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Our Call to Action: Pursuit of Excellence
2011–2016The Strategic Plan for
Montgomery County Public Schools
VISIONA high-quality education is the fundamental right of every child. All children will receive the respect, encouragement, and opportunities they need to build the knowledge, skills, and attitudes to be successful, contributing members of a global society.
Board of Education
Mr. Christopher S. BarclayPresident
Ms. Shirley BrandmanVice President
Ms. Laura Berthiaume
Dr. Judith R. Docca
Mr. Michael A. Durso
Mr. Philip Kauffman
Mrs. Patricia B. O’Neill
Mr. Alan XieStudent Member
School Administration
Dr. Joshua P. StarrSuperintendent of Schools
Mr. Larry A. BowersChief Operating Officer
Dr. Frieda K. LaceyDeputy Superintendent of Schools
850 Hungerford Drive Rockville, Maryland 20850 www.montgomeryschoolsmd.org
Our Call to Action:Pursuit of Excellence
The Strategic Plan forMontgomery County
Public Schools
2011–2016
Approved: July 2011
ContentsJoint Letter ....................................................................................................... i Guiding Tenets ................................................................................................ii Framework on Equity and Excellence .............................................................iiiPerformance Targets—2011–2016 .................................................................. ivSupplemental Plans ......................................................................................... v Deployment of Guiding Tenets ...................................................................... viOverview .........................................................................................................1 Bridge to Excellence in Public Schools Act ......................................................5 Goal 1: Ensure Success for Every Student.........................................................6 StrategicInitiatives............................................................................................7Goal 2: Provide an Effective Instructional Program .......................................14 StrategicInitiatives..........................................................................................15Goal 3: Strengthen Productive Partnerships for Education ............................20 StrategicInitiatives..........................................................................................21Goal 4: Create a Positive Work Environment in a
Self-renewing Organization ...............................................................24 StrategicInitiatives..........................................................................................25Goal 5: Provide High-quality Business Services that are Essential to
the Educational Success of Students ..................................................31 StrategicInitiatives..........................................................................................32Strategies Implemented Since 1999 ...............................................................37Organizational Culture of Respect .................................................................45Terms and Definitions ...................................................................................49
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Our Call to Action: Pursuit of ExcellenceDearStaff,Parents,Students,andMembersoftheCommunity:
WearepleasedtopresenttoyouthislatestupdateoftheMontgomeryCountyPublicSchools’(MCPS)strategicplan,Our Call to Action: Pursuit of Excellence.Sinceestablishingthisstrategicplanin1999,ourschooldistricthasundergonedramaticchangesinitssizeandinthedemographicprofileofourstudentpopulation.Yet,overthattime,wehavecontinuedtoseestrongimprovementinstudentachievementandhighlevelsofengagementamongourstaff.
Theseoutcomes are adirect resultof theongoing, steadfast commitment that theBoardofEducation,theMCPSstaff,andtheMontgomeryCountycommunityhavemadetoOurCalltoAction.Inatimewhen“schoolreform”hasbecomeapoliticalbuzzword,MontgomeryCountyisdemonstratingthatrealimprovementhappensineducationwhenthereisacollaborativecommitmenttoawell-crafted,strategicvisionthatclearlyfocusesonwhatisbestforthestudents.
Today,thatcommitmentismoreimportantthanever.
Theeconomicdownturnhasrequiredustomakemanydifficultreductionsinourbudget,butwehavedonesothroughthelensofourstrategicplan,whichallowsustofocusourresourcesandourhumancapitalmoreeffectively.Withlimitedresources,wecannotdoeverythingwewouldlike,soitisimportantthatwedowhatweknowwillachievethebestresults.
We also are at a time of transition in the leadership of Montgomery County Public Schools with theretirementofDr.JerryD.Weastafter12exceptionalyearsleadingoursystem.ManyoftheinitiativesthatarecriticaltooursuccesswereinitiatedorexpandedduringDr.Weast’stenureandwearesincerelygratefulforhisworkonbehalfofallMCPSstudents.Continuingtofocusontheworkoutlinedinthestrategicplanwillbevitallyimportantforasmoothtransitionofleadershipthatwillbenefitourstudentsandstaff.
ThatisnottosaythatOurCalltoActionisastaticdocument.Eachyear,wereviewtheinitiatives,goalsanddatapointscontainedinthestrategicplantoensureweareprovidingourstudentswithahigh-quality,world-classeducation.Wearededicatedtocontinuousimprovement.Weregularly,methodicallyanalyzeallavailabledatatoidentifyourstrengthsandchallengesinordertomakestrategicadjustmentsthatwillproducethebestoutcomeforourstudents.
Ourlong-termcommitmenttoourstrategicplanandourcommitmenttocontinuousimprovementareamongthereasonsthatMontgomeryCountyPublicSchoolsreceivedthe2010MalcolmBaldrigeNationalQualityAwardforPerformanceExcellence.MCPSisjustthesixthschooldistricttoeverwintheawardandisthelargest,byfar,demonstratingthatthesoundbusinessandoperationalpracticesintheBaldrigecriteriaarecapableofbeingimplementedtoscaleinalargeeducationorganization.
Ofcourse,noneofthesuccessesenjoyedbyMCPSwouldbepossiblewithouttheexceptionalstaffandtheunwaveringsupportthatthecitizensofMontgomeryCountygivetoourschools.ItisthispartnershipthathasmadeMontgomeryCountyPublicSchoolsoneofthepremierschooldistrictsinthenationandwillallowustocontinuetoserveourstudentsatthehighestlevelforgenerationstocome.
Respectfully,
ChristopherS.Barclay JoshuaP.Starr,Ed.D.President,BoardofEducation SuperintendentofSchools
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Montgomery County Public Schools
GUIDING TENETSCORE VALUES
• MCPSiscommittedtodoingwhateverittakestoensurethateverychild,regardlessofrace,ethnicity,gender,socioeconomicstatus,languageproficiency,ordisability,learnsandsucceeds.
• Studentoutcomesshallnotbepredictablebyraceorethnicity.• MCPShashighexpectationsforallstudents,believingthatallchildrencanlearnathighlevels.• EverystudentisauniquelearnerandMCPSwilltailorinstructiontomeetthelearningneedsofeachstudent.• Acomprehensiveearlyyears’programiscriticalforstudentstoacquiretheknowledgeandskillstobesuccessful
inreading,writing,andmathematics.• Thepursuitofexcellenceforallstudentsrequiresprovidingourneedieststudentswiththeextrasupportnecessary
toattainrigoroustargets.• MCPSdemonstratescommitmenttocontinuousimprovementbyreviewing,evaluatingandimprovingourwork
andmonitoringstudentperformancedata.• MCPSiscommittedtoacultureofrespectthatincludesfairtreatment,honesty,openness,andintegrity.Revised June 2009
MISSION
Toprovideahigh-quality,world-classeducationthatensuressuccessforeverystudentthroughexcellenceinteachingandlearning.
VISION
Ahigh-qualityeducationisthefundamentalrightofeverychild.Allchildrenwillreceivetherespect,encouragement,andopportunitiestheyneedtobuildtheknowledge,skills,andattitudestobesuccessful,contributingmembersofaglobalsociety.
SYSTEM GOALS
• Ensuresuccessforeverystudent• Provideaneffectiveinstructionalprogram• Strengthenproductivepartnershipsforeducation• Createapositiveworkenvironmentinaself-renewingorganization• Providehigh-qualitybusinessservicesthatareessentialtotheeducationalsuccessofstudents
BOARD OF EDUCATION ACADEMIC PRIORITIES*
• Organizeandoptimizeresourcesforimprovedacademicresults• Alignrigorouscurriculum,deliveryofinstruction,andassessmentforcontinuousimprovementofstudent
achievement• Develop,expand,anddeliverliteracy-basedinitiativesfromprekindergartenthroughGrade12• Develop,pilot,andexpandimprovementsinsecondarycontent,instruction,andprogramsthatsupportstudents’
activeengagementinlearning• Usestudent,staff,school,andsystemperformancedatatomonitorandimprovestudentachievement• Fosterandsustainsystemsthatsupportandimproveemployeeeffectiveness,inpartnershipwithMCPSemployee
organizations• Strengthenfamily-schoolrelationshipsandcontinuetoexpandcivic,business,andcommunitypartnershipsthat
supportimprovedstudentachievement*Revised July 17, 2007
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Framework for Equity and Excellence MontgomeryCountyPublicSchools(MCPS)iscommit-tedtoequityandexcellenceforallstudents.Equityinourschoolsisdefinedashighexpectationsandaccesstomean-ingfulandrelevantlearningforallstudentssothatoutcomesarenotpredictablebyrace,ethnicity,gender,socioeconomicstatus,languageproficiency,ordisability.Excellenceisachievedthroughhighstandardsthatensurethatallstudentsgrowtoreachtheirhighestlevelsyearafteryearandarecol-legeorcareerreadyashighschoolgraduates.Inordertoaccomplishthis,measurementsareneededtomonitorsys-temprogressinpromotingequityandexcellence.TheSevenKeystoCollegeReadinessestablishesthetrajec-torythatwillensureaclearpathforstudentsuccessandaguideforstaffandparentstoensureallstudentsachieveatthesehighlevels.ThegoaloftheSevenKeysistosetadvancedratherthanproficientstandardsandtoensurethatresultsarenotpredictableforanygroup.Thisraisesthebartohighlevels,withtheexpectationthatmanyofourstu-dentsaregoingtofarexceedthishighbar–theintentisnottolimitanystudent’slevelofachievement.MCPShasmadegreatstridestoproviderigorousandhigh-qualityeducationforeverystudentthroughOur Call to Action: Pursuit of Excellence.Morestudentsarelearningtoreadatanearlierage,morestudentsaretakingrigorousandchallengingcourses,andmorestudentsarebeingprovidedwithopportunitiestosucceedathigherlevelsthaneverbefore.Thisisaccomplishedthroughtheimplementationofstrategiesandinitiativesinthisstrategicplanthatpro-moteequityandexcellencebycreatingtheorganizationalculture,theconditions,andthesupportsystemstoensureourstudents’success.Manyoftheseinitiativesareintendedtostrengthenstudents’abilitiestoproblemsolve,thinkcritically,andexpresstheirthoughtsandinquiries.Otherstrategieshavebeenimplementedtocreatecollaborativelearningcommunitieswhereeachchild’sindividuallearn-ingneedsaremet.Thisstrategicplanrecognizesthatthereismoreworktobedonetoeliminatetheachievementgapandraisetheacademicachievementforall.
FosteringanorganizationalcultureofhighexpectationsforallstudentsthatispervasivethroughoutMCPSrequiresthecommitmentofstaff,parents,andcommunitytoequitablepracticesinclassroomsandworkplaces.Creatingthisculturealsorequiresthreecriticalconditionstoencourage,sup-port,andnurtureequityandexcellence—highexpectations,positiverelationships,andculturalcompetence.Tocreateandsustainthesepositiveconditions,weneedtoestablishcomprehensivesupportsystemstohelpallstudents,staff,andparentslearnandgrowatthepersonal,professional,andinstitutionallevels.Theseeffortsaresupportedbyongoingprofessionaldevel-opmentandasystemofmonitoringandaccountability.Growthandtransformationatthepersonal,professional,andinstitutionallevelswillnottakeplacewithoutongoing,deliberateeffortstobuildthecapacityofstaff,students,andparentsthroughtargetedprofessionaldevelopment.Inordertomaintainfocusandmomentuminthisimportantwork,measurementsmustbeidentifiedandemployedtomonitorsystemprogressinpromotingequityandexcellence.Thesesupportsystemsandconditionsmustbecontainedwithin,andsupportedby,allschoolsandclassrooms,allMCPSworkplaces,andthecommunitiesthatcontainourschoolsandoffices.Thisorganizationalculturealsowillservetoprotecttheongoingworktopromoteequityandexcel-lencefromexternalfactorsthatcouldpossiblydisrupttheworkordistractstafffromtheirfocus.Thenextphaseofourworkinleadingsystemicchangeistheredoublingofoureffortstoensureequityandexcellenceforallstudentssothatacademicsuccessisnotpredictablebyrace,ethnicity,gender,socioeconomicstatus,languageproficiency,ordisability.Theseeffortswilladdressthechallengingissuesthatlimitstudentsfromexcellingatthehighestacademiclevels.Wearecommittedtothefunda-mentalbeliefthatthisispossible.
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Performance Targets—2011–2015KeyperformancetargetsfordatapointsinGoals1and2raiseexpectationsandstandardsforstudentandschoolperformanceandreinforceacommitmenttoeliminatingthegapinstudentperformancebyraceandethnicityandotherstudentgroups.Targetsreflecttherequirementsofnational,state,andlocalaccountabilitymandatesandconsiderexpectationsaboutwhereMontgomeryCountyPublicSchoolswantstobeinfiveyears.
Performance Targets 2011 2012 2013 2014 2015
Grade 2 Reading—Percentageofstudentsmeetingorexceedingbenchmark 81 85 89 93 97
Grade 5 Math 6 or Higher—Percentageofstudentssuccessfullycompleting TBD1
Elementary School MSA Reading—Percentageofstudentsatoraboveproficient 85.9 90.6 95.3 100 100
Elementary School MSA Mathematics—Percentageofstudentsatoraboveproficient 84.5 89.7 94.8 100 100
Elementary School Suspension Rate—Percentageofstudentssuspendedatorbelow 1.3 1.3 1.3 1.3 1.3
Middle School MSA Reading—Percentageofstudentsatoraboveproficient 85.6 90.4 95.2 100 100
Middle School MSA Mathematics—Percentageofstudentsatoraboveproficient 78.6 85.7 92.9 100 100
Grade 8 Algebra—PercentageofstudentssuccessfullycompletingwithCorhigher 67 69 712 TBD
Middle School Suspension Rate—Percentageofstudentssuspendedatorbelow 6.5 6.5 6.5 6.5 6.5
Middle School Ineligibility—Percentageofstudentsineligibleatorbelow 10.8 8.9 7 5 5
Grade 11 Algebra 2—PercentageofstudentssuccessfullycompletingwithCorhigher 55 57 592 TBD
High School MSA Reading—Percentageofstudentsatoraboveproficient 79.5 86.3 93.2 100 100
High School MSA Mathematics—Percentageofstudentsatoraboveproficient 73.7 82.4 91.2 100 100
SAT/ACT Participation—Percentageofstudentsparticipating 77 78 79 80 80
SAT/ACT Performance—Percentageoftesttakersscoring1650oraboveonSATcombinedscoreor24oraboveonACTcompositescore 62 68 74 80 80
AB/IB Exam Performance—Percentageofgraduatingseniorsearning3orhigheronAPexamor4orhigheronIBexam 69 73 77 80 80
Graduation Rate*—Percentageofstudentsgraduating TBD3
High School Suspension Rate—Percentageofstudentssuspendedatorbelow 6.5 6.5 6.5 6.5 6.5
High School Ineligibility—Percentageofstudentsineligibleatorbelow 19.4 16.8 14.2 11.7 11.7
■ StateTarget1ThistargetwillberevisitedastheimpactoftheimplementationoftheCommonCoreStateStandardsintheelementarygradesisassessed.2ReviewAlgebra1andAlgebra2targetsfor2013inlightofchangestotheCommonCoreStateStandards.3ThegraduationratetargetswillbesettoreflectthecohortratestandardstobeimplementedbytheMarylandStateDepartmentofEducationin
thesummerof2011.
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Supplemental PlansThesystemwidestrategicplanissupplementedbytheplansandresourcesdescribedinthe—
• FiscalYear2012OperatingBudget
• FiscalYear2012EducationalFacilitiesMasterPlanandtheFiscalYear2012–2017CapitalImprovementsProgram
Thesystemwidestrategicplanisfurthersupplementedbythestrategicplansforthe—
• OfficeoftheDeputySuperintendentofSchools – OfficeofCurriculumandInstructionalPrograms – OfficeofSchoolPerformance – OfficeofSharedAccountability – OfficeofSpecialEducationandStudentServices
• OfficeoftheChiefOperatingOfficer – OfficeofHumanResourcesandDevelopment – OfficeoftheChiefTechnologyOfficer
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Deployment of Guiding TenetsTheBoardofEducationandseniorleadersdevelopedtheMCPSguidingtenets—corevalues,vision,mission,goals,academicpriorities,andcriticalquestions—collaborativelywithstakeholders.TheseguidingtenetswereadoptedbytheBoardandincludedinOur Call to Action.BeginninginAugust1999,Boardmembersandseniorleadersengagedinanextensiveoutreachwithparentandcommunitygroups,businesspartners,advisorygroups,localgoverningentities,andthefaithcommunitiestosolicitsharedconcernsandexpectations.Theinputreceivedthroughtheseconversationswascodifiedinthestrategicplan.Inadditiontotheguidingtenets,theplanincludesthekeyperformancemeasuresforthesystem.TheprocessusedtodeveloptheMCPSstrategicplanandthemethodsusedbyBoardmembersandseniorleaderstodeploythevisionandvalueshaveprovidedaclearpicturetothestaff,community,andotherstakeholdersofstu-dentexpectations,theaccountabilitysystembeingusedtomonitorresultsanddriveperformance,andthestrategiesemployedtoachievethegoals.Our Call to Actionistheblueprintforimprovingtheachievementofstudentsatalllevelsofabilityandperfor-mance,whileeliminatingtheachievementgapamongracial/ethnicandspecialpopulationgroups.Inaddition,theBoardapprovesamasterplanthatissubmittedtotheMarylandStateBoardofEducationtomeettherequirementsoftheNo Child Left Behind Actandthestate’sBridgetoExcellencelaw.Our Call to Actionisthefoundationofthismasterplan.TheBoardhasadoptedaframeworkthatalignsitspolicieswiththevisionandgoalsarticulatedinOur Call to Action.ThisframeworkstructurestherelationshipbetweenBoardpoliciesandthestrategicplan,linkingvisionandaction.Thereareeightcoregovernancepoliciesthatexpressthevision,values,andgoalsoftheBoardandprovidethephilo-sophicalfoundationfortheworkdirectedbythestrategicplan.Thesecoregovernancepoliciesaredirectlysupported
byotherBoardpolicies,andallofthesepoliciesaredeployedthroughaseriesofregulationsthatareapprovedbythesuperintendentofschoolsandimplementedbyseniorleaderswhoensurecompliance.Thesuperintendent’sbimonthlymeetingswithmorethan500leadersoftheschoolsystemfocusonthevision,corevalues,andexpectationsforperformanceandresultsthroughthelensofleadingforequitysothatstudentper-formanceisnotpredictablebyrace.Thesuperintendent’scontinuousfocusonthevisionandexpectationsinmeetingswithstaff,parents,andcommunitymembershasbeencriti-calinthealignmentofalltheworkoftheschoolsystem.Forthepastthreeyears,theBoardhasconductedforums,attendedbybothcommunitystakeholdersandMCPSemployees,togatherfeedbackonthestrategicplan.Thisfeedbackhasbeenusedtomakeimprovementsintheplanandtohelpaligntheoperatingbudgetwiththeplan.ThedeploymentprocessbeginsundertheleadershipofthecommunitysuperintendentsaseachschoolannuallydevelopsandimplementsaschoolimprovementplanthatisalignedwiththeBoard’sstrategicplan.Communitysuperintendentsmeetmonthlywiththeir30–35principalstodeploystrategiestoaccomplishthesystem’sgoals.OtherseniorleadersguidethedevelopmentandimplementationofofficeanddepartmentstrategicplansthatalsoarealignedwithOur Call to Action.Thisstrategicplanningprocessguidesthestaffthroughouttheschoolsystemintheirworkwithstudents,schools,parents,andthecommunity.Theschool-improvementprocesshasbeendesignedtoreflectthecomponentsoftheBaldrigeEducationCriteriaforPerformanceExcellence.Schoolsareexpectedtoimple-menttheschool-improvementplanningmodelusingthe“look-fors”fromtheFrameworkforImprovingTeachingandLearningandBaldrigecategories.Theprogressonschoolimprovementplangoalsisevaluatedregularlywithallstakeholders.
How Board of Education Members and Senior Leaders Communicate and Deploy Organizational Vision and Values
Communicate Deploy Board and Senior Leaders’ Actions• Our Call to Action: Pursuit of
Excellence• Bridge to ExcellenceMasterPlan• BoardAcademicPriorities• Board/Superintendentmeetings
withemployeeassociations• Boardpolicies• MCPSregulations• OrganizationalCultureof
Respect• ProfessionalGrowthSystems
• Superintendent’sA&SMeetings• Baldrige-guidedSchoolImprovement
Plans• Office/DepartmentStrategicPlans• Implementationofstrategies/
initiatives• FrameworkforImprovingTeaching
andLearning• BaldrigeQualityAcademy• MyJob,YourJob,OurJobhandbook• BaldrigePrincipal’sHandbook• ProfessionalLearningCommunities• OSPMonitoringCalendar• M-Stat
• Communicatebeliefsandexpectations• Modelorganization’svalues• Engageinorganizationalandpersonal
learning• Empowerstafftolead• Modelcollaborationandshareddecision
making• Frequentlymonitorprogressandshare
bestpractices
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Our Call to Action: Pursuit of ExcellenceOVERVIEW
Designing and Implementing the Strategic PlanThecontinuedimprovementofteachingandlearninginMCPSisthefocusoftheschoolsystem’sstrategicplan,Our Call to Action: Pursuit of Excellence.Thisrequiresgreatcoor-dination,collaboration,andalignmentofactivitiesamongthecommunityandthousandsofemployeesaffectingtensofthousandsofstudents.Acoherentstrategicplanthatisimplementedwithfidelitywillhelptoensurethatthebarisraisedforeverychildandthattheachievementgapbyraceandethnicityisclosed.ThecurrentnationalmovementstressingtheimportanceofhighereducationinaglobaleconomyisreflectedintheSevenKeystoCollegeReadi-ness.ThispathwaywillgiveallofourstudentsmoreoptionswhentheygraduatefromMCPSandastrongfoundationforcollegeandcareersuccess.Theupdate—addressingschoolyears2010through2015—reflectsaprocessthathasevolvedoverthepastseveralyears.FollowingtheBoardofEducation’srevisionofPolicyAEB,Strategic Planning and Continuous ImprovementinNovember2004,theprocesshasbenefitedfromgreatercommunityinvolvement.PolicyAEBwasrevisedinMay2009,onceagainarticulatingtheBoard’scommitmenttoaligningthebudgetprocesswiththestrate-gicplanandincludingabroadrangeofstakeholdersinthestrategicplanningprocess.Theprimarystrategiesfocusoninstructionalplanning,curriculumdevelopment,differenti-atedinstruction,andevidenceofstudentlearning.Therealsoisafocusonmonitoringandaccountabilityusingmilestonesanddatapointsthatidentifycleartargetsforcontinuousimprovement.Themilestonesanddatapointsprovideiden-tifiablewaystomeasuretheprogressoftheschoolsysteminsuchareasasminoritystudentachievement,middleschoolreform,highschoolreform,andspecialeducation.Thestrategicplanhighlightsprogramsandinitiativesthatremainthefoundationoftheschoolsystem’songoingim-provementeffortssince1999.Allinitiativesarealignedwithongoingefforts,helpingtheschoolsystemmaintainconsistencyovertime.Suchcontinuityhasenabledteach-ers,principals,supportstaff,parents,employeeassociations,andcommunitymemberstoworkoncommongoals.Thestrengthoftheplanisthecontinuedalignmentofschoolsystemoperations.Theentireschoolsystemrevolvesaroundthiscorefocus,requiringgreatercoordinationamongevery-oneinvolved—workingtogetherontheappropriatephasesofimplementation.Amongthemostobviousoutcomesofthisimprovedplan-ningarethesignificantgainsinstudentachievement.Thereareotherexamplesaswell,suchasthesuccessfuldevelop-mentandfundingofhighlydetailedandmeticulousannualoperatingandcapitalbudgets,andtheuseofzero-basedbudgetingpracticesintheoperatingbudgetsforalldepart-ments.Improvedplanningalsoisevidentinthesuccessfulongoingdevelopmentofcurricula,assessments,professionaldevelopmentcomponents,andtechnology.
Strategic Planning Process
Step 2: Do—Align Action at all Levels of the Organization
Strategicandactionplansaredeployed
Step 3: Study—Analyze Formative and Summative Results
• Board,ELT,superintendent,deputyandassociatesuperintendents,com-munitysuperintendents,directors,principals,andteachersmonitor,review,evaluateprogress,andrec-ommendcoursecorrectionwherenecessary
Step 4: Act— Continuous Improvement
• Basedonassessments,focusonopportunitiesforimprovement
• Redefineandredesignsystem,office,department,andschoolgoalsandactionplans
• Redirectandredeployresourcestoaddressopportunitiesforimprovement
Evaluate the Process, Make Adjustments, and Repeat the Cycle
Step 1: Plan—Validate the Need for Improvement and Clarify Purpose
• Assessorganizationalperformance• Review/refinevision,mission,coreval-
ues,andprioritiesbasedonassessment• Developgoals,measures,andstrategic
objectivesthatsupportvision,mission,corevalues,andpriorities
• Office,department,division,andschoolsdevelopstrategicandactionplansthatarealignedwiththesystem’splan
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Theinherentvalueoftheplanisitsfocusonexcellence.Thisreflectstheresponsibilityoftheentireschoolsystemandallofitsstakeholderstoensurethesuccessofeverystudent.Deliberateplanning,leadership,andsupervisionareneces-sarytoachievethisconsistentlyacross200schoolsandwiththecontinuitynecessaryforseamlessintegrationofinstruc-tion,programs,andservices.Successdependsoncontinuousmonitoring,assessment,feedback,andimprovement.Theschoolsystem’sstrategicplanisalignedwiththeMary-landBridge to Excellence Actandaddressesalloftherequire-mentsforaschooldistrictmasterplan,îunderthespecifi-cationsoftheMarylandStateDepartmentofEducation.Theserequirements,inturn,areresponsivetoandalignedwiththeachievementgoalsofthefederalNo Child Left Behind Act.InMCPS,attentiontotheserequirementsisen-hancedbytheschoolsystem’splanningprocessthatemploysthePlan,Do,Study,Actcycleofcontinuousimprovement,basedontheBaldrigeCriteriaforPerformanceExcellence.ThemultilayeredprocessofstrategicplanninginMCPSintegratesbuilt-incyclesofevaluationandrefinement.ThestrategicplanningcomponentsincludetheBoardofEduca-tion’sgoalsandacademicprioritiesandthealignmentofthesegoalswithmilestones,datapoints,andtargets.Fordeploymentofinitiativesacrossthesystem,theplanningprocessinvolvesoffice-anddepartment-levelstrategicplans,schoolimprovementplans,andindividualstaffprofessionaldevelopmentplans(PDPs).Theschoolsystemisinvolvedinseveralnationalinitiativestoimprovestrategicplanningofschooldistricts.OneinitiativeisthePublicEducationLeadershipProject,ajointprogramoftheHarvardBusinessSchoolandtheHarvardGraduateSchoolofEducation.ThisinitiativepromptedtheresearchandpublicationoffourHarvardcasestudiesabouttheschoolsystem.DifferentiatedTreatmentinMontgomeryCountyPublicSchools(2006)andtwocompanionstudies,Race,Ac-countability,andtheAchievementGap(A)and(B)(2006),focusedexclusivelyonschoolsystemreforminitiatives.Wire-lessGeneration(2006)detailsthesystem’scorporatepart-nershipinhand-heldtechnologytoimprovedatacollectionandanalysisbyteachers.AnothernationalinitiativeistheProcessImprovementandInnovationinEducationproject,administeredbytheHouston-basedAmericanProductiv-ityandQualityCenter(APQC).Thisinitiative’sfirstthreeprojectsenabledschoolsystemstocomparehowtheyassessstudentachievement,recruitandselectteachers,andman-agetheirinformationtechnologysystems.MCPSiscitedasabenchmarkdistrictforESOL,professionaldevelopment,theexecutionandsupportofprofessionallearningcommunities,data-drivendecisionmaking,andmathematicsandscience.
Priorities of the Board of EducationThestrengthofthestrategicplanisrootedintheacademicprioritiesoftheBoardofEducation,whichhaveremainedconsistentoverthepasteightyears.Workingcloselywiththesuperintendentofschoolsandseniorstaff,theBoardhasachievedwidespreadcommunityagreementinthedirectionoftheschoolsystemand,consequently,itsstrategicplan.Theacademicprioritiesestablishthebasisforacongruent,
multiyearplanningstrategythatfocusesondoingwhatisbestforstudents,parents,andtheirschools.TheBoardofEducationmodifieditsprioritiesonJuly17,2007.Theseprioritiesareasfollows:• Organizeandoptimizeresourcesforimprovedacademic
results.• Alignrigorouscurriculum,deliveryofinstruction,and
assessmentforcontinuousimprovementofstudentachievement.
• Expandanddeliverliteracy-basedinitiativesfromprekin-dergartenthroughGrade12.
• Develop,pilot,andexpandimprovementsinsecondarycontent,instruction,andprogramsthatsupportstudents’activeengagementinlearning.
• Usestudent,staff,school,andsystemperformancedatatomonitorandimprovestudentachievement.
• Fosterandsustainsystemsthatsupportandimproveem-ployeeeffectiveness,inpartnershipwithMCPSemployeeassociations.
• Strengthenfamily-schoolrelationshipsandcontinuetoexpandcivic,business,andcommunitypartnershipsthatsupportimprovedstudentachievement.
TheBoardofEducationhaspursuedtheseprioritieswithahighlevelofpublicinvolvementintheschoolsystem’sstra-tegicplanning.BeginninginSeptember2004,theschoolsystemexpandedthestrategicplanningprocessesthroughaseriesofcommunityforumsthatinvitedpublicinputonthegoalsofthestrategicplan.Citizensofferedvaluablein-sightsabouttheoperationsandgoalsoftheschoolsystem.Sincethen,stakeholderinvolvementhascontinuedtohelpimprovethedevelopmentoftheoperatingbudgetrecom-mendationssubmittedbythesuperintendentofschoolsandapprovedbytheBoardofEducation.EachyeartheBoardhasencouragedpublicinputintowhatisandisn’tworkinginourschoolsandhasconsideredthisinputinsettingbud-getpriorities.
Building on a Record of Progress Since 1999IntheyearssincetheoriginalOur Call to ActioninNovem-ber1999,MCPShasmadeexcellentprogressinitseffortstodeliverarigorous,high-qualityeducationtoeverystudent.Successfulplanningandimplementationhavehelpedpavetheway.Thisprogressreceivedexternalaffirmationfromtwodistinguished,nationalorganizationsin2010.InNovember,MCPSbecamejustthesixthschooldistrictintheUnitedStatestoreceivetheMalcolmBaldrigeNationalQualityAwardforperformanceexcellence.MCPSisthelargestdis-tricttoeverreceivetheawardandwashonoredforitssoundbusinesspractices,dedicationtocontinuousimprovement,andoutstandingresults.Alsoin2010,anotablepanelofeducationexpertsandleadersnamedMontgomeryCountyafinalistforthedistinguished2010BroadPrizeforUrbanEducation,anhonorthatprovided$250,000incollegescholarshipsto13graduatesfromourhighschools.MCPSisthefirstdistrictinMarylandandtheWashington,D.C.areatobenamedafinalistandisjustoneof22districtstoeverbenamedafinalistforthehonor.
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Gains in Student Performance• TheMCPSgraduationrateof85.7percentranksnumber1
amongthenation’s50largestschooldistricts,accordingtoDiplomasCount2011,aspecialreportpublishedbyEducation Week.
• MCPSwasafinalistforthe2010BroadPrizeforUrbanEducation,thelargesteducationprizeinthecountry,foritssuccessinraisingstudentachievementandclosingtheachievementgap.Atleast$250,000inscholarshipswereawardedtograduatesfromtheClassof2011.
• FiveMCPShighschoolsrankedamongthetop100ontheNational High School Challenge.AllMCPShighschoolsrankedamongthetop1,000ontheNational High School Challenge.
• TheaveragecombinedSATscorefortheClassof2010wasarecord-setting1653,151and144pointsabovenationalandstateaverages,respectively,withaparticipationrateof71.4percent.
• MorestudentsnowtakingtheSATand/orACT.In2010,77.3percentoftheClassof2009tooktheSATand/orACT.
• MCPSstudentstookarecordnumberofAPexamsin2010,totaling29,854,anincreaseover2009’sall-timehighof28,575.
• In2010,50percentofMCPSgraduatesscoreda3orhigheronatleastoneAdvancedPlacement(AP)exam,triplethenationalaverageandalmostdoubletheMarylandaverage.
• In2010,66.1percentofMCPSgraduatestookatleastoneAPexamduringhighschool,morethandoublethenationalaverageof28.3percent.
• 22.6percentofAfricanAmericanstudentsand35.6per-centofHispanicstudentsintheClassof2010scoreda3orhigheronatleastoneAPexam,toppingthenationalaverageof16.9percentforallstudents.
• 44.2percentofAfricanAmericanstudentsintheMCPSClassof2010tookatleastoneAPexam,comparedwith16.5percentofAfricanAmericansnationally.Morethanhalfofthosetesttakersearnedascoreof3orhigheronatleastoneexam,comparedwith26.9percentnationally.
• 52.3percentofHispanicstudentsintheMCPSClassof2010tookatleastoneAPexam,comparedwith27percentofHispanicsnationally;86percentofthetest-takersearnedascoreof3orhigheronatleastoneexam,comparedwith54.5percentnationally.
• Arecordnumberofstudents,442,werenamedNationalAPScholarsbyTheCollegeBoardin2010.
• 91.7percentofstudentsinkindergartenin2010wereread-ingatorabovebenchmarkbytheendoftheschoolyear.
• 54.4percentoffifthgradestudentstookadvancedmathin2010,comparedwith37.6percentfiveyearsago.
• 67.8percentofGrade8studentsin2010successfullycom-pletedAlgebra1,comparedwith65.5percentin2009.
• 88.7percentofelementaryschoolstudentsand79.3percentofmiddleschoolstudentsscoredatproficientoraboveonmathematicsinthe2010MarylandSchoolAssessment.
• 89.6percentofmiddleschoolstudentswhotooktheAlgebraHighSchoolAssessment(HSA)in2010passed.
• 87elementaryandsecondaryschoolswonMarylandSchoolPerformanceRecognitionProgramawardsin2010,basedonMSAandHSAperformance.
• Therewere62NationalMeritScholarsintheClassof2010.
• Arecordamountofscholarships—$264.3million—wereawardedtostudentsintheClassof2011.
• Therewere15MCPSsemifinalistsinthe2011IntelScienceTalentSearch,themostsemifinalistsofanyschooldistrictinthenation.Since1999,MontgomeryBlairHighSchoolhasproducedmoresemifinaliststhananyotherhighschoolintheUnitedStates.
• MCPSleadsthestatewith634educatorscertifiedbytheNationalBoardforProfessionalTeachingStandards.
• MCPSwasa2010recipientoftheMalcolmBaldrigeNa-tionalQualityAward,thehighestpresidentialhonorgiventoU.S.organizationsforperformanceexcellence.OnlysixschooldistrictshavereceivedthehonorandMCPSisthelargestschoolsystemtoeverberecognized.
Response to Changing Demographics Thesignificantacademicprogressoftheschoolsystemco-incideswiththedeploymentofmorefocusedandbetterdevelopedstrategicplans.Studentachievementcontinuestoincreasethroughtheimplementationofchallenginginstruc-tionalprogramsforstudentsofalllevelsofabilityandper-formance.However,differencesinachievementpersistwhendisaggregatedbyrace,ethnicity,gender,socioeconomicsta-tus,languageproficiency,ordisability.Thisdisparityformedthebasisoftheoriginalreformsin1999andremainsthesignificantfoundationofthestrategicplannowunderway.MCPSisthelargest,mostdiverseschooldistrictinMary-landandoneofthemostraciallyandethnicallydiverseschoolsystemsinthecountry—withstudentsfrom164countriesspeaking184languages.Weremainthena-tion’s16thlargestschoolsystemthisyear,withmorethan
144,000students,andweanticipateourdistrictwillcon-tinuetogrowinthecomingyears.RecentenrollmentgainsoverallhavebeenmainlyamongHispanic,AsianAmerican,andAfricanAmericanstudents.AlmosthalfofallEnglishlanguagelearnersinMarylandareenrolledinMCPS.Nearly30percentofMCPSstudentsnowreceivefederalmealas-sistance—thehighestnumberever,andnearly40percentofstudentshavereceivedfederalmealassistanceatsomepointintheireducationinMCPS.Thegreatestconcentrationofracialandethnicdiversityandpovertyislocatedinschoolswithinthecounty’smosturban-izedareas—acombinationofcommunitiesfromTakomaParktoGermantownthatincludesnearlyhalfofallelemen-taryschools.ThecommunitiesarehometothemajorityofAfricanAmericanandHispanicstudentsenrolledinthesys-temandthevastmajorityofstudentsreceivingfederalmealassistanceandEnglishlanguagesupport.
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Focus on High-quality CurriculumAtthecoreofthestrategicplanistheprovisionofahigh-qualitycurriculum.Akeyinitiativeisthealignmentoftheentirecurriculum,fromprekindergartenthroughGrade12,inordertoensurethatallstudentsineveryschoolreceivetheproperfoundationandsequenceofessentialskillsandknowledge.Allstudentsareexpectedtobecollegeandcareerready,aprocessthatbeginsinprekindergartenandelemen-taryschoolbypreparingstudentstoachievereadingfluencybyGrade3;advancingthroughMath6orhigherbyGrade5;completingalgebraorhigher-levelmathematicscoursesbyGrade8;completingAlgebra2byGrade11;andenroll-inginHonors,AdvancedPlacement,IB,andcollege-levelcoursesthroughouthighschool.ThesestrategicplaninitiativeshaveresultedinthealignmentofthecurriculumtomeetorexceedtheexpectationsoftheMarylandCoreLearningGoals,theMarylandHighSchoolAssessments,andtheMarylandSchoolAssessments.OurcurriculumsetsstudentsonapathtosucceedinAdvancedPlacementandInternationalBaccalaureateprogramsandpreparesthemtodemonstratetheircollegereadinessontheSATandACT.Theseeffortsarebasedontheneedtoad-dresspersistentdisparitiesinstudentachievement,whichhavedecreasedinrecentyears,butstillexistinallareas.Dif-ferencesinstudentperformanceandcourseenrollmentbyrace,ethnicity,gender,socioeconomicstatus,languagepro-ficiency,ordisability,alongwithhighlevelsofremediationforstudentsenrollingincommunitycollege,arekeyindica-torsthatcontinuedimprovementisnecessary.Animportantcomponentoftheseeffortsistheinvolvementandcollaborationofteachers,principals,andotherstaffinthestrategicplanningprocess,especiallyindevelopingnewprogramandbudgetinitiatives,providingtimelyfeedbackduringimplementation,engaginginongoingproblemsolv-ing,andinvolvingstaffinprogramimplementation.Thiscollaborationisformalizedthroughhigh-levelteamsinvolv-ingthepresidentsandotherleadersofemployeeassociationsworkingcloselywiththesuperintendentandexecutivestaffmembersthroughouttheyear.WearealsocontinuingtherolloutoftheElementaryIn-tegratedCurriculum(EIC),whichisbuiltontheexistingMCPScurriculum,butisdesignedtobetterengagestudentsandteachers,anddedicatemorelearningtimetosubjectssuchasthearts,science,socialstudies,andphysicaleduca-tion.Byblendingthesesubjectswiththecorecontentareasofreading,writing,andmathematics,studentswillreceiverobustinstructionacrossallsubjectsintheearlygrades.Thenewcurriculumisbuiltarounddevelopingstudents’criti-calandcreativethinkingskills,aswellasessentialacademicsuccessskills.TheEIChasbeenimplementedonavoluntarybasisinKindergartenandGrade1overthepasttwoyears,inmorethan100schools.Startingin2011–2012,theEICwillberequiredinthosetwogradesforallschoolsandwillbevoluntarilyimplementedinGrade2.FullrolloutoftheEICisexpectedinthenextthreeyears.TheElementaryIn-tegratedCurriculumisfullyalignedwiththeCommonCoreStateStandards,whichwereadoptedbytheMarylandStateBoardofEducation.
Improving Employee QualityDevelopingandimplementingastrategicplanisentirelydependentontheleadership,experience,andskillsofthe
schoolsystem’sworkforce.Targetedstaffdevelopmentandtraining,evaluation,leadership,andtechnologyinitiativesfocusonensuringthatemployeeshavetheknowledge,skills,strategies,andbeliefsnecessarytorespondtotheneedsofarapidlygrowingandhighlydiverseschoolsystem.Thisincludestheongoingimplementationofstandards-basedprofessionaldevelopmentsystemsthatarefocusedonmak-ingsurethatallstaffmembersunderstandtheessentialroleofemployeeperformance,attitudes,andexpectationsinthesuccessoftheschoolsystem.Professionaldevelopmentisalignedcloselywithotherim-provementsinunifyingschoolsystemsupportandleader-ship,curriculumandinstruction,assessment,andtechnol-ogy.Thishelpstocreateanorganizationalcultureofrespectthatvalueswhatindividualstaffmembersbelieve,know,andcando,andvaluesthecontributionsofallemployeesinthesupportofimprovedteachingandlearningthroughouttheschoolsystem.Importantcomponentsoftheseeffortsincludethefollowing:• Improvingattitudesandbeliefsaboutraceandremoving
institutionalbarriers.• Establishingcommonexpectationsforstudentsuccess
andorganizationalreform.• Strengtheningteachers’skillsindifferentiatinginstruc-
tionbasedonstudents’needs.• Strengtheningtheprofessionalgrowthsystemforall
employees.• Providingclearstandardsofevaluation.• Encouragingpeerassistanceandreview.• Providingconsultingteachers,principals,andsupport
stafffornoviceandunderperformingemployees.• Providingmentorsfornewteachers.• Strengtheningon-sitestaffdevelopmentforallteachers.Theseeffortsreflectresearch-basedunderstandingofhowtoimproveteachingandlearningbyencouragingprofessionallearningcommunities,improvingexpectations,andmoni-toringdataforspecificevidenceofstudentprogress.
Aligning the Budget With the Strategic PlanTherelationshipofthefive-yearstrategicplanwiththean-nualoperatingbudgetforMCPSwasstrengthenedin2004withtheexpansionofpublicinvolvementinthedevelop-mentoflong-rangeplanningissues.Previously,publicinvolvementoccurredonlyafterthebudgetwaspresented.TheBoardofEducationchangedtheprocessbyinstitutingcommunityforumstoencouragegreaterparticipationbyabroaderrangeofstakeholdersinidentifyingimportantstrategicplanningissues.TheBoardrevisedthepolicyonlong-rangestrategicplanningforcontinuousimprovementinMay2009.Therevisedpolicyencouragesgreaterstakeholderinvolvementandtheuseofassessmentcriteriatoevaluatekeyelementsofthestrategicplan.In2010,theseinputsessionswereheldasroundtablediscussionswithsmallgroupsofparents,staff,andBoardmembers.ThefeedbackwasintegralinhelpingtheBoardsetbudgetprioritiesforthecomingyear.Theimprovedalignmentofbudgetdevelopmentwiththeschoolsystem’sstrategicplanningprocessalsostrengthensthealignmentofthebudgetwiththestate-mandatedmasterplanforstudentachievement
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Bridge to Excellence in Public Schools Act
1. Theplanmustbeaimedathelpingallchildrenmeetstateandlocalperformancestandards;improvestudentachievement;andcloseacademicgapsamongstudentsofdifferentracial,ethnic,andeconomicbackgrounds;studentswithdisabilities;andstudentswhoarelearningEnglish.
2. Theplanmustbecomprehensiveandsystemic.Itmustreachthroughouttheschoolsystemtoallschoolsandaddressfactorscentraltoimprovedteachingandlearningsuchasteacherandprincipalrecruitmentandretention,professionaldevelopment,useofbestpractices,andscientific,research-basedstrategies.
3. Theplanmustaddressservicestoprekindergartenstudents,kindergartenstudents,giftedandtalentedstudents,andcareertechnologyeducationstudents.
4. Theplanmustincludespecificbenchmarksandtimelinesforimprovedstudentachievementandprogressinimplementingtheplan.
Focus Areasa.Teacherandprincipalrecruitmentandretentionb.Educatorreadinessandprofessionaldevelopmentc.Parentandcommunityinvolvementd.Integrationoftechnologye.Assistancetolow-performingschools(local
reconstitutioneligible,TitleI,Challenge,andlocallyidentifiedalertorwatchschools)
f.Useofbestpracticesandprovenmethods,basedonscientificallybasedresearch
Performance Goal 1By2013–2014,allstudentswillreachhighstandards,ataminimumattainingproficiencyorbetterinreading/languageartsandmathematics.1. Thepercentageofstudents,intheaggregateandfor
eachsubgroup,whoareatorabovetheproficientlevelinreading/languageartsonthestate’sassessment.(Note:thesesubgroupsarethoseforwhichtheESEArequiresstatereporting,asidentifiedinsection1111(h)(l)(C)(i).)
2. Thepercentageofstudents,intheaggregateandineachsubgroup,whoareatorabovetheproficientlevelinmathematicsonthestate’sassessment.(Note:ThesesubgroupsarethoseforwhichtheESEArequiresstatereporting,asidentifiedinsection1111(h)(l)(C)(i).)
Performance Goal 2AlllimitedEnglishproficientstudentswillbecomeproficientinEnglishandreachhighacademicstandards,ataminimumattainingproficiencyorbetterinreading/languageartsandmathematics.1. ThepercentageoflimitedEnglishproficientstudents,
determinedbycohort,whohaveattainedEnglishproficiencybytheendoftheschoolyear.
TheBridge to Excellence in Public Schools Actisbasedonastandards-basedapproachtopublicschoolfinancingthatisconsistentwiththefederalNo Child Left Behind Act of 2001.TheActrequirestheMarylandStateDepartmentofEduca-
tion(MSDE)tosetacademiccontentandstudentachievementstandards,ensurethatschoolsandstudentshavesufficientresourcestomeetthosestandards,andholdschoolsandschoolsystemsaccountableforstudentperformance.
2. ThepercentageoflimitedEnglishproficientstudentswhoareatorabovetheproficientlevelinreading/languageartsonthestate’sassessment,asreportedforperformanceindicator1.1.
3. ThepercentageoflimitedEnglishproficientstudentswhoareatorabovetheproficientlevelinmathematicsonthestate’sassessment,asreportedforperformanceindicator1.2.
Performance Goal 3By2005–2006,allstudentswillbetaughtbyhighlyqualifiedteachers.1. Thepercentageofclassesbeingtaughtby“highly
qualified”teachers(asthetermisdefinedinsection9101(23)oftheESEA)intheaggregateandin“high-poverty”schools(asthetermisdefinedinsection1111(h)(l)(C)(viii)oftheESEA).
2. Thepercentageofteachersreceiving“high-qualityprofessionaldevelopment”(astheterm“professionaldevelopment”isdefinedinsection9101(34)).
3. Thepercentageofparaprofessionals(excludingthosewithsoledutiesastranslatorsandparentalinvolvementassistants)whoarequalified.(Seecriteriainsection1119(c)and(d).)
Performance Goal 4Allstudentswillbeeducatedinlearningenvironmentsthataresafe,drug-free,andconducivetolearning.1. Thenumberofpersistentlydangerousschools,asdefined
bythestate.
Performance Goal 51. Thepercentageofstudentswhograduatefromhigh
schooleachyearwitharegulardiploma—a.calculatedinaccordancewiththefour-yearadjusted
cohortgraduationrateandthefive-yearadjustedcohortgraduationrate.
b.disaggregatedbyrace,ethnicity,gender,disabilitystatus,migrantstatus,Englishproficiency,andstatusaseconomicallydisadvantaged.
2. Performanceindicator:Thepercentageofstudentswhodropoutofschool—a.calculatedbydividingthenumberofstudentsin
grades9–12,wholeaveschoolforanyreason,exceptdeath,beforegraduationorcompletionofaMarylandapprovededucationalprogramandwhoarenotknowntoenrollinanotherschoolorstate-approvedprogramduringthecurrentschoolyear(definedasJulythroughJune),bythetotalnumberstudentsingrades9–12servedbytheschool.
b.disaggregatedbyrace,ethnicity,gender,socioeconomicstatus,languageproficiency,ordisability;andstatusaseconomicallydisadvantaged.
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Milestones: Data Points:• Allstudentswillachieveorexceedproficiencystandards
inmathematics,reading,writing,science,andgovernment,andEnglishlanguageonlocalandstateassessments.
o MarylandSchoolAssessments(MSA)o MeasureofAcademicProgress-Reading(MAP-R)o HighSchoolAssessments(HSAs)o EnglishproficiencyassessmentsforESOLstudents
(LanguageAssessmentSystem-Links)
• AllstudentswillsuccessfullycompletealgebrabytheendofGrade9andgeometrybytheendofGrade10.
o Algebrasuccessfulcoursecompletionwitha“C’orhigherbytheendofGrade8
o Algebrasuccessfulcoursecompletionwitha“C’orhigherbytheendofGrade9
o Geometrysuccessfulcoursecompletionwitha“C’orhigherbytheendofGrade10
• AllstudentswillsuccessfullycompleteAlgebra2bytheendofGrade11.
o Algebra2successfulcoursecompletionwitha“C”orhigherbytheendofGrade11
• AllschoolswillincreaseparticipationandperformanceofallstudentstakingtheSAT/ACT.
o SAT/ACTparticipationandperformanceo PSATparticipation
• AllschoolswilleliminatethedisproportionatesuspensionandineligibilityratesofAfricanAmericanandHispanicstudents,andstudentsreceivingspecialeducationservices.
o Suspensiondatao Ineligibilityforextracurricularactivities
• Allstudentswillbeeducatedinlearningenvironmentsthataresafe,drug-free,andconducivetolearning
o Student,parent,staff,surveyresults
• Allschoolswillmeetorexceedthestate’sgraduationrequirements.
o Graduationratesbyschoolo HighSchoolAssessmentso Dropoutrateo Ineligibilityforextracurricularactivities
• Allgraduateswillbepreparedforpostsecondaryeducationandemployment.
o UniversitySystemofMarylandrequirementso CompletionofCareerandTechnologyEducation
program
GOAL 1: Ensure Success for Every Student
Board of Education Priorities:• Organizeandoptimizeresourcesforimprovedacademicresults• Alignrigorouscurriculum,deliveryofinstruction,andassessmentforcontinuousimprovementofstudent
achievement• Usestudent,staff,school,andsystemperformancedatatomonitorandimprovestudentachievement
ThefollowingmilestonesanddatapointsarealignedwiththestrategiesandinitiativesinOur Call to Action toproviderigorousinstructionandpromoteincreasedachievementforallstudents,whileeliminatingtheachievementgap.Tothatend,MCPSiscommittedtoengagingallstudentsinarigorousacademicprogramand,inparticular,toensuringthatstudentachievementisnotpredictablebyrace.ThedistrictwillimplementtheguidelinesestablishedintheBridge to Excellence in Public Schools Act.Datawillbedisaggregatedbyrace,ethnicity,gender,socioeconomicstatus,languageproficiency,ordisability.AlthoughOur Call to Actionstatesthatallstudentsareexpectedtoattaincertainmilestones,somestudents,duetotheirdisabilities,willnotachievethosemilestonesandwillfollowalternativecurricula.
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STRATEGIC INITIATIVES
Ensure Success for Every StudentMonitoring Student PerformanceThemissionofMontgomeryCountyPublicSchools(MCPS)istoprovideahigh-quality,world-classeducationthatensuressuccessforeverystudentthroughexcellenceinteachingandlearning.Criticaltoachievingthemissionisthesystematicandsystemicmonitoringofstudentperformanceofeverystudentineveryschoolsothatstudentachievementisnotpredictablebyrace.Classroomteachers,principals,andseniorleadersmonitorstudentperformancebydisaggregatingdatabyrace,ethnicity,gender,socioeconomicstatus,languageproficiency,ordisability.Disaggregatingthedataensuresthateverystudent’sneedsareconsideredwhenmakinginstructionaldecisions.Schoolsandclassroomteachersuseavarietyoftoolsandstrategiestomonitorstudentperformance.Atthesystemlevel,cross-functionalteamsstudystudentperformancebydrillingdowntorootcausesandthendevelopingactionplansandmakingrecommendationsforimprovement.M-StatandAchievementSteeringCommitteesarestrategiesusedbyseniorleadersandschoolstaffworkingincollaborationtoensuresuccessforeverystudent.
Achievement Steering Committees AchievementSteeringCommittees(ASCs)providefocusedsupporttoidentifiedschoolstoaddressperformanceconcernsrevealedasaresultoftheMarylandSchoolAssessments(MSAs)andHighSchoolAssessments(HSAs).ASCsarecollaborativeeffortsbetweenvariousMCPSofficesandselectedschool-basedstaffmembers.Utilizingin-depthexaminationofstudentdata,ASCsworktoimproveinstruc-tionalpracticestoincreasestudentperformanceandexitMarylandStateDepartmentofEducation(MSDE)“schoolimprovement”status.StrategiesrecommendedbyanASCmayincludestructuredschoolwalk-throughs,instructionallook-fors,and/orinstructionalprogramreviewstodeterminerootcausesforperformanceissues.TheASCworkswiththeschoolleadershiptoaddressidentifiedareasofneed.
M-Stat TheM-Statprocessprovidesaframeworkforthesystematicandsystemicmonitoringofcriticalstudentachievementandperformancedatathatenablesthedistrictandschoolleader-shipteamstodrilldowntorootcauses,focusonareasofneed,developactionplansforimprovement,anddocumentbestpracticesforrecognitionanddisseminationthrough-outthesystem.ThroughtheBaldrigepracticeof“plan,do,study,act,”keydatapointsandprocessesareexam-inedthroughouttheschoolimprovementplanningcycle.TheMulti-stakeholderM-Statteamsanalyzeschool-level
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studentperformancedatadisaggregatedbyrace,ethnicity,gender,socioeconomicstatus,languageproficiency,ordis-abilitystatus.TheM-Statprocesshasevolvedtoencompass“Teacher-Stat,”bringingtogethercontentareaexpertstofocusonpedagogyandcurriculumimplementation.M-StatmaterialsarearchivedonmyMCPSforsystemwideuse.
Deputy Superintendent of Schools’ Innovation TeamTheInnovationTeamprovidesaforumforcreativethinkingandproblemsolvinginanopenandcandidenvironment.Thisgroupwasformedonthepremisethatsomeplanning/issuescanbestbeapproachedthroughadynamicdiscoursefrommultipleperspectives,divorcedfromjobtitleorsphereofresponsibility.Additionally,thisgroupoffersafreshperspectiveonissuesorproblemsthatarecomplexandenduring.Thisteamisdesignedtocaptureandchanneltheinnovativethinkingofstaffinasettingthatvaluesinspiredthinkingandcollectiveproblemsolving.
Developing Mathematical Proficiency for All StudentsInresponsetotheK–12MathematicsWorkGroupReport(Fall2010)andadoptionoftheCommonCoreStateStandards,MCPSconvenedtwoprojectteamstodevelopactionplansinresponsetothereport’srecommendationsinthefiveresearchareas.Oneprojectteamwilladdressrec-ommendationsdealingwiththeImplementedCurriculumandProfessionalDevelopmentandwillfocusonteachers’skillsandknowledgeandclassroominstructionthatpro-motesdeepmathematicalthinking.TheotherteamwilladdresstheWrittenCurriculum,AssessedCurriculum,andAccelerationandTargetsandwillfocusonthewhatistaught,howitisassessed,andhowwechallengeandsup-portstudentswhodemonstratemathematicalproficiencyinallcategoriesattheirgradelevel.Eachprojectteamincludesprincipals,teachers,andcentralservicesstaffmembers,aswellasrepresentativesoftheK–12MathematicsWorkGroup.Tocoordinateandmonitortheworkoftheprojectteams,amulti-stakeholderMathImplementationTeam(MIT)SteeringCommitteealsowasestablished.Thesteer-ingcommitteecomprisesrepresentativesfromthethreeemployeeassociations—MontgomeryCountyEducationAssociation(MCEA),MontgomeryCountyAssociationofAdministratorsandPrincipals(MCAAP),andServiceEmployeesInternationalUnion(SEIU)Local500,centralservicesstaffmembers,andmembersofparentorganizationswhoservedontheoriginalworkgroup.TheprojectteamsupdatetheMITSteeringCommitteeeachmonth.TheMITSteeringCommitteememberswillreportouttotheirrespec-tiveconstituentsontheworkoftheprojectteams.Uponcompletion,theMITSteeringCommitteewillmonitortheimplementationoftheactionplans.
Middle School Reform TheMiddleSchoolReforminitiativeprovidesarigorousinstructionalprogramthatisfocusedontheskillsneededtobesuccessfulinthe21stcenturyandpreparesstudentsforhighschool,college,andtheworldofwork.Suchaninstructionalprogramincludesaccesstotechnologyandsupportwithdevelopingskillsthatenablestudentstoworkinteams,solvecomplexproblems,interpretinformation,communicateeffectively,connectlearningacrossdisciplines,thinkcritically,andapplyknowledgetoreal-lifesituations.Theseinnovativestudent-centeredclassroomenvironmentsuseinteractivetechnologytodelivercurriculumandinstruc-tionandassessunderstanding.Theinteractivetechnologytoolsengagestudentsintheirownlearningandactivateproblem-solvingandcriticalthinkingskillsthatbetterpre-parestudentsforsuccessintheInformationAge.ComponentsofMiddleSchoolReformincludebuildingleadershipcapacitythatpromotessharedownershipforstudentandstaffsuccessbyprovidingprofessionaldevelop-mentoninstructionalstrategiestomeettheuniqueanddiverseneedsoftheadolescentlearnerandtoensurethatallstudentshaveaccesstoarigorousinstructionalprogram;participatingintheProfessionalLearningCommunitiesInstitute;developingstaffcontentknowledgeandteachingexpertisewithinstructionalleaderssuchascontentspecial-istsinthecoreacademicareas,teamleaders,andaliteracycoach;providingarigorousandacceleratedcurriculumbyofferingnewandrigorouselectiveandcorecourses;engagingadolescentlearnersineffectiveanddifferenti-atedinstructionusingindividualstudentdata,innovativetechnology,andmotivationalstrategies;improvingorga-nizationalstructuresthatpromoteeffectiveschedulesforstudentsandtimeforteacherstoworkcollaboratively;andestablishingstrongparentandcommunityengagementthrougheffectivecommunication,involvementintheschoolimprovementprocess,parentworkshops,andstudycircles.AllmiddleschoolshavereceivedresourcesasapartoftheMiddleSchoolReforminitiativethatinclude21stCenturyClassroomtechnology,revisedformativeandunitassess-ments,fundingforafter-schoolandsummerprograms,workshopsforparents,staffingtosupportinclusionofstu-dentswithdisabilitiesinthegeneraleducationclassroom,professionaldevelopmentontheadolescentlearnerandrigorousinstruction,andothersupportstoenhancethecommunicationbetweentheschoolsandparents.BuildingonthesuccessoftheMiddleSchoolMagnetConsortium(MSMC),andguidedbytheMiddleSchoolReformReportrecommendations,rigorousinstructionalofferingsinscience,worldstudies,andEnglishareofferedinallmiddleschools.Courseofferingsincorporaterigorouscoursework,includinghighschoolcreditcourses,engagingcontent,andinnovativeunitsofinstruction.ThesecoursessupporttheMCPScommitmenttoprovideallstudentswithaccesstoenriched,accelerated,andcompactedcoursesatthemiddleschoollevelinordertocreateopportunitiesforstu-dentstorealizetheirfullpotentialaslearners.
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TheexpansionofsubsequentphasesoftheMiddleSchoolReforminitiativetoallmiddleschoolswasoriginallysched-uledforcompletioninFY2010.Duetocurrentbudgetaryconstraints,thefullimplementationhasbeendelayed.
Middle School Accelerated and Enriched Instruction (AEI) Math Content Specialist AsapartofMiddleSchoolReform,theAEImathcontentspecialistpositionwascreatedtocoach,modeleffectiveinstructionalpractices,andbuildthecontentknowledgeandskillsofmathematicsteachers.Astheleaderofthelocalschoolmathematicsdepartment,theAEImathcontentspe-cialistmonitorsandinterpretsassessmentdatatopromoteindividualstudentachievement.Inaddition,theAEImathcontentspecialistservesasanadvocateforstudentaccesstoandsuccessfulcompletioninadvancedmathematicscoursesanddevelopsaprocesstonurtureandmentorunderachiev-ingortraditionallyunderservedstudents.TheAEImathcontentspecialistcollaborateswithschoolstafftoincreasestudentparticipation,particularlyAfricanAmericanandHispanicstudents,inacceleratedandenrichedcourses,andprovidesinstructional,professional,andparentalsupportforimprovementofstudentachievementinthesecourses,andmonitorsandreportsquarterlyonstudentaccessandprog-ressinacceleratedcourses.Thespecialistalsomonitorsandreportsquarterlyonstudentaccessandprogressinacceler-atedcourses.
Middle School Accelerated and Enriched Instruction (AEI) Literacy Coach TheAEIliteracycoachcreatesaprocessfornurturing/mentoringunderachievingand/ortraditionallyunderservedstudentsenrolledinacceleratedcourses.TheAEIliteracycoachsupportscriticalthinking,reading,writing,andviewingacrossthecontentareasbyworkingdirectlywithteachers,servingasamemberoftheschoolleadershipteam,andcommunicatingwithparents.Asaninstructionalleader,theAEIliteracycoachdevelopstheschool’sliteracyplan,includingbenchmarksandareportingschedule.TheAEIliteracycoachalsocollaborateswithschoolstafftoincreasestudentparticipation,particularlyAfricanAmericanandHispanicstudents,inacceleratedandenrichedcourses,andprovidesinstructional,professional,andparentalsupportforstudentachievementinthesecourses.Theliteracycoachalsomonitorsandreportsquarterlyonstudentaccessandprog-ressinacceleratedcourses.
Middle School Magnet Consortium (MSMC) MSMCcomprisesthreeschools—ArgyleMagnetMiddleSchoolforInformationTechnology,A.MarioLoiedermanMagnetMiddleSchoolforCreativeandPerformingArts,andParklandMagnetMiddleSchoolforAerospaceTechnology.Benefitingfromimprovementeffortsoriginallydevelopedunderathree-yearfederalgrant,allMSMCstu-dentshaveaccesstothewhole-schoolmagnetprograms,featuringanacceleratedcorecurriculum,specializedcourses,extendedlearningopportunities,ahighlyeffectiveinstruc-tionalprogram,andcollaborativeschoolpartnershipswith
parentsandthecommunity.Eachschoolhasaunique,thematic,instructionalfocus.Thespecificmagnetthemesidentifiedforthisinitiativeofferhighlyuniqueacademicchoicesofspecialinteresttoyoungadolescents.
Extended-day and Extended-year Programs (Middle School) Themiddleschoolextendedlearningopportunities(ELO)includebothextended-dayandextended-yearofferingsinall38middleschools.Traditionally,theprogramprovidesadditionalreadingandmathematicsinstructiontostudentsinGrades6,7,and8whoneedsupporttoachieveMCPScurriculumobjectivesandmeettheproficiencystandardsontheMarylandSchoolAssessment(MSA).Inaddition,theextended-yearprogramofferscoursestoassiststudentswiththesuccessfulcompletionofadvanced-levelmathemat-icscoursesbypreviewingorreviewingcoursecontenttonurtureandsupportstudentenrollmentandsuccessfulcom-pletionofadvanced-levelmathematicscourses.Schoolsalsoareabletocreateothercourseofferingstomeetthediverseneedsoftheirstudents.
High School Plus TheHighSchoolPlus(HS+)programhelpstopreparestudentsfortheHighSchoolAssessmentsandprovidesthemwithanopportunitytoregainlostcoursecredit.HS+providesthreeoptions:repeatersectionsinthedayschool’smasterschedule,full-semestercourses,andcredit-recoveryclassesofferedbyextendingtheschoolday.ForFY2012,HS+isofferedtoallhighschoolstudentsinGrades9−12.Throughflexibleschedulingandtargetedofferings,studentsareabletoreceivetheadditionalacademicsupporttheyneedattheirhomeschools.
eLearning—Online Courses for High School Students High-qualityonlinecoursesprovideMCPSstudentswiththeopportunitytoenhancetheireducation.OnlinecourseofferingsincludeMCPS-developedcoursesandMCPS-approvedonlinecoursesmadeavailablethroughtheMarylandStateDepartmentofEducation’s(MSDE)MarylandVirtualSchool(MVS).Currently,studentsmaytaketheMCPS-developedComprehensiveHealthonlinecourse(.5credit)ortheFoundationsofTechnologyonlinecourse(1.0credit).Thesecoursessatisfygraduationrequire-mentsforhealthandtechnologyeducation,respectively;andtheyareavailableassummeroptions.StudentsalsomaytakeanonlinePersonalFinanceelectivecourse(.5credit).AllMCPSonlinecoursesrequirealimitednumberofface-to-facesessions.MCPSstudentsmayenrollinanyofthe21MSDE-approvedAdvancedPlacementonlinecoursesofferedincooperationwiththeMarylandVirtualSchool.
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Signature Programs Twenty-threehighschoolshavedevelopedandimplementedsignatureprogramsand/oracademyprograms.Somehighschoolshaveimplementedwhole-schoolprograms,whileotherschoolshaveimplementedsmallerlearningcommuni-ties.Theimplementationofsignatureprogramssupportstheprocessofraisingachievementbyempoweringindividualschoolcommunitiestoexaminetheacademicneedsoftheirstudents,withthegoalofdevelopinghighinterestandrigor-ousprogramsthatenhancethelearningprocessforall.
SAT/ACT Intervention Plan ThedistrictprovidesavarietyofSAT/ACTpreparationprogramsduringandbeyondtheschoolday,includingthematerialsfortherevisedCollegeTestPrepcourse,designedtopreparestudentsforsuccessontheSAT/ACT.MCPSofferstheTriumphProgram,anonlinestudyguideforPSAT/SAT/ACT,forusebyallMCPShighschoolstudentsfreeofcharge.MCPSheldaPSAT-SAT-ACT-ACCUPLACERSummitinJuly2009andpresentedanSAT/ACTActionPlantobecustomizedtomeettheneedsofindividualschools.HighschoolsusetheguidelinesandsuggestionsprovidedintheSAT/ACTActionPlantodesignandimple-mentstrategiestoimprovetheSAT/ACTsuccessofstudentsintheirschoolsandtodevelopoutreacheffortsforparents.MCPShasdevelopedsystemwideprotocolsandweb-basedtoolstomonitorSAT/ACTparticipationandperformance.Thesetoolsallowschoolstafftoquicklyidentifywhichstu-dentshavecompletedthecourseworkneededtopreparethemforsuccessonthesevariousexams,individualstudents’levelsofperformanceinthosecourses,andstudents’priorPSAT/SAT/ACTperformancelevels.
ACCUPLACER TheACCUPLACERisanational,computer-adaptivecollegeplacementtest,producedbytheCollegeBoard.TheACCUPLACERmeasuresacademicskillsintheareasofmathematics(arithmetic,elementaryalgebra,andcollege-levelmath)andEnglish(sentenceskills,readingcomprehension,andwriting).TheACCUPLACERisusedbysomecommunitycolleges,four-yearuniversities,techni-calschools,andhighschoolstoassistincourseplacementand/orinassessingthecollegereadinessofstudents.Inpart-nershipwithMontgomeryCollege,thisassessmentwillbeavailableinallMCPShighschoolsduringthe2011–2012schoolyear.ThepartnershipprovidestrainingofMCPSstafftoincreaseawarenessaboutthetestandadministertheACCUPLACERonhighschoolcampuses.
Assisting First-generation, College-bound Students to Chart Their CourseMCPScollaborateswithMontgomeryCollegeandtheUniversitiesatShadyGrovetoofferasummerprogramtoassistfirst-generation,college-boundstudents.LocatedonthecampusoftheUniversitiesatShadyGrove,thisone-weekprogramprovidesstudentswithhands-onexperi-enceincompletinganinterestinventory,exploringcareer
options,settingeducationalgoals,andmakingtheconnec-tionbetweenpostsecondarycourseworkandcareerchoices.Duringthesummerprogram,studentswillresearchandselectcollegeoptions;initiatetheapplicationprocess;writeapersonalstatementessay;draftarequestletterforrec-ommendations;andlearnaboutfinancialaid,grants,andscholarshipopportunities.Thisinitiativeaimstosupportfirst-generation,college-boundstudentsastheylearntonav-igatetheunfamiliarandcomplexprocessofchartingtheircollegeexperience.
Minority Student Achievement Initiatives • EducationThatIsMulticultural—Thisisacontinuous,
integrated,multidisciplinaryprocessforeducatingallstudentsaboutdiversityandcommonality.Factorsofdiversityincluderace,ethnicity,region,religion,gender,language,socioeconomicstatus,age,andindividualswithdisabilities.Supportedbycurriculum,instructionalresources,andprofessionaldevelopment,EducationThatIsMulticulturalenablesstudentstodemonstrateknowledge,understanding,appreciation,andrespectforindividualswhorepresentthemanygroupsinourcom-munity.Researchandbestpracticesareusedtodesigndiversitytrainingandthesystematicinfusionofequi-tablepracticesandcontentintocurriculum,instruction,instructionalresources,andprofessionaldevelopment.Thesepracticespromotehighexpectationsforstudentsasafoundationtoexcellenceinteachingandlearning.Multiculturaleducationalsocommunicatesthebeliefthateverystudentmusthaveequalopportunitiestoachievehisorherfullpotential.
• KennedyClusterProject—ThegoaloftheKennedyClusterProjectistocreateaneducationalservicemodelforAfricanAmericanstudentstobreakdowninstitu-tionaldiscrimination,reduceeducationalandsocialdisparities,andidentifythetypesofcountyservicesthatcanbemobilizedtoaddressissuesassociatedwithpovertyanditsimpactonschoolperformance.Asacomponentofthisproject,MCPSconductsresearchtoidentifythefactorsandactivitieswithintheschoolsystemthatmayhaveanimpactontheachievementofindividualstudentsandtheoverallachievementgap.Thisprojectbuildsonresearchfromotherjurisdictionsandacademicinstitu-tionstosolvethepersistentachievementgap.Thesefindingswillidentifykeyelementsforfurtherreformsandimprovementsandappropriateinterventionstoreducetheachievementgapandimprovestudentout-comes.Theprogressofthisprojectwillbedocumentedthroughformalreportssothatitsoutcomescanberep-licateddistrictwideandsharedwithotherjurisdictionsfacingsimilarissues.
• MinorityAchievementRecognitionInitiative—Thisinitiativeisasystematicprocessofcollectinganddissemi-natinginformationregardingtargetedcommunityawardsandscholarshipstomaximizepostsecondaryoptions.Inparticular,MCPShasformedpartnershipswithseveralhistoricallyblackcolleges.ThesecollegesprovideuniqueadmissionsandscholarshipeventsforMCPSstudents.
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Services for English for Speakers of Other Languages (ESOL) Students • CurriculumandInstruction—Tomeetfederallyman-
datedAnnualMeasurableAchievementObjectivesandacceleratethedevelopmentofacademicEnglish,MCPScontinuestorefineandmoveonlinethelocallydevelopedpre-K–12ESOLcurriculumtoensurethatESOLstu-dentsatalllevelsreceivestructured,systematicEnglishlanguagedevelopmentinstruction,inaccordancewiththeMarylandEnglis-languageproficiencystatecurricu-lum.Additionally,ESOLBenchmarkingCriteriahavebeendevelopedatthesecondaryleveltoensurethatESOLstudentsareplacedattheESOLinstructionallevelthatprovidestheoptimalconditionforcontinuedandaccelerateddevelopmentofacademicEnglish.
• ProfessionalDevelopment—The ESOL for Leaders Webinar Seriescontinuestoprovideprofessionaldevelop-mentforschoolleaderstobuildtheircapacitytosupportandmonitoreffectiveschool-basedESOLinstructionalprograms.OngoingprofessionaldevelopmentforESOLteachersonimplementingtheESOLcurriculum,ana-lyzingESOLdata,anddeliveringEnglishlanguagedevelopmentinstructionthroughthecontentareasisprovidedonaregularbasisinface-to-face,school-based,andonlineformats.TobuildthecapacityofsecondarycontentteacherstomeetthelanguageandcontentneedsofESOLstudents,MCPSwillcontinuethepartner-shipwiththeUniversityofMarylandBaltimoreCounty(UMBC)andextendthehighschoolpilotofSecondaryTeachersEducationandProfessionalTraining(STEPT)forEnglishlanguagelearners(ELL)tomiddleschools.STEPTwillequipteacherswiththecriticalknowledgeandskillstoeffectivelyengageESOLstudentsinthecontentareasofmathematics,science,andsocialstud-ies.PlansalsoareunderwaytobuildthecapacityofelementaryandhighschoolcontentteacherstomeetthelanguageandcontentneedsofESOLstudentsbyextendingthemiddleschoolpilotoftheresearch-basedShelteredInstructionObservationsProtocol(SIOP)pro-fessionaldevelopmentmodeltoincludeelementaryandhighschools.
• StudentsEngagedinPathwaystoAchievement(SEPA)—SEPAisacareer-readinessprogramfocusedonbuildingentry-leveljobskillsforSpanish-speakinghighschoolESOLstudentsages18–21whohaveexperiencedinter-ruptedorlimitedformaleducationandareunabletocompleteMCPSgraduationrequirementsbeforetheyturnage21.Aninnovativecurriculumincludescareer-basedEnglish-languagedevelopmentinstruction,literacyandmathematicsinstruction,aswellassupportforaccul-turationandfamilyreunification.Afamilyinvolvementandcounselingcomponentisinplacetosupportstudentsandtheirfamilies.Outreacheffortsincludecollaborationandpartnershipswithcommunityagenciesandorga-nizationstoprovideasafetynetforfamiliesofstudentsenrolledinSEPAtoremovebarrierstosuccessfulcomple-tionoftheprogram.
• TestofEnglishforSpeakersofForeignLanguages(TOEFL)—TheTOEFLassessmentisacollegeentrancerequirementforstudentswhosenativelanguageisnotEnglish.InMontgomeryCounty,thereareapproximately475advancedESOLstudentswhoarequalifiedtotaketheTOEFL.MCPSwillcontinuetoserveasatestcenterfortheTOEFLandwillofferthisassessmentroutinelytoallqualifiedMCPSstudentsatselecthighschools.Theschoolsystemwillassumetheregistrationfeeforanystu-dentmeetingincomecriteria.
Removing Barriers to Learning—Student Services and Mental Health • School-basedproblem-solvingteams,including
CollaborativeProblemSolving(CPS)teamsandEducationalManagementteams(EMT),areimple-mentedineveryschool.Theseteamsfocusonearlyinterventionbyprovidinginstructional,social,andbehavioralinterventionstobettermeettheneedsofstudentsintheregularclassroomsettingandtoensureschoolsuccess.Inaddition,manyschoolsareimple-mentingPositiveBehavioralInterventionsandSupports(PBIS).Schoolstaffuseofficedisciplinereferralandsus-pensiondatatomonitorimplementation,identifyareasofconcern,anddeveloppreventionandinterventionstrategiestoaddresseachidentifiedareaofneed.
• ThetruancyanddropoutpreventioninitiativeincludestheInteragencyTruancyReviewBoard.Thisinteragencyboardprovidesstudents,theirfamilies,andschoolstaffwithfocusedstrategiestoreduceindividualcasesofhabitualtruancy.Theboarddevelopsanactionplanforthestudent,family,andschoolthatthepupilpersonnelworkerandotherschoolstaffmonitorforcomplianceorreferthecasetothestate’sattorney’sofficeforpossiblecourtaction.BeginninginFY2010,theDepartmentofStudentServicesispartneringwiththeUniversityofBaltimoreSchoolofLawtobringtheTruancyCourtProgram(TCP)totwomiddleschools.TCPisavolun-tary10-weekinterventionforstudentswhohavehighnumbersofunexcusedabsences.
• TheDepartmentofStudentServicesiscollaboratingwiththeMontgomeryCountyCollaborationCounciltoprovideaccessforstudentswithintenseneedstoavailablecommunityservicesthroughthewraparoundprocesses.Studentscanbereferredfortheseservicesthroughschool-andsystem-levelproblem-solvingteams,andtheTruancyReviewBoard.
Elementary School Leadership Theelementaryschoolassistantprincipalisanessentialleadershippositionintoday’shigh-stakestestingenviron-ment.Successfulschoolshavestrongprincipalsatthehelmwhoareabletofocusontheirroleasinstructionalleaders.Assistantprincipalsaffordprincipalstheabilitytoconcen-trateoninstructionalleadershipandplayavitalpartinmaintainingschoolsafetyandcontinuitywhentheprincipalisawayfromthebuilding.InFY2012,111elementaryschoolswillhaveassistantprincipals.
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Safe and Secure SchoolsMCPScontinuestopromoteasafeandsecureeducationalenvironmentthroughongoingsecurityinitiatives.Theseincludethefollowing:• Closed-circuittelevisioninhighschoolsandmiddle
schoolsenhancethemonitoringcapabilityofschoolstaffandhelptopromotethesafetyofallstudents.
• AnIncidentReportingSystemprovidesforconsistentandtimelyreportingofseriousincidentsinschools.
• AMemorandumofUnderstandingamongMCPS,theMontgomeryCountyPoliceDepartment,andtheMontgomeryCountyState’sAttorney’sOfficepromotesconsistentreportingofseriousincidentstothepolice.
• SchoolSafetyandSecurityataGlanceisaschoolsafetyreportpublishedannually.Thisreportprovidessystem-wideandindividualschooldataonseriousincidentsandsuspensions.Italsoprovidesgreatertransparencyandaccountabilityforincidentsthathaveanimpactonschoolsafetyandresultsingreaterimprovementiniden-tifyingandremedyingissuesrelatedtoschoolsafety.
• IndividualschoolandsystemwidecrisisplanshavebeenupdatedtoconformtotheguidelinesestablishedintheNationalIncidentManagementSystem(NIMS).Changesincludereplacingtheuseofcodeswithplain
languagetosignalanemergency.Theuseofplainlan-guagefacilitatesclearcommunicationbetweenschoolstaff,students,visitors,andpublicsafetyagenciesduringanemergency.Trainingforstudents,staff,andparentsandamulti-facetedcommunicationprogramforthecommunityareongoing.
Inaddition,MCPShasdevelopedacomprehensivecrisisresponsemanualforstaffusewhenrespondingtoemer-gencies.Themanualaddressesthesafetyandemotionalwell-beingofstudents.ASafeSchoolsActionPlanhasbeendevelopedtopromoteasafeandwelcominglearningenvi-ronmentthatisfreeofharassmentandbullying.Trainingmaterialsforreportingchildabuseandneglectandsuicide-riskguidelineshavebeendevelopedanddisseminatedtoschool-basedstaff.TheMontgomeryCountyPoliceDepartmentandMCPShavecollaborativelydevelopedandimplementedaschoolresourceofficer(SRO)program.Theprogramservestomaintainandenhanceasafeandsecurelearningenviron-mentforstudents,staff,andtheschoolcommunity.SROsareresponsibleforimprovingcoordinationandcommunica-tioninanemergency,disaster,crisis,ordangeroussituation,withtheoverallgoalofmaintainingandenhancingasafeandsecurelearningenvironment.Asaresultofbudgetconstraints,thenumberofSROshasbeenreducedtosixofficers.
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Graduation Rate InNovember2008,theUnitedStatesDepartmentofEducationissuednewregulationsregardingtheconsistentcalculationofgraduationrates,undertheNo Child Left Behind Act.Theintentoftheregulationsistoallowforaccuratecomparisonsofgraduationratedata.TheMarylandStateDepartmentofEducation(MSDE)mustrevisethegraduationrateformulainordertocomplywiththesenewfederalregulations.Thegraduationrateisusedasanindica-tortodetermineAdequateYearlyProgressatthehighschoollevel.MSDEwillestablishnewgraduationratesbeginningJune2011.
Ineligibility Duringthe2007–2008schoolyear,aprojectteamwascre-atedtoreviewtheissueofdisproportionateineligibility,particularlyforAfricanAmericanandHispanicstudents,andcreatetargetstomeasureschoolandsystemperfor-mance.Duringthe2008–2009schoolyear,anM-Statteam,withrepresentativesfrommiddleandhighschools,devel-opedtheprocessforapplicationofthetargets.Thisgroupdeterminedthatthetargetswouldbeappliedusingdataonthepercentageofstudentswhoarechronicallyineligible(ineligibleforthreeorfourmarkingperiodsinoneaca-demicyear).Since2009–2010,schoolandsystemdatahavebeencollected,analyzed,andreportedonthesetargets.TheM-Statgrouphasidentifiedbestpracticestolowerineligibil-ityratesandhasinvitedschooladministratorstosharetheirpracticeswiththeircolleagues.
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Milestones: Data Points:• Allstudentswillacquiretheessentialskillsandknowledge
tomeetorexceedstandardsinreadingandmathematicsbytheendofGrade2.
o Enrollmentinpre-Ko TerraNova2inGrade2o MontgomeryCountyPublicSchoolsAssessment
Program–PrimaryReading)MCPSAPPR)K–2)
• Allschoolswillincreaseenrollmentandperformanceofallstudentsingifted,Honors,AdvancedPlacement,InternationalBaccalaureate,andothercollege-levelcourses,withafocusonimprovingenrollmentandperformanceofAfricanAmericanandHispanicstudents.
o GiftedandTalentedscreening(Grade2)o AdvancedMathinGrade5Proficiencyo Honors/AdvancedPlacement,International
Baccalaureate,andothercollege-levelcoursesenrollment
o AP/IBTests—ParticipationandPerformance
• AllschoolswilleliminatethedisproportionaterepresentationofAfricanAmericanandHispanicstudentsinspecialeducation.
o Studentsreceivingspecialeducationservices
• Allschoolswillprovidestudentswithdisabilitiesaccesstothegeneraleducationenvironment,tothemaximumextentappropriate.
o Specialeducationstudentsreceivingservicesingeneraleducation
• Allschoolswillachieveorexceedlocalandstatestandardsforattendance.
o Attendancebyschool
GOAL 2: Provide an EffectiveInstructional Program
Board of Education Academic Priorities:• Alignrigorouscurriculum,deliveryofinstruction,andassessmentforcontinuousimprovementofstudent
achievement• Expandanddeliverliteracy-basedinitiativesfromprekindergartenthroughGrade12tosupportstudentachievement• Develop,pilot,andexpandimprovementsinsecondarycontent,instruction,andprogramsthatsupportstudents’
activeengagementinlearning• Usestudent,staff,school,andsystemperformancedatatomonitorandimprovestudentachievementThefollowingmilestonesanddatapointsarealignedwiththestrategiesandinitiativesinOur Call to Actiontoproviderigorousinstructionandpromoteincreasedachievementforallstudentswhileeliminatingtheachievementgap.Tothatend,MCPSiscommittedtoengagingallstudentsinarigorousacademicprogramand,inparticular,toensuringthatstudentachievementisnotpredictablebyrace.ThedistrictwillimplementtheguidelinesestablishedintheBridge to Excellence in Public Schools Act.Datawillbedisaggregatedbyrace,ethnicity,gender,socioeconomicstatus,languageproficiency,ordisability.AlthoughOur Call to Actionstatesthatallstudentsareexpectedtoattaincertainmilestones,somestudents,duetotheirdisabilities,willnotachievethesemilestonesandwillfollowalternativecurricula.
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STRATEGIC INITIATIVES
Provide an Effective Instructional ProgramMonitoring the Instructional Program MontgomeryCountyPublicSchools(MCPS)utilizesarangeofassessmentstomeasureandmonitorstudentachievement,includingallfacetsoftheassessmentprogrammandatedbytheMarylandStateDepartmentofEducation(MSDE)tocomplywiththeNo Child Left Behind Act(NCLB).ThesemandatedassessmentsincludetheMarylandSchoolAssessment,AlternateMarylandSchoolAssessment,andLanguageAssessmentScales-Links,anEnglish-languageproficiencytest.Additionally,MSDErequiresstudentstotaketheHighSchoolAssessment(HSA)inordertoful-fillgraduationrequirements.MCPSrequiresstudentstotakeastandardizedtest,TerraNova2ndEdition,inGrade2andtheMCPSAssessmentProgram–PrimaryReading(MCPSAP–PR),apre-KthroughGrade2locallydevelopedtest.MCPSalsosupportstheadministrationofnationalassessmentssuchasthePSAT(giventoallGrade10MCPSstudents)andtheNationalAssessmentofEducationalProgress(administeredtoasampleofstudentsaspartoftheNCLBmandate).TheOfficeofSharedAccountability(OSA)conductsresearchtounderstandfactorsthatinfluencestudentout-comesandperceptionsofschoolquality.Extensiveresearchreportsonstandardizedtestsareproduced,whichsupportdata-drivendecisionmaking,schoolimprovement,andaca-demicachievement.Additionally,OSAdesignsandconductscomprehensiveevaluationsofselectedMCPSprograms,policies,andinitiativestoprovideevaluativeinformationonprocessesandoutcomesthroughimplementationandout-comestudies.
Online Curriculum Anonlinelearningcommunitywasintroducedin2009–2010todevelopandprovidecurriculum,instructionalresources,andprofessionaldevelopmentinacollaborativeenvironment.Theonlinelearningcommunityfacilitatescollaborationamongstaffbyprovidingastructureforstafftoshareresources,lessons,ideas,andbestpractices.Additionally,theonlinelearningcommunityprovidesuser-collaborationfeatures,whichincludetheabilitytoparticipateincommunityforumsforquestionsandanswers,postandprovidefeedbackoninstructionalresources,andreceivecurriculumandprofessionaldevelopmentannounce-ments.TheonlinelearningcommunityprovidesteacherswiththeresourcestoimplementequitablepracticesandapplytheprinciplesofUniversalDesignforLearning.Theresourcesallowteacherstoembedflexiblematerials,tech-niques,andstrategiesintoinstructionandassessmentsothat
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allstudentscanaccesscontentanddemonstratelearning.Providingcurricularandinstructionalresourceselectroni-callypromotesmultiplemethodsforengagingstudents,presentingcontent,andassessinglearning.Secondarycoursesinfivecontentareaswereaddedtotheonlinelearningcommunityfor2011–2012.Whencom-plete,allexistingsecondaryinstructionalguideswillbeaddedtotheonlinecommunityandresourcesforadditionalcourseswillbedeveloped.Itisanticipatedthat66secondarycourseswillbeavailableintheonlinelearningcommunitybytheendofthe2012–2013schoolyear.TheElementaryIntegratedCurriculum(EIC)wasintro-ducedandmadeavailableelectronicallythroughtheonlinelearningcommunityonmyMCPSduringthe2010−2011schoolyear.This21stcenturycurriculummakesconnec-tionsamongallcontentareasandisintegratedusingtheThinkingandAcademicSuccessSkillsthatpromoteastrongacademicidentityinchildren.TheEICisalignedwiththeCommonCoreStateStandards,adoptedbytheMarylandStateDepartmentofEducationandtheMontgomeryCountyBoardofEducationinJune2010.UniversalDesignforLearningisreflectedinthedesignoftheEICtoensureflexibility,scaffoldedinstruction,andintegratedplanningfordiverselearners.ImplementationoftheEICisbeingphasedinoverthenextthreeyears,beginningwithvoluntaryimple-mentationinKindergartenandGrade1in2010−2011andmovingtoGrade2in2011–2012Theonlinelearningcommunitywillbeexaminedcontinu-allyforpossibleareasofenhancedfunctionality.Stakeholderinputissolicitedandproductsandservicesareevalu-atedonanongoingbasistoidentifyandprioritizefutureimprovements.
Standards-based Grading and Reporting ImplementationofBoardofEducationPolicyIKA,Grading and Reporting,isbeingphasedinoveramultiyearperiod.Duringthe2007–2008schoolyear,implementationofthepolicyinelementaryandsecondaryschoolsbroughtgreaterconsistencytoevaluatingandcommunicatingstu-dents’academicperformanceacrossschoolsandclassrooms.ProceduresweredevelopedtobringmoreconsistencyinsecondaryschoolstotheapplicationoftheOnlineAchievementandReportingSystem(OARS).Duringthe2008–2009schoolyear,anelectronicstandards-basedgradebookwasimplementedastheelementaryversionofOARSinalimitednumberofschoolsforGrades1–3.Theuseoftheelectronicstandards-basedgradebookwasexpandedtoGrades4–5intheseschoolsin2009–2010.Feedbackfromimplementationschoolscontinuestobeusedtorefinepro-ceduresandpractices.Changingthegradingandreportingphilosophy,procedures,andpracticesishighlycomplexandrequiressystematiccol-laborationandcommunicationacrossoffices,schools,andparent/communitygroups.Implementationofthispolicyalignswiththesystem’sreformeffortstoimproveteachingandlearninginallschoolsforallstudents.
Online Achievement and Reporting System TheOnlineAchievementandReportingSystem(OARS)comprisesanelectronicgradebookandanintegratedclassroom-to-homecommunicationsystem.OARSenhancescommunicationwithparentsandstudentsaboutstudentprogressandisalignedwiththeimplementationofthegrad-ingandreportingpolicy.Forteachersandadministrators,OARSsavestimebyseamlesslyproducingstudentprogressreports,interimreports,andreportcards.InGrades1–5,OARScomprisesanelectronicstandards-basedgradebooklinkedtoastandards-basedreportcard.OARSwillcontinueimplementationinGrades1–5in25elementaryschoolsduring2011–2012andwillbephasedintoadditionalschoolsandgradelevelsinsubsequentyears.In2011–2012,OARSforGrades1–2willbemodifiedtoalignwiththeElementaryIntegratedCurriculum(EIC).InGrades6–12,OARScomprisesanelectronicgradebookandintegratedclassroom-to-homecommunicationsystem.Thesesystemsarefullyoperationalinallsecondaryschools.
Delivery of Services for Special Education Students ImplementationofServices—TheOfficeofSpecialEducationandStudentServices(OSESS)hasimplementedastaffingplanandmanagementsystemforspecialeducationservices.• Hours-basedStaffing––Thismodelprovidesspecialedu-
cationstaffingbasedonthecumulativehoursofspecialeducationinstructionalservicesrecommendedinallstudents’IndividualizedEducationPrograms(IEPs)foreachschoolratherthanonanindividualchildcount.Thehours-basedstaffingmodelallowsstudentswithdisabilitiesaccesstoacontinuumofservices,includingconsultation,resource,cotaughtclasses,andself-con-tainedclasses.
• TheHomeSchoolModel(HSM)––Thismodel,estab-lishedtoprovideservicestostudentswithdisabilitiesintheirneighborhoodelementaryschool,isthefoundationforinclusiveeducationalpractices.TheservicedeliverymodelforHSMschoolsensuresaccesstoconsultation,resources,andsmall-groupinstructiontoaddresstheneedsofstudentswithdisabilities.Similartohours-basedstaff-ing,HSMstaffingallocationsarebasedonthecumulativehoursofspecialeducationinstructionalservicesrecom-mendedinallstudents’IEPsforeachschoolratherthanonanindividualstudentcount.AsaresultoftheHSM,morestudentswithdisabilitiesattendschoolwiththeirneighbor-hoodpeersandparticipateinacademicandextracurricularactivitiesthataschoolprovidesforitscommunity.
• LearningandAcademicDisabilities(LAD)––ServicesforLADstudentsareavailableinselectedelementaryschoolsandallmiddleandhighschoolscountywide.Attheele-mentarylevel,theseschoolsprovideservicestostudentsrequiringaccesstoaself-containedsetting,whenappro-priate.Increasingly,elementaryschoolsresponsibleforprovidingLADservicesensurestudentswithdisabilities
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obtainaccesstothegeneraleducationenvironment,tothemaximumextentappropriate.Atthesecondarylevel,theseservicesincludeaccesstoconsultation,resource,co-taught,orself-containedclasses.
• OnlineIEPSystem—MCPSdevelopedtheonlineAdministrativeStudentInformationSystem/SpecialServices(O/SS)IndividualizedEducationProgram(IEP)application,whichallowsfortheintegrationofaweb-basedspecialeducationmanagementsystemandaddressesthesystemicgoalofusingtechnologytosupportthelearningprocess.O/SSfacilitatesthemanagementofspe-cialeducationbyenablingadministratorstomonitorthespecialeducationprocessintheirbuildingsandensuringthattimelyactionistakenatcriticalpointsineachstu-dent’sprogram.Thesystemalsoisdesignedtostreamlinespecialeducationpaperworkbygivingstaffmembersremote,flexible,andsecureaccesstorequireddocuments.
• Disproportionality—TheDisproportionalitySteeringCommittee,ischargedwithimplementingtheactionplanoutlinedintheJune2001ReportonDisproportionalityinMontgomeryCountyPublicSchools.Theseactionitemsareintendedtoaddressthedisproportionateidentification,placement,anddisci-plinaryremovalofminoritystudentswithdisabilitiesinMCPS.Thisreportofferedcompellingdataandsug-gesteddefiniteactionstepsforMCPSinitseffortstoaddresstheissueofdisproportionality.Inaddition,theM-StatSuspensionTeamcontinuallymonitorsthedis-proportionatesuspensionofstudentswithdisabilitiesaswellastheoverallsuspensionrates.
• ReportingonDisproportionateIdentification—Inordertoeliminatethedisproportionateidentificationofstudentsforspecialeducationbasedonraceandethnicity,tworeportsareissued.Thesereportssupplyinformationtocommunitysuperintendentsandadministratorstoaidinadjustingpractices,policies,andprocedures.TheStudents Newly Identified for Special Education Services Reportisdis-tributedtoallprincipalsandcommunitysuperintendentseachsemester.TheSpecial Education Identification Report,distributedannually,showstheweightedrisk-ratioofnewlyidentifiedstudentswithineachracial/ethnicgroupbyschoollevelandindividualschool,andwhetherornotAfricanAmericanandHispanicstudentsaremorelikelytobeidentifiedforspecialeducationservices.
Datamonitoringrevealsthatadisproportionatenumberofstudentsreceivingspecialeducationservicesarebeingsuspendedfromschools.MCPScontinuestoaddressthesedisparitiesthroughtheM-Statprocess,withconsis-tentdatamonitoringandaccountabilityefforts.ArecentMarylandStateDepartmentofEducationauditrevealedthatMCPSfollowsproperprocedureswhensuspendingstudentsreceivingspecialeducationservices;however,therateofsuspensionforthesestudentscomparedwithgen-eraleducationstudentscontinuestobedisproportionate.
• AdequateYearlyProgress(AYP)—Strategiesarebeingimplementedtoensurethatstudentswithdisabilities,asasubgroup,makeacademicprogresstoenableallschools
toachieveAYP.Theexpansion,implementation,andmonitoringofreadingandmathematicsinterventionsinschoolshavecontributedtotheimprovedperformanceoutcomesofstudentswithdisabilities.Theincreaseinthepercentageofstudentswithdisabilitiesreceivingaccesstothecurriculuminthegeneraleducationenvironmentalsohascontributedtotheimprovedperformanceoutcomesofstudentswithdisabilities.
• MiddleSchoolReadingandMathematicInitiatives—Research-basedreadingandevidence-basedmathematicsinterventionshavebeenimplementedinschoolsatriskoffailingtomeetAYPduetothespecialeducationsubgroup.
• LeastRestrictiveEnvironment(LRE)—Amulti-stakeholderprojectteamwasestablishedtomakerecommendationsforincreasinginclusiveopportunitiesforstudentsages3through5inageneralearlychildhoodsetting.Moreinclusiveopportunitiesarebeingsupportedthroughtheexpansionofpreschoolcollaborationclasses,theprovisionofjob-embeddedprofessionaldevelopment,staffingforLREatthesecondarylevel,andtheuseofcountywideitinerantresourceteacherswhoprovidejob-embeddedprofessionaldevelopmenttoschool-basedstafftosupportstudentswithdisabilitiesinthegeneraleduca-tionenvironment.
• ProfessionalDevelopment—Professionaldevelopmentactivitiesarebeingimplementedthatfocusonco-teaching,differentiation,UniversalDesignforLearning,accessibilitytraining,positivebehaviorinterventions,test-takingstrategies,andprovidingaccommodations.
• EducationalandAssistiveTechnology—Educationalandassistivetechnologyplayanimportantroleinhelpingstudentswithdisabilitiesaccessarigorousinstructionalprogram.LicensesforKurzweiladvancedscreenreadersoftwarewerepurchasedforelementary,middle,andhighschools.TheHighIncidenceAssistiveTechnology(HIAT)teamprovidestechnologytraining,onlinemate-rials,guides,resourcelinks,andexamplesofUniversalDesignforLearning(UDL)instructionthatallowtheMCPScurriculumtobeaccessibletoallstudents.UDLIsthepracticeofembeddingflexiblestrategiesintocurriculumduringtheplanningprocesssothatallstu-dentscanaccessavarietyoflearningsolutions.UsingAmericanReinvestmentRecoveryAct(ARRA)funds,approximately$1millionwillbeusedtosupportelemen-taryschoolsbypurchasingmathematicsmanipulatives,web-basedaccessiblebooksandresources,cutting-edgecomputerhardware,andaudiobooksforGrades4and5.
Continuum of Accelerated and Enriched Instruction MCPSiscommittedtopromotingrigorousperformancestandardsandprovidinginstructionalprogramsthatencourageallstudentstoachieveattheirhighestlevel.Acontinuumofprogramsandservicesbeginsatpre-KandcontinuesthroughGrade12,withanemphasisontalentdevelopment.Atalllevels,studentsmayacceleratelearningandparticipateinadvanced-levelcoursworkattheirlocal
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schools.Instructionisdifferentiatedtoprovideallstudents,includingstudentsintraditionallyunderservedgroupswiththeappropriatepacingandlevelsofsupportnecessaryforadvanced-levellearning.Studentsalsomayattendspecialpro-gramssuchascentersforthehighlygifted,magnetprograms,orspecializedprograms,basedonstudentinterestandtalent.Eliminationofthelong-standingdisproportionateidentifi-cationofAfricanAmericanandHispanicstudentsthroughtheglobalscreeningprocessisastrategicinitiativeofMCPS.Developmentofenhancedtechnologywillstreamlinetheglobalscreeningprocess,courseplacementdecisionmak-ing,andthearticulationprocess.Theresultwillbeastudentinstructionalprogramplanningandimplementation(SIPPI)processthatwillbecomposedofthefollowingsteps:• Gathering data that best inform school staff members
about the whole child—Performancedata,verbalandnonverbalcognitiveassessmentresults,andparentandstaffsurveyresponseswillbegatheredforreview.
• Reviewing the data and making instructional deci-sions—Schoolcommitteeswillmeet,reviewthedata,andmakeandrecorddata-basedinstructionalrecom-mendations,includingappropriateaccelerationandenrichmentorintervention,andwillidentifygiftedandtalentedstudents.
• Making articulation decisions—Schooladministratorswillbettertailorinstructionalschedules,ensuringthateverychildisappropriatelyplaced.
• Communicating decisions—Decisionsaboutplacementandarticulationwillbecommunicatedthroughfamilyreportsandreportstonext-grade-levelteachers,priortothebeginningoftheschoolyear.Thiscommunicationwillallowparentstobecomemoreengagedinstudentinstructionalprogrammingandwillallowthereceivinggrade-levelteamtoplanwithcommitteerecommenda-tionsinmind.
• Monitoring implementation—Useoftechnologi-calresourcestogatherdataandrecorddecisionsaboutinstructionalplacementandschoolscheduleswillallowformonitoringofimplementationofrecommendedservicesandverificationthatstudentsarereceivingtheappropriatelevelofinstruction.
Honors/Advanced Placement/International Baccalaureate and Advanced-level Courses Successinrigorouscourseworkthroughoutallgradelev-elsremainsthebestpreparationforcontinuedindividualsuccessinthepostsecondaryworldofcollegeandthework-place.MCPSremainscommittedtoprovidingeachstudentwiththemostrigorouseducationalexperiencenecessarytofulfillhisorheracademicinterestandpotential.Amajorsysteminitiative,incorporatingtheworkofmanyMCPSofficesandstakeholders,establishedtheexpectationthatstudentswillparticipateinarigorouscurriculumatallgradelevels,inpreparationforparticipationinHonors,AdvancedPlacement,InternationalBaccalaureate,andothercollege-levelcourseworkinhighschool.Across-functional
M-Statteamisworkingtoensurestudents’accesstoandsuccessinrigorouscourses.Immediateandlong-rangetargetsandgoalshavebeensetforsystemwidestudentparticipationandperformanceinrigorouscourseworksystemwide.
Business Partnerships and Training MCPSbusinesspartnersserveonadvisoryboardsforeachofthe11MCPScareerclusters,providestudentinternshipsandscholarships,andinteractwithstudentsduringfieldexperiences.Workingwithlocalindustryorgovernmentprofessionals,studentsgainfirst-handexperienceinacareerofinteresttothem.Thiscombinationofclassroomandwork-sitelearningprovidesadynamicorientationtothebusinessworld,careerandpostsecondaryeducationalplan-ning,andcareerpreparation.
Saturday School Program TheGeorgeB.Thomas,Sr.LearningAcademy,Inc.SaturdaySchoolprovidesadditionalsupportforstrugglingstudentsandaccelerationforstudentsseekinggreaterchallenges,usinglessonsalignedtotheMCPScurriculum.Volunteersandpart-timestaffmembersholdSaturdayclassesat12sitesthroughoutthecountyandoffermentoringandinstruc-tioninreading,languagearts,andmathematicsforstudentsinGrades1–12.Apilotprogram,“YoungScholars,”foracceleratedGrades3and4studentsintheKennedyclusterprovidesenrichmentinmathandsciencetonurtureinter-estsandbuildskillsandknowledge.
Higher Education Partnerships for StudentsHighereducationpartnershipsincreasecollegeawareness,access,andreadinessandensurethatMCPSgraduateshavetheknowledgeandskillsnecessaryforpostsecondarysuc-cess.MCPShasformedapartnershipwithMontgomeryCollege(MC)andtheUniversitySystemofMarylandtoimplementseamlessandsystemicprocessestoensurethatallstudents—prekindergartenthroughgraduateschool—arepreparedforcollege,careers,andbeyond.Amemorandumofunderstandingaffirmsasharedcommitmenttoincreasingaccesstocollege,includingundergraduatecourseworkforMCPSstudentsthroughdualenrollmentprograms.IntheCollegeInstituteprogram(CI),high-achievinghighschoolstudentsearncollegecreditsonahighschoolcam-pusduringtheschoolday.MCprofessorsteachcollegecoursestoqualifiedjuniorsandseniors.Gaithersburg,JohnF.Kennedy,SenecaValley,andThomasS.Woottonhighschools.InpartnershipwiththeUniversitiesatShadyGrove(USG),MC,andMCPS,MCprofessorsinstructCollegeInstitutestudentsfromThomasS.WoottonHighSchoolinthenewstate-of-the-artfacilityatUSG.Dualenrollmentprogramsextendtheexistinghighschoolcurriculum,offeringopportunitiesforMCPSstudentstoearntransferablecollegecredits.AllMCPSjuniorsandseniorswhomeetadmissionrequirementshavetheopportu-nitytoparticipateinadualenrollmentprogramduringtheschoolday.Dualenrollmentcoursesaretaughtbycollege
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professorsatahighschoolorcollegecampusoronline.ThemajorityofdualenrollmentstudentswithinMCPStakeadvantageoftheprogramofferedbyMC.AdualenrollmentpartnershipwiththeUniversityofMarylandCollegePark(UMCP)alsoofferscollegecoursestostudentsatWalterJohnson,WaltWhitman,andNorthwoodhighschools.TheMCPS/MCGatewaytoCollegeprogramisauniquedualenrollmentprogramthatoffersanalternativetothetraditionalhighschoolprogramforyouthatriskofdroppingoutofhighschool.QualifiedstudentsareabletoearnahighschooldiplomawhiletakingcollegecoursesontheMCcampus.
Technology TheMCPSstrategictechnologyplan,EducationalTechnologyfor21stCenturyLearning,describesthewaysMCPSwilladdressthechallengesinherentintherapidlychangingfieldoftechnologyandhowourschoolsystemwillmeetthetechnology-relatedneedsofitsstudents,educators,andstakeholders.Thisplancontainsfourgoalsthatguidetheschoolsystem’stechnology-relateddecisions,priorities,andresourceallocations. Goal1:Studentswillusetechnologytobecomeactively
engagedinlearning. Goal2:Schoolstaffwilladdressthedigitaldivide
throughequitableaccesstotechnology. Goal3:Staffwillimprovetechnologyskillsthroughpro-
fessionaldevelopment. Goal4:Staffwillusetechnologytoimprove
productivityandresults.Anessentialcomponentintransformingteach-ingandlearning,theintegrationofcontent,pedagogy,andinnovativetechnologyinpre-KtoGrade12classroomsprovidesequitableaccess,opportunity,andsupporttoengageadiverserangeoflearners.InMCPS,technologyfacilitatesinteractiveclassroomsthatnurturecriticallyexplorativeadultandstudentlearners,supportsinquiry-basedpracticesandtheuseofformativeassessmentaslearning,andimprovesaccesstolearningforallstudents.Innovativetechnologysolutionssuchas21stCenturyinteractiveclassroomsandmyMCPSintegrateweb2.0capabilitiestosavetimeforteachersandotherstaffandprovidedatatotargetanddifferentiateprofessionaldevelopment.
Theimplementationofstrategiesoutlinedintheorigi-nalOurCalltoActionbeganshortlyaftertheBoardofEducationadoptedthestrategicplaninNovember1999.Atthattime,thesuperintendentofschoolsmadeastrategicdecisiontofocusthereforminitiativesinelementaryschoolsmorespecificallyatthekindergartenlevel.Overthepastnineyears,thereformshavebeenexpandedtoothergradesintheelementaryschoolsaswellastomiddleandhighschools.TargetedinitiativeswereimplementedtoimprovestudentachievementatalllevelsandtoclosetheachievementgapbetweenAfricanAmericanandHispanicstudentsandtheirWhiteandAsianAmericanpeers.TheseinitiativesalsoaredesignedtoimprovetheachievementofESOLstudents,stu-dentswithdisabilities,andstudentsimpactedbypoverty.Thissectionofthestrategicplanhighlightssomeofthecriti-calstrategiesandinitiativesthathavebeenimplementedoverthepast10yearsaspartofthesereformefforts.
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Milestones: Data Points:Welcoming all families• Thedistrictandlocalschoolswelcomeallfamiliesas
activepartnersintheschoolcommunity.
o ParentSatisfactionSurveyresultso ParticipationatsystemwideAskMCPSeventso ParticipantsatisfactionatAskMCPSeventso Systemwideworkshopsofferedinlanguagesother
thanEnglish
Communicating Effectively• Thedistrictandlocalschoolsengageinregular,two-
waycommunicationwithfamiliesaboutthedistrict’seducationalprogramsandstudentlearning.
o Evaluation(feedback)ofsystemwideparentworkshopsandmeetings
o Subscriberstosystemwidecommunicationsystemsthatkeepparentsinformed
o Userfeedbackonsystemwidecommunicationsystemsthatkeepparentsinformed
o Parentparticipation
Supporting student success• Thedistrictandlocalschoolscollaboratewithall
familiestosupportstudentacademicsuccessandhealthydevelopmentbyprovidingregularopportunitiestostrengthentheirknowledgeandskillstodosoeffectively.
o Participationinsystemwideparentworkshopstosupportstudentsuccess
o Participationinlocalschoolparentworkshopstosupportstudentsuccess
o Participantsatisfaction
Speaking up for children• Thedistrictandlocalschoolsencourageallfamiliesto
advocatefortheirchildrentoensurethatstudentsaretreatedfairlyandhaveaccesstolearningopportunitiesthatwillsupporttheirsuccess.
o Participationinschool-basedStudyCircleso Participationinsystemwideparentadvocacyworkshopso Participationinschool-basedparentadvocacyworkshopso Participantsatisfaction
Sharing power• Thedistrictandlocalschoolswillseekandutilize
stakeholderinputtoinform,influence,andcreatepolicies,practices,andprograms,includingfullengagementintheschoolimprovementprocess.
o ParticipationonBoardofEducationandsystemwideworkgroupsandadvisorycommitteesthatreflectsthediversityoftheschoolsystem
o ParticipationonSchoolImprovementTeamsthatreflectsthediversityoftheschool
o FeedbackfromparticipantsonSchoolImprovementTeams
Collaborating with the community• Thedistrictandlocalschoolswillcollaboratewith
communitymemberstoconnectstudents,families,andstafftoexpandedlearningopportunities,communityservices,andcivicparticipation,andtoprovidemeaningfulopportunitiesforabroadarrayofMCPSstakeholders.
o Districtbusinessandhighereducationpartnershipdatao Schoolpartnershipswithbusinessandpostsecondary
institutionso Partnershipsatisfactiondatao Districtwideparentandcommunityvolunteerhourso Localschoolmeetingsheldincommunitylocations
GOAL 3: Strengthen ProductivePartnerships for Education
Board of Education Academic Priority:
• Strengthenfamily-schoolrelationshipsandcontinuetoexpandcivic,business,andcommunitypartnershipsthatsupportimprovedstudentachievement
TheBoardofEducationisresponsibleforenhancingtwo-waycommunicationbetweentheBoardanddiversesegmentsofthecommunityandpromotinggreaterpublicengagementbetweentheBoardanditsstakeholders.MontgomeryCountyPublicSchoolswillimplementtheguidelinesestablishedintheBridge to Excellence in Public Schools Actandrelevantpoliciesandregulationsonparent,student,andcommunityinvolvement:PolicyABCandRegulationABC-RA,Parental Involvement,PolicyABA,andRegulationABA-RA,Community Involvement,PolicyBMA,Board of Education Advisory Committees,RegulationCEA-RA,Establishing Systemwide Committees,RegulationCEB-RA,Role and Membership of the Council on Instruction,PolicyJFAandRegulationJFA-RA,Student Rights and Responsibilities,andPolicyAEB,Strategic Planning for Continuous Improvement.
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STRATEGIC INITIATIVES
Strengthen Productive Partnerships for EducationMCPSiscommittedtosupportingastrongandactivepar-entcommunityandensuringthatfamilyengagementeffortsreflectthediversityoflocalschoolcommunities.Theschoolsystemstrivestofosterbroad-basedcommunityinvolve-mentbyconstituentswithavestedinterestintheeducationofchildren.TheBoardofEducationmeetsregularlywithparent,student,community,business,andcivicgroups.Inordertostrengthenproductivepartnershipsforeducation,theschoolsystemmustemployeffectivetwo-waycommu-nicationinavarietyoflanguagesusingmultipleformsofmediaandperson-to-personinteractionatalllevels.Thedis-trictandlocalschoolsstrivetocreateenvironmentsofequityandexcellencewherestudents,parents,andcommunitymembersfeelwelcomeandrespectedandwheretheirideasandperspectivesarevaluedindecision-makingprocesses.
Building School Capacity Tobuildthecapacityofschoolsintheareaoffamilyengage-ment,parentoutreachstafffromtheDepartmentofFamilyandCommunityPartnerships(DFCP),theDivisionofTitleIPrograms,andtheDivisionofESOL/BilingualProgramsmodelstrategiesandtechniquesthatreflecttheframeworkforequityandexcellencethatenhancesschool-basedfam-ilyoutreachefforts.Strategiesincludehomevisits,schoolimprovementfocusgroups,andcreativemultilingualfamilyoutreachpractices.School-basedstafflearnbestpracticesinfamilyengagementthroughtheProfessionalLearningCommunitiesInstitute(PLCI)andworkshopsledbyDFCP.InadditiontoPLCI,administratorsreceiveinformationandtrainingthroughongoingprofessionaldevelopmentpro-videdbytheOfficeofHumanResourcesandDevelopment,M-Stat,AdministrativeandSupervisorymeetings,aswellastheMCPSPrincipal’sToolkit—acompilationofbestpracticesfromMCPSschools,practicalstrategiesformak-ingschoolswelcomingtoallparents,andtipsforeffectivelyinvolvingparentsonSchoolImprovementTeams.Thetool-kitalsoincludespresentationplansforparentworkshops,materialsandresourcesonavarietyoftopics,abibliography,andlinkstofamilyengagementresourcesontheweb.
Parent Academy ThepurposeoftheParentAcademyistoempowerparentsasadvocatesandeffectivepartnersintheirchildren’seduca-tion.Parentshavetheopportunitytoattendfreeworkshopsindifferentlanguagesduringtheschoolyearinlocationsthroughoutthecounty.Thesessionshavebeendeveloped
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afterextensiveparentalinputandaredesignedtohelppar-entsunderstandtheschoolsystemandhowtoaccesssystemandcommunityresources.Evaluationandfeedbackresultsareusedtorefinepresentationsandmaterials.Workshopsalsoprovidestrategiesforparentsinadvocatingfortheirchildrenandbecominginvolvedintheirlocalschoolsandatthedistrictlevel.TheParentAcademyisacollaborationamongparentorganizations,countyagencies,andbusinessandcommunityorganizations.
Parent Outreach Staff Training Program Centralofficeandschool-basedparentoutreachstaffworkwithparentsonadailybasisandprovidethemwithkeyinformationabouttheschoolsystemandstrategiesforhelp-ingtheirchildrensucceed.Itisimportantthattheseparentoutreachstaffmembersareculturallycompetentandhavethemostcurrentandaccurateinformationaboutacademicprograms,graduationrequirements,andschoolandcom-munityresources.Acomprehensivetrainingprogramforparentoutreachstaffisunderwayandstillexpanding.TheDepartmentofFamilyandCommunityPartnershipsorganizesandfacilitatesasystemwideparentinvolvementcross-functionalteamconsistingofrepresentativesfromseveralMCPSoffices/departmentsthatprovideparentout-reachsupport.Thisteamcollaboratesatthedistrictlevelonparentoutreachprograms,training,andservicessothattheyarealignedwithsystemgoals.Asystemwidecollaborationwebsitethatisdesignedtosharetrainingplans,communitycontacts,andbestpracticeshasbeencreated.Inaddition,allMCPSparentoutreachstaffmembershaveaccesstothePrincipals’ParentInvolvementToolkit.
Parent Guide to Montgomery County Public Schools AnonlineParentGuidetoMontgomeryCountyPublicSchoolswasdevelopedbasedonfeedbackfromparentsthroughouttheschoolsystem.TheparentsectionoftheMCPSwebsitehasbeenupdatedtomakeiteasierforpar-entstofindinformationontheweb.WorkshopsontopicscoveredintheParentGuidealsoareofferedaspartoftheParentAcademyandareconductedinmultiplelanguages.Currentsystemwidenewsandinformationaresharedregu-larlywithparentsusingavarietyofmediaandinmultiplelanguages.Theseincludeprintandonlinenewslettersinsixlanguages;Parent ConnectionandQuickNotes;theMCPSwebsitethatincludesfiveforeignlanguageminisites;andtelevisionprogramsandvideosinmultiplelanguages,includingOurSchoolsToday,EducationMatters,Take10,andDiezMinutos.
Ask MCPS SeveralAskMCPSeventsforfamiliesareheldinlocationsthroughoutthecountytoshareinformationandresourceswithparentsabouttheschoolsystemandtosupportlearn-ingathome.Theseeventsareprovidedinthemornings,evenings,andontheweekendsatmalls,publiclibraries,schools,andothercommunitylocations.Drop-inCoffees
areheldthroughouttheyeartoprovideparentstheoppor-tunitytostopbyandhavetheirquestionsansweredandconnectwithschoolandcommunityresources.ParentsandcommunitymembersalsocanhavetheirquestionsinEnglishandSpanishansweredbycallingtheAskMCPSCallCenterweekdaysfrom7:30a.m.to5:30p.m.orbysendingane-mailtoASKMCPS@mcpsmd.orgTheannualBack-to-SchoolFair,heldontheSaturdaybeforethefirstdayofschool,isopentoallstudentsandtheirfami-lies.Thislarge-scale,AskMCPSeventprovidesfamilieswithaone-stopopportunitytolearnabouttheschoolsystem,getquestionsanswered,pickupfreeschoolsupplies,andenjoyliveentertainmentandfamilyfunactivities.Thefairisasystemwideeventwithcollaborativesupportfromcountygovernmentagenciesandnonprofitorganizationsanddona-tionsfrombusinesses.
Parent Advisory Council AParentAdvisoryCounciltotheOfficeoftheDeputySuperintendentofSchoolsadvisestheschoolsystemonwaystoimprovetwo-waycommunicationandparent-engagementeffortsandalsoprovidesfeedbackonmaterialsdevelopedbyMCPStoensurethattheyare“parent-friendly”andwrittenclearly.Parentorganizationsarerepresentedontheadvisorycouncil,whichalsoconsistsofparentsservinginanindividualcapacitywhoreflectthediversityofourstudentpopulation.TheParentAdvisoryCouncildevelopedandconductedtrainingonparentadvocacythroughtheParentAcademyandwillcontinuetocreateresourcesandmaterialsforthedevelopmentofaparentadvocacycurriculum.
Communication about Grades AllsecondaryschoolsuseEdline,whichallowsparentsandstudentstoreviewgradesregularlyonapassword-protectedwebsite.StudentgradesarepublishedtoEdlineautomati-callyonanightlybasis,SundaythroughThursday.Teachershavetheoptiontopostclassmaterials,assignments,duedates,courseexpectations,andWeblinksfortheirclasses.CentralservicesstaffsupportsschoolsintheireffortstoensurethatallparentsactivatetheirEdlineaccountsandusethemregularly.Parentsofhighschoolstudentsreceiveareportthatletsthemmonitortheirchildren’sprogresstowardfulfillinggrad-uationrequirements.TheStudentGradesandGraduationCreditReportaccompaniesthefirstandthirdmarkingperiodreportcardsandincludescoursegrades,thenum-berofcreditsearnedandthenumberneededtograduate,thestatusofHighSchoolAssessments,andthenumberofservice-learninghoursearnedandneededtograduate.
Creating an Inviting School Environment TheDepartmentofFamilyandCommunityPartnershipsisworkingcloselywiththeOfficeofHumanResourcesandDevelopmenttotrainprincipalsandprincipalinternsontheimportanceofcreatingawelcomingenvironmentforpar-entsandfamilieswhereequityandexcellencearepromoted.Amajorfocusisbuildingtrustingrelationshipsthrough
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visionaryleadership,highexpectations,positiverelation-ships,andculturalcompetence.Eachyear,DFCPstaffmeetswithalloftheelementaryandsecondaryassistantprincipalsduringtheirprofessionaldevelopmenttrainingseminars.Duringthespringprincipalinternseminar,DFCPassem-blesapanelofParentAdvisoryCouncilmemberstoanswerquestionsandshareperspectivesabouttheimportanceofawelcomingenvironment.Inaddition,DFCPstaffmeetwithschoolleadershipteamsandstafftosharecustomerservicetips,bestpractices,andstrategies.
Language Assistance Services Thedistrictandlocalschoolshavedramaticallyincreasedthenumberoftranslatedmaterialsmadeavailabletopar-entsandinterpretationservicesforindividualandgroupmeetings.Duringthe2009–2010schoolyear,theschoolsystemmovedtoaweb-basedsystemtomoreeffectivelyandefficientlyprovidetranslationandinterpretationservicesforschoolsandfamilies.
Student Emerging Leaders Program IncollaborationwiththeMontgomeryCountyBusinessRoundtableforEducation,MCPSprovidesanopportu-nityformorethan100MCPSjuniorstoparticipateintheCongressionalBlackCaucusandCongressionalHispanicCaucusAnnualLegislativeConference.Studentsalsocom-pleteandpresentaprojectonatopicdiscussedbylegislatorsandmeetwiththeirlocalcongressionalrepresentatives.
Ruth Rales Comcast Kids Reading Network TheRuthRalesComcastKidsReadingNetworkisapart-nershipwiththeRFIFoundation,ComcastCableInc.,andtheMontgomeryCountyDepartmentofHealthandHumanServices.Itwasdevelopedsixyearsagotoimprovethereadingskillsofat-riskstudents.Morethan700com-munityvolunteerstutormorethan800Grade2studentsinreadingfor30weeks.Thisreadinginitiativewillcontinuetobeimplementedin68elementaryschoolsthathavethehighestlevelsofstudentpovertyandEnglishlanguagelearners.
Study Circles StudyCirclesisadialogueprogramthatengagessmallgroupsofdiverseparents,staff,andstudentstodeveloppersonalandgroupactionsthataddressracialandethnicbarrierstostudentachievementandparentinvolvement.TheDepartmentofFamilyandCommunityPartnershipsandtrainedfacilitatorssupporttheStudyCirclesandtheimplementationoftheactionsteps.
Conquista Tus Sueños (Realize Your Dreams) Thisprogram(conductedinSpanish)isdesignedtoempowerLatinoparentsbyteachingthemstrategiestoimprovecommunication,strengthenfamilyrelationships,understandtheschoolsystem,andadvocatefortheirchildren’sschoolsuccess.TheDepartmentofFamilyandCommunityPartnershipsconductstheprogramincollabo-rationwiththelocalschool.
Partners for Success TheDepartmentofFamilyandCommunityPartnershipscol-laborateswiththeOfficeofSpecialEducationandStudentServicestocoordinatefamilysupportservicesforstudentswithdisabilities,aspartofanIDEAStateDiscretionaryOutreachgrant.Parentoutreachstaffworkwithparentsandschoolstafftopromoteandencourageparentsasfullpartnersinthespecialeducationprocessbyprovidingresourcesandinformation;facilitatingworkshopsforparentstosupportlearningathomeandparentadvocacy;providingparentswithsupportatEMT,IEPandotherschoolmeetings;andcon-nectingfamiliestocommunityresources.
Individual Family Support Parentoutreachstaffofferparentssupportinadvocatingfortheirchildrenandworkingwithschoolstafftoresolveissuesthataffectstudentachievement.ParentsareprovidedwithsupportfromtheDepartmentofFamilyandCommunityPartnerships,DivisionofESOL/BilingualPrograms,DepartmentofStudentServices,andDivisionofEarlyChildhoodProgramsandServices.Parentsreceivehelpwithunderstandingtheinstructionalprogramandthespecialeducationprocess.Theyreceivesupportataconferenceorschoolmeetingtodiscussissuesaffectingtheirchildren.TheBoardofEducationombudsmanalsoisavailabletoassistparents,residents,andstudentswhohaveissues,complaints,information,orsuggestions.Theombudsmanisconsideredanindependentorneutralpartywhoseekstoresolveschool-relatedproblemsasquicklyandefficientlyaspossible,especiallyforthosewithnoformalresolutionprocess.Althoughtheombudsmanisavailabletoanswerquestionsregardingformalappeals,theombudsmandoesnotinterveneinsuchcases.
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Milestones: Data Points:• Allemployeeswillbeprovidedwithhigh-quality
professionaldevelopmentopportunitiestopromoteindividualandorganizationaleffectiveness.
o TeacherProfessionalGrowthSystemdatao AdministrativeandSupervisoryProfessional
GrowthSystemdatao SupportingServicesProfessionalGrowthSystem
datao Staffwhoreceivehigh-qualityprofessional
development
• Systemsareinplacetorecruit,support,andretainhighlyqualifiedanddiverseprofessionalandsupportpersonnel.
o Diversityinworkforceo Highlyqualifiedteacherso Highlyqualifiedparaeducators
• AllofficesanddepartmentshavestrategicplansthatarealignedwithOurCalltoAction:PursuitofExcellence
o Officeanddepartmentstrategicplans
• AllschoolsdevelopschoolimprovementplansthataddresstheneedsofallNo Child Left BehindsubgroupsusingtheBaldrige-guidedSchoolImprovementPlanningprocess.
o Schoolimprovementplans
• Theworkenvironmentpromotesemployeewell-being,satisfaction,andpositivemorale.
o Staffsurveydataonschoolenvironmento Staffsurveydataonofficeenvironment
• MCPSrecognizesstaffeffortsandachievementinpursuitofsystemgoalsandrelatedpriorities.
o Employeerecognitiondata
GOAL 4: Create a Positive Work Environment in a Self-renewing Organization
• Organizeandoptimizeresourcesforimprovedacademicresults• Usestudent,staff,school,andsystemperformancedatatomonitorandimprovestudentachievement• Fosterandsustainsystemsthatsupportandimproveemployeeeffectiveness,inpartnershipwithMCPS
employeeassociations
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STRATEGIC INITIATIVES
Creating a Positive Work Environment in a Self-renewing OrganizationLeading for EquityMontgomeryCountyPublicSchoolsiscommittedtoimprovingacademicachievementforallstudents,whilesimultaneouslyeliminatingracialdisparitiesinstudentachievement.MCPSaspirestobeaschoolsystemwherestu-dentachievementisnolongerpredictablebyrace.Inordertoachievethismission,MCPSiscommittedtobuildingthecapacityofallstafftoprovideanequitableandexcellenteducationforallstudents.MCPSworkstobuildthecapacityofschoolandofficeleadersbyprovidingongoingprofessionaldevelopmentforprincipalsandcentralofficedirectors.Since2005,bimonthlySuperintendent’sAdministrativeandSupervisory(A&S)meetingshavebeenfocusedonissuessurroundingraceandtheimpactofraceonteachingandlearningandontheworkenvironment.AllMCPSleaders,inturn,supportschoolsandofficesastheybuildtheircapacitytoaddressissuesofrace,equity,andschool/officeimprovement.
Professional Growth Systems for Teachers, Administrators, and Support Professionals
Professional Growth System for Teachers MontgomeryCountyPublicSchoolscollaboratedwithemployeeassociationstotransformschoolsintoprofessionallearningcommunitiesthroughtheimplementationofaprofessionalgrowthsystem(PGS)forteachers.ThroughthePGSforteachers,MCPSprovidesanenvironmentinwhichteachersareaffordedtime,support,andopportunitiesforcontinuousgrowthandimprovement.ThecentralcomponentsofthePGSforteachersareasfollows:• Acommonlanguageandframeworkforteachinggained
throughthecoursesStudyingSkillfulTeachingandObservingandAnalyzingTeaching.
• Astandards-basedevaluationplanforteachersthatprovidesfeedback,holisticrating,andananalysisofstu-dentresults.Thisplanisbasedonthesixperformancestandards,basedontheNationalBoardforProfessionalTeachingStandards.
• Afocusoncontinuousimprovementofprofessionalskillsthroughjob-embeddedprofessionaldevelopmentsup-portedbyastaffdevelopmentteacherineachschool.
• Acontinuousexaminationofandreflectiononpersonalprofessionalgrowththroughindividualprofessionaldevelopmentplans.
• APeerAssistanceandReview(PAR)program,includingaPARpanelandconsultingteachersupportforteachersnewtoteachingandforexperiencedteachersperformingbelowstandard.
• Anonboardingcoursedevelopedandimplementedforallnewteachersandteacher-levelemployeestoeducatethosewhoarejoiningtheorganizationabouttheschoolsystem’shistory,culture,andexpectationsforallemploy-eesrelatedtoachievingexcellenceandequity.
ThePARprogramprovidesjob-embeddedsupportandguidancetoteacherstoensurethattheymeetstandardsofperformance.Intensive,individualizedinstructionalassistanceisprovidedforallnoviceteachersandthoseexpe-riencedteacherswhoareratedas“belowstandard”throughtheirevaluationandaformalreviewprocess.Thesupportisprovidedbyacadreofconsultingteachers,selectedfortheirteachingskillandtheirabilitytoworkwellaschangeagentswithotherteachers.ThePARpanel—composedofeightteachersandeightprincipals—governsthePARprogram.ThePARpanelselectstheconsultingteachers,overseesthesupportprovidedtoclientteachers,andmakestherecom-mendationsregardingemploymentstatusforthoseservedbytheprogram.
Professional Growth System for Administrators and Supervisors (OHRD) Staffdevelopmentteachers(SDTs)inschoolsprovidejob-embeddedtraininganddevelopmenttoteachersineachbuilding.Broadly,thistraininganddevelopmentisintendedtoensurethatteachershavetheknowledgeandskillstodeliverahigh-qualityinstructionalprogramwiththeMCPScurriculumandthecommonlanguageandframeworkforeffectiveteachinggainedthroughtheStudyingSkillfulTeachingcourseatitscore.Specifically,theSDTineachschoolhelpstoensurethateachteacherknowswhatthestudentsinhis/herschoolneed(basedonthelocalschoolimprovementplan(SIP))andthatanymissingknowledgeand/orskillnecessarytoachieveeachgoalwithintheSIPareprovidedtothatteacherorteachersinavarietyofwaysandtotheteacherswhoneedthem.Job-embeddedprofes-sionaldevelopmentforteachersthen,needstobealignedwiththeSIPandshouldbemonitoredtoensureitishav-ingapositiveeffectonthequalityofteachingandlearning.Thisnonevaluativesupportincludes,butisnotlimitedto,training,coaching,modeling,peervisitswithreflection,pro-vidingtimelyandspecificfeedback,andprovidingresources.
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Professional Growth System for Administrators and Supervisors TheAdministrativeandSupervisoryProfessionalGrowthSystem(A&SPGS)establishestheframeworkthatdescribestheskillsandknowledgethatadministratorsandsupervisorsneedtobuildlearningcommunitiesthatproducehigherstudentachievement.TheA&SPGSincludesastandards-basedevaluationsystemsimilartotheTeacherPGS.Italsoincludesacomprehensivesystemforattracting,recruit-ing,mentoring,developing,evaluating,andrecognizingadministrators.AnimportantobjectiveforMCPSistohavehighlyeffec-tiveadministratorsineveryposition.Tothisend,wehaveacomprehensiveleadershipdevelopmentprogramtodevelopschoolleadersandconsultingprincipalswhoprovideinten-sivesupporttonoviceprincipals,principalsnewtoMCPS,principalswhochangelevels,principalinterns,aswellasunderperformingprincipalsandotheradministrators.Thefocusoftheworkoftheconsultingprincipalsistoensurethattheirclientsmeetthesixleadershipstandardsthatarealignedwithnationalstandardsforprincipals.ThePeerAssistanceandReview(PAR)panelofcommunitysuperintendentsandprincipalsoverseesthispeerassistance.If,afterintensivesupport,aclientisnotmeetingtheleader-shipstandards,thePARpanelmakesarecommendationtothesuperintendentofschoolsregardingpossiblereas-signmentordismissal.PARpanelsforassistantprincipals,assistantschooladministrators,andschool-basedcoordina-torsandaPARpanelforcentralservicesandbusinessandoperationsadministratorsandsupervisorsalsohavebeenimplemented.MCPShastakenaproactiveapproachindevelopingschoolleaders.TheschoolsystemhasadoptedastructuredandsequentialLeadershipDevelopmentProgram(LDP)thatculminateswiththepreparationofhighlyskilledleaderswhopossessthenecessaryattitude,knowledge,andskillstomeettheever-changingdemandsoftheprincipalship.TheprogrambeginswiththerecruitmenteffortattheteacherlevelviaaseriesofFutureAdministratorsworkshops.Theseseminarsqualifycandidatestoentertheassistantprincipal(AP)eligibilitypool.Oncepromotedtoaschool-basedAPposition,theAPsenteramorestructuredprogramdesignedtoensuretheadministrator’seffectivenessandtoreducethevariabilityinthetraininganddevelopmentofschool-basedadministrators.TheLDPisanchoredinfourinteractivecomponents:1)aProfessionalDevelopmentTeam(PDT)consistingoftheAP,theprincipal,acentralservicesmentor,anAPcoach,andthedirectorofschoolperformanceorthecommunitysuper-intendent;2)leadershipseminarsattheOfficesofHumanResourcesandDevelopment(OHRD);3)mentorand/orcoachingsupport;and4)amultiyearlearningcommunity/cohortprogram.Thesefourcomponentsinterfaceandformasupportstructurethatassiststhenewadministratorsinreflectingontheirownpracticesandsupplementstheguid-anceoftheschool-basedprincipal.Whiletheprincipalwhosupervisesthenewassistantprin-cipalistheprimarytrainer,monthlyfull-dayleadership
developmentseminarsservetosupporttheprincipalintheseeffortsbyprovidingtrainingforthenewadministratoronsysteminitiatives,leadershipstrategies,procedures,andbestpractices.Theseseminarsaligntheprogramwithsystempri-orities,includingequity,rootcauseanalysisanddata-drivendecisionmaking,Baldrige,andtheSevenKeystoCollegeReadiness.Administratorsfromeveryofficeinthesystemcollaboratewiththeprograminprovidingthelatesttrainingavailabletoemergingleaders.Manymembersoftheexecu-tivestaffparticipateintheprogramasguestspeakersand/orasmembersoftheprofessionaldevelopmentteams.TheLDPensuresaneffectivesuccessionplanningstrategytofillvacanciesasprincipalsarepromotedoroptforretirement.OHRDhasimplementedamentoringprogramforadminis-tratorstohelpbuildtheircapacitytomeetthesixstandards.Enhancedprofessionaldevelopmentforcentralservicesadministratorsandveteranassistantprincipals,withafocusontheskillsofleadership,supervision,andmanagementiscurrentlyunderwayalongwithaweb-basedtooltoassistadministratorswithimprovedeffectivenessandefficiencyforwritingobservationsandevaluations.Anonboardingcoursehasbeendevelopedandimplementedforallnewemployees,includingadministrativeandsupervi-sorystaff,toeducatethosewhoarejoiningtheorganizationabouttheschoolsystem’shistory,culture,andexpectationsforallemployeesrelatedtoachievingexcellenceandequity.
Professional Growth System for Supporting Services TheSupportingServicesProfessionalGrowthSystem(SSPGS)isbasedonthepremisethataneffectivelearningcommunityforstudentsandadultsrequireshighlyskilledsupportingservicesstaffworkingtosupporttheachievementofallstudents.TheSupportingServicesProfessionalGrowthSystemisacollaborativeprocessthatpromotesworkforceexcellencebyapplyingacorecompetencymodelinordertoencouragepersonalandsystemicgrowthinperformancethroughcontinuousimprovement.Thecentralcomponentsofthesystemincludethefollowing:• Acompetency-basedevaluationplanforallsupporting
servicesstaff.• Afocusontraininganddevelopmentprogramsaligned
withthecompetencies.• APeerAssistanceandReviewprogramforsupporting
servicesstaffnotmeetingcompetency.• Amentoringprogramthatpreparessupportingservices
stafffornewcareeropportunitiesoradvancement.• Careerpathwaysopportunities.Anonboardingcoursehasbeendevelopedandimple-mentedforallnewemployees,includingsupportingservicesemployees,toeducatethosewhoarejoiningtheorganizationabouttheschoolsystem’shistory,culture,andexpectationsforallemployeesrelatedtoachievingexcellenceandequity
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Thesecomponentsarebuiltonsevencorecompeten-cies—commitmenttostudents,knowledgeofthejob,professionalism,interpersonalskills,communication,orga-nization,andproblemsolving.TheSupportingServicesTrainingandDevelopmentpro-gramprovidesprofessionaldevelopmentexperiencesforsupportingservicesstaff,basedonthesevencorecompeten-cies.Theprogramcontributestothesuccessofallchildrenbyprovidinghigh-qualitytraininganddevelopmentoppor-tunitiestoensurethatallsupportingservicesstaffareabletoachieveexcellenceintheirroleswithinthesystem.
The Career Lattice for Teachers TheCareerLatticehasbeendevelopedtoexpandpro-fessionalopportunitiesforteachers’careerplanning.Amulti-stakeholderteamdesignedaprocessthatrecognizesoutstandingteachingandcompensatesteachersfortakingonmoreresponsibilitytoincreasestudentachievementandeliminatetheachievementgap.TheCareerLatticeframe-workincludesdefinitionsofleadershipresponsibilities;processesforapplication,identification,andevaluationofteacherleaders;andacompensationstructurethatisalignedwithleadershipresponsibilities.Duringthe2007–2008schoolyear,theCareerLatticejointpanelworkedondevelopingtheleadteacherapplicationandselectionprocess,includingplanningforthetransitionofteacherscurrentlyinidentifiedroles.Inaddition,thepaneliscontinuingtoidentifytheprocessforapplyingforproject-basedleadershipopportunities.TheschoolsystemwillbeapplyingfortheTeacherIncentiveFund(TIF)granttosup-porttheimplementationoftheCareerLattice.
Supervising and Evaluating PerformanceSupervisingandEvaluatingPerformance(SEP)isanewcourseforstaffwhoarebusinessmanagersorcentralser-vicesadministrators.Thiscourseexaminesleadershipinthenon-instructionalcontextthatsupportsthequality-learningenvironmentthroughproductsandservices.Leadersexam-inetheirleadershipstylesinrelationtotheirstaff.Theoverallemphasisfocusesonexpertleadership,supervision,andevaluationofhighlytrainedprofessionals,andcreationofaprofessionallearningcommunity.
Service Employees International Union (SEIU) Career Pathways Program TheCareerPathwaysProgramisdesignedtoprovideSEIUmemberswithassistanceinattainingcareergoalsthatwillbenefitemployeesaswellastheschoolsystem.StaffinOHRDwillmeetwithemployeesandassisttheminidenti-fyingcareergoalsandthestepsnecessarytoattainthem.TheDepartmentofProfessionalGrowthwillplananddeliverprofessionaldevelopmentofferingsthatfacilitateidentifiedcareerpathways.TheCareerPathwaysImplementationTeamwillworkwiththeOfficeoftheChiefTechnologyOfficer(OCTO)todeviseonlineresourcestosupportemployeesintheireffortstofurthertheircareers,includingdescriptionsofsystempositions,résuméandinterviewadvice,andlinkstoeducationalresources.
Continuous Improvement for Systemwide Training and Professional Development Ascentralorganizationalchangeshaveoccurredinresponsetorecentbudgetconstraints,twoworkgroupshavebeenestablishedtodraftasystemvisionforprofessionaldevelop-mentandtraininganddevelopalong-rangeprofessionaldevelopmentstrategicplanforMCPS.Thisplanwillensurethattherearestructuresandprocessesinplacetoexamineprofessionaldevelopmentneedssystemwide;coordinateandalignprofessionaldevelopmentandtrainingactivities;andsetpriorities,bothshort-andlong-term,fortraininganddevelopment.TherearenumerouswaystodelivercontenttoMCPSstaff,includingprofessionallearningcommuni-ties,meetings,training,coaching,webinars,onlinecourses,aswellasweb-basedjust-in-timeprofessionaldevelopmentevents,availablethroughmyMCPS.Tomeettheever-increasingdemandsonteachers,administrators,andotherschool-basedstaffmembers,MCPSmustensurethatprofes-sionaldevelopmentisprovidedinatimely,appropriate,andeffectivemanner,facilitatedby21stcenturytechnologytools.
Equity Training and Development Significantchangesintheschoolsystem’sdemographicsandpersistentdisparitiesinstudentachievement,basedonrace/ethnicity,requirechangesineducationalbeliefsandpractices.TheEquityInitiativesUnitworkswiththestaffofschoolsandofficestobuildthecapacityofleaderstoelimi-nateracialdisparitiesinstudentachievement.Tobuildthecapacityofstaffeffectivelyandaddressinequitiesinschoolsrequiresthatallstaffmust—• developanenhancedself-awarenessoftheirownracial
andculturalbeliefs,values,attitudes,andbehaviorsastheyimpactteachingandlearning;
• acquireknowledgeofthehistories,cultures,andperspec-tivesofracial/ethnic,cultural,andlanguagegroupsintheirschools;and
• establishlearningenvironmentsthatareconsciousofraceandculturetoensureimplementationofculturallyresponsiveinstruction.
Professional Learning Communities Institute TheProfessionalLearningCommunitiesInstitute(PLCI)isaninnovativeMCPSinitiativedesignedtobuildthecapac-ityofschoolleadershipteamsinselectedelementaryandmiddleschoolsbyprovidingthemwithtwoyearsofprofes-sionaldevelopmentandsupport.ThemissionofthePLCIistohelpleadershipteamsimprovestudentachievementandeliminateachievementgapsinschoolsbyestablishingaprofessionallearningcommunity(PLC).SchoolsworktodevelopaPLCcharacterizedbyafocusonstudentlearning,high-performingcollaborativeteams,effectiveuseofstudentdata,targetedinterventions,effectiveparentoutreach,andacommitmenttocontinuousimprovement.PLCIprofessionaldevelopmentsessionsarebasedoncasestudies,includingMCPSschoolsandbusinesscasestudiesfromHarvardandStanforduniversities.
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Thesecasestudiesarediscussedasaspringboardtoengageschoolteamsinreflectionandself-assessment.Teamsstudythebeliefs,practices,strategies,processes,andtoolsthattheseeffectiveorganizationsusedtoincreaseandsustainstudentachievement,whilesimultaneouslyeliminatingtheachievementgapsbetweengroupsofstudents.Teamsusetheknowledgegainedfromthecasestudyreviewsanddiscussionstorefineandaligntheirownschoolimprovementplans.
School Leadership Teams InstituteTheSchoolLeadershipTeamsInstituteoffersschoolleader-shipteamstheopportunitytoparticipateinhigh-qualityprofessionaldevelopmentoneffectiveteamcollaborationandempowerment.Eachworkshopisdesignedsothatleadershipteamshavetimetoapplythenewstrategies,skills,andprocessestotheirspecific,real-timeneedsandinterests.Instituteworkshopsbuildthecapacityofthelead-ershipteam,andtherebycontributetoimprovedschoolperformanceandstudentachievement.Ineachworkshop,teamsareencouragedtoexaminetheircurrentpracticeinrelationshiptotheresearchandliteratureoneffectiveschoolleadershipteamsandtoidentifygoalsandactionplanstoincreasetheirknowledge,skill,andpracticeintheidenti-fiedareas.Staffdevelopmentspecialistsprovideschoolswithongoingfollow-upsupport,asrequestedbytheschool,fol-lowingitsleadershipteam’sparticipationintheworkshop.Theseworkshopsincludethefollowing:• SharedLeadership:ATeamExaminationof
CollaborationandEmpowerment• EffectiveSchoolLeadershipTeams• FacilitationofEffectiveMeetings• SkillfulTeamCollaboration
National Board Certification TheNationalBoardCertificationandDevelopmentProgramasawaytorecruitmoreteachersforthisrigorousprofes-sionalgrowthendeavorandtoprovideongoingsupportanddevelopmentforteachersastheywork,toshowthattheymeetthehigh,rigorousstandardsoftheNationalBoardforProfessionalTeachingStandards(NBPTS).Thisprogramenhancestheprofessionalanalysis,reflection,andprofes-sionaldevelopmentofthecandidate,aswellasincreasesthelikelihoodthatcandidatesachievecertificationduringathree-yearcycle.TheOfficeofHumanResourcesandDevelopmentcoordinatesrecruitmentandinformationsessionsthroughouttheyearaswellasprofessionalgrowththroughotheractivities.TheseopportunitiesincludepeercoachingandtheNBPTSTakeOneproducttoimproveteachingandlearning.
Professional Development Online ProfessionalDevelopmentOnline(PDO)isaweb-basedsystemformaintaining,tracking,monitoring,andreport-ingprofessionaldevelopmentinformationforallMCPSstaff.AllMCPSstaffhaveaccesstoPDOthroughasecureloginpassword.PDOempowersstaffwithinformationandtoolstomanagetheirownprofessionalgrowth.ThroughtheuseofPDO,principals,teachers,supportprofessionals,
andcentralofficestaffcanreviewprofessionaldevelopmentopportunities,registerforworkshopsandclasses,andkeeptrackofthetrainingtheyhavereceived.MCPSwillcontinuethedevelopmentofPDOtomeettheneedsofstaffandsup-portsystemgoals.
Employee Association Partnerships MCPShasbeenworkingwithemployeeassociations—theMontgomeryCountyEducationAssociation,SEIULocal500,andtheMontgomeryCountyAssociationofAdministratorsandPrincipals—tocreateneworganizationalstructuresandprocessesthatstrengthentheirrelationships.Theseemployeeassociationshavebeenworkingtogethertosolveproblems,addresscommonissues,andidentifyoppor-tunitiesforimprovement,usinginterest-basedstrategies.EachemployeeassociationhascreatedajointcommitteewithMCPStopromotecollaborationindeveloping,implement-ing,andevaluatingsolutions,utilizingthecoreprinciplesofcontinuousimprovement.Thesecommitteeshavebecomeeffectivealternativestotraditionallabor-managementgriev-ancesandnegotiationprocesses.Interest-basedbargaininghasbeenusedduringnegotiationswithallthreeemployeeassociations,andthepartieshaveusedtheseinterest-basedproblem-solvingstrategiestodevelopcollaborativesolutionstoproblemsorissuestoaugmentthenegotiationsprocess.
Higher Education Partnerships TheHigherEducationPartnershipProgramisalearningcommunitythatfosterscollaborationbetweeninstitutionsofhighereducationandMCPStodevelopstaffincriticalneedareas.MCPSworkswithlocalcollegesanduniversitiestoexpandtheteacherandadministratorcandidatepoolstoincludeapplicantsrepresentingcriticalfieldsanddiversity.TheHigherEducationPartnershipProgramprovidespart-nershipsinteacherpreparation,careerenhancement,teacherandleadershipdevelopment,andinstruction.Theteacherpreparationprogramsaredesignedforcandidateswhoareinterestedinpursuingateachingdegreeand/orteachercer-tification.ThecareerenhancementprogramsareforMCPSprofessionalstaffmemberswhoareinterestedinpursuingamaster’sdegreeinreading,middleschoolmathematics,librarymediascience,orinstructionaltechnology.Thelead-ershipdevelopmentprogramsaredesignedforMCPSstaffmemberswhoareinterestedinpursuingamaster’sdegreeorcertificationinAdministrationandSupervisionoradoctoraldegreeinEducationalLeadershipandPolicy.Manyoftheseprogramsprovidefinancialincentivestoattaincertification.ExtensiveMCPSfieldexperiences,supplementaltraining,andincreasedsupervisorysupportbyuniversitiesandMCPScoachesarecharacteristicofallprograms.Thereisongo-ingassessmentoftheneedsoftheschoolsystemsonewpartnershipscanbedevelopedtomeetourstaffingneeds.Forexample,thereisacriticalneedforspecialeducationteacherstohaveexpertiseinworkingwithstudentswhodemonstrateAutism.ApartnershipisbeingdevelopedsocurrentMCPSspecialeducationteacherscanparticipateinadditionalcourseworktoobtainthisexpertise.TheHigherEducationPartnershipProgramhashadapositiveimpactontherecruitmentandhiringofstaffincriticalneedareasandincreasedthediversityofthecandidatepool.Providing
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partnershipprogramsandprofessionaldevelopmentoppor-tunitiesforstaffincreasesretentionandbuildsthecapacityofMCPSstaff.
Recruiting and Retaining Highly Qualified Staff MCPShasimplementedaplantorecruitandretainhighlyqualifiedteachersandparaeducatorstomeettheNo Child Left Behind Act(NCLB)highlyqualified(HQ)requirements.TheOfficeofHumanResourcesandDevelopment(OHRD)hasdevelopedstrategiestoincreasethepercentageofcoreacademicsubject(CAS)classestaughtbyhighlyqualifiedteachers.OHRDstaffmemberscontinuetoreviewrecordsofteacherswhoareteachingcoreacademicsubject(s),aswellasanynewemployees,inrelationtotheCAScoursestheyareteachingandthecredentialstheyhold.MCPSaggressivelyrecruitsparaeducatorswhomeetfederalNCLBguidelines.MCPScontinuestoensurethatallparaeducatorsinTitleIschoolsareHQ;however,allMCPSparaeduca-torsareencouragedtomeetHQstandards.Asthehighlyqualifiedstatusofteachersandparaeducatorsisdetermined,OHRDstaffaremaintainingthisinformationintheHumanResourcesInformationSystem.Principalsusethisinforma-tion(providedviaDataWarehouse)toensurethatahighlyqualifiedteacheristeachingcoreacademicsubjects.OHRDstaffalsoprovidethisinformationtoindividualteachersthroughtheProfessionalDevelopmentOnline(PDO)sys-tem,whereteacherscanaccessdetailsontheircertificationwithvaliditydates,certificationareas,andHQstatus.
Recruiting and Retaining a Diverse Workforce MCPSiscommittedtoadiverseworkforceandactivelyrecruitsminoritycandidates.OHRDstaffrecruitatjobfairsandjobexposthattargetminoritypopulations,includ-inghistoricallyBlackcollegesanduniversities.AdvertisingeffortsfocusonattractingAsianAmerican,Hispanic,andAfricanAmericancandidatesthoughpublicationsthatmar-ketadiverseworkforce.IncollaborationwithschoolsandMCPSoffices,OHRDstaffencourageminorityMCPSstu-dentstoconsiderteachingasacareer.TheOfficeofHumanResourcesandDevelopmentSubcommitteeoftheLatinoEducationCoalition’sGaithersburgHighSchoolCluster“GrowYourOwn”TeacherProjectforK–12specificallyencouragesrecruitmentofLatinostudents.“GrowYourOwn”recruitmenteffortsincludeworkingtoattractdiversecandidatesintotheteachingprofessionandprovidingpath-waysfor“careerchangers”andcurrentsupportingservicesemployeestoearnteachercertificationthoughOHRDuniversitypartnershipswithJohnsHopkinsUniversity,TheGeorgeWashingtonUniversity,MontgomeryCollege,andtheUniversityofMaryland.TheAsianAmericanEducationAssociationencouragesAsianAmericanMCPSstudentstopursueadegreeineducation,providingmultipleannualscholarshipstowardthisobjective.Recruitmentandreten-tioneffortsbythesupportingservicesteamincludeoutreachtotheAsianAmerican,Hispanic,andAfricanAmericanemployeesandcandidatesthroughleadershiprolesonemployeeorganizations,AsianandHispanicLeadershipCommittee,participatingonworkgroupsandcommitteesforretentionandcareerdevelopment,andthroughactiveparticipationintheEnglishWorkplaceinitiative.Sincethe
implementationofthenewemploymentwebsite,MCPSCareers,specialeffortshavebeenmadeforstafftovisitandassistminoritysupportservicesemployeeswithuseofthenewapplicantsystemaswellascreaterésumésinprepara-tionforpromotionalopportunities.
Technology Enhancements in the Office of Human Resources and DevelopmentInNovember2009,theOfficeofHumanResourcesandDevelopment(OHRD)andtheOfficeoftheChiefTechnologyOfficer(OCTO)implementedMCPSCareers,anewweb-basedapplicant-trackingsystem(ATS),designedtoimprovethequalityandefficiencyofthehiringprocessforallapplicantsandhiringmanagers.Theimplementationofacentralizedweb-basedsystemhassignificantlyincreasedthenumberofapplicantsforpositionsandallowsOHRDstaffandhiringmanagerstohaveimmediateonlineaccesstocandidateinformation.Bycombiningbestpractices,technology,andcontent,MCPSCareersempowersOHRDstaffandhiringmanagerstoattracttalentedapplicantsandemployeesandassigntherightpeopletotherightpositiontoenhanceorganizationalperformance.Theweb-basedsystemincreasescollaborationamongallstakeholdersinthehiringprocessbyincludinghiringmanagers,staffers,recruiters,management,employees,andcandidates.Thenewsystemstreamlinesandsimplifiesthehiringprocess,providesvisibilityandequitableaccesstopositionvacanciestooutsideapplicantsandcurrentemployeeswhoareseekingnewpositions,andincreasescommunicationtoapplicantswhocanmonitortheirapplicationstatusonline.OCTOdevelopedacustomapplicationthatworkswiththeapplicanttrackingsystemandtheFortisDocumentManagementSystem,InternalApplicantRecords(IAR).IARistheelectronicsystemhiringmanagersusetoviewhumanresourcesrecordsforcandidateswhoarecurrentemployees.GivinghiringmanagersthistooleliminatestheneedforthemtotraveltoOHRDtoseerelevantinforma-tionintheinternalcandidate’spersonnelfile.OHRDandOCTO,incollaborationwiththeEmployeeandRetireeServiceCenter(ERSC),havealsoimplementedanewsystem—HumanResourcesOnline(HRO)—thatintegrateswithMCPSCareerstoautomateandstreamlinetheprocessingofemployeetransactionsanddecreasingthetimeneededtocompletethehiringofnewemployeesandthetransferofcurrentemployeedataintotheHumanResourcesInformationSystem(HRIS).HROalsoisusedtodeveloponlineformstofacilitatethecollectionofflexiblespendingaccountselectionsduringOpenEnrollmentandtherequiredupdateofstaffraceandethnicityinformation,duetochangesinthefederalguidelines.FuturephasesoftheHROinitiativealsowillallowforautomatednotificationandmonitoringofemployeeevaluationsforallemployeegroupsandwillempowercurrentemployeesthroughthedevelopmentofadditional“employeeself-service”features.TheDepartmentofRecruitmentandStaffinginOHRDprovidesMCPSapplicantswiththeopportunitytointer-viewviaSkypewebcam.ThisresourceisaconvenientwayforapplicantswholiveasignificantdistancefromMCPSto
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interviewforpositionsandprovidesacostsavingtoMCPSbyreducingtheneedforrecruitmenttrips.OCTOandOHRDcollaboratedwithstakeholderstocap-turerequirementsfortheupgradeoftheSubstituteCallManagementSystem(SCMS).Thepurposeofthisprojectistomigratetonewhardwareandupgradethesoftwaretotakeadvantageofnewfeaturesandtechnologyadvance-ments.TheupgradedsystemwillbetterintegratewiththeHRIStoallowforupdatesofemployeedatatoandfromthehumanresourcessystem,continuedandenhanceddatareportingtoschools,andtheautomationofpostingtimeandattendanceforbothsubstitutesandteachers.NewhireandtransferinformationwillbepopulatedautomaticallytoeliminatemanualdataentryintotheHRISandreduceerrorsassociatedwiththetask.Schooladministratorswillbeabletomonitorstaffabsencescloselyandidentifysubstituteswhohavebeenorwillbeintheirbuildings.Thesystemwillallowteacherstoaccuratelydesignatethetypeofleaveusedandhoursabsentandautomaticallywillloadintothetimeandattendancesystem;timekeeperswillnotneedtoenterleaveforstaff.TheSCMSwillbeaccessibletoallMCPSadministrators,teachers,andsubstituteteachersviaphoneandtheweb.TheupgradedSCMSwillbeoperationalforthe2011–2012schoolyear.
Asian American and Hispanic Leadership Development TheAsianandHispanicLeadershipDevelopmentProjectteam,oneoftheOfficeoftheDeputySuperintendentofSchools’strategicinitiativescross-functionalprojectteams,developedasystemofsupportforMCPSAsianAmericanandHispanicstaffmembers.Forthepastthreeyears,representativesfromseveralMCPSofficesandtheemployeeassociationshavesharedinformationwithattendeesonjobqualifications,careeropportunities,andbestpracticesforcareeradvance-mentattheannualCareerAdvancementInformationandNetworkingOpportunitySession.Participantresponsehasbeenoverwhelminglypositive.
Baldrige Education Criteria for Performance Excellence MCPShasadoptedtheBaldrigeEducationCriteriaforPerformanceExcellenceasthemodelforcontinuousimprovementforallofficesandschools.LeadershipteamsfromallschoolshavebeentrainedintheBaldrige-guidedSchoolImprovementprocess.
Baldrige-guided School Improvement Process TheschoolimprovementprocesshasbeendesignedtoreflectthecomponentsoftheBaldrigeEducationCriteriaforPerformanceExcellence.Thegoalofthisinitiativeistoidentifytheelementsofschoolimprovementandorganiza-tionaldevelopmentthatmustbesupportedineveryschoolinordertopromotehighlevelsofstudentachievement.Schoolsareexpectedtoimplementtheschoolimprovementplanningmodelusingtheperformancetargets,andthe
Baldrigecategories.Inorderforthisschoolimprovementprocesstobesuccessful,theentirestaffandrepresentativesfromallstakeholdergroupsmustbeengagedintheprocess.Theprogressonschoolimprovementplangoalswillbeevaluatedregularlywithallstakeholders.
Organizational Culture of Respect TheBoardofEducationandseniorleadership,includingthethreeemployeeassociations,chiefoperatingofficer,thedeputysuperintendentofschools,andthechiefschoolperformanceofficer,metonaregularbasisandadoptedanagreementthatisaimedatcreatinganorganizationalcul-tureofrespectinMCPStoensuresuccessforeverystudent.ThiscompactrepresentsadescriptionoftheculturethepartiesbelieveshouldexistthroughoutMCPS.Thepartiesarecommittedtomakingthisculturearealitybybuildingstrongrelationshipsandworkingtogethercollaboratively.Itrequiresthepartnerstoactwithself-controlandshowconcernforothersatalltimes.Staffwillmodelhowtheyexpectallmembersofthecommunitytointeract.Thecom-pactreflectsthevaluesandbehaviorsthatareexpectedofallindividualsininteractionswithstudents,fellowstaff,par-ents,andotherswhoareinvolvedintheschoolsystem.Thecultureofrespectisbuiltonthepremisethatallemployeescontributetoasuccessfullearningenvironment.Thetenetsofthisdocumentareutilizedthroughoutthesystem.
School Climate Compact InAugust2010,theCollaborativeSchoolClimateCompactwasagreeduponandimplemented,effectiveJanuary2011.ItisgroundedintheOrganizationalCultureofRespectCompact.Itreflectsthecommitmentbyallpartiestocreat-ingandmaintainingarespectfulandproductiveMCPSworkplaceatallworksites.TheSchoolClimateCompactidentifiestheexpectedbehaviorsforallemployeesasweinteractintheworkplace.
Employee Recognition MCPSplacesahighvalueonrecognizingemployeesthroughouttheorganization.Thesystem’srecognitioneffortscelebratejobperformance,leadership,innovation,andinstructionalcapacity.Whiletherearemanyrecognitionopportunitiesattheschoolandofficelevels,anopportunityforimprovementintheareaofworkforceengagementthatwasidentifiedaspartoftheBaldrigeAssessmentisthat“thedistricthaslimitedmeasuresofrecognition”foritswork-force.Consequently,duringthenextyear,theOfficeofHumanResourcesandDevelopmentwillassembleaworkgroupofrepresentativestakeholderswhosechargewillbetodeveloprewardandrecognitionsystemsforallemployeegroups.ThesesystemswillencourageMCPStocelebratetheeffortsandachievementsofitsemployeesintheirpursuitofsystemgoalsandpriorities.
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Milestones: Data Points:• Allbusinessserviceswillmeetorexceedcustomers’needs,
requirements,andreasonableexpectations.o CustomerResults
• Systemsareinplacetorecruit,support,andretainhighlyeffectivebusinessservicespersonnel.
o HumanResourcesResults
• Allbusinessfunctionsplan,develop,secure,andeffectivelymanagefiscalresourcesincompliancewithinternalandexternalaccountabilityrequirementstosupporttheeducationofstudents.
o FinancialResults
• Allbusinessfunctionseffectivelyandefficientlydeliverthehighest-qualityproducts,resources,andbusinessservicesessentialtotheeducationalsuccessofstudents.
o OrganizationalResults
GOAL 5: Provide High-quality Business Services that Are Essential to the Educational
Success of Students
Board of Education Academic Priorities:• Organizeandoptimizeresourcesforimprovedacademicresults• FosterandsustainsystemsthatsupportandimproveemployeeeffectivenessinpartnershipwithMCPS
employeeorganizations.
MCPSwillprovidethehighest-qualityproducts,resources,andbusinessservicesthatareessentialtotheeducationalsuccessofstudentsthroughstaffcommittedtoexcellenceandcontinuousimprovement.
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STRATEGIC INITIATIVES
Provide High-quality Business Services that Are Essential to the Educational Success of Students
Process Design/Improvements Process
PDSA
PLAN
DO
STUDY
Improve existing process
Identify need for improvement of existing process.
Obtain data on processID causes & OFI based on
best practices, benchmarks, customer, supplier, and partner requirements. Incorporate complaint-management feedback
into periodic review of key processes.
Improve process.Establish goals and
measures.Pilot new procedures.
ACT
Educate, train, and communicate to all customers.Implement plan for new or improved process.
Measure performance.Evaluate process performance based on established
goals and measures of success.
Feedback—Adjust process based on performance evaluation results.
Develop improvements to meet requirements.Determine need for further PDSA/LEAN or move to
full implementation and monitor.
Design new process
Identify need for new process.
Research customer needs and
requirements, best practices, and
benchmarks.
Develop process.Establish goals and
measures.Pilot procedures.
Establish action team to represent process.Include customers, suppliers, stakeholders, and
partners as members, if applicable.
LEAN
Project definition
Document and measure
current reality
Analyze and ID waste
Optimize flow and remove
friction
Implement and validate
Measure and sustain
Communicate and
acknowledge success
Identify and prioritize
opportunities
Process Design/Improvements Process ChartSuccessfullymanagingandoperatingaschoolsystemof200schools,morethan144,000students,andmorethan21,000employeesrequiresacomprehensiveinfrastructureofsup-portingbusinessservices.Alldepartmentshavedevelopedprocessmapsforkeyprocesses.Theseservicesareprovidedbyemployeeswhoworkbehindthescenestoensurethatteach-ers,students,andprincipalshavetheresources,materials,services,andfacilitiestheyneedforsuccessfulinstruction.
Family of Measures ThebusinessandfinancialoperationsoftheschoolsystemareutilizingtheBaldrigeNationalQualityProgramcriteriatofocusonbusinessresultstoeffectivelymeasureandmanageorganizationalperformance.Afamilyofmeasurescurrentlyencompassesfourmajorcategoriesofbusinessresults—CustomerResults,FinancialResults,HumanResourceResults,andOrganizationalResults.Takentogether,thesediverseperformancemeasurementshelptodrivebusinessdecisions,processimprovements,andotherorganizationalinitiativesthatmakeMCPSbusinessandfinancialoperationsmoreproductive,efficient,andeffectiveinmeetingcustomerneedsandexpectations.Withanemphasisonequitableprac-tices,staffinthebusinessoperationssideofMCPSreviewthefamilyofmeasuresthroughanequitylens.
Customer Results TheBaldrigecriteriasuggestthatthequalityofproductsorservicesprovidedbyanorganizationshouldbedrivenordictatedbythecustomer.Thebusinessandfinancialopera-tionsarefocusedonsatisfyingtheircustomers—students,teachers,administrators,parents,andstaff—andhavedevel-opedsurveysandfeedbacksystemsdesignedtomeasureandgatherdataoncustomersatisfaction,andtodevelopstrategiestosatisfycustomerneeds.Managersutilizethecontinuousfeedbackinordertoadjustandimplementpro-cessimprovements.
Department of Transportation Customer Delight CustomerDelightisthemottooftheDepartmentofTransportation(DOT).TheCustomerDelightprogramhasfocusedforseveralyearsonimprovingserviceandinteract-ingwithabroadcustomerbasebyraisingexpectationsandimprovinginteractionswithinternalandexternalcustom-ers.In2007–2008,thedepartmentinitiatedanewelementofCustomerDelight.Inanefforttoanticipatecustomer
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needs,beproactiveintheirworkhabits,andmanagewithfutureoutcomesinmind,DOTstaffhasadoptedaDelightthruForesightapproachtovariousaspectsofbusinessopera-tions.Thisincludesanticipatingoutcomesofactionsbystaff,anticipatingcustomerneeds,andbeingproactiveinapproachingissuesandsolvingproblems.In2008–2009,theDOTinitiatedanExpediteforDelightelementoftheplan.Thiselementfocusesonthecustomers’needfortimelyserviceandresponsestoinquiries.Becausecomplaintsaboutstaffinteractionsandservicedeliveryhavedecreased,howthebusesareactuallydrivenisnowaleadingcomplaintcategory.Toaddressthiscustomer-identifiedareaofneed,DriveRighttoDelightwasaddedasafocusareaforthe2009–2010schoolyear.
Use of Focus Groups to Determine Customer Requirements TheDepartmentofMaterialsManagementandtheDivisionofFoodandNutritionServiceshaveestablishedtheCustomerFeedbackFocusGroupprogramtoprovideaforumforschoolstaffandparentstogiveopinionsonproducts,ser-vices,andbestpractices.Customerfocusgroupsaredesignedtocontinuallylistenandlearn,withtheaimofofferingrelevantproductsandservices,understandingemergingcus-tomerrequirementsandexpectations,andkeepingpacewitheducationalchangesandwaysofdoingbusiness.Causesofcomplaintsaredeterminedbyusingrootcauseanalysistoeffectivelyimproveproductsandserviceprocesses,withthehelpoffocusgroups.
Use of Web-based Satisfaction Survey ThroughtheuseofaWeb-basedsurveysystem,theDepartmentofFacilitiesManagement(DFM)requeststhatallprincipalsrateDFMservicesandprovidefeedbackonfacilityissues.Asschoolprincipalsaretheprimaryrepresen-tativeoftheschool,theyarewellpositionedtorateDFMservicesandprovidevaluablecustomerfeedback.Surveyresponsesandstatisticalresultsarecompiledandanalyzedbydirectorsandsupervisorswithinaweekofthecomple-tionofthesurvey.ThissurveyprocesshasprovidedeachprincipalwithameanstoregularlycommunicatewithDFMmanagers,whoreviewthefeedbackforpatterns,trends,andfollow-upissues.
Instructional Technology Systems Specialist (ITSS) Job Banding JobbandingwasfirstdevelopedfortheITSSbytheOfficeoftheChiefTechnologyOfficerincollaborationwithSEIULocal500throughajointlabormanagementworkgroup.Jobbandingisanapproachtocareeradvancementthatcombinesseveralrelatedpositionsintoone“jobband”andcreatesestablishedcriteriaforhowanITSScanmovefromoneleveltothenextwithinthisjobband.TheresultisajobclassificationthatprovidesMCPSemployeeswithimprovedcareerpathwaysandprovidesanITSSwithopportunitiesforself-directedcareeradvancement.Managementviewsjobbandingasawaytoimprovestaffretentionbyprovidingmorestaffwiththeopportunitytoadvanceintojobsthatwerehardtofillduetojobmarketcompetition.Italsoisan
excellentstrategyforemployeerecruitmentbecausecandi-datescanseeaclearplanforcareergrowth.
The Department of Management, Budget, and Planning TheDepartmentofManagement,Budget,andPlanning(DMBP)hasworkedtoimprovecustomerservicebyenhancingtheunderstandabilityandtransparencyofbud-getdocuments.InitiallyfortheFY2010RecommendedOperatingBudget,DMBPissuedaBudgetinBriefdocu-mentthatcombinedpreviousdocumentsonbudgetchangesintoaconcise,user-friendlypublication.Thisdocumenthasmetwithapprovalfromparentsandotherstakeholders.DMBPincreasedtheavailabilityofbudgetdocumentsontheMCPSwebsite,includingtheabilitytoanswercitizenquestionsthroughthewebsite.DMBPstaffalsoworkedtoincreasecommunityoutreachandparticipationtoadvancethealignmentoftheoperatingbudgetwithBoardandpublicpriorities.ThedevelopmentoftheFY2012OperatingBudgetincludedinnovativecommunityroundtablesthatenabledadiversegroupofstakeholderstoworktogethertoidentifykeyprioritiesfortheschoolsystemandareasforfunding.ParentAcademyworkshopsonthebudgetprocessintroducedbasicbudgetissuestomanyparentswhotraditionallydonotparticipateextensivelyincommunityinvolvementopportunities,espe-ciallyparentswhodonotspeakEnglish.
Focus on School MealsSchoolmealsmustmeetthenutritionalrequirementsestab-lishedbytheUnitedStatesDepartmentofAgriculture.Therearenutritionstandardsinplaceforallfoodsandbeveragessoldtostudentsduringtheinstructionalday.TheDivisionofFoodandNutritionServices(DFNS)iscontinuallyrevisingthestudentmenutomeetstudentneedsandexpectationsandprovidethemwithawell-balanced,nutritiousmealatanaffordableprice.Theelementaryschoolmenuhasbeenredesignedtoprovidegeneralinformationabouttheschoolmealprogramaswellasnutritionandfoodsafetytoparentsandstudents.ThemenuispublishedinEnglishandSpanisheverytwomonthsandgoeshomewitheveryelementaryschoolstudent.ACustomerServiceCommentCardispro-videdonthemenu,andamemberoftheDFNSsupervisorystaffpersonallycontactseachindividualwhoreturnsthecardfordirectfeedback.DFNSstaffconductsessionsonnutri-tionandwellnessforstudents,employees,theMCPSParentAcademy,andmanyPTAgroups.
Long-range PlanningTheDivisionofLong-rangePlanning(DLRP)promotesfeedbackonschoolenrollmentprojectionsfromprincipalsandbuildsinamidyearforecastrevisionandlateradjust-ments,asneeded.Theseprocesseshelptorefinetheforecastandensureadequatestaffing.InadditionDLRPcoordi-natesthetimingofschoolforecastingwiththeplacementofrelocatableclassroomstoensureschoolshaveadequateclassroomsatthestartofeachschoolyear.TheDLRPstaffconductsnumerouscommunityinvolvementprocessestoensurestakeholderinputtofacilityplanningdecisions.Staff
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alsocollectsfeedbackfromparentorganizationmembers,andthegeneralpublic,atallcommunityplanningmeetings.DLRPcontinuouslyupdatesplanningmaterialsthroughpostingsonthedivisionwebsite,includingtheprovisionofschoolassignmentinformationandschoolboundarymapsavailableonline.DLRPalsohassuccessfullymigratedmostofitsplanningdatatoanewdatabaseapplicationthatprovidesmoresecurityandeasieraccesstoplanninginfor-mationandreports.
Financial Results
Purchasing Card ProgramTheMCPSPurchasingCardProgramwasestablishedtostreamlinetheprocessformakinglow-small-dollarpurchasesthatarenecessaryforMCPSoperations.ItwasdesignedtosaveMCPStimeandmoneyinprocessingorderswhileprovidingamethodtotracktheseexpenditures.Ithelpsschoolsandofficesobtainsmalllow-dollaritemsinamoreefficientandcost-effectivemanner,whilegivingmanage-mentamethodtolimititemspurchased.Switchingfromapaperpurchaseorderprocesstoapurchasingcardtransac-tionreducestheper-transactioncostby$82pertransaction.Inadditiontostreamliningprocurement,italsoprovidesanavenueforschoolstomakeemergencypurchasesincasethecountyexperiencesapandemicornationalemergencyandanimmediateneedmustbemet.
Cooperative PurchasingThecooperativepurchasingprogramwasestablishedtoprovideanavenueforreducingcoststhrougheconomiesofscalecreatedbyvolumebuying.Theprogramfostersbettervaluesinceitreducestheadministrativecostsofpurchas-ing.MCPSiscurrentlyworkingwiththeMetropolitanWashingtonCouncilofGovernments,theBaltimoreRegionalCooperativePurchasingCommittee,andtheInteragencyProcurementCoordinatingCommitteeinMontgomeryCountytopromoteefficientandeffectivepracticesacrossagenciesanddepartments.Thiscollaborationhasreducedcostsinthepurchasingofhealthcarebenefits,lifeinsurance,unleadedgasoline,officepaper,electricity,andnaturalgas.Inaddition,theserelationshipsprovideMCPSstaffwithadditionalexpertiseintheareasofcontracting,negotiations,insurance,andotherspecializedprocurementfunctions.Workingwithourpurchasingcommittees,wecontinuetoreachouttominority,female,veteran,anddis-abledvendorstoensurethatprocurementopportunitiesareavailabletothem.
Partnerships with Parent Teacher and Employee AssociationsMCPSimplementedpartnershipswitheachoftheemployeeassociationsandtheMontgomeryCountyCouncilofPTAstodeveloptheRecommendedOperatingBudget.Theemployeeassociationandparent-teacherassociation(PTA)leadersareinvolvedineverystageofthedevelopmentofthebudget.Theirparticipationhasresultedinimprovedunder-standingofhowtomakeneededbudgetreductionswhileminimizingtheharmfulimpactontheclassroom.
Human Resource ResultsMCPSiscommittedtoensuringthatahigh-qualityemployeeisineverypositionintheorganization.Structuresandpro-cessesareinplacetoattract,recruit,hire,mentor,develop,evaluate,recognize,andretainhigh-performingemployees.Thequalityofanorganization’sproductsandserviceshingessignificantlyonthequality,attitude,performance,andjobsatisfactionofitsworkforce.Across-functionalselectionworkgroupisworkingtoidentifythosecharacteristicsthrougharevampingoftheselectionprocessprotocol.ThegoalistomodifytheinterviewprocessesforallemployeestoensurethatthepeopleMCPShireshaveastrongcommitmenttodoingwhateverittakestoensurethatallstudentswilllearnathighlevels.Performancemeasuresarebeingdevelopedandimplementedtomonitoremployeeattendance,train-ing,development,andsatisfaction.Theprofessionalgrowthsystemsofallemployeegroupsarekeytoolsindevelopinganever-improvingandmoreeffectiveworkforce.
Human Capital ManagementInpartnershipwiththeOfficeofHumanResourcesandDevelopmentandtheEmployeeandRetireeServicesCenter,theOfficeoftheChiefTechnologyOfficerisleadingthedevelopmentanddeploymentofstate-of-the-arttech-nologiestostrengthenthedistrict’shumancapitalandtalentmanagementprograms.Thefall2009implementationofthee-Recruitmentapplication,MCPSCareershasprovidedmanagerswithgreateraccesstoapplicantinformation.Theweb-basedsystemincreasescollaborationamongallstake-holdersinthehiringprocessbyincludinghiringmanagers,staffers,recruiters,management,employees,andcandi-dates.Thenewsystemstreamlinesandsimplifiesthehiringprocess,providesvisibilityandequitableaccesstopositionvacanciestooutsideapplicantsandcurrentemployeeswhoareseekingnewpositions,andincreasescommunicationtoapplicantswhocanmonitortheirapplicationstatusonline.Thecustom-designedHumanResourcesOnlinesystemshasbeguntostreamlineandacceleratethehiringandretentionprocessesinitsearlyphasesofimplementation.
MCPS Apprenticeship ProgramMCPS,inpartnershipwithSEIULocal500,hasengagedinanapprenticeshipprogramtodevelopmechanicalsystemstechnicianswithskillstosupporttheworkoftheDivisionofMaintenance.TheMCPSApprenticeshipProgramwillprovidetheopportunitytodevelopemployeesincertainskilledtradessotheycanbereadytofillvacanciesastheybecomeavailable.
Department of Transportation Supervisory ModelTheDepartmentofTransportation(DOT)workedincon-sultationwithstakeholders(includingemployeeorganizationleadership)toestablishanewsupervisorypositionwhich,whenfullyimplemented,willimprovetheratioofsupervisorstoemployeesfrom1:80to1:20.Extensivetraining,modeledafterthatprovidedtotheprofessionalgrowthconsultants,isbeingprovidedtoallnewmanagers.Themultiyearphase-in
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plan,whichwasinitiatedin2005–2006,hasbeencom-pleted.TheseimprovementssupportSSPGSgoalsandDOT’sCustomerDelightprogrambyincreasingcommunicationwithschoolsandprovidingemployeeswithbetteraccesstosupervisors.Extremelypositivefeedbackhasbeenexpressedbyemployeesandcustomerswheretheplanhasbeenimple-mented.However,tocompleteimplementationduringthefiscallychallenging2009–2010schoolyear,theratioofsuper-visortoemployeewastemporarilychangedfrom1:20to1:25.Inordertomeetbudgetaryrestrictions,thisratiowillremainthesameinFY2010–2011andFY2011–2012.Achangebackto1:20isanticipatedwhenfiscalconditionsimprove.
Team Building and Effective CommunicationAnongoingpriorityoftheDivisionofFoodandNutritionServicesisfosteringteambuilding,effectivecommunica-tions,andimprovinginterpersonalskillsamongaverydiverseworkforce.Datapointsincludehumanresourceresults(retention,turnover,satisfaction,advancement,andabsenteeism)andorganizationalresults(productivity).Thedivisionprovidesdailycommunicationstotheschool-basedmanagers,professionaldevelopmentforsupportingservicesstaff,anddiversitytraininganddevelopment.
Leadership Development InFY2003,theDivisionofMaintenancedevelopedandimplementeda12-hourleadershiptrainingprogramforincumbentsupervisorsandmanagers.Thebasiccourse,taughtannually,providesentry-levelinstructioninleader-shipprinciples,teambuilding,organizationalmanagement,andcareerdevelopmentfornewsupervisorsandotherinterestedemployees.Anadvancedcoursewasaddedfor2007and2008,providingexpandedtrainingforsupervisorsandmanagers.In2009,anintermediateleadershipcoursewasaddedthatprovidesexpandedtrainingforemployeeswhohavecompletedthebasiccourse,butwhoarenotyetsupervisors.Theadvancedcourseiscurrentlyaseriesofdiscussionsthatfocusonenhancingleaders’thinking,plan-ning,andmanagementskills.
Organizational Results Thiscategoryofbusinessresultsisthemostdiverseofallbecauseitrequireseachbusinessunittomeasureandevalu-atetheefficiencyandeffectivenessofbusinessoperationsuniquetoitspartoftheorganization.Measuresmayexam-inesuchthingsasresponsivenesstocustomerrequestsforsupport,efficiencieswithwhichcustomerordersarepro-cessedordelivered,ortheeffectiveuseofavailabletimebyemployees.TheDivisionofSchoolPlantOperationsmaintainssystemstoregularlymonitortheperformanceofkeyprocessesandidentifyopportunitiestoinitiateimprovementprojects.Toimprovereporting,training,andreconciliationofcostsassociatedwithcommunityuseofschoolfacilities,apro-cessmanagementandimprovementprojectisinprogress.ImplementationofrecommendationsfromthisteamhasresultedinreducedcostsforMCPS.
Benchmarking for Continuous ImprovementMCPScontinuestoworkwiththeAmericanProductivityandQualityCenter(APQC)inHouston,Texas,inanationwideinitiativetodevelopbenchmarksforeducationalorganizations.APQCisa31-year-oldnonprofitorganiza-tionthathasdoneextensiveworkwithleadingbusinessesthroughouttheworldtohelpimproveproceduresbycom-paringtheefficiencyandeffectivenessoftheirprocesseswithotherorganizations.Theirinterestisinhelpingeducationalorganizationsdothesamebydemonstratinghowacompar-ativedatabasecanbedeveloped;therebyenablingdistrictstocomparetheefficiencyandeffectivenessoftheirprocesseswithotherdistrictsandidentifygapsforimprovement.APQChasrecognizedMCPSasabestpracticespartnerinprofessionaldevelopment,mathematicsandscience,Englishlanguagelearners,professionallearningcommunities,anddata-drivendecisionmaking.
Process Management for Continuous ImprovementAPQChasidentifiednineschooldistrictsfromacrosstheUnitedStatestoleadanationwideinitiativeentitledNorth Star,whichfocusesonprocessmanagementandimprove-ment(PMI).Thisinitiativewillassistschoolsystemsinbecomingmoreprocesscentered,whichmeanshavingschooldistrictsfocusonthedesign,implementation,evalu-ation,andrefinementoftheirkeyworkprocesses.Asoneoftheninedistricts,MCPSwillbeworkingwithotherschooldistrictstoimplementprocessmanagementintheirschoolsystems.Alloffices,departments,anddivisionsinMCPShaveidentifiedtheirkeyprocessesandhavedevelopedprocessmapsthatindicateeachprocessstep.Inaddition,aprocessorganizationtool,Inputs,Guides,Outputs,andEnablers(IGOE),isbeingusedforallkeyprocessestoiden-tifytheinterrelationshipsandinterdependenciesofallkeyprocessesacrossMCPS.In-processmeasuresandoutcomemeasuresalsohavebeenidentifiedforeachprocesstodeter-minetheireffectivenessandefficiency.
Environmental Stewardship—Energy Efficiency, Conservation and Sustainability ProgramsTheDepartmentofFacilitiesManagement(DFM)promotesenvironmentalstewardshipandmanagesvariousenergyandenvironmentalprograms.TheEnergyandUtilitiesUnit(EUU)developstheannualResourceConservationPlanthatdocumentstheenergyconservationstrategies,efforts,andprogress.Theconservationplanincludesthreemajorstrategicinitiatives—behavioralenergy-savingsandrecyclingprogramsforallschools(SERT),energyefficiencyretrofitprojectsforexistingfacilities,andnewconstructiongreenbuildinginitiatives.SchoolEnergyandRecyclingTeam(SERT)—MCPSrecog-nizesthatsignificantenergysavingscanbeachievedwhenschool-basedstaffandstudentsengageinresponsibleenergybehavior.TheSERTprogrameducatesandsupportstheeffortsofschool-basedteamsinallschoolstoreduceenergyconsump-tionandincreaserecycling.Followingindustrybestpractices,
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energyfacilitatorsandsupportstaffvisiteachschoolmultipletimesovertheschoolyeartoidentifyenergywastedandfacili-tatechangesinbehaviortopromoteacultureofconservation.SERTprovidesresourcestoeducatestaffandstudentsontheeffortsoftheirbehavioranditsimpactonenergyuse.Activitiesandcontestsareprovidedtoencourageenergy-conservationbehavior.School-basedteamsalsoareinvolvedintheinstal-lationofenergy-efficienttechnologiesthatpromoteresourceconservation.Finally,energyperformanceistrackedanddataareprovidedtoschoolssothatimprovementsinenergyeffi-ciencycanberecognizedandrewarded.SERTmembersalsopromoteandassistschoolswiththeirrecyclingprogram.Similartotheschool-basedenergypro-gram,theSERTprogramprovidessupporttoschool-basedteamsintheformoftraining,educationalmaterials,andrecyclingperformancereportsUnitedStatesGreenBuildingCouncil(USGBC)/LeadershipinEnergyandEnvironmentalDesign(LEED)—MCPShaslongpursuedhigh-energyefficiencyandsensitiveenviron-mentaldesignpracticesinnewconstruction,asastrategicgoal.Overthepasteightyears,MCPShasplayedaleadingroleinpromotingLEEDatbothcountyandstatelevels.GreatSenecaCreekElementarySchool,whichopenedinthefallof2006,wasthefirstLEED-certifiedpublicschoolinMaryland,andthefirstsuchpublicbuildinginMontgomeryCounty.ThefacilityreceivedaGold-levelcertificationinLEEDratingthroughUnitedStatesGreenBuildingCouncil(USGBC).TheFrancisScottKeyMiddleSchoolmodernizationproject,completedinAugust2009,alsoreceivedGold-levelcertificationandwasthefirstLEED-certifiedGoldmiddleschoolinthestate.CashellandWilliamB.GibbselementaryschoolseachreceivedtheirGold-levelcertificationsin2010.Inaddition,23othermajorcapitalprojectsarecurrentlyregisteredforLEEDcertificationwithUSGBC.IncollaborationwithUSGBC,MCPScontributedtothedevelopmentofthe“LEEDforSchools”criteria,aLEEDsystemdesignedforratingschools.MCPScontinuestoincorporatebestpracticesforhighperformance,sustainability,andinnovations.Toensuresuccessfulimplementation,MCPSprovidesnecessarytrain-ingandresourcestothefacilitydesignteamandtestsnewtechnologiesthroughvariousgreenpilotprojectstoensureapplicabilityintheschoolenvironment.IncompliancewiththeMontgomeryCountyGreenBuildingBill17-06,MCPSiscommittedtoachievingaminimumofSilver-levelcertificationintheLEEDratingsystemforallnewandmodernizationprojects.Compliancewiththeseregulationswillpromoteenvironmentalstew-ardshipwhileprovidinggreenlearningenvironmentsforstudentsandstaff.
Indoor Air Quality (IAQ) ProgramMCPSestablishedtheEnvironmentalServicesandIndoorAirQuality(ES/IAQ)programinFY2000,toensuresafeandhealthfullearningenvironmentsinschools.TheprimarygoaloftheprogramistoensurethatHeating,Ventilation,andAir-Conditioningequipmentoperatesproperlyandtodevelopbuildingpreventivemaintenanceprogramstoensuretheequipmentcontinuestooperateatpeakperformance
untilitreachesobsolescenceandisreplaced.TheES/IAQprogramhascontinuedtoreceivenationwideattentionthroughtheU.S.EnvironmentalProtectionAgency.In2005and2006,theagencyconductedlivepressconferencesfromMCPSschoolsitestopublicizeits“ToolsforSchools”pro-graminaction.Since2006,theES/IAQProgramhasbeenrecognizednationallyforitsleadershipinestablishingapro-activeIAQassessmentprogramforrelocatableclassrooms.Additionally,insupportofGreenBuilding/LEEDinitiatives,theES/IAQstaffassistsinevaluatingandselectingenviron-mentally-friendlyproductsforuseintheschoolsystem.
Facility Availability System (FAS) Duringemergencysituationsthataffectmultiplebuild-ings,rapidcommunicationandresponseisrequiredsothatcriticaldecisionscanbemaderegardingtheavailabilityoffacilitiesforcontinuingofeducationalprograms.Parentsandothercommunitymembersalsoneedtobeinformedassoonaspossible.TheFacilityAvailabilitySystem(FAS)isatechnologytooldevelopedincollaborationwithOCTOthatisusedsimultaneouslybystaffinmultipleofficesintheDepartmentofFacilitiesManagementtocaptureandreportthestatusofMCPSfacilitiesduringaweatheremergency.Astasksrequiredtorestorefacilitiestofulloperationarecompleted,FASisupdatedbystaffworkinginthefield.Systemwideinformationiscompiledandreportedinvariousformats,allowingleadershipstafftoviewandmakedecisionsbasedonreal-timedata.Systemwide Safety ProgramsIn2009,theSystemwideSafetyProgramsUnit(SWSP)intheDepartmentofFacilitiesManagementimplementedin2009anonlinesafetytrainingprogramforMCPSemploy-eestotakeonlinesafetycoursestoperformtheirjobssafely.Thisonlinesafetytrainingprogramwasestablishedandisbeingmaintainedtoenhancethewell-beingofallMCPSemployeesinordertoprovideasafeworkingandlearn-ingenvironment;tocomplywithstateandfederalsafetytrainingmandates;andtoreduceoccupationalinjuriesandillnesses,thusreducingworkers’compensationcosts.
SecurityMCPScurrentlyisinthefourthyearofasix-yearprogramtoincludestate-of-the-artdigitalclosed-circuittelevisionsurveillancesystemsatallmiddleandhighschools,andvisi-tormanagement/accesscontrolsystemsatallschools,andaccesscontrolsystemsatallelementaryschools.Thesurveil-lancesystemsarenetwork-basedmulti-pixel,digitalcameraswhoserecordingscanbeviewedandreviewedatmultiplelocationswithintheindividualschoolandatremoteloca-tionsbyauthorizedstaff.Whennecessary,therecordingscanbesharedwithlocalpublicsafetyagencies.Thevisitormanagementsystemisasoftwareprogramthatfacilitatesscreeningofvisitorsbeforetheyareadmittedtotheschool.Visitors’namesarecross-referencedagainsttheMarylandStateSexOffendersregistry.Theaccesscontrolsystems,con-sistingofanexteriorcamera,intercom,andremotestrike/releaselockingsystemonthedoor,willallowelementaryschoolstolockexteriordoorsduringtheinstructionaldayandadmitvisitorsaftertheyhavebeenidentified.
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Strategies Implemented Since 1999Theimplementationofstrategiesoutlinedintheorigi-nalOur Call to ActionbeganshortlyaftertheBoardofEducationadoptedthestrategicplaninNovember1999.Atthattime,thesuperintendentofschoolsmadeastrate-gicdecisiontofocusthereforminitiativesinelementaryschools,morespecificallyatthekindergartenlevel.Overthepastnineyears,thereformshavebeenexpandedtoothergradesintheelementaryschoolsaswellastomiddleandhighschools.TargetedinitiativeswereimplementedtoimprovestudentachievementatalllevelsandclosetheachievementgapbetweenAfricanAmericanandHispanicstudentsandtheirWhiteandAsianAmericanpeers.TheseinitiativesalsoaredesignedtoimproveachievementofESOLstudents,studentswithdisabilities,andstudentsimpactedbypoverty.Thissectionofthestrategicplanhighlightssomeofthecriti-calstrategiesandinitiativesthathavebeenimplementedoverthepast10yearsaspartofthesereformefforts.
Goal 1: Ensure Success for Every Student
Early Success Performance Plan TheEarlySuccessPerformancePlanisapre-K–Grade2fullyalignedsystemofcomprehensivesupportsforchildrenintheearlygrades,designedto“raisethebar”forallstudentsandprovidethemwiththenecessaryskillsandknowledgetobesuccessfulinspeaking,reading,writing,andmathematicsbyGrade3.Theplanprovidesafour-yearsequenceorpathwayforallchildrenandfocusesonaddressingtheopportunitygapfacingourmosthighlyimpactedchildren.Theplanisbuiltaroundthefollowingfiveguidingprinciplesofcom-prehensiveschoolreform:1. Focusedandchallengingcurriculumforreading,writing,
andmathematics2. Ongoingassessmentofstudentprogress3. Expandedinstructionaltime4. Intensive,targeted,andsustainedprofessionaldevelop-
mentforteachers5. Meaningfulfamilyinvolvementandcommunity
collaboration
Prekindergarten Programs TheMCPSprekindergartenprogramsprovideahigh-quality,literacy-basedinstructionalprogram,includingart,music,andphysicaleducation,toanincreasingnumberofincome-eligibleandat-risk4-year-oldchildren.Programsalsoofferhealth,dental,andaccesstoothersupportser-vicesinordertohelpmeetfamilies’needs.InFY2009,full-dayHeadStartprogramswerefundedin13classesin10TitleIschoolsforchildrenlivingatorbelowthefederalpovertylevel.In2009–2010,21full-dayHeadStartclasseswereprovidedin19TitleIschools.TheOfficeofSharedAccountabilityhaspublishedpreliminaryresearchciting
greaterachievementbenefitsforstudentsinthefull-dayclasses,aswellasthecosteffectivenessoftheadditionalinvestmentinextendingtheseclassestofull-dayprograms.
Full-day Kindergarten TheEarlySuccessPerformancePlanincludescomprehensivesupportsforyoungchildrenintheearlygrades,includingfull-daykindergartenclassesatallelementaryschools.TheBridge to Excellence in Public Schools Actof2002require-mentofprovidingfull-daykindergarteninallelementaryschoolswasmetinFY2007,onefullschoolyearpriortothemandate.Beginninginthe2011–2012schoolyear,therigorous,revisedElementaryIntegratedCurriculum,whichweavestogetherallcontentareasalongwiththinkingandacademicsuccessskills,willbeimplementedinallkinder-gartenclassrooms.
Reading Interventions in Elementary and Middle Schools Readinginterventionsareprovidedtostudentswhoneedextrareadinginstructioninordertoachieveatorabovegrade-levelproficiencyinreading.Interventionsareinadditiontoandalignedwiththestudent’scorereadinginstruction.Research-basedinterventionsarecarefullyselectedandmatchedwiththestudent’sidentifiedareaofneed.Teachersreceiveprofessionaldevelopmentintheuseofinterventionmaterials,instructionalstrategies,andmoni-toringofstudentprogress.
Support for the Most Highly Impacted Schools Acomprehensivemodelforfunding,staffing,andpro-grammingwasimplementedinthemosthighlyimpactedelementaryschoolsinthecounty.TheseschoolsincludefederallyfundedTitleIschoolsandlocallyfundedhigh-needschools.Acontinuousreviewofthemodelisinplacetomaximizetheuseofresources,aswellastodevelopandimplementplanstomeettherequirementsforschoolsinneedofimprovement,correctiveaction,orrestructuring.
Elementary Schools Extended Time TitleIschoolsofferextended-daysupportsforstudents,basedonachievementdata.Usingresearch-basedactivities,eachTitleIschooldesignsbefore-schooland/orafter-schoolprograms.ExtendedLearningOpportunitiesSummerAdventuresinLearning(ELOSAIL)isafour-houracademicprogramforkindergartenthroughGrade5students,offereddailyforfourweeksinJulyinTitleIschools.Studentsreceivefreetransportationtoandfromschool,breakfast,andlunch.Theacademicprogramgoalsaretoacceleratelearningthroughlessonsinreading,writing,andmathematicsthatpreviewconceptsandskillstobetaughtinthegradestudentswillenterinthefall,strengthenbasicskills,alleviatethelossofacademicskillsthatmanystudentsexperienceoverthesummerbreak,andprovidecontinuingEnglishlanguageinstructionforESOLstudents.
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Class-size Reduction
Elementary SchoolsInFY2001,theBoardofEducationbegananinitiativetoreduceclasssizeinelementaryschoolsthatincludesthefollowing:• Full-daykindergartenwithanaverageclasssizeof18in
themosthighlyimpactedschools.• Firstandsecondgradeclassesintheseschoolswithan
averageclasssizeof18.• Reducedmaximumclassguidelinesinallelementary
schoolsfrom28to27studentsinGrades1–3andfrom30to29studentsinGrades4and5.
Middle and High SchoolsToaddressoversizedclassesinmiddleandhighschools,theBoardofEducationtookthefollowingsteps:• Funded38positionsinmiddleschoolstosupportmath-
ematicsinstructionandincreaseenrollmentinGrade8Algebra.
• ApprovedpositionsforthefivehighschoolsintheDowncountyConsortiumtoprovideanaverageclasssizeof23foracademicclassesinGrade9.
• Provided25teachersforthehighschoolleveltosupportspecialeducationstudentswhoareincludedingeneraleducationclassrooms.
Support for Special Education Students ExpansionofReadingandMathematicsInterventions—Evidence-basedreadingandmathematicsinterventionshavebeenexpandedtoselectedelementary,middle,andhighschools.TheOfficeofSpecialEducationandStudentServices(OSESS)supportsreadinginterventionsforschoolsatthesecondarylevelandpurchasedadditionalreadinginterventionsforschoolsthatservestudentswithintellec-tualdisabilities.Inaddition,OSESSpurchasedadditionalmathematicsinterventionsforhighlyimpactedelementaryschoolsreceivingTitleIfunding,thosewithelementarylearningcenters,aswellashighschoolsservinglargenum-bersofstudentswithdisabilities,includingformerlearningcenterstudents.TheDepartmentofSpecialEducationServices(DSES)continuestocollaboratewiththeOfficeofCurriculumandInstructionalProgramstoprovideinitialandfollow-upprofessionaldevelopmenttoteachersimple-mentingtheinterventions.DSESstaffalsoprovideongoingjob-embeddedcoachingtoteachersasneeded,toensurefidelityofimplementation.Interdisciplinary Augmentative Communication Technology Team—TheInterdisciplinaryAugmentativeCommunicationTechnology(InterACT)teamprovidesconsultativeassistivetechnologysupporttoteamsworkingwithstudentswhohaveseverecommunicationand/orphysi-caldisabilities.Thisteamhasexpertiseinspecialeducation,speech-languagepathology,andoccupationalandphysicaltherapy.InterACTassessesstudentswhomayrequireassis-tivetechnologyequipmentandprovidesconsultationtotheteachersofidentifiedstudents.
Prekindergarten Services—Studentswithdisabilities,ages3through5,whoreceivespecialeducationservicesarepartofthesystemwideEarlySuccessPerformancePlan.Specialeducatorsareincludedinallstaffdevelopmentactivitiestoensureimplementationoftheprekindergartencurriculum.Totheextentpossible,servicesforprekindergartenstu-dentswithdisabilitiesareco-locatedinelementaryschoolswithMCPSprekindergartenorHeadStartclasses.Thisprovidesinclusiveopportunitiesandallowsstudentswithdisabilitiestoaccessageneralearlychildeducationalset-ting.Amulti-stakeholderprojectteamwasformedtomakerecommendationsforincreasingopportunitiesthroughcom-munitypartnerships.Itinerant Resource Teachers (IRT)—DemonstratingtheMCPScommitmenttoLeastRestrictiveEnvironment(LRE),thebudgetfundseightIRTstosupportstudentswithdisabilitiesinKindergartenthroughGrade12inthegeneraleducationenvironment.IRTshaveawiderangeofexpertiseinautismspectrumdisorders,behavioralandemotionalsup-portstrategies,elementaryandsecondaryinstruction,andmathematicsandreadinginstruction.Theteamprovidesprofessionaldevelopmentandjob-embeddedcoachingtoschoolstafftoimprovestudents’successintheLREandinoveralloutcomes.
Support for ESOL Students ToensurethatESOLstudentscontinuetoacquiretheaca-demiclanguageandskillsneededtoachieveatthehighestlevels,thefollowingessentialprogramcomponentsarepro-videdtoESOLstudentsandtheirfamilies.• ESOLTransitionProgram—TheESOLTransition
Programisathree-prongedapproachtosupportingrecentlyexitedESOLstudentswhonolongerreceiveESOLservices.Thegoalsoftheprogramaretosupportthesestudentsbymonitoringthemintheirnon-ESOLclasses,providingprofessionaldevelopmenttocontentteachersandadministratorsoneffectiveengagementofEnglishlanguagelearners,andcollaboratingwithESOLteacherstoaccelerateacademicEnglishlanguagedevelop-ment.ThisprogrampresentlyisavailableatthetwohighschoolswiththelargestpopulationofESOLstudents,MontgomeryBlairandGaithersburg.
• HonorsandAdvancedPlacement—ESOLstudentsatthehighestlevelEnglishlanguageproficiencyandthosewhohaveexitedtheESOLprogramwithinthepasttwoyearsareencouragedtoenrollinhighlyable,Honors,andAdvancedPlacementclasses.TheESOLtransitionteach-ersattwohighschoolsprovidedirectsupporttorecentlyexitedESOLstudentstobolstertheirsuccessinthesecourses.
• BilingualSupportProgramsforESOLStudentsandFamilies—TheESOLParentOutreachandCounselingteamsprovidebilingualmulticulturalparentsupportandcounselingservicestoESOLstudentsandtheirfamiliestofacilitatetheiradjustmenttoanewacademic,social,andculturalenvironment.Theseserviceshelptominimizelinguisticandculturalbarrierstoacademicachievement.
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• LanguageAssistanceServicesUnit—Translationandinterpretationservicesareprovidedinmultiplelanguages,usingvariousmediatoaddresstheneedtocommunicateessentialinformationtoourrapidlygrowing,linguisti-callydiversecommunity.Informationiscommunicatedtoparentsandcommunitymembersaboutcurriculum,educationalprogramsandservices,assessment,andinstructionwiththesamelevelofqualitythatisaffordedtomembersoftheEnglish-speakingcommunity.Anonlinerequestsystemhasbeenimplementedtomanagetranslationrequests.WorkflowshavebeenintegratedwiththoseofPublicInformationandWebServicestoensuresmooth,systemwidecommunicationofimportantinfor-mation,includingemergencymessages.Workhasstartedonanonlinesystemtofacilitateinterpretationrequests,toimprovetransparencyandresponsivenesstotheneedsofschoolscommunicatingwithindividualparentsabouttheirchildren.
High School Consortia Threehighschools—JamesHubertBlake,PaintBranch,andSpringbrook—areaffiliatedinaconsortiumtoservetheinterestsofallstudentslivinginthenortheastareaofthecounty.StudentsandtheirparentsparticipateinthestudentassignmentprocessknownastheChoiceprocess,inwhicheachstudentrankshisorherpreferenceforahighschoolfromamongthethreechoices.Eachcampusoffersacom-prehensivehighschoolcurriculumaswellasadistinctivesignatureprogram.Signatureprogramsfocusonfieldsofhighinteresttostudentsofdiverseabilitiesandachievementlevelsandincorporatethesesignaturethemesthroughouttheinstructionalprogram.TheDowncountyConsortium(DCC)consistsoffivehighschools—MontgomeryBlair,AlbertEinstein,JohnF.Kennedy,Northwood,andWheaton—andstudentspar-ticipateintheChoiceprocessbyrankingtheirpreferencesamongthefiveschools.DCChighschoolshavefocusedtheireffortsonbuildingsmallerlearningcommunitieswithinthehighschoolsthatserveaverydiversestudentpopulationresidingintheWheaton/SilverSpringarea.Uniqueninthgradeprogramsaredesignedtomeettheacademicneedsofenteringfreshmanwhilesimultaneouslyexploringtheirinterestsandtalentsandconnectingthesestudentswiththeadultsintheirschool.Followingtheninthgradeprogram,studentsinDCCmoveintoanotherformofasmallerlearningcommunitycalledanacademy.Academyprogramsareaseriesofcoursesfocusedontopicsofhighinteresttostudents.Studentschooseoneofthethemedacademiesandfocusontheapplicationofschool-basedlearningtohighereducationandtheworkforce.
Smaller Learning Communities TheBoardofEducationapprovedasix-yearCareerandTechnologyEducationstrategicplanforsystematicallyensuringtheavailabilityofsmallerlearningcommunitiesforallstudentsinMCPS.Manyhighschoolshavedevelopedandimplementedsmallerlearningcommunitiestoprovidestudentswithrigorousandrelevantprogramsandtocreate
amorepersonalizedlearningenvironmentforstudents.MCPShighschoolsareimplementingsmallerlearningcommunitiesthroughinnovativetheme-basedsignatureprograms,careeracademies,andcareerpathwayprograms.Theseprogramsprovidestudentswithauthenticinternshipexperiences,collegecredit,andscholarshipopportunities.
High School Pilot Course Development School-basedstaffhavetheopportunitytopropose,plan,andimplementnoncorecoursestostrengthenlocalcourseofferingsandprovidesupportforsmallerlearningcommu-nities,signatureprograms,andacademies.AfterarigorousreviewbytheOfficeofCurriculumandInstructionalProgramsandapprovalbytheBoardofEducation,theschoolthatdevelopsthecoursematerialspilotsnewcourses.Thepilotprocessrequiressubmissionofmaterials,includingacourseoutline,syllabus,samplelessons,assessmentmea-sures,andcourseevaluation.Attheendofthepilotperiod,thecoursemaybesubmittedtotheBoardofEducationforfinalapproval.
Safe and Secure Schools MCPScontinuestoensureasafeandsecureeducationalenvironmentthroughongoingsecurityinitiatives.Theseincludethefollowing:• Asystemwideemergency/crisisresponseplan.• Individualizedemergency/crisisplansatallschoolsand
facilitiestoincludeparent/childreunificationprocedures.• Securitypersonnelinallmiddleandhighschools.• Emergencypreparednessandfireevacuationdrills.• Establishedemergencycommunicationproceduresatall
schools.• Specializedtrainingforschooladministratorsandon-
siteemergencyteamstomanageanemergencyorcrisissituation.
• Securityassessmentsofschools.• DevelopmentofSchoolSafetyandSecurityataGlance,
anannualreportonthestatusofsafetyandsecurityinourschools.
K–12 Mathematics Work GroupTheK–12MathematicsWorkGroupwasconvenedinJanuary2009toexplorethecomplexissuessurroundingmathematicsteachingandlearninganddeveloprecommen-dationstoimprovestudentachievementinmathematics.Adiversegroupofmorethan40stakeholdersisparticipatinginthisinitiative.Theworkgroupisemployingaresearch-basedapproachtoitstaskandhasformedthefollowingresearchgroups:WrittenCurriculum,ImplementedCurriculum,Assessment,TeacherPreparationandDevelopment,andMathematicsTargetsandAccelerations.Duringthecourseofthiswork,thefederalgovernmentreleasedtheCommonCoreStandards.Subsequently,theMarylandStateDepartment
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ofEducationreviewedthealignmentbetweentheCommonCoreStandardsandtheMarylandStateCurriculum.MembersoftheK–12MathematicsWorkGroupandothercentralservicesandschool-basedstaffconductedanalign-mentbetweentheCommonCoreStandardsandtheMCPSmathematicscurriculum.Thisalignmentiscriticaltothefinalrecommendationsoftheworkgroup.
Aligned Efforts to Support Success in Higher-level MathematicsPreparingstudentsforsuccessinhigher-levelmathematicsbeginswithahigh-qualitycurriculumthatreachesbeyondtheMarylandStateCurriculumandcontinueswiththeelementaryschoolAcceleratedPathwaysinMathematics.Throughthepathways,schoolstaffandparentsseehowacceleration,beginninginkindergarten,canpreparestu-dentsforadvancedmathematicsinelementary,middle,andhighschool.Severalsupportsareinplacetoensurethatteachersandadministratorshavetheknowledgeofcontentandeffectiveinstructionalpracticesnecessarytoensurestu-dentsuccessinhigher-levelmathematics.• MathematicscontentcoachesinmanyTitleIandother
specialfocuselementaryschools• Mathematicscontentspecialistsinmiddleschools
involvedinmiddleschoolreform• Professionaldevelopment,includingcourse-specific
classesaswellascredit-bearingcourses• LensesonLearning1and2coursesforelementary
principals
Goal 2: Provide an Effective Instructional Program
Councils on Teaching and Learning CouncilsonTeachingandLearningweredesignedtopro-videregular,two-waycommunicationbetweenteachersandcentralservicesoncurriculum,instruction,assessment,andprofessionaldevelopment.ThisuniquepartnershipwiththeMontgomeryCountyEducationAssociation(MCEA)providesforteacher-levelrepresentativesatelementaryandsecondarylevels.Thesecouncilshaveprovidedimportantfeedbackfromteachersontheimplementationofinitiatives,andtheyhaveservedakeyroleinensuringthataccurateandtimelyinformationisprovidedtoteachers.
Reading Specialists/AEI Literacy Coach/Literacy Coaches Everyelementaryschoolhasareadingspecialistwhoseroleistoincreaseteachers’contentknowledgeandinstructionalstrat-egiesforreadingandlanguagearts.Readingspecialistsprovideleadershipandexpertiserelatedtoallaspectsofteachingread-ingandwritinganddeliverjob-embeddedstaffdevelopmentonreading,writing,andassessments.Readingspecialistsarevitaltothesuccessofstudents’readingproficiency.Readingspecialistsdiagnosestudents’readingneedsandcoachteachers
toprovidetargetedinstruction.Readingspecialistsalsoprovideinterventioninstructionforselectedstudents.Themiddleschoolreadingspecialistsprovideleadershipforschoolwidereadingprogramsandreadinginstructioninallcontentareasandgradelevelsinnon-PhaseIandIIschools.Theyalsoprovidestaffdevelopmentonreadinginstructionandassessments.Inaddition,middleschoolreadingspecialistsareinvolvedindevelopingaschoolimprovementplanforread-ing.InPhaseIandIIschools,theAEIliteracycoachfacilitatesdevelopmentoftheschoolwideliteracyplanandsupportscriti-calthinking,reading,writing,andviewingacrossthecontentareasbyprovidingjob-embeddedprofessionaldevelopmenttoallstaff.TheAEIliteracycoachcreatesaprocessfornurturing/mentoringunderachievingand/ortraditionallyunderservedstudentsenrolledinacceleratedcourses.
Elementary Mathematics Content Coaches and AEI Mathematics Content SpecialistsElementarymathematicscontentcoachesareinsomeTitleIschoolsandinhigh-needselementaryschoolstoincreasethecontentknowledgeandinstructionalstrategiesofteachersofmathematics.Aspartofmiddleschoolreform,AEImathematicscontentspecialistshavebeenallocatedtoselectedmiddleschools.TheelementarymathematicscontentcoachesandAEImathematicscontentspecialistsprovidedirectclassroomsupporttoteachersandparaprofes-sionalstoeffectivelyimplementthemathematicscurriculumandassessments;buildthecontentknowledgeandteachingexpertiseofteachersofmathematics,andasinstructionalleaders,facilitatetheanalysisofmathematicsassessmentdatatoensurethatallstudentsareappropriatelychallengedandschoolimprovementgoalsareachieved.
Gifted and Talented Services MCPSiscommittedtopromotingrigorousperformancestandardsandprovidinginstructionalprogramsthatencourageallstudentstoachieveattheirhighestlevel.Acontinuumofacceleratedandenrichedprogramsandser-vicesbeginsatpre-KandcontinuesthroughGrade12.Atalllevels,studentsmayacceleratelearningandparticipateinadvanced-levelcourseworkattheirlocalschools.Instructionisdifferentiatedtoprovideallstudents,includingstudentsintraditionallyunderservedgroups,withappropriatepacingandsupportnecessaryforadvanced-levellearning.Studentsmayalsoattendspecialprogramssuchascentersforthehighlygifted,magnetprograms,orspecializedprogramsbasedonstudentinterestandtalent.MCPSinstructionalguidesandcurriculumresourcesinreading/languageartsandmathematicsprovidepreas-sessmentsandprogrammingrecommendationsthatgivestudentsaccesstoacceleratedandenrichedinstruction,includingabove-grade-levelinstruction,asneeded.TheWilliamandMaryReadingLanguageArtsprogram(Grades2–8)andtheJuniorGreatBooksprogram(K–Grade8)arerequiredcomponentsofthereading/languageartsprogramforhighlyablestudentsandstudentswithpotentialormoti-vationtoacceptmorechallenginginstruction.
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MagnetProgramsandCentersfortheHighlyGifted—Forstudentsworkingattheveryhighestlevelsofattainment,full-timeprogrammingsuchasthePrimaryGiftedandTalentedMagnetProgramisavailableforGrades1and2.SevenCenterProgramsfortheHighlyGiftedservestudentsinGrades4and5,andbothmiddleandhighschoolmagnetprogramsareavailableinmathematics,science,computerscience,andhumanities.Studentsidentifiedasgiftedandtalentedandlearningdisabled(GT/LD)aresupportedthroughseveralGT/LDcenterprogramsinGrades2–8.TheProgramofAssessment,Diagnosis,andInstruction(PADI),offeredin16elementaryschoolsbeginninginkindergarten,focusesonidentifyingpotentialgiftednessinstudentswhosestrengthsmaybemaskedbylanguage,expe-rience,orculture.Professionaldevelopmentforclassroomstafffocusesondevelopingandrefiningstudents’criticalandcreativethinkingskillsandsupportingtheirachievementinchallenginginstruction.GiftedandTalentedSupportPositions—EachTitleIschoolhastheopportunitytodesignatea.5TitleIGTteacher.Ifallocated,staffinthispositionworktoensurethatstudents,includingstudentsintraditionallyunderservedgroups,receivedifferentiatedinstructiontosupporttheiremergingstrengths.Theyalsoprovidetrainingtoparentsandstafffocusedonbuildingknowledge,skills,andexpectationsthatenableallstudentstoreachtheirmaximumpotential.Forthoseschoolsthatdonotchoosetoallocatethisposition,theservicesprovidedbythe.5GTteacherareincorporatedintootherpositions.Inallmiddleschoolsnotidentifiedasmiddleschoolreformschools,a.4accelerationandenrich-mentsupportteacher(AEIST)isallocatedtoperformmanyofthesamefunctionsastheTitleI.5GTteacher,inanefforttoencourageallstudentstoachieveattheirhighestlevel.K–12ArticulationforInternationalBaccalaureate(IB)Program—MCPScurrentlyhaseightauthorizedIBdiplomaprograms(Grades11–12),eightMiddleYearsprograms(Grades6–10),andonePrimaryYearsprogram(pre-K–Grade5).Theresultsofthiseffortwillyieldinsightsintohowtobuildcapacityinstudentsovertimetoimprovetheirachievement.
Fine Arts Education TheMCPSfineartscurriculumaffordsstudentstheoppor-tunitytogrowaesthetically,culturally,andintellectually.Thefineartsinstructiondevelopsskillsintheareasofcollabo-ration,creativeproblemsolving,andcriticalandcreativethinking.Theseskillspreparestudentsforbothcollegeandcareers,makingtheartsanintegralpartofeverychild’slearningandcognitivedevelopment.Thefineartsrequireahighlyqualifiedteacherforeachcorearea(visualarts,music,dance,andtheatre).TheMCPSFineArtsCurriculumFrameworks(approvedbytheBoardofEducationin2006)alignwiththeMarylandStateCurriculumcontentstandardsinthefollowingareas:• PerceivingandResponding:Aesthetics• Historical,Cultural,andSocialContexts• CreativeExpressionandProduction• AestheticsandCriticism
Career and Technology Education Programs MCPSschoolsimplementrigorousandrelevantcareerandtechnologyeducationprograms.Opportunitiesareprovidedforallstudentstoselectprogramsofinterestandtoengageintheacademicandworkplaceexperiencesthatwillpre-parethemforcollegeandcareer.State-establishedmeasuresofstudentachievementincludeperformanceonthehighschoolassessmentsaswellasindustrycertifications.MiddleSchoolCareerandTechnologyProgramsprovideinquiry-basedcoursesincomputerscience,familyandcon-sumersciences,andtechnologyeducation.ProjectLeadTheWay,Inc.,(PLTW)partnerswithpub-licschools,organizationsintheprivatesector,andhighereducationinstitutionstointroducehighschoolstudentstoengineering.Thisprogramallowshighschoolstudentstoexplorebiomedicalsciencesorengineering.Thecom-pletePLTWpathwayisavailableatsevenhighschools.Introductorycoursesareofferedat15additionalhighschoolsandfivemiddleschools.TheNationalAcademyFoundation(NAF)academiespre-parestudentsforcareersinfinance,hospitalityandtourism,andinformationtechnology.Requiredcollegecourseworkiscombinedwithauthenticpaidworkplaceexperiencestohelpstudentsdevelopcriticalthinkingandproblem-solvingskillsrequiredinpostsecondaryeducationandcareers.FifteenNAFpathwayprogramsareavailablein14highschools.
Goal 3: Strengthen Productive Partnerships for Education
Montgomery County Business Roundtable for Education TheMontgomeryCountyBusinessRoundtableforEducationprovidessupporttotheschoolsystemthroughavarietyofprogramsandinitiativesthataretargetedtostu-dents,staff,andimprovingthebusinessoperationsoftheschoolsystem.ExamplesofprogramsforstudentsincludeAchievementCounts,whichlinkshundredsofbusinesspeoplewithGrade9students;studentconferencescenteredoncutting-edgetechnologies;andemergingleaderspro-gramsthatgivestudentsopportunitiestoparticipateintheCongressionalBlackandHispaniclegislativecaucuses.
Volunteer and Mentoring Programs MCPSworkscollaborativelywithbusinesses,governmentagencies,andotherorganizationstocoordinatetherecruit-ment,placement,andtrainingofvolunteerswhoworkinschools.Schoolsidentifyvolunteercoordinatorswhopartici-pateinsystemwidetrainingtosupportvolunteerprogramsanddatacollection.Mentoringprogramsin80schoolsprovidedirectsupporttostudents.VolunteermentorsarerecruitedtoworkwithstudentsinKindergartenthroughGrade12andprovideguidance,literacy,mathematics,science,andothersupportfocusedonimprovingstudentachievement.
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TheConnectionResourceBankmatchesvolunteerswithschoolswhoarelookingforspeakerstosharetheirexpertisewithstudentsinclassrooms.Thesespecializedvolunteersparticipateincareerandsciencefairsandprovideopportuni-tiesforshadowexperiencesandteachertraining.
Goal 4: Create a Positive Work Environment in a Self-renewing Organization
Framework for Improving Teaching and Learning The Framework for Improving Teaching and Learningisamajorinitiativetodeveloparesearch-basedtoolforcontinuousimprovementoftheteachingandlearningprocess.Theframe-workisusedbyschoolstodeepentheirunderstandingofthefollowingsixelementsofimprovingteachingandlearning:cur-riculum,instruction,evidenceofstudentlearning,planning,expectations,andbuildingaprofessionallearningcommunity.Thisframeworkisthestructureforthedevelopmentofallstaffdevelopmentactivities.Theframeworkprovidesasetofkey“look-fors”thatguidecontinuousimprovementoftheteachingandlearningprocessinallschools.
Curriculum Training and Development Professionaldevelopmentandsupportisprovidedtostaffatalllevelsinthesystemtosupportimplementationofcurriculumandnewinitiativestoimproveteachingandlearning.Asanewcurriculumisimplemented,professionaldevelopmentandsupportisprovidedtoimproveteachingandlearning.Thetrainingandsupportfocusonincreasingknowledgeofthecontentand/oreffectivepracticesrelatedtocurriculum,instruction,andassessment.EmphasisisplacedonprovidingstrategiestoworkwithEnglishlanguagelearners,studentswithdisabilities(particularlyintheareaofco-teaching),andhighlyableormotivatedstudents.Professionaldevelopmenttosupportimplementationofthecurriculumandstandards-basedteachingandlearningoccursinthefollowingformats:• Trainingthatiscentrallydelivered• Ongoingfollow-upprofessionaldevelopmentandsup-
portatthelocalschool• School-basedprofessionaldevelopment• VoluntaryseminarsandworkshopsThecentrallydeliveredtrainingisdesignedtoprovidetheessentialskills,resources,andpracticesnecessarytoimple-mentthecurriculumandassessstudents.Follow-upsupportandtrainingisprovidedbyteacherleaders,includingstaffdevelopmentteachersatthelocalschool.School-basedtrainingandsupportisprovidedbycentralservicesstaffandistargetedtosupporttheneedsofstaffinimplementingspecificinitiatives.Theseminarsprovideanin-depthstudyofkeyelementsofteachingandlearning.
Studying Skillful Teaching and Observing and Analyzing Teaching TheSkillfulTeachingandLeadingcourseworkisacentralcomponentoftheProfessionalGrowthSystem(PGS)forteachers.Itprovidesparticipantswithacommonlanguageandframeworktostudyexpertinstructionandstudentachievement.StudyingSkillfulTeaching1examinestheknowledgebaseofteachingandthebeliefthatintelligenceisnotfixed,butthatintelligencecandevelopthrougheffectiveeffort.SuccessfulcompletionofStudyingSkillfulTeaching1includesmasterylessonplanning,anexpectationcasestudy,andpersonalinvestigation.StudyingSkillfulTeaching2isactionresearchreflectingontheobstaclestostudentlearningandmatchinginstructionalstrategiestostudentneeds.SuccessfulcompletionofStudyingSkillfulTeaching2includesdatacollection,analysisofresults,andadaptationofinstructiontoimprovestudentlearning.StudyingSkillfulTeacherforParaeducatorsfacilitatestheparaeducator’scon-tributiontotheschool’sprofessionallearningcommunityandmaximizesstudentlearning.Principals,assistantprincipals,assistantschooladministra-tors,resourceteachers,interdisciplinaryresourceteachers,andotherstaffinvolvedinteacherobservationsand/orevaluationstakeObservingandAnalyzingTeachingcourses.ObservingandAnalyzingTeaching1examinestheknowledgebaseofteaching,analysisofteaching,andqualityfeedbackasameanstostrengthenexpertinstructionandstudentachieve-ment.ObservingandAnalyzingTeaching2hasastrongleadershipcomponentwiththreestrands—expertinstruc-tion,professionallearningcommunities,andinstructionalleadership.Participantslearnhowtoprovidequalityfeedbacktoteacherstoimproveteachingandstudentachievement.Successfulcompletionofbothcoursesincludestheskillofwritingobservations,evaluations,andimprovementplans.
Staff Development Teacher Astaffdevelopmentteacher(SDT)allocationisprovidedtoschoolstoprovidehigh-qualityjob-embeddedprofes-sionaldevelopmenttoinstructionalstaffineachbuilding.Itisthejobofthestaffdevelopmentteacher,incollabora-tionwiththeadministration,instructionalleadershipteam,and/orSchoolImprovementTeam,toaligntheprofes-sionaldevelopmentneededbyinstructionalstaffwiththegoalsandactionswithintheschool’sSchoolImprovementPlan(SIP).Thatprofessionaldevelopmentincludes,butisnotlimitedto,providing/facilitatingtraining;focusedandguidedplanningsessionsrelatedtocurriculum,instruction,andassessmentbasedontheMCPScurriculum;focusedandguidedreflectiononschoolandstudentdata;peervisitswithreflection;schoolwalk-throughs;andtheanalysisofteacherlearningdatafromprofessionaldevelopmentoppor-tunities.ThestaffdevelopmentteacherisanonevaluativeteacherleaderwhosejobistosupportthedevelopmentofeachandeveryteacherasheorshestrivesforexcellenceintheperformancestandardsofthePGS,andtosupportthegoals,objectives,andinitiativesofMCPS.SDTsparticipateintraininganddevelopmenttobuildtheirknowledgeandskillsrelatedtofacilitationaswellastopicsrelatedtotheMCPSstrategicplan.
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New Teacher Induction to Support Novice and New-to-MCPS Teachers TheNewTeacherInductionProgramisacomprehensiveprogramdesignedtoprovidesupportandprofessionaldevel-opmentfornoviceandnew-to-MCPSteachersinordertoincreasetheirskilllevelsandretentionrates.Theinductionandmentoringprogramincludesthefollowing:• Afour-to-five-daysummerorientation.• Amidyearone-dayorientationforeducatorshiredafter
thesummerorientation.• One-on-onementoringatthelocalschoolforexperi-
encedteacherswhoarenewtoMCPS,noviceteachershiredfromMCPSpartnershipprograms,andnoviceteachershiredtoteachinthesameschoolwheretheystu-denttaught.
• Ongoingtraininganddevelopmentmodulesthatfocusonthedevelopmentofteachersintheareasofcurricu-lum,instruction,assessment,andmonitoringstudentachievement.
• Intensiveresearch-basedtrainingtoensurehigh-qualitylocalschoolmentoring.
• Sharingbestpracticesininductionandnetworkingatlocal,state,andnationalforums.
Goal 5: Provide High-quality Business Services that are Essential to the Educational Success of Students
Customer Delight in the Department of Transportation TheDepartmentofTransportation(DOT)infusestheirCustomerDelightthemeandprogramintoallareasofthedepartmentforbothinternalandexternalcustomers.ThiscontinuousimprovementstrategyisdesignedtomakeDOTincreasinglycustomerfocused.
Zero-based Budgeting Zero-basedbudgetingisaprocessusedannuallytosys-tematicallyreviewthebasebudget.Thegoalistoalignalloperatingbudgetexpenditureswiththeacademicprioritiesandinitiativesofthestrategicplan.
Public Outreach in Budget Process Thedevelopmentandreviewofthebudgetincreasinglyinvolvesadiversityofstakeholders.Employeeorganizationsplayanintimateroleinthedevelopmentoftheoperatingbudget,workingcloselywiththesuperintendentofschools.Extensivecommunityoutreachinvolvesmanycommunitystakeholders,includingthoseforwhomEnglishisasec-ondlanguage.Throughtheuseoftelevision,theMCPSwebsite,andfeedbackcardsprovidedtoallschoolsandinMCPSpublications,moremembersofthecommunitycanoffertheirideasforsystempriorities,betterunderstandthestrategicplan,andcontributetosystemimprovements.All
majorbudgetpublicationsarepostedontheMCPSwebsite.Thebudgetpublicationsincludeimprovedinformationonhowtounderstandthebudget,andthewebsiteallowsforaninteractivetwo-waycommunicationprocess.
Grants Toenrichservicestostudentsandlaunchinnovativeprogramsandideasandreducethefinancialburdenonlocaltaxpayers,MCPSseeksgrantsfromawiderangeofpublicandprivatedonors.MCPSgrantsstaffcollaboratewithotherpublicagencies,businesses,andnonprofitandcommunity-basedorganizationstodevelopandimplementgrant-fundedprograms.MCPSidentifieseligiblepartnerstodeliverservicesthatalignwiththedistrict’sstrategicplan.Torespondtocurrenttrendsingrantmaking,MCPShasdevel-opedproceduresthatmorecloselyalignwiththeincreasingnumberofautomatedgrantsubmissionsystems.MCPSalsoimprovedthemanagementandoversightofgrantsawardeddirectlytoschools.Finally,topositionschoolsforgreatersuccessatsecuringoutsidesupportinanincreasinglycom-petitiveenvironment,MCPSoffersmoreadvancedlevelsoftrainingingrantseekingandfundraisingtoschools.
Entrepreneurial Activities TheEntrepreneurialActivitiesFundprovidesavenueforMCPSactivitiestomarketgoodsorservicesproducedbyMCPStogeneraterevenue.ActivitiesinthisfundincludetheTaylorScienceMaterialsCenter,SupplyWarehouse,Editorial,Graphics&PublishingServices,StudentOnlineLearning,andentrepreneurialactivitydevelopment.
Real Estate Management Fund TheRealEstateManagementTeamleasesunusedclassroomandotherspaceinschoolbuildingstoprivatechildcareprogramsthatsupporttheeducationalsuccessofstudents.TheteamalsoleasesunusedschoolfacilitiestoapprovededucationalserviceproviderstogeneraterevenuetosupportleasingexpendituresforadministrativeorsupportspacethatisnotavailableinMCPS-ownedfacilities.TheRealEstateManagementTeamalsomanagestheleasingofcellulartele-communicationtowersonschoolproperty.Revenuesfromtheleasedtowersaresharedamongthehostschool,neigh-boringschools,andtheenterprisefund.
Systematic Team Cleaning SystematicTeamCleaning(STC)isavalue-addedapproachtocleaningthatmaximizesthequality,quantity,andconsis-tencyofbuildingservices.STCalsominimizeswastedtime,motion,andstepsandreduceserrorsaswellasequipmentandenergycosts.Thisapproachsystematizestheapplica-tionofpersonnel,tasks,frequency,time,andspacetogetthemostoutofthecleaningprocess.STCsupportsthecommitmenttocreateapositivefacilityenvironmentthatisconducivetolearningbecauseitisaholisticratherthancomponentapproachtocleaningthatresultsinhigh-qualityservicesforallcustomers.
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Healthy, High Performance Cleaning (HHPC) Greencleaningistheprocessthatfocusesonoccupanthealthandenvironmentalimpactinadditiontoappear-ance.Greencleaningminimizestheimpactofthecleaningprocessonoccupanthealthandtheindoorandoutdoorenvironment.Thisisaccomplishedbyusinglowvolatileorganiccompounds(VOC)cleaningproductsandenviron-mentallyconscientiouscleaningandgroundscaremethodsthatpreventharmfulcontaminantsfrombeingreleasedintotheatmosphereand/orgrounds.TheDivisionofSchoolPlantOperations,SystemwideSafetyPrograms,andEnvironmentalServicesunitsworkcollaborativelytoevalu-ateandtestproductsandequipmentandtrainemployeestoensureahealthyandsafeenvironmentforstudentsandstaff.However,itisnotonlyaboutcleaningchemicals,butincludesconcernsaboutpaper,productpackaging,wastereduction,equipmentperformance,andenergyconservation.
Copy-Plus Copy-Plusisadocumentpreparationanddeliveryserviceforteachers.Itspurposeistoreducethetimerequiredbyschoolstafftoprepareinstructionaldocuments.Asystematicprocesshasbeendevelopedthatensuresdailypick-upofworkordersfromtheschoolsandreturndeliveryoffinisheddocumentswithinoneweek.Workordersalsoaresubmittedviae-mailandonline.TheDepartmentofMaterialsManagementhasstudiedthedatatrendsanddeterminedthat,forevery2,500pagesproducedbyCopy-Plus,onehourofschool-basedstafftimeissaved.Thisyear,thisservicewillprovide120millionpagesofinstructionalsupportmaterials,returning48,000hourstoteachers.AnnualdatacollectedsincethelaunchoftheCopy-Plusinitiativeshowsasignificantdecreaseinthenumberofcopiesproducedbycopiersintheschools.
TeamWorks School Copier Service ProgramTheTeamWorksschoolcopierrepairprogramwaslaunchedtoprovidemoreresponsiverepairserviceandeffectivemaintenanceofschool-basedcopymachineswhilereducingtheoverallcostofdocumentpreparation.Byprovidingquickerresponseandincreasedpreventativemain-tenance,TeamWorksprovidesschoolswithhigh-qualitycopies,therebyreducingthecopierserviceimpactoninstruction.Inthefirsthalf-yearofprogramimplementation,repairtechnicianscompletedanaverageof2.1servicecallspercopiereachmonth,withthemajorityoftheseservicecallscompletedwithin24hours.Copiersareonathree-yearreplacementschedule.One-thirdarereplacedeachyear.Thisnewprogramhasproduceddirectsavingsofmorethan$800,000forthefirstyearofoperations,withadditionalsav-ingsforecastedintheyearstocome.
Playground Equipment Replacement/Enhancement Program TheSystemwideSafetyProgramsunitintheDepartmentofFacilitiesManagement,hasimplementedaprogramtoaccel-eratethereplacementofoutdatedandagingplaygroundequipmentatelementaryschoolsusingnoncountyfundingsources.Thisprogramusesstandardcriteriatoassessexistingplaygroundequipmentatallelementaryschoolsinordertoprioritizesystemwideneeds.
Business Partnerships to Improve Processes MCPShasinitiatedprocess-improvementstrategiesthroughtheMontgomeryCountyBusinessRoundtableforEducation(MCBRE).StafffromUnitedHealthCaretrained25staffmembers(representingalloffices)inthemethodologiesofSixSigma.ThesemethodologieswillenableMCPStoestab-lishasystematicevaluationandrefinementofkeyprocesses.Inaddition,ateamoffacilitatorsfromLockheedMartin’sLM21programtrainedtheOfficeoftheChiefOperatingOfficerleadershiponthebenefitsofeliminatingwastefromMCPSbusinessprocessesusingtheLockheedMartinValueStreamMapping(VSM)process.TheVSMtechniqueisatoolusedtoidentifyandeliminatewasteinmanufactur-ingandbusinessprocesses.LockheedMartinalsotrainedtwoMCPSstaffaspartofitsLean/SixSigma“Greenbelt”trainingprogram.ThetraininghasenabledtheMCPSstaffmemberstofacilitateVSMprocessimprovementeventswithseveraldepartmentsanddivisions.
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Organizational Culture of RespectTh e Board of Education, the superintendent and the executive staff , and the organizations representing employees recognize and value the role of all employees as contributors to a learning community which sets high standards of performance for staff and students. By working together through continuous improvement, eff ective communication, and meaningful involvement in the decision-making processes, we provide a high quality education to every student. We are committed to shared responsibility and a collaborative partnership integrated into an organizational culture of respect.
MCEA MCAASP SEIU MCPS
A COMPACT BETWEEN
Montgomery County Educational Association (MCEA)Montgomery County Association of Administrative and Supervisory Personnel (MCAASP)
Service Employees International Union (SEIU) Local 500Board of Education and the Superintendent of Schools
SEPTEMBER 2005
Approved and adopted by the Board of Education
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Th e commitment to foster an organizational culture of respect that is embedded throughout the school system is a priority of the employee organizations, the Board of Education, and the superintendent and executive staff . Th is culture is built on the belief that all employees, both school-based and nonschool-based, are essential to a successful learning environment. Inherent to this belief is the recognition that there is strength in diversity, which is inclusive of all groups and individuals. We are committed to:• Trust in each other
• Use of collaborative and interest-based processes
• Recognizing the collective bargaining relationships as opportunities to enhance this culture
• Recognition of every employee’s contributions
• High expectations for all staff and students that are reasonable, clear, and transparent
• Open, honest contributions without fear of retribution
• Open and eff ective communication
• Respect for various points of view
• Civility in all of our interactions
• Team building and working together as teams
Th ere is a commitment to fostering and sustaining a culture of respect through supports and structures. In order to be eff ective, these supports and structures should be embedded throughout the system, visible and accessible to everyone, and seen as fair and equitable. In order to make certain that this culture is promoted throughout the school system, time is needed for collaboration, training, and professional development and resources are needed to accomplish this.
Examples of supports and structures include, but are not limited to:
• Board of Education policies, such as the Creating A Positive Work Environment in A Self-renewing Organization and Human Relations policies.
• Professional growth systems, which include professional development, employee orientation, mentoring, training, recognition, support for new and under-performing employees, and professional development plans
• Collaborative processes, such as labor/management collaboration committees, Councils on Teaching and Learning, principal leadership groups, cross functional teams, advisory committees, and Study Circles
• Diversity training and development initiatives
• Continuous improvement processes, including the Baldrige-guided school improvement process
• Communication processes, including satisfaction and climate surveys, focus groups, budget forums, and various feedback reports
• Dispute resolution activities
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In an organizational culture of respect, individuals are aware and understand the impact of their behavior and decisions on others. We expect that the actions and behaviors of all individuals and groups are consistent with and refl ect this organizational culture. The actions listed below represent expected behaviors:
• Model civility in daily interactions
• Use collaborative and interest-based strategies rather than positional or adversarial approaches
• Be clear about the level of involvement in the decision-making process
• Seek to solve the problem, not apply blame
• Utilize active listening skills
• Encourage creativity and risk-taking
• Seek and respect the opinion of others
• Respect the time and the time commitments of others
• Seek to resolve issues at the level where they occur
• Seek to understand before making judgments
• Acknowledge the professional judgment of individuals in their roles
• Be aware of nonverbal communication
• Use power and authority appropriately and positively
• Be an active and responsible member of the team
• Be responsible for accepting and giving feedback
• Provide and receive feedback constructively and respectfully
• Communicate openly and respectfully
In order to sustain an organizational culture of respect, it is critical that all employees have an awareness, understanding, and tolerance of others’ interests, viewpoints, culture, and background. This culture promotes a positive work environment that ensures the success of each employee, high student achievement, and continuous improvement in a self-renewing organization.
Montgomery County Educational Association
Service Employees International Union Local 500
Montgomery County Association of Administrative and Supervisory Personnel
Montgomery County Board of Education
Superintendent of Schools
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Terms and Definitions
Term Definition SourceACT® TheACT®testassesseshighschoolstudents’generaleducationaldevelop-
mentandtheirabilitytocompletecollege-levelwork.Themultiple-choicetestscoverfourskillareas—English,mathematics,reading,andscience—thatresultsinacompositescorewitharangeof1to36.TheWritingTest,whichisoptional,measuresskillinplanningandwritingashortessay.
ACT® Website
Adequate Yearly Progress/System Improvement Status
Adequateyearlyprogress(AYP)isthegainthatschools,schoolsystems,andstatesmustmakeeachyear,inaccordancewiththefederalNoChildLeftBehindActof2001(NCLB).TomakeAYP,schoolsandschoolsys-temsinMarylandmustmeettheAnnualMeasurableObjective(AMO),ortarget,forallstudentsandallstudentsubgroupsforeachofthefol-lowingmeasures:MarylandSchoolAssessment(MSA)mathematicsparticipation,MSAmathematicsproficiency,MSAreadingparticipation,MSAreadingproficiency,graduationrate(highschoolonly),andatten-dance(elementaryandmiddleschoolonly).MSAsadministeredinGrades3–8andhighschool(AlgebraandEnglishHighSchoolAssessmentexams)areusedforAYP.AYPsubgroupsincludeeachracial/ethnicgroup,studentsreceivingspecialeducationservices,studentsreceivingFreeandReduced-priceMealsSystemservices,andstudentsreceivingEnglishforSpeakersofOtherLanguageservices.
MSDE Maryland Report Card at www.mdreportcard.org/
Advanced Placement Exams (AP Tests)
AdvancedPlacement(AP)examsarepartofaCollegeBoardprogramavailabletohighschoolstudents.Scoresontheseexamscanbeusedbystudentstoearncreditoradvancedstandingincollege.Usually,amini-mumscoreof3isneededtoachievethisgoal.
MCPS Office of Shared Accountability
Algebra Completion Rate
ThealgebracompletionrateisthepercentageofstudentssuccessfullycompletingAlgebra1orahigherlevelmathematicscoursebytheendofGrade8formiddleschoolsandbytheendofGrade9forhighschools.
MCPS Office of Shared Accountability
Alternate Maryland School Assessment (ALT-MSA)
TheAlternateMarylandSchoolAssessment(ALT-MSA)istheMarylandassessmentinwhichstudentswithdisabilitiesparticipateif,throughtheIEPprocess,itisdeter¬minedtheycannotparticipateintheMarylandSchoolAssessment(MSA),evenwithaccommodations.TheALT-MSAassessesandreportsstudentmasteryofindividuallyselectedindicatorsandobjectivesfromthereading,mathematics,andsciencecontentstandardsorappropriateaccessskills.
MSDE Maryland Report Card at www.mdreportcard.org/
Annual Measurable Achievement Objectives (AMAO)
AMAOsaresetannuallybytheMarylandStateDepartmentofEducationthatspecifythepercentageofESOLstudentsyearlywhoareexpectedtoprogresstowardEnglishlanguageproficiency(AMAOI),attainEnglishlanguageproficiency(AMAOII),anddemonstrateadequateyearlyprog-ressinreadingandmathatthecountylevel(AMAOIII).
MCPS Division of ESOL/Bilingual Programs / Office of Curriculum and Instructional Programs
Annual Measurable Objectives (AMO)
State-establishedperformancetargetsthatassesstheprogressofstudentsubgroups,schools,schooldistricts,andthestateannually.Thesetargets,orannualmeasurableobjectives,aresetforreading,mathematics,atten-dance,andgraduationrate.
MSDE Maryland Report Card at www.mdreportcard.org/
Attendance Rate Theattendancerateiscalculatedbydividingtheaggregatenumberofstu-dentsinattendancebytheaggregatenumberofstudentsinmembershipfromthefirstdayofschooltoMarch15.Theattendancerateisreportedforthepreviousschoolyear.
MSDE Maryland Report Card at www.mdreportcard.org/
Dropout Rate ThedropoutrateisthenumberofdropoutsdividedbythetotalnumberofstudentsinGrades9–12servedbytheschool.Adropoutisanystudentwholeavesschoolforanyreason,exceptdeath,beforegraduationorcompletionofaMaryland-approvededucationalprogramandisnotknowntohaveenrolledinanotherschool-orMaryland-approvededucationalprogram.
MSDE Maryland Report Card at www.mdreportcard.org/
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Term Definition SourceESOL ThepercentageofstudentsparticipatinginEnglishforSpeakersofOther
Languages(ESOL)classes,asofOctober31,2009,comparedwiththeofficialenrollmentasofSeptember30,2009.ThispercentagemaydifferfromtheESOLpercentagereportedintherequestedFY2011CapitalBudget,duetodifferent“asof”reportingdates.
MCPS Division of ESOL/Bilingual Programs / Office of Curriculum and Instructional Programs
Equity Highexpectationsandaccesstomeaningfulandrelevantlearningforallstudentssothatoutcomesarenotpredictablebyrace,ethnicity,gender,socioeconomicstatus,languageproficiency,ordisability.
MCPS Strategic Plan, Our Call to Action: Pursuit of Excellence
Excellence Excellenceisachievedthroughhighstandardsthatensurethatallstudentsarecollegeorcareerreadyashighschoolgraduates.
MCPS Strategic Plan, Our Call to Action: Pursuit of Excellence
FARMS ThepercentageofstudentsreceivingFreeandReduced-pricedMealsSystem(FARMS)services,asofOctober31,2009,comparedwiththeofficialenrollmentasofSeptember30,2009.ThispercentagemaydifferfromtheFARMSpercentagereportedintherequestedFY2011CapitalBudget,dueto“asof”reportingdates.
Division of Food & Nutrition Services
Highly Qualified Teachers
“Highlyqualified”isaspecifictermdefinedbytheNoChildLeftBehindActof2001(NCLB).Thelawoutlinesalistofminimumrequirements(bothincontentknowledgeandteachingskills)tomeetthe“highlyquali-fied”status.Thelawrequiresteacherstohaveabachelor’sdegreeandfullstatecertificationandtodemonstratecontentknowledgeinthesubjectstheyteach.UnderNCLB,statesdecidewhatisnecessaryforcertificationandfordeterminingsubject-mattercompetency.Rulessurroundingtherequirementsforhighlyqualifiedteacherscontinuetobedevelopedandrefined.
MCPS Office of Shared Accountability
Honors/AP/IB/ College-Level Enrollment
Honors/AdvancedPlacement(AP),InternationalBaccalaureate(IB),andcollege-levelcoursesproviderigorousandchallengingstudiesforstu-dentswhoarecapableoformotivatedtopursuerigorousandchallenginginstruction.ThesecoursesaredetailedintheMCPSHighSchoolCourseBulletin.TheHonors/AP/IB,andcollege-levelenrollmentrateisthenumberofstudentsenrolledinatleastoneHonors/AP/IB,orcollege-levelcourse,dividedbythetotalnumberofstudents.
MCPS Office of Curriculum and Instructional Programs
Ineligibility Secondarystudentsmustmaintainamarkingperiodaverageof2.0orhigherandfailnomorethanonecoursepermarkingperiodinordertobeeligibletoparticipateinspecificextracurricularactivities,includinginterscholasticathletics,schoolstudentgovernmentoffices,classoffices,anddesignatedactivitieslistedasnonathleticandathleticstipends.Theineligibilityrateisthepercentageofmiddleorhighschoolstudentswhoarewhoarenoteligiblefordesignatedextracurricularactivitiesthreeorfourmarkingperiodsinaschoolyear.
IQD-RA, Academic Eligibility for High School Students Who Participate in Extracurricular Activities
Language Assessment System-Links (LAS-Links)
LASLinksPlacementTestisthestate-mandatedtestofEnglishlanguageproficiencyadministeredtoGradeK–12Englishlanguagelearners(ELLs)enteringMCPS.AssessmentresultsareusedbyELLteamstohelpmakedecisionsastoeachstudent’sparticipationintheESOLprogram.
MCPS Division of ESOL/Bilingual Programs / Office of Curriculum and Instructional Programs
Least Restrictive Environment (LRE)
LeastRestrictiveEnvironment(LRE)referstothemandateintheIndividualswithDisabilitiesEducationAct(IDEA2004),whichstatesthatchildrenwithdisabilitiesaretobeeducatedtothemaximumextentappropriatewithnondisabledpeers.MCPSreportsLREsettingsbasedonthepercentageoftimeastudentiseducatedinsidethegeneraleducationsetting.LREA=InsideGeneralEducationSettings80%orMore.LREC=InsideGeneralEducationSettingsLessThan40%.
MCPS Office of Special Education and Student Services
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Term Definition SourceLimited English Proficient (LEP)
LimitedEnglishProficient(LEP),asdefinedbyAYPpercentproficiency,includesbothRedesignatedEnglishLanguageLearners(RELL)whoexitedESOLwithintheprevioustwoyearsandcurrentESOLstudents.LEPparticipationrateonlyincludesESOLstudents.2009RELLstudentsincludethosewhoexitedESOLafterJune1,2007.
MSDE Maryland Report Card at www.mdreportcard.org/Division of ESOL/Bilingual Programs
Maryland High School Assessment
TheMarylandHighSchoolAssessmentsareend-of-courseteststhatstudentstakeastheycompletetheappropriatehigh-school-levelcourse.Allstudents,includingmiddleschoolstudentstakinghigh-school-levelcourses,musttaketheHighSchoolAssessmentaftertheycompletetheappropriatecourse.ThesecoursescurrentlyincludeAlgebra/DataAnalysis,Biology,English,andGovernment.
MSDE Maryland Report Card at www.mdreportcard.org/
Maryland School Assessment
TheMarylandSchoolAssessment(MSA)measuresstudentachievementinreading,mathematics,andscience.SchoolsataGlancereportsGrades3–8readingandmathematicsperformanceandHighSchoolAssessmentresultsinEnglish10andAlgebraforhighschoolstudents.Percentageproficientincludesstudentsatorabovetheproficientlevel(proficient+advanced).
MSDE Maryland Report Card at www.mdreportcard.org/
SAT TheSATisacollegeentranceexamacceptedbyseveralhundredcollegesacrosstheUnitedStatesaspartoftheadmissionsprocess.ThepossiblescoresontheCriticalReading,Mathematics,andWritingsectionsrangefrom200–800,withatotalpossiblescoreof2400.
MCPS Office of Shared Accountability
SPED Specialeducation(SPED)meansspeciallydesignedinstructionandrelatedservices,atnocosttotheparents,tomeettheuniqueneedsofachildwithadisability,including(1)instructionconductedintheclass-room,inthehome,inhospitalsandinstitutions,andinothersettings;and(2)instructioninphysicaleducation.
Individuals with Disabilities Education Act 2004 Regulations
Suspension Rate TheunduplicatedcountofthenumberofstudentssuspendeddividedbytheJune30totalenrollment.
MCPS Office of Shared Accountability
TerraNova Comprehensive Tests of Basic Skills Second Edition
TheTerraNovaSecondEdition(TN/2)isanationallynormedassessmentadministeredtoMCPSGrade2studentsinthespring.TheTN/2assessesskillsinreading,language,mathematics,languagemechanics,andmath-ematicscomputation.
MCPS Office of Shared Accountability
University System of Maryland Entrance Requirements
MSDEcalculatesthepercentageofstudentsmeetingtheUniversitySystemofMarylandentrancerequirements.RequirementsforadmissiontotheUniversitySystemofMarylandaresetbytheBoardofRegentsoftheUniversitySystemofMarylandand,ataminimum,includeacumula-tivegradepointequivalenttoaCorbetter,accumulatedcoursecreditsinEnglish(4credits),socialstudies(3credits),biologicalandphysicalsciences(3credits),mathematics(3credits),languageoradvancedtech-nology(2credits),andahighschooldiploma.
MSDE Maryland Report Card at www.mdreportcard.org/University System of Maryland at www.usmd.edu
MCPS At a GlanceOur school system
■ 144,064 students for 2010–2011■ Largest school system in Maryland■ 16th largest school system in the United States■ Students from 164 countries speaking 184 languages■ 200 schools
• 131 elementary schools• 38 middle schools• 25 high schools• 1 career and technology center• 5 special schools• 34 National Blue Ribbon Schools
Our students■ Demographics (2010–2011)
• 37.2 percent White• 21.3 percent African American• 25.1 percent Hispanic• 14.3 percent Asian American• 4.2 percent two or more races
■ Services• 30.7 percent participate in Free and Reduced-price Meals System (FARMS)• 11.9 percent receive special education services• 13.0 percent participate in English for Speakers of Other Languages (ESOL)
■ Performance• 85.7 percent graduation rate—#1 among the nation’s 50 largest school districts• 5 high schools among the top 100 on the National High School Challenge• All MCPS high schools are among the top 1,000 on the National High
School Challenge• 1653 average combined SAT score, Class of 2010• 62 National Merit Scholars• $264.6 million in scholarships, Class of 2011
System resources■ $2.1 billion FY 2011 Operating Budget■ $1.386 billion six-year Capital Improvements Program (FY 2011–2016)■ 22,229 employees■ 11,673 teachers■ 85.4 percent of teachers have a master’s degree or equivalent
Thisdocumentisavailableinanalternateformat,uponrequest,undertheAmericanswithDisabilitiesAct,bycontactingthePublicInformationOffice,at850HungerfordDrive,Room112,Rockville,MD20850,orbyphoneat301-279-3391orviatheMarylandRelayat1-800-735-2258.
IndividualswhoneedsignlanguageinterpretationorcuedspeechtransliterationincommunicatingwithMontgomeryCountyPublicSchools(MCPS)maycontactInterpretingServicesintheDeafandHardofHearingProgramat301-517-5539.
MCPSprohibitsillegaldiscriminationonthebasisofrace,color,gender,religion,ancestry,nationalorigin,maritalstatus,socioeconomic status, age, disability, physical characteristics, or sexual orientation. Inquiries or complaints regardingdiscriminationorTitleIXissuessuchasgenderequityandsexualharassmentshouldbedirectedtotheOfficeoftheDeputySuperintendent of Schools at 301-279-3126, via the Maryland Relay at 1-800-735-2258, or addressed to that office at850HungerfordDrive,Room129,Rockville,MD20850.
Rockville, Maryland
PublishedbytheDepartmentofMaterialsManagementfortheOfficeoftheChiefOperatingOfficer
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