Fiscal Year 2014 → Question 4
BUDGET PAGE REFERENCE: Chapter 5-59
All MCPS high schools are able to offer college courses through a concurrent enrollment program. High school students who meet enrollment qualifications are able to take college courses from any postsecondary institution which has concurrent enrollment programs. Currently, the majority of MCPS comprehensive high schools, in addition to RICA, have students enrolled in college courses.
College Institute is one type of concurrent enrollment program. The College Institute is offered at four MCPS high schools: Gaithersburg, John F. Kennedy, Seneca Valley, and Thomas S. Wotton. These four high schools were included in the original Memorandum of Understanding with Montgomery College, established in 2002, to offer college courses on the high school campuses.
Testimony provided on behalf of the Gaithersburg Cluster estimates that 20 students in the cluster may be impacted by the Dream Act loophole. However, MCPS does not keep data on undocumented students and there is no official data available on how many students may be impacted by the loophole in the Dream Act. Higher education institutions identify undocumented students based on information they collect during the college application process. The number of undocumented students from each college or university is not reported to MCPS.
Budget page reference: Chapter 5-59
Four years ago, pupil personnel workers (PPWs) and psychologists were relocated from the three field offices to 16 school-based sites. Locating the offices in some schools has made meeting locations more accessible to some parents, and the change in office structure has led PPWs and school psychologists to schedule formal collaboration meetings more consistently. In those meetings, the professionals have an opportunity to exchange ideas and share resources, which are then taken back to specific situations for the benefit of students and families. Additionally, the change has created a single supervisor for PPWs and school psychologists assigned to schools. This has reduced variability and improved consistency in professional development, supervision, and communication. Also, the supervisor is able consider and resolve issues that may arise regarding the delivery of services to students and families.