SUPERINTENDENT’S REPORT 2012 Spring Forums

SUPER INTENDENT ’ S REPORT

2012 Spring ForumsEnglish Language Learners

Gifted Education Special Education

Social and Emotional Learning

VISIONA high-quality education is the fundamental right of every child. All children will receive the respect, encouragement, and opportunities they need to build the knowledge, skills, and attitudes to be successful, contributing members of a global society.

Board of Education

Ms. Shirley BrandmanPresident

Mr. Christopher S. BarclayVice President

Ms. Laura Berthiaume

Dr. Judith R. Docca

Mr. Michael A. Durso

Mr. Philip Kauffman

Mrs. Patricia B. O’Neill

Mr. Alan XieStudent Member

School Administration

Dr. Joshua P. StarrSuperintendent of Schools

Mr. Larry A. BowersChief Operating Officer

Dr. Frieda K. LaceyDeputy Superintendent of Schools

Dr. Beth Schiavino-NarvaezDeputy Superintendent for School Support and Improvement

850 Hungerford Drive Rockville, Maryland 20850 www.montgomeryschoolsmd.org

S P R I N G F O R U M S

D E A R F R I E N D S A N D C O L L E A G U E S,

I am pleased to present for your review this report on the 2012 Spring Forums. The forums were planned to further the conversations that began during my fall 2011 Listen and Learn events and delve deeper into four educational topics that are important to Montgomery County Public Schools (MCPS) now and in the future.

The topics of the forums were English language learners, gifted education, special education, and social and emotional learning. Attendance at these events was excellent, with more than 1,200 individuals participating, including staff, parents, community members and students. Evaluations for the events were very positive.

The format for these forums varied slightly from session to session, but was intentionally different from the traditional “question and answer” style of the Listen and Learn events. The forums included presentations from local and national experts, who shared the latest research and trends, followed by facilitated, small-group discussions. At the conclusion of the events, some participants shared what was discussed at their tables. Attendees also completed comment cards to share their individual thoughts and ideas.

The format was intended to allow people to learn more about these important topics and foster conversations among the participants about how we can better serve our students.

As I mentioned at each of the forums, this is just the beginning of a conversation, not the end. These forums will inform our discussions about how we take an already excellent school system and make it even better. I am grateful to everyone who took the time to participate in these forums and I offer my appreciation to the school-based and central office staff who organized and executed these events. I look forward to continuing these conversations in the months and years to come as we seek to improve teaching and learning for every child, every day.

Sincerely,

Joshua P. Starr, Ed.D.

TO WATCH THE EVENTS AND SEE SUPPORTING MATERIALS, PLEASE VISIT MY PAGE ON THE MCPS WEBSITE AT

http://www.montgomeryschoolsmd.org/departments/superintendent/springforums/

http://www.montgomeryschoolsmd.org/departments/superintendent/springforums/

E N G L I S H L A N G U A G E L E A R N E R S

DATE: M A R C H 1 2 , 2 0 1 2

LOCATION: J O H N F. K E N N E DY H I G H S C H O O L

ATTENDANCE: 2 3 5

PANELISTS: Dr. Margarita Calderón, Professor Emerita, Johns Hopkins University; Dr. Karen

Woodson, Director, MCPS Division of ESOL/Bilingual Programs; and Mr. Matthew Devan, Principal,

Viers Mill Elementary School

SUMMARY:The forum began with Dr. Starr and Dr. Woodson providing an overview of current enrollment and achievement data for students who are English language learners (ELL) in MCPS. The district’s ELL population has grown dramatically in recent years. In the 2011–2012 school year, more than 19,000 students were ELLs, an increase of more than 3,000 students in just five years. More than 80 percent of MCPS ELL students are in elementary grades. The top languages spoken by MCPS ELL students are Spanish (61.9%), French (5.3%), Chinese (4%), Amharic (3.7%) and Vietnamese (3%). A majority of these students (61.9%) were born in the United States.

Overall, the district’s ELL students are meeting or exceeding state goals in English attainment, and overall student achievement on state assessments is rising. However, there are still gaps in performance between ELL students and other subgroups that must be addressed.

Dr. Calderón emphasized the need for consistent and continuous support for students who are learning English. Because of the diversity of ELL students, one type of program will not help all students. To some extent, all teachers must be trained in various techniques to address the needs of ELL students.

Mr. Devan said at his school, which has a high percentage of Spanish-speaking students, all classroom teachers see themselves as ESOL teachers. Classroom teachers and ESOL teachers plan together and co-teach to ensure alignment and consistency. The school takes great care to communicate in Spanish and to encourage parents to ask questions. However, he said, there are challenges. Some parents and students are not comfortable asking questions and some staff members do not fully understand the cultural barriers these families face. Conquering these challenges takes continuous professional development and conversations among staff and community members.

E N G L I S H L A N G U A G E L E A R N E R S CO N T I N U E D

Attendees then participated in roundtable discussions, sharing their thoughts, ideas and questions. Some participants shared an overview of their table discussion at the event and many provided their thoughts on comment cards. The comments at the event and on the cards focused on three main areas:

¡ The need for more ESOL staff and more training for general classroom teachers to address the needs of ELL students. This includes developing a cultural understanding among all staff and collaboration among teachers within the schools and across grade levels.

¡ The need for clearer, more frequent communications between the school and non-English-speaking parents. Written communications should be sent home in native languages and meetings should be held at different times so all parents can attend.

¡ The need to develop long-term plans for ELL students that are not focused on standardized test scores. Even if a student has learned to speak English, that student needs more time to be able to write and fully communicate in English. This is crucial if ELL students are going to succeed in school, in college and in the workplace.

Participant Feedback

Superintendent’s Spring Forum on English Language Learners John F. Kennedy High School

March 12, 2012

Total number of respondents: 129

43%

47%

7% 2% 2%

I think the format of this meeting was effective.

Strongly Agree

Agree

Disagree

Strongly Disagree

No Response

51%

42%

6% 2% I believe I had the opportunity to participate.

Strongly Agree

Agree

Disagree

No Response

37%

46%

10% 5% 2% I feel more informed as a result of this meeting.

Strongly Agree

Agree

Disagree

Strongly Disagree

No Response

PARTICIPANT FEEDBACK ON ENGLISH LANGUAGE LEARNERSJohn F. Kennedy High School, March 12, 2012


G I F T E D E D U C A T I O N

DATE: M A R C H 2 2 , 2 0 1 2

LOCATION: C O L . Z A D O K M A G R U D E R H I G H S C H O O L

ATTENDANCE: 4 2 0

PANELISTS: Dr. Monique Felder, director of the MCPS Division of Accelerated and Enriched

Instruction; Ms. Michelle Gluck, parent and chair of the MCCPTA Subcommittee for the Gifted

Child; Ms. Nancy Green, executive director of the National Association for Gifted Children;

Dr. Donna Hollingshead, MCPS community superintendent; Ms. Catherine Jasperse, principal

at Rock Creek Valley Elementary School; and Ms. Maricel Keeter, first grade teacher at Rock

Creek Valley Elementary School

SUMMARY:Dr. Starr provided an overview of the current state of gifted education and accelerated learning in MCPS. It was a topic, he said, that was raised consistently during his fall Listen and Learn events, although the issues brought up varied widely. For instance, some were concerned that students were not challenged enough, while others expressed concern that MCPS was “over-accelerating.” And while some felt the district should maintain and expand magnet programs, others felt that the process was too selective and these programs should be scaled back.

MCPS has increased its gifted programs and accelerated learning opportunities for students over the past decade. The number of Highly Gifted Centers for elementary school students has doubled and accelerated and advanced offerings have increased, including Advanced Placement classes and International Baccalaureate programs. MCPS uses a global screening process to identify gifted students. The results have been consistent over the years, showing a persistent gap in identification among racial and ethnic subgroups. To address this gap, efforts are being made to identify the accelerated instruction a student is ready for and review the services that student has actually received.

Using a hypothetical scenario as a jumping-off point, the panelists discussed how parents should advocate if they feel their child is not being challenged in school and how the school should respond. The panelists agreed that any conversation should begin with the classroom teacher and the principal. Ms. Gluck, Ms. Keeter and others said it was important for the parent to share with the teacher if there is an inconsistency between the level of work a student is demonstrating at home and the level of work being done in the classroom. Ms. Green said that teachers must be well-trained to deliver instruction to gifted students and that the schools should consider flexible

G I F T E D E D U C A T I O N CO N T I N U E D

grouping within the classrooms and grade levels, which not only engages gifted students, but helps students at all levels.

Attendees then participated in roundtable discussions, sharing their thoughts, ideas and questions. Some participants shared an overview of their table discussion at the event and many provided their thoughts on comment cards. The comments at the event and on the cards focused on four main areas:

¡ Concerns were raised that the integrated curriculum being implemented in elementary grades—known as Curriculum 2.0—is not challenging enough and does not allow for enough acceleration.

¡ There is not enough information shared about the selection process for gifted and magnet programs and, in some cases, parents are not aware of the options they have for their children.

¡ Not enough teachers are trained in how to truly engage gifted and talented students. Some parents and educators expressed concern about teachers not having enough time to truly differentiate instruction for gifted students given the size and varying needs of their classes.

¡ Concerns were raised that not enough African American and Hispanic students were accepted into programs such as the Highly Gifted Centers for elementary school students and academic-based magnets programs.


Superintendent’s Spring Forum on Gifted Education Col. Zadok Magruder High School

March 22, 2012

9% 50%

22%

14% 5% I think the format of this meeting was effective.

Strongly Agree

Agree

Disagree

Strongly Disagree

No Response

25%

60%

7% 6% 2%

I believe I had the opportunity to participate.

Strongly Agree

Agree

Disagree

Strongly Disagree

No Response

10% 37%

31%

19% 3%

I feel more informed as a result of this meeting.

Strongly Agree

Agree

Disagree

Strongly Disagree

No Response

PARTICIPANT FEEDBACK ON GIFTED EDUCATIONCol. Zadok Magruder High School, March 22, 2012


S P E C I A L E D U C A T I O N

DATE: A P R I L 1 6 , 2 0 1 2

LOCATION: S E N E C A VA L L E Y H I G H S C H O O L

ATTENDANCE: 3 8 0

PANELISTS: Ms. Marcella E. Franczkowski, assistant state superintendent, Division of Special

Education/Early Intervention Services, Maryland State Department of Education; Ms. Meredith Bove,

MCPS parent; Ms. Gwendolyn J. Mason, director, MCPS Department of Special Education Services;

Ms. Marita Sherburne, principal, Wood Acres Elementary School; and Ms. Jocelyn J. Watson, Learning

Center coordinator, Galway Elementary School

SUMMARY:Dr. Starr and Ms. Mason presented an overview of the current state of special education in Montgomery County, including facts and data about MCPS. In 2011–2012, MCPS had more than 17,400 special education students and this enrollment has been growing steadily since 2005, as has the complexity of the challenges these students are facing. “Learning disability” is still the most prevalent category of disability among MCPS students, but other categories, such as autism and developmental delay, are growing.

MCPS is meeting and exceeding state and federal targets related to the percentage of students who spend at least 80 percent of their instructional time in regular education classrooms. Additionally, special education students in MCPS are outperforming their peers across Maryland on state reading and mathematics assessments.

Data also show that MCPS, like many districts across the nation, disproportionately identifies African American students with emotional disabilities, a trend that has been an area of focus for the district for many years. While progress has been made, work must continue to reverse this trend.

Using a hypothetical scenario as a starting point, the panel discussed the Individualized Education Program—or IEP—process and the challenges special education students face in transitioning from one grade level to another (e.g., elementary school to middle school). All special education students must have an IEP, and there are state and federal rules that must be followed in developing and monitoring the plan. The “5-day rule” is a state law that ensures parents receive a copy of assessments, reports and data at least five business days before an IEP meeting with the school. Ms. Bove said this rule allows parents to compare school documentation with their own

S P E C I A L E D U C A T I O N CO N T I N U E D

observations and provides the opportunity to develop questions and gather outside resources, if needed.

Ms. Franczkowski said middle schools present specific challenges for special education students due to the size of the schools, the fact that different staff teaches different subjects, and there is more homework and more emphasis on grades. She said the student and family must be involved in the development of accommodations and strategies that will help the student successfully manage these transitions.

Attendees then participated in roundtable discussions sharing their thoughts, ideas and questions. Some participants shared an overview of their table discussion at the event and many provided their thoughts on comment cards. The comments at the event and on the cards focused on several areas, including the following:

¡ Increasing clarity and trans-parency in the IEP process and making sure parents understand their roles as partners in the process.

¡ Continued investment in professional development for all staff to provide special education students with the services and support they need to be successful.

¡ Making sure the right supports are in place for special education students who are included in general education classrooms.

¡ With the number of non- English-speaking families growing in MCPS, the district must make sure communication about special education is clear, concise and available in multiple languages.


Superintendent’s Spring Forum on Special Education Seneca Valley High School

April 16, 2012


25%

52%

15% 7% 1%

I think the format of this meeting was effective.

Strongly Agree Agree Disagree Strongly Disagree No Response

38%

53%

7% 1% 1% I believe I had the opportunity to participate.

Strongly Agree Agree Disagree Strongly Disagree No Response

18%

44%

23%

11% 4% I feel more informed as a result of this meeting.

Strongly Agree

Agree

Disagree

Strongly Disagree

No Response

PARTICIPANT FEEDBACK ON SPECIAL EDUCATIONSeneca Valley High School, April 16, 2012


S O C I A L A N D E M O T I O N A L L E A R N I N G

DATE: M AY 1 0 , 2 0 1 2

LOCATION: WA LT W H I T M A N H I G H S C H O O L

ATTENDANCE: 2 2 0

GUEST SPEAKER: Ms. Donna Snyder,

manager of Whole Child Programs at

ASCD in Alexandria, Virginia.

SUMMARY:During the fall Listen and Learn events, many parents and community members raised concerns that there was too much focus on academic success in MCPS, and not enough focus on developing students into well-rounded citizens. The spring forum on social and emotional learning (SEL) provided an opportunity to discuss how children could develop academically and also have the emotional, personal, and interpersonal skills and competencies to thrive in a 21st century society.

The forum began with the audience participating in an interactive exercise that allowed them to understand the elements of SEL. The Collaborative for Social and Emotional Learning defines SEL as “the process through which young people and adults acquire the knowledge, attitudes, and skills they need to recognize and manage their emotions, demonstrate caring and concern for others, establish positive relationships, make responsible decisions, and handle challenging situations constructively.”

Ms. Snyder said research shows a significant increase in academic achievement if SEL is infused in the core curriculum. She defined the aspects of SEL as:

¡ Self-Awareness: recognizing one’s emotions as well as one’s strengths and limitations;

¡ Responsible decision-making: learning to make choices based on safety and concern for others;

¡ Relationship skills: resisting social pressures and asking for help when it is needed;

¡ Social awareness: showing empathy and appreciation for others; and

¡ Self-management: regulating stress and expressing emotions appropriately.

Ms. Snyder said SEL is only possible after students’ basic needs are met. Since SEL addresses competencies such as self-control, self-discipline, and group participation skills, it supports and enhances academic excellence.

Dr. Starr asked the audience to participate in small-group discussions around what can be done immediately, in the near future and the distant future to promote SEL in MCPS. After the

S O C I A L A N D E M O T I O N A L L E A R N I N G CO N T I N U E D

discussion, several suggestions were shared with the audience and others were reflected on comment cards.

Immediate strategies:

¡ Eat with our kids in school and at home.

¡ Greet every student and welcome them back after an absence.

¡ Pay attention to a broad range of achievements not just test scores and athletics.

¡ Reward good behavior.

¡ More face-to-face interactions at school, less use of technology to communicate.

Near-term strategies:

¡ Promote the idea that compromise is success.

¡ Allow teachers and staff to collaborate around SEL, not just academics.

¡ Provide more play time, especially in early grades.

¡ Focus on customer service in the school building.

¡ Encourage risk-taking and make students realize that struggle is not a bad thing.

Long-term strategies:

¡ Determine what is working in schools now that is aligned with SEL and spread it.

¡ Promote volunteer and mentoring programs in the school and the community.

¡ Make sure there is at least one adult who knows what is going on in the life of each child.

¡ Teach students to respect other cultures and make them responsible citizens in the school building.

Dr. Starr ended the forum by emphasizing that he was not ready to implement a new program or initiative, but felt it was important to begin talking about how MCPS can start developing social and emotional competencies in its students, while continuing to prepare them academically for college and the workplace.


Superintendent’s Spring Forum on Social and Emotional Learning Walt Whitman High School

May 10, 2012


52% 46%

1% 1% I think the format of this meeting was effective.

Strongly Agree

Agree

Disagree

No Response

59% 36%

3% 2% I believe I had the opportunity to participate.

Strongly Agree

Agree

Disagree

No Response

45% 50%

2% 4% I feel more informed as a result of this meeting.

Strongly Agree

Agree

Disagree

No Response

PARTICIPANT FEEDBACK ON SOCIAL AND EMOTIONAL LEARNINGWalt Whitman High School, May 10, 2012


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SUPERINTENDENT’S REPORT 2012 Spring Forums

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