QUEEN ANNEâ€™S COUNTY PUBLIC SCHOOLS

Excellence by Design (SV) (2010) Page SAIQ-1 Self-Study Document Self Assessment of Adherence to the Indicators of Quality for Curriculum, Instruction and Assessment

©2010, Middle States Commissions on Elementary and Secondary Schools

QUEEN ANNE’S COUNTY PUBLIC SCHOOLS

SELF-STUDY REPORT

SECTION 5: SELF-ASSESSMENT OF THE INDICATORS OF QUALITY FOR

CURRICULUM, INSTRUCTION, AND ASSESSMENT IN STUDENT PERFORMANCE

AREAS IN NEED OF GROWTH AND IMPROVEMENT

February 10, 2012



SELF-ASSESSMENT OF THE INDICATORS OF QUALITY FOR CURRICULUM, INSTRUCTION, AND ASSESSMENT IN STUDENT PERFORMANCE AREAS IN NEED OF GROWTH AND IMPROVEMENT

Introduction

Annually, Queen Anne’s County Public Schools (QACPS) conducts an in-depth analysis of student

performance data, and examines what in the curriculum, instructional programs, practices and

assessments contributed to the successes or failures. The format for this analysis follows the format

required by the Maryland State Department of Education in the Race to the Top (RTTT)/ Bridge to

Excellence (BTE) Annual Update Guidance Document Part I. The analysis begins on page 50 of that

document.

The self assessment presented below follows the format provided Middle States EbD/SV protocol. It

focuses the self-assessment on the curricular areas of Mathematics and Reading/English/Language Arts

and the subgroup of students with disabilities.



Curricular Component: Mathematics

Note: Additional analysis is found in the RTTT/ BTE Master Plan Part I.

Committee Members

Name Role

Jeanine Brizendine Elementary Math Specialist

Lynn Beauchamp “ “ “

Kathy Fowler “ “ “

Terri Gloyd “ “ “

Allison Hall “ “ “

Laura Phillips “ “ “

Kathy Quensenberry “ “ “

Lauren Bardsley Middle Level Math Specialist

Laura Harding “ “ “

Gail Johnson “ “ “

Theresa Wheeler Middle Level Math Specialist



Instruction: The self-assessment is conducted using the following rating scale:

Rating of Adherence to the Indicator

1. Does Not Meet The evidence indicates the school system does not meet the expectations of this

Indicator

2. Partially Meets/In Need of

Improvement

The evidence indicates that the school system meets the expectations of this Indicator

partially and is in need of improvement

3. Meets The evidence indicates the school system meets the expectations of this Indicator

3. Exceeds The evidence indicates the school system exceeds the expectations of this Indicator

Instructions:

1. Report the results of the school system’s self-assessment of the degree to which it meets the Indicators of Quality

in the tables below.

2. Report the results of the self-assessment by providing an average rating from all stakeholder groups, or it may

report the results by stakeholder sub-group (e.g., students, parents, staff, etc.).

C.1. CURRICULUM INDICATORS OF QUALITY

CI.1 – CI.20: Indicators for all school systems

Indicator 1 2 3 4 Comment / Evidence

CI.1. The development of the curriculum is based on a

thorough assessment of the basic concepts, skills, and

knowledge required of all students to fulfill the stated

goals of the program.

District curriculum is

aligned with Maryland

State Standards.



CI.2. The curriculum has established priorities, objectives, and

goals for all courses and units within the program that are

based on clearly defined expectations for all students.

CI.3. The curriculum is designed to ensure the alignment of

teaching strategies, learning activities, instructional

support, instructional resources, and assessment.

CI.4. The curriculum defines desired student outcomes as

expressed in terms of student understanding, knowledge,

attitudes, skills, and habits.

CI.5. The curriculum provides experiences that promote

students’ critical thinking, reasoning, problem-solving

skills, and study skills.

CI.6. The learning expectations of the curriculum address the

diverse learning needs of the students without compromising the

essential knowledge and skills students are expected to learn

Lessons are

differentiated to meet

the diverse needs of

students.

CI.7. Course objectives in the curriculum are simply stated and

understandable to students

CI.8. The skills and knowledge of the curriculum are well-

articulated and coordinated between all teachers at each

grade level and by teachers across grade levels.

Articulation occurs

between grades at each

building.

CI.9. Elementary, middle level, and secondary level staff

members work cooperatively to provide a meaningful,



and logical progression of learning activities in the

curriculum

CI.10. The curriculum is designed to foster active involvement of

students in the learning process.

CI.11. Instructional activities in the curriculum provide

opportunities for both exploration and specialization in

the content

Exploration activities

are included in

instructional lessons.

CI.12. The curriculum’s objectives and expectations for learning

are understood and supported by the school system's

community’s stakeholders.

CI.13. Parents and students are provided appropriate

opportunities to provide input into the development of

curriculum.

Curriculum documents

are available for parent

review.

CI.14. Written curriculum guides identify objectives and define

the scope and sequence of the curriculum. The guides are

functional and in use.

.

Guides are reviewed

annually and updated

as needed.

CI.15. Learning materials used in the curriculum are current and

are selected to fulfill the goals and objectives of the

curriculum.

Materials need to be

updated to match

CORE standards as this

transition occurs.



CI.16. Current best practices in, including the use of technology

and other media, are considered in the selection of learning

materials and media.

CI.17. Decisions made regarding the curriculum are based on

data about student performance, knowledge about

organizational development, and research about best practices in

curriculum, instruction, and assessment

CI.18. The content and instructional activities in the curriculum

are consistent with the school system’s

philosophy/mission.

CI.19. Administrative leadership and support are provided in the

coordination and articulation of the curriculum.

CI.20. The curriculum is reviewed and evaluated regularly and

systematically. The curriculum review/evaluation process

includes safeguards to ensure that the written curriculum

is actually taught. The review process focuses on what is

to be deleted from the curriculum as well as what is to be

added.

This done through

summer workshops

with follow-up

observations and

periodic briefings at

MD State Department

of Education.



C.2. INSTRUCTION INDICATORS OF QUALITY

II.1 – II.11: Indicators for all school systems

Indicator 1 2 3 4 Comment/ Evidence

II.1. A variety of teaching strategies and techniques is

used to meet the needs of individual students in the

curriculum

II.2. The scope and pacing of lessons in the curriculum

are appropriate for the students.

Pacing is monitored by

Math Specialists – pacing

charts reviewed each

summer.

II.3. Provision is made for appropriate amounts of

learning time for all aspects of the curriculum.

School schedules reviewed

for content times.

II.4. Students are provided with additional assistance to

address specific learning challenges in the

curriculum when needed.

Intervention programs for

targeted students are

provided.

II.5. Students and teachers demonstrate mutual respect

toward each other in classes.

II.6. Students demonstrate an understanding of cultural

differences by maintaining respect for each other in

classes.

II.7. Class sizes promote and allow for varied

Budget constraints have



instructional strategies to be used. boasted class sizes at some

grade levels.

II.8. Meaningful and frequent communications with

parents are used to promote student learning in the

curriculum.

II.9 Members of the faculty are qualified, competent, and

dedicated to the objectives of the curriculum.

II.10. Members of the faculty maintain safe, positive, and

supportive classroom environments

II.11. The faculty is provided with continuing professional

growth activities that support the effective

fulfillment of curriculum objectives. Support for

effective use of research-based instructional

practices is provided to teachers.

With furlough days this

school year, this has been a

challenge. district level

Professional days were lost.

C.3. ASSESSMENT INDICATORS OF QUALITY

In the comment section you may want to include information regarding all levels of assessment

(classroom, benchmark/quarterly and state assessment).

Indicator 1 2 3 4 Comment/Evidence

AI.1. Assessment of student learning and performance is

aligned with curriculum and instruction in the

curriculum



AI.2. A variety of methods for assessing student learning

is used in the curriculum.

Formative and

Summative

assessments.

District Level

Quarterly test

AI.3. Assessment results in the curriculum are analyzed

with appropriate frequency and rigor for:

a. individual students as they move through

courses in the curriculum

b. cohorts of students as they move through courses

in the curriculum

c. comparable (local, state, and national) groups

outside of the school system.

AI.4. The assessment of student learning and performance

in the curriculum enables students to monitor their

own learning progress and teachers to adapt their

instruction to students’ specific learning needs.

AI.5. Records of students’ learning and performance are

maintained in the curriculum.

Performance

Matters is the data

warehouse used.*

AI.6. Timely and useful evaluative information and

feedback regarding learning in the curriculum is

provided to students and parents (as appropriate).

AI.7. Assessment data on student learning are used to

measure the presence or absence of achievement in

the curriculum.




identify students needing additional support in the

curriculum.

AI.9. Placement/enrolment in courses in the curriculum is

based on a thorough analysis of students’ interests

and potential as well as on students' past

performance.

AI.10. Students in the curriculum are learning and

performing at levels expected, or progress is being

made to raise results accordingly.

*Performance Matters allows for the monitoring of student achievement, growth over time, tracking of sub group

achievement, data to identify students in need of intervention, grade level performance and school performance.

CONDUCTING A ROOT CAUSE ANALYSIS:

STUDENT PERFORMANCE OBJECTIVES

fter the self-assessment of adherence to the Indicators of Quality for Curriculum, Instruction, and Assessment,

has been completed, the committee(s) assigned to this task will conduct a root cause analysis to determine the

reason(s) for any gaps between the current student performance and the levels of student performance in each

component of the educational program for which a self-assessment has been conducted.

The root cause analysis process is shown below:

A



Analysis of Root Causes

Curriculum Design Issues

Content

Are the skills required for

improvement in student

performance included in the current

curriculum?

YES NO

Data to support your conclusion:

District curriculum is aligned with Maryland State Standards. Skills are “back-

mapped” to develop logical sequencing of instruction.

Hypothesis derived from your

conclusion:

Student performance should improve with instruction matched to standards.

Sequence



performance scheduled to be taught

before the administration of the

assessment?

YES NO




Data to support your conclusion: Pacing guides are aligned to the MSA standards.


conclusion:

If teachers follow pacing guides, all topics/skills should be taught.

Pacing



performance given sufficient time

in the current pacing of the

curriculum?

YES NO


Unit test scores/quarterly results are low. Topics not covered or insufficient time

to re-teach missed skills.

Format



performance taught in a format

consistent with the format in which

they will be tested?

YES NO


Curriculum alignment to MSA standards.





conclusion:

If MSA format questioning is used during instruction, the students will be

familiar with the format on assessments.

Curriculum Delivery Issues

Teacher Awareness of Content

Are teachers aware that the skills

required for improvement in

student performance are included

in the current curriculum?

YES NO


Curriculum aligned with MSC.

Professional development on the alignment with staff.


conclusion:

If teachers use the pacing guide and the MSC, students should have experienced

skills to be assessed.

Teacher Awareness of Sequencing


required for improvement in YES NO




student performance are scheduled

to be taught prior to the

administration of the assessment?


Curriculum pacing guides and quarterlies.


conclusion:

If teachers follow the Guides, the students should be prepared for the

assessments.

Teacher Awareness of Pacing

Are teachers spending the specified

time on the skills required for


performance?

YES NO


Quarterly scores support the time teachers spend on required skills. They match

to MSC standards.


conclusion:

If students score well on quarterly, teachers have spent the specified time on the

skills students are required to demonstrate.

Teacher Awareness of Format




Are teachers aware of the

assessment objectives and the

format in which the skills required

for improvement in student

performance will be tested?

YES NO


Assessment limits on the Curriculum Guide

Public Release Items/Mdk12 website.

Professional Development Agendas


conclusion:

Teachers who have utilized the MDk12.website, participated in school system

designed and delivered professional development, engaged in professional

learning community dialogue and/or collaborative lesson study activities are

aware of the assessment limits and format in which assessed skills will be tested.

Teacher Resources

Do teachers have the resources they

will need to provide initial

instruction and supplementary or

remedial instruction and formative

assessment of the skills required for


performance?

YES NO


Additional resources listed in curriculum guides.

Intervention programs for remediation do not meet the needs of all




students.


conclusion:

If assessment limits on MSC are followed, student performance will improve. If

intervention needs match student weakness, student performance will

improve.

Teacher Skills

Do teachers have the professional

knowledge and skills to teach

students the skills required for


performance?

YES NO


Many elementary teachers do not have strong math backgrounds. Middle and

high have passed the Praxis. Lack of professional days for training.


conclusion:

Addition of professional development time would provide opportunity to build

content knowledge and strategies leading to in-depth instruction and greater

student performance.



Findings and Next Steps:

Strengths in Support of Student Achievement: Academic progress is measured each year by administering the Maryland School Assessment (MSA) grades 3 – 8 and

the Maryland High School Assessment (HSA) for Algebra I. For the 2010-11 school year, Queen Anne’s County

elementary schools demonstrated a 93.3% proficiency score in mathematics, scoring first (1st) in the state in grades 4

and 5 and 2nd in the state for grade 3. Grades 6 and 8 ranked 4th and 6th in the state respectively. Those students taking

the Algebra HSA scored a 91.7% pass rate (compared to 83.6% for the state) which resulted in a ranking of 6th in the

state.

Areas for Growth and Improvement: The sub group of Special Education students has demonstrated academic growth, but not sufficient enough to close the

gap and resulted in several schools not making AMO/AYP. Our district has five (5) schools in alert due to low scores

of this sub group in math…1 high; 2 middle, and 3 elementary.

Next Steps: The Leadership Team of each of the alert schools meets every three weeks with the Director of Curriculum and

Instruction, the Math Supervisor, the Supervisor of Special Education and Supervisor of Title 1 programs (only for Title

1 schools). Data was/is reviewed; root causes examined; intervention programs and delivery of these programs

reviewed; action plans developed; and identified students monitored as to progress.

How does the result of this self –assessment relate to the analysis and strategies for improvement

listed in the 2011 Master Plan Annual Report and Action Plan? What if anything is missing and



should be added in the next update?

The self-assessment supports the data and the strategies for improvement as stated in the 2011 Master Plan. The

concerted efforts at each of the alert schools should be included in the next update.

EVIDENCE TO SUPPORT THE SELF-ASSESSMENT OF ADHERENCE TO THE

INDICATORS OF QUALITY FOR CURRICULUM, INSTRUCTION, AND

ASSESSMENT

Evidence School System

Scope and sequence for this component of the educational program Syllabi for this component of the educational program Written curriculum guides for this component of the educational program Record of review/revision of this component of the educational program Examples of assessments used to determine levels of student achievement/performance Exemplars of student work within this component of the educational program

Record of professional development activities related to this component of the educational

program



Curricular Component: Reading/English/Language Arts

Note: Additional analysis is found in the RTTT/ BTE Master Plan Part I.

Committee Members

Name Role

Kathryn Draper Supervisor of Instruction

Elaine O’Neal Supervisor of Instruction

Lauren Cornwell Reading Specialist, STMS

Cathy Crew Reading Specialist, CHES

Michelle Dewey Reading Specialist, SMS

Linda Gent Reading Specialist, CES

Karen Hanson Depart. Coordinator, English

Karen Hipps Reading Specialist, BES

Michelle McNeil Reading Specialist, KIES

Patricia Muller Reading Specialist, CMS

Mary Lou Nelson Reading Specialist, GES

Robin Plummer Reading Specialist, KES

Stacey Rankin Reading Specialist, MES

Barbara Thurber Reading Specialist, SES



Instruction: The self-assessment is conducted using the following rating scale:

Rating of Adherence to the Indicator

1. Does Not Meet The evidence indicates the school system does not meet the expectations of this

Indicator

2. Partially Meets/In Need of

Improvement

The evidence indicates that the school system meets the expectations of this Indicator

partially and is in need of improvement

3. Meets The evidence indicates the school system meets the expectations of this Indicator

4. Exceeds The evidence indicates the school system exceeds the expectations of this Indicator

Instructions:

3. Report the results of the school system’s self-assessment of the degree to which it meets the Indicators of Quality

in the tables below.

4. Report the results of the self-assessment by providing an average rating from all stakeholder groups, or it may

report the results by stakeholder sub-group (e.g., students, parents, staff, etc.).

C.1. CURRICULUM INDICATORS OF QUALITY

CI.1 – CI.20: Indicators for all school systems

Indicator 1 2 3 4 Comment / Evidence

CI.1. The development of the curriculum is based on a

thorough assessment of the basic concepts, skills, and

knowledge required of all students to fulfill the

ES

X

MS/HS

ES/MS/HS:The use of the Maryland

State Curriculum



stated goals of the program.

X

CI.2. The curriculum has established priorities, objectives,

and goals for all courses and units within the

program that are based on clearly defined

expectations for all students.

ES

X

MS/HS

X

CI.3. The curriculum is designed to ensure the alignment

of teaching strategies, learning activities,

instructional support, instructional resources, and

assessment.

ES

X

MS/HS

X

CI.4. The curriculum defines desired student outcomes as

expressed in terms of student understanding,

knowledge, attitudes, skills, and habits.

ES

X

MS/HS

X

CI.5. The curriculum provides experiences that promote

students’ critical thinking, reasoning, problem-

solving skills, and study skills.

ES

X

MS/HS

X

ES: Assessment limits are the floor

MS/HS: We do not have study

skills explicitly stated in the

Rdg/LA curriculum

CI.6. The learning expectations of the curriculum address

the diverse learning needs of the students without

compromising the essential knowledge and skills students

are expected to learn

ES

X

MS/HS

X

CI.7. Course objectives in the curriculum are simply stated

and understandable to students

ES

X

ES: Teachers rewrite objectives in

the curriculum in student friendly



MS/HS

X

words

CI.8. The skills and knowledge of the curriculum are well-

articulated and coordinated between all teachers at

each grade level and by teachers across grade levels.

MS/HS

X

ES

X

CI.9. Elementary, middle level, and secondary level staff

members work cooperatively to provide a

meaningful, and logical progression of learning

activities in the curriculum

MS/HS

X

ES

X

ES: Use same graphic organizers,

same vocabulary, articulation

occurs between reading specialists

and grade levels within each elem.

School

MS/HS: Articulation occurs among

reading specialists and there is a

vertical team for MS/HS English

teachers

CI.10. The curriculum is designed to foster active

involvement of students in the learning process.

ES

X

MS/HS

X

ES: The explicit teaching model

CI.11. Instructional activities in the curriculum provide

opportunities for both exploration and specialization

in the content

ES

X

MS/HS

X

ES/MS/HS: The online toolkit offers

instructional ideas, for example the

“Lesson Seeds”

CI.12. The curriculum’s objectives and expectations for

learning are understood and supported by the school

system's community’s stakeholders.

ES

X

MS/HS

X

ES: The school system’s

community stakeholders do not

support education. Our budget is

continually being cut and we are



asked to do more with less.

CI.13. Parents and students are provided appropriate

opportunities to provide input into the development

of curriculum.

MS/HS

X

ES

X

ES: Parents and students are

members of the School

Improvement Team at each school

and while the curriculum is

developed at the state level, SIT

provides an opportunity for

parents to give their input

MS/HS: Our curriculum is set by

the state and adopted by the

system. Any input occurred at the

state level.

CI.14. Written curriculum guides identify objectives and

define the scope and sequence of the curriculum. The

guides are functional and in use.

.

ES

X

MS/HS

X

ES: QACPS uses the Maryland

State Curriculum to drive

instruction. Separate written

curriculum guides are not

developed at the Elementary level

for Reading/LA because they are

not necessary

MS/HS: At high school each unit

for each grade level (English I-IV)

stipulates the objective to be taught

across reading, literature, written

language, research, speaking and

listening

CI.15. Learning materials used in the curriculum are current

and are selected to fulfill the goals and objectives of

the curriculum.

ES

X

MS/HS

X

ES: Schools use an anthology that

was purchased more than 10 years

ago; novels are out of date; funding



is a factor; ES lack informational

text

MS/HS: Schools use the basic text

but have added current materials,

including novels, journals, etc.

CI.16. Current best practices in, including the use of

technology and other media, are considered in the selection

of learning materials and media.

ES

X

MS/HS

X

ES: Technology is not equitable in

schools and schools lacking in

technology are not able to

implement

MS/HS: Lack of hardware at

certain schools makes use of some

materials difficult.

CI.17. Decisions made regarding the curriculum are based

on data about student performance, knowledge about

organizational development, and research about best

practices in curriculum, instruction, and assessment

ES

X

MS/HS

X

ES: Data binders, using

Performance Matters, drilling

down to individual students

CI.18. The content and instructional activities in the

curriculum are consistent with the school system’s

philosophy/mission.

ES

X

MS/HS

X

CI.19. Administrative leadership and support are provided

in the coordination and articulation of the

curriculum.

ES

X

MS/HS

X

CI.20. The curriculum is reviewed and evaluated regularly MS/HS ES: N/A This is done at the state



and systematically. The curriculum

review/evaluation process includes safeguards to

ensure that the written curriculum is actually taught.

The review process focuses on what is to be deleted

from the curriculum as well as what is to be added.

X level; we monitor that the

curriculum is being taught.

C.2. INSTRUCTION INDICATORS OF QUALITY

II.1 – II.11: Indicators for all school systems

Indicator 1 2 3 4 Comment/ Evidence

II.1. A variety of teaching strategies and techniques is used to

meet the needs of individual students in the curriculum

ES

X

MS/HS

X

ES/MS/HS: Interventions are

in place. Techniques in

differentiation are

implemented in the

classroom.

II.2. The scope and pacing of lessons in the curriculum are

appropriate for the students.

ES

X

MS/HS

X

ES: We use data from

quarterly assessments to drive

instruction.

II.3. Provision is made for appropriate amounts of learning time

for all aspects of the curriculum.

MS/HS

X

ES

X

ES: Reading class occurs every

day in every classroom in

every elem school even on

adjusted schedule days.

MS/HS: 3 of 4 MS have

separate reading and LA

classes of 60 min each; High



school classes all meet for 85

minutes for 90 days

II.4. Students are provided with additional assistance to address

specific learning challenges in the curriculum when

needed.

ES

X

MS/HS

X

II.5. Students and teachers demonstrate mutual respect toward

each other in classes.

ES

X

MS/HS

X

II.6. Students demonstrate an understanding of cultural

differences by maintaining respect for each other in classes.

ES

X

MS/HS

X

II.7. Class sizes promote and allow for varied instructional

strategies to be used.

ES

X

MS/HS

X

ES/MS/HS: Budget cuts have

caused schools to lose

teaching positions and class

sizes have increased

II.8. Meaningful and frequent communications with parents are

used to promote student learning in the curriculum.

ES

X

MS/HS

X

ES: Email, newsletters,

Monday Folders, planners,

websites, conferences, letters ‘

phone calls

II.9 Members of the faculty are qualified, competent, and dedicated

to the objectives of the curriculum.

ES

X

MS/HS

X

II.10. Members of the faculty maintain safe, positive, and

supportive classroom environments

ES

X

MS/HS

X



II.11. The faculty is provided with continuing professional growth

activities that support the effective fulfillment of

curriculum objectives. Support for effective use of research-

based instructional practices is provided to teachers.

ES

X

MS/HS

X

ES/MS/HS: Due to budget

constraints and furlough days

we have lost professional

development time. In the past

years, we would have rated

this a “4”

C.3. ASSESSMENT INDICATORS OF QUALITY

In the comment section you may want to include information regarding all levels of assessment(

classroom, benchmark/quarterly and state assessment).

Indicator 1 2 3 4 Comment/Evidence

AI.1. Assessment of student learning and performance is

aligned with curriculum and instruction in the

curriculum

ES

X

MS/HS

X

AI.2. A variety of methods for assessing student learning is

used in the curriculum.

ES

X

MS/HS

X

AI.3. Assessment results in the curriculum are analyzed

with appropriate frequency and rigor for:

d. individual students as they move through courses

ES

X

MS/HS

ES/MS/HS: Data analysis occurs at

all levels: classroom, school,

county



in the curriculum

e. cohorts of students as they move through courses

in the curriculum

f. comparable (local, state, and national) groups

outside of the school system.

X

AI.4. The assessment of student learning and performance in

the curriculum enables students to monitor their own

learning progress and teachers to adapt their

instruction to students’ specific learning needs.

ES

X

MS/HS

X

ES: It depends on the school and

the program. Interventions

provided an opportunity for

students to monitor their own

learning

MS/HS: Students have access to

the online grade book.

AI.5. Records of students’ learning and performance are

maintained in the curriculum.

ES

X

MS/HS

X

ES: Performance Matters, data

binders, green cards that are

passed year to year in cumulative

folders to document interventions

AI.6. Timely and useful evaluative information and

feedback regarding learning in the curriculum is

provided to students and parents (as appropriate).

ES

X

MS/HS

X

MS/HS: Parents can access the

electronic grade book as well.


measure the presence or absence of achievement in the

curriculum.

ES

X

MS/HS

X

ES/MS/HS: Ongoing data analysis

is part of QACPS regular

operation.


identify students needing additional support in the

curriculum.

ES

X

MS/HS

X



AI.9. Placement/enrolment in courses in the curriculum is

based on a thorough analysis of students’ interests and

potential as well as on students' past performance.

MS/HS

X

N/A for Elementary Schools

AI.10. Students in the curriculum are learning and performing

at levels expected, or progress is being made to raise

results accordingly.

ES

X

MS/HS

X

ES/MS/HS: The majority of the

students are, but we still have an

achievement gap between the

aggregate and special education

students



CONDUCTING A ROOT CAUSE ANALYSIS:

STUDENT PERFORMANCE OBJECTIVES

fter the self-assessment of adherence to the Indicators of Quality for Curriculum, Instruction, and Assessment,

has been completed, the committee(s) assigned to this task will conduct a root cause analysis to determine the

reason(s) for any gaps between the current student performance and the levels of student performance in each

component of the educational program for which a self-assessment has been conducted.

The root cause analysis process is shown below:


Curriculum Design Issues

Content



performance included in the current

curriculum?

ES

MS/HS YES NO

A





The Maryland State Curriculum documents provide information for all grade

levels in a scope and sequence.


conclusion:

The written curriculum is provided; teachers may need more practice in unpacking

indicators at the sub skill level

Sequence



performance scheduled to be taught

before the administration of the

assessment?

ES

MS/HS YES NO

Data to support your conclusion: Teachers use the scope and sequence for long range planning to pace instruction.

Teachers use the curriculum to determine assessment limits, pre assess students

and teach the objectives of need.


conclusion:

The challenge is determining whether the pre-assessments are at the appropriate

level of difficulty.

Pacing






performance given sufficient time

in the current pacing of the

curriculum?

ES

MS/HS YES NO


Critical skills are spiraled throughout the grade level curriculum. Standard One is

embedded in Standards Two and Three.

Format



performance taught in a format

consistent with the format in which

they will be tested?

ES

MS/HS YES NO


The explicit teaching model and teacher made/county made assessments match the

state assessment in format. Students with accommodations utilize their

accommodations throughout the school year.


conclusion:

Teaching of skills and format of assessment does not appear to be an issue in the

achievement gap




Curriculum Delivery Issues

Teacher Awareness of Content



student performance are included

in the current curriculum?

ES

MS/HS YES NO


Extensive professional development has been provided. Teachers also use the data

warehouse, Performance Matters to identify indicators of need. Teachers maintain

data binders to track student progress.


conclusion:

Perhaps teachers are not using sufficient time to reteach indicators of need for

targeted students.

Teacher Awareness of Sequencing

Are teachers aware that the skills ES YES NO





student performance are scheduled

to be taught prior to the

administration of the assessment?

MS/HS


A teacher’s scope and sequence within their long range planning. Teachers have

been provided a tool for monitoring the scope and sequence in a resource binder.

Quarterly assessments provide teachers with a framework for their scope and

sequence.


conclusion:

Perhaps not all teachers make use of the monitoring tool. Reading Specialists will

remind teachers of the importance of using the tool.

Teacher Awareness of Pacing

Are teachers spending the specified

time on the skills required for


performance?

ES

MS/HS YES NO


Teachers focus on the 8 essential skills as identified in the curriculum and plan

collaboratively with grade level partners to address the major skills and high needs

indicators.


conclusion:

Teachers need to focus on the 8 essential skills for re-teaching. Spiraling the 8

essential skills throughout the curriculum is essential.




Teacher Awareness of Format

Are teachers aware of the

assessment objectives and the

format in which the skills required

for improvement in student

performance will be tested?

ES

MS/HS YES NO


Assessments are published in the curriculum which all teachers use. County tests

follow the same format of the state test.


conclusion:

Knowledge of assessment format and assessment limits are not factors in the

achievement gap.

Teacher Resources

Do teachers have the resources they

will need to provide initial

instruction and supplementary or

remedial instruction and formative

assessment of the skills required for


performance?

ES

MS/HS YES NO





Resources are available, but not everyone may be making full use of these tools.


conclusion:

Teachers need to actually use all of the resources. Reading Specialists can assist

teachers in locating appropriate materials.

Teacher Skills

Do teachers have the professional

knowledge and skills to teach

students the skills required for


performance?

ES

MS/HS YES NO


Ongoing professional development helps teachers gain knowledge and skills;

however, this year time for PD has been severely limited.


conclusion:

Continuing to use strategies, such as, collaborative planning helps to develop

teacher knowledge and skill, especially in special educators and general educators

work together,.



Findings and Next Steps:

Students attending Queen Anne’s County Public Schools are making progress. Our sub-

groups continue to have an achievement gap. Reading Specialists will continue to

encourage teachers to utilize tools available to assist in their planning, instruction, and

assessment.

Strengths in Support of Student Achievement: Teachers utilizing the explicit teaching

model; monthly Reading Specialists meetings to provide monitoring of program and

professional development

Areas for Growth and Improvement: Performance of special education students,

implementation of differentiation, and strengthening the co-teaching model

Next Steps: Specific action plans have been developed at schools not meeting AYP and that

are in alert. Implementation and monitoring of these plans is currently taking place this

school year.

How does the result of this self –assessment relate to the analysis and strategies for

improvement listed in the 2011 Master Plan Annual Report and Action Plan? What if

anything is missing and should be added in the next update.



The 2011 Master Plan Annual Report and Action Plan are aligned and the results of this

self-assessment show the correlation and alignment. At this point in time, nothing is

missing from our program.



EXHIBIT 10-C

EVIDENCE TO SUPPORT THE SELF-ASSESSMENT OF ADHERENCE TO THE

INDICATORS OF QUALITY FOR CURRICULUM, INSTRUCTION, AND

ASSESSMENT

Evidence School System

Scope and sequence for this component of the educational program Maryland State Curriculum

Syllabi for this component of the educational program

Written curriculum guides for this component of the educational program

Record of review/revision of this component of the educational program

Examples of assessments used to determine levels of student

achievement/performance Quarterly Assessments

Exemplars of student work within this component of the educational program Anchor papers, Performance

Matters

Record of professional development activities related to this component of the

educational program Agendas

Documents

QUEEN ANNEâ€™S COUNTY PUBLIC SCHOOLS