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 9, 2014, in Room 120 of the Carver Educational Services Center,
850 Hungerford Drive, Rockville,  Maryland,  from  9:00 a.m. to approximately 10:00 a.m. and 12:45 p.m. to approximately 1:45 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 superintendent of schools brief the Board on the Human Resources Monthly Report and Appointments with a subsequent vote in open session, which is an administrative  function  outside  the  purview  of  the  Open  Meetings  Act  and,  to  the  extent any individual employee is discussed, as permitted under Section 10-508(a)(1) of the State Government Article; and be it further

Resolved, That the Board receive legal advice and consult 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; and be it further

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

WHEREAS, September 15 was selected as the beginning date for the celebration of Hispanic Heritage month because it is the anniversary of independence of five Latin American countries: Costa Rica, El Salvador, Guatemala, Honduras, and Nicaragua; all declared independence in 1821; and

WHEREAS, The Hispanic American and Latino communities’ values—love of family, a deep and abiding faith, and a strong work ethic—bring together the rich traditions of communities with centuries-old roots in America and the energy and drive of recent immigrants, many who have taken great risks to begin a new life in the hope of achieving a better future for themselves and their families; and

WHEREAS, Hispanic Americans and Latinos have played a vital role in the moments and movements that have shaped our country, enriching our culture, bringing creativity and innovation to education, the sciences, the arts, and sports; and

WHEREAS, Hispanic Americans and Latinos have served with honor and distinction in every conflict since the Revolutionary War and have made invaluable contributions through their service to our country; and

WHEREAS, Hispanic Americans and Latinos lead corporations, non-profits, social movements, and places of learning and serve in government at every level from school boards to state houses, and from city councils to Congress; and

WHEREAS, For the first time in our nation’s history, a Latina, Justice Sonia Sotomayor, is seated among the nine Justices of the Supreme Court of the United States; now therefore be it

Resolved, That on behalf of the Board of Education, the superintendent of schools and the staff members, students, and families of Montgomery County Public Schools, hereby declare September 15 to October 15, 2014, to be observed as “Hispanic Heritage Month.”

WHEREAS, The educators and others who are employed by Montgomery County Public Schools are key partners in the important work and achievements of the school system; now therefore be it

Resolved, That the Board of Education approves the monthly Human Resources and Development Report with its listings identifying new employees, employee resignations, and other employee status updates; and be it further

Resolved, That the members of the Board of Education and the superintendent of schools express their condolences to families of deceased employees; and be it further

Resolved, That this resolution be made a part of the minutes of this meeting.

At its meeting on July 15, 2014, the Board of Education (Board) discussed its Fiscal Year
(FY) 2016 Operating Budget interests. As a starting point, the Board used the 10 budget interests it had adopted for FY 2015.  Following that meeting, I provided the attached August 21, 2014, memorandum to the Board to summarize the discussion by the Board and the revisions to the budget interests that were identified by Board members. Changes have been made to the Board’s FY 2016 Operating Budget interests based on the July 15, 2014, discussion and are reflected in this resolution presented to the Board.  In addition, I have attached the revised budget interests identifying the changes that have been made to last year’s budget interests.

WHEREAS, At its work session on July 15, 2014, the Members of the Board of Education discussed the Board of Education’s interests for the Fiscal Year 2016 Operating Budget; and

WHEREAS, Based on the discussion by the Board of Education, revisions to the list of interests were prepared; now therefore be it

Resolved, That the following are the Board of Education’s Fiscal Year 2016 Operating Budget interests;

• Provide multiple pathways enabling graduates to be globally competitive and college and career-ready.

• Meet the needs of each individual child, including their health and social and emotional well-being, ensuring no child “falls through the cracks.”

• Provide a strong start for all students before kindergarten and provide support for students who enroll in MCPS after kindergarten and are not performing on grade level to help them catch up.

• Continue to reduce variability of performance/address student performance issues, and differentiate the allocation of resources based on the needs of schools and students.

• Recruit and retain staff who are reflective of our student population, and support them to create the conditions that support schools and students.

• Expand and support community engagement in our schools. Expand and deepen work to ensure that communities and families know what they need to do to support their children.

• Maintain and improve our programs and processes for special education students and English language learners.

• Promote instructional strategies and curriculum that engage students through innovative teaching practices and 21st century physical spaces.

• Focus on all students and ensure all students have equity of access to appropriate and higher level courses so that outcomes are not predictable by race, ethnicity, or socioeconomic status and all gaps in achievement are eliminated.

• Ensure the budget is aligned and responsive to the Strategic Planning Framework and the five milestones.

• Organize and optimize resources, including the implementation of the Strategic Technology Plan and the Environmental Sustainability Plan, while providing the highest quality business operations and support services that are essential to the educational success of all students.

• Focus attention to improve teaching and learning in secondary schools, in particular middle schools, with special emphasis on mathematics and to facilitate implementation of the Maryland College and Career-Ready Standards.

and be it further

Resolved, That these 12 budget interests will guide the superintendent of schools in the development of his Fiscal Year 2016 Operating Budget recommendations.

(Please note:  The last bullet was amended during the meeting and the changes are reflected herein.)

WHEREAS, Funds have been budgeted for the purchase of equipment, supplies, and contractual services; and

WHEREAS, Funds have been budgeted for the purchase and financing of custom bookcases awarded through Bid No. 4588.1 in the amount of $56,400; and

WHEREAS, The acquisition of custom bookcases through financing agreements under the Master Lease/Purchase Agreement has been reviewed by legal counsel; now therefore be it

Resolved, That custom bookcases, in the amount of $56,400, be purchased and financed for a six-year term under the Master Lease/Purchase Agreement with Banc of America Public Capital Corporation; and be it further

Resolved, That the proceeds from the aforementioned financing be used to reimburse
Montgomery County Public Schools accounts to the extent that such furniture has been or will be acquired before closing; and be it further

Resolved, That the president of the Board of Education and the superintendent of schools be authorized to execute the documents necessary for these transactions; and be it further

Resolved, That having been duly advertised, the following contracts will be awarded to the low bidders meeting specifications as follows:         

* Denotes Minority-, Female-, or Disabled-owned Business

**Planned Life-cycle Asset Replacement (PLAR)

Note:  Contract amounts will be based on individual requirements.

On May 20, 2014, three Montgomery County agencies—Montgomery County Public Schools (MCPS), the Montgomery County Government, and the Washington Suburban Sanitary Commission—jointly issued a Request for Proposal No. 4193.3, Basic Life, Basic Accidental Death & Dismemberment, Supplemental Life, and Dependent Life, soliciting proposals for administration of life insurance plans. The goal of this joint procurement effort was to select plan administrators that could meet each agency’s plan design requirements at a competitive cost to the agencies, while offering proactive cost management strategies.

Requests for Proposals were sent to several vendors, and five companies submitted proposals.  Aon Consulting and representatives of the three county agencies evaluated each proposal based on evaluation criteria developed by the agencies on pricing, performance guarantees, and specific contractual commitments.

Voya Financial’s non-participating contract option was identified as the most responsive and responsible vendor for MCPS. The initial contract period will be 36 months effective January 1, 2015.  After the initial three-year period, rates/fees may be renewed annually on the contract anniversary date, January 1, if agreed to by both parties.  As a result of the Request for Proposal process and the negotiated contracts, MCPS will realize annualized savings of approximately $950,000. I am recommending that a contract to administer the life insurance component of the employee benefit plan be awarded to Voya Financial, and propose the following resolution for Board of Education approval. The solicitation results, along with the vendor proposals, remain available for other agencies who may choose to execute their own contracts in accordance with each agency’s purchasing laws, policies, and procedures.

WHEREAS, The Board of Education, by Resolution 563-58, established in 1958 an employee benefit plan to provide life and health insurance to eligible employees; and

WHEREAS, The Board of Education expanded the Employee Benefit Plan by Resolutions 448-72, 457-72, and 43-76 to include dental coverage, vision coverage, a prescription drug plan, and dependent life insurance; and

WHEREAS, The Board of Education has periodically bid elements of the Employee Benefit Plan  for the benefit of employees and to reduce administrative costs; and

WHEREAS, Montgomery County Public Schools has joined with the Montgomery County Government and the Washington Suburban Sanitary Commission to solicit proposals to administer their life insurance plans effective January 1, 2015; and

WHEREAS, Having been duly advertised under Request for Proposal No. 4193.3, Basic Life, Basic Accidental Death & Dismemberment, Supplemental Life, and Dependent Life, life insurance firms were asked to submit proposals for consideration; and

WHEREAS, Montgomery County Public Schools, the Montgomery County Government, and the Washington Suburban Sanitary Commission engaged the services of a benefit consultant, Aon Consulting, to assist them in the evaluation of proposal responses; and

WHEREAS, The evaluation has identified that Voya Financial best meets the needs of Montgomery County Public Schools; and

WHEREAS, Montgomery County Public Schools and its employees will continue to have a high-quality life insurance plan and will achieve an estimated $950,000 in annual savings from this award; now therefore be it

Resolved, That a contract for administering the Montgomery County Public Schools life insurance plan be awarded to Voya Financial; and be it further

Resolved, That the Board of Education president and superintendent of schools be authorized to execute the documents necessary for this transaction.

(Please note:  During the meeting, this item was removed from the agenda and not considered by the Board of Education.) 

On May 20, 2014, three Montgomery County agencies—Montgomery County Public Schools (MCPS), the Montgomery County Government, and the Washington Suburban Sanitary Commission—jointly issued a Request for Proposal No. 4178.3, Dental Plans, soliciting proposals for administration of dental plans. The goal of this joint procurement effort was to select plan administrators that could meet each agency’s plan design requirements at a competitive cost to the agencies, while offering proactive cost management strategies.

Requests for Proposals were sent to several vendors, and eight companies submitted proposals.  Aon Consulting and representatives of the three county agencies evaluated each proposal based on evaluation criteria developed by the agencies in regard to pricing, performance guarantees, and specific contractual commitments.

CareFirst BlueCross BlueShield was identified as the most responsive and responsible vendor for MCPS.  However, due to the short time before Open Enrollment begins and the time preparation necessary to prepare brochures and other publications informing employees and retirees of the new dental plan, it is recommended that the current contract with Aetna Dental, Inc. (Aetna) be extended through December 31, 2015, and the new contract with CareFirst BlueCross BlueShield start date begin January 1, 2016, for the initial 36 months. Aetna has agreed to extend its current contract, and CareFirst BlueCross BlueShield has agreed to the 2016 commencement date.  As a result of the extension with Aetna through December 31, 2015, MCPS will maintain its current fixed fee rates. The annualized expense to MCPS for the dental plan is $443,000 for fees.  I am recommending that a contract to extend the dental plan be awarded to Aetna and propose the following resolution for Board of Education approval.  The solicitation results, along with the vendor proposals, remain available for other agencies that may choose to execute their own contracts in accordance with each agency’s purchasing laws, policies, and procedures.

WHEREAS, The Board of Education, by Resolution 563-58, established in 1958 an employee benefit plan to provide life and health insurance to eligible employees; and

WHEREAS, The Board of Education expanded the Employee Benefit Plan by Resolutions 448-72, 457-72, and 43-76 to include dental coverage, vision coverage, a prescription drug plan, and dependent life insurance; and

WHEREAS, The Board of Education has periodically bid elements of the Employee Benefit Plan  for the benefit of employees and to reduce administrative costs; and

WHEREAS, Montgomery County Public Schools has joined with the Montgomery County Government and the Washington Suburban Sanitary Commission to solicit proposals to administer their dental plans effective January 1, 2016; and

WHEREAS, Having been duly advertised under Request for Proposal No. 4178.3, Dental Plans, dental benefit firms were asked to submit proposals for consideration; and

WHEREAS, Montgomery County Public Schools, the Montgomery County Government, and  the Washington Suburban Sanitary Commission engaged the services of a benefit consultant, Aon Consulting, to assist them in the evaluation of proposal responses; and

WHEREAS, The evaluation identified that the dental plan proposed by CareFirst BlueCross BlueShield best meets the needs of Montgomery County Public Schools; and

WHEREAS, Montgomery County Public Schools and its employees will continue to have a high-quality dental benefit at current costs; and  

WHEREAS, The transition to a new dental plan will be facilitated and ensured by extending the current dental plan with Aetna until December 31, 2015, and beginning the new contract with CareFirst BlueCross BlueShield on January 1, 2016; now therefore be it

Resolved,  That the current dental contract with Aetna be extended one year until December 31, 2015, on the same terms and conditions; and be it further

Resolved, That a contract for administering the Montgomery County Public Schools dental plan be awarded to CareFirst BlueCross BlueShield commencing January 1, 2016; and be it further

Resolved, That the Board of Education president and superintendent of schools be authorized to execute the documents necessary for this transaction.

On May 20, 2014, three Montgomery County agencies—Montgomery County Public Schools (MCPS), the Montgomery County Government, and the Washington Suburban Sanitary Commission—jointly issued a Request for Proposal No. 4296.2, Vision Plans, soliciting proposals for administration of vision plans. The goal of this joint procurement effort was to select plan administrators that could meet each agency’s plan design requirements at a competitive cost to the agencies, while offering proactive cost management strategies.

Requests for Proposals were sent to several vendors, and five companies submitted proposals.  Aon Consulting and representatives of the three county agencies evaluated each proposal based on evaluation criteria developed by the agencies in regard to pricing, performance guarantees, and specific contractual commitments.

CareFirst BlueCross BlueShield was identified as the most responsive and responsible vendor for MCPS.  However, due to the short time before Open Enrollment begins and the time necessary to prepare brochures and other publications informing employees and retirees of the new vision plan, it is recommended that the current contract with National Vision Administrators, LLC (NVA) be extended through December 31, 2015, and the new contract with CareFirst BlueCross BlueShield start date begin January 1, 2016, for the initial 36 months.  NVA has agreed to extend its current contract, and CareFirst BlueCross BlueShield has agreed to the 2016 commencement date.  As a result of the extension with NVA through December 31, 2015, MCPS will maintain its current fixed fee rates. The rates to administer the vision plan are approximately $133,000 annually. Projected claim expenses are estimated to remain unchanged at approximately $245,000 annually. I am recommending that a contract to extend the vision plan be awarded to NVA and propose the following resolution for Board of Education approval.  The solicitation results, along with the vendor proposals, remain available for other agencies that may choose to execute their own contracts in accordance with each agency’s purchasing laws, policies, and procedures.

WHEREAS, The Board of Education, by Resolution 563-58, established in 1958 an employee benefit plan to provide life and health insurance to eligible employees; and

WHEREAS, The Board of Education expanded the Employee Benefit Plan by Resolutions 448-72, 457-72, and 43-76 to include dental coverage, vision coverage, a prescription drug plan, and dependent life insurance; and

WHEREAS, The Board of Education has periodically bid elements of the Employee Benefit Plan  for the benefit of employees and to reduce administrative costs; and

WHEREAS, Montgomery County Public Schools has joined with the Montgomery County Government and the Washington Suburban Sanitary Commission to solicit proposals to administer their vision plans effective January 1, 2016; and

WHEREAS, Having been duly advertised under Request for Proposal No. 4296.2, Vision Plans, vision benefit firms were asked to submit proposals for consideration; and

WHEREAS, Montgomery County Public Schools, the Montgomery County Government, and the Washington Suburban Sanitary Commission engaged the services of a benefit consultant, Aon Consulting, to assist them in the evaluation of proposal responses; and

WHEREAS, The evaluation has identified that the vision plan proposed by CareFirst BlueCross BlueShield best meets the needs of Montgomery County Public Schools; and

WHEREAS, Montgomery County Public Schools and its employees will continue to have a high-quality vision benefit at current costs; and

WHEREAS, The transition to a new vision plan will be facilitated and ensured by extending the current vision plan with National Vision Administrators, LLC until December 31, 2015, and beginning the new contract with CareFirst BlueCross BlueShield on January 1, 2016; now therefore be it

Resolved, That the current vision contract with National Vision Administrators, LLC be extended one year until December 31, 2015, on the same terms and conditions; and be it further

Resolved, That a contract for administering the Montgomery County Public Schools vision plan be awarded to CareFirst BlueCross BlueShield commencing January 1, 2016; and be it further

Resolved, That the president of the Board of Education and the superintendent of schools be authorized to execute the documents necessary for this transaction.

WHEREAS, On July 29, 2013, the Board of Education adopted Resolution No. 404-13, which authorized initiation of condemnation proceedings to acquire Pulte Home Corporation’s interest in a parcel of land adjacent to the current William H. Farquhar Middle School site because the land was needed for the revitalization/expansion of the middle school and Montgomery County Public Schools had been unable to reach agreement with the corporation to convey its interest in the property; and

WHEREAS, The Board of Education, through Resolution No. 404-13, directed the Department of Facilities Management staff to pursue a joint use agreement with the Maryland-National Capital Park and Planning Commission that gives primary use of the current school site to the Maryland-National Capital Park and Planning Commission, allows imposition of a permanent use easement on that property, and gives primary use of the adjacent parcel—where William H. Farquhar Middle School will be sited—to Montgomery County Public Schools in exchange for release of the rural open-space easement on the adjacent parcel, an agreement for continued use of the existing school building as a holding school until the new middle school is completed, and demolition of the existing building and restoration of the site as agreed by the parties; and

WHEREAS, The condemnation proceedings were initiated as authorized by Resolution
No. 404-13 and an Agreed Inquisition in favor of the Board of Education was filed on May 13, 2014; and

WHEREAS, The Maryland-National Capital Park and Planning Commission has approved procedures for release of rural open-space easements under certain conditions; and

WHEREAS, Department of Facilities Management staff and the Maryland-National Capital Park and Planning Commission staff have agreed to pursue appropriate opportunities for joint use of sites for the benefit of the public and work cooperatively with the Planning Commission on a Joint Use Agreement and a Perpetual Use Easement to accomplish the purposes set forth in Resolution No. 404-13; now therefore be it

Resolved, That the Board of Education approves the Perpetual Use Easement and the Rural Open-Space Easement encumbering the current William H. Farquhar Middle School property and the Joint Use Agreement establishing the terms and conditions of joint operations of shared facilities for the new school and park sites submitted by the superintendent of schools; 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 the Joint Use Agreement, the Perpetual Use Easement, and the Rural Open-Space Easement; and be it further 

Resolved, That the Board of Education authorizes the superintendent of schools to execute on its behalf non-substantive changes to the Joint Use Agreement that may be needed or desired in the future to carry out the intent of the Joint Use Agreement and to efficiently and effectively implement the substantive provisions of the Joint Use Agreement.    

WHEREAS, The original leases for 129 relocatable classrooms owned by Modular Space Corporation and 297 relocatable classrooms owned by Mobile Modular Management Corporation expired as of June 30, 2014; and

WHEREAS, There is a continuing need for all 426 units for the next 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 426 relocatable classrooms at an annual cost of $2,463,088, or an average cost of $5,781.90, which is an increase of $53.66 per unit; and

WHEREAS, The funds for the lease renewal cost are programmed 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 Modular Space Corporation and Mobile Modular Management Corporation for a total one-year cost of $2,463,088.

WHEREAS, On behalf of the Board of Education, Board Member Rebecca Smondrowski inspected the Gaithersburg High School revitalization/expansion project (building and stadium field) on Wednesday, August 20, 2014; and

WHEREAS, The balance of the site work will be inspected at a later date when the project is completed; now therefore be it

Resolved, That the Board of Education accepts the Gaithersburg High School revitalization/expansion project (building and stadium field) and that the official date of completion is that date when formal notice is received from the architect that this project has been completed in accordance with the drawings and specifications, and all contract requirements have been met.

Executive Summary

The purpose of today’s meeting is to discuss the work Montgomery County Public Schools (MCPS) staff has been doing around cultural proficiency and how this work is aligned with our ongoing Equity initiatives.  We will discuss with the Board of Education what we mean by the term “cultural proficiency” so that we have a common understanding how this term is being used.  The foundation for this work is the Board’s core value of Equity.  We also will discuss how this work is aligned with our strategies to eliminate the achievement gap.

Background

The MCPS Strategic Planning Framework—Building Our Future Together: Students, Staff, and Community—is grounded in the principles developed by the Board and articulates our commitment to equity and excellence for all students in the Board’s core values of Learning, Relationships, Respect, Excellence, and Equity. Equity is described in the Board’s core values as the belief “that each and every student matters; outcomes should not be predictable by race, ethnicity, or socioeconomic status; equity demands the elimination of all gaps; and creating and maximizing future opportunities for students and staff is necessary.”  To achieve equity, MCPS must develop leaders who can transform classrooms, schools, and workplaces by creating conditions conducive to eliminating inequitable practices so that success and failure are no longer predictable by race, ethnicity, or socioeconomic status.  This requires three positive conditions—high expectations, positive relationships, and cultural competence. 

Cultural Proficiency Focus

Cultural proficiency is a mind-set; a worldview; a way an individual or an organization makes assumptions for effectively describing, responding to, and planning for issues that arise in diverse environments. For some individuals and organizations, cultural proficiency is a paradigm shift from viewing cultural differences as problematic to learning how to interact effectively with other cultures. Culturally proficient educational leaders are committed to educating all students to high levels through knowing, valuing, and using the students’ cultural backgrounds, languages, and learning styles within the selected curricular and instructional contexts. Culturally proficient educational leaders promote, implement, and monitor through their daily intentional practices.

Current professional learning opportunities focused on addressing institutional barriers to student success include school-based and central services trainings, coursework, Superintendent’s Administrative & Supervisory (A&S) meeting learning, and selected Professional Learning Communities.  These session topics include the following:  disaggregating and analyzing data; leading school/office improvement with an elevated equity focus; participation in Study Circles, equity focused walk-throughs and instructional rounds; courageous conversations about race; culturally proficient teaching; equitable practices; oppression in education; coaching for equity; and building relationships.  Targeted support also is provided in the form of planning, facilitating, and providing feedback for professional learning; facilitating ongoing book studies; providing books and videos; and designing and delivering specific courses and modules aimed to deepen conversations around equity and developing cultural proficiency. In addition, all three professional growth systems include equity criterion that holds all employees accountable to promote and value diversity and equity in the workplace.

In all Center for Skillful Teaching (CST) coursework, instructors define and model equitable classroom practices and discuss why and how they may be used daily in classrooms to close persistent achievement gaps.  Instructors provide participants with regular opportunities to discuss how they incorporate equity practices with students.  Participants in CST coursework (i.e. Study Skillful Teaching 1 and 2, Observing and Analyzing Teaching 1 and 2), use the Cultural Proficiency Continuum to analyze cultural proficiency in instruction, curriculum, class climate and school environment and how cultural proficiency contributes to every student and family feeling welcomed and accepted in their school and in their classroom.  They also deepen their understanding of stereotyping and racism in education as significant obstacles to student learning and the development of a positive academic identity; how the use of different forms of data may help students overcome these obstacles; how to coach for equity by analyzing observational data with an equity lens; and how to combine data with questions that keep teachers open and thinking about their practice.

Other key practices have been the ongoing collaboration with the Study Circles Team in the Office of Community Engagement and Partnerships and Diversity Initiatives in the Office of School Support and Improvement.  Specifically, the collaboration with Study Circles has provided structures for leadership teams to develop the trust and skill to talk about race and collect and examine stakeholder voice data to inform their practice, culture, and leadership for equity.  The work with Diversity Initiatives has allowed for better alignment with the content of HR 17: Ethnic Groups in American Society and HR 21: Education that is Multicultural, coursework required for all MCPS instructional staff.

While we have continued to expand our reach and offer new learning opportunities for schools and offices, traditionally, the training and support provided by the Equity Initiatives Unit (EIU) has been based on voluntary participation and has included a combination of consultancy, collaboration, coaching, and providing resources.  This approach has assisted the specific schools that have sought training, however it  has limited our ability to facilitate the professional learning needs across schools and workplaces in a more strategic and systemic manner.  We have learned that growth and transformation of practice will not take place without targeted, ongoing, deliberate professional learning at the school and workplace level that incorporates daily, intentional practices to eliminate the racial achievement gap.

In planning for the 2014–2015 school year, EIU is implementing additional systemic and strategic practices to build the capacity of all staff to ensure the implementation of practices that demonstrate our commitment to equity and eliminate any institutional barriers to students’ success.  To facilitate this work, EIU will collaborate with other central services partners to design and implement professional learning opportunities that help us to address the six goals for educational equity that are guiding our work in MCPS:

1. high academic achievement for every student;
2. equitable access and inclusion;
3. equitable treatment;
4. equitable opportunity to learn;
5. equitable resources; and
6. accountability for learning (Scott, 2006 Intercultural Development Research Association South Central Collaborative for Equity)

Aligning Practices and Processes to Eliminate the Racial Achievement Gap

The intentionality in identifying an instructional focus through a root cause analysis that includes examination of multiple sources of data is the first step to eliminating the achievement gap. In May and June of 2013 and March and April of 2014, all secondary and elementary school principals, staff development teachers, and other staff involved in the school improvement planning process from each school site attended a required three-hour training entitled: “Leading for School Improvement.”  The team members then were expected to share information about the training with their leadership teams and school staff members.  This professional learning focused on guiding schools through the school improvement process, conducting a root cause analysis to identify students in the gap, and identifying an instructional focus based on student learning needs.  Staff participating in the session then were provided opportunities for additional coaching to develop a professional learning plan to identify and monitor teacher learning and leader learning to attain the goals identified in the instructional focus to address gaps in student achievement in their schools. Principals’ and teachers’ student learning objectives can then be intentionally aligned to targeted student groups in the school’s improvement plan.

During the February 2014 Superintendent’s A&S meeting, principals were introduced to the six goals for educational equity and sample learning progressions that elevated professional learning for teachers and leaders to lead for equity.  We now are designing continuing professional learning opportunities for school-based and central office administrators, leadership teams, teacher leaders, and support professionals centered around the knowledge and skills that staff need to develop and sustain the culture, practice, and leadership essential for creating equitable outcomes for all students. Instructional leaders from each school will engage in learning about how to collaboratively lead the school improvement process with an equity lens that reflects on personal, institutional, and professional equity.

Through the existing collaborative structure with the staff development specialists on the Staff Development Teacher Project Team in the Department of Instructional Leadership Support (DILS) and other central office instructional specialists, equity specialists are better able to align professional learning to address beliefs and expectations that may impact teaching and learning.  In addition to the support provided to schools, offices have engaged in deepening their understanding of practices to address equity and have incorporated an equity lens in their office improvement plans.  For example, the Department of Facilities Management’s action plan describes specific actions focused on integrating equity in recruiting and hiring, new employee orientation, assignment of duties, and employee development. The Office of Curriculum and Instructional Programs (OCIP) has been engaged in a multi-year journey to establish, promote, and model collaborative leadership practice that supports building equity in schools.  To this end, OCIP has developed a race, equity, and excellence framework that provides guidance on personal and organizational strategies that inform the office’s work with schools and other offices.

The Office of Human Resources and Development (OHRD) has made a concerted effort to increase the presence of underrepresented teaching staff through targeted recruitment strategies, direct outreach and partnerships with local colleges and universities, and an intentional review of our practices. OHRD has been critically reviewing and analyzing data across departments to improve processes and build staff capacity to better meet our recruiting goals of a more diversified workforce.  

These efforts are supported by research from Ingersoll and May (2011) who posit the following dispositions as critical to improving the diversity of the workforce:

• Cultural synchronicity
  • When teachers of color teach students of color, benefits are derived from the sharing of similar life experiences and cultural backgrounds.
• Demographic parity
  • The benefits of teachers of color in the classroom extend beyond students of color as they serve as role models for majority students as well.

• Humanistic commitment
  • Teachers of color are more likely than non-teachers of color to work in schools with higher populations of students of color in an effort to pay forward the opportunities they were afforded. 

In building upon the cultural synchronicity, demographic parity, and humanistic commitment dispositions, OHRD increased its recruitment effort with an emphasis on colleges and universities as the major recruitment source for new teachers. The top 10 colleges and universities from which MCPS recruits and hires include: University of Maryland–College Park, Towson University, Johns Hopkins University, University of  Delaware, Hood College, Loyola University, Mount St. Mary’s University, Pennsylvania State University, Salisbury University, and Bowie State University. Currently MCPS has expanded and renewed its partnerships, recruitment efforts, and supports to local Historically Black Colleges and Universities including Bowie State University, Coppin State University, and Howard University, to enhance recruitment efforts for a more diverse workforce.

Development of an Equity Framework

EIU also has been assessing the current state of our many professional development efforts to begin the process of revising our district framework for equity to base it on the work of Curtis Linton (2011), co-owner, School Improvement Network. The equity framework will organize our strategies to increase the likelihood they will be effective in increasing student achievement and eliminating the achievement gap.  Linton’s framework is a useful tool for our equity work because it is based on a study that documented the work of schools that were successful in closing the achievement gap. It also builds upon the district’s existing work with Courageous Conversations About Race, Singleton (2006).

Using Mr. Linton’s framework to reflect on our strategies helps us to see both the good work we are doing, and more deeply examine the effectiveness of current practices, policies, and structures across the district to help us acknowledge and correct barriers that perpetuate racial disparities. This tool helps us to recognize institutional racism in our schools, and suggests next steps to interrupt these patterns.  Lindsey, Robins, and Terrell (2003) describe institutional racism as “The power to create an environment where that belief (racism) is manifested in the subtle or direct subjugation of the subordinate ethnic groups through society’s institution.” The equity framework will guide our examination of leadership, culture, and practice to achieve equity and help schools and offices through the exploration of the following:

• How does the school/office spend time and resources on developing the vision, skills, and accountability of its formal and informal leaders to lead for cultural competency?
• How does the school/office create opportunities for our students/adults so that success is not by chance?
• How does the school/office improvement plan accelerate achievement for some (the students/stakeholders identified in our root cause analysis and instructional/stakeholder focus) and increase the learning for all?

The equity framework for MCPS will:

• provide a common language and vision for leading for equity;
• guide reflection on the individual and the collective needs of the workplace to interrupt patterns of inequities and advance racial equity;
• establish the alignment of workplace improvement planning processes (i.e. analysis of various data sources, identification of an appropriate instructional/stakeholder focus, and development of a professional learning progression) and creating the conditions for access, opportunity, engagement, and inclusion; and
• build the capacity of leaders and staff to tackle the impact of race and culture on teaching, learning, and leading to transform workplaces to promote equity and increase student achievement.

Next Steps and Innovations in Our Equity Work

One of the innovations we have recently implemented is the MCPS/McDaniel College Partnership in Equity and Excellence in Education, Equity and Excellence Certificate program continues to grow. This fall we will launch two cohorts because of an increase in enrollment (43 staff members have enrolled). To date we have 52 participants, inclusive of classroom teachers, instructional specialists, and school-based and central services administrators who have completed the program. This spring, a master’s program in Teaching and Leading for Equity will be incorporated into the existing partnership.  With this program, candidates may combine their original 15 certificate credits with another 10 to 22 graduate credits.   

• Other examples of new and ongoing work by the EIU include, to facilitate strategic and systemic processes to support schools in eliminating the achievement gap, the EIU will utilize data and recommendations from support professionals, teacher, and administrator focus groups, and the coordinated input and work of teams across central services. 
• The EIU is collaborating with the Office of Shared Accountability to conduct research focused on identifying and studying schools where there are little or no gaps in student performance to identify promising practices that could be used by other schools and offices in the system.
• In addition to our work with connecting equity/cultural proficiency to the school improvement process, we have revisited how specialists in DILS support schools.  While equity support was once a stand-alone initiative, support in the future will be directly linked to the school improvement process.  In this way, we are better positioned to help staff members move their understanding of equity and cultural proficiency to changes in practices, policies, and procedures to the day-to-day work of schools.  Each school will have an equity specialist who will coach, collaborate, and consult with the principal and instructional leaders on their efforts to address beliefs and practice.
• EIU will continue to offer several modules for leadership teams to deepen their leadership knowledge and skills to lead for equity:
  • Leading for Equity through the lens of cultural proficiency
  • Latino Culture
  • Elevating the Black Male
  • Foundations of Equity 101 and 102
  • Coaching for Equity
• Ongoing collaboration among OHRD, OCEP, and OSSI will continue to support consistency, coherence, and alignment of the knowledge and skills leaders need to lead for equity through culture, practice, and leadership in their daily interactions.

Conclusion

Throughout the year, we will be collaborating with multiple stakeholders to develop and implement a districtwide equity framework and equity framework to build the capacity of all leaders in the system to serve as leaders of equity; to connect the work of school improvement directly to the elimination of the racial achievement gap; and to provide differentiated learning for principals, administrators, teachers, and supporting services and central services staff members to build their knowledge and skills to participate in and lead for equity.

In preparation for the discussion, we ask that Board members read an article, Cultural proficiency: Changing the conversation, by Randall B. Lindsey, Kikanza Nuri Robins,
Delores B. Lindsey, and Raymond D. Terrell (2009), from the Association of California School Administrators. You may access the article at the link below.

http://www.acsa.org/FunctionalMenuCategories/AboutACSA/CommitteesGroups/EAD-for-Success/Cultural-proficiency.aspx

JPS:KAS:AML:TEB:sro

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, from 5:30 p.m. 6:00 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 August 21, 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 August 21, 2014, from 8:30 a.m. to 10:51 a.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, and admission into a magnet program: NEC-2014-37, T-2014-49, T-2014-52, T-2014-53, T-2014-54, DCC-2014-55, T-2014-56, T-2014-57, 2014-14 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 student placements, student transfers,  admission into a highly gifted center, admissions into  magnet programs, student discipline matters, early entrance into kindergarten, a personnel matter 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, 2014-26, 2014-27, 2014-28, 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.

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

4. Received a briefing by the superintendent of schools on the appointment of assistant director Division of Maintenance, with a subsequent vote in open session, 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. Discussed appointments to the Maryland Association of Boards of Education committees, which is an administrative function outside the purview of the Open Meetings Act and, to the extent any individual is discussed, as permitted under Section 10-508(a)(1) of the State Government Article.

6. Received legal advice concerning the opinion of the Open Meetings Compliance Board and related matters as permitted under Section 10-508(a)(7) of the State Government Article.

In attendance at the 8:30 a.m. closed session were Christopher Barclay, Shirley Brandman, Michael Durso, Dahlia Huh, Philip Kauffman, Patricia O’Neill, Rebecca Smondrowski, Ikhide Roland Ikheloa, Suzann King, Joanne Causey, and Patrick Clancy.  At 10:40 a.m., Mr. Clancy left the meeting and the following staff joined the meeting: Larry Bowers, Joshua Civin, Kimberly Statham, Joshua Starr, Karalee Turner-Little, Andrew Zuckerman, Dana Tofig and Brian Edwards.

Appeals adjudicated in closed session.

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-2014-69                                       Transfer

                  T-2014-72                                       Transfer

                  T-2014-74                                       Transfer

                  DCC-2014-77                                 Placement

                  DCC-2014-80                                 Placement     

This report details expenditures for outside counsel legal fees for Fiscal Year 2014 through the month of June 2014.  A complete set of bills submitted and paid to each firm is available for your review in the Office of the Chief Operating Officer. The charts in Attachment A compare current expenses with those from the same period last year and provide information by month on the following:

• Non-special education legal expenses by firm
• Special education expenses for outside counsel, parent attorney fees, and other miscellaneous charges
• Special education expenses by firm

Attachment B is a list of the categories that reflect the type of legal advice and litigation services being provided to Montgomery County Public Schools by outside law firms for non-special education matters.  The categories in Attachment B are defined as follows:

• Personnel: Equal Employment Opportunity complaints, appeals by personnel
• Facilities:  construction, capital projects, use of facilities
• Procurement:  contracts, bids
• Student:  appeals
• Policy:  development, implementation, interpretation (includes regulations), subpoenas
• Financial:  expenditures, state aid
• Collective bargaining: negotiations, arbitration hearings, grievances
• Miscellaneous:  many categories grouped together under one charge

Non-special Education Legal Expenses

The total charges for non-special education legal expenses in June 2014 were $164,455. The FY 2014 cumulative total of $1,087,194 is $229,211 (17.4 percent) less than FY 2013. 

The Carney Kelehan bill for June 2014 totaled $45,586. The largest amount was for personnel matters ($17,197), the largest part of which related to an equal employment opportunity case ($7,018).  The next largest amount was for policy matters ($10,933), the largest part of which related to requests for student records ($3,962).  The facilities matters (charged to the capital budget) totaled $8,331, the largest part of which was related to the William H. Farquhar Middle School property ($5,631). The next largest amount was for student matters ($4,672), the largest part of which related to a student appeal case ($2,884).  The financial matters totaled $1,679, the largest part of which related to financial matters concerning Rock Terrace School ($1,533).  The amount for procurement matters totaled $876, and miscellaneous matters totaled $1,898.

The Venable bill for June 2014 totaled $112,569, all of which was related to the review of expense reimbursements. 

The Clancy bill for June 2014 totaled $6,300.  The largest amount was for student matters ($6,113), the largest part of which related to student appeals ($4,650).  The remaining amount was for general legal advice ($187).

Special Education Legal Expenses

Special education legal fees for outside counsel for June 2014 totaled $13,473.  The FY 2014 cumulative total of $226,725 is $81,418 (26.4 percent) less than FY 2013.  In addition, total FY 2014 special education legal costs of $226,725 are $254,423 (52.9 percent) less than the budgeted amount of $481,148 for FY 2014. 

The Jeffrey A. Krew bill for June 2014 totaled $13,291, all of which related to four administrative hearing cases.

The Carney Kelehan bill for June 2014 totaled $182, which was related to one administrative hearing case. 

Attached is the Construction Progress Report for the period ending August 31, 2014.