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MCAP results show gains; BCPS outlines 2025–26 professional development plan
Summary
Superintendent and staff presented MCAP results showing gains in ELA and some math improvement and outlined a systemwide professional development plan for 2025–26 emphasizing evidence‑based curriculum, job‑embedded coaching, expanded professional learning communities and targeted leader development.
Superintendent Dr. Phillips Rogers (listed in transcript as Doctor Rogers) and staff presented Maryland Comprehensive Assessment Program (MCAP) results and a district professional development plan for 2025–26 Tuesday, reporting gains in English language arts and continued focus on improving mathematics outcomes.
Results and context: Staff said BCPS made year‑over‑year gains in ELA and showed progress in multiple grade bands and student subgroups. The district reported approaching the state average in ELA growth and noted mathematics remains an area of concern: state mathematics proficiency was cited at roughly 26.5% while BCPS reported about 21% proficiency. Staff said 14 of 16 assessments showed growth and highlighted significant gains for some subgroups, including economically disadvantaged students.
Professional development plan: The district outlined a three‑pronged improvement strategy: (1) provide access to high‑quality, standards‑aligned instructional materials (including science‑of‑reading‑aligned curriculum), (2) expand professional development focused on content and pedagogy with mandatory new‑educator orientation and summer training, and (3) strengthen job‑embedded coaching and professional learning communities (PLCs) to support rapid cycles of improvement.
Staff described a new Employee Development Center and summer programs that served thousands of staff; they shared plans for systemwide and targeted professional learning days for teachers, leaders, assistant principals and other staff. The plan includes role‑specific programming, induction for newly promoted staff, expanded technical training tied to systems rollouts and targeted math interventions driven by standards‑level analysis in Performance Matters.
Members asked about technical training for staff using the district’s new ERP/timekeeping system and about open‑space classroom remediation and project prioritization; staff said they provide video tutorials, face‑to‑face trainings and drop‑in technical support and will supply supplemental materials on open‑space projects and re‑prioritizations.
Why it matters: The district said the recent results show the system is halting long‑term declines and making initial gains in literacy, but that continued investment in professional development, instructional materials and math strategy is required to accelerate recovery in math proficiency.
What’s next: Staff will continue to implement the professional development plan, provide additional supports for technical training and return to the board with further details on open‑space classroom remediation and capital prioritization.
