1. family and parenting
2. children

External Evaluation Report FY2014
Wicomico County Judith P. Hoyer Early Care and Education Center
Prepared by: Patricia Dean, Ph.D.
Associate Professor, Early Childhood Education
Department of Teacher Education
Salisbury University
1101 Camden Avenue
Salisbury, MD 21801
[email protected]; 410.548.5756
September, 2014
Wicomico County Teacher of the Year
Lauren Monroe
PreKindergarten Teacher
Wicomico Early Learning Center
1
Table of Contents
Executive Summary ........................................................................................................................ 3
WCJC Highlights ............................................................................................................................ 4
Demographics.................................................................................................................................. 8
Historical Information ................................................................................................................... 13
Goals and Objectives 2012-13 ...................................................................................................... 13
Addressing Main Goal .................................................................................................................. 16
Objectives I, IV ............................................................................................................................. 47
Objective II.................................................................................................................................... 51
Objective III .................................................................................................................................. 52
Remaining Components………………………………………………………………………… 59
Partners.......................................................................................................................................... 71
Survey: Partners ............................................................................................................................ 77
Conclusion .................................................................................................................................... 80
Recommendations ......................................................................................................................... 81
Appendix: Partner Survey ............................................................................................................. 82
2
Wicomico County Judy Center Annual External Evaluation
FY 14 Grant
Prepared by: Patricia K. Dean, Ph.D.
Associate Professor, Teacher Education Department
1101 Camden Avenue, Salisbury University, Salisbury, MD 21801
[email protected]; 410.548.5756
EXECUTIVE SUMMARY
This is my seventh year as the Outside Evaluator for the Wicomico County Judy Center
(WCJC). I have watched the Center grow each year, and I am never disappointed with the results
and always appreciative that over these years they have maintained their excellence. It has now
become the expectation, the norm. What a wonderful program for the diverse children and their
families in this area.
The Wicomico County Judy Center Partnership serves approximately 650 children from
birth to age 5 in the Pemberton Elementary and Beaver Run Elementary catchment areas in
Wicomico County, Maryland. Over the past 6 years the MMSR scores have dramatically improved,
in some cases increasing their scores more than 30%. These children begin in the Wicomico
Early Learning Center (plus 3 PreK classrooms in the 2 partner schools) which is a 98% FARM
school. Developmentally Appropriate Practices permeate the classrooms where children
participate in meaningful hands-on activities, have a voice and choice in their learning, write,
engage with high quality literature, create their own artwork, work on projects and are
encouraged to talk with each other. Worksheets are NOT a part of this program, which is one of
their many strengths. The data results show that this child-centered philosophy is working with
these students, considered a marginalized group. Data continues to follow the WCJC Cohorts,
and the results corroborate the power of a strong early childhood education foundation.
I know the administrators well in each of the three schools as well as nearly all of the teachers.
The children are so fortunate to enter such healthy, positive climates as they embark on their
educational journey. They are surrounded by a loving environment, full of hope and nurturing, yet
not enabling. I watch the teachers kindly guide these little people toward independence, teaching
them how to maneuver through school life, working with others, solving problems, making
choices, and taking risks in order to learn and grow. The teachers and administrators are models
for all educational environments.
3
The Judy Center does require a lot of extra work. Occasionally a teacher will request a
transfer to another grade or a school outside of the Judy Center. I see this as a positive entity. The
teachers who remain (and that is nearly all of them) are dedicated and committed to support the
WCJC, realizing that the extras asked of them raise the standards of teaching. I have seen many
teachers grow immensely through working within the requirements of the Judy Center. They
understand what is expected, and more importantly, why it is expected. Their teaching reflects the
direct needs of the population of the children and families they serve. The scores reflect this, and
teaching excellence is a main part of why the children are so successful.
Organization of the External Evaluation
The evaluation will first list highlights of the year, many of which continue into the 201415 year. Next, the demographic information will be reviewed, and then the data to show the
outcome of the goals and objectives. Survey results from partners are included. Finally,
recommendations will be suggested. Throughout the evaluation, responses, reviews and analyses
by the evaluator will be noted in italics.
Some of the highlights of WCJC:

Lauren Monroe, the PreKindergarten (PreK) teacher from the Wicomico County Judy Center,
was awarded the distinctive title of the Wicomico County Teacher of the Year. There is no teacher
more deserving than Lauren who is a master at her craft. Lauren graduated from Salisbury
University with a double major, licensed to teach grades PreK through Grade 6. She began her
career as a PreK teacher in the Wicomico Early Learning Center (WELC) and has continued to
work with this population. Each year she and I discuss her future plans, which include working
with older children in the future. She still maintains she has more to learn from the 4 year-olds
before she moves to an upper grade. This is apparent in her work as she grows her professional
experiences. In 2013-14 she was an adjunct instructor at Salisbury University, teaching an
undergraduate course in literacy. She also engaged all of the 4 year old classes at WELC in an
inquiry project, studying animal habitats. Each of the 5 classrooms took on the role of one of the
global environments (savannah, rain forest, ocean, arctic and woodlands) and the 4 year-olds
chose which habitat to study. For 2 weeks the children came to school, went to their own
classroom for attendance and other management needs, then proceeded to their new classroom
to continue their in depth study of their choice for learning. It culminated in an invitation to
4
parents and the community to visit the school and learn from the little “experts”. This was such
a powerful experience for these children and a successful professional endeavor for the teachers.
Fortunately, several of my interns were also part of this project.

The continuation of the monthly book club with 10 Judy Center colleagues, discussing a
professional book. Participants include about 10 teachers (including several newly hired
teachers, formerly interns from Salisbury University), Principals Maria Wright and
Antoinette Perry and Dr. Patricia Dean.
2010-11

2011-12
2012-13
2013-14
2014-15
The MSDE Race to the Top Grant (RTTT), Preparing Teachers to Teach in High
Poverty/High Minority Schools, along with and the Maryland Teachers’ Consortium
(MTC) continued in 2013-14 with Salisbury University, directed by Dr. Patricia Dean.
The SU grant, titled Using Best Practices to Motivate and Engage Early Childhood
Teachers to Teach in High Poverty/High Minority Schools, was the only early childhood
grant in the MTC and continued through August 2014. About 12-14 WCJC and Chipman
Elementary teachers were regular participants in the grant events, including participating
in the Maryland Teachers’ Consortium, held monthly at Loyola University in Columbia,
MD. The participating teachers played a significant role in the development of the MTC
Manual, highlighting topics of focus in retaining teachers and pre-service teachers in
high poverty/high minority schools. This document will be featured on the MSDE web
site.
5
Picture 1: WCJC teachers represented Salisbury University and RTTT Grant in St. Michaels, July 2014,
Maryland Teaching Consortium (MTC), working on the Grant Manual.
Picture 2: The cover of the MTC manual written for MSDE as a culmination of the RTTT grant of which
WCJC teachers who were part of MTC assisted in the preparation.
Picture 3: An end of the grant reunion, celebrating all we have learned together and making future plans to
continue our professional journey together.
Picture 4: Together at the Salisbury University’s Children’s Literature Festival, April 2014

Funds from the RTTT Grant were used to invite guest speakers to meet with the WCJC
teachers and administrators. During the 2013-14 year, guest speakers included Candice
Logan-Washington from the Office of Equity and Cultural Proficiency in the Baltimore
County Public Schools who spoke on Resilience and Joshua Parker, the 2011-12 Teacher
of the Year from Baltimore County, whose topic was Affect.
.
Picture 1: Joshua Parker spoke at Salisbury University on Affect.
Picture 2, 3: Candice Logan-Washington at Salisbury University, presenting on Resiliency

The partnership between WCJC and Salisbury University continues to offer great
opportunities to both parties. The teacher candidates in Dr. Dean’s early childhood classes
meet with the children in WCJC classrooms to read bilingual books that the SU students
have created on their own. Some of the teacher candidates engage in journaling with WCJC
children. These journals are exchanged weekly; each child has a Salisbury University teacher
candidate writing partner. The activity provides a purposeful way for the teacher candidates
to learn first-hand how writing develops with young children, and gives the children a reason
to write.

The Wicomico Early Learning Center offered for the 2nd year in a row a co-teaching model
of ECED and SPED teachers. In 2013-14, the second year of the project, Ms. Lisa Gurkin
and Ms. Lauren Monroe continued to plan together and make changes to perfect the coteaching model. Although this year was quite successful, they are still planning on ways to
6
enhance the learning for all students all of the time. A few changes will be instituted in the
2014-15 year, including placing the youngest children addressed in this model in the 3-year
old program. The SPED teacher will rove with the students to supply the best environment for
all.

Seven of the eight new teachers hired in Wicomico County Judy Center Schools
worked within the RTTT Grant within the 2012-14 timeframe, graduating from
Salisbury University in Early Childhood or/and Elementary Education. This
continues the WCJC/Salisbury University Teacher Education partnership, working
together to prepare teachers to care about and understand the children in these schools,
taking with them a positive attitude and knowledge and respect for the many different
cultures present.
7
Demographic Information
Program Summary Information: (Use data from SY 2013-2014 (7/1/13 through 4/1/14))
Total # of Children Being Served1:
648
(This # will be the same as Total for Ethnicity/Race below. It should not include double counting for children who are enrolled in more than one program.
Any enrollment added over the previous grant period with Judy Center
grant funds, including new and/or expanded early care and education
services, especially as a result of Judy Center outreach: (e.g., Class for
3’s, extended prekindergarten services, child care services, playgroups.)
Specify source of additional enrollment.
N/A
Actual Enrollment by Age in All Judy Center Partnership Programs
(Some children may be enrolled in more than one program. Please see samples under Program Description below
for reporting these situations.)
# Children in
# of Children
Program Description
> 1 Program List each program in this column with the # of children participating
Enrolled in JC
Age
Programs2
in each. Delete samples.
Healthy Families-4, Tenderheart-3 (Full-day), Jordan
Birth to three years
50
0
Center-4 (Full-day), Munchlinland-2 (Full-day),
old
Wicomico Family Support Center-14, Birth to Three-23
Wicomico Early Learning Center-38 (Full-day), Tenderheart-5
82
0
(Full-day), Jordan Center-2 (Full-day), Head Start II-8, Head
Three year olds:
Start Eden-12, Head Start I-7, Child Find-10
Wicomico Early Learning Center-160, Tenderheart-2 (Full215
0
day), Jordan Center-4 (Full-day), Head Start II-12, Head Start
Four year olds:
Eden-13, Head Start I-15, Child Find-9
Beaver Run-199, Pemberton-102, Tenderheart-2 (Before
305
4
Care/After Care), Jordan Center-2 (After Care)
Five year olds:
TOTAL:
652
4
Ethnicity/race of children being served in Judy Center
Partnership Programs:
Hispanic/Latino
American Indian/Alaska Native
Asian
African American
Native Hawaiian/Other Pacific Islander
White
Two or More Races
TOTALS:
Birth to
3 yr olds
11
0
0
24
1
5
9
50
3 yr olds
4 yr olds
5 yr olds
Totals
9
1
1
43
0
13
15
82
23
2
9
105
0
33
43
215
36
0
6
132
0
97
30
301
79
3
16
304
1
148
97
648
Projected Kindergarten Enrollment
Number of children enrolled in Judy Center prekindergarten, Head Start, Child
Care programs, and others you have identified that are projected to be entering
Kindergarten in September 2014.
8
229
% of
Total
12%
1%
3%
46%
1%
23%
14%
100%
Provide the following information for program activities through April 1, 2014.
JUDY CENTER COMPONENTS
Total number of children in ALL programs of Judy
Center Partnership
No. of Children
(This # should be the same as those items with Footnote 1 on the previous
page. This # is the frame of reference grant reviewers will use throughout the
grant review process.)
I. Full Day/Full Year
Children Enrolled in Full-Day Programs
Enrolled in Full Day Programs
(< 7 hrs or equal to the school day)
# in Kindergarten
# in Full day Prekindergarten
# in Full day Pre-Prekindergarten (3’s)
# in Full day Head Start
# in Full day Child Care
# children who are dual enrolled in more
than one program, e.g., in ½ day
Prekindergarten and ½ day Head Start or
½ day Prekindergarten and wraparound
child care that equal less than 7 hours
(please explain)
Other (please explain)
Total Enrolled in Full Day School
Services (do not double-count children
who are dual enrolled in more than one
program)
No. Children
301
160
38
67
22
0
0
588
Children Enrolled in Part-Day Programs
Enrolled in Part-Day Programs
(at least 2 1/2 hours per day)
Prekindergarten
Pre-Prekindergarten (3’s)
Head Start
Special Education program
Child Care
Other (please explain)
Total Enrolled in Part-Day Programs
9
No. Children
0
0
0
15
0
0
15
648
Number of Children in Wraparound Child Care Services
Program
Kindergarten
Prekindergarten
Pre-Prekindergarten (3’s)
Head Start
Child Care
Other
Totals
# in
Before Care
Only
15
9
0
0
0
0
24
# in
After Care
Only
12
5
0
0
2
0
19
# in Before
and After
Care
18
12
2
0
2
0
34
Full-day enrollment as part of the Judy Center Partnership (7 or more hours
per day.) For example, children enrolled in full day child care in excess of 7
hours; children dual enrolled in ½ day Prekindergarten and wraparound child
care, or children dual enrolled in full day Kindergarten and wraparound child
care which allows them to be in programs > 7 hours. (Please explain.)
Children Enrolled in Full Year Services
(if programs are full year)
Child Care
Healthy Start
Healthy Families
Infants and Toddlers
Head Start
Early Head Start
HIPPY
PAT
Family Support Center
Even Start
Other (please explain)
No. Children
22
N/A
4
23
0
0
N/A
N/A
0
N/A
Comments
0
49
Total Enrolled in Full Year Services
Total # of Children Receiving Services 7-12 Hours
a Day Year-Round
10
Total: 77
49
Judy Center Summer Programs
Number of children in summer program during 2013
Length of program during summer 2013
Projected number of spaces available for summer program
during 2014
Projected length of program during 2014
# children: 103
# hrs/day: 5/4 # of wks: 5
# children: 30 (incoming pre-K
students)
# hrs/day: 5/4
# of wks: 5
If increase or decrease in children or programming will occur from Summer 2013, please explain:

Providing a five week program for 30 students entering the prekindergarten program – 5 hours/day. This is
a decrease in the number of students served in previous years but an increase in the number of weeks
(typically two weeks). Students entering kindergarten are attending the summer academy funded by
Wicomico County’s Title I Program. The summer program for all catchment area students will be held at
Pemberton Elementary School. All students will be served a free breakfast, snack, and lunch
Students selected based on fourth quarter mid-term progress reports and teacher recommendation
Curriculum will be theme based, Reading Detectives, with strong emphasis on the arts, math and STEM and
aligned with the Maryland College and Career Readiness Standards for PreK
Students will receive art, music and physical education instruction from content certified teachers
Partners include the Library (story time at the library), Wicomico Extension office (various STEM activities),
Wicomico County Board of Education Special Education Department (intervention services)




Narrative: Please provide a narrative description of how you are meeting the requirements of
Component I – Full Day/Full Year. Ensure your narrative includes a description of how children in
need of child care during school breaks, school closings, and summer are accommodated (all year
with the exception of 11 holidays). . Please provide the grant reviewers with adequate information
to determine if you are meeting the requirements of this Component but limit your narrative to the
space below. Bullets are acceptable.




Prekindergarten and three year old students enrolled at Beaver Run or Pemberton Elementary attend full
day classes at one of three sites – Beaver Run Elementary, Pemberton Elementary or Wicomico Early
Learning Center
Parents are surveyed at the beginning and end of the school year and those in need of child care
before/after school, during school breaks/closings, and over the summer months are referred to one of
the partnership’s two accredited child care facilities (Wor-Wic Community College’s Jordan Center or
TenderHeart Early Learning Center)
Children on the waitlist are mailed a monthly newsletter detailing upcoming partnership sponsored
events as well as flyers inviting families to attend
A data base is maintained of all children 0-3 identified from parent surveys completed during registration
and the Fall Parent Survey. Families receive monthly coordinated calendars and flyers regarding
partnership events including playgroups, tot time, lap time and family science, math and literacy nights.
11
II. Breakfast/Lunch
# or % of
Children
Meals
# Receiving Breakfast and/or Lunch
(FARM)
% of Judy Center Children Receiving
FARM
# Receiving Free Meals thru Federal
Programs (Head Start, Even Start)
# Receiving Free Meals at Child Care
# Receiving Free Breakfast thru MD
Meals for Achievement
# Receiving Meals thru Other Programs
(name)
433
67%
67
5
499
0
Narrative: Please provide a narrative description of how you are meeting the requirements of Component II
– Breakfast/Lunch. Ensure your narrative includes a description of how children are provided meals at child
care and during school breaks, school closings, and summer. Include meal information for family events.
Please provide the grant reviewers with adequate information to determine if you are meeting the
requirements of this Component but limit your narrative to the space below. Bullets are acceptable.










During the 2013-2014 school year, 433 children had access to the National School Breakfast and Lunch
Program at Beaver Run, Pemberton, Salisbury II Head Start and the Wicomico Early Learning Center
(WELC)
Beaver Run, Pemberton and the Wicomico Early Learning Center are participants in the Maryland Meals
for Achievement Program that provides free breakfast to all students every school day
Beaver Run and the Wicomico Early Learning Center participate in the Fresh Fruit and Vegetable Program
whereby all students will receive a free fresh fruit and/or vegetable snack four times per week
On-site Head Start classroom provides free family style breakfast and lunch for students each day
Children attending partnership child care are encouraged to participate in the subsidized meal plan;
parents provide breakfast and lunch for children attending child care all day; snacks are provided by
parents for children under age two (required by Child Care Administration); children age 2-5 years old
receive snacks provided by the child care providers.
At all parent/child/family events, types of food are documented to promote awareness of healthy food
choices.
100% of all students in the partnership have access to a nutritious breakfast and lunch
100% of Head Start students qualify for free meals
During the five week summer enrichment program, students receive a free breakfast, lunch and snack
The Summer Food Service Program will provide free breakfast and lunch at two locations in the
Pemberton attendance area and one location in the Beaver Run attendance area. The program will
provide lunch only at one location in the Beaver Run attendance area. Meals are for ages up to 18.
12
HISTORICAL INFORMATION: WCJC
YEAR
*2001
- 02
*200203
*2003
- 04
40
59
47
No
data 3
yrs.
200607
200708
200809
200910
201011
201112
B.R
added
*Pemberton Children Receiving Full Day Instruction
496
577
618
677
680
No. of
Children
n
2012- 201313
14
679
648
Story: There are very few records of partnerships or other data for the WCJC prior to 200708, other than what is listed above. From 2001-2006, WCJC included only Pemberton
Elementary Catchment area. Records are incomplete, but the number of children attending
school all day was recorded, as reported above. Information for 2006-07 is sketchy; Beaver
Run joined the Judy Center in 2006. Sandra Drummond became involved in the WCJC in
July 2006 and in May of 2007, Melissa Eiler joined as WCJC Program Director, followed
by Maria Wright. The population has continued to grow and the center has moved from
status quo to stellar. Solid records have been kept over the last 8 years and teacher
competency has steadily improved. These factors work together to make the Wicomico County
Judy Center (WCJC) one of the most effective in the state of Maryland. As the outside evaluator
for the last seven years, I continue to marvel at their work and am proud to be affiliated with
the WCJC.
13
GOALS AND OBJECTIVES 2013-14
Addressing Goal:
GOAL: By November 2014, 95% of entering Beaver Run Kindergarten students and 99% of
Pemberton Kindergarten students will
be “Proficient”
as
measured by the
WSS.
The goal is followed by objectives and milestones. Data is provided to support findings.
It is then noted if the goal has been achieved or not.
Goal
Data
Goal Achieved or Not
Achieved*
Beaver Run: 96% Beaver Run exceeded
the goal by 1%;
GOAL: By November 2014, 95% of
entering Beaver Run Kindergarten
students and 99% of Pemberton
Kindergarten students will be “Proficient”
as measured by the WSS.
Pemberton: 97%
OBJECTIVE (HPM):
Data
I. OBJECTIVES (HPMs): Birth to 3 Outreach –
By September, 2013, children 0-3 will be
identified in the catchment areas and invited to
Judy Center activities planned by the Steering
Committee agencies.
MILESTONE: By September 2013, students in
Grades PreK-5 will be surveyed for younger
siblings at home. By October 2013, survey
results will be compiled and initial contacts made
for participation in Judy Center Partnership
events. By December 31, 2013, students will be
invited to Tot Time, Parent Connection Play
Group and Lap Time for Babies. Attendance will
be documented. By June 2014, 4 activities
appropriate for children 0-3 and their families
will be held and evaluations will be collected and
analyzed to make improvements.
STRATEGIES: Identify and monitor children
and families attending a variety of monthly
activities that are appropriate for children birth to
3. An unduplicated tracking of attendance will
be maintained.
The chart shows
specific dates and
times and
numbers of
children/adults
participating for
the specified
events, Birth-5.
14
Pemberton missed the
target by 2 %.
Objective
(Headline Performance
Measure) Achieved or
Not Achieved*
This objective has
been met.
OBJECTIVE (HPM):
Data
II. OBJECTIVE: Maintain collaboration and
share professional experience among Judy Center
Partnership agencies in the catchment area to
provide high quality preschool experiences.
MILESTONE (HPM): By December 31, 2013,
TenderHeart and The Jordan Center at Wor-Wic
Community College will maintain curricula
alignment with the Wicomico County Board of
Education. By December 31, 2013, Misty Allen
of Munchkinland Child Care (Family Child Care),
Salisbury Head Start II and TenderHeart Early
Learning Center will be reaccredited. By April
30, 2014 Salisbury Head Start I and Eden Head
Start will become accredited.
STRATEGIES: Use LSCCRC’s technical
assistance coordinator to support Misty Allen.
Document assistance rendered and track the
progress of this child care facility in meeting
Maryland’s accreditation standards. Track child
care representation at Judy Center Steering
Committee meetings.
15
The chart
indicating
details/dates is
found later in
this report, with
details of
Objective II.
Objective
(Headline Performance
Measure)
Achieved or Not
Achieved*
Objective met.
Milestones:
TenderHeart was
granted an extension
due to maternity leave
of director.
Munchkinland Child
Care Center did not
continue to seek
accreditation and has
been downgraded to be
titled: “Friend of the
Judy Center.”
All 3 Head Starts are
accredited.
OBJECTIVE (HPM):
Data
III. OBJECTIVE: Increase science performance
on the Fall 2013 Work Sampling System (WSS)
scores to 77% for Beaver Run, 97% for Pemberton.
Increase math performance on Fall 2013 Work
Sampling System (WSS) scores to 78% for Beaver
Run,84% for Pemberton. Increase special education
performance on Fall 2013 Work Sampling System
(WSS) scores to 91% for Beaver Run,79% for
Pemberton. Increase Limited English Proficiency
to 92% for Beaver Run, maintain 100% for
Pemberton. Language, Literacy will be integrated
into all curricular areas.
MILESTONE: Teachers will receive training on
the integration of content disciplines and
developmentally appropriate practices as aligned
with Common Core Standards. By November
2013, 2 science/math/literacy focused activities will
be provided for families in each of the Judy Center
catchment areas. These lessons will serve to
generate an interest in science, math and literacy at
home. Additionally, students will participate in at
least one math and science integrated experience
per six day cycle. Teachers will document the
activities provided during each six-day cycle.
Mobile Science Museum will visit all Child Care
Programs 3 times during the grant year.
STRATEGIES: Provide materials and
opportunities for teachers, students and their
families to engage in science, math and literacy
experiences. Track the number of parents attending
science, math and literacy events
16
Objective
(Headline Performance
Measure)
Achieved or Not
Achieved*
Pemberton:
Math 87%;
Science 87%
Pemberton:
Math was met (Goal:
84%).
Science not met (Goal:
97%)
Beaver Run:
Math 90%,
Science 81%
Beaver Run exceeded
both of these
objectives (Math
goal: 78%; Science
goal: 77%.)
Special
Education,
Beaver Run:
72%
Pemberton: 73%
Neither Beaver Run
(goal: 91%) nor
Pemberton (79%) met
the Special Education
objective.
Beaver Run exceeded
goal (92%) while
English
Pemberton did not meet
Language
goal (maintain the
Learners:
Beaver Run: 100% 100%)
Pemberton: 92%
OBJECTIVE (HPM):
Data
IV. OBJECTIVE (HPM): Maintain participation
in parent and child activities by hosting events of
interest relative to the WSS domains.
MILESTONE: Judy Center partnership agencies
such as Beaver Run, Pemberton, WELC, Infants
and Toddlers, and Wicomico Public Library will
create a coordinated calendar of events to expose
students and parents to the 7 WSS domains.
Documentation of events, sign–ins and evaluations
will be collected through June 30, 2014.
STRATEGIES: Plan workshops via partnership
collaboration and the coordinated calendar of the
JC Partnership Steering Committee. Maintain an
unduplicated count of parent/child attendance at
the Judy Center activities.
Chart below
lists the
activities that
occurred.
Objective
(Headline Performance
Measure) Achieved or
Not Achieved*
Objective met.
Detailed report on GOAL for 2013-14:
GOAL: By November 2014, 95% of entering Beaver Run Kindergarten students and 99% of
Pemberton Kindergarten students will be “Proficient” as measured by the WSS.
*Note: This also addressed Objective III: Increasing Math and Scientific Thinking in Beaver
Run and Pemberton Judy Centers. Percentages of goal and actual percent provided in the table
above, with analysis provided for both overarching goal and Objective III following the graphs.
Tables and Graphs showing outcomes; data tables and charts provided by Thomas Ferretti, Data
Analyst, Wicomico County Board of Education
% of Kindergartners Fully Ready Based on Fall MMSR
Fall
2007
Fall 2008
Fall 2009
Fall 2010
Fall
2011
Fall
2012
Fall
2013
Beaver Run
71%
73%
81%
91%
94%
92%
96%
Pemberton
74%
59%
99%
98%
96%
99%
97%
17
Fall 2013 MMSR Results for Kindergartners Attending the Judy Center for Pre-K Versus
Kindergartners Who Did Not Attend the Judy Center
Percent Ready for Kindergarten
Pemberton
No
#
Students
41
Language and
Literacy
92.68%
Yes
61
95.08%
No
#
Students
105
Language and
Literacy
91.42%
Yes
101
91.09%
Judy Pre-K
Mathematics
Science
Composite
82.93%
85.37%
95.12%
88.52%
88.52%
98.36%
Mathematics
Science
Composite
93.33%
83.81%
97.14%
88.12%
79.21%
94.06%
Beaver Run
Judy Pre-K
A look at details for MMSR scores for the students who have had
WCJC PreK.
Note: Target is to be reached by Fall 2014.
School
Domain
2014 Target %
2013 Actual %
Pemberton
Science
97
88.52%
Literacy
95.08%
Math
84
88.52%
Special Ed
79
83.33%
LEP
100
100.00%
Composite
98.36%
Beaver Run
Science
Literacy
Math
Special Ed
LEP
Composite
77
78
91
92
-
79.21%
91.09%
88.12%
60.00%
100.00%
94.06%
I have visited the WELC center frequently over the years, with the last year being one of the
strongest yet. The importance of early childhood education for these young people is crucial
and the rewards continue to show as the MSA scores are measured in their later years. These
percentages are a snapshot in the growth of the child on a particular day at a particular
time, not taking into consideration their health and emotional situations at that moment.
Overall, the outcomes are amazing; the community-building and the academic instruction
in the PreK Judy Center is commendable. The children arrive with little background
information available. The teachers work through this, forming a positive relationship with
both the family and the child. As a result the children reap great, lasting rewards as they
begin their educational journey in the county.
18
Breakdown of Fall 2013 MMSR Results by Prior Care
All Wicomico Kindergartners
% Fully Ready
Predominant Prior Care
Head Start
#
Students
151
Lang & Lit
Math
Science
Composite
74.17%
66.23%
65.56%
80.13%
Pre-K
635
86.77%
80.94%
80.94%
93.54%
Child Care Center
159
90.57%
90.57%
91.82%
95.60%
Family Child Care
45
88.89%
84.44%
82.22%
91.11%
Non-Public Nursery
22
86.36%
81.82%
81.82%
81.82%
Pemberton Kindergartners
% Fully Ready
Predominant Prior Care
Head Start
#
Students
12
Lang & Lit
Math
Science
Composite
100.00%
83.33%
83.33%
100.00%
Pre-K
61
96.72%
88.52%
90.16%
100.00%
Child Care Center
12
83.33%
91.67%
83.33%
83.33%
Family Child Care
0
Non-Public Nursery
3
66.67%
66.67%
66.67%
66.67%
Beaver Run Kindergartners
% Fully Ready
Predominant Prior Care
Head Start
#
Students
20
Lang & Lit
Math
Science
Composite
90.00%
90.00%
75.00%
90.00%
Pre-K
130
92.31%
90.00%
82.31%
95.38%
Child Care Center
15
93.33%
100.00%
86.67%
100.00%
Family Child Care
2
100.00%
100.00%
100.00%
100.00%
Non-Public Nursery
1
100.00%
100.00%
100.00%
100.00%
There is always room for improvement, however I am constantly amazed at the opportunity for the children
in need in Wicomico County. While the percentages can be higher in some areas and in some of the settings,
it is such a positive move that more children are being served each year and records of their growth are
recorded.
Some of these children enter the Judy Center in K but then fall under the same requirements as those who
began participating in the Judy Center in PreK. Having these requirements for the Judy Center initiative is
so beneficial to the children of Maryland. It has made each county be accountable for the growth and wellbeing of their youngest population. Maryland is ahead of this in regard to many other states. This data is
not always readily available elsewhere, and because of the high standards of the Maryland Judy Center this
state knows and monitors the progress and growth of the beginning education of their youngest learners and
continues throughout elementary school.
19
Following are the Fall 2013 MMSR Grids:
Fall Kindergarten % Fully Ready by Domain: Pemberton
100
90
% Fully Ready
80
70
60
50
40
30
20
10
0
2004
2005
2006
2007
2008
2009
2010
2011
2012
2013
Social and Personal
84
69
76
80
61
99
96
92
96
96
Language and Literacy
71
64
63
54
48
89
85
92
85
93
Mathematical Thinking
79
64
69
67
66
90
65
82
54
87
Scientific Thinking
63
54
50
54
33
95
97
95
99
87
Social Studies
82
67
79
77
59
98
99
95
98
96
The Arts
70
75
71
73
59
100
99
90
100
99
Physical Development
97
81
88
83
77
92
99
96
97
95
Composite
81
68
77
74
59
99
98
96
99
97
Pemberton Analysis: Having data over time is very telling. You can see a steady growth in most areas, attributing
to stronger instruction and better tools for understanding and reaching the population of children. The weak area
is once more Scientific Thinking. This has been a targeted area for the past several years, and I have witnessed
the many actively engaging activities provided in this subject. During the activities the children have
demonstrated understanding, yet the assessment results do not reflect this. The discussion about connecting the
activities and the language used in assessment has occurred yet the score remains lower than the goal set. It is
the opinion of this evaluator that with the new Kindergarten Readiness Assessment the WCJC may better reflect
the scientific strengths of the children in regard to the science target.
20
Fall Kindergarten % Fully Ready by Domain: Beaver Run
100
90
% Fully Ready
80
70
60
50
40
30
20
10
0
2004
2005
2006
2007
2008
2009
2010
2011
2012
2013
Social and Personal
57
55
75
72
68
79
90
91
96
93
Language and Literacy
42
35
40
50
57
61
74
78
85
90
Mathematical Thinking
33
41
52
62
62
58
80
75
88
90
Scientific Thinking
21
20
22
30
64
68
83
73
83
81
Social Studies
29
22
45
73
73
84
93
97
90
95
The Arts
64
59
74
75
73
83
94
95
95
98
Physical Development
75
77
84
73
79
87
97
98
98
96
Composite
53
56
65
71
73
81
91
95
92
96
Beaver Run Analysis: You can see that there is a general increase in the area of Mathematical Thinking, reaching
the highest scores the last two years. Scientific Thinking has also made incredible gains over the years, realizing
that 10 years ago the percentage was 21 versus the most recent percentage of 81. The Scientific Thinking scores
have varied over the last 4 years, no doubt due to both the teaching staff and the population of the children over
this period. The professional development in both math and science have been provided for all Judy Center
teachers, this being a constant. It is important to note that this area has been consistently lower than the other
domains over the past 10 years. I am aware of the effort put forth by the Judy Center to strengthen the Scientific
Thinking domain and am surprised at the drop in percentage. I attribute this to the mismatch between the activities
(although highly science-related) and the MMSR language/expectations. It will be interesting to see how this
changes with the implementation of the new Kindergarten Readiness Assessment.
21
Fall 2013 MMSR Results for Language & Literacy and Mathematical Thinking
Average Rating 1=Developing
2=Approaching
3=Proficient
Total
Non-FARM
FARM
Total
Pemberton
Non-FARM
FARM
Grand Total
Beaver
Run
Q5
2.79
2.73
2.80
2.88
2.91
2.87
2.70
Q6
2.51
2.64
2.49
2.75
2.84
2.71
2.54
Q7
2.83
2.82
2.84
2.86
2.91
2.84
2.75
Q8
2.86
2.77
2.87
2.93
2.91
2.94
2.76
Q9
2.68
2.68
2.68
2.82
2.88
2.80
2.65
Q10
2.87
2.77
2.88
2.92
2.94
2.91
2.79
Q11
2.84
2.77
2.85
2.76
2.84
2.73
2.62
Q12
2.76
2.73
2.76
2.82
2.91
2.79
2.68
Q13
2.90
2.82
2.91
2.78
2.84
2.76
2.80
Q14
2.78
2.77
2.78
2.83
2.94
2.79
2.71
Language and Literacy
Q5 Gains meaning by listening.
Q6 Demonstrates beginning phonemic awareness.
Q7 Speaks clearly and conveys ideas effectively.
Q8 Shows some understanding of concepts about print.
Q9 Comprehends and responds to fiction and non-fiction text.
Q10 Uses letter-like shapes, symbols, letters and words to convey meaning.
Mathematical Thinking
Q11 Begins to use and explain strategies to solve mathematical problems.
Q12 Shows understanding of number and quantity.
Q13 Recognizes, duplicates, and extends patterns.
Q14 Recognizes and describes some attributes of shapes
Additional Charts Highlighting MMSR scores
Seven Domains and Composite Report - Pemberton Fall 2013
F ull
count percent (%)
Personal and Social
Language and Literacy
Mathematical Thinking
Scientific Thinking
Social Studies
The Arts
Physical Development
Composite
93
82
52
96
95
97
94
96
95.88%
84.54%
53.61%
98.97%
97.94%
100.00%
96.91%
98.97%
22
Approaching
count percent (%)
4
15
45
1
2
0
3
1
4.12%
15.46%
46.39%
1.03%
2.06%
0.00%
3.09%
1.03%
De ve loping
count percent (%)
0
0
0
0
0
0
0
0
0.00%
0.00%
0.00%
0.00%
0.00%
0.00%
0.00%
0.00%
Seven Domains and Composite Report - Beaver Run Fall 2013
F ull
count percent (%)
Personal and Social
Language and Literacy
Mathematical Thinking
Scientific Thinking
Social Studies
The Arts
Physical Development
Composite
197
176
181
170
186
195
201
190
95.63%
85.44%
87.86%
82.52%
90.29%
94.66%
97.57%
92.23%
Approaching
count percent (%)
5
21
20
31
16
11
3
11
2.43%
10.19%
9.71%
15.05%
7.77%
5.34%
1.46%
5.34%
De ve loping
count percent (%)
4
9
5
5
4
0
2
5
1.94%
4.37%
2.43%
2.43%
1.94%
0.00%
0.97%
2.43%
Seven Domains and Composite Report - Wicomico County Fall 2013
F ull
count percent (%)
Personal and Social
Language and Literacy
Mathematical Thinking
Scientific Thinking
Social Studies
The Arts
Physical Development
Composite
1160
1025
999
1006
1196
1190
1225
1168
88.21%
77.95%
75.97%
76.50%
90.95%
90.49%
93.16%
88.82%
Approaching
count percent (%)
142
242
262
268
97
116
83
123
11.31%
19.27%
20.86%
21.34%
7.72%
9.24%
6.61%
9.79%
De ve loping
count percent (%)
13
48
54
41
22
9
7
24
1.04%
3.82%
4.30%
3.26%
1.75%
0.72%
0.56%
1.91%
Seven Domains and Composite Report - Beaver Run Spring 2014
F ull
count percent (%)
Personal and Social
Language and Literacy
Mathematical Thinking
Scientific Thinking
Social Studies
The Arts
Physical Development
Composite
186
185
180
184
185
189
190
187
96.88%
96.86%
93.75%
95.83%
96.35%
98.44%
98.96%
97.40%
23
Approaching
count percent (%)
6
5
10
3
5
3
1
4
3.13%
2.62%
5.21%
1.56%
2.60%
1.56%
0.52%
2.08%
De ve loping
count percent (%)
0
1
2
5
2
0
1
1
0.00%
0.52%
1.04%
2.60%
1.04%
0.00%
0.52%
0.52%
Seven Domains and Composite Report - Pemberton Spring 2014
F ull
Approaching
count percent (%)
Personal and Social
Language and Literacy
Mathematical Thinking
Scientific Thinking
Social Studies
The Arts
Physical Development
Composite
95
93
91
93
93
98
97
96
96.94%
94.90%
92.86%
94.90%
94.90%
100.00%
98.98%
97.96%
count percent (%)
3
5
7
5
5
0
1
2
3.06%
5.10%
7.14%
5.10%
5.10%
0.00%
1.02%
2.04%
De ve loping
count percent (%)
0
0
0
0
0
0
0
0
0.00%
0.00%
0.00%
0.00%
0.00%
0.00%
0.00%
0.00%
Below is a baseline chart, with history for School Readiness (i.e., the annual Kindergarten
Assessment results).
Students Fully Ready by Composite Scores
100%
90%
% Fully Ready
80%
70%
60%
50%
40%
30%
20%
10%
0%
2004
2005
2006
2007
2008
2009
2010
2011
2012
2013
Pemberton
81%
68%
77%
74%
59%
99%
98%
96%
99%
97%
Beaver Run
53%
56%
65%
71%
73%
81%
91%
94%
92%
96%
Although I prefer the stories that are told about scores, this broad chart is very positive in recording the changes
over the years and tells a story of its own. Beaver Run has made a steady growth on its path to perfection, reaching
its highest % in 2013. To maintain a percentage between 97-99 is remarkable. Pemberton’s results over the years
have been not as consistent, noting a huge jump from 2008 to 2009 and then maintaining that high level of
excellence over the past 4 years. Both schools show continued growth and improvement and give the children a
strong foundation to continue their education as they enter the Primary Schools in 2014.
24
Data for ELL Children
Beaver Run
Beaver Run ELL MMSR % Readiness (5 Years)
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
2009-2010
2010-2011
2011-2012
2012-2013
2013-2014
ELL
22%
82%
75%
81%
100%
non-ELL
84%
92%
93%
94%
94%
Note the growth of the ELL at Beaver Run. Possibly due to the high standards of the Maryland Judy Center,
particular attention has been given to the ELL students, showing huge gains over the last 5 years. Each year,as
one Judy Center requirement is a priority and maintained, another one of need becomes the focus and is improved.
What makes the WCJC so special is that once the tools are in place to strengthen an area of
need it remains in place while a new area of need becomes the focus. This is commendable.
Beaver Run ELL MMSR % Readiness (10 Years)
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
20042005
20052006
20062007
20072008
20082009
20092010
20102011
20112012
20122013
20132014
ELL
47%
38%
30%
32%
73%
22%
82%
75%
81%
100%
non-ELL
54%
57%
61%
75%
73%
84%
92%
93%
94%
94%
25
Pemberton
Pemberton ELL MMSR % Readiness (5 Years)
100%
95%
90%
85%
80%
75%
2009-2010
2010-2011
2011-2012
2012-2013
2013-2014
ELL
100%
86%
100%
100%
92%
non-ELL
99%
99%
98%
99%
97%
Pemberton ELL MMSR % Readiness (10 Years)
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
20042005
20052006
20062007
20072008
20082009
20092010
20102011
20112012
20122013
20132014
ELL
33%
40%
22%
25%
100%
100%
86%
100%
100%
92%
non-ELL
83%
70%
72%
77%
52%
99%
99%
98%
99%
97%
Similar comments can be made about Pemberton growth with their ELL population as was made for Beaver Run.
However, their strength in addressing the issue reaches back to the last 6 years, noting a huge jump
from 25% in 2007-08 to 100% in 2008-09. We must keep in mind however, this could also be due to both the
teaching techniques and the number of students in need of English Language Learning.
26
Judy Center
Judy Center ELL MMSR % Readiness (5 Years)
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
2009-2010
2010-2011
2011-2012
2012-2013
2013-2014
Judy ELL
42%
83%
80%
85%
97%
non-Judy ELL
67%
73%
71%
73%
95%
District ELL
62%
76%
73%
76%
75%
Judy Center ELL MMSR % Readiness (10 Years)
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
20042005
20052006
20062007
20072008
20082009
20092010
20102011
20112012
20122013
20132014
Judy ELL
45%
38%
26%
30%
79%
42%
83%
80%
85%
97%
non-Judy ELL
24%
24%
37%
58%
59%
67%
73%
71%
73%
95%
District ELL
31%
26%
35%
49%
63%
62%
76%
73%
76%
75%
27
District
District ELL vs. District non-ELL MMSR % Readiness
100%
95%
90%
85%
80%
75%
70%
65%
60%
55%
50%
2009-2010
2010-2011
2011-2012
2012-2013
2013-2014
District ELL
62%
76%
73%
76%
75%
District non-ELL
86%
88%
89%
90%
91%
As one reads the graph above, the district level should collaborate with the Judy Center to improve their ELL readiness
scores. The overall district level scores are much lower than those of the WCJC. As stated before, I attribute this to the
focus required by the MD Judy Center which emphasizes the importance to support all populations of learners.
2004-2005
2005-2006
2006-2007
2007-2008
2008-2009
2009-2010
2010-2011
2011-2012
2012-2013
2013-2014
% Readiness
Beaver Run
ELL
non-ELL
Pemberton
ELL
non-ELL
Judy ELL non-Judy ELL
District ELL
47%
38%
30%
32%
73%
22%
82%
75%
81%
100%
33%
40%
22%
25%
100%
100%
86%
100%
100%
92%
45%
38%
26%
30%
79%
42%
83%
80%
85%
97%
31%
26%
35%
49%
63%
62%
76%
73%
76%
75%
54%
57%
61%
75%
73%
84%
92%
93%
94%
94%
83%
70%
72%
77%
52%
99%
99%
98%
99%
97%
28
24%
24%
37%
58%
59%
67%
73%
71%
73%
95%
District
non-ELL
68%
86%
88%
89%
90%
91%
Special Education Data
Beaver Run
Beaver Run Sped MMSR % Readiness (5 Years)
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
2009-2010
2010-2011
2011-2012
2012-2013
2013-2014
SPED
50%
75%
89%
54%
72%
non-SPED
83%
93%
95%
95%
97%
Beaver Run Sped MMSR % Readiness (10 Years)
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
20042005
20052006
20062007
20072008
20082009
20092010
20102011
20112012
20122013
20132014
SPED
47%
38%
30%
32%
25%
50%
75%
89%
54%
72%
non-SPED
54%
57%
61%
75%
79%
83%
93%
95%
95%
97%
29
*Addressed below with Pemberton
Pemberton
Pemberton Sped MMSR % Readiness (5 Years)
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
2009-2010
2010-2011
2011-2012
2012-2013
2013-2014
SPED
100%
100%
70%
100%
73%
non-SPED
99%
98%
99%
99%
99%
Pemberton Sped MMSR % Readiness (10 Years)
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
20042005
20052006
20062007
20072008
20082009
20092010
20102011
20112012
20122013
20132014
SPED
33%
40%
22%
25%
38%
100%
100%
70%
100%
73%
non-SPED
83%
70%
72%
77%
62%
99%
98%
99%
99%
99%
30
Judy Center
Judy Center Sped MMSR % Readiness (5 Years)
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
2009-2010
2010-2011
2011-2012
2012-2013
2013-2014
Judy SPED
70%
81%
83%
68%
72%
non-Judy SPED
51%
58%
56%
60%
98%
District SPED
56%
63%
64%
61%
65%
Judy Center Sped MMSR % Readiness (10
Years)
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
2004- 2005- 2006- 2007- 2008- 2009- 2010- 2011- 2012- 20132005 2006 2007 2008 2009 2010 2011 2012 2013 2014
Judy SPED
45%
38%
26%
30%
29%
70%
81%
83%
68%
72%
non-Judy SPED
24%
24%
37%
58%
43%
51%
58%
56%
60%
98%
District SPED
31%
26%
35%
49%
39%
56%
63%
64%
61%
65%
This is a conundrum. Knowing the effort and special services available to the children with special needs I can
only assume that the inconsistency of growth must be related to the specific need of the child. In the USA every
child is included in assessments, but sometimes the assessments do not reflect the needs of the child. I spent some
time communicating with the Child Find teacher who worked with Ms. Monroe in WELC; the high quality of
education and caring was evident. I also work with another teacher with Child Find who goes into the homes of
the very young. There is no lack of expertise here and those involved are seriously committed to their work. The
sporadic results of the above chart should not be viewed as lack of knowledge or caring from the teachers but
must be assumed to be the result of matching an incorrect assessment to the needs of the child.
31
It is important to note that these data outcomes will be shared with the partners at a Judy Center Steering
Committee meeting this fall. Maria Wright will present the data to the group and as they review the results they
will work together to figure out ways to support the children and help to close the gaps. This is not a problem to
be held and solved alone, but a collaborative effort to continue to provide the best education possible for this
population of children. This is just another one of the many strengths of the WCJC. They are proactive and willing
to continue to work diligently to insure the growth of the children.
District
District SPED vs. District non-SPED
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
2009-2010
2010-2011
2011-2012
2012-2013
2013-2014
District SPED
56%
63%
64%
61%
65%
District non-SPED
87%
90%
90%
91%
92%
2004-2005
2005-2006
2006-2007
2007-2008
2008-2009
2009-2010
2010-2011
2011-2012
2012-2013
2013-2014
% Readiness
Beaver Run
Pemberton
nonnonJudy
non-Judy District
District
SPED SPED SPED
SPED
SPED
SPED
SPED
non-SPED
47%
54%
33%
83%
45%
24%
31%
38%
57%
40%
70%
38%
24%
26%
30%
61%
22%
72%
26%
37%
35%
32%
75%
25%
77%
30%
58%
49%
25%
79%
38%
62%
29%
43%
39%
71%
50%
83%
100%
99%
70%
51%
56%
87%
75%
93%
100%
98%
81%
58%
63%
90%
89%
95%
70%
99%
83%
56%
64%
90%
54%
95%
100%
99%
68%
60%
61%
91%
72%
97%
73%
99%
72%
98%
65%
92%
32
Data for Homeless Population
Homeless, ELL, and Special Ed Eligibility Analysis
School
ELL Eligible Special Ed Eligible Homeless Total Students
Beaver Run Elementary School
7.04%
10.03%
12.46%
867
Pemberton Elementary School
6.88%
11.34%
11.20%
741
Total
6.97%
10.63%
11.88%
1608












Changes in collaboration and data entry
procedure made at the district level
Alignment of curricula and materials used in
Prekindergarten and Kindergarten
Collaboration among Judy Center partners
Provision of increased services to children
and families
Willingness of teachers to embrace new
classroom strategies and practices
Increased opportunities for team planning
and group collaboration
Children entering kindergarten are several
months older due to the change in entry
birth date
Number of children with prekindergarten
experience has increased
Full-time intervention teacher assigned to
pre-kindergarten program
Professional development coaches involved
in prekindergarten and kindergarten
classrooms
Mentor teachers are actively involved with
new teachers and Judy Center activities
Increased opportunities for parent contact
with each site having access to a Home
School Liaison
Beaver Run Data
11.03 % Identified
Homeless
86.40% FARM eligible
FY14
10.75 % Special Ed
eligible
7.96 % ELL eligible
Pemberton Data
6.64 % Identified
Homeless
59.34% FARM eligible
FY14
12.64 % Special Ed
eligible
7.27 % ELL eligible
Additionally:
 Poor attendance rates in some classrooms
 Limited parental involvement
 Number of non-speakers of English has
increased
 Number of students with special needs has
increased significantly
To look at the long-range reach of the impact of the Judy Center experiences, there are data to show
how the Judy Center children compare with everyone on the MSAs. There are currently 5 Cohorts:
 Cohort 1: PreK 2010-2014, recording data for 61 children
 Cohort 2: PreK 2011-2014, recording data for 61children
 Cohort 3: PreK 2012-2014, recording data for 57-59 children
 Cohort 4: PreK 2013-2014 recording data for 51 children
 Cohort 5: PreK 2014 recording data for 85 children
33
Cohort 1: JC PreK class of 2006 (61 children), MSA results in 2010
2010 3rd Grade MSA Results for Wicomico FARM Students with
Judy Center Experience Versus Those Without
100%
88%
% Prof. or Adv.
90%
83%
81%
80%
76%
70%
60%
50%
Reading
Math
With JC
Without JC
2010 3rd Grade MSA Results for Wicomico African American
Students with Judy Center Experience Versus Those Without
100%
% Prof. or Adv.
90%
89%
89%
80%
73%
68%
70%
60%
50%
Reading
Math
With JC
Without JC
2010 3rd Grade MSA Results for All Wicomico Students with
Judy Center Experience Versus Those Without
100%
92%
% Prof. or Adv.
90%
85%
86%
82%
80%
70%
60%
50%
Reading
Math
With JC
34
Without JC
Cohort 1: JC PreK class of 2006 (61 children), MSA results in 2011
2011 4th Grade MSA Results for Wicomico FARM Students with
Judy Center Experience Versus Those Without (Cohort #1)
100%
93%
93%
% Prof. or Adv.
92%
87%
90%
80%
70%
60%
50%
Reading
Math
With JC
Without JC
2011 4th Grade MSA Results for Wicomico African American
Students with Judy Center Experience Versus Those Without
(Cohort #1)
100%
93%
% Prof. or Adv.
90%
89%
88%
82%
80%
70%
60%
50%
Reading
Math
With JC
Without JC
2011 4th Grade MSA Results for All Wicomico Students with
Judy Center Experience Versus Those Without (Cohort #1)
100%
95%
95%
90%
91%
% Prof. or Adv.
90%
80%
70%
60%
50%
Reading
Math
With JC
35
Without JC
Cohort 1: JC PreK class of 2006 (61 children), MSA results in 2012
2012 5th Grade MSA Results for All Wicomico Students with
Judy Center Experience Versus Those Without
(Cohort #1)
90%
90%
88%
87%
% Prof. or Adv.
85%
85%
80%
75%
70%
Reading
Math
With JC
Without JC
36
Cohort 1: JC PreK class of 2006 (53 children), MSA results in 2013
2013 6th Grade MSA Results for Wicomico FARM
Students with Judy Center Experience Versus Those
Without (Cohort #1)
90%
85%
84.85%
81.82%
80%
75%
71.72%
70%
68.35%
65%
Reading
With JC
Without JC
Math
2013 6th Grade MSA Results for Wicomico African
American Students with Judy Center Experience Versus
Those Without (Cohort #1)
85%
80.95%
80%
76.19%
75%
70%
66.12%
65%
61.48%
60%
Reading
Math
With JC
Without JC
37
95%
2013 6th Grade MSA Results for All Wicomico Students
with Judy Center Experience Versus Those Without
(Cohort #1)
90.57%
90%
83.02%
85%
79.25%
80%
75.89%
75%
70%
Reading
With JC
Without JC
Math
The WCJC scores continue to soar, showing much higher percentages than those without. Each
year, including this year, the scores remain consistently above the others. Up to this point it is encouraging
to see that the WCJC cohort has maintained its strong academic beginning.
Cohort 1: JC PreK class of 2006 (53 children), MSA results in 2014
80%
75%
70%
65%
60%
55%
50%
45%
40%
35%
30%
25%
20%
15%
10%
2014 7th Grade MSA Results for Wicomico FARM Students
with Judy Center Experience Versus Those Without (Cohort
#1)
60.00%
58.47%
38.03%
28.13%
Reading
80%
75%
70%
65%
60%
55%
50%
45%
40%
35%
30%
25%
20%
15%
10%
With JC
Without JC
Math
2014 7th Grade MSA Results for Wicomico African
American Students with Judy Center Experience
Versus Those Without (Cohort #1)
47.06%
49.37%
28.57%
15.79%
Reading
With JC
Without JC
38
Math
2014 7th Grade MSA Results for All Wicomico Students with
Judy Center Experience Versus Those Without (Cohort #1)
80%
75%
70%
65%
60%
55%
50%
45%
40%
35%
30%
25%
20%
15%
10%
73.47%
66.97%
50.64%
43.40%
Reading
With JC
Without JC
Math
This is the first time that cohort scores have been recorded for 7th grade. Until this year, the
WCJC Cohort 1 students have been very successful, with Math scores showing a much higher
percentage in all WCJC groups. Literacy measurements were also higher. The sudden reverse in 7th grade
Math scores is disheartening, alarming. There is a major drop in ALL scores in Math which should be
addressed. There is also need for research to find out what is the major shift with especially the African
American group in Math. Literacy scores dropped but still within range of “without JC”. This deserves
immediate reflection and action. Possibly this is more of a social influence than an academic influence. This
is the time that many students lose interest in school and some drop out. We must work on finding the hidden
cause for the drop out occurrence and the relationship this has to the severe drop in scores.
39
Cohort 2: Judy Pre-K class of 2007 (61 children), MSA results 2011
2011 3rd Grade MSA Results for Wicomico FARM Students with
Judy Center Experience Versus Those Without (Cohort #2)
100%
91%
% Prof. or Adv.
90%
86%
84%
81%
80%
70%
60%
50%
Reading
Math
With JC
Without JC
2011 3rd Grade MSA Results for Wicomico African American
Students with Judy Center Experience Versus Those Without
(Cohort #2)
100%
% Prof. or Adv.
90%
88%
87%
84%
77%
80%
70%
60%
50%
Reading
Math
With JC
Without JC
2011 3rd Grade MSA Results for All Wicomico Students with
Judy Center Experience Versus Those Without (Cohort #2)
100%
93%
% Prof. or Adv.
90%
87%
89%
86%
80%
70%
60%
50%
Reading
Math
With JC
Without JC
Cohort 2 begins on a different level that its predecessor. The scores are more even with those who did
not attend the WCJC and fluctuate from year to year. They do not maintain a constant comparison in the
following years. As you review the data for Cohort 2 it appears that there is a difference in results from Cohort
1. It could be overall ability, a shift in teachers or a change in curriculum and/or delivery. This group needs
to be watched closely and carefully to insure their academic success and to give promise to their future.
40
Cohort 2: Judy Pre-K class of 2007 (61 children), MSA results 2012
Math begins to fade in the 4th grade assessment while literacy remains on an even scale.
African Americans show greater strengths in literacy than do the FARM and overall comparisons.
41
Cohort 2: Judy Pre-K class of 2007 (49 children), MSA results 2013
2013 5th Grade MSA Results for Wicomico FARM Students with
Judy Center Experience Versus Those Without (Cohort #2)
90%
86.11%
85%
81.01%
80.56%
80%
76.83%
75%
70%
Reading
With JC
Math
Without JC
2013 5th Grade MSA Results for Wicomico African American Students
with Judy Center Experience Versus Those Without (Cohort #2)
95%
91.30%
90%
85%
78.26%
80%
75.15%
75%
69.02%
70%
65%
Reading
With JC
Math
Without JC
2013 5th Grade MSA Results for All Wicomico Students with Judy
Center Experience Versus Those Without (Cohort #2)
90%
85.71%
85.54%
85%
82.28%
81.63%
80%
75%
70%
Reading
With JC
Without JC
Math
The 5th grade assessment shows a leveling of skills, closely matching the WCJC with those without.
42
Cohort 2: Judy Pre-K class of 2007 (44 children), MSA results 2014
80%
75%
70%
65%
60%
55%
50%
45%
40%
35%
30%
2014 6th Grade MSA Results for Wicomico FARM Students
with Judy Center Experience Versus Those Without (Cohort
#2)
68.75%
69.40%
51.48%
41.67%
Reading
With JC
Without JC
Math
2014 6th Grade MSA Results for Wicomico African American
Students with Judy Center Experience Versus Those Without
(Cohort #2)
80%
75%
70%
65%
60%
55%
50%
45%
40%
35%
30%
57.14%
58.75%
41.18%
Reading
With JC
Without JC
40.58%
Math
2014 6th Grade MSA Results for All Wicomico Students with
Judy Center Experience Versus Those Without (Cohort #2)
80%
75%
70%
65%
60%
55%
50%
45%
40%
35%
30%
75.64%
68.18%
60.65%
48.57%
Reading
With JC
Without JC
Math
In 6th grade, Math scores are poor for everyone, but especially for the FARM and African American WCJC
population, with Math being problematic for those with and without the WCJC experience. With an overall
drop in Math scores, it is imperative to view both the curriculum and the teaching styles.
43
Cohort 3: Judy Pre-K class of 2008 (59 children), MSA results 2012
2012 3rd Grade MSA Results for Wicomico FARM Students with Judy
Center Experience Versus Those Without (Cohort #3)
95%
90.00%
90%
88.00%
83.98%
85%
80%
78.01%
75%
70%
Reading
With JC
Math
Without JC
2012 3rd Grade MSA Results for Wicomico African American Students
with Judy Center Experience Versus Those Without (Cohort #3)
90%
85%
87.18%
82.05%
80%
77.06%
75%
72.49%
70%
Reading
With JC
Math
Without JC
2012 3rd Grade MSA Results for All Wicomico Students with Judy Center
Experience Versus Those Without (Cohort #3)
95%
90%
90.00%
88.00%
83.98%
85%
78.01%
80%
75%
70%
Reading
Math
With JC
Without JC
44
Cohort 3: Judy Pre-K class of 2008 (59 children), MSA results 2013
2013 4th Grade MSA Results for Wicomico FARM Students
with Judy Center Experience Versus Those Without (Cohort #3)
90%
85%
87.77%
82.61%
81.42%
80.43%
80%
75%
70%
Reading
With JC
Without JC
Math
2013 4th Grade MSA Results for Wicomico African American
Students with Judy Center Experience Versus Those Without (Cohort
#3)
90%
85%
85.25%
84.21%
81.58%
79.35%
80%
75%
70%
Reading
With JC
Math
Without JC
2013 4th Grade MSA Results for All Wicomico Students with
Judy Center Experience Versus Those Without (Cohort #3)
95%
91.24%
90%
85%
87.42%
83.05%
81.36%
80%
75%
70%
Reading
With JC
Without JC
Math
3rd grade showed a strength in both areas for the WCJC population, but the following year the scores slipped
greatly, showing less progress than those who did not have the WCJC experience. 4th grade scores were also
low in Cohort 2. This is an interesting comparison. Since this happened in the same grade 2 years in a row,
it is likely a result of the curriculum used and how it connected to the skills and strategies taught in 3rd grade.
Are the related or very different? Math is a building content area and there must be a common thread with
45
vocabulary and practices. These results are interesting, since the average of WCJC FARM and African
American are both higher than “without WCJC”, yet “without WCJC” shows a higher percentage for ALL.
The small percentage of those within the WCJC population who are not FARM or African American must
have had low literacy scores to pull the percentage down and the reverse would be true for the “without WCJC”
in both literacy and math, pulling the overall comparison to a higher level, reverse of how it appears to be for
each group.
Cohort 3: Judy Pre-K class of 2008 (58 children), MSA results 2014
2014 5th Grade MSA Results for Wicomico FARM Students with
Judy Center Experience Versus Those Without (Cohort #3)
90%
85%
80%
75%
70%
65%
60%
55%
50%
45%
40%
81.82%
80.04%
61.83%
54.55%
Reading
With JC
Without JC
Math
2014 5th Grade MSA Results for Wicomico African American
Students with Judy Center Experience Versus Those Without
(Cohort #3)
90%
85%
80%
75%
70%
65%
60%
55%
50%
45%
40%
81.58%
77.74%
56.46%
50.00%
Reading
With JC
Without JC
46
Math
2014 5th Grade MSA Results for All Wicomico Students with Judy
Center Experience Versus Those Without (Cohort #3)
90%
85%
80%
75%
70%
65%
60%
55%
50%
45%
40%
84.48%
84.90%
69.77%
56.90%
Reading
With JC
Without JC
Math
Math continues to be weak for all students in 5th grade. This is alarming and a review of the math
programs in the upper elementary classes should be of the utmost importance. Literacy scores are
strong for everyone, leveling the WCJC students with those without.
Cohort 4: Judy Pre-K class of 2009 (57 children), MSA results 2013
2013 3rd Grade MSA Results for Wicomico FARM Students with
Judy Center Experience Versus Those Without (Cohort #4)
95%
90.48%
90%
85%
80.38%
80%
75%
73.81%
73.60%
70%
Reading
With JC
Without JC
47
Math
2013 3rd Grade MSA Results for Wicomico African American
Students with Judy Center Experience Versus Those Without
(Cohort #4)
90%
86.67%
85%
80.00%
80%
73.96%
75%
70%
66.76%
65%
Reading
With JC
Math
Without JC
2013 3rd Grade MSA Results for All Wicomico Students with Judy
Center Experience Versus Those Without (Cohort #4)
95%
91.23%
90%
84.89%
85%
80%
78.95%
80.07%
75%
70%
Reading
With JC
Without JC
Math
FARM students show a slight edge over those without in literacy, yet it is still worrisome. African Americans
fared better in the literacy scoring. The scores in the 70th % area are a concern, in 3rdgrade, with only more
intense academics to follow. These children are still building their base, which appears to be not as strong as
it should be. Math shows a strength for the WCJC Cohort, rising above those without the WCJC program.
48
Cohort 4: Judy Pre-K class of 2009 (51 children), MSA results 2014
2014 4th Grade MSA Results for Wicomico FARM Students with
Judy Center Experience Versus Those Without (Cohort #4)
90%
85%
84.85%
81.02%
80.00%
80%
77.16%
75%
70%
65%
60%
Reading
With JC
Math
Without JC
2014 4th Grade MSA Results for Wicomico African
American Students with Judy Center Experience Versus
Those Without (Cohort #4)
90%
85%
83.33%
83.33%
78.20%
80%
75%
68.37%
70%
65%
60%
Reading
With JC
Math
Without JC
2014 4th Grade MSA Results for All Wicomico Students with Judy
Center Experience Versus Those Without (Cohort #4)
90%
85.71%
86.27%
85.47%
82.70%
85%
80%
75%
70%
65%
60%
Reading
With JC
Without JC
49
Math
Cohorts 2 and 3 showed difficulty in Math in 4th grade. This is not the case for Cohort 4, showing strengths
in both Math and Literacy and shining above those without in all categories.
Cohort 5: Judy Pre-K class of 2009 (85 children), MSA results 2014
80%
75%
70%
65%
60%
55%
50%
45%
40%
2014 3rd Grade MSA Results for Wicomico FARM Students
with Judy Center Experience Versus Those Without (Cohort #5)
63.01%
60.56%
Reading
80%
75%
70%
65%
60%
55%
50%
45%
40%
66.22%
64.65%
With JC
Without JC
Math
2014 3rd Grade MSA Results for Wicomico African
American Students with Judy Center Experience Versus
Those Without (Cohort #5)
58.82%
59.62%
56.32%
49.64%
Reading
With JC
Math
Without JC
2014 3rd Grade MSA Results for All Wicomico Students with
Judy Center Experience Versus Those Without (Cohort #5)
80%
72.75%
75%
70%
70.54%
67.06%
65.06%
65%
60%
55%
50%
45%
40%
Reading
With JC
Without JC
50
Math
Cohort 5 contains the most students to date who have reached the MSAs in 3rd grade. Their scores are not
asstrong as previous cohorts. They show more strengths in the area of Math than in Literacy. All scores are
low in general, none exceeding the 75% mark, which is problematic. The WCJC African American scores are
of the most concern, as are those without in the area of math. Note that the charts top out at 80%, so a quick
view of the graphs are misleading. It is important to note that all groups showcased are showing very low
percentages; this must be addressed so that all of these students become proficient in these crucial curricular
areas.
The following will address the Objectives listed under the GOAL:
I. OBJECTIVE (HPMs): Birth to 3 Outreach – By September, 2013, children 0-3 will be identified in the
catchment areas and invited to Judy Center activities planned by the Steering Committee agencies.
MILESTONE: By September 2013, students in Grades PreK-5 will be surveyed for younger siblings at home.
By October 2013, survey results will be compiled and initial contacts made for participation in Judy Center
Partnership events. By December 31, 2013, students will be invited to Tot Time, Parent Connection Play Group
and Lap Time for Babies. Attendance will be documented. By June 2014, 4 activities appropriate for children
0-3 and their families will be held and evaluations will be collected and analyzed to make improvements.
IV. OBJECTIVE (HPM): Maintain participation in parent and child activities by hosting events of interest
relative to the WSS domains.
These objectives have been met. The charts and graphs document the growth across the years and the events
being held that address these objectives.
51
All Family Activities Held (for ages Birth through 5)
Meets both Objectives I and IV
Family Event
37th Annual Children’s
Theatre
Animal Adventures—Habitat
Presentation
Animal Literacy Night
Date or
Frequency*
12/6/13
# Children
Attended**
92
# Adults
List Partners Who
Attended**
Participated
0
WELC
2/13/14
120
42
WELC
11/5/13
24
25
Beaver Run
WELC
Wicomico Early
Learning Center
Beaver Run
Pemberton Elem
WELC
WCHD, Salvation
Army, SHORE UP!,
United Way, HALO,
WCDSS
WELC
Beaver Run
Beaver Run
WCBOE, Title I
Back to School/Family Fun
Night
Baltimore Aquarium
9/11/13
64
133
10/17/13
170
92
Community Connection Day
4/5/15
7
5
Community Helper Day
Dr. Seuss Rotation Day
Eric Carle Rotation
Family Involvement
Conference Making Stronger
Connections
Food Lion Family Night
3/25/14
3/12/14
4/24/14
11/16/13
123
191
203
120
43
20
13
97
2/19/14
118
65
52
Pemberton Elem.
WELC
Date or
Frequency*
5/15/14
# Children
Attended**
117
5/27/14
12/12/13
143
19
3/4/14-3/6/14
183
0
Bi-monthly
148
137
Library Café
4/1/14
43
26
Literacy Night at the Library
9/24/13
65
58
Maryland Science Center
Math & Literacy Night
10/25/13
9/25/13
42
40
42
33
Mobile STEM Experience
2/12/142/28/14
187
24
5/2/14
4/1/14
185
100
7
11
8/16/13
9/4/13
9/19/13
12/5/14
1/6/14
1/31/14
3/19/14
3/26/14
4/23/14
10/2/13
11/06/13
12/04/13
02/05/14
4/30/14
14
12
Wor-Wic
Jordan Center
98
60
35
20
152
65
60
30
10
87
Wright Pumpkin, Kings
Kids, Judy Center,
CoCo’s, Fruitland Fire
Co., Crown Sports
WELC, Beaver Run,
Pemberton, Judy Center
Family Event
Fun with Health
Going Buggy Rotation
Healthy Families Holiday
Celebration at the Wicomico
Library
Interact Theatre
Lap Time
Multi-Cultural Rotation
Nature Discovery Excursion
at the Ward Museum
P.A.C - Parent and Child
Time
Playgroup
Port Discovery Children’s
Museum
53
# Adults
List Partners Who
Attended**
Participated
14 staff
WELC, Judy Center,
University of Maryland
Extension Office
20
WELC, Judy Center
32
Healthy Families,
Wicomico Library
WELC, Pemberton,
Beaver Run
Wicomico Library, Judy
Center
Wicomico Public
Library,WELC
Beaver Run
WELC
Wicomico County
Public Library
Pemberton Elem
Pemberton Elem.
WELC
LSCCCR, Judy Center,
WELC, Beaver Run,
Pemberton
Beaver Run, WELC
WELC
Date or
Frequency*
7/26/13
# Children
Attended**
298
Science & Literacy Night
10/22/13
45
SSU Basketball Game
2/15/14
6
Strengthening Families
4/7/145/19/14
18
Bi-monthly
168
143
8/22/13
38
41
10/17/13
12/19/13
2/20/14
3/29/14
41
91
187
22
5
17
9
32
Family Event
Readiness Fair
Time for Twos
Wicomico Early Learning
Center Open House
Williams’ Market Visit
Winter Holiday Celebration
Winter Rotation
Wor-Wic CommunityCollege
Child Development Center Early Childhood Fair
# Adults
List Partners Who
Attended**
Participated
229
Beaver Run, Birth to
Five, Chesapeake
College, Wicomico
County Board of
Education, Wicomico
County Health
Department
Wicomico Early
Learning Center
(WELC)
Wicomico Family
Support Center
Wicomico Public
Library, Wor-Wic
Community College
Lower Shore Child Care
& Resource Ctr
New Transitions
Pemberton Elem.
Salisbury University
TenderHeart Childcare
41
Pemberton Elem
WELC
Wicomico Public
Library
8
Beaver Run
Salisbury University
WELC
11
WCHD, Judy Center,
WELC
Wicomico Library, Judy
Center
Wicomico Early
Learning Center
WELC, Judy Center
Pemberton Elem
Beaver Run
Wor-Wic Community
College
*Frequency – “twice a week” for example rather than listing all the dates if an event is held on a regular basis.
** If activities are recurring on a regular basis, do not double-count the number of participants.
54
B. Story behind the baseline.





Factors Positively Impacting Data
There were 7 opportunities for parents to participate in Tot Time pre-literacy
activities
There were 11 opportunities for parents to participate in Lap Time for Babies
There were 14 opportunities for parents/children to engage in the Time for Twos
activity
Home visits provided by Infants and Toddlers, Healthy Families and Lower Shore
Early Intervention Program
Children on the Three Year Old Program waiting list were invited to Birth to Five
activities
C. Partners who play a role:
 Board of Education – Beaver Run, Pemberton, WELC, Instructional Branches (Special Education,
Early Childhood Education, Child Find, and Birth to Five)
 Head Start
 SHORE UP!, Inc. (Family Support Center)
 Lower Shore Early Intervention Program
 Health Department branches (Dental, Mental and Behavioral)
 Child Care Providers – TenderHeart Learning Center, Wor-Wic’s Jordan Center, Munchkinland,
Early Head Start, Head Start
 Wicomico County Partnership for Families and Children
 Peninsula Regional Medical Center(PRMC)
D. Summary of the community strategy to turn or accelerate School Readiness baseline:
 Identify families in the catchment areas with children between ages of Birth to three
 Publicize events/ activities available
 Sponsor a variety of events of interest to families with young children
 Set up weekly meetings with PRMC /Neonatal and Intensive Care Unit(NICU) and the Health
Department
 Develop and purchase outreach items beyond pens and magnets
 Participate in local health and education outreach fairs to increase community awareness of early
intervention services
 View Implementation Plan for detailed Action Plan with Timelines
55
II. OBJECTIVE: Maintain collaboration and share professional experience among Judy Center Partnership
agencies in the catchment area to provide high quality preschool experiences.
MILESTONE (HPM): By December 31, 2013, TenderHeart and The Jordan Center at Wor-Wic Community
College will maintain curricula alignment with the Wicomico County Board of Education. By December 31,
2013, Misty Allen of Munchkinland Child Care (Family Child Care), Salisbury Head Start II and TenderHeart
Early Learning Center will be reaccredited. By April 30, 2014 Salisbury Head Start I and Eden Head Start
will become accredited.
This objective has been met. Details and supporting data are recorded in charts below.
XI. Accreditation/Validation
Program
Pre-Prekindergarten (3s)
Wicomico Early Learning Center
101 Robert Street
Salisbury, Maryland 21804
Prekindergarten
Wicomico Early Learning Center
101 Robert Street
Salisbury, Maryland 21804
Beaver Run Elementary School
31481 Old Ocean City Road
Salisbury, Maryland 21804
Pemberton Elementary School
1300 Pemberton Drive
Salisbury, Maryland 21801
Kindergarten
Beaver Run Elementary School
31481 Old Ocean City Road
Salisbury, Maryland 21804
Pemberton Elementary School
1300 Pemberton Drive
Salisbury, Maryland 21801
Head Start #1
Salisbury I Head Start
500 Snow Hill Road
Salisbury, Maryland 21804
Head Start #2
Salisbury II Head Start
1101 Robert Street
Salisbury, Maryland 21804
Head Start #3
Eden Head Start
30842 Eden Allen Road
Eden, Maryland 21822
Date of Last
Validation/
Accreditation
Date Validation/
Accreditation
Renewal Due
8/27/13
8/31/2016
Program Validated
8/27/13
8/31/2016
Program Validated
8/27/13
8/31/2016
Program Validated
8/27/13
08/31/2016
Program Validated
8/27/13
8/31/2016
Program Validated
8/27/13
08/31/2016
Program Validated
Unknown
6/30/2016
Program Accredited
Unknown
3/31/2016
Program Accredited
Unknown
6/30/2016
Program Accredited
56
Status*
Child Care Partner #1
TenderHeart Early Learning Center
31690 Winterplace Parkway
Salisbury, Maryland 21804
Child Care Partner #2
Wor-Wic’s Jordan Center
32000 Campus Drive
Salisbury, Maryland 21804
8/27/2010
8/27/2013
- Was granted an extension by MSDE as
the Director was out on maternity leave.
- Accreditation visit completed May 1,
2014 (Christina Carroll and Joan Coble) Decision not received as of yet
5/31/2013
6/30/2016
Program Accredited
Level 5 in EXCELS
Munchkinland was removed from the accreditation option due to lack of continuity and collaboration with both the
accreditation agency and the WCJC. All other objectives have been met.




During this grant year, the Wicomico County Judy Center Partnership has continued to reach out to the child care
community. Child care partners regularly attend Judy Center Partnership meetings, the Child Care providers/families
were included in the Readiness Fair, Back to School events hosted by the Partnership as well as all of the parent nights
throughout the year. In addition, the Lower Shore Child Care Resource Center (LSCCRC) began a monthly Accreditation
Support group that included all program partners.
Wor-Wic’s Jordan Center is fully accredited, having renewed their accreditation last summer, while TenderHeart
worked on its renewal this year. TenderHeart received an extension this past summer, as their accreditation expired
just as the center director was leaving for maternity leave. The center completed their Program Improvement Visit
late in the fall and their accreditation visit was scheduled in early March but was delayed due to snow. The
accreditation visit was on May 1. All of the Head Start partner programs (Salisbury I, II and Eden) have achieved
accreditation status this year as well.
Corner Campus, a Friend of the Judy Center, has initiated the accreditation process once again and has expressed a
desire to become a program partner. They have completed the Accreditation Orientation, begun their self-study and
have been making progress on their Program Improvement Plan. In February, Karen Karten (LSCCRC) and Maria
Wright toured the center and noted many positive programmatic changes. In addition, the center has been working
with LSCCRC’s Accreditation Support Group and has been working with LSCCRC’s training staff on specific trainings
designed to help them obtain accreditation (MMSR 2013, Room Arrangement). The Judy Center has invited Corner
Campus staff to attend Judy Center training offered through a partnership with LSCCRC and the center director has
begun to attend Judy Center meetings. The program expects to be accredited by next fall.
Misty Allen (Munchkinland Family Child Care) has lacked commitment to the partnership this year and has neglected
to attend meetings. Though the Judy Center has reached out to assist her program, Ms. Allen does not respond and
at this time it appears that she has stopped working on NAFCC accreditation. Munchkinland Family Child Care will
become a “Friend of the Judy Center” in the next grant year.
III. OBJECTIVE: [*Addressed along with main goal, beginning on page of this document. Increase
science performance on the Fall 2013 Work Sampling System (WSS) scores to 77% for Beaver Run, 97% for
Pemberton. Increase math performance on Fall 2013 Work Sampling System (WSS) scores to 78% for Beaver
Run,84% for Pemberton. Increase special education performance on Fall 2013 Work Sampling System (WSS)
scores to 91% for Beaver Run,79% for Pemberton. Increase Limited English Proficiency to 92% for Beaver
Run, maintain 100% for Pemberton. Language, Literacy will be integrated into all curricular areas.]
MILESTONE: Teachers will receive training on the integration of content disciplines and developmentally
appropriate practices as aligned with Common Core Standards. By November 2013, 2 science/math/literacy
focused activities will be provided for families in each of the Judy Center catchment areas. These lessons will
serve to generate an interest in science, math and literacy at home. Additionally, students will participate in at
least one math and science integrated experience per six day cycle. Teachers will document the activities
provided during each six-day cycle. Mobile Science Museum will visit all Child Care Programs 3 times during
the grant year.
57
STRATEGIES: Provide materials and opportunities for teachers, students and their families to engage in
science, math and literacy experiences. Track the number of parents attending science, math and literacy
events.
The milestones and strategies for Objective III have been met. Evidence is in the charts that follow:
IV. Integration of Early Education Services
Narrative: Please provide a narrative description of how you are meeting the requirements of Component IV –
Integration of Early Education Services. Ensure your narrative includes how curricula and assessments are
aligned across programs, e.g., Head Start, child care, prekindergarten, kindergarten, and how instruction is
being coordinated among programs on an on-going basis to enhance continuous improvement for school
readiness. Include a description of how often meetings with teachers and other partners are scheduled to discuss
curriculum alignment across all programs (Prekindergarten, Kindergarten, Head Start, child care, etc.) and how
frequently they are held. Include information on articulation and the transition activities for children and
families. Please provide the grant reviewers with adequate information to determine if you are meeting the
requirements of this Component but limit your narrative to the space below. Bullets are acceptable.
The Judy Center Partnership has worked to successfully align its instructional programs.
 All child care and WCBOE three year old programs are using the Creative Curriculum published
by Teaching Strategies, Inc.
 The LSCCRC and the WCBOE partner to provide child care agencies with training on the
Maryland Model for School Readiness, as needed. Public school partners participated in the final
administration of MMSR in November 2013. Kindergarten teachers will administer the new
Kindergarten Readiness Assessment this fall. Prekindergarten teachers, special educators, and
child care providers will receive training on the new formative assessments as available.
 All public school programs have begun the transition to the Maryland College and Career
Readiness standards curriculum. Prekindergarten and kindergarten teachers administer quarterly
benchmark assessments in the area of mathematics and reading. The re-alignment of the local
benchmark and report cards will be completed the summer of 2014. Workshops are being
developed for the child care programs relative to the new standards and assessment system..
 Teachers meet in grade level professional learning communities to share formal/informal
assessment information, to design and/or re-design lessons at least once weekly. Additionally
data is used to generate quarterly electronic report cards to update parents on student progress.
The school system continues to provide workshops for parents on the new curricular
expectations.
 Wor-Wic Community College Child Development Center, TenderHeart Child Care have
received accreditation through the Maryland State Department of Education. The Judy Center
prekindergarten and kindergarten programs have been re-accredited. The partnership
organizations continue to maintain a coordinated calendar of monthly services and events that
meet the needs of the staff and families within the catchment area. Partners brainstorm and
strategically plan to meet the needs of their shared clientele. These activities/events are hosted
independently or collaboratively are noted in the calendar. (See attached sample.)
 Student transitional services are a partnership priority. The Judy Center transition plan is
reviewed each September to refine strategies to foster smooth transitional processes. Teachers
from the partnering agencies meet each spring to discuss incoming student performance,
modifications and accommodations in preparation for the upcoming year. Students attend an
annual summer enrichment academy to become familiar with the receiving public school.
 A tri-county JC Early Childhood Conference is held each year to enhance professional capacity.
58
IX. Professional Development
Number of Early Childhood Staff Trained in MMSR
Program
Total # of
Staff
Kindergarten
12
Pre-K
9
Pre-Pre-K
2
Special Educators
16
Instructional Assts
20
Head Start
53
Child Care
52
Other*
0
Total
163
* Other = Coordinator, partners, etc.
Currently
Participating
in Yr 1
Training
Completed
Yr 1
Training
Currently
Participating
in Yr 2
Training
Completed
Yr 2
Training
0
0
0
0
0
0
0
0
0
3
1
0
0
0
0
0
0
4
0
0
0
0
0
0
0
0
0
2
1
0
1
0
0
0
0
4
Joint Staff Development*
Training Topic
Book Club, Don’t
Leave the Story in the
Book
Child Abuse Training
Blood Borne Pathogens
Training
Kid Writing
MMSR Fall
Updates/Data Entry
MMSR Fall
Updates/Data Entry
MMSR for Childcare
MMSR Fall
Updates/Data Entry
MMSR Fall
Updates/Data Entry
Medication
Administration
Cat in the Hat How
About That –
Exploring Phonological
Awareness with
Children
Date
10/14/13
12/16/13
2/10/14
3/10/14
4/14/14
10/3/13
List Sponsoring
Partners**
List Partner Organizations
& No. of Partners who
Participated***
SU,
WELC
BRS-2, WELC-3, PEM-2,
SU-1
WELC/WCBOE
WELC-22
10/10/13
WELC/WCBOE
WELC-22
11/4/13
WCBOE, SU
BRS- 7, PEM-8, WELC-10
9/10/13
WCBOE
WELC-1, BRS-3
9/14/13
WCBOE
9/28/13
LSCCRC
10/24/13
WCBOE
10/25/13
WCBOE
WELC-1, BRS-3
2/18/14
2/20/14
LSCCRC
TH-9
2/26/14
LSCCRC/WCBOE
TH/JC/CC-20 WCBOE-1
59
BRS-2, PEM-2
HS-2
BRS-2, PEM-2
Training Topic
Guided Reading
(Prek Only)
Guided Reading
(K only)
Guided Reading
(K only)
Prek and K
Instructional Strategies
for Mathematics
Prek and K
Instructional Strategies
for Mathematics
Hands on Handwriting
Spring into Reading
MMSR Spring
Updates/Data Entry
Date
3/19/14
3/19/14
3/20/14
List Sponsoring
Partners**
WCBOE/ Title I
Approaching Target
WCBOE/ Title I
Approaching Target
WCBOE/ Title I
Approaching Target
List Partner Organizations
& No. of Partners who
Participated***
PEM-4
PEM-4 WCBOE-1
PEM-4 WCBOE-1
3/24/14
WCBOE/ Title I
Approaching Target
PEM-7 WCBOE-1
3/25/14
WCBOE/ Title I
Approaching Target
PEM-7 WCBOE-1
3/26/14
4/23/14
LSCCRC/WCBOE
LSCCRC/WCBOE
BJ/TH/JC/CC-23 WCBOE-1
BJ/TH/JC/CC-23 WCBOE-1
5/13/14
WCBOE
BRS- 7 PEM- 4
Narrative: Please provide a description of how you are meeting the requirements of Component IX –
Professional Development. Please provide the grant reviewers with adequate information to determine if you
are meeting the requirements of this Component but limit your narrative to the space below.
Professional Development Highlights
 All general and special educators assigned to work with prekindergarten and kindergarten students are
required to complete the Maryland Model for School Readiness training modules. MMSR update
trainings are provided annually by an MSDE teacher/consultant. Scores from the previous year are
reviewed. Information regarding the new assessment system was shared. General and special educators
collaboratively enter student data required for the fall assessment.
 Judy Center partner schools attend professional development training at the start of the year tailored to
meeting the needs of the teachers and the clientele. Common Core and Kid Writing served as the subject
of the training this school year.
 The LSCCRC provided training sessions for the partnership child care facilities. Sessions were designed
to address needs as identified by the providers. Sessions held this year focused on sensory integration
and coping with trauma.
 The local school system provides annual training for instructional assistants supporting the MMSR
initiative. Assistants in the partnership receive instruction on how to effectively support student learning.
 Staff members from the Wicomico Early Learning Center participate in the Instructional Leadership
Team meetings held at Beaver Run and Pemberton schools. Teachers from all grade levels of the partner
schools share student performance data, set performance goals and strategize solutions to meet the
aggregate and disaggregated needs of the students in grades prekindergarten to second grade. This
partnership initiative is funded by the school system’s Office of School Improvement.
60
61
B. Story behind the baseline.
Factors Positively Impacting Data
Factors Negatively Impacting the Data
 Increased opportunities for non-income eligible
 ELL population has continued to
special education students to attend WELC with
increase (Pemberton - FY13: 6
typically developing peers
students, FY14: 24 students; Beaver
Run – FY13: 17 students, FY14: 42
 Provide professional development in working
students)
with ELL populations
 ELL services not available in
 Have all documents available in multiple
Prekindergarten
languages
 Special Education numbers have
 Offered a variety of events
increased (Pemberton - FY13: 6
 Teacher stipends were paid to increase staff
students, FY14: 14 students; Beaver
participation in evening events
Run – FY13: 13 students, FY14: 31
 Interpreters provided by Title III as needed
students)
 Consistently document participation in partner
 Parents unable to attend
events
meetings/events due to work schedules
 Increased the number of events offered
 Partnered with Title I to provide dedicated
intervention teacher and transportation as
needed
 Events were collaboratively sponsored at
WELC and partner schools
C. Partners who play a role:
 Board of Education – Beaver Run, Pemberton, WELC, Instructional Branches (Special Education,
Early Childhood Education, Child Find, Title I, Title III, Homeless Education and Birth to Five)
 Head Start
 Lower Shore Early Intervention Program
 Health Department branches (Dental, Mental and Behavioral)
 Child Care Providers – TenderHeart Learning Center, Wor-Wic Community College’s Jordan Center,
Head Start
 Salisbury University
 Center for Hispanic Development
D. Summary of the community strategy to turn or accelerate School Readiness baseline:
 Continue to use consistent documentation format/procedures
 Continue to pay stipends for evening events to encourage teacher/staff participation
 Expand on opportunities to collaborate with Title I, Title III and Homeless Coordinator to provide
transportation and interpreters when appropriate
 View Implementation Plan for detailed Action Plan with Timelines
 Survey families of ELL and Special Education students to ascertain required resources
 Collaborate with partners to pool available resources to meet the needs of special populations
 Expand professional development offerings to include addressing the specific needs of ELL and
Special Education population
62
Participation in parent/child activities
Parent involvement has been made an integral part of the strategies used to meet many of the Judy Center
objectives. It is important that parents be recognized as their child’s first teacher. Therefore, the
partnership intends to provide the skills and knowledge-base necessary to foster their success. Please see
the charts below for Parent /Child learning opportunities sponsored by the JC Partnership.
63
A. Story behind the baseline.
Factors Positively Impacting Data
 Number of partner events held increased as did
number of participants
 Event participation is consistently recorded by
all partnership members and submitted monthly
 Offered a variety of events to showcase new
curriculum
 Encouraged partner participation through
newsletters, parent notification system,
reminder bracelets and stickers
 Events were collaboratively sponsored
 Coordinated opportunities for transportation
when possible with Title I
 Collaborated with Title III to provide
interpreters for events
Factors Negatively Impacting the Data
 Parents did not always remain
committed to attending the events
as anticipated
B. Partners who play a role:
 Board of Education – Beaver Run, Pemberton, WELC, Instructional Branches (Special Education,
Early Childhood Education, Child Find, and Birth to Five)
 Head Start
 SHORE UP!, Inc. (Family Support Center and Foster Grandparents)
 Lower Shore Early Intervention Program
 Child Care Providers – TenderHeart Learning Center, Wor-Wic’s Jordan Center, Munchkinland
 Salisbury University
 Chesapeake College
 Wicomico County Partnership for Families and Children
64
Remaining Components not directly related to the Headline Performance Measures
I have included all components below that have not previously been addressed. The Wicomico County
Judy Center Director Maria Wright and Administrator Sandra Drummond are very efficient.
Each component added below includes data and details showing that the expected outcome
in each component has been met.
I & II addressed in initial portion of evaluation.
III. Service Coordination and Family Support
Number of Children from all Partnering Programs Receiving Coordinated Services
Program
# Children
5
7
N/A
N/A
0
34
N/A
8
N/A
N/A
16
DSS
Head Start
Early Head Start
Even Start
Family Support Center
Infants and Toddlers
Healthy Start
Healthy Families
HIPPY
PAT
Judy Center
List Others:
Wicomico Family Support Center
10
Number of children with a key
80
contact*
*All children will not have a key contact, only those being case
managed by the Judy Center or members of the partnership.
Number of children not enrolled in
formal programs but receiving service
coordination and family support
0
services through the Judy Center
(includes children 0-3)
Other Services or Forms of Family Support Provided
# Children Served*
Program
Behavior Services
85
Counseling
6
Tutoring
0
Mentoring
0
List Other Supports Provided:
Building Foundations for Families
5
(New Transitions/ Wraparound
Maryland)
Mental Health
7
*Some #’s may be duplicated if a child is receiving more than one service.
65
Families Referred for Services
# Families Referred
Program
Food Bank
Clothing Bank
Housing Shelter
Child Care Resource Ctr
DSS
Head Start
Early Head Start
Even Start
Prekindergarten
Pre-Prekindergarten
Health Department
Healthy Start
Healthy Families
Infants and Toddlers
HIPPY
Child Find
WIC
Family Support Center
Playgroups
Library
List Others:
Early Intervention Program
Vision
Dental
Hearing
Total
49
25
2
3
11
14
2
N/A
2
21
7
N/A
2
5
N/A
3
0
0
54
0
5
2
5
3
215
# Who Rec’d Services as a
Result of Referral
49
17
2
1
7
0
0
0
2
7
4
0
0
2
0
0
0
0
5
2
5
3
106
Narrative: Please provide a narrative description of how you are meeting the requirements of
Component III – Service Coordination and Family Support. Ensure your narrative includes a
description of how the six elements of case management are integrated into the day-to-day
operations of your Judy Center (as opposed to a definition of the six elements). Include how
frequently partners meet for case management and how they avoid duplication of services and
determine the key contact. Also, include the types of family support services your Judy Center
provides, including home visitation, family counseling, behavior services, assistance with housing
and electricity bills, etc. Please provide the grant reviewers with adequate information to determine
if you are meeting the requirements of this Component but limit your narrative to the space below.
Bullets are acceptable.
66
















Wicomico Judy Center Partnership provided support services for 679 children through our 25 partners.
Children receiving services from more than one partner must have an established key contact for case
management/service coordination.
Student Service Team meetings are held with families on a case by case basis to determine, if more
support services are needed to stabilize the child’s environment.
Building Foundations for Families (New Transitions) has an established MOU with the Judy Center to
provide System Navigation and Wraparound Coordination for children and families.
Wicomico Judy Center Partnership provides the following services on site at the Wicomico Early
Learning Center: Specialized Instruction, Speech/Language Therapy, Occupational Therapy and
Physical Therapy, vision, hearing, dental screens, Bookmobile, behavioral intervention, Full-day Three
Year Old and Prekindergarten Programs.
All Judy Center partners complete monthly service coordination and a health services form - due the
5th of each month.
Service coordination is discussed each month during the Judy Center Steering Committee meeting.
A social worker assigned to Beaver Run/WELC has established a food pantry with the Maryland Food
Bank. Parents who receive food boxes are encouraged to volunteer at their child’s school.
Children are identified for services in several different ways during the year: PreK/K Early
Registration, partner referral, teacher referral, parent conference, early intervention screening tools,
school nurse, and school administration. Additionally, referrals can result from monitoring classroom
behavior referrals and excessive tardiness or absenteeism reports.
Most new families come in contact with the Wicomico Judy Center at the PreK/K Early Registration
or at the School Readiness Fair.
Wicomico Judy Center requires all parents to complete all public school forms, which Judy Center
staff use as an intake form.
Parents are asked to complete a Fall and Spring Family Survey. Once surveys are returned and
reviewed, service and activities are planned and implemented based on the results.
Children and families, who are not enrolled in school, are contacted through our partnering agencies,
which become the key contact.
All identified non-enrolled children in the Judy Center catchment areas can participate in Judy Center
activities. Participation includes: childcare providers, adult education students and families, Family
Support Center Families, Child Find Families, and Healthy Families.
Home visitation is a vital part of the Judy Center’s parent communication and involvement. Several
partners provide in-home support: Healthy Families, Wicomico Family Support, Home-School
Liaison, Pupil Personnel Worker, Infants and Toddlers, Lower Shore Early Intervention and
Wraparound Maryland.
An evaluation form is available after every parent/child event, parent workshop session and family
event. Upon review of evaluations, this information is used to make improvements in future activities.
IV. Integration of Early Education Services
This Component has been utilized to support Objective III.
67
V. Family Involvement
This Component was used to support both Objective I and IV.
VI. Early Identification and Intervention
This component was revised in FY 12 to recognize efforts to identify all children birth to age 5, and especially those not enrolled in
partner programs; therefore, this component includes but now goes beyond our work with the MD Infants and Toddlers Program and
other Partners serving Birth to 3. This component now recognizes your outreach efforts to identify children and families not enrolled
with partners.
Screening
Battelle Dev’l
Screening
Brigance
Screen
Ages & Stages
Ounce Scale
Screenings, Interventions and Further Assessments
No.
Results
(instructional support,
Children
modifications, counseling, etc.
No. Children
Referred
No. Children
Provided
for Further Include # of children rec’g the
different interventions)
Screened
Interventions Assessment
0
0
0
62
46
46
39
21
8
24
9
6
DIAL
Others (List)
- DAYC and
PLS 5
0
182
0
101
0
101
- Devereux
Early
Childhood
Assessment
201
11
1
For ages 3-5
6 classroom support provided
by Lower Shore Early
Intervention Program
IFSP development for Birth to
Three
11-Social skills groups meet
one time/week for 30
minutes/session
11-Individual interventions
meet 1 time/week for 30
minutes/session
1-Referred to pediatrician
Total
508
188
162
68
VII. Young Children with Disabilities (Children 3-5 with IEPs or IFSPs)
Program
Preschool (3’s)
Prekindergarten
(4’s)
Kindergarten
Head Start
Early Head Start
Child Care
Home
Add Other Settings
TOTALS
#
Children
with
IFSP,
Birth-3
#
Children
with
IFSP,
ages 34*
16
19
Disability
Category
& # of
Chn in
Each
Category
13-DD
2-Autism
1-OHI
3SPEECH
# Children,
ages 3 thru
5, with IEP
in regular
EC setting,
majority of
services in
that
setting**
# Children,
ages 3 thru
5, with IEP
in EC
setting,
majority of
services in
another
location***
# Children,
ages 3 thru
5, with IEP
in a
separate
special
education
class
17
0
2
17
0
2
2
37
* Families of children who received services through an IFSP prior to the 3rd birthday have the choice for their
child to continue to receive early intervention services through an Extended IFSP up to the beginning of the
school year following the child’s 4th birthday.
** Majority of IEP services, i.e., 50% or more, are delivered within the EC setting in which the child is
participating.
*** Majority of IEP services, i.e., 50% or more, are delivered in another location that is outside the EC setting
in which the child is participating (i.e., pullout services that may be provided within the Judy Center, but are not
delivered in the EC setting).
69
Narrative: Please provide a description of how you are meeting the requirements of Component VII – Young
Children with Disabilities. The information should describe how children are in inclusive environments and
descriptions of samples of modifications and adaptations teachers are making in the classroom to accommodate
special education children. Please provide the grant reviewers with adequate information to determine if you
are meeting the requirements of this Component but limit your narrative to the space below. Bullets are
acceptable.






Co-teaching classroom is provided for children with IEP’s.
2 special education teachers and 2 special education assistants are provided for the classrooms at
the Early Learning Center.
Any child referred for special education is screened and referred, if needed, for additional testing
by an IEP team.
An inclusive philosophy for all children with special needs
A speech/language pathologist, occupational therapist and physical therapist are assigned to the
Early Learning Center to provide therapies as deemed necessary by the IEP team.
Special educators assist general educators in completing the MMSR data in collaboration
VIII. Health Related Services
Screening
Immunizations
Total Immunizations
Dental
No.
Children
Screened
238
No. Children
Provided
Interventions
63
Pre-K
142
27
Pre-Pre-K
42
9
Head Start
Child Care
Other
K
67
0
0
489
141
0
0
0
99
17
Pre-K
89
10
Program
K
70
*
Results
59 letters sent home to parent
update immunization records
4 – Religious Exemption
27 letters sent home to parents to
update immunization records
9 letters sent home to parents to
update immunization records
5-students referred to dentist for
tooth decay
9- Referred for additional cavity
treatment.
All students received fluoride
varnish
3- students needed urgent care
10 students referred for tooth severe
decay.
89 received fluoride and varnish.
All students receive a free tooth
brush kit.
Village Dental donated dental
supplies.
Total Dental
Hearing
Total Hearing
Vision
Pre-Pre-K
Head Start
34
55
7
0
Child Care
Other
K
0
0
319
252
34
23
Pre-K
91
17
Pre-Pre-K
39
10
Head Start
Child Care
Other
K
43
0
0
425
207
0
0
0
50
12
Pre-K
128
14
Pre-Pre-K
39
9
7 referred for additional dental care
All students brush their teeth daily
in the classroom and receive
instruction on tooth care from a
University of MD representative.
23-students referred to physician for
follow-up screening.
Remaining students will be screen
before the end of the school year.
12 Make up screenings due to
student absence.
3 Failed first screening; additional
screening conducted.
1 referred to physician could not
complete screen.
1 referred to physician for excessive
wax build up.
4 Make up screenings due to student
absence.
5 students re-examined; failed first
screening.
1 referred to physician due to cold.
5 students failed the first vision
screen.
1 Student was referred to
physician for eye glasses.
6- Passed follow-up vision
exam.
5 Make up screenings due to
absence.
3 rescreened, failed first exam.
6 referred to physician and
additional testing.
Vision screening provided by the
Lion’s Club and school nurse.
7 Make up screenings due to student
absence.
2 re-examined; failed first exam
All student screened by the school
nurse.
Head Start
33
0
71
Child Care
Other
Total Vision
Amblyopia
Total Amblyopia
Mental Hlth
0
0
407
0
0
0
0
0
0
0
9
0
0
35
0
0
0
0
0
0
0
9
Pre-K
6
6
Pre-Pre-K
5
5
Head Start
2
2
Child Care
Other
0
0
22
22
K
Pre-K
Pre-Pre-K
Head Start
Child Care
Other
K
Total Mental Health
Screening
Physical Growth &
Nutritional
Assessment**
Total Phys Growth &
Nutri Assessment
Blood Lead
Testing
Students referred to WCHD.
4 – Students receive counseling.
1- Referred for additional
testing
2- Receiving Medication
6 participated in 1 x per week group
3 individual sessions
5 participated in individual sessions
and participated in 1 x per week
group sessions
2 received visits from community
counselors.
No.
Children
Screened
No. Children
Provided
Interventions
206
37
- 37 Letters sent home to parents to
update student’s annual physical.
Pre-K
86
25
Pre-Pre-K
37
6
- 22 Letters sent home to parents to
update student’s annual physical.
- 1 Student with a pre-existing
condition.
- 1 Student referred to physician will need kidney surgery.
- 1 Stomach problems - referred to
physician.
6 Letters sent home to parents to
update student’s annual physical.
Head Start
Child Care
Other
57
0
0
386
0
0
0
68
K
185
26
Program
K
72
Results
*
26 Letters sent home to parents to
provide second Lead Test result.
Pre-K
105
13
Pre-Pre-K
35
8
Head Start
Child Care
Other
42
0
0
367
0
0
0
47
Total Blood Lead Testing
13 Letters sent home to parents to
provide First Lead Test result.
8 Letters sent home to parents to
provide First Lead Test result.
*Results = eyeglasses, hearing aids, behavior services, tutoring, counseling, etc. Include # of children
receiving the different interventions.
**Physical Growth & Nutritional Assessment - This information is usually included on a child’s
physical form completed by a physician before entry into school or child care.
# Children Insured
No. Children with MCHIP
No. Children with Private Ins.
No. Children Insurance Status is Unknown
Total1
1
150
57
441
648
The total should correspond to the # of children in ALL programs at the top of page 9.
No. Children Referred to MCHIP
No. Referred who Enrolled in MCHIP
73
23
9












100% of children age three to five have access to MCHIP. MCHIP is also available for families.
Interested parents contact the Wicomico County Health Department
Immunization checks are completed by each School Health Nurse; A health aide and nurse travels
to each site to check records for Head Start students
100% of all entering prekindergarten and kindergarten students have Blood Lead testing as
required by state regulations; if found deficient, the school nurse or Head Start nurse refer children
and families to the Wicomico County Health Department for assistance and follow-up
Head Start program requires dental screenings; completed by Lower Eastern Shore Education
Program; children found with dental disease are referred to community providers
Children enrolled in Beaver Run, Pemberton and the Wicomico Early Learning Center receive
dental screenings from the Wicomico County Health Department; children found with dental
disease are referred to the Health Department’s on site dental service provided by the Village
Dental Clinic; The Health Department’s school-based dental program provides dental screenings
free to parents, prescriptions for infections, referrals to dentists for emergencies and fluoride
varnish (as needed).
Vision and hearing screenings are completed by the school nurse for students at Beaver Run,
Pemberton and the Wicomico Early Learning Center. If further evaluation is needed letters are
sent to parents recommending further evaluation from the family’s provider or from the County
Hearing Specialist. Head Start vision and hearing screenings are completed by the Health Aide.
Students at Beaver Run and Pemberton with Behavioral/Mental Health concerns are referred to
the Wicomico Health Department for assessment and intervention. In most cases, services are
provided to students at the school site; The Judy Center partners with Lower Shore Early
Intervention Program to provide behavior intervention services at the Wicomico Early Learning
Center for fifteen hours a week.
Pre and Post Devereux Early Childhood Assessments (DECA) are given to all pre-kindergarten
and kindergarten students in the partnership
Child care partners make referrals to the Lower Shore Child Care Resource Center’s Early
Intervention program
Wicomico County Healthy Families Program provides developmental screenings to all children
birth to five enrolled in the program; Ages and Stages Tools utilized with certified trainers and
staff
Infants and Toddlers Program utilizes the Developmental Assessment of Young Children (DAYC)
with the Brigance Screen/PLS-5 for initial Child Find Screenings
Judy Center Partnership conducts health surveys at the beginning of the school year with a followup sent to verify prior and current health services provided during the school year.
IX: Professional Development
Used for documentation for Objective III.
74
X. Adult Education
This component pertains to Adult Education Programs, as well as Adult Education Programs with a
grant for Family Literacy and their outcomes for adults and their children. Many of the Adult Education
programs have grants for Family Literacy partnerships. These partnerships pair Adult Education with
Even Start, Head Start, and Family Support Centers to provide integrated services for the family. The
broad goal of Family Literacy programs is to make educational and economic opportunities more
available for disadvantaged families. In accordance with the Federal definition, Family Literacy
services are of “sufficient intensity in terms of hours and of sufficient duration to make sustainable
changes in a family and integrate all the following activities:
 Interactive literacy activities between parents and their children
 Training for parents regarding how to be the primary teacher for their children and full partners
in the education of their children
 Parent literacy training that leads to economic self-sufficiency
 An age-appropriate education to prepare children for success in school and life experiences”
Important Note: If your Judy Center does not include Adult Education with formal Family Literacy
partnerships, any family literacy-based activities that your Judy Center sponsored should be reported
at Component V. If your Judy Center includes Adult Education with formal Family Literacy
partnerships, the information should be reported here at Component X.
Please answer the following:
Is Adult Education part of your local school system?
Yes
No
If so, ensure that the local school system portion of the MOU specifically includes how the Judy Center
and Adult Education collaborate.
The information requested in the next 2 tables is readily available from your Adult Education partner.
This format reflects how Adult Education maintains data.
Adult Education Participant Outcomes*
#
%
#
Participants Participants
Participants
Achieved
Achieved
with Goal
Goal
Goal
Goals
Completed Educational Functioning Level:



ABE (Adult Basic Education)
ASE (Adult Secondary Education)
ESOL (English for Speakers or Other
Languages)
Entered Employment
Retained Employment
Obtained a High School Diploma:


General Educational Development (GED)
External Diploma Program (EDP)
Entered Post Secondary Education/Training
*Use FY 13 data which was available Fall 2013.
75
54
18
33%
22
6
27%
3
3
100%
6
2
33%
8
0
0%
Family Literacy Participant Outcomes
#
%
#
Participants Participants
Participants
Achieved
Achieved
with Goal
Goal
Goal
Goals
Increased Involvement in Children’s Education:



Helped more frequently with school
Increased contact with children’s teachers
More involved in children’s school activities
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
Increased Involvement in Children’s Literacy
Activities:



Reading with children
Visiting library
Acquiring books or magazines
# of Judy Center Referrals Made to
Institutions of Higher Learning
8
Results*
7 – Still Enrolled
1 – No longer Enrolled
*For example, 4 parents referred to community college, 2 enrolled
full-time and 1 is attending part-time, etc.
# of Judy Center Referrals Made With
Job Placement or Job Training
Organizations
Results*
3
All employed
*For example, 9 parents were referred for job placement services; 5
became employed, 2 enrolled in job training program and 2 are still
seeking employment.
Narrative: Please provide a description of how you are meeting the requirements of Component X –
Adult Education and Family Literacy Services. Please describe how you are collaborating with Adult
Education to identify Judy Center parents enrolled in Adult Education classes. Describe how you are
connecting Adult Education students with their children at the Judy Center. Please provide the grant
reviewers with adequate information to determine if you are meeting the requirements of this
Component but limit your narrative to the space below. Bullets are acceptable.
76

Chesapeake College Adult Education is the Adult Education provider in Wicomico County providing
Adult Basic Education, Adult Secondary Education (GED) and English as a Second Language
classes throughout the community.
 Several class locations are within the Judy Center service area including the Community Center at
Pemberton Manor Apartments - just blocks from Pemberton Elementary School and the Wicomico
Partnership for Children and Families (LMB) located just a few blocks from the Wicomico Early
Learning Center.
 Jason Mullen the ABE-ASE Program Coordinator or a representative attends the steering
committee meetings on a regular basis.
 Chesapeake College participates in the annual review of the parent survey and questions about
educational status; need and interest are included in the survey. Names and contact information for
interested Judy Center parents are relayed back to the Chesapeake College staff for follow up. If
parents have educational goals beyond speaking and reading English or passing the GED test they
are referred to Wor-Wic Community College. Chesapeake has an established weekly registration
schedule for their ABE and ESL classes in Wicomico County and provides flyers and other
marketing materials on a regular basis.
 Chesapeake College Adult Education identifies their students that disclose having young children
and has a documented release of information to share the parent names, addresses and the child’s age
with the Judy Center. The Judy Center then matches this data to enrolled children and identifies all
parent/adult students that live within the Judy Center catchment area. Judy Center staff has the
registration and orientation schedule of the Adult Education program and attends some of those
events to share information about the Judy Center with newly enrolled students.
II
 Chesapeake College Adult Education uses College and Career Readiness Standards, an Integrated
Career Readiness Curriculum and has a Student Support Services Specialist that can assist parents
with transitioning into post-secondary education activities. They have also worked with Wor-Wic
Community College and Lower Shore Workforce to strengthen referral connections for adult
students at risk and/or with high needs.
XI. Accreditation/Validation
This Indicator has been addressed to support Objective II.
77
XII. Judy Center Partnerships/Leadership
The Judy Center Partnership is actively engaged and is consistently and frequently involved in the school
readiness mission of the Judy Center. The Judy Center is well known in the community. Judy Centers
are involved in the mission of its partners, their work benefits the entire community, and they are
recognized as leaders in early childhood. Include the Judy Center’s role with the Local Early Childhood
Council. (Stay within the space limitations of the Description column.)
Partnership agencies:
Lower Shore Child Care Resource Center
o Provides training for parents of the Judy Center; assists child care providers with enrollment in
the Maryland Credential program; provides low cost training for child care providers in the Judy
Center area; provides child care referrals to families in the JC catchment area; helps child care
providers with meeting accreditation requirements; designate representation to Judy Center
Steering Committee meeting
Lower Shore Early Intervention Program
o Provides observation, skill building group sessions, individual intervention and recommendations
of strategies for parents and teachers; Provides 15 hours of services per week; Scores Pre and Post
DECAs on ALL children and provides classroom profiles
Salisbury University
o Supports the professional development needs of the JC staff; collaborates with the WELC, Beaver
Run and Pemberton Elementary Schools to provide early childhood majors needed methods and
student internship experiences; designate representation to Judy Center Steering Committee
meeting
SHORE UP!, Inc.
o Works to collaboratively promote school readiness for children ages 0-5; provides preschool and
associated support services for eligible children and their families who reside in the Pemberton
and Beaver Run school districts; assists in the development of a needs assessment applicable to
all agencies to determine staff development needs; provides resources along with funding in
support of the Head Start class located at the Wicomico Early Learning Center; actively
participates in partnership decision making by providing representation to the JC Steering
Committee; provides parenting education program(Dare to Be You) to dually enrolled Family
Support Center/JC clients; provides staffing (1 teacher, 2 assistants) materials and supplies for the
operation of the multi-age class of prekindergarten students; provides liability and property
insurance for their operation and equipment; provides transportation to and from the WELC for
the Head Start children; designate representation to Judy Center Steering Committee meeting
Sojourner-Douglass College
o Provides space for small and large group meetings and/or training sessions; serve as a possible
staging area for the WELC in times of emergency; use teams of early learning student interns to
provide child care during family nights and other special events; Designate representation to Judy
Center Steering Committee meeting
78
TenderHeart Child Care Center
o Offers prekindergarten services to children who are four years of age; provides before and after
school care to children who reside in the Beaver Run Elementary School district; will distribute
flyers, brochures and training materials to families who reside in the JC catchment area; MSDE
accredited; designate representation to Judy Center Steering Committee Meeting
Wicomico County Executive’s Office
o Provides information and support to enhance services of families served by the Judy Center
Partnership; Works with partnership to enhance services for the Judy Center catchment area;
designates representation to Judy Center Steering Committee Meeting
Wicomico County Health Department
o Conducts oral health screenings at WELC, East Salisbury, Pemberton, and Beaver Run schools;
Provides oral health education to children during dental screening; refer parents of children
without health insurance coverage to the Maryland Children’s Health Program for eligibility
determination; refer children with special dental needs to other dental providers as needed;
maintain and report annual statistics to the JC Program Coordinator; submits invoices to the
WCBOE within 60 days of services rendered; conduct education programs on topics such as
prevention of lead poisoning, seat belt safety, tobacco, drug and/or alcohol prevention and sun
safety education; accept referrals to the Healthy Families program; designate program staff to
serve on and attend the monthly JC partnership steering committee; provides mental and
behavioral health services to JC children and their families at the WELC; offers individual and
small group counseling sessions for children in need of early intervention services; provides
parenting education and training materials to JC families; designate representation to Judy Center
Steering Committee meeting
Wicomico County Public Library
o Provides reading experiences for children at WELC, Beaver Run and Pemberton Schools via the
Bookmobile; offers training in reading to young children through the Laptime for Babies sessions
held at the library and the WELC; visits child care providers to offer tips on reading to young
children; makes visits to child care providers in the catchment area to give reading materials to
child care providers through the Rotary Raises Readers program; designate representation to Judy
Center Steering Committee meeting
Wicomico County Public Schools
o In-kind specialist (from Pemberton and Beaver Run) in the areas of media services, art, music,
home-school liaison and guidance are shared with the children at the WELC
o In-kind full-day prekindergarten experiences at the WELC for three and four year old children
who reside in the Pemberton and Beaver Run school districts
o Provides in-kind full-day kindergarten classes for children attending Beaver Run and Pemberton
schools
o Serves as the fiscal agent for the Judy Center Partnership grant
o In-kind district Instructional Data Analyst collects, disaggregates and interprets data collected by
the JC partnership
o In-kind administrative supervision is provided for the JC grant
o Provides a highly qualified in-kind staff of professionals with expertise in the areas of early
childhood education, special education, technology integration, and reading at the Wicomico
Early Learning Center
o In-kind quality professional development experiences are provided to the Judy Center
partnership agencies as appropriate
79
o
o
o
o
o
o
o
o
o
o
o
Infants and Toddlers program makes referrals to and accepts referrals from the Judy Center
partnership
Provides early intervention screenings and services to young children with disabilities residing
in the Beaver Run and Pemberton Elementary Schools
Specialized instruction, speech language therapy, occupational therapy, audiology and physical
therapy services by certified professionals as specified in the IEP of eligible students
Offers specialized parent training sessions to JC participants
Offers professional development to JC partnership agency staff members
Provides consultation and information to JC families about adult education opportunities
Affords a streamlined registration and enrollment process for parents enrolled in the JC program
Provides space and associated services (i.e. utilities, waste removal, custodial and etc.) for the
Head Start class at the WELC
Ensures that the Head Start classroom and playground space meet the MSDE child Care Center
regulations
Makes available to the all family support and medical/dental services provided by and/or
coordinated by the WELC to the Head Start children and their families
Allows for the designation of representatives from Infants and Toddlers, Child Find, Office of
School Improvement, Department of Special Education, Beaver Run Elementary, Pemberton
Elementary School, Early Childhood Education and the Adult Education programs to attend Judy
Center Steering Committee Meetings
Wicomico Partnership for Families and Children (Local Management Board)
o Ensures that a comprehensive system of services covering the entire continuum of care from
prevention to crisis intervention is available to all families in the Judy Center Partnership;
Designates representation on the Judy Center Steering Committee to share available resources for
families
Wor-Wic Community College’s Jordan Center
o Provide preschool, before and/or after school services to children in the Beaver Run and
Pemberton catchment area; post monthly training calendars to inform parents of training
opportunities offered by the JC partnership; MSDE accredited; designate representation to Judy
Center Steering Committee meeting
Maryland Wraparound Services (New Transitions)
o Provides a team based approach for families that is highly responsive, family driven, youth guided
and unique to every family; provides care coordination to youth and their families using the
wraparound principles.
Chesapeake College
o Offer in-kind ABE, GED, EDP and ESL classes to parents of JC children; provide parent
information for extended services through the JC Partnership; designate representation to Judy
Center Steering Committee
University of Maryland Extension
o Provide in-kind science, literacy and math integrated activities for students attending the
Wicomico Early Learning Center; designate representation to Judy Center Steering Committee
meeting
80
Friends of the Judy Center:
Barnes and Noble Bookstore
o Provide story time activities for JC children and their families; donates and sells books at
discounted prices to the WELC; does fundraising for the Wicomico Early Learning Center
Corner Campus Child Care Center
o Provide preschool, before and/or after school services to children in the Pemberton catchment
area; post monthly training calendars to inform parents of training opportunities offered by the JC
partnership; designate representation to Judy Center Steering Committee meeting
Munchkinland Family Child Care Center
o Provide preschool, before and/or after school services to children in the Beaver Run and
Pemberton catchment area; post monthly training calendars to inform parents of training
opportunities offered by the JC partnership; designate representation to Judy Center Steering
Committee meeting
81
Item
Provide the frequency that the
Partnership meets & how it is
often enough to meet the
needs of the Judy Center.
Describe satisfaction surveys
that are used and briefly
describe their results. Include
how you have responded to
the survey results, e.g.,
changes you are making as a
result of findings.
Describe publicity the Judy
Center has received in the past
year.
Describe how the Judy Center
staff participates in the
mission of its partner
agencies, organizations and
businesses, and is recognized
as an early childhood leader in
the community.
Description
The partnership meets the second Friday of each month for one hour
and thirty minutes The agenda is created with partner input and is
distributed for review at least one week before the meeting. The
frequency of meetings has been often enough as we have been able to
cover the items included on the agenda and meet expected outcomes.
The partnership has created and uses an evaluation instrument
designed to assess the varying partnership activities. All partnership
agencies use this same tool to compile, analyze and compare results.
We provide opportunities for families to give feedback and
suggestive comments about programming options. Surveys are
completed at the end of each event and/or session. Based on the
information received, overall, participants indicate we are providing
high quality services. The most frequent request is for the
partnership to offer more opportunities.
The partnership continues to be an example showcased county and
state-wide. Teachers in the partnership travel in and out of state
providing peers in-service on Developmentally Appropriate Practice.
The Wicomico County Teacher of the Year for the 2014-2015 school
year is a partnership pre-kindergarten teacher.
The Judy Center staff is active in the community and serves on
several community advisory councils and boards. The Program
Supervisor, Judy Center Coordinator and/or Program Manager serve
on the following committees:
 Head Start Education Advisory Committee
 Eastern Shore Regional Network
 Lower Shore Child Care Resource Center
 Lower Shore Early Intervention Program
 Local Interagency Coordinating Council
 SHORE UP!, Inc. Special Education Council
 Wicomico Early Childhood Council (Coordinator and CoCoordinator)
82
Narrative: Please provide any other information in addition to the above that describes how you are
meeting the requirements of Component XII – Judy Center Partnerships/Leadership. Please provide the
grant reviewers with adequate information to determine if you are meeting the requirements of this
Component but limit your narrative to the space below. Bullets are acceptable.






MSDE Race to the Top Grant, Teach for Maryland Consortium: Preparing Teachers to Teach in
High Poverty/High Minority Schools is in its third and final year with our partner, Salisbury
University. Teachers from the Wicomico Early Learning Center, Beaver Run Elementary School
and Pemberton Elementary School have participated in monthly professional development on
DECA, technology and arts integration, Developmentally Appropriate Practice (DAP) and book
studies on teaching and reaching children in high poverty/high minority schools.
Partnership schools continue to be the springboard for Developmentally Appropriate Practice and
early learning for the school system. Teachers in the partnership serve as mentor teachers to other
pre-kindergarten teachers throughout the county as well as provide professional development on
best practices for teaching young learners.
The Wicomico Early Childhood Council is chaired and co-chaired by the Judy Center Supervisor
and Coordinator respectively. The council developed a county-wide strategic plan to bolster
overall school readiness performance as measured by the Maryland Model for School Readiness
Program. Several of the council members are current members on the Judy Center Partnership.
The partnership continues to provide a co-teaching classroom at The Wicomico Early Learning
Center, one of the partnership schools. Students with IFSP’s/IEP’s who do not meet the income
eligibility requirement receive their services in a co-teaching classroom with their typically
developing peers.
All partnership schools, Beaver Run Elementary School, Pemberton Elementary School and the
Wicomico Early Learning Center are Professional Development Schools and partner with
Salisbury University for student interns. During the 2013-2014 school year partnership schools
have invited over 32 future educators into classrooms within their schools.
Three of the four trainers for the Kindergarten Readiness Assessment are Judy Center Steering
Committee Members.
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Partnership Survey Spring 2014
WCJC Partnership Survey 2014
(See Appendix for sample survey) N=12
1. Please list the clients you serve.
PreK4 full day (2), Salisbury Elementary School students and families (2), 0-5 Special Education, Clients
with mental and behavioral health issues; substance abuse issues, Wor Wic students and employees; Tri
county residents, Wicomico county residents, youth in schools and community; agricultural community;
nutrition education; natural resources education, teacher candidates and interns, Beaver Run and
Pemberton elementary schools, Childcare centers; Family providers; Public PreK; Nursery school
personnel.
2. What is the greatest benefit for your agency in its partnership with WCJC?
 Staying connected with those we serve
 Exchange of information
 Collaboration with public schools and local organizations to benefit families (3)
 The ability to place future teachers with master teaches in the three building and day care
providers
 Learning about programs, data, and people that work to improve outcomes
 Building professional relationships (2)
 Funding for programs and events (3)
 Parent and family opportunities
 Staying up to date with events and data
 Finding resources for families
 Outreach for nutrition educational needs
3. What would you consider to be the strengths of the WCJC partnership?
 A community of like-minded agencies discussing issues, identifying educational needs and
meeting those needs
 Diversity
 Monthly meetings (2)
 Great attendance at meetings
 Providing opportunities for families
 Collaboration and communication (5)
 Collecting and sharing data (2)
 Providing and showing evidence about how important early education is.
 The strong partnerships that have been created (7)
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4. What would you consider to be the weaknesses of the WCJC partnership?
 Nothing
 N/A (4)
 We are continuing to create new ways to reach families effectively in a time of advancing
technology
 There is little representation of partners within the private childcare provider communities
 Raising awareness to the outside community and our families about partnership
 Room for more partners who need the info WCJC provides
 Public recognition of WCJC to the community
 Need more publicity of what we do and more follow up
 Continuing struggle to engage parents
 Need to include Wicomico local management board and health department for health fairs and
prevention efforts
5. In reflecting on our partnership please list what you think we should continue doing as we work
together.
 Monthly meetings (2), smaller work groups, collaborative calendar
 Continue to report opportunities and successful outcomes
 Steering committee meetings (2), library programs, funding field trips
 Continue contact and communication outside of the monthly meetings
 Family outreach opportunities
 Making connections with outside agencies
 Coordination of activities, sharing ideas, using Salisbury University students
 Free exchange of information
 Support activity
 N/A (2)
6. In reflecting on our partnerships please list what you think we should discontinue.
 Nothing
 N/A (10)
 N/A Very well organized and efficient
7. On a scale of 1-4, with 4 being the highest, how knowledgeable is the community about WCJC
services?
1. Not knowledgeable (1)
2. Have heard of WCJC (5)
3. Know something about WCJC (4)
4. Very knowledgeable (1)
N/A (1)
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8. On a scale of 1-4, with 4 being the highest, how knowledgeable are the parents/families about
WCJC services?
1. Not knowledgeable (1)
2. Have heard of WCJC (5)
3. Know something about WCJC (3)
4. Very knowledgeable (2)
*N/A (1)
9. On a scale of 1-4, with 4 being the highest, how satisfied are the parents/families with WCJC
services?
1. Not satisfied
2. Somewhat satisfied (1)
3. Satisfied (3)
4. Very Satisfied (5)
* Unsure (2)
* N/A (1)
10. As we continue to work together please offer suggestions, concerns, positive messages or
improvements that you have no noted previously as you responded to this survey.
 Take 10 minutes at each meeting to highlight a partner to explain what they do.
 Continue to partner and collaborate
 WCJC is a very important agency that offers appropriate services to areas of need in the county
 Thank You
 We are excited to continue and expand our partnership
 We only serve a few children in the catchment area. Possibly extend invitations to all 4-5 year
olds to help parents become more aware and participate in events
 Increase partnership possibilities with privately owned or run child care facilities, a ‘care in
place’ relationship with oversight by WCJC staff could offer opportunities for centers/providers
to remain in business, broaden the number of families served and provide single location sibling
care with wrap around extended care.
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CONCLUSION
As an Associate Professor in the Teacher Education Department at Salisbury University, there is a
major sense of satisfaction to work with the Judy Center in Wicomico County. I am confident is sending the
Pre-Service teachers into classrooms with the knowledgeable mentors found working within the WCJC. I know
that the best practices that I share with my students are supported and showcased in the local classrooms. Our
partnership is invaluable. We all work together to provide the best environment for these little children in unique
circumstances. Not only are the academics addressed through a child-centered lens, supported within learning
centers and through play, there is also specific attention to the whole child. I am confident that the emotional,
social and physical growth of each little person is valued and considered important, working in tandem with
cognition and the academic areas presented to the children. Their scores reflect this. We worry about their not
meeting the goal of 99%, 100% or even 92%, but if we reflect on the realization of what this means and how
high this percentage actually is we must understand how far this WCJC has come and how the baseline in most
areas is now above the 90th percentile. Impressive to say the least!
It is this county, and specifically the climate within the Judy Center, that has nurtured and encouraged
Lauren Monroe, the 2014 Wicomico County Teacher of the Year, to flourish and grow in her profession. I have
watched her bloom from an undergraduate in my SU classes to a beginning teacher, and still marvel as she
continues to develop a deep understanding of teaching our children in culturally diverse settings. I know she is
a great teacher, one of the best I have ever met. I am truly disappointed that she was not recognized as a finalist
for the 2014 Maryland Teacher of the Year. I visit many teachers, many schools and work with many
professionals across the USA. I would hold Ms. Monroe’s expertise in the field against anyone with whom I
have worked. It would have been such a boost for the county, for the Judy Centers across Maryland and for
early childhood education in general had she been chosen as a finalist. Additionally it would have given me
confidence in the system, knowing that the committee could recognize excellence in teaching. Lauren embodies
EXCLLENCE in TEACHING. She had the credentials, the passion and the expertise to be the 2014 Maryland
Teacher of the Year. I expect Lauren to continue her professional journey. She is destined for greatness.
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RECOMMENDATIONS

My first recommendation is to look closely at the new science expectations in the new
Kindergarten Readiness Assessment. I know these children can master them. Teachers need
to pay close attention to the language used in the new assessment and match it to the
experiences given to the children to insure their connection between the activity and the
evaluation.

The goal for 2014-15 is: The percentage of kindergartners fully ready for school will be 2
points above the Fall 2014 baseline composite as measured by the Kindergarten Readiness
Assessment (KRA). This is a reasonable goal. Continue with the family events, schoolwide themes, hands-on and engaging child-centered activities, and collaboration across the
schools to share ideas, maintain enthusiasm, and to build a community of professional
learners within the WCJC teachers/assistants.

Math is an ongoing area of importance. Continue to offer manipulatives, actively engaging
activities and personal connections to make math relevant to the children.

It is always important to continue to read orally to the children. Many come to school with
little exposure to literature and not understanding its thrill as well as its importance.
Teachers should model with Think-alouds, teaching the children how to “make movies in
their heads” as they listen to the stories and build comprehension. This can be done
playfully through the dramatics of the teachers and through adding the arts to further create
understanding. I am aware that these instruments are already in place but remember to
continue with these activities and strategies.

It is exciting to know that most of these children are encouraged to write freely. Most of the
teachers have participated in the Kid Writing workshops. I encourage all teachers to
embrace this model, allowing free writing on a daily basis. Watching the children grow as
they grasp the meaning of the written word is a fulfilling and heartwarming experience for
both the child and the teacher. It gives the child a voice and power and helps to keep her
invested in the educational journey.

Remember that even though the children are doing well we must not take that for granted.
All of your hard work is paying off but this work must continue and the level of investment
should remain high. It is not easy to maintain such high standards when children begin with
different areas of strengths and needs. Celebrate their strengths; build on these, and work
with each child to fill in the gaps. You are a model program. I know you will continue to
provide your outstanding services to the children in the Judy Center.
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Appendix: Partner Survey
WCJC Partnership Survey 2014
1. Please list the clients you serve.
2. What is the greatest benefit for your agency in its partnership with WCJC?
3. What would you consider to be the strengths of the WCJC partnership?
4. What would you consider to be the weaknesses of the WCJC partnership?
5. In reflecting on our partnership please list what you think we should continue doing as
we work together.
6. In reflecting on our partnership please list what you think we should discontinue.
7. On a scale of 1-4, with 4 being the highest, how knowledgeable is the
community about WCJC services?
1.
2.
3.
4.
Not knowledgeable
Have heard of WCJC
Know something about WCJC
Very knowledgeable about WCJC
8. On a scale of 1-4, with 4 being the highest, how knowledgeable are the
parents/families about WCJC services?
1.
2.
3.
4.
Not knowledgeable
Have heard of WCJC
Know something about WCJC
Very knowledgeable about WCJC
9. On a scale of 1-4, with 4 being the highest, how satisfied are the
parents/families with WCJC services?
1.
2.
3.
4.
Not satisfied
Somewhat satisfied
Satisfied
Very Satisfied
10. As we continue to work together please offer suggestions, concerns, positive messages or
improvements that you have not noted previously as you responded to this survey.
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90
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