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 27, 2014, in Room 120 of the Carver Educational Services Center, 850 Hungerford Drive, Rockville, Maryland,  from  5:30 p.m. to approximately 6:00 p.m.; and be it further

Resolved, That the Board receive legal advice as the Board adjudicates an appeal, 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 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 superintendent of schools provide the Equal Employment Opportunity Report to the Board and the Quarterly Sexual Harassment Report, which is an administrative function and outside the purview of the Open Meetings Act; and be it further

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

WHEREAS, The Superintendent’s Annual Mark Mann Excellence and Harmony Award was established in 1991 to honor the highest qualities and most significant accomplishments of the late Dr. Mark Mann, former principal of Parkland Junior High School; and

WHEREAS, The award is presented annually to a Montgomery County Public Schools administrator who has shown exceptional performance in promoting academic excellence, positive human relations, and community outreach; and

WHEREAS, Dr. Patricia A. Kelly, principal at Westover Elementary School, was chosen as the recipient of the 2014 Mark Mann Excellence and Harmony Award for her dedication to providing a challenging academic program for every student; and

WHEREAS, During her tenure at Westover Elementary School, Dr. Kelly has greatly improved the academic standard and made Westover Elementary School a place where students and staff are successfully closing the achievement gap with her excellence in educational leadership and her strong personal relationships with her students, their families, her staff, and her community; and

WHEREAS, Dr. Kelly’s “Ripples of Hope” program is an focused example of her commitment to nurturing the social emotional growth of students; and her commitment to always ask, “What else can be done?” inspires students, staff, and parents to innovate and create possibilities that enrich the lives of students; now therefore be it 

Resolved, That the Montgomery County Board of Education and the superintendent of schools congratulate Dr. Patricia A. Kelly on her accomplishments and on receiving the 2014 Mark Mann Excellence and Harmony Award.

Susan Kerin's Testimony regarding Eid Holiday

Hawa Ba's Testimony regarding Eid Holiday

Background

On January 8, 2013, the Board of Education (Board) approved a resolution delegating authority for the administration of before- and after-school child-care programs to the Interagency Coordinating Board and Community Use of Public Facilities.  A work group comprising staff representatives from the Office of the County Executive, the County Council, Montgomery County Public Schools, Community Use of Public Facilities, the Montgomery County Department of Health and Human Services, and representatives of the child-care provider community developed draft regulations and procedures.  At the October 8, 2013, Board meeting, Board members tentatively approved the county’s draft before- and after-school child-care regulations. The work group finalized the draft regulations and developed administrative procedures to accompany the regulation.

On September 1, 2014, the county executive’s regulation was posted in the County’s Public Register for public comment.  The public comment period closed on September 30, 2014.  Attached for your review and consideration are the draft regulations, a summary of public comments received by Community Use of Public Facilities, and the administrative procedures (Attachments A, B, and C, respectively).  Based on the Board’s discussion at this evening’s meeting, the Board of Education comments will be forwarded to the County Council for its consideration.

WHEREAS, The Board of Education delegated authority to the Interagency Coordinating Board and Community Use of Public Facilities to administer the before- and after-school child-care programs in Montgomery County Public Schools, including the selection and scheduling processes; and

WHEREAS, A work group comprising staff representatives from the Office of the County Executive, the County Council, Montgomery County Public Schools, Community Use of Public Facilities, the Montgomery County Department of Health and Human Services, and representatives of the child care provider community developed draft regulations and administrative procedures for the administration of the before- and after-school child-care programs in Montgomery County Public Schools; and

WHEREAS, The draft regulations regarding before- and after-school child-care programs were advertised for public comment in the County Register between September 1 and September 30, 2014; and

WHEREAS, Public comments were received by Community Use of Public Facilities and summarized for the Board of Education’s review and comment; now therefore be it

Resolved, That the Board of Education submits its comments concerning the draft executive regulations for the before- and after-school child-care programs to the Montgomery County Council for consideration.

WHEREAS, On April 23, 2013, the Board of Education authorized staff in the Department of Facilities Management to utilize a construction management process for the Clarksburg/Damascus Middle School and awarded a contract for preconstruction services to Hess Construction + Engineering Services; and

WHEREAS, The following low bids were received on October 2, 2014, for the Clarksburg/Damascus Middle School:

Low Bidders                                                                                                          Amounts

and

WHEREAS, On October 2, 2014, Hess Construction + Engineering Services received bid proposals for the remaining trade contracts for the project, which will be included in the guaranteed maximum price; and

WHEREAS, Detailed information on other bid proposals are available for review in the Department of Facilities Management; and

WHEREAS, The construction management contract contains provisions that permit Montgomery County Public Schools to assign the awarded trade contracts to Hess Construction + Engineering Services as part of a guaranteed price agreement to complete the Clarksburg/Damascus Middle School; and

WHEREAS, Staff in the Department of Facilities Management has negotiated and recommends approval of a guaranteed price contract with Hess Construction + Engineering Services for the completion of the Clarksburg/Damascus Middle School that includes the assignment of trade work awarded by Montgomery County Public Schools, along with all management and general conditions costs; and

WHEREAS, Hess Construction + Engineering Services has agreed to accept the assignment of the Clarksburg/Damascus Middle School trade contracts awarded on October 27, 2014, and complete the project for the guaranteed price; and

WHEREAS, The aggregate goal for Maryland Department of Transportation-certified Minority Business Enterprise participation established for this project was 16 percent; and

WHEREAS, The aggregate Minority Business Enterprise participation submitted is 23.9 percent Maryland Department of Transportation-certified, of which 5.7 percent is African American-owned, 12.9 percent is women-owned, 1.9 percent Asian American-owned, and 3.4 percent is other minority-owned; now therefore be it

Resolved, That the following trade contract packages be awarded to the low bidders for the construction of the Clarksburg/Damascus Middle School:

              Low Bidders                                                                                       Amounts

and be it further

Resolved, That the trade contracts awarded for the Clarksburg/Damascus Middle School be assigned to Hess Construction + Engineering Services; and be it further

Resolved, That a contract in the amount of $42,650,000, to include the assignment of the trade contract awards, be awarded to Hess Construction + Engineering Services for the Clarksburg/Damascus Middle School, in accordance with drawings and specifications prepared by Grimm + Parker Architects.

WHEREAS, The Board of Education by Resolution No. 397-14 authorized the establishment of the Defined Contribution Investment Committee to be used for the purpose of selecting and monitoring investment options to be offered by the defined contribution plans; and

WHEREAS, The members of the committee will comprise the chief financial officer; three members recommended by the Service Employees International Union Local 500, the Montgomery County Education Association, and the Montgomery County Association of Administrators and Principals/Montgomery County Business and Operations Administrators; and three members to be recommended by the superintendent of schools; and

WHEREAS, Staff has identified the following candidates to recommend to the Board of Education; and

WHEREAS, Ms. Pierangeli C. Morrison has been recommended by the Service Employees International Union Local 500 and is an information technology systems specialist with School Technology Support; is treasurer of the Service Employees International Union Local 500; is a member of the Joint Labor Management and Media and Technology Labor Management committees, respectively; and has served on numerous bargaining committees related to benefits and work life; and 

WHEREAS, Mr. John J. Ekelund has been recommended by the Montgomery County Education Association and is a resource teacher at John F. Kennedy High School, and has been a Montgomery County Public Schools employee for more than 30 years; and

WHEREAS, Mr. Craig W. Staton has been recommended by the Montgomery County Association of Administrators and Principals/Montgomery County Business and Operations Administrators, is the principal at Julius West Middle School, and has been a Montgomery County Public Schools employee for more than 17 years; and

WHEREAS, The superintendent of schools recommends Ms. Joanne Hill, Mr. Craig Pernick, and Mr. Lamont Tarbox, who have been active and valued volunteer members of the Board of Investment Trustees for the defined benefit plan and the Other Post-Employment Benefits Trust; and

WHEREAS, Ms. Joanne Hill is head of investment strategy at ProShares where her responsibilities include portfolio strategy as well as product research, education, and development; and

WHEREAS, Mr. Craig Pernick is senior managing director at Chevy Chase Trust and oversees the trading of tax exempt and taxable fixed-income assets and provides wealth management advice and has special knowledge of municipal and corporate bond trading and analysis with more than 30 years of experience in investment management; and

WHEREAS, Mr. Lamont Tarbox is executive director of investments for the National Electrical Benefit Fund, which provides pension benefits to members of the International Brotherhood of Electrical Workers and the electrical industry nationwide, where he is responsible for the investment program including asset allocation, investment policy, and oversight of external investment managers; and

WHEREAS, Mrs. Susanne G. DeGraba is chief financial officer for Montgomery County Public Schools and is responsible for the Department of Financial Services, which includes the Division of Controller and the Employee and Retiree Service Center; and

WHEREAS, Ms. Pierangeli C. Morrison, Mr. John J. Ekelund, Mr. Craig W. Staton, Ms. Joanne Hill, Mr. Craig Pernick, and Mr. Lamont Tarbox have expressed a willingness to serve as members of the Defined Contribution Investment Committee for a three-year term; now therefore be it

Resolved, That Ms. Pierangeli C. Morrison, Mr. John J. Ekelund, Mr. Craig W. Staton, Ms. Joanne Hill, Mr. Craig Pernick, Mr. Lamont Tarbox, and Mrs. Susanne G. DeGraba are appointed as members of the Defined Contribution Investment Committee for three-year terms ending October 31, 2017.

Overview

Beginning in 2000, countries around the world have participated in the Programme for International Student Assessment (PISA) made available by the Organisation for Economic Co-operation and Development (OECD).  OECD is an international organization that promotes policies that will improve the economic and social well-being of people around the world.  Additionally, the organization analyzes and compares data to predict future trends and provides a forum in which governments may work together to share experiences and see solutions to common problems.

PISA is administered every three years to assess a worldwide sample of students in mathematics, science, and reading.  In 2012, 65 countries and economies, including the United States, participated in PISA, comparing schools and education systems internationally and evaluating the quality, equity, and efficiency of their schools. This international benchmarking allows countries to better understand how well equipped their students are to compete in a globalized world. Results from PISA reveal wide differences in the educational outcomes of countries.  While understanding a nation’s educational standing is important, many local schools and state education administrations want to further understand how their own schools and districts perform compared with other similarly situated schools and the world’s leading school systems.  Until recently, the PISA analysis and related policy implications have been at the national level and not at the school or district level; however, this is changing.

The OECD Test for Schools, based on the PISA, measures students’ ability to retrieve and creatively apply knowledge and skills essential for young people to reach a higher bar for success in the 21st century, including mastery of rigorous academic content and the acquisition of critical-thinking, problem-solving, and analytical skills. It is not aligned to a specific curriculum, but measures core international competencies in reading, mathematics, and science. It is intended to complement—not duplicate—national content, and curricula, including the Common Core Standards.

The OECD Test for Schools

In 2012–2013, the OECD Test for Schools was piloted and included more than 7,000 15-year-old U.S. students across 105 schools in 22 states. The test was based on PISA.

At each participating school, a random sample of 15-year-olds was selected to take part in an assessment examining their ability to apply knowledge and skills and interpret meaning from complex information in mathematics, science, and reading.  Additionally, students participated in an OECD-designed survey of student perceptions of engagement, drive, self-beliefs, classroom management, relationships with teachers, attendance practices, and school morale—all factors considered to influence student success. During the administration of the assessment, students are asked to respond to questions in reading, mathematics, and science (for approximately two hours) and respond to a student questionnaire (30 minutes).  Overall, the testing experience for a student lasts approximately three to three-and-one-half hours, including instructions and break periods.

Participation in the Pilot of OECD Test for Schools

In 2013–2014, Montgomery County Public Schools (MCPS) chose to join school districts around the world to administer the OECD Test for Schools to extend our benchmarking capabilities beyond the state and the nation to ensure that our students continue to be competitive worldwide.  Most importantly, it was an opportunity to see how our students performed on skills that we know they need to be ready for the 21st century economy. High school principals were invited to volunteer their schools to participate in the test, with the understanding that they would receive a comprehensive report providing rich data to enable them to further improve teaching and learning in their schools. Ten high schools volunteered to pilot the OECD Test for Schools. 

As a district participating in the OECD Test for Schools, MCPS is eligible to be a member of the Global Distance Learning Network (GDLN), sponsored by America Achieves, a Washington-based organization committed to raising this country’s standing in the global education arena. Composed of districts participating in OECD Test for Schools, GDLN is a professional learning community of well-respected educators and district leaders who in collaboration are learning from their results and global best practices and making shifts in teaching and learning that will contribute to improved student outcomes.

Initial Learning

The OECD Test for Schools goes beyond testing whether students can reproduce what they were taught to assess students’ capacity to extrapolate from what they know and creatively apply their knowledge in novel situations.  Results for individual schools make the test different from regular U.S. standardized tests that do not benchmark against other countries. Additionally, scores benchmark how students compare with their peers within and beyond state and national borders and indicate how well prepared they are to become members of an increasingly global society. Lastly, the tool features survey components that reveal important insights about student engagement and school culture and climate.

The 10 MCPS schools that piloted the OECD Test for Schools were James Hubert Blake, Winston Churchill, Damascus, Walter Johnson, John F. Kennedy, Col. Zadok Magruder, Northwest, Rockville, Walt Whitman, and Thomas S. Wootton high schools.  Approximately 75 students from each school were selected to participate in the three-hour test in April 2014.  Across the U.S., 285 schools representing 119 school districts and 27 states participated in the OECD Test for Schools this past year.  Maryland had a total of 33 schools participate.

Student performance on the OECD Test for Schools is divided into proficiency levels that make the score points more meaningful with regard to what students are expected to know and be able to do at different levels of performance. Every proficiency level in reading, mathematics, and science indicates a specific level of student ability based on the tasks that students at this level are able to respond to successfully.  Level 2 is a particularly important threshold, as PISA considers it to be a baseline level of proficiency at which students begin to demonstrate the competencies that will enable them to participate effectively and productively in life as continuing students, workers, and citizens.  At the upper end of student performance, Levels 5 and 6 are considered the highest levels of proficiency.  How successful schools and education systems are in developing students who perform at these levels is particularly relevant when looking at long-term global competitiveness.  Detailed descriptions of the proficiency levels are attached (Attachment A).

For the 10 MCPS high schools that participated in the OECD Test for Schools administration during spring 2014, a majority of students performed at the baseline or above, with approximately 86 percent for reading, 79 percent for mathematics, and 92 percent for science. A larger percentage of students demonstrated advanced knowledge and skills at Levels 5 and 6 for mathematics (19 percent) than for reading (7 percent) and science (8 percent).  Overall, more students fell below the baseline level for mathematics (21 percent) than for reading (14 percent) and science
(8 percent).  The pilot schools will unpack their results and use the information to inform their school improvement process (Attachment B).

Implications for our Learning and Work

The three pillars of the MCPS Strategic Planning Framework, Building Our Future Together: Students, Staff, and Community—Academic Excellence, Creative Problem Solving, and Social Emotional Learning—are aligned with what is assessed on the OECD Test for Schools.  MCPS will explore opportunities to use the OECD Test for Schools questions and results to strengthen curriculum and instructional strategies to further challenge our students to analyze, apply, and interpret information—skills that will be demanded of them in rigorous high school courses, postsecondary educational experiences, and in the workforce of the 21st century.

Additionally, we are interested in the analysis of environmental factors influencing student performance obtained through the OECD-developed survey, which is a component of the OECD Test for Schools.  The learning from these results will complement our efforts to focus on the social-emotional aspect of teaching and learning, as articulated in the district’s Strategic Planning Framework.

MCPS’ membership in EdLeader21, a national network of school and district leaders, focused on integrating the 4Cs (critical thinking, communication, collaboration, and creativity) into education, provides a forum for substantive collaboration with other districts across the country.  Capitalizing on the knowledge and skills within this community of learners allows our school and district leaders to learn from each other and take full advantage of the information provided in this examination.  Any learning may support our continued work on teaching and learning in middle school.

Next Steps

We will use this year to engage in a knowledge-building process with school-level teams to take advantage of the information provided through the initial administration of the test.  As we gain information from our national network and our pilot schools, we will discuss if we want to utilize this type of assessment as part of our overall assessment strategy.  As a result, MCPS will not implement the OECD Test for Schools in the 2014–2015 school year.

The data provide an opportunity to consider ways to better align our assessments, curriculum, and instruction, which will strengthen teaching and learning.  We will work with national and local partners to map the OECD Test for Schools intersection with the Common Core Standards and use this knowledge to support our efforts to ensure that every student has the academic, creative problem solving, and social emotional skills essential to thrive in a globally competitive world.

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
November 11, 2014, from 10:30 a.m. to approximately 11:30 a.m. and 1:15 p.m. to approximately 2:15 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 October 14, 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 October 14, 2014, from 9:04 a.m. to 9:57 a.m. and from 12:59 p.m. to 1:57 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 transfers: T-2014-79 and T-2014-81, asi permitte 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 discipline
   and early entrance to kindergarten: 2014-26, 2014-33, and 2014-35, 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 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.

4. Received a briefing by the superintendent of schools on the capital and operating budget strategies, which is an administrative function outside the purview of the Open Meetings Act.

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.

6. Received legal advice concerning a transportation issue as permitted under Section
   10-508(a)(7) of the State Government Article.

In attendance at the 9:04 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 9:31 a.m. the following staff joined the meeting: Larry Bowers, Joshua Civin, Brian Edwards, Maria Navarro, Kimberly Statham, Joshua Starr, Dana Tofig, Karalee Turner-Little, and Andrew Zuckerman.  Patrick Clancy left the meeting at 9:36 a.m.  In attendance at the 12:57 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, Laura Steinberg, Suzann King, Joanne Causey Larry Bowers, Joshua Civin, Brian Edwards, Maria Navarro, Kimberly Statham, Joshua Starr, and Andrew Zuckerman.

WHEREAS, The Board of Education has met in closed session and deliberated on an appeal 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 appeal reflective of the Board members’ votes in closed session, the disposition of which will be recorded in the minutes of today’s meeting:

         Appeal Number                                                Type              

            2014-34                                                         Complaint from the Public