Major accident involving a motorcycle and a car on College Ave in front of Super Fresh. Several police and firefighters are on the scene. Injures are unknown at this time.
More to come....
DelMarVa's Premier Source for News, Opinion, Analysis, and Human Interest Contact Publisher Joe Albero at alberobutzo@wmconnect.com or 410-430-5349
Saturday, October 16, 2010
Large House Fire in Salisbury
Very large house fire on the corner of Lincoln Ave and South Division Street. The fire has expanded to a second building. All of Salisbury's Fire Departments are on the scene. Neighboring Fire Departments are covering the Salisbury area.
More to come.....
More to come.....
Not So Golden Years: Rise In Capital Gains And Dividends Tax Would Hit Seniors Hard
The baby boomers' nest egg will soon start to crack if the Bush tax cuts are allowed to expire.
Retired seniors could be among the hardest hit by the failure to extend Bush-era tax cuts on Jan. 1 since they rely most on investments and savings
Lawmakers have been warning for months about the income-tax consequences for working families, including penalties on marriage and a reduction in child tax credits.
Retired seniors could be among the hardest hit by the failure to extend Bush-era tax cuts on Jan. 1 since they rely most on investments and savings
Lawmakers have been warning for months about the income-tax consequences for working families, including penalties on marriage and a reduction in child tax credits.
But those living off investment income would see not only their 401(k) and savings accounts taxed at higher income rates, but also dividends and capital gains skimmed deeper and deeper by the federal government.
Studies of IRS data put out by The Tax Foundation show seniors over 65 earn more from dividends and capital gains than any other age group -- more than $77 billion in dividends and more than $150 billion in capital gains in 2008.That means for retired workers, every penny is that much more valuable. Investment income typically supplements Social Security, or vice versa, and tax analysts say that if the Bush tax cuts expire, it could mean thousands of dollars less every golden year
.
Pete Sepp, executive vice president at the National Taxpayers Union, called it a "serious tax squeeze" for retirees."A lot of them still have money in things like traditional mutual funds," he said.
GO HERE to read more.
Dual Rainbow Shines Upon 3rd Friday Event
Apply Now For A Seasonal Job
If you're looking to pick up some extra cash this holiday season, around $10.60 an hour, the time to apply for a seasonal job is now. Stores are already putting out the Christmas Creep so managers are already thinking about staffing. Here's a few things you can do to make yourself stand out from the competition, which is expected to be fiercer than ever:
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Second Safe-Streets Anti-Crime Legislation Public Dialogue
Second Safe-Streets Anti-Crime Legislation Public Dialogue
to Air on PAC14 Friday and Saturday
Thanks to involved citizens, a taping of the second public dialogue on the 2010 Safe Streets Neighborhood Legislative package, held at First Station 16 Headquarters on Cypress Street October 12, will air on cable channel PAC14 this Saturday, October 16 at 2:20 p.m. and Tuesday, October 19 at 7:56 p.m. Additional dates for the 3-hour 4-minute meeting will soon be scheduled and will be found on the PAC14 programming schedule at http://www.pac14.org/.
The meeting was hosted by Council Members Debbie Campbell and Terry Cohen, who were joined by the city clerk, select department heads and Director of Gang Intelligence for the Maryland Department of Juvenile Services, Mark Bowen. As with the first such meeting to gather public input about the proposals, the house was full and spilled into the lobby. Although a show of hands indicated what Cohen referred to as “a nice mix” of homeowners, tenants and landlords, the majority of speakers had ties to the rental industry.
“With few exceptions, both meetings produced a respectful give and take,” Campbell noted. “We received many constructive comments between the two meetings that could lead to improvements in the legislation.”
Cohen started the meeting with a slide show that outlined the “bigger picture” of the Safe Streets initiative, what tasks it had already set in motion, and how the package proposed by Mayor Jim Ireton was only one portion under the Safe Streets “umbrella. Cohen had said at the outset that she did not envision the legislation remaining unchanged, but to date, Council President Smith has refused to place it on a work session agenda for the council to discuss, as it does other legislation.
Campbell and Cohen said they would put the audio recording of this second public dialogue on the website they share, http://www.onyoursidesby.blogspot.com/ next week, but that it is also available on CD from city clerk’s office, 410-548-3140, for $5, which covers the office’s cost of production. Sometime next week, the slideshow will also be on that website, as well as the City’s website, http://www.ci.salisbury.md.us/. The legislation proposals can be viewed on both websites as well.
Both council members expressed thanks to the public for their attendance; to the mayor, the administration and the city clerk for their availability at and support of the meetings, and to PAC14 for their assistance in making video recordings of the meeting available to the public.
Mexican Assassins Headed To Arizona
Drug smuggling gangs in Mexico have sent well-armed assassins, or "sicarios," into Arizona to locate and kill bandits who are ambushing and stealing loads of cocaine, marijuana and heroin headed to buyers in the United States, the Department of Homeland Security has warned Arizona law enforcement authorities.
In a memo sent in May and widely circulated since, the department said: "We just received information from a proven credible confidential source who reported that a meeting was held in Puerto Penasco in which every smuggling organization who utilizes the Vekol Valley was told to attend. This included rival groups within the Guzman cartel."
Joaquín Archivaldo Guzman Loera heads what formally is known as the Sinaloa Cartel, which smuggles multi-ton loads of cocaine from Colombia through Mexico to the United States. One of the most powerful and dangerous drug gangs in Mexico, it also is known as the Guzman cartel, which has been tied to the production, smuggling and distribution of Mexican marijuana and heroin and has established transshipment outlets in the United States.
The Vekol Valley is a widely-traveled drug smuggling corridor running across Interstate 8 between the Arizona towns of Casa Grande and Gila Bend, continuing north towards Phoenix. It gives drug smugglers the option of shipping their goods to California or to major cities both north and east.
The Homeland Security memo said a group of "15, very well equipped and armed sicarios complete with bullet proof vests" had been sent into the valley. It said the assassins would be disguised as "groups of 'simulated backpackers' carrying empty boxes covered with burlap into the Vekol Valley to draw out the bandits." Once identified, the memo said, "the sicarios will take out the bandits."
The federal government has posted signs along Interstate 8 in the Vekol Valley warning travelers the area is unsafe because of drug and alien smugglers, and the local sheriff says Mexican drug cartels now control some parts of the state.More here
In a memo sent in May and widely circulated since, the department said: "We just received information from a proven credible confidential source who reported that a meeting was held in Puerto Penasco in which every smuggling organization who utilizes the Vekol Valley was told to attend. This included rival groups within the Guzman cartel."
Joaquín Archivaldo Guzman Loera heads what formally is known as the Sinaloa Cartel, which smuggles multi-ton loads of cocaine from Colombia through Mexico to the United States. One of the most powerful and dangerous drug gangs in Mexico, it also is known as the Guzman cartel, which has been tied to the production, smuggling and distribution of Mexican marijuana and heroin and has established transshipment outlets in the United States.
The Vekol Valley is a widely-traveled drug smuggling corridor running across Interstate 8 between the Arizona towns of Casa Grande and Gila Bend, continuing north towards Phoenix. It gives drug smugglers the option of shipping their goods to California or to major cities both north and east.
The Homeland Security memo said a group of "15, very well equipped and armed sicarios complete with bullet proof vests" had been sent into the valley. It said the assassins would be disguised as "groups of 'simulated backpackers' carrying empty boxes covered with burlap into the Vekol Valley to draw out the bandits." Once identified, the memo said, "the sicarios will take out the bandits."
The federal government has posted signs along Interstate 8 in the Vekol Valley warning travelers the area is unsafe because of drug and alien smugglers, and the local sheriff says Mexican drug cartels now control some parts of the state.More here
FOP 10 For Beau Oglesby
It is very important that the citizens of Worcester County are made aware of the importance of electing Beau Oglesby as Worcester County State's Attorney. Beau will hold the criminals responsible for their actions instead of offering plea agreements to keep convictions rates appearing high. Beau is supported by all the local FOP lodges. These endorsements come from the working men and women in law enforcement, not administrators and friends that haven't been in a court room in years.
November 2nd is fast approaching. Please help to spread the word about Beau Oglesby. He is dedicated to making Worcester County a safer place to live. I imagine you have an extensive email list of contacts and friends. I would greatly appreciate any help you could provide in forwarding this message.
Joe Bushnell
Ocean City Fraternal Order of Police, Lodge 10
Executive Board Member
November 2nd is fast approaching. Please help to spread the word about Beau Oglesby. He is dedicated to making Worcester County a safer place to live. I imagine you have an extensive email list of contacts and friends. I would greatly appreciate any help you could provide in forwarding this message.
Joe Bushnell
Ocean City Fraternal Order of Police, Lodge 10
Executive Board Member
Crash-Rt. 13 Near Dagsboro Road
DATE & TIME: 10-15-10 @ 1859 hrs C C. CARD NUMBER: 1054009228
Driver # 1/ Veh. #1: Amanda Brooke Truitt
Seaford, DE
2002 Honda Civic
Charges: TA 21-901.1b – Negligent Driving
Driver # 2/ Veh # 2: Sungjin NMN Lee
Salisbury, MD
2010 Nissan Sentra
Driver # 3/ Veh # 3: William Severn Bradley 3rd
Salisbury, MD
2003 Nissan Pathfinder
LOCATION: S/B Rt 13 N/O Dagsboro Road
BRIEF RESUME: On the above date and time, troopers responded to the above address reference to a three vehicle property damage collision. Investigation revealed that all three vehicles were S/B on Rt 13 North of Dagsboro Rd. Vehicles 2 and 3 came to a stop due to traffic congestion. Vehicle 1 was traveling too closely and failed to stop in time to avoid collision with vehicle 2 subsequently, pushing vehicle 2 into vehicle 3.All occupants were wearing seatbelts at the time of the collision. All occupants were released at the scene. No alcohol was involved in the collision.
Driver # 1/ Veh. #1: Amanda Brooke Truitt
Seaford, DE
2002 Honda Civic
Charges: TA 21-901.1b – Negligent Driving
Driver # 2/ Veh # 2: Sungjin NMN Lee
Salisbury, MD
2010 Nissan Sentra
Driver # 3/ Veh # 3: William Severn Bradley 3rd
Salisbury, MD
2003 Nissan Pathfinder
LOCATION: S/B Rt 13 N/O Dagsboro Road
BRIEF RESUME: On the above date and time, troopers responded to the above address reference to a three vehicle property damage collision. Investigation revealed that all three vehicles were S/B on Rt 13 North of Dagsboro Rd. Vehicles 2 and 3 came to a stop due to traffic congestion. Vehicle 1 was traveling too closely and failed to stop in time to avoid collision with vehicle 2 subsequently, pushing vehicle 2 into vehicle 3.All occupants were wearing seatbelts at the time of the collision. All occupants were released at the scene. No alcohol was involved in the collision.
Salisbury Police Department Press Releases
On October 14, 2010 at approximately 4:34 pm, Officers of the Salisbury Police were on routine patrol on the eight (800) block of W. Isabella Street and observed the below listed suspects trespassing on property that had been posted against trespassing by the owner. The suspects were arrested and below listed suspect # 4 was found to be in possession of a smoking device containing suspected "crack"/cocaine residue.
ARRESTED #1: Willie (nmn) Frazier, Jr., 58 years of age
Salisbury, Maryland
ARRESTED #2: Robert Lee Kennedy, 58 years of age
Salisbury, Maryland
ARRESTED #3: Gorge Roosevelt Morris, 63 years of age
Salisbury, Maryland
ARRESTED #4: Raymond Harold Hitch, 60 years of age
Salisbury, Maryland
CHARGES (All): Trespassing
Additionally, suspect # 4 was charged with:
Possession of cocaine
Possession of cds/paraphernalia
On October 14, 2010 at approximately 6:56 pm, Officers of the Salisbury Police arrested the below listed suspect on a warrant received by Salisbury Detectives for a theft that occurred on October 12, 2010. On that date it was reported to the Salisbury Police that a victim had her wallet and credit card stolen from a local business. It was found that the below listed suspect then took the credit card and made several purchases at a store in the Salisbury area.
ARRESTED: Michael Jack Elliott, 31 years of age
Salisbury, Maryland
CHARGES: Theft (under $ 1000) (2 counts)
Theft (under $ 100)
Theft scheme (under $ 1000)
DISPOSITION: Released to Central Booking
CC # 201000040682
On October 14, 2010 at approximately 8:00 pm, Officers of the Salisbury Police were on routine patrol in the area of E. Church St. and Walston Avenue and conducted a traffic stop on a vehicle occupied by the below listed suspect for traffic violations. During the stop, the officer observed a quantity of suspected marijuana on the floor of the vehicle next to the below listed suspect.
ARRESTED: Alrise Kemora Walker, 19 years of age
Salisbury, Maryland
CHARGES: Possession of marijuana
Possession of cds/paraphernalia
DISPOSITION: Released to Central Booking
CC # 201000040992
On October 15, 2010 at approximately 12:18 am, Officers of the Salisbury Police received a call to respond to a residence on Alabama Avenue for the report of a domestic altercation. Upon arrival the officers met with an adult male victim who advised the officers that he had been involved in an argument with the below listed suspect. During the argument the suspect struck the victim several times in the neck area causing a minor injury. The injury did not require medical attention.
ARRESTED: Katherine Nicolle Fitzgerald, 21years of age
Salisbury, Maryland
CHARGES: Second degree assault
DISPOSITION: Released to Central Booking
CC # 201000041048
On October 15, 2010 at approximately 2:05 am, Officers of the Salisbury Police were on routine patrol in the area of the WaWa Store on South Salisbury Boulevard. The officers entered the store parking lot and were verbally assaulted by below listed suspect # 1. The officers avoided the suspect who pursued the officers and continued to verbally harass the officers. As the officers attempted to calm the suspect, the suspect became disorderly and was ordered from the property by the store management. The suspect refused to leave the parking lot and continued to yell profanities resulting in his arrest. During the arrest of suspect # 1, suspect # 2 attempted to intervene and interfered with the officers as the officers arrested the first suspect.
ARRESTED #1: Brandon Tewordros Stamps, 23 years of age
Willards, Maryland
CHARGES: Trespassing
Disorderly Conduct
Failure to obey a lawful order
Second degree assault
Resisting arrest
ARRESTED #2: Aaron Corday Sadberry, 25 years of age
Pittsville, Maryland
CHARGES: Interfered with lawful arrest
DISPOSITION: Both released to Central Booking
CC # 201000041059
ARRESTED #1: Willie (nmn) Frazier, Jr., 58 years of age
Salisbury, Maryland
ARRESTED #2: Robert Lee Kennedy, 58 years of age
Salisbury, Maryland
ARRESTED #3: Gorge Roosevelt Morris, 63 years of age
Salisbury, Maryland
ARRESTED #4: Raymond Harold Hitch, 60 years of age
Salisbury, Maryland
CHARGES (All): Trespassing
Additionally, suspect # 4 was charged with:
Possession of cocaine
Possession of cds/paraphernalia
On October 14, 2010 at approximately 6:56 pm, Officers of the Salisbury Police arrested the below listed suspect on a warrant received by Salisbury Detectives for a theft that occurred on October 12, 2010. On that date it was reported to the Salisbury Police that a victim had her wallet and credit card stolen from a local business. It was found that the below listed suspect then took the credit card and made several purchases at a store in the Salisbury area.
ARRESTED: Michael Jack Elliott, 31 years of age
Salisbury, Maryland
CHARGES: Theft (under $ 1000) (2 counts)
Theft (under $ 100)
Theft scheme (under $ 1000)
DISPOSITION: Released to Central Booking
CC # 201000040682
On October 14, 2010 at approximately 8:00 pm, Officers of the Salisbury Police were on routine patrol in the area of E. Church St. and Walston Avenue and conducted a traffic stop on a vehicle occupied by the below listed suspect for traffic violations. During the stop, the officer observed a quantity of suspected marijuana on the floor of the vehicle next to the below listed suspect.
ARRESTED: Alrise Kemora Walker, 19 years of age
Salisbury, Maryland
CHARGES: Possession of marijuana
Possession of cds/paraphernalia
DISPOSITION: Released to Central Booking
CC # 201000040992
On October 15, 2010 at approximately 12:18 am, Officers of the Salisbury Police received a call to respond to a residence on Alabama Avenue for the report of a domestic altercation. Upon arrival the officers met with an adult male victim who advised the officers that he had been involved in an argument with the below listed suspect. During the argument the suspect struck the victim several times in the neck area causing a minor injury. The injury did not require medical attention.
ARRESTED: Katherine Nicolle Fitzgerald, 21years of age
Salisbury, Maryland
CHARGES: Second degree assault
DISPOSITION: Released to Central Booking
CC # 201000041048
On October 15, 2010 at approximately 2:05 am, Officers of the Salisbury Police were on routine patrol in the area of the WaWa Store on South Salisbury Boulevard. The officers entered the store parking lot and were verbally assaulted by below listed suspect # 1. The officers avoided the suspect who pursued the officers and continued to verbally harass the officers. As the officers attempted to calm the suspect, the suspect became disorderly and was ordered from the property by the store management. The suspect refused to leave the parking lot and continued to yell profanities resulting in his arrest. During the arrest of suspect # 1, suspect # 2 attempted to intervene and interfered with the officers as the officers arrested the first suspect.
ARRESTED #1: Brandon Tewordros Stamps, 23 years of age
Willards, Maryland
CHARGES: Trespassing
Disorderly Conduct
Failure to obey a lawful order
Second degree assault
Resisting arrest
ARRESTED #2: Aaron Corday Sadberry, 25 years of age
Pittsville, Maryland
CHARGES: Interfered with lawful arrest
DISPOSITION: Both released to Central Booking
CC # 201000041059
Ten Rules For A Happy Marriage:Understanding Women
Ten Rules for a Happy Marriage:Understanding Women
- The woman always makes the rules
- These rules are subject to change without notice
- No man can possibly know all the rules
- The woman is never wrong
- If it appears the woman is wrong, it is because of a flagrant misunderstanding caused by something the man did or said
- The man must apologise immediately for causing the misunderstanding
- The woman can change her mind at any time
- The man must never change his mind without the proper consent of the woman
- The man must read the mind of the w oman at all times
- At all times, what is important is what the woman meant, not what she said.
The Secret of Marriage - Understanding Men
- Because I'm a man, when I lock my keys in the car, I will fiddle with a coat hanger long after hypothermia has set in. Calling a garage is not an option. I will win.
- Because I'm a man, when the car isn't running very well, I will pop the hood and stare at the engine as if I know what I'm looking at. If another man shows up, one of us will say to the ot her, 'I used to be able to fix these things, but now with all these computers and everything, I wouldn't know where to start.' We will then drink a couple of beers and break wind, as a form of Holy Communion.
- Because I'm a man, when I catch a cold, I need someone to bring me soup and take care of me while I lie in bed and moan. You're a woman. You never get as sick as I do, so for you, this is no problem.
- Because I'm a man, I can be relied upon to purchase basic groceries at the store, like milk or bread. I cannot be expected to find exotic items like "cumin" or "tofu." Fo r all I know, these are the same thing.
- Because I'm a man, when one of our appliances stops working, I will insist on taking it apart, despite evidence that this will just cost me twice as much once the repair person gets here and has to put it back together.
- Because I'm a man, I must hold the television remote control in my hand while I watch TV. If the thing has been misplaced, I may miss a whole show looking for it, though one time I was able to survive by holding a calculator instead (applies to engineers only).
- Because I'm a man, you don't have to ask me if I liked the movie. Chances are, if you're crying at the end of it, I didn't . . . and if you are feeling amorous afterwards ... then I will certainly at least remember the name and recommend it to others.
- Because I'm a man, I think what you're wearing is fine. I thought what you were wearing five minutes ago was fine, too. Either pair of shoes is fine. With the belt or without it, looks fine.. It does not make your rear look too big. It was the pasta and potatoes and Margaritas that did that. Your hair is fine. You look fine. Can we just go now?
- Because I'm a man, and this is after all, the year 2009, I will share equally in the housework. You just do the laundry, the cooking, the cleaning, the vacuuming, and the dishes, and I'll do the rest; like wandering around in the garden with a beer, wondering what to do.
Hilarious Advice On How To Look After Your Husband
This advice was allegedly in a Home Economics textbook.∞
Have his dinner ready. Plan the night before to have a delicious meal ready for him on time. This will let him know that you've been thinking of him and concerned about his needs. Most men are hungry when they come home and the thought of a good meal is part of the warm welcome he needs.Make yourself look nice. Take a 15 minutes rest so that you will be refreshed when he arrives home. Touch up your make-up and put a pink ribbon in your hair. Don't forget he has just been with a lot of work-weary people, so he will need you to look fresh. Be gay and interesting, as his boring day will need a lift.Clear away the clutter around the house. Make one last trip through the main part of the house just before your husband arrives home and gather up school books, toys, paper, etc. Run a duster over the tables. Then, when he arrives home, your husband will feel he has reached a haven of rest and order. It will give you a lift too.Prepare the children. Take a few minutes to wash their hands and faces, comb their hair and if necessary, change their clothes. They are little treasures and he would like to see them playing the part.Minimise all noise. As soon as he arrives home, turn off the washer, dryer, dishwasher and vacuum. Encourage the children to be quiet. Be happy to see him. Greet him with a warm smile and look glad to see him.Don't greet h im with problems and don't complain if he is late for dinner. Count this as minor compared to what he might have gone through that day. So make him comfortable. Have him lean back in his armchair or suggest that he lie down in the bedroom. Have a cool drink ready for him. Arrange his pillow and offer to take off his shoes. Speak in a low, soft, soothing and pleasant voice. Allow him to relax and unwind. Listen to him. You may have a dozen things to tell him, but the moment of his arrival is not the time. Let him talk first.Make the evening his. Never complain if he does not take you out to dinner or other pleasant entertainment. Instead try to understand his world of strain and pressure, his need to unwind and relax. Your goal is to try to make your home a place of peace a nd order where your husband can relax in body and spirit.
Q&A On The Magnet Program And High Performing Learners (October 2010)
1. What were the qualifying factors for students entering Magnet this year?
The entrance criteria expanded from 3 to 7 factors, and the school system raised standards from 85th percentile to 90th percentile, and followed entry criteria closely in admitting students to the Magnet Program. We used math GPA, Math Benchmark averages, Math Cumulative Final, Reading GPA, Reading Benchmark Averages, Leveled Reading Passages, and Gates-MacGinitie Reading Assessment. We were looking for a 90+% in either reading or math cumulative and an 80+% in the supporting area. We also added additional mid-program assessments, inviting an additional 12 students to join the Magnet Program for Fall '10. We are progressing towards a more scientifically defensible entry standard.
Total NSS PES
The Magnet Program currently serves: 3rd Grade 97 69 28
4th Grade 173 107 66
5th Grade 145 83 62
Total 415 259 156
Students invited to the Magnet Program for grade 3: 148 102 46
The following number of students accepted that invitation: 97 69 28
The 65.5% portion accepting the invitation is virtually identical to the 65% accepting in previous years.
We have reviewed the population of potential students multiple times and feel confident that we have invited everyone who qualified and would benefit from the Magnet Program on the basis of the data from last spring. However, we continue to watch current students for characteristics of Magnet Program potential and will move students in or out as appropriate as has been done in the past.
2. What has changed in Magnet?
We added four data points to the entry criteria, raised the entry standards from 85% to 90%, and increased the level to which we held to those criteria. The curriculum, instruction, support staff, most teachers, and most administrators remain the same.
3. What portion of Magnet Program students qualified in the past?
In reviewing student record data and in interviews on professional observations with various professional staff involved with the Magnet Program, it was determined that from 30 – 80% of students participating in the Magnet Program did not qualify under the published standards for the program. These data points come from either test data or staff observations of students in the program and how instruction had to be adjusted to match the abilities of some students.
4. Were the factors of ELL, FARMS and race used in addition to the seven data points to determine which students would be invited to full-time Magnet in the July 9th mailing?
We did not use ELL, FARMS, or race in deciding who was invited into the Magnet Program.
5. Are there fewer minority students in the Magnet Program this year, even though the stated goal specifically sought to have the "populations in specialized classes [to be] representative of WCBOE student population?"
There are slightly fewer minority students this year. We have to make difficult choices. One of those choices was whether to focus on increasing rigor and consistency or on increasing under-represented groups of students. We chose to identify for the Magnet Program students who would be most likely to benefit from the increased rigor, consistency, pace and workload of the Magnet Program and other similar programs.
6. Were people who were appealing their lack of an invitation to participate in the Magnet Program treated respectfully?
We have worked closely with all of the staff working on this project and have monitored the activities going on with the appeals. We have personally walked by the window in the door of the conference room numerous times during these meetings. We have participated in some of the meetings. At no time during this process have we observed any staff member treat a family member or student in a rude, disrespectful, or inappropriate manner. They have always been highly professional, courteous, and seeking of information that might assist in making the very best decision possible for the student.
7. What commitment do we make to our top learners?
We have emphasized with all teachers – in all schools and all grades – the importance of meeting the needs of students of all levels with direct explicit instruction. We can and do make the commitment that we will do our best to provide them with learning opportunities that allow them to make the most of their skills and abilities. We will do this for all students to the very best degree possible in light of the extremely difficult financial challenges we face. Public schools are measured by the yardstick of how our various sub-groups do on tests and are funded to address shortcomings in challenge areas such as students with handicaps, students who don't speak English in the home, or students who don't have an adequate level of family income or support. When we say all students, we mean all students. A teacher who has 60 minutes to spend on reading must spend approximately equal amounts of time working with students who are working toward level, on level and above level. This is part of an ongoing effort to ensure that the needs of all students are met, and that the needs of high performing learners are met whether they are in a more homogeneous grouping such as a Magnet classroom or heterogeneous grouping in another school classroom. We have assertively stated that it's not acceptable for a teacher to spend most of their classroom time with any particular group and give the high performing students (or any other sub-group) a worksheet and a book and cut them out of direct explicit instruction. The teacher is to secure the specialist or instructional support services needed to get the lowest performing students up to No Child Left Behind (NCLB) proficiency standards and to assist the high performing learners to make the most of their skills, too. We have excellent teachers and they can do this. All of us must support them in this endeavor.
8. The school system talked about partial placement in the Magnet Program. What has happened with that?
Partial placement in the Magnet Program, which has been done with a few students during the course of the school year in the past, was considered on a broader scale this summer to provide more students with the opportunity to attend the Magnet Program in a subject in which they excel. For example, a student who qualified for Magnet on Math but not reading could attend the Magnet Program for Math and all other subjects except reading, which would be taken in the home school program at the school at which the Magnet Center is located. While partial placement is not being used this year, it has been successful for some students in the past. Students who qualified for partial placement were admitted to the Magnet Program for 2010-11, and their performance will be reviewed at the end of the first marking period to ensure that the program is the right fit.
9. Can a student meet the eligibility requirements for TAD but not Magnet?
The school system is reviewing how Wicomico County students are served by the Magnet and TAD (Thinking and Doing) programs. Though many students are served by both programs, the criteria for the Magnet Program and TAD (a program for Gifted and Talented students) are different. The Magnet Program is designed for students who are high performing, while the TAD program is designed for students who are gifted, a measure of potential rather than performance. The Magnet Program is offered at the Magnet Centers at North Salisbury Elementary and Pemberton Elementary, while TAD classes are provided for each elementary school with eligible students in grades 3-5.
The TAD teachers screen all third grade students starting with the data points used for entry into the Magnet Program except for the WCBOE Math Cumulative Assessment and the Leveled Reading Passages. Students must meet at least 4 out of the 5 following criteria: 85% or higher on reading Benchmark (average of all 2nd grade benchmarks), 85% or higher on math Benchmark (average of all 2nd grade benchmarks), 3.5 or above GPA in reading, 3.5 or above GPA in math, 85% or higher on the Gates-MacGinitie Reading Test, the students were administered the TCS, or Test of Cognitive Skills, by the TAD teachers.
In the Magnet Program sites, where all students meet the criteria, all third graders are tested for TAD. In other schools, students who met the criteria for TAD testing are given the TCS with parental consent. Students scoring a Cognitive Skills Index of 125 or higher are invited to participate in the TAD program. A Cognitive Skills score of 125 or higher indicates that a student has the potential to benefit from TAD, an enrichment program for students identified as gifted learners. In TAD, students work in small groups to develop their critical and creative thinking skills through extended, in-depth real-world problem solving experiences. TAD is a pullout program in which students meet with a teacher once in a cycle for two hours.
Wicomico students in grades four and five who have not previously been enrolled in TAD are tested for TAD if they meet at least 5 out of the 7 following criteria: 85% or higher on reading benchmarks (average of all 3rd or 4th grade benchmarks), 85% or higher on math benchmarks (average of all 3rd or 4th grade benchmarks), 3.5 or above GPA in reading, 3.5 or above GPA in math, Advanced on Reading MSA, Advanced on Math MSA, Lexile 90% or higher. Parent consent to test is acquired and students are administered the TCS, or Test of Cognitive Skills, by the TAD teachers. Students scoring a Cognitive Skills Index of 125 or higher are invited to participate in the TAD program.
10.A. Do you plan to make changes to the starting and ending times of the Magnet school day?
No. However, we regularly review the starting and ending times of all schools and programs for effective instruction and for operational efficiency. We are reviewing the starting and ending times of the entire set of elementary, middle, and high school groups of schools to maximize learning and minimize support costs such as transportation, extra supervision, and the like. One of the key goals is to see if there are more efficient ways to use our current student transportation services and reduce the amount of extra transportation time that students in the Magnet Program have to endure to participate in the program without increasing costs.
10.B. Would additional expenses be incurred if the school system made changes to transportation?
Our goal is to reduce transportation and other non-instructional costs.
11. Why was there staff turnover this year?
At the North Salisbury Elementary Magnet Program, three teachers retired and two transferred to other schools. One position (grade 5M) was filled by school transfer, another position (3M) became a North Salisbury home school position due to enrollment changes, and three teachers (4M) were hired through the application process. At Pemberton Elementary in the Magnet Program, one Magnet teacher transferred to a TAD position and one transferred to a reading intervention teacher position at North Salisbury through Title I. The vacant positions at Pemberton (5M and 4M) were covered through school transfers and the opening in grade 1 that resulted from the staffing shifts was filled through the application process. At both schools, with fewer students in third grade, one less 3M teacher was needed this year, and the excess teacher FTEs were reallocated elsewhere in elementary. No transfers or other adjustments are planned for this year.
12. Why were three key administrators, Lee Powell, Scott Thorpe, and Dave Harris, reassigned?
We take transfers very seriously. Transfers are the way we match the needs of the program or school to the skills of the administrator. There are many factors we consider when transferring any employee, with one goal in mind - school betterment.
13. What professional development will enable teachers to meet the needs of those High Performing Learners who are learning in the traditional classroom? How does one become equipped to teach highly-able learners?
The teachers will be working on their on-going staff development activities, Professional Learning Communities, and instruction surrounding various aspects of differentiation. Principals select teachers for High Performing Learners on the basis of skill and interest. Many have a personal interest and take classes and workshops to prepare. Currently and in the past, 35% of our students invited to participate in the Magnet Program choose not to participate, staying in their home attendance area. They test out at a level that is not statistically significantly different than the students who accept participation in the Magnet Program. Data would suggest that these teachers, support staff, and administrators are doing a satisfactory job of helping these children learn.
14. How are we accountable for the money expended on behalf of learners with special education needs and/or at-risk conditions and who have yet to make adequate progress?
While most of our students with Special Needs perform at or above the proficient level, our obligation is to help every student achieve at or above the proficient level. In fact, all students (including students with Special Needs) who qualified with credits, grades, and community service hours passed the (new in 2009) High School Assessment (HSA) requirements in both 2009 & 2010. We are deeply concerned about those who are struggling and are revising curricula and services to address those concerns. We are also accountable via annual, quarterly, and monthly financial audits as well as regular in-depth educational audits of program services and procedural regulations. These have regularly been clean and we are working to keep them that way. We are deeply concerned about the challenges of the No Child Left Behind legislation as it ratchets up to the goal of 100% proficiency in 2014. Our students with special needs require extra care and we will do it to the degree possible within the regulations and our finances.
15. What is the status of the High Performing Learners Committee?
The Superintendent's Advisory Committee on High Performing Learners (HPL) will meet at least once or twice (possibly more as needed) this fall. A meeting was held Thursday, Oct. 14.
16. Will the committee continue to work on the original goals?
Yes. The HPL committee will continue for a short time, as the tasks needed now are more detailed and not as well suited for a group the size of the HPL team. The focus of the committee will be to review the criteria for admission. It will also look into other possible assessments that could assist us in the identification of students for the Magnet Program.
17. Is the school system planning to eliminate the Magnet Program?
There is no intention nor plan to drop the Magnet Program. Rather, there is an interest in increasing the spectrum of high performing student services that we offer within budget constraints in areas such as science, technology, fine arts, language, business, and the like.
18. What are the next steps?
This year we plan to review the entry criteria (Maryland is moving towards using CogAT [Cognitive Abilities Test] and we might benefit from considering it), and review scheduling (work towards getting Magnet on the same schedule as elementary). We anticipate having one or two large group meetings of the Superintendent's Advisory Committee on Addressing the Needs of High Performing Learners and doing most of the work in our smaller focused teams. The first meeting is scheduled for 7 p.m. Thursday, Oct. 14. We'll consider class size guidelines (we're facing very difficult funding in the next few years), and analyze transportation to see what might be done within the existing budget to improve delivery time and reduce student bus ride concerns. We will continue to analyze how high performing learners in grades 3-5 are served throughout the county, with the goal of ensuring that all high performing learners receive instruction at their level whether they participate in Magnet or attend their home school.
The entrance criteria expanded from 3 to 7 factors, and the school system raised standards from 85th percentile to 90th percentile, and followed entry criteria closely in admitting students to the Magnet Program. We used math GPA, Math Benchmark averages, Math Cumulative Final, Reading GPA, Reading Benchmark Averages, Leveled Reading Passages, and Gates-MacGinitie Reading Assessment. We were looking for a 90+% in either reading or math cumulative and an 80+% in the supporting area. We also added additional mid-program assessments, inviting an additional 12 students to join the Magnet Program for Fall '10. We are progressing towards a more scientifically defensible entry standard.
Total NSS PES
The Magnet Program currently serves: 3rd Grade 97 69 28
4th Grade 173 107 66
5th Grade 145 83 62
Total 415 259 156
Students invited to the Magnet Program for grade 3: 148 102 46
The following number of students accepted that invitation: 97 69 28
The 65.5% portion accepting the invitation is virtually identical to the 65% accepting in previous years.
We have reviewed the population of potential students multiple times and feel confident that we have invited everyone who qualified and would benefit from the Magnet Program on the basis of the data from last spring. However, we continue to watch current students for characteristics of Magnet Program potential and will move students in or out as appropriate as has been done in the past.
2. What has changed in Magnet?
We added four data points to the entry criteria, raised the entry standards from 85% to 90%, and increased the level to which we held to those criteria. The curriculum, instruction, support staff, most teachers, and most administrators remain the same.
3. What portion of Magnet Program students qualified in the past?
In reviewing student record data and in interviews on professional observations with various professional staff involved with the Magnet Program, it was determined that from 30 – 80% of students participating in the Magnet Program did not qualify under the published standards for the program. These data points come from either test data or staff observations of students in the program and how instruction had to be adjusted to match the abilities of some students.
4. Were the factors of ELL, FARMS and race used in addition to the seven data points to determine which students would be invited to full-time Magnet in the July 9th mailing?
We did not use ELL, FARMS, or race in deciding who was invited into the Magnet Program.
5. Are there fewer minority students in the Magnet Program this year, even though the stated goal specifically sought to have the "populations in specialized classes [to be] representative of WCBOE student population?"
There are slightly fewer minority students this year. We have to make difficult choices. One of those choices was whether to focus on increasing rigor and consistency or on increasing under-represented groups of students. We chose to identify for the Magnet Program students who would be most likely to benefit from the increased rigor, consistency, pace and workload of the Magnet Program and other similar programs.
6. Were people who were appealing their lack of an invitation to participate in the Magnet Program treated respectfully?
We have worked closely with all of the staff working on this project and have monitored the activities going on with the appeals. We have personally walked by the window in the door of the conference room numerous times during these meetings. We have participated in some of the meetings. At no time during this process have we observed any staff member treat a family member or student in a rude, disrespectful, or inappropriate manner. They have always been highly professional, courteous, and seeking of information that might assist in making the very best decision possible for the student.
7. What commitment do we make to our top learners?
We have emphasized with all teachers – in all schools and all grades – the importance of meeting the needs of students of all levels with direct explicit instruction. We can and do make the commitment that we will do our best to provide them with learning opportunities that allow them to make the most of their skills and abilities. We will do this for all students to the very best degree possible in light of the extremely difficult financial challenges we face. Public schools are measured by the yardstick of how our various sub-groups do on tests and are funded to address shortcomings in challenge areas such as students with handicaps, students who don't speak English in the home, or students who don't have an adequate level of family income or support. When we say all students, we mean all students. A teacher who has 60 minutes to spend on reading must spend approximately equal amounts of time working with students who are working toward level, on level and above level. This is part of an ongoing effort to ensure that the needs of all students are met, and that the needs of high performing learners are met whether they are in a more homogeneous grouping such as a Magnet classroom or heterogeneous grouping in another school classroom. We have assertively stated that it's not acceptable for a teacher to spend most of their classroom time with any particular group and give the high performing students (or any other sub-group) a worksheet and a book and cut them out of direct explicit instruction. The teacher is to secure the specialist or instructional support services needed to get the lowest performing students up to No Child Left Behind (NCLB) proficiency standards and to assist the high performing learners to make the most of their skills, too. We have excellent teachers and they can do this. All of us must support them in this endeavor.
8. The school system talked about partial placement in the Magnet Program. What has happened with that?
Partial placement in the Magnet Program, which has been done with a few students during the course of the school year in the past, was considered on a broader scale this summer to provide more students with the opportunity to attend the Magnet Program in a subject in which they excel. For example, a student who qualified for Magnet on Math but not reading could attend the Magnet Program for Math and all other subjects except reading, which would be taken in the home school program at the school at which the Magnet Center is located. While partial placement is not being used this year, it has been successful for some students in the past. Students who qualified for partial placement were admitted to the Magnet Program for 2010-11, and their performance will be reviewed at the end of the first marking period to ensure that the program is the right fit.
9. Can a student meet the eligibility requirements for TAD but not Magnet?
The school system is reviewing how Wicomico County students are served by the Magnet and TAD (Thinking and Doing) programs. Though many students are served by both programs, the criteria for the Magnet Program and TAD (a program for Gifted and Talented students) are different. The Magnet Program is designed for students who are high performing, while the TAD program is designed for students who are gifted, a measure of potential rather than performance. The Magnet Program is offered at the Magnet Centers at North Salisbury Elementary and Pemberton Elementary, while TAD classes are provided for each elementary school with eligible students in grades 3-5.
The TAD teachers screen all third grade students starting with the data points used for entry into the Magnet Program except for the WCBOE Math Cumulative Assessment and the Leveled Reading Passages. Students must meet at least 4 out of the 5 following criteria: 85% or higher on reading Benchmark (average of all 2nd grade benchmarks), 85% or higher on math Benchmark (average of all 2nd grade benchmarks), 3.5 or above GPA in reading, 3.5 or above GPA in math, 85% or higher on the Gates-MacGinitie Reading Test, the students were administered the TCS, or Test of Cognitive Skills, by the TAD teachers.
In the Magnet Program sites, where all students meet the criteria, all third graders are tested for TAD. In other schools, students who met the criteria for TAD testing are given the TCS with parental consent. Students scoring a Cognitive Skills Index of 125 or higher are invited to participate in the TAD program. A Cognitive Skills score of 125 or higher indicates that a student has the potential to benefit from TAD, an enrichment program for students identified as gifted learners. In TAD, students work in small groups to develop their critical and creative thinking skills through extended, in-depth real-world problem solving experiences. TAD is a pullout program in which students meet with a teacher once in a cycle for two hours.
Wicomico students in grades four and five who have not previously been enrolled in TAD are tested for TAD if they meet at least 5 out of the 7 following criteria: 85% or higher on reading benchmarks (average of all 3rd or 4th grade benchmarks), 85% or higher on math benchmarks (average of all 3rd or 4th grade benchmarks), 3.5 or above GPA in reading, 3.5 or above GPA in math, Advanced on Reading MSA, Advanced on Math MSA, Lexile 90% or higher. Parent consent to test is acquired and students are administered the TCS, or Test of Cognitive Skills, by the TAD teachers. Students scoring a Cognitive Skills Index of 125 or higher are invited to participate in the TAD program.
10.A. Do you plan to make changes to the starting and ending times of the Magnet school day?
No. However, we regularly review the starting and ending times of all schools and programs for effective instruction and for operational efficiency. We are reviewing the starting and ending times of the entire set of elementary, middle, and high school groups of schools to maximize learning and minimize support costs such as transportation, extra supervision, and the like. One of the key goals is to see if there are more efficient ways to use our current student transportation services and reduce the amount of extra transportation time that students in the Magnet Program have to endure to participate in the program without increasing costs.
10.B. Would additional expenses be incurred if the school system made changes to transportation?
Our goal is to reduce transportation and other non-instructional costs.
11. Why was there staff turnover this year?
At the North Salisbury Elementary Magnet Program, three teachers retired and two transferred to other schools. One position (grade 5M) was filled by school transfer, another position (3M) became a North Salisbury home school position due to enrollment changes, and three teachers (4M) were hired through the application process. At Pemberton Elementary in the Magnet Program, one Magnet teacher transferred to a TAD position and one transferred to a reading intervention teacher position at North Salisbury through Title I. The vacant positions at Pemberton (5M and 4M) were covered through school transfers and the opening in grade 1 that resulted from the staffing shifts was filled through the application process. At both schools, with fewer students in third grade, one less 3M teacher was needed this year, and the excess teacher FTEs were reallocated elsewhere in elementary. No transfers or other adjustments are planned for this year.
12. Why were three key administrators, Lee Powell, Scott Thorpe, and Dave Harris, reassigned?
We take transfers very seriously. Transfers are the way we match the needs of the program or school to the skills of the administrator. There are many factors we consider when transferring any employee, with one goal in mind - school betterment.
13. What professional development will enable teachers to meet the needs of those High Performing Learners who are learning in the traditional classroom? How does one become equipped to teach highly-able learners?
The teachers will be working on their on-going staff development activities, Professional Learning Communities, and instruction surrounding various aspects of differentiation. Principals select teachers for High Performing Learners on the basis of skill and interest. Many have a personal interest and take classes and workshops to prepare. Currently and in the past, 35% of our students invited to participate in the Magnet Program choose not to participate, staying in their home attendance area. They test out at a level that is not statistically significantly different than the students who accept participation in the Magnet Program. Data would suggest that these teachers, support staff, and administrators are doing a satisfactory job of helping these children learn.
14. How are we accountable for the money expended on behalf of learners with special education needs and/or at-risk conditions and who have yet to make adequate progress?
While most of our students with Special Needs perform at or above the proficient level, our obligation is to help every student achieve at or above the proficient level. In fact, all students (including students with Special Needs) who qualified with credits, grades, and community service hours passed the (new in 2009) High School Assessment (HSA) requirements in both 2009 & 2010. We are deeply concerned about those who are struggling and are revising curricula and services to address those concerns. We are also accountable via annual, quarterly, and monthly financial audits as well as regular in-depth educational audits of program services and procedural regulations. These have regularly been clean and we are working to keep them that way. We are deeply concerned about the challenges of the No Child Left Behind legislation as it ratchets up to the goal of 100% proficiency in 2014. Our students with special needs require extra care and we will do it to the degree possible within the regulations and our finances.
15. What is the status of the High Performing Learners Committee?
The Superintendent's Advisory Committee on High Performing Learners (HPL) will meet at least once or twice (possibly more as needed) this fall. A meeting was held Thursday, Oct. 14.
16. Will the committee continue to work on the original goals?
Yes. The HPL committee will continue for a short time, as the tasks needed now are more detailed and not as well suited for a group the size of the HPL team. The focus of the committee will be to review the criteria for admission. It will also look into other possible assessments that could assist us in the identification of students for the Magnet Program.
17. Is the school system planning to eliminate the Magnet Program?
There is no intention nor plan to drop the Magnet Program. Rather, there is an interest in increasing the spectrum of high performing student services that we offer within budget constraints in areas such as science, technology, fine arts, language, business, and the like.
18. What are the next steps?
This year we plan to review the entry criteria (Maryland is moving towards using CogAT [Cognitive Abilities Test] and we might benefit from considering it), and review scheduling (work towards getting Magnet on the same schedule as elementary). We anticipate having one or two large group meetings of the Superintendent's Advisory Committee on Addressing the Needs of High Performing Learners and doing most of the work in our smaller focused teams. The first meeting is scheduled for 7 p.m. Thursday, Oct. 14. We'll consider class size guidelines (we're facing very difficult funding in the next few years), and analyze transportation to see what might be done within the existing budget to improve delivery time and reduce student bus ride concerns. We will continue to analyze how high performing learners in grades 3-5 are served throughout the county, with the goal of ensuring that all high performing learners receive instruction at their level whether they participate in Magnet or attend their home school.
October 15, 2010
