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Baltimore County Public Schools

Biannual Conversions Update

June 2016

© 2016 Baltimore County Public Schools

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Table of Contents

BCPS’ Theory of Action ........................................................................................................................................3

A Strategic Plan for S.T.A.T. Curriculum Conversion .................................................................................. 4-5

Summary ............................................................................................................................................................. 6-7

Curriculum Conversion..................................................................................................................................... 8-9

Instruction Conversion .................................................................................................................................. 10-12

Assessment Conversion ................................................................................................................................. 13-14

Organizational Development Conversion ....................................................................................................15–17

Infrastructure Conversion ............................................................................................................................18–21

Policy Conversion........................................................................................................................................... 22-23

Budget Conversion ...............................................................................................................................................24

Communications Conversion. ....................................................................................................................... 25-26

Evaluation of S.T.A.T. ................................................................................................................................... 27-28

S.T.A.T. Steering Committee. .............................................................................................................................29

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BCPS’ THEORY OF ACTION

To equip every student with the critical 21st century skills needed to be globally competitive, BCPS must ensure

that every school has an equitable, effective, digital learning environment. All students will be provided a

digital learning device and personalized, blended, interactive curriculum.

PURPOSE

BCPS is undergoing a series of eight conversions to transform teaching and learning to meet the Theory of

Action. These conversions are interdependent and occurring simultaneously. The purpose of this document is

to closely monitor all eight conversions (curriculum, instruction, assessment, organizational development,

infrastructure, policy, budget, and communications) and the evaluation process to ensure alignment and

consistency, to avoid gaps or overlaps, and to ensure a systemic approach that is equitable for all students.

LEARNER-CENTERED ENVIRONMENTS

LEARNER-CENTERED ENVIRONMENTS

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STRATEGIC PLAN FOR S.T.A.T.

Key Actions Person/Group Responsible Start

Date

Due

Date

Curriculum

Create a digitally enhanced curriculum that

supports culturally responsive instruction in a

learner-centered, blended environment that

promotes equitable access.

Division of Curriculum & Instruction July 2013 Ongoing

Instruction

Create equitable learner-centered environments in

all elementary school classrooms.

Elementary School Assistant

Superintendents

Office of Organizational Development

Department of Innovative Learning

Building Principals

January

2014 June 2017


all middle school classrooms.

Middle School Assistant Superintendents



Building Principals

June 2014 June 2018


all high school classrooms.

High School Assistant Superintendents



Building Principals

June 2014 June 2019

Assessment

Provide teachers with curriculum-aligned formative

assessments through BCPS One. Division of Curriculum & Instruction June 2014

September

2018

Ensure systemic use of BCPS One Gradebook for

districtwide consistency and transparency. Division of Curriculum & Instruction June 2014 June 2015

Provide support in responding to assessment data

that shows disparities in student outcomes.

Division of Curriculum & Instruction



Building Principals

July 2015 Ongoing

Organizational Development

Provide systemic professional learning

opportunities through CPD courses, workshops,

and Webinars.



January

2014 Ongoing

Provide job-embedded coaching and professional

learning to teachers through the S.T.A.T. teacher

program.



January

2014 Ongoing

Establish a professional learning platform inside of

BCPS One.



January

2015

September

2018

Infrastructure

Ensure all schools have full wireless coverage that

consistently works. Department of Information Technology

August

2013

September

2015

Continue to integrate digital content through single

sign-on in BCPS One to support digital curriculum

and access to resources.

Department of Information Technology

Office of Digital Learning June 2014 Ongoing

Develop parameters to garner feedback and

implement enhancements to BCPS One. Office of Curriculum Operations

Department of Information Technology June 2014 Ongoing

Provide each student and teacher with a digital

device. Department of Information Technology May 2014 June 2018

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Policy

Continue to review and revise current policies to

align with the needs of S.T.A.T.





Office of Law

September

2013 Ongoing

Budget

Adjust budgets to support the S.T.A.T. program.





Office of Budget and Reporting

September

2013 Ongoing

Manage grants to support S.T.A.T.



Controller’s Office, Grants and Agency

Fund Accounting

September

2013 Ongoing

Communications

Use various communication outlets to inform and

educate stakeholders regarding S.T.A.T.

Department of Communications and

Community Outreach





September

2013 Ongoing

Share how S.T.A.T. and the Lighthouse schools

program transforms teaching and learning through

publications and conferences.

Department of Communications and

Community Outreach





September

2013 Ongoing

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SUMMARY

As we conclude year three, the eight conversions are progressing toward the goal of systemic

institutionalization by the year 2018. Classrooms across the district are transforming to learner-centered,

personalized environments in which the students take an active role in their learning through choice based on

standards, interests, and learning preferences. Lighthouse schools serve as learning labs to pave the way for this

transformation of teaching and learning in all schools.

Device rollout will move forward in Fall 2016 in all BCPS elementary schools (Grades K–5), all middle schools

(Grade 6), seven Lighthouse middle schools (Grade 6–8), and three Lighthouse high schools (9–12). The

infrastructure and curriculum conversions are intentionally aligned to allow for curriculum development prior to

1:1 rollout in the corresponding grade levels. This ensures teachers have digital curriculum resources available

to support learner-centered, blended instruction. Device rollout schedule is dependent upon budget approval.

Curriculum continues to be developed and revised, infusing project-based, problem-based, and inquiry-based

instructional models. Standards-based learning progressions are being developed to support customized learning

through the formative instructional process. Policies related to curriculum and assessment have been revised to

support these shifts, including Policy and Rule 5210 to transform grading and reporting (see Assessment

Conversion).

Professional learning for administrators and S.T.A.T. teachers continues to be aligned with initiative goals, with

emphasis placed on learner-centered environments, 21st century skills, the SAMR model for technology

integration, and the BCPS One Learning Management System. Lighthouse schools administrators and S.T.A.T.

teachers will continue to receive monthly professional learning that provides deeper dives into topics, including

specific 21st century skill development (see Organizational Development Conversion).

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To promote equitable access, S.T.A.T. includes development of customized opportunities for students. The

Office of Educational Options is implementing several flexible programs with a blended model (see Instruction

Conversion). The Office of Assistive Technology is also working with the Department of Information

Technology to provide customized technology to meet the needs of students in special schools.

Central to S.T.A.T. is the safety and security of students and their information as they engage with the content

and tools of a 21st century digital curriculum. A newly developed scope and sequence for Digital Citizenship

outlines skills and learning targets taught at each grade level to prepare students to be safe, secure, and ethicial

in their technology use. The Department of Information Technology prioritizes privacy and security of student

data in the selection and development of digital content, tools, and systems.

Communication efforts continue to educate all stakeholders regarding S.T.A.T. Both internal and external

media outlets are being used extensively to tell the S.T.A.T. story to BCPS stakeholders and the larger

education community (see Communications Conversion). Greater emphasis has been placed on providing

parent-friendly resources on understanding the S.T.A.T. initiative, the supporting research, and creating a safe

digital environment in the home.

Johns Hopkins University Center for Research and Reform in Education serves to evaluate the effectiveness of

S.T.A.T. In year two, evaluative efforts continue to focus on measuring the impact on teacher practice,

classroom environment, and student engagement, and have expanded to investigate digital content use and 21st

century skill development.

S.T.A.T. is based on the foundational belief that all students, regardless of race, gender, English language

competency, or disability must have daily access to rigorous, relevant, and responsive instruction that prepares

them to be globally competitive. The eight conversions of S.T.A.T. will continue to be monitored and serve as a

road map for systemic alignment and to promote equity.

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Where we are:

The curriculum continues to be revised applying an equity lens and

the Understanding by Design Framework to support teaching for

transfer. Curriculum also continues to be revised to align with the

new academic standards that place greater emphasis on critical and

analytical thinking skills (see Figure 1.1).

Curriculum offices, in collaboration with Modern Teacher and

Marzano Research, developed a vision for student-centered

curriculum based upon authentic tasks and learning progressions.

To empower students with explicit, measurable, transferable learning

goals, student-centered unit overviews with “I can” statements

continue to be developed for each course (see Figure 1.2).

To support personalized instruction, students have choice within

project-based, problem-based, and inquiry-based instructional

models.

To support customized instruction,

standards-based learning progressions are

being developed to support the formative

assessment process (see Figure 1.3).

Learning plans will include multiple

opportunities for students to engage with content as they work towards

mastery. Students take ownership of their learning, as they are able to

identify where they are and where they are going in their learning.

The digital development of more than half of the district’s

curriculum has occurred in less than two years’ time (see Table 1.1).

To develop teacher capacity for curriculum development, a two-

credit CPD course entitled “Curriculum Writing for the 21st Century” is

offered in both the

fall and spring to all

BCPS teachers. The

course includes

modules on

S.T.A.T.,

Understanding by Design, Writing

Curriculum to Reach All Students, and 21st

Century Learning. More than 900 teachers

have completed the course.

Phase Number of Course Maps

Available to Teachers

Final 76 Yes

Field-Testing (Beta) 160 Yes

In Development (Draft) 34 No

Total Course Maps 270

Figure 1.1 Curriculum

development process

Figure 1.2 Components of

student-centered unit overview

Table 1.1 Course map development, April 2014–Jan. 2016

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Where we are (cont'd):

What’s next:

Sixty-one curriculum workshops are planned for July 2016. All content areas and grades are

represented, as well as the Office of School Counseling and the Office of College and Career

Readiness.

Curriculum will continue to be developed in alignment with the BCPS five-year curriculum review

plan.

The curriculum will continue to become digitally enhanced in the core content areas. Additional

content from third-party vendors will be integrated into BCPS One to support this curriculum

development (see Infrastructure Conversion).

All curricula being revised will incorporate culturally responsive practices.

Interdisciplinary units will be developed and field-tested.

Project-based, problem-based, and inquiry-based models will continue to be developed in all content

areas.

More complex learning goal

•Evidence shows students are able to transfer learning above and beyond level three expectations (products and performances)

Target learning goal

•Evidence shows students are able to demonstrate what you want them to know and be able to do as dictated by the RIGOR of the standards

Simpler learning goal

•Evidence shows the students demonstrate an understanding of the knowledge and reasoning targets but are not at the level to have mastered the standards and/or apply the understanding as the standard dictates.

Foundational knowledge, prerequisite

•Evidence shows students have demonstrated basic foundational knowledge as related to the standards

Figure 1.3 Description of learning progressions

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Where we are:

Ten elementary, seven middle, and three high schools are

serving as Lighthouse Schools (see Table 2.1), piloting

1:1 device rollout and the shift to a personalized, blended,

learner-centered environment (see Figure 2.1). They are

serving as learning labs for other schools (see Figure

2.2).

Classrooms across the district are beginning to transform

to learner-centered, personalized environments in which

the students take an active role in their learning through

choice based on standards, interests, and learning

preferences.

All BCPS teachers have access to the instructional

components of BCPS One, including Digital Content and

Instructional Tools. The Office of Digital Learning’s Wiki is

available to support teachers with these components.

S.T.A.T. teachers are providing whole-group, small-

group, and one-on-one professional learning and

coaching to assist teachers with the transformation of

teaching and learning.

Lighthouse Schools

Elementary Schools Began Fall 2014

Chase Church Lane Edmondson Heights Fort Garrison Halstead Hawthorne Joppa View Lansdowne Mays Chapel Rodgers Forge

Middle Schools Began Fall 2015

Cockeysville Dumbarton Pikesville Ridgely Sparrows Point Stemmers Run Windsor Mill

High Schools Begin Fall 2016

Chesapeake Owings Mills Pikesville

eLearning Extended Day

Learning Program

SPARC* Maryland Virtual

Learning Opportunities

Self-paced

Blended- learning approach

Credit recovery

Original credit

Available to access from home school

Supported by a BCPS teacher

*School Programs for Acceleration and Recovery of Credits

Table 2.2 Programs offered through the Office of

Educational Options

The Office of Educational

Options now offers several

programs with flex blended

learning as the primary model

for instruction. Students may

choose to access learning using

cutting edge digital learning

strategies and resources that

allow students and teachers to

engage in responsive teaching

and learning anchored in

performance and mastery

(see Table 2.2).

Table 2.1 Current Lighthouse Schools

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Figure 2.1 Characteristics of the teacher, space, and student in a learner-centered environment

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What is next:

Classrooms across the district will continue transforming to learner-centered, personalized environments

with a focus on developing 21st century skills, using Lighthouse schools as a model for implementation

(see Figure 2.2).

The BCPS Digital Citizenship

Scope & Sequence K–12 outlines

the skills and learning targets to

be taught at each grade level to

ensure all students can effectively

participate, safely and securely, in

a digital world (see Figure 2.3).

Internet Safety

Privacy

& Security

Relationships

& Communication

Cyberbullying

& Digital Drama

Digital Footprint

& Reputation

Self-Image & Identity

Information

Literacy

Creative Credit

& Copyright

Figure 2.2 Evidence of a shift

in teaching and learning

practices in Lighthouse

schools

Figure 2.3 Topical categories outlined in the BCPS Digital Citizenship Scope & Sequence K–12.

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Where we are:

Assessments

Within the learning management system, content

offices and teachers have the ability to develop

multimedia, computer-enhanced assessment items.

Assessment items include PARCC item types; i.e.,

drag and drop, close, matching, short answer, essay,

multi-select multiple choice, two-part items, and file

upload response items. Assessment items are housed

in one central bank available for teachers and

curriculum development.

Two-part curriculum-based unit assessments in ELA

and Math continue to be developed and revised

applying an equity lens and the Understanding by

Design® Framework. Part I focuses on the

knowledge and skills students need to be successful.

Part II includes authentic performance tasks designed

to engage students in the application of what they

know and are able to do in real-world situations.

In collaboration with the Maryland State Department

of Education, blended professional learning

opportunities on the formative instructional process

have been developed, incorporated into school progress plans, and realized in 50 schools (see

Figure 3.1).

To support the formative instructional process, customized instruction, and promote instructional

agility, standards-based learning progressions are being developed (see Figure 1.3 in the

Curriculum Conversion).

Over 5,000 Maryland college and career readiness-aligned assessment items provided by the

Maryland State Department of Education have been loaded into the BCPS One item bank.

Teachers also have the ability to

build their own computer-enhanced

formative assessments by creating their

own items or by choosing items from

the item bank. After a teacher creates

and administers a formative assessment

in BCPS One, the system automatically

scores the assessment.

Figure 3.2 Scope of formative and summative

assessments

Figure 3.1 Formative instructional process

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Where we are:

Assessment (cont’d)

The implementation of success criteria

and learning progressions as part of the

formative assessment process provides the

backbone for instructional agility and

customization (see Figure 3.3).

Grading and Reporting

To ensure our grading practices are

equitable, accurate, specific, and timely,

on-going professional development on

effective, standards-aligned grading and

reporting practices is provided to all

principals, assistant principals, curriculum

leaders, S.T.A.T. teachers, and academic

department chairs.

What’s next:

S.T.A.T. teachers will provide ongoing training and support to teachers on using the

assessment system in BCPS One to address disparities in student achievement outcomes.

Blended professional learning opportunities on the formative instructional process will be

enhanced and made available to all schools.

To increase instructional agility and customization, professional learning opportunities on the

development and effective use of learning progressions will be offered to curriculum writers,

S.T.A.T. teachers, and others throughout the 2016–2017 school year.

In alignment with the five-year rollout plan, cross-curricular, performance-based unit

assessments will continue to be developed and revised.

Adaptive technology will be incorporated into the assessment platform to allow curriculum

leaders and classroom teachers to customize the delivery of digital content based on students’

level of performance and assessment results.

Policy and Rule 5210 transforming grading and reporting will become effective on July 1,

2016.

A grading and reporting procedures manual, communication tools, a dedicated Web site, and

online professional development resources will be created to support the transition to

standards-aligned grading.

Figure 3.3 Students begin at different places on the learning

progressions scale for a standard. The formative assessment

process supports customization of learning so all students can

progress toward or beyond demonstrating mastery of the

standard. (Numbers represent where students fall before and

after instruction.

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Where we are:

Administrators

All principals are receiving training on the role of the instructional digital leader and on creating learner-

centered learning environments. Professional learning takes place in leveled cohorts to create smaller

communities of learning.

All elementary school principals’ and Lighthouse middle school principals’ learning cohorts will have an

emphasis on blended learning environments that are learner-centered.

All administrators participate in training on the tests and quizzes application inside BCPS One.

S.T.A.T. Teachers

All S.T.A.T. teachers participate in monthly professional learning that can be turn-keyed in the

schoolhouse.

All S.T.A.T. teachers participate in training on the tests and quizzes application inside BCPS One.

S.T.A.T. teachers will continue to participate in professional learning on the use of the learning

management system in BCPS One.

All S.T.A.T. teachers will continue

to receive intensive professional

learning that aligns to their needs in

their assigned schools.

S.T.A.T. teacher professional

development is now delivered in a

conference-style format.

Teachers

All teachers are accessing online

videos and tutorials on the new

operating system and on their

devices. Technology liaisons will

support refresher training on

devices.

All teachers have access to

workshops, courses, and cohort

programs to support their individual

learning outcomes (see Table 4.1.)

All elementary schools and the Lighthouse middle schools will receive professional learning on the

power of customization and personalization in a learner-centered environment.

All elementary schools and Lighthouse middle schools will receive professional learning on how to use

BCPS One to customize instruction and assessment through the use of the formative assessment

feedback loop.

Figure 4.1 Professional learning is developed responsively to meet system

and individual needs

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Lighthouse Schools

Lighthouse schools receive customized professional learning opportunities to support their work as

learning labs.

Lighthouse principals (elementary and middle), assistant principals, and S.T.A.T. teachers receive

monthly professional learning as a professional learning community.

Staff in Lighthouse schools are receiving training on managing the blended classroom.

Staff in Lighthouse schools are receiving training on implementing a digital curriculum and the use of

the learning management system in BCPS One.

Equity teams in all Lighthouse elementary and Lighthouse middle schools are engaged in professional

learning on equity as it relates to providing customized, personalized learning.

Parents

Parent training resources on accessing BCPS One are being utilized.

S.T.A.T. Professional Learning Opportunities

Cohort programs Goucher College Teacher Leadership in Digital Curriculum Development Loyola University Digital Learning: Teacher Leaders and Technology Digital Learning: Teacher Leaders and Technology II Master of Arts in Curriculum and Instruction with a Concentration in Teaching and Learning in the Digital Age Towson University School Library Media Cohort XIV, Instructional Technology School Library Media and Educational Leadership Master of Science in Educational Leadership and Instructional Technology Master of Science in Instructional Technology, Library Media Specialist

Courses Curriculum Writing in the 21st Century Digital Learning University (Workshop Module Series)

Table 4.1 S.T.A.T. related professional learning opportunities offered for the 2015–2016 school year

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Where we are (cont’d):

Multiple Stakeholders

Principals, assistant principals, S.T.A.T. teachers, and teachers are receiving training on

Partnership for the 21st Century (P21) skills.

All elementary, middle, and high schools have the opportunity to invite five staff members on two

Lighthouse school visits as part of their collective professional learning.

Principals and S.T.A.T. teachers in all elementary schools and the Lighthouse middle schools are

receiving professional learning on the development of a Teacher Leader Corp and strategies for co-

constructing a vision for the 21st Century learning in their schools.

Principals and S.T.A.T. teachers in all elementary schools and Lighthouse middle schools are

receiving professional learning on the Substitution Augmentation Modification Redefinition Model

(SAMR) technology integration model.

What is next:

All elementary schools, all middle schools, and lighthouse high schools will receive professional

learning through one of three, one-day summer institutes in June 2016 (see Table 4.2).

Field Test schools have been selected for the Student Information System (SIS) application inside

BCPS One and are receiving professional learning regarding the various modules in the SIS over the

course of the 2015–2016.

All principals and assistant principals will engage in professional learning on equity, cultural

competency, and culturally responsive instruction as it relates to providing customized, personalized

learning.

S.T.A.T. teachers will have opportunities to attend professional learning throughout summer 2016

that aligns to the goals and professional learning plans in their School Progress Plans.

Institute Attendees Dates

S.T.A.T. Elementary Schools Administrator and Teacher Leader Corps June 22, 2016

S.T.A.T. Middle Schools Administrator and Teacher Leader Corps June 23, 2016

Lighthouse High Schools Administrator and All Instructional Staff June 24, 2016

Table 4.2 Professional learning institutes planned for June 2016

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Hardware

Where we are:

BCPS received 16,800 devices during the 2014–2015 school year, of which approximately 7,500 were

assigned to teachers and school administrators.

Secondary schools each received sixty units with two carts (30 units per cart).

Teacher docking stations (7,032) and monitors to complement the laptops were installed at all schools.

Additional devices have been purchased outside of the leasing program for identified needs in CTE,

secondary schools, and for additional staff members. Repurposing desktops from fully deployed

Lighthouse schools to other schools is complete (approximately 200 desktops).

To ensure compatibility and efficient use of resources, schools and offices are now limited in their

ability to purchase new technology on an ongoing basis.

BCPS rolled out over 28,300 devices in Year 2 (see Table 5.1).

The 10 Lighthouse elementary schools received

approximately 5,300 devices for Grades K–5

Lyons Mill Elementary School opened with over 620 devices for Grades K–5.

Seven (7) Lighthouse middle schools received

1,964 devices for sixth grade students to use in

school and at home.

Mays Chapel and Halstead Academy field

tested fifth graders taking devices home.

Customized hardware has been purchased for

Special Schools: Maiden Choice, Battle

Monument, and Ridge Ruxton. Hardware

includes kiosks, tablets (25% of enrollment),

desktops (1 per classroom), and 24” multi-

touch LCD displays (1 per classroom).

Elementary guidance staff members received

devices.

Secondary nurses received devices and docking

stations.

Phase # Schools Deployment Window

# Units

Phase 1

17 Before August 15 3986

Phase 2

26 Summer – End of September

6410

Phase 3

26 October 6573

Phase 4

25 Mid October – November

6360

Phase 5

20 Mid November – December 11

4992

Total Deployment for 2015/2016 28321

Table 5.1 Phases of device deployment for 2015–2016

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Hardware (cont’d)

What’s next:

Approximately 32,500 devices will be rolled out during the 2016–17 school year with an anticipated

completion date of December 9, 2016. All students in Grades 1–6 will have a device.

Kindergarten students will share a pod of 5 devices in each classroom.

Grade 7 students will receive devices at Lighthouse middle schools.

Students in Grades 9–12 at three Lighthouse high schools will receive devices over the summer of

2016.

Elementary nurses will receive devices and docking stations.

A plan will be developed to determine a new timeline for all staff members who have not been issued

a device but were included in the original rollout plan.

A plan will be developed for the purchase and installation of projectors for schools.

Additional technology will be purchased for Maiden Choice, Battle Monuement, and Ridge Ruxton to

support the unique needs of students at these three special schools.

Networking

Where we are:

New full school educational access wireless has been installed in all schools.

Fifty schools have been converted from a third-party wide area network service to the county-owned

ICBN/BCON fiber network, allowing for increased bandwidth to the schools.

The district’s main Internet connection was increased from 3000Mbps to 5000Mbps during the summer

of 2015.

What’s next:

A new Wide Area Network (WAN) contract, approved by the Board of Education on March 4, 2015,

will allow the district to increase the bandwidth at schools that still utilize a third-party service rather

than the county-owned ICBN/BCON fiber network during the 2015–2016 and 2016–2017 school year.

Software

Where we are:

The enhanced interface for BCPS One was launched in June 2015 providing access to multiple

subsystems from one central screen that has a responsive design and is device agnostic.

The BCPS One support model has been revised to include an online support request form and the BCPS

One Manual.

BCPS One digital ecosystem continues to grow and expand with development work across all six

subsystems (see Table 5.2).

Appropriate assistive technology software has been purchased for Special Schools: Maiden Choice,

Battle Monument, and Ridge Ruxton.

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Software (cont’d)

BCPS One Subsystem/ Component

Where we are What’s next

Student Information System

Rebranding SIS as the BCPS One Student Information System with new and cohesive design.

Developing SIS enhancements including student picture-based attendance, student-centric navigation, dual credit course reporting, and improvements for the Extended Year Learning Program.

Develop improved training materials.

Complete development of SIS enhancements in preparation for new 2016–2017 school year.

Reporting Refining wireframes for overall dashboard design based on primary customer feedback.

Developing and deploying Student Performance data dashboard.

Refining dashboards based on user feedback.

Determining next steps around integration of reporting with rebranded EASI application within BCPS One.

Learning Management System

Field testing digital ELA and Math curriculum in Grade 6.

Refining online gradebook user experience.

Expanding LMS access for Student Support Services staff through custom built User Management Tool.

Developing an assessment platform that allows for developmentally appropriate items and processes and seamless use of data.

Complete review of stakeholder enhancement requests to determine what is required for future custom development with Engrade in alignment with new grading policies.

Digital Resources (Digital Content and Instructional Tools)

Established rationale for centrally managed digital resources.

Established an integration process and timeline.

Continue integration work with vendor partners.

Continue migration of existing digital content into BCPS One with single sign-on user experience.

Establish guidelines for the entry point(s) to digital resources.

Develop standard vendor Terms of Use and Data Sharing Agreement.

Employee Effectivess

Gathered requirements for principal evaluation tool.

Developing a custom-built solution for principal evaluations.

Launch the principal evaluation tool

for the 2016–2017 school year.

Determine if a pilot will be held to

select Web-conferencing tool.

Professional Learning

Completed relocation of digital learning tools and Professional Learning Resources into BCPS One.

Linked professional learning icon in BCPS One to the existing BCPS professional development calendar for improved user experience.

Piloting the Modern Teacher Tool in phases with

approximately 6 courses and a workshop.

Create a single sign-on experience for existing Registration System.

Determine whether a pilot or field test will be held to select a Web-conferencing tool.

Gather feedback from end users regarding the Modern Teacher pilot.

Table 5.2 Progress of BCPS One components

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What’s next:

Prepare to launch the rebranded SIS with enhanced

functionality for various end users, including picture-

based attendance.

Additional third party resources and applications

will be integrated into BCPS One (see Table 5.3).

Experience for end users will be improved for

existing Digital Content page partners with

provision of single sign-on experience (both from

inside and outside of the network after login to

BCPS One environment).

Enhancements will be made to the assessment

application in the LMS in BCPS One (see

Assessment Conversion).

Continue development of the new BCPS One

Manual, including migration of existing content and

improved user interface that is interactive based

upon the user’s role, including a student section for

the LMS to support teachers.

Continue development of custom built Principal

Evaluation Tool and prepare to launch prior to

upcoming 2016–2017 school year.

Continue Modern Teacher pilots and prepare to

launch districtwide for rollout during upcoming

2016–2017 school year. Table 5.3 Third party integrations with BCPS One.

Completed Integrations

Reading Wonders Discovery Education Discovery Techbooks Dreambox APEX Pearson Envision Houghton Mifflin Harcourt Learn Zillion Class Flow iReady Wixie

Planned/ In-Progress Integrations

Ascend College Prep Math Edutyping Pearson EasyBridge Pearson SuccessNet Fitness Gram Modern Teacher One (staff only)

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Where we are:

The BCPS Student Handbook has been revised to reflect the updated Technology and Acceptable Use Policy

(TAUP) for students.

By regulation, each school year students who receive devices and their parent/guardian are required to

acknowledge that they have received, reviewed, and acknowledged the student handbook.

Policy added that aligns with S.T.A.T.

0100–Equity

Policy 0100 was adopted by the Board of

Education on September 9, 2014. This policy

was adopted to ensure the success of all

students by raising achievement for all

students and closing gaps among all students.

This policy explicitly states the school

system’s belief that disparities based on race,

special education status, gender, ethnicity,

sexual orientation, English language learner

status, or socio-economic status are

unacceptable and are directly at odds with the

belief that all students can achieve.

Policies revised to align with S.T.A.T.

4104–Technology Acceptable Use Policy (TAUP) for Employees and Approved Non-Employees

Policy 4104 was revised to (1) rename the policy to distinguish this policy from the acceptable use

policy for students; (2) include a policy statement; and (3) include an implementation section.

5210–Grading and Reporting Policy 5210 was revised to: (1) rename it; (2) include a policy statement that reflects the Board’s

commitment to maintaining rigorous performance and achievement standards and providing a

consistent and fair process for evaluating, grading, and reporting student progress; (3) include

definitions; and (4) provide an effective date of July 1, 2016. Policy 5210 now aligns with current

research and best practices and supports the new expectations related to grading in a digital

environment where students have 24/7 access to learning (see Assessment Conversion).

Figure 6.1 The review and development process for BCPS

policies and rules.

23

Policies revised to align with S.T.A.T. (cont’d)

6000–Curriculum and Instruction

Policy 6000 was revised to (1) include a policy statement that clearly outlines the board’s expectations

that the development of curricula provides rigorous instruction and high-quality programs to raise the

academic bar and close achievement gaps; (2) include the development and implementation of a digital

platform for curriculum delivery; (3) outline standards, including the requirement that all curriculum

and courses of study be approved by the Board; (4) include salient points formerly included in Policy

6100, including the need for articulation and coordination of curriculum across content areas and grade

levels; and (5) include an implementation section.

6002–Selection of Instructional Materials

Policy 6002 was revised to (1) clarify that “instructional materials” means instructional content

approved for systemwide use; (2) include in the policy statement the board’s expectations that

instructional materials raise the academic bar and close achievement gaps; (3) outline standards that

require the superintendent to evaluate the effectiveness of instructional materials prior to any contract

renewal or modification requiring the expenditure of public funds; and (4) include an implementation

section.

6202–Technology and Acceptable Use Policy (TAUP) for Students

Policy 6202 was revised to (1) rename the policy to clearly distinguish it from the employee

acceptable use policy; (2) include a policy statement; and (3) include an implementation section.

5230–Student Records

Policy 5230 and Rule 5230 were revised and include an updated definition of directory

information. The rule reduced the amount of information as identified as Directory Information to:

o Student’s First and Last Name

o Participation in Officially Recognized Activities and Sports

o Weight and Height of Members of Athletic Teams

o Dates of Attendance, Degrees, and wards Received

As a result of this change RULE 6202, FORM A, Parental Privacy Preference Opt-Out Form, section,

Directory Information Opt-Out, was also updated.

Policies removed to align with S.T.A.T.

5220–Reporting to Parents

Policy 5220 was deleted effective July 1, 2016.

6100–Curriculum

Policy 6100 was deleted.

6501–Evaluation of the Instructional Program

Policy 6501 was deleted.

24

Where we are:

The S.T.A.T. initiative is a proposed five-year budget plan.

The implementation of the digital conversion began in FY 2015 with Lighthouse schools.

Year 1: FY 2015 - School budgets were reduced allowing for reallocation of funds for centralized

purchases of technology and instructional materials to provide all students equitable access (see Table

7.1).

Year 2: FY 2016 - All elementary schools were funded for Grades 1–3 and all elementary Lighthouse

schools were funded for Grades K, 4 and 5 with student devices.

Year 2: FY 2016 - Seven Lighthouse middle schools were funded for all students in Grade 6.

Going forward, schools and offices will be limited in their ability to purchase new technology,

textbooks, and digital content to ensure compatibility with S.T.A.T. specifications and the equitable,

efficient use of resources. Schools and offices are able to make direct purchases of approved

technology and additional instructional materials subject to availability of their budgeted funds.

Central purchases of technology, maintenance, and associated services of S.T.A.T. will be leased.

What is next:

Digital devices will be implemented in all middle schools in Grade 6 and Lighthouse middle schools

in FY 2017.

Digital devices will be implemented in three Lighthouse high schools Grades 9–12 in FY 2017.

Percent reduction

Change in per-pupil allocation

Elementary Schools

5.7% from $142 to $134

Middle Schools

4.0% from $157 to $151

High Schools

3.2% From $186 to $180

Table 7.1 Reductions in per-pupil allocations for schools in FY 2015

25

Where we are:

All stakeholders continue to have access to communications related to S.T.A.T. through a variety of

outlets (see Table 8.1).

Good News Ambassadors in each

Lighthouse school are documenting

S.T.A.T. through the collection of digital

artifacts to share via social media and the

Lighthouse Web site.

The recently published “Growing up

Digital” page on the BCPS public site

provides tips and resources from

Common Sense Media for families to

model positive digital behavior and keep

students safe when using devices at

home (see Figure 8.1).

Web & Social Media

Redesigned S.T.A.T. and Growing up Digital pages on public Web site

Blog posts on district blog, Deliberate Excellence, and the Lighthouse schools Web site

Sliders showcasing S.T.A.T. throughout the school year

Systemwide and superintendent’s Twitter accounts @BaltCoPS and @DDance_BCPS

Use of the hashtags #bcpsstat and #bcpslh

BCPS Facebook account

Showcase Web site for external visitors

E-mail Highlighting of S.TA.T. through the Team BCPS Newsletter (All stakeholders)

BCPS One Highlights (Staff)

Parent University e-Newsletter

Video & Television

Monthly Lighthouse school video profiles

BCPS News Briefs specifically on BCPS TV

Video messages to students, delivered in the classroom

Events & Face-to-Face

Parent University workshops and events that talk about technology, BCPS One, etc.

Stakeholder advisory groups: community, student, and teacher town hall meetings

Nights of Innovation held at Lighthouse schools in partnership with Discovery Education

Table 8.1 Stakeholder communications related to S.T.A.T.

Figure 8.1 Growing Up Digital page supports BCPS families

26

Where we are (cont’d):

Family and Community Engagement (FACE) liaisons support communication of S.T.A.T. to the

broader community.

A partner/stakeholder meeting is held in the fall and spring to engage with business and higher

education partners around S.T.A.T.

Several regional, national, and online presentations and publications have highlighted S.T.A.T.

BCPS has also received multiple awards and recognitions related to S.T.A.T. (see Tables 8.2 and 8.3).

What’s next:

The middle school Lighthouse

experience will be documented in a

similar fashion to the first year of

Lighthouse elementary schools.

S.T.A.T. will be highlighted in all

schools (i.e., learner-centered

environments and curriculum changes

at every school).

Proposals for presentations and

publications will continue to be

submitted, as well as applications for

awards to gain recognition for S.T.A.T.

Presentations

Personalization & Technology – Creating Learner-Centered Environments: Leading in the Digial Age

Lead 3.0, April 2015

Supporting Learner-Centered Environments: Leading in the Digital Age

Council of Great City Schools CIO Conference, June 2015

The Experts Speak: Understanding and Implementing Personalized Learning for Every Student

ISTE, June 2015

Change the Conversation By Telling Your School's Story ISTE, June 2015

Personalized Learning and Racial Equity Courageous Conversations, October 2015

Publications

How BCPS Lighthouse Schools Changed the Conversation EdSurge, January 2015

Three Different Ways to Go 1:1 Administrator, March 2015

The Smart Way to Roll Out 1-to-1 in a Big District The Journal, March 2015

A Culture of Innovation: Two schools’ journeys toward implementing 1:1 computing

Principal Magazine, May/June 2015

Journey to a 1:1 Learner-Centered Environment The OnCUE Journal, July 2015

Essential Building Blocks Ed Tech K-12, Fall 2015

2015 Awards and Recognition

Named District of Distinction “District Administration” magazine

Digital Content and Curriculum Achievement Award Center for Digital Education

Open Door Policy, Digital Innovation and Learning Award Digital Promise and EdSurge

Intel® Education Visionary Award Intel® Education

Leadership through Communication Award AASA, The School Superintendents Association

Table 8.2 Presentations and publications related to S.T.A.T. in 2015

Table 8.3 S.T.A.T. related awards and recognition in 2015.

27

BCPS has contracted the Johns Hopkins University - Center for Research and Reform in Education (JHU-

CRRE) to evaluate the effectiveness of implementing S.T.A.T. including changes in teaching and learning in

the Lighthouse schools. The evaluators will provide two reports each year, a formative mid-year report and a

summative end-of-year report.

Outcomes for Teachers and Students: As depicted below, the evaluation model emphasizes a longitudinal

nature for expected outcomes. The S.T.A.T evaluation will focus on professional development including roles

and best practices for S.T.A.T. teachers, administrators, classroom teachers, and other key participants. The

evaluation of intermediate and long-term measurable outcomes will examine areas of classroom environment,

student engagement, teacher practice, digital content access, and student mastery of P21 skills. The goals of this

initiative include increased student engagement and achievement and student mastery of P21 skills. The goals of

S.T.A.T. support and align with BCPS’ goal of graduating globally competitive students. In addition to

evidence collected by BCPS, the mixed-methods evaluation design will include surveys, classroom

observations, interviews and focus groups, and achievement test scores.

Figure 9.1 The S.T.A.T. Evaluation Model

28

Year 1: The evaluation included Grades 1–3 in the ten Lighthouse elementary schools.

The 2015 S.T.A.T. Evaluation Report and Board of Education Presentation is available for review at

http://www.bcps.org/academics/stat.

Year 2: The evaluation focus included: Grades K–5 in the ten Lighthouse elementary schools, Grades 1–3

in ten Phase 2 elementary schools, and Grade 6 in seven Lighthouse middle schools.

Figure 9.2 The S.T.A.T. evaluation planning matrix

http://www.bcps.org/academics/stat

29

S.T.A.T. Steering Committee

2015–2016

S. Dallas Dance, Superintendent

Verletta White, Chief Academic Officer

Kevin Smith, Chief Administrative and Operations Officer

*Members whom contributed to this update.

Conversion/Area of

Responsibility

Representative(s) Title

Co-Chairpersons Lloyd Brown*

Ryan Imbriale*

Executive Director, Information Technology

Executive Director, Innovative Learning

Curriculum Verletta White

Rich Weisenhoff*

Stefani Pautz*

Chief Academic Officer

Executive Director, Academics

Coordinator, Curriculum Development

Instructional Karen Blannard

Jane Lichter

Heidi Miller

Monique Wheatley-Phillip

Penelope Martin Knox

Mark Bedell

George Roberts

Karen Harris

Stephen Price

Susan Truesdell

Sam Wynkoop

Assistant Superintendent, Elementary Zone 1

Assistant Superintendent, Elementary



Assistant Superintendent, Middle Schools

Assistant Superintendent, High School

Sr. Executive Director, Curriculum & Instruction Operations

Principal, Fort Garrison Elementary School

Principal, Lansdowne Elementary School

Principal, Ridgely Middle School

Principal, Dulaney High School

Assessment Russ Brown*

Renard Adams

Kara Calder

Christine Koth

Nicole Johnson

Linda Marchineck*

Chief Accountability & Performance Management Officer

Executive Director, Performance Management & Assessment

Executive Director, Research and Strategic Planning

Director, Research

Director, Performance Management

Coordinator, Internal Assessment

Organizational

Development

Billy Burke*

Christina Byers*

Lisa Williams

Mary Boswell-McComas

David Robb*

Jennifer Audlin

Chief of Organizational Effectiveness

Executive Director, Leadership Development, Elementary

Director, Equity and Cultural Proficiency

Coordinator, Professional Growth and Partnerships

Supervisor, Innovative Learning Projects

Resource Teacher, Equity and Cultural Proficiency

Infrastructure

Jeanne Imbriale*

Jodi Obenstine*

Greg Vukov

Craig Ebersole

Michael Fort

Director, Enterprise Applications

Director, Technology Support Services

Director, Network Support Services

Special Assistant, Educational Planning

Supervisor, Digital Learning/S.T.A.T.

Policy Patricia Clark

Valerie Thompson

Policy and Compliance Officer, Law Office

Associate Counsel, Ed. Support Services

Budget George Sarris

Melanie Webster

Executive Director, Fiscal Services

Fiscal Supervisor III, Procurement

Communications Diana Spencer

Deborah Phelps

Communications Officer

Director, Education Foundation

BOARD OF EDUCATION

Charles McDaniels, Jr.

Chair

Edward J. Gilliss, Esq.

Vice Chair

S. Dallas Dance, Ph.D.

Secretary – Treasurer

Deeksha Walia

Student Board Member

Kathleen S. Causey

Michael J. Collins

June P. Eaton

Marisol A. Johnson

Ann Miller

Nicholas C. Stewart, Esq.

David Uhlfelder

Stephen L. Verch, Esq.

Romaine N. Williams, Esq.

For more information visit us online

http://www.bcps.org/stat

#bcpsstat

#bcpslh

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