All students will graduate ready to thrive in a changing world—with the knowledge, skills, and confidence necessary to lead, adapt, and make a positive impact in their communities and beyond.
All students will receive a solid academic foundation, grounded in strong critical thinking skills, with opportunities to enhance and enrich their learning.
All students will develop resilience, be adaptable, and have a lifelong passion for learning. All students will become effective communicators and collaborators predicated on meaningful relationships. All students will make a positive impact in their community and be ready for success in their personal and professional life.
Knowledge, skills, and dispositions that every graduate should have and will develop in their time as a student in Montgomery County Public Schools.
MCPS graduates engage in inquiry, experimentation, analysis, problem solving, and informed decision making.
MCPS graduates exchange thoughts and ideas effectively using oral, written, and nonverbal communication skills across different contexts.
MCPS graduates demonstrate empathy, flexibility, and the ability to compromise and self-reflect while working together to achieve common goals.
MCPS graduates develop innovative ideas and original work using all available resources around them.
MCPS graduates are anti-racists, compassionate, and caring; they make a positive impact in our community through leadership, service, empathy, respect, and integrity.
MCPS graduates are aware of and attend to their physical, emotional, and mental well-being.
By 2030, every student will be able to build a personal portfolio that shows their growth and readiness for the future as guided by the MCPS Future Ready Framework. Students and families will receive clear information to help them understand their child’s learning and celebrate achievements.
All students will demonstrate high levels of academic achievement and growth.
OBJECTIVE 1.
OBJECTIVE 2.
OBJECTIVE 3.
OBJECTIVE 4.
OBJECTIVE 5.
OBJECTIVE 6.
OBJECTIVE 7.
Objective | Performance Metric(s) | Measures | 2024-2025 Baseline |
2025-2026 Baseline |
2026-2027 Baseline |
2027-2028 Baseline |
2028-2029 Baseline |
2029-2030 Baseline |
Reporting Frequency |
||||||
---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
Target | Actual | Target | Actual | Target | Actual | Target | Actual | Target | Actual | Target | Actual | ||||
OBJECTIVE 1 — MCPS will have the highest academic performance in Maryland, as measured by the Maryland School Report Card. | % of schools with star rating of 4 or higher | Maryland School Report Card | Annual | ||||||||||||
Ranking of MCPS among Maryland districts based on composite score and star ratings | Maryland School Report Card | Annual | |||||||||||||
OBJECTIVE 2 — All students will meet proficiency benchmarks and grow in literacy, Grades Pre-K–11. | % of students scoring proficient or above on state English Language Arts/Literacy (ELA/L) assessments | MCAP/ALT-MCAP ELA/L ELA/10 |
Annual | ||||||||||||
% of students meeting or exceeding gradelevel reading expectations on formative literacy assessments | MAP Reading DIBELS |
Biannual Triannual |
|||||||||||||
% of students exceeding growth expectations | DIBELS | Triannual | |||||||||||||
% of Multilingual learners exiting EL status | ACCESS/Alt-ACCESS | Annual | |||||||||||||
% of Multilingual learners meeting annual growth target or minimum growth expectation | ACCESS/Alt-ACCESS | Annual | |||||||||||||
OBJECTIVE 3 — All students will demonstrate reading proficiency by the end of Grade 1. [BP: Pillar 3] | % of Grade 1 students meeting or exceeding benchmarks on district-wide early literacy assessments | DIBELS | Annual | ||||||||||||
% of Kindergarten and Grade 1 students identified as on-track for reading proficiency based on mid-year and end-of-year benchmarks | DIBELS | Biannual | |||||||||||||
% of students receiving targeted reading interventions in K–1 who demonstrate catchup growth | DIBELS Interventions |
Biannual | |||||||||||||
OBJECTIVE 4 — All students will meet proficiency benchmarks and grow in mathematics, grades Pre-K–11. | % of students scoring proficient or above on state math assessments. | MCAP Mathematics | Annual | ||||||||||||
% of students exceeding growth expectations | MAP Mathematics | Biannual | |||||||||||||
% of students meeting grade-level expectations on district-wide math assessments | Required District Assessments |
Quarterly | |||||||||||||
OBJECTIVE 5 — All high school students seeking a diploma will demonstrate success in Algebra 2 prior to graduation. | % of students who complete Algebra 2 with a grade of C or higher by Grade 11. | Grades | Annual | ||||||||||||
OBJECTIVE 6 — MCPS will close performance gaps between reporting categories, improving performance for all students; primary focus areas include students with disabilities, economically disadvantaged students, Multilingual Learners, Hispanic/Latino students, and Black or African American students. | Percentage-point gap in proficiency rates (ELA/L and math) between each reporting group and the target. | Maryland School Report Card: Equity |
Annual | ||||||||||||
% of schools reducing gaps in performance between reporting groups year over year | Maryland School Report Card: Equity |
Annual | |||||||||||||
OBJECTIVE 7 — MCPS will provide programmatic and discrete opportunities for all students to demonstrate innovation and enrichment to enhance learning experiences. | % of students enrolled in advanced, enriched, or accelerated courses and programming (e.g., honors, AP, IB, dual enrollment, centers for enriched studies) disaggregated by reporting groups | Course Enrollment | Biannual |
Ensure meaningful post-secondary outcomes for all students.
OBJECTIVE 1.
OBJECTIVE 2.
OBJECTIVE 3.
OBJECTIVE 4.
OBJECTIVE 5.
OBJECTIVE 6.
OBJECTIVE 7.
OBJECTIVE 8.
Objective | Performance Metric(s) | Measures | 2024-2025 Baseline |
2025-2026 Baseline |
2026-2027 Baseline |
2027-2028 Baseline |
2028-2029 Baseline |
2029-2030 Baseline |
Reporting Frequency |
||||||
---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
Target | Actual | Target | Actual | Target | Actual | Target | Actual | Target | Actual | Target | Actual | ||||
OBJECTIVE 1 — All high school students will have a plan to be employed, enlisted, and/or enrolled in a post-secondary learning institution upon graduation. | % of seniors completing key milestones aligned to their postsecondary plan | Postsecondary plan | Annual | ||||||||||||
% of seniors with a verified next step before graduation (e.g., military enlistment, signed job offer, college acceptance, etc.) | Postsecondary plan | Annual | |||||||||||||
% of seniors with a documented postsecondary plan in Naviance or district tracking system (enrolled, enlisted, or employed) | Postsecondary plan | Annual | |||||||||||||
% of graduating seniors with completed FAFSA or MSFAA applications | FAFSA/MSFAA | Annual | |||||||||||||
OBJECTIVE 2 — All high school students will have at least one real world learning experience, through internships, apprenticeships, field experiences, and/or authentic capstone experiences prior to graduation. [BP: Pillar 3] | % of high school students completing at least one real-world learning experience by graduation | Course/Module Enrollment | Annual | ||||||||||||
OBJECTIVE 3 — All middle school students will complete an individualized college and career readiness and exploration plan and will revisit and revise it with their school counselor annually. | % of middle school students with documented college and career plans reviewed at least once per year | CCR Plan | Annual | ||||||||||||
OBJECTIVE 4 — All elementary school students will develop awareness of the 16 career clusters and be provided with different opportunities to explore career fields within each cluster. | % of elementary students participating in at least one career exploration activity related to each of the 16 clusters | Course Enrollment/ Experience | Annual | ||||||||||||
OBJECTIVE 5 — All students will have access to and be successful in challenging, advanced learning opportunities that prepare them for high-quality postsecondary outcomes. | % of students meeting college- and careerreadiness benchmarks on SAT, ACT, or Accuplacer | CCR Benchmark | Annual | ||||||||||||
% of students taking SAT/ACT | SAT/ACT participation | Annual | |||||||||||||
OBJECTIVE 6 — All high school students will have access to and be successful in Post-College and Career Readiness Pathways (International Baccalaureate Diploma, AP program, Dual enrollment, Career and Technical Education program) to graduate with a diploma or certificate or program completion endorsement or at least one marketable credential or specialization. [BP: Pillar 3] | % of graduates who complete a CCR pathway or earn an endorsement/specialization (Seal of Biliteracy) | Diploma/Program Completion | Annual | ||||||||||||
% of graduates earning a CTE certification, industry-recognized credential, or college credit through dual enrollment | CCR | Annual | |||||||||||||
% of students meeting Maryland CCR standard | MD CCR Standard | Annual | |||||||||||||
% of students who graduate with an associate’s degree | Post-secondary plan | Annual | |||||||||||||
OBJECTIVE 7 — All high school students will successfully demonstrate financial literacy. | % of high school students who complete a financial literacy course or module prior to graduation | Course enrollment/module | Annual | ||||||||||||
OBJECTIVE 8 — All families will have an understanding of educational options and career pathways. | % of families reporting increased understanding of options and pathways on post-event surveys | Event Survey | Annual | ||||||||||||
Availability and usage rates of multilingual, accessible family resources (e.g., downloads/views of informational materials) | Remind usage ParentVue usage Language line | Annual |
Ensure a safe, welcoming, and inclusive learning and work environments through positive climate and effective operations.
OBJECTIVE 1.
OBJECTIVE 2.
OBJECTIVE 3.
OBJECTIVE 4.
OBJECTIVE 5.
OBJECTIVE 6.
OBJECTIVE 7.
OBJECTIVE 8.
OBJECTIVE 9.
OBJECTIVE 10.
OBJECTIVE 11.
OBJECTIVE 12.
Objective | Performance Metric(s) | Measures | 2024-2025 Baseline |
2025-2026 Baseline |
2026-2027 Baseline |
2027-2028 Baseline |
2028-2029 Baseline |
2029-2030 Baseline |
Reporting Frequency |
||||||
---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
Target | Actual | Target | Actual | Target | Actual | Target | Actual | Target | Actual | Target | Actual | ||||
OBJECTIVE 1 — All students and staff are physically, mentally, and emotionally safe in their learning and work environments. | % of students and staff reporting positive experiences in their academic or work environment | Climate Survey MD School Survey |
Biannual Annual |
||||||||||||
OBJECTIVE 2 — Close gaps in how students, teachers, and families perceive the learning environment across different demographics and within schools. | % point gap in climate survey positive ratings between racial/ethnic groups or student groups | Climate Survey | Biannual | ||||||||||||
% of schools with reduced disparity in survey responses across student, staff, and family demographics year over year | Climate Survey | Biannual | |||||||||||||
OBJECTIVE 3 — Reduce disproportionate suspension rates for Black or African American students and students receiving special education services. | % of in-school and out-of-school suspensions | Suspension Rates | Monthly | ||||||||||||
% of restorative approaches implemented | Critical Incidents | Monthly | |||||||||||||
% of disciplinary infractions | Disciplinary Infractions | Monthly | |||||||||||||
OBJECTIVE 4 — Ensure that all families feel welcomed, supported, and valued. | % of families reporting positive experiences in their child’s academic environment | Climate Survey | Biannual | ||||||||||||
Family participation rate in school events, workshops, and conferences, disaggregated by reporting group | Event Survey/ Participation | Annual | |||||||||||||
OBJECTIVE 5 — Reduce hate-bias and bullying incidents. | # of documented bullying and hate-bias incidents reported annually, disaggregated by type and location | Hate-Bias/Bullying Incidents | Monthly | ||||||||||||
% of staff completing training on hate-bias prevention and inclusive practices | Training Participation | Annual | |||||||||||||
OBJECTIVE 6 — Ensure classroom space that aligns to programmatic needs, ensuring high-quality learning experiences. | % of schools meeting classroom-to-enrollment utilization targets aligned with educational specifications | Student-Teacher Ratio | Annual | ||||||||||||
# of capital improvement projects completed or in progress that address programmatic space needs | CIP Projects | Annual | |||||||||||||
OBJECTIVE 7 — Equitably distribute adequate resources to facilitate high-quality instruction. [BP: Pillar 4] | % of schools receiving differentiated funding and staffing support based on equity-based formulas (e.g., Title I, FARMS) | Funding allocation | Annual | ||||||||||||
Resource allocation index showing alignment of resources to student need (e.g., class size, support staff per student) | Allocation index | Annual | |||||||||||||
OBJECTIVE 8 — Ensure the continuous maintenance of all facilities (including schools, transportation and food services) that support a safe, functional, and ready environment for learning. | % of facility work orders completed within target response time | Work orders | Annual | ||||||||||||
% of facilities meeting or exceeding cleanliness, maintenance, and safety inspection standards | Inspections | Annual | |||||||||||||
Gap between work needed and work completed, and the time taken to complete request | Work orders vs. time requested | Annual | |||||||||||||
OBJECTIVE 9 — Transport students safely and on-time to school. | % of buses arriving on time | Bus arrivals | Annual | ||||||||||||
# of preventable bus accidents | Preventable accidents | Annual | |||||||||||||
% of transportation-related safety incidents reported | Safety incidents | Annual | |||||||||||||
OBJECTIVE 10 — Reduce carbon emissions and negative global climate impact through green infrastructure enhancements. | % of schools with renewable energy sources or green infrastructure (e.g., solar panels, green roofs) | Green buildings | Annual | ||||||||||||
% reduction in carbon emissions from baseline year | Carbon emissions | Annual | |||||||||||||
% of buildings meeting green building standards (e.g., LEED, Net Zero) | Official certification | Annual | |||||||||||||
OBJECTIVE 11 — Ensure communication is clear, culturally responsive, and easy to understand. | % of families who agree district communication is clear and culturally responsive | Climate Survey | Biannual | ||||||||||||
Response rate to district communications (e.g., open rates, engagement rates via email, text, or app) | Climate Survey Remind App ParentSquare |
Annual | |||||||||||||
OBJECTIVE 12 — Operate with efficiency and transparency, ensuring the responsible and accountable use of public resources. | % of departments/schools meeting annual performance audit or fiscal accountability standards. | Performance Audit | Annual | ||||||||||||
Public availability and timeliness of financial reporting and budget documentation | ACFR Budget CIP |
Annual | |||||||||||||
% of principals completing fiscal management training | Training participation | Annual |
Support and invest in all staff.
OBJECTIVE 1.
OBJECTIVE 2.
OBJECTIVE 3.
OBJECTIVE 4.
OBJECTIVE 5.
Objective | Performance Metric(s) | Measures | 2024-2025 Baseline |
2025-2026 Baseline |
2026-2027 Baseline |
2027-2028 Baseline |
2028-2029 Baseline |
2029-2030 Baseline |
Reporting Frequency |
||||||
---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
Target | Actual | Target | Actual | Target | Actual | Target | Actual | Target | Actual | Target | Actual | ||||
OBJECTIVE 1 — Provide competitive compensation, highquality and affordable benefits, and wellness support to all staff. [BP: Pillar 2] | Benchmark comparison of average teacher/employee salaries and benefits against neighboring or similar districts | Annual Salary Churn Rate Exit Surveys |
Annual | ||||||||||||
OBJECTIVE 2 — Establish and maintain staffing standards and program capacity standards that meet the needs of students and effective operations. | % of classrooms/programs meeting studentto-staff ratio standards based on district benchmarks | Student-Teacher Ratio | Annual | ||||||||||||
% of positions filled by the first day of school and average time to fill vacancies | Positions Filled | Annual | |||||||||||||
% of schools/programs operating under capacity constraints | Capacity Enrollment Capacity CIP Chart |
Annual | |||||||||||||
% of schools/programs operating with staff shortages by type | Staffing Shortages/Vacancies | Annual | |||||||||||||
OBJECTIVE 3 — Ensure that all students have access to high-quality, highly qualified, diverse educators. [BP: Pillar 2] | % of students taught by teachers who are certified and teaching within their subject area/expertise | Certification in subject area | Annual | ||||||||||||
% of National Board Certified Teachers in schools with 3 stars or lower | NBCT Teachers | Annual | |||||||||||||
% of educator workforce identifying as Black, Hispanic/Latino, Asian, or male | Educator Diversity | Annual | |||||||||||||
OBJECTIVE 4 — Create pathways, career ladders, and professional learning opportunities for all staff, aligned to individual employee and district goals. [BP: Pillar 2] | % of classified and certified staff promoted internally through career-ladder programs | Career-ladder program completion | Annual | ||||||||||||
Number of staff participating in leadership pipeline, certification support, or advancement programs, disaggregated by race/ethnicity | Leadership pipeline program participation | Annual | |||||||||||||
Year-over-year increase in diversity of principal applicant pools | Principal application diversity | Annual | |||||||||||||
OBJECTIVE 5 — Ensure all staff engage in inclusive, culturallyresponsive, and antiracist practices. | % of educators participating in inclusive, culturally responsive, and antiracist professional learning opportunities | Professional learning opportunities | Monthly | ||||||||||||
% of educators with practices indicated as culturally responsive based on rubric | Implementation based on rubric | Annual |