In addition to our traditional language immersion programs, MCPS now has two-way local school immersion programs. These students receive 50 percent of their instruction in English and 50 percent in another target language. MCPS has also expanded access to elementary enrichment with additional seats and universal screenings, and more home school enrichment to ensure all students, regardless of ZIP code, are considered for the program.
school year 2019-2020
Annual Report to the Community
Dear Community:
On behalf of the Montgomery County Board of Education, I am pleased to present the 2020 Annual Report to the Community.
The mission of Montgomery County Public Schools (MCPS) is to provide every student with the academic, creative problem solving, and social-emotional skills to be successful in college and career and thrive in their future. We work to educate our students so that academic success is not predictable by race, ethnicity, gender, socioeconomic status, language proficiency or disability. We believe that All Means All when it comes to equity and excellence in learning, progress, achievement and opportunity.
The Annual Report to the Community for the 2019–2020 school year is the story of a school system that experienced steady growth in enrollment and student achievement. It is also the story of a school system and community that quickly had to re-imagine its operations with the onset of the COVID-19 pandemic in March 2020. The continuation of our mission to provide students with rigorous academic instruction; access and opportunity to diverse learning opportunities; powerful educational resources and safe learning environments was re-invented in an emergency Continuation of Learning Plan to complete the school year.
Teachers, school leaders and support professionals found new ways to engage students online and to fulfill an increasing need for critical student services. Meal services, social and psychological supports and other important system operations were adjusted for our new reality.
MCPS made investments to allow for virtual learning with new technologies, online platforms and the professional development for staff to become proficient. Staff and families found themselves working, managing childcare and handling the seclusion of a lockdown while making strides to complete the school year. Online services, well-being videos and other virtual programs provided resources to improve mental health and psychological well-being as the community adapted to the new reality. The school year wrapped up on time, students held virtual graduations and the system worked assiduously to plan for the next school year that would continue to see significant impacts from COVID-19.
Each school year ends in June and students and staff then look forward to the beginning of the next school year. Usual summer operations include summer school, meal service and preparations for the coming school year. The pandemic created critical summer work, which called on staff, students, teachers, parents and community partners to design and plan for a blended in-person and virtual new year.
Included in this report to the community are:
- Highlights from the 2019-2020 school year
- An at-a-glance look at MCPS demographics
- Data on student performance, graduation, services and our workforce
- An All Means All approach to serving students and closing the opportunity gap
- Stakeholder workgroups come together to design a school system to operate during a pandemic
- Important work to prepare for a new school year during pandemic conditions
- Information on our operating and capital budgets
Thank you to the more than 24,000 educators, administrators and staff who helped turn our vision into reality with high-quality instruction, and our mission to create access and opportunity for our students every day. And thank you to our partners, parents and community for your support, input and engagement.
Operationally and academically, Montgomery County Public Schools was well suited to the transition forced on us by the pandemic. The lessons learned allowed for a move to virtual learning that will improve and expand opportunities for students for many years to come.
Sincerely,
Brenda Wolff,
President
Montgomery County Board of Education
Jack R. Smith, Ph.D.,
Superintendent of Schools
At a Glance 2019-2020
Mission
Every student will have the academic, creative problem solving, and social emotional skills to be successful in college and career.
Vision
We inspire learning by providing the greatest public education to each and every student.
Core Purpose
Prepare all students to thrive in their future.
Core Values
Learning, Relationships, Respect, Excellence, Equity.
Record of Success
View Our Record of Success
2019-2020 MSDE Report Card
Due to the impact of the coronavirus pandemic, Report Card results for the 2019-2020 school year will not be published.
Visit the WebsiteMCPS Strategic Plan 2019-2022
Learn MoreAll In: Equity and Achievement Framework
MCPS is committed to an All Means All approach for student success. While many of our students achieve at the highest levels, not all have had the access, opportunities and resources needed to meet their full potential. MCPS is committed to addressing disparities in student outcomes by closing gaps in opportunity and achievement for all students, in all classrooms, in all of our schools. The MCPS All In: Equity and Achievement Framework continues to provide the purpose, path and plan to ensure success for all students.
Read the One Page Flyer about the Equity and Achievement Framework to learn more
All Means All
The mission of Montgomery County Public Schools is to ensure every student has the academic, creative problem solving and social-emotional skills to be successful in college, career and community, regardless of his or her background. While many of our students achieve at the highest levels, not all have had the opportunities, support and resources needed to meet their full potential. MCPS is committed to addressing disparities in student outcomes by closing gaps in opportunity and achievement for all students, in all classrooms, in all of our schools.
Expanding Opportunity
Access precedes achievement. That is why MCPS is committed to providing and expanding access to and increasing instructional time in a variety of programs that are proven to enhance student learning for all students. MCPS has expanded opportunity in three key areas:
Expanded Language and Literacy Enrichment Opportunities
Extended Learning Time
To combat summer learning loss over the summer, which mostly affects students in families impacted by poverty, MCPS expanded access and instruction time to existing summer programs (ELO SAIL, ELO STEP and the BELL program) and, in July 2019, MCPS will expand the school year by 30 days at two Title I elementary schools (Roscoe R. Nix and Arcola).
Early Exposure to Learning
MCPS is increasing Pre-K seats and expanding to full-day learning experiences across the county; embedding Science, Engineering, Technology and Math (STEM) opportunities in the elementary core curriculum; and expanding art initiatives in schools with a high number of students impacted by poverty.
Unleashing Potential
It is our responsibility to ensure students leave school with meaningful options for their futures. These options can be credit-bearing college courses, the skills and licenses needed to begin a meaningful career, or for many of our students, both.
Breaking Barriers to Rigorous Coursework and College Assessments
Time after time, we see that when students are challenged and supported, they rise to the occasion. MCPS has expanded access to Advanced Placement and International Baccalaureate courses, with a focus on increasing participation by typically underrepresented student groups. In addition, all MCPS students have access to an assessment (SAT, ACT or Career Certificates) to support post-high school plans.
Career and Community Ready
MCPS has enhanced and expanded its career-ready offerings. Programs range from information technology and engineering to aviation, finance and teaching. Some programs offer a two-year associate degree by the time students graduate from high school, at no cost or at a reduced cost. MCPS is also expanding the Career Readiness Education Academy to serve students who are unlikely to meet all graduation requirements prior to turning 21, and to students with limited or interrupted formal educations.
Support for Students
Our investment in programs like Minority Scholars and Achieving Collegiate Excellence and Success help students who come from traditionally underrepresented backgrounds by providing mentors, coaching and a sense of belonging.
Intentional Teaching Strategies
Successful student learning requires intentional and informed teaching. This requires looking beyond aggregate data from standardized testing and asking these questions:
- Is each student learning?
- Are they learning enough?
- How do we know?
- If they are not learning, why not?
- What are we going to do about it?
Data is a flashlight
Data can help educators better understand how the student is learning. This requires looking at multiple measures of a student’s learning to determine where they are making progress and where additional support may be needed. These measures include quizzes, exams and essays at the classroom level, as well as standardized state testing data. Using new, robust data tools, educators can better monitor student performance and implement supports or offer greater challenges to meet student needs.
Culturally Competent Educators
To be as efficient as possible, the human brain takes shortcuts in processing information. Unfortunately, these shortcuts can sometimes unintentionally create bias and lead to stereotyping. For educators, this can lead to expectations for a student based on race, ethnicity or gender, instead of ability. To combat this implicit bias and to help teachers better connect with students of all backgrounds, MCPS has developed mandatory cultural competency training for all educators.
A Highly Qualified, Diverse Workforce
To ensure that our growing diverse student body has access to high-quality teachers from backgrounds as diverse as they are, MCPS has engaged in targeted recruitment to encourage diverse applicants to become educators in our system. We are also creating pathways to develop our diverse pool of support professionals into certified teachers.
Supporting our families
MCPS is committed to providing supports and identifying resources for families through our multilingual parent community coordinators and pupil personnel workers. We are also continuing to invest in language services work to increase access to timely translations and interpretations for families where English is not the primary language.
Board of Education
Among its many responsibilities, the Montgomery County Board of Education has the critical task of developing and revising policies that allow MCPS to fulfill its mission and establishing a budget for the school system. To do this, the Board engages directly with tens of thousands of parents, students, staff and community members through cluster meetings, budget hearings, school visits and more. Learn More ⟶
During the 2019-2020 school year, a total of 13 Board of Education policies and MCPS regulations were either amended, revised or rescinded. Some of the amendments and revisions were technical or non-substantive.
MCPS Board of Education
Amended Board of Education Policies
- BOA Legal Services
- IDA School Year Calendar
New MCPS Regulations
- COA-RA Behavior Threat Assessment
Revised MCPS Regulations
- EEA-RA Student Transportation
- GEF-RA Substitute Teachers
- IKA-RA Grading and Reporting
- IQB-RA Extracurricular Activities
- JEA-RA Student Attendance
- JEA-RB Enrollment of Students
- JEG-RA Home Instruction
- JGA-RA Classroom Management and Student Behavior Interventions
- JHC-RA Reporting and Investigating Child Abuse and Neglect
Revised MCPS Exhibit
- EIB-EA Comprehensive Liability Insurance (State Law)
Board Members
Brenda Wolff
President
.jpg)
Karla Silvestre
Vice President
Judith Docca
District 1
Shebra L. Evans
District 4
Jeanette Dixon
At-Large
Patricia B. O'Neill
District 3
Rebecca Smondrowski
District 2
Nathaniel Tinbite
Student Member
Strategic Key Bodies of Work by Focus Area
Improve
Teaching and Learning
- Increase opportunities for students to participate in rigorous coursework, programs, and co-curricular activities including in the STEM areas
- Expand achievement-focused extracurricular programs to all middle schools to increase outcomes and opportunities for students
- Expand home-school model special education programs
- Ensure effective mathematics instruction through robust materials, focused support, and approaches to scheduling
Focus on
Learning, Accountability, and Results
- Increase the number of Equal Opportunity Schools
- Redesign alternative programs, online pathways to graduation and dropout recovery
- Expand access to enriched and accelerated instruction
- Increase pathways for career opportunities in Cybersecurity, Public Safety/EMT/Firefighter Academy, Agricultural Science and Aviation
- Expand access to Maryland Seal of Biliteracy
- Implement extended-year program at two elementary schools beginning July 2019
- Launch recovery education program
- Expand restorative justice initiative
- Expand the arts initiative program to elementary schools in the Gaithersburg and Germantown areas
- Implement Finance Park program for all MCPS seventh graders through a partnership with Junior Achievement at Thomas Edison High School of Technology
- Expand the BELL (Building Educated Leaders for Life) summer program for elementary school students
- Expand the two-way language immersion program to two additional elementary schools
- Explore ways to provide language programs to all elementary school students
- Expand the Pre-K program
- Create and implement a plan to address academic issues for Limited English Proficient (LEP) students in middle and high schools that will lead to graduation from high school
Ongoing Success
AP/IB Course Enrollment
(All High School Students)
| Asian | White | Black or African American | Hispanic/Latino | Other | ||||||
|---|---|---|---|---|---|---|---|---|---|---|
| # | % | # | % | # | % | # | % | # | % | |
| 2020 | 5798 | 77.0 | 10326 | 71.0 | 5172 | 47.9 | 6087 | 39.0 | 1446 | 65.3 |
| 2019 | 5575 | 76.2 | 10082 | 68.9 | 4985 | 47.0 | 5741 | 38.9 | 1396 | 64.8 |
| 2018 | 5313 | 74.4 | 9746 | 67.1 | 4523 | 43.4 | 5160 | 36.2 | 1359 | 62.9 |
AP/IB Exam Performance: Exam Scores of 3 or Higher
(All High School Students)
| Asian | White | Black or African American | Hispanic/Latino | Other | ||||||
|---|---|---|---|---|---|---|---|---|---|---|
| # | % | # | % | # | % | # | % | # | % | |
| 2020 | 9079 | 81.5 | 13039 | 79.8 | 2553 | 55.7 | 3086 | 61.9 | 1720 | 78.0 |
| 2019 | 8833 | 78.4 | 13214 | 78.9 | 2508 | 48.1 | 3083 | 55.0 | 1696 | 76.6 |
| 2018 | 8435 | 77.3 | 13049 | 78.2 | 2382 | 47.1 | 3042 | 55.2 | 1696 | 75.9 |
IB Exam Performance: Exam Scores of 4 or Higher
(All High School Students)
| Asian | White | Black or African American | Hispanic/Latino | Other | ||||||
|---|---|---|---|---|---|---|---|---|---|---|
| # | % | # | % | # | % | # | % | # | % | |
| 2020 | 749 | 64.7 | 1111 | 65.4 | 445 | 57.0 | 538 | 57.4 | 147 | 64.2 |
| 2019 | 674 | 83.6 | 995 | 82.6 | 341 | 54.5 | 433 | 57.0 | 141 | 73.8 |
| 2018 | 646 | 77.2 | 1119 | 82.7 | 442 | 50.1 | 410 | 50.3 | 180 | 75.3 |
PSAT Exam Participation
(Grade 10 Students)
| Asian | White | Black or African American | Hispanic/Latino | Other | ||||||
|---|---|---|---|---|---|---|---|---|---|---|
| # | % | # | % | # | % | # | % | # | % | |
| 2020 | 1,866 | 96.4 | 3,619 | 94.3 | 2,495 | 89.0 | 3,109 | 82.0 | 516 | 94.2 |
| 2019 | 1,744 | 97.2 | 3,575 | 95.2 | 2,462 | 89.7 | 3,120 | 85.4 | 525 | 95.6 |
| 2018 | 1,751 | 97.4 | 3,597 | 95.2 | 2,384 | 90.9 | 3,164 | 85.3 | 500 | 93.7 |
ACT Exam Participation and Performance
(High School Graduates)
| Asian | White | Black or African American | Hispanic/Latino | Other | ||||||
|---|---|---|---|---|---|---|---|---|---|---|
| # | Mean Score | # | Mean Score | # | Mean Score | # | Mean Score | # | Mean Score | |
| 2020 | 455 | 29 | 1514 | 28 | 505 | 21 | 350 | 22 | 148 | 26 |
| 2019 | 561 | 27 | 1676 | 27 | 624 | 20 | 397 | 22 | 150 | 26 |
| 2018 | 599 | 28 | 1668 | 27 | 687 | 20 | 573 | 22 | 195 | 27 |
SAT Exam Participation and Performance
(High School Graduates)
| Asian | White | Black or African American | Hispanic/Latino | Other | ||||||
|---|---|---|---|---|---|---|---|---|---|---|
| # | Mean Score | # | Mean Score | # | Mean Score | # | Mean Score | # | Mean Score | |
| 2020 | 1618 | 1256 | 2674 | 1217 | 2125 | 980 | 2319 | 945 | 435 | 1170 |
| 2019 | 1560 | 1252 | 2580 | 1228 | 1948 | 999 | 1920 | 971 | 395 | 1196 |
| 2018 | 1409 | 1280 | 2327 | 1253 | 1684 | 1035 | 1324 | 1044 | 379 | 1228 |
AP Exams Taken
(All High School Students)
| Asian | White | Black or African American | Hispanic/Latino | Other | |
|---|---|---|---|---|---|
| # | # | # | # | # | |
| 2020 | 11144 | 16336 | 4585 | 4985 | 2204 |
| 2019 | 11269 | 16754 | 5210 | 5601 | 2214 |
| 2018 | 10911 | 16689 | 5060 | 5509 | 2235 |
IB Exams Taken
(All High School Students)
| Asian | White | Black or African American | Hispanic/Latino | Other | |
|---|---|---|---|---|---|
| # | # | # | # | # | |
| 2020 | 1157 | 1699 | 781 | 938 | 229 |
| 2019 | 806 | 1205 | 626 | 759 | 191 |
| 2018 | 837 | 1353 | 883 | 815 | 239 |
Focus on
Human Capital
- Continue and expand work at the district and school level in MCPS recruitment, hiring and retention efforts
- Increase and improve pathways for support professionals to become classroom teachers
- Provide advancement opportunities for other support professionals in other career fields within MCPS
Focus on Human Capital
MCPS Workforce: Demographic Profile
| FY 2016 | FY 2017 | FY 2018 | FY 2019 | FY 2020 | |
|---|---|---|---|---|---|
| Percent | Percent | Percent | Percent | Percent | |
| Female | 73.90% | 73.80% | 73.80% | 73.7% | 74.1% |
| Male | 26.10% | 26.20% | 26.20% | 26.3% | 25.9% |
| TOTAL | 100.00% | 100.00% | 100.00% | 100.00% | 100.00% |
| FY2016 | FY2017 | FY2018 | FY2019 | FY2020 | |
|---|---|---|---|---|---|
| American Indian or Alaskan Native | 0.2% | 0.2% | 0.2% | 0.2% | 0.2% |
| Asian | 7.9% | 8.0% | 8.2% | 8.5% | 8.8% |
| Black or African American | 17.7% | 18.0% | 18.0% | 18.3% | 18.1% |
| Hispanic | 11.3% | 12.0% | 12.5% | 13.2% | 13.8% |
| Native Hawaiian or Pacific Islander | 0.1% | 0.1% | 0.1% | 0.1% | 0.1% |
| Two or More | 1.3% | 1.4% | 1.4% | 1.4% | 1.5% |
| White | 61.5% | 60.5% | 59.6% | 58.2% | 57.5% |
| TOTAL | 100.00% | 100.00% | 100.00% | 100.00% | 100.00% |
| FY2016 | FY2017 | FY2018 | FY2019 | FY2020 | |
|---|---|---|---|---|---|
| Under 20 | 0.00% | 0.00% | 0.00% | 0.00% | 0.00% |
| 20 - 29 years | 12.00% | 12.60% | 12.70% | 12.50% | 12.30% |
| 30 - 39 years | 21.40% | 21.90% | 22.10% | 22.10% | 22.10% |
| 40 - 49 years | 24.90% | 24.80% | 25.00% | 25.40% | 25.50% |
| 50 - 59 years | 26.70% | 26.40% | 26.00% | 25.60% | 25.60% |
| 60+ years | 14.90% | 14.40% | 14.20% | 14.40% | 14.40% |
| TOTAL | 100.0% | 100.0% | 100.0% | 100.0% | 100.0% |
1. Data reflects the number of permanent employees by head count. Temporary and substitute employees are not included.
2. Data was captured on October 15.
Focus on Human Capital
MCPS Workforce: Retention of Teachers
(new hire data based on fiscal year)
| Fiscal Year | # of Teachers Hired | Total # of Terminations | |||||||||||||||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| FY2009 | FY2010 | FY2011 | FY2012 | FY2013 | FY2014 | FY2015 | FY2016 | FY2017 | FY2018 | FY2019 | FY2020 | ||||||||||||||||
| # | % | # | % | # | % | # | % | # | % | # | % | # | % | # | % | # | % | # | % | # | % | # | % | # | % | ||
| FY2009 | 777 | 59 | 7.60% | 43 | 5.50% | 37 | 4.80% | 27 | 3.50% | 28 | 3.60% | 27 | 3.50% | 27 | 3.50% | 13 | 1.70% | 16 | 2.10% | 11 | 1.40% | 12 | 1.5% | 9 | 1.2% | 309 | 39.8% |
| FY2010 | 639 | 31 | 4.90% | 42 | 6.60% | 35 | 5.50% | 24 | 3.80% | 22 | 3.40% | 19 | 3.00% | 16 | 2.50% | 15 | 2.30% | 15 | 2.30% | 18 | 2.8% | 11 | 1.7% | 248 | 38.8% | ||
| FY2011 | 492 | 30 | 6.10% | 23 | 4.70% | 23 | 4.70% | 11 | 2.20% | 39 | 7.90% | 22 | 4.50% | 20 | 4.10% | 14 | 2.80% | 9 | 1.8% | 4 | 0.8% | 195 | 39.6% | ||||
| FY2012 | 881 | 61 | 6.90% | 44 | 5.00% | 39 | 4.40% | 62 | 7.00% | 32 | 3.60% | 27 | 3.10% | 22 | 2.50% | 21 | 2.4% | 15 | 1.7% | 323 | 36.7% | ||||||
| FY2013 | 720 | 76 | 10.60% | 57 | 7.90% | 71 | 9.90% | 44 | 6.10% | 35 | 4.90% | 38 | 5.30% | 19 | 2.6% | 15 | 2.1% | 355 | 49.3% | ||||||||
| FY2014 | 978 | 79 | 8.10% | 79 | 8.10% | 48 | 4.90% | 45 | 4.60% | 35 | 3.60% | 33 | 3.4% | 19 | 1.9% | 338 | 34.6% | ||||||||||
| FY2015 | 972 | 32 | 3.30% | 62 | 6.40% | 59 | 6.10% | 40 | 4.10% | 53 | 5.5% | 19 | 2.0% | 265 | 27.3% | ||||||||||||
| FY2016 | 720 | 54 | 7.50% | 60 | 8.30% | 41 | 5.70% | 30 | 4.2% | 18 | 2.5% | 203 | 28.2% | ||||||||||||||
| FY2017 | 1,349 | 148 | 11.00% | 84 | 6.20% | 61 | 4.5% | 49 | 3.6% | 342 | 25.4% | ||||||||||||||||
| FY2018 | 1,074 | 112 | 10.40% | 85 | 7.9% | 47 | 4.4% | 244 | 22.7% | ||||||||||||||||||
| FY2019 | 1,009 | 112 | 11.1% | 64 | 6.3% | 176 | 17.4% | ||||||||||||||||||||
| FY2020 | 1,221 | 121 | 9.9% | 121 | 9.9% | ||||||||||||||||||||||
| Totals | 10,832 | 3,119 | 28.8% | ||||||||||||||||||||||||
1. This chart shows the cohort of teachers hired in a fiscal year and (reading across the line) the number from that cohort that terminated employment in subsequent fiscal years.
2. This chart does not include retirements.
3. The count of teachers who were hired during the year, who may have been termed or or maybe on Leave
Focus on
Community Partnerships and Engagement
- Continue KID Museum partnership
- Establish partnerships in community career-focused areas
- Expand College Tracks program to additional high schools
- Expand Achieving Collegiate Excellence and Success (ACES) program to an additional high school
- Expand middle and early college program partnership with Montgomery College beginning in 9th grade
Focus on Community Partnerships and Engagement
Central Office Partnerships
216 Partners / 147 Programs
| Organization Type | Total | % |
|---|---|---|
| Association | 7 | 3 |
| Business/Corporation | 40 | 19 |
| Educational Institution | 53 | 25 |
| Foundation | 6 | 3 |
| Government | 36 | 17 |
| Non-profit Organization | 71 | 33 |
| Union | 3 | 1 |
| Total | 216 | 100 |
Parent Academy data for 2019-2020 Annual Report
| Total Number of Parent/Guardians Who Attended | 561 |
| Average Attendance | 11.4 |
| Number of Parent/Guardians Using Interpretation Services | 7 |
| Number of Workshops Conducted in Other Languages | 2 |
| Number of Children Served in Childcare | 52 |
| Number of Parents Who Completed Evaluations | 278 |
Parent Feedback
Participants were asked to complete an evaluation form at the end of each workshop. The feedback and suggestions are used to determine workshop topics and other program improvement.
The numbers below reflect the number of parents who said they strongly agree or agree.
| Attending the workshop was a valuable use of time. | 97.1% |
| I will take what I learned at this workshop and use it at home with my child. | 98.9% |
| The presenter was clear and the information was easy for me to understand. | 98.9% |
Parent/Guardian Feedback
for Optional Section by Demographic Breakdown
We are interested in knowing the diversity of the parents and guardians participating in parent workshops. The numbers below identify gender, race and ethnicity of the parents/guardians who completed the optional section on the workshop evaluation form.
| Female: | 76.3% |
| Male: | 23.7% |
Race/Ethnicity
| American Indian: | <1% |
| Asian: | 40.5% |
| Black or African American: | 20.9% |
| Hispanic/Latino: | 1.8% |
| Native Hawaiian or Other Pacific Islander: | <1% |
| White: | 36.8% |
| Two or More Races: | 4.2% |
Focus on
Operational Excellence
- Upgrade, streamline and improve systems for greater efficiency in budgeting, finance and human resources
- Implement improvement initiatives for business operations in schools
- Restructure central office support for schools
Focus on Operational Excellence
Percent of On-time Bus Arrival
| FY16 | 94% |
| FY17 | 94% |
| FY18 | 96% |
| FY19 | 97% |
| FY20 | 97% |
Preventable Bus Accidents
All school bus accidents are determined preventable/non-preventable by the MCPS Accident Review Board and State of Maryland guidelines. The Department of Transportation set a target of not more than 45 preventable accidents per year to gauge efforts around safety training, review, and accident mitigation.
| FY16 | 42 |
| FY17 | 43 |
| FY18 | 39 |
| FY19 | 54 |
| FY20 | 20 |
Students Transported by Bus
| FY16 | 99,096 |
| FY17 | 101,225 |
| FY18 | 102,067 |
| FY19 | 104,555 |
| FY20 | 103,973 |
Continuity of Learning
Visit the Continuity of Learning website
Following the quick emergency closure of schools at the onset of the COVID-19 pandemic, MCPS began its Continuity of Learning efforts on March 30 by launching a new world of student engagement online. Virtual learning engaged students and allowed for a continuation of learning. The plan included a good mix of teacher instruction and support; independent, age-appropriate self-paced work; and submission of graded assignments. The district ensured students were meeting learning objectives; helped staff leverage available resources and tools to connect with students; and provided social-emotional support and resources. Virtual learning offered structure and flexibility for students, teachers and families.
STUDENTS:
- Connected with teachers daily and/or weekly
- Participated in live and pre-recorded classroom sessions
- Received and completed new assignments
- Received feedback from teachers
- Attended regularly scheduled check-ins with teacher
- Completed assignments
- Contacted teachers with questions about assignments
PARENTS:
- Reviewed school-specific schedules and guidance from teachers; districtwide guidance on plans for grading; and weekly community messages sent from their schools and the district
- Supported their child(ren) with checking and submitting assignments
- Contacted their child(ren)’s school(s) to resolve questions
STAFF:
- Connected with students daily through check-ins and/or classroom sessions
- Delivered instruction through live and/or pre-recorded classroom lessons
- Provided individual or group feedback on assignments
Remote Learning Included
- Direct instruction
- Self-paced independent work for students Live teacher support
- Submission of assignments
- Remote learning provides both structure and flexibility for students, teachers and families.
Continued Reimagine, Reopen,
Recovery-Plan for the Fall of 2020
Visit the Reimagine, Reopen, Recovery-Plan website
During the spring of 2020 and throughout the early summer the same development stakeholder groups that had so expertly guided the fast implementation of the Continuity of Learning Plan continued and improved upon their work to develop the next blended-learning and virtual learning plan that would support a hoped return to school for Fall 2020.
The MCPS Fall 2020: Reimagine, Reopen, Recover Guide provided an overview of the Board of Education approved blended learning and virtual-only learning model needed for the beginning of the 2020–2021 school year. MCPS, like other school districts across the nation, had to re-imagine every aspect of its work to provide students with an education that prepares them to thrive in their futures. The plan was designed to provide a flexible and high-quality learning experience for students. During the spring and summer, as stakeholder groups hoped for a return to school in the fall, they continued to hone the blended learning and virtual learning plans. However, health metrics were not met, and the new year began in a virtual-only model to ensure safety for students and staff.
State of Maryland and local health guidance and the development of a Metrics Matrix to guide any return to buildings unfortunately forced a decision to begin the year in a virtual only model to ensure safety for students and staff.
STUDENTS:
- Connected with teachers daily and/or weekly
- Participated in live and pre-recorded classroom sessions
- Received and completed new assignments
- Received feedback from teachers
- Attended regularly scheduled check-ins with teacher
- Completed assignments
- Contacted teacher with questions about assignments
PARENTS:
- Reviewed school-specific schedules and guidance from teachers
- Reviewed districtwide guidance on plans for grading
- Reviewed MCPS weekly community messages
- Supported their child(ren) with checking and submitting assignments
- Contacted their child(ren)’s school(s) to resolve questions
STAFF:
- Connected with students daily through check-ins and/or classroom session
- Delivered instruction through live and/or prerecorded classroom sessions
- Provided individual or group feedback on assignments
Remote Learning Included
- Direct instruction
- Independent work for students to complete at a pace that works for them
- Live teacher support
- Submission of assignments
- Remote learning provides both structure and flexibility for students, teachers and families.
Operating Budget
On May 23, 2019, the County Council approved the peratingg budget appropriation for Fiscal Year (FY) 2020. The Montgomery County Council approved a total of $2.68 billion for MCPS. This is an increase of $80.1 million (3.1 percent) more than the current FY 2019 Operating Budget of $2.6 billion.
On June 11, 2019, the Montgomery Board of Education approved the final Operating Budget for Fiscal Year 2020.
Learn more about the FY 2020 Operating Budget
Funding Sources
Total Revenue = 2,680,574,773
(Dollars in Millions on chart)
Expenditures
Total Expenditures = 2,680,574,773
(Dollars in Millions on chart)
Capital Improvements
Budget and Highlights
Montgomery County Public Schools is not only the largest school district in Maryland, it is also one of the fastest growing school districts in the state and across the nation. Since the 2008–2009 school year, MCPS has grown by more than 26,143 students. As the student enrollment continues to increase across the system, the focus of the growth is shifting from the elementary school level to the secondary school level, particularly at the high schools. This significant growth in enrollment is creating tremendous demand for additional classroom space. MCPS has added more than 15,000 seats in the last decade to accommodate enrollment increases, but it has not been enough to keep pace with this growth.
At its November 27, 2018 meeting, the Board of Education approved FY 2020 Capitol Budget and Amendments to the FY 2019-2024 Capital Improvements Program (CIP) for Montgomery County Public Schools.
New Schools, Additions, Revitalizations (SF) Opened FY2020
| School | Type | Sq. Ft. |
|---|---|---|
| Luxmanor ES | Rev/Ex - Replacement (Does not include existing Addn.) | 79,114 |
| Maryvale ES/Carl Sandburg LC | Rev/Ex - Replacement | 178,625 |
| Montgomery Knolls ES | Addition | 12,520 |
| Pine Crest ES | Addition | 23,343 |
| Potomac ES | Rev/Ex - Replacement | 86,550 |
| Thomas W. Pyle MS | Addition | 55,640 |
| Seneca Valley HS | Rev/Ex - Replacement | 439,346 |
| Tilden MS/Rock Terrace School | Rev/Ex - Replacement | 245,626 |
| Total | 1,120,764 | |
New Construction & Major Capital Projects
Projects during the 2019-2020 school year and completed for the beginning of school in September 2020.
Completed 1,120,764 square feet of new school construction for major projects
- Completed eight major capital projects for school opening in September 2020:
- Three addition projects
- Montgomery Knolls Elementary School
- Pine Crest Elementary School
- Thomas W. Pyle Middle School
- Five revitalization/expansion projects
- Luxmanor Elementary School
- Maryvale Elementary School/Carl Sandburg Learning Center
- Potomac Elementary School
- Seneca Valley High School
- Tilden Middle School/Rock Terrace School
- Completed major systemic replacement/improvement projects for school opening in September 2020:
- Fire Code Safety Upgrades
- HVAC Replacement Projects
- Improved Access to Schools and ADA Compliance Projects
- Planned Life-Cycle Asset Replacement and Restroom Renovation Projects
- Relocatable Classroom Placement and Relocation
- Roof Replacement Projects
- Security Vestibule Major Improvements/Additions
- Special Education and Other Program Improvement Projects
- Technology Modernization
- Construction is ongoing for three major capital projects
- Two addition projects
- Takoma Park Middle School
- Walt Whitman High School
- One replacement project
- Odessa Shannon Middle School
- Construction is complete or planning is underway for the following Security Vestibules
- Completed
- Bethesda Elementary School
- Belmont Elementary School
- Brooke Grove Elementary School
- Burning Tree Elementary School
- Captain James E Daly Elementary School
- Clearspring Elementary School
- Damascus High School
- Diamond Elementary School
- Blair Ewing Center
- Fallsmead Elementary School
- Gaithersburg Middle School
- Highland View Elementary School
- Stephen Knolls School
- Montgomery Village Middle School
- Poolesville High School
- Sequoyah Elementary School
- Viers Mill Elementary School
- Planning is taking place for an additional 13 security vestibules
- Planning/design is underway for 13 capital projects
- Seven addition projects
- Highland View Elementary School
- John F. Kennedy High School
- Lake Seneca Elementary School
- A. Mario Loiederman Middle School
- Thurgood Marshall Elementary School
- Ronald McNair Elementary School
- Silver Spring International Middle School
- Four new schools/reopening projects
- Clarksburg Cluster Elementary School #9
- Crown High School
- Gaithersburg Cluster Elementary School #8
- Charles W. Woodward High School (reopening)
- Two replacement/expansion projects
- DuFief Elementary School
- Northwood High School
- Planning/design underway for six Major Capital Projects
- Burnt Mills Elementary School
- Neelsville Middle School
- Poolesville High School
- South Lake Elementary School
- Stonegate Elementary School
- Woodlin Elementary School
