Personnel Appointments
AN UPDATE ON THE STATE BOARD OF EDUCATION PREPARED BY:
MARYLAND STATE
EDUCATION
ASSOCIATION · NEA
April 26, 2016
MEETING DATES FOR
THE STATE
BOARD OF EDUCATION
May 24, 2016
June 28, 2016
July 26, 2016
August 23, 2016
September 27, 2016
October 25, 2016
December 6 or 13, 2016 / Consent Agenda Items
The State Board of Education (SBOE) reviewed and approved the following:
- March 21 and March 22, 2016 minutes
- Personnel appointments
- March 2016 budget adjustments
COMAR 13A.08.02 Maryland Student Records System Manual (MSRSM)
Dr. Kristina A. Kyles, assistantstate superintendent of Student,Family, and School Support, and Mr. Walter J. Sallae, interim executive director, reviewed the proposed revisions to the 2011 MSRSM, which are incorporated by reference into SBOE regulations at COMAR 13A.08.02.01.
Highlights:
- The MSRSM Final 2016 provides direction and guidance for completing and maintaining an accurate history of the performance of a student during their years of school attendance. The most recent revision of the MSRSM was in 2011. Statutory and regulatory guidance has been issued revising how schools must provide for systems of enrollment, attendance, and promotion. These systems are delineated in the manual and the MSRSM becomes a working tool for the processes for maintaining student records.
- During 2014 and 2015, stakeholder workgroups reviewed, updated, and provided substantive guidance forming the revisions of the MSRSM. Members of the workgroups included representatives from Local School Systems (LSSs) as well as staff from four Divisions within MSDE: Division of Curriculum, Assessment and Accountability; Division of Student, Family, and School Support; Division of Special Education/Early Intervention Services; and Early Childhood Development. In addition, the MSRSM was circulated to all divisions for review and comment.
- There are four main categories of changes and updates which affect the MSRSM:
2. updated language to align with amended policy and/or regulations;
3. reflect changes in procedures at MSDE; and
4. remove redundant statements.
- Significant revisions reflect changes in the Maryland Guidelines for a State Code of Discipline (July 22, 2014).
- At the May 2015 Maryland State Board of Education Meeting, permission was granted to publish the MSRSM Final 2016.
- MSDE received comments and questions from the Maryland Association of Nonpublic Special Education Facilities and Advocates for Children and Youth. The comments and question received were:
- questions regarding reasons for lawful absences;
- questions regarding coding for students in incarceration or in detention; and
- comments expressing suggested revision to the MSRSM discipline section to replicate the MSDE Maryland Guidelines of a Student Code of Discipline.
- The proposed non-substantive amendments, as revised:
2. corrects regulation citations to ensure complete references to the appropriate State Lawsand Regulations.
- Action:SBOE adopted COMAR 13A.02.06, 13A.08.01, and 13A.08.02 to incorporate by reference the MSRSM Final 2016.
Dr. Kyles and a Mr. Michael Ford, specialist in School Safety, reviewed the arrest on school premises data report. MSDE requested approval for data collection methodology presented in the report to fulfill the mandate set forth in Code of Maryland Regulations (COMAR) 13A.08.01.12 - Arrests on School Premises.
Highlights:
- MSDE convened a team of internal and external stakeholders to develop a method to collect data related to arrests on school premises. Stakeholders included MSDE staff, staff from the Maryland Center for School Safety, local directors of student services, school safety directors, local information technology personnel, and members of the advocacy community, including Advocates for Children and Youth and the Maryland Disability Law Center.
- The team's task was twofold:
- Develop a method to collect data on school arrests for the 2015-2016 school year; and
- Develop a plan to update state and local information systems to collect this data in the future.
- The proposed data collection tool for the 2015-2016 school year is an Excel spread sheet which captures the categories in the attachment. This spread sheet utilizes a drop down menu to provide quick and easy responses from the Local School systems. LSSs would collect the data from July 1 throughJune 30of each year, beginning with the 2015-2016 school year.
- The proposed data collection tool developed by the team will enable LSSs to report school arrest data to MSDE for the 2015-2016 school year; while allowing time for school systems and MSDE to develop more robust reporting methodologies for future reporting. The current plan is to merge the arrest data points with the current discipline data collection tool to streamline the reporting requirements for the LSSs.
- Action:SBOE approved the use of the data collection methodology presented in this report for collecting and reporting data to meet the requirements of COMAR 13A.08.01.12.
Department of Labor, Licensing and Regulation (DLLR) Summary Report on GED
Department of Labor, Licensing, and Regulations Secretary Kelly M. Schulz presented the annual report on the GED® testing program and National External Diploma Program (NEDP). DLLR oversees those programs in collaboration with the SBOE.
Highlights:
GED® test:
- The SBOE and the DLLR issue a Maryland High School Diploma to individuals who have passed all subjects of the GED® test and to individuals who successfully complete the NEDP.
- The GED® tests were historically available only in a paper and pencil delivery format. Early in 2011, the national GED Testing Service announced that starting in January 2014, the GED® tests would be delivered solely on computer in official Pearson VUE testing centers, and the content and format of the tests would be revised to respond to the more rigorous curriculum of the Common Core State Standards (CCSS).
- Computer based testing is offering a much more efficient process for registering and receiving test results. Overall testing volume has declined since the introduction of the 2014 test series.
- The total number of diplomas earned via GED® testing in Maryland during FY15 declined compared with annual diploma numbers from FYI 11; FY12; FY13; and FY14.
- Fiscal year 2014 was the transition year from paper-based testing to full computer based testing. The implementation of the computer-only series began on January 2, 2014.
- National trends also reflect declining numbers of testers.
- GED® testingdata show significantly higher pass rates for computer-based testing.
- The historical pass rate was at 60 percent for paper and pencil and is now at 75 percent for computer based test.
- The passing score has changed from 150 point to 145 points. This adjustment was based on a comparison study of GED and traditional graduates entering college, which found that GED grads were requiring remedial course work at a lower rate than the traditional grads. The score change was retroactive to January 2014.
- 165 to 174 is the college-ready score and175 is college ready plus credits. This Plus category means that colleges may issue credits to candidates or bypass placement testing for scores in that range.
- DLLR has received an upward adjustment to the General Fund support of GED® testing in order to maintain the $45 testing fee to test takers.
- There are twenty-seven public computer testing centers throughout the state and over 20 centers in correctional facilities.
- House Bill 830 (2013) required DLLR to submit a report on alternative measures of high school equivalency to the state legislature. The report was shared with MSDE and the SBOE prior to submission. While all known alternatives sanctioned by U.S. states were mentioned in the report, no recommendations for adoption of any of the alternatives in Maryland were made. An ongoing evaluation of high school equivalency measures will be continued by DLLR in collaboration with MSDE on behalf the State Board.
- The NEDP has served as an alternative method for adults to earn a high school diploma.
- The NEDP continues to be offered to adults through 13 local Consolidated Adult Education and Family Literacy Grantee Programs in Maryland. These grantees have participated in training and upgrading of technology resources in order to implement the online delivery of the program.
- Candidates continue to be required to demonstrate 100 percent mastery of the NEDP competencies. Multilevel reviews of a candidate's mastery continue to be conducted prior to the awarding of a diploma.
- During FY 2015, two hundred and three (203) Maryland High School Diplomas were awarded to adults who successfully completed the requirements of NEDP. This is a decrease from FY 2014, whenfour hundred eight-eight (488) Maryland High School Diplomas were issued.
- Similar to the decreases seen both in Maryland and nationally in regard to the GED® tests, decreases in the NEDP completion rate may likely be attributable to the increased rigor and the full implementation of a computer based delivery.
- Despite a drop in diplomas issued this fiscal year, Maryland continues to be a leading producer of NEDP graduates in the nation.
- GED office is looking to contract an outside transcript service. That would eliminate the task of printing and sending transcripts from our office. We are doing internal reviews to determine if this would be effective.
- We are also looking in to regulatory changes about the number of times a person can re-test in Maryland. GED no longer has the requirement that test takers can only test once. The Board will be kept apprised of any changes.
- HB 1406 passed legislature-Adult High School. We look forward to serving on the task force with MSDE in looking at a future platform for our at risk youth.
- Thanked Dr. Lynn Gilli, MSDE staff, for being an avid supporter and working on the pilot internship program for students age 16 and up. Two counties that applied for the internship are Frederick and Washington County. These counties are recruiting businesses and students for the program.
- Dr. James Gates, SBOE member, commended the vision of GED and NAEP. He then asked if NAEP is aligned with Common Core State Standards (CCSS) and Next Generation Science Standards. Response:Both programs underwent revision. No statement I can make with the alignment to those science standards. Both of these programs have been in revision to become closely aligned with state standards. Does computer testing create a barrier? Response: Maryland is one of dozen states that issues a high school diploma; it doesn’t say GED. A Maryland high school diploma means you have some basic computer skills. The GED computer testing requires basic computer skills. I believe that is the reason the board approved. In addition, all test takers can do a pre-test for hands-on practice before going live on the computer for the actual test.
- Ms. Chester Finn, SBOE member, asked what is the cost for the (203) Maryland High School Diplomas. Response:Annual cost of the program is about 800,000 a year.
- Ms. Laura E. Weeldreyer, SBOE member, why the data of GED versus High School diploma data wasn’t available publicly and disaggregated. Response:This is reported in the annual report to General Assembly and can be made available to the SBOE too.
- MSDE requests that the SBOE continue its partnership by awarding the Maryland High School Diploma for all students who pass the GED® test and demonstrate100 percent mastery of all NEDP competencies.
ACHIEVE, a national education nonprofit, has evaluated the nation’s states on a variety of college and career readiness metrics. Achieve reported on Maryland’s performance.
Assessment and Accountability Update: Graduation Assessment Requirements
Dr. Henry Johnson, interim deputy state superintendent, shared an update on graduation requirements.
Highlights:
- Maryland will proceed with a proposed a phased-in approach to setting the assessment scores needed for a high school diploma.
- Students taking the Partnership for Assessment of Readiness for College and Careers (PARCC) exams in English 10 and Algebra I, next year, will need a score of 725 in each of those subjects -- or a combined score of 1450 in those two subjects.
- The scores necessary to meet the graduation requirement in those two subjects would each rise slightly through the 2019-2020 school year:
- 733 in 2017-18 (combined score of 1466)
- 741 in 2018-19 (combined score of 1482)
- 750 in 2019-20 (combined score of 1500)
- For any student who must take a re-test of the assessments in English 10 and/or Algebra I, the passing score on the re-test for that student shall be the passing score in the year that the student first took the assessment.
- Students who are unable to meet the graduation requirement through examination will continue to have the opportunity to meet it through the Bridge Plan for Academic Validation. Bridge plan is a project-based assessment.
- In addition, if a student has not achieved a passing score on the English 10 and Algebra I tests, students may meet the requirement by achieving certain scores on the appropriate SAT, ACT and IB tests, or on the PARCC Algebra II or English 11 assessments.
- The State Board’s new plan will be published as proposed regulations in the Maryland Register in the coming weeks, and will go through a 30-day comment period. The regulations will come back to the State Board for final action this summer.
- While this is the second year the PARCC exams in mathematics and English are being administered, students taking Algebra I and English 10 this school year, need only to take the exams as part of their graduation requirement. Passing the courses, as well as the High School Assessments in biology and government, are also a graduation requirement for those students.
SBOE received a progress of the implementation of the College and Career Readiness and College Completion Act of 2013.
Highlights:
- MSDE worked in collaboration with the Public Schools Superintendents Association of Maryland (PSSAM) and the Maryland Association of Community Colleges (MACC); they regularly to discuss criteria to determine students as college- and career-ready.
- As a result of this work, the stakeholder group outlined the assessments LSSs would use to determine both college readiness and career readiness. Throughout the process, LSSs have been working, in consultation with MSDE, on the outline for transition courses and other instructional opportunities that students who have not met the determination, will be required to enroll in during their 12thgrade year.
- MSDE will present four regional forums across the state, aimed at familiarizing principals, school counselors, local accountability coordinators, central office staff and others, of the implementation process and the transition program to occur during the 2016-2017 school year. The stakeholder group will meet regularly to review the criteria and make changes as necessary, from one year to the next.
SBOE received an update about a waiver of the Speaking and Listening requirement under the Elementary and Secondary Education Act (ESEA) and the Every Student Succeeds Act (ESSA),that the MSDE is requesting from the United States Department of Education (USDE).
Highlights:
- On March 2, 2016, USDE sent Chief State School Officers a letter providing States the opportunity to request a limited waiver of the requirement that its assessment system cover the full range of its academic content standards for speaking and listening.
- The Partnership for Assessment of Readiness for College and Careers (PARCC) Assessments measure many aspects that are key to the speaking and listening standards, through multimedia texts, to measure comprehension for students taking its tests online.
- To ensure that Maryland has the necessary waiver should this measure not meet the need for all students or all standards which Maryland has adopted, Maryland is requesting a limited waiver of the requirement that its assessment system cover the full range of its academic content standards for speaking and listening.
- MSDE posted an announcement of the request for the waiver on its website on March 28, 2016, to provide notice to the public and solicit feedback and input. Comments or concerns regarding the request for the waiver were due to be submitted to Ms. Mary L. Gable, assistant state superintendent for the Division of Academic Policy and Innovation, by April 8. Only one question was received from a local school system asking for clarification of the meaning of the request and if there was anything that the LSS needed to complete. Ms. Gable responded to the inquiry.
- Upon review by the SBOE, MSDE will send information on the request to the Legislative Policy Committee of the General Assembly as required by the Annotated Code §2-107 Federal Elementary and Secondary Education Act -Waiver Requests. Once the Legislative Policy Committee has had 30 days to review the request for the waiver and MSDE addresses any questions, the waiver will be submitted to USDE for approval.