5.0 Our Call to Action 06-22-09

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DISCUSSION/ACTION5.0

Office of the Superintendent of SchoolsMONTGOMERY COUNTY PUBLIC SCHOOLS

Rockville, Maryland

June 22, 2009

MEMORANDUM

To: Members of the Board of Education

From: Jerry D. Weast, Superintendent of Schools

Subject: Strategic Plan—Our Call To Action: Pursuit of Excellence

Executive Summary

Our Call to Action: Pursuit of Excellence, the strategic plan for Montgomery County Public

Schools (MCPS), has been revised to support our ongoing commitment to equity and excellence

for all students. The revision of the Board of Education’s core values and the addition of the

Framework for Equity and Excellence further strengthen our mission to provide a high quality,world-class education that ensures success for every student through excellence in teaching and

learning. The revised plan brings greater alignment among the milestones, data points, strategies,

initiatives, and measurement system that monitor the continuous improvement of students, staff,and schools (Attachment A).

The plan’s Guiding Tenets include the Board of Education’s goals and academic priorities; thevision, mission, and core values of the school system; and the critical questions that guide our

work. The plan reinforces the initiatives that have been implemented since the Board of Education

adopted Our Call to Action in November 1999 to raise the bar for student achievement and close

the gap in student performance by race and ethnicity and among students impacted by disabilities,limited English proficiency, and poverty. The Seven Keys to College Readiness, a trajectory of

high standards, guide school staff and parents to ensure that all students achieve at high levels.

With goals set at advanced rather than proficient standards, the Seven Keys help ensure thatstudent achievement is not predictable by race or for any other group.

The revision of Our Call to Action: Pursuit of Excellence reflects ongoing stakeholder



Members of the Board of Education 2 June 22, 2009

Background

Our Call to Action: Pursuit of Excellence describes the strategic course for the school system’s

overall operation, including the operating budget. It reflects a sophisticated planning andaccountability process that was recognized when MCPS won the United States Senate

Productivity and Maryland Quality Award in 2006 and three years ago when MCPS was a

finalist for the Malcolm Baldrige National Quality Award. Additionally, through the Process

Improvement and Innovation in Education project, administered by the Houston-based AmericanProductivity and Quality Center, MCPS has been cited as a benchmark district for

data-driven decision making, English for Speakers of Other Languages programs and services,

professional development, mathematics and science, and support of professional learningcommunities.

The strategic plan lays the foundation to improve the instructional program in each school.Annually, schools develop and implement school improvement plans based on the district’s

strategic plan, using the Baldrige-guided school improvement planning process. Office anddepartment strategic plans also are aligned with Our Call to Action: Pursuit of Excellence. Thisstrategic planning process guides staff throughout the school system in their work with schools,

parents, and the community. The strategic plan also addresses the requirements of the Maryland

Bridge to Excellence in Public Schools Act and the achievement goals of the federal No Child

Left Behind Act of 2001 (NCLB).

Our Call to Action: Pursuit of Excellence is the MCPS accountability document, guiding how

the Board of Education monitors the results of the work of the superintendent of schools andschool system staff to attain the Board’s goals. Under each of the five goals—ensure success for

every student, provide an effective instructional program, strengthen productive partnerships for

education, create a positive work environment in a self-renewing organization, and providehigh-quality business services that are essential to the educational success of students—there are

related milestones and data points. Reports provided throughout the year to the Board of

Education and the public address these data points and the progress that has been made. The

strategic plan is the basis of the annual accountability report to the community. The 2008 AnnualReport on Our Call to Action, presented to the Board on December 9, 2008, reported the progress

toward achieving established targets for students and the district. Individual schools monitor

progress on achieving their targets with their community superintendent and director of schoolperformance.

Establishing Targets




remained unchanged through this time period. Work currently is under way to extend the district’stargets to 2014, to be aligned with the timeline established by the No Child Left Behind Act of

2001.

Alignment of the Budget and Strategic Planning Process

The Board of Education aligned the budget and strategic planning processes in February 2004 by

adopting a set of recommendations from the Board of Education’s Research and EvaluationCommittee to change the process for public involvement in the development of the MCPS

strategic plan and operating budget. The Board’s goals included encouraging greater public

involvement in discussion of long-range strategic issues and emphasizing public involvement inthe development phase of the strategic plan and the operating budget, instead of primarily in the

critique phase following the superintendent of school’s presentation of the operating budget. The

most recent revision to Board Policy AEB, Strategic Planning for Continuous Improvement,

adopted on May 12, 2009, further reinforces the Board’s commitment to ensuring that the budget

process and strategic planning process are aligned and that a broad range of stakeholders activelyparticipate in these processes.

The revised policy states that the strategic plan will —

• describe the goals of MCPS and methods to reach those goals;

• guide the development and improvement of new and existing processes, strategies, and

initiatives;

• engage the community to improve student performance and close the performance gap

by race, ethnicity, gender, socioeconomic status, English proficiency, and disability; and

• align the system’s work and guide how resources and personnel are allocated to schoolsso that all students receive a high-quality education.

In addition, the policy identifies how the Board will regularly review at its business meetings,“progress on the implementation of priorities, initiatives, and strategies to determine progress

toward milestones, discuss whether any new efforts are needed, and to review major issues,

including those that may have a budgetary impact for the next year.”

Stakeholder Involvement in Strategic Planning Process

The Board of Education sponsored community forums on the strategic planning process occurredon September 18 and October 16, 2008, at Watkins Mill and Albert Einstein high schools,

i l i h i l 225 i di id l di Si l l i i




In addition to letters, e-mails, and phone calls, MCPS continues to receive feedback online andthrough TIP (Tell It Please) postage-paid feedback cards, prepared in six languages, that were

disseminated at the forums and have been distributed to all schools, MCPS offices, parent and

community organizations, and Board of Education members for use in meetings.

Input continues to be received via the MCPS website and from feedback cards. More than

30,000 cards have been disseminated. These postage-paid cards and the MCPS website allow

individuals to continue to provide feedback throughout the year in multiple languages. Thoseproviding input focused on the following question:

• During difficult economic times, what priorities in the MCPS strategic plan should wefocus on to improve achievement for all students?

Since September 2008, more than 110 people have provided almost 260 responses to thequestion. Each of the responses has been categorized into themes, which include early success,

class-size reduction, support programs, extended time, middle school magnet, high schoolreform, organization, safe and secure schools, curriculum and instruction, technology, parent andcommunity partnerships, career development, and business services.

Revisions to the Strategic Plan

The 2009–2010 edition of Our Call to Action: Pursuit of Excellence further aligns the district’s

focus on equity and excellence with the goals, measures, and strategies and initiatives of the

strategic plan. This effort includes the Board’s revision of the core values to highlight MCPS’commitment to viewing all students as unique learners and doing whatever it takes to ensure that

every child, despite race, ethnicity, gender, limited English proficiency, socioeconomic status, or

disability, learns and succeeds.

The Board of Education devoted a substantial amount of time to revising the core values and

discussing equity and excellence in MCPS during its three days of retreat in January and May of 2009. This is the first time the core values have been updated by the Board since 1999. The

updated core values more completely articulate the commitment to do whatever it takes to ensurethat every child learns and succeeds. The values speak to the Board’s belief that the school systemmust do whatever is best for every student regardless of his or her needs on the academic spectrum.

These values embrace the differentiated approach that has been so successful in helping our

neediest children make great strides in academic achievement. The updated values will guideMCPS over the next 10 years as our county continues its work to eliminate barriers to success and




school graduates. The milestones and data points in the strategic plan form a measurement systemto monitor the district’s progress in promoting equity and excellence. Attachment B highlights the

alignment of the strategies and initiatives of the district’s strategic plan with equity and excellence.

The MCPS Framework for Equity and Excellence confirms our commitment to achieving equity

and excellence for all students, staff, parents, and communities. This framework describes what

we must do as a system to achieve this goal. We must create the critical conditions for equity and

excellence to thrive by promoting high expectations, cultural competence, and positiverelationships. In order to create these conditions, we must establish comprehensive support

systems that help all staff, students, and parents to progress at the personal, professional, and

institutional levels. These support systems must include strategies for providing ongoingprofessional development to build the capacity and ongoing monitoring systems to measure our

progress. These actions will help us to establish an organizational culture in all schools,

workplaces, and communities that will support our efforts to promote and sustain equity andexcellence.

The Seven Keys to College Readiness, a trajectory of high standards, guide school staff andparents to ensure that all students achieve at high levels. With goals set at advanced rather than

proficient standards, the Seven Keys ensure that student achievement is not predictable by race for

any group.

On May 29, 2009, approximately 100 leaders from faith, government, community, business, and

higher education organizations participated in a Community Summit on the Seven Keys.

Participants were asked to harness the power of community organizations to reach families thatwould most benefit from information about college readiness. Community support will reinforce

the efforts of parents and teachers and extend the reach of the multilingual materials that have

been developed by MCPS to help prepare students for postsecondary education.

Revisions to the strategic plan are based on input received last fall as part of the strategic

planning and operating budget forums, the FY 2010 operating budget process, and the ongoing

work to improve processes to implement the strategies and initiatives for continuousimprovement. There are no major revisions this year; however, each goal contains some new

language that reflects our efforts to be more strategic in our thinking and planning. These changes

will be highlighted during the presentation.

As we continue to evolve as a world-class school system and face challenging economic times, we

need to become even more tactical in planning for our students so they are prepared for




Strategic Plans of Schools and Offices

MCPS has adopted the Malcolm Baldrige Education Criteria for Performance Excellence as its

model for continuous improvement. The criteria are designed to help organizations use anintegrated approach that results in delivery of ever-improving value to students and stakeholders,

contributions to education quality, improvement of overall organizational effectiveness and

capabilities, and enhanced organizational and personal learning. All schools use the

Baldrige-guided School Improvement Plan process, and use the Baldrige criteria to identifypriority school improvement goals and performance measure aligned with Our Call to Action:

Pursuit of Excellence. Community superintendents and directors of school performance are

actively involved in supporting the schools throughout the process by consulting with schoolteams and monitoring the plans quarterly.

Every office and department also develops a strategic plan that is aligned with Our Call to

Action: Pursuit of Excellence and many have transitioned to the Baldrige criteria as the basis for

their strategic plan. Office and department strategic plans are reviewed by the deputysuperintendent of schools or the chief operating officer to ensure alignment with the district’sstrategic plan, share best practices, provide feedback to offices, and monitor the level of

achievement of the milestones and data points and implementation of the strategies and

initiatives.

Monitoring the Strategic Plan

Executive Leadership Team

Guided by the strategic plan, the Executive Leadership Team (ELT) meets biweekly to review

outcome data, monitor performance, and recommend and implement changes to processes andinitiatives that promote continuous improvement throughout the organization. This ongoing

review and monitoring strengthens our ability to improve teaching and learning, raise student

achievement for all students, and close the achievement gap. The ELT plans for and organizes

the implementation of the Board of Education’s goals, academic priorities, and Our Call to

Action: Pursuit of Excellence strategies and initiatives.

M-Stat

MCPS also has developed the M-Stat process, which provides a framework for the systemic

monitoring of critical student performance data that enables MCPS schools and central office




Public Reporting

MCPS has a system for publicly reporting student performance data, as well as staff and other

institutional data. A schedule is maintained for the release of key data reports throughout the yearthat are posted on the MCPS website. The website exists to inform the community about, and to

engage them in, our joint mission to provide a high quality education to all children. The 2008

Annual Report and all data reports generated by the Office of Shared Accountability are posted on

the MCPS website.

Conclusion

The next step in the strategic planning process is to continue strengthening the monitoring and

evaluation of the data points and targets that have been established for the system and all schools

and to continuously improve the use of time and resources in achieving those targets. Communitysuperintendents and directors of school performance work with principals to develop action plans

to meet the unique needs of each school and their targets. At the system level, the ELT monitorsthe implementation of the data points and targets and determines whether or not the establishedtargets are being met. More importantly, if schools are not meeting their targets, the ELT, in

collaboration with principals, will determine a course of action.

Our Call to Action: Pursuit of Excellence—the strategic plan for Montgomery County PublicSchools is a “living” document. It continues to provide the basis for the leadership of our school

system to improve the work being done in MCPS on a daily basis. The plan guides staff

throughout the school system in their work with schools, parents, and the community. Byapproving the revisions to Our Call to Action: Pursuit of Excellence, the Board of Education

continues our efforts to improve the instructional program in every school.

The following resolution is recommended for your consideration.

WHEREAS, The Board of Education aligned the budget and strategic planning process by

adopting a set of recommendations to increase public involvement in the development of theMontgomery County Public Schools strategic plan and operating budget; and

WHEREAS, The revisions to Our Call to Action: Pursuit of Excellence reflect input from thepublic and continue our efforts to improve the instructional program in every school by focusing

on systemwide strategic goals, milestones, data points, and key performance targets for the first

two goals that reflect the priorities of the Board of Education; and




WHEREAS, The Board of Education has revised the core values to reflect a greater commitmentto ensure that every child regardless of race, ethnicity, gender, limited English proficiency,

socioeconomic status, or disability succeeds at high levels; and

WHEREAS, The Framework for Equity and Excellence has been developed and describes

expectations, cultural competence, and positive relationships as critical conditions that support

student success; now therefore be it

Resolved, That the revisions to Our Call to Action: Pursuit of Excellence be approved and the

updated strategic plan reflect the goals and academic priorities of the Board of Education and a

shared commitment to raise the bar for student achievement and close the gap in studentperformance by race and ethnicity and among students impacted by disabilities, limited English

proficiency, and poverty.

Present at the table today for the discussion are Ms. Aggie Alvez, director of communications and

family outreach; Mr. Stephen L. Bedford, chief school performance officer; Mr. Larry A. Bowers,chief operating officer; Dr. Frieda K. Lacey, deputy superintendent of schools; Mr. Erick J. Lang,associate superintendent for curriculum and instructional programs; and Mr. James J. Virga Jr.,

associate superintendent for organizational development.

JDW:bsr

Attachments



Our Call to Action:Pursuit of Excellence

The Strategic Plan for the

Montgomery County Public Schools

2009–2014

MCPS

DRAFT

Attachment A



VISION

A high-quality education isthe fundamental right of every child. All children will receivethe 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

Ms. Shirley Brandman President

Mrs. Patricia B. O’NeillVice President

Mr. Christopher S. Barclay

Ms. Laura Berthiaume

Dr. Judith R. Docca

Mr. Philip Kauffman

Mr. Timothy T. Hwang

Student Member

School Administration

Dr. Jerry D. WeastSuperintendent o Schools

Mr. Larry A. BowersChie Operating Ofcer

Dr. Frieda K. Lacey Deputy Superintendent o Schools

DRAFT



Our Call to Action:

Pursuit of Excellence

The Strategic Plan for the

Montgomery County

Public Schools

2008–2013

Approved: July 2008June 2009 2009–2014

Contents

Joint Letter .........................................................................................................................Guiding Tenets ..................................................................................................................

Framework on Equity and Excellence……………………………………………………

Performance Targets—2006–2010 ...................................................................................

Supplemental Plans............................................................................................................

Deployment of Guiding Tenets .........................................................................................

Overview ...........................................................................................................................Bridge to Excellence in Public Schools Act .......... .......... ........... ........... .......... ........... ......

Goal 1: Ensure Success for Every Student.........................................................................

Strategic Initiatives .......................................................................................................

Goal 2: Provide an Effective Instructional Program ........... ........... ........... ........... ........... ...


Goal 3: Strengthen Productive Partnerships for Education................................................Strategic Initiatives .......................................................................................................

Goal 4: Create a Positive Work Environment in a

Self-renewing Organization......... ........... .......... ........... .......... ........... .......... ........... ........


Goal 5: Provide High-quality Business Services that are Essential tothe Educational Success of Students..............................................................................

Strategic Initiatives .......................................................................................................Strategies Implemented Since 1999...................................................................................

Organizational Culture of Respect………………………………………………………..





Our Call to Action: Pursuit of Excellence

Dear Staff, Parents, Students, and Members of the Community:

Over the past 10 years, Montgomery County Public Schools’ (MCPS) improvement efforts have been carefully guided by our detailed strategicplan, Our Call to Action: Pursuit of Excellence. While the world has changed and the economy has struggled, this plan has provided the continuousand clear guidance necessary to support the outstanding academic achievement our students are demonstrating. Without question, our communityvalues quality, aspires to high standards, and insists upon accountability. All three elements undergird this plan and drive the work of the system

every day. Each year, we evaluate where we are, assess our performance, and adjust our plan to ensure that we are truly building a school systemwhere every child has the opportunity to succeed. We are striving to create a school system, and indeed a community, where academic success isnot predictable by race, ethnicity, disability, language proficiency or income level. In this update we explicitly address the issue of equity, as it is socritical to our ultimate goal of ensuring success for every student. The Seven Keys to College Readiness, a trajectory of high standards, guide schoolstaffs and parents so that all students can achieve at high levels. With goals set at advanced rather than proficient standards, the Seven Keys ensure thatstudent achievement is not predictable for any group.

For the first time in 10 years, after much contemplation and discussion during its retreats, the Board of Education has updated its core values. Webelieve the updated core values more completely articulate our commitment to do whatever it takes to ensure that every child learns and succeeds.The values speak to our belief that we want to do what is best for every student regardless of his or her needs on the academic spectrum and that wewill work toward this end using all means at our disposal. Our values embrace the differentiated approach that has been so successful in helping ourneediest children make great strides in achievement. Indeed, we believe the updated values, found on page 3, will guide us well over the next 10years as our county continues its work to eliminate barriers to success and provide our students with the best possible preparation for college and theworld of work

The remarkable achievements of our students over the last 10 years cannot be overstated and should be something that our entire community takes

pride in. Never before have we seen such extraordinary success in the classroom and such a cohesive sense of purpose and resolve in our 200

schools. We continue to believe that our system grows stronger when we work with our many stakeholders including staff, students, parents, elected

officials, and business, civic and community leaders in close collaboration. In building and nurturing strong relationships, we forge the bonds

necessary to keep moving this system forward, even in the most difficult of economic times.

There is no question that it is essential for an organization to be committed to its plan if it is to make sustained systemic improvement. Indeed, the

success of our system rests in large measure on the commitment of our individual staff members—more than 22,000 of them—to carry out the work

of this plan each and every day. We ask a great deal of our employees in order to provide the highest quality instructional program and support

services to more than 139,000 students, and we are proud of all that they have done to make MCPS one of the most respected school districts in the

United States.

In this plan update, we continue to refine systemwide alignment to ensure that the overall direction of the school system continues to focus on

eliminating the achievement gap and raising academic achievement for all. It is critically important that our strategies are focused on achieving our

targets so that we can provide every graduate with the skills necessary to be successful in college or the world of work. Our commitment is to

provide nothing less than the best for our students. If we continue to work together as a community, we know that our children will be well prepared

for the world ahead.

Respectfully,

Ms. Shirley Brandman Jerry D. Weast, Ed.D.

President, Board of Education Superintendent of School



Montgomery County Public Schools

GUIDING TENETS

CORE VALUES*

• Every child can learn and succeed

• The pursuit of excellence is fundamental and unending

• An ethical school system requires fair treatment, honesty, openness, integrity, and respect

• A high-quality school system strives to be responsive and accountable to the customer

• MCPS is committed to doing whatever it takes to ensure that every child, regardless of race, ethnicity, gender, socioeconomic status, languageproficiency, or disability learns and succeeds.

• MCPS has high expectations for all students, believing that all children can learn at high levels.

• Every student is a unique learner and MCPS will tailor instruction to meet the learning needs of each student.

• Student outcomes shall not be predictable by race or ethnicity. , socioeconomic status, language proficiency, or disability.

• A comprehensive early years' program is critical for students to acquire the knowledge and skills to be successful in reading, writing, andmathematics.

• The pursuit of excellence for all students requires providing our neediest students with the extra support necessary to attain rigorous targets.

• MCPS demonstrates commitment to continuous improvement by reviewing, evaluating and improving our work and monitoring studentperformance data.

• MCPS is committed to a culture of respect that includes fair treatment, honesty, openness, and integrity.

* Revised May 2009

MISSION

To provide a high-quality, world-class education that ensures success for every student through excellence in teaching and learning.

VISION

A 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.

SYSTEM GOALS

• Ensure success for every student

• Provide an effective instructional program

• Strengthen productive partnerships for education

• Create a positive work environment in a self-renewing organization

• Provide high-quality business services that are essential to the educational success of students

BOARD OF EDUCATION ACADEMIC PRIORITIES*

• Organize and optimize resources for improved academic results

• Align rigorous curriculum, delivery of instruction, and assessment for continuous improvement of student achievement

• Develop, expand, and deliver literacy-based initiatives from prekindergarten through Grade 12

• Develop, pilot, and expand improvements in secondary content, instruction, and programs that support students’ active engagement in learning

• Use student, staff, school, and system performance data to monitor and improve student achievement

• F t d t i t th t t d i l ff ti i t hi ith MCPS l i ti



Framework for Equity and Excellence

Montgomery County Public Schools (MCPS) is committed to equity and excellence for all students. Equity in our schools is definedas high expectations and access to meaningful and relevant learning for all students so that outcomes are not predictable by race,

ethnicity, socioeconomic status, language proficiency, or disability. Excellence is achieved through high standards that ensure that allstudents are college or career ready as high school graduates. In order to accomplish this, measurements are needed to monitor systemprogress in promoting equity and excellence.

The Seven Keys to College Readiness establishes the trajectory that will ensure a clear path for student success and a guide for staff and parents to ensure all students achieve at these high levels. The goal of the Seven Keys is to set advanced rather than proficientstandards and to ensure that results are not predictable for any group. This raises the bar to high levels, with the expectation that manyof our students are going to far exceed this high bar – the intent is not to limit any student’s level of achievement.

MCPS has made great strides to provide rigorous and high quality education for every student through Our Call to Action: Pursuit of

Excellence. More students are learning to read at an earlier age, more students are taking rigorous and challenging courses, and morestudents are being provided with opportunities to succeed at higher levels than ever before. This is accomplished through theimplementation of strategies and initiatives in this strategic plan that promote equity and excellence by creating the organizationalculture, the conditions, and the support systems to ensure our students’ success. Many of these initiatives are intended to strengthenstudents’ abilities to problem solve, think critically, and express their thoughts and inquiries. Other strategies have been implementedto create collaborative learning communities where each child’s individual learning needs are met. This strategic plan recognizesthere is more work to be done to eliminate the achievement gap and raise the academic achievement for all.

Fostering an organizational culture of high expectations for all students that is pervasive throughout MCPS requires the commitment

of staff, parents, and community to equitable practices in classrooms and workplaces. Creating this culture also requires three criticalconditions to encourage, support, and nurture equity and excellence – high expectations, positive relationships, and culturalcompetence. To create and sustain these positive conditions, we need to establish comprehensive support systems to help all students,staff, and parents learn and grow at the personal, professional, and institutional levels.

These efforts are supported by ongoing professional development and a system of monitoring and accountability. Growth andtransformation at the personal, professional, and institutional levels will not take place without ongoing, deliberate efforts to build thecapacity of staff, students, and parents through targeted professional development. In order to maintain focus and momentum in thisimportant work, measurements must be identified and employed to monitor system progress in promoting equity and excellence.

These support systems and conditions must be contained within, and supported by, all schools and classrooms, all MCPS workplaces,and the communities that contain our schools and offices. This organizational culture also will serve to protect the ongoing work topromote equity and excellence from external factors that could possibly disrupt the work or distract staff from their focus. Theseexternal factors include political factors, legal considerations, and economic realities.

The next phase of our work in leading systemic change is the redoubling of our efforts to ensure equity and excellence for all studentsso that academic success is not predictable by race, ethnicity, socioeconomic status, language proficiency, or disability. These effortswill address the challenging issues that limit students from excelling at the highest academic levels. We are committed to thefundamental belief that this is possible.



Performance Targets—2006–2010

Key performance targets for data points in Goals One and Two raise expectations and standards for student and school performanceand reinforce a commitment to eliminating the gap in student performance by race and ethnicity and other student groups. Targets

reflect the requirements of national, state, and local accountability mandates and considers expectations about where MCPS wants tobe in five years.

Performance Targets 2006 2007 2008 2009 2010

Kindergarten Reading—Percentage meeting benchmark To bedeveloped

Percentage of schools at or above target

Grade 2 Reading—Percentage meeting benchmark 75.8 79.4 82.9 86.5 90.0

Percentage of schools at or above target 68.0 76.0 84.0 92.0 100

Grade 2 Terra Nova—Percentage at or above 50th national percentile To bedeveloped

Percentage of schools at or above target

Grade 5 Math 6 or Higher—Percentage successfully completing 29.4 33.3 37.2 41.1 45.0

Percentage of schools at or above target 50.0 62.5 75.0 87.5 100 ES MSA Reading—Percentage at or above proficient 62.5 67.2 71.8 76.5 81.2

Percentage of schools at or above target 100 100 100 100 100 ES MSA Mathematics—Percentage at or above proficient 58.8 63.9 69.1 74.2 79.4

Percentage of schools at or above target 100 100 100 100 100

Elementary School Suspension Rate—Percentage suspended 1.3 1.3 1.3 1.3 1.3Percentage of schools at or below target 70.0 77.5 85.0 92.5 100

MS MSA Reading—Percentage at or above proficient 61.5 66.3 71.1 75.9 80.8


MS MSA Mathematics—Percentage at or above proficient 42.9 50.0 57.2 64.3 71.4


Grade 8 Algebra—Percentage successfully completing 54.6 61.0 67.3 73.7 80.0


Middle School—Algebra 1 High School Assessment percentage passing 100 100 100 100 100

Percentage of schools at or above target 100 100 100 100 100Middle School Suspension Rate—Percentage suspended 7.4 7.2 7.0 6.7 6.5

Percentage of schools at or below target 50.0 62.5 75.0 87.5 100

Middle School Ineligibility— Percentage Ineligible 12.7 12.7

Percentage of schools at or below target

High School MSA Reading—Percentage at or above proficient 45.3 52.2 59.0 65.8 72.7

Percentage of schools at or above target 100 100

High School MSA Math—Percentage at or above proficient 29.8 38.6 47.3 56.1 64.9

Percentage of schools at or above target 100 100

Grade 9 Algebra—Percentage successfully completing 81.4 86.1 90.7 95.4 100Percentage of schools at or above target 50.0 62.5 75.0 87.5 100

Grade 9 PSAT—Percentage participating 92.3 93.2 94.1 95.0

Percentage of schools at or above target 50.0 66.7 83.3 100

Grade 10 Geometry—Percentage successfully completing 76.6 82.4 88.3 94.1 100




AP/IB Exam Participation—Percentage of graduating seniors who took at least one examwhile in high school

56.1 59.6 63.0 66.5 70.0


AP/IB Exam Performance—Percentage of graduating seniors earning 3 or higher on APexam or 4 or higher on IB exam

42.2 52.4 56.6 60.8 65.0


Graduation Rate—Percentage graduating 92.4 93.3 94.2 95.1 96.0


High School Suspension Rate—Percentage suspended 6.5 6.5 6.5 6.5 6.5

Percentage of schools at or below target 50.0 62.5 75.0 87.5 100

High School Ineligibility— Percentage Ineligible 22.0 22.0

Percentage of schools at or below target

Supplemental Plans

The systemwide strategic plan is supplemented by the plans and resources described in the—

• Fiscal Year 2009 2010 Operating Budget

• Fiscal Year 2009 2010 Educational Facilities Master Plan and the Fiscal Year 2009–2014 Capital Improvements Program (Asamended.)

The systemwide strategic plan is further supplemented by the strategic plans for the—

• Office of the Deputy Superintendent of Schools– Office of Curriculum and Instructional Programs

– Office of Organizational Development

– Office of School Performance

– Office of Shared Accountability

– Office of Special Education and Student Services

– Office of the Chief Academic Officer

• Office of the Chief Operating Officer– Office of Human Resources

– Office of the Chief Technology Officer



Deployment of Guiding Tenets

The Board of Education and senior leaders developed the MCPS guiding tenets—core values, vision, mission, goals, academicpriorities, and critical questions— collaboratively with stakeholders. These guiding tenets were adopted by the Board and included inOur Call to Action.

Beginning in August 1999, Board members and senior leaders engaged in an extensive outreach with parent and community groups,business partners, advisory groups, local governing entities, and the faith communities to solicit shared concerns and expectations. Theinput received through these conversations was codified in the strategic plan. In addition to the guiding tenets, the plan includes thekey performance measures for the system.

The process used to develop the MCPS strategic plan and the methods used by Board members and senior leaders to deploy the visionand values have provided a clear picture to the staff, community, and other stakeholders of student expectations, the accountabilitysystem being used to monitor results and drive performance, and the strategies employed to achieve the goals.

Our Call to Action is the foundation blueprint for improving the achievement of students at all levels of ability and performance whileeliminating the achievement gap among racial/ethnic and special population groups. the instructional program in every school. In

addition, the Board approves a master plan that is submitted to the Maryland State Board of Education to meet the requirements of the NoChild Left Behind Act and the state’s Bridge to Excellence law. Our Call to Action is the foundation of this master plan.

The Board has adopted a framework that aligns its policies with the vision and goals articulated in Our Call to Action. This framework structures the relationship between Board policies and the strategic plan, linking vision and action. There are eight core governancepolicies that express the vision, values, and goals of the Board and provide the philosophical foundation for the work directed by thestrategic plan. These core governance policies are directly supported by other Board policies, and all of these policies are deployedthrough a series of regulations that are approved by the superintendent of schools and implemented by senior leaders who ensurecompliance.

The superintendent’s bimonthly meetings with more than 500 leaders of the school system focus on the vision, core values, andexpectations for performance and results through the lens of leading for equity so that student performance is not predictable by race.The superintendent’s continuous focus on the vision and expectations in meetings with staff, parents, and community members hasbeen critical in the alignment of all the work of the school system. For the past two three years, senior leaders have conducted a seriesof forums, held at different sites throughout the county and attended by both community stakeholders and MCPS employees, to gatherfeedback on the strategic plan. This feedback has been used to make improvements in the plan and to help align the operating budgetwith the plan.

The deployment process begins under the leadership of the community superintendents as each school annually develops andimplements a school improvement plan that is aligned with the Board’s strategic plan. Community superintendents meet monthly with

their 30–35 principals to deploy strategies to accomplish the system’s goals. Other senior leaders guide the development andimplementation of office and department strategic plans that also are aligned with Our Call to Action. This strategic planning processguides the staff throughout the school system in their work with schools, parents, and the community.

The school-improvement process has been designed to reflect the components of the Baldrige Education Criteria for PerformanceExcellence. Schools are expected to implement the school-improvement planning model using the “look-fors” from the Framework for Improving Teaching and Learning and Baldrige categories. The progress on school improvement plan goals is evaluated regularlywith all stakeholders.

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 Superintendent’s A&S Meetings Communicate beliefs and expectations



OVERVIEW

Our Call to Action: Pursuit of Excellence

STRATEGIC PLANNING PROCESS CHART

Designing and Implementing the Strategic Plan

The continued improvement of teaching and learning in Montgomery County Public Schools (MCPS) is the focus of the school system’sstrategic plan, Our Call to Action: Pursuit of Excellence. The overriding effort to improve student achievement across the school systemis derived from this focus, so that student achievement is not predictable by race. The target is each child, with individual schools and theschool system focusing on raising standards for students at all levels of ability and performance, and, at the same time, closing the gapin student achievement by race and ethnicity and among students challenged by limited English proficiency, disabilities, and poverty.This requires great coordination, collaboration, and alignment of activities among the community and thousands of employees affectingtens of thousands of students. Efforts are made throughout the year to improve the strategic plan, a process that culminates each summerin the annual update. The Seven Keys to College Readiness, a trajectory of high standards, guide school staffs and parents to ensure that

all students achieve at high levels. With goals set at advanced rather than proficient standards, the Seven Keys ensure that studentachievement is not predictable for any group.

This update—addressing school years 2009 through 2014—reflects a process that has evolved over the past several years. Following theBoard of Education’s revision of Policy AEB: Strategic Planning and Continuous Improvement in November 2004, the process hasbenefited from greater community involvement. Policy AEB was revised in May 2009, once again articulating the Board’s

commitment to aligning the budget process with the strategic plan and including a broad range of stakeholders in the strategic

planning process. The primary strategies focus on instructional planning, curriculum development, differentiated instruction, andevidence of student learning. There also is a focus on monitoring and accountability using milestones and data points that identify cleartargets for continuous improvement. The milestones and data points provide identifiable ways to measure the progress of the school

system in such areas as minority student achievement, middle school reform, high school reform, and special education.

The strategic plan has entered into a new phase this year, highlights programs and initiatives that remain the foundation of the schoolsystem’s ongoing improvement efforts since 1999. and identifies ying more recent initiatives that build on this foundation. The new Allinitiatives are aligned with ongoing efforts, helping the school system maintain substantial consistency over time. Such continuity hasenabled teachers, principals, support staff, parents, employee organizations, and community members to work on common goals for eachcommunity. The strength of the plan is the continued alignment of school system operations. The entire school system revolves aroundthis core focus, requiring greater coordination among everyone involved—working together on the appropriate phases for each phase of implementation.

Among the most obvious outcomes of the improved planning are the significant gains in student achievement. There are otherexamples, as well, such as the successful development and funding of highly detailed and meticulous annual operating and capitalbudgets, and the use of zero-based budgeting practices in the operating budgets for all departments. Improved planning also is evidentin the successful ongoing development of curricula, assessments, professional development components, and technology.

The inherent value of the plan is its focus on excellence. This reflects the responsibility of the entire school system and all of itsstakeholders to ensure the success of each and every student. Deliberate planning, leadership, and supervision are necessary to achievethis consistently across 200 schools and with the continuity necessary for seamless integration of instruction, programs, and services.Success depends on continuous monitoring, assessment, feedback, and improvement.

The school system’s strategic plan is aligned with the Maryland Bridge to Excellence Act and addresses all of the requirements for a

school district “master plan,” under the specifications of the Maryland State Department of Education. These requirements, in turn, areresponsive to and aligned with the achievement goals of the federal No Child Left Behind Act. In MCPS, attention to theserequirements is enhanced by the school system’s planning process that employs the “Plan, Do, Study, Act” cycle of continuousimprovement, based on the Baldrige Criteria for Performance Excellence.

The multilayered process of strategic planning in MCPS integrates built-in cycles of evaluation and refinement. The strategic planningcomponents include the Board of Education’s goals and academic priorities and the alignment of these goals with milestones, data



American Productivity and Quality Center (APQC). This initiative’s first three projects enabled school systems to compare how theyassess student achievement, recruit and select teachers, and manage their information technology systems. MCPS is cited as abenchmark district for ESOL, professional development, professional learning communities, data-driven decision making,mathematics and science, and support of professional learning communities.

Priorities of the Board of Education

The strength of the strategic plan is rooted in the academic priorities of the Board of Education, which have remained consistent overthe past eight years. Working closely with the superintendent of schools and senior staff, the Board has achieved widespreadcommunity agreement in the direction of the school system and, consequently, its strategic plan. The academic priorities establish the

basis for a congruent multiyear planning strategy that focuses on doing what is best for students, parents, and their schools. The Board of

Education modified its priorities on July 17, 2007. These priorities are as follows:

• Organize and optimize resources for improved academic results.

• Align rigorous curriculum, delivery of instruction, and assessment for continuous improvement of student achievement.

• Expand and deliver literacy-based initiatives from prekindergarten through Grade 12.

• Develop, pilot, and expand improvements in secondary content, instruction, and programs that support students’ active engagementin learning.

• Use student, staff, school, and system performance data to monitor and improve student achievement.

• Foster and sustain systems that support and improve employee effectiveness, in partnership with MCPS employee organizations.

• Strengthen family-school relationships and continue to expand civic, business, and community partnerships that support improvedstudent achievement.

The Board of Education has pursued these priorities with greater public involvement in the school system’s strategic planning.

Beginning in September 2004, the school system expanded the strategic planning processes through a series of community forums thatinvited public input on the goals of the strategic plan. Citizens offered valuable insights about the operations and goals of the schoolsystem. Stakeholder involvement helped improve the development of the operating budget recommendations submitted by thesuperintendent in December 2008 and approved by the Board of Education in February 2009. The County Council ultimately fundedthe Board’s recommended budget in May 2009.

Building on a Record of Progress Since 1999

In the years since the original Our Call to Action in November 1999, MCPS has made excellent progress in its efforts to deliver a

rigorous, high-quality education to every student. Successful planning and implementation have helped pave the way.

Gains in Student Performance

All 23 eligible high schools were named among the top 3 percent in the nation by Newsweek magazine for the fifth consecutiveyear. Six high schools were ranked in the top 100, with four of them in the top 70.

The average combined SAT score for the Class of 2007 was 1624, 113 and 126 points above national and state averages,respectively, with a participation rate of 79 percent.

46 percent of the Class of 2007 scored a 3 or higher on at least one Advanced Placement (AP) exam, more than triple the nationalaverage and double the Maryland average.

60 percent of the Class of 2007 took at least one AP exam during high school, more than double the national average of 24.9percent.

18.2 percent of African American students and 34.1 percent of Hispanic students in the Class of 2007 scored a 3 or higher on atleast one AP exam, topping the national average of 15.2 percent for all students.

African American students earned a 3 or higher on 1,062 AP exams, the second highest total of any school system in the country.

Record number of students 283 named National AP Scholars by the College Board



64 percent statewide.

105 elementary and middle schools won Maryland School Performance Recognition awards in 2007 for improved achievementon state exams.

The Class of 2007 included 68 National Merit Scholars.

8 semifinalists in the 67th Intel Science Talent Search; Montgomery Blair High School is third highest school in the nation with 5

semifinalists.

Gains in Student Performance

Six MCPS high schools ranked among the top 100 in the nation by Newsweek magazine in 2008 for providing a rigorous andchallenging curriculum. All MCPS high schools are listed in the top 3 percent nationwide.

Three MCPS high schools awarded gold medal status—placing them among the top 100 high schools in the nation—in a 2008U.S. News & World Report ranking of America’s best high schools.

The average combined SAT score for the Class of 2008 was 1616, 118 and 105 points above national and state averages,

respectively, with a participation rate of 73.7 percent.More students now taking the SAT and/or ACT. In 2008, 77.2 percent of the Class of 2008 took the SAT and/or ACT.

46.4 percent of the Class of 2008 scored a 3 or higher on at least one Advanced Placement (AP) exam, more than triple thenational average and double the Maryland average.

61.5 percent of the Class of 2008 took at least one AP exam during high school, more than double the national average of 25.0percent.

19.6 percent of African American students and 32.2 percent of Hispanic students in the Class of 2008 scored a 3 or higher on atleast one AP exam, topping the national average of 15.2 percent for all students.

African American students earned 1,152 scores of 3 or higher on AP exams in 2008, accounting for 37.4 percent and 3.1 percent,respectively, of all AP exam scores of 3 or higher earned by African American public schools students in Maryland and thenation.

Hispanic students in MCPS earned 1,336 scores of 3 or higher on AP exams, accounting for 31.9 percent and 1.1 percent,respectively, of all AP exam scores of 3 or higher earned by Hispanic public school students in Maryland and the nation.

Record number of students, 283, named National AP Scholars by The College Board in 2008.

93 percent of students in kindergarten in 2008 reading at or above benchmark by the end of the school year, compared with 39 percent

six years ago.A record 4,962 fifth grade students took advanced math in 2008, compared with 196 students seven years ago.

59.6 percent of Grade 8 students in 2008 successfully completed Algebra 1, compared with 55.9 percent in 2007.

87.7 percent of elementary school students and 77.8 percent of middle school students scored at proficient or above onmathematics in the 2008 Maryland School Assessment.

95.4 percent of middle school students who took the Algebra High School Assessment (HSA) in 2008 passed.

96 elementary and secondary schools won Maryland School Performance Recognition Program awards in 2008. An additional 86elementary and secondary schools received recognition based on overall achievement or for improvement within a subgroup.

The Class of 2008 included 61 National Merit Scholars.

In 2009, 17 semifinalists in the 68th Intel Science Talent Search; Montgomery Blair High School is second highest school in thenation with 12 semifinalists.

33 National Blue Ribbon Schools

Hi hl d El t S h l i f 12 h l t i th N ti l E ll i U b Ed ti A d f th



The racial and ethnic composition of the school system has made MCPS one of the most diverse school systems in the United States. Itcontinues to be the largest, most diverse system in Maryland—with students from 165 countries speaking 134 languages—and becamethe nation’s 16th largest school system this year, with more than 137,000 139,000 students. Recent enrollment gains overall have beenentirely among Hispanic, Asian American, and African American students. Almost half of all English language learners in Maryland areenrolled in MCPS. More than one fourth of all students now receive federal meal assistance, the highest number ever, and more than onethird of students have received federal meal assistance at some point in their education in MCPS.

The greatest concentration of racial and ethnic diversity and poverty is located in schools within the county’s most urbanized areas—acombination of communities from Takoma Park to Germantown that includes nearly half of all elementary schools. The communitiesare home to the majority of African American and Hispanic students enrolled in the system and the vast majority of students receivingfederal meal assistance and English language support.

Focus on High-quality Curriculum

At the core of the strategic plan is the provision of a high-quality curriculum. A key initiative is the alignment of the entire curriculumfrom prekindergarten through Grade 12 in order to ensure that all students in every school receive the proper foundation and sequenceof essential skills and knowledge. All students are expected to be college and career ready successful after high school, a process that

begins in prekindergarten and elementary school with preparing students to achieve reading fluency by Grade 3, advancing throughMath 6 or higher by Grade 5, completing algebra or higher-level mathematics courses by Grade 8, completing Algebra 2 by Grade 11,and enrolling in Honors, Advanced Placement, IB, and college-level courses throughout high school.

These strategic plan initiatives have resulted in the alignment of the curriculum, from prekindergarten through Grade 12, in order tomeet or exceed the expectations of the Maryland Core Learning Goals, the Maryland High School Assessments, and the MarylandSchool Assessments, and set students on a path to succeed in Advanced Placement programs, International Baccalaureate programs,and exams for college readiness, including the SAT and ACT. These efforts are based on the need to address persistent problems instudent achievement, notwithstanding the overall continued gains by the school system. Differences in student performance and courseenrollment by race and ethnicity, disability, language, and economic status, along with high levels of remediation by students enrolling

in community college, are key indicators that continued improvement is necessary.

An important component of these efforts is the involvement and collaboration of teachers, principals, and other staff in the strategicplanning process, especially in developing new program and budget initiatives, providing timely feedback during implementation,engaging in ongoing problem solving, and involving staff in program implementation. This collaboration is formalized through high-level teams involving the presidents and other leaders of employee organizations working closely with the superintendent andExecutive Staff members throughout the year.

Improving Employee Quality

Developing and implementing a strategic plan is entirely dependent on the leadership, experience, and skills of the school system’s

workforce. Targeted staff development and training, evaluation, leadership, and technology initiatives focus on ensuring thatemployees have the knowledge, skills, strategies, and beliefs necessary to respond to the needs of a rapidly growing and highly diverseschool system. This includes the ongoing implementation of standards-based professional development systems that are focused onmaking sure that all staff members understand the essential role of employee performance, attitudes, and expectations in the success of the school system.

Professional development is aligned closely with other improvements in unifying school system support and leadership, curriculumand instruction, assessment, and technology—helping to create an organizational culture of respect that values what individual staff members believe, know, and can do, and values the contributions of all employees in the support of improved teaching and learningthroughout the school system. Important components of these efforts include the following:

• Improving attitudes and beliefs about race and removing institutional barriers.

• Establishing common expectations for student success and organizational reform.

• Strengthening teachers’ skills in differentiating instruction based on students’ needs.

• Strengthening the professional growth system for all employees.



Aligning the Budget with the Strategic Plan

The relationship of the five-year strategic plan to the annual operating budget for MCPS was strengthened in 2004 with the expansionof public involvement in the development of long-range planning issues.

Previously, public involvement occurred only after the budget was presented. The Board of Education changed the process byinstituting community forums to encourage greater participation by a broader range of stakeholders in identifying important strategic

planning issues. The Board revised the policy on long-range strategic planning for continuous improvement in May 2009. The revisedpolicy encourages greater stakeholder involvement and the use of assessment criteria to evaluate key elements of the strategic plan.

The improved alignment of budget development with the school system’s strategic planning process also strengthens the alignment of the budget with the state-mandated master plan for student achievement.



Bridge to Excellence in Public Schools Act

The Bridge to Excellence in Public Schools Act is based on a standards-based approach to public school financing that is consistent

with the federal No Child Left Behind Act of 2001. The Act requires the Maryland State Department of Education (MSDE) to set

academic content and student achievement standards, ensure that schools and students have sufficient resources to meet those

standards, and hold schools and school systems accountable for student performance.

1. The plan must be aimed at helping all children meet state and local performance standards, improve student achievement, and closeacademic gaps among students of different racial, ethnic, and economic backgrounds; students with disabilities; and students whoare learning English.

2. The plan must be comprehensive and systemic. It must reach throughout the school system to all schools and address factors centralto improved teaching and learning such as teacher and principal recruitment and retention, professional development, use of bestpractices, and scientific research-based strategies.

3. The plan must address services to prekindergarten students, kindergarten students, gifted and talented students, and careertechnology education students.

4. The plan must include specific benchmarks and timelines for improved student achievement and progress in implementing the plan.

Focus Areas

a. Teacher and principal recruitment and retention

b. Educator readiness and professional development

c. Parent and community involvement

d. Integration of technology

e. Assistance to low-performing schools (local reconstitution eligible, Title I, Challenge, and locally identified alert or watchschools)

f. Use of best practices and proven methods based on scientifically based research

Performance Goal 1

By 2013–2014 all students will reach high standards, at a minimum attaining proficiency or better in reading/language arts and

mathematics.1. The percentage of students, in the aggregate and for each subgroup, who are at or above the proficient level in reading/language

arts on the state’s assessment. (Note: these subgroups are those for which the ESEA requires state reporting, as identified in section1111(h)(l)(C)(i).)

2. The percentage of students, in the aggregate and in each subgroup, who are at or above the proficient level in mathematics on thestate’s assessment. (Note: These subgroups are those for which the ESEA requires state reporting, as identified in section1111(h)(l)(C)(i).)

Performance Goal 2

All limited English proficient students will become proficient in English and reach high academic standards, at a minimum attainingproficiency or better in reading/language arts and mathematics.

1. The percentage of limited English proficient students, determined by cohort, who have attained English proficiency by the end of the school year.

2. The percentage of limited English proficient students who are at or above the proficient level in reading/language arts on the state’sassessment, as reported for performance indicator 1.1.



qualified. (See criteria in section 1119(c) and (d).)

Performance Goal 4

All students will be educated in learning environments that are safe, drug-free, and conducive to learning.

1. The number of persistently dangerous schools, as defined by the state.

Performance Goal 5

All students will graduate from high school.

1. The percentage of students who graduate from high school each year with a regular diploma—

a. disaggregated by race, ethnicity, gender, disability status, migrant status, English proficiency, and status as economicallydisadvantaged; and

b. calculated in the same manner as used in National Center for Education Statistics reports on Common Core of Data.

2. Performance indicator: The percentage of students who drop out of school—

a. disaggregated by race, ethnicity, gender, disability status, and migrant status as economically disadvantaged; and

b. calculated in the same manner as used in National Center for Education Statistics reports on Common Core of Data.



GOAL 1: Ensure Success for Every Student

Board of Education Priorities:




The following milestones and data points are aligned with the strategies and initiatives in Our Call to Action to provide rigorous

instruction and promote increased achievement for all students, while eliminating the achievement gap. To that end, MCPS is

committed to engaging all students in a rigorous academic program and, in particular, to ensuring that student achievement is not

predictable by race. The district will implement the guidelines established in the Bridge to Excellence in Public Schools Act. Data will

be disaggregated by race, ethnicity, gender, disability status, English proficiency, and economically disadvantaged status. Although

Our Call to Action states that all students are expected to attain certain milestones, some students, due to their disabilities, will not

achieve those milestones and will follow alternative curricula.

Milestones: Data Points:

• All students will achieve or exceed proficiency standards

in mathematics, reading, writing, science, and

government on local and state assessments.

o Maryland School Assessments (MSA)

o High school final exams

o English proficiency assessments for LEP students

(Language Assessment System-Links)

o High School Assessments (HSAs)

• All students will successfully complete algebra by the

end of Grade 9 and geometry by the end of Grade 10.

o Algebra successful course completion by the end of

Grade 8

o Algebra successful course completion by the end of Grade 9

o Geometry successful course completion by the end of

Grade 10

• All schools will increase participation and performanceof all students taking the SAT/ACT.

o SAT/ACT participation and performanceo PSAT participation

• All schools will eliminate the disproportionate

suspension rate of African American and Hispanic

students, and students receiving special education

services.

o Suspension data

• All students will be educated in learning environments that

are safe, drug-free, and conducive to learning

o Student, parents, staff, survey results



STRATEGIC INITIATIVES

Ensure Success for Every Student

Monitoring Student Performance

The mission of Montgomery County Public Schools (MCPS) is to provide a high-quality, world-class education that ensures successfor every student through excellence in teaching and learning. Critical to achieving the mission is the systematic and systemicmonitoring of student performance of every student in every school so that student achievement is not predictable by race. Classroomteachers, principals, and senior leaders monitor student performance by disaggregating data by race, ethnicity, gender, disability status,English proficiency, and economically disadvantaged status. Disaggregating the data ensures that every student’s needs are consideredwhen making instructional decisions. Schools and classroom teachers use a variety of tools and strategies to monitor studentperformance. At the system level, cross-functional teams study student performance by drilling down to root causes and then

developing action plans and making recommendations for improvement. M-Stat and Achievement Steering Committees are strategiesused by senior leaders and school staff working in collaboration to ensure success for every student.

M-Stat

The M-Stat process provides a framework for the systematic and systemic monitoring of critical student achievement and performancedata that enables the district and school leadership teams to drill down to root causes, focus on areas of need, develop actions plans forimprovement, and document best practices for recognition and dissemination throughout the system. Through the Baldrige practice of “plan, do, study, act,” key data points and processes are examined throughout the school improvement planning cycle. The M-Statprocess provides a focused, intensive review by school and central office leaders and Executive Staff members of school-level student

performance data disaggregated data by race, ethnicity, gender, disability status, English proficiency, and economically disadvantagedstatus individual schools on issues regarding. The M-Stat process has led to the identification of exemplary teachers as well assuccessful school and classroom practices that will be are featured on the Best Practices Knowledge Center website, a professionaldevelopment tool that contains MCPS website and in the Bulletin, using video clips and other resources related to the data points.

Achievement Steering Committees (OSP)

Achievement Steering Committees (ASCs) provide focused support to address performance concerns with the Maryland SchoolAssessment (MSA) and High School Assessment (HSA). ASCs are a collaborative effort between various MCPS offices and selectedschool staff. Utilizing in-depth examination of student data, ASCs work to improve instructional practices in order to increase student

performance and exit Maryland State Department of Education (MSDE) “school improvement” status. Strategies recommended by anASC may include structured school walk-throughs, instructional look-fors, and/or instructional program reviews.

Aligned Efforts to Support Success in Higher-level Mathematics

Preparing students for success in higher-level mathematics begins with a high-quality curriculum that reaches beyond the MarylandVoluntary State Curriculum, and continues with the elementary school Accelerated Pathways in Mathematics. Through the pathways,school staff and parents see how acceleration, beginning in kindergarten, can prepare students for advanced mathematics inelementary, middle, and high school. Several supports are in place to ensure that teachers and administrators have the knowledge of content and effective instructional practices necessary to ensure student success in higher-level mathematics.

• Math content coaches in all Title I and other focus elementary schools

• Math content specialists in middle schools involved in middle school reform

• Algebra lead teachers in selected high schools and feeder middle schools

• Professional development, including course-specific classes as well as credit-bearing courses

Al b 2 b G d 11



Algebra 2 by Grade 11 Students who complete Algebra 2 by the end of Grade 11 with a “C” or higher are more than twice as likely to graduate from collegethan are students with less mathematical preparation and are generally less likely to have to take remedial math courses in college. Inan effort to ensure that all graduates are college ready, MCPS has initiated a multiyear research study on the preparation for studentsto take and be successful in Algebra 2 by Grade 11 and convened an Algebra 2 M-Stat project team. The research is designed toexamine mathematics course-taking patterns, success in these courses, and the demographic characteristics of students enrolled in

Algebra 2 in 2008–2009, as well as previous cohorts of students. Based on this information, the M-Stat team will identify schools thatare having success with students of all racial/ethnic groups in Algebra 2 performance, determine the most effective course sequencingfor Algebra 2 success, develop standard articulation pathways for students who need support in order to take Algebra 2, identifyexemplary Algebra 2 teachers, and disseminate effective instructional practices.

Middle School Reform

The Middle School Reform initiative provides a rigorous instructional program that is focused on the skills needed to be successful inthe 21st century and prepares students for high school, college, and the world of work. Such an instructional program includes accessto technology and support with developing skills that enable students to work in teams, solve complex problems, interpret information,

communicate effectively, connect learning across disciplines, think critically, and apply knowledge to real-life situations. Theseinnovative student-centered classroom environments use interactive technology to deliver curriculum and instruction and assessunderstanding. The interactive technology tools engage students in their own learning and activate problem-solving and criticalthinking skills that better prepare students for success in the Information Age.

Components of Middle School Reform include building leadership capacity that promotes shared ownership for student and staff success through participation in the Professional Learning Communities Institute; developing staff content knowledge and teachingexpertise with instructional leaders such as content specialists in the core academic areas, team leaders, and a literacy coach; providinga rigorous and accelerated curriculum by offering new and rigorous elective and core courses; engaging students adolescent learners ineffective and differentiated instruction using individual student data, innovative technology, and motivational strategies; improving

organizational structures that promote effective schedules for students and time for teachers to work collaboratively; and establishingstrong parent and community engagement through effective communication, involvement in the school improvement process, parentworkshops, and study circles.

Program Expansion for All Middle Schools

Building on the success of the Middle School Magnet Consortium (MSMC), and guided by the Middle School Reform Reportrecommendations, MCPS will phase in new rigorous, instructional program offerings to all middle schools. Over the next three five years, selected schools will choose from more than 25 new courses, field tested in the MSMC or the first cohort phase of middleschools engaged in the reform. These new program offerings incorporate rigorous course work, including six seven high school credit

courses, engaging content, and innovative units of instruction. Schools also will offer advanced courses in science, world studies, andEnglish. Several of the program components are multiyear offerings with course pathways that run Grade 6 through Grade 8, such asInformation and Communication Technology 6, Computer-Aided Drafting and Design, Applied Robotics Engineering, andIntroduction to Engineering Design.

Middle School Accelerated and Enriched Instruction (AEI) Math Content Specialist

As a part of Middle School Reform, the AEI math content specialist position was created to coach, model effective instructionalpractices, and build the content knowledge and skills of mathematics teachers. As the leader of the local school mathematicsdepartment, the AEI math content specialist monitors and interprets assessment data to promote individual student achievement. Inaddition, the AEI math content specialist serves as an advocate for student access to and successful completion in advancedmathematics courses and develops a process to nurture and mentor underachieving or traditionally underserved students. The AEImath content specialist collaborates with school staff to increase student participation, particularly African American and Hispanicstudents, in accelerated and enriched courses, and provides instructional, professional, and parental support for improvement of studentachievement in accelerated and enriched courses these courses, and monitors and reports quarterly on student access and progress inaccelerated courses.

Middle School Magnet Consortium (MSMC)



Middle School Magnet Consortium (MSMC)

MSMC comprises three schools—Argyle Magnet Middle School for Information Technology, A. Mario Loiederman Magnet MiddleSchool for Creative and Performing Arts, and Parkland Magnet Middle School for Aerospace Technology. Benefiting fromimprovement efforts originally developed under a three-year federal grant, all MSMC students have access to the whole-schoolmagnet programs, featuring an accelerated core curriculum, specialized courses, extended learning opportunities, a highly effectiveinstructional program, and collaborative school partnerships with parents and the community. Each school has a unique, thematic,

instructional focus. The specific magnet themes identified for this initiative offer highly unique academic choices of special interest toyoung adolescents.

Extended-day and Extended-year Programs (Middle School)

The middle school extended learning opportunities (ELO) include both extended-day and extended-year offerings. The extended-day orafter-school program is offered in all 38 middle schools. Traditionally, the program provides additional reading and mathematicsinstruction to students in Grades 6, 7, and 8 who need additional support to achieve MCPS curriculum objectives and meet the proficiencystandards on the Maryland School Assessment (MSA). In addition, the extended-year program offers courses to assist students with thesuccessful completion of advanced-level mathematics courses by previewing or reviewing course content to nurture and support studentenrollment and successful completion of advanced-level mathematics courses. Schools also are able to create other course offerings tomeet the diverse needs of their students. Such courses include writing instruction and literacy instruction, and other courses to nurturestudents for enrollment and success in advanced-level courses.

High School Reform (OCIP)

Although many MCPS high school students have experienced extraordinary success over the past few years, some groups of studentshave not attained the level of achievement necessary to prepare them for the rigor of our technological, information-based economyand its demands for a highly educated workforce. Many of our high schools continue to implement innovative programs and strategiesthat address the needs of students who may lack preparation for rigorous and challenging courses, as well as those who are ready forpostsecondary education and careers.

Smaller Learning Communities Moved to back

The Board of Education approved a six-year Career and Technology Education strategic plan for systematically ensuring theavailability of smaller learning communities for all students in MCPS. Many high schools have developed and implemented smallerlearning communities to provide students with rigorous and relevant programs and to create a more personalized learning environmentfor students. MCPS high schools are implementing smaller learning communities through innovative theme-based signature programs,career academies, and career pathway programs. James Hubert Blake and Paint Branch high schools are in the third fifth year of afive-year USDE Smaller Learning Community grant. High school leadership teams are planning and implementing rigorous smallerlearning communities using research-based national models, such as National Academy Foundation programs and AdvancedEngineering—Project Lead The Way. These programs provide students with authentic internship experiences, college credit, andscholarship opportunities.

High School Plus

High School Plus (HS+), a new model planned to eventually replace evening high school, is a program that helps to prepares students

for High School Assessments and provides them with the opportunity to regain lost course credit that was formerly relegated to

evening high school classes. Over a three-year transitional period, the HS+ program has replaced evening high school. The HS+

program provides three options: repeater sections in the day school’s master schedule, full-semester courses, and credit-recovery

classes offered by extending the school day. For FY 2009 2010, the HS+ program will expand to Grade 9, 10, and 11 students in allhigh schools is offered to all Grades 9-12 high school students. Through flexible scheduling and targeted offerings, students are able to

receive the additional academic support they need at their home schools, eliminating the need for separate evening high school

programs.

eLearning—Online Courses for High School Students



Signature Programs

Twenty-three high schools have developed and implemented signature programs. Some high schools have implemented whole-schoolprograms, while other schools have implemented smaller learning communities. The implementation of signature programs supportsthe process of raising achievement by allowing individual school communities to examine the academic needs of their students, withthe goal of developing programs that enhance the learning process for all. Signature schools have developed and implementedstrategic plans to increase the number of students reached by the programs and improve instruction, communication, and stakeholderinvolvement.

SAT /ACT Intervention Plan

High schools continue to offer the elective SAT /ACT Prep Course during the school day, and a lunch time or after-school SAT /ACT Prep Crash Course prior to each SAT /ACT administration. In addition, MCPS has purchased the College Board Official SATTriumph Collage Admissions SAT/ACT Prep and Final Prep Online Course programs for use by all MCPS high school students freeof charge. Schools use the grade 10 PSAT results (as recorded in HAPIT) to identify students who are candidates for enrollment inHonors and Advanced Placement courses, which in turn prepares them more thoroughly for the SAT /ACT.

The district has provided a variety of SAT/ACT preparation programs during and beyond the school day, including the SAT/ACTpreparation course offered through MCPS. MCPS has purchased the Triumph College Admissions Program for use by all MCPS highschool students free of charge for the 2009–2010 school year. MCPS developed an SAT/ACT Action Plan that can be customized tomeet the needs of individual schools. High schools use the guidelines and suggestions provided in the SAT/ACT Action Plan todesign and implement interventions that are most likely to improve the SAT/ACT preparation for students in their schools, and todevelop their outreach efforts to parents, staff members, and students. MCPS has developed systemwide protocols and web-basedtools to monitor SAT/ACT participation and performance. These tools allow school staff members to quickly identify which studentshave completed the coursework needed to prepare them for success on these various exams, individual students’ levels of performancein those courses, and students’ prior PSAT/SAT/ACT, performance levels. The district plans to modify existing tools to better

monitor ACT participation and performance.

ACCUPLACER

The ACCUPLACER is a national, computer-adaptive placement test developed by the College Board. The ACCUPLACER measuresacademic skills in the areas of math (arithmetic, elementary algebra, and college-level math) and English (sentence skills, readingcomprehension, and writing). The ACCUPLACER is used by some community colleges, four-year universities, technical schools, andhigh schools to assist in course placement and/or in assessing the college readiness of students. During the 2009–2010 school year,

in partnership with Montgomery College, a High School ACCUPLACER Project will be conducted as a pilot in six high schools.

Minority Student Achievement Initiatives

• Education That Is Multicultural—This is a continuous, integrated, multidisciplinary process for educating all students about diversity

and commonality. Factors of diversity include race, ethnicity, region, religion, gender, language, socioeconomic status, age, and

individuals with disabilities. Supported by curriculum, instructional resources, and professional development, Education That Is

Multicultural enables students to demonstrate knowledge, understanding, appreciation, and respect for individuals who represent the

many groups in our community. Research and best practices are used to design diversity training and the systematic infusion of

equitable practices and content into curriculum, instruction, instructional resources, and professional development. These practicespromote high expectations for students as a foundation to excellence in teaching and learning. Multicultural education also

communicates the belief that every student must have equal opportunities to achieve his or her full potential

• Kennedy Cluster Project—The goal of the Kennedy Cluster Project is to create an educational service model for African Americanstudents to break down institutional discrimination, reduce educational and social disparities, and identify the types of countyservices that can be mobilized to address issues associated with poverty and its impact on school performance As a component of

partnerships with several historically black colleges. These colleges provide special unique admissions and scholarship events for



partnerships with several historically black colleges. These colleges provide special unique admissions and scholarship events forMCPS students.

• The Deputy Superintendent of School’s Minority Achievement Advisory Council—This advisory council provides a forum forongoing two-way communication between MCPS leadership and a broad spectrum of community leaders who are committed toincreasing minority achievement in MCPS. Stakeholders discuss the direction/initiatives of MCPS, serve as liaisons to their

communities on issues of critical relevance to minority achievement, and provide advice and counsel to the deputy superintendentof schools, resulting in a constructive and productive partnership for the success of all MCPS students.

Services for English for Speakers of Other Languages (ESOL) Students

• Students Engaged in Pathways to Achievement (SEPA)—A program that assists will help ESOL high school students at Wheatonand Albert Einstein high schools (ages 17–18–21) with limited or no formal education who are unable to complete graduationrequirements before they turn 21. An innovative curriculum includes native language literacy, career-based English languagedevelopment instruction, literacy acquisition infused into entry-level job skill and mathematics instruction, as well as and supportfor acculturation and family reunification. A family involvement component will focus focuses on the unique issues facing these

students and their families. Outreach efforts include collaboration and partnerships with community agencies and organizations tobuild a safety net around families with students enrolled in the SEPA program. Cultural competence training will be provided tostaff involved with SEPA program students and their families.

• Language Assistance Unit—Translation and interpretation services are provided in multiple languages using various media toaddress the need to communicate essential information to our rapidly growing, linguistically diverse community. Information iscommunicated to parents and community members about curriculum, educational programs and services, assessment, andinstruction with the same level of quality that is afforded English-speaking community members. A new translation managementsystem will be fully implemented is presently being phased into across the district to facilitate translations for central office andschools by creating a Web-based bank of commonly translated documents that can be used by requestors to self-generate

translations. words, and phrases.• Test of English for Speakers of Foreign Languages (TOEFL)—The TOEFL assessment is a college entrance requirement for

students whose native language is not English. In Montgomery County, there are approximately 500 ESOL students qualified totake the TOEFL exam. MCPS has become will continue to serve as a test center for TOEFL and routinely will offer this assessmentto all qualified MCPS students. The school system will assume the registration fee for any student meeting income criteria.

Removing Barriers to Learning—Student Services and Mental Health

• School-based problem-solving teams, including Collaborative Problem Solving (CPS) teams and Educational Management Teams (EMT), and Positive Behavioral Interventions and Supports (PBIS) teams are being implemented in every school. These teams

focus on early intervention by providing instructional, social, and behavioral interventions to better meet the needs of students inthe regular classroom setting and to ensure school success. In addition, many schools are implementing Positive BehavioralInterventions and Supports (PBIS). School staff use office discipline referral and suspension data to monitor implementation,identify areas of concern, and develop prevention and intervention strategies.

• The truancy and dropout prevention initiative includes the Interagency Truancy Review Board. This interagency board providesstudents, their families, and school staff with focused strategies to reduce individual cases of habitual truancy. The board developsan action plan for the student, family, and school that the pupil personnel worker and other school staff monitor for compliance orrefers the case to the State’s Attorney’s Office for possible court action.

• The Department of Student Services is collaborating with the Montgomery County Collaboration Council to provide access forstudents with intense needs to available community services through the wraparound processes. Students can be referred for theseservices through school- and system-level problem-solving teams, the field offices, and the Truancy Review Board.

School Leadership

The elementary school assistant principal is an essential leadership position in today’s high-stakes testing environment. Successfulschools have strong principals at the helm who are able to focus on their role as instructional leaders Assistant principals afford

• A Memorandum of Understanding among MCPS, the Montgomery County Police Department, and the Montgomery County



g g , g y y p , g y yState’s Attorney’s Office ensures consistent reporting of serious incidents to the police.

• School Safety and Security at a Glance, an annual school safety report, will be was published for the first time in 2008–2009. Thisreport will provide provides systemwide and individual school data on serious incidents and suspensions on a yearly basis. Itprovides report provides greater transparency and accountability for incidents that impact school safety and will result results ingreater improvement in identifying and remedying issues related to school safety.

In addition, MCPS has developed a comprehensive crisis response manual for staff use when responding to emergencies. The manualaddresses the safety and emotional well-being of students. A Safe Schools Action Plan has been developed to ensure safe andwelcoming learning environments that are free of harassment and bullying. Training materials for reporting child abuse and neglectand suicide risk guidelines have been developed and disseminated to school-based staff.

The Montgomery County Police Department and MCPS have collaboratively developed and implemented an Educational FacilitiesOfficer (EFO) program. The purpose of the program is to maintain and enhance a safe and secure learning environment for students,staff, and the school community. EFOs are responsible for improving coordination and communication in an emergency, disaster,crisis, or dangerous situation, with the overall goal of maintaining and enhancing a safe and secure learning environment.

Graduation Rate Project Teams (OSP)

The United States Department of Education issued new regulations in November 2008 regarding the consistent calculation of graduation rates under the No Child Left Behind Act. The intent of the regulations is to allow for accurate comparisons of graduationrate data. The Maryland State Department of Education must revise the graduation rate formula in order to comply with these newfederal regulations. Graduation rate is used as an indicator to determine Adequate Yearly Progress at the high school level. Twoproject teams will bring stakeholders together to proactively respond to the regulatory changes through the development of consistentcommunication plans, data gathering and reporting systems, analysis of existing local and national dropout prevention programs, and

recommendations to ensure that the established targets are achieved.



GOAL 2: Provide an Effective

Instructional Program

Board of Education Academic Priorities:


• Expand and deliver literacy-based initiatives from prekindergarten through Grade 12 to support student achievement

• Develop, pilot, and expand improvements in secondary content, instruction, and programs that support students’ active

engagement in learning


The following milestones and data points are aligned with the strategies and initiatives in Our Call to Action to provide rigorous

instruction and promote increased achievement for all students while eliminating the achievement gap. To that end, MCPS iscommitted to engaging all students in a rigorous academic program and, in particular, to ensuring that student achievement is not

predictable by race. The district will implement the guidelines established in the Bridge to Excellence in Public Schools Act. Data will

be disaggregated by race, ethnicity, gender, disability status, English proficiency, and economically disadvantaged status. Although

Our Call to Action states that all students are expected to attain certain milestones, some students, due to their disabilities, will not

achieve these milestones and will follow alternative curricula.


• All students will acquire the essential skills and knowledge

to meet or exceed standards in reading and mathematics bythe end of Grade 2.

o Enrollment in pre-K

o TerraNova 2 in Grade 2

o MCPS-AP Reading (pre-K–2)

o Math Unit Assessments (Grade 2)

• All schools will increase enrollment and performance of all

students in gifted, Honors, Advanced Placement,

International Baccalaureate, and other college-level

courses, with a focus on improving enrollment and

performance of African American and Hispanic students.and other advanced programs, while decreasing the

disproportionate enrollment and performance of minority

students.

o Gifted and Talented screening (Grade 2)

o Advanced Math in Grade 5 Proficiency

o Honors/Advanced Placement, International

Baccalaureate, and other college-level courses successful course completion and enrollment

o AP/IB Tests—Participation and Performance

• MCPS will eliminate the disproportionate representation of

African American and Hispanic minority students in

special education.

o Special education enrollment data

Students receiving special education services

• All schools will provide students with disabilities access to

the general education environment, to the maximum extent

appropriate.

o Special education students receiving services in

general education





Provide an Effective Instructional Program

Monitoring the Instructional Program

Montgomery County Public Schools utilizes a range of assessments has implemented a comprehensive program to measure andmonitor student achievement, including all facets of the assessment program mandated by the Maryland State Department of Education (MSDE) to comply with the No Child Left Behind (NCLB). These mandated assessments include the Maryland SchoolAssessment, Alternate Maryland School Assessment, and Language Assessment Scales-Links, an English-language proficiency test.Additionally, MSDE requires students to take the High School Assessment (HSA) in order to fulfill graduation requirements. Locally,MCPS requires students to take a standardized test, TerraNova 2nd Edition, in Grade 2. MCPS also supports the administration of national assessments such as the PSAT (given to all Grade 10 MCPS students) and the National Assessment of Educational Progress

(administered to a sample of students as part of the NCLB mandate).The Office of Shared Accountability (OSA) conducts research to understand factors that influence student outcomes and perceptionsof school quality. Extensive research reports on standardized tests are produced, which support data-driven decision making, schoolimprovement, and academic achievement. Additionally, OSA designs and conducts comprehensive evaluations of selected MCPSprograms, policies, and initiatives to provide evaluative information on processes and outcomes through implementation and outcomestudies.

Develop and Implement a Standards-based Curriculum – Move with Online Curriculum Below

In spring 2001, MCPS embarked on a monumental effort to revise the curriculum in reading, English/language arts, mathematics,

science, and social studies. Development continues in social studies, elementary science, foreign language, ESOL, art, music, healtheducation, physical education, and moving-image education.

Currently, instructional guides have been completed in mathematics, pre-K through pre-calculus; reading/language arts, pre-K throughGrade 5; English/reading, Grades 6–10; science, Grades 4–8 and five high school courses; social studies, Grades 1–8 and two highschool courses; health education, Grades 6–8 and one high school course; art, Grades 1–3, Grade 6, and one high school course; choraland general music, Grades 1 and 2, and one high school course; instrumental music, Grades 4 and 5; ESOL, five levels at elementary,middle, and high school; and Fundamental Life Skills.

Kindergarten curriculum revision—In response to stakeholder input, MCPS is revising the existing kindergarten curriculum forimplementation in the 2009–2010 school year. The revision will take the form of an integrated guide, connecting reading,

mathematics, science, social studies, the arts, and movement. Critical and creative thinking skills and academic success skills, such aspersistence and motivation, will be incorporated into the guide, which will be distributed digitally. This model will also be applied toGrades 1–5, one grade level each year, as curriculum is revised.

Online Curriculum

In spring 2001, MCPS embarked on a monumental effort to revise the curriculum in reading, English/language arts, mathematics,science, and social studies. Development continues in social studies, elementary science, foreign language, ESOL, art, music, healtheducation, physical education, and moving-image education.

Currently, instructional guides have been completed in mathematics, pre-K through pre-calculus; reading/language arts, pre-K through

Grade 5; English/reading, Grades 6–10; science, Grades 4–8 and five high school courses; social studies, Grades 1–8 and two highschool courses; health education, Grades 6–8 and one high school course; art, Grades 1–3, Grade 6, and one high school course; choraland general music, Grades 1 and 2, and one high school course; instrumental music, Grades 4 and 5; ESOL, five levels at elementary,middle, and high school; and Fundamental Life Skills.

Beginning In the 2008–2009 school year, all available current MCPS curriculum documents will be were housed centrally in an online

curriculum archive. The archive will allows immediate, searchable access through the Internet to new or revised MCPS curriculum

demonstrate learning. Providing curricular and instructional resources electronically will facilitate offering multiple methods fori t d t ti t t d i l i



engaging students, presenting content, and assessing learning.

Standards-based Grading and Reporting System

Implementation of Board of Education Policy IKA: Grading and Reporting, is being phased in over a multiyear period. During the2007–2008 school year, implementation of the policy in elementary and secondary schools brought greater consistency to evaluatingand communicating students’ academic performance across schools and classrooms. Procedures were developed to bring more

consistency in secondary schools to the application of the Online Achievement and Reporting System (OARS). During the 2008–2009school year, an electronic standards-based grade book was tested in selected elementary schools and will be implemented as theelementary version of OARS in a limited number of schools for Grades 1–3. during the 2008–2009 school year. These schools willexpand their use of the electronic standards-based grade book to Grades 4–5 in 2009–2010.

Changing the grading and reporting philosophy, procedures, and practices is highly complex and requires systematic collaboration andcommunication across offices, schools, and parent/community groups. Implementation of this policy aligns with the system’s reformefforts to improve teaching and learning in all schools for all students.

Online Achievement and Reporting System

The Online Achievement and Reporting System (OARS) comprises an electronic grade book and an integrated classroom-to-homecommunication system. OARS enhances communication with parents and students about student progress and is aligned with theimplementation of the grading and reporting policy. For teachers and administrators, OARS saves time by seamlessly producingstudent progress reports, interim reports, and report cards.

In Grades 1–5, OARS comprises an electronic standards-based grade book linked to a standards-based report card. OARS will beimplemented in Grades 1–5 in 25 elementary schools during 2009–2010 and will be phased into additional schools and grade levels insubsequent school years.

Classroom-to-home communication will be available to a limited number of elementary school families during 2008–2009 and will be

available to the remainder of the elementary schools during the 2009–2010 school year.In Grades 6–12, OARS comprises an electronic grade book and integrated classroom-to-home communication system. These systems are

fully operational in all secondary schools.

Delivery of Services for Special Education Students

Implementation of Services—The OSESS has implemented a staffing plan and management system for special education services.

• The Home School Model (HSM)–– This model, established to provide services to students with disabilities in their neighborhood

elementary school, is the foundation for inclusive educational practices. HSM elementary schools are located in the Bethesda-Chevy

Chase, Northwest, Poolesville, and Sherwood clusters and in the Downcounty and Northeast consortiums. The service delivery model forHSM schools ensures access to consultation, resources, and small-group instruction to address the needs of students with disabilities.

Similar to hours-based staffing, HSM staffing allocations are based on the cumulative hours of special education instructional services

recommended in all students’ IEPs for each school rather than on an individual student count. As a result of the HSM, more students with

disabilities attend school with their neighborhood peers and participate in academic and extracurricular activities that a school provides for

its community.

• Hours-based Staffing––This model provides special education staffing based on the cumulative hours of special educationinstructional services recommended in all students’ Individualized Education Programs (IEPs) for each school rather than on anindividual child count. The hours-based staffing model allows students with disabilities access to a continuum of services,

including consultation, resource, cotaught classes, and self-contained classes. The hours-based staffing model will be implementedin 16 middle schools.

• Learning and Academic Disabilities (LAD)––Services for LAD students are available in selected elementary schools and in allsecondary comprehensive schools countywide. At the elementary level, these schools provide services to students requiring accessto a self-contained setting, when appropriate. Increasingly, elementary schools responsible for providing LAD services ensurestudents with disabilities obtain access to the general education environment, to the maximum extent appropriate. At the secondary

Several work groups have been examining the disproportionate identification, placement, and disciplinary removal of AfricanAmerican and Hispanic special education students in MCPS identified for special education placed in restrictive environments



American and Hispanic special education students in MCPS. identified for special education, placed in restrictive environments,and removed as a result of disciplinary action. One work group, the Disproportionality Steering Committee, has completed a reportof their findings and recommendations. This report offered compelling data and suggested definite action steps for MCPS in itsefforts to address the issue of disproportionality. The M-Stat Suspension Team has been examining the disproportionate suspensionof students with disabilities as well as the overall suspension rates.

In order to eliminate the disproportionate identification of students for special education based upon race and ethnicity, four reportshave been issued. These reports supply information to community superintendents and administrators to aid in adjusting practices,policies, and procedures. The Students Newly Identified for Special Education Services Report is distributed to all principals andcommunity superintendents on a quarterly basis. The Least Restrictive Environment Report identifies by level and by school, thepercentage of students who are educated in the general education environment. The Home School Report informs central office andschool-based staff about special education students receiving services in and out of their home school geographic area and how eachschool is impacted by special education programs. The Special Education Identification Report , distributed annually, shows theoverall percentage of newly identified students within each racial/ethnic group by school level and individual school, and whether ornot these percentages are disproportionate for that school year.

• Early Intervention Services—MCPS is taking a multifaceted approach to the challenge of educating a diverse population andaddressing the disproportionate identification of students for special education programming, based on race and ethnicity. Thefollowing comprehensive, coordinated, early-intervention services are being provided to those students at risk for special educationidentification and in need of additional academic and behavioral support to succeed in general education: Positive BehavioralInterventions and Supports, Collaborative Problem Solving, Measures of Academic Progress in Reading (MAP–R), Read 180, theSummer Adventures in Learning for Title I schools, Middle School Extended-Year Program, and pre-K services designed to buildfoundational skills for future school success. These systematic general education interventions support academic success for allstudents, particularly those represented disproportionately in special education.

• The Special Education Identification Project Team––To eliminate the disproportionate identification of students for specialeducation based on race and ethnicity, this team monitors, analyzes, and reports on special education identification data.Recommendations are provided to the community superintendents, administrators, and other staff members through three reportsthat supply information to adjust practices, policies, and procedures. The Newly Identified to Special Education reports aredistributed to all principals and community superintendents on a quarterly basis. The Least Restrictive Environment (LRE) reports,published on an annual basis, identify schools that may need assistance supporting special education students in general educationenvironments. The Home School reports are published annually to inform central office and school-based staff about where specialeducation students in each geographic home school area receive special education services.

Suspension––MCPS is entering has completed year two of a state-mandated Corrective Action Plan due to the disproportionatesuspension rate and the procedural requirements for students with disabilities . Two work groups are developing decision-makingmodels to guide principals when they decide to remove students from the instructional program as a disciplinary action. One groupis looking at suspensions overall, and the other has as its focus the disproportionate suspension of students with disabilities. TheCorrective Action Plan focuses on revising procedures and practices to ensure that students with disabilities are afforded theirprocedural safeguards and rights when they are suspended from school.

The Corrective Action Plan focused on revising procedures and practices to ensure that students with disabilities are afforded theirprocedural safeguards and rights when they are suspended from school. The Office of Special Education and Student Services(OSESS) staff coordinated systemwide professional development, conducted extensive record reviews, and engaged in ongoing,

intensive monitoring to ensure that proper procedures were being followed. The OSESS development and implementation of asystemwide monitoring tool assisted in achieving the compliance required to be released from corrective action. A suspensionwork group led by the Office of School Performance culminated in two systemwide M-STAT meetings where overall suspensionswere reviewed and alternative practices to suspensions were generated. Following the M-STAT meetings, rates of suspensionsdecreased significantly, including the suspension of students with disabilities.

• Adequate Yearly Progress (AYP)—Strategies are being implemented to ensure that students with disabilities, as a subgroup, make

• Least Restrictive Environment (LRE)—More inclusive opportunities models are being supported through the expansion of preschool collaboration classes the provision of job-embedded professional development additional staffing for LRE at the



preschool collaboration classes, the provision of job-embedded professional development, additional staffing for LRE at thesecondary level, and the use of countywide itinerant LRE resource teachers.

• Professional Development—Professional development activities are being implemented that focus on co-teaching, differentiation,Universal Design for Learning, accessibility training, positive behavior interventions, test-taking strategies, and providingaccommodations. In addition, schools have been identified for intensive professional development to promote inclusion and

achievement of students with disabilities.• The Board of Education approved a six-year plan to phase out the secondary learning centers.

Continuum of Accelerated and Enriched Instruction

MCPS is committed to promoting rigorous performance standards and providing instructional programs that encourage all students toachieve at their highest level. A continuum of programs and services begins at pre-K through Grade 2, with an emphasis on talentdevelopment. At all levels, students may accelerate learning and participate in advanced-level course work at their local schools.Instruction is differentiated to provide all students, including students in traditionally underserved groups, appropriate pacing andlevels of support necessary for advanced-level learning. Students may also attend special programs such as centers for the highly

gifted, magnet programs, or specialized programs, based on student interest and talent.

Global Screening Project Team—Elimination of the long-standing disproportionate identification of African American and Hispanicstudents through the global screening process is a strategic initiative of MCPS. This multi-stakeholder project team will makerecommendations that should occur for all students prior to and as a result of the Global Screening process to address equity in accessto rigor; high expectations; successful completion of rigorous instructional programs; parent communication; and barriers toinstructional opportunities. is engaged in analyzing past and current global-screening practices and reviewing practices that will focuson documenting and providing above-grade-level instruction in order to prepare all students for advanced course work. A specificemphasis will include collecting school-level data to monitor the equitable provision of services for African American and Hispanicstudents.

Honors/Advanced Placement/International Baccalaureate and Advanced-level Courses

Success in rigorous course work throughout all grade levels remains the best preparation for continued individual success in thepostsecondary world of college and the workplace. MCPS remains committed to providing each student with the most rigorouseducational experience necessary to fulfill his or her academic interest and potential.

A major system initiative, incorporating the work of many MCPS offices and stakeholders, established the expectation that studentswill participate in a rigorous curriculum at all grade levels, in preparation for in participation in Honors, Advanced Placement, andInternational Baccalaureate and college-level course work in high school. Project A cross-functional M-Stat team teams are isworking to ensure students’ access to and successful experiences in rigorous courses. Immediate and long-range targets and goals have

been set for student participation and performance in rigorous course work systemwide.

Advancement Via Individual Determination (AVID)

AVID is a nationally known program designed to provide students who have traditionally been underserved with opportunities toparticipate in rigorous academic programs and provide support to ensure their success in these programs. The mission of AVID is toensure that all students, specifically our least served students, succeed in a rigorous college preparatory program and gain fullacceptance into four-year institutions. AVID is supported by the College Board and uses AP exams and the InternationalBaccalaureate (IB) Program as a standard for achievement. AVID is being piloted in Northwood, Kennedy, and Rockville highschools.

Business Partnerships and Training

MCPS business partners serve on advisory boards for each of the 11 MCPS career clusters, provide student internships andscholarships, and interact with students during events and mock interviews. Working with local industry or government professionals,students gain first-hand experience in a career of their choice. This combination of classroom and work site provides a dynamicorientation to the business world, career and postsecondary educational planning, and career preparation. At the annual professional-style conference students attend sessions of interest and interact with business partners

Ineligibility



During the 2007–2008 school year, a project team was created to review the issue of disproportionate ineligibility, particularly forAfrican American and Hispanic students and create targets to measure school and system performance. During the 2008–2009 schoolyear, an M-Stat team, with representatives from middle and high schools, developed the process for the application of the targets.This group determined that the targets would be applied using data on the percentage of students who are ineligible for three or fourmarking periods. During 2009–2010, school and system data will be reported on these targets. The M-Stat group will identify and

share best practices that have been found to lower ineligibility rates. (ELT-1/21/09 JS)

An extensive study of Grade 8 variables was conducted by the Office of Shared Accountability to provide schools with a tool topredict students’ likelihood of ineligibility for Grade 9. The Grade 8 variable found to be most predictive of ninth grade ineligibility isa marking period average (MPA) below 2.5. Based on these findings, each Grade 8 student’s MPA and the average MPA have beenincluded in the Instructional Management System (IMS) articulation files. Data on the success of interventions that result in decreasedineligibility of incoming Grade 9 students will be collected and analyzed. Targets are being developed to support the monitoring of individual school ineligibility for both middle and high schools.

Higher Education Partnerships for Students

Higher education partnerships increase college awareness, access and readiness, and ensure that MCPS graduates have the knowledgeand skills necessary for postsecondary success. MCPS has formed a Pre-K through 20 Council in partnership with MontgomeryCollege (MC) and the University System of Maryland. The Council is comprised of representatives from each of the threeinstitutions. The focus of the partnership involves developing seamless and systemic processes to ensure that all students—prekindergarten through graduate school—are prepared for college, careers, and beyond.

Targeted partnerships with MC Montgomery College (MC) offer college programs to all MCPS high school students at various highschool attainment levels. Through the College Institute program (CI), high-achieving high school seniors earn college credits on a highschool campus during the school day. Through the CI program, MC professors teach college courses to qualified juniors and/orseniors. Gaithersburg, John F. Kennedy, Seneca Valley, and Thomas S. Wootton high schools participate in the CI program. Early

Placement programs extend the existing high school curriculum, offering opportunities for college-ready high school seniors to earntransferable college credits. All qualified MCPS students have the opportunity to participate in MC’s early placement program bytaking college courses offered on the high school campus or at one of the three MC campuses. The MC partnership also providedClarksburg High School students with a “virtual” Early Placement program experience by allowing participating student to earncollege credit by accessing MC’s online course curriculum. The MCPS/MC The Gateway to College program offers an alternative tothe traditional high school program for youth at risk of dropping out of high school. Through a new partnership between theUniversities at Shady Grove (USG), MC, and MCPS, MC professors instruct College Institute students from Thomas S. Wootton HighSchool in the new state-of-the-art facility at USG. Dual Enrollment partnerships with the University of Maryland Baltimore County(UMBC), MC, and the University of Maryland College Park (UMCP) offer college courses to students at Wheaton, Walter Johnson,

Walt Whitman, and Northwood high schools. The University of Maryland partnership provides Clarksburg and Quince Orchard highschool students with a “Virtual Early College” experience. MCPS is developing higher education partnerships for middle schools andother high schools such as the National Labor College Scholars Program with Montgomery Blair High School. The National LaborCollege offers college courses to identified students on the campus of Thomas Edison High School of Technology.

Technology

Technology is An essential tool in supporting teaching and learning and operational effectiveness, Ttechnology solutions are focusingon facilitating “anywhere, anytime” access to timely information, instructional models and best practices, and professionaldevelopment offerings to meet the needs of a large and changing teaching force. Technology also is being used to evaluate theeffectiveness of staff development in changing behaviors and practices and developing professional capacity. Technology solutionssuch as myMCPS are being developed and implemented to save time for teachers and other staff members and provide data to targetand differentiate professional development. In MCPS, technology also is supportsing accountability by providing resources tools thatquickly help quickly diagnose both what a student knows and needs and facilitatesing timely access to useful information for thesupervision of staff and schools.

The MCPS strategic technology plan, Educational Technology for 21st Century Learning, describes the ways MCPS will address theh ll i h t i th idl h i fi ld f t h l d h h l t ill t th t h l l t d d f

Technology Data-driven Decision Making

Th N t G ti D t W h A hi t C t th t i t f MCPS i t i d W b b d it f



The Next Generation Data Warehouse Achievement Center that is part of myMCPS is a customized, Web-based suite of resources tools that organizes data from multiple sources to allow school and central office staff to monitor student performance and make data-driven decisions to improve teaching and learning. The system center provides enables ubiquitous access to system-, school-, class-and student-level data. The Next Generation Data Warehouse Achievement Center includes data on student formative and summativeassessments, marks, grade point average (GPA), ineligibility, schedules, enrollment, and more. Reporting is available for offered

based on both current and historical longitudinal student data enrollment and demographics.To support the successful implementation of myMCPS, the planned change management strategy will include comprehensivecommunication, professional development, and support that will facilitate job-embedded authentic participation with the myMCPS

portal. Staff will participate in professional development on how to use the Next Generation Data Warehouse and, more importantly,how to use data for improving teaching and learning. Best practices to analyze assessment data will be shared with administrators,teachers, and other staff members. The implementation will be monitored for effective use of the technology solution tool itself andfor changes to instructional practices.

GOAL 3: Strengthen Productive



g

Partnerships for Education

Board of Education Academic Priority:

• Strengthen family-school relationships and continue to expand civic, business, and community partnerships that support improved

student achievement

The Board of Education is responsible for enhancing two-way communication between the Board and diverse segments of the

community and promoting greater public engagement between the Board and its stakeholders. Montgomery County Public Schools

will implement the guidelines established in the Bridge to Excellence in Public Schools Act and relevant policies and regulations on

parent, student, and community involvement: Policy ABC and Regulation ABC-RA, Parental Involvement, Policy ABA, and

Regulation ABA-RA Community Involvement, Policy BMA, Board of Education Advisory Committees, Regulation CEA-RA,

Establishing Systemwide Committees, Regulation CEB-RA, Role and Membership of the Council on Instruction, Policy JFA andRegulation JFA-RA, Student Rights and Responsibilities, and Policy AEB, Strategic Planning for Continuous Improvement.


• The district and local schools communicate with

parents regularly about MCPS’ educational program

and students’ academic progress.

o Parent Satisfaction Survey biannual results

o Attendance at and evaluation of systemwide parent

workshops and meetings

o Results from feedback cards and online surveys

o Edline activation

• The district has processes in place for stakeholder

input in systemwide policy development, strategic

planning, budget development, and implementation

of district initiatives.

o Participation in Board of Education and systemwide

meetings, hearings, and community forums

o Representation on Board of Education and systemwide

work groups and advisory committees

o Results from feedback cards and online surveys

• All schools are welcoming to our diverse student andparent communities and provide varied opportunities

for engaging parents as partners.

o Parent and Student Satisfaction Survey biannual results

o Parent participation on School Improvement Teams

o Volunteer data

• The district and local schools collaborate with county

agencies and parent, student, civic, business, and

community organizations to support student success.

o District and local school partnership data




Strengthen Productive

Partnerships for Education

MCPS is committed to supporting a strong and active parent community and ensuring that family engagement efforts reflect thecultural and linguistic diversity of local school communities. The school system strives to foster broad-based community involvementby constituents with a vested interest in the education of children. The Board of Education meets regularly with parent, student,community, business, and civic groups. In order to strengthen productive partnerships for education, the school system must employeffective two-way communication in a variety of languages using multiple forms of media and person-to-person interaction at alllevels. The district and local schools strive to create environments where students, parents, and community members feel welcome andrespected and where their ideas and perspectives are valued in decision-making processes.

Building School Capacity

To build the capacity of schools in the area of family engagement, parent outreach staff from the Department of Family andCommunity Partnerships and the Division of Title I Programs model strategies and techniques that enhance school-based familyoutreach efforts. Strategies include home visits, school improvement focus groups, and creative multilingual family outreachpractices. School-based staff learn best practices in family engagement through the Professional Learning Communities Institute(PLCI) and regular updates in The Bulletin. In addition to PLCI, administrators receive information and training through ongoingprofessional development provided by the Office of Organizational Development, M-STAT, Administrative and Supervisorymeetings, as well as the MCPS Principal’s Toolkit, a compilation of best practices from MCPS schools, practical strategies for makingschools welcoming to all parents, and tips for effectively involving parents on School Improvement Teams. The toolkit also includes

presentation plans for parent workshops, materials and resources on a variety of topics, a bibliography, and links to family engagementresources on the Web.

Parent Academy

The purpose of the Parent Academy is to empower parents as advocates and effective partners in their children’s education. Parentshave the opportunity to attend free workshops in different languages during the school year in locations throughout the county. Thesessions have been developed after extensive parental input and are designed to help parents understand the school system and how toaccess system and community resources. Evaluation and feedback results are used to refine presentations and materials. Workshopsalso provide strategies for parents in advocating for their children and becoming involved in their local schools and at the district level.

The Parent Academy is a collaboration among parent organizations, county agencies, and business and community organizations.

Parent Outreach Staff Training Program

Central office and school-based parent outreach staff work with parents on a daily basis and provide them with key information aboutthe school system and strategies for helping their children succeed. It is important that these parent outreach staff members have themost current and accurate information about academic programs, graduation requirements, and school and community resources. Acomprehensive training program for parent outreach staff will be implemented throughout the year and staff will receive multimediamaterials (including copies of the MCPS-produced program Our Schools Today) in different languages. These materials can be usedby outreach staff in their daily work and in meetings and workshops to ensure that all parents receive correct and consistent

information.

Navigating the System Parent Guide to Montgomery County Public Schools

Navigating the System, a Parent Guide to Montgomery County Public Schools developed in 2003, will be revised and a new and acompanion DVD in six languages will be produced based on feedback from parents throughout the school system. The parent section of the MCPS website also will be updated to complement the publication and to make it easier for parents to find information on the Web.

Ask MCPS

Several Ask MCPS events for families held in locations throughout the county to share information and resources with parents about



Several Ask MCPS events for families held in locations throughout the county to share information and resources with parents aboutthe school system and to support learning at home. These events will be held in the mornings, evenings, and on the weekends at malls,public libraries, schools, and other community locations. Drop-In Coffees are held throughout the year to provide parents theopportunity to stop by and have their questions answered and connect with school and community resources. Parents and communitymembers also can have their questions in English and Spanish answered by calling the Ask MCPS Call Center weekdays from 7:30

a.m. to 5:30 p.m. or by sending an e-mail to [email protected] The annual Back-to-School Fair, held on the Saturday before the first day of school, is open to all students and their families. Thislarge-scale, Ask MCPS event provides families with a one-stop opportunity to learn about the school system, get questions answered,pick up free school supplies, and enjoy live entertainment and family fun activities. The fair is a systemwide event with collaborativesupport from county government agencies, non-profit organizations and donations from businesses.

Parent Advisory Council

A Parent Advisory Council to the Office of Communications and Family Outreach will advises the school system on ways to improvetwo-way communication and parent engagement efforts and also provides feedback on materials developed by MCPS to ensure that

they are “parent-friendly” and written clearly. Parent organizations will be are represented on the advisory council as well as parentsserving in an individual capacity who reflect the diversity of our student population. The Parent Advisory Council developed andconducted training on parent advocacy through the Parent Academy and will continue to create resources and materials for thedevelopment of a parent advocacy curriculum.

Communication about Grades

All secondary schools use Edline, which allows parents and students to review grades regularly on a password-protected website.Student grades are published to Edline automatically on a nightly basis, Sunday through Thursday. Teachers have the option to post

class materials, assignments, due dates, course expectations, and Web links for their classes. Central services staff will supportsschools in their efforts to ensure that all parents activate their Edline accounts and use them regularly.

Parents of high school students receive a report that lets them monitor their children’s progress toward fulfilling graduationrequirements. The Student Grades and Graduation Credit Report accompanies the first and third marking period report cards andincludes course grades, the number of credits earned and the number needed to graduate, the status of High School Assessments, andthe number of service-learning hours earned and needed to graduate.

Translation Management System Language Assistance Services

The district and local schools have dramatically increased the number of translated materials made available to parents and the demand

continues to grow exponentially. and interpretation services for individual and group meetings. During the 2008–2009 -2010 schoolyear, the school system will use a move to Web-based translation management systems that will speed up the translation process andprovide for more accurate translations. to more effectively and efficiently provide translation and interpretation services for schools andfamilies.

Principal’s Toolkit

To assist schools with communication and parent engagement efforts, a Principal’s Toolkit was developed for the 2007–2008 schoolyear. It is a compilation of best practices from MCPS schools, sample letters and flyers in different languages, and practical strategiesfor making schools welcoming to all parents. There also are tips for effectively involving parents on School Improvement Teams.

Student Emerging Leaders Program

In collaboration with the Montgomery County Business Roundtable for Education, MCPS provides an opportunity for more than 100MCPS juniors to participate in the Congressional Black Caucus and Congressional Hispanic Caucus Annual Legislative Conference.Students also complete and present a project on a topic discussed by legislators and meet with their local congressionalrepresentatives.

Conquista Tus Sueños (Realize Your Dreams)



This program conducted in Spanish is designed to empower Latino parents by teaching them strategies to improve communication,strengthen family relationships, understand the school system, and advocate for their children’s school success. Staff in theDepartment of Family and Community Partnerships conduct the six-week program in collaboration with the local school.

Partners for Success

The Department of Family and Community Partnerships collaborates with the Office of Special Education and Student Services tocoordinate family support services for students with disabilities as part of an IDEA State Discretionary Outreach grant. Parentoutreach staff work with parents and school staff to promote and encourage parents as full partners in the special education process byproviding resources and information; facilitating workshops for parents to support learning at home and parent advocacy; providingparents support at EMT, IEP and other school meetings; and connecting families to community resources.

Individual Family Support

Parent outreach staff offers parents support in advocating for their child and working with school staff to resolve issues that affect

student achievement. Parents are provided support from staff in the Department of Family and Community Partnerships, Division of ESOL/Bilingual Programs, Department of Student Services, and the Division of Early Childhood Programs and Services. Parentsreceive help with understanding the instructional program, the special education process, and support at a conference or schoolmeeting to discuss issues affecting their child.

The Board of Education Ombudsman is also available to assist parents, residents, and students who have issues, complaints,information or suggestions. The Ombudsman is considered an independent or neutral party who seeks to resolve school-relatedproblems as quickly and efficiently as possible, especially for those for which a formal resolution process does not exist. Although theOmbudsman is available to answer questions regarding formal appeals, the Ombudsman does not generally intervene in such cases.

GOAL 4: Create a Positive Work Environment in a Self-renewing Organization





• Foster and sustain systems that support and improve employee effectiveness, in partnership with MCPS employee organizations

MCPS will implement the guidelines established in the Bridge to Excellence in Public Schools Act. Data will be disaggregated by

race, ethnicity, gender, disability status, English proficiency, and economically disadvantaged status.


• All employees will be provided with high-quality

professional development opportunities to promote

individual and organizational effectiveness.

o Teacher Professional Growth System data

o Administrative and Supervisory Professional Growth

System data

o Supporting Services Professional Growth System data

o Staff who receive high-quality professional

development

• Systems are in place to recruit, support, and retain highly

qualified and diverse professional and support personnel.

o Diversity in workforce

o Highly qualified teachers

o Highly qualified paraeducators Paraeducators with

degrees

• All offices and departments have strategic plans that are

aligned with Our Call to Action: Pursuit of Excellence

o Office and department strategic plans

• All schools develop school improvement plans that address

the needs of all No Child Left Behind subgroups using the

Baldrige-guided School Improvement Planning Process.

o School improvement plans

• The work environment promotes employee well-being,

satisfaction, and positive morale.

o Staff survey data on school environment

o Staff survey data on office environment

• MCPS recognizes staff efforts and achievement in pursuit

of system goals and related priorities.

o Employee recognition data




Creating a Positive Work Environment

in a Self-renewing Organization

Leading for Equity

Montgomery County Public Schools is committed to improving academic achievement for all students while simultaneouslyeliminating the achievement gap by race. MCPS aspires to be a school system where student achievement is no longer predictable byrace. In order to achieve this mission, MCPS is committed to building the capacity of all staff to promote equity for all students.

MCPS works to build the capacity of school and office leaders by providing ongoing professional development for principals andcentral office directors. Since 2005, bimonthly Superintendent’s Administrative and Supervisory (A&S) meetings have been focusedon issues surrounding race and its impact on teaching and learning and the work environment. In addition, the Office of

Organizational Development (OOD) has devoted monthly staff meetings to equity training for the past four years. As a result, all OODstaff members, including consulting teachers, staff development specialists, consulting principals, professional growth consultants,staff development content specialists, technology consultants, and Studying Skillful Teaching staff, have received extensive training inleading courageous conversations about race.

In 2009–2010, MCPS will continue to develop and define a systemic framework for promoting equity and addressing race, includingclear expectations for implementation, explanations of available supports, and guidelines for monitoring progress.

Professional Growth Systems for Teachers, Administrators, and Support Professionals

Professional Growth System for Teachers

Montgomery County Public Schools collaborated with employee organizations to transform schools into professional learningcommunities through the implementation of a professional growth system (PGS) for teachers. Through the Teacher PGS, MCPSprovides an environment in which teachers are afforded time, support, and opportunities for continuous growth and improvement.

The central components of the PGS for teachers are as follows:

• A common language and framework for teaching gained through the courses Studying Skillful Teaching and Observing andAnalyzing Teaching.

• A standards-based evaluation plan for teachers that provides feedback, holistic rating, and an analysis of student results. This plan

is based on the six performance standards based on the National Board for Professional Teaching Standards.• A focus on continuous improvement of professional skills through job-embedded professional development supported by a staff

development teacher in each school.

• A continuous examination of and reflection on personal professional growth through individual professional development plans.

• A Peer Assistance and Review (PAR) program, including a PAR panel and consulting teacher support for teachers new to teachingand for experienced teachers performing below standard.

• Staff development time provided by substitute teachers to support job-embedded professional development.

The PAR program provides support and guidance to teachers to ensure that they meet standards of performance. Intensive,individualized instructional assistance is provided for all novice teachers and those experienced teachers who are judged to be “belowstandard” in their evaluation. The support is provided by a cadre of consulting teachers, selected for their teaching skill and theirability to work well as change agents with other teachers. The PAR panel—composed of eight teachers and eight principals—governsthe PAR program. The PAR panel selects the consulting teachers, oversees the support provided to classroom teachers, and makes therecommendations regarding employment status for those served by the program.

A review Peer Assistance and Review (PAR) panel of community superintendents and principals oversees this peer assistance. If, afterintensive support, a client is not meeting the leadership standards, the review PAR panel makes a recommendation to thesuperintendent regarding possible reassignment or dismissal. A review PAR panels for assistant principals, assistant school



supe te de t ega d g poss b e eass g e t o d s ssa . ev ew pa e s o ass sta t p c pa s, ass sta t sc ooadministrators, and school-based coordinators and a review PAR panel for central services administrators and supervisors also havebeen implemented. An initiative is under way to provide enhanced professional development for central services administrators, with afocus on the skills of leadership, supervision, and management.

Professional Growth System for Supporting ServicesThe Supporting Services Professional Growth System (SSPGS) is based on the premise that an effective learning community forstudents and adults requires highly skilled supporting services staff working to support the achievement of all students. TheSupporting Services Professional Growth System is a collaborative process that promotes workforce excellence by applying a corecompetency model in order to encourage personal and systemic growth in performance through continuous improvement. The centralcomponents of the system include the following:

• Core competencies for job families.

• A competency-based evaluation plan for all supporting services staff.

• A focus on training and development programs aligned with designed around the competencies.

• A Peer Assistance and Review program for supporting services staff not meeting competency.

• Career pathways opportunities.

These components are built on seven core competencies—commitment to students, knowledge of the job, professionalism,interpersonal skills, communication, organization, and problem solving.

The Supporting Services Training and Development program provides professional development experiences for supporting servicesstaff, based on the seven core competencies. The Supporting Services Training and Development program contributes to the successof all children by providing high-quality training and development opportunities to ensure that all supporting services staff are able toachieve excellence in their roles within the system.

The Supporting Services Mentoring Program has been established to provide additional support to supporting services staff members.The program provides mentors to both new employees and existing staff to help them excel in their role, direct them to training andon-the-job work experiences, and prepare them for career development opportunities. This program began is scheduled to begin July1, 2008, with an initial cadre of 35 mentors comprising both support professionals and administrators and supervisors.

The Career Lattice for Teachers

The Career Lattice has been developed to expand professional opportunities for teachers’ career planning. A multi-stakeholder team

designed a process that recognizes outstanding teaching and compensates teachers for taking on more responsibility to increase studentachievement and eliminate the achievement gap. The Career Lattice framework includes definitions of leadership responsibilities;processes for application, identification, and evaluation of teacher leaders; and a compensation structure that is aligned with leadershipresponsibilities.

During the 2007–2008 school year, the Career Lattice joint panel worked on developing the lead teacher application and selectionprocess, including planning for the transition of teachers currently in identified roles. In addition, the panel is continuing to identifythe process for applying for project-based leadership opportunities. The application process will be is being used in the spring of 2008–2009 to fill some of the current leadership vacancies with lead teachers for the 2009–2010 school year. Several aspects of theCareer Lattice will be implemented in the 2009–2010 school year.

Equity Training and Development

Dramatic changes in the school system’s demographics and persistent disparities in student achievement-based on race/ethnicity,socioeconomic status, disability, and language, require changes in educational practices. The Equity Training and Development Teamworks with schools and offices to recognize institutional barriers to student success and to replace them with equitable practices thatwill eliminate disparities in achievement. In order to build the capacity of staff members to effectively address the educational needs

Professional Learning Communities Institute

The Professional Learning Communities Institute (PLCI) is an innovative MCPS initiative designed to build the capacity of school leadershipt i l t d l t d iddl h l b idi th ith i f i l d l t d t Th i i f th



teams in selected elementary and middle schools by providing them with ongoing professional development and support. The mission of thePLCI is to help leadership teams improve student achievement and eliminate the achievement gap in schools by establishing a professionallearning community (PLC). Schools work to develop a PLC characterized by a focus on student learning, high-performing collaborativeteams, effective use of student data, targeted interventions, effective parent outreach, and a commitment to continuous improvement.

In PLCI-structured professional development sessions, case studies of effective organizations, including three MCPS elementary schools(Broad Acres, Ronald McNair, and Viers Mill), are discussed as a springboard to engage school teams in reflection and self-assessment.Teams study the beliefs, practices, strategies, processes, and tools that these effective organizations used to increase and sustain studentachievement, while simultaneously eliminating the achievement gap between groups of students. Teams use the knowledge gained from thecase study reviews and discussions to refine and align their own school improvement plans. In 2009-2010, a total of 20 schools willparticipate in PLCI, including 10 middle schools and 10 elementary schools. In 2008–2009, a total of 25 schools participated will participatein PLCI, including 15 middle schools and 10 elementary schools.

School Leadership Teams Institute

The School Leadership Teams Institute offers school leadership teams the opportunity to participate in high-quality professionaldevelopment on effective team collaboration and empowerment. Each workshop is designed so that leadership teams have time toapply the new strategies, skills, and processes to their specific, real-time needs and interests. Institute workshops build the capacity of the leadership team, and thereby contribute to improved school performance and student achievement. These workshops include thefollowing:

• Shared Leadership: A Team Examination of Collaboration and Empowerment

• Effective School Leadership Teams

• Facilitation of Effective Meetings

• Skillful Team Collaboration

National Board Certification

The Office of Organizational Development (OOD) created the National Board Certification and Development Program as a way torecruit more teachers for this rigorous professional growth endeavor and to provide ongoing support and development for teachers, toshow that they meet the high, rigorous standards of the National Board for Professional Teaching Standards (NBPTS). This programenhances the professional analysis, reflection, and professional development of the candidate, as well as increases the likelihood thatcandidates achieve certification during a three-year cycle. National Board instructional specialists concentrate efforts on recruitmentand support of teachers in high-needs schools, with a focus on how their daily practice impacts student learning. They partner with the

NBPTS with their efforts in Direct Recruitment Efforts for Attracting Minorities and the Targeted High Need Initiative. An OODNational Board instructional specialist coordinates support such as peer coaching using the NBPTS Take One as professionaldevelopment training to improve teaching and learning and recruitment/information sessions.

Professional Development Online

Professional Development Online (PDO) is a Web-based system for maintaining, tracking, monitoring, and reporting professionaldevelopment information for all MCPS staff. All MCPS staff members have access to PDO through a secure login code. PDOempowers staff with information and tools to manage their own professional growth. Through the use of PDO, principals, teachers,support professionals, and central office staff can review professional development opportunities, register for workshops and classes,

and keep track of the training they have received. MCPS will continue the development of PDO to meet the needs of staff and supportsystem goals.

Employee Organization Partnerships

MCPS has been working with employee organizations—the Montgomery County Education Association, SEIU Local 500, and theMontgomery County Association of Administrative and Supervisory Personnel—to create new organizational structures and processes

Higher Education Partnerships

The Higher Education Partnership Program is a learning community that fosters collaboration between institutions of higher education and

MCPS to develop staff in critical need areas MCPS works with local colleges and universities to expand the teacher and administrator



MCPS to develop staff in critical need areas. MCPS works with local colleges and universities to expand the teacher and administratorcandidate pools to include applicants representing critical fields and diversity. The Higher Education Partnership Program providespartnerships in teacher preparation, career enhancement, teacher and leadership development, and instruction. The teacher preparationprograms are designed for candidates who are interested in pursuing a teaching degree and/or teacher certification. The career

enhancement programs are for MCPS professional staff members who are interested in pursuing a master’s degree in reading, middleschool mathematics, library media science, or instructional technology. The leadership development programs are designed for MCPSstaff members who are interested in pursuing a master’s degree or certification in administration and supervision or a doctoral degreein educational leadership and policy. Many of these programs provide financial incentives to attain teacher certification. ExtensiveMCPS field experiences, supplemental training, and increased supervisory support by universities and MCPS coaches arecharacteristic of all programs.

Recruiting and Retaining Highly Qualified Staff

MCPS has implemented a plan to recruit and retain highly qualified professional teachers and support personnel paraeducators to

meet the No Child Left Behind (NCLB) highly qualified (HQ) requirements for highly qualified teachers and paraeducators. TheOffice of Human Resources (OHR) developed strategies to support increasing the percentage of core academic subject (CAS) classestaught by highly qualified teachers. OHR staff continues to review records of any teachers who is are teaching a core academicsubject(s), as well as any new employees, in relation to the CAS courses they are teaching and the credentials they hold. MCPSaggressively recruits paraeducators who meet federal NCLB guidelines. MCPS continues to ensure that all paraeducators in Title Ischools are HQ; however; all MCPS paraeducators are encouraged to meet HQ standards. As the highly qualified status of teachersand paraeducators is determined, OHR staff is maintaining this information in the Human Resources Information System. Principalsuse this information to ensure that a highly qualified teacher is teaching core academic subjects. OHR also provides this information toindividual teachers through the Professional Development Online (PDO) system, where teachers can access details on theircertification with validity dates, certification areas, and HQ status. OHR’s reports for principals are updated weekly with the

certification and highly qualified status of each teacher.

Recruiting and Retaining a Diverse Workforce

MCPS is committed to a diverse workforce and actively recruits minority candidates. OHR staff recruits at job fairs and job expos that

target minority populations, including Historically Black Colleges and Universities. Advertising efforts focus on attracting Asian,

Hispanic, and African American candidates though publications that market a diverse workforce. In collaboration with schools and

MCPS offices, OHR staff encourages minority MCPS students to consider teaching as a career. The Office of Human Resources

Subcommittee of the Latino Education Coalition’s Gaithersburg High School Cluster “Grow Your Own” Teacher Project for K–12

specifically encourages recruitment of Latino students. “Grow Your Own” recruitment efforts include working to attract diverse

candidates into the teaching profession and providing pathways for current supporting services employees to earn teacher certification

though OHR university partnerships with Johns Hopkins University, The George Washington University, Montgomery College, and

the University of Maryland

Technology Enhancements in the Office of Human Resources

The Office of Human Resources (OHR) and the Office of Chief Technology Office (OCTO) are working to provide a newapplicant tracking system (ATS) to more effectively assess, acquire, and align the MCPS workforce. The new system aims to

improve in the quality of the hiring process leading to more efficient hiring and an increase in workforce productivity. Bycombining best practices, technology and content, the ATS will empower human resources staff and hiring managers to attracttalented applicants and employees, and assign the right people to the right job at the right time to enhance organizationalperformance. The interactivity of the Web-based system will increase collaboration among all stakeholders in the hiring processby including hiring managers, staffers, recruiters, management, employees and candidates. It will provide consistent processesthroughout the organization which will increase workforce effectiveness.

Asian and Hispanic Leadership Development

The Asian and Hispanic Leadership Development Project team, one of the Office of the Deputy Superintendent’s strategic initiatives



p p p j p y p gcross-functional project teams, is charged with increasing workforce diversity and developing a system of support for MontgomeryCounty Public Schools (MCPS) Asian and Hispanic staff members.

Representatives from several MCPS offices and the employee unions shared information with attendees on job qualifications, careeropportunities, and best practices for career advancement at its first Career Advancement Information and Networking OpportunitySession on Wednesday, May 6, 2009.

Nearly 200 school-based and central services staff members participated in the event. Participant response to the event wasoverwhelming with 100 percent of attendees indicating that the informal format and networking opportunities met their expectationsand requesting this become an annual event.

Baldrige Education Criteria for Performance Excellence

MCPS has adopted the Baldrige Education Criteria for Performance Excellence as the model for continuous improvement for alloffices and schools. Leadership teams from all schools have been trained in the Baldrige-guided School Improvement process.

Baldrige-guided School Improvement ProcessThe school improvement process has been designed to reflect the components of the

Baldrige Education Criteria for Performance Excellence. The goal of this initiative is to identify the elements of school improvement and

organizational development that must be supported in every school in order to promote high levels of student achievement. Schools are

expected to implement the school improvement planning model using the Performance Targets—2006–2010, and the Baldrige categories. In

order for this revised school improvement process to be successful, the entire staff and representatives from all stakeholder groups must be

engaged in the process. The progress on school improvement plan goals will be evaluated regularly with all stakeholders.

Organizational Culture of Respect

The Board of Education and senior leadership, including the three employee unions, chief operating officer, the deputy superintendent of

schools, and the chief school performance officer, met on a regular basis and adopted an agreement that is aimed at creating an

organizational culture of respect in MCPS to ensure success for every student. This compact represents a description of the culture the

parties believe should exist throughout MCPS. The parties are committed to making this culture a reality by building strong relationships

and working together collaboratively. It requires the partners to act with self-control and to show concern for others at all times. Staff will

model how they expect all members of the community to interact. The compact reflects the values and the behaviors that are expected of all individuals in interactions with students, fellow staff, parents, and others who are involved in the school system. The culture of respect

is built upon the premise that all employees contribute to a successful learning environment. The tenets of this document are utilized

throughout the system.

GOAL 5: Provide High-quality Business Services that are Essential to the Educational Success of Students



Board of Education Academic Priorities:


• Foster and sustain systems that support and improve employee effectiveness in partnership with MCPS employee organizations

MCPS will provide the highest-quality products, resources, and business services that are essential to the educational success of

students through staff committed to excellence and continuous improvement.


• All business services will meet or exceed customers’

needs, requirements, and reasonable expectations.

o Customer Results

• Systems are in place to recruit, support, and retain highly

qualified effective business services personnel.

o Human Resources Results

• All business functions plan, develop, secure, and

effectively manage fiscal resources in compliance with

internal and external accountability requirements to

support the education of students.

o Financial Results

• All business functions effectively and efficiently deliver

the highest-quality products, resources, and business

services essential to the educational success of students

o Organizational Results




Provide High-quality Business Services that are Essential to the Educational Success of Students

PROCESS DESIGN /IMPROVEMENTS PROCESS CHART

Successfully managing and operating a school system of 200 schools, over 139,000 students, and more than20,000 employees requires a comprehensive infrastructure of supporting business services. These services areprovided by employees who work behind the scenes to ensure that teachers, students, and principals have the

resources, materials, services, and facilities they need for successful instruction.Family of Measures The business and financial operations of the school system are utilizing the Baldrige National QualityProgram criteria to focus on business results to effectively measure and manage organizationalperformance. A family of measures currently encompasses four major categories of business results—Customer Results, Financial Results, Human Resource Results, and Organizational Results. Takentogether, these diverse performance measurements help to drive business decisions, process improvements,and other organizational initiatives that make MCPS business and financial operations more productive,efficient, and effective in meeting customer needs and expectations.

Customer Results

The Baldrige criteria suggest that the quality of products or services provided by an organization should bedriven or dictated by the customer. The business and financial operations are focused on satisfying theircustomers—students, teachers, administrators, parents, and staff—and have developed surveys andfeedback systems designed to measure and gather data on customer satisfaction, and to develop strategiesto satisfy customer needs.

Department of Transportation Customer Delight

Customer Delight is the motto of the Department of Transportation (DOT). The Customer Delight programhas focused for several years on improving service and interacting with a broad customer base by raising

expectations improving interactions with internal and external customers. In 2007–2008, the departmentinitiated a new element of Customer Delight. In an effort to anticipate customer needs, be proactive in theirwork habits, and manage with future outcomes in mind, DOT has adopted a Delight thru Foresightapproach to various aspects of business operations. This includes anticipating outcomes of actions by staff,anticipating customer needs, and being proactive in approaching issues and solving problems. In 2008–2009, the DOT initiated an Expedite for Delight element of the plan. This element focuses on thecustomers’ need for timely service and responses to inquiries.

Use of Focus Groups to Determine Customer Requirements

The Department of Materials Management and the Division of Food and Nutrition Services haveestablished the Customer Feedback Focus Group program to provide a forum for school staff and parents togive opinions on products, services, and best practices. Customer focus groups are designed to continuallylisten and learn, with the aim of offering relevant products and services, understanding emerging customerrequirements and expectations, and keeping pace with educational changes and ways of doing business.Causes of complaints are determined by using root cause analysis to effectively improve products and



Use of Web-based Satisfaction Survey

Through the use of a Web-based survey system, Tthe Department of Facilities Management (DFM) requests that all principals rate DFM services and provide feedback on facility issues. has identified Asschool principals are the primary representative of the school, they are well positioned to rate DFM servicesand provide valuable customer feedback as its primary customer for many DFM services, and all principalsare solicited for their feedback. Through the use of a Web-based survey system, . Survey responses, andstatistical results statistical results, and comments can be are compiled and analyzed by directors,managers, and supervisors within a week of the completion of the survey. This survey process has providedeach principal with a means to regularly communicate with DFM managers, who review the feedback forpatterns, trends, and follow-up issues.

Help Desk The Help Desk provides a single point of contact for the MCPS information technology users. This criticalunit provides timely, first-line information that supports staff access to needed information technologysystems as they implement MCPS initiatives. The Unicenter Service Desk (USD) call-tracking systemenables Help Desk specialists and MCPS staff to report and monitor requests for service and support. TheHelp Desk continuously examines its practices to improve customer service. New initiatives include amajor upgrade to the service-tracking application that incorporates industry management methodology bestpractices; the expansion of the knowledge tools component of the system; the integration of self-serviceoptions; and the redesign of the Help Desk website.

The Department of Management, Budget, and Planning (DMBP)

DMPB DMBP has worked to improve customer service by enhancing the understandability and transparencyof budget documents. For the FY 2009 2010 Recommended Operating Budget, DMBP issued (for the firsttime) a Budget in Brief Summary document that combined previous documents on budget changes in a user-friendly, concise publication. This document has met with approval from parents and other stakeholders. DMBP increased the availability of budget documents on the MCPS website, including the ability to answercitizen questions through the website.

DMBP also worked with staff from the Board of Education to change the approach to Board budget work

sessions to focus on the Board’s academic priorities. This increased public interest and understanding of theBoard’s budget decisions by demonstrating the alignment of the operating budget with Board and publicpriorities.

Focus on School Meals

School breakfast and lunch meals must meet the nutritional requirements established by the United StatesDepartment of Agriculture. There are nutrition standards in place for all foods and beverages sold to studentsduring the instructional day. The Division of Food and Nutrition Services (DFNS) is continually revising thestudent menu to meet student needs and expectations and to provide them with a well-balanced, nutritious

meal at an affordable price. DFNS has changed the format of the elementary school menu to provide moreinformation to parents and adults on the school meal program as well as general nutrition and food safety. Themenu is published in English and Spanish every other month and goes home with every elementary schoolstudent. A customer feedback area is included so that parents can send in their comments. Those that givecontact information are personally contacted by a member of the supervisory staff to receive direct commentsand information. Also, DFNS staff has taught two sessions on nutrition and wellness for the newly created



Financial Results

Purchasing Card ProgramThe MCPS Purchasing Card Program was established to streamline the process for making low-dollarpurchases that are necessary for MCPS operations. It was designed to save MCPS time and money. It helpsschools and offices obtain small-dollar items in a more efficient and cost-effective manner. Switching froma paper purchase order process to a purchasing card transaction reduces the per-transaction cost by 80percent. In addition to streamlining procurement, it also provides an avenue for schools to make emergencypurchases in case the county experiences a pandemic or national emergency and an immediate need mustbe met.

Cooperative Purchasing

The cooperative purchasing program was established to provide an avenue for reducing costs througheconomies of scale created by volume buying. MCPS is currently working with the Metropolitan WashingtonCouncil of Governments, the Baltimore Regional Cooperative Purchasing Committee, and the InteragencyProcurement Coordinating Committee in Montgomery County to promote efficient and effective practicesacross agencies and departments. This collaboration has reduced costs in the purchasing of office paper,electricity, and natural gas and has provided sources of supply for critical alternative fuel items such asbiodiesel. In addition, these relationships provide MCPS staff with training opportunities in the areas of contracting, negotiations, insurance, and other specialized procurement functions. Working with ourpurchasing committees, we continue to reach out to minority, female, and disabled vendors to ensure that

procurement opportunities are equitably distributed.

Partnerships with Parent Teacher Association (PTA) and Employee Unions

MCPS implemented partnerships with each of the employee unions and the Montgomery County Councilof PTAs to develop the Recommended Operating Budget. The unions and PTA leaders weare involved inevery stage of the development of the budget. Their participation has resulted in adoption of significantbudget initiatives, including an increase in the number of elementary school assistant principals, parentcommunity coordinators, and elementary and ESOL school counselors. improved understanding of how tomake needed budget reductions while minimizing the harmful impact on the classroom.

Human Resource Results

The quality of an organization’s products and services hinges significantly on the quality, attitude,performance, and job satisfaction of its workforce. Performance measures are being developed andimplemented to monitor employee attendance, training, development, and satisfaction. The SupportingServices Professional Growth System (SSPGS) will be is a key tool in developing an ever-improving andmore effective workforce. Human Capital Management

In partnership with the Office of Human Resources and the Employee and Retirement Services Center, theOffice of the Chief Technology Officer is leading the development and deployment of state-of-the-arttechnologies to strengthen the district’s human capital and talent management programs. Theimplementation of the e-Recruitment and custom-designed Human Resources Online systems streamlineand accelerate the hiring process and efficiently manage staff support and retention processes. Leveragingthe increased efficiencies of these systems, principals and nonschool-based hiring managers will be able to



MCPS Apprenticeship Program

MCPS, in partnership with SEIU Local 500, has engaged in an apprenticeship program to develop

mechanical systems technicians with skills to support the work of the Division of Maintenance. The MCPSApprenticeship Program will provide the opportunity to develop employees in certain skilled trades so theycan be ready to fill vacancies as they become available.

Department of Transportation Supervisory Model

The Department of Transportation (DOT) worked in consultation with stakeholders (including employeeorganization leadership) to establish a new supervisory position which, when fully implemented, will improvethe ratio of supervisors to employees from 1:80 to 1:20. Extensive training, modeled after that provided to theprofessional growth consultants, is being provided to all new managers. A multi-year phase in plan was

initiated in 2005–2006 and is two thirds completed. These improvements support SSPGS goals and DOT’sCustomer Delight program by increasing communication with schools and providing employees with betteraccess to supervisors. Extremely positive feedback has been expressed by employees and customers wherethe plan has been implemented.

The Department of Transportation (DOT) worked in consultation with stakeholders (including employeeorganization leadership) to establish a new supervisory position which, when implemented, will improve theratio of supervisors to employees from 1:80 to 1:20. Extensive training, modeled after that provided to theprofessional growth consultants, is being provided to all new managers. This improvement will supportSSPGS goals and DOT’s Customer Delight program by increasing communication with schools and

providing employees with better access to supervisors.

Team Building and Effective Communication

Focus! on Connections: Building Positive Work Relationships is a program started by the Division of Foodand Nutrition Services to address the An ongoing priority of the Division of Food and Nurtrition Servicesis fostering need for team building, effective communications, and improving interpersonal skills among avery diverse workforce. Data points include human resource results (retention, turnover, satisfaction, andabsenteeism) and organizational results (productivity). The division his initiative provides dailycommunications to the school-based managers, professional development for supporting services staff, and

diversity training and development, and recruitment and retention of highly qualified staff .

Leadership Development

In FY 2003, the Division of Maintenance developed and implemented a 12-hour leadership training

program for incumbent supervisors and managers. An advanced course was added in 2007. The basic

course provides entry-level instruction in leadership principles, team building, organizational management,

and career development. The advanced course is designed to highlight key leadership issues and enhance

leaders’ thinking, planning, and management skills. During FY 2009, this course will be modified for the

Department of Transportation and implemented to develop current and future leaders in this department.

Leadership Development

In FY 2003, the Division of Maintenance developed and implemented a 12-hour leadership trainingprogram for incumbent supervisors and managers. The basic course, taught annually, provides entry-levelinstruction in leadership principles team building organizational management and career development for

and evaluate the efficiency and effectiveness of business operations unique to its part of the organization.



y p q p gMeasures may examine such things as responsiveness to customer requests for support, efficiencies withwhich customer orders are processed or delivered, or the effective use of available time by employees.

To analyze and improve processes in the Division of School Plant Operations two projects have beencompleted using Value Stream Mapping and Six Sigma techniques. These projects have identifiedopportunities to reduce waste, improve timeliness and service quality in equipment repair, and delivery of airfilters. It is anticipated that over $60,000 of expenditures will be avoided once the action plans for theseprojects are fully deployed.

Benchmarking for Continuous Improvement

MCPS is working continues to work with the American Productivity and Quality Center (APQC) inHouston, Texas, in a nationwide initiative to develop benchmarks for educational organizations. APQC is a31-year-old nonprofit organization that has done extensive work with leading businesses throughout theworld to help improve procedures by comparing the efficiency and effectiveness of their processes withother organizations. Their interest is in helping educational organizations do the same by demonstratinghow a comparative database can be developed; thereby enabling districts to compare the efficiency andeffectiveness of their processes with other districts and identify gaps for improvement. APQC hasrecognized MCPS as a best practices partner in professional development, mathematics and science,English language learners, and data-driven decision making.

Process Management for Continuous Improvement

APQC has identified nine school districts from across the United States to lead a nationwide process

management initiative. This initiative will assist school systems in becoming more process centered, whichmeans having school districts focus on the design, implementation, evaluation, and refinement of their keywork processes. As one of the nine districts, MCPS will be working with other school districts toimplement process management in their school systems.

Business Partnerships to Improve Processes

MCPS has initiated process improvement strategies through the Montgomery County Business Roundtablefor Education (MCBRE). Staff from United HealthCare trained 25 staff members (representing all offices)in the methodologies of Six Sigma. These methodologies will enable MCPS to establish a systematic

evaluation and refinement of key processes. In addition, a team of facilitators from Lockheed Martin’sLM21 program trained the Office of the Chief Operating Officer leadership on the benefits of eliminatingwaste from MCPS business processes using the Lockheed Martin Value Stream Mapping (VSM) process.The VSM technique is a tool used to identify and eliminate waste in manufacturing and business processes.Lockheed Martin also trained two MCPS staff members as part of its Lean/Six Sigma “Greenbelt” trainingprogram. The training has enabled the MCPS staff members to facilitate VSM process improvement eventswith several departments and divisions.

Environmental Stewardship—Energy Efficiency, Conservation and Green Schools

FocusSustainability Programs

The Energy Resource Team (ERT) Department of Facilities Management (DFM) promotes environmentalstewardship and manages various energy conservation and environmental programs. The ERTnergy andUtilities Unit (EUU) develops the annual Resource Conservation Plan that documents the energyconservation strategies, efforts, and progress. The conservation plan includes three major strategicinitiatives—behavioral energy-savings programs for all schools (SERT), energy education initiatives for

School Eco-Response Energy and Recycling Team (SERT)—MCPS recognizes that significant energy



savings can be achieved when school-based staff and students engage in responsible energy behavior. TheSERT program educates and supports the efforts of school-based teams in all schools to reduce energyconsumption. Following industry best practices, energy facilitators and support staff visit each school

multiple times over the school year to collect data on energy that is being wasted and facilitate changes inbehavior. SERT provides resources to educate staff and students on the efforts of their behavior and itsimpact on energy use. Activities and contests are provided to encourage energy-conservation behavior.School-based teams also are involved in the installation of energy-efficient technologies that promoteresource conservation. Finally, energy performance is tracked and provided to schools so thatimprovements in energy efficiency can be recognized and rewarded.

SERT members also promote and assist schools with their recycling program. Similar to the school-basedenergy program, the SERT program provides support to school-based teams in the form of training,educational materials, and recycling performance reports. They also partner with the Environmental

Services Unit of the Division of Maintenance who is manages the recycling infrastructure and haulingcontractor.

Green Building/Leadership in Energy and Environmental Design (LEED)—MCPS has long pursued high-energy-efficiency and sensitive environmental design practices in new construction as a strategic goal. Overthe past four years, MCPS has played a leading role in promoting LEED at both county and state levels. GreatSeneca Creek Elementary School, which opened in fall 2006, was the first LEED-certified public school inMaryland, and the first such public building in Montgomery County. The facility received a Gold-levelcertification in LEED rating through United States Green Building Council (USGBC). In collaboration withUSGBC, MCPS contributed to the development of the “LEED for Schools” criteria, a LEED system designed

for rating schools. MCPS continues to incorporate best practices for high performance, sustainability, andinnovations. To ensure successful implementation, MCPS provides necessary trainings and resources to thefacility design team and tests new technologies through various green pilot projects to ensure applicability inthe school environment.

In compliance with the Montgomery County Green Building Bill 17-06, MCPS is committed to achieving aminimum of Silver-level certification in the LEED rating system for all new and modernization projects.Compliance with these regulations will promote environmental stewardship while providing green learningenvironments for students and staff.

Indoor Air Quality (IAQ) Program

MCPS established the Environmental Safety and Indoor Air Quality (ES/IAQ) program in FY 2000, to ensuresafe and healthful learning environments in schools. The primary goal of the program is to ensure that heating,ventilation, and air-conditioning equipment operates properly and to develop building preventive maintenanceprograms to ensure the equipment continues to operate at peak performance until it reaches obsolescence and isreplaced. The ES/IAQ program has continued to receive nationwide attention through the U.S. EnvironmentalProtection Agency. In 2005 and 2006, the agency conducted live press conferences from MCPS school sites topublicize its “Tools for Schools” program in action.

Security

MCPS has implemented a six-year program to include state-of-the-art surveillance systems at all middleand high schools and visitor management/access control systems at all schools. The surveillance systemsare network-based multi-pixel digital cameras whose recordings can be viewed and reviewed at multiple



Strategies Implemented Since 1999

The implementation of strategies outlined in the original Our Call to Action began shortly after the Board of Education adopted the strategic plan in November 1999. At that time, the superintendent of schools made astrategic decision to focus the reform initiatives in elementary schools, more specifically at the kindergartenlevel. Over the past eight nine years, the reforms have been expanded to other grades in the elementaryschools as well as to middle and high schools. Targeted initiatives were implemented to improve studentachievement at all levels and to close the achievement gap between African American and Hispanic studentsand their White and Asian American peers. These initiatives also are designed to improve achievement of ESOL students, students with disabilities, and students impacted by poverty.

This section of the strategic plan highlights some of the critical strategies and initiatives that have been

implemented over the past eight nine years as part of these reform efforts.

GOAL 1: Ensure Success for Every Student

Early Success Performance Plan

The Early Success Performance Plan is an ambitious pre-K–Grade 2 plan to “raise the bar” for all studentsand provide them with the skills and knowledge to succeed in reading, writing, and mathematics. The planprovides a four-year sequence or pathway for all children and focuses on addressing the opportunity gapfacing our most highly impacted children. The plan is built around the following five guiding principles of comprehensive school reform:

• Focused and challenging curriculum for reading, writing, and mathematics

• Ongoing assessment of student progress

• Expanded instructional time

• Intensive, targeted, and sustained professional development for teachers

• Meaningful family involvement and community collaboration

Prekindergarten Programs

The MCPS prekindergarten programs provide a high-quality, literacy-based instructional program toincome-eligible and at-risk 4-year-old children. In FY 2009, full-day Head Start programs are were fundedin 13 classes in 10 Title I schools. In 2009–2010, a total of 21 full-day Head Start classes will be providedin 18 Title I schools.

Full-Day Kindergarten

The Early Success Performance Plan includes full-day kindergarten classes at all elementary schools. TheBridge to Excellence Act requirement of providing full-day kindergarten in all elementary schools was metin FY 2007.

Reading Interventions in Elementary and Middle Schools

Reading interventions are provided to students who need extra reading instruction in order to become a proficient at their reader at achieve at or above grade-level proficiency in reading. at or above grade level.Interventions are in addition to and aligned with the student’s core reading instruction. These r Research-based interventions are carefully selected and matched with the student’s identified area of need. coupled

Elementary Schools Extended Time



Title I schools offer extended-day supports for students, based on achievement data. Using research-basedactivities, each Title I school designs before-school and/or after-school programs.

Extended-Learning Opportunities Summer Adventures in Learning (ELO SAIL) is a four-hour academicprogram for kindergarten through Grade 5 students offered daily for four weeks in July. Students receivefree transportation to and from school, breakfast, and lunch. The program is offered to all students inkindergarten through Grade 5 in Title I schools. The academic program goals are to accelerate learningthrough lessons in reading, writing, and mathematics that preview concepts and skills to be taught in thegrade students will enter in the fall, strengthen basic skills, alleviate the loss of academic skills that manystudents experience over the summer break, and provide continuing English language instruction for ESOLstudents.

Class-size Reduction

Elementary

In FY 2001, the Board of Education began an initiative to reduce class size in elementary schools thatincludes the following:

• Full-day kindergarten with an average class size of 15:1 17:1 in the most highly impacted schools.

• First and second grade classes in these schools with an average class size of 17.

• Reduced maximum class guidelines in all elementary schools from 28 to 26 students in Grades 1–3 andfrom 30 to 28 students in Grades 4 and 5.

Middle and High

To address oversized classes at middle and high schools, the Board of Education took the following steps:

• Funded 38 positions in middle schools to support mathematics instruction and increase enrollment inGrade 8 Algebra, as well as 22 positions in high schools to support mathematics instruction.

• Approved positions for the five high schools in the Downcounty Consortium to provide an average classsize of 22 for academic classes in Grade 9.

• Provided 25 teachers for the high school level to support special education students who are included in

general education classrooms.

Support for Special Education Students

Expansion of Reading and Mathematics Interventions—Research-based reading and mathematicsinterventions have been expanded to selected elementary, middle, and high schools. During the 2007–2008school year, the The Office of Special Education and Student Services purchased mathematicsinterventions for all middle schools countywide and for high schools serving large numbers of studentswith disabilities. Eleven high schools also received mathematics interventions to support the instructionalneeds of students with disabilities. Reading interventions were strategically purchased for middle schools

that did not make Annual Yearly Progress. during the 2006–2007 school year.

Educational and Assistive Technology—Educational and assistive technology play an important role inhelping students with disabilities access a rigorous instructional program. The High Incidence AssistiveTechnology (HIAT) team provides technology training, online materials, guides, resource links, andexamples of universal design instruction that allow the MCPS curriculum to be accessible to all students.Li f K il d d h l i l i i h d f iddl d hi h

Prekindergarten Services—Young children with disabilities who receive special education services are partof the systemwide Early Success Performance Plan Special educators are included in all staff development



of the systemwide Early Success Performance Plan. Special educators are included in all staff developmentactivities to ensure implementation of the prekindergarten curriculum.

Itinerant Resource Teachers (IRT)—Demonstrating the MCPS commitment to Least Restrictive Environment(LRE), in 2005–2006, the budget supported six IRTs to the special education central office staff. The IRTsprovide professional development for school-based staff to support students with disabilities in the generaleducation environment.

Support for ESOL Students

As a result of a comprehensive study of the MCPS ESOL program, several improvements were madeTo ensure that ESOL students continue to acquire the academic language and skills needed to achieve at thehighest levels, the following essential program components are provided to ESOL students and theirfamilies. In addition to a strengthened monitoring system, the following improvements were made:

• Curriculum and Instruction—Pre-K–12 ESOL curricula have been written continue to be revised toalign with the new Maryland ESOL Content Standards. Currently, MCPS has ESOL curriculumresources that are aligned for beginning, intermediate, and advanced ESOL students in grades pre-K–Grade 5, and intermediate and advanced ESOL students in middle and high schools. Additionally, anMCPS curriculum guide has been written to meet the needs of newcomer ESOL students.

• Honors and Advanced Placement—ESOL students at the highest level of English language proficiencyand those who have exited the ESOL program within the past two years are encouraged to enroll inhighly able, Honors, and Advanced Placement classes. The ESOL transition teachers at two high schools

are provideing direct support to recently exited ESOL students to bolster their success.• Professional Development—The ESOL for Leaders course provides six hours of professional

development for school leaders in the schools to support and monitor effective school-based ESOLprograms that comply with local, state, and federal mandates. Ongoing professional development isprovided for ESOL teachers on ESOL curriculum and program implementation. Additionally,professional development is provided to help non-ESOL teachers learn to meet the language andacademic content needs of ESOL students in all content areas. ESOL transition teachers provide job-embedded professional development and support to non-ESOL teachers so they are better able todifferentiate instruction and assist students who have transitioned out of the ESOL program. In addition,

MCPS provides training to non-ESOL staff across all curricular areas to ensure that ESOL students meetthe requirements of NCLB.

• Bilingual Support Programs for ESOL Students and Families—To assist ESOL students and families inminimizing the linguistic and cultural barriers to academic achievement, the ESOL parent outreach andcounseling teams provide bilingual, multicultural parent support and student counseling services tofacilitate adjustment to a new academic, social, and cultural environment.

High School Consortia

Three high schools—James Hubert Blake, Paint Branch, and Springbrook—are affiliated in a consortium to

serve the interests of all students living in the northeast area of the county. Students and their parentsparticipate in the student assignment process known as “Preferred Choice,” in which each student rankshis/her preference for a high school from among the three choices. Each campus offers a comprehensivehigh school curriculum, as well as a distinctive signature program. Signature programs focus on fields of high interest to students of diverse abilities and achievement levels and incorporate these signature themesthroughout the instructional program.

learning to higher education and the workforce.



Smaller Learning Communities

The Board of Education approved a six-year Career and Technology Education strategic plan for

systematically ensuring the availability of smaller learning communities for all students in MCPS. Manyhigh schools have developed and implemented smaller learning communities to provide students withrigorous and relevant programs and to create a more personalized learning environment for students. MCPShigh schools are implementing smaller learning communities through innovative theme-based signatureprograms, career academies, and career pathway programs. James Hubert Blake and Paint Branch highschools are in the third fifth year of a five-year USDE Smaller Learning Community grant. High schoolleadership teams are planning and implementing rigorous smaller learning communities using research-based national models, such as National Academy Foundation programs and Advanced Engineering—Project Lead The Way. These programs provide students with authentic internship experiences, collegecredit, and scholarship opportunities.

High School Pilot Course Development

School-based staff has the opportunity to propose, plan, and implement noncore courses to strengthen localcourse offerings and provide support for smaller learning communities, signature programs, and academies.After a rigorous review by the Office of Curriculum and Instructional Programs, and approval by the Boardof Education, new courses are piloted by the school that develops the proposal course materials. The pilotprocess requires submission of materials, including a course outline, syllabus, sample lessons, assessmentmeasures, and course evaluation. At the end of the pilot period, the course may be submitted to the Boardof Education for final approval. Courses that receive final approval will become available to all MCPS high

schools.

Safe and Secure Schools

MCPS continues to ensure a safe and secure educational environment through ongoing security initiatives.These include the following:

• A systemwide emergency/crisis response plan.

• Individualized emergency/crisis plans at all schools and facilities to include parent/child reunificationprocedures.

• Security personnel in all middle and high schools.

• Emergency preparedness and fire evacuation drills.

• Established emergency communication procedures at all schools.

• Specialized training for school administrators and on-site emergency teams to manage an emergency orcrisis situation.

• Security assessments of schools.

• Development of School Safety and Security at a Glance, a report on the status of safety and security in

our schools.

GOAL 2: Provide an Effective Instructional Program

Councils on Teaching and Learning

Councils on Teaching and Learning were designed to provide regular two-way communication between

R di S i li t /AEI Lit C h/Lit C h



Reading Specialists/AEI Literacy Coach/Literacy Coaches

Elementary School Reading Specialist. Every elementary school has a reading specialist whose role is to

increase the content knowledge and instruction of strategies for teachers of reading. Reading specialistsprovide leadership and expertise in their field and deliver job-embedded staff development on reading andassessments.

Middle School Reading Specialist provide leadership for schoolwide reading programs and readinginstruction in all content areas and grade levels in non-Phase I, and II, schools. . They also provide staff development on reading instruction and assessments. In addition, the middle school reading specialist andis involved in developing a school improvement plan for reading. In Phase I and II schools, the AEILiteracy Coach, facilitates the development of the schoolwide literacy plan.

High School Literacy Coach. High school literacy coaches are involved in developing a long-term literacy

plan and facilitating a school literacy team. In addition, literacy coaches lead the analysis of all data relatedto student literacy; model literacy strategies in content-area classrooms; meet regularly with teachers and/ordepartments to review data, guide planning, and ensure that literacy strategies are used effectively inclassroom instruction; and coordinate reading and other literacy-related interventions. (The high school

literacy coach initiative was implemented during FY 07, FY 08, and FY 09; eliminated for FY 10 due

to budget reductions.)

Elementary Mathematics Content Coach. and AEI Math Content Specialist

Elementary mathematics content coaches are in Title I schools and in high-needs elementary schools toincrease the content knowledge and instructional strategies of teachers of mathematics. As part of middleschool reform, AEI mathematics content specialists have been allocated to selected middle schools. Theelementary math content coach and AEI math content specialist provides direct classroom support toteachers and paraprofessionals to effectively implement the mathematics curriculum and assessments;builds the content knowledge and teaching expertise of teachers of mathematics; and as an instructionalleader, facilitates the analysis of mathematics assessment data to ensure that all students are appropriatelychallenged and school improvement goals are achieved.

Continuum of Accelerated and Enriched Instruction Gifted and Talented Services

MCPS is committed to promoting rigorous performance standards and providing instructional programsthat encourage all students to achieve at their highest level. A continuum of programs and services beginsat pre-K through Grade 2, with an emphasis on talent development. At all levels, students may acceleratelearning and participate in advanced-level course work at their local schools. Instruction is differentiated toprovide all students, including students in traditionally underserved groups, appropriate pacing and levelsof support necessary for advanced-level learning. Students may also attend special programs such ascenters for the highly gifted, magnet programs, or specialized programs, based on student interest andtalent.

Revised Curriculum—The curriculum revision and the subsequent development of instructional guides inboth reading/language arts and mathematics provide preassessments and programming recommendationsthat give students access to accelerated and enriched instruction, including above-grade-level instruction, asneeded. Instructional guides include references to The William and Mary Reading Language Arts program(Grades 2–8) and the Junior Great Books program (Grades K–8) are required components of thereading/language arts program for highly able students and students with potential or motivation to accept

kindergarten, focuses on identifying potential giftedness in students whose strengths may be masked bylanguage, experience, or culture. Professional development for classroom staff focuses on developing and



g g , p , p p grefining students’ critical and creative thinking skills and supporting their achievement in challenging instruction.

Gifted and Talented (GT) Position for Title I Schools—In each of the Title I schools, a .5 position providesinstructional programs and services that encourage all students to achieve at their highest level. Title 1 GTteachers ensure that students, including students in traditionally underserved groups, receive differentiatedinstruction to support their emerging strengths. They also provide training to parents and staff focused onbuilding knowledge, skills, and expectations that enable all students to reach their maximum potential.

K–12 Articulation for International Baccalaureate (IB) Program— MCPS currently has six authorized IBdiploma programs (Grades 11–12), seven eight Middle Years programs (Grades 6–10), and one PrimaryYears program (Grades pre-K–5). Two additional IB diploma programs are currently in development. Theresults of this effort will yield insights into how to build capacity in students over time to improve theirachievement.

Fine Arts Education

The MCPS fine arts curriculum affords students the opportunity to grow aesthetically, culturally, andintellectually. Instruction is aligned and integrated with the MCPS Curriculum Frameworks approved bythe Board of Education in 2006. Fine arts content standards curriculum aligns with the following MarylandVoluntary State Curriculum content standards:

• Perceiving and responding: Aesthetics

• Historical, Cultural, and Social Contexts

• Creative Expression and Production

• Aesthetics and Criticism

Career and Technology Education Programs

MCPS schools are implementing rigorous and relevant career and technology education programs. Opportunitiesare provided for all students to select career pathways of interest and to engage in the academic and workplaceexperiences that will prepare them for success college and career. State-established measures of studentachievement include performance on the high school assessments as well as passing rigorous credentialing

examinations earning industry certifications.Middle School Career and Technology Programs—The Middle schools model provides rigorous programsthat are integrated and inquiry-based and contain blended instruction. courses in This model includesteachers and students working within theme-related pathways that are centered on computer science, familyand consumer sciences, and technology education. Instruction includes rigorous and relevant careerguidance.

Project Lead the Way—Project Lead The Way, Inc., (PLTW) partners with public schools, organizations inthe private sector, and higher education institutions to introduce high school students to the scope and rigorof engineering. This program allows high school students, while still in high school, to determine if

biomedical sciences or engineering may be the career path that is a career they want wish to pursue. PLTWis integrated into available in the Downcounty Consortium and is offered at six additional high schools andone middle school.

National Academy Foundation—The National Academy Foundation (NAF) academies prepare students forcareers in finance, hospitality and tourism, and information technology. Required college course work is

GOAL 3: Strengthen Productive Partnerships for Education



Montgomery County Business Roundtable for Education

The Montgomery County Business Roundtable for Education provides support to the school systemthrough a variety of programs and initiatives that are targeted to students, staff, and improving the businessoperations of the school system. Examples of programs for students include Achievement Counts that linkshundreds of business people with Grade 9 students, student conferences centered on cutting-edgetechnologies, and emerging leaders programs that give students opportunities to participate in theCongressional Black and Hispanic legislative caucuses.

Volunteer and Mentoring Programs

MCPS works collaboratively with businesses, government agencies, and other organizations to coordinatethe recruitment, placement, and training of volunteers who work in schools. Schools identify volunteer

coordinators who participate in systemwide training to support volunteer programs and data collection.

Mentoring programs in 80 schools provide direct support to students. Volunteer mentors are recruited towork with students in kindergarten through Grade 12 and provide guidance, literacy, mathematics, science,and other support focused on improving student achievement.

The Connection Resource Bank matches volunteers with schools who are looking for speakers to sharetheir expertise with students in classrooms. These specialized volunteers participate in career and sciencefairs and provide opportunities for shadow experiences and teacher training.

GOAL 4: Create a Positive Work Environment in a Self-renewing Organization

Framework for Improving Teaching and Learning

The Framework for Improving Teaching and Learning is a major initiative to develop a research-based toolfor continuous improvement of the teaching and learning process. The Framework is being used by schoolsto deepen their understanding of the following six elements of improving teaching and learning:curriculum, instruction, evidence of student learning, planning, expectations, and building a professionallearning community. This framework is the structure for the development of all staff developmentactivities. The framework provides a set of key “look-fors” that guide continuous improvement of theteaching and learning process in all schools.

Curriculum Training and Development

To support implementation of curriculum and new initiatives to improve teaching and learning,professional development is provided to staff at all levels in the system. As new or revised curriculum,assessment, and grading and reporting tools are implemented professional development is provided toimprove teaching and learning. The focus of the training and development is on increasing teachers’knowledge of the content and/or effective practices related to curriculum, instruction, assessment, andstandards-based teaching and learning. Emphasis is placed on providing strategies to work with Englishlanguage learners, students with disabilities, and highly able and/or motivated students. Professional

development to support implementation of the curriculum and standards-based teaching and learningoccurs in the following formats:

• Required training for teachers that is centrally delivered

• Ongoing follow-up professional development and support at the local school

and standards-based teaching and learning.

St d i Skillf l T hi d Ob i d A l i T hi



Studying Skillful Teaching and Observing and Analyzing Teaching

The Skillful Teaching and Leading course work provides participants with research-based skills and

instructional strategies that will lead to increased student achievement and support efforts to eliminate theachievement gap. These courses, based on the work of Research for Better Teaching, Inc., are an essentialcomponent for nurturing a professional learning community in the school district and for building acommon understanding and language about teaching and learning. Studying Skillful Teaching 1 examinesthe knowledge base of teaching in such a way as to cultivate collegiality and experimentation amongparticipants. Successful completion of Studying Skillful Teaching 1 is required for staff developmentteachers and central services instructional specialists and for all teachers hired after July 1, 2005. StudyingSkillful Teaching 2 builds on the foundations and conversations initiated in the first course. Successfulcompletion of Studying Skillful Teaching 2 is required for staff development teachers. Studying Skillful

Teacher for paraeducators facilitates the paraeducator’s contribution to the school’s professional learningcommunity and maximizes student learning.

Principals, assistant principals, assistant school administrators, resource teachers, interdisciplinaryresource teachers, and other staff involved in teacher evaluations take Observing and AnalyzingTeaching courses. Observing and Analyzing Teaching 1 examines the knowledge base of teaching,introduces participants to the teacher evaluation standards, and develops skills in writing and presentingthe evaluation results. Observing and Analyzing Teaching 2 delves deeper into the knowledge, skills,and confidence needed to confront and address mediocre and ineffective teaching.

Staff Development Teachers in Every SchoolStaff development teachers are working in every school to support teachers as they increase theirknowledge, skills, and capacity to implement new strategies for teaching and learning. The staff development teacher improves student achievement by—

• working with the school’s instructional staff to keep teachers informed and focused on effective teachingskills and practices and other efforts to improve student achievement;

• providing a consistent focus on curriculum implementation and instructional strategies;

• promoting high expectations for all students;

• supporting the staff in using data to examine current practice and improve instructional practices;

• establishing a collegial culture in support of high-quality teaching;

• helping teachers create individual professional development plans that link improved teaching toimproved student learning;

• engaging in extensive training and development programs for their own professional growth anddevelopment; and

• providing consistent and pervasive messages within and among schools at every level related to MCPS

priorities, goals, and initiatives (i.e., race and equity, grading and reporting)Staff development teachers are essential to the future growth of the professional development process andto the goal of creating a professional learning community in each school.

New Teacher Induction to Support Novice and New-to-MCPS Teachers

• Ongoing training and development modules that focus on the development of teachers in the areas of curriculum, instruction, assessment, and monitoring student achievement.



• Intensive research-based training to ensure high-quality local school mentoring.

• Sharing best practices in induction and networking at local, state, and national forums.

GOAL 5: Provide High-quality Business Services that are Essential to the Educational Success of

Students

Customer Delight in the Department of Transportation

The Department of Transportation (DOT) infuses their Customer Delight theme and program into all areasof the department for both internal and external customers. This continuous improvement strategy isdesigned to make DOT increasingly customer focused.

Zero-based Budgeting

Zero-based budgeting is a process used annually to systematically review the base budget. The goal is toalign all operating budget expenditures with the academic priorities and strategic initiatives of the strategicplan.

Public Outreach in Budget Process

The development and review of the budget increasingly involves a diversity of stakeholders. Employeeorganizations play an intimate role in the development of the operating budget, working closely with thesuperintendent of schools to develop the recommended operating budget. Extensive community outreach

involves many community stakeholders, including those for whom English is a second language. Throughuse of television, the MCPS website, and feedback cards provided to all schools and in MCPS publications,more members of the community can offer their ideas for system priorities, better understand the strategicplan, and contribute to system improvements. All major budget publications are posted on the MCPSwebsite. The budget publications include improved information on how to understand the budget, and thewebsite allows for an interactive two-way communication process.

Grants

To enrich services to students and launch innovative programs and ideas without increasing the financial

burden on local taxpayers, MCPS seeks grants from a wide range of public and private donors. Also, theMCPS grants staff collaborates with other public agencies, businesses, and nonprofit and community-basedorganizations to develop and implement grant-funded programs. To respond to current trends in grantmaking, MCPS will develop procedures that more closely align with an increasing number of automatedgrant submission systems. MCPS also will improve the management and oversight of grants awardeddirectly to schools. Finally, to position schools for greater success at securing outside support in anincreasingly competitive environment, MCPS will offer more advanced levels of training in grant seekingand fundraising.

Entrepreneurial Activities

The Entrepreneurial Activities Fund provides a venue for MCPS activities to market goods or servicesproduced by MCPS to generate revenue. Activities included in this fund include the Taylor ScienceMaterials Center, Supply Warehouse, Printing and Graphics Services, Student Online Learning, andentrepreneurial activity development.

Systematic Team Cleaning

Systematic Team Cleaning (STC) is a value-added approach to cleaning that maximizes the quality,



Systematic Team Cleaning (STC) is a value added approach to cleaning that maximizes the quality,quantity, and consistency of building services. STC also minimizes wasted time, motion, and steps andreduces errors as well as equipment and energy costs. This approach systematizes the application of personnel, tasks, frequency, time, and space to get the most out of the cleaning process. STC supports thecommitment to create a positive facility environment that is conducive to learning because it is a holisticrather than component approach to cleaning that results in high-quality services for all customers.

Healthy, High Performance Cleaning (HHPC)

Green cleaning is cleaning that focuses on occupant health and environmental impact in addition toappearance. Green cleaning minimizes the impact of the cleaning process on occupant health and theindoor and outdoor environment. This is accomplished by using low VOC (volatile organic compounds)cleaning products and environmentally conscientious cleaning and grounds care methods that prevent

harmful contaminants from being released into the atmosphere and/or grounds. However, it is not just aboutcleaning chemicals, but includes concerns about paper, product packaging, waste reduction, equipmentperformance, and energy conservation.

Copy Plus

Copy Plus is a document preparation service provided to all school-based staff to reduce the time spentmaking photocopies. A systematic process has been developed that ensures the pick-up and delivery of materials within 48 hours. The Department of Materials Management and Editorial, Graphics & PublishingServices have studied the data trends and determined that, for every 3,000 pages produced by the Copy Plus

program, one hour of school-based staff time is saved. This year this service will provide 55 million copies,returning 20,000 hours to teachers.

Playground Equipment Replacement/Enhancement Program

The Safety Management Services Unit, Department of Facilities Management, has implemented a programto accelerate the replacement of outdated and aging playground equipment at elementary schools usingnoncounty funding sources. This program uses standard criteria to assess existing playground equipment atall elementary schools in order to prioritize systemwide needs. In addition, partnerships with schoolcommunity groups are then developed to qualify the replacement of playground equipment under the

federal Qualified Zone Academy Bond (QZAB) program. (Playground EquipmentReplacement/Enhancement Program will be moved to Strategies Implemented Since 1999.)



MCPS at a Glance: 2008–2009

• Enrollment (2008–2009) 139,276

• Largest school system in Maryland16th largest system in the United States

DRAFT



g yInternational students f rom 164 countries

• Languages spoken 134

• ESOL students 12%

• Students receiving special education services 121%

• Students receiving Free and Reduced-price Meals 274%Ever receiving FARMS 372%

• Fiscal Year 2009 Operating Budget $207 billion

• Fiscal Year 2009 Capital Budget $242 million

• Cost per pupil (FY 2009 Budget) $14,624

• Number of employees 22,100

• Number of teachers 11,500

• Number of schools/facilities 199

• Number of buses 1,2727th largest publicly owned school bus eet in the US

• Students transported 96,000

• School meals served 1285 million

• 2008 average SAT score 1616Seniors taking SAT 77%

• National Merit Scholars (Class of 2008) 61

• National Blue Ribbon Schools (1983–2007) 33

is document is available in an alternate format, upon request, under the Americans with Disabilities Act, by

contacting the Public Information Oce, at 850 Hungerford Drive, Room 112, Rockville, MD 20850, or by phone

at 301-279-3391 or via the Maryland Relay at 1-800-735-2258

Individuals who need sign language interpretation or cued speech transliteration in communicating with

Montgomery County Public Schools (MCPS) may contact Interpreting Services in the Deaf and Hard of Hearing

Program at 301-517-5539

MCPS prohibits illegal discrimination on the basis of race, color, gender, religion, ancestry, national origin, marital

status, socioeconomic status, age, disability, physical characteristics, or sexual orientation Inquiries or complaints

regarding discrimination or Title IX issues such as gender equity and sexual harassment should be directed to the

Oce of the Deputy Superintendent of Schools at 301-279-3126, via the Maryland Relay at 1-800-735-2258, or

addressed to that oce at 850 Hungerford Drive, Room 129, Rockville, MD 20850









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5.0 Our Call to Action 06-22-09