[{"_1":2,"_100":-5,"_101":-5},"loaderData",{"_3":4,"_26":27},"root",{"_5":6,"_17":10,"_18":19,"_20":21,"_22":10,"_23":-5,"_24":-5,"_25":10},"user",{"_7":8,"_9":10,"_11":10,"_12":-5,"_13":-5,"_14":15,"_16":-5},"roles",[],"isAuthenticated",false,"isPremium","planName","subscriptionStatus","featureFlags",{},"insightsBudget","isDevelopmentHost","userPreferences",{},"recaptchaSiteKey","6LcvOJcUAAAAAHsB-gPGfGktcRlKpH7OTIU_dMTD","isImpersonating","impersonation","affiliateStatus","isFreedomPortal","routes/v2/article/layout",{"_28":29,"_30":31},"notFound",true,"relatedArticles",[32,76,88],{"_33":34,"_35":36,"_37":38,"_39":40,"_41":42,"_43":44,"_45":46,"_47":48,"_49":50,"_51":52,"_53":54,"_55":56,"_57":58,"_59":60,"_61":62,"_63":64,"_65":66,"_67":68,"_69":70,"_71":72,"_73":74,"_75":74},"mediaId",6059173,"mediaKeyId","3295436-4c37b75ac054b85c52eccc7d73fa8d20","parentId",3295436,"title","MCPS outlines 2026–2030 scorecard: targets to be set after 2024–25 baselines; board presses for disaggregation and implementation measures","audioSeconds",341,"startMs",2421000,"endMs",2762000,"viewUrl","/Search/View?dp=1&key=3295436-4c37b75ac054b85c52eccc7d73fa8d20&start=2421&end=2762","thumbnailUrl","https://assets.pipeline.soar.com/3295436-4c37b75ac054b85c52eccc7d73fa8d20/thumbnail_2421000.jpg","articleUrl","/articles/6059173/Maryland/MCPS-outlines-20262030-scorecard-targets-to-be-set-after-202425-baselines-board-presses-for-disaggregation-and-implementation-measures","mediaUrl","https://secure.pipeline.soar.com/6059173-41d028d382c9f8a3072f143b15a167e1/orig.mp4?Expires=1771013625&Signature=BufsTeF5rvL-7am1BeTNvdfKPiroU0-VgVM0h4bm53DJks4GbprU~-KE2jsr4oN8O4nVDBQJss50sTgVlDS6i8X9yjyRV5AyKu1YysA8ZuxgOr6~s8oFVq-GY6rf51As2b0mNH5loGiqQmivkyHiqislfDDdbaZS~DMU-tvI1SOMAJhp7mHvDLcWSBZmRhb0g49cTv4OmmALIfYhytorZq0EqB9uxqsqcuM7uKB6hljlOibqbsXb2VUWohsQpCUApjjXhz9roPb6yOKbBHFd2Hp7nCrrA-B3FyPkywiekZanWh89W-dY~zL~65GLaKLNusi555XpFLaxmh1nkZd4Hw__&Key-Pair-Id=KUT5TJCACFTXG","author","Montgomery County Public Schools","date","2025-05-14T12:23:54.207Z","article","Montgomery County Public Schools staff presented a condensed scorecard view of the 2026–2030 strategic plan to the Strategic Planning Committee on May 13 and said the district will use 2024–25 baseline data to set targets before the board’s scheduled adoption of the final plan on June 10, 2025.

Keisha Addison, Director of Shared Accountability, summarized the plan’s vision (“Future Ready”) and mission (“Unleashing potential”) and described four focus areas with associated goals, objectives and measures. Addison said the district will report many measures annually or biannually and will disaggregate results by student groups.

For academic proficiency and growth, Addison identified performance metrics such as percent of students scoring proficient or above on the Maryland Comprehensive Assessment Program (MCAP) in English language arts and mathematics, MAP reading performance and the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) for primary grades, and ACCESS for ELLs for multilingual learners. She said one of the three central success criteria is that “all of our schools are earning four or more stars as measured by the Maryland School Report Card.” The district also retained a goal to graduate 95% of students annually in reporting categories.

On college and career readiness, Addison said the district will measure whether high school students have documented postsecondary plans and whether graduates complete FAFSA or the Maryland Financial Aid application (MIFSA). For middle and elementary students the plan calls for individualized exploration plans and exposure to Maryland’s 16 career clusters.

Addison said the district will administer the districtwide climate survey twice a year beginning next school year; the survey launched May 12 and is open through June 16. She said metrics for hate‑bias and bullying incidents will include the number of documented incidents, disaggregated by type and location, and the percent of staff completing training on hate‑bias prevention and inclusive practices.

Board members pressed for several clarifications. Board Member Rita Montoya and others urged that internal or district‑created metrics be developed with external partners and continuous feedback, and asked that the district provide current baseline values so the board can see where targets would be set. Montoya also asked that performance metrics capture “access” as well as completion — for example, differentiating participation from performance for career- and credential-related objectives.

Several members asked how the plan will reflect the needs of students receiving special education services; Addison said data will be disaggregated by student groups and pointed to Goal 2, Objective 6, which calls for postsecondary options including diploma endorsements or certificates of program completion for students for whom that is appropriate. Board members also sought student‑perception measures for safety and inclusion and urged that a rubric be developed to measure whether educators are implementing culturally responsive practices, not merely attending training.

Addison said the rubric to assess classroom implementation is under development; the district is reviewing existing frameworks and plans a collaborative process to build a locally appropriate instrument that will be used along with professional learning participation data.

No formal action was taken. Staff said baselines drawn from 2024–25 data will be used to set incremental targets through 2030 and that the district will provide requested disaggregations and clarifications before the June 10 adoption vote.","mediaType","Video","parentTitle","Board of Education - Strategic Planning Committee Meeting - 5/13/25","oneSentenceSummary","Montgomery County Public Schools staff presented a condensed scorecard view of the 2026–2030 strategic plan to the Strategic Planning Committee on May 13 and said the district will use 2024–25 baseline data to set targets before the board’s scheduled adoption of the final plan on June 10, 2025.","taxTitle","Montgomery County Public Schools, School Boards, Maryland","taxId",38270,"location","Maryland","headline","","shortSummary",{"_33":77,"_35":36,"_37":38,"_39":78,"_41":79,"_43":80,"_45":81,"_47":82,"_49":83,"_51":84,"_53":85,"_55":56,"_57":58,"_59":86,"_61":62,"_63":64,"_65":87,"_67":68,"_69":70,"_71":72,"_73":74,"_75":74},6059178,"MCPS reports diversified teacher hires this year but board presses for more pipeline detail",210,1332000,1542000,"/Search/View?dp=1&key=3295436-4c37b75ac054b85c52eccc7d73fa8d20&start=1332&end=1542","https://assets.pipeline.soar.com/3295436-4c37b75ac054b85c52eccc7d73fa8d20/thumbnail_1332000.jpg","/articles/6059178/Maryland/MCPS-reports-diversified-teacher-hires-this-year-but-board-presses-for-more-pipeline-detail","https://secure.pipeline.soar.com/6059178-dd09d332460be02cb71a5897cffd3952/orig.mp4?Expires=1771013625&Signature=FABv8brDtXHtXaczTN2j~p8Ea-89GprqOa-X4NkZ5gc0BOd3A3Cie2eS8kyOQzuNyv3FY~ZrnYgEJzAo3B3Sj9Gd-KmULJuMgUyNyStmtpbWBXSokRNzN3StbQjr2uf6EMu88vCSzxy7mIlizQiL4uWB4x3b8WFKEV49ICvgBwMsDmnTtHhm6U9SMtK1KWF-JSb1NWFJRuRaeh83sPy19zJJyfzzk76Xqm6sqIahUNUGoFVQ~fmZU4k157JJ58snzt~T7sEZjrK1xn~FOxXwvY9nDe8xr-tKENvXv0PAtrLOKL9QAjxNy50qMAnNklQEiMyyuM7ECScD2~B8DNa7FQ__&Key-Pair-Id=KUT5TJCACFTXG","Montgomery County Public Schools human resources staff reported to the board’s Strategic Planning Committee on May 13 that the district hired 645 new teachers for the 2024–25 school year and that 51% of the new hires identified as racially or ethnically diverse.

April Key, Chief of Human Resources and Development, described a strengthened internship pipeline aimed at increasing diversity, including four professional-development days for interns, a dedicated Canvas classroom, regular newsletters, and campus engagement with historically Black colleges and universities and Hispanic-serving institutions. Key said the district deepened partnerships with the University of Maryland, Towson University, American University, Bowie State University and Montgomery College and encouraged interns to substitute teach to gain broader experience.

Key reported the new-hire breakdown as: 285 white hires (44%), 110 Black or African American hires (17%), 112 Hispanic hires (17%), 91 Asian hires (14%), 15 identifying as other and 32 who chose not to disclose. Key also reported 44 principal hires this season and said 60.4% of principal hires were candidates who identify as racially or ethnically diverse.

Board members asked for additional detail and tracking. Chair Brenda Wolf asked for absolute counts rather than percentages for principals and teachers. Rita Montoya requested breakdowns by school level (elementary, middle, high), gender and subject area to identify patterns such as low numbers of male elementary teachers or underrepresentation in core subjects. Ally Zimmerman and Montoya asked whether the district is systematically engaging students who might pursue teaching careers and tracking them through college so they can return as MCPS hires.

Key said the district’s Grow Your Own program is managed from the recruitment office and partners with Towson, Bowie State and the University of Maryland to reduce costs for employees seeking teacher certification; she said she would provide additional information on whether the district is tracking high school or college students who indicate interest in education careers.

Key also described supports for principals in highly impacted schools: 36 principals participated in targeted professional learning with TNTP and other partners; 14 MCPS administrators joined the Association of Latino Administrators and Superintendents National Principal Academy and the district reported other cohorts to develop the principal pipeline. The district said that, among highly impacted schools (those with FARMS rates of 40% or higher), 63.5% of principals have three or more years of experience, 13.9% are in their third year and 22.6% are in their first or second year.

There was no formal vote. Committee members asked staff to return with requested disaggregations, counts in addition to percentages, and details on outreach efforts specifically targeted to Asian and Hispanic prospective leaders and teachers.","Human resources staff said 645 teachers were hired for 2024–25 with 51% identifying as racially/ethnically diverse; board members sought detailed counts by school level, subject and clearer Grow Your Own pipeline tracking for Asian and Hispanic candidates.",{"_33":89,"_35":36,"_37":38,"_39":90,"_41":91,"_43":92,"_45":93,"_47":94,"_49":95,"_51":96,"_53":97,"_55":56,"_57":58,"_59":98,"_61":62,"_63":64,"_65":99,"_67":68,"_69":70,"_71":72,"_73":74,"_75":74},6059183,"MCPS says job-embedded coaching tied to literacy gains for multilingual learners; board urges wider rollout",712,177000,889000,"/Search/View?dp=1&key=3295436-4c37b75ac054b85c52eccc7d73fa8d20&start=177&end=889","https://assets.pipeline.soar.com/3295436-4c37b75ac054b85c52eccc7d73fa8d20/thumbnail_177000.jpg","/articles/6059183/Maryland/MCPS-says-job-embedded-coaching-tied-to-literacy-gains-for-multilingual-learners-board-urges-wider-rollout","https://secure.pipeline.soar.com/6059183-7003956d077c1524e00d29126d79e169/orig.mp4?Expires=1771013625&Signature=Io9vxWuY~r100SJ5tFNiNcWK1QOWcqRhIycTvTA8NzAZbjywi9upmJuP3sOx9MzVhBSuRaHsICF680yd7e7tiqo2FVc5~gN8x-fJX6Af9n~j8F2vq05VPnFycI1gv9DNO3DIAe773cJBAy5fORGUriUyNI0vpYjyjOctOE69kZWldZP4ooEUn4noBPKkOKz214nWkjfTbjX6zKytl-OodNOu9XrV~WKM01I7JXeKmio3cjEbffM3vSs1nEnsgtDMa54u4rdoZ3W9rah5y-~byoiEwjU6Y~JYv96qTGLUnqE3qV7MUM24Hoz0Efgk6gAKFvfWXLrEV5SVdYG0QPGK2w__&Key-Pair-Id=KUT5TJCACFTXG","Montgomery County Public Schools officials told the Strategic Planning Committee on May 13 that districtwide professional learning and school-based coaching have been linked to improvements in literacy and English-language proficiency for emerging multilingual learners.

District Director of Districtwide Professional Learning Margie Lope Moatsatsos told the committee the yearlong effort emphasized “building their knowledge and skills so they can more effectively connect content and language for our emerging multilingual learners.” She said the work included four phases of training for teachers and paraeducators and separate coaching-and-feedback training for school leaders.

The district collected 104 school data reports this year, Moatsatsos said; 83% of those reports indicated an increase on the school-selected student achievement measures and 75% reported growth toward school improvement goals. She told the committee that 74% of surveyed teachers reported that instructional feedback they received changed how they deliver instruction.

Joanne Lalick Elementary School Principal Dr. Harold Barber described how the coaching cycles were used in his building. “We have approximately 761 students of which 67 percent of our students qualify for EML services, and 87 percent of our students are Hispanic students,” Barber said. He described a teacher-coach pairing in which one kindergarten class’s DIBELS proficiency rose from 17% at the start of the year to 80% at midyear and another class improved from 41% to 50% over the same period.

Moatsatsos said the leader-focused training reached about 400 school-based leaders and emphasized increasing class visits, conducting instructional observations and giving “bite-sized” feedback tied to math and literacy instruction. She said instructional specialists from math, literacy and special education participated in the cross-office sessions and that leaders were trained to follow up with data monitoring.

Board members pressed for more clarity about implementation. Board Chair Brenda Wolf said she wanted “to see what Doctor Barber is doing” in person because the level of success described was not universal across the district. Wolf and Board Member Rita Montoya also raised concerns about inconsistent implementation; Wolf noted that 10% of teachers reported receiving no feedback on their instruction.

Board Member Ally Zimmerman asked whether coaching was perceived as support rather than observation or discipline. Moatsatsos said the district uses a clinical supervision approach: “Administrators are not involved in that particular cycle. We actually train and support our coaches, but the relationship between the coaches and the coachee or the teachers is just between those two individuals.”

Moatsatsos said the district plans to work with the Maryland State Department of Education professional learning initiative to scale the model, and that the district will continue cross-functional teams to monitor student results and support consistency across schools.

The committee did not take a formal vote. Members asked staff for follow-up information on implementation consistency, the 10% of teachers who reported no feedback, and plans for principal-to-principal peer sharing or site visits. Moatsatsos and Barber said the district will continue to collect and report baseline data from the 2024–25 school year as it develops targets for the 2026–2030 strategic plan.","District leaders reported that job-embedded professional learning and principal-led coaching cycles produced reported gains in literacy and English proficiency for emerging multilingual learners; board members asked for site visits, clearer implementation data and assurance coaching remains non-punitive.","actionData","errors"]

Article not found

MCPS outlines 2026–2030 scorecard: targets to be set after 2024–25 baselines; board presses for disaggregation and implementation measures

MCPS reports diversified teacher hires this year but board presses for more pipeline detail

MCPS says job-embedded coaching tied to literacy gains for multilingual learners; board urges wider rollout