Calvert County Public Schools officials on Tuesday presented three years of MCAP data and multi‑year trends showing gains in high‑performing students and increased Advanced Placement participation; the presentation prompted board members to discuss budgeting priorities including additional instructional coaches, special education staff, and safety positions.

Scott McComb, director of system and instructional performance, led a multi‑member presentation with supervisors from elementary and secondary ELA and mathematics. McComb highlighted increases in students scoring level 4 (“distinguished”) on MCAP in several grades and presented long‑term gains in Algebra II access and AP participation. The presenters also noted that a student earning a level 4 is performing well above grade‑level expectations: McComb said, “when a student earns a 4, they are performing in the 90 ninth percentile nationally, the top 1% of all students nationally.”

The presentation included these district highlights: increases in the number of students with passing AP English and AP mathematics scores (McComb said Calvert has the third highest number of passing AP English and AP math scores in the state), growth in advanced mathematics access and completion, and narrowing gaps for students with disabilities and African‑American students completing Algebra II.

Presenters attributed the gains to targeted, consistent instruction, use of benchmark and diagnostic data, school improvement cycles, and layered supports such as literacy coaches and community consortium partners. They emphasized continued work to spread effective practices to more classrooms.

Board members used the presentation as a springboard to discuss budget priorities. Several trustees identified similar needs: math coaches at elementary and secondary levels, more special education teachers and instructional assistants to support IEP and 504 processes, additional safety advocates and SRO coverage at elementary schools, and compensation/staffing issues including honoring negotiated agreements and converting long‑term substitute positions to permanent hires.

Board Member Marcio urged a staffing adequacy and utilization assessment to identify how current staff roles align with student needs before adding positions. Others pressed for investments in professional learning and coaching time, and several members asked staff to provide cost estimates for proposals such as adding math coaches and converting long‑term substitutes.

Superintendent Newsome and central office staff said they will pursue an RFQ/RFP for an audit to help prioritize and optimize staffing and operations, and staff indicated budget proposals will be refined and presented as part of the FY‑26 budget process.

No board action was taken on budget items at the meeting; the discussion establishes topics staff expect to include in the district’s budget request.