1. The Journey to Greatness
Anne Arundel County Public Schools’
Role in Monitoring and Meeting the Terms of the Office of Civil Rights Memorandum of Agreement (OCR MOA)
Dr. Maxwell’s vision for Anne Arundel County Public Schools is to become a Great school system. In the wealthiest nation in the world, in the wealthiest state in the nation, in one of the wealthiest counties in the state, there is no reason to have gaps in achievement, and certainly not gaps for any group of students. Anne Arundel County Public schools uses three primary tools to access, monitor, and drive our actions to become a great school system. The national No Child Left Behind goals, our state Bridge to Excellence document, our own strategic plan and the Office of Civil Rights Memorandum of Agreement which focuses specifically on the access and success of African American students; our largest ethnic minority student group. The following slides illustrate the issues, our work , progress and challenges in this area. 1

2. Historical Perspective 1989 - 2007
Task Force on Black Male Achievement
OCR Complaint - Discipline
African American Curriculum Audit Committee
Disciplinary Sanction Review Committee
Minority Achievement Committee
OCR Agreement
Anne Arundel County Public Schools has a long history of defining the issues and working with parents and community members on task forces, committees reports and initiatives that address disparities for African American students in education. In 1989, the Superintendent, Larry Lorton, commissioned a task force to look at Black Male Achievement. In response to a 1991 Office of Civil Rights case, discipline disparities were addressed. An African American Curriculum Audit determined the need to increase our Education That is Multicultural efforts in 1994, and from , under the leadership of Dr. Carol Parham, Superintendent, the Minority Achievement Committee studied factors contributing to the achievement gap and made recommendations in the areas of instruction, the environment, around the transition years (after elementary and middle school), and for family and community involvement.
In 2004, more than 20 parents and concerned citizens, including the AA County NAACP, filed a discrimination claim with the Office of Civil Rights, and after a year of negotiations with the Superintendent, Eric Smith, on behalf of the AACPS School Board and representatives from members of the community, an agreement between the parties was signed by the Board and representatives of the complainants in September 7, 2005.

3. The 2005 OCR Agreement What is it?
Office of Civil Rights
What is it?
A Memorandum of Agreement between the
Anne Arundel County Public School System and Complainants including
The Anne Arundel County Chapter of the National Association for the Advancement of Colored People (NAACP) and other parents and citizens
The agreement between the two parties was signed and became official September 7, 2005
The Office of Civil Rights Memorandum of Agreement between Anne Arundel County Public Schools, over 20 parents and several organizations and members of our community worked together to outline the issues, align the school system goals and objectives, and define terms in a document that has been used since 2005 to build partnerships between the school system and the community to address long-standing disparities in academic achievement, discipline and special education identification and placement. The agreement requires that a report of the progress and challenges in meeting the terms of the agreement is communicated to the community in a variety of ways. Public forums, our website, AACPS-TV programming, and many other venues are used to inform the public of the school system and community efforts to address the education disparities in Anne Arundel County Public Schools. 3

4. Complainants’ Claim
“Anne Arundel County Public Schools has categorically denied and limited educational opportunities for African American students.”
Data including scores on assessments, transitions between grades, graduation rates, etc. collected by the complainants illustrated disparities in access and achievement in all academic areas for African American students. The number and percentage of African American students out of class on any given day or time of day was disproportionate, the number and percentage of African American students being referred, suspended , and expelled for most infractions is disproportionate. And African American students are disproportionately identified and placed in special education, especially under the labels of ED (emotional disturbed) and LD (earning disabled.) In addition, the agreement suggests a culture of low expectations with policies and practices that may contribute to the disparities.

5. Specific Charges African American Students are:
Less likely to participate in advanced classes
More likely to be expelled or referred to Alternative school programs
Experience less educational success due to lower expectations and lack of encouragement
More likely to be assigned to special education
Substantially less likely to graduate
These specific charges inform what AACPS is required to monitor relative to the OCR MOA.

6. Recognition of the Problem
Not a recent or one-time occurrence
Developed and institutionalized over time
Solutions must be:
Concerted and targeted efforts to de-institutionalize conditions
Cooperative and include a review of policies, regulations, and practices that may contribute to disparities that are applied fairly for all students
Strong enough to last beyond current Superintendent, Board of Education, and local political leadership
Collaborative efforts between the school system, parents, and the community
The OCR MOA, the national No Child Left Behind law and the state initiatives to eliminate the achievement gap are just some of the legal statutes that hold us accountable to provide equity in educating all student groups.
As stated earlier, AACPS has recognized we have problems and we recognize that these problems are present in every school district in the country that serves minority students. Each of the documents and the reports outlining the problem have made recommendations that incorporate these ideas.
Source: Office of Civil Rights Memorandum of Agreement. 2005 6 6

7. Resolving the Concerns
Develop a cooperative plan addressing the problems affecting African American students which will have a direct impact on other groups of students who are not meeting the standards.
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Source: Office of Civil Rights Memorandum of Agreement. 2005 7

8. What is the school system doing?
Established an Office of Equity Assurance and Human Relations - October, 1006
Added Outreach Specialists at the Central Office level who reach out to parents, schools and communities January- 2008
Schools are aligned in K-12 vertical teams and structures promote vertical communication and planning
Academic Achievement Steering Committees for schools that did not meet the “No Child Left Behind” “Adequate Yearly Progress” (AYP)
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9. What is the school system is doing?
Strategic plan & goals for with equity infused in all goals.
Cultural Proficiency Professional Development - all school and Central Office leaders, Student Services personnel, all bus drivers, school secretaries, AVID teachers, AHS, and other school personnel
Identified Equity Liaison at each school to provide Cultural Proficiency perspective on the school improvement team and at the school/classroom level.
Using Data to identify problem areas and providing support to individual students.
All school and Central Office leaders; Dr. Maxwell, the Executive Team, Coordinators, principals, assistant principals, Student Services personnel; counselors, social workers, psychologists, and all AVID teachers have had at least two days of Cultural Proficiency Professional Development. Some schools have Equity Teams that work to provide Cultural Proficiency Professional Development experiences such as facilitating book studies, article discussions, work sessions facilitated by staff from the Offices of Equity Assurance and Human Relations and Professional Growth and Development offices. In addition, school secretaries have had one full day that included customer service focus and all transportation staff, especially bus drivers have had a one hour introduction. The emphasis on Cultural Proficiency is to ensure school cultures that embrace all students and assist us in relating to others who are different than we.
Identified Equity Liaison at each school to provide Cultural Proficiency perspective on the school improvement team and at the school/classroom level. They have participated in the two-day Cultural Proficiency sessions and one day focusing on how to analyze data. 9

10. II Safe and Supportive Learning Environment
2012 Goals of Anne Arundel County Public Schools
II Safe and Supportive Learning Environment
III Workforce Quality
Anne Arundel County Public Schools will ensure and maintain a work environment of respect and mutual collaboration by attracting and retaining a quality work force that demonstrates a commitment to providing a positive learning environment, values diversity, and reflects the diversity of the county and the relative labor market.
IV Community Engagement
All Anne Arundel County Public Schools (AACPS) students will be educated in schools that are family-friendly and welcoming. AACPS will eliminate disparities in parent and community representation and participation in traditional and non-traditional school-community activities.
I Academic Achievement
All diploma-bound students will reach high standards as established by Anne Arundel County Public Schools and state performance level standards in English/Reading/ Writing, Mathematics, Science and Social Studies. Achievement disparities among all No Child Left Behind (NCLB) groups of students will be eliminated.
All students will be educated in a safe, positive, and supportive learning environment with a focus on security enhancements that support system-wide safety and discipline standards. AACPS will eliminate disparities among all No Child Left Behind (NCLB) student groups in the referral, suspension, and expulsion rates for violation of the Code of Student Conduct.
The continued efforts to eliminate disparities is a priority of Dr. Maxwell and the leadership in Anne Arundel County Public Schools. The core work of the school system is student learning and the indicators under the academic achievement and safe and orderly school environment goals require all student groups to meet the same standards. We understand this means accelerating and targeting efforts to student groups that may need increased resources and interventions. Workforce quality, Community Engagement and Equity goals support schools and students. Workforce quality includes hiring, supporting and maintaining a quality workforce, Community Engagement helps us build bridges between the schools, and parents, businesses and community organizations, and Equity is infused in each of the goals to ensure that we organize schools and classrooms to address the ever increasing diversity in our schools and community.
V Equity
Equity is infused in every one of the goals.
Anne Arundel County Public Schools will address the diversity that students and staff bring to the learning environment and organize schools and classrooms
to support the academic achievement and success of all students. 10

11. Areas Monitored Under the OCR MOA
Academic Achievement
Maryland School Assessments
High School Assessments
Graduation and Drop-out Rates
Access and Success in Rigourous Instructional Opportunities (Honors, AP, IB, AVID, PVA, STEM, etc.)
Special Education Identification and Placement
Discipline Referrals, Suspensions and Expulsions
Community Engagement
These are the areas the OCR agreement requires we monitor and address. 11

12. The OCR MOA is not additional work for AACPS
Successful completion Algebra I by end of Grade 8
The OCR MOA is not additional work for AACPS
Academic Proficiency
Co-curricular involvement
Participation in AP
Participation in IB
Increase in SATs taken
High graduation rate for special education
High graduation rate
Reduced number of racial incidents
The work of the OCR MOA is not in addition to what we are required to do as a system, in schools and in classrooms. The terms of the OCA MOA are aligned with our own Strategic Plan, the state Bridge to Excellence requirements and the national No Child Left Behind expectations to ensure all students meet or exceed the standards; eliminating gaps by race in all areas we measure.
Academic proficiency, a school climate that promotes student involvement in diverse activities, increasing standardized assessment scores, reducing the drop-out rates and helping students to see a future for themselves beyond “grade school” is our daily work. Monitoring our progress and continuously improving for the benefit of all students is our daily work.
Eliminate disparity in Alternative Education
Eliminate disparity in Special Education
Reduced Dropout rates

13. The OCR MOA is not additional work for AACPS
Successful completion Algebra I by end of Grade 8
The OCR MOA is not additional work for AACPS
Academic Proficiency
Co-curricular involvement
Participation in AP
Participation in IB
Increase in SATs taken
Our focus is on African American Students
High graduation rate for special education
High graduation rate
Reduced number of racial incidents
The only difference is that the focus of the OCR MOA is on African American students.
Eliminate disparity in Alternative Education
Eliminate disparity in Special Education
Reduced Dropout rates

14. OCR Monitoring Process
The OCR Steering Committee with representatives from the Central Office and schools meet four times a year and in sub-committees to review and analyze data and make recommendations to the Executive Team to address disparities as monitored in the OCR MOA. This flow chart which illustrates how the issues and recommendations are communicated and if approved, the communication flow to ensure the recommendations are executed. An idea for addressing any of the issues mentioned previously may start with a principal in a school, a regional superintendent, the superintendent’s executive team or within the OCR Steering Committee. Recommendations are made to the Executive Team and if approved are communicated through the process. The results are communicated to community as determined by the OCR Steering Committee.

15. Defining “the Achievement Gap”
Communicating a Common Understanding
We have often heard Dr. Maxwell say that he wants Anne Arundel County Public School to be the first district to eliminate the “achievement gap.”
Several sources were used to see how the “achievement gap” is defined. As you can see, most of them refer to disparities between the performance of groups of students. The measures are not consistent across the country, and it is certainly not always clear to everyone which measure is being used when speaking of “the gap” informally or formally.
The important thing is to have a common definition and understanding of what it is meant when the term “achievement gap” is used in conversing internally and to the community. The following slides are designed to communicate how Anne Arundel County Public Schools uses the term “achievement gap” for a common understanding and to show how “equity” is applied.

16. Two ways to look at the Achievement Gap
Compared to All Other Students
Compared to the Standard
Proficiency
All Students Excluding AA
86%
83%
77%
There are two ways to look at the achievement gap, one comparing student groups to one another, which assumes one student group sets the standard.
CLICK THE SLIDE TWICE TO SEE THE OTHER WAY –
The other way is to compare student performance to a set standard. When we look at the gap for each student group, we can use that information to determine more effective interventions, and prevention strategies.
70%
63% AA
White
Hisp.
Asian
Sp.Ed.
FARMS
54%
Equity
African American Students 16 16

17. MSA Math and HSA Algebra
Percent of Students performing at ‘Proficient’ Level Countywide
100
All Students Excluding AA
84%
86%
80%
82%
74% 80
22%
64%
22%
21%
23%
26% 60
Achievement Gap
64%
The gap has increased by a percentage point in the area of math and algebra and the question to us is why? Continuous improvement requires we continue to analyze data school-by-school, classroom by classroom to see if it is instruction, new programs that are not effective, lack of resources, and whatever it is, we have data to help drive the decisions to change what we are doing.
29%
60%
63%
57% 40
48%
35%
African American Students 20
2003
2004
2005
2006
2007
2008
Scores reflect MSA 3-8. Special, Evening and Charter Schools are not included . 17 17

18. MSA Reading and HSA English
Percent of Students performing at ‘Proficient’ Level Countywide
100
All Students Excluding AA
86%
81%
83%
86%
77% 80
67%
16%
20%
20%
21%
Achievement Gap
23% 60
70%
26%
66%
63%
As you can see we are decreasing the achievement gap in Maryland State and High School Assessment English and Reading, and we have figured out that if we continue at this rate – one percentage points each year system-wide, it will take us 12 and a half years to eliminate the gap in this area.* Our intention is to accelerate achievement for more students. While we recognize that we can move faster when parents, and the community help us encourage our students, mentor them, tutor them and expect highly of them, it is the goal of our district to focus on what we can do and to take necessary steps to eliminate gaps for all student groups who are not meeting the standards.
*Phi Delta Kappa (Curriculum Management Systems, Inc. Systems Audit Formula, 2009
60%
54% 40
41%
African American Students 20
2003
2004
2005
2006
2007
2008
Scores reflect MSA 3-8. Special, Evening and Charter Schools are not included . 18 18

19. MSA Reading and HSA English Assessments
2003–07 Successes
MSA Reading and HSA English Assessments
2007
African American Performance
25%
points
20%
points
Countywide Performance
•Two important measures of countywide student achievement are the annual administration of the Maryland School Assessments (or MSAs) which measures student achievement in reading and mathematics, and the High School Assessments (or HSAs) which measure student achievement in English and Algebra I.
This graphic indicates that since 2003, while there has been a 20% percentage point increase in the number of students countywide who have scored at the proficient or advanced levels on MSA Reading assessment in our elementary and middle schools and the HSA English assessment in our high schools, there has been a 25% percentage point increase in the number of African American students who have scored at the proficient or advanced levels.
It’s also important to note that while both groups have improved over the past five years, the rate of improvement among African American students has been greater over this 5 year period.
2003 19

20. MSA Mathematics and HSA Algebra I Assessments
2003–07 Successes
MSA Mathematics and HSA Algebra I Assessments
28%
points
African American Performance
2007
21%
points
Countywide Performance
We see similar results on the MSA Mathematics assessments in our elementary and middle schools and the HAS Algebra I assessment in our high schools.
This graphic shows that there has been a 29 percentage point increase in the percent of African American students who have performed at a proficient or advanced level countywide compared to a 22% percentage point increase among all students countywide.
Again, it is important to note that while both groups have improved over the past five years, the rate of improvement among African American students has been greater over this same 5 year period.
This is an example of the rate of improvement that we have to affect in order to reach parity under AACPS goals by and under NCLB by 2014.
2003 20

21. We are making progress…
2012
All Students Excluding AA
Achievement Gap
’08
…but need to move faster to meet our goals
’03
Even though we are making progress in an a number of areas towards eliminating the achievement gap – we know we have to move faster, provide more support, execute more effective strategies, to continue to address our school and system culture and to utilize the leadership at the central office and school levels to make our goals by 2012.
African American Students 21 21

22. The quality or condition of being exactly the same as something else.
Equity
The state, action, or principle of treating people in accordance with differential needs (fairness)
We have had many discussions internally and within the community to come to a common understanding of the difference between equality and equity. We continue to explore where one or the other condition is appropriate.
In order for there to be equality in the final results, resources, information and general support needs to be given where the preparation, experience or needs differ.
This is the principal of Rick Wormley’ Equal Is Not Always Fair” as he describes the need for differentiation, in how we teach and assess students. 22

23. What is Equity?
When all students are taught equally, they may not all reach the standard
Some students come to school with fewer vocabulary words in their repertoire, fewer opportunities to read, fewer experiences to relate for reading comprehension; few opportunities to see sites beyond their community, no computers at home, and so on. So rather than teach all students the same or allocate resources based on numbers of students, versus student needs, to reach the same standard, different support may be needed to ensure all students meet or exceed a common standard.
An example of how many equity is applied is in how how we treat our own children. We want the same for them, but some need more attention, have different interests and may learn different. Others get the information right away. So while you treat them fairly, you probably do not treat them the same.
Equity is giving students the individual help they need so everyone meets the standard 23 23

24. How Can the Gap Be Eliminated?
It is important to note that while both groups have improved over the past five years, the rate of improvement among African American students has been greater over this 5 year period. This acceleration of performance is necessary to close the achievement gaps.

25. SPECIAL EDUCATION DISPROPORTIONALITY
Disproportionality is not the result of inappropriate identification but instead is driven by eligibility criteria and student needs
A decrease is noted in the number of African American students identified as Intellectually Disabled, Emotionally Disturbed and/or Learning Disabled
MSDE has recognized that AACPS is no longer significantly disproportionate for identification
Using the State’s identification risk ratio assessment for placement, AACPS is no longer significantly disproportionate for any placement

26. African American Students
The % of Students Receiving Referrals
who are African American
Total Student Population
All Other Students
Total of Students Receiving Referrals
Research indicates that when data is analyzed from a variety of angles and with a culturally proficient lens, strategies can be generated to appropriately address issues. This is an example, using African American student referral data that indicates disproportionately, African American students are being referred for infractions to school policies relative to the student population. The expectation is that schools will use similar methods to look more closely at the numbers, the offenses, the student groups and the forces within the schools ability to manipulate that will result in reducing the numbers and percentages for students in referrals and suspensions and in what areas.
22%
African American
Student Population
2003–04 through 2006–07 Average
African American Students
Source: AACPS, Student Services, DAAR

27. African American Students
The % of Students Receiving Suspensions
who are African American
Total Student Population
All Other Students
Total of Students Being Suspended
It is evident that the percentage of African American students as compared to the percentage of suspensions is too great. The OCR MOA requires that AACPS ensure the policies, practices are applied fairly and that the school culture promotes positive behavior strategies and increased class time for academic instruction.
22%
African American
Student Population
2003–04 through 2006–07 Average
African American Students
Source: AACPS, Student Services, DAAR

28. African American Expulsions
Since 2005–06, there has been a dramatic decrease in the total number of Expulsions and expulsion for African American students
21 1
263%
African American Expulsions
When Anne Arundel County Public Schools aligned its expulsion policies with the state’s policies and in comparison to other districts, it resulted in a dramatic decrease in expulsions that directly impacted African American students. The changes in policy and regulations resulted in an increase of services to students and interventions designed to help students learn appropriate schooling behaviors, keep up with their academics and maintain them as students to be supported in a variety of ways. 8

29. Recommendations for Addressing Discipline Disparities
Adopted by the Executive Team
Safe and Orderly Sub-Group
OCR Steering Committee
The Safe and Orderly Sub-Committee of the OCR Steering Committee made the following recommendations to ensure conversations at principal meetings, vertically between schools and in other meetings about how to address discipline, including disproportionality for certain identified offenses.
The OCR Steering Committee will monitor the effectiveness of these recommendations, particularly in reducing school and system-wide referral and suspension disproportionality.

30. “Illustrate Discipline Disparities”
Illustrate discipline disparities and specify terms for addressing the disparities as indicated in the OCR Mediated Agreement
“Illustrate Discipline Disparities”
“African American students are more likely to be expelled or suspended from school or referred to alternative programs.”
Reduce the number of racial incidents at all schools (Bias Motivated)
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31. “Discipline Conversations”
Hold monthly or quarterly
“Discipline Conversations”
at the Secondary Principals meeting (aligned with Curriculum Conversations)
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32. Discipline Data Template
Develop and implement a
Discipline Data Template
Monitor each secondary school's progress toward strategic plan by providing each school a template which establishes benchmarks necessary to achieve the goal by school, by student group.
OSAS will share data bi-annually with each principal.
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33. Require template with Submission of Current Discipline Data and Action Steps at each of the three Supervisory Visits Review for evidence of practice as it relates to Standard 9- Safe and Orderly Schools
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34. “Who is Responsible for Closing the Achievement Gaps?”
“This is an incredibly multi-dimensional problem. It is not limited to instruction alone or early literacy or peer pressure, or culturally relevant curriculum, or tracking. Each and every issue needs a strategy attached to it.”
So who is responsible for closing the achievement gaps? We all share in this responsibility. It is not the Superintendent alone, or the Executive Team, the OCR Steering Committee, the school administration or the classroom teacher, OR the parents or the community. It is a multi-dimensional issue with a myriad of strategies to be executed effectively for all students. Dr. Maxwell believes we have the right people, and strong leadership, an evolving culture and some very effective structures. He believes we can be the first district to eliminate the “achievement gap” on all of the indicators we measure. He believes we can close the “readiness” gaps in early grades and prepare student s for middle school; to ensure the gaps are closed for middle school students so they are prepared for the rigors of high school, and that high school students will be prepared with 21st Century skills needed for post-secondary education and the new careers being created now and in the future.
Allan Alson, Superintendent Elvaston Township, Illinois High School District and Founder of the Minority Student Achievement Network

35. The Journey to Greatness
We are the drivers in our “Journey to Greatness.” Believe you/we can, and we will.
“In relentless pursuit of excellence for all students!”
Anne Arundel County Public Schools, Parents, and the entire Community. 35

36. “Those who say it cannot be done should not interrupt the people doing it.”
Chinese Proverb