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Office of the Superintendent of Schools

MONTGOMERY COUNTY PUBLIC SCHOOLS
Rockville, Maryland

October 11, 2005

MEMORANDUM

To: Members of the Board of Education

From: Jerry D. Weast, Superintendent of Schools

Subject: Update on Middle School Reform

Executive Summary

This update will provide you with information on the status of middle school reform. The goal of
this initiative is to meet effectively the diverse needs of middle school students by providing a
rigorous and challenging middle school academic program that improves teaching and learning,
prepares students for rigorous high school standards, and promotes continuous improvement in
all middle schools. The Middle School Reform Initiative addresses four of the Board of
Education’s core governance policies: Policy IEB, Middle School Education; Policy IFA,
Curriculum; Policy IKA, Grading and Reporting; and Policy IOA, Gifted and Talented
Education. It also embraces Policy ABA, Community Involvement; and Policy ABC, Parental
Involvement. As the comprehensive plan for middle school reform is developed, the Board will
simultaneously review and, as appropriate, revise Policy IEB, Middle School Education.

A Middle School Reform Steering Committee is overseeing the development of the reform plan.
It is chaired by two deputy superintendents and the chief operating officer, and includes
stakeholder representatives, parents, students, and employee representatives. The Steering
Committee identified seven reform elements and established project teams to align with each
element. The project teams will research scientifically-based practices, benchmark exemplary
models, and review and analyze relevant data to formulate and recommend reform strategies and
initiatives. There is a specific focus on addressing the achievement gap of African American and
Hispanic students, English language learners, students with disabilities, and students impacted by
poverty.

The development of the middle school comprehensive reform recommendations requires

extensive collaboratio n. Consequently, the project teams also include stakeholders from all of the
administrative offices, school-based representatives, the three employee associations, parent and
community stakeholders, and students. This paper outlines the reform elements; the charge,
tasks, and membership of the Steering Committee and project teams; and the timeline to
complete this reform initiative. The proposed middle school reform plan will be presented to the
superintendent of schools for recommendation to the Board dur ing the fall of 2006.
Members of the Board of Education 2 October 11, 2005

Background

MCPS Strategic Plan

On June 27, 2005, Mrs. Sharon Cox, member of the Board of Education, introduced the
resolution that the Strategic Planning Committee, with the superintendent of schools and
appropriate staff, review and commend the following for the Board’s consideration in amending
the strategic plan:

• Outcomes to measure the success of the middle school reform

• Strategies and/or initiatives to achieve the outcomes
• A timeline to implement the strategies
• The budget implications of the identified strategies
• A chronology for achievement of identified outcomes over the next five years
• Implications of successful reform for delivery of middle school programs for special
populations (highly gifted, special education, English language learners)

As a result of the resolution, the middle school reform recommendations will be reflected in a
spring 2006 strategic plan update.

Since 1999, the Montgomery County Public Schools’ (MCPS) strategic plan, Our Call to Action:
Pursuit of Excellence, has included specific strategies for systemic reform. The plan articulates a
shared vision to raise the level of student achievement to meet rigorous standards of academic
performance and to address the gaps in achievement and opportunity. Initia lly, a strategic
decision was made to focus a comprehensive plan on the district’s youngest learners. The Early
Success Performance Plan focused on students in prekindergarten through Grade 2. That plan
includes a focus on a quality workforce; a comprehens ive and aligned curriculum; individual
diagnostic assessments; a continuous feedback loop utilizing a technology-based monitoring
system; and ongoing, targeted professional development. The early childhood initiative has
produced increased student achievement across all racial groups, with an increase in the
percentage of students reaching benchmarks in reading and mathematics at all three grade levels,
and now sets the stage for the middle school reform.

Honors and Advanced Placement

Simultaneously, sys temwide efforts at the high school level, related to the recommendations of
the 1999 Honors and Advanced Placement Work Group and the 2004 High School Task Force,
have resulted in significantly more students enrolling in higher- level courses. This has created
increased momentum for improving the preparation of students prior to high school.
Members of the Board of Education 3 October 11, 2005

Maryland Middle Learning Years Task Force (MLYTF)

In March 2000, the Maryland State Board of Education approved the recommendations in the
Maryland Middle Learning Years Task Force (MLYTF) report, Middle Grades Matter. The
recommendations addressed three areas: improving instruction for all students, enhancing
teacher quality, and restructuring middle schools to reflect the most current research on
adolescent development and learning. In November 2000, the Montgomery County Board of
Education reviewed the recommendations cited in the MLYTF report, and it was determined that
the recommendations aligned with the superintendent’s initiatives: Improving Workforce
Excellence; Broadening the Concept of Literacy; Developing a System of Shared Accountability;
and reviewing and revising Board Policy IEB, Middle School Education. No changes were
recommended to Policy IEB at that time.

Policy IEB, Middle School Education

Under the direction of the Middle School Reform Steering Committee, a review and revision of
Policy IEB, Middle School Education, will be conducted concurrently with the timeline for the
final report for the Middle School Reform Initiative. As the governance policy for middle school
education, it is essential that a broad range of stakeholders participate in the review and revision.

No Child Left Behind

The No Child Left Behind Act of 2001 (NCLB Act) has increased accountability at all levels—
elementary, middle, and high school—and places sanctions on local schools and districts that fail
to make Adequate Yearly Progress (AYP). To fulfill the NCLB Act requirements in the state of
Maryland, middle school students in Grades 6, 7, and 8 take the Maryland School Assessment
(MSA) in reading and mathematics to determine AYP. In 2007, Maryland also will add science
to the MSA in Grade 8. However, it will not be used to determine AYP. Beginning with the
class of 2009, all students will be required to pass the Maryland High School Assessments
(HSA) in English; Algebra; National, State, and Local Government; and Biology.

Middle School Audit

In March 2004, MCPS initiated a middle school audit of all 36 middle schools. MGT of
America, Inc. (MGT) was contracted to conduct the audit. MGT consultants visited all 36
middle schools to observe instruction, the structure of the day, the team approach, the
administrative leadership model, the engagement of student learners, the use of instructional
time, and the degree of implementation of the revised instructional guides. They reviewed all
middle school revised curriculum documents in English/language arts, mathematics, science, and
social studies, as well as local/state assessments and standards. Additionally, they exa mined the
appropriateness of intervention and acceleration programs, reviewed the level of parent
involvement in the educational process, and conducted interviews with school staff and parents.
Members of the Board of Education 4 October 11, 2005

The final report was submitted to MCPS in February 2005 and presented to the Board on
March 21, 2005. There were 14 commendations and 32 recommendations identified and
organized into five categories:

• Rigorous and Challenging Curriculum

• Effective Staff and Professional Development
• Student-Focused School Structure and Organization
• Collaboration and Community Partnerships
• Technology

The audit commendations and recommendations are listed in Attachment A. Key

recommendations identified by MGT include the following:

• Develop a systemwide process for monitoring instructional practices and procedures.

• Develop a comprehensive reading and math intervention plan.
• Develop and systematically implement a written plan to offer/provide assistance to the
schools that did not meet AYP.
• Ensure that all MCPS middle schools adhere to the Baldrige Guided School Improvement
Process.
• Develop a school accountability system to ensure that all middle schools are consistently
implementing the MCPS Comprehensive School Counseling Program.
• Implement the Collaborative Action Process (CAP) for prevention and intervention
procedures prior to student referral for evaluation or special education services.
• Continue with the full implementation of the recommendations of the Special Education
Classical Program Review as applied to middle schools.
• Develop and infuse multicultural components into the existing curriculum.
• Develop a leadership training program with a focus on middle school organization and
management and the characteristics of the middle school student.
• Review, develop, and adopt Board of Education policies to provide support to middle
school instructional initiatives.
• Develop and implement an assessment of the level of technology integration in student
instruction.

The findings, recommendations, and commendations of the audit were presented to various
stakeholder groups from March 2005 through June 2005. The stakeholders provided feedback on
the recommendations and prioritized them. The information gathered from the groups was
consolidated, re-prioritized, and integrated under the current components of middle school
reform.

Stakeholder input will continue to be solicited through direct involvement of employees,

students, parents, community members, and presidents of the three employee associations, who
serve on the Steering Committee or seven project teams. Additionally, the project teams will
conduct focus group meetings to gather feedback from the larger community of stakeholders on
Members of the Board of Education 5 October 11, 2005

the draft recommendations they develop for each of the components identified in the reform
initiative.

Maryland State Assessment

The 2005 MSA results indicated that 11 middle schools did not meet AYP. These results, as
well as the significant achievement gap that exists between White and Asian American students
and their peers who are African American, Hispanic, students in the Free and Reduced-price
Meals System, students with disabilities, and English language learners, support the rationale for
ensuring that our middle schools provide all students with a rigorous instructional program.

Public Education Leadership Project

MCPS is one of nine school districts participating in the Public Education Leadership Project
(PELP), a joint initiative of the Harvard Graduate School of Education and Harvard Business
School, aimed at driving student achievement through improving the leadership and management
of complex urban school districts. One measure of PELP’s success will be its ability to have
significant impact on its partner school districts and, more importantly, on the improved
education of children. Additionally, the insights generated by the research team have the
potential to have broader impact on urban education and build on a knowledge base focused on
leading urban schools.

The MCPS team is composed of the superintendent, the three deputies, the associate
superintendent for organizational development, the presidents of the three employee associations,
and a member of the Board. The MCPS reform efforts were presented as a case study at the
Harvard Business School this past summer. The case stud y concluded by questioning the
district’s capacity to sustain the gains in student achievement across all elementary schools while
shifting the focus to address the needs of middle school students.

The MCPS team engaged in significant discussion centering on the challenges of middle school
education. Among the issues that surfaced were school structure and organization, content
knowledge and professional development, leadership, and policy. The team brought their work
on middle school back to the executive leadership, who organized it into a planning model for
middle school reform.

Middle School Reform Planning Model

The Middle School Reform Planning Model (Attachment B) identifies the key elements of the
comprehensive reform plan. The planning model includes the following research-based reform
elements:

1. Leadership and Professional Development

2. Curriculum, Instruction, and Assessment
3. Extended Learning Opportunities
4. Technology
Members of the Board of Education 6 October 11, 2005

5. Organizational Structure
6. Human Resources
7. Parent and Community Engagement/Communication

Middle School Reform Steering Committee

The Middle School Reform Steering Committee provides leadership for the reform initiative by
formulating a comprehensive plan to improve teaching and learning for students in middle
schools. This committee will prepare a draft comprehensive plan for middle school reform that
will include strategies and initiatives that effectively meet the diverse needs of middle school
students and prepare them for the advanced study of high school, post-secondary educatio n, and
the world of work. The Steering Committee is responsible for the establishment and
membership of the seven project teams, which are organized under the comprehensive reform
elements identified in the middle school reform planning model. The Steering Committee will
provide direction and feedback to the project teams, monitor their work, and make decisions
regarding the recommendations. The charge of the Steering Committee is described in
Attachment C. The specific tasks of the Steering Committee and the project teams are included
in Attachment D.

Middle School Reform Project Teams

The Middle School Reform project teams will develop recommendations on the specific
components of the comprehensive plan for the Steering Committee’s approval. To formulate and
recommend reform strategies and initiatives, the project teams will research scientifically-based
practices, benchmark exemplary models, review and analyze relevant data, and develop
recommendations that encompass the scope of the teams’ charge. The charge to the project
teams is described in Attachment E.

Collaboration with Stakeholders

The development of comprehensive reform recommendations requires extensive collaboration.

MCPS is committed to involving our employees, parent and community partners, and students in
this process. Consequently, the membership of the Steering Committee and the seven project
teams includes approximately 165 people, who represent a multitude of MCPS stakeholders.
The Steering Committee is chaired by the three deputies and is composed of executive staff
members; the presidents of the Montgomery County Education Association (MCEA), the Service
Employees International Union—SEIU Local 500, and the Montgomery County Association of
Administrative and Supervisory Personnel (MCAASP); the acting director of middle school
instruction and achievement; a middle school principal; a teacher; a supporting services staff
member; students; and representatives of the Montgomery County Council of Parent Teacher
Associations (MCCPTA).

The project teams are chaired by community superintendents and directors in lead administrative
offices. The membership includes stakeholders from all of the administrative offices, school-
Members of the Board of Education 7 October 11, 2005

based staff, parents, and community members. The Steering Committee and the project team
members are identified in Attachment F.

In addition to the involvement of stakeholders on the Steering Committee and project teams, the
project teams are charged with organizing focus group meetings to solicit feedback on the draft
recommendations. The draft comprehensive plan for middle school reform will include a
communication framework designed to facilitate both internal and external communication and
to solicit stakeholder input and feedback.

Middle School Reform Timeline

It is anticipated that the Final Report for the Middle School Reform Initiative will be presented to
the superintendent for recommendation to the Board in fall 2006. Attachment G is a summary of
the timeline for the work of the Steering Committee and project teams.

Fiscal Year 2006 Middle School Initiatives

As the comprehensive plan for middle school reform is developed, the following initiatives
described in Attachment H have been implemented to enhance both teaching and learning in the
38 middle schools:

• Middle School Magnet Consortium

• Reading Assessments
• Reading Interventions
• Curriculum Professional Development for Teachers
• Curriculum Monitoring Plan in Reading 6, English 6, and Mathematics A
• Instructional Quality Management System (IQMS) in Middle Schools
• Extended Day
• Extended Year
• Long-Term SAT Initiative
• Class-Size Reduction in Middle School
• Increase in Proficiency for All Students/Challenge Grant

FY 2007 Budget Initiatives

The FY 2007 budget is in development for the middle school reform initiative. This is a multi-
year initiative which will identify resources under the seven reform areas. Although the work of
the project teams will determine the specific resources required to implement the initiative, the
Office of Curriculum and Instructional Programs has worked in collaboration with other MCPS
offices to identify the following reform elements in the budget:

• Professional Development
• Curriculum, Instruction, and Assessment
• Extended Learning Opportunities
Members of the Board of Education 8 October 11, 2005

• Technology
• Organizational Structure

This initiative aligns with the goals and priorities of the MCPS Strategic Plan, Our Call to
Action: Pursuit of Excellence. It is part of the MCPS comprehensive reform efforts that initially
were focused on elementary and high schools. Given the accountability of the NCLB Act and
the MSA, it is imperative that middle schools receive the same focused support and resources
that have resulted in sustained improved student achievement at the elementary level.

Next Steps

The recommendations will be used to create a comprehensive plan for middle school that will
provide a rigorous and challenging academic program for all students across the 38 middle
schools in MCPS. Simultaneously, the implementation of the current middle school initiatives is
under way. The initiatives are part of the reform efforts to provide students with extended
learning opportunities to improve skills in reading and mathematics in order for students to
access and successfully meet or exceed the grade level course expectations. For example, all
middle schools will use common formative and unit assessments in Math A. The unit
assessments in Math B and C will be closely monitored to ensure that the curriculum is being
implemented with fidelity. The data from these assessments are used to plan instruction.

As we plan for middle school reform, we also will be studying the components of the Middle
School Magnet Consortium to determine the ones that may be replicable in other middle schools.
Additionally, the common threads of rigor and high expectations for every student must be
woven through the content, curriculum, pedagogy, and assessments delivered to middle school
students. This reform initiative must result in raising the level of student achievement for all
students to meet the demands of the rigorous standards in high school, post-secondary education,
and the world of work. We believe by involving our stakeholders in the process, we have the
right people to develop a comprehensive plan to increase the opportunities for all students.

At the table for today’s discussion are Ms. Jody Leleck, associate superintendent, Office of
Curriculum and Instructional Programs; Mr. Donald Kress, chief school performance officer,
Office of School Performance; and Mrs. Linda Ferrell, acting director, Middle School Instruction
and Achievement.

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Attachments
 Attachment A

MIDDLE SCHOOL PROGRAM REVIEW

COMMENDATIONS

C-1 The MCPS Middle School Department staff is commended for creating and publishing a
comprehensive up-to-date MCPS middle school program document to ensure clear
communication of general information, program offerings, discipline procedures, and
other important middle school information.

C-2 MCPS curriculum is based on rigorous academic standards in alignment with the
Maryland Content Standards and the MSDE Voluntary State Curriculum as evidenced by
reviews from independent consultants.

C-3 MCPS is commended for establishing information literacy skills to ensure that school
media specialists and teachers coordinate curriculum and are in alignment with MCPS
curriculum standards.

C-4 MCPS is commended for creating and implementing a standards-based grading and
reporting system to ensure that student grades reflect achievement of what students are
expected to know and do, as defined by MCPS curriculum.

C-5 MCPS is commended for its high percentage of eighth grade students enrolled in Pre-
Algebra, Algebra, Algebra 1, or higher and for the high percentage of passing rate for
Honors Geometry and Algebra 1.

C-6 The MCPS middle schools making 10 percent or more increase on standardized tests are
commended for marked improvement.

C-7 Montgomery County Public Schools is commended for its exemplary acceleration
programs.

C-8 Montgomery County Public Schools is commended for initiating a requirement for
subject area certification for middle school teacher applicants in the 2004-05 school year.

C-9 The Board of Education, Superintendent, and central office of Montgomery County
Public Schools are demonstrating a continued commitment to ensuring that middle school
education provides for defined student needs.

C-10 The MCPS central office has demonstrated exceptional proactivity in successfully
developing and receiving grants to support and improve middle school programs.

C-11 Montgomery County Public Schools has developed and implemented an appropriate
system of school- level leadership and decision making.
C-12 MCPS middle schools implement many quality programs to involve parents and the
community.

C-13 MCPS is commended for its excellence and innovation in providing a state-of-the-art
Web site for all education stakeholders.

C-14 The MCPS is commended for its exemplary middle schools’ Career and Technology
Education (CTE) Program.

RECOMMENDATIONS

Rigorous and Challenging Curriculum

R-1 Revise the middle school mathematics course sequencing.

R-2 Create a systematic curriculum distribution schedule, published on-line, which provides
teachers adequate planning time and requires that all personnel adhere to the written
schedule.

R-3 Assign one member of each curriculum committee to record minutes and post the
minutes of meetings on the MCPS Curriculum Department Web site.

R-4 Ensure all MCPS middle schools adhere to the Baldrige Guided School Improvement
Process and apply the Baldrige guided criteria to all aspects of writing the school
improvement plan.

R-5 Assemble a systemwide team, including representatives from various central office
departments, to develop and systematically implement a written plan to offer/provide
assistance to the schools that did not meet adequate yearly progress.

R-6 Develop a systemwide process for monitoring instructional practices and procedures.

R-7 Conduct a comprehensive review of the elective offerings structure and constraining
factors to ensure that schools provide the broadest possible elective curriculum offerings
meeting student needs.

R-8 Ensure central office support and technical assistance for the middle schools that did not
meet adequate yearly progress.

R-9 Conduct an alignment of the middle school assessments to the Maryland State
Department of Education’s Voluntary State Curriculum (VSC).

R-10 Develop a comprehensive reading and math intervention plan.

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R-11 Develop a school accountability system to ensure all middle schools are consistently
implementing the MCPS Comprehensive School Counseling Program.

R-12 Implement schoolwide social, emotional, and behavioral programs at selected schools.

R-13 Continue with full implementation of the recommendations of the Special Education
Classical Program Review as applied to middle schools.

R-14 Implement the Collaborative Action Process (CAP) for prevention and intervention
procedures prior to student referral for evaluation or special education services.

R-15 Develop a plan for overseeing intervention and student support teams.

R-16 Developing and infuse multi-cultural components into the existing curriculum at all
middle school grade levels.

Effective Staff and Professional Development

R-17 Establish and implement exit interview requirements to be used with personnel granted
voluntary transfers.

R-18 Revise middle school instructional staffing formulas to include provision for
implementing interdisciplinary teams with common planning periods for all core
teachers.

R-19 Develop and implement a plan to reduce the number of middle school teacher absences
and reduce substitute teacher days.

R-20 Prepare a written plan to ensure that the MCPS Professional Growth System’s evaluation
recommendations are appropriately implemented to make certain that MCPS middle
school teachers are obtaining appropriate and adequate professional growth.

R-21 Develop a leadership training program with a focus on middle school organization and
management and the characteristics of the middle school student.

R-22 Develop a principal internship program designed to prepare professiona ls for those
positions that MCPS deems as requiring prior principal experience and repeal the Board
of Education policy requiring prior principal experience.

Student-Focused School Structure and Organization

R-23 Expand the Middle School Review and Refocus Work Group by appointing a Review
Subcommittee to include a student, one additional parent, a teacher, and a representative
of the university community, along with central office representation.

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R-24 Implement measures designed to stabilize district- level administrative positions.

R-25 Review, develop, and adopt BOE policies to provide support to middle school
instructional initiatives.

R-26 Amend the Middle School Comprehensive Action Plan that is embedded in MCPS’s
plan, incorporating the approved recommendations of the Middle School Review and
Refocus Work Group.

R-27 Develop and examine options for preparing personnel for middle and high school
principal positions.

R-28 Conduct an analysis of block versus seven-period scheduling configurations based on

student outcomes, parent satisfaction, teacher effectiveness, and other factors.

R-29 Examine the value of developing and implementing a systemwide core or

interdisciplinary teacher- led small group developmental program for middle school
students.

R-30 Establish criteria that must be used to determine student placement in gifted and talented
courses and other courses requiring specific criteria throughout Montgomery County
Public Schools.

Collaboration and Community Partnerships

R-31 Incorporate parent and community involvement initiatives into the school improvement
planning process.

Technology

R-32 Develop and implement an assessment of the level of technology integration in student
instruction.

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 Attachment C

Middle School Reform Steering Committee

Charge Statement

The Middle School Reform Steering Committee provides leadership for the Middle School
Reform Initiative by formulating a comprehensive plan that increases and sustains student
achievement. This plan will produce a rigorous and challenging middle school education
program that improves teaching and learning, promotes continuous improvement in all middle
schools, and ensures that all students are prepared for rigorous high school standards. There will
be a specific focus on addressing the achievement gap of African American and Hispanic
students, English language learners, students with disabilities, and students impacted by poverty.

The Steering Committee will establish seven project teams, confirm the teams’ membership,
provide direction and feedback to the teams, monitor their work, and make decisions regarding
the teams’ recommendations. Also, the Steering Committee will prepare a draft comprehensive
plan for middle school reform that will include strategies and initiatives that effectively meet the
diverse needs of middle school students and prepare them for the advanced study of high school,
post-secondary education, and the world of work. It also will include a communication
framework designed to facilitate both internal and external communication and to solicit
stakeholder input and feedback. Decisions will be reached through consensus. Although every
effort will be made to reach consensus, if an impasse is reached, the members will defer to the
judgment of the three deputies. The proposed middle school reform plan will be presented to the
superintendent of schools for recommendation to the Board of Education. The seven project
teams are organized under the following research-based reform elements:

1. Leadership and Professional Development

2. Curriculum, Instruction, and Assessment
3. Extended Learning Opportunities
4. Technology
5. Organizational Structure
6. Human Resources
7. Parent and Community Engagement/Communication

The development of the plan requires extensive collaboration among all administrative offices,
school-based representatives, and parent and community stakeholders. Consequently, the
Steering Committee is chaired by the three deputies and composed of the following members:
the deputy superintendent of schools, the chief operating officer, the deputy superintendent for
information and organizational systems, the chief school performance officer, the chief of staff,
the director of the department of communications, and the associate superintendents. In addition
to the above- listed executive staff members, the presidents of the Montgomery County Education
Association, the Service Employees International Union-SEIU Local 500, and the Montgomery
County Association of Administrative and Supervisory Personnel; the acting director of middle
school instruction and achievement ; a supporting services staff member; a middle school
principal; a teacher; Montgomery County Council of Parent Teacher Association parent
representatives; and students also are members of the Steering Committee.
 Attachment D

1 Middle School Reform

2
3 Tasks for Steering Committee and Project Teams
4
5 Steering Committee
6
7 • Provide direction and feedback to middle school reform project teams
8 • Develop consistent processes for project team meetings, communication, agendas, note-
9 taking, roles and responsibilities of chairs, and ground rules
10 • Commit to membership on and/or sponsoring a project team
11 • Develop a process for sharing and obtaining input on the comprehensive middle school
12 plan with stakeholder groups
13 • Monitor stakeholder communication and feedback
14 • Develop and recommend a middle school reform plan to the superintendent for
15 recommendation to the Board of Education
16 • Provide periodic updates to the superintendent
17 • Develop a plan for program development for staff in leadership, and change management
18
19 Projects Teams
20
21 Leadership/Professional Development
22
23 • Research and recommend middle school leadership models (including teachers,
24 administrators, and supporting services staff)
25 • Recommend roles and responsibilities of middle school leaders
26 • Make recommendations to promote and retain effective middle school leaders
27 • Develop a plan for professional development for all staff in effective middle school
28 instruction (i.e., content, curriculum, and pedagogy)
29 • Identify best practices for the delivery of professional development in the middle school
30 context
31
32 Curriculum, Instruction, and Assessment
33
34 • Review alignment of K–12 curriculum and assessments in reading, English,
35 mathematics, and science, and make recommendations
36 • Examine the reading, English, mathematics, and science curriculum sequence, pacing,
37 assessments, and alignment with state proficiency standards
38 • Define processes to ensure fidelity of curriculum implementation (e.g., program
39 reviews, analyzing assessment data, supervisory school visits, walkthroughs )
40 • Identify and analyze core and elective offerings
41 • Establish criteria for course placement
42 • Provide recommendations to increase rigor and expand opportunities for all students
43 including special education and ESOL
44 • Investigate opportunities for students to earn credit in high school courses
45 • Analyze formative and summative assessment data in reading and mathematics to
46 determine trends and patterns in student performance across schools
47 • Identify assessments to measure reading proficiency
48 • Recommend development of benchmarks and targets for reading and mathematics
49 curriculum
50 • Make recommendations to align resources that improve teaching and learning based on
51 student performance data
52 • Review research on diagnostic mathematics assessments and make recommendations
53
54 Extended Learning Opportunities (ELO)
55
56 • Identify all current extended-day and extended-year offerings and determine which
57 programs have been effective
58 • Review extended-year program evaluation
59 • Develop a process to monitor extended-day and extended-year programs that includes
60 parent notification/outreach, student selection, teacher selection, attendance, instruction,
61 assessment, and resources, and make recommendations for improvement in each of these
62 areas
63 • Review the roles and responsibilities for monitoring programs, and make
64 recommendations
65 • Develop a plan to increase enrollment of targeted students in ELO programs
66 • Identify existing mathematics and reading intervention programs in MCPS middle
67 schools
68 • Review the effectiveness of ELO intervention programs for all groups of students and
69 make recommendations
70 • Research additional ELO intervention programs
71 • Research other specific middle school options for extending time and support for student
72 learning
73 • Identify and examine existing extracurricular activity offerings and collect/analyze data
74 on student access to and participation in those offerings
75 • Develop recommendations for ELO that maximize student learning
76
77 Technology
78
79 • Identify ways technology can be used to support and improve instruction for all students,
80 especially for all underperforming NCLB sub groups
81 • Identify ways technology can be used for intervention, extended day, extended year, and
82 acceleration for all students, especially English language learners and students with
83 special needs
84 • Identify ways to improve access to technology for all students and staff
85 • Identify and implement strategies and programs to build or strengthen female students’
86 interest and preparation in advanced- level mathematics, science, and technology in order
87 to increase opportunities available to them in related fields of study and careers

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 88 • Make recommendations for the types of reports available through Integrated Quality
89 Management Systems (IQMS) to make instructional decisions
90 • Identify ways that technology aligns with the delivery of MCPS curriculums, especially
91 reading language arts, mathematics, and science
92 • Determine expectations for middle school student use of technology as outlined in
93 Maryland’s technology standards
94 • Make recommendations based on IQMS usage data
95 • Review and provide input for the plan to communicate student progress with parents
96 (e.g., interim reports, report cards, assessments)
97 • Review and report on the assigned roles and responsibilities of instructional data
98 assistants
99
100 Organizational Structure
101
102 • Recommend appropriate practices for scheduling and grouping that improve student
103 academic achievement
104 • Recommend structures that improve grade- level and schoolwide instructional planning
105 and vertical articulation with elementary and high schools
106 • Recommend appropriate school structures that support professional development
107 • Recommend appropriate staffing models for classroom instruction and student services
108 • Recommend structures for improving the delivery of special education, ESOL, and
109 guidance services
110 • Review the middle school magnet consortium for other potential organizational structure
111 recommendations
112
113 Human Resources
114
115 • Examine current Maryland State Department of Education certification requirements for
116 middle school teachers and principals and determine the adequacy of current
117 requirements
118 • Review the audit of current certification/highly-qualified status of middle school staff and
119 make recommendations to address identified issues
120 • Define the knowledge, skills, and content expertise of middle school teachers required to
121 meet the unique needs of middle school students
122 • Review job descriptions for middle school teachers and instructional support staff, and
123 make recommendations which define the roles and responsibilities, beliefs, attitudes, and
124 expectations that align with middle school reform
125 • Examine and report ways to recruit and attract highly-qualified teachers specifically to
126 middle schools (with priority given to targeted middle schools, high poverty/Free and
127 Reduced-priced Meals Systems, Limited English Proficiency, special education, etc.)
128 • Review the pathway to the middle school principalship and make recommendations for
129 improvement as needed
130
131
132

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133 Parent & Community Engagement/Communication
134
135 • Review internal and external models for effectively engaging parents of pre- middle
136 school and middle school students in the education of their children, including the
137 stakeholder component of Baldrige
138 • Review existing community partnerships and their relationship to improving student
139 achievement
140 • Review strategies to engage in two-way communication with parents (including those
141 with limited English proficiency) about curriculum expectations, course sequences and
142 pathways, and opportunities to succeed in advanced- level courses and programs
143 • Review existing barriers to effective parent and community engagement
144

4
 Attachment E
Middle School Reform Project Teams

Charge Statement

The Middle School Reform Project Teams will develop recommendations for the Steering
Committee’s approval on the specific components of the comprehensive plan for middle school
reform. The project teams’ recommendations will include strategies and initiatives that
effectively meet the diverse needs of middle school students, including special education and
ESOL students; produce a rigorous and challenging middle school education program that
improves teaching and learning; prepare students for rigorous high school standards; and
promote continuous improvement in all middle schools. There will be a specific focus on
addressing the achievement gap of African American and Hispanic students, English language
learners, students with disabilities, and students impacted by poverty.

The project teams are established by the Steering Committee and will receive guidance and
feedback from the Steering Committee regarding the teams’ recommendations and progress.
The project teams are responsible for completing assigned tasks, making recommendations, and
providing regular updates and reports to the Steering Committee. To formulate and recommend
reform strategies and initiatives, the project teams will research scientifically-based practices,
benchmark exemplary models, review and analyze relevant data, and develop recommendations
that encompass the complete scope of the teams’ charge. The seven project teams are organized
under the following reform elements:

1. Leadership and Professional Development

2. Curriculum, Instruction, and Assessment
3. Extended Learning Opportunities
4. Technology
5. Organizational Structure
6. Human Resources
7. Parent and Community Engagement/Communication

The development of comprehensive reform recommendations requires extensive collaboration.

Consequently, the project teams’ membership is established by the Steering Committee and
includes stakeholders from all of the administrative offices, school-based administrators,
teachers, support staff, parents, and students. The project teams are chaired by community
superintendents and directors in the offices of Organizational Development, Curriculum and
Instructional Programs, Special Education and Student Services, Information and Organizational
Systems, and Human Resources.

Communication between the project teams and the Steering Committee will be facilitated using
the following process:

1. The Steering Committee will meet with project team co-chairs for an orientation and
discussion of the teams’ charge.

1
 2. A kickoff meeting will be held for all team members to receive the charge and clarify
roles and responsibilities. At the kickoff meeting, project teams will break into their
respective teams to set future meeting dates.
3. Project team co-chairs will meet periodically with liaisons from the Steering Committee
or directly with the Steering Committee to provide updates and present items requiring
action by the Steering Committee.
4. Project team co-chairs are responsible for ensuring tha t stakeholders are maintaining
effective communication with the groups they represent.

The project teams will adhere to the following boundaries:

1. Each Project Team has responsibility for

• identifying and collecting research,
• determining what data need to be collected,
• reviewing/analyzing data,
• determining how to get stakeholder input beyond the committee members,
• identifying innovative strategies, processes or systems, and/or best practices, and
• providing feedback and making recommendations to the Steering Committee.
2. Decisions will be reached through consensus. Although every effort will be made to
reach consensus, if an impasse is reached, the Steering Committee will be asked to
provide direction.
3. The project team chairs are responsible for securing the resources and supports needed by
the team to complete its work.
4. When compiling research data and other information, the project team will use standard
templates that will be provided by the Steering Committee.

2
 Attachment F
MIDDLE SCHOOL REFORM INITIATIVE MEMBERS

Steering Committee

Name Title Office

Mr. Larry A. Bowers
Dr. Frieda K. Lacey
Mr. John Q. Porter
Mr. Donald H. Kress
Chief Operating Officer
Deputy Superintendent of Schools
Deputy Superintendent for
Information and Organizational
Systems
Chief School Performance Officer
Office of the Chief Operating Officer
(OCOO)
Office of the Deputy Superintendent
of Schools (ODSS)
Office of Information and
Organizational Systems (OIOS)
Office of School Performance (OSP)

Mrs. Jody A. Leleck Associate Superintendent for Office of Curriculum and

Mrs. Darlene A. Merry
Mr. Matthew A. Tronzano
Dr. Carey M. Wright
Mr. Brian J. Porter
Ms. Aggie Alvez
Ms. Bonnie Cullison
Ms. Merle Cuttitta
Dr. Rebecca Newman
Mrs. Linda E. Ferrell
Mrs. Pamela G. Lloyd
Mrs. Shirley Brandman
Mr. Juan Johnson
Dr. Ursula A. Hermann
Mrs. Barbara J. Mills
Ms. Rianne Webb
Mr. Sherwin Collette
Ms. Nicola Diamond
Middle School Reform Steering Committee and Project Teams
Curriculum and Instructional Instructional Programs (OCIP)
Programs
Associate Superintendent for Office of Organizational
Organizational Development Development (OOD)
Associate Superintendent for the Office of Human Resources (OHR)
Office of Human Resources
Associate Superintendent for the Office of Special Education and
Office of Special Education and Student Services (OSESS)
Student Services
Chief of Staff Office of the Superintendent of
Schools (OSS)
Director Department of Communications
President Montgomery County Education
Association (MCEA)
President Service Employees International
Union—Local 500 (SEIU)
President Montgomery County Association of
Administrative and Supervisory
Personnel (MCAASP)
Acting Director Middle School Instruction and
Achievement (MSIA)
Middle School Staff Development Ridgeview Middle School
Teacher
Parent Montgomery County Council of
Parent-Teacher Associations
(MCCPTA)
Parent MCCPTA
Principal Westland Middle School
School Secretary Sherwood High School
Student Richard Montgomery High School
Facilitators Office of Information and
Organizational Systems (OIOS)
Office of Organizational
Development (OOD)
Page 1
 Leadership & Professional Development Project Team

Name Title Office

Dr. Frank H. Stetson, Co-chair Community Superintendent OSP
Mrs. Betty J. Collins, Co-Chair Director, Staff Development OOD
Initiatives
Dr. Heath E. Morrison Director, Office of School OSP
Performance
Mr. Erick J. Lang Director, Enriched and Innovative OCIP
Programs
Dr. Gail Covington McBride Director, Secondary Leadership OOD
Training
Dr. Robert L. Bastress Director, A&S Professional Growth OOD
System
Mrs. Margaret A. Donnellon Director, Skillful Teaching and OOD
Learning
Mrs. Sharon P. Hemphill Director, Staff Development Teacher OOD
Project
Mrs. Roseann A. Armes Acting Director, Curriculum OCIP
Development and Program
Implementation
Mrs. Judith L. Pattik Administrative Assistant to the OSESS
Associate Superintendent, Special
Education and Student Services
Mr. John L. Burke Director, Department of Technology OIOS
Consulting and Communication
Dr. Michael P. Perich Coordinator, Systemwide Continuous OCOO
Improvement
Mrs. Donna L. Graves Supervisor, Diversity Training and OOD
Development Team
Mr. Michael J. Zarchin Principal Thomas J. Pyle Middle School
Ms. Lance Dempsey Principal Shady Grove Middle School
Dr. Robyn R. Jackson Assistant Principal Thomas J. Pyle Middle School
Mrs. Kara B. Karch Trenkamp Staff Development Teacher Tilden Middle School
Ms. Anita R. O’Neill Science Resource Teacher Neelsville Middle School
Ms. Sharon St. Pierre Parent MCCPTA
TBD Paraeducator TBD
Ms. Gladis Martinez Community Member Study Circles
TBD Facilitator TBD
Steering Committee Liaisons: Mr. Donald Kress and Mrs. Darlene Merry

Middle School Reform Steering Committee and Project Teams Page 2

 Curriculum, Instruction and Assessment Project Team

Name Title Office

Mr. Stephen L. Bedford, Co- Community Superintendent OCIP
chair
Mrs. Elizabeth R. Brown, Co- Director, Department of Curriculum and OSP
chair Instruction
Mrs. Myra J. Smith Director of School Performance OSP
Mrs. Elizabeth B. Strubel Director of School Performance OSP
Ms. Doreen M. Heath Assistant Chief Information Officer OIOS
Miss Linda A. Natale Director, Curriculum Training and OOD
Development
Mrs. Terrell L. Doane-Savage Program Supervisor, Special Education OCIP
Instruction
Ms. Theresa A. Cepaitis Program Supervisor, Mathematics OCIP
Mrs. Kay K. Williams Program Supervisor, English OCIP
Ms. Lois B. Wions Program Supervisor, ESOL Instruction OCIP
Mr. Martin M. Creel Acting Director, Division of Accelerated and OCIP
Enriched Instruction
Dr. Faith S. Connolly Director, Department of Shared OIOS
Accountability
Mrs. Ellen L. Schaefer Director, Division of School-Based Special OSESS
Education Services
Dr. Sherry A. King Middle School Counselor Specialist OSESS
Mr. Dennis G. Queen Principal Kingsview Middle School
Mr. Nelson McLeod Principal Newport Mill Middle School
Mr. Richard H. Earenfight English Resource Teacher A. Mario Loiederman Middle
School
Mrs. Sally L. Moran Mathematics Resource Teacher Newport Mill Middle School
Miss Carlista K. Gorman Instruc tional Data Assistant Sligo Middle School
Ms. Yvette Edghill-Smith Community Member NAACP
Ms. Kay Romero Parent MCCPTA
TBD Facilitator TBD
Steering Committee Liaisons: Mrs. Jody Leleck and Dr. Carey Wright

Middle School Reform Steering Committee and Project Teams Page 3

 Extended Learning Opportunities Project Team

Name Title Office

Dr. LaVerne G. Kimball, Co-chair Community Superintendent OSP
Mr. Stephen M. Zagami, Co-chair Director of Student Services OSESS
Mr. Adrian B. Talley Director of School Performance OSP
Mrs. Ann E. Bedford Director, Curriculum Development OCIP
and Program Intervention
Dr. Elizabeth L. Quinn Program Supervisor, Mathematics OCIP
Mrs. Karen Goldberg Instructional Specialist, Middle OCIP
School Instruction and
Achievement
Mrs. Heather L. Jones Instructional Specialist, Middle OCIP
School Mathematics
Mrs. Felicia Piacente Supervisor, Division of Preschool OSESS
Education, Special Schools, and
Related Services
Mrs. Nina Y. Khouri Secondary Instructional Specialist, OCIP
ESOL Instruction
Mr. Marc J. Cohen Supervisor, Alternative Secondary OSESS
Schools and Interagency Programs
Mrs. Maryam Ehsassi Program Manager, Instructional OIOS
Management Systems
Ms. Rachel A. Hickson Evaluation Specialist, Department OIOS
of Shared Accountability
Mr. William M. Gregory Principal Dr. Martin Luther King, Jr. Middle
School
Mrs. Kimberly Johnson Acting Principal Briggs Chaney Middle School
Mr. Michael A. Thomas Principal Special Assignment ODSS
Mr. John W. Taylor Social Studies Teacher Roberto Clemente Middle School
Mrs. Valerie Y. Padilla ESOL Neelsville Middle School
Ms. Ann Turner Parent MCCPTA – Special Needs
Mr. Diego Uriburo Community Member Identity, Inc.
Mr. Fernando Cruz-Villalba Community Member Hispanic Alliance
TBD Intramural Coordinator TBD
TBD Facilitator TBD
Steering Committee Liaison: Mr. Larry Bowers

Middle School Reform Steering Committee and Project Teams Page 4


Name
Ms. Deeva I. Garel, Co-chair
Mrs. Shelly A. Johnson, Co-chair
Dr. Sherry L. Liebes
Mr. Kalani Smith
Mrs. Shelley D. Beddingfield
Mrs. Gail C. Bailey
Ms. Grace Chesney
Mr. Daniel F. Rindfuss
Ms. Melissa M. White
Mrs. Heather L. Jones
Ms. Nicola Diamond
Mr. Stephen C. Whiting
Mrs. Billie-Jean Bensen
Mrs. Sharon K. Heyob
Mrs. Paula Kasper
Mrs. Susan M. Borowski
Ms. Sharon Goodall
Mr. Preston Rico
Mr. Walter H. Schomburg
TBD
Steering Committee Liaisons: Mr. John Q. Porter and Ms. Merle Cuttitta
Middle School Reform Steering Committee and Project Teams
Technology Project Team
Title Office
Assistant Chief Information Officer OIOS
Director, Division of Career and OCIP
Technology Education
Director of School Performance OSP
Technology Consultant OIOS
Director, Technology Support OCIP
Director, School Library Media OCIP
Programs
Coordinator, Middle School OCIP
Initiatives, Middle School
Instruction and Achievement
Project Specialist, Department of OSESS
Special Education
Instructional Specialist, Secondary OCIP
Reading/English, DCI
Instructional Specialist, Middle OCIP
School Mathematics
Administrative Assistant to the OOD
Associate Superintendent for
Organizational Development
Principal Rocky Hill Middle School
Principal Herbert Hoover Middle School
User Support Specialist I Ridgeview Middle School
Media Specialist Herbert Hoover Middle School
Instructional Data Assistant Briggs Chaney Middle School
Parent MCCPTA
Community Member Asian American Parents Advocacy
Council
Media Assistant Argyle Middle School
Facilitator TBD
Page 5
 Organizational Structure Project Team

Name Title Office

Mr. Mark E. Kelsch, Co-chair
Ms. Dawn E. Ellis, Co-chair
Ms. Susan F. Marks
Dr. Lucille L. Ellis
Mr. Sherwin Collette
Mrs. Gwendolyn Mason
Mr. David F. Hedges, Jr.
Mr. James J. Virga, Jr.
Mr. John L. Burke
Dr. Karen C. Woodson
Dr. David I. Steinberg
Dr. James L. Berry, Jr.
Ms. Ann B. Kamenstein
Mr. John J. DePola
Mrs. Karen L. Crawford
Ms. Rebecca L. Nelson
Mrs. Carol A. Weiss
Mr. Eric L. Minus
Mr. Scott W. Murphy
Ms. Julia Guillen
Mr. Robert A. Seiger
Mrs. Linda G. Walter
Ms. Joan Sabaka
Mr. Chris Barclay
Mrs. Nan Martin
TBD
Steering Committee Liaisons: Dr. Frieda Lacey and Dr. Rebecca Newman
Community Superintendent OSP
Consulting Principal OOD
Community Superintendent OSP
Director of School Performance OSP
Executive Director to the Deputy OIOS
Superintendent for Information and
Organizational Systems
Director, Department of Special OSESS
Education Services
Executive Assistant to Chief OCOO
Operating Officer, Office of School
Performance
Director, School Improvement OOD
Initiatives
Director, Department of Technology OIOS
Consulting and Communications
Director, Division of ESOL/Bilingual OCIP
Programs
Consulting Principal, Leadership OOD
Development Team
Assistant Lead Consulting Teacher OOD
Human Resources Compliance OHR
Specialist
Student Systems Specialist OIOS
Coordinator of Student Affairs OSESS
Instructional Specialist, Middle OCIP
School Instruction and Achievement
Principal Redland Middle School
Principal Francis Scott Key Middle School
Principal William H. Farquhar Middle
School
Resource Counselor A. Mario Loiederman Middle
School
Science Resource Teacher Neelsville Middle School
School Secretary II Gaithersburg Middle School
Community Member Special Education Advocacy
Committee
Parent MCCPTA
Instructional Assistant, Special Gaithersburg Middle School
Education
Facilitator TBD

Middle School Reform Steering Committee and Project Teams Page 6

 Human Resources Project Team

Name Title Office

Mrs. Jane L. Woodburn, Co-chair Director, Department of OHR
Recruitment and Staffing
Mr. Pat D. Abrunzo, Co-chair Director of School Performance OSP
Mrs. Chrisandra A. Richardson Director, Division of Academic OCIP
Support, Federal, State and Local
Programs
Mrs. Sandra E. Sengstack Coordinator, Certificatio n OHR
Dr. Inger H. Swimpson Director, Staff Development OOD
Programs Team
Mrs. Vickie L. Strange-Moscoso Director, Department Special OSESS
Education Operations
Mrs. Elaine J. Tanenhaus Secondary Human Resources OHR
Specialist
Mr. David A. Brubaker Principal Earle B. Wood Middle School
Mr. Alton E. Sumner Principal North Bethesda Middle School
Mrs. Teresa B. Joiner Staff Development Teacher Argyle Middle School
Mrs. Jean L. Bone Team Leader 6-1/Resource Teacher Forest Oak Middle School
Ms. Julie Lees Parent Gifted and Talented Association of
Montgomery County
TBD Paraeducator TBD
Reverend Michael Paul Community Member IMPACT Silver Spring
TBD Facilitator TBD
Steering Committee Liaisons: Mr. Matthew Tronzano and Ms. Bonnie Cullison

Middle School Reform Steering Committee and Project Teams Page 7

 Parent and Community Engagement/Communication Project Team

Name Title Office

Dr. Kevin M. Maxwell, Co-chair Community Superintendent OSP
Ms. Jane F. Butler, Co-chair Director, Division of Family and OCIP
Community Partnerships
Mrs. Geraline J. Carroll Director of School Performance OSP
Mr. Brian K. Edwards Director of Public Information Department of Communications
Mrs. Eileen M. Fazio Instructional Specialist, OSESS
Department of Special Education
Ms. Maria V. Medina ESOL Instructional Specialist OCIP
Mr. Elton Stokes Coordinator, IQMS OIOS
Mr. Frank G. Soo Hoo Community Partnership Specialist OSP
Mrs. M. Cristina Riva-Chevez Community Partnership Specialist OSP
Ms. Lola K. Crawford Instructional Specialist, Diversity OOD
Training and Development Team
Dr. Joey N. Jones Principal Robert Frost Middle School
Mr. John M. Burley Principal Forest Oak Middle School
Ms. Gloria I. Condelli English Teacher Takoma Park Middle School
Mr. Henry Hailstock Community Member NAACP
Ms. Cindy Kerr President MCCPTA
Mrs. Margaret M. Arnold Secondary Counselor John Poole Middle School
TBD Facilitator TBD
Steering Committee Liaisons: Mr. Brian Porter and Ms. Aggie Alvez

Middle School Reform Steering Committee and Project Teams Page 8

 Attachment G

Middle School Reform Timeline

August 2005–September 2005

• Middle School Steering Committee convened

• Components of the Middle School Reform Initiative identified and aligned to seven
project teams
• Charge statements developed and finalized for the Steering Committee and project teams
• Tasks for the Steering Committee and project teams outlined
• Project team co-chairs and membership identified
• Roles and responsibilities of co-chairs and Steering Committee liaisons developed
• Middle School Reform Project timeline established

October 2005–April 2006

• Middle School Reform project team kickoff

• Ongoing Steering Committee and project team meetings and work, per charge and task
list
• Project teams provide updates to liaisons and/or Steering Committee
• Project team progress reports to Steering Committee (December 2005, February 2006,
and April 2006)

May 2006

• Final Project Team Report due to Steering Committee

• Revisions and updates by project team, as needed

Summer 2006

• Reports finalized and consolidation to action plan by Steering Committee

• Ongoing work by project team, as needed

Fall 2006

• Budget preparation based on preliminary proposed recommendations

• Final Report to the superintendent for recommendation to the Board
 Attachment H
Middle School Initiatives
2005–2006 School Year

As the comprehensive plan for middle school reform is developed, middle schools continue to
benefit from the following initiatives, which have been implemented to enhance both teaching
and learning in the 38 middle schools.

Middle School Magnet Consortium

As a part of a $7.2 million federal Magnet Schools Assistance Program grant, the Montgomery
County Public Schools (MCPS) established the Middle School Magnet Consortium (MSMC),
which includes three unique whole-school magnets: Argyle Magnet School for Information
Technology, A. Mario Loiederman Magnet School for Creative and Performing Arts, and
Parkland Magnet School for Aerospace Technology. The MSMC is an initiative that is part of
the overall strategic plan to improve student performance and reduce socioeconomic isolation. In
designing the MSMC, MCPS created a reform model that institutes rigorous and challenging
education to improve the achievement of all students through four major components:
• Accelerated core curriculum
• Unique courses and extended learning opportunities
• Highly-effective instructional programs
• Collaborative partnerships among schools, parents, and communities/businesses

Components of the MSMC will be evaluated as a model for systemwide middle school reform.
Students enrolled in the three whole-school magnets have the opportunity to engage in
highly- rigorous instructional programs focusing on information technology, the performing and
creative arts, or aerospace technologies. Each of the specific magnet themes was identified for
this initiative in order to offer academic choices that would be of special interest to students and
parents to engage students in improved academic achievement.

Reading Assessments

MCPS is implementing two reading assessments in all 38 middle schools. The Measures of
Academic Progress for Reading (MAP-R) will be administered to all Grades 6, 7, and 8 students
to assess individual student reading achievement. It will be administered twice in FY 2006 and
three times in subsequent years.

The Stanford Diagnostic Reading Test, Fourth Edition (SDRT-4) is being administered to
selected students to diagnose reading difficulties. This nationally- normed assessment provides
diagnosis in phonetic analysis, vocabulary comprehension, and scanning. It is administered twice
yearly. Both the MAP-R and SDRT-4 will provide teachers with data to guide instruction and to
provide acceleration, support, and intervention in a timely manner.

1
The Reading Interventions

Two reading interventions, READ 180 and Corrective Reading, have been implemented in 15
middle schools. The READ 180 intervention was initially implemented in six middle schools and
is being expanded to five additional schools during FY 2006. The Corrective Reading
intervention was implemented in one middle school during FY 2005 and has been expanded to
two additional schools this year. Both programs are designed to improve reading comprehension
and decoding skills. READ 180 is a computer-based program. The Department of Curriculum
and Instruction is collaborating with the Department of Shared Accountability to evaluate
interventions and will be making recommendations about the interventions as well as exploring
other possible interventions.

Curriculum Training for Teachers and Core Team Leaders

During summer 2005, all teachers of Reading 6, 7, and 8 were trained in the curriculum revisions
that have occurred in the middle school reading courses. Additionally, all core team members
received information on the research-based Reading Next report, which provides strategies to
improve the literacy components of fluency, vocabulary development, and comprehension,
which are essential in improving adolescent literacy across all content areas.

Curriculum Monitoring Plan in Reading 6, English 6, and Math A

A plan has been developed and implemented in all middle schools to assist teachers and
administrators with monitoring the implementation of the MCPS curriculum and to record
student performance on formative assessments in Reading 6, English 6, and Math A. The
assessments align with the MCPS curriculum and the Voluntary State Curriculum (VSC).

Integration of the Instructional Quality Management System (IQMS) in Middle Schools

IQMS consists of a Data Warehouse and Instructiona l Management System (IMS). The IMS is a
Web-based technology system that provides access to curriculum documents, lesson plans, and
assessment data to monitor and inform instructional practices. The unit assessment data for Math
A, B, and C, as well as formative and end-of-unit assessments in Reading 6 and English 6, will
be monitored through IQMS. Consequently, teachers will be able to plan the appropriate level of
instruction, including acceleration and intervention based upon student performance.

Extended Day

The Extended Day program offers intensive reading and mathematics support after school for
students identified as in need of extra assistance. The focus of the program is to improve
students’ skills in reading, writing, and mathematics in order to meet or exceed the rigorous
course expectations. The program expanded the offerings from three classes per middle school
to six classes per middle school, thus increasing the number of students being served from 60 to
120 students.

2
Extended Year

The Extended Year program is a partial-day summer program that offers reading and
mathematics intervention to students in need of improving skills in order to access grade- level
curriculum. The program also offers mathematics courses which help to accelerate students’
skills required to access the advanced- level mathematics courses. The program was expanded
from 14 days to 19 days during FY 2005, and currently serves approximately 140 students per
middle school.

Long-Term SAT Initiative

CollegeEd and Preliminary SAT Scoring Service (PSSS) are implemented in Grade 7 and Grade
8, respectively. CollegeEd and PSSS are a part of the Long-Term SAT Initiative. Both of these
initiatives were designed to support increased student achievement as students begin to
investigate post-secondary educational plans while understanding that academic preparation
creates opportunities.

CollegeEd offers the very best college preparation advice to middle school students and their
families. Through a series of lessons, students learn the relevance of their middle school
education in preparing and planning for college, setting goals, securing financial resources, and
identifying other significant information that helps them to know that a college education is
possible for every student.

PSSS provides students with comprehensive, personalized feedback on their academic skills
while providing access and experience with taking a previously-administered PSAT assessment.
Middle and high schools are provided with information to improve the instructional program and
to increase student enrollment in the advanced- level courses.

IPAS/CHALLENGE Grant

In 2004, MCPS, in collaboration with the Maryland State Department of Education (MSDE),
identified six middle schools to receive the IPAS/Challenge Grant to build teacher capacity for
improving student achievement in reading and mathematics. Schools have identified and
secured consultants to provide direct support and professional development to teachers. The
professional development focused on examining student work, understanding the alignment
between the Maryland Voluntary State Curriculum and the MCPS reading language arts/English
curriculum, and developing formative assessments. The grant, which originally ended in
September 2005, was extended through December 2005. It has not been funded for FY 2006;
however, local school funds will support each school. It is anticipated that funding will resume
in FY 2007.

Class Size Reduction

In FY 2006, to reduce oversized classes at the middle school level, 20 full time equivalent (FTE)
positions were allocated across the middle schools. These positions were used as additional
positions to meet maximum class size guidelines.