AchievementFacilitaor	Mentor Program	Peer Facilitator	Leadership Program
Professional Development Schools	Essential Curriculum	MSPAP Information	Summer Catalog

Two Achievement Facilitators have been identified for each school: elementary, middle, and high school. The pair often includes an administrator and member of the School Improvement Team. The Achievement Facilitators participate in professional development experiences relating to performance-based teaching and assessment, and provide communication links related to these issues among schools and between the schools and the central office.

Professional development experiences are preceded by a pre-assessment to determine participants‚ level of understanding, application, and wise use of knowledge necessary for increased student achievement. Results of the pre-assessments are used to provide a series of staff development sessions for the Achievement Facilitators. Experiences are differentiated according to need as determined by the pre-assessment.

Principals are encouraged to identify and implement opportunities for the Achievement Facilitators to work at schools with teachers throughout the year to use data wisely and to plan and implement performance-based instruction and assessment based on the Essential Curriculum.

Ongoing modeling and coaching of the Achievement Facilitators are conducted by staff members from the Office of Assessment, Department of Curriculum and Instruction, and Department of Professional Development. This helps ensure that the staff development message is clear, consistent, and monitored throughout the system.

A model to evaluate the effectiveness of the Achievement Facilitators has been developed by the Department of Educational Accountability in collaboration with area offices. Area office staff will help evaluate the success of the effort through their regular interactions and observations in schools.

The Maryland School Program (MSPP) holds all schools accountable for student achievement. The Maryland School Performance Assessment Program(MSPAP) is the highest stakes assessment for elementary and middle schools. Currently, high school students must pass the Maryland Functional Tests in reading, writing, and mathematics; however, the new High School Assessment (HSA) program will soon require students to pass end of course exams in four content areas. The HSA will include some performance based measures similar to those found in MSPAP.

There is a wide variance among schools in demonstrated achievement on MSPAP. There is a need to be certain that students are prepared for success on the HSA.

Informal observations have indicated that Baltimore County educators vary widely in their knowledge and understanding of state assessments. Turnover of staff in some sites makes communication evenmore challenging.

There is a fundamental set of competencies that all staff must demonstrate to integrate MSPAP and HSA preparation successfully into the instructional program.

To analyze data and assist in translating findings into school improvement plans and ongoing instructional improvement.

To identify and communicate the relationship between Maryland Learning Outcomes and Core Learning Goals as assessed by state assessments and the Baltimore County Public Schools Essential Curriculum.

To plan and implement performance-based instruction and assessment.

To access appropriate resources and assistance.

To communicate information and strategies to other staff members.