Values

Learning
Respect
Relationships
Excellence
Equity

Vision

FUTURE READY

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.

Mission

TO UNLEASH POTENTIAL

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.

We will know we are successful when:

100% of MCPS schools earn four stars or higher on the Maryland School Report Card.
MCPS improves student outcomes by increasing proficiency rates by at least 50% on the Maryland School Report Card for students identified as Economically Disadvantaged, Multilingual Learners, students receiving Special Education services, Hispanic/Latino students, and Black/African American students.
MCPS annually graduates 95% of Grade 12 students in all reporting categories by equipping them with the knowledge, skills, and experiences needed to thrive in an ever-changing world as outlined in the MCPS Future Ready Framework.

Profile of an MCPS Graduate

Knowledge, skills, and dispositions that every graduate should have and will develop in their time as a student in Montgomery County Public Schools.

CRITICAL THINKING:

MCPS graduates engage in inquiry, experimentation, analysis, problem solving, and informed decision making.

COMMUNICATION

MCPS graduates exchange thoughts and ideas effectively using oral, written, and nonverbal communication skills across different contexts.

COLLABORATION

MCPS graduates demonstrate empathy, flexibility, and the ability to compromise and self-reflect while working together to achieve common goals.

CREATIVITY

MCPS graduates develop innovative ideas and original work using all available resources around them.

COMMUNITY IMPACT

MCPS graduates are anti-racists, compassionate, and caring; they make a positive impact in our community through leadership, service, empathy, respect, and integrity.

WELL-BEING

MCPS graduates are aware of and attend to their physical, emotional, and mental well-being.

The MCPS Future Ready Framework

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.

Critical Thinking

I seek and recognize patterns and connections between my prior knowledge and new information.
I can determine the validity of a variety of sources.
I know how to analyze and evaluate information to draw conclusions.
I question, experiment, and develop solutions for realworld challenges.
I can predict likely outcomes of different solutions to an academic or real-world problem and select the best option.

FUTURE READY

I use critical thinking to solve new problems, make smart choices, and adjust when things change

Communication

I respectfully exchange my thoughts and ideas with others.
I clearly express my ideas in a variety of formats and contexts.
I listen actively to others and am present in conversation.
I value other voices and ideas, even when I encounter challenging conversations.
I can give, receive, and reflect on feedback.

FUTURE READY

I communicate effectively in a variety of settings in a professional and appropriate manner.

Collaboration

I encourage others through my words, actions, and responses to feedback.
I am a productive member of a community.
I take initiative in building a team of individuals to tackle complex problems.
I actively reflect on my role and adapt in a team setting.
I am self-aware of my preconceived notions and biases and appreciate different perspectives and experiences.

FUTURE READY

I utilize my skills to effectively contribute to the completion of a task or project.

Creativity

I am flexible in my thinking in order to generate new ideas and build on existing ones.
I ask thoughtful questions and learn from experiences.
I pursue imaginative approaches and solutions to challenges.
I take calculated risks and embrace failure as an opportunity to learn and grow.
I embrace iterative design and feedback from others to enhance my creative process.

FUTURE READY

I generate creative solutions to problems.

Community Impact

I contribute to my community through my words, actions, service, and active civic engagement.
I care for and stand up for others, especially those who have been marginalized, disenfranchised, or discriminated against.
I respect other perspectives, cultures, and values, and affirm the unique contributions of all community members.
I recognize and take responsibility when my actions have caused harm and learn and grow from my mistakes.
I understand the permanency and impact of my digital footprint.

FUTURE READY

I make a positive impact in my community.

Well-Being

I advocate for myself and others to maintain a positive environment.
I make healthy, conscious choices in the best interest of myself and others.
I am resilient and identify ways to handle stressful situations properly and respectfully.
I seek support and assistance in order to maintain my overall wellness.
I encourage open and nonjudgmental conversations about emotions and mental well-being.

FUTURE READY

I promote positive well-being by keeping communication open, promoting healthy choices and advocating positively to create a supportive environment for everyone.

Academic Excellence

Goal 1

All students will demonstrate high levels of academic achievement and growth.

OBJECTIVE 1.

MCPS will have the highest academic performance in Maryland, as measured by the Maryland School Report Card.

OBJECTIVE 2.

All students will meet proficiency benchmarks and grow in literacy, grades Pre-K–11.

OBJECTIVE 3.

All students will demonstrate reading proficiency by the end of Grade 1.

OBJECTIVE 4.

All students will meet proficiency benchmarks and grow in mathematics, grades Pre-K through 11.

OBJECTIVE 5.

All high school students seeking a diploma, will demonstrate success in Algebra II prior to graduation.

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.

OBJECTIVE 7.

MCPS will provide programmatic and discrete opportunities for all students to demonstrate innovation

SCORECARD FOR GOAL 1: All students will demonstrate high levels of student academic achievement and growth.

Objective	Performance Metric(s)	Measures	2024-2025 Baseline	2025-2026		2026-2027		2027-2028		2028-2029		2029-2030		Reporting Frequency
Objective	Performance Metric(s)	Measures	2024-2025 Baseline	Target	Actual	Target	Actual	Target	Actual	Target	Actual	Target	Actual	Reporting Frequency
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	53.5%	60%	NYA	Reset		TBD						Annual
	Ranking of MCPS among Maryland districts based on composite score and star ratings	Maryland School Report Card	9th based on percent of 4 & 5 stars	8th	NYA	Reset		TBD						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	57%	60%	58.5	65.0		70.0						Annual
	% of students meeting or exceeding gradelevel reading expectations on formative literacy assessments	MAP Reading DIBELS	DIBELS: 72.9% MAP-R Grades 3-8: 52.2%	DIBELS: 77.0% MAP-R: 53.7%	DIBELS: 75.9 MAP-R: 52.9	DIBELS: 82.0 MAP-R: 60.0		DIBELS: 84.0 MAP-R: 65.0						Biannual Triannual
	% of students exceeding growth expectations	DIBELS MAP Reading	Baseline Not Developed	No Target Set	NYA	TBD		TBD						Triannual
	% of Multilingual learners exiting EL status	ACCESS/Alt-ACCESS	9.9%	10%	NYA	12.0		15%						Annual
	% of Multilingual learners meeting annual growth target or minimum growth expectation	ACCESS/Alt-ACCESS	37%	40%	NYA	43.0		47.0						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	74.7%	79%	76.9	82.0		84.0						Annual
	% of Kindergarten and Grade 1 students identified as on-track for reading proficiency based on mid-year and end-of-year benchmarks	DIBELS	Mid: 60.7% End: 74.2%											Biannual
	% of students receiving targeted reading interventions in K–1 who demonstrate catchup growth	DIBELS Interventions	47.2%	55%	53.0	60.0		65.0						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	35.7%	40%	36.9	45.0		48.0						Annual
	% of students exceeding growth expectations	MAP Mathematics	48%	50%	54.8	52.0		54.0						Biannual
	% of students meeting grade-level expectations on district-wide math assessments	Required District Assessments	Overall: 52.4%	Overall: 55.0%	60.6	57.0		60.0						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	73.9%	75%	78.2	77.0		80.0						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	Baseline Not Developed	No Target Set	NYA	TBD		TBD						Annual
	% of schools reducing gaps in performance between reporting groups year over year	Maryland School Report Card: Equity	Baseline Not Developed	No Target Set	NYA	TBD		TBD						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	61.2%	64%	61.9%	67.0		70.0						Biannual

Future Ready Graduates

Goal 2

Ensure meaningful post-secondary outcomes for all students.

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.

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.

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.

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.

OBJECTIVE 5.

All students will have access to and be successful in challenging, advanced learning opportunities that prepare them for high-quality postsecondary outcomes.

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.

OBJECTIVE 7.

All high school students will successfully demonstrate financial literacy.

OBJECTIVE 8.

All families will have an understanding of educational options and career pathways.

SCORECARD FOR GOAL 2: Ensure meaningful postsecondary outcomes for all students.

Objective	Performance Metric(s)	Measures	2024-2025 Baseline	2025-2026		2026-2027		2027-2028		2028-2029		2029-2030		Reporting Frequency
Objective	Performance Metric(s)	Measures	2024-2025 Baseline	Target	Actual	Target	Actual	Target	Actual	Target	Actual	Target	Actual	Reporting Frequency
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	Baseline not Developed	No Target Set	The post-secondary plan will be ready for implementation this fall (2026).	TBD								Annual
	% of seniors with a verified next step before graduation (e.g., military enlistment, signed job offer, college acceptance, etc.)	Postsecondary plan	Baseline not Developed	No Target Set	Senior Survey: 95.8%	TBD								Annual
	% of seniors with a documented postsecondary plan in Naviance or district tracking system (enrolled, enlisted, or employed)	Postsecondary plan	Baseline not Developed	No Target Set	The post-secondary plan will be ready for implementation this fall (2026).	TBD								Annual
	% of graduating seniors with completed FAFSA or MSFAA applications	FAFSA/MSFAA	61.2%	62.0	62.0	63.0								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	Baseline not Developed	No Target Set	NYA	TBD								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	Baseline not Developed	No Target Set	The post-secondary plan will be ready for implementation this fall (2026).	TBD								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	Baseline not Developed	No Target Set	A Canvas page has been created for elementary school counselors with examples of ways they can incorporate the 16 career clusters into their Comprehensive Elementary School Counseling program. An MCPS 16 Career Clusters Overview lesson was created and shared with all ES Counselors.	TBD								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	46%	55.0	42.6	60.0								Annual
	% of students taking SAT/ACT	SAT/ACT participation	85.9%	86.5	87.8	87.0								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	23.6%	30.0	NYA	32.5								Annual
	% of graduates earning a CTE certification, industry-recognized credential, or college credit through dual enrollment	CCR	27.1%	28.0	30.4	29.0								Annual
	% of students meeting Maryland CCR standard	MD CCR Standard	46%	55.0	51.2	60.5								Annual
	% of students who graduate with an associate’s degree	Post-secondary plan	2.5%	3.0	3.1	3.5								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	32.8%	34.0	39.9	44.0								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	Baseline not Developed	No Target Set	Process opens October 2026 with initial results available November 2026.	TBD								Annual
	Availability and usage rates of multilingual, accessible family resources (e.g., downloads/views of informational materials)	Remind usage ParentVue usage Language line	ParentVUE activation June 17, 2025: 91.2% of students have at least one Parent/caretaker with an active ParentVUE account	92.0	93.0	94.0								Annual

POSITIVE, SAFE, AND EFFECTIVE ENVIRONMENTS

Goal 3

Ensure a safe, welcoming, and inclusive learning and work environments through positive climate and effective operations.

OBJECTIVE 1.

All students and staff are physically, mentally, and emotionally safe in their learning and work environments.

OBJECTIVE 2.

Close gaps in how students, teachers, and families perceive the learning environment across different demographics and within schools.

OBJECTIVE 3.

Reduce disproportionate suspension rates for Black or African American students and students receiving special education services.

OBJECTIVE 4.

Ensure that all families feel welcomed, supported, and valued.

OBJECTIVE 5.

Reduce hate-bias and bullying incidents.

OBJECTIVE 6.

Ensure classroom space that aligns to programmatic needs, ensuring high quality learning experiences.

OBJECTIVE 7.

Equitably distribute adequate resources to facilitate high-quality instruction.

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.

OBJECTIVE 9.

Transport students safely and on-time to school.

OBJECTIVE 10.

Reduce carbon emissions and negative global climate impact through green infrastructure enhancements.

OBJECTIVE 11.

Ensure communication is clear, culturally responsive, and easy to understand.

OBJECTIVE 12.

Operate with efficiency and transparency, ensuring the responsible and accountable use of public resources.

SCORECARD FOR GOAL 3: Ensure a safe, welcoming, and inclusive learning and work environments through positive climate and effective operations.

Objective	Performance Metric(s)	Measures	2024-2025 Baseline	2025-2026		2026-2027		2027-2028		2028-2029		2029-2030		Reporting Frequency
Objective	Performance Metric(s)	Measures	2024-2025 Baseline	Target	Actual	Target	Actual	Target	Actual	Target	Actual	Target	Actual	Reporting Frequency
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	MCPS District Survey: Students: 53.6 School-Staff: 72.7 Central Office: 73.7 MD School Survey: Student: 33.7% Staff: 47.7%	Secondary Students: 60% School staff: 75% Central Office: 75% Students: 35% School Staff: 50%	Elementary Students: 62.2% Secondary Students: 56.1% School-Staff: 75.1% Central Office: 65.8% Students: 36.9% Staff: 50.7%	Elementary Students: 64.0% Secondary Students: 64.0% School Staff: 78.0% Central Office: 78.0% Students: 38.0% Staff: 53.0%								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	Racial/ethnicity: 17.8 Service Group: 5.24	Secondary Race/ethnicity: 15.0 Service Group: 3.0	Elementary Race/ ethnicity- 12% Secondary Race/ethnicity: 10% Secondary Service Groups: 3%	Elementary Race/ ethnicity: 10% Secondary Race/ethnicity: 8% Secondary Service Groups: 2%								Biannual
	% of schools with reduced disparity in survey responses across student, staff, and family demographics year over year	Climate Survey	% of school for students: 57.8	58.0	58.7	60.0								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	In-School (Black or African American): 0.16% In-School (Special Education): 0.2% Out-of-School (Black or African American): 2.63% Out-of-School (Special Education): 2.78%	Black or African American ISS: 0.10% OSS: 2.3% Special Education ISS: 0.13% \| OSS: 2.50%	Black or African American ISS: 0.20% OSS: 2.59% Special Education ISS: 0.21% \| OSS: 2.73%	Black or African American ISS: 0.10% OSS: 2.0% Special Education ISS: 0.13% OSS: 2.20%								Monthly
	% of restorative approaches implemented	Critical Incidents	4.7% out of 19,864 incidents	5.0	8.2	8.0								Monthly
	% of disciplinary infractions	Disciplinary Infractions	Black or African-American: 37.6% Special Education: 30.6%	Black or African American: 36.5% Special Education 29.8%	Black or African American = 43.4% Special Education = 33.3%	Black or African American = 34.5% Special Education = 28.0%								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	75.7%	77.0	73.8	80.0								Biannual
	Family participation rate in school events, workshops, and conferences, disaggregated by reporting group	Event Survey/ Participation	53 parent community coordinators (now family engagement specialists) reported 85,091 encounters through 802 outreach efforts. In collaboration with our colleagues in School Leadership & Improvement, we will develop a maxtrix to track three school level events, including participation and feedback from parents (ex. Back to School Night, Parent/Teacher Conferences, SIP Participation, etc.). In addition, we will also track sytemwide events (i.e., Parent Academy, Boundary/Program Analysis engagement, etc.).											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	Bullying = 1,017 Hate-bias = 253	Bullying: 1,000 Hate-Bias: 230	Bullying: 1,052 (unofficial) Hate-Bias: 600	Bullying: 980 Hate-Bias: 200								Monthly
OBJECTIVE 5 — Reduce hate-bias and bullying incidents.	% of staff completing training on hate-bias prevention and inclusive practices	Training Participation	2%	5.0	100%	100%								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	Baseline Not Developed	No Target Set										Annual
	# of capital improvement projects completed or in progress that address programmatic space needs	CIP Projects	8 (Crown HS, Northwood HS, Poolesville HS, Woodward HS, SSIMS, Burtonsville ES, Greencastle ES, JoAnn Leleck ES @ Broad Acres)	100% on schedule	In Progress: Burtonsville ES, JoAnn Leleck ES @ Broad Acres Thomas S. Wootton HS at Crown Farm, Northwood HS, Charles W. Woodward HS Substantially Completed: Poolesville HS, Silver Spring International MS, Greencastle ES, Neelsville MS	100% on schedule								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	100%	100%	100%	100%								Annual
	Resource allocation index showing alignment of resources to student need (e.g., class size, support staff per student)	Allocation index	Baseline Not Developed	No Target Set	95% Complete After full implementation, evaluate program outcomes and determine any required changes to staffing levels or allocations.	Develop Resource Allocation Index to 100% completion.								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	Baseline Not Developed	No Target Set	Priority 1 Emergency: 40% Priority 2 Urgent: 42% Priority 3 Standard: 52%	Urgent: 65% Standard: 70%								Annual
	% of facilities meeting or exceeding cleanliness, maintenance, and safety inspection standards	Inspections	Baseline Not Developed	No Target Set	Baseline cleaning inspections were completed during the last school year and the cumulative average results were 3 on the APPA scale of 1 to 5 (highest)	Level 3								Annual
	Gap between work needed and work completed, and the time taken to complete request	Work orders vs. time requested	In Development	Baseline Not Developed	No Target Set	Priority 1 (Emergency): 9.53 days (40%) Priority 2 (Urgent): SLA - 3 days, Average - 21.22 days (41.92%) Priority 3 (Standard): SLA - 15 days, Average - 36.43 days (51.91%)	Urgent: 65% Standard: 70%							Annual
OBJECTIVE 9 — Transport students safely and on-time to school.	% of buses arriving on time	Bus arrivals	Baseline Not Developed	No Target Set	We are in the process of acquiring new routing software for DOT. RFP process has been initiated. Full implementation planned for January 2028									Annual
	# of preventable bus accidents	Preventable accidents	457 preventable accidents	457	394	350								Annual
	% of transportation-related safety incidents reported	Safety incidents	% of preventable accidents which incurred costs over $3,000 (accident type: P8), Answer: (79/ 457) = 17% Citations – Stop Arm violations in DOT Answer: (49)	15%	595 total accidents; 409 preventable and 186 non-preventable (47/595) preventable which incurred costs exceeding $3,000 (7.89%)	12%								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	24 schools host solar panels	26 schools	26 schools rooftop solar panels 43 schools partial/full green roofs 32 schools geothermal systems	30 schools								Annual
	% reduction in carbon emissions from baseline year	Carbon emissions	Baseline Not Developed	No Target Set	EV bus usage: Carbon emissions saved 10,125,206 Diesel Gallons saved 452,018	TBD								Annual
	% of buildings meeting green building standards (e.g., LEED, Net Zero)	Official certification	37 constructed to LEED standards and another 10 to at least 2 Green Globes	38 Schools	37 LEED certified schools 10 Green Globes certified	40 schools								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	74.40%	77.0	73.3	80.0								Biannual
	Response rate to district communications (e.g., open rates, engagement rates via email, text, or app)	Climate Survey Remind App ParentSquare	56% Read rate for MCPS Weekly Parent Newsletter 6% Response rate for Parent School Climate Survey	Newsletter: 60% \| Response Rate: 10.0%	6.2% Response rate for Parent School Climate Survey	Response Rate: 15.0%								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	Baseline Not Developed	No Target Set	Audits: Clean Opinion: 36% Moderate Risk: 40% High Risk: 24%	Audits: 50% clean opinion								Annual
	Public availability and timeliness of financial reporting and budget documentation	ACFR Budget CIP	Documents have been completed and published by the expected deadlines.	Meet deadline required by local, state, and/or federal legislation.	All documents were completed and published by the target deadlines.	Meet deadline required by local, state, and/or federal legislation.								Annual
	% of principals completing fiscal management training	Training participation	Baseline Not Developed	No Target Set	NYA	100%								Annual

HIGH-QUALITY, DIVERSE WORKFORCE

Goal 4

Support and invest in all staff.

OBJECTIVE 1.

Provide competitive compensation, high-quality and affordable benefits, and wellness support to all staff.

OBJECTIVE 2.

Establish and maintain staffing standards and program capacity standards that meet the needs of students and effective operations.

OBJECTIVE 3.

Ensure that all students have access to high-quality, highly qualified, diverse educators.

OBJECTIVE 4.

Create pathways, career ladders, and professional learning opportunities for all staff, aligned to individual employee and district goals.

OBJECTIVE 5.

Ensure all staff engage in inclusive, culturally-responsive, and antiracist practices.

SCORECARD FOR GOAL 4: Support and invest in all staff.

Objective	Performance Metric(s)	Measures	2024-2025 Baseline	2025-2026		2026-2027		2027-2028		2028-2029		2029-2030		Reporting Frequency
Objective	Performance Metric(s)	Measures	2024-2025 Baseline	Target	Actual	Target	Actual	Target	Actual	Target	Actual	Target	Actual	Reporting Frequency
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	MCPS Compensation: 10-month Annual Teacher Salary: $100,010 12-month Annual Teacher Salary: $128,899 Maryland Average Teacher Salary: $87,409	Maintain compensation at an amount aligned with or greater than the Maryland average.	MCPS Compensation: 10-month Annual Teacher Salary: $103,620 12-month Annual Teacher Salary: $133,386 Maryland Average Teacher Salary: $87,409	Maintain compensation at an amount aligned with or greater than the Maryland average.								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	Baseline Not Developed	No Target Set	95% Complete After full implementation, evaluate program outcomes and determine any required changes to staffing levels or allocations.	By October 1, 95% of Elementary School classrooms/programs will meet student to teacher ratios. This target is focused on elementary schools only based on the implementation of staffing standards in the 2026–2027 school year.								Annual
	% of positions filled by the first day of school and average time to fill vacancies	Positions Filled	97.5% (as of 8/26/25) Average time to fill in development	98.0	97.5% (as of 8/26/2025); 98.3% (February 2026) Average time to fill: 32 calendar days	98.5% \| 30 calendar days								Annual
	% of schools/programs operating under capacity constraints	Capacity Enrollment Capacity CIP Chart	Overutilized ES: 28/137 = 20% Overutilized MS: 3/40 = 8% Overutilized HS: 11/25 = 44% TOTAL: 42/202 = 21%	Overutilized ES: 27/137 = 20% Overutilized MS: 3/40 = 8% Overutilized HS: 10/25 = 40% TOTAL: 40/202 = 20%	Overutilized ES: 29/137 = 21% Overutilized MS: 4/40 = 10% Overutilized HS: 11/25 = 44% TOTAL: 44/202 = 21.8%	Overutilized ES: 25/137 = 18% Overutilized MS: 3/40 = 8% Overutilized HS: 8/25 = 32% TOTAL: 36/202 = 18%								Annual
	% of schools/programs operating with staff shortages by type	Staffing Shortages/Vacancies	95.4% for special education teachers 92.5% for special education paraeducators 97.8% EML teachers (as of 8/26/25)	Special education teachers: 97.0% Special education paraeducators: 95.0% EML teachers: 98.5%	Special education teachers: 97.7% Special education paraeducators: 96.4% EML teachers: 98.9% (February 2026)	Special education teachers: 98.5% Special education paraeducators: 97.0% EML teachers: 99.5%								Annual
OBJECTIVE 3 — Ensure that all students have access to high-quality, highly qualified, diverse educators. [BP: Pillar 2]	% of teachers who are certified and teaching within their subject area/expertise	Certification in subject area	96%	96.3	87.0% (as of 10/15/25)	96.6								Annual
	% of National Board Certified Teachers in schools with 3 stars or lower	NBCT Teachers	50.9%	53.0	48.4	56.0								Annual
	% of educator workforce identifying as Black, Hispanic/Latino, Asian, or male	Educator Diversity	All Staff: 19.6% Black 18.5% Hispanic 10% Asian 26.7% Male Teachers: 13% Black 10% Hispanic 7% Asian 21% Male	All Staff: 20.0% Black or African American 18.9% Hispanic/Latino 10.4% Asian 27.1% male Teachers: 13.4% Black or African American 10.4% Hispanic/Latino 7.4% Asian 21.4% male	All Staff: 20.1% Black or African American 19.0% Hispanic/Latino 10.1% Asian 26.6% Male Teachers: 13.8% Black or African American 10.3% Hispanic/Latino 7.5% Asian 21.2% Male	All Staff: 20.4% Black or African American 19.3% Hispanic/Latino 10.5% Asian 26.9% Male Teachers: 13.8% Black or African American 10.8% Hispanic/Latino 7.9% Asian 21.8% Male								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	Baseline Not Developed	No Target Set	NYA	TBD								Annual
	Number of staff participating in leadership pipeline, certification support, or advancement programs, disaggregated by race/ethnicity	Leadership pipeline program participation	Baseline Not Developed	No Target Set	688 Staff participating in leadership pipeline, certification support or advancement programs	TBD								Annual
	Year-over-year increase in diversity of principal applicant pools	Principal application diversity	64% of the 44 principals hired were diverse	64.4	62% of the 21 principals hired were principals of color	66.0								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	44.7%	55.0	86.0	70.0								Monthly
	% of educators with practices indicated as culturally responsive based on rubric	Implementation based on rubric	In Development	No Target Set	TBD									Annual