Montgomery County Public Schools, Study of Choice and Special ...

March 2015

Montgomery County Public Schools, Study of Choice and Special Academic Programs Research Design and Road Map for Phase One SUBMITTED TO:

Montgomery County Public Schools

SUBMITTED BY:

Claire Aulicino, Senior Associate Marilyn Zlotnik, Vice President for Development and Communications

Table of Contents Background and Context

Page 1

Overview of the Choice Study

1

Phases of Study

2

Research Design and Methods—Phase One

3

Reporting

5

Timeline of Research Activities and Reporting—Phase One

7

Attachment A: MCPS Choice and Special Academic Programs

8

Background and Context In June 2013, the Montgomery County Board of Education approved the Building Our Future Together Strategic Planning Framework to guide the future of Montgomery County Public Schools (MCPS). The framework was developed with broad input from the community and is being carried out through a District Implementation Plan with actionable steps and benchmarks. See http://www.montgomeryschoolsmd.org/implementation-plan/. One of these steps is to “initiate a comprehensive study of the wide variety of choice and other special academic programs that MCPS offers to ensure that these programs, both individually and collectively, are well-positioned to effectively advance the mission, core purpose, core values, and core competencies set forth in the MCPS Strategic Planning Framework.” This study was approved by the Montgomery County Board of Education as part of its Fiscal Year 2015 Operating Budget. In January 2015, MCPS contracted with Metis Associates to conduct the study. Metis is a research and evaluation firm that is nationally known for its commitment to participatory evaluation. Participatory evaluation is driven by a highly collaborative approach that involves active stakeholder involvement and includes multiple methods, measures, and respondents with multiple perspectives in order to ensure that findings “speak to” a variety of audiences and stakeholders.

Overview of the Choice Study The study will examine MCPS’s use of a variety of choice and special academic programs to provide options for families to enroll students in schools outside of their home attendance zones. The study has been designed by MCPS to focus on four main objectives: • • •

•

Understanding the unique history and current state of each of MCPS’s choice and other special academic programs; Identifying the original purposes of each of these programs and assessing whether they are fulfilling those purposes; Assessing whether all students have equitable access to these programs, especially in light of the continuing growth of MCPS student enrollment and the changing demographics of the region, both countywide and at the neighborhood level; and Ensuring that these programs, both individually and collectively, are well-positioned to effectively advance the mission; core purpose; core values, including equity; and core competencies set forth in with the MCPS Strategic Planning Framework. Equity, as defined in the MCPS Strategic Planning Framework, ensures that “each and every student matters [and] outcomes should not be predictable by race, ethnicity, or socioeconomic status.”

The study:  WILL review MCPS’s wide array of choice and special academic programs and their impact for students and families.  WILL inform MCPS’s process to continually improve and enhance the menu of choice and special academic programs.  WILL examine the extent to which students have equitable access to choice and special academic programs, specifically in relation to the changing demographics in the region. MCPS Choice Study Prepared by Metis Associates (March 2015)

1

Choice and special academic programs (for the purpose of the study) INCLUDE language immersion programs, magnet application programs including elementary centers for highly gifted students, and the regional consortia schools (Northeast, Downcounty, and Middle School Magnet Consortium). A list of the choice and special academic programs included in the study is presented in Attachment A. Each of MCPS’s choice and other special programs has its own unique history. Depending on the program, they offer tools to serve a variety of different purposes. Some of these programs provide whole-school models while others offer smaller learning communities located within a larger school. Therefore, it is important to understand the distinctive origins, evolution, and current state of each program, in addition to assessing each program’s cumulative impact in serving the needs of MCPS students and the broader community. It is also important to note that this study is not designed or intended to result in an in-depth review or ranking of the quality of programming in each individual magnet or other special academic program as compared to others. The study will also explore the extent to which implementation of choice and special academic programs has implications for local signature programs and career and technical education programs in local high schools. The study also will review the intersection between these choice and special programs, on the one hand, and other related MCPS policies and practices, including the change of school assignment (COSA) process, which provides another mechanism by which students may attend schools other than their home schools. Currently, COSAs are available if students demonstrate a unique hardship or have a sibling attending a particular school.

Phases of the Study Phase One (January – October 2015) will gather and analyze data and information on the unique history and current state of MCPS choice and other special programs. Phase Two will benchmark MCPS programs with innovative, high-quality programs in other districts and review academic research on access to educational options outside students’ home schools. Phase Three will engage community stakeholders in the development of a collaborative action plan for MCPS choice and special academic programs going forward that is informed by the data, information, and the benchmarking analysis from Phases One and Two. This road map was developed with the benefit of input from a planning retreat including MCPS central office and school-based staff, as well as leaders of the Montgomery County Council of Parent-Teacher Associations. The road map provides detailed descriptions of the research methods, questions, and timeline of activities for Phase One. Additional road maps will be developed at the beginning of Phases Two and Three of the study. Although the third phase will focus most intensely on public engagement, the study will solicit a broad array of input from stakeholders throughout the process, as well as feedback from thought leaders and experts in the development and implementation of choice and other special academic programs nationwide.

MCPS Choice Study Prepared by Metis Associates (March 2015)

2

Research Design and Methods—Phase One The study will collect qualitative and quantitative data from multiple sources using the following methods.

Review of district documentation and policies. The following types of documentation will be

reviewed to provide understanding of the history and context for the study and of the original purposes and goals for choice and special academic programs in MCPS. • Historical program data and documentation • News articles • Past research studies • Board Policies (JEE, IOA, ACD, FAA, CFB) and documentation of policy development and evolution1 • Marketing and student recruitment, applications, and selection criteria materials • Choice and special academic program course descriptions • Information on MCPS website

Interviews with current and former district staff and Board members. Individual or small group

interviews will be conducted in person or via telephone with current and former MCPS staff and Board members to gather information about processes and issues related to the current implementation of choice and special academic programs and to learn about the history, original purposes, design, and the evolution of programs over time. Potential district offices and departments that will be included in the interview process include the: Department of Curriculum and Instruction (World Languages); Department of Management, Budget, and Planning; Department of Transportation; Division of Accelerated & Enriched Instruction; Division of Consortia Choice & Application Program Services; Division of Long Range Planning; Office of Communications; Office of Community Engagement and Partnerships; Office of School Support and Improvement (Equity Initiatives Unit, Department of Instructional Leadership Support); Office of Shared Accountability; and Transfers and Appeals Unit.

Interviews with community stakeholders. Individual or small group interviews will be conducted

with representatives of community stakeholder groups to gather feedback on MCPS’s array of choice and special academic programs, as well as the implementation of and equity of access to these programs, impact of programs on students and community, and alignment of programs to the MCPS Strategic Planning Framework.

Visits to a sample of MCPS schools with choice and special academic programs. Half-day visits

will be conducted to a sample of MCPS schools with magnet and special academic programs, and one- or two-day visits will be conducted to each of the three regional consortia, to collect information about program implementation and to gather stakeholder feedback about program options, application process, student learning experiences, and impact on students. The sample of schools (see table below)

1

JEE = Student Transfers, IOA = Gifted & Talented Education, ACD = Quality Integrated Education, FAA = LongRange Educational Facilities Planning, and CFB = Public Charter Schools.


3

was selected with input from the participants in the planning retreat to include a diversity of programs by program model (magnet programs including centers for highly gifted students, language immersion, and consortia); school level (elementary, middle, and high school); and geography across the county. Selected Schools Program type Magnet and application programs, including elementary centers programs for highly gifted students (N=6) Language immersion programs (N=4)

Elementary Schools (N=4) Dr. Charles R. Drew ES Fox Chapel ES

Middle Schools (N=7) Takoma Park MS Roberto W. Clemente MS

College Gardens ES Rock Creek Forest ES

Silver Spring International MS Westland MS Middle School Magnet Consortium (MSMC)

Consortia schools † (N=9-11)

High Schools (N=7-9) Poolesville HS Montgomery Blair HS*

Northeast Consortium (NEC) Downcounty Consortium (DCC)

* Montgomery Blair HS is both a consortia school and magnet program. † Visits may be conducted with a sample of consortia schools; yet parent focus groups will be scheduled to ensure representation from all consortia schools.

Each half-day school visit will include the following activities: • Interview with school principal • Walk-through of school facilities guided by a school administrator and student • Teacher focus group(s)—program and nonprogram when applicable • Student focus group(s) [middle and high school only]—program and nonprogram when applicable As noted, visits to programs within schools (magnet and application programs and language immersion programs) will include separate focus groups for participating students and teachers and for nonparticipating students and teachers. Additionally, a focus group will be conducted at a central location with principals of schools that do not have choice or special academic programs. Parent focus groups will also be scheduled at the school sites selected for the site visits during school and nonschool hours. As indicated above, for programs within schools (magnet and application programs and language immersion programs), separate focus groups will be conducted with parents of students in the program and with parents of nonparticipating students. Information about the focus groups and opportunities for parents to sign up to participate will be disseminated by the school administrations through letters, newsletters, and ConnectEd messages; and by local parent organizations, including PTA and NAACP Parents’ Council, as well as other community MCPS Choice Study Prepared by Metis Associates (March 2015)

4

groups. To ensure a diversity of parent participation, the MCPS Office of Community Engagement and Partnerships will assist in reaching out to the community through a variety of methods and the Office of Communications will provide information via the MCPS website and other system communication methods. Communications will be available in multiple languages and in print and web-based versions. All interviews and focus groups will be guided by semistructured protocols, and all responses will be recorded and reported with strict anonymity offered for participants.

Parent/community survey and comment box will be hosted by Metis and linked on MCPS’s website

to provide additional opportunities for parents and community members to participate in the study. The surveys will be posted in multiple languages and will include closed and open-ended questions to gather feedback from parents and community members about MCPS’s choice and special academic programs. Information about and log-in instructions for the survey and comment box will be broadly disseminated through schools, at public community facilities (such as libraries), and by parent and community organizations. All responses will be reported with strict anonymity offered for participants.

Student data analysis. MCPS student-level data will be analyzed across and by choice and special

academic program, by school, by program model, and by sending school (home school) to calculate trends in the measures listed below. All analyses will be disaggregated (where possible) by student subgroups (race/ethnicity, gender, eligibility for free- and reduced-price meals, students with disabilities, gifted students, and English language learners). • • • •

Program demand (as measured by number of applicants and enrolled students); Student demographics; Impact of programs on student academic outcomes (including select performance targets based on the milestones in the MCPS Strategic Planning Framework and other indicators); and Impact of programs on other student outcomes

Trends will be examined using data from the previous three school years (2013–14, 2012–13 and 2011– 12), when available. Outcomes will be compared to districtwide aggregate outcomes.

Program-level data analysis. Program-level data will include program budgets and staffing

allocations. These data will be reviewed to examine costs of choice and special academic programs. These data will be compared by school, program, and program model. The timeline for the Phase One research activities is included on page 10.

Reporting A report of findings from each phase of the study will be submitted to MCPS for review and discussion. The Phase One report will be submitted to MCPS in the fall of 2015 and will provide a summary of preliminary findings based on the research questions. A final report encompassing all phases will be submitted in early 2016 and will be used to guide strategic planning within the MCPS community on future development and implementation of choice and special academic programs. Prior to the submission of all interim and final reports, Metis will prepare a high-level summary of key findings that MCPS Choice Study Prepared by Metis Associates (March 2015)

5

will be submitted to a panel of experts for review and feedback. The panel will comprise a small group of experts and practitioners in the fields of school choice, gifted education, and language immersion programs to ensure the study is aligned with national best practices and with strategies and policies that have been tested and proven effective by other school districts. Final drafts of all reports will incorporate comments from the expert panel, as well as MCPS district staff and leaders.


6

TIMELINE OF RESEARCH ACTIVITIES AND REPORTING — PHASE ONE Research Activity 2

Timeline Jan

Feb

Mar

April

May

June

July/ Aug

Sept

Review of program documentation Interviews with district staff Interviews with current and former MCPS staff (involved in development and evolution of programs) and Board members Interviews with community stakeholders Recruitment for expert panel Initial convening/ communication with expert panel Community stakeholder survey and comment box Analysis of student data Analysis of program-level data Communication with expert panel Site visits, including focus groups with students, teachers, and parents Preliminary findings to expert panel and MCPS staff Final report

2

For all interviews, focus groups, and site visits involving students, school-based staff, and stakeholders, protocols and data analysis plans will be developed in consultation with MCPS and the expert panel and submitted to Metis’s and the district’s Institutional Review Boards for approval. Information gleaned from focus groups and interviews will be anonymous (i.e., names/identities of participants will not be associated with particular comments).


7

Oct.

Attachment A: MCPS Choice and Special Academic Programs Language Immersion Programs in Chinese, French, and Spanish are offered in seven elementary and four middle schools. These programs include full language immersion, in which the majority of the school day is taught in the foreign language, and partial language immersion programs, in which a portion of the curriculum is taught in English and the remainder in the foreign language. Elementary students are selected through an application with a lottery process on either a regional or county-wide basis depending on the program. Students may continue language studies in middle school feeder language immersion programs. Language immersion programs are offered at: Elementary Maryvale ES (French, full) Sligo Creek (French, full) Rock Creek Forest (Spanish, full) Burnt Mills ES (Spanish, partial) Rolling Terrace ES (Spanish, partial) College Gardens ES (Chinese, partial) Potomac ES (Chinese, partial)

Middle Gaithersburg (French, partial) Westland (Spanish, partial) Herbert Hoover (Chinese, partial) Silver Spring International (French, Spanish, partial)

Magnet and Application Programs are offered in the following schools for students from outside of the school attendance area. Students are selected for countywide and regional magnet and application programs through competitive application processes that vary based on program and include multiple measures, such as formal assessments, teacher and parent recommendations, academic coursework and achievement, report card grades, and test scores, and for middle and high school only, written statements. Takoma Park Elementary School Primary Magnet is a countywide program for students in grades 1 and 2 and focuses on an enhanced Science, Technology, Engineering, and Mathematics approach to weekly instruction. Elementary Center Programs for the Highly Gifted are provided in seven centers located in eight elementary schools. The centers serve students in grades 4 and 5 who learn at a highly accelerated pace and can handle advanced concepts of greater complexity. Students apply in grade 3 to the center in their geographic area. Applications are reviewed through a competitive process based on multiple measures, including formal assessments, test scores, teacher recommendations, parent advocacy statements, and report card grades. Center programs are offered at: Lucy V. Barnsley ES Chevy Chase ES Clearspring ES Cold Spring ES MCPS Choice Study Prepared by Metis Associates (March 2015)

Dr. Charles R. Drew ES Fox Chapel ES Pine Crest/Oak View ES (one center located in two schools)

8

Humanities and Communication Programs at the Upcounty Center Program for the Highly Gifted at Roberto W. Clemente Middle School and Eastern Middle School are regional magnet programs that provide students in grades 6 through 8 with intensive courses in writing, animation, filmmaking, and documentary film techniques. Magnet students have opportunities for products to be published and broadcast through a variety of media, such as television, radio, and film. Students can apply to one of the two programs depending on where they live in the county. Middle School Mathematics, Science and Computer Science Programs at the Upcounty Center Program for the Highly Gifted at Roberto W. Clemente Middle School and Takoma Park Middle School are regional magnet programs that provide students in grades 6 through 8 with intensive coursework in mathematics, science, and computer science. Students have opportunities to work with professional scientists and mathematicians and participate in field work and academic competitions. Students can apply to one of the two programs depending on where they live in the county. High School Mathematics, Science and Computer Science Programs at Montgomery Blair and Poolesville High School are regional magnet programs that provide students in grades 9 through 12 with accelerated instruction in mathematics, science, and computer science, emphasizing problemsolving skills, critical thinking and independent and collaborative research projects. Students can apply to one of the two programs depending on where they live in the county. Global Ecology House at Poolesville High School is a countywide magnet program in which students are provided with knowledge and understanding of the science and cultural, social, political, economic, and technological conditions that affect the quality of life on our planet. Humanities House at Poolesville High School is a regional magnet program in which students pursue a rigorous humanities curriculum with an interdisciplinary connection among English, social studies, communications, and fine arts. International Baccalaureate (IB) Diploma Programme at Richard Montgomery High School is a countywide magnet program that provides a challenging liberal arts course of studies. Local signature IB programs are also offered at seven local high schools (Bethesda-Chevy Chase, Albert Einstein, John. F. Kennedy, Rockville, Seneca Valley, Springbrook, and Watkins Mill high schools) and are available only to students who are eligible to attend those schools. Albert Einstein High School Visual Arts Center (VAC) is a countywide magnet program that offers students a broad perspective of the fine arts and deepens their understanding of the opportunities for art-related careers through exposure to art history, contemporary artists, and artwork.


9

Regional Consortia are offered at the middle and high school level for students who reside within the consortia attendance zone. Students apply to and are accepted through a lottery process. The Middle School Magnet Consortium (MSMC) is made up of Argyle Magnet MS for Digital Design and Development, A. Mario Loiederman Magnet MS for the Creative and Performing Arts, and Parkland Magnet MS for Aerospace Technology. Each school offers an innovative and challenging academic curriculum, and students have the opportunity to take specialty courses that are centered on the magnet instructional focus. Admission is based on a lottery process for all students who live in the MSMC attendance area, which includes addresses that feed into one of the following elementary schools: Bel Pre, Brookhaven, Georgian Forest, Harmony Hills, Sargent Shriver, Strathmore, Viers Mills, Weller Road and Wheaton Woods. In addition, approximately 150 students from outside the MSMC attendance area also attend. Northeast Consortium (NEC) and Downcounty Consortium (DCC) give students some choice as to which high school they will attend in each of these two defined geographic regions of the county, based on their interests and the program offerings. The NEC consists of Paint Branch, Springbrook, and James Hubert Blake high schools; the DCC includes Montgomery Blair, Albert Einstein, John F. Kennedy, Northwood, and Wheaton high schools. In each consortium, eligible students are admitted to one of the high schools through a lottery process that, depending on the applicant pools for each high school, may be weighted to consider the following factors in addition to the students’ ranking of their preferred choice and their base area school: sibling link; school capacity; and demographic factors, including socioeconomic status and gender. Students are guaranteed assignment to their base area school if the school is ranked their first choice or indicated as their second choice and the first choice is not available.


10