WHEREAS, The Board of Education of Montgomery County is authorized by the Education Article and State Government Article of the Annotated Code of Maryland to conduct certain meetings or portions of its meetings in closed sessions; now therefore be it

Resolved,  That  the  Board  of  Education  of  Montgomery  County  conduct  a  closed session on September 22, 2014, in Room 120 of the Carver Educational Services Center,
850 Hungerford Drive, Rockville, Maryland,  from  4:30 p.m. to approximately 5:00 p.m.; and be it further

Resolved, That the Board receive legal advice as the Board adjudicates appeals, which is a quasi-judicial function outside the purview of the Open Meetings Act, and as permitted under Section 10-508(a)(7) of the State Government Article; and be it further

  Resolved, That the meeting continue in closed session until the completion of business.

WHEREAS, Children and adults need to learn safe pedestrian skills; and

WHEREAS, Walking to school enables children to incorporate daily physical activity while also forming healthy habits that may last a lifetime; and

WHEREAS, Walking to school helps reduce the amount of air pollutants emitted by vehicles; and

WHEREAS, International Walk to School Day is celebrated by thousands of schools across America and in more than 40 countries worldwide; now therefore be it

Resolved, That the Board of Education and the superintendent of schools proclaim
October 8, 2014, as “Walk to School Day”; and be it further

Resolved,  That the school system notifies the public and school community of “Walk to School Day,” publicizes this resolution and the school system’s participation through internal and external media, and encourages everyone to consider the safety of pedestrians and, in particular, student walkers—every day.

WHEREAS, October is National Disability Awareness Month in the United States, honoring the many diverse contributions of America’s workers with disabilities; and

WHEREAS, Montgomery County Public Schools is committed to educating each individual student; we believe in academic achievement that is not predictable by race, ethnicity, or socioeconomic status; we set high expectations for all students and strive to eliminate all gaps; and we are focused on success beyond high school for every student; and

WHEREAS, Montgomery County Public Schools sets high standards and recruits the best and brightest professionals to ensure educator effectiveness that will lead to narrowing the achievement gap between students with disabilities and their nondisabled peers; and

WHEREAS, Montgomery County Public Schools promotes Professional Learning Communities committed to collaboration and focused on the principles of Universal Design for Learning to ensure the academic achievement of all students, including those with disabilities; and

WHEREAS, Montgomery County Public Schools, as part of National Disability Awareness Month, promotes inclusive practices supporting a diverse workforce that includes individuals with disabilities, who embody a dedicated, capable, and enthusiastic workforce pool; and

WHEREAS, Montgomery County Public Schools is committed to a seamless continuum of special education services for students with disabilities from birth through age 21 to prepare students, including students with the most significant cognitive disabilities, to be ready for college, career, and community opportunities; and

WHEREAS, Montgomery County Public Schools is dedicated to partnering with families to support student educational achievement and social and emotional wellness; and

Whereas, Montgomery County Public Schools is committed to enhancing students’ unique talents and abilities and empowering them to successfully meet the challenges of the future; now therefore be it

Resolved, That the Montgomery County Board of Education and the superintendent of schools declare the month of October as National Disability Awareness Month in Montgomery County Public Schools and encourage staff members in schools to sponsor activities in honor of its recognition.

WHEREAS, Years of research leaves no room for doubt: family engagement leads to improved student academic achievement and social and emotional well-being; and

WHEREAS, Our children are our most valuable resources and are the key to our future economic and social well-being; and

WHEREAS, All families have high hopes and dreams for their children’s future and look to the school system to lead the way when it comes to strengthening school-home partnerships focused on student learning and healthy development; and

WHEREAS, In the education of a child, family involvement promotes better attendance rates and increases motivation that results in higher grades and readiness for post-secondary education and careers; and

WHEREAS, Montgomery County Public Schools encourages parent and family involvement in the school community; and

WHEREAS, All school system staff members are available to assist families with information and support to ensure parents, guardians, and caregivers have the tools they need to engage fully in their children’s education; and

WHEREAS, When families and schools supported by the community in shared partnership work together, our children benefit and become lifelong learners and contribute positively to our society; and

WHEREAS, Montgomery County Public Schools provides opportunities for parents to engage with school system staff by attending Back-to-School nights, Open House visits, parent-teacher conferences, and additional school activities scheduled throughout the school year; and

WHEREAS, Parents may find answers to their questions by accessing the Montgomery County Public Schools website; attending Parent Academy workshops; participating in Montgomery County Council of Parent Teacher Associations, Inc. and National Association for the Advancement of Colored People Parents’ Council events; attending school system and community forum events such as the State of Schools presentation or a Montgomery County Board of Education meeting; and

WHEREAS, Montgomery County Public Schools also connects with parents and students through MCPS QuickNotes e-mail newsletters, Montgomery County Public Schools Instructional Television Channel 34, Twitter, and the Edline classroom-to-home communication tool in the secondary schools; and

WHEREAS, The importance of parent engagement in education requires not only recognition, but a firm commitment in our policies and actions; now therefore be it

Resolved, That the Montgomery County Board of Education and the superintendent of schools hereby declare the month of October 2014 to be Maryland Family Engagement Month, and encourage families, staff, and community members to recognize the importance of the home-school partnerships to improve student learning and school performance.

WHEREAS, Montgomery County mourns the loss of Mrs. Cynthia “Cindy” A. Kerr, former president of the Montgomery County Council of Parent-Teacher Associations (MCCPTA) who passed away on September 20, 2014; and

WHEREAS, Mrs. Kerr was a longstanding and outstanding community advocate, unwavering champion for all children, and Montgomery County Public Schools’ employee who will be remembered for her passion, compassion, and dedicated advocacy on behalf of all the children of Montgomery County; and

WHEREAS, Mrs. Kerr  served the students of Montgomery County in many leadership capacities over many years beginning with a dedicated focus on the needs of the Seneca Valley community and then applying her knowledge and skills of persuasion to addressing issues of equity across all schools; and

 
WHEREAS, As President of the MCCPTA, Mrs. Kerr was a determined and persistent leader who worked tirelessly to ensure that resources were allocated to meet student’s needs and emphasized the importance of collaboration in addressing the needs of our local schools; and

WHEREAS, Mrs. Kerr was last employed at Martin Luther King Middle School where her presence in the front office helped to create a welcoming environment where students and families were treated with respect and compassion; now therefore be it

Resolved, That the Montgomery County Board of Education salutes a true champion, Mrs. Cynthia “Cindy” A. Kerr, and applauds her for her great work on behalf of the children of Montgomery County; now therefore be it

Resolved, That a copy of this resolution be sent to the family of Mrs. Kerr.

Rename Broad Acres ES

Rename Broad Acres ES

Contribution Plans 403(b) and 457(b)

Contribution Plans 403(b) and 457(b)

Contribution Plans 403(b) and 457(b)

Contribution Plans 403(b) and 457(b)

Rename Broad Acres ES

Contribution Plans 403(b) and 457(b)

Rename Broad Acres ES

Contribution Plans 403(b) and 457(b)

Rename Broad Acres ES

Contribution Plans 403(b) and 457(b)

Equality for MCPS students and staff

On Thursday, June 26, 2014, the Board of Education (Board) conducted its quarterly deliberation regarding concerns raised by the community.  This memorandum outlines the decisions made by the Board during this work session.

Board members reviewed the summary report of the communications from parents, students, staff, and individuals to the full Board received through email, as well as communications received through the Public Comments section of the Board meeting.  In addition, Board members reviewed the status report of the action requests made to the Board. It was noted that, except for the following two items, all of the items raised had been addressed through staff’s standard procedures which, depending on the issue, include acknowledging the communication, providing a substantive response, or referral to the superintendent or appropriate office for response or follow up:

• Nutrition-Real Food for Kids Petition.  It was noted that this organization presented a petition to the Board along with numerous questions.  Board members noted that during a Board meeting presentation, staff addressed the questions raised; therefore, no additional follow up action is required.  Board members would like the superintendent to explore ways to make drinking water more readily available to students. (Subsequently, the Board received an update from the superintendent on a pilot program to make bottled water available in elementary schools during lunch.)

• Substance Abuse Awareness programs.  This is an ongoing topic of concern that Board members believe needs to be addressed comprehensively.  It was suggested that this is a topic for the Board’s meeting with the County Council.  As a follow up, the Board president will mention this matter to the County Council president. Furthermore, the superintendent will work with the appropriate community and staff members to obtain a list of what resources are available that can be publicized, as well as ascertain who has the data about substance abuse in the county so that further discussions/conversations can be held. 

Finally, Board members urged staff to initiate an appropriate mechanism for sharing information with the public regarding issues raised by constituents during Public Comments. If questions are asked at the Board table in response to a public comment, staff members are asked to note that the information should be provided to the community members from the administration. It also was suggested that there should be an easily accessible space on the Board’s web site that provides related responses to issues raised during Public Comments.

In early August, I informed the Board of Education that I asked Dr. Peter H. Bray, principal at Broad Acres Elementary School, to convene a naming committee to consider a petition seeking to rename Broad Acres Elementary School in honor of Mrs. JoAnn Leleck, who served as principal of the school from 1999 to 2004 and who passed away in 2012. The Board of Education received the petition on June 30, 2014, with more than 200 signatures from parents, community members, and staff members requesting that the school be renamed to honor Mrs. Leleck.

Board members suggested in spring 2014, during the naming process for Wilson Wims Elementary School, that the Broad Acres community consider renaming the school as a way to honor and celebrate the work of Mrs. Leleck at Broad Acres Elementary School and throughout her 26-year career in education. As a result, supporters of the renaming effort engaged in extensive efforts to assess the community’s interest level in the renaming in late spring. These efforts resulted in  the petition that was submitted to the Board of Education at its meeting on June 30, 2014. Board Member Michael Durso asked that we consider the petition and bring back a recommendation to the Board of Education.

In accordance with Board of Education Policy FFA, Naming School Facilities, and Montgomery County Public Schools Regulation FFA-RA, Naming School Facilities, Dr. Bray convened a committee (see attached memorandum) at the school. Committee members unanimously affirmed the request that the school be renamed JoAnn Leleck Elementary School at Broad Acres. I am happy to submit for your consideration the following resolution to officially rename Broad Acres Elementary School to honor the exceptional work and leadership of Mrs. Leleck.

WHEREAS, The Montgomery County Board of Education received a request from the community to rename Broad Acres Elementary School in honor of Mrs. JoAnn Leleck, who served as principal at the school from 1999 to 2004; and

WHEREAS, Mrs. Leleck served the children of Montgomery and Prince George’s counties for more than 26 years as a teacher, assistant principal, principal, director, associate superintendent, and chief academic officer; and

WHEREAS, As a lifelong educator, Mrs. Leleck earned a well-deserved reputation as a transformative and inspiring leader with an unrelenting passion for instilling in every child a love for learning and the motivation to excel beyond his or her circumstances; and

WHEREAS, Among Mrs. Leleck’s numerous achievements as principal at Broad Acres Elementary School, she orchestrated the school’s remarkable turnaround from one of the lowest performing schools in Maryland to one of the highest at the time, a success story that received nationwide attention and was featured in Leading for Equity: The Pursuit of Excellence in Montgomery County Public Schools, published by Harvard Education Press; and

WHEREAS, Mrs. Leleck built a culture of high expectations for both staff and students at Broad Acres Elementary School that remains in place today and created a welcoming atmosphere for all families; and

WHEREAS, Under Mrs. Leleck’s leadership, the academic performance of her students demonstrated steady and sustained progress during her tenure and beyond; and

WHEREAS, As Montgomery County Public Schools’ associate superintendent for curriculum and instruction and chief academic officer, Mrs. Leleck helped lead reform efforts that increased student achievement across the county by ensuring that the Montgomery County Public Schools’ curriculum prepared students to be creative and critical thinkers and strong problem solvers; and

WHEREAS, The Broad Acres Elementary School community has requested through petition to honor Mrs. Leleck by renaming Broad Acres Elementary School in her honor and in accordance with Board of Education Policy FFA, Naming School Facilities; now therefore be it

Resolved, That the Board of Education honors the life of Mrs. JoAnn Leleck and her service to the children of this community by renaming Broad Acres Elementary School as JoAnn Leleck Elementary School at Broad Acres, effective October 1, 2014. 

JPS:KAS:MJS:br

Attachment

WHEREAS, The original leases for 37 relocatable classrooms owned by Williams Scotsman, Inc. expired as of June 30, 2014; and

WHEREAS, There is a continuing need for all 37 units for this school year to accommodate the student enrollments at various schools; and

WHEREAS, Staff in the Department of Facilities Management has negotiated a one-year renewal lease cost for the 37 relocatable classrooms at an annual cost of $211,584, or an average cost of $5,718.49, which remains the same as last year’s cost; and

WHEREAS, The funds for the lease renewal cost are included in the Fiscal Year 2015 Operating Budget; now therefore be it

Resolved, That the Board of Education authorizes the superintendent of schools to execute renewal leases with Williams Scotsman, Inc. for a total one-year cost of $211,584.

REVISED

Montgomery County Public Schools (MCPS) Core and Supplemental Pension/Reformed Pension Plans are structured to align with the Maryland State Teachers’ Pension/Reformed Pension Plan to reflect changes.  Recent changes to the state plans have resulted in the recommendation for corresponding amendments to the MCPS plans.  The pension plan is for employees who were hired between 1980 and 2011. The reformed pension plan is for employees hired on or after July 1, 2011.

The recommended amendments are for the following changes:

1. Permit employees to combine their previous vested Pension Plan service into the Reformed Pension Plan after one year of employment as a member of the Reformed Pension Plan. As a result, the employee will be able to vest earlier and receive only one retirement benefit based on the Reformed Pension Plan rules. In addition to transferring all employee contributions into the Reformed Pension Plan, employees also will be required to pay the difference in contribution rates.  This amendment benefits employees who return to MCPS after having left.
    
2. Align the deduction schedule of employee contributions and eliminate the deduction for any pay period end date that is after the employee’s retirement date.
    
3.  Align the deadline to purchase retirement service for a period of qualified leave by paying missed contributions and interest.  If an employee is returning to work as an active employee, he/she can make this purchase at any time.  However, if an employee is terminating or resigning from a qualified approved leave of absence, the service needs to be purchased within 60 days of the end date of approved leave of absence or termination/resignation date, whichever is the earliest.   

4.    Clarify the requirement that an employee must be in a permanent position and budgeted to work at least 500 hours in the first fiscal year of employment to earn credit in the Pension/Reformed Pension Plan.

In addition, I recommend that the pension plan document be amended for the Board of Education to delegate the superintendent of schools to authorize technical Internal Revenue Service required amendments that do not affect employees’ benefits to be made without Board of Education approval.

I am, therefore, recommending that the above amendments and clarifications be added to the MCPS Core and Supplemental Pension/Reformed Pension Plans. The Fiscal Management Committee endorsed this recommendation at its meeting on September 8, 2014, and recommends that the Board of Education approves these amendments and clarifications. These changes will provide comparable pension benefits to employees who participate in the MCPS Core and Supplemental Plans.

The following resolution is recommended for approval by the Board of Education:

WHEREAS, The Board of Education desires to align the Montgomery County Public Schools Core and Supplemental Pension/Reformed Pension System with the Maryland State Teacher’s Pension/Reformed Pension System; and

WHEREAS, The recommended amendments permit employees to combine their previous vested Montgomery County Public Schools Pension Plan service into the Montgomery County Public Schools Reformed Pension Plan after one year of employment, as a member of the Reformed Pension Plan, by transferring all employee contributions into the Montgomery County Public Schools Reformed Pension Plan and paying the difference in contribution rates; and

WHEREAS, The recommended changes align the deduction schedule of employee contributions and eliminate the deduction for any pay period end date that is after the employee’s retirement date; and

WHEREAS, The recommended amendments align the deadline to purchase retirement service for a period of qualified approved leave by paying missed contributions and interest; and require employees terminating or resigning from a qualified approved leave of absence are required to purchase this service within 60 days of the end date of approved leave of absence or termination/resignation date, whichever is the earliest; and

WHEREAS, The recommended clarification states that an employee must be in a permanent position and budgeted to work at least 500 hours in the first fiscal year of employment to earn credit for that year in the Pension/Reformed Pension Plan; and

WHEREAS, The recommended changes were reviewed and supported by the Board of Education’s Fiscal Management Committee on September 8, 2014; now therefore be it

Resolved, That the Board of Education adopts Amendment Number 6 to the Montgomery County Public Schools Employees’ Pension/Reformed Pension Systems in the form attached hereto, and authorizes the appropriate individuals to take further actions to execute such documents as may be necessary or advisable to effect this resolution.

JPS:LAB:SGD:sy

Attachment

The Board of Education of Montgomery County, Maryland (the “Board”) sponsors and maintains two separate defined contribution plans (“Defined Contribution Plans” or “Plans”) that allow employees to voluntarily save amounts for retirement on a pre-tax basis:  the Montgomery County Public Schools Tax-Sheltered Savings Plan, a “403(b) plan,” and the Montgomery County Public Schools Tax-Sheltered Savings Plan, a “457(b) plan.”

The Montgomery County Public Schools Defined Contribution Advisory Work Group recently completed a detailed and comprehensive review of the operations and administration of the Defined Contribution Plans and has made recommendations to the Board of Education Fiscal Management Committee at its September 8, 2014, meeting that are designed to improve the administration and operation of these plans. The Defined Contribution Advisory Work Group’s findings and recommendations are detailed in the attached memorandum of September 5, 2014, from Mr. Larry A. Bowers, chief operating officer, to members of the Board of Education Fiscal Management Committee. 

In order to implement the recommendations of the Defined Contribution Advisory Work Group, I am recommending that the Board adopts certain amendments to the Defined Contribution Plans.  Those amendments would: 

• Provide for a single recordkeeper to be appointed by the Board in order to streamline plan administration and operation.

• Establish a Defined Contribution Investment Committee (“DCIC”) to be appointed by the Board.  The DCIC will be responsible for selecting and monitoring a suitable menu of investment options to be offered by the Plans.  The DCIC will be authorized and expected to retain professional investment advisors to assist it in this process, the expense of which will be paid by the Plans. 

• Authorize the Board to select a firm to provide investment education and/or advice to Plan participants with respect to the investment of their Plan contributions.  The expense of any such education or advice would be paid by the Plans. 

In addition, to facilitate technical amendments that are required from time to time when there are changes in the laws that govern the Defined Contribution Plans, I recommend that the Board delegates limited authority to the superintendent of schools to adopt amendments to the Plans that are required or advisable to comply with applicable law and do not substantially change the nature, design, or cost of operating the Plans.

The resolutions below also authorize the initiation of appropriate Request for Proposals to implement the recommendations of the Defined Contribution Advisory Work Group and the resulting Plan amendments.  Prospective candidates will be provided at the next Board meeting for appointment to the DCIC, which will be established to provide ongoing recommendations and advice to the Board with respect to the Plans. 

WHEREAS, The Board of Education of Montgomery County, Maryland (the “Board”) sponsors and maintains the Montgomery County Public Schools Tax-Sheltered Savings Plan, a “403(b) plan,” and the Montgomery County Public Schools Tax-Sheltered Savings Plan, a “457(b) plan,” which are defined contribution retirement savings plans for eligible employees (together, the “Plans”); and

WHEREAS, The Board of Education Fiscal Management Committee has reviewed the recommendations of the Montgomery County Public Schools Defined Contribution Advisory Work Group in the memorandum of September 5, 2014, from Mr. Larry A. Bowers, chief operating officer, to the Board of Education Fiscal Management Committee, and has determined that it is advisable and in the best interests of the Board to adopt those recommendations; now therefore be it

Resolved, That the Plans, as amended and restated, in substantially the forms attached hereto, are hereby approved and adopted; and be it further

Resolved, That the appropriate MCPS staff are hereby authorized and directed to commence the Request for Proposals process to select a single recordkeeper for the Plans upon expiration of the existing contracts on December 31, 2015, and to select a provider of investment education and advice to Plan participants; and be it further

Resolved, That the Board delegates limited authority to the superintendent of schools to adopt amendments to the Plans that are required or advisable to comply with applicable law and do not substantially change the nature, design, or cost of operating the Plans; and be it further

Resolved,  That the appropriate individuals are hereby authorized and directed to take such further actions and execute such documents as may be necessary or advisable to effect these resolutions, including executing the amended and restated Plans.

Providing students with strong financial literacy skills will prepare them for tomorrow’s complex world and workplace.  The Junior Achievement Finance Park is a successful program with a proven curriculum that offers students hands-on experiences along with career exploration and goal setting.  Junior Achievement of Greater Washington, legally registered as JAGW MCFP LLC, delivers this program in partnership with education, business, and nonprofit leaders.

The Junior Achievement Finance Park experience begins with four weeks of curriculum in the classroom and culminates with a day at the Junior Achievement Finance Park.  The program will be offered to Grade 7 students through the social studies curriculum.  At the Junior Achievement Finance Park, Grade 7 students will immerse themselves in a reality-based, decision-making process that addresses aspects of individual and family budgeting, including housing, transportation, food, utilities, health care, investments, philanthropy, and banking.  The onsite activities allow students to execute what they learned in the classroom and provide a strong foundation to maintain a realistic personal budget.  Two weeks of classroom follow-up activities allow students to utilize their financial knowledge to explore career options and to set future goals.

The revitalization/expansion project of Thomas Edison High School of Technology, scheduled for completion in August 2017, provides the opportunity to construct additional spaces needed for the Junior Achievement Finance Park.  Not only will Grade 7 students benefit from the lifelong knowledge gained from the on-site activities at the Junior Achievement Finance Park; they will have the opportunity to learn about the exciting programs available to them at Thomas Edison High School of Technology.  A fourth floor will be added to the proposed design of the building to accommodate the Junior Achievement Finance Park without impacting the current or future programs at Thomas Edison High School of Technology.

The total cost of adding the fourth floor for the Junior Achievement Finance Park program at Thomas Edison High School of Technology is estimated at approximately $7.5 million. Junior Achievement of Greater Washington is willing to fund one-third of the design and construction costs, not to exceed $2.5 million.  The balance of $5 million is included in the Fiscal Year 2015–2020 Capital Improvements Program.

The following resolutions are recommended for your approval:

WHEREAS, Junior Achievement of Greater Washington, legally registered as JAGW MCFP LLC, is willing to deliver a financial literacy program for all Grade 7 students, which will better prepare them for the future; and

WHEREAS, Junior Achievement of Greater Washington currently offers the financial literacy program for public schools in Fairfax and Prince George’s counties successfully; and

WHEREAS, Junior Achievement of Greater Washington is willing to fund one-third of the costs associated with the design and construction of the Junior Achievement Finance Park at Thomas Edison High School of Technology, not to exceed $2.5 million; and

WHEREAS, On January 10, 2012, the Board of Education approved the appointment of Grimm + Parker Architects to provide professional architectural and engineering services for the Wheaton High School/Thomas Edison High School of Technology revitalization/expansion project; and

WHEREAS, On September 11, 2012, the Board of Education approved the preliminary plans for Wheaton High School/Thomas Edison High School of Technology; and

WHEREAS, The Junior Achievement Finance Park may be accommodated with the construction of a fourth floor on the Thomas Edison High School of Technology facility without impacting the current or future programs at the school; and

WHEREAS, A lease agreement will be executed between Montgomery County Public Schools and Junior Achievement of Greater Washington for the construction and occupancy of the Junior Achievement Finance Park at Thomas Edison High School of Technology; now therefore be it

Resolved, That a financial literacy program be offered to Grade 7 students with the opening of a Junior Achievement Finance Park at Thomas Edison High School of Technology; and be it further

Resolved, That a fourth floor be constructed at the Thomas Edison High School of Technology facility to accommodate the Junior Achievement Finance Park; and be it further

Resolved, That the Board of Education approves the revised preliminary plans for Thomas Edison High School of Technology that include the fourth floor for the Junior Achievement Finance Park; and be it further

Resolved, That the Board of Education accepts a financial contribution not to exceed $2,500,000 from Junior Achievement of Greater Washington for the construction of the Junior Achievement Finance Park; and be it further

Resolved, That the Board of Education requests a Fiscal Year 2015 supplemental appropriation and amendment to the Fiscal Year 2015–2020 Capital Improvements Program in the amount of $2,500,000 to be expended over a period of three fiscal years; and be it further

Resolved, That the Board of Education authorizes the president of the Board of Education and the superintendent of schools to execute a lease agreement between Montgomery County Public Schools and Junior Achievement of Greater Washington for the construction and occupancy of the Junior Achievement Finance Park, contingent upon approval of the supplemental appropriation by the County Council; and be it further

Resolved, That upon approval of the supplemental appropriation by the County Council that Grimm + Parker Architects be compensated $375,000 for the additional services related to
the design and construction administration of the Junior Achievement Finance Park at
Thomas Edison High School of Technology; and be it further 

Resolved, That a copy of this resolution be transmitted to the county executive and County Council.

The purpose of this memorandum is to provide the Board of Education with a summary of Montgomery County Public Schools (MCPS) efforts toward developing a systemwide early warning monitoring tool to support all students and ensure their academic success by identifying factors that may impede their academic progress.  The tool—Early Warning Indicators (EWI)—allows school and central services staff members to identify students who may need interventions and enable us to mobilize the necessary supports.  MCPS will use the tool to inform resource allocation, staff actions, and accountability.  This tool will provide critical information allowing the school system to provide the differentiated supports that will ensure equity.       

Background

In fall 2012, I requested that the Office of Shared Accountability (OSA) analyze cohort data to determine what common patterns may be evidenced in students who have positive academic outcomes versus those who do not; specifically, what are differences between students who graduate and students who drop out.  The intent of this research was to study the characteristics of students and isolate common behaviors as soon as they begin to emerge, so that we can determine which schools may need additional support and whether there are patterns across our community. These student behaviors may be thought of as EWIs (Balfanz & Byrnes, 2010), as they occur in advance of students dropping out.  As such, OSA attempted to address the following research questions:

1. What are the attendance, behavior, and coursework patterns at the end of marking period three for Grade 1 students and at the end of marking period one for Grades 3, 6, and 9 students who eventually drop out of high school?
2. For each of the time points, what is the likelihood of students dropping out by each EWI?
3. Are the EWIs for identifying the MCPS Class of 2011 dropouts reliable at identifying the Class of 2012 dropouts?

After analyzing the academic history for all 11,241 students in the Class of 2011 and then validating this work by analyzing the subsequent Class of 2012 (11,306), researchers were able to isolate outcome predictors as early as Grade 1.  By placing emphasis on attendance, behavior, and coursework, and the cumulative effect these variables have on student learning, we now may quantify with a high degree of accuracy the level of support our students need.  In March 2013, OSA published these findings in the report, Just the Right Mix:  Identifying Potential Dropouts in Montgomery County Public Schools Using an Early Warning Indicators Approach¹.

From Research to Action

Following the release of the study, I charged OSA with designing a system with comprehensive Kindergarten through Grade 12 predictive analytics. During the course of the 2013–2014 school year, models for monitoring were developed and tested, and pilot schools and cross-sections of stakeholders provided feedback.  This undertaking resulted in a tool that may calculate for each student the degree of support he or she needs through the weighting of critical success factors.  In addition to attendance, behavior, and coursework, a fourth factor of mobility was observed to have a strong correlation to student outcomes and thus added to the model to strengthen its accuracy.  The results yielded a tool that may diagnose in real time whether a student is making sufficient progress toward on-time graduation.  Once the logic models were finalized, the next undertaking was to design a web interface that would automate this process and make the information available to all adults responsible for the learning of our students. 

Online Tool

A collaborative team in the offices of the chief technology officer (OCTO) and OSA worked to develop the online tool. The team was tasked with finalizing the calculations and designing the web interface that will be available to school and central services staff members.  The resulting tool provides multiple reports delineating students in high, moderate, and low support categories. The data display allows for disaggregation on both the system and school levels. Additionally, a display will show the various data points used in the calculations to determine the level of support designation for each student.

Use of Data in MCPS

The Montgomery County Board of Education core values encourage the use of data to inform instructional practices.  Our core values of equity, learning and relationship drove the work of developing this tool. The core value of learning states that we must “… analyze and reflect upon evidence to improve our practices.”  The core value of relationships indicates “… we will get to know student and staff members as individuals to better serve them …”  The core value of equity requires that resources are distributed according to need.  The EWI tool is critical to identifying need and is therefore an essential component in helping us ensure that we are focused on closing the achievement gap. The EWI tool allows us to use data to truly know students, ask appropriate questions, and then make informed decisions to improve our practices and services for children.

The EWI tool represents advancement in the data displays available to staff members.  The tool places multiple data points in one place, but also it provides information about the relationship of those data points.  The models use these data relationships to suggest levels of support for each student.  This holistic student data may be used to prioritize programs and supports.     

As the EWI tool allows for multiple data points to be displayed in a manageable way, school teams will work more efficiently.  For example, a common middle school practice is to discuss student information at the grade-level team meeting, where teachers share concerns (behavior, academics, etc.).  It is expected that the tool will enhance this practice by enabling teams to prioritize student assistance based on the identified level of support.  Once a student is identified as needing supports, the team will then drill down to ask “why” questions and ultimately align practices/interventions/supports to meet the specific needs of students.  Furthermore, schools may identify a hierarchy of interventions and/or supports for students at all identified levels.

The data provide insight that will inform multiple areas within schools to support the needs of students. For example, EWI information will be used by coordinated student support teams to design specific interventions for students; inform student learning outcomes for teachers; and identify students who may benefit from outside partnership activities such as mentoring programs, etc. 

Joint data review meetings, scheduled with staff members from both offices of school support and improvement and the chief academic officer, are a concrete example of how data will inform central services priorities.  The regular meetings will focus on examining prioritized data points and the implications for central services actions.  EWI data will be one of the data points reviewed in the meetings and will provide meaningful insight into the support needs across the district. 

Feedback from Practitioners to Improve the Tool

Extensive feedback will be collected on the EWI tool available during the 2014–2015 school year.  The feedback will be used to improve future versions of the tool to better meet the needs of all users.  Central services staff members will collect anecdotal information throughout the year during conversations with school staff members.  Additionally, we will use structured feedback mechanisms—taking advantage of existing meetings and gatherings of stakeholders as much as possible—to collect suggestions and recommendations. We also will convene focus groups to gather more detailed feedback.

Connections to County Services

EWI data will provide the opportunity to identify schools or regions with higher percentages of students needing support. MCPS will use the information to adjust practices to serve our students better. The tool also will provide a vehicle to initiate conversations with Montgomery County agencies about aligning multiple levels of service.  By using data to identify the locations needing higher levels of support, a dialogue may be established for the purposes of aligning school and county services to ensure the needs are met for the children of Montgomery County.

JPS:MVN:aa

__________________________

¹ West, Thomas C. (2013). Just the Right Mix: Identifying Potential Dropouts in Montgomery County Public Schools Using an Early Warning Indicators Approach. Rockville, MD: Montgomery County Public Schools.      

WHEREAS, The Board of Education of Montgomery County is authorized by the Education Article and State Government Article of the Annotated Code of Maryland to conduct certain meetings or portions of its meetings in closed sessions; now therefore be it

Resolved, That the Board of Education of Montgomery County conduct a closed session on October 14, 2014, from 9:00 a.m. to approximately 10:00 a.m. and from 12:35 p.m. to approximately 1:35 p.m. in Room 120 of the Carver Educational Services Center, 850 Hungerford Drive, Rockville, Maryland; and be it further

Resolved, That the Board of Education anticipates that the closed session will include a discussion of personnel matters, as permitted under Section 10-508(a)(1) of the State Government Article and Section 4-107(d) of the Education Article; the review and adjudication of appeals in its quasi-judicial capacity; consultation with counsel to obtain legal advice on those appeals, as permitted under Section 10-508(a)(7) of the State Government Article; a discussion of matters constituting an administrative function outside the purview of the Open Meetings Act (Section 10-502(b) of the State Government Article); and the Board will publish more detailed Resolutions for Closed Session when particular topics for discussion are identified; and be it further

Resolved, That this meeting shall continue in closed session until the completion of business.

On September 9, 2014, the Board of Education voted unanimously among those present to conduct a closed session, as permitted under the Education Article Section 4-107(d) and State Government Article Section 10-508(a), et seq., of the Annotated Code of Maryland. 

The Board of Education of Montgomery County met in closed session on September 9, 2014, from 9:00 a.m. to 9:40 a.m. and from 12:45 p.m. to 1:30 p.m. in Room 120 of the Carver Educational Services Center, 850 Hungerford Drive, Rockville, Maryland, and:

1. Received legal advice and considered the following Decisions and Orders involving student placements, student transfers,  admission into a highly gifted center, admissions into  magnet programs, student discipline matters, early entrance into kindergarten, and a promotion/retention matter: DCC-2014-58, T-2014-59, T-2014-61, T-2014-62, T-2014-63, T-2014-64, T-2014-65, T-2014-66, T-2014-67, 2013-21, 2014-9, 2014-10, 2014-12, 2014-13, 2014-15, 2014-16, 2014-18, 2014-19, 2014-20, 2014-21, 2014-22, 2014-23, 2014-24, 2014-25, 2014-27, 2014-30, as permitted under Section 10-508(a)(7)  of  the  State  Government  Article  and  in  its  quasi-judicial capacity outside the purview of the Open Meetings Act.

2. Received legal advice and considered the following appeals involving transfers and placements:  T-2014-69, T-2014-72, T-2014-74, DCC-2014-77, DCC-2014-80, as permitted under Section 10-508(a)(7)  of  the  State  Government  Article  and  in  its  quasi-judicial capacity outside the purview of the Open Meetings Act.

3. Received a briefing by the superintendent of schools on the appointment of assistant general counsel in the Office of the Superintendent of Schools with a subsequent vote in open  session,  as permitted under Section 10-508(a)(1) of the State Government Article.

4. Received a briefing by the superintendent of schools on the Human Resources and Development Monthly Report, which is an administrative function outside the purview of the Open  Meetings  Act  and,  to  the extent any individual employee was discussed, as permitted under Section 10-508(a)(1) of the State Government Article.

5. Received legal advice and consulted with staff concerning litigation relating to an unsuccessful bid, as permitted under Section 10-508(a)(7) and Section 10-508(a)(8) of the State Government Article.

In attendance at the 9:00 a.m. closed session were Christopher Barclay, Shirley Brandman, Judith Docca, Michael Durso, Dahlia Huh, Philip Kauffman, Patricia O’Neill, Rebecca Smondrowski, Ikhide Roland Ikheloa, Laura Steinberg, Suzann King, Joanne Causey, and Patrick Clancy.  At 9:20 a.m. the following staff joined the meeting: Joshua Civin, Kimberly Statham, Maria Navarro, Joshua Starr, Karalee Turner-Little, Andrew Zuckerman, and Brian Edwards.  Subsequently, Larry Bowers joined the meeting.  In attendance at the 12:45 p.m. continuation of the closed session were Christopher Barclay, Shirley Brandman, Judith Docca, Michael Durso, Dahlia Huh, Philip Kauffman, Patricia O’Neill, Rebecca Smondrowski, Ikhide Roland Ikheloa, Joshua Starr, Brian Edwards, Maria Navarro, Kimberly Statham, Karalee Turner-Little, Joshua Civin, Suzann King, Dana Tofig, Larry Bowers, Andrew Zuckerman and Joanne Causey.

WHEREAS, The Board of Education has met in closed session and deliberated on appeals brought before its members acting in its quasi-judicial capacity under Section 10-508(a) of the State Government Article of the Annotated Code of Maryland; now therefore be it

Resolved, That the Board of Education hereby decides the following appeals reflective of the Board members’ votes in closed session, the dispositions of which will be recorded in the minutes of today’s meeting:

         Appeal Number                                                Type              

            T-2014-79                                                      Transfer

            T-2014-81                                                      Transfer