behind Act by coordinating the Title I grant in participating schools and assisting with the implementation and/or management of other supplemental grants.

Goals for 2012-2013

Support system efforts to utilize grant funds provided

through the No Child Left Behind Act in a manner that supports the Blueprint for Progress.

Research, communicate, and monitor compliance

requirements for implementing the No Child Left Behind Act.

Provide direct service to schools and offices and conduct on-

site training that will support compliant, accurate, efficient, and effective utilization of supplemental funds.


Executive Director Special Programs PreK-12

Description of the Department The executive director Special Programs provides leadership, advice, and assistance in programming for individual students in the areas of School Counseling, Special Education, Gifted and Talented, Magnet Programs, Health Education, Music, Physical Education, Dance, and Visual Arts. The office creates action plans to accomplish budget management, curriculum development, professional development, effective use of personnel, and service to schools in support of the Blueprint for Progress. It assesses the scope and quality of services provided to students in Special Programs and oversees the charter school application process.

Goals for 2012-2013

Review and revise current curriculum and develop rigorous

programs of study to facilitate the alignment of the written, taught, and assessed curriculum.

Plan, coordinate, and implement high-quality professional

development that builds teacher capacity to be effective educators, leaders, and advocates for Baltimore County students.

Provide service and support to all Baltimore County schools

to promote opportunity and access to a rigorous academic program for all students.

Support Baltimore County Public Schools in remaining a

leader in arts education at the local and national levels by providing equity of opportunity and access to rigorous

instruction, display, and performing opportunities for all students.

Budget Highlights

A decrease of 1.0 professional FTE, transferred to executive director of Liberal Arts, as a result of reorganization.


Executive Director Special Programs PreK-12


School Counseling

Description of the Department The Office of School Counseling facilitates comprehensive development counseling programs in all schools to promote students’ school success, career decision making skills, competencies for understanding self and others (American School Counseling’s National Standards), and skills which contribute to a safe and orderly school environment. The office has the responsibility of providing ongoing staff development and clinical supervision for a cadre of 309 school counselors including the coordination of systemwide initiatives to enhance student achievement, daily clinical, and instruction support of site-based school counselors. In addition, the office provides systemwide training of school records clerks and the maintenance of student transcripts and verifications. A wide

range of counselor resources are distributed and shared through direct distribution to counselors and placement of educational kits in Parent-Teacher Resource Centers in order to efficiently provide resources to all school sites in the system. These resources include both Web and computer based technologies. The office coordinates and manages the Baltimore County Public School training of CPS liaisons, and participates in many partnerships including partnerships with the Department of Social Studies, the Harvard Alumni Association, Morgan University, Goucher College, the AVID College Board office, all Curriculum and Instruction offices, and the Community Colleges of Baltimore County. The office and its school counselors consult with school teams, teachers, families, agencies, curricular offices, and other help-givers about the academic, social-emotional and behavioral needs of students in order to remove barriers to student success and create a safe learning environment.

Goals for 2012-2013

Enhance the participation of school counselors in the system’s

partnership with The College Board in order to increase student preparation for, participation in, and processing results of PSAT, ACT, and SAT and through the use of AP Potential and student advisement to assist students to increase participation in the Advanced Placement Program.

Coordinate services with all schools to support academic

rigor for all students.

Produce high quality transcripts and diplomas through

computerized systems and appropriate staffing.

Provide support and funding for school counseling chairs in

order to meet school system goals of rigor, college readiness and career readiness.

Extend services to school records clerks Grades K-12 in

order to meet MSDE standards for the maintenance of student records.

Extend college/career preparation in the high schools to

include a consistent, non-negotiable career assessment in Grades 5, 7 and 10.

Implement a systemwide school counseling program

evaluation with high school seniors.

Provide a post-secondary focus for Grades PreK-12 to

ensure equity and access for all students.

Plan for the implementation of the ASCA National

Standards as the model for program development Grades PreK-12.

Budget Highlights

A decrease of 1.0 professional FTE, transferred to the Department of Chief Communications Officer, as a result of reorgani-

zation.


School Counseling


Gifted and Talented/Magnet Programs Magnet Programs

Description of the Department The Office of Magnet Programs provides leadership and services to school administrators and content area offices in the implementation of magnet programs, Grades K-12. The office coordinates the implementation of appropriate and consistent magnet program policies and procedures in accordance with Board Policy and Rule 6400, including a centralized magnet admissions process. The office facilitates the dissemination of information and provides support to key stakeholders regarding magnet programs through various formats, such as brochures, news releases, open house events, and countywide exhibition events and workshops.

Goals for 2012-2013

Ensure equity of access to magnet programs for all

students.

Support schools in providing distinct choices that enhance

the educational success of students with different interests, talents and aptitudes.

Ensure countywide implementation of Board Policy, Rules,

and admission procedures for magnet programs.

Support professional and curriculum development to ensure

effective instruction in magnet programs.

Support schools in the development, implementation, and

enhancement of magnet program activities and services.

Work with magnet programs to develop new and expand

existing connections between magnet and non-magnet programs and students that enhance the educational success and academic performance of all students.

Develop and implement evaluation protocols to assess the

effectiveness of magnet program instruction, activities, services, and expenditures.

Budget Highlights

An increase of 2.0 professional FTEs, and 0.5 clerical FTE, transferred from Gifted and Talented Programs, as a result of

reorganization.


Gifted and Talented/Magnet Programs Gifted and Talented Programs

Description of the Department The Office of Gifted and Talented Education supports the development and implementation of differentiated curriculum and instruction to appropriately challenge the abilities of students capable of achieving advanced levels. The office works with schools, offices, and other agencies to implement Gifted and Talented Education Grades K-12 consistently throughout the system according to Board Policy and Rule 6401. It also provides differentiated professional development in research-based instructional practices that enables all students to maximize their learning.

Goals for 2012-2013

Support the systemwide implementation of board policy,

rule, and procedures for the Gifted and Talented (GT) program for monitoring and reporting of student participation and retention.

Support the implementation of graduate-level cohort

programs for teachers to develop competencies in GT education.

Provide ongoing, systemwide professional development in

the effective use of differentiated instruction to meet the needs of students enrolled in gifted and talented programs.

Implement and support the GT articulation between

elementary and middle schools and between middle and high schools.

Implement and support comprehensive GT services at the

elementary, middle, and high school levels.

Implement the Gifted and Talented Education Program

Handbook of Procedures for Implementing the Gifted and Talented Program in elementary, middle, and high schools.

Provide professional development in the effective use of

the school referral and review process in order to improve the identification of GT students.

Collaborate with offices to provide GT services to address

the needs of English language learners and twice exceptional learners.

Expand the MESA (Mathematics Engineering Science

Achievement) program.

Provide ongoing review of the support for the Primary

Talent Development (PTD) program for all students Grades PreK-2 to support access to and achievement in GT education.

Provide ongoing, differentiated Primary Talent

Development professional development to Grades PreK-2 teachers to facilitate systemwide implementation of the program.


Budget Highlights

A decrease of 2.0 professional FTEs, and 0.5 clerical FTE, transferred to Magnet Programs, as a result of reorganization.


Gifted and Talented Programs


Health, Physical Education, and Dance

Description of the Department The Offices of Health Education, Physical Education, and Dance represent three content areas for Grades K-12 which provide relevant and effective curricular programs, professional development, assessments, and instructional support to schools based on current research and best practices. These programs collectively assist students in developing the psychomotor, cognitive, and affective domains, and address current and major public health concerns. They provide content-related opportunities for students to understand and apply personal decisions about their health and fitness for a lifetime.

Goals for 2012-2013

Research, develop, and implement curricular programs and

assessments in health, physical education, adapted physical education, and dance which meet the needs of all students.

Support student achievement by conducting professional

development activities to improve teacher skills in

differentiating instruction, identifying learning preferences, increasing rigor, assessing student performance and knowledge, and integrating academic content.

Support student achievement by researching and providing

activities that enhance and enrich programs.

Provide new trainings and annual updates for teachers to

comply with federal and state mandates.

Supplement existing curricula with workshops to increase

teacher skills to provide safe and orderly learning environments.

Purchase large equipment for use in all schools such as:

fitness equipment, movement education equipment, table tennis tables, and heart adventure courses to provide equal access for all students.

Purchase 21st Century technological equipment, materials,

and resources to enhance existing programs and support countywide initiatives.

Provide safety maintenance inspections for technological equipment, materials, and resources to enhance existing programs and support countywide initiatives.


Music


The Office of Music serves as a catalyst for the development, implementation, and evaluation of the music curriculum in Baltimore County Public Schools. Guided by the Blueprint for Progress, the State Curriculum, and the Maryland State Essential Learner Outcomes for Fine Arts, and other major initiatives, the office provides direction and support for schools in delivering a comprehensive, engaging, and challenging music program for all children in Grades K-12. Enrichment opportunities are offered countywide to provide students with additional experiences in order to develop higher levels of performance skills. Baltimore County Public Schools was recognized by the

President’s Committee on the Arts and Humanities as a school system offering high quality fine arts education for all students. Additionally, Baltimore County was named as one of the “Best 100 Communities for Music Education in America” by the American Music Conference in 2004, 2006, 2007, 2008, 2009, 2010, and 2011.

Goals for 2012-2013

Provide support to school music programs with regard to the

needed replacement of equipment and instruments, as well as the repair and maintenance of the existing inventory.

Aid schools with the purchase of multimedia resources

including textbooks, classroom instruments, and additional materials required to deliver the curriculum.

Provide professional development experiences and support

services that will enable teachers to maximize student achievement in the music classroom.

Offer a comprehensive and varied program of music

enrichment activities for all students from elementary to high school levels.


Music


Visual Arts


The Office of Visual Arts will support the superintendent’s initiatives, in the Blueprint for Progress, by developing and refining curriculum that aligns with state and national standards with emphasis on developing students who are life-long learners, and effective problem solvers that are equipped with skills to succeed in the 21st Century. The Office of Visual Arts monitors data to ensure high levels of student achievement and encourages teachers to share “best practices” so that all students are given every opportunity for success. The office stays current with trends and changes in technology as it has taken an important place in the visual arts classroom. The office encourages teachers to take an active role in professional development and nurtures them to become future leaders. The

office facilitates an arts integration teaching model in the early learning years to foster student engagement and achievement.

Goals for 2012-2013

Work within the guidelines set by Baltimore County Public

Schools to develop curriculum and monitor the written, taught, and assessed curriculum.

Conduct ongoing professional development activities to

improve teacher skills in differentiating curriculum, portfolio development and assessment, increasing participation in AP portfolio reviews, technology, and arts integration in the core content areas.

Maintain program standards by collecting student

performance data to assess effectiveness or program implementation, highlighting student achievement through exhibits and activities.

Maintain visual arts classrooms, kilns, equipment, and

supplies working within safety guidelines.

Provide ongoing content specific support to teachers and principals through classroom visits and observation feedback.

Budget Highlights

A one-time increase of $112 thousand for kiln and ventilation system replacements for 14 schools.


Special Education

Description of the Department The Office of Special Education seeks to improve the performance of students with disabilities, and assist in narrowing the achievement gap by ensuring equal access to the general education curriculum, and differentiated instruction in the least restrictive environment (LRE). Special education and related services staff are allocated to support the provision of a free appropriate public education (FAPE) to students with disabilities in the least restrictive environment. The office, which supports schools in the provision of special education and related services to approximately 13,333 identified students, also monitors compliance with special education level mandates throughout the Baltimore County Public Schools.

Goals for 2012-2013

Balance and align between compliance and instruction to

improve performance on the Maryland School Assessment (MSA) and High School Assessment (HSA) for students with disabilities. Assist schools in narrowing the achievement gap by ensuring equal access to the curriculum and differentiated instruction in the least restrictive environment.

Support student achievement and adequate yearly

progress (AYP) for students with disabilities from birth-to-21 years by assisting schools in finding solutions to identify student supports existing within the school, providing staff training needs, and assist with data collection.

Empower schools and service providers to ensure

compliance with state and federal mandates as they

implement individualized educational plans (IEPs) to provide a free appropriate public education in the least restrictive environment.

Provide a continuum of identified educational services in the least restrictive environment.

Budget Highlights

An increase of 1.0 support staff FTE, transferred from school-based Special Education clericals.

An increase of 4.1 therapist FTEs, and a decrease of 4.1 assistant therapist FTEs.

A decrease of 1.0 support staff FTE, and $45 thousand, as a result of staffing reductions.

A decrease of 1.0 professional FTE, and $84 thousand, as a result of staffing reductions.



Special Education


Executive Director STEM

Description of the Department The Department of Science, Technology, Engineering, and Mathematics (STEM) provides leadership and expertise in the development of curriculum in assessed areas such as science and mathematics as well as non-assessed areas that include Library Information Services, Career and Technology Education, and Instructional Technology. The department uses research-based programs and strategies to help identify instructional best practices that align curriculum with the state Curriculum and Core Learning Goals and support the vision of graduating students who are college-ready, work-ready and/or military-ready. Additionally, STEM works collaboratively with local and regional businesses, other government agencies, and higher educational institutions in an effort to employ innovative, cutting-edge technologies and instructional programs that will inspire, engage, and prepare students for STEM occupations.

Goals for 2012-2013

Monitor effective implementation, development, and

refinement of the STEM curriculum in support of improved student achievement.

Ensure that all students meet or exceed the goals outlined in

Goal One of the Blueprint for Progress.

Collaborate with curriculum and instruction offices and

school administrators to provide innovative programs and cutting-edge technology to Baltimore County Public Schools.

Support MSDE’s STEM initiative and Educator Effectiveness

Academy activities as outlined in the Race to the Top grant.

Develop initiatives that are researched-based and promote “trans-disciplinary” activities.

Partner with CCBC and the county government to help

create a partnership organization—the Baltimore County STEM Alliance—that promotes student achievement and guides more students toward STEM career opportunities.

Use STEM as a focus for cross-content teaching in both

elementary and middle schools.

Solicit increased support from STEM businesses and the

technology industry.

Monitor the implementation and effectiveness of the Race to

the Top projects that involve the Department of STEM.

Work with the assistant superintendents and school

principals to guide and oversee the transition to Common Core State Standards and the new PARCC assessment system.



Executive Director STEM


Career and Technology Education

Description of the Department Career and Technology Education is a curriculum office in the department of STEM, Division of Curriculum and Instruction. The Career and Technology Education office is seven distinct offices united under a joint mission. These offices include: career and technology education, business education, family and consumer sciences, junior reserve officer training corps (JROTC), school to career transition, technical programs, and technology education. The mission of Career and Technology Education is to provide expertise to schools as they deliver integrated programs, which prepare learners academically, technically, and interpersonally for careers and lifelong learning.

Goals for 2012-2013

Increase student achievement by correlating indicators in

career completer programs and other Career and Technology Education courses with the High School Assessments (HSA), industry certifications, and the Accuplacer assessments, and by conducting teacher professional development in these areas.

Increase student achievement through comprehensive career

information initiatives, and by increasing the opportunities for students and educators to participate in safe and structured work-based experiences.

Promote safe schools through repair, replacement, and

service of Career and Technology Education laboratory equipment.

Provide for efficient use of resources by purchasing business

-industry-validated equipment, software, and instructional materials.

Provide for efficient use of resources by implementing

equipment inventory procedures, processes, and repair profiles to make data-driven decisions.

Conduct long-term planning with middle and high schools

for program improvements in new or renovated facilities.

Support the implementation of Maryland State Department

of Education (MSDE) programs of study, and model Career and Technology Education programs within the framework of the Maryland career clusters.



Career and Technology Education


Instructional Technology

Description of the Department The Office of Instructional Technology provides leadership and support for technology integration in teaching and learning to improve teacher productivity and student performance. The office’s work is based upon national and state standards for technology literacy for students, teachers, and administrators and upon the Framework for 21st Century Learning, which describes the skills, knowledge, and expertise that our students must master to succeed in work and life in the 21st Century. In-school and systemwide support is provided to technology integration teachers and technology liaisons in their work with students and teachers, and to school leaders as they plan and implement technology-integrated strategies to meet school

improvement plans. The office collaborates with curriculum offices to ensure the effective integration of technology into the curriculum in all content areas and facilitates the instructional software evaluation process to identify software and Web resources that meet curricular goals. Professional development opportunities in technology integration that support research-based instructional practices and meet the Maryland Professional Development Standards for Teachers are delivered systemwide through workshops, in-service courses, and institutes. Graduate level cohort programs, which lead to Master’s degrees in educational technology, are made available through collaboration with local universities. A graduate level certificate program in school leadership in technology integration is available to school teams that include administrators. Ensuring that administrators and teachers become independent and effective users of technology is critical to the success of the students. The Office of Instructional Technology provides e-Learning programs, which includes online AP and gneral education courses for students, the development and delivery of online courses for teacher professional development, and the use of Web-based 21st Century tools such as wikis, VoiceThread, podcasting, and Webinars for teacher and students to collaborate and share resources online. Twenty-first Century learners will increasingly work in online environments which provide flexibility and meet the need for high-quality instruction as students prepare to live in a technology and media-driven environment marked by access to an abundance of information, rapid changes in technology tools, and the ability to collaborate and make individual contributions as citizens of the world.

Goals for 2012-2013

Provide technology integration leadership to schools and

offices to support the implementation of school improvement plans, differentiated instruction, and best practices in integrating technology into 21st Century teaching and learning.

Provide onsite support to technology integration teachers and instructional technology liaisons as they work to support teachers in the utilization of technology resources to improve instructional practice.

Provide support to curriculum offices that focuses on the

integration of instructional technology into the curriculum, and includes the provision of technology integration specialists for curriculum development teams, and

professional development for department chairs and curriculum designers and writers.

Provide a variety of systemwide and school-based high

quality professional development opportunities including cohort programs, in-service courses, and workshops for teachers and administrators in technology integration that supports research-based instructional practice, meets the Maryland Teacher Technology Standards, the Maryland Technology Standards for School Administrators, the Maryland Technology Literacy Standards for Students, and the Maryland Teacher Professional Development Standards.

Facilitate the implementation of the Instructional Software

and Web-Based Resources Evaluation Process to identify instructional software and Web-based resources that align with curricular goals, and provide equity and standardization of resources that meet accessibility standards.

Facilitate online learning initiatives which include online AP

and general education courses for secondary students, and the provision of Web-based communication, and collaborative tools such as wikis, VoiceThread, and Webinars for schools and offices.



Instructional Technology


Library Information Services

Description of the Department The Office of Library Information Services provides leadership in developing PreK-12 school library media programs to support student achievement. It ensures that students and teachers have equitable access to an organized and centrally managed collection of library resources, instructional materials, and information technologies in order to improve instruction, accelerate student learning, and facilitate student critical thinking, problem solving, and research. The mission of the Library Media program of instruction is to prepare students as “knowledge workers” by integrating information and technology literacy skills with all curricular content. It is a catalyst that inspires students to choose reading for pleasure by providing an age/level appropriate and current collection of reading

materials. It provides comprehensive services related to the organization and management of print, digital, video-on-demand resources, and related information technologies to provide equitable instruction and access by the educational community to information resources that support the teaching and learning of the Maryland Voluntary State Curriculum, the Maryland Core Learning Goals, and the personal interests and academic pursuits of all students.

Goals for 2012-2013

Provide quality and diverse library media center resource

collections to ensure that all students have equitable access to books, media, virtual, and digital resources to support classroom instruction and research.

Use technology to effectively and efficiently manage

school library collections through the use of a centrally administered Destiny Online Public Access Catalog (OPAC), a Web-based union catalog and inventory system of Grades K-12 library collections in all schools.

Actualize and optimize the vision for 21st Century learners

through digital curriculum design, integration of information resources, management of digital assets, and evaluation and selection of audiovisual equipment and technology related tools.

Design, refine, and implement new Web-based Grades K-

12 Online Research Models in concert with new curriculum development as best practices in information and technology literacy instruction and engaging student research, critical thinking, and problem solving.

Engage students in independent research using the Web-

based interactive curriculum pilot that was collaboratively developed by all curricular offices and to be implemented cooperatively by LIS, GT, and CTE.

Provide 24-hour access to authoritative digital content,

virtual resources, and online database resources for students, staff, and parents from school and home.

Integrate the Standards for 21st Century Learners (AASL)

with all curricula to ensure that all students have the knowledge and preparation for success in the 21st Century.

Pilot the Library Media Curriculum Grades 1-5, collect data

and feedback, monitor implementation, and make revisions.

Keep the community informed on educational research, issues, policies, and best practices through the information services of the professional research librarian.

Support the systemic initiative to increase student

independent reading of 25 books per student by providing a collection of high-interest, age/level appropriate reading materials that utilize Education That is Multicultural guidelines to meet the needs of a diverse student population.

Manage and maintain onLINE: The Librarians’ Network for

the Essential Curriculum as the BCPS portal to evaluated Internet resources, links to digital assets, and educational information.

Provide staff development to teachers and library media specialists in the effective use and integration of virtual and digital resources such as Safari Montage video-on-demand, digital and virtual resources, interactive technologies, and 21st Century technology tools.

Expand educational outreach to students and their families

in the safe and ethical use of information technologies.



Library Information Services


Description of the Department Science PreK-12

Description of the Department The Office of Science PreK-12 provides vision, guidance, and expertise to the school district, the schools, and the instructional and administrative staff on the development, implementation, and assessment of the Science PreK-12 and Outdoor Science curricula. These efforts support the achievement for all students in STEM education. The Office of Science PreK-12 communicates the mission and goals of the school system’s program with state and local agencies, businesses, and parents, while developing partnerships to further goals and access resources.

Goals for 2012-2013

Provide the vision, direction, and leadership for designing,

implementing, and assessing the Science Education Program PreK-12 in the Baltimore County Public Schools.

Align the BCPS Essential Curriculum with the MSDE State

Curriculum.

Monitor the implementation of the Science Education

Program PreK-12 across the school district.

Monitor the implementation of the science, technology,

engineering, and mathematics programs at the Chesapeake High School STEM Academy.

Provide ongoing professional development for teachers and administrators necessary to effectively implement and monitor the Science Essential Curriculum PreK-12.

Develop curricula and assessments for core and elective

science courses at the elementary, middle, and high school levels.

Adopt and utilize various forms of technology to enhance

and enrich science instruction at the elementary, middle, and high school levels.

Measure and report student achievement of the curricula

PreK-12.

Oversight and implementation of the elementary science and secondary science STEM fairs.

Develop, revise, implement, and monitor Outdoor Science

programs at the elementary, middle, and high school levels.



Description of the Department Science PreK-12


Mathematics PreK-12


The mission of the Office of Mathematics PreK-12 is for all

Baltimore County Public School students to learn rigorous

mathematics in an active, engaging environment and be taught

by effective, highly qualified teachers. Instruction will be

appropriate for every student and will integrate cutting-edge

technology into an application-based mathematical program

building the foundation for interested students to step into the

world of science, engineering, and applied and pure

mathematics. Teachers in mathematics classrooms will create an

instructional environment for students to gain an appreciation of

mathematics and to understand how mathematics is a viable

subject connected to all aspects of everyday life.

The Office of Mathematics PreK-12 coordinates the development of mathematics curricula and programs, the identification and selection of instructional materials and appropriate classroom resources, and professional development activities designed to improve the teaching and learning of mathematics and to support the goals of the state curriculum and the school system.

Goals for 2012-2013

Ensure that all students will pass the Algebra I High School

Assessment (HSA) by the end of Grade 9.

Ensure that all students will meet or exceed Maryland

School Assessment (MSA) standards.

Support the completion of Bridge Projects for all students

through an efficient scoring process of all submitted mathematics projects.

Monitor the implementation of the elementary mathematics

program that will promote student achievement in mathematics in order to meet Maryland content and assessment expectations.

Provide professional development for elementary and

middle school teachers in instructional strategies that

support student achievement on BCPS short-cycle assessments, benchmarks, and the MSA.

Monitor Algebraic Thinking, a middle school mathematics

program that ensures that all students meet or exceed MSA standards and are prepared to pass the Algebra I Maryland HSA on the first attempt.

Provide professional development for algebra teachers in

instructional strategies that support student achievement on BCPS short-cycle assessments, benchmarks, final exams, and the HSA Algebra and Data Analysis.

Collaborate with the Offices of Special Education and World Languages to develop differentiated mathematics programs to ensure that all diploma-bound students are achieving at proficient levels.

Ensure that all middle school mathematics teachers are

highly qualified in mathematics.

Increase teacher capacity in the teaching and learning of

mathematics.

Support identified low-performing schools at all grade

levels in mathematics.

Initiate the curriculum revisions and professional

development needed to transition the alignment of the Baltimore County mathematics program to the Common Core State Standards.



Mathematics PreK-12


Equity and Cultural Proficiency Equity and Cultural Proficiency

Description of the Department The Office of Equity and Cultural Proficiency works with schools, offices, and the community to ensure that implementation of the mission and goals of the school system meet quality standards and address effective and equitable outcomes for all students. Funding for efforts including professional library, materials, resources, and professional development in diversity, Education That Is Multicultural, minority achievement for schools and offices, Future Educators Association, translations of systemic documents, and other initiatives have been derived from the Minority Achievement monies appropriated to our schools. The office also develops and pilots programs targeted to various minority student groups using an action research model

approach. After piloting, these programs are infused systemically. The office continues such projects in order to establish a research foundation prior to broader or systemwide implementation. The Office of Equity and Cultural Proficiency also provides funding for expenses associated with such initiatives that target minorities and diverse student groups.

Goals for 2012-2013

Ensure total compliance with the Maryland State Education

That is Multicultural Regulation throughout BCPS.

Assist schools and offices with development, implementation,

and monitoring of comprehensive strategies to eliminate achievement disparities and establish equitable outcomes among all students.

Monitor and assess practices throughout the organization

that impact minority achievement, including administration, curriculum, instruction, climate, and instructional resources.

Assist schools and offices in effecting strategies and meeting

standards outlined as indicators of student achievement in the Blueprint for Progress.

Assist schools and offices in pursuing initiatives and

programmatic interventions that enhance achievement as well as self-esteem among minority students.

Assist schools and offices in promoting the value of cultural

diversity and heritage as well as the contributions of individuals and groups representing diverse backgrounds in a pluralistic society.

Assist schools and offices in providing programs and

initiatives that enhance student achievement as well as students’ self-worth and academic expectations among various diverse groups.



Equity and Cultural Proficiency

Documents

Curriculum and Instruction - Baltimore County … on Quality: Committed to Excellence Page 223 FY13 Adopted Operating Budget Curriculum and Instruction Overview