Pillar 4 focuses on strengthening wraparound services through the expansion of community schools, establishing the Maryland Consortium on Coordinated Community Supports, targeting supports for students and families based on differentiated need, establishing a workgroup on multilingual learners, and developing a funding formula based on a new measure of concentration of poverty. Additionally, MSDE has convened a Blueprint Special Education Workgroup to discuss and make recommendations on instructional practices and services for students with disabilities. Each meeting is focused on specific guiding questions and includes a spotlight on best practices and research on the topic. The Workgroups initial report will provide background information, data, national best practices, and research, as well as initial findings and recommendations to the Governor and General Assembly by December 1, 2023. A final report on special education is due in the summer of 2024.

Multi-Lingual Learners

In Wicomico County Public Schools, our district's vision, goals, and strategic plans are intricately aligned with the Blueprint, particularly in Pillar 4 which emphasizes priorities supporting student achievement and parent involvement. To enhance student achievement, we have implemented targeted interventions such as providing over-aged and under-credited English Learners (ELs) with original credit summer school options and utilizing Ellevation to monitor EL student needs effectively. In terms of parent involvement, we have organized various initiatives including parent nights at schools and community centers. Furthermore, we have actively promoted and utilized resources such as Language Line, Talking Points, Thrillshare, Parent Helpline, WCPS ELL Parent Guide, and Ellevation to engage parents. Additionally, the hiring of an ESOL Family Coordinator demonstrates our commitment to making personalized connections with families, ensuring they are informed about school expectations and facilitating their engagement with our educational programs. These efforts reflect a comprehensive approach to aligning district programming with the expectations and outcomes outlined in the Blueprint.

In our district, systemic changes are underway to bolster ongoing Blueprint implementation, particularly in supporting English Language Learners (ELLs). The ESOL Team plays a pivotal role by providing district-wide professional development opportunities, ensuring educators are equipped with the necessary tools and techniques. Additionally, the hiring of an ESOL Family Coordinator strengthens connections between schools and the community, fostering a supportive environment for ELL students and their families. Collaborative efforts across all content areas are enhancing teaching strategies tailored to the needs of ELLs. However, adequate financial support remains a persistent challenge, hindering the full realization of our objectives. Despite this hurdle, our district remains committed to refining and expanding our initiatives to ensure the Blueprint's expected outcomes are achieved.

Special Education

The Office of Special Education continues to seek and support the training of special education teachers. From August to December, the Office of Special Education has provided in-depth training to over 30 special education teachers and related service providers who joined the school system in August. Teachers receive training in developing quality IEP’s, supporting and guiding instructional assistants, developing quality educational assessment reports, co-teaching strategies, and several other topics related to improving instruction for students with disabilities. The Special Education Leadership Team has conducted data chats with school leaders and special education teachers to monitor student progress on the iReady and MAP assessments along with progress on specific research-based intervention programs in reading and math. Additionally, resources have been provided to schools to support in addressing the mental health needs of students, especially students with disabilities. This includes initial and refresher training on Nonviolent Crisis Intervention (CPI). Trainers are working closely with individual schools, at the administrator’s request, to provide de-escalation strategies to general education and special education staff who are not CPI trained. The Special Education Leadership Team, including a contractual performance specialist, continue to review conduct reports for all schools, with a primary focus on middle and high schools, to include all students with disabilities in order to monitor suspension rates and provide communication to school administrators, social workers, school psychologists, and special education teachers regarding positive behavior interventions and resources for individual students with disabilities.

The Special Education Citizens Advisory Committee (SECAC) meets four times per year. Hybrid meetings are held each marking term with an emphasis focused on services and opportunities for children with disabilities and their families. In September, Parents Place of Maryland provided an overview of the special education process to families. In November, attendees received additional information on how to support their child as part of the secondary transition (students 14 years of age or older) process. More information regarding SECAC can be found on the district’s website or by following the social media outlets.

Community Schools

WCPS currently has 10 identified community schools, each with a designated Community School Coordinator. Each community school is a reflection of local needs, assets and priorities so no two look exactly alike. During the first year a school is identified and supported as a community school a needs assessment is completed – gathering input through surveys and focus groups composed of students, staff, families, and community partners. An asset map is created, and the needs assessment is analyzed to determine gaps in community connections and resources needed to meet the needs of our students and families. This data is used to create an implementation plan with action steps and measurable outcomes. Each community school works collaboratively and collectively with all key stakeholders (families, school personnel, students, community partners) to address out of school barriers to help support our students educational and life success.

2023-2024 Pillar 4 Goals

• Hire more certified ESOL teachers to meet program objectives and increased enrollment.

• Support the development of interpreter certification program and increase number of qualified human interpreters available

• Provide additional professional development opportunities to prepare all staff for working with English Learners

• Provide targeted support for LTELs at the middle school level

• Improve education for students with disabilities using the increased per pupil funding.

• Provide supports for students attending schools with a high concentration of students from low-income households

• Develop a plan to enhance and expand school behavioral health supports