DISCUSSION/ACTION
8.1
MONTGOMERY COUNTY BOARD OF EDUCATION
Rockville, Maryland
December 7, 2010
MEMORANDUM
To:
Members of the Board of Education
From:
Shirley Brandman, Chair, Board of Education Policy Committee
Subject:
Final Action, Policy IED, Framework and Structure of High School Education;
Rescission, Policy IGA, High School Courses; and Rescission, Policy ISA, High
School Graduation Requirements and Waiver of Four-Year Enrollment
Requirement for Graduation
On March 22, 2010, the Montgomery County Board of Education tentatively adopted the revised
Policy IED, Framework and Structure of High School Education. The proposed updates to
Policy IED reflect the Board’s commitment to providing a challenging and comprehensive high
school program that meets and exceeds the graduation requirements of the state of Maryland and
prepares all students for postsecondary education and the workplace. The tentatively adopted
policy was distributed for public comment and three comments were received from the public.
Members of the Board of Education Policy Committee further discussed Policy IED on
November 16, 2010, and reviewed the public comments. The comments received can be
summarized in four predominant themes: 1) in addition to college readiness, learning
expectations should address lifelong learning more broadly; 2) strategies for addressing the needs
of students with specific needs should be referenced; 3) the developmental needs of young
learners in addition to their academic and intellectual needs should be specifically addressed; and
4) technology language should be expanded. The Policy Committee recommended changes to
the tentatively adopted policy that are reflected in the committee recommended draft as
Attachment A. The public comments are summarized in Attachment B. The original comments
are included as Attachment C, and the draft for public comment is included as Attachment D.
Additionally, the updated policy incorporates related language from Policy IGA, High School
Core Courses, and Policy ISA, High School Graduation Requirements and Waiver of Four-Year
Enrollment Requirement for Graduation. The Board of Education Policy Committee
recommends these two policies for rescission. Policy IGA, High School Core Courses is
Attachment E. Policy ISA, High School Graduation Requirements and Waiver of Four-Year
Members of the Board of Education
2
December 7, 2010
Enrollment Requirement for Graduation is Attachment F. Also, “Comparison of Policies IED,
ISA, and IGA and Regulation ISB-RA” is Attachment G.
The following resolution is provided for your consideration:
WHEREAS, Policy IED, Framework and Structure of High School Education, affirms the
Montgomery County Board of Education’s commitment to high expectations for student
achievement for all students and provides an environment supportive of the academic, social,
emotional, and physical development of adolescents and young adults; and
WHEREAS, Policy IED, Framework and Structure of High School Education, sets forth
guidelines to the staff and community for the organization of high schools and the delivery of
engaging instructional programs that prepare all students to complete high school equipped for
success in postsecondary education and the world of work; and
WHEREAS, The draft update of Policy IED, Framework and Structure of High School
Education, was tentatively adopted by the Montgomery County Board of Education on March
22, 2010, and sent out for public comment; and
WHEREAS, The Montgomery County Board of Education has received three comments and the
Board of Education Policy Committee’s recommendations; now therefore be it
Resolved, That the Montgomery County Board of Education adopt Policy IED, Framework and
Structure of High School Education, as updated in the attached committee recommended draft;
and be it further
Resolved, That the Montgomery County Board of Education rescind Policy ISA, High School
Graduation Requirements and Waiver of Four-Year Enrollment Requirement for Graduation,
and Policy IGA, High School Core Courses.
Present at the table for the discussion are Mr. Erick J. Lang, associate superintendent, Office of
Curriculum and Instructional Programs; Mrs. Carol H. Blum, director, High School Instruction
and Achievement, Office of Curriculum and Instructional Programs; and
Mrs. Stephanie P. Williams, director, Department of Policy, Records, and Reporting, Office of
Shared Accountability.
SB:sd
Attachments
Attachment A
COMMITTEE RECOMMENDED DRAFT
IED
1
2
Related Entries:
ABA, ABA-RA, ADA, ABC, AEB, GEG, GEG-RA, IFA,
3
IFA-RA,
4
JEA-RA
IKC,
IKC-RA,ISA,
ISB-RA,
5
Responsible Office: Curriculum and Instructional Programs
6
Related Sources:
ISB-EA,
Annotated Code of Maryland, Education Article
7
§7–205,
Code
of
Maryland
Regulations
8
§13A.03.02.01, §§13A.03.02.03-.05, §13A.03.02.10
9
10
11
Framework and Structure of High School Education
12
13
14
A.
PURPOSE
15
16
To affirm the Board of Education’s (Board) commitment to
17
providing a challenging and comprehensive high school program
18
that meets and exceeds the graduation requirements of the
19
state of Maryland, and prepares all students for postsecondary
20
education and the workplace, and equips students to gather and
21
use information and collaborate with others to solve problems
22
and make informed judgments on public and private concerns.
23
24
To
provide
guidance
to
staff
members
and
community
for
25
organization of high schools and delivery of instructional
26
programs that set high expectations for academic achievement
27
for all students in an environment supportive of the social,
28
emotional, and physical development of adolescents and young
1 of 32
Attachment A
COMMITTEE RECOMMENDED DRAFT
IED
29
adults.
30
To provide guidelines and directions to staff and community
31
for establishing school programs that meet the educational and
32
social-emotional needs of all adolescents in keeping with the
33
Montgomery County Goals of Education and the Annotated Code of
34
Maryland
35
36
This policy provides a framework for staff and community
37
participation in the organization of schools and the delivery
38
of instructional programs.
39
specific matters as grading and reporting student progress,
40
attendance, and homework provide more detailed direction.
Policies and regulations on such
41
42
B.
PROCESS AND CONTENT ISSUE
43
44
High school preparation is critical to success in college.
45
Montgomery County Public Schools (MCPS) expects all students
46
to complete high school prepared for success in postsecondary
47
education and the world of work. The high school program
48
ensures
49
comprehensive curriculum; relevant opportunities for students
50
to clarify interests, goals, and plans for the future; a
51
qualified and committed staff and leadership; a collaborative
52
and
53
instructional
54
actively involved parent and community stakeholders.
55
The senior high school has responsibility for educating and
56
guiding students in the developmental stage from adolescence
success
flexible
for
every
organizational
program;
student
through
structure;
extracurricular
a
a
rigorous,
differentiated
activities;
and
2 of 32
Attachment A
COMMITTEE RECOMMENDED DRAFT
IED
57
to young adulthood.
This responsibility is shared with the
58
students, their families, and the community.
59
and staff of each high school, with the involvement of the
60
local community and area and central office staff, will
61
develop and carry out programs responsive to the particular
62
needs and concerns of these students.
The principal
63
64
C.
POSITION
65
66
21. School Culturelimate
67
68
High schools maintain consistently high expectations for
69
all students to acquire and develop lifelong learning
70
skills, explore and envision a successful future, and
71
make connections to post-high school life.
72
73
a)
Staff members believe that all students can learn
74
at high levels and expect and encourage students to
75
achieve at their full potential.
76
77
b)
The high school community is committed to equity,
78
values diversity, and works actively to remove
79
barriers to achievement so that student success is
80
not predictable by race or ethnicity.
81
82
83
c)
Through instructional practices and extracurricular
activities,
students
learn
interpersonal
skills
3 of 32
Attachment A
COMMITTEE RECOMMENDED DRAFT
IED
84
necessary
for
healthy
85
intellectual
86
encourages and provides multiple opportunities for
87
every student to be known well by one or more
88
adults in the school.
growth.
social,
The
emotional,
school
and
environment
89
90
d)
School leaders promote positive relationships among
91
students, staff, and community members within a
92
safe
93
communicate
94
students and staff.
school
environment.
clear
behavioral
School
leaders
expectations
to
95
96
97
e)
Staff,
families,
and
community
members
work
together for student achievement.
98
99
(1)
School staff facilitate communication with the
100
community
in
the
languages
101
community whenever feasible.
spoken
in
the
102
103
(2)
School staff work with students and parents to
104
emphasize the importance of regular student
105
attendance as an essential component of a
106
quality learning experience.
107
108
(3)
School
leaders
109
achievements
110
community.
of
recognize
and
students,
staff,
celebrate
and
the
4 of 32
Attachment A
COMMITTEE RECOMMENDED DRAFT
IED
111
112
(4)
Staff, families, and community members provide
113
resources and options for service and work-
114
based learning, mentoring relationships, and
115
career activities.
116
117
f)
High
school
staff
members
provide
the
support
118
students and families need to understand post-high
119
school
120
assistance available, thereby connecting current
121
studies
122
provide ongoing support as follows:
options,
with
preparations
future
required,
endeavors.
Staff
and
members
123
124
(1)
Work with each student to plan a course of
125
study and related activities that transitions
126
the student into and through the high school
127
years, and details the courses needed to meet
128
academic and personal goals.
129
satisfactorily complete a program of study
130
beyond
131
Regulation
132
Requirements.
Grade
8,
ISB-RA,
as
Students shall
described
High
School
in
MCPS
Graduation
133
134
(2)
Encourage students to take rigorous courses
135
that
are
relevant
to
their
interests
and
136
prepare them to achieve their postsecondary
137
goals.
5 of 32
Attachment A
COMMITTEE RECOMMENDED DRAFT
IED
138
The nature of the learning environment is a critical
139
factor
140
social-emotional development of each student. A caring
141
climate needs to be created in each school that is
142
responsive to the changing developmental and educational
143
needs of every student and provides equal access to
144
educational
145
encouraged to develop personal integrity,
146
differences, and social responsibility, as well as the
147
desire, the confidence, and the capacity to strive for
148
excellence.
in
the
intellectual,
opportunity.
Each
physical,
student
needs
and
to
be
respect for
149
150
To develop a climate that fosters student growth, schools
151
should:
152
153
a)
Ensure that students are expected, encouraged, and
154
given opportunities to learn and succeed in an
155
inviting, stimulating, and supportive environment
156
157
b)
158
Establish high expectations for achievement and
success of all students
159
160
c)
Create a safe and orderly environment
d)
Support appreciation for all cultures and foster
161
162
163
sensitivity toward all those with special needs
164
165
166
e)
Provide for the integration of handicapped students
in the total school program
6 of 32
Attachment A
COMMITTEE RECOMMENDED DRAFT
IED
167
168
f)
169
Establish opportunities for students to participate
in making decisions that affect their lives
170
171
g)
172
Value
and
foster
risk
taking
to
encourage
intellectual inquiry and develop self-confidence
173
174
h)
Promote harmonious and effective human relations
i)
View discipline as a means of helping students
175
176
177
develop citizenship skills and responsibility for
178
self,
179
consequences for infractions
not
just
as
a
system
of
rules
and
180
181
j)
Develop cocurricular activities as an integral part
of the total educational program
182
183
184
k)
185
Acknowledge
and
recognize
student,
staff,
and
communications
within
the
community achievements
186
187
l)
Facilitate
effective
school and with the community
188
189
190
m)
Foster a partnership between the school and the
parents/guardians of each child
191
192
193
n)
Work to ensure that the diversity of the total
194
school
population
195
activities
is
reflected
in
all
school
7 of 32
Attachment A
COMMITTEE RECOMMENDED DRAFT
IED
196
197
o)
Develop an attendance plan that:
198
199
(1)
Complies with the requirements of state law
and MCPS policies and regulations
200
201
202
(2)
203
Provides for accurate and timely recording of
school and class attendance
204
205
(3)
Emphasizes the importance of regular school
206
and class attendance and recognizes students
207
who meet this requirement
208
(4)
209
Establishes procedures for enforcing regular
210
school and class attendance and for working
211
affirmatively with students and parents to
212
resolve attendance issues
213
214
2.
CURRICULUM, INSTRUCTION, AND ASSESSMENT
215
216
The MCPS approach to implements high school curriculum,
217
instruction, and assessment to ensures a high level of
218
challenge for all high school students and meets the
219
unique and changing needs of young adult learners.
220
221
6.a)
Curriculum
222
223
(1)
The
high
school
curriculum
satisfies
the
8 of 32
Attachment A
COMMITTEE RECOMMENDED DRAFT
IED
224
graduation requirements of the Board and the
225
Maryland State Department of Education (MSDE).
226
The
227
requirements beyond minimum state requirements
228
when it determines it is in the best interest
229
of all students.
230
graduation, of which 18 must be earned in
231
specified courses.
232
of which 19.5 must be earned in specified
233
courses, including an additional credit in
234
mathematics and an additional half credit in
235
physical education, as further described in
236
MCPS Regulation ISB-RA, High School Graduation
237
Requirements.
Board
has
the
authority
to
specify
MSDE requires 21 credits for
MCPS requires 22 credits,
238
239
(2)
High school course curricula encompass state
240
and national standards to establish learning
241
goals.
242
students
243
education and work by providing a variety of
244
learning
245
students.
246
manner
247
Curriculum,
248
Curriculum.
The
program
for
of
success
experiences
studies
in
to
prepares
postsecondary
challenge
all
Curriculum will be reviewed in a
consistent
and
with
MCPS
Board
Policy
Regulation
IFA,
IFA-RA,
249
250
(3)
Each
high
school
provides
a
comprehensive
9 of 32
Attachment A
COMMITTEE RECOMMENDED DRAFT
IED
251
program
of
studies.
252
consistency of course offerings across high
253
schools by approving certain essential courses
254
as Category 1.
255
for Category 1 courses and ensures adherence
256
to
257
comprehensive
258
appropriate range of Category 1 courses to
259
provide the opportunity for all students to
260
earn MSDE and MCPS required graduation credits
261
within four years.
systemwide
The
Board
ensures
The Board reviews curriculum
assessment
high
standards.
schools
All
offer
an
262
263
(4)
The
Board
approves
additional
courses
as
264
Category 2.
Category 2 courses are important
265
for
266
student understanding in a subject area.
267
addition,
268
graduation requirement.
269
offered when student interest, staffing, and
270
budget permit.
continuing,
a
expanding,
Category
2
and
course
enriching
may
In
meet
a
These courses will be
271
272
(5)
All Category 1 and 2 courses are listed and
273
described
274
Bulletin.
in
the
MCPS
High
School
Course
275
276
277
(6)
Students
may
apply
credits
earned
for
coursework at institutions other than MCPS
10 of 32
Attachment A
COMMITTEE RECOMMENDED DRAFT
IED
278
when planned and approved in accordance with
279
conditions described in MCPS Regulation ISB-
280
RA, High School Graduation Requirements.
281
a)
The
curriculum
is
the
framework
for
the
282
instructional program. It should enable
283
all
students
to
master
284
285
learning
skills
for
and
further
provide
286
opportunities
study
and
287
enrichment. The curriculum should reflect
288
changing societal needs and the rapid
289
growth of knowledge and technology. A
290
major purpose of the curriculum should be
291
to give students the strategies necessary
292
for learning how to learn.
293
294
b)
The curriculum should be implemented to achieve the
295
MCPS
296
learning
297
supported
298
resources.
Goals
of
Education
objectives
by
and
appropriate
through
a
related
human
sequence
of
opportunities
and
material
299
300
c)
The curriculum must provide the programs, courses,
301
and learning experiences needed to meet Maryland
302
graduation requirements.
303
304
305
d)
The
MCPS
Program
of
Studies
and
accompanying
instructional guides should be revised regularly to
11 of 32
Attachment A
COMMITTEE RECOMMENDED DRAFT
IED
306
reflect
changing
societal
307
growth
of
308
revisions
309
replacement and elimination of content.
knowledge
should
needs
and
include
and
the
technology.
the
rapid
Course
consideration
of
310
311
312
e)
In addition to specifying the subject content to be
taught, the teaching of the curriculum should:
313
314
(1)
315
Accommodate differing interests, backgrounds,
learning needs, and styles
316
317
(2)
318
Provide opportunities for students to explore
ethical and value issues
319
320
(3)
Help students develop aesthetic awareness and
321
expression
by
exploring
their
creative
322
capacities and talents to the highest possible
323
level as well as learning about the various
324
art forms
325
326
(4)
Provide
opportunities
for
students
to
327
demonstrate the mastery of subject content and
328
related skills
329
330
(5)
Include career education objectives that help
331
students make appropriate program and course
332
decisions
333
334
(6)
Consider
students'
social
and
emotional
12 of 32
Attachment A
COMMITTEE RECOMMENDED DRAFT
IED
335
development
336
337
(7)
338
Address the needs of all students, including
those with special needs
339
340
(8)
Emphasize the cultural diversity of society
(9)
Encourage a sense of social responsibility
341
342
343
through the performance of citizenship duties
344
and community service
345
346
(10)Offer each student a comprehensive program of
347
instruction and include a
common core of
348
course offerings in every
high school
349
350
(11)Stress the teaching of critical and analytical
351
thinking skills in every course
352
353
(12)Emphasize lifelong learning skills
354
355
(13)Incorporate
interdisciplinary
topics,
356
whenever possible, that complement and
357
support each other across content areas
358
359
5.b) Instructional Practices
360
361
Instructional practices will incorporate a variety
362
of
methods,
strategies,
and
resources
that
13 of 32
Attachment A
COMMITTEE RECOMMENDED DRAFT
IED
363
encourage
364
learners.
students
to
be
active
and
engaged
365
366
(1)
Instructional practices align with relevant
367
Board policies and MCPS regulations such as
368
Board Policy IKA, Grading and Reporting; Board
369
Policy IOA, Gifted and Talented Education;
370
Board
371
Language Learners; Board Policy IOB, Education
372
of
373
Regulation IHB-RA, School Academic Grouping
374
Practices.
Policy
Students
IOD,
with
Education
of
Disabilities;
English
and
MCPS
375
376
(2)
High school instruction prepares students to
377
comprehend, gather, evaluate, and synthesize
378
information and collaborate with others to
379
solve
380
students as follows:
problems.
Staff
members
prepare
381
382
383
(ac) Communicate high expectations for student
achievement and success.
384
385
(bd) Incorporate a variety of innovative and
386
research-based methods, strategies, and
387
resources including technology that evoke
388
critical thinking and encourage students
389
to
be
active,
engaged,
and
lifelong
14 of 32
Attachment A
COMMITTEE RECOMMENDED DRAFT
IED
390
learners.Offer
391
learning experiences, including group and
392
independent
393
tutoring, field trips, field study, and
394
outside resource persons
students
study,
a
variety
peer
of
learning,
395
396
(ec) Use
397
allocated
instructional
time
efficiently and effectively.
398
399
(d)
Provide
leadership
as
well
opportunities
as
promote
for
400
students
student
401
discourse and effective self-expression.
402
403
(e)
Help
each
student
meet
potential
his
by
or
her
404
academic
providing
405
differentiated
406
opportunities
407
appropriate,
408
enrichment, support, and accommodations.
instructional
and
such
resources
as
as
acceleration,
409
410
(f)
Utilize
the
special
skills
of
all
411
general, alternative, English Speakers of
412
Other
413
education
414
planning
415
instruction.
Languages
staff
and
(ESOL),
members,
and
in
special
both
implementation
the
of
416
15 of 32
Attachment A
COMMITTEE RECOMMENDED DRAFT
IED
417
aj)Develop
articulation
plans
to
facilitate
student
placement and program continuity at each level; and
418
419
420
bg)
Minimize fragmentation of the student's day.
421
422
Instructional practices should help prepare students to
423
become productive and informed adults through the
424
on-going application of academic and higher order
425
intellectual skills. Continued emphasis should be
426
placed on the development of fundamental learning
427
and study skills.
428
incorporate a variety of activities and strategies
429
that encourage students to be active and engaged
430
learners.
431
wide range of achievement and energy levels and the
432
rapidly
433
emotional
434
Instructional practices should:
Instructional practices should
These practices should provide for the
changing
intellectual,
development
of
physical,
and
adolescents.
435
436
a)
Relate
instruction
to
prior
knowledge,
to
the
437
broader world, and to the needs and interests of
438
students
439
440
b)
Facilitate the integration of curriculum objectives
f)
View
441
442
homework
as
an
extension
of
learning
443
opportunities and an integral part of the teaching
444
and learning process
16 of 32
Attachment A
COMMITTEE RECOMMENDED DRAFT
IED
445
446
h)
Utilize,
in
both
the
planning
and
the
447
implementation of instruction, the special skills
448
of all regular, alternative, and special education
449
staff members
450
451
i)
Support leadership opportunities for students
452
453
k)Help
students
develop
thinking
and
independent
454
learning skills that prepare them as learners able
455
to meet the challenges of a changing world
456
457
l)Provide remediation and support for students who have
not mastered basic skills
458
459
460
c)
Assessment
461
462
Assessment,
as
set
forth
in
Board
Policy
IKA,
463
Grading and Reporting, is an integral part of the
464
instructional cycle.
465
program, aligned with district, state, and national
466
standards, includes the following:
A comprehensive assessment
467
468
(1)
Grading criteria that communicate expectations
469
to students and parents in a clear and timely
470
manner.
471
472
(2)
Pre-assessments, formative assessments, and
17 of 32
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COMMITTEE RECOMMENDED DRAFT
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473
summative assessments, which are used to plan
474
and
475
goals, provide meaningful and timely feedback
476
to students on their performance and offer
477
varied
478
demonstrate learning.
deliver
instruction
opportunities
to
meet
for
learning
students
to
479
480
(3)
Reteaching
and
reassessment
481
instructional
cycle
482
teaching and learning.
to
within
promote
the
effective
483
484
(4)
Ongoing
and
timely
reporting
of
student
485
achievement to students, parents, teachers,
486
administrators, and the school system.
487
488
(5)
Consistency within and among schools.
489
490
3.
Organizational Structure
491
492
MCPS administrators collaborate with school leadership
493
teams,
494
regarding the organizational structure of their school
495
and improvement plans, consistent with the priorities of
496
the school system.
497
achievement by employing a variety of structures for
498
teaching and learning.
staff,
parents,
students,
and
the
community
Schools promote and maintain high
499
18 of 32
Attachment A
COMMITTEE RECOMMENDED DRAFT
IED
500
a)
High school leaders employ flexible scheduling and
501
maximize their resources to provide active and
502
meaningful learning experiences that foster student
503
achievement,
504
facilitate program continuity.
ease
student
transitions,
and
505
506
b)
High school leaders develop learning communities
507
within the school that foster student achievement,
508
respond to student interests, and promote positive
509
engagement among students and staff.
510
511
c)
Each school is staffed and organized to ensure
512
appropriate educational opportunities for students
513
with a variety of educational needs.
514
515
d)
High
school
leaders
provide
opportunities
for
516
teachers to use time effectively and efficiently to
517
achieve the following:
518
519
(1)
520
Plan and coordinate instructional delivery and
assessment.
521
522
(2)
523
Monitor individual student progress, meet with
students, and communicate with parents.
524
525
526
(3)
Engage in professional learning communities
and
other
professional
development
19 of 32
Attachment A
COMMITTEE RECOMMENDED DRAFT
IED
527
opportunities.
528
529
e)
530
High school staff use instructional time during the
student day effectively.
531
532
f)
High
school
staff
provide
opportunities
for
533
enrichment and academic support through before-
534
school
535
extracurricular activities.
and
after-school
extended
learning
and
536
537
g)
High school staff effectively use communication
538
tools to promote professional learning communities
539
and
540
students, teachers, parents, and other community
541
stakeholders.
facilitate
productive
interactions
among
542
543
7.
Organization and Staffing
544
545
a)
The Grade 9 through 12 comprehensive high school
546
shall
be
the
basic
547
Montgomery County Public Schools.
548
high school program includes the following areas:
549
academic skills, intellectual development, physical
550
development,
551
society,
552
development,
553
fostering
554
Specialized centers for vocational, aesthetic, and
the
role
scientific
and
organizational
of
individual
development,
attitudes
for
A comprehensive
understanding,
career
positive
the
design
and
aesthetic
including
toward
work.
20 of 32
Attachment A
COMMITTEE RECOMMENDED DRAFT
IED
555
academic programs shall be established to meet the
556
needs of particular populations, further racial
557
integration, and/or improve socio-economic balance.
558
559
b)
Organizational
and
staffing
decisions
should
560
promote a nurturing environment that facilitates
561
the integration of cognitive, physical, social, and
562
emotional development.
563
564
c)
Local school staff and community input should be
565
considered
in
developing
566
school's organizational plan.
and
implementing
a
567
568
d)
Each school should have reasonable autonomy to
569
determine
570
implementation plan.
its
organizational
structure
and
571
572
573
e)
Each school's staffing allocation and organization
should:
574
575
Reflect
a
576
racial,
gender,
577
models
(1)
balance
that
ethnic,
provides
and
positive
cultural
role
578
579
(2)
Promote
organizational
arrangements
that
580
reflect student needs and the nature of the
581
facility
582
583
(3)
Allow reasonable flexibility in the assignment
21 of 32
Attachment A
COMMITTEE RECOMMENDED DRAFT
IED
584
and utilization of staff members
585
586
(4)
Provide guidance and counseling services so
587
that
588
counseling
each
student
can
receive
appropriate
589
590
(5)
Provide appropriate educational programs for
591
students with special needs, including honors
592
and basic skills
593
594
(6)
Encourage and support programs in the least
595
restrictive
596
special needs
597
environment
for
students
with
(7)
Provide time for teachers to plan together
(8)
Afford opportunities for enrichment through
598
599
600
before-school and after-school curricular and
601
cocurricular activities
602
603
(9)
Allow a variety of organizational patterns
604
such as interdisciplinary teams, grades or
605
multilevel classes, subject matter classes,
606
and self-contained classes
607
608
4.
Leadership and Planning
609
610
MCPS
administrators
611
collaborate
with
and
staff,
school
students,
leadership
parents,
teams
and
the
22 of 32
Attachment A
COMMITTEE RECOMMENDED DRAFT
IED
612
community
to
create,
guide,
manage,
and
inspire
an
613
effective learning community to ensure achievement by all
614
students.
Effective school leaders:
615
616
a)
Model the standards of the professional growth
617
system for administrators, teachers, and supporting
618
service personnel.
619
620
b)
Guide and monitor the implementation of a rigorous
621
instructional
program
that
sets
the
course
to
622
eliminate the achievement gap among students and is
623
designed to prepare them to be college and career
624
ready.
625
626
c)
Facilitate
continuous
improvement
and
627
implementation of the Malcolm Baldrige Education
628
Criteria for Performance Excellence.
629
630
d)
Collaborate
with
staff,
students,
parents,
the
631
community, and other stakeholders to develop and
632
articulate a shared vision of the academic and
633
individual needs of students, the direction for the
634
school, and progress toward stated goals.
635
636
e)
Develop leadership in the school and empower the
637
staff, students, parents, and the community in the
638
decision-making process.
23 of 32
Attachment A
COMMITTEE RECOMMENDED DRAFT
IED
639
640
f)
Manage the organization, operations, and resources
641
for
642
environment.
643
a)
a
safe,
Systemwide
efficient,
and
school
and
effective
planning
should
learning
consider
644
demographic and social changes and trends, analysis
645
of the data related to change, and the integration
646
of that analysis into long-range plans. Educational
647
research, future labor needs, funding sources, and
648
technological developments are important elements
649
to be reviewed in the planning process. To ensure
650
effective
651
provide:
planning,
the
school
system
should
652
653
(1)
Time for individual and group planning
(2)
Current and relevant data
(3)
Technical and clerical support
(4)
Channels and processes to ensure effective
654
655
656
657
658
659
660
coordination with school, area, and central
661
offices
662
663
b)
A major result of school planning should be the
664
development of long-range (3-5 years) and annual
665
goals that identify areas of the school program
666
needing improvement and/or further development. The
24 of 32
Attachment A
COMMITTEE RECOMMENDED DRAFT
IED
667
process of setting long-range and annual goals
668
should result in annual management plans that are
669
based on objective data on student progress and the
670
assessments of school staff.
671
c)
672
School annual management plans should:
673
674
(1)
675
Identify
objectives
for
emphasis
and
improvement
676
677
(2)
678
Contain action plans for the attainment of the
specified objectives
679
(3)
680
681
Provide for periodic assessment and reporting
of progress
682
683
(4)
Be consistent among schools and areas
684
685
686
52.
Parent/
and
Community
Involvement
Engagement
and
Communication
687
688
Consistent with Board Policy ABA, Community Involvement,
689
and Board Policy ABC, Parent and Family Involvement,
690
school staff, parents, and the community are partners in
691
the social and intellectual development of students.
692
Elements of this partnership include the following:
693
694
a)
Communication between families and school staff to
25 of 32
Attachment A
COMMITTEE RECOMMENDED DRAFT
IED
695
provide information and solicit input and feedback
696
regarding
697
experience,
698
learning
699
opportunities for families to be involved in school
700
and community activities and events.
an
individual
student’s
collaboration
outside
of
educational
to
support
school,
as
student
well
as
701
702
b)
Parent, student, and community participation in
703
school improvement teams and other advisory groups
704
that set direction for the school, consistent with
705
Board Policy AEB, Strategic Planning for Continuous
706
Improvement.
707
708
c)
Collaboration
with
709
organizations,
710
institutions of higher learning to bring outside
711
resources to the school, make direct links between
712
learning
713
opportunities for student engagement.
and
the
parent/teacher/student
community,
careers,
and
businesses,
provide
and
authentic
714
715
716
d)
Parent advocacy and ongoing communication about
MCPS policies, regulations, and practices.
717
718
Individual parents and community members, as well as
719
civic organizations, businesses, and other agencies,
720
should share in the responsibility for the social and
721
intellectual
development
of
students.
Parent
and
26 of 32
Attachment A
COMMITTEE RECOMMENDED DRAFT
IED
722
community involvement should include:
723
724
a)
Communication
networks
that
enable
school
725
personnel, parents, and community members to take a
726
direct
727
students.
728
include:
and
active
These
role
networks
in
the
should
education
establish
of
and
729
730
(1)
731
School outreach efforts to individual parents
and community members
732
733
(2)
734
Programs
to
enable
parents
to
help
their
children succeed in school
735
736
(3)
Strong and continuing partnerships between the
737
schools, the parent-teacher associations, and
738
other community advisory and support groups
739
b)
740
Supportive
relationships
with
local
businesses,
741
community organizations, and institutions of higher
742
learning
743
744
c)
Active volunteer programs in each school
745
746
747
63.
Staff
Development
Human
Resources
and
Professional
Development
748
749
MCPS recruits, employs, and retains high school staff
27 of 32
Attachment A
COMMITTEE RECOMMENDED DRAFT
IED
750
members who possess the knowledge and skills to foster
751
achievement
752
students.
753
regular
754
administrators,
755
professionals to increase their knowledge, skills, and
756
capacity
757
learning process.
and
meet
the
needs
of
all
high
school
The MCPS professional growth systems provide
and
to
systematic
teachers,
continuously
opportunities
and
for
supporting
improve
the
all
services
teaching
and
758
759
a)
Staff
members
are
knowledgeable
about
the
760
developmental characteristics of adolescents and
761
communicate high expectations for all students.
762
763
b)
Staff members are skilled at developing positive
764
relationships
with
students
and
parents
765
engaging them in the learning process.
and
766
767
c)
768
Staff members demonstrate content expertise and
provide effective instruction.
769
770
d)
771
Staff demographics reflect, to the extent possible,
the diverse population of MCPS.
772
773
e)
774
Staff selection considers the individual needs of
each school.
775
776
f)
Staff members participate in the MCPS professional
28 of 32
Attachment A
COMMITTEE RECOMMENDED DRAFT
IED
777
growth
systems,
which
778
systematic opportunities for all administrators,
779
teachers, and supporting services professionals to
780
increase their knowledge, skills, and capacity to
781
continuously
782
process.
improve
include
the
teaching
regular
and
and
learning
783
784
Staff development should include regular and systematic
785
opportunities for all staff to improve skills and adapt
786
to the changing needs of society. In order to establish
787
effective and appropriate staff development activities,
788
the school system should:
789
790
a)
791
Require
ongoing
training
for
all
instructional
staff on new and revised curriculum
792
793
b)
Allow reasonable autonomy for schools to identify
794
and plan staff development activities that meet the
795
needs of individual staff members, staff teams, or
796
entire school staffs
797
798
c)
Allocate
resources
and
support
to
schools
for
in-service training
799
800
801
d)
Provide
time
802
administrators
803
activities
for
to
teachers,
support
supervisors,
staff
and
development
804
29 of 32
Attachment A
COMMITTEE RECOMMENDED DRAFT
IED
805
e)
806
Provide
opportunities
for
staff
to
assume
leadership roles within their buildings
807
808
f)
Establish student-teacher centers for preservice
training of prospective teachers
809
810
811
g)
812
Support beginning teachers by providing intensive
training and supervision
813
814
h)
Ensure
systemwide
coordination
815
training,
including
collaborative
816
colleges and universities
of
all
efforts
staff
with
817
4.
818
819
D.
Planning
DESIRED OUTCOMES
820
821
1.
822
An
educational
program
that
emphasizes
academic
excellence.
823
824
2.
A comprehensive program accessible to all students that
825
allows students to meet graduation requirements and to
826
explore
827
extracurricular activities.
interests
through
elective
courses
and
828
829
3.
Programs, courses, activities, and learning experiences
830
that prepare students to be successful in postsecondary
831
education and the world of work.
832
30 of 32
Attachment A
COMMITTEE RECOMMENDED DRAFT
IED
833
4.
Collaboration
among
students,
staff,
parents,
and
834
families to support and encourage academic achievement
835
and the intellectual, social, emotional, and physical
836
growth of students.
837
838
5.
A culture that fosters intellectual development and a
839
sense
of
belonging,
and
promotes
citizenship,
840
responsibility, and mutual respect among students.
841
842
6.
Graduates equipped to gather and use information and
843
collaborate
with
others
to
solve
problems
and
844
informed judgments on public and private concerns.
make
845
846
CE.
REVIEW AND REPORTING
847
848
1.
The superintendent will report to the Board of Education
849
biennially on the implementation and monitoring of this
850
policy.
851
schools and area and central offices will assess their
852
programs to determine the degree to which they are in
853
compliance
854
superintendents
855
superintendent, who will use this information as the
856
basis for reporting to the Board.
As part of the managementplanning process, local
with
the
will
policy.
report
The
progress
associate
to
the
857
858
2.
This
policy
will
be
reviewed
every
three
years
in
859
accordance with the Board of Education policy review
860
process.
31 of 32
Attachment A
COMMITTEE RECOMMENDED DRAFT
IED
861
862
Policy History:
863
amended.
Adopted by Resolution No. 348-88, June 27, 1988;
864
865
866
Note.
Prior to Resolution No. 348-88, this topic was governed by
867
the following: High School Policy, adopted by Resolution No.
868
161-80, February 12, 1980; amended by Resolution No. 912b-83,
869
November 8, 1983; reformatted in accordance with Resolution No.
870
333-86, June 12, 1986, and Resolution 458-86, August 12, 1986;
871
rescinded by Resolution No. 348-88, June 27, 1988.
32 of 32
Attachment B
Summary of Responses to
Policy IED, Framework and Structure of High School Education
Public
Response
Number
1
Commentator
The Arc Education
(Montgomery County)
Committee and The
Autism Society of
Montgomery County
(MCASA)
Summary of Responses Policy IED
Issue/Concern
Line #’s refer to the Draft
for Public Comment
Staff Response
Line #’s refer to the
Committee
Recommended Draft
Revision is excellent but
lacks some attention to
inclusion of high school
students and some details
found in the old policy.
Line 52, add to end of
sentence, “and development
of skills and motivation for
life-long learning in
response to changing
individual needs, changing
technology needs, and
changing societal needs.”
Life-long learning is
addressed in the following
locations: lines 69-70 and
lines 389-390. Staff
recommends adding
reference to “technology”
to line 387. Recently
approved Regulation ITARA, School Library Media
Programs, specifies how
MCPS will adhere to
Maryland Technology
Literacy Standards for
Students.
Line 75 should read, “The
high school community is
committed to equality,
values diversity, and works
to remove barriers to
achievement so that
expectations for the student
are not limited by race,
ethnicity, or disability.”
Staff recommends retaining
language as drafted. The
workgroup recommended
that MCPS hold consistent
expectations for all
students.
Add the following, “Provide
opportunities for students to
participate in decisionmaking, developing a sense
of accountability for their
actions, mutual respect, and
responsibility to their
Lines 630-634 describe
student participation in
decision-making. Lines
636-638 describe the
development of student
leadership and decisionmaking.
Page 1
12/3/10
Attachment B
Public
Response
Number
Commentator
Issue/Concern
Line #’s refer to the Draft
for Public Comment
Staff Response
Line #’s refer to the
Committee
Recommended Draft
community.”
Summary of Responses Policy IED
Line 217, add “as reflected
in the best practices and
latest educational research”
to end of sentence.
Lines 385-386 have been
revised to add “innovative
and researched-based
methods” in response to
comment.
Line 279, add (7) “The
school shall provide cocurricular opportunities for
students to explore interests
and develop useful skills.”
Lines 49-50, lines 112-115,
lines 532-535, and lines
824-827 address this
concern.
Add (8) “The school system
shall provide alternative
courses and opportunities to
meet the needs of students
with disabilities and English
language learners, or to
students who will not be
going to college but may
benefit from training and
developing skills who will
be able to help them join the
workforce.”
Lines 403-408 describe
differentiated instructional
opportunities, acceleration,
enrichment, support, and
accommodations.
Add (9), “The ultimate
purpose of the curriculum
should be to give students
the strategies necessary for
learning how to learn.”
Instructional strategies are
addressed at a general level
in lines 376-379 in the
Instructional Practices
section, then more
specifically at lines 385390.
Line 360, add “and best
practices that reflect the
latest educational research
findings (like the Universal
Design for Learning)” after
the word resources.
Lines 385-386 have been
revised to read “innovative
and research-based”
methods.
Page 2
Lines 829-831 reference
preparing students to be
successful in
postsecondary education
and the world of work.
12/3/10
Attachment B
Public
Response
Number
Commentator
Issue/Concern
Line #’s refer to the Draft
for Public Comment
Line 405, add “and
adaptations” after
accommodations.
Summary of Responses Policy IED
Staff Response
Line #’s refer to the
Committee
Recommended Draft
Staff recommends that the
term “accommodations” is
appropriate, without further
revision.
Line 413 add (g) “Assure
that all students are served
in the least restrictive
appropriate setting with
appropriate supports.”
Board Policy IOB,
Education of Students with
Disabilities is referenced at
lines 371-372.
Instructional practices align
with Policy IOB.
Add (h), “Relate instruction
to prior knowledge, to the
broader world, and to the
needs and interests of
students.”
“Prior knowledge” is one
specific strategy among
many instructional
strategies. Staff
recommends retaining
language at lines 385-390
that address instructional
strategies and desired
outcomes more broadly.
Add (i), “Help students
develop thinking and
independent learning skills,
and prepare them as
learners, able to meet the
challenges of a changing
world.”
Lines 838-844 describe
desired outcomes of
intellectual development,
citizenships, gathering and
using information to make
informed judgments on
public and private
concerns.
Line 475, add “using
accommodations and
adaptations, as provided in
the student’s IEP” to end of
sentence.
Lines 403-408 reference
accommodations; lines
371-372 reference Policy
IOB, Education of Students
with Disabilities; and lines
410-415 reference utilizing
special education staff
members in planning and
implementing instruction.
Page 3
12/3/10
Attachment B
Public
Response
Number
2
Commentator
Margaret Roberts
Issue/Concern
Line #’s refer to the Draft
for Public Comment
Staff Response
Line #’s refer to the
Committee
Recommended Draft
Line 780; add g) “Provide
Lines 77-80 state the
staff development and
commitment to equity,
supports to enable teachers
diversity, and removing
to work effectively with an
barriers to achievement;
ethnically, emotionally and
lines 511-513 call for
intellectually diverse student staffing that ensures
body.”
appropriate educational
opportunities for students
with a variety of
educational needs; lines
749-752 address the
expectation for staff to
meet the needs of high
school students; line 752
references the MCPS
professional growth
systems; and line 760
specifically addresses staff
knowledge of the
developmental
characteristics of
adolescents.
At lines 239-241, the
The terms “knowledge and
revised policy requires
technology” have been
adherence to state and
removed from the policy.
Believes that they should be national standards
regarding learning goals.
in the policy.
Recently approved
Regulation ITA-RA,
School Library Media
Programs, specifies how
MCPS will adhere to
Maryland Technology
Literacy Standards for
Students.
A half semester course that
teaches practical skills
should be required for
graduation.
Summary of Responses Policy IED
Page 4
MCPS currently specifies
graduation requirements in
subject areas required by
the Maryland State
Department of Education.
12/3/10
Attachment B
Public
Response
Number
3
Commentator
Montgomery County
Council of Parent
Teacher Associations,
Inc. (MCCPTA) High
School Committee
Summary of Responses Policy IED
Issue/Concern
Line #’s refer to the Draft
for Public Comment
Staff Response
Line #’s refer to the
Committee
Recommended Draft
The policy lacks clear
objectives.
The purpose should be much
broader , “to ensure that
every student graduates
prepared to be successful
and well-rounded members
of society, encompassing
not merely their postsecondary education and
employment, but also health
and civic engagement.”
In response to comment,
lines 20-22 have been
added to the purpose
section.
Believe that language about
providing guidance to staff
members and the
community at large is not
under the jurisdiction of the
Board of Education. The
proposed language is “to
provide guidance regarding
the organization of high
schools and the delivery of
instructional programs…”
The policy provides
guidance to the community
about what MCPS intends
to do and what the
community can expect
from MCPS. Parents
involved in the stakeholder
process, requested this
level of detailed language
about parental and
community involvement in
high school education.
Line 42, should be expanded
to reflect the reality that
many of our secondary
school students will not
attend post-secondary
school and that the purpose
of a high school education is
broader. Language should
be revised to reflect that “an
excellent high school
experience is essential to
prepare our young people
for success in life, whether
that includes college, career,
Lines 19-20 reference
postsecondary education
and the workplace; lines
117-121 call for supporting
families and students in
understanding post-high
school options; and lines
124-128 specifically
reference planning
coursework to meet
academic and personal
goals.
Page 5
12/3/10
Attachment B
Public
Response
Number
Commentator
Issue/Concern
Line #’s refer to the Draft
for Public Comment
Staff Response
Line #’s refer to the
Committee
Recommended Draft
or military experience,” and
to stress that MCPS must do
more to ensure that all
students graduate.
Under position, MCCPTA
recommends that original
language regarding “equal
access to educational
opportunity” be retained,
and that the policy be
revised to include strategies
to implement this objective.
Lines 77-80 reference
equity, diversity, and
removing barriers to
achievement.
Objectives set forth in (a)
through (f) are too vague.
Recommends retaining
language beginning on page
5, line 136.
Redacted language was
revised incorporating the
concepts from the original,
reorganizing them into
topic headings consistent
with Policy IEA,
Framework and Structure
of Early Childhood and
Elementary Education, and
Policy IEB, Middle School
Education, but removing
dated language such as
“handicapped students”
from the existing Policy
IED, Framework and
Structure of High School
Education.
In response to public
Line 214 should be revised
comment, lines 216-219
as follows: “MCPS shall
develop and implement high were revised as noted.
school curriculum,
instruction, and assessment
that ensure that all high
school students have access
to a challenging and relevant
curriculum that meets the
Summary of Responses Policy IED
Page 6
12/3/10
Attachment B
Public
Response
Number
Commentator
Issue/Concern
Line #’s refer to the Draft
for Public Comment
Staff Response
Line #’s refer to the
Committee
Recommended Draft
unique and differing needs
of young adult learners.”
Summary of Responses Policy IED
MCCPTA recommends that
Line 248 be modified to
“establish a minimum listing
of Category 1 classes and
require them at all MCPS
high schools (or allow
students the opportunity to
cross-register to enroll in
them) as previously required
in item (e) (10) include a
common core set of
offerings in every school.”
Guidelines regarding
course offerings are
addressed in Regulation
ISB-RA, High School
Graduation Requirements,
and course bulletins.
Revise line 261 to permit
students to cross-register in
other high school or online
for Category 2 courses not
offered in their high school.
Staff disagrees.
Restore the strategic goals
on line 309 in a new
subparagraph (7).
Redacted language has
been revised as
“Instructional Practices”
beginning at line 376-415.
Under instruction, restore
the previous language,
“these practices should
provide for the wide range
of achievements and energy
levels and the rapidly
changing intellectual,
physical, and emotional
development of
adolescents.”
In response to comment,
lines 216-219 have been
revised to include
“changing” needs of young
adult learners. Proposed
language at lines 363-364
reference “active and
engaged learners”; line 760
calls for staff
knowledgeable in the
developmental
characteristics of
adolescents; and lines 834-
Page 7
12/3/10
Attachment B
Public
Response
Number
Commentator
Summary of Responses Policy IED
Issue/Concern
Line #’s refer to the Draft
for Public Comment
Staff Response
Line #’s refer to the
Committee
Recommended Draft
836 call for supporting
“intellectual, social,
emotional, and physical
growth of students.”
Line 433, relating
instruction to prior
knowledge to the broader
world, and to the needs and
interests of students, should
be retained.
“Prior knowledge” is one
specific strategy among
many instructional
strategies. Staff
recommends retaining
language at lines 385-390
that address instructional
strategies and desired
outcomes more broadly.
Deleted objective, line 439
(f), should be restored and
revised to provide teachers
clear guidance on
homework.
Policy IKA Grading and
Reporting and Policy IKB
Homework provide more
complete statements on the
Board’s position on
grading and homework.
Deleted paragraph, line 414
(j) and line 454 should be
restored and strengthened to
address the need for
appropriate placement,
program continuity,
remediation and support for
students who have not
mastered basic skills and
credit recovery for students
at risk of not graduating.
Lines 403-408 provide for
differentiated instructional
opportunities and reference
“acceleration, enrichment,
support, and acceleration”
to address the needs of a
variety of learners. Credit
recovery is specifically
addressed in Regulation
IKC-RA, Grade Point
Averages (GPA) and
Weighted Grade Point
Averages (WGPA).
Under assessment, line 457,
language should be clarified
to provide more specific
guidance.
Policy IKA Grading and
Reporting and Policy IKB
Homework provide a more
complete statement on the
Page 8
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Attachment B
Public
Response
Number
Commentator
Summary of Responses Policy IED
Issue/Concern
Line #’s refer to the Draft
for Public Comment
Staff Response
Line #’s refer to the
Committee
Recommended Draft
Board’s position on
grading and homework;
and Regulation IKA-RA
Grading and Reporting
provides more specific
guidance.
Restore line 565, paragraph
(d).
Lines 492-498 reflect
updated practices involving
organizational structure.
Restore line 572 (c) (1).
Lines 511-513 address
staffing to ensure
appropriate educational
opportunities for students
with a variety of needs.
The section on leadership
and planning, line 605,
should be divided into two
subsections to individually
address leadership and
planning.
The two concepts
“leadership” and
“planning” were co-located
to reflect current priorities
for collaborative leadership
and the involvement of
staff, students, parents, and
the community in decisionmaking and planning.
MCCPTA appreciates the
proposed revision regarding
school leadership but more
attention is needed to how
school leaders will address
specific student needs. Add
a new paragraph (g), line
640, “Schools should
develop plans that allow
targeting and response to
each individual student’s
learning needs, particularly
for students at risk.”
Lines 403-408 describe
differentiated instructional
opportunities, acceleration,
enrichment, support, and
accommodations
Page 9
12/3/10
Attachment B
Public
Response
Number
Commentator
Summary of Responses Policy IED
Issue/Concern
Line #’s refer to the Draft
for Public Comment
Staff Response
Line #’s refer to the
Committee
Recommended Draft
Board Policy ABC
Revise the Parent and
Community Engagement
Parental and Family
and Communication section Involvement, revised in
to reflect the need for MCPS July 2010, provides a fully
to support effective two-way developed statement of the
Board’s position on
communication with
communication with
parents.(including by
parents and community
making information
outreach.
available in the languages
spoken at home), to create a
welcoming environment for
parents (including providing
non-traditional opportunities
to participate in their
children’s education), and to
reach out to community
organizations to develop
collaborative relationships.
Under Human Resources
and Professional
Development, objectives
should be revised to reflect
that these are the Board’s
objectives.
A policy is a statement of
the Board’s position.
Delete c) line 764, because
teacher effectiveness is not
defined.
Staff recommends retaining
existing language.
Concerned with the deletion
of references to providing
staff with opportunities to
provide leadership roles
within their schools, and to
targeted support for
beginning teachers, e) and
g) lines 802 and 808.
Involvement of staff in
leadership is referenced at
lines 611, lines 630-634,
and lines 636-638. The
professional growth
systems are referenced at
line 752, and “regular and
systematic” opportunities
for continuous
improvement are
referenced at 753-757,
Page 10
12/3/10
Attachment B
Public
Response
Number
Commentator
Summary of Responses Policy IED
Issue/Concern
Line #’s refer to the Draft
for Public Comment
Staff Response
Line #’s refer to the
Committee
Recommended Draft
which includes beginning
teachers.
Approve of the desired
outcomes section.
Recommend that the
purpose section be revised
to reflect the desired
outcomes that go beyond
higher education and
employment.
In response to comment,
lines 20-22 of the purpose
section has been revised to
include language from
desired outcomes.
Restore the prior language
under review and reporting.
Through the strategic
planning process, high
schools annually assess and
report their progress on
meeting strategic goals
which are aligned with the
Board-approved
systemwide strategic plan
and articulated through
individual Baldrige-guided
school improvement plans.
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Attachment D
DRAFT FOR PUBLIC COMMENT
IED
1
2
Related Entries:
ABA, ABA-RA, ADA, ABC, AEB, GEG, GEG-RA, IFA,
3
IFA-RA,
4
JEA-RA
IKC,
IKC-RA,ISA,
ISB-RA,
5
Responsible Office: Curriculum and Instructional Programs
6
Related Sources:
ISB-EA,
Annotated Code of Maryland, Education Article
7
§7–205,
Code
of
Maryland
Regulations
8
§13A.03.02.01, §§13A.03.02.03-.05, §13A.03.02.10
9
10
11
Framework and Structure of High School Education
12
13
14
A.
PURPOSE
15
16
To affirm the Board of Education’s (Board) commitment to
17
providing a challenging and comprehensive high school program
18
that meets and exceeds the graduation requirements of the
19
state of Maryland, and prepares all students for postsecondary
20
education and the workplace.
21
22
To
provide
guidance
to
staff
members
and
community
for
23
organization of high schools and delivery of instructional
24
programs that set high expectations for academic achievement
25
for all students in an environment supportive of the social,
26
emotional, and physical development of adolescents and young
27
adults.
28
To provide guidelines and directions to staff and community
1 of 32
Attachment D
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IED
29
for establishing school programs that meet the educational and
30
social-emotional needs of all adolescents in keeping with the
31
Montgomery County Goals of Education and the Annotated Code of
32
Maryland
33
34
This policy provides a framework for staff and community
35
participation in the organization of schools and the delivery
36
of instructional programs.
37
specific matters as grading and reporting student progress,
38
attendance, and homework provide more detailed direction.
Policies and regulations on such
39
40
B.
PROCESS AND CONTENT ISSUE
41
42
High school preparation is critical to success in college.
43
Montgomery County Public Schools (MCPS) expects all students
44
to complete high school prepared for success in postsecondary
45
education and the world of work. The high school program
46
ensures
47
comprehensive curriculum; relevant opportunities for students
48
to clarify interests, goals, and plans for the future; a
49
qualified and committed staff and leadership; a collaborative
50
and
51
instructional
52
actively involved parent and community stakeholders.
53
The senior high school has responsibility for educating and
54
guiding students in the developmental stage from adolescence
55
to young adulthood.
56
students, their families, and the community.
success
flexible
for
every
organizational
program;
student
through
structure;
extracurricular
a
a
rigorous,
differentiated
activities;
and
This responsibility is shared with the
The principal
2 of 32
Attachment D
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57
and staff of each high school, with the involvement of the
58
local community and area and central office staff, will
59
develop and carry out programs responsive to the particular
60
needs and concerns of these students.
61
62
C.
POSITION
63
64
21. School Culturelimate
65
66
High schools maintain consistently high expectations for
67
all students to acquire and develop lifelong learning
68
skills, explore and envision a successful future, and
69
make connections to post-high school life.
70
71
a)
Staff members believe that all students can learn
72
at high levels and expect and encourage students to
73
achieve at their full potential.
74
75
b)
The high school community is committed to equity,
76
values diversity, and works actively to remove
77
barriers to achievement so that student success is
78
not predictable by race or ethnicity.
79
80
c)
Through instructional practices and extracurricular
81
activities,
students
82
necessary
83
intellectual
for
learn
healthy
growth.
interpersonal
social,
The
skills
emotional,
school
and
environment
3 of 32
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84
encourages and provides multiple opportunities for
85
every student to be known well by one or more
86
adults in the school.
87
88
d)
School leaders promote positive relationships among
89
students, staff, and community members within a
90
safe
91
communicate
92
students and staff.
school
environment.
clear
behavioral
School
leaders
expectations
to
93
94
95
e)
Staff,
families,
and
community
members
work
together for student achievement.
96
97
(1)
School staff facilitate communication with the
98
community
in
the
languages
99
community whenever feasible.
spoken
in
the
100
101
(2)
School staff work with students and parents to
102
emphasize the importance of regular student
103
attendance as an essential component of a
104
quality learning experience.
105
106
(3)
School
leaders
107
achievements
108
community.
of
recognize
and
students,
staff,
celebrate
and
the
109
110
(4)
Staff, families, and community members provide
4 of 32
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111
resources and options for service and work-
112
based learning, mentoring relationships, and
113
career activities.
114
115
f)
High
school
staff
members
provide
the
support
116
students and families need to understand post-high
117
school
118
assistance available, thereby connecting current
119
studies
120
provide ongoing support as follows:
options,
with
preparations
future
required,
endeavors.
Staff
and
members
121
122
(1)
Work with each student to plan a course of
123
study and related activities that transitions
124
the student into and through the high school
125
years, and details the courses needed to meet
126
academic and personal goals.
127
satisfactorily complete a program of study
128
beyond
129
Regulation
130
Requirements.
Grade
8,
ISB-RA,
as
Students shall
described
High
School
in
MCPS
Graduation
131
132
(2)
Encourage students to take rigorous courses
133
that
are
relevant
to
their
interests
and
134
prepare them to achieve their postsecondary
135
goals.
136
The nature of the learning environment is a critical
137
factor
in
the
intellectual,
physical,
and
5 of 32
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IED
138
social-emotional development of each student. A caring
139
climate needs to be created in each school that is
140
responsive to the changing developmental and educational
141
needs of every student and provides equal access to
142
educational
143
encouraged to develop personal integrity,
144
differences, and social responsibility, as well as the
145
desire, the confidence, and the capacity to strive for
146
excellence.
opportunity.
Each
student
needs
to
be
respect for
147
148
To develop a climate that fosters student growth, schools
149
should:
150
151
a)
Ensure that students are expected, encouraged, and
152
given opportunities to learn and succeed in an
153
inviting, stimulating, and supportive environment
154
155
b)
156
Establish high expectations for achievement and
success of all students
157
158
c)
Create a safe and orderly environment
d)
Support appreciation for all cultures and foster
159
160
161
sensitivity toward all those with special needs
162
163
e)
164
Provide for the integration of handicapped students
in the total school program
165
166
f)
Establish opportunities for students to participate
6 of 32
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IED
167
in making decisions that affect their lives
168
169
g)
170
Value
and
foster
risk
taking
to
encourage
intellectual inquiry and develop self-confidence
171
172
h)
Promote harmonious and effective human relations
i)
View discipline as a means of helping students
173
174
175
develop citizenship skills and responsibility for
176
self,
177
consequences for infractions
not
just
as
a
system
of
rules
and
178
179
j)
Develop cocurricular activities as an integral part
of the total educational program
180
181
182
k)
183
Acknowledge
and
recognize
student,
staff,
and
communications
within
the
community achievements
184
185
l)
186
Facilitate
effective
school and with the community
187
188
m)
189
Foster a partnership between the school and the
parents/guardians of each child
190
191
n)
Work to ensure that the diversity of the total
192
school
population
193
activities
is
reflected
in
all
school
194
195
o)
Develop an attendance plan that:
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196
197
(1)
198
Complies with the requirements of state law
and MCPS policies and regulations
199
200
(2)
201
Provides for accurate and timely recording of
school and class attendance
202
203
(3)
Emphasizes the importance of regular school
204
and class attendance and recognizes students
205
who meet this requirement
206
207
(4)
Establishes procedures for enforcing regular
208
school and class attendance and for working
209
affirmatively with students and parents to
210
resolve attendance issues
211
212
2.
CURRICULUM, INSTRUCTION, AND ASSESSMENT
213
214
The
MCPS
approach
to
curriculum,
instruction,
and
215
assessment ensures a high level of challenge for all
216
high school students and meets the unique needs of young
217
adult learners.
218
219
6.a)
Curriculum
220
221
(1)
The
high
school
curriculum
satisfies
the
222
graduation requirements of the Board and the
223
Maryland State Department of Education (MSDE).
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224
The
Board
has
the
authority
to
specify
225
requirements beyond minimum state requirements
226
when it determines it is in the best interest
227
of all students.
228
graduation, of which 18 must be earned in
229
specified courses.
230
of which 19.5 must be earned in specified
231
courses, including an additional credit in
232
mathematics and an additional half credit in
233
physical education, as further described in
234
MCPS Regulation ISB-RA, High School Graduation
235
Requirements.
MSDE requires 21 credits for
MCPS requires 22 credits,
236
237
(2)
High school course curricula encompass state
238
and national standards to establish learning
239
goals.
240
students
241
education and work by providing a variety of
242
learning
243
students.
244
manner
245
Curriculum,
246
Curriculum.
The
program
for
of
success
experiences
studies
in
to
prepares
postsecondary
challenge
all
Curriculum will be reviewed in a
consistent
and
with
MCPS
Board
Policy
Regulation
IFA,
IFA-RA,
247
248
(3)
Each
high
of
school
provides
studies.
The
a
comprehensive
249
program
Board
ensures
250
consistency of course offerings across high
9 of 32
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251
schools by approving certain essential courses
252
as Category 1.
253
for Category 1 courses and ensures adherence
254
to
255
comprehensive
256
appropriate range of Category 1 courses to
257
provide the opportunity for all students to
258
earn MSDE and MCPS required graduation credits
259
within four years.
systemwide
The Board reviews curriculum
assessment
high
standards.
schools
All
offer
an
260
261
(4)
The
Board
approves
additional
courses
as
262
Category 2.
Category 2 courses are important
263
for
264
student understanding in a subject area.
265
addition,
266
graduation requirement.
267
offered when student interest, staffing, and
268
budget permit.
continuing,
a
expanding,
Category
2
and
course
enriching
may
In
meet
a
These courses will be
269
270
(5)
All Category 1 and 2 courses are listed and
271
described
272
Bulletin.
in
the
MCPS
High
School
Course
273
274
(6)
Students
may
apply
credits
earned
for
275
coursework at institutions other than MCPS
276
when planned and approved in accordance with
277
conditions described in MCPS Regulation ISB10 of 32
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278
279
RA, High School Graduation Requirements.
a)
The
curriculum
is
the
framework
for
the
280
instructional program. It should enable
281
all
students
to
master
282
283
learning
skills
for
and
further
provide
284
opportunities
study
and
285
enrichment. The curriculum should reflect
286
changing societal needs and the rapid
287
growth of knowledge and technology. A
288
major purpose of the curriculum should be
289
to give students the strategies necessary
290
for learning how to learn.
291
292
b)
The curriculum should be implemented to achieve the
293
MCPS
Goals
294
learning
295
supported
296
resources.
of
Education
objectives
by
and
through
a
related
appropriate
sequence
of
opportunities
human
and
material
297
298
c)
The curriculum must provide the programs, courses,
299
and learning experiences needed to meet Maryland
300
graduation requirements.
301
302
d)
The
MCPS
Program
of
Studies
and
accompanying
303
instructional guides should be revised regularly to
304
reflect
changing
305
growth
of
societal
knowledge
and
needs
and
the
technology.
rapid
Course
11 of 32
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306
revisions
should
include
the
consideration
307
replacement and elimination of content.
of
308
309
310
e)
In addition to specifying the subject content to be
taught, the teaching of the curriculum should:
311
312
(1)
313
Accommodate differing interests, backgrounds,
learning needs, and styles
314
315
(2)
316
Provide opportunities for students to explore
ethical and value issues
317
318
(3)
Help students develop aesthetic awareness and
319
expression
by
exploring
their
creative
320
capacities and talents to the highest possible
321
level as well as learning about the various
322
art forms
323
324
(4)
Provide
opportunities
for
students
to
325
demonstrate the mastery of subject content and
326
related skills
327
328
(5)
Include career education objectives that help
329
students make appropriate program and course
330
decisions
331
332
333
(6)
Consider
students'
social
and
emotional
development
334
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335
(7)
336
Address the needs of all students, including
those with special needs
337
338
(8)
Emphasize the cultural diversity of society
(9)
Encourage a sense of social responsibility
339
340
341
through the performance of citizenship duties
342
and community service
343
344
(10)Offer each student a comprehensive program of
345
instruction and include a
common core of
346
course offerings in every
high school
347
348
(11)Stress the teaching of critical and analytical
349
thinking skills in every course
350
351
(12)Emphasize lifelong learning skills
352
353
(13)Incorporate
interdisciplinary
topics,
354
whenever possible, that complement and
355
support each other across content areas
356
357
5.b) Instructional Practices
358
359
Instructional practices will incorporate a variety
360
of
361
encourage
362
learners.
methods,
strategies,
students
to
be
and
resources
active
and
that
engaged
13 of 32
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363
364
(1)
Instructional practices align with relevant
365
Board policies and MCPS regulations such as
366
Board Policy IKA, Grading and Reporting; Board
367
Policy IOA, Gifted and Talented Education;
368
Board
369
Language Learners; Board Policy IOB, Education
370
of
371
Regulation IHB-RA, School Academic Grouping
372
Practices.
Policy
Students
IOD,
with
Education
of
Disabilities;
English
and
MCPS
373
374
(2)
High school instruction prepares students to
375
comprehend, gather, evaluate, and synthesize
376
information and collaborate with others to
377
solve
378
students as follows:
problems.
Staff
members
prepare
379
380
381
(ac) Communicate high expectations for student
achievement and success.
382
383
(bd) Incorporate
384
strategies,
385
critical thinking and encourage students
386
to
387
learners.Offer
388
learning experiences, including group and
389
independent
be
a
and
active,
variety
of
resources
engaged,
students
study,
methods,
that
and
a
peer
evoke
lifelong
variety
of
learning,
14 of 32
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390
tutoring, field trips, field study, and
391
outside resource persons
392
(ec) Use
393
394
allocated
instructional
time
efficiently and effectively.
395
396
(d)
Provide
leadership
as
well
opportunities
as
promote
for
397
students
student
398
discourse and effective self-expression.
399
400
(e)
Help
each
student
meet
potential
his
by
or
her
401
academic
providing
402
differentiated
403
opportunities
404
appropriate,
405
enrichment, support, and accommodations.
instructional
and
resources
such
as
as
acceleration,
406
407
(f)
Utilize
the
special
skills
of
all
408
general, alternative, English Speakers of
409
Other
410
education
411
planning
412
instruction.
Languages
staff
(ESOL),
members,
and
and
in
special
both
implementation
the
of
413
414
415
aj)Develop
articulation
plans
to
facilitate
student
placement and program continuity at each level; and
416
15 of 32
Attachment D
DRAFT FOR PUBLIC COMMENT
IED
417
bg)
Minimize fragmentation of the student's day.
418
419
Instructional practices should help prepare students to
420
become productive and informed adults through the
421
on-going application of academic and higher order
422
intellectual skills. Continued emphasis should be
423
placed on the development of fundamental learning
424
and study skills.
425
incorporate a variety of activities and strategies
426
that encourage students to be active and engaged
427
learners.
428
wide range of achievement and energy levels and the
429
rapidly
430
emotional
431
Instructional practices should:
Instructional practices should
These practices should provide for the
changing
intellectual,
development
physical,
of
and
adolescents.
432
433
a)
Relate
instruction
to
prior
knowledge,
to
the
434
broader world, and to the needs and interests of
435
students
436
437
b)
Facilitate the integration of curriculum objectives
f)
View
438
439
homework
as
an
extension
of
learning
440
opportunities and an integral part of the teaching
441
and learning process
442
443
444
h)
Utilize,
in
both
the
planning
and
the
implementation of instruction, the special skills
16 of 32
Attachment D
DRAFT FOR PUBLIC COMMENT
IED
445
of all regular, alternative, and special education
446
staff members
447
448
i)
Support leadership opportunities for students
449
450
k)Help
students
develop
thinking
and
independent
451
learning skills that prepare them as learners able
452
to meet the challenges of a changing world
453
454
l)Provide remediation and support for students who have
455
not mastered basic skills
456
457
c)
Assessment
458
459
Assessment,
as
set
forth
in
Board
Policy
IKA,
460
Grading and Reporting, is an integral part of the
461
instructional cycle.
462
program, aligned with district, state, and national
463
standards, includes the following:
A comprehensive assessment
464
465
(1)
Grading criteria that communicate expectations
466
to students and parents in a clear and timely
467
manner.
468
469
(2)
Pre-assessments, formative assessments, and
470
summative assessments, which are used to plan
471
and
472
goals, provide meaningful and timely feedback
deliver
instruction
to
meet
learning
17 of 32
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DRAFT FOR PUBLIC COMMENT
IED
473
to students on their performance and offer
474
varied
475
demonstrate learning.
opportunities
for
students
to
476
477
(3)
Reteaching
and
reassessment
478
instructional
cycle
479
teaching and learning.
to
within
promote
the
effective
480
481
(4)
Ongoing
and
timely
reporting
of
student
482
achievement to students, parents, teachers,
483
administrators, and the school system.
484
485
(5)
Consistency within and among schools.
486
487
3.
Organizational Structure
488
489
MCPS administrators collaborate with school leadership
490
teams,
491
regarding the organizational structure of their school
492
and improvement plans, consistent with the priorities of
493
the school system.
494
achievement by employing a variety of structures for
495
teaching and learning.
staff,
parents,
students,
and
the
community
Schools promote and maintain high
496
497
a)
High school leaders employ flexible scheduling and
498
maximize their resources to provide active and
499
meaningful learning experiences that foster student
18 of 32
Attachment D
DRAFT FOR PUBLIC COMMENT
IED
500
achievement,
ease
student
501
facilitate program continuity.
transitions,
and
502
503
b)
High school leaders develop learning communities
504
within the school that foster student achievement,
505
respond to student interests, and promote positive
506
engagement among students and staff.
507
508
c)
Each school is staffed and organized to ensure
509
appropriate educational opportunities for students
510
with a variety of educational needs.
511
512
d)
High
school
leaders
provide
opportunities
for
513
teachers to use time effectively and efficiently to
514
achieve the following:
515
516
(1)
517
Plan and coordinate instructional delivery and
assessment.
518
519
(2)
520
Monitor individual student progress, meet with
students, and communicate with parents.
521
522
(3)
Engage in professional learning communities
523
and
other
524
opportunities.
professional
development
525
526
e)
High school staff use instructional time during the
19 of 32
Attachment D
DRAFT FOR PUBLIC COMMENT
IED
527
student day effectively.
528
529
f)
High
school
staff
provide
opportunities
for
530
enrichment and academic support through before-
531
school
532
extracurricular activities.
and
after-school
extended
learning
and
533
534
g)
High school staff effectively use communication
535
tools to promote professional learning communities
536
and
537
students, teachers, parents, and other community
538
stakeholders.
facilitate
productive
interactions
among
539
540
7.
Organization and Staffing
541
542
a)
The Grade 9 through 12 comprehensive high school
543
shall
be
the
basic
544
Montgomery County Public Schools.
545
high school program includes the following areas:
546
academic skills, intellectual development, physical
547
development,
548
society,
549
development,
550
fostering
551
Specialized centers for vocational, aesthetic, and
552
academic programs shall be established to meet the
553
needs of particular populations, further racial
554
integration, and/or improve socio-economic balance.
the
role
scientific
and
organizational
of
individual
development,
attitudes
for
A comprehensive
understanding,
career
positive
the
design
and
aesthetic
including
toward
work.
20 of 32
Attachment D
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IED
555
556
b)
Organizational
and
staffing
decisions
should
557
promote a nurturing environment that facilitates
558
the integration of cognitive, physical, social, and
559
emotional development.
560
561
c)
Local school staff and community input should be
562
considered
in
developing
563
school's organizational plan.
and
implementing
a
564
565
d)
Each school should have reasonable autonomy to
566
determine
its
organizational
567
implementation plan.
structure
and
568
569
570
e)
Each school's staffing allocation and organization
should:
571
572
(1)
Reflect
a
balance
573
racial,
gender,
574
models
that
ethnic,
provides
and
positive
cultural
role
575
576
(2)
Promote
organizational
arrangements
that
577
reflect student needs and the nature of the
578
facility
579
580
(3)
581
Allow reasonable flexibility in the assignment
and utilization of staff members
582
583
(4)
Provide guidance and counseling services so
21 of 32
Attachment D
DRAFT FOR PUBLIC COMMENT
IED
584
that
each
585
counseling
student
can
receive
appropriate
586
587
(5)
Provide appropriate educational programs for
588
students with special needs, including honors
589
and basic skills
590
591
(6)
Encourage and support programs in the least
592
restrictive
593
special needs
594
environment
for
students
with
(7)
Provide time for teachers to plan together
(8)
Afford opportunities for enrichment through
595
596
597
before-school and after-school curricular and
598
cocurricular activities
599
600
(9)
Allow a variety of organizational patterns
601
such as interdisciplinary teams, grades or
602
multilevel classes, subject matter classes,
603
and self-contained classes
604
605
4.
Leadership and Planning
606
607
MCPS
administrators
608
collaborate
609
community
610
effective learning community to ensure achievement by all
611
students.
to
with
and
staff,
create,
school
students,
guide,
leadership
parents,
manage,
and
teams
and
inspire
the
an
Effective school leaders:
22 of 32
Attachment D
DRAFT FOR PUBLIC COMMENT
IED
612
613
a)
Model the standards of the professional growth
614
system for administrators, teachers, and supporting
615
service personnel.
616
617
b)
Guide and monitor the implementation of a rigorous
618
instructional
program
that
sets
the
course
to
619
eliminate the achievement gap among students and is
620
designed to prepare them to be college and career
621
ready.
622
623
c)
Facilitate
continuous
improvement
and
624
implementation of the Malcolm Baldrige Education
625
Criteria for Performance Excellence.
626
627
d)
Collaborate
with
staff,
students,
parents,
the
628
community, and other stakeholders to develop and
629
articulate a shared vision of the academic and
630
individual needs of students, the direction for the
631
school, and progress toward stated goals.
632
633
e)
Develop leadership in the school and empower the
634
staff, students, parents, and the community in the
635
decision-making process.
636
637
638
f)
Manage the organization, operations, and resources
for
a
safe,
efficient,
and
effective
learning
23 of 32
Attachment D
DRAFT FOR PUBLIC COMMENT
IED
639
640
environment.
a)
Systemwide
and
school
planning
should
consider
641
demographic and social changes and trends, analysis
642
of the data related to change, and the integration
643
of that analysis into long-range plans. Educational
644
research, future labor needs, funding sources, and
645
technological developments are important elements
646
to be reviewed in the planning process. To ensure
647
effective
648
provide:
planning,
the
school
system
should
649
650
(1)
Time for individual and group planning
(2)
Current and relevant data
(3)
Technical and clerical support
(4)
Channels and processes to ensure effective
651
652
653
654
655
656
657
coordination with school, area, and central
658
offices
659
660
b)
A major result of school planning should be the
661
development of long-range (3-5 years) and annual
662
goals that identify areas of the school program
663
needing improvement and/or further development. The
664
process of setting long-range and annual goals
665
should result in annual management plans that are
666
based on objective data on student progress and the
24 of 32
Attachment D
DRAFT FOR PUBLIC COMMENT
IED
667
assessments of school staff.
668
669
c)
School annual management plans should:
670
671
(1)
672
Identify
objectives
for
emphasis
and
improvement
673
674
(2)
675
Contain action plans for the attainment of the
specified objectives
676
677
(3)
678
Provide for periodic assessment and reporting
of progress
679
(4)
680
Be consistent among schools and areas
681
682
683
52.
Parent/
and
Community
Involvement
Engagement
and
Communication
684
685
Consistent with Board Policy ABA, Community Involvement,
686
and Board Policy ABC, Parental Involvement, school staff,
687
parents, and the community are partners in the social and
688
intellectual development of students.
689
partnership include the following:
Elements of this
690
691
a)
Communication between families and school staff to
692
provide information and solicit input and feedback
693
regarding
694
experience,
an
individual
collaboration
student’s
to
educational
support
student
25 of 32
Attachment D
DRAFT FOR PUBLIC COMMENT
IED
695
learning
outside
of
school,
as
well
as
696
opportunities for families to be involved in school
697
and community activities and events.
698
699
b)
Parent, student, and community participation in
700
school improvement teams and other advisory groups
701
that set direction for the school, consistent with
702
Board Policy AEB, Strategic Planning for Continuous
703
Improvement.
704
705
c)
Collaboration
with
706
organizations,
707
institutions of higher learning to bring outside
708
resources to the school, make direct links between
709
learning
710
opportunities for student engagement.
and
the
parent/teacher/student
community,
careers,
and
businesses,
provide
and
authentic
711
712
d)
713
Parent advocacy and ongoing communication about
MCPS policies, regulations, and practices.
714
715
Individual parents and community members, as well as
716
civic organizations, businesses, and other agencies,
717
should share in the responsibility for the social and
718
intellectual
719
community involvement should include:
development
of
students.
Parent
and
720
721
a)
Communication
networks
that
enable
school
26 of 32
Attachment D
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IED
722
personnel, parents, and community members to take a
723
direct
724
students.
725
include:
and
active
These
role
in
networks
the
should
education
establish
of
and
726
(1)
727
728
School outreach efforts to individual parents
and community members
729
730
(2)
731
Programs
to
enable
parents
to
help
their
children succeed in school
732
733
(3)
Strong and continuing partnerships between the
734
schools, the parent-teacher associations, and
735
other community advisory and support groups
736
737
b)
Supportive
relationships
with
local
businesses,
738
community organizations, and institutions of higher
739
learning
740
741
c)
Active volunteer programs in each school
742
743
744
63.
Staff
Development
Human
Resources
and
Professional
Development
745
746
MCPS recruits, employs, and retains high school staff
747
members who possess the knowledge and skills to foster
748
achievement
749
students.
and
meet
the
needs
of
all
high
school
The MCPS professional growth systems provide
27 of 32
Attachment D
DRAFT FOR PUBLIC COMMENT
IED
750
regular
and
751
administrators,
752
professionals to increase their knowledge, skills, and
753
capacity
754
learning process.
to
systematic
teachers,
continuously
opportunities
and
for
supporting
improve
the
all
services
teaching
and
755
756
a)
Staff
members
are
knowledgeable
about
the
757
developmental characteristics of adolescents and
758
communicate high expectations for all students.
759
760
b)
Staff members are skilled at developing positive
761
relationships
with
students
and
parents
762
engaging them in the learning process.
and
763
764
c)
765
Staff members demonstrate content expertise and
provide effective instruction.
766
767
d)
768
Staff demographics reflect, to the extent possible,
the diverse population of MCPS.
769
770
e)
771
Staff selection considers the individual needs of
each school.
772
773
f)
Staff members participate in the MCPS professional
774
growth
systems,
which
include
regular
and
775
systematic opportunities for all administrators,
776
teachers, and supporting services professionals to
28 of 32
Attachment D
DRAFT FOR PUBLIC COMMENT
IED
777
increase their knowledge, skills, and capacity to
778
continuously
779
process.
improve
the
teaching
and
learning
780
781
Staff development should include regular and systematic
782
opportunities for all staff to improve skills and adapt
783
to the changing needs of society. In order to establish
784
effective and appropriate staff development activities,
785
the school system should:
786
787
a)
Require
ongoing
training
for
all
instructional
staff on new and revised curriculum
788
789
790
b)
Allow reasonable autonomy for schools to identify
791
and plan staff development activities that meet the
792
needs of individual staff members, staff teams, or
793
entire school staffs
794
795
c)
796
Allocate
resources
and
support
to
schools
for
in-service training
797
798
d)
Provide
time
799
administrators
800
activities
for
to
teachers,
support
supervisors,
and
staff
development
staff
to
801
802
803
e)
Provide
opportunities
for
assume
leadership roles within their buildings
804
29 of 32
Attachment D
DRAFT FOR PUBLIC COMMENT
IED
805
f)
806
Establish student-teacher centers for preservice
training of prospective teachers
807
808
g)
Support beginning teachers by providing intensive
training and supervision
809
810
811
h)
Ensure
systemwide
coordination
812
training,
including
collaborative
813
colleges and universities
of
all
efforts
staff
with
814
815
816
4.
D.
Planning
DESIRED OUTCOMES
817
818
1.
819
An
educational
program
that
emphasizes
academic
excellence.
820
821
2.
A comprehensive program accessible to all students that
822
allows students to meet graduation requirements and to
823
explore
824
extracurricular activities.
interests
through
elective
courses
and
825
826
3.
Programs, courses, activities, and learning experiences
827
that prepare students to be successful in postsecondary
828
education and the world of work.
829
830
4.
Collaboration
among
students,
staff,
parents,
and
831
families to support and encourage academic achievement
832
and the intellectual, social, emotional, and physical
30 of 32
Attachment D
DRAFT FOR PUBLIC COMMENT
IED
833
growth of students.
834
835
5.
A culture that fosters intellectual development and a
836
sense
of
belonging,
and
promotes
citizenship,
837
responsibility, and mutual respect among students.
838
839
6.
Graduates equipped to gather and use information and
840
collaborate
with
others
to
solve
problems
and
841
informed judgments on public and private concerns.
make
842
843
CE.
REVIEW AND REPORTING
844
845
1.
The superintendent will report to the Board of Education
846
biennially on the implementation and monitoring of this
847
policy.
848
schools and area and central offices will assess their
849
programs to determine the degree to which they are in
850
compliance
851
superintendents
852
superintendent, who will use this information as the
853
basis for reporting to the Board.
As part of the managementplanning process, local
with
the
will
policy.
report
The
progress
associate
to
the
854
855
2.
This
policy
will
be
reviewed
every
three
years
in
856
accordance with the Board of Education policy review
857
process.
858
859
Policy History:
860
amended.
Adopted by Resolution No. 348-88, June 27, 1988;
31 of 32
Attachment D
DRAFT FOR PUBLIC COMMENT
IED
861
862
863
Note.
Prior to Resolution No. 348-88, this topic was governed by
864
the following: High School Policy, adopted by Resolution No.
865
161-80, February 12, 1980; amended by Resolution No. 912b-83,
866
November 8, 1983; reformatted in accordance with Resolution No.
867
333-86, June 12, 1986, and Resolution 458-86, August 12, 1986;
868
rescinded by Resolution No. 348-88, June 27, 1988.
32 of 32
IGA
POLICY
Related Entries:
BOARD OF EDUCATION
OF MONTGOMERY COUNTY
IED
High School Core Courses
A.
PURPOSE
To provide a core of courses to be available to each senior high school student
B.
PROCESS AND CONTENT
1.
C.
The Basic Core of Courses will be comprised of Category 1 and Category 2 courses.
a)
Category 1 course shall be offered and given in each senior high school
regardless of course enrollment. However, when the enrollment in Category
1 classes is smaller than 15 they may be offered and given in alternate years
or in combined classes.
b)
Category 2 courses shall be offered and given in senior high schools when
the enrollment in that course is 15 or more students. However, if budget and
staffing permit, they may be given for fewer than 15 students.
2.
Descriptions for Category 1 and Category 2 courses shall be available to students
prior to registration.
3.
The categorical status of each course shall be identified in the course listings
available to students.
4.
The superintendent will list the core courses annually in the MCPS Course Bulletin,
and appropriate revisions in the list will be made when the Board of Education
amends the Program of Studies.
REVIEW AND REPORTING
1 of 2
IGA
1.
Periodically the superintendent will review Category 3 course offerings and
recommend to the Board which ones should be eliminated because they are no longer
timely or are of lesser value to students.
2.
This policy will be reviewed every three years in accordance with the Board of
Education policy review process.
Resolution No. 67-81, January 13, 1974, amended and reformatted in accordance with Resolution 333-86, June 12, 1986, and
Resolution No. 458-86, August 12, 1986, accepted by Resolution 517-86, September 22, 1986.
2 of 2
ISA
POLICY
Related Entries:
Responsible Office:
BOARD OF EDUCATION
OF MONTGOMERY COUNTY
ISB-RA, ISB-EA, ISB-RB, ISB-EB
Associate Superintendent for Instruction and Program Development
High School Graduation Requirements and Waiver of Four-Year
Enrollment Requirement for Graduation
A.
PURPOSE
To implement the state graduation requirements as stated in Exhibits ISB-EA and ISB-EB
and set forth the graduation requirements beyond those required by the Maryland State
Department of Education for students in Grades 9-12 in Montgomery County Public Schools
B.
ISSUE
Montgomery County Public Schools must follow minimum state standards established by the
Maryland State Board of Education for awarding diplomas for graduation. However, the
Montgomery County Board of Education has the authority to specify additional requirements
when it believes it is in the best interest of all students.
C.
POSITION
1.
All students must earn 22 credits to graduate.
a)
For students entering Grade 9 for the first time in 1994-95, four credits are
required in mathematics. Two of the four credits must be in algebra and
geometry.
b)
For students entering Grade 9 for the first time in 1995-96, the three required
science credits must include one life science, such as biology, and one
physical science.
c)
Physical Education
1 of 3
ISA
D.
(1)
For students entering Grade 9 prior to 1993-94, the requirement for
physical education is three semesters in Grades 9-12 or two semesters
of physical education and two semesters of physical activity in
Grades 9-12.
(2)
For students entering Grade 9 in 1993-94 and beyond, the
requirement for physical education is two semesters.
2.
Students entering Grade 9 in MCPS with marked deficiencies in basic skills of
reading, writing, practical mathematics, and citizenship shall be provided appropriate
assistance in Grades 9-12 until becoming proficient in the basic skills as
demonstrated by passing the Maryland Functional tests.
3.
Students may earn credits toward graduation through college courses or courses
offered by approved public and nonpublic institutions in or outside Maryland.
4.
In accordance with state requirements, students may request a waiver of the four-year
enrollment requirement. The superintendent will develop procedures to implement
this option.
DESIRED OUTCOME
The outcome of this policy is to prepare every student graduating from Montgomery County
Public Schools for postsecondary education or employment or both. Through intellectual,
personal, physical, and social growth, graduates should be able and willing to take the
appropriate first steps into their chosen field of work or study, to act responsibly as citizens,
and to enjoy a productive life.
E.
F.
IMPLEMENTATION STRATEGIES
1.
The superintendent will communicate the graduation requirements annually to
students, parents, and staff through the MCPS Course Bulletin.
2.
The superintendent will develop curricula that support the MCPS graduation
requirements.
3.
The superintendent will develop regulations as needed to implement this policy.
REVIEW AND REPORTING
2 of 3
ISA
This policy will be reviewed on an ongoing basis in accordance with the Board of
Education's policy review process.
Policy History: Adopted by Resolution No. 569-71, September 27, 1971; amended by Resolution No. 854-75, December 22, 1975;
amended by Resolution No. 339-80, May 27, 1980; amended by Resolution No. 605-84, November 26, 1984; amended by Resolution
No. 339-85, July 9, 1985; amended by Resolution No. 359-85, July 22, 1985; reformatted in accordance with Resolution No. 333-86,
June 12, 1986, and Resolution No. 458-86, August 12, 1986, and accepted by Resolution No. 517-86, September 22, 1986; amended
by Resolution No. 241-88, May 10, 1988; amended by Resolution Nos. 1073-91, 1074-91, 1075-91, 1076-91, 1077-91, December 10,
1991 and Resolution No. 810-92, November 10, 1992; reviewed on January 28, 1994.
3 of 3
Attachment B
Comparison of Policies IED, ISA and IGA and Regulation ISB-RA
Key Elements of Policies Proposed for Rescission
ISA: High School Graduation
Requirements and Waiver of FourYear Enrollment Requirement for
Graduation
IGA: High School Core Courses
New Language
IED: Framework and Structure of
High School Education
Montgomery County Public Schools must
follow minimum state standards established
by the Maryland State Board of Education
for awarding diplomas for graduation.
However, the Montgomery County Board of
Education has the authority to specify
additional requirements when it believes it is
in the best interest of all students.
The high school curriculum satisfies the
graduation requirements of the Board and
the Maryland State Department of Education
(MSDE). The Board has the authority to
specify requirements beyond the minimum
state requirements when it determines it is in
the best interest of all students (lines 220226).
All students must earn 22 credits to
graduate.
MSDE requires 21 credits for graduation, of
which 18 must be earned in specified
courses. MCPS requires 22 credits, of
which 19.5 must be earned in specified
courses, including an additional credit in
mathematics and an additional half credit in
physical education, as further described in
Regulation ISB-RA, High School Graduation
Requirements ( lines 226-234).
Sections C.1.a) through c) contain outdated
language establishing mathematics
requirements for students entering Grade 9
in 1994-95; science requirements for
students entering Grade 9 in 1995-96; and
physical education requirements for
students entering Grade 9 in 1993-94.
Last revised: 12/3/2010
Existing Language
ISB-RA: High School Graduation
Requirements
Students must successfully complete
specified credits in English, social studies,
science, mathematics, physical education,
health education, fine arts, and technology
education through the successful
completion of courses that satisfy each
requirement. Courses that satisfy each
requirement are published in the MCPS
High School Course Bulletin. [A chart
accompanies the regulation to provide
specific course titles where needed.]
Page 1
Attachment B
Comparison of Policies IED, ISA and IGA and Regulation ISB-RA
Key Elements of Policies Proposed for Rescission
ISA: High School Graduation
Requirements and Waiver of FourYear Enrollment Requirement for
Graduation
IGA: High School Core Courses
New Language
IED: Framework and Structure of
High School Education
Existing Language
ISB-RA: High School Graduation
Requirements
Students entering Grade 9 in MCPS with
marked deficiencies in basic skills of
reading, writing, practical mathematics, and
citizenship shall be provided appropriate
assistance in Grades 9-12 until becoming
proficient in the basic skills as demonstrated
by passing the Maryland Functional Tests.
High school course curricula encompass
state and national standards to establish
learning goals (lines 232-234).
Staff members prepare students as follows
(lines 365-366): … (e) Help each student
meet his or her academic potential by
providing differentiated instructional
opportunities and resources as appropriate,
such as acceleration, enrichment, support,
and accommodations (lines 388-393).
Students may earn credits toward
graduation through college courses or
courses offered by approved public and
nonpublic institutions in or outside Maryland.
Schools promote and maintain high
achievement by employing a variety of
structures for teaching and learning (lines
478-480).
Students may apply credits earned for
coursework at institutions other than MCPS
when planned and approved in accordance
with conditions described in ISB-RA, High
School Graduation Requirements (lines 272276).
After consulting with his/her counselor and
with the prior approval of the principal, a
student may earn original or replacement
credit for courses taken outside the regular
school day or the regular school year,
offered by institutions other than MCPS
under the following conditions: [additional
language specifies conditions for approval,
transfer of credit, and retaking courses]
In accordance with state requirements,
students may request a waiver of the fouryear enrollment requirement. The
superintendent will develop procedures to
implement this option.
Students shall satisfactorily complete a
program of study beyond grade 8 unless an
alternative enrollment plan is developed and
a waiver is approved, as described in ISBRA, High School Graduation Requirements
(lines 126-129).
The student must satisfactorily complete
four years of an approved program of study
beyond Grade 8 unless an MCPS
alternative program is approved.
[Additional language specifies approved
reasons for applying for the waiver and
required procedures.]
Last revised: 12/3/2010
Page 2
Attachment B
Comparison of Policies IED, ISA and IGA and Regulation ISB-RA
Key Elements of Policies Proposed for Rescission
ISA: High School Graduation
Requirements and Waiver of FourYear Enrollment Requirement for
Graduation
New Language
IGA: High School Core Courses
IED: Framework and Structure of
High School Education
Category 1 courses are given in each senior
high school regardless of course enrollment.
However, when the enrollment in Category 1
classes is smaller than 15 they may be
offered and given in alternate years or
combined classes.
Each high school provides a comprehensive
program of studies. The Board ensures
consistency of course offerings across high
school by approving certain essential
courses as Category 1. The Board reviews
curriculum for Category 1 courses and
ensures adherence to system wide
assessment standards. All comprehensive
high schools offer an appropriate range of
Category 1 courses to provide the
opportunity for all students to earn MSDE
and MCPS required graduation credits within
four years (lines 246-257).
Existing Language
ISB-RA: High School Graduation
Requirements
The Board approves additional courses as
Category 2. Category 2 courses are
important for continuing, expanding, and
enriching student understanding in a subject
area. In addition, a Category 2 course may
meet a graduation requirement. These
courses will be offered when student
interest, staffing, and budget permit (lines
259-266).
The superintendent will list the core courses Category 1 and 2 courses are listed and
annually in the MCPS Course Bulletin and described in the MCPS High School Course
appropriate revisions in the list will be made Bulletin (lines 268-270).
when the Board of Education amends the
Program of Studies .
Category 2 courses shall be offered and
given in senior high schools when the
enrolment in that course is 15 or more
students. However, if budget and staffing
permit, they may be given for fewer than 15
students.
Last revised: 12/3/2010
Page 3
Attachment B
Comparison of Policies IED, ISA and IGA and Regulation ISB-RA
Key Elements of Policies Proposed for Rescission
ISA: High School Graduation
Requirements and Waiver of FourYear Enrollment Requirement for
Graduation
IGA: High School Core Courses
New Language
IED: Framework and Structure of
High School Education
Existing Language
ISB-RA: High School Graduation
Requirements
[Category 3 course designations no longer
Periodically the superintendent will review
Category 3 course offerings and recommend reflect current practice.]
to the Board which ones should be
eliminated because they are no longer timely
or are of lesser value to students.
Last revised: 12/3/2010
Page 4