DISCUSSION/ACTION Office of the Superintendent of Schools

DISCUSSION/ACTION

Office of the Superintendent of Schools MONTGOMERY COUNTY PUBLIC SCHOOLS Rockville, Maryland

October 10, 2016

MEMORANDUM

To: Members of the Board of Education

From: Jack R. Smith, Superintendent of Schools

Subject: Final Approval of the Comprehensive Master Plan

Under the Bridge to Excellence in Public Schools Act of 2002 (BTE), enacted by the Maryland General Assembly in 2002, Local Education Agencies (LEAs) in Maryland are required to submit a Comprehensive Master Plan (Master Plan) that links school finance to decisions concerning school improvement annually. BTE is a standards-based approach to public school financing. BTE 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 the performance of all students and all racial/ethnic and special services groups. By design, the legislation requires school systems to integrate state, federal, and local funding and initiatives into the Master Plan.

Background

The BTE legislation provides a framework for Montgomery County Public Schools (MCPS) and other LEAs to increase student achievement and close the achievement gap. The legislation increased state aid for public education and required each LEA to develop a Comprehensive Master Plan that is updated each year. The Master Plan describes the goals, objectives, and strategies that will be used to improve student achievement. In addition, the Master Plan includes detailed summaries of the alignment between our current Fiscal Year (FY) 2017 budget, the FY 2016 actual budget, and the Master Plan goals and objectives. Following submission of the 2016 Master Plan to MSDE on October 17, 2016, MCPS will receive feedback from MSDE as well as from peer review teams composed of representatives of other LEAs. Following edits and updates from this review, the final submission of the Master Plan will be transmitted to MSDE on November 17, 2016.

Changes to the Comprehensive Master Plan

Earlier this year, the Maryland General Assembly passed House Bill (HB) 999, Commission on Innovation and Excellence in Education, and HB 412, Education – Assessments – Administration and Provision of Information. Specifically, HB 999 outlines the reporting structure of the BTE Master Plan Annual Update for submission in both 2016 and 2017. HB 999 revises the requirements that need to be reported in the submission for these two particular years. Based on HB 999, the Master Plan Annual Update shall only include the goals, objectives, and strategies regarding the performance of three categories of students. These include: 1) students requiring special education, as defined in Section 5-209 of the Education Article; Members of the Board of Education 2 October 10, 2016

2) students with limited English proficiency, as defined in Section 5-208 of the Education Article; and 3) students failing to meet or failing to make progress toward meeting state performance standards, including any segment of the student population that is, on average, performing at a lower achievement level than the student population as a whole.

HB 999 also requires MSDE to report by October 1, 2017, to the Maryland State Board of Education, the General Assembly, and the commission created by the bill on what information should be included in future Comprehensive Master Plans and whether they should be completed in digital form that periodically can be updated.

The other bill, HB 412, outlines assessment reporting details specified in the new Education Article Section 7-203.3 for each assessment administered in the school district and the information that shall be provided in the Master Plan Annual Update for each administered assessment. For each assessment, MCPS and other LEAs are required to provide the following information: 1) the title of the assessment; 2) the purpose of the assessment; 3) whether the assessment is mandated by a local, state, or federal entity; 4) the grade level or subject area, as appropriate, to which the test is administered; 5) the testing window of the assessment; and 6) whether accommodations are available for students with special needs and what are those accommodations.

In addition to these changes in this year’s Master Plan Annual Update, the structure of the Master Plan has been revised. Part II of previous Comprehensive Master Plan submissions reflected budget narrative and details of federal grant-titled programs including Title I, Parts A and D; Title II; Title III, Part A; as well as the State Fine Arts Grant Program, and other reporting requirements. This budget section has been separated from the rest of the Master Plan Annual Update and will now be submitted separately as the Federal and State Grant Applications and other Reporting Requirements; it has its own submission schedule distinct from when the Master Plan Annual Update is due to MSDE. Final submission of Title I, Part D, to MSDE occurred on September 16, 2016, and Title I, Part A, on September 30, 2016. Other components of the Federal and State Grant Applications and Other Reporting Requirements are due on either October 17, 2016, or November 17, 2016.

The following is a summary of the contents of the MCPS 2016 Master Plan Annual Update.

Content of Submission Executive Summary Maryland’s Goals, Objectives, and Strategies • Partnership for Assessment of Readiness for College and Careers (PARCC) English Language Arts Literacy Grades 3–8 and Grade 10 • PARCC Mathematics for Grades 3–8 • Maryland School Assessment—Science • High School Assessment—Biology • High School Assessment—Government 2016 Bridge to Excellence Master Plan Assessments Requirements 2016 Bridge to Excellence Master Plan Assessments Requirements Template

Members of the Board of Education 3 October 10, 2016

Recommended Resolution

WHEREAS, The Maryland General Assembly enacted Senate Bill 856, the Bridge to Excellence in Public Schools Act of 2002, on April 4, 2002, and on May 6, 2002, Governor Parris N. Glendening signed the Act into law; and

WHEREAS, The Bridge to Excellence in Public Schools Act of 2002 requires local school systems to submit annual updates of their five-year Comprehensive Master Plan to the Maryland State Department of Education, to include prior-year revenues and expenditures with the annual update; and

WHEREAS, House Bill 999, the Commission on Innovation and Excellence in Education, passed by the Maryland General Assembly in 2016, revised the submission structure for the 2016 and 2017 Bridge to Excellence in Public Schools Act of 2002—Master Plan Annual Update; and

WHEREAS, The Montgomery County Public Schools submission for the Bridge to Excellence in Public Schools Act of 2002—Master Plan Annual Update for 2016 fulfills all of the required components, including strategies and supporting documentation; and

WHEREAS, The United States Department of Education granted Maryland a waiver from certain requirements of the federal No Child Left Behind Act of 2001; now therefore be it

Resolved, That the Board of Education approve the Montgomery County Public Schools’ Bridge to Excellence in Public Schools Act of 2002—Master Plan Annual Update for 2016 and the Federal and State Grant Applications and Other Reporting Requirements; and be it further

Resolved, That Montgomery County Public Schools staff submit the Bridge to Excellence in Public Schools Act of 2002—Master Plan Annual Update to the Maryland State Department of Education on or before October 17, 2016.

JRS:ND:SS:jp

Attachment

2016 Bridge to Excellence Annual Update Montgomery County Public Schools

TABLE OF CONTENTS

BRIDGE TO EXCELLENCE ANNUAL UPDATE EXECUTIVE SUMMARY ...... 1

INTRODUCTION ...... 2 BUDGET NARRATIVE ...... 7 GOALS, OBJECTIVES AND STRATEGIES ...... 9 ASSESSMENTS ...... 14 FINANCE...... 19 GOALS, OBJECTIVES AND STRATEGIES ...... 23

PARCC ENGLISH LANGUAGE ARTS/LITERACY GRADES 3-8, 10 ...... 25 PARCC MATHEMATICS GRADES 3-8, ALGEBRA 1 ...... 32 MSA SCIENCE ...... 38 HSA BIOLOGY ...... 42 HSA GOVERNMENT ...... 45 ASSESSMENTS ...... 48 APPENDIX A –ALLOCATIONS ...... 54

FEDERAL AND STATE GRANTS TITLE II – HIGH QUALITY TEACHERS ...... 59 TITLE III – ESOL ...... 87 FINE ARTS ...... 153

ADDITIONAL REPORTING REQUIREMENTS VICTIMS OF VIOLENT CRIMINAL OFFENSES ...... 158 STUDENT RECORDS ...... 159

LEA: Montgomery County Public Schools ii

Local Planning Team Members

Use this page to identify the members of the school system’s Bridge to Excellence planning team. Please include affiliation or title where applicable.

Local Planning Team Members Name Affiliation/Title Dr. Andy Zuckerman Chief Operating Officer Dr. Maria Navarro Chief Academic Officer Dr. Kimberly Statham Deputy Superintendent, School Support and Improvement Nicola Diamond Chief Strategy Officer Chrisandra A. Richardson Associate Superintendent , Office of Special Education Associate Superintendent, Office of Curriculum and Instructional Erick J. Lang Programs Dr. Darryl Williams Associate Superintendent, School Support and Improvement Philip A. Lynch Director, Office of Special Education Deann M. Collins Director, Division of Title I and Early Childhood Programs Director, Department of Elementary Curriculum and Districtwide Niki T. Hazel Programs Siobhan M. Alexander Director, Elementary Integrated Curriculum Team Director, Department of Secondary Curriculum and Districtwide Scott W. Murphy Programs Assistant to Associate Superintendent, Office of Curriculum and Latrice D. Rogers Instructional Programs Sonja Bloetner Supervisor, Pre-K-12 ESOL Instruction and Programs Donna Blaney Supervisor, Office of Shared Accountability Supervisor, Pre-K-12 Fine Arts, Department of Secondary Linda S. Adams Curriculum and Districtwide Programs

Tom Klausing Department of Strategic Planning and Resource Management

Supervisor, Department of Strategic Planning and Resource Sharron Steele Management

LEA: Montgomery County Public Schools iii

Executive Summary

The Executive Summary should serve as a stand-alone document that summarizes progress that the LEA is making in accelerating student performance and eliminating achievement gaps, as described throughout the master plan annual update. Only specified reporting requirements noted in this guidance should be included in this Executive Summary.

The Executive Summary shall include a budget narrative section that provides a detailed summary of the fiscal climate in the LEA. The budget narrative section should also describe any changes in demographics and the fiscal climate, along with a discussion of the effect of these changes on the LEA and Master Plan implementation. The following is a suggested outline for the Executive Summary: I. Introduction II. Budget Narrative a. Fiscal Outlook, changes in demographics b. Impact of changes on the school system and the master plan goals and objectives c. Responses to clarifying questions (Section 1.B – Finance) III. Goal Progress a. Maryland’s Goals, Objectives, and Strategies Regarding Performance of: i. Students requiring special education services; ii. Students with limited English proficiency; iii. Students failing to meet, or failing to make progress towards meeting State performance standards. In the absence of State performance standards, LEAs are required to report on any segment of the student population that is, on average, performing at a lower achievement level than the student population as a whole.

b. Strategies to Address any Discrepancies in Achievement of: i. Students failing to meet, or failing to make progress towards meeting State performance standards. In the absence of State performance standards, LEAs are required to report on any segment of the student population that is, on average, performing at a lower achievement level than the student population as a whole.

IV. Assessment Administered Requirement a. The requirements of §7-203.3 of Education Article for each assessment administered, the LEA must provide the following information: . The title of the assessment; . The purpose of the assessment; . Whether the assessment is mandated by a local or state entity; . The grade level or subject area, as appropriate, to which the test is administered; . The testing window of the assessment; and . Whether accommodations are available for students with special needs and what accommodations are.

1 LEA: Montgomery County Public Schools I. Introduction

In June 2013, the Montgomery County Board of Education adopted a new Strategic Planning Framework—Building Our Future Together: Students, Staff and Community—that was built upon five core values that the Board defined as the foundation for the work of schools: Learning; Relationships; Respect; Excellence; and Equity. This framework closely aligns with the vision of the Maryland State Department of Education (MSDE) to create a world class system to prepare all students for college and career. The framework identified three core competencies that students need for success in the 21st Century: Academic Excellence; Creative Problem Solving; and Social Emotional Learning.

The 2016 comprehensive master plan for Montgomery County Public Schools (MCPS) describes the significant activities that MCPS will undertake to achieve its core purpose, i.e., preparing all students with the skills and knowledge needed for college and career success. The plan reflects several features that consistently characterize the MCPS strategic planning and budgetary decision making processes: (1) participation by key stakeholders, (2) data-based decision making, (3) a commitment to organizational excellence and continuous improvement, and, (4) an unwavering commitment to narrowing the opportunity gap.

MCPS is one of the most linguistically, ethnically and economically diverse school districts in Maryland. Student enrollment in MCPS for the 2016–2017 school year is approximately 159,000. The number of students requiring English for Speakers of Other Languages (ESOL) services has increased dramatically, with ESOL enrollment more than tripling over the past 20 years. The MCPS student population also has seen increases in the number of older students who are English language learners (ELL), including many who have entered the United States unaccompanied by parents or adult guardians after extended periods of interrupted education in their countries of origin.

MCPS has more than 23,000 employees, of which 12,673 are teachers. 88.2 percent of these teachers have a master’s degree or equivalent and 96.9 percent of core academic subjects are taught by teachers who are Highly Qualified.

After eight years of only receiving the minimum funding increases required by state law, MCPS received a significant new investment for the 2016–2017 school year. In June 2016, the Montgomery County Board of Education unanimously approved a final $2.457 billion Operating Budget for Fiscal Year (FY) 2017, which is $139 million (6.0 percent) more than FY 2016 and provides $37.9 million of targeted funding (Appendix A) that will allow MCPS to reduce class sizes in many classrooms across the district and accelerate efforts to close the opportunity gap.

Despite funding challenges, MCPS has continued to provide students with outstanding educational opportunities, and be a national leader in student performance—

• Eight MCPS high schools rank in the top 10 in Maryland in The Washington Post’s 2016 High School Challenge. • Thirteen MCPS high schools made the U.S. News & World Report 2016 list of Best High Schools

2 LEA: Montgomery County Public Schools • Two MCPS high schools made the list of America's Best High Schools, published by Newsweek. • MCPS has one of the highest graduation rates among the nation's largest school districts, according to Education Week. • More than $343 million in scholarships were awarded to students in the Class of 2015. • 37 MCPS schools have been named National Blue Ribbon Schools. • Five MCPS schools have been named National Green Ribbon Schools. • Fourteen MCPS students were named semifinalists in the 2016 Intel Science Talent Search.

Moving Forward

While MCPS has had a long history of high achievement for many students, not all students have been successful. There are groups of students who do not have the learning opportunities or reach the learning levels needed to complete their MCPS education ready to be successful in college, career, and community. These learning disparities fall most heavily on Black or African American students, Hispanic/Latino students of any race, and students impacted by poverty. As the student population continues to grow, MCPS’s capacity to ensure the success of these children will define its success.

With the arrival of new Superintendent of Schools Dr. Jack R. Smith in July 2016, MCPS has updated its strategic priorities to intensify efforts to close persistent opportunity gaps and improve academic achievement for all. The strategic priorities built upon a foundation of high expectations for all students will lead to improved teaching and learning. To ensure that all students have access to an exceptional education, the district is committed to creating 21st. Century learning environments that foster creativity, engagement, collaboration, problem solving and critical thinking. The strategic priorities on which MCPS will focus to ensure excellence for all are— learning, results, and accountability; human capital management; community partnerships and engagement; and operational excellence.

1. Learning, Results, and Accountability

MCPS will strengthen its accountability framework to provide greater clarity on the multiple indicators designed to frequently gauge student progress as it works to prepare students for success in college, career, and life. Specific data will be used to hold educators accountable for student, school, and systemwide performance in meeting the goal of academic excellence for all. MCPS is committed to using these data measures to create and execute plans for schools, student subgroups, and individual students who do not meet system targets. Simultaneously, MCPS plans to ensure every student is challenged, demonstrates progress, and achieves at his or her highest potential. The district’s commitment will include plans and metrics for those strategies that will be employed when students, schools, and the system do not meet milestone measures.

MCPS will ensures a rigorous K–12 STEM curriculum that prepares students to be competitive in the 21st. Century workforce. The system plans to intensify the central office and school focus on data-driven monitoring and analysis of student performance to guide improvement efforts and

3 LEA: Montgomery County Public Schools reduce variability in outcomes, and will safeguard that these outcomes are not predictable by race, ethnicity, socioeconomic status or disability.

2. Human Capital Management

MCPS will invest in and shape a workforce that reflects and embraces the diversity of the community. Such a workforce must be highly qualified and hold the collective belief that all students can learn at high levels. All employees regardless of role must possess the ability to help MCPS achieve its goal of academic excellence for all. It is essential that all employees see themselves as part of the outcomes for students. Every employee plays a role. The approach must be comprehensive and must span across the human capital continuum of attracting, recruiting, mentoring, developing, recognizing, and retaining highly effective employees.

MCPS will develop a comprehensive systemwide plan for professional development that identifies priorities and professional learning expectations for all staff. The district also will ensure all staff are culturally proficient and possess the skills, knowledge, and beliefs about social emotional learning and mental health of students to create a learning environment that is student-centered and meets the individual and diverse needs of students. Additionally, MCPS will implement all components of the diversity hiring initiative to ensure the workforce is of the highest quality and reflective of the community it serves.

3. Community Partnerships And Engagement

MCPS is committed to working with its public and private partners to support and engage families in order to improve the academic achievement of all students. Families and communities are essential partners for students to be successful. They are the co-creators to help MCPS build stronger learning environments for students and ensure all students recognize and fulfill their potential for a successful future.

The district will both sustain and expand existing partnerships that meet the in-school and out-of- school needs of students and families and cultivate new partnerships to provide greater access to opportunities that will result in students being college and career ready. MCPS also will implement additional academic support to students, and foster relationships that keep students engaged in school and on track for graduation. MCPS will continue to facilitate two-way communication with parents, students, employees, and community members using a wide array of tools to engage and communicate information.

4. Operational Excellence

Great teaching is supported and enabled by excellent operational systems. The district’s efforts to provide all students with an education that prepares them for their future must be built on a strong foundation of world-class operations. Every office and department will strive to understand and anticipate student and school needs. MCPS will work to ensure excellent service so that schools have the resources and supports needed to deliver on the promise of excellence and equity for all students.

4 LEA: Montgomery County Public Schools

MCPS will use strategic planning and continuous improvement processes to build and maintain excellent services to schools; ensuring efficient and timely operations, and nurturing 21st. Century learning environments. MCPS will also ensure resource allocations and support to schools and offices are aligned to strategic priorities and are distributed efficiently and effectively based on enrollment, student needs and community values.

By focusing on these four strategic priorities, MCPS believes it can harness the talent, resources and community support to achieve academic excellence for all students. The district and the community recognize the urgency of the work ahead and collectively believe that the active engagement and involvement of all staff and community stakeholders will enable us to help every student achieve success.

Measuring Our Success

As MCPS refocuses its efforts around the strategic priorities, the district is creating a strong, new accountability structure to better monitor student achievement using multiple measures at critical points in a child’s educational journey. New data milestones will give teachers, school leaders, district officials, and ultimately, the community, a clear indication of how students are performing. These milestones monitor literacy and mathematics using numerous measures including classroom data and assessment performance at key thresholds of a child’s schooling. The measures include data on student grades, norm-referenced measures such as MAP-R and MAP-M and external measures such as Partnership for Assessment of Readiness for College and Career (PARCC). Schools also gather data on student reading levels and depth of mathematical knowledge. These key data points are examined across a child’s career to both assess a child’s readiness for grades 3, 6, and 9 and postsecondary work and their transition at primary, intermediate, middle, and high school levels. To assess a student’s preparedness for college and career, MCPS examines Advanced Placement and International Baccalaureate performance as well as ACT/SAT scores and graduation rates. Altogether, these milestones provide MCPS with a comprehensive approach to monitoring and improving student performance.

Guiding School Improvement

To drive improvement in student achievement on these data milestones at the individual school level, MCPS uses the Baldrige-guided School Improvement Planning Process. Schools are required to develop action plans that will lead to higher student achievement in mathematics and literacy. In addition, schools are expected to have a cultural proficiency focus that elevates adult learning and actions to support our goal of boosting achievement for all and accelerating efforts to close the achievement gap. Creating a culturally proficient school environment means opening access and opportunities to all students, providing culturally relevant instruction, promoting engagement and inclusivity of all adults and students, and demonstrating respect for individual racial and cultural needs of students that impact their ability to thrive.

As schools build their plans, they engage their stakeholders in the process and focus on creating plans that organize how school resources will be used by staff to meet the identified learning goals.

5 LEA: Montgomery County Public Schools Every school improvement plan has a linkages chart that provides an overview of the plan. The linkages chart is a critical component to show the “what” and “how” of a school’s work to increase student achievement, and it is organized around the seven Malcolm Baldrige criteria for Performance Excellence: Strategic Planning, Leadership, Organizational Performance Results, Student and Stakeholder Focus, Faculty and Staff Focus, Process Management, and Measurement, Analysis and Knowledge Management. Listed below is a summary of information included in a typical plan by each Baldrige criteria category:  Strategic Planning: Include two specific goals to meet or exceed the MCPS milestones in literacy and mathematics that integrate a cultural proficiency focus to build the capacity of adults to raise the achievement of the students and reduce/eliminate the achievement gap.  Performance Results: Disaggregate the data related to the two goals by race and display most recent data points identifying students with the greatest needs. This is the beginning of the equity and cultural proficiency work. Use these data sources to determine an instructional focus – what the teachers need to do to meet the students’ needs.  Student and Stakeholder Focus: Who are the students whose needs have not been met based on the five data sources (class instruction, student voice, teacher voice, student performance, and school structures/processes). Through a root cause analysis, identify and verify the instructional focus and the cultural proficiency that will meet the student needs and lead to goal attainment.  Leadership: Identify the vision, mission and core values of the school.  Faculty and Staff Focus: Identify the professional development for staff, leaders, and administrators to meet the specific student needs and to support teachers. How is equity included? The cultural proficiency focus supports the instructional focus.  Process Management: Describe the structures and processes to study, implement, and examine instructional practices based on the instructional focus. Learning progressions must address the two goals and identify the professional learning for staff that will result in improved instruction – transferring new knowledge and skills into classroom practice, “learning to doing”.  Measure, Analysis, and Knowledge Measurement: Identify those tools to monitor progress.

6 LEA: Montgomery County Public Schools II. Budget Narrative

The County Council’s approved Fiscal Year 2017 Operating Budget for MCPS includes $37,857,131 of additional funding (Appendix A) for strategic priority enhancements that allow MCPS to reduce class sizes in many classrooms by increasing the adult to student ratio across the district and accelerate efforts to close the achievement gap. In addition to class size improvements, which accounts for more than $26 million of this new investment, these additional resources allow MCPS to provide targeted support to address achievement gaps based on the needs of our students. Additional funding also is included for professional development for teachers and paraeducators to accelerate the gap closing efforts.

The fiscal outlook beyond FY 2017 for Montgomery County is best exhibited in the fiscal plan through FY 2022 approved by the County Council on June 28, 2016. The current fiscal projections and policy assumptions for Montgomery County result in a decrease of 0.1 percent for funding available for all county agencies in FY 2018. Because of the Maintenance of Effort requirements for MCPS and Montgomery County, the decrease for the other tax-supported agencies including Montgomery County Government and the Maryland-National Capital Park and Planning Commission would be far greater than 0.1 percent. The remaining years of the county’s fiscal plan show more favorable projections based on revenue projections and policy assumptions. For FY 2019 and FY 2020, funding available for county agencies is projected to increase by 2.9 percent each year. For FY 2021 and FY 2022, funding available for county agencies is projected to increase by 3.3 percent each year.

Changes in the FY 2017 Operating Budget that impact the school system and the Master Plan goals and objectives include the following:

Additional teacher and paraeducator positions have been allocated in FY 2017 to provide support and interventions where it is needed most—in mathematics and literacy. With this FY 2017 budget, MCPS also has allocated additional elementary counselors, parent community coordinators, psychologists, and pupil personnel workers to assist our students and their families with the support and opportunities they need to help them be successful. Many students need support beyond the classroom in order to succeed, and the goal is to ensure that the necessary services and community supports are in place to help every student thrive.

The additional classroom teacher positions included in the FY 2017 Operating Budget will enable MCPS to change the elementary class size guidelines that are used to allocate staff to schools. In our Focus schools—those with the highest levels of poverty—class size guidelines are reduced more for some grade levels than in non-Focus schools; however, the guidelines are being changed for non-Focus schools as well. The FY 2017 Operating Budget reflects the Board of Education's commitment to continuing to invest more resources in schools with greater student needs. It should be noted that changing the guidelines does not mean that every elementary class will be smaller by one or two students in the 2016–2017 school year. Classes that already are at or below the new guidelines will not see the number of students in the classroom change; however, schools that have several classrooms that exceed the new guidelines will receive additional teachers to create smaller classes.

7 LEA: Montgomery County Public Schools For our secondary schools, the FY 2017 Operating Budget allows for reduced class size guidelines for mathematics, science, social studies, reading, and foreign language classes. It is important to remember that class size guidelines are not the same as average class sizes. Principals use their teacher positions to offer a wide range of course offerings to students while keeping the size of core content classes manageable. The additional classroom teachers for secondary schools allow us to minimize the number of classes above the class size guidelines, reduce the average class sizes in all our schools, and reduce class sizes to address our priority of closing the achievement gap.

Changes in Demographics MCPS student enrollment is projected to be 159,016 students for the 2016–2017 school year. This will be the highest student enrollment that MCPS has ever experienced. It is an increase of 2,502 students compared to the budgeted level of 156,514 students for the 2015–2016 school year. Prekindergarten enrollment is projected to increase by 140 students to a total of 2,285 students. No change is anticipated in a total of 628 students attending Head Start classes.

For enrollment in Grades 1–5 (as well as enrollment for Chevy Chase and North Chevy Chase elementary schools, Grade 6), enrollment is projected to increase by 340 students to a total of 60,730 students. The elementary school enrollment category is beginning to slow due to decreases in births in Montgomery County since 2008.

Grades 6–8 are projected to increase by 755 to a total of 34,991 students in middle schools. This middle school enrollment category is increasing compared to prior years as previous elementary grade increases are moving up to middle schools.

Finally, Grades 9–12 are projected to increase by 1,321 to a total of 46,817 students in high schools. Again, previous increases in elementary and middle schools are now moving up to high schools.

The FY 2016 total revenue figure provided in the 2016 Master Plan was based on the FY 2016 Operating Budget amount of $2,318,388,936. Based on final grant award amounts, actual FY 2016 revenue was reduced by a net decrease of $51,393 and had negligible impact on the FY 2016 Operating Budget. As a result, MCPS was able to continue to meet Master Plan goals during the 2015–2016 school year.

2. For each assurance area, please provide a narrative discussion of the changes in expenditures and the impact of these changes on the Master Plan goals. There were no changes between the original FY 2016 budget and the FY 2016 actual budget that had any impact on program goals. While the figures for grants show some changes

8 LEA: Montgomery County Public Schools between the budgeted and actual award amounts, these resulted in no changes to the Master Plan goals.

III. Goals, Objectives and Strategies Our present levels of student performance show us that many students meet or exceed rigorous standards of learning excellence; however, there are other groups of students who do not have the learning opportunities or reach the learning levels needed to complete their MCPS education ready to be successful in college, career, and community. These learning disparities fall most heavily on our African American students, Latino students, students in special services groups, and students impacted by poverty. As our student population continues to grow, our capacity to ensure the success of these children will define our success.

In the 2016-2017 school year, we refined our strategic priorities to better focus on ensuring that all of our struggling learners receive the same level of excellence in teaching and learning provided to our successful students. The strategic priorities for 2016–2017 include a focus on learning, accountability, and results; human capital; community partnerships and engagement; operational excellence; and improvement of teaching and learning.

The Board of Education’s requested budget increase will pay for the same level of services for more than 2,500 additional students and includes targeted investments to close the achievement gap; improve students’ literacy and math skills; reduce class sizes; build the cultural proficiency of staff; foster stronger partnerships with the community and families to support students; accelerate efforts to improve and diversify workforce; and better organize the district to ensure every student is prepared for college and careers. The following provides specific information on how MCPS is addressing discrepancies in achievement across content areas.

Students overall and in each student group made progress or maintained the same level of achievement from 2015 to 2016. However, there is still a disparity in proficiency amongst student groups, specifically Black or African American students, Hispanic/Latino of any race students, students receiving Special Education services, students with Limited English Proficient (LEP), and for students receiving Free/Reduced Meals (FARMS).

These data indicate the need for more guidance with new pedagogies, content expertise, and professional learning. MCPS will focus on improving teaching and learning and providing a strong academic program for all students. Improvement of instruction focuses on how to; shift instruction so that students comprehend complex texts more deeply; teach students to use language to synthesize ideas in writing; and leverage instructional strategies and technology so that students are collaborators in learning rather than passive consumers.

The additional challenges also continue to be evident: • Developing a systemwide culture of high expectations for all students that recognizes and overcomes individual and institutional beliefs, attitudes, and assumptions that are barriers to student achievement; • Supporting students to achieve proficiency on state-mandated assessments when they were unsuccessful the previous year.

9 LEA: Montgomery County Public Schools • Improving passing rate of English language learners (ELs) and students with disabilities at the elementary, middle, and high school levels on state-mandated tests to meet the pass rate of their nondisabled peers;

At both the elementary and secondary levels, efforts will be expanded to ensure access to curriculum for students with disabilities and with limited English proficiency and to align curriculum with the Common Core State Standards (CCSS). Central services special education and mathematics and reading supervisors, instructional specialists, and itinerant resource teachers support school teams in the improvement of instructional delivery models to address the diverse needs of students through school-based leadership team meetings, school improvement team meetings, and by developing and facilitating focused professional development activities for staff members who support students with disabilities. These professional development experiences include working to support students to use accommodations to meet on-grade expectations including the use of academic language and internalizing scaffolds to support independent success. Integrated in this support are principles of UDL.

Special and general education elementary and middle school teachers have received school-based training on using structured to collaborative planning documents for mathematics instruction including:

 Planning for Powerful Instruction, which outlines a continuous process for effective instructional planning, and  Before, During, After Collaborative Team Planning: Considerations for Special Populations.

MCPS implements numerous intentional efforts to support students failing to meet or make progress towards meeting State performance standards. These strategies include: targeted support and staffing allocations, mentoring programs that provide additional support to gifted/learning disabled students and highly able students who are not succeeding in the regular education classroom; instructional materials and technologies, and targeted support and interventions in the general education setting to students with a history of chronic academic and behavioral disengagement who are at risk for dropping out of school.

Teachers collaborate to use MCPS online curriculum resources and instructional strategies as well as select appropriate reading materials to meet the needs of diverse learners. Professional development is provided to teachers of students receiving special education services, ESOL teachers, and to content teachers to ensure they have the knowledge and skills to provide effective English language development instruction and to differentiate academic content to make it accessible to students receiving special education services and ESOL students. ESOL teachers also receive training on the Sheltered Instruction Observation Protocol (SIOP) model. This model, sponsored by research conducted by the Center for Research on Education, Diversity, and Excellence, is used to design and deliver instructional strategies to help both ESOL and general education teachers meet the unique needs of English language learners (ELLs) as they acquire proficiency in English and in the content areas. The ESOL program provides for English language development instruction for ESOL students, prekindergarten through Grade 12, who represent over 156 countries and speak more than 132 different languages.

10 LEA: Montgomery County Public Schools

In addition, the enhanced Interim Instructional Services (IIS) Program provides effective instruction, aligned with MCPS curriculum requirements and individual student needs, for approximately 800 MCPS students who cannot attend their regular schools of assignment and extended day/year programs in schools highly impacted by poverty provide additional instruction in the areas of reading and mathematics.

MCPS supports the following best practices to support collaborative partnerships:  Special education and ESOL teachers are not grouped in separate departments but are members of grade or subject-alike teams.  Planning time for general, special education, and ESOL teachers is established and protected.  The responsibilities of co-teachers, such as grading, lesson planning, and discipline are equitable.  The unique skills of co-teachers are recognized and equitably utilized.  Principals review co-teaching partnerships and address any issues that arise.

The FY 2017 Operating Budget also includes funds to expand partnerships that provide high- quality extended day/year programs in Title I and middle schools that serve larger numbers of economically disadvantaged students. The budget also funds the expansion of a partnership that provides students, as well as their families, access to physical and mental health support and other services they may need. MCPS continues to support staff members throughout the district in identifying students to participate, communicating the importance of the program to the community, and implementing the program and building relationships with families that have traditionally not engaged with the district for any number of reasons, including language and cultural barriers. This additional time allows teachers to address the linguistic and accommodation needs for many of these students.

MCPS will continue to provide central office staff support to school-based teams and technology tools and training to more accurately identify students in danger of not passing the state Algebra 1 assessment requirement and provide varied and tailored interventions to meet the needs of all students. Many of these interventions are designed to provide additional time for students, either for ways to address linguistic needs (for LEP students), to benefit the most from their accommodations (for special needs students), or to benefit from building relationships and close opportunity gaps from previous years (for Hispanic/Latino and Black or African American students). This includes co-taught classes, alternate time schedules for Algebra 1, and after-school interventions (i.e. The George B. Thomas Learning Academy, Understanding Math resource, and Finish Line resource).

The district also continued its efforts to improve the quality and timeliness of interventions for students who are struggling. As a part of these efforts, MCPS will continue to monitor Early Warning Indicators, which are data points that flag that a student may be at risk for dropping out. This allows a school to provide interventions and support, quickly and comprehensively, before these problems lead a student to drop out. In addition, milestones for mathematics and literacy at the primary, intermediate, middle, and high school levels have also been identified to assess

11 LEA: Montgomery County Public Schools student progress towards meeting classroom, district, and State performance standards. Baseline school and student level data will be improved through focused and deliberate actions such as:  Periodic reporting (quarterly) to each school of student progress towards meeting goals.  Systematic reviews of the quarterly student data in order to provide a mechanism for considering curricular, instructional, assessment, and professional development considerations.  Implementing changes to make a positive impact on the areas of focus.

At each milestone, school and district staff will engage in data analysis to assess and implement appropriate next steps, based on the data, in response to student readiness for the next level and the student’s demonstration of a successful transition to next level. To address opportunity gaps in the state administered test for Science, MCPS will continue its efforts in formative assessment development, data monitoring, and allocation of resources to support LEP students, students with disabilities, and other students who require support in reading to access the science curriculum.

MCPS will continue to provide resources and professional learning to more accurately identify students in danger of not passing and provide varied and tailored supports to meet the needs of all students. The Science Technology and Engineering Unit staff members, along with teachers and specialists from the offices supporting special education and English language learners, will continue to provide ongoing support to middle schools by meeting with teams to analyze data, discuss instructional strategies to meet the needs of all students, support the planning of instruction, and provide ongoing professional development related to curriculum, instruction, and assessment.

Secondary science resource teachers (department chairs) were provided professional learning opportunities that focused on instructional strategies to meet the needs of diverse learners and engage students by providing opportunities for them to apply their content knowledge. Resource teachers received training plans and materials to provide professional development to their school teams. Follow-up professional development focuses on student data analysis of LEP and special education students, with an emphasis on increasing the student proficiency related to the scientific and engineering practices defined in the Next Generation Science Standards (NGSS).

Curriculum writers and central office science content staff have participated in SIOP training to embed successful strategies for LEP students into the new curriculum. Training for teachers on how to differentiate instruction to meet the needs of all learners will continue to be the focus of teacher level trainings. Additionally, central service staff will continue to support secondary science leaders through monthly meetings, where the focus will be on effective planning for instruction, and analysis of formative assessment data for all subgroups of students. Through analysis of data, teachers can adjust instruction to meet the needs of all of their students, so that students will meet the state standards.

MCPS implements numerous intentional efforts to support students failing to meet or make progress towards meeting State performance standards on the HSA Government. These strategies include: a revised National, State, and Local (NSL) Government curriculum, piloted in 2015 that includes assessments aligned to CCSS literacy expectations and professional development on collaborative planning and co-teaching to both general, special education, and ESOL teachers.

12 LEA: Montgomery County Public Schools MCPS also continues to improve its outreach to and collaboration with the community and engages in partnerships with institutions of higher learning, business, and other agencies to provide a wide variety of college and internship opportunities to students designed to increase the number of students who graduate “college and career ready”, prepared to enter post-secondary study without the need for remediation.

This includes the resources in the Department of Career Readiness and Innovative Programs’ Career and Postsecondary Partnerships (CPP) Unit within the Office of Curriculum and Instructional Programs that are used to supervise and coordinate these programs as well as partnerships with Montgomery College (MC) and other institutions of higher learning support college awareness, readiness, and preparation and enable college-ready MCPS high school students to earn college credit while enrolled in high school. Students at all 25 MCPS high schools have access to concurrent or dual enrollment programs and approximately 1,000 high school students are served by these programs. MCPS also continues to work with county and nonprofit organizations to expand the programs that provide the holistic services that our students and their families need.

13 LEA: Montgomery County Public Schools IV. Assessment Administered Requirement

MCPS has determined that increasing achievement in mathematics and literacy are its highest priorities. Historical data suggests that our greatest challenge continues to be the performance of special education and limited English proficient (LEP) students. While these populations have different needs, both groups need to be targeted with a variety of approaches to ensure good first instruction and appropriate interventions. Additionally, we need to continue efforts to address the needs of Hispanic/Latino, Black/African American, and FARMS students. The below table outlines the state and local assessments administered within MCPS.

Title of the Assessment Purpose of the Mandated by a As Appropriate, to which the Testing Window Are What are the Assessment Local or State assessment is administered Accommodations Accommodations? Entity Grade Level Subject Area Available for Students with Special Needs? MCPS Assessment Program Monitors students’ Local Grades K-2 Reading Sep 9 – Oct 11 Yes Maryland for Primary Reading reading progress and Jan 3 – Feb 1 Accommodations (MCPSAP-PR) informs instruction. May 4 – 31 Manual (MAM) 1-A to 1-Q 2-A to 2-P 3-A to 3-E 4-A to 4-E

Measures of Academic Measures growth in Local Grades K-2 Mathematics Sept 6 – Oct 28 Yes Maryland Progress for Primary (MAP-P) mathematics content Jan 9 – Mar 3 Accommodations standards; considered as Apr 3 – Jun 9 Manual (MAM) one of multiple data 1-A to 1-Q points for implementing 2-A to 2-P instructional 3-A to 3-E modifications. MCPS 4-A to 4-E uses assessment for benchmarking at the district level. Student Instructional Program Identifies gifted and Local Grade 2 Cognition, Nov 30 – Dec Yes Maryland Planning and Implementation talented students as Students new to reading and 13 Accommodations (SIPPI) defined by COMAR; MCPS in grades mathematics Manual (MAM) data used to make 3-5 and students 1-A to 1-Q recommendations for in grades 3-5 2-A to 2-P accelerated and identified for 3-A to 3-E enriched instruction. rescreening 4-A to 4-E

14 LEA: Montgomery County Public Schools Title of the Assessment Purpose of the Mandated by a As Appropriate, to which the Testing Window Are What are the Assessment Local or State assessment is administered Accommodations Accommodations? Entity Available for Students with Special Needs? Grade Level Subject Area

Measures of Academic Measures growth in Local Grades 3-8 Mathematics Sept 6 – Oct 28 Yes Maryland Progress for Mathematics mathematics content Jan 9 – Mar 3 Accommodations (MAP-M) standards; considered as Apr 3 – Jun 9 Manual (MAM) one of multiple data 1-A to 1-Q points for implementing 2-A to 2-P instructional 3-A to 3-E modifications. MCPS 4-A to 4-E used assessment for benchmarking at the Exceptions: district level. 2-J: Mathematics tools and Calculation Devices Measures of Academic Measures growth in Local Grades 3-10 Reading Sept 6 – Oct 28 Yes Maryland Progress for Reading (MAP-R) reading content Jan 9 – Mar 3 Accommodations standards; considered as Apr 3 – Jun 9 Manual (MAM) one of multiple data 1-A to 1-Q points for implementing 2-A to 2-P instructional 3-A to 3-E modifications. MCPS 4-A to 4-E used assessment for benchmarking at the Exceptions: district level. 1F: Read Entire Test, 1G: Read Selected Sections and 2Q: Bilingual Dictionary Countywide Formative Monitors students’ Local Grades 6-12 English 6-12 Once a marking Yes Maryland Assessments progress toward course Algebra 1 period Accommodations content aligned with Geometry Manual (MAM) College and Career Science 6-8 1-A to 1-Q Readiness Standards National, State 2-A to 2-P (Common Core State and Local 3-A to 3-E Standards). MCPS Government 4-A to 4-E used assessment for benchmarking at the district level.

15 LEA: Montgomery County Public Schools Title of the Assessment Purpose of the Mandated by a As Appropriate, to which the Testing Window Are What are the Assessment Local or State assessment is administered Accommodations Accommodations? Entity Available for Students with Special Needs? Grade Level Subject Area

Kindergarten Readiness Readiness tool that State K Kindergarten September 1-30 Yes Maryland Assessment (KRA) allows teachers to Readiness Accommodations measure each child’s Manual (MAM) school readiness across 1-A to 1-Q four domains: Social 2-A to 2-P Foundations, 3-A to 3-E Mathematics, Language 4-A to 4-E and Literacy, and Appropriate Physical Well-being supports are and Motor provided, when Development. possible, to all a child to demonstrate their skills and knowledge.

ELPA ACCESS for ELLs 2.0 Monitors students’ State K-12 English Jan 9 – Mar 3 Yes Maryland progress toward Proficiency Accommodations obtainment of English Manual (MAM) language proficiency. 1-A to 1-Q 2-A to 2-P 3-A to 3-E 4-A to 4-E

Exceptions: EL Accommodations are not allowed. IEP accommodations are limited: 1F Read to Entire not allowed on Reading Test. 1G Read Selected not allowed on Reading, Writing, Listening. 3A Extended Time not allowed on Speaking Test.

16 LEA: Montgomery County Public Schools Title of the Assessment Purpose of the Mandated by a As Appropriate, to which the Testing Window Are What are the Assessment Local or State assessment is administered Accommodations Accommodations? Entity Available for Students with Special Needs? Grade Level Subject Area

MSAA Monitors students’ State Grades 3-8, 11 Reading and Mar 6 – May 12 Yes Maryland progress toward Math Accommodations obtainment of state and Manual (MAM) national standards. 1-A to 1-Q 2-A to 2-P 3-A to 3-E 4-A to 4-E

MISA Monitors students’ State Grades 5 and 8 Science Mar 13 – 31 Yes Maryland progress toward Accommodations obtainment of state and Manual (MAM) national standards. 1-A to 1-Q 2-A to 2-P 3-A to 3-E 4-A to 4-E

PARCC Monitors students’ State Grades 3 – 8, English May 1 – June 9 Yes Partnership for  English Language progress toward Algebra 1, Languages Arts, Assessment of Arts/Literacy obtainment of state and English 10 Mathematics Readiness for  Mathematics national standards. College and Careers (PARCC) Accessibility Features and Accommodations 1a – 1s 2a – 2f 3a – 3m 4a – 4s 5a 7a, b, d

17 LEA: Montgomery County Public Schools Title of the Assessment Purpose of the Mandated by a As Appropriate, to which the Testing Window Are What are the Assessment Local or State assessment is administered Accommodations Accommodations? Entity Available for Students with Special Needs? Grade Level Subject Area

Advanced Placement (AP) Monitors students’ Local Enrolled in AP AP Courses May 1 – 12 Yes Maryland Exams progress toward course course in high Accommodations content aligned with school Manual (MAM) state and national 1-A to 1-Q standards. 2-A to 2-P 3-A to 3-E 4-A to 4-E

International Baccalaureate Monitors students’ Local Enrolled in IB IB Courses April 28 – May Yes Maryland (IB) Exams progress toward course course in high 19 Accommodations content aligned with school Manual (MAM) state and national 1-A to 1-Q standards. 2-A to 2-P 3-A to 3-E 4-A to 4-E

18 LEA: Montgomery County Public Schools Finance Section

Introduction The finance section, in conjunction with the budget narrative information in the Executive Summary, includes a Current Year Variance Table, a Prior Year Variance Table, and analyzing questions. Together, these documents illustrate the LEA’s alignment of current year budget and prior year expenditures with the Master Plan goals and objectives. The focus of the finance section will be the total budget and all budgetary changes (retargeted funds, redistributed resources, and new funds.)

Components 1. The Executive Summary (I.A) provides an overview of school system successes, challenges, and coming year priorities, and includes a description of how resources are being distributed to support priorities. The Executive Summary also includes a budget narrative.

a. Supporting Budget Tables i. Current Year Variance Table: the budgetary plan for FY 2016. ii. Prior Year Variance Table: a comparative look at the FY 2015 plan versus actual events.

2. Resource Allocation Discussions are included in the content analysis throughout the 2016 Master Plan Update. This provides school systems with an opportunity to illustrate the totality of their commitment to accelerating student achievement and eliminating gaps. These discussions should include use of new funds, redirected funds, retargeted resources. Discussions of a particular initiative may occur in several places within the content analysis, but expenditures should appear only once in the variance table.

3. Analyzing Questions are based on the Prior Year Variance Tables. Responses to these questions should be included in section c of the Budget Narrative within the Executive Summary.

Instructions Supporting Budget Tables 1. The purpose of the variance tables is to illustrate that LEA Master Plan goals and objectives are aligned with annual budgets. 2. These tables are not intended to be prepared in accordance with Generally Accepted Accounting Principles (GAAP). 3. Revenue and expenditures must equal. 4. Federal ARRA, regular Title I and Individuals with Disabilities Education Act (IDEA) funds must be separately identified and listed by Code of Federal Domestic Assistance (CFDA) number and grant name. 5. It is appropriate to include Transfers in the Other Category. 6. For expenditures, identify each as restricted, unrestricted or ARRA. For ARRA expenditures, include the federal CFDA number.

19 LEA: Montgomery County Public Schools For the Current Year Variance Table, LEAs will allocate their total budget by revenue and expenditure.  Revenue is reported by source: Local Appropriation, Other Local Revenue, State Revenue, Federal Revenue, Other Federal Funds, and Other Resources/Transfers. All Federal ARRA revenue and regular federal Title I and IDEA funds must be separately identified and listed by CFDA number and grant name. Other federal funds should be consolidated into the other federal funds line.

 Expenditures are reported based on the corresponding section of Race to the Top and the reform assurance area. LEAs should include the expenditure item, the fund source, the amount of the expenditure and all associated FTE. For fund source, use unrestricted (State and/or Local funds), restricted (non-ARRA) or ARRA. For restricted and ARRA funds include the federal CFDA number.

The Prior Year Variance Table is intended to provide a comparative analysis between the plan and the actual events in the prior year. LEAs will update the pre-populated tables with actual data (revenue, expenditure, and full time equivalent - FTE).  The Prior Year Variance table (plan v. actual for FY 2015). The prior year revenue is presented as the approved budget at the start of the fiscal year compared with the approved budget at the end of the fiscal year. All Federal ARRA revenue and regular federal Title I and IDEA funds must be separately identified and listed by CFDA number and grant name. Other federal funds should be consolidated into the other federal funds line.

 The expenditure data is presented as planned compared to realized expenditures and shown by the corresponding section of Race to the Top and the reform assurance area, mandatory costs and other categories. This table also includes planned and actual FTE at the expenditure level and includes the fund source. For fund source, include unrestricted (State and/or Local funds), restricted (non-ARRA) or ARRA. For ARRA funds include the ARRA federal CFDA number.

Resource Allocation Discussions are included in the content analysis throughout the 2016 Master Plan Update.

Throughout the Master Plan Annual Update, LEAs are asked to respond to analyzing prompts based on performance data or other reported information. LEAs are asked to identify challenges

20 LEA: Montgomery County Public Schools Fiscal Year 2016

The Montgomery County Board of Education requested a FY 2016 Operating Budget of $2,393,471,567. This was an increase of $116,707,583, or 5.1 percent, compared to the FY 2015 Operating Budget of $2,276,763,984. This assumed a local contribution of $1,592,400,888, including $44,356,785 required for the teacher pension requirements for the state. The state Maintenance of Effort (MOE) law required the county provide, at a minimum, $24,255,082 in increased funding, excluding teacher pension shift requirements. The BOE’s request was $84,743,263 over the minimum MOE level for FY 2016, excluding state teacher pension shift requirements. The Montgomery County Council reduced the total BOE requested budget by $75,082,631 to a total of $2,318,388,936. The amount of local contribution approved by the County Council was equal to the minimum amount required by the MOE law, as certified at the time by MSDE. Subsequently, the Maryland State Board of Education ruled that non-recurring costs totaling $1,456,758 from FY 2015 should not have been removed from the FY 2016 MOE calculation. In its ruling, the Maryland State Board of Education directed that, as a result, the $1,456,758 cannot be subtracted from the MOE calculation for FY 2017. In addition, the County Council approved FY 2016 appropriation included the use of $33,162,633 of MCPS fund balance as a result of savings accrued through FY 2015. The FY 2016 appropriated amount of $2,318,388,936 was $41,624,952 (1.8 percent) more than the FY 2015 budget of $2,276,763,984.

The amount of state aid for the FY 2016 MCPS Operating Budget was $632,069,558, an increase of $13,303,625 (2.2 percent) compared to FY 2015. The increase in state aid resulted from the various state aid formulas. This was based on an eligible enrollment total of 150,097 for FY 2016 used by the state, reflecting an increase of 2,634.75 eligible students (1.8 percent), compared to the eligible enrollment total of 147,462.25 used for the calculation of state aid in FY 2015. Geographic Cost of Education Index (GCEI) funding was provided at approximately 50 percent of the projected funding for FY 2016. FY 2017

For FY 2017, the Board of Education requested an MCPS Operating Budget of $2,498,633,541, an increase of $180,244,605, or 7.8 percent, compared to the FY 2016 Operating Budget of $2,318,388,936. This included a total local contribution of $1,661,955,617, including teacher pension shift requirements. The Board of Education local contribution request for FY 2017 was $154,324,020 (+10.2 percent) more than the FY 2016 total local contribution amount of $1,507,631,597. Starting in FY 2017, the teacher pension shift requirement is part of the MOE calculation. The County Council appropriation decreased the Board of Education’s total budget by $41,159,780 to $2,457,473,761. The amount of local contribution approved by the County Council was $89,965,802 more than the minimum required under the state’s MOE law. In addition, the local contribution was $110,000,000 more than the local contribution for FY 2016. As it did in FY 2016, the County Council used $33,162,633 of MCPS fund balance to fund the FY 2017 Operating Budget. The County Council agreed with the county executive to provide $27,200,000 from the county’s Consolidated Other Post-employment Benefits (OPEB) Trust Fund to cover current MCPS retiree health benefits expenditures in FY 2017.

The FY 2017 budget for state aid increased by $25,367,832 over FY 2016, from $632,069,558 to $657,437,390, as a result of various state aid formulas. This was based on an enrollment of 151,944.75 total eligible students as of September 30, 2015, an increase of 1,847.75 eligible students compared to the previous year. Within this total state aid amount, MCPS received $35,976,870 for GCEI funding. This is an increase of $18,232,703 from the $17,744,167 that MCPS had received in GCEI funding in FY 2016 when only 50 percent of the anticipated amount was provided.

21 LEA: Montgomery County Public Schools The MCPS FY 2017 Operating Budget includes $18.6 million to provide education services to an additional estimated 2,502 additional students. Another $3.8 million was added for costs associated with opening of renovated space and a new school for the 2016-2017 school year. Funds were approved totaling $33.3 million for salary steps for eligible employees and a general wage adjustment for employees, effective July 1, 2016. Also, an increase of $48.2 million was approved for benefits and retirement costs for current and former MCPS employees along with insurance requirements for MCPS. This includes an additional $7.9 million for the increased costs of the shift of a portion of teacher pension requirements from the state to the county. A total of $3.1 million is included for inflation and other costs for such items as textbooks, instructional and media materials, transportation-related expenses, and utilities. The FY 2017 Operating Budget also included $5.8 million in reductions through efficiencies and other savings. Of this amount, $3.0 million comes from reductions to MCPS central services. Finally, the FY 2017 Operating Budget included $37.9 million in strategic priority enhancements for the school district. These enhancements allow MCPS to reduce class sizes in many classrooms across the district and accelerate efforts to close the achievement gap. In addition to class size improvements, these additional resources allow MCPS to provide targeted support based on the needs of our students to address achievement gaps.

Despite significant fiscal challenges from previous years when MCPS has been funded at the MOE level, the Board of Education has maintained the focus of the school system on the priorities and initiatives included in the Master Plan. The details of the budgets for FY 2016 and FY 2017 are provided in Charts 1.1A and 1.1B.

Analyzing Questions - Prior Year Variance Table 1. Did actual FY 2016 revenue meet expectations as anticipated in the Master Plan Update for 2016? If not, identify the changes and the impact any changes had on the FY 2016 budget and on the system’s progress towards achieving Master Plan goals. Please include any subsequent appropriations in your comparison table and narrative analysis. The FY 2016 total revenue figure provided in the 2016 Master Plan was based on the FY 2016 Operating Budget amount of $2,318,388,936. Based on final grant award amounts, actual FY 2016 revenue was reduced by a net decrease of $51,393 and had negligible impact on the FY 2016 Operating Budget. As a result, MCPS was able to continue to meet Master Plan goals during the 2015-2016 school year. 2. For each assurance area, please provide a narrative discussion of the changes in expenditures and the impact of these changes on the Master Plan goals. There were no changes between the original FY 2016 budget and the FY 2016 actual budget that had any impact on program goals. While the figures for grants show some changes between the budgeted and actual award amounts, these resulted in no changes to the Master Plan goals.

22 LEA: Montgomery County Public Schools Maryland’s Goals, Objectives and Strategies

Maryland remains committed to addressing significant gains and progress for all students. As part of the 2016 Bridge to Excellence Master Plan Annual Update, LEAs are required to analyze their State assessment data, and implementation of goals, objectives and strategies to determine their effect on student achievement and classroom practices.

Based on the 2016 Maryland General Assembly House Bill 999, the Commission on Innovation and Excellence in Education, the reporting requirements regarding the performance of certain students in all indicated assessments must include goals, objectives and strategies. Strategies must address any discrepancies in achievement. For this annual update, the reporting requirements must addressed for the following student populations:

i. Students requiring special education services; ii. Students with limited English proficiency; and iii. Students failing to meet, or failing to make progress towards meeting State performance standards. In the absence of State performance standards, LEAs are required to report on any segment of the student population that is, on average, performing at a lower achievement level than the student population as a whole.

Based on House Bill 999, the reporting requirement must also include strategies to address any discrepancies in achievement for students failing to meet, or failing to make progress toward meeting State performance standards. In the absence of State performance standards, LEAs are required to report on any segment of the student population that is, on average, performing at a lower achievement level than the student population as a whole. Describe the goals, objectives, and strategies regarding the performance of each identified student group.

In your analysis of students requiring special education services, LEAs must consider the following special education issues within the responses:

 Access to the General Education Curriculum. How are students accessing general education so they are involved and progressing in the general curriculum at elementary, middle and high school levels and across various content areas?  Collaboration with General Educators. How is the local education agency ensuring collaboration between general and special education staff, including such opportunities as joint curricular planning, provision of instructional and testing accommodations, supplementary aids and supports, and modifications to the curriculum?  Strategies used to address the Achievement Gap. When the local education agency has an achievement gap between students with disabilities and the all students subgroup, what specific strategies are in place to address this gap? Identify activities and funds associated with targeted grants to improve the academic achievement outcomes of the special education subgroup.  Interventions, enrichments and supports to address diverse learning needs. How are students with disabilities included in, or provided access to, intervention/enrichment programs available to general educations students?

23 LEA: Montgomery County Public Schools

In your analysis of students with Limited English Language proficiency, you must consider reporting the progress of English Learners (ELs) in the ACCESS for ELLs 2.0 in developing and attaining English language proficiency and achievement on the reading/language arts and mathematics State assessments for the following indicators.

. Indicator 1 is used to demonstrate the percentages of ELs progressing toward English proficiency. To demonstrate progress, Maryland uses an overall composite proficiency level obtained from the ACCESS for ELLs 2.0. ELs are considered to have made progress if their overall composite proficiency level on the ACCESS for ELLs 2.0 is 0.5 higher than the overall composite proficiency level from the previous year’s test. In order to meet the Indicator 1 target for school year 2015–2016, LEAs must show that 57 percent of ELs made progress. . Indicator 2 is used to demonstrate the percentages of ELs attaining English proficiency by the end of each school year. For determining Indicator 2, Maryland uses an overall composite proficiency level and a literacy composite proficiency level based upon ACCESS for ELLs 2.0. ELs are considered to have attained English proficiency if their overall composite proficiency level is 5.0 and literacy composite proficiency level is 4.0 or higher. In order to meet the Indicator 2 target for school year 2015–2016, LEAs must show that 15 percent of ELs have attained proficiency. . Indicator 3 represents achievement on the Reading/Language Arts and Mathematics State assessments for the EL subgroup.

Describe the strategies that will be used to ensure ELs meet the targets for Indicators 1–3. LEAs should include funding targeted to changes or adjustments in staffing, materials or other items for a particular program, initiative or activity. Maryland’s accountability structure is driven by the results of PARCC. PARCC performance levels defines the knowledge, skills and practices students are able to demonstrate. The five performance levels are:

PARCC Performance Levels  Level 1: Did not yet meet expectations  Level 2: Partially met expectations  Level 3: Approached expectations  Level 4: Met expectations  Level 5: Exceeded expectations

24 LEA: Montgomery County Public Schools PARCC English Language Arts/Literacy for Grades 3–8, 10

1. Based on available PARCC data, describe the challenges in English Language Arts/Literacy for grades 3–8 and grade 10. In your response, identify challenges for students requiring special education services, students with limited English proficiency, and students failing to meet, or failing to make progress towards meeting State performance standards. In the absence of State performance standards, LEAs are required to report on any segment of the student population that is, on average, performing at a lower achievement level than the student population as a whole.

For students in Grades 3–5, overall and in each student group, progress was seen from 2015 to 2016 with the exception of Native Hawaiian or Other Pacific Islanders whose scores remained stable. However, disparities remain among student groups. Overall, 48.2 percent of all students scored at Level 4–5. For Black or African American students, 33.8 percent scored at Level 4–5, and 26 percent of Hispanic/Latino students of any race achieved proficiency at Level 4–5. Performance among students receiving special education services and those with limited English proficiency (LEP) lagged behind their peers with 13 and 6 percent, respectively, scoring at Level 4–5. For students receiving Free and Reduced-Priced Meals (FARMS) the percentage scoring Level 4 –5 was 23.5.

For students in grades 6–8, there was a 0.8 percentage point decrease in student performance overall, with 46.2 percent of students performing at Level 4–5. Gaps in performance persist for Black orAfrican American students with 28 percent achieving at Level 4–5 and 23 percent for Hispanic/Latino of any race. For students receiving special education services, 9.7 percent achieved Level 4–5 and 2.2 percent of LEP students achieved at Level 4–5. The percentage of students receiving Free/Reduced-Priced Meals (FARMS) performing at Level 4–5 was 20.4 percent.

From 2015 to 2016, the overall percentage of students who achieved Level 4–5 in grade 10 increased 4.1 percentage points from 43.8 to 47.9. However, gaps in achievement remain among subgroups. Black or African American students achieving at Level 4–5 was 32.3 percent and 29.3 percent for Hispanic/Latino of any race. For students receiving special education services, 15.5 percent performed at Level 4–5 and the percentage of students achieving Level 4 –5 for students with limited English proficiency was 5.2.

25 LEA: Montgomery County Public Schools PARCC English Language Arts/Literacy Performance Results

Table 1 2015 Percent Proficient 2016 Percent Proficient Grade 3-5 Level 1-2 Level 3 Level 4-5 Level 1-2 Level 3 Level 4-5 Student Group All Students 30.6 24.0 45.5 28.5 23.3 48.2 American Indian or Alaska Native 35.5 34.2 30.2 33.0 22.8 44.3 Asian 13.7 19.2 67.1 11.2 18.1 70.7 Black or African American 42.3 29.0 28.7 38.4 27.8 33.8 Hispanic/Latino of any race 51.5 26.7 21.8 47.5 26.5 26.0 Native Hawaiian or Other Pacific Islander 21.4 28.6 50.0 22.3 27.8 50.0 White 13.8 20.8 65.4 13.1 19.7 67.2 Two or more races 20.2 22.6 57.2 16.5 21.7 61.7 Special Education 72.4 16.1 11.5 69.7 17.2 13.0 Limited English Proficient (LEP) 80.7 14.7 4.6 77.2 16.9 6.0 Free/Reduced-Priced Meals (FARMS) 53.3 27.5 19.2 49.4 27.1 23.5 Table 2 2015 Percent Proficient 2016 Percent Proficient Grade 6-8 Level 1-2 Level 3 Level 4-5 Level 1-2 Level 3 Level 4-5 Student Group All Students 28.3 24.7 47.0 28.5 25.3 46.2 American Indian or Alaska Native 28.2 25.6 46.2 25.0 31.8 43.2 Asian 11.4 19.3 69.3 11.2 18.5 70.3 Black or African American 43.0 29.2 27.8 41.9 30.1 28.0 Hispanic/Latino of any race 48.4 27.8 23.8 48.9 28.1 23.0 Native Hawaiian or Other Pacific Islander 10.5 26.3 63.2 18.8 31.3 50.0 White 12.7 22.2 65.1 12.7 22.9 64.4 Two or more races 17.8 22.4 59.8 18.8 24.8 56.4 Special Education 74.1 17.0 8.9 73.3 17.1 9.7 Limited English Proficient (LEP) 88.2 9.3 2.4 88.8 8.9 2.2 Free/Reduced-Priced Meals (FARMS) 52.2 27.8 20.0 51.4 28.2 20.4 Table 3 2015 Percent Proficient 2016 Percent Proficient Grade 10 Level 1-2 Level 3 Level 4-5 Level 1-2 Level 3 Level 4-5 Student Group All Students 35.7 20.5 43.8 33.7 18.4 47.9 American Indian or Alaska Native 41.2 17.6 41.2 21.7 39.1 39.1 Asian 16.8 16.9 66.3 18.0 15.1 66.8 Black or African American 51.4 21.3 27.1 45.1 22.5 32.3 Hispanic/Latino of any race 49.2 24.7 26.2 51.4 19.4 29.3 Native Hawaiian or Other Pacific Islander 50.0 50.0 0.0 16.7 16.7 66.7 White 25.4 19.0 55.6 19.1 15.8 65.2 Two or more races 31.8 18.3 49.9 19.5 19.5 61.1 Special Education 75.1 12.7 12.2 66.6 18.0 15.5 Limited English Proficient (LEP) 78.2 16.4 5.5 82.2 12.5 5.2 Free/Reduced-Priced Meals (FARMS) 54.5 22.8 22.7 53.1 21.6 25.3 26 LEA: Montgomery County Public Schools

Almost 23,000 students took the ACCESS for ELLs test in school year 2016, a three percent increase from the previous school year. According to the Maryland State Department of Education, students demonstrate that they are progressing towards developing proficiency in English, when they have a 0.5 gain on the Overall Proficiency Level from year to year. In addition, students attain proficiency in English when they score a 5.0 Overall Proficiency Level and at least a 4.0 on the Literacy Composite.

Upon comparison of data from the 2014–2015 to 2015–2016 school year, it was evident that there were more students who performed at the Level 1 and 2 proficiency levels on their Overall Proficiency Level for Grades 3–5 and 9–12. However, it was also noted that there were fewer students who performed at Levels 1 and 2 on their Overall Proficiency Level for Grades 6-8. While many of the students performed at Levels 3 through 5 on their Overall Proficiency Levels at all grade level, only students in Grades 9–12 demonstrated an increase in their performance at Levels 5 and 6 on their ACCESS for ELLs 2.0 Overall Proficiency Level. Consistent with the previous year, while many students demonstrated a higher level of proficiency levels in Listening, Speaking and Reading, student performance in Writing continues to be an area for improvement for students at all levels. Overall, the 2016 data presented similar patterns of performance for students compared to the previous year with some improvements in Listening and Reading.

The following challenges continue:  Developing a systemwide culture of high expectations for all students that recognizes and overcomes beliefs, attitudes, and assumptions that are barriers to student achievement;  Providing professional learning on differentiated and culturally responsive instruction.  Providing schools the guidance and support needed to implement a continuum of services to meet the unique needs of students; and  Promoting effective coteaching models and incorporating elements of UDL in curriculum, instruction, and assessment resources.

MCPS is taking several approaches to respond to these challenges and ensure progress for students requiring special education services, students with limited English proficiency, and students failing to meet, or failing to make progress toward meeting State performance standards. Strategies to address any discrepancies in achievement of students failing to meet, or failing to make progress towards meeting State performance standards are listed below. Funding for specific strategies/initiatives is noted in parentheses. This funding is not inclusive, but representative of efforts to reduce gaps in student achievement based on race, ethnicity, and special services. Elementary (Prekindergarten–Grade 5)

Access to General Education Curriculum Collaboration between General Education, Special Education Teachers, and ESOL Teachers  The Elementary Integrated Curriculum (EIC) team provides appropriate supports to schools for the implementation of the reading curriculum and assessment of student performance through online curriculum resources and professional development.  Based on student performance on multiple measures, selected schools will receive direct support to develop a common understanding of the grade level standards, determine

27 LEA: Montgomery County Public Schools

formative assessment opportunities, discuss barriers, challenges, and needs for enrichment, and plan instruction to meet the needs of students.  Expectations for monitoring student performance is communicated through a calendar of monthly assessments, both formative and summative.  Classroom teachers in kindergarten through Grade 5 will monitor individual student reading levels monthly during guided reading instruction and report data into a central data collection tool. ($162,048)  Substitute coverage is provided for collaborative planning ($546,507)  Professional learning for Home School Model where students with disabilities attend their home school and are included in general education classes with special education support in and out of the classroom by special education teachers and paraeducators. ($38,888)

Strategies to Address the Opportunity Gap Interventions, Enrichment, and Supports Direct support to schools, professional learning resources, regular monitoring of formative and summative data at the classroom, school and district level will maximize the impact of the differentiated instruction. As a result, MCPS believes this will assist in closing and/or eliminating the disparities of performance between groups of students striving to meet or exceed the rigorous demands of the Common Core State Standards as contained in the Maryland College and Career Readiness Standards (MCCRS).  The EIC team will provide a series of professional learning modules composed of tools and resources to assist teachers and teacher leaders to analyze data and use the results to tailor instruction to meet the needs of students with disabilities, English learners, Black or African American students, Hispanic/Latino students of any race, and/or students impacted by poverty.  In support of English learners, sample learning tasks in the elementary curriculum for all content areas are being revised to increase specific strategies to make content more comprehensible and foster the development of academic language.  Use of the Sheltered Instruction Observation Tool (SIOP) model to design and deliver lessons helps to ensure that both ESOL and general education teachers have the tools to meet the unique educational needs of ELs as they simultaneously acquire proficiency in English and in the content areas. ($271.633–both elementary and middle schools)  The Office of School Support and Improvement and the EIC team will meet bimonthly to review the data collected in the Monthly Reading Data Collection tool, MCPSAP-PR data, MAP-R data, and classroom observations. Based on the findings, instructional specialists and supervisors will be assigned to provide direct support to leadership teams and/or grade- level teams of teachers.  Title I and EIC specialists are collaborating to provide professional learning for teachers of prekindergarten programs with an emphasis on vocabulary development, phonemic awareness, and emergent writing so that teachers of the youngest learners are able to establish a strong foundation for literacy learning. This effort supports the many English Learners, Black or African American, Hispanic/Latino students of any race, and/or students impacted by poverty attending prekindergarten programs. ($31,200)  An Instructional Core Team (ICT) serves as a critical component for the district’s system of accountability. The ICT is a multi-stakeholder cross functional forum for data monitoring, data driven action planning, and the implementation and evaluation of

28 LEA: Montgomery County Public Schools

systematic research-based strategies. The Elementary Literacy Instructional Core Team will: o Analyze targeted reading data on a monthly basis o Identify schools needing direct support in reading o Develop action plans for support o Implement the action plans through classroom, team level, or school leadership support o Evaluate the effectiveness of the support through ongoing data analysis  Professional learning for elementary school ESOL teachers ($127,613)  Using Chromebook technology continues to be a focus for professional learning in order to promote personalized learning opportunities to address the varied learning needs of students grouped in heterogeneous classes. ($120,000 for identified elementary and middle schools)  Elementary school students who experience difficulty learning to read with ease may have challenges in one or more of the major areas of reading: fluency, decoding and word identification, vocabulary, and comprehension. Instruction is targeted to address the area of difficulty. Teachers make instructional decisions that enable students to progress in reading performance. Teachers diagnose the area(s) of difficulty and match instructional strategies and materials to the areas of concern with teachers learning appropriate ways to intervene when a student experiences challenges.  Teachers first adjust classroom instruction and develop constructs to meet students’ needs, adjust the instruction in predictable intervals, and monitor results. Students who need intensive instruction in an intervention also will have access to grade level guided reading instruction. Special educators and EIC team members collaborate to train teachers on interventions. Secondary (Grades 6–8 and Grade 10) Access to General Education Curriculum Collaboration between General Education, Special Education Teachers, and ESOL Teachers  Emphasis on UDL principles in the district’s interactive, digital curriculum materials addresses some of the needs of Special Education and ESOL students, including examples of how lessons can be taught using multiple means of representation, multiple means of expression, and multiple means of engagement. Lesson materials are fully adaptable, and many lessons are designed using an inductive approach.  Assessments in English classes have been re-designed to incorporate principles of UDL, including choices when appropriate and requiring writing completed in on-demand settings as well as extended time periods with instruction and scaffolding for all parts of the writing process.  Formative assessment principles have been used to encourage teachers to plan differentiated lessons based on their students’ needs.  Assessments in middle school English/Language Arts also are available for administration in an online platform that includes an array of accessibility tools, including highlighting and annotation, line-readers, and read/write tools for students with accommodations.  The Secondary Literacy Instructional Core Teams of central services staff from multiple offices, included the offices of School Support and Improvement; Curriculum and 29 LEA: Montgomery County Public Schools

Instruction; and Special Education and Student Services provides consultative and direct support to schools with high numbers of students from impacted groups.  Cross-office teams work with school leaders and teachers to provide customized support to address identified needs in each school, including data analysis, collaborative planning, and development of clear and effective school structures and goals.

Strategies to Address the Opportunity Gap Interventions, Enrichment and Support  Professional learning for all English resource teachers in the summer of 2016 focused on working in professional learning communities to use core literacy practices to create differentiated and culturally responsive instruction.  Using Chromebook technology continues to be a focus for professional learning in order to promote personalized learning opportunities to address the varied learning needs of students grouped in heterogeneous classes. ($120,000 for identified elementary and middle schools)  A series of professional learning opportunities for teachers has been provided to focus on various strategies to address the needs of impacted groups. Access to high-quality instruction for students from impacted groups is being promoted in secondary schools by providing access to advanced-level content and courses.  The Office of Curriculum and Instruction partnered with Office of Special Education to design and implement a training on incorporating UDL principles for teaching English. General and special education coteachers worked together during this multi-day training throughout the year to apply UDL principles to develop and implement their own classroom resources.  A cohort of 15 middle and six high schools with high numbers of students from impacted groups attended an eight-day summer workshop on differentiated and culturally responsive instruction for English 8 and English 9. School teams applied principles from the workshop to create and share instructional resources, and the training that began during the summer will continue throughout the school year with three additional days of training. ($323,177)  The English curriculum development and training includes an initiative encouraging English teachers to create more diverse reading experiences for their students, addressing an important need for our Hispanic/Latino of any race and Black or African American students: to engage with challenging texts in which they are able to see themselves represented more directly. This effort includes approving additional texts written by Hispanic and African American authors, incorporating these texts into model less, and encouraging more inclusive teaching practices, including providing students with more choices for their reading.  At the middle school level, MCPS has a three-pronged approach to addressing the performance of ESOL students to ensure that students make progress in English proficiency, attain English proficiency, and score proficient in reading and math. o ESOL Professional Learning–Professional development to build the capacity of general education teachers and leaders to work with ESOL students to support their language development and acquisition of academic content takes a variety of forms, including face-to-face, core team, and trainer of trainers. ($55,096) 30 LEA: Montgomery County Public Schools

o Sheltered Instruction Observation Tool–The SIOP model is informed by research on second language learning sponsored by the Center for Research on Education, Diversity and Excellence (CREDE). Use of the SIOP model to design and deliver lessons helps to ensure that both ESOL and general education teachers have the tools to meet the unique educational needs of ELLs as they simultaneously acquire proficiency in English and in the content areas. ($271.633–both elementary and middle schools) o English Language Development Teacher/Coach (ELD Teacher/Coach)–To improve academic outcomes for students in the limited English proficient (LEP) subgroup, identified schools receive direct consultation and professional development from an ELD teacher/coach. The ELD teacher/coach builds the capacity of general education staff to support the language and academic content needs of ESOL students, students whose parents have refused ESOL services, and reclassified English language learners who exited the ESOL program within the past two years. ($964,399)

31 LEA: Montgomery County Public Schools

PARCC Mathematics for Grades 3-8, Algebra I

1. Based on available PARCC data describe the challenges in Mathematics for grades 3–8. In your response, identify challenges for students requiring special education services, students with limited English proficiency, and students failing to meet, or failing to make progress towards meeting State performance standards. In the absence of State performance standards, LEAs are required to report on any segment of the student population that is, on average, performing at a lower achievement level than the student population as a whole.

2. Describe the changes or strategies, and the rationale for selecting the strategies and/or evidence- based practices that will be implemented to ensure progress. Include timelines and method(s) of measuring student progress where appropriate. Include a description of corresponding resource allocations. For students in grades 3–5, overall proficiency at Levels 4-5 increased by 10.0 percentage points from 39.4 in 2015 to 49.4 in 2016. While progress was seen, gaps in achievement persist for Black or African American students, with 31.8 percent scoring proficient at Level 4-5 in 2016 compared with 20.7 in 2015. For Hispanic/Latino, 27.0 scored proficient at Level 4-5 in 2016, compared to 16.9 in 2015. With progress begin made, discrepancies in performance also were seen for students receiving special services with 15.7 percent of special education students scoring at Levels 4-5 in 2016 compared to 11.3 percent in 2015. LEP students scored 13.9 percent proficient at Levels 4-5 in 2016, compared to 7.9 in 2015, and for students receiving FARMS services, 24.5 percent scored Levels 4-5 proficiency in 2016, compared to 15.2 percent in 2015. In Grades 6–8, the percentage of students scoring proficient at Level 4-5 increased 5.3 percentage points, from 32.7 percent in 2015 to 38.0 in 2016. While progress was made, gaps in achievement persist for Black or African American students with 17.6 percent scoring proficient at Level 4-5 in 2016, compared to 14.2 in 2015. Hispanic/Latino students made gain from 12.3 percent scoring proficient at Levels 4-5 in 2015 to 15.0 in 2016. While progress was made, gaps in achievement persist for students receiving special services, with 9.0 percent of special education students achieving proficiency at Levels 4-5 compared to 11.3 in 2015. LEP students scored 4.4 percent proficient at Level 4-5 in 2016 compared to 7.1 in 2015, and for students receiving FARMS, 13.4 percent scored proficient at Level 4-5 in 2016, compared to 9.6 in 2015.

In Algebra, 44.3 percent of students scored proficient at Level 4-5, with a 5.8 percentage point increase from 2015 to 2016. Although progress was made, discrepancies in performance persist for Black or African American students, with 24.5 percent scoring proficient at Level 4-5 in 2015, compared to 17.3 in 2015. For Hispanic/Latino students, 19.3 percent performed proficient in 2016, compared to 17.1 percent in 2015. Student receiving special education services scored 15.4 percent proficient at Level 4-5, up from 10.2 in 2016. LEP students scored 11.5 percent proficient at Level 4-5 in 2016, compared to 10.8 in 2015, and for students receiving FARMS services, 17.7 percent scored proficient at Levels 4-5 in 2016 compared to 14.9 percent in 2015.

32 LEA: Montgomery County Public Schools

PARCC Mathematics Performance Results

Table 1 2015 Percent Proficient 2016 Percent Proficient Grade 3-5 Level 1-2 Level 3 Level 4-5 Level 1-2 Level 3 Level 4-5 Student Group All Students 34.9 25.8 39.4 27.8 22.8 49.4 American Indian or Alaska Native 41.3 32.0 26.6 43.0 19.0 37.9 Asian 13.1 18.9 68.0 8.0 14.2 77.9 Black or African American 50.6 28.6 20.7 40.7 27.4 31.8 Hispanic/Latino of any race 56.2 26.8 16.9 45.6 27.5 27.0 Native Hawaiian or Other Pacific Islander 35.7 14.3 50.0 33.3 16.7 50.0 White 17.2 26.3 56.5 12.3 19.7 68.0 Two or more races 25.4 24.3 50.4 17.9 19.3 62.9 Special Education 71.9 16.8 11.3 64.2 20.0 15.7 Limited English Proficient (LEP) 72.2 19.8 7.9 62.5 23.6 13.9 Free/Reduced-Priced Meals (FARMS) 58.9 25.8 15.2 48.3 27.2 24.5

Table 2 2015 Percent Proficient 2016 Percent Proficient Grade 6-8 Level 1-2 Level 3 Level 4-5 Level 1-2 Level 3 Level 4-5 Student Group All Students 40.1 27.2 32.7 35.0 27.0 38.0 American Indian or Alaska Native 36.1 38.9 25.0 48.4 32.3 19.3 Asian 17.1 23.3 59.5 12.6 19.8 67.6 Black or African American 58.8 26.9 14.2 52.7 29.6 17.6 Hispanic/Latino of any race 62.0 25.7 12.3 55.4 29.6 15.0 Native Hawaiian or Other Pacific Islander 29.4 23.5 47.1 20.0 30.0 50.0 White 19.1 30.3 50.7 15.2 26.2 58.6 Two or more races 26.6 27.7 45.6 25.2 26.3 48.4 Special Education 78.1 14.7 7.1 74.2 16.7 9.0 Limited English Proficient (LEP) 86.8 9.0 4.2 84.4 11.2 4.4 Free/Reduced-Priced Meals (FARMS) 65.5 24.8 9.6 58.9 27.7 13.4

Table 3 2015 Percent Proficient 2016 Percent Proficient Algebra I Level 1-2 Level 3 Level 4-5 Level 1-2 Level 3 Level 4-5 Student Group All Students 34.5 26.9 38.5 32.5 23.3 44.3 American Indian or Alaska Native 63.6 9.1 27.3 23.8 33.3 42.9 Asian 12.2 21.1 66.7 10.6 17.1 72.3 Black or African American 53.0 29.6 17.3 47.8 27.7 24.5 Hispanic/Latino of any race 52.6 30.3 17.1 54.3 26.3 19.3 Native Hawaiian or Other Pacific Islander 50.0 0.0 50.0 38.5 23.1 38.5 White 17.6 25.4 57.0 11.6 19.3 69.1 Two or more races 26.2 23.1 50.7 17.2 25.8 57.0 Special Education 72.4 17.5 10.2 67.9 16.8 15.4 Limited English Proficient (LEP) 69.7 19.5 10.8 73.2 15.4 11.5 Free/Reduced-Priced Meals (FARMS) 55.8 29.4 14.9 55.5 26.9 17.7 33 LEA: Montgomery County Public Schools

Historical data in mathematics demonstrate the challenges in transitioning to the MCCRS and also demonstrates our need to address persistent achievement gaps across racial/ethnic lines as well as for students who need additional support.

The following challenges continue:  Developing and retaining highly qualified teachers of mathematics at all grade levels;  Developing and retaining special educators who can work effectively in self-contained and inclusion mathematics classrooms;  Developing a systemwide culture of high expectations for all students that recognizes and overcomes beliefs, attitudes, and assumptions that are barriers to student achievement;  Providing schools the guidance and support needed to implement a continuum of services to meet the unique needs of each student; and  Promoting various co-teaching models, planning for accessibility, incorporating assistive technology, and differentiating formative assessments.

MCPS is taking several approaches to address these challenges and ensure progress for students requiring special education services, students with limited English proficiency, and students failing to meet, or failing to make progress towards meeting State performance standards. Access to General Education Curriculum Collaboration between General Education, Special Education Teachers, and ESOL Teachers

Elementary (Prekindergarten–Grade 5)  In 2016–2017, general education, ESOL, and special education teachers will develop their capacity to instruct students with disabilities using the MCPS mathematics Curriculum 2.0, which is aligned to the MCCS through the Professional Learning Community (PLC) structure.  During the summer of 2016, professional development focused on grades 4 and 5 where all teachers (general education, special education and ESOL) studied Curriculum 2.0 and specific mathematics strategies and manipulative materials to enable students to access and progress from the concrete through the abstract and to the symbolic level of mathematics concepts in the curriculum. ($1,070,917)  PLC meetings throughout the year provide both general and special education teachers opportunities to: o analyze school mathematics data o examine the mathematics progressions in Curriculum 2.0 o identify scaffolds, strategies, and supports that promote student access to and progress in grade-level curriculum o examine strategies to engage and support language development embedded in the mathematics classroom  To increase the content knowledge and instructional strategies of teachers of mathematics, math content coaches have been placed in many Title I elementary schools and other high- needs elementary schools.  The professional learning provided for these support staff members has been expanded to allow every elementary school to identify a math representative and collaborate with the

34 LEA: Montgomery County Public Schools

school’s staff development teacher to provide job-embedded training and support to staff members on mathematics instruction. This training and support focuses on supporting students making sense of mathematics, helping all students to improve their understanding of mathematics content, with a particular focus on boosting the performance of students scoring at the basic proficiency level. ($5,768,588 in Title I and focus teacher funds)

Access to General Education Curriculum Collaboration between General Education, Special Education Teachers, and ESOL Teachers

Secondary Schools (Grade 6–Algebra 1)  In summer 2016, 86 course-alike cohorts at the 25 identified secondary schools met. Cohorts included Special Education Resource Teachers (RTSEs) who coordinate all special education services in each of the identified secondary schools and special education paraeducators. The professional learning for the integration of UDL strategies into instruction will have a direct impact on the instruction for over 2,500 students with disabilities during the 2016–2017 school years. This school wide focus across multiple courses included training for school-level leaders in both general and special education. Therefore, it is anticipated that equity and UDL instructional methods and materials will reach a greater number of students with disabilities than professional learning solely designed for special education teachers. An anticipated outcome of cohort training is the identification and dissemination of best practices in schools that have successfully increased the number of middle school students with disabilities who have completed Algebra 1 by Grade 8. ($464.925)  MCPS will continue to systematically provide professional development on collaborative planning and coteaching to both general and special education mathematics teachers. The emphasis will be on providing teachers with an overview of five defined coteaching models: o Support Teaching: one teacher is responsible for delivering the majority of instruction while a second teacher circulates and provides manipulative and adapted materials and behavior support. o Station Groups: students with disabilities are placed in two or three smaller groups. Each teacher presents part of the lesson and students rotate. o Team Teaching: both teachers deliver instruction simultaneously. Strategies might include role play, modeling concepts, asking clarifying questions, and paraphrasing. o Shadow Teaching: one teacher teachers and the second teacher re-teaches the concept using different strategies and materials. o Interest Group: teachers prepare instruction and materials for two different topics. This model increases opportunity for student choice based on their interest.

Strategies Used to Address the Opportunity Gap Elementary and Secondary Schools  Central services special education, ESOL, and mathematics supervisors, instructional specialists, and itinerant resource teachers support school teams in the improvement of instructional delivery models to address the diverse needs of students through school-based leadership team meetings, school improvement team meetings, and by developing and 35 LEA: Montgomery County Public Schools

facilitating focused professional development activities for staff members who support students with disabilities. These professional development experiences include working to support students to use accommodations to meet on-grade expectations including the use of academic language and internalizing scaffolds to support independent success. Integrated in this support are the principles of UDL.  Special and general education elementary and middle school teachers have received school- based training on using structures to collaborative planning documents for mathematics instruction including: o Planning for Powerful Instruction, which outlines a continuous process for effective instructional planning, and o Before, During, After Collaborative Team Planning: Considerations for Special Populations.  MCPS supports the following best practices to strengthen collaborative partnerships: o Special education and ESOL teachers are not grouped in separate departments but are members of grade or subject-alike teams. o Planning time for general, special education, and ESOL teachers is established and protected. o The responsibilities of coteachers, such as grading, lesson planning, and discipline are equitable. o The unique skills of coteachers are recognized and equitably utilized. o Principals review coteaching partnerships and address any issues that arise.  There are some additional professional learning strategies that are being implemented by the Secondary ESOL team to address the challenges that the district is facing around student learning outcomes for LEPs. MCPS teachers and administrators will continue to have access to the SIOP professional learning strategy via an online course in identified schools. Collaboration is currently in place between the Secondary ESOL supervisor and other content supervisors to ensure that professional learning and adapted curriculum resources are accessible to content teachers to better support the learning needs of LEPs. In addition, job- embedded professional learning supports are being provided to content teachers in 20 middle schools to support the implementation of co-teaching, co-planning, and professional learning sessions for some mathematics teachers.  In the 2016–2017 school year, elementary leaders will come together as learning teams to study formative assessments, and how to more effectively lead by using data to drive instructional practices. Teams will be comprised of principals, assistant principals, staff development teachers, reading specialists, and math content coaches. The expectation is that macro professional learning will occur over several designated dates throughout the year, with school- based micro professional learning and support at the school level. Emphasis will include formative assessment, coaching, and equity and cultural competence.

Interventions, Enrichments and Supports Elementary and Secondary Schools  During the 2016–2017 school year, the following evidence-based mathematics interventions will be implemented through professional development focused on making mathematics instruction accessible for students with disabilities: o FASTT Math is a software program that helps struggling students develop fluency with basic mathematics facts in the four operations. It automatically differentiates 36 LEA: Montgomery County Public Schools

instruction and practice based on each student’s individual fluency level in customized, 10-minute daily sessions for students in grades 3–8. o Above and Beyond with Digi Blocks uses direct instruction for students with intellectual disabilities. Above and Beyond with Digi Blocks is a mathematics manipulative designed to support student understanding of number concepts. Its five strands address counting, place value, the four operations, and money concepts. o Understanding Math is a computer-assisted program used with students in grades 4– 10. The program’s nine topics can be used to introduce concepts to a whole class, re-teach concepts in a different way to a small group, or remediate individual students on specific skills. Each topic has interactive concept sections with step-by-step explanations, virtual manipulative materials, practice sessions, and off-computer activities with lesson outlines/worksheets. Students work in triads with teacher guidance to support mathematics discourse and cooperative learning.

 During the summer of 2016, middle and high school mathematics teachers received training in the Mathematics 8 and Pre-Calculus curriculum. In addition, there are interventions in place targeted specifically to the needs of students at the high school level. Many of these interventions are designed to provide additional time for students to address linguistic needs (for LEP students); to provide accommodations (for special needs students); or to enhance the building of relationships that could assist efforts to close achievement gaps (for Hispanic/Latino and Black or African American students). ($25,658)

37 LEA: Montgomery County Public Schools

MSA Science

1. Based on available MSA Science data, describe the challenges in science for grades 5 and 8. In your response, identify challenges for students requiring special education, students with limited English proficiency, and students failing to meet, or failing to make progress towards meeting State performance standards. In the absence of State performance standards, LEAs are required to report on any segment of the student population that is, on average, performing at a lower achievement level than the student population as a whole.

Grade 5 MSA Science results declined by 4.1 percentage points from 2015 to 2016 with 66.0 percent proficient in 2016, compared to 70.1 percent in 2015. Disparity among student subgroups exists, with 49.3 percent of Black or African American students proficient in 2016, and 44.4 percent of Hispanic/Latino of any race scoring proficient. For student receiving special services, 33.9 percent of special education students were proficient, 13.4 percent of LEP students, and 40.5 percent of student receiving FARMS scoring proficient. For 2016, Grade 8 Science results for all students was 71.1 percent proficient, a 4.3 percent decline from 2015 (75.4). Limited English Language Proficiency (LEPs) and Special Education students are most challenged in meeting proficiency compared to their peers with 13.8 percent and 33.7 percent respectively, scoring at the proficient level. Gaps also were seen for Black or African American students (55.4 percent) and Hispanic/Latino of any race (44.4 percent) achieving proficiency.

MSA Science Performance Results 2014 2015 2016 Grade 5 Percent Percent Percent Proficient Proficient Proficient Student Group All Students 68.2 70.1 66.0 Asian 83.6 85.9 83.9 Black or African American 50.1 52.6 49.3 Hispanic/Latino of any race 48.0 48.8 44.4 White 86.1 89.5 86.3 Special Education 32.9 31.4 33.9 Limited English Proficient (LEP) 14.2 12.7 13.4 42.8 45.7 40.5 Free/Reduced-Priced Meals (FARMS)

38 LEA: Montgomery County Public Schools

2014 2015 2016 Grade 8 Percent Percent Percent Proficient Proficient Proficient Student Group All Students 76.8 75.4 71.1 Asian 89.8 91.0 87.4 Black or African American 62.1 59.6 55.4 Hispanic/Latino of any race 59.5 55.0 48.5 White 92.3 92.2 90.6 Special Education 40.0 38.3 33.7 Limited English Proficient (LEP) 21.3 18.3 13.8 Free/Reduced-Price Meals (FARMS) 54.9 51.0 44.5

The following challenges continue:

● Professional learning for all elementary teachers on science standards and expectations for teaching and learning in the 21st. Century ● Time for planning meaningful, rigorous STEM-based instruction ● Time to teach Science daily

Access to the General Education Curriculum  MCPS assigned a UDL curriculum specialist to the Elementary Integrated Curriculum 2.0 writing team in 2010. Curriculum 2.0 was developed to align with UDL principles. It includes UDL lesson exemplars and digital materials designed for flexibility by providing choices to students in presentation, engagement, and expression. A checklist for considering UDL features when creating curriculum materials is used by the curriculum writing team and is available on the High Incidence Accessible Technology (HIAT) website. Since 2013, representatives from all curriculum content areas have participated in a professional learning focused on infusing UDL in the curriculum including a 15-hour online course on UDL, ongoing in-person meetings and instructional rounds at schools focused on incorporating UDL practices into instruction.  Features such as flexible levels of text, read-aloud functions, and embedded audio and visual materials are prioritized when purchasing district wide subscriptions to online resources for student use. Purchases of assistive technology software and online tools are licensed to be accessible to all students. Office of Special Education maintains a collection of specially formatted texts and provides technical assistance to schools for obtaining other

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materials from Bookshare.org for eligible students. Teachers are increasing their use of accessible instructional materials in the formats defined by IDEA.

Collaboration with General Educators  UDL leadership teams in 22 schools received intensive instruction and coaching on UDL principles during the past five years. These leadership teams collaborated with HIAT to generate tools and resources to support planning and delivery of instruction. Resources are available in the online curriculum and posted to the HIAT website.  Professional learning on UDL is provided in a variety of formats including webinars, workshops, professional learning communities, and continuing professional development (CPD) courses for graduate credits. Several initiatives provided mandatory training for staff at most schools in MCPS and included general and special educators. Examples of systematic professional learning include: o Professional learning is provided to general and special education coteaching teams. o UDL professional learning on using accessible technology tools with all students is provided through workshops, and webinars upon request throughout the school year and summer. o A one-credit CPD course on UDL and the development of digital instructional materials has been offered a minimum of one time per year. o Professional learning communities focusing on UDL implementation have been in place at the school level since 2010 and centrally since 2013.  All districtwide exams and curriculum assessments are available to schools in both paper and Kurzweil format for use by students with a text-reader accommodation. Kurzweil software is available on all student computers for instruction and assessment. Curriculum developers follow formatting guidelines that ensure quick and accurate conversion of tests to Kurzweil format.

Strategies used to Address the Opportunity Gap  MCPS has demonstrated progress toward full implementation of UDL in the areas of curriculum, materials, instruction, professional learning, and student assessment. Professional learning activities targeting teachers and central services staff members have been ongoing for over a decade. Emphasis is placed on increasing awareness of UDL and application of practices with job-embedded coaching through a PLC model. A number of school and district-level staff members have presented at state and national conferences on UDL, which attests to effective capacity building through professional learning and the commitment of MCPS to UDL.  Curriculum writers have extensive resources to support the integration of UDL into curriculum development, as well as methods to learn from each other in a UDL PLC. Nearly the entire curriculum is now available digitally and online to allow greater flexibility, accessibility and sharing of teacher-created materials. Resources to guide the development and purchase of digital curriculum materials aligned with UDL are available. Methods for measuring implementation of UDL at the classroom level have been developed collaboratively by district and school-level staff, integrated into the school improvement planning process at multiple schools and shared on the HIAT website.  Revision of CPD courses for elementary teachers aligned to the Next Generation Science Standards (NGSS) and MSDE STEM Standards of Practice. In MCPS, there are many 40 LEA: Montgomery County Public Schools

opportunities systemwide for elementary teachers to receive professional development to extend their math content knowledge, and MCPS is committed to extending elementary teachers’ science content knowledge beyond the minimum needed for certification purposes.  Science CPD courses are being redesigned to align with the Maryland College and Career Standards to create three new courses: Understanding and Instructing Physical Sciences Using the Next Generation Science Standards, Understanding and Instructing Earth/Space Sciences Using the Next Generation Science Standards, and Understanding and Instructing Life Sciences Using the Next Generation Science Standards. Each of these three NGSS aligned courses will include a large component of technology and engineering concepts and practices.  MCPS will continue its efforts in formative assessment development, data monitoring, and allocation of resources to support LEPs, students with disabilities, and other students who require support in reading to access the science curriculum. Specific adjustments are: o Throughout the 2016–2017 school year, each central services content specialist will continue to provide ongoing support to assigned high schools by meeting with teams to analyze data, discuss instructional strategies, support the planning of instruction, and provide ongoing professional development related to curriculum, instruction, and assessment. o Resource teachers will receive training plans and materials to provide professional development to their school teams. The resources included SIOP strategies for LEP students, UDL for meeting the needs of all students, and accelerated and enriched materials for advanced students.

Interventions, Enrichments and Supports

 This year MCPS will pilot the Next Generation Science Standards (NGSS) and Maryland State Department of Education (MSDE) STEM Standards of Practice for grades 4 and 5 in order to provide MCPS students with a high-quality curriculum that will deepen their understanding of science, technology & engineering concepts and processes.  In School Year (SY) 2018, we will pilot the standards for grades 2 and 3 with full implementation in SY 2019.

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High School Assessment (HSA) Biology 1. Based on available data, describe the challenges in Biology. In your response, identify challenges for students requiring special education services, students with limited English proficiency, and students failing to meet, or failing to make progress towards meeting State performance standards. In the absence of State performance standards, LEAs are required to report on any segment of the student population that is, on average, performing at a lower achievement level than the student population as a whole.

Overall, there was a 1.0 percentage point decrease in Biology HSA results for MCPS. Limited English language proficiency students (LEP) and students receiving special education services are most challenged in meeting proficiency compared to their peers. Though the overall passing rate for 2016 was 76.3 percent, the passing rates for LEP and Special Education were 33.1 percent and 37.5 percent, respectively.

HSA Biology Performance Results 2014 Percent 2015 Percent 2016 Percent

Proficient Proficient Proicient Student Group All Students 78.3 77.3 76.3 Asian 92.2 90.3 90.8 Black or African American 65.7 66.8 64.6 Hispanic/Latino of any race 62.7 61.9 59.6 White 94.9 94.2 94.2 Special Education 40.9 40.0 37.5 Limited English Proficient (LEP) 40.5 35.8 33.1 Free/Reduced-Price Meals 60.0 60.1 56.8 (FARMS)

The following challenges continue:  Supporting proficiency by embedding literacy strategies, providing language support strategies, and providing opportunities for discourse into the curriculum.  Bridging diverse students’ background knowledge and experiences to scientific knowledge and practices.  Increasing science proficiency and content acquisition for LEP students and students receiving special education services.

Access to the General Education Curriculum and Addressing the Opportunity Gap Collaboration with General Educators

 As required by COMAR, UDL is integrated into the Montgomery County Public Schools Five Year Master Plan previously submitted to MSDE. Specific goals of the Five Year Master Plan include more integrated collaboration between special and general education and a focus on school-level leadership training.  Secondary schools with the largest performance gaps in the following student populations: students with disabilities, LEPs, and students qualifying for free and reduced price meals, were asked to apply for summer 2016 cohort training. As part of the application process, schools identified specific courses to target during the project, based on the performance gaps. The selected 25 secondary schools represent many of our schools with the greatest needs. They also include a higher proportion of students with disabilities who have concurrent EL needs and/or qualify for FARMS. ($141,744)  In summer 2016, 86 course-alike cohorts at the 25 identified secondary schools met. Cohorts included ESOL Teachers and Special Education Resource Teachers who coordinate all special education services in each of the identified secondary schools and special education paraeducators.  The professional learning for the integration of UDL strategies into instruction will have a direct impact on the instruction for over 2,500 students with disabilities during the 2016–2017 school year. This school wide focus across multiple courses included training for school-level leaders in both general and special education.  It is anticipated that equity and UDL instructional methods and materials will reach a greater number of students with disabilities than professional learning solely designed for special education teachers.  Each of the 86 course-alike cohorts participated in eight days of summer training, which included elements of UDL and coteaching integrated into the curriculum study. A leadership development component was also provided this summer for resource teachers, staff development teachers, and administrators who will also participate in professional learning activities with integrated content on UDL. The professional learning progression will continue during the school year; the course-alike PLC will receive release time for continued professional learning, formative data review, and instructional planning throughout 2016–2017.

Strategies used to address the Opportunity Gap  MCPS will continue its efforts in formative assessment development, data monitoring, and allocation of resources to support LEPs, students with disabilities, and other students who require support in reading to access the science curriculum. Specific adjustments are: o During July 2016, high school science resource teachers (department chairs) were provided professional development opportunities that focused on instructional strategies to meet the needs of diverse learners and engage students by providing opportunities for them to apply their content knowledge in the planning of NGSS- aligned science lessons. o Additionally, summer cohorts of select lower performing high schools received intense 10-day professional learning to plan for powerful instruction. Teams were

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charged with analyzing data to make instructional decisions that support the learning of every student, particularly those whose needs are not being met. o During monthly secondary leadership meetings with science resource teachers, follow-up professional development will occur during the 2016–2017 school year, with a focus on data monitoring related to common tasks within the science curriculum. The student data analysis will focus on LEPs and special education students, with an emphasis on increasing the student proficiency related to the scientific and engineering practices defined in the NGSS. o Throughout the 2016–2017 school year, each central services content specialist will continue to provide ongoing support to high schools to which they are assigned by meeting with teams to analyze data, discuss instructional strategies, support the planning of instruction, and provide ongoing professional development related to curriculum, instruction, and assessment.  Central services science content specialists will continue to collaborate with the Secondary ESOL team on the development of new curriculum materials that reflect the instructional strategies outlined in the SIOP training to meet the needs of LEPs.  There are some additional professional learning strategies that are being implemented by the Secondary ESOL team to address the challenges that our district is facing around student learning outcomes for LEPs. Based on self-selection, MCPS teachers and administrators will continue to have access to the Sheltered Instruction Observation Protocol professional learning strategy via an online course. Collaboration is currently in place between the Secondary ESOL supervisor and other content supervisors to ensure that professional learning and adapted curriculum resources are accessible to content teachers to better support the learning needs of LEPs. In addition, job-embedded professional learning supports are being provided to content teachers in 20 middle schools to support the implementation of co-teaching, co-planning, and professional learning sessions for some Science teachers. Interventions, Enrichments and Supports  In order to help both general and special education students deepen their understanding of Biology course content, professional development will include a focus on the district’s Core Literacy Practices. Core Literacy Practices are stated in terms of observable student behaviors that apply to all content areas. These practices are not intended to replace content standards but rather to help students deepen their understanding of content by developing their skill in using language to communicate their thinking.  During the 2016–2017 school year, all high schools will be implementing two NGSS aligned biology curriculum units, developed using a project based learning (PBL) structure. PBL instruction research indicates an increase in student engagement and acquisition of content knowledge. The new biology curriculum was developed to the NGSS that outline student proficiencies for the science and engineering practices, disciplinary core ideas, and cross cutting concepts. Funding to develop these materials was contributed by MCPS staff funds and the HHMI grant.  Additionally, resource teachers received training plans and materials to provide professional development to their school teams. The resources included SIOP strategies for LEP students, UDL for meeting the needs of all students, and accelerated and enriched materials for advanced students.

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High School Assessment (HSA) Government 1. Based on available HSA data, describe the challenges in Government. In your response, identify challenges for students requiring special education services, students with limited English proficiency, and students failing to meet, or failing to make progress towards meeting State performance standards. In the absence of State performance standards, LEAs are required to report on any segment of the student population that is, on average, performing at a lower achievement level than the student population as a whole.

Government HSA results for MCPS reveal an overall passing rate of 83.7 percent, a 5.8 percentage point decrease from 2015. Special education and Limited English Language Proficiency students (LEPs) struggle the most to attain passing scores compared to their peers. The passing rate for LEP students was 38.5 percent and 48.1 percent for students receiving special education services. The data primarily represents Grade 10 students as that the grade in which most MCPS students typically take National, State, and Local (NSL) Government.

HSA Government Performance Results 2014 Percent 2015 2016 Pass Percent Pass Percent Pass Student Group

All Students 87.4 89.5 83.7 Asian 94.0 96.1 92.7 Black or African American 83.5 83.2 76.8 Hispanic/Latino of any race 78.0 81.5 72.9 White 96.0 97.1 95.4 Special Education 58.6 58.3 48.1

Limited English Proficient (LEP) 43.2 44.6 38.5

Free/Reduced-PriceMeals 78.1 78.2 69.6 (FARMS)

Special Education students face a variety of challenges, but are most impacted by course pacing required to complete instruction prior the testing in May as well as by the reading and writing demands of the course. LEP students have many of the same challenges as special education students in their ability to access the texts used in Government classes. In addition to these, LEPs also have the challenge of limited vocabulary, particularly academic vocabulary, and for many, a lack of background knowledge regarding the American system and structure of government.

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Access to the General Education Curriculum Collaboration with General Educators and ESOL Teachers  Most special education students have access to the general education curriculum provided to NSL Government teachers. MCPS follows a strong policy of ensuring that the majority of special education students are scheduled into regular classes.  Government teachers may be paired with an ESOL or special education co-teacher to provide appropriate supports for the needs of students. Regardless however, of whether a co-teacher is provided, all Government teachers are expected to differentiate lessons to provide the scaffolds and supports needed for all students. They are expected to collaborate with ESOL and special education teachers in their building as part of the planning cycle for instruction. This collaboration is expected to result in classroom instruction that models best practices for differentiation and appropriate scaffolding while maintaining the standard of skills and content learning for all students.  Teachers are encouraged to incorporate strategies such as structured discourse, use of graphic organizers, chunking of lengthy readings, and frequent checks for understanding.  Many LEP students are scheduled into regular Government classes, and in some cases have the benefit of an ESOL co-teacher that supports the regular classroom teacher.  Schools that have sufficient numbers of LEPs may also schedule Government classes specifically for LEP students, taught by trained and certified ESOL teachers. All teachers of LEP students use a variety of strategies to support their students including using sentence frames, visual representations, and extending the development of background knowledge to support the academic success of LEP students.

Strategies used to address the Opportunity Gap Interventions, Enrichments and Supports  MCPS is currently revising its Government curriculum to reflect MSDE changes to state Government curriculum and assessment limits. As part of this revision common instructional tasks are being developed that will reflect the expectations for the Government HSA as it is revised to include social studies skills and processes.  The common instructional tasks provide teachers with model lessons that require students to apply key concepts and skills to relevant policy issues. These lessons include a variety of resources for scaffolding student work, leading towards the same culminating product. Scaffolds include the use of graphic organizers, pre-writing organizers, modified texts, diverse texts, and clear rubrics and expectations. In addition, all of the primary source materials are adapted when needed to be accessible for English Language students that are approaching English proficiency.  The development of a new curriculum with new instructional tasks and assessments began June 2016 and will continue throughout the school year. In addition, a few schools will implement the tasks and assessments as they are available this year in order to identify additional supports or scaffolds that may be needed for special education and English Language students. Sampling of student work will be collected to measure how students are progressing in attaining the content, concepts and skills required of the Government HSA. Particular attention will be made to the performance of special education and English Language students.  As part of the budget process, the social studies team has requested two days in July 2017 for professional development for all Government teachers. The two days would focus, in 46 LEA: Montgomery County Public Schools

large part, on how to best differentiate and scaffold for the needs of all students, particularly special education students and LEP students. Reviewing student performance data will be a critical component of the training as well. Currently, all Government teachers are expected to analyze student assessment data using Achievement Series following the administration of each unit assessment. The data from assessments is disaggregated for all student groups so that teachers are able to monitor student progress on the assessment limits and indicators associated with the Government HSA.  There are additional professional learning strategies that are being implemented by the Secondary ESOL team to address the challenges that our district is facing around student learning outcomes for LEPs. A few select middle schools will continue piloting reading interventions with LEPs in select middle and high schools.  Based on self-selection, MCPS teachers and administrators will continue to have access to the SIOP professional learning strategy via an online course.  Collaboration is currently in place between the Secondary ESOL supervisor and other content supervisors to ensure that professional learning and adapted curriculum resources are accessible to content teachers to better support the learning needs of LEPs. In addition, job-embedded professional learning supports are being provided to content teachers in 20 middle schools to support the implementation of co-teaching, co-planning, and professional learning sessions for some Social Studies teachers.

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Assessment Administered by LEAs

In accordance with requirements of §7-203.3, for each assessment administered, the LEA must provide the following information. Use the template on page 18 to list the required assessment information:  The title of the assessment;  The purpose of the assessment;  Whether the assessment is mandated by a local or state entity;  The grade level or subject area, as appropriate, to which the test is administered;  The testing window of the assessment; and  Whether accommodations are available for students with special needs and what accommodations are.

Assessments refer to local, state or federally mandated tests that are intended to measure a student’s academic readiness, learning progress, and skill acquisition. Assessment does not include a teacher- developed quiz or test, or an assessment or test given to a student relating to the following:  A student’s 504 Plan;  The federal Individuals with Disabilities Education Act, 20U.S.C.1400; or  Federal law relating to English Language Learners.

On or before October 15, 2016, assessment information required in §7-203.3 (see above) are intended to measure a student’s academic readiness, learning progress, and skill acquisition, shall be: . updated; . posted on the website of the LEA; and included in the Annual update of the LEA master plan required under §5-401.

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V. Assessment Administered Requirement

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50 LEA: Montgomery County Public Schools

benchmarking at the district level. Title of the Assessment Purpose of the Mandated by a As Appropriate, to which the Testing Window Are What are the Assessment Local or State assessment is administered Accommodations Accommodations? Entity Available for Students with Special Needs? Grade Level Subject Area

Exceptions: EL Accommodations are not allowed. IEP accommodations are limited: 1F Read to Entire not allowed on Reading Test. 1G Read Selected not allowed on

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Reading, Writing, Listening. 3A Extended Time not allowed on Speaking Test. Title of the Assessment Purpose of the Mandated by a As Appropriate, to which the Testing Window Are What are the Assessment Local or State assessment is administered Accommodations Accommodations? Entity Available for Students with Special Needs? Grade Level Subject Area MSAA Monitors students’ State Grades 3-8, 11 Reading and Mar 6 – May 12 Yes Maryland progress toward Math Accommodations obtainment of state and Manual (MAM) national standards. 1-A to 1-Q 2-A to 2-P 3-A to 3-E 4-A to 4-E

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HSA Monitors students’ State Enrolled in Biology, Jan Yes Maryland  Biology progress toward course course in high National, State Administration Accommodations  Government content aligned with school and Local May Manual (MAM) state and national Government Administration 1-A to 1-Q standards. 2-A to 2-P 3-A to 3-E 4-A to 4-E Title of the Assessment Purpose of the Mandated by a As Appropriate, to which the Testing Window Are What are the Assessment Local or State assessment is administered Accommodations Accommodations? Entity Available for Students with Special Needs? Grade Level Subject Area

53 LEA: Montgomery County Public Schools Appendix A ACCOUNTABILITY OF ALLOCATIONS TO IMPROVE TEACHING AND LEARNING 2016–2017 INVESTMENT TACTIC MEASURES OF SUCCESS STRATEGY DESCRIPTION BUDGET Strategic Priority I: Focus on Learning, Accountability, and Results Lowering Class Size  Accounting of staffing allocations Class size reduction (280.0 FTE) Allow teachers to more closely access $21,228,208 student needs and provide timely interventions and support to students. Strategic Priority I: Focus on Learning, Accountability, and Results Targeting Staffing to  Improved outcomes in targeted schools  Administrators in selected schools  Assist with supervision of instruction $1,049,884 Support Cluster and courses where additional staffing with high student enrollment and programs and student achievement Monitoring and and professional development was high enrollment of students and provide support to students. Supports for provided: impacted by poverty (6.0 FTE) Students. . Growth . Meeting milestones  Paraeducator support in  Target staffing allocations and training $2,060,112 mathematics in elementary and in schools with largest gaps in $1,051,516 middle schools and literacy in performance. middle schools (76.2 FTE)

 Teacher allocations in  Provide additional instructional $2,261,455 mathematics and literacy in support through reteaching and schools with largest gaps in interventions to enable students to performance (33.2 FTE) meet agreed upon standards. Strategic Priority I: Focus on Learning, Accountability, and Results Leveraging  Decrease student referrals and  Middle School Leadership  Provide school leaders with $408,700 Resources to suspensions. professional development to increase Increase Staff  Monitor growth in targeted schools and social emotional well-being and Members’ Capacity courses through: student learning. to Meet Students’ . Attendance  Utilize the “Give Me 10” structure. Needs and Ensure . Qualitative indicators, i.e., classroom  Increase student achievement, Students’ Academic observation tools and analysis of engagement, and student voice. Success. student assignments . Referrals, suspensions, and school activity student engagement levels

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Appendix A INVESTMENT TACTIC MEASURES OF SUCCESS STRATEGY DESCRIPTION BUDGET Strategic Priority I: Focus on Learning, Accountability, and Results Leveraging  Improve student acquisition and  Literacy and Mathematics  Identified school teams engage in $3,546,500 Resources to proficiency in literacy and mathematics. Professional Development curriculum analysis across grade levels. Increase Staff  Cross-level instructional articulation— Members’ Capacity example: Grades 5 to 6 and 8 to 9. to Meet Students’  Professional learning for ESOL and Needs and Ensure METS teachers. Students’ Academic  Professional learning for middle school Success. team leaders.  Professional learning for expansion of Home School Model in identified schools.  Expansion of Restorative Justice and PBIS in identified schools.  Professional learning for monitoring of improvement of teaching and learning.  Professional learning for the implementation of new instructional materials in 11 elementary schools. Strategic Priority I: Focus on Learning, Accountability, and Results Providing Enhanced  Increase the percentage of students  Instructional Materials  Provide selected schools with $1,511,810 Curriculum, meeting district milestones in literacy instructional materials to enhance Assessment, and and mathematics: current instructional practices and Instructional . Readiness for the next grade level accelerate student learning. Options. . Successful transition to the next grade level  Marking Period Assessments  Provide technical supports and $135,639 . Readiness and transition to Development assessment frameworks to enable postsecondary education and work schools to monitor student progress  Increase number of students who and improve learning. graduate college and career ready (CCR) as measured by CCRCCA and Montgomery College CCR indicators.  Career and College Readiness  Increase number of students who $25,765  Increase number of students who completion graduate “college and career ready,” immediately begin credit-bearing prepared to enter postsecondary coursework at Montgomery College education without the need for without the need for remediation. remediation.

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Appendix A INVESTMENT TACTIC MEASURES OF SUCCESS STRATEGY DESCRIPTION BUDGET Strategic Priority I: Focus on Learning, Accountability and Results Increasing  Reduce gap in achievement between  Elementary School Special  Increase access to rigorous curriculum $1,035,128 Programmatic Access students with disabilities and non- Education in the LRE to improve achievement in by Removing Barriers individuated education program reading and math for special education and Increasing students in Grades 3, 4, and 5 as students. Opportunities for measured by District Milestones in Learning. literacy and mathematics.

 Achieve or exceed the MSDE Least Restrictive Environment (LRE) target (≤68.9%) of special education receiving services in general education setting for at least 80% of the school day.  Increase academic performance of $85,900  Dual Language ELLs through enhancing the Dual  Demonstrate measureable growth in Language program at Kemp Mill literacy and mathematics for English Elementary School. language learner (ELL) students in the Dual Language program.  Create pathways to strengthen and $328,700  Minority Program Enhancements support access to college STEM  Increase enrollment and performance in programs through supporting, Science, Technology, Engineering, and identification, academic programming, Math (STEM) courses for traditionally and teacher development for culturally underrepresented students groups. relevant instructional approaches. Strategic Priority I: Focus on Learning, Accountability, and Results Increasing  Increase awareness of the necessity of  Parent Community Coordinators  Support and engage more parents to $603,000 Programmatic Access parent engagement to support student (10.0 FTE) become active participants in their by Removing Barriers learning as evidenced by increase of school communities. and Increasing student participation in academic Opportunities for programs.  Increase preventative and early $930,000 Learning. intervention for students in middle  Reduce number of referrals in targeted  Pupil Personnel Workers (PPW) school who have prior disciplinary and schools. (2.0 FTE) and Psychologists (8.0 attendance concerns. FTE)  Decrease caseload for psychologists to better support the students they  Increase early intervention support  Counselors (8.0 FTE) serve. services for students without an  Implement comprehensive school $838,000 Individualized Education Program (IEP) counseling services in elementary or 504 plan. schools.

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Appendix A INVESTMENT TACTIC MEASURES OF SUCCESS STRATEGY DESCRIPTION BUDGET Strategic Priority II: Focus on Community Partnerships and Engagement Increasing  Increase number of older/adult students  Career Readiness  Through the three-year career $70,000 Programmatic Access on a pathway to high school completion. readiness plan, increase number of by Removing Barriers students who graduate college and and Increasing career ready and increase number of Opportunities for students that obtain CTE programs of Learning. study.

 Decrease in dropout rate for older/adult  Career Readiness Education  Increase number of students who $272,464 students. Academy (CREA) pursue adult education in lieu of dropping out and obtain certification in CTE programs of study.

 Increase number of students who  Achieving College Excellence and  Create seamless pathway for ACES $30,000 participate in the summer ACES Success (ACES) students from high school through program. college completion.  Increase in student participation in Career and Technology Education (CTE) programs and completion of CTE certifications. Strategic Priority III: Focus on Human Capital Leveraging  Increase frequency and intensity of time  Cultural Proficiency (4.0 FTE)  Provide frequent ongoing professional $364,000 Resources to spent supporting schools as they work to learning, coaching, and support to Increase Staff meet system goals of excellence and school leadership team members and Members’ Capacity equity. other support professionals to build to Meet Students’  Increase ability to support offices to their capacity to lead for excellence Needs and Ensure enable all staff members to utilize the and equity. Students’ Academic equity lens when working to close the Success. opportunity gap.  Increase collaboration with Teacher Leader Unit to strengthen the support systems available to schools in fostering a culture and climate that exhibits cultural proficiency.  Facilitate more opportunities to provide high quality training for staff at all levels.

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Appendix A INVESTMENT TACTIC MEASURES OF SUCCESS STRATEGY DESCRIPTION BUDGET

Strategic Priority III: Focus on Human Capital Leveraging  Increase teacher workforce diversity  Implement all components of the  Funding to promote MCPS efforts to $21,000 Resources to diversity hiring initiative to ensure increase diversity in the workforce Increase Staff our workforce is of the highest Members’ Capacity quality and reflective of the to Meet Students’ community we serve. Needs and Ensure Students’ Academic Success.

TOTAL: $37,857,781

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Attachment 8

Title II, Part A Preparing, Training and Recruiting High-Quality Teachers and Principals

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TABLE OF CONTENTS

PERFORMANCE GOALS, INDICATORS, AND TARGETS ...... 61

ALLOWABLE ACTIVITIES ...... 63

HIGHLY QUALIFIED TEACHERS ...... 70

EQUITABLE SERVICES ...... 74

BUDGET NARRATIVE ...... 76

C-125 ...... 80

ATTACHMENTS ATTACHMENT A – NON-PUBLIC SCHOOLS ELIGIBILITY ...... 81 ATTACHMENT B – SALARY AND SUPPLY LIST ...... 86

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ATTACHMENT 8 TITLE II, PART A PREPARING, TRAINING AND RECRUITING HIGH-QUALITY TEACHERS AND PRINCIPALS

Local School System: _Montgomery County Public Schools_____ Fiscal Year 2017 Title II-A Coordinator: _____Lance Dempsey______Telephone: __301-279-3270__ E-mail: [email protected]___ A. PERFORMANCE GOALS, INDICATORS, AND TARGETS. In the October 1, 2003 submission of the five-year comprehensive Master Plan, school systems provided an analysis of the teacher quality performance indicators detailed in Table 8-1. MSDE has established performance targets as part of the September 2003 Consolidated State Application submission to the United States Department of Education (USDE). Although local school systems do not need to respond to this section as part of the Master Plan Annual Update, local planning teams should review the teacher quality information to determine progress in meeting State and local performance targets. School systems should use the annual review of the teacher quality data to determine allowable Title II, Part A activities as well as to revise goals, objectives, and/or strategies in the Master Plan that relate to improving teacher quality.

Table 8-1 IMPROVING TEACHER CAPACITY AND QUALITY PERFORMANCE GOALS, INDICATORS, AND TARGETS Performance Goal Performance Indicators Performance Targets

Performance Goal 3.1 The percentage of classes Percentage of Classes Taught by 3: By 2005-2006, all being taught by "highly Highly Qualified Teachers State students will be qualified" teachers (as the term Aggregate* taught by highly is defined in section 9101(23) 2002-2003 Baseline: 64.5 qualified teachers. of the ESEA), in the aggregate 2003-2004 Target: 65 and in "high poverty" schools 2004-2005 Target: 75 (as the term is defined in 2005-2006 and thereafter section 1111(h)(1)(C)(viii) of Target: 100 the ESEA. Percentage of Classes Taught by Highly Qualified Teachers in High Poverty Schools* 2002-2003 Baseline: 46.6 2003-2004 Target: 48 2004-2005 Target: 65 2005-2006 and thereafter 3.2 The percentage of teachers Target: 100 receiving "high-quality professional development” (as

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the term "professional Percentage of Teachers Receiving development" is defined in High-Quality Professional section 9101(34). Development* 2002-2003 Baseline: 33 2003-2004 Target: 40 2004-2005 Target: 65 3.3 The percentage of 2005-2006 Target: 90 paraprofessionals 2006-2007 and thereafter who are qualified (See criteria Target: 100 in section 1119(c) and (d). Percentage of Qualified Title I Paraprofessionals* 2002-2003 Baseline: 21 2003-2004 Target: 30 2004-2005 Target: 65 2005-2006 and thereafter Target: 100

*Note: MSDE will collect data. The local school system does not have to respond.

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ATTACHMENT 8 TITLE II, PART A PREPARING, TRAINING AND RECRUITING HIGH-QUALITY TEACHERS AND PRINCIPALS

Local School System: _Montgomery County Public Schools__Fiscal Year 2017

B. ALLOWABLE ACTIVITIES [Section 2123]. For all allowable activities that will be implemented, (a) Provide a brief description of services, (b) timelines or target dates, (c) the specific goals, objectives, and/or strategies detailed in the 5-year comprehensive Bridge to Excellence Master Plan, and (d) the amount of funding for services to public and nonpublic students and teachers. Use separate pages as necessary for descriptions.

1. Strategies and Activities to Recruit and Hire Highly Qualified Teachers and Principals

Allowable Activities Brief Description of Specific Public Nonpublic Services, Timelines or Target School Costs Dates, and Specific Goals, Costs Objectives, and Strategies Detailed in the 5-year Comprehensive Bridge to Excellence Master Plan, and Any Revisions to the Plan As Part of This Annual Update, Including Page Numbers. All activities funded by Title II, Part A for high quality professional development must meet the six components of the Maryland Teacher Professional Development Planning Guide.

1.1 Developing and implementing mechanisms to assist schools to effectively recruit and retain highly qualified teachers, principals, and specialists in core academic areas (and other pupil services personnel in special circumstances) [section 2123(a)(1)].

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1FTE Recruiter for Talent Acquisition will 1.2 Developing and implementing strategies and take a lead in leveraging new and existing activities to recruit, hire, and retain highly processes and technology to improve MCPS qualified teachers and principals. These programs and initiatives related to talent acquisition. This position will develop and strategies may include (a) providing implement mechanisms to assist schools to monetary incentives such as scholarships, effectively recruit and retain highly qualified signing bonuses, or differential pay for teachers, principals, and specialists in core academic areas. It will deliver service teachers in academic subjects or schools in improvement of HR functional areas including which the LEA has shortages*; (b) reducing recruitment, and diversity initiatives. This class size; (c) recruiting teachers to teach position will provides strategic sourcing/talent acquisition expertise relative to job board special needs children, and (d) recruiting placements, search engine optimization, and qualified paraprofessionals and teachers from search engine marketing efforts on behalf of populations underrepresented in the teaching MCPS in reaching and recruiting qualified professionals from populations profession, and providing those underrepresented in the teaching profession. paraprofessionals with alternative routes to obtaining teacher certification [section 1FTE salary 122,526.00 Plus benefits: 2123(a)(2)]. FICA 7.65% 9,373.24 Retirement: 19.89% 24,370.42 *Note: Because the purpose of Title II-A is Employee Benefits Package 13,797 x 1FTE 13,797.00 to increase student achievement, programs Unemployment $8.50 x 1FTE 8.50 that provide teachers and principals with Workers comp .4% 490.10 merit pay, pay differential, and/or monetary bonuses should be linked to measurable increases in student academic achievement produced by the efforts of the teacher or principal [section 2101(1)].

1.3 Hiring highly qualified teachers, including teachers who become highly qualified through State and local alternative routes to certification, and special education teachers, in order to reduce class size, particularly in the early grades [section 2123(a)(7)].

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ATTACHMENT 8 TITLE II, PART A PREPARING, TRAINING AND RECRUITING HIGH-QUALITY TEACHERS AND PRINCIPALS

LocalLocal School School System: System: __ _ MontgomeryMontgomery CountyCounty PublicPublic Schools Schools______FiscalFiscal Year Year 201 7201 7

B. ALLOWABLE ACTIVITIES [Section 2123], Continued.

2. Strategies and Activities to Improve the Quality of the Teaching Force

Public Allowable Activities Brief Description of Specific School Nonpublic Services, Timelines or Target Costs Costs Dates, and Specific Goals, Objectives, and Strategies Detailed in the 5-year Comprehensive Bridge to Excellence Master Plan, and Any Revisions to the Plan As Part of This Annual Update, Including Page Numbers. All activities funded by Title II, Part A for high quality professional development must meet the six components of the Maryland Teacher Professional Development Planning Guide. Skillful Teacher: a 36 hour course 2.1 Providing professional development offered in part through a contractor, activities that improve the knowledge of Research for Better Teaching, to all of teachers and principals and, in appropriate MCPS teachers. The coursework focuses on research-based strategies that address cases, paraprofessionals, in: both the science and the art of the (a) Content knowledge. Providing training teaching practice and on meeting the goal in one or more of the core academic subjects of a quality teacher in every classroom. These courses are offered to teachers, that the teachers teach; paraprofessionals and administrators for (b) Classroom practices. Providing training public and nonpublics. to improve teaching practices and student Grant costs include, materials 1050 skillful teaching and leading inserts academic achievement through (a) effective at $25 per insert printed in house $26,250.00 instructional strategies, methods, and skills; Substitutes for staff to participate in OAT (b) the use of challenging State academic training. $18.05 per hour x 3,355 of sub $60,557.75 time content standards and student academic FICA for sub time $60,557.75x.0765 $ 4,632.67 achievement standards in preparing students professional part time for SST instructors $30per hour x 216 hours $ 6,480.00 plus FICA 7.65% $ 495.72 LEA: Montgomery County Public Schools 65

for the State assessments. [section Professional part time for OAT training $46 per hour x 72 hours $ 3,312.00 2123(a)(3)(A)]. Plus FICA $3,312 x .0765 $ 253.37 Contractual services for Research for Better Teaching (RBT) to pay for $29,661.98 updating / manual build for OAT. Support part time to administer nonpublic funds $22.31/hour x 500 hours $11,155.00 Plus FICA $11,155 x .0765 $ 853.36 Nonpublics allocation based on nonpublic enrollment total of 23,105 at $3.45 per student. $79,712.25 In addition to Skillful Teaching and Leading classes, Nonpublics are also offered the opportunity to take any of our locally funded CPD courses as well as any MCPS approved professional development courses, workshops or conferences. 2.2 Provide professional development activities that improve the knowledge of teachers and principals, and, in appropriate cases, paraprofessionals, regarding effective instructional practices that –  Involve collaborative groups of teachers and administrators;  Address the needs of students with different learning styles, particularly students with disabilities, students with special needs (including students who are gifted and talented), and students with limited English proficiency;  Provide training in improving student behavior in the classroom and identifying early and appropriate interventions to help students with special needs;  Provide training to enable teachers and principals to involve parents in their children’s education, especially parents of limited English proficient and immigrant children; and  Provide training on how to use data and assessments to improve classroom practice and student learning [section 2123(a)(3)(B)].

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ATTACHMENT 8 TITLE II, PART A PREPARING, TRAINING AND RECRUITING HIGH-QUALITY TEACHERS AND PRINCIPALS

Local School System: _ Montgomery County Public Schools _____ Fiscal Year 2017

B. ALLOWABLE ACTIVITIES [Section 2123], Continued.

2. Strategies and Activities to Improve the Quality of the Teaching Force

Allowable Activities Brief Description of Specific Public Nonpublic Services, Timelines or Target Dates, School Costs and Specific Goals, Objectives, and Costs Strategies Detailed in the 5-year Comprehensive Bridge to Excellence Master Plan, and Any Revisions to the Plan As Part of This Annual Update, Including Page Numbers. All activities funded by Title II, Part A for high quality professional development must meet the six components of the Maryland Teacher Professional Development Planning Guide.

2.3 Carrying out professional development programs that are designed to improve the quality of principals and superintendents, including the development and support of academies to help them become outstanding managers and educational leaders [section 2123(a)(6)].

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3. Strategies and Activities to Retain and Provide Support to Highly Qualified Teachers and Principals The Consulting Teacher team is 3.1 Developing and implementing initiatives comprised of highly qualified teachers to promote retention of highly qualified certified to support teachers in pre-K teachers and principals, particularly in through Grade 12 in various content areas. Consulting Teacher support, schools with a high percentage of low- provided within the Teacher Peer achieving students, including programs that Assistance and Review Program, provide teacher mentoring, induction, and follows a prescribed model outlined in the MCPS Teacher Professional support for new teachers and principals Growth System Handbook. The school during their first three years; and financial system has implemented the program incentives for teachers and principals with to provide intensive, job-embedded support to novice and identified a record of helping students to achieve underperforming teachers. academic success [section 2123(a)(4)]. 18.5 FTE Consulting Teachers for $1,841,871.00 FY17 during the school year pay Plus benefits: FICA 7.65%x$1,841,871 $140,903.13 Retirement: 19.89% $366,348.14 Employee Benefits Package 13,797x18.5FTE $255,244.50 Unemployment $8.50x18.5 FTE $ 157.25 Workers comp .4% x $1,841,871 $ 7,367.48 18.5 FTE summer pay with FICA only as a calculated benefit Summer salary for 18.5 FTE $229,703.80 FICA on summer pay @ 7.65% $ 17,572.34

Onboarding/New Teacher Induction

New teachers will be encouraged to attend the MCPS New Teacher Induction program in the late summer $36,000.00 and will be compensated with a $ 2,754.00 stipend. The grant will fund stipends incurred over the budgeted amount. 75 teachers x $120/day x 4 days FICA 7.65%

MCPS will provide the opportunity for mentor support for classroom educators who have experience in teaching but are new to MCPS or to teachers in their third year of instruction. In addition, MCPS will provide the opportunity for mentors to current MCPS staff returning to the classroom from non-classroom $160,000.00 positions. The grant will support the $ 12,240.00 new hires above the projected original budget. 200 mentors x $800 FICA 7.65%

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3.2 Carrying out programs and activities that are designed to improve the quality of the teaching force, such as innovative professional development programs that focus on technology literacy, tenure reform, testing teachers in the academic subject in which teachers teach, and merit pay programs. [section 2123(a)(5)]. 3.3 Carrying out teacher advancement initiatives that promote professional growth and emphasize multiple career paths (such as paths to becoming a mentor teacher, career teacher, or exemplary teacher) and pay differentiation [section 2123(a)(8)]. TOTAL TITLE II-A FUNDING AMOUNTS $3,384,378.75 $79,712.25

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ATTACHMENT 8 TITLE II, PART A PREPARING, TRAINING AND RECRUITING HIGH-QUALITY TEACHERS AND PRINCIPALS

Local School System: _ Montgomery County Public Schools ____ Fiscal Year 2017

C. HIGHLY QUALIFIED TEACHERS

1. Given your school system’s analysis of data on highly qualified teachers in core academic subjects, describe how these strategies and activities will directly contribute to attracting and retaining highly qualified teachers in core academic subjects at the elementary and secondary level.

In Montgomery County Public Schools (MCPS), Title II A grant activities focus on four primary areas: professional development provided through the Center for Skillful Teaching, the Consulting Teacher Project, the New Teacher Induction and Mentoring support system, and recruiting for diversity. All are projects under the umbrella of the Office of Human Resources and Development (OHRD). OHRD works to pursue the goals of the MCPS Strategic Framework by building the capacity of all staff. Primary among these efforts are projects that are designed to support excellent instruction delivered by highly-qualified teachers.

Studying Skillful Teaching

The Skillful Teaching and Leading Team has provided Studying Skillful Teaching 1 (SST1 and Studying Skillful Teaching 2 (SST2) to teachers, and Observing and Analyzing and Analyzing Teaching I (OAT-1) and Observing and Analyzing and Analyzing Teaching II (OAT-I1) to administrators. Analyses of the effectiveness of these courses show that that participants are mastering course objectives and applying knowledge gained from these courses in their jobs

The Skillful Teaching Course focuses on:  Increasing understanding and examination of the knowledge base of teaching  Fostering collegiality and encouraging experimentation in the areas of motivation, personal relationship building, beliefs, and expectations. Expanding repertoires of instructional strategies and developing skills for effective peer support to increase student learning.

The 36-hour Skillful Teaching for Paraeducators course focuses on research- based strategies that address the science and art of teaching and ways of supporting teachers to provide high-quality instruction for every student. The course covers such topics as:  Building positive personal relationships with students to maximize

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their learning  Communicating high expectations and beliefs about students’ ability to achieve  Recognizing and addressing the causes of discipline problems  Promoting collaboration and collegiality with teachers

Further details on the Skillful Teaching and Leading Team can be obtained at the following link: http://www.mcps.k12.md.us/departments/development/teams/skillful/skillful.sht m

Consulting Teachers

The first core value of the MCPS Strategic Framework Building our Future Together is learning. We believe that we must engage every student, every day; learning is achieved by cultivating curiosity and encouraging determination, focus, and hard work.

One way that we ensure this time of learning is happening in our classrooms is through our consulting teacher teams who work as part of the MCPS Peer Assistance and Review (PAR) Panel. Consulting teachers are assigned to support novice and underperforming teachers throughout the district in meeting the system’s six Teacher Evaluation Performance Standards. The normal period of support is one school year, but the PAR Panel has the option of authorizing a second year when appropriate. The consulting teachers are responsible for providing intensive, individualized instructional support and resources to teachers. They also document teachers’ performance relative to the performance standards. Consulting teachers present data to inform the PAR Panel’s employment recommendations. The annual client satisfaction feedback from teachers is highly favorable.

New Teacher Induction and Mentoring

MCPS believes that providing support is a key element for attracting and retaining highly-qualified teachers. Offering a comprehensive new educator induction program entices teachers to work in MCPS and encourages them to remain in the district. In addition to the Consulting Teacher Project, new MCPS teachers are eligible for other types of support, such as New Teacher Induction, mentoring support, continuing professional development courses, and tuition reimbursement.

Mentor teachers are tenured, exemplary, veteran classroom teachers who are trained and willing to assume the responsibility of helping a colleague develop the skills needed to be an effective teacher. Mentor teachers serve as role models, offering counsel and providing information through an informal relationship that is based on the needs of their mentees.

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New teachers will be matched with mentor teachers based upon grade level/subject taught and school location. If needed, a content supervisor will provide input when selecting a mentor for a new teacher in a special subject area. Mentors complete the Mentoring for All: Strategies, Activities and Assessment course before being assigned to a mentee. Principals assign mentees to mentors as new teachers are hired. A one-to-one ratio of mentors to mentees is maintained. Mentor teachers initiate and maintain weekly/monthly contacts with their mentees, arranging classroom visits and providing curriculum support. The expectation is that mentors spend one hour per week or four hours per month with their mentees. Mentor teachers maintain logs that summarize their monthly contacts and document the time and types of mentoring support activities in which they engaged.

Mentor support is made available to new and experienced teachers who are new to MCPS as well as long-term substitute teachers, third year probationary teachers, MCPS staff who are returning to the classroom from non-classroom positions, and second year teachers who have been released from the Peer Assistance and Review program.

The activities mentioned above are further supplemented and strengthened through inter-project collaboration under the OHRD umbrella.

Under the Director of Talent Acquisition Initiative Unit within OHRD, serves the Project Liaison Specialist which was a new position for FY2016. This position continues to take the lead in leveraging new and existing processes and technology to improve MCPS programs and initiatives related to talent acquisition. This position collaborates within OHRD and other offices to develop and implement mechanisms to assist schools to effectively recruit and retain highly qualified teachers, principals, and specialists in core academic areas. This includes strategic and operational focus on linkage between MCPS acquisition of talent and the development, deployment and advancement of that talent. It works closely with Department of Certification and Staffing, Continuing Education and the Department of Professional Growth Systems to streamline communication and ensure efficiencies related to support of MCPS employee population. This position is tasked with service improvement through the linkage of multiple OHRD functional areas including recruitment, workforce planning, diversity initiatives, and OHRD process re-engineering.

2. If applicable, describe how these strategies and activities will contribute to reducing the gap between high poverty schools and low poverty schools with respect to the percentage of core academic classes taught by highly qualified teachers.

MCPS does not have a significant gap between high poverty and low poverty schools in terms of highly qualified teachers. As a result, our grant activities are

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not specifically targeted to reduce the gap described. However, our activities are differentiated in a way that does offer strong support to high poverty schools.

High poverty schools often have numerous beginning teachers, and teacher turnover is typically higher in high poverty schools. The supports provided to MCPS teachers in high poverty schools contribute to their success and therefore encourage them to remain in the classroom. Even though most new MCPS teachers are highly qualified, they receive a tremendous amount of support from our comprehensive teacher induction program described in the previous question. New teachers are coached by consulting teachers who tailor the support they provided according to the needs of the schools, teachers, and students.

The Skillful Teacher course is taught in locations convenient for teachers who work in high poverty schools. Making the course easily accessible ensures high levels of teacher participation. There have been past examples of all teachers in a high poverty school being required to take the Studying Skillful Teacher coursework.

Creating programs and processes that support highly qualified teachers staying in the classrooms of high poverty schools is clearly aligned with the MCPS strategic planning framework.

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D. ANNUAL CERTIFICATION OF EQUITABLE SERVICES TO STUDENTS IN PRIVATE (NONPUBLIC) SCHOOLS [ESEA, SECTION 9501]:

1. Participating Private Schools and Services: Complete information in Attachment 6 regarding the names of participating private schools and the number of private school staff that will benefit from the Title II-A services. See Attachment A. All schools on the list will receive an allocation. Number of staff participating is still being calculated during ongoing consultations.

2. Describe the school system's process for providing equitable participation to students in private schools:

a) The manner and extent of consultation with the officials of interested private schools during all phases of the development and design of the Title II-A services. Also, if your non-public schools did not respond to your initial invitation, please describe your follow-up procedures; All non-public schools are invited to an orientation in the spring regarding the entire ESSA package. Each school on the approved MSDE list is then sent an explanation of the Title IIa program via certified mail and asked to return the Intent to Participate form. Individual consultations have been and will continue to be held with each school that has indicated the intent to participate as needed. All of the approve schools, that indicated the desire to participate, will receive a package which contains their allocation and information on how to access and utilize their allocation. Follow up is also given with monthly reminders and support by telephone as needed. Any remaining balances from FY16 is included in the FY17 allocation letter to all nonpublics. Additionally, MCPS reaches out to schools that have agreed to participate in the past but have neglected to return the Intent to Participate form for the current fiscal year.

b) The basis for determining the professional development needs of private school teachers and other staff; Non-public schools complete their own needs assessment and submit a professional development plan to the LEA for review. Subsequent to approval, each non-public school may submit reimbursement requests for previously approved professional development consistent with their professional development plan.

c) How services, location of services, and grade levels or areas of services were decided and agreed upon; and Non-public schools complete their own needs assessment and submit a professional development plan to the LEA for review. Services are decided and agreed upon based on the submitted needs assessment and ongoing

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consultation between the LEA and the nonpublic. Subsequent to approval, each non-public school may submit reimbursement requests for previously approved professional development consistent with their submitted professional development plan.

d) The differences, if any, between the Title II-A services that will be provided to public and private school students and teachers, and the reasons for any differences. (Note: The school system provides services on an equitable basis to private school children whether or not the services are the same Title II-A services the district provides to the public school children. The expenditures for such services, however, must be equal -- consistent with the number of children served -- to Title II-A services provided to public school children.) The Title II allocation is computed on a per-pupil basis determined by enrollment data reported at the MSDE website and verified on the Intent to Participate form. Montgomery Public Schools invites the non-public schools to participate in the continuing professional development (CPD) courses offered to MCPS teachers and administrators. Non-publics are also invited to enroll for the courses offered through the Center for Skillful Teaching and Leading but nonpublics are encouraged and supported in providing their own professional development that meets the individual needs of their school.

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E. BUDGET INFORMATION AND NARRATIVE

1. Provide a detailed budget on the MSDE Proposed Budget Form. The Proposed Budget must reflect how the funds will be spent, organized according to the budget objectives, and correlated to the activities and costs detailed in the Allowable Activities. MSDE budget forms are available in Excel format through the local finance officer or the MSDE Bridge to Excellence Master Plan Web Site at www.marylandpublicschools.org.

2. Provide a detailed budget narrative using the “Guidance for Completion of the Budget Narrative for Individual Grants.” (pp. 10-12 of this guidance document). The accompanying budget narrative should: (a) detail how the school system will use program funds to pay only reasonable and necessary direct administrative costs associated with the operation of the program; and (b) demonstrate the extent to which the budget is both reasonable and cost-effective.

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Budget Narrative – Activity 1.2

Category Object Line Item Calculation Amount Instructional Staff Salaries and Wages Recruiter for Talent Acquisition Salary for 1FTE 122,526.00 Development Total Salaries and Wages 122,526.00 Other Charges Fixed Charges FICA 7.65% x 122,526 9,373.24

Wrkmans Comp .4% x 122,526 490.10

Retirement 19.89% x122,526 24,370.42

Unemployment 8.5 x 1 FTE 8.50

Emply Benefit Package 13,797 13,797.00

Total Fixed Charges 48,039.26

TOTAL Activity 1.2 170,565.26

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Category Object Line Item Calculation Amount Instructional Staff Salaries and Substitutes for Skillful Teacher $18.05 per hour x 3,355 60,557.75 Development Wages program hours of sub time Professional Part time SST $30 per hour x 216 hours 6,480.00 Instructors Professional Part time for OAT and $46 per hour x 72 hours 3,312.00 SST Instructors Support part time to administer 500 hours x $22.31 per hour 11,155.00 funds to nonpublic Total Salaries and Wages 81,504.75 Instructional Staff Supplies and 1,050 inserts for Skillful Teaching 1 1050 inserts x 25.00 26,250.00 Development Materials manual and OAT manuals printed in house at $25 per insert Total Supplies and 26,250.00 Materials Instructional Staff Contractual Research for Better Teaching co- quoted price 29,661.98 Development Services teaching and OAT manual build Total Contractual Services 29,661.98 Other Charges Fixed FICA subs 7.65% x 60,557.75 4,632.67 Charges FICA Prof PT 7.65% x 6,480.00 495.72 FICA Prof PT 7.65% x 3,312.00 253.37 FICA Supt PT 7.65% x 11,155 853.36 Total Fixed Charges 6,235.12 Transfers Nonpublic transfers to non-publics for 23,105 total enrollment per 79,712.25 Transfers professional development MSDE list on 9/2015 x 3.45 per pupil allocation Total Nonpublic Transfers 79,712.25

TOTAL Activity 2.1 223,364.10

LEA: Montgomery County Public Schools 78 Budget Narrative – Activity 3.1

Category Object Line Item Calculation Amount Instructional Staff Salaries and Wages Consulting Teacher Salaries 18.5 FTE at FY15 actual 1,841,871.00 Development salaries for school year Consulting Teacher summer 18.5 summer pay of CTs 229,703.80 pay Onboarding / NEO Stipends $120 x 4 days x 75 36,000.00 over budget amount employees Mentor Stipends $800 x 200 mentors 160,000.00 Total Salaries and Wages 2,267,574.80 Other Charges Fixed Charges Consulting Teacher Regular 2,033,875 x 7.65% 140,903.13 FICA Consulting Teacher 2,033,875 x 19.97% 366,348.14 Retirement Consulting Teacher 18.5 FTE x 13,797 255,244.50 Employee Benfit Pack Consulting Teacher 18.5 FTE x 8.5 157.25 Unemployment Consulting Teacher Workers 2,033,875 x .4% 7,367.48 Comp FICA for CT summer pay 229,703.80 x 7.65% 17,572.34 FICA for NEO/Onboarding 36,000.00 x 7.65% 2,754.00 FICA for Mentors 160,000.00 x 7.65% 12,240.00 Total Fixed Charges 802,586.84

TOTAL Activity 3.1 3,070,161.64

LEA: Montgomery County Public Schools 79 80 Non-public Schools Eligibiliy Appendix A

School Name Age 2 Age 3 Age 4 Kgn. 1 2 3 4 5 6 7 8 9 10 11 12 Total Ineligible Eligible Total Allocation Academy Child Development Center - 6 12 ------18 18 - $ - Academy Child Development Center @ Stonemill Es 12 15 16 ------43 43 - $ - Academy Child Development Center At Academy Hills 14 10 35 ------59 59 - $ - Academy Of Holy Cross ------131 118 124 120 493 - 493 $ 1,700.85 Academy Primary School - - - 4 ------4 - 4 $ 13.80 Acorn Hill Waldorf Kindergarten And Nursery - - - 11 ------11 - 11 $ 37.95 Acorn Hill Waldorf Kindergarten And Nursery 3 21 27 ------51 51 - $ - Alef Bet Montessori School - - - 2 3 1 3 1 1 ------11 - 11 $ 37.95 Alef Bet Montessori School 11 5 22 ------38 38 - $ - Alim Academy - - - 9 5 3 9 8 6 8 3 6 9 - 6 5 77 - 77 $ 265.65 Apple Montessori School - - - 2 ------2 - 2 $ 6.90 Apple Montessori School 15 15 23 ------53 53 - $ - Ark Children's Center 20 51 54 ------125 125 - $ - Aspen Hill Cooperative Nursery School 18 26 29 ------73 73 - $ - Avalon School - - - 8 3 5 10 10 13 6 12 18 25 21 26 40 197 - 197 $ 679.65 B'nai Israel Early Childhood Center 33 28 40 ------101 101 - $ - B'nai Shalom Of Olney Nursery School 13 19 21 ------53 53 - $ - Bannockburn Nursery School Inc 12 12 16 ------40 40 - $ - Barnesville School - - - 12 8 7 11 6 17 16 19 13 - - - - 109 - 109 $ 376.05 Barnesville School - 5 12 ------17 17 - $ - Barrie School -- Lower School - - - 23 18 15 16 25 11 ------108 - 108 $ 372.60 Barrie School -- Lower School 27 23 17 ------67 67 - $ - Barrie School -- Middle School And Upper School ------8 21 20 27 24 20 19 139 - 139 $ 479.55 Beth El Preschool 42 38 35 ------115 115 - $ - Beth Sholom Early Childhood Center 27 17 20 ------64 64 - $ - Bethesda Community School 19 20 22 ------61 61 - $ - Bethesda Community School Inc - - - 8 ------8 - 8 $ 27.60 Bethesda Montessori School - - - 13 ------13 - 13 $ 44.85 Bethesda Montessori School - 34 32 ------66 66 - $ - Bradley Hills Presbyterian Church Nursery School 52 59 62 ------173 173 - $ - Broadman Kaplan Early Childhood Center Of Tikvat 11 28 12 ------51 51 - $ - Israel Bullis School - - - - - 7 23 30 29 56 64 84 131 140 136 113 813 - 813 $ 2,804.85 Cabin John Brookmont Childrens Center 1 6 11 ------18 18 - $ - Camp Olympic Country Day School - 12 9 ------21 21 - $ - Cedar Lane Nursery School Inc 16 12 17 ------45 45 - $ - Charles E Smith Jewish Day School -- Lower School - - - 44 48 66 71 71 72 81 ------453 - 453 $ 1,562.85 Charles E Smith Jewish Day School -- Upper School ------84 87 100 82 87 79 519 - 519 $ 1,790.55 Chelsea School ------2 2 4 6 6 1 9 30 - 30 $ 103.50 Chevy Chase United Methodist Preschool 47 48 47 ------142 142 - $ - Church Of Redeemer Christian School - 39 36 18 20 15 24 21 20 19 19 17 - - - - 248 75 173 $ 596.85 Community School Of Maryland - - - - - 1 1 1 1 2 - - 2 1 3 17 29 - 29 $ 100.05 Concord Hill School Inc - - - 17 16 16 13 ------62 - 62 $ 213.90 Concord Hill School Inc - 13 21 ------34 34 - $ - Concord St Andrews Cooperative Nursery School 20 30 25 ------75 75 - $ - Covenant Life School - 17 31 18 17 16 16 18 14 18 17 27 22 19 24 20 294 48 246 $ 848.70 Covenant United Methodist Preschool - 35 39 ------74 74 - $ - Crestview Montessori School - - - 4 ------4 - 4 $ 13.80 Crestview Montessori School 3 - 7 ------10 10 - $ - Crossway Community Montessori School - - - 3 1 2 1 ------7 - 7 $ 24.15 Crossway Community Montessori School 8 12 17 ------37 37 - $ -

81 Non-public Schools Eligibiliy Appendix A

School Name Age 2 Age 3 Age 4 Kgn. 1 2 3 4 5 6 7 8 9 10 11 12 Total Ineligible Eligible Total Allocation Damascus Community Preschool - 18 26 ------44 44 - $ - Diener School - - - 6 4 4 6 3 8 4 ------35 - 35 $ 120.75 Don Bosco Cristo Rey High School ------96 115 102 74 387 - 387 $ 1,335.15 Elf School 10 39 32 ------81 81 - $ - Elf School Too 20 20 40 ------80 80 - $ - Epworth Preschool 19 48 51 ------118 118 - $ - Epworth Preschool And Kindergarten - - - 17 ------17 - 17 $ 58.65 Evergreen School - - - 13 6 5 3 ------27 - 27 $ 93.15 Executive Child Development Center - - - 4 ------4 - 4 $ 13.80 Executive Child Development Center 24 46 70 ------140 140 - $ - Faith Arts Academy - - - 5 7 2 7 2 ------23 - 23 $ 79.35 Faith Arts Academy - 15 10 ------25 25 - $ - Faith United Methodist Preschool 9 16 30 ------55 55 - $ - Family Academy Of Bethesda - - - 2 ------2 - 2 $ 6.90 Family Academy Of Bethesda 20 11 14 ------45 45 - $ - Fellowship Christian School - - - 8 5 4 ------17 - 17 $ 58.65 Feynman School - - - 12 15 6 8 8 2 ------51 - 51 $ 175.95 Forbush School At Oakmont Upper School ------1 2 4 1 12 20 - 20 $ 69.00 Forcey Memorial Church Day School 39 33 ------72 72 - $ - Foundation School Of Montgomery County - - - - - 1 2 2 1 7 12 3 13 17 9 4 71 - 71 $ 244.95 Franklin Country Day Montessori School - - - 21 ------21 - 21 $ 72.45 Franklin Country Day Montessori School 25 35 41 ------101 101 - $ - Franklin Montessori School - - - 11 ------11 - 11 $ 37.95 Franklin Montessori School 11 21 27 ------59 59 - $ - French International School - 30 45 ------75 75 - $ - Frost School - - - - 1 5 6 4 7 8 12 14 16 9 16 17 115 - 115 $ 396.75 Gaithersburg Presbyterian Preschool - 55 79 ------134 134 - $ - Gaithersburg Presbyterian Preschool And - - - 19 ------19 - 19 $ 65.55 Kindergarten Ganon-Gil Pre-School 71 45 63 ------179 179 - $ - Garrett Park Cooperative Nursery School 11 15 15 ------41 41 - $ - Geneva Day School - - - 24 ------24 - 24 $ 82.80 Geneva Day School 54 63 77 ------194 194 - $ - Georgetown Hill Early School - - - 2 ------2 - 2 $ 6.90 Georgetown Hill Early School 13 21 19 ------53 53 - $ - Georgetown Hill Early School 28 41 48 ------117 117 - $ - Georgetown Hill Early School At Nrc 20 20 37 ------77 77 - $ - Georgetown Preparatory School Inc ------129 129 115 123 496 - 496 $ 1,711.20 German School Washington D C - - - 42 37 39 33 35 39 31 40 23 27 36 33 28 443 - 443 $ 1,528.35 German School Washington D C 11 58 ------69 69 - $ - Glenbrook Cooperative Nursery School 8 19 16 ------43 43 - $ - Goddard School 57 68 64 ------189 189 - $ - Goddard School At King Farm ------$ - Goddard School In Gaithersburg - - - 26 ------26 - 26 $ 89.70 Goddard School In Gaithersburg 60 72 48 ------180 180 - $ - Good Shepherd Episcopal Preschool - 14 23 ------37 37 - $ - Good Shepherd Lutheran Preschool 24 41 40 ------105 105 - $ - Good Shepherd Montessori School - 8 6 ------14 14 - $ - Grace Episcopal Day School - 8 15 12 10 15 12 15 15 ------102 23 79 $ 272.55 Green Acres School - - - 29 18 21 31 35 24 28 26 35 - - - - 247 - 247 $ 852.15 Green Acres School - 3 9 ------12 12 - $ - Greentree School ------2 - - - 2 - 2 $ 6.90 Griggs International Academy - - - 23 103 79 75 83 74 67 77 58 195 212 240 273 1,559 - 1,559 $ 5,378.55 Hampshire View Christian School - - - 1 - 1 - 2 1 1 3 - 3 3 2 1 18 - 18 $ 62.10 Har Shalom Early Childhood Education Center 10 7 11 ------28 28 - $ -

82 Non-public Schools Eligibiliy Appendix A

School Name Age 2 Age 3 Age 4 Kgn. 1 2 3 4 5 6 7 8 9 10 11 12 Total Ineligible Eligible Total Allocation Harbor School - - - 11 12 13 ------36 - 36 $ 124.20 Harbor School - 14 20 ------34 34 - $ - Heights School ------28 40 42 56 62 54 69 65 60 61 537 - 537 $ 1,852.65 Holton-Arms School Inc ------33 48 49 64 75 86 86 81 72 66 660 - 660 $ 2,277.00 Holy Cross School - - 18 17 17 22 19 13 17 25 27 20 - - - - 195 18 177 $ 610.65 Holy Redeemer Nursery School - 35 15 ------50 50 - $ - Holy Redeemer School - 35 35 30 41 42 46 47 40 35 35 45 - - - - 431 70 361 $ 1,245.45 Ivymount School ------2 7 8 11 12 13 16 12 7 17 105 - 105 $ 362.25 John Nevins Andrews School - - - 18 16 17 21 16 18 20 18 18 - - - - 162 - 162 $ 558.90 Journey School ------1 - 3 - - - - 4 - 4 $ 13.80 Julia Brown Montessori School 16 26 25 ------67 67 - $ - Julia Brown School - - - 18 6 9 3 ------36 - 36 $ 124.20 Katherine Thomas School - - - 3 2 6 2 3 5 12 16 7 15 16 19 18 124 - 124 $ 427.80 Kennedy Krieger At Central High School ------4 10 3 - 17 - 17 $ 58.65 Laura And Joel Greenzaid Early Childhood Center 10 13 14 ------37 37 - $ - Learning Center For Young Children 17 20 23 ------60 60 - $ - Little Flower School - - 14 31 17 32 20 30 29 22 27 26 - - - - 248 14 234 $ 807.30 Little Genius Montessori School ------$ - Living Grace Christian School - - - 11 12 12 11 15 13 7 11 11 8 8 5 5 129 - 129 $ 445.05 Lourie Center School - - - 2 5 1 8 8 3 ------27 - 27 $ 93.15 Lutheran Church Of St Andrew Preschool 24 30 32 ------86 86 - $ - Lycee Rochambeau (French International School) ------83 67 95 65 69 72 65 67 69 652 - 652 $ 2,249.40 Lycee Rochambeau (French International School) - - - - 59 85 85 ------229 - 229 $ 790.05 Lycee Rochambeau (French International School) - - - 63 ------63 - 63 $ 217.35 Maddux School - - - 14 19 8 ------41 - 41 $ 141.45 Maddux School - 3 7 ------10 10 - $ - Manor Montessori - - - 9 ------9 - 9 $ 31.05 Manor Montessori School - - - 10 ------10 - 10 $ 34.50 Manor Montessori School - - - 23 5 6 1 ------35 - 35 $ 120.75 Marcia D Smith School ------1 1 1 - 2 3 8 - 8 $ 27.60 Mary Of Nazareth Roman Catholic School - 13 20 29 50 55 60 60 55 55 57 43 - - - - 497 33 464 $ 1,600.80 Mater Amoris Montessori School 7 3 6 ------16 16 - $ - Mater Amoris School - - - 3 3 8 11 5 8 6 ------44 - 44 $ 151.80 Mclean School Of Maryland - - - 10 12 11 15 31 32 40 50 52 33 35 37 25 383 - 383 $ 1,321.35 Melvin J Berman Hebrew Academy - - - 40 48 52 51 51 53 56 70 51 57 43 39 45 656 - 656 $ 2,263.20 Melvin J Berman Hebrew Academy 18 24 25 ------67 67 - $ - Messiah Lutheran Preschool - 28 39 ------67 67 - $ - Mill Creek Parish Preschool 22 37 33 ------92 92 - $ - Millian Methodist Preschool 17 33 31 ------81 81 - $ - Montgomery Methodist Children's Center 18 50 71 ------139 139 - $ - Montrose Christian School Inc 20 20 20 ------3 4 1 6 10 13 8 105 60 45 $ 155.25 Montrose School Llc Center For Optimal Learning - - - 12 ------12 - 12 $ 41.40 And Training Montrose School Center For Optimal Learning And 10 10 15 ------35 35 - $ - Training Mother Of God School - 30 27 23 15 7 11 9 18 8 10 11 - - - - 169 57 112 $ 386.40 Mount Jezreel Baptist Church Christian Academy 1 3 10 3 4 2 1 ------24 14 10 $ 34.50 Muslim Community School 7 - 7 ------14 14 - $ - Nist Child Care Center - - - 11 ------11 - 11 $ 37.95 Nora School ------11 19 19 16 65 - 65 $ 224.25 Norbeck Montessori Center - - - 12 ------12 - 12 $ 41.40 Norbeck Montessori Center 22 38 39 ------99 99 - $ - Norwood School Inc - - - 27 41 38 51 60 63 61 59 34 - - - - 434 - 434 $ 1,497.30 Ohr Kodesh Full-Day Preschool 31 33 21 ------85 85 - $ - Olney Adventist Preparatory School - - - 16 14 14 15 12 14 8 18 12 - - - - 123 - 123 $ 424.35

83 Non-public Schools Eligibiliy Appendix A

School Name Age 2 Age 3 Age 4 Kgn. 1 2 3 4 5 6 7 8 9 10 11 12 Total Ineligible Eligible Total Allocation Oneness Family School 9 9 13 ------31 31 - $ - Oneness-Family Peace School - - - 18 13 12 7 8 8 5 10 3 - - - - 84 - 84 $ 289.80 Our Lady Of Good Counsel High School ------307 327 312 298 1,244 - 1,244 $ 4,291.80 Our Lady Of Lourdes School 26 31 - 24 22 17 25 25 24 33 23 27 - - - - 277 57 220 $ 759.00 Our Lady Of Mercy School - - 19 15 22 23 19 28 28 24 23 22 - - - - 223 19 204 $ 703.80 Outdoor Nursery School 5 31 28 ------64 64 - $ - Parents Of Preschoolers 24 30 30 ------84 84 - $ - Pathways School -- Springville ------4 1 3 5 13 - 13 $ 44.85 Pathways School --Northwood ------2 - 3 3 2 - 10 - 10 $ 34.50 Pathways School--Edgewood ------1 8 2 9 20 - 20 $ 69.00 Peppertree Children's Center - 9 28 ------37 37 - $ - Pleasant Plains Pre School 4 18 24 ------46 46 - $ - Potomac Glen Day School - - - 5 ------5 - 5 $ 17.25 Potomac Glen Day School 24 40 28 ------92 92 - $ - Potomac Nursery School ------$ - Potomac Valley Academydaycare And Preschool 16 20 15 ------51 51 - $ - Primary Day School Inc - - - 36 33 38 ------107 - 107 $ 369.15 Primary Day School Inc - - 24 ------24 24 - $ - Primary Montessori Day School - - - 17 13 3 2 ------35 - 35 $ 120.75 Primary Montessori Day School 11 25 25 ------61 61 - $ - Quality Time Learning Center - - - 27 ------27 - 27 $ 93.15 Redwood Montessori Academy - - - 6 1 2 2 1 1 ------13 - 13 $ 44.85 Refreshing Spring Learning Center 3 2 2 ------7 7 - $ - Resurrection Church Preschool - 9 20 ------29 29 - $ - Ridge School Of Montgomery County ------1 6 7 9 2 25 - 25 $ 86.25 Rock Creek Montessori School ------$ - Rock Creek Montessori School 7 11 10 ------28 28 - $ - Rockville Community Nursery School 11 15 25 ------51 51 - $ - Rockville Nursery School 17 26 37 ------80 80 - $ - Rockville Presbyterian Cooperative Nursery School 14 21 30 ------65 65 - $ - Seneca Academy - - - 15 13 14 14 9 10 ------75 - 75 $ 258.75 Seneca Academy - 33 46 ------79 79 - $ - Shaare Torah Nursery School 7 5 11 ------23 23 - $ - Sidwell Friends School - - - 48 48 48 60 69 ------273 - 273 $ 941.85 Siena School ------9 8 16 17 16 10 11 10 10 107 - 107 $ 369.15 Silver Spring Learning Center 45 54 44 ------143 143 - $ - Silver Spring Nursery School 14 15 15 ------44 44 - $ - Silver Spring Presbyterian Church Children's Center - 15 16 ------31 31 - $ - Spencerville Adventist Academy - - 15 22 16 14 26 24 24 23 20 27 43 51 31 33 369 15 354 $ 1,221.30 St Andrew Apostle School 12 31 32 35 25 20 34 26 18 30 27 40 - - - - 330 75 255 $ 879.75 St Andrew's Episcopal School 15 19 18 ------52 52 - $ - St Andrew's Episcopal School Inc - - - 16 10 16 25 23 13 31 41 29 68 88 80 61 501 - 501 $ 1,728.45 St Bartholomews School - - 12 16 17 23 15 22 25 19 20 17 - - - - 186 12 174 $ 600.30 St Bernadette School - - - 33 30 30 36 37 34 35 41 54 - - - - 330 - 330 $ 1,138.50 St Elizabeth School - 16 15 77 57 61 53 64 65 60 66 53 - - - - 587 31 556 $ 1,918.20 St Francis International School - 30 70 40 41 36 39 34 24 25 28 43 - - - - 410 100 310 $ 1,069.50 St James' Children's School - - - 5 ------5 - 5 $ 17.25 St Jane De Chantal School - - 36 43 50 42 51 54 59 59 53 59 - - - - 506 36 470 $ 1,621.50 St John Baptist School - - - 15 28 22 31 30 28 31 30 29 - - - - 244 - 244 $ 841.80 St John Evangelist School - - 25 19 12 25 14 19 21 25 19 24 - - - - 203 25 178 $ 614.10 St Johns Episcopal School - 6 7 9 11 11 12 14 13 20 19 25 - - - - 147 13 134 $ 462.30 St Jude Catholic School - 15 39 23 22 24 18 20 24 18 25 26 - - - - 254 54 200 $ 690.00 St Luke Christian Day School 28 54 60 ------142 142 - $ -

84 Non-public Schools Eligibiliy Appendix A

School Name Age 2 Age 3 Age 4 Kgn. 1 2 3 4 5 6 7 8 9 10 11 12 Total Ineligible Eligible Total Allocation St Martin Of Tours School - - 16 30 25 25 21 20 19 24 25 27 - - - - 232 16 216 $ 745.20 St Marys School - 3 20 21 16 21 22 19 19 9 15 23 - - - - 188 23 165 $ 569.25 St Patrick School - - 16 23 22 21 25 29 27 26 29 28 - - - - 246 16 230 $ 793.50 St Pauls U M Church Child Development Center 8 7 10 ------25 25 - $ - St Peters School - - 35 34 26 39 35 27 43 49 56 41 - - - - 385 35 350 $ 1,207.50 St Raphael School - 40 64 26 21 27 26 22 24 26 24 19 - - - - 319 104 215 $ 741.75 Stone Ridge Extended Day - 15 13 ------28 28 - $ - Stone Ridge School Of Sacred Heart - - - 13 23 21 34 39 42 61 44 58 92 83 75 84 669 - 669 $ 2,308.05 Suburban Nursery School 17 11 15 ------43 43 - $ - Takoma Academy ------59 49 62 56 226 - 226 $ 779.70 Takoma Park Cooperative Nursery School 12 16 18 ------46 46 - $ - Temple Beth Ami Nursery School 49 36 42 ------127 127 - $ - Torah School Of Greater Washington - - - 53 54 55 37 44 64 36 ------343 - 343 $ 1,183.35 Village Montessori School Inc 22 19 38 ------79 79 - $ - Village Montessori School Llc - - - 17 ------17 - 17 $ 58.65 Washington Christian Academy - - - 16 18 16 12 20 16 26 36 21 39 24 26 17 287 - 287 $ 990.15 Washington Episcopal School - - - 16 20 22 18 29 22 33 38 36 - - - - 234 - 234 $ 807.30 Washington Episcopal School - 16 14 ------30 30 - $ - Washington Hebrew Congregation 31 39 36 ------106 106 - $ - Washington Hebrew Congregation Rabbi Joseph 31 39 35 ------105 105 - $ - Weinberg Early Childhood Center Washington Hebrew Congregation Rabbi Joseph Weinberg Early Childhood Center Washington ------$ - Hebrew Congregation Primary Sch Washington Waldorf School - - - 15 19 17 20 23 16 18 25 20 18 23 19 7 240 - 240 $ 828.00 Wesley Nursery School 16 19 19 ------54 54 - $ - Westmoreland Children's Center 16 10 20 ------46 46 - $ - Westmoreland Children's Center 12 15 20 ------47 47 - $ - White Flint Children's House - - - 15 ------15 - 15 $ 51.75 White Flint Children's House 26 38 70 ------134 134 - $ - Winchester School - - - 8 6 ------14 - 14 $ 48.30 Winchester School - 12 32 ------44 44 - $ - Woods Academy - - - - 25 26 33 28 32 32 31 36 - - - - 243 - 243 $ 838.35 Woods Academy - - - 17 ------17 - 17 $ 58.65 Woods Academy - 23 23 ------46 46 - $ - Yang Academy - - - - 1 - 1 - - 2 - - 1 - - - 5 - 5 $ 17.25 Yeshiva Of Greater Washington ------42 31 36 27 24 35 195 - 195 $ 672.75 Montgomery County Public Schools - - 4,342 11,432 11,851 12,353 12,116 12,023 11,730 11,648 11,481 11,282 13,107 12,145 10,597 10,273 156,380 4,342 152,038 $ 524,531.10

Total Eligible Students Montgomery County 175,143 Total Allocation from MSDE $ 604,923.00 Total Allocation per Student $ 3.45

Total Eligible Students - Non-Public 23,105 Total Non-Public Allocation $ 79,801.91

85 Appendix B

Salary and Supply List 2017

FY2017 Consulting Teacher Salary Summary Supplies Summary Employee ID# Regular Salary Summer Pay Skilfull Teaching and Leading inserts printed in house 23334 $ 107,809.00 $ 12,946.05 at a reduced cost. 46580 112,406.00 14,050.75 1,050 notebook inserts @ $25 per insert = $26,250.00 54969 103,587.00 12,948.38 54983 110,406.00 13,800.75 56710 97,893.00 12,236.63 57230 99,036.00 12,379.50 57329 101,412.00 12,676.50 57749 99,036.00 12,379.50 57982 101,036.00 12,629.50 58287 107,570.00 13,446.25 58690 112,406.00 14,050.75 58997 100,587.00 12,573.38 62511 98,587.00 12,323.38 64246 47,228.00 5,903.50 (.5fte) 65957 96,228.00 12,028.50 69577 89,962.00 11,245.25 78346 77,966.00 9,745.75 81742 77,304.00 9,663.00 86345 101,412.00 12,676.50

Total Salary $ 1,841,871.00 $ 229,703.80

Benefit Summary For Regular Benefits Salary For Summer Pay EBP Cost @ $13,797 per FTE $ 255,244.50 FICA @ 7.65% 140,903.13 $ 17,572.34 Retirement @ 19.89% 366,348.14 Workers Comp @ .4% 7,367.48 Unemployment @ $8.50 per FTE 157.25

Total Benefits $ 770,020.51 $ 17,572.34

Total CT Total CT Summer Regular Salary Pay Salary + + Benefits Benefits Total Salary + Benefits $ 2,611,891.51 $ 247,276.14

Total Cost for Consulting $ 2,859,167.65

FEDERAL GRANT APPLICATION

Title III, Part A English Language Acquisition, Language Enhancement, and Academic Achievement

LEA: Montgomery County Public Schools 87 TABLE OF CONTENTS

REQUIRED ACTIVITIES ...... 88 AUTHORIZED ACTIVITIES ...... 94 ADMINISTRATIVE EXPENSES ...... 103 IMMIGRANT ACTIVITIES ...... 104 EQUITABLE SERVICES TO NONPUBLIC SCHOOLS ...... 107 BUDGET NARRATIVES ...... 109 C-12-5 ......

ENGLISH LEARNERS ...... 119 IMMIGRANT ...... 120 ATTACHMENT A – NONPUBLIC SCHOOLS CONSULTATION MEETING ......

AGENDA ...... 121 CONTACT INFORMATION ...... 122 MEETING PRESENTATION ...... 123 SAMPLE APPLICATION ...... 126 PURCHASE ORDER PROCESS ...... 139 TIMELINE...... 140 FY16 AVAILABLE FUNDS BY SCHOOL ...... 141 FY17 ESTIMATED FUNDS BY SCHOOL ...... 142 SIGN-IN SHEETS ...... 143 PARTICIPANT FEEDBACK ...... 146

ATTACHMENT 6-A NONPUBLIC SCHOOL INFORMATION ...... 150

LEA: Montgomery County Public Schools FEDERAL GRANT APPLICATION TITLE III, PART A ENGLISH LANGUAGE ACQUISITION, LANGUAGE ENHANCEMENT, AND ACADEMIC ACHIEVEMENT

Local School System: Montgomery County Public Schools Fiscal Year 2017

SUPPLEMENT, NOT SUPPLANT [SEC. 3115(g)]: Federal funds made available under this subgrant shall be used so as to supplement the level of Federal, State, and local public funds that, in the absence of such availability, would have been expended for programs for English learners and immigrant children and youth and in no case to supplant such Federal, State, and local public funds.

A. REQUIRED ACTIVITIES [SEC. 3115(c)]: An eligible entity receiving funds under section 3114(a) must use the funds in the required activities before spending funds in the authorized activities.

1. To increase the English language proficiency of English learners by providing effective language instruction educational programs that meet the needs of ELs and demonstrate success in increasing (A) English language proficiency and (B) student academic achievement [section 3115(c)(1)].

Required Activities Descriptions Public Nonpublic Please address each item (a-d) in your School Costs activity descriptions. Costs a) outcome and brief description of the services b) timelines or target dates c) outcome linked to the EL goal(s) detailed in the 2016 Master Plan d) services to nonpublic schools

1.1 Upgrading program objectives and effective instructional strategies [section 3115(d)(1)].

LEA: Montgomery County Public Schools 88 Provide a high school English for Speakers $74,343 1.2 Improving the instructional program for ELs by identifying, of Other Languages (ESOL) instructional acquiring, and upgrading specialist to support and create enhanced curricula, instructional resources for older high school ESOL materials, educational software, students with interrupted formal education and assessment procedures who are in jeopardy of not graduating before [section 3115(d)(2)]. the age of 21 and the Students Engaged in Pathways to Achievement (SEPA) program to support efforts to increase the number of English learners (ELs) attaining proficiency in academic English, reading, and mathematics (ongoing). This position is not used to screen students for entrance into an ESOL program or to administer the annual summative assessment of English Language Proficiency (ELP). Master Plan Indicators 1, 2, 3

Provide a high school ESOL instructional $49,562 specialist to support and create enhanced resources for older high school ESOL students with interrupted formal education who are in jeopardy of not graduating before the age of 21. The Career Readiness Education Academy (CREA) program supports efforts to increase the number of ELs attaining proficiency in academic English, reading, and mathematics (ongoing). This position is not used to screen students for entrance into an ESOL program or to administer the annual summative assessment of ELP. Master Plan Indicators 1, 2, 3

Provide a stipend for secondary ESOL $1,080 department heads to attend high school ESOL Resource Teacher Week to support efforts to increase the number of ELs attaining proficiency in academic English (July 2016). Master Plan Indicator 1

Employee benefits (ongoing). $54,659

LEA: Montgomery County Public Schools 89 Instructional materials to support ESOL $17,187

students, including those with interrupted formal education, in summer school and during the school year to support efforts to increase the number of ELs attaining proficiency in academic English, reading, and mathematics (ongoing). Master Plan Indicators 1, 2, 3

Nonpublic Schools (all): Supplemental $15,885 instructional materials to support ESOL students, including those with interrupted formal education, to support efforts to increase the number attaining proficiency in academic English, reading, and mathematics (ongoing). Master Plan Indicators 1, 2, 3

1.3 Providing intensified instruction, which may include materials in a language that the student can understand, interpreters, and translators [section 3115(d)(3)(B)].

1.4 Improving the English language Provide summer employment for ESOL $162,686 proficiency and academic teachers to continue English language achievement of ELs [section instruction for ESOL students through the 3115(d)(5)]. summer months to increase the number of ELs progressing toward proficiency in academic English. (July 2016 and June 2017). Master Plan Indicator 1

Employee benefits (ongoing). $13,096

LEA: Montgomery County Public Schools 90 FEDERAL GRANT APPLICATION TITLE III, PART A ENGLISH LANGUAGE ACQUISITION, LANGUAGE ENHANCEMENT, AND ACADEMIC ACHIEVEMENT

Local School System: Montgomery County Public Schools Fiscal Year 2017

A. REQUIRED ACTIVITIES [SEC. 3115(c)] continued Effective professional development shall be of sufficient intensity and duration (which shall not include activities such as 1-day or short-term workshops and conferences) to have a positive and lasting impact on the teachers’ performance in the classroom, except that this subparagraph shall not apply to an activity that is one component of a long-term, comprehensive professional development plan established by a teacher and the teacher’s supervisor based on an assessment of the needs of the teacher, the supervisor, the students of the teacher, and any local educational agency employing the teacher [section 3115(c)(2)(D)].

2. To provide effective professional development to classroom teachers (including teachers in classroom settings that are not the setting of language instruction educational programs), principals and other school leaders, administrators, and other school or community-based organizational personnel [section 3115(c)(2)]. Descriptions Required Activities Please address each item (a-d) in your Public Nonpublic activity descriptions. School Costs a) outcome and brief description of the Costs services b) timelines or target dates c) outcome linked to the EL goal(s) detailed in the 2016 Master Plan d) services to nonpublic schools Provide an instructional specialist to support $123,905 2.1 Providing for professional the professional development needs of development designed to content teachers and to support professional improve the instruction and development for 6–12 English for Speakers assessment of ELs [section of Other Languages (ESOL) teachers in 3115(c)(2)(A)]. implementing the ESOL curriculum to support efforts to increase the number of beginning English learners (ELs) attaining proficiency in academic English, reading, and mathematics and collaborate on developing professional development opportunities for teachers who work with secondary students with interrupted formal education to support efforts to increase the number of ELs attaining proficiency in

LEA: Montgomery County Public Schools 91 academic English, reading, and mathematics (ongoing). Master Plan Indicators 1, 2, 3 Provide wages for substitutes for teachers to $55,284 attend training during countywide ESOL teachers’ meetings. Meetings are designed to provide professional development to ESOL teachers on the Montgomery County Public Schools (MCPS) ESOL curriculum and locally developed formative and summative assessments that help ESOL teachers monitor student progress toward attaining proficiency in English to increase the number of ELs progressing toward proficiency in academic English (September 2016–June 2017). Master Plan Indicator 1

Employee benefits (ongoing). $59,022

Nonpublic Schools (all): Provide $15,885 professional development to teachers on supporting the linguistic and academic needs of ELs to support efforts to increase the number of ELs attaining proficiency in academic English, reading, and mathematics (ongoing). Master Plan Indicators 1, 2, 3

2.2 Providing for professional development designed to enhance the ability of such teachers, principals, and other school leaders to understand and implement curricula, assessment practices and measures, and instructional strategies for ELs [section 3115(c)(2)(B)].

2.3 Providing for professional Provide wages for substitutes for Sheltered $51,650 development effective in Instruction Observation Protocol (SIOP) increasing children’s English training for content teachers to support the language proficiency or academic success of ELs at elementary and substantially increasing the secondary levels to support efforts to subject matter knowledge, increase the number of ELs attaining teaching knowledge, and proficiency in academic English,

LEA: Montgomery County Public Schools 92 teaching skills of teachers of mathematics, science, and social studies ELs [section 3115(c)(2)(C)]. (October 2016–April 2017). Master Plan Indicators 1, 2, 3

Provide a stipend for collaborative teams to $12,587 develop professional development resources for SIOP for content teachers to support the academic success of ELs for English, mathematics, science, and social studies to support efforts to increase the number of ELs attaining proficiency in academic English, mathematics, science, and social studies (October 2016–June 2017). Master Plan Indicators 1, 2, 3

Employee benefits (ongoing). $5,171

Trainers will provide hybrid SIOP training $71,680 that will involve two days of face to face training and two hours follow up training online. This training helps school-based teachers apply their learning about supporting ELs using hands-on learning, video clips, and inquiry based approach to support efforts to increase the number of ELs attaining proficiency in academic English, mathematics, science, and social studies (October 2016–June 2017). Master Plan Indicators 1, 2, 3

LEA: Montgomery County Public Schools 93 FEDERAL GRANT APPLICATION TITLE III, PART A ENGLISH LANGUAGE ACQUISITION, LANGUAGE ENHANCEMENT, AND ACADEMIC ACHIEVEMENT

Local School System: Montgomery County Public Schools Fiscal Year 2017

B. AUTHORIZED ACTIVITIES [SEC. 3115(d)]: An eligible entity receiving funds under section 3114(a) may use the funds to achieve any of the authorized activities. (Please note that the entity must utilize Title III funds to support A. Required Activities prior to allocating funds for B. Authorized Activities.)

3. To provide community participation programs, family literacy services, and parent and family outreach and training activities to ELs and their families [section 3115(d)(6)]. Descriptions Authorized Activities Please address each item (a-d) in Public Nonpublic your activity descriptions. School Costs a) outcome and brief description of Costs the services b) timelines or target dates c) outcome linked to the EL goal(s) detailed in the 2015 Master Plan d) services to nonpublic schools

3.1 Providing programs to improve the English language skills of English learners (ELs) [section 3115(d)(6)(A)].

LEA: Montgomery County Public Schools 94 Provide family support services to $123,904 3.2 Providing programs to assist parents and families in helping English for Speakers of Other their children to improve their Languages (ESOL) students and academic achievement and families served in schools that offer becoming active participants in the supports to ESOL students with education of their children [section interrupted formal education. This 3115(d)(6)(B)]. position will support these students in postsecondary options by performing the following functions to support efforts to increase the number of ELs attaining proficiency in academic English, reading, and mathematics: - connecting students and their families with community services; - working with students and families to provide support with connecting with Montgomery College and the application process; and - providing families with outreach support, workshops, and support navigating the school system (ongoing). Master Plan Indicators 1, 2, 3

Utilize parent community coordinators $315,414 (PCCs) to provide parent outreach and training opportunities so that ESOL parents will learn how to navigate the school system and to support the academic achievement of ELs to support efforts to increase the number of ELs attaining proficiency in academic English, reading, and mathematics (ongoing). These staff members provide services only to families of students who are served by Title III. Master Plan Indicators 1, 2, 3

Employee benefits (ongoing). $193,489

LEA: Montgomery County Public Schools 95 4. Improving the instruction of ELs, which may include ELs with disability, and offering programs or courses designed to help ELs achieve success in postsecondary education [section 3115(d)(3)(7)(8)]

4.1 Providing to ELs tutorials and Temporary part-time (TPT) wages for $75,480 academic or career and technical career teachers for the Career education [section 3115(d)(3)(A)]. Readiness Education Academy (CREA) program (three positions). TPT wages for ESOL teachers for the CREA program (two positions).

The career technology education teachers provide students with the instruction needed to earn certifications in their career pathways two evenings per week throughout the school year to support efforts to increase the number of ELs attaining proficiency in academic English, reading, and mathematics.

The ESOL teachers provide students English, Math, and General Equivalency Diploma (GED) related instruction two evenings per week throughout the school year to support efforts to increase the number of ELs attaining proficiency in academic English, reading, and mathematics (ongoing). Master Plan Indicators 1, 2, 3

TPT wages for paraeducators for SEPA $47,988 day program. Four part-time paraeducators for three hours per day to support students attending the day program. The paraeducators support instruction in the classroom by assisting students one-on-one to better understand the goals of the class. Paraeducators assist the teachers in creating materials to help ELs access the curriculum. These paraeducators will support the daytime career classes throughout the school year to support efforts to increase the number of ELs attaining proficiency in

LEA: Montgomery County Public Schools 96 academic English, reading, and mathematics (ongoing). Master Plan Indicators 1, 2, 3

TPT wages for paraeducators for $25,800 CREA evening program (five temporary part-time staff members). The paraeducators support instruction in the classroom by assisting students one-on-one to better understand the goals of the class. Paraeducators assist the teachers in creating materials to help ELs access the curriculum. These paraeducators will support the evening ESOL, mathematics, and career classes throughout the school year to support efforts to increase the number of ELs progressing toward proficiency in academic English, reading, and mathematics. Five part-time paraeducators for three hours per day to support students attending the evening program to support efforts to increase the number of ELs progressing toward proficiency in academic English, reading, and mathematics (ongoing). Master Plan Indicators 1, 2, 3

Wages for substitutes for CREA staff $4,051 members to attend GED Option training. Staff working with the CREA program will be required to attend a GED Option training which will require stipends and/or substitute monies for teachers who work in other schools during the day to support efforts to increase the number of ELs progressing toward proficiency in academic English. There are a total of five teachers who require GED option training. The same five teachers will need training around differentiation and cultural sensitivity to provide

LEA: Montgomery County Public Schools 97 instruction to the students to support efforts to increase the number of ELs progressing toward proficiency in academic English, reading, and mathematics. The five paraeducators also will need this training (September 2016– December 2016). Master Plan Indicators 1, 2, 3

0.4 Full-time equivalent (FTE) PCCs $78,854 for the CREA program. Provide a part-time PCC to serve as the primary point of contact for students in the CREA program and their families and provide students with information on community resources including medical care, housing, and mentorship, to support efforts to increase the number of ELs progressing toward proficiency in academic English (ongoing).

0.6 FTE PCC for the SEPA program. Provide a part-time PCC to serve as the primary point of contact for students in the SEPA program and their families and provide students with information on community resources including medical care, housing, and mentorship, to support efforts to increase the number of ELs progressing toward proficiency in academic English (ongoing). Master Plan Indicator 1

Employee benefits (ongoing). $47,072

Number Worlds math software $2,301 program, including textbooks and manipulatives for ESOL Levels 1 and 2 for 30 students in the CREA program to support efforts to increase the number of ELs progressing toward

LEA: Montgomery County Public Schools 98 proficiency in academic English and mathematics (ongoing). Master Plan Indicators 1, 3

Inspire Literacy (iLit) 2016 digital $4,800 courseware program is designed to accelerate English language development and interactive learning and scaffolding for ELs to support efforts to increase the number of ELs progressing toward proficiency in academic English and reading. Includes mobile application for one year (subscription). Also includes two annual Professional Development days from Pearson for CREA teachers for ESOL Levels 3 and 4 for 10 students in the CREA program (ongoing). Master Plan Indicators 1, 2

MATH 180—a math intervention $3,480 program designed to address the needs of struggling students accelerating their progress to Algebra. The program includes an online component and textbooks. Comprehensive system of curriculum instruction, assessment, and professional development to support efforts to increase the number of ELs progressing toward proficiency in academic English and mathematics. For ESOL Levels 3 and 4 for 10 students in the CREA program (ongoing). Master Plan Indicators 1, 3

Diagnostic Online Reading Assessment $280 testing license for each student is needed in order to monitor growth in reading comprehension and reading fluency throughout the year (CREA program) to support efforts to increase the number of ELs progressing toward proficiency in academic English and reading (ongoing). Master Plan Indicators 1, 2

LEA: Montgomery County Public Schools 99 Reading Instructional Goals for Older $6,375

Readers (RIGOR) developmental reading program levels 1 and 2: This program is intended to develop language and literacy for older students reading at primary levels and is also used in reading instruction for students with limited or interrupted formal education to support efforts to increase the number of ELs progressing toward proficiency in academic English and reading. This program includes systematic lessons that increase vocabulary, comprehension, and content knowledge. Kits include language-leveled books that provide scaffolded access to text. The set also includes Teacher's Guides to support differentiated instruction. RIGOR meets Response-to- Intervention guidelines for Tier II and Tier III intervention, and has proven to be successful among older ELs and striving readers (CREA program) (ongoing).

Instructional materials for CREA $1,339 program to support efforts to increase the number of ELs progressing toward proficiency in academic English (ongoing). Master Plan Indicators 1

4.2 Acquisition or development of educational technology or instructional materials [section 3115(d)(7)(A)].

4.3 Providing for access to, and participation in, electronic networks for materials, training, and communication [section 3115(d)(7)(B)].

4.4 Incorporation of the resources Use a coordinator of ESOL/Bilingual $134,566 described in subparagraphs 4.2 and programs to develop and implement

LEA: Montgomery County Public Schools 100 4.3 into curricula and programs extended school day and extended [section 3115(d)(7)(C)]. school year programs to support ESOL students by working with established and relevant community-based organizations and the ESOL parent outreach and counseling teams to support efforts to increase the number of ELs attaining proficiency in academic English, reading, and mathematics (ongoing). Master Plan Indicators 1, 2, 3

Employee benefits (ongoing). $59,267

4.5 Offering early college high school or dual or concurrent enrollment programs or courses designed to help ELs achieve success in postsecondary education [section 3115(d)(8)].

5. To carry out other activities that are consistent with the purpose of Title III, Part A, Every Student Succeeds Act. (Specify and describe below.) [section 3115(d)(9)]:

5.1 Carrying out other activities that Utilize ESOL transition counselors to $742,870 are consistent with the purposes of provide supplemental multilingual this section [section 3115(d)(8)]. counseling services to ESOL students, including those with limited formal education, at the elementary, middle, and high school levels to support efforts to increase the number of ELs attaining proficiency in academic English, reading, and mathematics (ongoing). Master Plan Indicators 1, 2, 3

0.4 FTE Counselor (ESOL Transition) $75,037 for the CREA program. The ESOL transition counselor meets with students to determine their program of study, barriers that can be managed through counseling, and makes referrals to outside agencies for additional mental health or housing resources. The counselor also helps students with goal setting and monitors attendance as well as plans and organizes focus groups and LEA: Montgomery County Public Schools 101 wrap-around services for the students to support efforts to increase the number of ELs attaining proficiency in academic English, reading, and mathematics (ongoing).

0.6 FTE counselor (ESOL Transition) for the SEPA program. The ESOL transition counselor meets with students to determine their program of study, barriers that can be managed through counseling, and makes referrals to outside agencies for additional mental health or housing resources. The counselor also helps students with goal setting and monitors attendance as well as plans and organizes focus groups and wrap-around services for the students to support efforts to increase the number of ELs attaining proficiency in academic English, reading, and mathematics (ongoing). Master Plan Indicators 1, 2, 3

Provide 1.0 FTE ESOL teacher to $83,810 assess the literacy and mathematics levels of newly enrolling ESOL students with interrupted formal education to support efforts to increase the number of ELs progressing toward proficiency in academic English, reading, and mathematics. This staff member will be used to assess English language proficiency (ongoing). Master Plan Indicators 1, 2, 3

Provide data collection system $72,800

personnel to document English Language Proficiency entry test data as well as ESOL counseling, parent outreach, and interpretation services data to support strategic planning efforts to increase the number of ELs attaining proficiency in academic

LEA: Montgomery County Public Schools 102 English, reading, and mathematics (ongoing). Master Plan Indicators 1, 2, 3

Employee benefits (ongoing). $403,005

C. ADMINISTRATIVE EXPENSES [SEC. 3115(b)]: Each eligible entity receiving funds under section 3114(a) for a fiscal year may use not more than 2 percent of such funds for the cost of administering this subpart.

6. Administrative Expenses Public Nonpublic School Costs Costs Utilize a fiscal assistant to conduct all $50,170 6.1 Each eligible entity receiving funds financial transactions and prepare under section 3114(a) for a fiscal budget to support efforts to increase year may use not more than two the number of ELs attaining percent of such funds for the cost of proficiency in academic English, administering this subpart [section reading, and mathematics (ongoing). 3115(b)]. Master Plan Indicators 1, 2, 3

Employee benefits (ongoing). $15,593

Audit fees (ongoing). $1,042 Master Plan Indicators 1, 2, 3

TOTAL TITLE III-A (EL FUNDING) AMOUNT $3,320,699 $31,770

LEA: Montgomery County Public Schools 103

FEDERAL GRANT APPLICATION TITLE III, PART A ENGLISH LANGUAGE ACQUISITION, LANGUAGE ENHANCEMENT, AND ACADEMIC ACHIEVEMENT

Local School System: Montgomery County Public Schools Fiscal Year 2017

D. IMMIGRANT ACTIVITIES [SEC. 3115(e)]: Activities by agencies experiencing substantial increases in immigrant children and youth.

1. An eligible entity receiving funds under section 3114(d)(1) shall use the funds to pay for activities that provide enhanced instructional opportunities for immigrant children and youth [section 3115(e)(1)]. Descriptions Immigrant Activities Please address each item (a-d) in Public Nonpublic your activity descriptions. School Costs a) outcome and brief description of Costs the services b) timelines or target dates c) outcome linked to the EL goal(s) detailed in the 2015 Master Plan d) services to nonpublic schools

1.1 Providing for family literacy, parent and family outreach, and training activities designed to assist parents and families to become active participants in the education of their children [section 3115(e)(1)(A)].

1.2 Recruitment of, and support for, personnel, including teachers and paraeducators who have been specifically trained, or are being trained, to provide services to immigrant children and youth [section 3115(e)(1)(B)].

LEA: Montgomery County Public Schools 104

1.3 Providing tutorials, mentoring, and academic or career counseling for immigrant children and youth [section 3115(e)(1)(C)].

1.4 Identifying, developing and Supplemental reading and math $13,156 acquiring curricular materials, instructional materials to support educational software, and English for Speakers of Other technologies to be used in the Languages (ESOL) students, including program carried out with awarded those with interrupted formal funds [section 3115(e)(1)(D)]. education, to support efforts to increase the number of English learners (ELs) attaining proficiency in academic English, reading and mathematics (ongoing). Master Plan Indicators 1, 2, 3

Nonpublic Schools: Supplemental $20 instructional materials to support ESOL students, including those with interrupted formal education to support efforts to increase the number of ELs attaining proficiency in academic English, reading and mathematics (ongoing). Master Plan Indicators 1, 2, 3

1.5 Providing basic instructional services that are directly attributable to the presence in the school district of immigrant children and youth in the local educational agency involved, including the payment of costs of providing additional classroom supplies, costs of transportation, or such other costs [section 3115(e)(1)(E)].

1.6 Providing other instruction services that are designed to assist immigrant children and youth to achieve in elementary schools and secondary schools in the United States, such as programs of introduction to the educational

LEA: Montgomery County Public Schools 105 system and civics education [section 3115(e)(1)(F)].

1.7 Providing activities, coordinated with community-based organizations, institutions of higher education, private sector entities, or other entities with expertise in working with immigrants, to assist parents and families of immigrant children and youth by offering comprehensive community services [section 3115(e)(1)(G)].

E. ADMINISTRATIVE EXPENSES [SEC. 3115(b)]: Each eligible entity receiving funds under section 3114(a) for a fiscal year may use not more than 2 percent of such funds for the cost of administering this subpart.

Public Nonpublic 2. Administrative Expenses School Costs Costs

2.1 Each eligible entity receiving funds under section 3114(a) for a fiscal year may use not more than 2 percent of such funds for the cost of administering this subpart [section 3115(b)].

TOTAL TITLE III-A (IMMIGRANT FUNDING) AMOUNT $13,156 $20

LEA: Montgomery County Public Schools 106 F. ANNUAL CERTIFICATION OF EQUITABLE SERVICES TO STUDENTS IN PRIVATE (NONPUBLIC) SCHOOLS [ESEA, Section 9501]:

1. Participating Private Schools and Services: Complete information in Attachment 6-A on page 13 regarding the names of participating private schools and the number of private school students and/or staff that will benefit from the Title III-A services.

2. Describe the school system's process for providing equitable participation to students in private schools: a) The manner and extent of consultation with the officials of interested private schools during all phases of the development and design of the Title III-A services;

All private schools in Montgomery County were invited to a nonpublic schools consultation meeting convened by the Montgomery County Public Schools (MCPS) budget office on April 20, 2016, to learn about available resources. During this meeting, an invitation to consult on Title III was distributed to all nonpublic schools in attendance and mailed to all nonpublic schools not in attendance by the budget office. All Title III nonpublic schools were invited to a June 13, 2016, meeting convened by the English for Speakers of Other Languages (ESOL) office, specifically for those schools interested in consulting on Title III. The ESOL/Bilingual Unit staff members met with all interested nonpublic schools during the meeting to review and provide input into the Fiscal Year 2017 Title III grant. Subsequent e-mails ensured that nonpublic schools fully understood the allowable activities under Title III and the reporting requirements that were discussed during the June meeting.

b) The basis for determining the needs of private school children and teachers;

All interested nonpublic schools staff members are able to be trained, as needed, on administering a test of English language proficiency to determine the number of Limited English Proficient (LEP) students enrolled. The number of eligible LEP students in nonpublic schools was added to the number of LEP students in MCPS. The number of eligible nonpublic school immigrant students was added to the number of MCPS immigrant students. The total number was divided into the grant award, yielding a per-pupil amount for all nonpublic and MCPS LEP and immigrant students. Based on this amount, nonpublic schools staff members were trained on submitting a budget narrative to request funds at a nonpublic consultation meeting.

c) How services, location of services, and grade levels or areas of services were decided and agreed upon; and

The agenda, e-mails, and materials used at the consultation meeting are filed in the ESOL/Bilingual Unit. This meeting was held to assist nonpublic schools in deciding which services they would access under Title III.

LEA: Montgomery County Public Schools 107 d) The differences, if any, between the Title III-A services that will be provided to public and private school students and teachers, and the reasons for any differences. (Note: The school system provides services on an equitable basis to private school children whether or not the services are the same Title III-A services the district provides to the public school children.)

The nonpublic schools participating in Title III have decided to use their allotment for training, instructional support, and instructional materials. All nonpublic schools were informed that they are eligible to participate in the same activities that MCPS participates in at the consultation meetings.

3. ATTACH WRITTEN AFFIRMATION (e.g., meeting dates, agenda, sign-in sheets, letters/forms, etc.) for the school year 2015 – 2016 that a meeting(s) occurred with nonpublic school representative(s) regarding Title III services. DOCUMENTATION SHOULD BE LABELED AND PROVIDED AS AN ATTACHMENT AFTER THE BUDGET PAGES IN FEDERAL GRANT APPLICATION: TITLE III, PART A.

See Attachment A

LEA: Montgomery County Public Schools 108 Budget Narrative: Title III-A EL Portion

Category # - Budget Line Item Calculation Amount In-Kind Total Program # Obj. # Activity 1.2 203-205/ 01- Provide a high school English for Speakers 0.6 Full-time Equivalent (FTE) $74,343 $74,343 02 Special Salaries of Other Languages (ESOL) instructional instructional specialist x Programs & Wages specialist to support and create enhanced $123,904.67 = $74,342.80 resources for older high school ESOL students with interrupted formal education who are in jeopardy of not graduating before the age of 21 [Students Engaged in Pathways to Achievement (SEPA) program—ongoing]. This position is not used to screen students for entrance into an ESOL program or to administer the annual summative assessment of English Language Proficiency (ELP). Activity 1.2 203-205/ 01- Provide a high school ESOL instructional 0.4 FTE instructional specialist $49,562 $49,562 02 Special Salaries specialist to support and create enhanced x $123,904.67 = $49,561.87 Programs & Wages resources for older high school ESOL students with interrupted formal education who are in jeopardy of not graduating before the age of 21 [The Career Readiness Education Academy (CREA) program–ongoing]. This position is not used to screen students for entrance into an ESOL program or to administer the annual summative assessment of ELP. Activity 1.2 212 04-Other Benefits $123,905.00 x 44.0431% = $54,572 $54,572 Fixed Charges Charges $54,571.60

203-205/ 01- Provide a stipend for secondary ESOL 3 teachers x 6 hours x 3 days x $1,080 $1,080 02 Special Salaries department heads to attend high school $20.00 per hour = $1,080.00 Programs & Wages ESOL Resource Teacher Week (July 2016). Activity 1.2

212 04-Other Employer Social Security $1,080.00 x 7.65% = $82.62 $83 $83 Fixed Charges Charges 212 04-Other Worker's Compensation $1,080.00 x 0.4% = $4.32 $4 $4 Fixed Charges Charges 203-205/ 03- Instructional materials to support ESOL TBD $17,187 $17,187 02 Special Supplies students, including those with interrupted Programs and formal education, in summer school and Materials during the school year (ongoing). Activity 1.2 203-205/ 08- Nonpublic Schools (all): Supplemental TBD $15,885 $15,885 07 Non Public Transfers instructional materials to support ESOL Transfers students, including those with interrupted formal education (ongoing). Activity 1.2

Total: $212,716

109 Budget Narrative: Title III-A EL Portion

Category # - Budget Line Item Calculation Amount In-Kind Total Program # Obj. # Activity 1.4 203-205/ 01- Provide summer employment for English 17 high school teachers x 83.5 $162,686 $162,686 02 Special Salaries for Speakers of Other Languages (ESOL) hours x $49.93 per hour = Programs & Wages teachers to continue English language $70,875.64—second semester instruction for ESOL students through the (July 2016). summer months (July 2016 and June 2017). 4 elementary school teachers x Activity 1.4 83.6 hours x $54.09 per hour = $18,087.70 (July 2016). 17 high school teachers x 83.5 hours x $51.25 per hour = $72,749.38—first semester (June 2017). 4 elementary school teachers x 4.5 hours x $54.09 per hour = $973.62 (June 2017) ($70,875.64 + $18,087.70 + $72,749.38 + $973.62 = $162,686.34)

212 04-Other Employer Social Security $162,686.00 x 7.65% = $12,445 $12,445 Fixed Charges Charges $12,445.48 212 04-Other Worker's Compensation $162,686.00 x 0.4% = $650.74 $651 $651 Fixed Charges Charges Total: $175,782 Activity 2.1 203-205/ 01- Provide an instructional specialist to 1.0 FTE instructional specialist $123,905 $123,905 09 Instructional Salaries support the professional development needs x $123,904.67 = $123,904.67 Staff & Wages of content teachers and to support Development professional development for 6–12 English for Speakers of Other Languages (ESOL) teachers in implementing the ESOL curriculum to support efforts to increase the number of beginning English learners (ELs) attaining proficiency in academic English, reading, and mathematics and collaborate on developing professional development opportunities for teachers who work with secondary students with interrupted formal education (ongoing). Activity 2.1

212 04-Other Benefits $123,905.00 x 44.0431% = $54,572 $54,572 Fixed Charges Charges $54,571.60

110 Budget Narrative: Title III-A EL Portion

Category # - Budget Line Item Calculation Amount In-Kind Total Program # Obj. # 203-205/ 01- Provide wages for substitutes for teachers to 409.39 substitutes x $135.04 $55,284 $55,284 09 Instructional Salaries attend training during countywide ESOL per day = $55,284.03 Staff & Wages teachers’ meetings. Meetings are designed Development to provide professional development to ESOL teachers on the Montgomery County Public Schools (MCPS) ESOL curriculum and locally developed formative and summative assessments that help ESOL teachers monitor student progress toward attaining proficiency in English (September 2016–June 2017). Activity 2.1

212 04-Other Employer Social Security $55,284.00 x 7.65% = $4,229 $4,229 Fixed Charges Charges $4,229.23 212 04-Other Worker's Compensation $55,284.00 x 0.4% = $221.14 $221 $221 Fixed Charges Charges 203-205/ 08- Nonpublic Schools (all): Provide TBD $15,885 $15,885 07 Non Public Transfers professional development to teachers on Transfers supporting the linguistic and academic needs of ELs (ongoing). Activity 2.1

Total: $254,096 Activity 2.3 203-205/ 01- Provide wages for substitutes for Sheltered 191.24 substitutes x $135.04 $51,650 $51,650 09 Instructional Salaries Instruction Observation Protocol (SIOP) per day x 2 days = $51,650.10 Staff & Wages training for content teachers to support the Development academic success of English learners (Els) at elementary and secondary levels. Activity 2.3 203-205/ 01- Provide a stipend for collaborative teams to 209.78 staff members x $60.00 $12,587 $12,587 09 Instructional Salaries develop professional development resources per day = $12,586.80 Staff & Wages for SIOP for content teachers to support the Development academic success of ELs for English, mathematics, science, and social studies. (October 2016–June 2017) Activity 2.3 212 04-Other Employer Social Security $64,237.00 x 7.65% = $4,914 $4,914 Fixed Charges Charges $4,914.13 212 04-Other Worker's Compensation $64,237.00 x 0.4% = $256.95 $257 $257 Fixed Charges Charges

111 Budget Narrative: Title III-A EL Portion

Category # - Budget Line Item Calculation Amount In-Kind Total Program # Obj. # 203-205/ 02- Trainers will provide hybrid SIOP training SIOP hybrid training—5 $71,680 $71,680 09 Instructional Contract that will involve two days of face-to-face cohorts x 2 days for each Staff Services training and two hours follow-up training cohort x $5,000.00 per day = Development online. This training helps school-based $50,000.00 teachers apply their learning about SIOP training (make up supporting ELs using hands-on learning, day)—1 cohort x $5,000.00 video clips, and inquiry based approach. per day x 1 day = $5,000.00 (October 2016–June 2017) Activity 2.3 SIOP training follow up—6 cohorts x $1,250.00 per cohort = $7,500.00 SIOP Online training— $9,180.00 ($50,000.00 + $5,000.00 + $7,500.00 + $9,180.00 = $71,680.00) Total: $141,088 Activity 3.2 203-205/ 01- Provide family support services to ESOL 1.0 FTE instructional specialist $123,904 $123,904 02 Special Salaries students and families served in schools that x $123,904.67 = $123,904.67. Programs & Wages offer supports to English for Speakers of (Rounding down to next whole Other Languages (ESOL) students with dollar = $123,904.00) interrupted formal education. This position will support these students in postsecondary options by performing the following functions (ongoing): - connecting students and their families with community services; - working with students and families and providing support with connecting with Montgomery College and the application process; and - providing families with outreach support, workshops, and support navigating the school system. Activity 3.2

203-205/ 01- Utilize parent community coordinators to 4.0 FTE PCC x $78,853.60 = $315,414 $315,414 02 Special Salaries provide parent outreach and training $315,414.40 Programs & Wages opportunities so that ESOL parents will learn how to navigate the school system and to support the academic achievement of English Learners (ELs) (ongoing). These staff members provide services only to families of students who are served by Title III. Activity 3.2

212 04-Other Benefits $439,318.00 x 44.0431% = $193,489 $193,489 Fixed Charges Charges $193,489.27 Total: $632,807

112 Budget Narrative: Title III-A EL Portion

Category # - Budget Line Item Calculation Amount In-Kind Total Program # Obj. # Activity 4.1 203-205/ 01- Temporary part-time (TPT) wages for 3 part-time career teachers x $75,480 $75,480 02 Special Salaries career teachers for the Career Readiness 80 days (two evenings per Programs & Wages Education Academy (CREA) program week) x 3.7 hours per day x (three positions). $51.00 per hour = $45,288.00 TPT wages for English for Speakers of 2 part-time ESOL teachers x Other Languages (ESOL) teachers for the 80 days (two evenings per CREA program (two positions). week) x 3.7 hours per day x The career technology education teachers $51.00 per hour = $30,192.00 provide students with the instruction needed ($45,288.00 + $30,192.00 = to earn certifications in their career $75,480.00) pathways two evenings per week throughout the school year. The ESOL teachers provide students English, Math, and General Equivalency Diploma (GED) related instruction two evening per week throughout the school year. Activity 4.1

203-205/ 01- TPT wages for paraeducators for Students 1 part-time paraeducator in $47,988 $47,988 02 Special Salaries Engages in Pathways to Achievement morning session for 3 hours Programs & Wages (SEPA) day program. Four part-time per day for 5 days per week. paraeducators for three hours per day to (1 paraeducator x 186 days x 3 support students attending the day program. hours per day x $21.50 per The paraeducators support instruction in the hour = $11,997.00) classroom by assisting students one-on-one 3 part-time paraeducators in to better understand the goals of the class. afternoon session for 3 hours Paraeducators assist the teachers in creating per day for 5 days per week. materials to help ELs access the curriculum. (3 paraeducators x 186 days x These paraeducators will support the 3 hours per day x $21.50 per daytime career classes throughout the hour = $35,991.00) school year (ongoing). Activity 4.1 ($11,997.00 + $35,991.00 = $47,988.00)

203-205/ 01- TPT wages for paraeducators for CREA 3 part-time paraeducators (to $25,800 $25,800 02 Special Salaries evening program (five temporary part-time support Career classes) x 3 Programs & Wages staff). The paraeducators support instruction hours per day x 80 days (two in the classroom by assisting students one evenings per week) x $21.50 on one to better understand the goals of the per hour = $15,480.00 class. Paraeducators assist the teachers in 2 part-time paraeducators (to creating materials to help ELs access the support ESOL and Math curriculum. These paraeducators will classes) x 3 hours per day x 80 support the evening ESOL, mathematics, days (two evenings per week) and career classes throughout the school x $21.50 per hour = year. $10,320.00 Five part-time paraeducators for 3 hours per ($15,480.00 + $10,320.00 = day to support students attending the $25,800.00) evening program (ongoing). Activity 4.1

113 Budget Narrative: Title III-A EL Portion

Category # - Budget Line Item Calculation Amount In-Kind Total Program # Obj. # 203-205/ 01- Wages for substitutes for CREA staff 5 substitutes for teachers x $4,051 $4,051 09 Instructional Salaries members to attend GED Option training. $135.04 per day x 2 days = Staff & Wages Staff members working with the CREA $1,350.40 Development program will be required to attend a GED 5 substitutes for teachers x Option training which will require stipends $135.04 per day x 2 days = and/or substitute monies for teachers who $1,350.40 work in other schools during the day. There 5 substitutes for paraeducators are a total of five teachers who require GED x $135.04 per day x 2 days = option training. $1,350.40 The same five teachers will need training ($1,350.40 + $1,350.40 + around differentiation and cultural $1,350.40 = $4,051.20) sensitivity to provide instruction to the students. The five paraeducators will also need this training. (September 2016–December 2016) Activity 4.1 212 04-Other Employer Social Security $153,319 x 7.65% = $11,729 $11,729 Fixed Charges Charges $11,728.90 212 04-Other Worker's Compensation $153,319 x 0.4% = $613.28 $613 $613 Fixed Charges Charges 203-205/ 01- 0.4 Full-time equivalent (FTE) Parent 1.0 FTE PCC x $78,853.60 = $78,854 $78,854 02 Special Salaries Community Coordinator (PCC) for the $78,853.60 Programs & Wages CREA program. The PCC is the primary point of contact for students in the CREA program and their families and provides students with information on community resources including medical care, housing, and mentorship (ongoing). Activity 4.1

0.6 FTE PCC for the SEPA program. The PCC is the primary point of contact for students in the SEPA program and their families and provides students with information on community resources including medical care, housing, and mentorship (ongoing). Activity 4.1

212 04-Other Benefits $78,854 x 44.0431% = $34,730 $34,730 Fixed Charges Charges $34,729.75 203-205/ 03- Number Worlds math software program, Price quote for 30 students = $2,301 $2,301 02 Special Supplies including textbooks, and manipulatives for $2,300.97 Programs & ESOL Levels 1 and 2 for 30 students in the Materials CREA program. (ongoing) Activity 4.1

114 Budget Narrative: Title III-A EL Portion

Category # - Budget Line Item Calculation Amount In-Kind Total Program # Obj. # 203-205/ 03- Inspire Literacy 2016 digital courseware Price quote for 10 students = $4,800 $4,800 02 Special Supplies program, designed to accelerate English $4,800.00 Programs & language development and interactive Materials learning and scaffolding for ELs. Includes mobile application for one year. (subscription). Also includes two annual Professional Development days from Pearson for CREA teachers. For ESOL Levels 3 and 4 for 10 students in the CREA program (ongoing). Activity 4.1

203-205/ 03- MATH 180—a math intervention program Price quote for 10 students = $3,480 $3,480 02 Special Supplies designed to address the needs of struggling $3,480.00 Programs & students accelerating their progress to Materials Algebra. The program includes an online component and textbooks. Comprehensive system of curriculum instruction, assessment, and professional development. For ESOL Levels 3 and 4 for 10 students in the CREA program (ongoing). Activity 4.1

203-205/ 03- Diagnostic Online Reading Assessment Price quote for 40 students x $280 $280 02 Special Supplies testing license for each student is needed in $7.00 per student = $280.00 Programs & order to monitor growth in reading Materials comprehension and reading fluency throughout the year (CREA program) (ongoing). Activity 4.1 203-205/ 03- Reading Instructional Goals for Older Price quote for 30 students = $6,375 $6,375 02 Special Supplies Readers (RIGOR) developmental reading $6,374.50 Programs & program levels 1 and 2: This program is Materials intended to develop language and literacy for older students reading at primary levels and is also used in reading instruction for students with limited or interrupted formal education. This program includes systematic lessons that increase vocabulary, comprehension, and content knowledge. Kits include language-leveled books that provide scaffolded access to text. The set also includes Teacher's Guides to support differentiated instruction. RIGOR meets Response-to-Intervention guidelines for Tier II and Tier III intervention, and has proven to be successful among older ELs and striving readers (CREA program) (ongoing). Activity 4.1 203-205/ 03- Instructional materials for CREA program Student consumables and $1,339 $1,339 02 Special Supplies (ongoing). Activity 4.1 instructional materials for Programs & CREA students = $1,339.00 Materials Total: $297,820115 Budget Narrative: Title III-A EL Portion

Category # - Budget Line Item Calculation Amount In-Kind Total Program # Obj. # Activity 4.5 203-205/ 01- Use a coordinator of English for Speakers 1.0 FTE coordinator x $134,566 $134,566 02 Special Salaries of Other Languages (ESOL)/Bilingual $134,566.00 = $134,566.00 Programs & Wages programs to develop and implement extended school day and extended school year programs to support ESOL students by working with established and relevant community-based organizations and the ESOL parent outreach and counseling teams (ongoing). Activity 4.5 212 04-Other Benefits $134,566.00 x 44.0431% = $59,267 $59,267 Fixed Charges Charges $59,267.04 Total: $193,833 Activity 5.1 203-205/ 01- Provide 1.0 Full-time equivalent (FTE) 1.0 FTE ESOL teacher x $83,810 $83,810 02 Special Salaries English for Speakers of Other Languages $83,810.00 = $83,810.00 Programs & Wages (ESOL) teacher to assess the literacy and mathematics levels of newly enrolling ESOL students with interrupted formal education. This position will not be used to assess English language proficiency (ongoing). Activity 5.1

203-205/ 01- Utilize ESOL transition counselors to 9.9 FTE ESOL transition $742,870 $742,870 10 Guidance Salaries provide supplemental multilingual counselors x $75,037.34 = Services & Wages counseling services to ESOL students, $742,869.67 including those with limited formal education, at the elementary, middle, and high school levels (ongoing). Activity 5.1

116 Budget Narrative: Title III-A EL Portion

Category # - Budget Line Item Calculation Amount In-Kind Total Program # Obj. # 203-205/ 01- 0.4 FTE Counselor (ESOL Transition) for 1.0 FTE ESOL transition $75,037 $75,037 10 Guidance Salaries the Career Readiness Education Academy counselor x $75,037.34 = Services & Wages (CREA) program. The ESOL transition $75,037.34 counselor meets with students to determine their program of study, barriers that can be managed through counseling, and makes referrals to outside agencies for additional mental health or housing resources. The counselor also helps students with goal setting and monitors attendance as well as plans and organizes focus groups and wrap- around services for the students (ongoing). Activity 5.1

0.6 FTE Counselor (ESOL Transition) for the Students Engaged in Pathways to Achievement program. The ESOL transition counselor meets with students to determine their program of study, barriers that can be managed through counseling, and makes referrals to outside agencies for additional mental health or housing resources. The counselor also helps students with goal setting and monitors attendance as well as plans and organizes focus groups and wrap- around services for the students (ongoing). Activity 5.1 212 04-Other Benefits $901,717 x 44.0431% = $397,144 $397,144 Fixed Charges Charges $397,144.12 203-205/ 01- Provide data collection systems to 2,080 hours x $35.00 per hour $72,800 $72,800 02 Special Salaries document English language proficiency = $72,800.00 Programs & Wages entry test data, as well as ESOL counseling, parent outreach, and interpretation services data (ongoing). Activity 5.1

212 04-Other Employer Social Security $72,800.00 x 7.65% = $5,570 $5,570 Fixed Charges Charges $5,569.20 (Rounding up to next whole dollar = $5,570.00) 212 04-Other Worker's Compensation $72,800.00 x 0.4% = $291.20 $291 $291 Fixed Charges Charges Total: $1,377,522

117 Budget Narrative: Title III-A EL Portion

Category # - Budget Line Item Calculation Amount In-Kind Total Program # Obj. # Activity 6.1 202/ 01- Utilize a fiscal assistant to conduct the 0.6 Full-time equivalent fiscal $50,170 $50,170 16 Instructional Salaries financial transactions and prepare budget assistant x $83,616.66 = Administration & Wages (ongoing). Activity 6.1 $50,170.00 and Supervisory

212 04-Other Benefits $50,170.00 x 44.0431% = $15,593 $15,593 Fixed Charges Charges (Amount charged to grant for fiscal $22,096.42 - $6,503.55 = assistant benefits will be reduced to comply $15,592.87 with 2% administrative requirement)

201/ 02- Audit fees (ongoing). Activity 6.1 Actual cost $1,042 $1,042 22 Business Contract Support Services

Total: $66,805

Grand Total: $3,352,469

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ATTACHMENT 6-A NONPUBLIC SCHOOL INFORMATION Local School System: __Montgomery County Public Schools__ FOR ESEA PROGRAMS Fiscal Year 2017

Enter the complete information for each participating nonpublic school, including mailing address. Use the optional “Comments” area to provide additional information about ESEA services to nonpublic school students, teachers, and other school personnel. For example, if Title I services are provided through home tutoring services or by a third party contractor, please indicate that information under “Comments.” NOTE: Complete Attachment 6-A for Title I-A, Title II-A, and Title III services. Use separate pages as necessary.

Number of Nonpublic School Participants (Students, Teachers, and Other School Personnel) NONPUBLIC SCHOOL NAME AND ADDRESS Title I-A Title II-A Title III-A

Number Students Students Staff Students Staff nonpublic T-I Reading/Lang. Mathematics Comments students to be Arts (Can be a (Optional) served at the (Can be a duplicated following duplicated count) locations: count) Mother of God School Private 29 20501 Goshen Road School Gaithersburg, Maryland Public 20879 School Neutral Site

LEA: Montgomery County Public Schools 150

St. Andrew Apostle School Private 39 11602 Kemp Mill Road School Silver Spring, Maryland Public 20902 School Neutral Site St. Bernadette School Private 12 80 University Boulevard, School East Public Silver Spring, Maryland School 20901 Neutral Site St. Francis International Private 82 Catholic School School 1500 St. Camillus Drive Public Silver Spring, Maryland School 20903 Neutral Site St. John the Baptist Private 32 12319 New Hampshire School Avenue Public Silver Spring, Maryland School 20904 Neutral Site Public School Neutral Site

LEA: Montgomery County Public Schools 151

St. Martin of Tours School Private 23 115 S. Frederick Avenue School Gaithersburg, Maryland Public 20877 School Neutral Site St. Raphael School Private 1 1513 Dunster Road School Rockville, Maryland Public 20854 School Neutral Site Stone Ridge Private 5 9101 Rockville Pike School Bethesda, Maryland Public 20814 School Neutral Site

LEA: Montgomery County Public Schools 152

STATE GRANT APPLICATION

Fine Arts

LEA: Montgomery County Public Schools 153 Bridge to Excellence Update—Fine Arts

Question 1: Describe the progress that was made in 2015–2016 toward meeting Programs in Fine Arts goals, strategies, and objectives articulated in the system’s Bridge to Excellence (BTE) Master Plan.

 The Fine Arts goal of developing an MCPS framework for the new National Core Fine Arts Standards has been completed for PreK-12 Theatre, Visual Art, Music (General Music, Harmonizing Instruments, and Traditional and Emerging Ensembles) as of August 2016. Dance will be completed by November 2016. The frameworks include a redesign or development of enduring understandings, essential questions, indicators, and objectives.  The Fine Arts goal of continued support and recognition of student achievement in visual art was met through stipend and instructional material funding in order to ensure that MCPS students were represented in local and state art exhibitions, as well as equity in opportunity for application to the Visual Art Center, the MCPS magnet visual art program.  The Fine Arts goal of professional learning opportunities was met through substitute time for teachers to attend Maryland State Department of Education (MSDE) meetings and consultants for countywide meetings.

Question 2: Identify the programs, practices, or strategies and related resource allocations that are related to the progress reported in prompt #1.

 The Fine Arts Grant funds supported stipends for 17 visual art, theatre, dance, and music teachers to work on developing an MCPS framework for Fine Arts Standards.  The Fine Arts Grant funds supported opportunities for MCPS students to have their artwork displayed throughout the county and state. Instructional material funds were provided to make prints of student artwork to hang at venues for MSDE and the Maryland Art Education Association.  The Fine Arts Grant funds supported the MCPS strategic priority of cultural proficiency through consultant funds for training 30 resource teachers.  The Fine Arts Grant funds supported the restructuring and streamlining of the Visual Art Center (VAC) application process through stipends for teachers to review student portfolios and assess drawings skills.

Question 3: Describe which goals, objectives, and strategies included in the BTE Master Plan were not attained and where challenges in making progress toward meeting Programs in Fine Arts goals and objectives are evident.

 Providing professional learning opportunities for art, music, theatre, and dance teachers is still needed in a systemic way to ensure that the fine arts core learning practices are incorporated into instruction and that assessments are aligned to practices.  Reaching Maryland’s Fine Arts goal for 100 percent of the student population to participate annually in fine arts programs has been challenging as schools address scheduling challenges

LEA: Montgomery County Public Schools 154 and intervention needs. MCPS has a limited number of secondary schools offering dance and theatre courses.

Question 4: Describe the goals, objectives, and strategies that will be implemented during 2016–2017 and plans for addressing the challenges identified in prompt #3. Include a description of the adjustments that will be made along with related resources to ensure progress toward meeting identified goals, objectives, and strategies. Where appropriate, include timelines.

The Fine Arts goals for 2016–2017 include:  Continue work on new MCPS Fine Arts Curricula and request feedback on the frameworks developed. Funding will be needed for art, music, dance, and theatre teachers to update or create a scope and sequence and to develop sample learning tasks for each content area.  Provide workshop and course trainings for fine arts professional learning opportunities. Stipend funds will be needed for workshops and/or possible Continuing Professional Development training.  Provide funds for a performance venue for a districtwide Big Band Gala and Jazz Festival.  Provide instructional materials to pay for prints, mat board, and additional materials needed for student artwork to be on display in MSDE and other local and statewide exhibits.  Provide instructional materials funds to purchase choral music for honors programs so students receive a well-rounded opportunity and program.  Ensure that all middle school students are enrolled yearly in a fine arts program to meet the Requirements for Fine Arts Instructional Programs for Grades K–12 as provided by COMAR—§13A.04.16.01.

LEA: Montgomery County Public Schools 155 Fine Arts Grant Fiscal Year 2017 Bridge to Excellence Budget Narrative Category/Object Line Item Calculation Amount In Kind Total Administrative Indirect Costs $29,684 x 1.85% $ 549 $ 549 Business Support Services/Transfers Indirect Costs 549 Substitutes/ Substitutes for 8 substitutes x $135.04 1,080 1,080 Instructional Staff mentoring & meetings

Substitutes 1,080 Stipends/ Instructional Stipends for writing new 23 teachers x 40 hours x 23,000 23,000 Staff fine arts curriculum in $25 per hour art, music, dance, and theatre

Stipends 23,000 Instructional Materials Choral music Supplies 2,000 2,000

Instructional Materials Materials for fine arts Supplies 271 271 programs -- prints for art shows, First Lady & Treasury (8), BWI (4) Instructional Materials 2,271 Contracted Services/ ICB: Facility rentals for 8 hours x $51 per hour 408 408 Program Support fine arts programs Contracted Services/ Consultants for fine arts 9 hours x $50 per hour 450 450 Program Support trainings Contractual Services 858 Employee Benefits Substitutes/Stipends $1,080 x 8% = $86 1,926 1,926 $23,000 x 8% = $1,840 Employee Benefits 1,926 Total $ 29,684

156 157 Victims of Violent Criminal Offenses (VVCOs) in Schools - SY 2015-16 Local School System (LSS: Montgomery County Public Schools LSS Point of Contact: Missy Gumula Telephone: 301-279-3539 Email: [email protected]

VVCOs VVCOs VVCOs Total # of Violent (Note 1) Requesting Transferred VVCOs Criminal Offenses Transfers Prior to Final Transferred to (Note 2) Case Disposition Other Schools (Note 3) (Note 4) Abduction & attempted abduction

Arson & attempted arson in the first degree

Kidnapping & attempted kidnapping

Manslaughter & attempted manslaughter, except involuntary manslaughter Mayhem & attempted mayhem

Murder & attempted murder

Rape & attempted rape

Robbery & attempted robbery

Carjacking & attempted carjacking

Armed carjacking & attempted armed carjacking Sexual offense & attempted sexual offense in the first degree Sexual offense & attempted sexual offense in the second degree Use of a handgun in the commission or attempted commission of a felony or other crime of violence Assault in the first degree

Assault with intent to murder

Assault with intent to rape

Assault with intent to rob

Assault with intent to commit a sexual offense in the first degree Assault with intent to commit a sexual offense in the second degree TOTAL 0 0 0 0

NOTE: Please read the attached guidance before completing the VVCOs in Schools Report.

LEA: Montgomery County Public Schools 158 LEA: Montgomery County Public Schools 159 LEA: Montgomery County Public Schools 160