pursuit of excellence - montgomery county public schools · pursuit of excellence 2011–2016 the...

��Rockville, Maryland

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

i

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

ii

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

iii

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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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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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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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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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.


Alternate Maryland School Assessment (ALT-MSA)

TheAlternateMarylandSchoolAssessment(ALT-MSA)istheMarylandassessmentinwhichstudentswithdisabilitiesparticipateif,throughtheIEPprocess,itisdeter¬minedtheycannotparticipateintheMarylandSchoolAssessment(MSA),evenwithaccommodations.TheALT-MSAassessesandreportsstudentmasteryofindividuallyselectedindicatorsandobjectivesfromthereading,mathematics,andsciencecontentstandardsorappropriateaccessskills.


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.


Attendance Rate Theattendancerateiscalculatedbydividingtheaggregatenumberofstu-dentsinattendancebytheaggregatenumberofstudentsinmembershipfromthefirstdayofschooltoMarch15.Theattendancerateisreportedforthepreviousschoolyear.


Dropout Rate ThedropoutrateisthenumberofdropoutsdividedbythetotalnumberofstudentsinGrades9–12servedbytheschool.Adropoutisanystudentwholeavesschoolforanyreason,exceptdeath,beforegraduationorcompletionofaMaryland-approvededucationalprogramandisnotknowntohaveenrolledinanotherschool-orMaryland-approvededucationalprogram.


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Term Definition SourceESOL ThepercentageofstudentsparticipatinginEnglishforSpeakersofOther

Languages(ESOL)classes,asofOctober31,2009,comparedwiththeofficialenrollmentasofSeptember30,2009.ThispercentagemaydifferfromtheESOLpercentagereportedintherequestedFY2011CapitalBudget,duetodifferent“asof”reportingdates.


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.


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.


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.


Maryland School Assessment

TheMarylandSchoolAssessment(MSA)measuresstudentachievementinreading,mathematics,andscience.SchoolsataGlancereportsGrades3–8readingandmathematicsperformanceandHighSchoolAssessmentresultsinEnglish10andAlgebraforhighschoolstudents.Percentageproficientincludesstudentsatorabovetheproficientlevel(proficient+advanced).


SAT TheSATisacollegeentranceexamacceptedbyseveralhundredcollegesacrosstheUnitedStatesaspartoftheadmissionsprocess.ThepossiblescoresontheCriticalReading,Mathematics,andWritingsectionsrangefrom200–800,withatotalpossiblescoreof2400.


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.


TerraNova Comprehensive Tests of Basic Skills Second Edition

TheTerraNovaSecondEdition(TN/2)isanationallynormedassessmentadministeredtoMCPSGrade2studentsinthespring.TheTN/2assessesskillsinreading,language,mathematics,languagemechanics,andmath-ematicscomputation.


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

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