Local Every Student Succeeds Act (ESSA)

Consolidated Strategic Plan

First Submission: October 15, 2019

Nondiscrimination Statement

Calvert County Public Schools does not discriminate on the basis of race, color, religion, sex, age, ancestry or national

origin, familial status, marital status, physical or mental disability, sexual orientation, gender identity and expression, or genetic

information or age in its programs and activities and provides equal access to the Boy Scouts and other designated youth groups.

The following persons have been designated to handle inquiries regarding the non-discrimination policies:

➢ Director of Student Services

➢ Director of Human Resources

443-550-8000

For further information on notice of non-discrimination, visit the Office of Civil Rights Complaint Assessment System at:

http://ocrcas.ed.gov or call 1-800-421-3481.

************************************************

Anti-sexual, Anti-racial and Anti-disability Harassment Statement

Discrimination can manifest itself in behaviors such as bullying, harassment, or intimidation of

individuals.

Calvert County Public Schools does not tolerate any form of harassment including, but not limited to, sexual, racial, or disability. Any

individual (student, employee, or community member) who believes that he or she has been subjected to any form of harassment is

encouraged to report the allegation of harassment. Students, parents and community members may report allegations of

harassment to:

Ms. Kimberly Roof

Director of Student Services

Calvert County Public Schools

1305 Dares Beach Road

Prince Frederick, MD 20678

Employees may report allegations of harassment to:

Ms. Laveeta Hutchins

Director of Human Resources

Calvert County Public Schools

1305 Dares Beach Road

Prince Frederick, MD 20678

Calvert County Public Schools is committed to conducting a prompt investigation for any allegation of harassment. If harassment

has occurred, the individual will be disciplined promptly. Disciplinary actions for students found to have engaged in any form of

harassment may result in suspension or expulsion. Disciplinary actions for employees found to have engaged in any form of

harassment may result in suspension or termination.

Calvert County Public Schools encourages all students, parents, employees, and community members to work together to prevent

any form of harassment.

For further information on notice of non-discrimination, visit the Office of Civil Rights Complaint Assessment System at:

http://ocrcas.ed.gov or call 1-800-421-3481.

2019 Local ESSA Consolidated Strategic Plan

(Include this page as a cover to the submission indicated below.)

Due: October 15, 2019

Local School System Submitting this Report: Calvert County Public Schools

Address: 1305 Dares Beach Road, Prince Frederick, Maryland 20678

Local School System Point of Contact: Diane A. Workman

Telephone: 443-550-8009

E-mail: workmand@calvertcounty.education

WE HEREBY CERTIFY that, to the best of our knowledge, the information provided in

the 2019 Local ESSA Consolidated Strategic Plan is correct and complete and adheres to

the requirements of the ESSA and Section 5-401. We further certify that this plan has

been developed in consultation with members of the local school system’s current Local

ESSA Consolidated Strategic Plan team and that each member has reviewed and

approved the accuracy of the information provided in plan.

_______________________________________ October 15, 2019

Signature of Local Superintendent of Schools Date

or Chief Executive Officer

______________________________________ October 15, 2019

Signature of Local Point of Contact Date

Local ESSA Consolidated Strategic Plan Planning Team Members

Use this page to identify the members of the school system’s Local ESSA Consolidated Strategic

Plan planning team. Please include affiliation or title where applicable.

Name Affiliation/Title

Meisinger, Leanne Supervisor of Elementary English/Reading/Language Arts

Page, Catherine Supervisor of Accountability

Sutton, Joseph Supervisor of Secondary Mathematics

Walker, Sandy Supervisor of Equity and School Improvement

Watts, Kimberly Supervisor of Secondary English/Reading/Language Arts

Workman, Diane Assistant Superintendent of Instruction

Young, Jen Supervisor of Elementary Mathematics

Executive Summary

Executive Summary

Introduction

Calvert County continues to be a high achieving district compared to other Maryland school districts based on results from PARCC and HSA assessments, as well as other data points documented on the ESSA Report Card. It is apparent that students who come to school ready to learn are meeting or exceeding expectations as measured on PARCC assessments. However, data shows we continue to experience achievement and access gaps for our students identified in the students with disabilities (SWD), African American (AA) and economically disadvantaged (ED) student groups. Rationale: Staff engaged in a process of working through the Logic Model to review and analyze data and to identify the root causes for our achievement gaps. Through the root cause analysis, three causes were identified which have created these gaps and caused them to continue. The three root causes are:

• Lack of planning that reflects the needs of diverse student learners with varying levels of proficiency. Possible reasons include: lack of content knowledge to differentiate, the CCPS curriculum does not include specific strategies to address the diverse needs of individual students.

• No identified structure or system to accelerate the learning of students demonstrating significantly low levels of proficiency.

• False sense or perception that what we are doing is sufficient because we are a high performing district. “Why change what I am doing?” We look good globally.

Following deep discussion of these root causes, two theories of action were developed:

1. If teachers develop and implement lesson plans that address the needs of the levels of proficiency within their classroom, all students will achieve and gaps between student groups will close.

2. If CCPS promotes a culturally responsive learning community, then all students will feel a sense of belonging and purpose in their learning and gaps between student groups will close.

To address Theory of Action 1, CCPS has implemented a three-year plan to implement The Learning Focused Instructional Framework. All principals, assistant principals, teachers, content and special education supervisors are being trained in this framework. This framework provides a structure for lesson planning that is standards driven, incorporates research-based strategies, and includes evidence-based practices. Training will provide participants the opportunity to learn the expectations of planning, lesson development and lesson execution. A cohort of teachers, principals, assistant principals and supervisors have been trained as trainers. They, in turn, provide the ongoing training to school-based and central office-based staff. In addition to a full day of training during pre-service activities in each of the three years of implementation, all instructional staff participate in a distributed professional development model completing online MicroPD courses and participate in face-to-face support meetings. This continuous learning model allows for staff to practice implementation in their classrooms while deepening knowledge as they continue to learn new content and close the Knowing-Doing Gap.

Years one and two of the implementation plan count as “no fault” years for teachers. This is a time for teachers to begin to implement while receiving actionable feedback from building based and central office administrators. Walk-through documents are used to gather evidence of implementation without affecting teachers’ evaluation. Teachers will be expected to fully implement the framework in year three (2020-2021 school year). As instructional staff develop capacity to plan effectively, to implement high-yield, evidence-based strategies designed to meet the needs of all learners, achievement gaps will close as measured by MCAP assessments. To address Theory of Action 2, CCPS will continue its efforts in implementing its Equity Plan. The plan outlines strategies to equip Calvert County Public School staff with the knowledge, skills, and abilities required to remove the existence of bias and inequity from their spheres of influence. The Supervisor of Equity leads these efforts with support from the District Equity Leadership Team (DELT). DELT is comprised of a representative from each of the district’s 24 schools. DELT members are provided with monthly professional development and collaborate to develop culturally responsive PD modules to be shared in each building and with central office staff. Two, 2-hour delayed opening days have been designated for all school-based staff to receive culturally responsive training. Focused walk-throughs, growth data from the MAP assessment will be utilized to gauge the effectiveness of developing a culturally responsive community. In addition, the CCPS annual climate survey and discipline data will be reviewed and analyzed.

Area of Focus

Reporting Requirements

Local ESSA Consolidated Strategic Plan

Reporting Requirements (Complete a separate plan for each area of focus)

Focus Areas, Goals and Objectives

Area of Focus #1: Closing Achievement Gaps through Implementation and Accountability in Lesson

Planning

A. Description. Describe Area of Focus #1 and how it aligns with your LSS educational equity policy. Describe the rationale for selecting the area of focus (up to 1,000 characters).

Calvert County has engaged in a process of reviewing and revising curricular documents and resources to ensure all are aligned with the MCCRS. In addition, national, state and local experts have engaged in high quality professional development focused on unpacking standards, best practices, and pedagogy. CCPS has also provided ongoing professional development to administrators, teachers and support staff on identifying our own biases, culturally responsive teaching and strategies to support struggling students. Despite these efforts, achievement gaps continue to exist between all students and the following student groups: African American students, students with disabilities, and economically disadvantaged students. Content supervisors and teacher specialists facilitate PLC meetings, after school planning sessions and 1:1 support for teachers. However, through this work and in conversations with building administrators, it has become apparent that teachers lack the skills to individually plan for effective, rigorous instructional lessons. The Calvert County Public Schools Policy #1015 Regarding Equity recognizes that creating equitable learning opportunities and eliminating achievement gaps requires significant professional development and curricular resources. Therefore, CCPS has focused on quality core instruction that builds confidence as well as competence. Clear learning goals, collaborative learning, checking for understanding, and student accountability are ways to accelerate student learning. Learning Focused Framework has been a significant in order to increase rigor and engagement for all students. The predictable routines of this program provide equitable learning environments where students can learn and follow the lesson.

Calvert County is in year 2 of a 3-year plan to implement the Learning Focused Instructional Framework. All building administrators and teachers have participated in two full-day training and at least six micro-PDs and support meetings. The Learning Focused Framework supports planning process for instruction. CCPS has a train the trainer program where teachers and administrators are trained to become trainers for the district. They, in turn, will train all teachers, supervisors, and administrators on the planning model incorporating the high-yield researched-based strategies and evidence-based practices. Ongoing professional development will support the teachers learning of the strategies and practices that should be employed into daily instruction. The framework supports the unpacking of standards, formative assessments, and literacy.

This change initiative is a logical companion to this Learning Focused training. If teachers are trained to use something but not held accountable, the initial training will not be as effective.

Now that teachers are in year two, the district can. Start to move from educating and encouraging to expecting and evaluating the effectiveness of the training.

B. Analysis. To support student achievement, provide an interpretation or justification for data

used to identify this need. (up to 1,000 characters). Calvert County Public Schools (CCPS) continues to be a high achieving district. In an analysis of PARCC trend data, CCPS is ranked in the top 5 districts in Maryland with students meeting or exceeding expectations. However, as we analyze student group data, gaps in student achievement, specifically for Sp.Ed., African Americans, and Economically Disadvantaged students exist. If teachers develop and implement lesson plans that address the needs of the levels of proficiency within their classroom, all students will achieve and gaps between student groups will close. Teachers have been provided ongoing professional development related to the Maryland College and Career Ready Standards, teaching to the rigor of the standard, SIOP strategies, and specially designed instruction. The Supervisor of Equity continues to provide professional learning opportunities for all staff to understand our own biases, culturally responsive teaching and equitable access to rigorous instruction. All schools have Equity Teams and the district supports a District Equity Leadership Team (DELT). All schools have a liaison who is a member of the DELT. The DELT develops equity professional learning modules which are implemented in all schools on designated professional development days. Content supervisors facilitate curriculum development teams who review and revise curriculum, integrating culturally responsive resources and strategies to address deficits in our struggling learners. CCPS has adopted and implemented a universal screener, MAP, district wide in grades K – 10. Gr. 6 – 10 began assessing with MAP during the 2018-19 school year; K – 5 began in Sept. 2019. MAP will provide us growth data to identify student deficits and will inform teachers of what students are ready to learn next.

C. Identify the root cause (s) for area of focus #1 and describe how you intend to address them (up to 1,000 characters).

Staff worked through the Logic Model process and identified 3 root causes:

• Lack of planning that reflects the needs of diverse student learners with varying levels of proficiency. Possible reasons include: lack of content knowledge to differentiate, the CCPS curriculum does not include specific strategies to address the diverse needs of individual students.

• No identified structure or system to accelerate the learning of students demonstrating significantly low levels of proficiency.

• False sense or perception that what we are doing is sufficient because we are a high performing district. “Why change what I am doing?” We look good globally.

Data and observation have shown that many teachers are graduating from college with limited knowledge and skill in planning effective lessons. Unfortunately, this deficit is not limited to new

teachers. Many of the experienced teachers have difficulty maneuvering through new resources to appropriately plan lessons which reflect the needs of diverse student learners with varying levels of proficiency. Since the adoption of the Maryland College and Career Ready Standards (MCCRS), most basal textbooks became outdated. CCPS has drafted curriculum and purchased resources, aligned to the MCCRS and the CCPS curriculum. As a result, there is not a page to page type of resource, available for teachers to pull lesson plans. Teachers must take the time to review resources, choose the best material and identify appropriate instructional strategies to ensure student mastery of content. CCPS has implemented the Learning Focused Framework as a means to structure lesson planning, develop a common language among teachers and administrators and to provide training to staff on evidence-based, high yield strategies proven to be effective in meeting the learning needs of all students. A three-year implementation plan has been developed. CCPS is currently in year 2 of the 3-year plan. A train the trainer model is being followed with all staff receiving the same training. Instructional staff also engage in ongoing PD through an online format combined with face to face support meetings. Content supervisors have scheduled voluntary, collaborative, supportive lesson planning sessions outside the contractual day to provide opportunities for collaborative planning. Content supervisors and teacher specialists are present to provide support and guidance during these planning sessions. In addition, most principals have provided opportunities for collaborative planning during regular PLC meetings.

Area of Focus # 1: Closing Achievement Gaps through Implementation and Accountability in Lesson Planning

D. Using the chart below, identify goals, objectives, and strategies and/or evidence-based interventions that will be implemented to ensure progress. In your response, include how your educational equity policy impacted the selection and use of evidence-based interventions/strategies to address the need. In addition, include timeline and funding source (s). As you consider funding source, take into consideration federal, State, and other available sources.

Goals Objectives

Identify priority

strategies and/or

evidence-based

interventions

Timeline Funding Source (s)

Describe how you will evaluate the

effectiveness of the intervention(s)

/ strategies. Describe how you will

use an equity lens in your

evaluation.

1. Achievement gaps between “All students” and “SWD”, “AA” and “ED” will decrease by at least 10% in grades 3 – 8, 10, and Algebra as measured on the ELA and Math MCAP assessments.

• Teachers will utilize the components of the Learning Focused Framework for instructional planning which includes the unpacking of the MCCRS standards, formative assessments, literacy and evidence-based high yield

• A cadre of teachers, administrators, supervisors will be trained as trainers.

• The trainers will train all other teachers, administrators and supervisors on Book 2 (of 3) of the Learning Focused Framework.

• A Learning Focused checklist will be developed and introduced to the teachers,

This is a 4 year

implementation

plan. The 2019-20

school year is year

2 of 4.

July 2019 – June

2020

Title I Part A

Title I Part C

Title I SIG

XX Title II Part A

Title III EL

Title III

Immigrant

Title IV Part A

Title V RLIS

IDEA

McKinney Vento

Local Funding

State Funding

Other (list

Evidence of implementation of the Learning Focused Framework will be collected and documented on checklists during formal/informal observations and focused walk-throughs.

strategies and evidence-based practices.

• Administrators and Supervisors will develop deep knowledge in observing for instruction designed to meet the needs of all students and provide actionable feedback following formal/informal observations and focused walk-throughs.

• Curricular documents will be reviewed, audited and revised to include evidence-based strategies to support the needs of all learners to include recommendations for culturally responsive materials of

administrators and supervisors.

• Principals and supervisors will provide time for collaborative planning for teachers to plan using the Learning Focused Framework.

• Principals, Asst. Principals and supervisors will conduct formal/informal observations and focused walk-throughs, collecting evidence of the LF Framework and integration of high-yield and evidence-based strategies.

• Math and ELA are conducting a district curriculum audit to ensure alignment with MSDE curriculum vetting rubric. Curriculum review teams include instructional supervisors, learning specialists, special education and

funding source)

instruction, and strategies to meet the needs of struggling learners.

general education staff and consultation with EL staff, instructional technology, and equity team members.

Area of Focus #2: Building a Culturally Responsive Community

A. Description. Describe Area of Focus #2 and how it aligns with your LSS educational equity policy. Describe the rationale for selecting the areas of focus (up to 1,000 character).

If CCPS promotes a culturally responsive learning community, then all students will feel a sense of belonging and purpose in their learning and gaps between student groups will close.

The CCPS Policy 1015 recognizes that the significant role culture and climate play in student learning. Similarly, the CPS Mission and Vision recognizes the need for valuing differences in order to create safe learning environments. Therefore, building a culturally responsive community is critical for establishing student engagement, sense of belonging and purpose, as well as self-efficacy necessary for success.

B. Analysis. To support student achievement, provide an interpretation or justification for data used to identify this need. (up to 1,000 characters). Theory of Action: If CCPS promotes a culturally responsive learning community, then all students will feel a sense of belonging and purpose in their learning and gaps between student groups will close. The CCPS Policy 1015 recognizes that the significant role culture and climate play in student learning. Similarly, the CCPS Mission and Vision recognizes the need for valuing differences in order to create safe learning environments. Therefore, building a culturally responsive community is critical for establishing student engagement, sense of belonging and purpose, as well as the self-efficacy necessary for success. The 2019 Calvert County Public School Climate Survey data for students shows a 7-point lower response for African American students when compared to White students on the following questions: “When I am at school, I feel like I belong,” “There is one adult at my school who cares about me,” and ”My teachers treat me with respect.” Marginalized students are more vulnerable to negative stereotypes which may impact their

response to teacher feedback, and failure or criticism. This ultimately could lead to a

confirmation that they are less capable or a sense of not belonging which can lead to

underperformance in relationship to peers.

C. Identify the root cause (s) for area of focus #2 and describe how you intend to address them (up to 1,000 characters).

Lack of planning that reflects the needs of diverse student learners with varying levels

Lack of training on the appropriate culturally responsive skills necessary to provide access to the

curriculum for all students

A false sense or perception that what we are doing is enough because we are a high performing

district: Why change what I am doing? We are doing better than we were 5 years ago. We look

good globally.

The District Equity will create a multiyear plan to move CCPS staff toward cultural proficiency.

The plan will include professional development that is recursive, system-wide, and delivered

through a train-the-trainer method. Mandatory time will allocated during regular work hours.

In addition to school-specific grade level PLCs, elementary ELA and Mathematics are offering bi-

weekly workshops where teachers can meet with lead teachers from each grade level/band and

focus on lesson planning aligned with the instructional standards. Lesson planning sessions are

focused on unpacking the instructional standards, using formative assessment, and small-group

targeted instruction that is differentiated based on student need.

To deepen teacher understanding of content standards and pedagogy, professional learning

opportunities are provided during the school day and in afterschool workshops. National

consultants in ELA and Math have been contracted to provide professional development related

to content standards and evidenced-based instructional practices. Consultants will be modeling

instructional practices and conducting walk-throughs with content supervisors, building-based

administrators and teachers to look for application of professional learning in classroom

practice. In addition to these opportunities within the contracted school day, afterschool

workshops are offered to teachers. A Foundations of Literacy course and a Math Content

Workshop series are offered for workshop pay or MSDE credit to teachers. These opportunities

are specifically designed to deepen teacher understanding of the content, pedagogy and the

progression of skill acquisition.

Area of Focus #2: Building a Culturally Responsive Community

a. Using the chart below, identify goals, objectives, and strategies and/or evidence-based interventions that will be implemented to ensure progress. In your response, include how your educational equity policy impacted the selection and use of evidence-based interventions/strategies to address the need. In addition, include timeline and funding source (s). As you consider funding source, take into consideration federal, State, and other available sources.

Goals Objectives

Identify priority

strategies and/or

evidence-based

interventions

Timeline Funding Source (s)

Describe how you will evaluate the

effectiveness of the intervention(s) /

strategies. Describe how you will use an

equity lens in your evaluation.

Achievement gaps between “All students” and “SWD”, “AA” and “ED” will decrease by at least 10% in grades 3 – 8,10, and Algebra as measured on the ELA and Math MCAP assessments by creating culturally responsive learning environments

Equip Calvert County Public School staff with the knowledge, skills, and abilities required to remove the existence of bias and inequity from their spheres of influence

District Equity Team members and supervisors will communicate the equity vision and mission statement that describes a culturally responsive school community with central office and building faculty during administrator and faculty meetings. Strategic plan leadership team will review data related student achievement, school climate, suspensions/referrals, and dis-proportionality to share with CCPS leadership during

2019-2020 will

be the first year

of a five-year

plan.

Strategies are

from July1, 2019-

June 30, 2020.

Title I Part A

Title I Part C

Title I SIG

XX Title II Part A

Title III EL

Title III

Immigrant

Title IV Part A

Title V RLIS

IDEA

McKinney

Vento

XX Local Funding

State Funding

Other (list

funding

source)

Collection of diversified communication with all stakeholders in all realms of leadership. Student achievement, school climate, suspension/referral, and dis-proportionality data analysis and dissemination reports/presentations/evaluations. CCPS Cultural Proficiency Plan CCPS equity / culturally responsive training materials. Bi-annual training reflections and

stakeholder feedback compilations.

administrator meetings and principal leveled meetings. District Equity Leadership Team will develop a Cultural Proficiency Plan training plan for all district leadership and equity team members to develop culturally responsive skills. District Equity Leadership Team will provide culturally responsive training for all building faculty members (3-year training plan). District Equity Leadership Team will monitor and refine Cultural Proficiency Plan as necessary

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Comprehensive Teacher Induction Program

Title 13A STATE BOARD OF EDUCATION

Subtitle 07 SCHOOL PERSONNEL

.01 Scope.

This chapter applies to a comprehensive induction program for new teachers. The purpose of this

regulation is to provide guidance for local school systems to establish a high-quality induction

program that addresses critical professional learning needs of new teachers, improves

instructional quality, and helps inductees achieve success in their initial assignments,

resulting in improved student learning and higher retention in the profession.

The induction program that each local school system designs shall reflect coherence in structure

and consistency in focus to ensure an integrated, seamless system of support.

Recognizing that "one-size-fits-all" induction programs do not meet the needs of new teachers,

these regulations establish the components of an induction program, allowing local school

systems to build on their current programs.

.04 General Requirements.

A. Each local school system shall establish and maintain a comprehensive induction program for

all new teachers.

B. The comprehensive induction program shall be designed to provide participating teachers with

the knowledge and skills necessary to be successful in their classrooms and schools to enable

them to stay in the profession.

Local school systems shall use the Maryland Teacher Professional Development Planning Guide

develop the program, which shall include the following professional learning activities:

(1) Before the school year begins, orientation programs for all teachers new to the local school

system;

(2) Ongoing support from a mentor, including regularly scheduled meetings during non-

instructional time;

(3) Regularly scheduled opportunities for new teachers to observe or co-teach with skilled

teachers;

(4) Follow-up discussions of the observations and co-teaching experiences;

(5) Ongoing professional development designed to address new teacher needs and concerns; and

(6) Ongoing formative review of new teacher performance, including classroom observations,

reviews of lesson plans, and feedback based on clearly defined teaching standards and

expectations.

D. The district shall consider the need for staffing to:

(1) Plan and coordinate all induction activities;

(2) Supervise new teacher mentors;

(3) Communicate with principals and other school leaders about induction activities; and

(4) Oversee the evaluation of the comprehensive induction program.

E. The comprehensive induction program may provide annual training for principals, assistant

principals, and school-based professional development staff to familiarize them with the factors

that contribute to teacher attrition and retention, the learning activities and schedule for induction

program participants, the role of mentors and expectations for supporting mentors' work in

schools, and the importance of school-level coordination of support for new teachers.

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.05 Participation in the Comprehensive Induction Program.

A. All teachers new to the profession shall participate in all induction activities until they receive

tenure. Veteran teachers, in their first year of teaching in the district, shall participate in all

induction activities designed for veteran teachers for a minimum of 1 year.

B. To the extent practicable given staffing and fiscal concerns, local school systems shall adopt at

least one of the following options for teachers during their comprehensive induction period:

(1) A reduction in the teaching schedule;

(2) A reduction in, or elimination of, responsibilities for involvement in non-instructional

activities other than induction support; or

(3) Sensitivity to assignment to teaching classes that include high percentages of students with

achievement, discipline, or attendance challenges.

Comprehensive Teacher Induction Program

A. Provide a description of your Comprehensive Teacher Induction Program, including:

• staffing and oversight;

• orientation programs;

• ongoing professional learning;

• organization and schedules for mentor/mentee meetings;

• opportunities for observation and co-teaching;

• monitoring of new teacher needs, concerns, ongoing supports, formative

review, and follow-up;

• action plans; and

• use of relevant and appropriate data.

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Staffing

The Supervisor of Professional Development oversees Teacher Induction

Orientation program

New teacher orientation marks the beginning of the Calvert County Public Schools Induction process for

new certificated staff. It provides an opportunity for new hires to become familiar with the school

system’s goals and commitment to excellence in teaching and Learning. New Teacher Orientation is over

two days for general education teachers and three days for special education teachers.

Participants in New Teacher Orientation:

❖ Begin to establish positive relationships with CCPS staff who provide support and resources.

❖ Deepen understanding of effective strategies for creating a positive classroom environment and

establishing positive relationships with students.

❖ Identify and engage in essential instructional practices for their curriculum areas.

❖ Receive information about:

o Access to resources for curriculum and instruction.

o Policies and procedures relevant to their professional responsibilities.

Ongoing professional learning

New Teacher Induction: Professional learning opportunities are provided during the first half of the school

year. All new teachers in their first year are required to participate in a minimum of ten (10) hours of

professional learning outside of the instructional day. The learning series provides all new teachers to

Calvert County Public Schools the opportunity to network with other new teachers, reflect on practice and

continue to build effectiveness in the classroom. The learning series will focus on knowing yourself,

knowing your students, and knowing how and what to teach so that all students can achieve. Participants

will complete one of the following Learning Areas based on their assignment in order to fulfill the 10-hour

professional learning requirement.

Learning Focused

During Pre-Service, new hires will have participated in training on The High-Performance Learning-

Focused Lesson framework. This framework provides a structure for lesson planning that is standards

driven, incorporates research-based strategies, and includes evidence-based practices. Training will

provide participants the opportunity to learn the expectations of planning, lesson development and lesson

execution.

During the Professional Learning Series new hires participate in a distributed professional development

model completing five 1-hour online MicroPD courses and participate in five 1-hour face-to-face support

meetings. This continuous learning model allows for new hires to practice implementation in their

classrooms while deepening knowledge as they continue to learn new content and close the Knowing-

Doing Gap. Topics will include; Learning Goals and Lesson Essential Questions, Lesson Assessment,

Graphic Organizers, Assessment Prompts and Learning Activities. All online sessions will be completed

through the Learning Focused Platform and all face-to-face sessions will occur at the Central Office in the

Multipurpose Room or the Board Room.

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Student Services and Speech Language Providers

(Limited to School Psychologists, Pupil Personnel Workers, School Counselors, Social Workers and Speech

Language Providers) Student Services professionals and Speech Language Providers play a pivotal role in

student success both inside and outside of the classroom. To meet the needs of these five groups of

educators the Department of Student Services and the Department of Special Education will be delivering

personalized professional learning opportunities that will be used to fulfill the 10-hour professional

learning requirement.

Organization and schedule for mentor/mentee meetings

One mentor is assigned up to four mentees to work with during the school year. Non-tenured teachers

can expect that they will be working with their mentor at a minimum of:

1st year non-tenured teachers:

• Daily: August 22 and 23 New Teacher Orientation

• Weekly: August – September

• Twice a month: October – November

• Monthly: December – June

2nd and 3rd year non-tenured teachers:

• Daily: Pre-service days

• Monthly: August - June

Opportunities for observation and co-teaching

New Teacher Induction: Learning from Master Teachers provides all new teachers at least two

opportunities to build their understanding of effective instructional practice through peer observations.

One opportunity will occur in the fall and one in the winter. Master Teachers will be identified by either

the content area supervisor or the building administrator. The new teacher will be provided at a minimum

a half day substitute so that they can observe designated master teachers. After the observation the new

teacher will debrief their experience with the mentor, administrator, content area supervisor and/or the

master teacher.

Monitoring of new teacher needs, concerns, ongoing supports, formative review, and follow-up

This occurs during the development, implementation and monitoring of the Non-Tenured Staff

Development plan (see Action Plans for more details). Non-tenured teachers meet at least three times

during the school year with their building-based administrator and their content area supervisor.

Action Plans

Non-Tenured Staff Development Plans are developed in collaboration with the building administrator,

content area supervisor and the non-tenured teacher. Once two non-rated observations have occurred

and the non-tenured teachers has received feedback from their building administrator and their content

area supervisor the group will meet to begin to develop the Non-Tenured Staff Development Plan. The

plan should include mentor support, identified skills to be developed, strategies and resources to be used,

and projected dates for carrying out each activity. The plan is reviewed twice during the school year and is

edited as needed.

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Use of relevant and appropriate data

Non-Tenured Staff Development Plans are developed, monitored and adjusted based on observation data

that is collected. Observation data includes at a minimum two non-rated observations and four rated

observations conducted through out the school year.

Local assessment data is used by the content area supervisors to provide individual support for non-

tenured teachers in areas where students are identified in the data as not meeting the standard.

B. Provide a description of your District Mentoring Program. The use of the term “mentor”

includes coaches and consulting teachers.

• training for new mentors;

• supervision of mentors;

• training for school administrators and school staff as described in .04E of

the regulation.

• process used to measure the effectiveness of the induction/mentoring and

the results of that measurement.

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Training for new mentors

All mentors are required to participate in training every year. Training is provided online through

Schoology and covers the following topics:

• New Mentors – What is Teacher Induction, Phases of a First Year Teacher, Mentor Language,

Collaborative Assessment Logs

• Returning Mentors – Mentor Language, Collaborative Assessment Logs, Mentor Toolbox (select

one each year differentiated coaching, knowing students, giving feedback, mentoring for equity)

Supervision of mentors

Mentors are supervised by the building administrator in which they are assigned. Each year the building

administrator completes a mentor evaluation providing the mentor feedback on their work.

Mentors are required to complete and submit mentor logs either monthly or a mentor form after each

meeting. Mentor logs and forms are submitted to the Supervisor of Professional Development.

Training for school administrators

In August school-based administrators and central office supervisors are provided information regarding

Teacher Induction. In weekly memos in July and August school based and central office administrators

receive the following, Mentoring Handbook, New Teacher Handbook, New Teacher Orientation Agenda,

and information for hiring new mentors.

Measuring the effectiveness of the induction/mentoring program

Survey given to new hires after the Professional Learning Series was completed

On a scale of 1 – poor to 4 excellent 31 of the new hires reported the following:

• Assignments were relevant to the course objectives: 3.42

• Satisfaction with the hybrid model: 3.19

• Broaden knowledge, skills and/or dispositions: 3.1

• Improved ability to implement effective strategies to meet learning needs: 3.13

• From the open-ended responses, we learned that teachers who are new to the county but not new to

teaching felt like their needs were met through the professional learning series

C. Provide data regarding the scope of your mentoring program. This data may be provided

in the form of a chart or other organizer of your choice. Include:

Number of 1st year non-teachers

• 2018 – 2019 school year 85

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The number of mentors who have been assigned.

Number of mentors assigned

• Full-time teachers: 73 for 2018 – 2019 school year. Mentor ratio of 1 mentor for every 4 non-

tenured teachers

A breakdown of your mentors’ roles in the district

(1) FULL-TIME MENTORS: Mentoring is their full-time job.

• Click here to enter text. Full-time mentors: 0

(2) PART-TIME MENTORS: Mentoring is their part-time job.

• Part-time mentors: 0

(3) RETIREES: Mentoring is done by retirees hired to mentor.

• Retirees: 0

(4) FULL-TIME TEACHERS: Teaching is their full-time job and they

mentor.

Full-time teachers: 73 for 2018 – 2019 school year. Mentor ratio of 1 mentor for every 4 non-

tenured teachers

Other appropriate data.

Click here to enter text.

D. Provide a description of how your mentoring program is being evaluated. Include

evaluation data and data on new teacher retention.

• 2018 – 2019 school year completion of 4 quarterly mentor logs by each mentor

• 2019 – 2020 school year completion of mentor forms and quarterly survey of non-

tenured teachers on their satisfaction of the mentoring program

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• Of the 85 teachers hired, we had 12 not return for various reasons.