6:30 p.m. – 7:00 p.m.
Please free feel to spend this time talking with staff
and with each other!
7:00 p.m. – 9:00 p.m.
Information Session
Eve Graziani
Special Education Resource Teacher
Focus on Kingsview Special Education
Performance and Our Goals for 2009-2010
Ericka C. Waters, Assistant Principal
Maryland School Assessment (MSA)
The Maryland School Assessment is an annual
assessment program that tests grades 3 through 8 in
reading and mathematics. The MSA results are used in
the calculation of whether a school met the AYP
target. There is also a Science assessment at for Grade
8, but those scores are not a part of AYP.
Advanced is a highly challenging and exemplary
level of achievement indicating outstanding
accomplishment in meeting the needs of students.

Proficient is a realistic and rigorous level of
achievement indicating proficiency in meeting the
needs of students.

Basic is a level of achievement indicating that more
work is needed to attain proficiency in meeting the
needs of students.

 Proficient and advanced performance
helps Kingsview students make AYP
 The MSA is a data monitoring tool which
is used to determine college readiness.
2003-2009 Performance Gains:
MSA READING
35
33.3
33.2
30
25.7
Percentage
25
23
20
18.8
18.4
17.11
16.6
Gains 08-09
15
Cummulative Gains 03-09
9
10
6.6
5
2.2
2.2
2.1
1.7
0.2
0
All Students
African
American
Asian
Hispanic
White
Demographic Subgroup
FARMS
Special
Education
Limited English
Profic
Performance Results 2003-2009:
READING by NCLB Subgroup
100
90
89.3
91.5
85.6
80
70
77.9
77.7
79.8
73.1
61.3
60
63.5
56.5
50
All Students
30
Special Education
43.9
42.2
40
32.1
30.3
20
10
0
2003
2004
2005
2006
2007
2008
2009
2003-2009 Performance Gains:
MATH
58.5
60
50.5
50
45.3
40.9
38
Percentage
40
30
26.4
26.4
Gains 08-09
Cummulative Gains 03-09
20
13.9
14.8
13.9
10
1.9
3.4
0.3
0.7
4.4
0.7
0
All Students
African
American
Asian
Hispanic
White
Demographic Subgroup
FARMS
Special
Education
Limited English
Profic
Performance Results 2003-2009:
MATH by NCLB Subgroup
100
90
Percentage Proficient/ Advanced
80
79.4
81.6
83.5
71
70
66.2
60
58.9
59.1
50
47.1
46.7
42.7
40
30
24.1
26
20
13.5
10
9.1
0
2003
2004
2005
2006
2007
2008
2009
All Students
Special Education
Adequate Yearly Progress (AYP)
Adequate yearly progress is the gain that schools, school
systems, and states must make each year in the
proportion of students achieving proficiency in reading
and math.
For Kingsview to make AYP, we must to meet the annual
measurable objective in reading and mathematics for
students in each subgroup, in attendance, and meet the
testing participation requirement of 95%.
Annual Measurable Objectives (AMO)
AMOs are state established performance targets that assess the
progress of student subgroups, schools, school districts, and the
state annually. This annual measurement ensures that 100% of
students achieve proficiency in reading/language arts and
mathematics by the end of the school year in 2013-2014.
Between the 2002-2003 baseline and the 2013-2014 goal of 100%
proficiency, the state will establish annual performance targets.
These targets, or annual measurable objectives, are set for reading,
mathematics, attendance and graduation rate. Every school and
school system will be held to the same annual measurable objectives.
Confidence Interval
The confidence interval is a statistical tool used in
Maryland AYP determinations to ensure accurate and
reliable accountability decisions. Because the accuracy of
scores depends on the number of students in each group,
the state uses a statistical test to help ensure that they
make fair and valid AYP decisions for groups with different
numbers of students.
Safe Harbor
If a school does not meet the annual performance targets
for each subgroup, a provision called Safe Harbor still
allows a school to make AYP if 1) the school meets all
performance targets, 2) the subgroup meets the other
academic indicator (attendance and participation), and 3)
the percentage of students achieving below the proficient
level in that subgroup decreases by ten percent. Safe
Harbor is calculated using the last two years of test
administration data.

Annual Measureable Objectives:
 READING: 80.8% of all students will score proficient or advanced
(2009 AMO: 75.9%)
 MATH:
71.4% of all students will score proficient or advanced
(2009 AMO: 64.3%)
•School Improvement Plan Goals:
•To provide enrichment and support for students in the Special
Education and other subgroups in order to increase access and
equity for all students as measured by the MSA.
•To increase the number of students performing at the
advanced level by 5% as measured by the MSA.
Additional information may be found on the School
Improvement in Maryland Web site at
http://www.mdk12.org , http://www.mdreportcard.org , and
the Maryland State Department of Education Web site at
http://www.marylandpublicschools.org.
Eve Graziani
Resource Teacher Special Education
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Each child is assigned a Case Manager
Case Manager meets with your child @ least once
weekly
Home to School – School to Home Communication
Point of Contact – Questions or Concerns
Plug In & Pull Out
Accommodations
Meetings
Algebra Prep
Double Period Algebra
Kristiina Thoren
Special Education Teacher
Corrective Reading
Read 180
Gay Anderson
Special Education Teacher
Todd Leff
Academic Intervention Teacher
Alia Bey
Mona Derrick
Special Education Teachers
Focus Of Resource
1)
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
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5 Goals Areas
Core Learning Goals
Thinking Skills
Communication Skills
Technology Skills
Interpersonal Skills
2) Team Work
3)
Creating Portfolios
Margo Rosenberg
Speech Pathologist
Diane Flood
Transition Services Specialist
As needed (15 minutes)