DISCUSSION 8.0

Office of the Superintendent of Schools

MONTGOMERY COUNTY PUBLIC SCHOOLS Rockville, Maryland

October 11, 2005

MEMORANDUM To: Members of the Board of Education From: Jerry D. Weast, Superintendent of Schools Subject: Update on Middle School Reform Executive Summary This update will provide you with information on the status of middle school reform. The goal of this initiative is to meet effectively the diverse needs of middle school students by providing a rigorous and challenging middle school academic program that improves teaching and learning, prepares students for rigorous high school standards, and promotes continuous improvement in all middle schools. The Middle School Reform Initiative addresses four of the Board of Education’s core governance policies: Policy IEB, Middle School Education; Policy IFA, Curriculum; Policy IKA, Grading and Reporting; and Policy IOA, Gifted and Talented Education. It also embraces Policy ABA, Community Involvement; and Policy ABC, Parental Involvement. As the comprehensive plan for middle school reform is developed, the Board will simultaneously review and, as appropriate, revise Policy IEB, Middle School Education. A Middle School Reform Steering Committee is overseeing the development of the reform plan. It is chaired by two deputy superintendents and the chief operating officer, and includes stakeholder representatives, parents, students, and employee representatives. The Steering Committee identified seven reform elements and established project teams to align with each element. The project teams will research scientifically-based practices, benchmark exemplary models, and review and analyze relevant data to formulate and recommend reform strategies and initiatives. There is a specific focus on addressing the achievement gap of African American and Hispanic students, English language learners, students with disabilities, and students impacted by poverty. The development of the middle school comprehensive reform recommendations requires extensive collaboration. Consequently, the project teams also include stakeholders from all of the administrative offices, school-based representatives, the three employee associations, parent and community stakeholders, and students. This paper outlines the reform elements; the charge, tasks, and membership of the Steering Committee and project teams; and the timeline to complete this reform initiative. The proposed middle school reform plan will be presented to the superintendent of schools for recommendation to the Board dur ing the fall of 2006.

Members of the Board of Education 2 October 11, 2005 Background MCPS Strategic Plan On June 27, 2005, Mrs. Sharon Cox, member of the Board of Education, introduced the resolution that the Strategic Planning Committee, with the superintendent of schools and appropriate staff, review and commend the following for the Board’s consideration in amending the strategic plan:

• Outcomes to measure the success of the middle school reform • Strategies and/or initiatives to achieve the outcomes • A timeline to implement the strategies • The budget implications of the identified strategies • A chronology for achievement of identified outcomes over the next five years • Implications of successful reform for delivery of middle school programs for special

populations (highly gifted, special education, English language learners) As a result of the resolution, the middle school reform recommendations will be reflected in a spring 2006 strategic plan update. Since 1999, the Montgomery County Public Schools’ (MCPS) strategic plan, Our Call to Action: Pursuit of Excellence, has included specific strategies for systemic reform. The plan articulates a shared vision to raise the level of student achievement to meet rigorous standards of academic performance and to address the gaps in achievement and opportunity. Initia lly, a strategic decision was made to focus a comprehensive plan on the district’s youngest learners. The Early Success Performance Plan focused on students in prekindergarten through Grade 2. That plan includes a focus on a quality workforce; a comprehens ive and aligned curriculum; individual diagnostic assessments; a continuous feedback loop utilizing a technology-based monitoring system; and ongoing, targeted professional development. The early childhood initiative has produced increased student achievement across all racial groups, with an increase in the percentage of students reaching benchmarks in reading and mathematics at all three grade levels, and now sets the stage for the middle school reform. Honors and Advanced Placement Simultaneously, sys temwide efforts at the high school level, related to the recommendations of the 1999 Honors and Advanced Placement Work Group and the 2004 High School Task Force, have resulted in significantly more students enrolling in higher- level courses. This has created increased momentum for improving the preparation of students prior to high school.

Members of the Board of Education 3 October 11, 2005 Maryland Middle Learning Years Task Force (MLYTF) In March 2000, the Maryland State Board of Education approved the recommendations in the Maryland Middle Learning Years Task Force (MLYTF) report, Middle Grades Matter. The recommendations addressed three areas: improving instruction for all students, enhancing teacher quality, and restructuring middle schools to reflect the most current research on adolescent development and learning. In November 2000, the Montgomery County Board of Education reviewed the recommendations cited in the MLYTF report, and it was determined that the recommendations aligned with the superintendent’s initiatives: Improving Workforce Excellence; Broadening the Concept of Literacy; Developing a System of Shared Accountability; and reviewing and revising Board Policy IEB, Middle School Education. No changes were recommended to Policy IEB at that time. Policy IEB, Middle School Education Under the direction of the Middle School Reform Steering Committee, a review and revision of Policy IEB, Middle School Education, will be conducted concurrently with the timeline for the final report for the Middle School Reform Initiative. As the governance policy for middle school education, it is essential that a broad range of stakeholders participate in the review and revision. No Child Left Behind The No Child Left Behind Act of 2001 (NCLB Act) has increased accountability at all levels—elementary, middle, and high school—and places sanctions on local schools and districts that fail to make Adequate Yearly Progress (AYP). To fulfill the NCLB Act requirements in the state of Maryland, middle school students in Grades 6, 7, and 8 take the Maryland School Assessment (MSA) in reading and mathematics to determine AYP. In 2007, Maryland also will add science to the MSA in Grade 8. However, it will not be used to determine AYP. Beginning with the class of 2009, all students will be required to pass the Maryland High School Assessments (HSA) in English; Algebra; National, State, and Local Government; and Biology. Middle School Audit In March 2004, MCPS initiated a middle school audit of all 36 middle schools. MGT of America, Inc. (MGT) was contracted to conduct the audit. MGT consultants visited all 36 middle schools to observe instruction, the structure of the day, the team approach, the administrative leadership model, the engagement of student learners, the use of instructional time, and the degree of implementation of the revised instructional guides. They reviewed all middle school revised curriculum documents in English/language arts, mathematics, science, and social studies, as well as local/state assessments and standards. Additionally, they examined the appropriateness of intervention and acceleration programs, reviewed the level of parent involvement in the educational process, and conducted interviews with school staff and parents.

Members of the Board of Education 4 October 11, 2005 The final report was submitted to MCPS in February 2005 and presented to the Board on March 21, 2005. There were 14 commendations and 32 recommendations identified and organized into five categories:

• Rigorous and Challenging Curriculum • Effective Staff and Professional Development • Student-Focused School Structure and Organization • Collaboration and Community Partnerships • Technology

The audit commendations and recommendations are listed in Attachment A. Key recommendations identified by MGT include the following:

• Develop a systemwide process for monitoring instructional practices and procedures. • Develop a comprehensive reading and math intervention plan. • Develop and systematically implement a written plan to offer/provide assistance to the

schools that did not meet AYP. • Ensure that all MCPS middle schools adhere to the Baldrige Guided School Improvement

Process. • Develop a school accountability system to ensure that all middle schools are consistently

implementing the MCPS Comprehensive School Counseling Program. • Implement the Collaborative Action Process (CAP) for prevention and intervention

procedures prior to student referral for evaluation or special education services. • Continue with the full implementation of the recommendations of the Special Education

Classical Program Review as applied to middle schools. • Develop and infuse multicultural components into the existing curriculum. • Develop a leadership training program with a focus on middle school organization and

management and the characteristics of the middle school student. • Review, develop, and adopt Board of Education policies to provide support to middle

school instructional initiatives. • Develop and implement an assessment of the level of technology integration in student

instruction.

The findings, recommendations, and commendations of the audit were presented to various stakeholder groups from March 2005 through June 2005. The stakeholders provided feedback on the recommendations and prioritized them. The information gathered from the groups was consolidated, re-prioritized, and integrated under the current components of middle school reform. Stakeholder input will continue to be solicited through direct involvement of employees, students, parents, community members, and presidents of the three employee associations, who serve on the Steering Committee or seven project teams. Additionally, the project teams will conduct focus group meetings to gather feedback from the larger community of stakeholders on

Members of the Board of Education 5 October 11, 2005 the draft recommendations they develop for each of the components identified in the reform initiative. Maryland State Assessment The 2005 MSA results indicated that 11 middle schools did not meet AYP. These results, as well as the significant achievement gap that exists between White and Asian American students and their peers who are African American, Hispanic, students in the Free and Reduced-price Meals System, students with disabilities, and English language learners, support the rationale for ensuring that our middle schools provide all students with a rigorous instructional program. Public Education Leadership Project MCPS is one of nine school districts participating in the Public Education Leadership Project (PELP), a joint initiative of the Harvard Graduate School of Education and Harvard Business School, aimed at driving student achievement through improving the leadership and management of complex urban school districts. One measure of PELP’s success will be its ability to have significant impact on its partner school districts and, more importantly, on the improved education of children. Additionally, the insights generated by the research team have the potential to have broader impact on urban education and build on a knowledge base focused on leading urban schools. The MCPS team is composed of the superintendent, the three deputies, the associate superintendent for organizational development, the presidents of the three employee associations, and a member of the Board. The MCPS reform efforts were presented as a case study at the Harvard Business School this past summer. The case study concluded by questioning the district’s capacity to sustain the gains in student achievement across all elementary schools while shifting the focus to address the needs of middle school students. The MCPS team engaged in significant discussion centering on the challenges of middle school education. Among the issues that surfaced were school structure and organization, content knowledge and professional development, leadership, and policy. The team brought their work on middle school back to the executive leadership, who organized it into a planning model for middle school reform. Middle School Reform Planning Model The Middle School Reform Planning Model (Attachment B) identifies the key elements of the comprehensive reform plan. The planning model includes the following research-based reform elements:

1. Leadership and Professional Development 2. Curriculum, Instruction, and Assessment 3. Extended Learning Opportunities 4. Technology

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5. Organizational Structure 6. Human Resources 7. Parent and Community Engagement/Communication

Middle School Reform Steering Committee The Middle School Reform Steering Committee provides leadership for the reform initiative by formulating a comprehensive plan to improve teaching and learning for students in middle schools. This committee will prepare a draft comprehensive plan for middle school reform that will include strategies and initiatives that effectively meet the diverse needs of middle school students and prepare them for the advanced study of high school, post-secondary education, and the world of work. The Steering Committee is responsible for the establishment and membership of the seven project teams, which are organized under the comprehensive reform elements identified in the middle school reform planning model. The Steering Committee will provide direction and feedback to the project teams, monitor their work, and make decisions regarding the recommendations. The charge of the Steering Committee is described in Attachment C. The specific tasks of the Steering Committee and the project teams are included in Attachment D. Middle School Reform Project Teams The Middle School Reform project teams will develop recommendations on the specific components of the comprehensive plan for the Steering Committee’s approval. To formulate and recommend reform strategies and initiatives, the project teams will research scientifically-based practices, benchmark exemplary models, review and analyze relevant data, and develop recommendations that encompass the scope of the teams’ charge. The charge to the project teams is described in Attachment E. Collaboration with Stakeholders The development of comprehensive reform recommendations requires extensive collaboration. MCPS is committed to involving our employees, parent and community partners, and students in this process. Consequently, the membership of the Steering Committee and the seven project teams includes approximately 165 people, who represent a multitude of MCPS stakeholders. The Steering Committee is chaired by the three deputies and is composed of executive staff members; the presidents of the Montgomery County Education Association (MCEA), the Service Employees International Union—SEIU Local 500, and the Montgomery County Association of Administrative and Supervisory Personnel (MCAASP); the acting director of middle school instruction and achievement; a middle school principal; a teacher; a supporting services staff member; students; and representatives of the Montgomery County Council of Parent Teacher Associations (MCCPTA). The project teams are chaired by community superintendents and directors in lead administrative offices. The membership includes stakeholders from all of the administrative offices, school-

Members of the Board of Education 7 October 11, 2005 based staff, parents, and community members. The Steering Committee and the project team members are identified in Attachment F. In addition to the involvement of stakeholders on the Steering Committee and project teams, the project teams are charged with organizing focus group meetings to solicit feedback on the draft recommendations. The draft comprehensive plan for middle school reform will include a communication framework designed to facilitate both internal and external communication and to solicit stakeholder input and feedback. Middle School Reform Timeline It is anticipated that the Final Report for the Middle School Reform Initiative will be presented to the superintendent for recommendation to the Board in fall 2006. Attachment G is a summary of the timeline for the work of the Steering Committee and project teams. Fiscal Year 2006 Middle School Initiatives As the comprehensive plan for middle school reform is developed, the following initiatives described in Attachment H have been implemented to enhance both teaching and learning in the 38 middle schools:

• Middle School Magnet Consortium • Reading Assessments • Reading Interventions • Curriculum Professional Development for Teachers • Curriculum Monitoring Plan in Reading 6, English 6, and Mathematics A • Instructional Quality Management System (IQMS) in Middle Schools • Extended Day • Extended Year • Long-Term SAT Initiative • Class-Size Reduction in Middle School • Increase in Proficiency for All Students/Challenge Grant

FY 2007 Budget Initiatives The FY 2007 budget is in development for the middle school reform initiative. This is a multi-year initiative which will identify resources under the seven reform areas. Although the work of the project teams will determine the specific resources required to implement the initiative, the Office of Curriculum and Instructional Programs has worked in collaboration with other MCPS offices to identify the following reform elements in the budget:

• Professional Development • Curriculum, Instruction, and Assessment • Extended Learning Opportunities

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• Technology • Organizational Structure

This initiative aligns with the goals and priorities of the MCPS Strategic Plan, Our Call to Action: Pursuit of Excellence. It is part of the MCPS comprehensive reform efforts that initially were focused on elementary and high schools. Given the accountability of the NCLB Act and the MSA, it is imperative that middle schools receive the same focused support and resources that have resulted in sustained improved student achievement at the elementary level. Next Steps The recommendations will be used to create a comprehensive plan for middle school that will provide a rigorous and challenging academic program for all students across the 38 middle schools in MCPS. Simultaneously, the implementation of the current middle school initiatives is under way. The initiatives are part of the reform efforts to provide students with extended learning opportunities to improve skills in reading and mathematics in order for students to access and successfully meet or exceed the grade level course expectations. For example, all middle schools will use common formative and unit assessments in Math A. The unit assessments in Math B and C will be closely monitored to ensure that the curriculum is being implemented with fidelity. The data from these assessments are used to plan instruction. As we plan for middle school reform, we also will be studying the components of the Middle School Magnet Consortium to determine the ones that may be replicable in other middle schools. Additionally, the common threads of rigor and high expectations for every student must be woven through the content, curriculum, pedagogy, and assessments delivered to middle school students. This reform initiative must result in raising the level of student achievement for all students to meet the demands of the rigorous standards in high school, post-secondary education, and the world of work. We believe by involving our stakeholders in the process, we have the right people to develop a comprehensive plan to increase the opportunities for all students. At the table for today’s discussion are Ms. Jody Leleck, associate superintendent, Office of Curriculum and Instructional Programs; Mr. Donald Kress, chief school performance officer, Office of School Performance; and Mrs. Linda Ferrell, acting director, Middle School Instruction and Achievement. JDW:JAL:rlj Attachments

Attachment A

MIDDLE SCHOOL PROGRAM REVIEW

COMMENDATIONS

C-1 The MCPS Middle School Department staff is commended for creating and publishing a

comprehensive up-to-date MCPS middle school program document to ensure clear communication of general information, program offerings, discipline procedures, and other important middle school information.

C-2 MCPS curriculum is based on rigorous academic standards in alignment with the

Maryland Content Standards and the MSDE Voluntary State Curriculum as evidenced by reviews from independent consultants.

C-3 MCPS is commended for establishing information literacy skills to ensure that school

media specialists and teachers coordinate curriculum and are in alignment with MCPS curriculum standards.

C-4 MCPS is commended for creating and implementing a standards-based grading and

reporting system to ensure that student grades reflect achievement of what students are expected to know and do, as defined by MCPS curriculum.

C-5 MCPS is commended for its high percentage of eighth grade students enrolled in Pre-

Algebra, Algebra, Algebra 1, or higher and for the high percentage of passing rate for Honors Geometry and Algebra 1.

C-6 The MCPS middle schools making 10 percent or more increase on standardized tests are

commended for marked improvement. C-7 Montgomery County Public Schools is commended for its exemplary acceleration

programs. C-8 Montgomery County Public Schools is commended for initiating a requirement for

subject area certification for middle school teacher applicants in the 2004-05 school year. C-9 The Board of Education, Superintendent, and central office of Montgomery County

Public Schools are demonstrating a continued commitment to ensuring that middle school education provides for defined student needs.

C-10 The MCPS central office has demonstrated exceptional proactivity in successfully

developing and receiving grants to support and improve middle school programs. C-11 Montgomery County Public Schools has developed and implemented an appropriate

system of school- level leadership and decision making.

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C-12 MCPS middle schools implement many quality programs to involve parents and the

community. C-13 MCPS is commended for its excellence and innovation in providing a state-of-the-art

Web site for all education stakeholders. C-14 The MCPS is commended for its exemplary middle schools’ Career and Technology

Education (CTE) Program.

RECOMMENDATIONS Rigorous and Challenging Curriculum R-1 Revise the middle school mathematics course sequencing. R-2 Create a systematic curriculum distribution schedule, published on-line, which provides

teachers adequate planning time and requires that all personnel adhere to the written schedule.

R-3 Assign one member of each curriculum committee to record minutes and post the

minutes of meetings on the MCPS Curriculum Department Web site. R-4 Ensure all MCPS middle schools adhere to the Baldrige Guided School Improvement

Process and apply the Baldrige guided criteria to all aspects of writing the school improvement plan.

R-5 Assemble a systemwide team, including representatives from various central office

departments, to develop and systematically implement a written plan to offer/provide assistance to the schools that did not meet adequate yearly progress.

R-6 Develop a systemwide process for monitoring instructional practices and procedures. R-7 Conduct a comprehensive review of the elective offerings structure and constraining

factors to ensure that schools provide the broadest possible elective curriculum offerings meeting student needs.

R-8 Ensure central office support and technical assistance for the middle schools that did not

meet adequate yearly progress. R-9 Conduct an alignment of the middle school assessments to the Maryland State

Department of Education’s Voluntary State Curriculum (VSC). R-10 Develop a comprehensive reading and math intervention plan.

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R-11 Develop a school accountability system to ensure all middle schools are consistently implementing the MCPS Comprehensive School Counseling Program.

R-12 Implement schoolwide social, emotional, and behavioral programs at selected schools. R-13 Continue with full implementation of the recommendations of the Special Education

Classical Program Review as applied to middle schools. R-14 Implement the Collaborative Action Process (CAP) for prevention and intervention

procedures prior to student referral for evaluation or special education services. R-15 Develop a plan for overseeing intervention and student support teams. R-16 Developing and infuse multi-cultural components into the existing curriculum at all

middle school grade levels. Effective Staff and Professional Development R-17 Establish and implement exit interview requirements to be used with personnel granted

voluntary transfers. R-18 Revise middle school instructional staffing formulas to include provision for

implementing interdisciplinary teams with common planning periods for all core teachers.

R-19 Develop and implement a plan to reduce the number of middle school teacher absences

and reduce substitute teacher days. R-20 Prepare a written plan to ensure that the MCPS Professional Growth System’s evaluation

recommendations are appropriately implemented to make certain that MCPS middle school teachers are obtaining appropriate and adequate professional growth.

R-21 Develop a leadership training program with a focus on middle school organization and

management and the characteristics of the middle school student. R-22 Develop a principal internship program designed to prepare professiona ls for those

positions that MCPS deems as requiring prior principal experience and repeal the Board of Education policy requiring prior principal experience.

Student-Focused School Structure and Organization R-23 Expand the Middle School Review and Refocus Work Group by appointing a Review

Subcommittee to include a student, one additional parent, a teacher, and a representative of the university community, along with central office representation.

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R-24 Implement measures designed to stabilize district- level administrative positions. R-25 Review, develop, and adopt BOE policies to provide support to middle school

instructional initiatives. R-26 Amend the Middle School Comprehensive Action Plan that is embedded in MCPS’s

plan, incorporating the approved recommendations of the Middle School Review and Refocus Work Group.

R-27 Develop and examine options for preparing personnel for middle and high school

principal positions. R-28 Conduct an analysis of block versus seven-period scheduling configurations based on

student outcomes, parent satisfaction, teacher effectiveness, and other factors. R-29 Examine the value of developing and implementing a systemwide core or

interdisciplinary teacher- led small group developmental program for middle school students.

R-30 Establish criteria that must be used to determine student placement in gifted and talented

courses and other courses requiring specific criteria throughout Montgomery County Public Schools.

Collaboration and Community Partnerships R-31 Incorporate parent and community involvement initiatives into the school improvement

planning process. Technology R-32 Develop and implement an assessment of the level of technology integration in student

instruction.

Attachment C

Middle School Reform Steering Committee

Charge Statement

The Middle School Reform Steering Committee provides leadership for the Middle School Reform Initiative by formulating a comprehensive plan that increases and sustains student achievement. This plan will produce a rigorous and challenging middle school education program that improves teaching and learning, promotes continuous improvement in all middle schools, and ensures that all students are prepared for rigorous high school standards. There will be a specific focus on addressing the achievement gap of African American and Hispanic students, English language learners, students with disabilities, and students impacted by poverty. The Steering Committee will establish seven project teams, confirm the teams’ membership, provide direction and feedback to the teams, monitor their work, and make decisions regarding the teams’ recommendations. Also, the Steering Committee will prepare a draft comprehensive plan for middle school reform that will include strategies and initiatives that effectively meet the diverse needs of middle school students and prepare them for the advanced study of high school, post-secondary education, and the world of work. It also will include a communication framework designed to facilitate both internal and external communication and to solicit stakeholder input and feedback. Decisions will be reached through consensus. Although every effort will be made to reach consensus, if an impasse is reached, the members will defer to the judgment of the three deputies. The proposed middle school reform plan will be presented to the superintendent of schools for recommendation to the Board of Education. The seven project teams are organized under the following research-based reform elements:

1. Leadership and Professional Development 2. Curriculum, Instruction, and Assessment 3. Extended Learning Opportunities 4. Technology 5. Organizational Structure 6. Human Resources 7. Parent and Community Engagement/Communication

The development of the plan requires extensive collaboration among all administrative offices, school-based representatives, and parent and community stakeholders. Consequently, the Steering Committee is chaired by the three deputies and composed of the following members: the deputy superintendent of schools, the chief operating officer, the deputy superintendent for information and organizational systems, the chief school performance officer, the chief of staff, the director of the department of communications, and the associate superintendents. In addition to the above- listed executive staff members, the presidents of the Montgomery County Education Association, the Service Employees International Union-SEIU Local 500, and the Montgomery County Association of Administrative and Supervisory Personnel; the acting director of middle school instruction and achievement ; a supporting services staff member; a middle school principal; a teacher; Montgomery County Council of Parent Teacher Association parent representatives; and students also are members of the Steering Committee.

Attachment D

Middle School Reform 1 2

Tasks for Steering Committee and Project Teams 3 4 Steering Committee 5

6 • Provide direction and feedback to middle school reform project teams 7 • Develop consistent processes for project team meetings, communication, agendas, note-8

taking, roles and responsibilities of chairs, and ground rules 9 • Commit to membership on and/or sponsoring a project team 10 • Develop a process for sharing and obtaining input on the comprehensive middle school 11

plan with stakeholder groups 12 • Monitor stakeholder communication and feedback 13 • Develop and recommend a middle school reform plan to the superintendent for 14

recommendation to the Board of Education 15 • Provide periodic updates to the superintendent 16 • Develop a plan for program development for staff in leadership, and change management 17 18

Projects Teams 19 20 Leadership/Professional Development 21 22

• Research and recommend middle school leadership models (including teachers, 23 administrators, and supporting services staff) 24

• Recommend roles and responsibilities of middle school leaders 25 • Make recommendations to promote and retain effective middle school leaders 26 • Develop a plan for professional development for all staff in effective middle school 27

instruction (i.e., content, curriculum, and pedagogy) 28 • Identify best practices for the delivery of professional development in the middle school 29

context 30 31 Curriculum, Instruction, and Assessment 32 33

• Review alignment of K–12 curriculum and assessments in reading, English, 34 mathematics, and science, and make recommendations 35

• Examine the reading, English, mathematics, and science curriculum sequence, pacing, 36 assessments, and alignment with state proficiency standards 37

• Define processes to ensure fidelity of curriculum implementation (e.g., program 38 reviews, analyzing assessment data, supervisory school visits, walkthroughs ) 39

• Identify and analyze core and elective offerings 40 • Establish criteria for course placement 41 • Provide recommendations to increase rigor and expand opportunities for all students 42

including special education and ESOL 43

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• Investigate opportunities for students to earn credit in high school courses 44 • Analyze formative and summative assessment data in reading and mathematics to 45

determine trends and patterns in student performance across schools 46 • Identify assessments to measure reading proficiency 47 • Recommend development of benchmarks and targets for reading and mathematics 48

curriculum 49 • Make recommendations to align resources that improve teaching and learning based on 50

student performance data 51 • Review research on diagnostic mathematics assessments and make recommendations 52

53 Extended Learning Opportunities (ELO) 54 55

• Identify all current extended-day and extended-year offerings and determine which 56 programs have been effective 57

• Review extended-year program evaluation 58 • Develop a process to monitor extended-day and extended-year programs that includes 59

parent notification/outreach, student selection, teacher selection, attendance, instruction, 60 assessment, and resources, and make recommendations for improvement in each of these 61 areas 62

• Review the roles and responsibilities for monitoring programs, and make 63 recommendations 64

• Develop a plan to increase enrollment of targeted students in ELO programs 65 • Identify existing mathematics and reading intervention programs in MCPS middle 66

schools 67 • Review the effectiveness of ELO intervention programs for all groups of students and 68

make recommendations 69 • Research additional ELO intervention programs 70 • Research other specific middle school options for extending time and support for student 71

learning 72 • Identify and examine existing extracurricular activity offerings and collect/analyze data 73

on student access to and participation in those offerings 74 • Develop recommendations for ELO that maximize student learning 75 76

Technology 77 78

• Identify ways technology can be used to support and improve instruction for all students, 79 especially for all underperforming NCLB subgroups 80

• Identify ways technology can be used for intervention, extended day, extended year, and 81 acceleration for all students, especially English language learners and students with 82 special needs 83

• Identify ways to improve access to technology for all students and staff 84 • Identify and implement strategies and programs to build or strengthen female students’ 85

interest and preparation in advanced- level mathematics, science, and technology in order 86 to increase opportunities available to them in related fields of study and careers 87

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• Make recommendations for the types of reports available through Integrated Quality 88 Management Systems (IQMS) to make instructional decisions 89

• Identify ways that technology aligns with the delivery of MCPS curriculums, especially 90 reading language arts, mathematics, and science 91

• Determine expectations for middle school student use of technology as outlined in 92 Maryland’s technology standards 93

• Make recommendations based on IQMS usage data 94 • Review and provide input for the plan to communicate student progress with parents 95

(e.g., interim reports, report cards, assessments) 96 • Review and report on the assigned roles and responsibilities of instructional data 97

assistants 98 99 Organizational Structure 100 101

• Recommend appropriate practices for scheduling and grouping that improve student 102 academic achievement 103

• Recommend structures that improve grade- level and schoolwide instructional planning 104 and vertical articulation with elementary and high schools 105

• Recommend appropriate school structures that support professional development 106 • Recommend appropriate staffing models for classroom instruction and student services 107 • Recommend structures for improving the delivery of special education, ESOL, and 108

guidance services 109 • Review the middle school magnet consortium for other potential organizational structure 110

recommendations 111 112 Human Resources 113 114

• Examine current Maryland State Department of Education certification requirements for 115 middle school teachers and principals and determine the adequacy of current 116 requirements 117

• Review the audit of current certification/highly-qualified status of middle school staff and 118 make recommendations to address identified issues 119

• Define the knowledge, skills, and content expertise of middle school teachers required to 120 meet the unique needs of middle school students 121

• Review job descriptions for middle school teachers and instructional support staff, and 122 make recommendations which define the roles and responsibilities, beliefs, attitudes, and 123 expectations that align with middle school reform 124

• Examine and report ways to recruit and attract highly-qualified teachers specifically to 125 middle schools (with priority given to targeted middle schools, high poverty/Free and 126 Reduced-priced Meals Systems, Limited English Proficiency, special education, etc.) 127

• Review the pathway to the middle school principalship and make recommendations for 128 improvement as needed 129

130 131 132

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Parent & Community Engagement/Communication 133 134

• Review internal and external models for effectively engaging parents of pre-middle 135 school and middle school students in the education of their children, including the 136 stakeholder component of Baldrige 137

• Review existing community partnerships and their relationship to improving student 138 achievement 139

• Review strategies to engage in two-way communication with parents (including those 140 with limited English proficiency) about curriculum expectations, course sequences and 141 pathways, and opportunities to succeed in advanced- level courses and programs 142

• Review existing barriers to effective parent and community engagement 143 144

Attachment E

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Middle School Reform Project Teams

Charge Statement

The Middle School Reform Project Teams will develop recommendations for the Steering Committee’s approval on the specific components of the comprehensive plan for middle school reform. The project teams’ recommendations will include strategies and initiatives that effectively meet the diverse needs of middle school students, including special education and ESOL students; produce a rigorous and challenging middle school education program that improves teaching and learning; prepare students for rigorous high school standards; and promote continuous improvement in all middle schools. There will be a specific focus on addressing the achievement gap of African American and Hispanic students, English language learners, students with disabilities, and students impacted by poverty. The project teams are established by the Steering Committee and will receive guidance and feedback from the Steering Committee regarding the teams’ recommendations and progress. The project teams are responsible for completing assigned tasks, making recommendations, and providing regular updates and reports to the Steering Committee. To formulate and recommend reform strategies and initiatives, the project teams will research scientifically-based practices, benchmark exemplary models, review and analyze relevant data, and develop recommendations that encompass the complete scope of the teams’ charge. The seven project teams are organized under the following reform elements:

1. Leadership and Professional Development 2. Curriculum, Instruction, and Assessment 3. Extended Learning Opportunities 4. Technology 5. Organizational Structure 6. Human Resources 7. Parent and Community Engagement/Communication

The development of comprehensive reform recommendations requires extensive collaboration. Consequently, the project teams’ membership is established by the Steering Committee and includes stakeholders from all of the administrative offices, school-based administrators, teachers, support staff, parents, and students. The project teams are chaired by community superintendents and directors in the offices of Organizational Development, Curriculum and Instructional Programs, Special Education and Student Services, Information and Organizational Systems, and Human Resources. Communication between the project teams and the Steering Committee will be facilitated using the following process:

1. The Steering Committee will meet with project team co-chairs for an orientation and discussion of the teams’ charge.

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2. A kickoff meeting will be held for all team members to receive the charge and clarify roles and responsibilities. At the kickoff meeting, project teams will break into their respective teams to set future meeting dates.

3. Project team co-chairs will meet periodically with liaisons from the Steering Committee or directly with the Steering Committee to provide updates and present items requiring action by the Steering Committee.

4. Project team co-chairs are responsible for ensuring tha t stakeholders are maintaining effective communication with the groups they represent.

The project teams will adhere to the following boundaries:

1. Each Project Team has responsibility for • identifying and collecting research, • determining what data need to be collected, • reviewing/analyzing data, • determining how to get stakeholder input beyond the committee members, • identifying innovative strategies, processes or systems, and/or best practices, and • providing feedback and making recommendations to the Steering Committee.

2. Decisions will be reached through consensus. Although every effort will be made to reach consensus, if an impasse is reached, the Steering Committee will be asked to provide direction.

3. The project team chairs are responsible for securing the resources and supports needed by the team to complete its work.

4. When compiling research data and other information, the project team will use standard templates that will be provided by the Steering Committee.

Attachment F

Middle School Reform Steering Committee and Project Teams Page 1

MIDDLE SCHOOL REFORM INITIATIVE MEMBERS

Steering Committee

Name

Title

Office Mr. Larry A. Bowers

Chief Operating Officer Office of the Chief Operating Officer (OCOO)

Dr. Frieda K. Lacey

Deputy Superintendent of Schools Office of the Deputy Superintendent of Schools (ODSS)

Mr. John Q. Porter

Deputy Superintendent for Information and Organizational Systems

Office of Information and Organizational Systems (OIOS)

Mr. Donald H. Kress

Chief School Performance Officer Office of School Performance (OSP)

Mrs. Jody A. Leleck Associate Superintendent for Curriculum and Instructional Programs

Office of Curriculum and Instructional Programs (OCIP)

Mrs. Darlene A. Merry Associate Superintendent for Organizational Development

Office of Organizational Development (OOD)

Mr. Matthew A. Tronzano Associate Superintendent for the Office of Human Resources

Office of Human Resources (OHR)

Dr. Carey M. Wright Associate Superintendent for the Office of Special Education and Student Services

Office of Special Education and Student Services (OSESS)

Mr. Brian J. Porter Chief of Staff Office of the Superintendent of Schools (OSS)

Ms. Aggie Alvez Director Department of Communications Ms. Bonnie Cullison President Montgomery County Education

Association (MCEA) Ms. Merle Cuttitta President Service Employees International

Union—Local 500 (SEIU) Dr. Rebecca Newman President Montgomery County Association of

Administrative and Supervisory Personnel (MCAASP)

Mrs. Linda E. Ferrell Acting Director Middle School Instruction and Achievement (MSIA)

Mrs. Pamela G. Lloyd Middle School Staff Development Teacher

Ridgeview Middle School

Mrs. Shirley Brandman Parent Montgomery County Council of Parent-Teacher Associations (MCCPTA)

Mr. Juan Johnson Parent MCCPTA Dr. Ursula A. Hermann Principal Westland Middle School Mrs. Barbara J. Mills School Secretary Sherwood High School Ms. Rianne Webb Student Richard Montgomery High School Mr. Sherwin Collette Ms. Nicola Diamond

Facilitators Office of Information and Organizational Systems (OIOS) Office of Organizational Development (OOD)

Middle School Reform Steering Committee and Project Teams Page 2

Leadership & Professional Development Project Team

Name

Title

Office

Dr. Frank H. Stetson, Co-chair Mrs. Betty J. Collins, Co-Chair

Community Superintendent Director, Staff Development Initiatives

OSP OOD

Dr. Heath E. Morrison Director, Office of School Performance

OSP

Mr. Erick J. Lang Director, Enriched and Innovative Programs

OCIP

Dr. Gail Covington McBride Director, Secondary Leadership Training

OOD

Dr. Robert L. Bastress Director, A&S Professional Growth System

OOD

Mrs. Margaret A. Donnellon

Director, Skillful Teaching and Learning

OOD

Mrs. Sharon P. Hemphill Director, Staff Development Teacher Project

OOD

Mrs. Roseann A. Armes Acting Director, Curriculum Development and Program Implementation

OCIP

Mrs. Judith L. Pattik Administrative Assistant to the Associate Superintendent, Special Education and Student Services

OSESS

Mr. John L. Burke Director, Department of Technology Consulting and Communication

OIOS

Dr. Michael P. Perich

Coordinator, Systemwide Continuous Improvement

OCOO

Mrs. Donna L. Graves Supervisor, Diversity Training and Development Team

OOD

Mr. Michael J. Zarchin Principal Thomas J. Pyle Middle School Ms. Lance Dempsey Principal Shady Grove Middle School Dr. Robyn R. Jackson Assistant Principal Thomas J. Pyle Middle School Mrs. Kara B. Karch Trenkamp Staff Development Teacher Tilden Middle School Ms. Anita R. O’Neill Science Resource Teacher Neelsville Middle School Ms. Sharon St. Pierre Parent MCCPTA TBD Paraeducator TBD Ms. Gladis Martinez Community Member Study Circles TBD Facilitator TBD Steering Committee Liaisons: Mr. Donald Kress and Mrs. Darlene Merry

Middle School Reform Steering Committee and Project Teams Page 3

Curriculum, Instruction and Assessment Project Team

Name

Title

Office Mr. Stephen L. Bedford, Co-chair Mrs. Elizabeth R. Brown, Co-chair

Community Superintendent Director, Department of Curriculum and Instruction

OCIP OSP

Mrs. Myra J. Smith Director of School Performance OSP Mrs. Elizabeth B. Strubel Director of School Performance OSP Ms. Doreen M. Heath Assistant Chief Information Officer OIOS Miss Linda A. Natale Director, Curriculum Training and

Development OOD

Mrs. Terrell L. Doane-Savage Program Supervisor, Special Education Instruction

OCIP

Ms. Theresa A. Cepaitis Program Supervisor, Mathematics OCIP Mrs. Kay K. Williams Program Supervisor, English OCIP Ms. Lois B. Wions Program Supervisor, ESOL Instruction OCIP Mr. Martin M. Creel Acting Director, Division of Accelerated and

Enriched Instruction OCIP

Dr. Faith S. Connolly Director, Department of Shared Accountability

OIOS

Mrs. Ellen L. Schaefer Director, Division of School-Based Special Education Services

OSESS

Dr. Sherry A. King Middle School Counselor Specialist OSESS Mr. Dennis G. Queen Principal Kingsview Middle School Mr. Nelson McLeod Principal Newport Mill Middle School Mr. Richard H. Earenfight English Resource Teacher

A. Mario Loiederman Middle School

Mrs. Sally L. Moran Mathematics Resource Teacher Newport Mill Middle School Miss Carlista K. Gorman Instructional Data Assistant Sligo Middle School Ms. Yvette Edghill-Smith Community Member NAACP Ms. Kay Romero Parent MCCPTA TBD Facilitator TBD Steering Committee Liaisons: Mrs. Jody Leleck and Dr. Carey Wright

Middle School Reform Steering Committee and Project Teams Page 4

Extended Learning Opportunities Project Team

Name Title Office Dr. LaVerne G. Kimball, Co-chair Mr. Stephen M. Zagami, Co-chair

Community Superintendent Director of Student Services

OSP OSESS

Mr. Adrian B. Talley Director of School Performance OSP Mrs. Ann E. Bedford Director, Curriculum Development

and Program Intervention OCIP

Dr. Elizabeth L. Quinn Program Supervisor, Mathematics OCIP Mrs. Karen Goldberg Instructional Specialist, Middle

School Instruction and Achievement

OCIP

Mrs. Heather L. Jones Instructional Specialist, Middle School Mathematics

OCIP

Mrs. Felicia Piacente Supervisor, Division of Preschool Education, Special Schools, and Related Services

OSESS

Mrs. Nina Y. Khouri Secondary Instructional Specialist, ESOL Instruction

OCIP

Mr. Marc J. Cohen Supervisor, Alternative Secondary Schools and Interagency Programs

OSESS

Mrs. Maryam Ehsassi Program Manager, Instructional Management Systems

OIOS

Ms. Rachel A. Hickson Evaluation Specialist, Department of Shared Accountability

OIOS

Mr. William M. Gregory Principal Dr. Martin Luther King, Jr. Middle School

Mrs. Kimberly Johnson Acting Principal Briggs Chaney Middle School Mr. Michael A. Thomas Principal Special Assignment ODSS Mr. John W. Taylor Social Studies Teacher Roberto Clemente Middle School Mrs. Valerie Y. Padilla ESOL Neelsville Middle School Ms. Ann Turner Parent MCCPTA – Special Needs Mr. Diego Uriburo Community Member Identity, Inc. Mr. Fernando Cruz-Villalba Community Member Hispanic Alliance TBD Intramural Coordinator TBD TBD Facilitator TBD Steering Committee Liaison: Mr. Larry Bowers

Middle School Reform Steering Committee and Project Teams Page 5

Technology Project Team

Name

Title

Office

Ms. Deeva I. Garel, Co-chair Mrs. Shelly A. Johnson, Co-chair

Assistant Chief Information Officer Director, Division of Career and Technology Education

OIOS OCIP

Dr. Sherry L. Liebes Director of School Performance OSP Mr. Kalani Smith Technology Consultant OIOS Mrs. Shelley D. Beddingfield Director, Technology Support OCIP Mrs. Gail C. Bailey Director, School Library Media

Programs OCIP

Ms. Grace Chesney Coordinator, Middle School Initiatives, Middle School Instruction and Achievement

OCIP

Mr. Daniel F. Rindfuss Project Specialist, Department of Special Education

OSESS

Ms. Melissa M. White Instructional Specialist, Secondary Reading/English, DCI

OCIP

Mrs. Heather L. Jones Instructional Specialist, Middle School Mathematics

OCIP

Ms. Nicola Diamond Administrative Assistant to the Associate Superintendent for Organizational Development

OOD

Mr. Stephen C. Whiting Principal Rocky Hill Middle School Mrs. Billie-Jean Bensen Principal Herbert Hoover Middle School Mrs. Sharon K. Heyob User Support Specialist I Ridgeview Middle School Mrs. Paula Kasper Media Specialist Herbert Hoover Middle School Mrs. Susan M. Borowski Instructional Data Assistant Briggs Chaney Middle School Ms. Sharon Goodall Parent MCCPTA Mr. Preston Rico Community Member

Asian American Parents Advocacy Council

Mr. Walter H. Schomburg Media Assistant Argyle Middle School TBD Facilitator TBD Steering Committee Liaisons: Mr. John Q. Porter and Ms. Merle Cuttitta

Middle School Reform Steering Committee and Project Teams Page 6

Organizational Structure Project Team

Name

Title

Office

Mr. Mark E. Kelsch, Co-chair Ms. Dawn E. Ellis, Co-chair

Community Superintendent Consulting Principal

OSP OOD

Ms. Susan F. Marks Community Superintendent OSP Dr. Lucille L. Ellis Director of School Performance OSP Mr. Sherwin Collette Executive Director to the Deputy

Superintendent for Information and Organizational Systems

OIOS

Mrs. Gwendolyn Mason Director, Department of Special Education Services

OSESS

Mr. David F. Hedges, Jr. Executive Assistant to Chief Operating Officer, Office of School Performance

OCOO

Mr. James J. Virga, Jr. Director, School Improvement Initiatives

OOD

Mr. John L. Burke Director, Department of Technology Consulting and Communications

OIOS

Dr. Karen C. Woodson Director, Division of ESOL/Bilingual Programs

OCIP

Dr. David I. Steinberg Consulting Principal, Leadership Development Team

OOD

Dr. James L. Berry, Jr. Assistant Lead Consulting Teacher OOD Ms. Ann B. Kamenstein Human Resources Compliance

Specialist OHR

Mr. John J. DePola Student Systems Specialist OIOS Mrs. Karen L. Crawford Coordinator of Student Affairs OSESS Ms. Rebecca L. Nelson Instructional Specialist, Middle

School Instruction and Achievement OCIP

Mrs. Carol A. Weiss Principal Redland Middle School Mr. Eric L. Minus Principal Francis Scott Key Middle School Mr. Scott W. Murphy Principal William H. Farquhar Middle

School Ms. Julia Guillen Resource Counselor A. Mario Loiederman Middle

School Mr. Robert A. Seiger Science Resource Teacher Neelsville Middle School Mrs. Linda G. Walter School Secretary II Gaithersburg Middle School Ms. Joan Sabaka Community Member Special Education Advocacy

Committee Mr. Chris Barclay Parent MCCPTA Mrs. Nan Martin Instructional Assistant, Special

Education Gaithersburg Middle School

TBD Facilitator TBD Steering Committee Liaisons: Dr. Frieda Lacey and Dr. Rebecca Newman

Middle School Reform Steering Committee and Project Teams Page 7

Human Resources Project Team

Name

Title

Office Mrs. Jane L. Woodburn, Co-chair Mr. Pat D. Abrunzo, Co-chair

Director, Department of Recruitment and Staffing Director of School Performance

OHR OSP

Mrs. Chrisandra A. Richardson Director, Division of Academic Support, Federal, State and Local Programs

OCIP

Mrs. Sandra E. Sengstack Coordinator, Certification OHR Dr. Inger H. Swimpson Director, Staff Development

Programs Team OOD

Mrs. Vickie L. Strange-Moscoso Director, Department Special Education Operations

OSESS

Mrs. Elaine J. Tanenhaus Secondary Human Resources Specialist

OHR

Mr. David A. Brubaker Principal Earle B. Wood Middle School Mr. Alton E. Sumner Principal North Bethesda Middle School Mrs. Teresa B. Joiner Staff Development Teacher Argyle Middle School Mrs. Jean L. Bone Team Leader 6-1/Resource Teacher Forest Oak Middle School Ms. Julie Lees Parent Gifted and Talented Association of

Montgomery County TBD Paraeducator TBD Reverend Michael Paul Community Member IMPACT Silver Spring TBD Facilitator TBD Steering Committee Liaisons: Mr. Matthew Tronzano and Ms. Bonnie Cullison

Middle School Reform Steering Committee and Project Teams Page 8

Parent and Community Engagement/Communication Project Team

Name

Title

Office Dr. Kevin M. Maxwell, Co-chair Ms. Jane F. Butler, Co-chair

Community Superintendent Director, Division of Family and Community Partnerships

OSP OCIP

Mrs. Geraline J. Carroll Director of School Performance OSP Mr. Brian K. Edwards Director of Public Information Department of Communications Mrs. Eileen M. Fazio Instructional Specialist,

Department of Special Education OSESS

Ms. Maria V. Medina ESOL Instructional Specialist OCIP Mr. Elton Stokes Coordinator, IQMS OIOS Mr. Frank G. Soo Hoo Community Partnership Specialist OSP Mrs. M. Cristina Riva-Chevez Community Partnership Specialist OSP Ms. Lola K. Crawford Instructional Specialist, Diversity

Training and Development Team OOD

Dr. Joey N. Jones Principal Robert Frost Middle School Mr. John M. Burley Principal Forest Oak Middle School Ms. Gloria I. Condelli English Teacher Takoma Park Middle School Mr. Henry Hailstock Community Member NAACP Ms. Cindy Kerr President MCCPTA Mrs. Margaret M. Arnold Secondary Counselor John Poole Middle School TBD Facilitator TBD Steering Committee Liaisons: Mr. Brian Porter and Ms. Aggie Alvez

Attachment G

Middle School Reform Timeline August 2005–September 2005

• Middle School Steering Committee convened • Components of the Middle School Reform Initiative identified and aligned to seven

project teams • Charge statements developed and finalized for the Steering Committee and project teams • Tasks for the Steering Committee and project teams outlined • Project team co-chairs and membership identified • Roles and responsibilities of co-chairs and Steering Committee liaisons developed • Middle School Reform Project timeline established

October 2005–April 2006

• Middle School Reform project team kickoff • Ongoing Steering Committee and project team meetings and work, per charge and task

list • Project teams provide updates to liaisons and/or Steering Committee • Project team progress reports to Steering Committee (December 2005, February 2006,

and April 2006) May 2006

• Final Project Team Report due to Steering Committee • Revisions and updates by project team, as needed

Summer 2006

• Reports finalized and consolidation to action plan by Steering Committee • Ongoing work by project team, as needed

Fall 2006

• Budget preparation based on preliminary proposed recommendations • Final Report to the superintendent for recommendation to the Board

Attachment H

1

Middle School Initiatives 2005–2006 School Year

As the comprehensive plan for middle school reform is developed, middle schools continue to benefit from the following initiatives, which have been implemented to enhance both teaching and learning in the 38 middle schools. Middle School Magnet Consortium As a part of a $7.2 million federal Magnet Schools Assistance Program grant, the Montgomery County Public Schools (MCPS) established the Middle School Magnet Consortium (MSMC), which includes three unique whole-school magnets: Argyle Magnet School for Information Technology, A. Mario Loiederman Magnet School for Creative and Performing Arts, and Parkland Magnet School for Aerospace Technology. The MSMC is an initiative that is part of the overall strategic plan to improve student performance and reduce socioeconomic isolation. In designing the MSMC, MCPS created a reform model that institutes rigorous and challenging education to improve the achievement of all students through four major components:

• Accelerated core curriculum • Unique courses and extended learning opportunities • Highly-effective instructional programs • Collaborative partnerships among schools, parents, and communities/businesses

Components of the MSMC will be evaluated as a model for systemwide middle school reform. Students enrolled in the three whole-school magnets have the opportunity to engage in highly-rigorous instructional programs focusing on information technology, the performing and creative arts, or aerospace technologies. Each of the specific magnet themes was identified for this initiative in order to offer academic choices that would be of special interest to students and parents to engage students in improved academic achievement. Reading Assessments MCPS is implementing two reading assessments in all 38 middle schools. The Measures of Academic Progress for Reading (MAP-R) will be administered to all Grades 6, 7, and 8 students to assess individual student reading achievement. It will be administered twice in FY 2006 and three times in subsequent years. The Stanford Diagnostic Reading Test, Fourth Edition (SDRT-4) is being administered to selected students to diagnose reading difficulties. This nationally-normed assessment provides diagnosis in phonetic analysis, vocabulary comprehension, and scanning. It is administered twice yearly. Both the MAP-R and SDRT-4 will provide teachers with data to guide instruction and to provide acceleration, support, and intervention in a timely manner.

2

The Reading Interventions Two reading interventions, READ 180 and Corrective Reading, have been implemented in 15 middle schools. The READ 180 intervention was initially implemented in six middle schools and is being expanded to five additional schools during FY 2006. The Corrective Reading intervention was implemented in one middle school during FY 2005 and has been expanded to two additional schools this year. Both programs are designed to improve reading comprehension and decoding skills. READ 180 is a computer-based program. The Department of Curriculum and Instruction is collaborating with the Department of Shared Accountability to evaluate interventions and will be making recommendations about the interventions as well as exploring other possible interventions. Curriculum Training for Teachers and Core Team Leaders During summer 2005, all teachers of Reading 6, 7, and 8 were trained in the curriculum revisions that have occurred in the middle school reading courses. Additionally, all core team members received information on the research-based Reading Next report, which provides strategies to improve the literacy components of fluency, vocabulary development, and comprehension, which are essential in improving adolescent literacy across all content areas. Curriculum Monitoring Plan in Reading 6, English 6, and Math A A plan has been developed and implemented in all middle schools to assist teachers and administrators with monitoring the implementation of the MCPS curriculum and to record student performance on formative assessments in Reading 6, English 6, and Math A. The assessments align with the MCPS curriculum and the Voluntary State Curriculum (VSC). Integration of the Instructional Quality Management System (IQMS) in Middle Schools IQMS consists of a Data Warehouse and Instructiona l Management System (IMS). The IMS is a Web-based technology system that provides access to curriculum documents, lesson plans, and assessment data to monitor and inform instructional practices. The unit assessment data for Math A, B, and C, as well as formative and end-of-unit assessments in Reading 6 and English 6, will be monitored through IQMS. Consequently, teachers will be able to plan the appropriate level of instruction, including acceleration and intervention based upon student performance. Extended Day The Extended Day program offers intensive reading and mathematics support after school for students identified as in need of extra assistance. The focus of the program is to improve students’ skills in reading, writing, and mathematics in order to meet or exceed the rigorous course expectations. The program expanded the offerings from three classes per middle school to six classes per middle school, thus increasing the number of students being served from 60 to 120 students.

3

Extended Year The Extended Year program is a partial-day summer program that offers reading and mathematics intervention to students in need of improving skills in order to access grade- level curriculum. The program also offers mathematics courses which help to accelerate students’ skills required to access the advanced- level mathematics courses. The program was expanded from 14 days to 19 days during FY 2005, and currently serves approximately 140 students per middle school. Long-Term SAT Initiative CollegeEd and Preliminary SAT Scoring Service (PSSS) are implemented in Grade 7 and Grade 8, respectively. CollegeEd and PSSS are a part of the Long-Term SAT Initiative. Both of these initiatives were designed to support increased student achievement as students begin to investigate post-secondary educational plans while understanding that academic preparation creates opportunities. CollegeEd offers the very best college preparation advice to middle school students and their families. Through a series of lessons, students learn the relevance of their middle school education in preparing and planning for college, setting goals, securing financial resources, and identifying other significant information that helps them to know that a college education is possible for every student. PSSS provides students with comprehensive, personalized feedback on their academic skills while providing access and experience with taking a previously-administered PSAT assessment. Middle and high schools are provided with information to improve the instructional program and to increase student enrollment in the advanced- level courses. IPAS/CHALLENGE Grant In 2004, MCPS, in collaboration with the Maryland State Department of Education (MSDE), identified six middle schools to receive the IPAS/Challenge Grant to build teacher capacity for improving student achievement in reading and mathematics. Schools have identified and secured consultants to provide direct support and professional development to teachers. The professional development focused on examining student work, understanding the alignment between the Maryland Voluntary State Curriculum and the MCPS reading language arts/English curriculum, and developing formative assessments. The grant, which originally ended in September 2005, was extended through December 2005. It has not been funded for FY 2006; however, local school funds will support each school. It is anticipated that funding will resume in FY 2007. Class Size Reduction In FY 2006, to reduce oversized classes at the middle school level, 20 full time equivalent (FTE) positions were allocated across the middle schools. These positions were used as additional positions to meet maximum class size guidelines.