| dc.description.abstract | In the fall of 2005, Montgomery County Public Schools (MCPS) opened three magnet middle schools in a portion of the school district with a high minority population and percentage of students receiving free and
reduced meals.
The district grouped the schools, Argyle Magnet School for Information Technology, A. Mario Loiederman Magnet School for the Creative and Performing Arts, and Parkland Magnet School for Aerospace Technology,
into the Middle School Magnet Consortium (MSMC). MCPS used their current strategic plan, "Our Call to Action: Pursuit of Excellence", completed in 2004, to develop the blueprint for implementation at the
schools.
A Peabody College team was asked to look at the planning and 1st year of implementation of the consortium. In order to observe, document, and report on the progress of the consortium schools, the team asked the following guiding questions:
1. How does the MCPS MSMC fit within the strategic plan, Our Call to Action: Pursuit of Excellence?
2. In what ways does the MSMC demonstrate research-based best practices of middle school reform?
3. What lessons have been learned in the first year of implementation?
In order to better understand the planning and implementation of the consortium, several different information sources were used. Research from "Turning Points 2000" and "Breaking Ranks in the Middle" was
used to determine best practices. These practices then were applied to the common elements of the consortium schools in answering the guiding questions.
The study determined that early trend data for achievement, demographic shifts, and school climate is positive in meeting the goals of the MSAP grant and the district strategic plan.
Common themes discovered through the case study include:
- High levels of teacher and administrator professionalism
- Quality leadership
- An emerging model for professional development
- Strong academic content
- Concerns about physical plant and appropriate equipment
The study makes several recommendations. Recommendations directed at the MSMC include:
- Planning for magnet school student transition to high school
- Developing plans for the end of the magnet grant
- Further study for evaluation
o MSA data review
o NWEA MAP expected growth comparisons
o Qualitative review benchmarked by this report
Recommendations for all MCPS middle schools include:
- Developing principal cohorts among all schools
- Embedded professional development focused on learning and instruction
- Ensuring resource availability prior to change implementation
- Exploring heterogeneous grouping in all classes
After a year of implementation, it appears that MSMC schools have been successful in attracting students to unique programs reflecting best practice and achieving the goals of the MSAP grant and the MCPS strategic plan. With continued care and monitoring from administrators and teachers, the probability of long-term success is high. | en |
| dc.description.tableofcontents | Executive Summary, page 5;
Montgomery County Middle School Magnet Consortium, page 8;
Timeline of reform initiative and Strategic plan, page 9; Elementary and high school reform and Middle school reform, page 11; MSAP grant, page 12; Purpose of the study, page 13; MSMC common components, page 14; Organization of report, page 16; Demographic Portrait of District and Consortium, page 18;
Testing data, page 19; Mobility rate, page 22; Staffing and School climate survey, page 23; Leadership, Policy, and Organization • Capstone Project • April 2007 1; MSAP Grant- Goals and Strategies and Reducing
Socioeconomic Isolation, page 25; Increasing student achievement, page 28; Whole school magnet, page 29; Increasing school choice, page 30; A. Mario Loiederman Magnet School for Creative and Performing Arts, page 31;
Loiederman at a glance, page 31; Accelerated core curriculum, page 33; Unique courses and extended learning, page 34; Highly effective instructional programs, page 41; Collaborative partnerships among schools, parents, and the community, page 50;
Structure and staffing, page 53;
Strengths and challenges, page 55; Conclusion, page 57; Argyle Middle School- Information Technology Magnet, page 59; Argyle at a glance, page 59; Accelerated core curriculum, page 62; Unique courses and extended learning opportunities, page 64; Highly effective instructional programs, page 66; Collaborative partnership among schools, parents, and the community, page 72;
Structure and staffing, page 73; Strengths and challenges, page 75; Conclusion, page 77;
Leadership, Policy, and Organization • Capstone Project • April 2007 2; Parkland Magnet School for Aerospace Technology, page 79; Parkland at a glance, page 79; Accelerated core curriculum, page 81;Unique courses and extended learning opportunities, page 83; Highly effective instructional programs, page 86; Collaborative partnership among schools, parents, and the community, page 92; Structure and staffing, page 94;
Strengths and challenges, page 96; Conclusion, page 101; Cross-Cutting Themes, page 102; Teacher and administrator professionalism, page 102; Leadership, page 105; Professional development, page 108;
Strong academic curriculum, page 112;
Physical plant and equipment issues, page 113; Recommendations For Future Planning and Reform, page 116; MSMC, page 116; Transition to high school, page 116; End of the magnet grant, page 118; Further study, page 120; MCPS Middle School Reform, page 121; Principal cohorts, page 121; Embedded professional development focused on instruction and learning, page 123;
Ensure resource availability, page 125;
Leadership, Policy, and Organization • Capstone Project • April 2007 3; Expand Differentiation, page 126; Conclusion, page 128; Bibliography, page 130; Appendices A-H, page 134; Appendix A: Design and Methodology, page 134; Appendix B: MCPS District Interview Protocol, page 136;
Appendix C: MCPS MSMC Interview Protocol, page 139; Appendix D: MCPS MSMC Interview Protocol, page 144; Appendix E: MCPS MSMC Interview Protocol, page 151;
Appendix F: MCPS MSMC Observation Protocol, page 157; Appendix G: Letter to MCPS MSMC School Staff, page 158. | en |
