MCPS Strategic Plan FY 2022-2025

MCPS Demographics 2023-2024

Student Demographics 2023-2024

Student
Demographics

as of September 30, 2023

Graduation Rates 2023 (2024 data coming March 2025)

Graduation Rates
2023

(2024 data coming March 2025)

MCPS Support Services

Services

13.9% received Special Education Services
19.8% received services for Emergent Multilingual Learners (EMLs)
44.2% eligible for the Free and Reduced Priced Meals Program (FARMS)

211 Schools

211 Schools

137 Elementary Schools
40 Middle Schools
25 High Schools
5 Special Schools
3 Special Service/Alternative Education Programs
1 Technical High School

MCPS has 160,223 Students

160,223
Students

Every four years, the Montgomery County Board of Education (BOE) establishes a strategic plan to guide the work of Montgomery County Public Schools (MCPS).

Below you will find the objectives, targets and strategies organized into the three priority areas:

Our Core Values

Academic Excellence

MCPS is committed to preparing all students for success in college, career and community. To do this, we must provide robust coursework, career opportunities and early access to college credit so students can be successful, whatever their path may be. MCPS will ensure that student outcomes are not predictable by race, ethnicity, socioeconomic status or educational need.

Improve student achievement in literacy and mathematics

Objective

Improve student achievement in literacy and mathematics

Strategies Identified for 2024-2025

  • Ensure equitable, grade-level instruction in literacy and math with systemwide professional learning and school-based coaching that is continuously evaluated and measured. Emphasis on: African American and Black students, Hispanic/Latino students, Emergent Multilingual Learners (EMLs), and students receiving special education.
  • Monitor data for all students to determine progress, develop curricular resources, and plan for high-quality instruction. Emphasis on: African American and Black students, Hispanic/Latino students, Emergent Multilingual Learners (EMLs), and students receiving special education.
  • Provide professional development and coaching to ensure all students are receiving differentiated instruction.

Metrics of Success

Metrics of Success Baseline
(2020-2021)		 Year 1
ACTUAL
(2021-2022)		 Year 2
TARGET
(2022-2023)		 Year 2
ACTUAL
(2022-2023) 		Year 3
TARGET
(2023-2024)		 Year 3
ACTUAL
(2023-2024) 		Year 4
TARGET
(2024-2025)
% of students meeting Evidence of Learning Literacy 57.9% 71.7% 73.9% 73.4% 81.9% 69.5% 90.0%
% of students meeting Evidence of Learning Mathematics 55.4% 61.2% 72.7% 61.3% 81.4% 60.7% 90.0%
Equity Accountability Model: Academic Achievement Component Overall Score:
Literacy
Mathematics
1.8
1.5
2.2
1.5
2.0
2.2
2.4
1.6
2.3
2.4
2.1
1.5
2.6
2.6
Equity Accountability Model: Students With Disabilities Component Overall Score:
Literacy
Mathematics
1.0
1.0
1.0
1.0
1.8
1.8
2.0
1.0
2.2
2.2
1.0
0
2.6
2.6

BOE Presentation

Increase the percentage of students graduating high school

Objective

Increase the percentage of students graduating high school

Strategies Identified for 2024-2025

  • Monitor progress and plan transition for high school students nearing graduation. This will include check-in meetings with Grade 11 students who receive special education services and Emergent Multilingual Learners with or without international credits.
  • Meet often with each senior to monitor student performance, plans and requirements towards graduation and post-secondary plans.
  • Hold quarterly meetings with every high school’s administrative staff to monitor student graduation requirements. (Central Office team)

Metrics of Success

Metrics of Success Baseline
(2020-2021)		 Year 1
ACTUAL
(2021-2022)		 Year 2
TARGET
(2022-2023)		 Year 2
ACTUAL
(2022-2023)		 Year 3
TARGET
(2023-2024)		 Year 3
ACTUAL
(2023-2024)		 Year 4
TARGET
(2024-2025)
Four-Year Graduation Rate 89.3% 90.3%
(Class of 2022)		 92.13% 89.6%
(Class of 2023)		 93.57% NYA
 95.0%
Five-Year Graduation Rate 91.2% 92.8%
(Class of 2021)		 93.0% 92.2%
(Class of 2022)		 94.0% NYA
 95.0%
Equity Accountability Model: Graduation Rate Component Overall Score 2.8 2.4 3.0 2.6 3.0 NYA
 3.0

BOE Presentation

Increase access to enriched and accelerated opportunities for underrepresented student groups

Objective

Increase access to enriched and accelerated opportunities for underrepresented student groups

Strategies Identified for 2024-2025

  • Provide professional learning to staff through an antiracist lens to:
    • Review and identify students for enriched and/or accelerated courses using multiple data points and criteria
    • Monitor participation and progress of students in these courses
    • Help with gifted and talented identification and articulation
    • Ensure students with potential are given access to advanced coursework and pathways
    • Meet the needs of students in accelerated and enriched courses
  • Provide professional learning to the Title I funded Primary Talent Development Coaches to increase access to enrichment opportunities in grades K-2.

Metrics of Success

Metrics of Success Baseline
(2020-2021)		 Year 1
ACTUAL
(2021-2022)		 Year 2
TARGET
(2022-2023)		 Year 2
ACTUAL
(2022-2023)		 Year 3
TARGET
(2023-2024)		 Year 3
ACTUAL
(2023-2024)		 Year 4
TARGET
(2024-2025)
Number of Students Invited to Enroll in Enriched and Accelerated Programs and Courses: Elementary Schools FARMS = 235
Spec Ed = 48
ESOL = 21		 170
35
125		 265
54
23		 201
28
34		 280
57
24		 322
59
65		 294
60
26
Number of Students Invited to Enroll in Enriched and Accelerated Programs and Courses: Middle Schools FARMS = 70
Spec Ed = 12
ESOL = 8		 184
33
177		 80
14
≤10		 118
25
≤10		 85
15
10		 86
≤10
≤10		 88
15
10
Number of Students Invited to Enroll in Enriched and Accelerated Programs and Courses: High Schools FARMS = 164
Spec Ed = 23
ESOL = 21		 163
32
24		 184
27
23		 154
16
≤10		 194
29
24		 216
29
≤10		 205
29
26

*This data represents only students who are invited to centrally managed admission, criteria-based/lottery programs.

Increase Maryland College and Career Readiness Rates

Objective

Increase Maryland College and Career Readiness Rates

Strategies Identified for 2024-2025

  • Increase support and professional learning to Algebra 1 teachers focusing on effective teaching strategies to meet the needs of diverse learners.
  • Engage parents and guardians by offering workshops and resources in multiple languages to help them support their children's education at home.

Metrics of Success

Metrics of Success Baseline
(2020-2021)		 Year 1
ACTUAL
(2021-2022)		 Year 2
TARGET
(2022-2023)		 Year 2
ACTUAL
(2022-2023)		 Year 3
TARGET
(2023-2024)		 Year 3
ACTUAL
(2023-2024)		 Year 4
TARGET
(2024-2025)
Percent of Students Meeting Maryland College and Career Readiness Standards: Literacy and Mathematics Literacy: 89.3%
Mathematics: 81.2%		 85.6%

81.3%		 94.7%

90.6%		 53.2%*

10.2%*		 Targets will be recalculated when MSDE finalizes CCR measures 45.5%** Targets will be recalculated when MSDE finalizes CCR measures

*The College and Career Readiness (CCR) results are based on interim measures calculated for Grade 10.
**MSDE updated CCR measures and literacy and mathematics are no longer calculated individually.

BOE Presentation

Improve completion rates to Career and Technical Education (CTE) programs

Objective

Improve completion rates to Career and Technical Education (CTE) programs

Strategies Identified for 2024-2025

  • Increase CTE program access and completion rates for students who are Emergent Multilingual Learners, receive special education services, or are economically disadvantaged by:
    • targeting outreach and family engagement,
    • providing professional learning to CTE educators on best practices for supporting Emergent Multilingual Learners and Students with Disabilities in CTE courses, including how to implement students’ accommodations and modifications in instructional settings,
    • monitoring course progression,
    • expanding internship and dual enrollment capstone course opportunities, and
    • increasing student support for academics and Industry Recognized Credentials (IRC).
  • Boost enrollment in CTE programs by:
    • increasing awareness and understanding of CTE pathways among middle school students, staff and families,
    • engaging all 7th grade students in asynchronous CTE exploration lessons, and
    • supporting high schools with articulation.

Metrics of Success

Metrics of Success Baseline
(2020-2021)		 Year 1
ACTUAL
(2021-2022)		 Year 2
TARGET
(2022-2023)		 Year 2
ACTUAL
(2022-2023)		 Year 3
TARGET
(2023-2024)		 Year 3
ACTUAL
(2023-2024)		 Year 4
TARGET
(2024-2025)
Percent of High School Students with CTE Program Completion or Earning Industry-Recognized Credentials 19.9% 12.2% 32.5% 15.9% 38.8% 18.9% 45%

BOE Presentation

Increase postsecondary education enrollment

Objective

Increase postsecondary education enrollment

Strategies Identified for 2024-2025

  • Provide high school students with opportunities to visit college campuses.
  • Increase opportunities for students in Grades 8-12 to:
    • participate in college and career fair opportunities
    • use Naviance for college and career planning
  • Expand dual-enrollment awareness to increase student exposure to postsecondary pathways.

Metrics of Success

Metrics of Success Baseline
(2020-2021)		 Year 1
ACTUAL
(2021-2022)		 Year 2
TARGET
(2022-2023)		 Year 2
ACTUAL
(2022-2023)		 Year 3
TARGET
(2023-2024)		 Year 3
ACTUAL
(2023-2024)		 Year 4
TARGET
(2024-2025)
Percent of Graduating Class Enrolling in Postsecondary School 12 months post high school 72.3%
(Class of 2019)		 65.3%
(Class of 2021)		 73.2% 66.5%
(Class of 2022)		 74.1% 65.4% 75%

BOE Presentation

Increase career training opportunities for all students

Objective

Increase career training opportunities for all students

Strategies Identified for 2024-2025

  • Use a new Work-based Learning Platform to expand student access to internships and other opportunities across the district.
  • Develop districtwide work-based learning practices, systems, and processes to inform and support students in their application and apprenticeship experiences.
  • Provide ongoing professional learning opportunities for internship coordinators and counselors to build capacity in curriculum implementation and community partnerships.

Metrics of Success

Metrics of Success Baseline
(2020-2021)		 Year 1
ACTUAL
(2021-2022)		 Year 2
TARGET
(2022-2023)		 Year 2
ACTUAL
(2022-2023)		 Year 3
TARGET
(2023-2024)		 Year 3
ACTUAL
(2023-2024)		 Year 4
TARGET
(2024-2025)
Percent of Graduating Class Accessing Work-based Learning 14.8% 19% 30% 30% 37.6% 21% 45%

BOE Presentation

Well-Being and Family Engagement

Well-being and family engagement is an important part of student success. A critical component is supporting staff and students’ social-emotional needs so that everyone is thriving emotionally and academically. Just as important for success is MCPS' commitment to culturally responsive communication that provides all families the information, access and relationships needed to support their children.

Promote positive, caring, and supportive district and school climates respectful of students and staff

Objective

Promote positive, caring, and supportive district and school climates respectful of students and staff

Strategies Identified for 2024-2025

  • Develop a mental health framework to assess, enhance, and track progress of related programs and services. MCPS will join a three-year cohort to drive this work in partnership with the Jed Foundation, a national nonprofit dedicated to protecting emotional health and preventing suicide.
  • Increase the number of Study Circle facilitators by training school-based staff. The Study Circles Program supports students, staff, and caregivers in developing the relationships, awareness, and skills necessary to engage in productive dialogue about challenging issues like racism and Hate-Bias.
  • Give schools the resources and training they need to implement student well-being practices related to referrals, honoring humanity, root cause analysis, and targeted and documented interventions.
  • Hold regular meetings about attendance data tracking, at both school and central office levels.

Metrics of Success

Metrics of Success Baseline
(2020-2021)		 Year 1
ACTUAL
(2021-2022)		 Year 2
TARGET
(2022-2023)		 Year 2
ACTUAL
(2022-2023)		 Year 3
TARGET
(2023-2024)		 Year 3
ACTUAL
(2023-2024)		 Year 4
TARGET
(2024-2025)
Family, Student and Staff Feedback Surveys Response Rate New NYA No Target Set Staff: 40.3%

Family: NYA

Student: NYA 		Staff: 60%
Families: 40%
Students: 80% 		Staff: 44.7%
Families: 6.6%
Students: 55.2% 		Staff: 60%
Families: 40%
Students: 80%
Percent Completion of District-Provided Training for Students and Staff to Promote a Positive School Culture: Students 52% 25% 76% 26% 88% 38.3% 100%
Percent Completion of District-provided Training for Students and Staff to Promote a Positive School Culture: Staff New In Development In Development In Development 13,770*
District-provided Health and Wellness Programs for Students and Staff
  • Number of staff directly served through Employee Assistance Programs
  • Number of students engaged in Mental Health Awareness Week
  • Number of students served through Student Well-Being Teams
 New 4,969
17,047
3,848		 N/A
20,000
N/A		 4,197
21,883
3,015		 N/A
23,000
N/A		 7,335
17,757
6,501		 N/A
26,000
N/A

*This is the number of participants in our mandatory districtwide professional learning days.

BOE Presentation

Implement school-level practices to support effective and efficient behavioral health management systems

Objective

Implement school-level practices to support effective and efficient behavioral health management systems

Strategies Identified for 2024-2025

  • Develop skills and support for restorative justice coaches through Professional Learning Communities and extend training opportunities for other restorative practitioners, including well-being social workers, wellness coaches and community partners.
  • Create and implement targeted action plans to address the disproportionality of suspensions of Black/African American students for focus schools. These will be co-led by a restorative justice instructional specialist and local restorative justice coaches and include:
    • monthly team data analysis,
    • walk-throughs with reflections,
    • targeted professional development, and
    • support meetings.
  • Continue to use the Comprehensive Coordinated Early Intervening Services Grant (CCEIS) to review and address disproportionate suspensions of Black and Latino students with individualized education programs.
  • Create two new groups to review suspension data, provide feedback to school leaders about actions taken (as measured by current state and district policies), and review policy/make recommendations for the Student Code of Conduct:
    • Parent and community stakeholder committee
    • Restorative Justice Student and Suspension Action Group
  • Review every school’s incident and suspension data weekly and follow up with a response (Associate Superintendents, Directors, School-Based Leaders).

Metrics of Success

Metrics of Success Baseline
(2020-2021)		 Year 1
ACTUAL
(2021-2022)		 Year 2
TARGET
(2022-2023)		 Year 2
ACTUAL
(2022-2023)		 Year 3
TARGET
(2023-2024)		 Year 3
ACTUAL
(2023-2024)		 Year 4
TARGET
(2024-2025)
Percent of Schools Implementing Restorative Practices 20% 67.4% 60% 90% 80% 98% 100%
Percent of Schools Implementing Social-Emotional Curricula New 37.9% 59% 69% 79% N/A 5%
Percent of Office Referrals for Disrespect, Disruption and Insubordination for Black or African American and Hispanic/Latino Students 64.4%
(2019-2020)		 78.3% 59.6% 76.3% 54.8% 78.9% 50%
Percent of Out-of-School Suspensions for Disrespect, Disruption and Insubordination for Black or African American and Hispanic/Latino Students 79.6%
(2019-2020)		 83.1% 69.7% 76.8% 59.8% 83% 50%

BOE Presentation

Implement culturally responsive family engagement that promotes two-way communication and empowers families to be partners with MCPS

Objective

Implement culturally responsive family engagement that promotes two-way communication and empowers families to be partners with MCPS

Strategies Identified for 2024-2025

  • Continue to train schools on the Antiracist and Culturally Responsive Family Engagement module for School Improvement.
  • Deliver parent workshops based on the specific needs of school communities.
  • Implement a tool to help schools make informed decisions around the adoption and usage of ParentVUE.

Metrics of Success

Metrics of Success Baseline
(2020-2021)		 Year 1
ACTUAL
(2021-2022)		 Year 2
TARGET
(2022-2023)		 Year 2
ACTUAL
(2022-2023)		 Year 3
TARGET
(2023-2024)		 Year 3
ACTUAL
(2023-2024)		 Year 4
TARGET
(2024-2025)
Number of Family Workshops [i.e. Parent Academy (PA), Study Circles (SC) and Community Outreach Event (CE)] 67 75 73 69
(Parent Academy sessions)		 76 70- PA
56- CE
32- SC		 80
Percent of Families with ParentVue Activations 62% 79% 81% 84.4% 90.5% 89.03% 100%
Innovative Communications Strategies Used to Reach Families
  • Deployed door knockers throughout neighborhoods across the county
  • Organized MCPS “pop-up shops” at community events
New Over 3,000 families reached;
24 pop-up events		 Over 5,000 families reached;
30 pop-up events		 Over 6,000 families reached;
30 pop-up events		 Over 7,000 families reached;
40 pop-up events		 Over 8,000 families reached;
21 pop-up events		 Over 8,000 families reached;
50 pop-up events

BOE Presentation

Professional and Operational Excellence


Student success is only possible by hiring and maintaining a highly qualified, diverse and culturally proficient workforce. MCPS will use targeted recruitment strategies, teacher pathway programs for our supporting services staff and regular professional development to ensure we have the best educators. Our commitment to effective operations across the district allows schools to maintain their focus on student success. This includes direct support to schools and students’ equal access to resources, stable financial practices and a commitment to environmental protection.

Increase districtwide, culturally relevant professional learning for all staff to support equity and to increase capacity for teaching

Objective

Increase districtwide, culturally relevant professional learning for all staff to support equity and to increase capacity for teaching

Strategies Identified for 2024-2025

  • Deliver mandatory training to all leaders and instructional specialists, with ongoing support focused on coherence, accountability, equity-centered capacity building, and building relational trust.
  • Build on existing work with the equitable teaching and learning framework and supportive online tools that provide specific examples of the framework in action in MCPS schools.

Metrics of Success

Metrics of Success Baseline
(2020-2021)		 Year 1
ACTUAL
(2021-2022)		 Year 2
TARGET
(2022-2023)		 Year 2
ACTUAL
(2022-2023)		 Year 3
TARGET
(2023-2024)		 Year 3
ACTUAL
(2023-2024)		 Year 4
TARGET
(2024-2025)
Number of Teachers and School Leaders Completing District Professional Development Focused on Instructional Strategies 12,635 15,080 13,899 11,981 14,531 15,430 15,162
Percent Completion of Professional Learning Courses Offered for New Teachers (New Teacher Training) 92% 82% 96% 83% 98% 86% 100%
Staff Participating in Culturally Relevant Community Engagement Professional Development Opportunity in Identified Community Schools New 503 515 690 795 1,560 1,000

BOE Presentation

Increase professional learning opportunities for teachers and staff in trauma-informed practices to support students' social-emotional well-being

Objective

Increase professional learning opportunities for teachers and staff in trauma-informed practices to support students' social-emotional well-being

Strategies Identified for 2024-2025

  • Implement existing Trauma-Informed Teaching asynchronous training.
  • Develop additional Trauma-Informed training that focuses on Equity-Centered Trauma-Informed Teaching in collaboration with our external partners.
  • Provide support, resources, and professional learning to school staff to foster a positive classroom environment. Topics will include Trauma-Informed Classrooms, Self-Care and Burnout Prevention, Verbal crisis de-escalation, Culturally Responsive Practices, or other topics upon agreement/need of the individual school.

Metrics of Success

Metrics of Success Baseline
(2020-2021)		 Year 1
actual
(2021-2022)		 Year 2
TARGET
(2022-2023)		 Year 2
ACTUAL
(2022-2023)		 Year 3
TARGET
(2023-2024)		 Year 3
ACTUAL
(2023-2024)		 Year 4
TARGET
(2024-2025)
Number of Professional Development Courses Offered Focused on Trauma-Informed Practices New 2 3 2 4 2 3
Number of Staff Completing Professional Development Courses Focused on Trauma-Informed Practices New 90 180 183 270 526 300
Improve the strategic recruitment strategy in order to increase high-quality workforce diversity

Objective

Improve the strategic recruitment strategy in order to increase high-quality workforce diversity

Strategies Identified for 2024-2025

  • Train interns on equity, the application process, interviewing, and other topics.
  • Collaborate and partner with our Professional Development Schools (PDS), Hispanic-Serving Institutions (HSI), and Historically Black Colleges and Universities (HBCU) to guide students entering education.
  • Recruit eligible students and recent graduates through school-based career events for temporary part-time and permanent positions in MCPS. Expand to include student interns available to work during extended breaks.

Metrics of Success

Metrics of Success Baseline
(2020-2021)		 Year 1
ACTUAL
(2021-2022)		 Year 2
TARGET
(2022-2023)		 Year 2
ACTUAL
(2022-2023)		 Year 3
TARGET
(2023-2024)		 Year 3
ACTUAL
(2023-2024)		 Year 4
TARGET
(2024-2025)
Job Fairs Attended for Recruitment of High-Quality and Diverse Candidates 13 35 14 44 15 64 16
Professional Workforce Diversity Rates

American Indian or Alaskan Native
Asian
Black or African American
Hispanic/Latino
Native Hawaiian or Pacific Islander
Two or More Races
White
0.2%
8.8%
18.4%
14.5%
0.1%
1.5%
56.4%
0.2%
9%
18.4%
15.2%
0.1%
1.5%
55.7%
N/A
0.2%
9.5%
18.9%
16.3%
0.1%
1.4%
53.6%
N/A
0.1%
9.6%
19.4%
17.6%
0.1%
1.4%
51.7%
N/A
Improve connectivity and satisfaction with MCPS technology

Objective

Improve connectivity and satisfaction with MCPS technology

Updated Strategies for 2024-2025

  • Implement ParentSquare to create a more connected communication infrastructure.
  • Evaluate the current Learning Management System and make necessary adjustments based on feedback.
  • Consolidate multiple technology platforms to better meet the needs of our community.

Metrics of Success

Metrics of Success Baseline
(2020-2021)		 Year 1
ACTUAL
(2021-2022)		 Year 2
TARGET
(2022-2023)		 Year 2
ACTUAL
(2022-2023)		 Year 3
TARGET
(2023-2024)		 Year 3
ACTUAL
(2023-2024)		 Year 4
TARGET
(2024-2025)
Technology Survey on Applications and Platforms Used Across Schools New 68% 75% 83% 82% 87% 90%
Staff, Student, and Family Surveys of Technology Use and Connectivity New 98% 99% 99.3% 99.5% 99% 100%

BOE Presentation

Improve the strategic recruitment strategy to support the social-emotional well-being of all students

Objective

Improve the strategic recruitment strategy to support the social-emotional well-being of all students

Strategies Identified for 2024-2025

  • Partner with the following organizations on recruitment events targeting diverse mental health professionals:
    • National Association of State Boards of Education (NASBE)
    • National Association of School Psychologists (NASP)
    • Hispanic-Serving Institutions (HSI)
    • Historically Black Colleges and Universities (HBCUs)
  • Collaborate with academic institutions that have mental health programs and serve minority communities to create internship and practicum placement opportunities. These programs may include: HSI, Asian American and Native American Pacific Islander-Serving Institutions (AANAPISI), and HBCUs.
  • Advertise job openings on various platforms and job boards, such as NASP, the American School Counselor Association (ASCA), and the National Association of Social Workers (NASW).

Metrics of Success

Metrics of Success Baseline
(2020-2021)		 Year 1
ACTUAL
(2021-2022)		 Year 2
TARGET
(2022-2023)		 Year 2
ACTUAL
(2022-2023)		 Year 3
TARGET
(2023-2024)		 Year 3
ACTUAL
(2023-2024)		 Year 4
TARGET
(2024-2025)
Job Fairs Attended for Recruitment of Psychologists and Counselors New 2 2 2 3 64* 4
Number of Psychologists and Counselors Hired New 70
(61 Counselors
9 Psychologists)		 N/A 58
(51 Counselors
7 Psychologists)		 N/A 70
(52 Counselors
18 Psychologists)		 N/A

*This is the total # of job fairs attended for all staff, not specific to psychologists and counselors.

Connect the district’s financial plan to the strategic plan with the goal of aligning all district resources and increase transparency

Objective

Connect the district’s financial plan to the strategic plan with the goal of aligning all district resources and increase transparency

Strategies Identified for 2024-2025

  • Develop and produce a program budget that aligns with key programs and the strategic plan.
  • Develop a balanced budget that allows for the highest priority accelerators based on staff and stakeholder input.
  • Launch a budget dashboard to provide increased clarity and understanding of budget allocations and resources.
  • Align with Montgomery County Council’s new reporting requirements for MCPS to increase transparency and understanding of the MCPS Operating Budget.

Metrics of Success

Metrics of Success Baseline
(2020-2021)		 Year 1
ACTUAL
(2021-2022)		 Year 2
TARGET
(2022-2023)		 Year 2
ACTUAL
(2022-2023)		 Year 3
TARGET
(2023-2024)		 Year 3
ACTUAL
(2023-2024)		 Year 4
TARGET
(2024-2025)
Total Number of Professional Development Courses Offered to Learning MCPS Business Hub (includes synchronous and asynchronous)* New 14 16 14 15 15 15
Number of staff completing at least one professional development course to learn the MCPS Business Hub New 690 600 533 474 437 500

BOE Presentation

Continue to provide and maintain safe and clean facilities that ensure accessibility and support the learning environment

Objective

Continue to provide and maintain safe and clean facilities that ensure accessibility and support the learning environment

Strategies Identified for 2024-2025

  • Expand the use and user group of Facilities Employee Resource Network (FERN) to represent all 4 Office of Facilities Management divisions.
  • Design every construction project to maximize solar production potential and minimize energy-use intensity, considering a balanced facilities and infrastructure portfolio across the system.
  • Grow workforce capacity by increasing the number of professional learning opportunities for all staff.
  • Adhere to the steps outlined in the preventive maintenance plan.
  • Coordinate and collaborate with administrators to develop Sustainability Action Plans at all schools.
  • Recruit students and staff to engage in school-based actions to mitigate climate change.

Metrics of Success

Metrics of Success Baseline
(2020-2021)		 Year 1
ACTUAL
(2021-2022)		 Year 2
TARGET
(2022-2023)		 Year 2
ACTUAL
(2022-2023)		 Year 3
TARGET
(2023-2024)		 Year 3
ACTUAL
(2023-2024)		 Year 4
TARGET
(2024-2025)
Percent of Received Maintenance Work Orders Completed 96.1% 83.2% 97.9% 93.81% 98.8% 92% 95%
Percent of Buildings Meeting 'Adequate Rating' on State Assessment 86% 94.6% 93% 95.5% 96.5% 68.4% 86%
Percent of Schools and Offices Completing Emergency Preparedness Activities 25.8%
(Schools Only:
2019-2020)		 88.7% 63% 92% 81.6% 97% 100%
Number of Maryland Green Schools 86 91 106 96 106 101 106
Percent of schools submitting their Sustainability Action Plan COVID Year 77% 100% 77% 100% 87% 100%
Systemwide Recycling Rate COVID Year 69% 70% 73% 70% 70% 70%
Median Energy Use Intensity for Schools (calendar year) COVID Year COVID Year 48.5 51.6 48.5 49.1 48.5

BOE Presentation

Increase experienced and diverse principals and teachers serving in high-need schools

Objective

Increase experienced and diverse principals and teachers serving in high-need schools

Strategies Identified for 2024-2025

  • Implement the ALAS/MCPS partnership.
    • 14 MCPS administrators will join the Association of Latino Administrators and Superintendents (ALAS) National Principal Academy (NPLA).
    • ALAS-NPLA supports the development of aspiring and novice principals to address the needs of historically marginalized students and students of color.
    • ALAS will include Hispanic/Latino and Asian educational leaders.
  • Attract aspiring and experienced administrators of color to highly impacted schools with incentive plans and by hosting regular meet-and-greets and information sessions.
  • Increase our principal pipeline by partnering with local and national affinity groups and organizations that support diverse educators.
  • Provide job-embedded support and coaching for principals and teachers after they are hired.

Metrics of Success

Metrics of Success Baseline
(2020-2021)		 Year 1
ACTUAL
(2021-2022)		 Year 2
TARGET
(2022-2023)		 Year 2
ACTUAL
(2022-2023)		 Year 3
TARGET
(2023-2024)		 Year 3
ACTUAL
(2023-2024)		 Year 4
TARGET
(2024-2025)
Percentage of experienced principals in high-needs schools New ES: 60%
MS: 60%
HS: 64%
 ES: 65%
MS: 65%
HS: 70%		 ES: 83%
MS: 57%
HS: 79%		 ES: 70%
MS: 70%
HS: 76%		 ES: 78.5%
MS: 50%
HS: 42.8%		 ES: 75%
MS: 75%
HS: 82%
Percentage of experienced teachers in high-needs schools New ES: 80%
MS: 76%
HS: 84%		 ES: 85%
MS: 81%
HS: 91%		 ES: 89%
MS: 84%
HS: 92%		 ES: 90%
MS: 86%
HS: 96%		 ES: 88.8%
MS: 84.1%
HS: 93.3%		 ES: 95%
MS: 91%
HS: 96%
Number of principals and teachers that received job-embedded support New 38 principals
627 teachers		 No Target Set 39 principals
639 teachers		 No Target Set 37 principals
693 teachers		 No Target Set

*Experienced is defined as having 3+ years working as a principal or teacher.