AN UPDATE ON THE STATE BOARD OF EDUCATION PREPARED BY:
MARYLAND STATE
EDUCATION
ASSOCIATION · NEA
December 16, 2014
MEETING DATES FOR
THE STATE
BOARD OF EDUCATION
January 27, 2015
February 24, 2015
March 24, 2015
April 28, 2015
May 19, 2015
June 23, 2015
July 28, 2015
August 25, 2015
September 22, 2015
October 27, 2015
December 8, 2015 / Consent Agenda Items
The State Board of Education (SBOE) reviewed and approved the following:
- October 28, 2014 minutes
- Personnel
- Budget Adjustments for October, 2014
SBOE heard oral arguments forConstance Jeanne Sammarco v. Prince George’s County Board of Education.
Information and Discussion
High School Assessments and Graduation Results
Dr. Henry Johnson, assistant superintendent, Curriculum, Assessment & Accountability, briefed the SBOE onthe High School Assessment (HSA) data, graduation results, and the School Progress Index for High Schools for 2013-2014, that were released at noon, on December 16, 2014via the Maryland Report Card website.Highlights included:
- English scores increased; Biology scores stayed about the same; but Algebra scores declined. This was attributed to the misalignment of current curriculum to the HSA test. Many of the basic algebra and data analysis concepts being tested are now taught in Grade 7. In the future, PARCC will not even assess these items at the high school level.
- When scores are disaggregated, Asian and White racial subgroups outperformed the All-Student category for English, Biology and Algebra. African American students taking all three assessments for the first time had the lowest percentage rate of passing the test,
- Ms. Donna Hill-Staton, SBOE member, asked what is being done to address the subgroup disparity; is there anyone in the state having success in this area?
- Dr. Charlene Dukes, SBOE president, asked whatis being done to improve our math scores; what are we doing to disseminate best practices; the SBOE asks these questions time and time again.
Dr. Lillian Lowery, state superintendent, commented that MSDE is working with educators from higher education to provide more professional development opportunities for math teachers.
- Mr. Guffrie Smith, SBOE member, asked how long it will take to see results.
- Dr. John Gates, SBOE member, expressed concern that we may be missing an opportunity to hold up Worcester as an example of what all districts should do.
- Ms. Linda Eberhart, SBOE member asked if the SBOE could receive disaggregated data by Local Education Agency (LEA); also what is the experience level of teachers teaching Algebra – are they new or veterans to the profession?
Dr. Johnson continued his report with highlights of the graduation data for the class of 2014:
- 59,163 students completed high school; 58,431 students received diplomas and 732 students (1.2%) received Special Education Certificates.
- 79% of high school graduates met requirements by passing all HSA tests; 10% by achieving a minimum combined score; 11% through completion of a Bridge Plan.
- These categories were also reported by disaggregated racial subgroups and service groups (English language learners, special education, low income).
- Of the 3,402 students who did not graduate, 54% had met the state HSA requirements but not their local requirements; 17% had not met either; 29% were still working towards their Special Education Certificates.
- Ms. Eberhart asked if Bridge students are shown as passing/graduating.
- Mr. James DeGraffenreidt, SBOE member, agreed, pointing out that the SBOE discovered two years ago that some LEAs were not reporting students appropriately and that needs to be aggressively addressed.
- Ms. Luisa Montero-Diaz, SBOE member, asked what the local requirements are that caused 54% of the non-graduates to fail – were there any trends that could be addressed; asked that the data be collected and analyzed.
- Ms. Hill-Staton, referencing that almost 62% of ELL and 42% of special education students graduate through the Bridge Plan, asked if it might better address the learning styles of some students to have them go to a projects-based program right from the start?
Dr. Strader, supervisor, Education Accountability Branch, summarized the School Progress Index (SPI) results which looks at the following indicators: Achievement, Gap Reduction and College & Career Readiness. Highlights include:
- Maryland is currently in the third year of granted flexibility regarding the federal No Child Left behind (NCLB) law and use of a new School Progress plan; this plan has more realistic and achievable school targets called AMOs (annual measurable objectives).
- PARCC field testing impacted the calculation of elementary and middle school progress scores. In the interest of fairness, these schools were not issued new School Progress Indices for the 2014 school year.
- With an AMO of 1.0 indicating an LEA is meeting the target, there are 8 LEAs with a high school SPI of greater than 1.0; 13 LEAs with an SPI between .9 and 1.0 and 3 LEAs with a score less than .9
- Mr. Giammo requested that disaggregated data be provided to the SBOE by LEA and, at the high school level, down to the school; the SBOE needs to look at where it wants to go and what it wants to do, rather than just collect data to fulfill federal reporting requirements.
Dr. Kristina Kyles, assistant state superintendent, Division of Student, Family, and School Support, and Ms. Carol Beck, director, School Innovation, introduced Dr. Dennis McGrath of the University of Baltimore Schaefer Center for Public Policy, to present their Charter School Study as a result of legislation directing MSDE to review these schools. Highlighted findings include:
- There is evidence of reduced achievement gaps in charter schools as compared to traditional schools.
- Charter schools in Maryland, in general, do as well or better than their traditional counterparts.
- The biggest impact on student achievement happens at the middle school level.
- Parents seem to be more satisfied with their child’s education at a charter school.
- There is an absence of financial mismanagement in Maryland, which is attributed to the high level of local school system oversight.
- That oversight also produces a high level of friction and tension, due in part to the tradition of centralized management being in conflict with the flexibility needed in everyday operations at the charter schools.
- Existing charter schools show enough promise to continue and expand the program.
- Adjust mandated lottery system for more flexible admission.
- Develop an independent state chartering board to allow for regional charters, to ensure more consistent processes and to eliminate the oversight burden from local school districts.
- Learn from states who have been doing this for years – they have confronted the barriers and issues and found solutions that may be replicated or adjusted for Maryland’s needs.
- Mr. DeGraffenreidt thanked the Center for such a comprehensive report; asked about allocation of resources and responsibilities of facilities – especially in smaller LEAs.
- Dr. Gates questioned the wisdom of a chartering board – especially if what Maryland is currently doing is resulting in fiscal responsibility and quality control.
- Ms. Eberhart commented that the SBOE take a deeper dive into the report and create a workgroup similar to those that addressed student discipline.
- Dr. Dukes asked if there is a timeline when MSDE needs to submit a report to the General Assembly.
- Mrs. Sidhu commented that the report felt incomplete; she would like to hear from the LEAs; she would like to know how it is working for students.
- Ms. Hill-Staton doesn’t think the public viewsthese charters as public schools; asked if the researches saw that too?
- Mr. Giammo noted that there seems to be some tension there; cited the economies of scale that the LEAs enjoy whereas charters are trying to tailor their programs to the individual needs of students; asked about other root causes getting in the way that the SBOE might be able to address.
- Dr. Dukes promised the SBOE that she, Dr. Finan, SBOE vice president, and Dr. Lowery would discuss the process, timeline and who else to invite to speak with the SBOE on this issue.
- Mr. Steven Priester, student member of the SBOE, pointed out that we have talked a lot about finances, but what is most important is the education of the students; were any students interviewed?
- Dr. Gates cautioned that we don’t kill innovation with structure.
- Ms. Hill-Staton added that we should refrain from comparisons – don’t say better than or others can’t; refer to the issue as opening opportunities for students.
Ms. June Streckfus, retiring executive director of the MBRT introduced her successor to the position, Retired Brigadier General, Dr. Dean Ertwine. She also expressed her appreciation and admiration of the leadership each SBOE member has provided to the state of Maryland.
- Several board members extended Dr. Ertwine a warm welcome to his new position and best wishes and appreciation to Ms. Streckfus for her years of dedication to education in Maryland.
COMAR 13A.03.02 Graduation Requirements for Public High Schools in Maryland
Dr. Jack Smith, chief academic officer, provided an overview of changes that need to be made in the regulations as we are transitioning into The Partnership for Assessment of Readiness for College and Careers (PARCC).
- Since individual student scores will not be released until well into the following school year, students who are not currently seniors will need only to take the state assessments in English and Algebra in order to meet the graduation testing requirements for graduation.
- Definitions of state assessment regarding HSA and PARCC have been added.
- Based on comments from the special education community, the term “day programming” has been deleted and the phrase “other services that are integrated into the community” has been added.
COMAR 13A.04.09 Program in Science
Dr. Smith reminded the SBOE of the presentation introducing the Next Generation Science Standards (NGSS) in June 2013 and the decision to proceed with adopting the NGSS in Maryland. In August 2014, amendments to the current COMAR regarding science were proposed and published for public comment to reflect the following changes:
- Skills and Processes is replaced by Scientific and Engineering Practices
- Environmental Science is integrated into Life Science including Biology
- Chemistry and Physics are combined into Physical Science.
Comments:
- Mrs. Sidhu and Dr. Gates expressed concern that the wording of the regulation made it appear that chemistry and physics could be combined into one course.
SBOE approved adoption of the regulation.
Information and Discussion
Maintenance of Effort (MOE) Overview
Ms. Kristy Michel, deputy state superintendent for finance and administration and chief operating officer, provided a history of the Maintenance of Effort law and the significant changes that have been made in the current law.
- Timelines, processes, and specific waiver categories were reviewed.
- If Maintenance of Effort is not achieved, the current law penalizes the county, not the school system; the state comptroller withholds income tax from the county in the amount needed to meet the MOE and redirectsit to the local school system.
- Beginning in FY 2015, counties below a statewide 5-year moving average education effort formula must increase per pupil MOE amounts; at this time, nine counties potentially fall into this category; these counties have been notified.
- Penalty for non-compliance with meeting this foundational funding is the same as bullet 2 above.
Recognition
Recognition of Patricia Foerster
Board members expressed their gratitude and best wishes to former Maryland State Teachers Association president, Patricia Foerster, as she retires from the state executive officeand a long and distinguished career in education.Dr. Dukes added her special thanks.
Action Items
COMAR 13A.08.07.06 Fostering Connections
Dr. Kristina Kyles explained that MSDE has been charged with establishing regulations to implement certain provisions of the federal Fostering Connection to Success and Increasing Adoptions Act of 2008. Highlights include:
- The main goal is to enable students to remain in their home school while in foster care, or in the process of adoption, if it is in the best interest of the child.
- Cost of transportation is borne by Juvenile Services or Child Welfare (Social Services), not the school system.
Professional Standards and Teacher Education Board Regulatory Actions
COMAR 13A.12.03.02School Counselor
COMAR 13A.12.03.08 School Psychologist
Dr. Jean Satterfield, assistant state superintendent of certification and accreditation, requested approval of the proposed changes for certification for school counselors and school psychologists. Both proposed regulations have been published for public comment. There were no comments for school counselor and only one for the school psychologist.
SBOE approved adoption of the regulation.
Information and Discussion
The Maryland School for the Blind Report and Update
An update was provided to the SBOE regarding services provided by the Maryland School for the Blind (MSB) to all 24 LEAs, as well as those provided at the day school and residential campus in Towson, Maryland. Some highlights are:
- Students are provided with a wide range of services to address academic, functional and medical needs; most students today have multiple disabilities.
- Statewide outreach services include professional development for instructional staff, student instructional courses aligned with the Common Core, appropriate academic and diagnostic assessments, and parent training and support.
- MSB’s funding formulas and sources were discussed. Although it is a private school, it receives 82% of its funding from MSDE, 6% from local school systems, and 2% from the federal government. Ten percent of MSB’s operating budget is self-funded through endowments and fundraising efforts.
- Opportunities and challenges were discussed such as adequate funding, acquiring and maintaining appropriate and advancing technologies, accessibility issues of curricular learning and testing materials, recruiting and retraining highly qualified staff, and making Maryland parents aware of its services.
- It was noted that parents and graduates often experience challenges transitioning from the supports and programs available through school entitlements, to accessing the services they are eligible for after graduation.
- Ms. Hill-Staton inquired about addressing the staffing issues.
- Ms. Luisa Montero-Diaz, SBOE member, asked if graduates are tracked after leaving the MSB.
- Dr. Gates asked about student success and difficulties in becoming self-sufficient.