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December 16, 2024

Talbot Spy

Nonpartisan Education-based News for Talbot County Community

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Slight increases on Maryland’s annual report card, but changes could be coming

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Baltimore City pre-K instructor Berol Dewdney, the 2022-2023 Maryland teacher of the year, uses an interactive video with her students at the beginning of the school day. File photo by Shannon Clark/Capital News Service.

Maryland’s 1,303 public schools saw slight gains on the state Department of Education’s annual report card, which rates schools on measures including academic achievement, school quality and progress in English language proficiency.

The report card, released this week, grades schools on a scale of one to five stars, with five stars going to schools that earn a score of at least 75% on a formula that measures overall school performance. The report said 91 schools earned five-star status in the 2023-24 school year, up from 85 schools the year before.

About 41% of schools received a four- or five-star rating last year, compared with 38% in the 2022-23 school year.

Twenty Baltimore County schools earned five stars on this year’s report card, the most of any county. The county’s Eastern Technical High School received the most points in the state with 91, edging out the Academy of Health and Sciences at Prince George’s Community College and its 90.7 points.

Baltimore County Schools Superintendent Myriam Rogers said the county’s broad gains are “are evidence of the effectiveness of the targeted and comprehensive resources and supports we put in place to fast-forward student achievement.”

“We are encouraged by the growth our schools are making on key markers of progress and achievement,” Rogers wrote in a message to the school community. “We will continue to use multiple and frequent measures to evaluate student progress and assess where we need to intensify efforts to meet the needs of our students and bolster achievement.”

Montgomery County, the state’s largest school system, had the second-most five-star schools at 18, and about half of its schools scored either four or five stars. But the school system called the overall performance “disappointingly flat” in a statement, with schools receiving at least three stars increasing by less than 1%.

Approximately nine of Worcester County’s 11 schools received a four-star rating, in which schools scored at least 60 out of 100 points on the grading formula. Ocean City Elementary received five stars and Pocomoke Middle three stars.

“I continue to be in awe of our schools’ positive trajectory in Maryland’s accountability system,” Worcester County Superintendent Louis H. Taylor said in a statement. “Worcester continues to outperform our counterparts across the State, and today’s [Dec. 3] release is just another example of how we are delivering dividends on the investment our community has made in our educational system.”

The state began the star system in 2018 in response to the federal Every Student Succeeds Act. The state released a second report card in 2019, but the reports were suspended in the 2019-20 and 2020-21 school years due to the COVID-19 pandemic.

Although 83% of schools recorded at least three stars in the latest report card, compared with 80% in the previous report card, there could be changes to assess overall performance.

Superintendent Carey Wright announced in April the creation of a task force to assess student achievement after disappointing scores on the Maryland Comprehensive Assessment Program, the state’s standardized tests known as MCAP. At the time of her announcement, only 47% of students in third through eighth grades scored “proficient” in English language arts and nearly 25% in math.

A graphic shows a slight increase in Maryland schools that received a five-star rating, the highest rating available, from 85 schools in the 2022-23 school year to 91 in 2023-24. Graphic courtesy of the Maryland State Department of Education.

With the current MCAP contract set to expire in December 2026, Wright said at Tuesday’s State Board of Education meeting that it’s time to either search for a new assessment vendor, or retain the same vendor “with new requirements.”

“There were a lot of questions that were being raised about the assessment itself,” Wright said. “I’m a firm believer in accountability, always have been. This task force moved with a great deal of speed to get this done.”

The task force presented a report Tuesday with options that include revising the current ratings system, creating a system that meets federal requirements and reflects state priorities, and refining the framework on career and college readiness, which is one of the priorities in the Blueprint for Maryland’s Future education reform plan.

“We reject the theory of action that simply reporting information and hoping that people make good decisions is complete,” said Chris Domaleski, the task force facilitator and associate director of the National Center for the Improvement of Educational Assessment based in New Hampshire. “We think a more appropriate theory of action is that these systems integrate with the kinds of treatments that change curriculum, instruction and support that really uplift students in the state.”

The board voted to accept the report and continue to review it and assess any possible future changes.

by William J. Ford, Maryland Matters
December 5, 2024

Maryland Matters is part of States Newsroom, a nonprofit news network supported by grants and a coalition of donors as a 501c(3) public charity. Maryland Matters maintains editorial independence. Contact Editor Steve Crane for questions: [email protected]. Follow Maryland Matters on Facebook and X.

The Spy Newspapers may periodically employ the assistance of artificial intelligence (AI) to enhance the clarity and accuracy of our content.

Radcliffe Creek School awarded grant to support students with ADHD and anxiety

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RCS students Addison and Emma using Sensory Resource items during instruction time with Mrs. Simon, English and Orton-Gillingham Teacher at Radcliffe Creek School.

Radcliffe Creek School (RCS) was recently awarded a grant from the Queen Anne’s County Mental Health Committee (QACMHC) to provide the School’s faculty and parent community with resources to support students with Attention-Deficit/Hyperactivity Disorder (ADHD) and anxiety in the classroom and at home. This grant will fund a new Sensory Resource Room at RCS, expand the School’s Social-Emotional Learning (SEL) Library, continue the SEL program for older students, as well as support a full day of training with parents and teachers on ways to support mental health in neurodivergent children.

The new Sensory Resource Room at RCS will be filled with tools and equipment for teachers to check out for their classrooms as needed, helping students calm and regulate their sensory systems. When a child is in a heightened state due to an issue like anxiety, it can interfere with a student’s ability to be present in the classroom setting. Depending upon whether a child’s body is overly sensitive to sensory stimuli or seeking more sensory input, this equipment will help students regulate their bodies to be more available for learning. Debbie Cohee-Wright, a special education learning specialist at RCS, explained, “At Radcliffe Creek School, we recognize the needs of our students and how sensory integration will enhance their learning experience based off their own individual needs and strengths. The new Sensory Resource Room will enable our teachers to have the appropriate tools at their fingertips for ease and accessibility throughout their day.”

Equipment in the Sensory Resource Room will include noise-canceling headphones, weighted lap and shoulder pads, indoor hanging sensory chairs, bean bags, chair bands, fidgets, white noise machines and sound-absorbing wall panels. The integration of these resources will support students by addressing their fine motor skills, gross motor skills, social skills, cognition and play skills.

Additionally, this grant will allow the expansion of the School’s SEL library and continued SEL curriculum for older students, as well as a speaking event to be hosted for RCS parents and teachers in early 2025 with Dr. Vincent Culotta, an expert in mental health and neurodivergent children. Head of School Peter Thayer explained, “We remain grateful to QACMHC for their continued support of our school and for making these important educational and therapeutic mental health resources available to our parents, faculty and students.”

This is the second year in a row that QACMHC has awarded a grant to Radcliffe Creek School. “The Queen Anne’s County Mental Health Committee is excited to see Radcliffe Creek School utilizing the grant funds from us to reach the goal of maintaining their social-emotional learning program “Brain Talk” as well as faculty training, supplying the sensory room, and adding to their social-emotional learning library,” stated QACMHC President, Kelly Phipps. “The scheduled visit of Dr. Vincent Culotta to train faculty in helping students with ADHD and anxiety in the classroom will further enrich Radcliffe Creek’s program. The committee is proud to be a part of the school’s dedication in educating their students on achieving and maintaining sound, positive mental health.”

To learn more about the immersive, individualized education program offered at Radcliffe Creek School, as well as the school’s robust transportation program, visit www.radcliffecreekschool.org online or call 410-778-8150.

 

 

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Spy-WHCP Check in with Dorchester Schools Superintendent Jymil Thompson

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The Spy and WHCP Community Radio continues this week with our ongoing series of conversations with Dorchester County Public Schools Superintendent Jymil Thompson. In his interview with the Spy’s Dave Wheelan, Dr. Thompson addresses some of the more sobering results of their most recent 2024 Maryland Comprehensive Assessment, including data that showed that the school system’s high school English performance with 10th graders achieved the lowest proficiency rate in the state at only 30.6%.

Dr. Thompson also discusses more notable improvements, such as third-grade and sixth-grade math and middle-school algebra. The district also improved its ranking in fifth-grade science proficiency, moving from 22nd to 20th in Maryland. He also talks about the early results of Dorchester’s experiment to limit the use of cell phones in the classroom.

This video is approximately 19 minutes in length.

The Spy Newspapers may periodically employ the assistance of artificial intelligence (AI) to enhance the clarity and accuracy of our content.

Prekindergarten Expansion For Private Providers Off To A Slow Start

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Shayna Cook, left, assistant state superintendent in the state Department of Education’s Division of Early Childhood, gives a presentation on prekindergarten expansion. Sitting next to Cook is Tara Phillips, executive director of operations, policy and strategy in the early childhood division. Photo by William J. Ford

One of the requirements for the Blueprint for Maryland’s Future 10-year education reform plan was to expand prekindergarten, but it’s off to a slow start.

None of the state’s 24 school districts came anywhere close in the past two school years to the Blueprint’s requirement that at least 30% of pre-K students should be in privately run facilities, according to data presented Tuesday to the state Board of Education.

Because no one reached the mark, it was lowered to 10% for this school year, a level that only four counties were able to achieve last year.

The Blueprint plan requires school districts to provide a mixed-delivery system, serving young students in both public and private child care centers. But local school districts said in Blueprint plans that some private providers find it challenging to participate in the state’s prekindergarten expansion due to lack of space, finding qualified personnel and other challenges.

However, state Department of Education officials said Tuesday that the state is actually moving faster on pre-K when compared to other states.

One benchmark is allowing families earning incomes at or below the 300% federal poverty level, said Shayna Cook, assistant state superintendent in the department’s Division of Early Childhood. Cook said other states chose 100% or 200% of the federal poverty level.

And the 31,873 students enrolled in pre-K in the 2022-23 school year — 30,718 public and 1,155 private — grew to nearly 33,000 in the 2023-24 school year, with 31,381 in public and in 1,601 private facilities.

“This growth demonstrates the state’s commitment to expanding access to quality pre-K education and reflects efforts to begin to lay the foundation for the mixed delivery system,” Cook said.

Even with that increase of slightly more than 1,100 more seats added, nine of the state’s 24 jurisdictions had zero private providers to begin the 2022-23 school year.

A Maryland State Department of Education graphic to show number of prekindergarten students enrolled in 2023-24 school year that includes percentage of private providers in the state’s 24 jurisdictions. Screenshot.

Only Howard and Worcester counties were able to record double-digit percentage of private providers that year, with 14% and 13%, respectively. Howard County’s share was unchanged last year, but Worcester County’s percentage of private providers rose to 18% last year.

After being in single digits in the 2022-23 school year, Carroll and Wicomico counties exceeded double figures last school year at 12% and 11%, respectively.

Five counties still had no private providers last school year: Garrett, Kent, St. Mary’s, Somerset and Talbot counties.

Cook said there remains a lack of communication between private providers and local school districts.

One plan is for the department to promote its “Push to Pre-K Initiative,” which provides technical assistance on the prekindergarten expansion program. In addition, providers can also receive grants to help expand their business.

State Superintendent Carey Wright said during a briefing with reporters Tuesday that it’s difficult to “get a business off the ground,” especially in rural counties.

“Reach out to us. We’re here to help,” she said to private pre-K providers. “We can help you as much as we possibly can to get your feet on the ground. That’s the resource that we bring, so use us.”

More time needed

The board deferred action Tuesday on a controversial literacy policy that could result in third-graders being held back if they do not meet reading standards.

One reason for the delay was the presence of three new board members participating in their first meeting – Kenny Clash, Kimberly Lewis and Xiomara V. Medina. A decision on the policy will how be pushed back for at least another month.

“We decided that it was better for us to take more time to consider this policy, to give our new members an opportunity to get up to speed [and] take into account the best feedback we’ve received from stakeholders that’s guiding our additional development,” said board President Joshua Michael.

Xiomara V. Medina listens to opening remarks from Board President Joshua Michael at her first board meeting Sept. 24. Photo by William J. Ford.

The board last month considered a revision to the policy that would let parents and guardians allow their children to advance to the fourth grade, but they would have to agree that their children enroll and participate in a supplemental reading support program.

But reading intervention and other literacy programs would start in kindergarten for students who need additional support.

A few minor changes that could be made include an emphasis on local school district control with guidance from the department and to ensure support for all students in kindergarten through third grade.

“What was initially in the media as a retention policy is not a retention policy. It is really a parent-choice policy,” Wright said Tuesday. “It is not a finger-pointing exercise. It’s the ability for us to see what schools need the most help.”

Medina, an associate director of clinical training and field placement at Bowie State University’s Department of Counseling and Psychological Studies, said she would like the policy to reflect more cultural awareness.

“This whole thing has reduced our children to numbers. There’s not a single cultural consideration you’ve told me,” she said after state officials completed a brief summary of the policy. “I’m missing people in all of this.”

If approved, the policy wouldn’t be implemented until next school year. However, the retention portions wouldn’t begin until the 2026-27 school year.

Nikki Woodward, vice president of the Maryland State Education Association, said the union recommends delaying implementation of the entire policy until the start of the 2028-29 school year.

“This timeline allows for adequate training of educators and families on new curriculum and requirements,” she said to the board. “It also ensures enough time for data collection and tracking the success of interventions.”

 

by William J. Ford, Maryland Matters
September 25, 2024

Maryland Matters is part of States Newsroom, a nonprofit news network supported by grants and a coalition of donors as a 501c(3) public charity. Maryland Matters maintains editorial independence. Contact Editor Steve Crane for questions: [email protected]. Follow Maryland Matters on Facebook and X.

The Spy Newspapers may periodically employ the assistance of artificial intelligence (AI) to enhance the clarity and accuracy of our content.

Spy Survey Summary on Learning for a Lifetime on the Mid-Shore

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Every year, the Spy selects one nonprofit organization or school on the Mid-Shore that we admire, then we reach out to our 8,000 daily subscribers with a survey designed to inform all of us about a particular issue or initiative.

Recently, as a Spy reader, you were invited to participate in a survey about lifelong learning programs.  Thanks to all of you who participated. The views you shared will help our partner in this, the Chesapeake Forum, as they develop their plans for the future.

A few thoughts should be of interest to all our readers and the community.

First, we recognize that this survey was completed by people who have an interest, indeed a passion, for lifelong learning.

Ninety-five percent of those who responded knew of one or more lifetime learning programs in their area.  Only three percent did not.

Thus, we started with a well-informed group, and this was not a random survey.

With regard to actual involvement in lifelong learning, forty-five percent indicated they are currently involved in a program with an additional twenty-one percent indicating they have been involved withing the past two years, but not currently.  An impressive thirty percent are not involved but are interested in learning more about lifelong learning.

When given alternatives, most people shared a preference for lifelong learning programs that are held in person with small groups of people.  The least desired was online learning.

People were asked to indicate topics of greatest interest.  Among the most frequently mentioned topics were:  history, art, literature, gardening, music and cooking.

It was encouraging to see that after answering a number of questions about lifelong learning, ninety-one percent of the respondents indicated it was very (57%) or somewhat (34%) important to them.

The communities on the Eastern Shore are fortunate to have a number of options when it comes to lifelong learning programs.

While not a complete list, these organizations were mentioned most frequently on the survey in addition to Chesapeake Forum:

Academy Art Museum
Avalon
BAAM
Chesapeake Bay Maritime Museum
Chesapeake College
Talbot County Historical Society
Washington College 

If you wish further information, the good folks at Chesapeake Forum, Academy for Lifelong Learning (WC-All) in Chestertown, and the Institute of Lifelong Learning.

The Spy Newspapers may periodically employ the assistance of artificial intelligence (AI) to enhance the clarity and accuracy of our content.

Talbot County STEM Camp Completes Another Excellent Summer

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Like many communities throughout the country, the summer can be an essential time for young students to catch up on critical cognitive skills and be on equal footing with their peers by the fall. That is certainly true on the Mid-Shore, where children take advantage of a unique STEM Camp for 1st through 5th-grade youngsters in Talbot County.

This camp might be more unique because the instructors are all area high school students. That might be part of the special sauce that makes this summer school fun and successful for some 30 students yearly.

These older students not only can relate well to their young wards while studying tough subjects like math and science, but they run every aspect of the camp.

From developing the curriculum to planning field trips or deciding on meals, a core group of 30 staff members comes together to make the four-day program one of the most memorable experiences for their younger peers. But another part of this magical formula is that those older kids are learning as well.

Given the responsibility (and the risks associated with it) of running a full-scale program from soup to nuts, these teens find within themselves core leadership skills that are just as impactful life lessons as those they provide to the smaller children.

The Spy sat down with three of those young leaders last week to talk about the program.

This video is approximately four minutes in length. For more information about STEM Camp in Talbot County please go here.

The Spy Newspapers may periodically employ the assistance of artificial intelligence (AI) to enhance the clarity and accuracy of our content.

Talbot County Library Hosts Youth STEAM Program

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This summer, the Easton branch of Talbot County Free Library hosted two week-long sessions of ‘STEAM’ camp for elementary and middle school students. Designed and conducted by three area high school students and funded by a grant from the Council of Friends of the Talbot County Library, the STEAM camp sessions were offered free of charge to area elementary and middle school students.

STEAM programs integrate science, technology, engineering, arts, and mathematics to foster a more holistic approach to education. The interdisciplinary approach encourages creativity and critical thinking, enabling students to engage in hands-on, real-world problem-solving. 

“In the Easton library’s STEAM camp, volunteer youth leaders Vivi Morris, Van Tran and Mia Mazzeo, who created the program, blended artistic expression with analytical skills to make learning fun,” said Easton Library Youth Coordinator Laura Powell. “The children who participated learned to collaborate across various disciplines, nurturing both their logical reasoning and creative potential.”

Starting with a traditional STEAM approach, Morris, Tran and Mazzeo adapted and designed the program to best suit the youngsters who were attending each week of camp. The first session hosted 20 six- to eight-year-olds and the second had 20 nine- to twelve-year-old attendees. Both sessions were at capacity. 

Over the course of each week, the camper groups tackled a number of projects that required individual effort as well as cooperation within each camper team. Each day brought a new menu of activities – everything from tie-dyeing shirts and print-making tote bags to pass and paint or creating fruit art.

“The strategy of our STEAM program was to break the campers up into small groups so they could learn to both interact effectively with each other and apply the skills each camper had,” stated Alanna Peerman, library staff assistant. “Each table of five campers had at least one volunteer High School assisting the campers.

“The campers particularly enjoyed making slime, as well as piecing together a Hex bug maze and racing the Hex bugs, said Mia Mazzeo. Two “cooking through chemistry” exercises were the highlights of each week. “To watch each camper make ice cream by hand and cook s’mores using the sun was so much fun for all of us!” commented Van Tran.

Vivi Morris agreed. “The collaboration and teamwork was so ‘chill’,” she said. “By the end of each week, we saw a community of learners, helping each other, enjoying each other’s company, and being so excited as each group completed their activities and projects.”

Two STEAM participants, Charlotte and Emmett McGrogan, of St Michaels, loved every minute of their camp experience. Emmett, 9, attended the second session and especially enjoyed making slime. “Doing crafting stuff was my most favorite activity”, said Emmett. “I can’t wait to come back to STEAM Camp next summer!”

The McGrogans’ mom, Katie Willis, also gave the program rave reviews. “As with many full-time working parents, my kids have been in a variety of summer programs – STEAM camp, which was free of charge, was hands down one of the very best,” Willis said. “The structure of STEAM camp each week was age-appropriate, well organized, and kept my kids engaged and busy the whole time. They want to go again next year, most definitely!” 

Matt LaMotte, a native of the Eastern Shore, has a diverse background. He grew up in Baltimore but spent much time in Easton and Chestertown. After college, he returned to the Mid Shore and worked in insurance and finance while raising his two sons. He then pursued a teaching and coaching career in independent schools across different states. In 2018, he chaired the History Department at Sts. Peter and Paul High School in Easton before retiring in 2021. Matt is now focused on conservation, outdoor education, and staying engaged with local and global affairs.

The Spy Newspapers may periodically employ the assistance of artificial intelligence (AI) to enhance the clarity and accuracy of our content.

Spy and WHCP New Series: Checking in with Superintendent of Dorchester Schools Dr. Jymil Thompson

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As part of the Spy Newspapers and WHCP Community Radio (91.7) ongoing news collaboration, the Spy’s Dave Wheelan and WHCP’s Jim Brady have begun regular check-ins with Superintendent of Dorchester Schools Dr. Jymil Thompson.

In our first chat, Dr. Thompson discussed his background and his journey to Dorchester County. He also discussed the impact Maryland’s Blueprint for Excellence has had on his school district, budget issues facing Dorchester, and other concerns, such as the use of cell phones in the classroom.

This video is approximately 23 minutes in length.

 

The Spy Newspapers may periodically employ the assistance of artificial intelligence (AI) to enhance the clarity and accuracy of our content.

The CBMM PATRIOT’s Dynamic Duo: A Chat with Joyce and Matt Gauthier

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For PATRIOT Capitan Matt Gauthier and his partner and wife, Joyce, the transition from a private boat service to one under the umbrella of a nonprofit museum was surprisingly effortless. While the decision was made after two years of running the sightseeing vessel under private management, both Matt and Joyce realized that under the Chesapeake Bay Maritime Museum’s management, nothing really would change since the whole point of the PATRIOT was to get people out on the water and enjoy the wonders of the Miles River.

In fact, with CBMM as its owner, the PATRIOT now sees its mission as expanding. Beyond its daily tours at 12:30 PM and 2:30 PM for its traditional historic cruises of this unique part of the Chesapeake Bay, Matt and Joyce note in their recent interview with the Spy that their new partnership with the museum’s curatorial staff and educators has significantly expanded programming as well as chartering out the PATRIOT for special events, weddings and almost any other kind of celebration.

We asked Joyce and Matt to stop by the Spy studio a few weeks ago to hear more.

This video is approximately four minutes in length. Photography by Focus Photography. For more information about the PATRIOT and the Chesapeake Bay Maritime Museum, please go here.

The Spy Newspapers may periodically employ the assistance of artificial intelligence (AI) to enhance the clarity and accuracy of our content.

Radcliffe Creek School Initiates Search for Head of School

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An RCS teacher leading hands-on activities in the Discovery Room

Radcliffe Creek School (RCS), the only K-8 institution dedicated to educating bright children with learning differences on Maryland’s Eastern Shore, recently announced the commencement of a search for a new Head of School. This position, to begin July 1, 2025, will be pivotal in furthering the School’s mission to empower children in a dynamic environment that celebrates unique learning. 

Since Radcliffe Creek’s founding in 1996, the School has long been recognized for its commitment to nurturing the unique strengths and addressing the individual needs of neurodivergent learners. Its customized educational program utilizes hands-on, multisensory and immersive strategies to engage bright students with and without diagnoses such as ADHD, dyslexia, dyscalculia, dysgraphia, sensory processing disorder, anxiety and ASD. The School continues to stand out as a critical resource for area families, some of whom send their children across the Chesapeake Bay and state lines to receive the School’s services.

Only three Heads of School have served the private institution since its founding. Having expanded to serve eight counties across Maryland’s Eastern and Western Shores, as well as the State of Delaware, Radcliffe Creek is poised to continue this tradition under new leadership.

Betsy Duff, President of the Board of Trustees and Chair of the Search Committee for the next Head of School said, “The Radcliffe Creek community is eager to welcome its new Head next year. We are excited to meet the talented and dedicated educators who are called by this important opportunity, and to introduce them to the life-changing school that is Radcliffe Creek.”

The Board of Trustees has engaged Kirk Duncan, a respected and experienced independent school leader with over 40 years of experience as a teacher, coach and administrator in independent schools, to assist in identifying and recruiting outstanding candidates. “I am pleased to be part of the search for the school’s next leader as Radcliffe Creek School is poised for an era of growth and development,” Duncan remarked.

Following a survey distributed to the school community, key traits sought in the new Head of School were identified. These qualities include a candidate who is strategic minded, caring and approachable; firm yet fair; a collaborative and decisive decision-maker; an inspiring communicator; an effective fundraiser; and experienced in serving students who learn differently.

Various members of the School’s community will have opportunities to provide input throughout the search process, ensuring the selected candidate aligns with the aspirations and expectations of the Radcliffe Creek community.

To read the full Opportunity Statement and remain updated on the search process for the next Head of School, please visit: https://www.radcliffecreekschool.org/head-of-school-search

 

The Spy Newspapers may periodically employ the assistance of artificial intelligence (AI) to enhance the clarity and accuracy of our content.