Title V Best Practices in Maryland



INNOVATIVE PROGRAMS (Title V, PART A)

Information from 2006-2007 school year.

Best Practices from Maryland

Local Education Agencies annually submit a Title V evaluation as part of the required Master Plan process. Each of the Strategic Priority Areas is listed below along with descriptions of programs that exemplify best practices in Maryland.

Area 1. Increasing Student Achievement

Allegany County schools have documented an increase in mathematics achievement for disadvantaged elementary and secondary students as a result of their Title V math intervention initiative. The program provides teachers with access to student assessment data and research based instructional practices to diagnose the instructional needs of individual students and determine appropriate instructional interventions. The data below documents the change in achievement for the fifth grade in Allegany County based on data from the Maryland State Assessment. The high school Algebra scores are based on the High School Algebra exam that is required for graduation.

Allegany County

Grade 5 Mathematics

|Year |  |Advanced |Proficient |Basic |

|[|[pic] |[pi|[pic] |[pic] |[pic] |

|p| |c] | | | |

|i| | | | | |

|c| | | | | |

|]| | | | | |

|2007 |  |19.3 |55.5 |25.3 |

|[pic] |

|2006 |  |17.5 |53.0 |29.6 |

|[pic] |

|2005 |  |13.4 |52.3 |34.4 |

|[pic] |

|2004 |  |7.0 |52.3 |40.7 |

|[pic] |

|2003 |  |4.7 |46.7 |48.7 |

High School Algebra

Student Achievement Data for Allegany County

|Year |  |Advanced |Proficient |Basic |

|[|[pic] |[pi|[pic] |[pic] |[pic] |

|p| |c] | | | |

|i| | | | | |

|c| | | | | |

|]| | | | | |

|2007 |  |26.7 |55.1 |18.3 |

|[pic] |

|2006 |  |26.6 |39.7 |33.7 |

Prince George’s County implemented the Twilight High School Assessment Program as part of the Children Come First initiative focused on providing opportunities for students who passed the required Algebra or biology course but failed the State assessment exam. The program involved skill evaluation for each student and targeted support before and after school hours. Some students participated for 30 hours, others for 60 hours. The results were as follows:

|Student Population |Pass Rate with Intervention |Pass Rate without Intervention |

|Algebra | | |

|Twilight students @ 30 hours |28.9% |21% |

|Twilight students @ 60 hours |5.5% |6.1% |

|Student Population |Pass Rate with Intervention |Pass Rate without Intervention |

|Biology | | |

|Twilight students @ 30 hours |40% |16.4% |

|Twilight students @ 60 hours |16.7% |15.6% |

914 students participated in the program.

Montgomery County schools used their Title V funds to maintain and expand service to schools where technology is being used as a model for innovation- technology magnet schools, middle school reform, and signature programs. The technical position researches innovative equipment and software, creates models for technology infrastructures, and writes technical specifications for schools’ purchases. The instructional portion of the program researches best practices in using technology in the classroom, designs pilot programs, creates lesson seeds for teachers and assists in developing training to infuse technology into instruction.

Area 2. Teacher Quality

Washington County schools further developed their program for gifted and talented students by providing professional development for enrichment and magnet school teachers in programs appropriate for gifted and talented students. They acquired the technology and curricular materials to support the magnet school, elementary enrichment programs, and the arts integration initiative.

Below is data from grade 5 mathematics achievement from Fountaindale School for the Arts and Academic Excellence magnet school and Doub School for the Arts.

Fountaindale School for the Arts and Academic Excellence

Grade 5 Mathematics

|Year |  |Advanced |Proficient |Basic |

|[|[pic] |[pic] |[pic] |[pic] |[pic] |

|p| | | | | |

|i| | | | | |

|c| | | | | |

|]| | | | | |

|2007 |  |27.5 |49.3 |23.2 |

|[pic] |

|2006 |  |20.0 |58.6 |21.4 |

|[pic] |

|2005 |  |20.8 |45.5 |33.8 |

|[pic] |

|2004 |  |9.6 |50.0 |40.4 |

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|2003 |  |9.4 |39.1 |51.6 |

Doub School for the Arts

Grade 5 Mathematics

|Year |  |Advanced |Proficient |Basic |

|[|[pic] |[pic] |[pic] |[pic] |[pic] |

|p| | | | | |

|i| | | | | |

|c| | | | | |

|]| | | | | |

|2007 |  |16.4 |63.6 |20.0 |

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|2006 |  |16.5 |55.3 |28.2 |

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|2005 |  |15.9 |46.6 |37.5 |

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|2004 |  |8.8 |43.8 |47.5 |

|[pic] |

|2003 |  |1.9 |62.3 |35.8 |

Area 4. Increased Access for All Students

Howard County schools continued to develop their E-learning community by purchasing the hardware and software needed by the staff to develop the innovative E-Learning curriculum and to train teachers to develop new tools and templates. This effort translates into student achievement, as 90% of Howard County elementary students scored at the advanced or proficient level in reading and 85% achieved advanced or proficient status in mathematics.

Garrett County continues to decrease its drop out rate and increase the number of students graduating each year with a regular diploma through services of a case manager. The program identifies at-risk students, and works with them to improve attendance and grades through incentives, tutoring, monitoring and case management. Below is data showing the change in dropout rate from the years 2000 – 2007.

|YEAR | % Dropout |

|[pic]2007 |[pic] 2.41 |

| | |

|2006  |2.11 |

|[pic] |[pic] |

|2005  |2.49 |

|[pic] |[pic] |

|2004  |3.15 |

|[pic] |[pic] |

|2003  |3.47 |

|[pic] |[pic] |

|2002  |4.26 |

|[pic] |[pic] |

|2001  |4.57 |

|[pic] |[pic] |

|2000  |3.78 |

MARYLAND TITLE V, Part A.

FY07 LEA Use of Funds

LEAs used 85% or more of their allotted funds in the following areas:

|Priority Areas |# LEAs out of 24 using |% LEAs |# LEAs Making AYP |% LEAs making AYP/Area |

| |funds/Area | | | |

|Area 1. |16 |67% |11 |69% |

|Increasing Student | | | | |

|Achievement | | | | |

|Area 2. |5 |21% |4 |80% |

|Teacher Quality | | | | |

|Area 3. |0 |0 |0 |0 |

|Safe Schools | | | | |

|Area 4. Increased Access |8 |33% |7 |88% |

|for All Students | | | | |

• LEAs that did NOT use 85% or more in a Priority Area = 1 (Howard County)

• Howard County transferred $125,000 from Title IIB to Title V and used this funding for one non-priority item (Item 7.2).

• Carroll County transferred $172,248 to Title V.

• % of funds used by LEAs toward USDE’s 4 Priority Areas = 96.9%

This calculation includes the amount of funds going to LEAs only and includes the amounts transferred into Title V.

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