Talbot County Public Schools ARP ESSER Application and Certification Plan August 2021
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Talbot County Public Schools
ARP ESSER Application and Certification Plan
August 2021
Part 1- Safe Return to In-person Instruction and Continuity of Services
1. A. Since the closures of Maryland Public Schools announced on March 12, 2020, Talbot
County Public Schools (TCPS) has been committed to developing plans that prioritize the health
and safety of students, families, and staff. Our Recovery Plan (September 2020), developed by a
broad range of stakeholders, outlined the various models for school operations to position TCPS
to be able to engage students safely in learning regardless of the instructional delivery model
dictated by local health metrics. All TCPS decisions were informed by CDC guidance, the
governor’s Maryland Strong Roadmap to Recovery and the Maryland State Department of
Education (MSDE) Maryland Recovery Plan for Education as well as guidance fro the Talbot
County Health Department. TCPS’s Safe Return to In-person Instruction and Continuity of
Services Plan (Reopening Plan, August 2021), continues the same level of diligence in planning
for the safe return of students for full, in-person instruction for Fall 2021. Our Reopening plans
are centered on recent CDC guidance and our on-going consultation and collaboration with the
Talbot County Health Department (TCHD) to implement prevention and mitigation strategies to
allow for the safest learning environment possible for all students and staff. Pages 32-51 outline
our prevention and mitigation plans for the start of the 2021-2022 school year. TCPS is
fortunate that our school nurses are also TCHD employees so that we have access to the most up-
to-date information to inform our policy and procedures. The full Safe Return to In-Person
Instruction and Continuity of Services Plan may be found at: https://tcps.k12.md.us/wp-
content/uploads/2021/08/TCPS-Plan-for-Safer-Return-to-In-Person-Instruction-and-Continuity-
of-Services-Plan-8-17-v3.pdf
1. B. No ESSER III funds are being requested to implement prevention and mitigation strategies.
These needs have been met through previous grant funding resources.
1. C. A broad stakeholder committee was convened to provide valuable consultation for the
development of the 2020 Recovery Plan. The first meeting of this group was held on June 22,
2020. Comprised of school system leadership, teachers, support staff as well as parents, students
and community organizations, the committee engaged in robust conversation from multiple
perspectives to develop the original plan that resulted in TCPS being one of the only school
system in the state that did not have to close a school due to Covid outbreak. This committee
was reconvened to update our strategies to accommodate full reopening of schools for fall 2021.
This committee will meet at a minimum every six months to reassess our status, and more
frequently as warranted by possible changes in local health metrics. In addition to this
workgroup, input will be sought from other established district groups including staff through the
Superintendent’s Roundtable, the Citizens’ Advisory Group, and the Parent Advisory. District
and school-based leadership will also engage in continuous monitoring of the plan to ensure day-
to-day aspects of implementation. The larger community has been kept updated through theSuperintendent’s weekly video messages, updates at monthly Board of Education meetings, and
updates to the district website.
2. A. A total of $2,444,862 of the total ESSER III grant allocation is being requested to address
the impact of lost instructional time on student achievement in grade level standards. This
represents 29.70% of the overall allocation.
2. B. TCPS has outlined a comprehensive assessment plan at the start of the 2021-2022 school
year to measure the impact of interrupted learning precipitated by school closures related to the
pandemic. A full accounting of this plan, including on-going measures to revisit individual
student data, can be found on pages 9-13 of the Reopening Plan. Below is a summary of the
measures to be implemented with a time line.
Readiness Screeners to Assess Impact of Interrupted Learning
Grade Content Assessment/Readiness Screener Timeline
K-8 Math Eureka Math Equip: a research-based tool that is designed to Start of each
provide students with pre-module assessments to assist in module beginning
determining if a gap exists and where misunderstandings remain. September
Assessment data provides teachers the opportunity to utilize
supporting lessons with individuals, small groups or the whole
class. The pacing guide allows all students to remain on track with
grade level material while catching up on unfinished learning from
the previous grade level.
8-12 Algebra, Utilize Course and Unit Readiness Assessments from Savvas Start of course in
Algebra Envision AGA to determine student readiness for new learning. September and
II, Throughout MCCRS aligned units, students will complete each unit
Geometr formative assessments to measure progress toward mastery of Unit throughout the year
y Standards. At the midway point and end of the Unit, students will
complete condensed Summative assessments to provide the most
up-to-date data to show learning that is occurring.
9-12 Math Course Pre-Assessments will be administered with alignment to September 1-10
standards prerequisites to determine student readiness. Regular
Formative assessment will occur to monitor progress toward
mastery and to indicate preparedness for Summative Assessments
occurring at the conclusion of instruction for Units of Study.
K-1 ELA DIBELS: Universal reading screener to determine student reading October, January,
needs. Assist in identifying students who need instructional May
supports and those who need more targeted interventions
K-5 ELA MAP Reading Fluency: measures oral reading fluency with an January, May
online adaptive benchmark and progress monitoring assessment.
In addition, it measures foundational skills and literal
comprehension. This will be administered to all students K-1 and
students in grades 2-5 not on level as determined by MAP Growth
assessmentK-5 ELA MAP Growth: measures what students know and their readiness October, January,
for grade level standards. It offers a personalized assessment to May
measure whether students are performing on, below, or above
grade level. This will be administered to all students
6-10 ELA StudySync Readiness Screener: assesses students’ preparedness September 1-10
with relation to standards-aligned skills and content from the
previous grade level. Teachers can use this assessment to
determine student strengths as well as reteaching and remediation
needs
11-12 ELA Springboard screener assesses students’ preparedness with relation September 1-10
to standards-aligned skills and content from the previous grade
level. Teachers can use this assessment to determine student
strengths as well as reteaching and remediation needs
3-8, HS ELA, Early Fall MCAP: Students will take assessment for the Sept 13- Oct 22
Math, HS grade/course completed in 2020-2021
Alg, ALg
2, Geom,
MISA
K ELA/Mat KRA: Measures specific skills and determines what each student Set 6- Oct 10
h knows and is able to do across four domains: social foundations,
language & Literacy, mathematics, and physical well-being &
motor development
Individual course pacing guides have been developed to inform assessments and intervals. In
addition, individual content areas have developed assessment guidance documents.
(Appendix C example)
TCPS recognizes the need to establish baseline data and to set projected student outcomes.
Although we have extensively analyzed 2020-2021 data, we have reservations that this data
accurately reflects individual and demographic progress relative to standards. We believe that
beginning of school year 2021-2022 data that will be completed in-person will be more reflective
of student needs. TCPS will utilize 2020-2021 data in developing an initial plan, but will rely
more heavily on beginning of year screeners and fall MCAP for establishing baseline data so as
not to misidentifyi student learning needs. Baseline data and projected student outcomes will be
added to our grant implementation plan in early fall. These targets will be generated with input
from school-based staff and district leadership. School-based teams will use data to identify
students with priority needs for interventions. Grade level team meetings, school-based data
monitoring meetings, and district elementary and secondary focus group meetings will include
scheduled time for on-going monitoring.
Specific school-based plans for implementing grant interventions will be completed upon final
approval of grant requests. Where required, procurement of materials will be facilitated by
district curriculum supervisors through our established procedures for purchase order
submissions. Implementation guidance will be shared with building administrations and
personnel they identify on their team by the Assistant Superintendent for Instruction and
Curriculum Supervisors. Since all of leadership was engaged in identifying interventions, there
is a foundational shared understanding of priorities. The designated curriculum supervisor willbe responsible for working with school teams to ensure that there are no gaps in service or shortcomings in materials to implement interventions identified in the grant. Intervention requests to address the academic impact of lost instructional time are included in Appendix A. 3. The remaining funds are requests that are associated with technology needs to support effective instruction, metal health services to support student engagement in learning, and human resource supports to plan for staff support in the event of Covid related health issues. The requests are outlined Appendix B. Part II- LEA Maintenance of Equity for High Poverty Schools Documents to be provided for FY 22 and FY23 Part III- Budget Documents 1. Budget Narrative
Talbot County Public Schools
ESSER 3 Grant
20% Reserve Intervention Requests
Appendix A
Goal: All students will meet rigorous expectations in English Language Arts and Mathematics.
Objective 1: At least 80% of students will achieve a score of 3, 4 or 5 on Spring MCAP in grade 3 and beyond in English Language Arts
Milestones:
• At least 80% of students in all subgroups and in the aggregate will demonstrate minimal risk or better by DIBELS Spring data.
• At least 75% of students in all subgroups and in the aggregate will demonstrate a passing score on the end of unit assessments in ELA.
• At least 75% of students will score within 1 standard deviation of the mean RIT score on the MAP assessment during each administration window.
• At least 80% of students will show 10 points of growth from their starting RIT score on the MAP assessments during each administration window.
Strategy:
Provide staffing, professional development, and resources to support improved student learning in ELA standards.
Literacy Intervention Rational for Need Timeline Tier Rating Data Collection and Cost
Analysis
Heggerty Bridge the Gap Foundational reading skills September Evidence Level Tier 2 - A placement assessment is $3,600
(Materials of Instruction) are essential for ensuring 2021 Strong evidence that general provided to identify where
Bridge the Gap is a series of that all students are reading phonological processing to begin targeted instruction.
systemic phonemic awareness by grade 3. End of year instruction benefits students Assessments are also
intervention lessons for students Dibels data for grades K who may be struggling to included throughout the
in 2nd grade and above. The and 1 demonstrtates that read. curriculum to progress
lessons can be used in small almost 50% of students are monitor specific skills and
groups or with individual students “at risk.” This number https://ies.ed.gov/ncee/wwc/ inform instruction. This
who struggle to decode words increases for historically EvidenceSnapshot/374 data will be reviewed by
automatically. TCPS has already underserved student groups individual classroom
implemented Heggerty in grade when data is disaggregated. teachers and grade level
PreK-1. teams during weeklymeetings and school-based
teams quarterly. Student
progress will be analyzed in
conjunction with classroom
assessments. The
Supervisor of Early
Childhood will monitor data
at the district level to
identify patterns and
opportunities for continued
improvement.
Heggerty Online Training This will support greater September Evidence Level Tier 2 - Data will be collected on the $4,000
Teachers will participate in the fidelity in implementation 2021 Strong evidence that general number of teachers who
online training to more effectively and better understanding of phonological processing complete the training.
implement the Heggerty how to monitor student instruction benefits students Additional measures to
curriculum materials. progress. who may be struggling to assess implementation of
read (WWC). the training will come
through formal and informal
https://ies.ed.gov/ncee/wwc/ observation of instruction
EvidenceSnapshot/374 and data monitoring at the
Teacher effectiveness is the school level.
most significant and
sustainable factor in
addressing the needs of
students impacted by the
disruption to learning, so
investments in professional
learning will enable teachers
to help students get back on
track. For maximum
effectiveness, professional
learning should be paired
with evidence-based literacy
interventions that meet the
comprehensive needs of
students.
LETRS Training Materials Data from 2020-2021 Fall 2021 Evidence level 3 DIBELS, MAP, and unit $14,175
school year indicates the assessment data will be
need to intentionally focus analyzed by classroomon foundational reading https://www.voyagersopris.c teacher and grade level
LETRS gives teachers the skills skills. This is reflected in om/docs/default- teams. The Elementary
they need to master how to teach approximately 25% of source/professional- ELA/Early Childhood
the five essential components of students scoring below development/letrs/essa_flyer Supervisor will monitor data
literacy, plus writing, spelling, average on MAP end of _letrs_web.pdf?sfvrsn=7d79f and provide quarterly
and oral language. Teachers also year data. b7_ updates to the Assistant
learn: how to implement Superintendent for
instructional routines and Folsom, J. S., Smith, K. G., Instruction.
activities, approaches to Burk, K., & Oakley, N.
differentiate instruction to meet (2017). Educator outcomes
the literacy needs of all students, associated with
Bridge to Practice activities that implementation of
ensure they can transfer what they Mississippi’s K–3 early
learn in LETRS to the classroom literacy professional
development initiative (REL
2017–270). Washington, DC:
U.S. Department of
Education, Institute of
Education Sciences, National
Center for Education
Evaluation and Regional
Assistance, Regional
Educational Laboratory
Southeast. Retrieved from
http://ies.ed.gov/ncee/edlabs.
Wonders Materials of Student 2020-2021data on Fall 2021 Evidence Level 3 Data from student end of $14,853
Instruction unit assessments suggests McGraw-Hill Education’s unit assessments will be
Consumables to support core that there is a need to Wonders program is analyzed by classroom
curriculum. provide additional practice supported by Tier III teachers to better inform
opportunities and promising evidence under instructional decisions for
curriculum embedded ESSA guidelines based on differentiation and to
interventions. These analysis of the results of provide guidance to tutors
resources will support both scientific studies in multiple who will provide during
differentiation in the implementation settings. school learning
classroom and tutoring https://s3.amazonaws.com/ec opportunities. Data will
opportunities aligned with ommerce- also be reviewed by grade-
standards prod.mheducation.com/unitas level teams and school-
/school/explore/sites/reading- based teams to monitor
student progress.wonders/essa-evidence-for-
wonders.pdf
MAP A required component of FY 2022 Evidence Level 3 MAP will be administered $20,000
MAP Growth measures what the MSDE Safe Return to FY 2023 Identify and use assessments three times per year in annually for
students know and what they are School and Continuity of FY 2024 that gather the appropriate October, January, and May. a total of
ready to learn next. By Services requirement is to information for determining This data will be used to $60,000 for
dynamically adjusting to each implement multiple and/or adapting instruction. monitor student progress on three years
student’s performance, MAP measure to assess student grade level standards
Growth creates a personalized learning and possible https://www.nwea.org/conten throughout the year. Data
assessment that accurately unfinished learning t/uploads/2017/03/TF_ESSA- will support team planning
measures performance – whether associated with school Guidance-Document- as well as district level
a student performs on, above or closures. The adaptive _March2017.pdf supports to improve
below grade level. Timely, easy- computer diagnostic instruction. Data will also
to-use reports help educators capacity of MAP allows https://portal.ct.gov/- be reviewed by school
differentiate instruction to meet for limited interruption to /media/SDE/ESSA- administration for
the academic needs of each learning time and quick Evidence- conversation regarding
student. results that teachers can Guides/ESSA_EvidenceBase intentional planning of
use to plan for the dGuide_Reading.pdf?la=en small groups. Elementary
MAP Reading Fluency is a differentiated needs of ELA Supervisor will
computer adaptive, automatically students to support provide updates on trends to
scored pre-K–5 universal acceleration of learning. district Leadership.
screening and progress
monitoring assessment that
eliminates the need for one-on-
one, teacher-student
administration. The innovative
assessment of oral reading
fluency, comprehension, and
foundational reading skills is
delivered online, enabling
educators to assess an entire class
in a short time. Teachers receive
immediate objective results,
actionable data, and instructional
guidance to support
individualized reading
development for every student.Literacy Coach The focus on unfinished FY 2023 Evidence Level 3 Literacy coaches will focus $160,000
Literacy coaches enable learning and the and FY Literacy coaches have proven on supporting teachers in FY 23
professional learning that is corresponding action steps 2024 effective in providing implementing instruction in
responsive to teacher needs, and that are being planned and purposeful, ongoing writing. Data will be $165,600
supportive of collaboration, supported through multiple professional learning that collected on student writing FY 24
reflection, and decision-making grant funding sources increases teacher capacity in samples as milestones and
that supports student requires on-going effective, informed practices MCAP performance. Total
achievement. This model allows professional learning for (Stephens, D. et al. (2011). $325,600
for teachers to be exposed to new staff. New interventions, The impact of literacy
ideas and evidence-based greater focus on flexible coaches on teachers’ beliefs
strategies for improving literacy small grouping all warrant and practices. Journal of
and to apply those practices on immediate feedback to Literary Research, 43(3),
their classrooms in real time. help teachers improve 215-249
practice. Student data
from 2020-2021 suggest Positive effects of literacy
that students, especially at coaches extend to improved
the elementary level, need student outcomes and
to accelerate their progress increased achievement
in literacy. Coaches will Matsumura, L et al. (2013).
support teachers in Literacy coaching to improve
planning and implementing student achievement: A
best practices. multi-mediation model.
Learning & instruction, 25,
35-48.
Characteristics of effective
professional learning include
coaching “over an extended
period of time. This supports
the role of deliberate practice
in moving towards expertise
in teaching”
https://aasa.org/uploadedFile
s/AASA_Blog(1)/Reinvestin
g_Rebounding%20white%20
paper_VLN21296_FN.pdf
SpringBoard Professional Data from 2020-2021 Fall 2021 Evidence Level 1 Impact on student learning $ 4,100
Learning: Differentiated school year indicates that SpringBoard English will be informally assessed Contract
Instruction more than 20% of high Language Arts 2021 edition by increased teacher servicesParticipants examine how to use school students failed their received all green practice of differentiation as
SpringBoard resources to support assigned English course. ratings from EdReports for support in lesson plan and $1,616
differentiating instruction in order Data also suggests that grades 6–12. SpringBoard classroom observation. teacher
to meet the demands of MCCRS there were decreased levels consistently met Improved student stipend
for all learners. of engagement across all expectations, the highest achievement on benchmark
They analyze the principles of student demographic category, across all and unit assessments will be Total $5,716
differentiated instruction and groups in engaging with three gateways. analyzed by classroom
practice making strategic more complex text and teachers, data coaches, and
adjustments to process, content, extended writings. A focus https://www.edreports.org/co supervisor for secondary
and product on order to support on differentiation will mpare/results/ela-hs ELA to inform classroom
and extend learning. assist teachers in meeting practices and on-going
students where they are in SpringBoard saw greater professional learning for
their level of mastery of increases in AP and teachers.
standards and provide PSAT/NMSQT participation, TCPS will also track student
scaffolds to accelerate growing 4%–8% more, with performance on SAT and
learning. no loss in performance. In AP enrollment and success.
While TCPS is focused on addition, black and Hispanic
unfinished learning for students in these
students, we also recognize SpringBoard schools saw
the need to accelerate greater increases in AP
learning for all students. participation and
Fidelity of implementation performance, growing up to 7
of SpringBoard and an percentage points more than
understanding of how to similar students in
use its resources to comparable non-SpringBoard
differentiate will also schools.1 à SpringBoard
benefit higher achieving schools showed statistically
students. significant gains in access to
AP, their AP Literature and
Language participation rate
increasing 4.5 percentage
points more than that of
comparable non-SpringBoard
schools, with no loss of
performance. 2 à Hispanic
Students in SpringBoard
schools showed statistically
significant increases in access
to AP, their AP Literature
and Language participationrate increasing 4.7 percentage
points more than that of
comparable non-SpringBoard
schools, with no loss of
performance.
https://springboard.collegebo
ard.org/media/pdf/springboar
d-research-compendium.pdf
Newsela is an Instructional TCPS is making a Fall 2021 Evidence Level III Assessments are integrated $27,345
Content Platform that brings concerted effort to focus on with research shows that directly into Newsela annually for
together engaging, accessible an integrated approach to continued differentiation through articles to help students a total of
content with integrated literacy to support student subscriptio adjusted reading levels engage with the content and $82,035
assessments and insights to mastery of standards. This n in FY 23 supports students with to give teachers actionable
supercharge reading engagement includes implementing and FY 24 disabilities in improved insights on students’
and learning in every subject. more time in social studies outcomes, which Newsela learning needs to better plan
Content on Newsela covers topics and science at the provides. Additionally, instruction. Student data
students care about, that connect elementary level beginning research shows that there is a will be considered as a
to core curriculum, and are in the 2021-2022 school correlation between student component of multiple
aligned to standards. Each article year to engage students in achievement and ensuring measures to get a more
on Newsela is published at 5 critical thinking associated that learning is relevant, complete understanding of
reading levels so that every article with informational text specifically with regard to student needs and growth.
is accessible to every student in a analysis. A review of media literacy. The Social Studies and
class, regardless of reading 2020-2021 ELA data Science Curriculum
ability. Thousands of articles are suggests that students still Busey, C. L., & Russell, W. Supervisors will collaborate
leveled specifically for grades 2- struggle with informational B., III. (2016). “We Want to with ELA supervisors to
6, ensuring that you'll find content text standards. Learn”: Middle School address data from Newsela
that is accessible for younger Latino/a Students Discuss in grade level and content
readers too. Additionally, many Social Studies Curriculum team meetings.
articles available in both English and Pedagogy. RMLE
and Spanish. Access will be for Online: Research in Middle
students in K-12 Level Education, 39(4).
Mahoney, J., & Hall, C.
(2017). Using Technology to
Differentiate and
Accommodate Students with
Disabilities. E-Learning andDigital Media, 14(5), 291–
303.
**Collaborative Planning Covid did provide an 2021-2022 Evidence Level III intended Data will be collected $72,706
Time for collaboration was opportunity for 2022-2023 to build collective teacher through the observation FY 22
identified by teachers as a collaboration as all staff 2023-2024 efficacy, which has been process that shows
strategy that worked well had Wednesday proven to have a positive improved alignment to $73,796
throughout the 2020-2021 school Collaboration has been outcome on student standards and differentiated FY 23
year. This intervention will allow understood to mean achievement instruction in comparison to
collaboration for more purposeful “divide and conquer” 2020-2021 data. Evidence $74,903
planning among teachers to meet rather than intentional Çoğaltay N., Karadağ E. will also be collected on FY 24
student needs as well as allowing planning for student needs. (2017) The Effect of small group instruction
instructional assistants to have This has resulted in Collective Teacher Efficacy incorporated in planning Total
access to school-based students underperforming on Student Achievement. and supported by role of $221,405
professional learning that is on assessments and the In: Karadag E. (eds) The instructional assistants.Unit
aligned with teaching and lack of alignment to Factors Effecting Student assessment data will also be
learning. Instructional assistants standards in the planning Achievement. Springer, analyzed to measure impact
are integral to instructional process. Cham. https://doi.org/10.10 of alignment and effective
delivery and thus need to be 07/978-3-319-56083-0_13 strategies in promoting
included in professional learning student master of grade
opportunities that happen outside Donohoo, J. (2018). level standards. Teachers
of their contracted work day. Collective Teacher Efficacy will engage in class data
Research: Productive analysis and grade level
Patterns of Behaviour and teams will do a further data
Other Positive dig.
Consequences. Journal of
Educational Change, 19(3),
323–345.
Research demonstrates the
importance of creating
opportunities for general
educators and ELfocused
educators to work
collaboratively to improve
teaching practices and
promote equity for EL
students.https://annenberg.brown.edu/
sites/default/files/EdResearch
_for_Recovery_Brief_15.pdf
**Communities of Practice Covid did provide an 2021-2022 Evidence Level III intended Qualitative data will include $50,490
District-wide professional opportunity for 2022-2023 to build collective teacher participant pre and post 2021-2022
learning opportunities will be collaboration as all staff 2023-2024 efficacy, which has been surveys for understanding of
provided through the had Wednesday proven to have a positive practice and application in $61,497
implementation of Communities Collaboration has been outcome on student instruction. Student 2022-2023
of Practice. A Community of understood to mean achievement assessment data will be
Practice is a sustained “divide and conquer” analyzed to determine $62,419
professional learning opportunity rather than intentional Çoğaltay N., Karadağ E. whether or not impact 2023-2024
about a specific topic. Topics for planning for student needs. (2017) The Effect of transferred to student
these groups include Student This has resulted in Collective Teacher Efficacy learning. Total
Agency in Learning (SAIL), students underperforming on Student Achievement. $174,406
instructional strategies to support on assessments and the In: Karadag E. (eds) The
student achievement in reading lack of alignment to Factors Effecting Student
and writing, social emotional standards in the planning Achievement. Springer,
learning, book studies such as process. The review of data Cham. https://doi.org/10.10
Grading for Equity, as well as from 2020-2021 school 07/978-3-319-56083-0_13
others. year and the subsequent
development of the TCPS
Donohoo, J. (2018).
Reopening Plan has
Collective Teacher Efficacy
identified priorities for
Research: Productive
instructional improvement Patterns of Behaviour and
that will be the focus of Other Positive
communities of practice. Consequences. Journal of
Educational Change, 19(3),
323–345.
**Data Coaching While TCPS has been data 2021-2022 Evidence Level 3 Lesson plan review in grade $20,196
Given the increased importance rich for many years, it is 2022-2023 Research has shown that level teams and in district 2021-2022
of data in assessing unfinished imperative that the data is 2023-2024 using data in instructional content teams will be
learning and appropriate accurately analyzed and in decisions can lead to monitored to determine $20,499
acceleration strategies, TCPS has a timely manner to improved student improvement in 2022-2023
identified the need for developing promote improved performance (Wayman, incorporating data informed
Data Coaches to provide guided instruction and thus greater 2005; Wayman, Cho, & instructional decisions $20,806
access and support to teachers in student learning. Data Johnston, 2007; Wohlstetter, (more differentiation, small 2023-2024
making data informed decisions Coaches will help ensure Datnow, & Park, 2008 groups, varied strategies). Total
as they are planning. Identified Student unit, benchmark and $61,501grade level and/or content lead on-going data review to But when it comes to MCAP data will be teachers will be provided with support learning. improving instruction and analyzed by content teams additional professional learning learning, it’s not the quantity to assess impact. on using our data management of the data that counts, but platforms to analyze data. These how the information is used individuals will work (Hamilton et al., 2009) collaboratively with curriculum supervisors to analyze https://sedl.org/pubs/sedl- course/grade specific data and letter/v22n02/using-data.html will serve as the lead in school- based team level data discussion https://ies.ed.gov/ncee/wwc/ to inform instruction in real time Docs/PracticeGuide/dddm_p to meet student needs. g_092909.pdf **Instructional Assistants Teaching foundational 2021-2022 “In terms of substantive DIBELS, MAP, and unit $144,000 TCPS recognizes that school skills in literacy and math 2022-2023 findings, the most important assessment data will be 2021-0222 closures due to the pandemic had is essential for student 2023-2-24 finding is the remarkably analyzed by classroom a significant impact on all academic success. strong and consistent teacher and grade level $197,760 students, but this is especially true Research consistently evidence on the role of teams. The Elementary 2022-2023 for our youngest students. A suggests that early teaching assistants . . . ELA/Early Childhood heavy emphasis of our reopening intervention is the best Positive effects of teaching Supervisor will monitor data $203,693 planning has been on how to measure for promoting assistants emerge for most of and provide quarterly 2023-2024 support our youngest learners in academic growth. 2020- the outcome measures and updates to the Assistant developing foundational skills in 2021 Dibels data for across most of the Superintendent for Total reading and math. TCPS will \ incoming first graders in specifications that we Instruction. $545,453 hire additional instructional 2021-2022 indicates that present. Moreover, the assistants for first grade almost 50 % of students evidence is consistent with classrooms. TCPS locally funds were “at risk” and another the hypothesis that teaching instructional assistants in all of 21% demonstrated “some assistants are more our PreK and Kindergarten risk.” Disaggregated math productive in terms of classrooms. This has proven data suggests extensive academic achievement for effective in providing focused unfinished learning with minority students than for small group instruction as well as 42% of black, 57% of white students.” allowing the certified teacher to Hispanic, and 62% of https://files.eric.ed.gov/fullte provide intensive intervention in FARMS students not xt/ED573191.pdf the regular classroom context. meeting grade level Given the interrupted teaching standards as measured by “We conclude that teacher and truncated instructional time end of module assistants are a cost-effective for in-person learning, TCPS will assessments. means of raising student provide shared instructional
assistants in first grade achievement, especially in
classrooms to provide the reading.”
additional support for helping https://doi.org/10.3102/01623
students master foundational 73721990361
skills.
**EL Teacher TCPS continues to see an 2021-2022 Evidence Level I Student intervention data $77,946
Provide EL teacher for Title I increased EL student 2022-2023 Provide focused, intensive will be tracked and data 2021-2022
elementary school to support population at our largest, 2023-2024 small-group interventions for from class assessments will
increased EL population. Title I elementary school. English learners determined be analyzed to determine $80,674
All elementary data for to be at risk for reading student growth in 2022-2023
2020-2021 school year problems. The interventions prerequisite skills and grade
indicates that EL students should include phonological level standards. A $83,498
performed significantly awareness, phonics, reading particular focus will be on 2023-2024
lower than their non-El fluency, vocabulary, and content vocabular. School
peers. This was most comprehension and be based team will monitor Total
pronounced at the early delivered through explicit, data and make adjustments $242,118
grades where 76% of direct instruction. to students identified for
kindergarten EL students Source: Effective Literacy services. EL Supervisor
were “at risk” as compared and English Language will review and analyze data
to 9% of non-El students. Instruction for English quarterly and share with the
Math data also shows a Learners in the Elementary Assistant Superintendent for
similar pattern almost 50% Grades (NCEE 2007-4001) Instruction.
of EL students not meeting Provide high-quality
end of module standards. vocabulary instruction
throughout the day and teach
vocabulary learning
strategies and essential
content words in detail; teach
a set of academic vocabulary
intensively over multiple
days.
Carlo, M., August, D.,
McLaughlin, B., Snow, C.,
Dressler, C., Lippman, D.,
Lively, T., White, Cl.,
(2004). Closing the gap:
Addressing the vocabulary
needs of English-language
learners in bilingual andmainstream classrooms.
Reading Research Quarterly,
V39, n2, PP. 188- 215. PreK-
3 4-5 6-8 Tier 1, Strong
Source: Teaching Academic
Content and Literacy to
English Learners in
Elementary and Middle
School (NCEE 2014-4012)
**El Tutors TCPS continues to see an 2021-2022 Evidence Level 1 Student intervention data $ 31,910
increased EL student 2022-2023 “A recent meta-analysis will be tracked and data 2021-2022
population at our largest, 2023-2024 reviewed studies of tutoring from class assessments will
Title I elementary school. interventions that have been be analyzed to determine $45,584
All elementary data for evaluated by randomized student growth in 2022-2023
2020-2021 school year controlled trials in the past prerequisite skills and grade
indicates that EL students few decades and found that, level standards. A $46,267
performed significantly on average, tutoring particular focus will be on 2023-2024
lower than their non-El increased achievement by content vocabulary. The
peers. This was most roughly an additional three to tutor will work directly with Total
pronounced at the early 15 months of learning across the certified classroom $123,761
grades where 76% of grade levels. Another review teacher and certified EL
kindergarten EL students of almost 200 rigorous teacher and will receive
were “at risk” as compared studies found that high- intervention training from
to 9% of non-El students. dosage tutoring—defined as the certified EL teacher to
Math data also shows a more than three days per ensure fidelity of
similar pattern almost 50% week or at a rate of at least implementation. School
of EL students not meeting 50 hours over 36 weeks—is based team will monitor
end of module standards. one of the few school-based data and make adjustments
This data is representative interventions with to students identified for
of disparity in unfinished demonstrated large positive services. EL Supervisor
learning experienced by El effects on both math and will review and analyze data
students across grade reading achievement. While quarterly and share with the
levels. effective tutoring programs Assistant Superintendent for
can be expensive, their large Instruction.
average effects make them
highly cost effective relative
to many other educational
interventions.”https://annenberg.brown.edu/
sites/default/files/EdResearch
_for_Recovery_Design_Princ
iples_1.pdf
**TES Tutor TES MAP Growth data 2021-2022 Evidence Level 1 Student intervention data $ 20,046
TES is our most rural, smallest indicates that 30-50% of 2022-2023 “A recent meta-analysis will be tracked and data 2021-2022
elementary school. As such, it students showed 2023-2024 reviewed studies of tutoring from class assessments will
has limited staffing in comparison regression. End of module interventions that have been be analyzed to determine $20,747
to other elementary schools in the math assessments show evaluated by randomized student growth in 2022-2023
district. In the past two years, it 50% of 3rd grade, 76 % of controlled trials in the past prerequisite skills and grade
has experienced an almost 4th grade and 70% of 5th few decades and found that, level standards. The tutor $21,058
complete staff turnover. This graders were either on average, tutoring will work directly with the 2023-2024
intervention would support a tutor approaching or did not increased achievement by certified classroom teacher
to provide support to students meet grade level standrads. roughly an additional three to and will receive intervention Total
during the school day using 15 months of learning across training from district $61,851
district approved interventions. grade levels. Another review supervisors to ensure
The tutor would work under the of almost 200 rigorous fidelity of implementation.
direct supervision of classroom studies found that high- School based team will
teachers. dosage tutoring—defined as monitor data and make
more than three days per adjustments to students
week or at a rate of at least identified for services. Title
50 hours over 36 weeks—is I Supervisor will review and
one of the few school-based analyze data quarterly and
interventions with share with the Assistant
demonstrated large positive Superintendent for
effects on both math and Instruction.
reading achievement. While
effective tutoring programs
can be expensive, their large
average effects make them
highly cost effective relative
to many other educational
interventions.”
https://annenberg.brown.edu/
sites/default/files/EdResearch
_for_Recovery_Design_Princ
iples_1.pdf**Special Ed Coaches Students with special needs 2021-2022 Coaching can “create Several data sources will be $13,464
have been adversely 2022-2023 meaningful change in analyzed. The first is 2021-2022
impact by the interrupted 2023-2024 teachers’ instruction . . . compliance with writing
schooling. Data across all recent meta analysis of 60 IEPs as measured through $13,666
measures and grade levels instructional coaching record reviews. This will 2022-2023
in 2020-2021 suggest that evaluations found large, ensure more targeted
special education students positive effects of coaching supports as appropriate to $13,871
underperformed in meeting on instructional practice individual student needs 2023-2024
grade level standards in (0.49 standard deviation) which should limit
comparison to their non- https://www.brookings.edu/bl overaccommodation that Total
disabled peers. og/brown-center- limits student mastery. Data $41,001
chalkboard/2019/01/25/instru will also be tracked on
ctional-coaching-holds- fidelity with implementing
promise-as-a-method-to- interventions using a fidelity
improve-teachers-impact/ observation tool that
coaches can use when doing
informal observations.
Characteristics of effective Student intervention data
professional learning include will be tracked to measure
coaching “over an extended student progress as will
period of time. This supports progress in grade level
the role of deliberate practice coursework. Data analysis
in moving towards expertise will be the responsibility of
in teaching” the case manager and be
https://aasa.org/uploadedFile reviewed at school level
s/AASA_Blog(1)/Reinvestin meetings with admin and
g_Rebounding%20white%20 core content teachers to
paper_VLN21296_FN.pdf support improved
instruction. The Special
Education Director will
provide quarter data reviews
to the Assistant
Superintendent for
Instruction.
**Mindfulness Coach The past 18 months have 2021-2022 Evidence Level Initially data will be $10,000
Mindfulness Training had a significant emotional (training) “Mindfulness is a promising monitored in terms of (training FY
This position would work with toll on students and staff approach to teaching coaching sessions and 22)
school leadership to make alike. Research suggests 2022-2023 educators and students self- professional learning
mindfulness a part of their the need to create a awareness and self-regulation provided. Participant preapproach to leadership and welcoming school 2023-2024 skills associated with success and post surveys will $94,814 FY
instructional support. This environment where (coaching) in school . . .” provide some measure of 23
position would also work with students feel safe and have https://files.eric.ed.gov/fullte perceived impact on
school system coaches and positive relationships with xt/ED606075.pdf practice. Data regarding $98,133 FY
mentors to integrate mindfulness peers and staff. A great student referrals and course 24
practices into coaching work with deal has been addressed in “Most school-based failures will be tracked and
teachers (new teachers, sped, previous grants in interventions are designed for compared to baseline to Total
literacy, math). A focus will be implementing students. There are fewer attempt to determine $202,947
on integrating mindfulness into SEL/mindfulness for efforts to address stress and quantitative impact on
staff routines. students and training staff burnout among teachers and student achievement.
to identify student social boost teacher well-being. Mindfulness coach will
emotional needs. Less Programs that have been provide quarterly reports to
attention has been for the geared toward teachers are the Assistant Superintendent
care of the adults who may varied in scope and have for Instruction.
have been traumatized been met with varying
themselves. Given the degrees of success
increased demands on (Richardson & Rothstein,
teachers precipitated by the 2008). However, there
uncertainties of teaching remains yet to be a program
during a global pandemic, that is systematically
a focus on staff well-being implemented as part of
is essential to support their professional training for
capacity to work with teachers. Clearly more needs
students. to be done to address and
support teachers in meeting
the continuously shifting
demands of the classroom.
https://www.ncbi.nlm.nih.go
v/pmc/articles/PMC3855679/
“Randomised control trials
(RCTs) with adults and
young people have shown
moderate impacts on mental
and physical health, social
and emotional competences,
and performance of various
kinds, and on many
indicators of quality of life
and wellbeing. MRI (brainscan) studies suggest that
mindfulness meditation
reliably and profoundly alters
the structure and function of
the brain to improve the
quality of both thought and
feeling.”
https://mindfulnessinschools.
org/wp-
content/uploads/2014/10/Evi
dence-for-Mindfulness-
Impact-on-school-staff.pdf
Goal: All students will meet rigorous expectations in English Language Arts and Mathematics.
Objective 1: At least 80% of students will achieve a score of 3, 4 or 5 on Spring MCAP in grade 3 and beyond Mathematics.
Milestones:
• At least 80% of students in all subgroups and in the aggregate will demonstrate a passing score on the mid module assessments in Math.
• At least 80% of students in all subgroups and in the aggregate will demonstrate a passing score on the end of module assessments in Math.
• At least 80% of students in all subgroups and in the aggregate will demonstrate a passing score of end of unit assessments in Math
Strategy:
Provide staffing, professional development, and resources to support improved student learning in ELA standards.Math Intervention Rationale for Need Timeline Tier Rating Data Collection and Cost
Analysis
Ellevation Math for grades 6-12. Data from 2020-2021 Fall 2021 Evidence Level 1 Student have access to three $14,613
Develops the academic language school year indicates that with grant provide explicit vocabulary assessment functions within annually
of EL students in math. EL students funding instruction, make available each primer. Teachers will
Frontloads key vocabulary underperformed grade request to intensive and individualized be able to review detailed Total
concepts within the context of level peers in math. For continue in interventions for struggling reports to tack progress $43,839
solving math problems and example, fifth grade end of FY 23 and readers that can be provided within the Ellevation
provides practice in all four module math assessments FY 24 by trained specialists program. Additionall,
language domains: listening, reveal that only 23% or EL student progress will be
reading, writing and speaking, students met or approached https://ies.ed.gov/ncee/wwc/ monitored on grade-level
grade level standards with Docs/PracticeGuide/adlit_p course assessments aligned
42% not meeting and g_082608.pdf with MCCRS to ensure
another 34% having transfer of knowledge and
incomplete data sets. skills. The EL Supervisor and
Math Supervisor will oversee
data monitoring and
collaborate with school level
personnel (including the data
coaches) to monitor and
adjust student learning plans
to support success. Quarter
progress reports will be
provided to the Assistant
Superintendent for
Instruction.
Ellevation Math Professional Based on data reflecting Fall 2021 Evidence level - 1 Quarterly student data $3,754
Learning (practice): professional overall unfinished learning for intial "Findings indicated that the reviews; informal teacher
development for classroom or for EL students specific to training research-based, needs- feedback on capacity to use
content areas teachers of Els to math. Teacher with oriented professional program
support program implementation. professional learning in the follow-up development provided
use of the intervention will in Spring teachers with useful
support better fidelity of 22 to strategies and resources.
implementation and thus calibrate ESL student performance
support greater student teacher data also demonstrated the
mastery. understandi effectiveness and impact of
ng of the professional
program development. Implications
component were drawn to further
and to enhance the collaborationassist with between university and
student school districts, and
progress between ESL teachers and
monitoring. regular classroom teachers,
for the achievement of all
ESL students."
https://eric.ed.gov/?id=EJ91
0291
Zearn End of module data from 2022-2023 Evidence level Tier I with The program has the $12,500 per
The Zearn Math curricular the 2020-2021 school year 2023-2024 strong evidence capability of providing year
materials includes Independent demonstrates that 20-30 % Research supports the immediate feedback that
Digital Lessons that are used as a of students in grades 2-6 implementation of the Zearn student learning in real time Total
supplemental tool to assist did not meet grade level Digital program as the which teachers will use to $25,000
students in meeting specific standards in math as disaggregated data shows inform instructional
standards as assigned by their measured by end of growth over time on student decisions. Student data and
teachers. Zearn Math aligns with module assessments and standardized test scores. growth from Equip
the UDL principles by providing 42% in 7th grade did not Zearn Math meets the diagnostic to end of module
students with different ways of meet. Research also criteria in the USDOE will be analyzed by
acquiring knowledge, showing suggests that the greatest ESSA guidance as an classroom teachers supported
understanding, and engaging in impact in unfinished evidence-based intervention by math coaches. Data will
learning. Within the Zearn digital learning is in the area of that qualifies for Title I be further reviewed at grade
lessons, students learn by mathematics. This funding and is eligible for level teams and the
demonstrating their math thinking necessitates having School Improvement Grants Supervisor of elementary
utilizing virtual manipulatives as resources that augment under Section 1003, as well math will provide quarterly
they work through concrete math core instruction to support as other federal and state progress reports to the
problems. Zearn implements elementary students. grant Assistant Superintendent for
personalized remediation paths. programs. EdReports.org Instruction.
These remediation paths provide cites that Zearn Math meets
built-in support on concepts from expectations.
previous grades, so that students https://about.zearn.org/resea
can strengthen foundational rch/lousiana-educational-
understanding while staying on- assessment-program-results
track to complete grade-level
content with their peers. https://about.zearn.org/resea
rch/california-sbac
https://about.zearn.org/resea
rch/efficacy-study-of-zearn-math-in-a-large-urban-
school-district-year-two
Moby Max End of module data from 2022-2023 Evidence level Tier 1 with The program has the $3,495.00 X
MobyMax identifies learning the 2020-2021 school year 2023-2024 strong evidence capability of providing 2 years (22-
gaps and its adaptive curriculum demonstrates that 20-30 % MobyMax conducted a immediate feedback that 23, 23-24)=
creates an individualized of students in grades 2-6 large-scale experimental student learning in real time $6,990.00
education plan for each student, did not meet grade level study with approximately which teachers will use to
allowing gifted students to standards in math as 4,000 students in 230 inform instructional
progress as quickly as they like measured by end of classrooms within the decisions. Student data and
while simultaneously ensuring module assessments and United States. Findings of growth from Equip
that remedial students get the 42% in 7th grade did not the study qualified the diagnostic to end of module
extra instruction they need. meet. Research also MobyMax digital learning will be analyzed by
suggests that the greatest platform as an ESSA Tier 1 classroom teachers supported
impact in unfinished program with Strong by data coaches. Data will be
learning is in the area of Evidence for identifying further reviewed at grade
mathematics. This student learning gaps and level teams and the
supports having an evidence of improvement Supervisor of math will
additional resource to over time. The study provide quarter progress
augment core instruction to performed determined that reports to the Assistant
support student learning the experimental group Superintendent for
needs. using MobyMax had an Instruction.
effect size of 0.698 for
math, 100 minutes/weeks
over 40 weeks.
https://data.mobymax.com/
mc/documents/MPResearch
MathStudyPaper.pdf
Eureka Math Equip End of module data from 2022-2023 Evidence Level 1 Student data and growth from $32,500
As part of our comprehensive the 2020-2021 school year 2023-2024 According to Equip diagnostic to end of 2022-203
tutoring plan, we are looking to demonstrates that 20-30 % EdReports.org, module will be analyzed by
implement the adaptive of students in grades 2-6 Eureka grades K-8, classroom teachers supported $35,750
diagnostic assessment, Eureka did not meet grade level published by Great Minds, by data coaches. Data will be 2023-2024
Math Equip, which is a research- standards in math as met the criteria for further reviewed at grade
based tool that is designed to measured by end of alignment at all grade level teams and the Total
provide students with pre-module module assessments and levels. The materials Supervisor of math will $68,250assessments to assist in 42% in 7th grade did not reviewed are aligned to the provide quarter progress
determining if a gap exists and meet. Research also CCSSM. The materials are reports to the Assistant
where misunderstandings remain suggests that the greatest focused within assessments Superintendent for
due to the recent school closures. impact in unfinished and spend the majority of Instruction.
Assessment data provides learning is in the area of time on the major work of
teachers the opportunity to utilize mathematics. This the grade. The materials are
supporting lessons with necessitates reliable also coherent, following the
individuals, small groups or the diagnostic measure to progression of the standards
whole class. The pacing guide assist teachers in planning and connecting the
allows all students to remain on accelerated learning mathematics within the
track with grade level material experiences to address grade level. The materials
while catching up on missed missed skills in real time include all three aspects of
skills from school closures. and in the context of grade rigor and there is a
level learning. definitive balance between
conceptual understanding,
fluency and application.
https://greatminds.org/data_
stories
Eureka Math Learn Workbook End of module data from 2022-2023 Evidence Level 1 Student data and growth from $53,482
Sets the 2020-2021 school year 2023-2024 The Eureka Math Equip diagnostic to end of 2022-2023
Eureka Math is a common core demonstrates that 20-30 % curriculum offers many module will be analyzed by
based math program that is of students in grades 2-6 research studies on their classroom teachers supported $59,124
aligned to the Maryland State did not meet grade level data study page at the link by data coaches. Data will be 2023-2024
Standards. It is a reciprocal standards in math as below. Student, school and further reviewed at grade
program PK-8, that encourages measured by end of district gains through the level teams and the For total of
students to use mental strategies module assessments and use of the math series, Supervisor of math will $112,606
to solve real-world application 42% in 7th grade did not teacher use of the Eureka provide quarter progress
strategies to solve problems. The meet. Research also Math Digital Suite and reports to the Assistant
workbook sets are a companion to suggests that the greatest intervention programs Superintendent for
support additional practice. impact in unfinished offered through the use of Instruction.
learning is in the area of programs such as Eureka
mathematics. Workbooks Equip as a pre-assessment
will allow for teachers to diagnostic all assist in
incorporate practice and to creating a sound curriculum.
differentiate to address All Eureka Math
unfinished learning. components are Tier I with
strong evidence.
https://greatminds.org/data_
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