Testimony to MCPS
Strategic Planning and Budgeting Forum
By Cindy Kerr, MCCPTA President
Goal 2: Provide an Effective
Instructional Program
Good Evening, I am Cindy Kerr, President of the
On behalf of the 56,000 members of the MCCPTA, I want to again thank the BOE
for the opportunity to provide input into the MCPS’ Planning Phase: the stage
in the process when MCPS priorities are set and a series of actions and desired
results are outlined. Tonight’s forum, focused on MCPS Goal 2: Provide an
Effective Instructional Program, is an important opportunity for us to
participate in the identification of long-range strategic planning issues
before the development of the recommended operating budget.
After participating in the first forum earlier this month on Goal 1: Ensure the
Success of Every Student, we feel even more strongly that this new process does
<I style="mso-bidi-font-style:
normal">not offer a meaningful substitute for the traditional public
hearing in January, which focus on commenting on the MCPS operating budget. We
once again urge the BOE to preserve the 20-year board tradition of preset designation times for hearing concerns regarding the
actual budget allocations -- from at least 27 area and cluster coordinators,
elected each year by presidents and delegates from the 180 PTAs and PTSAs in the county -- at a time when this input can still
meaningfully shape the operating budget allocations.
To better communicate the intent of Goal 2: Provide an Effective Instructional
Program, MCCPTA recommends MCPS develop category titles for supporting
initiatives that are more descriptive. The current categories or
“themes”: Curriculum and Instruction, and Technology, do not convey well the
MCPS strategies for achieving this Goal. MCCPTA believes the seven “themes”
MCPS used to categorize the initiatives for Goal 1 such as: Class Size
Reductions, Extended Time and High School Reform, better communicated MCPS’
plans.
As with the first goal, it is difficult to judge whether specific strategies
and initiatives are on target to achieve the goal based on available
performance information, we do offer the following:
There appears to be ample evidence of a positive increase in Honors and Advance
Placement participation across the county.
We are anxiously awaiting the impact of the Middle School Audit, an area where
many parents feel we are failing to serve our children’s needs to the best of
our ability.
The Reading Recovery Program, while effective, needs to be available to
students with special needs according to their individual needs and certainly
not the only program. Children who are already identified as special education
are not currently accepted into the program.
Career and Technology Education Programs are valuable and must be utilized and
offered to more students who may not choose the "college path."
Many parents are not clear on what the System of Shared Accountability entails.
Parents want information that is usable and identifiable on how well
their children are performing in any snapshots of time. Progress levels must be
completely and easily identified. The expectation should be that all children
can obtain a higher standard no matter their level of ability.
Program Evaluations are crucial to ensure we choose and properly
implement the “Right” programs for our students. Program Evaluation
should include a review of: 1) the Program’s
Purpose, 2) MCPS Management of the Program, 3) The quality of MCPS planning for
the Program and 4) an assessment of the Program’s effectiveness.
Web-based instruction and support show promise as a “force multiplier “ for MCPS.
All of our students need to be technology literate and we recommend an upgrade
in requirement for HS students to be more than basic computer skills.
In addition, we would like to offer the following Academic Concerns, gathered
from across the County:
ACADEMIC CONCERNS – Elementary School
Lack of a well rounded curriculum: Emphasis on reading, writing, arithmetic to
the exclusion of a rich science, social studies, arts and other curriculum
Poorly planned curriculum implementation—lack of adequate resources for
teachers and inadequate communication with parents during roll out of new
curriculum
Unfocused curriculum: jumping from topic to topic with little connection
Inconsistent expectations of students – need for uniformly high expectations
that all students will succeed and will have their needs met including Special
Education, ESOL, Gifted/Talented
Too much time devoted to teaching to the “test” for standardized testing
Inadequate attention to vertical articulation planning – more attention needed
to ensure that students receive necessary foundational instruction in
elementary to be academically ready for later curriculum options
(example: preparing students for Math A in Middle School)
Academic challenges posed by split articulation in schools does not receive
adequate planning and attention
Need for Math Specialists (like Reading Specialists) in all elementary schools
to provide early intervention for students especially with increased demands of
new math curriculum
Need to make academic intervention/support such as summer learning
opportunities available to all students based on need and not limit resource
allocation to Title I schools
ACADEMIC CONCERNS – Middle School
Inadequate academic rigor in middle school curriculum—attention to emotional
and developmental needs though appropriate cannot be to the exclusion of
rigorous academic standards
Need for specific action/intervention plan for students not meeting standard under
new grading policy
Inadequate attention to vertical articulation planning – more attention needed
to ensure that students receive necessary foundational instruction in
elementary and middle school to be academically ready for later curriculum
options
ACADEMIC CONCERNS – High School
Inadequate attention/resources devoted to the large number of students not
meeting basic academic standards (below a 2.0 GPA) who then become academically
ineligible
Increase attention and resources to students who fail at the 9th grade level to
anticipate and avoid risk of later drop out
Inconsistency in course offerings across county
Frequent curriculum changes
Lack of current curriculum textbooks, many times due to frequent curriculum
changes
Grading and Reporting - continued confusion about its applications, including
the role of homework and participation.
I want to close my discussion of Goal 2 by emphasizing the importance of
training to this goal. Training needs to be funded to implement
successful programs for all students. For example, there is currently an acute
need for training to support effective instruction for special education
students targeted to remain in general education classrooms under Least
Restrictive Environment.
MCCPTA appreciates the BOE’s efforts to gain
important public involvement early in the planning and budgeting
processes. We are looking forward to hearing back from MCPS on the
results of these forums, and urge the BOE to revisit the cancellation of preset
designation times for MCCPTA Cluster testimony, which has decreased our
opportunity for input on the Budgeting and Review Phases.