Potomac Heights Elementary School

301 E. Magnolia Ave.

Hagerstown, MD 21742
(PH) 301-766-8305
(Fax) 301-739-9353

Title IIA Funding Proposal

April 29, 2015

Prepared For:
Jamie Hade
Special Projects Manager
Washington County Public Schools

Prepared By: Jesse Orth

Lead Teacher

Description:
Enclosed is a comprehensive proposal for Title IIA funding encompassing workshop
funding, substitute funding, and travel expenses.

Table of Contents
Summary of Proposal:

Table of Contents
.. 1
Executive Summary
. 2

Proposed Project(s):
Essential Curriculum and Transfer Tasks: Shifting Practice
3-4
Formative Assessment for Maryland Educators (FAME).
. 5-6
Multiage Learning Opportunities and FAME: Advanced Concepts and Integrated
Practice .. 7-8
Collaborative Coaching Encore
. 9-10

Travel:
State of Maryland International Reading Association Conference (SOMIRAC) .
11-12
National Council of Teachers of Mathematics Regional Conference
13-14
Common Ground Maryland
15-16
Total Proposal Costs
Cost Summary
...
17

Page | 1

Executive Summary
In the collection of articles that comprise the book On Common Ground, the authors
all agree that professional learning is one of the most important aspects of any successful
school. The authors, as a collective group, go on to conclude that the most successful
professional learning that raises student achievement occurs when educators:
1) Embrace learning rather than teaching as their schools mission
2) Work collaboratively to help all students learn
3) Use formative assessments and a focus on results to foster continuous
improvement
4) Assume individual responsibility in creating schools focused on continuous
improvement
All of the projects that are being submitted as part of this Title IIA grant for Potomac
Heights have been designed through these principles and aim to continue our forward
progress toward achieving a school that no longer is just a group of educators working
side-by-side, but a true professional learning community.
The professional learning experiences that comprise the entirety of this proposal are
clearly focused on student learning, collaboration, and achieving results. These
experiences are designed to bring the staff of Potomac Heights together to develop a
common language of learning that demands achievement and success from every
student, every day. Each project is part of a bigger picture for our students, our staff and
our school community.
The teachers at Potomac Heights are, without question, some of the most
dedicated, committed, focused, and compassionate educators that can be found in
Washington County Public Schools. They do not look at each of these projects as
something else to do. Instead, they are ready to embrace their role in each with
eagerness, enthusiasm, and a commitment to turn professional learning into professional
action. As the leaders in the building, Mr. Stark and I are fully prepared to nurture the
success that they will find through these projects, answer questions as they arise, and stay
firm in our resolve to create a culture of student success and professional excellence.
When considering professional development, sustainability and lasting impact are
two critical components that must be at the center of the conversation. Careful thought
was given as to how each of these projects could and will be part of something bigger than
the here and now. Each project was carefully designed to focus, to inspire, and to

Page | 2

energize our teachers and students so that the resulting actions can have an immediate
yet lasting impact on teaching and learning at Potomac Heights.
At Potomac Heights our central purpose is to ensure that achievement and success
occurs for every student, every day. Our students deserve nothing less than this. The
professional learning outlined in this proposal ensures that we will continue to take
significant steps forward in our endless pursuit to fulfil our purpose and become a school
that realizes the vision of Building a Community that Inspires Curiosity, Creativity, and
Achievement.

Project #1 - Essential Curriculum and Transfer Tasks: Shifting Practice

Project Description:
The Essential Curriculum and Transfer Tasks: Shifting Practice project is designed to
engage each and every staff member in job-embedded professional learning that focuses
on K-5 student mastery of essential content, concepts, skills and processes. Using the
Essential Curriculum as a guide, teachers will:
Work together to identify strengths and weaknesses of students across grade level
bands in relation to the Priority Standards
Collaboratively analyze transfer tasks to inform instructional practice
Collaboratively develop action plans to address areas of concern using innovative
pedagogical strategies
Identify and create formative assessment tools that will be used to measure
progress toward learning goals
Analyze results of innovative instructional practices/shifts
Project Dates:
These professional learning experiences will occur after the school day and will be
scheduled from 3:15-5:15. The schedule for these professional learning experiences will
be:
Session
Session
Session
Session

#1
#2
#3
#4

September 2015
November 2015
January 2016
March 2016

AMT Alignment:
In order to effectively identify areas of strength and concern in both teaching and
learning, teachers will need to determine if the learning gap is occurring at the acquisition,
meaning, or transfer level. This model will be utilized continually as a reflective tool for
teachers to process/analyze student work. Through this process teachers will develop
cohesive and comprehensive action plans that directly address the gaps in student
learning/achievement.
Page | 3

Cross-Curricular Connections:
Transfer of knowledge, skills and processes does not occur in content-based silos.
The scope of the Essential Curriculum and Transfer Tasks is far-reaching and built upon the
principles of interdisciplinary and transdisciplinary teaching and learning. In order for
students to master the Priority Standards and demonstrate success on the Transfer Tasks,
students are going to have to have opportunities to broadly apply the knowledge, skills,
and processes they are learning across a wide variety of disciplines and contexts. At the
core of these vertical conversations will be the thoughtful planning of cross-curricular
learning experiences that provide students with multiple opportunities to acquire, make
meaning of, and transfer the knowledge, skills, and processes outlined in each Priority
Standard.
WCPS Digital Learning Plan Alignment:
The WCPS Digital Learning Plan outlines three desired outcomes: Teaching &
Learning, Equity, and Professional Development. The Teaching & Learning outcome states
that schools will, Provide all students with the skills and understandings necessary to
ensure their success in a globally connected and integrated society, and to engage them
in authentic experiences focused on exploration, discovery, collaboration, and creation.
The goal of the Essential Curriculum and Transfer Tasks: Shifting Practice project is
perfectly aligned to this desired outcome since both aim to provide authentic learning
experiences for students that are based in exploration, discovery, collaboration and
transfer.
The Professional Development desired outcome states that schools will, Provide
relevant and timely professional development by engaging faculty in a cycle of inquiry
that promotes learning, reflection, innovation, and sharing. The Essential Curriculum and
Transfer Tasks: Shifting Practice projects foundation is in collaborative conversation that
promotes reflection, innovation and sharing. The best way for our school to grow
professionally is to grow together toward common goals. The structure of this project will
allow us to begin to learn together under a common/shared process that can be continued
as Potomac Heights enters into its role in the WCPS Digital Learning Plan.
Project Management/Follow-Up:
Prior to each meeting the principal and lead teacher will develop learning goals and
success criteria for the professional learning session. An agenda of specific outcomes and
activities will then be created by the principal and lead teacher. This agenda will be sent
to staff one week prior to the meeting to allow time for questions and revisions. Meeting
minutes/notes will be kept by the principal and/or lead teacher. These minutes/notes will
be sent to all staff members within three days after each meeting and the staff will be
encouraged to submit clarifications and/or revisions. After each meeting, each staff
member will be required to submit a change of practice reflection/action plan. This
reflection will guide follow up coaching conversations and CFIP agendas. Changes in
practice will be looked for during classroom walkthroughs by the principal and lead
teacher as well as during formal observations by the principal.

Page | 4

Project Cost:
Title of
Project

Number
of
Participan
ts

Activity
Type

Session
Hours

Cost
per
Hour

Number
of
Sessions

Total
Cost

Essential
Curriculum
and Transfer
Tasks:
Shifting
Practice

18

After School
Workshop

$25.00

$3,600.
00

Project #2 Formative Assessment for Maryland Educators (FAME)

Project Description:
MSDE Description of FAME:
FAME is a yearlong school based collaborative professional development
process that consists of 5 self-study modules, application activities and
communities of practice. The goals of FAME are to encourage and support
teacher reflection and dialogue around the topic of formative assessment,
help teachers revise and refine their current practices within their classroom
and school, and create lasting change in schools and districts.
All grade K-2 teachers will be participating in the project as well as all Encore and
Special Education staff. The teachers in Grades 3-5 participated in FAME during the
2014-15 school year.
Project Dates:
This is a yearlong commitment and will span the entire 2015-16 school year. A
Community of
Practice meeting will be scheduled after each online module is completed. These
meetings will occur after the school day and will last 90 minutes. The schedule for these
meetings will be:

Community of Practice #1 September 2015

Community of Practice #2 October 2015
Community of Practice #3 December 2015
Page | 5

Community of Practice #4 January 2016

Community of Practice #5 March 2016

AMT Alignment:
The Council of Chief School State Officers (CCSSO) defines formative assessment as,
Formative assessment is the process used by teachers and students during instruction
that provides feedback to adjust ongoing teaching and learning to improve students
achievement of intended instructional outcomes. Put more simply, formative assessment
is, assessment FOR learning. Using either of these definitions, formative assessment, by
its very nature, is the critical process that moves students through the learning continuum
by identifying the gaps between what students know/can do and the expected outcome for
learning. The AMT continuum describes the overall movement of learning from a lower
level of acquisition to a high level of transfer. Formative assessment is the vehicle through
which this movement can occur.
Cross-Curricular Connections:
The beauty of the formative assessment process (see illustrations on next page) is
that it is applicable within every content area and across every grade level. Formative
assessment is about high-impact pedagogical practices that can be applied by every
teacher in every classroom.

The Formative Assessment Process:

Big Ideas

Learning Goals

Success Criteria
Descriptive
Feedback
Self & Peer
Assessment
Collaboration

Where am I
going?
Where am I now?
How do I close the
gap?

WCPS Digital Learning Plan Alignment:

The WCPS Digital Learning Plan explicitly recognizes that strong formative
assessment processes must be in place in order for the vision of the plan to become a
reality. Page five of the WCPS Digital Learning Plan directly states that formative
assessment is a foundational component of the Teaching & Learning outcome. In the big
picture, both aim to personalize learning so that students can maximize their potential.

Page | 6

Project Management/Follow-Up:
Each participating teacher will be required to complete the five online modules at
their own self-directed pace. Each modules completion is accounted for through the
MSDE Blackboard system. The participants will be given approximately one month to
complete each module. Following each modules completion, a Community of Practice
meeting will be scheduled and participants will be asked to discuss the modules content
as well as bring evidence of changes in practice. These artifacts will be collected as part
of the accountability component for FAME. Teachers in grades 3-5 will serve as coaches
for the participating teachers. Their role will be to share their own experiences relating to
formative assessment and encourage continued growth through changes in practice.
Project Cost:
Title of
Project

Number of
Participants

Activity
Type

Session
Hours

Cost
per
Hour

Number
of
Sessions

Total
Cost

FAME

10

After School
Workshop

$25.00

$2,500.
00

Project #3 - Multiage Learning Opportunities and FAME:

Advanced Concepts and Integrated Practice
Project Description:
This past year, all Potomac Heights teachers in grades 3-5 participated in Formative
Assessment for Maryland Educators (FAME) and were part of the NEEL Grant awarded for
multiage learning opportunities through Personalized Learning and Collaborative
Experiences (PLACE). The combined impact on teaching and learning of these two
initiatives was both immediate and significant. The Multiage Learning Opportunities and
FAME: Advanced Concepts and Integrated Practice project is designed to continue to grow
and sustain these initiatives through intensive, educator-led, job-embedded professional
learning.
Project Dates:
This project is divided into after school professional development and substitute
required professional learning experiences.
The after school professional development schedule will be:
Page | 7

August 2015
September 2015
October 2015
December 2015
January 2016
February 2016
March 2016

The substitute-required professional learning experience schedule will be:

November 2015
February 2016
AMT Alignment:
At the heart of FAME and PLACE lies the axiom that learning is a continuum and that
it is critical that students know where they are along that continuum. Both of these
initiatives look to break down the barriers of grade levels and look at learning across a
broader scale. As almost a mirror image, the AMT model demands that teachers and
students look at the acquisition, meaning, and transfer of knowledge and skills as part of a
bigger picture than a single school day, week, month, or even year. Through continued
work with these initiatives, we give students a much greater chance at achieving high
levels of transfer and academic success.
Cross-Curricular Connections:
Both FAME and PLACE are interdisciplinary initiatives. As noted in Project #2, FAME
is applicable across all content areas. PLACE was founded upon the concept of
interdisciplinary teaching and learning. Each multiage unit has core standards that cut
across at least three content areas and include formative assessment practices as integral
parts of the learning plan.
WCPS Digital Learning Plan Alignment:
Digital devices expand students horizons by connecting them to the world beyond
their classroom doors and allowing them to collaborate in powerful ways with other
students in Washington County and beyond. As the WCPS Digital Learning plan states, 21 st
century learning is more than just devices It is about changing the dynamic of the
student-teacher relationship and allowing learning to become more personalized. This
project continues our successful journey towards a truly personalized learning
environment where all students have an opportunity to achieve and succeed.
Project Management/Follow-Up:
Prior to each meeting the principal, lead teacher and grades 3-5 teachers will
develop learning goals and success criteria for the professional learning session. An
Page | 8

agenda of specific outcomes and activities will then be created collaboratively by the
group. Meeting minutes/notes will be kept by the principal and/or lead teacher. These
minutes/notes will be sent to the participating teachers immediately following the
meetings. After each meeting, each staff member will be required to access the PLACE
website and write a blog entry that discusses their changes in practice and the impact
these changes have had on student learning. These blog entries will guide follow up
coaching conversations and CFIP agendas. Changes in practice will be looked for during
classroom walkthroughs by the principal and lead teacher as well as during formal
observations by the principal.
Project Cost:
Title of
Project
Multiage
Learning
Opportunit
ies and
FAME:
Advanced
Concepts
and
Integrated
Practice

Number
of
Participa
nts

Activity Type

Sessio
n
Hours

Cost per
Session/
Individu
al

Number
of
Sessions

Total
Cost

After School
Workshop

$25.00

$900.00

All Day PD

7.5

$119.00

$1,190.
00

Total
Cost

$2,090.
00

Project #4 Collaborative Coaching - Encore

Project Description:
This past year, funding was requested to provide our Encore staff with collaborative
coaching experiences with job-alike professionals in other school buildings. This jobembedded professional learning was a tremendous success and our participating Encore
staff has implemented numerous high-quality instructional strategies they obtained from
these collaborative coaching sessions. This job-embedded professional learning allows the
Potomac Heights Encore staff to carry on their success by continuing the coaching
conversations they began during the 2014-15 school year and expand their instructional
toolbox to best serve the students at Potomac Heights. The focus of this years coaching
Page | 9

conversations will be Integrating the Arts, Movement and Research across the Essential
Curriculum.
Project Dates:
These collaborative coaching experiences will occur during the school day and will
require substitutes. These experiences will be planned using the following timeline:

Collaborative Coaching Experience #1 September 2015

Collaborative Coaching Experience #2 November 2016
Collaborative Coaching Experience #3 February 2016

AMT Alignment:
The Essential Curriculum is deeply rooted in the AMT model. The very cornerstone
of the visual arts, movement, and media integration is transfer. Transfer is always the end
result in an art, physical education, or media integration classroom. Encore can and
should play a critical role in students having new and novel situations for which they can
make meaning of and transfer knowledge and skills that are being taught in individual
grade level classrooms. What might not make sense to a student in a grade level
classroom setting can often come alive in an Encore classroom because of the unique
perspective each Encore content and teacher brings to the teaching and learning process.
Cross-Curricular Connections:
The focus of the 2015-16 collaborative coaching conversations will be Integrating
the Arts, Movement and Research across the Essential Curriculum. The goal of these
conversations will be two-fold:
1) The Encore staff will be discussing with their coaching partner innovative and
powerful ways to integrate their curriculum with the Priority Standards of the
Essential Curriculum. These discussions will lead to action for which evidence will
be collected during their regular CFIP meetings.
2) The Encore staff will be examining with their coaching partner ways that they can
integrate their content area within our grade level classrooms. These conversations
will lead to our Infusion time more closely representing a co-teaching experience
that is collaboratively planned and taught by both the Encore teacher and the
classroom teacher.
WCPS Digital Learning Plan Alignment:
The second desired outcome of the WCPS Digital Learning Plan is Equity. In the
plan, Equity is defined as, Provide all students with rigorous, quality instruction,
supplemented with appropriate digital tools that result in a deeper understanding of
concepts and skills. While currently our Encore staff has limited access to digital tools,
their content in and of itself is built upon the concept of equity. For some students, an
Encore setting is the place where they believe they can shine the brightest and develop
their deepest levels of understanding. Encore resets the playing field and allows even
Page | 10

those who may have struggled academically that day, week, month, or year a chance to
find success. With our focus on Integrating the Arts, Movement and Research across the
Essential Curriculum, we are giving all students an opportunity to master the Priority
Standards through their own unique path.
Project Management/Follow-Up:
Prior to each collaborative coaching session, each Encore teacher will meet with
both the principal and the lead teacher to establish clear goals and intended outcomes.
Peer coaching strategies will be imbedded in this conversation to ensure that their
experience will be met with success. Following each collaborative coaching session, each
Encore teacher will complete an action plan that sets goals, outlines their intended next
steps, and establishes success criteria.
Project Cost:
Title of
Project

Number
of
Participan
ts

Activity
Type

Session
Hours

Cost per
Individu
al

Number of
Sessions

Total
Cost

Collaborative
Coaching Encore

1/2 Day PD

3.75

$59.50

$535.5
0

Travel #1: SOMIRAC Conference

Name of Conference:
Page | 11

State of Maryland International Reading Association Council Conference

Information about SOMIRAC (from conference website):

Mission

The mission of SoMIRAC is to improve the level of literacy in the State of

Maryland. We promote quality literacy instruction by: supporting the mission of
the International Reading Association, disseminating best literacy practices to
educators and parents, advocating for literacy issues through legislation and
collaborating with educational institutions, professional organizations and
businesses.

The purpose of the council shall be:

To foster mutual understanding and cooperative work among educators in Pre-K,

elementary grades, middle school, high school, college, adult education and in
leadership positions.

To promote advocacy for legislative issues with policy makers, the media and
local communities.

To provide high quality professional development by sponsoring an annual

conference and other meetings.

To stimulate and promote research in reading.

To disseminate knowledge of current trends in the field of reading and language

arts.

To study factors that influence progress in reading.

To promote literacy throughout the state of Maryland.

To encourage a habit of life-long reading.

Dates of Conference:
April 2016

Conference Location:
Hunt Valley, MD
Page | 12

Website Link to Conference:

http://www.somirac.org/conference/

Staff Members Attending:

Lura Norris, Jean Minnick, and/or Lynn Wilcox

Estimated Travel Expenses:

SOMIRAC
Expenditure
Category
Hotel Costs

Conference
Registration

Dining Costs

Substitute Costs

Expenditure Breakdown
Hotel Cost Per Room
Per Night

Number of Rooms

Number of
Nights

$200.00

Registration Fee per

Attendee

Total Days of
Conference

Number of
Attendees

$175.00

Dining Costs Per Day

Allotment

Dining Costs per

Attendee

Number of
Attendees

$55.00

$110.00

Number of
Substitutes Needed
Per Attendee

Total Substitute
Days Required

Per Diem
Substitute
Cost

Total
Cost
$200.0
0
Total
Cost
$350.0
0
Total
Cost
$220.0
0
Total
Cost

$119.00

$476.0
0

Total Cost

$1,246
.00

Page | 13

Travel #2: NCTM Regional Conference

Name of Conference:
National Council of Teachers of Mathematics Regional Conference Atlantic City, NJ

Information about Common Ground Maryland (from conference website):

The NCTM 2015 Regional Conferences & Expositions will take place at the
Atlantic City Convention Center. Sharpen your skills, gain new techniques, and
achieve your professional goals when you make your plans for this focused
professional development opportunity today.
Six focus strands and nine conference topics allow you to learn the most effective
teaching practices within the topics most essential to your teaching!
Explore Dynamic Exhibits and Attend Insightful Education Sessions:

Improve your knowledge and skills with high-quality professional

development and hands-on activities

Connect and share with like-minded professionals

Collect free activities to engage and excite your students

Explore an exhibit hall packed with exciting, learning, and giveaways

Learn from industry leaders and test the latest educational resources

Dates of Conference:
October 22-23, 2015
Page | 14

Conference Location:
Atlantic City, NJ

Website Link to Conference:

http://www.nctm.org/atlanticcity/

Staff Members Attending:

James Barnhart

Estimated Travel Expenses:

NCTM Regional Conference

Expenditure
Category
Hotel Costs

Conference
Registration

Dining Costs

Substitute Costs

Expenditure Breakdown
Hotel Cost Per
Room Per Night
$200.00

Number of
Rooms
1

Number of
Nights
2

Registration Fee per

Attendee

Total Days of
Conference

Number of
Attendees

Total Cost

$317.00

$317.00

Dining Costs Per

Day Allotment

Dining Costs
per Attendee

Number of
Attendees

Total Cost

$55.00

$140.00

$140.00

Number of
Substitutes Needed
Per Attendee
2

Total
Substitute
Days Required
2

Per Diem
Substitute
Cost
$119.00

Total Cost

Total Cost
$400.00

Total Cost
$238.00
$1,095.0
0

Page | 15

Travel #3: Common Ground Maryland Conference

Name of Conference:
Common Ground Maryland

Information about Common Ground Maryland (from conference website):

Learn. Grow. Share. Join approximately 1,000 education colleagues from across
the state and surrounding areas for the fourth annual Common Ground, Maryland's
top professional development event of the year. Thought-provoking speakers,
hundreds of inspiring sessions, and demonstrations of the latest products and
services will provide you the 21st century know-how you need.
Together, fourteen non-profit educational organizations are focused on creating an
unforgettable learning experience rich in innovative ideas, best practices, and
sharing what works. Dont miss this opportunity to join your fellow educators and
be teaching, leading, and learning in the digital age!
Quality Instruction ~ Quality Leadership ~ Quality Schools

Dates of Conference:
April-May 2016

Conference Location:

Page | 16

Ocean City, MD

Website Link to Conference:

http://www.commongroundmd.org/

Staff Members Attending:

Jesse Orth

Estimated Travel Expenses:

Common Ground Maryland

Expenditure
Category
Hotel Costs

Conference
Registration

Dining Costs

Substitute Costs

Expenditure Breakdown
Hotel Cost Per
Room Per Night
$150.00

Number of
Rooms
1

Number of
Nights
2

Registration Fee
per Attendee

Total Days of
Conference

Number of
Attendees

Total Cost

$200.00

$200.00

Dining Costs Per

Day Allotment

Dining Costs
per Attendee

Number of
Attendees

Total Cost

$55.00

$110.00

$110.00

Number of
Substitutes
Needed Per
Attendee
0

Total
Substitute
Days
Required
0

Per Diem
Substitute Cost

Total Cost

$0.00

$0.00

Total Cost

Total Cost
$300.00

$610.00

Page | 17

Cost Summary

Potomac Heights Elementary Title IIA Grant Proposal Cost

Summary
Project Name
Essential Curriculum and Transfer Tasks: Shifting
Practice
Formative Assessment for Maryland Educators
(FAME)
Multiage Learning Opportunities and FAME:
Advanced Concepts & Integrated Practice
Collaborative Coaching - Encore

Totals
Conference Name
SOMIRAC
NCTM Regional Conference
Common Ground Maryland

Totals

Workshop
Costs

Substitut
e Costs

$3,600.00

$0

$3,600.00

$2,500.00

$0

$2,500.00

$900.00

$1,190.00

$2,090.00

$0

$535.50

Total

$535.50

$7,000.0
0

$1,725.5
0

$8,725.
50

Travel
Costs
$770.00
$857.00

Substitut
e Costs
$476.00
$238.00

Total
$1,246.00
$1,095.00

$610.00

$0

$2,237.0
0

$714.00
Grand
Total

$610.00

$2,951.
00
$11,676
.50

Page | 18