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Baltimore County

Public Schools
Operational Efficiency
Review Report

PRODUCED BY PUBLIC WORKS LLC


SEPTEMBER 7, 2021
TABLE OF CONTENTS

Executive Summary 1

Chapter 1 - Central Office Organization and Management 20


Chapter 2 - Human Resources 85
Chapter 3 - Financial Management, Purchasing, Risk Management 197
Chapter 4 - Technology 235
Chapter 5 - Facilities Construction, Use and Management 264
Chapter 6 - Transportation 316
Chapter 7 - Food Services 356
Chapter 8 - Education Programs and Services 372
Chapter 9 - Summary of Fiscal Impacts 523

Appendix A - Baltimore County Public Schools Survey Report (A-1 to A-60) 534
Appendix B - Peer District Analysis (B-1 to B-33)
Appendix C - Peer District Organization Charts (C-1 to C-70) 627
Appendix D - Job Descriptions (D-1 to D-21) 698
Appendix E - HR Benefits (E-1 to E-19) 720
Appendix F - Commendations (F-1 to F-5) 739
Appendix G - Recommendations (G-1 to G-14) 744
BCPS
OPERATIONAL EFFICIENCY REVIEW
EXECUTIVE SUMMARY
OF THE FINAL REPORT
–––
SEPTEMBER 7, 2021
Request for an Operational Efficiency Review
On February 17, 2021, the Baltimore County Government (BCG) contracted with Public Works LLC to conduct an Operational
Efficiency Audit of Baltimore County Public Schools (BCPS) and the operations of the Baltimore County Government (BCG).
While the RFP termed this work as an audit, it is an operational efficiency review or study of BCPS, not an audit. The major
purpose of the review according to the Request for Proposal (No. P-27) is, “to engage the services of an outside consulting firm
to assess the structure and functions across agencies and departments, including Baltimore County Public Schools to achieve cost
savings through operational efficiency.” This report is only covering the BCPS portion of the work; the BCG Report is under a
separate cover.

The original RFP required the review of Central Office Organization and Management, Human Resources, Financial
Management, Transportation, Facilities Management, Technology, and Food Services. In late May, 2021, the scope of work was
expanded to include the remaining three divisions of BCPS (Divisions of Curriculum and Instruction, Research, Accountability, and
Assessment, and School Climate and Safety).

In this report our team uses the terms central office, district, or BCPS interchangeably.

Acknowledgments
Public Works LLC wishes to express its team’s appreciation to the BCPS Board of Education; Superintendent, Dr. Darrell Williams;
central office staff; school principals; and the many district employees and other stakeholders who supported and provided input
for this review. We would also like to thank the Superintendents in Montgomery County School District (MD), Duval County
School District (FL), Shelby County School District (TN), Dekalb County School District (GA), and Jefferson County School District
(KY). Those districts were chosen as peer districts and their staff assisted by providing our team with various peer district data.

We are grateful for the cooperation of the BCPS Board, administration, and central office and school-level staff for their input
into this review. The administration and staff are also to be commended for their dedication toward improving educational
opportunities for all students.

Overview of BCPS
According to the FY 2022 BCPS Proposed Budget, BCPS is the 25th largest school system in the United States. The county covers
612 square miles and has a student population of 111,084 in 175 PreK-12 schools. The school system has 107 elementary
schools, 26 middle schools, and 24 high schools. A charter school that opened in FY 2020 serves Grades K-5. The Budget report
indicates that BCPS has 18,000 employees, including 9,671 teachers. The total budget (including internal service fund, capital
projects fund, debt service fund and enterprise fund as well as the operating budget) for BCPS is $1.9 billion ($1,927,669,331). 

Exhibit ES-1 shows BCPS student enrollment trends. As shown, the total enrollment was an estimated 111,084 students and that
enrollment has declined due to the COVID-19. (Updated data provided by the Human Resource Department on August 12,
2021 shows the student population at 109,654 as of September 30, 2020.)

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EXHIBIT ES-1
TRENDS IN BCPS STUDENT ENROLLMENT

Source: BCPS, 2021.

Exhibit ES-2 shows the BCPS student demographics for FY 2021. As shown, 40.1% of the student population is African
American, 35.9% is White, 11.9% is Hispanic, and the remaining percent is composed of American Indian, Asian, Pacific Islander,
and multi-racial. The BCPS student population is majority-minority.

EXHIBIT ES-2
BCPS STUDENT DEMOGRAPHICS

Source: BCPS Superintendent’s FY 2022 Budget Presentation, January 5, 2021.

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Exhibit ES-3 shows the number of students receiving free and reduced-price meals, number of English learners, and number
of homeless students. BCPS has had significant increases in the number of English learners and homeless students over the last
10 years.

EXHIBIT ES-3
NUMBERS OF BCPS STUDENTS RECEIVING FREE AND REDUCED-PRICE MEALS,
ENGLISH LEARNERS, AND HOMELESS STUDENTS

Source: BCPS Superintendent’s FY 2022 Budget Presentation, 2021.

Exhibit ES-4 shows data regarding BCPS staff as of October 2020. At that time, there were over 10,000 instructional staff and
5,000 non-instructional staff.

EXHIBIT ES-4
FACTS REGARDING BCPS STAFF

ENROLLMENT
September 30, 2020 Enrollment 109,694.5
STAFF (FTE)
Total Staff Employed 15,338.5
Total Teachers 7,821.4
Total Instructional Staff 10,311.1
Total Non-Instructional Staff 5,027.4
Directors, Coordinators, Supervisors & Administrators 287.0
Principals & Assistant Principals 458.6
School Counselors 360.2
Librarians 162.5
Staff Employed in Student Health Services 240.4
Staff Employed in Student Personnel Services 185.0
Instructional Aides 1,068.9

Source: MSDE Staffing Report, October 2020.

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Exhibit ES-5 shows the proposed FY 2022 (proposed and adopted) budget. The budget increased less than 1% from the
FY2021 budget.

EXHIBIT ES-5
PROPOSED AND ADOPTED BCPS BUDGET
FY 2022

Source: BCPS Superintendent’s FY 2022 Budget Presentation, January 5, 2021.

According to the BCPS strategic plan, the vision, purpose, and core values of the school division are:

Vision: Baltimore County Public Schools will be among the highest performing school systems in the nation as a result of
raising the bar, closing gaps, and preparing every student for the future.

Purpose: Baltimore County Public Schools will increase achievement for all students while preparing a variety of
pathways to prepare students for career and college, in a safe, orderly, and caring environment for students and staff.

Core Values:
• Learning is our core purpose.
• Effective teaching is the most essential factor in student learning.
• Leadership matters. Effective leaders support learning and optimum performance at all levels.
•  CPS is committed to equity. We will do whatever it takes to ensure that every student learns and succeeds,
B
regardless of race, ethnicity, gender, orientation, socioeconomic status, language proficiency, or disability.
• Every student will be successful when provided with high expectations and appropriate supports.
• A high-performing workforce is essential to BCPS becoming a world-class school system.
• Trusting relationships and commitment to our core values will foster learning at all levels.
• Students, parents, employees, community members, and all BCPS stakeholders comprise Team BCPS.
• E very member of Team BCPS has value and makes important contributions towards BCPS becoming a world-
class school system.
• P ositive and productive relationships among all members of Team BCPS are built through meaningful
communication and engagement.
•  ll members of Team BCPS are partners in raising the bar, closing gaps, and preparing for our future, and are
A
vital to our success.

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Operational Efficiency Review Methodology
The Public Works LLC team used a variety of methods to produce this report.

Project Kick-Off Meetings


For each phase of the project, Public Works LLC held a project kick-off meeting to review the scope of work with BCPS leadership
and provide them with a roadmap of project expectations for the Operational Efficiency Review.

Data Analysis
We began by evaluating data, manuals, procedures, organizational charts, and other documentation. Our team reviewed and
analyzed over 215 documents in the 8 areas of study.

Peer District Analysis


In conjunction with the BCPS leadership, Exhibit ES-6 shows the districts that were chosen as comparison school districts based
on student enrollment, percentages of students receiving free and reduced lunch, and are all relatively high performing districts
with regard to their state assessments. Superintendent Williams wrote to each of the peer district superintendents to ask for their
cooperation in providing our team requested data. The majority of the peer districts complied with our requests for information.
Appendix B is a summary of comparison data and our team used various data points in our findings to support some of our
recommendations. It is important to note that Public Works LLC did not solely rely on peer data to make any recommendations.
Our team’s goal is to use multiple data sources to support any of our recommendations.

EXHIBIT ES-6
COMPARISION PEER DISTRICTS FOR THE BCPS OPERATIONAL EFFECIENCY REVIEW

DEMOGRAPHICS
Multiracial +
District Enrollment FRL Black White Hispanic Asian
Other

Baltimore County Public


111,084 53% 40.1% 35.9% 11.9% 7.3% 5.4%
Schools, MD

Montgomery County
160,564 33.3% 21.4% 26.9% 32.4% 14.1% 4.9%
School District, MD

Duval County School 50.5%


107,645 44% 32% 14% 5% 5%
District, FL for MS

Shelby County School


113,200 57.9% 73% 7% 15% 1% 3%
District, TN

DeKalb County School


98,957 72.8% 60% 12% 19% 7% 3%
District, GA

Jefferson County School


95,076 66.7% 36.50% 41.30% 12.30% x 9.90%
District, KY

San Diego Unified, CA 103,024 59.4% 10.2% 23.4% 46.5% 3.3% 16.3%

Sources: State Department of Education and School District Websites, 2021.

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BCPS Survey
Public Works LLC provided a draft survey for BCPS leadership to review and provide feedback. The feedback statements were
reviewed and the survey was subsequently custom-tailored with the assistance of Baltimore County Public Schools leadership to
reflect the school system’s operations.

The survey was distributed and posted on the BCPS New Hub on April 7, 2021 and the survey closed on April 23, 2021. The
overall response rate was 33.3 % with a total of 4,820 BCPS staff completing the survey. The survey also included open-ended
comments and there were over 6,000 open-ended comments. A summary of themes found in the open-ended responses and all
other survey results can be found in Appendix A.

Interviews and Focus Groups


Our team interviewed (or conducted focus groups) with 307 BCPS staff at all levels of the organization including, but not limited to:

• B
 oard members (including the student • M
 aryland Association of Boards of Education
member) (MABE)
• Superintendent • Baltimore County Government Staff
• Division Chiefs • Union Leaders
• Staff at all levels of the BCPS central office • Maryland State Department of Education (MSDE)
• Executive assistants • Fleet mechanics and technicians
• Principals • Cafeteria managers and staff
• Assistant Principals • Lead custodians
• Teachers • IT Security Staff
• Fiscal supervisors • Bus drivers and bus routing assistants

All of the interviews were confidential. Some staff were reluctant to participate in a focus group due to any repercussions with
being frank in their responses. In that case, we interviewed the person one-on-one. Many key staff were interviewed multiple
times.

Tollgate Meetings and Draft Report


Public Works LLC held numerous “tollgate” meetings with BCPS staff prior to finalizing the report. During the first set of tollgates,
our team reviewed all of the potential findings, commendations, and recommendations and vetted them with staff. BCPS staff
had an opportunity to provide input on the initial findings. A second tollgate meeting with BCPS staff was held after they had
an opportunity to read the draft report. BCPS staff provided the Public Works LLC team with verbal and written feedback on
any factual errors they detected and provided their feedback on the findings, recommendations, and fiscal impacts. Public
Works LLC corrected any factual errors brought to our attention and modified the draft where we believed the feedback was
appropriate. Our team is pleased to announce that 85% (11 out of 13) of BCPS staff members who oversee each of the
operational areas were supportive and welcoming to the Public Works LLC’s findings and recommendations for improvement
in their respective areas.  In fact, some of the staff reported that they are already in the process of implementing some of the
recommendations prior to the final report being published.  Positive comments included, but are not limited to:

• No surprises in the chapter; you prepared me well for what was to come.
• Thank you for the clarity and recommendation on the Theory of Action—has been needed for a very long time in BCPS.
• Thank you for laying out the needs of our special education department.
• Reading the report was sobering… things we’ve all thought about, but never really brought out in black and white.
• Thank you for recognizing the hard work of our health and safety staff.
• Thank you for grounding all of your recommendations in what’s in the best interest of students.
• I appreciate the report.

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• May we use these findings in the upcoming retreat?
• I have learned a lot from the report.
• There were no factual errors in my section; very comprehensive.
• I have already color coded my section’s recommendations and have begun implementing several.
 
Final Report and Explanation of the Tier Levels
The draft report revisions were made as a result of the tollgate meetings and the written feedback forms provided by BCPS. The
final report was provided to the BCPS Board and Superintendent on September 7, 2021.

The final report includes:


• Table of Contents
• Executive Summary
• Nine Chapters (one for each of eight review areas and the fiscal summary chapter)
• A
 ppendices (survey analysis, peer district analysis, peer district organizational charts, job descriptions for
recommended positions, human resources benefits, commendations list, and recommendations by tier level)

The full report has 197 recommendations and 54 commendations.

Each recommendation has been assigned a tier level.


• Tier 1 means that the recommendation should have a high priority for the BCPS staff to implement.
• Tier 2 means the recommendation is important, but has a lower level of priority than Tier 1.
• Tier 3 means the recommendation should be implemented when resources and staff time become available.

Additionally, each recommendation includes an implementation strategy and timeline. Since the study occurred over two fiscal
years, we used months instead of specific dates in the implementation timeline. These are just suggestions and it is up to BCPS
staff to create a plan to implement the recommendations that best fits their unique situations. A five-year fiscal impact is included
for each recommendation and a total cost/savings exhibit is included at the end of this Executive Summary. Our team has
created a suggested timeline for implementation of all of the recommendations which was sent to the Superintendent, Board
Chair, and Board Vice-Chair in a separate document. Our team has suggested which recommendations should be implemented
in the 2021-22 school year. Further, it is the Public Works LLC team’s suggestions that recommendations with significant budget
implications be implemented in the 2022-23 school year.

Exhibit ES-7 shows the timeline for the Operational Efficiency Review. Of note is that Phase 1 refers to the original operational
areas of study and Phase 2 is the three additional divisions (Curriculum and Instruction, Research, Accountability, and
Assessment, and School Climate and Safety).

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EXHIBIT ES-7
TIMELINE FOR THE BCPS OPERATIONAL EFFICIENCY REVIEW

DATE (ALL DATES ARE IN 2021) ACTIVITIES


February 17 Finalized Contract
February 26 (Phase 1) Kick-Off Meetings with BCPS Staff
February 26 Data Requests (Phase 1)
March 8-August 1 Interviews & Focus Groups
April 7-23 Survey
March 1-July 23 Peer District Analysis
May 12 -13 Tollgate #1 (Phase 1)
July 22-23 Tollgate #1 (Phase 2)
June 14 Draft Report & Feedback Forms Sent to BCPS (Phase 1)
August 18 Draft Report & Feedback Forms Sent to BCPS (Phase 2)
June 16-17 Tollgate #2 (Phase 1)
August 19-20 Tollgate #2 (Phase 2)
September 7, 2021 Final Report Sent to BCPS
September 14, 2021 Report Presentation to the Board

Limitations/Challenges
Conditions and/or limitations in Baltimore County Public Schools of material importance to the operational efficiency review
include, but are not limited to:

• T ypically, our team conducts the visit onsite at the school system; however, due to COVID 19, our site visit was conducted
virtually. Onside activities such as visiting schools, bus stops, cafeteria, etc. were not conducted by our team.
• T he school system was working under a hybrid model of instruction due to COVID-19, with modified operations and
instruction. Thus, it is important to note the review is a “snapshot in time.”. Certain recommendations in this report may need
to be adjusted to ensure proper controls under the modified operations.
• A
 catastrophic ransomware attack occurred in BCPS in November of 2020, which hindered many administrative functions
with several issues still unresolved. According to a New York Times article (“Ransomware Attack Closes Baltimore County
Public Schools, November 29, 2020 and Baltimore Brew Article, December 18, 2020) some student records were
“presumed completely unrecoverable,” a Baltimore County Public Schools (BCPS) employee with information about the
attack’s impact said. The employee also said, ““SIS [the Student Information System] is toast.” Some of Public Works LLC’s
team data requests could not be produced because the data were lost in the malware attack or we were provided some
data in a format that took numerous hours to analyze.
• There is a lack of public trust in BCPS, partly due to actions of previous superintendents.

Survey Themes
Several themes emerged from the survey for each operational area and are included in Appendix A. It is important to note
that these are perceptions of the staff taking the survey. Some of the prevalent themes in the majority of the operational areas
included:

• Lack of communication;
• Low staff morale;
• Retaliatory and unstable work environment climate;

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• Central office is overstaffed;
• Lack of key performance indicators, transparency, and/or accountability measures; and
• Outdated process and procedures.

COMMENDATIONS, RECOMMENDATIONS, AND TIER LEVELS


Exhibit ES-8 shows the total number of recommendations by tier level and operational areas as well as commendations.
As shown, there are a total of 54 commendations and 197 recommendations in the report. It is important to note that while
Human Resources had the highest number of recommendations, many of these recommendations are related to staffing and are
interrelated in nature.

EXHIBIT ES-8
TOTAL RECOMMENDATIONS AND COMMENDATIONS

RECOMMENDATIONS
CHAPTER COMMENDATIONS TIER 1 TIER 2 TIER 3 TOTAL
1 Central Office Organization & Management 4 10 4 0 14
2 Human Resources 10 55 8 0 63
3 Financial Management 6 6 5 1 12
4 Technology 1 8 3 0 11
5 Facilities 7 11 6 1 18
6 Transportation 2 17 4 3 24
7 Food Services 2 6 0 0 6
8 Education Programs & Services 22 35 11 3 49
Total 54 148 41 8 197

This Executive Summary highlights only a few of the 54 commendations for exemplary management and educational
programs and 197 recommendations for areas of management needing improvement. Detailed findings, commendations,
recommendations, implementation strategy and five-year fiscal impacts are contained in the full report.

SELECT COMMENDATIONS BY CHAPTER


• B
 CPS has a comprehensive strategic planning process which includes multiple stakeholders and is widely communicated
with stakeholders. A number of stakeholders including BCPS staff, students, parents, community members, and educational
experts formed workgroups to identify strengths and challenges of the school system. Additionally, the Superintendent held
10 Community Conversations during September and October of 2019. (Chapter 1)

• T he BCPS Chiefs are commended for collaborating with the Baltimore County Government’s (BCG) Director of Educational
Partnerships to better coordinate services to students. In five months, the Director of Educational Partnership has worked
with key BCPS staff and together they have achieved several accomplishments, including but not limited to:

- Improved resources provided to detention center students;


- Expanded youth employment opportunities; and
- Establishment of COVID vaccine clinics in schools where there is a high rate of transmission and low access to vaccine
clinics. (Chapter 1)

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• T he 2021 Baltimore County Public Schools Scholarship Loan Program, We Want You Back! is a remarkable offering that
helps support new BCPS graduates in preparing for professional careers in K-12 education. Through the BCPS Scholarship
Loan Program, BCPS students can apply for a loan scholarship worth $4,000 per year for up to four years. The award
may be used for tuition, fees, books, or educational supplies. (Chapter 2)

• T he BCPS Aspiring Leaders Program (a 6-week program) is well designed and executed. The program prepares Teacher
Leaders for the demanding role of Assistant Principal. (Chapter 2)

• T he Fiscal Services staff have demonstrated exceptional commitment to the system and have worked tirelessly to address
the devastating impacts of a ransomware attack that paralyzed almost every aspect of the system’s financial operation.
(Chapter 3)

• T he BCPS FY22 budget document shows clear links to the BCPS strategic plan, The Compass, as well as to the
Superintendent’s goals, a commendable best practice. (Chapter 3)

• D
 oIT leadership and staff are to be commended for the hours, effort, and recovery results from the ransomware attack.
(Chapter 4)

• T he Baltimore County Government and BCPS have partnered in two critically important long-range facility planning
studies, The Sage Report and the Cannon Study (MYIPAS), which provide necessary information for mapping the needs
and framework for a future BCPS facility improvement roadmap. (Chapter 5)

• T he BCPS plan for energy management and sustainability is an outstanding and comprehensive plan which has led to
substantial energy conservation and savings and is embedded in every operation of DFMSP, including procurement,
design, maintenance, and operations. (Chapter 5)

• In an effort to “grow your own,” BCPS initiated a program whereby they would provide tools for less experienced
mechanics and technicians who typically do not yet possess the full range of tools required to carry out their duties. BCPS
is commended for developing a program for the purchase of tools (and toolboxes) for staff use at the fleet maintenance/
bus lots. This proactive step has significantly impacted the retention of mechanic and technician positions. (Chapter 6)

• T he Office of Transportation has developed a School Bus Safety Initiative to meet safety and overall operational efficiency
goals. This initiative has been a work in progress for over a year. It was reported that a recommendation to approve this
initiative was presented to the School Board in June 2020. That vote was delayed to July 2020 and has been tabled since.
BCPS is commended for creating a comprehensive approach for improving school bus transportation efficiency and safety.
(Chapter 6)

• T he 2020 pandemic caused a critical disruption to the feeding of BCPS students and required an immediate and robust
solution. The Office of Food and Nutrition Services’ response to the COVID-19 pandemic was exceptional and serves as
a model for feeding students during a lockdown event. (Chapter 7)

• T he Office of Food and Nutrition Services maintains an exemplary professional development process that results in
well-trained employees with opportunities for a career path. (Chapter 7)

• B
 CPS and the Baltimore County Government are commended for the collaboration and partnership of the School
Resource Officer Program (SRO). (Chapter 8)

• T he Division of Research, Accountability, and Assessment produces a wide array of dashboards and research reports that
are accessible through the BCPS website. (Chapter 8)

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• The overall BCPS athletic program is well-organized and well-coordinated. (Chapter 8)

• T he Office of Deputy General Counsel is commended for their knowledge and expertise of Special Education law, related
litigation, and for having the foresight to hire a Special Education Attorney who supports and guides BCPS in the effective
implementation of special education law. (Chapter 8)

• T he BCPS Health Services unit staff is commended for outstanding clinical leadership on pandemic response (including
protocol/procedure development, and staff training), and for their exemplary collaboration with Baltimore County
Department of Health and for the provision of vaccinations, outbreak management/response and COVID testing.
(Chapter 8)

• T he Office of Title I is commended for the establishment of a change management process that includes a planning and
implementation program cycle over a three-year period. (Chapter 8)

• B
 CPS is commended for updating and adopting a Teaching and Learning Framework that provides specific strategies to
support and improve daily classroom instructional practice. (Chapter 8)

• B
 CPS is commended for implementing the Residency Model to assist struggling schools with targeted professional
development and improved teaching and learning strategies. (Chapter 8)

OVERVIEW OF RECOMMENDATIONS
While there is a separate chapter for each of the operational areas, many commonalities or themes surfaced across numerous
BCPS divisions and departments. These areas include:

Central Office Restructuring: The need for restructuring the central office to be more efficient and effective. There are
65 recommendations that target the need for streamlining the organization, realigning reporting structures, and in some
cases adding critical positions where services to schools and students are lacking. If implemented, these organizational
recommendations related to reorganizing, streamlining, and staffing could save more than $39 million over a five-year
period.

Accountability and Transparency: There are 17 recommendations related to improving BCPS staff accountability
and transparency. Many departments do not use key performance indicators (KPIs) to measure and understand the
performance and health of their units and to make data-driven decisions and critical adjustments in the work in order
to achieve strategic goals. The BCPS strategic plan, the Superintendent’s evaluation instrument, and the Board’s self-
assessment are all lacking in establishing baseline data and specific metrics to target and measure improvement.

Low Employee Morale: The interviews with BCPS staff, in addition to overwhelming responses in the survey, indicate low
employee morale at central office as well as in the schools. Our team suggests 6 recommendations to assist in improving
staff morale.

Lack of Clear Communication: There is a pervasive theme throughout the central office divisions and schools that clear
and timely communication is lacking in BCPS. The survey results also shows a high level of dissatisfaction with central
office communication. Four (4) recommendations are targeted at improving central office communication. Granted the
malware attack and issues resulting from the COVID /hybrid learning has elevated these issues; however, there is a strong
need to strengthen the communication from central office to schools.

Enhanced Shared Services: There are some missed opportunities for the BCPS and Baltimore County Government
to collaborate and potentially share some services for increased efficiency and effectiveness. There are 8
recommendations targeting shared service opportunities.

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SELECT RECOMMENDATIONS BY CHAPTER
Chapter 1: Central Office and School Board
The central office executive level organizational structure, neither effective nor efficient, has a broad span of control that
exceeds best practices and should reorganize the executive-level administration reducing the number of direct reports to
the Superintendent from eleven (11) to seven (7).

Four (4) of the current direct reports to the superintendent will remain:
1. General Counsel
2. Chief of Staff
3. Chief of Human Resources (Division of Human Resources)
4. Chief Academic Officer (Division of Curriculum and Instruction)

The proposed new positions/divisions as direct reports include:


5. Deputy Superintendent
6.  hief Financial Officer (CFO) leading the Division of Fiscal Services. This position is a conversion of the
C
position of Executive Director of Fiscal Services.
7. Chief Information Officer (CIO) leading the Division of IT.

The implementation of this recommendation should save BCPS an estimated $1,996,851 in the first year and a total of
$9,984,255 over a five -year period. (Chapter 1, Recommendation 1-1)

While the BCPS Strategic Plan has included progress indicators to measure progress for each goal, the plan is lacking
baseline and target metrics. BCPS should create metrics for each Compass Goal and ensure that all BCPS Office Plans
include metrics or Key Performance Indicators (KPIs). Further, in the Superintendent’s strategic plan updates to the Board,
a quarterly progress report should be made on the goals’ metrics. (Chapter 1, Recommendation 1-5)

Numerous recommendations were made regarding the School Board Operations, including the Board should:
• Adopt a civility policy, attend Maryland Association of Boards of Education team-building workshops, the
Board Chair should complete a parliamentary procedure course, and the Board Legal Counsel should be
required to earn a Professional Registered Parliamentarian credential.
• Make updating its operating manual a high priority.
• E nlist MABE to conduct work sessions on Board governance with a goal of minimizing or eliminating
micromanagement
of staff and to establish a topical, yearly work sessions calendar.
•  pdate its self-assessment instrument to include metrics and conduct the assessment yearly as Board Policy
U
dictates, with results compiled by the Board attorney, who should lead a board work session to review results
and create a plan of action to address deficiencies.
•  efine the Superintendent’s evaluation instrument to include some key metrics, require the Board Legal
R
Counsel to compile the results, and implement quarterly Board updates on progress. (Chapter 1,
Recommendations 1-7, 1-8, 1-9, 1-12, 1-11)

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Chapter 2: Human Resources
BCPS has a practice of appointing individuals to high-level leadership positions who are not highly qualified, with
specialty training in all aspects of their new responsibilities and without comprehensive, direct experience in that specialty
area. BCPS should expediently fill vacant leadership positions with permanent appointees who are highly qualified with
specialized training and appropriate experience in the assigned areas/divisions in a timely fashion. This process should
be done after a revised job description is completed and after the position vacancy has been posted and should avoid
acting appointments exceeding one month. (Chapter 2, Recommendation 2-42)

BCPS has experienced substantial annual employee turnover for years. BCPS should address the climate, work
environment and morale of staff permeating the district which affect the staff turnover levels, and the salary disparities
compared with neighboring school districts. (Chapter 2, Recommendation 2-48)

Survey results show that teacher morale is not good. The survey also included opportunities for open-ended comments;
over 6,000 comments were submitted. The Board of Education and Superintendent should review the survey results
(See Appendix A) and responses in order to fully understand, internalize, and accept the state of the district’s climate,
culture, and morale, and should develop a strategic and tactical plan to address the issues. Please note that Public Works
LLC redacted any comments that could identify a staff member and/or comments that overly caustic to individuals in
leadership positions. (Chapter 2, Recommendation 2-61)

Chapter 3: Financial Management, Purchasing, and Risk Management


Key constituents and stakeholders lack confidence and trust in the BCPS budgeting and financial reporting. Interviews
with and reports from Baltimore County staff consistently question the transparency of the BCPS budgeting and financial
reporting. BCPS should build trust in its financial reporting by creating a plan to increase transparency in all phases of
budget development and financial reporting. (Chapter 3, Recommendation 3-5)

The BCPS Office of Internal Audit focuses on low-risk investigations and does not prioritize high risk threats to the school
system. For example, school activity funds represent 0.7% of the FY21 operating budget, yet receive 28% of the allotted
hours for internal audit staff. In FY20, internal audit used 1,017 hours (8% of the total) on the fixed asset inventory. While
completing an inventory is necessary, it is not the work of a highly trained and paid audit staff. BCPS has 11 internal audit
staff. Peer district, Montgomery County Public Schools has only six staff members in its internal audit department, serving
a school system that is 31% larger than BCPS compared to BCPS. The BCPS Board should update Policy 8400 to realign
the internal audit function to focus resources on high-risk investigations and reduce the size of the department by five
positions. (Chapter 3, Recommendation 3-11)

BCPS lacks Board policy, Superintendent Rule, and a comprehensive and strategic plan for risk management. The
ransomware attack of November 24, 2020 has been a disruptive and costly example of the need for a comprehensive
and strategic risk management strategy and thorough implementation in district and school operations. BCPS should
develop a comprehensive risk management strategy with a systemwide approach that coordinates and aligns current
practices and enlarges the scope to include threats that have not been adequately addressed, and should create a
Manager of Risk Management position. (Chapter 3, Recommendation 3-12)

14
Chapter 4: Technology
BCPS should take an architectural approach to redesigning and remodeling its Network Infrastructure. This would include
expanding the County’s fiber network to all BCPS schools, as well as nearby County Fire, Police, and EMS facilities by
redirecting federal E-Rate funds currently going to Comcast/Verizon. (Chapter 4, Recommendation 4-3)

BCPS should consider a complete reorganization of IT structures and services under one authority (Chief Information
Officer) reporting to the Superintendent. BCPS would also keep its Executive Director of Technology. This approach will
significantly improve the use of data/information to make learner-centered decisions and will allow DoIT (reporting to the
Executive Director of Technology) to focus on IT operations, thus increasing the reliability of IT systems and applications.
In addition, BCPS should continue to investigate and identify potential savings, efficiencies, and improved services by
collaborating and sharing IT services with Baltimore County IT. (Chapter 4, Recommendation 4-4)

BCPS is not adequately staffed to deal with cybersecurity attacks. BCPS should immediately supplement IT network
resources and explore the use of an external cyber security service provider. The annual savings regarding Systems
Security and Privacy per this recommendation are estimated at $500,000 per year if shared with Baltimore County. The
potential five-year savings is $2,500,000. (Chapter 4, Recommendation 4-7)

Chapter 5: Facilities Construction, Use and Management


A disparity exists between the extensive process reported for community engagement in the MYIPAS and Sage Studies
and BCPS employee awareness of these studies. BCPS should increase efforts to bolster public and staff awareness of the
Sage Report and ongoing Cannon Study. (Chapter 5, Recommendation 5-5)

The BCPS Custodial Staffing Allocation Calculation Formula is not applied consistently at all facilities. BCPS should
review custodial allocations per school twice a year to determine if facilities are overstaffed or understaffed according
to its allocation formula and should augment the FTE of building service workers by seven for FY22. (Chapter 5,
Recommendation 5-13)

The use of contracted services to supply BCPS with building service workers (BSWs) is more costly than the hiring of FTEs.
The BCPS Facilities Department should eliminate the contracted services for building service workers and fully staff the
allocated budgeted FTE Building Service Workers. (Chapter 5, Recommendation 5-14)

Chapter 6: Transportation
BCPS lacks employee incentive programs, which would help address the driver shortage issue. BCPS should initiate
recruitment and retention incentives to address the driver shortage. (Chapter 6, Recommendation 6-5)

The Office of Transportation has developed a School Bus Safety Initiative to meet safety and overall operational efficiency
goals. This initiative includes the use of electronic recording of pre- and post-trip school bus inspections, upgraded GPS
systems, a parent App, and stop-arm cameras. The BCPS School Bus Safety Initiative should be approved by the School
Board as soon as possible. (Chapter 6, Recommendation 6-9)

BCPS lacks adequate facilities for effectively and efficiently performing school bus maintenance. BCPS Fleet maintenance
is charged with the maintenance and upkeep of 838 school buses and 460 “white fleet” vehicles. Maintenance is
conducted at eleven locations across Baltimore County. BCPS Office of Transportation, in conjunction with the Office of
Strategic Planning, should conduct a strategic review of the existing bus lots as to condition and capability and proceed
with an action plan for improvement. (Chapter 6, Recommendation 6-18)

15
Chapter 7: Food Services
The food services recruitment and training processes lack a comprehensive planning and practice at the system level to
guarantee the efficient and effective delivery of nutrition services and places substantial pressure on the Office of Food
and Nutrition Services (OFNS) staff to perform this critical duty without the necessary resources. BCPS should develop a
streamlined recruitment and processing strategy for OFNS applicants. (Chapter 7, Recommendation 7-1)

Previously, BCPS implemented a pilot of the Community Eligibility Program (CEP) program in four schools with higher
free and reduced meal rates to test the concept in BCPS operations. The result of the pilot was a fiscal shortfall of
approximately $1 million over the four years. Recently, the decision was made to extend this eligibility to 87 schools. The
decision to expand the CEP program to 87 schools jeopardizes the sustainability of the OFNS Enterprise Fund, which has
been operating at a profit for many years. BCPS should develop a viable plan for funding CEP expansion beyond CARES
benefits. (Chapter 7, Recommendation 7-2)

In FY 2019, OFNS reimbursed the system a total of $626,345.72 in indirect costs for facilities and services used to
support food services. While this is a significant amount, it is not based on the indirect cost rate of 2.94% of allowable
ONFS expenditures, as established in the Federal negotiated rate. BCPS should expand the indirect costs that the OFNS
reimburses the General Fund to match the Federal rate. (Chapter 7, Recommendation 7-3)

Chapter 8: Education Programs and Services


Central office services are not aligned to efficiently and effectively support BCPS schools and should be reorganized. The
highlights of the reorganization of the Division of Curriculum and Instruction are:

• T he Department of Emotional and Student Support (transferred from the abolished Division of School Climate and
Safety reports to the Chief Academic Officer (CAO.)
• The Department of Research, Accountability, and Assessment reports to the CAO.
• The Department of Organization and Leadership reports to the CAO.
• T he Department of Educational Options and the Department of Academic Services are combined into one
Department of Academic Services and Options.
•  reate the Department of Schools by adding the position of Chief of Schools as a direct report to the proposed
C
Deputy Superintendent, replacing the three Community Superintendents.
•  ire one Executive Director of Middle Schools to lead the middle school improvement initiative and supervise
H
the principals of the middle schools. (Chapter 1, Recommendation 1-1 and Chapter 8 (introduction).

There are numerous additional reorganization and realignment recommendations in the Divisions of Curriculum and
Instruction, Research, Accountability, and Assessment (DRAA), and School Climate and Safety including, but not
limited to:

• Upgrade the position of Fiscal Officer to Coordinator. (Recommendation 8-2);


• T he Office of Athletics should be moved from the Division of Academics to the proposed Department of Schools.
(Recommendation 8-3);
•  RAA should eliminate one Executive Director position and one Administrative Assistant position
D
(Recommendation 8-6);
• DRAA should fill the positions of Research Specialist and Senior Software Engineer. (Recommendation 8-7);
• Transfer the position of Coordinator of Title IX to the Division of Human Resources. (Recommendation 8-16);
• Transfer the Department of Safety to the proposed Department of Schools. (Recommendation 8-19);
• T he Department of Social-Emotional Support should reorganize to improve efficiency and effectiveness.
(Recommendation 8-23);

16
• T he Department of Special Education should reorganize to improve efficiency and effectiveness.
(Recommendation 8-25);
•  CPS should reorganize and streamline the Department of Academics and rename it to the Department of
B
Teaching and Learning. (Recommendation 8-29);
•  ire two additional ESOL Resource Teachers, a full-time Bilingual Welcome Cent4r Program Assistant.
H
(Recommendation 8-39);
• T he Office of Title I should reclassify the supervisors in the department to coordinators, reclassify Accountant I
positions to Accountant II, and move an Accountant II position currently in the Department of Educational Options
to Title I. (Recommendation 8-45)
• T here is a disconnect between the massive scope of data available for teachers and principals to use and the
schools’ capacity to use the data properly. There is a need to build capacity of school site personnel to access
data and to become proficient with the use the data to improve teaching and learning. BCPS should develop
a stipend-based program to fund one staff member per school to serve as a data facilitator and trainer of their
colleagues in the area of data access and use of data. (Chapter 8, Recommendation 8-12).
• T he BCPS and the Department of Special Education have a systemic Compliance issue that has warranted
“Needs Intervention” status by the Maryland State Department of Education (MSDE). Numerous issues
contributing to the non-compliance issue includes: Complaints are being filed for infractions that could have
been prevented if processes and procedures had been followed. Many Assistant Principals have too many other
responsibilities to adequately conduct and monitor the implementation of IEP’s. Individual Education Plans (IEPs)
lack quality goals and objectives and student progress is inconsistently documented. IEP teams tend to write
the IEP to meet a school-based schedule rather than to address individual student needs. The ongoing lack of
compliance is exacerbating the increase of Unilateral Private/Non-public placements which to date is costing
the district $48,370,816. Therefore, it is recommended that the Department of Special Education design
a compliant infrastructure to serve students with specialized needs within the BCPS system. (Chapter 8,
Recommendation 8-26).
• T here is a lack of written protocols, criteria, and procedures for selecting schools for the Residency Program, the
Instructional Core Team (ICT), Target School Improvement (TSI), and the new Teaching and Learning Team. BCPS
should create and publish written protocols and rollout procedures for the Residency Program, the Instructional
Core Team (ICT), Target School Improvement (TSI), the new Teaching and Learning Team and any other new
school improvement initiatives. (Chapter 8, Recommendation 8-31)
• T here is a lack of accountability in holding principals and teachers responsible for implementing the BCPS
curriculum with fidelity and for holding students accountable for taking regular unit assessments. BCPS should
require that all Executive Directors (that principals report to) participate in a 4–5-day summer “bootcamp” and
to attend the weekly Academic Team Meetings to ensure all principals are adequately informed and are held to
high instructional leadership standards. (Chapter 8, Recommendation 8-33)
• T he current ESOL program at the secondary level is ineffective, inefficient, and is causing many parents to
withdraw their child from ESOL services. Establish an ESOL Task Force to create a phased-in approach to bring
secondary ESOL programs back into students’ home schools. (Chapter 8, Recommendation 8-40).
• T he Office of Title I and the Early Childhood Program may require increased staffing to meet the needs of the
requirements outlined in the Blueprint for Maryland’s Future law. BCPS should, on the condition of receiving
additional federal funding, expand the programs and service offerings of Title I and Early Childhood.
(Chapter 8, Recommendation 8-47).

17
Fiscal Impact of Recommendations

The BCPS Operational Efficiency Review provided 197 recommendations to improve the efficiency and effectiveness of BCPS.
Some of the recommendations are cost neutral and could be implemented immediately while others will require months or years
to implement. Each of the report’s recommendations includes implementation strategies and a five-year fiscal impact.

Several recommendations do not have any fiscal impact; however, these recommendations do represent needed improvements
over current policies, practices, and procedures.

There are 65 recommendations with a measurable fiscal impact. Those recommendations along with fiscal impacts can be found
in Chapter 9 of the report. Our team took a conservative approach in calculating the fiscal impacts; additional savings may be
reported as a result of implementing the recommendations. As shown in Exhibit ES-9, Public Works LLC identified potential five-
year net savings of $39,670,025 that could be realized by BCPS if all recommendations are implemented.

EXHIBIT ES-9
SUMMARY OF ANNUAL SAVINGS (COSTS)

ANNUAL SAVINGS (COSTS) FIVE-YEAR


CATEGORY YEAR ONE YEAR TWO YEAR THREE YEAR FOUR YEAR FIVE TOTAL
GROSS
$11,147,988 $9,747,583 $9,672,178 $9,696,773 $9,671,368 $49,935,890
SAVINGS

GROSS (COSTS) ($2,028,173) ($2,028,173) ($2,028,173) ($2,028,173) ($2,028,173) ($10,140,865)

GROSS
TOTAL SAVINGS $9,119,815 $7,719,410 $7,644,005 $7,668,600 $7,643,195 $39,795,025
(COSTS)
ONE-TIME SAVINGS (COSTS) ($125,000)

NET TOTAL FIVE-YEAR SAVINGS (COSTS) $39,670,025

18
NEXT STEPS

The BCPS School Board and Superintendent have an opportunity to use the Public Works LLC report findings and
recommendations to transform the school division: its culture and climate, its operations; and its academic program to become
more effective and higher performing.

Internalizing the findings, committing to improvement, creating the environment to make changes and implementing the
recommendations although not a simple assignment, will be a necessary one for BCPS.

Given the impact that COVID and the ransomware attack has had on BCPS, as well as the fact that school year 2021-22 is
underway, timing implementation of some recommendations needs to be scheduled such that those requiring an investment of
funds may need to be placed in the context of the FY23 budget development cycle and ready for implementation July 1, 2022.
Other recommendations that can be implemented during SY21-22 because of being cost neutral should be initiated. Those
recommendations which are most critical and simply dependent upon BCPS leadership and willpower should be implemented
immediately.

Public Works LLC has provided the Superintendent (in a separate document) a suggested implementation plan. Many of the
recommendations can be implemented in the 2021-22 school year and are cost neutral. Several of the recommendations with a
significant fiscal impact may need to begin implementation in the 2022-23 school year.

The cost of ignoring the findings and recommendations as well as postponing any consideration of implementation is a disservice
to the needs of BCPS, its stakeholders, staff, and the students.

Public Works LLC suggests that BCPS post the report on its website to allow all stakeholders an opportunity to access it.

It is up to each school system to create a plan of action to implement the recommendations. Our team has provided the
Superintendent with a suggested implementation plan; it was submitted as an accompanying document to the full Operational
Efficiency Review report. Some school districts chose to assign one point person per chapter (or operational area) to establish
an implementation schedule and oversee the completion of recommended actions. Other school systems have hired an outside,
independent firm/consultant to track progress and assist with the implementation. An electronic tracking system should be
established so BCPS staff can provide quarterly updates to the Board regarding the status of implementation.

Our team has a successful track record of districts implementing our recommendations and we hope this is the case with BCPS.
For example, West Contra Costa Unified School District (CA) implemented 94% of the recommendations either as presented
or with modifications (mostly with regard to implementation timelines). Clark County School District (NV) implemented 95%
of the recommendations. In Roanoke City Schools (VA), the school district implemented 90% of the recommendations. York
County School District (VA) implemented 84% of the recommendations. The overall rate of implementation for efficiency review
recommendations that the Public Works LLC project director has led averages 80%. The recommendations are sound and
doable; BCPS staff need to embrace the changes to improve the efficiency and effectiveness of its operations.

19
CHAPTER 1
–––
CENTRAL OFFICE ORGANIZATION
AND MANAGEMENT

INTRODUCTION
A school division’s governance structure, staff management, and planning process is the foundation for an efficient
and effective use of resources and in providing a quality education for students. The Board and Superintendent should
function as a leadership team to meet all students’ needs. The Board sets goals, objectives, and policies for school
division operations and approves the plans and funding needed to achieve the school system’s strategic plan. The
Superintendent manages district operations and recommends the staffing levels and quantity of resources necessary to
implement the board goals.

According to the FY 2022 Proposed Budget, Baltimore County Schools (BCPS) is the 25th largest school system in the
United States. The county covers 612 square miles and has a student population of 111,084 in 175 PreK-12 schools. The
school system has 107 elementary schools, 26 middle schools, and 24 high schools. A charter school that opened in
FY 2020 serves Grades K-5. BCPS has 18,000 employees, including 9,671 teachers. The total budget (including
internal service fund, capital projects fund, debt service fund and enterprise fund as well as the operating budget) for
BCPS is $1,927,669,331. 

According to the BCPS strategic plan, the vision, purpose, and core values of the school division are:

Vision: Baltimore County Public Schools will be among the highest performing school systems in the nation as a
result of raising the bar, closing gaps, and preparing every student for the future.

Purpose: Baltimore County Public Schools will increase achievement for all students while preparing a variety
of pathways to prepare students for career and college, in a safe, orderly, and caring environment for students
and staff.

Core Values:
• Learning is our core purpose.
• Effective teaching is the most essential factor in student learning.
• Leadership matters. Effective leaders support learning and optimum performance at all levels.
• BCPS is committed to equity. We will do whatever it takes to ensure that every student learns and succeeds,
regardless of race, ethnicity, gender, orientation, socioeconomic status, language proficiency, or disability.
• Every student will be successful when provided with high expectations and appropriate supports.
• A high-performing workforce is essential to BCPS becoming a world-class school system.
• Trusting relationships and commitment to our core values will foster learning at all levels.
• Students, parents, employees, community members, and all BCPS stakeholders comprise Team BCPS.
• Every member of Team BCPS has value and makes important contributions towards BCPS becoming a
world-class school system.
• Positive and productive relationships among all members of Team BCPS are built through meaningful
communication and engagement.
• All members of Team BCPS are partners in raising the bar, closing gaps, and preparing for our future, and
are vital to our success.

This chapter includes the following sections:

• Central Office Organizational Structure


• Policies and Procedures
• Strategic Planning
• Central Office Communication
• School Board Operations

The Public Works LLC survey administered to all BCPS staff had a return rate of 33.3 percent. The complete survey results
can be found in Appendix A. Respondents were asked to rate the various operational areas of BCPS.

As shown in Exhibit 1-1, the majority of BCPS operations are rated as needing some or major improvement. The
operational areas rated the highest were custodial, grounds maintenance, and food services. Clearly, there is a need for
improvement in the efficiency and effectiveness of operations in BCPS.

EXHIBIT 1-1
SELECT PUBLIC WORKS LLC SURVEY RESULTS

Needs major Needs some Weighted


Operational Area Adequate Outstanding Don’t know Total
improvement improvement Average
Instructional technology 36.19% 1043 35.05% 1010 18.56% 535 4.13% 119 6.07% 175 2882 1.9

Administrative technology 24.00% 691 30.36% 874 21.81% 628 3.02% 87 20.81% 599 2879 2.05

Human resources 25.86% 743 34.39% 988 25.37% 729 2.82% 81 11.56% 332 2873 2.06

Staff development 18.68% 537 37.01% 1064 34.78% 1000 5.46% 157 4.07% 117 2875 2.28

Facilities planning 21.57% 619 25.51% 732 20.28% 582 2.44% 70 30.21% 867 2870 2.05

Custodial 14.33% 414 26.06% 753 34.46% 996 11.28% 326 13.88% 401 2890 2.5

Grounds maintenance 8.52% 246 19.85% 573 43.90% 1267 11.95% 345 15.77% 455 2886 2.7

Energy management 10.58% 304 17.90% 514 30.29% 870 3.76% 108 37.47% 1076 2872 2.44

Food service 6.76% 195 16.09% 464 37.62% 1085 11.69% 337 27.84% 803 2884 2.75

Transportation 17.30% 498 26.23% 755 26.09% 751 3.06% 88 27.31% 786 2878 2.21

Shared services 4.46% 128 8.49% 244 17.33% 498 0.80% 23 68.92% 1980 2873 2.47

Source: Public Works LLC Survey, 2021.

21
Conditions in Baltimore County Public Schools of material importance to the organization study include, but are not
limited to:

• T he school system is working under a hybrid model of instruction due to COVID-19; thus, operations and
instruction has been modified to meet this challenge. Certain recommendations in this report may need to be
adjusted to ensure proper controls under the modified operations.
• A
 catastrophic ransomware attack occurred in BCPS in November of 2020, which hindered many administration
functions with several issues still unresolved.
• B
 CPS has been rocked in recent years by controversy and fraud allegations. Former Superintendent Dallas Dance
pleaded guilty to perjury in 2018 for failing to disclose income for part-time consulting, including payments
from a company he helped win a no-bid contract with the school system. Verletta White, appointed as Interim
Superintendent of schools after Dance’s resignation in 2017, was cited by a school ethics panel in 2018 for failing
to disclose income she earned as a consultant, although White said it was a mistake based on a misunderstanding
of financial disclosure forms. The school system leadership is continuing to deal with the effects of past leadership.

Darryl L. Williams was appointed Superintendent for Baltimore County Public Schools on May 21, 2019, by the Board of
Education. Prior to this appointment, Dr. Williams served as the Associate Superintendent of K-12 schools in eight clusters
in Montgomery County Public Schools (MD). Williams earned his Bachelor of Science degree in mathematics from
Hampton University, Master of Arts degree in Educational Administration from American University, and doctoral degree
from the University of Maryland College Park.

The overall organizational structure of BCPS is reviewed in this chapter, as are Board policies and procedures and the
Board’s effectiveness. The Public Works LLC team reviewed the General Counsel and Legal Counsel Departments of
BCPS and did not find any substantive issues with those two departments.

Please refer to Chapters 2-8 for other various recommendations that involve Board action.

22
Central Office Organizational Structure
––––––––––––––––––––––––––––––––

FINDING

The Baltimore County Public Schools (BCPS) central office executive level organizational structure, neither effective nor efficient,
has a broad span of control that exceeds best practices.

Currently, 11 divisions and their chiefs report directly to the Superintendent. The current structure has created isolated and silo-like
effects with a lack of effective coordination, communications and collaboration among all divisions. The executive level is costly
and top-heavy, as are the middle management levels in most divisions.

The recommendation to reorganize the executive level of the BCPS organizational structure is based on a review of documents,
interviews, focus groups, survey results, and an analysis of peer district organizational structures.

The comments in the Public Works survey confirm the need for central office reorganization. Comments include:

• Too many central office administrators overseeing schools in redundant capacity.


• B
 CPS has historically operated in a very top-heavy manner, leaving too many chiefs and not enough Indians, so to speak.
While I have experienced some central offices and their leadership as being tremendously effective (i.e., School Social
Work/MTSS), I find it frustrating that BCPS still has systemic silos, with offices that don’t communicate well across the
system and offices that are not as collaborative in their decision making.
• C
 entral office seems to work at a pace that is acceptable to them and if ever questioned, those questioning are told they’re
unreasonable.
• T he current organization of central office is terrible. Support to schools should feel like support. Coming from central office
to a school building, I have seen that support change to jumping through hoops just to get to the right person only to get
a reply like: Please submit a smartsheet request so we can better serve you. This leads to extreme delays in providing
service to who we are really here for, the students. Families are not understanding (and rightfully so) of our long process,
and it often leads to broken relationships that schools are trying to build. As a school based administrator, I should be
able to find support within 48 hours.
• B
 CPS management and organization has completely destroyed the trust and faith of countless staff and community
stakeholders. During challenging times when hard decisions need to be made, the phrases Team BCPS and Equity in
Action reveal themselves to be little more than PR fodder. I recommend extensive changes to upper level management.
• I wish that we could see central office staff more often in the schools.
• T here is a disconnect between management and the staff in schools. Management has no clue as to what staff need to
function on a daily basis.
• There are way too many people in the central office. Too much money wasted, not enough done at that level.
• T here is no need for Directors, Executive Directors, Supervisors, and Assistant Supervisors for each department. It is
wasting valuable resources that could be helping students.
• T he county also has way too much fluff in central office. We need to shrink these offices of people that don’t do anything
and put some more people back into the classroom.
• T here are too many in Greenwood and not enough people in the school buildings. I would love to know what/ who each
office has to work/assist.
• The Central office is disconnected from the schools. They try to offer aid, but are not in tune with the needs of the schools.
• T he structure is too top heavy. We need fewer high-level administrators and more mid-level to provide better service to
schools.

23
• N
 ot enough central office staff are in the schools on a regular basis to see what is really taking place prior to making some
decisions that affect those that are in the schools regularly.
• C
 entral Office staff (especially those in the highest positions) are out of touch with what is actually going on in the school
building, what teachers need, what students need, etc.
• T his org. is too top heavy. Many central office positions can be cut or used more effectively. The absolute waste of money
at the top of the org. chart is ridiculous.
• Inefficiency exist[s] because there are too many executive level positions creating too many layers.
• Seems to be too many higher-level managers. Not really sure what they do.
• O
 ffices at the central office level do not appear to communicate with each other. For example, one resource office
provided technology that cannot be used on/is not approved for our devices.
• T he system is top heavy. There are positions in which it is not clear what the role of the incumbent it. There are positions that
duplicate other positions.
• T here are too many layers in the organization that allow for interpretation as information or decisions are passed from
layer to layer; this seems to create a mixed message from the system on big things.
• B
 CPS embodies a very hierarchical structure that doesn’t always recognize and make the best use of staff skills and talents
because of the individual’s title or classification.
• Too top heavy. Offices don’t communicate with each other causing unnecessary workload for schools.
• There are too many central office jobs. If you aren’t directly affecting a child’s education, you need to go.
• There seems to be a disconnect between the central offices and what actually happens in the school building.
• Central Office is over staffed and School Houses are under staffed.
• I feel like the central office needs to define roles more clearly and set some goals for what they are trying to do. I
understand we have a huge system but things are just a mess this year.

In an article titled “Education Administration: The Roles of Leadership and Management,” produced by the National Council of
Professors of Educational Administration, the typical span of supervisory control for large urban superintendents is 4–7 top level
administrators.
(https://cnx.org/contents/_SFrAKVv@1.1:vckod3PG@1/Preparing-and-Training-Superintendents-for-the-Mission-of-Executive-Management)

In our analysis of peer districts of similar size as BCPS, only one of the five peer districts (Jefferson County Public Schools) had
11 direct reports to the Superintendent, as does BCPS. The others had a range of 6–8 direct reports to the Superintendent. The
organizational charts of the peer districts can be found in Appendix C.

The current BCPS organization structure is shown in Exhibit 1-2.

24
EXHIBIT 1-2
CURRENT ORGANIZATION OF BCPS

Source: BCPS Superintendent’s Office, 2021.

Additional reorganization of staffing within each division or department can be found in the other operational chapters of the
report.

RECOMMENDATION 1-1:
BCPS should reorganize the executive-level administration of the Baltimore County Public Schools, reducing the
number of direct reports to the Superintendent from eleven (11) to seven (7). (Tier 1)

Four (4) of the current direct reports to the superintendent will remain:

1. General Counsel
2. Chief of Staff
3. Chief of Human Resources (Division of Human Resources)
4. Chief Academic Officer (Division of Curriculum and Instruction)

The proposed new positions/divisions as direct reports include:

5. Deputy Superintendent
6.  hief Financial Officer (CFO) leading the Division of Fiscal Services. This position is a conversion of the position
C
of Executive Director of Fiscal Services.
7. Chief Information Officer (CIO) leading the Division of IT.

25
There are merges, transfers, consolidations, realignments, and reassignments of departments and offices within and between
divisions to increase communications and collaborations in support of schools, as well as to lead and manage the school district
more effectively and efficiently. Please refer to individual chapters for details.

Implementation of these reorganization recommendations at the most senior level creates a streamlined organization fostering
transparent collaborations, clear communications, and greater accountability for results. This reorganization allows the
Superintendent to move from daily management and direct supervision of all 11 divisions to district-wide leadership focusing
on measurable outcomes, assurance of the implementation of The Compass (Strategic Plan), as well as focusing on Board and
community relations and establishing high visibility in the schools and community.

Exhibit 1-3 illustrates the direct reports to the Superintendent as per the proposed reorganization.

EXHIBIT 1-3
PROPOSED CENTRAL OFFICE REORGANIZATION
DIRECT REPORTS TO THE SUPERINTENDENT

SUPERINTENDENT

General Counsel Chief of Staff

Chief Financial Chief Academic Deputy Chief Human Chief Information


Officer Officer Superintendent Resources Officer Officer

Source: Public Works LLC Review Team, 2021.

1. Create the position of Chief Financial Officer: eliminate the position of Executive Director of Department of
Fiscal Services.

The current position of Executive Director of Fiscal Services should be eliminated and a newly created position of Chief Financial
Officer (CFO) should be created. All of the functions and services and staff of the current Department of Fiscal Services and the
over $1.9 billion BCPS budget should report to the CFO position. Creating and elevating the position of CFO as a direct report
to the Superintendent emphasizes the critical role of the leadership of the budget by the Superintendent and CFO. The monitoring
of the budget by the Controller, who leads the Office of the Controller and staff within the Department of Fiscal Services, would
report to the CFO. Please refer to the Finance chapter for additional details about the reorganization of the Division. Please refer
to Appendix D to see a sample job description and the qualifications required for this newly proposed CFO position.

2. Create the position of Chief Information Officer

The current position of the Executive Director of Technology should be maintained; however, a newly created position of Chief
Information Officer (CIO) should be created. All of the functions and services and staff of the current Department of Technology
should report to the CIO. PK-12 education is a data and information rich organization. Student demographics, staff data,
assessment results, fiscal information, parent/guardian contacts, school calendar, student/staff/curriculum alignment, health
screenings, and more must be accessible, valid/reliable, real-time and consistently used at all levels. Educational data and
information are essential to guide and inform executive decision-making regarding student learning, budget development, staff
resourcing, and much more. The role of the Chief Information Officer (CIO) is critical as education adapts to accommodate
personalized, hybrid and remote learning in an information-intensive world. Please refer to the Technology chapter for additional
details about the reorganization of IT. See a sample job description for the newly-created CIO position in Appendix D.

26
3. Abolish the Division of Business Services
a) Eliminate the position of Chief Administrative and Operations Officer;
b) Eliminate the position of Senior Executive Director of the Department of Administrative Services; and
c) Eliminate the position of Executive Director of Business Services Operations.

The Division of Business Services is top-heavy, with three to four layers of supervisory structure. Two layers are being eliminated
due to the proposed reorganization of the Department of Fiscal Services and its CFO position, as well as the Department of
Technology’s CIO position, becoming direct reports to the Superintendent. There are three departments (Food and Nutrition
Services, Facilities, and Transportation) left in the current Division of Business Services. These disparate and independent
operating support departments do not require the extra two layers of supervisors that the Division of Business Services currently
has. The current organizational structure of the Division of Business Services is shown in Exhibit 1-4.

EXHIBIT 1-4
CURRENT ORGANIZATION OF DIVISION OF BUSINESS SERVICES

Chief Administrative and


Operations Officer

Executive Administrative Senior Exec Director


Assistant Dept of Administrative Svcs

Director Business Mgmt


Information Systems

Exec Dir Dept of Business Exec Dir Dept of Fiscal Exec Dir Dept of Facilities Exec Dir Dept of
Svcs Ops Svcs Mgmt & Strategic Planning Information Technology

Dir Office of Food & Controller Office of the Dir Office of Strategic
Dir Network Support Svcs
Nutrition Svcs Controller Planning

Dir Office of Facilities


Dir Office of Budget and Dir Technology Support
Dir Office of Transportation Construction &
Reporting Svcs
Improvement

Dir Office of Facilities


Mgr Office of Purchasing Dir Enterprise Applications
Operations

Dir Office of Facilities


Mgr Office of Payroll
Support Svcs

Source: BCPS, 2021.

4. Create the position of Deputy Superintendent.

BCPS critically needs the position of Deputy Superintendent, as the second-in-command, to assist the Superintendent in leading,
coordinating, communicating, supervising, ensuring collaboration and accountability of the services and functions of departments
and divisions in support of the schools. Universally, interviewees stressed the need for a Deputy Superintendent. The creation
of this position provides the BCPS with a second-in-command during the Superintendent’s absences as well as a single voice
speaking for the Superintendent. This is an important feature to ensure clarity of communications and expectations. It also
provides an established chain of command for accountability.

27
The proposed Deputy Superintendent will have responsibility for directing, coordinating, and supervising the administration
and operations functions currently housed in the Division of Administration and Operations. Executive Directors reporting to the
Deputy would supervise and coordinate the departments of Food and Nutrition Services, Transportation, and Facilities.

The related departments and offices will be reorganized as well for more effective operations, services, and seamless
collaborations. Please refer to each of those chapters for the details of the reorganization recommendations in those areas.

As shown in Exhibit 1-5, the proposed Deputy Superintendent will direct and supervise and coordinate the departments of
Transportation, Food and Nutrition Services, Facilities, and a new Department of Schools as well as the new position of Chief
of Schools, responsible for leading, supervising and coordinating the Executive Directors of schools, and principals. See
Appendix D for a sample job description for the proposed Deputy Superintendent and the Chief of Schools positions. Taken
together, these department of transportation, facilities, food services provide the infrastructure support services for the operations
of the schools.

EXHIBIT 1-5
ORGANIZATIONAL CHART FOR THE PROPOSED DEPUTY SUPERINTENDENT

DEPUTY
SUPERINTENDENT

Department of Department of Food and


Department of Schools Department of Facilities
Transportation Nutrition Services

Source: Public Works LLC Review Team, 2021.

5. Eliminate the three Community Superintendent positions.

BCPS has three Community Superintendents serving three areas of the division (West, East, and Central). The Community
Superintendents are direct reports to the Superintendent. The three Community Superintendent’s objectives are to:

• Communicate and support the goals and objectives of the system.


• Facilitate effective communication within the organization and with stakeholders.
• Provide targeted support and resources to schools.
• Create building-level capacity in identified areas.
• Enhance sustainable instructional leadership within schools.

The interviews and survey results provided insights into the perception of the role of Community Superintendents that are not
limited to but also illustrate that these positions are largely bureaucratic and not directly working with the principals and schools.
They duplicate and confuse the efforts of the nine Executive Directors of Schools who provide direct assistance and supervision
of the schools. This results in a lack of coordination (and silo effect) and in multiple, confusing and contradictory messaging from
Community Superintendents to executive directors and to principals. Interviews with staff indicate there is a lack of clarity in the
role of the Community Superintendents and some principals believe it is a dual reporting structure. Some believe they report to
both the Executive Director and to their Community Superintendent.

School improvement is hampered because of the lack of clarity in the roles and responsibilities of the Executive Directors, the
Community Superintendents, and staff within the Division of Curriculum and Instruction. It was reported that when the different
entities do not agree on critical decisions, it leaves uncertainty with the school leadership and staff on the appropriate direction.

28
Further, it was reported that often, the three Community Superintendents are not always consistent in the messages sent to
principals, causing confusion and inconsistencies in the implementation of policies and procedures.

Sixty-one (61%) percent of the survey respondents either disagreed or strongly disagreed that “Most BCPS central office
administrative practices are highly efficient and effective.” Additionally, 46.91% either disagreed or strongly disagreed that
“Most administrative practices in BCPS schools are highly effective and efficient.”

Survey comments included the following statements:

• BCPS is top heavy in administrative positions such as community superintendents.


• I have heard many examples of the different messages that are given to schools by the different area/community
superintendents. This was especially apparent in establishing remote learning. One school would be told the policy was X,
while another school was told the policy was Y.
• I also used to know our area superintendents. They would come to a meeting and introduce themselves. I felt like they knew
our school. Since the model was changed to these leveled community superintendents, I do not know who these various
community superintendent/leaders are or what their job is. I don’t see how they know what goes on in our school besides
through what the principal says or [what] they see on a rare carefully planned and chaperoned visit. And when they do
come, we never hear any feedback.
• T here is a feeling of general mistrust and CYA behavior by cabinet members towards their staff and other divisions.
Chiefs and the Community Superintendent leaders should be leading the work rather than deflecting responsibility,
protecting themselves by not committing to decisions, undermining the superintendent’s effectiveness by continued acts
of complacency, and maintaining a resistance to creating necessary positive change for students due to fear of failure or
negative publicity.
• Positions like Community Superintendents should be cut. Wasted money on salaries.
• T he “lines of communication” are poor and often have mixed messages. There is often little consistency between the
Community Superintendents and Executive Directors. When questioned on major issues, they often have vague or no
answers to provide. Communication often seems like a game of telephone, where the original message never makes it
correctly to the end.
• T he lack of effective leadership in BCPS is embarrassing. Community Superintendents hide and do not lead. The y seem to
only work to protect their own jobs. We are so top heavy with people who do not lead or stand for anything. They seem to
be afraid. We need strong leaders who work hard. It is not designed for efficiency or high level stakeholder engagement.
Truly you should ask each employee what does the Community Sup do? I bet most people have no idea.
• B
 CPS management micromanage low level employees to the point that work can never be done efficiently. Community
superintendents bully their wants to surpass protocol. Leadership demands work updates every 15 minutes and
expectations exceed realistic time responses. Managers and employees who have not been to the office in over a year
micromanage employees who have worked daily through this entire pandemic only to bully them for various reasons.

This recommendation further reduces the number of direct reports to the Superintendent by three, increasing efficiencies by
being less costly. It should improve the consistency and effectiveness of communications to the Executive Directors, which has
been frequently reported as needing improvement. Functions, services, and staff within the offices of the three Community
Superintendents remain intact and need to be reassigned to support the Executive Directors who are directly supporting the
school system’s 175 schools.

6. Create the Department of Schools: create the position of Chief of Schools as a direct report to the Deputy
Superintendent.

The proposed position of Chief of Schools provides daily direction, coordination of communications, and supervision of the
Executive Directors of Schools at the direction of the Deputy Superintendent. These proposed changes increase efficiencies by
being less costly, improving communications, and further reduces the many direct reports to the Superintendent.

29
7. Add one Executive Director of Middle Schools to lead the middle school improvement initiative and
supervise the principals of the middle schools.

Nine Executive Directors, who are assigned evenly to the three Community Superintendents and zones, currently report to the
Community Superintendents, as do other support office staff.

The Executive Directors’ overall responsibilities include mentoring and guiding principals and school staff, conducting and
coordinating professional development, and the evaluation of the principals.

The challenge when considering any organizational structure is to determine if the current structure is the most effective and
efficient. Arguably, the nine Executive Directors of Schools with responsibility for 16–21 schools each are those who are closest
to the schools and directly responsible for coordinating, directing, monitoring, and supporting the principals and teachers.

The Executive Directors are housed in various schools in order to better access and serve principals and staff. The Executive
Directors do not have any support staff but rely heavily on coordinating assistance with staff in the Division of Academics and
the Division of Accountability and Performance Management, as well as the Division of Organizational Effectiveness.

It is recommended that a streamlined organization structure be instituted regarding the connection, support, and accountability
for schools to increase the flow of consistent communications with the nine (plus the proposed 10th) Executive Directors of Schools
and to enhance effectiveness. The recommendation is more efficient and certainly less costly than the current structure.

The pandemic has presented additional demands on principals. Principals are currently working excessively long hours serving as
the public faces of their schools during a period of shifting guidance and fluid staffing and budget realities. With the pressure and
demands on principals at a high point, BCPS should strategize and reorganize staffing to better support their site leaders.

Research also supports this recommendation. In 2014, The Wallace Foundation launched the Principal Supervisor Initiative,
a four-year, $24 million dollar effort to redefine principal supervision in six urban school districts. In the Wallace Foundation
Principal Supervisor Initiative, research demonstrates that to ultimately improve student performance, the roles and responsibilities
of central office staff must include the following core components:

• R
 educe principal supervisors’ span of control (the number of principals they oversee) and change how supervisors are
assigned to principals;
• Train supervisors and develop their capacity to support principals;
• Strengthen central office structures to support and sustain changes in the principal supervisor’s role;
• Revise the principal supervisor job description to focus on instructional leadership; and
• Train supervisors and develop their capacity to support principals.

Exhibit 1-6 illustrates the core components of the Wallace Foundation study results.

30
EXHIBIT 1-6
PRINCIPAL SUPERVISOR INITIATIVE CORE COMPONENTS

Source: https://www.wallacefoundation.org/knowledge-center/Documents/A-New-Role-Emerges-for-Principal-Supervisors-Executive-Sumary.pdf

To view a summary of the Wallace Foundation and REL research on redefining the role of principal supervisors, please visit
https://youtube/Lons7PoBwHM.

The proposed BCPS reorganization is geared to accomplish these core components. The recommendation to reorganize moves
more resources closer to the schools. It reduces the number of high schools per Executive Director by adding an Executive
Director of Middle Schools. The additional Executive Director position should lead the efforts and strategic plan to improve
middle schools with a new initiative and serve as the supervisor of the middle schools and principals.

8. Transfer the Department of Safety, which is currently in the Division of School Climate and Safety, to the
Department of Schools, supervised by the Chief of Schools.

The Chief of Schools will assume responsibility for coordinating and supervising the eight staff comprising the Department of
School Safety. These staff members, as assigned and supervised by the Chief of Schools, would be more closely linked to the
schools to improve response time to school safety issues and coordinate directly with executive directors of schools. This move
should expedite effective and timely responses to needs of students and schools. Please refer to Chapter 8 for details.

9. Transfer the Coordinator of Athletics from the Division of Academics to the Department of Schools.

The system’s vast athletic program should be placed under the domain of the Chief of Schools to ensure close coordination
and supervision of the athletic programs, coaches, schools and principals. Please refer to Chapter 8 for details about this
recommendation.

The proposed organization for the Chief of Schools is shown in Exhibit 1-7.

31
EXHIBIT 1-7
ORGANIZATIONAL CHART FOR THE PROPOSED CHIEF OF SCHOOLS

Chief Department of Schools

Office of Safety Office of Athletics

Executive Directors (3) Executive Directors (3) Executive Directors (3) Executive Director of Middle
West Zone East Zone Central Zone Schools

Source: Public Works LLC Review Team, 2021.

10. Abolish the three small Divisions of Organizational Effectiveness, Accountability and Performance Management,
and School Climate and Safety.
a) Eliminate the position of Chief (3) in these divisions
b) Eliminate the position of Executive Administrative Assistant (3) in these three divisions.

Three of the 11 direct reports to the Superintendent are the chiefs of three small divisions: Division of Organizational Effectiveness,
Division of Accountability and Performance Management, and the Division of School Climate and Safety. These three divisions
have few employees when compared with the other divisions. There are 28 staff members in the Division of Organizational
Effectiveness, and 28 staff in the Division of Accountability and Performance Management. This recommendation further reduces
the number of direct reports to the Superintendent and integrates the functions and services of three departments closely aligned
with the Division of Academics to address the silo effect that exists within the multiple divisions and departments in central office.

This reorganization recommendation is less costly than maintaining the current organization structure, while the critical and
necessary functions and services of each of these former divisions should continue unabated, unaffected, and become seamlessly
integrated.

Division of Organizational Effectiveness


Transfer the Department of Organization and Leadership Development to the Division of Curriculum and Instruction.
By integrating the mission and functions of the department within the Division of Curriculum, the current loosely connected
efforts of district professional development can be best coordinated and integrated.

Given the proposed reorganization of the Division of Organizational Effectiveness from three departments to just one,
continuing a division with a Chief as well as an Executive Director and 23 staff within one department would be costly,
redundant, and ineffective.

None of the peer districts have a similar division focusing on Organizational Effectiveness and Professional Development
singularly reporting to the Superintendent. Similar entities in districts providing professional development and leadership
training and development are generally integrated within the Division of Curriculum and Instruction. Please refer to
Chapter 2 for details.

Division of Research, Accountability and Assessment (DRAA)


The Chief of the Division of (RAA) is also a direct report to the Superintendent. The Division has 28 staff members divided
into two departments. The oversight of 28 positions does not warrant the expense of having a Chief of Accountability and
Performance Management.

Transfer the two departments in the division and their staff (the Department of Performance Management and Assessment

32
and the Department of Research and Data Analysis) to the Division of Academics. Please refer to Chapter 8 on the
Division of Research, Accountability and Assessment (DRAA) for details.

A summary of the recommendations is to abolish these two divisions, to eliminate two positions of chiefs, and to merge
the single department Organization Development within the Division of Organizational Effectiveness and merge the two
departments in DRAA within the Division of Curriculum and Instruction. This re-organization addresses the silos currently
existing within related areas of BCPS, integrates curriculum and instruction, assessment, organizational and leadership
development, as well as research and data analytics to provide a holistic and comprehensive approach to improving the
BCPS. With this new reorganization, the Division of Curriculum and Instruction should be renamed to the Division
of Academics.

Division of School Climate and Safety


The Chief of the Division of School Climate and Safety is also a direct report to the Superintendent. The Division has 19
staff members (not counting the professional support service staff in schools) in two departments.

The small Department of Safety with eight staff should be transferred to the newly created Chief of Schools position, as
discussed previously. The second department (Social and Emotional Support) has 11 central office staff members. Those
professional staff members who provide important support services to students in the areas of student counseling, social
work services, pupil personnel services, and school nurses, among other services, should be transferred to the Division of
Curriculum and Instruction where they resided successfully for years and had been fully integrated with other departments
and services. Please refer to Chapter 8 for details.

This recommendation further reduces the number of Chiefs who are direct reports to the Superintendent by one (1) and
eliminates another small division of 19 staff. It is less costly, more efficient and will reduce another silo and allow the BCPS
to operate more effectively.

These actions integrate the functions and services of three departments closely aligned with the Division of Curriculum and
Instruction to address the silo effects that exists within the four divisions and departments. This reorganization recommendation is
far more efficient and less costly than maintaining the current organization structure, while the critical and necessary functions and
services of each of these former divisions should continue unabated, unaffected, and become seamlessly integrated.

The proposed organization of the Division of Curriculum and Instruction (recommended name change to Division of Academic
Programs and Support Services) is shown in Exhibit 1-8 below.

EXHIBIT 1-8
PROPOSED ORGANIZATION OF THE DIVISION OF ACADEMIC PROGRAMS AND SUPPORT SERVICES
(CURRENTLY CALLED THE DIVISION OF CURRICULUM AND INSTRUCTION)
Division of Academic Programs
and Support Services
Chief Academic Officer

Sr Executive Director

Supervisor of Data
& Technology

Executive Director Executive Director Executive Director


Executive Director
Executive Director **Academic Executive Director Organization Research,
Emotional & Social
*Teaching & Learning Programs and Special Education Development & Accountability, &
Support
Options Leadership Assessment

Source: Public Works LLC Review Team, 2021. Note: *Public Works LLC recommends the name of the Department of Academics be
renamed to the Department of Teaching and Learning. **Public Works LLC recommends the name of the combined Department of
Academic Services and Department of Educational Options be renamed to the Department of Academic Programs and Options.

33
11. Reorganize the Office of the Chief of Staff.

The Superintendent’s Office currently has a Chief of Staff who coordinates several offices whose functions are: Communications;
Employee and Student Hearings; Governmental Relations and Constituency Services; and a staff member who serves as
Community and Board Liaison. This last position also staffs the Board’s Equity Committee.

a) Create a position of Manager, Risk Management, reporting to the Chief of Staff to satisfy a need for a
disciplined approach to evaluate and improve the effectiveness of risk management and control, and
to mitigate the costs of unrecognized risks.

There is a high need to establish a position to coordinate a system-wide risk management program and interface with the Office
of Internal Auditing, and the positions within the Division of Human Resources and Department of Facilities which are engaged in
some aspects of risk management. Please see Chapter 3 for details.

b) Transfer the Manager of Employee Relations and Collective Bargaining from the Human Resources
Division to the Office of the Chief of Staff.

There is a need for a position as critical as the Manager of Employee Relations to be aligned more closely with the
Superintendent and not as much with the Chief Human Resource Officer.

For many reasons, it is important to maintain separation from the Division of HR, employee evaluation and the elements of
collective bargaining and labor relations. The manager not only serves as the BCPS negotiator for collective bargaining, but also
manages the grievance and appeals process to the point of appeals to the Superintendent. (At that point, the process is handed
off to a staff member in the Chief of Staff’s Office). Please see the chapter of Human Resources for additional details.

c) Transfer the Department of Equity and Cultural Awareness from the Division of Organization Effectiveness
to the Chief of Staff’s Office.

Transferring the Department of Equity and Cultural Proficiency to the Superintendent’s Office within the purview of the Chief of
Staff elevates and consolidates the available resources dedicated to the Board’s Equity Policy and the Superintendent’s focus
goals as stated in the BCPS Strategic Plan. In so doing, resources and goals are aligned, as well as messaging the commitment
and importance attached to this focus on equity by the Board and Superintendent.

i. Reclassify the Department of Equity and Cultural Proficiency as an office, which would be consistent with its size
and consistent with the other staff reporting to the Chief of Staff (manager, liaison, director).
ii. Reclassify the position of (acting) Executive Director to Manager, which would be consistent with its size and
consistent with the other staff reporting to the Chief of Staff.

The position classification of Executive Director responsible for four specialists in the Department of Equity and Cultural Proficiency
is inconsistent with the prevailing differentiation between managers, directors and executive directors. Furthermore, five employees
do not constitute a department designation as appropriate, when compared with the size and staff numbers of other departments.
The other positions in the Chief of Staff Office have managers. Please see the chapter on Human Resources for additional details.

Exhibit 1-9 illustrates the proposed organization of the Office of the Chief of Staff.

34
EXHIBIT 1-9
PROPOSED ORGANIZATION CHIEF OF STAFF OFFICE

Chief of Staff

Liaison
Exec Admin Assistant
Community & Board

Manager
Manager
Governmental Relations
Equity & Cultural Proficiency
& Constituency Svcs

Manager Employee Manager


& Student Hearings Communications

Manager Manager
Employee Relations Risk Management

Source: Public Works LLC Review Team, 2021.

Peer District Organization Comparisons and Summary


Our reorganization recommendation is further supported by the review of the five peer districts’ organizational structures. The
peer districts are: Dekalb County School District (GA), Duval County Public Schools (FL), Jefferson County Public Schools (KY),
Montgomery County Public Schools (MD), and Shelby County School District (TN). See Appendix C for organizational charts
of the peer districts.

A summary of our peer district organizational structure analysis includes:

• W
 ith the exception of Jefferson County Public Schools, which has 11 direct reports to the superintendent, all other peers
have fewer direct reports than does BCPS. For example, Montgomery County Public Schools has six direct reports to the
superintendent, Duval County Public Schools has seven direct reports to the superintendent, and Shelby County School
District has eight direct reports to the superintendent.
• D
 uval County Public Schools has one deputy superintendent, Shelby County Public Schools has two deputy
superintendents, and Montgomery County Public Schools has one deputy superintendent.
• N
 one of the peer districts have a division resembling the BCPS Divisions of Organizational Effectiveness or School
Climate and Safety.

Exhibit 1-10 shows the proposed reorganization of BPCS.

35
EXHIBIT 1-10
PROPOSED REORGANIZATION OF BCPS

Superintendent

General Counsel Chief of Staff

Chief of Human Resources Chief Academic Officer Deputy Superintendent Chief Financial Officer Chief Information Officer

Division of Human Division of Academic


Department of Schools Division of Fiscal Services Division of Technology
Resources Programs and Services

Sr. Executive Director


Department of Facilities
Programs and Services

Exceutive Director
Department of Food and
Research, Accountability
Nutrition Services
and Assessment

Exceutive Director
Department of
Emotional and Social
Transportation
Support

Exceutive Director
Organization and
Leadership Development

Executive Director Teaching


and Learning

Department of Academic
Programs and Options

Department of Special
Education

Source: Public Works LLC Review Team, 2021.

Exhibit 1-11 summarizes the recommended actions for the positions affected by the reorganization discussed in this section.

36
EXHIBIT 1-11
SUMMARY OF RECOMMENDED
POSITION ASSIGNMENTS/CLASSIFICATIONS AND RATIONALE

POSITION ACTION RATIONALE


1. Chief, Organizational 1. Abolish the position of Chief 1. Eliminates a small division, eliminates 1 chief position,
Effectiveness Division and Division of Organizational reduces the number of direct reports of chiefs to Superin-
Effectiveness and transfer the tendent, maintains the department within the Academics
oversight of its single department division, increases effectiveness, and is less costly
to the Division of Academics
2. Chief, Research, Account- 2. Abolish the position of Chief, 2. Eliminates a small division; eliminates 1 chief position;
ability, and Assessment and Division of Research, reduces the number of direct reports of chiefs to
Accountability, and Assessment Superintendent; increases effectiveness and efficiencies
and transfer the oversight of its by being less costly. Functions of the two departments
two departments to the Division in this division remain intact and reassigned
of Academics
3. Chief, School Climate 3. Abolish the position, title of 3. Eliminates a small division; eliminates 1 chief position;
and Safety Chief, and Division of School reduces the number of direct reports of chiefs to
Climate and Safety Superintendent; increases effectiveness and efficiencies
by being less costly. Functions of the two departments
in this division remain intact and reassigned
4. Chief, Business Services 4. Abolish the position, title 4–6. The current Division is top heavy with multiple layers
Operations (CAO), Division of Chief, and Department of supervision. Two of the Departments are being
of Business Services transferred and assigned to report to Superintendent
5. Executive Director, Business 5. Abolish the position, title, (Fiscal Services and IT). The remaining three, disparate
Services Operations and department departments (Transportation, Food Services, and
Facilities) are to report to Deputy Superintendent
6. Senior Executive Director, 6. Abolish the position, title,
Administrative Services and division
7. Executive Director of 7. Abolish the position 7. Elevates the position of Executive Director to Chief
Fiscal Services Financial Officer (CFO)
8. N/A 8. Create position of Chief 8. Assign CFO and the Department of Fiscal Services and the
Financial Officer (CFO) $1.8b BCPS budget as a direct report to Superintendent
9. Community Superintendents 9. Abolish three (3) positions 9. Eliminates three positions of direct reports to Superinten-
dent; increases effectiveness and efficiencies and provides
more consistent services to schools
10. N/A 10. Create position of Deputy 10. Provides the BCPS a second-in-charge during superinten-
Superintendent dent absences. The Deputy assists the Superintendent by
leading, coordinating, communicating, assuring collabo-
ration, supervising and assuring accountability
of the services and functions of 4 departments in support
of the schools
11. N/A 11 Create Department of Schools 11. The Chief of Schools assists the Superintendent by leading,
and position of Chief of Schools coordinating, communicating, assuring collaboration,
supervising and assuring accountability of the services
and function of department and divisions in support of the
schools. Replaces 3 Community Superintendents; func-
tions, services and staff in those offices remain intact and
reassigned. Consolidates all schools into one department.
The Chief of Schools reports to Deputy Superintendent and
provides daily direction, coordination, communication,
and supervision to executive directors of schools (10)

37
12. N/A 12. Create position of Executive 12. Provides leadership to middle school initiative and
Director of Middle Schools supervision of middle schools and reduces span of
control of executive directors of high schools
13. N/A 13. Create the position of Chief 13. Given the state of technology services in BCPS, it is
Information Officer imperative to create a new IT structure reporting to the
Superintendent.
14. N/A 14. Create position of Manager, 14. There is a need to establish and coordinate risk
Risk Management management efforts throughout the system
15. Executive Assistant to Chief 15. Abolish positions (4) 15. Eliminate Executive Assistant positions (4) to abolished
Chiefs positions
Source: Public Works LLC Review Team, 2021.

IMPLEMENTATION AND TIMELINE

1. The Superintendent should review and approve the recommended organizational structure Month 1
and incorporate the approved organizational changes into the district’s proposed staffing
plan for 2021-22.

2. The Board of Education should approve the structure and the newly reorganized positions Month 1
as well as the revised job descriptions.

3. The Superintendent should implement the reorganization. Month 1

4. The Superintendent should appoint all senior executives and Chief of Schools, ensuring the Months 2 & 3
realignment of responsibilities.

5. The Superintendent, with assistance of direct reports, should appoint all mid-level Month 3
management staff.
6. The implementation of the reorganization should be completed by opening of the 2021-22 Month 3
school year.
7. The Superintendent should have the new structure evaluated by an external evaluator. Months 11 - 13

8. The Superintendent and the senior executives should review the evaluation report and recom- Months 14 - 15
mendations for potential adjustments to ensure organization efficiency and effectiveness.

FISCAL IMPACT
Exhibit 1-12 shows the savings and costs resulting from the executive level position changes proposed in this recommendation.
The figures include salary, benefits, state/county retirement, and auto stipend of scheduled salary based upon 2020-21 data.
Projected salary and benefit costs and savings maintain based on 2020-21 data and do not assume any increases or decreases.

38
EXHIBIT 1-12
SUMMARY OF RECOMMENDED POSITION ASSIGNMENTS/CLASSIFICATIONS
SAVINGS / (COSTS)

SAVINGS/COST
CURRENT PROPOSED SAVINGS/
POSITION ACTION SALARY* SALARY* (COST*)
1 Chief Organizational
Effectiveness Division Eliminate position $346,485 $346,485
2 Chief Research, Accountability,
and Assessment Eliminate position $346,987 $346,987
3 Chief, School Climate and Safety Eliminate position $346,987 $346,987
4 Chief, Business Services Operations
Division (CAO) Eliminate position $366,794 $366,794
5 Executive Director Business
Services Operations Eliminate position $310,923 $310,923
6 Senior Executive Director
Administrative Services Eliminate position $320,005 $320,005
7 Executive Director Fiscal Services Eliminate position $310,923 $310,923
8 Chief Financial Officer Create position N/A $346,987 ($346,987)
9 Community Superintendents Eliminate positions (3) $346,487 x 3 $1,039,461
10 Deputy Superintendent Create position N/A $365,042 ($365,042)
11 Chief of Schools Create position N/A $346,487 ($346,487)
12 Executive Director Middle Schools Create position N/A $310,923 ($310,923)
13 Chief Information Officer Create position N/A $346,987 ($346,987)
14 Manager, Risk Management Create position N/A $203,480 ($203,480)
15 Executive Assistants to Chief (4) Eliminate positions (4) $132,048 X 4 $528,192

Subtotal Savings $3,916,757


Subtotal Costs ($1,919,906)
TOTAL ANNUAL SAVINGS $1,996,851

Source: Public Works LLC Review Team, 2021.


FY21 Average General Fund Salaries used for budgeting.
*Average Salary includes base and supplemental salary (longevity, shift differential, doctoral stipend, etc.)

The five-year fiscal impact for each year from 2021-22 through 2025-26 is shown below. Over five years, the potential savings
to BCPS for implementing this recommendation is $9,984,255.

RECOMMENDATION YEAR ONE YEAR TWO YEAR THREE YEAR FOUR YEAR FIVE
Reorganize Central Office Administration $1,996,851 $1,996,851 $1,996,851 $1,996,851 $1,996,851

39
Policies and Procedures
––––––––––––––––––––––––––––––––

Policy and administrative regulation development allow a district to communicate expectations to its constituents, ensure internal
consistency of practice, and establish limits for executive authority as provided by law. Policy and procedures, therefore, reveal
the philosophy and position of the Board.

Established educational practices indicate that well-crafted policies and procedures provide the basis for:

• Establishing the Board’s expectations and what may be expected from the Board.
• Keeping the Board and administration within legal guidelines.
• Establishing an essential division between policy-making and administrative roles.
• Creating guidelines within which employees operate.
• Providing reasonable assurances of consistency and continuity in decisions.
• Providing a legal basis for the allocation of fiscal, personnel and facility resources.

The official copies of the BCPS policy manual are located in the Superintendent’s office and General Counsel’s office. Policies
are also posted on the District’s Web site (BoardDocs), however, the Superintendent’s Rules, while included within policies, are
not posted in a section identified and codified for that purpose.

The policies have been codified using a numeric system; Exhibit 1-13 shows the chapters of Board policies and their codification.
Board policies and regulations include laws and regulations implemented, and dates for issue and revision history, including
current revision.

A five-member Board Review Committee is appointed by the Board Chair. The committee operates with a staff liaison and a
meeting schedule as shown in Exhibit-1-14. Maryland law provides that policies be reviewed minimally every seven years,
with some required annually.

EXHIBIT 1-13
BALTIMORE COUNTY PUBLIC SCHOOLS
BOARD POLICY ORGANIZATION

SERIES (Chapters) SECTION TITLES


0100 Equity
0200 Precepts, Beliefs, & Values
0300 Equal Employment Opportunity
1000 Community
2000 Administration
3000 Non-Instructional Services
4000 Personnel
5000 Students
6000 Instruction
7000 Facilities and Construction
8000 Internal Board Policies

Source: Created by Public Works LLC Review Team from BCPS Web site, March, 2021.

40
EXHIBIT 1-14
POLICY REVIEW COMMITTEE ASSIGNMENTS
FEBRUARY 2021 – DECEMBER 2021

POLICY COMMITTEE MEMBERS MEETING DATES


Makeda Scott, Chair 2/22/21
John Offerman, Vice Chair 3/15/21
4/19/21
Joshua Muhamuza
5/10/21
Kathleen Causey
6/14/21
Margaret-Ann Howie, Staff Liaison 9/17/21
10/19/21
11/16/21
12/14/21

Source: Created by Public Works LLC Review Team from BCPS Web site, March 2021.

FINDING
The Board, in Policy 8130, has established detailed guidelines for a policy review committee and Board action, including policy
development and approval procedures consistent with general practices and law.

Policy provides that the Review Committee’s responsibilities shall include:

• Conducting regularly scheduled meetings to review, revise and/or recommend deletion of Board policies;
• Collaborating with the Superintendent or his/her designee and appropriate staff in the review and development of policy;
• Reviewing and rewriting policies before making recommendations to the full Board;
• Making recommendations to the Board for policy adoption, revision or deletion; and
• Reporting to the Board in full session on its work.

Exhibit 1-15, Policy Development and Approval Procedures, provides a detailed set of guidelines for the Policy Committee’s
work and Board activity.

41
EXHIBIT 1-15
POLICY DEVELOPMENT AND APPROVAL PROCEDURES

Policy Analysis A policy analysis shall be prepared for each proposed policy adoption, revision or
deletion and will include the following elements:
• Statement of issues or questions addressed;
• Where appropriate, cost analysis and fiscal impact on BCPS;
• Relationship to other Board policies;
• L egal requirements, such as federal, state or local laws or regulations that mandate
the policy or require certain standards contained in the policy;
• Similar policies adopted by other Maryland school systems;
• A draft of the proposed policy;
• Other alternatives that were considered by staff;
• W
 hether, and how, the Superintendent will report on the implementation of the
policy; and
• A timeline for adoption.

The policy analysis will be presented to the Board as part of the Policy Review
Committee’s report.

If limited revisions to existing policies are necessa ry, the Superintendent will present the
proposed changes to the Board with an accompanying rationale. There shall be no need
for a policy analysis.

Adoption, Editing, The adoption of new policies or the revision or deletion of existing policies is solely the
Deletion responsibility of the Board.

Board Procedures The Board shall adhere to the following procedure, unless the Board determines
otherwise, in considering, adopting and amending its policies:
• T he Policy Review Committee’s proposal will be presented to the public when the
Board agenda is released.
• F irst Reading: During first reading, the public and Board members shall have the
opportunity to comment on the policy proposal during the regular public meeting
or by any other means.
• O
 ptional review by the Policy Review Committee: Following first reading, in the
event that the public or members of the Board present suggested revisions to the
policy, the Policy Review Committee has the option of reviewing and incorporating
in its proposal those comments from the public and Board members.
• S
 econd Reading: During second reading, the Board votes on the proposed
adoption, revision or deletion of the policy.

Reading Nothing in this paragraph shall preclude the Board from waiving the two-reading
process.

Adoption The Board shall adopt policies, in public session, and such adoption shall be recorded
in the minutes of the Board.

Source: Created by Public Works LLC Review Team from BCPS Policy 8130, March 2021.

42
COMMENDATION 1-A:
The Board has established a policy review committee and schedule for meetings, assigned a Policy Staff Liaison
position, and is guided by specific rules found in Policy 8130.

FINDING
Although Maryland only requires the review of most Board polices each seven years, it is common practice to set a goal of
review each two or five years to ensure that all policies are consistent with generally accepted current practices, changes in
legal requirements, or other compelling issues. This is particularly true in regards to issues related to student and personnel safety,
communications and technology, and health issues.

The National School Boards Association (NSBA) has long recommended reviews from two to five-years, and many states such
as New York and Virginia have a five-year provision. A review of BCPS peer districts selected for this project show the following:

• D
 uval County Schools, Florida: While some Board policies are revisited annually, the School Board conducts a review
of all the Board policies over a two-year rotation. (https://dcps.duvalschools.org/Page/9598).
• San Diego County Schools, California: Policies are to be reviewed and revised as needed.
(https://www.sdcoe.net/Board/Pages/policies.aspx#9000).
• Shelby County Schools, Tennessee: Provides for required policy review, minimally every two years
(http://www.scsk12.org/policy/) policy #0012.
• Dekalb County Schools, Georgia: All policies must be reviewed annually, policy BDC (www.dekalbschoolsga.org).
• J efferson County Schools, Colorado: Provides rules and regulations updated as needed and consistent with current
Board Goals and the Strategic Plan. (https://go.boarddocs.com/co/jeffco/Board.nsf/Public).

Exhibit 1-16 shows that as of this review, of a total 142 policies, 37 (12 of which are student and personnel), have not been
reviewed since 2015, a period of six years. A word search tool or process could not be located; thus, consultants have not been
able to identify other specific policy provisions that may have been in need of revision due to oversight error or other conditions.

EXHIBIT 1-16
ANALYSIS OF BCPS POLICY MANUAL

ADOPTION or REVISION/EDIT DATES


(Whichever is more recent) REFERENCE
NUMBER to Policies,
SERIES OF Rules, COMMENTS
Prior to
POLICIES Documents
2016-17 2016-17 2017-18 2018-19 2019-20 2020-21
(Yes/No)

0100 Equity 1 1 Yes


0200 Precepts,
1 1 Yes
Beliefs, & Values
0300 Equal
Employment 1 1 Yes
Opportunity
1000 Community 14 3 1 3 1 4 2 Yes
Policy 2100– No
2000 text; listed as active
4 1 1 2 Yes
Administration Policy 2200 Blank;
listed as active

43
3000 Non- 18 Policy Appen-
Instructional 14 3 3 2 2 4 Yes dices for Charter
Services Schools 1600
4000 Personnel 3 Policies w/ no
text & listed as
20 4 6 3 4 3 Yes
active (4204,
4302, & 4303)
5000 Students 30 8 4 2 1 13 2 Yes
6000 Instruction 17 5 2 1 4 4 1 Yes
7000 Facilities &
9 3 1 1 2 1 1 Yes
Construction
8000 Internal
31 10 5 6 4 5 1 Yes
Board Policies
Totals 142 37 23 16 18 38 10

Source: Created by Public Works LLC Review Team from BCPS web site, March 2021.

RECOMMENDATION 1-2:
The BCPS Board should develop, adopt, and implement a five-year systematic review schedule for all policies and
continue General Counsel’s annual review of specific policies as required by Maryland law. (Tier 2)

This action should provide the administration and Policy Review Committee a guide for the systematic review of all policies and
rules on a timely basis.

Exhibit 1-17 provides an example of a suggested schedule that, if implemented, can provide for a complete review, optimally,
each five years. Furthermore, the assistance of a comprehensive work/topic search tool to identify provisions that may be more
effective or obsolete if addressed, would reduce research time.

EXHIBIT 1-17
SUGGESTED POLICY REVIEW SCHEDULE

SEQUENCE SECTIONS

YEAR 1 0100 Equity, 0200 Precepts, Beliefs & Values, 8000 Internal Board
Policies, 1000 Community

YEAR 2 2000 Administration, 3000 Non-Instructional Services, 7000 Facilities


& Construction

YEAR 3 4000 Personnel

YEAR 4 5000 Students

YEAR 5 6000 Instruction

Source: Created by Public Works LLC Review Team for BCPS, March 2021.

44
IMPLEMENTATION AND TIMELINE

1. The Board and Superintendent should instruct the Policy Staff Liaison and Month 1
General Counsel to implement the recommendation. Upon approval of recommendation by
the Board and Superintendent

2. The Policy Staff Liaison should request that the General Counsel assist in Month 3
coordination and implementation of the recommended policy amendment.

3. The Board should cause the Superintendent to evaluate the effectiveness Upon implementation
of the actions and recommend adjustments as needed.

FISCAL IMPACT
This recommendation can be implemented with existing resources.

FINDING
As was noted previously, a word search tool could not be located; thus, consultants could not identify other specific policy
provisions that may be in need of revision due to oversight error or the interrelationship of one policy to another’s impact.
However, of greater consequence is the lack of ease in identifying any topic/issue that may be referenced in more than one
policy or rule or even exists.

This situation has the effect of making it extremely difficult for a parent, community member, and even many employees
conducting such a search to be assured that they have all needed information.

Broward County Schools (FL) has a policy word search feature on their website that can be found at https://www.
browardschools.com/Page/37754. For example, when typing the word “behavior,” all policies dealing with behavior are
easily located.

RECOMMENDATION 1-3:
BCPS should create a detailed, user-friendly subject index with word search capability for the policy manual and the
Superintendent Rules section. (Tier 1)

Implementation of this recommendation should contribute to making both the Board policy manual and Superintendent Rules
more user-friendly and reduce topical research time. This is particularly needed if immediate need exists for a timely search and
related information may be available in more than one policy or rule. Implementation should involve both the Policy Staff Liaison
and General Counsel in concert with the company providing web-related services.

IMPLEMENTATION AND TIMELINE

1. The Board and Superintendent should instruct the Policy Staff Liaison and General Counsel to Month 1
implement the recommendation.

2. The Policy Staff Liaison should request that the General Counsel coordinate implementation Month 3
with Emerald Data Solutions, Inc. (BoardDocs)

3. Staff should be trained in the use of the tool and specific instructions should be included on Months 4 - 5
the website and within the hardcopy manuals.

45
FISCAL IMPACT
This recommendation can be implemented with no existing cost and with existing resources, including current paid web site
services and staff time.

FINDING
A central listing of policy referenced handbooks and other documents is unavailable, resulting in difficulties in readily identifying
related documents.

The Policy Manual contains a number of references to procedural documents (handbooks and forms) related to policy
implementation, but it is difficult to obtain these when needed. For example:

• P olicy 2310, Administration – Organization Charts development is cited, but the charts are not available by web link or
in an office.
• P olicy 3126 Non-Instructional Services – Review and Approval of School-Sponsored Activities, does not reference
necessary forms for approval of activity or reimbursement of expenses.
• A
 nother example can be found in Policy 3160, Non-Instructional Services – Review and Approval of School-Sponsored
Activities lacks a link or listing of the appropriate forms.

This listing does not represent a comprehensive review of all policies.

To obtain some of these documents, a person would have to search the website or, if not found, visit several offices, consuming
large quantities of valuable time and effort.

Requirements for student behavior, procedures related to drug testing, and other matters are included in this referencing process.
While consultants were able to review some of these documents, we were unable to identify a central listing of all such materials
and documents.

This situation suggests that neither the Board, nor various administrators and other employees, could, if required, identify and
review these documents in an expeditious manner.

RECOMMENDATION 1-4:
BCPS should create a policy provision containing a listing of existing procedural manuals, handbooks, and planning
documents, and on the Website create a series of hot links from the manual to the cited documents or procedures.
(Tier 2)

Creating this document should provide BCPS with a compilation of important procedures and operation manuals, handbooks,
and other materials. Also, this provision should serve as a valuable tool for the orientation of new Board members, as well as
new personnel. Some school systems have included in their policy manual such a provision within the equivalent Section 2000
Administration. This provision may be phrased as follows:

46
BOARD AND SCHOOL SYSTEM PLANS AND PROCEDURES
The Board and administration have plans, manuals, handbooks and codes that outline procedures to be followed relative to
stated topics. The plans, manuals, handbooks, and codes listed below may be adopted by reference as part of these policies
when required by other Board provisions, Maryland law, or other controlling requirements.

Within this portion of the policy manual, the titles of various documents could be listed. This list should become an important
resource for Board members and employees to understand the extent of activity and responsibilities involved in managing a
complex organization.

Exhibit 1-18 provides a partial listing of the types of documents often included in such a document. The development and
adoption of the list of documents and a series of hot links should be created connecting the Web site-based policy manual and
related documents and the proposed listing included in the appendices. This action should result in providing the manual user
easy access to other related information, thus increasing user efficiency by reducing time required to locate needed documents.

EXHIBIT 1-18
SAMPLE LIST OF TYPES OF PROCEDURAL, OPERATIONAL, PLANNING
AND OTHER DOCUMENTS THAT SOME SCHOOL DISTRICTS INCLUDE

Administration

Crisis Management Plan(s)


Emergency Plan
Employee Handbook(s)
Facility Use Fees
Strategic Plan
Staff Development Plan
Safety Plan
General Outline of Revenue and Meal Accountability Procedures
Human Resources Management and Development Plan
Capital Project Priority List
Transportation Procedures Manual
Food Service Procedures

Instructional & Student Services

After-School Child Care Program Manual


Code of Student Conduct
Testing Procedures Manual
Alternative Education Plan
Instructional Material Manual
Instructional Technology Plan
Limited-English Proficient LEP Plan
Manual for Admissions and Placement in Special Education Programs
Student Graduation Requirements
School Handbooks
School Health Procedures Manual
School Improvement Plans
Special Programs and Procedures Manual
Student Education Records Manual
Student Services Plan
Truancy Plan

Add other documents that are available

Source: Created by Public Works LLC Review Team, March 2021.

47
IMPLEMENTATION AND TIMELINE

1. The Superintendent should instruct the Policy Staff Liaison and administrative staff to compile Month 1
a listing of their department’s documents and provide the list to the Policy Review Committee.
2. The Policy Staff Liaison and administrative staff should proceed to develop the listings and Months 3-4
electronic copies and provide to the Policy Review Committee for action.
3. The Policy Staff Liaison should request that the General Counsel coordinate implementation Months 4-5
of web related actions with BoardDocs.
4. The Policy Staff Liaison and the General Counsel should coordinate final distribution of hard Months 6-7
copy documents and notification of web revisions.
5. The Policy Review Committee evaluates the effectiveness of the actions and recommends Annually
adjustments as needed.

FISCAL IMPACT
This recommendation can be implemented with existing resources.

Strategic Planning
–––––––––––––––––––

FINDING

BCPS has a comprehensive strategic planning process which includes multiple stakeholders and is widely communicated with
stakeholders.

The school system’s strategic plan is referred to as The Compass: Our Pathway to Excellence.
https://draa.bcps.org/UserFiles/Servers/Server_9046340/File/Department/Performance%20Management/Strategic_Plan_WCAG_FINAL.pdf

A number of stakeholders including BCPS staff, students, parents, community members, and educational experts formed
workgroups to identify strengths and challenges of the school system. Additionally, the Superintendent held 10 Community
Conversations during September and October of 2019. As a result, there are five strategic plan focus areas:

• Learning, Accountability, and Results


• Safe and Supportive Environment
• High-Performing Workforce and Alignment of Human Capital
• Community Engagement and Partnerships
• Operational Excellence

The plan has equity at the center of all its goals. For each of the focus areas, The Compass provides key initiatives, strategies, and
progress indicators. Also, each BCPS department and office is charged with creating and implementing Office Progress Plans
that are aligned to the strategic plan. The plan is also highly visible. Exhibit 1-19 shows that in the Public Works LLC survey,
47% of the respondents believed that BCPS has a long-range strategic plan that guides the decision-making process.

48
EXHIBIT 1-19
SURVEY RESULTS | LONG-RANGE STRATEGIC PLANNING SURVEY QUESTION

RESPONSES RESPONSES
ANSWER CHOICES
(PERCENT) (NUMBER)
Don’t know 4.98% 157
Strongly agree 6.92% 218
Agree 40.65% 1281
Neither agree nor disagree 17.20% 542
Disagree 19.30% 608
Strongly disagree 10.95% 345
Source: Public Works LLC Survey Results for BCPS, 2021.

COMMENDATION 1-B:
BCPS has a comprehensive strategic planning process which includes multiple stakeholders and is widely
communicated with stakeholders.

FINDING
While the BCPS Strategic Plan has included progress indicators to measure progress for each goal, the plan is lacking baseline
and target metrics. Further, in the Superintendent’s strategic plan updates to the Board, a quarterly progress report should be
made on the goals’ metrics.

Exhibit 1-20 shows the progress indicators for Goal 1: Learning, Accountability, and Results in The Compass. While these are
well-written indicators and commitments, there are no metrics to guide the measurement of success in meeting the goal. There
should be baseline data and a specific percentage indicating the targeted goal.

EXHIBIT 1-20
EXCERPT FROM THE COMPASS COMMITMENTS
FOCUS AREA 1: LEARNING, ACCCOUNTABILITY, AND RESULTS PROGRESS INDICATORS

Source: BCPS Strategic Plan, 2020-21–2027-28 The Compass.

49
Best practice for writing strategic plans is to use the SMART goals formula. SMART is an acronym that stands for the five key
components of strong strategic planning goals; they are that goals must be specific, measurable, achievable, relevant, and
time-bound. BCPS meets three of the five components--the goals are specific, achievable, and relevant; however, the goals lack
specific metrics and specific timelines.

Broward County School District has a similar goal as BCPS for improving student performance and high-quality instruction.
Exhibit 1-21 shows the metrics being used to measure success of the goals and a timeline for achieving the goal.

EXHIBIT 1-21
BROWARD COUNTY SCHOOL DISTRICT 2024 STRATEGIC PLAN
METRICS FOR IMPROVING STUDENT PERFORMANCE/HIGH QUALITY INSTRUCTION

** Targets are based on the Ghosh statistical model where appropriate, using three-year averages for baselines when available, and a 95% confidence interval for Grades
1 and 2 Reading on Grade Level at End of Year, and Grade 3 students scoring at Level 1 on the ELA; a 90% confidence interval applied for all other metrics.  Any updates to
Targets during plan recalibration are attributed to new data availability after original plan development

Notes: 1-5Baseline was updated during annual recalibration, due to additional historical data becoming available since initial plan development.  The following are the original
numbers from the initial plan development:  117, 253, 363, 452, 579.

Source: Broward County Schools website, 2024 Strategic Plan. https://www.browardschools.com/Page/48041


.
Exhibit 1-22 shows an excerpt from peer district Montgomery County Schools (MD) strategic plan on the metrics used for
measuring progress in literacy.

50
EXHIBIT 1-22
MONTGOMERY COUNTY SCHOOLS (MD)
EXCERPT FROM THE FY 2018-21 STRATEGIC PLAN

Source: Montgomery County Schools 2018-021 Strategic Plan.

Additionally, under the Superintendent’s directive, all BCPS departments and offices are required to have an Office Progress
Plan in alignment with the division’s strategic plan. This is an accountability measure the Superintendent has initiated and is to be
commended. However, just as the strategic plan lacks baseline data and Key Performance Indicators (KPIs), so too do the Office
Progress Plans. Exhibit 1-23 shows an excerpt from the BCPS Office of Transportation. While the plan shows metrics, the metrics
are not specific and measurable and do not include any baseline data.

EXHIBIT 1-23
EXCERPT FROM THE BCPS TRANPSPORTATION DEPARTMENT OFFICE PROGRESS PLAN

Source: BCPS Transportation Office Progress Plan, 2021.

51
RECOMMENDATION 1-5:
BCPS should create metrics for each Compass Goal and ensure that all BCPS Office Plans include metrics or Key
Performance Indicators (KPIs). (Tier 1)

Best practices include not only having key metrics and Key Performance Indicators in measuring central office and department
progress, but also that a progress report on metrics be provided to the Board on a quarterly basis.

IMPLEMENTATION AND TIMELINE

1. The Superintendent should instruct the senior administrators and staff to develop and include Month 1
progress on metrics in their reporting.
2. The senior administrators and staff should develop and include progress on metrics in their Months 2-3
reporting.

3. Report on metrics should be included in quarterly reports to the Board. Quarterly

FISCAL IMPACT
This recommendation can be implemented with existing resources and ultimately should save the division funds by tracking
important metrics.

Central Office Communication


–––––––––––––––––––––––

FINDING
BCPS does not have a sound stakeholder communication process, which causes confusion, mistrust, and lack of cohesion in the
school system.

The Public Works LLC survey results showed that:

• 73.20% agree or strongly agree that bottlenecks exist in Central Office processes
• 58.38% disagree or strongly disagree that BCPS effectively communicates with school-level staff
• 47.36% disagree or strongly disagree that BCPS effectively communicates with parents and the community
• 3
 5.73% disagree or strongly disagree that BCPS works collaboratively with Baltimore County Government and
County Council (21.70 % didn’t know)

There was a common theme throughout the open-ended survey responses that communication processes and procedures must
be improved. Select comments include, but are not limited to:

• B
 CPS needs to do more to communicate to all stakeholders with transparency and efficiency. Important district updates
should not be making news headlines before school employees are informed.
• B
 CPS communicating with their employees is nonexistent. We usually find out what is going on with the system on the
news or by accessing Facebook.
• Listen to the teachers that work for you.

52
• It is not clear who the contacts are for each of the offices/departments. BCPS has lost all credibility with teachers and
the community as a result of the Ransomware Attack, internet outages, compromised individual data, and incessant
miscommunication.
• Offices are not relaying the same information. We hear one thing from one office and something different from another office.
• A
 s a central office employee, we rarely hear thank you or job well done. We hold up so many pieces of the structure, and
yet we are overlooked for how hard we work to get it all done. It would be nice to be appreciated.
• T his year really displayed this with the adversity and the poor treatment of teachers by the central office and Board
of Education. In my career, this survey is the first time I have had the ability to critique the central office and Board of
Education. “
• C
 ommunication throughout the entire BCPS system has been awful, especially during the beginning of the school year
continuing with the Ransomware. The newly developed emails from Dr. Williams are progress, but there needs to be more
communication from the Central Office staff to the individual school administrations.
• W
 hen an email is sent to some central office staff (Payroll, Certification, and Benefits) it can take more than one month to
get a reply, even after repeated email requests. This is unacceptable.
• T his survey, hopefully, is a step towards improved communication from BCPS. This is the first time knowingly in the past three
years that teachers were allowed to add comments and our opinions.
• P rincipals are finding out information at the same time as the general public resulting in many unanswered questions and
panic from staff.
• A
 s a teacher, I am finding out about announcements through Facebook or through word of mouth instead of on the
“NewsHub” or in an email. Communication needs to be improved greatly.
• M
 y answers to this survey have drastically changed this year. I have always been so proud to teach for BCPS, but this
year has shown huge gaps in communication, infrastructure, and a clear understanding that our Board Members and
central office staff are hugely out of touch with the wants and needs of teachers and in-school staff. Never before have I
thought of leaving BCPS and teaching elsewhere, but I can no longer say that. I truly do not feel that BCPS values my input
or cares about my health, safety, or well being.
• Communication between offices [is] a problem as mix[ed] messages are given to schools.
• T he constant demand to “pivot” has been excessive. Communication is deplorable. Messages are regularly sent after
hours. These messages often impact teaching practice for the following work day and should be communicated during the
work day.
• There is a lack of trust between schools and central office.
• C
 ommunication only works if transparency is part of that communication. Sending pointless emails and connect Ed’s that
do not actually give info isn’t communication.
• T here are so many levels to the organization that messages get delayed and are often contradictory/mixed depending on
your school or position.
• E mailing me expectations for the next business day after business hours is unacceptable. Teachers should be given
adequate notice and information to do their job effectively.
• T he messages coming from central offices and administration have felt targeted towards teachers and staff in a negative
way. Communication goes out constantly to parents, but one of the most frequent frustrations in the last year is how staff
have literally had no prior notice of information and have found out at the same time as the community. That’s extremely
disrespectful and leaves many of us flapping in the wind!
• C
 ommunication has been disastrous since the ransomware attack. Even prior to the attack, central office staff were often
rude and impatient when having to answer questions.
• Communication has been extremely confusing, unnecessarily repetitive, and at times, demeaning.
• B
 CPS administration is clearly not aware of how schools operate and this has led to the constantly changing
communication. Many challenging situations have been handled so poorly that it has caused me to question the
competence of the system administration (as a parent and a teacher). My school-based administrators have worked
tirelessly to meet the constantly changing (and completely unpredictable) demands from the system administration.

53
• O
 ver the last two years, the lack of communication and forward thinking planning has been dismal. The changes and then
changes again and changes again in what is communicated to stakeholders makes planning and preparation very difficult.
• C
 ertain central office personnel are responsive and supportive. Other central offices you reach out to and no one ever
responds.
• T here are many delays in communication between management and school staff. Many times we are not sure on the timing
or implementation of initiatives.
• CLEAR AND TIMELY COMMUNICATION! Is that too much to ask?
• In terms of communication between central office and schools there is much room for improvement. While I understand the
need for leadership to approve messages, there are times when it would be more prudent and efficient for offices to have
the ability to communicate directly with school administrators. This would avoid miscommunications (similar to the game of
“Telephone”) and allow offices to own their messaging and be transparent with their communications.
• Very poor and ineffective communication from the executive leadership down to central office and schools.
• Communication to staff should precede communication to the external community. This is not currently happening.
• C
 ommunication between offices is poor and offices are not always aware what is shared with schools. We need more
collaboration between offices as different offices may be working on the same thing at the same time.
• D
 elays and misinformation are evident in basic distribution of curriculum, policies, procedures & protocols and access to
materials. Different people receive information at different times and plans are often rolled out without being completed.
All of these factors contribute to inefficiency, mistrust, and burn out.
• C
 entral Office lacks transparency from the top down. More teachers would pull together for the good of BCPS if they were
informed of things in a timely fashion and before the public.
• T he tone of the central office staff can be condescending and patronizing. It is sad that the administrators get information
so late that they cannot prepare for teacher and community questions.
• Y
 ou have to figure out a specific person to contact if you want to follow up on it because these forms are sent to a general
email like “certunit@bcps.org” or “benefits@bcps.or””. It is really difficult to track down information about the documents
you have submitted.”
• P oor communication and lack of concern for teachers and staff has been evident in nearly every action and inaction
BCPS has taken this school year. The lack of preparation and last minute decision making for reopening has had serious
consequences and impacts on employees.
• BCPS needs to work on clear messaging and to not blame teachers for their shortcomings/mess-ups.
• T here is a distressing lack of transparency on the part of the central office, the Superintendent, and the School Board.
Decisions are handed down but little to no rationale is provided and input is rarely sought or effectively incorporated.
• C
 ommunication from Central Office is horrible. We do not find out things in a timely manner. We rarely get answers to
questions that we have.

Focus groups with BCPS staff confirmed that systemwide communication needs to be improved. The pandemic, malware attack,
and the implementation of hybrid learning has exacerbated a lack of clear communication.

The Superintendent has many forums used for communicating to all stakeholders, including:

• A weekly cabinet meeting with executive staff;


• A biweekly meeting with the Community Superintendents;
• A weekly School Board update email;
• A weekly email to all BCPS staff;
• Hosting community forums for parent, community, and business input;
• H
 osting a business advisory council, a parent advisory council, student advisory council, and a teachers’ advisory council
(each met quarterly prior to COVID); and

54
• A
 ttending and often speaking at the Leadership of Baltimore County meetings, Teacher’s Association of Baltimore County
(TABCO)

The BCPS Department of Communications and Community Outreach reporting to the Chief of Staff has six staff. This department
was recognized in 2020 with seven awards from the National School Public Relations Association and six awards from the
Chesapeake Chapter of National School Public Relations Association. The department’s goals are to:

• Support BCPS goals and objectives.


• Support the school system in its community relations efforts.
• Enhance marketing and promotion of school system successes.
• Evaluate and improve community partnerships.
• Strengthen communications via publications, social media and speaking engagements.
• Increase user-friendliness of website, app, and other e-tools. Internal and external stakeholders will be able to provide
feedback and suggestions for an updated or redesigned Team BCPS website.

The department staff are responsible for:

• Coordinating the weekly email sent by the Superintendent to all BCPS staff;
• Producing a weekly BCPS newsletter for any stakeholder who signs up on the website to receive it;
• Translating publications;
• Creating press releases;
• Establishing a social media presence for BCPS; and
• Operating the BCPS- TV.

All divisions are responsible for sending updated information to the BCPS NewsHub that all employees can access for
information.

In summary, BCPS has multiple forums for communicating with all stakeholders; however, issues on timeliness, transparency, and
clear messaging have plagued the system. Interviews indicate that many of the communications must be cleared by either the
Superintendent’s office or the legal office, which often causes bottlenecks and delays.

The American Association of School Administrators (AASA) outlined eight professional standards for the nation’s superintendents.
One of the standards relates to communications and community relations and lists specific indicators a superintendent should
know and be able to demonstrate (https://www.nspra.org/files/newsletter/communication_matters/). These include:

• Articulate district vision, mission and priorities to the community and mass media;
• Request and respond to community feedback;
• Demonstrate consensus-building and conflict mediation;
• Identify, track, and deal with issues;
• Formulate and carry out plans for internal and external communications;
• E xhibit an understanding of school districts as political systems by applying communication skills to strengthen community
support;
• Align constituencies in support of district priorities;
• Build coalitions to gain financial and programmatic support;
• Formulate democratic strategies for referenda; and
• Relate political initiatives to the welfare of children.

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Some best practices used in other school districts to assist in clear communication to stakeholders include:

• D
 uval County Schools (FL) (a peer district) has a link on their home page that permits anyone to ask a question of school
district staff. It’s called, Talk with Team Duval https://dcps.duvalschools.org/site/Default.aspx?PageID=26253.
• Montgomery County Schools (MD) has a superintendent section called Quick Notes that briefs staff on immediate news
https://news.montgomeryschoolsmd.org/quicknotes/graduations-begin-june-2-2/.
• Many district superintendents create a State of the District Speech to deliver at the beginning and end of a school year:
https://www.dekalbschoolsga.org/wp-content/uploads/2021/03/State-of-the-District-Speech-Final-pk.pdf.
• Prince William County Public Schools (VA) published communication guidelines for all staff.
https://www.nspra.org/files/docs/Prince%20William%20County%20Public%20Schools%20Communication%20Guidelines.pdf.
• B
 roward County Schools (FL) set up a website to answer stakeholder questions about their recent malware attack,
Browardschools.com
• A
 favorite method for reaching the broader community is to get the local newspaper outlet to allow the superintendent to
contribute a regular column. The BCPS TV could air a monthly message from the Superintendent to keep all stakeholders
updated and motivated.
• M
 any superintendents have made it easy for stakeholders to monitor their district’s finances by posting all transactions
online and in a timely fashion. (BCPS used to have a publication called the Spotlight on Spend; however, it has not been
updated in several years.)

Some districts, such as Broward County School District, have included improving communications as a goal in their strategic plan.
Exhibit 1-24 shows the district’s Key Performance Indicators (KPIs) or metrics for evaluating progress on their goals.

EXHIBIT 1-24
BROWARD COUNTY SCHOOL DISTRICT
STRATEGIC PLAN METRICS FOR IMPROVED COMMUNICATION

Source: Broward County Public Schools, Strategic Plan, https://www.browardschools.com/Page/48041

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RECOMMENDATION 1-6:
BCPS should develop and implement a written, strategic communication plan. (Tier 1)

The plan should include a communication component in new staff orientation programs, list a “who to contact in central office”
directory, provide regular media relations training for administrators, and consider developing communication guidelines that
help executive staff stay on message and speak with “one clear voice.” See https://www.palmdalesd.org/cms/lib/CA02000054/
Centricity/Domain/6/PSD%20Communications%20Plan%202020-2025%20FINAL%20030321.pdf for a sample plan from Palmdale School
District (CA). The plan should also include a strategy for keeping an updated directory of who to contact in central office for
various needs so employees do not have to waste valuable time searching for the right central office staff member.

The Superintendent should insist that his Cabinet work together, using a variety of research data, to help design a communication
program that is tied to The Compass strategic plan. Major activities, individual responsibilities (including those of the
Superintendent), needed resources, specific timelines and implementation steps, and evaluation components all must be included
and spelled out. Convene appropriate staff regularly to review the communication program progress, identify new initiatives and
issues that need addressing, and make necessary plan adjustments.

IMPLEMENTATION AND TIMELINE

1. The Superintendent should direct the Department of Communication and Community Outreach to Month 1
develop the proposed strategic communications plan and submit to the Superintendent for review
and approval.
2. The Department of Communication and Community Outreach develops the proposed strategic Months 2-3
communications plan.

3. The Department of Communication and Community Outreach submits the proposed strategic Month 4
communications plan to the Superintendent and senior administration for review.
4. The Superintendent and senior administration review, revise and cause the plan to be Months 4-7
implemented.
5. The plan’s effectiveness is evaluated and adjusted annually as is appropriate. Annually

FISCAL IMPACT
This recommendation can be implemented using existing resources.

FINDING
The BCPS Chiefs are commended for collaborating with the Baltimore County Government’s (BCG) Director of Educational
Partnerships to better coordinate services to students.

Interviews and survey results show that there has been a history of tension between the County government and BCPS.
In January of 2021, the Baltimore County government created and hired a new position called the Director of Educational
Partnerships. This position was created to ensure strong collaboration between BCPS and Baltimore County government.
Key job responsibilities include, but are not limited to:

• Attending weekly meetings with the County Executive and monthly meetings with the Superintendent and Board Chair;
• Tracking, monitoring, and presenting status updates on all relevant BCPS programs, policies, and pending decisions;
• Seeking opportunities for connecting BCPS staff with resources and initiatives; and
• Cultivating relationships with BCPS senior staff, Board members, and labor organizations.

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In five months, the Director of Educational Partnership has worked with key BCPS staff and together they have achieved several
accomplishments, such as working with:

• B
 CPS leadership staff to address the improvement of resources provided to detention center students. As a result of this
collaborative effort, WiFi was expanded to 10 classrooms and the juvenile housing center and an initiative is underway to
provide laptops for all inmates;
• B
 altimore County Public Library, Towson University, Department of Aging, and the Arts Council to explore arts integration
summer learning and tutoring programs that will complement BCPS summer school programs;
• Chief of Human Resources Officer and local colleges to expand teacher pipeline college programs;
• B
 CPS Chief Academic Officer, police chief, and CCBC to discuss the implementation of an early training program for law
enforcement;
• B
 CPS Office of Climate and Safety and Housing Department to find creative ways to increase information flow of housing
resources for homeless families;
• B
 CPS principals and parents so they can be included in roundtable discussions sponsored by the County Executive to
address increased crime and violence in the Essex community;
• B
 CPS and BCG to establish COVID vaccine clinics in schools where there is a high rate of transmission and low access to
vaccine clinics;
• B
 CPS, county government’s Director of Government Reform and Strategic initiatives, and experts in the Community
Eligibility Program (CEP) to discuss how to sustain food instability programs; and
• BCPS and BCG to expand youth employment opportunities.

COMMENDATION 1-C:
BCPS Chiefs are commended for collaborating with the Baltimore County Government’s Director of Educational
Partnerships to better coordinate services to students.

School Board Operations


––––––––––––––––––––––––––
The Board of Education of Baltimore County (Board) is authorized by Maryland law to “determine, with advice of the county
Superintendent, the educational policies of the county school system.” Its three major areas of responsibility are: school policy,
school budget, and school property.

During the 2014 legislative session, the General Assembly voted in favor of a partially elected, or hybrid, school Board in
Baltimore County instead of all-appointed members. In accordance with State law, the Baltimore County Public Schools’
(BCPS) Superintendent serves as the executive officer, secretary and treasurer of the Board of Education of Baltimore County
(Board). Exhibit 1-25 shows the list of the 12 current BCPS Board members, whether they are elected or appointed, and the
district they represent, if elected. As shown, there are seven elected, four appointed, and one student member for a total of
12 Board members.

58
EXHIBIT 1-25
BCPS SCHOOL BOARD COMPOSITION

BOARD MEMBER DISTRICT/ELECTION YEAR


Makeda Scott, Chair District 4 – Elected 2018
Julie Henn, Vice Chair District 5 – Elected 2018
Kathleen Causey District 3 – Elected 2018
Dr. Erin Hager Member at Large – Appointed 2020
Moalie Jose Member at Large – Appointed 2018
Russell Kuehn Member at Large – Appointed 2018
Lisa Mack District 1 – Elected 2018
Rod McMillion District 7 – Elected 2018
John Offerman Member at Large – Appointed 2018
Cheryl Pasteur District 2 – Elected 2018
Lily Rowe District 6 – Elected 2018
Joshua Muhumuza Student Member of the Board – Appointed 2020
Source: BCPS School Board, 2021.

Board meetings are held at 7:00 PM on the 2nd and 4th Tuesday of the month unless there is a holiday. Prior to the Board
meetings, the closed sessions are held from 5:00 – 6:30 PM. All Board meetings are aired live and are recorded by BCPS TV
and posted on the BCPS website. Since the Education Transparency Act was enacted in 2018, all actions taken at a public
Board meeting are required to include a description of the action taken and will be recorded by a voice vote or a roll call vote
of each individual member of the Board who is present at the public meeting. Any final action of the Board shall be made
publicly available on the school system’s Web site within 72 hours of the time the action was taken.

FINDING
The BCPS Board has adopted 2020-22 Board Goals in alignment with the divisions’ strategic plan, The Compass.

One of the most important responsibilities of a local school board is to set comprehensive goals for the school district. When done
well, this practice helps clarify priorities for the Board and school division, and focuses staff on improving student success. The
BCPS Board’s goals have five focus areas aligned to The Compass’ five goals. The Board’s goals may be found at
https://www.bcps.org/UserFiles/Servers/Server_2744/File/BOE/Board%20Goals%202020-2022.pdf.

COMMENDATION 1-D:
The School Board is commended for establishing School Board goals in alignment with the BCPS strategic plan.

BOARD CONDUCT

FINDING
The conduct of the BCPS School Board fosters an atmosphere of discord and unprofessionalism, which results in the division staff
and community lacking trust in its leadership.

Interviews, survey results, and viewing several of the BCPS Board meetings clearly indicate the School Board’s dysfunction.

59
The Public Works LLC survey asked respondents if “BCPS Board members understand their role as policymakers and stay out of
the day-to-day management of the school system.” Exhibit 1-26 shows the results. As shown, 53.14% of the respondents either
disagreed or strongly disagreed with the statement.

EXHIBIT 1-26
PUBLIC WORKS LLC SURVEY EXCERPT REGARDING BOARD’S ROLE

ANSWER CHOICES RESPONSES

Strongly agree 1.11% 35


Agree 13.09% 411
Neither agree or disagree 19.48% 612
Disagree 25.82% 811
Strongly disagree 27.32% 848
Don’t know 13.18% 414
Source: Public Works LLC Survey, 2021.

Open-ended comments on the survey included, but are not limited to the following statements about the BCPS School Board.

• F urthermore, the fact that board members were posting on their social media account bashing teachers made the decision
to continue teaching so difficult.
• T he Board of Education needs to go. They are toxic and are doing nothing but bringing the school system down. They are
not governing the school system, they want to be too deep in the operations of the school system. This hybrid Board is a
mess. Very embarrassing.
• Board members micro manage the central office which negatively impacts services to schools.
• T he behavior of the Board of Education has gotten to the point of embarrassing. It is clear that certain members have a
particular agenda and are limitless in their attempts to push them forward.
• The Board needs to stop arguing about things and do what they were elected to do.
• The Board is an absolute disgrace.
• T he Board of Education needs to get their act together, I am ashamed to see some of their behavior during the meetings.
It is upsetting that they would act the way they do.
• T he BCPS Board of Education is not a well-functioning body. They bicker, are indecisive, and try to impose their will on the
operations of the school system.
• I’m incredibly disappointed in the Board of Education this year. The meetings have been embarrassing to watch and
several of the members are incredibly unprofessional.
• Board members get into operations too much.
• U
 ntil the Board works collaboratively to address major issues in a timely manner, gives staff processing/planning time
for implementation, respects the work/home boundary, actually communicates and collaborates with the “boots on the
ground,” without their political and personal agendas, without yelling/rudeness/arguments (or cussing or watching of
pornographic content), without focusing on petty issues (like speaker time allotment for example), we will continue to face
problems as a whole.
• T he Board of Ed spends too much time yelling at one another and only listening to white privilege families. The Board of
Ed needs to get their act together and support the teachers!
• The school board is an embarrassment (multiple similar responses).

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• T he Board does not operate with civility or decorum to one another. Members aren’t disciplined for profanity or
transgressions.
• In viewing the Board of Education Meetings, it is appalling how grown adults who are representing our school system
speak to and about one another. In a recent communication from the superintendent, we were asked for civility. It starts
from the top down. Board Members should be setting the precedent for how to communicate with others in a respectful
manner.
• T he Board of Education is unprofessional, and they do not have a solid understanding of what it is like in the classroom.
The arguments that happen during the board meetings are an embarrassment.
• The Board is extremely unprofessional in their attitudes to other board members and teachers.
• The behavior and discord that is routinely put on display at BOE meetings is an embarrassment.

Interviews with Board members and BCPS staff indicate that the discord on the Board of Education has been caused by a number
of perceived reasons including:

• The mixing of elected and appointed Board members (“hybrid Board”) is not working;
• Racism;
• Divide between “rubber stampers” vs. “do-gooders”;
• Political affiliation differences;
• Ransomware attack;
• COVID-related interference with instruction and Board operations;
• Lack of training;
• Strong personalities; and
• Lack of an updated board policy manual;

A review of several BCPS Board meetings shows that:

• Board meetings average 7 to 7.5 hours in length;


• The agenda is not always followed, or items are routinely postponed;
• Some Board members do not respect the Board Chair and/or other Board members;
• Agenda items are added at the meetings that are not always governance-related motions;
• Parliamentary procedure skills are lacking, including the legal counsel; and
• Significant time is devoted to school division operations not within the Board’s purview of governance.

Maryland adopted hybrid Boards as a compromise to appease parties who wanted an appointed Board and those who wanted
an elected one, said Stephen Bounds, director of legal and policy services for Maryland Association of Boards of Education.
“Hybrid Boards create two different classes of board members making it sometimes difficult to get along. There are no magical
solutions. Some experts try not to overemphasize the importance of how a Board is chosen. They say what really matters in the
end is who the members are and how well they work together. There’s no surefire way to ensure success,” said Robert Rader,
Executive Director of the Association of Boards of Education in Connecticut, a state that has all three kinds of school boards.
“It depends on the people who are put on the Board, how long their terms are and if they can gel around certain goals such as
student achievement.”

During interviews, Board members reported verbal attacks made against them by other Board members, and decried the lack
of decorum and professionalism in the way members communicated with each other during Board meetings and closed sessions.
Interviews also indicated that it is difficult to get agreement among all Board members to engage in team-building training. Some
BCPS staff and community representatives reported that the Board’s infighting and lack of cohesion has generated feelings of

61
instability and unease throughout the division. There is a YouTube video posted called, Unprofessional Behavior Compilation –
Baltimore County Public Schools Board of Education Members, with 18,456 views. The Board handbook does outline behavior
expectations, but Board members openly admit they are not followed.

The BCPS Board does not have a civility policy with the primary objective to promote mutual respect, civility and orderly conduct
among Board members, district employees, parents and the public. Unlike 25 other states, Maryland does not mandate any
board training. Only a few BCPS Board members have had various trainings and workshops offered by the National School
Boards Association (NSBA) or the Maryland Association of Boards of Education (MABE).

The NSBA states that effective school boards “lead as a united team with the Superintendent, each from their respective roles,
with strong collaboration and mutual trust.” Exhibit 1-27 shows the NSBA’s eight characteristics of effective school boards.

EXHIBIT 1-27
EIGHT CHARACTERISTICS OF AN EFFECTIVE SCHOOL BOARD
NATIONAL SCHOOL BOARDS ASSOCIATION

Source: National School Boards Association (NSBA) Website, 2019.

Creating a Board civility policy to assist in maintaining an environment supportive of learning and free of disruptive conduct
is important to the success of BCPS’s children’s education. A civility policy provides guidelines for mutual respect, civility, and
orderly conduct among Board members, district employees, parents/guardians, and other members of the public. It is also the
intent of this policy to encourage positive communication and discourage disruptive, volatile, hostile or aggressive communication
or actions. Furthermore, this type of policy is intended to maintain, to the extent possible, a safe, harassment-free workplace for
Board members, administrators, and other stakeholders. This type of policy’s intent is to not deprive any person of his/her right
to freedom of expression, but rather to express their opinions in a collegial manner. Many school districts have adopted a civility
policy. The Civility Policy of Sacramento City Unified can be found at https://www.scusd.edu/board-policy/civility-policy.

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RECOMMENDATION 1-7:
The BCPS Board should adopt a civility policy, attend Maryland Association of Boards of Education team-building
workshops, the Board Chair should complete a parliamentary procedure course, and the Board Legal Counsel
should be required to earn a Professional Registered Parliamentarian credential. (Tier 1)

If the Board’s decorum continues to be dysfunctional after implementing this recommendation, the Board should consider hiring
the services of a professional mediator. The goal of mediation is for a neutral third party to help Board members reach consensus
and settle disputes on their own. Rather than imposing a solution, a mediator works with the conflicting sides to explore issues
underlying their positions. Mediation can be effective at enabling parties to express their feelings and explore their grievances.
Working with parties together, and sometimes separately, mediators try to help them achieve a resolution that is sustainable,
voluntary, and non-binding. The typical cost for professional mediation is $500.00 an hour.

IMPLEMENTATION AND TIMELINE

1. The Board should approve the recommendation and instruct the Superintendent to proceed with Month 1
contracting for coordination of the recommended workshops.
2. The Superintendent should work with the Board Chair and proceed with establishing workshop Month 2
dates and contracting for coordination of the recommended workshops.
3. The Board should schedule and proceed to participate in the workshops to resolve issues. Month 3 and until completed
Commencing Month 2 and
4. The Chair and the Board Legal Counsel should complete Parliamentary Procedure Certification. until completed

FISCAL IMPACT
Since BCPS is a member of MABE, many team-building workshops are offered as part of their membership. Completion of
Parliamentary Procedure Registration/Certification is typically a $150.00 exam fee; however, the BCPS legal counsel (not the
Board counsel) is trained in parliamentary procedure and could attend Board meetings as the parliamentarian at no charge to
the school division.

BOARD HANDBOOK

FINDING
The BCPS Board Handbook is outdated and lacks many of the components of best practices in school board operations.

The BCPS Board Handbook has not been updated since 2015-16. A copy of the handbook can be found at
https://www.bcps.org/UserFiles/Servers/Server_2744/File/BOE/Board-Handbook-PRC-Meeting.pdf

The Board Handbook has six sections including Board composition, Board of education meetings, Board member professional
development, Board operations, the Board and the Superintendent, the Board and its community, and two appendices with
norms and operating protocols and communications protocol.

The list of committees is outdated and the process for selecting committee members should be updated. Some members believe
a new section that discusses Superintendent-Board Communications needs to be updated. The Board has an ad hoc committee
charged with updating the manual and have been working on the update for over a year. The handbook is also lacking
important policies and procedures such as Board members’ use of social media to discuss school division’s business.

The Board manual of peer district Montgomery County School District was updated in February 2021 and is much more
comprehensive than the BCPS manual as shown in Exhibit 1-28. If there is a change to the manual, updates are posted
regularly on the Board’s website.

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EXHIBIT 1-28
MONTGOMERY COUNTY SCHOOL BOARD MANUAL

Source: Montgomery County School District, 2021. https://www.montgomeryschoolsmd.org/boe/about/handbook.aspx

Boarddocs.com provides samples of district social media policies. One can be found at
https://go.boarddocs.com/mn/rps535/Board.nsf/files/BUMPC363BE36/$file/SMbdpolicy.pdf

SocialSchool4Edu posts eight guidelines for School Board members who use social media, as shown in Exhibit 1-29.
https://socialschool4edu.com/social-media-guidelines-for-school-board-members/

64
EXHIBIT 1-29
SOCIAL MEDIA GUIDELINES FOR SCHOOL BOARD MEMBERS
SOCIALSCHOOL4EDU

1. Think before you post. Is this something that you do not mind seeing on the front page of the newspaper? Will
this be something that you would want your own children or the students of the school district to see as a good
example of the way to communicate or comment? Post responsibly.
2. Be careful of what information you share. Do not share personal information about students, employees,
yourself, other Board members, and citizens. Likewise, do not share information that the school district has
contractually agreed to keep confidential; for example, proprietary information, trade secrets, and security
information. Think before sharing legally protected, privileged information, such as attorney-client, physician-
patient, and other privileged information recognized by a court.
3. Social media is not for private conversations. Face-to-face meetings or telephone conversations may be
more appropriate.
4. Don’t let negative emotions drive you to post or respond. Anger may cause you to post information that
you will be sorry for later. Is this something that you would be ashamed of if you read it months or years from
now? Remember that what you place on social media sites – and in emails, text messages, and chat rooms –
can spread quickly and permanently remain on the Internet or in someone’s possession. Statements that are
harassing, discriminatory, defamatory, and terroristic are not suitable and could subject Board members, and
possibly the school district, to legal action. Be polite.
5. Use appropriate language. Do not use abusive, profane, threatening, or offensive language.
6. Do not post on behalf of the school district. Do not post self-promotions, items for sale, commercial
messages, and advertisements that are associated with the school district.
7. Use social media for listening. Do not conduct Board business on social media sites. Instead, use these sites
for listening or reading about others’ opinions, making announcements, having conversations, and obtaining
feedback.
8. Comply with the law and relevant policies including school districts’ policies regarding acceptable use,
student records, harassment and discrimination, and copyright laws; the internet service provider’s terms; the
website disclaimers, terms of use, and privacy policies; and federal, state, and local laws, including the open
meetings act and public records act. Also, respect the rights of other users to an open and hospitable technology
environment, regardless of race, religion, creed, color, national origin, age, honorably discharged veteran
or military status, sex, sexual orientation, gender expression and identity, marital status, the presence of any
sensory, mental or physical disability, or the use of a trained dog guide or service animal by a person with a
disability.

Source: https://socialschool4edu.com/social-media-guidelines-for-school-board-members/

RECOMMENDATION 1-8:
The BCPS School Board should make updating its operating manual a high priority. (Tier 1)

IMPLEMENTATION AND TIMELINE

1. The Board Chair should appoint a five-member Committee to prepare an updated operating Month 1
manual with the assistance of the Superintendent and the Chief of Staff.
2. The Committee, Superintendent and Chief of Staff should complete the updating process and Months 2-3
submit to the full Board for review and comments.
3. The Board should complete the review process and set a date for adoption. Month 4
4. The Board should hold the reading and hearing for adoption of the revised operating Months 5-6
manual.

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FISCAL IMPACT
This recommendation can be updated with existing resources; in addition, MABE can assist in the creation and/or review of the
manual as a member service. MABE has also assisted school divisions with the creation of new policies such as social media
and civility policies.

MICROMANAGEMENT

FINDING
Many of the BCPS Board members micromanage the Superintendent and tend to think their job is to “fix things” in the operational
arena, causing staff an inordinate amount of time fulfilling operational area type Board requests.

There is a growing body of research connecting poor Board behaviors to lower student achievement. Research has identified
behaviors that distract school Boards from that core mission. School Boards need to focus on district governance, not
administrative leadership. The Board’s job is to set the destination, and the Superintendent decides how the division will get there.
But that’s not always how it works in BCPS. One interviewee stated, “Superintendent Williams is on a road trip with 12 different
GPS’s telling him where they think he should go.” Micromanagement is a failure to respect the proper roles and responsibilities
between the Board and administration. Simply put: When Boards take on duties of the Superintendent, that’s micromanagement.

Individual Board member requests or concerns directed to the Superintendent over an 18-week period from mid-December
2020 through May 7, 2021 (approximately 90 working days), numbered over 132 communications. Some of these
communications involved multiple issues and the majority required additional work tasks for either the Superintendent or
individual or groups of staff. In numerous instances, the requests or concerns were actually micromanaging responsibilities
already assigned to departments or individual employees of the district.  By comparison, during the same time period, peer
district Duval County Public Schools (FL) School Board made only 12 Board requests to the Superintendent and/or staff.

Even using a conservative estimate of one hour of staff time spent on each of the 132 communications, that totals 16.5 out
of 90 work days they were taken away from their core work of providing services to students. The chief administrator (the
person typically following up on these requests) earns a yearly salary plus benefits of $346,987. In reality, the 132 Board
communications sent to the Superintendent during the 90-day period conservatively cost the division $22,020.33 (the average
Chief salary divided by 2,080 (yearly work hours) and multiplied by 132 hours).
 
Examples of BCPS Board requests or concerns that illustrate these actions include the following:
 
• A formal request to receive answers or responses provided to any Board member by the Superintendent. 
• A
 Board member created a metric data item and then posed several related and unrelated questions, each requiring
staff attention.
• A
 Board member made a motion to receive a monthly report on number of teacher vacancies and related data, thus
creating another report. 
• Requested number of students and grade-level in LPP magnet program at a specific high school. 
• Report on vehicle purchasing and status of planning for increasing fuel efficiency.

Many of these requests could be managed in organized work sessions, rather than addressed sporadically, diverting staff time
from their routine duties.

Open ended comments in the Public Works LLC survey include, but are not limited to:

• The School Board micromanages the superintendent. Is that the way it is supposed to be?
• T he micromanaging by the Board of Education – particularly in policies affecting teaching environments – without listening
to the stakeholders affected has to stop.

66
Researchers David Lee and Daniel Eadens conducted a study of school Boards across the country, examining video and audio
recordings of 115 school board meetings. Their research established statistically significant relationships between certain Board
behaviors and low student achievement scores. https://www.tasb.org/members/enhance-district/enhancing-student-success/

These Boards conducted meetings that could be described as:

• Being less orderly


• Not focused on student achievement
• Not respectful or attentive to the person speaking
• Having members advance their own agendas
• Having a poor working relationship with the leadership team
• Having few members rely on the superintendent for advice and input
• Having members, other than the chair, taking excessive meeting time advancing their agenda
• Being less focused on policy items

To determine if the BCPS Board’s overall behavior could play a role in the low student achievement issues facing BCPS, watch a
few of the BCPS Board meetings at https://www.bcps.org/leadership/board_of_education.

The Board must accept full responsibility, orient itself to its role, and have a systematic approach for doing the work of the Board.
In short, the Board must have an operating system that governs its governance functions. On the other hand, the Superintendent
and staff should implement a regular process for providing timely and important operational information, as well as quarterly
reports on the strategic plan progress, to the Board to assist in reducing the number of information requests.

RECOMMENDATION 1-9:
The BCPS Board should enlist MABE to conduct work sessions on Board governance with a goal of minimizing or
eliminating micromanagement of staff and to establish a topical, yearly work sessions calendar. (Tier 1)

The establishment of these work sessions in an orderly manner should coincide with Board actions on major issues confronting
the Board and the administration. Such matters typically include annual budget development, major facilities projects (schools’
construction or closing, naming, etc.), staffing plans including the inclusion or elimination of major curriculum offerings, strategic
plan review, assessment of the Superintendent and Board’s attorney, and other topics requiring Board action or input.

As each of these work sessions are implemented, many of the topics or issues that currently interrupt administrative and staff work
should be addressed.

This organization of work sessions should result in the development of an annual calendar, thus proving staff adequate
preparation notice. Expectations should be that staff is well-prepared and has data to support recommended actions.

IMPLEMENTATION AND TIMELINE

1. The recommended action should be approved by the Superintendent and Board Chair for full Month 1
Board action.
2. The Superintendent and Board Chair should develop a Calendar of proposed work sessions and Months 2-3
place on the Board agenda for discussion.

3. The Board should approve the work session calendar and cause it to be implemented. Month 4

4. The Board should hold the work session on topics as scheduled. Months as scheduled

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FISCAL IMPACT
The fiscal impact cannot be determined at this time, but as discussed, if implemented and if requests were minimized, the district
could save a substantial amount of staff time that they could be spending on improving services for students.

BOARD ORIENTATION AND TRAINING

FINDING
The BCPS Board lacks sufficient training to operate efficiently and effectively.

The majority of the BCPS Board members interviewed stated that they had no pre-Board candidate orientation to alert them to
what type of commitment and work environment they were about to enter. Additionally, many stated that the Board orientation
that they received once elected or appointed was ineffective. When Board members were asked what type of training they
believed the BCPS Board could benefit most from, the responses were:

• Difference between Governance versus Operations


• B
 udgets (difference between internal service fund, capital projects fund, debt service fund, enterprise fund,
and the operating budget)
• Relationship training
• Ethics training
• Legislative updates
• Ethics
• Time management
• Financial disclosure forms

One Board member commented, No one knows who has the authority to authorize Board member training. Unlike 25 other
states, the state of Maryland does not require school board members to take any training other than one member is required to
be certified in Open Meetings Act. BCPS budgeted $25,000 per year for Board training. Of the $25,000, the Board only spent
$3,200 in FY 2020-21 for any type of training.

Granted, the pandemic slowed members from traveling to any training; however, MABE and NSBA both offer online training.
Some BCPS Board members sign up for training and the registration fee has been paid and then do not actually attend the
training.

Because the Board changed legal counsel (without the required permission of the Baltimore County Government involvement
in the process), the Board attorney fees increased from $200.00 to $300.00 per hour. The typical Board meetings last
approximately 7 to 7 ½ hours, plus the attorney attends all closed sessions. Thus, the Board expended more than budgeted
for attorney fees due to the lengthy Board meetings and increased hourly rate. Consequently, funds that were allotted for Board
training were transferred to cover the cost of increased attorney fees. One member signed up to take a seminar that cost $75.00
and was denied due to the drain on training funds. The Board member was told she could take the training after July 1 when
training funds would be replenished.

Other interview comments included:

• There are 4 or 5 Board members who have had no training; they don’t think they need it.
• No amount of Board self-evaluations or Board training can fix anything.
• The orientation I had was loose and insufficient.
• None of the Board members truly understand Robert’s Rules of Order.

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Two resources BCPS may wish to use to create a pre-Board orientation include:

https://scsba.org/general/aboutus_boardcandidates_runforboard.pdf

http://www.basd.us/en-US/school-board-ca3697cc/school-board-candidate-faqs-639d3006

RECOMMENDATION 1-10:
The BCPS legal counsel and Superintendent should create pre-candidate Board materials and training sessions,
update/improve the Board orientation training, strongly encourage Board members to take MABE and NSBA
training, plan retreats tailored to the Board’s needs, and ensure Board training funds are not transferred for other
expenses. (Tier 2)

Implementation of this comprehensive Board preparation and training can improve Board efficiency and effectiveness. By
following the many training suggestions, Boards can reduce the amount of time spent in meetings and permit individual members
to have a more effective use of their time. Moreover, such actions should free employees to more effectively manage their
assigned responsibilities and improve morale as well as performance.

IMPLEMENTATION AND TIMELINE

1. The Superintendent and Board Chair should strongly recommend that the Board training and Months 1 - 2
other elements of Recommendation 1-10 be implemented.

2. The Superintendent should prepare and distribute to Board members training and other Month 3 and ongoing
information, ensuring that the annual budget includes funds reserved for this purpose.

3. The Superintendent should prepare a quarterly report on Board training activity and other Quarterly
related matters and submit to the Board for review.

FISCAL IMPACT
This recommendation can be implemented with existing resources.

SUPERINTENDENT EVALUATION

FINDING
BCPS Board lacks a clearly defined process to evaluate the Superintendent.

A Superintendent functions as the chief executive officer of the division’s daily operations, manages its financial resources, and
facilitates its long-range planning period. According to NSBA, employing and evaluating the Superintendent are two of the
school board’s most important duties.

BCPS Board Policy 8501 states that the Board of Education of Baltimore County (Board) shall evaluate the Superintendent
annually. The evaluation will be conducted at a time designated by the Board Chair and in accordance with the Board’s
approved Superintendent’s evaluation instrument and related annual evaluation process packet.

The current instrument used by the Board to evaluate the Superintendent has seven standards including:

1. Leadership and System Culture


2. Policy and Governance
3. Communications and Community Engagement
4. Organizational Effectiveness

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5. Instructional Leadership
6. Talent Management
7. Values and Ethics of Leadership

The instrument was based on MABE standards. The evaluation’s instructions state that all ratings should be performance based
and guided by specific evidence in response to the performance indicators. Evidence offered should be sufficiently detailed to
assist the Superintendent and the Board in having a thoughtful conversation about future expectations consistent with advancing
the goals and interests of Baltimore County Public Schools. The ratings are on a four-point scale for each of the performance
standards, as follows:

0 NO PROGRESS – Work performance does not meet stated Board expectations.


1 IN PROGRESS – Work performance does not yet meet stated Board expectations. Further development is needed.
2 MEETS EXPECTATIONS – Work performance consistently fulfills stated Board expectations. Performance is
professional and appropriate and work is of high quality in all significant areas of responsibility.
3 EXCEEDS EXPECTATIONS – Work performance consistently exceeds stated Board expectations. Performance is
exceptional and work noticeably exceeds expectations in all areas of responsibility followed by specific evidence
of reasons to support your rating.

In addition to the seven standards, there is one section called Quantitative Goal, shown in Exhibit 1-30. Note that while it
states that this is a quantitative goals section, no specific metrics are included in this section. The instrument does state that due to
COVID-19, this section is not applicable for 7/31/20.

EXHIBIT 1-30
BCPS SUPERINTENDENT’S EVALUATION

Source: BCPS Superintendent’s Evaluation Instrument, 2020.

Each May, the Board completes the instrument and submits them to the Board Executive Assistant who compiles the results. Then,
an ad hoc committee reviews the compilation and shares the results with the Superintendent. Several Board members commented
that many of the comments including on the most recent evaluation were personal attacks and did not align with the standards.

Interviews with Board members indicated that they are supposed to receive a mid-year interim report on progress from the
Superintendent, but it was postponed due to the ransomware attack.

Interestingly, the Superintendent and Board self-evaluation were both marked confidential when the Public Works LLC
team received them. However, many districts such as peer district Shelby County School District (TN) actually posts the
Superintendent’s Evaluation outcome on its website. http://www.scsk12.org/superintendent/?p=se.

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Best practices show that in order to develop a comprehensive snapshot of a Superintendent’s performance to the overall
success of the school system, the Board should use multiple sources of broad-based information. Systematically documenting
performance in a variety of settings using a variety of means enhances the breadth and depth of both the Superintendent’s and
the Board’s understanding of performance strengths and weaknesses. However, for data sources to be acceptable, they must
meet the tests of logic, reliability, fairness and legality (Peterson, 1995).

For example, in evaluating the performance of a superintendent, a Board should consider the following important questions:
1. Are the data the responsibility of the superintendent?
2. Do the data reflect the superintendent’s responsibilities described in the job description?
3. Are the data of primary importance in judging the quality of the superintendent’s performance?
4. Are there better data available?

In this age of “standards and accountability,” there is a common belief that educational evaluations must be grounded in
assessments of student achievement (Candoli, Cullen, & Stufflebeam, 1997). However, student learning alone certainly does
not capture the day-to-day realities of the responsibilities of a superintendent of schools. The research is clear: classroom
teachers alone have a direct impact on student achievement. School principals also have a strong impact, albeit indirect, on
student learning, as they support teachers and create school climates that nurture and stress academic performance (Hallinger
& Heck, 1996). Attempts of research to date to connect non-school-based administrators, like superintendents, to student
achievement, even indirectly, have not been successful. Yet, many Boards attempt to use student achievement data to evaluate a
superintendent’s performance. To the degree that superintendents’ responsibilities do include holding school personnel, principals
and teachers accountable for improving students’ learning, they are able to have an indirect influence on student achievement.

Essentially, superintendents must make personnel and curricular decisions that positively impact student achievement. When
student-learning measures are used in the evaluation of superintendents, they must conform to professional standards of practice
(JCSEE, 2009). There are numerous pitfalls in the inappropriate and uninformed use of assessment data for evaluation of any
sort, particularly for use in superintendent evaluation. Annual measures of student achievement should only be used to determine
trends over time. Annual assessments at specific grade levels measure different students each year. That variability alone
makes it impossible to use such data to fairly evaluate a superintendent. If, however, trends show no progress in overall student
achievement over time, data could be used to illustrate a real need to improve the quality of classroom teaching or building
leadership, both responsibilities of the superintendent.

However, these data are only one measure of performance in one domain. Evaluation is a summative process that must
address all of the superintendent’s responsibilities. A sound evaluation system will always be based on actual performance data
collected through multiple means that are representative of the superintendent’s total performance during the period covered
by the performance assessment. Thus, using a more comprehensive set of data is essential and can yield a far more valuable
performance assessment.

RECOMMENDATION 1-11:
The BCPS Board should refine the Superintendent’s evaluation instrument to include some key metrics, require the
Board Legal Counsel to compile the results, and implement quarterly Board updates on progress. (Tier 2)

Development of the evaluation instrument should be the combined work of the Board, through the Chair and the Superintendent,
including setting goals, establishing metrics for progress, and dates for reviews. Upon review completion by individual Board
members, the Board’s Legal Counsel should, as recommended, compile results and quarterly progress updates.

IMPLEMENTATION AND TIMELINE

1. The Board Chair should submit a superintendent performance review instrument as prepared by the Months 1-2
Chair with input from MABE and the Superintendent, including key metrics to the Board for review
and approval.

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2. The Board should review, revise and approve the instrument. Month 3
3. The Board Chair should cause the implementation process to occur quarterly with results complied Quarterly
by the Legal Counsel for progress updates.

FISCAL IMPACT
This recommendation can be implemented with existing resources and MABE can be instrumental in assisting with this
recommendation.

BOARD SELF- EVALUATION

FINDING
The BCPS Board lacks a clearly defined self-assessment process that guides Board improvement.

Just as Boards evaluate the superintendent, they also should evaluate themselves and the effectiveness of their performance
as governors of the school system.  Areas for self-evaluation should include: instructional program; finance; Board and
superintendent relations; Board performance/ operations; community engagement; and Board meetings.  This review can lead
the Board to identify its own goals as they relate to supporting the school system.

The BCPS Board of Education has an annual Self-Evaluation Instrument based on best practices dated 2019 – 20. The Board
self-evaluation has nine performance areas including systems thinking and student achievement, Board management and
leadership, Board and superintendent relationship, policy and planning for continuous improvement, financial management,
personnel relations, high standards in curriculum and instruction, Board and community relations, teambuilding, and
boardsmanship. While the self-evaluation instrument is well-written and based on best practices, it is predominately anecdotal
and qualitative and is not implemented in a timely manner, nor are the results of the evaluation used to improve Board operations.

Comments from Board members regarding the self-assessment include:

• I have been on the Board for well over 2 years and have only taken one self-evaluation.
• We do a self-assessment, but anything you say on it is used against you so it is useless.
• Not everyone participates in the self-assessment.
• The results of the assessment were lost in the ransomware; have not seen results.
• There is never any follow-up on results.

Board Policy 8500 states the “Board of Education of Baltimore County (Board) is committed to support student achievement
through the goals of continuous improvement, visionary, and collaborative leadership. To support that commitment, the Board
shall annually evaluate its performance for the prior year and discuss strategies to improve its effectiveness. The Board shall
use its approved self-evaluation instruments and related self-evaluation process package to conduct the annual review of its
performance related to its goals and objectives.”

The BCPS Board Handbook states the “Board will conduct a self-assessment annually – The Board will address its effectiveness
and performance through a yearly self-assessment. The self-assessment will address both individual and group performance.”

The National School Board Association (NSBA) provides a sample Board self-assessment which is more metric-driven than
the one BCPS is currently using, which is predominately anecdotal and qualitative in its design. A sample of the NSBA self-
assessment tool can be found at https://ndsba.org/resources/form.schoolboardselfevaluation.pdf

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Exhibit 1-31 shows an excerpt from the NSBA model Board self-evaluation instrument. The excerpt evaluates the dimension of
interpersonal relationships among Board members and other stakeholders.

EXHIBIT 1-31
EXCERPT FROM NSBA MODEL BOARD SELF-EVALUATION

Source: National School Boards Association, https://ndsba.org/resources/form.schoolboardselfevaluation.pdf

RECOMMENDATION 1-12:
The BCPS Board should update its self-assessment instrument to include metrics and conduct the assessment yearly as
Board Policy dictates, with results compiled by the Board attorney, who should lead a Board work session to review
results and create a plan of action to address deficiencies. (Tier 1)

This recommendation should be implemented in concert with Board training and actions designed to eliminate micromanaging
staff.

The culmination of full implementation of these recommendations should result in the long-term improvement of the district’s
operation and build community confidence in the Board’s function and the administration’s management of the school system.
Such confidence is an imperative, based on much recent research on systems that have seen a rise in student performance and
attitudes.

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IMPLEMENTATION AND TIMELINE

1. The Board Chair should instruct the Superintendent to prepare a recommendation for implementing Month 1
Recommendation 1-12.

2. The Superintendent should prepare a series of actions for implementing Recommendation 1-12 and Month 2-3
present to the Board Chair for placing on a meeting agenda.

3. The Board Chair should place the recommended actions on a meeting agenda. Month 4

4. The full Board should review, revise and approve the plan and proceed with implementation. Month 5 and ongoing

FISCAL IMPACT
This recommendation can be implemented with existing resources.

BOARD MEETING AGENDA SETTING

FINDING
The BCPS Board does not have an efficient or effective process for setting the Board agenda and the Board does not always
receive Board meeting agenda materials in a timely manner.

An excerpt from Board Policy 8314 states that “Board members may submit to the Superintendent or the Board Chair a proposed
agenda item for consideration at a future Board meeting. Agenda materials, by electronic and/or hard copy, shall be made
available to Board members prior to each regularly scheduled Board meeting at least seven business days in advance of the
meeting, where possible. The Board will follow the approved agenda, except as follows: The Superintendent may ask that an
agenda item be removed. If the Board takes no exception and consents by a unanimous vote, the agenda item will be removed.
During the regular Board meeting, a Board member may move to amend the agenda. Items may be added, removed or
corrected by a vote of approval by a majority of the whole Board.”

The Board Handbook states that “Development of Board Agendas: The Superintendent develops the agenda for each Board
meeting. The agenda is then discussed with the Board’s officers for their review and input. All Board members may present
agenda items to either the Superintendent or Board Chair for inclusion on the agenda. The Chair and Vice Chair of the Board are
responsible for approving the agendas for each Board meeting.”

Board members shared their perspectives of the agenda process and the responses were quite varied. Several Board members
commented that the process is “still evolving.” The majority of the Board believes the agenda is set by the Superintendent, Board
Chair, and Vice-Chair; however, some believe it is only the Board Chair and Superintendent. If a Board member wishes to
add an agenda item, they must get a majority vote. Often times, it is a split vote and the Chair breaks the tie and some Board
members believe that the agenda is actually controlled by the Board Chair. Also, at each meeting, the Chair asks each member
if they have any topics that they would like to add to the next Board meeting agenda or it was stated that you can email the
Board Chair or Superintendent with requested agenda items. The agenda is typically set the Thursday prior to the Tuesday Board
meeting. Interviews also indicated that the Board Chair was seeking to change the policy to require a unanimous vote to add
an agenda item. Yet another version of how the agenda is set is that the Superintendent sets the agenda and it is first internally
reviewed by the Superintendent’s Cabinet prior to going to the Board Chair.

Board interview comments include:

• L ast minute agenda items are approved and then the Board expects the staff to jump through hoops to provide
on-the-spot data.
• The agenda setting process is terrible.

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• Agenda setting, as is, does not work.
• Board Chair and Superintendent drive the agenda.
• We get caught in the weeds; Board members are not respectful of the agenda and play games to bypass the process.
• We added a time limit for speaking, but that has not helped.

The average BCPS Board meeting lasts 7 to 7 ½ hours. A review of minutes and recorded meetings show that many times
important agenda items are pushed to the next meeting due to the length of Board meetings. Often times, committee reports are
tabled and voting on critical items gets pushed to the next meeting. Additionally, some agenda items that Board members seek
to add to the agenda are operations-related and the Board attorney or Board Chair do not let the Board member making the
motion know that it is out of order. It was noted that the Board spends roughly 30-40 minutes each Board meeting just trying to
agree on the agenda.

RECOMMENDATION 1-13:
BCPS should revise the Board agenda preparation, delivery to Board members, and Board approval processes to eliminate
unnecessary late entries, minimize Board approval time and expedite meetings. (Tier 1)

The agenda for Board meetings should be prepared at a fixed time in advance with only emergency items brought to the agenda
after the deadline. Once the deadline is reached, a completed agenda should be sent or delivered to each member and the
media. Should an emergency matter arise, a developed specific procedure should be employed to ensure emergency nature and
the method for notifying each member and the media of the issue. Approval of the agenda at the beginning of a meeting should
be a routine matter of no consequence time-wise if this procedure is implemented. 

IMPLEMENTATION AND TIMELINE

1. The Board Chair and Superintendent, with assistance from MABE, should develop the revised   Months 1-2
policy provisions governing the development of the Board’s meeting agendas.
2. The Board Chair and Superintendent with assistance from MABE should conduct a work   Month 3
session with Board to review the proposed revised procedures.
3. The Board should approve the revised procedures and adopt the revised policy.   Month 4

4. The revised agenda procedure should be implemented.   Month 5 

FISCAL IMPACT
This recommendation can be implemented with existing resources with assistance from MABE.

FINDING
BCPS practices frequently diverge from statutory requirements, particularly as they relate to personnel appointments, promotions,
and setting of salaries.

Positions are frequently filled by acting appointees, for not only the short- but also the long-term, without posting and advertising
the positions, and interviewing candidates, despite clear statutory direction otherwise. For instance, in 2020-21 alone, there
have been an Acting Chief of Staff, Acting Chief of Human Resources, and Acting Chief of Organizational Effectiveness (OE).
These individuals have not been nominated and presented to the Board of Education for consideration, appointment, and setting
of their salaries, as required. In many cases, these appointments represent promotions with salary increases, without proper
Board approval.

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State law provides the Superintendent authority to act on his own in cases of demotion or lateral assignment, but it gives sole
authority for appointments, promotions, and the setting of salaries to the Board. Exhibit 1-32 shows the legal responsibilities of
the Board and Superintendent, as outlined in a document provided by the Maryland Association of Boards of Education (MABE):

EXHIBIT 1-32
LEGAL RESPONSIBILITIES OF THE MARYLAND BOARDS OF EDUCATION
AND SUPERINTENDENT

List of Various Local Board Responsibilities


(Citations to Education Article, Annotated Code of Maryland)

These powers and duties come from state law, adopted by the General Assembly and detailed in the Education
Article, Annotated Code of Maryland. Virtually all actions are reviewable on appeal to the Maryland State
Board of Education, which can overturn a local board decision if that decision is deemed arbitrary, unreason-
able, or Illegal (unless noted below).

• E ducation matters that affect the counties shall be under the control of the county board of education in that
county (§4-101).
• The board is charged with carrying out applicable provisions of law and regulations (§4-108).
o If the local board’ s interpretation of law or regulation is challenged on appeal to the State
Board, “The State Board exercises its independent judgment on the record before it in
the explanation and interpretation of the public school laws and State Board regulations.
COMAR 13A.01.05.05E.” Josephat Mua v. Prince George’s County Board of Education,
MSBE Op. 13-34 (2013).
• T he board shall maintain a reasonably uniform system of public schools that is designed to provide a quality
education and an equal educational opportunity for all children (§4-108).
• T he board shall determine, with advice of the local superintendent, the educational policies of the school
system (§4-108).
o When a local board adopts a policy, the State Board will not decide the wisdom of that policy
but rather will only examine whether the local board acted within the legal boundaries of the
law. However, when the local board applies its own policy in a specific case, the standard is
different in that the State Board will not substitute its own judgment for that of the local board
unless the decision was arbitrary, unreasonable or illegal. See Yasmean W. v. Howard County
Board of Education, MSBE Op. 13-56 (2013).
• T he board adopts rules and regulations not inconsistent with State law for the conduct and management of
the public schools (§4-108).
• The board hears appeals from decisions of the Superintendent (§4-205).
• The board prepares the annual budget for consideration and adoption by the county government (§5-101).
• T he board employs individuals in the positions that the board considers necessary for the
operation of the schools (§6-201).
• T he board appoints all certificated personnel and determines the qualifications, tenure, and
compensation of employees (§4-103 and §6-201).
• The board suspends or dismisses a certificated employee on the Superintendent’s recommendation (§6-202).
o The State Board does not have to defer to the local board’s decision in certificated employee
termination and suspension appeals. See James McKee v. Baltimore City Board of School
Commissioners, MSBE Op. 13-64 (2013) (“Because this appeal involves the termination
of a certificated employee pursuant to §6-202 of the Education Article, the State Board
exercises its independent judgment on the record before it in determining whether to sustain
the termination.”).

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• T he Board establishes curriculum guides and courses of study (§4-111).
o The State Board establishes minimum standards for students (the Maryland College and Career
Readiness standards, otherwise known as Common Core) and has established a voluntary
state curriculum which guides local school systems in meeting those standards.
• T he Board adopts procedures for the selection and purchase by the superintendent of instructional materials
(§6-202).
• T he Board establishes policies for promotion and graduation (§7-205).
o The State Board establishes minimum requirements for graduation, including the number of
required
o credits, specific coursework, and service learning.
• T he Board approves charter schools and enforces the charter (contract) with those schools, including the
possible termination of the charter and closing of the school (§9-103).
• T he Board may retain legal counsel (§4-104).
• T he Board establishes new schools and determines attendance area for each school (§4-109).
• T he Board acquires land, school sites or buildings for its use and declares unused buildings are surplus
(§4-115).
• T he Board selects a superintendent and sets the superintendent’s salary (§4-202).
o Only the State Superintendent may remove a local superintendent from office.
• T he Board provides the superintendent with adequate quarters and clerical equipment, transportation, and
reimbursements for expenses (§4-203).

List of Various Local Superintendent Responsibilities


(Citations to Education Article, Annotated Code of Maryland)

• T hese powers and duties come from state law, adopted by the General Assembly and detailed in the
Education Article, Annotated Code of Maryland.

• T he superintendent serves as the executive officer, secretary, and treasurer of the Board, attends all meetings
of the Board and its committees, may advise the board on any question, but may not vote (§4-102).
• T he superintendent explains the true intent and meaning of school law and applicable State Board bylaws
(§4-205).
• The superintendent advises the Board on adopting and interpreting policies (§4-108).

• T he superintendent recommends actions and adoption by the Board concerning school sites, attendance
areas, purchases, needed equipment, curriculum guides, courses of study, resource material and other
teaching aids, and the filing of required reports (§4-205).
• T he superintendent decides all controversies and disputes involving the rules and regulations of the Board
and the proper administration of the county public school system (§4-205).
o Absent unusual circumstances, any dispute over the true intent and meaning of a local policy
or rule is for the local superintendent to decide, subject to appeal to the local board. See
Sandra H. v. Prince George’s County BOE, MSBE Op. 10-32 (2010).
• T he superintendent carries out the laws relating to the schools, applicable bylaws of the State Board, policies
of the State Board, rules, regulations and policies of the local Board (§4-205).

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• T he superintendent shall try in every way to awaken public interest and improve educational conditions in the
County (§4-205).
• T he superintendent develops a draft budget for the Board to recommend to the local authorities and shall
seek in every way to secure adequate funds from local authorities for support and development of the public
schools in the county (§4-205).
• The superintendent approves contracts made by the local Board (§4-205).
• T he superintendent visits the schools, observes their management and instruction, gives suggestions for
improvement, and consults with and advise principals and teachers, (§4-205).
• T he superintendent evaluates instruction and reports findings and recommendations to the local Board
(§4-205).
• T he superintendent recommends to traffic safety officials locations for posting flashing caution signs near
schools and school construction sites (§4-205).
• T he superintendent nominates for appointment all certificated personnel and assigns them to their
positions in the schools, transfers them as the needs of the schools require, recommends them for
promotion, and recommends them for dismissal (§6-201 and §6-202).
• The superintendent appoints clerical and other nonprofessional personnel (§6-201).
o Harford County Board of Education v. Harford County Education Services Council, MSBE Op.
05-24 (2005) (“It is a well-established legal principle that the power to appoint includes the
power to remove”).
• The superintendent may suspend and expel students as warranted (§7-305).
o The State Board’s recent changes in COMAR 13A.08.01.11 severely limit this authority and
allow suspensions and expulsions only under limited, specified circumstances.

Source: Maryland Association of Boards of Education, 2001 (based on Federal Statutes and Laws, Maryland State Constitution,
Annotated Code of Maryland, Educational Article, Code of Maryland Regulations, and Title 13 A (COMAR).

The Superintendent may “nominate” for appointment all certificated personnel and assign them to their positions in the schools,
transfer them as the needs of the schools require, recommend them for promotion, and recommend them for dismissal. The
Board’s responsibilities include employing individuals in the positions that the Board considers necessary for the operation of the
schools, appointing all certificated personnel, and determining the qualifications, tenure and compensation of employees.

These respective responsibilities have not been adhered to by the Board or the Superintendent when appointing executive
level leadership positions using an “acting” status without a clear process to expeditiously fill the position(s). As detailed in
Chapter 2, Human Resource Recommendation 2-43, BCPS should expediently fill vacant leadership positions with permanent
appointees who are highly qualified, with specialized training and appropriate experience in the assigned areas/divisions. This
process should be carried out after a revised job description is completed and after the position vacancy has been posted. The
Board should insist upon exercising its statutory responsibility to (1) make permanent appointments and should avoid acting
appointments exceeding one month and (2) approve all salary increases.

It should be noted this recommendation is the only recommendation that elicited two formal rebuttal letters signed by Dr.
Williams, Superintendent, and Makeda Scott, BCPS Board of Education Chairwoman. These letters appear to be drafted by
legal counsel and contained extensive legal citations. Given the unique response, we find it fair and prudent to represent both
our findings and the Superintendent and Chairwoman’s responses. A summary of the letter and the Public Works LLC team’s
response is listed below. The full letter is appended hereto.

• T he first more than one-half of the letter consists of an extended disquisition that the Superintendent possesses the authority
to dismiss non-certificated employees.

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• T he letter segues into the assertion that the Superintendent can fill these positions on an acting basis (“the Superintendent
was within his authority to assign individuals to these acting positions”; “the law currently permits the Superintendent to
assign certificated personnel to acting positions”; “’the CEO/designee may appoint employees to fill positions on an
acting basis if the permanent employee is absent or in extenuating circumstances”; “the Superintendent shall develop
procedures to fill positions temporarily until the best-qualified person can be found to fill the position permanently”).
• T he letter twice concedes that “[i]t may well be that the Board should establish policies” such as those we propose, or that
“an explicit policy … may be a best practice.”
• T he letter concludes with an assertion that “[a]ll references to violating the law” are “inaccurate” and “should be
removed,”
• T he letter concludes by chastising Public Works for quoting Exhibit 1-32, above. The rebuttal letter suggests that we should
have obtained copyright permission for using it.

The bulk of the Superintendent’s and Board Chair’s response is misdirected: The subject of this recommendation does not touch
at all upon whether the Superintendent may dismiss holders of non-certificated positions, and we agree that this lies within the
Superintendent’s scope of authority. Nor does the finding dispute that the Superintendent may fill such positions on an “acting”
basis. This finding addresses the overuse, and perhaps even abuse, of the “acting” provision by filling positions on a de facto
ongoing basis. Dr. Williams has appointed several personnel to promoted positions, sometimes raising their salaries, without
Board action, by using the position title “acting.” Many of these appointees have held positions for upwards of a year or more.
As the Superintendent’s and Board Chair’s letter itself notes, “acting” positions are supposed to be “temporary,” in “extenuating
circumstances,” and only until a “permanent” occupant “can be found.”

In fact, the statutory process is designed to assure adequate time to search for and find a permanent occupant by providing BCPS
a 90-day notification clause for executive level employees who choose to terminate employment. This timeline provides BCPS
sufficient time to post, advertise, screen, and interview for positions, select a candidate, and bring the nomination to the Board of
Education for consideration of appointment and setting of the salary. The former Chief of Organizational Effectiveness (OE), for
example, provided such 90-day notification prior to departure; nevertheless, no posting for the position was ever made during
that time. This practice has been replicated for other executive level positions and indicates a lack of urgency to permanently fill
high level, critical positions. Instead, any persons filling “acting” roles for a length of time exceeding reasonable definitions of
“temporary” or “extenuating circumstances” should come before the Board for action.

On August 24, 2021, Dr. JoAnn Cox, Project Director, sent an email to Dr. Williams requesting that he and/or Board Chair,
Ms. Scott provide any factual errors or feedback on the revised recommendation 1-14. On August 25, 2021, Dr. Williams
sent an email to Dr. Cox stating, “I have provided feedback on the finding, and you continue to move forward regardless
of the feedback.” Yes, Public Works LLC did move forward with recommendation 1-14 though it was consonant with and
acknowledging Dr. Williams and Ms. Scott’s feedback, not regardless of it. A copy of this correspondence and Public Works
LLC’s response is included at the end of this chapter.

In summary, while it is the Superintendent and Board Chair’s position that the actions of indefinitely appointing an employee in an
acting role that provides both title and salary advancement does not violate the law, it is the position of Public Works that these
actions do not comply with the law’s intent and do not reflect fair and equitable hiring practices. Such flagrant disregard may
place the district in legal jeopardy. The Superintendent and Board Chair appear to agree that this would be an advisable policy.

Given that this is the only finding that elicited a legal rebuttal from the Superintendent, we encourage those interpreting the
findings and implementing the recommendations to examine all documents and positions to make their own judgement about
how this finding should be considered. We stand by our recommendation listed below.

___________________________

¹ Letter to Dr. JoAnn Cox, Project Director, from Darryl L. Williams, Ed.D., Superintendent, and Makeda Scott, Board Chair, Re: Response to Revised Finding of August 8, 2021
(8/12/21).
² While not germane to this discussion, we will note that (a) we did receive permission from MABE to use the document in question, and (b) its quotation in our report is clearly
covered by the “fair use” doctrine. While our report does not, as the Superintendent and Board Chair assert, contain any “references to violating the law,” the apparent attempt
to turn their own defensiveness into putting our report on the defensive itself with a loose accusation of violating copyright law is inaccurate, unavailing, and rather revealing.

79
RECOMMENDATION 1-14:
The BCPS Board and Superintendent should review and abide by their respective legal responsibilities and ensure
that the Board Manual is updated with the specific regulations defining its authority, particularly regarding personnel
nominations and filling of positions in a timely manner. (Tier 1)

IMPLEMENTATION AND TIMELINE

1. T he Board and Legal Counsel should review Maryland Code as it pertains to the Board’s   Month 1
authority and responsibilities.

2. T he Board should articulate and approve Board policies and in the Board Handbook its   Month 2
operating rules and procedures particularly as it relates to all BCPS personnel assignments
(temporary, acting, and permanent).
3. The Board should implement the regulations.   Month 2

FISCAL IMPACT
This recommendation can be implemented with existing resources.

80
BALTIMORE COUNTY PUBLIC SCHOOLS
Darryl L. Williams, Ed.D. ΠSuperintendent Π6901 North Charles Street ΠTowson, MD Π21204

August 12, 2021

Dr. JoAnn Cox


Public Works, LLC
JCox@public-works.org

RE: Response to Revised Finding of August 8, 2021

Dear Dr. Cox:

Finding: “State law provides the Superintendent authority to act on his own in cases of demotion
or lateral assignment, but it gives sole authority for appointments, promotions, and the setting of
salaries to the Board… These respective responsibilities have not been adhered to by the Board
or the Superintendent.”

This statement is inaccurate, as is evidenced by the citations and examples provided in the revised
document. As the State Board has noted (and as quoted in your revised document) ("It is a well-
established legal principle that the power to appoint includes the power to remove”). In Harford
County Board of Education, the State Board affirmed the local superintendent’s authority to
remove non-certificated employees from their positions; the case addressed this issue within the
context of collective bargaining with a non-certificated employee group. The State Board ruled
that the matter was outside the scope of bargaining.

A more direct analysis of the section—and the superintendent’s authority—can be found in Venter
v. Howard County Board of Education. In Venter, the non-certificated employee argued that his
termination should have been adjudicated under Section 6-202 of the Education Article. The State
Board rejected this argument and ruled that:

Section 6-202 applies to the suspension or dismissal of “a teacher, principal,


supervisor, assistant superintendent, or other professional assistant.” (Emphasis
added). Section 6-201(e) requires a “professional assistant” to hold “an appropriate
certificate from the State Superintendent issued in accordance with the rules and
regulations of the State Board.”

This was consistent with prior State Board rulings. In Walsh v. Montgomery County Board of
Education, MSBE Opinion No. 00-54 (2000), the State Board concluded:

“But, the law is clear that the appellate procedures of Section 6-202 apply only to
the category of employees identified therein as ‘professional personnel.’ The law is
equally clear that an individual must be certificated to be included in this category.

Raising the bar, Closing gaps, Preparing for our future

81
Dr. JoAnn Cox
August 12, 2021
Page 2

The Appellant was not certificated. Therefore, the Superintendent had the authority
to dismiss Appellant directly.” (emphasis supplied)

Using the citations in the revised report quoted from Harford County (“the power to appoint
includes the power to remove”), the Superintendent clearly had the authority to take action on the
non-certificated positions identified in the finding.

Additionally, the revised finding ignores the fact that these acting positions were not covered by
the Education Article. See, Venter v. Board of Education, 185 Md. App. 648 (2009). That is, the
chief positions were not “professional assistant[s]” within the meaning of section 6-201. As
explained by the State Board, 6-201 applies to “professional assistants” and “professional
assistants” as defined by Section 6-202 include those individuals who hold professional
certificates. Therefore, for this reason alone, the Superintendent was within his authority to assign
individuals to these acting positions.

Therefore, this finding continues to be inaccurate and misleading, it should be removed.

It may well be that the board should establish policies concerning acting positions—but the law
currently permits the Superintendent to assign certificated personnel to acting positions. For
example, in Baltimore City, Policy GBN provides that “the CEO/designee may appoint employees
to fill positions on an acting basis if the permanent employee is absent or in extenuating
circumstances as determined by the CEO.” Thus, Baltimore City’s policy merely codifies the
long-standing practice here in Baltimore County. Likewise, Charles County’s policy provides that
“the Superintendent is herein directed to develop such procedures to effect the permanent
appointments as may be appropriate within the constraints imposed by this policy. Further, the
Superintendent shall develop procedures to fill positions temporarily until the best-qualified person
can be found to fill the position permanently.” See, Policy 4300, Appointment of Personnel by the
Superintendent of Schools. Like our sister jurisdiction, we follow the law. One would presume
that neither Baltimore City nor Charles County would authorize in policy a practice that is
precluded by law. Howard County Public Schools, Policy 7070 Implementation Procedures
Appointment to Administrative and Supervisory Certificated Positions, (only covers certificated
positions and specifically indicates that the local superintendent may make exceptions to these
procedures in the event that a specific vacancy presents unique needs.”); Carroll County Public
Schools, Policy GCP, distinguishing between “recommended for appointment or promotion” and
“reassigned”). See, also, MCPS Regulation GFA-RA, Establishment and Abolishment of
Positions.

As indicated above, an explicit policy—similar to Baltimore City’s or Charles County’s--may be


a best practice and the finding should be noted as such. All references to violating the law—
because they are inaccurate—should be removed.

Your report quotes an unspecified MABE document directly—but not fully--that a county board
has the ability to retain counsel. See, Md. Ed. Code Ann., §4-104. Please be advised that the report
ignores the fact that the statute, when quoted in full, provides “Except in Baltimore County, each

Raising the bar, Closing gaps, Preparing for our future

82
Dr. JoAnn Cox
August 12, 2021
Page 3

county board may retain counsel.” As such, the application to the Baltimore County Board is
limited and should be annotated accurately. Documents should not be quoted blindly without more
careful review.

Lastly, it is unclear which 2001 publication from MABE is quoted by the report. A more
complete reference—as well as a disclaimer or indication that copyright permissions have been
obtained--would be appreciated.

Sincerely,

Darryl L. Williams, Ed.D. Makeda Scott


Superintendent Board Chair

Raising the bar, Closing gaps, Preparing for our future

83
84
CHAPTER 2
–––
HUMAN RESOURCES

INTRODUCTION
The area of human resources is generally responsible for recruiting highly qualified certified and non-certified
employees; coordinating and overseeing the interviewing, selection, and processing of new employees; retaining
employees; processing promotions, transfers and resignations; determining and maintaining compensation schedules;
planning and forecasting personnel needs and managing position controls; coordinating all certification matters
within the State’s framework, as well as all continuing education requirements for maintenance of certification;
maintaining complete employee records; developing and maintaining job descriptions; managing the employee
evaluation process; handling employee complaints and grievances; morale and climate; contracted services;
developing personnel policies; and ensuring that related laws and regulations are followed. In some school districts.
including BCPS, the human resources area includes benefits administration, collective bargaining, and employee
benefit programs.

This chapter includes the following sections:

• Organization and Management: Division of Human Resources and


the Division of Organizational Effectiveness
• Staff Development
• Policies and Procedures
• Benefits Administration
• Compensation and Classification Systems
• Contract Processes
• Employee and Labor Relations and Grievances
Organization and Management: Division of Human
Resources and the Division of Organizational Effectiveness
––––––––––––––––––––––––––––––––
This section of the Human Resources chapter looks at the management and organization of the Division of Human Resources
(HR) and the Division of Organizational Effectiveness (OE). The BCPS Superintendent has 11 direct reports, of which two are the
Chiefs of HR and OE.

Both of these divisions are dedicated to supporting BCPS Strategic Plan’s Focus Goal #3, High-Performing Workforce and
Alignment of Human Capital: “Recruit and retain a qualified, highly effective and diverse workforce, and create a systemic
professional development plan to improve work performance and readiness.” This focus goal defines what is expected of HR
and OE. It is the controlling tenet for re-imagining what a comprehensive human resources division should strive to be in order
to fully support the Strategic Plan. Please refer to the following section (Staff Development) which specifically addresses the
functions of professional development.

Currently, these two BCPS divisions are both headed by the Chiefs who are in acting roles. The Chief of HR has been in the
acting capacity since June 2019, while the Chief of OE has been in the acting capacity since December 2020. Both were
promoted from within their respective divisions to the acting chief roles and continue to perform the responsibilities of their
previous roles (left vacant) as well as their responsibilities for the acting roles.

Large school districts like BCPS vary in how they organize and manage human resources. The peer districts studied for this review
provide comparisons to guide the evaluation of the organization, management, and staffing of these two divisions and the
information from those peer districts support the findings and recommendations contained herein.

Chapter 1, Central Office Organization and Management, includes the Tier One recommendation to abolish the
Division of Organizational Effectiveness and the division’s positions of Chief and Executive Administrative Assistant
(See Recommendation 1-1). Given the proposed reorganization of the Division of Organizational Effectiveness from three
departments to one, continuing a division with a Chief as well as an Executive Director and 23 staff within one department
would be costly, redundant and ineffective.

None of the peer districts have a similar division focusing on Organizational Effectiveness and Professional Development
singularly reporting to the Superintendent. Similar entities in districts providing professional development and leadership training
and development are generally integrated within the Division of Academics.

The proposed (and renamed) Department of Organization and Leadership Development is recommended to be integrated within
the Division of Curriculum and Instruction, as illustrated below and explained in detail and illustrated on p 35.
Source: Public Works LLC Review Team, 2021.

Please note that the implementation strategies and timeline for all organizational changes can be found below, as well as on p 36.

IMPLEMENTATION AND TIMELINE FOR ALL HR REORGANIZATION RECOMMENDATIONS

1. The Superintendent should review, revise as needed, and approve the recommended organizational structure; Month 1
and incorporate the approved organizational changes into the district’s proposed staffing plan for 2021-22.
2. The Board of Education should approve the structure and the newly reorganized positions as well as the revised Month 1
job descriptions.
3. The Superintendent should implement the reorganization. Month 2
4. The Superintendent should appoint all senior executives. Month 3
5. The Superintendent should appoint all mid-level management staff. Month 3

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6. The implementation of the reorganization should be completed in time for opening of the 2021-school year. Month 3
7. The Superintendent should have the new structure evaluated by an external evaluator. Month 11

FISCAL IMPACT
Please refer to Summary of Costs at end of the chapter.

COMMENDATION 2-A:
The 2021 Baltimore County Public Schools Scholarship Loan Program, We Want You Back!, is a remarkable
offering that helps support new BCPS graduates in preparing for professional careers in K-12 education.

Through the BCPS Scholarship Loan Program, BCPS students can apply for a loan scholarship worth $4,000 per year for up to
four years. Renewal awards are automatic, pending transcript verification of grade point average (in good academic standing)
and full-time status. The award may be used for tuition, fees, books, or educational supplies.

FINDING
The Public Works LLC surveys and the open-end comments by survey respondents indicate a low approval rating of the BCPS
human resources operations and service levels.

Assessing what resources, structures, and services are in place in support of the employees and to what extent these structures
and services are supporting Goal #3, the Public Works LLC survey, as well as over 1,000 written comments and interviews,
indicate wide employee dissatisfaction with the services provided by HR: 25.86% of the responders indicate Human Resources
need major improvement, while 34.39% indicated the division needs some improvement.

The survey asked, “How would you evaluate each of the following BCPS functions?” As can be seen below in Exhibit 2-1, the
Division of HR, with the exception of Instructional Technology, had the highest percentage of responders (55.69%) indicating that
the Division needed major improvements or needed some improvements.

EXHIBIT 2-1
SELECT PUBLIC WORKS LLC SURVEY RESULTS

Needs major Needs some


Q103 improvement improvement Adequate Outstanding Don’t know
Instructional technology 36.19% 35.05% 18.56% 4.13% 6.07%
Administrative technology 24.00% 30.36% 21.81% 3.02% 20.81%
Human resources 25.86% 34.39% 25.37% 2.82% 11.56%
Staff development 18.68% 37.01% 34.78% 5.46% 4.07%
Facilities planning 21.57% 25.51% 20.28% 2.44% 30.21%
Custodial 14.33% 26.06% 34.46% 11.28% 13.88%
Grounds maintenance 8.52% 19.85% 43.90% 11.95% 15.77%
Energy management 10.58% 17.90% 30.29% 3.76% 37.47%
Food service 6.76% 16.09% 37.62% 11.69% 27.84%
Transportation 17.30% 26.23% 26.09% 3.06% 27.31%
Source: Public Works LLC Review Team, 2021.

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In response to the prompt, “Please select the BCPS operational areas that excel in operational efficiency and briefly explain
why,” only 6.02% of respondents indicated that the HR division is operationally efficient (Exhibit 2-2).

EXHIBIT 2-2
SELECT PUBLIC WORKS LLC SURVEY RESULTS

Q106. Please select the BCPS operational


areas that excel in operational efficiency. CO Staff Principals Teachers NI Staff All
None of the above 61.36% 52.89% 66.47% 61.33% 64.29%
School system organization and management 11.23% 4.96% 5.05% 6.10% 6.06%
Human resources 8.09% 10.74% 5.37% 5.71% 6.02%
Financial management 10.97% 4.13% 1.56% 4.38% 3.43%
Facilities use and management 9.66% 5.79% 5.27% 7.62% 6.30%
Food services 14.88% 33.06% 19.99% 24.57% 20.69%
Technology 14.36% 4.96% 6.34% 7.43% 7.54%
Transportation 4.44% 2.48% 4.41% 6.48% 4.71%
Shared services 1.04% 0.83% 0.81% 0.76% 0.83%
Please explain:
Source: Public Works LLC Review Team, 2021.

The dissatisfied comments about human resources can be grouped into two categories:

1. HR Division being difficult to communicate with and unresponsive; and


2. HR Division lacking an orientation to customer service.

It should be noted that a common theme in staff responses was the recognition that many of the problems in HR stem from having
insufficient staffing to manage the workflow and the communications with employees. The COVID-19 pandemic has heightened
the dissatisfaction level with HR, but responders often qualified it with a statement similar to the following direct quote, “Again, I
know that this has been impacted by the pandemic/ransomware attack, but it’s always been slow.”

Below is a sampling of direct quotes from the open-end comments on these survey questions as they pertain to HR. These
comments represent a consensus of the 1,000 plus comments echoing the same concerns. Each statement below reflects a
common theme shared by multiple employees in the over 1,000 statements submitted.

• More staff to help with payroll, certification and keeping track of our professional development.
• Staff that is trained to respond in a timely manner.
• Needs to be better manage[d].
• They are understaffed.
• No one answers phones. You can leave message or send an email which, often result in no response.
• If someone does response with a generic message regarding “increase in requests/contacts,” it is months before any
resolution or solution to a concern is provided.
• The HR Dept needs to be overhauled due to the hiring process.
• It should not take over 6 months to a year to get cleared to work for BCPS. HR is understaffed and inefficient.
• Even before ransomware it was hard to get assistance in a timely fashion.

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RECOMMENDATION 2-1:
BCPS Leadership should study the survey results and the comments of thousands of responders, along with the
review findings and recommendations for action in the following pages and take immediate actions to implement
the recommendations. (Tier 1)

Once the comprehensive assessment of the survey results, Public Works’ findings and recommendations is complete, the next
step for BCPS leadership is recreating the system’s processes and resources that are currently in place but may not be working
well and determining what needs to be put into place in order to operationalize the vision of human resources. The third step
in the process is restructuring the organization’s resources and services to accomplish what is necessary to better position the
organization to perform at a high level in supporting Focus Goal #3.

IMPLEMENTATION AND TIMELINE

1. B
 CPS Leadership needs to study the survey results and the comments of thousands of responders along Month 1
with Public Works’ findings and recommendations for action in the following pages.

2. B
 CPS leadership needs to take immediate steps to address the findings and implement the recommendations Month 1
contained herein.

FISCAL IMPACT
There is no fiscal impact to study the survey results and review findings and recommendations.

DIVISION OF HUMAN RESOURCES

FINDING
There is a noted lack of consistent practice with regard to the classification of departments and offices, as well as middle
management positions within all divisions across BCPS, including in the Division of Organizational Effectiveness and the Division
of Human Resources.

A review of the overall structure of the BCPS indicates a hierarchy of positions within the district is as follows:

“Division Chiefs (Division leaders); Department Executive Directors who are department leaders (sometimes directors and
sometimes specialists and managers) reporting to the Chiefs; and offices with coordinators, supervisors, managers, and
specialists are used for Office Leaders, depending on the characteristics of the position and office and generally reporting
directly or indirectly to the Department leaders.

The differentiation of the number of employees in departments and offices generally determine whether a director or
executive director title is warranted at the department level. The greater the size of the department warrants an executive
director.

The criteria for defining a division, department, and office are as follows:

• D
 ivisions are large organizational units that report directly to the Superintendent. Departments are organizational units
within a Division that report directly to the Division Chief.
• Offices are organizational units within the Department.

Salaries for chief-level positions are determined by the Superintendent. Salaries for mid-level management positions are based
on their classification; that is, they are based on the pay grade assigned to that job title.

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• Benefits and Human Resources are not helpful and rude. HR is [un]responsive and cold.
• They do not want to help you if you contact them because they are so overwhelmed.
• The vacancies are a sign of internal issues and it seems they fill them with warm bodies vs finding adequate staff.
• HR, Certification, Payroll offices have always been extremely understaffed. This was PRE-pandemic.
• Many teachers are still waiting for reimbursements, salary lane changes, etc. since LAST MAY.
• The process is very slow to get into BCPS. HR analysts sometimes hire family for positions that are available.
• It takes too long for HR to return calls and emails.
• Not sure that these positions are always posted to the public beforehand.
• Human resources is slow to answer questions and do not properly answer them.
• It is disorganized and needs to improve on communication.
• The hiring process needs to be re-evaluated. They need to stop the degrading process of fake interviews.
• A
 position should not be advertised if it is already promised to someone. It is unfair to an applicant to apply and interview
for a position that is truly not available.
• Why does HR still have Acting? When prior Hr Chief left, why was professional search not done?
• P rior to the ransomware attack I would have to wait weeks or months to find out information related to my current salary
lane. That is unacceptable, especially when my teacher certificate status is in question. I do not fault the current team, but
BCPS needs to seriously look at the staffing for certification and tuition reimbursement. Waiting weeks and months for a
response (again prior to the ransomware attack) is not acceptable.
• H
 istorically, I have had issues which have cost me money. There is never enough staff assigned to do the jobs that need
to be done.
• Need more support staff when hiring employees. Systems are backed up and there are a lot of employee vacancies.
• Human Resources is hard to get in touch with and delays returning emails and phone calls.
• Very difficult to get timely response from HR even prior to pandemic and ransomware.
• No one answers phones. You can leave message or send an email which, often result in no response.
• In some instances, BCPS does not hire adequate staff members. BCPS should spend greater time contacting previous
employers of prospective employees as some new hires are not reliable which directly impacts student learning/behavior,
staff, and administrators.
• It takes too long to get information back about salary lanes or reimbursement for courses.
• Hiring process is difficult to navigate and makes finding new positions with the system difficult.
• O
 ne recommendation is to prioritize connecting the HR data system with other data systems and to improve the
functionality of the HR system. HR may already be doing this in light of the ransomware attack but I’m not sure.
• Human resources appears to not be able to handle the work load and for years have not been very responsive.
• Office of Certification cannot handle number of requests and is backed up.
• E ven before the Pandemic and Malware attack it would often take weeks if not months to get responses about salary,
certification, etc.
• They definitely don’t hire a person that has experience in a specific job classification.
• T here should be more staff in the office to help process things. It took forever to get us back up and running again, more
staff can assist.

The survey results and the above sample of over a thousand similar comments provide a basis for the assessment of the status of
the Division of HR and, to some extent, the Division of OE. For more comments specifically aimed at professional development,
please see the section on professional development in this chapter.

90
In determining the pay grade of job titles, including mid-level management titles, the goal is to achieve both internal equity
and external competitive salaries for recruitment and retention.  Many factors are considered, especially the overall scope and
complexity of duties which includes the following factors:

• Nature of the work; knowledge and skills required 


• Supervision exercised
• Scope and effect of decisions/actions 
• Problem solving & complexity, nature and extent of guidelines 
• Vocational/educational preparation required
• Purpose and nature of contacts 
• Recruitment/retention challenges”

Source: BCPS Division of Human Resources

RECOMMENDATION 2-2:
BCPS Leadership should reclassify all positions as Executive Directors who serve as department leaders and who
report directly to a Division Chief. (Tier 1)

Once the comprehensive assessment of the survey results, Public Works’ findings and recommendations is complete, the next step
for BCPS leadership is recreating the system’s processes and resources that are currently in place but may not be working well
and determining what needs to be put into place in order to operationalize the vision of human resources.

Reclassifying these positions would make for a consistent practice to classify departments and offices as well as the titles and
salaries of staff throughout all divisions. This would bring BCPS into alignment with their stated organization and criteria. This
change would address prevalent morale issues surrounding titles, classifications, and salaries within central office across divisions.

FISCAL IMPACT
This is a BCPS-wide finding. Specific changes are to be detailed in each chapter. This chapter details the fiscal impact for the
Departments of Human Resources and Organizational Effectiveness.

FINDING
The current BCPS HR processes are cumbersome and overly complex for programs that provide instructional opportunities for
20 days in the summer months.

Typically, 2,500 staff are hired for the program between May to June 15. The hires are all current employees.

The process is inefficient, time-consuming, and redundant due to the fact that the employee information is already in HRIS and
payroll. There is a need to re-engineer the system for staffing the BCPS summer school programs – teachers, paraprofessionals,
and assistants – to achieve efficiencies and increase effectiveness.

RECOMMENDATION 2-3:
The BCPS Division of HR should apply the existing EYE (extended year employment) process to allow schools to
determine their program needs and hire the own staff (by allotting hours) to support the students they teach during
the year.  (Tier 1)

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In this model, schools are provided a “bucket” of funds for summer activities. These funds can be used for staffing summer
school programs, providing professional learning opportunities, planning for upcoming school year, supporting other student
engagement activities, etc. The Division of HR staff reported that the advantages of this model include that it:

• C
 reates an ability for staff to focus on recruitment and retention efforts for the upcoming year instead of directing so much
time and effort to a program that does not impact hiring/retention.
• Allows for efficient end of year close-out processes to be completed on time by the end of fiscal year on June 30th.

Streamlining would benefit the BCPS system in multiple ways, including that it:

• Allows school staff to work at their home school.


• P rovides students continuity of learning with staff they have existing relationship with/or build new relationship to carry
into the next year.
• C
 reates more opportunity to incorporate both student instructional programs and staff professional learning, removing
competing priorities for system goals.
• Allows for more flexibility to meet both staff and student/family needs if schools could plan programs individually.

FISCAL IMPACT
This recommendation could be implemented with existing resources. Summer learning generally has set rates of pay for teachers and
IAs, while the EYE program pays teachers at a daily rate of their regular salary. This recommendation may impact the individual pay
of teachers; however, when averaging out salaries across the district, this recommendation will likely not have a fiscal impact.

FINDING
During the COVID 19 year-long telework experience, some staff within divisions and departments and offices of HR and OE
have adjusted well to working at home or on a hybrid schedule. Many staff reported that teleworking allowed them to increase
effectiveness and work off-hours when their customers need service.

Throughout all industries and business across the nation, organization leadership are reconsidering their workplace, hybrid
models, and worker assignments.

RECOMMENDATION 2-4:
BCPS should consider establishing a program of flex and hybrid work schedules for its divisions and offices and
implement once the COVID crisis has passed. (Tier 2)  

FISCAL IMPACT
This recommendation could be implemented with existing resources.

FINDING
The Division of Human Resources is not organized to function effectively and efficiently and to provide high quality and timely
customer services.

There are 71.5 staff members In the Division of Human Resources, based on the proposed 2022 Budget Book. According to the
organization chart of March 2021, there are eight direct reports to the Chief Human Resources Officer (CHRO) including the:

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• Executive Administrative Assistant
• Manager of the Office of Staff Relations and Employee Performance Management
• the Assistant Superintendent for the Department of Recruitment and Staffing
• the HR Management Analyst
• the Director of the Office of Employment Dispute Resolution
• the Manager of the Office of Employee Absence and Risk Management
• the Manager of Employee Leaves, Benefits and Retirements
• the HR IT Systems Officer

The BCPS Division of Human Resources benefits from having dedicated managers, coordinators and support staff who have
lengthy tenures and many years of HR specific experience in their critical roles, which provides for historical knowledge,
continuity, and consistency despite turnover in mid-level and high-level positions.

Please refer to Exhibit 2-3 below for the current organization chart for the HR Division.

EXHIBIT 2-3
DIVISION OF HUMAN RESOURCES ORGANIZATIONAL STRUCTURE

Acting Chief Human


Resources Officer

Executive Administrative Assistant HR Management Analyst

Manager, Staff Relations


Director, Employment HR Officer, Manager, Employee Absence Manager, Employee Benefits, Assistant Superintendent
& Employee Performance
Dispute Resolution HR Information Systems & Risk Management Leaves & Retirement HR Recruitment & Staffing
Management

Acting EEO Officer Specialist Director, HR Staffing;


Specialist HR Officer, Employee
Equal Employment Employee Absence CASE, TABCO &
Leaves & Retirements Performance Mgmt
Opportunity Mgmt Non_Represented

Supervisor Specialist Director, HR Staffing;


Specialist
Investigations & Workers OPE, ESPBC, AFSCME
Employee Benefits
Records Management Compensation & Non-Represented

Specialist Specialist
Manager,
Insurance & Risk Employee Assistance
Recruitment & Retention
Management Programs

Supervisor Position
HR Analyst
Management &
Employee Wellness
Classification

Supervisor Certification
and HRIS

Source: BCPS, 2021.


NOTE ABOVE: At the time of writing this chapter, the above individual (Adams) had not been appointed to the position.

It is the responsibility of HR to employ highly effective employees for all schools and offices, implement the onboarding process,
identify and educate employees on potential risks, devise plans to minimize risk, investigate personnel matters, and collaborate
with appropriate offices on supporting and evaluating employees. Additionally, the division provides benefits and/or services to
active employees, temporary employees, and retirees.

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The Acting Chief (since 2019) was the former Assistant Superintendent for the Department of Human Resources Recruitment and
Staffing. During the Acting Chief’s acting tenure (almost two years), the position of Assistant Superintendent has not been filled
with another appointee. In effect, the Acting Chief fills both roles.

The Mission Statement of the Department of Human Resources Recruitment and Staffing states that it will implement a strategic
talent management framework to recruit, develop, and retain a diverse workforce committed to supporting the system’s vision
and goals. The Department’s Objectives include:

• Provide highly effective staffing for all schools and offices.


• Ensure compliance with Human Resources related federal, state, and local laws and regulation.
• E nsure all certificated staff achieve and maintain professional certification, including evaluating educator credentials,
issuing initial certificates, renewing certificates, and adding area endorsements.
• Administer the equitable allocation, management, and classification of positions for the system.
• Coordinate the hiring of contractual, temporary, and substitute employees for Baltimore County Public Schools.
• Work collaboratively with all offices in the school system to promote an excellent customer service model.
• P rovide administrators and supervisors with training to effectively manage and administer the collective bargaining unit
agreements and board policies and superintendent’s rules.

RECOMMENDATION 2-5:
BCPS should abolish the Office of Employee Relations and Performance Management, transfer the manager of
employee relations and collective bargaining to the Office of the Chief of Staff, and transfer the two current staff in
the Office of Performance Management to the Department of Organization and Leadership Development. (Tier 1)  

The two functions of the Office of Employee Relations and Performance Management (collective bargaining and the grievance
process as well as Employee Performance Management) are somewhat antithetical and each demands individualized attention.

A position as critical as the manager of employee relations should be aligned more closely with the Superintendent, as opposed
to the Chief HR Officer. The manager (Chief Negotiator) works directly with the Superintendent regarding the collective
bargaining process and not only serves as the BCPS negotiator for collective bargaining, but also manages the grievance and
appeals process up to the point when the appeals reach the Superintendent’s level. At that point, the process is handed off to a
staff member in the Chief of Staff’s Office. For information regarding this process, please see the chapter, Employee and Labor
Relations. The Chief of HR is not a part of those matters. As such, it is important to maintain separation between the HR Division
and employee evaluations, as well as the employee relations office, which manages the collective bargaining and
labor relations.

The chief labor negotiator in many districts is an independent labor consultant who reports to the Superintendent and/or Board
of Education and not to the Human Resources leader. Those districts who have an in-district employee responsible for labor
relations and collective bargaining have that staff member report either to the Superintendent/Board or the Human Resources
leader. Please refer to the chapter on Employee Relations for the recommendation regarding the Board of Education’s role
with collective bargaining, which strengthens the need to have this manager position separated from HR and reporting to the
Superintendent/Board.

Please refer later in this chapter to the discussion on the Division of Organization Development for the recommendation and
rationale for the reassignment of the staff providing the services in the performance management office.

FISCAL IMPACT
This recommendation could be implemented with existing resources.

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RECOMMENDATION 2-6:
BCPS should re-instate the Department of Human Resources Operations, creating and filling the position of an
Executive Director of Department of Human Resources Operations. (Tier 1)  

There is currently not a recognized and functioning department or department leader to supervise and coordinate the various
offices of the operational support functions. There are inadequate controls and structure to coordinate and support staff in the
disparate offices. There had been such a department with a director prior to December 2020. A decision was made to abolish
the department and repurpose the funds. In fact, the Division still lists the department and its functions on its website.

“The Department of Human Resources Operations provides guidance and expertise on specialized human resources areas to ensure
that actions taken are appropriate and in alignment with regulations, policies, rules, bargaining unit agreements, procedures, and
the mission and goals of the school system. The Department of Human Resources Operations works collaboratively with schools and
offices to attract, develop, support, retain, and exit employees throughout their employment and/or retirement.”

The Department’s purposes are to:

• E nsure due process procedures are consistently implemented in the disciplinary process for all employees across all
schools and offices throughout the school system.
• Coordinate the employee absence management programs through various programs and services.
• Facilitate the identification, analysis, and coverage of potential liability and loss issues for the school system.
• Manage the workers compensation and unemployment insurance program for the school system.
• Implement the ongoing requirements of employee benefits programs and services.
• C
 oordinate the Employee Wellness and Employee Assistance Program and continue to offer programs and services to
employees that improve physical and mental health.
• Provide ongoing support, consultation, and training to site-based administrators.”

Source: BCPS website, 2021

The elimination of the Department of Human Resources Operations and its leadership position has created a vacuum of effective
supervision, coordination, and monitoring of offices previously contained within the Department: Employee Benefits, Leaves
& Retirement; Employee Absence & Risk Management; Human Resources Information Systems; and Employment Dispute
Resolution.

These offices are in need of a Department of Human Resources Operations with a leader to function more effectively.

Without the creation of this Department, BCPS will suffer from inadequate recruitment, staffing and processing of employees. It
will continue to be plagued by a lack of applicants for positions, vacancies, disrupted and slow transactional services, as well as
inefficient and ineffective services, by continuing with the current organization and staffing levels of this Division. This is a growing
district with an increasing number of employees both certified and non-certified, as well as increased demands on human
resources services.

BCPS should review and update the specific requirements for the position of Executive Director – Department of Human
Resources, as well as its range of responsibilities for the job description, advertising, interviewing, selecting, and appointing a
highly qualified, permanent leader with appropriate training, preparation, and experience sufficient to coordinate, supervise,
and lead that Department.

FISCAL IMPACT
The fiscal impact of this recommendation is for the Executive Director salary and benefits, estimated at the cost of $302,891
annually. The five-year fiscal impact is shown below. Over five years, the potential cost to BCPS for implementing this
recommendation is ($1,514,455).

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RECOMMENDATION YEAR ONE YEAR TWO YEAR THREE YEAR FOUR YEAR FIVE
Create Executive Director of Department
($302,891) ($302,891) ($302,891) ($302,891) ($302,891)
of HR Operations position

Source: BCPS Average salaries per position used for budgeting FY 22. Average Salary includes base and supplemental salary (longevity, shift differential, doctoral stipend,
etc.) BCPS Cost of benefits (38.5%) and retirements (11.17%) provided by BCPS benefits calculator for all fiscal impact statements.

RECOMMENDATION 2-7:
BCPS should re-structure the Office of Certification so the staff in the office receive the full-time coordination,
leadership and supervision from its manager. (Tier 1)  

The Office of Certification, contained within the Department of Recruitment and Staffing, is neither effectively organized nor
effectively staffed to fulfill its obligations satisfactorily.

The Supervisor of the Office of Certification’s allocation of time is spent 60% on certification and 40% with HRIS responsibilities.
The HRIS responsibilities predated the supervisor assuming the role in 2013. Continuing with the same staffing levels and
supervision split by one supervisor between HRIS and Certification will cause the Certification Office, as well as the HRIS
services, to provide less than a high level of service in the vast area of certification.

The importance of these two distinct services requires accuracy and detailed specificity. The ”back-office” critical functions and
services are being performed well by a small coterie of capable, dedicated, and overwhelmed staff.

The Office of Certification is responsible for ensuring that certificated staff achieve and maintain professional certification. This
team evaluates educator credentials, issues initial certificates, renews certificates, and adds area endorsements. Certification
staff serve as liaisons to the MSDE for certificated BCPS staff. The office also serves as professional growth advisors and works
collaboratively with the Office of Organizational Development to offer various professional development opportunities for
BCPS staff.

The Office of Certification’s website provides:

• Information regarding the certification renewal process;


• Frequently asked questions regarding certification (see Office of Certification Summary of Services);
• State of Maryland testing requirements;
• Procedures and requirements for receiving tuition reimbursement; and
• Instructions on how to obtain a copy of your certificate from MSDE.

The Supervisor of the Office of Certification has the responsibilities of supervising and coordinating the slim staff responsible for
all certification services. These staff responsibilities ensure that all certificated staff achieve and maintain professional certification,
including evaluating educator credentials, issuing initial certificates, renewing certificates, and adding area endorsements.

In addition, the Supervisor has responsibility for supervising the staff who process all human resources transactions into the
Business Management Information System (BMIS) within the Advantage Human Resources system, like processing all transactions
linked to payroll and reimbursements. (Please refer to the section regarding the information technology (IT) component for related
findings and recommendations).

The human resources information systems (HRIS) group within the Office of Certification is staffed with four team members – all
clerical support – who process new hires, enter the data into the human resources system for payroll, complete salary changes,
etc. They receive the data from the two staffing supervisors. The HRIS staff is as follows: One Human Resources Assistant (Lead)
responsible for Non-Certificated Staff, HRIS Record Maintenance, and Salary Lane Advancements; one Human Resources
Assistant responsible for Certificated Staff (A-K), HRIS Record Maintenance and Salary Lane Advancements; one Human
Resources Assistant responsible for Certificated Staff (L-Z), HRIS Record Maintenance, and Salary Lane Advancement; and
a secretary.

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RECOMMENDATION 2-8:
BCPS should consolidate all human resources information systems services and create an Office of Human Resources
Technology Services and re-classify the HR IT Systems Officer position to Director. (Tier 1)

The Office of Human Resources Information Technology Services should be staffed with:

1. The current Director of Human Resources IT Systems Officer;


2. The reassignment of the current support staff located in the certification office who are responsible for all data
input affecting all employees into HRIS; and
3. The existing one (1) staff member who is the HR management analyst.

FISCAL IMPACT
Implementing this recommendation will incur an estimated cost of ($20,330) due to the salary difference between an officer
position at $130,645 and a director position at $150,975. Over five years, the potential cost to BCPS for implementing this
recommendation is ($101,650).

RECOMMENDATION YEAR ONE YEAR TWO YEAR THREE YEAR FOUR YEAR FIVE
Reclassify HR IT Systems Officer position
($20,330) ($20,330) ($20,330) ($20,330) ($20,330)
to Director

RECOMMENDATION 2-9:
BCPS should merge the two staffing offices (Certificated and Non-certificated) for FY23, if budget limitations prevail.
(Tier 2)  

During the period of time during 2020-2021 that the position of Director of the Office for Staffing – Non-certificated positions
was left vacant, the Director of the Office of Staffing – Certificated had the responsibility for the supervision of both offices.
This model of having a single office and director of staffing is similar to DeKalb County and the other peer districts.

BCPS may well wish to continue this model of having two separate offices for FY22 in order to allow the new director the
opportunity to address the vexing challenges of the many vacant and hard-to-fill positions that exist on the non-certificated side
of the district. BCPS can then evaluate its staffing office model for FY23.

On the other hand, should BCPS determine to merge the two offices and reduce one director position in FY22 or FY23, the
savings could be readily re-purposed to offset the costs of the highly-needed staffing recommended in this chapter.

FISCAL IMPACT
Implementing this recommendation provides potential annual savings of $225, 964. (The salary of a director is $150,975,
plus 38.5% for benefits and 11.17% for retirement.) Over five years, the potential savings to BCPS for implementing this
recommendation is $1,129,820.

RECOMMENDATION YEAR ONE YEAR TWO YEAR THREE YEAR FOUR YEAR FIVE
Merge Certificated and Non-certificated Staffing $225,964 $225,964 $225,964 $225,964 $225,964

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RECOMMENDATION 2-10:
BCPS should reclassify the position of Assistant Superintendent Recruitment and Staffing to Executive Director. (Tier 1)  

This is the only position title (Assistant Superintendent) leftover and unchanged from an earlier reorganization. The change of the
title of the position is consistent with HR criteria.

FISCAL IMPACT
This recommendation could be implemented with existing resources.

Exhibit 2-4 illustrates the proposed organizational structure for the Division of Human Resources.

EXHIBIT 2-4
DIVISION OF HUMAN RESOURCES PROPOSED ORGANIZATIONAL STRUCTURE
Division of Human Resources

Executive Administrative Assistant

Department of Recruitment and Staffing Department of Human Resource Operations

Office of Staffing; OPE, ESPBC, AFSCME & Non-Represented Office of Employment Dispute Resolution,

Office of Staffing; CASE, TABCO & Non-RepresentedOffice of Office of Employee Absence and Risk Management

Office of Recruitment & Retention Office of Employee Benefits, Leaves and Retirements

Office of Certification Office of HR IT Services

Office of Position Management & Classification Office of Employee Assistance: walk-in/call Center

Source: Public Works LLC Review Team, 2021.

FINDING
There is a misalignment between the emphasis and priority of Focus Goal #3 and the resources allotted to the Division of Human
Resources (HR) to implement the goal.

Although the mission statements and the goals of the divisions/departments are aligned in supporting the Focus Goal #3 and
contribute to Focus Goal #1, the resources (staff and budget) allotted are not aligned with the Focus Goal.

The Division of HR is insufficiently staffed to accomplish its responsibilities or the Focus Goal, as stated in The Compass, in an
effective, timely, complete, and efficient fashion. Simply stated, some of the offices in HR do not have sufficient employees to get
the job done as intended and required.

The number of total certificated and non-certificated employees in BCPS has grown in the past years, while the numbers of staff
who provide critical, human resources support services has not kept pace with either the growth or the increased requirements of
the jobs in many offices.

The staffing FTEs in Division of HR has remained stable in terms of staffing the critical functions supporting the existing and
increasing number of students in BCPS. The enrollment has increased by 6,000 since FY19 without any increase of the number of
certificated and support staff employees providing direct and indirect services to the students in BCPS. For example: the FY22 HR
Operations offices maintain the same number of employees as in FY20; the number of staff in the office of benefits, in the office

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of risk management and insurance; in the office of recruitment/staffing; and the number of staff in the office of staff relations and
employee performance management remains unchanged (11, 9.5, 8, 37, 8 respectively).

The proposed total budget (FY22) for the Human Resources Division is proposed to decrease by nearly $60,000 from FY20. The
division’s budget has remained relatively stable the past several years largely to accommodate salaries and expenses but has not
been augmented to provide needed additional staff.

The overall level of staffing in the Division of HR pales in comparison with those of peer districts. A review of all peer districts
concludes that the BCPS Division of HR is thinly staffed to support adequately and fully a district of 18,000 reported employees.

BCPS cannot keep up with the human resources demands of its nearly 18,000 employees and with the needs and the volume of
work required of a growing workforce. Failure to address this pressing concern of lack of infrastructure in human resources will
continue to impede any progress toward Focus Goal #3 and the implementation of the overall Strategic Plan.

As seen in the comments from respondents to the Public Works LLC survey, there is an expressed recognition of the need for the
Division of HR to be staffed appropriately to meet employees’ needs.

RECOMMENDATION 2-11:
BCPS should add one certification assistant and one secretary to the Office of Certification. (Tier 1)  

Current staff level in the Office of Certification is inadequate to serve the BCPS employees. The Certification Office needs more
staff due to the volume, importance, and specificity of the work, as well as emerging requirements from the Maryland State
Department of Education (MSDE).

There is a slim team of staff in the Office of Certification consisting of: one Certification Analyst, responsible for certification and
licensure for certificated staff with last names A-K; and one Certification Analyst responsible for certification and licensure for
certificated staff (Last Names L-Z). There has been stability of staff in this office, most notably one staff member with 52 years
of dedication.

There is a need to improve the level of support offered to teachers, especially conditional teachers from the certification side.
There are changes in the MSDE certification requirements, which require more resources at the local level, but no resources or
staffing changes have been explored.

In comparison with peer districts, BCPS is thinly staffed in this area. Peer districts used in this study perform the same functions
described above. These two disparate functions in the Certification Office in BCPS are typically organized with separate offices
and supervisors in peer districts. For example, the peer district of Duval County Schools has a Department of Human Resources
Quality Control reporting to the Chief of Human Resources. Contained within that department are two (2) separate offices with
supervisors responsible for each of the same functions described above in the BCPS Office of Certification. Montgomery County
Public Schools has a similar structure, as does Shelby County, Jefferson County, San Diego Unified, and DeKalb County.

The excessive volume of the work that is required of a limited staff and focused oversight of both certification and transactional
services in BCPS would be more effective by being organized into separate offices with two supervisors instead of one supervisor
and a single office. Using just one example for comparison, in the DeKalb County Schools, there is a Department (with a Director)
of Employment Services and an Office of Human Resources Technology with a technology manager reporting to the Director,
and seven staff reporting to the manager: four records clerks, a data control specialist, a data analyst, and a staffing technician.

The overwhelming negative comments in the Public Works LLC survey focused on the Office of Certification.

• HR, Certification, Payroll offices have always been extremely understaffed. This was PRE-pandemic.
• M
 ore people need to be hired in the Office of Certification. I should not get an email back from them stating that it will
take 6-8 weeks to answer my questions about my certificate.

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• There needs to be more staff to help in the certification office. Emails go weeks and weeks without answers.
• Many teachers are still waiting for reimbursements, salary lane changes, etc. since LAST MAY.

The organization of that office and inadequate staffing cause most of these issues and discontent. Failure to address these matters
will continue the lack of timeliness, accuracy, and responses to employees.

FISCAL IMPACT
The potential fiscal impact of this recommendation is the cost of salaries and benefits of one analyst and one secretary, estimated
annually at ($210,161). Over five years, the potential cost to BCPS for implementing this recommendation is ($1,050,805).

RECOMMENDATION YEAR ONE YEAR TWO YEAR THREE YEAR FOUR YEAR FIVE
Add one Certification Assistant position and one
($210,161) ($210,161) ($210,161) ($210,161) ($210,161)
Secretary position to Office of Certification

RECOMMENDATION 2-12:
BCPS should add one analyst and one secretary to the Office of Performance Management to assist with creating
and implementing a new performance management system for non-instructional staff. (Tier 1)

There is one person in this office now responsible for the performance management system for certified staff. This staffing level is
insufficient to add on the responsibility for the non-certified staff performance management program. There is a critical need for
another staff member to assist with the creation and implementation of a new performance management system of non-certificated
staff. Failure to fill such a position will not allow for the performance management system to be designed and implemented.

FISCAL IMPACT
The potential fiscal impact of this recommendation is cost of the salaries and benefits of one analyst and one secretary, estimated
annually at ($210,161). Over five years, the potential cost to BCPS for implementing this recommendation is ($1,050,805).

RECOMMENDATION YEAR ONE YEAR TWO YEAR THREE YEAR FOUR YEAR FIVE
Add one Analyst position and one Secretary
($210,161) ($210,161) ($210,161) ($210,161) ($210,161)
position to Office of Performance Management

RECOMMENDATION 2-13:
BCPS should add one investigation records specialist (clerical position) to the Office of Investigations and Dispute
Resolution responsible for criminal background investigations, reviews, and fingerprint reviews. (Tier 1)  

The Office of Investigations and Dispute Resolution is in need of increased staffing levels to address their caseload demands
efficiently and effectively. The Office of Investigations and Records Management (OIRM) is responsible for overseeing the
fingerprinting and criminal background checks for all employees. It also conducts Division of HR related internal investigations;
conducts abuse/neglect investigations and incident review; carries out misconduct investigations and incident reviews; monitors
and investigates post-employment arrests; and serves as liaison between BCPS and the Department of Social Services (DSS)
and local and state law enforcement agencies on employment-related investigations.

There are currently two investigation records specialists (clerical positions) responsible for all of the work described above. Two
people in this office are simply inadequate for the volume of work that is highly sensitive and confidential.

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FISCAL IMPACT
The potential fiscal impact of this recommendation is the cost of salaries and benefits of one investigation records specialist,
estimated annually at ($114,314). Over five years, the potential cost to BCPS for implementing this recommendation is
($571,570).

RECOMMENDATION YEAR ONE YEAR TWO YEAR THREE YEAR FOUR YEAR FIVE
Add one Investigation Records Specialist
($114,314) ($114,314) ($114,314) ($114,314) ($114,314)
position to Office of Investigations

RECOMMENDATION 2-14:
BCPS should hire two part-time positions of recruiters during the seasonal periods of heavy demand and volume
when recruiting takes place and assign an existing staff person who is a data analyst to this office. (Tier 1)  

There is a need to augment the level of staffing in the Department of Recruitment and Retention in the Office of Staffing – Certified
Staff (CASE, TABCO & Non-Represented).

There are six officers who are responsible for recruiting, screening, and hiring certificated staff. They attend teacher job fairs,
conduct annual staff review meetings with principals concerning needs, vacancies, transfers, retirements, and other matters. Each
officer has a specialty area of county-wide positions (like nurses, school psychologists, or central office staffing). The current
arrangement has assigned two officers per zone (1 for elementary, 1 for secondary). One staffing associate maintains the
recruitment schedule, calendar, and website. There are three secretaries assigned (one per zone).

This arrangement and level of staffing is equivalent to the DeKalb County Schools Department of Employment Services whose
director has assigned to each of the district’s seven area offices a human resources manager and a secretary for onsite human
resources services. But it should be noted that a key difference between BCPS and the DeKalb staffing model is that DeKalb
has one office and staff for both certificated and non-certificated staffing while BCPS has separate offices. There is also one
(Administrative Assistant 2) who reports to the director and who is shared with the Staffing Director for non-certified staff.

Increasing recruitment activities is critical to generate a qualified and expansive candidate pool. The BCPS Department for
Recruitment and Retention is not staffed appropriately to complete this mission. Continuing with the current staffing levels in this
department will not address the critical issue of augmenting the candidate pool.

FISCAL IMPACT
The estimated annual fiscal impact of this recommendation is a cost of ($20,000). Over five years, the potential cost to BCPS for
implementing this recommendation is ($100,000).

RECOMMENDATION YEAR ONE YEAR TWO YEAR THREE YEAR FOUR YEAR FIVE
Add two part-time Recruiter positions ($20,000) ($20,000) ($20,000) ($20,000) ($20,000)

RECOMMENDATION 2-15:
BCPS should add three analysts and an administrative secretary to the Office of Staffing – Non-certificated support
to address the employment demands caused by high turnover and vacancies. (Tier 2)  

This need for additional staff is largely due to vacancies and difficulties with recruiting and hiring to fill shortages in the categories
of employees working in the support services areas: transportation, custodial, grounds and maintenance, food services, and
office staff.

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There are many categories of hard-to-fill positions which have increased during the past five years along with a high turnover of
support positions. For example, the grounds department ongoing vacancy rate is 40 per month.

Work demands have grown in complexity and scope during the past 5 years, requiring even more attention to detail and added
requirements. The sheer numbers of employees, the volume of turnover of employees in these business services departments, the
volume of work as well as the newly added, mandated state HB 486 requirements are overwhelming for the small, existing staff
in the office.

There are three analysts in the Staffing – Non-certificated Office. One staffs food and nutrition services and maintenance. The
second staffs for the offices of operations and grounds, while the third analyst staffs for transportation, logistics and construction
as well as for bus services. In addition, the analysts assist the office supervisor with the staffing and processing of the Education
Support Professionals of Baltimore County (ESPBC) because of the workload of recruiting and hiring the office professionals in
all schools and the inordinate numbers of transfers, promotions, resignations, and retirements of this category of staff. Vacancies
range between 25 and 28 on a steady basis.

The addition of the requested analysts would permit the office to re-structure the assignments of analysts so they can specialize
by area. One analyst is needed to assist with facilitating information sessions, as well as tracking and assisting with the mandated
requirements of HB 486, and filling in for other analysts when they are on leave.

These additional staff would enhance the efficiency of this office in staffing the many offices of support services.

FISCAL IMPACT
The estimated annual fiscal impact of this recommendation is the cost of ($466,933). Over five years, the potential cost to BCPS
for implementing this recommendation is ($2,334,665).

RECOMMENDATION YEAR ONE YEAR TWO YEAR THREE YEAR FOUR YEAR FIVE
Add three Analyst positions and one
Administrative Secretary position to Office ($466,933) ($466,933) ($466,933) ($466,933) ($466,933)
of Staffing - Non-certificated

RECOMMENDATION 2-16:
BCPS should augment the staff in the Office of Employee Benefits, Leaves and Retirements by one benefits specialist. (Tier 1)  

This additional position is needed to respond to employee needs and improve timeliness of response to employee inquiries.

FISCAL IMPACT
The estimated fiscal impact of this recommendation is annual cost of ($114,314). Over five years, the potential cost to BCPS for
implementing this recommendation is ($571,570).

RECOMMENDATION YEAR ONE YEAR TWO YEAR THREE YEAR FOUR YEAR FIVE
Add one Benefits Specialist position ($114,314) ($114,314) ($114,314) ($114,314) ($114,314)

FINDING
The logistics and process for potential applicants are not user friendly or accessible.

The BCPS Human Resources Division lacks a call center and a dedicated walk-in center with computer kiosks to accommodate

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applicants who may not have access to technology and who wish to complete the software application for employment or to
meet in person with staff. There are unwieldy wait times for an applicant to even talk by phone with a staff member for needed
assistance. Existing employees with human resources issues cannot talk with a staff member due to excessive wait times.

The staffing offices average 150 calls a day to the four phone lines linked to office staff. Some of the calls are generic and could
be better handled more effectively and efficiently with a call-in center. Many are specific human resources issues, and the time
taken by analysts for the volume of calls could be more effectively used by them used to recruit, hire, and process applicants,
while a properly staffed walk-in or call center would facilitate better customer service.

There is a critical need to improve customer service levels and assist employees with human resources and benefit inquiries.
Review of the comments from the PW survey testifies to the frustration of employees not being able to contact or even get
responses to their inquiries.

RECOMMENDATION 2-17:
BCPS should create a call/walk-in center for human resources. Staff the center with four positions: one receptionist
and three customer service representatives. The walk-in center would be staffed at the above level so as to offer
extended hours for employee services. (Tier 1)  

This recommendation could be implemented with existing resources.

FISCAL IMPACT
The estimated fiscal impact of this recommendation is annual cost of ($327,912). Over five years, the potential cost to BCPS for
implementing this recommendation is ($1,639,560).

RECOMMENDATION YEAR ONE YEAR TWO YEAR THREE YEAR FOUR YEAR FIVE
Create HR Call/Walk-in Center with
($327,912) ($327,912) ($327,912) ($327,912) ($327,912)
four positions

FINDING
The culture of the Division of HR is lacking in customer service, communications protocols, transparency of operations, timeliness,
and quality of responses to employees.

The level of customer service in the Division of HR needs to be upgraded. Few other divisions within a school district have as many
or as frequent contact with employees – in this case, nearly 18,000 employees on a regular basis. The current culture simply does
not generate the respect of employees. The culture and climate within the Division needs to improve. The respondents in the Public
Works LLC survey indicate that from a customer’s perspective the current culture of the Division is inconsistent with its role.

The Department leaders and office managers/supervisors need to have advanced training in leadership, management,
communications, and morale building.

The survey revealed hundreds of comments regarding what is perceived as a lack of customer service throughout the Division of
HR, especially in the offices of benefits retirements and leaves, certification, as well as payroll.

Below are a few of the representative comments:

• T hey could be friendlier. Even before the Pandemic talking to human resources was a nightmare. People have to email
multiple times and never get any answers. It has just gotten worse with the pandemic.
• Their availability and response during these turbulent times is appalling.

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• E mployees wait weeks or more for responses and if there is no response, we are pretty much forced to contact our
UniServe director. Only after that, a response is sent. Need people with more patience to answer questions on the phone.
• T he communication and responsiveness of these groups are clearly lacking the customer service approach that they
should have.
• N
 eed people with more patience to answer questions on the phone. I would appreciate a more customer-oriented
approach.
• HR personnel often act like teachers are a bother rather than their customers.
• HR is [un]responsive and cold.
• HR makes you feel as if you are wasting their time with any concern or inquiry
• G
 enerally the most unfriendly department with a few kind souls sprinkled in. Benefits and Human Resources are not
helpful and rude.
• I wish we could see them in person to answer questions.
• Need people with more patience to answer questions on the phone.
• Cannot reach Benefits Office! They need help!

RECOMMENDATION 2-18:
BCPS should create a position of Human Resource Quality Control Specialist. (Tier 1)  

This position would be responsible for addressing customer service, communications protocols, timeliness, and quality of
responses to employees and training staff, and for measuring satisfaction levels of customers.

The volume of employee contacts and the survey comments demonstrate the need for assistance in these areas.

The Division of HR needs to establish a quality control process to gauge the levels of employee satisfaction with HR services.
Currently, there is no process to measure levels of employee satisfaction. Without some form of a dashboard and feedback
loop, the Division will continue to be highly criticized by its customers and fail to improve.

FISCAL IMPACT
The estimated fiscal impact of this recommendation is annual cost of ($114,314). Over five years, the potential cost to BCPS for
implementing this recommendation is ($571,570).

RECOMMENDATION YEAR ONE YEAR TWO YEAR THREE YEAR FOUR YEAR FIVE
Create HR Quality Control Specialist position ($114,314) ($114,314) ($114,314) ($114,314) ($114,314)

FINDING
It is an efficient and ineffective use of time by the Manager of the Office of Insurance and Risk Management to attend the many
unemployment and workers compensation hearings and the travel to the hearings.

This situation is exacerbated by having the manager of employee absence assist with the hearings which is a further loss of time
devoted to primary responsibilities and assisting employees.

1. Average time to prep for each hearing;  - 30 minutes


2. Average time for each hearing; and - 30 minutes
3. Average time for post hearing follow up. - 15 minutes

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 The following is a four year trend of hearings.

7/1/2017 to 6/30/2018 - 89 hearings


7/1/2018 to 6/30/2019 - 82 hearings
7/1/2019 to 6/30/2020 - 65 hearings
7/1/2020 to 6/30/2021 - 173 hearings

RECOMMENDATION 2-19:
BCPS should hire retired BCPS employees to serve as hearing officers as contracted, hourly employees. (Tier 1)

The BCPS pays a comparable FTE representative position $58,966 which works out to be $31.49 per hour.

IMPLEMENTATION AND TIMELINE

1. T HE BCPS Superintendent should approve the use of hearing Officers on a contracted, Month One
hourly basis.
2. The Chief of HR should authorize a written job description and posting for Hearing Officers. Month One
3. HR should screen, and interview applicants: select and train hearing officers. Month Two

FISCAL IMPACT
By applying the $31.49 per hour rate for this position, for an average of 3 hours (allowing for training and travel) per hearing,
based on current year of the number of hearings, the cost would be 173x $98 = $16,954 plus $1500 mileage. Total cost ($18, 454)
The amount of time of the Manager of Insurance and Risk Management devotes to the hearings equates to 25% of his time. The
Manager of EAMP devotes about 15% of his time. Total Savings $68, 454.

The savings of the Managers’ time ($68,454-$18,454) not only covers the cost of the hearing officers and mileage costs
but offers savings in excess of $50,000 of salaries and over 30% of combined time of the two managers to be dedicated to
principal duties.

The estimated fiscal impact of this recommendation is annual savings of $50,000. Over five years, the potential savings to BCPS
for implementing this recommendation is $250,000.

RECOMMENDATION YEAR ONE YEAR TWO YEAR THREE YEAR FOUR YEAR FIVE
Hire Contract Hourly Hearing Officers $50,000 $50,000 $50,000 $50,000 $50,000

FINDING
The Office of Risk Management lacks and needs focus and systemwide BCPS coordination.

A newly created Office of Risk Management has been proposed in the re-organization of the BCPS. The purpose is to coordinate
and supervise all risk management activities for BCPS.

RECOMMENDATION 2-20:
The Manager of the Office of Insurance and Risk Management should have a dual report to the newly created
position of Manager of Risk Management, located in the Office of the Chief of Staff, and to the Executive Director
of Human Resource Operations. (Tier 1).

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FISCAL IMPACT
The recommendations can be implemented with existing resources.

SUMMARY OF HR ORGANIZATION AND MANAGEMENT


The reorganization of some departments, some offices, and positions and their classifications within the Division of Human
Resources makes for a more rational and efficient model for operating more effectively.

The current staffing level within offices and departments is thin, inadequate to support the Focus Goals, especially #3 in The
Compass, and pales in comparison with peer districts. The recommendations for additional staff contained in this chapter, if
implemented, will foster improved working conditions for the existing staff and the overall effectiveness of the Division and its
staff. These changes will better support the Focus Goals and the 18,000 – and growing – number of BCPS employees.

The culture of the Division of HR needs to be addressed in order to better serve its customers. Successfully and immediately
implementing the recommendations would address the issues plaguing the Division of Human Resources.

DIVISION OF ORGANIZATIONAL EFFECTIVENESS

COMMENDATION 2-B:
There was a seamless transition from the former Chief of the Division of Organizational Effectiveness to the (former
and current) Executive Director of Organizational Development, who immediately assumed the Acting Chief’s role
leading, coordinating and supervising the staff, who have demonstrated a high degree of dedication, camaraderie,
and effective work products and provide highly effective services and functions to the BCPS.

COMMENDATION 2-C:
The Division of Organizational Effectiveness has admirably supported Focus Goal #3 of The Compass, especially
considering the impact of the ransomware attack and the impact of COVID-19 on BCPS.

COMMENDATION 2-D:
The Division of Organizational Effectiveness has demonstrated a remarkable record of documented collaborations
and accomplishments across divisions and departments.

FINDING
The small Division of Organizational Effectiveness (OE), with 28 staff in three departments, needs to be more effectively
and efficiently organized. The roles of staff, the functions and services of the three, small departments within OE need to be
reimagined, recreated, and restructured. The current structure is ineffective and costly (inefficient). Recommendations are made
to address these issues.

The Division of OE is one of three very small divisions, alongside School Climate and Safety and Accountability and Performance
Management.

The Division of OE is organized with three, small departments: Organizational Development; Professional Learning; and Equity
and Cultural Proficiency. There are 28 staff members in the Division of Organizational Effectiveness. The organization chart in
Exhibit 2-5 shows a narrow span of control of two Executive Directors and one Director reporting to the Chief of OE:

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EXHIBIT 2-5
CURRENT DIVISION OF ORGANIZATIONAL EFFECTIVENESS

Source: BCPS, 2021.

According to the BCPS website, the Mission Statement of the Division of OE states that it “provides direction and oversight of the
operations, services and functions of schools and the Department of Organizational Effectiveness. The chief of organizational
effectiveness is charged with implementing strategies through the department to achieve the school system’s goals.”

The stated purpose of the Division of Organizational Effectiveness is to provide:

• Equitable access to multiple pathways for professional growth based on personalized development plans.
• Advocacy for professional learning opportunities, support, and resources that consider the diverse needs of adult learners.
• Models for highly effective professional learning aligned with professional learning standards.
• Support to enhance cultural competency to ensure globally competitive students.

The OE Division states as its Core Values:

• All employees have a responsibility to improve professional practices.


• All employees demonstrate exemplary internal and external customer service.
• All employees are culturally competent and meet the needs of diverse learners.
• All employees should have the opportunity to advance in leadership within and throughout BCPS.
• Leaders create and sustain a culture of continuous learning.

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• Personalized professional learning is fundamental to organizational development and increased student results.
• Effective communication is essential to professional learning.
• E quitable access to professional learning is achieved through multiple pathways that consider the needs of
diverse learners.
• Change is a natural process in the development of an organization.
• All employees impact student results.

RECOMMENDATION 2-21:
BCPS should reclassify the Department of Equity and Cultural Proficiency as the Office of Equity and Cultural
Proficiency, transfer it to the Office of the Chief of Staff, reclassify the position of Executive Director to Manager,
and consolidate related staff with duties in the area of equity. (Tier 1)  

The Department of Equity and Cultural Proficiency (ECP) partners with stakeholders to create instructional environments that
support academic rigor and access cultural relevance and relationships that ignite the potential of each and every student as the
norm. ECP works to build the capacity of leaders to create inclusive environments that honor every student’s ability, race ethnicity,
gender, gender identity, socioeconomic status, language and sexual orientation, thus ensuring every student is skilled and able to
be globally competitive in a culturally rich society and macro economy.

By transferring the DECP to the Superintendent’s office within the purview of the Chief of Staff, the available resources dedicated
to the Board’s Equity Policy and The Compass are elevated and consolidated. The resources and goals are aligned as well as
messaging the commitment and importance attached to this focus on equity by Board and Superintendent. The Superintendent’s
Chief of Staff coordinates several offices whose functions are Communications: Employee and Student Hearings; Governmental
Relations and Constituency Services; and a staff member who serves as Community and Board Liaison. This last position also
staffs the Board’s Equity Committee.

Reclassifying the DECP as an Office would be consistent with its size and consistent with the other staff reporting to the Chief of
Staff (manager, liaison, director).

Reclassifying the position of (acting) Executive Director of DECP to Manager would be consistent with its size and consistent with
the other staff reporting to the Chief of Staff.

The current position classification of Executive Director – responsible for four specialists in the DECP – is inconsistent with the
prevailing differentiation between managers, directors and executive directors. Furthermore, five employees do not constitute a
department designation as appropriate, when compared with the size and staff numbers of other departments. The other positions
in the Chief of Staff’s Office have managers.

FISCAL IMPACT
There is no fiscal impact from the transfer of DECP to the Office of the Chief of Staff. There is estimated savings of $57,538 due to
the salary difference between the position of executive director at $202,332 and a comparable manager position in the Office
of the Chief of Staff at $144,794. Over five years, the potential savings to BCPS for implementing this recommendation
is $287,690.

RECOMMENDATION YEAR ONE YEAR TWO YEAR THREE YEAR FOUR YEAR FIVE
Reclassify Executive Director of Equity
$57,538 $57,538 $57,538 $57,538 $57,538
position to Manager position

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RECOMMENDATION 2-22:
BCPS should abolish the Department of Professional Learning, merging DPL functions and the five staff into the
Department of Organizational Development and reclassify the position of Director of DPL to Coordinator. (Tier 1)  

The Department of Professional Learning (DPL) supports all BCPS divisions, departments, and offices as they align their work to
the key initiatives described in The Compass. Its most important role is to help office heads identify specific professional learning
needs of their team and to design and deliver high quality professional learning opportunities to meet those needs. Once office
heads identify their key processes and practices that align with The Compass, DPL works with office heads to identify gaps
requiring professional learning. In conjunction with staff in Organizational Development, they design authentic experiences
for offices, ranging from individual sessions to meet a specific need to ongoing leadership development programs that support
system and individual growth. In addition, the Department supports systemic professional learning, focused opportunities for
non-instructional and certificated staff and manages the non-public professional learning component of the Title IIA grant.
BCPS employees may view and register for workshops and MSDE/CPD courses by accessing the Professional Development
Opportunities Web page.

With only five staff members in the Department, this level of staffing is more appropriate to be an office than for a department.
A department with five staff is simply not efficient.

Reclassifying the position of Director of Professional Learning to Coordinator would be consistent with all other coordinators in
the Department reporting to the Executive Director. The result of the merge and the reclassification would be more streamlined
and integrated in keeping with a small group of staff.

FISCAL IMPACT
There is no fiscal impact from the merging of the departments. There is estimated savings of $13,780 due to the salary difference
between the position of director at $150,975 and a coordinator of organizational development at $137,195. Over five years, the
potential savings to BCPS for implementing this recommendation is $68,900.

RECOMMENDATION YEAR ONE YEAR TWO YEAR THREE YEAR FOUR YEAR FIVE
Reclassify Director of DPL position to
$13,780 $13,780 $13,780 $13,780 $13,780
Coordinator position

RECOMMENDATION 2-23:
BCPS should change the name of the Department of Organizational Development to the Department of Organization
and Leadership Development. (Tier 1)

This department embraces many aspects of organization development, one of the key functions is the leadership training for
aspiring and current building leaders.

FISCAL IMPACT
This recommendation could be implemented with existing resources.

RECOMMENDATION 2-24:
BCPS should transfer the Office of Performance Management from the Department of Employee Relations and
Performance Management to the Department of Organizational Development, reporting to the Executive Director.
(Tier 1)  

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Currently the Office of Performance Management has one assistant for the entirety of the performance management
responsibilities, coordinating all aspects of the employee performance management system and recordkeeping of all employees.
Given the critical nature of these functions, reassigning the staff currently responsible for coordinating the employee performance
management system to the Department of Organizational Development is most rational and improves efficiency by integrating
effectiveness and performance management functions more closely.

Transferring these critical functions and integrating the staff within the Department of Organizational Development is consistent
with the purpose, mission and core values of the Division as well as the roles of the Department of Organizational Development.

The purpose of the Department of Organizational Development (DOD) is to provide equitable access to multiple pathways for
professional growth based on personalized development plans; advocacy for professional learning opportunities; support and
resources that consider the diverse needs of adult learners; and models for highly effective professional learning aligned with
professional learning standards and support to enhance cultural competency.

Integrating the functions of the performance management system within the Department of Organizational Development allows
for the melding of performance management and professional learning and evaluation and growth.

FISCAL IMPACT
This recommendation could be implemented with existing resources.

RECOMMENDATION 2-25:
BCPS should transfer the Peer Assistance and Review (PAR) program, currently located within the Division of Human
Resources, to the Department of Organizational Development. (Tier 1)  

Transferring the PAR program would consolidate all elements of organizational development/effectiveness/ and professional
development associated with new and non-tenured teacher support.

FISCAL IMPACT
There is no fiscal impact with this transfer.

RECOMMENDATION 2-26:
BCPS should create the position of Principal on Assignment to provide adequate staffing for a more robust
professional development program for principals. (Tier 1)  

The Division of Organization Effectiveness does not have a robust, professional learning program for experienced principals due
to lack of resources.

BCPS offers extensive professional learning services and training to its audience of school administrators in the area of leadership
readiness and development, whereas site-based personnel management, administrative, and personnel training are not as
robust. The Division of Organization Effectiveness does not have a robust professional learning program for experienced
principals due to lack of resources.

BCPS professional learning programs for building administrators have been heavily focused on instructional leadership, whereas
there is a high need for management and administrative personnel training at the site level. The sessions are generic and not
tailored to levels such as elementary, middle and secondary. BCPS also offers extensive professional learning services and
training to its audience of school administrators in the area of leadership readiness and development.

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The need is high for site-based personnel management, administrative as well as personnel training, and providing staff with
training in the needed areas of professional and personal boundaries, investigations at the site level, and site management of
difficult personnel matters. The department is lacking in having an experienced site administrator (principal) on staff to provide
the design and implementation of training.

There is only one position in the Department of Organization and Leadership Development whose assignment focuses on
professional development for principals. Clearly, there is a need to augment that staff to serve the needs of over 175 principals.

IMPLEMENTATION AND TIMELINE

1. C
 reate the position of Principal on Assignment to serve a rotating two-year term with the Department Month One
of Organizational Effectiveness.
2. Interview and select an experienced principal. Month 2
3. Design and implement the training programs Months 3-12

FISCAL IMPACT
The estimated fiscal impact of this recommendation is the salary and benefits of a Principal on Assignment position, estimated as
a cost of ($154,901). Over five years, the potential cost to BCPS for implementing this recommendation is ($774,505).

RECOMMENDATION YEAR ONE YEAR TWO YEAR THREE YEAR FOUR YEAR FIVE
Create Principal on Assignment position ($154,901) ($154,901) ($154,901) ($154,901) ($154,901)

Exhibit 2-6 illustrates the organizational structure for the proposed Department of Organization and Leadership Development.

EXHIBIT 2-6
PROPOSED DEPARTMENT OF ORGANIZATION and LEADERSHIP DEVELOPMENT

Executive Director Organization


and Leadership Development

Executive Administrative Assistant

Coordinator Coordinator Coordinator Coordinator Coordinator


Professional Learning Teacher Development Leadership Development Training Performance Managment

Source: Public Works LLC Review Team, 2021.

RECOMMENDATION 2-27:
BCPS should transfer and merge the Department of Organization and Leadership Development within the Division
of Curriculum and Instruction. (Tier 1)  

This recommendation integrates the functions and services of three departments closely aligned with the Division of Academics
to address the silo effects that exist within the multiple divisions and departments in central office. This reorganization
recommendation is less costly than maintaining the current organization structure while the critical and necessary functions and
services of each of these former divisions should continue unabated, unaffected, and become seamlessly integrated.

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Exhibit 2-7 provides a summary of and rationale for the recommended changes.

EXHIBIT 2-7
POSITION ASSIGNMENTS/CLASSIFICATIONS AND RATIONALE

POSITION ACTION RATIONALE


1. Consistently apply the HR Reclassify all positions throughout BCPS as Executive Directors Restructuring all departments and office as well as reclassi-
criteria for the classification of all who serve as department leaders and who directly report to fying the positions would make for a consistent practice and
departments and offices as well Chiefs. Reclassify all titles of positions and salaries to adhere classification of departments and offices as well as titles and
as titles and salaries of positions to HR criteria. salaries of staff throughout all divisions in BCPS consistent with
throughout BCPS the BCPS criteria. This change would address gross incon-
sistencies, unfairness, misapplication of salaries (over and
under), and morale issues surrounding titles, classifications,
and salaries prevalent within central office across divisions.

2. The Office of Employee Relations Abolish the Office The two functions of the Office of Employee Relations and
and Performance Management Performance Management (collective bargaining and
Transfer the manager to the Office of the Chief of Staff. the grievance process as well as Employee Performance
Management) are somewhat antithetical and each demands
Transfer the three staff working in the Office of performance individualized attention.
Management to Department of Organization and Leadership
Development. There is a need for a position as critical as the manager of
employee relations to be aligned most closely with the Super-
Add one specialist and one clerical support staff member to intendent and not as much with the Chief HR Officer.
the Office of Performance Management.
The transfer and merging of this office with its functions within
the Division of OE is consistent with existing collaborations
among the departments and offices. There is a need for anoth-
er staff member to assist with the creation and implementation
of a new performance management system of non-certificated
staff. There is one person in this office now responsible for
the performance management system for certified staff. This
staffing level is insufficient to add on the responsibility for the
non-certified staff performance management program.

3. Office of HR Operations Reinstate the Department of Human Resources Operations. There is currently not a recognized and functioning department
or department leader to supervise and coordinate the various
Create and fill the position of an Executive Director – Director offices of the operational support functions. There are inade-
of Human Resources Operations. quate controls and structure to coordinate and support staff in
the disparate offices. This is necessary to supervise five offices
of HR operations.

4. Consolidate all Human Resources Staff with the current Director of Human Resources IT Systems High need to separate HRIS functions from Office of
Information Systems services Officer and the reassignment of the current support staff who Certification.
and create an Office of Human are responsible for all data input affecting all employees into
Resources Technology Services HRIS and who are currently located in the certification
office, as well as the existing staff member who is the HR
management analyst.

Reclassify the Officer position to Director.

5. Office of Staffing (Certificated Merge the two staffing offices (Certificated and Non- Continue this model of having two separate offices for FY22 in
and Non-certificated) certificated) for FY23. This model of having a single office order to allow the new director the opportunity to address the
and director of staffing is similar to DeKalb County and other vexing challenges of the many vacant and hard to fill positions
peer districts. that exist on the non-certificated side of the district. BCPS
should then evaluate its staffing office model for FY23.

6. Office of Recruitment and Create and hire two part-time positions of recruiters. During the seasonal periods of heavy demand and volume for
Staffing Certificated Staff recruiting, this is necessary due to volume of turnover and hard
to fill positions to assist with improving the effectiveness of the
Department of Recruitment and Staffing.

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7. Office of Staffing – Add three additional analysts, and one secretary to the Office Current staff level is inadequate.
Non-certificated, support staff of Staffing – Non-certificated, support.

8. Office of Certification Add one (1) Certification Assistant as well as an Office Current staff level in the certification office is inadequate to
Secretary to the Office of Certification. serve the BCPS employees.

9. Employee services and Create a position as HR quality control specialist responsible Critical to improve the culture and level of customer service.
recruitment for addressing customer service, communications protocols,
timeliness and quality of responses to employees and training
staff and measuring satisfaction levels of customers.

10. Employee services and Create walk-in center for HR. To improve recruitment, employee services and the hiring
recruitment process, and to improve customer service, there is a need to
Create four staff positions to staff the walk-in center with one create a walk-in center for HR and to staff it appropriately.
receptionist and three customer service representatives.

11. Office of Investigations and Add one investigation records specialist (clerical position) Current staff level in the office is inadequate to process the
Dispute Resolution responsible for criminal background investigations, reviews, investigations and fingerprinting reviews
and fingerprint reviews.

12. Office of Employee Benefits, Add one benefits, leaves, and retirements representative. Needed to respond to employee needs.
Leaves and Retirements

13. The PAR program Transfer the PAR program (currently within the Division All elements of organizational development, effectiveness,
of HR) to the Department of Organization and Leadership and professional development associated with new and
Development. non-tenured teacher support are consolidated.

14. Assistant Superintendent Abolish position and re-classify position as Executive Director. Position title change consistent with HR criteria.
Recruitment and Staffing

15. Department of Professional Abolish department. Consolidates small departments; makes for consistency of
Learning and Director of classifications.
Professional Learning Create an office and transfer to Department of Organization
and Leadership Development..

Reclassify the position of Director to the position of Manager.

16. Department of Equity and Cultur- Transfer the Department of Equity and Cultural Proficiency to Elevates importance and focus of equity in BCPS.
al Proficiency Division of OE an office within the Office of Chief of Staff.

17. Executive Director of Equity and Reclassify the position of Executive Director to the position of Makes for consistency of classifications and titles within Office
Cultural Proficiency Manager. of Chief of Staff.

18. Department of Organization and Change title to Department of Organization and Leadership Reflects consolidation of services and functions within the
Leadership Development. Development. department.

19. Department of Organization and Create the position of Principal in Residence. Augments the one staff member and provides greater
Leadership Development dimension to the role of professional training for experienced
principals.

20. Department of Organization and Merge department and staff within Division of Academic Integrates the functions and services of the department closely
Leadership Development Services. aligned with the Division of Academics to address the silo
effect that exists This reorganization recommendation is less
costly than maintaining the current organization structure.

21. Office of Insurance and Risk and Add hearing officers as contracted employees Allows for more effective and efficient use of time of two man-
Office of EAMP Management agers at low cost of contracted, hourly employees.

Source: Public Works LLC Review Team, 2021.

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IMPLEMENTATION AND TIMELINE FOR ALL HR REORGANIZATION RECOMMENDATIONS

1. T he Superintendent should review, revise as needed, and approve the recommended organizational Month 1
structure; and incorporate the approved organizational changes into the district’s proposed staffing
plan for 2021-22.
2. The Board of Education should approve the structure and the newly reorganized positions as well as Month 1
the revised job descriptions.
3. The Superintendent should implement the reorganization. Month 2
4. The Superintendent should appoint all senior executives. Month 3
5. The Superintendent should appoint all mid-level management staff. Month 3
6. The implementation of the reorganization should be completed in time for opening of the Month 3
2021-school year.
7. The Superintendent should have the new structure evaluated by an external evaluator. Month 11

Staff Development
–––––––––––––––––––
Having a well-trained workforce is critical from a productivity standpoint, but in school districts, staff development is also a tool
that is used to focus staff on achieving instructional and academic goals and ultimately improving student performance. BCPS’s
The Compass places strong emphasis on Staff Development in Focus Goal #3:

“High-Performing Workforce and Alignment of Human Capital: Recruit and retain a qualified, highly effective and diverse
workforce, and create a systemic professional development plan to improve work performance and readiness.”

BCPS places most of the responsibility in its Division of Organizational Effectiveness (OE) for coordinating with other divisions
and/or directly providing staff development for the BCPS certified and non-certified staff.

The stated purpose of the Division of OE is to provide:

• Equitable access to multiple pathways for professional growth based on personalized development plans.
• Advocacy for professional learning opportunities, support, and resources that consider the diverse needs of adult learners.
• Models for highly effective professional learning aligned with professional learning standards.
• Support to enhance cultural competency to ensure globally competitive students.

The Division states as its Core Values:

• All employees have a responsibility to improve professional practices.


• All employees demonstrate exemplary internal and external customer service.
• All employees are culturally competent and meet the needs of diverse learners.
• All employees should have the opportunity to advance in leadership within and throughout BCPS.
• Leaders create and sustain a culture of continuous learning.
• Personalized professional learning is fundamental to organizational development and increased student results.
• Effective communication is essential to professional learning.
• E quitable access to professional learning is achieved through multiple pathways that consider the needs of diverse
learners.

114
• Change is a natural process in the development of an organization.
• All employees impact student results.

Source: BCPS website.

Within the Division of OE, there is a small Department of Professional Learning that is comprised of five staff. DPL supports
all BCPS divisions, departments, and offices as they align their work to the key initiatives described in The Compass. Its most
important role is to help office heads identify specific professional learning needs and to design and deliver high quality
professional learning opportunities to meet those needs. Once office heads identify their key processes and practices that
align with The Compass, the DPL will work with them to identify gaps requiring professional learning. The staff design authentic
experiences for offices, ranging from individual sessions to meet a specific need to ongoing leadership development programs
that support system and individual growth. In addition, the DPL supports systemic professional learning, focused opportunities
for non-instructional and certificated staff and manages the non-public professional learning component of the Title IIA grant.
BCPS employees may view and register for workshops and Maryland State Department of Education (MSDE)/CPD courses by
accessing the Professional Development Opportunities Web page.

The DPL works closely with the Department of Organizational Development (DOD) to provide equitable access to multiple
pathways for professional growth based on personalized development plans; advocacy for professional learning opportunities,
support and resources that consider the diverse needs of adult learners; and provides models for highly effective professional
learning aligned with professional learning standards and support to enhance cultural competency. The DPL’s objectives are to:

• Increase the capacity of new teachers, by providing consistent professional learning aligned to the Danielson Framework,
to ensure that 90% of new teachers who have participated in the professional learning are rated Developing or higher by
the end of the spring semester.
• Increase the capacity of school administrators by providing consistent professional learning aligned to the Instructional
Leadership Outcomes to ensure that 90% of administrators who have participated in the professional learning are rated
Developing or higher by the end of the spring semester.

COMMENDATION 2-E:
The BCPS Cohort Programs, wherein the amount of cost per participant is directly billed for each course in a cohort
is equal to the amount of BCPS tuition reimbursement, offers significant benefits to both employees who enroll in a
cohort and to BCPS.

COMMENDATION 2-F:
The Professional Development Plan for BCPS was developed and compiled by the Division of Organizational
Effectiveness. Each division, department, and office uses the same Professional Development Plan Template, which
is well designed and written.

COMMENDATION 2-G:
The BCPS Aspiring Leaders Program, well designed and executed, is a process for creative problem solving.

The Department of Development partnered with offices and schools across the district to use the Design Thinking process to
reimagine the Aspiring Leaders Course, which prepares Teacher Leaders for the role of Assistant Principal. Data gathered from
a broad swath of stakeholders informed the work and resulted in a comprehensive and responsive leadership model that holds
community, learning, readiness, and communication as its guiding principles.

The process has a human-centered core and encourages organizations to focus on the people they are creating for, which leads
to better products, services, and internal processes. One of its essential questions guiding the development and implementation
of the program is “How do we develop and support Aspiring Leaders to succeed and thrive?” It is a 6-week program consisting
of 2.5 hours per session with 1 CPD credit.

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FINDING
The BCPS Professional Development program, limited by what it can provide due to inadequate staffing and resources, needs to
be examined in light of the Public Works LLC survey results and excerpted comments offered by respondents to the survey.

The survey asked, “How would you evaluate each of the following BCPS functions?” Staff development registered 55.69%
in need of major or some improvement, whereas 40.22% rated staff development as adequate or outstanding, as shown in
Exhibit 2-8.

EXHIBIT 2-8
SELECT PUBLIC WORKS LLC SURVEY RESULTS

Needs major Needs some


Adequate Outstanding Don’t know
Q103 improvement improvement
Instructional technology 36.19% 35.05% 18.56% 4.13% 6.07%
Administrative technology 24.00% 30.36% 21.81% 3.02% 20.81%
Human resources 25.86% 34.39% 25.37% 2.82% 11.56%
Staff development 18.68% 37.01% 34.78% 5.46% 4.07%
Facilities planning 21.57% 25.51% 20.28% 2.44% 30.21%
Custodial 14.33% 26.06% 34.46% 11.28% 13.88%
Grounds maintenance 8.52% 19.85% 43.90% 11.95% 15.77%
Energy management 10.58% 17.90% 30.29% 3.76% 37.47%
Food service 6.76% 16.09% 37.62% 11.69% 27.84%
Transportation 17.30% 26.23% 26.09% 3.06% 27.31%

Source: Public Works LLC Review Team, 2021.

The results of the survey indicated that, when asked if there is high quality professional development for the principals and
teachers, 40.8% of teachers disagree/strongly disagree, and 43.8% of principals disagree/strongly disagree, as shown in
Exhibit 2-9.
EXHIBIT 2-9
SELECT PUBLIC WORKS LLC SURVEY RESULTS

Q29. There is high quality professional


CO_Staff Principals Teachers NI_Staff All
development for the principals and teachers.

Strongly agree 8.12% 3.15% 4.14% 4.32% 4.72%


Agree 33.05% 40.94% 29.40% 28.30% 30.37%
Neither agree or disagree 19.33% 21.26% 22.27% 27.10% 22.62%
Disagree 9.52% 25.98% 27.90% 10.55% 21.99%
Strongly disagree 1.40% 7.87% 12.97% 2.40% 9.10%
Don’t know 28.57% 0.79% 3.33% 27.34% 11.20%

Source: Public Works LLC Review Team, 2021

Staff were asked if they receive adequate training to perform their job functions. Teachers responded less favorably (30.7%
disagree/strongly disagree) than central office staff (25.9%), principals (14.2%), or non-instructional staff (23.4%), as shown in
Exhibit 2-10.

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EXHIBIT 2-10
SELECT PUBLIC WORKS LLC SURVEY RESULTS

Q24. I receive adequate training to


CO_Staff Principals Teachers NI_Staff All
perform my job functions.

Strongly agree 13.65% 9.45% 8.89% 13.88% 10.52%


Agree 42.34% 56.69% 44.13% 45.69% 44.80%
Neither agree or disagree 17.83% 19.69% 16.09% 16.99% 16.70%
Disagree 18.11% 8.66% 22.67% 16.27% 20.11%
Strongly disagree 7.80% 5.51% 8.01% 7.18% 7.70%
Don’t know 0.28% 0.00% 0.20% 0.00% 0.17%

Source: Public Works LLC Review Team, 2021

Sample comments offered by survey respondents regarding BCPS professional development included:

• We need better PD.


• Most of it does not apply to related service or teachers that work with certain populations of students.
• We need PD that is useful and allows us to collaborate with our peers.
• I do not receive high quality training/professional development to help me in my job.
• We have one day of countywide meetings with our subject area. Other trainings are basically self-taught online modules.
• The only good professional development we get is from fellow teachers at the school level.
• E quity in Professional Development is lacking. Two days a year for PD ...not everyone can attend... administrators only
want us to attend when they want us to improve (improvement plan) but not to improve skills.
• Training for those new to BCPS is sever[e]ly lacking especially for clerical positions-
• Professional Development this year has not been timely and relevant.
• The PDs lack practical elements.
• T he ability to streamline some of the work in implementing lessons will help alleviate some of the stresses. The attempt to
put ice on a twisted ankle does not fix or prevent from being twisted again.
• We need PDs that help teach efficiency not treat the stress of inefficiency.
• T here is not a centralized training practice rather training is dept and school dependent which is ineffective if you are the
only person in your school doing your job or you are the only new hire in a dept then training is nonexistent.
• Introduction of a large variety of new tech heavy programs without examples leads to a lack of usage. Also the lack of
recorded and easily accessible tutorials of practical implementation is also discouraging. This is followed up by a lack of
basic video tutorials for students and parents to be able to access schoology and how to find what they are looking for.
There should be a large catalogue of step by step video tutorials that parents and students can use to help them. There
is also a large series of PDs on self-care and other programs which seem beneficial but are not actually helping us to be
more efficient planners of teaching content.
• P rofessional development for the sake of professional developments sake is a waste of time and disrespectful to teachers
that work so very hard and so much so beyond their duty day.
• P D choice needs to be the standard and/or attend virtual/in-person outside of BCPS trainings for more experienced/
tenured BCPS staff. Receiving the same information/PD three school years in a row is poor use of a highly qualified
professionals time. Staff development needs to be provided by Central Administration.
• M
 any of the school based PD is chosen by administrators with minimum classroom experience (5 years or less). Therefore,
they are choosing topics on which they need to learn more information. This is not reflective of what those that are actually
teaching may need.

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• P rofessional development needs to be differentiated for elem/middle/HS. The most recent one about concurrent teaching
was NOT geared towards teachers of primary students. The examples only included learners that could read and be more
independent. It was very disappointing considering we as teachers are expected day in and day out to be differentiating
for our students.

RECOMMENDATION 2-28:
The Division of Organizational Effectiveness should make adjustments to the professional development services. To
design effective adjustments, the Department of Organizational Effectiveness should review survey data and other
evaluative data it has regarding staff input about the efficacy of professional development offerings and services. (Tier 1)  

FISCAL IMPACT
This recommendation could be implemented with existing resources.

FINDING
The Peer Assistance and Review (PAR) Program administered by the Division of Human Resources is intended for new teachers
to benefit from intensive assistance and training from skilled teachers.

The PAR Program stems from the American Federation of Teachers (AFT) of the same name and supported by the Obama
Administration.

As reported through interviews, “All teachers, who are new to BCPS and the teaching profession, receive a year in the PAR
Program.  Throughout that year, they receive support in various ways.  Consulting Teachers co-plan, model lessons, take them
on peer visits, share resources and strategies, informally observe, host reflective conversations and complete a Client Reflection
Log (CRL) document with them, they also observe in a more formal way at least twice a semester, host a reflective meeting, and
provide a written structured report.  Teachers receive a mid-year summative report and an end of the year summative report
that captures teacher progress and what has occurred throughout the year.  Then, Consulting Teachers use that comprehensive
longitudinal data to assess whether or not a second year of PAR is warranted.  The second year is recommended based on one
of the following situations:

• Ratings of Less than Proficient in Two or More Domains


• Regression
• Change in Assignment
• Conditional Certification

An interesting and incisive observation from the survey was offered: “Many teachers lack strong mentoring during the early
years. The current 1 year is nice, however, there needs to be some follow up for a second year. Having an encouraging voice
that new teachers can have is very beneficial.”

This observation should be considered by the and factored into any future changes to the program.

RECOMMENDATION 2-29:
The Peer Assistance and Review program, currently located within The Division of Human Resources, should be
transferred to the Department of Organization and Leadership Development so all elements of organizational
development/effectiveness and professional development associated with new and non-tenured teacher support
are consolidated. (Tier 1)  

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BCPS should evaluate the current PAR program and longitudinal data to determine if more teachers who do not meet the criteria
for ongoing, second-year support should be offered the opportunity for a second year of support.

FISCAL IMPACT
There is no fiscal impact to transferring the PAR Program to Department of Organization and Leadership Development., and
no fiscal impact to evaluate the current PAR program. The fiscal impact is to be determined depending upon the BCPS decision
whether or not to expand the program.

FINDING
There is neither a practice of cross-training employees nor preparing employees for expanded roles, duties, or higher-level
management positions in BCPS. This deficiency is exemplified within both the Divisions of Organizational Effectiveness (OE) and
Human Resources (HR).

Neither employees in the Division of OE, nor those in the Division of HR, are being cross-trained with the exception of a couple of
administrative assistants, as reported by numerous staff in those divisions.

When staff are on leave, resign, retire, or are transferred/appointed to other positions, this lack of a cross-training program
causes disruptions in critical support services and creates continuity issues throughout the rest of BCPS. In the critical support area
of human resources, having insufficiently trained staff to assume responsibilities for the work and functions within interrelated
departments creates a lack of continuity, as well as inefficient and ineffective HR and OE support functions across divisions and
schools throughout BCPS. This is most evident in the areas of certification, HRIS services processing personnel input and payroll,
recruitment, and retention for both non-instructional and certificated staff.

A review of literature regarding cross-training in organizations reveals that cross-training employees can promote the flexibility
and readiness of internal promotion. That is, employees can be readily promoted into new roles or from one department to
another, simply because they have over time acquired the necessary skill to run that office through the cross-training program.

Key benefits of cross-training include improved employee awareness of organization’s roles and functions; increased flexibility
for scheduling; increased opportunities for employee advancement; opportunity to strengthen customer support with more
knowledgeable employees; and the ability to keep employees motivated and “fresh” through assignment rotation.

A review of peer district practices indicates that two of the peer districts, Dekalb County and Jefferson County, have an
established program of cross-training their employees, based on interviews with those peer district leaders.

Development and implementation of a cross-training program by the Division of OE and its Department of Organizational
Development, as well as its Department of Professional Learning, fits within the mission and core values of the Division and
departments.

Once established as a priority for the division and departments, the annual workplan for the departments can be accommodated
integral to the Division’s and the Department’s core mission and values. The impact of the implementation of an effective cross-
training program should be expected to increase efficiency and effectiveness, as well as incalculable savings to BCPS.

Interviews indicate that BCPS executive directors, directors, managers, specialists, and coordinators in the Divisions of HR and
OE have been focused solely on their respective job requirements. Neither the former permanent leaders, nor those in acting
positions of the two divisions, have planned or implemented a cross-training program in their respective positions.

As in most organizations in the Divisions of HR and OE, there is employee turnover due to resignations, retirements, and
promotions, as well as reassignments. In these two divisions, for example, the Chief of the Division of HR resigned in May 2019
and the Chief of OE resigned in December 2020. The Assistant Superintendent of HR for Recruitment and Staffing was appointed
acting Chief of the HR Division in September2019. The Executive Director of Organizational Leadership was appointed Acting
Chief of the Division of OE. Neither individual had been cross-trained to assume the responsibilities of Chief, nor to coordinate

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several departments and the executive directors, directors, managers, specialists, and coordinators within their divisions. Neither
had been trained to assume responsibilities for higher, supervisory positions and roles or provided a transition. In fact, the Acting
Chief of OE learned of the appointment two days before it took effect.

Furthermore, both of these Acting Chiefs have simultaneously performed their former duties as Executive Director or Director in
addition to their new duties as Chief.

Specifically in the Division of HR, the Manager of the Department of Employee Absence & Risk Management (EAMP) resigned
in March 2020. There was another member within the office who served in an acting capacity until she resigned in August of
2020. The former EEO Officer was appointed the Manager role in October 2020. The Department of EAMP is responsible
for the supervision of the staff in the offices of Employee Absence Management, the Office of Workers Compensation, and
Insurance/Risk Management. The newly appointed Manager of the Department of EAMP had not been cross-trained in any of
the new, specialized department responsibilities.

RECOMMENDATION 2-30:
The BCPS Human Resources and Organizational Effectiveness Divisions should establish and model a cross-training
program/process for employees and extend such programs to include employees in all divisions in the future.
(Tier 1)  

The Executive Director of the Department of Organization and Leadership Development. should prioritize, as part of the divisional
workplan for the SY 2020-2021, the design and implementation of a program of cross-training of employees in the Divisions of
OE and HR.

IMPLEMENTATION AND TIMELINE

1. The Executive Director of the Department of Organization and Leadership Development Month 1
as well as all relevant division/department staff, should be tasked with the development of
said program.
2. The program should be implemented by September 2021. Month 3
3. The program should be evaluated during SY 2021-2022. Month 10
4. The Superintendent should determine if the cross-training program should be extended to Month 12
all divisions within BCPS and implemented during SY 2022-23.

FISCAL IMPACT
This recommendation could be implemented with existing resources.

FINDING
BCPS does not have a leadership/supervisory training program for staff aspiring to mid- management and executive
management positions.

Although BCPS does have programs for those staff who aspire to school level leadership positions, it does not have a comparable
preparation program for mid- and high-level executive positions. Staff in the Division of OE report providing extensive service
and programs focused on preparing individuals for future administrative school-based roles in an effort to maintain a pipeline of
assistant principals and principals of BCPS employees. One such example is the Aspiring Leaders Program.

In BCPS, staff have been promoted or appointed to either acting/permanent leadership positions without a formal process of
training and readiness. Specifically, BCPS does not have a formalized program of such training in the Divisions of HR and OE.
Furthermore, due to the absence of a formalized cross-training program, there is little formalized training or preparation of
individuals in these two BCPS divisions to ready them to assume expanded or promotional roles in a permanent or acting capacity.

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Once a management/supervisory training program is established as a priority for the department, the annual workplan for
the department can be accommodated integral to the Division’s core mission and values. Such a program fits within the mission
and core values of the Division and departments. There have been additional vacancies in the two divisions within BCPS
during the past year or two with appointments of individuals without appropriate cross-training or management preparation
for staff to assume the new positions. When filling the positions, especially at the executive director or director role in these two
divisions, appointments have come from within the divisions. One example is that a new appointee had come from an office in
a department completely outside the department to which they have been appointed. In addition to not being cross trained in
advance, this staff member had neither specialized knowledge nor relevant managerial and supervisory experience to be ready
for such an assignment.

Should the BCPS Divisions continue to operate without having formalized management training programs intended to ready
individuals to assume other roles and responsibilities in time of district need, then disruption of services throughout the divisions
and BCPS will be in evidence and/or continue. In addition, individuals will continue to be placed into roles for which they are
not prepared or ready, causing a lack of efficient and effective services or seamless transitions. For example, interviews with staff
indicate that disruption of services, inefficiencies and/ineffectiveness plague the HR Division and, to a much lesser degree, the
OE Division. It must be noted that Interviews also indicate a lack of confidence in the quality and timeliness of the process used to
select individuals placed in acting or promotional positions.

RECOMMENDATION 2-31:
The BCPS Department of Organization and Leadership Development. should establish a leadership/supervisory
training program to prepare staff for promotional mid and high-level executive positions.

IMPLEMENTATION AND TIMELINE

1. The Chief of Organizational Effectiveness should prioritize the design and implementation of a Month 1
program of preparation of their employees to ready them for enhanced, supervisory roles.
2. The Executive Director of the Department of Organization and Leadership Development. as well as all Month 1
relevant department staff should be tasked with the development of said program by September 2021.

3. The implementation of the program for the Divisions of OE and HR should occur during SY 2021-2022. Month 3

4. The program should be evaluated during SY2021-2022. Month 11


5. The Superintendent should determine if such a program should be extended throughout all Divisions Month 12
within BCPS and implemented during SY 2022-23

FISCAL IMPACT
This recommendation could be implemented with existing resources.

FINDING
The BCPS in-service training program is reactive in the areas of professional boundaries, site investigations, and site management
of difficult issues.

The Office of Dispute Resolution carries the burden of responding to site-based requests for advice and intervention in many areas
involving difficult personnel or issues needing investigation and resolution. Staff report that its office is reactive and responsive to
the needs and requests and not proactive through a planned series of professional workshops and training for site staff.

Scheduling, due to administrators’ time demands and inadequate resources, is random in providing site administrators training in
progressive discipline, due process, demotion process, sexual harassment, American Disability Act (ADA), professionalism in the
workplace, employee assistance program, how to document, and Department of Social Services (DSS) reporting.

121
It had also been reported by staff that a heavy volume of contacts are made to the Office of Dispute Resolution by site
administrators seeking assistance and advice regarding administrative matters, issues regarding the handling of personnel
matters, difficult staff and student issues. The specialized investigative staff of that department are highly trained in their respective
areas of the law and investigations but not specialized or experienced with building administration. The Office of Investigations is
being contacted constantly by principals for management assistance, how to deal with difficult people, conversations, and how
to conduct performance evaluations unrelated to instruction.

The volume of requests for advice and assistance by site-based administrators to the Office of Investigations makes clear the need
to examine BCPS’s offering of services/training and staffing to appropriately respond to this identified need.

RECOMMENDATION 2-32:
The Department of Organization and Leadership Development. and the Office of Employment Dispute Resolution in
the Division of HR should collaborate in providing required, regularly scheduled professional training and workshops
for site administrators. (Tier 1)  

BCPS should explore making the training mandatory instead of optional. The Department of Organization and Leadership
Development., in conjunction with The Office of Employment Dispute Resolution, should establish a standard calendar of required
training in progressive discipline, due process, the demotion process, sexual harassment, ADA, professionalism in the workplace,
employee assistance program, how to document, and DSS reporting.

IMPLEMENTATION AND TIMELINE

1. The Superintendent should prioritize the design and implementation of the training identified Month 1
above.
2. The Superintendent should delegate to the Chief HR, along with the Executive Directors in the Month 1
Division as well as all relevant department staff, the task of the development of said programs
by September 2021.
3. The design of the program should occur during SY 2021-2022. Months 2-3
4. The program should be presented to the Superintendent for review and approval, as Month 3
necessary.
5. The Superintendent should determine if such a program should be extended throughout all Month 4
Divisions within BCPS and implemented during SY 2022-23.
6. Once agreed upon and approved, the training should be put into place. Month 5

FISCAL IMPACT
This recommendation could be implemented with existing resources.

FINDING
The BCPS Induction Program is evolving and must be modified based on feedback from participants. The Public Works survey
results should be reviewed as well to calibrate feedback.

In August 2020, the new PAR teacher Induction Program consisted of three learning modules. It is not mandatory but teachers
who do attend receive a stipend of at least $212.94 for each module completed in its entirety. Each module is designed to be
equivalent to about 6.5 hours of work. The three modules consist of Module 1: School Based Orientation; Module 2: System
Orientation, and Module 3: Curriculum and Content Orientation. The activities and events for each module are thoughtful and
essential for new educators.

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Each day a survey is taken to gather feedback and to meet Title 2 funding grant requirements. Interviewees indicated that
survey feedback had been used to modify the induction. For example, the program has been modified to be more differentiated
for first year teachers than for new teachers with prior experience. The Peer Assistance/Mentor Program began as a result. The
ransomware attack destroyed the survey data for 2021.

It is reported that BCPS is only one of about three school districts that does not make such professional development mandatory
and part of new teacher induction.

When asked if BCPS has an effective orientation process for new employees, 34.6% of the teachers strongly agree/agree, 54.3%
of the principals strongly agree/agree, and 36.8% of the non-instructional staff strongly agree/agree, as shown in Exhibit 2-11.

EXHIBIT 2-11
SELECT PUBLIC WORKS LLC SURVEY RESULTS

Q26. BCPS has an effective orientation


CO_Staff Principals Teachers NI_Staff All
process for new employees

Strongly agree 7.24% 6.30% 4.63% 6.22% 5.39%


Agree 27.02% 48.03% 30.00% 30.62% 30.62%
Neither agree or disagree 20.61% 20.47% 22.59% 22.97% 22.24%
Disagree 22.01% 15.75% 17.48% 17.22% 18.03%
Strongly disagree 12.81% 2.36% 7.35% 10.77% 8.51%
Don’t know 10.31% 7.09% 17.96% 12.20% 15.21%

Source: Public Works LLC Review Team, 2021.

The following are direct quotes/comments received from the survey as well as through interviews:

• ONBOARDING IS A BIT SLOW AND INEFFICANT


• Orientation should include information about keeping up with certification.
• They should also have better training for SEL Behavior Interventionists.
• The certification process is frustrating and there needs to be more support for new hires to figure out this process.

Exhibit 2-12 below illustrates the 2021 Schedule for the three-day program.

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EXHIBIT 2-12
2021 INDUCTION PROGRAM SCHEDULE

New Educator Orientation 2021


SCHEDULE OVERVIEW

Monday, August 16, 2021 – Friday, August 20, 2021


New educators who complete the learning modules during August 16-20 will be paid a stipend of at least $212.94 for each module
completed in its entirety. Each module will be designed to be equivalent to about 6.5 hours of work.

MODULE 3: Curriculum and


MODULE 1: School Based Orientation MODULE 2: System Orientation
Content Orientation
Any synchronous activities should occur on Any synchronous activities should occur
Any face to face or synchronous virtual 
Wednesday, August 18, 2021 with the on Thursday, August 19, 2021 with the
activities must occur on Monday, August
possibility of makeup sessions on Friday, possibility of makeup sessions on Friday,
16, 2021 or Tuesday, August 17, 2021.
August 20, 2021. August 20, 2021.

Asynchronous activities may be completed at any time throughout the week.

This module will include: This module will include: This module will include:

•Obtaining BCPS device •Live Event greetings between 8:30 •How to access and use curriculum
•Learning Management Basic Training to 9:30am - nothing else should be resources
(Schoology) scheduled at this time •Scope and Sequence
-S  uperintendent
•School policies and procedures •Unit and Lesson Planning
- T ABCO President
- Absence notification procedures and •Assessments
SEMS •Information TABCO session (30 minutes)
•Grading and Reporting
- School safety and security •Equity in Action: Having Courageous
- School climate/behavior management Conversations (70 minutes) •Elementary teachers who teach multiple
plan/program content areas will have a limited amount
•Classroom Management or Program
- Administrator expectations (objective of time with each content
Management and Professional Conduct
writing/posting in classroom, gradebook (140 minutes)
Total time must not exceed 6.5 hours.
management, attendance at grade level,
•Educator evaluation (110 minutes)
content, and/or faculty meetings, data
collection and assessment, field trips/ •Asynchronous material
cash handling) -B
 CPS offices and employee benefit
- Human resources in the building and partners information will be housed in a
how to request support resource folder within the module
- Texts available in the building/online -R
 ecorded messages of welcome from
- Overview of SLOs and TDPs other dignitaries (15 minutes)
- Review acronyms and terminology
Total Time: 380 minutes = 6hrs 20mins
- How to order materials and supplies
•ESOL program

Total time must not exceed 6.5 hours.

Nurses, Occupational Therapists, Physical Therapists, School Counselors, Psychologists, Social Workers,
and Speech Language Pathologists must offer these 3 modules with the same time frames but appropriate
to their roles or determine which modules they can appropriately attend with teachers.

Notes: Transitioning Library Media Specialists, Transitioning ESOL teachers, and Transitioning Staff Development teachers will only be able to participate in the Curriculum and
content module.

Source: BCPS, 2021.

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RECOMMENDATION 2-33:
BCPS should review the Induction Program based on data and determine if it should be mandatory, and modify it
as needed. (Tier 1)  

IMPLEMENTATION AND TIMELINE

1. Recover and/or recreate previous years’ data from the surveys. Month 1

2. Study the feedback from the survey data over the past 5 years, consider the Public Works Month 2
survey data, and re-consider the Induction Program: make revisions, as needed.

3. Modify and plan the Induction Program for SY 21-22. Month 3

4. Determine if the Induction program, which is voluntary, is important enough that it should be Month 3
made mandatory.

FISCAL IMPACT
There is no fiscal impact to study the feedback from the survey data over the past 5 years, consider the Public Works survey data,
and re-consider the Induction Program to make revisions, as needed.

Should BCPS determine that mandatory attendance is necessary for new teachers to attend the Induction Program, there would
then be a need to calculate the financial impact and factor that into the decision.

FINDING
BCPS must determine if the optional and lightly attended program of professional development offerings to non-tenured teachers
are worthwhile and should be continued or modified to include mandatory attendance.

Stipends are offered to participants in the after-school professional development programs. There are 75 workshops each
year. There are also fall and spring one day conferences where teachers pick and choose to attend mini sessions. These are not
mandatory. It is reported that attendance is low.

RECOMMENDATION 2-34:
BCPS should determine if the after-school professional development sessions are worthwhile enough to be
mandatory. If so, this change has collective bargaining implications, as well as fiscal considerations. (Tier 1)  

IMPLEMENTATION AND TIMELINE

1. The Superintendent should charge the Chief and necessary staff, along with the Chief Month 1
Negotiator, to explore the recommendations made herein.

2. The staff should complete the research and discussions and develop recommendations for Months 2-3
the Superintendent to consider.
3. The Superintendent should be provided options and make a determination. Month 4

4. The Superintendent should determine if such a program should be extended throughout all Month 5
Divisions within BCPS and implemented during SY 2022-23.

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FISCAL IMPACT
This recommendation could be implemented with existing resources.

FINDING
There is no data to determine the effectiveness of the Peer Assistance and Review (PAR) Program for experienced teachers who
are new to BCPS, and the extent the program results in a favorable retention rate.

The Division of OE turns to experienced BCPS teachers to be trained as mentors (with a stipend) to serve in the program. The Peer
Advisor Program, which is well designed and executed, has been in effect for 3-5 years. However, the program’s effectiveness
has not been evaluated.

RECOMMENDATION 2-35:
BCPS should evaluate the Peer Assistance and Review Program to determine its impact on teacher retention rate and
effectiveness. (Tier 1)  

IMPLEMENTATION AND TIMELINE

1. The staff in the OE Division, as assigned, should establish an evaluation of the program. Month 1
2. The evaluation should take place. Months 2-4
3. The results of the evaluation should be studied. Month 4
4. Recommendations should be presented to the superintendent for review and approval, Month 5
as necessary.

FISCAL IMPACT
This recommendation could be implemented with existing resources.

FINDING
BCPS is lacking a tactical or strategic plan to address the issue of staff morale. Morale is low, as reported through the Public
Works survey and interviews, (please see the chapter on Employee Relations) due to the overall climate and culture.

The Board and the Superintendent need to fully understand and accept the state of the district climate and morale and turn their
attention to developing a strategic and tactical plan to address the issue.

The Superintendent should turn to the Department of Organizational Development (DOD) to address the culture and morale of
BCPS, and to develop a tactical plan to address the morale and culture matters in BCPS.

One suggestion is to develop and implement a systemic approach to supporting all employees personally and professionally
through coaching. Coaching is considered an ideal approach for moving from theory to practice, from goal to action, and from
individuals to teams. The tenets and tools of coaching culture are already woven into each of the five priorities of The Compass as
the keystone to the purpose and promise to BCPS families: “Preparing each child to graduate ready to enter their chosen career,
career training, military training, or credit-bearing college coursework.”

Coaching builds collective efficacy, which researcher John Hattie identifies as the number one influencer of student achievement
that unlocks individual self-actualization. Coaching is a partnership with stakeholders in a reflective and creative process to
inspire and maximize productivity, leadership, and ongoing development. A coaching culture is one that seeks to develop trusting
relationships that encourage a growth mindset, making space for innovation.

126
The DOD could institute an Office of Coaching Culture charged with developing a systemwide framework to build the
knowledge, tools, and capacity to unify Team BCPS and cultivate an environment in which individuals and high-performing teams
thrive. The Office of Coaching Culture could commit to developing overarching programmatic goals to measure the effectiveness
of coaching through direct impact in individual and/or team effectiveness. Working collaboratively with all BCPS divisions and
schools, the Office of Coaching Culture could empower stakeholders to reimagine what is possible by focusing on the core
values of every student, employee, and community member.

Manifestations of the BCPS coaching culture in each of the five focus areas in The Compass are listed below:

Learning, Accountability, and Results

• T ransform communication between offices and schools to directly align goals, products, and services and allow for
responsiveness to changing individual and system needs
• Provide structures and space for deep teacher reflection to promote continuous growth
• Support central office leadership and resource teachers with team coaching to build their coaching capacity

Safe and Supportive Environment

• Foster the development of trusting relationships through core value work


• F acilitate skill building around how we show up at work, including examining beliefs and values, and the way we
communicate
• E nhance emotional intelligence and resilience of all students and staff, empowering all to lean into tough conversations
and productive conflict

High-Performing Workforce and Alignment of Human Capital

• Collaborate with all divisions to develop an approach to attract and retain all employees
• F ocus on strategies to listen to new teachers and partner with PAR, HR, and school-based leaders to build their capacity of
retaining new teachers by supporting the whole educator
• A
 ttend to the social emotional needs of employees by supporting them as whole people, cultivating a more fulfilling work/
life balance and thereby increasing overall staff attendance and happiness

Community Engagement and Partnerships

• Execute a listening strategy to elicit meaningful feedback from stakeholders through authentic engagement
• Develop and implement workshops on coaching skills centered on listening, communicating, and designing relationships
• Guide transformative communication to ensure alignment to our core values

Operational Excellence

• Build the confidence, capacity and competence necessary for both individual and system growth and success
• Assist with the development of a process to align budget expenditures to our core values and purpose
• Partner with the Office of Transportation to build leadership’s capacity of attracting, valuing, and retaining bus drivers.

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RECOMMENDATION 2-36:
The Board and the Superintendent should review all of the survey results and staff responses regarding the state of
the BCPS’s morale and climate and should use the Department of Organizational Development to create a plan to
address those matters. (Tier 1)  

The Board may wish to use an external consultant to assist with a specialized, deep dive into climate and morale and who would
assist with the development of the needed strategic and tactical plan to address the issues.

The Superintendent and Board should consider the tactical strategy of coaching to determine if it is an appropriate strategy that
could be implemented immediately.

IMPLEMENTATION AND TIMELINE

1. The Board of Education and Superintendent should review all of the survey results and the Month 1
responses by staff regarding the state of BCPS’s morale and climate.

2. The Board should engage an external consultant to assist with a specialized, deep dive into Month 2
climate and morale and who would assist with the development of the needed strategic and
tactical plan to address the issues.

3. Simultaneously with the assistance of the consultant, the Superintendent and Board should Month 2
consider the merits of systemic coaching initiative to determine if it is a strategy that should
be implemented.
4. The Superintendent should direct the Department of Organizational Development the task of Month 2
the development of the details of the coaching program and budget for the initiative.

5. The design and details of the program should commence. Month 2


6. The details as well as a budget program should be presented to the superintendent for review Month 2
and approval, as necessary.

7. The Superintendent should determine if such a program should be implemented on a trial Month 3
basis.

8. If it is approved, the program and training should be put into place in several selected Months 4-11
divisions and/or schools.
9. The pilot program should be evaluated. Month 11

10. The Superintendent should determine if the program has promise of success and should be Month 12
expanded throughout BCPS.

FISCAL IMPACT
The fiscal impact is to be determined dependent upon the decision of the Board and Superintendent whether or not to proceed.

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Policies and Procedures
––––––––––––––––––––––––––––––––
All school systems are required to comply with various state, federal and local laws. Many employer policies and procedures
are based on such laws. Policies and procedures inform staff about workplace rules and employee rights and responsibilities.
Without documentation, the district may be at risk of inequitably treating individual employees, or employees may argue that
they had no knowledge of the rules and regulations and therefore cannot be held accountable for their actions.

Policy and administrative regulation development allow a district to communicate expectations to its constituents, ensure internal
consistency of practice, and establish limits for executive authority as provided by law. Policy and procedures, therefore, reveal
the philosophy and position of the Board. Established educational practices indicate that well-crafted policies and procedures
provide the basis for:

• Establishing the Board’s expectations and what may be expected from the Board.
• Keeping the Board and administration within legal guidelines.
• Establishing an essential division between policy-making and administrative roles.
• Creating guidelines within which employees operate.
• The authority and decisions by the County Executive and the County Council appear to be misunderstood.
• Providing a legal basis for the allocation of fiscal, personnel and facility resources.

COMMENDATION 2-H:
The BCPS Division of Human Resources has an updated and comprehensive Human Resources Standard Operating Procedures
Manual for guidance to division employees. 

FINDING
The official copies of the BCPS policy manual are located in the Superintendent’s office and General Counsel’s office. Policies are
also posted on the District’s Web site (BoardDocs). The Superintendent’s Rules, while included within policies, are not posted in a
section identified and codified for that purpose.

The policies have been codified using a numeric system. Exhibit 2-13 shows the chapters of Board policies and their codification.
Board policies and regulations include laws and regulations implemented, dates for issue and revision history, including current
revision.

EXHIBIT 2-13
BALTIMORE COUNTY PUBLIC SCHOOLS

BOARD POLICY ORGANIZATION

SERIES (Chapters) SECTION TITLES


0100 Equity
0200 Precepts, Beliefs, & Values
0300 Equal Employment Opportunity
1000 Community
2000 Administration
3000 Non-Instructional Services

129
4000 Personnel
5000 Students
6000 Instruction
7000 Facilities and Construction
8000 Internal Board Policies

Source: Created by Public Works LLC Review Team from BCPS Web site, 2021.

Maryland law provides that policies be reviewed minimally each seven years, with some required annually. A five-member
Board Review Committee is appointed by the Board chair. The committee operates with a staff liaison and a meeting schedule.

FINDING
The Board, in Policy 8130, has established detailed guidelines for a policy review committee and Board action, including policy
development and approval procedures consistent with general practices and law.

Policy provides that the Review Committee’s responsibilities shall include:

• Conducting regularly scheduled meetings to review, revise and/or recommend deletion of Board policies;
• Collaborating with the Superintendent or his/her designee and appropriate staff in the review and development of policy;
• Reviewing and rewriting policies before making recommendations to the full Board;
• Making recommendations to the Board for policy adoption, revision or deletion; and
• Reporting to the Board in full session on its work.

Exhibit 2-14 Policy Development and Approval Procedures, provides a detailed set of guidelines for the Policy Committee’s
work and Board activity.

EXHIBIT 2-14
BALTIMORE COUNTY PUBLIC SCHOOLS

POLICY DEVELOPMENT AND APPROVAL PROCEDURES

Policy Analysis A policy analysis shall be prepared for each proposed policy adoption, revision or deletion and will include the
following elements:
• Statement of issues or questions addressed;
• Where appropriate, cost analysis and fiscal impact on BCPS;
• Relationship to other Board policies;
• Legal requirements, such as federal, state or local laws or regulations that mandate the policy or require
certain standards contained in the policy;
• Similar policies adopted by other Maryland school systems;
• A draft of the proposed policy;
• Other alternatives that were considered by staff;
• Whether, and how, the Superintendent will report on the implementation of the policy; and
• A time line for adoption.
The policy analysis will be presented to the Board as part of the Policy Review Committee’s report.
If limited revisions to existing policies are necessary, the Superintendent will present the proposed changes to
the Board with an accompanying rationale. There shall be no need for a policy analysis.
Adoption, Editing, The adoption of new policies or the revision or deletion of existing policies is solely the responsibility of the Board.
Deletion

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Board Procedures The Board shall adhere to the following procedure, unless the Board determines otherwise, in considering,
adopting and amending its policies:
• The Policy Review Committee’s proposal will be presented to the public when the Board agenda is released.
• First Reading During first reading, the public and Board members shall have the opportunity to comment on
the policy proposal during the regular public meeting or by any other means.
• Optional review by the Policy Review Committee Following first reading, in the event that the public or
members of the Board present suggested revisions to the policy, the Policy Review Committee has the option
of reviewing and incorporating in its proposal those comments from the public and Board members.
• Second Reading During second reading, the Board votes on the proposed adoption, revision or deletion
of the policy.
Reading Nothing in this paragraph shall preclude the Board from waiving the two-reading process.
Adoption The Board shall adopt policies, in public session, and such adoption shall be recorded in the minutes of the Board.

Source: Created by Public Works LLC Review Team from BCPS Policy 8130, 2021.

Although Maryland only requires the review of most Board polices each seven years, it is common practice to set a goal of
review each two or five years to ensure that all policies are consistent with generally accepted current practices, changes in
legal requirements, or other compelling issues. This is particularly true regarding to issues related to student and personnel safety,
communications and technology, and health issues.

The Board has established a policy review committee and schedule for meetings assigned a Policy Staff Liaison position and
guided by specific rules found in Policy 8130.

The National School Boards Association (NSBA) has long recommended conducting reviews between two to five years and
many states such as New York and Virginia have a five-year provision. A review of BCPS peer districts selected for this project
show the following:

• D
 uval County Schools, Florida: While some board policies are revisited annually, the School Board conducts a review of
all the board policies over a two-year rotation. (https://dcps.duvalschools.org/Page/9598).
• San Diego Unified School District, California: Policies are to be reviewed and revised as needed.
(https://www.sdcoe.net/Board/Pages/policies.aspx#9000).
• Montgomery County Schools, MD: No provision in policy governing a policy revision schedule. (www.mps.k12.al.us).
• Shelby County Schools, Tennessee: Provides for required policy review, minimally every two years (http://www.scsk12.org/
policy/) policies#0012.
• Dekalb County Schools, Georgia: All policies must be reviewed annually, policy BDC. (www.dekalbschoolsga.org).
• J efferson County Schools, Kentucky: Provides rules and regulations updated as needed and consistent with current Board
Goals and the Strategic Plan. (https://go.boarddocs.com/co/jeffco/Board.nsf/Public).

The Maryland Association of Boards of Education (MABE) offers school law and policy updates by providing sample policies
and regulations found in other states, as well as links to the policies of each Maryland school district. In addition, MABE provides
policy alerts on the latest issues facing schools, facilitates policies and regulations between members districts, provides model and
sample policies to address developing areas of need, and brings to districts Seminars-To-Go on a wide range of policy topics.

MABE’s Director of Legal and Policy Services has been leading a group of state association policy staff from a dozen states
in working collaboratively to develop policy, administrative regulation, and other needed documents for local school districts
to be in compliance with the Title IX Sexual Harassment Final Rule, effective August 14, 2020, as released and explained in
an approximately 2000-page document by the US Department of Education. This group has generated multiple options to
assist local boards in their efforts to comply with this policy mandate. MABE offers a nine-page summary of the provisions
and requirements of this Title IX Final Rule, including sample policies, administrative regulations, a helpful flowchart, and other
supporting documents.

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FINDING
The BCPS policy review date guidelines have not been adhered to, with some policies six or more years past due.

As can be seen, Exhibit 2-15 shows that – out of a total of 142 policies as of this review – 37 policies have not been reviewed
since 2015, a period of six years. Of those 37 policies, the majority (10) are internal board policies, eight are student policies,
and four are personnel policies. A word search tool or process could not be located; thus, consultants have not been able to
identify other specific policy provisions that may be in need of revision due to oversight error or other conditions.

EXHIBIT 2-15
ANALYSIS OF BCPS POLICY MANUAL

REFERENCE
ADOPTION or REVISION/EDIT DATES to Policies,
NUMBER (Whichever is more recent) Rules,
OF Prior to Documents
SERIES POLICIES 2016-17 2016-17 2017-18 2018-19 2019-20 2020-21 (Yes/No) COMMENTS
0100 Equity 1 1 Yes
0200 1 1 Yes
Precepts,
Beliefs, &
Values
0300 Equal 1 1 Yes
Employment
Opportunity
1000 14 3 1 3 1 4 2 Yes
Community
2000 4 1 1 2 Yes Policy 2100– No
Administration text; listed as active
Policy 2200 Blank;
listed as active
3000 Non- 14 3 3 2 2 4 Yes 18 Policy Appendices
Instructional for Charter Schools
Services 1600
4000 20 4 6 3 4 3 Yes 3 Policies w/ no
Personnel text & listed as active
(4204, 4302, &
4303)
5000 30 8 4 2 1 13 2 Yes
Students
6000 17 5 2 1 4 4 1 Yes
Instruction
7000 9 3 1 1 2 1 1 Yes
Facilities &
Construction
8000 Internal 31 10 5 6 4 5 1 Yes
Board Policies
Totals 142 37 23 16 18 38 10

Source: Created by Public Works LLC Review Team from BCPS web site, 2021.

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As seen in Exhibit 2-16, of the 18 BCPS Personnel policies, 10 have been reviewed and updated since 2018-19, four have not
been updated since 2016-17, and four have not been updated since 2015-16.

EXHIBIT 2-16
BCPS PERSONNEL POLICY REVIEW MATRIX

POLICY POLICY TITLE REVIEW DATE


Note: BOLD indicates revised between 2018-2020
4002 Obligations of Employees of the Board of Education of Baltimore County 07/10/18
4003 Recruitment and Selection 07/14/20
4004 Evaluations 03/04/15
4005 Tutoring/Educational Services 07/12/16
4006 General Medical Evaluations 09/01/15
4008 Board Data Governance 07/10/18
4009 Emergency Closings – Employee Attendance 01/09/20
4010 Nepotism 07/10/18
4011 Professional Learning 03/04/15
4100 Employee Conduct and Responsibilities 08/09/16
4101 Drug-Free Workplace 08/11/20
4102 Sexual Harassment 09/10/19
4103 Child Abuse and Neglect 09/09/16
4104 Technology Acceptable Use Policy (TAUP) for Authorized Users 07/09/19
4201 Employee Insurance Benefits 09/10/19
4202 Compensation, Benefits, and Retirement Policy S 07/14/15
4402 Classified Separation from Employment 08/09/16
4500 Temporary Employment Substitute Teachers 12/08/20

Source: Created by Public Works LLC Review Team from BCPS web site, 2021.

RECOMMENDATION 2-37:
BCPS should review and update all policies which have not been so reviewed and updated since 2015-2016. (Tier 2)  

Although Maryland only requires the review of most Board polices each seven years, it is common practice to set a goal of
review every two or five years to ensure that all policies are consistent with generally accepted current practices. Several of the
peer districts have required policy reviews on either an annual or a two-year year schedule (Duval County, Shelby County,
DeKalb County).

IMPLEMENTATION AND TIMELINE

1. The Board and Superintendent should instruct the Policy Staff Liaison and Upon approval of recommendation by the Board
General Counsel to implement the recommendation. and Superintendent
2. The Policy Staff Liaison should request that the General Counsel assist in Upon approval by the Board
coordination and implementation of the recommended policy amendment.

3. The Board should review the revised policies and approve, as needed. Upon implementation and on approval by the
Board

133
FISCAL IMPACT
This recommendation can be implemented with no existing cost and with existing resources, including current staff time.

FINDING
The range of the BCPS Human Resources policies is slim when compared with peer districts. A review of the peer districts’ human
resources policies demonstrates that each of them have many more policies and regulations than does BCPS. An example from
one peer district, Montgomery County (MD), lists 45 personnel/human resources policies, as shown in Exhibit 2-17.

EXHIBIT 2-17
MONTGOMERY COUNTY PUBLIC SCHOOLS
PERSONNEL POLICIES

SECTION G: PERSONNEL
GA Human Resources Core Governance Policy
GAA Positive Work Environment in a Self-renewing Organization
GB General Personnel Policies
GBA-RA Equal Employment Policies
GBB-RA Employee Assistance Program
GBE-RA Employee Recognition
GBF-RA Notification and Assistance in Event of the Death of an Employee/Retiree
GC Ethics
GCA-RA Employee Conflict of Interest
GCB-RA Reporting and Handling Fraudulent Actions by MCPS Employees, Agents, or Contractors
GCC-RA Staff Self-Reporting of Arrests, Criminal Charges, and Convictions
GD Health and Safety
GDA-RA Physical Examinations for Positions Requiring Commercial Driver’s License
GDA-RB Medical Examinations
GE Recruitment, Employment, and Certification
GEA-RA Selection and Appointment of Administrators, Supervisors, and Interns
GEB-RA Recruitment, Employment, and Assignment of Certificated Teachers and Other Professional Personnel
(Salary Schedule A Through D)
GEC Appointment of Supporting Services Personnel
GEC-RA Recruitment, Selection, and Placement of Supporting Services Employees
GEE-RA Classification of Certificates
GEF-RA Substitute Teachers
GEG-RA Affirmative Action
GEH-RA Teleworking
GF Assignment, Transfers, and Reduction in Staff
GFA-RA Establishment and Abolishment of Positions
GFB-RA Temporary Reassignment of Administrative and Supervisory Personnel to the Classroom or Other Posi-
tions
GFB-RB Transfer or Reassignment of Teachers (Salary Schedule A Through D)
GFC Reassignment of Employees Within Two Years of Normal Retirement Eligibility
GFC-RA Reassignment of Employees Within Two Years of Normal Retirement Eligibility

134
GG Work Hours and Work Load
GGA-RA Working Hours and Work Load
GH Classification of Positions and Salaries
GHA-RA Maintenance of the Position Classification Plan
GHC Salaries and Other Benefits of Administrators and Supervisors, Business and Operations Administrators,
and Teacher-Level Employees
GHD-RA Wages and Salaries for Supporting Services Employees
GI Leaves and Retirements
GID-EA Attendance and Absence of Teachers–Unused Sick Leave (State Regulation)
GID-RA Transfer of Sick Leave Within the Maryland Public School System
GIG Funding Retirement/Pension System
GIH Funding Other Postemployment Benefits
GJ Evaluation, Tenure, Suspension and Dismissal
GJA-RA Professional Growth Systems (PGSs) for MCPS Employees
GJA-RB Permanent Status of Supporting Services Employees
GJB-EA Contracts (State Regulation)
GJB-RB Tenure of Teachers
GJB-RC Nonrenewal of Contract for Teacher-level Personnel
GJC-RA Suspension and Termination of Professional Personnel
GJD-EA Immunity for Participating in Disciplinary, Administrative, and Other Proceedings (State Law)
GJD-RA Promotion, Demotion, Resignation, and Retirement of Supporting Services Employees
GJD-RB Discipline or Discharge of Supporting Services Employees
GK Complaints and Grievances
GKA-RA Administrative Complaint
GM Staff Development
GMD-RA Continuing Professional Development Courses for Teacher
GME-EA Student Teachers and Student Interns (State Law)
GME-RA Student Teacher/Intern Program: Selection of Supervising Teachers and Assignment of College Students
GMG-RA Tuition Reimbursement
Source: Montgomery County Public Schools website, 2021.

Another peer district, Duval County, has over 90 human resources policies, as shown in Exhibit 2-18.

EXHIBIT 2-18
DUVAL COUNTY SCHOOL BOARD HUMAN RESOURCES POLICIES

CHAPTER 6.00: HUMAN RESOURCES TABLE OF CONTENTS


Employment of Personnel
6.01 Employment Defined
6.02 Definition of Personnel
6.03 Instructional Staff
6.04 Nepotism/Favoritism
6.06 Recruitment of Faculty and Administrative Staff
6.07 Appointment or Employment Requirements
6.08 Non-Certificated Instructional Personnel

135
6.09 Non0Degreed Vocational Instructional Personnel
6.10 Open Hiring/Equal Employment Opportunity and Affirmative Action
6.11 Employment of Athletic Coaches Who Are Not Full Time Employees of the School Board
6.12 Part-Time Teachers
6.13 Summer School Employment
6.14 Educational Paraprofessionals
6.15 Copyrights and Patents
6.16 Substitute Teachers
6.17 Outside Employment of Staff Members
6.19 Tutoring
6.20 Transfers or Personnel
6.21 Re-employment of Personnel
6.23 Medical Examinations
6.25 Contracts: Instructional and Administrative Personnel
6.27 Probationary Status for Educational Support Personnel
6.28 Certification of Administrative and Instructional Personnel
6.30 Teaching Out of Field
6.32 Assisting Teachers to Become Qualified
6.33 Orientation of Staff Members
6.34 Staff Training
6.35 AIDS, Bloodborne Pathogens and Environmental Hazards
6.36 Tobacco-Free Environment
6.37 Alcohol and Drug-Free Workplace
6.38 Assessment of Employees
6.42 Instructional Employee Performance Criteria
6.43 Personnel Files
6.45 Name and Address of Employee
6.46 Work Year and Work Day
6.47 Year of Service Defined for Administrative and Instructional Personnel
6.48 Effective Date for Suspension or Termination
6.50 Leave of Absence
6.51 Leave Application
6.52 Approval of Leaves
6.53 Notification of Absence
6.54 Absence Without Leave
6.55 Annual Leave
6.57 Family and Medical Leave
6.58 Sick Leave
6.59 Illness-or-Injury in the Line of Duty
6.60 Bereavement Leave
6.61 Jury and Witness Duty
6.62 Military Leave
6.63 Personal Leave
6.64 Professional Leave

136
6.65 Sabbatical Leave
6.66 Temporary Duty Elsewhere
6.67 Donation of Sick Leave
6.68 Social Security Numbers
6.69 Employees with HIV, AIDS, or Other Communicable Disease
6.70 Complaints Against Employees
6.71 Violation of Local, State and/or Federal Laws
6.72 Suspension and Dismissal
6.73 Resignations
6.75 Retirement of Employees
6.77 Deferred Retired Option Program (DROP)
6.78 Professional Ethics
6.80 Records, Reports, and Equipment
6.81 Telephone Calls, Electronic Communications and Facsimiles
6.82 Employee Conduct
6.83 Fraternization with Students
6.84 Political Activities for Employees
6.85 Gifts for School Board Employees
6.87 Honoraria
6.88 Compensation Strategy
6.89 Compensation
6.90 Terminal Annual Leave Pay
6.91 Annual Payment of Sick Leave
6.92 Terminal Sick Leave Pay
6.93 Group Health and Hospitalization Insurance
6.94 Grievance Procedure for Personnel
6.98 Nursing Mothers

Source: Duval County Public Schools website, 2021.

RECOMMENDATION 2-38:
BCPS should review human resources policies from peer districts and other sources such as MABE, and determine
which policies, if any, to add to its human resources policies. (Tier 2)  

IMPLEMENTATION AND TIMELINE

1. The Board and Superintendent should instruct the Policy Staff Upon approval of recommendation
Liaison and General Counsel to implement the recommendation. by the Board and Superintendent

2. The Policy Staff Liaison should request that the General Counsel assist in coordi- Upon approval by the Board
nation and implementation of the recommended policy amendment.

3. The Board should consider each new policy and act accordingly to modify or Upon approval by the Board
adopt as needed.

137
FISCAL IMPACT
This recommendation can be implemented with no existing cost and with existing resources, including current staff time.

Benefits Administration
––––––––––––––––––––––––––––––––
Part of a comprehensive employer compensation strategy is a legally compliant benefit strategy. Benefits, regulations, and
cost containment are critical to successful benefits administration in any school system. There are mutual advantages to a
comprehensive benefits program for a district and its employees, including being able to attract and retain qualified workers.
In some instances, there are even tax advantages for program plan participants, reducing out-of-pocket costs.

FINDING
A discrepancy exists between how employees perceive the adequacy between the information regarding benefits and assistance
with issues that is available to them and the actual information that is readily available.

The BCPS has published a detailed 32-page Benefits Guide, Effective January 1, 2021—December 31, 2021, which is readily
available on its website. It is comprehensive, well written, and clearly provides all information an employee needs. The guide is
easy to use and extremely detailed. It provides options and costs to the employee.

For example, it offers a handy guide to all benefits, provider contact phone numbers and websites (see Exhibit 2-19), and who
to contact in BCPS with their telephone numbers and email addresses.

EXHIBIT 2-19
BENEFITS COVERAGE/SERVICE PHONE NUMBER WEBSITE/EMAIL

Medical—Cigna (800) 896-0948 myCigna.com


Mental Health—Cigna (800) 724-7603 myCigna.com
Medical—Kaiser Permanente (800) 777-7902 Healthy.kaiserpermanente.org
Mental Health—Kaiser Permanente (800) 777-7904 Healthy.kaiserpermanente.org
Dental—CareFirst (866) 891-2802 Member.CareFirst.com
Dental—Cigna (800) 896-0948 myCigna.com
Vision—CareFirst Davis (Eligibility Only) (888) 336-7125 Member.CareFirst.com
Vision—CareFirst Davis (ID Cards) (877) 691-5856 Member.CareFirst.com
Life & Personal Accident—Metlife (800) 778-3827 Metlife.com/mybenefits
Flexible Spending Accounts—Benefit Strategies (888) 401-3539 benstrat.com
Employee Assistance Program (Internal) - BCPS (410) 887-5414 jzimmerman@bcps.org
Employee Assistance Program (External) - Cigna (888) 431-4334 myCigna.com
Employee Wellness—BCPS (443) 809-9471 empwellness@bcps.org
Long Term Disability—Assured Partners (888) 943-8447 n/a
Cancer Insurance—Washington National Ins. Co. (800) 541-2254 my.washingtonnational.com
Critical Illness & Universal Life (877) 433-2384 service@lwarner.com
COBRA Billing—Benefit Strategies (888) 401-3539 benstrat.com
COBRA Enrollment/Terminations/Changes—BCPS (443) 809-8943 benefits@bcps.org
Credit Union—First Financial Credit Union (410) 321-6060 Firstfinancial.org
Maryland State Retirement Agency (SRA) (410) 625-5555 sra.maryland.gov
Baltimore County Employee’s Retirement System (410) 887-8246 baltimorecountymd.gov
/agencies/budfin/retirement/
Source: BCPS, Human Resources Division, 2021.

138
However, when responding to the Public Works survey prompt, “There is adequate information and assistance for issues related
to BCPS benefits,” between 25% and 45% of staff responded with disagree/strongly disagree, ranging by group, shown in
Exhibit 2-20.

EXHIBIT 2-20
RESPONSES TO SURVEY QUESTION 31

Q31. There is adequate information and


CO_Staff Principals Teachers NI_Staff All
assistance for issues related to BCPS benefits.

Strongly agree 8.91% 10.32% 3.40% 4.07% 4.72%


Agree 50.42% 50.00% 32.47% 38.52% 37.18%
Neither agree or disagree 12.26% 11.11% 15.56% 15.79% 14.86%
Disagree 18.66% 17.46% 30.43% 24.88% 26.99%
Strongly disagree 6.41% 7.94% 14.67% 12.44% 12.67%
Don’t know 3.34% 3.1% 3.46% 4.31% 3.58%

Source: Public Works LLC Review Team, 2021.

The survey comments frequently expressed by employees as a source of problems with the Benefits Office indicate a lack of
customer service and communications:

• Benefits and Human Resources are not helpful and rude.


• H
 uman Resources personnel have been nearly impossible to get in contact with this year and BCPS has done very little
to remediate this. Many concerns related to payroll, benefits, and leave have been overlooked. Need people with more
patience to answer questions on the phone.
• T he communication and responsiveness of these groups are clearly lacking the customer service approach that
they should have.
• C
 ommunication with HR and Benefits has been frustrating this year. Very difficult to speak to someone in person
when calling.
• I was told to reach the book on benefits and figure it out. I called CIGNA. They helped me to understand my benefits.
• It is very difficult to speak with a person in benefits - they try hard to be as supportive as they can but they are overworked.
• T he loss of information with the ransomware attack continues to be a problem such as accurate sick leave, benefit
information, etc.
• S
 ince the ransomware attack, I have reached out to benefits on several occasions. My emails have not been read
(I placed a read receipt on the email), nor have my questions been answered. While I understand that they may be
swamped with emails and phone calls, they should also be required to respond to emails, just as teachers are.
• I have been waiting since August for a lane change and I did benefits changes at open enrollment and they still haven’t
changed even though the money taken from my check has. The insurance company has no record of coverage.
• Support from benefits and HR have been lacking this year.
• They seem to not have answers when contacted with questions.
• A
 lthough I recognize the benefits office was overwhelmed after the ransomware attack, it took 4 months to correct the
error in my payroll and my principal giving me a name of a contact person because my phone calls and emails were never
answered. Benefits office rarely answer messages.
• The Benefits Office takes too long to respond back to employee mails.

139
RECOMMENDATION 2-39:
BCPS should engage in an accelerated communications campaign to raise awareness among employees of the
benefits programs as well as explore how additional assistance may be offered to employees. (Tier 2)  

In addition, BCPS should take immediate corrective actions to address the employee concerns in the area of customer service
and assistance provided by the Human Resources Division. Staff in the Benefits Office need to be re-trained in the area of
customer service and staffing in this office need to be augmented (see Organization and Management section of this chapter).

A quality control process must be established to gauge response time to employees with inquiries and satisfaction levels of
employees with the level of service that they receive from the staff in the benefits office.

IMPLEMENTATION AND TIMELINE

1. The HR Chief and department leaders should review all PW survey results and prioritize Month 1
expressed areas of customer concerns.
2. In conjunction with the Organization Development Department, design training modules Month 2
for all staff in the benefits office and certification office.
3. Expand customer service training modules to remainder of staff in Division of Human Month 3
Resources.
4. Design and implement customer satisfaction survey instrument. Months 2-4
5. Implement second phase of customer service training for all HR staff. Month 6
6. Set up a monthly review of customer feedback responses and share with HR staff. Months 4-11
7. Evaluate effectiveness of customer service training. Month 11

FISCAL IMPACT
This recommendation could be implemented with existing resources.

FINDING
BCPS offers a robust but costly employee benefits program as a part of the collective bargaining agreements.

Human Resources and Payroll Background Payroll expense represent the largest single cost component in the BCPS budget.
According to BCPS records, fiscal year 2019 salary, wage, and benefit costs totaled $1.4 billion, or 74% of the total operating
expenditures. A sample of the benefit calculator is shown in Exhibit 2-21.

140
EXHIBIT 2-21
BCPS BENEFIT CALCULATOR SAMPLE

BCPS benefits calculator is 38.5% for health, dental, life, vision, FICA, and Workers Comp, and 4.17 % state retirement and
7% County retirement

FY2022 Benefit Calculator


FTEs   1.0
SALARY EXAMPLE $50,000.00
   
Benefit Rate Increase/(Decrease)

Dental $480.77 $467.00


Life $14.40 $14.00

Vision $24.64 $24.00

H/D/L/V participation rate 97.05%  

FICA (3 year actual average rate) 7.33% $3,665.00

W/Comp (8.5% turnover rate assumed) 0.89% $407.00


   

Subtotal Benefits Cost $19,232.00

Total Salaries and Benefits $69,232.00

Additional Benefits Expense:

State Retirement (local share) 4.17% $2,085.00

County Retirement 7.00% $3,500.00

Source: BCPS Division of Human Resources, 2021.

There are five (5) unions whose contracts with BCPS expire June 2023:

1. The Master Agreement between the BCPS and TABCO (Teachers Association of Baltimore County).
2. T he Master Agreement between the Board of Education of Baltimore County and the Baltimore County Public
Schools Organization of Professional Employees (OPE).
3. T he Master Agreement between the Board of Education of Baltimore County and the Educational Support
Professionals of Baltimore County (ESPBC) expires June 30, 2023.
4. T he Master Agreement between the Board of Education of Baltimore County and Council 67/Local 434 of the
American Federation of State, County, and Municipal Employees, AFL-CIO (AFSCME)
5. T he Master Agreement between the Board of Education of Baltimore County and the Council of Administrative
and Supervisory Employees (CASE).

Please refer to Appendix E for the Master Agreements that show which job titles/classifications are represented by which
agreement.

141
Full-time and part-time employees may choose to enroll in any combination of the benefits available. BCPS offers a Flexible
Benefits Program which is a cafeteria plan allowing employees to pay for certain benefits with pre-tax deductions (see Exhibit
2-22). BCPS contributes a large portion toward the purchase of health and welfare benefits. This allows employees the flexibility
to choose the benefit plans that best meet their needs.

EXHIBIT 2-22
BCPS FLEXIBLE BENEFITS PROGRAM

BEFORE-TAX BENEFITS
• Medical - link to guide page highlights for each of these
• Dental
• Vision (Must be .5 FTE to be eligible)
• Cancer & Intensive Care Insurance (not offered to new hires after 7/1/2007)
• Optional Term Life Insurance – up to 10x salary, first $35,000 is before tax.
• Flexible Spending Accounts
• 403(b)/457(b) Plans

AFTER-TAX BENEFITS
• Personal Accident Insurance
• Long-term Disability Insurance (Must be .5 FTE to be eligible)
• Optional Term Life Insurance – up to 10x salary, amount over $35,000 is after tax. Maximum is $1 million.
• Whole Life Insurance with Long-term Care
• Critical Illness Insurance

Eligibility: EMPLOYEES
You are eligible to participate in the BCPS Flexible Benefits Program if you are a:
• Regular full-time employee
• Part-time employee (some benefits require part-time employees to be working .5 FTE or more to be eligible)

Eligibility: DEPENDENTS
Eligible family members include:
• Legal spouse
• Dependent children, who include:
• Biological children
- Stepchildren
- Legally adopted children
- A child for whom you have legal guardianship, including grandchildren

Children who are the subjects of a Qualified Medical Child Support Order (QMCSO) that creates the right of the
child to receive health insurance benefits under an employee or retiree’s coverage

Source: BCPS website, 2021.

For the most part, all of the Master Agreements offer the same level of insurance benefits as the TABCO Master Agreement,
including but not limited to the following. The benefits details and associated rates or costs are shown in the Appendix.

• Basic Plan Life Insurance


• Optional Plan Life Insurance
• Section 125 Plan
• Flexible Benefits Insurance Program
• Health Care Options – Flexible Benefits Plan

142
• Insurance – Family of Deceased Educator
• Insurance – Retired Members
• Dental Insurance
• Vision Insurance
• Insurance Plan Carriers
• Other Benefits

RECOMMENDATION 2-40:
BCPS and Baltimore County Government should explore any advantages there may be for the two entities to jointly
bid some more aspects of their benefits programs. (Tier 1)  

Currently, the following benefits are Bid Jointly or BCPS has subsequently Piggy-Backed Medicare Supplemental,
Advantage, & Part D Prescription (purchased jointly under shared Labor First contract):

• Non Medicare Medical


• Non Medicare Prescription
• Dental
• Vision
• FSA/HSA Admin, Retiree Billing, COBRA Admin, Tuition Reimbursement (aka all Benefit Strategies Services, each entity)
• L ife Insurance (Currently, BCPS has piggy-backed on the current BCG/CCBC/BCPL/BCRA MetLife contract.  This will
be bid jointly for coverage effective 01/01/2023.)
• P ersonal Accident Insurance (Currently, BCPS has piggy-backed on the current BCG/CCBC/BCPL/BCRA MetLife
contract.  This will be bid jointly for coverage effective 01/01/2023.)
• Consulting Services (Bolton Partners)
 
There are some which are Not Bid Jointly but can be in the future:

Long Term Disability – Not currently jointly bid, but BCG/CCBC/BCPL/BCRA will be re-bidding for benefits effective
01/01/2023 and BCPS is welcome to join or Piggy-Back
 
Retirement – independent of the county

CBIZ retirement consultant
403(b) 457(b) vendors
 
Source: Turnover Division of Human Resources.

143
IMPLEMENTATION AND TIMELINE

1. BCPS Chief of Human Resources and appropriate staff, BCPS Fiscal Services and Month 1
Purchasing staff meet with selected Baltimore County staff to review the benefits offerings
of both entities and contracts with providers,
2. Above referenced staff meet with representatives of contracted providers to analyze the Month 2
cost/benefit of consolidation of BCPS and County Government benefits from providers.

3. Determination should be made as to what, if any, upcoming contract renewals with benefits Months 3-4
providers should be jointly bid and administered as well as what other areas, as noted above,
may be jointly bid.
4. Present recommendations to the County Executive and Superintendent Month 5

FISCAL IMPACT
This recommendation could be implemented with existing resources.

COMMENDATION 2-I:
The BCPS Employee Assistance Program (EAP) offers employees a broad range of both internal and external
counseling services.

The BCPS EAP is a blended, or hybrid, Employee Assistance Program, consisting of both a fulltime internal EAP counselor who is
organizationally supervised by the Manager, Benefits, Leaves and Retirements, and a large external EAP vendor, currently Cigna
EAP. BCPS has had a hybrid EAP for many years. The BCPS EAP offers internal and external counseling services and more. The
BCPS EAP offers a “broad brush” of services to include:

• S
 hort-term counseling services (10 sessions, per person, per problem per calendar year) to employees and their household
family members
• W
 ork life supports to assist employees and their household family members in finding resources for child care, eldercare,
pet services
• Financial and legal consultation services
• Relocation resources
• Crisis (traumatic loss) response services to school and worksites
• Management consultations to supervisors regarding employee issues
• M
 anagement referrals which can include referrals for violations of the BCPS Drug Free Workplace policy/rule and the
Department of Transportation FMSCA Alcohol and Drug testing violations
• Online and face to face seminars on a variety of well-being topics
• EAP Wellness Webcasts
• Online mental health resources

The EAP is intended to be a mostly voluntary program. In any given year, 90-95% of all use of the BCPS EAP (both internal
and external) is voluntary, predominantly self-referrals or suggested (though not required) by supervisors, coworkers, and HR
professionals.

The majority of EAP services are provided by the external EAP. The BCPS hybrid/blended EAP clearly results in a very robust
and healthy use of EAP services and supports as compared to the Book of Business Norm. Often, typical EAP utilization rates are
quoted somewhere in the range of 3-5%. The rates of use of the BCPS EAP are shown in Exhibit 2-23.

144
EXHIBIT 2-23
FREQUENCY of USE of the BCPS EAP
(Statistical Overview of External EAP)

Categories 2018 BCPS/Cigna 2019 BCPS/Cigna 2020 BCPS/Cigna


EAP Utilization Rate 11%/3.8% 15.1%/3.9% 10.6%/4.8
Work/Life Utilization Rate .8%/.4% 1.1%/.5% 7%/.5%
Web Utilization Rate 8.4%/13.5% 13.6%/10.5% 13.2%/9.6%
# of EAP Contacts 1,704 1,697 1,642

Source: BCPS data provided by Human Resources Department, Office of Benefits, 2021.

(NOTE: A common definition of utilization rate is the count of cases is divided by the total number of employees at the
organization with access to the EAP benefit. For example, 50 clinical EAP cases out of a population of 1,000 employees yields
a rate of 5.0%. Clinical case utilization rates can range from between 1 to 5 percent or higher.)

The BCPS EAP Counselor provides some direct counseling services, information and referral (a large portion of the direct
services), management consultations, substance abuse professional activities (when BCPS opts to offer rehabilitation services
for violations of Drug Free Workplace policy/rule and DOT Alcohol and Drug Testing regulations), crisis response services to
schools/worksites, continues EAP program promotion in print, online and on-site presence, training and seminars on EAP and
mental health wellness topics to a variety of BCPS employee groups. Exhibit 2-24 shows the number and type of the BCPS EAP
Counselor’s activities.

EXHIBIT 2-24
NUMERICAL OVERVIEW OF EAP SERVICES
BY BCPS EAP COUNSELOR

2020 (Mid-March – December


Categories 2018 2019 working remotely)
Client Contacts Face to Face 239 180 62 (Jan – Mar)
Information and Referral Client Contacts (including assisting 440 487 325
more clients in accessing Cigna EAP Services due to BCPS
remote working)
Management Consultations 106 119 50
FFD/RTW meetings and contacts 36 69 0 (transitioned to another office)
SAP Activities to include assessments, referral for treatment and 125 45 0 (BCPS began using a zero
follow-up contacts tolerance)
Trainings/Seminars 31 32 10
Crisis Response 29 30 12

Source: BCPS data provided by Human Resources Department, Office of Benefits, 2021.

FINDING
The BCPS has an automobile stipend benefit program for 35 administrators, not including the Superintendent, whereby each
administrator receives monthly auto stipends of either $731 or $585, regardless of need and use.

The auto stipends for those administrators are shown in Exhibit 2-25.

145
EXHIBIT 2-25
BALTIMORE COUNTY SCHOOLS AUTO STIPENDS

Monthly Auto
Title
Stipend
CHIEF ADMINISTRATIVE AND OPERATIONS OFFICER $731
GENERAL COUNSEL $731
CHIEF ACCOUNTABILITY AND PERFORMANCE MANAGEMENT OFFICER $731
*EXECUTIVE DIRECTOR, COMMUNITY SUPERINTENDENT EAST ZONE $731
COMMUNITY SUPERINTENDENT EAST ZONE $731
CHIEF ACADEMIC OFFICER $731
COMMUNITY SUPERINTENDENT WEST ZONE $731
CHIEF OF SCHOOL CLIMATE AND SAFETY $731
COMMUNITY SUPERINTENDENT CENTRAL ZONE $731
*EXECUTIVE DIRECTOR, COMMUNITY SUPERINTENDENT EAST ZONE $731
*EXECUTIVE DIRECTOR, COMMUNITY SUPERINTENDENT WEST ZONE $731
*EXECUTIVE DIRECTOR, COMMUNITY SUPERINTENDENT WEST ZONE $731
CHIEF HUMAN RESOURCES OFFICER $731
*EXECUTIVE DIRECTOR, COMMUNITY SUPERINTENDENT EAST ZONE $731
CHIEF OF ORGANIZATIONAL EFFECTIVENESS $731
*EXECUTIVE DIRECTOR, COMMUNITY SUPERINTENDENT CENTRAL ZONE $731
*EXECUTIVE DIRECTOR, COMMUNITY SUPERINTENDENT CENTRAL ZONE $731
CHIEF OF STAFF $731
DIRECTOR, GOVERNMENT RELATIONS $731
EXEC DIR ACADEMIC SERVICES $585
EXCECUTIVE DIRECTOR, HR OPERATIONS $585
EXECUTIVE DIRECTOR, EQUITY AND CULTURAL PROFICIENCY $585
SR EXEC DIR CURRICULUM OPERATIONS $585
EXEC DIR SOCIAL EMOTIONAL SUPPORT $585
CHIEF ACCOUNTABILITY AND PERFORMANCE MANAGEMENT $585
EXEC DIR ACADEMICS $585
*EXECUTIVE DIRECTOR, COMMUNITY SUPERINTENDENT CENTRAL ZONE $585
EXECUTIVE DIRECTOR, ORGANIZATIONAL DEVELOPMENT $585
SR EX DIR ADMINISTRATIVE SERVICES $585
EXECUTIVE DIRECTOR INNOVATIVE LEARNING $585
*EXECUTIVE DIRECTOR FACILITIES MANAGEMENT $585
EX DIR FISCAL SERVICES $585
EXEC DIR SCHOOL SAFETY $585
EXECUTIVE DIRECTOR OF BUSINESS OPERATIONS $585
EXEC DIR INFORMATION TECHNOLOGY $585
TOTAL $286,008.00

Source: Public Works, LLC Review Team, 2021.

146
RECOMMENDATION 2-41:
The Board and Superintendent should establish, based on the proposed reorganization, that those 12 positions
(see*) hold positions with the highest rate of auto use for system business and receive a standardized ($585 per
month) auto stipend, and which positions should receive mileage reimbursement when work-related travel is
necessary. (Tier 1)

IMPLEMENTATION AND TIMELINE

1. T he Superintendent should review, revise as needed, and approve the recommended changes Month 1
detailed herein as soon as possible.

2. The implementation of the recommendations should be completed in time for opening of the Month 1
2021-school year.

3. The Superintendent should receive and review monthly updates of the implementation of the Month 2 and ongoing
recommendations.

FISCAL IMPACT
The fiscal impact is based on reducing the number of people receiving a monthly auto stipend, and the amount of the monthly
stipend, as follows.

CURRENT SITUATION:
16 administrators receive $585 per month for an annual expenditure of $112,320, and 19 administrators receive $731 per month
for an annual expenditure of $168,668. The current annual cost of the stipends is $286,008, as shown above in Exhibit 2-25.

RECOMMENDED CHANGE:
Reduce the number of employees receiving an auto stipend to 12:

• Ten Executive Directors of Schools


• One Deputy Superintendent
• One Chief of Schools

Standardize the monthly auto stipend to $585 per month:

• 12 x $585 per month x 12 months = $84,240

Establish a fund for Mileage Reimbursement at $10,000

Thus, the estimated fiscal impact annually is calculated as the difference between the current annual cost of $286,008 and the
proposed cost of $94,240 ($84,240 + $10,000), for an annual savings of $191,768. Over five years, the potential savings to
BCPS for implementing this recommendation is $958,840.

RECOMMENDATION YEAR ONE YEAR TWO YEAR THREE YEAR FOUR YEAR FIVE

Reduce Auto Stipends and Mileage Reimbursements $191,768 $191,768 $191,768 $191,768 $191,768

147
FINDING
Job descriptions must be reviewed and revised, as needed, to ensure that they reflect accurately what employees are expected to do.
The Public Works LLC survey results in Exhibit 2-26 indicate that between 10.2% to 26.6% disagree/strongly disagree with
survey question 21: “My job description accurately reflects what I do.” The highest percentage of disagreement was among
teachers, while the lowest percentage was among principals.

EXHIBIT 2-26
SURVEY RESPONSES TO QUESTION 21

Q21. My job description accurately reflects what I do. CO_Staff Principals Teachers NI_Staff All

Strongly agree 18.61% 21.26% 14.26% 16.47% 15.68%


Agree 46.94% 55.91% 48.47% 53.22% 49.47%
Neither agree or disagree 8.89% 12.60% 9.64% 7.16% 9.25%
Disagree 17.22% 6.30% 19.08% 15.27% 17.44%
Strongly disagree 7.50% 3.94% 7.47% 6.92% 7.19%
Don’t know 0.83% 0.00% 1.09% 0.95% 0.97%

Source: Public Works LLC Review Team, 2021.

Review of job descriptions for high-level executive positions indicates a wide disparity between the title of the position, definition
of the role, the range (examples of duties) of the responsibilities of the position, and the minimum qualifications for the position.

Specific job descriptions reviewed for this review were those of Chiefs and Executive Directors as provided, which had been
recently revised. It should be noted that these job descriptions had not been revised prior to the recruitment, interview, and
selection of those individuals who were hired to fill the positions. This process results in the practice of the disparity between the
job description being revised after the hiring of the individual who holds the position. Again, this practice was highly criticized by
interviewees who characterized the practice as simply, “Williams appoints friends who are loyalists and without the credentials
for the job.”

The high-level job descriptions are located in Appendix D and include the Chief Human Resources Officer, Chief
Organizational Effectiveness, Chief Administration and Operations Officer, Chief School Climate and Safety, and Executive
Director School Support.

FINDING
BCPS has a practice of appointing individuals to high-level leadership positions who are not highly qualified, with specialty
training in all aspects of their new responsibilities and without comprehensive, direct experience in that specialty area.

BCPS does not have a timely process for filling positions left vacant when a staff member is assigned or promoted to an acting
role. When staff members are assigned or promoted to acting roles or when staff resign, the vacated positions are either left
unfilled for extended periods, or the individual who has been promoted serves in two positions while receiving one salary.

This practice undermines the stated purpose of Focus Goal #3 High-Performing Workforce and Alignment of Human Capital:
“Recruit and retain a qualified, highly effective and diverse workforce, and create a systemic professional development plan to
improve work performance and readiness.”

Further, this practice undermines the Division of HR’s core value statement that “The Department of Human Resources Recruitment
and Staffing works diligently to find qualified and team-oriented individuals to join TEAM BCPS.”

148
The key leadership position of Chief of HR in the Division of HR and the Assistant Superintendent of Recruitment and Staffing have
been filled with acting appointees and/or left vacant for two years – an inordinate of time. The Acting Chief of Organizational
Effectiveness (OE) assumed the position in December 2020. The Acting Chief had been serving as the Executive Director
of Organizational Development. Since appointment as Acting Chief, the position of Executive Director of Organizational
Development has not been filled. In effect, the Acting Chief serves in both capacities. Neither the position of Chief of the Division
of OE, nor the position of Chief of HR, have been posted, so the process of recruiting and interviewing applicants has not begun
at the time of the writing of this report (middle April 2021).

Further, BCPS does not expediently fill vacant positions when staff members have left positions through retirement or resignations.
Similarly, when new positions are created, there is a lag of time before such positions are filled.

BCPS contractually requires employees holding high-level and mid management positions to provide a 90-day notice of
resignation or retirement. This period of time is adequate to review the job description, announce the vacancy, post the job on the
BCPS software module (Frontline-Applitrak), recruit candidates, screen applicants, hold interviews, conduct background checks,
and select an appointee. Typically, this 90-day time period provides adequate time for a selected candidate who is external to
BCPS to provide notice of resignation to the present employer and to transition to the new position with BCPS.

It is understandable if there is a slight delay wherein an acting person may be appointed until the transition is complete. If an
applicant who is a current BCPS employee is selected, then the transition period should readily be accomplished within the
90-day period. This has not been the case in BCPS.

Failure to fill vacancies fittingly creates a lack of continuity and stability and requires in-house employees to fill two positions
simultaneously – their former position as well as the acting position. Such a practice creates morale issues, as is the case in BCPS.
In addition, BCPS does not compensate the employee holding two jobs with two salaries.

Reliance on the practice of appointing in-house employees to acting positions without conducting a formalized posting and
search process leads to the convenience of appointing the acting to the permanent positions without the system doing an
expansive search process to find the most highly qualified candidate with appropriate training and experience in all facets of a
key, executive position.

Not only has this practice created a morale issue, but it also sends the message that promotional opportunities within BCPS are
a closed process based on convenience, connections, and friendships that are not based upon a desire and intention to be
transparent and seek the most highly qualified applicants. In addition, this practice tends to lead to appointments of the acting
to the permanent positions without the school system performing an expansive search process to find the most highly qualified
candidate.

Interviewees consistently reported that they believe that promotions are not based on individuals with specific experience and
training for a position, competency, performance and job qualifications. Interviewees believe that the primary, unwritten criteria
used for selection of top level executives are based on friendships, loyalty, and previous affiliation. This point was repeatedly
offered as a reason for low morale in the district.

Furthermore, it was stated by interviewees offering specific examples that ineffective and unqualified employees are being
shielded and protected from removal/termination due to political, personal, or relational connections. Interviewees reported that
this lack of fairness of treatment for employees and protecting ineffective workers has had a deleterious effect on morale.

It was also reported that when supervisors have followed disciplinary procedures of employees or implemented and documented
employee performance issues, the recommendations for action are blocked or ignored, despite proper documentation and the
processes being followed by supervisors.

These issues have eroded trust and faith and morale within the BCPS. As stated by an interviewee and echoed by others, “After
Dance destroyed the credibility of the system, we needed a leader to restore trust and morale. Instead … the corruptness of the
system has perpetuated despite knowing it persists.”

149
RECOMMENDATION 2-42:
BCPS should expediently fill vacant leadership positions with permanent appointees who are highly qualified with
specialized training and appropriate experience in the assigned areas/divisions in a timely fashion. This process
should be done after a revised job description is completed and after the position vacancy has been posted and
should avoid acting appointments exceeding one month. (Tier 1)  

IMPLEMENTATION AND TIMELINE

1. Implement the change of practice immediately through direction by the Board of Education Month 1
and Superintendent.
2. Ensure that all procedures have been followed before offering employment. Month 1 and ongoing

FISCAL IMPACT
This recommendation could be implemented with existing resources.

FINDING
BCPS employee absenteeism from school year 2018-2019 to school year 2019-2020 has decreased in 29 out of 32 employee
categories. In the three areas showing increases, the percentage of increase was slight (Source: BCPS Employee Absence Data,
HR-10 and staff interviews).

The BCPS has established the following methodology to determine trends in employee absenteeism from the 2018-2019
school year to the 2019-2020 school year: School/fiscal (07/01-06/30) year integrated disability management (IDM) and
maternity/paternity leaves are compiled by the Office of Employee Absence and Risk Management (OEARM) and the Office
of Benefits, Leaves and Retirements (BLR) respectively. This leave data is provided via spreadsheets to the Division of Research,
Accountability and Assessment (DRAA).

DRAA has developed a report that compiles all regular employees’ paid and unpaid sick and family leave for a fiscal year,
coded with AMS leave types A, B, UNPDA or UNPDB (paid or unpaid personal or family leave). As IDM and maternity/
paternity leaves may be coded as personal/family leaves in CGI Advantage HR (AMS), DRAA subtracts this excluded leave
(for years beginning 07/01/2018-06/30/2019) and converts the net hours into days based on the employees’ type (10 or 12
month) and bargaining unit hours worked per day. Prior to 07/01/2018, IDM and maternity/paternity leaves were included in
the total days but flagged as an employee with this type of leave.

Exhibit 2-27 shows the compiled summary of days absent by employee category for the last two school years.

EXHIBIT 2-27
ABSENCES BY EMPLOYEE CATEGORY

Sum of Days Absent


Row Labels 2018-2019 2019-2020
(01) SUPERINTENDENT 10.60 1.00
(03) ASST, ASSOC, AREA SUPERINTENDT 127.60 45.93
(04) DIRECTOR,MANAGER,COMPTROLLER 290.80 252.97
(05) COORDINATOR,CONSULTANT 270.90 270.00
(06) SUPERVISOR 911.50 817.84

150
(07) OTHER ADMINISTRATOR 244.70 213.36
(08) PRINCIPAL 997.00 816.24
(09) VICE, ASSISTANT PRINCIPAL 1540.10 1389.71
(11) TEACHER,INSTRUCTOR 50161.60 38126.92
(12) STAFF DEVPR,TCHR TRAINR,MENTOR 4394.10 3106.96
(13) OTHER INSTRUCTIONAL PERSONNEL 196.60 119.00
(14) AUDIOLOGIST.HEARING THERAPIST 20.90 43.77
(15) OCCUPATIONAL THERAPIST 489.80 429.14
(16) PHYSICAL THERAPIST 202.90 188.92
(17) SPEECH PATHOLOGIST, THERAPIST 1282.20 1047.72
(18) OTHER THERAPIST, DIAGNOSTICIAN 7.50 0.00
(19) LIBRARIAN, MEDIA CONSULTANT 1311.50 902.55
(20) GUIDANCE COUNSELOR 2564.70 1917.49
(21) PSYCHOLOGIST 431.50 334.12
(22) STUDENT PERSONNEL WORKER 248.80 264.50
(23) SCHOOL SOCIAL WORKER 693.10 628.66
(24) NURSE,HYGIENIST,HLTH PROFESONL 1375.30 1110.64
(25) OTHER PROFESSIONAL PERSONNEL 2668.30 1443.93
(26) TEACHER AIDE,TEACHING ASST 10722.90 7780.38
(27) LIBRARY,MEDIA CENTER AIDE 124.10 155.50
(28) OTHER AIDE 642.80 456.07
(29) SECRETARY,CLERK 7259.70 5613.01
(30) TECHNICAL PERSONNEL 1075.40 863.63
(31) TRANSPORTATION PERSONNEL 9571.50 6805.69
(32) CRAFTS AND TRADES PERSONNEL 1847.10 1644.78
(33) MANUAL LABOR 1215.60 831.65
(34) SERVICE WORKER 14937.00 11675.21

Source: BCPS HR, 2021.

RECOMMENDATION 2-43:
BCPS should develop additional leave codes and or employee status codes for all excluded leave to be used for
AMS leave transactions to ease and expedite reporting and analysis. (Tier 2)

Additional research should be performed on ADA and FMLA tracking capabilities in AMS, the HR system of record. This would
provide the following benefits:

• E liminate the need for separate excluded leave spreadsheets provided by the various offices of the Department of
Human Resources Operations
• Eliminate the need for a separate report process by DRAA
• Permits tracking of true personal and family leave with standard AMS reporting at any point in time
• Permits tracking of other leaves.

151
IMPLEMENTATION AND TIMELINE

1. Complete additional research on ADA and FMLA tracking capabilities in AMS Month 1

2. Implement changes Month 2

FISCAL IMPACT
This recommendation can be implemented with existing resources.

FINDING
There is an insufficient workforce/pool of available support staff in a variety of categories, such as plumbers and grounds
people.

A review of a SALARY SURVEY conducted March 2018 (see the Compensation and Classification Systems section of this
chapter) for all support staff salaries – compared with other school divisions and county agencies – demonstrates that not only is
there much competition in the private and public sectors for high-quality candidates, but also that BCPS salaries in 2018 pale in
comparison with its peer counties. The comparisons have grown sharper in the past three years. That is just one of the contributing
causes for staff shortages; there are several factors contributing to BCPS struggles with maintaining an adequate candidate pool,
particularly for non-certified staff positions.

Another cause of this shortage, as reported, is the cost of the fingerprinting process. The cost of fingerprinting has escalated
from $69 to $100 in the past five years. That cost is paid by the prospective employee. This amount causes financial challenges
for candidates in entry level positions. For example, during a week in March when conducting interviews on this subject, it was
reported that four candidates had declined offers of employment, conditional upon the fingerprinting background checks, citing
the costs. That number was on the low side of weekly averages as reported, and the reason given for the applicant declining the
offer was the cost of the fingerprinting. Some candidates go through the process of the required physical examination, for which
there is no cost to the applicant, and then opt not to do the fingerprinting, citing the cost. The cost of the physical examination is
then lost to BCPS.

In addition, BCPS reports losing entry-level candidates when there is a requirement for obtaining a DCDL within six months of
employment, even if the specific job does not require such a license. Interviewees believe that there is a need to reclassify the
positions so the applicant pool is not as restrictive when a DCDL license is not required for the position. It was reported that new
employees obtain the license and then leave BCPS employment for better paying positions elsewhere.

It is also reported that BCPS loses candidates because the candidates cannot pass the physical examination that the DOT requires
for drivers.

There are a variety of other issues that are detrimental to BCPS recruitment and hiring of support staff. Internally, BCPS is
inadequately staffed to effectively recruit adequate numbers of candidates. Furthermore, BCPS offers little assistance to potential
applicants. BCPS does not have a walk-in center to assist potential applicants. BCPS does not make technology available
for potential candidates who do not have personal access to technology to apply for a position. BCPS software used for
applications is not user friendly for many applicants for support staff positions.

RECOMMENDATION 2-44:
BCPS leadership should develop a multi-pronged strategy to address the root causes of employee turnover and
inadequate pools of qualified candidates. (Tier 1)

152
Some strategies may include:

• R
 eimburse candidate one-half of the cost of the fingerprinting charge after three months (probationary period) of
employment.
• G
 enerate incentive programs, like stipends or rewards, to employees who refer candidates who are then hired and remain
with BCPS for a determined period.
• Subsidize the costs of the fingerprinting for entry-level employees.

IMPLEMENTATION AND TIMELINE

1. Develop a multi-pronged strategy to address the root causes of employee turnover and Month 1
inadequate pools of qualified candidates.

2. Study the cost of a reimbursement of 50% of fingerprinting charge. Month 1

3. Implement the subsidy program. Month 2


4. Implement the strategy to address turnover and shallow pools of candidates. Month 2

FISCAL IMPACT
This recommendation can be implemented with existing resources.

FINDING
BCPS review of applicant references is solely based upon those written references submitted by the candidate through the
Frontline AppliTrack technology software.

Once an applicant completes the application for a vacant position through Frontline, the Department of Recruitment and Hiring
screens it to determine that the applicant meet minimal qualifications. Once a teacher applicant is cleared and placed into the
available pool, principals access the pool of candidates and select who they want to interview. The applicant(s) is/are scheduled
for an initial, usually a virtual, interview. There is neither a standard for the minimum number of candidates to be interviewed due
to critical needs, nor for in-person interviews. Executive directors are involved with interviews for new principals and assistant
principals, and on the secondary level for the department dept chair positions. Executive directors do not interview teacher
candidates.

There is not a practice or requirement to conduct telephone reference checks. HR hiring officers check the submitted references
and disclosures. The hiring officers do not make calls. A review is made of the HB 46 forms (sexual conduct background checks).
There is no apparent quality control check to assure that candidates’ references are valid.

The comments from the Public Works LLC survey raised examples of employees having been hired without a reference check.

RECOMMENDATION 2-45:
BCPS should review and change its screening process to ensure that all new hires have adequate and sufficient
references from all previous employers. (Tier 1)  

BCPS should revise its practice of not requiring principals to conduct telephone reference checks on candidates prior to offering
employment. BCPS should train principals in the proper procedures for consulting reference checks.

153
BCPS Division of HR should establish procedures and a standard reporting format of summaries of the telephone reference
checks so that such notes are entered into a secure database.

IMPLEMENTATION AND TIMELINE

1. Chief of HR, staff, and principals should examine its screening process to ensure that all hires Month 1
have adequate and sufficient references from all previous employers.

2. Chief of HR, HR staff, and principals should revise its practices of reference checking to include Month 1
the requirement that principals conduct telephone reference checks on candidates prior to
offering employment.
3. Chief of HR and staff should train principals in the proper procedures for consulting Month 2
reference checks.
4. Chief of HR and staff should establish procedures and a standard reporting format of summaries Month 1
of the telephone reference checks so that such notes are entered into a secure database.

FISCAL IMPACT
This recommendation can be implemented with existing resources.

FINDING
BCPS staffing per 1,000 students is not consistently aligned with peer Maryland school districts, including Montgomery County,
Prince George’s County, Anne Arundel County, and Harford County.

The data was compiled in March 2021 by the Review Committee for FY22 LEA Personnel Comparisons.

As shown in Exhibit 2-28, BCPS administration numbers per 1,000 students are higher than Montgomery County, which has
about 55,000 more students than BCPS but fewer administration staff than the other districts. The same is true in terms of
mid-level administration ratios.

In the categories of regular and special instruction, BCPS is below the comparable districts used in this study.

In the other categories of transportation and student personnel service, the numbers are as expected for the relative enrollments
of the districts.

In the category of Operation of Plant & Equipment & Maintenance, the ratios are as expected. However, these numbers/ratios
per district do not take into account the actual number of positions in this category that are filled. They are budgeted FTEs, as
reported. Due to vacancies in hard-to-fill positions, actual FTEs are often much lower and cause ratios to be higher than reported.
There are hard-to-fill support staff positions that are left vacant due to lack of applicants, lack of qualified candidates, and salary
differences when compared with surrounding districts and counties, as evidenced by a 2018 salary study (see the section on
Compensation and Classification Systems in this chapter).

154
EXHIBIT 2-28
PEER COMPARISON
STAFF PER 1,000 STUDENTS

LEAs FY 2022 Personnel Request Per 1,000 Student FY 2022 LEA Personnel Comparisons
Montgomery Prince George’s Baltimore Anne Arundel Harford
County County County County County
Projected Enrollments 164,890 134,570 116,188 83,052 37,333
Administration 2.28 3.35 2.73 3.30 3.03
Mid-Level Administration 10.45 10.11 9.58 10.37 8.95
Instruction 74.57 70.79 64.06 78.75 68.27
Special Education 27.42 25.40 19.69 21.92 25.29
Student Personnel Services 1.00 2.82 1.58 1.33 0.67
Student Transportation Services 11.12 11.04 10.54 1.78 5.42
Operation of Plant & Equipment 10.23 11.20 10.56 9.80 9.08
Maintenance

Source: Public Works LLC Review Team, 2021.

RECOMMENDATION 2-46:
BCPS should review staffing per student data to determine what adjustments, if any, need to be made. (Tier 2)

IMPLEMENTATION AND TIMELINE

1. Chief of HR, staff, and principals should review staffing per student data, as seen in the above Month 1
exhibit, to determine what adjustments, if any, need to be made

2. Recommend to the Superintendent any adjustments and timelines to implement the Month 2
adjustments

FISCAL IMPACT
The review and recommendations can be implemented with existing resources. The fiscal impact to implement any adjustments is
dependent upon the findings of the review.

FINDING
The salary guides for teachers do not provide competitive recruitment and retention incentives, and BCPS has not conducted a
teacher’s salary guide study in the past six years.

BCPS recruits and hires between 800 and 1,000 new teachers per year. Hard-to-fill positions garner few applications, causing
shortages.

BCPS is below market rate of salaries at critical steps as compared with peer Maryland school districts, including Harford,
Howard, and Anne Arundel County School Districts. (Please refer to the section in this chapter on Compensation and
Classification Systems.) Failure to address the salary guide inequities will result in continued turnover issues.

BCPS does not strategically distribute new funds for salaries across the steps of the recent salary guides to address the
inconsistencies and disparities of salaries at specific areas in order to assist with retention and recruitment.

155
RECOMMENDATION 2-47:
BCPS should conduct a teacher salary study. (Tier 1)

IMPLEMENTATION AND TIMELINE

1. Select Maryland school districts (Harford, Anne Arundel, Howard, and Montgomery Month 1
Counties) and collect salary data for SY 2021-22.
2. Compile and analyze the data. Month 1
3. When preparing for FY23 budget and collective bargaining, use the data to benchmark collective Month 2
bargaining objectives pertaining to salary guide construction, as well as budget planning.

FISCAL IMPACT
This recommendation can be implemented with existing resources.

FINDING
BCPS has had substantial annual employee turnover for years.

There are multiple factors contributing to BCPS’s struggles with maintaining an adequate candidate pool, particularly for
non-certified staff positions.

The sheer numbers of turnover per year stresses the entirety of BCPS, and especially strains the thinly-staffed Division of HR to
recruit-high quality replacements and sustain a pool of applicants.

Unless BCPS can successfully address the high levels of turnover, the school district will not be able to achieve its goals as set
forth in The Compass. Without addressing and correcting the inadequate levels of necessary staffing in the Division of HR
needed to provide the infrastructure necessary to support the driving needs for personnel, the perpetual turnover issue will
continue to plague BCPS. (Please refer to the section in this chapter on Organization and Management.)

Beyond appropriate levels of staffing in the Division of HR, there are additional steps that BCPS must consider taking to address
the root causes of the number of annual terminations and resignations in BCPS.

A review of the report on separations indicates the following totals:

• 2017-2018: 1426;
• 2018-2019: 1186;
• 2
 019-2020: 447 as of 3/9/2021.Typically the majority of resignations, retirements, terminations are
announced after March each year.

156
EXHIBIT 2-29
TURNOVER DATA OF COMPARATIVE DISTRICTS

LEA  Total Staff Total Instructional Staff


Baltimore County  15,338.5 10,311.1
Anne Arundel County  10,836 8,017.5
Howard County  8,322.1 6,324.2
Montgomery County  23,019.4 15,113.8
Prince George’s County  18,719.7 12,138.9
Source: Maryland State Department of Education

Baltimore County’s teacher new hires and resignations for the last two years prior to COVID-19 and the ransomware attack:

Year  Teacher New Hires  Teacher Resignations 


2018-19  978  529 
2019-20  1013  462 
Source: BCPS Division of Human Resources

The BCPS separations report offered the following notes:

 ethodology: Data was queried from the EMPL_ASGNMT table for resignations, terminations and retirements then
M
distinctly counted by occupational code category by board year. A board year is the period from 07/02-07/01.

 ote: As the January 2020-October 2020 transactional history has not been restored to date, the separation count
N
for the 07/02/2019-07/01/2020 board year will be undercounted. The following two individuals should have
appeared in the 2018-2019 resignation and retirement counts that were recently queried, however they were not in the
AMS system at the time this report was prepared. This is under investigation.

A breakdown of employees by category and by separation reason (retired, resigned, terminated) reveals the following over the
past three years, as shown in Exhibit 2-30.

EXHIBIT 2-30
BCPS EMPLOYEE SEPARATION BY REASON

Reason Occupational Group 2017-18 2018-19 2019-20


RETIRED (04) DIRECTOR, MANAGER, COMPTROLLER 1
(05) COORDINATOR, CONSULTANT 3 1
(06) SUPERVISOR 5 9 3
(07) OTHER ADMINISTRATOR 1 1 1
(08) PRINCIPAL 10 8 3
(09) VICE, ASSISTANT PRINCIPAL 6 4 5
(11) TEACHER, INSTRUCTOR 140 138 59
(12) STAFF DEVELOPER, TEACHER TRAINING, MENTOR 9 5 5
(13) OTHER INSTRUCTIONAL PERSONNEL 3 2 1
(14) AUDIOLOGIST HEARING THERAPIST 1

157
(15) OCCUPATIONAL THERAPIST 4 1 2
(16) PHYSICAL THERAPIST 1 2
(17) SPEECH PATHOLOGIST, THERAPIST 13 6 4
(19) LIBRARIAN, MEDIA CONSULTANT 9 8
(20) GUIDANCE COUNSELOR 6 9 2
(21) PSYCHOLOGIST 2 2 1
(22) STUDENT PERSONNEL WORKER 1 2 1
(23) SCHOOL SOCIAL WORKER 3 2
(24) NURSE, HYGENIST, HEALTH PROFESSIONAL 9 11 6
(25) OTHER PROFESSIONAL PERSONNEL 10 10 3
(26) TEACHER AIDE, TEACHING ASSISTANT 33 49 12
(27) LIBRARY, MEDIA CENTER AIDE 2 1 1
(28) OTHER AIDE 5 3
(29) SECRETARY, CLERK 33 41 17
(30) TECHNICAL PERSONNEL 4 7 4
(31) TRANSPORTATION PERSONNEL 28 27 9
(32) CRAFTS AND TRADES PERSONNEL 7 10 7
(33) MANUAL LABOR 3 1
(34) SERVICE WORKER 59 43 22

TERMINATED (07) OTHER ADMINISTRATOR 1 3


(08) PRINCIPAL 1
(09) VICE, ASSISTANT PRINCIPAL 3 2
(11) TEACHER,INSTRUCTOR 207 138 28
(12) STAFF DEVPR,TCHR TRAINR,MENTOR 6 5 1
(13) OTHER INSTRUCTIONAL PERSONNEL 1 1
(17) SPEECH PATHOLOGIST, THERAPIST 2 5
(20) GUIDANCE COUNSELOR 1 1
(21) PSYCHOLOGIST 3 1
(22) STUDENT PERSONNEL WORKER 1 1
(24) NURSE,HYGIENIST,HLTH PROFESONL 4 2 1
(25) OTHER PROFESSIONAL PERSONNEL 431 392 302
(26) TEACHER AIDE,TEACHING ASST 11 12 2
(28) OTHER AIDE 1074 1192 505
(29) SECRETARY,CLERK 226 79 81
(30) TECHNICAL PERSONNEL 4 1
(31) TRANSPORTATION PERSONNEL 207 206 135
(32) CRAFTS AND TRADES PERSONNEL 2
(33) MANUAL LABOR 1 3 1
(34) SERVICE WORKER 389 268 114

RESIGNED (03) ASST, ASSOC, AREA SUPERINTENDENT 2 3


(04) DIRECTOR, MANAGER, COMPTROLLER 4 3 1
(05) COORDINATOR, CONSULTANT 1 1 1
(06) SUPERVISOR 1 1
(07) OTHER ADMINISTRATOR 2

158
(08) PRINCIPAL 2 3 1
(09) VICE, ASSISTANT PRINCIPAL 9 5 2
(11) TEACHER, INSTRUCTOR 520 565 124
(12) STAFF DEVELOPER, TEACHER TRAINING, MENTOR 15 20 8
(15) OCCUPATIONAL THERAPIST 4 5
(16) PHYSICAL THERAPIST 1
(17) SPEECH PATHOLOGIST, THERAPIST 13 15 3
(19) LIBRARIAN, MEDIA CONSULTANT 9 10 1
(20) GUIDANCE COUNSELOR 10 24 4
(21) PSYCHOLOGIST 3 4
(22) STUDENT PERSONNEL WORKER 1 1
(23) SCHOOL SOCIAL WORKER 3 4 1
(24) NURSE, HYGENIST, HEALTH PROFESSIONAL 6 8 3
(25) OTHER PROFESSIONAL PERSONNEL 12 21 8
(26) TEACHER AIDE, TEACHING ASSISTANT 35 31 24
(27) LIBRARY, MEDIA CENTER AIDE 1
(28) OTHER AIDE 3 9 6
(29) SECRETARY, CLERK 24 17 16
(30) TECHNICAL PERSONNEL 3 3 2
(31) TRANSPORTATION PERSONNEL 67 73 32
(32) CRAFTS AND TRADES PERSONNEL 2 4 3
(33) MANUAL LABOR 17 13 15
(34) SERVICE WORKER 159 170 142

Source: BCPS HR, 2021.

RECOMMENDATION 2-48:
BCPS should address the climate, work environment and morale of staff permeating the district which affect the staff
turnover levels, and the salary disparities compared with neighboring school districts. (Tier 1)

The areas include:

• Address the infrastructure needs of the Division of Human Resources.


• Address the level of support provided to non-certificated staff which may be contributing to the annual rates of turnover.
• A
 ddress the level of transparency and communications to staff from the administration so that confusion, mixed messages,
and a lack of perceived care about staff, appreciation of staff, and support of staff is clearly understood.
• Create a culture of caring to extend not only to its students but also to its staff.
• B
 oard of Education must internalize how, as the governing body, its actions and behaviors set the tone for the climate and
morale of the district and redirect its efforts and actions accordingly.

159
IMPLEMENTATION AND TIMELINE

For TIER ONE recommendations, the Board of Education, and Superintendent


should implement recommendations immediately.

1. Chief of HR and staff should revise job descriptions, post the new positions, recruit and hire Month 1
to fill all positions.
2. Superintendent and Chiefs must address the level of support provided to non-certificated Month 1
staff and develop a tactical plan to address and correct this need.
3. Superintendent and Chiefs must address the level of transparency and Month 1
communications to staff from the administration.
4. Superintendent and Chiefs must create a culture of caring to extend not only to students but Month 1
also to staff.
5. Board of Education must internalize how it sets the tone for the climate and morale of the Month 1
district and redirect its efforts and actions.
6. For the Tier 2 recommendation, the Board of Education and Superintendent should prepare Months 1-10
to address the salary disparities in time for FY23.

FISCAL IMPACT
Tier 1 recommendations can be implemented with existing resources. The fiscal impact of Tier 2 recommendations cannot be
determined until salary guide data for FY 23-24 are collected and analyzed.

FINDING
The BCPS annual survey, which is a part of the Human Resources Recruitment and Staffing offboarding workflow, provides
valuable insight into staff turnover.

Exit surveys are a tool for gathering anonymous and honest feedback from departing employees regarding their reason for
leaving their employer.

If the reports and analysis are used properly, a strategic and tactical plan can reduce attrition. Unfortunately, there is no evidence
to demonstrate that the reports and conclusions are being used as intended to address BCPS’s attrition.

At the end of the offboarding process in BCPS, retiring and resigning employees are asked to complete the exit survey. The
exit survey is not mandatory and not all exiting employees complete it. The survey consists of several questions regarding
demographics, employee role, reason for leaving, salary and benefits, professional development, supervisor relations and
overall BCPS experience. Both quantitative and qualitative, free-form questions are presented to the departing employee.

When evaluated for common themes, qualitative questions tend to offer greater detail and nuance about the employee’s decision
to resign or retire when compared to quantitative questions.

Two exit survey reports for the most recent years were examined. There were two reports provided by BCPS for SY2019-2020
and SY2020-2021.

For the 2019-2020 exit survey, a total of 767 exit survey responses were recorded.
The second exit survey is based upon only what was available between July 2020 and March 2021.

Analysis of the detailed reports provided for the past two school years yield the following conclusions and recommendations,
as shown in Exhibit 2-31.

160
EXHIBIT 2-31
EXIT SURVEY RESPONSES

REASON FOR LEAVING


For both school years, age and years of service responses correlate to responses applying for retirement.

Of those resigning during SY 2020-21, the top three resignation reasons were:
• Accepted other position – (44%)
• Relocation – (14%)
• Dissatisfied with position – (11%)
• Seek other position – (11%)
• Of those survey participants that accepted another position, the majority are moving to a
position in another Maryland school system (46%), an out of state school district (19%) or
a non-public school (13%).

Of those resigning for SY 2019-20 the top three resignation reasons were:
• Accepted other position – (32%)
• Relocation – (23%)
• Dissatisfied with position – (13%)
• Of the survey participants that accepted another position, the majority are moving to a
position in another Maryland school system (52%), private business (13%) or non-public
school (20-11%).

For SY 2020-21, the top factors influencing participants’ decision to resign are:
• Retirement - (33%)
• Personal/family reasons - (21%)
• Relocation - (13.5%)
• Work conditions (e.g. facilities, resources, safety) - (11.5%)
• Salary - (10%)
• Leadership position/promotion - (6.5%)
• Support from Supervisor/Principal – (1.5%)

For SY 2019-20, the top factors influencing participants’ decision to resign are:
• Retirement - (27%)
• Personal/family reasons - (23%)
• Relocation - (17%)
• Work conditions (e.g. facilities, resources, safety) - (11%)
• Salary - (8%)
• Leadership position/promotion - (5%)
• Support from Supervisor/Principal - (5%)

For SY 2020-21, when grouped together, work conditions, salary, leadership position/promotion and support from
supervisor/principal comprise 28% (rounded to nearest integer) of the factors influencing a participant’s decision
to resign.

For SY 2019-20, when grouped together, work conditions, salary, leadership position/promotion and support from
supervisor/principal comprise 29% (rounded to nearest integer) of the factors influencing a participant’s decision
to resign.

IN 2020-21
SALARY & BENEFITS
• Based on the results, survey respondents are more satisfied with benefits than salaries.
• Seventy-eight percent (78%) of participants strongly agreed or agreed that salary was fair and competitive
with other employers.
• Ninety-four percent (94%) strongly agreed or agreed benefits offered were competitive when compared
with other employers

161
IN 2020-21 (continued)

PROFESSIONAL DEVELOPMENT
• Eighty-nine percent (89%) of survey participants strongly agreed or agreed that they were properly trained
and oriented to their job responsibilities.
• Eighty-seven percent (87%) strongly agreed or agreed that professional training and development oppor-
tunities were available to them

SUPERVISOR RELATIONS
Survey respondents answered a variety of questions regarding their supervisor’s management style. Percent-
ages were categorized into a negative response (strongly disagree or disagree) and positive response (strongly
agree or agree). Based on the summary data below, supervisors scored best on their ability to follow BCPS
policies and procedures and encouraging cooperation and teamwork.

IN 2019-20
Job Satisfaction was categorized into Salary and Benefits and Professional Development.

SALARY & BENEFITS


• Based on the results, survey respondents are more satisfied with benefits than salaries
• Seventy-five percent (75%) of participants strongly agreed or agreed that salary was fair and competitive
with other employers
• Ninety-three percent (93%) strongly agreed or agreed benefits offered were competitive when compared
with other employers

PROFESSIONAL DEVELOPMENT
• Eighty-three percent (83%) of survey participants strongly agreed or agreed that they were properly
trained and oriented to their job responsibilities.
• Ninety percent (90%) strongly agreed or agreed that professional training and development opportunities
were available to them

SUPERVISOR RELATIONS
Survey respondents answered a variety of questions regarding their supervisor’s management style. Percentages
were categorized into a negative response (strongly disagree or disagree) and positive response (strongly agree
or agree).

Based on the summary data below, supervisors scored best on their ability to follow BCPS policies and procedures and
encouraging cooperation and teamwork.

In 2019-2020 when asked about supervisor ability to work effectively to resolve complaints and address concerns, high
school negative responses totaled 26.47%, followed by elementary school (23.08%) and middle school responses (15%).

When asked if morale was positive in the school/office, elementary school negative responses totaled 38.46%, com-
pared to high school (35.29%) and middle school responses (25%).

SUPERVISOR RELATIONS
Supervisor relations responses were analyzed for certificated classroom teachers. When drilling down to the
certificated classroom teacher data, negative supervisor responses increased when compared to the overall
survey responses were.
a. Supervisor demonstrated strong supervisory and management skills: negative response 19.35%
b. Supervisor demonstrated consistency and fairness among staff: negative response 24.76%
c. Supervisor worked effectively to resolve complaints and address concerns: negative response 22.58%

162
IN 2020-2021
SUPERVISOR RELATIONS
Supervisor relations responses were analyzed for certificated classroom teachers. When drilling down to the
certificated classroom teacher data, negative supervisor responses increased when compared to the overall
survey responses were.
a. Supervisor demonstrated strong supervisory and management skills: negative response 18.9%
b. Supervisor demonstrated consistency and fairness among staff: negative response 21.25%
c. Supervisor worked effectively to resolve complaints and address concerns: negative response 20.99%

OVERALL BCPS EXPERIENCE


Overall BCPS experience responses were analyzed for certificated classroom teachers. When drilling down
to the certificated classroom teacher data, the negative overall BCPS experience responses increased when
compared to the overall survey responses.
d. Communication was effective: negative response rate 24.73%
e. Morale was positive: negative response rate 34.41%
f. Workload was manageable: negative response rate 43.01%

IN 2019-2020
OVERALL BCPS EXPERIENCE
Overall BCPS experience responses were analyzed for certificated classroom teachers. When drilling down
to the certificated classroom teacher data, the negative overall BCPS experience responses increased when
compared to the overall survey responses.
a. Communication was effective: negative response rate 23.34 %
b. Morale was positive: negative response rate 33.90%
c. Workload was manageable: negative response rate 36.25%

Qualitative, free-form exit survey responses were also gathered for both years. They were reviewed for thoughtful
feedback and recurring themes. The summary was quite similar for both years.

POSITIVE RESPONSES
The majority of positive responses centered around relationship building. Working with students and contributing to their
success, teamwork and collaboration with colleagues, and a sense of community were mentioned most frequently.

NEGATIVE RESPONSES
The majority of negative responses centered around the workplace including student behavior, curriculum, workload and
facilities. Certificated classroom teachers expressed the following recurring comments.
• Student Behavior
– Fear for safety
– More students with unmet social and emotional needs
– Lack of student accountability
• Curriculum
– Over testing/data collection
– Too demanding for students coming in with social and emotional needs
– Curriculum delivery not clearly communicated
• Workload
– Daily planning periods are interrupted
– Time spent on committees, faculty meetings and professional development
– Personal time taken for planning/grading
• Facility Conditions
– Aging buildings
– Lack of cleanliness

Source: BCPS HR, 2021.

163
RECOMMENDATION 2-49:
BCPS should develop a strategic and tactical plan to improve employee retention. (Tier 1)

The plan should include the following:

• C
 reate employee engagement surveys at various career milestones (especially for new employees and employees with
less than seven years of service).
• Evaluate post hire training, orientation and mentorship programs for all hiring areas.
• Establish focus groups to brainstorm causes/remedies of:
- Negative morale
- Unmanageable workload
- Ineffective communication
- Supervisor issues
• Establish consistent policies and consequences for disruptive student behavior.
• Clearly communicate expectations to teachers.
• C
 onduct exit surveys designed solely for support staff. The current exit survey is teacher dominated and only 5% are from
Business Services.

IMPLEMENTATION AND TIMELINE

1. Superintendent and Chiefs should create employee engagement surveys at various Month 1
career milestones.
2. Chief of HR and OD staff should evaluate post hire training, orientation and mentorship Month 2
programs for all hiring areas.
3. Superintendent and Chiefs must establish focus groups. Month 2
4. Chief of HR and staff should conduct exit surveys designed solely for support staff. Months 2-12
5. Evaluate exit surveys and other data collected on a quarterly basis. Months 4, 8, 12

FISCAL IMPACT
This recommendation can be implemented with existing resources.

Compensation and Classification Systems


––––––––––––––––––––––––––––––––
Compensation plans not only set up a system for equitable salaries for employees currently on the payroll, but a system for
placing new hires on a pay scale based on years of experience, promotions, transfers and for advanced training. While there
is sometimes a variance in pay between large and small, urban and rural districts, each district must know what businesses or
school districts are in competition with them for employees and must be prepared to adopt a compensation plan that recognizes
the competition and contains strategies to ensure that the district is able to recruit and retain good employees at all levels.

Baltimore County Government, in accordance with the requirements of the legislation under the Blueprint Teacher incentive grant
(as approved by the Assembly Speaker and her Counsel who determined that the FY2020 step increase and a 2% mid-year
COLA) met the 3% requirement for the Blueprint Teacher Salary Incentive Grant Program.

164
This program, administered by MSDE, provides grants to county boards to increase teacher salaries to improve recruitment
and retention of high-quality teachers. In each of FY 2020 and FY 2021, the State must provide a grant to a local board in
the amount specified in the law if the local board provides a negotiated and funded average “salary increase” for teachers
of at least 3.0% in FY 2020. “Salary increase” may include salary increases for cost–of–living adjustments, increments, step
increases, interval movements, pathway movements, or similar salary increases received by employees as a regular part of the
operation of a personnel system or negotiated schedule between a public school employer and exclusive representative for an
employee organization. “Salary increase” is further defined as “the average percent increase in the salaries for teachers in the
county over the prior fiscal year that does not include one–time stipends or payments, promotions, retirement benefits, or other
benefits.” A significant amendment was adopted to define “Teacher” as “a certificated public school employee who: (i) is not an
administrator; and (ii) as of April 1, 2019, is part of a collective bargaining unit that includes classroom teachers.

FINDING
BCPS is challenged by a considerable turnover rate of certificated and non-certificated staff, largely due to salaries.

Having a stable and highly qualified professional staff supports BCPS Focus Goal #3. Having a competitive salary guide
helps to ensure effective recruitment strategies, reduces turnover, and improves morale and retention efforts of certificated and
support staff.

BCPS has not targeted new money dedicated to salary guides to specific categories of staff or steps to assist with recruitment
and retention of both certificated and non-instructional staff. Usually there are across-the-board increases, but new money is not
targeted to specific areas or steps to address the first nine years or steps on the teachers’ guide. This is the specific window of time
in the profession when teachers consider taking a job in another district to maximize earnings. BCPS salaries at these steps lag
behind Howard, Montgomery, and Anne Arundel Counties. The Teachers Association of Baltimore County (TABCO) maintains
that it has pointed out concerns and inequities with the guides but nothing has been done by BCPS.

In BCPS, collective bargaining negotiations have hinged on whether or not steps are funded, as well as whether COLA
adjustments will be granted by the County. From the survey, a comment was made that “negotiations are a euphemism.”

For example, it was cited that a negotiated agreement “may be agreed to by the Superintendent, approved and voted on by the
Board, but it is not finalized until it is sent to the County Executive and Council. At that level, it the County Executive and Council
have the authority to determine the level of funding which may be needed to implement the terms of negotiated agreement.”

BCPS failure to address the salary guide inequities, especially at these critical steps and levels 1-7 (typical years for transfers),
will result in continued recruitment and retention issues, morale and climate concerns, and negative impact on staff stability and
ultimately student performance.

Although exit interviews are conducted (please see the section in this chapter on Recruitment, Hiring, and Retention), there has not
been a strategic or tactical effort to address the issues revealed by the data regarding reasons for resignations.

During interviews with staff and reviewing comments offered by staff through the Public Works, LLC survey, it was frequently
repeated that the lack of competitive salaries at critical points on the guide impede BCPS’s ability to retain highly qualified
teachers.

In addition, the issue is even more critical for non-certificated staff and their comments speaking to this matter were quite evident.
One such comment was “I have worked here for 30 years and only making $30,000 …no wonder morale is low and we can’t
get enough staff.”

BCPS has not conducted a teacher salary guide study in recent years to determine how the school district measures up in the
immediate marketplace of nearby districts.

The Public Works survey asked Q22: “BCPS salaries for my type of position are competitive with similar positions in the job
market.” The responses shown in Exhibit 2-32 indicate that two large groups of employees disagree or strongly disagree with the

165
statement, 53.8% of teachers and 53.6% of non-instructional staff. Responses of central office staff and principals also indicate
non-competitive salaries (37.6% and 30.0%, respectively).

EXHIBIT 2-32
Q22 RESPONSES REGARDING COMPETITIVE SALARIES

Q22. BCPS salaries for my type of position are


CO_Staff Principals Teachers NI_Staff
competitive with similar positions in the job market.
Strongly agree 9.75% 11.02% 2.18% 2.87%
Agree 34.54% 44.09% 28.48% 24.40%
Neither agree or disagree 12.26% 10.24% 12.03% 13.40%
Disagree 26.74% 24.41% 35.21% 33.01%
Strongly disagree 10.86% 5.51% 18.63% 20.57%
Don’t know 5.85% 4.72% 3.47% 5.74%

Source: Public Works LLC Review Team, 2021.

For the purposes of this study, an analysis was conducted of BCPS teacher salaries compared with three Maryland school districts
(Harford, Howard and Anne Arundel) at steps 1, 3, 5 and 7 with BA and MA qualifications. As shown in Exhibit 2-33, the data
reveal the following for school year 2020-21:

• Harford County has adopted the same salary guide as BCPS.


• H
 oward County offers a lower step 1 BA starting salary (-$1,448) than BCPS, but the guide accelerates all steps
beginning with Step 3 BA.
• Anne Arundel County has a lower starting salary (-$635) at step 1 BA than BCPS but accelerates all other steps.
• M
 ontgomery County first step BA is $533 higher than BCPS; at step 5 MA, there is a $6,436 difference; for a teacher
in Montgomery with a MA on step 7 as compared with a teacher at same step and with a MA in BCPS, who stays in
the district for 23 more years (not including COLAS, higher level of degree, and step progression), the power of the
Montgomery salary guide yields $229,634 more than a BCPS teacher.

166
EXHIBIT 2-33
COMPARATIVE SALARY GUIDES

Step 1 BA $49,967 MA $51,144


BCPS and HARFORD Step 3 BA $51,113 MA $52,822
COUNTIES Step 5 BA $52,916 MA $54,685
Step 7 BA $54,384 MA $57,593

Step 1 BA $48,519 MA $51,984


Step 3 BA $54,202 MA $55,934
HOWARD COUNTY
Step 5 BA $58,152 MA $59,884
Step 7 BA $62,102 MA $63,834

Step 1 BA $47,836 MA $51,749


Step 3 BA $52,237 MA $56,509
ANNE ARUNDEL COUNTY
Step 5 BA $56,499 MA $61,121
Step 7 BA $58,782 MA $63,591

Step 1 BA $50,503 MA $55,537


Step 3 BA $52,775 MA $58,587
MONTGOMERY COUNTY
Step 5 BA $55,927 MA $63,107
Step 7 BA $59,740 MA $67,487

Source: Public Works LLC Review Team, 2021.

A look at the comparative differences between BCPS at these selected steps and education levels and in Howard and Anne
Arundel Counties reveals some significant short-term and long-term salary differences for teachers over the course of a teacher’s
career.

The BCPS salary guides for teachers are neither competitive for recruitment beyond step 1BA, nor for retention of teachers on
steps 3,5, and 7 at the BA or MA levels. Further, these issues with the teachers’ salary guide construction negatively impacts the
division’s ability to competitively retain highly qualified teachers.

Based on an analysis of SY 2020-21 salary guides of regional school districts, it becomes evident that although BCPS salary
guides are the same as Harford County, the salaries are much below market rate at critical steps as compared with nearby
Howard and Anne Arundel County School Districts.

The BCPS salary scales/guides, other than Step 1BA, have not been addressed for correction, despite the ongoing issues and
challenges with recruitment and retention. The Teachers Association of Baltimore County (TABCO) reports that it plays a very
small role with salary guide construction and that it desires to have the guide compressed but has been unable to elicit movement
forward on it.

RECOMMENDATION 2-50:
BCPS should address the impact of non-competitive salary issues as part of a plan to assist with retention and
recruitment and the low morale pervasive in BCPS. (Tier 1)

RECOMMENDATION 2-51:
With consideration of the implementation of the Blueprint for Maryland’s Future law, the Baltimore County
government and the BCPS Board of Education should develop a strategy to address the teacher salary guide to
address inequities and to come into alignment with the law’s salary guidance. (Tier 1)

167
IMPLEMENTATION AND TIMELINE

1. Conduct a 2021-2023 salary survey of Maryland peer districts: Howard, Montgomery, Month 1
Anne Arundel, Harford Counties.
2. Study the comparative districts’ salary guides to fully appreciate the Month 2
earnings power in other districts, as compared with BCPS and its impact on retention of
staff.
3. Explore ways in a collaborative manner with TABCO to compress the Month 3
construction of future BCPS salary guides.
4. Examine ways to address specific steps and disparities among BCPS and other counties’ Month 3
guides to address retention issues.

FISCAL IMPACT
These recommendations could be implemented using existing resources.

FINDING
The Board of Education has not taken an active role in collective bargaining and does not have a board committee to oversee
negotiations, instead defaulting this responsibility to the staff.

As seen in Exhibit 2-34, the Board of Education has eight (8) Committees which have an active agenda of multiple meetings
system, but there is no mention of a Committee for Employee Relations/Collective Bargaining.

EXHIBIT 2-34
BOARD OF EDUCATION COMMITTEES

February 2021 – December 2021


PLEASE NOTE: All committee meetings will be held in Building E – Room 114, unless otherwise noted. 
(Note: Committee meetings will be held virtually until further notice.)

REVIEW COMMITTEE
Meeting Dates
(4:30 p.m. unless otherwise noted)
Rod McMillion, Chair 06/17/20 – 11:15 a.m. (virtual)
Moalie Jose, Vice Chair September - TBD
Cheryl Pasteur 10/20/20
Lily Rowe 11/17/20
Andrea Barr, Staff Liaison 12/15/20 (Cancelled)
01/13/21
02/16/21
03/16/21
04/13/21
05/11/21 (postponed to 5/25/21)
06/15/21

168
Budget Committee
Meeting Dates
(5 p.m. unless otherwise noted)
Julie Henn, Chair 04/07/21 (Cancelled)
Cheryl Pasteur, Vice Chair 04/21/21
Moalie Jose 05/19/21 (5:30 p.m.)
Lisa Mack 06/16/21 (5:30 p.m.)
Rod McMillion
Whit Tantleff, Staff Liaison             

Building and Contracts Committee


Meeting Dates
(Prior to BOE Meeting) 
Moalie Jose, Chair Regularly Scheduled Board Meetings 
Rod McMillion, Vice Chair
Julie Henn
Russ Kuehn
John Offerman
George Sarris, Staff Liaison 

Curriculum Committee
Meeting Dates
(2:30 p.m. unless otherwise noted)
Cheryl Pasteur, Chair 06/17/20 – 1:30 p.m. (virtual)
John Offerman, Vice Chair 08/20/20
Erin Hager 09/17/20
Lisa Mack 10/15/20
Joshua Muhumuza 11/12/20
12/17/20 (Cancelled)
Mary McComas, Staff Liaison 01/21/21
02/18/21
03/18/21
04/15/21
05/20/21
06/17/21

Equity Committee
Meeting Dates
(4 p.m. unless otherwise noted)
Makeda Scott, Chair 06/17/20 – 4 p.m. (virtual)
Erin Hager, Vice Chair 8/20/20
Lisa Mack 9/17/20
Cheryl Pasteur 10/15/20
11/12/20
Mary McComas, Staff Liaison 12/17/20 (Cancelled)
Candice Logan-Washington, Staff Liaison 01/21/21
02/18/21
03/18/21
04/15/21
05/20/21
06/17/20

169
Legislative and Governmental Relations Committee
Meeting Dates
(4 p.m. unless otherwise noted)
Cheryl Pasteur, Chair 11/19/20
Joshua Muhumuza, Vice Chair 01/14/21
Julie Henn 02/11/21
03/11/21
Tony Baysmore, Staff Liaison  04/08/21
05/06/21 

Policy Review Committee


Meeting Dates
(4:30 p.m. unless otherwise noted)
Makeda Scott, Chair 06/17/20 – 9:30 a.m. (virtual)
John Offerman, Vice Chair 09/17/20
Joshua Muhumuza 10/19/20
Kathleen Causey 11/16/20
12/14/20 (Cancelled)
Margaret-Ann Howie, Staff Liaison January – no meeting
02/22/21
03/15/21 (3/24 Cancelled)
04/19/21
04/28/21 (Added)
05/10/21
06/14/21

Revised 03/02/2021 | Source: BCPS Website, 2021.

RECOMMENDATION 2-52:
The BCPS Board of Education should re-consider its role in the collective bargaining process. (Tier 1)

IMPLEMENTATION AND TIMELINE

1. Board should establish a committee for Employee Relations and Collective Bargaining. Month 1

2. Board should establish a schedule of committee meetings for SY 21-22. Month 2


3. Board should begin their work as a Committee, leading up to the re-opening of the collective bar- Month 2
gaining agreement for a successor agreement with TABCO.

FISCAL IMPACT
This recommendation could be implemented with existing resources.

FINDING
A review of the data from a salary study conducted in 2018 for each AFSCME position demonstrates that the comparative
minimum and maximum hourly rates for all positions in the nearby county governments and school divisions are significantly
above what BCPS offers, causing BCPS turnover and vacancies.

The comparative county employers and school district used in the study were Baltimore County Government, Anne Arundel
County Public Schools, Anne Arundel County Government, Prince Georges County Public Schools, and Prince Georges County
Government. Some comparative examples are illustrated below in Exhibits 2-35 through 2-43.

170
EXHIBIT 2-35
SALARY STUDY 2018 SAMPLE RESULTS
GROUND WORKER/OPERATIONS

  MATCH MINIMUM MAXIMUM YRS TO


EMPLOYER JOB TITLE (+ = - ) HOURLY HOURLY MAXIMUM
RATE RATE
Baltimore County Grounds Maintenance + 15.64 19.48 5
Government Specialist I
Anne Arundel County Grounds person = 15.28 26.88 20
Public Schools
Anne Arundel County Maintenance Worker I   15.00 26.00  
Government
Prince Georges County Building Equipment = 18.14 30.92 18
Public Schools Operator
Prince Georges County Equipment Operator I - 15.52 28.70  
Government
Average - all     15.92 26.40  
Average - Balt Co,     15.31 24.12  
AA Co, & AA Schools
Baltimore County Public Schools Grade 04   13.46 18.41 7
Note: The above illustrates that BCPS was not competitive in 2018. Source: BCPS Salary Survey, March 2018.

EXHIBIT 2-36
SALARY STUDY 2018 SAMPLE RESULTS
ELECTRICIAN

  MATCH MINIMUM MAXIMUM YRS TO


EMPLOYER JOB TITLE (+ = - ) HOURLY HOURLY MAXIMUM
RATE RATE
Baltimore County Electrician II + 21.32 27.10 5
Government
Anne Arundel County Electrician II = 17.71 31.15 20
Public Schools
Anne Arundel County Electrical Technician I   17.00 21.00  
Government
Prince Georges County Electrician II = 22.28 43.08 18
Public Schools
Prince Georges County Electrician III - 16.30 30.10  
Government
Average - all     18.92 30.49  
Average - Balt Co,     18.68 26.42  
AA Co, & AA Schools
Baltimore County Public Schools Grade 04   19.91 27.24 7

Source: BCPS Salary Survey, March 2018.

171
EXHIBIT 2-37
SALARY STUDY 2018 SAMPLE RESULTS
FOREMAN/GROUNDS OPERATIONS

  MATCH MINIMUM MAXIMUM YRS TO


EMPLOYER JOB TITLE (+ = - ) HOURLY HOURLY MAXIMUM
RATE RATE
Baltimore County Grounds Maintenance + 20.39 32.05 5
Government Crew Chief
Anne Arundel County Lead Grounds person = 16.86 29.65 20
Public Schools
Anne Arundel County Supervisor, Roads   22.00 37.00  
Government Maintenance
Prince Georges County Grounds Foreman I = 22.28 43.08 18
Public Schools
Prince Georges County Crew Supervisor I - 18.87 34.69  
Government
Average     20.08 35.29  
Average - Balt Co,     19.75 32.90  
AA Co, & AA Schools
Baltimore County Public Schools Grade 07   17.02 23.32 7
Source: BCPS Salary Survey, March 2018.

The data show that BCPS was not competitive at the starting minimum hourly rate with one exception (Anne Arundel County),
but there was a wide shortcoming in both minimum and maximum hourly rates in 2018.

EXHIBIT 2-38
SALARY STUDY 2018 SAMPLE RESULTS
MECHANIC/GROUNDS OPERATIONS

  MATCH MINIMUM MAXIMUM YRS TO


EMPLOYER JOB TITLE (+ = - ) HOURLY HOURLY MAXIMUM
RATE RATE
Baltimore County Heavy Equipment + 18.58 23.49 5
Government Mechanic I
Anne Arundel County Mechanic Automotive II = 17.71 31.15 20
Public Schools
Anne Arundel County Automotive Mechanic II   18.00 31.00  
Government
Prince Georges County Custodial Equipment = 20.26 39.26 18
Public Schools Mechanic
Prince Georges County Equipment Mechanic II - 17.97 33.08  
Government
Average     18.50 31.60  
Average - Balt Co,     18.10 28.55  
AA Co, & AA Schools
Baltimore County Public Schools Grade 08   18.41 25.20 7
Note: in 2018 BCPS was generally more competitive at the minimum hourly rate but not so at the maximum hourly rate.
Source: BCPS Salary Survey, March 2018.

172
EXHIBIT 2-39
SALARY STUDY 2018 SAMPLE RESULTS
BUILDING SERVICE WORKERS

  MATCH MINIMUM MAXIMUM YRS TO


EMPLOYER JOB TITLE (+ = - ) HOURLY HOURLY MAXIMUM
RATE RATE
Baltimore County Custodial Worker I = 13.37 16.36 5
Government
Anne Arundel County Custodian I = 12.53 20.97 20
Public Schools
Anne Arundel County Custodial Worker   13.00 22.00  
Government
Prince Georges County Cleaner = 14.11 24.02 19
Public Schools
Prince Georges County Custodian II - 13.09 21.65  
Government
Average     13.22 21.00  
Average - Balt Co,     12.97 19.78  
AA Co, & AA Schools
Baltimore County Public Schools Grade 02   11.51 15.76 7

Source: BCPS Salary Survey, March 2018.

EXHIBIT 2-40
SALARY STUDY 2018 SAMPLE RESULTS
PLUMBERS

  MATCH MINIMUM MAXIMUM YRS TO


EMPLOYER JOB TITLE (+ = - ) HOURLY HOURLY MAXIMUM
RATE RATE
Baltimore County Plumber II + 21.32 27.10 5
Government
Anne Arundel County Plumber III = 18.60 31.15 20
Public Schools
Anne Arundel County Facilities Maint Mech I   16.00 29.00  
Government
Prince Georges County Plumber I = 20.26 39.26 18
Public Schools
Prince Georges County Plumber III - 16.30 30.10  
Government
Average     18.50 31.32  
Average - Balt Co,     18.64 29.08  
AA Co, & AA Schools
Baltimore County Public Schools Grade 07   17.02 23.32 7

Source: BCPS Salary Survey, March 2018.

173
EXHIBIT 2-41
SALARY STUDY 2018 SAMPLE RESULTS
HVAC MECHANIC

  MATCH MINIMUM MAXIMUM YRS TO


EMPLOYER JOB TITLE (+ = - ) HOURLY HOURLY MAXIMUM
RATE RATE
Baltimore County Heating & A/C + 23.32 27.10 5
Government Mechanic II
Anne Arundel County HVAC Mechanic IV = 19.54 32.72 20
Public Schools
Anne Arundel County Sr. Mechanic Tech   35.00 36.00  
Government
Prince Georges County Lead HVAC Refrig = 23.22 45.09 18
Public Schools Mechanic
Prince Georges County HVAC Tech III - 16.30 30.10  
Government
Average          
Average - Balt Co,     23.48 34.20  
AA Co, & AA Schools
Baltimore County Public Schools Grade 09   19.91 27.24 7

Source: BCPS Salary Survey, March 2018.

EXHIBIT 2-42
SALARY STUDY 2018 SAMPLE RESULTS
FLEET MAINTENANCE TECHNICIAN

  MATCH MINIMUM MAXIMUM YRS TO


EMPLOYER JOB TITLE (+ = - ) HOURLY HOURLY MAXIMUM
RATE RATE
Baltimore County Automotive Mechanic - 18.58 23.49 5
Government
Anne Arundel County Automotive Mechanic II = 17.71 29.65 20
Public Schools
Anne Arundel County Automotive Mechanic II   16.00 29.00  
Government
Prince Georges County Automotive Mechanic II = 22.28 43.08 18
Public Schools
Prince Georges County Equipment Mechanic III - 18.87 34.69  
Government
Average   18.69  31.98  
Average - Balt Co,     17.43 27.38  
AA Co, & AA Schools
Baltimore County Public Schools Grade 10   21.52 29.48 7

Source: BCPS Salary Survey, March 2018.

174
EXHIBIT 2-43
SALARY STUDY 2018 SAMPLE RESULTS
BUILDING MAINTENANCE WORKER

  MATCH MINIMUM MAXIMUM YRS TO


EMPLOYER JOB TITLE (+ = - ) HOURLY HOURLY MAXIMUM
RATE RATE
Baltimore County Building Maintenance = 18.58 23.49 5
Government Mech II
Anne Arundel County Equipment Repairperson = 16.86 29.65 20
Public Schools
Anne Arundel County Maintenance Worker II   15.00 26.00  
Government
Prince Georges County Trades Helper/ = 16.15 30.89 18
Public Schools Maintenance
Prince Georges County Maintenance Service - 14.45 26.12  
Government Attendant
Average   16.21  27.23  
Average - Balt Co,     16.81 26.38  
AA Co, & AA Schools
Baltimore County Public Schools Grade 07   17.02 23.32 7

Source: BCPS Salary Survey, March 2018.

RECOMMENDATION 2-53:
BCPS should update the 2018 salary study and complete an analysis of all salaries for AFSCME and TABCO positions
for 2021-2023, if available. (Tier 1)

BCPS should design a plan to rectify the deficiencies of the salary structure for the AFSCME positions so as to improve the
recruitment, hiring, and retention of support staff.

The Baltimore County government and the BCPS Board of Education should develop a strategy to address the non-instructional
staff salary guide inequities which continue to grow and are one of the causes of vacancies and turnover.

IMPLEMENTATION AND TIMELINE

1. Board should complete a salary analysis for AFSCME and TABCO positions leading up to Month 1
the re-opening of the collective bargaining agreement with AFSCME and TABCO.
2. Update the 2018 Salary Study with peer counties and districts as well as expand the salary Month 2
study to include Harford, Anne Arundel and Howard Counties.

FISCAL IMPACT
This recommendation could be implemented with existing resources.

FINDING
The classification and the setting of salaries for BCPS mid-level administrative positions and high-level executive positions lacks
consistency and coherence.

175
BCPS has an historical pattern and practice of inconsistently classifying positions, titles, and salaries of its mid and higher-level
management staff.

There are frequent examples of staff being titled and salaries set which are subjective decisions and not adhering to written,
standard operating procedure or policy. For example, there are examples of individuals being hired for certain positions,
classified or titled at levels, or having salaries set based on personal relationships and not based on a consistent application of
policy or procedures.

When staff were asked to define the procedures that govern assignment of titles, criteria, and salaries for staff, a standard
operating procedure or a policy was not cited but guidelines were offered as follows:

• “Divisions are large organizational units that report directly to the Superintendent.
• Departments are organizational units within a Division that report directly to the Division Chief.
• Offices are organizational units within the Department.”

The titles for the positions that lead divisions, departments, and offices is as stated:

• “Chief - Division Leader


• Executive Director - Department Leader
• D
 irector, Coordinator, Manager, and Supervisor are used for Office Leaders, depending on the characteristics of the
position and office”

When asked “how are salaries determined?” the following was offered:

• “Salaries for Chief-level positions are determined by the superintendent.   


• S
 alaries for mid-level management positions are based on their classification. That is, they are based on the pay grade
assigned to that job title.”

Further, it was offered, “in determining the pay grade of job titles, including mid-level management titles, the goal is to achieve
both internal equity and external competitive salaries for recruitment and retention. Many factors are considered, especially the
overall scope and complexity of duties, which includes the following factors:

• Nature of the work; knowledge and skills required


• Supervision exercised
• Scope and effect of decisions/actions
• Problem solving & complexity, nature and extent of guidelines
• Vocational/educational preparation required 
• Purpose and nature of contacts 
• Recruitment/retention challenges”

RECOMMENDATION 2-54:
The Board and Superintendent should establish policy and rules to govern the classification and salaries of mid- and
high-level appointees. (Tier 1)

176
IMPLEMENTATION AND TIMELINE

1. The Board and Superintendent should establish policy and rules to govern the classification Month 1
and salaries of mid- and high-level appointees.
2. The Superintendent, with Board approval, should establish a quality control process to Month 1
ensure adherence of policy and rule.
3. The Board and the Superintendent should report to the Board any variance or exception Months1-12
for the policy and rule.
4. The Board should determine, before action is taken to hire, if the request for an exception Months 1-12
is appropriate.

FISCAL IMPACT
This recommendation could be implemented with existing resources.

PERSONNEL RECORDS AND INFORMATION SYSTEMS


As school districts become more technologically advanced and automate many labor-intensive tasks, including applicant
tracking and the employment application process, records management takes on new meaning. This section of the study
examines the use of technology to improve the effectiveness and efficiency of the programs and processes administered through
the human resources function.

FINDING
The BCPS Human Resources Information Systems organization and staffing is inadequate to process the myriad human resources
transactions and functions providing support to the 18,000 employees.

The Division of Human Resources (HR) has a small collection of staff who provide basic IT services related to human resource
functions to support the entire district and its thousands of employees. These staff are diffused within the Division and are not
organized in a coherent and effective manner. The information systems’ functions and staff in HR Division are isolated, which
contributes to a silo-like effect and creates issues with regard to districtwide information technology (IT) services.

The HR IT group is staffed with four clerical support staff who receive the data from the two staffing offices, process all information
necessary for new hires, and enter all necessary data into the human resources information system module (HRIS/BMIS) for all
personal information, payroll, salary changes, and stipends for all staff.

The HR Information Systems is staffed as follows:

• One Lead HR Assistant responsible for Non-Certificated Staff, IS Record Maintenance, and Salary Lane Advancements;
• O
 ne HR Assistant responsible for Certificated Staff with last names beginning with A-K, HR IT Record Maintenance and
Salary Lane Advancements;
• One HR Assistant responsible for Certificated Staff (L-Z), HR Record Maintenance, and Salary Lane Advancement;
• One secretary

This small group of staff is inadequate to process all required data into the HRIS/BMIS system on a timely basis. When staff are
on leave, there is no back-up support staff to assume the overload.

In BCPS, there is a HR Systems Officer with no staff who reports to the Chief of the Division of HR. In addition, there is a HR Data
Management Analyst who also reports directly to the Chief. This unusual, unorganized arrangement of limited staff needs to be
restructured and organized into a coherent office.

177
In comparison with peer districts, BCPS is thinly staffed in this area. Peer districts used in this study perform the same functions
described above.

BCPS staff who are processing all personnel information are nested within the Certification Office, as pointed out in the
section in this chapter on Organization and Management. These two disparate functions in the Certification Office are not
combined into one office and supervised by one person in BCPS. However, these functions are organized with separate
offices and supervisors for each function in peer districts. For example, the Duval County Schools has a Department of
Human Resources Quality Control reporting to the Chief of Human Resources. Contained within that department are two
separate offices with supervisors responsible for each of the same functions described above in the finding detailed in
the Organization and Management section of this chapter pertaining to the BCPS Office of Certification. Montgomery
County Public Schools has a similar structure as does Shelby County, Jefferson County, San Diego Unified School District,
and DeKalb County. Using just one example for comparison, in DeKalb County Schools, there is a Department (with a Director)
of Employment Services and an Office of Human Resources Technology with a Technology Manager) reporting to the Director.
That Department has seven staff: four records clerks, a data control specialist, a data analyst, and a staffing technician.

The excessive volume of the work that is required of the limited BCPS staff and the focused oversight of both certification and
transactional services in BCPS would be more effective by being organized into separate offices with two supervisors instead of
one supervisor and a single office.

Continuing with the same staffing levels and supervision with a supervisor whose time is split between HRIS and Certification will
continue to cause the BCPS certification office, as well as the HRIS services, to provide less than the needed, high level of service
in the area of certification and the HRIS.

RECOMMENDATION 2-55:
BCPS should consolidate all Human Resources Information Systems services and create an Office of Human
Resources Technology Services to appropriately organize and staff HR technology support functions. (Tier 1)

This office should be staffed with the current Human Resources Systems Officer, as well as the existing staff member who is the HR
data management analyst. In addition, this office should be staffed through the reassignment of the current support staff who are
responsible for all data input affecting all employees into HRIS and who are currently located in the certification office.

In order to adequately staff this Office of Human Resources Technology Services to improve services, BCPS should add
support staff.

IMPLEMENTATION AND TIMELINE

1. Create an Office of Technology Services. Month 1


2. Transfer the current HRIS staff from office of certification to proposed office of HR Technology. Month 1
3. Transfer the HR Systems Officer to the Office of HR Technology Services. Month 1
4. Augment the clerical staff of HRIS by one in FY 2021. Month 2

FISCAL IMPACT
There is no fiscal impact for the consolidation of existing staff and the creation of the Office of Human Resources Technology
Services. The fiscal impact to augment the staff incrementally as recommended is based on the average cost of a clerk salary of
($48,348). Over five years, the potential cost to BCPS for implementing this recommendation is ($241,740).

FY21 Average General Fund Salaries used for budgeting


*Average Salary includes base and supplemental salary (longevity, shift differential, doctoral stipend, etc.)

178
RECOMMENDATION YEAR ONE YEAR TWO YEAR THREE YEAR FOUR YEAR FIVE
Add one Clerical Staff position to the
($48,348) ($48,348) ($48,348) ($48,348) ($48,348)
Office of HRIS

FINDING
The ransomware attack has had a devastating effect on critical areas affecting BCPS HR functions.

The ransomware attack on the technology systems used by the Divisions of Human Resources and Organizational Effectiveness
has caused a massive loss of historical data and disrupted operations of all HR support systems and functions provided by those
Divisions.

Data and reports are lost and applications used for staffing are gone. For example, the Position Controller is using manual
workarounds by using a spreadsheet of in-house design for approximately 18,000 employees in order to continue operating. This
practice is not effective.

The ransomware catastrophe and its impact are discussed at length in the chapter focusing on Information Technology in the
overall report. Comments made by employees and detailed in the section on staff morale, as well as the section on management
of the human resources division, underscore the issues faced by employees.

BCPS has not had a coordinated districtwide effort to recover the lost data leaving the Divisions of HR and OE without access to
critically needed records and systems in 2020-2021.
In an effort to continue completing some of the functions of HR, the ransomware attack has required staff to make use of more
manual processes, as the system is still trying to rebuild at the time of this report. This delay in restoring the system has created
myriad HR issues.

Some systems are being brought back online, albeit slowly. The Enterprise Resource Planning (ERP) System which includes human
resources data was restored on January 22, 2021 and employee electronic documents were recovered. Although the ERP system
was restored, there were some services that could not resume. It was not until early Spring 2021 that salary changes and tuition
reimbursement could be processed. BCPS hourly staff saw tuition reimbursement payments included in payroll checks starting
March 12, 2021, and salaried staff received payments one week later. However, due to the volume of requests to be reviewed
and processed, payments will be issued over a series of pay dates.

Salary lane advancements were restored and staff in HR processed the data. However, at the time of this study (April 2021),
retroactive payments are still unable to be processed. Employees eligible for a salary lane advancement will be notified by the
Office of Certification. Due to vacancies in hard to fill positions, actual FTEs are often much lower and cause ratios to be higher
than reported.

An electronic listing of courses recorded for MSDE certification and salary lane advancement is now available in Employee
Self-Service (ESS) Program. A summary chart totaling the number of credits recorded is also available. The training tab under the
View Profile link currently reflects coursework recorded in the employee’s electronic human resources record. This information is
limited since electronic copy of personal data from January 27, 2020 through January 22, 2021 is no longer accessible due to
the ransomware attack and must be reconciled.

The tuition reimbursement process is manually managed, as is billing and reimbursements. The Department of Certification/HRIS
has explored some options and looked at demos, but it has not gone forward with any changes.

RECOMMENDATION 2-56:
BCPS should move forward aggressively to restore or replace the key HRIS functions now performed manually due
to the ransomware attack. (Tier 2)

179
IMPLEMENTATION AND TIMELINE

1. The Chief Human Resources Officer, along with HRIS staff, should determine which software Month 1
module is best equipped to serve the needs.
2. Once a decision is made about the software module, work with purchasing and technology Month 3
departments to prepare a bid solicitation.
3. Review bids and select vendor. Month 5
4. Train staff on use of software module. Months 6-8

FISCAL IMPACT
To be determined based upon bid process.

FINDING
The hardware and software systems used by the Division of Human Resources prior to the ransomware attack were inadequate to
fully support the Performance Management System, HR, and Professional Development, as well as other areas reliant upon that
software and hardware.

In 2019, BCPS upgraded its software Advantage System with its project, payroll, finance, and HR modules. There is expressed
dissatisfaction by the users in HR with the HR module. It is neither intuitive, nor does it assist the efforts of the staff. The existing
software modules do not adequately support the work needing to be done. The Sign Up Genius software application is used to
schedule pre-employment physicals. The BCPS applicant uses this software module to provide input to Mercy Medical so its staff
can complete the physical and provide the necessary reports to BCPS, but the software is an inadequate system to meet BCPS
needs, as reported.

Frontline AppliTrack, the software used by applicants for all BCPS jobs, is not user friendly for applicants for most non-certified
support positions and certainly for people who do not have computers or who have little or no technology skills. In addition, for
candidates who want to apply for a position in BCPS from their cell phones, the software is not mobile friendly.

There is a critical need to move to a software application that is more user-friendly, as well as upgraded over the one previously
used before the attack. BCPS should partner with the Departments of Information Technology, Human Resources, Fiscal Services,
Physical Facilities, and Baltimore County Government to develop a recommendation for the upgrade or replacement of the
Advantage ERP system.

RECOMMENDATION 2-57:
BCPS should evaluate the effectiveness of many of its HR software applications, particularly regarding
user-friendliness and accessibility. (Tier 1)

IMPLEMENTATION AND TIMELINE

1. The Chief of Human Resources should direct the appropriate staff to perform a formal evaluation Months 1-2
of the usefulness and technology friendliness/ease of use of the current HR software modules.
The staff should evaluate the Frontline AppliTrack software to determine how it may be modified
for applicants, especially for technologically challenged candidates and/or for those who do
not have access to technology. In addition, the Chief should review which categories of jobs
should be excluded from requiring use of the Frontline software.
2. Once the evaluation is complete, the Chief and staff, along with the leadership in the technology Months 3-5
department, should evaluate options offered by HR software providers.

180
3. The leadership of HR and Technology should work with the Office of Purchasing to prepare a bid Months 5-6
solicitation for a HR software provider.
4. Review bids and select vendor. Month 7-8
5. Train staff on use of software module. Months 8-10

FISCAL IMPACT
There is no fiscal impact to review existing software, to interview vendors and to test the software. The potential costs of software
and training must be determined during those stages.

FINDING
The position control system software is damaged and in need of repair, revision, or replacement, with a software application that
is more user-friendly and more functional.

BCPS has a system for position control that is automated and integrated with budgeting, personnel and payroll to ensure effective
position control. Position Control has been staffed with a single individual with long-time service and knowledge.

The ransomware attack had a devastating effect on this critical area affecting staffing, record keeping, and budget. All reports
are gone, applications used for staffing are gone, and the position controller had to develop workarounds to recover data, as
well as use a spreadsheet of in-house design to continue operating.

There is a critical need to move to a software application that is more user-friendly, as well as with upgraded functions. For
example, the current software module does not have a system wherein each position is given a specific ID number. There is
no query capability into 800 bus drivers, or where they are budgeted in the Transportation Department. When the controller
creates positions, 800 bus driver positions are created separately, each with unique position IDs. An additional problem with
this workaround is that a position may be re-purposed to another office, i.e., secretary, but it cannot be tracked, except by
hand notes.

RECOMMENDATION 2-58:
BCPS should explore software modules to replace the position control system. (Tier 1)

IMPLEMENTATION AND TIMELINE

1. The Superintendent should review, revise as needed, and approve the recommended changes Month 1
detailed herein as soon as possible.
2. The Superintendent should assign the Chief of HR in conjunction with the leaders of the BCPS Month 1
Information Technology Department to implement the recommendations as soon as possible

3. The implementation of the recommendations should be completed in time for opening of the Month 2
2021 school year.
4. The Superintendent should receive and review monthly updates of the implementation of the Month 3 and ongoing
recommendations.

FISCAL IMPACT
There is no fiscal impact to interview vendors and test the software. The potential costs of software and training must be
determined during those stages.

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Contract Processes
––––––––––––––––––
It is important to regularly evaluate whether there are goods or services that can be obtained from the private sector at a lower
cost, higher quality or both. It is equally important to continually evaluate existing contracts to determine if the district is getting
the best value possible through the contracting arrangement.

FINDING
BCPS has had two vendors serving its customers for fingerprinting services and the transmission of data prints to CJIS this past year.

The Office of Investigations and Records Management (OIRM) is responsible for overseeing the fingerprinting and criminal
background checks for all employees. It also conducts Division of Human Resources (HR) related internal investigations.

Due to COVID-19 issues and concurrent shutdown, OIRM had to acquire a different vendor within the County for its
fingerprinting and data transmission services. The original vendor, who had offered services onsite, did not have the
technological capacity to provide services. A second vendor located within the county was engaged, and staff stated that it has
provided good service.

RECOMMENDATION 2-59:
BCPS should determine which vendor will be used for fingerprinting services and the transmission of data prints
directly to CJIS and complete the details of the contract with the chosen vendor. (Tier 1)

IMPLEMENTATION AND TIMELINE

1. The Superintendent should review, revise as needed, and approve the recommendation Month 1
of the Chief of HR herein as soon as possible.

2. The Superintendent should assign the Chief of HR to implement the recommendation Month 2 and ongoing
as soon as possible prior to the start of the new fiscal year.

3. The Superintendent should receive and review quarterly updates of the implementation Months 4, 8, 12
of the recommendations.

FISCAL IMPACT
To be determined based on the vendor and bid proposal.

FINDING
The Divisions of Human Resources (HR) and Organizational Effectiveness (OE) originate about 9% of the 530 contracts issued
by BCPS, as of May 1, 2021.

A review of the 530 BCPS contracts indicates that the contracts originated by the Divisions of HR and OE are for a variety of
appropriate services such as: benefits and insurance services, payments to colleges and universities for Cohort Training services
for staff, and software products for the HR system.

These contracts with external providers of service are standard across the industry, with one exception, and are consistent with
the contracted services provided by peer districts. The exception (denoted by * in Exhibit 2-44 below) was in the amount of the
contracts for meeting venues and sites.

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Exhibit 2-44 shows a broad summary of the contracts directly related to the Divisions of HR and OE.

EXHIBIT 2-44
SUMMARY OF CONTRACTS FOR
DIVISIONS OF HR AND OE

Long-term disability insurance Flexible spending account administration


403b Retirement Plan Providers Prof Development Training for special populations (multiple)
Employee benefit health Plans Health providers-physical exams
Benefits insurance services Workers Comp. Claims Administration Services
Community College of Baltimore Online coursework Goucher
Applicant tracking & Onboarding Frontline Technology services Prof Development for asst principals
Cohorts Broker Services for Met Life
- Notre Dame University, MD Professional Development for Equity and Cultural proficiency
-Loyola University, MD CJIS Technologies for HR
-Towson University
-Stevenson University *Meeting space providers (multiple)
-McDaniel College
-Morgan State
-Community College of Baltimore

Source: BCPS Contracts, 2021.

BCPS does not have a professional development center for use by district staff for professional development training sessions and
events. Consequently, the district enters into contracts with external providers of sites such as hotels, colleges and universities, and
conference centers for more than $350,000 per year.

RECOMMENDATION 2-60:
BCPS should study available BCPS facilities which can be re-purposed for use as a professional
development center and complete the cost/benefit analysis of an in-district facility versus annual external
contracts for sites and venues. (Tier 1)

IMPLEMENTATION AND TIMELINE

1. The Superintendent should review, revise as needed, and approve the recommendations detailed Month 1
herein as soon as possible.
2. The Superintendent should assign the Chief of OE in conjunction with the leaders of other BCPS Month 2
departments (Facilities) to conduct a study of available BCPS facilities which can be repurposed
for use as a BCPS professional development center and complete the cost/benefit analysis of an
in-district facility versus annual external contracts for sites and venues.
3. The recommendations coming from the study should be presented to the Superintendent. Month 3-6
4. The Superintendent should review the options and the staff recommendations. Months 7-8
5. If approved, the Superintendent should plan the FY23 budget to incorporate the recommendations Month 8
and decision.
6. The Superintendent should receive and review monthly updates of the implementation of the recom- Month 10 and ongoing
mendations.

FISCAL IMPACT
To be determined once staff develops the options and cost analysis.

183
Employee and Labor Relations and Grievances
––––––––––––––––––––––––
A school district needs to make efforts to ensure that employee morale is high. Maintaining high morale and ensuring that all
employees are treated fairly and equitably can be a challenge for any school district. Employee morale often reflects the culture
and climate of an organization.

Further, employees must be adequately compensated and must have access to benefits and services, including grievance and
conflict resolution services, to ensure that morale and productivity remain high. Some of the key indicators of morale are to ensure
that all promotions are based on competency, performance and job qualifications; how staff feel about the fairness of treatment
for employees; communications throughout the district, especially coming from the leadership; and the management and
leadership by those in critical, high-level positions.

COMMENDATION 2-J:
BCPS should be commended for conducting employee hearings (appeals, grievances, and terminations) in a timely
manner over the last two years, and for detailed case preparation.

A review of two years of logs regarding employee hearings (appeals, grievances, and terminations) before Hearing Examiners
or the Board of Education reveals that in 2018, approximately 217 hearings and in 2019, approximately 122 such hearings,
were scheduled and decided in a timely and expeditious fashion. There are four or five Hearing Examiners on contract who hold
hearings or decide upon a pre-hearing motion to dismiss, or the Board of Education, upon request, allows for oral arguments for
each side on cases regarding the Hearing Examiner’s recommendation to the Board. In addition, the affirmative resolution of
the cases before the Hearing Examiner and/or Board demonstrate high-level and detailed preparation of the cases by the staff
member responsible for the process.

FINDING
BCPS is lacking a tactical or strategic plan to address the issues of its climate and culture which will, in turn, have an impact on
improving morale.

Based on the Public Works LLC survey, comments, and interviews, the morale of BCPS employees is low. The culture and climate
in BCPS are characterized as “a toxic environment; one of fear and retaliation.” Employees have a more positive sense of
appreciation for their work by their supervisors than that coming from central office, which impacts their overall morale and
perception of the culture and climate in BCPS, as exhibited in the survey results and respondents’ comments.

Exhibit 2-45 below shows the cumulative responses to survey item Q23: “I feel that my work is appreciated by my
supervisor(s)”. The disagree and strongly disagree responses range from 14% to 27%, with teachers expressing the most
disagreement. Interestingly, the central office staff registered the highest sense of appreciation with 73.18% either agreeing or
strongly agreeing, followed by non-instructional staff (NI) at 72.01%, teachers at 70.68%, and principals at 69.29%.

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EXHIBIT 2-45
SURVEY RESULTS FOR Q23

Q23. I feel that my work is appreciated by my CO Staff Principal Teacher NI_Staff All
supervisor(s).
Strongly agree 36.87% 18.90% 18.37% 27.27% 22.76%
Agree 36.31% 50.39% 42.31% 44.74% 42.27%
Neither agree nor disagree 9.22% 14.96% 11.29% 10.53% 11.04%
Disagree 10.61% 9.45% 15.58% 9.09% 13.36%
Strongly disagree 5.87% 5.51% 11.84% 7.66% 9.86%
Don’t know 1.12% 0.79% 0.61% 0.72% 0.72%

Source: Public Works LLC Review Team, 2021.

When asked (Q17) if the “teacher morale is good,” 13.16% of teachers agree or strongly agree, while 71.34% disagree or
strongly disagree (with 41.42% strongly disagreeing), as shown in Exhibit 2-46.

EXHIBIT 2-46
TEACHER RESULTS FOR Q17 REGARDING TEACHER MORALE

Q17. Teacher morale is good. Responses - Percentage Responses - Number


Strongly agree 1.91% 60
Agree 11.25% 354
Neither agree nor disagree 11.79% 371
Disagree 29.92% 942
Strongly disagree 41.42% 1304
Don’t know 3.72% 117

Source: Public Works LLC Review Team, 2021.

Based on these exhibits and the open-end comments as reported through the Public Works survey, it is clear that BCPS staff
morale is low and needs attention by the Board of Education and Superintendent.

Based on over 1,000 responses and comments and the survey results, a range of reasons were given for the low state of morale
and climate: the impact of COVID-19, the ransomware attack, other attacks on technology and the BCPS data system, lingering
fallout from controversies involving previous Superintendents, the current BCPS leadership and central office management,
communications, and central office support, among other factors.

The following are direct quotes from the survey’s open-ended responses as well as interviews pertaining to climate and morale.

When asked to describe or characterize the culture and climate in BCPS, the frequent response echoed the following statements:
“it is a climate of fear and retaliation” and “a toxic work environment.”

When asked for specifics to clarify the statements, it was qualified by overwhelming expressions of a “lack of confidence in the
BCPS leadership – the Board of Education, Superintendent, and most of the members of the Cabinet.”

The following are direct quotes (not edited for spelling but redacted where necessary) and are but a few of the nearly 1,000
responses to the survey:

• A toxic work environment and a high level of anxiety.

185
• A
 s a teacher who has had experience in two other districts, I can say with full confidence that bcps is the most
disorganized, degrading, and demoralizing work environment I have ever had the displeasure of serving.
• I have never felt so disengaged, betrayed, and unsupported as a teacher in my 26 years of working for BCPS.
• Never have I seen or heard so many furious and disheartened employees.
• Everybody in this district feels brow beaten, frustrated, beaten down.
• A
 re you sure that no one will tell central office what I said? I can’t afford to lose my job and they are vindictive…just look
at what they did to [names withheld].
• W
 e are disillusioned… breaks my heart to see the state of this district where I have worked so hard and long…the former
superintendent destroyed all the trust, [redacted] and now we are left with [redacted] the wrong person for the job.
• The trust in the system has greatly declined.
• Teachers are STRESSED TO THE MAX!
• lack of leadership and accountability has caused a toxic work environment.
• It is disgraceful and embarrassing.
• I am so frustrated... they don’t care.
• We are screwed. BCPS is becoming like Baltimore City schools. dishonest, corrupt, inept... I am so sad and demoralized.
• The trust in the system has greatly declined.
• Loss of trust.
• I don’t know that I can trust BCPS to guard my personal information.
• Frustrated with lack of transparency, support, and communication.
• The Board is extremely unprofessional in their attitudes to other board members and teachers. …its demoralizing.
• T here has also been a good deal of dishonesty and teacher-blaming. Teacher morale is at an all-time low. I have never
felt less cared for by an employer in my life.
• It’s become a fear based bureaucracy where leaders care about nothing but their hind quarters.
• T he lack of transparency and out right lying is unprofessional and disrespectful to the teachers who are trying their best.
Horrible climate to work in.
• The Board is extremely unprofessional in their attitudes to others board members and teachers. …its demoralizing.
• S
 tressful! The Board and Central area offices have no clue or care about the amount time and stress teachers have
been under.
• Working in a culture of shock; and fear of retaliation.
• Stressful to miss a day, sick day. When I return to work, workload is double.
• Why low morale?...SALARIES!
• I feel that teachers and school administrators have been hugely under appreciated by the central office, administration,
and board members this year. It is so disappointing when you want to do what you love but there are so many factors
that keep you from adequately performing your job and helping ALL children.
• Morale is low because of the lousy situation [redacted] left us in and nothing’s been done [redacted].
• Morale is driven down further [redacted].

All of the comments can be categorized into two major areas for low morale. Comments regarding those areas follow.

1. Board and Central Office Leadership and Management


2. Communications

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LEADERSHIP AND MANAGEMENT
• It starts at the top. The board members’ behavior and their meetings are an embarrassment.
• The District is not running effectively.
• S
 uperintendent forced out high quality people, long serving and trusted staff members so he could bring in friends and
former colleagues in Montgomery County not based on experience or qualifications for the jobs but because they were
friends and loyal only to him.
• Monthly meeting between the superintendent and the professional associations result in vague responses…. no answers.
• Superintendent only wants to hear positive things and nothing about needs or criticisms.
• A small group of cabinet members run the system and other Chiefs are there for show, are tolerated and not engaged.
• Superintendent is out of the loop he is not qualified and ready.
• A
 fter two years he knows nothing…does nothing…he has created a morale problem in the district with a lack of
communications, and environment of fear and retaliation.
• W
 hy is [redacted] not in jail? [redacted] destroyed all of Dance’s financial disclosure records before he went to court…
destroyed all of … records and others as a cover up scheme… used workdays to write …. books and political activities,
that is why [redacted] destroyed the records…a band of thieves who covered for each other and board has let [redacted]
get away with it…you want to know why morale is so low, there it is.
• C
 ounty administrator on right track about corruption in division, wanted the legislature to pass bill so IG has oversight
over division.
• Does he (superintendent) care about the district or only himself?
• He had the opportunity to reset the district but has been unwilling or unable to be that leader.
• W
 hat has he accomplished? Nothing…at least with previous superintendents, even though I did not agree with some
of ideas, had a direction, explained it. And executed it.
• Superintendent angers quickly and, especially when board members are contacted because he refuses to do anything.
• There are silos within the administration and a lack of leadership and lack of communications between the silos.
• Agreements made with one group or a Chief but supt ignores and goes 180 degrees.
• L ack timeliness to decisions In MOUs, the current version were begun in Sept it took until end of Feb….and only on some
of the items.
• There are always surprises.
• B
 efore winter break there were discussion with him re: teacher evaluation. Then nothing happened for 3 weeks, and then
delays in communicating.
• Communications concerns are always being shared with Williams, but no accountability for it.
• Too many layers of management.
• N
 eed a deputy who can run this district…someone with experience and not one of Williams’ buddies... someone who
knows what to do and done it before and can rebuild the trust
• Chiefs paid too much.. redacted took care of his buddies from Montgomery Co…don’t deserve those salaries.
• Bureaucratic leaders are distanced from schools.
• Too many folks have no idea what they are doing.
• Board has defaulted all responsibility for collective bargaining.
• Cannot get straight answers on budget.
• Williams had assured that the union leaders would have input. But never happened.
• Requests were made for transparency and breakdown of use of the funds but never provided.
• Budget document has conflicting figures of enrollments, employees, and organization charts.

187
• When asked who the experts are the district is using to address the ransomware attack, they will not give any info.
• G
 rievances are mishandled at the lowest levels by administrators. Could be resolved but frequently they are botched by
building administrators and community superintendents (Note: specific details were given to illustrate the assertion but
being withheld for publication here not to violate personnel issues).
• M
 any issues stem from a well-intentioned, but highly inexperienced new supt who relies too much on his only frame of
reference Montgomery County.
• Badly needed/needs an exec coach.
• T he Board is too engaged in administration and Williams is unable to lead them toward a proper role. He is afraid of the
Bo[a]rd.
• S
 ystem needed (and still needs) a highly experienced and strong superintendent to lead us and to put the district back
together but they went and hired someone who has none of these criteria or skills-untested, inexperienced, narrow
focused, does not understand politics.
• B
 oard has not helped the superintendent...never provided an executive coach thinking that he knew what he was doing...
and he did not and still does not, but thinks he does which is the real problem.
• W
 hat has he done? Nothing but bring in his friends and pay them obscene salaries and given car stipends when they don’t
even come to the schools.
• I see terrible employees in central office who everyone knows are terrible, a waste and nasty but are protected by their
sisters or friends in high places….look what happened to an honest supervisor who documented the case for termination?
She got mistreated and dismissed and Williams could have done something about it but decided to play it safe and ignore
it...he is afraid of [redacted].
• E ach zone is led by a community superintendent (CS), and three executive directors (ED). The EDs are the boots on the
ground folks who manage and coach principals. They do a good job without any help. The Com. superintendents get
their direction from the superintendent. The EDs get their direction from their CS. So, by the time a principal gets a message,
it has gone through three separate lenses which changes the information. Multiply that by 9 different EDs and you get
27 versions of the same message. Additionally, the messages are often shared at different times so there is untimely,
inconsistent messaging to 174 principals. This causes missteps, misunderstanding, anxiety, and distrust within the System. 
• T he CS are the crucial position in the System and must be professionally developed to understand how their role has
changed over the years from a manager to a coach of principals. The System has not done a great job of preparing the
EDs for this role in the past and only when an ED just “gets it” is there mutual respect and professional growth. Generally,
an ED is placed in this position because they were an excellent principal (or because they are from Montgomery County),
but the skill set to supervise and grow principals is different from supervising teachers. If there is not targeted professional
development for these EDs, they generally default to a boss / employee mentality and just manage. This does not
contribute to a continuous improvement mentality which is optimal.
• Principals often left out of the communication cycle and when they are included, it has been at the 11th hour.
• District is reactive, not proactive.
• Board is split… mostly due to racial divide … how left or right they are.
• Board does not get along and been chastised for it... kids and constituents are watching…
• Facilities-- operating as well as they can based on wide range of buildings.
• B
 een with BCPS since ‘94, they aren’t REPLACING staff when they leave just adding to their workloads. Need to hire more
support staff but they won’t.
• S
 upt. Williams leadership style—passive/aggressive…he can be welcoming one minute and listens, but when it leaves his
space, something happens.. not sure what it is... retaliatory and vindicative…please don’t mention my name.
• good ole boy racism…
• Many of leaders of system are not changing with social, cultural time and needs.
• Board is not working well; politically driven.
• Rough 3 years…

188
• H
 uman Resources- not recruiting support staff; vacancies across the board remain vacant for extended period of time. In
school, FTEs are filled... not so with central office support staff.
• P eople leave due to workload. If support staff leaves, it goes to a committee to see if it should be restaffed. Takes a very
long time to decide.
• Do not promote or value support staff.
• D
 on’t receive applicants with high technical skills. They get jobs in BCPS to learn their trade and take their skills elsewhere.
Constantly retraining.
• C
 lericals manage the local budgets... not ever been trained to do budgets. Expectation that they follow all budget rules,
but they don’t know the rules. For example, administrative assist handles school operating budgets, Title I or any grants...
manage all this without any training. Learn on the job... High school fiscal assistants and they handle operating budgets
and handle incomes from the public. Handle grants, trust funds, etc. Prom funds, homeless family funds, sports generated
funds…etc. and no training.
• no public trust in budget and finances in system.
• The lack of efficiency and lack of transparency is appalling.
• Things must change.
• Stop the lies and manipulation.
• Friend hired by friends. People are not hired based on qualifications.
• Leadership at BCPS needs to be examined and, most likely, changed.
• We have a broken system.
• Leadership needs to develop integrity and morals.
• Urgent issues are not being addressed.
• T he same issues today of the central office as before Covid, only more magnified due to his lack of leadership and
experience.
• Put someone in who actually cares about the kids and teachers/staff and their wellbeing. This is not about photo ops!!!
• lack of transparency permeates the district central office.
• Not a sense that the district leadership has employees’ backs.

COMMUNICATIONS

The following is a sample of nearly 1,000 comments echoing the same message about communications.

• No effective communication causing disorientation and low morale.
• Communications are poor, often contradictory
• Lack of clear communications has caused some of the turmoil and low morale!!!
• Constant emails announcing changes?
• T o say that I am disappointed about the poor communication in the county is an understatement. I am demoralized that I
have spent over a decade of my life in this system only to be treated like an afterthought in every decision.
• A
 nd the blatant lies being emailed to us. I’m disgusted by the way we receive information on A Friday evening. Ruining the
weekend generally.
• Super long, overly wordy, self-congratulatory emails are extremely tone deaf and ineffective.
• When pandemic hit, good leaders communicate, communicate, communicate. Not here!
• The messaging coming from central office is confusing, contradictory, always changing.

189
RECOMMENDATION 2-61:
The Board of Education and Superintendent should review all of the survey results and responses in order to fully
understand, internalize, and accept the state of the district’s climate, culture, and morale, and should develop a
strategic and tactical plan to address the issues. (Tier 1)

IMPLEMENTATION AND TIMELINE

1. The Board of Education and Superintendent should review all of the survey results and the Month 1
responses by staff regarding the state of the employees’ morale and the BCPS culture and
climate.
2. The Board should engage an external consultant to assist with a specialized, deep dive into Months 1-2
climate and morale and who would assist with the development of the needed strategic and
tactical plan to address the issues.
3. Simultaneously with the assistance of the consultant, the Superintendent and Cabinet should Month 1
consider how to change the culture in BCPS as well as to determine a strategy that should
be implemented. (Please refer to the section in this chapter on Professional Development for
further details and implementation steps of a coaching culture.)
4. The Board and Superintendent should make as its top priority the change and improvement Month 1
of the BCPS climate and culture and its impact on morale its top priority in SY 20-22.
5. The Board and Superintendent should develop a strategic and tactical plan with Months 2-3
performance indicators to change the culture and climate.
6. The Superintendent should report to the employees and public quarterly on the indicators Quarterly
and progress being made toward improving the culture, climate, and morale.
Months 4-11

FISCAL IMPACT
The fiscal impact of this recommendation will be determined dependent upon the decision of the Board and Superintendent on
whether or not to proceed with implementation.

FINDING
The manager responsible for staff relations, collective bargaining, grievances and negotiations works closely with the
Superintendent but does not report to the Superintendent.

The Department of Employee Relations and Employee Performance Management in the Division of Human Resources has
been discussed in the Organization and Management section in this chapter, in regard to the role it plays with performance
management. The chief finding was that the Office of Employee Relations and Performance Management should be abolished,
and the staff responsible for the performance management system and Peer Assistance and Review program (PAR) should be
transferred to the Department of Organizational Development (please see the Organization and Management section in this
chapter).

This finding examines the essential role of the Department of Employee Relations regarding collective bargaining and the
grievance process.

The master agreements for all collective bargaining units were negotiated and finalized effective July 1, 2020 and are in
effect through June 30, 2023. BCPS has negotiated master collective bargaining agreements with the following labor groups:
AFSCME; CASE; ESPBC; OPE; and TABCO. There are re-opener provisions in all collective bargaining agreements.

190
The Department of Employee Relations is headed by a highly-experienced and trained Manager who represents BCPS and
the Superintendent in the negotiation and administration of contracts with all employee groups. This Department assists in the
establishment and maintenance of productive working relations between all employee groups and the Board of Education.

The responsibilities of the Department of Employee Relations and its Manager include:

• Provides leadership, advice, and assistance to employees regarding policies and procedures.
• P rovides professional development to managers, supervisors, and administrators to increase their knowledge and
familiarity with the negotiated agreements and the appraisal process.
• Effectively implements the master agreements for all bargaining units.
• Maintains positive relationships with all recognized employee groups.
• Participates in the training of new administrators, with emphasis on the proper implementation of the master agreements.
• Promptly, fairly, and effectively responds to grievances and administrative appeals on behalf of the superintendent.
• Participates in the training of new administrators, with emphasis on the proper implementation of the master agreements.
• Attempts to resolve problems without going to arbitration whenever possible and appropriate.
• Prepares for and participates in arbitration sessions, as necessary, in order to bring grievances to effective closure.

In addition to the Department of Employee Relations Manager – who works with grievances and appeals – within the Chief of
Staff’s responsibilities, there is an Office of Employee and Student Hearings. This office is also staffed with a Manager, who is a
trained attorney specializing in due process, grievances, hearings, and arbitrations. The role of this Manager is to handle matters
within the Superintendent’s level or authority as his designee. This Manager does not get involved at lower levels of the grievance
process, which is appropriate and customary, so as to remain independent if and when a grievance or appeal comes to the
Superintendent’s level.

The Manager of Employee and Student Hearings also assumes the administrative process of handling the grievances and
hearings that are filed as class actions and to evaluate the grievances and appeals (students and employees) to assure they
are appropriately documented and have been handled correctly administratively and readied so they can be presented to the
Superintendent and the Board of Education.

RECOMMENDATION 2-62:
BCPS should abolish The Office of Employee Relations and Performance Management, transfer the staff responsible
for performance management program and PAR to the Department of Organizational Development, and transfer
the manager responsible for staff relations, collective bargaining, and grievances and negotiations to the Office of
the Chief of Staff (see the Organization and Management section in this chapter). (Tier 1)

IMPLEMENTATION AND TIMELINE

1. Abolish The Office of Employee Relations and Performance Management. Month 1


2. Transfer the staff responsible for performance management program and PAR to the Month 1
Department of Organizational Development.
3. Transfer the manager responsible for staff relations, collective bargaining, and grievances Month 1
and negotiations to the Office of the Chief of Staff.

FISCAL IMPACT
This recommendation could be implemented with existing resources.

191
FINDING
The BCPS relationship with labor organizations, as reported through interviews and the survey, is perceived as strained in the
area of grievances, appeals, and hearings, which has led to some disconnect, unrest, tension and unclear communications
between and among unions, administrators, and employees, as well as employees and their unions.

The grievance procedure from the TABCO Collective Bargaining Agreement is shown in Exhibit 2-47.

EXHIBIT 2-47
TABCO GRIEVANCE PROCEDURE

ARTICLE VIII Grievance Procedure

Introduction
The parties recognize their mutual responsibility for the prompt and orderly disposition of educator problems. Their reliance on the following
grievance procedure does not detract from the rights of an educator to discuss any matter with his/her immediate administrative supervisor or
any other appropriate member of the administration to seek a resolution of his/her problem. An educator may not utilize both the grievance
procedure contained herein and the administrative appeal procedure to challenge the same alleged violation.

8.1 Definitions
1. Educator: An educator is defined as any member of this bargaining unit.
2. G rievance: A grievance is a complaint by an educator, Faculty Council, or, in the event of an action affecting Association rights, the
Association concerning the interpretation, application, or alleged violation of an express provision or provisions of this Agreement and/or
as contained in the “Manual of Policies and Regulations.”
3. C
 lass Grievance: A general violation, misinterpretation or misapplication of the Agreement that directly affects three (3) or more bargaining
unit members.
4. The Grievant: The grievant is the educator or educators, Faculty Council, or Association filing a grievance.
5. Representation: An educator may be represented by the Association at any step of the grievance procedure.
6. T ime Limits: If the immediate supervisor/administrator fails to answer within time limits provided, the grievance may be appealed to the
next step. If the grievant fails to appeal within the time limits provided, it shall be deemed as acceptance of the immediate supervisor/
administrator’s disposition of the claim. Time limits may be extended by mutual agreement in writing.

Procedure
8.2 (Informal) An educator who feels he/she has a grievance shall discuss it, either orally or in writing, with his/her immediate supervisor within
twenty-one (21) calendar days of the event giving rise to the complaint or his/her first knowledge thereof. The informal discussion of problems
and the continuous interchange of views between educators and their supervisor/administrators, and between staff members and their immediate
administrative supervisors, are encouraged in order to resolve as many disputes as possible informally.

192
ARTICLE VIII Grievance Procedure (continued)

Level I - If an educator is not satisfied with the disposition of his/her claim at the informal level, he/she may submit his/her grievance in writing on
the appropriate form (see Appendix C) to his/her Executive Director or other appropriate supervisor/administrator within ten (10) days following
the reply at the informal level.
A grievance shall be presented in writing on the prescribed form and may contain pertinent information such as:
a. name(s) and position(s) of the grievant(s);
b. a reference to the express provision(s) of this Agreement allegedly violated, misinterpreted or misapplied;
c. a description of how the article(s) was violated, misinterpreted or misapplied and the facts involved, including relevant dates;
d. the corrective action requested; and
e. the signature(s) of the grievant(s).

If a grievance hearing is to be conducted, it shall be scheduled (not necessarily held) within ten (10) days of receipt of the grievance by the
Executive Director or other appropriate supervisor/administrator. Such individual shall within ten (10) days of receipt of the grievance, or date of
grievance hearing if held, inform the grievant as to the disposition of his/her claim.
Level II - If an educator is not satisfied with the disposition of his/her claim at Level I, he/she may appeal in writing to the Superintendent or
his/her designated representative within ten (10) days.
If a grievance affects a group or class of employees, the Association may initiate the grievance process at Level II by submitting such grievance in
writing directly to the Superintendent within twenty-one (21) calendar days of the event giving rise to the complaint or its first knowledge thereof.
If a grievance hearing is to be conducted, it shall be scheduled (not necessarily held) within ten (10) days of receipt of the grievance by the
Superintendent or his/her designee. The Superintendent or his/her designated representative shall inform the grievant as to the disposition of his/
her claim within ten (10) days of the receipt of the appeal at this level, or date of grievance hearing if held.
Level III - On request of the grievant, the Association may appeal the Superintendent’s disposition to arbitration. If it so determines, it shall notify
the Superintendent of its intent to appeal to arbitration within ten (10) days of receipt of notification of the Superintendent’s disposition of the claim.
8.3 Within ten (10) days after such notification of submission to arbitration, the Board and the Association will attempt to agree upon a mutually
acceptable arbitrator and obtain a commitment from said arbitrator to serve. If the parties are unable to agree upon an arbitrator or to obtain such
a commitment within the specified period, a request for a list of arbitrators may be made to the American Arbitration Association by either party. The
parties will then be bound by the rules and procedures of the American Arbitration Association.
8.3.1 The jurisdiction and authority of the arbitrator and his/her opinion and award shall be confined to the express provision or provisions of this
Agreement at issue between the Association and the Board. He/she shall have no authority to add to, alter, detract from, amend or modify any
provision of this Agreement, or to make any award which will in any way deprive the Board of any of the powers delegated to it by law. The award
of the arbitrator, in writing, shall be final and binding on the aggrieved educator or educators, the Association, and the Board.
8.3.2 The arbitrator’s decision shall be made within thirty (30) days of the conclusion of the presentation of the case. The cost for the services of the
arbitrator shall be shared equally by the parties.
8.4 Grievance forms and attendant papers shall not be placed in an educator’s personnel file.

Source: BCPS TABCO Collective Bargaining Agreement, 2021.

The perceptions of a strained relationship and some examples of concerns expressed during interviews are:

• “ The length of time it took to negotiate the Covid MOUs with each collective bargaining association was not timely in
light of the immediacy of need. (AFSCME COVID-19 Memorandum of Understanding; BCPSOPE COVID-19
Memorandum of Understanding; CASE COVID-19 Memorandum of Understanding; ESPBC COVID-19 Memorandum
of Understanding and TABCO COVID-19 Memorandum of Understanding).
• The number of grievances has increased with societal and social issues dominating the types of grievances.
• The process is long, strenuous, and not timely.
• C
 ommunications are not effective between the BCPS and the unions with regard to promptly, fairly, and effectively
responding to grievances and administrative appeals on behalf of the superintendent.
• It is not the consistent practice, as is stated in the collective bargaining agreements between the unions and BCPS, that
issues and grievances are being addressed and resolve the issue informally. In the preamble to Article VIII, it is stated:
“The parties recognize their mutual responsibility for the prompt and orderly disposition of educator problems.” Further,
in 8.2, it is stated: “The informal discussion of problems and the continuous interchange of views between educators
and their supervisor/administrators, and between staff members and their immediate administrative supervisors, are
encouraged in order to resolve as many disputes as possible informally.” “That is not happening.”
• E ither the supervisors/administrators do not know how to resolve the matter or are under the impression not to respond
in a timely manner and/or to have the matter deferred to level 2.

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• The administration does not adhere to the contract regarding timely responses to grievances.
• The grievance and the appeal process is unduly prolonged.
• T he other departments must wait on legal to tell them that they can hear a case before it is given to the level executive
director or supervisor The appeals process is slow. Some of the appeals have been carried on for almost a year and
a half.  This is due to the county not having a timeline for deadlines to get things complete. 
• T he grievance process has been challenged with BCPS not taking responsibility for when and executive director or
someone leaves, having a bridge that passes the cases over to the next person in that position.
• B
 CPS administration takes its time hearing these cases because there are no set timelines within the grievance
procedure process. The only set timeline is for the union to file in 30 days of the incident occurring.  Once it is filed it
must go through a long channel of approval on BCPS’s end and then be sent out to the person that is supposed to hear
the case.  Then the BCPS legal department sends letters stating that the grievance was not filed in a timely manner and
that information is incorrect. 
• There are layers to this process that should be eliminated.”

In response to these noted concerns, these matters were investigated by Public Works LLC and concluded:

• The process was not timely for bringing to closure the COVID MOU’s.
• T he process for filing of grievances and the steps to be followed, as well as timelines, are clearly articulated in the
collective bargaining agreement. The BCPS steps and the timelines for filing, responses, and appeals are rather specific
and standard in collective bargaining agreements. Employees are not familiar with or cognizant of the article.
• T he perception that the volume of grievances proceeding to arbitrations or heard at the board level has increased
measurably during the past several years is not borne out by a review of the numbers of grievances during the past
several years.

A review conducted of the past four calendar years regarding appeals and grievances at the Superintendent and Board level
can be found in Exhibit 2-48. The review was conducted of arbitrations filed between 2018 and 2020.

EXHIBIT 2-48
BCPS APPEALS AND GRIEVANCES 2017-2021

YEAR APPEALS GRIEVANCES


2017-2018 25 30
2018-2019 29 16
2019-2020 27 18
2020-2021 32 7 (to April 2021)
Source: Public Works Review Team, 2021.

During 2018-2019, 12 arbitrations were filed based upon information provided to the consultant. Of those cases, two were heard
and closed in a timely manner; three were closed in a timely manner without hearings; three were either withdrawn or cancelled
by the unions; in two, there were no hearings and no reports of resolution as yet; and one is still pending, as reported. During
2019-2020, there were four cases: three being scheduled for hearings and one withdrawn. This review revealed:

• T he timelines as established in the collective bargaining process, which specify the steps/levels in the grievance procedure
and the timelines to be followed, appear to have been adhered to by both the Manager of the Department of Employee
Relations and the Manager of Employee and Student Hearings. They have administered the process as intended. That has
not always been the case at the supervisor/administrative levels.
• M
 any of the concerns expressed about the outcomes rest more in the fact that outcomes may not have been what the
grievant or representative of the grievant desired, but that had little nothing to do with the process.

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• A
 lthough the process and timelines of the grievance process were followed as required, it was the mismanagement of
the staff member’s issue by the immediate administrator and supervisor at the school or area levels which had led to the
grievance proceeding to higher levels unnecessarily.
• T here is a lack of clear and effective communications between the administrator/supervisor and staff members regarding
resolution of issues and grievances.
• T ypically, when disputes go to formal grievance, the problem is not the process established in the collective bargaining
agreements, but rather the administrative management of the presenting issue and the communications with the relevant
employee.
• D
 uring the interviews and districtwide survey, issues and concerns were raised regarding the collective bargaining
agreements, the negotiations process, and ultimate authority to approve and implement any agreements. A review of
such concerns has led to the determination that the concerns, complaints, and issues raised revolve around a lack of
understanding or dislike of the process, roles, and authority of the Board of Education and the County. For example, it
was cited that “a negotiated agreement may be agreed to by the Superintendent, approved and voted on by the Board,
but it is not finalized. It must be sent to the County Executive and County Council. At that level, it is the County Executive
and the County Council have the authority to determine the level of funding which may be needed to implement the terms
of negotiated agreement.” This is not an accurate reflection of the process. The authority and decisions by the County
Executive and the County Council appear to be misunderstood.
• A
 major source of concern and frustration is that both union members/leaders and BCPS administrators want to believe
that BCPS is independent, an autonomous entity, and not dependent upon the County Council for funding. This leads to
unclear communications.
• T he lack of transparent, clear and effective communications between the Superintendent and union leaders, as well as
between union leaders and their members, exacerbates the issues regarding grievances, administration of the collective
bargaining contracts, and the collective bargaining agreements.

RECOMMENDATION 2-63:
BCPS administrators and union leaders should ensure that all employees, their members of the unions and the
administrative staff are fully aware of the provisions of the collective bargaining agreement, and BCPS should
provide more training to principals and supervisors regarding resolution of issues at their level. (Tier 1)

Full awareness of the steps, levels, and timelines of the grievance process is necessary in order to help clarify and explain the
process and timelines, which will help avoid unnecessary concerns and misinformation or misperceptions regarding grievances.
BCPS should ensure more transparent, open, and clear communications. Furthermore, upper levels of BCPS management need
training to better understand the nature and nuances of collective bargaining and contract administration.

IMPLEMENTATION AND TIMELINE

1. BCPS leadership should train upper levels of BCPS management to better understand the nature and Month 1
nuances of collective bargaining and contract administration.

2. BCPS leadership should train upper levels of BCPS management, executive directors of schools and Months 2-3
principals to ensure there is full awareness of the steps, levels, and timelines of the grievance process
necessary in order to
help clarify and explain the process and timelines.

3. BCPS should examine its practices of communications with unions and grievances to ensure more Month 1
transparent, open, and clear communications.

4. Union leaders should take steps to ensure that all employees, their members of the unions and the Month 1
administrative staff are fully aware of the provisions of the collective bargaining agreement.

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FISCAL IMPACT
This recommendation could be implemented with existing resources.

Exhibit 2-49 which follows provides a summary of this chapter’s recommended personnel changes, position assignments/
classifications, salaries, and the associated salary savings/(costs).

EXHIBIT 2-49
SUMMARY OF RECOMMENDED
PERSONNEL CHANGES, POSITION ASSIGNMENTS/CLASSIFICATIONS SALARIES SAVINGS/(COSTS)

SAVINGS/COST
CURRENT PROPOSED SAVINGS/
POSITION ACTION SALARY* SALARY* (COST*)
1. Executive Director, Department of Create position N/A $302,891 ($302,891)
Human Resources Operations
2. Merge Certificated and Non- Merge offices $225,964 $225,964
certificated staffing offices (FY23)
3. One certification assistant and one Create positions (2) N/A $171,942 ($171,942)
secretary, Office of Certification
4. One analyst and one secretary, Create positions (2) N/A $210,161 ($210,161)
Office of Performance Management
5. Investigation records specialist Create position N/A $114,314 ($114,314)
6. Part-time recruiters, Department of Create part-time positions (2) N/A $20,000 ($20,000)
Recruitment and Retention
7. Three analysts and one secretary, Create positions (4) N/A $466,933 ($466,933)
non-certificated staffing office
8. Office of HRIS Augment the clerical staff (1) $48,348 $48,348 ($48,348)

9. Benefits specialist Create position N/A $114,314 ($114,314)


10. HR call/walk-in center Create positions (4) N/A $327,912 ($327,912)
11. HR quality control specialist Create position N/A $114,314 ($114,314)
12. R
 eclassify position of Exec Dir Dept Reclassify position $202,332 $144,794 $57,538
of Equity to Manager,
13. Reclassify position of Director Dept Reclassify position $150,975 $137,195 $13,780
of Prof Learning to Coordinator
14.Create Principal on Assignment Create position N/A ($154,901) ($154,901)

15. Reclassify HR IT Officer to Director Reclassify position $130,645 $150,975 ($20,330)


16. Hearing Officers Add contracted positions N/A Hourly ($18,454)
$136,575
17. Office of Risk Management Reallocation of duties and use $136,575 $136,575 $68,288
of time in lieu of hearings (50% increased
productivity)

18. Auto stipends Reduce auto stipends $286,008 $94,240 $191,768

Source: BCPS FY21 Average General Fund Salaries used for budgeting
*Average Salary includes base and supplemental salary (longevity, shift differential, doctoral stipend, etc.)

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CHAPTER 3
–––
FINANCIAL MANAGEMENT,
PURCHASING, RISK MANAGEMENT

INTRODUCTION
For the school year 2020-21, Baltimore County School District adopted an operating budget of approximately $1.7
billion, a $34 million increase over school year 2019-20 with an anticipation of a small increase in enrollment. The
COVID-19 pandemic, however, brought about a decrease in enrollment for a school system that experienced prior
growth of 11,395 students between 2008 and 2019. The 2020-21 enrollment declined by nearly 4,000 students. This
decrease is similar to pandemic-related enrollment declines in many other school systems in Maryland and across the
nation. The November 24, 2020 ransomware attack on BCPS had a devastating impact on financial services, disabling
essential functions for a short time; many reports and functions have yet to be restored.

This chapter covers the following areas:

• Organization and Management


• Financial Management – Budget and Planning
• Financial Management – Purchasing, Accounting and Payroll
• Financial Management – External Auditing
• Financial Management – Internal Auditing
• Asset and Risk Management
BACKGROUND
The BCPS Executive Director of Fiscal Services currently reports to the Chief of Administrative and Operations Officer.

The Executive Director of the Department of Fiscal Services coordinates the operations of the Offices of Controller, Budget and
Reporting, Purchasing, and Payroll. Administration includes budget preparation, financial reporting, grant compliance, system
administration of accounting and payroll, budget, and purchasing modules of the Enterprise Resources Planning (ERP) system.
Planning includes aligning the school system’s budget with its school system strategic plan, allocating resources, and developing
a specified set of systemwide goals. Budget preparation and administration are critical to overall school system operations.
Financial management includes budget development and adoption, oversight of expenditure of funds, and involvement of
campus and community stakeholders in the budget process. Managing accounting and payroll includes developing internal
controls and safeguards, reporting account balances, and scheduling disbursements to maximize funds.

Management of this area includes segregation of duties, use of school administration software systems, and providing staff
training. State law requires all school districts to have an external auditor review the school system’s compliance with established
standards and practices. The audit provides an annual financial and compliance report, an examination of the expenditure of
federal funds, and a report to management on internal accounting controls.

The Executive Director serves as principal advisor for the school system in all fiscal-related matters, providing leadership,
coordination, and supervision to the Offices of Budget and Reporting, Controller, Third Party Billing, Accounting, Payroll, and
Purchasing as well as the Board Audit and Budget committees. Other duties include:

• C
 ollaborating with the Chief Administrative and Operations Officer and Department of Fiscal Services office heads in
development of departmental goals.
• D
 esigning, developing and monitoring the budgeting process for the school system. Overseeing preparation of the
financial analysis in the Master Plan.
• P roviding leadership in the development of new policies, and review of current policies, rules, and procedures relating to
fiscal matters and recommending changes to the Superintendent and the Board of Education.
• Overseeing the development of annual budget document and comprehensive annual financial report.
• Overseeing external audits and resolution of findings.
• R
 epresenting the Department of Fiscal Services at meetings of the system’s leadership and Board of Education to include
the audit committee of the Board of Education.
• P roviding timely information to the Board of Education, government agencies, school system staff members, business
leaders, parents, and community members.
• Representing the school system at public hearings, County Council work sessions, and meetings as appropriate.
• Representing the Board of Education, school system, and Superintendent on various public committees, as appropriate.

Staffing the Fiscal Services department Includes 59 staff among the following areas:

• Executive Director – 2
• Budget and Reporting – 5 general fund and 3 indirectly funded
• Payroll – 11
• Purchasing – 19
• Controller – 21 general fund and 8 indirectly funded
• Third Party Billing – 1 general fund and 11.9 grant funded

Exhibit 3-1 shows the FY21 BCPS adopted budget that includes the following sources for the Department of Fiscal Services.

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EXHIBIT 3-1
ADOPTED BUDGET for BCPS FISCAL SERVICES FY21

Supplies & Contracted Other


Position – (# staff) Salaries Benefits*
Materials Services Charges
Executive Director (2) $277,151 $12,500 $4,030 $2,979 $70,036
Budget & Reporting (5) $580,821 $2,500 $0 $12,763 $159,032
Payroll (11)** $790,596 $34,510 $500 $14,360 $280,052
Purchasing (19) $1,629,651 $404,000 $4,344,274 $35,885 $521,569
Controller (21) $2,005,017 $10,000 $383,661 $27,900 $605,679
Third Party Billing (1) $64,462 $0 $0 $0 $24,397
Totals (59) $5,347,698 $463,510 $4,732.465 $93,887 $1,660,765

Source: BCPS, 2021.


*Benefits include health, dental, vision, life insurances and FICA, workers’ compensation, state retirement (state and county).
**The payroll budget also includes $77,131,724 in Other Charges for FICA/Medicare funds

In a February 2021 report to the school system’s System Improvement Team, the fiscal services staff established a benchmarking
process that is being developed to measure the following:

• Percentage of school and office funds encumbered by quarter


• Percentage of timesheets submitted and approved on time
• Internal Audit findings reported and resolved
• Number of confirming purchase orders identified
• Training sessions scheduled and participation levels
• Provide self-audit checklist for account managers

Also proposed were two background data measures:

• Per pupil expenditures by school


• Per pupil expenditures by local education agency (LEA)

These benchmarks and background data will provide the basis for developing targets for improving the effectiveness of the
fiduciary operations in the school system.

Baltimore County Public Schools has an Office of Internal Audit led by the Chief Auditor, who reports directly to the Board. The
Office of Internal Audit consists of 11 staff, including the Chief Auditor.

The role of the Office of Internal Audit is defined in Board Policy 8400. The charge of the office is in “promoting sound fiscal
management, maintaining a system of internal controls and ensuring the highest standards of ethical conduct.” The policy lays out
two specific responsibilities for the Office of Internal Audit:

1. Internal Audit is authorized to conduct audits, including, but not limited to, financial, performance and compliance audits of
all departments, offices, schools, activities and programs under the control of the Board.
2. Internal Audit is authorized to initiate and conduct any audit or review deemed necessary in order to investigate fraud,
waste, abuse or unlawful acts.

Exhibit 3-2 shows the current organization of the Office of Internal Audit.

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EXHIBIT 3-2
OFFICE OF INTERNAL AUDIT ORGANIZATION 2021

Source: BCPS, 2021.

The BCPS Office of Internal Audit currently has ten staff members with one vacant position. The FY22 budget indicates that the
vacant position for the Executive Administrative Assistant will not be filled for 2021-22.

Exhibit 3-3 shows the FY21 budget for the Internal Audit Office for the current staff.

EXHIBIT 3-3
INTERNAL AUDIT BUDGET 2020-21

Supplies & Contracted


  Salaries Other Charges Benefits*
Materials Services
Internal Audit (10) $1,318,168 $2,000 $17,400 $25,645 $340,493

Source: BCPS, 2021.


*Benefits include health, dental, vision, life insurances and FICA, workers’ compensation, state retirement (state and county).

Baltimore County Public Schools is required to have an annual audit of the district’s financial statements by an independent
external auditor and to file a copy of the audit report with Maryland Department of Education. The school system’s school year
2019-20 financial audit was conducted by CliftonLarsonAllen LLP.

Exhibit 3-4 shows a five-year history of student enrollment. During this period of time, enrollment increased from 112,139 in FY17
to 115,038 in FY20 before declining to 111,084 in FY21, largely as a result of the COVID-19 pandemic. Between 2017 and
2020, enrollment grew by 2.5% with the pandemic contributing to a 3.4% decline in 2021.

EXHIBIT 3-4
BCPS STUDENT ENROLLMENT FY17 – FY21

2017 2018 2019 2020 2021


112,139 113,282 113,814 115,038 111,084
Source: BCPS, 2021.

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Exhibit 3-5 shows Baltimore County Public Schools actual financial data for school years 2016-17 to 2019-20, budgeted
financial data for the school year 2020-21, and proposed financial data for the school year 2021-22. The largest expenditure
categories for each year are instructional salaries and special education. Between FY17 and FY21, revenues increased by
7.6% while expenditures grew by 8.0%. County revenue declined by 0.34% as state revenues increased by 17.1% and federal
revenues grew by 13.5%. Expenditures for student personnel services increased by 93% and administration costs grew by 39%.
Expenditures for textbooks and materials and other instructional material decreased by 10.8% and 12.9% respectively.

EXHIBIT 3-5
BCPS REVENUES AND EXPENDITURES FY17 – FY22

FY21 Adj
Revenue FY 17 Actual FY18 Actual FY19 Actual FY20 Actual FY22 Proposed
Budget
Baltimore County 950,076,672 1,009,052,631 945,510,815 992,707,835 946,889,731 1,225,197,216
State 685,915,240 722,489,161 722,309,980 785,347,585 803,075,383 963,064,258
Federal 103,850,104 102,719,718 112,366,360 113,409,308 117,902,859 135,219,690
Other Revenue 50,994,702 58,893,288 64,364,899 56,664,762 59,801,358 56,447,684
Total Revenue $1,790,836,718 $1,893,154,798 $1,844,552,054 $1,948,129,490 $1,927,669,331 $2,379,928,848

FY21 Adj
Expenditures FY 17 Actual FY18 Actual FY19 Actual FY20 Actual FY22 Proposed
Budget
Administration 42,776,989 50,038,268 49,387,884 53,467,577 59,509,301 56,845,343
- Mid-level Administration 96,743,760 99,631,536 101,026,031 103,604,758 109,272,064 111,083,255
Instructional Salaries 499,338,942 516,312,334 536,767,567 561,965,847 579,130,917 578,273,874
- Instruct. Text/Materials 23,698,259 25,394,316 26,895,874 25,476,560 21,128,921 22,192,188
Other Instructional Costs 60,866,032 55,584,484 67,442,862 60,820,070 52,977,504 49,909,315
Special Education 175,008,386 182,398,037 196,876,852 212,619,460 214,929,106 225,046,976
Student Personnel 9,060,826 11,098,090 13,144,497 14,805,302 17,566,262 16,748,692
Health Services 15,106,260 15,638,584 16,146,019 17,117,408 18,574,511 18,719,922
Student Transportation 65,111,535 68,875,755 73,744,624 72,719,249 82,510,977 84,502,323
Operation of Plant 90,049,313 94,807,729 99,927,195 104,838,085 114,865,035 115,545,436
Maintenance of Plant 34,832,313 37,360,713 39,376,148 41,690,404 42,759,650 43,180,439
Fixed Charges 305,071,428 296,008,023 279,517,642 305,800,806 331,985,743 337,977,005
Capital Outlay 3,591,244 4,032,616 3,908,312 4,659,775 4,990,971 4,985,782
Special Revenue 75,703,260 74,746,906 82,814,050 91,269,590 89,773,394 106,390,143
Capital Projects Fund 191,665,665 227,984,376 111,922,160 129,179,981 58,100,104 401,306,530
Debt Service Principal 32,149,000 35,852,000 36,578,000 44,065,000 42,320,000 49,595,000
Debt Service Interest 15,748,689 17,180,259 17,811,583 17,522,074 25,551,669 23,942,866
Food Service Enterprise 48,276,342 49,391,272 50,708,725 45,259,718 52,512,870 52,920,922
Internal Service Fund 9,348,837 9,097,338 9,814,680 6,012,039 9,210,332 9,142,567
Total Expenditures 1,784,155,867 $1,871,432,636 $1,813,810,705 $1,912,893,703 $1,927,669,331 $2,308,308,578
Source: BCPS, 2021.

Exhibit 3-6 provides the FTE counts by fund and by function for the General Fund. The total number of full-time equivalent (FTE)
positions in BCPS grew as enrollment increased between FY17 to FY21 by 6.8%. The number of FTEs in the General Fund grew
by 5.4% between FY17 and FY 21. The largest increases were in Student Personnel (74.1%) and Special Education (10.8%). The
functions with the least growth in that period of time were Maintenance of Plant (0.8%) and Administration (2.2%).

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EXHIBIT 3-6
POSITIONS BY FUND AND FUNCTION

Full-Time Equivalent Positions by Fund


Fund 2017 2018 2019 2020 2021
General Fund 13,717 13,857 14,163 14,387 14,663
Special Revenue Fund 682 746 742 753 746
Food Service Enterprise Fund 616 625 623 640 625
Internal Service Fund 2 2 2 2 1
Total 15,017 15,230 15,530 15,782 16,035
General Fund FTE Positions by Function
Function 2017 2018 2019 2020 2021
Administration 315 313 315 320 322
Mid-level Administration 1,087 1,100 1,107 1,113 1,116
Instructional 7,287 7,342 7,486 7,581 7,606
Special Education 2,026 2,061 2,153 2,242 2,244
Student Personnel Services 112 136 163 178 195
Health Services 217 218 223 229 235
Student Transportation 1,191 1,191 1,206 1,212 1,226
Operation of Plant 1,192 1,194 1,213 1,216 1,226
Maintenance of Plant 248 259 254 253 250
Capital Administration 42 43 43 43 43
Total 13,717 13,857 14,163 14,387 14,463
Source: BCPS, 2021.

Exhibit 3-7 shows the general fund operating budgets and student enrollment for BCPS and the six peer school districts in the
study. Even among school systems that are relatively equal in size and demographics, there are many factors that contribute to
differences in-per pupil spending including state and local spending on education, cost of living, tax rates, unionized labor and
local wealth distribution.

EXHIBIT 3-7
GENERAL FUND BUDGETS and STUDENT ENROLLMENT FOR PEER SCHOOL SYSTEMS

General Fund Operating


School System Enrollment Per Pupil Spending
Budget FY 21
Baltimore County, MD $1,650,200,962 111,084 $14,855
DeKalb County, GA $1,152,903,388 100,144 $11,512
Duval County, FL $1,311,195,425 129,583 $10,119
Jefferson County, KY $1,513,151,397 98,797 $15,316
Montgomery County, MD $2,673,559,135 161,546 $16,550
San Diego City, CA $1,507,655,949 123,795 $12,179
Shelby County, TN $1,480,259,635 109,591 $13,507
Source: BCPS and Peer District Budgets, 2021.

202
BCPS staff were surveyed by Public Works LLC to assess staff perception of the school system’s overall efficiency and
effectiveness in April 2021 with more than 4,000 responses. Only 19.1% agreed that financial resources are allocated fairly;
20% agreed that the school system wisely manages its revenue and expenditures; 41.8% agreed that BCPS completes an annual
inventory; 30.7% agreed that an appropriate percentage of the budget is spent on academic programs; 31.6% agreed that
financial reports are readily available; 23.7% agreed that tax dollars are well spent; and 34.9% agreed to understanding the
budgetary process. Exhibit 3-8 shows the results of the financially related items from the survey.

EXHIBIT 3-8
SURVEY RESULTS FOR FINANCIAL SERVICES

Source: Public Works LLC Survey, April 2021.

COMMENDATION 3-A:
The Fiscal Services staff have demonstrated exceptional commitment to the system and have worked tirelessly to address the
devastating impacts of a ransomware attack that paralyzed almost every aspect of the system’s financial operation.
The loss of functionality was enormous, including:

• No ability to create pay checks or bring on new employees;


• No access to salary/benefit information;
• No employee self-service function;
• No information for leave balances, direct deposit, or address changes;
• No access to time & attendance;
• No functioning time clocks;

203
• No way to access the substitute hiring system;
• No capability for fingerprinting,
• No interface to benefit provides;
• No way to pay vendors or create purchase orders;
• No access to school and office accounts;
• No school email; vendor self-service;
• No way to pay or enroll vendors;
• No access to financial reporting, and budget creation.

The creative use of ‘work arounds’ such as piecing together the budget from numerous emails of the work-in-progress, pulling
payroll data from bank records, benefit providers and retrieving vendor data from the vendors, ensured that Fiscal Services was
able to make payroll, process purchase orders (including 82,000 student Chromebook computers), rebuild the budget, and pay
vendors, as well as other key tasks.

Between November 25 and January 15, in most cases Fiscal Services was able to provide net pay to employees both with and
without direct deposit. Direct deposit files were replicated, data were provided to the County Government to create net pay
checks for employees without direct deposit, checks were mailed to employees, emergency open enrollment was created for
benefits due to the loss of data from October, manually processed retirement benefits, vendor payments were processed through
the procurement card system and through electronic fund transfer, online processes were created to issue essential purchase
orders, and budget information was replicated in spreadsheets. By the end of the calendar year, direct deposit files were
replicated, data were provided to the County Government to create net pay checks for employees without direct deposit, checks
were mailed to employees, emergency open enrollment was created for benefits due to the loss of data from October, manually
processed retirement benefits, vendor payments were processed through the procurement card system, online processes were
created to issue essential purchase orders, and budget information was replicated in spreadsheets.

COMMENDATION 3-B:
Fiscal Services has achieved awards of excellence in financial reporting for many years including:

• G
 overnment Finance Officers Association Award, Certificate of Achievement for Excellence in Financial Reporting for
Comprehensive Annual Financial Report FY2001 –FY2019;
• A
 ssociation of School Business Officials International, Certificate of Excellence in Financial Reporting for Comprehensive
Annual Financial Report FY1997–FY2019;
• G
 overnment Finance Officers Association Award, Distinguished Budget Presentation FY2004–FY2018 (award
discontinued after FY2018);
• Association of School Business Officials International, Meritorious Budget Award FY2005–FY2020.

Only a tiny fraction of school districts receives one of these awards once. The fact that BCPS has done it repeatedly and
consistently speaks volumes about the quality of the school system budget reporting.

COMMENDATION 3-C:
BCPS has created a number of new programs for non-certificated employees: two programs specifically created by
Business Services are the Leadership Academy and the Aspiring Leadership Program. 

The Leadership Academy for classified staff provides training and support, as well as a basis for career advancement.
The Leadership Academies have been very successful in BCPS. District staff have worked with six different cohorts (just under
200 employees) so far and have found the program to be very effective in integrating new supervisors to BCPS and helping new

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supervisors transition into their new roles.  Some of the participants are now assisting in presenting to their coworkers. Others
serve as coaches to the Aspiring Leadership Program.

Individuals who have recently been hired or promoted to positions covered by the Office of Professional Employees (OPE)
Union, Grade 7 or higher, are invited to participate in this program. The Leadership Academies are designed to raise the level
of understanding of BCPS’s organizational practices as well as expand general leadership skills.  This three-year program
includes three half-day sessions each school year. The content of the first year focuses on expanding the participant’s knowledge
of BCPS’s organizational practices.  The content of the second and third years focus on expanding the participant’s general
leadership skills.

The Aspiring Leadership Program has been very popular helping individuals who want to become leaders.  This program has
targeted building service workers who want to become supervisors, and individuals at bus lots who want to become team
leaders, as well as individuals who want to move from school-based positions to central office positions or advance in their
current office.  Upon successful completion of the program, individuals receive a certificate which they can use to indicate their
preparedness as they apply for other jobs in BCPS. 

Interested non-certificated employees seeking to become leaders within BCPS must apply and be accepted into this program.
Topics include finance processes, human resource procedures, communication skills, and BCPS legal issues. Successful
completion of the program includes attendance at five presentations offered in the evening. Participants, with the assistance of an
assigned coach, will also complete a practicum over three to four months and complete an application presentation supported
by their assigned coach.

COMMENDATION 3-D:
The BCPS FY22 budget document shows clear links to the BCPS strategic plan, The Compass, as well as to the
Superintendent’s goals.

The strategic plan lays out the direction and goals of the school system and guidelines for actions to achieve those goals, while
the budget looks at the money needed to support achieving those goals. It helps determine what direction to take services by
setting goals and objectives, and the goals help to standardize services and assess programs. The BCPS budget aligns with the
school system’s strategic plan. A school system that desires to succeed needs a budget that will assist it in allocating, tracking and
planning its fiscal spending. As such, a budget should be driven by the vision of the Board and Superintendent as expressed in
the strategic plan to ensure that the school system only spends money in areas that align with the vision and mission. Budgeting
is part of the performance management process, which helps in the way school systems direct and manage resources to achieve
desired learning outcomes and objectives. The budgeting process’ role is to ensure that resources are allocated to those activities
that drive value in a school system.

COMMENDATION 3-E:
BCPS procedures for records management are thorough, comprehensive and up-to-date.

The standard for records management is outlined in ISO 15489, which establishes principles and concepts for the creation,
capture, and management of records. The Standard applies to records regardless of structure or form, in all types of business and
technological environments, and over time. The BCPS records management process meets the ISO standards. These include:

• Setting policies and standards


• Assigning responsibilities and authorities
• Establishing and promulgating procedures and guidelines
• Providing a range of services relating to the management and use of records
• Designing, implementing and administering specialized systems for managing records
• Integrating records management into business systems and processes

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Records-management principles and automated records-management systems aid in the capture, classification, and ongoing
management of records throughout their lifecycle. ARMA International defines records management as “the field of management
responsible for establishing and implementing policies, systems, and procedures to capture, create, access, distribute, use, store,
secure, retrieve, and ensure disposition of an organization’s records and information.”

COMMENDATION 3-F:
The Controller’s Office has dramatically reduced the amount of storage capacity needed for financial records through
digitization from 60 lateral files to 15.

Office files can catch fire or be damaged by smoke, floods or earthquakes. When documents are stored in moisture-prone
areas, they are subject to mold, mildew and even pest infestation. Most filing cabinets are neither fireproof nor watertight. Filing
cabinets take up large amounts of space that could, in a growing school system, be better utilized. Storing paper documents
in-house can lead to the loss, misuse or theft of confidential information. If there is no single individual who is responsible for the
oversight of file access and retrieval, information can easily be mismanaged. Confidential documents stored in filing cabinets
pose a real risk of lawsuit, regulatory non-compliance, and even financial loss.

One of the main advantages of housing files electronically is the ease of retrieving data—and the ability to do so in a timely
fashion. Anyone who has ever filed papers or searched file cabinets for a specific document knows how labor-intensive the task
can be. Since 2014, all the Board of Education documents have been stored in an electronic cloud environment, making search
and retrieval much more productive than searching several filing cabinets.

Organization and Management


––––––––––––––––––––

FINDING

The BCPS Division of Business Services is not effectively organized and has too many executive positions, while undervaluing
other administrative roles.

In the District Organization and Management chapter, there is a recommendation to establish a Chief Financial Officer who
would report directly to the Superintendent. When implemented, the supporting business services reviewed in this chapter would
report to the Chief Financial Officer. At the present, the Executive Director for Fiscal Services leads this department. The business
services functions, including the controller, budget reporting, purchasing and payroll would report to the Chief Financial Officer.

In addition, there is a recommendation to create a Chief Information Officer reporting to the Superintendent. The information
technology roles as described in the Technology Officer (including the Business Management Information System function) would
report to the Chief Information Officer.

The current BCPS organization of the Division of Business Services is shown in Exhibit 3-9.

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EXHIBIT 3-9
ORGANIZATION CHART – DIVISION OF BUSINESS SERVICES

Source: BCPS Business Services, 2021.

RECOMMENDATION 3-1:
BCPS should reorganize the functions in the Division of Business Services to align the senior executive management
changes recommended in the District Organization and Management Chapter and eliminate the position of Executive
Director Department of Business Services Operations. BCPS should also upgrade the Purchasing Manager and the
Payroll Manager positions to Directors. (Tier 1)

The reorganization aligns with the executive level reorganization to move the business services function under a newly created
Chief Financial Officer reporting to the Superintendent, to move the technology-related functions under the newly created Chief
Information Officer reporting to the Superintendent, and to move the remaining Administrative Services and Operations functions
under the Senior Executive Director for the Department of Administrative Services, reporting to the newly created position, Deputy
Superintendent.

This reorganization proposes the elimination of one executive director position and the renaming of two positions in facilities.
This recommendation consolidates the remaining functions in the Division of Business Services under the Deputy Superintendent.
Exhibit 3-10 shows the proposed organization chart for the Division of Business Services.

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EXHIBIT 3-10
PROPOSED ORGANIZATION OF ADMINISTRATIVE SERVICES AND OPERATIONS

Deputy Superintendent

Senior Executive Director


Administrative Services & Operations

Director Executive Director


Director Transportation
Food & Nutrition Facilities

Director Construction

Director Facilities
Operations

Director Facilities
Support Services

Director Facilities
Planning

Source: Public Works LLC Review Team 2021

This recommendation eliminates the position of Executive Director Department of Business Services. With only two direct reports,
this position has much too limited a span of control. The Senior Executive Director of Administrative Services and Operations
can supervise both Transportation and Food Services while providing leadership and supervision to the Department of Facilities
Planning.

The other component of this recommendation proposes renaming two positions, the Executive Director of Facilities Management
and Strategic Planning, and the Director Office of Strategic Planning. Using the term ‘strategic’ in both titles is confusing and
may lead some to understand that facilities staff are responsible for the overall strategic plan for the school system, The Compass.
Strategic planning should be a component of every aspect of the school system’s operations – not just in facilities. The position
description for the Director Office of Strategic Planning includes the statement, “Directs the development, implementation, and
evaluation of system-wide strategic plans.” While facilities planning has system-wide impacts, it is not the strategic planning for
the entire system.

The comparison or peer districts all have different structures for how operational services are organized. None of them, however,
have an Executive Director position with only two direct reports. None of the peer districts use the term ‘strategic’ in describing
the planning function in projecting their facilities needs and future student enrollment.

The recommended position actions and according rationales are shown in Exhibit 3-11.

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EXHIBIT 3-11
SUMMARY OF RECOMMENDED POSITION ACTIONS AND RATIONALE

CURRENT POSITION ACTION RATIONALE

Senior Executive Director of Adminis- Revise the position description to The position currently provides support to the Chief of
trative Services and Operations report to the Deputy Superintendent Administration and Operations, which is eliminated
focusing the duties on the supervision under Chapter 1, Recommendation 1. The position
of facilities management, transporta- currently provides direct supervision only to the Director
tion and food & nutrition services. of Business Management Information Services, which
will be subsumed in the reorganization of information
technology.
Executive Director Business Services Abolish the position of Executive Di- The Executive Director Business Services Operations cur-
Operations rector Business Services Operations. rently has only two direct reports, the Directors of Food
& Nutrition Services and Transportation, which under
this recommendation will report to the Senior Executive
Director Administrative Services and Operations.
Executive Director Department of Eliminate the word ‘strategic’ in the To staff and community members, the title conflates the
Facilities Management and Strategic position title, renaming it Executive overall strategic planning for the district with facilities
Planning. Director Facilities Management and planning.
Planning.

Director Office of Strategic Planning Director Office of Facilities Planning To staff and community members, the title conflates the
and Enrollment Projections overall strategic planning for the district with facilities
planning.

Manager Office of Purchasing Upgrade this position to Director of Based on the number of staff as direct reports, and the
Purchasing scope and critical importance of the function, Purchasing
should be at the director level. This also makes those
positions consistent with all others in the Division.

Manager Office of Payroll Upgrade this position to Director of Based on the number of staff as direct reports, and the
Payroll scope and critical importance of the function, Payroll
should be at the director level. This also makes those
positions consistent with all others in the Division.

IMPLEMENTATION AND TIMELINE

1. The Superintendent should review, revise as needed, and approve the recommended Month 1
organizational structure and incorporate the approved organizational changes into the
district’s proposed staffing plan for 2021-22.
2. The Board of Education should approve the structure and the newly reorganized positions Month 1
as well as the revised job descriptions
3. The Superintendent should implement the reorganization, recommending appointment for Months 2-3
management staff.

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FISCAL IMPACT
The fiscal impact resulting from the Division of Business Services position changes proposed in this recommendation are shown
below. The salary figure includes costs for all fringe benefits of scheduled salary based upon 2020-21 data. Projected salary
and benefit costs and savings maintain based on 2020-2021 data and do not assume any increases or decreases.

Over five years, the potential savings to BCPS for implementing the recommendations is $903,516. The savings for the
elimination of the Executive Director of Business Services Operations are included in Chapter 1. The chart below only shows the
additional costs for upgrading the Managers of Purchasing and Payroll to the Director level. Over five years, the potential cost
to BCPS for implementing this recommendation is ($358,015).

RECOMMENDATION YEAR ONE YEAR TWO YEAR THREE YEAR FOUR YEAR FIVE
Upgrade the Purchasing and Payroll
Manager positions to Director ($71,603) ($71,603) ($71,603) ($71,603) ($71,603)

Financial Management – Budget and Planning


––––––––––––––––––––––––––––––––––––

FINDING
BCPS lacks standard operating procedures manuals for business services.

While BCPS has developed an exemplary set of operating procedures for records management, procedures for areas in
Fiscal Services are lacking, out-of-date, or fragmented. The Controller’s office has developed an individualized set of standard
operating procedures that meet many of the best practice standards. Purchasing procedures are complete and thorough but
are currently available in individual files that cannot be easily cross-referenced. However, there are no written or available
procedures for payroll, or budget development and reporting.

Standard Operating Procedures (SOPs) are a set of uniform instructions to define all steps of an essential routine procedure
for the organization.  SOPS are needed for departments/offices to articulate their direct service to others. SOPs help ensure
conformity, consistency, clarity, uniformity, accountability, compliance, and can serve as a training resource (Source: BCPS).
An SOP lays out who is responsible for a task and ensures that the school system’s operations comply with state, federal and
county regulations as well as Board policies and Superintendent Rules. SOPs help employees follow the correct methods for all
of fiscal services most essential tasks – recording transactions to processing a purchase request. SOPs give employees a frame
of reference for how to do their jobs properly. Instead of flying blind or making things up as they go, employees can refer to
SOPs to make sure they are following correct procedures. This helps operations run more smoothly and reduces errors. With an
SOP in place, reports are less likely to get lost and are more likely to include all the correct information. Thus, the school system
can handle the procedure quickly, comply with all relevant laws and regulations, and take steps to prevent future incidents.

At a minimum, standard operating procedures provide:

• C
 onsistency – The number one reason for procedures is consistency in the way an individual carries out a particular task
or activity. The more consistent a process is from person to person, the less chance there will be quality problems.

• R
 eduction of errors – A written procedure details a set of instructions for performing a task. As long as each individual
within the department performs the task as it is written, there is a greater chance of reducing errors.

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• C
 ommunication – With improvements made to processes, the operating procedures are updated, and each update
requires new training. Updating SOPs provides a method to communicate the process changes to employees (Source:
Oliver Pearce, Quality Assurance for Montrium Corporation).

Survey responses, focus groups and interviews of BCPS staff illustrate the lack of common understanding about how things get
done in BCPS. Teachers and principals expressed their confusion and lack of understanding of both purchasing and payroll
processes in focus groups. Only 20% of the staff surveyed agreed that purchasing processes were straightforward.

RECOMMENDATION 3-2:
BCPS Fiscal Services should update procedures for payroll, purchasing, budget development and reporting as well
as consolidating procedures for accounting into a single electronic manual. (Tier 2)

According to the KPI Institute, the value of having updated standard operating procedures include:

1. Clear written instructions will always be the first thing employees will turn to, in order to make sure that they are
performing their tasks properly;
2. As errors are minimized, SOPs will further lead to fewer corrective actions;
3. Define the personality of an organization by consistently providing staff with high quality products or services;
4. Implement a healthy and safe working environment;
5. Provide an efficient working process by cutting down mistakes, which in turn, leads to an increase in profitability;
6. Facilitate a fast integration of tasks within the training process of new employees;
7. The more specific the SOPs are, the more fine-tuned the products will be;
8. Mitigate risks by becoming a quick reference guide for employees in certain situations.

Source: KPI Institute, Performance Magazine, “The Need to Standardize Processes,” March 2019.

IMPLEMENTATION AND TIMELINE

1. The Executive Director should build on the planning processes already in place to draft a Month 1
method for developing procedures for fiscal services, then create a detailed list of the steps
in the order that they need to be done.
2. Involve the staff in the purchasing, payroll, budget development & reporting and account- Month 3
ing to review the steps and provide feedback on what needs to be included in the area.
3. Managers and Directors should draft procedures for each department based on models Month 5
from other districts and professional associations.
4. Invite end users from outside the department to review the drafts and provide feedback. Month 7
Revise drafts as necessary.
5. Test the procedures by having staff do each of the steps exactly as written and have a Month 9
colleague from another area follow the procedure. Revise as necessary.
6. Electronically post the procedures where they can be viewed by staff and community mem- Month 11
bers.
7. Train or retrain staff as necessary to follow the procedures as written. Month 12
8. The Executive Director should establish a process for an annual review of the procedures. Month 24

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FISCAL IMPACT
This finding can be implemented with existing resources.

FINDING
Board policies for budget development and management are inadequate to provide direction and guidance to the
Superintendent and district staff who develop and manage the annual budget.

At the present time, the Board of Education has four policies and no Superintendent rules regarding important areas in budget
development and management.

• P olicy 3111 Budget Planning and Preparation directs the Superintendent to develop a budget that is consistent with state
law and regulations and aligned with the Board’s vision, mission & goals.
• P olicy 3113 Transfers and Supplements deals with budget transfers and requires the Superintendent to bring allowable
budget transfers to the Board before seeking County Council approval.
• P olicy 3121 Funds Management and Classification of Expenditures affirms the Superintendent’s responsibility to establish
procedures that adhere to federal, state and Baltimore County laws/regulations, as well as GASB standards, and requires
that grant budgets include indirect costs.
• P olicy 3123 Financial Reporting requires the superintendent to submit monthly and annual financial reports, adhering to
federal, state and Baltimore County laws/regulations, as well as GASB standards.

There are no policies or superintendent rules that guide staff in budget development and management, or that specify the ways
that the Superintendent will administer the four existing policies.

The lack of policy is one of the underlying causes of the three other findings and recommendations in this chapter regarding
Transparency and Trust; Budget Transfers; and Overestimation. In a Best Practices document, the Government Finance Officers
Association illustrates the importance of written financial policies in institutionalizing good finance management practices,
clarifying the Board’s strategic intent for financial management, defining boundaries and limits for BCPS staff, promoting long-
term and strategic thinking, managing risks to financial conditions, and ensuring that the school system complies with established
public management best practices.

Without a thorough and complete set of financial management policies, the Board is vulnerable to several risks and unwanted
outcomes. The ransomware attack on BCPS has been costly and time consuming. While a policy on financial emergencies
would not have prevented it, a financial emergency policy would have guided the steps taken to address the crisis. Another
policy that could have guided BCPS as it emerged from the ransomware attack could have been one on Asset Maintenance
and Replacement. The compliance challenges in budgeting for and managing categorial funds represent another vulnerability
that should be addressed through policy and Superintendent rule. There are also findings in the Human Resources Chapter that
address certain areas of staff compensation. A policy in that area would have guided the decisions and limited the discretion of
staff in establishing compensation.

While policy work can be time-consuming and tedious, it is crucial for the Board to set the framework for how the school system
operates.

RECOMMENDATION 3-3:
The Board of Education should direct the Superintendent and Board Policy Committee to develop and recommend
financial policies and superintendent rules that do not currently exist or are inadequate to provide the direction
necessary. (Tier 2)

A chapter in the GFOA’s Best Practices in School Budgeting “Develop Principals and Policies to Guide the Budget Process,”

212
describes several areas in budget planning, development and implementation that should be governed by School Board
policy. “While districts should always comply with relevant laws and regulations promulgated by federal and state government,
laws and regulations alone do not provide sufficient guidance for the board and staff to work together, optimally, towards the
district’s goals. Policies go further by establishing local standards for acceptable and unacceptable courses of financial action,
parameters in which the school district can operate, and a standard against which the district’s fiscal performance can be
judged.”

The GFOA recommends that districts develop and adopt policies in several areas that are not currently or sufficiently covered by
BCPS Board Policy. Those include:

General Fund Reserve


School districts should establish a formal policy on the level of unrestricted fund balance that should be maintained in the general
fund as a reserve to hedge against risk. The policy should address, at a minimum: the target level of fund balance to maintain;
the appropriate uses of fund balance; who can authorize the use of fund balance; and guidance on how fund balance will be
replenished to target levels after it has been used.

Definition of a Balanced Budget


While state statute requires the school system to adopt a balanced budget, the statutes can be vague, such that a budget that
is balanced by the definition of the statute may not be, in fact, sustainable over time. The GFOA uses the term “structurally
balanced budget” to describe a budget where recurring revenues equal or exceed recurring expenditures, and recommends that
governments adopt rigorous policies, for all operating funds, aimed at achieving and maintaining a structurally balanced budget.
In BCPS expenditures have exceeded revenues for several years and the projections for the next two years show this trend
continuing. The policy should include parameters for achieving and maintaining structural balance where recurring revenues are
equal to recurring expenditures in the adopted budget.

Financial Emergency Policy


School systems should adopt a policy that provides guidelines on how to respond to a financial crisis. The policy should address,
at a minimum: the definition of a “financial emergency;” who invokes the policy when a crisis occurs; designate authority for
managing the crisis; provide authorization to place a freeze on hiring and purchases and to use other retrenchment tactics; direct
staff to develop monitoring and reporting tools to manage the crisis; direct staff to diagnose the reasons for the crisis and to
present a financial recovery plan to the board; and, finally, direct staff to conduct a root cause analysis of the crisis and present
the board with strategies to prevent a recurrence of the crisis.

Long-Term Forecasting
A policy should direct staff to develop long-term revenue and expenditure forecasts (typically covering three to five years) as part
of the budget process and to consider these forecasts during budget development in order to address the district’s future financial
position. The policy should also direct the development of long-term enrollment forecasts in order to support financial decision
making, including, where practical, trend analysis for students in categories that cost more to educate, such as students in poverty,
students with special needs, and English Language Learners.

Asset Maintenance & Replacement


School systems should adopt policies that govern maintenance and replacement for its facilities, as well as its shorter-lived assets
such as buses, textbooks, and technology. As a basic rule, the policy should direct that all assets will be maintained at a level that
protects capital investment and minimizes future maintenance and replacement costs. The policy should commit the school system
to maintaining an inventory of its maintenance/replacement needs and define the funding mechanisms for staying current with
those needs.

Budgeting and Management of Categorical Funds


School systems receive general tax revenue (e.g., county allocations, general state allocations) that can be used largely at the
discretion of the school district and categorical funds (e.g., Title I, Individuals with Disabilities Education Act (IDEA), Carl Perkins)
that are intended for more specific purposes. Often, in a well-meaning effort to remain compliant with governing laws and
grant regulations, a substantial barrier between categorical and general funds is created. This divide presents challenges for
school systems. Money may be spent on duplicate resources, spending may be fragmented among incoherent initiatives, and
administrators may have little understanding of the true breadth of resources available for increasing student learning. A school

213
board policy should direct that all school system spending be reflected in the budget and that staff make every possible effort to
realize scale and coherence in the use of discretionary and categorical funds.

Budgeting for Staff Compensation


The GFOA recommends that school systems adopt a policy to require budgeting the cost of positions by the full cost of the
compensation for that position (salary plus benefits), rather than just salary costs. This provides a more accurate picture of the true
cost of human resources and enables more informed decision making on how to provide services to children.

Program Review and Sunset, Alternative Service Delivery


School systems should adopt a policy of regularly reviewing their programs/services with the objective of identifying programs/
services that are not cost-effective and repurposing the funds. The policy should establish a minimum for how often such a review
will be formally conducted. The GFOA recommends that a review should occur as part of a district’s budget process.

Year-End Savings
It is not uncommon for a school or department to spend less than its entire allocation and have funds remaining at fiscal year-
end. A policy should define what happens to those funds. Often, those funds are rescinded and reallocated in the next budget.
However, this can encourage a “use it or lose it” mentality among budget managers. The GFOA recommends that school systems
develop a policy that encourages a more strategic use of underutilized funds.

Funding New Programs


As school systems look for new ways to improve student learning, they will need to fund new programs and initiatives. Given that
new programs are often at a natural disadvantage when competing with existing programs for funding, school districts should
develop policies that describe how the district will fund and manage new programs. These policies should encourage practices
that support budgeting decisions that best align resource allocation with improving student achievement, such as establishing
a preference for “pilot” or “experimental” periods for new programs and estimation of cost and benefits upfront, followed by
rigorous evaluation of actual results after a defined period.

Without a complete set of Board budget development and financial management policies, BCPS will not operate as efficiently
and effectively as it could.

IMPLEMENTATION AND TIMELINE

1. The Executive Director for Fiscal Services should research strategies for policy Month 5 (allowing for development
development for Maryland Public Schools. The Maryland School Boards Association of policies in Fiscal Services
provides policy services and could serve as a resource of BCPS. Recommendations 1-3)
2. The Executive Director for Fiscal Services should develop a robust approach for policy Month 6
development that could be used for each of the areas identified as well as for future
policies.
3. The Superintendent should review the policy development approach developed Month 7
by the Fiscal Services Executive Director and bring a recommendation to the Board
Policy Committee.
4. The Superintendent should work with the Board Policy Committee to rank the policies Months 8
that are needed so that the work will begin on the policies with the highest leverage or
most impact earlier in the process.
5. The Executive Director for Fiscal Services should use a prioritized list to develop one Months 9 - 19
of the policies each month and bring to the Superintendent for review before the
Superintendent brings the policy drafts to the Board Policy Committee.
6. The Superintendent should bring one of the policies recommended by the Board Policy Months 10-20
Committee before the full Board each month until all 10 are adopted.

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FISCAL IMPACT
This recommendation can be implemented with existing resources.

FINDING
BCPS should change firms more frequently for the annual financial audit.

CliftonLarsonAllen LLP has been the auditor since at least 2011 and has a contract that extends through 2024. While there are
no statutory requirements, either state or federal, for changing audit firms, it is a generally accepted practice that changing
auditors every five to seven years ensures independence. For businesses, Section 203 of the Sarbanes-Oxley Act (2002) (SOX)
requires rotation of the lead engagement partner and the concurring review partner at least once every five years. BCPS does
this. However, even when key audit partners are regularly rotated, the threat of familiarity exists. According to the Government
Accounting Office, periodic rotation of audit firms can:

 1. Safeguard against public accounting firms having an excessive focus on maintaining long-term commercial
relationships with the banks they audit;
 2. Maintain the professionalism of audit firms – whereas with long-term relationships, audit firms run the risk of
compromising their objectivity by identifying too closely with the firm’s practices and cultures, and
3. Bring a fresh perspective to the audit process.

By reducing the expected length of auditor–client tenure, mandatory rotation can strengthen an auditor’s economic incentives to
remain independent of the client. A fresh perspective can reveal problems that were not apparent to the previous firm. Rotation of
either the audit firm or the audit partner can yield a fresh eyes effect, but the effect is likely to be bigger when the entire audit team
is rotated rather than just the partner. When an auditor audits the same client for many years, the auditor may become overly
trusting of the management or complacent in conducting the audit. While mandatory partner rotation may be sufficient to prevent
such problems at the partner level, much of the audit work is carried out by juniors, seniors, and audit managers. Thus, mandatory
audit firm rotation may be necessary to prevent close personal relationships and misplaced trust at all levels of the audit team.

While changing audit firms is costly in terms of time to go through a request for proposal and selection process, it is essential to
maintain the independence of the audit and assure the Board of Education that the auditor is truly independent.

RECOMMENDATION 3-4:
BCPS (in conjunction with the Board Audit Committee) should develop a request for proposal for the annual
audit and select a firm that best meets BCPS requirements in the year before the contract with the current auditor
(CliftonLarsonAllen LLP) expires. (Tier 3)

IMPLEMENTATION AND TIMELINE

1. The Executive Director of Fiscal Services should develop the scope of auditor services in- Early 2024
cluding a description of the reports to be issued, additional reports that may be required by
BCPS, as well as any supplemental reports or studies that may be required.
2. The Executive Director of Fiscal Services should draft the general information, background, Early 2024
financial information, and process for responding to the requests for proposal (RFP).

3. The Executive Director of Fiscal Services should lead a selection process and make a recom- Spring 2024
mendation to the Board of Education.
4. The new audit firm begins the single audit. Mid-year 2024

215
FISCAL IMPACT
This recommendation can be implemented with existing resources.

FINDING
There is a lack of transparency in the way that BCPS carries out financial reporting to the Board of Education and the community.

Key constituents and stakeholders lack confidence and trust in the BCPS budgeting and financial reporting. Interviews with
and reports from Baltimore County staff consistently question the transparency of the BCPS budgeting and financial reporting.
Interviews with Board members, union leaders, and principals confirm this finding. As previously noted in Exhibit 3-8, only 19.1%
of staff responding to the Public Works LLC survey agreed that financial resources are allocated fairly; 20% agreed that the
school system wisely manages its revenue and expenditures; 41.8% agreed that BCPS completes an annual inventory; 30.7%
agreed that an appropriate percentage of the budget is spent on academic programs; 31.6% agreed that financial reports are
readily available; 23.7% agreed that tax dollars are well spent; and 34.9% agreed to understanding the budgetary process.

Research affirms what many see as having face-value validity, that trust in public organizations is strongly related to transparency
(Rawlins, Brigham Young University, 2007). Increasing the perception of transparency increases the amount of trust. The author
of The Speed of Trust, Stephan Covey, found that organizations that are trusted are more effective and innovative, better able
to collaborate and partner, and achieve more loyalty both from employees and constituents. Especially given the events of the
2020, the ransomware paralysis and the breach of employee data, BCPS has a significant challenge in rebuilding trust. A key
step in that process is increasing the perception of transparency in budgeting and financial reporting.

BCPS has received numerous recognitions over a long period of time for excellence in budget reporting as noted in the
commendation section of this chapter. But those awards are all from external evaluators and the awards have not been sufficient
in securing the confidence of key partners, employees, and other stakeholders. When personal experience clashes with an
external review, personal experience almost always prevails. Trust in financial budgeting and reporting is impaired when:

A. Principals don’t understand why school budgets are tied to student enrollment; why larger schools receive more
funding than smaller schools; why high schools receive a larger per-pupil allocation than middle schools and middle
schools more than elementary schools.
B. Teachers believe that central staff spend their time reorganizing, moving offices, figuring out ways to shift work to
teachers, and going to lunch.
C. Union leaders believe that members would receive significant wage increases if the ‘top-heavy’ central office
management staff was reduced.
D. Board members can’t see the value in monthly financial reports in helping them fulfill their responsibility as fiduciary
stewards of taxpayer funding; can’t get access to financial documents with enough time to review them before they
have to vote to approve them; and don’t understand why the district has to contract for services in order to operate.
E. County staff asserted that the BCPS budget is not aligned with the school system’s real operational plan, which is not
publicly disclosed, and that BCPS is sheltering funds by overbudgeting in order to enhance flexibility.

All of these groups are key communicators in the larger community and help create the perception that the school system lacks
transparency and, therefore, is not trustworthy. The page in the budget book devoted to lauding BCPS for meritorious budgeting
creates dissonance and exacerbates mistrust rather than building confidence.

The apparent lack of trust in BCPS’s financial reporting and the perceived lack of transparency result in much more difficult
working relationships with key constituents. Collective bargaining is challenging under the best of circumstances, but particularly
problematic when union leaders lack confidence in the district financial information. When principals don’t understand
budgeting, they undermine district staff when they can’t answer questions or provide inaccurate information. Board members are
in an untenable position when they feel they are unable to get the information they need to govern. They can quickly move from
the governance role to one of micromanaging when they do not have necessary information.

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RECOMMENDATION 3-5:
BCPS should build trust in its financial reporting by creating a plan to increase transparency in all phases of budget
development and financial reporting. (Tier 1)

The Organization for Economic and Co-operation and Development has developed the following definition: “Budget
transparency refers to the full disclosure of all relevant fiscal information in a timely and systematic manner. ... Beyond the
disclosure of key budgetary information, budget transparency also encompasses public participation in the budget process
(OECD, 2017, 2019).” OCED describes the benefits of transparent budgeting and financial reporting:

Accountability

Clarity about the use of public funds is necessary so that public representatives and officials can be accountable for
effectiveness and efficiency.  

Integrity
Public spending is vulnerable not only to waste and misuse, but also to fraud. “Sunlight is the best policy” for preventing
corruption and maintaining high standards of integrity in the use of public funds.

Inclusiveness
Budget decisions can profoundly affect the interests and living standards of different people and groups in society;
transparency involves an informed and inclusive debate about the budget policy impacts.

Trust
An open and transparent budget process fosters trust in society that people’s views and interests are respected and that
public money is used well.

Quality
Transparent and inclusive budgeting supports better fiscal outcomes and more responsive, impactful and equitable
public policies.

The school district of Denver, Colorado has posted a “Budget Transparency Guidebook” that is available on its website that
includes sections on academics, culture/equity, district strategy, family / community engagement, legal services, operations,
portfolio management, and student equity and opportunity. There is also a Citizen’s Budget Guide. Jefferson County in Louisville,
Kentucky provides a great deal of specific information on its website, including training links for understanding budgeting for
principals and school staffs, school-based allocations, allocations for departments and much more.

IMPLEMENTATION AND TIMELINE

1. The Executive Director of Fiscal Services should work with BCPS communications staff to create
an infographic on the budgeting process and another one on the district budget. Both of these
documents would reference a short narrative document (no more than five pages) themed by the
Month 2-3
outcome of “Understanding the BCPS Budget.” These documents should be previewed by the Board
Budget Committee, representatives from the employee unions, and by the PTA Council of Baltimore
County before being posted or distributed.
2. The Executive Director of Fiscal Services should develop a frequently asked budget questions button
on the district web page that begins with questions that constituent groups have asked as well as Month 4
questions that emerge throughout the school year.
3. The Superintendent should work with Board Budget Committee to revise the budget development
process to provide Board members with additional time and information so that Board members
in public sessions more fully participate in budget development. That could include starting the
Month 5
budgeting process earlier, such as Montgomery County and Ann Arundel Counties do. It also
could focus the Budget Committee and/or Board meetings on reviewing the emergency budget in
sections.

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4. The Superintendent and Executive Director for Fiscal Services should work with Board Budget Com-
mittee to redesign the monthly financial status reports to show the appropriations, expenditures, en-
cumbrances, percent spend-to-date, current balance, along with a comparison to the same month
from the prior year for the major budget categories and include a separate section for departments.
Month 5
The report should include an explanation for any unusual spending. A second portion of the report
could include key indicators of interest to Board members and the public, such as spending for
textbooks, classroom supplies, and electronic instructional materials, as well as capital outlay, e.g.
buses.
5. The Superintendent and Executive Director of Fiscal Services should work with the Board Budget
Committee to evaluate, select and implement spending transparency tools similar to ‘Spotlight on
Month 6
Spend’ (used by only two school districts in Maryland) and/or similar to tools that Baltimore Coun-
ty government uses, such as ‘Open Budget’ and ‘Open Checkbook.’
6. The Superintendent and Executive Director of Fiscal Services should work with the Board Budget
Committee to consider other approaches and tools to enhance the transparency of financial report- Month 7
ing and share the findings with the entire Board of Education.
7. The Executive Director of Fiscal Services should regularly attend principal meetings to provide a
Ongoing beginning
short report on district finances, based on questions or issues that have come up since the last prin-
Month 3
cipal meeting, and respond to questions.
8. After implementing the approaches in the above recommendations, the Executive Director for Fiscal
Services should hold focus groups including union leaders, principals, PTA leaders and others to Month 15
assess the effectiveness of the approaches.

FISCAL IMPACT
This recommendation can be implemented with existing resources.

FINDING
Budget transfers that are made only during the fourth quarter of the school year prevent the Board and public from understanding
the financial changes that have occurred since the budget was adopted more than a year before the transfers are made. The
Board is, in effect, ratifying the changes that staff have made rather than approving them.

BCPS should bring budget transfers before the Board of Education and County Council more frequently than once each year.
Annual budget transfers, which have been brought before the Board of Education in April each year, preclude the Board from
reviewing the underlying causes and considering adjustments that are aligned with the Board priorities. With late April budget
transfers, the Board’s authority is undermined, because it has no reasonable timeframe to understand the transfers and consider
alternatives. It is important to note that budgets are estimates of what will be spent each year, and as such, there are always
variances for a range of reasons. If a relatively small number of students with significant special needs move into the district
during the course of the year, costs could easily increase by 10% or more over the budgeted amount. Exhibit 3-12 reports the
annual BCPS budget transfers from FY14 to FY20.

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EXHIBIT 3-12
BCPS BUDGET TRANSFERS FY14 – FY20

Appropriation FY 2014 FY 2015 FY 2016 FY 2017


Category Increase Decrease Increase Decrease Increase Decrease Increase Decrease
Administration   -$1,000,000   -$1,100,000       -$1,350,000

Midlevel Administration     $2,500,000       $1,500,000  

Instructional Salaries   -$8,000,000 $600,000     -$8,250,500   -$3,600,000

Instructional Textbooks $8,800,000   $1,800,000   $3,350,050   $2,750,000  


and Supplies

Other Instructional Costs $1,800,000   $3,600,000         -$250,000

Special Education   -$1,800,000   -$2,000,000     $1,900,000  

Student Personnel $100,000              

Health Services $100,000              

Student Transportation   -$1,700,000   -$40,000 $733,000   $1,500,000  

Operation of Plant $700,000     -$5,000,000   -$4,283,000   -$4,250,000

Maintenance of Plant $1,000,000       $8,450,000   $1,800,000  

Fixed Charges                

Total $12,500,000 -$12,500,000 $8,500,000 -$8,140,000 $12,533,050 -$12,533,500 $9,450,000 -$9,450,000

Appropriation FY 2018 FY 2019 FY 2020


Category Increase Decrease Increase Decrease Increase Decrease
Administration   -$200,000     $700,000  

Midlevel Administration   -$700,000   -$950,000   -$1,700,000

Instructional Salaries   -$3,600,000 $5,600,000     -$7,200,000

Instructional Textbooks and $2,500,000   $5,500,000   $3,700,000  


Supplies

Other Instructional Costs $1,800,000   $3,300,000   $3,150,000  

Special Education $3,000,000   $5,400,000   $6,600,000  

Student Personnel   -$200,000       -$500,000

Health Services   -$300,000       -$700,000

Student Transportation   -$1,300,000   -$3,900,000   -$1,500,000

Operation of Plant   -$3,400,000   -$1,950,000   -$500,000

Maintenance of Plant $2,400,000       $3,950,000  

Fixed Charges       -$13,000,000   -$6,000,000

Total $9,700,000 -$9,700,000 $19,800,000 -$19,800,000 $18,100,000 -$18,100,000

Source: BCPS, 2021.

In April 2020, the Superintendent brought a recommendation to the BCPS Board for budget transfers amounting to $18,100,00,
as shown above. The only rationale presented was:


This annual budget appropriation transfer will realign funds by category with planned and projected year-end expenses.
Funds are available due to savings in salary and benefit expenditures from higher than expected turnover, reduced use
of transportation services, and reduced use of instructional supplies. The proposed transfers are necessary to implement
the FY2020 operating plan, realign expenditures in schools, provide for FY2021 textbooks, provide for Out-of-County
Living Arrangements, provide for increased nonpublic placements in special education, provide for maintenance of plant,

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and provide for electronic document imaging in human resources and fiscal services. Expenditure decisions are subject to
the availability of funds. With the Board’s approval, this transfer will be submitted to the county executive and then to the
Baltimore County Council for approval in June.

Most of the funds, by the time Board acted on the transfers, were already spent or were encumbered. For example, the need
for additional funds for special education did not emerge in the 3rd quarter of the fiscal year. Those additional costs would
have been apparent shortly after the start of the school year. In approving the budget transfers, the Board was also placed in a
position of approving an allocation of $3.6 million for texts for the following year after already approving the FY21 budget in
March. Transfers late in the fiscal year do not consider what information Board members needed to help them understand why an
additional $3.6 million was warranted. Other than in emergency situations, the Board should be approving budgets before, not
after, the funds are encumbered or spent.

Budget preparation for the next school year starts in the fall and continues until the Board adopts a budget in March. That
budget can be modified when the County Council approves the BCPS budget in May each year. Budgeting is complex and
multi-faceted, and conditions in the school system change constantly. Expenditures for each fiscal year begin in July and typically,
students begin attending in September. By the end of the first quarter, revenues, expenditures and encumbrances indicate trends
that shed light on the need for budgetary transfers. Through the monthly review of revenues and expenditures, the Board should
be in a position to review and act on budget transfers. In this way, the Board can be informed and be in a position to make
decisions about budget transfers that currently the Board is not afforded by acting on budget transfer recommendations annually
in late April.

By policy, the Montgomery County Board reviews budget transfers every month as part of the monthly budget report. The Anne
Arundel Board considers budget transfer quarterly.

The practice of presenting budget transfers to the Board once a year in April undermines the Board’s authority and allows
administrators to make significant budget decisions that are the Board’s responsibility.

RECOMMENDATION 3-6:
BCPS should modify the practice of recommending budget transfers once each year and bring budget transfers to
the Board at least three times during the fiscal year. (Tier 2)

Ultimately, the Board of Education has fiscal responsibility and control of the funds entrusted to BCPS. While the Board delegates
the authority for the development and implementation of the annual budget to the Superintendent, the Board should be in
control of changes to the adopted budget. In the current operations of BCPS, the Board must respond to the changes in financial
circumstances at a time when the Board cannot consider alternatives to the recommendations brought by the staff.

IMPLEMENTATION AND TIMELINE

1. As part of the policy process, the Superintendent should bring a draft policy revision on budget transfers, Month 1
Policy 3113, to the Board Budget Committee.
2. After the review by the Board Budget committee, the Superintendent should bring a revised draft of a Month 2
medication to Policy 3113 on budget transfers to the Board Policy Committee.
3. Upon approval of the revised budget transfer policy by the Board Policy Committee, the Superintendent Month 3
should bring a recommendation to the full Board for a policy on budget transfers
4. After Board approval of the revised budget transfer policy 3113, the Executive Director for Fiscal Services Months 4-12
should implement the policy for the 2021-22 school year.

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FISCAL IMPACT
This recommendation can be implemented with existing resources.

FINDING
The BCPS annual budget consistently overestimates staffing expenditures.

For at least the last seven years, BCPS has underestimated staffing turnover by budgeting turnover at an average of 2.9% from
2014 to 2017, when the actual turnover rate averaged 5.6%, resulting in an average over-appropriation of $23,659,869 per
year. (Source: Baltimore County Legislative Budget Analysis May 2017). For FY 2018, the overbudgeting for turnover increased
to $24,200,018. Exhibit 3-13 shows additional detail on the overbudgeting for staff salaries for FY 2019 and FY 2020.

EXHIBIT 3-13
ACTUAL EXPENDITURES and BUDGETED AMOUNTS FOR SALARIES FY19 AND FY20

Actual Budgeted Actual Budgeted


Salary & Wages Difference Difference
FY 2019 FY 2019 FY 2020 FY 2020
Administration 31,698,211 32,660,704 3.0% 32,050,800 33,700,730 5.1%
Mid-Level Admin 95,089,994 99,406,376 4.5% 99,072,009 101,832,662 2.8%
Instructional 536,767,567 533,692,390 -0.6% 561,985,847 577,221,252 2.7%
Special Education 138,086,805 144,372,102 4.6% 151,425,163 154,654,213 2.1%
Student Personnel Services 12,938,804 14,559,409 12.5% 14,635,914 15,782,778 7.8%
Health Services 15,539,394 16,925,417 8.9% 16,524,464 17,807,405 7.8%
Student Transportation
Services 39,133,547 48,780,713 24.7% 40,344,587 48,389,518 19.9%
Operation of Plant 48,756,880 53,912,234 10.6% 51,665,531 54,291,904 5.1%
Maintenance of Plant 14,339,782 19,852,130 38.4% 14,230,798 16,280,908 14.4%
Capital Outlay 3,352,704 3,983,233 18.8% 3,619,137 4,105,531 13.4%
Total 935,703,688 968,144,708 3.5% 985,554,250 1,024,066,901 3.9%

Source: BCPS, 2021.

The practice of overbudgeting salaries results in late-in-the-year budget transfer when more than three-quarters of the year has
passed, opening the possibility of spending that is unnecessary or that provides materials, supplies and software that will not be
used in the year for which those funds were allocated. While the percentages may look small, the amounts are quite substantial
with salaries overbudgeted by more than $32 million in FY2019 and $38 million in FY20. When the other costs of employment,
(heath, dental, vision, life insurance, social security, workers compensation, and retirement), which are budgeted under fixed
costs, the impact is even greater – another $9 million for FY19 and $12 million for FY20.

Overbudgeting for salaries makes the school system vulnerable to losing the support of Baltimore County when the school system
proposes a budget that would increase the Maintenance of Effort (MOE). The annual Legislative Budget Analysis for Fiscal Years
2018, 2019, 2020 and 2021 have all pointed out that BCPS could fund requested increases by reducing the appropriation by
decreasing the amount of salary overbudgeting. In the FY2021 Legislative Budget Analysis, Baltimore County found that BCPS
could fund its entire request for additional funding by reducing overbudgeting. The Baltimore County analysis is based on both
the budgets and the actual number of staff vacancies by budgeted program over this period of time. What the data show is that
BCPS consistently underestimates the number of staff vacancies each year.

The consistent lack of alignment with findings from the Baltimore County Legislative Budget Analysis further erodes constituent
confidence in BCPS’s transparency and diminishes trust. Budgets are, of course, only estimates for spending, and in any given

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year, some projections will be under-spent while others are over-spent. However, when some budget categories are consistently
overbudgeted, change in practice must occur.

RECOMMENDATION 3-7:
BCPS should modify its practices of under-estimating staffing vacancies at 2% when the number of vacancies has
been consistently closer to 4% annually. (Tier 2)

The strategy of overbudgeting in certain areas, which provides financial flexibility for the school system to support functions that
prove to be underbudgeted as the school year unfolds, leaves a substantial number of financial resources as part of the carry
fund balance each year. This is a practice that Baltimore County has not endorsed, nor has the Board of Education explicitly
approved.

The National Center for Education Statistics publishes the Financial Accounting for Local and State School Systems which
described the budget as the “definitive policy document” of a school system:

T he link between financial planning and budget preparation gives the budget document a unique role in governmental
organizations. Budgets in the public arena are often considered the definitive policy document because an adopted budget
represents the financial plan used by a government to achieve its goals and objectives. When a unit of government legally
adopts a financial plan, the budget has secured the approval of the majority of the governing
board and reflects:

• Public choices about which goods and services the unit of government will or will not provide;
• The prioritization of activities in which the unit of government will be involved;
• The relative influence of various participants and interest groups in the budget development process; and
• The governmental organization’s plan for acquiring and using resources.

The Governmental Accounting Standards Board recommends that school systems develop and implement budget preparation
guidelines that shape how a budget will be developed. Those guidelines include:

• A
 budgetary overview, that explains the budgeting philosophy and approach and outlines the budget development
process;
• G
 uidelines for estimating standard school resource allocations, that are determined by the budgetary approach used by
the district and the availability of resources;
• G
 uidelines for estimating the costs of specific expenditure categories, such as salaries and benefits, supplies, or fixed
charges.

IMPLEMENTATION AND TIMELINE

1. The Executive Director should analyze budgets for the last four years and compare them to Months 1-2
actual expenditures to determine where the practice of over-budgeting has become routine.
In addition to salary expenditures, the review should look to expenditures for utilities,
contracted services, and others as may be indicated by the budget review.
2. The Executive Director should report the findings from the analysis described above, first to Month 3
the Superintendent and then the Board Budget Committee.
3. The Executive Director for Fiscal Services should draft a set of budget development guide- Month 4 - 5
lines consistent with the NCES standards in Financial Accounting for Local and State School
Systems and bring them first to the Superintendent and then to the Board Budget Committee.
Then, the guidelines should be presented to the full Board for modification and ultimately for
incorporation into a Superintendent Rule.

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4. The Executive Director for Fiscal Services should incorporate the Superintendent Rule in the Month 6
development of the FY 2023 budget.
5. The Executive Director should review the Superintendent Rule with the Board Budget Month 12-13
Committee after the actual expenditures for FY 2023 are available.

FISCAL IMPACT
This recommendation could be implemented with existing resources.

Financial Management – Purchasing,


Accounting and Payroll
––––––––––––––––––––––––––––––––––

FINDING
Critical processes for purchasing, payroll, and accounts payable are not automated. System upgrades are desperately needed to
operate effectively and efficiently.

At the time of the ransomware attack, BCPS was in the process of implementing server-based versions of software automating
time and attendance, payroll, purchasing and the financial management system. According to BCPS payroll staff, the time
and attendance system served only about 30% of the employees. Another BCPS staff member reported that the financial
management system was sending approximately 30,000 paper checks per year rather than transmitting funds electronically. The
purchasing system, while some parts were completed on computers, was a data entry intensive one. The business services staff,
with support from the Business Management Information System (BMIS), had been implementing a time and accounting system
since about 2015 and financial management software since 2004, with a number of upgrades since the initial implementation.

In October 2019, BCPS went live with an upgraded version of the CGI Advantage system as the Enterprise Resource Planning
(ERP) system.  Building upon the successful implementation, BCPS was in the process of expanding use of modules available in
the upgraded system. Modules that would significantly increase efficiency include paperless tuition reimbursement requests for
employees, online purchase requisitions, and electronic travel/mileage reimbursement requests. 

The ransomware attack had a devastating impact on business services with no ability to pay employees or vendors, no ability
to create purchase orders, the loss of the budget document that was in development, no access to review financial reports,
and impacts on many related areas. Since that time, the BMIS staff have shifted their focus from implementing the previously
authorized system upgrades to the restoration of the data to re-populate the system. BCPS moved the ERP software from a
server-based platform to a cloud-based one in early January 2021. All the data that has been – and is being restored – will
now be in a more secure cloud platform. Despite the complete loss of huge portions of the human resources and financial
management systems, BCPS has been able to pay employees and vendors, issue tax forms to employees and contractors,
re-create the budget document, restore much of the financial information, and complete other high priority restorations—much
remains to be done.

Not only has the implementation of these efficiency projects been delayed by restoration efforts, the projects will be further
delayed as staff handle new initiatives including extending the day by 15 minutes; new salary scales; and possibly, the spreading
of teacher pay over 12 months. In addition, a full implementation of a new time and attendance reporting system will need to be
undertaken. The specifications for the new time and attendance system will include functionality that will eliminate most, if not all,
paper-based timekeeping processes.

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RECOMMENDATION 3-8:
BCPS should complete the restoration of the data and systems lost to the ransomware attack and implement the
ERP modules to fully automate purchasing, payroll, human resources, financial reporting and budget development.
(Tier 2)

Automated business processes in finance and human resources will result in many benefits to BCPS including saving time,
reducing the likelihood of error, ensuring greater consistency and reducing the chance of fraud.

Automated, real-time data collections increase the utility of business services information, allowing staff to identify and address
problems or inconsistencies at an early stage, reducing the potential for loss of staff time and wasted effort. Self-service portals
for tuition reimbursement requests, purchase orders, travel reimbursement and time and attendance create substantial increases
in efficiency. They reduce costs and save time, not only for business services staff, but also for employees and vendors. They more
effectively engage employees, increase information accuracy, improve benefits management, expense management, time-off
management, and compliance reporting.

Employee self-service portals improve processes for personal data changes and direct deposit changes and allow employees to
view all pay stubs and view and print W-2’s and benefit elections, as well as request and track personal time off. Similar benefits
accrue with self-service, automated purchase orders.

IMPLEMENTATION AND TIMELINE

1. The Executive Director Fiscal Services (Chief Financial Officer) should lead the complete restoration Month 6
of the data damaged and lost in the ransomware attack.

2. The Executive Director Fiscal Services (Chief Financial Officer) should lead the complete evaluation Month 6
of the time and attendance system that was being implemented and move forward with the results of
that evaluation to develop a timeline for the full-implementation of the system.

3. The Executive Director Fiscal Services (Chief Financial Officer) should lead the implementation of the Months 1016
modules for employee and manager self-services for online purchase orders, travel reimbursements,
and tuition reimbursements.

4. The Executive Director Fiscal Services (Chief Financial Officer) lead the full implementation of the Month 14
financial management modules.

5. Executive Director Fiscal Services (Chief Financial Officer) should lead the full implementation of the Month 18
time and attendance system.

FISCAL IMPACT
This recommendation can be accomplished with resources already allocated or by reallocating resources assigned to other
projects.

FINDING
The BCPS training program for school staff who handle the activity accounts and school budgets is inadequate.

With 175 schools, BCPS, as all large school districts, has a significant challenge in managing student activity funds and school
budgets. With approximately $17 million generated in student activity funds and nearly $15 million in school budgets, the school
system must provide training and support to those who manage those funds—principals, fiscal assistants and school secretaries.

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Activity funds are established to direct and account for monies used to support co-curricular and extra-curricular student activities.
As a general rule, co-curricular activities are any kinds of school-related activities outside the regular classroom that directly
add value to the formal or stated curriculum. Co-curricular activities involve a wide range of student clubs and organizations.
Extra-curricular activities encompass a wide variety of other activities, typified by organized sports and other non-academic
interscholastic competitions. School staff also handle funds for a wide variety of activities, including P.E. uniforms and field trips.

The fiscal assistants (in high schools) and school secretaries (in elementary and middle schools) are assigned the task of collecting
and working with activity fund monies. Associated tasks include preparing the deposit slips and depositing monies. In addition,
maintaining the activity fund accounting records generally falls to this same person, as does preparing checks for disbursements.
These tasks demand adequate training and require the responsible staff to have a thorough knowledge of fund structure; know the
differences between district and student activity funds; and the basic processes of accounting, auditing, and reporting.

In BCPS, two groups of central office staff are involved with training and monitoring the work of the school staff who administer
these funds, the internal audit department and the accounting staff. The fiscal assistants and secretaries are also responsible
for working with school budgets including purchase orders, operating budgets and payroll support at the school level. From
interviews with staff and focus groups of principals, it is clear that the level of training and support that the accounting staff is able
to provide is insufficient. In order to assure compliance with procedures, the internal audit staff has to use a significant proportion
of annual auditing hours that could be devoted to addressing higher-risk areas and investigating waste, fraud and abuse to
monitor the activities of school staff. (See Finding later in this chapter).

BCPS has developed and implemented an exemplary training program including both in-class (during the pandemic via
Microsoft Team) as well as online training for school fiscal staff and secretaries. The School Activity Fund team in accounting has
also developed and updated thorough procedural manuals. The problems arise in several areas. First is in turnover of staff. While
BCPS staff did not provide data for analysis, reports from principals and accounting staff indicate that the turnover is about equal
to that of principals or teachers, about 20% per year. The second problem is short-term leaves and vacancies for fiscal assistant
and secretaries. Substitutes are not only difficult to find, but when there is someone to temporarily fill the role, the substitute lacks
the background, training and expertise to perform the functions adequately.

A significant challenge occurs when elementary or middle school secretaries are hired, as there is no screening for bookkeeping
background, experience or orientation. Some secretaries who perform at a high level in myriad other responsibilities lack the
financial orientation necessary to effectively perform the responsibilities related to student activity funds and school budgets. An
issue that impedes initial and follow-up training for school secretaries is that secretaries are so vital to the operation of elementary
and middle schools that they find it difficult to attend training during the workday.

Student activity funds are complicated and multi-faceted, with different procedures for different activities such as fundraisers,
scholarships, donations for specific purposes, out-of-season individual and/or camp teams, charges to students, support for
students with IEP or 504 Plans, field trips, and special teams such as dance, cheerleading and show choirs. In many cases,
teachers or coaches collect funds and turn them into the fiscal assistant or bookkeeping secretary.

RECOMMENDATION 3-9:
BCPS should expand the training program for school staff handling activity accounts and school budgets, institute
pre-hire screening for middle and elementary school secretaries with bookkeeping duties, require annual refresher
training for all principals, fiscal assistants and secretaries who do the bookkeeping, and add accounting staff to
expand the scope of training and support. (Tier 1)

Although the allocation of substantial auditing time to school activity funds has helped preclude audit findings in the annual
external single audit, auditing is a reactive approach to a problem that requires training and ongoing support rather than short
term interventions and audit reports. Training and support are much more effective solutions.

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IMPLEMENTATION AND TIMELINE

1. The Executive Director of Human Resources should institute a screening process that could include Month 3
a test to assess the bookkeeping skills or potential in candidates for secretarial positions.

2. The Superintendent should develop and implement a regulation that requires training for newly Month 4
hired principals, fiscal assistants and bookkeeping secretaries.

3. The Superintendent should develop and implement a rule that requires annual re-training for prin- Month 4
cipals, fiscal assistants and bookkeeping secretaries.

4. The Executive Director of Human Resources should recruit and hire two additional accountants for Month 4
fiscal services and develop a process to identify the staff best at training and support to expand
their roles.

5. As in-person training resumes, the Executive Director for Fiscal Services should identify training To be determined
space, particularly for July through September, for new and returning staff.

FISCAL IMPACT
The costs and savings resulting from adding two accountants, as proposed in this recommendation, are shown below. The salary
figure includes costs for all fringe benefits of scheduled salary based upon 2020-21 data. Projected salary and benefit costs and
savings maintain based on 2020-21 data and do not assume any increases or decreases.

The five-year fiscal impact of this recommendation is a cost of ($1,178,150).

RECOMMENDATION YEAR ONE YEAR TWO YEAR THREE YEAR FOUR YEAR FIVE
Add two Accountant II positions to the
($235,630) ($235,630) ($235,630) ($235,630) ($235,630)
Controller’s Office Staff

Financial Management – External Auditing


–––––––––––––––––

FINDING
BCPS has not responded to Legislative Audit findings in a timely manner.

One finding in the November 2020 Legislative Audit report was from the 2008 Legislative Audit and noted again in 2015.
Five others were repeated from findings from the 2015 Legislative Audit. The consequences of this failure are described in more
detail in other chapters in this report, especially in Chapter 4 Technology. Failing to address findings from prior Legislative Audits
appears to be a pattern in BCPS. The 2015 Legislative Audit included this summary of prior findings:

Based on our assessment of significance and risk to our audit objectives, our audit included a review to determine the
status of 11 of the 18 findings contained in our preceding audit report dated October 15, 2008. We determined that
BCPS satisfactorily addressed 6 of these findings. The remaining 5 findings are repeated in this report as 4 findings.

The Office of Legislative Audits (OLA) is required to conduct a performance audit of Maryland’s school systems “at least once
every 6 years,” unless there is an exemption provided for by law. The Office of Legislative Audits has the authority to audit more
frequently. Given the well-publicized circumstance in BCPS, the OLA determined that a follow-up to the 2015 audit was warranted
before 2021. The OLA audit for BCPS that was released in November 2020 found five of 12 findings that were repeated.

226
School systems in Maryland are required by Maryland law to make corrective action on all audit findings within nine months of
the audit report. (Source: Presentation to the Maryland General Assembly Joint Audit Committee, November 2013).

For each finding that was repeated, BCPS agreed with the finding and committed to address it well before the subsequent
audit. Yet, for four findings from the 2008 audit, four findings from the 2015 audit, and one finding that was cited in both 2008
and 2015, BCPS failed to take corrective action. Exhibit 3-14 provides a summary of the preceding findings that were not
addressed.

EXHIBIT 3-14
REPEATED LEGISLATIVE AUDIT FINDS FOR BCPS – 2015 AND 2020

Correction
Year
Audit Year Finding Summary Action Timeline
Repeated
Commitment
2008 2015 & Independent reviews of certain payroll and personnel transactions March 2010
2020 were lacking and access to the automated system was not properly
restricted.
2008 2015 Policies, controls, and record keeping over equipment were December 2009
not adequate.
2008 2015 Controls over BCPS’ network domain accounts, passwords, and School year
administrative access were not sufficient. 2009-10
2008 2015 BCPS was not fully using its automated routing software to develop September 2021
more efficient routes.
2015 2020 BCPS did not adequately separate user duties on the procurement September 2021
system used by schools to order supplies.
2015 2020 The BCPS computer network was not adequately secured. School year
2016-17
2015 2020 Controls over the student information and financial management June 2022
databases were inadequate.
2015 2020 BCPS was not fully using its automated routing software to develop October 2015
more efficient routes.

Source: Legislative Audits 2008, 2015 and 2020.

As the 2020 ransomware attack has demonstrated, the consequences for not adequately taking correction to audit findings can
be devastating.

RECOMMENDATION 3-10:
BCPS should develop, implement and monitor corrective action plans for each external audit finding, whether from
the Office of the Legislative Auditor, or other external or internal audits. (Tier 1)

The corrective action plans should include the following components: the source of finding, the finding, the specific
recommendations, description of the issue and its implications for the school system, definition of the steps for improvement
including milestones, the person/department responsible for the action, the person/department responsible for monitoring,
milestones, and dates for completion. While the Board’s Audit Committee should review the audits and corrective actions plans,
the Board as a whole should schedule an annual report on implementation of audit findings.

227
IMPLEMENTATION AND TIMELINE

1. The Superintendent should appoint a working group of administrators to review past audits, draft a Month 1
Board policy superintendent rule and develop a corrective action template.
2. That working group should review the status of audits from the past five years to identify audit Months 2-3
findings that have not been adequately addressed. The working group should report to the Board
Audit Committee and the full Board on the status of prior audit findings.
3. The working group should draft a Board Policy and Superintendent rule regarding the implementation Months 2- 4
of audit findings that would be brought to the Board’s committees for policy and audit. Subsequently,
the revised policy should be brought to the full Board for approval.
4. The working group should bring a draft of the corrective action template to the Superintendent and Month 3
Board Audit Committee for review.
5. The Superintendent, in conjunction with the Board President, should schedule an annual audit Months 5 - 12
correction action plan review for the full Board.

FISCAL IMPACT
This recommendation can be implemented with existing resources.

Financial Management – Internal Auditing


–––––––––––––––––

FINDING
The BCPS Office of Internal Audit focuses on low-risk investigations and does not prioritize high risk threats to the school system.

School Activity funds represent 0.7% of the FY21 operating budget, yet receive 28% of the allotted hours for internal audit staff.
A fixed asset inventory consumed 572 hours in FY19 (5% of the total). In FY20, internal audit used 1,017 hours (8% of the total)
on the fixed asset inventory. While completing an inventory is necessary, it is not the work of a highly trained and paid audit
staff. In other school systems, inventories are conducted by lower paid staff or by contracted firms. Baltimore County completes
a Legislative Audit of the proposed BCPS budget each year, yet the BCPS internal audit staff uses limited audit time and resources
to create an “audit” report that restates what is in the proposed budget.

The October 5, 2020 audit report “Board of Education Non-Salary Expenditure Review” is an exemplar for the need cited in
the previous finding concerning adding training and staff in accounting to support BCPS staff in understanding and following
financial procedures. The report demonstrates that the Board’s Executive Assistant was not properly trained at the time, yet the
report reads as if there were misfeasance on the part of the Board Chair.

In FY20, Internal Audit used 23% of its total time for office management, general responsibilities, professional development, and
internal/external meetings. Compare this to an elementary teacher who is provided 50 minutes of planning time in a 7-hour
work day, which is less than 12%. When teachers are in professional development, they are still responsible for planning the
lessons that the substitute delivers, correcting the student work, and recording student progress.

Until the Spring of 2021, it appears that Internal Audit has not been completing a risk assessment of the potential areas for audits
in BCPS. From the audit reports provided and annual workplans reviewed, the primary impetus for risk-based audits has been
allegations, complaints and follow-up to external audit reports. Best practices in internal auditing require a comprehensive risk
assessment every three years, but may be completed more frequently. Factors that should be taken into consideration include:

228
• Financial impact
• Time since last audit engagement
• Audits to be performed by other audit entities
• Perceived quality of internal controls
• Likelihood of occurrence
• Degree of change or stability in management
• Complexity
• Requests and expectations of the school board, senior management, and other stakeholders
• Opportunities to achieve operating benefits
• Changes to and capabilities of audit staff
• Work of the Enterprise Risk Management team (if this function exists in a school district)
Source: Council of Great City Schools, Internal Auditing 2017.

The audit plan should describe what audit and non-audit activities are to be performed, the scope of work, and the time and
staffing resources required to complete the work. An audit plan should be flexible enough to accommodate minor mid-plan
adjustments and, if a substantial adjustment is required (e.g., based on a senior management request), the changes should be
approved by the School Board and/or Audit Committee.

Common and emerging areas for audit services that might be included in the plan include:

• O
 perational performance audits (to assess cost-beneficial internal controls, efficiency, effectiveness, contract oversight,
and compliance)
• C
 harter school audits and fiscal oversight (the internal audit function is uniquely qualified to add value in this significant
and growing sector)
• Facilities construction and maintenance audits and oversight
• Contract audits
• Safety protocol and practices
• Information technology audits
• School-based audits (could include student FTE and tangible personal property work)
• Forensic accounting and investigative audits
• Healthcare insurance-related audits (especially for large self-insured districts)
• Acting as a liaison for external audit entities
• Identifying emerging risks (adding value by alerting the school board and superintendent of audit findings and trends
occurring at similar school systems)
• P romoting awareness of fraud policies and internal controls (controls created and owned by management, not the internal
audit function)
Source: Council of Great City Schools, Internal Auditing 2017.

An objective risk assessment by an internal audit function provides the school board and senior management value by
communicating risks associated with the school district’s various business and operational functions. An audit plan based
upon a comprehensive risk assessment ensures that internal audit resources will be strategically allocated to address the most
significant and likely risks affecting the school system. The results of completed audits will provide management with actionable
recommendations to meet its goals and objectives, and will provide the School Board with valuable information to assist in its
governance.

229
An internal audit department that focuses on low-risk investigations leaves BCPS vulnerable to the consequences of failing to find
and correct practices that, if identified by an audit, could save the school system precious resources, time, and the loss of public
confidence when disaster strikes.

The Internal Audit department also uses a significant portion of its resources in responding to allegations from staff and community
of waste, fraud and/or abuse. Many of these complaints are currently referred to the Superintendent for follow up as personnel
matters. Many more could be referred to management for investigation and follow-up on the results to ensure that the allegations
were reviewed. Personnel matters should be addressed in human resources. Montgomery County Public Schools has only six
staff members in its internal audit department, serving a school system that is 31% larger than BCPS.

RECOMMENDATION 3-11:
The BCPS Board should update Policy 8400 to realign the internal audit function to focus resources on high-risk
investigations and reduce the size of the department by five positions. (Tier 1)

While the Internal Audit department will continue to perform audits of school activity funds and procurement card use, the
department should be refocused on higher risk activities in the school system. Audits should be primarily proactive and based on
an annual risk assessment.

An objective risk assessment by an internal audit function provides the Audit Committee, Board and senior management value
by communicating risks associated with the school system’s various business and operational functions. An audit plan based
upon a comprehensive risk assessment ensures that internal audit resources will be strategically allocated to address the most
significant and likely risks affecting the school district. The results of completed audits will provide management with actionable
recommendations to meet its goals and objectives, and will provide the Audit Committee and Board with valuable information to
assist in its governance.

IMPLEMENTATION AND TIMELINE

1. The Board should modify Board Policy 8400 to include developing a risk-based approach as Month 1
one of primary purposes of internal audit in the policy statement.
2. A separate policy or Board Rule should be developed by the Board Audit committee and Month 2
brought before the full Board for approval that defines the role of the Board Audit committee
and specifies the Board’s charge to that committee.
3. BCPS should complete the risk assessment that is currently in progress and, with guidance from Month 2
the Board Audit Committee, screen out the low-risk investigations that are included.
4. BCPS should reduce staffing in Internal Audit department by five full-time equivalent positions. Month 2
5. The Board Audit committee should present the annual internal audit report to the full Board Beginning Month 12
every year.

FISCAL IMPACT
The fiscal impact resulting from position changes proposed in this recommendation to eliminate five positions is an estimated
$809,713 savings annually; the estimated five-year savings totals $4,048,565. The salary figure includes costs for all fringe
benefits of scheduled salary based upon 2020-21 data. Projected salary and benefit costs and savings maintain based on
2020-21 data and do not assume any increases or decreases.

230
5-YEAR
RECOMMENDATION YEAR 1 YEAR 2 YEAR 3 YEAR 4 YEAR 5
TOTAL
Eliminate Assistant Chief Auditor position $215,780 $215,780 $215,780 $215,780 $215,780 $1,078,900
Eliminate Audit Manager position $167,918 $167,918 $167,918 $167,918 $167,918 $839,590
Eliminate 3 Senior Auditor positions $426,015 $426,015 $426,015 $426,015 $426,015 $2,130,075
Net Savings $809,713 $809,713 $809,713 $809,713 $809,713 $4,048,565

Asset and Risk Management


–––––––––––––––––

FINDING
BCPS lacks Board policy, Superintendent Rule, and a comprehensive and strategic plan for risk management.

The ransomware attack of November 24, 2020 has been a disruptive and costly example of the need for a comprehensive and
strategic risk management strategy and thorough implementation in district and school operations. The Department of Legislative
Services Audit that was available in October 2020 found that risks existed within BCPS’ computer network. “For example,
monitoring of security activities over critical systems was not sufficient and its computer network was not properly secured. In this
regard, publicly accessible servers were located in the BCPS internal network, rather than being isolated in a separate protected
network zone to minimize security risks.”

The emergence of widespread, interconnected risks, such as cyber-attacks, data management, infrastructure risks, privacy, the
threat of terrorism, sexual harassment, and gender-based harassment and workplace violence makes it clear that BCPS needs
a comprehensive approach to managing risk. Many of the most pressing risks – and the uncertainties associated with achieving
the BCPS mission – go beyond insurable risks or activities under the direct control of a school district. They now include a broader
range of uncertainties. Thus, a broader approach to risk management is needed.

BCPS has a number of risk management programs spread across departments in central services of the organization.

• B
 CPS participates in the Baltimore County government self-insured program for employee and retiree health, dental, and
vision care. BCPS manages its self-insured workers’ compensation claims. Casualty, property, and other liability insurances
are provided through a self-insured pool administered by the Maryland Association of Boards of Education (MABE), a
public entity risk pool. Both the County and MABE limit exposure through the procurement of excess liability coverage from
commercial insurers. The Board also carries catastrophic student insurance.
• B
 CPS has an internal audit function that last year completed 68 reviews of student activity funds, and a large number of
perceived risk-based audits, investigative audits and follow-ups to prior audits.
• T he school system has an extensive school safety program, including a Superintendent’s cabinet member whose role is to
foster climate and safety in schools. With input from the United States Center for Disease Control, Maryland Department of
Health, and the Maryland Department of Education, the document True North was developed as a comprehensive guide
to safety and mitigation practices during the COVID-19 pandemic. Those practices have been implemented in preparing
the schools for the return of students and guide daily safety protocols in all schools.
• T he Office of Employee Absence and Risk Management has an extensive training program to help prevent employee
injuries that result in workers’ compensation claims. It has been successful in reducing workers compensation such that the
FY22 budget has been reduced for workers’ compensation claims. Overall claims for FY20 were generally down from the
three prior years—an indicator of the effectiveness of BCPS in reducing claims for lost time, medical and incident, lump sum
settlements, and student incidents.

231
While these efforts have been in place for many years, they are inadequate in addressing the known and unknown risks that
school districts today must face. The financial implications, lost productivity, impact on student learning, and reputational costs
of the catastrophic ransomware event are unknown. BCPS has been and continues to develop initiatives that will decrease the
likelihood that a ransomware attack will again occur. Yet, there are other risks and potential risks for which BCPS lacks policy,
rules, and procedures, as well as an overall strategy for risk management.

RECOMMENDATION 3-12:
BCPS should develop a comprehensive risk management strategy with a system-wide approach that coordinates
and aligns current practices and enlarges the scope to include threats that have not been adequately addressed,
and should create a Manager of Risk Management position. (Tier 1)

This systemic approach will result in engaging a wider group of employees, community members, and students in taking
ownership for assessing and addressing risk.

Risk management is often perceived as individual activities or discrete tasks by various school district departments in isolation
from each other. The comprehensive and strategic risk management process must be continuing and dynamic as students,
employees, parents, volunteers, contractors, equipment, facilities, services, programs, and laws change and it must be integrated
throughout the organization. To respond to change, a successful risk management requires ongoing evaluation and oversight to
achieve its objectives as follows:

• Provision of students’ right to a safe, secure, and peaceful learning environment.


• Protection of district’s physical and human assets.
• Minimization of the possible interruption of educational and ancillary services.
• Compliance with all applicable rules, regulations, procedures, and laws.
• Minimization of the district’s exposure to financial loss.
• R
 eduction of the school district’s total cost of accidents and other losses through safety, security, and loss avoidance
programs and practices and the contractual transfer of risk.
Source: Alliance of Schools for Cooperative Insurance Program.

In order for the overall organization to gain the full benefits from implementing the risk process, it is important that risk
management should become fully integrated at both operational and strategic levels. Without such integration, there is a danger
that the results of risk management may not be used appropriately (or at all), and that project and business strategy may not take
proper account of any risk assessment.
Source: Risk Management: Best Practice and Future Development.

Several large school systems have implemented comprehensive risk management strategies and practices, including Miami-
Dade County Public Schools, Milwaukee Public Schools, San Francisco Unified School District, Broward County Public Schools,
and Rochester City School District. These districts have shown that there is a significant return on investment for a strategic and
comprehensive approach to risk management. Examples include:

• A
 defined risk management framework and a specific approach to managing all risks specifically described for bond-
rating agencies.
• Reciprocal benefits and coordination between internal audit and risk management activities and sub-functions.
• Better education for board members and management on key risks to help them fulfill their oversight and governance roles.
• Collaborative work on risk-related problems (such as the community-based organizations process used by SFUSD).
• Regular internal and external environmental scans for existing and emerging risks.

232
• Intentional engagement of managers at multiple layers to identify risk concerns and establish connections with other
aspects of business operations and strategy.
• Avoidance of penalties and fines for lack of compliance as key risks are identified and managed.
• Development of an overall register of key risks for the district and tracking of treatment plans.
• Treatment plans for prioritized risks provide a credible defense in the face of litigation.

 aining the confidence and trust of key stakeholders through communications about the risk management program –
G
demonstrated through engagements, reports, and activities, and verified through surveys and feedback.
Source: Council of the Great City Schools, publication, 2016.

Best practices for a large school district to define and measure comprehensive and strategic risk management performance
include:

• T he Risk Management function does not create a new department or silo, but draws key staff from across the organization
to participate in an ongoing task force to make comprehensive and strategic risk management a vital part of the entire
district.
• T he Risk Management function is at a senior staff level and reports directly to a cabinet level position within the school
district.
• T he school district creates an annual strategic plan, which includes wording to capture the upside and downside of risk
(or opportunities and threats), as it pertains to the strategic plan.
• N
 ewly created school district initiatives are evaluated from a comprehensive and strategic risk management perspective,
using a consistent risk analysis process to identify, prioritize, and manage potential threats and opportunities, assign risk
owners, and track treatment. The comprehensive and strategic risk management perspective considers the values and
perceptions of key stakeholders and plans for communication, monitoring, and the review of key risks.
• R
 isk Management goals are set and evaluated annually to assure support of the school district’s mission and vision
statements.
• R
 isk Management discussions are included in cabinet meetings to assure that key internal stakeholders (for example,
transportation, food services, facilities, special education, safety and security) are identifying and controlling risks within
their respective operations.
• T he school district’s audit function coordinates with the district’s comprehensive and strategic risk management program to
audit prioritized risks and shares responsibility with the Risk Management function to assure successful outcomes.
• R
 isk Management monitors and documents the results of the school district’s comprehensive and strategic risk management
program by reporting out to regulators, financial agencies, and other outside organizations and stakeholders.
• T he school district has established specific return-on-investment (ROI) criteria for the creation and sustainability of its
comprehensive and strategic risk management program in order to benchmark and report on results.
Source: Council of the Great City Schools, publication, 2016

In BCPS, a Director of Risk Management would take on a role beyond the traditional risk management functions to include:

• Using a wide range of analytical tools to identify and respond to key risks to mission and strategy;
• Considering a wide range of risks – strategic, financial, operational, and reputational;
• Using a broader definition of risk to include opportunities and focus on uncertainties to mission;
• H
 elping manage growth, allocating capital and resources, rather than simply looking at cost allocations for traditional risk
management areas;
• P rioritizing risk by a broad group and owned by those with direct control, rather than handled by an individual
department;

233
• Assuming the role of risk facilitator and leader;
• Recognizing that risk is uncertainty and focusing on optimizing the management of risk to achieve goals; and
• Coordinating the work of others throughout the organization rather than managing a department of direct reports.

IMPLEMENTATION AND TIMELINE

1. The Superintendent should develop and present a proposal to the Board on the need for and Month 2
benefits of a comprehensive and strategic risk management function for BCPS.
2. BCPS should develop a position description for a Manager of Risk Management (reporting to Month 3
the Chief of Staff), advertise, and fill the position.
3. The Manager of Risk Management should convene the BCPS team to bring together staff who Month 4
report in other departments/divisions to lead a system-wide risk management effort.
4. The Manager of Risk Management should develop a Board Policy draft on implementing a
comprehensive and strategic risk management program in BCPS. That policy would direct the
Superintendent to:

A. Identify the risks inherent in district operations and programs, including physical sites,
educational and experiential programs, computer networks and systems, employment and
staffing, and transportation services, using methods that may include, but are not limited to,
physical inspections, surveys, staff interviews, compliance reviews, contract reviews, review
of policies and procedures, and consultation with experts; Month 5
B. Analyze, evaluate, and prioritize identified risks based on the frequency and likelihood of
the risk and the potential impact to the district;

C. Develop strategies to reduce or mitigate identified risks, such as new or modified policies,
processes, or procedures; training or loss prevention programs; and/or additional repairs
to equipment, real property, computer networks, or other physical assets;

D. Implement strategies to promote safety and prevent loss, taking into account the nature
of the risks, the associated exposures, and the costs and benefits associated with the
proposed response.
5. The Manager of Risk Management would convene a planning process to develop the Month 5
comprehensive and strategic risk management program. The planning process would include
a component for community review and feedback.
6. The Manager of Risk Management would phase in the implementation over two or three Months 11-28
years to increase understanding and acceptance by district and school staff to enroll them in
accepting and participating in risk management efforts.

FISCAL IMPACT
The fiscal impact of this recommendation is the estimated annual cost of ($194,810). The five-year fiscal impact is estimated as
($781,260). The salary figure includes costs for all fringe benefits of scheduled salary based upon 2020-21 data. Projected
salary and benefit costs and savings maintain based on 2020-21 data and do not assume any increases or decreases.

RECOMMENDATION YEAR ONE YEAR TWO YEAR THREE YEAR FOUR YEAR FIVE

Create Manager of Risk


($156,252) ($156,252) ($156,252) ($156,252) ($156,252)
Management position

234
CHAPTER 4
–––
TECHNOLOGY

“Technology no longer supports the business of education;


it is the business of education. If technology does not work,
then everything comes to a standstill.”
TOM LAPPING, CEO JDL PRODUCTIONS

INTRODUCTION
For 2020-2021, Baltimore County Public Schools (BCPS) is a $2.3 billion operation that is heavily dependent
on technology and digital tools to perform and support its business functions as well as to support instruction and
assessment. The BCPS Blueprint 2.0 sets the goals of, “Creating a culture of deliberate excellence for every student,
every school, every community” and producing, “Globally Competitive Graduates.” To accomplish this, BCPS has
committed to ensuring every school has an equitable, effective digital learning environment.

With over 18,000 employees at 175 schools, centers, and programs serving more than 113,000 students, the BCPS
overall technology architecture must include both the Network Infrastructure, (the means of generating, transmitting,
and storing information) and the Analytics (the processes and protocols of accessing and analyzing the information for
decision making). The overarching BCPS information technology (IT) architecture must be robust, secure, adaptable,
cost effective, and include the coordination of all functions, expenditures, and tasks. The Division of Research,
Accountability and Assessment (DRAA) and other independent academic IT departments were not included in the
examination of BCPS IT services and functions. Without a full assessment of all BCPS IT functions, expenditures, and
tasks, the recommendations, implementation plans, and cost savings may not be a complete picture.

Combining County and School IT Departments


There have been multiple conversations between the Public Works LLC Baltimore County Government IT team and the
Public Works LLC BCPS IT team on the proposal of combining the County and School IT departments. Both Public Works
IT teams are in agreement that there are areas of shared services on both the county side and the school side, and there
is consensus that combining the County and School IT departments into one entity is not advised at the time.
The BCPS IT department is ten times as large as the County IT Department. The IT departments have different missions.
County IT focuses on technology needs specific to their stakeholders (public safety, police, fire, permitting, land use,
zoning, recreation and parks, etc.) BCPS IT focuses on technology needs of their stakeholders (curriculum, instruction
and assessment technology, digital student management system, digital learning management systems, teacher training,
school security, and business functions to support the $2.3B operation).

The Public Works LLC Review team identified six areas of overlap that have potential for sharing: Integrated Enterprise
IT Architecture, Network/Communications Infrastructure; Data Management, Architecture, and Analytic Tools; IT
Cooperative Purchasing Services; Fiscal Management and Human Resources Administrative Systems; and Network,
Data, and Cybersecurity Management and Monitoring Service.

Integrated Enterprise IT Architecture


Overarching in both County and School IT is the need for an IT architecture. Public sector organizations hire architects
to design buildings, and the same should be done for the IT infrastructure. The IT infrastructure currently in both BCPS and
the County, has grown organically and reactively, lacking a long-term strategic approach. The County and BCPS have
outgrown the current Network Infrastructure and now is the time to upgrade.

Network/Communications Infrastructure
Both County Government and BCPS need a robust and reliable Network/Communication infrastructure. A county-wide
IT architect should be instrumental in the design and build out.

Data Management, Architecture and Analytic Tools


Both BCPS and the County government are dependent on securely storing and manipulating big data. The schools
are already utilizing county data storage. Expanding this and jointly seeking a cloud solution could yield operational
efficiencies and cost savings. Both the schools and the county need analytical tools to manipulate digitally store data. A
common platform for business functions could yield efficiencies and savings.

IT Cooperative Purchasing Services


An easy first step should be the creation of a county catalog of approved IT providers with whom the county has
negotiated discounted rates. The County would benefit from this because of the volume of technology needed by BCPS.

Fiscal Management and Human Resource Management Administrative Systems​


Both BCPS and the County have Fiscal Management and Human Resource Management Software Applications that
could be combined through shared services. A common digital platform would build operational capacity and the
ability to cross train/support in both the school and county. Again, this has potential to yield efficiencies and savings.

Network, Data, and Cybersecurity Management and Monitoring Service​


Network, Data, and Cybersecurity Management and Monitoring is now a 24x7x365 responsibility. Both BCPS and
the County should seek a joint outsourced solution. This would yield cost savings, and benefit Network Infrastructure by
monitoring digital traffic, hardening the network, and adding safeguards to school system data.

Baltimore County Public Schools Information Technology


The term Information Technology has two meanings, IT as a function and IT as a service. IT as a function is defined as a
procedure performed on a local device. It is static, like using an application loaded on a laptop computer to perform a
function. IT as a service means a specific category of services, such as remote monitoring and management services. It
is taking functions (operations) from a local digital device, via the local network, and moving them to either local data

236
centers or an off-site cloud solution to access applications, perform functions hosted there, and achieve user’s creations.
Taking a picture on your iPhone is a function; storing your picture on the cloud is a service.

Industry standards and best practice discerns there is a difference between the mechanics of technology support
and technology support for the operations and use of applications. The DoIT’s (Department of IT) responsibility is
the functionality of the network. This can be monitored and addressed remotely and is not dependent upon an onsite
technician.

The first decision facing BCPS and the County is whether to maintain a traditional IT as a function support structure or
to transition to IT as a service support structure, keeping in mind that IT as a service requires a different support staff
structure and educating end users.

This chapter covers the following areas:

• Cloud Computing Strategy


• IT Planning and Budgeting
• Network Infrastructure
• IT Organization and Leadership
• Data Management and Reporting
• Systems Security and Data Privacy
• Staffing and Staff Development
• Technology Policies and Procedures
• Technology Support and Help Desk
• Technology Procurement and Asset Management

237
Cloud Computing Strategy
––––––––––––––––––––––––––––––––

FINDING
BCPS can achieve efficiency, cyber security, and cost savings by moving data away from onsite servers to a more secure cloud-
based solution. For BCPS, a cloud solution provides on-demand availability of computer system resources specifically related to
data storage and computing power, without direct management by the user. Cloud computing is commonly known as delivery of
computing services including servers, storage, databases and intelligence over the Internet.

Over the past several years, DoIT has reduced hosted file servers from 1500 to about 75. This activity is commendable.

Looked at from the services provided perspective, there are three main types of services provided by cloud vendors:

• S
 oftware as a Service (SaaS) – These are applications that clients access by either a web browser or some application.
Apps like Gmail, Google Drive, and Google Play are examples of SaaS.
• Platform as a Service (PaaS) – This provides all the capabilities of having a server farm without actually owning it.
• Infrastructure as a Service (IaaS) – This is access to unlimited performance on virtual data centers that somebody else
owns and operates.

In the IaaS model, there is one further distinction: managed or unmanaged services. Managed services provide the technical
expertise, while unmanaged services require technical expertise as the purchaser of the service is responsible for setup and
maintenance of the cloud. The kind and level of technical support provided is part of the negotiated Service Level Agreement.
In most cases, the IT department is aware of which cloud model is being used, although it is invisible to the end users.

With the ongoing advances in technology, especially cloud computing, and the shift of IT functions from a centralized to a more
decentralized approach, BCPS needs to completely reorganize IT and define what is the responsibility of the Department of
Information Technology (DoIT) versus the departments that own the application(s) and associated processes. In addition, BCPS
must document these roles and responsibilities in either a basic Memorandum of Understanding (MOU) or Standard Operating
Procedure (SOP).

Departments within BCPS are becoming increasingly comfortable operating their web/cloud hosted administrative applications
with limited DoIT support. While IT functions are subsumed by the cloud vendor, BCPS should consider centralizing the functional
support for end users.

BCPS has successfully migrated 70% - 75% of its applications to the cloud. About 25% - 30% of BCPS applications have yet to
move to the cloud.

IT staffing has not thoroughly or systematically been adjusted based on the new computing environment. As BCPS people
become more familiar with and accepting of cloud computing, they need to be made aware of other instructional and
administrative opportunities that are available. In addition, although BCPS has migrated to the cloud, data management and
ownership issues have not been adjusted accordingly.

RECOMMENDATION 4-1:
Together with Baltimore County Government, BCPS should develop and deploy a Cloud Computing Strategy.

To support the Cloud Computing Strategy recommendation, BCPS should:

238
• A
 ssess the costs/benefits when BCPS migrated many of its applications to the cloud and determine the lessons learned
from that experience.
• Identify which applications are still running locally on BCPS servers and assess why they have not been moved to the
cloud. Based upon that analysis, move the rest of the apps to the cloud unless there is a compelling reason not to.
• C
 onduct a comprehensive staffing analysis. With the ongoing advances in technology, especially cloud computing and
the shift of IT functions from a centralized to a more decentralized approach, BCPS needs to reorganize the IT department,
defining DoIT responsibilities versus the departments that own the application(s) and associated processes, and document
those responsibilities in a Memorandum of Understanding (MOU) or Standard Operating Procedure (SOP).
• P rovide BCPS employees information about cloud applications that can be adapted to improve their productivity
and effectiveness.
• Assess the current data management and ownership policies and procedures to identify any possible changes needed.

IMPLEMENTATION AND TIMELINE

1. The Division of Research, Assessment and Accountability should survey both users and Months 1-3
IT staff to identify what went well and what should be done differently the next time an
application is moved to the cloud.

2. The DoIT should create an inventory of the applications that are still running locally on BCPS Month 4
servers, including why they have not already been transitioned, and should research any
benefits or obstacles to transitioning them. For each application being moved, develop a
comprehensive plan with milestones and a timeline. Include staffing changes needed during
and after the move.  
3. In addition to the individual application staffing requirements, DoIT should conduct Month 3
comprehensive assessment of the best organizational structure and staffing levels to optimize
the possible gains from the moves. Reorganize DoIT to include organizational structure,
reframing job descriptions, responsibilities, roles, and functions.
4. The DoIT should identify new opportunities for improvement made possible by the cloud Months 1-4
and collaborate with selected leaders from organizations that might benefit to enlist their
efforts to advocate for the potential application. Also, the DoIT should ensure BCPS’s data
and information, IT infrastructure, and cybersecurity are robust, safe, secure, and meet and
exceed industry standards.
5. The CIO must assess the current data governance and management policies and Months 1-2
procedures to identify any possible changes needed.

FISCAL IMPACT
It is estimated that deployment of a Cloud Computing Strategy will save about 20% of the traditional data center/server farm costs.

The cost savings and efficiencies associated with the Cloud Computing Strategy are as follows:

 taffing - Some funding sources like bonds will pay for hardware and services, but not for staffing (salary, benefits, office
S
space, training, etc.) The cloud is considered a technology purchase, not personnel.

 eliability – Most cloud vendors include backup, redundancy, business continuity, disaster recovery, and
R
guaranteed uptime.


Load balancing – The school system is guaranteed the performance negotiated in the Service Level Agreement (SLA).
Some cloud vendors will provide a metered service, billing the customer only for the volume used.  This may save or cost
more money but loses the advantage of predictability in budgeting. 

239
 ecurity – Shared responsibility model. In this era of cyber-crime, malware and ransomware have been added to the
S
historical issues of hacking to change or steal data. Moving to the cloud does not solve all these issues. The cloud vendor
accepts responsibility for hardware and network security, but application and user security remain the school system’s
responsibility. https://cloudsecurityalliance.org/blog/2020/08/26/shared-responsibility-model-explained/  

 eal Estate – In some cases, the property on which the school system operates its servers is prime commercial property. 
R
It is worth exploring if renting the property might generate revenue for the school system to offset the cloud services cost. 
In terms of IT performance, the location of the servers is not an issue.

The savings by deploying Cloud Computing per this recommendation are estimated at $150,000 per year. The potential
five-year savings is $750,000.

RECOMMENDATION 2021-22 2022-23 2023-24 2024-25 2025-26


Deploy Cloud Computing $150,000 $150,000 $150,000 $150,000 $150,000

IT Planning and Budgeting


––––––––––––––––––––––––––––––––

FINDING
IT planning and budgeting are necessary to anticipate and to meet the emerging needs for the BCPS IT programs and services.
It is crucial that expenditures are strategically tied to actions that will support and enhance the BCPS mission and vision.

BCPS’s “technology” infrastructure is just as costly, complex, and critical as the “physical” infrastructure but has not received
the same architectural and systems thinking approach to planning. However, the physical infrastructure is guided and informed
by a collaboration of BCPS staff and external architects and engineers that together work from a comprehensive educational
plan, blueprint, and specifications. BCPS needs a comprehensive Technology Blueprint/Plan that is aligned to the strategic plan,
assessment results, and built upon current IT resources. This Blueprint must also include instructional technology and IT functions.

Analysis of IT budget and funding could not find any evidence of a well-developed technology standard-setting process,
technology refresh program, and/or fiscal sustainability plan outside of the device refresh program, formerly known as “STAT.”
The existing IT Plan appears to be the outcome of multiple revisions, each revision adding cost and complexity to the system.

In recent years, the demand for IT services has increased in reaction to evolving conditions, but without comprehensive planning.
In the same timeframe, the IT staffing budget has decreased, leaving fewer people to try to meet increasing demand. This is
degrading IT system performance and making it vulnerable to cybersecurity breaches.

The current distributed organizational structure for supporting IT throughout BCPS makes it impossible to capture and analyze the
total costs and resources, and therefore impossible to evaluate the program using standard industry staffing ratio metrics.

To produce a meaningful budget for IT, BCPS needs a comprehensive technology assessment, aligned with the school system’s
mission and vision that identifies the current and projected technology needs for operations and instruction and defines the IT
infrastructure required to support the plan.

240
RECOMMENDATION 4-2:
BCPS should conduct a comprehensive IT needs assessment including a school system-wide IT total cost analysis that
will result in an IT Blueprint Plan that reorganizes the current disparate IT activities under a single authority.
To support the IT planning and budgeting recommendation:

• B
 CPS needs to conduct a comprehensive needs assessment IT study that will result in an IT Blueprint that reorganizes the
current disparate IT activities under a single authority where it can be better managed and budgeted.
• F ollow the IT Blueprint/Plan and ensure that budgeting includes both the technology resources and staff to support it.
Whenever possible, include staffing support under a maintenance contract as a part of the equipment purchase.
• J ust as BCPS uses an architectural approach to ensure the physical structures are in place and work well together, BCPS
needs to follow a similar approach to the design of its digital infrastructure.
• C
 onduct a school system-wide total cost analysis of all IT expenditures and functions. This should capture wages, benefits
of all staff (BCPS staff and consultants), hardware purchases, software purchases, subscription renewals, network system
support, and Internet access costs.

IMPLEMENTATION AND TIMELINE

1. T he Executive Director of DoIT is responsible for the IT Planning process that begins with a Months 2-4
comprehensive assessment of all BCPS operations and their IT requirements and how well they
are aligned with the overarching BCPS mission and vision. All subsequent findings, recommen-
dations, and decisions are based upon the results of the assessment.

2. The Executive Director of DoIT is in charge of the development of the IT Plan that will produce a Months 5-7
list of activities required for implementation. Conducting a cost/benefit analysis and total cost
of ownership study, as well as identifying interdependencies, will be included in each activity,
ultimately producing a prioritized and sequenced list of activities.  

FISCAL IMPACT
Staffing is a major element of the DoIT Budget. Reorganizing IT and outsourcing selected IT operations impacts staffing needs
and potentially saves money, improves performance, cybersecurity, and efficiency.

The cost of creating a comprehensive IT Blueprint Plan will save BCPS far more than the cost to engage an external IT vendor to
develop the IT Blueprint; implementing the Blueprint Plan could easily reduce IT expenditure by 10%.

The estimated cost to implement this recommendation is ($25,000) per year. The potential five-year cost is ($125,000).

RECOMMENDATION YEAR ONE YEAR TWO YEAR THREE YEAR FOUR YEAR FIVE
Complete a Comprehensive
$25,000 $25,000 $25,000 $25,000 $25,000
IT Blueprint/Plan

241
Network Infrastructure
––––––––––––––––––––––––––––––––

FINDING
The prevailing perception among the BCPS staff is that the Network Infrastructure does not currently meet all BCPS needs. The
evidence supports the perception.

It is crucial to BCPS’s success that it have a secure, robust Network Infrastructure to support all IT initiatives. The Network
Infrastructure must be flexible and adaptable to meet present and future BCPS needs.

The best way to understand the BCPS network infrastructure and its issues is by considering an analogy with Baltimore’s roads
and highways. In the earliest days, Baltimore had small roads and streets with stop signs to prevent collisions. As the city
grew, more and bigger streets were added requiring traffic lights. More growth and computer controls, additional lanes, and
overpasses were added. Eventually, this local traffic system connected to the interstate highways, and cloverleafs and multi-
layered overpasses were inserted. The digital information traffic system referred to as the information architecture followed a
similar growth pattern – arriving at today’s complex system.

The Network Infrastructure begins with the user’s digital devices connecting to the BCPS Wide Area Network (WAN) then travels
via the internal network to connect to either local computer servers (physically in the school system) or to the internet (via fiber
optic cable) and then to privately-owned, off-site computers servers (the cloud) to access information and/or applications.

Going forward, BCPS is becoming increasingly reliant on its network/communications infrastructure on a 24x7x365 basis.
Alone or together with the County, BCPS needs to consider outsourcing the management, maintenance, and security of its
network/communications services using a “Service Level Agreement” (SLA). Payment is thus based on level of service provided
and not a standard monthly payment.

Records indicate that BCPS did not take advantage of or apply for supplemental E-Rate funding (Fall of 2020) that was made
available to all school system to improve the network bandwidth as a result of COVID-19, beyond additional Chromebooks and
mobile hotspots. These funds were available to BCPS prior to the ransomware attack.

As part of BCPS’ 2021-22 E-Rate funding, the school system did not request Category 2 funding for enhancing and improving
WiFi connectivity in the schools. As a result of COVID-19 and increase in E-Rate funding, BCPS is entitled to about $167 per
student for improved internet access and network connectivity in the classroom and throughout the school building. As these
funds are on the reimbursement model, E-Rate reimbursement should be taken into consideration during the budgeting process.

COVID-19 pushed major changes in the way the school system educates children and operates. Exponential growth and
demand on the Network Infrastructure have negatively impacted performance, reliability, and security. The BCPS network
pre-COVID-19 was designed to provide service at 6 Gigs, and now the demand is for 19 Gigs.

Malware attacks, loss of internet access, and network failures have resulted in low staff morale, frustration, and productivity loss.

Results of the Public Works LLC survey indicate:


• 7
 6% of employees either disagree or strongly disagree that BCPS is up to date with technology across all schools.
(Survey question 67)
• 8
 0% of employees either disagree or strongly disagree that BCPS has adequate bandwidth to ensure maximum use of
the internet. (Survey question 75)

Not all schools have sufficient access points to accommodate users. Once connected, the Network Infrastructure does not have
the capacity to connect all users to BCPS computer servers or to the County owned fiber network to access privately own data
storage facilities (the cloud) that are hosting data, information, and applications.

242
BCPS has fiber access to either Baltimore County fiber or Verizon/Comcast. BCPS purchases, through Baltimore County, 12
strands (currently using two of the twelve) of the County’s 192 fiber strands and pays approximately $1,500 per month for the
2 Gbps connections and pays Verizon and Comcast roughly $3,800 for the same links to schools not yet served through the
County. For 1 Gbps connections the County charges $700 and Comcast charges $1,250.

BCPS Network Infrastructure grew rapidly without an IT Blueprint in reaction to increased demand. This resulted in a collection of
suppliers, devices, and applications connected with additional devices and applications, creating a complex, costly, challenging
to manage, less secure than optimal, and inefficient network.

Prior to the November 2020 malware attack on the BCPS Network Infrastructure during the COVID-19 pandemic, the Office
of Legislative Audits, Department of Legislative Services, Maryland General Assembly: Financial Management Practices Audit
Report of the Baltimore County Public Schools (November 2020) found that:

• C
 PS did not ensure that employee access to its automated financial systems was appropriate and adequately controlled,
resulting in employees with unnecessary or incompatible access.
• S
 ensitive BCPS personally identifiable information was maintained in a manner that did not provide adequate security
safeguards.
• T wo critical systems’ databases, security and audit event logging and monitoring procedures were not adequate, and
unnecessary elevated system privileges were granted to numerous user accounts.
• T wenty-six (26) publicly accessible servers were improperly located within the internal network, intrusion detection
prevention system coverage did not exist for untrusted traffic, and BCPS network resources were not secured against
improper access from students using wireless connections and high school computer labs.

It appears that within BCPS, there are three fairly large and independent IT organizations. They are the Department of Information
Technology (DoIT), Business Management Information Systems (BMIS) and Division of Research, Accountability and Assessment
(DRAA). There are multiple smaller IT groups within Facilities, Food Services, Career Technology Education, Fine Arts, and
Business Management Information Systems. The Division of Human Resources has several IT staff, and there are technology
liaisons with extra duty assignments managed by the Department of Educational Options, Transportation, Office of Assistive
Technology, Department of Organizational Development, and Department of School Safety. All of these are dependent on the
Network Infrastructure.

It was reported during the May 4, 2021, BCPS Board of Education meeting that Internet outages had continued to date, and in
reaction to this, BCPS restricted Google meets for face-to-face learners and a second temporary firewall was installed. Further
actions included upgrading permanent firewalls with 40-60 gigabit of internet and 200 gigabit of throughput that will go live
May 10th.

As a result of COVID-19, BCPS is entitled to about $167 per student for improved internet access and network connectivity in the
classroom and throughout the school building. As these funds are on the reimbursement model, E-Rate reimbursement should be
taken into consideration during the budgeting process. Records indicate that BCPS did not apply for supplemental E-Rate funding
that was made available to all school system to improve the network bandwidth as a result of COVID-19 beyond additional
Chromebooks and mobile hotspots. These funds were available to BCPS prior to the ransomware attack. The program is not a
competitive process. To receive the funds, all that is required is filling out an application showing eligibility.

Operations and support staff are a crucial element in operating a secure, reliable, and robust network. Poor network performance
due to structural issues that gets blamed on the staff, even though they have excellent skills and practices, results in a decrease in
staff morale and sometimes defections. Losing and replacing qualified staff is expensive in many ways:

• Qualified replacements are hard to find.


• Training new staff is costly.
• System performance is degraded while staff is depleted or getting up to speed.
• Lower staff morale impacts performance.

243
RECOMMENDATION 4-3:
BCPS should take an architectural approach to redesigning, updating, and managing/monitoring its Network
Infrastructure.

To support the Network Infrastructure recommendation:

• Alone or together with the county, BCPS should be able to improve performance and control costs by reducing the
wide assortment of network management devices and applications, simplifying training and operations, and improving
interoperability, security, and flexibility to dynamically meet demand fluctuations. BCPS needs a systemic analysis
followed by an architectural approach to designing a future IT Network infrastructure. (Tier 1)
• C
 onduct a complete IT needs assessment both county and school system-wide to identify resources, areas of collaboration,
and duplication of services. Based on the outcome of the IT need assessment, create governance MOUs and service level
agreements. (Tier 2)

IMPLEMENTATION AND TIMELINE

1. T he DoIT/CIO should conduct a comprehensive assessment of the current and projected Months 2-5
network infrastructure functional and technical requirements.
2. The DoIT/CIO should examine the current cloud applications to determine if changes Month 1
might produce a more secure network (possibly consolidating into fewer vendors).
3. The DoIT/CIO should determine if further transition to cloud computing might be a means Month 1
to addressing staffing limitations.
4. The DoIT/CIO should conduct a comprehensive audit of currently available WiFi access Months 2-3
points and bandwidth and compare the results to predicted increased demand.
5. The DoIT/CIO must assess BCPS E-Rate eligibility and determine the opportunity to obtain Months 1-2
additional funding to upgrade the network.
6. The DoIT/CIO should consider outsourcing the management, maintenance, and security This would have to be coordinated
of its network/communications services using a Service Level Agreement (SLA). with contract renewals.

FISCAL IMPACT
Implementing the Network Infrastructure recommendation could result in an estimated 15%- 20% savings and an overall increase
of 50% on network reliability.

The annual savings regarding Network Infrastructure per this recommendation are estimated at $1,500,000 for the first year and
$250,000 for the remaining years. The potential five-year savings is $2,500,000.

RECOMMENDATION YEAR ONE YEAR TWO YEAR THREE YEAR FOUR YEAR FIVE
Redesign Network Infrastructure $1,500,000 $250,000 $250,000 $250,000 $250,000

244
IT Organization and Leadership
––––––––––––––––––––––––––––––––

FINDING
The current BCPS IT leadership and functions are fragmented across multiple siloed and independently led IT departments.
Due to the scattered IT services, there is no apparent clear tracking of IT expenditures. The collection of IT groups has created
redundancy and leads to an inability for interoperability of programs and prevents the optimization of IT resources across BCPS.
The Executive Director of DOIT currently reports to the Chief Administrative and Operations Officer, as shown in Exhibit 4-1.
The DoIT is tasked with providing IT service throughout BCPS, but the Executive Director of Technology (EDT) is in isolation and is
not a direct report to the Superintendent.

EXHIBIT 4-1
CURRENT IT ORGANIZATION STRUCTURE

Source: BCPS, 2021.

Based on the size and complexity as well as increased use of IT within BCPS, the organization needs both a Chief Information
Officer (CIO) and Executive Director of IT. The CIO should report to the Superintendent and be responsible for the use, analysis,
and presentation of data. This approach will significantly improve the use of data/information when making learner-centered
decisions and allow DoIT to focus on IT operations, thus increasing the reliability of IT systems and applications.

PK-12 Education is a data and information rich environment. Student demographics, staff data, assessment results, fiscal
information, parent/guardian contacts, school calendar, student/staff/curriculum alignment, health screenings, and more must
be accessible in real-time, valid, reliable, and consistently used at all levels. Educational data and information are essential to
guide and inform executive decision-making regarding student learning, budget development, staff resourcing, and so much
more. In the private sector, during the past several decades, the role of the CIO has become just as important to the CEO as the
CFO or COO. Senior executives today in high performing organizations have learned that if the CIO provides them unfiltered,
actionable, just-in-time, mission critical information that can be readily understood they will be able to make decisions that yield

245
the desired outcomes and fiscal results within an efficient operational framework. Unfortunately, many in the education industry
confuse the role of the CIO with that of the Chief Technology Officer (CTO) or Executive Director of Technology (the title used
in BCPS). The latter is a key member of the IT organization and is primarily responsible for keeping the IT systems functioning
properly.

The CIO position has become an even more valuable senior executive level position based on the recent COVID-19 experience.
The CIO is critical as school systems adapt all aspects of education to accommodate personalized, hybrid, and remote learning
in an ever-increasingly global society and information intensive world.

A CIO in education knows what information the staff at all levels need, when they need it, and in what format they need it. The
CIO helps staff analyze the data and produce actionable information.

The COVID-19 global pandemic and the malware attack have stressed the IT structure and capacity of BCPS. Prior to COVID-19,
IT structures were in place and served the needs of BCPS. COVID-19 and the malware attack have created the opportunity for
BCPS to reflect and rebuild a new model of IT structure that is nimble, flexible, adaptable, safe, and secure.

Independently operating IT departments within BCPS, coupled with the lack of control and coordination of IT decisions on
hardware, software, and resources have stressed the BCPS IT Network Infrastructure.

Results of the Public Works LLC BCPS survey indicate:

• 7
 6% of employees either disagree or strongly disagree that BCPS is up to date with technology across all schools.
(Survey question 67)
• 7
 5% of employees either disagree or strongly disagree BCPS has adequate technology to support its mission.
(Survey question 68)
• 7
 7% of employees either disagree or strongly disagree that BCPS technology equipment is quickly repaired or serviced.
(Survey question 69)
• 5
 2.17% of employees either agree or strongly agree that they do not have the technology equipment to conduct their
work. (Survey question 70)
• 8
 0% of employees either disagree or strongly disagree that BCPS has adequate bandwidth to ensure maximum use of
the internet. (Survey question 75)

RECOMMENDATION 4-4:
BCPS should continue to investigate and identify potential savings, efficiencies, and improved services by
collaborating and sharing well-defined IT services with Baltimore County IT.

To support the IT reorganization, BCPS:

1. Needs both a Chief Information Officer (CIO) and an Executive Director of Technology (EDT), with the CIO reporting
to the Superintendent and responsible for the use, analysis, and presentation of data. This approach will significantly
improve the use of data/information to make learner-centered decisions and will allow DoIT (reporting to the EDT)
to focus on IT operations, thus increasing the reliability of IT systems and applications.

2. BCPS should establish the executive-level role of the CIO and redefine the EDT position. The EDT then becomes
responsible for the oversight and operation of the technology services and digital infrastructure. The CIO helps the
Superintendent align the organization’s data systems and key performance indicators (including leading and lagging
indicators) with student achievement, staff effectiveness, and operational efficiency. A complete reorganization of
BCPS CIO/EDT could reduce its IT staffing costs by 10%.

246
3. The projected outcomes and benefits of having a CIO and EDT with clearly defined roles and responsibilities are:

• IT organization roles and structure are much more easily understood by end users.
• Based on current IT and contemporary functions.
• More readily accommodate the use of Industry Standard KPIs.
• Streamlines and centralizes the use of administrative support and project management staff.
• Ensures that BCPS staff (not contractors) are managing all key functions.

4. BCPS has a choice to maintain status quo and reduce IT head count IT, or to maximize the existing head count and
provide improved delivery of IT functions and services thereby doing more for about the same or less. Reorganizing
all of BCPS IT staff under a single authority (CIO) will improve efficiency and productivity while reducing costs.

The proposed IT organization that is more customer-facing is shown in Exhibit 4-2.

EXHIBIT 4-2
PROPOSED IT ORGANIZATIONAL STRUCTURE

Source: Public Works LLC Review Team, 2021.

247
RECOMMENDATION 4-5:
BCPS and Baltimore County should conduct a more comprehensive IT needs assessment (both county and school
system-wide) to identify resources, areas of collaboration, and duplication of services.

Upon review and discussion with the County IT study team, a joint County-BCPS IT organization should be created to support a
service of IT Shared Services. Shared services could include:

• Integrated Enterprise IT Architecture


• Network/Communications Infrastructure
• Data Management Architecture and Analytic Tools
• IT Cooperative Purchasing
• Fiscal Management and HRM Administrative System
• Network, Data, and Cybersecurity Management and Monitoring

The proposed organization for BCPS/County IT Shared Services is shown in Exhibit 4-3.

EXHIBIT 4-3
PROPOSED IT SHARED SERVICES ORGANIZATION

Source: Public Works LLC Review Team, 2021.

248
IMPLEMENTATION AND TIMELINE

1. T he Superintendent of Schools should approve the position of Chief Information Officer and seek Month 1
to hire the person ASAP. It is crucial this person is on board to participate and provide leadership
in the reorganization and redesign activities.
2. The CIO should redefine the title and the responsibilities of the Executive Director of Technology. Month 1
3. While waiting for the CIO to come online, DoIT should catalogue all “pop-up” IT departments Months 1-4
within BCPS, specifically inventorying assigned employee headcount, IT hardware and software.
4. The CFO should perform an analysis of total IT cost expenditures across BCPS. Month 7
5. The CIO should conduct a joint IT needs assessment of both County Government and Public Month 4
Schools to identify and confirm shared IT services.
6. The CIO/DoIT should implement shared IT services using a staged and phased approach. Month 10

FISCAL IMPACT
Projected cost savings will be achieved through better service, efficiencies, and eliminating unneeded redundancies should result
in IT staffing costs of about 10%.

The cost of the proposed CIO position is included in Chapter 1. There should be no fiscal impact to maintain the Executive
Director of Technology position.

The potential five-year savings for the reorganization of IT is $850,000.

RECOMMENDATION YEAR ONE YEAR TWO YEAR THREE YEAR FOUR YEAR FIVE
Reorganize IT within BCPS $250,000 $150,000 $150,000 $150,000 $150,000

Data Management and Reporting


––––––––––––––––––––––––––––––––

FINDING
BCPS is a multi-billion-dollar organization that generates, and is dependent upon, the accumulation and manipulation of big
data. The end user’s ability to easily and quickly access and analyze data, and produce, review, and submit reports empowers
BCPS to make strategically sound decisions supported by facts.

BCPS collects, stores, and manages a plethora of information and data either on inhouse computer servers or in the cloud
(offsite computer services). The BCPS Network Infrastructure provides access to the information. BCPS uses this information
infrastructure to produce, review, approve, and submit required and ad hoc reports. However, very little of this information can be
easily accessed, analyzed, or used in a consistent and dependable way to make learner-centered and organizational focused
decisions. Within BCPS it is not clear who is responsible for the definition, validity, and reliability of specific data elements. This
activity further supports the role of the proposed CIO.

BCPS data is stored in isolated functional silos, with a lack of understanding of the interconnects between functions. As previously
described, there are three large independent IT organizations: DoIT, DRAA, BMIS. There are also multiple smaller IT units in
operational areas. All of these are dependent on the Network Infrastructure to run applications that perform functions, or access
information and data.

249
To make sound data driven decisions, BCPS must be able to access and manipulate information. Decisions on student instruction
and assessment, transportation, HR, payroll, and buildings and grounds all require the ability to easily access and manipulate
information in near real time to accelerate productivity and create efficiencies.

Data Management Architecture and Data Analytic Tools are needed for use by classroom teachers and school principals so that
they can create reports and analyze student-centered data in real time.

RECOMMENDATION 4-6:
BCPS DoIT should establish a collaborative relationship with all departments regarding IT usage and identify and
evaluate the processes and procedures for data management and governance.

In support of this recommendation:

• D
 oIT should establish a collaborative relationship with all departments regarding IT usage and evaluate the input, retrieve,
and manipulate processes and procedures currently implemented for effectiveness and efficiency.
• DoIT should identify all BCPS current processes and procedures for data management and reporting.
• Identify Key Performance Indicators (KPI) for leadership positions and provide each leader a customized digital
dashboard that provides real time reporting of critical information.

The benefits of these actions are:

• U
 nderstanding the interdependencies, redundancies, and interconnectedness of all the BCPS applications will produce
opportunities for improving performance and reducing costs.
• H
 aving real-time access to critical information on their digital dashboard will improve the user’s ability to anticipate and
manage operations more effectively.  

IMPLEMENTATION AND TIMELINE

1. T he DoIT should establish collaborative relationships with all departments. DoIT should initiate a Month 4
comprehensive organizational assessment to identify the optimal staffing and reporting model.
2. The CIO should determine how data and information are used. With the beginning of the fiscal Months 1-12
year, map, record, and document when, where, what, and how data and information are gathered,
accessed, reviewed, stored, and transmitted, identifying patterns of activity and usage.
3. After identifying the information needs of the users, and how they will use it, the CIO will design and Month 10
deliver a digital dashboard aligned with KPIs relevant to the needs of the user.

FISCAL IMPACT
Data Management and Reporting within BCPS will need additional funding, the amount to be determined following the needs
assessment and potential shared services with the County.

The annual savings regarding Data Management per this recommendation are estimated at $200,000 per year if shared with
Baltimore County. The potential five-year savings is $1,000,000.

RECOMMENDATION YEAR ONE YEAR TWO YEAR THREE YEAR FOUR YEAR FIVE
Deploy Data Management Architecture
$200,000 $200,000 $200,000 $200,000 $200,000
and Tools

250
Systems Security and Data Privacy
––––––––––––––––––––––––––––––––

FINDING
BCPS is not adequately staffed to deal with cybersecurity attacks.

On November 25, 2020, BCPS was shut down by a ransomware attack that hit all its network systems. This major malware
attack exposed personal information and brought classes to a halt for over 111,000 students attending classes entirely online due
to the coronavirus pandemic. The cyberattack is under investigation by authorities, and as of April 27, 2021, the investigation has
not been completed.

Recovering from the malware/ransomware attack has consumed a significant amount of the IT staff’s time. Short-term, BCPS
needs to supplement these IT staff resources as a way of speeding up the recovery and improving IT operations.

BCPS Information was backed up at an offsite data center. As of May 4, 2021, DoIT and other appropriate staff are reviewing
and validating the data prior to reinstating it on the active application.
In addition to the malware attack, there have been numerous other Network Infrastructure failures: i.e., laptops not being able to
connect to the network and internet outages.

Concerns with BCPS data security and privacy were identified by the Financial Management Practices Audit Report of the
Baltimore County Public Schools prior to the ransomware attack.

The Office of Legislative Audits, Department of Legislative Services, Maryland General Assembly: Financial Management
Practices Audit Report of the Baltimore County Public Schools Transportation Services finding:

• B
 CPS did not use its automated bus routing software to periodically perform a system-wide analysis of routes and related
bus capacities to maximize efficiency and had not established comprehensive bus routing procedures.

The BCPS DoIT provided adequate network access to the automated bus routing software; however, BCPS Transportation
Services chose not to access the program through the network. The DoIT’s responsibility is the functionality of the network. It is up
to the BCPS Transportation Services to access and use the applications and programs.

System security and data privacy are crucial. BCPS has a responsibility to safeguard personal information and meet FERPA, CISP
and HIPAA federal requirements. A well designed and implemented network architecture, monitored 24x7x365, protects the
infrastructure from cyber-attack, loss of data, reduced functionality, and decreased network performance.

Cybersecurity is a constant process with new threats occurring all the time. Combatting them requires the latest tools for
24x7x365 monitoring. At the same time, some threats will get through and cause damage, requiring recovery efforts. These
activities happen in constantly recurring cycles.

The review of BCPS organizational charts reveals that there are only two FTE specifically tasked with IT security, one in DoIT and
the other in Curriculum and Instruction. There may be additional staff tasked with IT security in other departments as well. This
disjointed structure is insufficient.

COMMENDATION 4-A:
DoIT leadership and staff are to be commended for the hours, effort, and recovery results from the ransomware
attack. Additional resources would allow BCPS to accelerate the recovery activity.

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RECOMMENDATION 4-7:
BCPS should supplement IT network resources and explore the use of an external cyber security service provider.

To support the recommendation:

• B
 CPS should consider supplementing or repositioning IT staff as well as outsourcing in order to address the need for
improving network operations, security, recovery efforts, network infrastructure, and maintenance of existing technology
resources. Outsourcing often requires internal IT staff to monitor and manage the outsourced services.
• BCPS
 and the County should explore the use of an external network, data, and cyber security service provider rather than
buying and supporting software applications that do these functions. Moreover, this would afford an enhanced level of
checks, balances, and oversight.
• B
 CPS should explore the potential benefits of further transitioning to cloud computing to improve security, performance,
and flexibility, while also lowering costs.
• B
 CPS should implement the recommendations as outlined from The Office of Legislative Audits, Department of Legislative
Services, Maryland General Assembly: Financial Management Practices Audit Report of the Baltimore County Public
Schools that the BCPS Department of Information Technology (DoIT) maintain and administer the BCPS computer network,
computer operations, and certain information systems applications.

IMPLEMENTATION AND TIMELINE

1. T he CIO/DoIT must address the immediate need of improving network operations, security, Month 1 and Ongoing
recovery efforts, network infrastructure, and maintenance of existing technology.
2. The CIO/DoIT should review and affirm that the recommendations as outlined from The Office Months 2 - 4
of Legislative Audits, Department of Legislative Services, Maryland General Assembly: Financial
Management Practices Audit Report of the Baltimore County Public Schools have been met.
3. The CIO/DoIT must create an RFI to venders who could provide 24x7x365 cyber security. This Month 1
could be done in collaboration with Baltimore County Government.

FISCAL IMPACT
Outsourcing of systems security and data privacy will improve performance. This would require a small allocation of funding for
upfront cost such as a more detailed functional analysis and the development of performance specifications that can be used for
the public bidding process. The upfront cost is estimated at about $75,000 to $80,000. However, the cost savings shown below
are based on the cost difference between doing it in-house and outsourcing.

The malware attack and network outages on top of the pandemic has stressed the BCPS network infrastructure. Accepting the
proposed recommendations will address data security concerns and begin to rebuild trust.

The annual savings regarding Systems Security and Privacy per this recommendation are estimated at $500,000 per year if
shared with Baltimore County. The potential five-year savings is $2,500,000.

ONE-TIME
RECOMMENDATION YEAR ONE YEAR TWO YEAR THREE YEAR FOUR YEAR FIVE (COST)
Outsource Systems Security $500,000 $500,000 $500,000 $500,000 $500,000 ($75,000)

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Staffing and Staff Development
––––––––––––––––––––––––––––––––

FINDING
Presently, DoIT has about 100 staff and 100 contractors; across BCPS, there appears to be little coordination of IT staff and
functions performed between individual “pop-up” IT Departments/ Divisions.

The high survey responses and written comments by BCPS staff is very insightful and valued.

BCPS educators and support staff are committed to serving students, with many employees having long tenures of service in BCPS.

Staffing of DoIT has been cumulative over the last 4-to-5 decades. In that time, technology changes, improvements, functionality,
and more have moved at a rapid pace. The time has come for BCPS to take a Zero-Based approach to IT organizational
structures.

Key stakeholder interviews estimated that DoIT has about 100 independent contractors. The contractors may be vendor/
program specific staff as part of service agreements, or part-time/intern hourly workers not covered by a Master Contract, and
as such, at-will employees. It was also noted that there is greater flexibility in task assignment with at-will part-time staff and
contractors than with BCPS Master Contract employees.

Many within BCPS have reported a lack of confidence in BCPS overall technology programs and services. As a result, a total
reorganization of all IT functions within BCPS is warranted, including the merging of IT functions within DRAA, DoIT, and BMIS.
National standards should be considered when staffing, particularly in the area of direct user support.

Key stakeholders shared that there are multiple IT departments: 

• Department of Informational Technology (DoIT)  


• Business Management Information Systems (BMIS)
• Division of Research, Accountability, and Assessment (DRAA) 
• As well as multiple smaller IT groups:
- Facilities 
- Food Services 
- Career Technology Education and Fine Arts 
- Business Management Information Systems 
- Division of Research, Accountability and Assessment 
- The Division of Human Resources has several Technology Liaisons with extra duty assignment managed by: 
• Department of Educational Options 
• Transportation 
• Office of Assistive Technology
• Department of Organizational Development, and 
• Department of School Climate and Safety.

It is not known at this time how many FTE are BCPS employees or contractors housed within the other IT Departments across
BCPS, and specifically what job functions they perform, e.g., Hardware/Network Infrastructure support or program/application
execution support. BCPS needs a reorganization of IT services to specifically delineate responsibilities and job functions.

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Example: DoIT staff are responsible for Network Infrastructure. Do other BCPS IT Departments address Network Infrastructure or
are they application/program specific? Responsibilities and job functions of staff assigned IT activities in other departments need
to be identified and delineated. Redundant services need to be identified and addressed.

BCPS focus group interviewees reported an overall frustration and lack of confidence with BCPS IT functions and services.

Having highly trained staff with specific skill sets to address IT related tasks, responsibilities, and functions is crucial to supporting
IT within BCPS. IT challenges ranging from malware attacks to internet outages and technology repairs raise IT staff issues and
concerns.

According to IT Consulting firm, Interxect, “... choosing the number of IT staff in your business simply because of some arbitrary
ratio – industry average or otherwise – is unwise. You should decide the number based on the needs of the business – growth,
services, infrastructure and security. https://www.interxect.com/how-large-an-it-staff-do-you-need/

Properly staffing BCPS’ IT department can go a long way to ensuring business success in the long run.

RECOMMENDATION 4-8:
BCPS should conduct a Technology Staffing Needs Assessment using a “Zero-Based Approach” to align staff to
BCPS IT needs.

To support this recommendation:

• A
 comprehensive Technology Needs Assessment must be conducted throughout BCPS specifically to identify needs and
how these needs align with the BCPS strategic plan, mission and vision. Based upon the results of this assessment, apply
the research-based Government Finance Officers Association (GFOA) “Zero-Based approach” processes to align staff to
address needs, essentially designing IT service and support from a clean sheet.
• In meeting BCPS IT needs, operations, and functions, solutions to be considered could include a total in-house solution,
an outsourced solution, or a blended solution between inhouse staff and technical support services that are included as a
service level agreement (SLA) in the purchase/subscription cost for hardware, software, applications, or programs.
• A
 total in-house BCPS IT solution requires ongoing professional development for IT staff to stay current on ever changing
hardware and software applications. In addition, job assignments, responsibilities, wages, longevity, and benefits would
be governed by a negotiated Master Contract.
• P urchase of applications, programs, and hardware, can include a service level agreement (SLA) for technical support,
delivered virtually or onsite. Hardware, software, application, or program support included in the SLA would improve
performance, customer service, network reliability and potentially decrease the need for in-house BCPS FTE. Virtual
24x7x365 technical support would be cost prohibitive if provided by Master-Contracted BCPS employees.

IMPLEMENTATION AND TIMELINE

1. The IT Planning and Digital Architect should implement a comprehensive IT Needs Assessment Months 1-5
to include all departments and functions.
2. The CIO is in charge of the selection of a BCPS IT staff solution: Inhouse, outsourced or a Months 5-7
hybrid combination.  
3. The CIO/DoIT are in charge of the reorganization of IT support and services based on the IT Month 10 with new IT
solution chosen. organization to go live
Month 13
4. The IT Planning and Digital Architect should provide a cost/benefit analysis of the proposed Month 5
reorganization, including staffing and budget projections.
5. The CIO/DoIT are in charge of the allocation of resources and staff to implement the solution.   Budget for Months 13-24

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FISCAL IMPACT
It is estimated that there could be a 10- 15% savings and an overall increase in efficiency by consolidating the myriad BCPS
IT organizations. The potential five-year savings is $1,400,000 or 10-15% of the IT budget. The cost associated with having
multiple and disconnected “islands of technology” within various departments and divisions is easily 15-20% more costly. The
cost savings noted below are based on synergy amongst IT projects/programs and the associated reduction of IT staff. Many IT
staff have the capacity, time and skill needed to support multiple IT initiatives.

RECOMMENDATION YEAR ONE YEAR TWO YEAR THREE YEAR FOUR YEAR FIVE
IT Staffing and Consolidation $350,000 $300,000 $250,000 $250,000 $250,000

Technology Policies and Procedures


––––––––––––––––––––––––––––––––

FINDING
The degree to which current BCPS IT policies are operational and enforced is not clear due to the multiple independently led IT
departments beyond the DoIT. Overall, there appears to be little coordination between IT departments.

The school system IT Board Policy can be accessed via the BCPS website. However, it is difficult to retrieve and not consolidated
with the many IT support group policies.

The BCPS Appropriate Use Policy (AUP) for staff and student is not readily accessible on the school system or school websites.

DoIT does not have a “Customer Service” advisory board or IT Governance model that informs and guides the delivery and
effectiveness of IT services within BCPS. This group needs to review and update IT procedures on a regular basis, especially in the
areas of network security, data security, data privacy, and cybersecurity.

There was no information or explanation posted on the BCPS webpage, or on a sampling of individual school websites, on how
BCPS meets the Children’s Internet Protection (CIPA), Health Insurance Portability and Accountability Act (HIPAA), or Family
Educational Rights and Privacy Act (FERPA), expectations.

Of those interviewed, very few specifically referred to or could clearly articulate BCPS Board Policy or The Compass, as it relates
to technology. Upon close examination, The Compass strategic plan largely overlooks the potential critical role IT can and should
play in all facets of BCPS operations.

It is crucial to the operations, functionality, and efficiency of BCPS that Technology Policies and Procedures be current, aligned,
and enforced. There is a myriad of information technology related policies and procedures required to implement a broad-scale
IT program. In addition, the varying degrees of IT policy implementation and compliance significantly impact the appropriate and
equitable use of technology.

Presently, the IT processes that are documented are done so in an inconsistent way and without a regular process review and
upgrade schedule. Current IT processes are not easily accessible by staff and end-users. Based on the ongoing changes in
technology, DoIT needs to adapt a “BCPS Process Improvement and Management Template” to document all IT-related process.

255
RECOMMENDATION 4-9:
BCPS should adopt a “BCPS Process Improvement and Management Template” to document all IT-related processes
and develop a “Customer Service” advisory board or IT Governance model that informs and guides the delivery
and effectiveness of IT services within BCPS. This group needs to review and update IT procedures on a regular basis,
especially in the areas of network security, data security, data privacy, and cybersecurity.

To support this recommendation, BCPS should:

• Inventory all existing BCPS IT Policies and Procedures from all IT Departments. Create a school system standard IT Policies
and Procedures Manual. Get Board approval of the Manual and mandate its adherence.
• C
 reate a digital IT Policies and Procedures Manual. Get Board approval and make it available online. Provide and post a
summary of the policies and procedures. (Tier 3)
• P rovide obvious and convenient digital access to the school system Appropriate Use Policy (AUP). Include a presentation
on the AUP at the annual orientation and as a part of the intake process for new students and staff. Require everyone to
sign the BCPS AUP prior to accessing the network or using the equipment.
• E nsure that BCPS posts to all appropriate websites the school system’s actions that fulfill the Children’s Internet Protection
(CIPA), Health Insurance Portability and Accountability Act (HIPAA), and Family Educational Rights and Privacy Act
(FERPA) requirements.
• W
 ork with the Public Information Office to raise employee awareness of the BCPS Board Policy and school system
strategic plan, The Compass, as it relates to technology.
• Update The Compass, as it relates to the use of information technology.
• R
 eview and update IT procedures on a regular basis, especially in the areas of network security, data security, data
privacy, and cybersecurity and include all BCPS IT departments.

IMPLEMENTATION AND TIMELINE

1. The CIO should collect and conduct an analysis of all BCPS IT policies and procedures to Month 1
ensure they include a disaster recovery/business continuity plan, information security policy,
fair usage guidelines, data breach procedures, and information asset registration and manage-
ment. Periodically during the development process, compare BCPS IT policies and procedures
with Baltimore County Government IT policies and procedures to eliminate conflicts and ensure
common approaches to topics.
2. The CIO/DoIT should develop a “Customer Service” advisory board or IT Governance model Month 4
that informs and guides the delivery and effectiveness of IT services within BCPS. This group
needs to review and update IT procedures on a regular basis, especially in the areas of network
security, data security, data privacy, and cybersecurity
3. The Superintendent of Schools/CIO must assemble an IT Policies and Procedures Task Force Month 4
with broad representation to assist DoIT in creating a digital user’s manual with a summary of
the consolidated school system IT policies and procedures to provide to staff by the start of the
2021-2022 school year.
4. Beginning with the 2021-2022 school year, the CIO should develop a plan to ensure that all Month 7
BCPS employees and students are informed, acknowledge, and understand IT policies and
procedures, and sign the BCPS AUP agreement, before accessing BCPS network or technology.
5. The CIO must take immediate action to determine which websites must contain this privacy Month 1
information and which do not. Post links to all appropriate BCPS websites information that fulfills
the Children’s Internet Protection (CIPA), Health Insurance Portability and Accountability Act
(HIPAA), and Family Educational Rights and Privacy Act (FERPA) requirements.
6. The CIO should consider getting students involved in a communications campaign to raise Month 4
awareness of the BCPS Board Policy and school system strategic plan.

256
7. The CIO/DoIT should create a diverse task force of technology end users to identify existing Month 4
and potential application and technology solutions that improve student learning, operational
efficiency, and cybersecurity, fulfilling The Compass Commitments to Learning, Accountability,
and Results, Safe and Supportive Environment, High Performance Workforce and Alignment of
Human Capital, Community Engagement and Partnerships, and Operational Excellence.
8. The CIO should audit existing policies and procedures to determine their compliance with the Month 2 and ongoing.
BCPS Process Improvement and Management Template. Revise them as needed to become
compliant.
9. The CIO should create and follow a calendar that prescribes periodic reviews and audits of all Month 4
IT processes to ensure performance, reliability, and cybersecurity. Provide quarterly reports to
administration and annually to the Board.

FISCAL IMPACT
It is estimated that there could be a 5% savings and an overall increase in operational efficiency. The potential five-year savings
is $275,000, approximately 5% of the IT budget. The cost savings below are the result of all BCPS staff having easy and wide-
spread access to all IT policies and procedures. The chaos created when IT policies and procedures are not adhered to causes
significant time delays, reduced operations efficiencies, and increases IT costs by about 10%.

RECOMMENDATION YEAR ONE YEAR TWO YEAR THREE YEAR FOUR YEAR FIVE
Document Wide-spread Availability of
$75,000 $50,000 $50,000 $50,000 $50,000
IT Policies and Procedures

Technology Support and Help Desk


––––––––––––––––––––––––––––––––
Supporting technology today means moving away from previous paradigms where technology was just a function, managed
and supported at the local level. Today technology is so much more. It means supporting the access service to the technology
and supporting the service technology provides.

Supporting access service to technology today begins with the end user’s ability to access services via an internet connection.
Configuring the user’s computer correctly to access the local network is step one. Once on the network, managing the user’s
access (speed and traffic) to the service via the internet is the next step. Next is using the service (application/program). All
along the way the process must be managed and supported. In other words, it is being able to access the pathway, ensuring all
the access points, switches, connections, and adequate bandwidth are correct, to the service hosted either in the cloud or data
center, and then to use the service (program or application).

Today most functions can be managed and performed offsite. From the speed of the local network to access to the internet, to the
management and upgrades of the hosted applications/programs, to the security of the network, all can be addressed 24x7x365
remotely. Onsite techs would only be needed when some part of the process must physically be addressed.

Moving to a cloud solution would greatly impact both the Baltimore County Public Schools (BCPS) and Baltimore County
Government (BCG) IT Departments. Local IT support could be reduced to managing the local network infrastructure and ensuring
that users have robust and reliable internet access. 24x7x365 remote monitoring of the BCG/BCPS network could move tech
support from being reactive to that of being proactive. Operating systems could be pushed out remotely and the need for staff to
maintain programs and applications on local servers would end. This would be both a cost savings and enhanced efficiency.

257
The Help Desk is rapidly becoming a multi-skilled resource designed to reduce IT downtime. It focuses on end user support and is
responsible for the quick resolution of the issues reported by end users.

FINDING
The overwhelming majority of BCPS staff at all levels find IT technical support and help desk services ineffective. The Technology
Support/Help Desk is currently understaffed.

As more and more departments within BCPS assume responsibility for the operation and use of their function-specific software
applications, DoIT needs to rethink the design and capacity of the IT Help Desk to include functional support as well as technical
troubleshooting to address “How do I use this?”, as well as “This is not functioning as expected.”

Going forward, large IT purchases should include a greater level of vendor provided IT technical support and help desk services.
All of this together when properly coordinated and resourced should help to improve IT support services and reduce costs.

Results of the Public Works survey reported 77% of staff responded that they either disagreed or strongly disagreed that “When
necessary, BCPS’ technology equipment is quickly repaired or serviced.”

Technology usage begins with the digital device that must be configured correctly to access the school’s Network Infrastructure.
Next, there must be adequate local access points with capacity to allow the device(s) to access the Network Infrastructure. From
there the network Infrastructure has to have the capacity to handle the load from the devices moving across the network to either
access applications hosted by local computer servers or connect to, via the internet, cloud hosted applications. Many non-IT
BCPS Staff do not possess the understanding that technology usage relies upon multiple parts, each susceptible to issues and
breakdowns.

Intermittent Network Infrastructure outages through May 4, 2021, resulted from increased use of video conferencing via Google
Meets that required new firewalls to be installed. This was addressed by Network Support Services, not Technology Support.

The Technology Support/Help Desk is currently understaffed. Business2Community posted that “The standard ratio, for
enterprises with a single operating system across the network and hardware standards, is about 70:1 employees per help desk
professional.” The 2020-21 DoIT organization chart identifies Technology Support Services with a ratio of 2,674:1. While that
ratio is unrealistic, the message is clear and supported by empirical evidence. The BCPS Help Desk is seriously understaffed.

Current BCPS Technology Support and Help Desk is provided by BCPS employees covered by master contract and
supplemented by “at will” consultants and contractors.

RECOMMENDATION 4-10:
BCPS should conduct an IT organizational and staffing assessment as a part of a larger IT Blueprint that addresses
Technology Support/Help Desk and other IT functions. This includes increasing the level of vendor-provided
technical support and help desk services.

To support this recommendation:

• It is strongly recommended that BCPS conduct an IT organizational and staffing assessment as a part of a larger IT
Blueprint project that addresses Technology Support/ Help Desk and other IT functions and services. As more and more
departments within BCPS assume responsibility for the operation and use of their function-specific software applications,
DoIT needs to rethink the organizational design and staffing level of the IT Help Desk to include functional support as well
as technical troubleshooting.
• T he assessment should include a comprehensive analysis of the help desk performance, staffing, and organization. As the
staffing needs change, BCPS should negotiate the Master Contract to include language that adds flexibility to address
assignments, hours of work, RIF, and job duties.

258
• G
 oing forward, large IT purchases should include a greater level of vendor provided IT technical support and help
desk services. Vendors providing IT technical support and help desk services should include MOUs and Service Level
agreements that specifically address: work ticket volume, completion of tickets, response time, backlog, and customer
satisfaction. All of this together, when properly coordinated and resourced, should help to improve IT support services and
reduce costs. Help-desk staff need to provide clearer analysis and explanations of the reported issue and set reasonable
expectations of the time to repair.
• D
 oIT needs to design and refine diagnostic processes and protocols so as to discern if the end user’s issue is a hardware,
software, or network problem. As the “first point of contact” it is important that Help Desk staff demonstrate good customer
service skills, explain to the user what the problem might be, what steps will be taken to resolve the issue and a timeline for
resolution. Utilization of a timestamp work order ticket system would track multiple customer data points ranging from the
volume of calls, identification of common technology problems, to the allotment of resources and time needed to address
the issue.

IMPLEMENTATION AND TIMELINE

1. T he IT Planner and Digital Architect should conduct a complete IT assessment. Determine Month 1
if the cause of the issues is the number of staff, their qualifications and skills, organizational
reporting issues, or some other cause.
2. The CIO/DoIT must establish an IT purchasing policy to include technical and operational Ongoing work through school year.
help desk support in all RFPs for major IT contracts.
3. The DoIT should establish a Help Desk escalation procedure for handling issues that are Design and Develop – Month 1
outside its responsibility or capabilities. Operational – Month 4
4. The DoIT/End User Departments should gather the following information then analyze the Months 1 - 4
information and produce recommendations for organizational and staffing changes to
improve help desk performance.
a) W
 hat is an acceptable response time for a help desk? (The time it takes the help desk to
acknowledge that it is aware of your issue.)
b) What is the current actual response time?
c) W
 hat is an acceptable time to repair? (This answer may vary depending upon the user -
access to student medical records is probably more time sensitive than the menu for lunch
in the cafeteria.)
d) What is the current actual time to repair?
e) Are there any organizational solutions that might alleviate the problem? (Given BCPS
multiple IT organizations, are there any opportunities for resource sharing or load balanc-
ing? Move all help desks to a single app and help desk phone number.)
f) Delineate what BCPS Technology Support and Help Desk services would be on campus
and what Technology Support and Help Desk services would be provided by vendors or
third parties.
5. The DoIT/Master Contract Employees (Union Representative) should include and involve Ongoing
IT Master contract employees in the analysis of the organizational needs determined by the
migration to cloud solution to prepare them for future contract negotiations.

FISCAL IMPACT
Reorganizing BCPS IT staff under a single authority will improve help desk efficiency and productivity while reducing costs.

Vendor provided technology support included in IT acquisitions reduces the burden on contracted BCPS Tech Support and Help
Desk staff, allowing them to meet the growing demand.

259
Outsourcing some of the help desk staff will improve performance, reduce cost and provide support 24x7x365. The associated
cost savings will require a small allocation of funding for upfront cost such as a more detailed functional analysis and the
development of performance specifications that can be used for the public bidding process. The upfront cost is estimated at about
$45,000 to $50,000. However, the cost savings shown below are based on an enterprise approach to help desk services rather
than the cost of maintaining multiple help desks.

The annual savings regarding Technology Support and Help Desk per this recommendation are estimated at $50,000 per year.
The potential five-year savings is $250,000.

One-Time
RECOMMENDATION 2021-22 2022-23 2023-24 2024-25 2025-26
Cost
Technology Support and Help Desk
$50,000 $50,000 $50,000 $50,000 $50,000 ($50,000)
Organization

Technology Procurement and Asset Management


––––––––––––––––––––––––––––––––
Appropriate digital tools and Network infrastructure are essential in meeting the five commitments of the BCPS strategic plan,
The Compass: 

1. Learning Accountability, 
2. Safe and Supportive Environment, 
3. High Performing Workforce, 
4. Community Engagement, and 
5. Operational Excellence.  
 
In procuring the needed technology (hardware and software) there must be systemic processes, practices, procedures, and
protocols that facilitate collaboration and cooperation amongst all departments and end users. The purchase price of new
technology is only a portion of the budgetary impact. This collaboration will ensure there is not a duplication of services or
functions, that selected technologies are compatible with BCPS Network Infrastructure, and that financial expenditures for these
resources align with BCPS needs and functions. All procurements must consider the Total Cost of Ownership (TCO) in the analysis.

Centralized systemic processes, practices, procedures, and protocols are needed to monitor, review, evaluate, and manage
the procured asset to determine if it continues to add value, needs to be continued, updated, refreshed, or discontinued. Failure
to follow these precepts with fidelity will result in wasted financial resources, non-functional digital tools, frustrated end users,
security breaches, and Network Infrastructure outages.

FINDING
BCPS has not provided clearly defined school system-wide IT purchasing processes, practices, procedures, and protocols to
procure, life-cycle manage, and retire each asset, does not maintain IT procurement standards and specifications across all IT
functions, services, and products, and does not have a school system-wide office responsible for IT asset management.

DoIT is aware of the need for setting and updating IT standards, specifications and key performance indicators across all IT
functions, services, and products. Both CoSN and Council of the Great City Schools are great sources of benchmark information
for this important task. DoIT needs to engage other BCPS stakeholders in the setting and updating of IT standards.

260
DoIT and Business Services need to work together more closely to align IT asset management information and device warranties
with IT maintenance records. Without the convergence of this information, currently, it is possible that a $500.00 device could be
repaired multiple times costing significantly more than the value of the equipment or device.

Presently, many IT purchases (recently the data analytics tool) within BCPS are made outside of DoIT and without a sustainability
or upgrade plan as well as a comprehensive assessment of needs across a wide and diverse spectrum ranging from classroom
teachers to senior analyst.

The current fragmented IT organizations are not optimal for asset management and life-cycle support of all the BCPS IT assets.

BCPS has not provided clearly defined school system-wide IT purchasing processes, practices, procedures, and protocols to
procure, life-cycle manage, and retire each asset. There is an Office of Purchasing, reporting to the Department of Fiscal Services
in the proposed 2022 Organizational Chart, but it is not delineated what role it plays.

BCPS does not maintain IT procurement standards and specifications across all IT functions, services, and products. Presently,
many IT purchases within BCPS are made without a life-cycle plan or a comprehensive assessment of needs across a wide and
diverse spectrum of end users. As a result of inadequate analysis and planning, Chromebooks issued to students who then used
Google hang-out for video conferencing impacted the BCPS Network Infrastructure causing outages.
BCPS does not have a school system-wide office responsible for IT asset management. IT asset management (also known as
ITAM) is the process of ensuring an organization›s assets are accounted for, deployed, maintained, upgraded, and disposed of
when the time comes. An IT asset includes the hardware, software systems, or information an organization values.

The Office of Enterprise Applications (OEA) supports the needs of BCPS by creating, integrating, and supporting innovative,
secure, accessible software. The 2020-21 Office Progress Goal: OEA plans to streamline the BCPS Software Review and
Implementation process by implementing a centralized software inventory tool. The tool will support the strategic initiative and
promote efficiencies in three ways:
1. Providing software usage metrics.
2. Serving as a repository for all information salient to a piece of software.
3. Allowing staff members in BCPS to efficiently request software to be reviewed and implemented, reducing the
time it takes to get new technology into the hands of teachers and students.

The Office of Technology Support Services (OTSS) supports all BCPS technology needs.

The 2020-21 Office Progress Goal states: Prepare for the full implementation of Intune software distribution process by enrolling
60% of BCPS Windows laptops into Intune. Asset and life-cycle management are not addressed.

The Office of Network Support Services (ONSS) is responsible for the design, engineering, installation, and maintenance of
high-speed data connectivity and telecommunications systems used by students, teachers, staff, administrators, and citizens of
Baltimore County. The 2020-21 Office Progress Goal includes reviewing and providing information to the Office of Enterprise
Applications regarding what additional software and support is provided in the school system’s enterprise Microsoft License
Agreement (DEMLA).

It is not clear what roles OEA, OTSS and ONSS each have in procurement, asset management and life-cycle management.

The Technology procurement and asset management assessment in this study did not include Facilities, Food Services, Career
Technology Education and Fine Arts, Business Management Information Systems, Division of Research, Accountability and
Assessment, the division of Human Resources, Department of Educational Options, Transportation, and Office of Assistive
Technology.

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RECOMMENDATON 4-11:
BCPS should standardize IT procurement processes and procedures and establish a position responsible for IT
asset management.

In support of the recommendation for Technology Procurement and Asset Management:


• BCPS should establish a school system-wide office responsible for IT asset management (ITAM) and life-cycle planning.
• B
 CPS DoIT needs to conduct a comprehensive assessment and analysis of its current organizational structure as it relates to
ensuring effective procurement, asset management, and life-cycle planning for all IT purchases.
• B
 CPS IT Procurement and Asset management processes, practices, procedures, and protocols of all BCPS departments and
functions need to be reviewed, standardized, and include an annual analysis and evaluation. DoIT and Business Services
need to work together more closely to align IT asset management information and device warranties with IT maintenance
records.
• T he DoIT needs to update IT standards, specifications, and performance metrics across all IT functions, services, and
products, including managing and forecasting the impact of additional devices joining the Network Infrastructure. In each
instance, there are cloud solutions that could be explored with potential savings.
• C
 larification is needed on what roles OEA, OTSS and ONSS each have in procurement, asset management, and life-
cycle planning. The 2020-2021 OEA goal to: “streamline the BCPS Software Review and Implementation process by
implementing a centralized software inventory tool” is a good step towards managing IT assets.

IMPLEMENTATION AND TIMELINE

1. The CIO/DoIT should research the role of an IT Asset Management (ITAM) office and establish one Month 4
for BCPS.
2. The IT Planner and Digital Architect should conduct a comprehensive organizational assessment and Month 4
work-flow analysis of its current organizational structure.
3. The CIO and DoIT should convene a diverse work group of IT staff, Business office, and end users Months 1-12
to review existing, and develop new, processes, practices, procedures, and protocols for the
procurement of IT assets - produce a user-friendly checklist, flow chart, or manual that identifies the
need, defined purpose, IT solution, compatibility with BCPS Network Infrastructure, and if one time
or ongoing funding is needed.
4. The CIO/DoIT need to lead the other BCPS stakeholders in the setting and updating of IT standards. Months 1-12
Both CoSN and Council of the Great City Schools are great sources of benchmark information for this
important task.
5. The CIO will convene a DoIT task force, to examine and refine the roles of OEA, OTSS and ONSS. Month 4
Sample questions to be answered: 
a. Does OTSS keep track of computers inventory and other tech? 
b. What are the criteria used for determining software and equipment repair, replacement,
or upgrade?

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FISCAL IMPACT
Based on IT research and best practices, the annual savings regarding Technology Procurement and Asset Management per this
recommendation are estimated at $100,000 per year. The potential five-year savings is $500,000. The associated cost savings
below will be realized by refraining from providing IT repair services that exceed the cost or value of the IT device. In many
cases, it is less expensive to surplus the IT resource and procure a new one. With several hundred thousand of IT devices in the
field this proposed safeguard will yield significant cost savings over time.

RECOMMENDATION YEAR ONE YEAR TWO YEAR THREE YEAR FOUR YEAR FIVE
Standardize IT Procurement and Establish
$100,000 $100,000 $100,000 $100,000 $100,000
Office of IT Asset Management

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CHAPTER 5
–––
FACILITIES CONSTRUCTION,
USE AND MANAGEMENT

INTRODUCTION
Facility planning and management of construction and renovation projects are significant activities for school systems.
Planning for facilities based on student growth, programmatic needs, aging facilities, and legislative requirements are
essential to provide for student needs without overcrowding, use of substandard facilities, or use of costly portable
alternatives. Active management of construction and maintenance projects and procedures can provide cost control,
promote quality of workmanship, and help ensure timely completion and facility operations. Facilities also must be
maintained and cleaned on a routine basis to ensure a safe and healthy environment for students, teachers, and staff.
Baltimore County covers 612 square miles. Baltimore County Public Schools (BCPS) has 175 schools; 16 administrative,
maintenance, grounds, warehouse, and transportation buildings; over 17 million square feet of facilities space; 11
transportation facilities; and 4,000 acres of school and office grounds. BCPS recognizes September 30, 2019 as the
date for its official enrollment for the 2019–2020 school year. According to the June 2020 Annual Report of Student
Enrollments, School Utilization, and Enrollment Projections, systemwide student enrollment, as of September 30, 2019,
is 115,038. Total student enrollment increased by 1,224 students from September 30, 2018 to September 30, 2019,
making this the eleventh consecutive year of enrollment increases for the school system. From 2008 to 2019, enrollment
increased by 11,395 students (from 103,643 to 115,038).

This chapter does not include a review of facilities conditions because the Baltimore County Government and BCPS
have partnered in two critically important, long-range facility planning studies, The Sage Report and the Cannon Study
(Multi-Year Improvement Plan for All Schools, or MYIPAS). The MYIPAS will focus on each facility as it relates to the
following three functions: 1) enrollment projections, capacity, and utilization; 2) facility condition; and 3) educational
adequacy and equity.

This chapter includes the following sections:

• Facilities Management and Organization


• Facilities Condition
• Plans, Policies, and Procedures
• Construction Management
• Maintenance Operations
• Custodial Operations
• Energy Management
• Review and Evaluation of Contracting Process
• Shared Services
Facilities Management and Organization
––––––––––––––––––––––––––––––––
This section provides the basis for assessing the facilities management program from a global perspective, including both the
management of construction and management of maintenance functions, which can diverge substantially. Despite the different
skill sets and priorities within each area, construction and maintenance functions must be coordinated to ensure that facilities
meet the needs of staff and students occupying those facilities. Facilities represent significant capital investments, and proper
management can preserve and enhance the value of the division’s investments. Facilities management and construction can be
extremely expensive and wasteful if not properly managed. The differences between facilities construction management and
facilities maintenance management must be identified and distinguished.

FINDING
The critical roles and functions of both the Office of Strategic Planning and the Office of Energy and Sustainability cut across and
serve all other offices, but their organization is less than efficient and effective.

The Department of Facilities Management and Strategic Planning (DFMSP) is led by an Executive Director responsible for
the physical management of 175 schools and centers, along with 16 administrative, maintenance, grounds, warehouse, and
transportation buildings.

The mission of DFMSP is to provide support services to maintain safe, clean, and productive educational environments conducive
to high student achievement, as well as to deliver quality service in construction, maintenance, logistics, operations, and grounds
as an integral part of the educational process for students attending Baltimore County Public Schools.
Four directors report to the Executive Director, who provide leadership to the principal offices of Construction and Improvement,
Operations, Support Services, and Strategic Planning. Two additional offices directly reporting to the Executive Director include
Budget and Accounting and Facilities Solutions.

Exhibit 5-1 shows the current organization of the Department of Facilities Management and Strategic Planning.

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EXHIBIT 5-1
DEPARTMENT OF FACILITIES MANAGEMENT AND STRATEGIC PLANNING

Executive Director

Fiscal Officer Budget


Administrative Assistant
and Accounting

Admin Sec Fiscal Supervisor

Fiscal Assistant (2) Accounting Clerk (2)

Accounts Payable Rep

Manager Facilities
Solutions

Supervisor Facilities
Inf Sys

Systems Tech (2)

Director Strategic Director Support Director Construction &


Director Operations
Planning Services Improvement

Admin Sec Manager Energy &


Admin Sec
Sustainability

SP Coordinator
Analyst (2)

SP Specialist

SP Analyst

Source: BCPS Facilities Department, 2021.

The DFMSP Office of Budget and Accounting, with its eight staff, processes all vendor invoices, purchase orders, change orders,
and payroll in an efficient, timely, and effective manner, considering the volume and breadth of transactions. Staff performed
manual workarounds during the ransomware attack in order to pay vendors in a timely manner.

COMMENDATION 5-A:
The Department of Facilities Office of Budget and Accounting, through its stable and dedicated staff, was able to use
a manual workaround to pay vendors in a timely manner during the ransomware attack.

The DFMSP Office of Strategic Planning, with its Director and four staff members, is responsible for:

• Analyzing school system demographics and projecting student enrollments and special program enrollments;
• Developing strategies and long-range facility plans to meet capacity and instructional program needs;
• C
 oordinating the publication of the six-year Capital Improvement Program and annual updates to the Educational
Facilities Master Plan, as well as preparing justifications for projects included in these documents;

266
• Participating in the development of Education Specifications for all capital projects;
• Coordinating the development of school boundaries;
• Maintaining and disseminating accurate school boundary information; and
• Representing BCPS interests in county land use planning and growth policy.

The Office of Strategic Planning provides:

• Information on school boundary change processes,


• Current school capacity and enrollment data,
• Enrollment projections,
• Procedures for school closings,
• Information on capital planning projects, and
• Pupil yield factors anticipated from new residential development.

The following key reports are critical works that BCPS utilizes in facilities planning:

• S
 tudents Count 2020: The Annual Report of Student Enrollments, School Utilization, and Enrollment Projections
(February 2021)
• S
 tudents Count 2019: The Annual Report of Student Enrollments, School Utilization, and Enrollment Projections
(updated June 2020)
• 2020 Educational Facilities Master Plan
The Office of Strategic Planning is responsible for producing the annual Education Facilities Master Plan, which is required
by the Maryland Department of Planning and contains facilities information on existing schools and future needs.
• B
 altimore County Public Schools (BCPS) Organizational Structures (Definitions of Schools, Centers and Programs,
2017-2018 School Year) 
This report identifies the organizational structures (schools, centers, and programs) for BCPS for the current school year.
BCPS defines three organizational structures used to deliver instructional programs to students.
• Student Yield Factors Summary Table (updated October 2017)
• In accordance with the Baltimore County Adequate Public Facilities Ordinance, the Office of Strategic Planning provides
pupil yield factors to the Baltimore County Office of Planning. Yield factors are ratios that indicate the expected number
of students a residential development will likely generate over time. Planners and developers use yield factors when filing
plans with the Baltimore County Office of Planning. Yield factors are specific to elementary, middle, and high school
students, as well as to housing type, tenure (rent vs. own), and Baltimore County election district. Yield factors are not
time-dependent. A number of factors, ranging from market value to construction delays, can influence how slowly or
quickly a development will be constructed, as well as the rate at which it will produce school-aged children.

COMMENDATION 5-B:
The Office of Strategic Planning has a successful record of creating superior quality reports and documents, including
Students Count, the Educational Facilities Master Plan, and other reports and analyses.

The staff in the Office of Energy and Sustainability (one manager and two analysts) provide critical services, as well as savings
in energy costs, for BCPS under the direction of the Director of the Facilities Support Services. This Office provides advisory-type
functions across DFMSP.

267
RECOMMENDATION 5-1:
BCPS should transfer the Office of Strategic Planning and the Office of Energy and Sustainability to staff (advisory)
offices supporting the Executive Director. (Tier 1)

Exhibit 5-2 shows the proposed reorganization chart.

EXHIBIT 5-2
PROPOSED REORGANIZATION of the DEPARTMENT OF FACILITIES MANAGEMENT

Executive Director

Office of Budget
Administrative Assistant and Accounting

Office of Energy
Office of Strategic Planning
& Sustainability

Office of Facilities Solutions

Office of Construction Office of Office of


and Improvement Operations Support Services

Source: Created by Public Works LLC, 2021.

IMPLEMENTATION AND TIMELINE

1. The Superintendent and the Executive Director of Facilities should review this Month One
recommendation and organizational structure
2. The Superintendent and the Executive Director of Facilities should transfer the Month Two
Office of Strategic Planning and the Office of Energy and Sustainability to
reporting to the Executive Director.

FISCAL IMPACT
This recommendation can be implemented with no existing cost and with existing resources.

FINDING
There are gross inequities between and within divisions regarding inconsistent practices in the classification of upper and middle
management positions. This practice contributes to morale challenges among those affected.

BCPS has a loose hierarchy of positions and criteria for title and salaries, as well as criteria for defining a division, department, or
office, which is contributing to a morale issue. Exhibit 5-3 illustrates the hierarchy.

268
EXHIBIT 5-3
BCPS HIERARCHY OF ORGANIZATIONAL UNITS, POSITIONS, AND TITLES

Divisions are large organizational units that report directly to the Superintendent.

Departments are organizational units within a Division that report directly to the Division Chief.

Departments are organizational units within a Division.

Offices are organizational units within a Department.

The hierarchy of titles is:

Division Chiefs (Division leaders); Department Executive Directors who are department leaders (sometimes
called directors, specialists, or even managers) reporting to the Division Chiefs; Offices with directors,
coordinators, supervisors, managers, and specialists.

The differentiation of the number of employees in departments and offices generally determine whether a director
or executive director title is warranted at the department level. A larger department size warrants an executive
director, and occasionally a senior executive director title.

Salaries for chief-level positions are determined by the Superintendent.

Salaries for mid- level management positions are based on their classification; that is, they are based on the pay
grade assigned to that job title. In determining the pay grade of job titles, including mid-level management titles,
many factors are considered, especially the overall scope and complexity of duties, which includes the following
factors:

• Nature of the work
• Knowledge and skills required 
• Supervision exercised
• Scope and effect of decisions/actions 
• Problem solving & complexity, nature, and extent of guidelines 
• Vocational/educational preparation required
• Purpose and nature of contacts 
• Recruitment/retention challenges
• Number of staff in the office/department

Source: BCPS Human Resources Division, 2021.

Within the Department of Facilities, there are inconsistencies of the designation of titles and inequities in salaries among middle
management positions. When compared with other departments and divisions across BCPS, there are also inconsistencies and
salary inequities.

The leadership of all offices within DFMSP, with three exceptions, are titled as directors. Exhibit 5-4 illustrates the wide disparity
among offices in total staff managed.

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EXHIBIT 5-4
DEPARTMENT OF FACILITIES MANAGEMENT TOTAL NUMBER OF STAFF

FACILITIES SUPPORT SERVICES # OF STAFF


Maintenance 200.6
Grounds 172
Energy Management 4
FACILITIES OPERATIONS
Custodial 1,220
Logistics 44
FACILITIES SOLUTIONS 5
Budget 7
FACILITIES CONSTRUCTION & IMPROVEMENT 42
OFFICE OF STRATEGIC PLANNING 5
Source: BCPS Facilities Department, 2021.

There is a wide disparity among offices in terms of the number of employees and the range of responsibilities in each.
For example, the Director of Strategic Planning has a staff of five, while the Director of Operations has a staff of 1,200.

In the Division of Organizational Effectiveness, there are three departments with five or fewer employees. In one of
those departments, the leader is classified as an Executive Director and the other is a Director. There are many other
examples of inconsistency throughout the divisions of BCPS.

There is also a wide salary spread for directors and managers within DFMSP, notwithstanding the number of
employees, size, or complexity of the office.

These salary inequities are prevalent, without regard to the criteria expected to be applied to titles and salaries
throughout BCPS. For example, one executive director in a division with five employees earns the same salary as the
executive director of DFMSP, with well over 1,500 employees.

RECOMMENDATION 5-2:
BCPS should establish position titles consistent with the established criteria for classification within the Department of
Facilities Management and ensure salaries are commensurate with title changes across divisions. (Tier 1)

The specific recommended title changes include:

• Change the title of Executive Director of DFMSP to Senior Executive Director


• Change the title of Director of Strategic Planning to Manager
• Change the title of Manager of Grounds to Director
• Change the title of Manager of Support Services to Director
• Change the title of Director of Operations to Executive Director
• Change the title of Director of Construction to Executive Director
• Change the title of Manager of Maintenance to Director
• Change the title of Manager of Design to Director

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• Change the title of Manager of Planning to Director
• Change the title of Manager of Construction to Director
• Change the title of Manager of Logistics to Director
• Change the title of Manager of Operations to Director

IMPLEMENTATION AND TIMELINE

1. The Executive Director of Facilites Management should review the recommended changes Month 1
with the immediate supervisor (or with the proposed Deputy Superintendent proposed in
Chapter 1).
2. Once approved, the Executive Director should work with Human Resources to change classi- Month 1
fications, titles, and job descriptions as listed above
3. The Superintendent should approve the changes and direct the Chief of the Division of Human Month 2
Resources to implement.

FISCAL IMPACT
Savings (Cost)
Title Change Current Salary Proposed Salary
Difference
1.  Executive Director of the Department of Facilities $202,332 $208,379 ($6,047)
Management to Senior Executive Director
2. Director of Support Services to Executive Director $150,975 $202,332 ($51,357)
3. Director of Operations to Executive Director $150,975 $202,332 ($51,357)
4. Director of Construction to Executive Director $150,975 $202,332 ($51,357)
5. Director of Strategic Planning to Manager, consistent $150,975 $128,083 $22,892
with the title of Manager for Facilities Solutions
6. Manager of Grounds to Director $128,083 $150,975 ($22,892)
7. Manager of Support Services to Director $128,083 $150,975 ($22,892)
8. Manager of Maintenance to Director $128,083 $150,975 ($22,892)
9. Manager of Design to Director $128,083 $150,975 ($22,892)
10. Manager of Planning to Director $128,083 $150,975 ($22,892)
11. Manager of Construction to Director $128,083 $150,975 ($22,892)
12. Manager of Logistics to Director $128,083 $150,975 ($22,892)
13. Manager of Operations to Director $128,083 $150,975 ($22,892)
Subtotal Savings $22,892
Subtotal Costs ($343,254)
TOTAL ANNUAL FISCAL IMPACT ($320,362)

NOTE: The FY21 Average General Fund Salaries are used to compute all fiscal impact statements. These are salaries and do not including benefits. Average salary includes
base and supplemental salary (longevity, shift differential, doctoral stipend, etc.)

The five-year fiscal impact is shown below. Over five years, the potential cost to BCPS for implementing this recommendation is
($1,601,810).

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RECOMMENDATION YEAR ONE YEAR TWO YEAR THREE YEAR FOUR YEAR FIVE
Establish Consistent Position Titles
($320,362) ($320,362) ($320,362) ($320,362) ($320,362)
and Salaries

FINDING
The Public Works LLC survey results and the written responses to the open-ended questions provide DFMSP with valuable
information on employee perceptions for guiding the planning, services, and effectiveness of facilities operations.

In response to the survey question, “How would you evaluate the following BCPS functions?” respondents said:

Facilities Planning: 47.07 percent responded needs major or some improvement


1.
Custodial: 40.39 percent responded needs major or some improvement
2.
Grounds Maintenance: 55.05 percent responded adequate or outstanding
3.
Energy Management: 34.05 percent responded adequate or outstanding
4.

In response to the survey question, “How would you assess the operations of each of the following BCPS functions?” 21.06
percent responded that warehouses need major or some improvement.

In response to the survey statement, “There is a process in place for community use of facility space and it is applied equally to
all users,” 48.46 percent agreed or strongly agreed.

In response to a question asking if access to BCPS facilities is secure for staff and visitors, 67.26 percent agreed or strongly
agreed, as shown in Exhibit 5-5. Of note, 1,564 respondents replied to this question, while 3,256 skipped it.

EXHIBIT 5-5
PUBLIC WORKS LLC SURVEY RESULTS

Q52. Access to BCPS facilities is secure for staff and visitors.

Answer Choices Responses


Strongly agree 10.92% 171
Agree 56.33% 881
Neither agree or disagree 12.21% 191
Disagree 14.26% 223
Strongly disagree 4.60% 72
Don’t know 1.66% 26
Answered 1564
Skipped 3256
Source: Public Works LLC Survey, 2021.

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The following are a sample of respondent comments to the open-ended survey questions.

• B
 asic facility repair requests are not handled in a timely manner. Plumbing requests specifically are extremely poorly
handled. It also seems to be evident of poor planning and time management that many of the requests made prior to the
Covid pandemic were not addressed while no teachers or staff were in the building.
• B
 CPS needs to address the facility issues, which include ventilation at Greenwood. BCPS seems only to be concerned with
the schools. For years there continues to be yellow water in [the] Greenwood building bathroom. Renovation took place in
office[s] at Greenwood. Wrong cubicles were ordered and installed during COVID. We can no longer open the windows
because cubicles now block all the windows. Office has been warm and we have no access to open windows for air. This
continues to affect my health.
• W
 hen I worked at Perry Hall Elementary, the heating unit in my room blew black dust onto my desk, every day. The heating
unit made a squealing noise all the time, I had to keep chairs and heavy boxes on it to dampen the squealing. After months
of submitting claims through the principal and nurse, the environmental crew came out, opened the unit and taped black
plastic trash bags over top of the burnt and blackened insulation material (what was blowing onto my desk) that was inside
the unit. Obviously the plastic bag would melt when the unit heated. There was also mold in the room that they would not
address. This was an unsafe work environment that wasn’t appropriately addressed.
• Support for facilities and the state of buildings varies greatly based on zip code, zone and neighborhood. It is inequitable.
• A
 lmost all workspaces at BCPS are over-crowded, outdated, broken down, filthy and a lot of them are unsafe (no
precautions in place for the safety of workers/students). We are working in buildings that are ancient and have asbestos.
How is that a good environment for anyone?
• If there is a plan to save energy within the school building, why not make the staff aware of those efforts so that we can
contribute? Also, no student or teacher should have to teach from a trailer. That should be a thing of the past, especially in
an age where school security is essential.
• Poor leadership in support staff.
• I work in conditions that are completely inequitable when compared to any other school in the county. No consideration is
given to us at all on the county level. Because our student[s] are low income and racially [missing] we are the last priority in
every budget. We will not get a new building for about ten more years because BCPS (missing) long. Meanwhile, Howard
County has built several new high schools in the past two decades because they also plan ahead for infrastructure needs
and budget for them. I doubt Lansdowne will get a new building.
• M
 old grows on ceiling tiles, water in fountains and sinks runs brown, mice and mouse feces is everywhere. The heating and
air never works correctly. It’s really not a pleasant place to work and learn.

RECOMMENDATION 5-3:
BCPS should examine the survey results and create a strategic/tactical plan to address the ratings and comments in
an attempt to better inform employees of the Department of Facility Management’s efforts and successes. (Tier 1)

IMPLEMENTATION AND TIMELINE

1. The Executive Director of Facilities and staff should study the survey results and create strategic Months 1-2
and tactical plans to address the concerns expressed and the ratings.
2. The Executive Director and staff should implement the plans. Months 2-3
3. The Executive Director and staff should conduct periodic reviews of implementation progress. Months 6, 9, 12
4. The Executive Director should establish a data dashboard to report results. Month 4
5. The Executive Director should evaluate the results after each survey. Months 6, 9, 12

273
FISCAL IMPACT
This recommendation can be implemented with no cost and with existing resources, including current staff time.

FINDING
The Department of Facilities Management suffers from a dearth of qualified applicants for many entry-level positions, as well as
hard-to-fill positions (e.g., plumbers), causing vacancies and a lack of staff to fulfill maintenance and cleaning needs.

In part, the vacancies are caused by the below factors:

• T he BCPS Human Resources Office of Staffing (non-certified employees) is insufficiently staffed to recruit, screen, and hire
an adequate quantity of high-quality candidates for the Department of Construction and Improvement.
• The BCPS cost of fingerprinting restricts its ability to attract, recruit, and hire candidates for non-certificated openings.
• T he BCPS Department of Recruiting and Staffing relies on technology for applicants to apply for positions, despite the
fact that many candidates do not have access to appropriate technology or the technological skills to submit applications
this way.
• T he BCPS Department of Recruitment and Staffing has neither a walk-in assistance center nor a technology kiosk where
applicants can access personal assistance with, and technology for, their application submissions.
• C
 omparative minimum and maximum hourly rates for positions in nearby county governments and school systems are
significantly above what BCPS offers, causing BCPS turnover and long-term vacancies.
• J ob descriptions are reported to contain requirements for entry-level positions that impede an adequate pool of applicants.
It is reported through the Division of Human Resources Office of Staffing (Non Certificated) that the candidate pool
is being restricted by job descriptions with requirements that are not necessary for some positions. As a result, viable
candidates are bypassing the application process in BCPS to secure positions in other hiring entities.

RECOMMENDATION 5-4:
The BCPS Department of Facilities and the Human Resources Office of Staffing (non-certified employees) should
evaluate job descriptions of non-certificated positions, especially entry level positions, to determine if position
requirements are accurate and appropriate and ensure that stated requirements are not impediments to generating
an adequate pool of candidates. (Tier 1)

IMPLEMENTATION AND TIMELINE

1. The Executive Director of Facilities and staff should study the job descriptions and revise Months 1-2
the descriptions and criteria to accurately reflect the necessary qualifications.
2. The Executive Director and staff should meet with the appropriate staff in the Division of Month 2
Human Resources to review the recommended changes to the job descriptions.
3. The Human Resources Staff should formalize the revised job descriptions and ensure that Month 2
all postings of vacancies for the Department of Facilities reflect the revised criteria.
4. A monthly review of candidates who have applied for available positions should be Month 3 and ongoing
jointly undertaken to determine if the revised criteria have improved the applicant pool.

FISCAL IMPACT
This recommendation can be implemented with no cost and with existing resources, including current staff time.

274
Facilities Condition
––––––––––––––––––––––––––
Facility condition is important from a safety standpoint, and well-designed and maintained facilities can improve employee
morale and provide students an environment conducive to learning.

Every district should have the appropriate number and type of facilities to handle current programs and current student
enrollment. Too many facilities can be costly to maintain, while too few can result in overcrowding and even unsafe conditions
for students and staff.

FINDING
The Baltimore County Government and BCPS have partnered in two critically important long-range facility planning studies, The
Sage Report and the Cannon Study (MYIPAS), which provide necessary information for mapping the needs and framework for a
future BCPS facility improvement roadmap.

The Sage Policy Group in 2018 submitted its BCPS High School Capacity & Conditions Study: Community Outreach Study.
During the first phase of this study, BCPS included stakeholders from as many school districts as possible in focus groups,
gathering a wide array of opinions by engaging participants associated with each of the county’s 24 high schools. Five focus
groups were held in June 2018.

The second phase of the study consisted of a survey and gallery walks, the first set of which presented seven potential scenarios
to the public, as well as an online survey completable onsite. Similar to the focus groups, the gallery walks were held throughout
the county so that stakeholders from different regions would each enjoy a convenient opportunity to view, critique, and provide
general feedback as to what they liked and disliked regarding the presented scenarios. The three gallery walks took place in
July 2018.

Phase Three included an Extended, Expanded Study, after community stakeholders collectively indicated that they wanted
the study to include (1) considerations of facility conditions, (2) integrating neighborhood continuity more firmly into school
feeder patterns, and (3) options for expanding student opportunity for exposure to greater subject matter while minimizing
the need for boundary changes. These considerations could not be fully incorporated into the original study’s scope and
timeframe. Accordingly, in late July BCPS notified the community that the study would be expanded to include a broader set of
considerations and additional scenarios. Based on the second survey and comments, the Sage Group offered its conclusions:

• O
 utcomes of a Publicly Driven Process: In the final analysis, the preferred solution is likely to involve an admixture of the
presented three scenarios (A-C), each of which has been heavily shaped by public input.
• N
 ear-Term Priorities: The study identified certain pressing priorities that should be addressed as soon as possible,
understanding that implementation will conceivably require two decades or longer.

Multi-Year Improvement Plan for All Schools (MYIPAS)


In 2020, Baltimore County Government and BCPS initiated a process to assess school construction needs and develop a
long-range plan addressing those needs and allocating resources equitably. MYIPAS builds upon and expands the findings
and recommendations of the SAGE report—a study (described above) commissioned in 2018 by BCPS that utilized enrollment
projections, surveys, and community input to determine the community’s preferences regarding overcrowding relief options for
BCPS high schools.

BCPS and Baltimore County Government are developing recommendations to address school overcrowding and facility needs
to support educational programming in the school community. Options include redistricting, renovation, repurposing existing
buildings, new construction, and more. The Multi-Year Improvement Plan for All Schools (MYIPAS) is being facilitated by
CannonDesign, a national architecture and planning company that has led over 1,300 education facility projects across the

275
country, including over 200 education master plans. The purpose of the MYIPAS is to develop a capital improvement program
that maximizes state funding; defines facility priorities with community input; and assesses existing facilities based on the following
three factors:

• Enrollment projections, capacity, and utilization;


• Educational adequacy and equity; and
• Facilities condition.

Community input is an integral part of the MYIPAS development. There are several opportunities for community members to
participate throughout the process, including virtual community fora and an online survey allowing community members to review
and provide feedback on options. Participants have the opportunity to engage in breakout groups and participate in general
public comment. In addition, community leaders are part of the Stakeholder Advisory Committee. This committee is a select group
of leaders who review and revise proposed solutions prior to the presentation of options to the larger public.

CannonDesign’s comprehensive MYIPAS will include prioritized options for elementary, middle, specialty, and high school
projects. The MYIPAS is comprised of two phases. The first phase of the CannonDesign consultation process evaluated high
school facilities. The second phase will include elementary schools, middle schools, and other specialty schools/centers.

The timeline from identifying a school as a priority through completion of the renovated/replacement school building will vary
based on funding available from the State government and the number of projects that must be completed.

MYIPAS findings will reflect a comprehensive analysis of all schools based upon integration of quantitative data (surveys,
enrollment projections, facilities condition indices, and capacity use) and qualitative data (focus groups, community fora,
and stakeholder advisory committees). The final report is expected to be delivered in the fall of 2021 and will provide a
comprehensive set of recommendations for all public schools in Baltimore County.

Phase One: Process and Recommendations for High Schools


Phase One focused on the interim recommendations for high school facilities presented to both the Board of Education and
Baltimore County Council in September 2020.

During phase one, focus groups were created in the areas of facility, capacity, and equity. Their tasks included:

• Oversight of an industry-standard assessment of BCPS buildings and grounds;


• Review of enrollment projections and capacity utilization;
• Guidance on a facility educational equity and adequacy assessment; and
• Oversight of the design and implementation of an online community survey, which resulted in 22,000 responses.

There are two phases of this process. Phase One includes a series of updates and presentations on the following schedule:

March 10, 2020 MYIPAS update presented to the BCPS Board of Education
August 11, 2020 MYIPAS update presented to the Board of Education (BOE)
September 29, 2020 Phase One recommendations presented to BOE
October 13, 2020 Report to the BCPS Board of Education

Phase Two includes the process and recommendations for all schools.

This evaluation also involves a Stakeholder Advisory Committee (SAC), a cross-sectional group of BCPS facility users, including
students, parents, educators, educational advisory councils, and community members. Members are identified by BCPS staff and
County government officials in consultation with the Teachers Association of Baltimore County (TABCO), advisory councils, and
fellow community members and selected to reflect the geographic and demographic diversity of all stakeholder groups.

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COMMENDATION 5-C:
The Baltimore County Government and BCPS have partnered in two critically important long-range facility planning
studies, The Sage Report and the Cannon Study (MYIPAS), which provide necessary information for mapping the
needs and framework for a future BCPS facility improvement roadmap.

FINDING
A disparity exists between the extensive process reported for community engagement in the MYIPAS and Sage Studies and
BCSPS employee awareness of these studies.

The Public Works LLC survey indicates that 36.90 percent of respondents disagree that BCPS has a process for involving
administrators, teachers, and staff in planning new facilities. In addition, when asked if BCPS has a long-range plan to address
facility needs, 37.51 percent of respondents disagreed.

The MYIPAS and the Sage Report have included extensive opportunities for community and employee engagement through
fora, virtual online fora, questionnaires, and online surveys. Unfortunately, the survey and open-ended comments indicate that
employees’ awareness of these studies is rather low and that opportunities for employee engagement and awareness need
further attention and efforts by BCPS.

RECOMMENDATION 5-5:
BCPS should increase efforts to bolster public and staff awareness of the Sage Report and ongoing Cannon Study.
(Tier 1)

IMPLEMENTATION AND TIMELINE

1. BCPS Communications Department should pursue a concentrated effort to raise public Months 1 - 5
and staff awareness of the Sage Report and ongoing Cannon Study. Some possibilities of
enhanced communication that might be explored are the use of community public information
television channels, mailings, and newsletters.
2. BCPS Communications Department and Department of Research should conduct another Month 6
survey of staff to measure levels of awareness in three months.

FISCAL IMPACT
This recommendation can be implemented with no cost and with existing resources, including current staff time.

Plans, Policies, and Procedures


––––––––––––––––––––––––––

FINDING
BCPS has nine policies in its Policy Book covering SERIES 7000 Facilities, whereas a review of peer districts indicates that most
peer districts have more extensive policies pertaining to facilities than does BCPS. The nine BCPS policies for facilities are shown
in Exhibit 5-6.

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EXHIBIT 5-6
BCPS FACILITIES POLICIES

7110 Planning Determining Needs


7224 Designing School Site Selection
7250 Designing School Building Design
7260 Designing School Marquee Signs
7310 Financing Design and Construction Costs
7330 Financing Capital Projects Funded by Private Donations
7520 Naming or Renaming a School and Dedication
7530 Naming or Renaming an Area of a School or its Grounds
7610 Permanent Closure of a School Building

What follows are two examples of peer district facilities policies from Montgomery County (MD) (Exhibit 5-7) and DeKalb
County (GA) (Exhibit 5-8).

EXHIBIT 5-7
MONTGOMERY COUNTY (MD) FACILITIES POLICIES

Section F: Facilities Development


FA Facilities Development Goals
FAA Educational Facilities Planning
FAA-RA Educational Facilities Planning
FE Facilities Construction
FEA Construction Change Order Policy
FEA-RA Change Order for Construction Contracts
FEC Mandatory Referral Review Requirements for Major Capital Projects
FED Reduction of Funds Retained Pending Completion of a Contract
FF Naming New Facilities
FFA Naming School Facilities
FFA-RA Naming School Facilities
Source: Montgomery County School District, 2021.

EXHIBIT 5-8
DEKALB COUNTY (GA) FACILITIES POLICIES

4.8.1 Building and Grounds Management


4.8.2 Facilities and Grounds Safety Program
4.8.3 Equipment, Supplies, Materials, and Vehicle Management
4.8.4 Use of Board Facilities
4.8.5 Advertising
4.8.6 Disposal of School Property
4.8.7 Construction or Alterations
4.8.8 Controversial Activities/Issues
4.8.9 Display of Flags
4.8.10 Board Property during Leaves of Absence
4.9 Naming Board Facilities
Source: Dekalb County School District, 2021.

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RECOMMENDATION 5-6:
The Department of Facilities should review its current policies, compare them with peer district policies, and determine
if any should be adapted to BCPS and included in the BCPS policy book. (Tier 3)

Some examples for consideration are DeKalb County policies 4.8.1, 4.8.2, 4.8.3, 4.8.5, 4.8.6, and Montgomery County
policies FA, FEA, and FED.

IMPLEMENTATION AND TIMELINE

1. The Executive Director of Facilities and staff should conduct a review of current policies and Months 1-2
compare that list with policies from peer districts.
2. The Executive Director and staff should determine which facilities policies and rules of other peer Months 2-4
districts are worthy of inclusion and adaptation to BCPS policy book.
3. The Executive Director and staff should bring their recommendations to the Superintendent and Months 5-7
the Board Policy Committee for consideration.

FISCAL IMPACT
This recommendation can be implemented at no cost and with existing resources, including current staff time.

FINDING
The BCPS Facilities Department lacks comprehensive and complete Standard Operating Procedures (SOP).

An SOP is a document and/or manual that ensures processes, products, and services go through the same procedures daily. This
helps employees understand their responsibilities and provides a document to which to refer if they have questions. The goal is
established consistency for effectiveness and efficiencies in the workforce culture.

There is limited procedural documentation for some offices within the Facilities Department. Many procedural job functions are
embedded in the institutional knowledge of long-term employees who have great procedural knowledge and share daily with
new and existing colleagues. The Facilities Department is commended for its commitment to provide ongoing, targeted training
for new and existing employees. However, the facilities division lacks comprehensive SOP manuals for individual departments
and offices. Without written comprehensive SOPs, in conjunction with ongoing new staff additions due to extensive vacancies,
the challenge of work standardization is exacerbated.

A review of literature validates that effective school districts have clearly established written standardized procedures and
guidelines. These established written SOPs encourage self-management, limit arbitrary action, and provide a basis for measuring
performance.

During interviews with Facilities managers, it was consistently noted that departments have limited procedural documents for
employees, but no comprehensive SOP manuals for employees.

A review of peer district Duval County Public Schools website provides an example of a Comprehensive SOP:
https://dcps.duvalschools.org/cms/lib/FL01903657/Centricity/Domain/4379/2014-15%20Maintenance%20SOP.PDF.

The National Center for Education Statistics (NCES), the primary federal entity responsible for collecting and analyzing data
related to education, provides some pertinent recommendations in its Planning Guide for Maintaining School Facilities. NCES
noted that effective maintenance and operations procedure manuals at minimum contain a mission statement, personnel
policies, purchasing regulations, accountability measures, asbestos procedures, repair standards, vehicle use guidelines, security
standards, and work order procedures. The examples below are not a proposal to specifically use NCES recommendations, but
rather are provided as an example of components included in a Comprehensive SOP Manual.

279
Maintenance and operations include the following procedures:

• Names and locations of vendors from whom staff can purchase maintenance supplies;
• Standard forms, including inspections checklists;
• Work order procedures;
• Safety procedures;
• Procedures for major types of maintenance work (e.g., minor plumbing, roof repair, lighting repair, and electrical work);
• Emergency and crisis situations and procedures.

Custodial functions include the following procedures:

• Standard forms and checklists;


• Cleaning standards (classrooms, restrooms, gyms, locker rooms, showers, offices, libraries, and other areas;
• C
 leaning procedures, including those for supplies, basic office cleaning, restroom cleaning and sanitation, and hard
surface floor maintenance (dusting, mopping, stripping, finishing, burnishing);
• Custodial relations with others;
• Custodial rights and responsibilities;
• Custodial certification;
• Safety procedures;
• Integrated pest management;
• Playground inspections;
• Recycling and refuse; and
• Energy management guidelines.

Development and focus on utilizing written procedural documents will minimize process uncertainty and provide consistent,
ongoing access to job performance guidance. SOPs will also support self-directed employee training, provide a detailed
information source for all employees and the community, and eliminate many routine questions from staff response.

RECOMMENDATION 5-7:
The BCPS Department of Facilities Management should create, distribute, and use comprehensive and
complete Standard Operating Procedures (SOPs). (Tier 2)

The BCPS Facilities Department should collect and update any existing procedures and create new written procedures compiled
in a comprehensive SOP Manual.

The Comprehensive SOPs should be available and accessible to employees and the school community for the 2021-22
school year. The Executive Director of Facilities should lead the coordination of SOPs for facilities. The SOPs should include the
following offices:

• Office of Facilities Solutions


• Facilities Fiscal and Budgeting Office
• Office of Facilities Construction and Improvement
• Office of Facilities Operation
• Office of Facilities Support Services
• Office of Strategic Planning

280
IMPLEMENTATION AND TIMELINE

1. Facilities employees and their supervisors should review the SOPs for their area to Month 1
determine if they accurately capture updated and expanded practices.
2. The revised SOPs, as approved by the Director, should be formalized, adopted, and Month 2
distributed to the Department employees affected by the SOPs.
3. The Supervisor should periodically evaluate the extent to which the SOP is being Months 4, 8, 12
followed as part of each employee’s performance review.

FISCAL IMPACT
This recommendation can be implemented with existing resources.

FINDING
Not all Facilities Department job descriptions have been reviewed or revised as needed in the last decade to ensure that the
descriptions accurately match the roles and duties being performed by facilities employees.

Although some job descriptions in the DFMSP have not been reviewed or revised (based on a sample review of 44 job
descriptions), the Department has made an effort to ensure that the job descriptions are presented in a standard format and that
they are updated when a new position is created or posted for applications.

RECOMMENDATION 5-8:
BCPS should conduct a review of all job descriptions in the Facilities Department and revise as needed. (Tier 2)

IMPLEMENTATION AND TIMELINE

1. The Executive Director of the Department of Facilities and the leadership of each facilities office Month 1
should distribute job descriptions to employees throughout the Department so that all the de-
scriptions can be reviewed by employees.
2. The immediate supervisor should review the descriptions with the relevant employee(s) so the Months 2-3
description can be updated and accurately reflect employees’ actual roles and duties.
3. Department leadership should review the input of the employees and supervisor into those job Month 4
descriptions that have not been revised or reviewed in the last decade, then revise them as
needed.
4. Once the review has been completed, the Facilities leadership should confer with the staff in Month 5
human resources responsible for codifying all job descriptions.
5. The Chief of HR should approve all revised job descriptions. Month 6

FISCAL IMPACT
This recommendation can be implemented with no existing cost and with existing resources, including current staff time.

FINDING
The roles and functions of the Department of Facilities Management as shown on its website are not consistent with actual
practices and reporting relationships.

281
An accurate, quality website is important for any business, including BCPS. A flashy site may garner attention, but accuracy
increases credibility and usefulness. A large facilities department needs to serve users from both inside and outside the school
system, such as school staff, vendors, contractors, planners, and government entities.

Key information for a facilities department might include, where appropriate:

• Up-to-date organization charts with professional photos


• Contracts
• Strategic plans
• Facilities calendar
• Facilities news
• An FAQs page
• A well-crafted “About Us” page
• A contact form

The Montgomery County website (Exhibit 5-9) is one example of a well-designed facilities department website.

EXHIBIT 5-9
MONTGOMERY COUNTY SCHOOLS WEBSITE

DEPARTMENT OF FACILITIES MANAGEMENT


• DFM Home
• DFM Facilities and COVID-19
• DFM Staff and COVID-19
• Equity Action Plans
• Performance Measures
• Process Documents
• Strategic Plans
• Facility Project Request Form

DIVISIONS
• Capital Planning and Real Estate (DCP)
• Design and Construction (DDC)
• Maintenance and Operations (DMO)
• Sustainability and Compliance (DSC)
• NOTE: SPO is now part of DMO (operations)

CONTACT US
45 West Gude Drive, Suite 4000 Rockville, MD 20850
Email:  DFM@mcpsmd.org
Phone: 2 40-314-1000
Fax:  301-279-3062

282
DEPARTMENT OF FACILITIES MANAGEMENT

ABOUT US  
The Department of Facilities Management (DFM) supports student success by providing high quality learning environments
through: 

• Capital planning and property asset management


• Design and construction
• Operations and maintenance
• Resource conservation and sustainability
 

DFM DIVISIONS
        

The Department of Facilities Management was restructured in October 2020. All team units are now part of a division. The Real
Estate Management (REM) Team is now part of the Division of Capital Planning and Real Estate. The Energy Resource Team (ERT)
and the School Energy and Recycling Team (SERT) are now part of the Division of Sustainability and Compliance.

WHAT’S TRENDING
• O
 ur Division of Maintenance and Operations staff are working tirelessly during the pandemic to make sure that our
schools are ready for students and staff to return to in-person learning. Click here to view the status of work being done for
increased air ventilation.
• T he Superintendent’s Recommended 2022 Capital Budget and Amendments to the FY 2021-2026 Capital Improvements
Program has been published.
• G
 et up-to-date information about the Coronavirus Disease (COVID-19) from the Maryland Department of Health
website and from the Centers for Disease Control and Prevention (CDC) website.

283
RECOMMENDATION 5-9:
BCPS should review and revise the Department of Facilities website to ensure accuracy, expand upon the descriptions
of the roles and functions of the Department and its offices, and make it more user friendly. (Tier 2)

The website of the Department of Facilities Management needs to be updated for accuracy and consistency. The website should
also update its organization charts based on the recommendations detailed herein.

IMPLEMENTATION AND TIMELINE

1. The Executive Director of Facilities and leadership staff of each office should review and Months 1-2
revise the Department’s website to ensure accuracy, expand descriptions of the roles and
functions of the Department and its offices, and post accurate organization charts.
2. The Communications Department should establish a template for use by all offices to ensure Months 1-2
consistency.

3. The Communications Department should be engaged to assist with the website revision, Month 2
specifically to improve format and ease of access.

4. The improved website should include a FAQ information point, as well as increased exposure Month 2
of the SAGE and MYIPAS initiatives and reports.

FISCAL IMPACT
This recommendation can be implemented with no existing cost and with existing resources, including current staff time.

Construction Management
––––––––––––––––––––––––––
Construction projects typically represent some of the largest single expenditures a school district will make. Effective management
of these projects can and will not only save money, but also prevent needless delays and controversies often associated with
poorly managed projects.

The Office of Facilities Construction and Improvement with its staff of professional engineers, architects, designers, and
construction personnel, acts as consultant, design team, and manager to the school system for a variety of projects. This office
assists the school system in design and implementation of complex engineered systems, practices, and procedures in new
construction, renovations, and site improvements. Exhibit 5-10 shows the organizational structure of this office.

284
EXHIBIT 5-10
ORGANIZATION OF OFFICE OF FACILITIES CONSTRUCTION AND IMPROVEMENT

Director
Facilities Construction & Improvement

Admin
Secretary

Manager, Manager, Manager,


Planning Design Construction

Senior Admin Senior Senior


Supervisor Secretary* Supervisor Supervisor

Senior Project Senior Project Senior Project Project Mgr Project Engineering
Chief Inspector
Engineer Engineer (5) Mgr (5) (3) Engineer Records Tech

Senior Project Project Facilities


Manager Engineer Inspector I (2)

Senior Project Senior Project Facilities


Architect Architect Inspector II (5)

Engineering Senior
Records Tech Designer

Senior Project
Manager

Engineering
Records Tech

CADD
Technician

*Reports to Manager, Planning but supports all three groups.


Source: BCPS Facilities Department, 2021.

FINDING 
The 2020 audit did not disclose any significant deficiencies in the design or operation of BCPS’ internal control over facilities
construction, renovation, and processes to promote energy efficiency. The audit also did not disclose any significant instances of
noncompliance with applicable laws, rules, or regulations.  

The 2020 audit revealed that the BCPS Capital Projects were competitively procured, and related expenditures were generally
properly supported. 

COMMENDATION 5-D:
The Department of Facilities has been positively cited in the 2020 audit with regard to the following areas: the
audit did not disclose any significant deficiencies in the design or operation of BCPS’ internal control over facilities
construction, renovation, and processes to promote energy efficiency; the audit did not disclose any significant
instances of noncompliance with applicable laws, rules, or regulations; and the audit revealed that the BCPS Capital
Projects were competitively procured and related expenditures generally properly supported. 

285
Maintenance Operations
––––––––––––––––––––––––––
Maintenance operations in school districts generally include repair and renovation services, equipment installation, grounds
care, custodial functions, and control and oversight of regulatory compliance issues. Efficient maintenance programs provide
routine maintenance and preventive and emergency maintenance services for all school facilities, along with maintaining
regulatory compliance programs and training. The range of services provided may vary from minor tasks, such as hanging
chalkboards, to more skilled tasks, such as replacing plumbing or electrical fixtures. Staffing patterns may include skilled artisans
and general and grounds maintenance personnel. Custodial services usually include cleaning services, minor maintenance
functions, and performance of special tasks as assigned by building staff.

This section encompasses operational aspects, including work order system, time reporting, inventory control, control of tools
and equipment, and purchasing procedures. Also examined are staffing levels; training programs; and coordination of repairs,
renovations, and new construction activities.

FINDING
The Office of Facilities Support Services is hampered by an excessive number of vacancies in some of its areas, creating an
inability to fulfill maintenance and cleaning needs.

The Office of Facilities Support Services is responsible for electrical, mechanical, plumbing, and relocatable repairs,
environmental repairs, contract management, grounds beautification, snow removal, and blacktop and concrete repairs,
as well as logistical support services. This office is responsible for maintaining 17,117,331 square feet of building space and
approximately 4,000 acres of school and office grounds. It has an allocation of 500 full-time employees (FTEs) (see following
Exhibits 5-11, 5-12, and 5-13).

EXHIBIT 5-11
CURRENT ORGANIZATION CHART
DEPARTMENT OF FACILITIES MANAGEMENT AND STRATEGIC PLANNING
OFFICE OF FACILITIES SUPPORT SERVICES

Director
Facilities Support
Services

Admin Secretary

Manager Manager
Manager Maintenance Energy and
Grounds
Sustainability


Source: BCPS Facilities Department, 2021.

286
EXHIBIT 5-12
CURRENT ORGANIZATION CHART – MAINTENANCE

Director
Maintenance

Loss Control
Clerk (2)
Specialist

Facilities Mgmt Asst Admin Secretary

Sr Ops Sup Supervisor Sr Ops Sup Sr Ops Sup Sr Ops Sup Sr Ops Sup General Supervisor Call
Contract Maint Environmental Svcs Electrical Svcs Plumbing Svcs HVAC/BA Maint Svcs Center Ops

Sup Contract Industrial Hygienist Field Rep Building Field Rep Gen Building Security
Field Rep Electrical Field Rep Plumbing
Maint Ops II Automation Maint Sup

Facilities Inspector II Industrial Hygienist I Field Rep Flooring & Call Center
Field Rep Electronics Maint Ops Asst Field Rep HVAC
(6) (2) Ceiling Operators ((6)

Field Rep Fire & Field Rep Painting &


Fiscal Asst Environmental Tech
Security Systems Glazing

Integrated Pest Field Rep Roofing &


Mgmt Reps (3) Relocatables

Source: BCPS Facilities Department, 2021.

EXHIBIT 5-13
CURRENT ORGANIZATION CHART – GROUNDS

Manager
Grounds Facility

Admin I
Grounds Secretary

Supervisor
Supervisor Arbutus Supervisor Supervisor Supervisor Supervisor
Warehouse
Area Cockeysville Area Loch Raven Area North Point Area Turf Special Services
Equip Repair

Source: BCPS Facilities Department, 2021.

In 2017, the number of vacancies in the grounds section began to increase, progressing from about 15 ongoing annual vacancies
to 45. The Office reports (as of May 20, 2021) that there are 45 vacancies in the grounds area, a vacancy rate that has been
consistent for the past two years.

The maintenance group suffers from high vacancy rates, particularly in HVAC and plumbing staff; 45 percent of the allocated
20 plumber FTEs are vacant as of May 20, 2021. Some positions have been vacant for years. There are 19 HVAC allocated FTE
positions, and as of May 20, 2021, six are vacant.

287
The Department has turned to contracted services to meet the school system’s plumbing and grounds needs (e.g., contracted
mowing services). Contracts for such services this year piggybacked the Baltimore County contract, with job-based costs. Now
that the contract has expired, there is a new bid solicitation for a five-year contract based on need and continued vacancies. A
cost-benefit analysis is now being conducted by BCPS for contracted grounds services.

Contracted services for HVAC and plumbing have been used in the past and will continue to be used until either the FTE
vacancies are filled or the backlog is cleared in plumbing, HVAC, and other maintenance shops.

RECOMMENDATION 5-10:
BCPS leadership should determine whether continued use of contracted services in the maintenance area is
necessary, based on the in-house cost-benefit analysis in progress. (Tier 1)

(Note: the cost-benefit analysis by BCPS was not completed, nor were the data made available to the consultant, though
requested on several occasions, in time to complete analysis on such a determination.)

IMPLEMENTATION AND TIMELINE

1. The Director of the Office of Support Services should complete the cost-benefit study of the use Month One
of contracted services and present the findings to the Executive Director.

2. The Executive Director should analyze the results of the study and submit a recommendation to Month Two
the Superintendent and Cabinet.

3. Once a decision is made to (dis)continue the use of contracted services, the Executive Director Month Three
should implement the decision.

FISCAL IMPACT
The cost-benefit analysis can be implemented with no existing cost and with existing resources, including current staff time.

FINDING
The BCPS Facilities Department should accelerate implementation of its recent work order processes for more efficient and
effective outcomes.

The BCPS Office of Facilities Support receives an average of 40,000 requests for services annually. This includes maintaining
16,500 square feet of building space and 4,000 acres of school and office grounds. This volume of requests, coupled with
ongoing vacancies as high as one-third of staff, demands a revision of the work order process and communication protocol.
For example, there is a backlog of more than 2,563 corrective maintenance work orders in the Maintenance queue of the
SchoolDude work order management system.

The BCPS Facilities Department work order process provides a report to the site indicating the work order status but lacks a
continuous updating process to ensure appropriate and timely completion of outstanding work orders. The software system
provides an initial notification of receipt of work order, but there is no established practice of continuous feedback and report
updates.

The Public Works LLC survey concluded that the Facilities Use and Management operational area had mixed results and
was roughly equally split between favorable and unfavorable responses. Regarding issues that were viewed unfavorably,
respondents concluded that BCPS lacks timeliness in making repairs (Q49) and expressed concerns about facilities and
equipment. The ratio of unfavorable to favorable responses in these areas was very large among all respondent groups. Three
areas were viewed unfavorably overall, but favorably by central office staff, principals, and assistant principals: long-range
facility planning (Q45), maintenance (Q47), and involvement of administrators, teachers, and support staff in facility planning.

288
BCPS recently purchased a Computerized Maintenance Management System (CPPS) called SchoolDude to improve the work
order process and overall facilities operations. The original contract for all modules plus implementation fees totaled $347,000.
Several manual processes within the Facilities Department are being transitioned to School Dude’s Asset Essentials Enterprise
(AEE) module. For example, MicroMain (on-premise application lost in ransomware), once used for Maintenance, Operations,
and Grounds for work orders only, is now in AEE. Special Project Requests (SPRs) were handled manually and are being
transitioned to AEE. The Use of Facilities and Energy Management is being transitioned to SchoolDude.

Implementation of SchoolDude should improve reporting capabilities, including the capacity to generate real-time dashboards,
reports, and charts, with hundreds of built-in and custom reports that enhance the ability to make more strategic decisions.
SchoolDude will provide key performance indicators (KPIs) and benchmarks for ongoing progress monitoring against
established school system metrics and industry peers. Additional features include preventative and predictive maintenance;
asset management, including barcoding through mobile/remote applications; energy/utility management; event management;
simplifying the interface with school staff; and shortening the processing time of individual requests. All departments within the
Facilities Division will transition to SchoolDude Solutions.

More information about SchoolDude/Dude Solutions Software is available at the following link:
https://www.softwareadvice.com/resources/everything-need-know-dude-solutions-software.

Interviews with both central office and school-based staff revealed frustrations with the current process and the length of time
required to complete work orders. Several principals stated that the pandemic, when students and staff were not present, would
have been an opportunity for the facilities staff to complete many outstanding work orders.

The literature is clear that effective school systems have clearly defined processes for addressing maintenance and the upkeep of
facilities. Many of these processes are defined through work order systems. Work order systems help school systems register and
acknowledge work requests, assign tasks to staff, confirm that work was done, and track the cost of parts and labor.

Many school systems are using computerized maintenance management systems (CMMS) to manage and monitor work requests
effectively and efficiently. The CMMS should be network or Web-based, be compatible with standard operating systems, have
add-on modules (such as hand-held devices), and track assets and key systems. At minimum, a CMMS should:

• Acknowledge the receipt of a work order,


• Allow the maintenance department to establish work priorities,
• Allow the requesting party to track work order progress through completion,
• Allow the requesting party to provide feedback on the quality and timeliness of the work,
• Allow preventive maintenance work orders to be included, and
• Allow labor and parts costs to be captured on a per-building/task basis.

More information regarding work order systems can be found at: https://nces.ed.gov/pubs2003/maintenance/chapter5_2.asp.

The work order processes of peer districts—Montgomery County Public Schools, Duval County Public Schools, and Dekalb
County Public Schools—can be viewed at the following links:

https://www.montgomeryschoolsmd.org/departments/facilities
http://dcps.duvalschools.org/Page/7158
https://www.dekalbschoolsga.org/operations/facilities-maintenance-2/.

RECOMMENDATION 5-11:
The BCPS Facilities Division should prioritize the implementation of their newly acquired computerized
maintenance management system, SchoolDude. (Tier 1)

289
The Executive Director of Facilities Management and Strategic Planning should take an aggressive leadership role with
SchoolDude process revisions and implementation across the five Facilities Department offices. The Executive Director of
Facilities should determine the appropriate SchoolDude solutions engagement for each department. In addition to effective and
efficient processes, the work order process and communication protocol should be documented in ways that facilitate ongoing
knowledge of progress.

In addition, the BCPS Office of Support Services should explore the software module to determine if it has the capacity to offer a
feedback system for frequent, timely updates to sites regarding status reports for work orders.

IMPLEMENTATION AND TIMELINE

1. The Executive Director of Facilities should develop a written timeline for SchoolDude Month 1
implementation across facilities departments.

2. The Executive Director of Facilities, along with his Directors/Managers, should finalize phase Month 2
one customizations with SchoolDude support.
3. The Executive Director of School Facilities should communicate to system-wide staff the new Month 2
SchoolDude Work Order process and Communication Protocols.
4. Staff training at the system and school level should be delivered based on the needs of Month 2
the user.
5. The Executive Director of Facilities (along with Directors/Managers) should evaluate the Month 3
need to maintain existing work order systems as implementation of the new work order
system is implemented.
6. The Executive Director of Facilities (along with Directors/Managers) should develop KPIs to Month 4
evaluate the efficiency and effectiveness of SchoolDude.

FISCAL IMPACT
This recommendation can be implemented with no existing cost and with existing resources, including current staff time. The school
system has already made the financial investment in SchoolDude, and current personnel are capable of implementation.

FINDING
BCPS does not have a systemwide preventive maintenance program for its equipment and facilities.

In the Public Works survey, 85 percent of staff agreed or strongly agreed that there are facility or equipment concerns in BCPS
schools (Q51).

A sample of the open-ended comments included:

• M
 ore funding is needed to implement a long term asset replacement plan and achieve a consistent state of good repair in
all facilities.
• Too many schools are in need of major repairs and/or replacement.
• T he buildings are not in good condition. I was hopeful repairs would be made while the school buildings were closed
during Covid. But when returning to the building there are leaks in the ceiling, water stained ceiling tiles, and trash cans
lining the halls to collect water.
• M
 ost repairs are reactive to existing problems or prioritized based on critical need or internal or external influence.
Facilities management has excellent processes and plans and the MYIPAS will develop the long-term facility needs plan.
• T he largest problem in addressing any of these problems is funding. Maintenance, repairs, capacity, renovations, reducing
relocatables are all problems that are related to available funding.

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• There are also vacant custodial and maintenance positions.
• I work in a building that had a broken front door lock and it took almost 6 months to get if fixed. The floors are warped, the
ceiling leaks, the AC never works correctly, all the water fountains are broken, the stall doors in bathroom are broken or
won’t lock.
• We were one of the last on the list to get AC before Hogan got involved.
• O
 ur “new” building keeps getting reprioritized for Central Area school issues all the time. I worked in the central area and
concerns were addressed in a timely fashion but in the poorer schools repairs are rarely addressed.
• B
 uilding repairs like heating and [AC] and roof leaks should not take years to address!!! There are many building that have
issues with air quality, mold, and air-conditioning repairs in the past which make health and safety a concern during the
pandemic.
• T here are repairs that needed to be made from year one that have not been addressed. For example, leaks with damaged
dry wall and ceiling tiles. Also, there is a rodent infestation from year one that only seems to get worse each year.
• It is not pleasant to have to start your work day wiping mouse droppings from surfaces. It is completely unacceptable
especially in a new building. Sticky traps do not seem to be the answer. BCPS schools are crumbling.
• There are major ceiling and wall repairs that must be made. Buildings need to be checked for mold and asbestos.
• The facilities staff tries to do a good job, but I feel they are understaffed.
• R
 epairs are not made in a timely manner at all. I waited almost 8 years to have a broken old TV removed from my room,
for example.
• I have been in 4 different buildings and in each one the buildings are moldy and falling into disrepair.
• Floor tiles are coming up and will not be replaced due to contracting issues.
• L eaks and faulty heating and air conditioning systems render one room a rainforest and the other a tundra. Wall panels,
outlets, etc... are left unattached or dysfunctional and the cleanliness of the rooms is questionable.
• M
 aintenance and repair of facilities, especially schools, tends to be reactionary, rather than anticipatory. If schools were
regularly maintained, there would be far fewer ongoing issues and costly repairs necessary. Often the priority of which
repairs are done is confusing. There are way too many repairs needed in them. Sidewalks and fields are in poor condition
in new and old buildings.
• T he age of the facilities in Baltimore County is so high the number of repairs and maintenance is higher than it should be.
Buildings are outdated, “renovations” are surface/for looks, and requests for repairs take an eternity (or are simply lost).

This sample of the open-ended comments captures the daunting issues of the high needs of aging buildings; lack of staff to
adequately maintain the buildings, much less to perform preventive maintenance; and the lack of available funding to address
multiple concerns. Infrastructure needs are critical to address. Funding for a preventive maintenance program has been deferred,
like in most public organizations, due to a lack of available funding.

The State of Maryland’s Public School Interagency Commission on School Construction (IAC) has placed an emphasis on
preventive maintenance (PM). It has established a rating rubric covering 18 areas, such as Grounds, Ceilings, Roadways, Parking
Lots, and Walkways, Custodial Scope of Work (SoW), and Preventive Maintenance. The preventive maintenance rubric, rating
scale, and criteria are shown in Exhibit 5-14.

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EXHIBIT 5-14
PREVENTIVE MAINTENANCE RATING RUBRIC AND CATEGORY WEIGHTS

MAINTENANCE MANAGEMENT

ASSESSMENT CATEGORY RATING CRITERIA


Preventive Maintenance Superior: • All items below in Good, and
(PM) Plan (10) • P lan includes a strategy to identify opportunities and obstacles
(SWOT) and to prioritize and address any outstanding deferred
maintenance by level of urgency.
Good: • Plan covers all essential areas of PM work with detail,
• Specifies logical and highly descriptive metrics for PM outcomes,
• S
 pecifies general PM program goals and specific targets for
each metric,
• Explains a logical process and criteria for prioritizing PM work,
• D
 escribes in detail the maintenance resources (including staffing
and a thorough deployment strategy with options for adjustability
to address changing conditions, and
• Links PM activities to relevant capital maintenance plans.
Adequate: • Plan covers all essential areas of PM work,
• Specifies metrics for PM outcomes,
• Specifies general PM program goals,
• Explains a process for prioritizing PM work, and
• D
 escribes maintenance resources (including staffing) and a
deployment strategy.
Not Adequate: • Plan does not cover all essential areas of PM work,
• Specifies metrics for only some PM outcomes,
• D
 oes not describe general PM program goals or specifies targets
for only some metrics,
• Inconsistently explains how PM work will be prioritized, or
• Incompletely describes maintenance resources (including
staffing).
Poor: • No plan in place.

Source: The State of Maryland’s Public School Interagency Commission on School Construction (IAC).

The research literature on the advantages of designing and implementing a preventive maintenance program is rich. Although the
leadership of the Facilities Department advocates for implementing a preventive maintenance program and is well versed in its
advantages of long-term savings, BCPS simply has not had adequate funding to be dedicated to such a preventive maintenance
program.

RECOMMENDATION 5-12:
BCPS should explore possible grant opportunities to invest in a preventive maintenance program when federal
government infrastructure funds become available. (Tier 1)

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IMPLEMENTATION AND TIMELINE

1. The Superintendent should task the leadership of the Department of Facilities and the Month 1
Office of Facility Support Services, along with staff engaged in grant writing, with
the objective of exploring possible grant opportunities when federal government
infrastructure funds become available, alongside other resources which may be
available, for this crucial area of infrastructure and preventive maintenance.
2. A monthly meeting schedule should be established by BCPS staff, including a Month 1
requirement of a written update of the meetings with progress reports toward securing
grant opportunities.
3. The leadership should be prepared to share with the Superintendent any potential grant Month 2
applications ready for their review.
4. Facilities leadership and staff in procurement should prepare specifications, scope of Month 2
services, and a bid solicitation package for contracted services to provide preventive
maintenance services in identified areas, and the request for bids should be advertised.
5. Review the bid proposals and develop a cost-benefit analysis. Month 3
6. Develop a recommendation for consideration by the Board of Education and Month 4
Superintendent for inclusion in the FY 23 Proposed Budget.

FISCAL IMPACT
This recommendation of preparing specifications and a bid package can be implemented with no existing cost and
with existing resources, including current staff time. Costs of the proposals to be determined.

Custodial Operations
––––––––––––––––––––––––––
Custodial services usually include cleaning services, minor maintenance functions, and performing special tasks as
assigned by building staff. There are several offices within the Department with these responsibilities.

Office of Facilities Operations


The Office of Facilities Operations is comprised of over 1,200 staff members in operations and logistics.

Operations delivers timely and effective building services support of housekeeping for all schools and offices. There are six senior
operations supervisors, one for each geographical region of the school district. They have two area field representatives who
oversee 30 to 35 buildings. The senior operations supervisors work during the school day, and the field reps work evening hours.
There are building operations supervisors (custodians) assigned to every school, who report to the operations department, not
the school principal. There are preventive maintenance techs (PMTs) for each geographical area of the school district. The PMTs
report to the senior operations supervisors.

Logistics provides logistical support services to all schools and offices, including but not limited to mail processing, supplies
requisitions, relocations, and delivery and transfer of instructional materials and furniture.
Exhibits 5-15 and 5-16 represent the organization structure of this large office.

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EXHIBIT 5-15
OFFICE OF FACILITIES OPERATIONS ORGANIZATION

Director
Office of Faciities Operations

Admin Secretary

Manager Operations Manager Logistics

Source: BCPS Facilities Department, 2020.

EXHIBIT 5-16
OFFICE OF LOGISTICS ORGANIZATION

Director Office of
Facilities Operations

Manager Logistics Admin Sec

Mail Operations Senior Operations


Supervisor Supervisor

Customer Service Transportation


Shop Spervisor Shop Supervisor
Representative Operations Supervisor

Material Handler III Lead Driver Material Handler III

Source: BCPS Facilities Department, 2020.

FINDING
The BCPS Custodial Staffing Allocation Calculation Formula is not applied consistently at all facilities.

American School and University (AS&U) Magazine reported a national average of 26,786 square feet per custodian in its 2008
report on maintenance and operations. Public Works, LLC typically recommends 19,000 square feet per custodian plus 1.0 FTE
additional custodian at each high school, and .5 FTE additional custodian at each middle school, for activities.

294
It should be noted that the application of uniform square footage criteria limits the school district’s ability to tailor the assignment
of custodial positions to meet defined needs; however, economic constraints dictate the application of a systematically developed
formula.

In BCPS, the formula used to adequately maintain schools and offices is 19,000 square feet of space to be maintained per
building service worker, divided by total square feet. However, adjustments are made per school based on need, age, and
special conditions of the facility. Note that those schools with portable buildings do not include these structures’ square footage in
the equation and allocations.

The Department of Facilities Management reports that there is 17,117,331 square feet of facilities staffed by 979.5 custodians and
221.5 building operations supervisors and assistant building operations supervisors. According to the BCPS Utility Consumption
Report for 2019, all schools have a building operations supervisor (BOS); secondary schools (MS and HS), with the exception
of a few, also have an assistant building operations supervisor (ABOS). These BOS positions work the daytime shift cleaning
hallways, bathrooms, and large rooms (cafeterias), performing minor maintenance issues, and conducting many other special
custodial needs required. The ABOS on the second shift performs similar duties while overseeing the work of the assigned
building service workers. See Exhibit 5-17 for custodial staffing allocations.

EXHIBIT 5-17
BCPS STAFFING ALLOCATION CALCULATION FOR CUSTODIAL STAFFING

TOTAL
TOTAL BOS/
GRADE CUSTODIAL ABOS
SCHOOL / FACILITY NAME LEVEL AREA SQ. FT. FTE FTE
Arbutus ES ES SW 53,540 3.5 1
Arbutus MS MS SW 138,600 7.5 2
Baltimore Highlands ES ES SW 65,977 4.0 1
Battle Grove ES ES SE 75,090 4.0 1
Battle Monument - SE ES SE 46,895 3.5 1
Bear Creek ES ES SE 68,490 4.0 1
Bedford ES ES NW 45,745 3.0 1
Berkshire ES ES SE 98,630 5.5 1
Campfield ELC - Alt ES NW 51,640 3.0 1
Carney ES ES NE 66,012 4.0 1
Carroll Manor ES ES CN 54,640 3.0 1
Catonsville Administration N/A SW 59,630 3.0 1
Catonsville CAS - Alt HS SW 45,595 2.0 1
Catonsville ES ES SW 103,603 6.0 1
Catonsville HS HS SW 244,690 12.0 2
Catonsville MS MS SW 95,235 5.5 2
Cedarmere ES ES NW 63,841 3.5 1
Chadwick ES ES SW 99,616 5.5 1
Chapel Hill ES ES NE 70,190 4.5 1
Charlesmont ES ES SE 58,900 4.0 1
Chase ES ES SE 57,140 4.0 1
Chatsworth School-SE ES NW 76,085 5.0 1
Chesapeake HS HS SE 207,500 9.0 2
Chesapeake Terrace E ES SE 48,380 3.5 1

295
Church Lane ES ES NW 57,920 3.5 1
Cockeysville Facilities N/A CN 25,004 1.0 0
Cockeysville MS MS CN 167,020 8.0 2
Colgate ES ES SE 88,123 5.0 1
Cromwell Valley ES ES CN 57,344 4.0 1
Cross Road Center HS NE 50,400 4.0 1
Deep Creek ES ES SE 48,185 3.5 1
Deep Creek MS MS SE 145,200 8.0 2
Deer Park ES ES NW 60,304 3.5 1
Deer Park MS MS NW 161,107 8.0 2
Dogwood ES ES SW 74,891 5.0 1
Dulaney HS HS CN 250,286 12.0 2
Dumbarton MS MS CN 149,455 8.0 2
Dundalk ES ES SE 74,835 5.0 1
Dundalk / Sollers (FTE 14 Dundalk + 6 HS SE 347,000 20.0 3
Sollers)
Dundalk MS MS SE 143,070 8.0 2
Eastern Technical HS HS NE 218,065 11.0 2
Edgemere ES ES SE 66,650 4.0 1
Edmondson Heights ES ES SW 69,390 4.5 1
Elmwood ES ES NE 58,195 4.0 1
Essex ES ES NE 66,650 4.0 1
Featherbed Lane ES ES SW 75,631 5.0 1
Fifth District ES ES CN 48,745 3.0 1
Fort Garrison ES ES NW 60,215 3.5 1
Franklin ES ES NW 59,830 3.5 1
Franklin HS HS NW 211,892 10.0 2
Franklin MS MS NW 168,308 9.0 2
Fullerton ES ES NE 62,910 4.0 1
Gen. John Stricker M MS SE 169,555 9.0 2
George Washington Carver Center HS CN 234,476 14.5 2
Glenmar ES ES NE 58,000 3.5 1
Glyndon ES ES NW 72,162 4.0 1
Golden Ring MS MS NE 119,350 7.5 2
Grange ES ES SE 58,125 4.0 1
Greenwood Complex N/A CN 46,526 8.0 2
Gunpowder ES ES NE 55,990 4.0 1
Halethorpe ES ES SW 50,355 3.5 1
Halstead Academy ES CN 61,130 4.0 1
Hampton ES ES CN 86,062 4.5 1
Harford Hills ES ES NE 51,695 4.0 1
Hawthorne ES ES SE 78,965 5.0 1
Hebbville ES ES SW 64,340 4.0 1
Hereford HS HS CN 244,828 12.5 2
Hereford MS MS CN 132,530 8.0 2

296
Hernwood ES ES NW 59,400 4.0 1
Hillcrest ES ES SW 75,850 4.5 1
Holabird MS MS SE 124,525 7.0 2
Home & Hospital N/A SE 54,965 0.5 0.5
Honeygo ES ES NE 95,085 5.5 1
Jacksonville ES ES CN 75,672 4.0 1
Johnnycake ES ES SW 63,495 4.5 1
Joppa View ES ES NE 65,967 4.0 1
Kenwood HS HS NE 292,029 16.0 2
Kenwood Professional Development N/A NE 12,600 0.0 0
Kingsville ES ES NE 53,920 3.5 1
Lansdowne ES ES SW 83,820 5.5 1
Lansdowne HS HS SW 211,070 11.0 2
Lansdowne MS MS SW 120,700 8.0 2
Loch Raven HS HS CN 190,600 10.0 2
Loch Raven Tech Acad MS CN 139,355 7.0 2
Logan ES ES SE 63,190 4.0 1
Lutherville Laboratory ES CN 58,143 4.0 1
Lyons Mill ES ES NW 92,854 5.5 1
Maiden Choice-SE ES SW 52,685 3.5 1
Mars Estates ES ES SE 64,840 4.5 1
Martin Boulevard ES ES NE 54,947 4.0 1
Mays Chapel ES ES CN 90,173 5.5 1
McCormick ES ES NE 54,450 4.0 1
Meadowood Ed Cnt MS SW 14,721 1.5 1
Middle River MS MS NE 125,410 7.0 2
Middleborough ES ES SE 48,715 3.5 1
Middlesex ES ES NE 66,315 4.0 1
Milford Mill Academy HS NW 230,191 13.0 2
Millbrook ES ES NW 45,168 3.5 1
New Town ES ES NW 83,307 5.5 1
New Town HS HS NW 209,609 10.0 2
Norwood ES ES SE 56,285 4.0 1
Oakleigh ES ES CN 47,360 4.0 1
Northwest Academy MS NW 149,315 7.0 2
Oliver Beach ES ES SE 50,400 3.0 1
Orems ES ES NE 51,870 3.5 1
Overlea HS HS NE 216,083 10.0 2
Owings Mills ES ES NW 74,583 5.0 1
Owings Mills HS HS NW 176,810 9.0 2
Padonia Int. ES ES CN 46,960 4.0 1
Parkville HS HS NE 281,530 13.0 2
Parkville MS MS NE 158,610 8.5 2
Patapsco HS HS SE 200,825 10.0 2

297
Perry Hall ES ES NE 63,680 4.0 1
Perry Hall HS HS NE 272,234 13.0 2
Perry Hall MS MS NE 228,228 10.0 2
Pikesville HS HS NW 190,802 9.0 2
Pikesville MS MS NW 135,170 7.0 2
Pine Grove ES ES NE 61,900 4.0 1
Pine Grove MS MS NE 150,190 9.0 2
Pinewood ES ES CN 63,227 3.5 1
Pleasant Plains ES ES CN 66,670 4.0 1
Pot Spring ES ES CN 55,440 3.5 1
Powhatan ES ES SW 46,290 3.0 1
Prettyboy ES ES CN 57,464 4.0 1
Pulaski Park N/A NE 113,436 5.0 1
Randallstown ES ES NW 53,161 3.5 1
Randallstown HS HS NW 218,135 10.0 2
Red House Run ES ES NE 57,163 4.5 1
Reisterstown ES ES NW 49,445 3.5 1
Relay ES ES SW 90,040 5.5 1
Riderwood ES ES CN 60,377 4.0 1
Ridge Ruxton – SE ES CN 63,290 4.0 1
Ridgely MS MS CN 142,370 9.0 2
Riverview ES ES SW 71,040 4.5 1
Rodgers Forge ES ES CN 68,575 4.0 1
Rosedale Center – Alt HS NE 55,445 3.0 1
Sandalwood ES ES SE 76,950 5.0 1
Sandy Plains ES ES SE 88,375 5.0 1
Scotts Branch ES ES NW 57,735 4.0 1
Seneca ES ES SE 50,635 3.0 1
Seven Oaks ES ES NE 56,987 4.0 1
Seventh District ES ES CN 56,908 3.5 1
Shady Spring ES ES NE 62,620 4.5 1
Southwest Academy MS SW 136,000 8.0 2
Sparks ES ES CN 66,600 4.5 1
Sparrows Point HS (MS and HS) MS/HS SE 206,625 10.0 2
Stemmers Run MS MS NE 159,017 8.0 2
Stoneleigh ES ES CN 86,387 5.0 1
Sudbrook Magnet MS MS NW 150,042 8.0 2
Summit Park ES ES NW 48,167 3.5 1
Sussex ES ES SE 55,075 4.0 1
Timber Grove ES ES NW 75,718 4.0 1
Timonium ES ES CN 62,847 3.5 1
Towson HS HS CN 205,313 10.0 2
Victory Villa ES ES NE 97,898 5.5 1
Villa Cresta ES ES CN 72,432 5.0 1

298
Vincent Farm ES ES NE 90,132 6.0 1
Warren ES ES CN 54,790 3.0 1
Wellwood International ES NW 51,270 3.5 1
West Towson ES ES CN 69,100 4.5 1
Westchester ES ES SW 80,690 5.0 1
Western Tech HS SW 160,349 9.0 2
Westowne ES ES SW 92,853 5.5 1
White Oak School-SE ES CN 81,000 5.0 1
Winand ES ES NW 71,695 4.0 1
Windsor Mill MS MS SW 116,648 7.0 2
Winfield ES ES SW 57,621 4.0 1
Woodbridge ES ES SW 53,870 3.0 1
Woodholme ES ES NW 82,837 5.5 1
Woodlawn HS HS SW 317,325 16.0 2
Woodlawn MS MS SW 127,190 8.0 2
Woodmoor ES ES SW 73,078 4.5 1
TOTALS 17,117,331 979.5 221.5

Note: All schools have a BOS; secondary schools (MS and HS) also have an ABOS, except for those highlighted. Source: BCPS Operations, 2021.

An analysis of BCPS high schools and the allocation of building service workers indicates that 14 schools have fewer building
service workers than what the allocation formula provides. (This analysis also included any special needs of the individual
schools.) In total, 15.5 positions are needed. On the other hand, there are six schools with an over-allocation of 8.5 FTE positions.
See Exhibit 5-18.

299
EXHIBIT 5-18
BCPS STAFFING ALLOCATION FOR CUSTODIAL STAFFING
UNDER- AND OVER-ALLOCATED SCHOOLS

FTE Should Total Total


Grade Space Area Be Based on Over/Under Custodial BOS/ABO
School / Facilty Name Level Area (Sq. ft.) 19,000 sq ft (+/-) FTE S FTE
Catonsville CAS - Alt HS SW 45,595 2 0 2.0 1
Catonsville HS HS SW 244,690 13 -1 12.0 2
Chesapeake HS HS SE 207,500 11 -2 9.0 2
Cross Road Center HS NE 50,400 3 +1 4.0 1
Dulaney HS HS CN 250,286 13 -1 12.0 2
Dundalk / Sollers (FTE 14 Dundalk + 6 Sollers)
HS SE 347,000 18 +2 20.0 3
Eastern Technical HS HS NE 218,065 11 0 11.0 2
Franklin HS HS NW 211,892 11 -1 10.0 2
George Washington Carver Center HS CN 234,476 12 +2.5 14.5 2
Hereford HS HS CN 244,828 13 -.5 12.5 2
Kenwood HS HS NE 292,029 15 +1 16.0 2
Lansdowne HS HS SW 211,070 11 0 11.0 2
Loch Raven HS HS CN 190,600 10 0 10.0 2
Milford Mill Academy HS NW 230,191 12 +1 13.0 2
New Town HS HS NW 209,609 11 -1 10.0 2
Overlea HS HS NE 216,083 11 -1 10.0 2
Owings Mills HS HS NW 176,810 9 0 9.0 2
Parkville HS HS NE 281,530 15 -2 13.0 2
Patapsco HS HS SE 200,825 11 -1 10.0 2
Perry Hall HS HS NE 272,234 14 -1 13.0 2
Pikesville HS HS NW 190,802 10 -1 9.0 2
Randallstown HS HS NW 218,135 11 -1 10.0 2
Rosedale Center - Alt HS NE 55,445 3 0 3.0 1
Towson HS HS CN 205,313 11 -1 10.0 2
Western Tech HS SW 160,349 8 +1 9.0 2
Woodlawn HS HS SW 317,325 17 -1 16.0 2

Source: BCPS Operations, 2021.

RECOMMENDATION 5-13:
BCPS should review custodial allocations per school twice a year to determine if facilities are overstaffed or
understaffed according to its allocation formula and should augment the FTE of building service workers by seven
for FY22. (Tier 1)

IMPLEMENTATION AND TIMELINE

1. Review the building service worker allocations per school twice a year (June and December) Month 1
to determine which schools may be overstaffed or understaffed according to the formula.
2. Leadership of the Department of Facilities should adjust the assignments of building service Months 1 and 6
workers.

3. Leadership of the Department of Facilities should prepare the upcoming budget projections Months 4-5
for FTEs of building service workers.

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FISCAL IMPACT
The annual cost would be $273,287 to increase custodial FTEs by seven. This amount is based on entry level building service
worker salaries, and is calculated as follows:

Benefits Annual Total


Entry Level Hourly Hours Worked 7 FTES
Annual Salary (H/D/L/V, per Building
Salary Annually Total Costs
FICA/WC) Server Worker

$12.22 2088 $25,515 11,429 $39,041 $273,287

Note: The FY21 Average General Fund Salaries are used to compute all fiscal impact statements.

The five-year fiscal impact is shown below. Over five years, the potential cost to BCPS for implementing this recommendation is
($1,366,435).

RECOMMENDATION YEAR ONE YEAR TWO YEAR THREE YEAR FOUR YEAR FIVE
Add Seven Custodial Positions ($273,287) ($273,287) ($273,287) ($273,287) ($273,287)

FINDING
The use of contracted services to supply BCPS with building service workers (BSWs) is more costly than the hiring of FTEs.

Beginning in May, the Facilities Operations Office has employed contract cleaners at 19 schools due to BCPS’s inability to
employ sufficient BSW FTEs to staff schools and address the additional cleaning demands caused by the Covid-19 pandemic.

The contract BSWs are hired at a cost of $22.00 per hour. The contractors work 4 days a week (Monday, Tuesday, Thursday,
Friday) for seven hours per day (4pm-11pm).

The annual cost of contracted BSW services for 2088 hours x $22 per hour is $45,936, which is $6,895 more than the cost of a
BCPS FTE building service worker, including benefits ($45,936-$39,041).

A total of 979.5 BSW FTES are allocated in FY21. Hypothetically, if all 979.5 FTES were eliminated and replaced with 979.5
contracted services BSWs (979.5x 2088 hours annually x $22 per hour), the cost would be $44,994,312. This can be compared
with 979.5 BSW FTEs, all at the first step of the salary guide ($39,041), which would cost $38,240,885.

In summary, the comparative costs of replacing all FTE BSWs with contracted BSWs paid at the current contracted services rate of
$22 per hour would increase costs to BCPS by $6,753,427.

RECOMMENDATION 5-14:
The BCPS Facilities Department should eliminate the contracted services for building service workers and fully staff
the allocated budgeted FTE Building Service Workers. (Tier 1)

FISCAL IMPACT
At current BCPS salary and benefits for Step 1 FTE, as well as the current contracted service hourly rate, BCPS would realize
savings of $6,895 per employee by hiring an FTE rather than a contracted service worker.

The annual savings by staffing the allocated budgeted FTE BCPS Building Service Workers instead of using Contracted Services
would be $131,005 ($6,895 x 19 positions).

301
The five-year fiscal impact is shown below. Over five years, the potential savings to BCPS of implementing this recommendation is
$655,025.

RECOMMENDATION YEAR ONE YEAR TWO YEAR THREE YEAR FOUR YEAR FIVE
Eliminate Contracted Services for Building
$131,005 $131,005 $131,005 $131,005 $131,005
Service Workers

Energy Management
––––––––––––––––––––––––––
The goal of energy management is to moderate operating costs by reducing energy waste, while providing a safe, comfortable
environment for learning. Reaching this goal is complicated. Districts are required to meet federal, state, and local rules and
regulations regarding Americans with Disabilities Act (ADA) facility modifications, indoor air quality, student-teacher ratios, and
many local priorities that can impact a district’s operating budget.

Four staff members in the Office of Energy and Sustainability provide critical services, as well as savings in energy costs, for
BCPS, under the direction of its Manager and the Director of Facilities Support Services (see Exhibit 5-19).

EXHIBIT 5-19
OFFICE OF ENERGY AND SUSTAINABILITY ORGANIZATION

Director Facilities
Support Services

Administrative Sec

Manager
Energy & Sustainability

Analyst
Energy & Sustainability

Analyst
Energy & Sustainability

Source: BCPS Operations, 2021.

FINDING
Through the Office of Energy and Sustainability, BCPS has implemented a comprehensive, effective energy management and
cost savings program first instituted in 2004.

302
The 2020 audit found that processes are in place to minimize energy costs. BCPS energy expenditures are in excess of
$34 million annually; therefore, it is necessary to maintain and achieve an energy conservation and energy cost management
program. Some key elements of BCPS initiatives in energy conservation follow in Exhibit 5-20.

EXHIBIT 5-20
BCPS ENERGY CONSERVATION KEY ELEMENTS

• A system of energy cost monitoring and acquisition of energy commodities at the lowest possible cost. BCPS has
been participating with the Baltimore Regional Cooperative Purchasing Committee (BRCPC) to obtain competitive
prices for electricity, heating oil, and natural gas supplies, as well as stability in pricing over multiple fiscal years.
• Implementation of energy conservation guidelines to reduce energy consumption. These guidelines consist of:
- Scheduling and monitoring occupancy schedules on a regular basis.
- Implementing setback space temperatures during unoccupied periods.
- Monitoring air conditioning usage during summertime.
- Increasing safety and efficiency of mechanical equipment by an effective Preventive Maintenance Program.
- Turning off lights during unoccupied periods.
- Identifying inefficient buildings and investigating and correcting the cause of inefficiency.
- Limiting when equipment is online.
- Managing demand during critical periods in the summer months.
- Identifying potential projects that would have positive results for a building.
- Considering life cycle costs during the purchase of any new HVAC equipment.
• Introduction of new technology to improve energy efficiency of buildings. BCPS has 160 schools equipped with
direct digital controls (DDC). A Preventive Maintenance Program initiative is underway at 142 schools to check
DDC systems periodically and to update the software on a regular basis. Additional schools will be included as
funding becomes available.
• Utilizing alternative funding strategies for the installation of energy efficiency improvements in the majority of its
facility inventory. These improvements include lighting upgrades; installing occupancy sensors; retrofitting lighting
fixtures with electronic ballasts; installing T-8, T-5, and CFL bulbs; conversion of interior lighting fixtures to LED;
and replacing exterior lighting fixtures with LED lighting fixtures.
• Boiler optimization, kitchen exhaust hood and vending machine controls, energy efficient transformer replace-
ments, plug load controllers, and restoring pipe and valve insulation were also an integral part of these projects.

Source: BCPS Facilities Department, 2020.

BCPS has published Energy Conservation Guidelines as follows in Exhibit 5-21.

303
EXHIBIT 5-21
BCPS ENERGY CONSERVATION GUIDELINES

• Turn off all lights when you leave at the end of the day.
• Turn off lights in spaces with fluorescent lighting if they are to be unoccupied for more than 15 minutes. In
spaces with LED lighting, no minimum unoccupied period is applicable.
• Turn off lights in storage, kitchen, and conference rooms when not in use.
• Maintain an occupied temperature for heating between 68° – 72°F.
• Maintain an occupied temperature for cooling between 75° – 79°F.
• Maintain domestic hot water temperature between 110° – 120°F.
• Turn electric hot water heater setting to the “off” position during unoccupied periods.
• Maintain an unoccupied temperature for heating at 60°F.
• Use of portable electric heaters, refrigerators, microwave ovens, coffee makers, and other similar electrical
appliances is prohibited unless authorized in advance.
• Scale back operation of HVAC equipment run time during major holidays.
• Do not reset thermostats from the setting established by the building operations staff.
• Report malfunctioning thermostats and drafty windows to the building operations staff immediately.
• Do not open windows, including gymnasium windows, when the building is being heated. Uneven distribution
of heat should be reported immediately to the building operations staff.
• Keep exterior doors, vents, and overhead doors closed.
• Reduce the use of decorative or accent lights, especially during the day.
• Turn off all building exterior lights, parking lot lights, pathway lights, and athletic field lights during the day.
• Replace filters as recommended by the manufacturer.
• Maintain computers in “sleep” mode when not in active use.
• Do not block the airflow around vents.
• Encourage participation of students and staff in promoting energy conservation.
• Consider life cycle cost and energy efficiency when purchasing new or replacement equipment.
• Immediately report leaky faucets to the building operations staff.
• Utilize natural light in halls, lobbies, and non-instructional areas whenever possible.

Source: BCPS Facilities Department, 2020.

Exhibit 5-22 identifies BCPS Energy Conservation Initiatives.

304
EXHIBIT 5-22
BCPS ENERGY CONSERVATION INITIATIVES

• Maintain and update energy database to identify energy efficiency index of all schools.
• Conduct energy audits of inefficient schools; attempt to implement low cost/no cost energy conservation
measures and identify major projects for inclusion in capital and other major maintenance programs.
• Developed and disseminated energy conservation guidelines to all schools with increased emphasis on a
“Strive to Keep Energy Waste at Zero” campaign.
• Developing a user participation program for energy conservation by behavior modification of occupants.
• Ongoing attendance of LEED training by several employees.
• Incorporated state-of-the-art DDC controls in the construction/renovation of approximately 160 schools to
maximize energy efficiency of schools through centralized controls.
• Expanding the current preventive maintenance program to include additional equipment and increase the
frequency of preventive maintenance.
• Incorporated geothermal systems in new school construction projects.
• Working with environmental groups including, but not limited to, Chesapeake Bay Reforestation Program to
identify properties that can be easily enhanced and redeveloped as buffers, providing outdoor classroom
learning experiences, contributing to watershed protection, and conserving energy.
• Reduced energy cost by utilizing joint procurement efforts with other school systems and municipalities by
means of the Baltimore Regional Cooperative Purchasing Committee (BRCPC).
• Initiated a program to prioritize window replacements for improving building energy efficiency.
• Implemented a strategy to centrally monitor and adjust occupancy schedules, depending on the needs of
occupants and weather conditions, whenever feasible.
• Continuous review of BGE tariff to ensure the most cost-effective tariff structure or identify a lower price supplier
for energy commodities, where applicable.
• Continuing energy conservation projects to substantially improve energy efficiency of various building systems.
• Initiated an electrical demand control program at all schools.
• Continued participation in BGE SmartEnergy Savers and lighting retrofit programs.
• New schools are designed and built to meet LEED certification.
• Retrofit/replacement of all T-12 lighting fixtures and parking lot heads.
• Continued measurement and verification of an energy performance contract program at 29 schools, which
included lighting upgrades, installation of low-leakage dampers, boiler burner optimization, kitchen hood
exhaust fan controls, computer power management, and electrical transformer replacement with high efficiency
transformers.
• Investigation/pursuit of emerging technologies and renewable energy sources.
• Installed cogeneration units in three schools that utilize natural gas as the fuel source to generate electricity,
using the heat rejected from the unit to supplement the building’s water heating loop.
• Started measurement and verification of a second and third phase of energy performance contract programs
at 141 schools, which included lighting upgrades to LED technology, HVAC controls improvements, boiler
replacements with fuel conversion, weatherization of the building envelope and kitchen hood exhaust fan
controls, plug load controllers, and electrical transformer replacement with high efficiency transformers.
• As a member of the Maryland Green Registry, the school system continues to promote sustainability practices
while striving to continually improve environmental performance.

Source: BCPS Facilities Department, 2020.

305
The BCPS has a published a Green Schools List (Exhibit 5-23). This list is comprised of schools designated as Maryland
Association for Environmental and Outdoor Education (MAEOE) Green Schools; MAEOE Sustainable Schools; and Aspiring
MAEOE Green Schools. The Maryland Green Schools Program (MDGS), administered by MAEOE, is a sustainable schools
program. It provides educational opportunities for Pre-K–12 schools that promote responsible environmental stewardship
practices and increase awareness of how our relationship with the environment ultimately impacts public health and society.

EXHIBIT 5-23
BCPS GREEN SCHOOLS

Aspiring MAEOE Green School Fort Garrison Elementary


Franklin Middle
Chapel Hill Elementary Fullerton Elementary
Berkshire Elementary Gunpowder Elementary
Chatsworth School Hampton Elementary
Westchester Elementary Holabird Middle
Winand Elementary Kenwood High
Lyons Mill Elementary
MAEOE Sustainable School Mays Chapel Elementary
Berkshire Elementary Milbrook Elementary
Dulaney High Overlea High
Padonia Int’l Elementary
Dundalk Middle Parkville Middle
Glyndon Elementary Perry Hall High
Hereford High Perry Hall Middle
Hereford Middle Pikesville Middle
Hillcrest Elementary Pine Grove Elementary
Jacksonville Elementary Pine Grove Middle
Lutherville Lab Elementary Pinewood Elementary
Norwood Elementary Pleasant Plains Elementary
Pot Spring Elementary Prettyboy Elementary
Sparks Elementary Randallstown Elementary
Towson High Reisterstown Elementary
Western School Tech. & Sci. Riderwood Elementary
Ridge Ruxton School
MAEOE Green Schools Ridgely Middle
Arbutus Middle Rodgers Forge Elementary
Battle Monument Rosedale Center
Bear Creek Elementary Seven Oaks Elementary
Catonsville Elementary Sparrows Point Middle/High
Catonsville Middle Stoneleigh Elementary
Cockeysville Middle Sudbrook Magnet Middle
Cromwell Valley Magnet Elem. Timonium Elementary
Deer Park Middle Wellwood Int’l Elementary
Dumbarton Middle West Towson Elementary
Eastern Technical High Westowne Elementary
Edgemere Elementary Windsor Mill Middle

Source: BCPS Facilities Department, 2021.

306
The Department of Facilities offers updates and information regarding energy conservation for BCPS employees, disseminated
through the BCPS News Hub and found at:

• Energy Conservation Guidelines (BCPS News Hub)


• Thanksgiving Holiday Energy Conservation Checklist (BCPS News Hub)
• Winter Break Holiday Energy Conservation Checklist (BCPS News Hub)

The Energy Conservation Guidelines are distributed annually following school opening, and the Holiday Conservation Checklist
is sent prior to school holidays.

The BCPS energy management monitoring system application has resulted in considerable advances in energy management as
well as savings.

The Office of Energy has a highly effective and efficient energy management software module through SchoolDude, which
provides an extensive energy monitoring and savings program for all BCPS facilities. It is a cloud-based program and the
stored data since 2018 was not affected by the ransomware attack. Previous to transition to this software system, which was
installed last year, another system, Watchdog, was used. This data-rich system and the software module provide a wide array
of critical information on demand for the entire system of facilities, as well as individual facilities, which is collected by utility pipe
(electric, gas, propane, no. 2 fuel, diesel fuel, etc.) Even some of the portable facilities are monitored daily, depending upon their
connection to the main facility. The system also has an early warning feature for missing energy bills and changes in month-to-
month consumption, both system-wide and at individual schools. The data is converted to the required annual State of Maryland
comprehensive report. The system’s database and dashboard are monitored daily by a small staff of three in the Office of Energy
Management. Two examples of the reports available are shown in Exhibit 5-24 and Exhibit 5-25.

307
EXHIBIT 5-24
BCPS UTILITY USAGE AND COSTS (YEAR-TO-YEAR COMPARISON)
BCPS Utility Usage & Costs -- Year-to-Year Comparison
Electric Natural Gas Oil #2
Month U se k W h Demand k W Cost U se THER M Cost U se G al Cost
July 07- 2016 16,024,917.0 43,729 $1,802,061 61,693.6 $50,848 1,973.2 $2,721
August 08- 2016 19,493,885.0 51,023 $2,147,155 80,866.9 $58,057
September 09- 2016 17,361,218.0 76,232 $1,930,937 81,744.9 $57,079
October 10- 2016 13,182,905.0 56,031 $1,457,769 194,418.0 $124,239 7,742.9 $12,829
November 11- 2016 13,372,086.0 35,526 $1,425,097 617,603.0 $444,084 16,919.5 $26,493
December 12- 2016 14,692,234.0 36,140 $1,537,628 1,077,133.0 $856,734 63,329.5 $100,803
January 01- 2017 14,344,477.0 35,296 $1,526,106 1,071,654.0 $994,671 101,619.9 $158,879
February 02- 2017 13,477,433.0 34,962 $1,445,355 799,350.0 $814,554 87,646.7 $136,322
March 03- 2017 13,770,362.0 35,154 $1,469,822 783,161.0 $687,132 56,156.4 $88,121
April 04- 2017 12,837,031.0 43,221 $1,400,591 260,865.0 $220,022 8,272.4 $13,686
May 05- 2017 16,528,832.0 77,972 $1,749,730 112,726.0 $102,373 11,565.3 $17,951
June 06- 2017 16,274,324.0 58,955 $1,437,307 80,066.0 $57,788 7,501.0 $11,771
FY17 Total 181,359,704.0 584,241 $19,329,556 5,221,281.4 $4,467,581 362,726.8 $569,577
July 07- 2017 15,827,752.0 44,913 $1,276,546 54,504.0 $47,153 3,600.0 $5,692
August 08- 2017 17,645,256.0 48,124 $1,395,944 64,122.0 $65,479 8,075.0 $13,742
September 09- 2017 16,988,827.0 81,513 $1,407,796 87,266.0 $80,393 8,001.0 $15,080
October 10- 2017 12,775,852.1 55,096 $1,246,260 187,879.0 $132,821 3,614.0 $6,683
November 11- 2017 13,177,780.0 42,970 $1,374,197 735,247.0 $495,711 66,736.0 $116,390
December 12- 2017 14,558,101.0 33,951 $1,473,160 1,186,308.0 $1,045,711 64,995.0 $126,734
January 01- 2018 14,053,048.0 33,097 $1,407,334 1,277,545.0 $1,230,768 127,643.0 $269,892
February 02- 2018 12,833,716.0 32,106 $1,296,580 842,075.0 $974,565 66,408.0 $130,087
March 03- 2018 12,590,861.0 31,699 $1,268,519 942,268.0 $668,251 89,646.0 $170,000
April 04- 2018 12,092,233.0 40,465 $1,253,675 400,985.0 $259,805 28,798.0 $60,312
May 05- 2018 15,178,575.0 71,571 $1,505,358 109,631.0 $72,902 13,170.0 $30,062
June 06- 2018 15,920,558.0 58,456 $1,585,792 88,946.0 $75,005 2,300.0 $5,195
FY18 Total 173,642,559.1 573,961 $16,491,161 5,976,776.0 $5,148,564 482,986.0 $949,867
July 07- 2018 15,704,897.0 44,161 $1,584,644 67,203.0 $51,545 5,512.0 $11,985
August 08- 2018 17,475,211.0 50,925 $1,723,393 74,152.0 $53,479 2,003.0 $4,399
September 09- 2018 17,423,440.0 80,974 $1,722,090 98,411.0 $69,668 4,460.0 $10,711
October 10- 2018 12,940,497.0 55,790 $1,391,553 330,843.0 $250,843 21,519.0 $52,520
November 11- 2018 13,006,185.0 31,990 $1,361,612 897,089.0 $560,013 50,530.0 $109,938
December 12- 2018 12,830,089.0 30,578 $1,355,157 1,006,338.0 $863,728 74,968.0 $147,833
January 01- 2019 13,982,099.0 32,057 $1,451,632 1,300,166.0 $1,220,910 72,278.0 $141,834
February 02- 2019 13,076,819.0 31,365 $1,391,309 1,059,209.0 $972,692 63,674.0 $126,774
March 03- 2019 12,185,429.0 31,364 $1,329,155 793,766.0 $715,141 64,143.0 $126,585
April 04- 2019 11,487,479.0 40,537 $1,318,183 211,514.0 $162,413 7,950.0 $16,219
May 05- 2019 15,647,212.0 75,820 $1,609,144 91,445.0 $61,216 9,729.0 $20,310
June 06- 2019 16,387,146.0 60,949 $1,591,319 70,171.0 $56,614
FY19 Total 172,146,503.0 566,510 $17,829,191 6,000,307.0 $5,038,261 376,766.0 $769,109
July 07- 2019 16,224,245.0 46,812 $1,542,435 53,057.0 $44,164 9,745.0 $19,837
August 08- 2019 16,184,470.0 49,640 $1,511,624 57,456.0 $49,760
September 09- 2019 15,721,242.0 82,445 $1,513,910 67,913.0 $48,860
October 10- 2019 11,875,707.0 53,833 $1,206,188 237,309.0 $163,897 10,216.0 $20,394
November 11- 2019 12,419,993.0 32,113 $1,199,531 773,288.0 $514,421 32,316.0 $64,093
December 12- 2019 12,985,511.0 31,273 $1,219,804 1,042,419.0 $945,125 55,518.0 $113,604
January 01- 2020 12,705,668.0 31,895 $1,200,275 1,036,137.0 $1,119,569 66,911.0 $143,856
February 02- 2020 12,124,566.0 29,741 $1,160,406 930,433.0 $890,166 54,439.0 $98,460
March 03- 2020 9,564,684.0 25,468 $987,418 587,994.0 $474,231 31,626.0 $41,935
April 04- 2020 8,195,569.0 22,489 $873,300 209,145.0 $166,730 26,000.0 $26,849
May 05- 2020 8,969,257.0 50,221 $951,848 56,995.0 $55,915 229.0 $215
June 06- 2020 12,300,887.0 50,080 $1,233,481 35,947.0 $37,625 48,887.0 $56,704
FY20 Total 149,271,799.0 506,010 $14,600,219 5,088,093.0 $4,510,463 335,887.0 $585,948
July 07- 2020 14,648,788.0 47,537 $1,292,858 42,199.0 $37,255 3,528.0 $4,665
August 08- 2020 14,043,888.0 49,783 $1,248,859 43,499.4 $40,586
September 09- 2020 11,598,322.0 53,560 $1,078,959 46,629.0 $41,572 2,955.0 $3,513
October 10- 2020 10,406,303.0 50,976 $949,322 122,012.0 $101,459
November 11- 2020 9,638,296.0 23,544 $894,008 564,072.0 $463,909 19,146.0 $25,029
December 12- 2020 11,012,409.5 23,718 $1,027,781 891,924.3 $843,293 34,200.0 $49,942
January 01- 2021 10,529,627.0 21,860 $964,990 986,488.0 $989,388 74,693.0 $114,398
February 02- 2021 10,156,591.0 23,148 $921,061 971,270.0 $756,681 65,564.0 $115,943
FY21 Total 92,034,224.5 294,126 $8,377,838 3,668,093.7 $3,274,144 200,086.0 $313,490

Source: Energy Watchdog


Source: Energy--Watchdog
Monthly Utility Use and
- Monthly Cost Use
Utility Report
and Cost Report. Date of Data Export: 05-19-21.
Date of Data Export: 05-19-21

Report data may be presented as a graphic as well, as shown in Exhibit 5-25, for use in an energy dashboard or for
presentations.

308
EXHIBIT 5-25
BALTIMORE COUNTY PUBLIC SCHOOLS ELECTRICITY MONTHLY TRENDS

Baltimore County Public Schools M onthly Trends - Comparing Year-to-Year (FY2017 - FY2021)

M onthly Use by Year (Jul - Jun)


Executive Summary - Electricity Consumption ( kW h)

Jul Aug Sep Oct Nov Dec Jan Feb M ar Apr M ay Jun Total
16,024,917 19,493,885 17,361,218 13,182,905 13,372,086 14,692,234 14,344,477 13,477,433 13,770,362 12,837,031 16,528,832 16,274,324 181,359,704
2016- 17
15,827,752 17,645,256 16,988,827 12,775,852 13,177,780 14,558,101 14,053,048 12,833,716 12,590,861 12,092,233 15,178,575 15,920,558 173,642,559
2017- 18
15,704,897 17,475,211 17,423,440 12,940,497 13,006,185 12,830,089 13,982,099 13,076,819 12,185,429 11,487,479 15,647,212 16,387,146 172,146,503
2018- 19
16,224,245 16,184,470 15,721,242 11,875,707 12,419,993 12,985,511 12,705,668 12,124,566 9,564,684 8,195,569 8,969,257 12,300,887 149,271,799
2019- 20
14,648,788 14,043,888 11,598,322 10,406,303 9,638,296 11,012,410 10,529,627 10,156,591 92,034,225
2020- 21

Source: Energy Watchdog -- Monthly Utility Use and Cost Report, Date of Data Export: 05-19-21

COMMENDATION 5-E:
The BCPS plan for energy management and sustainability is an outstanding and comprehensive plan which has
led to substantial energy conservation and savings and is embedded in every operation of DFMSP, including
procurement, design, maintenance, and operations.

FINDING
There is a need to increase BCPS employee awareness of Department of Facilities achievements in energy conservation and the
subsequent cost savings brought to BCPS.

Despite the many advances, savings, and accomplishments in the area of energy management and conservation made by the
Department of Facilities, awareness levels of this among BCPS employees are very low, as illustrated in the Public Works LLC
survey.

The survey results to Q50, “BCPS has an energy management program in place to minimize energy consumption,” indicates
that 32.48 percent agreed, while 22.78 percent disagreed and 44.74 percent responded, “don’t know or neither agree nor
disagree.”

309
RECOMMENDATION 5-15:
BCPS should endeavor to raise employees’ understanding of the energy programs that have been instituted, the
savings the programs have generated, and the energy monitoring systems in place to minimize energy consumption.
(Tier 2)

IMPLEMENTATION AND TIMELINE

1. The Leadership of the Department of Facilities and Communications Office should conduct Month 1
a BCPS staff awareness program of the energy programs which have been instituted, the
amount of savings the programs have generated, and the energy monitoring systems in
place to minimize energy consumption.

2. The Leadership of the Department of Facilities and Communications Office should conduct Months 4, 8 and 12
quarterly surveys of staff to measure increased levels of awareness.

FISCAL IMPACT
This recommendation can be implemented with existing resources.

Review and Evaluation of Contracting Process


––––––––––––––––––––––––––
There are numerous opportunities within the facility management area for contracting, not the least of which is construction
contracting. Some or all of the many facility operations, such as maintenance and custodial operations, could be purchased or
contracted for through private companies or interlocal agreements with neighboring districts or other governmental entities. It is
important to regularly evaluate whether there are goods or services that can be obtained from the private sector at lower cost,
higher quality, or both.

FINDING
BCPS has numerous external contracts originating from the Facilities and Construction Department; the volume and nature of the
contracts are appropriate for the size of this school district.

A review of all of the contracts originating from the Facilities and Construction Department and approved by the Board of
Education finds them to be for necessary services, supplies, and products that cannot be provided in-house.

The standard RFP package offered by the Department specifically identifies the ratings criteria or scoring formula to be used to
determine the award. Respondents to the RFPs thus have clarity as to the basis for the evaluation and awards. Typical language in
BCPS RFPs relative to proposal evaluation is shown in Exhibit 5-26:

310
EXHIBIT 5-26
PROPOSAL EVALUATION LANGUAGE

“16.0 Award of Contract

16.1 Method of award will be to the responsive and responsible Offeror(s), receiving the most
favorable evaluation by BCPS. Failure to provide an adequate proposal response shall result in
Offeror’s proposal being non-responsive and not eligible for award.

BCPS reserves the right to award to multiple Offerors.

16.2 All the specifications are preferred requirements. The Offeror’s proposal shall include responses to
every item listed under Part III: Technical Specifications Duties of Contractors. Failure on the part of the
Offeror to meet this requirement will constitute non-compliance to the specification and will eliminate
the proposal from further consideration.

16.3 While pricing will be given consideration, BCPS will evaluate the criteria contained in the
technical proposals as the primary evaluation tool.

16.4 BCPS reserves the right to reject all proposals and to re-solicit for services at its discretion.

16.5 BCPS prefers Offerors to be primarily located or have a fully operational sales office in the
Baltimore-Washington metro area or located in the State of Maryland.

16.6 Time is of the essence. Submission of a proposal/bid, in response to this solicitation, shall mean
that the Offeror can complete all work “as specified” within the specified time frame.”

Source: F43 Part II and III. (SharePoint.)

A sample of the ratings for the second-round evaluation are shown in Exhibit 5-27.

EXHIBIT 5-27
PROPOSAL EVALUATION CRITERIA

40 points Functional Requirements * Extent to which the proposed solution meets the RFP’s functional
requirements * Compliance with the RFP’s technical requirements * Solution approach, plan and schedule
* Project management * Training * Extent of modifications required to meet requirements

15 points Experience and Qualifications of Firm * References (number and size) in K-12 environment *
Current workload and ability to complete required work within BCPS schedule * Financial stability of firm

15 points Experience and Qualifications of Proposed Staff and/or Partners * Resumes of proposed
staff/project team * Team organization and amount of aggregated experience points * Pricing *
One-time costs * Reoccurring costs * Detailed break-out of ALL costs

5 points Quality of proposal submission, and presentation

Source: F43 Part II and III. (SharePoint).

311
COMMENDATION 5-F:
The Facilities and Construction Department’s bids and RFP announcements and packages, based upon those
provided and reviewed, show attention to detail and are in accordance with industry standards.

Shared Services
––––––––––––––––––––––––––

FINDING
Opportunities exist to consolidate and/or share services between government agencies to offer more effective practices and
services that could also increase efficiency.

The results of the Public Works LLC survey demonstrate employees’ support for the BCPS and Baltimore County Government
pursuing such shared service opportunities when available and if not already doing so.

The survey contained four questions related to shared services, shown in Exhibit 5-28. The high percentages of “agree or
strongly agree” responses indicate strong BCPS employee support for shared services.

EXHIBIT 5-28
PUBLIC WORKS SURVEY SHARED SERVICES QUESTIONS

Agree or Neither Disagree


Survey Question Strongly Agree nor or Strongly Don’t Know
Agree Disagree Disagree
Q97. Service sharing offers costs savings and other benefits. 40.49% 21.93% 8.43% 29.14%
Q98. Shared services improve level of service quality/delivery. 35.22% 27.11% 10.87% 26.80%
Q99. BCPS and the County can save money by sharing costs of 54.74% 19.11% 4.89% 21.25%
services.
Q100. If BCPS does not have shared services with the County, 56.29% 17.33% 6.28% 20.09%
it should explore and implement service sharing.

Source: Public Works LLC Survey, 2021.

RECOMMENDATION 5-16:
BCPS Facilities Management and its counterpart in Baltimore County Government, as well as the Property
Management Department of the Office of Budget and Finance, should explore shared service agreements, especially
for facilities energy monitoring through a common energy software system managed by a combined staff. (Tier 1)

The BCPS energy management monitoring system application has resulted in considerable advances in energy management
and savings. It should be explored by County government officials to determine if it or a similar system could positively impact
Baltimore County facilities in the same manner and effect greater cost savings.

The BCPS Office of Energy had a highly effective and efficient energy management software module, using Watchdog until
2020, and now through School Dude, which provides an extensive energy monitoring and savings program for all BCPS
facilities. (See the section on Energy Management earlier in this chapter for additional details on the energy software.)

312
IMPLEMENTATION AND TIMELINE

1. Under the leadership of the Department of Facilities, the Office of Energy and Sustainability Month 1
should identify its County counterpart.
2. With approval by Facilities Management and the County counterpart’s leadership, a small joint Month 1
working group should be established to explore energy management shared opportunities.
3. The working group should meet weekly to investigate the options and prepare a recommendation Month 2
on going forward (or not) with shared energy management.
4. The working group should present the recommendation to the appropriate management in Month 3
BCPS and County.
5. Depending on the recommendation’s acceptance, BCPS and the County should assign Month 4
responsibilities for design and an implementation timeline should be determined.

FISCAL IMPACT
This recommendation could be implemented with no existing cost and with existing resources, including current staff time.

The potential savings in energy management for the County could be substantial, based on BCPS experiences.

FINDING
There are existing and ongoing efforts between BCPS facilities leaders and Baltimore County Government facilities leaders to
share services and provide assistance to each other, as needed.

Shared facilities between BCPS and County Government are arranged through formal Memoranda of Understanding, as well as
an established, professional working relationship between leaders of BCPS and County facilities.

For example, both BCPS and Baltimore County Government are associated with a consortium to purchase energy commodities,
which has resulted in savings for both entities. There is an existing Memorandum of Understanding (MOU) between Baltimore
County Government and BCPS for this purpose. Exhibit 5-29 illustrates that the cost-avoidance benefits of this MOU for energy
are approximately $10 million annually.

EXHIBIT 5-29
PORTFOLIO PERFORMANCE VS. BGE SOS -FY2020

SUMMARY
Enel X prepares a comparison of BRCPC electric supply portfolio rates/costs to the BGE standard offer service
(SOS) rates/costs for each fiscal year. This is referred to as cost avoidance.
The comparison excludes the BGE hourly based PoLR type accounts (Type III accounts with PLC’s >600 KW). For
FY20, 31% of the metered usage pertained to type III accounts.
For FY20, the cost avoidance was calculated at $10.0 million, meaning that BRCPC portfolio supply costs were
$10.0 million lower than the BGE fixed rate PoLR alternative for the equivalent period.
The FY20 weighted average SOS rate was calculated at $.0620/kWh as compared to the BRCPC Supply Portfolio
rate of $.05174/kWh (metered basis) for a cost avoidance of $.01027/kWh.
FY20 cost avoidance amount was very close to the FY19 amount ($10.0 million for FY20 vs. $10.4 million for FY19).
From inception (FY07) through FY20 the cost avoidance has been approximately $173.8 million or $.01181/kWh.

Source: BCPS July 2020 Presentation of Portfolio Performance vs. BGE SOS – FY 2020

313
Exhibit 5-30 shows the annual and cumulative energy cost savings from FY07 through FY20 achieved by participating in the
electric procurement program.

EXHIBIT 5-30
ELECTRIC PROCUREMENT COST SAVINGS

BRCPC Electric Procurement Program


$ millions
Costs Avoided when Compared to BGE Standard Offer Service Rates*

$200

$180 $173.8
$163.8
$160 $153.4
$148.0

$140 $133.5

$120 $117.2

$100 $95.1
$84.9
$80 $76.8
$69.2 $71.2 $68.2

$60

$41.1
$40
$26.2$26.2 $28.1
$22.1
$20 $14.9 $16.3 $14.5
$8.6 $8.0 $10.3 $10.4 $10.0
$5.4
$2.0
$0
FY07 FY08 FY09 FY10 FY11
-$3.0 FY12 FY13 FY14 FY15 FY16 FY17 FY18 FY19 FY20
-$20

Annual Savings Cumulative Savings


* Excludes BGE hourly based type III accounts which represents in the range of 29% -35% of the total portfolio depending on year

Source: BCPS July 2020 Presentation of Portfolio Performance vs. BGE SOS – FY 2020.

There is also a MOU for a Joint Snow Removal Assistance Program in effect since 2012 between BCPS and the County
Department of Highways, wherein staff of BCPS and equipment are utilized during snow events for highway plowing.

During the past decades, the two government entities have professionally collaborated in several areas of maintaining recreation
properties. Baltimore County Property Management works with BCPS and the Baltimore County Bureau of Solid Waste to
maintain school recreation centers throughout the county. Each organization is responsible for specific maintenance functions for
school grounds, recreation offices, and activity rooms.

COMMENDATION 5-G:
The leadership of the Department of Facilities Management and Strategic Planning and the leadership of Baltimore
County Property Management have established a positive and collaborative working relationship; long-established
MOUs and joint service agreements between BCPS and Baltimore County government have been successful and
resulted in considerable savings.

RECOMMENDATION 5-17:
Baltimore County Government and BCPS should strengthen and further develop the strong personal relationship
between county and school district management personnel by scheduling formalized, regular, and periodic meetings
to discuss operational and financial issues common to both organizations. (Tier 2)

The meeting group should be tasked with reviewing current areas of cooperation and considering new collaborative
opportunities as ideas and needs emerge. Leadership in the BCPS Facilities Departments and leadership in the Baltimore County

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Property Management Division should review other areas wherein there exist possible other areas for collaboration, such as
within custodial and maintenance areas.

IMPLEMENTATION AND TIMELINE

1. The Superintendent should direct the leadership of the Department of Facilities and the Office of Month 1
Facility Support Services to meet with their counterparts in Baltimore County Government.

2. Both the County Executive and the Superintendent should establish the objectives and agenda for Month 1
the meeting and co-chair the initial meeting.
3. A monthly meeting schedule should be established with a requirement of a written update of the Months 1-3
meetings with progress reports toward new and revised shared services agreements, if possible.

4. The Leadership should review and update the 1990s MOU between Property Management Months 3
(originally Recreation and Parks) to reflect organizational and operational changes since the MOU
was first adopted.
5. The leadership of BCPS and Baltimore County Government should be prepared to share with the Month 4
County Executive and Superintendent any potential shared service agreements (MOUs and Joint
Use Agreements, or JUAs) ready for their review.

FISCAL IMPACT
This recommendation can be implemented with no existing costs and with existing resources and staff time.

FINDING
BCPS leadership in the Department of Facilities and leadership in Baltimore County Property Management have identified critical
needs for resources to be invested into preventive maintenance for aging facilities owned by the two entities.

RECOMMENDATION 5-18:
BCPS and Baltimore County Government should explore common needs and possible grant opportunities and other
resources to support preventive maintenance for aging facilities. (Tier 2)

IMPLEMENTATION AND TIMELINE

1. The Superintendent should direct the leadership of the Department of Facilities and the Office of Month 1
Facility Support Services to meet with their counterparts in Baltimore County Government, along
with available staff engaged in grant writing, with the objective of exploring common needs and
possible grant opportunities when federal government infrastructure funds become available, as
well as other resources for this crucial area of infrastructure and preventive maintenance.
2. A monthly meeting schedule should be established requiring a written update of the meetings with Months 1-3
progress reports toward securing grant opportunities.

3. The leadership of the combined workgroup should be prepared to share with the County Month 3
Executive and Superintendent any potential grant applications ready for their review.

FISCAL IMPACT
This recommendation can be implemented with no existing costs and with existing resources and staff time.

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CHAPTER 6
–––
TRANSPORTATION

INTRODUCTION
Among the most important functions and responsibilities of any school division is transporting our nation’s children. The
nation’s 450,000+ school buses make 8.8 billion trips to and from school and approximately 1.2 billion activity trips
a year, carrying 24 million children, according to the National Association for Pupil Transportation. School systems
collectively operate one of the safest forms of transportation in the country, better than any other form of mass transit. A
school bus is the safest vehicle on the road, and the National Highway Traffic Safety Administration (NHTSA) states that
it is “nearly 70 times safer than a family car.”

Yet in the face of growing public expectations and ever-shrinking public dollars, this national safety achievement is
at a crossroads in many school districts. School system budgets continue to shrink, while public expectations continue
to rise. Parents expect door-to-door timely service, while transportation directors struggle with driver shortages,
employee absenteeism, and buses that are providing transport service from before dawn until past dusk, limiting time for
maintenance. Meanwhile, along with their efforts to improve student achievement, school boards across the country are
pressuring transportation departments to do more with less and achieve even greater efficiencies, allowing saved dollars
to be spent in the classroom.

This chapter presents major findings, commendations, and recommendations for the transportation function of the
Baltimore County Public Schools (BCPS). The four major sections of this chapter are:

• Organization and Staffing


• Planning, Policies, and Procedures
• Routing and Scheduling
• Vehicle Maintenance and Bus Replacement

As stated in the Transportation Operating Procedures Manual, “The mission of the BCPS Office of Transportation is to
provide safe and efficient school transportation services in an environment that fosters positive social interaction and
allows students to be successful learners.”

It further states that the Office of Transportation is responsible for:

• Providing on-time transportation service to schools and school-related activities,


• Determining students’ transportation eligibility,
• Establishing school bus stops for each school, and
• Establishing the opening and closing times for each school.

According to the annual transportation report for the 2018-2019 school year (pre-COVID-19) submitted to the
Maryland State Department of Education (MSDE), BCPS operated a total of 808 route buses, 670 district-owned and
138 contractor-operated, traveling a total of over 15 million route miles and transporting over 85,000 students to and
from school each school day.

It is important to note that when focus groups of drivers and attendants were asked what they like most about their jobs,
over 80 percent responded, “the children.” It is also worth noting that the majority of those in our focus groups did not
note pay as their major concern. In conversations with BCPS staff across the entire Office of Transportation, satisfaction
was expressed with the direction of the Office of Transportation, particularly over the last couple of years. This report,
however, will focus on a variety of concerns evident in each section, which can be summarized as below.

The three main overall issues facing the Baltimore County Public Schools Office of Transportation include:

1. School Bus Driver Shortage


2. Effective and Efficient Routing of School Buses
3. Condition and location of Bus Lots (Fleet Maintenance)

Other than safety, addressing the school bus driver shortage with an aggressive recruiting and retention campaign
should be the number one priority for the department.

Chapter 1 of this report covers District Organization and Management for BCPS. As a part of that review, the central
office organizational structure was analyzed and specific modifications were detailed in Recommendation 1.1. Within
that chapter, details on multiple layers of supervision were detailed and it was recommended that the position of
Executive Director of Business Services Operations be eliminated. That position provides oversight to the Office of
Transportation. Under the proposed organizational structure, Transportation would report to the Deputy Superintendent,
a position also a part of the proposed reorganization.

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Organization and Staffing
––––––––––––––––––––––––––––––––––––
The Office of Transportation is part of the Division of Business Services Operations, which falls under the umbrella of the Chief
Administrative and Operations Officer. See Exhibit 6-1 below.

EXHIBIT 6-1
ORGANIZATIONAL CHART
BCPS DIVISION OF BUSINESS SERVICES

Source: BCPS Transportation Department, 2021.

The Office of Transportation is comprised of three (3) main areas: fleet maintenance, operations, and business, as shown in
Exhibit 6-2.

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EXHIBIT 6-2
TRANSPORTATION BUSINESS SERVICES OPERATIONS

Director

Administrative Secretary

Senior Fleet Transportation Business


Assistant Director
Supervisor Manager

Fleet Technician Transportation Liaison, Senior Ops Fiscal Supervisor


Supervisor, Training
Supervisor (2) Special Education Supervisor (5)

Specialist, Communications
Transportation Asst & Customer Svc
Senior Trainer (3)

Clerk III Supervisor, Routing &


Trainers (4) Information Systems

Clerk II

Source: BCPS Transportation Department, 2020.

Transportation fleet parking and maintenance is housed in 11 facilities (bus lots) spread across the county, as depicted in
Exhibit 6-3.

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EXHIBIT 6-3
BALTIMORE COUNTY PUBLIC SCHOOL BUS LOT LOCATIONS

Source: BCPS Office of Strategic Planning, 2016.

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Exhibit 6-4 reflects the total staffing of full-time employees (FTEs) for BCPS Transportation. Of the 1,230 total transportation
staff employees, 1,048, or 85 percent, are drivers and attendants. Fleet maintenance is the next largest group of staff, with
80 positions.

EXHIBIT 6-4
BCPS OFFICE OF TRANSPORTATION STAFFING

Source: BCPS Budget Office, 2021.

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DRIVER SHORTAGE
For any school transportation operation to be successful in providing safe and efficient service to students and schools, a full
complement of drivers and attendants is a necessity. Districts must also carry a cadre of substitute drivers and attendants to cover
absences. The exact figure varies from district to district, but in BCPS, it was reported that the daily need is approximately 25
percent of the total number of routes.

As with most school systems across the country, recruiting and retaining qualified school bus drivers is a major concern, as it
impacts the critical task of getting students to and from school each day. Additionally, the driver shortage creates numerous other
operational issues across the organization. When a route has no driver, whether due to a vacancy or a driver on leave, someone
must drive that bus. It was reported that field representatives, dispatchers, customer service clerks, and routing assistants are
pulled from their normal duties on a daily basis to drive a school bus. Additionally, two of the five Senior Operations Supervisors
drive regularly. The impact of this arrangement is significant, as it negatively affects responsiveness to citizen complaints and
inquiries, as well as other operational issues, such as accident investigation, handling school/driver concerns, and safety reviews.

School systems and contractors across America have been struggling with recruiting and retaining school bus drivers for years.
As stated in the introduction, other than safety, addressing the school bus driver shortage with an aggressive recruiting and
retention campaign should be the number one priority for the Office of Transportation.

FINDING
BCPS has a significant school bus driver shortage, and this shortage has a profound impact on the operation of the school system.

Currently, BCPS has 62 school bus driver positions vacant, with an additional need of 50 to 60 substitute drivers to account for
absences related to illness, Family Medical Leave Act (FMLA), workers’ compensation, and other absences.

Typically, school systems initially focus on starting salary and benefits when addressing the driver shortage. Exhibit 6-5 depicts
the starting salaries for school bus drivers in neighboring school districts.

EXHIBIT 6-5
DRIVER STARTING SALARY COMPARISIONS WITH AREA SCHOOL DISTRICTS

SCHOOL DISTRICT STARTING HOURLY PAY RATE


Montgomery County $17.62
Baltimore City $18.52
Prince Georges County $19.16
Average rate for Area School Districts $18.43
Baltimore County $16.69

Source: Created by Public Works LLC, 2021.

BCPS has used contract school bus service for over 40 years. The current contract (which expires June 30, 2021) utilizes six
private carriers (see below). With the use of a contractor transportation service, there is some level of “internal” competition for
drivers. The private contractors do not offer the full range of benefits provided by BCPS. Therefore, as depicted in Exhibit 6-6,
drivers who do not desire retirement or hospitalization benefits can earn a higher hourly rate with one of the private contractors.

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EXHIBIT 6-6
DRIVER STARTING SALARY COMPARISONS WITH BCPS CONTRACTORS

CONTRACTOR STARTING HOURLY PAY RATE


Woodlawn Motor Coach $22.50
Whitcraft Services $18.50
Harris $19.00
Reliable Unavailable
JDT Transportation $19.00
Fleming $18.50
Average Hourly rate of Contractors $19.50
Baltimore County Public Schools $16.69
Source: Created by Public Works LLC, 2021.

As no data was available, it was reported anecdotally that the number of drivers leaving BCPS for one of the contractors is
relatively low It was stated numerous times by staff that there have been occasions when both prospective drivers, as well as
current ones who do not need benefits, leave the school system for higher hourly pay. Some of the contractors provide benefits,
but their offering is not as robust as that of BCPS.

School districts across America have been hard at work looking for the “silver bullet” to solve their driver shortage problem.
History shows that when the economy is strong, the driver shortage problem is the worst. With the many qualifications that drivers
must meet, such as clean background checks, drug screenings, and driving history, many are reticent to apply. Add to that the
hourly pay rate, split shifts, and lack of support in dealing with student discipline, driving a school bus is not always an attractive
career.

Recruitment efforts have been ongoing with community partners at sites listed below (see Exhibit 6-7) during FY 2018-19 and
up to February 18, 2020. They were then suspended due to COVID-19 and resumed in July 2020 in a virtual format.

EXHIBIT 6-7
LISTING OF RECENT RECRUITMENT LOCATIONS

Liberty Workforce Development Center Baltimore County Public Library, Randallstown


Eastpoint Workforce Development Center Baltimore County Public Library, Arbutus
Northwest One Stop Career Center Colonial Baptist Church
Hunt Valley Workforce Development Center Catonsville High School
Perry Hall Public Library Liberty Center - Randallstown
Baltimore County Public Library, Rosedale
Source: BCPS Human Resources Division, 2021.

DRIVER RECRUITMENT
A major recruitment challenge facing BCPS is the cost that applicants must pay as part of pre-screening. Currently, BCPS covers
the cost of a pre-employment drug screening, as well as a physical examination. However, the applicant is responsible for
the cost of a criminal history background check ($100) and a certified driving record check ($9) (see Exhibit 6-8). Typically,
an applicant for a school bus driver position comes to BCPS unemployed, making the need to have $109 available for pre-
screening a hurdle that many cannot overcome.

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EXHIBIT 6-8
BCPS DRIVER PRE-QUALIFICATION CHECKS AND COSTS

Pre-Qualification Cost Paid by BCPS Paid by Applicant


Drug Screening X
Physical X
Background Check $100* X
Driving Record $9 X

Source: BCPS Human Resources Division, 2021.

*Prior to the ransomware incident, background checks were conducted in-house at a cost of $81 to the applicant. This process
is now handled by an outside vendor at the cost of $100.

As school systems across the country are struggling to recruit school bus drivers, most, if not all, of these types of fees are routinely
covered by school systems.

RECOMMENDATION 6-1:
Explore solutions with the Baltimore County Police to have background checks conducted at a free or reduced rate.
Should this not come to full fruition, BCPS should pay for background checks for driver and attendant applicants.
(Tier 1)

IMPLEMENTATION AND TIMELINE

1. The Chief Administrative and Operations Officer should meet with the Baltimore Month 1
County Police Chief to initiate a partnership to address minimizing the cost of
background checks for applicants.

2. The Chief Administrative and Operations Officer should initiate steps to cover any Month 1
costs related to applicant background checks.

FISCAL IMPACT
This recommendation can be implemented with existing resources, utilizing dollars allocated for driver salaries for
which the positions are vacant.

FINDING
Another area of concern for Transportation staff relates to driver physical requirements. Although the physical is free to the
applicant, the vendor conducting the physicals has a practice of measuring the neck size of applicants. If the neck size exceeds
a certain threshold (17 inches), the vendor requires the applicant to complete a sleep study. According to SleepDr.com, a sleep
study can range from $500 to $3,000 out of pocket. Most applicants are unemployed and without insurance, so there is no
coverage for this expense. In a conversation with Maryland State Department of Education staff, they indicated that they were
unfamiliar with this as a requirement. It was reported by numerous BCPS staff that this issue is a serious impediment to hiring
school bus drivers (and grounds crews as well, to whom this requirement also applies).

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RECOMMENDATION 6-2:
BCPS should solicit the assistance of both BCPS Purchasing and MSDE to eliminate the sleep study requirement and
resolve this matter with the vendor or pursue changing vendors for pre-employment physicals. (Tier 1)

IMPLEMENTATION AND TIMELINE

1. The Director of Transportation, in concert with Human Resources, should meet


Month 1
with the vendor and MSDE to clarify requirements of the mandated physicals.

FISCAL IMPACT
This recommendation can be implemented with existing resources.

DRIVER RETENTION
BCPS reported that all data relative to past exit interviews were lost in the malware attack; however, in conversations with staff
who conducted those interviews, they reported the top three retention challenges as:

• Student behavior and the lack of support provided to address it by schools (middle schools in particular)
• Lack of managerial support & frequent changes to runs/routes
• Pay

STUDENT DISCIPLINE

FINDING
The bus drivers in BCPS do not have a systematic method of receiving feedback concerning actions taken by administrators on
discipline referrals made by drivers.
One of the major concerns expressed by drivers and attendants in focus groups was bus discipline. The major points made were:

• Inconsistent application of discipline by principals,


• Lack of responsiveness to driver concerns, and
• Over-reliance on bus video for disciplinary enforcement.

In a survey of principals and assistant principals, respondents were asked if “Discipline on buses is a problem.” Of the principals
and assistant principals surveyed, 48 percent either agreed or strongly agreed with the statement. When asked the same
question, 58 percent of teachers agreed or strongly agreed.

In the same survey, principals and assistant principals were asked if, “School Administration supports Transportation in dealing
with bus discipline matters.” Ninety-seven (97) percent responded that they agreed/strongly agreed, while 64 percent of
teachers agreed or strongly agreed.

Overall, drivers feel that discipline referrals are ineffective, and students are aware of that fact. In addition, often no action is
taken when a referral is submitted. Drivers indicated that they rarely hear of the outcomes of referrals, but are told to “keep writing
referrals.” Several drivers reported that a typical response from administration is, “we haven’t gotten to it yet.” Further, it appears
that schools are hesitant to remove students who continually display unacceptable or unsafe behavioral issues, which creates a

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feeling of lack of support for drivers as they attempt to appropriately address bus discipline issues. With regards to interaction
with schools, drivers indicated that schools, in their opinion, often make excuses for unacceptable behavior. It was made clear
that some schools are very responsive to driver concerns, but the majority fail to act or even respond to drivers about any
disciplinary actions taken.

During the focus group sessions, school bus drivers and bus attendants stated their strong belief that this issue plays a major role
in driver retention for BCPS.

Drivers utilize discipline referral forms to document infractions that occur on the school bus. They are submitted to the school/
program principal for review and action. Effective discipline systems have feedback mechanisms in place for drivers. It is also
important that bus drivers be active participants in the team of adults helping students overcome disciplinary issues. A school bus
should be considered an extension of the classroom; disruptive behavior on the bus, as in the classroom, is unacceptable, and
students should be held accountable for their actions.

RECOMMENDATION 6-3:
BCPS should enforce its discipline policy for bus infractions and building principals should promptly return a copy of
each discipline referral form submitted by a bus driver stating the action that was taken for the reported disciplinary
infraction. (Tier 1)

When building principals communicate back to school bus drivers about actions taken, bus drivers become integral members
of the educational team. They are better able to monitor the results of action taken, support the action taken, and provide further
feedback to administrators if further disciplinary steps are necessary. The inclusion of bus drivers in this feedback loop reinforces
to the student that what happens on the bus has the same consequence as what happens in the school building.

IMPLEMENTATION AND TIMELINE

1. The Superintendent should direct the Community Superintendents and the Chief Adminis- Month 1
trative and Operations Officer (in concert with the Director of Transportation) to develop
protocols with timelines related to the processing of school bus discipline referrals.
2. A detailed plan outlining protocols and timelines for handling school bus discipline referrals Month 2
should be presented to the Superintendent for review and approval.
3. The Community Superintendents should communicate the approved protocols and timelines Month 3
to all principals and assistant principals for immediate implementation.

FISCAL IMPACT
This recommendation can be implemented with existing resources.

INTRA-DEPARTMENTAL COMMUNICATION

FINDING
The BCPS Office of Transportation lacks clear communication with staff assigned to bus lots and does not provide venues for staff
to share concerns or potential strategies to address concerns.

When referencing the challenges of their work, driver focus groups shared several overarching issues, as well as specific
concerns they feel impact their ability to do their job effectively. First and foremost, in their opinion, is a lack of communication.
That concern was mentioned by 95 percent of the drivers within the focus group. Specific references were made to the lack of

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communication with special education students, especially when it comes to health and safety issues, such as children who suffer
seizures. During driver focus group sessions, it was stated that children with special needs are assigned to buses, but details of
their needs for care on the bus are not always communicated.

Several references were made to inconsistencies with regards to instructions between bus lots. Supervisor interpretations
of directives that are meant to be shared with staff at bus lots are not consistently conveyed to staff, causing confusion and
frustration. Further, numerous comments focused on the lack of communication from “higher-ups.” Along with the lack of
communication, several drivers referenced a lack of accountability and their sentiment that rules are “made up along the way.”

During focus group sessions, drivers and attendants were quick to provide suggestions for improvement. One of their first
suggestions to improve communication was to provide more transparency and adhere more strictly to policies. Drivers suggested
the need for a stronger feeling of teamwork. They suggested that supervisors should be at schools to provide support for
the drivers. Further, adding individual acknowledgments for drivers who go above and beyond in areas of attendance and
commitment would be an excellent way to provide more individual support. Regular meetings with staff were suggested to
encourage open lines of communication. It was reported that monthly meetings were held in the past, but those meetings are no
longer occurring with regular frequency.

Overall, it appears from the focus groups that more transparent communication and a greater effort to demonstrate appreciation
for driver efforts would make huge strides in the relationship between drivers and administration, as well as overall departmental
morale.

In the 2013 MSDE Peer Review of BCPS, it was noted that drivers often must use their personal cell phones to communicate while
on their route and that attempting to reach staff by phone often results in an “untimely resolution of issues and the inability to
efficiently respond to routing needs.”

It is also worth noting that BCPS is in the process of installing 2-way radios on all transportation vehicles as a part of a $3.6
million project. The effect should result in an overall improvement in communication between bus lots and drivers and improved
efficiencies in addressing accidents, misplaced children, and covering bus runs.

Clearly, it is evident that drivers see the lack of communication as one of the most challenging issues throughout BCPS
transportation operations. In reviewing comments and concerns from driver focus groups, one very strong positive thread was
evident. Drivers all referenced, without fail, their love for the children and interacting with families. That theme is critical in the
development of a quality and student-centered transportation operation. Further, drivers indicated that fulfilling a need in the
community and enjoying driving were positive factors in their work.

Efforts have been made through the Director’s monthly Labor Management Meetings and lot meetings. However, based on the
feedback received from focus groups, more is needed.

RECOMMENDATION 6-4:
BCPS should conduct an annual transportation staff survey, beyond the BCPS Stakeholder Satisfaction Survey, and
create a regular schedule to meet with all transportation employee groups at bus lots to provide staff an opportunity
to share their concerns and to improve overall departmental communication. (Tier 1)

IMPLEMENTATION AND TIMELINE

1. The Director of Transportation should establish a regular schedule to meet with drivers and Month 1
attendants at each bus lot.
2. The Director of Transportation and/or his designee should begin meeting with drivers and Month 2
attendants.

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FISCAL IMPACT
This recommendation can be implemented with existing resources.

EMPLOYEE INCENTIVES

FINDING
BCPS lacks employee incentive programs, which would help address the driver shortage issue. Given the scope of the driver
shortage across the United States, many districts have developed incentives to recruit and retain school bus drivers. One example
is Chesapeake Public Schools (CPS) in Chesapeake, Virginia. Examples of incentives developed by CPS include:

Signing Bonus
• Any new recruit without a commercial drivers’ license (CDL) is eligible for a $250 signing bonus after completing all
training and continuous employment for 6 months.
• A
 ny new recruit with a valid CDL is eligible for a $500 signing bonus after completing all training and continuous
employment for 6 months.

Referral Bonus
• Any CPS employee is eligible for a $100 bonus for referring a driver candidate after that candidate completes all training
and continuous employment for 6 months.

Pre-Employment Qualification Costs


• CPS pays for all pre-employment qualification costs, including checks on criminal history and driving record, drug
screenings, and physicals.

CPS advised that they are currently working on increasing the amount of their financial incentives, as well as developing new
incentives, as the driver shortage continues.

It was reported that the BCPS Office of Transportation has developed ideas on incentives, but the plan was still being vetted
within the administration.

RECOMMENDATION 6-5:
BCPS should initiate recruitment and retention incentives to address the driver shortage. (Tier 1)

IMPLEMENTATION AND TIMELINE

1. The Executive Director of Business Services Operations should meet with the Director of Month 1
Transportation to develop recruitment and retention incentives for applicants to present to the
Chief Administrative and Operations Officer.
2. The Chief Administrative and Operations Officer should advance the incentives with the Month 2
Superintendent for implementation.

FISCAL IMPACT
The fiscal impact of the monetary rewards program will vary depending on the specific details of the program developed.
However, until such time as all vacancies are filled, funding should be available from vacant full-time driver positions, as well as
being partially offset by a reduction in overtime for team leaders who currently fill in for absent drivers.

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EMPLOYEE ABSENTEEISM
Although there were no data available on employee absenteeism due to the malware attack, the subject frequently surfaced in
focus group sessions. The primary issue is related to drivers and attendants who call out with regularity, especially on Fridays
and Mondays. Focus group members said supervisors “know who they are, yet no one does anything about it.” Additionally,
many drivers and attendants call out the morning or afternoon of their scheduled trips, causing the BCPS dispatchers and others
to scramble to cover that route. Typically, this means someone in the office is pulled from their regular duties to drive. The other
option is to attempt to split each run and have other buses in the area pick up certain bus stops. This is especially difficult because
routes have already been consolidated to address vacant positions.

In conversations with Human Resource staff, employees indicate that HR typically does not get involved until day 10 of an
absence. Until then, it is up to the supervisor to handle absences through normal protocols, starting with counseling the employee.
Staff did note that should the supervisor need assistance prior to that, they are available to intercede.

Based on comments received from the focus groups, it appears that the supervisors responsible for tracking attendance or other
potential infractions are unable to do so. No clear determination could be made as to why that is, although it was pointed out
that cooperation of union representatives working in concert with BCPS staff would provide needed assistance.

Drivers also recommended acceleration of the onboarding of new employees and suggested the upper level (Pulaski) should
work on supporting that concern. In addition, greater flexibility in changing routes when needed and adjusting driver hours when
necessary are also areas of driver support. Overall, drivers in focus groups felt that suggestions such as these would improve
morale, provide a feeling of appreciation, and create a more successful work environment.

A second factor that drivers indicated as a significant concern is the feeling of not being appreciated for their work. This theme
was shared among the majority of the drivers in the focus group. Included in this concern were comments regarding the lack of
air-conditioned buses. Further, several references were made to split shifts, being paid for eight hours over an eleven-hour period,
and drivers having to take on double runs. (These concerns are not unique to BCPS rather, they are fairly common across the
industry) Other concerns included comments about the need for a more definitive and stricter “call out” policy and the need for
more aggressive actions when staff members tell supervisors they are “not going to.”

RECOMMENDATION 6-6:
The Office of Transportation should continually express expectations for attendance, reporting procedures, and
timeliness of requesting leave to all employees. Supervisors should then follow up by tracking absenteeism and
administering appropriate disciplinary action to violators, in accordance with BCPS policy and labor agreements.
(Tier 1)

IMPLEMENTATION AND TIMELINE

1. The Director of Transportation should review all processes in how attendance and all related Month 1
reporting information is shared with departmental employees
2. The Director of Transportation should restate all attendance and related reporting Month 2
requirements, with expectations and consequences for violations, to all departmental staff

Note: It is understood that current labor agreements and BCPS policy may provide limitations on the options available to
carrying out this recommendation.

FISCAL IMPACT
This recommendation can be implemented with existing resources.

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RECOMMENDATION 6-7:
The Office of Transportation should institute a School Bus Driver/Attendant Incentive Program to reduce
absenteeism. (Tier 1)

An absenteeism reduction program should include monetary and non-monetary components. The program should begin with a
clear commitment to enforcement of leave policies, including strict adherence to required call-out times, so that team leaders have
greater notice when a driver must be out. The program should include an element of friendly competition between transportation
lots. With reduced absenteeism team, leaders should have more time available for supervisory duties. Moreover, the number of
buses that arrive late each morning should be greatly reduced, which directly supports student achievement.

IMPLEMENTATION AND TIMELINE

1. The Director of Transportation should begin monitoring late-arriving buses and bus driver Month 1
absenteeism on a weekly basis.
2. The Director of Transportation should work with the Human Resources administrator for Month 1
transportation and a committee of operations managers, team leaders, and bus drivers to
identify appropriate non-monetary methods of recognizing drivers with perfect attendance.
This group should also develop a training package to reiterate the policy regarding
notification when drivers must take leave, as well as requirements for physician slips (when
leave exceeds certain thresholds).
3. The Director of Transportation should work with the Human Resources administrator for Month 2
transportation to identify an appropriate monetary rewards program for drivers with perfect
attendance.
4. The Director of Transportation should oversee the implementation of the programs to Ongoing
recognize drivers with perfect attendance.

Note: It is understood that current labor agreements and BCPS policy may provide limitations on the options available to
carrying out this recommendation.

FISCAL IMPACT
The non-monetary rewards program will have little fiscal impact and can be accomplished with existing resources. The fiscal
impact of the monetary rewards program will vary depending on the specific details of the program developed. However, until
such time as all vacancies are filled, funding should be available from vacant full-time driver positions as well as being partially
offset by a reduction in overtime for team leaders who currently fill in for absent drivers nearly every day.

The benefit of both the non-monetary and monetary programs in reducing absenteeism will include improved service to students
and schools. Further, a reduction in the number of times team leaders must fill in as substitute drivers will increase their time
available for true supervisory/primary duty functions.

EDUCATIONAL PROGRAMMING EXPANSION

FINDING
Another factor contributing to the driver shortage in BCPS has been the expansion of program offerings, such as magnet schools,
open enrollment, and unique special education classes. When buses must travel outside of the attendance zone for a school,
time becomes the biggest challenge. By adding travel time, bus capacity is reduced, as is efficiency. This results in the need for
more buses and drivers. Expanding offerings for students is an admirable goal; however, program staff should collaborate with

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transportation leadership to discuss additional transportation needs. Buses may be purchased, but hiring qualified drivers remain
the major obstacle.

It was reported that BCPS has routinely added or modified programming, such as adding a choice or magnet component to a
school, resulting in the need for additional transportation equipment and staffing. It was further reported that as these changes
were being developed, the Office of Transportation was not involved in the discussions. Considering the current driver shortage,
hiring qualified drivers presents the biggest obstacle to the success of any program. When a new program is offered, parents
have an expectation that their child will have access to transportation services.

RECOMMENDATION 6-8:
BCPS should require all programming addition or modification planning activities to include a transportation impact
analysis. The analysis should include, at a minimum, an assessment of any anticipated additional burden on the
Office of Transportation, including the need for new buses and driver positions and the estimated cost. (Tier 1)

IMPLEMENTATION AND TIMELINE

1. The Superintendent should require his leadership team to include a transportation impact Month 1
study for any and all additions/deletions/changes to programs which may involve the
transportation of students.
2. The Superintendent should direct the Director of Transportation to complete a transportation As Occurring
impact analysis for all major planning activities within the school system.

FISCAL IMPACT
There is no direct fiscal impact associated with this recommendation. The existing staff in the Transportation Department can
complete the transportation impact analysis.

FLEET MAINTENANCE STAFFING


Although there is no historical data available on fleet maintenance staffing vacancies due to the malware attack, it was reported
that a high vacancy rate plagued BCPS for years, causing significant issues with fleet reliability, especially school buses. This had
been a contributing factor in buses breaking down, causing delays in service. Due to strong competition with the private sector
for trained mechanics and technicians, school systems typically hire less-experienced mechanics and technicians, except those
looking for quality benefits. In an effort to “grow your own,” BCPS initiated a program whereby they would provide tools for
those staff. Less experienced mechanics and technicians typically do not yet possess the full range of tools required to carry out
their duties.

COMMENDATION 6-A:
BCPS is commended for developing a program for the purchase of tools (and toolboxes) for staff use at the fleet
maintenance/bus lots. This proactive step has significantly impacted the retention of mechanic and technician
positions.

331
Planning, Policies, and Procedures
–––––––––––––––––––––
Effective policies guide a school system’s transportation department in the execution of its duties. Transportation policies should
include procedures to ensure that public funds are utilized in the most efficient manner possible.

One goal of the Baltimore County School Board should be to provide quality student transportation services in the most efficient
manner possible. Cost inefficiencies in these support areas are a direct drain on resources that could be used to further the
academic goals of BCPS. The expectation of cost efficiency should be reinforced at every opportunity, and official school board
policy should serve as the foundation of these efforts.

The school board, BCPS administration, and the Office of Transportation must work together to determine which of many possible
reporting efforts will enable BCPS to monitor critical areas of efficiency and operational effectiveness.

FINDING
The Office of Transportation has developed a School Bus Safety Initiative to meet safety and overall operational efficiency goals.
This initiative has been a work in progress for over a year. It was reported that a recommendation to approve this initiative was
presented to the School Board in June 2020. That vote was delayed to July 2020 and has been tabled since.

The plan as developed includes the following components:

• E lectronic recording of pre- and post-trip school bus inspections: These inspections are a critical part of bus safety,
as key elements of the bus are visually inspected by the driver both before and after each route in the morning and the
afternoon.
• G
 PS: Although BCPS already has GPS on buses, this component of the plan is an upgrade designed for school bus service
so transportation can interface with routing software and a parent application where buses can be tracked (see below).
• P
 arent App: This feature will allow parents to opt into tracking the arrival of their child’s bus at the bus stop, both morning
and afternoon.
• P
 ublic Education Initiative (PSAs): This feature is geared primarily toward the stop-arm cameras listed below and is an
important feature in alerting motorists who travel in Baltimore County of the function of the stop-arm camera initiative.
• C
 ameras inside the school bus: This feature provides for a complete overhaul of the cameras utilized in the school bus
for monitoring conditions inside the bus. This new process will provide improved service to schools and to transportation
staff. The overhaul will allow data to be stored electronically for quick retrieval; currently, a supervisor is required to
physically remove the hard drive from the camera box.
• S
 top-Arm Cameras: Cameras are to be installed on the outside of each bus to capture the vehicle information of
motorists who pass stopped school buses while loading and unloading students. This is a critical safety issue, as violations
of the stop-arm and flashing lights have life-threatening consequences.

It is worth noting that similar initiatives were developed in Carroll County, Howard County, Prince George’s County, and other
surrounding school systems. They have all been approved and are in full operation. Montgomery County has had these features
in operation for over five years; the other jurisdictions have followed suit within the last 18 months.

It is also worth noting that this initiative is cost neutral to BCPS. Proceeds from fines collected for stop-arm violations are planned
to cover all costs as part of the proposal package. In fact, an excellent chance of financial windfall to the County is expected,
based on the success of this program in neighboring school systems. Lastly, the contract for this project is five years. At the end of
that time, all equipment purchased and installed on BCPS vehicles/facilities will become the property of BCPS.

332
COMMENDATION 6-B:
BCPS is commended for creating a comprehensive approach for improving school bus transportation efficiency
and safety.

RECOMMENDATION 6-9:
The BCPS School Bus Safety Initiative should be approved by the School Board as soon as possible. (Tier 1)

IMPLEMENTATION AND TIMELINE

1. The Director of Transportation, in concert with the BCPS Office of Purchasing, should finalize Month 1
their evaluation and submit it to the Superintendent for his review.

2. The Superintendent should place this item on the next scheduled School Board meeting Month 2
agenda for approval.

FISCAL IMPACT
This project is projected as cost neutral to BCPS.

VEHICLE ACCIDENTS

FINDING
BCPS lacks a comprehensive process for investigating, tracking, and holding employees accountable for accidents involving
school system vehicles. Unlike the accident review process used by the Office of Transportation for school buses, there is no
formal process in place to review accidents involving white fleet vehicles. A review of accidents will provide details on driver
performance, as well as enlighten management on any unique conditions that drivers might face in the course of their normal
duties. Without such review, poor driving habits will persist, and unsafe conditions may go undetected.

There is a process for responding to and investigating accidents involving school buses. When a BCPS school bus is involved in
an accident, a supervisor responds to the scene to gather pertinent details for the investigation, including pictures and statements.
The driver is responsible for completing and submitting the accident form within 24 to 48 hours. Information on vehicle damages
is shared with fleet maintenance, as well as the division clerk charged with communicating damages to the insurance carrier.
The deductible is $2,000 per accident.

BCPS has an accident review committee for school buses, which meets monthly and is comprised of an area supervisor (chair),
ten drivers, a driver trainer, and a Baltimore County police officer. The driver involved in the accident may appear at the review
committee but is not required to do so. The committee reviews details of the accident and votes on whether the accident was
preventable or non-preventable on the part of the BCPS driver.

Should a driver be involved in two or more preventable accidents, the driver is subject to termination. For any preventable
accident, drivers are required to complete a retraining session.

It was reported by Baltimore County staff that all historical accident data was lost in the malware incident. However, it was
shared anecdotally by several BCPS team members that accidents averaged 500 per year for all BCPS vehicles. Of that 500,
they stated that 300 involved school board vehicles. Of that 300, 50 percent, or about 150, were preventable on the part of
the BCPS driver.

333
RECOMMENDATION 6-10:
BCPS should establish an accident review committee to review all vehicular accidents involving white fleet vehicles.
(Tier 1)

Accidents should be tracked by driver, frequency, and type to determine trends that could mitigate future accidents. The
committee should be chaired by the Risk Management administrator to confirm that all protocols are consistently followed
throughout BCPS.

IMPLEMENTATION AND TIMELINE

1. The Chief Administrative and Operations Officer should coordinate with the appropriate staff Month 1
member overseeing Risk Management to establish detailed guidelines for consistent reporting
of accidents for all departments operating non-school bus vehicles.
2. The Chief Administrative and Operations Officer should coordinate with the appropriate staff Month 1
member overseeing Risk Management to create an accident review committee.
3. The appropriate staff member overseeing Risk Management should report back to the Chief Month 2
Administrative and Operations Officer with a final proposal of committee guidelines and
membership.

FISCAL IMPACT
There is no fiscal impact associated with this recommendation.

FINDING
There is a significant time lag for school bus accident data to reach Transportation leadership.

It was reported that it typically takes several months for a BCPS accident to get through the accident review process and reach
the supervisor of training. Accident investigations, like disciplinary actions, must be pursued in a timely manner. The longer the
time between the incident and action taken, the less of an impact any remediation will have. Remedial training for preventable
accidents not only corrects driver errors, but also can identify weaknesses and inconsistencies in training. Such inconsistencies
could lead to additional accidents, further exposing BCPS to injury claims and property damage. Currently, the responsibility
of chairing the accident review committee rests with a Senior Operations Supervisor. While that individual may be qualified to
handle the reporting of the accident, the Training Supervisor is better suited for the overall investigation responsibility and has full
knowledge on BCPS training. Simply stated, it is more consistent with their job responsibilities.

RECOMMENDATION 6-11:
The Director of Transportation should assign the responsibility of chairing the Transportation Accident Review
Committee to the Supervisor of Training and include Risk Management. (Tier 1)

By assigning the Supervisor of Training as chairperson, s/he can initiate immediate retraining steps. Additionally, the Supervisor
of Training can more readily monitor trends in accident types as they develop and design training programs to mitigate them.

334
IMPLEMENTATION AND TIMELINE

1. The Director of Transportation should assign the responsibility of chairing the departmental acci- Month 1
dent review committee to the Supervisor of Training.
2. The Superintendent should direct the Chief Human Resources Officer and the Chief Administra- Month 1
tive and Operations Officer to coordinate the assignment of Risk Management to the accident
review committee.

FISCAL IMPACT
Promoting safe driving is a critical component of a transportation operation. Vehicle accidents expose BCPS and County
government to both property damage and personal injury claims. An effective accident review process, along with
appropriate training, should reduce potential claims and associated costs. There is no way to predict cost savings related to this
recommendation; however, based on best practices, BCPS should expect to see future savings if implemented properly.

FINDING
The BCPS reward program for accident-free drivers should be improved.

Transporting children to school each day safely is the primary mission of any transportation department. Currently, BCPS
recognizes drivers for accident-free driving at their annual August in-service; drivers are awarded a lapel pin. While this is a
good start, it does not align with best practices in rewarding accident-free driving. School systems across the country recognize
the risks associated with student transportation and the value of high-quality training. To that end, recognizing the drivers who
consistently drive safely and care for the safety of children deserve special recognition. Recognizing safe driving is not only an
industry best practice, but also directly correlates with accident reduction and improved driver morale.

RECOMMENDATION 6-12:
BCPS should develop a program, in concert with Risk Management, to recognize school bus drivers for accident-free
driving in a more meaningful manner. (Tier 2)

IMPLEMENTATION AND TIMELINE

1. The Director of Transportation, with Risk Management, should develop safe driving awards Month 1
that recognize school bus drivers for accident-free driving.
2. The Director of Transportation should explore options and seek approval to re-allocate Month 3
funds in the Office of Transportation budget to accomplish the plan developed within BCPS
regulations.

FISCAL IMPACT
The costs identified below are an estimation based on experience in safe driving awards programs. These costs could be applied
toward an awards ceremony, lightweight jackets, plaques, or other tangible recognition items.

Over five years, the potential cost to BCPS for implementing the recommendations is ($12,500).

RECOMMENDATION YEAR ONE YEAR TWO YEAR THREE YEAR FOUR YEAR FIVE

Provide Tangible Awards for Safe Driving ($2,500) ($2,500) ($2,500) ($2,500) ($2,500)

335
KEY PERFORMANCE INDICATORS

FINDING
Currently, the BCPS Office of Transportation does not regularly track, compile, or publish its findings on key performance
indicators (KPIs).

While Transportation staff are clearly interested in maximizing the effectiveness of the BCPS transportation function, the
department does not regularly track, compile, or publish its findings on key performance indicators. The department does collect
a portion of these statistics, as required by MSDE, but does not formally report the data to BCPS stakeholders.

Many high-performing school systems use indicators to assess ongoing performance in key operational areas. These KPIs allow
transportation departments to track delivery of services. Improvements in performance can be documented to demonstrate
progress and effect possible cost savings. They also provide assurances to the central office, Board of Education, and the public
that the Office of Transportation is using its resources in the best possible manner.

Some of the transportation indicators typically used by school systems are shown in Exhibit 6-9. Indicators can assist
Transportation with consistently tracking and monitoring performance. The department can then compare these statistics with
those of peer school systems and its own history. Ideally, the Office of Transportation would annually select a target goal for each
indicator and track progress towards that goal.

EXHIBIT 6-9
OVERVIEW OF BEST PRACTICES, KEY PERFORMANCE INDICATORS

PERFORMANCE AREA KEY PERFORMANCE INDICATOR (KPI)


Safety Miles between accidents (district-operated)
Miles between preventable accidents (contractor-operated)
Cost Efficiency Operating cost per mile
Cost per rider
Annual operational cost per route (district-operated)
Annual operational cost per route (contractor-operated)
Operational cost per student for regular education, special education, and
magnet routes
Cost Effectiveness On-time performance (district-operated)
On-time performance (contractor-operated)
Open routes due to unfilled positions
Driver absentee rate
Average ride time in minutes for regular education, special education, magnet
students
Maintenance Performance Percent of preventive maintenance completed on time
Turnover time per bus repair
Bus Usage Total deadhead miles to total miles (%) (district-operated)
Total deadhead miles to total miles (%) (contractor-operated)

Source: Created by Public Works LLC, 2021.

RECOMMENDATION 6-13:
The BCPS Office of Transportation should develop, track, and report quarterly on key performance indicators to
improve overall efficiency and accountability. (Tier 1)

336
IMPLEMENTATION AND TIMELINE

1. The Executive Director of Business Services Operations should direct the Director of Transpor- Month 1
tation to determine the most appropriate performance indicators for the Office of Transporta-
tion. Together they should determine what indicators in the areas of safety, cost efficiency, cost
effectiveness, and maintenance performance would provide the most accurate indications of
the performance of the Office of Transportation, both over time and compared against peer
transportation departments. They should also determine which peer school systems would be
appropriate for comparison.
2. The Office of Transportation should report on the KPIs to be tracked and reported to the Chief Month 2
Administrative and Operations Officer.
3. The Director of Transportation should report the results of the year-end findings and establish July of each Fiscal School Year
goals for the next year.

FISCAL IMPACT
This recommendation can be implemented with existing resources. However, it is possible that the Office of Transportation will
achieve some cost savings as it works to achieve its goals by tracking performance. Districts utilizing KPIs typically identify and
track trends and can take corrective steps promptly. Cost savings would be dependent on the specific KPI under review thus any
savings would be based on the related data being tracked.

ELIGIBILITY FOR SCHOOL BUS SERVICE


Another factor that impacts transportation is eligibility for service. BCPS Policy 3410 sets standards for eligibility, stating that
school bus transportation is provided under the jurisdiction of the Board for students who reside within the transportation
boundary of their home school for:

1. All-day kindergarten, elementary, and middle school students who must walk more than one (1) mile to their home
school;
2. High school students who must walk more than one and one-half (1.5) miles to their home school; and
3. All half-day pre-kindergarten students.

It was reported by BCPS staff that they routinely face eligibility questions from parents who live within the restrictions established
in Policy 3410. This policy, as currently worded, implies that students are to walk to and from school.

FINDING
Current school board policy and departmental documents use the terminology “walk zone,” which is outdated terminology.

The term “non-transportation zone” is prevalent in the industry, as it is more clarifying as to whether children are eligible for
transportation service. Adult school crossing guards are utilized to assist students of elementary and middle school age to cross
designated streets that could pose a potential hazard for them to cross alone. Those locations are within the “walk or non-
transportation zone” and serve students who either walk or ride bicycles to school on a daily basis. The school crossing guards
are under the jurisdiction of the Baltimore County Police Department; however, assignments are coordinated with BCPS.

By changing the terminology, BCPS can more clearly communicate to parents who is eligible for transportation service and who
is not, thereby mitigating calls and arguments with staff.

337
RECOMMENDATION 6-14:
BCPS should modify Policy 3410 language and departmental documents to reflect the use of “non-transportation
zone” versus “walk zone.” (Tier 3)

This change will clarify eligibility for service based on home address within a school attendance zone.

IMPLEMENTATION AND TIMELINE

1. The Director of Transportation should prepare the necessary paperwork for this policy change Month 3
and forward to the Executive Director of Business Services Operations.
2. The Superintendent should share this proposed policy change as a part of agenda planning Month 4
for School Board approval.
3. The School Board should approve this proposed policy change. Month 5
4. The Director of Transportation, after receiving word of approval, should amend all documents Month 6
and references to school bus eligibility in print and on the website.

FISCAL IMPACT
There is no fiscal impact associated with this recommendation.

Routing and Scheduling


–––––––––––––––––––––
Efficient and effective bus routing is critical to the success of any school transportation system. Optimizing bus routes minimizes the
amount of time students spend on buses, as well as maximizing the time a bus may be used on multiple routes. In addition, some
of the largest potential savings are realized through shorter student ride times and decreases in the total number of buses needed
to transport student populations. This can be accomplished through effective and efficient routing and scheduling.

It is imperative that school districts take full advantage of all components of their automated routing software to deliver better
planning, productivity, and reporting as they relate to routing. The benefits of using this technology to its fullest capacity for
routing and scheduling include more accurate information about the transport area, safer transportation, better planning, and
lower costs. Routing software programs also reduce the time required for route planning using manual processes and improve the
efficiency of the fleet.

Effective routing and scheduling systems can impact:

• Efficiencies pertaining to coordination of student arrival and departure times with bell times,
• Bus routes’ average ridership and miles driven,
• Ride times for regular students and students with special needs,
• Efficiency of regular routes, and
• Efficiency of special education routes.

338
FINDING
BCPS Office of Transportation does not have an effective accountability system for the development and maintenance of bus
routes.

According to the annual transportation report for the 2018-2019 school year (pre-COVID pandemic) submitted to the Maryland
State Department of Education (MSDE), BCPS operated a total of 808 route buses, 670 district owned and 138 contractor
operated, traveling a total of over 15 million route miles and transporting over 85,000 students to and from school each school
day. Concerns about the routing aspect of the BCPS transportation operation are well chronicled. BCPS purchased a school bus
routing software program in 2004. It was reported by numerous BCPS staff that the program “sat in a box” for approximately ten
years. In 2015, the Maryland Department of Legislative Services performed an audit and reported that “BCPS was not using its
Automated Routing Software to develop more efficient routes.” BCPS responded that implementation started in the SE and SW
regions during the fall of 2013 and spring of 2014 and that additional funding had been secured in March 2015 for the NE, NW,
and Central regions. All regular education routes were to be fully automated for the 2015-16 school year. Special education
routes were scheduled for implementation in October, 2015.

In 2020, the Maryland Department of Legislative Services again conducted an audit and reported that “BCPS did not use its
automated bus routing software to periodically perform a system-wide analysis of routes and related bus capacities to maximize
efficiency and had not established comprehensive bus routing procedures.” It was reported by BCPS, as part of this audit, that
their route analyses were done manually as opposed to using the routing software.

In focus group sessions with drivers, they shared that routing was a constant source of frustration. Essentially, the concerns fall into
two categories: 1) issues with the routing software itself and 2) the internal process of making changes in the system. Often, route
changes are submitted, but not saved in the routing program, and thus still-incorrect route sheets are sent back to drivers. Many
drivers find that creating their own route sheets and keeping them on their bus is the most efficient way to track updated routes.
Several drivers referred to the routing system as “terrible” and “totally irrational.”

A second concern encompassed the communication of routing sheets. Several drivers indicated that, in their opinion, the routes
go through “too many hands” and “there are too many cooks in the kitchen.” Further, route changes such as adding children
are often made by routing assistants with a post-it note attached to the route sheet rather than running a clean route sheet. As a
result, often there is not a complete route sheet, leaving room for error and confusion as to who is actually assigned to a bus and
at what stop. Again, drivers shared concerns that while routing assistants indicate they pass on changes, those changes are not
always made in the system and incorrect route sheets are thus returned to drivers. The consensus of the focus groups was a serious
lack of confidence in the use of the current routing system.

The flow of route changes is from the bottom up, starting with routing assistants. When a change is necessary, the routing assistant
reviews the change with the driver and then sends the needed corrections to the routing technician. The routing technician is
then to make the changes in the routing software program. Once a route sheet is corrected, the routing technician is to send a
corrected, updated copy back to the Routing Assistant to pass along to the driver. As stated above, drivers and routing assistants
shared that these copies are most often returned incorrect. Additionally, it may take up to five days to get a response. These
comments were confirmed during conversations with BCPS transportation contractors.

As noted in Exhibit 6-10, the Supervisor, Routing and Information Services, and six (6) routing technicians are under the
Business Manager. Exhibit 6-11 depicts the routing assistants assigned to the Assistant Director (Operations). This split in routing
duties and responsibilities leads to a lack of clear responsibility and accountability, creating confusion and inefficiency in the
development and maintenance of bus routes.

339
EXHIBIT 6-10
BUSINESS SERVICES OPERATIONS
OFFICE OF TRANSPORTATION BUSINESS MANAGEMENT

Transportation Business
Manager

Transportation
Representative

Specialist,
Communications & Supervisor, Routing &
Fiscal Supervisor
Information Systems
Customer Svc

Routing Technicians
Lead Clerk Office Assistant (6)

Clerk III (2) Clerk I

Clerk II (11)

Source: BCPS Transportation Department, 2020.

340
EXHIBIT 6-11
BUSINESS SERVICES OPERATIONS
OFFICE OF TRANSPORTATION AREAS OF OPERATION

Assistant
Director

Southwest Sr Northwest Sr Northeast Sr


Ops Sup Ops Sup Ops Sup

Field Rep Field Rep Field Rep Field Rep Field Rep Field Rep
Dispatcher Dispatcher Dispatcher Dispatche
Arbutis Lot Inwood Lot Windsor Lot Wabash Lot Kenwood Lot Rosedale Lot

Cust Svc Clerk Cust Svc Clerk Cust Svc Clerk Cust Svc Clerk Cust Svc Clerk Cust Svc Clerk

Routing Assts Routing Assts Routing Assts Routing Assts Routing Assts Routing Assts

Drivers & Drivers & Drivers & Drivers & Drivers & Drivers &
Attendants Attendants Attendants Attendants Attendants Attendants

Source: BCPS Transportation Office, 2020.

341
Central Sr Ops Southeast Sr
Sup Ops Sup

Rep Field Rep Field Rep Field Rp Field Rep North Field Rep Hopkins
Dispatcher Dispatcher
ale Lot Cockesville Lot Providence Lot Parkton Lot Point Lot Creek Lot

st Svc Clerk Cust Svc Clerk Cust Svc Clerk Cust Svc Clerk Cust Svc Clerk Cust Svc Clerk

uting Assts Routing Assts Routing Assts Routing Assts Routing Assts Routing Assts

Drivers & Drivers & Drivers & Drivers & Drivers & Drivers &
ttendants Attendants Attendants Attendants Attendants Attendants

342
RECOMMENDATION 6-15:
BCPS should consolidate all routing responsibilities under the Assistant Director (Operations). (Tier 1)

IMPLEMENTATION AND TIMELINE

1. The Director of Transportation should assign all duties and responsibilities related to routing to Month 1
the Assistant Director (Operations).

FISCAL IMPACT
This recommendation can be implemented with existing resources.

FINDING
BCPS does not have an effective process for ensuring routing is up to date.

It was stated by several senior Transportation staff that the routing assistants “own” the routes—that is, they are primarily
responsible for coordinating any changes and ensuring that routes are kept up to date. However, the routing assistants do not
have the authority or access to the needed routing software to make changes. It was made clear by all that the routing assistants
“know the county” and know the streets and roads; they possess a significant knowledge base for reviewing routes and making
changes for improved efficiency. It was also stated that not all 25 routing assistants employed by BCPS may possess the skill set
needed to successfully enter route changes into the routing program. In such cases, routing assistants who do possess the needed
skills and routing technicians can provide the necessary training. Comments from the Public Works LLC survey, as well as various
focus groups, support this finding.

RECOMMENDATION 6-16:
BCPS should conduct an assessment of all routing assistants as it relates to their computer skills and abilities to enter
route changes and provide any and all necessary training along with access to the routing software. (Tier 1)

IMPLEMENTATION AND TIMELINE

1. The Director of Transportation should direct the Supervisor of Routing to assess the capabili- Month 1
ties of all Routing Assistants.
2. The Director of Transportation should initiate steps to provide the necessary training and Month 1
access with the routing software for the routing assistants.

FISCAL IMPACT
This recommendation can be implemented with existing resources.

FINDING
BCPS does not conduct system-wide analysis of routes to maximize efficiency.

As transportation departments prepare for the start of each school year, assumptions are made about the year’s ridership.
Students who, per school board policy, are not eligible for service are obviously eliminated from initial consideration. The result
is a list of students within each school’s attendance zone who are eligible for transportation service. Some parents elect to drive
their children to school, which further reduces the number of potential riders.

343
Routers typically rely on experience and assign students to buses using an appropriate number based on bus capacity. The
standard school bus used by BCPS has a 64 to 65 passenger capacity. That capacity guideline is based on elementary children
sitting three to a seat. Since children come in many shapes and sizes, consistency is a challenge, and it is unlikely that all routes
will reach full capacity. As a result, transportation departments develop their own guidelines based on experience to help plan
assignments. For high school aged students, many school districts base their capacity for a 64/65 passenger bus at 44, or 2
students per seat. Therefore, a reasonable range would be 40 to 44 students. For middle school students, that number typically is
45 to 50, and 55 to 60 for elementary students. BCPS did not report a definitive guideline used for school bus capacity.

Once the school year begins, adjustments are always necessary, so tracking ridership, along with open and immediate
communication between drivers and routers, is critical. BCPS staff stated that they make “as needed” manual adjustments, but the
department does not conduct any system-wide analysis on a routine basis.

RECOMMENDATION 6-17:
BCPS should conduct quarterly system-wide analyses to ensure routes are being run as efficiently as possible. These
reviews will allow BCPS to maximize capacity on school buses, which could lead to fewer routes and drivers. (Tier 1)

IMPLEMENTATION AND TIMELINE

1. The Director of Transportation should direct the Supervisor, Routing, and Information Systems Month 1
to conduct periodic reviews of routes (at least quarterly) to improve efficiency.
2. The Director of Transportation should provide quarterly reports to the Executive Director of Month 3
Business Services Operations with the results of the routing efficiency reviews.

FISCAL IMPACT
These reviews can be conducted with existing staff at no additional cost to BCPS, and while a cost savings cannot be definitely
calculated, the implementation of this recommendation should result in cost savings for BCPS.

Vehicle Maintenance and Bus Replacement


–––––––––––––––––––––

FINDING
BCPS lacks adequate facilities for effectively and efficiently performing school bus maintenance.

Fleet maintenance is charged with the maintenance and upkeep of 838 school buses and 460 “white fleet” vehicles.
Maintenance is conducted at eleven locations across Baltimore County, as noted below in Exhibit 6-12.

344
EXHIBIT 6-12

Source: BCPS, Office of Strategic Planning, 2016.

The fleet maintenance operation is outlined in the organizational chart in Exhibit 6-13. Eight of the facilities are bus facility shops
(Hopkins Creek, Inwood, Kenwood, Parkton, Providence, Rosedale, Wabash, and Windsor Mill). Each has limited maintenance
staff, and a Fleet Technician Supervisor is responsible for overseeing the work. Kenwood has an added Truck Center with
technicians assigned accordingly. The other three facilities (Arbutus, North Point, and the Cockeysville Service Center) have a
larger complement of maintenance personnel and work under the direct supervision of a Shop Supervisor. The Cockeysville Service
Center houses several specific maintenance functions that include the body shop, paint shop, and glass and upholstery repair.

345
EXHIBIT 6-13
OFFICE OF TRANSPORTATION FLEET MAINTENANCE

Senior Fleet Supervisor

Fleet Technician Sup Fleet Tech Sup Warehouse Sup

Shop Sup Arbutus Shop Sup Kenwood Shop Sup North Stock Keeper
Fleet Maint Tech Shop Sup (2)
Bus Facility Truck Ctr Point Bus Facility
Auto Mechanic for
Bus Facility Shops Driver I (2)
Hopkins Creek Cockesville Svc Ctr
Stock Keeper Fleet Maint Tech Stock Keeper Fleet Maint Techs
Inwood
Kenwood Auto Mech
Parkton Auto Svc Wrkrs
Providence Auto Mechanics Auto Mechanics Lead Mech-Auto
Body
Rosedale
Auto Body Mech
Wabash
Auto Svc Worker Auto Svc Worker Collision Speci
Windsor Mill
Glass Upholstery
Mech
Auto Tire Mech
Fleet Maint Tech Fleet Maint Tech Auto Body & Paint
Svc Wrkr

Source: BCPS Transportation Office, 2020.

In a 2001 efficiency study of BCPS, it was noted that the Office of Transportation was operating ten bus lots across the county
and “only three of the ten had covered, enclosed, and climatically controlled facilities.”

Exhibit 6-14 depicts a comparison of the ten bus lots in use in 2001 and the current 11 bus lots, showing the number of buses
assigned to each lot, whether there is an enclosed structure to perform maintenance, and if the facility has running water.

EXHIBIT 6-14
BCPS BUS LOTS, MAINTENANCE STRUCTURES AND RUNNING WATER

BUSES ENCLOSED RUNNING


LOCATION
ASSIGNED STRUCTURE WATER
2001 2021 2001 2021 2001 2021 2001 2021
Arbutus Arbutus 48 81 No Yes Yes Yes
Cockeysville Service Cockeysville 135 104 Yes Yes Yes Yes
Center Service Center
Dundalk 75 Yes Yes
Hopkins Creek Hopkins Creek 74 79 No No Yes* No
Inwood Inwood 49 56 No No Yes No
Kenwood Kenwood 73 91 No Yes Yes Yes
Providence Providence 63 90 No Yes No Yes
Rosedale Rosedale 71 72 No Yes Yes Yes
Windsor Mill Windsor Mill 53 66 No No Yes No**
Wabash Wabash 69 63 Yes Yes Yes Yes
Parkton 35 Yes Yes
North Point 101 Yes Yes
Total 708 838 Yes-3 Yes–8 Yes-9 Yes-8
No-7 No -3 No-1 No-3
Source: MGT of America, 2001; BCPS Department of Transportation, 2021.

346
*It was reported by BCPS that this was an error in the 2001 report, as Hopkins Creek has never had running water.
**It was reported that there was a water spigot at the entrance gate but that it was cut off approximately three to four years ago.

As noted in Exhibit 6-14 above, one of the original ten lots is no longer in use (Dundalk), and two additional lots have been
added (Parkton and North Point). In 2001, 708 buses were spread across ten lots. In 2021, the fleet has grown to 838 buses
assigned to 11 locations across the county. The original ten lots were selected and strategically placed to support the schools
in each area of the county. As choice programs have been added and parts of the county have seen growth, the placement of
lots has become more critical, requiring a fresh approach. A prime example is in the northeast area. Many service issues exist in
relation to the location of the bus lots. Both the Rosedale and the Kenwood lots are located in the extreme southeastern section of
the NE area, resulting in excessive extra travel time to take students to and from schools and creating inefficiency.

In 2001, only three of the ten lots included an enclosed structure where mechanics and technicians could perform maintenance
while sheltered from weather conditions. That number has improved to eight of the current 11, but the structures are in various
levels of disrepair and inefficient relative to safe and effective conditions for vehicle maintenance. Additionally, three of the
current 11 lots have no running water and, as a result, have portable toilets on site for use by drivers, attendants, and vehicle
maintenance staff.

In 2013, a Transportation Program Review was conducted by MSDE. In their final report, it was noted that:

• Some of the bus lots are not located near the schools they serve.
• The lack of adequate restroom facilities and running water at several bus lots adversely affects transportation employees.
• There is a lack of adequate facilities for performing school bus maintenance.

BCPS recently had a facility study conducted, but that study did not include conditions at any of the transportation facilities.

Comments from the Public Works LLC survey, as well as focus group sessions with maintenance staff, support this finding. One
participant commented that “staff facilities at some lots are horrible and reflect BCPS’s opinion of its Transportation staff.” Other
comments included: “We have been promised improvements for years” and “Nothing ever gets done.”

RECOMMENDATION 6-18:
BCPS Office of Transportation, in conjunction with the Office of Strategic Planning, should conduct a strategic review
of the existing bus lots as to condition and capability and proceed with an action plan for improvement. (Tier 1)

The geographic location in the County should be considered to determine improvements required at each lot relative to
capability, as well as working conditions for staff. Further, a focus on the greatest efficiency in serving schools should be
prioritized.

IMPLEMENTATION AND TIMELINE

1. The Superintendent should direct the Office of Strategic Planning to initiate an analysis of Month 1
the 11 bus maintenance lots.
2. The Office of Strategic Planning should provide a detailed report to the Superintendent with Month 4
findings and recommendations.
3. After approval of report, The Superintendent should direct the Chief Administrative and Month 6
Operations Officer to proceed with an action plan for improvements and necessary funding.

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FISCAL IMPACT
The fiscal impact for this recommendation cannot be determined until a facility conditions study has been completed.

TRANSPORTATION TECHNOLOGY

FINDING
The BCPS Transportation Department lacks appropriate technology and connectivity to operative efficiently.

BCPS Fleet Maintenance currently uses software that is part of a suite of products under the same firm handling the district’s
routing software. This system is used to generate work tickets, as well as inventory control. In focus group sessions with mechanics
and technicians, it was reported that the system is user-friendly and staff members are relatively comfortable with the application.

It was evident from focus groups with mechanics and technicians that the current fleet maintenance software program is
“workable.” However, significant issues exist with internet connectivity and old or outdated computer equipment. On many
occasions, when entering time and materials into a work ticket, the system freezes. On such occasions, which were reported to be
frequent, mechanics and technicians must wait to see if the information is successfully entered. In addition to lost productivity while
waiting, many times the information is not successfully entered and the mechanic/technician must start over, wasting additional
time. There are no data to capture the overall loss of productivity and time.

Beyond the issues with internet connectivity, it was also stated that the computer equipment used by fleet maintenance staff is
older, referred to as “hand-me-downs”.

RECOMMENDATION 6-19:
BCPS Department of Information Technology should investigate and provide a report on internet connectivity issues
and fleet maintenance computer equipment (to include printers) at the 11 bus lots and make improvements to both.
(Tier 1)

IMPLEMENTATION AND TIMELINE

1. The Chief Administrative and Operations Officer should direct the Executive Director of Month 1
Information Technology to conduct a full analysis of all 11 bus lots.

2. The Executive Director of Information Technology should provide a full report back to the Month 3
Chief Administrative and Operations Officer with analysis results and cost estimates for
effecting improvements.
3. The Executive Director of Information Technology should initiate steps to carry out Month 4
recommended and approved improvements.

FISCAL IMPACT
This study portion of this recommendation can be implemented with existing resources. Until the assessment is completed, there is
no estimate on costs to make improvements.

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TAKE HME VEHICLES

FINDING
It was reported that of the 490 total vehicles in the “white fleet,” 59 are driven home by employees in various departments. A
breakdown is provided in Exhibit 6-15 below.

EXHIBIT 6-15
BCPS TAKE HOME VEHICLES

DEPARTMENT # OF VEHICLES
General Maintenance 21
Facilities Operations 11
Transportation 10
Grounds 7
School Safety 5
Facility Construction & Imp. 2
Facilities 1
Greenwood 1
Athletics 1

Source: BCPS Transportation Office, 2021.

A white fleet vehicle is typically defined as one provided by the school system to an employee for use in completing job duties. In
some cases, a staff vehicle is provided to a specific employee and the employee is allowed to use the vehicle to commute to and
from work, in addition to using the vehicle in the completion of job duties. Other staff cars may be assigned to specific personnel,
but the employees do not use them to commute to and from work. Still other staff cars may be provided to a group of employees,
such as a specific department, and are available to employees as needed.

RECOMMENDATION 6-20:
BCPS Office of Transportation should review its policy on staff car assignments in an effort to reduce the current
number of take home vehicles. This review should include data on actual after-hours call outs by staff. (Tier 2)

For those vehicles that are taken home, a school system would typically conduct a historical analysis on the number of times that
the driving employee is called out after hours. Additionally, there may be employees who are called out on a seasonal basis,
such as during inclement weather. For situations where a vehicle(s) may be assigned to a group of employees in a specific
department or to an office housing multiple departments, the use of “pool” vehicles is a cost-efficient approach to improved fleet
management.

This review was unable to determine specific costs associated with vehicles being taken home, as those costs vary depending
on where employees live and their commutes. However, the recommendation would be expected to realize savings in fuel and
maintenance costs.

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IMPLEMENTATION AND TIMELINE

1. The Chief Administrative and Operations Officer should review current guidelines and Month 3
procedures on use of BCPS vehicles for further review by the Superintendent.

2. The Chief Administrative and Operations Officer should explore the use of pool cars to reduce Month 5
fleet size for review by the Superintendent.

FISCAL IMPACT
No specific operational costs were available, but it is estimated that by eliminating the take-home option alone, $1,200 per
year per vehicle could be saved in fuel and related maintenance costs. Over five years, the potential savings to BCPS for
implementing the recommendations is $174,000.

RECOMMENDATION YEAR ONE YEAR TWO YEAR THREE YEAR FOUR YEAR FIVE
Reduction in Staff Take Home Vehicles
$34,800 $34,800 $34,800 $34,800 $34,800
from 59 to 30

SHARED SERVICES WITH COUNTY FLEET OPERATIONS

FINDING
BCPS and BC Government do not actively seek ways to share transportation services and costs.

BCPS and Baltimore County government operate two distinct, separate fleet maintenance operations. BCPS operates and
maintains a fleet of 838 school buses and 460 other support vehicles, the “white fleet.” County vehicle operations maintenance
(VOM) owns, manages, and maintains approximately 1,400 vehicles of various types, such as sedans, SUVs, and pickup trucks.
The equipment operations maintenance (EOM) maintains another 450 heavy-duty vehicles, such as fire trucks and construction
vehicles. Although the County and BCPS have obviously different missions, there are opportunities where services could be
shared to the mutual benefit of both. An example in practice today is shared fueling purchasing and sites. This was a step taken
years ago to support the fueling operation of both fleets and to garner lower prices for fuel. Both the County and BCPS operate
similar white fleets, such as sedans, SUVs, and light-duty trucks. Opportunities exist for both entities to collaborate and establish
operational protocols so that neither mission is negatively impacted.

Additionally, each organization utilizes a different fleet management software program, each with different capabilities of
capturing and reporting key maintenance data. Opportunities exist for collaboration that could advance shared services related
to fleet maintenance. It was reported that BCPS has investigated a fleet maintenance program similar to that used by the County
but have not pursued it due to costs.

Shared services between governmental and school agencies have represented an admirable goal for years. In a 2013 report
by the IBM Center for The Business of Government, A County Manager’s Guide to Shared Services in Local Government, three
preconditions were identified as key components to the success of any shared service endeavor:

• Leadership
• Trust and reciprocity
• Clear goals and measurable results

350
The report further made three recommendations when planning a shared service:

• Create a shared service assessment team


• Identify strengths and participating governments
• Consider pilot projects

RECOMMENDATION 6-21:
BCPS should engage the appropriate county government staff to create a shared services assessment team to review
possible savings related to fleet maintenance. (Tier 2)

This review should incorporate the previously mentioned strategic review of bus lot locations, including geographic locations and
serving schools; a uniform fleet management software program; and the possibility of shifting to electric school buses.

IMPLEMENTATION STRATEGIES AND TIMELINE

1. The Superintendent should initiate a meeting with the County Executive to discuss the Month 1
initiation of a shared services assessment team to determine the key members of that team.
2. The shared services assessment team should meet to initiate discussions on possible areas Month 3
of shared services, including fleet maintenance.
3. The shared services assessment team should provide periodic reports on discussions. Ongoing

FISCAL IMPACT
This recommendation can be implemented with existing resources. It is reasonable to assume that both BCPS and the BC
government will achieve savings as it works to achieve shared services savings opportunities.

SCHOOL BUS REPLACEMENT

FINDING
BCPS should take steps to reduce spare bus numbers.

MSDE regulations require bus replacement every 12 years. Exceptions may be made to extend replacement up to 15 years, if
required inspections are made and all appropriate paperwork is submitted and approved by MSDE. In past years, BCPS has
purchased replacement school buses in varying quantities. This process has created budget and planning challenges as the
Office of Transportation has attempted to remain compliant with the MSDE twelve-year replacement mandate. As depicted
below in Exhibit 6-16, BCPS has developed a new bus replacement schedule to balance out purchases for more predictable
spending. A set, predictable replacement cycle for school buses will not only help Transportation manage maintenance and
other operational factors, but also will benefit budget planning.

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EXHIBIT 6-16
BCPS BUS REPLACEMENT SCHEDULE

Year Bus Inventory Buy New Purchase Difference MSDE Exception


2010 87 72 -15 15
2011 78 72 -6 6
2012 86 72 -14 14
2013 37 72 35 -35
2014 73 72 -1 1
2015 143 72 -71 71
2016 92 72 -20 20
2017 42 72 30 -30
2018 30 72 42 -42
2019 55 72 17 -17
2020 69 72 3 -3
2021 0 72 71 -72
Source: BCPS Department of Transportation, 2021.

The current BCPS school bus fleet totals 838, including 166 spare buses, or 20 percent. Industry standards for spare buses
range from 10 to 15 percent. Typically, the more standardized the fleet, the lower the necessary number of spare buses. Since
BCPS operates from 11 bus lots, with multiple types of buses, it is reasonable to expect a higher percentage of spares would be
necessary. However, reviews of the appropriate number of spare buses and their condition should be an on-going analysis for
the department.

RECOMMENDATION 6-22:
BCPS should take steps to reduce spare bus numbers. As a part of the strategic review identified in Recommendation
6-18, it would be expected that an overall reduction in lots would position BCPS to reduce the number of spare buses
in the fleet. (Tier 3)

IMPLEMENTATION AND TIMELINE

1. The Director of Transportation should direct the Senior Fleet Supervisor to review the number Month 3
and placement of spare buses in advance of the strategic study.
2. The Senior Fleet Supervisor should report to the Director of Transportation the possibilities of Month 4
spare bus reduction in advance of the strategic review.

FISCAL IMPACT
Based on the current number of spare buses, BCPS could conservatively sell 20 spare buses (ten buses in 2022-23 and
ten in 2024-25) over the next five years, resulting in an estimated savings of $1,500 per year per bus in operational costs.
Additionally, each bus sold should generate an estimated sales price of $1,000 (predicated on a strategic review of lot locations
being conducted with an eye toward consolidation). This would reduce the percentage of spare buses in the fleet to 18 percent.
Over five years, the potential savings to BCPS for implementing the recommendations is $50,000.

RECOMMENDATION YEAR ONE YEAR TWO YEAR THREE YEAR FOUR YEAR FIVE
Reduction in Spare Bus Fleet $0 $25,000 $0 $25,000 $0

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ALTERNATIVE FUEL OPTIONS

FINDING
Currently, BCPS has a bus fleet comprised of diesel- and gasoline-powered units. It was reported that there is interest in exploring
the incorporation of electric buses; however, that discussion is in its infancy and requires a thorough investigation of purchase and
infrastructure cost. Federal legislation has been proposed to invest between $20 and $25 billion to convert the nation’s fleet of
gas- and diesel-powered buses to electric ones.

The cost of an electric bus can be up to three times that of a comparably sized diesel school bus. Additionally, the required
infrastructure support costs for an electric fleet vary depending on geographic location of the lot and electric capability in that
area.

Montgomery County Public Schools (MCPS) has committed to move to an electric school bus fleet. In early 2020, MCPS
initiated their detailed review of this change. A Request for Information (RFI) was issued for a turnkey, budget-neutral program.
After review, stage two was to issue a Request for Proposal (RFP) for a full design, building, and installation plan. The county now
plans to obtain 25 buses for assignment at one lot where the infrastructure can be accommodated reasonably. It was reported
that year two will include 61 electric buses, to be spread to other areas of the county.

The number and location of bus terminals is critical not only to cost but also to overall operational efficiency. The strategic review
in Recommendation 6-17 will play a critical role in determining next steps for BCPS relative to any changes from diesel buses.
The costs of infrastructure improvements must be made with a long-term plan in mind. MCPS is a larger district (1,422 buses
spread over five bus terminals) compared to the 838 buses at 11 lots in use by BCPS.

As previously mentioned, with apparent emphasis being placed on electric buses at the federal level, funds are likely to be
available to school districts to offset some costs. Additionally, it may be possible to replicate the model used by MCPS. However,
the strategic review detailed in Recommendation 6-17 should detail the infrastructure capabilities of chosen lots as part of any
decision to move forward with electric buses.

RECOMMENDATION 6-23:
BCPS should explore the inclusion of electric-powered school buses using the Montgomery County plan as a model.
(Tier 3)

IMPLEMENTATION AND TIMELINE

1. The Director of Transportation should initiate a review of moving toward purchase and Month 3
operation of an electric school bus fleet.
2. The Director of Transportation should present his findings and recommendations to the Month 6
Executive Director of Business Services Operations
3. The BCPS Office of Purchasing should, in concert with findings from the Office of Transporta- Month 8
tion analysis, develop and issue an RFI, modeled on the RFI developed by MCPS.
4. The BCPS Office of Purchasing should issue an RFI for the purchase and operation of an Month 11
electric school bus fleet.

FISCAL IMPACT
This recommendation can be implemented with existing resources.

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FLEET MAINTENANCE STAFF PROFESSIONAL DEVELOPMENT

FINDING
As detailed in a 2001 efficiency study, BCPS encouraged technicians and mechanics to pursue Automotive Service Excellence
(ASE) certifications. At that time, 15 technicians and supervisors were certified in at least one specialty area, and one technician
had obtained 24 certifications. To date, only three technicians and supervisors hold certifications, none in the school bus
category.

It was reported that BCPS previously paid for ASE testing and recertification for eligible employees in fleet maintenance;
however, this is no longer the case. When asked, interviewees indicated that employees were promised reimbursement, but after
taking the test were denied it.

ASE promotes excellence in vehicle repair, service, and parts distribution. The types of knowledge measured by ASE tests
include basic technical, repairs, and testing diagnostic knowledge and skills. Within school bus certifications, there are seven
tests offered, including body systems and special equipment, diesel engine, suspension and steering, and drive train. A master
certification is available for completion of all tests in this category. ASE also offers certifications for collision repair and refinish.
Considering BCPS operates its own body and paint shop, those staff members, as well as BCPS, would benefit from achieving
the relevant ASE certification.

ASE certification is a means by which a technician can earn the most valuable credential available to school bus technicians.
Certified technicians accrue personal growth and satisfaction with their skill sets and improve the professionalism of the fleet
maintenance operation.

Most ASE certification tests cost $47 with a $34 registration fee. Advanced level tests cost $94 plus the registration fee.
Recertifications are the same cost.

Preventative maintenance is a critical component of any transportation operation. Vehicle maintenance should be scheduled
at regular intervals to ensure continued reliable service. The Code of Maryland Administrative Regulations (COMAR) sets forth
specific responsibilities, both for the State of Maryland and BCPS.
The training of technicians is the cornerstone of this effort, and the Automotive Service Excellence program is nationally
recognized by both public and private sector fleet-maintenance organizations as a, if not the, primary source of professional
development. These certifications are available in a wide range of categories, such as automotive, collision repair, medium/
heavy duty truck, and school bus.

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RECOMMENDATION 6-24:
BCPS Office of Transportation should establish written procedures and provide the funding to ensure that mechanics
and technicians are afforded the opportunity for professional development and encourage mechanics, technicians
and supervisors to obtain ASE certifications. (Tier 2)

Those procedures should include certifications in the school bus category.

IMPLEMENTATION AND TIMELINE

1. The Executive Director of Business Services Operations should direct the Director of Month 1
Transportation to establish the funding source and protocols to reimburse maintenance staff
for successful completion of ASE testing.
2. The Director of Transportation shall report back to the Executive Director of Business Services Month 3
Operations that funding and protocols have been established.
3. Director of Transportation and the Senior Fleet Supervisor shall meet with department Month 5
technicians/mechanics to review protocols and encourage participation.

FISCAL IMPACT
It is anticipated that up to 15 new or recertification tests would be necessary in the first year ($81 x 15), increasing by at least five
per year. The estimated five-year cost would be ($10,125).

RECOMMENDATION YEAR ONE YEAR TWO YEAR THREE YEAR FOUR YEAR FIVE

Provide Reimbursement for ASE Testing ($1,215) ($1,620) ($2,025) ($2,430) ($2,835)

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CHAPTER 7
–––
FOOD SERVICES

INTRODUCTION
A school system food service operation provides meals to its students and staff. The district may provide meals through
the federally funded Child Nutrition Programs (CNP), which include the School Breakfast and National School Lunch
programs. Participating schools receive cash assistance for breakfasts served that comply with program requirements.
Districts receive different amounts of reimbursement based on the number of breakfasts served in each of the benefit
categories: free, reduced-price, and paid. The National School Lunch Program serves low-cost or free lunches to
students. Like the breakfast program, lunches must comply with federal nutrition guidelines and are reimbursable to
schools based on the number of meals served within the benefit categories. A district’s food service operations may also
offer catering services as a way to supplement the food services budget or provide training for students interested in
pursuing a career in the food service industry.

Food service operation is dependent on the organizational structure of the school system. The three primary models of
organizing food service operations are self-management, contracted management, and contracted consulting. Using
the self-management model, a district operates its food services office without assistance from an outside entity. Using a
contracted management model, a district contracts with a food service management company to manage either all or a
portion of its operations. In this arrangement, a district may rely on the company to provide all or some staff, or may use
district staff for its operations. Using a consulting model, a district contracts with a food service consulting company to
provide guidance on food service operations (e.g., menus, sales and marketing plans, and ordering processes).

The Baltimore County Public Schools Office of Food and Nutrition Services (OFNS) is a program that feeds over
110,000 students and staff in 167 school sites on a daily basis using a combination of a central kitchen that supports
an array of school-based cooking kitchens, as well as satellite schools that receive a majority of meals pre-cooked.
Baltimore County Public Schools participates in the National School Lunch Program (NSLP), the School Breakfast
Program (SBP), and the Summer Food Service Program. The goal of these programs is to provide students with
wholesome, nutritious meals that are in compliance with all local, state, and federal regulations.

The Director of OFNS manages the office and is supported by five supervisors in the areas of procurement and
warehouse, fiscal services, operations, business systems, and equipment and maintenance. In addition, the office
employs four area supervisors, field representatives, and an additional workforce of staff across the sites and functions.
Responsibilities of the director include managing all components of food service while ensuring compliance with federal,
state, and local regulations. The area supervisors each have approximately 40 schools within an area of the system
to oversee daily operations. Exhibit 7-1 provides a top-level organizational structure reflecting direct reports to the
Director.
EXHIBIT 7-1
OFFICE OF FOOD AND NUTRITION SERVICES LEADERSHIP STRUCTURE

Source: BCPS, 2021.

Further, the Director of OFNS currently reports to the Executive Director of Business Service Operations position, which
is recommended to be eliminated in Chapter 3 of this report.

The major sections of this chapter are:

• COVID-19 Response
• Professional Development
• Recruitment
• Community Eligibility Provision
• Indirect Costs
• Budget Cycle
• Inventory Management
• Key Performance Indicators

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COVID-19 Response
––––––––––––––––
The BCPS OFNS reacted quickly and effectively to the COVID-19 crisis, ensuring the continuity of food service to the students of
Baltimore County.

FINDING
The OFNS is responsible for providing essential meals to its students. In many cases, the meals received from BCPS comprise most
of the food that a student consumes in a day. The 2020 pandemic caused a critical disruption to the feeding of BCPS students
and required an immediate and robust solution.

OFNS staff received the call for school closures and began developing plans for providing meals to students on the following
day, while many BCPS employees began a two-week shutdown. OFNS staff collaborated with BCPS Transportation staff to
make portable meals and use buses and other vehicles to deliver them to central locations across the County, mitigating much
of the impact of COVID-19 on the nutritional health of BCPS students. Staff faced substantial barriers to feeding students that
included:

• A
 critical shortage of OFNS staff coming to work significantly limited the capacity to respond to multiple feeding
pickup locations. Similar shortages of workers representing the OFNS supply chain significantly reduced deliveries of
essential goods.
• S
 ignificant shortages of essential food products and supplies early in the outbreak forced OFNS to innovate and find
ways to use existing central and school-based inventories to feed students. The response to this barrier was to produce
an array of meals that, while sometimes unconventional, provided the necessary nutritional value in a variety of formats.

This model matured as the pandemic continued, and included expanded strategies such as:

• O
 FNS partnered with a large local produce company to assemble sandwiches using BCPS meat and bread. This action
significantly increased capacity to serve students nutritious meals quickly.
• O
 FNS developed heat-at-home meals which provided simple cooking instructions in both English and Spanish. This
strategy allows for more traditional meals to be sent home with students for weekly, and weekend, meals.
• T o ensure continuity of service after hybrid/remote services ended in June 2021, OFNS established a model for
providing meals to all BCPS students 18 or younger under the Summer Food Service Program that delivers meals
to locations throughout Baltimore County. This is a large-scale effort that is designed to provide food for all students
in need. To accomplish this, OFNS enlisted many pickup sites to accommodate all areas of the county and to offer
convenience to those families with limited transportation. Exhibit 7-2 provides details on the more than 50 sites
serving as the foundation for this comprehensive approach.

EXHIBIT 7-2
OFNS SUMMER FOOD SERVICE PROGRAM DETAILS AND SITES

Baltimore County Public Schools will offer free breakfast and lunch meals through the Summer Food Service
Program from Monday, June 28, through Friday, August 20.

The final day for hybrid in-school and curbside meal distribution for the 2020-2021 school year will be Tuesday,
June 22.

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During the Summer Food Service Program, meals will be provided at the following sites and times:

Alan Drive and Hooper Ave., 12:30 - 1:15 p.m.


Arbutus Elementary, 1300 Sulphur Spring Road, 12:30 - 1:15 p.m.
Battle Grove Elementary, 7828 Saint Patricia Lane, 12:30 - 1:15 p.m.
Berkshire Elementary, 7431 Poplar Avenue, 12:30 - 1:15 p.m.
Carney Elementary, 3131 East Joppa Road, 12:30 - 1:15 p.m.
Carriage Hill Apartments, 3456 Carriage Hill Circle, 12:30 - 1:15 p.m.
Catonsville High, 421 Bloomsbury Avenue, 11:30 a.m. - 12:15 p.m.
Colgate Elementary, 7735 Gough Street, 12:30 - 1:15 p.m.
Cove Village Apartments, 2 Driftwood Court, 12:30 - 1:15 p.m.
Deep Creek Middle, 1000 S. Marlyn Avenue, 11:30 a.m. - 12:15 p.m.
Deer Park Middle, 9830 Winands Road, 11:30 a.m. - 12:15 p.m.
Drumcastle Apartments, 6306 Holly Lane, 12:30 - 1:15 p.m.
Dulaney High, 255 East Padonia Road, 11:30 a.m. - 12:15 p.m.
Dumbarton Middle, 300 Dumbarton Road, 11:30 a.m. - 12:15 p.m.
Dundalk Elementary, 2717 Playfield Street, 12:30 - 1:15 p.m.
Dundalk High, 1901 Delvale Avenue, 11:30 a.m. - 12:15 p.m.
Elmwood Elementary, 531 Dale Avenue, 12:30 - 1:15 p.m.
Featherbed Lane Elementary, 6700 Richardson Road, 12:30 - 1:15 p.m.
Fontana Village Apartments, 1 Orion Court, 12:30 - 1:15 p.m.
Franklin Middle, 10 Cockeys Mill Road, 11:30 a.m. - 12:15 p.m.
Garrison Forest Apartments, 6 Green Mountain Court, 12:30 - 1:15 p.m.
Glyndon Elementary, 445 Glyndon Drive, 12:30 - 1:15 p.m.
Golden Ring Middle, 6700 Kenwood Avenue, 11:30 a.m. - 12:15 p.m.
Grange Elementary, 2000 Church Road, 12:30 - 1:15 p.m.
Halstead Academy, 1111 Halstead Road, 12:30 - 1:15 p.m.
Hawthorne Elementary, 125 Kingston Road, 12:30 - 1:15 p.m.
Hereford High, 17301 York Road, 11:30 a.m. - 12:15 p.m.
Hopkins Point Apts (formerly Whispering Woods Apts), 37 Alberge Lane, 12:30 - 1:15 p.m.
Johnnycake Elementary, 5910 Craigmont Road, 12:30 - 1:15 p.m.
Kings Point Kiddie Koach, 9922 Liberty Road, 12:30 - 1:15 p.m.
Lansdowne Middle, 2400 Lansdowne Road, 11:30 a.m. - 12:15 p.m.
Logan Elementary, 7601 Dunmanway, 12:30 - 1:15 p.m.
Mars Estates Elementary, 1500 Homberg Avenue, 12:30 - 1:15 p.m.
Martin Blvd Elementary, 210 Riverton Road, 12:30 - 1:15 p.m.
Middle River Middle, 800 Middle River Road, 11:30 a.m. - 12:15 p.m.
New Town High, 4931 New Town Boulevard, 11:30 a.m. - 12:15 p.m.

Source: BCPS OFNS Website, June 2021.


* This is a partial list of participating sites.

This exceptional response to an unpredicted, global event meant that students did not go hungry during the early stages of the
pandemic. Further, the rapid expansion of service capacity and strategy in the wake of those early days has matured into a fully-
developed process for feeding the students of Baltimore County in remote, or partially-remote, situations. This was accomplished
with no warning, no existing example of or model for this type of event, and substantially diminished resources. It clearly serves
as an effective model for addressing similar situations in the future.

COMMENDATION 7-A:
The OFNS response to the COVID-19 pandemic was exceptional and serves as a model for feeding students during
a lockdown event.

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Professional Development
––––––––––––––––
ONFS has developed an effective process for developing talent through focused training and mentoring.

FINDING
Staff interviews and document reviews revealed that ONFS has a process for staff development that is highly-effective. Training
materials were found to focus on the most important facets of food service delivery and management, while promoting career
pathways into other areas of the program. ONFS maintains robust training schedules on a wide variety of industry topics, as well
as trainings focused on developing internal leaders.

This effort has produced a workforce with longevity and talent at the supervisory and executive levels. Practically every executive
leader in the office has been with ONFS for many years, often 15 or more. Interviews with leaders and staff supported the
idea that training and opportunity are benchmarks of ONFS. Essentially all staff interviewed spoke of personalized tracks to
advancement and mentoring activities as commendable.

The result of this focused process is that employees have a clear path to differentiated work experiences and advancement into
managerial positions. Indeed, essentially every management position is filled by an existing employee, producing institutional
memory and continuity of leadership across the 167 schools and other locations. This situation is increasingly rare in school food
service and should be commended.

COMMENDATION 7-B:
ONFS maintains an exemplary professional development process that results in well-trained employees with
opportunities for a career path.

Recruitment
–––––––––––
Efforts to appropriately staff BCPS school cafeterias and support roles is not fulfilling the operational needs of the OFNS, resulting
in an understaffed and less effective food service function.

FINDING
The OFNS supports student food service across the many BCPS schools and associated programs and must consistently recruit
and train staff for the multiple food services locations and functions. Due to the high rate of turnover, the office hires and trains
hundreds of positions each year for a variety of critical roles across the school system. This process is a collaborative effort
between OFNS staff and BCPS Human Resources staff that leverages one partial HR position that is funded by an indirect cost
recovery agreement with the central office. This partial position is charged with supporting OFNS recruiting efforts throughout the
year and ensuring that the food service function is adequately staffed to provide quality service to BCPS students.

The current process lacks comprehensive planning and practice at the system level to guarantee the efficient and effective
delivery of nutrition services and places substantial pressure on the OFNS staff to perform this critical duty without the necessary
resources. Considering the high level of urgency, importance, and visibility of student nutrition services, this situation is a critical
potential point of failure for the school system.

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BCPS entered the 2020-21 school year over 100 positions short of the articulated budget. If the COVID-19 response had not
closed schools, and rather required students to be fed at school sites, there would be significant challenges to nutrition operations
and student experience in the current school year. Staff interviews and data analysis revealed that this is a recurring issue that the
office is forced to overcome each year. Further, reviews of previous audit recommendations showed that this issue has been a
concern for the school system for many years; however, the situation persists.

The concerns in this area include the following:

• T he partial HR position paid for by OFNS is not a dedicated person, but rather a shared responsibility across the HR
function to support food service recruitment. This results in a lack of focus and attention needed to drive the successful
recruitment of OFNS employees and questionable returns on the investment of indirect funds to pay for this service.
• T he BCPS HR process requires food service workers to be fingerprinted and produce a clear physical before starting
employment. These services are expensive ($100 for fingerprints alone) and are left to the employee to secure. Interviews
indicated several problems that arise from this process:
- Potential employees cannot afford the upfront expense to acquire a job that makes approximately minimum wage.
- BCPS does not offer any central locations for these services, so potential employees must travel to multiple locations
(many of which are not on public transportation routes) to clear these HR requirements.
- The hiring process regularly takes months to complete due to inadequate HR resources, so potential employees take
other local jobs that provide streamlined recruiting and onboarding processes.
- Applicants must navigate complex and cumbersome online application forms not necessary for other comparable jobs
in the community. This is particularly troublesome for applicants with English as a second language, resulting in a lack
of cultural representation across cafeteria staff.
- Vetted applicants often must wait weeks or months to be interviewed, resulting in them leaving for other jobs in the
same pay range.
- After offer letters are forwarded, positions remain vacant until the applicant completes the fingerprinting and physical.
This often results in positions staying unstaffed for many months waiting on employees that do not follow through. The
position remains locked during this period.
- Centralized efforts to recruit and process OFNS employees, such as job fairs used in the past, have been reduced
or eliminated.

While the office is expending significant effort on this concern, the culmination of these issues results in an ineffective response
to the staffing needs of this critical school system need and places an undue burden on existing staff to deliver essential services.
Further, the lack of a stabile workforce can reduce the ability of OFNS to fulfill other goals of the office, such as enhanced
professional development or exploring innovative service strategies because more seasoned employees must focus on daily
service activities.

National standards regarding Food Services management stresses the need for robust, active recruiting, career-focused training,
and clear paths for longevity and advancement for employees. Indeed, the current process is insufficient to produce a stable and
diverse workforce in these areas.

RECOMMENDATION 7-1:
BCPS should develop a streamlined recruitment and processing strategy for OFNS applicants. (Tier 1)

The recruitment needs of OFNS are substantial and complex. These positions are among the lowest paid across the school system
and are therefore subject to intense competition from other community businesses and institutions. BCPS must correct this issue to
provide OFNS with a viable pool of qualified candidates that can be quickly processed and onboarded. Centralized efforts to
recruit and process large numbers of staff in one sitting should be reinstated and prioritized. A strategy for reducing or eliminating
the upfront costs for processing these lower-paying positions should be a focus of this new process. For example, the cost of
fingerprinting and physicals to be provided at centralized recruiting events can be recouped by the school system via direct

361
withdrawal from the early pay cycles of new employees. Further, the accessibility of these services to potential employees with
limited transportation, or English as a second language, should be improved to bolster a representative OFNS workforce across
its culturally-diverse schools.

IMPLEMENTATION AND TIMELINE

1. Under the direction of the Executive Director of Business Service Operations, the Month 1
Director of the Office of Food and Nutrition Services should work with the Acting
Chief Human Resources Officer to develop a new, comprehensive approach to the
OFNS staffing issues.
2. The new process should be implemented to ensure ongoing successful recruiting Month 3
efforts.
3. The process should be monitored by the Director of the Office of Food and Nutrition Ongoing
Services, and performance reported to the Executive Director of Business Service
Operations on a quarterly basis.

FISCAL IMPACT
This recommendation can be implemented with existing resources.

Community Eligibility Provision


––––––––––––––––
Expansion of the community eligibility provision to 87 schools jeopardizes the future sustainability of the OFNS Enterprise Fund.

FINDING
As defined by the USDA, the Community Eligibility Provision (CEP) is a non-pricing meal service option for schools and school
districts in low-income areas. CEP allows the nation’s highest poverty schools and districts to serve breakfast and lunch at no cost
to all enrolled students without collecting household applications. Instead, schools that adopt CEP are reimbursed using a formula
based on the percentage of students categorically eligible for free meals based on their participation in other specific means-
tested programs, such as the Supplemental Nutrition Assistance Program (SNAP) and Temporary Assistance for Needy Families
(TANF). In addition to allowing schools and local educational agencies (LEAs) located in low-income areas to provide free
breakfast and lunch to all students, it eliminates the burden of collecting household applications to determine eligibility for school
meal programs.

The program requires eligible schools and school systems to:

• Meet eligibility requirements (>40% free and reduced)


• Serve free breakfasts and lunches to all students during the 4-year cycle
• Count total breakfasts and total lunches served to students daily
• Agree not to collect household applications for school meal programs
• Determine if non-federal funds are needed to cover costs above USDA reimbursement

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In general, the CEP offers the following benefits:

• S
 tudents have access to free nutritious meals without any social stigma attached to income-based ability to pay, spend less
time in cashier lines, and have more time to consume nutritious meals;
• Parents do not have to complete household applications and do not have to track meal accounts; and
• A
 dministrators have less paperwork and administrative costs, do not have to track unpaid meal charges, and receive the
benefit of improved program integrity and streamlined meal service operations.

Previously, BCPS implemented a pilot of the CEP program in four schools with higher free and reduced meal rates to test the
concept in BCPS operations. The result of the pilot was a fiscal shortfall of approximately $1 million over the four years. Recently,
the decision was made to extend this eligibility to 87 schools.

The decision to expand the CEP program to 87 schools jeopardizes the sustainability of the OFNS Enterprise Fund, which has
been operating at a profit for many years. Further, this plan extends CEP benefits to schools that would not typically be identified
for this program. If implemented, the decision is expected to produce an estimated $2.5 million shortfall in food service revenue
per year. This issue is compounded by the fact that BCPS has been operating under USDA summer meal program guidelines
since the COVID-19 closures last year. This circumstance is not only producing less revenue per meal, but also has eliminated
any additional sales of food and snacks that greatly augment total revenue for the office. While financial numbers are still being
calculated, the resulting deficit will certainly place OFNS in a precarious fiscal position, and adding 83 additional CEP schools
will exacerbate the situation beyond the office’s ability to manage its responsibility to be self-sustaining.

In response to this concern, BCPS applied for and received Education and Secondary School Emergency Relief (ESSER) funds
of $23.7 through the CARES Act grant on June 26, 2020. These funds are administered by the Maryland State Department of
Education (MSDE). Exhibit 7-3 summarizes the use of CARES Act funds, now referred to as CARES I since the announcement
of the second ESSER grant approved by the federal government in December 2020 known as CARES Act II. As can be seen in
the Board document, over $14 million has been earmarked for Food and Nutrition Services to make up for the lack of sufficient
revenue due to the COVID-19 protocol.

EXHIBIT 7-3
CARES ACT AWARD DISTRIBUTION FY2021

Actual and Amended CARES I Grant Award CARES I

FY2021
Food and Nutrition Services $14,495,840
Equitable Services for Nonpublic Schools $2,741,773
Student and staff headsets $1,800,000
Device buybacks $1,000,000
Student internet connectivity $887,000
Distribution of devices and materials $338,000
Facilities Reconfigurations $1,039,160
Student Health Services - PPE $965,000
Contract Tracing $475,000
Award Total $23,741,773
Actual Expenditures $7,908,900
Remaining Balance $15,832,873

Source: https://go.boarddocs.com/mabe/bcps/Board.nsf/files/C28KNU4F728E/$file/Weekly%20Update%20031921%
20CARES%20I%20and%20II.pdf

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Further, BCPS has applied for similar CARES II funding to support Food and Nutrition Services in the FY2022 and FY2023. This
will result in over $2.6 million for each of the two years to offset revenue shortfall created through the expansion of CEP. Exhibit
7-4 details the proposed distribution of funds.

EXHIBIT 7-4
PROPOSED CARES ACT AWARD DISTRIBUTION FY2022 AND FY2023

Proposed CARES II CARES II CARES II


Grant Application FY2022 FY2023
Teachers for Enrollment Recovery $10,383,619
Extended day 15 minutes $33,590,272 $34,933,882
School Administrators Extended Day $1,400,000 $1,400,000
Ventilation/HVAC $1,300,000 $1,300,000
CEP Expansion $2,643,448 $2,643,448
Middle School program/Summer School $3,521,976 $3,521,976
TOTALS $52,839,314 $43,799,306
Award Total $96,638,621

Source:https://go.boarddocs.com/mabe/bcps/Board.nsf/files/C28KNU4F728E/$file/Weekly%20Update%20031921%
20CARES%20I%20and%20II.pdf

RECOMMENDATION 7-2:
BCPS should develop a viable plan for funding CEP expansion beyond CARES benefits. (Tier 1)

The CEP program is designed to assist school systems in reducing the effort and paperwork associated with individually certifying
students within a school that displays large proportions of students falling into free and reduced meal status. It streamlines the
process of feeding students that would likely be eligible for benefits and can provide a critical conduit for families that have
barriers to completing the certification process, such as limited English-speaking skills, remote locations, or lack of technology in
the home.

While the decision to expand CEP is a clear benefit to the students and families impacted, the result of implementing such a
program to schools outside of the guidelines can produce an unmanageable fiscal burden at the system level. Leaders overseeing
OFNS functions currently are unclear of the ramifications of the decision to expand CEP and have no viable plan for addressing
the lack of revenue once CARES funding is expended. Thus, the decision to expand CEP for the benefit of students across the
school system must be bolstered by a strategic plan to ensure the ongoing viability of the program.

This plan should contain at least the following elements:

• E valuation of the current Enterprise Fund designation for Food and Nutrition Services. Not all food service operation in
Maryland follow this model, and it is likely that BCPS will need to revisit this and remove the expectations of an Enterprise
Fund. Removing the requirement to be self-sufficient will not overcome the lost revenue, but it will provide more flexibility for
BCPS to think differently in terms of ONFS operations.
• E nhancement of ala carte and other additional sales and promotions to maximize site-based income that can reduce the
negative impact from reduced CEP revenue.
• Increased focus on efficiency to reduce operational expenditures and improve financials at each service site. Increasing
site-based accountability through data analysis and observation can result in large overall savings for the function.

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IMPLEMENTATION AND TIMELINE

1. Working with the Executive Director of Business Service Operation, the Director of the Month 1
Office of Food and Nutrition Services should develop a decision matrix for maximizing
sales and minimizing inefficiencies.
2. The Executive Director of Business Service Operations should work with the Month 2
Superintendent’s Office to develop a plan for ongoing funding after the three-year
CARES funding is depleted.
3. The process should be monitored by the Director of the Office of Food and Nutrition Ongoing
Services, and performance reported to the Executive Director Business Service Operations
on a quarterly basis.

FISCAL IMPACT
This recommendation can be implemented with existing resources.

Indirect Costs
––––––––––––
OFNS does not reimburse the BCPS General Fund with the appropriate amount of indirect costs in comparison to their
expenditures.

FINDING
Reimbursing indirect costs are an important responsibility of any food service enterprise fund, which is why there is a Federal
indirect cost rate prescribed for this purpose. This rate is the established indicator of what should be expected to be recouped
from the operation of an efficient food service program. Not reimbursing the General Fund for the full amount is generally
considered a negative indicator of operational performance, and it is industry best practice to meet these expectations.

In FY 2019, ONFS reimbursed the system a total of $626,345.72 in indirect costs for facilities and services used to support food
services. This included:

• $528,011.39 for overhead salaries in human resources, accounting, purchasing, payroll, and business systems
• $33,625.28 in rent for land and buildings used by ONFS
• $64,709.05 in bank charges for transactions generated by ONFS

While this is a significant amount, it is not based on the indirect cost rate of 2.94% of allowable ONFS expenditures, as
established in the Federal negotiated rate. The rate was negotiated by BCPS Fiscal Services and is designed to be applied
to food services expenditures, minus the cost of food, capital costs, and commodities. If this rate had been applied to the FY
2019 ONFS expenditures, the actual amount of reimbursement would have been more than $800,000. Exhibit 7-3 (shown
previously) provides the breakdown of allowable expenditures and the total amount of prescribed reimbursement. Reinforcing
the expectation that the negotiated rate is being met, ONFS had to provide justification on the 2020 Maryland State Dept of
Education/USDA Administrative Review related to the process. Exhibit 7-5 provides the ONFS response when asked why the
2.94% rate was not applied.

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EXHIBIT 7-5
ONFS JUSTIFICATION FOR NOT APPLYING INDIRECT RATE

Per the system’s Controller’s Office, the system does not utilize the approved indirect cost rate for the Food Service
Fund because it would be detrimental to the financial health of the program. The system understands that it can
assess an indirect cost on grants but has chosen to charge the Food Service Fund the costs associated with support
positions within the system that directly benefit food service operations, as well as rent and bank fees, in lieu of
applying the indirect cost rate. The system provides substantial services to the Food Service Fund, for which Food
Service is not charged (i.e. trash collection, water & sewer, electricity, etc.). Additionally, collecting the data and
calculating the metric for which to charge the Food Service Fund their share of the trash collection, water & sewer,
electricity, etc. is cumbersome, which also is why the system does not utilize the approved rate and instead charges
the Food Service fund with other indirect charges such as the support positions, rent, bank fees, etc. The indirect
cost allowance is the maximum amount that can be charged to the Food Service Fund to help offset the indirect
costs that were incurred by the General Fund throughout the year and benefited the Food Service Fund.

Source: Resource Management Comprehensive Review Form, SY 2019-2020

RECOMMENDATION 7-3:
BCPS should expand the indirect costs that the OFNS reimburses the General Fund to match the Federal rate. (Tier 1)

While the system can decide how to approach indirect cost reimbursement, it is recommended that BCPS require the full amount
under normal operating situations. The ONFS Enterprise Fund should be expected to meet this requirement as part of its fiduciary
responsibilities and should be held accountable when this expectation is not met.

IMPLEMENTATION AND TIMELINE

1. Working with the Executive Director of Business Service Operations, the Director of the Month 1
Office of Food and Nutrition Services should develop a plan for meeting the Federal indirect
cost rate each year (under typical circumstances).
2. The Executive Director of Business Service Operations should work with the Superintendent’s Month 2
Office to seek Board approval and implement the new expectations in the following school
year.
3. The process should be monitored by the Director of the Office of Food and Nutrition Services, Ongoing
and performance reported to the Executive Director of Business Service Operations at least
semi-annually.

FISCAL IMPACT
When applying the 2.94% cost rate to the FY 2019 food service expenditures, it is estimated that the savings to the General Fund
would be a minimum of $200,000 per year with an associated additional cost of $200,000 year to the OFNS Enterprise Fund.
Using this conservative amount to project out, the total savings is estimated to be $1,000,000 over the next five years.

RECOMMENDATION YEAR ONE YEAR TWO YEAR THREE YEAR FOUR YEAR FIVE

Expand Indirect Cost Reimbursements $200,000 $200,000 $200,000 $200,000 $200,000

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Budget Cycle
––––––––––––
The annual budget planning process occurs on a cycle that negatively affects the accuracy and value of the process.

FINDING
From much of the documentation and data relevant to previous ONFS budget cycles, it is clear from staff interviews that the
current process is insufficient to meet the needs of a large food service program like BCPS. The two main factors that limit the
effectiveness of this process are the lack of direct availability to financial and operational data housed in centralized systems,
and the timing of the data that are available for this purpose.

While there is an ongoing monthly review of budgetary concerns conducted by ONFS leadership, interviews revealed that the
Fiscal Supervisor does not have direct access to the data needed to produce accurate and timely projections. While these data
exist across multiple data systems, some data not directly accessible include:

• Employee salaries
• Benefit amounts
• Meal counts
• School-based operational data
• School-based financial data

These data points are essential to the CFO of a large Enterprise Fund such as ONFS and currently must be requested from
central data sources, placing them in competition with other data requests. The data are not provided in raw form, rather they
are calculated totals and rates that cannot be connected or analyzed. Further, the timing of these reports is not early enough to
facilitate comprehensive projections, or to allow for mid-course corrections.

RECOMMENDATION 7-4:
BCPS should provide direct access to financial and operational data needed to develop accurate and timely budget
projections. (Tier 1)

It is typical that fiscal officers in food services have direct access to relevant financial and operational data to facilitate effective
planning and budgeting. Best practices in food service management require food service operations to be well-informed and
well-planned. The inability to access and fully analyze foundational data is a critical threat to the ongoing viability of ONFS.

The current process places undue time constraints on budgeting and planning, and produces budget projections late in the cycle.
Thus, internal processes for data accessibility and communication among staff housing relevant data should be improved.

IMPLEMENTATION AND TIMELINE

1. Working with the Executive Director of Business Service Operations, the Director of the Office Month 1
of Food and Nutrition Services should request full data access for financial planning.
2. The Executive Director of Business Service Operations should work with the Superintendent’s Month 2
Office to ensure this request is prioritized and implemented.
3. The budgetary process should be monitored by the Director of the Office of Food and Ongoing
Nutrition Services on a quarterly basis to maintain accuracy and timeliness to drive
operational decisions.

367
FISCAL IMPACT
This recommendation can be implemented with existing resources; however, it is likely to produce increased efficiencies via
comprehensive data analysis and more effective planning.

Inventory Management
––––––––––––––––
The BCPS approach to school-based inventory management does not effectively control food waste.

FINDING
While descriptive data to support the amount of food waste evident at school sites is lacking, there is a clear
perception among school-based staff and other BCPS leadership that the current process of managing overstock and
waste is allowing too much food to be discarded. School-based administrators specifically cited excessive food waste
as a common theme when identifying needed areas of improvement.

One of the key components of this issue is the flow of operational data that can be leveraged to make improvements
at the serving sites. While inventory data is collected, it is not discrete enough to inform and drive initiatives to
reduce the proportion of food that is lost in the process. Any information funneling up from a stretched team of Field
Representatives and Area Supervisors is not adequately addressing the issue and providing actionable intelligence.
This is coupled with, as previously identified, the lack of direct access to data to support effective analysis of the more
esoteric components of food service management, such as waste. Thus, the central leadership ultimately has little direct
oversight of the current problem.

RECOMMENDATION 7-5:
BCPS should initiate a campaign to reduce food waste at school service sites. (Tier 1)

Inventory management, and particularly food waste recovery, is a common issue among food service programs. Industry
standards demand that this operational concern stay at the forefront of office oversight and planning. To accomplish this, ONFS
should create a process for highlighting this problem via a clear set of waste-related metrics, effective data review, and additional
staff training. This initiative should include the following components, at minimum:

• C
 lear, established parameters of acceptable waste for differing service site types. This should be differentiated by site size,
grade level, type of service method (central kitchen, school cooking kitchen, or satellite school, etc.). Grouping service sites
will allow for effective aggregate data analysis, while providing the specific site data needed to drill down when needed. 
• S
 tandardized procedures on reducing waste at these service location types. Different service modalities typically
experience different inventory control issues, depending on the service methods. Each identified “type” will require specific
guidance to effectively attack the problem.
• E nhanced staff training on the interventions prescribed for each site type. Staff will need to understand why this is a
concern and how to address it at their location.
• A
 n accountability structure to identify and address excessive waste. Locations not meeting waste standards must be held
accountable for the lack of controls. Site-based data should be analyzed quarterly to monitor the success of the initiative
both as a office and at individual service locations.

368
Exhibit 7-6 provides an exemplary inventory control process as an example of what should be calculated and monitored on
a regular basis. This calculation is one example of methods that can be leveraged to evaluate inventory processes and reduce
food waste.

EXHIBIT 7-6
INVENTORY TURNOVER RATE MONITORING PROCESS

DESCRIPTION: Inventory turnover is a measure of inventory efficiency. Specifically, it is the number of times inventory is utilized in a
period. It can be used to determine if an operation is holding too much inventory.

WHY CALCULATE: The financial goal of inventory management is to control food and supply investments. Inventory turnover rate
provides an indication of an SN program’s ability to control inventory levels.

HOW OFTEN TO CALCULATE: Monthly and annually

HOW TO CALCULATE: The beginning purchased inventory is the same figure as the previous month’s ending purchased inventory.

COST OF GOODS SOLD = (Beginning Inventory + Period Purchases) – Ending Inventory


AVERAGE INVENTORY (Beginning Inventory + Ending Inventory) ÷ 2
Sample Calculation(s) for a Month:
BEGINNING INVENTORY = $6,600.00
PURCHASES DURING THE MONTH = $11,400.00
ENDING INVENTORY = $5,400.00
COST OF GOODS SOLD = ($6,600 + $11,400) – $5,400 = $12,600 = 2.1
AVERAGE INVENTORY VALUE ($6,600 + $5,400) ÷ 2 $6,000
2.1 = The number of times inventory turned over or was used up and replenished in a period.

WHERE TO CAPTURE DATA:


• Revenue and expenditure report (to show monthly purchases)
• Point-of-sale inventory system
• Inventory records from the beginning and end of a period

HOW TO USE: Inventory turnover benchmarks should be established for each school in a district. When inventory turnover rate is low
(or high inventory levels), it presents a number of problems. It is difficult to keep track of what products are on hand, more storage space
is required, money is tied up, and it is harder to control waste or pilferage than when inventory turnover rate is high (or inventory levels
are low).

INDUSTRY STANDARDS: A school that receives a weekly delivery for most products should have a turnover rate of once every
7-10 days or 2-3 times a month.

FACTORS THAT INFLUENCE:


• Forecasting
• Inventory loss due to waste, theft, spoilage, and other product loss
• Secure and safe storage practices reduce inventory loss and ensure shelf life is maximized
• Frequency of deliveries
• Storage space
• Use and number of weeks of cycle menus
• Minimizing menu substitutions
• A large bid
• Order procedures (centrally placed orders allow for review and revision)
• Meals and meal counts
• Meal service interruptions where there is a loss of food service opportunity (i.e. snow days)
• Non-compliance with regulations

Source: National Food Service Management Institute, 2012.

369
IMPLEMENTATION AND TIMELINE

1. Working with the Executive Director of Business Service Operations, the Director of the Month 1
Office of Food and Nutrition Services should develop a process for improving, tracking,
and reporting on food waste across the system.
2. The Director of Office of Food and Nutrition Services should work with ONFS Manager of Month 2
Operations, Procurement Supervisor, and the Fiscal Supervisor to track and report on office
and site-based improvement.
3. The process should be monitored by the Director of the Office of Food and Nutrition Services, Ongoing
and performance reported to the Executive Director of Business Service Operations quarterly.

FISCAL IMPACT
Typically, a waste recovery initiative can produce immediate improvements and realize cost savings at most sites. While
aggregate food waste data are not available to complete a financial analysis at this time, it is reasonable to calculate a minimal
savings of one percent of total food expenditures. ONFS food costs for FY 2019 was $20.9 million. Using this conservative
amount as an example, BCPS would have saved approximately $209,000 and could expect at least $200,000 in savings in
future years. Hence, the total cost savings is estimated to be $1,000,000 at minimum over the next five years; however, it is likely
that BCPS will recover significantly more than that amount.

RECOMMENDATION YEAR ONE YEAR TWO YEAR THREE YEAR FOUR YEAR FIVE

Initiate Campaign to Reduce Food Waste $200,000 $200,000 $200,000 $200,000 $200,000

Key Performance Indicators


––––––––––––––––
ONFS does not maintain and publish a centralized evaluation of critical Key Performance Indicators (KPIs) for food service.

FINDING

Established performance metrics are essential to effective food service management. They provide targets for success and guide
decision-making and improvement efforts, helping programs focus on the work that matters. While ONFS does track a host of
operational performance data, the office does not consolidate, track, and report on the most important performance indicators.
This results in a lack of valuable information that should be established, communicated, and widely reported across the school
system.

The performance indicators monitored by ONFS cover all of the critical topics facing food service operations, but lack some of
the more esoteric factors, such as comprehensive food waste reduction, and other local factors that are important to the ongoing
viability of the function. The failure to aggregate and report on these indicators can reduce the ability to 1) Identify negative
trends and connections among indicators, and 2) make critical mid-course corrections when negative trends are apparent.

Industry standards place focused monitoring of Key Performance Indicators of the utmost importance when driving program
improvement. The established metrics should reflect the composition of the school system, but there are a few essential metrics that
are relevant in any food service operation. Exhibit 7-7 details 12 Key Performance Indicators established by the School Nutrition
Association that should be adopted, at minimum, to maintain fiscal and operational viability.

370
EXHIBIT 7-7
12 KEY PERFORMANCE INDICATORS FOR FOOD SERVICE

1. Meal Equivalents (MEQ)


2. Average Daily Participation (ADP)
3. Revenues
4. Expenditures
5. Revenue Per Meal Equivalent
6. Cost Per Meal Equivalent
7. Cost as a Percentage of Revenue
8. Break-Even Point
9. Inventory Turnover Rate
10. Meals Per Labor Hour (MPLH)
11. Staff Turnover Rate
12. Absenteeism Rate

Source: School Nutrition Association, 2018.

RECOMMENDATION 7-6:
BCPS should create a set of tailored Key Performance Metrics that consolidates and expands its current method of
data analysis and reporting. (Tier 1)

While ONFS calculates and uses much of this data currently, the formatting and delivery of this information is disjointed and
lacks connection to the critical data points. Evaluating this as an integrated set of correlated indicators should produce additional
visibility and insight into performance trends. Typically, operational efficiencies and innovative policy ideas emerge from this type
of comprehensive analysis.

ONFS should adopt the 12 KPIs provided and expand the list to critical issues within the office. Some likely additional metrics
include evaluating the process for controlling food waste, and recruiting and staffing issues across the program. The set of metrics
(and the established targets for success) should be prominently displayed, reported on, and communicated to a wide range of
stakeholders to ensure accountability and to spur improvement ideas from all levels of ONFS staff and customers.

IMPLEMENTATION AND TIMELINE

1. Working with the Executive Director of Business Service Operations, the Director of the Office Month 1
of Food and Nutrition Services should develop a set of ONFS Key Performance Indicators.
2. The Director of the Office of Food and Nutrition Services should work with the ONFS Fiscal Month 2
Supervisor to track and report on KPI progress.
3. The process should be monitored by the Director of the Office of Food and Nutrition Services, Ongoing
and performance reported to the Executive Director.

FISCAL IMPACT
There is no cost associated with this recommendation. Further, it is likely to produce tangible cost savings across a variety of
operational areas over time.

371
CHAPTER 8
–––
EDUCATION PROGRAMS
AND SERVICES

INTRODUCTION
Chapter 8 covers the three divisions that were added to the Public Works LLC contract in May of 2021: Curriculum
and Instruction; Research, Accountability, and Assessment; and School Climate and Safety. The reorganization and
recommendations of the direct reports to the Superintendent involving these three divisions are explained in Chapter 1;
however, Section 1 of this chapter reaffirms and shares the rationale for said recommendations. In Section 2-7 of this
chapter, our team presents additional reorganization recommendations that are below the executive level (direct reports
to the Superintendent). These sections include:

Section 1: Overall Executive Level Organizational Structure of Divisions of Curriculum and Instruction (C&I);
Research, Accountability, and Assessment; and School Climate and Safety
Section 2: Division of Research, Accountability, and Assessment
Section 3: Division of School Climate and Safety
Section 4: C&I: Special Education
Section 5: C&I: Department of Academics
Section 6: C&I: Educational Options
Section 7: C&I: Academic Services

ACADEMIC PERFORMANCE AND PROGRESS


This chapter addresses the heart of any school division—curriculum and instruction, academic performance, and
programs and services that support students—academically, socially, and emotionally.

In Appendix B Peer District Analysis, our comparisons found BCPS students did not perform well academically:

• M
 ore than half of BCPS schools (52 percent) were rated “below average” (the second-lowest among the peer
districts/systems) and 19 percent “above average” (the third-lowest among peers). BCPS was also considerably
below state averages in the percentage of schools rated “below average” and “above average.”
• B
 CPS student performance in Math and Algebra I was below the state average. In Math, only 27 percent of
students were proficient; in Algebra I, 17 percent. BCPS students had the lowest proficiency levels relative to peers
that provided data, across all ethnic/racial groups. All BCPS student groups performed below the state average.
• R
 egarding academic progress, 30 percent of BCPS students made “below average” progress, placing it in the
middle point among peers; 43 percent made “average progress” progress (the highest percentage among peers),
and 27 percent made “above average” progress, the second-lowest percentage among peers. BCPS’ students’
academic progress was below the state average.

A BCPS news release dated November 20, 2020, with findings from a BCPS Division of Research, Accountability,
and Assessment shows:

Academic Achievement
• A
 t the elementary, middle, and high school levels, rates of students meeting benchmarks on academic
achievement measures are notably lower for Black/African American students, Hispanic/Latino students, and
students eligible for free and reduced-price meals, English learners, and special education services.
• F or many academic achievement measures, particularly MAP performance for elementary and middle school
students, the gaps (and their tendency to be persistent and widening) are greater among Central Zone schools.
• F or students eligible for free and reduced-price meals, rates of students meeting benchmarks for reading and math
MAP scores are nearly 30 percentage points lower than their peers. This gap is persistent for nearly 90 percent
of all elementary schools and widening at more than 30 percent of elementary schools.
• B
 lack/African American middle school students’ rates of meeting the MAP reading and math benchmarks are
more than 20 and 25 percentage points lower than their non-Black peers, respectively. This gap is persistent for
80 percent of all middle schools and widening at over a third (reading) and nearly half (math) of middle schools.
• S
 tudents identified as Black/African American, Hispanic/Latino, and/or eligible for free and reduced-price
meals, English learner, and special education services are significantly less likely to be enrolled in Advanced
Placement courses than other students.
• S
 uspension rates for middle school students receiving special education services are 11.4 percentage points
higher than other students. This gap is persistent for nearly 90 percent of all BCPS middle schools and widening
at roughly 40 percent of middle schools.

School-Based Staff Demographics


• N
 inety percent of elementary school teachers are female, and ninety percent of them are White, while 37.6
percent of elementary students are Black/African American. Fewer than 20 percent of elementary administrators
are Black/African American.
• A
 t the middle school level, nearly 75 percent of teachers are female, and about 80 percent are White.
Approximately a third of all middle school principals and nearly 40 percent of assistant principals are Black/
African American.
• In terms of gender, high school teacher and administrator demographics are notably more proportional than
either elementary or middle schools. While teachers are still primarily White, a quarter of all principals and nearly
a third of all assistant principals are Black/African American. Although underrepresentation exists among teachers
and assistant principals, the percentage of Hispanic/Latino high school principals is proportional to the Hispanic/
Latino high school student population.

Clearly, student achievement and outcomes must improve in BCPS. Yes, BCPS has had a high turnover in the
Superintendency, endured a malware attack, and has experienced the challenges of all school systems in dealing with
hybrid teaching and learning as a result of the pandemic. However, BCPS has long standing poor student outcomes for
many years prior to such events. This chapter provides recommendations that should address many of the issues causing
low student performance.

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Section 1: Overall Executive Level Organizational
Structure of Divisions of Curriculum and Instruction;
Research, Accountability, and Assessment; and
School Climate and Safety
––––––––––––––––––––––––––––––––
In Chapter 1, Central Office Organization and Management, Public Works, LLC articulated a central office reorganization plan.
At the time of the draft report in late May 2021, the findings and recommendations were based on the consulting assignment a
deep dive review of all divisions except for Research, Accountability, and Assessment (DRAA), Curriculum and Instruction (C&I),
and Division of School Climate and Safety. In June 2021, Public Works was authorized to conduct an efficiency and effectiveness
study of those three divisions.

What follows is a review of the original reorganization findings and recommendations in light of the findings and
recommendations of the three divisions (C&I, DSS, and DRAA).

Public Works LLC affirms its organizational structure findings and recommendations as written in Chapter 1 with only minor
changes based on the review of the three divisions. In Chapter 1 the FINDING and its RECOMMENDATION are stated:

“The Baltimore County Public Schools (BCPS) central office executive level organizational structure, neither effective nor efficient,
has a broad span of control that exceeds best practices.”

Currently, 11 divisions and their chiefs report directly to the Superintendent. The current structure has created isolated and silo-like
effects with a lack of coordination and collaboration among divisions. The executive level is costly and top-heavy, as are the
middle management levels in most divisions.

The recommendation to reorganize the executive level of the BCPS organizational structure is based on a review of documents,
interviews, focus groups, survey results, and an analysis of peer district organizational structures.

In an article titled “Education Administration: The Roles of Leadership and Management,” produced by the National Council of
Professors of Educational Administration, the typical span of supervisory control for large urban superintendents is 4–7 top level
administrators.

In our analysis of peer districts of similar size as BCPS, only one of the five peer districts (Jefferson County Public Schools) had 11
direct reports to the Superintendent, as does BCPS. The others had a range of 6–8 direct reports to the Superintendent.

In Chapter 1, Public Works LLC recommended:

RECOMMENDATION 1-1:
BCPS should reorganize the executive-level administration of the Baltimore County Public Schools, reducing the
number of direct reports to the Superintendent from eleven (11) to seven (7). (Tier 1)

Four (4) of the current direct reports to the superintendent will remain:

1. General Counsel
2. Chief of Staff
3. Chief of Human Resources (Division of Human Resources)
4. Chief Academic Officer (Division of Curriculum and Instruction)

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The proposed new positions/divisions as direct reports include:

5. Deputy Superintendent
6.  hief Financial Officer (CFO) leading the Division of Fiscal Services. This position is a conversion of the position
C
of Executive Director of Fiscal Services.
7. Chief Information Officer (CIO) leading the Division of IT.

There are merges, transfers, consolidations, realignments, and reassignments of departments and offices within and between
divisions to increase communications and collaborations in support of schools, as well as to lead and manage the school district
more effectively and efficiently. Please refer to individual chapters for details.

Implementation of these reorganization recommendations at the most senior level creates a streamlined organization fostering
transparent collaborations, clear communications, and greater accountability for results. This reorganization allows the
Superintendent to move from daily management and direct supervision of all 11 divisions to district-wide leadership focusing
on measurable outcomes, assurance of the implementation of The Compass (Strategic Plan), as well as focusing on board and
community relations and establishing high visibility in the schools and community.

The recommended, executive level organization structure remains as recommended in Chapter 1 and shown in Exhibit 1-3.

EXHIBIT 1- 3
PROPOSED CENTRAL OFFICE REORGANIZATION
DIRECT REPORTS TO THE SUPERINTENDENT

SUPERINTENDENT

General Counsel Chief of Staff

Chief Financial Chief Academic Deputy Chief Human Chief Information


Officer Officer Superintendent Resources Officer Officer

Source: Public Works LLC Review Team, 2021.

Public Works LLC asserts and maintains that BCPS critically needs the position of Deputy Superintendent to assist the
Superintendent in leading, coordinating, communicating, assuring collaboration, supervising, and assuring accountability of
the services and functions of divisions, departments, and offices in support of the schools. Universally, interviewees stressed
the need for a Deputy Superintendent. The creation of this position provides the BCPS with a second-in-command during the
Superintendent’s absences as well as a single voice speaking for the Superintendent. This is an important feature to ensure clarity
of communications and expectations. It also provides an established chain of command for accountability.

The proposed Deputy Superintendent will have responsibility for directing, coordinating, and supervising the proposed
Department of Schools (Chief of Schools and the Executive Directors working directly with schools), and the administration
and operations functions currently housed in the Division of Administration and Operations. Executive Directors reporting to the
Deputy Superintendent would supervise and coordinate the departments of Food and Nutrition Services, Transportation, and
Facilities.

The related departments and offices will be reorganized as well for more effective operations, services, and seamless
collaborations. Please refer to each of those chapters for the details of the reorganization recommendations in those areas.

As shown in Exhibit 1-5, the proposed Deputy Superintendent will direct and supervise the departments of Transportation, Food

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and Nutrition Services, Facilities, and a new Department of Schools as well as the new position of Chief of Schools, responsible
for leading, supervising and coordinating the executive directors of schools, and principals. See Appendix D for a sample job
description for the proposed Chief of Schools position.

EXHIBIT 1-5
ORGANIZATIONAL CHART FOR THE PROPOSED DEPUTY SUPERINTENDENT

DEPUTY
SUPERINTENDENT

Department of Department of Department of Food


Department of Schools
Transportation Facilities and Nutrition Services

Source: Public Works LLC Review Team, 2021.

BCPS has three Community Superintendents serving three areas of the division (West, East, and Central). The Community
Superintendents are direct reports to the Superintendent. The three Community Superintendent’s objectives are to:

• Communicate and support the goals and objectives of the system.


• Facilitate effective communication within the organization and with stakeholders.
• Provide targeted support and resources to schools.
• Create building-level capacity in identified areas.
• Enhance sustainable instructional leadership within schools.

The interviews and survey results provided insights into the perception of the role of Community Superintendents that are not
limited to but illustrate that these positions are largely bureaucratic and not directly working with the principals and schools.
They duplicate and confuse the efforts of the nine Executive Directors of Schools who provide direct assistance and supervision
of the schools. This results in a lack of coordination (and silo effect) and in multiple, confusing and contradictory messaging from
community superintendents to executive directors and to principals. Interviews with staff indicate there is a lack of clarity in the
role of the Community Superintendents and some principals believe it is a dual reporting structure. Some believe they report to
both the Executive Director and to their Community Superintendent.

School improvement is hampered because of the lack of clarity in the roles and responsibilities of the Executive Directors, the
Community Superintendents, and staff within the Division of Curriculum and Instruction. It was reported that when the different
entities do not agree on critical decisions, it leaves uncertainty with the school leadership and staff on the appropriate direction.
Further, it was reported that often, the three Community Superintendents are not consistent in the messages sent to principals,
causing confusion and inconsistencies in the implementation of policies and procedures.

This recommendation further reduces the number of direct reports to the Superintendent by three, increasing efficiencies by
being less costly. It should improve the consistency and effectiveness of communications to the Executive Directors, which has
been frequently reported as needing improvement. Functions, services, and staff within the offices of the three Community
Superintendents remain intact and need to be reassigned to support the Executive Directors who are directly supporting the
school system’s 175 schools.

In Chapter 1, Public Works LLC recommended:


Create the Department of Schools by adding the position of Chief of Schools as a direct report to the Deputy
Superintendent, replacing the three Community Superintendents.

The proposed position of Chief of Schools provides daily direction, coordination of communications, and supervision of the

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Executive Directors of Schools. These proposed changes increase efficiencies by being less costly and further reduces the many
direct reports to the Superintendent.

In Chapter 1, Public Works LLC also recommended:


Add one Executive Director of Middle Schools to lead the middle school improvement initiative and supervise the
principals of the middle schools.

Nine Executive Directors, who are assigned evenly to the three Community Superintendents and zones, currently report to the
Community Superintendents, as do other support office staff.

The Executive Directors’ overall responsibilities include mentoring and guiding principals and school staff, conducting and
coordinating professional development, and the evaluation of the principals.

The challenge when considering any organizational structure is to determine if the current structure is the most effective and
efficient. Arguably, the nine Executive Directors of Schools with responsibility for 16–21 schools each are those who are closest
to the schools and directly responsible for coordinating, directing, monitoring, and supporting the principals and teachers.

The Executive Directors are housed in various schools in order to better access and serve principals and staff. The Executive
Directors do not have any support staff but rely heavily on coordinating assistance with staff in the Division of Curriculum
and Instruction and the Division of Accountability and Performance Management, as well as the Division of Organizational
Effectiveness.

It is recommended that a streamlined organization structure be instituted regarding the connection, support, and accountability
for schools to increase the flow of consistent communications with the nine (plus the proposed 10th) Executive Directors of Schools
and to enhance effectiveness. The recommendation is more efficient and certainly less costly than the current structure.

The pandemic has presented additional demands on principals. Principals are currently working excessively long hours serving
as the public faces of their schools during a period of shifting guidance and fluid staffing and budget realities. With the pressure
and demands on principals at a high point, BCPS should strategize and reorganize staffing to better support their site leaders.

Research also supports this recommendation. In 2014, The Wallace Foundation launched the Principal Supervisor Initiative,
a four-year, $24 million dollar effort to redefine principal supervision in six urban school districts. In the Wallace Foundation
Principal Supervisor Initiative, research demonstrates that to ultimately improve student performance, the roles and responsibilities
of central office staff must include the following core components:

• R
 educe principal supervisors’ span of control (the number of principals they oversee) and change how supervisors
are assigned to principals;
• Train supervisors and develop their capacity to support principals;
• Strengthen central office structures to support and sustain changes in the principal supervisor’s role;
• Revise the principal supervisor job description to focus on instructional leadership; and
• Train supervisors and develop their capacity to support principals.

Public Works LLC reaffirms the above recommendations. The recommended, Deputy Superintendent organization structure
remains as illustrated in Chapter 1, Exhibit 1-5:

The proposed BCPS reorganization is geared to accomplish these core components. The recommendation to reorganize moves
more resources closer to the schools. It reduces the number of high schools per Executive Director by adding an Executive
Director of Middle Schools. The additional Executive Director position should lead the efforts and strategic plan to improve
middle schools with a new initiative and serve as the supervisor of the middle schools and principals.

In Chapter 1, Public Works LLC recommended the transfer of the Department of Safety, which is currently in the Division of School

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Climate and Safety, to the newly proposed Department of Schools, supervised by the Chief of Schools.

The Chief of Schools will assume responsibility for coordinating and supervising the small, but effective staff comprising the
Department of School Safety. These staff members, as assigned and supervised by the Chief of Schools, would be more closely
linked to the schools to improve response time to school safety issues. This move should expedite more effective and timely
responses to needs of students and schools.

Later in this chapter, the section on the Department of Safety confirms the earlier recommendation, but offers more breadth and
more detail.

Public Works LLC also recommended in Chapter 1 the transfer of the Coordinator of Athletics from the Division of Academics
to the Department of Schools. The system’s vast athletic program should be placed under the domain of the Chief of Schools to
ensure close coordination and supervision of the athletic programs, coaches, schools and principals.

Public Works LLC reaffirms the earlier recommendation in more detail in the section on Curriculum and Instruction.

The proposed organization for the Chief of Schools is shown in Chapter 1, Exhibit 1-7.

EXHIBIT 1-7
ORGANIZATIONAL CHART FOR THE PROPOSED CHIEF OF SCHOOLS

Chief Department of Schools

Office of Safety Office of Athletics

Executive Directors (3) Executive Directors (3) Executive Directors (3) Proposed Executive Director
West Zone East Zone Central Zone of Middle Schools (1)

Source: Public Works LLC Review Team, 2021.

In Chapter 1, Public Works LLC recommended that the three small Divisions of Organizational Effectiveness, Research,
Accountability and Assessment and School Climate and Safety be eliminated and integrated within the Division of Curriculum
and Instruction.

Three of the 11 direct reports to the Superintendent are the chiefs of three small divisions: Division of Organizational Effectiveness,
Division of Accountability and Performance Management, and the Division of School Climate and Safety. These three divisions
have few employees when compared with the other divisions. There are 28 staff members in the Division of Organizational
Effectiveness, and 28 staff in the Division of Research, Accountability and Assessment (as per page 193 of the BCPS Budget
Book). This recommendation further reduces the number of direct reports to the Superintendent and integrates the functions and
services of three departments closely aligned with the Division of Curriculum and Instruction to address the silo effect that exists
within the multiple divisions and departments in central office.

This reorganization recommendation is less costly than maintaining the current organization structure, while the critical and
necessary functions and services of each of these former divisions should continue unabated, unaffected, and become seamlessly
integrated.

These are the recommendations as detailed in Chapter 1:

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1. Division of Organizational Effectiveness
Transfer the Department of Organization and Leadership Development to the Division of Curriculum and Instruction.

Given the proposed reorganization of the Division of Organizational Effectiveness from three departments to just one,
continuing a division with a Chief as well as an Executive Director and 23 staff within one department would be costly,
redundant, and ineffective.

None of the peer districts have a similar division focusing on Organizational Effectiveness and Professional Development
singularly reporting to the Superintendent. Similar entities in districts providing professional development and leadership
training and development are generally integrated within the Division of Curriculum and Instruction.

2. Division  of Research, Assessment, and Accountability (DRAA)


The Chief Accountability and Performance Management Officer of DRAA is also a direct report to the Superintendent.
The Division has 28 staff members divided into two departments. The oversight of 28 positions does not warrant the expense
of having a Chief Accountability and Performance Management Officer. 
 
Transfer the departments and offices in the division and their staff to the Division of Academics. Please refer to the section on
the Division of Research, Assessment, and Accountability for details. 
 
A summary of the recommendations is to abolish these two divisions, to eliminate two positions of chiefs, and to merge the
single department Organization Development within the Division of Organizational Effectiveness and merge the two 
departments (Assessment and Performance) within the Division of Curriculum and Instruction. This re-organization addresses
the silos currently existing within related areas of BCPS, integrates curriculum and instruction, assessment, organizational 
and leadership development, as well as research and data analytics to provide a holistic and comprehensive approach to
improving the BCPS. With this new reorganization, the Division of Curriculum and Instruction should be renamed to the 
Division of Academics.

3. Division of School Climate and Safety


The Chief of the Division of School Climate and Safety is also a direct report to the Superintendent. The Division has 19 staff
members (not counting the professional support service staff in schools) in two departments.

The small Department of Safety with eight staff should be transferred to the newly created Chief of Schools position, as
discussed previously. The second department (Social and Emotional Support) has 11 central office staff members. Those
professional staff members who provide important support services to students in the areas of student counseling, social
work services, pupil personnel services, and school nurses, among other services, should be transferred to the Division of
Curriculum and Instruction where they resided successfully for years and had been fully integrated with other departments
and services.

This recommendation further reduces the number of Chiefs who are direct reports to the Superintendent by one (1) and
eliminates another small division of 19 staff. It is less costly, more efficient and will reduce another silo and allow the BCPS to
operate more effectively.

These actions integrate the functions and services of three departments closely aligned with the Division of Curriculum and
Instruction to address the silo effects that exists within the four divisions and departments. This reorganization recommendation
is far more efficient and less costly than maintaining the current organization structure, while the critical and necessary
functions and services of each of these former divisions should continue unabated, unaffected, and become seamlessly
integrated.

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The highlights of the reorganization of the Division of Curriculum and Instruction are:

1. The Department of Emotional and Student Support (transferred from the abolished Division of School Climate and
Safety reports to the Chief Academic Officer (CAO.)

2. The Department of Research, Accountability, and Assessment reports to the CAO.

3. The Department of Organization and Leadership reports to the CAO

4. The Department of Educational Options and the Department of Academic Services are combined into one
Department of Academic Services and Options.

All changes to the departments and offices within the Division of Curriculum and Instruction are found in the following sections of
this chapter.

The proposed high-level organization of the Division of Curriculum and Instruction is illustrated in Exhibit 8-1.

EXHIBIT 8-1
PROPOSED ORGANIZATION OF THE DIVISION OF CURRICULUM AND INSTRUCTION

CAO

Sr Executive Director

Supervisor of Data
& Technology

Executive Director Executive Director Executive Director


Executive Director **Academic Executive Director Organization Research,
Executive Director
*Teaching & Emotional &
Programs and Special Education Development Accountability, &
Learning Options Social Support & Leadership Assessment

Source: Public Works LLC Review Team, 2021.


Note: *Public Works LLC recommends the name of the Department of Academics be renamed to the Department of Teaching and Learning.
** Public Works LLC recommends the name of the combined Department of Academic Services and Department of Educational Options
be renamed to the Department of Academic Programs and Options

In summary, Public Works LLC analysis shows the reorganization proposed for BCPS is in the best interests of the entire Division,
more effective when implemented, less costly, and more efficient. Exhibit 8-2 shows our team’s overall reorganization of
BCPS, including the three divisions of Curriculum and Instruction, School Climate and Safety, and Research, Accountability, and
Assessment.

380
EXHIBIT 8-2
OVERALL REORGANIZATION OF BCPS

Superintendent

General
Chief of Staff
Counsel

Chief of Human Chief Academic Deputy Chief Financial Chief Information


Resources Officer Superintendent Officer Officer

Division of Department of Department Division of


Division of
Human Academic Programs of Schools Fiscal
Technology
Resources and Options Services

Department Department
of Research , of Facilities
Assessment and
Accountability
Department
Department of Food and
of Curriculum Nutrition
Operations Services

Department
of Organization Department of
and Leadership Transportation
Development

Department
of Academic Services
and Options

Department of
Emotional and Social
Support

Department of Special
Education

Source: Public Works LLC Review Team, 2021.

FINDING
Not only does the BCPS Strategic Plan lack baseline and target metrics (KPIs) as noted in Chapter 1, but BCPS also lacks a
rational, systemic, organizational theory of action and accountability framework by which it operates its schools relative to the
academic program.

BCPS has established its articulated Strategic Plan, The Compass, to set forth its direction through 2008. Its top three Core
Values stated are:

• Learning is our core purpose.


• Effective teaching is the most essential factor in student learning.
• Leadership matters. Effective leaders support learning and optimum performance at all levels.

Of the five strategic plan focus areas, “Learning, Accountability, and Results” head the list.

Although the Strategic Plan has many, necessary components, there does not exist a necessary companion piece, a theory of
action, to ensure the implementation of its above, core values and focus areas.

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The BCPS organizational structure described earlier, like most school district bureaucracies, is built upon a centralized, functional
hierarchical model. Such a structure is essential for line and staff controls and reporting relationships.

Such a structure works effectively for those divisions and departments which provide critical support services to schools
(transportation, technology, food and nutrition, Human Resources, Business Services, etc.). But in reality, it does not operate quite
as effectively when it comes to implementation of academic initiatives and programs at the school level to ensure the focus areas
and core values and initiatives in the Strategic Plan are implemented as desired and intended.

A functionally centralized and hierarchical model is less effective in the area of design and implementation of academic initiatives
and programs. For this reason, we believe the following recommendation best fits in the academic portion of this study.

Organizations can be classified as loosely coupled or tightly coupled. In loosely coupled organizations, employees have
more autonomy and different departments may operate without much coordination between each other. In tightly coupled
organizations, supervisors know exactly what all their employees are doing and management can coordinate all the activities of
different departments according to a central strategy.

Loose coupling “conveys the image that coupled events are responsive, but that each event has it’s individual identity and the
coupling can vary over time.” It also suggests that you can break many organizations into largely self-functioning subsystems,
and loose coupling is really the “glue” that holds them together.

A body of research studies (Bidwell 1965; March and Olson 1972; Weick 1976; Glatthorn 1981; DiBasio 1982; Stromquist
1980; Louis 1979; Meyer and Rowan1979; Elmore 1978; Schiller, 1985; and Hoy 1982) explored systems change in schools
and the discrepancy between design, intent, and implementation of policies and programs, and, ultimately, the outcomes.

As Elmore summarized, “no matter how noble or ambitious an initiative may be, it cannot be understood in isolation from the
means of its execution.” Further, Elmore and others (Hoy, Schiller, Doyle) concluded “seeing policies and programs implemented
as intended is what truly shapes the foundation of an organization, its successes, and failures.”

It is most apparent in the performance of schools and students, the BCPS organizational dysfunctionality is a result of the
manner by which initiatives and academic programs are authorized at the executive level, but a lack of a coherent strategy of
implementation as well as a lack of a systemic, driving force of accountability that contributes the inadequate rollout and a lack
of effective implementation of programs and services. This contributes to the BCPS frustrations and disappointments with the
inequality and inequity of programs, and overall low student performance.

In terms of its academic program and schools, BCPS is neither functionally operating around a structure of centralized leadership
and accountability nor a local, site- based decision making, implementation and accountability model. Its current, incoherent
model is simply not working as evidenced by a review of student and school performance reports, interviews, surveys, and
observations.

Organizational analysts have become increasingly intrigued by complex organizations which, despite appearing to be highly
rationalized, paradoxically seem to lack expected levels of internal coordination and control of their productive activities and
employees. The resulting body of research has popularized the label for such organizations as -loosely coupled systems and
organized anarchies. Research focusing on its analysis of schools, has concluded that schools are usually considered to be “the
epitome of loosely structured organizations.”
Source: “LOOSELY COUPLED ORGANIZATIONS REVISITED” Richard M. Ingersoll Research in the Sociology of Organizations, Volume 11, pages 81-112.

Public Works concludes and agrees that BCPS functions in academics and the schools as a, “loosely coupled system and
organized anarchies(s)” with regard to the implementation of academic initiatives, despite BCPS having a hierarchical, top-down,
organizational structure and management orientation.

Interviews also indicate that there is a dearth of transactional or bottom-up flow of decisions or ideas. It is reported that academic
program initiatives are authored and directed from the superintendent/cabinet level. The principals, and Executive Directors of
Schools, and even the Community Superintendents have little sway or influence. It is a hierarchical, top-down generation of ideas

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and programs with little transactional input or design of implementation. Principals are expected to implement, but incoherent and
lack of systemic implementation is the norm and not the exception. It is left to 175 principals to implement usually as they see fit.
Often it is ignored, or what is implemented hardly resembles the intention of the initiative.

In addition, there is little or no feedback loop, evaluation, standard operating procedures, or accountability system to ensure the
appropriate implementation of the initiative. No one is responsible or being held responsible for the implementation or success of
the initiatives.

In effect, the culture of BCPS is that the Executive Level formulates an education program initiative and then waits for it to be
communicated through several levels of bureaucracy until it reaches the principals. Further, the communications flowing from
the Superintendent to the three Community Superintendents through nine Executive Directors to 175 principals is often muffled,
contradictory, confusing, misunderstood, or the message is changed or lost or ignored. During that communication process, the
initiative is often shaded, interpreted, and re-shaped by many voices in the chain of command so when it reaches the schools’
level, its original intention is often distorted or frayed. This mode of operations and communications coupled with a lack of a true
accountability system based on performance metrics reinforces little local ownership by the principals and schools of the central
office programs and innovations.

Adding to this anarchical approach, as reported through the Public Works survey and comments, there is a “retaliatory” climate
in BCPS. Consequently, there is little motivation for principals or executive directors to do anything more than to abide by the
mode of central office operation, not become engaged in shaping an initiative, and try to not get caught up in the environment
in fear of retaliation. Several staff our team invited to focus groups would not participate because they did not feel comfortable
sharing anything negative about their work environment for fear of losing their job. Public Works agreed to interview those staff
individually with the promise of anonymity.

Through interviews and comments from the surveys it has been determined that implementation of academic initiatives is
inconsistent, erratic, and often left to the desires of individuals. Some principals exercise full cooperation with members of the
central office and implement the initiatives with full alacrity and success, whereas others pick and choose what they wish to
implement and the implementation is haphazard at best. What is more remarkable is that most often the very implementers
of the initiative have had little or no say in the creation of the initiative and also know there is little accountability for how it is
implemented at the school level, or if at all.

RECOMMENDATION 8-1:
BCPS should develop a Theory of Action as a companion piece to operationalize The Compass Strategic Plan,
pertaining to the academic program and the delineated Core Value that “Learning is our core purpose.” (Tier 1)

In broad terms, a theory of action is a hypothesis about what will happen when a set of strategies is implemented. Developing a
theory of action requires using critical judgment about which strategic actions will lead to what desired results. It is the process of
connecting what we plan to do with what we hope to get. More scientifically,

“A theory of action is a connected set of propositions, a logical chain of reasoning that explains how change will lead
to improved practices. It “connects the dots” explaining in a commonsense way which features are expected to produce
results that lead to the final desired outcome.” (Haertel, National Academy of Science, 2009).

In other words, a Theory of Action is an ‘if, then’ statement that demonstrates a causal relationship between the action and the
intended outcome. A Theory of Action that connects the goals and objectives to specific strategies and outcome measures.
Simply, stated: If we implement the following (strategy), then we can expect the following impact on student achievement
(evidence of improvement), thereby reaching the following (goal).

Many school districts have undertaken attempts to structure themselves around a theory of action. As one example, the Los
Angeles Unified School District (LAUSD) created its theory of action a decade ago and it states:

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“If we. . . - Transform human capital by ensuring there are effective employees at every level of the organization focused

on improving student outcomes; - Give our students and parents a portfolio of high-‐quality school choice; - Hold
ourselves accountable through strong performance management; Then we will keep our promise to graduate every
student in our schools college-prepared and career-ready.”

Source: LAUSD website

This LAUSD theory of action focuses on the triad of:

1. Choice options for parents and students. It utilizes a Market model of Accountability via responsiveness to consumer-
demand. It believes that customers know best. Parents dictate the content and form of schooling. Suppliers (schools)
respond to demand (parents) or else exit the market.

2. Transformation of human capital which is a Professional model accountability via expert judgment. Here it is asserted
that practitioners know best. Practitioners are responsible for making research-based decisions that are in the best
interest of clients (students). Unlike craftsmen who guarantee results (e.g., pipes that don’t leak or walls that stand)
professionals are responsible for exercising judgment in a way that is consistent with the best research in the field.

3. Strong performance management. Performance model accountability via performance-based empowerment. There
are learning targets and measurement tools. Deliver all students to the destination. Results are posted publicly. If you
are unsuccessful, control is passed to others.

In comparison with LAUSD, such a definitive statement of its theory of action neither exists nor is operational in BCPS. BCPS, in
lacking a theory of action to structure itself and guide its behaviors and performance accountability, will continue to see low
performance of its schools and students and a failure of buy-in and implementation of its top -down efforts. Failure to address the
design, implementation, and performance accountability mode will not halt the slide and unevenness of student performance. The
human factor being a prime determinant of success or failure of change at the local school level must be addressed and resolved.
This issue must be addressed within the theory of action so as to ensure that the local school-level leadership and Executive
Directors of Schools are ready to embrace improvements via academic initiatives.

IMPLEMENTATION AND TIMELINE

1. BCPS Superintendent should appoint a steering committee tasked with appointing staff and Month 1
external stakeholders to research theories of action and strong metrics/outcomes-based
performance accountability systems to guide all staff and endeavors impacting the educational
program.
2. The Chair of the Steering Committee should create a working group with two sub-committees, Month 2
one focused on crafting a BCPS draft Theory of Action with the second focused on developing a
strong, metrics/outcomes-based performance accountability system.
3. The Superintendent should direct the Department of Research, Accountability to provide technical Month 1
support to the steering committee and two working groups.
4. The Superintendent should direct the Department of Organization Development to develop an Months 1
effective plan to address and correct the climate and environment permeating BCPS.
5. The sub-committees should present to the Chair of the Steering Committee their interim, draft Month 3
findings/reports/recommendations.
6. The Steering Committee should review the work products and identify the edits/changes as Month 5
needed.
7. The sub-committees should present the steering committee with the revised work products. Month 6
8. The Steering Committee Chair should present to the Superintendent and Board the recommended Month 7
BCPS Theory of Action and Performance Accountability System for its review and approval.

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FISCAL IMPACT
This recommendation can be implemented with existing resources.

Division of Curriculum and Instruction — Fiscal Officer


The Fiscal Officer whose position reports directly to the Chief Academic Officer (CAO) has a role in planning, monitoring, and
coordinating the fiscal operations of the Division of Curriculum and Instruction which includes an operating budget and restricted
grant funds, including Title I, pass-through, and other grant funds. The position oversees preparation of annual operating budget
submissions for the division. The position serves as a liaison to the Division of Business Services on behalf of the Division of
Curriculum and Instruction regarding fiscal and organizational issues. There are no additional staff members assisting the Fiscal
Officer. The Fiscal Officer does not have direct supervision of the budget and contracting process of the thirty offices in the
Division.

The following responsibilities of the position of Fiscal officer are shown in Exhibit 8-3 found in the job description.

EXHIBIT 8-3
EXCERPT FROM THE FISCAL OFFICER’S JOB DESCRIPTION

EXAMPLES OF DUTIES:
• D
 evelops and implements systems, procedures, and methods for managing and reporting
financial data for the Division of Curriculum and Instruction. Analyzes, develops, implements,
and maintains appropriate accounting procedures, practices, standards, systems, and
controls.
• P rovides advice and guidance to the Chief Academic Officer (CAO) and Senior Executive
Director for Curriculum and Instruction, executive directors, grant managers, and other
account managers regarding fiscal matters. Analyzes, research, and reports on divisional
fiscal matters. Represents the division of Curriculum and Instruction at meetings regarding
fiscal and organizational issues.
• Manages and coordinates the fiscal operations of the division of Curriculum and Instruction.
• O
 versees preparation of annual operating budget requests for the division, including
providing instructions from the CAO to account managers, reviewing submissions, and
summarizing initial budget requests before submission to the Office of Budget and Reporting.
• M
 anages the formulation, implementation, and administration of various operating and grant
budgets.
• U
 ses automated tools and report writer software to generate reports and extract data from
financial and human resources systems.
• P repares and supervises the preparation of financial reports, spreadsheets, databases, and
related documents, including comparative and individual funding source analyses.
• P repares cost projections for comparison to budget and analyzes variances including the
analysis of cost of existing programs.
• P lans, directs, coordinates, and participates in the financial analysis of department
management, organizational, and operational issues. Studies and makes recommendations
regarding the effective use of resources.
• Interprets and applies Board of Education master agreement policies, rules, and procedures,
as applicable to fiscal management and control.

Source: BCPS Human Resources Department, 2021.

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Exhibit 8-4 offers the accomplishments of the Fiscal Officer for school years 2019-21 and proposed areas of concentration for
SY21-22.

EXHIBIT 8-4
FISCAL OFFICER ACCOMPLISHMENTS AND AREAS OF CONCENTRATION

2019-20

• S
 tandardized budget tracking for operating budgets across the division to ensure each office completed
monthly reconciliation and projected annual expenditures – improved budget monitoring, created a method
to find and correct errors, and improved projections.
• Improved spending to ensure funds were used for this year’s students. Prior year spending prior to COVID
was estimated at 98%, compared to 95% for FY19 and 94% for FY18.
• Improved budget development using smartsheet, analysis of budget to actual expenditures for prior year
(redirects), and revised C&I timeline ahead of budget deadlines.
• Improved spending ahead of deadlines.
• Trained all support staff on fiscal processes and procedures.

2020-21

• Analyzed surplus funds; redirected to support new curriculum needs.


• D
 ue to ransomware attack reporting was unavailable during much of the fiscal year, additionally, the
pandemic created a surplus of funds, both of which impacted the ability to improve upon spending during
this time.
• Trained and supported of all curriculum offices in a virtual environment.
• Expanded standardized budget tracking sheets to multiple grants.
• Implemented a new process for Visual Arts lab fee reimbursement to schools.

2021-22 PROPOSED TASKS

• Zero-based budgeting for all operating budgets within the division.


• Create processing manual in coordination with Fiscal Services.
• Create checklists for transactions and budget reconciliation.
• Create “Best Practices in Budget Tracking” training.

Source: BCPS submitted by CAO and Fiscal Officer, 2021.

FINDING
The Division of C&I has inadequate financial controls of the Division’s purchasing and contracting process.

The Chief of the Division of C&I has fiduciary responsibility for the Division but is lacking in the needed controls and structure to
ensure compliance and oversight of all units.

There are thirty offices in the Division of C&I, each with an account manager responsible for that office’s budget and contracting.
The offices are permitted to make purchases up to the $25,000 threshold. All purchases over $25,000 must be approved by the
departmental Executive Directors. All purchase orders over $100,000, once approved by the department’s Executive Director,
must be sent for CAO approval and signature before sending to Purchasing.

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This process is based upon a 2019 protocol established by the CAO (see Exhibit 8-5).

EXHIBIT 8-5
PURCHASING PROTOCOL IN THE DIVISION OF C & I

“Effective immediately, the Division of Curriculum and Instruction is instituting the following process regarding
purchase orders: All purchase orders over $25,000, must first be approved by the department’s Executive Director.
All purchase orders over $100,000, once approved by the department’s Executive Director, must be sent to Gepsie
Cox for Dr. McComas’ approval and signature before sending to Purchasing. All other procurement rules continue
to apply.”

Source: BCPS Division of C & I, 2021.

Although the Fiscal Officer does have responsibility for coordinating and reviewing the work of clerks, fiscal assistants, and other
account managers including reporting to the Departments of Academics, Innovative Learning, Student Support Services, and
Special Education, the position does not have supervisory responsibility for those staff.

The Division of C&I and the CAO need to ensure centralized oversight of the budget, contracted services, and purchasing to
ensure adequate supervision by the CAO.

The job description of the Fiscal Officer does not include direct supervision of those account managers and the budgets and
contracting services. As a result, the Fiscal Officer of the Division is unaware of what is being ordered or what contracted services
are being authorized under $100,000 and managed by the thirty cost centers.

RECOMMENDATION 8-2:
The Chief Academic Offer should establish tighter fiscal controls, revise the job description of the Fiscal Officer to
include responsibility for directly supervising and coordinating the work of clerks, fiscal assistants, and other account
managers in the departments and offices of the Division of C & I, and upgrade the position of Fiscal Officer to
Coordinator. (Tier 1)

These are important and critical actions to take to ensure accountability, and fiduciary oversight of all fiscal matters in the C & I
Division. Failure to take actions continues lax fiduciary controls.

IMPLEMENTATION AND TIMELINE

1. The Chief of C & I should initiate the change of the job description of the Fiscal Officer. The Chief and Month One
the Human Resources Division staff should finalize the revised job description.

2. BCPS should upgrade the position of Fiscal Officer to Coordinator to reflect added responsibilities. Month One

FISCAL IMPACT
The fiscal impact of this recommendation is the increase between the current Fiscal Officer salary at $108,383 and the
proposed upgrade to that of Coordinator at $128,383, an increase of $20,000 per year. The five-year fiscal impact is a
cost of ($100,000).

RECOMMENDATION YEAR ONE YEAR TWO YEAR THREE YEAR FOUR YEAR FIVE
Upgrade Fiscal Officer position to
($20,000) ($20,000) ($20,000) ($20,000) ($20,000)
Coordinator position

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Division of Curriculum and Instruction — Athletics
According to the BCPS website, the Baltimore County Interscholastic Athletic Program is organized within the framework
of the Maryland Public Secondary School Athletic Association (MPSSAA) which is an affiliate of the National Federation
of State High School Associations. A total of 28 sports are available to the students within Baltimore County’s twenty-
four high schools. Baltimore County boasts the largest athletic program in the state of Maryland with over 1,400 coaches
and 12,000 student-athletes (49% of the student population, grade 9 through 12) participating yearly. Baltimore County
also sports the largest total percentage of female participants in any interscholastic athletic program in the state.

Varsity teams compete in four different classification levels 4A, 3A, 2A, and 1A in a schedule built around a core of
intra-county competition. At the conclusion of each sport season, varsity teams have the opportunity to qualify for
county, regional, and state level tournaments. The majority of schools offer ten boys, ten girls, and eight coeducational
teams. Junior varsity competition is also available in 17 of the 28 sports offered, along with opportunities for additional
post season play at the county level.

The BCPS Interscholastic Athletic Program is committed to promoting the proper ideals of sportsmanship, ethical conduct
and fair play at all athletic contests.

The BCPS support the philosophy that a quality interscholastic athletic program is vital to the positive social, emotional,
physical, and educational development of students. The interscholastic athletic program enhances and supports the
mission of the school system to increase student achievement as evidenced by the countywide All-Academic team and
the statewide Minds in Motion program.

The BCPS take pride in the academic proficiency of its student-athletes. The Baltimore County All-Academic Team
has been established by the Coaches’ Association of Baltimore County to recognize the student-athletes who have
demonstrated academic excellence by maintaining a 3.0 average or better (out of a possible 4.0) while participating in
interscholastic athletics. At the state level, to further stress the importance of academics in the athletic arena, the MPSSAA
sponsors the Minds in Motion Award program for those students that achieve a 3.25 average or above (out of a possible
4.0) while participating in interscholastic athletics.

The Athletics program is guided by its Philosophy statement:

“The Office of Athletics provides leadership and direction for the interscholastic athletic program by supporting
administrators, athletic directors, and coaches in their efforts to provide a quality athletic program for student
athletes attending Baltimore County Public Schools. The Office of Athletics works cohesively with all stakeholder
groups to ensure that each interscholastic athletic opportunity positively impacts the social, emotional, physical,
and educational development of all student athletes while emphasizing the primary importance of integrity and
academic excellence.”

The program:

• E nhances and monitors academic achievement of student athletes by providing a safe, equitable, and comprehensive
interscholastic program of the highest integrity.
• M
 onitors, maintains, and supports county-wide expectations for appropriate student athlete behaviors related to
citizenship in the classroom and sportsmanship in athletic events. Provides opportunities for females and students with
disabilities to participate in interscholastic athletics by offering a comprehensive range of activities.
• P rovides opportunities for coaches to attain “highly qualified” requirements by encouraging their participation in the
NFHS Fundamental of Coaching education course. “

FINDING
The BCPS has a vast athletic program serving 13,000 student-athletes.

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Nearly 3,000 students participate in the middle school program. The middle school program has grown in the past decade from
one (1) middle school sport (basketball) to include badminton, adding tennis, cross-country, track and field. At present there are
two (2) fall sports, one (1) winter sport, and two (2) spring sports. There is an Interscholastic basketball schedule (10 games) for
the middle schools. The other sports are looking to expand.

There is a unique, allied sports program designed to serve students with special needs. Beginning in the 1994-95 school year,
the Office of Athletics unveiled the newly developed Allied Sports Program. Modeled after the Special Olympics’ “Unified
Sports” program, Allied Sports is a totally inclusive program that affords students with disabilities an equal opportunity to
participate in interscholastic sports along-side their non-disabled peers.

This program was designed for students who are interested in playing a sport but do not necessarily possess the skill or desire to
play on a varsity or junior varsity team. There are three Allied sports offered, one per season. Soccer is offered in the Fall, bocce
is offered in the Winter, and softball is offered in the Spring. All team activities are co-ed with the appropriate rule modifications
to ensure a safe and successful experience for all students, regardless of ability.

The goals of the Allied Sports Program and those of the existing interscholastic athletic program are similar. Both programs strive
to teach students good sportsmanship, to build positive self-esteem, to acquire new sport-specific skills, to improve physical
fitness, to foster new friendships, and to develop the concept of teamwork. This program has helped athletes of all ability levels to
participate in competitive athletic activities. Athletes with and without disabilities have come to appreciate the value and strengths
of each other as individuals. Allied Sports fosters a greater understanding, respect, and acceptance of individuals with disabilities
through open lines of communication and forming bonds of friendship.

The Allied Sports Program in Baltimore County high schools provides:

• Co-ed teams with a recommended ratio of 50% students with disabilities to 50% students without disabilities;
• A
 committee that will develop rules, guidelines, and modifications for each Allied Sport to ensure greater student
participation and success within the program;
• Interaction and cooperation with other schools to provide assistance in implementing Allied Sports Programs in other
high schools on a countywide basis;
• The opportunity to participate in soccer, bocce, and softball;
• Transportation for teams to travel in order to compete against other schools;
• Team uniforms for each participant;
• Support and acceptance of the Allied Sports Program within each school and community;
• Volunteer assistants from the school, the community, and the colleges for students requiring one-on-one instruction.

Participants in the Allied Sports Program are provided the opportunity to:

• Participate in competitive sports in a fun, comfortable, and safe environment;


• D
 evelop new friendships by increasing interaction and communication among students in the school through a common
interest in athletics;
• Participate in school events, such as team picture day, pep rallies, and sports awards banquets;
• Meet and compete against students from other schools in Baltimore County that provide an Allied Sports Program;
• Participate in their school’s interscholastic athletic program;
• Develop a feeling of self-worth and importance through working together as a team;
• Represent their school in a positive manner by demonstrating their understanding of good sportsmanship and citizenship;
• Develop an understanding of the skills and knowledge needed to participate on a sports team;
• Practice and apply previously learned knowledge and skills in a season’s end culminating activity;

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• Provide a positive physical and emotional outlet for improving the level of personal physical fitness;
• Attain and develop an interest in activities that have the potential for lifetime sports participation.

In order to be able to participate in Allied Sports, a student must never have participated on a varsity or junior varsity team.
Students who have played varsity or junior varsity sports may volunteer to be a manager, statistician, or assistant to the coach. All
participants must turn in a completed medical examination, parent permission, informed consent, and photographic consent forms
prior to their first practices. Students are academically ineligible if they have less than a 2.0 grade point average with no more
than one failing, incomplete, or medical grade in the preceding quarter.  Fall academic eligibility is determined by the 4th quarter
grading period from the preceding year.  This provision does not apply to incoming ninth grade students for initial fall eligibility. 
Certificate bound students’ eligibility is determined by the number of failing grades (no more than one).  GPA is not a factor.

Team practices are held each day after school for both soccer and softball and three times a week for bowling. Bowling practices
are held off campus at the nearest bowling alley to each school. Team games and matches are scheduled approximately one to
two times per week throughout the season. 

COMMENDATION 8-A:
BCPS coaches, principals, and all staff associated with the Athletics program should be commended for the
comprehensive offering of equitable programs for boys and girls and the high participation rate by male and female
student-athletes. The overall BCPS athletic program, especially the Allied Program, is well-organized, coordinated,
and serves over 10% of the student population.

FINDING
The participation rates of student-athletes during the 2020-21 SY was very high despite the challenges faced by BCPS. Also,
the BCPS Office of athletics program has an outstanding, detailed 36-page handbook detailing every aspect of the athletics
program as well as an informative power point presentation detailing the athletics program (Impacting Students Lives Through
Sports.)

Additionally, a review of the stipends provided to all coaches and athletics-related positions demonstrate equity for coaches of
boys and girls sports.

The Maryland State Athletics Association conducted a 2020-21 Athletic Participation survey. See Exhibit 8-6 below for
outcomes of the BCPS.

EXHIBIT 8-6
STATE ATHLETICS ASSOCIATION SUMMARY
BCPS ATHLETIC PARTICIPATION

BOYS GIRLS
SPORT Total Participants Total Participants
Schools Schools
Participants with IEP/504 Participants with IEP/504
Badminton 17 177 16 18 154 15
Baseball 24 601 75 1 3 0
Basketball 24 584 68 24 388 49
Bowling 0 0 0 0 0 0
Cross Country 24 262 31 23 240 13
Field Hockey 0 0 0 14 341 22
Football – 11- player 23 1,200 200 1 1 0

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Golf 20 138 12 14 38 8
Gymnastics 0 0 0 0 0 0
Lacrosse 23 572 69 24 600 40
Soccer 23 774 88 24 671 46
Softball – Fast Pitch 0 0 0 24 478 34
Swimming & Diving 0 0 0 0 0 0
Tennis 21 151 13 22 197 10
Track & Field-Indoor 21 348 38 23 351 24
Track & Field-Outdoor 24 482 67 24 412 39
Volleyball 0 0 0 24 627 39
Wrestling 23 312 46 13 31 4
Ice Hockey 0 0 0 0 0 0

Source: MD State Athletics Association, 2020-21.

Exhibit 8-7 shows the Corollary, Allied, and Unified Sports programs.

EXHIBIT 8-7
COROLLARY, ALLIED, AND UNIFIED SPORTS PROGRAMS

BOYS GIRLS
SPORT Total Participants Total Participants
Schools Schools
Participants with IEP/504 Participants with IEP/504
Badminton 17 177 16 18 154 15
Basketball 0 0 0 0 0 0
Indoor Bocce 0 0 0 0 0 0
Outdoor Bocce 0 0 0 0 0 0
Bowling 18 64 55 12 48 34
Cycling 0 0 0 0 0 0
Golf 0 0 0 0 0 0
Soccer 13 55 48 10 35 33
Tennis 0 0 0 0 0 0
Track and Field 0 0 0 0 0 0
Strength Training 0 0 0 0 0 0
Floor Hockey 0 0 0 0 0 0
Indoor Softball 13 43 34 11 38 25
Handball 0 0 0 0 0 0
Corn Toss 0 0 0 0 0 0
Sailing 0 0 0 0 0 0
Total 5763 4663
10,426 *
COVID YEAR
Combined Totals
Impacted
Participation
Handball 0 0 0 0 0 0

Source: MD State Athletics Association, 2020-21.

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COMMENDATION 8-B:
BCPS coaches, principals, and all staff associated with the Athletics program should be commended for the
comprehensive offering of programs and participation rate by student-athletes during the crisis of the COVID
pandemic.

FINDING
BCPS should re-organize the Athletics Office reporting relationship.

As discussed in Chapter 1 (District Organization and Management chapter), the Athletics Office should be assigned to the
Department of Schools and report to the Chief of Schools.

As shown in Exhibit 8-8, the Office of Athletics, BCPS Coordinator of Athletics and small staff, are assigned to the Division of
Curriculum and Instruction and reports to the Senior Executive Director of Curriculum Operations.

EXHIBIT 8-8
CURRENT ORGANIZATION STRUCTURE

Source: BCPS Human Resources Department, 2021.

The Athletics Office is staffed with a coordinator, administrative assistant, a supervisor whose important role is multi-dimensional
with a combination of supervisory duties (trainers) reports, and external relationships); and a resource teacher who coordinates
the allied sports program serving students with disabilities.

The position of Coordinator of Athletics works closely with schools, principals, coaches, and executive directors of schools
and coordinated/supervised by the Chief of Schools to maximize effectiveness of administering the athletics program and for
interactions with those associated in leadership most closely with the programs and schools.

The Department of Schools created in the reorganization is designed with its Chief of Schools reporting to the Deputy

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Superintendent to consolidate all schools and leadership positions (executive directors) to ensure close, seamless communications
and consolidated efforts for maximum effectiveness and efficiency.

The Athletics Office should be placed under the domain of the proposed Chief of Schools to ensure close coordination and
supervision of the athletic programs, coaches, schools and principals as well as the executive directors.

Additionally, a review of the Athletics Coordinator job description depicting the reporting relationship to the Executive Director
of Support Services is inaccurate and needs updating.

Exhibit 8-9 illustrates the current organization of the Office of Athletics.

EXHIBIT 8-9
DEPARTMENT OF CURRICULUM OPERATIONS OFFICE OF ATHLETICS

Coordinator

Administrative Secretary

Supervisor

Resource Teacher Allied Sports

Source: BCPS Human Resources Department, 2021.

RECOMMENDATION 8-3:
The Office of Athletics and the Coordinator of Athletics should be moved from the Division of Academics to the
proposed Department of Schools in accordance with the recommended reorganization of BCPS (see Chapter 1) and
the job description of the Coordinator should be updated to reflect this new assignment. (Tier 1)

The proposed organization chart for the Chief of Schools is shown in Exhibit 8-10.

EXHIBIT 8-10
PROPOSED CHIEF OF SCHOOLS ORGANIZATION

Chief of Schools
Department of Schools

Office of Athletics Office of Schools Safety

Executive Directors (3) Executive Directors (3) Executive Directors (3) Proposed Executive Director
West Zone East Zone Central Zone of Middle Schools (1)

Principals Principals Principals Principals

Coaches Coaches Coaches Coaches

Source: Public Works LLC Review Team, 2021.

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IMPLEMENTATION AND TIMELINE  

1. The Superintendent should transfer the Athletics Coordinator from the Division of Month 1
Academics to the Division of Schools.
2. The Chief of Schools should assume responsibility of supervising the Athletics Coordinator. Month 1
3. The Human Resources Department should revise the job description of the Athletics Month 1
Coordinator.

FISCAL IMPACT 
This recommendation can be implemented with existing resources. 

RECOMMENDATION 8-4:
BCPS should upgrade the position of Coordinator of Athletics to Director once the position and office becomes a
direct report to the Chief of Schools. (Tier 1)

Upgrading this position would be compatible for when the Department of Safety is transferred to a direct report to the Chief of
Schools and also converted to an office with a director.

IMPLEMENTATION AND TIMELINE

1. BCPS should transfer the Office of Athletics to the Department of Schools, supervised by the Chief Month 1
of Schools.
2. BCPS should upgrade the position of Coordinator of Athletics to Director once the position and Month 1
office becomes a direct report to the Chief of Schools and when the Department of Safety is
transferred and converted to an office with a director.

FISCAL IMPACT
The fiscal impact of this recommendation is the increase between the current Coordinator salary at $129,303 and the proposed
upgrade to Director at $150,975, an increase of $21,672 per year. The five-year fiscal impact is a cost of ($108,360).

RECOMMENDATION YEAR ONE YEAR TWO YEAR THREE YEAR FOUR YEAR FIVE
Upgrade Athletics Coordinator position to
($21,672) ($21,672) ($21,672) ($21,672) ($21,672)
Director position

FINDING
The Athletics program suffers from having insufficient bus/van drivers to transport athletic teams to games and practices at
remote sites.

It is reported that there are difficulties with an adequate supply of licensed drivers despite availability of vehicles.

The Department of Transportation indicates that a lack of drivers for athletic events is a part of the national bus driver shortage.
In addition, many events conflict with afternoon drop-off of middle and elementary school students; this means BCPS drivers and
field-trip contractors who provide regular bus service for students are unavailable for athletic events.

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RECOMMENDATION 8-5:
BCPS should explore paying a stipend to coaches who are properly state-licensed and willing to drive buses/vans
to transport their teams to alleviate the shortage of drivers. (Tier 2)

IMPLEMENTATION AND TIMELINE

1. The Athletics Coordinator should survey the coaches to determine interest in securing state Month 1
licenses.
2. The Athletics Coordinator along with the Chief of HR and related staff should determine an Month 2
appropriate stipend to pay coaches who are properly licensed to drive buses and vans.
3. The Chief of HR should investigate the cost of obtaining a license to operate vans and buses Month 2
and establish a budget to pay for the costs.
4. The Legal Office should investigate the legality and the insurance aspects of having coaches Month 2
serve as drivers.
5. The Athletics Coordinator and the Chief of HR, once research is completed in the above areas, Month 3
should present their findings and recommendations to the Superintendent.

6. The Superintendent should make a decision and budgetary plans should be made for FY23. Month 5

FISCAL IMPACT
There is no cost to conduct the study. This recommendation can be implemented with existing resources. 

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Section 2: Division of Research, Accountability,
and Assessment
––––––––––––––––––––––––––––––––
In the general reorganization of BCPS as delineated In Chapter 1, Central Office Organization and Management, Public
Works LLC (PW) recommends that the three, smallest Divisions of Organizational Effectiveness, Research, Accountability and
Assessment, and School Climate and Safety be eliminated, and the departments and staff largely become integrated within the
Division of Curriculum and Instruction. This recommendation also was articulated in the introduction to Chapter 8 as follows:

Three of the 11 direct reports to the Superintendent are the chiefs of three, comparatively small divisions: Division of
Organizational Effectiveness, Division of Research, Accountability and Assessment, and Division of School Climate and Safety.
These three divisions each have few employees when compared with the other divisions. For example, there are 28 staff members
in the Division of Organizational Effectiveness, and 28 staff in the Division of Accountability and Performance Management. This
recommendation further reduces the number of direct reports to the Superintendent and integrates the functions and services of
three departments closely aligned with the Division of Academics to address the silo effect that exists within the multiple divisions
and departments in central office.

This reorganization recommendation is less costly than maintaining the current organization structure, while the critical and
necessary functions and services of each of the former divisions should continue unabated, unaffected, and become seamlessly
integrated.

The recommendation for the Division of Research, Accountability, and Assessment is: “Transfer the departments in the division and
their staff to the Division of Curriculum and Instruction.”

The Chief of the Division of Research, Accountability, and Assessment is also a direct report to the Superintendent. The Division
has 28 staff members divided into two departments. The oversight of 28 positions does not warrant the expense of having a
Chief of Research, Accountability and Assessment. Please refer to the chapter on the Division of Research, Accountability, and
Assessment for details.

This reorganization addresses the silos currently existing within related areas of BCPS, integrates curriculum and instruction,
assessment, organizational and leadership development, as well as research, assessment, and data analytics to provide a holistic
and comprehensive approach to better serving BCPS students. Moreover, the integration of this department (DRAA) along within
the department of organization and leadership development and its staff within the Division of C& I meld all areas of curriculum,
programs, research, accountability and assessment as well as professional development and leadership together.

FINDING
The Division of Research, Accountability and Assessment (DRAA) provides essential and commendable services and critical
functions in BCPS.

The DRAA supports the vision of Baltimore County Public Schools (BCPS) to be among the highest supporting school systems in
the nation as a result of raising the bar, closing gaps, and preparing every student for the future. DRAA provides data analyses,
evaluations, and other services to facilitate the continuous improvement towards accomplishing The Compass’s purpose and
core values.

DRAA is integral in moving The Compass from theory into action. The design of the strategic plan has been the major work of
DRAA and a major accomplishment in supporting the school system. The Division’s teams are working collaboratively with all
divisions to improve the use of performance measures, calculate three- and five-year targets and eight-year goals, and support
the development of The Compass Public Dashboards. DRAA creates Executive Summaries and Data Reports which demonstrate
the alignment of system initiatives and processes with The Compass.

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Purposely and explicitly embedded within The Compass is BCPS’ commitment to continuous improvement which is codified in
Policy 3170: Performance Management for Continuous Improvement. As part of this commitment to continuous improvement,
Division teams support The Compass aligned School Progress Plan (SPP) process. This includes supporting the Division of
School Support and Achievement (DSSA) in SPP implementation; calculating school-specific targets and goals aligned with The
Compass’ performance measures; working across division departments to create individual Comprehensive Needs Assessment
Data Stories for each school; providing technical support; and developing trainings and resources.

In concert with the SPP process, Division teams implemented an enhanced continuous improvement process to engage offices
across the system in identifying goals aligned with The Compass Key Initiative(s) relevant to their work. Like its work with SPPs,
Division staff provide technical support, training, and resources to support offices in implementing and progress monitoring their
Office Progress Plans (OPPs). To support system leadership, dynamic OPP Monitoring Dashboards have been created which
include important information on OPP implementation, progress monitoring, and goals. In partnership with system leadership, The
Compass Walkthrough Tool has been developed to evaluate the implementation and impact of The Compass at the system level.
The Compass Walkthrough Tool is currently in the testing stage and will be piloted during the 2021–22 school year.

In addition to supporting the design and implementation of The Compass, DRAA continues to move forward in aligning its work to
the strategic plan. For example, establishing the Request for Information and Support (RFIS) online form to facilitate efficient and
timely data delivery to schools and offices. The RFIS has been an efficient method for BCPS stakeholders to request critical data
reports and support from DRAA staff. The RFIS received 386 requests for data and/or support, and 91.5% of tickets were closed
in 20-21. Further, the delivery of weekly re-entry enrollment reports to Cabinet focuses on week-by-week changes in enrollment
by the system, zone, school level, and student groups. In addition, the report shows changes in student enrollment by virtual
or hybrid learning environments. Further, the release of the DRAA Data Hub SharePoint site allows school leaders to access
pertinent data during the restoration of key BCPS data platforms.

The Interim Course Performance Report (ICPR) was released on the DRAA Data Hub and provides school leaders with current
course grades (by department, course, and student level). DRAA is also responsible for setting up professional development,
standardizing processes for assisting other offices in developing survey and data collection tools, supporting the Office of Title I
by developing online data collection tools to support centralized programs, as well as supporting the completion and submission
of various school system grants.

Finally, DRAA is proud of the design of dynamic public dashboards that allow the public to stay informed regarding important
school system data: COVID 19 Dashboard: Aligns local COVID-19 metrics with current Centers for Disease Control and
Prevention (CDC) guidelines. Specifically, the bar charts are color-coded to indicate the CDC Transmission Threshold category—
low, moderate, substantial, and high transmission—for each week. Additionally, the Dashboard provides school-level data with
counts of positive cases, close contacts, and outbreaks by school. These dashboards can be seen at https://www.bcps.org/
covid19

The School Profile Public Data Dashboards display information about each school, including the principal’s name, school
phone number, school Web site link, zone, and most recent Maryland School Report Card data. Additionally, the school profile
dashboards provide data about enrollment, student demographics, school climate, and academic achievement.

The Compass Strategic Plan Dashboard displays information about the current BCPS strategic plan, including the strategic plan
vision, mission, core values, focus areas, key initiatives, and specific strategies.

The Facilities Management Data Dashboard outlines school enrollment statistics, building utilization, and progress towards
achieving systemwide central air conditioning. In addition, there are links to student counts reports, air conditioning reports, and
the Department of Facilities Management Web site.

The Stakeholder Survey Dashboard displays Stakeholder Survey participation and results by respondent type.

Exhibit 8-11 is a list of the Key Reports developed by DRAA and available on the website.

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EXHIBIT 8-11
DRAA KEY REPORTS

REPORT REPORT DESCRIPTION OFFICE


2019–2020 Kindergarten Readi- Kindergarten Readiness Assessment. Assessment
ness Assessment Data Summary
2019-2020 Student Performance This report provides an update on performance trends Performance Management
Report and gaps for BCPS students. This analysis explicitly
connects the data with systemic initiatives, priorities,
and action steps that were developed to raise the bar,
close the gaps, and prepare our students in alignment
with The Compass: Our Pathway to Excellence 
2017–2018 and 2018–2019 This report examines trends in High School Performance Management
High School Completers Report Completer Rates.
The Compass: Our Pathway The Compass: Our Pathway to Excellence is the Performance Management
to Excellence—Overview eight-year strategic plan BCPS created to raise the bar,
(Accessible) close gaps, and prepare all students for our future. 
PSAT Executive Summary-External This is a summary of January 26, 2021, BCPS adminis- Assessment
tered PSAT exam to any Grade 11 student who wanted
to participate in the assessment.
2018 Ensuring Equity Students This report identifies challenges in serving students Research
and Families Experiencing and families experiencing homelessness in Baltimore
Homelessness County Public Schools (BCPS). Legislation exists
to help protect the rights of students experiencing
homelessness by requiring school systems to adhere
to specific guidelines.
2019 Bullying Experience of This report utilized information from the 2019 BCPS Research
Nonbinary Students Stakeholder Survey to explore school climate of
secondary nonbinary students.
2019 Stakeholder Survey The Baltimore County Public Schools (BCPS) Stake- Research
System Report holder Survey polls all facets of Team BCPS and
focuses on four areas: academics, safety and security,
communication, and organizational effectiveness.
2020 Stakeholder Survey The Baltimore County Public Schools (BCPS) Stake- Research
System Report holder Survey polls all facets of Team BCPS and
focuses on four areas: academics, safety and security,
communication, and organizational effectiveness.
2015-2016 to 2019-2020
Advanced Placement (AP) Trend
Analytics by Student Group
2020-2021 CCR BCPS This study retrospectively examines the performance Research
Graduates and Post-Secondary on high school college and career readiness (CCR)
Education indicators of Baltimore County Public Schools (BCPS)
graduates who have enrolled in post-secondary
education, thus allowing for an understanding of how
high school CCR indicators may predict enrollment and
persistence in post-secondary education.

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MSDE September 30, 2019 Offi- The MSDE 9.30.2019 Office Enrollment report Maryland State Department
cial Enrollment identifies student enrollment, in the aggregate and by of Education (MSDE)
student group for the state and local school systems
overall and by level. The data is reported as a twelve-
year trend report highlighting a one-year change rate.
2020 Maryland Public School The Public School Enrollment Projections 2020-2029 Maryland Department of
Enrollment Projections report is an update of the Maryland Department of Planning (MDP)
Planning’s annual report on public school enrollment
statistics. The report provides projections of public
school enrollment through 2029 by grade for each of
the local school systems, including historical data from
2009-2019.
Four-Year Adjusted Cohort Grad- This Executive Summary provides the trend data for Assessment
uation and Dropout Rate 2020 graduation and dropouts for the classes of 2018, 2019,
Cohort-suppressed and 2020. This data is aggregated for all students
as well as presented for each of the student groups –
race, SE, EL, and FARMS. In addition, the appendices
provide the three-year trend in graduation and drop-
out rates for each of the high schools.
2020 College Board State and This report provides the users with a summary of Assessment
District Integrated Report participation and performance of BCPS students on
PSAT, SAT, and AP exams.
K to 12 Roadmap This document presents an infographic that illustrates Assessment`
a student’s journey through assessment from Grades
K through 12.
BCPS Disproportionality Plan and This report was requested by the BOE for data on Data Analytics
Equity Metrics Data Overview inequities among BCPS students receiving special
(Response to October 2020 BOE education services.
Request)
2019–2020 College and Career The 2019-2020 College and Career Readiness: An Performance Management
Readiness: An Examination of Examination of Indicators Data Report examines the
Indicators Data Report pathways by which high school students earn the
“Met CCR” designation as articulated the College
and Career Readiness (CCR) and College Completion
ACT of 2013 CCR Toolkit.
SAT Board of Education Update The “College and Career Readiness Score on SAT”  Assessment
(CCR) is an achievement marker on the BCPS
College and Career Ready Pathway. The 2019 SAT
Day Participation and Performance Data Report shares
participation and data results from our most recent
SAT Day administration for Grade 11 students from
the spring 2019, as well as next steps in reporting the
spring 2021 SAT results.

Source: http://bcpsdraa.ss3.sharpschool.com/department/key_reports

FINDING
Prior to the ransomware attack which annihilated the DRAA data warehouse, the internal school division’s data dashboards were
excellent examples of presenting data for administrators’ use.

DRAA is in the process of rebuilding those dashboards using a new platform within the FOCUS SCHOOL SOFTWARE system.

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This platform, expected to be rolled out by the start of the 21-22 schoolyear, will offer reports/ dashboards that will permit an
administrator to access data in one place whereby previously the administrator had to access data from multiple sources. This
platform should allow ease of access for those wishing to using the student data to improve teaching and learning.

COMMENDATION 8-C:
The DRAA produces a wide array of dashboards and research reports that are accessible through the BCPS website.

FINDING
The Division of Research, Accountability and Assessment has a hierarchical structure with narrow spans of control at the executive
director level that exceeds best practices.

As shown below in Exhibit 8-12, below, DRAA is organized into two departments, each with two offices.

EXHIBIT 8-12
CURRENT ORGANIZATION OF THE DIVISION OF RESEARCH, ACCOUNTABILITY AND ASSESSMENT

Chief Accountability &


Executive Admin Performance Management
Assistant Officer

Exec Director Exec Director


Research & Data Performance Management
Analytics Admin Assistant & Assessment

Admin Sec Admin Assistant


Director
Director Data
Research Admin Sec
Analytics Director
Director
Performance
Coordinator Coordinator Assessment
Mgt
Program Project Special
Evaluation Manager (C) Projects Supervisor Supervisor
Formative Formative Coordinator Coordinator
Assessment Assessments School-based Adminstrative
Supervisor Coordinator
Coordinator Perf Mgmt Perf Mgmt
Research Data
Data Strategy Assessment Assessment Supervisor
Analytics Assessment
Research Title One Rep II Rep I School-based
Specialist
Specialist Research Sr Business Perf Mgmt
Business Programmer
(Vacant) Specialist Intelligence Analyst Analyst
Engineer
Grants Research
Specialist Analyst
Contractors

Source: Division of Research, Accountability, and Assessment, 2021.

Following is a summary of the two departments and the two offices in each department:

1. The Department of Research and Data Analytics:

a. The Office of Research supports the vision, mission, and goals of Baltimore County Public Schools, in accordance
with the system’s strategic plan: The Compass: Out Pathway to Excellence by providing support to schools and
offices in analyzing data and providing research findings to guide instructional decision making and resource
utilization. The Office of Research is responsible for:

• O
 verseeing BCPS Institutional Review Board (IRB) that reviews and coordinates the approval of research
requests.
• C
 urrently, Baltimore County Public Schools is limiting the amount of new external research projects by
entities, such as government agencies, private organizations, and institutions of higher education.
- Internal research projects from BCPS staff members will continue to be reviewed.
- Doctoral dissertations, undergraduate/master’s theses, capstone projects, or other course requirements,

400
from non-employees will not be reviewed.
- F or additional information regarding the research approval process see the published submission
guidelines.
• Designing and implementing program evaluations and research activities.
• Providing research and statistical analysis services to schools and offices of BCPS.
• P roviding data analyses to support the performance goals and indicators set forth in the strategic plan: 
The Compass: Out Pathway to Excellence.
• Providing support in the design, implementation, and analysis of survey research for schools and offices.

b. The Office of Data Analytics (TODA) serves as the conduit for multiple offices to collaborate, analyze, and act
upon data sourced from multiple sectors of information to inform school system decisions that will improve student
outcomes. TODA provides actionable insights to ensure cross office connections to the school system’s strategic
plan.  TODA supports student learning by:

• M
 anaging the Data Warehouse, the school systems hub for collecting, storing, and maintaining accurate,
timely, and relevant data.
• P roviding informative, actionable, and transparent data for all internal and external stakeholders using
dynamic dashboards, cubes, reports, and data extracts.
• Continuously building and enhancing data solutions to meet the growing and evolving needs of BCPS.
• Empowering BCPS staff to make evidence-based decisions through building data literacy.

2. The Department of Performance Management and Assessment has two offices:

a. The Office of Assessment oversees the administration of all federally-, state-, and district mandated assessments. 
The office serves as the main point of contact with the Maryland State Department of Education (MSDE)
on all matters related to test administration, graduation requirements and accountability. The office works
collaboratively with other offices to share timely and accurate information and data to various stakeholders. In
addition, the Office of Assessment coordinates all work related to the Bridge Plan for Academic Validation. The
office staff work directly with School Test Coordinators (STCs) and principals on test administration procedures,
as well as test security matters at each of the schools.  Every school is provided support to ensure that all students
have the optimal testing experience.  This includes:

• The identification of students eligible to participate in assessments.


• Training of staff in the proper administration of assessments.
• Test administration and maintaining test security.
• Processing state data files.
• P roviding logistical support to high school Bridge Plan Coordinators, as well as other BCPS offices, related to
the Bridge Plan for Academic Validation.
• P roviding information, updates, and professional development to appropriate stakeholders related to
assessments, accountability, and graduation requirements.

b. The Office of Performance Management (OPM) supports raising the bar, closing gaps and preparing all
Baltimore County Public Schools (BCPS) students for the future by building the capacity of schools and offices
to engage in a meaningful continuous improvement process. OPM provides assistance and support to senior
leadership and office and school-based staff, in order to build their capacity to make data-informed decisions
and continuously improve operational processes and equitable outcomes for the benefit of all students. We also
deliver reliable, accurate, and timely reporting of system-wide performance on key operational and academic
performance indicators in accordance with Board of Education Policy and Rule 3170. OPM supports BCPS staff

401
in making data-informed decisions as part of a continuous improvement process by:

• Analyzing, reporting, and presenting data aligned with system priorities outlined in the strategic plan
• Providing resources and professional development to build data literacy
• S
 upporting the School Progress Plan (SPP) and Office Progress Plan (OPP) continuous improvement
processes
• Providing technical assistance in accessing and utilizing data
• Monitoring processes and supports aligned with Every Student Succeeds Act (ESSA)

The Department of Research, Accountability, and Assessment, with four (4) Directors reporting to two (2) Executive Directors, has
a slim 1:2 ratio span of Executive Director to Directors, which is inefficient and costly.

This department could effectively and more efficiently operate with one Executive Director supervising the four Directors.

RECOMMENDATION 8-6:
The DRAA should eliminate one Executive Director position and one Administrative Assistant position. (Tier 1)

Each of the four offices within the department has a specific function and can readily be supervised and coordinated by one
Executive Director.

This action not only reduces the levels of hierarchy in the DRAA, but also creates a more efficient department. This would
increase the span of control of the Executive Director from 1:2 to 1:4 which is more in alignment with industry standards and best
practices. Exhibit 8-13 shows the proposed reorganization of DRAA.

EXHIBIT 8-13
PROPOSED DEPARTMENT OF RESEARCH, ACCOUNTABILITY, AND ASSESSMENT

CAO

Executive Director

Executive Administrative Assistant

Director Office of Research

Director Office of Data Analytics

Dierector Office of Assessment

Director Office of Performance Management

Source: Public Works, LLC Review Team, 2021.

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IMPLEMENTATION AND TIMELINE

1. BCPS should reorganize the Department of Research, Accountability, and Assessment. Month 1

2. BCPS should eliminate one Executive Director position to increase the span of control to1:4 Directors. Month 1

3. BCPS should eliminate one Administrative Assistant position assigned to the Executive Director. Month 1

FISCAL IMPACT
Eliminating the two positions would result in annual savings of $411,939 and $2,059,605 over five years, based on the
following:

• The salary of an Executive Director with benefits is $301,689 ($202,332 salary x 49.7%)
• The salary of an administrative assistant with benefits is $110,250 ($73,647 x1.497%)

Note: FY21 Average General Fund Salaries used for Budgeting is the source for the salaries.
Average Salary includes base and supplemental salary (longevity, shift differential, doctoral stipend, etc.)
Benefits 38.5%
State Retirement (local share) 4.17%
County Retirement 7.00%

RECOMMENDATION YEAR ONE YEAR TWO YEAR THREE YEAR FOUR YEAR FIVE
Eliminate one Executive Director position
$411,939 $411,939 $411,939 $411,939 $411,939
and one Administrative Assistant position

FINDING
Two positions in DRAA have been left unfilled, causing some the work of this department to go unattended. The loss of these
positions has had a deleterious effect on the capacity for the department to complete its mission.

The position of Research Specialist in the Office of Research has been left vacant for a year due to budgetary cutbacks as well as
the position of Senior Software Engineer which had been transferred from the Department of Data Analytics to the Department of
Facilities in 2020.

Due to the lack of staff, the Office of Research has been unable to fulfill needed research requests and necessary projects. BCPS
has many new initiatives and programs that are not being evaluated to determine if they are successful or not and should be
kept. This would be one of the voids this position would fill. One good example is the Residency Program. The BCPS only has
anecdotal data to support its continuation.

Similarly, the software engineer position is a critical link to the Division of IT, the construction and maintenance of the data
warehouse. The office is restricted with what it can do with research studies and data collection. When filled, that position would
focus on data in the warehouse, some Institutional Review Board (IRB) responsibilities, managing data files, complete program
evaluations, and construct surveys

RECOMMENDATION 8-7:
DRAA should fill the positions of Research Specialist and Senior Software Engineer. (Tier 1)

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IMPLEMENTATION AND TIMELINE

1. The Superintendent should direct the Chief of Human Resources to advertise Research Specialist Month 1
and the Senior Software Engineer positions.

2. BCPS should fill the vacancy for the position of Research Specialist and the vacancy of Senior Month 2
Software Engineer.

FISCAL IMPACT
There would be annual cost of ($315,541) and a five-year cost of ($1,577,705) based on the following:

• The salary of a Research Specialist with benefits is $125,730 x 1.497%) = $188,218


• The salary of a Senior Software Engineer with benefits is $ 85,052 x 1.497% = $127,323

RECOMMENDATION YEAR ONE YEAR TWO YEAR THREE YEAR FOUR YEAR FIVE
Fill the positions of Research Specialist and
($315,541) ($315,541) ($315,541). ($315,541) ($315,541)
Senior Software Engineer

FINDING
The title and job description of the Supervisor of Formative Assessments position in the Office of Assessment is inaccurate and
should be revised and updated.

Both of the Supervisors of Assessments in this office work on summative assessments.

The office staff consists of an executive director, a director, two supervisors, an assessment specialist, and two (2) assessment
representatives. The staff in this office work directly with School Test Coordinators (STCs) and principals on test administration
procedures, as well as test security matters at each of the schools. 

The Office of Assessment oversees the administration of all federally-, state-and district mandated assessments.  The office
serves as the main point of contact with the Maryland State Department of Education (MSDE) on all matters related to test
administration, graduation requirements and accountability.

RECOMMENDATION 8-8:
BCPS should revise the title and job description of Supervisor of Formative Assessments to accurately reflect the role
of the position. (Tier 2)

FISCAL IMPACT
This recommendation could be accomplished with existing resources.

FINDING
There is an opportunity to explore a shared services agreement (Memorandum of Understanding) with Baltimore County
Government regarding the role of the position of Grants Specialist in the Office of Research to utilize the skill-set of the grants
coordinator serving both entities.

404
The pool of money and availability of competitive grants dedicated to education has diminished in the past five years. The
position of Grants Coordinator in BCPS has taken on responsibilities in survey construction and other assigned areas.

The BCPS Grants Coordinator reports having provided occasional assistance to the staff in the Baltimore County government
offices when they have pursued grants.

There are plentiful grant opportunities for county and city governments coming from foundations, state and federal government,
especially with the anticipated federally- funded infrastructure program, more so than available opportunities for competitive
grants for school districts. This position in BCPS and the expertise/experience of the individual could be a benefit in a joint shared
services venture with the county government as the county pursues additional sources of external funding. In addition, such an
arrangement would ensure that the BCPS grants coordinator is operating effectively within his wheelhouse.

RECOMMENDATION 8-9:
BCPS and Baltimore County Government should explore developing a shared services agreement regarding
the BCPS grants specialist. (Tier1)

IMPLEMENTATION AND TIMELINE

1. BCPS Superintendent should authorize the Chief of C&I along with the Executive Director Month 1
of the Department of Research, Accountability, and Assessment to meet with the Baltimore
County Government officials to explore a shared services opportunity.
2. A draft memorandum of understanding (MOU) should be prepared and presented to the Month 2
BCPS Superintendent and the County Executive.

FISCAL IMPACT
The annual savings for BCPS is estimated at $78,254 and the five-year savings for BCPS is estimated at $391,270, based on
one-half salary and benefits of the grant specialist ($104,547 (salary) x 1.497%=$156,507). It is also estimated that the grants
specialist could generate additional grant resources for the county exceeding a million dollars per year.

RECOMMENDATION YEAR ONE YEAR TWO YEAR THREE YEAR FOUR YEAR FIVE
Shared services agreement for a Grants
$78,254 $78,254 $78,254 $78,254 $78,254
Specialist position

FINDING
There is a lack of clarity surrounding what outside entities may have direct access to BCPS student data and what may be legally
shared with external entities.

There is a link to a form on the BCPS DRAA website to be completed when someone requests data from DRAA. There is also a link
to a MSDE website for access to state data. See Exhibit 8-14 below.

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EXHIBIT 8-14
REQUEST FOR INFORMATION AND SUPPORT FORM

This form is to request technical assistance, support, or data from the Division of Research, Accountability, and
Assessment. Public/External requesters (non-BCPS Staff) please note that BCPS is subject to the Maryland Public
Information Act. In order to submit an application under the Act, please refer to the following page for additional
details: https://www.bcps.org/cms/one.aspx?portalId=2828&pageId=66799689

Source: BCPS website.

The need to maintain privacy of certain types of data, especially, student personal data, is a critical safeguard function of BCPS
and the Department of Research, Accountability and Assessment.

Requests are made by internal and external entities to directly access the data warehouse or reports which fall outside the
parameters of the standard request for information and support.

There is a need to establish clear protocols and the legal basis of what may be accessed and by whom.

RECOMMENDATION 8-10:
BCPS should establish and publish the legal protocols and Memorandum of Understanding for entities or individuals
seeking to access data which fall outside of the standard request for information. (Tier 1)

IMPLEMENTATION AND TIMELINE

1. The Executive Director of the DRAA should meet with the Office of the General Counsel in order to Month 1
develop the protocols and as necessary a standard MOU for individuals and/or entities within BCPS
and external to BCPS detailing what data may be accessed by whom and what actions need to be
taken in order to preserve and protect students’ personal data.
2. BCPS should publish on the BCPS websites the legal and procedural protocols, along with the Month 2
boilerplate MOU to be used for entities requesting data,
3. BCPS should establish a Board Policy and Regulations in accordance with the legal research, Month 2
protocols, and MOU.

FISCAL IMPACT
This recommendation can be implemented with existing resources.

FINDING
The Office of Performance Management (OPM) is inadequately staffed to support the BCPS schools in an effective and complete
manner.

This office contains a Director, two Coordinators of school-based support, and one Coordinator focused on the performance
management planning of all thirty offices across all BCPS divisions. The organization of OPM is shown in Exhibit 8-15.

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EXHIBIT 8-15
ORGANIZATION OF THE OFFICE OF PERFORMANCE MANAGEMENT

Director

Coordinator Supervisor Coordinator


School Based Performance School Based Performance Adminstrative Performance
Management Management Management

Source: BCPS, 2021.

The Coordinator of the Administrative Performance Management is focused on the central office improvement plans and
developing the performance indicators to measure progress in each office.

The Supervisor and Coordinator of School-based Performance Management work closely with other offices and schools as
technical support with data acquisition and use in assisting with the schools’ continuous improvement efforts. They help principals
with accessing the correct data that they need to use to improve teaching and learning. These two staff positions interact with the
Office of Data Analytics for the access of the data warehouse.

Due to the ransomware attack which annihilated the data warehouse, all of the data dashboards were shut down this year.
School and office staff cannot access data. Internal dashboards are being re built. There has been a great void in accessing
important data this year during the attack and aftermath.

Across BCPS schools there is a wide spectrum of data users, from data toddlers to data experts. As such, some schools are
struggling with data use. The OPM has created 75 videos on how to use the dashboards in Schoology site for staffs to access as
well as held numerous training sessions before the pandemic shut down schools.

For years, the Division of C&I recommended schools utilize the unit assessments and in the SY 2019-20, the Division of School
Support and Achievement (DSSA)team began monitoring implementation. SY 2020-21 implementation was impacted by
changing instructional models in response to the pandemic.

This team of three support the schools in terms of providing the data and monitoring of school progress plans/improvement
plans and the curriculum-based assessments that are administered in classrooms. The Unit assessments are interim benchmarks
to measure students’ progress to meet standards. They are aligned with state assessments. The unit assessments aligned with state
benchmarks are administered so teachers can use the OPM written reports to monitor and adjust their instruction to student needs.
OPM pulls the data and shares it with schools and it is left up to the schools to use the data effectively.

Prior to the pandemic, the OPM staff had trained school staff to go over schools’ individual data reports. One Supervisor of
School-Based Performance Management visited each school to go over data and provide training on the use of the data prior
to pandemic. All of the trainings were voluntary and it is reported that attendance was scarce largely because those who are not
data oriented, chose not to attend.

There is an instructional Core Team (ICT) focusing on 24 schools which 2 years ago had been identified by Executive Directors as
needing additional assistance. Staff in OPM had been assigned to these schools, but as the ICT has evolved under the direction
of the Executive Directors that model dissolved.

Clearly, the BCPS suffers from a lingering history of a lack of a focused approach to using data to improve instruction. Further, the
Office of Performance Management simply does not have enough staff to support the technical needs of the schools as reported
through Interviews.

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The addition of one coordinator of school-based performance management would aid the ten executive directors to utilize the
two staff coordinators in working with the principals and teachers in building capacity to access data and to become proficient
with the use the data to improve teaching and learning.

RECOMMENDATION 8-11:
BCPS should augment the Office of Performance Management with one Coordinator of School-based Performance
Management. (Tier 1)

IMPLEMENTATION AND TIMELINE

1. BCPS should add a position of Coordinator of School-based Performance Management Month 1

2. The Chief of HR should post and advertise for the position. Month 1

FISCAL IMPACT
The Coordinator’s salary is estimated at $128,811x 1.497% (benefits) for $192,830 cost per year. The five-year cost is
$960,150.

RECOMMENDATION YEAR ONE YEAR TWO YEAR THREE YEAR FOUR YEAR FIVE
Add one Coordinator of School-based
($192,830) ($192,830) $192,830) ($192,830) ($192,830)
Performance Management position

FINDING
There is a disconnect between the massive scope of data available for teachers and principals to use and the schools’ capacity to
use the data properly. There is a need to build capacity of school site personnel to access data and to become proficient with the
use the data to improve teaching and learning.

Many school administrators and teachers lack the preparation and training to properly access available data and to use the data
to improve instruction.

BCPS already has a stipend-based program for over 250 school technology liaisons and School Site Test Coordinators. The
Teachers’ Association of Baltimore County (TABCO) Master Agreement provides stipends of $1,086 to serve as school-based
technology liaisons. Once the liaisons are established, the data analytics and performance management staff in DRAA should
serve as the trainers of these school site data liaisons.

RECOMMENDATION 8-12:
BCPS should develop a stipend-based program to fund one staff member per school to serve as a data facilitator
and trainer of their colleagues in the area of data access and use of data. (Tier1)

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IMPLEMENTATION AND TIMELINE

1. BCPS should establish a program of data liaisons to the schools. Month 1


2. BCPS should negotiate with TABCO the stipend for this extra service contract and add it to the Month 1
Master Agreement.
3. The Chief of HR should post and advertise for school-based data liaisons. Month 2
4. The Executive Director of the Department of Research, Accountability, and Assessment should Month 3
designate data analytics specialists to provide training for the data liaisons as well as executive
directors, and principals.

FISCAL IMPACT
The estimated cost for this recommendation is based on 175 data liaisons x $1,086 (stipend) for a total annual cost of
$190,050; the five-year cost to implement this recommendation is $950,250.

RECOMMENDATION YEAR ONE YEAR TWO YEAR THREE YEAR FOUR YEAR FIVE

Stipends for 175 Data Liaisons ($190,050) ($190,050) ($190,050) ($190,050) ($190,050)

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Section 3: Division of School Climate and Safety —
Department of School Safety
––––––––––––––––––––––––––––––––
The Department of School Safety, one of two departments within the Division of School Climate and Safety, provides important
and high quality services to the schools. The anchor of these services is the four safety managers whose role is school-focused,
school-based, and essential to BCPS. These safety managers interface directly with the principals and Executive Directors as well
as the school resource officers (SROs).

Each of the three zones in BCPS has been assigned a school safety manager. One of the managers is assigned to three special
schools and handles many of the reports and paperwork for the department. The other three managers have responsibility for
55-60 schools each. The nature of their jobs has them mobile and at school sites. The number of schools and facilities assigned
to each manager has their availability stretched thinly. These managers assist and provide support to schools for all school safety
related concerns.  The services that they provide are wide ranging and demand 24/7 attention and call outs at all hours. The
range of responsibilities go beyond the job descriptions. These staff are the first point of contact for most matters non-instructional
related.

Responsibilities of the managers include consulting with schools and police regarding emergency responses, assisting schools in
the development and completion of emergency plans, monitoring fire and scenario-based drill completion, monitoring bullying,
harassment or intimidation data, coordinating meetings between administrators and school resource officer program personnel,
and addressing concerns related to the visitor identification system and student/staff identification system.  In addition, each
manager is responsible for addressing specific central office or systemwide programs and initiatives.

FINDING
The coordination between the Department of Safety and the Baltimore County Police Department is an important function and a
successful collaboration between the two departments.

The School Resource Officer (SRO) Program in Baltimore County Public Schools (BCPS) is just one of many programs, plans,
and strategies school administrators employ to ensure safe and orderly learning environments in their schools. First piloted in the
1998-99 school year, the SRO Program began with two officers stationed at Milford Mill Academy and Pikesville High, located
in the northwest section of Baltimore County. The program has since has expanded to include at least one SRO in all middle and
high schools. As of May 2018, the SRO program further increased to include 18 additional SROs, 10 of whom are assigned to
elementary schools. Each of the precincts have identified one SRO to serve all elementary schools within their precinct. To date,
the SRO Program consists of 84 officers to cover all BCPS schools.

SROs are required to:


• Dress in full uniform
• Drive marked police vehicles
• Be in constant radio contact with precinct personnel

The SRO Program is a nationally accepted program involving the placement of a law enforcement officer within the educational
environment. SROs receive specialized training given by the National Association of School Resource Officers
(NASRO).

Also with the passing of the Maryland Safe to Learn Act of 2018, the Maryland Center for School Safety (MCSS) developed an
additional 40-hour training that new SROs are mandated to attend in addition to the NASRO training.  

The basic TRIAD concept, which signifies the philosophy of the school resource officer program, dictates that officers are teachers,
counselors and law enforcers.

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As teachers, officers are ad-hoc members of the staff and are responsible for the following:
• Provide current trend and law-related education to students
• High school SROs act as guest speakers when needed to assist in teaching current trend and law-related classes
 iddle school SROs teach the Drug Abuse Resistance Education (DARE) program and Gang Resistance Education And
• M
Training (GREAT)
• Provide law enforcement and community service information to students, parents and staff
• Work closely with their school-based counselors to ensure each student receives proper guidance

The SROs, as mentors, work to establish a rapport with students by:


• Showing an interest in their academic and extracurricular activities
• Discussing their interests
• Listening to their concerns 
• Being a positive role model 
• Recruiting candidates for a future career in law enforcement

As law enforcers, it is an officer’s duty to:


• Investigate crimes
• Make arrests
• Patrol communities near their schools

SROs do not handle school-based disciplinary issues; that is the exclusive responsibility of the school-based administrator.

The Baltimore County Police Department has been recognized nationally by NASRO as a model SRO agency. Additionally,
NASRO recognized Baltimore County Police Officer Danielle Moore with the 2020 NASRO Floyd Ledbetter National School
Resource Officer of the Year award.

The Executive Director of the Department of Safety has prime responsibility for the interface with the Baltimore County Police
Department. As stated in the job description:

• S
 erves as a liaison to federal, state, and local law enforcement and emergency response agencies. Develops rules, and
procedures governing safety and security matters.
• C
 oordinates with Baltimore County Police aspects of the SRO program, security, investigations, and procedures that impact
schools and offices.”

The Safe Schools Facilitator, a Lieutenant from the Baltimore County Police Department, and the Assistant Facilitator (Sergeant)
have offices in the Department of Safety to further enhance their collaborative relationship.

About 50% of the Lieutenant’s time is devoted to the School Resource Officer program while 80% of the assistant facilitator’s time
is directly involved with the School Resource Officer program. The sergeant estimates spending 50% of time at the schools and
50% of the time in the office.

Both of these police officers are members of the BCPS Critical Incident Response Team (CIRT). When an incident occurs, one of
the officers is at the scene of the incident while the other will be with the CIRT. A police precinct commander, in which precinct the
incident occurs, handles the event at the scene while the CIRT team interfaces with school personnel.

A Guide To Safe Schools for School Resource Officers and School Administrators Partnering for Success, 4th edition was revised
in 2020.
Source: BCPS website. Division of DRAA/Safety

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A Memorandum of Understanding (MOU) between the Police Department and BCPS was updated and expanded in 2020.

COMMENDATION 8-D:
The Baltimore County Public Schools and the Baltimore County Government are commended for the collaboration/
partnership of the School Resource Officer Program (SRO).

COMMENDATION 8-E:
The Guide To Safe Schools for School Resource Officers and School Administrators Partnering for Success, 4th edition
is well written and serves as an effective Standard Operating Procedures Manual (SOP).

COMMENDATION 8-F:
A review of the Center for School Safety (CSS) Incidents Reports for school years 2019-2020, 2020-2021 illustrates
the broad range and volume of incidents investigated by the safety managers.

FINDING
BCPS does not have adequate staffing level of school safety managers given the importance of the role of these safety managers,
the number of schools and facilities in BCPS, and the wide range of their responsibilities.

Each of the three zones in BCPS has been assigned a school safety manager.  These managers assist and provide support
to schools for all school safety related concerns.  Responsibilities of the managers include consulting with schools and police
regarding emergency response, assisting schools in the development and completion of emergency plans, monitoring fire
and scenario-based drill completion, monitoring bullying, harassment or intimidation data, coordinating meetings between
administrators and school resource officer program personnel, and addressing concerns related to the visitor identification
system and student/staff identification system.  In addition, each manager is responsible for addressing specific central office or
systemwide programs and initiatives.

One of the managers is assigned to three special schools and handles much of the reports and paperwork for the department.
The other three managers have responsibility of about 55-60 schools a piece. The nature of their jobs has them mobile and at
school sites. The number of schools and facilities assigned to each manager has their availability stretched thinly. The role of these
safety managers is school focused and based. The functions they serve are essential to BCPS. The services that they provide are
wide ranging and demand 24/7 attention and call outs at all hours. The range of responsibilities go beyond the job descriptions.
These staff are the first point of contact for most matters non instructional related. These safety managers interface directly with the
principals and executive directors as well as the school resource officers (SROs).

The security specialist is a part-time contractor responsible for the safety concerns of all non-school buildings which includes
the Greenwood campus, Pulaski Park, the Jefferson Building, the Kenwood and Catonsville Administrative Offices, warehouses,
and bus lots.  He is primarily stationed on the Greenwood campus.  The position serves as the lead for the Critical Incident
and Response Team (CIRT) and co-lead of the Continuity of Operations (COOP) process. This position is also the lead active
assailant trainer for employees who missed training locally. Although he is a contractual employee, he is on call 24-7 as well. The
individual who serves in this contracted position is exceptionally experienced and trained in all aspects of responding to critical
events. A second, part-time contractor focuses on the technology side of the operation with regards to installed cameras at the
sites, training staff in the use of the technology, and badging for security purposes.

Interviews with the staff in the Department of Safety, Community Superintendents, principals, and Executive Directors of schools
provide many examples of the valued services these managers provide which go beyond the range of those identified in the job
description as well as the critical function they offer to the school principals.

Below in Exhibit 8-16 is a sample of the 352 incidents in 2019-2020 and 242 incidents in 2020-21.

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EXHIBIT 8-16
SAMPLE SAFETY INCIDENTS

–––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––
ZONE DATE INCIDENT
–––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––
Public Day School 7/2/2019 School broken into over the weekend.
Public Day School 7/10/2019 Minor bus accident, no injuries
Public Day School 7/10/2019 Angry parent, BCoPD assisted.
West 7/24/2019 Smoke explosive device set off in bus loop
West 7/26/2019 School Vandalized
West 7/30/2019 School Vandalism via spray paint.
Public Day School 7/30/2019 Graffiti on the outside of the school.
West 8/1/2019 Allegation of employee misconduct
West 8/1/2019 Allegation of employee misconduct
Public Day School 8/9/2019 Juvenile drowning.
Public Day School 9/5/2019 Student medical emergency.
West 9/6/2019 Student eloped from building
West 9/6/2019 Issued No Trespass to parent.
Public Day School 9/6/2019 Student threat at dismissal. BCoPD assisted.
West 9/9/2019 Planned school attack via MCSS tip line.
West 9/9/2019 Staff reported hearing what may have been gunfire
West 9/9/2019 BOS observed a trespasser
West 9/10/2019 Threat of assault via MCSS tip line.
West 9/11/2019 Student eloped from buildimg
West 9/11/2019 Student eloped from building
West 9/17/2019 Student had taser
West 9/18/2019 BCoPD involved in community event
West 9/18/2019 placed on Lockout status
Public Day School 9/23/2019 Staff medical emergency.
West 9/24/2019 Building fire, Collapse, explosion call via MCSS tip line.
Public Day School 9/24/2019 Student medical emergency.
West 9/25/2019 Aggressive/irate parent Safety Manager & BCoPD respond.
West 9/27/2019 Student behavior issue, SRO and Safety Manager respond.
West 9/27/2019 Student reported threat, SRO and Safety Manager Respond.
West 9/29/2019 Community member reported bush fire near school
West 10/1/2019 BCoPD officer came to buildings to report a 911 threat.
West 10/1/2019 BCPD has informed school of a threat to the school.
West 10/2/2019 Student eloped from building, BCoPD, DoT, and school safety responded.
West 10/3/2019 Student in crisis, Safety manager contacted, transported student to precinct.
West 10/4/2019 Middle School students and property during dismissal, taser spotted.
West 10/4/2019 Four trespassers entered the school, threw items, and ran out of the building.
West 10/7/2019 Hit & run involving staff member vehicle, School safety and BCoPD investigated.
West 10/8/2019 Student behavior issues, Student transported to precinct.
Public Day 10/15/2019 Student medical emergency.
Public Day 10/16/2019 Minor bus accident, no injuries.
Public Day 10/17/2019 School-wide power outage.
West 10/23/2019 Student eloped, Safety manager and BCoPD responded.
West 10/23/2019 SRO had three fights at the same time and dispensed pepper spray.
West 10/30/2019 Irate/Aggressive parent, BCoPD and School Safety called for assistance.
West 11/12/2019 Child abuse/neglect via MCSS tip line.
West 11/14/2019 Anger Issues/Creating hostile work environment via MCSS tip line.
Public Day 11/15/2019 Student medical emergency.
West 11/26/2019 Complaint/School accountability via MCSS tip line.

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West 11/27/2019 Safety manager and BCoFD respond to school for Gas smell, building evacuated.
Public Day 11/27/2019 Student medical emergency.
West 12/2/2019 Student reported community threat. Safety manager and BCoPD responded.
West 12/2/2019 Unaccompanied toddler found on property, Safety Manager and BCoPD
West 12/2/2019 DSS requested BCoPD assistance, school safety manager assisted.
Public Day 12/10/2019 Student medical emergency.
West 12/13/2019 Broken window and theft of purse, BCoPD and School safety investigated.
West 12/18/2019 Student brought knife to school to finish a fight which started in the community.
West 12/19/2019 Student charged with 5th degree sex offense.
West 1/2/2020 Student struck by vehicle at bus stop, EMT, BCoPD
West 1/3/2020 Stranger attempted to enter building and would not leave.
West 1/8/2020 Parent on Parent altercation, BCoPD and School Safety responded.
West 1/9/2020 Student struck by car while walking to bus stop.
West 1/9/2020 Student investigation, SRO and Safety manager called for assistance.
Public Day 1/11/2020 Student medical emergency.
West 1/13/2020 Student robbery and Assault in bathroom.
West 1/14/2020 Student altercation after basketball game.
West 1/15/2020 Student released pepper spray in the lobby, SRO and School safety responded.
West 1/15/2020 Planned school Attack via MCSS tip line.
West 1/16/2020 Social media harassment, School safety and IT investigated.
West 1/16/2020 Student found with taser in class. SRO and School safety responded.
West 1/17/2020 Women found wondering around trying to enter relocatables.
West 2/11/2020 Irate parent at school, School safety and BCoPD requested.
West 2/17/2020 Parent altercation involving a gun, BCoPD requested.
Public Day 2/21/2020 Vandalized vehicle in parking lot. BCoPD investigated.
West 3/4/2020 Student released pepper spray, Safety Manager responded to school.
West 3/4/2020 Parent acting erratically, School Safety and BCoPD responded to scene.
Public Day 3/8/2020 Student medical emergency.
West 3/10/2020 Irate Parent, School safety and BCoPD notified.
West 3/10/2020 Student in possession of suspicious substance.
West 3/13/2020 Trespasser found on school grounds.
Public Day 3/13/2020 Student medical emergency.
West 4/9/2020 School safety requested for a wellness check at school.

West 6/8/2020 Graffiti on building, school safety investigated.
West 6/10/2020 Incident which ended up on the school property.
East 8/28/2019 Social media threat
East 9/3/2019 Inappropriate clothing (bullet proof vest worn by student)
East 9/4/2019 Someone in community with a shotgun
East 9/5/2019 Social media threat
East 9/7/2019 Handgun on school property
East 8/20/2019 Student suicide
East 8/27/2019 Student threat on social media
East 9/3/2019 Social media threat
East 9/4/2019 Suspicious person on school grounds
East 9/5/2019 Person seen on school property with a gun after school hours
East 9/6/2019 Student in crisis
East 9/13/2019 Assisted staff with domestic dispute
East 9/13/2019 Student hit by a car
East 9/17/2019 Parental custody dispute
East 9/19/2019 Students fighting on the bus
East 7/10/2019 Vandalism
East 8/1/2019 BCoPD activity. School on lockout
East 8/1/2019 BCoPD activity. School on lockout
East 8/1/2019 BCoPD activity. School on lockout

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East 9/12/2019 Suicidal victim in community
East 10/11/2019 Student reported sexual assault
East 10/11/2019 Student made threats to harm themselves
East 10/22/2019 Student made threats to harm themselves and others
–––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––
Source: Department of Safety, 2021.

The following excerpt, Exhibit 8-17 is from the job description of Manager, School Safety.

EXHIBIT 8-17
EXCERPT FROM THE SCHOOL SAFETY MANAGER POSITION

JOB TITLE: Manager, School Safety


DEFINITION: Provides leadership to the Department of School Safety by delivery of services to schools and
families that assist schools in providing a safe and secure learning and working environment. Collaborates to create a
shared understanding of challenges at the school level and identifies opportunities to improve school safety. Performs
other duties as assigned.
EXAMPLES OF DUTIES:
• Assists the executive director to plan, develop, and direct programs, special projects, and activities to
facilitate safe and secure environments for Baltimore County Public Schools’ students, employees, and
others.
• Works collaboratively with colleagues in the Department of School Safety, the Department of Curriculum
and Instruction, Department of Facilities Management, and Department of Information Technology to assure
a safe school environment.
• Provides services to principals and school-based staff for implementation, training, and problem solving
on all safety projects including visitor registration and personal identification cards.
• Provides direct support to schools and administrators to prevent emergency situations, handle
emergencies/crisis situations, and to be the primary liaison with on-site unified command if the emergency
rises to that level.
• Monitors emergencies throughout the school day, evenings, nights, and on weekends. Provides support
to school community on appropriate responses and advises the executive director of the Department of
School Safety as appropriate.
• Coordinates the implementation of the School Resource Officer program and other law enforcement related
programs in all schools.
• Coordinates the implementation of programs, special projects, and initiatives designed to help ensure the
maintenance of healthy students and staff at school.
• As assigned, serves as Critical Incident Response Team (CIRT) manager or assistant to the CIRT manager
and assists in coordinating the training of all CIRT members on an annual basis.
• Provides the executive director of the Department of School Safety and the Board of Education with
updates on the implementation of safe school initiatives.
• Assists in developing school drill scenarios, school tabletop exercises, and participates in school emergency
management drills to help principals determine the effectiveness of emergency
management and safety plans.
• Collaborates and coordinates with the Department of Organizational Development for the delivery of safe
schools’ in-service courses, training, and professional development for staff and for police officers in the
School Resource Officer program.
• Supports the disciplinary policies, committees, and processes to maintain safe and drug-free schools and
alternative programs.

Source: BCPS job description, 2021.

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Safety comparisons with some peer districts:

The Montgomery County Public Schools (MCPS) has 208 schools and 50,000 more students than BCPS.
BCPS has at least one SRO in all middle and high schools, and 10 SROs assigned to elementary schools.
Montgomery County has a total of 26 school resource officers assigned to 26 high schools.

Source: The Montgomery County Department of Police School Resource Officer Program FAQ Document

Montgomery County has a Department of Systemwide Safety And Emergency Management staffed with 30.6 positions for
FY 22. Staffing has increased from 22 FTE in FY 20:

Bold for emphasis


1 chief safety Officer
1 supervisor
1 admin secretary
2 background screening secretaries
2 background screening specialists
1 team leader
1 staff development manager
6 cluster security coordinators
1 Video Records Specialist
1 Electronic Detection Supervisor
4.6 Security Monitor/ Dispatchers
5 Security Patrollers
2 Office Security Monitors
3 Security system Monitors
Source MCPS Budget Document FY 22.

In Montgomery County, there are 11 staff (6 cluster security coordinators and 5 Security Patrollers) on the road for all of its
schools. Ratio is 1:19 schools.

In BCPS, there are 111,084 students in 175 PreK-12 schools. Three (3) safety managers (1 in each of the three zones) have
responsibility for 55-60 schools apiece. Ratio is 1:55-60 schools.  

BCPS has an additional manager assigned to three special schools and handles much of the reports and paperwork for the
department.

BCPS has one part-time contractor serving as a security specialist responsible for the safety concerns of all non-school buildings
which includes the Greenwood campus, Pulaski Park, the Jefferson Building, the Kenwood and Catonsville Administrative Offices,
warehouses, and bus lots.  He is primarily stationed on the Greenwood campus.  The position serves as the lead for the Critical
Incident and Response Team (CIRT) and co-lead of the Continuity of Operations (COOP) process. This position is also the lead
active assailant trainer for employees who missed training locally.

Shelby County (TN) has 12 SRU Units and 128 school resource officers.

Duval County (FL) Schools has its own school police force. As part of that large, school police force staff, The DCSP does not
have safety managers. They has five full time and one part time civilian staff personnel that serve in the following areas:

                1. Crime Analyst


                 2. Records Custodian
                 3. Vendor Badge Coordinator
                 4. Recruitment Coordinator

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5. Special Projects Coordinator
6. Budget / Accounts Payable / Purchasing
 
The Jefferson County (KY) School District has severed its ties with the Police Dept similar to actions taken by Minneapolis and
other school districts across the nation. JEFFCO has a Director of Security and Investigations and is staffed with 20 special law
enforcement officers and seven noncommissioned employees. Their mission:

We investigate criminal activity on JCPS property, including 156 school sites, 1,000 buses, and 51,650 bus stops. We
also provide uniform patrol for JCPS properties and conduct professional-development (PD) training for all in-school
security monitors, who are located at 73 sites throughout the district. Five certified telecommunication operators staff our
District Operations Center around the clock. Three security investigators conduct special investigations involving students,
staff, or district property. There is an office of school safety. This district does not have safety managers. There are six (6)
line reports and one clerk as offices:

1. Supervisor Bullying and Prevention;


2. Supervisor of Safe Crisis Management;
3. Three (3) resource teachers: –bullying prevention, safe crisis management, and de-escalator management
4. 1 technician for data management
5. 1 clerk

Source: Jefferson County Schools website.

RECOMMENDATION 8-13:
BCPS should augment the number of safety managers by at least one in the Department of Safety. (Tier 2)

Based on interviews with staff, community superintendents, and executive directors of schools, all those who were interviewed
agreed that the current safety managers are critical, respond on point, and are available 24/7. Their services go beyond what
the SROs provide. The addition of a manager would allow for the ratio of schools/buildings/facilities to be reduced so that the
managers have an assignment which would allow for more complete, and adequate services to schools, staff, and students. The
ratio of schools to security managers would be reduced from about 60:1 to 35:1.

BCPS averages close to 400 incidents per year to which the safety managers respond. The fewer schools (35) assigned to
each safety manager would permit speedier response time and allow for more concentration on and time at specific schools as
needed.

IMPLEMENTATION AND TIMELINE

1. BCPS should plan for FY 23 budget the increase of at least one Safety Manager position. Month 1

FISCAL IMPACT
Implementing this recommendation would result in annual cost of the salary and benefits of a Safety Manager position
($138,287 salary x 49.7%), with the five-year cost of ($1,035,080) follows:

RECOMMENDATION YEAR ONE YEAR TWO YEAR THREE YEAR FOUR YEAR FIVE

Add one Safety Manager position ($207,016) ($207,016) ($207,016) ($207,016) ($207,016)

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FINDING
BCPS created and filled the position of Coordinator of Title IX in February 2021.

Title IX has two basic provisions: OPPORTUNITIES to become participants and BENEFITS or treatment of participants. The
Opportunities provision concerns the opportunity for a student to become a participant in the interscholastic athletics program.
Source: https://titleixspecialists.com/

The job description does not mention a major purpose of Title IX as it relates to participation of females in athletics. The need to
revise the job description is critical. An excerpt of the job description is shown in Exhibit 8-18.

EXHIBIT 8-18
EXCERPT FROM THE COORDINATOR OF TITLE IX JOB DESCRIPTION

CLASS TITLE: Title IX Coordinator


REPORTS TO: Executive Director, School Safety
DEFINITION: Develop, implement, and administer all aspects of Title IX compliance programs and related policies.
Collaborate system-wide to ensure proper training, communication, and procedures are followed to ensure compliance
and accountability. Advise leadership on systemic policy, process, and prevention programs including assessing school
climate. Communicate and cooperate with school officials, parents/guardians, and stakeholders. Ensure Baltimore
County Public School (BCPS) staff maintain the appropriate knowledge, skills, training, and resources. Perform other
duties as assigned.
EXAMPLES OF DUTIES:
• Develops and implements process for administering Title IX compliance programs and related policies.
• Conducts a preliminary inquiry for all reported incidents. Determines communication protocols with respect to
information shared with parties/witnesses/advisors and other participants in the resolution process. Develops
and monitors protocols for communications with the accused and their representatives.
• Communicates with potential complainants upon receipt of initial information. Maintains comprehensive
records in a case management application of any actions, including any supportive measures, taken in
response to an allegation of misconduct.
• Provides proactive and responsive training and support to address Title IX questions and concerns.
• Develops and conducts training for school-based representatives, investigators, and decision-makers involved
in the Title IX compliance process. Collaborates with the Department of Professional Development to provide
training to employees and ensures that training content is up-to-date.
• Coordinates regular review and revision of policy and procedures for preventing and responding to reports
of alleged sex discrimination, misconduct, and retaliation.
• Collaborates with the Office of Equity and Cultural Proficiency and appropriate departments, offices, and
schools to ensure program access and equity.
• Routinely reviews and assesses compliance efforts, school climate, and program effectiveness and advises
BCPS leadership. Tracks systemic incidents and takes remedial actions to prevent their recurrence.
• Serves as liaison with legal counsel, as appropriate. Collaborates with Department of Communications to
facilitate responses to media and records requests in accordance with the Family Educational Rights and
Privacy Act (FERPA).
• Establishes appropriate notification timelines for parents/guardians for incidents involving minors. Develops
web and print-based publications with information about non-discrimination statements, policy, process, and
resources.
• Prepares a variety of reports, including statistical and narrative summaries of actions relating to the Title IX
compliance efforts. Maintains records, files, and logs. Develops and maintains understanding of regulations;
reviews and interprets statutes, regulations and guidance documents, and recommends compliance
procedures.

Source: BCPS Human Resources, 2021.

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RECOMMENDATION 8-14:
BCPS should revise the Title IX Coordinator job description to include the responsibilities within Title IX pertaining to
athletics /activity programs and the necessary collaboration with the Athletics Department and the Coordinator of
Athletics. (Tier 1)

IMPLEMENTATION AND TIMELINE

1. The Chief of Human Resources should authorize staff to revise the job description for the Month 1
Coordinator of Title IX.
2. The staff member in HR responsible for maintaining job descriptions should work with the Month 1
Title IX Coordinator to amend the job description.

FISCAL IMPACT
This recommendation can be implemented with existing resources.

FINDING
The Coordinator of Athletics is not included on the Title IX Steering Committee.

The Coordinator of Title IX quickly established a Title IX Steering Committee to guide the Title IX initiative. The committee members
meet every couple of weeks. The membership of the Committee includes a staff attorney, the Chief of the Division of Safety and
Climate, the Executive Director of the Department of Safety, the Title IX coordinator and from the Division of Human Resources,
and the Director of the Department of Dispute Resolution. Also from that HR Department is the Equal Employment Opportunity
Officer (EEO) and the Supervisor of Investigations. Absent from the Committee is the Coordinator of Athletics. Exhibit 8-19
illustrates the typical meeting agenda.

EXHIBIT 8-19
DEPARTMENT OF SCHOOL SAFETY TITLE IX STEERING COMMITTEE SAMPLE AGENDA

June 9, 2021 | 9-10:30 a.m.


Participants: April Lewis, Dr. Michael Zarchin, Dr. Amalio Nieves, Stephen Cowles, Basheera James, Bobette Watts-Hitchcock, Kashina Shields,
and Tiffany Eshelman
By the end of this meeting, the following outcomes will have been met.
• Discuss and act upon relevant school safety issues as a result of updates to Title IX regulations.

TOPIC PERSON RESPONSIBLE TIME FRAME PURPOSE


Opening Ritual Dr. Amalio Nieves 9 – 9:05 a.m. Opening

Finalize Title IX Documents Tiffany Eshelman 9:05 – 9:10 a.m. Action


• Title IX FAQ
• Meet the Title IX Coordinator
Student Grievance Process Tiffany Eshelman 9:10 – 10:15 a.m. Discuss
Stephen Cowles
Professional Development Tiffany Eshelman 10:15 – 10:25 a.m. Discuss
• General Overview of Title IX
• Investigator Training for Administrators
Next Steps April Lewis 10:25-10:30 a.m. Planning
• Finalize Student Grievance Process
• Finalize Professional Development
• Begin Employee Grievance Process

Source: BCPS Department of Safety, 2021.

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RECOMMENDATION 8-15:
The BCPS Coordinator of Title IX should include the Coordinator of Athletics on the Title IX Steering Committee. (Tier 1)

Excluding the Athletics Coordinator from the Committee is a significant oversight and should be corrected immediately.

The impact of Title IX on women’s sports is significant. The law opened doors and removed barriers for girls and women. Title IX
prohibits discrimination on the basis of sex in any education program or activity receiving federal financial assistance. Title IX has
two basic provisions: OPPORTUNITIES to become participants and BENEFITS or treatment of participants. The Opportunities
provision concerns the opportunity for a student to become a participant in the interscholastic athletics program.
Source: https://titleixspecialists.com/

IMPLEMENTATION AND TIMELINE

1. The Coordinator of Title IX should add the Coordinator of Athletics as a member of the Title IX Month 1
Steering Committee.

FISCAL IMPACT
This recommendation can be implemented with existing resources.

FINDING
The nature of the job of Title IX Coordinator is a human resources function encompassing all aspects of BCPS and the position
of Title IX Coordinator should be co-located with the Equal Employment Opportunity Officer (EEOO) in the Division of Human
Resources, Department of Investigations.

Placement of the Title IX coordinator within the Department of Investigations of the Human Relations Division is a more critical and
natural fit than the Department of Security. The coordinator works closely with the EEO officer and the supervisor of investigations.
A review of peer districts indicated that Title IX investigations are a part of Human Resources Departments.

Title VII and Title IX are laws used to combat discrimination. Title VII protects individuals in the workplace and Title IX covers
educational activities, programs and institutions.

Congress enacted Title IX, or 20 U.S.C. § 1681(a), as a reaction to sex discrimination in educational programs. Title IX is
enforced primarily by the Department of Education’s Office for Civil Rights (OCR).It was passed as part of the Education Laws in
1972 after a thorough investigation showed a distinct pattern of sex discrimination. Title IX states, “No person in the United States
shall, on the basis of sex, be excluded from participation in, be denied the benefits of, or be subjected to discrimination under
any education program or activity receiving Federal financial assistance.” The law covers “preschool, elementary and secondary
schools, colleges and universities, vocational and technical schools, community and junior colleges, and IX in the context of this
circuit split. Furthermore, “Individuals who wish to bring a claim under Title IX must prove that they were subjected to exclusion
from participation in, denial of educational benefits of, or discrimination ‘under any education program or activity receiving
Federal financial assistance.’

On April 24, 2015, the Department of Education’s Office for Civil Rights issued a Dear Colleague Letter reminding all schools
that receive Federal financial assistance that they must designate at least one employee to coordinate their efforts to comply
with and carry out the school’s responsibilities under Title IX of the Education amendments of 1972. This legislation prohibits
sex discrimination in education programs and activities, and the designated employees who ensure compliance are generally
referred to as Title IX coordinators.

Along with the Dear Colleague Letter, a Title IX Resource Guide was also issued. This is a 26-page document that outlines the
scope of Title IX, the responsibilities and authority of a Title IX Coordinator, Title IX’s administrative requirements, the application of

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Title IX to various issues and information dealing with the process of collection and reporting. Both the Dear Colleague Letter and
Resource Guide can be found at http://www2.ed.gov/policy/ rights/guid/ocr/title-ix-coordinators.html.

A school district may decide to designate one or more employees as Title IX coordinators. If a district names multiple individuals
as coordinators, however, it must designate one of them as having ultimate oversight responsibility. The titles of other coordinators
should clearly show that they are in a deputy or supporting role to the main or head coordinator.

For example, a school district may designate a building principal or assistant principal as a deputy coordinator with oversight
of the building to which he or she is assigned. Likewise, the district may designate the school’s athletic director as a deputy
coordinator with oversight of the athletic program relative to the compliance framework as Title IX applies to athletics. In both
of these examples, each deputy coordinator would be responsible to report directly to the district’s head or senior Title IX
coordinator. The school system should encourage all of its Title IX coordinators to work together to ensure consistent enforcement
of its policies and Title IX. The Title IX coordinator cannot have other job responsibilities that may create a conflict of interest. For
example, it is not recommended to appoint the district’s athletic director as the head or senior Title IX coordinator because he or
she would have to be responsible for handling any allegations of sexual harassment or sexual assault against athletic personnel.
Appointing the athletic director could cause a conflict of interest depending on the circumstances.

Schools often utilize individuals in a wide variety of roles to fulfill Title IX coordinator responsibilities, including superintendents,
assistant superintendents, human resources directors and diversity coordinators. All individuals who serve in coordinator roles
must be trained or have prior experience with the topics of sexual harassment and violence, and must be familiar with, and able
to explain, the school’s grievance procedure.

The Title IX coordinator’s primary responsibility is to coordinate the school district’s compliance with Title IX, including the school
district’s grievance procedures for resolving associated complaints. In addition, the following responsibilities apply:

• U
 nderstand Title IX to ensure that procedural requirements of the legislation are being met. This means developing a
working knowledge of Title IX, having a copy of the law available and understanding its requirements. To meet this
responsibility, coordinators need to keep informed of current research and legal and judicial decisions related to Title IX.
• E nsure the school district is complying with Title IX. This involves reviewing school district policies to ensure that it is not
discriminating based on sex and that information about the school district’s practices, including counseling, are non-
discriminatory.
• C
 oordinate the grievance procedure for Title IX complaints which includes assisting students and parents in filing and
investigating the concerns or issues.
• W
 ork to decrease sex discrimination in the school district. This is done by providing technical assistance to other district
personnel through program development and in-service training to eliminate sex discrimination and to promote gender
equity. Also, these efforts include finding and implementing programs to prevent sexual harassment and discrimination.
It is necessary to conduct student surveys to determine athletic interest of all students and ensure that budget and
participation are proportionate for both sexes.

An Equal Opportunity Officer is responsible for coordinating a recipient’s obligations under 29 CFR Part 38.28. Those
responsibilities include, but are not limited to:

• M
 onitoring and investigating the recipient’s activities, and the activities of the entities that receive WIOA Title I-financial
assistance from the recipient, to make sure that the recipient and its subrecipients are not violating their nondiscrimination
and equal opportunity obligations under WIOA Title I and this part, which includes monitoring the collection of data
required in this part to ensure compliance with the nondiscrimination and equal opportunity requirements of WIOA and 29
CFR 38;
• Reviewing the recipient’s written policies to make sure that those policies are nondiscriminatory;
• D
 eveloping and publishing the recipient’s procedures for processing discrimination complaints under 29 CFR 38.72
through 29 CFR 38.73, including tracking the discrimination complaints filed against the recipient, developing procedures
for investigating and resolving discrimination complaints filed against the recipient, making sure that those procedures are
followed, and making available to the public, in appropriate languages and formats, the procedures for filing a complaint;

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• C
 onducting outreach and education about equal opportunity and nondiscrimination requirements consistent with §38.40
and how an individual may file a complaint consistent with §38.69;
• U
 ndergoing training (at the recipient’s expense) to maintain competency of the EO Officer and staff, as required by the
Director; and
• If applicable, overseeing the development and implementation of the recipient’s Nondiscrimination Plan under §38.54.

The district’s Title IX/Sex Equity Officer may also serve as the BCPS’s Civil Rights Compliance Coordinator. However, if a district
assigns different coordinators for these roles, they should regularly collaborate with one-another, particularly on issues related
to sex discrimination and sexual harassment. While school districts may determine additional job requirements, the Title IX/
Sex Equity Officer is, at a minimum, responsible for: 1. Coordinating and monitoring the district’s compliance with Title IX, as
well as state civil rights requirements regarding discrimination and harassment based on sex; 2. Overseeing prevention efforts
to avoid Title IX violations from occurring; 3. Implementing the district’s discrimination complaint procedures with respect to sex
discrimination and sexual harassment; and 4. Investigating complaints alleging discrimination based on sex, including sexual
harassment.

Under the Title IX regulations, a recipient must designate at least one employee to serve as its Title IX coordinator. See 65
Fed Reg. 52867 at ァ .135(a). Ideally, this person may be the employee designated to handle Section 504 complaints. The
recipient must notify all its students and employees, of the name, office, address, and telephone number of the employee(s)
designated to serve as the Title IX coordinator.

Source: http://www2.ed.gov/policy/ rights/guid/ocr/title-ix-coordinators.html.

Exhibit 8-20 shows the responsibilities of the Title IX Coordinator.

EXHIBIT 8-20
TITLE IX COORDINATOR RESPONSIBLITIES

DESIGNATION OF TITLE IX COORDINATOR*


The Title IX coordinator is the responsible employee of the recipient with major responsibility for Title IX compliance
efforts. The Title IX coordinator’s responsibilities are critical to the development, implementation, and monitoring
of meaningful efforts to comply with Title IX. Therefore, Federal funding agencies must inform their recipients of the
following obligations under the Title IX regulations:

Under the Title IX regulations, a recipient must designate at least one employee to serve as its Title IX coordinator.
See 65 Fed Reg. 52867 at ァ .135(a). Ideally, this person may be the employee designated to handle Section
504 complaints. The recipient must notify all its students and employees, of the name, office, address, and tele-
phone number of the employee(s) designated to serve as the Title IX coordinator.

Source: The Department of Justice Title IX Final Common Rule for 21 Federal agencies: Nondiscrimination on the
Basis of Sex in Education Programsor Activities Receiving Federal Financial Assistance (65 Fed. Reg. 52857).

RECOMMENDATION 8-16:
BCPS should transfer the position of Coordinator Title IX to the Division of Human Resources and locate it within the
Department of Investigations along with the EEO Officer. (Tier 1)

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IMPLEMENTATION AND TIMELINE

1. T he Superintendent should authorize the transfer of the coordinator of Title IX to the Division Month 1
of Human Resources.
2. T he Chief of Human Resources should ensure that the coordinator of Title IX is oriented to the Month 1
Division of HR and the Department of Investigations FY23 budget reflects the addition of the
one safety manager position.

FISCAL IMPACT
This recommendation can be implemented with existing resources

FINDING
The positions of the Title IX Coordinator and the Equal Employment Opportunity Officer (EEOO) have similar responsibilities of
compliance and investigation.

The role of the Title IX Coordinator is largely compliance driven, focusing on accountability and investigative. It also is to educate
and train staff in Title IX requirements and regulations. This position and its responsibilities closely resemble the role of the BCPS
EEO Officer which is also investigative and compliance driven, and training oriented. In a number of educational organizations,
a single individual serves as the EEO officer and Title IX officer. Nothing in the regulations prohibits this combination of
responsibilities.

The role and functions of the coordinator of Title IX have been detailed in the finding above as well as the job description is found
in Exhibit 8-21.

EXHIBIT 8-21
JOB DESCRIPTION OF THE EEOO

CLASS TITLE: Equal Employment Opportunity Officer


REPORTS TO: Director, Employment Dispute Resolution (EDR)
TITLE CODE: V18060 GRADE: 09/OPE
DEFINITION: Develops, implements, and administers programs to promote equal employment opportunity (EEO)
and fair employment practices. Investigates complaints and charges of discrimination to determine their validity, means of
resolution, and potential impact to the organization. Evaluates and resolves employee requests for reasonable accom-
modations under the Americans with Disabilities Act (ADA) and communicates outcomes to appropriate administrators/
office heads responsible for implementing accommodations. Follows-up on accommodations to ensure compliance.
Ensures compliance with federal, state, and local statutes regarding EEO and fair employment practices. Provides advice
and guidance to management. Performs other duties as assigned.
EXAMPLES OF DUTIES:
• Assists in the development, interpretation, and implementation of policies, rules, and procedures related to EEO
and fair employment practices.
• Investigates, reviews and resolves issues related to compliance with EEO, the Americans with Disabilities Act
(ADA), Title IX and other related laws and regulations.
• Investigates, reviews and resolves issues related to employee bullying.
• Receives, investigates, and responds to requests for accommodations, complaints, and charges of discrimina-
tion from employees, applicants, regulatory agencies, and others. Produces and presents reports of findings.
Drafts position statements in response to federal and state charges.

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• Evaluates job accommodation requests. Assists with the identification of the essential functions of jobs.
Develops reasonable accommodations such as job restructurings, reassignment, altered work schedules,
workplace restrictions, and other modifications. Collaborates with Office of Employee Absence Risk
Management and the Office of Benefits Leaves and Retirement, as appropriate.
• Collaborates with other offices involved with absence management programs and participates in case
review. Refers employees for medical evaluations or to options as needed.
• Collaborates on absence management processes to ensure compliance with laws and regulations.
• Collaborates with classification specialist as needed regarding essential functions of positions.
• Provides advice and guidance to the executive leadership, managers, and staff on EEO related matters.
Keeps BCPS management informed of the latest developments in the area of equal employment
opportunity. Provide technical assistance to supervisors and managers.
• Provides information and investigations to assists in recommendations made by Director of EDR and
Chief Human Resources Officer for employee training and discipline as it relates to EEO matters and
employee bullying.
• Assists with the review of BCPS rules, procedures, and activities to ensure their compliance with federal,
state, and local statutes regarding equal employment opportunity and fair employment practices.
• Collaborates with the Department of Professional Development to provide training to employees.
Develops training materials on a variety of EEO topics. Presents training to managers and staff.
• Prepares a variety of reports, including statistical and narrative summaries of activities relating to the
activities of the EEO Office. Maintains records, files, and logs.
• Prepares the annual sexual harassment notice and the annual equal employment opportunity notice for
publication to all BCPS employees. Creates and annually updates onboarding training related to EEO
topics (i.e. equal employment opportunity, workplace bullying, etc.). Oversees annual training of
employees in sexual harassment and equal employment opportunity and diversity.
• Maintains bulletins, periodicals, and reports issued by federal, state, and local agencies. Interprets
legislation and recommends compliance procedures.
• Monitors the office’s operating budget. Serves as a liaison to various regulatory agencies and groups.
Supervises and coordinates the work activities of office investigative and clerical staff.
• Conducts preliminary investigations on alleged sexual harassment charges regarding employees.

Source: BCPS, 2021.

RECOMMENDATION 8-17:
BCPS should combine the responsibilities and the positions of the Coordinator of Title IX and the EEO Officer for
FY 23. (Tier 1)

IMPLEMENTATION AND TIMELINE

1. BCPS Chief of HR should authorize the review of the responsibilities detailed in the job Month 1
descriptions of the Coordinator of Title IX and the EEO Officer.
2. The Chief of HR should review the revised job description. Month 2
3. BCPS should eliminate one position for FY 23. Month 11

FISCAL IMPACT
Consolidating the functions of two positions into one position, will have an estimated annual savings of $193,567: (Coordinator
salary ($129,303 plus benefits 49.7%). The five-year savings is $967,835.

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FISCAL IMPACT
RECOMMENDATION YEAR ONE YEAR TWO YEAR THREE YEAR FOUR YEAR FIVE

Eliminate one Coordinator position $193,567 $193,567 $193,567 $193,567 $193,567

FINDING
The Department of Safety organization chart in the Proposed 2022 Budget Book does not accurately reflect the actual, operating
and functional staffing organization chart provided by BCPS in June 2021.

For comparison’s sake, Public Works LLC reviewed the organization chart from the proposed 2022 Budget Book found on
page 177.

In actuality, the Department of Safety is staffed with four safety managers, a coordinator of Title IX, an administrative assistant
reporting to an Executive Director, a security analyst (assigned full-time to the superintendent but in the Department of Security’s
cost center); a part-time (35 hours per week) contractor who serves as a supervisor of security, and a part-time (25 hours per
week) contractor for technical support. In terms of addition clerical support in addition to the administrative assistant, there is
a FTE providing clerical support to the School Safety managers; and two administrative secretaries (1 FTE and 1 .6 FTE).

Please see Exhibit 8-22 for the current organization chart.

EXHIBIT 8-22
CURRENT ORGANIZATION CHART FOR THE DEPARTMENT OF SAFETY

Executive Director Admin Asst


Police Partnership

Security Analyst Security Specialist Asst Bureau Chief


for Community Relations
& Safe Schools Facilitator
Manager Manager
School Safety School Safety
East Zone Central Zone Assistant Safe Schools
Facilitator
Manager Manager
School Safety School Safety Special
West Zone Schools Admin Assist for Safe
Schools Facilitator

School Resource
Techical Support Clerical Support Admin Sec (2)
Officers (84)

Source: BCPS Department of Safety.

RECOMMENDATION 8-18:
BCPS should transfer the security analyst position assigned full-time to the superintendent but in the Department of
Safety’s cost center to the Office of the Superintendent’s cost center in order to accurately reflect the assignment of
the FTE and expenditure in the appropriate cost center. (Tier 2).

IMPLEMENTATION AND TIMELINE

1. HR /Finance should transfer the Security Analyst position and cost center to the Month 1 of FY 23
Office of the Superintendent. Budget Development

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FISCAL IMPACT
This recommendation can be implemented with existing resources.

FINDING
The Department of Safety’s services are closely associated with the schools, SROs, principals, and those executive directors who
have supervisory responsibility for the schools.

A review of peer districts used in this study indicate some having functions and services similar to those offered by the Department
of Safety. For example, in the peer district of Jefferson County (KY) School District, there is an office of school safety. This unit
is located within the domain of the Division of Academics which is led by a Chief Academic Officer. This district does not have
safety managers. There are six (6) line reports and one clerk as offices:

1. Supervisor Bullying and Prevention;


2. Supervisor of Safe Crisis Management;
3. Three (3) resource teachers: -bullying prevention, safe crisis management, and de-escalator management
4. One (1) technician for data management
5. One (1) clerk
Source: Jefferson County Schools (KY) website.

Another peer district, Shelby County (TN), has a Department of School Services organized with a Chief of Safety and Security
reporting to the Deputy Superintendent of Schools. Shelby has 12 SRU Units and 128 school resource officers in addressing and
recognizing problem areas  that contribute to student violence. Additionally, the Emergency Management Division serves an
integral role in helping to promote safety. This department does not have safety managers with the same roles as BCPS safety
managers.
Source: Shelby County website Department of School Services.

Duval County (FL) Schools has an executive director of school police reporting to an assistant superintendent. This school district
also has its own school police force. As part of that large, school police force staff, The DCSP does not have safety managers.
They have five full time and one part time civilian staff personnel that serve in the following areas:

1. Crime Analyst
2. Records Custodian
3. Vendor Badge Coordinator
4. Recruitment Coordinator
5. Special Projects Coordinator
6. Budget / Accounts Payable / Purchasing

RECOMMENDATION 8-19:
BCPS should transfer the Department of Safety to the Department of Schools, supervised by the Chief of Schools.
(Tier 1).

This transfer is in accordance with the BCPS re-organization (recommended in Chapter 1) and elimination of the Division. The
BCPS reorganization consolidates all schools, principals, and executive directors within The Department of Schools under the
leadership of the Chief of Schools. The Chief of Schools should assume responsibility for coordinating and supervising the office
eight staff comprising the Office of School Safety. These staff members, as assigned and supervised by the Chief of Schools,
would be more closely linked to the schools to improve response time to school safety issues. This move should expedite more
effective and timely responses to needs of students and schools. Further, this reorganization recommendation is less costly than

426
maintaining the current organization structure while the critical and necessary functions and services of each of these former
divisions should continue unabated, unaffected, and become seamlessly integrated.

Note: This recommendation is also found in Chapter 1, but more fully explained in this chapter. Exhibit 8-23 illustrates the
proposed organization chart of the Department of Schools.

EXHIBIT 8-23
ORGANIZATION OF PROPOSED DEPARTMENT OF SCHOOLS

Chief of Schools

Office of School Safety Office of Athletics

Executive Directors (10)


of Schools

Source: Public Works, LLC Review Team, 2021.

IMPLEMENTATION AND TIMELINE

1. BCPS should transfer the Department of Safety to the Department of Schools, supervised by Month 1
the Chief of Schools.

FISCAL IMPACT
This recommendation can be implemented with existing resources.

FINDING
The current classification of Safety as a department is inconsistent with BCPS prevailing differentiation between departments and
offices. The number of employees do not constitute a department designation when compared with the size and staff numbers of
other departments.

Reclassifying the position of Executive Director to Director is consistent with the supervision of small offices with few staff. The
current position classification of Executive Director responsible for this small office is inconsistent with the prevailing differentiation
between managers, directors and executive directors.

RECOMMENDATION 8-20:
BCPS should reclassify the Department of School Safety as an Office and reclassify the position of Executive Director
to Director reporting to the proposed Chief of Schools. (Tier 1)

IMPLEMENTATION AND TIMELINE

1. BCPS should reclassify the Department of School Safety as an office. Month One
2. BCPS should re-classify the position of Executive Director to Director reporting to the Chief Month One
of Schools.

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FISCAL IMPACT
The fiscal impact of this recommendation is the salary difference between the position of Executive Director at $202,332, and
Director position at $150,975. There is total annual savings of $51,357 with $256,785 saved over a five-year period.

RECOMMENDATION YEAR ONE YEAR TWO YEAR THREE YEAR FOUR YEAR FIVE
Reclassify Executive Director position to
$51,357 $51,357 $51,357 $51,357 $51,357
Director position

RECOMMENDATION 8-21:
BCPS should revise the organization chart of the Department of Safety to accurately reflect FTEs and part-time
employees, as well as part-time contractors, for inclusion in the FY23 Proposed Budget Book. (Tier 3)

IMPLEMENTATION AND TIMELINE

1. Safety Department administration should revise the organization chart and submit it for inclusion Month 1
in the FY 23 Budget Book.

FISCAL IMPACT
This recommendation can be implemented with existing resources.

FINDING
The Department of Safety is overstaffed with clerical positions.

There are more clerical staff in the current Department of Safety than there are who serve entire divisions. The Division of
Research, Accountability and Assessment, for example, has an allocation of one administrative secretary providing services to
25 directors, supervisors, coordinators, and research specialists. In comparison, the Department of Safety has 3.6 clerical FTEs.

RECOMMENDATION 8-22:
BCPS should reduce the number of clerical support staff in the Department of Safety by two positions and review the
allocation of clerical support and administrative secretaries in BCPS to ensure there is equitable staffing among all
offices and departments. (Tier 1)

IMPLEMENTATION AND TIMELINE

1. The Chief of Human Resources Division should undertake a review and analysis of all secretari- Month 1
al/clerical support allocations among central office divisions and departments, and offices.
2. Upon completing the review, the Chief of HR should establish an allocation formula for Month 2
secretarial/clerical support.
3. Re-allocate according to the formula for staffing and re-purpose the existing staff of clerical Month 3
and secretarial support among the divisions.
4. BCPS should eliminate two clerical positions (administrative secretary) in the Department of Month 1
Safety.

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FISCAL IMPACT
The recommendation for the staffing review can be implemented with existing resources.

The fiscal impact of this recommendation is annual savings of $170,481 for two (2) Administrative Secretary positions, based on
salary $56,941 and benefits 49.7% =$85,241 x 2 positions = $170,481. The five-year savings is $852,405.

RECOMMENDATION YEAR ONE YEAR TWO YEAR THREE YEAR FOUR YEAR FIVE
Eliminate two Administrative Secretary
$170,481 $170,481 $170,481 $170,481 $170,481
positions

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Section 3: Division of School Climate and Safety & Student
Services —Department of Social-Emotional Support
––––––––––––––––––––––––––––––––––––––––––––––––––––––

FINDING

The BCPS Department of Social-Emotional Support should be relocated within the Division of Curriculum and Instruction to
ensure coordination and alignment of Student Support Services (SSS) and Social-Emotional Support in conjunction with Special
Education services.

Per Chapter 1: District Organization and Management the Division of School Climate and Safety is being abolished. Those
professional staff members who provide significant student support services to students in the areas of student psychological
services, school counseling, social work services, pupil personnel services, and health services, among others, should be
transferred to the Division of Curriculum and Instruction under the Department of Social-Emotional Support where they have
previously resided successfully.

The Departments involved in this transition provide equitable access to services and programs which align to all students,
including students with disabilities. Personnel provide a comprehensive continuum of services to families and students in BCPS, as
well as intervention and prevention services to promote learning, behavioral, academic, and mental health needs of students.

The relocation of the Department of Social-Emotional Support will fully integrate personnel and services with other departments
with similar vision and focus.

Exhibit 8-24 shows the current organizational chart of the Department of Social-Emotional Support.

EXHIBIT 8-24
DEPARTMENT OF SOCIAL-EMOTIONAL SUPPORT CURRENT ORGANIZATIONAL CHART

Executive
Director

Director School Climate Director Student Support Services

Coordinator Coordinator Coordinator


Coordinator Coordinator
Psychological Pupil Personnel School Social
School Counseling Health Services
Services Services Work Services

Residency Supervisor Health


Supervisor Hearing Officer Supervisor
Investigators 504, SST Assistants

Pupil Personnel School Social MTSS Resource School


School Psychologist
workers Workers Teachers Nurses

Source: BCPS Department Social-Emotional Support, 2021.

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RECOMMENDATION 8-23:
The BCPS Department of Social-Emotional Support should reorganize to improve its efficiency and effectiveness.
(Tier 1)

Below is a summary of the proposed changes and rationale for each of the reorganization recommendations.

POSITION ACTION RATIONALE


Director, School Climate Retitle the Director, School Climate to This position should continue to report directly
“Director, Social-Emotional Support” and to the Executive Director, Department of
revise job description. Social-Emotional Support. Responsibilities
should include planning, coordinating,
directing, and evaluating School Social Work,
Pupil Personnel Services & Responsive Student
Programming.
School Social Work Services Move School Social Work Services from the The Office of School Social Work Services is
Director, Student Support Services (SSS) to engaged in the provision of services for more
Director, Social-Emotional Support. than 8,000 students and families across BCPS.
Personnel provide both direct and in-direct so-
cial-emotional support services which includes
but is not limited to interventions for students
and families remotely and face-to-face, home
visitations, food pantries, socioeconomic
resources, and community collaboration.
School Social Work Eliminate one (1) of the existing Supervisor This position is no longer needed with the
Services Supervisor positions. proposed re-organization.
Psychological Services; Move the following entities from the Director, Refer to Chapter 1: District Organization &
Restorative Services Social-Emotional Support to Director, Student Management
Project Manager; Support Services:
504/SST Facilitator Student Support Services provides equitable
Psychological Services access to services and programs which aligns to
all students, including students with disabilities.
Restorative Practices Project Manager Personnel provide a comprehensive continuum
from School Social Work Services to School of psychological consultation and assessments,
Counseling under SSS as well as intervention and prevention services
which support learning, behavioral, academic,
504/SST and MTSS Resource teachers from and mental health needs of students.
School Social Work Services
-Rename the unit 504/SST/MTSS and establish
as a separate unit under SSS
Health Services Coordinator Elevate the Health Services Coordinator This change will support the overall demands
position to a Director level with associated of the Health unit, programmatic needs, and
responsibilities. prevention responsibilities.
504/SST Facilitator Elevate the 504/SST Facilitator position to These changes will support the overall demands
“Supervisor” of 504/SST/MTSS (Multi-tier of the 504/SST/MTSS unit. According to
System of Support). 2020-21 data, there are 6,383 students with
504 plans (5.7% of the total student enrollment),
2,047 with active Student Support Services
(SSS) Plans and 702 students with Behavior
Intervention Plans. Other related responsibilities
include Collaborative Coaching, Professional
Learning and data collection and analysis.

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Comprehensive Coordinated Early Move Comprehensive Coordinated Early Local Education Agencies (LEAs) identified
Intervening Services Specialist Intervening Services (CCEIS) from the Teaching as having significant disproportionality in
and Learning unit in the Department of Special identification, placement and/or disciplinary
Education to Student Support Services in the removals must use IDEA Part B funds for CCEIS.
Department of Social-Emotional Support. The relocation of this position aligns with the
focus of Student Support Services to provide
supports to students not currently identified as
needing special education or related services
but who need additional supports in general
education.
Director, Student Support Services Revise the job description for the Director, This position will continue to report directly to
Student Support Services . the Executive Director, Department of Social-
Emotional Support. Responsibilities should
include planning, coordinating, directing, and
evaluating Psychological Services, 504/SST/
MTSS, CCEIS, Health Services, School
Counseling & Restorative Practices.
School Psychologist Reclassify one School Psychologist position to This position would support and reduce budget-
create a Fiscal Assistant II position. ary operation concerns within the Office
of Psychological Services; namely around
payroll and reimbursements as well as reduce
complaints from vendors, staff, and outside
agencies for delinquent payments. This position
request has been considered previously and
needs to be readdressed.

Exhibit 8-25 illustrates the proposed organizational structure for the Department of Social-Emotional Support. As shown,
the number of direct reports to the Social-Emotional Support Executive Director has increased from two to three for increased
fiduciary monitoring, facilitation of department management and programmatic oversight.

EXHIBIT 8-25
DEPARTMENT OF SOCIAL-EMOTIONAL SUPPORT PROPOSED ORGANIZATIONAL CHART

Executive Director

Director Director Director


Social Emotional Support Student Support Services Health Services

Coordinator Coordinator Coordinator Coordinator School 504/SST/MTSS


CCEIS Specialist School Nurses
School Social Pupil Personnel Services Psychological Counseling Supervisor
Work Services & Responsive Student Services
Programming
Specialist MTSS Resource Health Assistants
Supervisor Fiscal (2) Teachers
Compliance Residency Supervisor
Assistant II
Hearing Officers Investigators
Restorative
School Social Practices
School
Work Team Lead Project Manager
Pupil Personnel Psychologists
Workers
School Social
Workers

Source: Public Works LLC Review Team, 2021

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IMPLEMENTATION AND TIMELINE

1. The Chief Academic Officer should review and recommend to the Superintendent to approve rec- Month 1
ommended organizational structure for the Department of Social-Emotional Support and incor-
porate the approved organizational changes into the BCPS proposed staffing plan for 2021-22.

2. The Board of Education should approve the re-organization, newly reorganized positions, and Month 1
the revised job descriptions.
3. The Chief Academic Officer should implement the reorganization. Month 1

4.  The implementation of the reorganization should be completed. Months 2 and 3

FISCAL IMPACT
Exhibit 8-26 shows the savings and costs resulting from the position changes proposed in this recommendation. The figures
include salary, benefits, and state/county retirement. Projected salary, benefit costs and savings based upon 2020-21 data and
do not assume any increases or decreases.

EXHIBIT 8-26
SUMMARY OF RECOMMENDED
POSITION ASSIGNMENTS/CLASSIFICATIONS
SAVINGS / (COSTS) INCLUDING BENEFITS)

SAVINGS/COST
CURRENT PROPOSED SAVINGS/
POSITION ACTION SALARY* SALARY* (COST*)

Health Coordinator Elevate to Director $193,528 $225,964 ($32,436)

Elevate to Supervisor $85,167 $170,154 ($84,987)


504/SST/MTSS Facilitator
Reclassify School
Fiscal Assistant II $110,990 $60,951 $50,039
Psychologists

School Social Work Supervisor Eliminate one position $170,154 $170,154

Subtotal Savings $220,193


Subtotal Costs ($117,423)
TOTAL ANNUAL SAVINGS $102,770

The fiscal impact for each year savings of $102,770. Over five years, the potential savings to BCPS for implementing this
recommendation is $513,850.

RECOMMENDATION YEAR ONE YEAR TWO YEAR THREE YEAR FOUR YEAR FIVE
Reorganize the Department of
$102,770 $102,770 $102,770 $102,770 $102,770
Social-Emotional Support

FINDING
The Office of Health Services provides quality programs and professional development, technical assistance and problem
solving, evaluations, resources and evaluation of health and wellness programs to support optimal health for all BCPS

433
stakeholders to be competitive in future endeavors. Additionally, health services provide a program that meets national and state
standards and delivers programs and services that prevent and/or mitigate health barriers to learning. Professional Learning for
nurses, health assistants and other county community members is readily available to address common and critical health needs
in the school community.

COMMENDATION 8-G:
The BCPS Health Services unit staff is commended for outstanding clinical leadership on pandemic response
(including protocol/procedure development, and staff training), and for their exemplary collaboration with
Baltimore County Department of Health and for the provision of vaccinations, outbreak management/response
and COVID testing.

FINDING
The BCPS Department of Social-Emotional Support should recognize the growth impact and enhanced wellness and social/
emotional requirements the Health Services unit is experiencing, and address staffing needs to ensure the continuation of
exemplary services.

The BCPS Office of Health Services has a long history of providing a structurally sound, collaborative program with the Baltimore
County Health Department and has previously been recognized as one of the top five programs in the nation. The FY21
operating budget for Health Services was $2,098,637 which was allocated as follows:

• Salaries & Wages (nurses, health assistants, leadership) $ 1,513,327


• Contracted Services $ 504,210
($261,000 for software, $150,000 granted health
department for hearing/vision/dental program, $80,000
for AED maintenance – replacement of AED batteries & pads)
• Supplies & Materials (office and health suite supplies) $ 56,373
• Other Charges (mileage, etc.) $ 24,727

Based upon the proposed FY2022 budget, Health Services is estimated to receive an allocation of $2,010,574, slightly less
than FY21, to meet the increasing health demands within the system. Increased student population, changes in poverty and
social challenges in Baltimore County, and expectations of the public and legislature to handle all aspects of health, safety and
emotional wellness has significantly impacted health service providers.

For FY21, Third Party Billing Budget totaled $200,440 which was allocated as follows:

• Contracted Services $ 118,500


(to Baltimore County Department of Health for nurse
practitioner services)
• Medicines & Equipment for School-based Wellness Centers $ 36,700
• Supplies and Medicines for School Nursing Program $ 44,000
• Mileage for some Wellness Centers staff $ 1,200

The remaining budget overview is below:

Baltimore County Department of Health – Dental Screening & Sealant, Hearing/Vision Screening, Immunizations
• Dental Sealant: $15,000 state grant plus staff costs covered by health
• Immunization: $28,000 grant for Back-to-School program plus staff (nurses) and center costs
• Hearing & Vision Screening: 12 FTE positions for hearing & vision screeners

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Grants
• Maryland State Department of Education – School-based Health Center Grant: $191,391 annually. Supports nurse
practitioner time from Baltimore County Department of Health (roughly $50,000), nurse at the ESOL Welcome Center,
and .8 FTE health assistants.
• M
 aryland Community Health Resources Commission – Screening, Brief Intervention and Referral to Treatment (SBIRT)
Grant: $275,000 award over three years. Supports consultant from University of Maryland School of Medicine
($126,580 total to Center for School Mental Health) to provide training and technical assistance to school teams (school
nurses, social workers, counselors and/or psychologists) to provide substance abuse screening in middle and high
schools. Also provides incentive grants ($85,600) for community substance abuse agencies to provide school-based
substance abuse treatment. Remaining funds provide for stipends for staff training.

School-based Wellness Centers – Estimated Cost by Agency (FY21):


Baltimore County Department of Health $377,476 (doesn’t include cost of software licenses, Vaccines For Children (VFC)
program)
• Medical Director - .2 of physician, estimated at $38,000
• 3 nurse practitioners (not all full time) - $324,476
• Medical Supplies (lab tests, some medical supplies) $15,000

Baltimore County Public Schools – $485,000 (doesn’t include costs for center/practitioner, mileage, center space costs)
• Program Supervisor (also works in center 1 day/week) $142,000 salary/benefits
• Health Assistants (4.2 FTE) $189,000 estimated salary/benefits
• Supplies - $44,000
• 1 nurse practitioner - $110,000 salary/benefits
Source: BCPS Department of Social-Emotional Support, July 2021

Health services provides a full continuum of services which include the following:

All Schools:
• Full time registered nurse onsite for 10 months plus a second person with certification in CPR and First Aid.

Some Schools:
• Certified nursing assistant 1-5 days/week based on school size and clinical acuity.
• S
 chool-based Wellness Center with nurse practitioner and certified nursing assistant providing services 8-12 hours/
weekly.
• T otal of 13 centers serving students from 14 schools which are in schools serving large number of students with established
barriers to primary care, such as recent immigrants and high poverty/poor transportation.

In 2018-19, there were a total of 1,150,039 nurse visits for illness/injury, medication, and medical treatment in BCPS. Currently,
the most common chronic health concerns include asthma, ADHD, anaphylaxis, orthopedic impairments, cardiac conditions, and
diabetes. Additionally, care coordination and case management are provided for 504 and IEP students with health goals as well
as for classroom health plans and nursing care plans.

The Baltimore County Public Schools has an Interagency Agreement with the Baltimore County Department of Health (BCHD).
The agreement states:

“Under Section 7-401 of the Education Article of the Annotated Code of Maryland, as amended (the “Code”), the
Baltimore County Department of Health (BCDH) is to assist the Board of Education of Baltimore County on behalf of
Baltimore County Public Schools (BCPS) in the provision of comprehensive school health services. This Interagency

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Agreement between the BCPS and the BCDH describes a collaborative effort of both agencies to enhance the
delivery of both health-related and educational services in Baltimore County’s public schools.

Pursuant to its obligation under the Code, the County, representing BCDH, has agreed to assist the BCPS with
the operation of comprehensive school health services in accordance with the provisions of this Interagency
Agreement. This Interagency Agreement also represents a collaborative effort to continue to use Medicaid,
other funding resources, and in-kind resources to support the delivery and expansion of comprehensive school
health services.”

Per the Agreement, highlights of the provision of School Health Services are as follows:

1. BCPS will provide through the Office of Health Services a comprehensive School Health Services program, as
delineated in the School Health Standards, COMAR13A.05.05.05---.15, which includes, but not limited to:

• P roviding staffing for the school health services program, including a registered nurse for each school and
additional staffing as indicated by student health needs.
• P roviding to the BCDH the number of BCPS students new to Maryland’s public schools and their compliance with
obtaining a physical examination from their healthcare provider upon entry to school.
• Monitoring all students for age-appropriate immunization compliance.
• S
 creening all at-risk pre-kindergarten, kindergarten and first grade students upon entering Baltimore County
schools for the first time as required and permitted by law.
• M
 onitoring students for communicable diseases and notifying the BCDH of any reportable condition or
suspected outbreak of a communicable disease.
• Developing policies, protocols, and procedures for the implementation of a school health services program.
• M
 aintaining licenses for the electronic student health record for all health services staff, including hearing and
vision technicians.
• P roviding health supplies to support the school health services program, including all first aid equipment,
required emergency medications such as epinephrine and naloxone, and automatic external defibrillators.
• M
 aintaining required licenses required by the Clinical Laboratory Improvement Amendments for the school
health services program.
• Tracking licenses for all nursing staff in the School Health Program.

2. BCDH will provide medical direction and consultation to the Office of Health Services, BCPS, including, but not
limited to:

• P erforming vision and hearing screening in compliance with Education Article,Section 7-403 of the Annotated
Code of Maryland, as amended.
• P roviding immunization clinics in Health Centers to support compliance with Department of Health and
Mental Hygiene school immunization requirements.
• Providing Behavior Consultation for ADHD evaluation and treatment, as funding will allow.
• P roviding medical direction for the school health services program, including approval of clinical protocols
and laboratory practices.
• Providing medical review and consultation as requested on unusual or complex cases.
• Providing direction on infectious disease control and outbreak management.
• Disposing of sharp waste containers from schools.
• Serving as sponsoring medical director for automatic external defibrillator (AED) program.
• T racking licenses of all BCDH physicians as well as the BCDH nursing assistants who work with the School
Health Program.

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3. BCPS and BCDH will jointly:

• P rovide annual certification to the Maryland State Department of Education on compliance with
COMAR 13A.05.05-.15, School Health Services Standards.
• Maintain a countywide School Health Council.
• Assure that the school health services program complies with local, State, and Federal laws and regulations.

It should be noted that for the school-based Wellness Centers (SBWCs), BCDH provides clinical and administrative oversight of
all SBWCs while BCPS provides day to day administrative leadership support to the SBWCs, including the ordering, distribution
and maintenance of supplies, collection and maintenance of data and preparation of required reports and applications.

Exhibit 8-27 shows the current BCPS Health Leadership Staffing when compared to other Maryland Counties. As shown,
BCPS has the highest number of nurses per supervisor. In addition, BCPS currently has 53 nursing assistants; this staff is
anticipated to increase in FY 22 to about 55-60.  The nursing assistant supervision adds about 18 persons to each BCPS
supervisor’s responsibility – so 1:67 employees, far more than comparison counties.

EXHIBIT 8-27
BCPS CURRENT HEALTH LEADERSHIP STAFFING COMPARED
TO OTHER SELECT MARYLAND COUNTIES 2021

COUNTY SUPERVISORS FLOAT


SCHOOLS/ENROLLMENT COORDINATORS (SCHOOL NURSING) NURSE/SUPERVISOR NURSES
Anne Arundel  1 Director  6 Supervisors  1:45 employees*  5 
128 schools 3 Managers  and 3 Trainers  (includes nursing assistants) 
84,894 students
Baltimore County  1  4  1:47 RNs  5 
  175 schools 
  111,084 students 
Carroll County  1  1  1:25 RNs  5 
  39 schools  (including Coordinator) 
  25,200 students 
Harford County  1  1 specialist  1:36 RNs  2 
  52 schools  (including coordinator) 
  37,362 students 
Howard County  1  3  1: 25 RNs  5 
  77 schools   (including coordinator) 
  57,298 students 
Prince George’s  1  10 managers and 1:25 RNs (not including 6 
208 schools  2 specialists  coordinator and specialists) 
136,500 students 

Source: BCPS Department of Social-Emotional Support, July 2021

*Anne Arundel – only supervisors provide supervision. The 3 trainers, 3 managers, 1 director do not supervise staff.  Their supervision numbers include RNs
and nursing assistant supervision

The above table does not include paraprofessional staffing, except in Anne Arundel.  BCPS currently has 53 nursing assistants; this staff is anticipated to
increase in FY 22 to about 55-60.  The nursing assistant supervision adds about 18 persons to each BCPS supervisor’s responsibility – so 1:67 employees. 

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RECOMMENDATION 8-24:
BCPS and the Department of Social-Emotional Support should address the growing demands placed upon health
service providers, readdress supervisory caseloads, staffing for health practitioners, and professional learning to
address the enhanced wellness and social/emotional requirements of the health services providers and those they
serve. (Tier 1)

Below is a summary of the Health Services unit proposed changes.

POSITION ACTION RATIONALE


N/A Add two (2) additional School Nurse BCPS schools has more schools, more students,
Supervisors. and less staff than most of the neighboring
counties. BCPS Health Services Supervisory
positions currently have a ratio 1:67 which
includes nursing assistants.
N/A Conduct a workload analysis to determine BCPS currently has approximately 53 nursing
the number of Nursing Assistants needed to assistants; the staff is anticipated to increase in
efficiently meet the increasing health demands FY2022 to about 55-60. Based upon growth
within the system; determine a plan to add and the size of high schools serving large
additional positions above the current FY2022 numbers of students with established barriers
allocation utilizing federal grant resources. to primary care, health, safety, emotional
wellness and COVID related issues the current
allocation is not reasonable or efficient.

Refer to above referenced data.


N/A Collaborate with Human Resources to develop The Department of Health Services creates and
an agreement/process that will ensure ongo- provides Professional Learning that service
ing Professional Learning is available to Health providers cannot easily access due to job
Service Providers. expectations, lack of coverage and service
demands. One-to-one training is not efficient
and not feasible based upon the sheer number
of staff.

IMPLEMENTATION AND TIMELINE

1. The Chief Academic Officer should review and recommend to the Superintendent to approve rec- Month 1
ommended positions and actions for the Health Services unit personnel within the Department of
Social-Emotional Support and incorporate the approved changes for the 2021-22 school year.
2. The Board of Education should approve the approve recommended positions and actions for Month 2
the Health Services unit personnel within the Department of Social-Emotional Support and
incorporate the approved changes for the 2021-22 school year.
3. The Chief Academic Officer in collaboration with the Executive Director of Social Emotional Month 3
Support and Human Resources should implement the approved recommendations.
4. The implementation of the recommendations should be completed. Months 3 and 4

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FISCAL IMPACT
The fiscal impact for the additional positions is shown below. The fiscal impact for remaining recommendations cannot be
determined until the workload analysis has been conducted.

Based on the cost of a School Nurse Supervisor position ($142,000), which includes salary, benefits, and state/county
retirement, the annual cost to implement this recommendation for two positions is ($284,000). Projected salary and benefit costs
are based on 2020-2021 data and do not assume any increases or decreases. The five-year cost is ($1,420,000).

RECOMMENDATION YEAR ONE YEAR TWO YEAR THREE YEAR FOUR YEAR FIVE

Reorganize the Office of Health Services ($284,000) ($284,000) ($284,000) ($284,000) ($284,000)

Section 4: Department of Special Education


––––––––––––––––––––––––––––––––

Introduction
This section of Chapter 8 focuses on the organizational structure and functionality of the BCPS Department of Special Education.
According to the FY2022 Proposed Budget, as of October 2020 there are approximately 15,476 students receiving special
education services (14% of the BCPS total student population). The proposed FY2022 budget indicates a General Fund
allocation of $225,046,976 for the Department of Special Education. Additionally, federal special education appropriations
for FY2022 for BCPS total $29,274,476.

In accordance with The Compass: Our Pathway to Excellence, the Department of Special Education (DSE) provides vision,
leadership, and expertise to schools and offices regarding the implementation of curricular and instructional initiatives that
support the achievement of students with disabilities in compliance with state and federal mandates. It is the commitment of the
department that students with disabilities have access to a full continuum of services while being educated with nondisabled
peers to the maximum extent possible.

According to the Data Overview requested by the Equity Committee, July 2020, among the elementary students, Free and
Reduced Meals (FARMS) students’ rates of both Reading and Math MAP scores meeting the established benchmark were
nearly 30 percentage points lower than their non-FARMS peers. This gap is persistent for nearly 90% of all elementary schools
and widening at over 30% of elementary schools. Data for elementary students with disabilities indicated the gap in reading
widening by 42.7 percentage points and math at 50.9 percentage points; middle school data indicated the gap in reading
widening by 38.5 percentage points and math widening by 42.3 percentage points.
Source: Office of Data Analytics, 8/12/20

In FY2020-21, the BCPS implemented a new department structure with an Executive Director of Special Education to provide
focused support and services alignment to students with Individual Education Plans (IEPs). It should be noted that large school
districts like BCPS vary in how they organize and manage Special Education.

Reorganization of the Department of Special Education

FINDING
Since 1978, The Baltimore County Special Education Citizens Advisory Committee (SECAC) has provided a forum for issues
pertaining to children with disabilities.

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SECAC members advocate at the county, state, and federal level to make recommendations and assist Baltimore County
Public Schools regarding issues related to the education budget, inclusion, assessments, and support services as well as issues
concerning children and special education services. SECAC is a recognized participant within BCPS, holds regularly scheduled
meetings, corresponds with parents, and provides quality recommendations to the school system (i.e., 2020-21 Recommendation
Categories: Staffing, Training, Accountability and Inclusivity and February 2021 Recommendation for Virtual Learning & Reentry)

COMMENDATION 8-H:
BCPS’s Special Education Citizens Advisory Committee (SECAC) is commended for their collaborative, positive,
and organized efforts to help parents and professionals convey information and experiences to Special Education
leadership and top-level decision makers to ensure equitable access to students within the system.

FINDING
BCPS offices across Curriculum and Instruction, Assistive Technology, EdTech, InfoTech and the Office of Digital Safety,
Educational Technology and Library media were nominated as a knowledge development district; the organization CITES:
Center for Inclusive Technology and Education Systems highlighted BCPS’s framework for breaking down barriers between
Assistive Technology, Instructional Technology and Educational Technology to be shared with other districts.

COMMENDATION 8-I:
BCPS is commended for the CITES recognition and for the foresight to meet the specialized communication aspects of
a Free Appropriate Public Education.

FINDING
The BCPS Third Party Billing for Part C/Medicaid processed over $3,592,850 annually for expenditures, grants, and Medicaid
(Part C, Part B 611/619, and Blueprint for Maryland’s Future Infant & Toddlers).

COMMENDATION 8-J:
The BCPS Third Party Billing for Part C/Medicaid is commended for exemplary processing procedures and audit
history as well as for the implementation of a procurement card system which assists with budgetary reconciliation.

FINDING
The BCPS Department of Special Education (DSE) is not optimized to ensure efficiency, functionality, and implementation of all
aspects of Special Education with emphasis on state and federal mandates and student outcomes.

In 2015-16, DSE developed a multi-year strategic staffing plan to address areas of need identified through various data sources,
including but not limited to: State Performance Plan results, performance data, enrollment trends, least restrictive environment
(LRE) trends, referrals to more restrictive settings, and dispute resolution data. DSE continuously monitors and modifies its long-
term plan to reflect continuous and anticipated areas of focus. The multi-year strategic plan was updated during the 2019-20
school year and continues to include budget requests for the following positions from 2015-2016 to 2020-21 school year:

• An increase in Infants and Toddlers teachers to ensure adequate caseload management and provision of services.
• A
 n increase in elementary special education teachers to offer a continuum of services for students with disabilities in their
home schools and regional models.
• A
 n increase in secondary special education teachers to offer a continuum of services in home schools and regional models
for students with complex social-emotional needs and high functioning autism.

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• A
 n increase in related service providers/support staff (Speech and Language Pathologists, Occupational Therapists,
Physical Therapists, and Teachers of the Visually Impaired) to address the increased need of services for students with
disabilities ages birth to 21.
• A
 n increase in para-educators for elementary and secondary schools to address the enrollment growth and services for
students with disabilities.
• An increase in Transition Facilitators and job coaches to support transition activities for secondary students.
• A
 n increase in Board Certified Behavior Analysts (BCBA) to support school-based staff in addressing complex behavioral
needs of students.
• A
 request for IEP Chairpersons to provide oversight to IEP teams and guidance to case managers regarding IEP
implementation.

The updated multi-year strategic staffing plan reflects current and anticipated patterns, trends, and needs. The multi-year strategic
staffing plan addresses the following areas of need:

• Assurance of the continuum of services to provide LRE C (general ed less than 40%) at comprehensive elementary schools.
• E xpansion of existing regional options in each geographic area to address capacity, caseloads, and special
transportation needs.
• Review of recommended ratios for regional programs and separate public day school.
• Consideration of IEP Chairpersons at elementary and secondary schools.
• Review of recommended ratios for para-educator allocations.
• Assurance of Related Services staffing to ensure adequate caseloads and provision of services.
• Increase of Infants & Toddlers teachers and service coordinators to address caseloads and service delivery.
• Increase of Board-Certified Behavioral Analysts (BCBAs).
• Increase of Transition Facilitators and Job Coaches to ensure adequate support to case managers in addressing and
monitoring transition activities.

The Office of Communications collaborated with the DSE to coordinate public hearings. In addition to public hearings and input
from the Special Education Citizens’ Advisory Committee (SECAC), DSE created an online survey to obtain input on staffing,
identified needs and ultimately to drive future special education decision-making. The survey was available to all stakeholder
groups (staff, parents/guardians, administrators, support staff, and teachers) through the DSE public internet site beginning in
December 2020., and was open to all stakeholders for the remainder of the 2020-2021 school year. As of January 10, 2021,
1,073 responses were received from various stakeholder groups and results were analyzed by DSE.

Providing additional special education resources to students within the inclusion setting was the highest overall priority identified
by stakeholders in the online survey. It was identified as either a 1st, 2nd, or 3rd level of priority by 66.4% of respondents. It also
had the highest percentage of being identified as a 1st priority by stakeholders. It was identified as a 1st level priority by 32.1%
of respondents. Early Childhood was identified as a 1st, 2nd, or 3rd level of priority by 61.8% of respondents. Additional Related
Service providers was identified as a 1st, 2nd, or 3rd level of priority by 54.4% of respondents.

Providing schools with a devoted Individualized Education Plans (IEP) Chair position is overwhelmingly supported by stakeholder
groups (91.3% of respondents support establishing a devoted IEP Chair position). Currently, IEP Chairs are on systems overload
with all their other Assistant Principal (AP) responsibilities. Alleviating the IEP Chair workload (approximately .5 of the current job)
would enable APs to focus on administrative duties, instructional leadership, safety, and other operational duties. 

Below are some of the issues the Public Works LLC team discovered through interviews and a review of data to support the
proposed reorganization:

• A
 ccording to 2019-20 non-public placement data, BCPS annual cost was $48,370,816 for issues related to non-
compliance; placements range from $25,000 to $180,00 per year.

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• C
 hild Find Assessment Centers are not staffed for compliant teams and are unable to meet timelines for children
transitioning from Part C as well as initial IEP referrals. Additional staffing needs have not been supported in five years and
consequently there was a “back log” of approximately 225 referrals as the 2021 summer season began.
• T he Department of Special Education does not have a database infrastructure to support data-based decision making and
external/internal reporting needs.
• T he Department of Special Education lacks sufficient operating procedures that align with state and federal policies and
procedures.
• B
 irth-5, Related Services, and Assistive Technology have been impacted by growth which in turn has resulted in concerns
regarding service delivery, staffing, and positive student progress in the Least Restrictive Environment.

The information gathered from the Staffing Plan, stakeholder input, survey results as well as interviews with BCPS staff and
advisory groups provide the data to support the re-organization of the DSE. Such focus should significantly improve
departmental/interdepartmental/school-based communication, service delivery, academics, and compliance with emphasis
on state and federal mandates.

Exhibit 8-28 shows the current organizational chart for the Department of Special Education.

EXHIBIT 8-28
DEPARTMENT OF SPECIAL EDUCATION CURRENT ORGANIZATIONAL CHART

Executive Director

Administrative Assistant Director

Administrative Secretary Fiscal Supervisor

Accountant

Coordinator Coordinator Related


Birth to Five Services

Coordinator Coordinator Teaching


Compliance and Learning

Coordinator
Placement

Source: BCPS Special Education Department, 2021.

RECOMMENDATION 8-25:
The BCPS Department of Special Education should reorganize to improve its efficiency and effectiveness. (Tier 1)

The Public Works LLC proposed reorganization is similar to special education departments in peer districts Dekalb County, GA
and Duval County, FL

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Below is a summary of the proposed changes for reduction of non-compliance and rationale for each of the reorganization
recommendations.

POSITION ACTION RATIONALE


N/A Create a Data Analyst position This new position will be responsible for
who reports directly to the DSE providing SPED personnel with student/
Executive Director. school-based performance and progress, data
analysis, disaggregation of state data collection,
disproportionality impact data, as well as
track evaluation, subsequent placement, and
re-evaluation timelines. Currently, DSE does not
have personnel with the expertise to manage the
complexity of interdepartmental data needs and
mandates.
Part C/Medicaid Fiscal Transfer Part C/Medicaid This position should report directly to the DSE
Analyst Fiscal Analyst from the Office of Executive Director and work in conjunction with
Third-Party Billing under Business special education and student support services
Services/Fiscal Services to DSE. to provide billing support, education and continue
to ensure quality billing, reconciliation, and
budgetary monitoring.

Assistive Technology Team Transfer Assistive Technology There are currently 916 students with disabilities
Leader and staff (AT) and associated staff from provided a specific piece of AT equipment that is
the Department of Educational included on their IEP or 504 plan. Additionally,
Options to the Related Services there are many students who utilize a computer
unit in DSE. with built in tools for AT such as text reader or
dictation for writing that is not included in that
Elevate the Assistive Technology number. In 2020-21 there were 215 AT referrals
Team Leader position to “Assistive and 274 support requests (all data should be
Technology Specialist”. considered within the context of COVID closures
and shift to virtual learning).
Relocate the Office Secretary These recommended changes will enhance and
position from the Placement unit provide educational outcomes for students and
to Assistive Technology. increase collaboration with related services per-
sonnel. The addition of the Office Secretary will
facilitate the ever-growing inventory, maintenance,
software updates, reporting requirements and
year-round programs such as Infant and Toddlers.

Placement Coordinator Combine the Compliance & This recommendation reduces the number of Coor-
Placement units into one unit dinators (from 4 to 3) under the Executive Director
and reclassify the Placement of Special Education. This change will enhance
Coordinator position (vacant) leadership, support, and expertise in the areas
to a Placement Supervisor. of LRE, IEP implementation, case management of
students in public and non-public schools as well
as provide guidance, and consultation regarding
legal aspects of special education.

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IEP Chairs In lieu of IEP Chairs, create Currently, IEP Chairs are on systems overload
Special Education Liaison posi- with all their other Assistant Principal (AP)
tions (60) to support schools with responsibilities. Alleviating the IEP Chair workload
educational service delivery, (approximately .5 of the current job) would enable
IEP’s, compliance, and monitoring. APs to focus on administrative duties, instructional
leadership, safety, and other operational duties. 
Additionally, create a Special
Education Liaison Specialist to Special Education Liaison positions are critical and
work in conjunction with the highly recommended by multiple stakeholders to
Compliance and Placement assist in the reduction of non-compliance, legal
unit, responsible for training and expenditures and ultimately shift the district’s status
supervising the Special Education from “Needs Intervention”.
Liaisons.
Refer to documentation above and Settlement
expenditures in the next FINDING.

N/A Create a Behavior Intervention This recommendation moves the Behavior


Supervisor position to report Intervention Team from the current Teaching
directly to the Special Education & Learning unit which should become the
Director. Curriculum unit (see below).

Move Behavior Intervention The move helps to facilitate the supervision of


Team (Board Certified Behavior immediate support for school-based behavioral
Analysts (BCBA’s), Para Edu- needs through case management monitoring and
cators/Behavior Coaches and the enhancement of behavioral interventions.
Specialists) from the Teaching and
Learning unit to work under the
direction of the Behavior Interven-
tion Specialist.

Teaching & Learning Retitle the Teaching & Learning This change eliminates terminology that conflicts
Coordinator Coordinator position to “Curricu- with other divisions and aligns with the existing
lum Coordinator” and rename the curricular focus within the Division of Curriculum
unit “Curriculum”. and Instruction.
Birth-5 Coordinator Elevate the Birth-5 Coordinator These changes will support the overall Birth-5
position to Director level with unit growth, programmatic needs, and prevention
associated responsibilities. of backlogs.

Create a 12-month Part C to B


Transition Specialist.
Teaching and Learning Eliminate one Teaching and The proposed re-organization needs only one
Supervisor Learning Supervisor position. The T&L Supervisor position.
unit currently has two Supervisor
positions, one of which is vacant.

Further discussion regarding the critical aspects of the sub-offices of the special education reorganization will be addressed in the
findings and recommendations that follow. The reorganization of offices, positions, and their classifications within the DSE makes
for a more effective, practical, and efficient operating model and should ultimately improve educational outcomes, and assist the
school system in reducing non-compliance as well as judiciary findings. Thus, the provision of services for students with special
needs within BCPS will be enhanced, FTE allocations will increase, and over time legal/settlement costs should be reduced.
(Refer to the following FINDING.)

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Exhibit 8-29 illustrates the proposed organization of the Department of Special Education. As shown, the number of direct
reports to the Special Education Executive Director has increased from two to six for increased fiduciary monitoring, facilitation
of department data management, and programmatic oversight.

EXHIBIT 8-29
DEPARTMENT OF SPECIAL EDUCATION PROPOSED ORGANIZATIONAL CHART

Administrative Department of Special Education


Fiscal Supervisor
Assistant Executive Director

Fiscal Analyst
Data Analyst Accountant
Part C/Medicaid

Director Administrative Director Administrative


Birth-5 Secretary Special Education Secretary

Behavior
Part C to B Related Services Compliance/Placement Curriculum
Intervention
Transiton Specialist Coordinator Coordinator Coordinator
Specialist

Assistive Behavior Intervention


Special Education Placement
Technology Team
Liaison Specialist Supervisor
Specialist

Assistive Special Education


Technology Team Liaisons

Office Secretary

Source: Public Works LLC Review Team, 2021.

IMPLEMENTATION AND TIMELINE

1. The Chief Academic Officer should review and recommend to the Superintendent to approve Month 1
recommended organizational structure for the Department of Special Education and incorpo-
rate the approved organizational changes into the BCPS proposed staffing plan for 2021-22.
2. The Board of Education should approve the re-organization, newly reorganized positions, and Month 1
the revised job descriptions.

3. The Chief Academic Officer should implement the reorganization. Month 1

4.  The implementation of the reorganization should be completed. Months 2 and 3

FISCAL IMPACT
Exhibit 8-30 shows the savings and costs resulting from the major position changes proposed in this recommendation. The
figures include salary, benefits, and state/county retirement. Projected salary, benefit costs and savings are based upon 2020-
2021 data and do not assume any increases or decreases.

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EXHIBIT 8-30
SUMMARY OF RECOMMENDED POSITION ASSIGNMENTS/CLASSIFICATIONS
SAVINGS/ (COSTS) INCLUDING BENEFITS

SAVINGS/COST
CURRENT SAL- PROPOSED SAVINGS/
POSITION ACTION ARY* SALARY* (COST*)

Data Analyst Create position N/A $137,435 ($137,435)

Part C/Medicaid Fiscal Analyst Transfer N/A N/A

Assistive Technology Team Leader Change to Specialist $74,817 $153,070 ($78,253)

Assistive Technology Team Transfer N/A N/A

Office Secretary Transfer N/A N/A

Retitle Compliance &


Compliance Coordinator N/A N/A
Placement Coordinator
Down grade position to
Placement Coordinator $193,528 $170,154 $23,374
Supervisor

Special Education Liaison Specialist Create position N/A $153,070 ($153,070)

$85,372 x 60 $74,817 x 60
Create position (60)
(.5 of AP/IEP chair Per position
Special Education Liaison(s) (Funded through CARES/ $633,300
positions)
ARP)
$5,122,320 $4,489,020

Behavior Intervention Specialist Create position N/A $153,070 ($153,070)

Behavior Intervention Team Transfer N/A N/A

Retitle Curriculum
Teaching & Learning Coordinator N/A N/A
Coordinator

Birth-5 Coordinator Elevate to Director $193,528 $225,964 ($32,436)

Part C to B Transition Specialist Create position (12 month) N/A $89,780 ($89,780)

Teaching & Learning Supervisor Eliminate vacant position $170,154 $170,174

Subtotal Savings $826,848


Subtotal Costs ($644,044)
TOTAL ANNUAL SAVINGS $182,804

The five-year fiscal impact for each year from 2021-22 through 2025-26 is shown below. Over five years, the potential savings
to BCPS for implementing this recommendation is $914,020.

This figure does not include savings for reduction of mediations and due process resulting in compensatory education and/or
Private/Non-public placements which could be a substantial amount of savings.

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RECOMMENDATION YEAR 1 YEAR 2 YEAR 3 YEAR 4 YEAR 5

Reorganize the Department of Special


$182,804 $182,804 $182,804 $182,804 $182,804
Education

FINDING
The Office of Deputy General Counsel is actively involved in Special Education case reviews, litigation and training for staff and
IEP Chairs.

In November of 2019, a staff Special Education Attorney was hired to support the Department of Special Education, monitor
case reviews and to work in conjunction with the Compliance Unit. It is evident through interviews that the Deputy General
Counsel and staff stay abreast of issues relating to IDEA and Special Education law.

COMMENDATION 8-K:
The Office of Deputy General Counsel is commended for their knowledge and expertise of Special Education law,
related litigation, and for having the foresight to hire a Special Education Attorney who supports, guides, and
litigates on behalf of the BCPS and the Department of Special Education.

FINDING
The BCPS and the Department of Special Education have a systemic Compliance issue that has warranted “Needs Intervention”
status by the Maryland State Department of Education (MSDE).

Notification issued by the State of Maryland on April 21, 2021, directed BCPS to develop a detailed corrective action plan
which has been submitted with goals and action plans. MSDE is scheduled monthly to meet with DSE staff to ensure ownership,
accountability, and a Free Appropriate Public Education (FAPE) to students with disabilities.

Historically, BCPS has had a trend of special education non-compliance. In the fall of 2015, the BCPS Office of Special
Education published a document entitled “Compilation and Analysis of Resolution, Mediation and Due Process Data for School
Years 2012-13 through 2014-15”. The analysis indicated the following information.

During the 2014-15 school year, there was a significant rise in requests for resolution (450% increase), mediation (41.7%
increase), and due process (90% increase) when compared to the previous school year of 2013-14.

Over the three school years for which data was collected, “Parent Request for Non-Public Placement” was by far the most
common reason cited for the request. Over the three-year period, “Parent Request for Non-Public Placement” accounted for
51.3% of the requests. There was also a 167% increase in the number of requests due to a proposed placement within BCPS
during the 2014-2015 school year. There was a significant rise (140% increase) in the number of Parent Requests for Non-Public
Placement of elementary students and an 80% increase for high school students during the 2014-2015 school year when
compared to the previous school year of 2013-14.

Due to the significant number of “Parent Requests for Non-Public Placement” over the three-year period, further data were
compiled to obtain why these requests were being made by parents: “Lack of Progress” accounted for 32.0% of requests
and FAPE accounted for 21.6% of requests. It is also of significance to note that there was a 450% increase during the 2014-
2015 school year compared to the 2013-2014 school year in “Parent Request for Non-Public Placement” citing the reason of
disagreement with a “Proposed placement within BCPS”. Additionally, the 2014-15 school year was the only year during the
three-year period in which “Parent Request for Non-Public Placement” was cited due to “Timeline violations”.

During 2019-20, settlement agreements were processed through the Office of Law. There were 72 total settlement cases; 16 or
22.2% resulted in attorney’s fees. Eight settlements resulted in non-public placements paid directly by DSE and one case resulted

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in a residential placement paid by DSE. For 2019-20, the costs for the settlement of the other cases, including attorneys’ fees,
educational fees (consultant, related services, counseling, tutoring, compensatory services, transportation, assessments), and
tuition reimbursement were approximately $1.7 million.

In 2020-21, the pandemic year, settlement agreements were extended due to school closures which resulted in lack of available
services.

There were 101 settlements requested from the Office of Law (several were non-hearing settlements, in which BCPS was
requested to review and resolve the issue without parents initiating a complaint).  Between five to eight of the cases were due
to the closure of a state-approved non-public special education school and the school system having to place the students in a
“non-state certified school”. Roughly 14% of the cases resulted in attorney fees which totaled approximately $85,000.
 
Additionally, there was a total of five cases involving students in residential schools which costs $759,000*. Descriptions of some
of the cases are below:

 *In one case, the student was referred to the Section 504 team at the school. The student had suicidal ideation,
emotional instability, and plummeting academics that led to outside assessments which documented several disabling
emotional conditions as well as a medical condition.  The school team failed to monitor and failed to convene an
IEP team meeting to review the outside report, so the parents sought support from the BCPS Department of Special
Education which was quite delayed.  These actions occurred prior to the 2020-21 school year, at which time the parent
requested fees and costs upwards of $400,000. A settlement reimbursement agreement of $215,000 was executed
during 2020-21.

*In two residential cases, the school team and BCPS Department of Special Education held a team meeting and
determined the student(s) required a residential placement; in-state facilities were available, but the parents had
already placed the student(s) in an out-of-state residential/therapeutic/special education facility.  These cases should
not be considered as compensatory services matters, rather funds expended to ensure a Free Appropriate Public
Education is provided.

Just over $2 million in educational costs (tuition, tutoring, placements, transportation, related services) as a result of the other
settlement matters were expended in 2020-21.
 
Exhibit 8-31 highlights the BCPS State Performance Plan/Annual Performance Report (SPP/APR) violations, complaints, and
due process history from 2016-19.

EXHIBIT 8-31
BCPS STATE PERFORMANCE/ANNUAL PERFORMANCE PLAN (SPP/APR)
2016-2019

SPP/APR Indicators FFY FFY FFY FFY


— Results Indicator –– Compliance Indicator 2019 2018 2017 2016
Timely correction of noncompliance
(Specific actions required are embedded within
each Results and Compliance <100% <100% <100% 100%
Indicator and used to establish local
determination status)
State reported data are timely and
accurate. (Specific actions required are embed-
ded within each Results and 100% 100% 100% 100%
Compliance Indicator and used to establish
local determination status)

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Number of State complaints filed 14 29 24 14

Number of State complaints identified


8 16 12 8
with violation(s)
Number of State findings from State
3 3 4 NA
complaints corrected in a timely manner
Number of due process hearings filed
73 74 52 2

Number of due process hearings identified with


0 0 1 0
violations

Source: Maryland State Department of Education, Division of Early Intervention and Special Education Services, 2019.

The Maryland State Department of Education website posts State Complaint Letters of Finding. A description of the BCPS
issues subject to investigation from 2018 to 2020 continue to identify trends that were identified in the above referenced report
“Compilation and Analysis of Resolution, Mediation and Due Process Data for School Years 2012-2013 through 2014-2015”.
Below is a sampling of those issues:
• Initial Evaluation Timeline (completed w/in 60 days of consent), Parental Consent
• IEP Development/Review/Revision, Behavior Interventions (COMAR regulations)
• IEP Implementation-accommodations, supplementary aids and services, modifications, IEP Content
• IEP Implementation-transportation, Home and Hospital Teaching, IEP Development/Review/Revision
• IEP Development/Review/Revision, IEP Implementation-counseling, IEP Implementation-accommodations, supplementary
aids and services, modifications, Evaluation/Assessment-FBA/BIP, Behavior Interventions (COMAR regulations)
• Identification/Evaluation/Reevaluation-Part B
• IEP Implementation-accommodations, supplementary aids and services, modifications, IEP Development/Review/
Revision, IEP Implementation-classroom instruction
• Records, IEP Development/Review/Revision, Proper Written Notice - Part B, Independent
• R
 eport, IEP Implementation-accommodations, supplementary aids and services, modifications, Parental Consent, Proper
Written Notice - Part B Educational Evaluation Procedures, IEP Development/Review/Revision
• P roper Written Notice - Part B, Behavior Interventions (COMAR regulations), Proper Written Notice - Part B, IEP
Development/Review/Revision, IEP Development/Review/Revision, IEP Implementation-counseling, Placement
Determination

Below are some additional issues the Public Works LLC team discovered through interviews and a review of data:
• Complaints are being filed for infractions that could have been prevented if processes and procedures had been followed.
• M
 any Assistant Principals have too many other responsibilities to adequately conduct and monitor the implementation
of IEP’s.
• Individual Education Plans (IEPs) lack quality goals and objectives and student progress is inconsistently documented.
• T here is a failure to implement the IEP, present levels of functioning are inconsistently addressed, and IEP teams tend to write
the IEP to meet a school-based schedule rather than to address individual student needs.
• T he ongoing lack of compliance is exacerbating the increase of Unilateral Private/Non-public placements which to date is
costing the district $48,370,816.
• A
 nnual agreements for non-public placements are not monitored and observations/periodic reviews are lacking which
contributes to the inability for the jurisdiction to be able to justify a return to BCPS.

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On April 21, 2021, the MSDE notified BCPS that for Federal Fiscal Year (FFY) 2019 Part B Determinations, the Baltimore County
Public Schools had achieved the determination status of “Needs Intervention, Year 1.” This determination is based upon the fact
that BCPS was “Needs Assistance” for three consecutive years which placed BCPS at a Focused Level of support. With this year’s
movement to “Needs Intervention” BCPS will remain at a Focus Level for a second year. Essentially, BCPS could have avoided
the determination of “Needs Intervention” if they had handled the state-identified issues of non-compliance three years ago.

Based upon this determination, the Baltimore County Board of Education must develop a Corrective Action Plan. It is a
requirement for substantial support by the state and local leadership (including the Superintendent) and other required
stakeholders to jointly implement the Comprehensive Plan focused on systems change through:

• Onsite intensive technical assistance


• Ongoing assessment of progress
• Direction of funds

According to The Division of Early Intervention and Special Education Services Differentiated Framework, Tiers of Supervision
and Support to Improve Birth-21 Special Education and Early Intervention Results in Maryland, Revised Sept. 2018, the
consequence of not complying could result in sanctions which may include state directive for correction, direction of funds or
withholding of funds.

RECOMMENDATION 8-26:
The Department of Special Education should design a compliant infrastructure to serve students with specialized
needs within the BCPS system. (Tier 1)

Below is a summary of the proposed changes to support this recommendation.

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POSITION ACTION RATIONALE
Special Education Develop a comprehensive job description Refer to Reorganization of the Department
Liaisons for the Special Education (SPED) Liaisons of Special Education
positions and seek Board approval. The job
description should include the following:
• Ability to work collaboratively with teams
and understand students individualized
needs,
• Programmatic and educational service
delivery expertise,
• Knowledge of federal and state policies
and procedures,
• Knowledge of compliance requirements
• Ability to monitor both programmatic and
compliance related issues

Upon hiring of the SPED Liaisons, personnel


should be required to attend a comprehensive
training planned and conducted collaborative-
ly by the Office of Deputy General Counsel
and the DSE. Subsequent trainings should be
held quarterly to monitor implementation and
fidelity. DSE should phase in the utilization
of SPED Liaisons in elementary schools within
SW or NW regions to ensure fidelity of
implementation.
N/A Under the direction of the Coordinator, the Based upon the aforementioned issues related
newly formed Compliance/Placement unit to “Needs Intervention”, the Department must
should: enforce compliance and be given the authority
• Supervise and train the SPED Liaisons to to provide services in accordance with IDEA.
ensure compliance and monitor resolu- The current system is broken and experiencing
tion, mediation, and due process increased financial impact from lack of service
• Align with Deputy General Counsel to delivery options and monitoring of existing
focus on the reduction of Unilateral/ programs, processes, and procedures.
Non-public placements Refer to above referenced Settlement agreement
• Monitor agreements associated with expenditures.
Unilateral/Non-public placements with
fidelity Refer to Reorganization of the Department
• Re-institute Policy Review and Support of Special Education for additional support
Process in all regions of the jurisdiction documentation.
• Collaborate and communicate effectively
with the SST/504/MTSS Supervisor and
CCEIS Specialist within Student Support
Services
N/A Develop a Policy and Procedures document The Department of Special Education lacks
that guides departmental and school-based sufficient operating procedures that align with
staff in the provision of services for students state and federal regulations. The Policy and
with disabilities. Procedural document are core and essential
for establishing consistent implementation
throughout the system.

451
N/A Seek funding through available grant This continuum of service is not available
resources to enhance service delivery options within BCPS and is reported to be a funda-
and reduce Unilateral/Non-public mental issue for parents seeking Unilateral/
placements. Non-public placements in approximately
47 schools. This ultimately contributes to the
Pilot a regional continuum of services to long-term fiscal impact.
include:
• Reading programs for Dyslexia Refer to Reorganization of the Department
• Autism of Special Education for additional support
• Social/emotional Behavior documentation.
N/A Department of Special Education should com- BCPS is currently spending $1.8 million
pare facets of the Maryland State Department (5-year period) on the existing IEP system
of Educations’ electronic Individual Educa- (Student Planning System (SPS); updates are
tion Plan (IEP) system and the existing BCPS often untimely therefore compounding the issue
Student Planning System to determine the most of non-compliance.
compliant, efficient, and cost-effective tool for
special education. Of the 1,388 staff who could access the existing
IEP system, there are 1,274 users; 1,183 used it
at least once and 969 used it 15 or more times.
Teacher selected goals and objectives from the
bank has not decreased compliance issues,
which result in mediation/due process hearings.
MSDE’s recent notification that new require-
ments for writing goals and objectives will be
forthcoming may be a consideration when
determining the value of adopting the state
system (no cost) and could positively impact
issues related to non-compliance as well as
provide a cost savings.

N/A Re-evaluate all contractual agreements to The Department of Special Education is currently
ensure accountability and fiduciary oversight. allocating spending authority of $275,302,007
(5-year period) for contract services.

Contracts are for a variety of services some


of which are for related services, interventions,
adult assistants’ services, early intervention, and
equipment.

The re-evaluation process should be conducted


to determine the appropriateness of services
rendered, vendor effectiveness and related
costs.

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IMPLEMENTATION AND TIMELINE

1. The Chief Academic Officer should review and recommend to the Superintendent to approve the Month 1
recommendations.
2. Based upon MDSE’s determination, the Board should approve the recommendations and direct Month 2
the Superintendent to ensure the development and implementation of a Corrective Action Plan. It
is a Requirement for substantial support by the State and local leadership (including the Superin-
tendent) and other required stakeholders to jointly implement the Comprehensive Plan focused on
systems change through:
a. Onsite intensive technical assistance
b. Ongoing assessment of progress
c. Direction of funds
3. The Board and the Superintendent should instruct the Chief Academic Officer, Executive Director Month 2
of Special Education and Deputy General Counsel to implement the recommendations.
4. The implementation of the recommendations should be completed. Months 3 and 4

FISCAL IMPACT
This recommendation can be implemented with existing resources. For fiscal documentation, refer to Reorganization of the
Department of Special Education.

FINDING
BCPS Department of Special Education Birth-5 Unit has a quality Child Find referral process and eligibility report.

The Infant and Toddler eligibility report integrates the Child Outcome Summary process with all aspects of eligibility, services, and
functional outcome areas. For each eligible child, an Individualized Family Service Plan (IFSP) is developed to define the services
to be provided to meet the needs of the child and the family. Many children receive multiple services including special instruction,
related therapies, and health services. Infant and Toddlers services are provided in “natural environments” which may include
home, licensed childcare, or other community setting.

COMMENDATION 8-L:
The Birth-5 teams are commended for their high level of expertise and commitment, improved outcomes for children
and families, utilization of research-based strategies to improve service delivery and supportive professional
development activities.

FINDING
BCPS Department of Special Education Birth-5 Unit lacks sufficient staffing to support the growing demand of schools, programs,
and individualized needs of Birth-5 children.

As of October 2020, there are approximately 15,476 BCPS students receiving special education services which makes up
approximately 14 percent of the total student population. Special Education includes Child Find, Birth-5/Infant & Toddlers,
students with disabilities ages 3-21, as well as related services, specialized instruction, transition, social-emotional and behavioral
supports.

Organizationally, the Interagency Baltimore County Infants and Toddlers Program (BCITP) is part of Baltimore County’s Office
of Birth to Five Services (Birth to Five Services) direct service programs, included in Baltimore County Public Schools (BCPS)
Department of Special Education. BCITP’s services and work are guided by the Birth to Five Services strategic plan, The
Foundation for Our Future. The revised FY2020 strategic plan is aligned to BCPS’ strategic plan, The Compass.

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According to the Revised Draft FY 2020 Annual Report (July 1, 2019, to June 30, 2020), BCITP received 2,197 referrals. This
represents an 18% decrease when compared to the number of children referred in FY 2019. BCITP staff and partners provided
services to 2,638 children from birth to prekindergarten entry age and their families, representing a 9 % decrease in the number
of eligible children receiving services when compared to FY 2019 data. There was a 13% decrease in the number of eligible
children and families receiving services on June 30, 2020. Snapshot count (children actively receiving services on a single day)
was 1,358.

While the number of referrals received after March 13, 2020, reflects a decrease, the pandemic required a complete
restructuring in all aspects of early intervention service delivery and a significant amount of new learning required by all BCITP
staff members and families alike. The COVID pandemic created a backlog of referrals which included new referrals received
in addition to existing referrals whose eligibility evaluation/assessments were cancelled during the closure and families whom
service coordinators had been attempting to reach to begin planning assessments.

As of July 2020, there have been 1,378 referrals and it is anticipated the numbers will progress to prior growth rates. While there
is currently a “back log” of referrals, approximately 225 as the 2021 summer season began, teams are addressing them with the
assistance of temporary summer staffing. The Child Find (CF) Assessment Centers have not received additional staffing resources
to support early childhood observation/evaluation and IEP development in five years despite 7% increase CF referrals to
assessment centers (62 children annually – from 598 to 660) and a 25% increase in those transitioning from Infants and Toddlers
and accessing the assessment centers (156 children annually – from 506 to 662).  Team Leaders at the Child Find Assessment
Center continue to serve as the IEP Chairperson, special educator, and general educator.  Unexpected long-term leaves and
vacancies require identifying, hiring, and training temporary contractual related service providers.  The Child Find Assessment
Centers supporting 3- & 4-year-olds have been unable to meet federally mandated timelines and are currently scheduling
outside of timelines.

Exhibit 8-32 highlights the Baltimore County Infant and Toddler service data for children Birth to Pre-kindergarten with Individual
Family Service Plans.

EXHIBIT 8-32
BCITP FY 2015 THROUGH FY 2020 SERVICE DATA BY AGE
FOR CHILDREN BIRTH TO PRE-KINDERGARTEN

TOTAL # OF TOTAL # OF TOTAL # OF TOTAL # OF TOTAL # OF TOTAL # OF


CHILDREN CHILDREN CHILDREN CHILDREN CHILDREN CHILDREN
WITH IFSPs WITH IFSPs WITH IFSPs WITH IFSPs WITH IFSPs WITH IFSPs
AGE CATEGORY 6/30/15 6/30/16 6/30/17 6/30/18 6/30/19 6/30/20
182 154 132 170 124 79
Birth to One
(12.3%) (10.77%) (9.31%) (11.22%) (8%) (6%)
339 390 353 352 383 272
One to Two
(22.8%) (27.27%) (24.89%) (23.23%) (25%) (20%)
589 580 625 693 726 637
Two to Three
(39.7%) (40.56%) (44.08%) (45.74%) (46.6%) (47%)
378 306 308 299 327 370
Three to Five
(13.9%) (21.30%) (21.72%) (19.73%) (21%) (27%)
1,484 1,430 1,418 1,515 1,560 1,358

Source: (MSDE/MITP Database FY 20 data run 10/24/2020).

Additionally, Birth-5 teams are responsible for special education placements for preschool/ prekindergarten age students. There
were 1,260 requests for preschool/prekindergarten students in SFY 2020 that Birth-5 service teams addressed without staffing
support.

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RECOMMENDATION 8-27:
The Department of Special Education should address the growth implications for Birth-5 and address staffing for
Child Find Assessment Centers, transition/referral timelines and increased personnel responsibilities. (Tier 1)

Below is a summary of the proposed position changes to support this recommendation.

The above recommendation supports teachers, Speech Language Pathologists, and Occupational Therapist to address the
increased number of complex preschool and prekindergarten age cases. In addition, the allocations represent converting Infant
& Toddler Team Leaders from teacher classification with supplement to Specialists to support observation/evaluation processes
and support the human resource issues that arise within unit staff. Lack of support for this recommendation will impact service
delivery, community support and programs, as well as the inability to meet federal requirements under Part C and ultimately
students’ progress towards developmental milestones and school readiness.

POSITION ACTION RATIONALE


Teachers; In lieu of adding a fifth Child Find Assess- Establishing a fifth Assessment Center (to
Speech language ment Center, the following personnel should match Baltimore County’s five geographic
Pathologists; be added to support and enable teams to areas) is not cost effective due to associated
Occupational Therapist address the increased number of complex facility costs. Additionally, a Center would
preschool and prekindergarten age cases as require allocation of additional educators
well as maintain compliance. and related service personnel beyond those
recommended.
Prioritize this staffing request to include:
(4) Teachers Refer to Reorganization of the Department
(2) Speech/language Pathologists of Special Education for rationale and data
(2) Occupational Therapists noted above.

Infant & Toddler Team Convert the Infant & Toddler Team Leaders The Infant & Toddler team leaders oversee
Leaders from teacher classification with “responsibili- 26-40 people per site. Converting the
ty factor” to Specialists (5). positions would allow for position flexibility;
individuals would be able to fully participate
in the observation/evaluation processes and
support the human resource issues that arise
within unit staff.

Refer to the data referenced above.


SPED Liaison Assign personnel from the newly created The assignment of a SPED Liaison with com-
SPED Liaisons to the Birth-5 unit to handle pliance and monitoring expertise should be
special education transition placements for assigned to Birth-5 to manage and ensure
preschool/prekindergarten age students. quality compliant preschool/ prekindergar-
ten transition.

Refer to the data referenced above.

Below are some additional issues the Public Works LLC team discovered through interviews and a review of data:

• Staff have a high level of commitment yet are unable to continue to meet demands as they are currently staffed.
• When the Office of Birth to Five Services reorganized two years ago, the team and Human Resources envisioned a Phase

455
2 for the reorganization that would include researching the feasibility of converting the five Infants and Toddlers team
leader positions to specialist positions. The Phase 2 re-organization never occurred, eliminating personnel flexibility to fully
participate in evaluations/observations.
• B
 CPS should consider a focus on mentoring central office employees who are new in their leadership roles.  With the
turnover in DSE over the past two years, this may have supported a smoother transition and maintained some continuity for
the work and the team.
• Birth-5 team is responsible for special education placements for preschool/ prekindergarten age students.

IMPLEMENTATION AND TIMELINE

1. The Chief Academic Officer should review and recommend to the Superintendent to approve Month 1
recommended organizational changes and supports for the Birth-5 unit within the Department
of Special Education and incorporate the approved organizational changes/supports into the
BCPS proposed 2022 staffing plan.
2. The Board of Education should approve the re-organization, newly reorganized positions, Month 1
revised job descriptions and supports.

3. The Chief Academic Officer should implement the reorganization and unit supports. Month 1

4.  The implementation of the reorganization and unit supports should be completed. Months 2 and 3

Exhibit 8-33 shows the estimated fiscal impact for the positions proposed in this recommendation. The figures include salary,
benefits, and state/county retirement. Projected salary and benefit costs based on 2020-2021 data and do not assume any
increases or decreases.

EXHIBIT 8-33
SUMMARY OF RECOMMENDED POSITION ASSIGNMENTS/CLASSIFICATIONS
SAVINGS / (COSTS) INCLUDING BENEFITS

SAVINGS/COST
CURRENT PROPOSED SAVINGS/
POSITION ACTION SALARY* SALARY* (COST*)
Teacher (4) Create Position(s) $74,817 ($299,268)
per position
Speech/Language Pathologists (2) Create positions(s) $74,817
per position ($149,634)

Occupational Therapists (2) Create position(s) $74,817 ($149,634)


per position
Infant & Toddler Team Leader (5) Convert from teacher $80,618 $153,070 ($362,260)
classification with w/ supplement per position
supplement to Specialists
TOTAL ANNUAL ($959,796)
COSTS

FISCAL IMPACT
The annual cost to implement this recommendation is ($959,796). The five-year fiscal impact is $4,798,980.

456
RECOMMENDATION YEAR 1 YEAR 2 YEAR 3 YEAR 4 YEAR 5
Address Staffing for Child Find Assess-
($959,796) ($959,796) ($959,796) ($959,796) ($959,796)
ment Centers (Birth-5)

FINDING
BCPS Office of Related Services (RS) provides a robust, quality continuum of related services ranging from consultative services
to direct services both inside and outside of the general education setting.

The Office of Related Services (RS) focus aligns with the DSE to ensure effective communication, continuous improvement, and
effective, efficient programs. Examples are cited below:

• T he Office of RS was the first to purchase and provide digital copies of standardized assessments in the fall of 2020 so that
RS assessments could be completed virtually. A total of 752 requests to use a digital copy were completed for assessment
tools used by DHH teachers, OTs, PTs and SLPs.
• T he Office of Related Services provided weekly optional synchronous “check in” or “question and answer” sessions for
providers, led by the Coordinator. The Office also increased the sessions to twice a week to offer a morning session on
Thursdays when BCPS was preparing to implement hybrid instruction for the rest of the school year.
• T he Office of Related Services was the first in DSE to implement Schoology courses for Professional Development
(PD) which included asynchronous and synchronous content and pre/post-tests. The implementation also allowed the
Supervisors to monitor completion of coursework and follow up with providers who did not complete all the content and/
or did not achieve a score of 80 or higher on the post-test. Having courses also allowed for staff to access them as needed
after completion and allowed for newly hired staff/contracted providers to complete as they were onboarded during the
school year.
• T he Office of Related Services also posted Schoology course content and other RS resources by role alike group within
folders in the DSE Schoology Group.
• T he RS Coordinator worked with the Office of Compliance to have applicable content shared with IEP Chairs and RS
providers at the same time via email and/or the Schoology Group.
• T he Office of Related Services implemented a new process in the fall of 2020 to provide content support to role-alike
groups of related service providers using a Smartsheet form and reported the data monthly. A total of 874 requests (Nov.-
Dec. 2020) for items such as assessment report writing, data collection, IEP’s, progress monitoring and virtual assessments/
intervention strategies were handled by Supervisors and Team Leaders.

COMMENDATION 8-M:
The Related Services unit is to be commended for their exemplar methods of communication, continuous
improvement efforts, and high-quality programs which enhance support for school and district service providers.

FINDING
The BCPS Department of Special Education Related Services Unit lacks sufficient staffing and resources to support the growing
demand of schools, programs, and individualized needs of students.

BCPS provides a continuum of related services ranging from consultative services to direct services both inside and outside of the
general education setting. Special education staffing is determined by recommended ratios applied both to student counts per
Least Restrictive Environment (LRE) and within specific programs.

Per Code of Maryland Administrative Regulations COMAR13A. 05.01.03, Related Services are defined as the following:
(65) Related Services:

457
(a) “Related services” means transportation and such developmental, corrective, and other supportive services as may
be required to assist a student with a disability to benefit from special education.

(b) “Related services” includes:


(i) Speech-language pathology;
(ii) Audiology;
(iii) Interpreting services;
(iv) Psychological services;
(v) Physical and occupational therapy.
(vi) Recreation, including therapeutic recreation;
(vii) Early identification and assessment of disabilities in students;
(viii) Counseling services, including rehabilitation counseling;
(ix) Orientation and mobility; Medical services for diagnostic or evaluation purposes;
(xi) School health services, including school nursing services;
(xii) Social work services in schools; and
(xiii) Parent counseling and training.

(c) “Related services” does not include:


(i) A surgically implanted medical device;
(ii) The optimization of the device’s functioning;
(iii) Maintenance of the device; or
(iv) Replacement of the device.

Related service staffing allocation recommendations are made collaboratively through DSE, Office of Student Support Services,
Office of School Climate, and the Department of Human Resources. Every effort is made to ensure consistency and equity of
allocations to schools.

The following principles have guided the development of the BCPS staffing model:

• Appropriate supports and related services to meet students’ needs to be successful (LRE).
• Services and supports required by the students’ IEPs.
• Federal and state laws, regulations, and policies governing special education.
• Parental participation.
• The specific needs of the school and community, including the impact of special education programs and inclusive services.
• Co-development and co-implementation of IEPs using interprofessional collaborative practice.
• The amount of time interpreters provide services to students in schools and at BCPS sponsored after-school activities.
• T he number of parents/guardians who are deaf/hard of hearing and request an interpreter for equal access under the
Americans with Disabilities Act (ADA).

Exhibit 8-34 shows a related services “count”, which includes the total number of services for all the students per discipline
for inside general education and outside of general education. For example, a student may have Speech Language Pathology
services 30 minutes per week inside general education on a service line and another service line may have the SLP 60 minutes
per week outside general education. In this example the student would count as two, since there are two separate lines of service,
one for inside and one for outside. (Note: MDSE’s methodology for counting service lines on IEPs).

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EXHIBIT 8-34
RELATED SERVICES COUNT/DIRECT SERVICE HOURS PER WEEK
OCTOBER CHILD COUNT 2017, 2018, 2019

SSIS Child Count -10/1/2017


Related Service Count Weekly Direct Service Hours
13 Speech-Language 8,468 4,610
22 OT 2,413 661
23 PT 588 100
35 O & M (Vision) 19 10
36 DHH Interpreting 16 169
Total 5,550

SSIS Child Count -10/1/2018


Related Service Count Weekly Direct Service Hours
13 Speech-Language 8,949 4,652
22 OT 2,567 692
23 PT 583 92
35 O & M (Vision) 16 10
36 DHH Interpreting 18 225
Total 5,671

SSIS Child Count -10/1/2019


Related Service Count Weekly Direct Service Hours
13 Speech-Language 8,070 5,071
22 OT 2,481 750
23 PT 433 83
35 O & M (Vision) 16 12
36 DHH Interpreting 19 271
Total 6,187

Source: BCPS Special Education Department, 2021.

Based upon the above referenced data it is difficult to determine the average caseload for related services personnel, yet it is
evident based upon weekly direct service hours that caseloads/workloads are inequitable among service providers.

According to the American Speech Language Hearing Association (ASHA), Caseload refers to the number of students with
Individualized Education Programs (IEPs), Individualized Family Service Plans (IFSPs), and 504 plans served by school-based
speech-language pathologists (SLPs) and other professionals through direct and/or indirect service delivery options. In some
school districts, caseloads may also include students who receive intervention and other services within general education
designed to help prevent future difficulties with speech, language learning, and literacy. Caseloads can also be quantified in
terms of the number of intervention sessions in a given time frame.

Workload refers to all activities required and performed by school based SLPs. Workload includes the time spent providing
face-to-face direct services to students as well as the time spent performing other activities necessary to support students’
education programs, implement best practices for school speech-language services, and ensure compliance with the Individuals
with Disabilities Education Improvement Act of 2004 (IDEA, 2004) and other mandates.

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Traditionally, a school SLP’s workload has been conceptualized as almost exclusively synonymous with caseload; the reality is
that caseload is only one part of the picture. When a student is added to a caseload for direct services, significant amounts of
time within the school day, week, or month must be allocated for additional important and necessary workload activities.

The total number of workload activities required and performed by school based SLPs should be considered when establishing
caseloads. ASHA recommends taking a workload analysis approach to setting caseloads to ensure that students receive the
services they need to support their educational programs (ASHA, 2002).

The needs of students receiving speech-language and other related services vary greatly, and a specific caseload number
does not consider this variation. For example, a caseload of 40 students with very mild communication disorders could be
manageable, whereas a caseload of 40 students with severe disabilities is not likely to support the provision of a Free and
Appropriate Public Education (FAPE). Source: ASHA American Speech-Language- Hearing Association; asha.org

Exhibit 8-35 shows FY21 Full Time Equivalency (FTE) operating budgets for Related Services, Birth-5 and Child Find (CF); the
number of allocated personnel is indicated for each area.

EXHIBIT 8-35
FY21 FTE OPERATING BUDGET RELATED SERVICES/BIRTH-TO-FIVE/CHILD FIND

JOB TITLE RELATED SERVICES BIRTH-5 CHILD FIND

Speech Language Pathologist (SLP) 129.1 22.3 4.0


Occupational Therapist (OT) 42.7 7.3 1.8
Physical Therapist (PT) 17 8.5 0.5
Audiologists 3.2 - -

Source: BCPS Special Education Department, 2021

The proposed BCPS 2022 budget does not currently indicate additional special education staffing position requests for the
2021-22 school year. Additionally, due to the ransomware attack, data from previous years are not available.

Currently, BCPS has a Related Services contract with spending authority of $20,000,000 over a 5-year period; this contract is
currently being re-bid. While contracts serve as a back-up for retention/recruitment, it should be noted that contract services lack
stability and impact the consistency and fidelity of service delivery as well as outcomes for students with specialized needs.

The comments from the Public Works LLC survey confirm Related Services need resources and programmatic supports. Comments
include:

• Include teachers/staff in planning process before mandating changes, reduce class sizes, increase support staff/related
services/special educators.
• R
 elated service providers are required to bill Medicare and Medicaid for our services, and we do hours of billing and
paperwork in addition to our jobs. We are the only staff that MAKES money for BCPS, yet we get zero money to help our
students. We are usually crammed in a closet.
• R
 elated service providers were supposed to receive new devices, however that did not happen. Following the ransomware
attack, many providers were told that their devices were no longer under contract and could not be re-imaged. There was
no communication regarding the issue, and nothing done to resolve it.
• W
 e’ve needed online resources for related services and BCPS has not provided them or projectors to use our physical
resources.
• W
 hen new buildings are built or current buildings remodeled, more thought needs to go into extra space/rooms for special
education staff and related services to pull students for their IEP services.

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• R
 elated service providers have outdated devices and have been promised up to date replacements but most never
received them. The SPS system for logging special education services is outdated and very inefficient!!!
• Internet issues have impacted compliance with special education services, documentation of services, and IEP meetings

RECOMMENDATION 8-28:
BCPS and the Department of Special Education should address the growing demands placed upon the Office
of Related Services, readdress staffing/staffing caseloads needs, update technology resources, and reconsider
eligibility for personnel to be compensated with a supplement know as a “Responsibility Factor”. (Tier 1)

Below is a summary of the proposed position changes to support this recommendation.

POSITION ACTION RATIONALE


N/A In alignment with ASHA recommendations, Based upon the above referenced data it is
conduct a workload analysis approach for difficult to determine the average caseload
establishing caseloads to ensure that students for related services personnel yet is evident
receive the services they need to support their based upon weekly direct service hours that
educational programs. caseloads/workloads are inequitable among
service providers.

Refer to the aforementioned data.

N/A Examine the appropriateness of current tech- Current devices are no longer under contract
nology devices/software and remedy any and cannot be reimaged because of the
deficiencies. ransomware attack.

Additionally, devices are outdated, and


replacements have not been received which
impacts performance efficiency.
N/A Determine eligibility for Speech Language SLPs are certified licensed practitioners and are
Pathologists (SLPs) to receive a supplemental responsible for case management for speech/
compensation, known as a “responsibility language impairment, evaluation/re-evalua-
factor”. tion, and placement, as well as the individual
and small group provision of services.

The Master Contract Agreement states:


Department chairmen and team leaders with
15 or more employees assigned to a depart-
ment or team, consulting teachers and the Peer
Assistance and Review (PAR) panel educator
co-chair: $5801 per year.

Currently, personnel in school psychology are


recipients of the above compensation. SLPs are
equally qualified and manage student case-
loads, therefore equitable compensation should
be provided to these service providers.
N/A The Department of Human Resources should Hiring related service personnel will stabilize
work collaboratively with DSE to proactively service delivery and outcomes for students with
focus on retention and recruitment of related specialized needs as well reduce contract costs.
service personnel.

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Related Services Change 10-month position to 12-month There is one existing Related Services Team
Team Leader Supervisor Leader position that is pending Supervisor re-
classification. The position will support 12-month
administrative duties such as itinerant provider
observations, evaluations (evaluation may only
be done by an administrator), staffing, Extend-
ed School Year (ESY), PD content development,
and support ELA/ESOL/Early Childhood, New
Educator Orientation (provided in August and
starting next year to occur year-round when
new providers are onboarded). These responsi-
bilities may not be done by a TABCO provider
with a Team Leader job description.

IMPLEMENTATION AND TIMELINE

1. The Chief Academic Officer should review and recommend to the Superintendent to approve Month 1
recommended actions for the Related Services unit personnel within the Department of Special
Education and incorporate the approved changes for the 2021-22 school year.
2. The Board of Education should approve the approve recommended actions for the Related Month 1
Services unit personnel within the Department of Special Education and incorporate the
approved changes for the 2021-22 school year.

3. The Chief Academic Officer in collaboration with the Executive Director of Special Education Month 1
and Human Resources should implement the approved recommendations.
4. The implementation of the recommendations should be completed. Months 2 and 3

FISCAL IMPACT
The estimated cost to BCPS for the Supervisor proposed in this recommendation is the difference between a Team Leader’s current
salary and benefits of $80,618 and a Supervisor’s salary and benefits of $170,154. The net annual cost is ($89,536). The figures
include salary, benefits, and state/county retirement. Projected salary and benefit costs based on 2020-2021 data and do not
assume any increases or decreases. The five-year cost is ($447,680).

The five-year fiscal impact for the position above is shown below. The fiscal impact for remaining recommendation cannot be
determined until the workload analysis, technology assessments and supplement compensation have been determined.

RECOMMENDATION YEAR 1 YEAR 2 YEAR 3 YEAR 4 YEAR 5

Reclassify Related Services Team Leader as


($89,536) ($89,536) ($89,536) ($89,536) ($89,536)
Supervisor

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Section 5: Department of Academics
––––––––––––––––––––––––––––––––

Department of Academics Organizational Structure

FINDING
The Department of Academics is not optimized to support improved subject specific services for schools and Science, 
Technology, Engineering, Art & Math (STEAM).

Exhibit 8-36 shows the current organization of the Department of Academics. As shown, there are six Directors (two of which
are vacant positions) reporting directly to the Executive Director.

EXHIBIT 8-36
DEPARTMENT OF ACADEMICS CURRENT ORGANIZATIONAL STRUCTURE

Executive Director

Administrative Assistant

Director Director Director


Mathematics PreK-12 Director Director Director CTE and Fine Arts
World Languages
English Language Arts Science PreK-12 Social Studies and ESOL
(VACANT) (VACANT)

Coordinator Coordinator Coordinator Coordinator Coordinator Coordinator


Elem Math Elem ELA Elem Science Elem Social Studies World Languages CTE

Coordinator Coordinator Coordinator Coordinator Coordinator Coordinator


Sec Math Sec ELA Sec Science Sec Social Studies ESOL Visual Arts

Coordinator Coordinator
Health & PE Music & Dance

Source: BCPS, 2021.

The Director of Math position has been vacant for one month and the Director of CTE and Fine Arts position has been vacant for
one and one-half months.

Interviews with multiple Department of Academics staff indicate that the Directors typically oversee the work of the Coordinators,
attend meetings, work on budgets, and oversee the writing of additional curriculum. Many of the Coordinator positions work
independently and have the subject area expertise needed to conduct their daily work. Also, BCPS is moving toward purchasing
curriculum that does not need to be augmented by BCPS curriculum staff.

BCPS does not have a STEM department, but rather each school has a STEM Coordinator that support the efforts of science,
technology, engineering, and math. BPCS hosts an annual STEM Fair, but no position in central office is coordinating this
important initiative. Additionally, BCPS has a STEM bus that travels to elementary schools. This mobile STEM classroom visits
fewer than 20-25 schools a year. The program originally had three resource teachers but now has one. The program
has never been evaluated for its effectiveness and did not get very favorable reviews from the principals and staff
we interviewed. The Public Works LLC team recommends this traveling STEM program and bus be eliminated and the bus
converted to a vehicle to assist the ESL Welcome Center in traveling to neighborhoods to reach new families. Interviews indicate

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that while the bus provides some additional STEM activities to students, the curriculum is not aligned to the standards. The
funds to operate this STEM bus would be better spent supporting other needs in the school system. Please refer to the section
in this chapter that covers the Office of Digital Safety, Educational Technology & Library Media for further details regarding the
elimination of the STEM mobile lab.

Further, the Baltimore County is in the planning stages of opening a multi-million-dollar STEAM (Science, Technology,
Engineering, Art, and Math) Center in Randallstown, MD. Slated to open in January of 2023, the county has researched and
recognized the need to bring science, technology, engineering, arts, and mathematics to the Baltimore County stakeholders. The
goal of this center is to spark interest in these subject areas through the use of recreational activities. This initiative is being funded
by Baltimore County Government with the anticipated hope of raising one million dollars by the public to support the cost.

Unlike BCPS, many school districts have an oversight position for STEM at the central office and many are adding arts to
the initiative termed STEAM. STEAM is an integrated approach to learning that encourages students to think more broadly
about real-world problems. Recent research shows that STEAM is a promising approach to positively impacting student
achievement and teacher efficacy. In a 2016 study, researchers investigated the impact of STEAM lessons on physical science
learning in grades 3 to 5 in high poverty elementary schools in an urban district. Findings indicated that students who received
just nine hours of STEAM instruction made improvements in their science achievement (Brouillette, L., & Graham, N. J.).

Another study from 2014 shows that connecting STEAM and literacy can positively impact cognitive development, increase
literacy and math skills, and help students reflect meaningfully on their work and that of their peers (Cunnington, Marisol, Andrea
Kantrowitz, Susanne Harnett, and Aline Hill-Ries). This is further supported by a study on the relationship between theater arts
and student literacy and mathematics achievement from 2014. “Results showed that students whose language arts curricula were
infused with theater arts often outperformed their control group counterparts, who received no arts integration, in both math and
language arts” (Inoa, R., Weltsek, G., & Tabone, C.).

In an international study published in the Journal of Educational Change, researchers found that secondary teachers’
reflections “revealed inter-, trans- and cross-disciplinary learning shaped by teacher collaboration, dialogue and classroom
organization that fosters critical and creative thinking.” (Anne Harris and Leon R. de Bruin).

BCPS should organize its central office supports to better reflect the integration of Science, Technology, Engineering, Art, and
Math by placing these subject areas under one umbrella reporting to a Director of STEAM. By doing so, BCPS can eliminate the
Directors of Math, Science, and CTE and Fine Arts and hire one Director of STEAM overseeing these areas.
Many school systems are also beginning to integrate language arts and social studies which research shows can lead to
powerful gains for students. There are a few key reasons. First, students often love the content covered in social studies—think
volcanoes, Egypt, dogs—which can motivate them to make progress in ELA. Second, the literacy skills that overlap with social
studies are also the ones we use most in adult life.

Finally, intentionally integrating language arts and social studies can help to ensure that the latter does not get lost with the
emphasis on reading and math happening in most schools.

See Appendix D for a sample job description for the proposed Director of STEAM position.

RECOMMENDATION 8-29:
BCPS should reorganize and streamline the Department of Academics and rename it the Department of Teaching
and Learning. (Tier 1)

This recommendation includes the following:

• Change the department’s name from the Department of Academics to the Department of Teaching and Learning.
• C
 hange the title of the Executive Director of the Department of Academics to the Executive Director of Teaching and
Learning.

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• E liminate the positions of Directors of CTE and Fine Arts (currently vacant), Director of Science, and Director of Math
(currently vacant) and merge all three offices to report to a new position called the Director of STEAM (Science,
Technology, Engineering, Arts, and Math). The Coordinator and staff of the CTE office should be transferred to the
proposed Department of Academic Programs and Options (see Section 7 for more details).
• Merge the offices of Social Studies and English Language Arts to the Office of English Language Arts and Social Studies
• E liminate the Director of Social Studies position and change the Director’s title to the Director of English Language Arts
and Social Studies.

Exhibit 8-37 shows the organizational structure of the proposed Department of Teaching and Learning.

EXHIBIT 8-37
ORGANIZATION OF THE PROPOSED DEPARTMENT OF TEACHING AND LEARNING

Executive Director of
Teaching and Learning

Administrative Assistant

Director of English Director of Science,


Language Arts and Social Director of World
Technology, Engineering,
Languages and ESOL
Studies Arts and Math (STEAM)

Source: Public Works LLC Review Team, 2021.

IMPLEMENTATION AND TIMELINE

1. The Chief Academic Officer should recommend the elimination of the positions of the Directors Month 1
of Math, Science, and CTE and recommend the hiring of a newly created Director of STEAM.

2. The Chief Academic Officer should recommend the elimination of the position of Director of Month 1
Social Studies and merge that office into the Office of English Language Arts.
3. The Board should approve the organizational changes. Month 3

FISCAL IMPACT
The salary for each Director position is $150,975, with a benefits rate at 49.7% (includes benefits, state and county retirement)
which is $75,035. The total savings for each of the Director positions is $226,010; thus, eliminating four Director positions is an
annual savings of $904,040.

The salary for a new STEAM Director is estimated at $160,000 (for covering multiple subject areas), with a benefits rate at
49.7% which is $79,520. The total annual cost for the STEAM Director is $239,520.

The savings by eliminating four director positions at $904,040 minus the cost of a new STEAM Director ($239,520) equals a
yearly savings of $664,520. The five-year savings is estimated at $3,322,600.

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RECOMMENDATION YEAR ONE YEAR TWO YEAR THREE YEAR FOUR YEAR FIVE
Eliminate four Director positions and add
$664,520 $664,520 $664,520 $664,520 $664,520
one STEAM Director

Curriculum Policies and Procedures Review

FINDING
BCPS has comprehensive and up-to-date Instructional Policies and administrative rules.

As noted in Chapter 1, policy and administrative regulation development allow a district to communicate expectations to its
constituents, ensure internal consistency of practice, and establish limits for executive authority as provided by law. Policy and
procedures, therefore, reveal the philosophy and position of the Board.

This review is based upon an examination of documents shown on the BCPS website (BoardDocs) since that series of documents
is the most available for general use by school division personnel, the Board, and the general public.

However, as also noted in Chapter 1, the Superintendent’s Rules, while noted or referenced within various policies, were not
posted in a section identified and codified for that purpose. This review of the BoardDocs website shows that, subsequent to
completing the draft of Chapter 1, the Superintendent’s Rules had been added but were not hot linked or specifically reflected in
the text of respective Board Policies. A review of these rules is included in this section of the report.

Chapter 1 provides exhibits and discussion for the following policy related information:

• POLICY REVIEW COMMITTEE ASSIGNMENTS (Exhibit 1-14)


• POLICY DEVELOPMENT AND APPROVAL PROCEDURES (Exhibit 1-15)
• ANALYSIS OF BCPS POLICY MANUAL (Exhibit 1-16)
• SUGGESTED REVIEW SCHEDULE (Exhibit 1-17)
• SAMPLE LIST OF TYPES OF PROCEDURAL, OPERATIONAL, PLANNING

AND OTHER DOCUMENTS THAT SOME SCHOOL DISTRICTS INCLUDE (Exhibit 1-18)

Findings found related to CHAPTER 1 Exhibit 1-16 are especially pertinent to this discussion of instructional policy and
provisions; consequently, portions of that Exhibit are included in this introduction to facilitate the reader’s examination.

CHAPTER 1 EXHIBIT 1-16


INSTRUCTIONAL RELATED POLICIES

ADOPTION or REVISION/EDIT DATES


(Whichever is more recent)
REFERENCE to
Policies, Rules,
NUMBER OF Prior to Documents
SERIES POLICIES 2016-17 2016-17 2017-18 2018-19 2019-20 2020-21 (Yes/No)
6000 Instruction
17 5 2 1 4 4 1 Yes

Source: Extracted by Public Works LLC Review Team from Exhibit 1-16, Chapter 1, July 2021.

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A review of all 17 Board Policies and all related Superintendent Rules reveals careful attention to necessary details to guide the
school division’s personnel, students and parents, and other concerned persons.

Consultants were especially impressed with the detail incorporated in the various Instructional Rules developed by the
Superintendent and supporting staff. Rules updating information shows attention to current trends and situations, especially given
the unusual stress school divisions have experienced in recent years.

COMMENDATION 8-N:
BCPS is commended for comprehensive and current Instructional Policy and administrative rules.

FINDING
Of the 17 Instructional Policies adopted by the Board, all except three cited that the Superintendent was instructed to develop
implementation, and while a Superintendents’ implementation rule was provided on the BoardDocs website, there was no
indication in the Board Policy of how the uninformed could locate the text.

Consultants just “chanced” to click on the website Board Policy heading resulting in a “drop-down” choice for Superintendent
Rules. Consequently, a student, parent, citizen or other stakeholder, even a new employee could have difficulty in determining
the rule’s location and included requirements or expectations. This suggests that a much more user-friendly method should be
incorporated to access Board Policies instructing the Superintendent to develop implementation procedures or related actions.

The easiest method should be to simply include in a referencing Board Policy a “hotlink” to the specific Superintendent’s Rule
and text.

RECOMMENDATION 8-30:
BCPS should incorporate “hot links” within Instructional and other policies that lead the user directly to the
referenced information. (Tier 2)

Implementation of this recommendation should result in making both the Board policy website and Superintendent Rules more
user-friendly and reduce topic research time. This is particularly needed if immediate need exists for a timely search and related
information may be available in more than one policy or rule. Implementation should involve both the Policy Staff Liaison and
General Counsel in concert with the company providing web-related services.

IMPLEMENTATION AND TIMELINE

1. The Board and Superintendent should instruct the Policy Staff Liaison and General Counsel to Month 1
implement the recommendation.
2. The Policy Staff Liaison should request that the General Counsel coordinate implementation with Month 3
Emerald Data Solutions, Inc. (BoardDocs)
3. Staff should be trained in the use of the tool and specific instructions should be included on the Months 4 - 5
website and within the hardcopy manuals referencing the website.

FISCAL IMPACT
This recommendation can be implemented with no existing cost and with existing resources, including current paid website
services and staff time.

467
Curriculum and Instruction Initiatives

FINDING
In 2019, BCPS hired John Hopkins to conduct a math audit. The audit revealed that the math curriculum was not in alignment
with the curriculum standards. Consequently, BCPS is rolling out a new math curriculum systemwide. MSDE was in the process
of conducting an English Language Arts Audit for BCPS, however due to the ransomware attack, the audit was postponed and
is planned to resume sometime in 2021. A curriculum audit ensures that standards are aligned with the course content, activities,
and assessment. According to American Society of Curriculum Development (ASCD), a curriculum audit serves to:

• Understand Goals & Visions


• Determine Areas of Focus
• Analyze Current Practice
• Prioritize Needs
• Communicate Priority Findings
• Define Improvement Actions
• Defines Metrics for Success
• Implement & Measure

COMMENDATION 8-O:
BCPS is commended for having Math and English Language Arts Curriculum Audits conducted to ensure curriculum is
aligned to the state standards.

FINDING
The Baltimore County Public Schools’ (BCPS) Teaching and Learning Framework https://www.bcps.org/UserFiles/Servers/
Server_2744/File/Teaching_and_Learning_Framework_FINAL_March092020.pdf outlines the expectations for effective first
instruction and rigorous learning for “every child in every classroom, every day.” It is grounded in BCPS policy 0100 Equity and
includes components from research and best practices including Charlotte Danielson’s Framework for Teaching, Mike Schmoker’s
Focus: Elevating the Essentials to Radically Improve Student Learning and the Center for Applied Special Technology’s principles
of Universal Design for Learning (UDL). Interviews with staff indicate that the previous BCPS Framework for Teaching and
Learning was more theoretical and philosophical and not practical. Many staff interviewed credited Dr. Williams and the Division
of Curriculum and Instruction for initiating a revised framework in 2020 that is more focused on specific strategies to support daily
classroom instructional practice.

The BCPS Teaching and Learning Framework:

• Articulates the core beliefs and expectations of teaching and learning in BCPS.
• D
 evelops a common language to facilitate instructional conversations among educators, students, parents, and
caregivers to drive continuous improvement.
• Provides resources to support high quality first instruction.
• Ensures a consistent approach to monitoring teaching and learning

COMMENDATION 8-P:
BCPS is commended for updating and adopting a Teaching and Learning Framework that provides specific strategies
to support and improve daily classroom instructional practice.

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FINDING
BCPS has an outstanding Visual Arts Program.

In 2019, the Visual Arts Program added 13 new Art teacher positions. With a small staff of 2.5 FTE in the central office,
teachers are supported with curricular guides, digital tutorials, classroom support visits, learning walks, continuing professional
development, and visiting artist workshops.

Recent accomplishments include:


• 330 Visual Arts Teachers serving BCPS’ 175 schools;
• 56 Annual State and District Student Exhibitions;
• Over 4,200 BCPS Student Artworks on display (district and community-wide) in 2019;
• Scholastic Art and Writing Awards: 40 National Medals and 467 Golden Key Regional Medals;
• 487 Advanced Placement Students enrolled in AP Studio Art and AP Art History; and
• Recipient of National Art Educator Awards.

COMMENDATION 8-Q:
The BCPS Visual Arts Program is commended for its outstanding accomplishments.

FINDING
In 2000-21, the BCPS Residency Program has supported a total of 71 schools in providing a skilled resource teacher to provide
the school staff with English Language Arts, Math and Science support, best practices, and modeling instruction.

Exhibit 8-38 provides a list of schools that were supported by this program in 2000-21.

EXHIBIT 8-38
LIST OF SCHOOLS SUPPORTED BY THE BCPS RESIDENCY MODEL

Source: BCPS Division of Curriculum and Instruction, 2021. Note: The diamond next to the school indicates that the school was identified as Instructional Core Team (ICT)
schools for the 2020-2021 school year. The asterisk shows schools that were identified for multiple subjects (ELA, Math, and/or Science) or multiple rotations.

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Exhibit 8-39 shows the Residency Model process.

EXHIBIT 8-39
BCPS RESIDENCY MODEL COMPONENTS

Source: BCPS, Department of Academics, 2020.

As a result of the shift to virtual learning in the 20-21 school year, the Resource Teacher Residency model also shifted to support
instructional coaching, collaborative planning, and data analysis in a virtual setting. As schools reopened in a hybrid learning
environment, the Residency Model shifted to a hybrid model again, with Academics Resource Teachers providing support in both
in-person and virtual learning models. As in prior years, the Resource Teacher Residency Model includes a cycle of support to
include instructional leadership and goal setting with school leaders, a coaching cycle with teachers identified for support, and a
residency reflection and instructional walk-through seeking evidence of impact of the residency.

Since the coaching and modeling was to happen in a virtual setting, BCPS implemented a new approach which paired
schools with similar needs and allowed for the creation of a Professional Learning Community (PLC) where building principals
and teacher leaders worked collaboratively on similar goals and participated collectively in professional learning including
lesson study.

Public Works LLC interviews with principals and school-level staff are overall pleased with the central office provided program.
Also, interviews indicate that the Executive Directors have interviewed the principals who received the program and the overall
feedback was favorable.

The only issues that surfaced in the interviews is that principals would like to have more of a heads up that they are receiving
the program (one principal interviewed found out the day before it began). Also, school-level leaders were unsure on how
their school is selected for the Residency Program and many other school improvement programs such as Instructional Core
Team (ICT), Targeted School Assistance (TSI) assistance, and the new Teaching and Learning Team recently initiated by the
Superintendent. The TSI schools have been identified by the Maryland State Department of Education as schools in need
of targeted assistance. However, this list of schools not match the list of Priority Schools that the Community Superintendents
selected.

470
Principals report that they have not seen any type of criteria or standard operating procedures on how their school is selected
for the various school improvement assistance from central office. Interviews indicate that some schools receive the Residency
Program, ICT, and TSI while other schools receive none of these services. Some schools receive back -to -back Residency
assistance while some schools who would like the assistance receive none.

When Public Works requested the criteria for selecting the Residency Program recipients from the Community Superintendents
who oversee the program in conjunction with the Executive Directors, the response provided was to “check with the Chief of
Curriculum and Instruction.” The Chief of Curriculum and Instruction did provide the following criteria used to select schools for
the residency program; however, there is no document that spells out the criteria.

• Student achievement data (MAP, MCAP, DIBELS)


• Leadership
• Culture of Collaboration
• Past success with the residency model

While BCPS has some SOPs such as a Curriculum Development Handbook and a Grading Reporting Manual (which should be
updated), there is a lack of SOPs for many other curriculum and instruction areas such as course development and scheduling
and criteria and procedures for the selection of schools for school improvement assistance.

COMMENDATION 8-R:
BCPS is commended for implementing the Residency Model to assist struggling schools with targeted professional
development and improved teaching and learning strategies.

RECOMMENDATION 8-31:
BCPS should create written criteria and standard operating procedures to follow for the selection of any school
receiving central office school improvement initiatives, programs, or services. (Tier 2)

IMPLEMENTATION AND TIMELINE

1. The Superintendent should instruct the Chief Academic Officer to chair and appoint Month 1
a committee of representative principals and central office curriculum personnel to
develop the recommended procedures.

2. The appointed committee should develop the recommended procedures for a meta-review by Months 2 - 3
additional principals and curriculum personnel to identify potential unresolved issues.

3. The appointed committee should review input by the additional principals and curriculum Months 4 - 5

4. The Superintendent and Chief Academic Officer should approve and cause to be Month 6
implemented the new procedures.

5. The procedures should be reviewed following implementation and edited if needed. Upon Implementation

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FISCAL IMPACT
This recommendation can be implemented with existing resources.

FINDING
There is a lack of written protocols, criteria, and procedures for selecting schools for the Residency Program, the Instructional Core
Team (ICT), Target School Improvement (TSI), and the new Teaching and Learning Team.

Schools that receive residency support are identified in the ICT process facilitated by the Community Superintendents and the
nine Executive Directors. Interviews revealed that the following are some criteria used to select Residency Model schools:

• Student achievement data (MAP, MCAP, DIBELS)


• Leadership
• Culture of Collaboration (Co-planning structures, Instructional Coaching structures, etc.)
• Past success with the Residency Model

Once the schools are identified in ICT, BCPS specific teams (C&I and the Executive Directors) collaborate on operationalizing the
support including when, instructional focus, goal setting, methods of support, monitoring, and sustainability upon conclusion of
the residency.

Interviews with principals and school staff revealed that many do not understand why their school was selected for some of these
programs or some commented they have multiple forms of assistance while other schools receive none. Some TSI schools may
receive a residency, but the focus of the residency assistance is not in alignment with the reason they have been identified by the
state as a TSI school.

There is a lack of clarity, understanding, and written criteria and protocols for school improvement initiatives, thus causing some
inequities in how schools are being supported across the system.

Further, there is a lack of internal evaluations of new initiatives and programs to ensure BCPS is receiving a positive return on
investment. Interviews indicate that very few programs and initiatives in BCPS are ever evaluated (either externally or internally
by the Division of Research, Accountability, and Assessment) to either make program corrections or eliminate the program due to
lack of positive outcomes.

RECOMMENDATION 8-32:
BCPS should create and publish written protocols and rollout procedures for the Residency Program, the Instructional
Core Team (ICT), Target School Improvement (TSI), the new Teaching and Learning Team and any other new school
improvement initiatives. (Tier 2)

IMPLEMENTATION AND TIMELINE

1. The Chief Academic Officer, in conjunction with the newly proposed Chief of Schools, should Months 1 & 2
establish a committee to create written protocols and rollout procedures for existing school
improvement initiatives.

2. The written protocols should be developed, reviewed, published, distributed, and posted on the Months 3 - 4
BCPS Communication Hub.
3. The Chief Academic Officer and proposed Chief of Schools should ensure that all protocols are Months 5 - 6
updated as needed and protocols created for any new school improvement initiatives and/or
rollout of programs.

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4. Executive Directors should ensure each of their schools’ leadership teams review and understand Month 6
the protocols and assist the principals in carrying out the protocols should their school be chosen for
any of the initiatives.

5. The rules and implementation processes should be reviewed annually to ensure appropriate Annually
implementation.

FISCAL IMPACT
This recommendation can be implemented with existing resources.

FINDING
There is a lack of accountability in holding principals and teachers responsible for implementing the BCPS curriculum with fidelity
and for holding students accountable for taking regular unit assessments.

Exhibit 8-40 shows the percent of students who completed the unit test for ELA for the 20-21 school year. As shown, as few
as 32% Grade 10 students took the ELA assessment for Unit 3, and the highest percentage of students taking this important
assessment was 93% Grade 3 students for Unit 1. There are 13 grade levels where only 40-50 percent of the students took the
ELA unit assessment that provides administrators with the data needed to better inform instruction.

All students should be taking this test and if they miss it, should make up the test to ensure data are used to analyze instructional
modifications and interventions.

EXHIBIT 8-40
ELA PERIODIC ASSESSMENT COMPLETION PERCENTAGE PER UNIT AND GRADE | SY 20-21

Grade Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6


2 89% 83% 79% 77% 72% 54%
3 93% 89% 88% 82% 76% 47%
4 92% 85% 84% 74% 74% 50%
5 92% 89% 83% 80% 77% 42%
6 70% 54% 55% 50%
7 69% 54% 49% 49%
8 75% 62% 62% 50%
9 66% 57% 52%
10 70% 58% 32%

Source: BCPS ELA Department, 2021.

Exhibit 8-41 shows the same completion information for math unit assessments. While the overall percentages are higher for
math than ELA, several grade levels have very low percentages of assessment completion. For example, only 29% of BCPS 6th
graders completed the Unit 6 assessment, and only 10% completed the Unit 7 assessment.

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EXHIBIT 8-41
MATH PERIODIC ASSESSMENT COMPLETION PERCENTAGE PER UNIT AND GRADE | SY 20-21

Grade Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6 Unit 7 Unit 8


2 90% 90% 83% 79% 78% 78% 68% NA
3 96% 93% 90% 91% 77% 47% NA NA
4 88% 91% 88% 75% 72% 40% NA NA
5 95% 85% 84% 74% 72% 41% NA NA
Math 6 83% 69% 66% 60% 52% 29% 10%
Pre-Algebra 70% 64% 54% 47% 22%
Math 8 60% 47% 42% 39% 28% 16%
Algebra I 68% 61% 55% 30%
Geometry 73% 72% 64% 60% 54% 34% 23% 14%
Algebra II 70% 57% 55% 32% 17%

Source: BCPS Math Department, 2021.

It is the expectation from the ELA and Math Offices that the assessments are administered to all students.  Central office staff give
assessment time frames to schools and administrators every year with the expectation that school leadership is using the data to
make instructional decisions and monitoring the data.  ELA and Math Directors and staff have done professional development
with administrators on how to monitor data and use the unit data for their School Progress Plan, SLOs etc. over the past number
of years.  Interviews indicated that what is needed is for executive staff and school administrators to monitor their school’s
implementation of the assessments and use the data effectively to plan.  Interviews with both central office and school staff state
that if that was done with some regularity, student achievement would be improving.  Central office state that they can say the
assessments are required as part of the curriculum, but there is no accountability when they are administered. 

Principals report to the nine Executive Directors. The Executive Directors’ job description states that they will provide “leadership,
direction, support and accountability to principals to ensure that instructional and curricular programs are fully and appropriately
implemented in assigned schools. Supervises, trains, and evaluates the performance of assigned principals through the School
Progress Plan (SPP) process as well as key performance indicators aligned through Blueprint 2.0, the district’s strategic plan.
Performs other duties as assigned.” Interviews indicate that not all of the Executive Directors are working with principals to
understand the importance of these assessments and holding them responsible for ensuring a high rate of student participation in
taking the assessments.

Executive Directors need training in the following areas in order to provide consistency in their support to schools:

• Instructional Leadership – What does research support?


• Role of the Executive Director in monitoring and evaluating of the principals’ instructional leadership
• Data literacy: How to analyze the data and how to use the analysis to change instruction
• Systems and Structure: grading and reporting, how to help schools with master scheduling
• T ools and Instruments: Use of existing tools to monitor instruction and support teaching strategies that support
implementing the curriculum with fidelity.

The Academic Team Meetings (ATM) are led weekly by the Chief Academic Officer. The purpose of the meetings is to provide
curricular and programming updates to central office leaders serving the schools. At the ATM meetings, participants review
curriculum programs, key aspects to look for instructionally, and updates on curriculum changes. ATM also serves as part of the
systemwide approval/vetting process for system initiatives that extend beyond curriculum specifically.  Many tools have been
purchased with curriculum or created by the staff within C&I to assist principals and school leadership in walk-throughs and in
informal evaluations of teachers to ensure teachers are implementing the curriculum with fidelity. It was unclear in interviews
what percent of principals are using these tools as the instructional leaders of their school. It is incumbent upon the Executive
Directors to familiarize principals with the plethora of tools, rubrics, and instruments that are readily available and hold principals
accountable for their use.

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Additionally in the ATM meetings, participants review and approve recommended changes/ updates to policies as they make
their way to the BOE Policy Review Committee for final approval.

These are the types of topics that principals should be made aware of through a timely and clear channel of communication.
Principals report to and are evaluated by the nine Executive Directors, who do not attend the ATM meetings. Instead, the three
Community Superintendents attend and are asked to share the information with their respective Executive Directors. Interviews
indicate that does not always happen and often times, the information shared at the ATM meetings never makes its way to some
of the Executive Directors. If principals are reporting to the Executive Directors, then it is vital that the Executive Directors attend
the ATM meetings to ensure a consistent and clear message about curriculum and instruction, programs, initiatives, and policies
and procedures that directly affect their principals’ instructional leadership.

When asked why the Executive Directors do not attend these meetings, the response is that they should be out in schools assisting
and not attending meetings. While that is an admirable reason, there is no reason why the meetings could not be held after
schools are dismissed or they could attend remotely from one of the schools they are visiting.

RECOMMENDATION 8-33:
BCPS should require that all Executive Directors (that principals report to) participate in a 4–5-day summer
“bootcamp” and to attend the weekly Academic Team Meetings to ensure all principals are adequately informed
and are held to high instructional leadership standards. (Tier 1)

IMPLEMENTATION AND TIMELINE

1. The Superintendent should instruct the Chief Academic Officer to develop recommended Months 1 - 2
training and Academic Team Meetings to be organized and implemented as recommended.

2. The Chief Academic Officer should develop an assessment of the effectiveness of the processes Month 3
and adjust as deemed necessary.

3. The Chief Academic Officer should ensure that newly appointed personnel are trained in the When appointed
leadership standards.

FISCAL IMPACT
This recommendation can be implemented with existing professional development funds.

FINDING
Although the BCPS Principals’ Evaluation Instrument is based on best practices, more focus and emphasis need to be placed on
their standards for curriculum, instruction, and assessment.

Principals are asked by the Superintendent to focus on three key areas of instructional leadership per year, but given is low
student performance and principals are not always held accountable for instructional leadership and the fidelity of
implementation
of the curriculum and assessments; the Superintendent should require that a higher weight and focus be placed on Professional
Standard number 4.0 (Curriculum, Instruction, and Assessment) until there is an upward trend in student performance.

The BCPS’ use of the Professional Standards for Educational Leaders, National Policy Board for Educational Administration
(formerly known as the ISLLC Standards) as a foundation for BCPS principals’ evaluation is to be commended. These standards
are the result of an extensive process that took an in-depth look at the updated education leadership research. The process
involved a thorough review of empirical research and sought the input of researchers and more than 1,000 school and district
leaders through surveys and focus groups. The National Association of Elementary School Principals (NAESP), National

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Association of Secondary School Principals (NASSP), and American Association of School Administrators (AASA) were
instrumental in creating these standards.

The complete set of standards includes:

Standard 1. Mission, Vision, and Core Values


Standard 2. Ethics and Professional Norms
Standard 3. Equity and Cultural Responsiveness
Standard 4. Curriculum, Instruction, and Assessment
Standard 5. Community of Care and Support for Students
Standard 6. Professional Capacity of School Personnel
Standard 7. Professional Community for Teachers and Staff
Standard 8. Meaningful Engagement of Families and Community
Standard 9. Operations and Management
Standard 10. School Improvement

According to the BCPS Human Resources Department, currently Standards 3, 4, 5, and 6 are each weighted 0.1 while the
other standards are rated 0.02.  The standards comprise 70% of BCPS’s principal evaluation model representing the qualitative
measures while Student Learning Outcomes comprise 30% and represent the quantitative measures.

While all of these standards are important and interrelated, BCPS should place the highest focus and more weight on Standard 4,
concentrating on the fidelity and implementation of the curriculum and assessments, (Curriculum, Instruction, and Assessment) until
such time that BCPS student outcomes show an overall upward trend.

Exhibit 8-42 shows the components of Standard 4.

EXHIBIT 8-42
PROFESSIONAL STANDARDS FOR EDUCATIONAL LEADERS: STANDARD 4

Source: National Policy Board for Educational Administration (2015). Professional Standards for Educational Leaders 2015. Reston, VA: Author

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The BCPS Superintendent has the ability to set the focus for the upcoming academic year to be limited to a single focus (Standard
4) as opposed to three areas. Doing so will increase the accountability of many principals in sharpening their skills and
responsibilities as the instructional leaders of their respective schools.

COMMENDATION 8-S:
BCPS is commended for its use of the Professional Standards for Educational Leaders as a foundation for BCPS
Principals’ Evaluation.

RECOMMENDATION 8-34:
The BCPS Superintendent should set a priority focus and a higher weight on Standard 4 (Curriculum, Instruction, and
Assessment) in the Principals’ Evaluation instrument and Executive Directors should ensure Standard 4 is the focal
point of principals’ evaluations. (Tier 1)

IMPLEMENTATION AND TIMELINE

1. The Superintendent should lead some focus groups with principals to discuss and receive input on Month 1
changing the weights of their evaluation.

2. The Superintendent, in conjunction with the Human Resources Department, should prepare the Month 2
proposed changes and rationale and submit it in writing to MSDE for review and approval.

3. Once approved, the HR Department should go through its process of informing and training principals Month 3 to 4
on the changes to the principal evaluation tool.

FISCAL IMPACT
This recommendation can be implemented with existing resources.

FINDING
While BCPS Board Policy (6002) details the process for selecting and evaluating instructional materials, the policy should require
that every effort should be made to select the most comprehensive curriculum inclusive of service needs in order to limit extensive
augmentation by BCPS curriculum specialists.

The policy states that “the Superintendent shall establish guidelines for the selection of materials based on standards of quality,
criteria, and protocols to ensure that the materials for teaching and learning support the curriculum, meet the diverse needs of
students, and adhere to applicable state and federal laws.”

Historically, BCPS has charged curriculum specialists with writing its own curriculum or hiring teachers to assist in this effort. This
is an antiquated process given the amount of money BCPS spends on purchasing instructional materials and given the fact that
the Board Policy articulates that any purchased curriculum meets the diverse needs of students. Interviews indicate that BCPS has
had a practice of augmenting purchased curriculum to meet the needs of diverse students. If an appropriate curriculum is vetted
and purchased, this practice is no longer needed and the curriculum specialist’s time would be better spent in supporting the
Residency Program or eventually their positions could be eliminated if curriculum writing is their primary responsibility.

Many of the staff interviewed questioned the number of resource teachers assigned to the Division of Curriculum and Instruction.
Some principals lamented that some of their highest performing teachers were shifted to the central office as Resource Teachers
and wish they would have remained at their schools.

Public Works LLC analyzed the staffing and found the Division of Curriculum and Instruction has 83 resource teachers. Exhibit

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8-43 shows the department, number of Resource Teachers, and their key responsibilities within the Division of Curriculum and
Instruction.

EXHIBIT 8-43
RESOURCE TEACHERS LOCATED IN THE DIVISION OF CURRICULUM AND INSTRUCTION

NUMBER OF RESOURCE
DEPARTMENT TEACHERS KEY RESPONSIBILITIES
Department of Academics 54 Provides direct support to schools via the Residency
Program:
• 48 provide direct support to schools via the residency
program
• 6 resource teachers in the science office provide
direct daily instruction to students (5 teach the outdoor
education program and 1 teaches the Star Lab
program)
10 Provides direct support and professional development to
schools and assistance with IEP process. Spends % of
their time in writing curriculum.

Educational Options 14 Provides direct daily instruction to students at BCDC and


supports IEP teams.
Special Education 5 Provides special education professional development and
build’s school capacity.
Total Resource Teachers 83

• In the Department of Academics, there are 32 ELA and Math Resource Teachers and 11 Science Resource Teachers, all of
whom are actively supporting the Residency Model. There are 2 Social Studies, 2 World Languages, 3 CTE, 3 Physical
Education, and 1 Dance Resource Teachers.
• In the Department of Academics, there are 3 College and Career Readiness Resource Teachers, 4 Advanced Academic
Resource Teachers who have a percentage of their time writing curriculum, and 3 Early Childhood Resource Teachers who
have a percentage of their time writing curriculum.
• In the Department of Education Options, there are a total of 15 Resource Teachers (6 of whom provide direct services to
the Baltimore County Detention Center (BCDC).
• In the Department of Special Education, there are 5 Resource Teachers providing direct services to schools.

Interviews and a review of staffing also shows there are 90 school-based additional Resource Teachers who serve the 61 Title I
schools (or schools projected to become Title I). The title of these positions varies based on various documents. Sometimes they
are called Resource Teachers, or STATT Resource Teachers, or Staff Development Teachers. These 90 teachers are not Title I
funded and are direct reports to the principals as part of school-based staffing.

Adding the 83 Central Office Resource Teachers in the Division of C&I to the 90 school-based Resource Teachers serving Title I
schools is a total of 173 teachers who do not have their own classroom, but who serve schools by providing technical assistance
and professional development. Several of the 83 Central Office Resource Teachers are responsible for writing or augmenting the
BCPS curriculum during in -between school residencies and during the summer.

By ensuring BCPS purchases curriculum that does not need augmenting by Resource Teachers/Curriculum Specialists, the
Division of C&I should reduce the 173 by a minimum of 5 percent (or approximately 9 positions.) Only those Resource Teachers
providing direct services to schools should remain.

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RECOMMENDATION 8-35:
BCPS should revise Board Policy 6002 with a directive to purchase curriculum that is complete and does not need
augmentation by BCPS and eliminate nine of the Resource Teacher/Curriculum Specialist positions who are primarily
responsible for writing curriculum. (Tier 1)

IMPLEMENTATION AND TIMELINE

1. The Chief Academic Officer should review the curriculum selection review process to ensure that Month 1
augmentation is not required.

2. The Chief Academic Officer should recommend the elimination of the recommended positions and Month 2
cause their review responsibilities to be reassigned when needed.

3. The Chief Academic Officer should ensure that the selection process fidelity be maintained. As Curriculum is Selected

FISCAL IMPACT
There should be no cost to revise the Selection of Instructional Materials Policy (6002).

The Resource Teachers’ average salary of $100,000, plus 49.7% benefits ($49,700), times nine positions eliminated equals an
annual savings of $1,347,300. The savings over five years is estimated at $6,736,500.

RECOMMENDATION YEAR ONE YEAR TWO YEAR THREE YEAR FOUR YEAR FIVE

Eliminate Nine Resource Teacher positions $1,347,300 $1,347,300 $1,347,300 $1,347,300 $1,347,300

FINDING
BCPS does not conduct yearly comprehensive school-level needs assessment staff surveys to ensure all central office services and
materials meet the schools’ needs.

Interviews with select principals and school staff indicate that they are rarely asked for input on what their schools need in the
way of support, services, or materials from central office leadership. Often times they are sent manipulatives that they already
have and do not need, are provided training that may not be what is needed by their teachers, or are provided multiple services
which they did ask for or need.

Survey comments included, but are not limited to, similar types of statements to those shown below.

• T here seems to be a disconnect between central office and the teachers. The format is very authoritative and not
collaborative. Teachers do not feel they are heard on a multitude of issues.
• I cannot believe that those in Central Office listen attentively or take the suggestions, concerns and issues that teachers
have seriously. We have voiced concerns and offered suggestions that are routinely dismissed and not validated. Those
on the Board and in Central Office are so removed from the classroom that they DO NOT know what the day to day
with students, teachers, families and other staff is really like. Additionally, it feels as if they make decisions on high with
little understanding and knowledge of teaching in the 21st century. It is clear that agendas are developed and followed
regardless of the impact it has on the teachers and students. How long has it been since Central Office staff were in the
classroom for more than a 25 minute or day visit? How often do they reach out to the teachers, en masse, rather than
relying on the input from handpicked people who will parrot back the agenda they have in place? It is beginning to feel
like an autocracy in BCPS with uninformed leadership who prefers to be uninformed.

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• T here is a major top-down issue. I feel that Central Office is either uninvolved, not present, and unavailable-or OVER
involved when not needed. The policies are often unrealistic and don’t meet the needs of a classroom in 2021 in reality-not
just on paper.
• T here is a CAVERNOUS disconnect between Central Office and those in the school buildings. Central Office does not
understand the needs nor requirements of the day -to -day tasks they continue to heap onto the backs of educators and
building workers. They have no concept of just how much they’re asking to be done, and how little support they’re actually
giving. They continually make policy decisions that hinder instruction and propose solutions that exacerbate the problems,
yet they congratulate themselves for it. We are spending so much personal time to piecemeal together all that they ask for,
and they refuse to acknowledge that. They look at the results, and say it must be working. It’s not, and this is not sustainable.
We are burnt out, broken, and begging for help.
• U
 pper management needs to ask the people who would be responsible for putting into practice the policy and procedures
implemented BEFORE deciding on certain policies and procedures. They also need to communicate more effectively with
the middle management, I.E. principals, assistant principals. You guys don’t work in the schools, therefore you need to have
a better understanding of the day- to -day operations at the school level. Honestly, some of the “rules” you come up with
are ridiculous and impossible to implement.
• You simply neglect to ask us what we think or why certain things just don’t work at our level.
• S
 ome of the decisions made are not based on the needs of students in my school. I think more of an effort needs to be
made to make differentiated policies based on individual school needs. The one size fits all approach doesn’t work for all
students. We need to find a way to appreciate and embrace individual school needs.

While BCPS does send out some surveys to schools or conduct some informal needs assessments, these efforts are not geared to
collecting specific, current information on the issues and needs of the school.

While BCPS does have portions of a comprehensive needs assessment, it does not conduct staff surveys at schools. BCPS does
have what they call a Data Story and Cause Coaching Guidance document for principals and schools to use as part of a needs
assessment process.  This document was created by the Office of Performance Management (OPM) in the DRAA to support
schools through the process. They call the Comprehensive Needs Assessment a “Data Story” and it is embedded within the
School Progress Planning (SPP) process.  While this is commendable, the process should include a school staff survey.

BCPS could create a needs assessment survey for schools or there are many commercial options that could be purchased at a
reasonable rate.

The Maryland State Department of Education (MSDE) has chosen to be a “Four Domains State.” School districts in Maryland
should be using a needs assessment aligned to the Four Domains. One such Needs Assessment System is derived from the
research-validated Comprehensive Assessment of Leadership for Learning (CALL). The Four Domains CALL System is an online
school leadership survey/assessment and feedback system. Rather than focus on an individual leader, this needs assessment
utilizes multi-source comprehensive surveys to assess core leadership and school improvement practices that are distributed
across the school. The surveys were developed by the National Center on School Turnaround. Upon completion of the surveys,
school and district leaders receive immediate targeted data and feedback designed to share precisely what schools have and
what they are lacking to improve not only student achievement, but all areas of positive school improvement support.

This feedback enables central office to group schools with similar needs and provide more targeted assistance to meet the needs
of schools. Please see https://www.youtube.com/watch?v=3T6UsNVjXmE which is a video from MSDE on the importance of
the Four Domains for improved student performance. Having a comprehensive needs assessment for schools aligned to the Four
Domains is an important feature as the district looks for an appropriate tool.

A sample CALL survey is available at https://app.leadershipforlearning.org/respondent/survey_logic/west-ed-school?survey_section_id=248

A sample feedback report is available at https://app.leadershipforlearning.org/survey_instance_reports/2568#AreasOfStrengthComponent

Whether BCPS decides to create its own School Needs Assessment Survey or contracts for one, there is a need for a yearly
needs assessment of all 175 schools so that central office provides more targeted services, training, and materials to schools.

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In the long-term, resources (time and money) will be saved by only providing schools with the resources they need to improve.

RECOMMENDATION 8-36:
BCPS should conduct annual needs assessment surveys of each of its 175 schools to ensure all central office services
are targeted to the specific needs of the school. (Tier 2)

IMPLEMENTATION AND TIMELINE

1. The Board should instruct the Superintendent to develop a proposed policy and related Month 1
procedures requiring an internal needs assessment survey of schools.

2. The Superintendent should instruct the Chief Academic Officer to develop the proposed policy Month 1
and related procedures requiring an internal needs assessment survey of schools.

3. The Chief Academic Officer should develop the proposed policy and related procedures Month 2-3
requiring an internal needs assessment survey of schools and cause it to be submitted to the
Policy Committee for approval and Board adoption.
4. The Board should adopt the recommended policy and the Superintendent and the Chief Upon Adoption
Academic Officer should begin implementation.

FISCAL IMPACT
This recommendation can be implemented with existing resources if the needs assessment is created and conducted internally.

FINDING
The BCPS Passport Program for teaching elementary students a foreign language is costly and has not been evaluated for
positive student outcomes.

The FY22 Passport Program budget is $29,000.  Of that amount, $24,000 is for mileage and $5,000 is designated for materials
supplies.  There are 23 full-time teachers and one full-time substitute working on this program serving approximately 20,822
elementary students. Grade 4 students taking the program meet for 30 minutes per week and are required to conduct 40 minutes
per week using the online modules. Grade 5 students taking this program meet for 50 minutes per week and are required to
work for 30 minutes per week on their own using online modules. The program has been in existence for 8 years and to date
there is no quantitative evidence that the program is successful in teaching elementary students Spanish. Some anecdotal
evidence has been collected and placed on videos. It was mentioned that in the “future” students will begin taking the Advanced
Assessment for Proficiency Performance and Language (AAPPL), but that has not been administered in the 8 years the program
has been operating. Research shows that it is valuable to teach a foreign language at the elementary level; however, 30 -50
minutes per week with one- on -one instruction may not be ample time to adequately absorb the skills.

According to a 2019  Education Week article, only about 25% of elementary schools in the United States, public or private,
offer any form of a foreign language program. Many elementary schools are choosing an immersion program versus weekly
short one-on-one instruction. An immersion program encourages true bilingualism, with students receiving regular instruction in a
second language for part of the day or specific days during the week. 

RECOMMENDATION 8-37:
BCPS should eliminate the Passport Program and establish a task force to determine the feasibility of starting an
elementary immersion program. (Tier 1)

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IMPLEMENTATION AND TIMELINE

1. The Superintendent should recommend the elimination of the Passport Program and instruct the Month 1
Chief Academic Officer to assemble a task force to conduct the feasibility of adopting an
elementary immersion program.

2. The Chief Academic Officer should assemble a task force composed of representative principals, Month 2
central office curriculum personnel and other stakeholders to conduct the feasibility of adopting
an elementary immersion program.

3. The task force, chaired by the Chief Academic Officer, should conduct the study and prepare a Months 3-4
recommended action for the Superintendent’s consideration and recommendation to the Board
for approval.

4. The Board should approve the recommended action and any related budgetary actions required. Month 5

5. The Superintendent should instruct the Chief Academic Officer to proceed with implementation. Month 5 and Ongoing

FISCAL IMPACT
The average BCPS teacher salary of $85,000 plus 49.7% benefits ($42,245), times 24 Passport teacher positions is savings of
$3,053,880. Added to that is the full-time substitute’s compensation at $11.75 per hour x 10 months equals $20,210. Additional
savings is $24,000 for mileage and $5,000 for materials and supplies. The total yearly savings is $3,103,090. The five-year
savings is $15,515,450.

RECOMMENDATION YEAR ONE YEAR TWO YEAR THREE YEAR FOUR YEAR FIVE

Eliminate the Passport Program $3,103,090 $3,103,090 $3,103,090 $3,103,090 $3,103,090

FINDING
BCPS offers a variety of foreign languages at the middle school level; however, many students are unable to continue taking the
same language when they progress to high school.

As for the feeder patterns for World Languages, the challenge remains that students beginning a language program in one
feeder system may not have that language available in the feeder high school, for example.   While BCPS offers options online
and through a dual credit program, a consistent language program between middle and high school would allow BCPS
students to continue their language pathway and move toward earning the Seal of Biliteracy without disrupting progress when a
language is not offered.   

Providing itinerant staffing to the Office of World Languages or providing dedicated staffing to feeder high schools not currently
offering languages would support students continuing in their chosen language of study while allowing them to continue
developing proficiency.  The other issue exacerbating this is when a building-level decision is made to “cut” entire programs.  This
effectively terminates the feeder pattern permanently, and often the World Languages staffing is re-allocated to other content
such as mathematics or ELA.

 In some cases, parents request an out-of-area transfer to another high school to continue language study begun in middle
school.  These are not always approved, and the process is lengthy. 

The current language offerings are:

• Japanese is only offered at Sudbrook MS- there is no high school program

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• German is only offered at Parkville HS- there is no middle school feeder program
• C
 hinese is offered in 4 middle schools- Perry Hall MS, Arbutus MS, Ridgely, and Deer Park Magnet (they are starting
Chinese next year, but there is no feeder at the high school level)
• At the high school level: 
- Chinese — offered via part-time staffing at Loch Raven and Perry Hall HS as well as part time at Catonsville HS. 
There is a full-time Chinese teacher at Woodlawn HS (no middle school feeder) and at Dulaney HS.  Chinese was
completely cut at Hereford HS and Patapsco HS over the past few years.
- Latin — offered at Pine Grove, Dumbarton, Ridgely MS- not present in all feeder high school patterns.  There are
3 high school Latin teachers at Towson HS (one is full time, the other two teach Latin/Spanish combos), Eastern (1),
and two Latin teachers at Dulaney HS.  Students exiting Pine Grove MS for Perry Hall HS have no program
available to continue study.  Carver also does not offer Latin so students attending Carver are only able to access
online options at best.

RECOMMENDATION 8-38:
BCPS should align all foreign language courses to ensure students can continue their study in the same language
when progressing to the next grade level and/or establish relationships with other programs to offer online courses.
(Tier 2)

IMPLEMENTATION AND TIMELINE

1. The Chief Academic Officer should cause a detailed survey of all foreign language courses to Month 1
be conducted by academic staff and the preparation of course sequencing from one grade-level
to the next.

2. The assigned academic staff prepare a course sequencing report and recommended courses Month 2 - 3
for implementation.

3. The Chief Academic Officer should instruct the implementation of the new course sequencing. The Following School Year

4. The Chief Academic Officer should cause a detailed evaluation of the revised course schedules. After the Second Year
of Implementation

FISCAL IMPACT
This recommendation can be implemented with existing resources.

English for Speakers of Other Languages (ESOL) Program

INTRODUCTION
BCPS is experiencing a high increase in the number of ESOL students. Exhibit 8-44 shows the increases over a five-year span.
For the 2020-21 school year, the school system is serving 9,232 ESOL students.

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EXHIBIT 8-44
BCPS NUMBER OF ESOL STUDENTS
2016-21

YEAR ESOL STUDENTS


2016-17 5,520
2017-18 6,840
2018-19 7,642
2019-20 8,963
2020-21 9,232

Source: BCPS ESOL Department, 2021.

Exhibit 8-45 shows BCPS elementary schools with an ESOL population of over 20 percent.

EXHIBIT 8-45
ELEMENTARY SCHOOLS WITH ESOL POPULATIONS OVER 20 PERCENT
2020-21 SCHOOL YEAR

PERCENTAGE OF SCHOOL
SCHOOL ENGLISH LEARNERS POPULATION
Baltimore Highlands 145 26.3
Cedarmere 136 25.6
Chadwick 145 22.3
Colgate 183 40.1
Norwood 159 31.9
Owings Mills 181 22.1
Padonia 194 35.3
Reisterstown 137 24.0
Shady Spring 130 22.0
Woodbridge 120 26.4

Source: BCPS ESOL Department, 2021.

Exhibit 8-46 shows BCPS secondary schools with an ESOL population over 20 percent.

EXHIBIT 8-46
SECONDARY ESOL LEARNERS AND PERCENTAGE OF SCHOOL POPULATION

PERCENTAGE OF SCHOOL
SCHOOL ENGLISH LEARNERS POPULATION
Lansdowne MS 282 32.6
Sudbrook Magnet MS 279 27.6
Dumbarton MS 234 19
Dundalk MS 303 36.4
Dundalk HS 378 21.7
Woodlawn HS (zoned students only) 195 12.2

484
Owings Mills High 440 36.5
Parkville High 592 28.4
Lansdowne High 279 21.4

Source: BCPS ESOL Department 2021.

Exhibit 8-47 shows the BCPS ESOL graduation and dropout rates for the past five school years.

EXHIBIT 8-47
ESOL GRADUATION AND DROPOUT RATES

4 YEAR 5 YEAR
SCHOOL YEAR GRADUATION RATE GRADUATION RATE 5 YEAR DROPOUT RATE
2016 - 17 48.46% 56.92% 36.92%
2017 - 18 54.93% 57.21% 39.44%
2018 - 19 56.94% 59.93% 38.19%
2019 -20 58.39% 63.98% 34.75%
2020-21 58.74% 35.49%

Source: BCPS ESOL Department 2021.

FINDING
BCPS lacks sufficient staffing at the central office to support the growing number of English for Speakers of Other Languages
(ESOL) students.

Exhibit 8-48 shows the current organizational chart of the ESOL Department. As shown, the ESOL Coordinator has six direct
reports and a total of 15 staff members supporting a total of 175 schools, 98.5 elementary ESOL teachers, 67 secondary ESOL
teachers, and 9,232 ESOL students. The ESOL Coordinator reports to a Director of World Languages and ESOL.

EXHIBIT 8-48
BCPS ORGANIZATIONAL CHART OF THE ESOL DEPARTMENT

Coordinator ESOL

Bilingual Secretary I Secretary II

Family School Liaison, Family School


Specialist Specialist
Interpreting Liaison, Interpreting

ESOL Welcome Center Secondary Resource


Registrar Teacher

Welcome Center Nurse Elementary Resource


Teacher

Welcome Center Pupil


Personnel Worker Elementary Resource
Teacher

Family School Liaison,


Family Programming

Family School Liaison,


Family Programming

Source: BCPS ESOL Department, 2021.

485
BCPS serves a total of 9,232 ESOL students in 175 schools and has a total of 15 central office staff in the ESOL Department.

Peer district, Montgomery County Schools (MD) serves a total of 26,819 ESOL students in 209 schools and has 16 central office
ESOL staff plus four testing assessors and two staff members who oversee the immersion program for a total of 22.

Peer district, Jefferson County Schools (KY) serves a total of 12,721 ESOL students in 168 schools and has a total number of
central office ESOL staff of 33. See Exhibit 8-49 for the Jefferson County School District’s ESOL organizational chart.

EXHIBIT 8-49
JEFFERSON COUNTY SCHOOL DISTRICT
ESOL DEPARTMENT ORGANIZATIONAL CHART
SY 2020-21

Source: Jefferson County School District, 2021.

In BCPS there are only three ESOL Resource Teachers assisting all schools while (as previously shown), there are 32 ELA
and Math Resource Teachers, 11 Science, two Social Studies, three CTE, and three PE Resource Teachers. The BCPS Special
Education Department that serves a total of 15,476 special education students has five Resource Teachers, plus several assisting
with assistive technology and with the Multi-Tiered System of Support (the exact number could not be verified).

In 2020-21, BCPS enrolled 1,000 new ESOL kindergarteners; there is only one staff member conducting all of the assessments
thus BCPS has had to contract out to fill the void. There is only one BCPS staff member to conduct the transcripts evaluations.
Simply put, the ESOL staffing is insufficient to keep pace with the ever-increasing ESOL student population.

Interviews with school and central office staff identified the following issues with ESOL:

• ESOL’s staffing is not keeping pace with the increase in ESOL students;
• T he ESOL Family Welcome Center’s building lease expired and the center is temporarily at the Jefferson Center which lacks
sufficient space to house staff and have private meeting rooms;
• S
 econdary ESOL students are being bussed to a total of nine Centers (across the span of the school system) in order to
receive ESOL services and many parents are refusing ESOL services as they want their child to stay in their home school to
be able to enjoy after-school activities and to avoid long bus rides; and
• The ESOL dropout rate ranges from 34-38 percent over the past few years and is not improving.

486
Previously in this chapter Public Works LLC recommended the elimination of the STEM program mobile bus. This bus could
be refurbished to accommodate the ESOL Welcome Center to provide a forum for visiting neighborhoods with high ESOL
populations. As shown in Exhibit 8-50, the Welcome Center had 1,354 appointments in 2019-20 (and that number was low due
to the pandemic).

EXHIBIT 8-50
WELCOME CENTER APPOINTMENTS INCLUDING ASSESSMENT, HEALTH SCREENING, RESIDENCY
VERIFICATION, TRANSCRIPT EVALUATION, AND COMPLETED REGISTRATION PAPERWORK

YEAR TOTAL
2016-2017 1,726
2017-2018 1,252
2018-2019 1,681
2019-2020 (last appointment 3/13 1,354
due to pandemic)

Source: BCPS ESOL Department, 2021.

RECOMMENDATION 8-39:
BCPS should hire two additional ESOL Resource Teachers, a full-time bilingual Welcome Center Program Assistant,
create a mobile Welcome Center bus, and expedite locating a new home for the ESOL Welcome Center.

IMPLEMENTATION AND TIMELINE

1. The Superintendent should instruct the Chief Academic Officer to develop the detailed Month 1
recommendation for Board approval and incorporation in the annual budget.

2. The Chief Academic Officer should develop the detailed recommendation for Board approval Month 2 -3
and incorporation in the annual budget.

3. The Superintendent should recommend the proposal to the Board for adoption; the Board should Month 4 - 5
review and approve the recommended actions.
4. The Chief Academic Officer should cause the program to be implemented. Upon Approval
5. The Chief Academic Officer should cause the program to be evaluated based on predetermined Annually
criteria.

FISCAL IMPACT
The Resource Teachers’ average salary of $100,000, plus 49.7% benefits ($49,700), times two positions equal an annual
cost of $299,400. The salary for a Bilingual Program Assistant is $50,000, plus 49.7 % benefits ($24,850), an annual cost
of $74,850. The estimated cost for refurbishing the Welcome Center bus is estimated at $20,000. The total annual cost to
implement this recommendation is $394,250.

The cost over five years is $1,971,250.

RECOMMENDATION YEAR ONE YEAR TWO YEAR THREE YEAR FOUR YEAR FIVE

Increase ESOL Staff and Support ($394,250) ($394,250) ($394,250) ($394,250) ($394,250)

487
FINDING
The current ESOL program at the secondary level is ineffective, inefficient, and is causing many parents to withdraw their child
from ESOL services.

ESOL elementary students are served in their home schools. At the secondary level, BCPS buses students to ESOL Centers
located in various schools throughout the school system. There are four middle and four high school ESOL Centers.

Exhibit 8-51 shows the number of students whose parents have withdrawn their child from receiving ESOL services. According
to interviews, many parents do not want their middle and high school student to be sent to an ESOL School/Center, claiming they
want services for their child in their home school. As shown, the number of parents withdrawing their child from ESOL services has
grown over the past four years. These are students who have been tested and qualify for (and need) ESOL services.

EXHIBIT 8-51
NUMBER OF ESOL SERVICE WAIVERS
2017-21

YEAR NUMBER OF WAIVERS


2017-18 493
2018-19 525
2019-20 669
2020-21 727

Source: BCPS ESOL Department, 2021.

Exhibit 8-52 shows the total staffing at the school level for BCPS ESOL staff. As shown, while the ESOL student population has
increased, the staffing has not kept pace.

EXHIBIT 8-52
ESOL STAFFING IN BCPS SCHOOLS

ELEMENTARY SECONDARY FAMILY SCHOOL RESOURCE


YEAR FTE FTE LIAISONS TEACHERS TOTAL
2017-2018 71.5 53 2 2 128.5
2018-2019 87 62.5 3 2 154.5
2019-2020 102 66.5 4 3 175.5
2020-2021 101 67.5 4 3 175.5
2021-2022 101.5 67 4 3 175.5

Source: BCPS ESOL Department, 2021.

ESOL presented a plan to the Board in 2019 to phase the Centers out and bring the ESOL services back to students’ home
schools. Given the pandemic, malware attack, and MOE budget, BCPS deferred the implementation of the plan. This plan could
serve as a basis for a newly devised task force to revise the plan based on updated data.

Exhibit 8-53 shows a portion of the plan that was reported to the Board in 2019.

488
EXHIBIT 8-53
SELECT PORTION OF THE PLAN TO BRING ESOL BACK TO HOME SCHOOLS

Source: BCPS ESOL Department, 2021.

Exhibits 8-54 and 8-55 show the phase-in approach to the plan that was presented to the Board.

EXHIBIT 8-54
ESOL PHASE-IN APPROACH – MIDDLE SCHOOLS

Source: BCPS, ESOL Department, 2021.

489
EXHIBIT 8-55
ESOL PHASE-IN APPROACH – HIGH SCHOOLS

Source: BCPS, ESOL Department, 2021.

Of note, our team spoke to the Directors of ESOL in several similar sized and peer districts (Montgomery County (MD), Jefferson
County (KY), Prince Georges (MD), and Anne Arundel (MD), and none of these districts provide ESOL services using the Center
approach, but are serving students in their home schools.

Bringing the secondary ESOL Program back to students’ home schools, will:

• Provide a More Comprehensive English Language Development Program


• Reduce Waived Services
• Reduce Transportation Times
• Increase Access to After- School Opportunities

RECOMMENDATION 8-40:
Establish an ESOL Task Force to create a phased-in approach to bring secondary ESOL programs back into students’
home schools. (Tier 2)

490
IMPLEMENTATION AND TIMELINE

1. The Chief Academic Officer, on instructions from the Superintendent, should appoint an ESOL Month 1
Task Force to create a phased-in approach plan to bring secondary ESOL programs back into
students’ home schools.

2. The ESOL Task Force should develop the plan and submit to the Chief Academic Officer for Month 2 - 3
review, editing, and approval.

3. The Chief Academic Officer should complete the review, editing, and approval process and Month 4
recommend implementation.

4. The Superintendent, upon Board approval, should cause the implementation upon necessary Upon Approval
funding approval.

FISCAL IMPACT
The fiscal impact cannot be determined at this time until a revised plan has been established.

Section 6: The Department of Educational


Options - Office of Digital Safety, Educational
Technology & Library Media
––––––––––––––––––––––––––––––––

The Office of Digital Safety, Educational Technology & Library Programs, led by a Director, offers or coordinates the
following services:

• Technology Liaison Program


• Assistive Technology
• Blended Learning Support
• BCPS Makes
• Library Media Programs
• Digital Resources
• Maker Lending Libraries
• School Television Studios

Source: www.bcps.com/Division of Curriculum and Instruction Departments Educational Options Learning Program)

FINDING
The BCPS Educational Options website has an informative video on the Virtual Learning Program (VLP), with
additional information for students and parents regarding enrollment in the program to initiate services in SY2021-22.
The complete list of courses NOT offered in the program is also included, as well as a comparison of VLP with the
traditional school mode.

491
COMMENDATION 8-T:
BCPS is commended for the video and information about the Virtual Learning Program on its website.

FINDING
The Office of Digital Safety, Educational Technology & Library Media lacks cohesion, clarity of vision, and operates within a silo.

This office is organized as shown in Exhibit 8-56.

EXHIBIT 8-56
ORGANIZATION OF THE OFFICE OF DIGITAL SAFETY

Director

Fiscal Assistant Administrative Secretary

Resource Teachers(4)
Supervisor Coordinator Library
Blended Learning
ED Technology Media Programs
Coaching, Professional
Development

Source: BCPS, 2021.

The creation of the office with its original mission and purpose and functions has outlived its usefulness. Programs have not been
evaluated to determine their effectiveness or efficiency. Revised mission statements and focus of work are not current. Staff are
left in limbo as they have seen their resources dwindle each year due to budgetary cutbacks or changes in academic programs
and focus. The use of educational technology has been viewed and postured as an add-on and not as an integrated tool of
curriculum and instruction. Effective and open coordination between other departments within the Division has been stifled.

To continue with its current composition would be ineffective use of existing skill-sets of its staff, inefficient, and costly. The Division
of C&I would benefit from integrating the staff from the current Office of Digital Safety, Educational Technology & Library Media
as well as by re-purposing all savings through the elimination of this office.

“The Office of Assistive Technology functions as a result of the collaboration between Special Education, Curriculum and
Instruction, and the Department of Educational Options. Federal guidelines (IDEA) provide a structure for considering and
implementing a hierarchy of technology supports geared toward successful access to the curriculum for all students.

Assistive Technology (AT) is a device and/or service that is determined by an IEP team to be necessary to provide a
student with educationally relevant and necessary access to a Free and Appropriate Education in the least restrictive
environment.  The Individuals with Disabilities Act (IDEA), a federal law regarding special education, requires schools to
consider a student’s possible need for assistive technology devices and services whenever an IEP is developed. Students’
needs are assessed on a case-by-case basis upon request for support from the IEP or school team.  Assistive Technology
consideration is an ongoing and collaborative process between school team, AT staff and families.”
Source BCPS website, 2021.

492
Within the Office of Educational Technology there are three resource teachers and one paraprofessional offering assistive
technology services as well as three speech language pathologists. The three speech pathologists offer direct services as
determined by a student’s IEP or 504 plan.

The other resource teachers and paraprofessional offering assistive technology services would best be linked closely with and
coordinated/ supervised by the Director and Coordinator within the Department of Special Education. The following Exhibit
8-57 illustrates the unit.

EXHIBIT 8-57
OFFICE OF EDUCATIONAL TECHNOLOGY

Supervisor

Resource Teacher Mobile Resource Teachers(3) Speech Language


Innovation Van Assistive Technology Pathologists (3)

Source: BCPS, 2021.

The staff providing assistive technology services and speech pathology services offer necessary services to students. However,
these staff, like other staff offering specific services to students, should be transferred from the Office of Digital Safety to the
Department of Special Education.

The Library Media Unit of four staff operates in a silo and would best be integrated within the Department of Academics to
facilitate communications and services.

The BCPS Library Media Programs and Digital Resources unit is intended to provide leadership for the school library media
program and ensures that students and teachers have equitable access to an organized and centrally managed collection of
library resources, instructional materials, and information and instructional technologies.  

Key initiatives supported:

• P rovide quality and diverse library media center resource collections to ensure that all students have equitable access to
books, media, virtual, and digital resources to support classroom instruction and research.
• U
 se technology to manage school resources effectively and efficiently through the use of a centrally administered Destiny
Catalog a Web-based union catalog and inventory system.
• P rovide 24-hour access to authoritative digital content, virtual resources, and online database resources for students, staff,
and parents from school and home.
• Expand educational outreach to students and their families in the safe and ethical use of information technologies.

Source: BCPS website.

This unit of four staff is organized as follows in Exhibit 8-58.

493
EXHIBIT 8-58
LIBRARY MEDIA PROGRAM

Coordinator

Administrative
Secretary

Facilitator Special Library Media


Specialist Data Clerk
Projects Assistant

Source: BCPS, 2021.

The Blended Learning Support team of four resource teachers operate within a silo and it lacks an effective mission, focus, and
effectiveness.

“When this initiative was first begun several years ago, it was intended to “provide strategic support to schools
and offices in transforming educational experiences for students using effective blended learning models. The
team provides professional learning, including facilitating professional learning communities, leading learning
walks, and modeling responsive instruction using technology. Blended Learning Support also provides individual
and team coaching to teacher leaders to support the implementation of blended learning. Additionally, the team
supports the effective implementation of technology through their expertise in the Learning Management System
(LMS), digital content, and instructional tools.”
Source BCPS website.

Interviewees agreed that the descriptions of their services found on the website are inaccurate. Staff cutbacks and the cutback of
STAT teachers in 2020 diminished the effectiveness of these resource teachers.

The initial objective was to assist with implementing technology into the curriculum and provide assistance to the staff and schools.
The current level of staffing and loss of the STAT teachers no longer allows for that model to work.

These staff members have exceptional skill-sets and knowledge of how to design curriculum and embed technology within the
curriculum.

The effectiveness of the Technology Liaison program has not been evaluated to determine its effectiveness and return on
investment and there is no data available to determine its effectiveness.

There is no data available to determine the program’s effectiveness. There were a varied set of opinions expressed by the
interviewees as to the effectiveness and efficiency of this program. The roles of the technology liaisons are broadly stated and
seem to be largely left to the principals to determine. In some cases, these positions in the schools focus on maintaining the
inventory of computers in the schools. In other cases, some of these liaisons offer updates of technology information via the office
supervisor to their colleagues. Interviewees were dubious of the positive impact for the cost.

Technology Liaisons collaborate with the Department of Educational Options, and the Department of Information Technology to
help teachers manage technology use with students and staff. A position of supervisor oversees the Technology Liaison Program
which provides support and professional development for over 250 staff members in all schools.

The Technology Liaison position is an Extra Duty Assignment (EDA) that supports the use of instructional technology in the school.

494
Each school’s principal has been asked to identify a Technology Liaison who serves as the school’s contact with the Department
of Educational Options and the Department of Information Technology.

Technology Liaisons attend regularly scheduled liaison meetings and disseminate information from these meetings, in a timely
fashion to the school’s principal and other staff members. All Technology Liaisons receive extra duty compensation; as these
duties are to be performed before and/or after the normal duty day.

The Mobile Innovation Lab program has not been evaluated to determine its effectiveness and return on investment.

The BCPS Mobile Innovation Lab is a converted school bus serving as a maker space and innovation station for the district’s
schools, centers, and programs. Housed within the Mobile Innovation Lab are the tools, materials, and instructional supports for
students.

This program started five years ago as a classroom on wheels. The intent is to spark innovation of STEM in elementary schools.
This converted school bus is equipped with learning and demonstration STEM materials. BCPS does not have an effective STEM
program. The program decision is left to schools. The computer science curriculum is only delivered to about 12 schools. This
mobile innovation lab was intended to stir interest, much like that of a bookmobile, as described by one interviewee.

The resource teacher meets with schools, plans activities regarding experiencing computer stations, STEM materials, 3-D printers,
and a sound system. This mobile STEM classroom visits fewer than 20-25 schools a year. The program originally had three
resource teachers but now has one.

A resource teacher spends 3-5 days a week with the bus at an elementary school for students to experience the lab’s offerings.
With about 125 schools in BCPS, the practical reality of the lab’s impact for students to spend one period of time a day questions
the value and positive impact of the experience. The value of the program and an examination of its cost has never been
evaluated to determine its effectiveness and efficiency of this operation. There is only anecdotal information about its usefulness.
There is a budget for consumables. Fleet maintenance and fuel costs are in the Transportation Department’s budget. The
transportation department does not have specific fuel consumption costs or any details on regular maintenance costs available
for the Mobile Innovation Lab. 
 

RECOMMENDATION 8-41:
The Chief Academic Officer (CAO) should abolish the Office of Digital Safety, Educational Technology & Library
Media. (Tier 1)

IMPLEMENTATION AND TIMELINE

1. The CAO should eliminate the position of Director of the Office of Digital Safety, Educational Month 1
Technology & Library Media
2. The CAO should eliminate the position of Administrative Secretary Month 1
3. The CAO should eliminate the position of Fiscal Assistant and eliminate the position of Month 1
Accountant II.
4. The Chief Academic Officer should transfer the staff who offer Speech Pathology Services and Month 1
the staff who offer assistive technology services to the Department of Special Education.
5. The Chief Academic Officer should transfer the unit of Library media to the Academic Month 1
Department
6. The CAO should abolish this unit of Blended Learning and re-purpose the 4 resource teacher- Month 1
staff members across the elementary and secondary ELA/SS and Math/Science academic
offices in the Department of Academics.
7. The CAO should eliminate the technology liaison program. Month 1

495
8. The CAO should re-define the role of the Supervisor to expand into data management as Month One
well as continuing responsibility for functional management of Schoology, the BCPS Learning
Management System, and transfer the position of supervisor to become a direct report to
the CAO.
9. The Chief Academic Officer should eliminate the Mobile Innovation Lab. Month 1

10. The Chief should re-purpose the vehicle, perhaps use as a mobile ESOL information center, or Month 2
return it to the transportation Department.
11. The CAO should reassign the resource teacher, along with the above four resource teacher Month 2
positions, to an academic office in the Department of Academics.

FISCAL IMPACT
The total annual fiscal impact of this recommendation is savings of $880,101, based on positions and stipends. The five-year
fiscal impact is savings of $4,400,505.

The annual fiscal impact of the savings of salaries and benefits for four positions is estimated at $530,101 based on the following:

Director $150,975 plus benefits 49.7% = $226,010


Fiscal Assistant $60,951 = $91,244
Admin Secr $56,941 = $85,241
Accountant II $85,983 = $127,606
Source: FY 22 Salaries and Benefits provided by BCPS.

The annual savings from the stipends of the Technology Facilitators is estimated at $350,000.
(Note: The stipends range from $1,086, $2,169, and $3,251 depending upon the scope of the responsibility and activity.)
Source: TABCO Master Agreement.

The estimated annual savings by implementing this recommendation is $880,101; the estimated five-year savings is $4,400,505.

RECOMMENDATION YEAR ONE YEAR TWO YEAR THREE YEAR FOUR YEAR FIVE
Eliminate the Director of the Office of Digital
Safety, Educational Technology & Library $226,010 $226,010 $226,010 $226,010 $226,010
Media position

Eliminate the Fiscal Assistant position $91,244 $91,244 $91,244 $91,244 $91,244

Eliminate the Administrative Secretary


$85,241 $85,241 $85,241 $85,241 $85,241
position

Eliminate the Accountant II position $127,606 $127,606 $127,606 $127,606 $127,606

Eliminate Technology Facilitator Stipends $350,000 $350,000 $350,000 $350,000 $350,000

TOTAL $880,101 $880,101 $880,101 $880,101 $880,101

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Section 7: The Departments of Academic Services
and Educational Options
––––––––––––––––––––––––––––––

This section provides findings, commendations, and recommendations for the Departments of Academic Services (which is
different from the Department of Academics which is covered in Section 5) and the Department of Educational Options. The
Departments of Academic Services and Educational Options are being reviewed in one section given that the first finding and
corresponding recommendations outline the proposed merger of these two departments. Each department has been analyzed
to look at efficiency and effectiveness by examining resource management, position alignment, and program implementation
through documentation review, staff interviews and reviewing peer district organization. We will begin by looking at the
make-up of each department.

Department of Academic Services


Currently, the Department of Academic Services consists of 44.2 full-time equivalent employees. The Department is led by the
Executive Director of Academic Services who reports to the Chief Academic Officer.

As stated on the BCPS website, “The Department of Academic Services collaborates with schools in the following areas:
Advanced Academics, College and Career Readiness, English as a Second Language (ESOL), Special Education, and Title I.
The role of staff in the department is to offer service which support students who may require specialized services while attending
Baltimore County Public Schools.”

The description on the website is outdated as it was revealed through interviews that Special Education and ESOL are no longer
part of the department and Early Childhood has been added.

The current organization of the Department of Academic Services is shown in Exhibit 8-59.

497
EXHIBIT 8-59
CURRENT ORGANIZATION OF ACADEMIC SERVICES

Executive Director of Academic


Services

Admin Assistant

Coordinator, Coordinator, Coordinator,


Director of Title I
Advanced Academics College and Career Readiness Early Childhood

Admin Sec
Admin Sec Admin Sec Fiscal Assistant

Elementary Resource
Teacher (3) Supervisor Facilitator, Title I
Private School Fiscal Supervisor Supervisor Resource Teacher (3)
Program

Secondary Resource
Resource Teacher (3) Accountant I (3) Compliance
Teacher
Specialist Resource Teacher (.6) (2)
(6)

Accountant II
Specialist,
Homeless Education Facilitator (2)
&
Institution Program
Clerk
(2)

Case Manager (2)

Paraeducator (2)

Source: BCPS, Department of Academic Services, 2021.

The Executive Director of Academic Services currently has five direct reports. Four of the five direct reports are administrative
positions, with the fifth position being an administrative assistant. The offices and the administrators who lead each office within
Academic Services is as follows:

• Office of Advanced Academics, led by a Coordinator


• Office of College and Career Readiness, led by a Coordinator
• Office of Early Childhood, led by a Coordinator
• Office of Title I, led by a Director

The current organization of the leadership team for the Department of Academic Services is shown in Exhibit 8-60.

498
EXHIBIT 8-60
LEADERSHIP TEAM (DIRECT REPORTS) TO
THE EXECUTIVE DIRECTOR OF ACADEMIC SERVICES

Executive Director of
Academic Services

Administrative
Assistant

Coordinator Coordinator Coordinator


Advanced College and Director of Title I
Early Childhood
Academics Career Readiness

Source: BCPS, 2021.

Of the 44.2 FTEs in the Department of Academic Services, 18 FTEs (40% of the total) are within the Title I Office. Exhibit 8-61
provides the current structure of the Title I Office.

According to the BCPS website, “The Office of Title I provides programs, resources, and services funded through the Federal Title
I Part A and McKinney-Vento grants to ensure that all students have a fair, equal and significant opportunity to excel in Baltimore
County Public Schools. We serve students experiencing homelessness, students attending elementary schools with a poverty
rate of 54% or higher, middle schools with a poverty rate of 64% or higher, and high schools at the federal mandatory poverty
threshold of 75% or higher, as well as students attending approved institutions.”

EXHIBIT 8-61
CURRENT ORGANIZATION OF TITLE I OFFICE

Executive Director
of Academic Services

Admin Assistant

Director of Title I

Admin Secretary

Facilitator Fiscal Supervisor Supervisor


Title I Private School
Program
Accountant I (3)
Compliance Specialist (6)

Accountant II
Specialist, Homeless
Clerk Education & Institution
Program (2)

Source: BCPS, 2021.

499
The remaining three administrators that report to the Executive Director of Academic Services are the Coordinators of Advanced
Academics, College and Career Readiness, and Early Childhood. These three offices account for a total of 24.2 FTEs (55% of
the total 44.2). Exhibit 8-62 shows the current structure. The delineation of FTE counts per each office is as follows:

• Advanced Academics: 6 FTEs


• College and Career Readiness: 6 FTEs
• Early Childhood: 11.2 FTEs

EXHIBIT 8-62
CURRENT ORGANIZATION OF OFFICES OF ADVANCED ACADEMICS,
COLLEGE AND CAREER READINESS, AND EARLY CHILDHOOD

Executive Director of
Academic Services

Admin Assistant

Coordinator Advanced Coordinator Coordinator


Academics College and Career Early Childhood
Readiness
Admin Secretary Fiscal Assistant
Admin Secretary
Elementary Resource Teacher (3)
Resource Supervisor
Teacher (3) Resource Teacher (.6) (2)
Resource
Secondary Teacher (3) Facilitator (2)
Resource
Teacher
Case Manager (2)

Paraeducator (2)

Source: BCPS, Department of Academic Services, 2021.

Descriptions of each of these Offices are as follows (quotes indicate description pulled directly from the BCPS website):

• O
 ffice of Advanced Academics: “Advanced Academics is an umbrella term that encompasses all the differentiated
programs and services Baltimore County Public Schools offers to its advanced and high potential learners. These programs
and services are specially designed to extend, enrich, and/or accelerate the standard school program in order to meet
the needs of our students. These programs and services include differentiated small groups, Grades 4 and 5 Advanced
mathematics, Gifted and Talented/Advanced Academics classes at the middle and high school levels, Advanced
Placement classes and Dual Credit courses at the high school level, and subject- or grade-level acceleration at all levels.”
• The Office of Early Childhood include the following programs:
- Preschool: “Preschool 3’s programs are offered in select Baltimore County Public Schools. They address the cognitive,
linguistic, social, emotional, and physical needs of three-year-old children. The Inside General Education 3’s (IGE
3’s) classes are open to children who are three-year-olds on or before September 1 and/or who meet the eligibility
criteria.”
- Pre-kindergarten: “provides learning experiences that address the cognitive, linguistic, social, emotional, and
physical needs of young children. All sessions operate for half the school day – 2 1/2 hours each weekday – and
follow the same schedule for the school year as other grades.”

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- Aliza Brandwine Centers (ABC) “The Aliza Brandwine Center is a school-based program for parents/caregivers
and their young children. A.B.C. provides children birth to four years of age with essential stimulation and socialization
at a critical learning period. A.B.C also empowers parents/caregivers through education and support as they prepare
their children to enter school ready to learn.”
• The Office of Early Childhood also supports the BCPS’s school-based kindergarten programming.
• Office of College and Career Readiness includes the following programs:
- Advancement Via Individual Determination (AVID)
- College Board Programs: PSAT, SAT, and Advanced Placement, AP Capstone Program
- Early College Access Programs (ECAP)
- Student Mentoring Programs

Department of Educational Options


Currently, the Department of Educational Options consists of 81 full-time equivalent employees plus teachers assigned to the
Baltimore County Detention Facility. The Department is led by the Executive Director of Educational Options who reports to the
Chief Academic Officer. Given that the number of teachers assigned to students in the Baltimore County Detention Facility is
based on student need, we are excluding the counts of those teachers from this analysis.

The current organization of the Department of Educational Options is shown in Exhibit 8-63.

EXHIBIT 8-63
CURRENT ORGANIZATION OF DEPARTMENT OF EDUCATIONAL OPTIONS
Executive Director
of Educational Options

Admin Assistant

Director of Educational Opportunities *Director of Digital Safety,


Accountant II Supervisor, Charter Schools,
Educational Technology, &
Title IV, Summer Programs Library Media
Admin Sec
Fiscal Assistant

Coordinator, Educational Supervisor Specialist, Coordinator


Opportunities Programs Home & Hospital Home Schooling Magnet Programs

Admin Sec
Admin Sec Admin Sec
Supervisor,
Supervisor, Specialist Supervisor,
Prevention & Office Secretary
Teaching & eLearning
Intervention Specialist Resource Teacher Supervisor, MSAP
Learning
Programs
School Social
Admin Sec Fiscal Assistant
Admin Sec Resource Worker
Teacher
Resource School Specialist
Specialist Teachers @ Teacher Psychologist
Baltimore
Detention Center
School Elementary
Counselor Teacher

eLearning Secondary
Teachers Teacher (5)
(16)
Special Education
Teachers (6)

*The Digital Safety, Educational Technology, and Library Media Office is reviewed separately as part of Section 6 of this chapter.
Source: BCPS, 2021

As per the BCPS website the “The Department of Educational Options is dedicated to providing quality, comprehensive
educational programs designed to address a diverse student population. The department ensures ongoing and engaging
professional development that broadens teachers’ knowledge of blended learning and guides educators to provide effective

501
instruction. Through this work, teachers leverage digital resources that are adaptable, engaging, and accessible so that students
have access to learner-centered, personalized, blended environments that foster student agency.

The Department of Educational Options’ services ensure students experience high academic achievement and continuous growth
by participating in rigorous instructional programs designed to raise the academic bar, close achievement gaps, and develop
lifelong learners through literacy.”

The Department of Educational Options is nearly twice the size of the Department of Academic Services. The Executive Director
of Educational Options is responsible for the management of over 81 individuals in BCPS.

As shown in Exhibit 8-64, the following positions report directly to the Executive Director:

• Accountant II
• Administrative Assistant
• Director of Educational Opportunities
• Director of Digital Safety, Educational Technology, and Library Media
• Supervisor of Charter Schools, Title IV, and Summer Programs

EXHIBIT 8-64
CURRENT ORGANIZATION DIRECT REPORTS TO
THE EXECUTIVE DIRECTOR OF EDUCATIONAL OPTIONS
Executive Director of
Educational Options

Administrative Assistant

Director of Digital Safety,


Accountant II Director of Educational Supervisor, Charter Schools,
Educational Technology, &
Opportunities Title IV, Summer Programs
Library Media*

Fiscal Assistant

*Office is reviewed separately as part of Chapter 7.


Source: BCPS, The Department of Educational Options, 2021.

Offices that are a part of the Department of Educational Options are as follows:

• Office of Educational Opportunities, led by the Director of Educational Opportunities


• O
 ffice of Digital Safety, Educational Technology, and Library Media, led by the Director of Digital Safety,
Educational Technology, and Library Media

As shown above, one of the Executive Director of Educational Option’s direct reports is the Director of Digital Safety, Educational
Technology, and Library Media who manages the Office of Digital Safety, Educational Technology, and Library Media. This
Office within the Department of Educational Options consists of 21 FTEs and has been addressed in Chapter 7 of this report.
For the remainder of this chapter of the report, we will not be conducting any further analysis of the Office of Digital Safety,
Educational Technology, and Library Media within the Department of Educational Options. The FTE counts and resource
discussion that follows will focus on the 60 FTEs within Educational Options that are not part of the Office of Digital Safety,
Educational Technology, and Library Media.

The structure of the department without this office is shown in Exhibit 8-65.

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EXHIBIT 8-65
CURRENT ORGANIZATION EDUCATIONAL OPTIONS WITHOUT
THE OFFICE OF DIGITAL SAFETY, EDUCATIONAL TECHNOLOGY, AND LIBRARY MEDIA

Executive Director of
Educational Options

Administrative
Assistant

Director of Educational
Opportunities

Administrative
Secretary

Coordinator, Educational Supervisor, Home & Specialist, Home Coordinator, Magnet


Opportunities Programs Hospital Schooling Programs

Administrative
Secretary Administrative Administrative
Secretary Secretary

Supervisor, Teaching Supervisor, Prevention Office Secretary


Specialist Supervisor, eLearning
and Learning & Intervention Programs Specialist

Administrative Administrative School Social Worker


Resource Teacher
Secretary Secretary Resource Teacher

School Psychologist
Specialist Teachers @ Baltimore Resource Teacher
Detention Center
Supervisor, MSAP

Elementary Teacher
School Counselor

Fiscal Assistant
Secondary Teacher
eLearning Teachers (5)
(16)

Special Education Specialist


Teachers (6)

Source: BCPS, The Department of Educational Options, 2021.

Of the 60 FTEs in the remainder of Educational Options, 54 are part of the Office of Educational Opportunities led by the
Director of Educational Opportunities. This office is composed of three different areas:

• E ducational Opportunities Programs, led by the Coordinator of Educational Opportunities Programs and a total of
28 FTEs.
 According to BCPS’s website “the Office of Educational Opportunities supports schools in providing options for students.
Through various Educational Opportunities programs, students may choose to access learning using cutting edge digital
learning strategies and resources such as blended learning, online courses, purchased digital content, and virtual
instruction to engage in responsive teaching and learning anchored in student performance and mastery.”
• Home and Hospital, led by the Supervisor of Home and Hospital and a total of 17 FTEs “The Home and Hospital program
is designed to provide instruction to students enrolled in Baltimore County Public Schools in grades Pre-School (Age 3)
through Grade 12 who are unable to attend their comprehensive schools due to certified physical illnesses, emotional
conditions, or pregnancy conditions.”-BCPS website
• M
 agnet Programs, led by the Coordinator of Magnet Programs and a total of 7 FTEs. According to BCPS’s website “BCPS
Magnet programs are theme-related curricula and instructional programs that are not available as comprehensive school
program options; serve as incubators for innovative instructional practices; draw students across student attendance
boundaries, in accordance with state-rated capacity; and are accessed through a centralized application and admissions
process.”

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FINDING
The Departments of Academic Services and Educational Options need to improve collaboration, improve communication, and
align management systems and protocols.

The Departments of Academic Services and Educational Options have been led by one Executive Director during the 2020-21
school year and that needs to continue in order to:

• minimize and lessen operational silos,


• promote better communication, and
• provide more aligned management systems and protocols.

The recommendation is to reorganize the Departments of Academic Services and Educational Options, based on a review of
documents, interviews, focus groups, and an analysis of peer district organizational structures.

These two departments have many programs that either complement or are dependent on one another. The benefits from these
two departments sharing resources and having more organic opportunities to collaborate was evident during the 2020-21
school year.

During the 2020-21 school year, the Executive Director of Educational Options position remained vacant. The management of
the Educational Options Department was provided by the Executive Director of Academic Services for an entire school year.
The Executive Director of Academic Services managed the oversight of 104.2 FTEs during the 2020-21 school year. The fact that
the Executive Director of Academic Services fulfilled the role of Executive Director of both Academic Services and Educational
Options, further supports the merging of these two departments. As learned through interviews with staff, having the Executive
Director of Academic Services oversee both Academic Services and Educational Options for the 2020-21 school year created
organic opportunities to discuss collaboration between the offices across both departments. For example, the Offices of College
and Career Readiness (Academic Services) and Magnet Programs (Educational Opportunities), were better able to collaborate
with the support of the same Executive Director.

Combining the Departments of Academic Services and Educational Options under one Executive Director would lead to greater
efficiency, increased collaboration, and provide cost savings. A model used by the Montgomery County Public Schools has a
separate division of curriculum and instructional programs that includes one combined department with the offerings of BCPS’s
Academic Services and Educational Options. Having one Executive Director to oversee all system-wide programming and
encourage collaboration amongst initiatives is a best practice.

COMMENDATION 8-U:
BCPS is commended for assigning the Executive Director of Academic Services to manage both the Departments of
Academic Services and Educational Options for the majority of the 2020-21 school year.

RECOMMENDATION 8-42:
The Division of Curriculum and Instruction should reorganize the Departments of Academic Services and Educational
Options and merge these departments into one, named the Department of Academic Programs and Options. (Tier 1)

The Department of Academic Programs and Options will include the following offices and program areas:

• Office of Advanced Academic Programs


- Program Area: Gifted and Talented
- Program Area: College and Career Readiness

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- Program Area: Career and Technical Education
- Program Area: Magnet Programs
• Educational Opportunities
- Program Area: Educational Opportunities Programs
- Program Area: Early Childhood
• Title I
- Operational Area: Fiscal Operations
- Operational Area: Programming and Compliance

The composition and organization for each of these offices is explained in findings and associated recommendations within this
section. Immediately following the discussion of each new office within the Department of Academic Programs and Options is a
comprehensive organizational chart (Exhibit 8-80).

The creation of the Department of Academic Programs and Options (APO) will carryover 98.2 FTEs from the current Departments
of Academic Services (42.2 FTEs) and Educational Options (56 FTEs). The creation of the APO will necessitate the following:

1. Retitle the Executive Director of Academic Services to be the Executive Director of Academic Programs and
Options and eliminate the Executive Director of Educational Options.

With the merger of the two departments, there is no need to have an additional executive director position. As stated, the
Executive Director of Academic Services successfully managed the two departments and will be able to do so as outlined
in this model with a smaller FTE count than what was managed in the 2020-21 school year.

2. Eliminate the administrative assistant that reported to the Executive Director of Educational Options.

Due to the elimination of the Executive Director of Educational Options position, there is no need for the administrative
assistant position as one already exists within the current Department of Academic Services.

3. Eliminate the position of Supervisor, Charter Schools, Title IV, and Summer Programming

This position is currently vacant, and the work can be absorbed as outlined in Recommendation 8-46.

Exhibit 8-66 summarizes the recommended actions for the positions affected by the reorganization discussed in this finding.

EXHIBIT 8-66
SUMMARY OF RECOMMENDED POSITION ASSIGNMENTS/CLASSIFICATIONS AND RATIONALE

POSITION ACTION RATIONALE


1. Executive Director of Aca- Retitle the position to Executive Director of Aca- The Executive Director of Academic Services also
demic Services demic Programs and Options and create Depart- served as the Interim Executive Director of Educa-
ment of Academic Programs and Options. This will tional Options for the 2020-21 school year. The
include components of Academic Services and new title reflects the newly formed Department of
Educational Options. Academic Programs and Options that combined
Academic Services and Educational Options.
2. Executive Director of Educa- Eliminate the position of Executive Director of The position remained vacant for an entire school
tional Options Educational Options. year and was fulfilled by the Executive Director of
Academic Services, thereby indicating the feasibil-
ity of merging responsibility to a single Executive
Director.

505
3. Administrative Assistant, Eliminate the position of Administrative Assistant, These positions, which reported to the Executive
Educational Options Educational Options. Director of Educational Options, are no longer
needed.
4. Supervisor, Charter Eliminate the position of Supervisor, Charter This position is currently vacant and can be ab-
Schools, Title IV, & Summer Schools, Title IV, & Summer Programs. sorbed through current resources.
Programs

Source: Public Works LLC Review Team, 2021.

IMPLEMENTATION AND TIMELINE

1. The Chief Academic Officer should review and recommend to the Superintendent to Month 1
approve the proposed organizational structure for the new Department of Academic
Programs and Options and incorporate the approved organizational changes into the
district’s proposed staffing plan for 2021-22.

2. The Board of Education should approve the structure and the newly reorganized posi- Month 1
tions as well as the revised job descriptions.

3. The Chief Academic Officer should implement the reorganization. Month 1


4. The implementation of the reorganization should be completed. Months 2 and 3

FISCAL IMPACT
Exhibit 8-67 shows the savings and costs resulting from the executive level position changes proposed in this recommendation.
The figures include salary, benefits, state/county retirement, and auto stipend of scheduled salary based upon 2020-21 data.
Projected salary and benefit costs, savings, maintain based on 2020-21 data and do not assume any increases or decreases.

EXHIBIT 8-67
SUMMARY OF RECOMMENDED POSITION ASSIGNMENTS/CLASSIFICATIONS
SAVINGS / (COSTS)

SAVINGS/COST
CURRENT PROPOSED SAVINGS/
POSITION ACTION SALARY* SALARY* (COST*)
Executive Director of Educational
Options Eliminate position $302,890 $302,890
Administrative Assistant, Educational
Options Eliminate position $110,250 $110,250
Supervisor, Charter Schools, Title IV, &
Summer Programs Eliminate position $170,189 $170,189
Subtotal Savings $583,329
Subtotal Costs ($0)
TOTAL ANNUAL SAVINGS $583,329

FY21 Average General Fund Salaries used for budgeting


*Average Salary includes base and supplemental salary (longevity, shift differential, doctoral stipend, etc.)

506
The annual savings is estimated at $583,329. Over five years, the potential savings to BCPS for implementing this
recommendation is $2,916,645.

RECOMMENDATION YEAR 1 YEAR 2 YEAR 3 YEAR 4 YEAR 5


Merge the Departments of Academic
$583,329 $583,329 $583,329 $583,329 $583,329
Services and Educational Options

FINDING
The reporting structure within the Departments of Academic Services and Educational Options does not align to BCPS’s desired
organizational structure whereby supervisors report to coordinators who report to directors who then report to an executive
director. The reporting structure for the new title of Executive Director of Academic Programs and Options needs to be addressed.

If the structure of Academic Services and Educational Options were simply adopted as currently organized, the Executive
Director of Academic Programs and Services (APO) would have six direct reports, 2 would be directors (Director of Title I and
Director of Educational Opportunities), 3 coordinators (Advanced Academics, College and Career Readiness, Early Childhood)
as well as an administrative assistant. The two directors already assist the Executive Director by supervising 66% of the new
department’s staff.

RECOMMENDATION 8-43:
The Executive Director of Academic Programs and Options should create the Office of Advanced Academic
Programming that will be led by a Director of Advanced Academic Programming. (Tier 1)

As outlined in Exhibit 8-68, the leadership team for the Department of Academic Programs and Options will consist of an
executive director, three directors who will report to the executive director, and an administrative assistant.

EXHIBIT 8-68
LEADERSHIP TEAM IN THE DEPARTMENT OF ACADEMIC PROGRAMS AND OPTIONS
Executive Director of Academic Programs and Options

Administrative Assistant

Director of Educational Director of Advanced Academic


Director of Title I
Opportunities Programming

Source: Public Works LLC Review Team, 2021.

Exhibit 8-69 summarizes the recommended actions for the positions affected by the reorganization discussed in this finding.

EXHIBIT 8-69
SUMMARY OF RECOMMENDED POSITION ASSIGNMENTS/CLASSIFICATIONS AND RATIONALE

POSITION ACTION RATIONALE


NA Create position of Director of Advanced Creates a Director Position within the Department of Academic Pro-
Academic Programming and the Office of grams and Options that directs the Office of Advanced Academic
Advanced Academic Programming. Programming. The APO department will now have three Directors
with balanced responsibilities reporting to the Executive Director of
Academic Programs and Options.

Source: Public Works LLC Review Team, 2021.

507
IMPLEMENTATION AND TIMELINE

1. The Executive Director of Academic Programs and Options will post and conduct a search In Month 4 following the com-
for a Director of Advanced Academic Programming and then should implement the pletion of Months 1-3 outlined
reorganization. for Recommendation 8-42
2. The implementation of the reorganization should be completed. Month 5

FISCAL IMPACT
Exhibit 8-70 shows the savings and costs resulting from the executive level position changes proposed in this recommendation.
The figures include salary, benefits, state/county retirement, and auto stipend of scheduled salary based upon 2020-21 data.
Projected salary and benefit costs, savings, maintain based on 2020-2021 data and do not assume any increases or decreases.

EXHIBIT 8-70
SUMMARY OF RECOMMENDED POSITION ASSIGNMENTS/CLASSIFICATIONS
SAVINGS / (COSTS)

SAVINGS/COST
CURRENT PROPOSED SAVINGS/
POSITION ACTION SALARY* SALARY* (COST*)
Director of Advanced Academic
Programming Create position N/A $226,010 ($226,010)
Subtotal Savings $0
Subtotal Costs ($226,010)
TOTAL ANNUAL SAVINGS ($226,010)

FY21 Average General Fund Salaries used for budgeting


*Average Salary includes base and supplemental salary (longevity, shift differential, doctoral stipend, etc.)

The annual fiscal impact of this recommendation is the cost of ($226,010). Over five years, the potential cost to BCPS for
implementing this recommendation is ($1,130,050).

RECOMMENDATION YEAR 1 YEAR 2 YEAR 3 YEAQR 4 YEAR 5


Create the Office of Advanced Academics
($226,010) ($226,010) ($226,010) ($226,010) ($226,010)
with a new Director

FINDING
There is significant concern expressed by staff and community stakeholders about the academic programming effectiveness,
alignment, and accessibility specifically in the areas of:

• Career and Technical Education (CTE)


• College and Career Readiness
• Magnet Schools

Each of these currently separate programs have overlapping areas that offer opportunities for more effective collaboration. These
offices are working in competition with each other. Through interviews with staff, it was learned:

508
CTE and Magnet programming often have the same course and curriculum offerings.

CTE has a greater reach to inform students about CTE programs and has an easier process to enroll them when compared to
the Magnet school program. The Magnet program’s practices for recruiting students are perceived by stakeholders as being
exclusionary and cumbersome to enroll.

The assignment of Magnet programs does not follow a prescribed process built on equitable program placement within the
school system boundaries or set objective protocols.

There is inequitable allocation of resources across these offices. For example, the Office of Advanced Academics has a fulltime
Administrative Secretary assigned to it with 6 FTEs, and the Office of College and Career Readiness has a fulltime Administrative
Secretary and Supervisor assigned to it with 6 FTEs. The Supervisor in College and Career Readiness has no direct reports.
Although there has been a history of siloed approaches and competition between these program offices, during the 2020-
21 school year when they were reporting to the same Executive Director, there was evidence of a significant increase in
collaboration and effectiveness.

The Office of Career and Technical Education (CTE), unlike all of the other offices discussed thus far is currently housed in the
Department of Academics. The structure of this office can be found in Exhibit 8-71.

EXHIBIT 8-71
CURRENT ORGANIZATION OF CAREER AND TECHNICAL EDUCATION
DEPARTMENT OF ACADEMICS

Director of CTE

Administrative Secretary

Coordinator

Fiscal Assistant

Supervisor Supervisor Supervisor Supervisor Contractor

CTE Technician CTE Technician Resource Teacher .5 Resource Teacher .5

Resource Teacher Resource Teacher

Source: BCPS, Department of Academics, 2021.

As per the BCPS website the CTE office “programs provide students with relevant career skills preparation and rigorous academic
course work. Our state-approved programs of study are designed to prepare students for the 21st century global economy and
its rapidly changing workforce needs.” As was described earlier in this chapter, the Director of Career and Technical Education
(CTE) was recommended to be cut from the Department of Academics. Interviews with staff indicated that responsibilities for
CTE programming shifts based on the staff available at the time. In the case where people leave the Office, responsibilities are
redistributed, but there is no reevaluation of school or student needs related to CTE programming.

Collocating Career and Technical Education (CTE), College and Career Readiness, Magnet Schools and Gifted and Talented
into one office will better meet students’ needs.

509
RECOMMENDATION 8-44:
BCPS should organize the newly created Office of Advanced Academic Programming to include the program areas
of Career and Technical Education; College and Career Readiness; Magnet Schools; and Gifted and Talented. (Tier 1)

As depicted in Exhibit 8-72, the new Office of Advanced Academic Programs include the aforementioned four program areas.

EXHIBIT 8-72
DEPARTMENT OF ACADEMIC PROGRAMS AND OPTIONS
OFFICE OF ADVANCED ACADEMIC PROGRAMMING

Executive Director of Academic


Programs and Options

Administrative Assistant

Director of Advanced Academic Programming

Administrative Secretary

Coordinator of Gifted and Coordinator of Magnet Coordinator of College and


Coordinator of CTE
Talented Programs Career Readiness

Elementary Resource Teacher


Specialist Fiscal Assistant Resource Teacher (3)
(3)

Secondary Resource Teacher Resource Teacher Supervisor

Supervisor, MSAP CTE Technician

Resource Teacher
Fiscal Assistant

Supervisor
Specialist

CTE Technician

Resource Teacher

Supervisor

Resource Teacher .5

Supervisor

Resource Teacher .5

Source: Public Works LLC Review Team, 2021.

510
1. Eliminate the Supervisor of College and Career Readiness
This position does not supervise any individuals and the staff count in this area is too low to justify a supervisor
position.

2. Rename the Coordinator of Advanced Academics to be the Coordinator of Gifted and Talented.
This renaming will prevent any confusion with the new position of the Director of Advanced Academic Programming.

3. Reassign the Administrative Secretary currently reporting to the Coordinator of Advanced Academics and
have the position report to the new Director of Advanced Academic Programming.
None of the other coordinators in the new Office of Advanced Academic Programming have administrative
secretaries. Moving this position to the office level can then allow assistance across each program area within
the office.

Exhibit 8-73 summarizes the recommended actions for the positions affected by the reorganization discussed in this section.

EXHIBIT 8-73
SUMMARY OF RECOMMENDED POSITION ASSIGNMENTS/CLASSIFICATIONSAND RATIONALE

POSITION ACTION RATIONALE


Supervisor of College & Career Abolish the position Supervisor of College & Eliminates a supervisory position that is not ac-
Readiness Career Readiness. tively supervising any staff. Given that the Office
currently only has 3 teachers (6 staff total), the
coordinator can handle the supervisory duties.
Administrative Secretary, Career Abolish the position Administrative Secretary, Given that the Director of Career & Technical
& Technical Education Career & Technical Education. Education was eliminated and that the staff of the
Office have been moved to Advanced Academic
Programming, this position is no longer needed.
Coordinator of Advanced Rename Coordinator of Advanced Academics to Through the creation of the Director of Advanced
Academics Coordinator of Gifted and Talented. Academic Programming that handles all ad-
vanced programming, the title for the coordinator
needs to be changed to reflect the focus on Gifted
and Talented.
Administrative Secretary, Office The Administrative Secretary that now reports Realigns resources so that all Directors have
of Advanced Academics to the Coordinator of Advanced Academics will administrative secretaries in the Department of
report to the Director of Advanced Academic Academic Programs and Options
Programming.

Source: Public Works LLC Review Team, 2021.

IMPLEMENTATION AND TIMELINE

1. The Executive Director of Academic Programs and Options shall create the Office In Month 4 following the comple-
of Advanced Academic Programs that will be led by the new Director of Advanced tion of Months 1-3 outlined for
Academic Programming. Recommendation 8-42.

FISCAL IMPACT
Exhibit 8-74 shows the savings and costs resulting from the executive level position changes proposed in this recommendation.
The figures include salary, benefits, state/county retirement, and auto stipend of scheduled salary based upon 2020-21 data.
Projected salary and benefit costs, savings, maintain based on 2020-2021 data and do not assume any increases or decreases.

511
EXHIBIT 8-74
SUMMARY OF RECOMMENDED POSITION ASSIGNMENTS/CLASSIFICATIONS
SAVINGS / (COSTS)

SAVINGS/COST
CURRENT SAL- PROPOSED SAVINGS/
POSITION ACTION ARY* SALARY* (COST*)
Supervisor of College & Career
Readiness
Eliminate position $170,189 $170,189
Administrative Secretary, Career &
Technical Education Eliminate position $85,241 $85,241
Subtotal Savings $255,430
Subtotal Costs ($0)
TOTAL ANNUAL SAVINGS $255,430

FY21 Average General Fund Salaries used for budgeting


*Average Salary includes base and supplemental salary (longevity, shift differential, doctoral stipend, etc.)

The five-year fiscal impact is shown below. Over five years, the potential savings to BCPS for implementing this recommendation
is $1,277,150.

RECOMMENDATION YEAR 1 YEAR 2 YEAR 3 YEAR 4 YEAR 5


Eliminate Supervisor of College & Career
Readiness and Administrative Secretary, $255,430 $255,430 $255,430 $255,430 $255,430
Career & Technical Education

FINDING
The Office of Title I has positions that require retitling to meet increasing demand and does not have an aligned reporting
structure.

The Director of Title I’s direct reports do not represent alignment in two ways. First, the Director has two supervisors reporting
to them. This is not consistent with the reporting structure of BCPS whereby supervisors report to coordinators who report to
directors, who then report to executive directors. Second, a Facilitator of the Title I Private School Program reports directly to the
Director. It would seem as though this position would be better suited to be managed by the same administrator that manages the
compliance specialists.

As discussed through interviews with the Title I staff, there are not enough Accountant IIs to handle the current budgetary actions
required of Title I programming. Three Accountant I positions and only one Accountant II will become an even larger problem
once the Community Schools Program is added to the office. The school designations of Community Schools and Title I often
overlap. As a result, the Title I Office has been charged with monitoring the Community Schools grants. The number of Title I
schools is also expected to increase over the next two years from 61 schools to 68. In total the Title I Office will be managing an
anticipated budget of nearly $40 million.

RECOMMENDATION 8-45:
The Office of Title I should reclassify the supervisors in the department to coordinators, reclassify Accountant I
positions to Accountant II, and move an Accountant II position currently in the Department of Educational Options to
Title I. (Tier 1)

512
As shown in Exhibit 8-75, the Title I Office’s structure will incorporate the following changes:

1. Change the Supervisor and Fiscal Supervisor to Coordinators of Title I Programming and Fiscal Operations
respectively.
This aligns to BCPS’s reporting structure of director/coordinator/supervisor. Additionally, the higher level of
responsibility associated with a coordinator align to the roles each of these positions are responsible to oversee.

2. Reclassify the Accountant I position (3 FTEs) to Accountant II and move the Accountant II position in the
current Department of Educational Options to Title I.
Based on the increasing workload of the fiscal operations team in the Title I office, and the anticipated increases in
funding and grant monitoring activities, the Accountant IIs will allow the office to continually fund Title I programming.

3. Move the Facilitator of Title I Private School Programming to report to the Coordinator of Title I
Programming.
The current placement of this position, reporting to the Director of Title I, does not align to BCPS’s reporting structure
and more appropriately should report to the newly reclassified position of Coordinator of Title I Programming.

EXHIBIT 8-75
DEPARTMENT OF ACADEMIC PROGRAMS AND OPTIONS
TITLE I

Executive Director of
Academic Programs and Options

Administrative Assistant

Director of Title I

Administrative Secretary

Coordinator of Coordinator of
Title I Programming Title I Fiscal Operations

Compliance Specialist (6) Accountant II (4)

Specialist, Homeless (2) Clerk

Facilitator, Title
Private School Program

Source: Created by Public Works LLC Team, 2021.

513
EXHIBIT 8-76
SUMMARY OF RECOMMENDED POSITION ASSIGNMENTS/CLASSIFICATIONS AND RATIONALE

POSITION ACTION RATIONALE

Accountant II, Department of Move this position to Title I. Title I needs more Accountant II positions to
Educational Options support the processing of funding for Title I
programs.

Fiscal Supervisor of Title I Reclassify the Fiscal Supervisor of Title I to the There are no coordinator positions in Title I.
Coordinator of Title I Fiscal Operations. Supervisors report directly to the Director. The
roles that the supervisors are fulfilling are that
of a coordinator, therefore the positions need
to be realigned.

Supervisor of Title I Reclassify the Supervisor of Title I to the There are no coordinator positions in Title I.
Coordinator of Title I Programming. Supervisors report directly to the Director. The
roles that the supervisors are fulfilling are that
of a coordinator, therefore the positions need
to be realigned.

Facilitator, Title I Private School Change the Facilitator, Title I Private School The Facilitator role should be reporting to
Program Program from reporting to the Director of Title I a Coordinator and therefore needs to be
to the Coordinator of Title I Programming. realigned within the new Title I structure.

Accountant I, Title I Reclassify all three Accountant I positions in Accountant I’s are limited in what they can do
Title I to be Accountant II. to assist the Title I Office with required work.
This has resulted in a backlog of work which
jeopardizes federal funding.

Source: Public Works LLC Review Team, 2021.

IMPLEMENTATION AND TIMELINE

1. The Director of Title I should work with the Executive Director of APO to implement this In Month 4 following the com-
reorganization recommendation. pletion of Months 1-3 outlined
for Recommendation 8-42.

FISCAL IMPACT
Exhibit 8-77 shows the savings and costs resulting from the executive level position changes proposed in this recommendation.
The figures include salary, benefits, state/county retirement, and auto stipend of scheduled salary based upon 2020-21 data.
Projected salary and benefit costs, savings, maintain based on 2020-2021 data and do not assume any increases or decreases.

514
EXHIBIT 8-77
SUMMARY OF RECOMMENDED POSITION ASSIGNMENTS/CLASSIFICATIONS SAVINGS/ COSTS)

SAVINGS/COST
CURRENT PROPOSED SAVINGS/
POSITION ACTION SALARY* SALARY* (COST*)
Fiscal Supervisor of Title I to Coordinator
Retitle position $170,189 $193,566 ($23,377)
of Title I Fiscal Operations
Supervisor of Title I to Coordinator of
Retitle position $170,189 $193,566 ($23,377)
Title I Programming
Accountant I, Title I to Accountant II Retitle (3 positions) $127,495 X 3 $128,716 X 3 ($3,663)
Subtotal Savings $0
Subtotal Costs ($50,417)
TOTAL ANNUAL SAVINGS ($50,417)

FY21 Average General Fund Salaries used for budgeting


*Average Salary includes base and supplemental salary (longevity, shift differential, doctoral stipend, etc.)

The annual fiscal impact is a cost of ($50,417). Over five years, the potential cost to BCPS for implementing this recommendation
is ($252,085).

RECOMMENDATION YEAR 1 YEAR 2 YEAR 3 YEAR 4 YEAR 5


Realign positions in Office of Title I ($50,417) ($50,417) ($50,417) ($50,417) ($50,417)

FINDING
The Office of Educational Opportunities has positions that require realignment and has the capacity to manage an additional
program.

Currently, the Director of Educational Opportunities has two FTE non-administrative positions reporting to them, an administrative
secretary and home-schooling specialist. Throughout the organization specialists are intended to report to coordinators who in
turn report to directors. The level and kind of work should be designated by the title of the position.

The administrative direct reports to the Director of Educational Opportunities continues to show the pattern outlined of a non-
aligned reporting structure. Two coordinators and one supervisor in this Office report directly to the Director of Educational
Opportunities. The supervisor should be reporting to a coordinator and not the director.

RECOMMENDATION 8-46:
The Office of Educational Opportunities should restructure direct reports to the Director of Educational Opportunities
to be Coordinators, reassign the Supervisor of Home Hospital, move Title IV and Charter School Functions to this
office, as well as the Early Childhood Program. (Tier 1)

As shown in Exhibit 8-78, the new Office of Educational Opportunities will transfer the current Office of Educational
Opportunities with some structural changes.

515
EXHIBIT 8-78
DEPARTMENT OF ACADEMIC PROGRAMS AND OPTIONS
OFFICE OF EDUCATIONAL OPPORTUNITIES
Executive Director of Academic
Programs and Options

Administrative Assistant

Director of Educational
Opportunities

Administrative Secretary

Coordinator
Coordinator of Early
Educational Opp.
Childhood
Programs

Administrative Fiscal Assistant


Secretary

Resource Teacher (3)

Supervisor, Supervisor,
Supervisor, Home Supervisor,
Prevention & Accelerated Specialist
& Hospital eLearning Resource Teacher (.6) (2)
Intervention Prgs Programs

Administrative Administrative Facilitator (2)


Administrative
Secretary Secretary Resource Teacher
Secretary
Case Manager (2)

Office Secretary Resource Teacher Teachers @ Baltimore Specialist


Detention Center Paraeducator (2)

School Social Worker School Counselor Fiscal Assistant for Title IV


and Charter Schools

eLearning Teachers
School Psychologist (16)

Elementary Teacher

Secondary Teacher
(5)

Special Education
Teachers (6)

Specialist, Home
Schooling

Source: Public Works LLC Review Team, 2021.

1. Reorganize positions that directly report to the Director of Educational Opportunities.


a. Move the position of Supervisor of Home and Hospital to report to the Coordinator of Educational
Opportunities Programs.
This aligns to BCPS’s reporting structure of director/coordinator/supervisor
b. Move the Specialist of Home-schooling to report to the Supervisor of Home and Hospital.
This aligns with the work of the position.
c. Move the Office of Early Childhood, with the Coordinator of Early Childhood reporting to the Director
of Educational Opportunities.
 This aligns to BCPS’s reporting structure of director/coordinator/supervisor and distributes management
responsibilities amongst the three directors in the new APO department.

2. Retitle the position of Supervisor of Teaching and Learning to Supervisor of Accelerated Programs.
The current title is confusing and does not reflect the role. The new title eliminates this issue.

516
3. Relocate the Fiscal Assistant assigned the current position of Supervisor of Charter Schools, Title IV and
Summer Programs and have this position report to the Supervisor of Accelerated Programs and be
renamed the Fiscal Assistant for Charter Schools and Title IV.
Based on the staffing and focus of the newly retitled Supervisor of Accelerated Programs, the charter school oversight
and Title IV responsibilities align to this area within the office.

Exhibit 8-79 summarizes the recommended actions for the positions affected by the reorganization discussed in this section.

EXHIBIT 8-79
SUMMARY OF RECOMMENDED POSITION ASSIGNMENTS/CLASSIFICATIONS AND RATIONALE

POSITION ACTION RATIONALE


Supervisor of Teaching and Rename the position, Supervisor of The labeling of this position is confusing
Learning Accelerated Programs. and needs to align to the role.
Supervisor of Home and Move the Supervisor of Home and Hospi-
Hospital tal to report to the Coordinator of Educa- This realigns the reporting structure to have
tional Opportunities Programs rather than supervisors report to coordinators and
the Director of Educational Opportunities. coordinators report to Directors.

Specialist, Home Schooling Move the position of Specialist, Home Moving this position to report to a supervi-
School to report to the Supervisor of Home sor is aligned to BCPS reporting structure.
and Hospital, rather than reporting to the
Director of Educational Opportunities.
Fiscal Assistant, Educational Move Fiscal Assistant, Educational Options Given that the work of charter schools and
Options to report to the Supervisor of Accelerated Title IV are being reassigned to the Super-
Programs. visor of Accelerated Programs, the Fiscal
Assistant who has already assisted with
these areas, can continue this work.

Source: Public Works LLC Review Team, 2021.

IMPLEMENTATION AND TIMELINE

1. The Director of Educational Opportunities should work with the Executive Director of In Month 4 following the
APO to implement this reorganization recommendation. completion of Months 1-3 outlined
for Recommendation 8-42.

FISCAL IMPACT
This recommendation can be implemented with existing resources.

517
EXHIBIT 8-80
NEW DEPARTMENT OF ACADEMIC PROGRAMS AND OPTIONS WITHIN
THE DIVISION OF CURRICULUM AND INSTRUCTION

Executive Director of
Academic Programs
and Options

Administrative
Assistant

Director of Educational
Director of Title I Director of Advanced
Opportunities
Academic Programs

Administrative Administrative
Secretary Administrative
Secretary
Secretary

Coordinator Coordinator of
Coordinator of Coordinator of
Title I Fiscal Coordinator of Coordinator of
Educational Opp. Early Childhood Title I Programming Coordinator of Coordinator of
Operations Gifted and College and
Programs Magnet Programs CTE
Talented Career Readiness

Administrative Compliance
Accountant II (4) Elementary
Fiscal Assistant Specialist (6) Resource Teacher
Secretary Resource Teacher Specialist Fiscal Assistant
(3)
(3)

Supervisor of Specialist,
Supervisor, Home Resource Teacher Clerk
Accelerated Homeless (2) Secondary
& Hospital (3) Resource Teacher Supervisor
Programs Resource Teacher

Facilitator, Title I
Administrative Administrative Resource Teacher Private School
Secretary Secretary (.6) (2) Program Supervisor, MSAP CTE Technician

Specialist Office Secretary Facilitator (2)


Fiscal Assistant Resource Teacher

Fiscal Assistant for


School Social
Title IV and Case Manager (2)
Worker Specialist Supervisor
Charter Schools

School
Paraeducator (2)
Psychologist CTE Technician

Elementary
Teacher Resource Teacher

Secondary
Teacher (5) Supervisor

Special Education
Teachers (6) Resource Teacher .5

Specialist, Home Supervisor


Schooling

Supervisor, Resource Teacher .5


Supervisor,
Prevention &
eLearning
Intervention Prgs

Administrative
Resource Teacher
Secretary

Teachers @
eLearning
Baltimore School Counselor Resource Teacher
Teachers (16)
Detention Center

Specialist

Source: Public Works LLC Review Team, 2021.

518
FINDING
The Office of Title I is commended for the establishment of a change management process that includes a planning and
implementation program cycle over a three-year period.

The Office of Title I’s areas of responsibility continues to increase. Within the portfolio of Title I operations, in addition to
continuous program management and compliance monitoring, the Office is also managing:

• additional schools that qualify for Title I funding.


• The implementation and expansion of the Community Schools Program
• Blueprint for Maryland’s Future Implementation

As shown in Exhibit 8-81 the magnitude of the increase in responsibilities within the Office of Title I is significant. The changes in
this portfolio will mean that in the next three years, the Office of Title I will be supporting an additional number of schools who will
qualify for Title I funding, Community Schools funding or both. When looking at projections of each funding area separately, the
percentage of Title I eligible schools will increase by 11% (7 schools) by the 2021-22 school year and the percentage increase of
Community Schools will be 211% (49 schools) by the 2022-23 school year.

EXHIBIT 8-81
PROGRAM AREAS OF INCREASE IN THE OFFICE OF TITLE I

Current Number of Projected Number of


Funding Area Increase
Schools Schools
Title I 61 68 (in 2022) 11%
Community Schools 21 70 (in 2023) 233%

Source: Interviews, BCPS, 2021.

In anticipation of program changes and increased responsibilities, the Office of Title I has implemented a three year operational
model. This model looks at the current school year, and two years ahead. This allows for planning for schools far enough in
advance to best meet programmatic changes, while being within a projection window of federal funding that is highly likely to be
accurate. The Office of Title I uses data to drive projections, gathers constituent feedback to propose programmatic change, and
reviews changes in regulatory requirements on how block-grant based federal funds are expected to be dispersed (e.g. Blueprint
for Maryland’s Future.)

Through the use of this process, the Title I Office is able to maximize efficiencies when presented with additional responsibilities.

COMMENDATION 8-V:
The Office of Title I should be commended for the establishment of a change management process that includes a
planning and implementation program cycle over a three-year period.

FINDING
The Office of Title I and the Early Childhood Program may require increased staffing to meet the needs of the requirements
outlined in the Blueprint for Maryland’s Future law.

While the means programmatic impact on the Title I and Early Childhood programs directly caused by this law is still being
determined, especially given its 10-year scope, the requirements around Title I services, and early childhood education programs
clearly indicate an imminent need to increase staff. As was outlined in the commendation above regarding Title I, having a
change management process in place has benefited the Title I program.

519
Title I has a change management process that allows for the addition of new programs and subsequent responsibilities within
the same level of staffing. Even with this change management process, they are at capacity. Additional program expansion
under the Blueprint for Maryland’s Future will require additional federal funding to increase staff resources. Unlike Title I, Early
Childhood does not have a change management model that would assist in forecasting and prioritizing work expected through
future programs and responsibilities. In addition to the change management process, the growth of the pre-kindergarten program
under the Blueprint for Maryland’s Future will necessitate additional staffing dependent on increased federal funding.

RECOMMENDATION 8-47:
BCPS should, on the condition of receiving additional federal funding, expand the programs and service offerings
of Title I and Early Childhood. (Tier 3)

1. In the Office of Title I, create the position of Coordinator of Community Schools. This position will allow the
sharing of program and compliance activities within the Office with the Coordinator of Title I Programming.

2. In the Office of Educational Opportunities, the Early Childhood Program, create the supervisor of Pre-K
and add an administrative secretary for the program.
Currently, all administrative duties are handled by the Coordinator of Early Childhood. While efficient, additional
program offerings under this new law will require a supervisor to assist with management. The reporting requirements
are also anticipated to increase and would necessitate the addition of an administrative secretary.

FISCAL IMPACT
This recommendation can be implemented pending additional federal funds.

FINDING
The Early Childhood Program portfolio will expand to include more students as a result of the Blueprint for Maryland’s Future
expansion of the pre-kindergarten program for children ages 3 and 4.

The State of Maryland’s compulsory education requirement to have all children attend kindergarten has established a culture of
valuing early childhood education within BCPS. Through interviews with staff it was learned how the Early Childhood program
provides support for both building based and district run early childhood programs. All kindergarten-based programming is
handled at the building level with support from the Early Childhood Program and pre-kindergarten is managed by the Early
Childhood program at the district level.

Under the Blueprint for Maryland’s Future, the Early Childhood program will manage a larger number of pre-kindergarten
students as opportunity expands to three-year-old children. Interviews with staff indicated operational focus on the current school
year. Administrative support for teachers who work within the pre-Kindergarten program and other early childhood program
areas is extensive. Additional focus needs to be provided to support planning for the growth in enrollment and how the Early
Childhood program will support transition of pre-kindergarten students into their kindergarten placements.

RECOMMENDATION 8-48:
The Early Childhood Program should implement the planning process utilized by the Office of Title I (see
Commendation 8-V) whereby a three-year time period is continually under consideration to most efficiently make
necessary adaptations to program, funding and enrollment changes. (Tier 3)

520
IMPLEMENTATION AND TIMELINE

1. The Coordinator of Early Childhood will work with the Director of Title I to collaborate on In Month 4 following the comple-
the implementation of a three-year change management planning process. tion of Months 1-3 outlined for
Recommendation 8-42.

FISCAL IMPACT
This recommendation can be implemented with existing resources.

FINDING
The 2021-22 Baltimore County Public School Budget has special revenue funds that are grant specific requiring the Career and
Technical Education Program to collaborate with the Magnet Schools Program.

Page 331 of the BCPS 2022 Budget states “Funding from Maryland State Department of Education (MSDE) CTE Innovation
Grant will be used to support the implementation of a new locally developed, Career and Technical Education (CTE) program of
study. The program is proposed to be offered at multiple magnet schools, beginning in the 2022-2023 school year. Funding will
allow planning, professional development, and designing curricula. It will also allow the CTE Office to purchase supplies and
materials to initiate the new program.”

This cross over between the CTE and magnet programs was communicated through interviews as an area of concern. It was
previously determined through the findings mentioned earlier related to the merger of the Departments of Academic Services and
Educational Options that collaboration efforts that were afforded to CTE, magnet programs, and college and career readiness in
the 2020-21 school year made impacts to increasing the capacity for these programs to collaborate. Given the grant goals for
the special revenue assigned to CTE that was mentioned on page 332 of the BCPS 2022 budget (see Exhibit 8-82), the newly
formed Director of Advanced Academic Programming needs to formally charge each of the programs within the newly formed
office to create an operational team to outline opportunities for greater cooperation.

EXHIBIT 8-82
CAREER AND TECHNICAL EDUCATION SPECIAL FUNDING GRANT OBJECTIVES

• Increase student achievement by supporting Baltimore County Public Schools’ Master Plan initiatives.
• Increase student achievement through comprehensive career awareness initiatives, and through
opportunities for students and educators to participate in safe and structured work-based
experiences.
• In alignment with the CTE five-year plan, improve existing CTE programs and expand CTE programs
to additional schools.
• P rovide for efficient use of resources by purchasing business/industry-validated equipment and
implementing equipment inventory procedures, processes, and repair profiles to make data-driven
decisions.

Source: Page 332 of BCPS Adopted 2022 Budget.

Additionally, metrics need to be implemented to ensure equity amongst CTE, magnet, and college and career programs.
According to interviews, currently the same program offerings in CTE and magnet programs present themselves differently.
Students are more likely to get included in a CTE program at a traditional school and face selective criteria and greater difficulty
getting into magnet schools when offered the same curricula and programming.

521
RECOMMENDATION 8-49:
The Director of Advanced Academic Programming should form an operational committee within the Office of
Advanced Academic Programming that specifically looks for ways each program within the office (CTE, Magnet,
College and Career Readiness, and Gifted & Talented) will collaborate, examine program effectiveness and
measure equity. (Tier 2)

IMPLEMENTATION AND TIMELINE

1. The Director of Advanced Academic Programming will work with the coordinators with In Month 4 following the completion
the Office of Advanced Academic Programming to form the operational committee. of Months 1-3 outlined for
Recommendation 8-42.

FISCAL IMPACT
This recommendation can be implemented with existing resources.

522
CHAPTER 9
–––
SUMMARY OF FISCAL IMPACTS

The list of recommendations with an associated fiscal impact (savings or costs) is provided in this chapter. Many of the
recommendations are cost-neutral, meaning they have no associated costs or savings, but are designed to increase the
efficiency and effectiveness of BCPS operations.

Due to the impacts of COVID, the ransomware attack, and that SY21-22 is underway, implementing some
recommendations requiring an investment of funds may be placed in the context of the FY23 budget development
cycle for implementation July 1, 2022. Several of the recommendations with a significant fiscal impact may need to
begin implementation in SY22-23. Cost-neutral recommendations which can be implemented during SY21-22 should
be initiated now. Recommendations that are most critical and simply dependent upon BCPS leadership and willpower
should be implemented immediately.

Implementation strategies and fiscal impact follow each recommendation in each chapter in the report. The
implementation highlights the actions necessary to achieve the proposed results. Public Works LLC has provided the
Superintendent (in a separate document) a suggested implementation plan.

There are 66 recommendations with a fiscal impact. Our team took a conservative approach in calculating the fiscal
impacts; additional savings may be reported as a result of implementing the recommendations. As shown in Exhibit
9-1, Public Works LLC identified a potential five-year net savings of $39,670,025 that could be realized by BCPS if all
recommendations are implemented. The pages following the exhibit show the detailed fiscal summary by chapter.
EXHIBIT 9-1
FISCAL IMPACT SUMARY

ANNUAL SAVINGS (COSTS)


FIVE-YEAR
CATEGORY YEAR ONE YEAR TWO YEAR THREE YEAR FOUR YEAR FIVE TOTAL

GROSS SAVINGS $11,147,988 $9,747,583 $9,672,178 $9,696,773 $9,671,368 $49,935,890

GROSS (COSTS) ($2,028,173) ($2,028,173) ($2,028,173) ($2,028,173) ($2,028,173) ($10,140,865)

GROSS TOTAL
$9,119,815 $7,719,410 $7,644,005 $7,668,600 $7,643,195 $39,795,025
SAVINGS (COSTS)

ONE-TIME SAVINGS (COSTS) ($125,000)

NET TOTAL FIVE-YEAR SAVINGS (COSTS) $39,670,025

524
CHAPTER-BY-CHAPTER POTENTIAL SAVINGS (COSTS)

ANNUAL SAVINGS (COSTS) TOTAL


FIVE-YEAR ONE-TIME
SAVINGS SAVINGS
REC # CHAPTER REFERENCE YEAR ONE YEAR TWO YEAR THREE YEAR FOUR YEAR FIVE (COSTS) (COSTS)
CHAPTER 1: CENTRAL OFFICE ORGANIZATION AND MANAGEMENT

1-1 Reorganize Central Office Administration:              

-Eliminate Chief Organizational Effectiveness


  $346,485 $346,485 $346,485 $346,485 $346,485 $1,732,425  
Division position
-Eliminate Chief Research, Accountability, and
  $346,987 $346,987 $346,987 $346,987 $346,987 $1,734,935  
Assessment position

  -Eliminate Chief School Climate and Safety position $346,987 $346,987 $346,987 $346,987 $346,987 $1,734,935  

-Eliminate Chief Business Services Operations


  $366,794 $366,794 $366,794 $366,794 $366,794 $1,833,970  
Division (CAO) position
-Eliminate Executive Director Business Services
  $310,923 $310,923 $310,923 $310,923 $310,923 $1,554,615  
Operations position
-Eliminate Senior Executive Director Administrative
  $320,005 $320,005 $320,005 $320,005 $320,005 $1,600,025  
Services position

  -Eliminate Executive Director Fiscal Services position $310,923 $310,923 $310,923 $310,923 $310,923 $1,554,615  

  -Create Chief Financial Officer position ($346,987) ($346,987) ($346,987) ($346,987) ($346,987) ($1,734,935)  

  -Eliminate three Community Superintendent positions $1,039,461 $1,039,461 $1,039,461 $1,039,461 $1,039,461 $5,197,305  

  -Create Deputy Superintendent position ($365,042) ($365,042) ($365,042) ($365,042) ($365,042) ($1,825,210)  

  -Create Chief of Schools position ($346,487) ($346,487) ($346,487) ($346,487) ($346,487) ($1,732,435)  

  -Create Executive Director Middle Schools position ($310,923) ($310,923) ($310,923) ($310,923) ($310,923) ($1,554,615)  

  -Create Chief Information Officer position ($346,987) ($346,987) ($346,987) ($346,987) ($346,987) ($1,734,935)  

  -Create Manager, Risk Management position ($203,480) ($203,480) ($203,480) ($203,480) ($203,480) ($1,017,400)  

  -Eliminate four Executive Assistant to Chief positions $528,192 $528,192 $528,192 $528,192 $528,192 $2,640,960  

CHAPTER 1 SUBTOTAL SAVINGS (COSTS) $1,996,851 $1,996,851 $1,996,851 $1,996,851 $1,996,851 $9,984,255

525
ANNUAL SAVINGS (COSTS) TOTAL
FIVE-YEAR ONE-TIME
SAVINGS SAVINGS
REC # CHAPTER REFERENCE YEAR ONE YEAR TWO YEAR THREE YEAR FOUR YEAR FIVE (COSTS) (COSTS)
CHAPTER 2: HUMAN RESOURCES
Create Executive Director of Department of
2-6 ($302,891) ($302,891) ($302,891) ($302,891) ($302,891) ($1,514,455)  
HR Operations position

2-8 Reclassify HR IT Systems Officer position to Director ($20,330) ($20,330) ($20,330) ($20,330) ($20,330) ($101,650)  

2-9 Merge Certificated and Non-certificated Staffing $225,964 $225,964 $225,964 $225,964 $225,964 $1,129,820  

Add one Certification Assistant position and one


2-11 ($210,161) ($210,161) ($210,161) ($210,161) ($210,161) ($1,050,805)  
Secretary position to Office of Certification
Add one Analyst position and one Secretary position
2-12 ($210,161) ($210,161) ($210,161) ($210,161) ($210,161) ($1,050,805)  
to Office of Performance Management
Add one Investigation Records Specialist position to
2-13 ($114,314) ($114,314) ($114,314) ($114,314) ($114,314) ($571,570)  
Office of Investigations

2-14 Add two part-time Recruiter positions ($20,000) ($20,000) ($20,000) ($20,000) ($20,000) ($100,000)  

Add three Analyst positions and one


2-15 Administrative Secretary position to Office of ($466,933) ($466,933) ($466,933) ($466,933) ($466,933) ($2,334,665)  
Staffing - Non-certificated

2-16 Add one Benefits Specialist position ($114,314) ($114,314) ($114,314) ($114,314) ($114,314) ($571,570)  

2-17 Create HR Call/Walk-in Center with four positions ($327,912) ($327,912) ($327,912) ($327,912) ($327,912) ($1,639,560)  

2-18 Create HR Quality Control Specialist position ($114,314) ($114,314) ($114,314) ($114,314) ($114,314) ($571,570)  

2-19 Hire Contract Hourly Hearing Officers $50,000 $50,000 $50,000 $50,000 $50,000 $250,000  

Reclassify Executive Director of Equity position to


2-21 $57,538 $57,538 $57,538 $57,538 $57,538 $287,690  
Manager position
Reclassify Director of DPL position to Coordinator
2-22 $13,780 $13,780 $13,780 $13,780 $13,780 $68,900  
position

2-26 Create Principal on Assignment position ($154,901) ($154,901) ($154,901) ($154,901) ($154,901) ($774,505)  

2-41 Reduce Auto Stipends and Mileage Reimbursements $191,768 $191,768 $191,768 $191,768 $191,768 $958,840  

2-55 Add one Clerical Staff position to the Office of HRIS ($48,348) ($48,348) ($48,348) ($48,348) ($48,348) ($241,740)  

  CHAPTER 2 SUBTOTAL SAVINGS (COSTS) ($1,565,529) ($1,565,529) ($1,565,529) ($1,565,529) ($1,565,529) ($7,827,645)  

526
ANNUAL SAVINGS (COSTS) TOTAL
FIVE-YEAR ONE-TIME
SAVINGS SAVINGS
REC # CHAPTER REFERENCE YEAR ONE YEAR TWO YEAR THREE YEAR FOUR YEAR FIVE (COSTS) (COSTS)
CHAPTER 3: FINANCIAL MANAGEMENT, PURCHASING, RISK MANAGEMENT

Upgrade Purchasing and Payroll Manager positions


3-1 ($71,603) ($71,603) ($71,603) ($71,603) ($71,603) ($358,015)  
to Director positions

Add two Accountant II positions to the Controller’s


3-9 ($235,630) ($235,630) ($235,630) ($235,630) ($235,630) ($1,178,150)  
Office Staff

3-11 -Eliminate Assistant Chief Auditor position $215,780 $215,780 $215,780 $215,780 $215,780 $1,078,900  

-Eliminate Audit Manager position $167,918 $167,918 $167,918 $167,918 $167,918 $839,590  

-Eliminate three Senior Auditor positions $426,015 $426,015 $426,015 $426,015 $426,015 $2,130,075  

3-12 Create Manager of Risk Management position ($156,252) ($156,252) ($156,252) ($156,252) ($156,252) ($781,260)  

  CHAPTER 3 SUBTOTAL SAVINGS (COSTS) $346,228 $346,228 $346,228 $346,228 $346,228 $1,731,140  

527
ANNUAL SAVINGS (COSTS) TOTAL
FIVE-YEAR ONE-TIME
SAVINGS SAVINGS
REC # CHAPTER REFERENCE YEAR ONE YEAR TWO YEAR THREE YEAR FOUR YEAR FIVE (COSTS) (COSTS)
CHAPTER 4: TECHNOLOGY

4-1 Cloud Computing $150,000 $150,000 $150,000 $150,000 $150,000 $750,000  

4-2 Complete a Comprehensive IT Blueprint/Plan $25,000 $25,000 $25,000 $25,000 $25,000 $125,000  

4-3 Redesign Network Infrastructure $1,500,000 $250,000 $250,000 $250,000 $250,000 $2,500,000  

4-5 Reorganize IT within BCPS $250,000 $150,000 $150,000 $150,000 $150,000 $850,000  

4-6 Deploy Data Management Architecture and Tools $200,000 $200,000 $200,000 $200,000 $200,000 $1,000,000  

4-7 Outsource Systems Security $500,000 $500,000 $500,000 $500,000 $500,000 $2,500,000 ($75,000)

4-8 IT Staffing and Consolidation $350,000 $300,000 $250,000 $250,000 $250,000 $1,400,000  

Document Wide-spread Availability of IT Policies and


4-9 $75,000 $50,000 $50,000 $50,000 $50,000 $275,000  
Procedures

4-10 Technology Support and Help Desk Organization $50,000 $50,000 $50,000 $50,000 $50,000 $250,000 ($50,000)

Standardize IT Procurement and Establish Office of IT


4-11 $100,000 $100,000 $100,000 $100,000 $100,000 $500,000  
Asset Management

CHAPTER 4 SUBTOTAL SAVINGS (COSTS) $3,200,000 $1,775,000 $1,725,000 $1,725,000 $1,725,000 $10,150,000 ($125,000)

528
ANNUAL SAVINGS (COSTS) TOTAL
FIVE-YEAR ONE-TIME
SAVINGS SAVINGS
REC # CHAPTER REFERENCE YEAR ONE YEAR TWO YEAR THREE YEAR FOUR YEAR FIVE (COSTS) (COSTS)
CHAPTER 5: FACILITIES CONSTRUCTION, USE AND MANAGEMENT

5-2 Position Changes              


-Reclassify Executive Director position to Senior ($6,047) ($6,047) ($6,047) ($6,047) ($6,047) ($30,235)
  Executive Director position  
-Reclassify Director of Support Services position ($51,357) ($51,357) ($51,357) ($51,357) ($51,357) ($256,785)
  to Executive Director position  
-Reclassify Director of Operations position to ($51,357) ($51,357) ($51,357) ($51,357) ($51,357) ($256,785)
  Executive Director position  
-Reclassify Director of Construction position to ($51,357) ($51,357) ($51,357) ($51,357) ($51,357) ($256,785)
  Executive Director position  
-Reclassify Director of Strategic Planning position $22,892 $22,892 $22,892 $22,892 $22,892 $114,460
  to Manager position  
-Reclassify Manager of Grounds position to ($22,892) ($22,892) ($22,892) ($22,892) ($22,892) ($114,460)
  Director position  
-Reclassify Manager of Support Services position ($22,892) ($22,892) ($22,892) ($22,892) ($22,892) ($114,460)
  to Director position  
-Reclassify Manager of Maintenance position to ($22,892) ($22,892) ($22,892) ($22,892) ($22,892) ($114,460)
  Director position  
-Reclassify Manager of Design position to ($22,892) ($22,892) ($22,892) ($22,892) ($22,892) ($114,460)
  Director position  
-Reclassify Manager of Planning position to ($22,892) ($22,892) ($22,892) ($22,892) ($22,892) ($114,460)
  Director position  
-Reclassify Manager of Construction position to ($22,892) ($22,892) ($22,892) ($22,892) ($22,892) ($114,460)
  Director position  
-Reclassify Manager of Logistics position to ($22,892) ($22,892) ($22,892) ($22,892) ($22,892) ($114,460)
  Director position  
-Reclassify Manager of Operations position to ($22,892) ($22,892) ($22,892) ($22,892) ($22,892) ($114,460)
  Director position  
5-13 Add seven Custodial positions ($273,287) ($273,287) ($273,287) ($273,287) ($273,287) ($1,366,435)  
Eliminate Contracted Services for Building $131,005 $131,005 $131,005 $131,005 $131,005 $655,025
5-14 Service Workers  

  CHAPTER 5 SUBTOTAL SAVINGS (COSTS) ($462,644) ($462,644) ($462,644) ($462,644) ($462,644) ($2,313,220)  

529
ANNUAL SAVINGS (COSTS) TOTAL
FIVE-YEAR ONE-TIME
SAVINGS SAVINGS
REC # CHAPTER REFERENCE YEAR ONE YEAR TWO YEAR THREE YEAR FOUR YEAR FIVE (COSTS) (COSTS)

CHAPTER 6: TRANSPORTATION
6-12 Provide Tangible Awards for Safe Driving ($2,500) ($2,500) ($2,500) ($2,500) ($2,500) ($12,500)  

6-20 Reduction in Staff Take-home Vehicles $34,800 $34,800 $34,800 $34,800 $34,800 $174,000  

6-22 Reduction in Spare Bus Fleet $0 $25,000 $0 $25,000 $0 $50,000  

6-24 Provide Reimbursement for ASE Testing ($1,215) ($1,620) ($2,025) ($2,430) ($2,835) ($10,125)  

  CHAPTER 6 SUBTOTAL SAVINGS (COSTS) $31,085 $55,680 $30,275 $54,870 $29,465 $201,375  

ANNUAL SAVINGS (COSTS) TOTAL


FIVE-YEAR ONE-TIME
SAVINGS SAVINGS
REC # CHAPTER REFERENCE YEAR ONE YEAR TWO YEAR THREE YEAR FOUR YEAR FIVE (COSTS) (COSTS)
CHAPTER 7: FOOD SERVICES
7-3 Expand Indirect Cost Reimbursements $200,000 $200,000 $200,000 $200,000 $200,000 $1,000,000  

7-5 Initiate Campaign to Reduce Food Waste $200,000 $200,000 $200,000 $200,000 $200,000 $1,000,000  

  CHAPTER 7 SUBTOTAL SAVINGS (COSTS) $400,000 $400,000 $400,000 $400,000 $400,000 $2,000,000  

530
ANNUAL SAVINGS (COSTS) TOTAL
FIVE-YEAR ONE-TIME
SAVINGS SAVINGS
REC # CHAPTER REFERENCE YEAR ONE YEAR TWO YEAR THREE YEAR FOUR YEAR FIVE (COSTS) (COSTS)

CHAPTER 8: EDUCATION PROGRAMS AND SERVICES

Upgrade Fiscal Officer position to Coordinator


8-2 ($20,000) ($20,000) ($20,000) ($20,000) ($20,000) ($100,000)  
position

Upgrade Athletics Coordinator position to


8-4 ($21,672) ($21,672) ($21,672) ($21,672) ($21,672) ($108,360)  
Director position

Eliminate one Executive Director position and one


8-6 $411,939 $411,939 $411,939 $411,939 $411,939 $2,059,695  
Administrative Assistant position

Fill the positions of Research Specialist and Senior


8-7 ($315,541) ($315,541) ($315,541) ($315,541) ($315,541) ($1,577,705)  
Software Engineer

Shared services agreement for a Grants Specialist


8-9 $78,254 $78,254 $78,254 $78,254 $78,254 $391,270  
position

Add one Coordinator of School-based Performance


8-11 ($192,830) ($192,830) ($192,830) ($192,830) ($192,830) ($964,150)  
Management position

8-12 Stipends for 175 Data Liaisons ($190,050) ($190,050) ($190,050) ($190,050) ($190,050) ($950,250)  

8-13 Add one Safety Manager position ($207,016) ($207,016) ($207,016) ($207,016) ($207,016) ($1,035,080)  

8-17 Eliminate one Coordinator position $193,567 $193,567 $193,567 $193,567 $193,567 $967,835  

Reclassify Executive Director position to


8-20 $51,357 $51,357 $51,357 $51,357 $51,357 $256,785  
Director position

8-22 Eliminate two Administrative Secretary positions $170,481 $170,481 $170,481 $170,481 $170,481 $852,405  

Reorganize the Department of Social-Emotional


8-23 $102,770 $102,770 $102,770 $102,770 $102,770 $513,850  
Support

8-24 Reorganize the Office of Health Services ($284,000) ($284,000) ($284,000) ($284,000) ($284,000) ($1,420,000)  

8-25 Reorganize the Department of Special Education $182,804 $182,804 $182,804 $182,804 $182,804 $914,020  

Address Staffing for Child Find Assessment Centers


8-27 ($959,796) ($959,796) ($959,796) ($959,796) ($959,796) ($4,798,980)  
(Birth-5)

8-28 Reclassify Team Leader position to Supervisor position ($89,536) ($89,536) ($89,536) ($89,536) ($89,536) ($447,680)  

Eliminate four Director positions and add one STEAM


8-29 $664,520 $664,520 $664,520 $664,520 $664,520 $3,322,600  
Director position

531
8-35 Eliminate Nine Resource Teacher positions $1,347,300 $1,347,300 $1,347,300 $1,347,300 $1,347,300 $6,736,500  

8-37 Eliminate the Passport Program $3,103,090 $3,103,090 $3,103,090 $3,103,090 $3,103,090 $15,515,450  

8-39 Increase ESOL Staff & Support ($394,250) ($394,250) ($394,250) ($394,250) ($394,250) ($1,971,250)  

-Eliminate the Director of the Office of Digital Safety,


8-41 $226,010 $226,010 $226,010 $226,010 $226,010 $1,130,050  
Educational Technology & Library Media position

  -Eliminate the Fiscal Assistant position $91,244 $91,244 $91,244 $91,244 $91,244 $456,220  

  -Eliminate the Administrative Secretary position $85,241 $85,241 $85,241 $85,241 $85,241 $426,205  

  -Eliminate the Accountant II position $127,606 $127,606 $127,606 $127,606 $127,606 $638,030  

  -Eliminate Technology Facilitator Stipends $350,000 $350,000 $350,000 $350,000 $350,000 $1,750,000  

Merge the Departments of Academic Services and


8-42 Educational Options into the Department of Academic $583,329 $583,329 $583,329 $583,329 $583,329 $2,916,645  
Programs and Options

Create the Office of Advanced Academic


8-43 ($226,010) ($226,010) ($226,010) ($226,010) ($226,010) ($1,130,050)  
Programming led by a Director
Eliminate Supervisor of College & Career Readiness
8-44 and Administrative Secretary, Career & Technical $255,430 $255,430 $255,430 $255,430 $255,430 $1,277,150  
Education

8-45 Realign Office of Title 1 positions ($50,417) ($50,417) ($50,417) ($50,417) ($50,417) ($252,085)  

CHAPTER 8 SUBTOTAL SAVINGS (COSTS) $5,073,824 $5,073,824 $5,073,824 $5,073,824 $5,073,824 $25,369,120

532
CHAPTER SUMMARY POTENTIAL SAVINGS (COSTS)

ANNUAL SAVINGS (COSTS)


TOTAL
FIVE-YEAR ONE-TIME
SAVINGS SAVINGS
CHAPTER REFERENCE YEAR ONE YEAR TWO YEAR THREE YEAR FOUR YEAR FIVE (COSTS) (COSTS)

CHAPTER 1 SUBTOTAL SAVINGS (COSTS) $1,996,851 $1,996,851 $1,996,851 $1,996,851 $1,996,851 $9,984,255  

CHAPTER 2 SUBTOTAL SAVINGS (COSTS) ($1,565,529) ($1,565,529) ($1,565,529) ($1,565,529) ($1,565,529) ($7,827,645)  

CHAPTER 3 SUBTOTAL SAVINGS (COSTS) $346,228 $346,228 $346,228 $346,228 $346,228 $1,731,140  

CHAPTER 4 SUBTOTAL SAVINGS (COSTS) $3,300,000 $1,875,000 $1,825,000 $1,825,000 $1,825,000 $10,650,000 ($125,000)

CHAPTER 5 SUBTOTAL SAVINGS (COSTS) ($462,644) ($462,644) ($462,644) ($462,644) ($462,644) ($2,313,220)  

CHAPTER 6 SUBTOTAL SAVINGS (COSTS) $31,085 $55,680 $30,275 $54,870 $29,465 $201,375  

CHAPTER 7 SUBTOTAL SAVINGS (COSTS) $400,000 $400,000 $400,000 $400,000 $400,000 $2,000,000  

CHAPTER 8 SUBTOTAL SAVINGS (COSTS) $5,073,824 $5,073,824 $5,073,824 $5,073,824 $5,073,824 $25,369,120  

GROSS SAVINGS $11,147,988 $9,747,583 $9,672,178 $9,696,773 $9,671,368 $49,935,890

GROSS (COSTS) ($2,028,173) ($2,028,173) ($2,028,173) ($2,028,173) ($2,028,173) ($10,140,865)

GROSS TOTAL SAVINGS (COSTS) $9,119,815 $7,719,410 $7,644,005 $7,668,600 $7,643,195 $39,795,025

ONE-TIME SAVINGS (COSTS) ($125,000)

NET TOTAL FIVE-YEAR SAVINGS (COSTS) $39,670,025

533
APPENDIX A

––––––––––

BALTIMORE COUNTY PUBLIC SCHOOLS


SURVEY REPORT
TABLE OF CONTENTS

I. Overview and Methodology 3

II. School System Organization and Management 6

III. Human Resources 15

IV. Financial Management 21

V. Facilities Use and Management 26

VI. Food Services 32

VII. Technology 35

VIII. Transportation 40

IX. Shared Services 47

X. BCPS Operations 51

XI. Themes of Open-Ended Responses 63

A-2
BALTIMORE COUNTY PUBLIC SCHOOLS SURVEY REPORT

I. Overview and Methodology


The Baltimore County Public School Survey addresses eight operational areas. These include:

• School System Organization and Management


• Human Resources
• Financial Management
• Facilities Use and Management
• Food Services
• Technology
• Transportation
• Shared Services
Each operational area is described with six to eighteen statements that detail different aspects of the respective
operational area. Each statement is evaluated by the survey respondent on a five-point scale ranging from:

• Strongly agree
• Agree
• Neither agree nor disagree
• Disagree
• Strongly disagree
and includes a “don’t know” option.

T he statements were based on a survey instrument that Public Works LLC uses in its efficiency and management performance
and review projects. These statements were reviewed and subsequently custom-tailored with the assistance of Baltimore
County Public Schools leadership to reflect the school system’s operations.

T he section on each operational area concluded with an open-ended question, allowing respondents to make any comment
on the topic.

In addition to the eight operational areas, the survey also included a BCPS Operations section with a series of questions
assessing the efficiency of each operational area and addressing improvement strategies.

T he survey was targeted to all BCPS employees: central office staff, principals and assistant principals, teachers, and non-
instructional staff. Due to the lengths of the survey and the varied familiarity employees may have with different operational
areas, respondents were given an option to skip questions on operational areas that they were not familiar with. Respondents
were also able to skip questions within a section on an operational area.

T he survey was activated on April 7, 2021 with a message that included the survey link from Dr. Williams to all employees for
a period of 2.5 weeks until April 23, 2021. Dr. Williams also sent a follow-up message mid-way through the survey period to
encourage employees to respond.

Public Works LLC assured anonymity and identified a staff member that respondents with any concerns or difficulty
accessing this survey can contact. Public Works LLC responded to all questions or needs for assistance in a timely
manner.

In recognition of the impact the ransomware attack might have had on BCPS technology operations, several statements in
the Technology area asked specifically about the situation before the ransomware attack.

A-3
While the survey was conducted during the Covid-19 epidemic, survey statements were phrased to conceptualize and
articulate longer-term trends. An analysis of comments respondents made at the end of each operational area did not
point to impact of the epidemic on respondents’ answers.

A total of 4,820 BCPS employees, more than one-third of BCPS employees, responded to the survey.

Exhibit 1 shows the number of responses overall, by respondent category and by operation area.

EXHIBIT 1. Minimum – Maximum Survey Responses by Respondent Category and Operational Area

Principals/ Non-Instructional
Central Office Teachers All
Operational Area Assistant Principals Staff
(N=545) (N=3,111) (N=4,820)
(N=212) (N=952)
School System
Organization & 450-453 142-144 1,979-1,989 564-567 3,141-3,151
Management

Human Resources 357-360 126-127 1,464-1,473 417-419 2,368-2,379

Financial
230-231 95-97 640-650 190-191 1,157-1,168
Management

Facilities Use and


207-208 118-119 927-932 306-308 1,560-1,567
Management

Food Services 131 108 843-844 319-321 1,402-1,404

Technology 375-377 127-128 1,978-1,984 432-435 2,916-2,924

Transportation 157-169 128 882-890 311-314 1,489-1,501

Shared Services 129-132 49-51 359-370 112113 652-666

In addition, respondents were asked at the end of each operation section to share any comments about the respective
operations area. Overall, respondents provided nearly 8,900 comments.

The report is organized by operational areas, a section on each one consists of three portions:

• A brief summary of the results for each statement.


• A tabular exhibit presenting the data for each statement by the four respondent groups and overall, including
the percentage sum of “strongly agree and agree” and “strongly disagree and disagree”. Exhibits typically
consist of data from three statements.
• Operational area conclusions.
Note that for ease of reference to statements, the statement number, presented as a question number, is used in
exhibits and the conclusions sections.

A-4
II. School System Organization and Management

Principals/ Non-
School System Organization Central Office
Assistant Teachers Instructional All
and Management Staff
Principals Staff

Q5. BCPS has a long-range strategic plan that guides the decision-making process.

Strongly agree 17.7% 19.0% 4.2% 4.8% 6.9%

Agree 52.3% 54.9% 37.5% 39.0% 40.7%

Neither agree nor disagree 14.4% 13.4% 15.8% 25.4% 17.2%

Disagree 11.3% 7.0% 22.6% 17.3% 19.3%

Strongly disagree 2.2% 2.8% 14.3% 8.1% 11.0%

Don’t know 2.2% 2.8% 5.6% 5.5% 5.0%

Strongly agree & agree 70.0% 73.9% 41.7% 43.7% 47.6%

Strongly disagree & disagree 13.5% 9.9% 36.9% 25.4% 30.3%

Q6. Most BCPS central office administrative practices are highly efficient and effective.

Strongly agree 10.6% 4.2% 1.0% 3.5% 3.0%

Agree 33.1% 22.5% 11.1% 19.5% 16.3%

Neither agree nor disagree 17.9% 23.2% 14.4% 21.8% 16.6%

Disagree 28.7% 31.0% 38.4% 31.2% 35.4%

Strongly disagree 9.1% 16.2% 31.6% 19.1% 25.4%

Don’t know 0.7% 2.8% 3.5% 5.0% 3.3%

Strongly agree & agree 43.7% 26.8% 12.1% 23.0% 19.3%

Strongly disagree & disagree 37.8% 47.2% 70.0% 50.3% 60.8%

• N
 early one-half of the survey respondents agreed or strongly agreed that BCPS has a long-range strategic
plan that guides the decision-making process. Agreement was highest among principals and assistant principals (74
percent) followed by Central Office staff (70 percent). Teachers (42 percent) and non-instructional staff
(44 percent) showed the lowest levels of agreement.
• S
 ixty-one (61) percent of all respondents were critical of the Central Office administrative practices effectiveness and
efficiency. Teachers were most critical (70 percent) followed by non-instructional staff (50 percent), and principals and
assistant principals (47 percent). Among Central Office staff, 44 percent agreed that their administrative practices were
highly efficient and effective and 38 percent disagreed or strongly disagreed.

A-5
• O
 nly between 25 and 49 percent of each respondents group considered the school administrative practices effective and
efficient. In fact, between 21 and 54 percent of each group disagreed or strongly disagreed with this assumption. More
teachers, non-instructional staff and respondents overall had a critical view of most of BCPS’s administrative practices
rather than a positive one. Principals/assistant principals were the only group where nearly 2.5 times more respondents
had a positive view than a critical view.

School System Principals/ Non-


Central Office
Organization and Assistant Teachers Instructional All
Staff
Management Principals Staff

Q7. Most administrative practices in BCPS schools are highly effective and efficient.

Strongly agree 6.7% 7.7% 2.0% 4.4% 3.4%

Agree 29.1% 41.3% 22.9% 29.7% 25.9%

Neither agree nor disagree 22.2% 28.7% 19.9% 23.5% 21.3%

Disagree 26.2% 16.1% 33.9% 29.6% 31.2%

Strongly disagree 7.3% 4.9% 19.8% 10.1% 15.6%

Don’t know 8.4% 1.4% 1.5% 2.7% 2.7%

Strongly agree & agree 35.8% 49.0% 24.9% 34.2% 29.2%

Strongly disagree & disagree 33.6% 21.0% 53.7% 39.7% 46.8%

• R
 espondents were divided in regard to the effectiveness of communications with parents and community members. Nearly
one-half of all respondents (47 percent) disagreed or strongly disagreed that the school system effectively communicates
with parents and community members and about 37 percent agreed or strongly agreed with it. Teachers expressed the
strongest disagreement that communications with parents and community members was effective. Thirty-one percent of
teachers and between 45 and 47 percent of the other respondent groups considered these communications effective.

A-6
Principals/ Non-
School System Central Office
Assistant Teachers Instructional All
Organization & Management Staff
Principals Staff

Q8. BCPS effectively communicates with parents and community members.

Strongly agree 11.5% 12.6% 4.7% 6.7% 6.4%

Agree 35.9% 32.9% 26.3% 38.8% 30.2%

Neither agree nor disagree 18.4% 18.2% 12.5% 16.5% 14.3%

Disagree 20.6% 25.2% 31.9% 22.8% 28.4%

Strongly disagree 8.4% 11.2% 24.1% 11.5% 19.0%

Don’t know 5.1% 0.0% 0.5% 3.7% 1.7%

Strongly agree & agree 47.5% 45.5% 31.0% 45.5% 36.6%

Strongly disagree & disagree 29.1% 36.4% 56.0% 34.3% 47.4%

• N
 early three-quarters of all respondents agreed or strongly agreed that central office administrative processes have
bottlenecks that cause unnecessary delays. Principals and assistant principals (79 percent) expressed the strongest
agreement followed by teachers (75 percent), central office staff (71 percent) and non-instructional staff (65 percent).
• M
 ore than 83 percent of central office staff concurred that central office administrators and staff provides quality services
to schools. This assessment was not widely shared by any of the other respondent groups. Only 39 percent of the principals
and assistant principals, 33 percent of non-instructional staff, and 22 percent of teachers agreed while 50 percent of
teachers disagreed with central office staff assessment.

A-7
Principals/ Non-
School System Central Office
Assistant Teachers Instructional All
Organization & Management Staff
Principals Staff

Q9. Bottlenecks exist in many central office administrative processes which cause unnecessary delays.

Strongly agree 27.1% 37.8% 35.1% 23.8% 32.0%

Agree 44.4% 41.3% 40.3% 40.9% 41.0%

Neither agree nor disagree 12.2% 12.6% 10.7% 18.5% 12.4%

Disagree 9.1% 2.8% 2.4% 3.7% 3.6%

Strongly disagree 3.8% 1.4% 2.2% 1.9% 2.3%

Don’t know 3.6% 4.2% 9.4% 11.1% 8.6%

Strongly agree & agree 71.4% 79.0% 75.3% 64.7% 73.0%

Strongly disagree & disagree 12.9% 4.2% 4.6% 5.6% 6.0%

Q10. BCPS central office administrators and staff provide quality services to schools.

Strongly agree 31.2% 4.2% 2.2% 4.4% 6.9%

Agree 52.0% 35.0% 19.7% 29.0% 26.7%

Neither agree nor disagree 9.7% 33.6% 25.4% 31.5% 24.6%

Disagree 5.5% 19.6% 33.4% 23.1% 26.9%

Strongly disagree 0.4% 7.0% 17.0% 8.0% 12.5%

Don’t know 1.1% 0.7% 2.3% 4.1% 2.4%

Strongly agree & agree 83.2% 39.2% 21.9% 33.4% 33.6%

Strongly disagree & disagree 6.0% 26.6% 50.4% 31.1% 39.4%

• A
 majority of Central Office Staff, 52 percent, agreed that the BCPS central office effectively communicates with school-
level staff, while 25 percent disagreed. This was in stark contrast to the other groups, many more of whom disagreed than
agreed. Disagreement was highest amongst teachers, 69 to 14 percent, followed by principals, 52 to 29 percent, and by
non-instructional staff, 49 to 21 percent.
• L ess than one-half of all respondents (45 percent), and also of each group separately, had an opinion about whether
BCPS effectively engages volunteers to assist with meeting goals. A slight plurality of central office staff agreed compared
to disagreed (21 to 17 percent). In contrast, amongst the other groups, a larger percentage disagreed than agreed:
principals by 28 to 14 percent, teachers by 40 to 10 percent, and non-instructional staff by 25 to 15 percent.

A-8
• S
 imilarly, less than half of all respondents (41 percent), and also of each respective group expressed an opinion about
whether BCPS effectively engages business partners to assist with meeting school system goals. More central office staff
agreed than disagreed, by 30 to 15 percent. More principals agreed than disagreed, 28 to 15 percent. In contrast, more
teachers disagreed than agreed, by 32 to 9 percent; while non-instructional staff were equally split, with 19 percent
agreeing and another 19 percent disagreeing.

Principals/ Non-
School System Organization Central Office
Assistant Teachers Instructional All
and Management Staff
Principals Staff

Q11. The BCPS central office effectively communicates with school-level staff.

Strongly agree 14.8% 3.5% 1.4% 2.5% 3.6%

Agree 37.2% 25.2% 12.8% 18.6% 17.9%

Neither agree nor disagree 17.7% 18.9% 14.8% 24.1% 17.1%

Disagree 21.2% 39.9% 36.9% 32.1% 33.9%

Strongly disagree 4.0% 11.9% 32.2% 16.8% 24.5%

Don’t know 5.1% 0.7% 1.9% 5.9% 3.0%

Strongly agree & agree 52.0% 28.7% 14.3% 21.1% 21.6%

Strongly disagree & disagree 25.2% 51.8% 69.1% 48.9% 58.4%

Q12. BCPS effectively engages volunteers to assist with meeting goals.

Strongly agree 4.9% 3.5% 0.6% 1.6% 1.5%

Agree 15.7% 10.4% 8.9% 13.5% 10.8%

Neither agree nor disagree 25.5% 34.0% 24.8% 33.8% 26.9%

Disagree 12.0% 22.9% 26.2% 18.8% 22.7%

Strongly disagree 4.7% 5.6% 13.4% 6.4% 10.5%

Don’t know 37.3% 23.6% 26.1% 26.0% 27.6%

Strongly agree & agree 20.6% 13.9% 9.5% 15.0% 12.3%

Strongly disagree & disagree 16.6% 28.5% 39.6% 25.1% 33.2%

A-9
Q13. BCPS effectively engages business partners to assist with meeting school system goals.

Strongly agree 6.2% 3.5% 0.8% 1.1% 1.7%

Agree 23.7% 24.3% 8.6% 17.5% 13.1%

Neither agree nor disagree 21.7% 29.2% 27.1% 33.0% 27.5%

Disagree 12.0% 13.9% 21.6% 13.8% 18.4%

Strongly disagree 2.7% 1.4% 10.6% 4.8% 8.0%

Don’t know 33.9% 27.8% 31.5% 30.0% 31.4%

Strongly agree & agree 29.9% 27.8% 9.4% 18.5% 14.8%

Strongly disagree & disagree 14.6% 15.3% 32.1% 18.5% 26.4%

• A
 majority of the respondents was critical of the board: (53 percent) disagreed that BCPS Board members understand
their role as policymakers and stay out of the day-to-day management of the school system. Highest level of disagreement
came from principals (63 percent). Fifty-six (56) percent of both central office staff and teachers disagreed, followed by
36 percent of non-instructional staff.
• M
 ajorities of principals (73 percent) and central office staff (60 percent) agreed that they understand BCPS’ budgetary
process. In contrast, the level of agreement among teachers and non-instructional staff was considerably lower at 28 and
29 percent, respectively.
• C
 entral office staff mostly disagreed that their morale is good: 49 percent disagreed while 30 percent agreed. Majorities
of the other staff neither agreed nor disagreed, or didn’t know; and between 31 to 33 percent disagreed.

School System Organization Principals/ Non-Instructional


Central Office Staff Teachers All
and Management Assistant Principals Staff

Q14. BCPS Board members understand their role as policymakers and stay out of the day-to-day management of the school
system.

Strongly agree 1.3% 0.7% 0.9% 1.9% 1.1%

Agree 9.1% 9.8% 13.3% 16.2% 13.1%

Neither agree nor disagree 19.3% 19.6% 17.9% 25.2% 19.5%

Disagree 25.9% 31.5% 27.3% 19.1% 25.8%

Strongly disagree 30.5% 31.5% 29.2% 17.3% 27.3%

Don’t know 13.9% 7.0% 11.4% 20.3% 13.2%

Strongly agree & agree 10.4% 10.5% 14.2% 18.2% 14.2%

Strongly disagree & disagree 56.4% 62.9% 56.5% 36.3% 53.1%

A - 10
Q15. I understand BCPS’ budgetary process.

Strongly agree 12.0% 9.0% 2.0% 3.2% 4.0%

Agree 47.8% 63.9% 26.1% 26.0% 31.0%

Neither agree nor disagree 17.3% 10.4% 22.9% 22.8% 21.5%

Disagree 14.6% 10.4% 26.1% 21.1% 22.8%

Strongly disagree 2.9% 0.7% 10.1% 7.3% 8.2%

Don’t know 5.5% 5.6% 12.7% 19.7% 12.6%

Strongly agree & agree 59.7% 72.9% 28.1% 29.2% 34.9%

Strongly disagree & disagree 17.5% 11.1% 36.3% 28.3% 31.0%

Q16. The morale of the BCPS central office is good.

Strongly agree 4.7% 0.0% 0.5% 0.7% 1.1%

Agree 25.7% 12.5% 6.0% 11.5% 10.1%

Neither agree nor disagree 19.7% 20.1% 21.0% 24.7% 21.4%

Disagree 29.9% 20.8% 18.0% 18.9% 20.0%

Strongly disagree 18.8% 11.8% 13.4% 11.8% 13.8%

Don’t know 1.3% 34.7% 41.2% 32.5% 33.6%

Strongly agree & agree 30.3% 12.5% 6.4% 12.2% 11.2%

Strongly disagree & disagree 48.7% 32.6% 31.4% 30.7% 33.8%

• A
 majority of all groups (71 percent) disagreed that teacher morale is good. The highest level of disagreement came from
the teachers themselves (81 percent), followed by principals and assistant
principals (71 percent), central office staff (54 percent), and non-instructional staff (53 percent).
• A
 larger percentage of central office staff agreed than disagreed (32 to 24 percent) that BCPS works collaboratively with
Baltimore County Government and County Council. In contrast, in each of the other groups, more respondents disagreed
than agreed: principals and assistant principals (31 to 28 percent), teachers (41 to 16 percent), and non-instructional staff
(27 to 24 percent).

A - 11
Principals/ Non-
School System Organization Central Office
Assistant Teachers Instructional All
and Management Staff
Principals Staff
Q17. The morale of teachers is good.

Strongly agree 1.8% 0.7% 1.5% 3.9% 1.9%

Agree 10.2% 15.3% 8.7% 20.1% 11.3%

Neither agree nor disagree 15.9% 12.5% 9.1% 17.8% 11.8%

Disagree 31.9% 41.7% 28.7% 29.8% 29.9%

Strongly disagree 22.4% 29.2% 52.0% 22.8% 41.4%

Don’t know 17.9% 0.7% 0.2% 5.6% 3.7%

Strongly agree & agree 12.0% 16.0% 10.1% 24.0% 13.2%

Strongly agree & disagree 54.2% 70.8% 80.7% 52.6% 71.3%

Q18. BCPS works collaboratively with Baltimore County Government and County Council.

Strongly agree 3.6% 2.1% 0.9% 1.8% 1.5%

Agree 28.4% 26.4% 15.2% 21.9% 18.8%

Neither agree nor disagree 24.0% 20.8% 21.1% 25.4% 22.3%

Disagree 19.1% 23.6% 25.5% 19.1% 23.3%

Strongly disagree 5.3% 6.9% 15.7% 7.8% 12.4%

Don’t know 19.7% 20.1% 21.6% 24.0% 21.7%

Strongly agree & agree 31.9% 28.5% 16.1% 23.7% 20.3%

Strongly disagree & disagree 24.4% 30.6% 41.2% 26.9% 35.7%

Conclusions: The analysis of the survey data for the School System Organization and Management area statements shows
many weaknesses. The administrative practices in both the central office (Q6) and the schools (Q7) are not effective; BCPS
communications with parents and community members (Q8) are not effective. Central office bottlenecks cause unnecessary
delays (Q9); central office administrators do not provide quality services to schools (Q10); central office communications with
school-level staff are not effective (Q11); and central office (Q16) and teacher (Q17) morale is not good. In addition, volunteer
engagement (Q12) and business partner engagement are not effective (Q13). Board members interfere with day-to-day
management (Q14), and BCPS doesn’t collaborate with Baltimore County (Q18). Respondents judged favorably that BCPS had
a long-range strategic plan that guided decision making (Q5) and understood the budgetary process (Q15).

Teachers who made up almost two-thirds of all respondents tended to be the most critical. Central office staff were the most
positive, but made up roughly 14 percent of the respondents. By large margins, central office staff, unlike the other respondent
groups, considered communications with parents and community members (Q8) and with school-level staff (Q11) to be effective.
They indicated that they do provide quality services to schools (Q10), and found that business partner engagement is effective
(Q13).

A - 12
III. Human Resources
• A
 majority of all respondents (65 percent) agreed that their job description accurately reflects what they do. The
agreement was highest amongst principals and assistant principals (77 percent) followed by non-instructional staff (70
percent), central office staff (66 percent), and teachers (63 percent).
• O
 ne-half (50 percent) of all respondents disagreed that BCPS salaries for their type of position are competitive with similar
positions in the job market, while only one-third (33 percent) agreed. Disagreement was highest amongst teachers and
non-instructional staff (54 percent), followed by central office staff (38 percent) and principals and assistant principals
(30 percent).
• N
 early two-thirds of respondents across all groups (65 percent) agreed with the statement that their work is appreciated
by their supervisor, and fewer than one-quarter (23 percent) disagreed. The highest level of disagreement was expressed
by teachers (27 percent). The level of disagreement from the other three groups was between 15 to 17 percent.

Principals/ Non-
Central Office
Human Resources Assistant Teachers Instructional All
Staff
Principals Staff

Q21. My job description accurately reflects what I do.

Strongly agree 18.6% 21.3% 14.3% 16.5% 15.7%

Agree 46.9% 55.9% 48.5% 53.2% 49.5%

Neither agree nor disagree 8.9% 12.6% 9.6% 7.2% 9.3%

Disagree 17.2% 6.3% 19.1% 15.3% 17.4%

Strongly disagree 7.5% 3.9% 7.5% 6.9% 7.2%

Don’t know 0.8% 0.0% 1.1% 1.0% 1.0%

Strongly agree & agree 65.6% 77.2% 62.7% 69.7% 65.2%

Strongly disagree & disagree 24.7% 10.2% 26.6% 22.2% 24.6%

Q22. BCPS salaries for my type of position are competitive with similar positions in the job market.

Strongly agree 9.8% 11.0% 2.2% 2.9% 3.9%

Agree 34.5% 44.1% 28.5% 24.4% 29.5%

Neither agree nor disagree 12.3% 10.2% 12.0% 13.4% 12.2%

Disagree 26.7% 24.4% 35.2% 33.0% 33.0%

Strongly disagree 10.9% 5.5% 18.6% 20.6% 17.1%

Don’t know 5.9% 4.7% 3.5% 5.7% 4.3%

Strongly agree & agree 44.3% 55.1% 30.7% 27.3% 33.4%

Strongly disagree & disagree 37.6% 29.9% 53.8% 53.6% 50.1%

A - 13
Principals/ Non-
Central Office
Human Resources Assistant Teachers Instructional All
Staff
Principals Staff

Q23. I feel that my work is appreciated by my supervisor(s).

Strongly agree 36.9% 18.9% 18.4% 27.3% 22.8%

Agree 36.3% 50.4% 42.3% 44.7% 42.3%

Neither agree nor disagree 9.2% 15.0% 11.3% 10.5% 11.0%

Disagree 10.6% 9.5% 15.6% 9.1% 13.4%

Strongly disagree 5.9% 5.5% 11.8% 7.7% 9.9%

Don’t know 1.1% 0.8% 0.6% 0.7% 0.7%

Strongly agree & agree 73.2% 69.3% 60.7% 72.0% 65.0%

Strongly disagree & disagree 16.5% 15.0% 27.4% 16.8% 23.2%

• M
 ore than 55 percent of all respondents agreed that they receive adequate training to perform their job functions. Highest
levels of agreement were expressed by principals and assistant principals (66 percent), non-instructional staff (60 percent),
central office staff (56 percent), and teachers (53 percent).
• A
 majority of all respondents (51 percent) agreed that they receive adequate support to perform their job functions. The
greatest level of agreement was expressed by non-instructional staff (61 percent), central office staff (61 percent), and
principals and assistant principals (57 percent). The lowest level of agreement was expressed by teachers (45 percent).
• T hirty-six (36) percent of all respondents agreed that BCPS has an effective orientation process for new employees.
Principals and assistant principals (54 percent) reported the highest level of agreement. Only between 34 to 37 percent
of the other groups shared their view.

Principals/ Non-
Central Office
Human Resources Assistant Teachers Instructional All
Staff
Principals Staff
Q24. I receive adequate training to perform my job functions.

Strongly agree 13.7% 9.5% 8.9% 13.9% 10.5%

Agree 42.3% 56.7% 44.1% 45.7% 44.8%

Neither agree nor disagree 17.8% 19.7% 16.1% 17.0% 16.7%

Disagree 18.1% 8.7% 22.7% 16.3% 20.1%

Strongly disagree 7.8% 5.5% 8.0% 7.2% 7.7%

Don’t know 0.3% 0.0% 0.2% 0.0% 0.2%

Strongly agree & agree 56.0% 66.1% 53.0% 59.6% 55.3%

Strongly disagree & disagree 25.9% 14.2% 30.7% 23.5% 27.8%

A - 14
Principals/ Non-
Central Office
Human Resources Assistant Teachers Instructional All
Staff
Principals Staff

Q25. I receive adequate support to perform my job functions.

Strongly agree 17.7% 10.2% 7.6% 14.9% 10.5%

Agree 42.9% 46.5% 37.5% 46.5% 40.4%

Neither agree nor disagree 15.1% 18.9% 15.4% 14.2% 15.3%

Disagree 15.4% 20.5% 26.1% 17.3% 22.6%

Strongly disagree 9.0% 3.9% 13.5% 7.2% 11.2%

Don’t know 0.0% 0.0% 0.1% 0.0% 0.0%

Strongly agree & agree 60.5% 56.7% 45.0% 61.4% 50.9%

Strongly disagree & disagree 24.4% 24.4% 39.5% 24.5% 33.8%

Q26. BCPS has an effective orientation process for new employees.

Strongly agree 7.2% 6.3% 4.6% 6.2% 5.4%

Agree 27.0% 48.0% 30.0% 30.6% 30.6%

Neither agree nor disagree 20.6% 20.5% 22.6% 23.0% 22.2%

Disagree 22.0% 15.8% 17.5% 17.2% 18.0%

Strongly disagree 12.8% 2.4% 7.4% 10.8% 8.5%

Don’t know 10.3% 7.1% 18.0% 12.2% 15.2%

Strongly agree & agree 34.3% 54.3% 34.6% 36.8% 36.0%

Strongly disagree & disagree 34.8% 18.1% 24.8% 28.0% 26.5%

• F orty-six (46) percent of all respondents disagreed that the BCPS central office is appropriately staffed to carry out its
operations. The highest level of disagreement (57 percent) was voiced by central office staff; only 23 percent of them
agreed with the statement. A larger percentage of teachers (49 vs 15 percent) and non-instructional staff (32 vs 18
percent) disagreed than agreed. The percentage who agreed with the statement (35 percent) was larger than percent who
disagreed (30 percent) only among principals and assistant principals.
• O
 verall, roughly equal percentages (30 to 31 percent) of respondents agreed as disagreed that BCPS actively recruits
high quality staff to fill vacant positions. Highest level of agreement was amongst principals (50 percent) and central office
staff (41 percent).
• S
 imilarly, roughly equal percentages (35 to 31 percent) of respondents agreed as disagreed that BCPS offers high quality
professional development for the principals and teachers. The highest levels of agreement were amongst principals and
assistant principals (44 percent) and central office staff (41 percent).

A - 15
Principals/ Non-
Central Office
Human Resources Assistant Teachers Instructional All
Staff
Principals Staff

Q27. The BCPS central office is appropriately staffed to carry out its operations.

Strongly agree 4.5% 3.9% 2.2% 1.9% 2.6%

Agree 18.4% 31.5% 12.5% 16.1% 15.1%

Neither agree nor disagree 17.8% 18.1% 19.4% 28.5% 20.7%

Disagree 34.0% 22.8% 28.6% 21.1% 27.8%

Strongly disagree 22.6% 7.1% 19.9% 11.0% 18.1%

Don’t know 2.8% 16.5% 17.4% 21.3% 15.8%

Strongly agree & agree 22.8% 35.4% 14.7% 18.0% 17.6%

Strongly disagree & disagree 56.5% 29.9% 48.5% 32.1% 45.9%

Q28. BCPS actively recruits high quality staff to fill vacant positions.

Strongly agree 8.1% 3.9% 2.3% 3.4% 3.5%

Agree 33.2% 45.7% 25.3% 20.8% 26.8%

Neither agree nor disagree 20.6% 22.8% 27.5% 31.6% 26.9%

Disagree 21.5% 17.3% 23.2% 19.9% 22.0%

Strongly disagree 8.6% 5.5% 9.0% 11.7% 9.3%

Don’t know 8.1% 4.7% 12.7% 12.7% 11.6%

Strongly agree & agree 41.2% 49.6% 27.7% 24.2% 30.3%

Strongly disagree & disagree 30.1% 22.8% 32.2% 31.6% 31.3%

Q29. There is high quality professional development for the principals and teachers.

Strongly agree 8.1% 3.2% 4.1% 4.3% 4.7%

Agree 33.1% 40.9% 29.4% 28.3% 30.4%

Neither agree nor disagree 19.3% 21.3% 22.3% 27.1% 22.6%

Disagree 9.5% 26.0% 27.9% 10.6% 22.0%

Strongly disagree 1.4% 7.9% 13.0% 2.4% 9.1%

Don’t know 28.6% 0.8% 3.3% 27.3% 11.2%

Strongly agree & agree 41.2% 44.1% 33.5% 32.6% 35.1%

Strongly disagree & disagree 10.9% 33.9% 40.9% 13.0% 31.1%

A - 16
• E ighty-four (84) percent of all respondents agreed that BCPS employees receive annual personnel evaluations (before the
Pandemic). Level of agreements ranged from a high of 95 percent for principals and assistant principals to 70 percent for
non-instructional staff.
• R
 oughly equal percentages of all respondents agreed (42 percent) as disagreed (40 percent) that there is adequate
information and assistance for issues related to BCPS benefits. Level of agreement was highest among principals and
assistant principals (60 percent) and central office staff (59 percent), and lowest among teachers (36 percent) and non-
instructional staff (43 percent).

Principals/ Non-
Central Office
Human Resources Assistant Teachers Instructional All
Staff
Principals Staff

Q30. BCPS employees receive annual personnel evaluations (before the Pandemic).

Strongly agree 19.6% 35.4% 21.8% 11.7% 20.4%

Agree 58.9% 59.8% 66.2% 58.4% 63.4%

Neither agree nor disagree 7.0% 3.9% 4.5% 8.9% 5.6%

Disagree 8.1% 0.0% 3.7% 11.5% 5.5%

Strongly disagree 2.2% 0.8% 1.0% 4.3% 1.8%

Don’t know 4.2% 0.0% 2.9% 5.3% 3.3%

Strongly agree & agree 78.5% 95.3% 88.0% 70.1% 83.8%

Strongly disagree & disagree 10.3% 0.8% 4.7% 15.8% 7.3%

Q31. There is adequate information and assistance for issues related to BCPS benefits.

Strongly agree 8.9% 10.3% 3.4% 4.1% 4.7%

Agree 50.4% 50.0% 32.5% 38.5% 37.2%

Neither agree nor disagree 12.3% 11.1% 15.6% 15.8% 14.9%

Disagree 18.7% 17.5% 30.4% 24.9% 27.0%

Strongly disagree 6.4% 7.9% 14.7% 12.4% 12.7%

Don’t know 3.3% 3.2% 3.5% 4.3% 3.6%

Strongly agree & agree 59.3% 60.3% 35.9% 42.6% 41.9%

Strongly disagree & disagree 25.1% 25.4% 45.1% 37.3% 39.7%

A - 17
Conclusions: The Human Services operational area was judged, with some exceptions, favorably overall. The major exceptions
were in regard to salaries (Q22) and the level of central office staffing (Q27). Teachers and non-instructional staff disagreed
that salaries were competitive, although central office staff, principals and assistant principals generally agreed. The respondent
groups with the exception of principals and assistant principals disagreed that the central office is appropriately staffed.
Respondents agreed that job descriptions were accurate (Q21), that they felt appreciated by their supervisor (Q23), that they
received adequate training (Q24) and support (Q25), and that the orientation process for new employees was effective (Q26).
Respondents were roughly evenly split in their agreement or disagreement in regard to whether BCPS actively recruits high-
quality staff to fill vacant positions (Q28), whether it provides high quality professional development for principals, assistant
principals and teachers (Q29), and whether it provides adequate information/assistance related to benefits (Q31). For these
statements, teachers tended to be more critical than other respondent groups.

IV. Financial Management


• Overall, 56 percent of all respondents disagreed that tax dollars are being well spent by BCPS
(before the ransomware attack), compared to 24 percent who agree. However, there was a large
difference between groups. Central office staff and principals mostly agreed that it is well spent,
at 51 and 42 percent, respectively; while teachers and noninstructional staff mostly disagreed,
at 71 and 50 percent, respectively.
• Very few of the respondents (8 percent) disagreed that BCPS actively applies for competitive state
and federal grants. Highest agreement was amongst central office staff (63 percent) and principals
(52 percent). A majority of teachers (59 percent) and non-instructional staff (66 percent) neither
agreed nor disagreed, or didn’t know.
• Nearly similar percentages of all respondents (32 vs 28 percent) agreed as disagreed that BCPS’ financial
reports showing how it spends money are readily available to the community (before the ransomware
attack). Many more central office staff agreed than disagreed (56 vs 11 percent), followed by principals
and assistant principals (44 vs 11 percent), and non-instructional staff (29 vs 23 percent). Amongst
teachers, more disagreed (39 percent) than agreed (22 percent).

Principals/ Non-
Central Office
Financial Management Assistant Teachers Instructional All
Staff
Principals Staff

Q34. Tax dollars are being well spent by BCPS (before the ransomware attack).

Strongly agree 11.3% 3.1% 0.6% 2.6% 3.3%

Agree 39.8% 39.2% 10.0% 23.2% 20.5%

Neither agree nor disagree 19.9% 15.5% 15.1% 17.9% 16.5%

Disagree 20.8% 24.7% 36.9% 35.8% 32.5%

Strongly disagree 6.5% 7.2% 33.9% 14.2% 23.0%

Don’t know 1.7% 10.3% 3.5% 6.3% 4.2%

Strongly agree & agree 51.1% 42.3% 10.6% 25.8% 23.7%

Strongly disagree & disagree 27.3% 32.0% 70.8% 50.0% 55.6%

A - 18
Principals/ Non-
Central Office
Financial Management Assistant Teachers Instructional All
Staff
Principals Staff

Q35. BCPS actively applies for competitive state and federal grants.

Strongly agree 17.8% 6.2% 1.4% 3.1% 5.3%

Agree 45.7% 45.4% 26.7% 27.8% 32.2%

Neither agree nor disagree 10.0% 18.6% 25.2% 28.3% 22.1%

Disagree 1.7% 1.0% 7.6% 1.6% 4.9%

Strongly disagree 1.3% 1.0% 5.3% 1.6% 3.5%

Don’t know 23.5% 27.8% 34.0% 37.7% 32.0%

Strongly agree & agree 63.5% 51.6% 28.1% 30.9% 37.5%

Strongly disagree & disagree 3.0% 2.1% 12.8% 3.1% 8.4%

Q36. BCPS’ financial reports are readily available to the community showing how it spends money (before the ransomware
attack).

Strongly agree 14.3% 5.2% 1.1% 4.7% 4.6%

Agree 42.0% 39.2% 20.5% 24.1% 26.9%

Neither agree nor disagree 16.9% 22.7% 20.0% 28.3% 21.0%

Disagree 7.4% 9.3% 25.0% 17.8% 19.0%

Strongly disagree 3.5% 2.1% 14.0% 5.2% 9.5%

Don’t know 16.0% 21.7% 19.4% 19.9% 19.0%

Strongly agree & agree 56.3% 44.3% 21.6% 28.8% 31.6%

Strongly disagree & disagree 10.8% 11.3% 39.0% 23.0% 28.5%

• T he different respondent groups held considerably different opinions as to whether BCPS spends an appropriate
percentage of its budget on academic programs. A larger percentage of central office staff (55 vs 11 percent) and
principals and assistant principals (52 vs 17 percent) agreed than disagreed. Teachers held the opposite opinion, with 54
percent disagreeing and 20 percent agreeing. Non-instructional staff were nearly equally split (28 vs 29 percent).
• A
 larger percentage of principals and assistant principals agreed than disagreed (66 vs 23 percent) that BCPS completes
an annual inventory of equipment that includes the equipment in their work area. Central office staff and non-instructional
staff had similar rates of agreement and disagreement (45-46 vs 25-27 percent). In contrast, slightly more teachers
disagreed than agreed (38 vs 36 percent).
• B
 y substantial margins, more respondents, in all groups, disagreed than agreed (49 to 14 percent) that BCPS wisely
manages its revenues and expenditures. Strongest levels of disagreement came from non-instructional staff and teachers
(55 and 52 percent), respectively, compared with principals and assistant principals and central office staff (42 and 36
percent), respectively.

A - 19
Principals/ Non-
Central Office
Financial Management Assistant Teachers Instructional All
Staff
Principals Staff

Q37. BCPS spends an appropriate percentage of its budget on academic programs.

Strongly agree 14.4% 5.2% 0.6% 3.7% 4.2%

Agree 40.9% 46.9% 19.0% 24.1% 26.5%

Neither agree nor disagree 16.5% 18.8% 15.4% 27.2% 17.8%

Disagree 9.1% 14.6% 35.8% 24.6% 26.9%

Strongly disagree 1.7% 2.1% 18.0% 4.2% 11.2%

Don’t know 17.4% 12.5% 11.2% 16.2% 13.4%

Strongly agree & agree 55.2% 52.1% 19.6% 27.7% 30.7%

Strongly disagree & disagree 10.9% 16.7% 53.8% 28.8% 38.1%

Q38. BCPS completes an annual inventory of equipment that includes the equipment in my work area.

Strongly agree 10.4% 7.3% 4.2% 7.3% 6.2%

Agree 34.4% 58.3% 31.8% 38.2% 35.6%

Neither agree nor disagree 12.2% 6.3% 12.4% 16.2% 12.5%

Disagree 18.7% 16.7% 23.8% 18.9% 21.4%

Strongly disagree 6.1% 6.3% 14.6% 7.9% 11.1%

Don’t know 18.3% 5.2% 13.2% 11.5% 13.3%

Strongly agree & agree 44.8% 65.6% 36.0% 45.6% 41.8%

Strongly disagree & disagree 24.8% 22.9% 38.4% 26.7% 32.5%

Q39. BCPS wisely manages its revenues and expenditures.

Strongly agree 10.0% 19.8% 8.4% 12.6% 10.4%

Agree 10.4% 8.3% 0.5% 1.6% 3.3%

Neither agree nor disagree 37.8% 25.0% 8.4% 14.7% 16.7%

Disagree 21.3% 21.9% 14.7% 22.5% 17.9%

Strongly disagree 14.8% 19.8% 37.8% 33.0% 30.9%

Don’t know 5.7% 5.2% 30.2% 15.7% 20.8%

Strongly agree & agree 20.4% 28.1% 8.9% 14.1% 13.7%

Strongly disagree & disagree 36.1% 41.7% 52.5% 55.5% 48.8%

A - 20
• W
 ith the exception of central office staff, significantly more respondents disagreed than agreed that financial resources are
allocated fairly and equitably to BCPS schools. Teachers disagreed the most (68 to 10 percent), followed by principals
and assistant principals (52 to 33 percent) and non-instructional staff (43 to 24 percent). For central office staff, these
percentages were reversed: 30 percent disagreed while 34 percent agreed.
• A
 larger percentage of respondents in all groups agreed than disagreed that school administrators are well trained in the
fiscal management of their schools. Principals and assistance principals agreed the most (55 to 23 percent), followed by
teachers (47 to 16 percent), non-instructional staff (41 to 24 percent), and central office staff (26 to 22 percent).
• A
 larger percentage of respondents in all groups disagreed than agreed that purchasing processes are straightforward
and not cumbersome for the requestor. Principals and assistant principals had the highest levels of disagreement (60 to 24
percent), followed by teachers (56 to 17 percent), non-instructional staff (48 to 26 percent), and central office staff (46 to
30 percent).

Principals/ Non-
Central Office
Financial Management Assistant Teachers Instructional All
Staff
Principals Staff

Q40. Financial resources are allocated fairly and equitably to BCPS schools.

Strongly agree 10.8% 2.1% 0.5% 3.7% 3.2%

Agree 23.4% 30.5% 9.8% 19.9% 15.9%

Neither agree nor disagree 20.4% 12.6% 12.6% 23.0% 15.9%

Disagree 22.1% 37.9% 33.3% 28.3% 30.6%

Strongly disagree 7.8% 13.7% 34.4% 15.2% 24.3%

Don’t know 15.6% 3.2% 9.4% 10.0% 10.2%

Strongly agree & agree 34.2% 32.6% 10.3% 23.6% 19.1%

Strongly disagree & disagree 29.9% 51.6% 67.8% 43.5% 54.9%

Q41. School administrators are well trained in the fiscal management of their schools.

Strongly agree 6.5% 5.2% 6.7% 4.2% 6.1%

Agree 19.6% 50.0% 40.3% 36.7% 36.4%

Neither agree nor disagree 22.2% 20.8% 18.6% 19.9% 19.7%

Disagree 16.5% 18.8% 10.3% 14.7% 13.0%

Strongly disagree 5.7% 4.2% 5.8% 8.9% 6.1%

Don’t know 29.6% 1.0% 18.4% 15.7% 18.7%

Strongly agree & agree 26.1% 55.2% 47.0% 40.8% 42.5%

Strongly disagree & disagree 22.2% 22.9% 16.1% 23.6% 19.1%

A - 21
Q42. Purchasing processes are straightforward and not cumbersome for the requestor.

Strongly agree 5.2% 3.1% 1.6% 4.2% 2.9%

Agree 24.4% 20.8% 15.8% 22.0% 18.9%

Neither agree nor disagree 17.0% 13.5% 14.4% 16.8% 15.2%

Disagree 35.2% 45.8% 30.5% 30.9% 32.8%

Strongly disagree 10.4% 14.6% 25.5% 16.8% 20.1%

Don’t know 7.8% 2.1% 12.3% 9.4% 10.1%

Strongly agree & agree 29.6% 24.0% 17.3% 26.2% 21.8%

Strongly disagree & disagree 45.7% 60.4% 55.9% 47.6% 52.9%

Conclusions: With some exceptions, the Financial Management operational area was judged unfavorably overall. Almost
all respondent groups disagreed that BCPS wisely manages its revenues and expenditures (Q39) and allocates financial
resources fairly (Q40). In addition, respondents were critical of its purchasing processes (Q42). Teachers and non-instructional
staff strongly disagreed that tax dollars are well-spent, while central office staff and principals and assistant principals tended
to agree (Q34). All agreed that BCPS actively applies for grants (Q35) and that school administrators were well trained
(Q41). Respondents were split regarding the availability of financial reports to the community (Q36), the appropriateness of
the percentage of the budget spent on academics (Q37), and the inclusion of appropriate equipment in their work area in the
inventory (Q38); in these three cases, teachers had the highest levels of disagreement.

A - 22
V. Facilities Use and Management
• O
 verall, respondents were nearly split – 36 percent agreed and 37 percent disagreed – that BCPS has a long-range plan
to address facility needs (before the ransomware attack). However, a considerably larger percentage of central office staff
and principals and assistant principals agreed than disagreed (60 to 19 percent). More teachers disagreed, by 46 to 28
percent; while non-instructional staff were roughly equally split.
• A
 ll groups agreed (about 65 percent) that BCPS has too many portable buildings, while only 7 percent disagreed. These
percentages were similar across all groups.
• T eachers expressed the highest level of disagreement that BCPS’ facilities are well-maintained, by 67 to 19 percent
followed by non-instructional staff of whom 47 percent disagreed and 31 percent agreed. In contrast, a larger percentage
of principals and assistant principals (49 to 28 percent) and central office staff (45 to 33 percent) agreed more than
disagreed.

Principals/ Non-
Facilities Use and Central Office
Assistant Teachers Instructional All
Management Staff
Principals Staff

Q45. BCPS has a long-range plan to address facility needs (before the ransomware attack).

Strongly agree 18.3% 8.4% 1.6% 2.6% 4.5%

Agree 42.3% 51.3% 26.6% 30.4% 31.3%

Neither agree nor disagree 14.4% 9.2% 14.9% 27.1% 16.8%

Disagree 13.9% 16.0% 28.3% 22.2% 24.3%

Strongly disagree 5.3% 2.5% 17.7% 9.2% 13.2%

Don’t know 5.8% 12.6% 10.8% 8.5% 9.8%

Strongly agree & agree 60.6% 59.7% 28.2% 33.0% 35.9%

Strongly disagree & disagree 19.2% 18.5% 46.0% 31.4% 37.5%

Q46. BCPS has too many portable buildings.

Strongly agree 25.5% 22.0% 31.8% 26.6% 29.2%

Agree 35.6% 37.3% 35.5% 37.3% 36.0%

Neither agree nor disagree 24.5% 18.6% 16.1% 22.4% 18.7%

Disagree 5.3% 4.2% 5.8% 5.5% 5.6%

Strongly disagree 1.4% 0.0% 1.2% 1.3% 1.2%

Don’t know 7.7% 17.8% 9.7% 6.8% 9.5%

Strongly agree & agree 61.1% 59.3% 67.2% 64.0% 65.2%

Strongly disagree & disagree 6.7% 4.2% 7.0% 6.8% 6.7%

A - 23
Principals/ Non-
Facilities Use and Central Office
Assistant Teachers Instructional All
Management Staff
Principals Staff

Q47. BCPS’ facilities are well-maintained.

Strongly agree 6.7% 1.7% 2.0% 2.6% 2.8%

Agree 38.5% 47.5% 17.4% 28.7% 24.7%

Neither agree nor disagree 19.7% 21.2% 14.0% 22.2% 16.9%

Disagree 25.5% 22.0% 38.2% 31.3% 33.9%

Strongly disagree 7.2% 5.9% 28.3% 15.3% 21.3%

Don’t know 2.4% 1.7% 0.1% 0.0% 0.5%

Strongly agree & agree 45.2% 49.2% 19.4% 31.3% 27.4%

Strongly disagree & disagree 32.7% 28.0% 66.5% 46.6% 55.2%

• A
 majority of each groups disagreed that Baltimore County public schools have sufficient space and facilities to support
the instructional program. Teachers disagreed the most (77 percent), followed by non-instructional staff (57 percent),
central office staff (55 percent), and principals and assistant principals (51 percent).
• M
 ajorities of teachers (76 percent), non-instructional staff (62 percent), and principals and assistant principals (61percent)
disagreed that repairs are made in a timely manner. Amongst central office staff, 43 percent disagreed, compared with
25 percent who agreed.
• M
 ajorities of principals and assistant principals (56 percent) and central office staff (55 percent) agreed that BCPS has
an energy management program in place to minimize energy consumption. Among non-instructional staff, 36 percent
agreed and 22 percent disagreed. Among teachers, more disagreed (28 percent) than agreed (23 percent).

Principals/ Non-
Facilities Use and Central Office
Assistant Teachers Instructional All
Management Staff
Principals Staff

Q48. Our schools have sufficient space and facilities to support the instructional program.

Strongly agree 5.3% 2.5% 1.9% 2.3% 2.5%

Agree 14.4% 26.1% 10.9% 23.4% 15.0%

Neither agree nor disagree 17.3% 18.5% 9.0% 14.9% 12.0%

Disagree 39.4% 37.8% 42.3% 35.1% 40.1%

Strongly disagree 15.9% 13.5% 35.0% 22.1% 28.3%

Don’t know 7.7% 1.7% 0.9% 2.3% 2.1%

Strongly agree & agree 19.7% 28.6% 12.9% 25.7% 17.5%

Strongly disagree & disagree 55.3% 51.3% 77.3% 57.1% 68.4%

A - 24
Principals/ Non-
Facilities Use and Central Office
Assistant Teachers Instructional All
Management Staff
Principals Staff

Q49. Repairs are made in a timely manner.

Strongly agree 4.8% 3.4% 1.3% 1.6% 2.0%

Agree 20.2% 26.9% 9.1% 17.9% 13.7%

Neither agree nor disagree 23.1% 8.4% 12.1% 16.9% 14.2%

Disagree 32.7% 43.7% 40.2% 34.1% 38.3%

Strongly disagree 10.1% 17.7% 35.9% 27.6% 29.5%

Don’t know 9.1% 0.0% 1.3% 2.0% 2.4%

Strongly agree & agree 25.0% 30.3% 10.4% 19.5% 15.6%

Strongly disagree & disagree 42.8% 61.4% 76.2% 61.7% 67.8%

Q50. BCPS has an energy management program in place to minimize energy consumption.

Strongly agree 13.5% 6.7% 1.3% 2.9% 3.6%

Agree 41.4% 49.6% 22.1% 32.8% 28.8%

Neither agree nor disagree 17.3% 14.3% 18.6% 20.8% 18.5%

Disagree 6.3% 7.6% 16.2% 13.0% 13.6%

Strongly disagree 3.4% 0.8% 11.6% 9.1% 9.2%

Don’t know 18.3% 21.0% 30.3% 21.4% 26.2%

Strongly agree & agree 54.8% 56.3% 23.4% 35.7% 32.5%

Strongly disagree & disagree 9.6% 8.4% 27.8% 22.1% 22.8%

• L arge majorities of each group, ranging from 79 to 87 percent, agreed that there are facility and/or equipment concerns
throughout the schools.
• S
 ignificant majorities of each group agreed that access to BCPS facilities is secure for staff and visitors: 83 percent of
principals and assistant principals, 74 percent of central office staff, 69 percent of non-instructional staff, and 63 percent
of teachers. However, roughly 20 percent of both teachers and non-instructional staff disagreed.
• A
 larger percentage of respondents in each group agreed than disagreed that school grounds are monitored for safety
hazards. Agreement was highest among principals and assistant principals (66 to 16 percent), followed by central office
staff (63 to 7 percent), non-instructional staff (50 to 27 percent), and teachers (44 to 32 percent).

A - 25
Principals/ Non-
Facilities Use and Central Office
Assistant Teachers Instructional All
Management Staff
Principals Staff

Q51. There are facility and/or equipment concerns throughout the schools.

Strongly agree 21.6% 21.9% 43.0% 28.3% 35.7%

Agree 59.1% 58.8% 44.3% 51.0% 48.7%

Neither agree nor disagree 11.1% 9.2% 6.0% 10.4% 7.8%

Disagree 1.9% 7.6% 3.3% 3.3% 3.5%

Strongly disagree 0.0% 0.8% 1.4% 1.6% 1.2%

Don’t know 6.3% 1.7% 1.9% 5.5% 3.2%

Strongly agree & agree 80.8% 80.7% 87.3% 79.2% 84.4%

Strongly disagree & disagree 1.9% 8.4% 4.7% 4.9% 4.7%

Q52. Access to BCPS facilities is secure for staff and visitors.

Strongly agree 16.9% 14.3% 8.4% 13.3% 10.9%

Agree 57.0% 68.9% 54.8% 55.5% 56.3%

Neither agree nor disagree 11.1% 6.7% 13.3% 11.7% 12.2%

Disagree 10.1% 7.6% 15.8% 14.9% 14.3%

Strongly disagree 3.4% 0.8% 5.6% 3.9% 4.6%

Don’t know 1.5% 1.7% 2.0% 0.7% 1.7%

Strongly agree & agree 73.9% 83.2% 63.2% 68.8% 67.3%

Strongly disagree & disagree 13.5% 8.4% 21.4% 18.8% 18.9%

Q53. School grounds are monitored for safety hazards.

Strongly agree 12.0% 5.9% 3.4% 5.8% 5.2%

Agree 51.4% 59.7% 40.9% 44.5% 44.4%

Neither agree nor disagree 13.9% 13.5% 15.2% 16.9% 15.2%

Disagree 4.3% 14.3% 24.4% 18.8% 19.9%

Strongly disagree 2.4% 1.7% 7.8% 7.8% 6.6%

Don’t know 15.9% 5.0% 8.3% 6.2% 8.6%

Strongly agree & agree 63.5% 65.5% 44.4% 50.3% 49.7%

Strongly disagree & disagree 6.7% 16.0% 32.2% 26.6% 26.5%

A - 26
• C
 onsiderably more respondents from each group agreed than disagreed that there is a process in place for community
use of facility space and it is applied equally to all users. Level of agreement was highest among principals and assistant
principals (86 to 3 percent), followed by central office staff (64 to 8 percent), non-instructional staff (49 to 11 percent),
and teachers (40 to 12 percent).
• R
 espondents’ opinions as to whether BCPS has a process for involving administrators, teachers and support staff in
planning new facilities varied across respondent groups. More central office staff (51 to 15 percent) and principals and
assistant principals (44 to 20 percent) agreed than disagreed while more teachers (47 to 16 percent) and non-instructional
staff (28 to 21 percent) disagreed than agreed.

Principals/ Non-
Facilities Use and Central Office
Assistant Teachers Instructional All
Management Staff
Principals Staff

Q54. There is a process in place for community use of facility space and it is applied equally to all users.

Strongly agree 16.4% 14.3% 4.8% 8.8% 7.8%

Agree 47.8% 71.4% 35.4% 39.7% 40.6%

Neither agree nor disagree 11.6% 5.9% 18.9% 23.8% 17.9%

Disagree 6.3% 2.5% 8.3% 7.2% 7.4%

Strongly disagree 1.5% 0.0% 3.7% 3.6% 3.1%

Don’t know 16.4% 5.9% 29.0% 16.9% 23.2%

Strongly agree & agree 64.3% 85.7% 40.1% 48.5% 48.5%

Strongly disagree & disagree 7.7% 2.5% 12.0% 10.8% 10.5%

Q55. BCPS has a process for involving administrators, teachers and support staff in planning new facilities.

Strongly agree 15.4% 7.6% 1.2% 0.7% 3.5%

Agree 36.1% 36.1% 14.6% 19.9% 20.1%

Neither agree nor disagree 10.6% 13.5% 13.8% 25.5% 15.6%

Disagree 11.5% 16.8% 27.4% 15.4% 22.1%

Strongly disagree 3.9% 3.4% 19.5% 12.4% 14.8%

Don’t know 22.6% 22.7% 23.6% 26.1% 23.9%

Strongly agree & agree 51.4% 43.7% 15.7% 20.6% 23.6%

Strongly disagree & disagree 15.4% 20.2% 46.9% 27.8% 36.9%

A - 27
Conclusions: The Facilities Use and Management operational area had mixed results and was roughly equally split between
favorable and unfavorable responses. Facilities issues that were viewed unfavorably concluded that BCPS has too many portable
buildings (Q46), insufficient space and facilities to support the instructional program (Q48), a lack of timeliness in making repairs
(Q49), and concerns about facilities and equipment (Q51). The ratio of unfavorable to favorable responses in these areas was
very large among all of the groups. Issues viewed favorably included energy management (Q50), access security for staff and
visitors (Q52), safety monitoring (Q53), and community use of the facilities (Q54). There were three areas which were viewed
unfavorably overall, but favorably by central office staff, principals and assistant principals: long-range facility planning (Q45),
maintenance (Q47), and involvement of administrators, teachers, and support staff in facility planning (Q55).

VI. Food Services


• A
 large majority of all groups (79 percent) agreed that the cafeteria facilities and equipment are sanitary. Only 5 percent
disagreed.
• O
 verall, nearly twice as many respondents disagree (49 percent) than agree (24 percent) that they find
the cafeteria meals appealing and appetizing. More teachers (56 to 21 percent) and non-instructional staff (45 to 28
percent) disagreed. Central office staff were equally split (27 to 27 percent), while slightly more principals and assistant
principals agreed than disagreed (33 to 29 percent).
• E ighty-seven (87) percent of all groups agreed that the school breakfast program is available to all children. Agreement
was highest among principals and assistant principals (95 percent) and teachers
(91 percent).

Principals/ Non-
Central Office
Food Services Assistant Teachers Instructional All
Staff
Principals Staff

Q58. The cafeteria facilities and equipment are sanitary.

Strongly agree 20.6% 32.4% 21.1% 29.9% 24.0%

Agree 46.6% 64.8% 55.2% 55.1% 55.1%

Neither agree nor disagree 13.7% 1.9% 10.0% 7.2% 9.1%

Disagree 1.5% 0.0% 4.9% 2.8% 3.7%

Strongly disagree 1.5% 0.0% 1.8% 2.2% 1.7%

Don’t know 16.0% 0.9% 7.1% 2.8% 6.5%

Strongly agree & agree 67.2% 97.2% 76.3% 85.1% 79.1%

Strongly disagree & disagree 3.1% 0.0% 6.6% 5.0% 5.4%

A - 28
Q59. I find the cafeteria meals appealing and appetizing.

Strongly agree 5.3% 1.9% 2.1% 3.4% 2.7%

Agree 21.4% 31.5% 18.5% 24.6% 21.2%

Neither agree nor disagree 26.0% 37.0% 20.2% 25.2% 23.2%

Disagree 18.3% 21.3% 33.3% 29.9% 30.2%

Strongly disagree 9.2% 7.4% 22.7% 15.0% 18.5%

Don’t know 19.9% 0.9% 3.2% 1.9% 4.3%

Strongly agree & agree 26.7% 33.3% 20.7% 28.0% 23.9%

Strongly disagree & disagree 27.5% 28.7% 56.0% 44.9% 48.7%

Principals/ Non-
Central Office
Food Services Assistant Teachers Instructional All
Staff
Principals Staff

Q60. The school breakfast program is available to all children.

Strongly agree 21.4% 52.8% 41.8% 43.0% 41.0%

Agree 40.5% 41.7% 49.2% 43.0% 46.4%

Neither agree nor disagree 5.3% 0.9% 2.3% 3.4% 2.7%

Disagree 13.0% 3.7% 3.2% 4.7% 4.5%

Strongly disagree 0.0% 0.0% 0.7% 1.9% 0.9%

Don’t know 19.9% 0.9% 2.8% 4.1% 4.6%

Strongly agree & agree 61.8% 94.5% 91.0% 86.0% 87.4%

Strongly disagree & disagree 13.0% 3.7% 3.9% 6.5% 5.3%

• A
 larger percentage in each group agreed than disagreed that students have enough time to eat. Agreement was highest
among principals and assistant principals (94 to 4 percent), followed by non-instructional staff (73 to 15 percent), teachers
(61 to 31 percent), and central office staff (42 to 23 percent).
• A
 larger percentage of principals and assistant principals (72 to 18 percent), teachers (50 to 28 percent), and non-
instructional staff (57 to 20 percent) disagreed than agreed that students wait in food lines longer than 10 minutes. In
contrast, more central office staff agreed than disagreed (24 to 15 percent), although most didn’t know or neither agreed
nor disagreed.
• A
 majority (70 percent) of all respondents agreed that cafeteria staff is adequately trained. The percentage in agreement
varied from 87 percent for principals and assistant principals to 50 percent for central office staff.

A - 29
Principals/ Non-
Central Office
Food Services Assistant Teachers Instructional All
Staff
Principals Staff

Q61. Students have enough time to eat.

Strongly agree 9.2% 40.7% 14.8% 20.0% 17.5%

Agree 32.8% 53.7% 46.3% 52.8% 47.1%

Neither agree nor disagree 15.3% 1.9% 6.3% 9.4% 7.5%

Disagree 19.9% 3.7% 24.6% 12.2% 19.7%

Strongly disagree 3.1% 0.0% 6.5% 2.8% 4.9%

Don’t know 19.9% 0.0% 1.5% 2.8% 3.4%

Strongly agree & agree 42.0% 94.4% 61.1% 72.8% 64.6%

Strongly disagree & disagree 22.9% 3.7% 31.1% 15.0% 24.5%

Principals/ Non-
Central Office
Food Services Assistant Teachers Instructional All
Staff
Principals Staff

Q62. Students wait in food lines longer than 10 minutes.

Strongly agree 4.6% 2.8% 6.1% 4.7% 5.4%

Agree 19.9% 14.8% 22.3% 15.6% 20.0%

Neither agree nor disagree 16.8% 8.3% 12.1% 13.8% 12.6%

Disagree 10.7% 47.2% 37.7% 39.1% 36.2%

Strongly disagree 3.8% 25.0% 12.1% 17.5% 13.6%

Don’t know 44.3% 1.9% 9.7% 9.4% 12.3%

Strongly agree & agree 24.4% 17.6% 28.4% 20.3% 25.3%

Strongly disagree & disagree 14.5% 72.2% 49.8% 56.6% 49.8%

Q63. Cafeteria staff is adequately trained.

Strongly agree 10.7% 24.1% 17.7% 24.1% 19.0%

Agree 38.9% 63.0% 51.3% 51.7% 51.1%

Neither agree nor disagree 13.0% 8.3% 10.7% 11.0% 10.8%

Disagree 6.9% 1.9% 5.8% 4.4% 5.3%

Strongly disagree 1.5% 1.9% 1.7% 1.9% 1.7%

Don’t know 29.0% 0.9% 12.9% 6.9% 12.1%

A - 30
Strongly agree & agree 49.6% 87.0% 69.0% 75.9% 70.1%

Strongly disagree & disagree 8.4% 3.7% 7.5% 6.3% 7.0%

Conclusions: The Food Services area had five (5) statements that were generally favorable, and one (1) that were generally
viewed unfavorably. The favorable statements involved the sanitary condition of the facilities and equipment (Q58), the
availability of the school breakfast program (Q60), the amount of time students have to eat (Q61), the length of food lines (Q62),
and staff training (Q63). The ratio of unfavorable to favorable responses in these areas was very large among all of the groups.
The one issue viewed unfavorably involved the appeal of the cafeteria meals (Q59).

VII. Technology
• Strong majorities in each group agreed that they understand how to use technology as it relates to
their job functions; ranging from 97 percent of principals and assistant principals to 87 percent of
non-instructional staff.
• In each group, more respondents disagreed than agreed that BCPS is up-to-date technologically across all
schools. Level of disagreement was highest amongst teachers (74 to 14 percent, followed by principals and
assistant principals (62 to 27 percent), non-instructional staff (56 to 21 percent), and central office staff
(45 to 33 percent).
• A majority in each group disagreed that BCPS has adequate technology to support its operations.
Level of disagreement was highest amongst teachers (82 to 11 percent), followed by principals
(70 to 18 percent), noninstructional staff (67 to 15 percent), and central office staff (53 to 28 percent).

Principals/ Non-
Central Office
Technology Assistant Teachers Instructional All
Staff
Principals Staff

Q66. I understand how to use technology as it relates to my job functions.

Strongly agree 52.0% 43.0% 33.2% 27.1% 35.2%

Agree 44.0% 53.9% 54.6% 59.5% 54.0%

Neither agree nor disagree 2.1% 1.6% 4.8% 6.7% 4.6%

Disagree 1.6% 1.6% 6.1% 5.3% 5.2%

Strongly disagree 0.3% 0.0% 1.2% 1.4% 1.1%

Don’t know 0.0% 0.0% 0.1% 0.0% 0.0%

Strongly agree & agree 96.0% 96.9% 87.9% 86.7% 89.1%

Strongly disagree & disagree 1.9% 1.6% 7.3% 6.7% 6.3%

Q67. BCPS is up-to-date technologically across all schools.

Strongly agree 5.6% 3.9% 2.1% 2.5% 2.7%

Agree 27.6% 23.4% 11.6% 18.2% 15.2%

A - 31
Neither agree nor disagree 11.1% 6.3% 8.8% 15.6% 10.0%

Disagree 31.6% 41.4% 33.4% 29.7% 33.0%

Strongly disagree 13.0% 21.1% 40.7% 26.0% 34.0%

Don’t know 11.1% 3.9% 3.4% 8.1% 5.1%

Strongly agree & agree 33.2% 27.4% 13.7% 20.7% 17.8%

Strongly disagree & disagree 44.6% 62.5% 74.1% 55.6% 67.0%

Principals/ Non-
Central Office
Technology Assistant Teachers Instructional All
Staff
Principals Staff

Q68. BCPS has adequate technology to support its operations.

Strongly agree 5.3% 2.3% 1.5% 2.5% 2.2%

Agree 22.8% 15.6% 9.5% 12.9% 12.0%

Neither agree nor disagree 15.4% 10.2% 6.7% 13.1% 8.9%

Disagree 34.5% 39.1% 32.0% 32.2% 32.7%

Strongly disagree 18.8% 30.5% 49.6% 34.5% 42.5%

Don’t know 3.2% 2.3% 0.7% 4.8% 1.7%

Strongly agree & agree 28.1% 18.0% 11.1% 15.4% 14.2%

Strongly disagree & disagree 53.3% 69.5% 81.6% 66.7% 75.2%

• A majority in each group disagreed that, when necessary, BCPS’ technology equipment is quickly repaired or
serviced. Level of disagreement was highest amongst teachers (82 to 8 percent), followed by principals and
assistant principals (74 to 10 percent), non-instructional staff (68 to 16 percent), and central office staff (57 to
28 percent).
• More principals and assistant principals (71 to 20 percent), central office staff (70 to 23 percent), and
non-instructional staff (50 to 36 percent) agreed than disagreed that they have adequate technology equipment
to conduct their work. In contrast, more teachers disagreed than agreed (52 to 36 percent).
• More central office staff (70 to 20 percent), principals and assistant principals (69 to 20 percent), and
non-instructional staff (55 to 27 percent) agreed than disagreed that they have adequate computer support to
conduct their work (before the ransomware attack). Teachers were roughly evenly split between agreement and
disagreement (42 vs 43 percent).

A - 32
Principals/ Non-
Central Office
Technology Assistant Teachers Instructional All
Staff
Principals Staff

Q69. When necessary, BCPS’ technology equipment is quickly repaired or serviced.

Strongly agree 3.2% 0.8% 1.0% 3.9% 1.7%

Agree 25.0% 9.5% 7.2% 12.4% 10.4%

Neither agree nor disagree 12.2% 15.8% 8.4% 12.2% 9.8%

Disagree 33.2% 37.8% 31.1% 31.5% 31.8%

Strongly disagree 23.7% 36.2% 51.3% 37.0% 44.9%

Don’t know 2.7% 0.0% 1.1% 3.0% 1.5%

Strongly agree & agree 28.2% 10.2% 8.1% 16.3% 12.0%

Strongly disagree & disagree 56.9% 74.0% 82.4% 68.5% 76.7%

Q70. I have adequate technology equipment to conduct my work.

Strongly agree 17.0% 7.0% 4.2% 6.7% 6.4%

Agree 53.2% 64.1% 32.0% 42.8% 37.8%

Neither agree nor disagree 6.9% 8.6% 11.6% 13.4% 11.1%

Disagree 16.2% 11.7% 29.6% 22.2% 26.0%

Strongly disagree 6.7% 8.6% 22.6% 13.4% 18.6%

Don’t know 0.0% 0.0% 0.0% 1.4% 0.2%

Strongly agree & agree 70.2% 71.1% 36.3% 49.5% 44.1%

Strongly disagree & disagree 22.9% 20.3% 52.2% 35.7% 44.6%

Q71. I have adequate computer support to conduct my work (before the ransomware attack).

Strongly agree 16.2% 7.8% 4.4% 8.1% 6.6%

Agree 53.3% 60.9% 38.0% 46.7% 42.2%

Neither agree nor disagree 10.3% 11.7% 14.4% 17.2% 14.2%

Disagree 14.1% 13.3% 25.1% 15.4% 21.7%

Strongly disagree 5.6% 6.3% 17.7% 12.0% 14.8%

Don’t know 0.5% 0.0% 0.4% 0.7% 0.4%

Strongly agree & agree 69.5% 68.8% 42.4% 54.7% 48.9%

Strongly disagree & disagree 19.6% 19.5% 42.8% 27.4% 36.5%

A - 33
• Majorities in each group, 61 to 69 percent, agreed that BCPS’ technology equipment is often retained
past its useful lifespan (before the ransomware attack). The percentage of those who disagreed ranged
from 8 to 13 percent.
• More central office staff (66 to 18 percent), principals and assistant principals (63 to 16 percent),
non-instructional staff (55 to 24 percent), and teachers (44 to 28 percent) agreed than disagreed that
the BCPS website is a useful tool for staff, parents, and students.
• More central office staff (59 to 25 percent), principals and assistant principals (54 to 34 percent), and
non-instructional staff (46 to 34 percent) agreed than disagreed that BCPS staff have easy access to
the Internet in school and at home. In contrast, a larger percentage of teachers disagreed than agreed
(57 to 30 percent).

Principals/ Non-
Central Office
Technology Assistant Teachers Instructional All
Staff
Principals Staff

Q72. BCPS’ technology equipment is often retained past its useful lifespan (before the ransomware attack).

Strongly agree 17.8% 17.2% 24.0% 23.0% 22.7%

Agree 43.5% 50.0% 44.8% 41.7% 44.4%

Neither agree nor disagree 16.2% 14.8% 13.7% 18.7% 14.8%

Disagree 11.4% 13.3% 7.9% 5.3% 8.2%

Strongly disagree 1.1% 0.0% 3.8% 3.0% 3.2%

Don’t know 10.1% 4.7% 5.9% 8.3% 6.7%

Strongly agree & agree 61.3% 67.2% 68.8% 64.8% 67.1%

Strongly disagree & disagree 12.5% 13.3% 11.7% 8.3% 11.4%

Q73. The BCPS website is a useful tool for staff, parents, and students.

Strongly agree 14.3% 10.2% 3.9% 9.5% 6.4%

Agree 51.5% 53.1% 40.2% 45.6% 43.1%

Neither agree nor disagree 14.9% 21.1% 26.5% 20.5% 23.8%

Disagree 13.5% 14.1% 20.2% 16.6% 18.5%

Strongly disagree 4.5% 1.6% 7.9% 7.4% 7.1%

Don’t know 1.3% 0.0% 1.3% 0.5% 1.1%

Strongly agree & agree 65.8% 63.3% 44.2% 55.1% 49.4%

Strongly disagree & disagree 18.0% 15.6% 28.1% 24.0% 25.7%

A - 34
Q74. BCPS staff have easy access to the internet in school and at home.

Strongly agree 15.2% 10.9% 3.7% 7.1% 6.0%

Agree 44.0% 43.0% 26.5% 38.9% 31.3%

Neither agree nor disagree 12.0% 11.7% 11.8% 16.1% 12.5%

Disagree 17.9% 23.4% 28.6% 20.9% 25.8%

Strongly disagree 6.9% 10.2% 28.2% 13.3% 22.5%

Don’t know 4.0% 0.8% 1.2% 3.7% 1.9%

Strongly agree & agree 59.2% 53.9% 30.2% 46.0% 37.3%

Strongly disagree & disagree 24.8% 33.6% 56.8% 34.3% 48.3%

• More than 80 percent of all respondents disagreed that BCPS has adequate bandwidth to ensure maximum
use of the Internet. Ninety (90) percent of teachers disagreed, followed by principals and assistant principals (81
percent), non-instructional staff (62 percent), and central office staff (49 percent).

Principals/ Non-
Central Office
Technology Assistant Teachers Instructional All
Staff
Principals Staff

Q75. BCPS has adequate bandwidth to ensure maximum use of the internet.

Strongly agree 6.9% 3.9% 0.9% 2.5% 2.0%

Agree 21.1% 7.8% 4.2% 13.8% 7.9%

Neither agree nor disagree 14.4% 4.7% 3.9% 12.6% 6.6%

Disagree 27.7% 36.7% 22.3% 24.4% 24.0%

Strongly disagree 21.6% 44.5% 67.8% 37.9% 56.4%

Don’t know 8.3% 2.3% 0.9% 8.7% 3.1%

Strongly agree & agree 28.0% 11.7% 5.1% 16.3% 10.0%

Strongly disagree & disagree 49.3% 81.3% 90.2% 62.3% 80.4%

Conclusions: The Technology area is considered weak: BCPS was judged favorably on only two (2) out of ten (10) statements.
Those two statements involved respondents’ understanding of technology in their own jobs (Q66) and the usefulness of the BCPS
website for staff, students, and parents (Q73). Four propositions were viewed very negatively by all groups concluding that
technology is not up-to-date across all schools (Q67), that technology is not adequate to support operations (Q68), that repairs
are not timely (Q69), that equipment is often retained past its useful lifetime (Q72), and that Internet bandwidth is inadequate
(Q75). Three areas were viewed unfavorably by teachers but favorably in general by the other groups: the adequacy of
equipment (Q70) and computer support for one’s own work (Q171), and ease of Internet access at school and home (Q74).

A - 35
VIII. Transportation
• More than one-half of the respondents disagreed that buses arrive and depart on time each day (before
the Pandemic). In each group, more respondents disagreed than agreed. Teachers disagreed the most
(57 to 32 percent), followed by principals and assistant principals (52 to 41 percent), central office staff
(47 to 25 percent), and non-instructional staff (46 to 39 percent).
• Nearly 55 percent of all respondents disagreed that there are enough working buses to meet the needs
of BCPS (before the Pandemic). In each group, more respondents disagreed than agreed. Teachers disagreed the
most (59 to 22 percent), followed by principals and assistant principals (54 to 34 percent), non-instructional staff
(54 to 28 percent), and central office staff (37 to 34 percent).
• Overall, 36 percent of all respondents agreed that Student ride times on school buses are too long (before the
Pandemic). More teachers (39 to 18 percent), central office staff (38 to 20 percent), and non-instructional staff
(30 to 25 percent) agreed than disagreed with the exception of principals and assistant principals where more
disagreed than agreed (41 to 34 percent).

Principals/ Non-
Central Office
Transportation Assistant Teachers Instructional All
Staff
Principals Staff

Q78. Buses arrive and depart on time each day (before the Pandemic).

Strongly agree 2.4% 3.9% 5.3% 6.7% 5.1%

Agree 23.1% 36.7% 27.0% 32.8% 28.6%

Neither agree nor disagree 13.6% 7.8% 9.0% 12.1% 10.1%

Disagree 32.5% 29.7% 34.7% 29.9% 33.0%

Strongly disagree 14.8% 21.9% 22.3% 16.2% 20.1%

Don’t know 13.6% 0.0% 1.8% 2.2% 3.1%

Strongly agree & agree 25.5% 40.6% 32.3% 39.5% 33.7%

Strongly disagree & disagree 47.3% 51.6% 57.0% 46.2% 53.2%

A - 36
Principals/ Non-
Central Office
Transportation Assistant Teachers Instructional All
Staff
Principals Staff

Q79. There are enough working buses to meet the needs of BCPS (before the Pandemic).

Strongly agree 7.2% 2.3% 3.4% 3.9% 3.8%

Agree 26.4% 31.3% 18.3% 24.4% 21.6%

Neither agree nor disagree 8.4% 7.8% 8.8% 11.5% 9.2%

Disagree 24.6% 32.0% 32.3% 30.8% 31.1%

Strongly disagree 12.6% 21.9% 26.3% 22.8% 23.7%

Don’t know 21.0% 4.7% 10.9% 6.7% 10.6%

Strongly agree & agree 33.5% 33.6% 21.7% 28.2% 25.4%

Strongly disagree & disagree 37.1% 53.9% 58.6% 53.5% 54.7%

Q80. Student ride times on school buses are too long (before the Pandemic).

Strongly agree 8.9% 6.3% 9.6% 8.9% 9.1%

Agree 29.0% 27.3% 28.9% 21.3% 27.2%

Neither agree nor disagree 24.9% 21.9% 26.9% 30.9% 27.1%

Disagree 17.2% 39.1% 15.6% 21.7% 19.1%

Strongly disagree 2.4% 2.3% 2.4% 3.8% 2.7%

Don’t know 17.8% 3.1% 16.6% 13.4% 14.9%

Strongly agree & agree 37.9% 33.6% 38.5% 30.3% 36.3%

Strongly disagree & disagree 19.5% 41.4% 18.0% 25.5% 21.7%

• More than two-thirds of all respondents (68 percent) agreed that the drop off zones at the schools are
safe (before the Pandemic). Agreement was expressed by 77 percent of principals and assistant principals, 74
percent of non-instructional staff, 66 percent of teachers, and 65 percent of central office staff. Only five to eight
percent of respondents in each group disagreed.
• Overall, 38 percent of respondents agreed and 29 percent disagreed that BCPS has a user-friendly
process to request buses for special events (before the Pandemic). A larger percentage of central office staff (48
to 25 percent), non-instructional staff (41 to 26 percent), and teachers (40 to 31 percent) agreed than disagreed.
In contrast, more principals and assistant principals disagreed than agreed
(29 to 19 percent).
• Only 12 percent of respondents agreed that that adding or modifying a route for a student is easy to accomplish
(before the Pandemic); 35 percent disagreed. In each group, more respondents disagreed
than agreed. Disagreement was highest for principals and assistant principals (55 percent), followed by non-
instructional staff (41 percent), central office staff (35 percent), and teachers (30 percent).

A - 37
Principals/ Non-
Central Office
Transportation Assistant Teachers Instructional All
Staff
Principals Staff

Q81. The drop off zones at the schools are safe (before the Pandemic).

Strongly agree 10.7% 14.1% 9.3% 15.3% 11.1%

Agree 53.9% 63.3% 56.8% 58.3% 57.3%

Neither agree nor disagree 13.6% 14.1% 13.5% 11.5% 13.2%

Disagree 5.9% 3.1% 6.2% 4.8% 5.6%

Strongly disagree 1.8% 1.6% 1.8% 1.6% 1.7%

Don’t know 14.2% 3.9% 12.4% 8.6% 11.1%

Strongly agree & agree 64.5% 77.3% 66.0% 73.6% 68.4%

Strongly disagree & disagree 7.7% 4.7% 8.0% 6.4% 7.4%

Q82. BCPS has a user-friendly process to request buses for special events (before the Pandemic).

Strongly agree 39.6% 13.3% 37.9% 36.3% 35.6%

Agree 8.3% 5.5% 1.7% 4.8% 3.4%

Neither agree nor disagree 24.9% 50.0% 22.0% 28.3% 26.1%

Disagree 14.8% 16.4% 15.8% 15.0% 15.6%

Strongly disagree 10.1% 12.5% 14.9% 11.2% 13.4%

Don’t know 2.4% 2.3% 7.7% 4.5% 6.0%

Strongly agree & agree 47.9% 18.8% 39.5% 41.1% 39.0%

Strongly disagree & disagree 24.9% 28.9% 30.7% 26.1% 28.9%

Q83. Adding or modifying a route for a student is easy to accomplish (before the Pandemic).

Strongly agree 2.4% 2.3% 0.2% 2.9% 1.2%

Agree 13.7% 25.0% 6.9% 13.4% 10.6%

Neither agree nor disagree 17.9% 11.7% 15.2% 16.3% 15.4%

Disagree 24.4% 38.3% 20.9% 27.5% 24.2%

Strongly disagree 10.7% 16.4% 9.5% 13.1% 11.0%

Don’t know 31.0% 6.3% 47.3% 26.8% 37.6%

Strongly agree & agree 16.1% 27.3% 7.1% 16.3% 11.8%

Strongly disagree & disagree 35.1% 54.7% 30.4% 40.6% 35.2%

A - 38
• Forty (40) percent of all respondents agreed that buses arrive early enough for students to eat a school breakfast
(before the Pandemic), while 35 percent disagreed. The highest level of agreement was amongst principals and
assistant principals (59 percent), while the highest level of disagreement was amongst teachers (41 percent).
• Thirty-five (35) percent of all respondents agreed that bus drivers are well trained (before the Pandemic), while
18 percent disagreed. The same relative numbers of agreement and disagreement held across all groups.
• Thirty (30) percent of all respondents agreed that buses seldom break down (before the Pandemic), while
21 percent disagreed. More than one-half of the principals and assistant principals agreed while 20 percent
disagreed. Teachers were nearly even in their level of agreement (26 percent) and disagreement (22 percent).

Principals/ Non-
Central Office
Transportation Assistant Teachers Instructional All
Staff
Principals Staff

Q84. Buses arrive early enough for students to eat a school breakfast (before the Pandemic).

Strongly agree 4.1% 8.6% 2.6% 4.8% 3.8%

Agree 23.1% 50.8% 34.5% 40.7% 35.9%

Neither agree nor disagree 18.9% 12.5% 16.1% 19.6% 16.8%

Disagree 16.6% 23.4% 30.2% 21.8% 26.3%

Strongly disagree 6.5% 3.9% 10.7% 7.1% 8.9%

Don’t know 30.8% 0.8% 6.0% 6.1% 8.4%

Strongly agree & agree 27.2% 59.4% 37.1% 45.5% 39.6%

Strongly disagree & disagree 23.1% 27.4% 40.9% 28.8% 35.2%

Q85. Bus drivers are well trained (before the Pandemic).

Strongly agree 7.1% 1.6% 3.6% 7.7% 4.7%

Agree 33.3% 43.0% 28.0% 29.1% 30.1%

Neither agree nor disagree 17.9% 20.3% 19.2% 24.6% 20.3%

Disagree 16.1% 25.0% 12.9% 14.7% 14.7%

Strongly disagree 6.6% 3.1% 3.5% 3.5% 3.8%

Don’t know 19.1% 7.0% 32.8% 20.5% 26.4%

Strongly agree & agree 40.5% 44.5% 31.6% 36.7% 34.8%

Strongly disagree & disagree 22.6% 28.1% 16.4% 18.2% 18.5%

A - 39
Q86. Buses seldom break down (before the Pandemic).

Strongly agree 4.8% 5.5% 2.0% 4.5% 3.2%

Agree 26.4% 46.1% 24.3% 28.1% 27.2%

Neither agree nor disagree 18.0% 13.3% 18.1% 24.0% 18.9%

Disagree 12.6% 16.4% 16.8% 15.3% 16.0%

Strongly disagree 3.6% 3.1% 5.5% 5.8% 5.2%

Don’t know 34.7% 15.6% 33.2% 22.4% 29.6%

Strongly agree & agree 31.1% 51.6% 26.3% 32.6% 30.3%

Strongly disagree & disagree 16.2% 19.5% 22.4% 21.1% 21.2%

• Sixty percent of all respondents disagreed that BCPS has an adequate number of bus drivers on call when drivers
are unavailable due to health or emergency concerns (before the Pandemic), while only 6 percent agreed.
Disagreement ranged from a high of 79 percent among principals and assistant principals to a low of 57 percent
among teachers.
• Thirty-five (35) percent or all respondents disagreed that transportation staff are responsive to school concerns
such as discipline, buses running late to school, etc. (before the Pandemic) while 29 percent agreed. Principals
and assistant principals expressed both the highest percent of disagreement (38 percent) and agreement (43
percent).
• Twenty-six (26) percent of all respondents disagreed that transportation staff are responsive to parent concerns
(before the Pandemic) and 23 percent agreed. Agreement levels ranged from 18 to 33 percent among
respondent groups; disagreement ranged from 24 to 35 percent.

Principals/ Non-
Central Office
Transportation Assistant Teachers Instructional All
Staff
Principals Staff
Q87. BCPS has an adequate number of bus drivers on call when drivers are unavailable due to health or emergency concerns
(before the Pandemic).
Strongly agree 1.8% 0.0% 0.7% 1.3% 0.9%

Agree 6.6% 3.1% 5.5% 4.8% 5.3%

Neither agree nor disagree 7.1% 7.0% 8.3% 12.5% 9.0%

Disagree 33.3% 42.2% 29.0% 32.7% 31.4%

Strongly disagree 27.4% 36.7% 27.6% 28.5% 28.6%

Don’t know 23.8% 10.9% 28.9% 20.2% 25.0%

Strongly agree & agree 8.3% 3.1% 6.2% 6.1% 6.2%

Strongly disagree & disagree 60.7% 78.9% 56.6% 61.2% 59.9%

A - 40
Q88. Transportation staff are responsive to school concerns such as discipline, buses running late to school, etc. (before the
Pandemic).
Strongly agree 10.7% 6.3% 2.0% 5.1% 4.0%

Agree 24.4% 36.7% 21.8% 28.9% 24.9%

Neither agree nor disagree 14.3% 17.2% 13.6% 19.3% 15.2%

Disagree 18.5% 25.8% 22.3% 23.8% 22.5%

Strongly disagree 11.9% 11.7% 13.2% 10.9% 12.4%

Don’t know 20.2% 2.3% 27.1% 11.9% 21.0%

Strongly agree & agree 35.1% 43.0% 23.8% 34.1% 28.9%

Strongly disagree & disagree 30.4% 37.5% 35.5% 34.7% 34.9%

Q89. Transportation staff are responsive to parent concerns (before the Pandemic).

Strongly agree 11.3% 3.9% 1.4% 3.8% 3.2%

Agree 22.0% 28.9% 16.3% 24.6% 19.8%

Neither agree nor disagree 11.9% 22.7% 14.5% 22.7% 16.6%

Disagree 16.7% 25.8% 14.5% 16.9% 16.2%

Strongly disagree 8.9% 9.4% 9.7% 8.3% 9.3%

Don’t know 29.2% 9.4% 43.7% 23.6% 34.9%

Strongly agree & agree 33.3% 32.8% 17.7% 28.4% 23.0%

Strongly disagree & disagree 25.6% 35.2% 24.2% 25.2% 25.5%

• Nearly 60 percent of respondents agreed that discipline on buses is a problem and 9 percent disagreed.
Agreement ranged from 59 percent (teachers and non-instructional staff) and disagreed varied from six
(teachers) to 25 percent (principals and assistant principals).
• Sixty-five (65) percent of respondents agreed that school administration supports transportation in
dealing with bus discipline matters (before the Pandemic) while 11 percent disagree. Nearly all (97 percent)
principals and assistant principals agreed with the statement, compared with 65 percent of teachers, 63 percent
of non-instructional staff, and 44 percent of central office staff.

A - 41
Principals/ Non-
Central Office
Transportation Assistant Teachers Instructional All
Staff
Principals Staff

Q90. Discipline on buses is a problem.

Strongly agree 16.7% 7.8% 18.4% 18.5% 17.4%

Agree 37.5% 40.6% 40.1% 39.9% 39.8%

Neither agree nor disagree 16.7% 24.2% 16.3% 14.7% 16.7%

Disagree 5.4% 22.7% 5.8% 8.3% 7.7%

Strongly disagree 1.2% 2.3% 0.6% 1.3% 0.9%

Don’t know 22.6% 2.3% 18.9% 17.3% 17.6%

Strongly agree & agree 54.2% 48.4% 58.5% 58.5% 57.1%

Strongly disagree & disagree 6.6% 25.0% 6.3% 9.6% 8.6%

Q91. School administration supports transportation in dealing with bus discipline matters (before the Pandemic).

Strongly agree 7.7% 44.5% 11.9% 13.7% 14.6%

Agree 35.7% 52.3% 52.9% 49.5% 50.2%

Neither agree nor disagree 16.1% 2.3% 11.0% 11.2% 10.8%

Disagree 10.1% 0.0% 6.3% 8.3% 6.6%

Strongly disagree 6.6% 0.0% 2.8% 7.0% 3.9%

Don’t know 23.8% 0.8% 15.1% 10.2% 13.9%

Strongly agree & agree 43.5% 96.9% 64.7% 63.3% 64.8%

Strongly disagree & disagree 16.7% 0.0% 9.2% 15.3% 10.5%

Conclusions: The Transportation operational area had more statements viewed unfavorably than favorably. Statements viewed
favorably by all groups addressed the safety of school drop-off zones (Q81), bus driver training (Q85), bus reliability (Q86),
and administrative support for transportation in dealing with disciplinary problems (Q91). Propositions with mixed responses
included requesting buses for special events (Q82), bus arrival time at school (Q84), the responsiveness of transportations staff to
various school concerns (Q88) and parent concerns (Q89). Propositions viewed unfavorably included bus arrival and departure
time (Q78), the number of working buses (Q79), student ride times (Q80), the difficulty of adding routes (Q83), the number of
backup bus drivers on call (Q87), and discipline on buses (Q90).

A - 42
IX. Shared Services
• Fifty-one (51) percent of all respondents agreed that BCPS shares services with Baltimore County agencies/
departments/offices in multiple areas; 8 percent disagreed. Agreement ranged from
66 percent of central office staff to 44 percent of teachers.
• Respondents were split (23 percent in each agreement and disagreement) regarding that BCPS shares services
with other school systems. More central office staff (43 to 15 percent) and principals and assistant principals
(24 to 16 percent) agreed than disagreed. More teachers disagreed than agreed (26 to 15 percent), while
non-instructional staff were close to evenly split (26 percent agree,
22 percent disagree).
• Most respondents didn’t know (43 percent), or else neither agreed nor disagreed (21 percent) about whether
BCPS has a process and procedures in place for implementing service sharing. Twenty-six (26) percent agreed,
while 10 percent disagreed.w

Principals/ Non-
Central Office
Shared Services Assistant Teachers Instructional All
Staff
Principals Staff

Q94. BCPS shares services with Baltimore County agencies/departments/offices in multiple areas.

Strongly agree 10.6% 5.9% 2.2% 3.5% 4.4%

Agree 55.3% 58.8% 41.4% 48.7% 46.7%

Neither agree nor disagree 11.4% 13.7% 21.9% 22.1% 19.2%

Disagree 7.6% 2.0% 5.7% 0.9% 5.0%

Strongly disagree 0.8% 0.0% 3.5% 5.3% 3.0%

Don’t know 14.4% 19.6% 25.4% 19.5% 21.8%

Strongly agree & agree 65.9% 64.7% 43.5% 52.2% 51.1%

Strongly disagree & disagree 8.3% 2.0% 9.2% 6.2% 8.0%

Q95. BCPS shares services with other school systems.

Strongly agree 2.3% 3.9% 0.8% 1.8% 1.5%

Agree 40.5% 19.6% 13.9% 23.9% 21.3%

Neither agree nor disagree 13.0% 9.8% 19.9% 19.5% 17.7%

Disagree 13.0% 15.7% 21.0% 14.2% 17.8%

Strongly disagree 2.3% 0.0% 5.5% 8.0% 4.8%

Don’t know 29.0% 51.0% 39.0% 32.7% 36.9%

Strongly agree & agree 42.8% 23.5% 14.7% 25.7% 22.8%

Strongly disagree & disagree 15.3% 15.7% 26.4% 22.1% 22.7%

A - 43
Principals/
Central Office Non-Instructional
Shared Services Assistant Teachers All
Staff Staff
Principals

Q96. BCPS has a process and procedures in place for implementing service sharing.

Strongly agree 2.3% 4.0% 0.8% 1.8% 1.5%

Agree 34.6% 30.0% 17.9% 31.9% 24.5%

Neither agree nor disagree 16.9% 12.0% 23.4% 22.1% 21.0%

Disagree 7.7% 4.0% 9.4% 1.8% 7.3%

Strongly disagree 0.8% 2.0% 3.3% 5.3% 3.1%

Don’t know 37.7% 48.0% 45.2% 37.2% 42.5%

Strongly agree & agree 36.9% 34.0% 18.7% 33.6% 26.1%

Strongly disagree & disagree 8.5% 6.0% 12.7% 7.1% 10.4%

• Forty-one (41) percent of all respondents agreed that service sharing offers cost savings and other benefits,
while 8 percent disagreed. Over one-half of all respondents either didn’t know (29 percent) or neither agreed
or disagreed (22 percent). Central office staff and principals and assistant principals had the highest level of
agreement, at 58 percent.
• Thirty-five (35) percent of all respondents agreed that shared services improve level of service quality/delivery,
while 11 percent disagreed. Over one-half of all respondents either didn’t know (27 percent) or neither agreed
or disagreed (27 percent). Central office staff and principals and assistant principals had the highest level of
agreement, roughly 50 percent.
• Many more respondents agreed (55 percent) than disagreed (5 percent) that BCPS and the County can
save money by sharing costs of services. Principals and assistant principals had at 72 percent the highest level
of agreement.

Principals/ Non-
Central Office
Shared Services Assistant Teachers Instructional All
Staff
Principals Staff

Q97. Service sharing offers cost savings and other benefits.

Strongly agree 9.3% 6.0% 2.2% 2.7% 4.0%

Agree 48.8% 52.0% 32.4% 28.6% 36.5%

Neither agree nor disagree 20.2% 10.0% 21.9% 29.5% 21.9%

Disagree 3.9% 2.0% 6.9% 8.0% 6.1%

Strongly disagree 0.8% 0.0% 2.8% 3.6% 2.3%

Don’t know 17.1% 30.0% 33.8% 27.7% 29.1%

Strongly agree & agree 58.1% 58.0% 34.6% 31.3% 40.5%

Strongly disagree & disagree 4.7% 2.0% 9.7% 11.6% 8.4%

A - 44
Q98. Shared services improve level of service quality/delivery.

Strongly agree 10.0% 4.1% 2.8% 5.3% 4.8%

Agree 38.5% 46.9% 24.4% 33.6% 30.5%

Neither agree nor disagree 26.2% 16.3% 28.5% 28.3% 27.1%

Disagree 5.4% 6.1% 10.0% 8.0% 8.4%

Strongly disagree 2.3% 0.0% 2.8% 2.7% 2.5%

Don’t know 17.7% 26.5% 31.6% 22.1% 26.8%

Strongly agree & agree 48.5% 51.0% 27.2% 38.9% 35.2%

Strongly disagree & disagree 7.7% 6.1% 12.7% 10.6% 10.9%

Q99. BCPS and the County can save money by sharing costs of services.

Strongly agree 12.3% 12.0% 6.1% 7.1% 8.0%

Agree 48.5% 60.0% 43.2% 50.4% 46.8%

Neither agree nor disagree 20.0% 12.0% 19.9% 18.6% 19.1%

Disagree 4.6% 0.0% 3.3% 1.8% 3.1%

Strongly disagree 2.3% 0.0% 1.9% 1.8% 1.8%

Don’t know 12.3% 16.0% 25.5% 20.4% 21.3%

Strongly agree & agree 60.8% 72.0% 49.3% 57.5% 54.7%

Strongly disagree & disagree 6.9% 0.0% 5.3% 3.5% 4.9%

• Many more respondents agreed (56 percent) than disagreed (6 percent) that if BCPS does not have shared
services with the County, it should explore and implement service sharing. Principals and assistant principals
expressed the highest level of agreement at 70 percent.

A - 45
Principals/ Non-
Central Office
Shared Services Assistant Teachers Instructional All
Staff
Principals Staff

Q100. If BCPS does not have shared services with the County, it should explore and implement service sharing.

Strongly agree 11.5% 10.0% 10.6% 11.5% 10.9%

Agree 49.2% 60.0% 41.8% 46.0% 45.4%

Neither agree nor disagree 16.9% 14.0% 16.7% 21.2% 17.3%

Disagree 8.5% 2.0% 3.9% 1.8% 4.3%

Strongly disagree 3.9% 0.0% 1.7% 1.8% 2.0%

Don’t know 10.0% 14.0% 25.4% 17.7% 20.1%

Strongly agree & agree 60.8% 70.0% 52.4% 57.5% 56.3%

Strongly disagree & disagree 12.3% 2.0% 5.6% 3.5% 6.3%

Conclusions: The Shared Services area was viewed favorably by all groups on each of the statements. However,
many of the respondents – more than one-half of respondents on four statements – were either neutral or didn’t know.

X. BCPS Operations
This section of the report has three parts.
• The first part addresses the operational status of 18 Baltimore County Public School functions on a scale consisting
of “in need of major improvement,” “in need of some improvement,” “adequate” and “outstanding.” Responses
are presented in five tables representing each of the four different respondent groups and overall.
• The second part disaggregates the data into two tables, one on functions needing improvement and the second
on functions’ adequacy and excellence.
• The third part addresses operational efficiency.

1. Operational Status of BCPS Functions


• Of the 18 functions listed (Q.102 and Q.103), eight were identified in need of major improvement by nine or
fewer percent of central office respondents. Another eight functions were rated by 10 to 14 percent as needing
major improvement. About 23 percent pointed to Human Resources in need of major improvement and 40
percent pointed to the School Board of Education.
• Between 9 and 33 percent of central office staff stated that these functions need some improvement. Human
Resources, Administrative Technology, School Board of Education, and Staff Development were identified by the
largest percentages of respondents, 30 to 33, as needing some improvement.
• Seventy-one (71) percent of central office staff pointed to the School Board of Education as needing
improvement. Fifty-five percent pointed to Human Resources. Between 40 to 45 percent also pointed to Strategic
Planning, Instructional Technology, BCPS Budgeting, Staff Development, and Administrative Technology as
functions as needing improvement.

A - 46
• Between 17 and 44 percent of central office staff rated these functions as “adequate.” Between two and 15
percent rated them as ”outstanding.” With the exception of the School Board of Education (18 percent), the
other functions were rated as “adequate” or “outstanding” by 37 to 59 percent of central office staff. Ground
Maintenance (59 percent) and Staff Development (52 percent) received the highest ratings.

Needs major Needs some Weighted


Central Office Staff Adequate Outstanding Don’t know
improvement improvement Average*

Q102-103. How would you assess the operations of each of the following BCPS functions?

BCPS budgeting 12.5% 29.0% 32.9% 9.7% 15.9% 2.47

Strategic planning 14.1% 26.1% 33.7% 11.5% 14.6% 2.50

Purchasing 10.7% 25.6% 32.4% 9.7% 21.7% 2.52

Warehouses 2.9% 12.5% 32.1% 14.6% 37.9% 2.94

School Board of Education 40.0% 30.8% 16.7% 1.6% 11.0% 1.77

Financial management 10.7% 25.6% 32.4% 12.0% 19.3% 2.57

Grant development 3.7% 9.9% 31.3% 5.2% 49.9% 2.76

Grant implementation 4.7% 9.1% 30.8% 7.3% 48.0% 2.78

Community relations 13.1% 31.3% 31.9% 9.1% 14.6% 2.43

Instructional technology 13.4% 27.6% 30.0% 10.5% 18.4% 2.46

Administrative technology 14.1% 31.2% 34.3% 9.7% 10.7% 2.44

Human resources 22.6% 32.6% 32.0% 6.6% 6.3% 2.24

Staff development 14.0% 30.5% 36.6% 15.3% 3.7% 2.55

Facilities planning 9.0% 19.5% 28.0% 9.2% 34.3% 2.57

Custodial 5.5% 19.3% 38.4% 9.4% 27.4% 2.71

Grounds maintenance 1.8% 10.5% 44.0% 14.9% 28.8% 3.01

Energy management 3.7% 10.8% 32.4% 9.0% 44.2% 2.83

Food service 1.3% 8.6% 28.5% 12.3% 49.2% 3.02


*A four-point scale was used to calculate the weighted average ranging from: “1” – needs major improvements, “2” – needs some improvements, “3” – Adequate,
and “4” – Outstanding.

• N
 ine of the 18 functions, were identified by nine percent or fewer of the principals and assistant principals in need of major
improvement. Seven functions were rated by 10 to 17 percent as needing major improvement. The two outliers included
Instructional Technology (33 percent) and the School Board of Education (48 percent).
• B
 etween 10 and 36 percent of principals and assistant principals stated that these functions need some improvement.
Community Relations and Purchasing were identified by the largest percentage (36) followed by Instructional
Technology, Administrative Technology, Human Resources, and Staff Development (35 percent) as needing some
improvement.
A - 47
• E ighty-one (81) percent of principals and assistant principals pointed to the School Board of Education and 68 percent
pointed to Instructional Technology as needing improvement. Fifty to 54 percent also identified Human Resources,
Purchasing, Administrative Technology, and Community Relations as functions in need of improvement.
• B
 etween 12 and 59 percent of principals and assistant principals rated these functions as “adequate.” Between zero and
18 percent rated them as ”outstanding.” The School Board of Education did not receive an “outstanding” rating from any
principal or assistant principal. Between 12 (School Board of Education) and 84 percent of the principals and assistant
principals rated the other functions as “adequate” or “outstanding.” Food Service (84 percent), Ground maintenance (72
percent), Custodial (69 percent) and Energy management (68 percent) received the highest ratings.
• B
 etween12 (School Board of Education) and 84 percent of the principals and assistant principals rated the other functions
as “adequate” or “outstanding.” Food Service (84 percent), Ground maintenance
(72 percent), Custodial (69 percent) and Energy management (68 percent) received the highest ratings.

Principals and Needs major Needs some Adequate Outstanding Don’t know Weighted

Q102-103. How would you assess the operations of each of the following BCPS functions?

BCPS budgeting 9.1% 32.2% 44.6% 4.1% 9.9% 2.49

Strategic planning 14.9% 29.8% 40.5% 8.3% 6.6% 2.45

Purchasing 14.9% 35.5% 38.8% 4.1% 6.6% 2.35

Warehouses 4.1% 24.0% 40.5% 8.3% 23.1% 2.69

School Board of Education 47.9% 33.1% 11.6% 0.0% 7.4% 1.61

Financial management 7.4% 26.5% 51.2% 5.8% 9.1% 2.61

Grant development 4.1% 9.9% 38.0% 4.1% 43.8% 2.75

Grant implementation 5.0% 14.1% 37.2% 5.0% 38.8% 2.69

Community relations 17.4% 36.4% 34.7% 6.6% 5.0% 2.32

Instructional technology 33.1% 34.7% 24.8% 6.6% 0.8% 2.05

Administrative technology 16.5% 34.7% 42.2% 4.1% 2.5% 2.35

Human resources 15.7% 34.7% 41.3% 7.4% 0.8% 2.41

Staff development 11.6% 34.7% 45.5% 7.4% 0.8% 2.49

Facilities planning 12.5% 28.3% 45.0% 3.3% 10.8% 2.44

Custodial 4.1% 24.8% 57.0% 12.4% 1.7% 2.79

Grounds maintenance 5.8% 20.7% 57.9% 14.1% 1.7% 2.82

Energy management 0.0% 10.7% 58.7% 9.1% 21.5% 2.98

Food service 0.8% 12.4% 65.3% 18.2% 3.3% 3.04


*A four-point scale was used to calculate the weighted average ranging from: “1” – needs major improvements, “2” – needs some improvements, “3” – Adequate,
and “4” – Outstanding.

A - 48
• T eachers were the most critical respondent group. Two of the 18 functions listed (Q.102 and Q.103), were identified
by nine percent or fewer of the teachers in need of major improvement. Five functions were rated by 10 to 17 percent
as needing major improvement. Another five functions were rated by 21 to 28 percent of teachers as needing major
improvement. Between 33 and 44 percent of teachers pointed to five functions as needing major improvement, including:
Community Relations (33 percent), Financial Management (35 percent), Strategic Planning (39 percent), BCPS Budgeting
(39 percent), and Instructional Technology (44 percent). More than one-half of the teachers (51 percent) reported that the
School Board of Education needs major improvement.
• B
 etween 13 and 38 percent of teachers stated that these functions need some improvement. Staff Development (39
percent), Instructional Technology (38 percent), BCPS Budgeting (38 percent), and Purchasing (37 percent) were identified
by the largest percent of teachers as needing some improvement.
• B
 etween 21 and 81 percent of teachers identified functions in need of either major or some improvement. Eighty-one
(81) percent of teachers pointed to Instructional Technology and 80 percent to the School Board of Education as needing
improvement. BCPS Budgeting (76 percent), Strategic Planning (73 percent), and Financial Management (70 percent)
were also identified by a large percentage of teachers needing improvement.
• B
 etween 8 and 44 percent of teachers rated these functions as “adequate.” Between 1 and 11 percent rated them as
”outstanding.” Less than one percent of teachers rated BCPS Budgeting, Warehouses, Financial Management, Purchasing,
School Board of Education, Grant Development and Grant Implementation as “outstanding.”
• T he lowest ratings that teachers gave to a combination of “adequate” and “outstanding” included BCPS Budgeting (9
percent), Financial Management (10 percent), and the School Board of education (12 percent). Teachers gave the highest
ratings to Ground Maintenance (55 percent), Food Service (47 percent), and Custodial (43 percent).

Needs major Needs some Weighted


Teachers Adequate Outstanding Don’t know
improvement improvement Average*

Q102-103. How would you assess the operations of each of the following BCPS functions?

BCPS budgeting 38.7% 37.6% 8.2% 0.3% 15.2% 1.65

Strategic planning 38.5% 34.7% 11.9% 0.8% 14.1% 1.71

Purchasing 25.5% 36.8% 13.8% 0.5% 23.3% 1.86

Warehouses 8.2% 12.8% 17.8% 0.4% 60.8% 2.27

School Board of Education 51.1% 28.9% 10.9% 0.6% 8.6% 1.57

Financial management 34.9% 35.3% 9.5% 0.4% 19.9% 1.69

Grant development 11.8% 16.5% 15.7% 0.9% 55.2% 2.13

Grant implementation 12.3% 17.6% 15.3% 0.9% 54.1% 2.1

Community relations 32.7% 33.9% 19.3% 1.6% 12.5% 1.88

Instructional technology 43.7% 37.6% 15.0% 2.6% 1.1% 1.76

Administrative technology 27.8% 29.8% 17.7% 1.6% 23.1% 1.91

Human resources 27.9% 35.6% 22.8% 1.6% 12.1% 1.98

Staff development 21.3% 39.1% 33.5% 3.7% 2.3% 2.2

Facilities planning 25.5% 26.7% 16.9% 1.1% 29.8% 1.91

Custodial 16.9% 28.1% 32.1% 11.2% 11.7% 2.43

A - 49
Grounds maintenance 9.7% 21.6% 44.3% 10.7% 13.7% 2.65

Energy management 12.3% 20.4% 27.7% 2.3% 37.3% 2.32

Food service 8.0% 18.1% 37.2% 9.9% 26.9% 2.67


*A four-point scale was used to calculate the weighted average ranging from: “1” – needs major improvements, “2” – needs some improvements, “3” – Adequate,
and “4” – Outstanding.

• F our of the 18 functions were identified by nine percent or fewer of non-instructional staff in need of major improvement.
Seven functions were rated by 10 to 19 percent as needing major improvement.
• S
 ix functions were rated by 20 to 27 percent of non-instructional staff as needing major improvement. The largest
percentage of non-instructional staff (32) identified the School Board of Education as needing major improvement.
• B
 etween 15 and 35 percent of non-instructional staff stated that these functions need some improvement. The largest
percentages associated with functions in need of some improvement included: Staff Development (35 percent), Strategic
Planning (35 percent), Community Relations (33 percent), BCPS Budgeting (33 percent), Human Resources (32 percent),
Purchasing (32 percent), and Financial Management (30 percent).
• B
 etween 23 and 61 percent of non-instructional staff identified functions in need of major or some improvement. Eight
functions were identified by one-half or more of non-instructional staff in need of improvement: the School Board of
Education (61 percent), BCPS Budgeting (59 percent), Instructional Technology (58 percent), Strategic Planning (58
percent), Human Resources (55 percent), Financial Management (53 percent), Community Relations (53 percent), and
Administrative Technology (50 percent).
• B
 etween 14 and 39 percent of non-instructional staff rated these functions as “adequate.” Between 1 and 16 percent rated
them as ”outstanding.” Fifteen of the 18 functions were rated “outstanding” by fewer than five percent of non-instructional
staff. Food service (16 percent), Grounds Maintenance (14 percent), and Custodial (13 percent) received an “outstanding”
rating from the largest percent of non-instructional staff.
• T he lowest ratings that non-instructional staff gave to a combination of “adequate” and “outstanding” included BCPS
Budgeting (15 percent), Financial Management (17 percent), School Board of Education (18 percent), Grant Development
(18 percent) and Grant Implementation (18 percent). Non-instructional staff gave the highest ratings to Food Service (56
percent) and Ground Maintenance (53 percent).

Needs major Needs some Weighted


Non-instructional Staff Adequate Outstanding Don’t know
improvement improvement Average*

Q102-103. How would you assess the operations of each of the following BCPS functions?

BCPS budgeting 26.3% 33.1% 13.5% 1.5% 25.5% 1.87

Strategic planning 23.8% 34.5% 17.3% 1.7% 22.7% 1.96

Purchasing 17.7% 32.0% 19.8% 1.5% 29.0% 2.07

Warehouses 7.8% 16.0% 21.1% 3.1% 52.0% 2.4

School Board of Education 31.6% 29.3% 15.8% 1.9% 21.3% 1.85

Financial management 22.7% 30.3% 15.1% 1.7% 30.3% 1.94

Grant development 7.2% 15.6% 16.2% 1.5% 59.4% 2.3

Grant implementation 6.9% 17.0% 16.6% 1.3% 58.3% 2.3

A - 50
Community relations 19.8% 33.1% 22.5% 4.4% 20.2% 2.14

Instructional technology 27.0% 31.4% 21.4% 4.4% 15.9% 2.04

Administrative technology 19.4% 30.8% 22.5% 3.1% 24.2% 2.12

Human resources 23.3% 31.6% 25.8% 3.3% 16.1% 2.11

Staff development 14.5% 34.7% 35.5% 4.0% 11.3% 2.33

Facilities planning 19.0% 24.8% 21.0% 1.9% 33.3% 2.09

Custodial 13.9% 24.0% 34.7% 12.8% 14.7% 2.54

Grounds maintenance 9.7% 20.2% 39.3% 13.9% 16.8% 2.69

Energy management 12.0% 15.8% 31.6% 3.9% 36.8% 2.43

Food service 7.8% 15.3% 39.2% 16.3% 21.4% 2.81

*A four-point scale was used to calculate the weighted average ranging from: “1” – needs major improvements, “2” – needs some improvements, “3” – Adequate,
and “4” – Outstanding.

• T hree of the 18 functions listed were identified by nine percent or fewer of all respondents in need of major improvement:
Food Service (7 percent), Warehouses (7 percent), and Grounds Maintenance (9 percent).
• F ive functions were rated by 10 to 19 percent as needing major improvement. Six functions were rated by 21 to 28 percent
of all respondents as needing major improvement. The largest percentage of all respondents identified the School Board of
Education (46 percent) and Instructional Technology (36 percent) as needing major improvement.
• B
 etween 14 and 37 percent of all respondents stated that these functions need some improvement. The largest percentages
associated with functions in need of some improvement included: Staff Development (37 percent), BCPS Budgeting (35
percent), Instructional Technology (35 percent), Human Resources (34 percent), Purchasing (34 percent), Community
Relations (34 percent) and Strategic Planning (33 percent).
• B
 etween 21 and 75 percent of all respondents identified functions in need of major or some improvement. Ten functions were
identified by one-half or more of all respondents in need of improvement. The functions rated in need of improvement by 60
percent or more of respondents included: School Board of Education (75 percent), Instructional Technology (71 percent),
BCPS Budgeting (67 percent), Strategic Planning (65 percent), Financial Management (61 percent), Community Relations (61
percent), and Human Resources (60 percent).
• B
 etween 13 and 44 percent of all respondents rated these functions as “adequate.” Between 1 and 12 percent rated them
as ”outstanding.” Fourteen of the 18 functions were rated “outstanding” by fewer than five percent of all respondents. Food
service (12 percent), Grounds Maintenance (12 percent), and Custodial (11 percent) received an “outstanding” rating from
the largest percent of all respondents.
• T he lowest ratings that all respondents gave to a combination of “adequate” and “outstanding” included: School Board of
Education (14 percent), BCPS Budgeting (16 percent), and Financial Management (18 percent). The highest ratings that all
respondents gave to a combination of “adequate” and “outstanding” included: Ground Maintenance (56 percent), Food
Service (49 percent), Custodial (46 percent), and Staff development (40 percent).

A - 51
Needs major Needs some Weighted
All Adequate Outstanding Don’t know
improvement improvement Average*

Q102-103. How would you assess the operations of each of the following BCPS functions?

BCPS budgeting 31.7% 35.4% 13.9% 1.9% 17.0% 1.83

Strategic planning 31.6% 33.3% 17.0% 2.7% 15.4% 1.89

Purchasing 21.7% 34.4% 18.4% 2.1% 23.4% 2.01

Warehouses 7.2% 13.8% 21.3% 3.1% 54.6% 2.45

School Board of Education 46.0% 29.4% 12.6% 0.9% 11.2% 1.65

Financial management 28.3% 32.7% 15.3% 2.4% 21.3% 1.9

Grant development 9.6% 15.2% 18.8% 1.7% 54.8% 2.28

Grant implementation 10.0% 16.2% 18.5% 2.0% 53.4% 2.27

Community relations 27.1% 33.5% 22.2% 3.3% 13.9% 2.02

Instructional technology 36.2% 35.1% 18.6% 4.1% 6.1% 1.9

Administrative technology 24.0% 30.4% 21.8% 3.0% 20.8% 2.05

Human resources 25.9% 34.4% 25.4% 2.8% 11.6% 2.06

Staff development 18.7% 37.0% 34.8% 5.5% 4.1% 2.28

Facilities planning 21.6% 25.5% 20.3% 2.4% 30.2% 2.05

Custodial 14.3% 26.1% 34.5% 11.3% 13.9% 2.5

Grounds maintenance 8.5% 19.9% 43.9% 12.0% 15.8% 2.7

Energy management 10.6% 17.9% 30.3% 3.8% 37.5% 2.44

Food service 6.8% 16.1% 37.6% 11.7% 27.8% 2.75

*A four-point scale was used to calculate the weighted average ranging from: “1” – needs major improvements, “2” – needs some improvements, “3” – Adequate,
and “4” – Outstanding.

2. BCPS Functions in Need of Improvement

More than one-half of all respondents identified 10 of the 18 functions in need of major or some improvement. The
functions that emerged in the top five in need of improvement included:

• The School Board of Education was considered by 75 percent of all respondents and between 81and 61percent
of the different respondent groups (ranked number 1or number 2) as needing major or some improvement. In
fact, between 32 and 51percent rated it as in need of major improvement.
• Instructional Technology was identified by 73 percent of all respondents, 81 percent of teachers and 68 percent
of principals and assistant principals in need of major or some improvement. Forty-four percent of teachers
indicated that it needs major improvement.

A - 52
• BCPS Budgeting was reported by two-thirds (67 percent) of all respondents, and more than three-quarters of
teachers (76 percent) in need of major or some improvement. Nearly two-fifth of teachers (39 percent) and one-
third of all respondents considered it in need of major improvement.
• Strategic Planning was identified by 65 percent of all respondents and 73 percent of teachers in need of major or
some improvement. Nearly 40 percent of teachers and 32 percent of all respondents considered this function in
need of major improvement.
• Financial Management was considered by 61 percent of all respondents and 70 percent of teachers in need
of major or some improvement. More than one-third of the teachers (35 percent) considered it in need of major
improvement.
• Similarly, Community Relations was also considered by 61 percent of all respondents and 67 percent of teachers
in need of major or some improvement. One-third of the teachers and 27 percent of all respondents considered it
in need of major improvement.

Principals
Central office Non-Instructional
Function Assistant Teachers All
Staff Staff
Principals

Percent respondents reporting Function needs major or some improvement

BCPS budgeting 42% 41% 76% 59% 67%

Strategic planning 40% 45% 73% 58% 65%

Purchasing 36% 50% 62% 50% 56%

Warehouses 15% 28% 21% 24% 21%

School Board of Education 71% 81% 80% 61% 75%

Financial management 36% 34% 70% 53% 61%

Grant development 14% 14% 28% 23% 25%

Grant implementation 14% 19% 30% 24% 26%

Community relations 44% 54% 67% 53% 61%

Instructional technology 41% 68% 81% 58% 73%

Administrative technology 45% 51% 58% 50% 54%

Human resources 55% 50% 64% 55% 60%

Staff development 45% 46% 60% 39% 56%

Facilities planning 29% 41% 52% 44% 47%

Custodial 25% 29% 45% 38% 40%

Grounds maintenance 12% 27% 31% 30% 28%

Energy management 15% 11% 33% 28% 29%

Food service 10% 13% 26% 23% 23%

A - 53
More than one-half of all respondents identified only one of the 18 functions – Grounds Maintenance – as adequate or
outstanding. The functions that emerged in the top five as adequate or outstanding included:

• Fifty-six (56) percent of all respondents, 72 percent of principals and assistant principals and between 53
and 59 percent of the other respondent groups considered Ground Maintenance as adequate or outstanding.
Between 11 and 15 percent of each group considered it outstanding.
• Nearly one-half (49 percent) of all respondents and 84 percent of principals and assistant principals considered
Food Service to be adequate or outstanding. Between 10 and 18 percent of each group considered it
outstanding.
• Custodial was considered adequate or outstanding by 46 percent of all respondents and 69 percent of
principals and assistant principals. Between 9 and 13 percent of each group considered it outstanding.
• Forty percent of all respondents, 52 percent of central office staff, and 53 percent of principals and assistant
principals considered Staff Development to be adequate or outstanding. Six percent of all respondents, 15
percent of central office staff and between 4 and 7 percent of the other respondent groups considered staff
development outstanding.
• Energy Management was rated by 34 percent of all respondents and 68 percent of principals and assistant
principals as adequate or outstanding. It was rated by 4 percent of all respondents and between 2 and 9 percent
of other respondent groups as outstanding.

Principal/
Central office Non-Instructional
Function Assistant Teachers All
Staff Staff
Principals

Percent respondents reporting Function adequate or outstanding

BCPS budgeting 43% 49% 9% 15% 16%

Strategic planning 45% 49% 13% 19% 20%

Purchasing 42% 43% 14% 21% 21%

Warehouses 27% 49% 18% 24% 24%

School Board of Education 18% 12% 12% 18% 14%

Financial management 44% 57% 10% 17% 18%

Grant development 37% 42% 17% 18% 21%

Grant implementation 38% 42% 16% 18% 21%

Community relations 41% 41% 21% 27% 26%

Instructional technology 41% 31% 18% 26% 23%

Administrative technology 44% 46% 19% 26% 25%

Human resources 39% 49% 24% 29% 28%

Staff development 52% 53% 37% 40% 40%

Facilities planning 37% 48% 18% 23% 23%

Custodial 48% 69% 43% 48% 46%

Grounds maintenance 59% 72% 55% 53% 56%

A - 54
Energy management 41% 68% 30% 36% 34%

Food service 41% 84% 47% 56% 49%

3. Operational Efficiency

• Nearly two-thirds of all respondents did not consider any of BCPS operations efficient. Only between 1 and 21
percent identified some operations as efficient.
• Food Services was considered operationally efficiency by the largest percentage of respondents: 21 percent.
• One-third of the principals and assistant principals considered it efficient.
• Outside of Shared Services, the smallest percentage of respondents considered Financial Management efficient: three
percent. Only two percent of teachers considered it efficient.
• Fewer than five percent of all respondents and three percent of principals and assistant principals considered
Transportation efficient.

Principals/ Non-
Central Office
Operational Efficiency Assistant Teachers Instructional All
Staff
Principals Staff

Q106. Please select the BCPS operational areas that excel in operational efficiency (select all that apply.)

None of the above 61.4% 52.9% 66.5% 61.3% 64.3%

School system organization and management 11.2% 5.0% 5.1% 6.1% 6.1%

Human resources 8.1% 10.7% 5.4% 5.7% 6.0%

Financial management 11.0% 4.1% 1.6% 4.4% 3.4%

Facilities use and management 9.7% 5.8% 5.3% 7.6% 6.3%

Food services 14.9% 33.1% 20.0% 24.6% 20.7%

Technology 14.4% 5.0% 6.3% 7.4% 7.5%

Transportation 4.4% 2.5% 4.4% 6.5% 4.7%

Shared services 1.0% 0.8% 0.8% 0.8% 0.8%

• Only eight percent of all respondents and four percent of teachers considered BCPS operations above average
in efficiency or highly efficient.
• Nearly 60 percent of all respondents rated the overall operation of BCPS as below average in efficiency. Ratings
varied from 33 to 68 percent among respondent groups. Teachers were most critical with more than two-thirds of
them considering BCPS below average in efficiency.
• The actions that would have the greatest impact on operational efficiency of BCPS included increasing the
number of facilities – reported by 44 percent of all respondents – and reducing the number of central office
administrators reported by 41 percent of all respondents.
• The largest percentage of central office staff indicated that efficiency can be improved by increasing the number
of facilities (29 percent).

A - 55
• The largest percentages of principals and assistant principals suggested that efficiency can be improved by
reducing the number of central office administrators (60 percent), increasing the number of school administrators
(48 percent) and increasing the number of facilities (33 percent).
• The largest percentage of teachers indicated that efficiency can be improved by increasing the number of facilities
(49 percent) and reducing the number of central office administrators (45 percent).
• The largest percentage of non-instructional staff, similarly to teachers, indicated that efficiency can be improved
by increasing the number of facilities (37 percent) and reducing the number of central office administrators (36
percent).

Principals/ Non-
Central Office
Operational Efficiency Assistant Teachers Instructional All
Staff
Principals Staff

Q104. The overall operation of BCPS is:

Don’t know 2.6% 1.7% 2.6% 5.5% 3.1%

Highly efficient 4.7% 2.5% 0.4% 1.9% 1.3%

Above average in efficiency 17.0% 9.1% 3.4% 8.8% 6.4%

Average in efficiency 42.3% 38.0% 25.4% 37.7% 30.4%

Below average in efficiency 33.4% 48.8% 68.1% 46.1% 58.7%

Q105. The operational efficiency of BCPS could be improved by (select all that apply):

None of the above 18.8% 9.9% 11.1% 19.4% 13.6%

Increasing the number of


21.2% 47.9% 25.5% 24.6% 25.7%
school administrators
Reducing the number of
4.2% 0.0% 4.5% 6.7% 4.7%
school administrators
Increasing the number of
25.1% 4.1% 9.0% 9.3% 11.0%
central office administrators
Reducing the number of
22.5% 59.5% 44.9% 36.0% 40.9%
central office administrators
Re-zoning schools
(i.e. changing school attendance 25.1% 24.0% 30.2% 21.9% 27.7%
zones within the County)

Outsourcing some functions 25.3% 30.6% 22.9% 17.9% 22.7%

Reducing the number of facilities 3.4% 2.5% 0.8% 0.8% 1.2%

Increasing the number of facilities 29.0% 33.1% 49.1% 37.1% 43.6%

Sharing services with the


25.3% 30.6% 25.8% 23.8% 25.6%
Baltimore County Government
Sharing services with other
19.8% 16.5% 16.3% 13.9% 16.3%
school systems
Improving the energy
14.4% 13.2% 21.2% 20.6% 19.8%
management operations

A - 56
XI. THEMES OF OPEN-ENDED RESPONSES
District Organization and Management
Four themes emerged:

• Central office is overstaffed and many of those resources could be better used at the school-level. 
• There is a lack of transparent and timely communication from central office. Many respondents indicated that they
would get directives the night before they were asked to implement an initiative. 
• Board of Education members lack professionalism and are an embarrassment to many staff, parents, and
community members.
• School-level staff do not feel valued; central office does not seek any feedback or input from those closest to the
students.

Human Resources
Three themes emerged:

• Communication with the Human Resources Division was difficult. The Human Resources Division has been
unresponsive and slow.
• The Human Resources Division is lacking a customer service orientation.
• Insufficient Human Resources staffing to manage the workflow and the communications with employees. The
COVID-19 pandemic and the ransomware attack has heightened the dissatisfaction level with Human Resources.

Financial Management
Four themes emerged:

• The limitation on the use of vendors to purchase supplies and materials. By limiting purchases to approved
vendors staff have to allocate more of the school resources than they would have if they were allowed to
purchase from vendors such as Amazon, Walmart, Office Depot and Staples. 
• Lack of communication and transparency. This created challenges getting needed information in a timely
manner from Purchasing and Payroll. While “the budget book is a very detailed work with a great deal of
information, it would be helpful if fiscal information was shared in more plain-speak because the fiscal language
can be overwhelming and confusing. Financial reports are not clearly understood unless you have a financial
background and should have more details on how the money was spent.” 
• Need for additional training for principals, fiscal assistants and secretaries who handle student accounts and the
budget. 
• Need for more equitable distribution of resources, ranging from vastly unequal facilities to school budgets and
staffing resources. 

Facilities Use and Management


Seven themes emerged:

• Environmental and safety concerns: These included many complaints about mold, humidity, water leaks, asbestos,
windows (classrooms lacking windows, or windows installed improperly or that do not open), insufficient
ventilation, HVAC concerns (too hot/cold in both summer and winter, wasting energy), flooding, dirty water, and
lead pipes. Concerns about ADA compliance, playground monitoring, and nonfunctioning cameras. Complaints
about rodents, roaches, and ants; and needles and condoms not being cleaned up.
• Overcrowding: There were many complaints about overcrowding. Including the trailers/ “learning cottages,”
a need for additional trailers and teachers to alleviate overcrowding, and that new school classrooms cannot
accommodate 35 students.
• Interior and exterior facility issues: Complaints about older buildings being in disrepair, the need for better
equipment such as chairs, bookcases, whiteboards, etc. Complaints about classroom kitchens, auditoriums, art
A - 57
and music facilities; poor quality renovations, shoddy new construction, school grounds and exteriors not being
cleaned; lack of recycling, access cards not working properly as a safety hazard, and the need for younger
custodial staff.
• Repairs: The slow pace of repairs, which can often take years. Repairs were often very poor quality. The need for
more attention and funding to older buildings.
• Equity: Inequities identified included richer vs. poorer schools, money allocated for new buildings vs maintaining
old buildings, and the need for more middle and high schools vs elementary schools.
• Communications: Teachers and administrators complained about a lack input on facilities and new buildings.
• Poor leadership; community use of facilities during school hours; the need for better planning, and better
oversight of contractors.

Food Services
Four themes emerged:

• Food Services staff were commended and much appreciated by many respondents on doing an exceptional job,
especially in the wake of COVID-19.
• The quality and nutritional value of the meals served should be improved. In particular, the high sugar content
of breakfast meals and the quality of the food and food selections of the grab and go meals served since the
COVID shutdown need improvement
• Large amount of wasted food. This was attributed to the low quality and the selections available prepared to
meet nutritional requirements for reimbursement.
• Insufficient time allotted for eating and long meal lines.

Technology
Seven themes emerged:

• The lack of a reliable Internet connection, bandwidth, and a plan B when the networks are down.
• Unnecessary loss of instructional time due to bandwidth issues. 
• Need for help with hybrid learning: teachers feel they were thrown into hybrid teaching without any tools and
professional development needed to make it work.
• The unprofessional and unacceptable way that district leadership has handled the ransomware attack and the
lack of putting appropriate processes and structures into place to avoid it. A few respondents commended the
Technology Department for working tirelessly to retrieve lost data.
• The lack of equity in access, computers, and technology assistance across all BCPS schools. 
• The help desk is too slow to respond to questions.
• Computer repairs take an inordinate amount of time.

Transportation
Five Themes emerged:

• Routing and overcrowded buses.


• Driver shortage.
• Late busses.
• Lack of communication in transportation.
• Dissatisfaction with the transportation operation.
• The comments related to routing and overcrowded buses and late busses have a direct correlation with the current
driver shortage in BCPS.

A - 58
Shared Services
Six themes emerged:

• Cost savings was achieved at the expense of reduced quality. “When considering sharing of services, it is most
essential to examine through the lens of quality of service for students, with cost savings being a secondary
consideration. For instance, shared services for things like grounds keeping and housekeeping may be vastly
different than sharing a speech-language pathologist across school systems, especially given the size of BCPS
and the immediate surrounding systems. Tread lightly and strategically.”
• Sharing services may not always be appropriate, because of unique requirements, because BCPS is more
efficient than the County, or because project priorities may become an issue. “Given the specific nature of the
laws and regulations that pertain to LEAs, there are many areas wherein it absolutely makes sense to have and
maintain separate departments. In fact, it is not a duplication of services.” “There are instances where sharing
services with the county would actually create inefficiencies for BCPS. BCPS in some cases is much more efficient
than county government.”
• Community businesses miss out on opportunities to contract with BCPS.
• Shared services should be used to improve services rather than to reduce staff.
• Need for improvement in the following areas: better communications between shared services and central
office; difficulty sharing financial information because of how the cumbersome the school budget is; concern
over the recreation council not following BCPS safety procedures when sharing space during the school day by
leaving the door open; need to serve BCG and BCPS equitably.
• Shared services opportunities were identified in the following areas: social workers and nurses; libraries; sharing
facilities for large meetings and conferences; and shared services with the state. One respondent pointed out
this opportunity: “Many of the administrators making decisions on school construction, have no construction
experience.  Rather than seek advice from Baltimore County’s planning board, engineers and architects, they
have hired outside contractors, or put projects up for bid well before the plans were properly scrutinized, resulting
in the lowest bidder making a fortune in charge orders. At Towson High School, in the 1990’s an $11 million bid
turned into over $30 million due to change orders. I believe the project was headed-up by a teacher with no
construction experience.”

BCPS Operations - Overall


The main themes that emerged from the survey include:

• M
 ismanagement: need to clean house; bureaucracy; central office being top heavy; administration is out of touch; poor/
lack of leadership; ineffective board; unnecessary positions; lack of proactive behavior; lack of planning; corruption.
• A
 ll operational areas need improvement.
Specific operational areas identified as needing improvement include:
- T echnology/ Internet; Information Technology (IT); technology purchasing; lack of a long-term plan; out-of-date
technology.
- Transportation: overhaul system; hire more drivers.
- Building and ground maintenance: buildings in poor condition; staffing.
- Purchasing.
- Human Resources and Payroll: overhaul system; administrator quality; higher standards for principals.
- Financial Management: equity; increase efficiency or outsource; COLA.
- Food services: improve food.
- Safety and security.
• Support staff: competence; training; staff retention; need more resources for non-instructional staff.
• Increase staffing and wages; need better pay for custodial staff.

A - 59
• Communications foster transparency both ways; re-establish trust.
• Need more community participation.
• Educational service delivery areas highlighted in need of improvement include:
- Overcrowded classrooms and large class size.
- Professional development, training.
- School equity, Title I.
- Special needs.
- T eachers: teachers are undervalued; do not get the respect and support they deserve; need more autonomy; low
morale; too high of a work overload; not enough teachers and student support staff.
- Lack of teacher involvement in decisions.
- Need to increase instructional oversight; need more content area specialists.
- Curriculum: streamline curriculum.
- Extra-curricular activities.
• Unpleasant environment/school system climate.
• Increase standards and excellence, use national and international benchmarks.

A - 60
APPENDIX B

––––––––––

BALTIMORE COUNTY PUBLIC SCHOOLS


PEER DISTRICT COMPARISON REPORT
Six districts were selected in consultation with Baltimore County Public Schools (BCPS) as peers for a comparative
peer analysis. These include:

• Montgomery County School District, Maryland


• Duval County School District, Florida
• Shelby County School District, Tennessee
• DeKalb County School District, Georgia
• Jefferson County School District, Kentucky
• San Diego Unified, California
Data for the comparative peer analysis was obtained from several sources. These sources include: district/school
system website, State Department of Education of each of the selected peers, the National Center for Education
Statistics (NCES), Great Schools, and the Civil Rights Data Collection (CRDC) previously known as the Elementary
and Secondary School Survey (E&S Survey). The Civil Rights Data Collection is a biennial survey of public schools
that the U.S. Department of Education has conducted since 1968 on leading civil rights indicators related to
access and barriers to educational opportunity from preschool through 12th grade. Data collected include student
enrollment and educational programs and services. The data is disaggregated by race/ethnicity, gender, limited
English proficiency, and disability.

The data used in the peer analysis is the most recent comparative data available. Peer districts were not contacted or
interviewed to obtain data not available through the sources listed above.

This comparative peer data provides an additional context for assessing BCPS organizational structure, resources
and operations. However, it is important to be cognizant that differences in organizational structure, resources and
operations of the peer school districts may have an impact on the comparisons.

The Peer Districts Report presents data on

• Number of students • Student academic performance


• Student demographics • Academic progress
• Number of schools • Advanced Courses
• Employees and teachers • College readiness
• Student/teacher and student/counselor ratios • Graduation rates
• Teacher experience and qualifications • Revenues and expenditures
• Teacher salary

PEER COMPARISON HIGHLIGHTS


Financial and Human Resources Allocation
Data used for financial and resource comparisons among peers consisted of total revenue; average dollars spent per
student; average teacher salary; percentage of funding on instruction; percentage of federal, state and local funding;
number of students served; student/teacher ratios; and number of district/system employees.

B-2
The peer comparison showed that:

• BCPS (and San Diego Unified) had the second highest revenues and expenditures with Montgomery County
School District having the highest.
• BCPS had the second highest revenues and expenditures per student with Montgomery County School
District having the highest per student revenues and expenditures.
• BCPS had the second and third highest percent of state and local funds among its peers.
• As to size, BCPS had the third lowest number of students. Its number of students was below the average
calculated for the seven districts/systems. Montgomery County School District had the largest number
of students.
• BCPS was in the middle position (4) among the peer districts/systems in the number of employees and in the
third position in number of teachers.
• BCPS had the third highest students/teacher ratio and students/counselor ratio. Montgomery County School
District and DeKalb County School District had the lowest ratios.
• BCPS had the second highest average teacher salary. It was higher than the average teacher salary
calculated across the seven districts/systems.
• BCPS was the second lowest among its peers in percent spent on instruction.
BCPS occupied the middle positions among its peers in number of students (position 5), number of employees
(position 4), and number of teachers (position 3).

Although BCPS had the second highest total revenues, revenues per student, and average teacher salary among its
peers it was in the middle in percentage spent on instruction.

Montgomery County School District had the highest revenues, revenues per student, percent spent on instruction,
number of students, number of employees, and number of teachers. It (with DeKalb County Schools District) also
had the lowest students/teacher ratio and (together with Shelby County School District) the lowest students/
counselor ratio.

Student Demographics and Socioeconomic Status


BCPS was in the middle among its peers in number of students. The size of its student population was below the
average calculated for the seven districts/systems. The seven districts/systems were highly diverse with large
differences among them in the percentage of African American, White, Hispanic and Asian students. BCPS had the
second highest percent of White students, lowest percent of Hispanic students, the fourth highest percent of African
American students, and third highest percent of Asian students. Shelby County School District and DeKalb County
School District were the only two districts with an African American majority of 75 and 63 percent, respectively.
None of the other five districts/systems had a majority associated with any ethnic or racial group.
The seven districts also varied considerably in the economic status of their students: between 34 and 72 percent of
students came from low-income families. With 49 percent of low-income students, BCPS was close to the average of
51 percent calculated for the seven districts/systems.

The highly diverse student demographics of the seven districts/systems was also manifested in the percent of
English learners: 5 to 21 percent. With 6 percent, BCPS had the third lowest percentage, also below the 11 percent
calculated as the average for the seven districts/systems.

B-3
Teachers
Shelby County School District had the closet number of students (109,591) to BCPS (113,282). BCPS and Shelby
County School District had a similar number of employees: 14,463 and 14,200, respectively. However, Shelby
County School District had 886 fewer teachers than BCPS: 6,509 compared with 7,395. Shelby County School
District teachers constituted 45.8 percent of its employees compared with 51.1 percent in BCPS.
The ratio of students per teachers and students per counselor serve as indicators of the quality of instruction and
student support. While the numbers associated with these ratios varied considerably across the districts/systems,
BCPS had the third highest students-to-teacher ratio, which is identical to the average ratio calculated for the seven
districts/systems. Its students-to-counselor ratio was the third lowest, well below the average ratio calculated for the
seven districts/systems.

Having a certified and experienced group of teachers are additional indicators of the quality of the instructional
program. With the exception of Duval County School District, the other six districts/systems had between 95 and
100 percent of their full-time teachers certified.

San Diego Unified (94 percent) and BCPS (91 percent) had the highest percent of teachers with three or more years
of experience. BCPS also exceeded the state average by six percent.

Academic Performance and Progress


BCPS students did not perform well academically:
• More than half of BCPS schools (52 percent) were rated “below average” (the second lowest among the
peer districts/systems) and 19 percent “above average” (the third lowest among peers). BCPS was also
considerably below state averages in percentage of schools rated “below average” and “above average.”
• BCPS student performance in Math and Algebra I was below state average. In Math, only 27 percent of
students were proficient; in Algebra I, 17 percent. BCPS students had the lowest proficiency levels relative
to peers that provided data, across all ethnic/racial groups. All BCPS student groups performed below
state average.
• Regarding academic progress, 30 percent of BCPS students made “below average” progress, placing it
in the middle point among peers; 43 percent made “average progress” progress (the highest percentage
among peers), and 27 percent made “above average” progress, the second lowest percentage among
peers. BCPS’ students academic progress was below the state average.
• Montgomery County School District demonstrated strong academic performance. Jointly with San Diego
Unified (44 percent) it had a high percent of schools (42 percent) rated “above average.” Its students made
the greatest academic progress among all peers, with 51 percent of its students making “above average”
progress. It also had the largest percent of 8th grade students (69 percent) participating in Algebra I.
• Participation in advanced classes such as Math and Science advanced placement (AP), a measure of
college readiness, was very low among all districts/systems: below 10 percent.
It is important to note that the percentage BCPS spent on Instruction was the second lowest among its peers; it was
also below the state average.

Graduation
Graduation rates in the seven districts/systems ranged considerably. As graduation requirements vary across states,
graduation rates may not be fully comparable. BCPS, Montgomery County School District, and San Diego Unified
all had a graduation rate of 89 percent. Between 89 and 95 percent of BCPS students of different ethnic/racial
background graduated with the exception of Hispanic students: 70 percent. BCPS had the third lowest graduation
rate for Hispanic students among its peers.

B-4
NUMBER OF STUDENTS
The seven school systems/districts varied in size from 98,797 students in Jefferson County to 161,546 in
Montgomery County. Baltimore County Public Schools was in the middle (4th) among its peers in size of the student
population, and below the average of 119,534.

School System/District Number of Students

Baltimore County Public Schools, MD 113,282

Montgomery County School District, MD 161,546

Duval County School District, FL 129,583

Shelby County School District, TN 109,591

DeKalb County School District, GA 100,144

Jefferson County School District, KY 98,797

San Diego Unified, CA 123,795

Average Number of Students 119,534

B-5
STUDENT DEMOGRAPHICS
All peers had an ethnically and racially diverse student population. There were large differences among the peers
in the percentage of African American, White, Hispanic and Asian students. The percentage of African American
students ranged from 21 (Montgomery County School District) to 75 (Shelby County School District). The percentage
of White students ranged from 7 (DeKalb County School District) to 43 (Jefferson County School District). The
percentage of Hispanic students ranged from 11 (DeKalb County School District) to 46 (San Diego Unified) and
the percentage of Asian students ranged from 1 (Shelby County School District) to 14 (Montgomery County School
District). BCPS had the second highest percent of White students, lowest percent of Hispanic students, the fourth
highest percentage of African American students, and third highest percent of Asian students.

Students Ethnic/ Baltimore Montgomery Duval Shelby DeKalb Jefferson San Diego
Racial Background County, MD County, MD County, FL County, TN County, GA County, KY Unified, CA

African American 39% 21% 44% 75% 62% 37% 8%

White 39% 28% 34% 7% 11% 43% 23%

Hispanic 10% 31% 12% 14% 18% 11% 46%

Asian 7% 14% 5% 1% 7% 4% 9%

Two or More Races 5% 5% 5% 2% 2% 4% 8%

Native American <1% <1% <1% <1% <1% <1% <1%

Native Hawaiian or
<1% <1% <1% <1% <1% <1%
Other Pacific Islander

Filipino 5%
Source: National Center for Education Statistics, 2018.

B-6
The percent of students learning English varied from 5 (Duval County School District) to 21 percent (San Diego
Unified). BCPS had the third lowest percent of students learning English and the second lowest percent of students
from low-income families. BCPS’ percentage of students learning English was lower than the average calculated
for the seven districts/systems. The percentage of students from low-income families ranged from 34 (Montgomery
County School District) to 72 (DeKalb County School District). BCPS’ percentage of students from low-income
families was lower than the average percentage calculated for the seven districts/systems.

Percent of Baltimore Montgomery Duval Shelby DeKalb Jefferson San Diego


Average
Students County, MD County, MD County, FL County, TN County, GA County, KY Unified, CA

Learning
6% 16% 5% 7% 14% 9% 21% 11%
English

From Low
Income 49% 34% 76% 59% 72% 64% 59% 51%
Families
Source: National Center for Education Statistics, 2018.

B-7
NUMBER OF SCHOOLS
The peer school districts/systems had a large number of schools ranging from 132 (DeKalb County School District) to
224 (San Diego Unified). BCPS had the second smallest number of schools.

School Baltimore Montgomery Duval Shelby DeKalb Jefferson San Diego


Level County, MD County, MD County, FL County, TN County, GA County, KY Unified, CA

All Schools 172 206 198 218 132 178 224

Preschools 84 94 56 85 76 71

Elementary
116 138 132 124 87 111 153
Schools
Middle
37 45 57 62 33 52 72
Schools

High Schools 35 32 39 58 28 50 51

Source: Great Schools, 2019-20.

Note that schools can be classified in more than one category. For example, a preschool that is part of an
elementary school would show up in two categories: as a preschool and also in the elementary school category.
Similarly, a 6-12 grade school would appear as a middle and as a high school. As a result, the number of schools
in the “All schools” category does not add up to the number of schools under the Preschool, Elementary, Middle or
High Schools categories.

B-8
EMPLOYEES AND TEACHERS
There was a large variation among the peers also in the number of employees, teachers and percent of teachers.
The number of employees ranged from 11,550 (Duval County School District) to 24,246 (Montgomery County
School District). The number of teachers ranged from 6,000 (San Diego Unified) to 13,094 (Montgomery County
School District). The percent of teachers varied from 38.3 (Jefferson County School District) to 67.5 (Duval County
School District). BCPS was in the middle among its peers in number of employees. It had the third highest number of
teachers and the third highest in percent of teachers.

Baltimore Montgomery Duval Shelby DeKalb Jefferson San Diego


Average
County, MD County, MD County, FL County, TN County, GA County, KY Unified, CA
Number of
14,463* 24,246** 11,550 14,200 15,500 18,000 13,000 15,014
employees
Number of
7,395 13,094** 7,803 6,509 6,600 6,895 6,000 7,757
teachers
Percent of
51.1% 54.0% 67.5% 45.8% 42.6% 38.3% 46.2% 51.7%
teachers
Source: District websites.
*Baltimore County number of employees projected for 2021-22.
**Montgomery County Public Schools number of employees is from 2020-21 but number of teachers is from 2017-18.

B-9
Students per Teacher and Counselor
The ratio of students to teachers in the peer school districts ranged from 14 to 20. All but one district (San Diego
Unified) had between 14:1 and 17:1 students-per-teacher. Most ratios were at or slightly above the state average.
BCPS had the third highest ratio of students per teacher and the third lowest ration of students per counselor.
The ratio of students-per-counselor among the peers ranged from 333:1 (Montgomery County School District) to
662:1 (DeKalb County School District).

Baltimore Montgomery Duval Shelby DeKalb Jefferson San Diego


Ratios
County, MD County, MD County, FL County, TN County, GA County, KY Unified, CA
Students per
16:1 14:1 17:1 15:1 14:1 15:1 20:1
Teacher
State
14:1 14:1 17:1 14:1 15:1 16:1 22:1
Average
Students per
379:1 333:1 474:1 332:1 662:1 394:1 521:1
Counselor
State
380:1 380:1 481:1 404:1 480:1 430:1 634:1
Average
Source: Civil Rights Data Collection (CRDC), 2018.

B - 10
B - 11
TEACHER EXPERIENCE AND QUALIFICATIONS
Teacher experience and qualifications impact quality of teaching. A majority of teachers – between 67 (Duval
County School District) and 94 percent (San Diego Unified) in all the peer school districts/systems had three or
more years of experience. BCPS had the second highest percent of teachers with three or more years of experience.
BCPS also exceeded the state average by six percent. All the peers had a very high majority of teachers who were
certified. Six of the seven peers had between 95 and 100 percent of their teachers certified. Duval County School
District had the lowest percent of teachers certified – 88 percent – below the 97 percent state average. With 97
percent of teachers certified, BCPS had the third lowest percent of teachers certified.

Baltimore Montgomery Duval Shelby DeKalb Jefferson San Diego


Teachers
County, MD County, MD County, FL County, TN County, GA County, KY Unified, CA

% of teachers
with 3 or
91% 84% 67% 79% 87% 82% 94%
more years
experience

State
85% 85% 82% 88% 91% 88% 88%
Average

% of full-time
teachers who 97% 99% 88% 95% 100% 100% 98%
are certified

State
97% 97% 97% 98% 95% 99% 98%
average

Source: Civil Rights Data Collection (CRDC), 2018.

B - 12
B - 13
TEACHER SALARY
Teacher average salaries ranged widely from $46,711 (Duval County School District) to $81,820 (San Diego
Unified). State average salaries ranged from $47,089 (Duval County School District) to $81,056 (San Diego
Unified). Teacher salaries in Montgomery County School District and Duval County School District were below state
average. BCPS’ average teacher salary was the second highest. It was higher than the average teacher salary of
$61,099 calculated across all peers.

Baltimore Montgomery Duval Shelby DeKalb Jefferson San Diego


Teachers Average
County, MD County, MD County, FL County, TN County, GA County, KY Unified, CA

Average
Teacher $65,910 $62,832 $46,801 $50,378 $58,605 $61,276 $81,820 $61,039
Salary

State
$64,711 $64,711 $47,089 $49,183 $57,892 $56,943 $81,056 $60,226
Average
Source: Civil Rights Data Collection (CRDC), 2018.

B - 14
STUDENT ACADEMIC PERFORMANCE
Great Schools created a school rating system comprised of factors such as performance on state tests, student
school experience, how well the school serves students from different ethnic and socio-economic backgrounds
(equity), student progress and preparation for college. It rated schools as “below average,” “average,” and “above
average.” The peer ratings varied considerably. Between 13 (Shelby County School District and Jefferson County
School District) and 44 percent (San Diego Unified) of peer schools were rated “above average.” In comparison,
19 percent of BCPS schools were rated “above average,” the second lowest percentage among peers. Between
17 (Shelby County School District) and 36 percent of schools (Montgomery County School District) were rated
”average.” BCPS was in the middle (fourth) among peers in percent of schools rated “average.” Between 22
(Montgomery County School District) and 70 percent (Shelby County School District) of schools were rated
“below average.” Fifty-two percent of BCPS schools, third highest among peers, were rated “below average.”

Mont-
School System Baltimore Duval Shelby DeKalb Jefferson San Diego
gomery
District Performance County, MD County, FL County, TN County, GA County, KY Unified, CA
County, MD

Below Average

School System/District 52% 22% 49% 70% 46% 55% 29%

State 38% 38% 41% 34% 37% 34% 40%

Average

School System/District 30% 36% 21% 17% 34% 31% 27%

State 33% 33% 27% 42% 37% 39% 30%

Above Average

School System/District 19% 42% 30% 13% 20% 13% 44%

State 30% 30% 32% 24% 26% 27% 30%

Source: Great Schools, 2020.

B - 15
B - 16
Four of the seven peers provided data on the percent of their students scoring “Proficient” in Math, Algebra I, and
Geometry: BCPS, Montgomery County School District, Shelby County School District, and San Diego Unified.
Student performance varied among the four peers for all students as well as by students’ ethnic/racial background.
Twenty-seven (27) percent of BCPS students were rated “proficient” in Math, below the 33 percent state average.
BCPS had the lowest percent of students across all ethnicities scoring “Proficient” in Math.

% Students Proficient
Baltimore Montgomery Shelby
in Math by Ethnicity/ San Diego Unified, CA
County, MD County, MD County, TN
Race

All Students 27% 44% 27% 48%

State Average 33% 33% 41% 40%

Black 13% 28% 23% 28%

State Average 17% 17% 24% 21%

White 41% 68% 57% 70%

State Average 49% 50% 48% 54%

Hispanic 15% 24% 32% 32%

State Average 20% 20% 32% 28%

Asian 54% 77% 70% 73%

State Average 67% 69% 71% 74%

Two or More Races 26% 59% 63%

State Average 39% 39% 55%

Native American or
16% 48% 41% 51%
Native Alaskan

State Average 27% 31% 43% 27%

Pacific Islander 27% 40% 30% 39%

State Average 37% 33% 48% 33%

Filipino 59%

State Average 60%

Source: Each peer’s State Department of Education, 2019.

B - 17
BCPS also had the lowest percentage of students scoring “Proficient” in Algebra I overall and across ethnicities.
Seventeen (17) percent of BCPS students scored “Proficient,” below the 27 percent state average. BCPS students
scored below the state average across all ethnicities.

% Students Proficient in Duval County School District,


Baltimore County, MD Montgomery County, MD
Algebra I by Ethnicity/Race FL
All Students 17% 34% 58%
State Average 27% 27% 60%
Black 7% 17% 46%
State Average 11% 11% 43%
White 32% 72%
State Average 50% 71%
Hispanic 7% 13% 54%
State Average 13% 13% 56%
Asian 40% 64% 79%
State Average 62% 62% 86%
Two or More Races 18% 54% 65%
State Average 36% 36% 63%
Native American or Native
8% 37% 64%
Alaskan
State Average 20% 20% 54%
Pacific Islander 14% 62%
State Average 35% 62%
Source: Each peer’s State Department of Education, 2019.

B - 18
In Geometry, BCPS performance data was limited to Asian students and students of two or more races.
The percentage of these two student groups who scored “Proficient” was below the Maryland state average
as well as lower than comparable groups from Montgomery County School District and the Duval County
School District.

B - 19
% Students Proficient in Duval County School District,
Baltimore County, MD Montgomery County, MD
Geometry by Ethnicity/Race FL
All Students 88% 62%
State Average 76% 57%
Black 66% 47%
State Average 46% 36%
White 93% 76%
State Average 79% 69%
Hispanic 73% 61%
State Average 65% 52%
Asian 67% 94% 85%
State Average 90% 90% 83%
Two or More Races 53% 89% 72%
State Average 78% 78% 62%
Native American or Native
64%
Alaskan
State Average 52%
Pacific Islander 58%
State Average 61%
Source: Each peer’s State Department of Education, 2019.

B - 20
ACADEMIC PROGRESS
The academic progress rating measures how much progress a student has made on state standardized assessments
and how the student’s progress aligned with expected progress for the respective student. This table shows how the
school district/system average academic growth compared to other growth data of schools in the respective state.
The percentage of schools that achieved “above average” academic progress rating ranged from 17 (Shelby County
Schools District) to 51 percent (Montgomery County School District). BCPS had the second lowest percentage of
schools among peers showing “above average” progress. The percentage of BCPS schools rated “above average”
(27 percent) was also below the state average (34 percent).

Peers varied in the percentage of schools that made “average” progress from 21 (Jefferson County School District)
to 44 (BCPS). BCPS had the highest percent of schools that made “average” progress, one percent above the state
average of 43 percent.

The percent of schools making “below average” progress ranged from 12 (Montgomery County School District) to
50 (Jefferson County School District). BCPS was in the middle (fourth place) among its peers.

School System/
Baltimore Montgomery Duval Shelby DeKalb Jefferson San Diego
District Academic
County, MD County, MD County, FL County, TN County, GA County, KY Unified, CA
Progress

Below Average

School System/
30% 12% 40% 40% 23% 50% 16%
District

State 23% 23% 37% 24% 29% 34% 23%

Average

School System/
44% 37% 24% 43% 35% 21% 35%
District

State 43% 43% 23% 49% 38% 305 43%

Above Average

School System/
27% 51% 36% 17% 42% 29% 49%
District

State 34% 34% 40% 27% 33% 35% 33%

Source: Great Schools, 2020.

B - 21
B - 22
ADVANCED COURSES
The rate of participation of students in advanced classes such as Algebra I and the rate of passing it are indicators
of preparation for college. Participation in Algebra I varied widely among the peers: from 3 (Shelby County
School District) to 69 percent (Montgomery County School District). BCPS was in third place in terms of student
participation. With the exception of Duval County School District, between 90 and 100 percent of participating
students passed the class. Among these six school districts, BCPS had the lowest passing rate of 90 percent but
surpassed the state average of 84 percent.

Participation
Baltimore Montgomery Duval Shelby DeKalb Jefferson San Diego
and Pass Rates
County, MD County, MD County, FL County, TN County, GA County, KY Unified, CA
in Algebra I

8th Grade
Algebra I
35% 69% 36% 3% 9% 16% 21%
Participation
Rate

State Average 34% 34% 34% 11% 19% 16% 17%

8th Grade
Algebra I 90% 93% <1% 99% 96% 100% 100%
Pass Rate

State Average 84% 84% 33% 89% 94% 57% 93%

Source: Civil Rights Data Collection (CRDC), 2018.

B - 23
Participation in Advanced Placement (AP) courses is another indicator of preparation for college. Overall, between
8 (Shelby County School District) and 48 percent of students participated in AP courses. BCPS was third among its
peers in rate of participation.

Overall, participation in Math and Science AP courses was low among all peers. Participation in AP Math ranged
from 1 (Shelby County School District) to 6 percent (BCPS). Participation in an AP Science course ranged from 1
(Shelby County School District) to 8 percent (San Diego Unified). BCPS had the second highest rate of participation.
Participation in other AP courses was considerably higher ranging from 7 (Shelby County School District) to 44
percent (Montgomery County School District). BCPS had the third highest rate of participation.

Participation Rate Baltimore Montgomery Duval Shelby DeKalb Jefferson San Diego
in AP Courses County, MD County, MD County, FL County, TN County, GA County, KY Unified, CA
AP Math Course
6% 2% 5% 1% 4% 4% 5%
Participation Rate

State Average 5% 5% 4% 2% 4% 4% 6%

AP Science Course
7% 1% 4% 1% 6% 4% 8%
Participation Rate

State Average 5% 5% 5% 3% 6% 5% 7%

Other AP Course
24% 44% 23% 7% 20% 17% 29%
Participation Rate

State Average 25% 25% 23% 11% 19% 19% 20%

Total AP Course
28% 48% 24% 8% 22% 28% 32%
Participation

State Average 27% 27% 25% 13% 21% 22% 24%

Source: Civil Rights Data Collection (CRDC), 2018.

B - 24
COLLEGE READINESS
Student participation in Dual Enrollment classes and in the International Baccalaureate (IB) program are also
indicators of college preparation. Overall, participation in these two programs among the peers districts/systems
was very low, ranging from 1 to 14 percent for the Dual Enrollment program and from less than 1 percent to 7
percent for the IB program. Only 1 percent of BCPS students participated in these two programs.

Participation Rate
Baltimore Montgomery Duval Shelby DeKalb Jefferson San Diego
in Other Advanced
County, MD County, MD County, FL County, TN County, GA County, KY Unified, CA
Academic Programs

% of Students
Enrolled in Dual
Enrolment Classes
1% 1% 14% 4% 4% 5% 11%
Grades 9-12

State Average 3% 3% 7% 9% 5% 14% 4%

% of Students
Enrolled in IB <1% 7% 3% <1% <1% 1% 3%
Grades 9-12

State Average 2% 2% 2% 1% 1% 1% 1%

Source: Civil Rights Data Collection (CRDC), 2018.

B - 25
GRADUATION RATES
Peer districts/systems graduation rates ranged from 76 (DeKalb County School District) to 90 percent (Duval County
School District). BCPS, Montgomery County School District, and San Diego Unified all had a graduation rate of 89
percent. BCPS graduation rates by ethnicity/race were between 89 and 95 percent, with the exception of Hispanic
students at 70 percent. BCPS had the third lowest graduation rate for Hispanic students. Graduation rate for Hispanic
students ranged in the other peer districts from 61 (Dekalb County School District) to 90 percent (Duval County
School District).

Montgomery Shelby DeKalb Jefferson


Baltimore Duval County
Graduation County County County County San Diego
County Public School
Rates School School School School District Unified, CA
Schools, MD District, FL
District, MD District, TN District, GA KY
All Students 89% 89% 90% 78% 76% 84% 89%
African
89% 91% 89% 80% 77% 82% 84%
American
Asian 95% 95% 96% 84% 78% 95% 95%

Hispanic 70% 77% 90% 78% 61% 77% 84%


Native
American/ 89% 87% 96% 57% 57% 85%
Alaskan Indian
Two or More
91% 9% 89% 83% 84% 94%
Races
White 92% 95% 91% 76% 90% 86% 94%
Hawaiian/
92% 80% 78% 80% 91%
Pacific Islander
Filipino 95%
Source: Each peer’s State Departments of Education, 2019-20.

B - 26
REVENUES AND EXPENDITURES
Each school district/school system prepares a budget annually as well as other financial reports. However, the
availability of financial data that is consistent across states and districts/systems is limited. Financial categories
used in the reports vary from state to state which makes it challenging to come up with consistent definitions that are
essential to the analysis of types of revenues and expenditures. Following a thorough search across the peers for
consistent data, data from the National Center for Educational Statistics (NCES) from 2016 emerged as the most
complete set of data.

BCPS and its peer districts had significantly larger revenues than the average district/system in their respective state.
The Montgomery County School District had the highest revenues among the group followed by BCPS and San
Diego Unified.

Baltimore Montgomery Duval Shelby DeKalb Jefferson San Diego


County, MD County, MD County, FL County, TN County, GA County, KY Unified, CA

Total School
System/District $1.7 B $2.8 B $1.2 B $1.2 B $1.1 B $1.3 B $1.7 B
Revenue

State Average $600.3 M $600.3 M $419.7 M $67.9 M $98.0 M $44.7 M $89.0 M

Source: National Center for Education Statistics (NCES), 2016.

B - 27
BCPS had the second highest average revenue per student following Montgomery County School District.
BCPS’ revenue per student exceeded the average calculated for the seven districts/systems.

Baltimore Montgomery Duval Shelby DeKalb Jefferson San Diego


Average
County, MD County, MD County, FL County, TN County, GA County, KY Unified, CA

Average
Revenue $16,038:1 $18,536:1 $9,379:1 $10,645:1 $11,779:1 $13,132:1 $13,839:1 $13,335
per Student

State
$16,389:1 $16,389:1 $10,128:1 $9,589:1 $11,116:1 $11,284:1 $13,473:1 $12,624
Average
Source: National Center for Education Statistics (NCES), 2016.

B - 28
BCPS had the second lowest share of federal and state funds and the third highest share of local funds among its
peers. Its share of federal and state funds was lower than the average shares of federal and state funds calculated
for the seven districts/systems. BCPS distribution of funding sources was identical or very close to the average
state share of these funding sources. Its share of local funds was slightly higher than the average local funds share
calculated for the seven districts/systems. Montgomery County School District, another large district in Maryland,
had the highest share of local funds among the peers, and the lowest shares of federal and state funds. Its shares of
state and local funds were considerably different than the state average.

Revenue Baltimore Montgomery Duval Shelby DeKalb Jefferson San Diego


Average
Sources County, MD County, MD County, FL County, TN County, GA County, KY Unified, CA

Federal

School Sytem/
6% 4% 12% 17% 10% 12% 8% 10%
District

State Average 6% 6% 11% 11% 9% 11% 8% 9%

State

School Sytem/
42% 29% 49% 41% 40% 40% 37% 40%
District

State Average 44% 44% 39% 46% 46% 55% 58% 47%

Local

School Sytem/
52% 67% 39% 42% 50% 48% 55% 50%
District

State Average 50% 50% 50% 43% 45% 34% 34% 44%
Source: National Center for Education Statistics (NCES), 2016.

B - 29
B - 30
Montgomery County School District had the highest revenues and spending followed by BCPS and San Diego
Unified. Montgomery County School District and BCPS, both located in Maryland, had the highest per student
spending. BCPS average spending per student was below state average while Montgomery County School
District exceeded the state average.

School
Baltimore Montgomery Duval Shelby DeKalb Jefferson San Diego
System/District
County, MD County, MD County, FL County, TN County, GA County, KY Unified, CA
Spending
Total School
System/District $1.7 B $2.6 B $1.2 B $1.2 B $1.1 B $1.3 B $1.7 B
Spending

State Average $583.0 M $583.0 M $417.0 M $68.6 M $96.8 M $45.0 M $85.2 M

Average
Spending per $13,512:1 $15,195:1 $8,899:1 $9,774:1 $9,795:1 $11,975:1 $11,020:1
Student

State Average $14,206:1 $14,206:1 $8,920:1 $8,806:1 $9,664:1 $9,863:1 $10.992:1

Source: National Center for Education Statistics (NCES), 2016

B - 31
Instruction constitutes the highest spending category, ranging from 49 to 57 percent among peers. On average,
the included states spent between 50 and 56 percent on instruction, closely paralleling the percentage spent by
the respective peer districts/systems. Maryland had the highest percent of spending on instruction. The percentage
BCPS spent on instruction was the second lowest and was below the Maryland state average; Montgomery
County School District percentage was the highest and above the Maryland state average. BCPS was also the
second lowest in its spending on “Other PreK-12.” BCPS had the second highest percentage spent on support
services and on “Other” spending.

Spending by Baltimore Montgomery Duval Shelby DeKalb Jefferson San Diego


Category County, MD County, MD County, FL County, TN County, GA County, KY Unified, CA

Instruction
School System/
53% 57% 56% 53% 54% 49% 49%
District
State Average 56% 56% 54% 56% 54% 50% 52%
Support
Services
School System/ 30%
31% 29% 30% 31% 28% 38%
District
State Average 31% 31% 30% 30% 29% 31% 30%
Other PreK-12
Spending
School System/
3% 2% 5% 6% 5% 5% 3%
District
State Average 3% 3% 5% 5% 5& 5% 3%

Other Spending
School System/
13% 12% 9% 11% 12% 9% 18%
District
State Average 11% 11% 11% 9% 12% 13% 15%
Source: National Center for Education Statistics (NCES), 2016.

B - 32
B - 33
APPENDIX C

––––––––––

PEER DISTRICT ORGANIZATION CHARTS


Duval County Public Schools Organizational Chart Dr. Diana Greene
Superintendent of Schools
Dr. Dana Kriznar Sonita Young Esq.
Deputy Superintendent Chief of Staff

Corey Wright Dr. Tracy Pierce


Sharwonda Peek Paula Renfro James Culbert Victoria Schultz Paul Soares Michelle Begley
Wayne Green Asst. Supt. of Chief of Tia Leathers
Dr. Rosemary Asst. Supt. of Chief Academic Chief Informational Asst. Supt. Human Asst. Supt. of Chief Financial
Chief of Schools Accountability & Public Relations Executive Director
Thomas School Choice Officer Officer Resources Operations Officer
Assessment & Marketing of Family &
Exec. Director of
Community
Schools
Wendy Dunlap Stephanie Riviello Engagement
Gail Roberts Greg Lukach Sherry Jackson Micheal Edwards Tabitha Collins
Marianne Simon Scott Schneider Cassandra Thomas Director of Exec. Director of
Exec. Director Director of Exec. Director Equity Executive Director Director of
Regional Regional Director of School Accelerated High Business & Brandon Mack
Exceptional Students Application and Inclusion of School Police Marketing
Superintendent Superintendent High Choice School Programs Budgeting Director of
Services Development
Elementary Services Partnerships &
Wy lene Herring- Community
Kenneth Reddick David Pinter Laura Bowes Byron Page Laureen Ricks
Cay asso Virginia Hays Anthony Cobb Outreach
Stephanie Exec. Director of Director of School Tom Britton Exec. Director of Exec. Director of Director of
Director of Director of Testing Director
Manabat High Choice Director of District Staffing Facilities Planning Media
Exceptional Financial
Exec. Director of IT Operations Relations Kimberly Miller
Education Services Reporting
Elementary Bruce Ackerman Director of
Timothy Simmons Katy Stouffer David Ford Director of Evon Nelson Governmental
Exec. Director of Gary Bryan Elizabeth Trisotto Director of Data and Terri Webb
VACANT Exec. Director of Environmental Director of Relations
High/Alt. Education Director of Charter Director of Assessment 6-12 Director of
Exec. Director of FSRB Consortium Services Business Services
Schools Nursing Services Infrastructure
Elementary
Dr. Pam Davis Jason Bloom William “Randy” Gallup Brian McDuffie
Jacquelyn Kelley Stanley Jurewicz Director of Bruce Scheeley Exec. Director
LaShawn Russ- Director of Molly Brock Director of Data & Director of Payroll
Director of Tina McGowens Exec. Director Risk Intergovernmental Policy and
Porterfield Gear Up Director of Assessment
Federal Programs Director of ERP/SAP Management/Labor Real Estate Compliance
Exec. Di rect or of Related Services Relations
Innovation & School & Recruitment Margie Shannon
Improvement Tammie Talley Director of Internal
Beverly Walker Ryan Rewey Jacqueline Watkins Tarek Ghandour Tashonia Grant
Director of Byron Simmons Auditing
Randall Strickland Executive Director of Director of CTE Director of Employee Exec. Director Facilities Director of
Athletics Director of Field
Regional Superintendent Brandie Berry Professional Benefits Maintenance & Service Policy and
Innovation & School Support Compliance
Director of English Development
Improvement Jackie Simmons Candi Derbecker
Language Arts Jeremy Boatright
Executive Director of Director of Katherine Hart Susan Carew
Director of Terrence Wright
Deidra Johnson Discipline & Student Student Information Director of Director of
Niki Micheau Certification/ Director of
Exec. Di rect or of Support Sonya McSwain Services Technology Engineering and
Exec. Director Evaluations Purchasing
Innovation & School
Director of Early Programs Energy
Improvement Federal Programs
Katrina Eunice-Taylor Childhood
Anita Smith Solomon Coles Erika Harding
Michelle Floyd- Director of Mental & Director of Employee Director of Director of
Hatcher Behavior Support Jamie Griffin Yvonne Spinner Support Grounds Crew Transportation
Exec. Director of Director of Director of
Innovation & School Mathematics Science
Dr. Michael Henry Tony Gimenez Jane Zentko
Improvement
Regional Director of Director of Food
Superintendent Heather Crowley Consolidated Service Services
Matt Campese Middle Ingrid Carias Center
Director of Director of PE/
Director of ESOL
School Improvement Health
Rebecca Raulerson
Exec. Director of
Shawn Wigg
Director of
Middle
School Improvement Revised: 10/21/20
C-1
MONTGOMERY COUNTY PUBLIC SCHOOLS ORGANIZATION—FY 2021
MONTGOMERY COUNTY BOARD OF EDUCATION
Chief of Staff
Board of
Education
Superintendent of Schools
General Counsel
Equity Initiatives
Unit Deputy Superintendent

Chief of Staff Department of Chief of Office of Chief of


Montgomery Systemwide Safety Engagement, Communications Teaching, Office of
County and Emergency Innovation, and Learning, and Shared Accountability
Management Partnerships Unit
Public Schools Operations Schools
Student Welfare and
Compliance

Area 1 Area 2 Area 3 Associate Associate Associate


Associate Associate Associate Superintendent
Associate Associate Associate Associate Associate Superintendent Superintendent Superintendent
Superintendent Superintendent Superintendent Superintendent Superintendent of Employee
Superintendent Superintendent of of
of Student of Human
of of School of School of School Curriculum and and Family Engagement
of of Technology Special Resources and
Finance Operations Support and Support and Support and Instructional Support and and Labor
and Innovation Education Development Relations
Improvement Improvement Improvement Programs Engagement

Budget Appeals and Department College Career Division of Alternative Department Compliance
Transfers of Technology Schools Readiness and Business, Education of and
Department Integration Elementary 135 Districtwide Fiscal, and Opportunities Certification Investigations
of Employee Department and Learning Middle 40 Programs Information and Staffing
and Retiree of Facilities Management Systems George B. Labor
High/Edison 26 Pre-K–12 Thomas, Sr. Professional Relations
Services Management
Department Special Schools/Centers 5 Curriculum Central Learning Growth
Financial Department of Placement Academy & Systems
Services of Materials Infrastructure Athletics Unit Recovery and
Management and Academic Leadership
Investments Operations CARES Resolution Program Development
Department Act, Early and Unit
School and of Department Childhood, Compliance International
Financial Transportation of Business and Title I Admissions
Operations Information Special and
Services Student Education Enrollment
Leadership K–12
and Programs Psychological
Extracurricular Services
Activities Special
Education Pupil
Pre-K Personnel
Programs and Workers and
Services Attendance
Services
Restorative
Justice
and School
Counseling
Student,
Family and
School
C-2 Services
C-3
ORGANIZATIONAL CHARTS 
December 1, 2020

C-4
PAGE DIVISION

A Administration
B Chief of Staff
C General Counsel
D Academic School Division
E Academic Services Division
F Communication and Community Relations
G Human Resources Division
H Operations Division
I Diversity, Equity, and Poverty Division
J Financial Division
K Technology Division
L Accountability, Research and Systems Improvement
M Exceptional Child Education

C-5
Table of Contents
-––––––––––

LEGEND i

ADMINISTRATION
AD1 Administration A‐1
IA1 Internal Audit A‐2
AB1 Chief of Staff B‐1
GC1 General Counsel C‐1

ACADEMIC SCHOOL DIVISION


AS1 Academic School Division D‐1
ON1 Academic School Division (Elementary Zone 1) D‐2
TW1 Academic School Division (Elementary Zone 2) D‐3
TH1 Academic School Division (Elementary Zone 3) D‐4
FO1 Academic School Division (Middle Schools) D‐5
SX1 Academic School Division (High Schools) D‐6
ST1 Transition Readiness D‐7
AE1 Adult and Continuing Education D‐8
AT1 Activities and Athletics D‐ 9
CH1 School Choice D‐10
AI1 Accelerated Improvement (AIS) D‐11

C-6
ACADEMIC SERVICES DIVISION
A01 Academic Services Division E‐1
FI1 School Culture and Climate E‐2
PP1 Pupil Personnel E‐3
CA1 Teaching and Learning E‐4
TI1 Title I, II, IV, and Programmatic Support E‐5
LI1 Library Media Services E‐6
CM1 Teaching and Learning Innovation E‐7
SP1 Academic Support Programs E‐8
HP1 Physical Development and Health Services E‐9
LE1 English as a Second Language E‐10
EA1 Early Childhood E‐11
DE1 DuValle Education Center E‐12

COMMUNICATIONS & COMMUNITY RELATIONS


CC1 Communications and Community Relations F‐1
MP1 Materials Production F‐2

HUMAN RESOURCES DIVISION


HU1 Human Resources Division G‐1
CT1 Human Resources Personnel Services G‐2
ER1 Labor Management and Employee Relations G‐3
BA1 Benefits and Employee Services G‐4

OPERATIONS SERVICES DIVISION


OP1 Operations Services Division H‐1
SN1 School and Community Nutrition Services H‐2
TR1 Transportation Services H‐3
VM1 Vehicle Maintenance H‐4
PM1 Property Management and Maintenance H‐5
SU1 Supply Services H‐6
FA1 Facility Planning H‐7
SF1 Safety and Environmental Services H‐8
SI1 Security and Investigations H‐9

C-7
DIVERSITY, EQUITY, AND POVERTY DIVISION
DV1 Diversity, Equity and Poverty I-1

FINANCIAL SERVICES DIVISION


FS1 Financial Services Division J‐1
FS1 Financial Planning and Management J‐2
AC1 Accounting Services J‐3
GA1 Grants and Awards Accounting J‐4
PR1 Payroll and Cash Management J‐5
PU1 Purchasing J‐6

TECHNOLOGY DIVISION
TD1 Technology Division K-1
MI1 Information Technology K-2
CE-1 Technology Integration K-3

ACCOUNTABILITY, RESEARCH, AND SYSTEMS IMPROVEMENT


EV1 Accountability, Research and Systems Improvement L-1
RD1 Resource Development L-2
PL1 Systems Improvement L-3
TS1 Assessment L-4

EXCEPTIONAL CHILD EDUCATION


EC1 Exceptional Child Education M-1
GL1 Greater Louisville Educational Cooperative M-2

C-8
LEGEND

Designates General Fund positions

Designates positions funded by a source


other than General fund

Designates Function

Designates General Fund positions that are


reflected only as a reporting relationship

Designates a direct reporting

Designates an indirect reporting

Designates a direct report that is budgeted


at a school

Position numbers are full-time equivalent (FTE)

C-9
Munis Unit No. AD1
Administration
2020-2021

Board of Education General Counsel

II-18
Director Internal Audit
II-12
Executive Assistant to Superintendent
Superintendent
II-6
Chief of Staff
II-18

Chief Chief Chief Chief Chief Chief Chief Chief


Chief Human Chief of
Information Communications Academic Operations Equity Financial Accountability, Exceptional
Resources Schools
Officer and Community Officer Officer Officer Officer Research and Child
II-18 II-18 Relations Officer IV-18 II-18 IV-18 IV-18 II-18 Systems Education
II-18 Improvement IV-18
II-18

Summary:

General Fund Positions: 2

Categorical Fund Positions: 0 C-10 5/14/2019


Munis Unit No. IA1
Internal Audit
2020-2021

Superintendent

Director Internal Audit Clerk III


II-12 IA-5

Auditor 2 Investigator Risk


II-6 II-6

Summary:

General Fund Positions: 5


Submitted : 5/14/2019
Categorical Fund Positions: 0 C-11 Effective 7/1/2019
Munis Unit No. AB1
Chief of Staff
2020-2021

Superintendent

Assistant Secretary Administrative


Chief of Staff
to the Board IA-11 II-18 Secretary I IA-10

Executive Administrator
II-14 Clerk III
Executive Administrator Government and Community IA-5
Policy and Systems Relations II-14

Summary:

General Fund Positions: 6 Submitted 5/14/2019


Categorical Fund Positions: 0 C-12 Effective 7/1/2019
Munis Unit No. GC1
General Counsel
2020-2021

Superintendent

Administrative
General Counsel
II-18 Secretary I IA-10

Director Compliance
Coordinator Open Records
and Investigations II/IV-12 II-7

Investigator (5)
Compliance Clerk III
IA-10 IA-5

Clerk III IA-5

Clerk II IA-4

Summary:

General Fund Positions: 12 Submitted 5/14/2019


Categorical Fund Positions: 0 C-13 Effective 7/1/2019
Munis Unit No. AS1
Academic School Division
2020-2021

Superintendent

Chief of Schools Administrative Secretary I


IV-18 IA-10

Assistant IV-16 Assistant IV-16 Assistant IV-16 Assistant IV-16 Assistant IV-16
Superintendent Superintendent Superintendent Superintendent Superintendent
(Elementary Zone 1) (Elementary Zone 2) (Elementary Zone 3) (Middle) (High)

Assistant IV-16 Executive Director IV-13


Executive Administrator
Superintendent Activities & Athletics
School Choice II-14
Accelerated Improvement
Schools

Summary:

General Fund Positions: 2 Submitted 5/14/2019


Categorical Fund Positions: 0 C-14 Effective 7/1/2019
Munis Unit No. ON1
Academic School Division (Elementary Zone 1)
2020-2021

Superintendent

Chief of Schools

Assistant Superintendent
Secretary V IA-8
(Elementary Zone 1)
IV-16

Executive Administrator
Schools
(Elementary Zone 1)
IV-14

Clerk II IA-4

Summary:

General Fund Positions: 4 Submitted 5/14/2019


Categorical Fund Positions: 0 C-15 Effective 7/1/2019
Munis Unit No. TW1
Academic School Division (Elementary Zone 2)
2020-2021

Superintendent

Chief of Schools

Assistant Superintendent
Secretary V IA-8
(Elementary Zone 2)
IV-16

Executive Administrator
Schools IV-14
(Elementary Zone 2)

Clerk II IA-4

Summary:

General Fund Positions: 4 Submitted 5/14/2019


Categorical Fund Positions: 0 C-16 Effective 7/1/2019
Munis Unit No. TH1
Academic School Division (Elementary Zone 3)
2020-2021

Superintendent

Chief of Schools

Assistant Superintendent
Secretary V IA-8
(Elementary Zone 3)
IV-16

Executive Administrator
Schools
(Elementary Zone 3)
IV-14

Clerk II IA-4

Summary:

General Fund Positions: 4 Submitted 5/14/2019


Categorical Fund Positions: 0 C-17 Effective 7/1/2019
Munis Unit No. FO1
Academic School Division (Middle Schools)
2020-2021

Superintendent

Chief of Schools

Assistant Superintendent
Secretary V IA-8
(Middle Schools)
IV-16

Executive Administrator Schools


(Middle Schools)
IV-14

Clerk II IA-4

Summary:

General Fund Positions: 4 Submitted 5/14/2019


Categorical Fund Positions: 0 C-18 Effective 7/1/2019
Munis Unit No. SX1
Academic School Division (High Schools)
2020-2021

Superintendent

Chief of Schools

Assistant Superintendent (High Secretary V


Schools) IV-8
IV-16

Director Post Secondary Director Transition


Planning IV-12 Readiness (220) IV-12

Executive Administrator
Schools
(High Schools) 2 IV-14

Clerk II IA-4

Summary:

General Fund Positions: 5 Submitted 9/24/2019


Categorical Fund Positions: 0 C-19 Effective 9/24/2019
Munis Unit No. ST1
Transition Readiness
2020-2021

Superintendent

Chief of Schools

Assistant Superintendent Secretary V


(High Schools) IV-16 IA-8

Director Transition Readiness (220)


Director Post-Secondary Planning IV-12
IV-12

Secretary V
IA-8

Specialist Instructional Lead Career


School Business Partnership Specialist Resource Teacher (Master
Pathways 5 II-9
(220) II-9 (Transition Readiness) Scheduler) (195) III
(220) III

Clerk III (230) Clerk III IA-5


Resource Teacher (ILP)
IA-5 (195) III

Technician Data
Management/ Resource Teacher
Research IA-8 (UPS Career & Technical
Education) 41/59
III
(187)

Manager Skills U
(220)
II-10
Summary:

General Fund Positions: 15 Submitted 9/15/2020


Categorical Fund Positions: 1 C-20 Effective 9/16/2020
Munis Unit No. AE1 Superintendent
Adult and Continuing Education
2020-2021
Chief of Schools

Assistant Superintendent (High Schools)


IV-16

Director Post Secondary Planning


II-12

Coordinator Special Projects


(Financial) II-5
Secretary III IA-6
Clerk II (260) 8 Manager Skills U (220) II-10
(187) 4 IA-4 IA-6
Secretary II IA-5

Clerk I (260) 3
(187) 1 IA-3

Coordinator Program II-5 Coordinator Special Projects Instructor Adult Education Coordinator of Adult Basic
(260) 1 (187) 1 (Youth Opportunity Unlimited) II-5
II-5 (187) 12 Education II-7
ADLT

Career Coordinator Adult Education ESL


Coordinator Special Projects
Developer Programs (187) II-5
(ABE) 2 II-5 ADLT
Adult Ed (187) 6

Coordinator Adult Ed Basic


Instructor Adult Education Clerk I Program (187) II-5
(187) 2 IA-3
ADLT

Coordinator Program(187)
Career Development Assistant (Continuing Education) 2 II-5
(195) 4 IA-8

Summary:

General Fund Positions: 0 Submitted 9/24/2019


Categorical Fund Positions: 55 C-21 Effective 9/25/2019
Munis Unit No. AT1
Activities and Athletics
2020-2021

Superintendent

Chief of Schools

Executive Director
Secretary II
Activities and Athletics IV-13 IA-5

Specialist Clerk II Specialist Middle School Athletics


Academic Competition (187) IV-9 (260) 1 (187) 1 IA-4 (220) II/IV-9

Summary:

General Fund Positions: 6 Submitted 8/27/2019


Categorical Fund Positions: 0 C-22 Effective 8/27/2019
Munis Unit No. CH1
School Choice
2020-2021 Superintendent

Chief of Schools

Technician Data Management Executive Administrator Associate School


Research
IA-8
School Choice Choice II/IV-8
II-14

Technician Data Management/ Assistant Director


Research
Secretary II
IA-8
Student Assignment II-11 IA-5

Supervisor
Specialist Associate School Choice
Student Assignment
Student Services (220)
(220) II-8 II/IV-8
(220)
IV-9

Data Entry
Secretary II Clerk II 3 Clerk
IA-5
IA-4 IA-4

Summary:

General Fund Positions: 14 Submitted 8/18/2020


Categorical Fund Positions: 0 C-23 Effective 8/19/2020
Munis Unit No. AI1
Accelerated Improvement (AIS)
2020-2021

Superintendent

Chief of Schools
IV-18

Assistant IV-16
Technician Data Research
Superintendent Accelerated Secretary V
Management (230)IA-8 IA-8
Improvement Schools

Executive Administrator
Accelerated
Improvement Schools 2
IV-14

Instructional Lead
(220) 2 III

Summary:

General Fund Positions:7 Submitted 8/27/2019


Categorical Fund Positions: 0 C-24 Effective 8/27/2019
Cost Center AO1
Academic Services Division
2020-2021

Superintendent

Chief Academic Officer Administrative Secretary I


IV-18 IA-10

Assistant Superintendent Assistant Superintendent


Assistant Superintendent Director Academic
for Academic
School Culture & Climate Teaching & Learning Project Management
Support Programs &
IV-16 IV-16 Special Populations
IV-12
IV-16

Summary:

General Fund Positions : 3 Submitted 8/27/2019


Categorical Fund Positions: 0 C-25 Effective 8/27/2019
Munis Unit No. FI1
School Culture and Climate
2020-2021 Superintendent

Chief Academic Officer

Clerk II Secretary V
IA-4 IA-8

Assistant Superintendent Executive Administrator


Secretary/Bookkeeper I School Culture & Climate School Culture
IV-16
(220) IA-4
& Climate IV-14

Supervisor Director IV-12 Supervisor Assistant Director (220)


Manager Multi-Tiered IV-8
Bullying Pupil Personnel Safe Crisis Management Student Relations IV-II
Systems
Prevention
of Support IV-10
(220) IV-8
Technician Data Counselor Diagnostic/
Specialist Behavior Management Research
(220) IA-8
Assessment
Support Systems
(220) 2 (195) 2 II-6
Clerk II (220) 10 II-9 Supervisor Behavior Resource Teacher
(220) IA-4 Support Systems Safe Crisis
III
(220) IV-8 Management (195) 2 Resource Teacher III
Psychologist (200) Student Relations (195)
Resource Teacher IV-10 Resource Teacher
(195) 1 (187) 1
Manager (De-escalation Strategies)
(Bullying Prevention)
Social Emotional Learning (195) III Secretary II
III IA-5
(220) IV-10

Clerk II IA-4
Resource Teacher (195) (260) 2 (220) 1
(Social Emotional Learning
Dept) 2 III
Specialist Student
Resource Teacher (195) Relations (220) IV-9
(Social Emotional Learning
Dept) III
Counselor Secondary
School \ Student
Mental Health Practitioner Relations (215) IV-9
Re-engagement (195) 6
MHP/MHP

Summary: Coordinator Violence


MHP/
Clerk II IA-4 Prevention (195) 2 MHP
General Fund Positions: 30 Submitted 12/1/2020
Categorical Fund Positions: 22 C-26 Effective 12/2/2020
Munis Unit No. PP1
Pupil Personnel
2020-2021
Superintendent

Chief Academic Officer

Assistant Superintendent
Culture & Climate IV-16

Director Pupil Personnel Clerk II 2


IV-12 IA-4

Coordinator
Counselor Assessment 2 Attendance Systems Data Assistant Director Pupil
(220) Control/Student Records II-6 Personnel Court Liaison
IV-9 IV-10

Secretary II Clerk Records 6 Clerk II 3


IA-5 IA-4
IA-4

Summary:

General Fund Positions: 17 Submitted 6/9/2020


Categorical Fund Positions: 0 C-27 Effective 7/1/2020
Munis Unit No. CA1
Teaching & Learning
2020-2021
Superintendent

Chief Academic Officer

Clerk II Assistant Superintendent Teaching &


(260) 2 IA-4 Learning Secretary V
IV-16 IA-8

Director Title I/Title II/Title Executive Director Director Professional Coordinator Fiscal Executive Director
Library Media Services (Federal/State Curriculum Design &
IV & Programmatic Development & Learning
IV-13 IV-12 Grants) II-5 Learning Innovation
Supports IV-12
IV-13

Technician Data Manager Academic


Supervisor Leadership & Assistant Director Multi-Tiered Systems
Manager Literacy Professional Development Management IV-10
Professional Learning & Support (220)
Support ( 220) IV-10 ( 220) IV-8 Research 1 IA-8
IV-8 Development (215) IV-II

Clerk II IA-4

Technician Data
IA-8
Management Research

Secretary II IA-5

IB-10
Worker School
Maintenance Clerk III (185) IA-5

Clerk II (220) 2
IA-4

Summary:

General Fund Positions: 18 Submitted 6/9/2020


Categorical Fund Positions: 1 C-28 Effective 7/1/2020
Munis Unit No. TI1
Title I, II, IV & Program Support
Superintendent
2020-2021

Chief Academic Officer

Assistant Superintendent
Teaching & Learning

Director Title I/II/IV and Title I Parent


Secretary II
IA-5 Programmatic Support IV-12
Advisory Council

Monitor In-School Specialist Title I Component Supervisor Gifted &


Clerk II Talented/Advance
IA-4 Security 2 IB-5 (260) 1 (220) 1 IV-9
Program (220) IV-8

Supervisor Title IV
(220) IV-8 Instructional Coach
Gifted Education
(190) III

Summary:

General Fund Positions: 5 Submitted 8/6/2019


Categorical Fund Positions: 5 C-29 Effective 8/6/2019
Munis Unit No. LI1
Library Media Services
2020-2021 Superintendent

Chief Academic Officer

Assistant Superintendent for


Teaching & Learning

Clerk Curriculum
Executive Director
Resource Center Secretary II IA-5
IA-4 Library Media Services IV-13
2

Librarian Resource Instructional Lead Librarian Supervisor Archives


Technician Media
IB-8 Instructional (194) III (220) III and Retrieval Systems II-8

Technician Data IA-8 IA-3


Clerk I
Management/Research Clerk II
Specialist IA-4
Library Media Services
(220) IV-9
Worker II
Warehouse IB-5
Librarian Web Content Librarian Digital Services
(194) III (194) III
Technician Data
Management Research
Clerk I Clerk Library Technical
IA-3 IA-8
Services IA-3

Clerk II Librarian Metadata


IA-4
(194) III

Technician Data IA-8


Management/Research 2 Clerk I IA-3
Summary:

General Fund Positions: 22 Submitted 12/1/2020


Categorical Fund Positions: 0 C-30 Effective 12/2/2020
Munis Unit No. CM1
Teaching & Learning Superintendent
Innovation
2020-2021

Chief Academic Officer

Assistant Superintendent
Teaching & Learning
Clerk II IA-4 Secretary III IA-5

Executive Director Curriculum Design


& Learning Innovation IV-13
Clerk I (210) IA-3 Technician Computer
Lab IA-7

III Instructional Lead Instructional Lead Instructional Lead Instructional Lead


Instructional Lead Instructional Lead
(World Language) (ELA) Grades 9-12 (ELA) Grades 6-8 (ELA) Grades K-5
(Social Studies) (220) (Science) (220)
III (220) III (220) III (220) III (220) III

Instructional Lead III III Instructional Lead Instructional Lead Instructional Lead
Instructional Lead Instructional Lead
(Music Curriculum) (Math) Grades 9-12 (Math) Grades 6-8 (Math) Grades K-5
(Arts Curriculum) (220) (Practical Living) (220)
(220) III (220) III (220) III (220) III

Instructional District Resource


Instructional Instructional Instructional Resource Resource
Coach (Social Teacher
Coach (ELA) Coach (Math) Coach (Science) Teacher Teacher
Studies) Professional
190) (190) (190) (195) 3 (Reading
III III III (190) III III Development &
Recovery)
Deeper Learning
(195) 3
III (210) 6 III

Summary:

General Fund Positions: 30 Submitted 8/4/2020


Categorical Fund Positions: 3 C-31 Effective 8/5/2020
Munis Unit No. SP1
Academic Support Programs Superintendent
2020-2021 Guidance Center

Chief Academic Officer Executive Administrator


Academic Support
Technician Data Management Programs and Special
Research Populations IV-14
IA-8 Assistant Superintendent
Academic Support Programs and
Special Populations IV-16
Secretary II Secretary V IA-8
IA-5

Director ESL
IV-12 Specialist
Manager Family Resource/ Specialist Community Support Manager District Executive Director
Youth
(Counselor) Health Early Childhood
Service Centers II-9
IV-10 IV-9 II/IV-10 IV-13

Coordinator Community
Support Program
Technician Data 4 II-3
Specialist Mental
Management/Research
IA-8 Health Services
(220) IV-9 Secretary/Bookkeeper
II IA-5

Clerk II (220) 2
IA-4 Coordinator Special
Projects (187) II-5

Summary:

General Fund Positions: 15 Submitted 9/29/2020


Categorical Fund Positions: 2 C-32 Effective 9/30/2020
Munis Unit No. HP1
Physical Development and Health Services
2020-2021
Superintendent

Chief Academic Officer

Assistant Superintendent Academic Support


Programs & Special Populations
IV-16

Manager District Health Secretary II


IA-5
IV-10

Nurse Practitioner Nurse Health


Technician Health Coordinator Health Screening (187) 1 Clerk II (190)
Health Services
Services Services II-8 (185) 2 IA-7 IA-4
(220) II-5 (220) II-6
(260) 5 (185) 1

Summary:

General Fund Positions: 14 Submitted 6/9/2020


Categorical Fund Positions: 0 C-33 Effective 7/1/2020
Munis Unit No. LE1 Superintendent
ESL
2020-2021
Chief Academic Officer

Assistant Superintendent
Academic Support Programs & Special
Populations IV-16

Director ESL
IV-12

Technician Data Management/


Specialist ESL (Instruction) Coordinator Bilingual
Research IA-8 Coordinator
Clerk
ESL Intake
(220) IV-9 Language Services (240)
II-5 II-5
Clerk/Bookkeeper IA-4
Resource Teacher (ESL) Liaison IA-7 Facilitator Bilingual Language
(195) 9 III Community Bilingual (220)
Resource Teacher (ESL) Support (220) 2 IA-8
(187) III
Resource Teacher (ESL)
(195) 2 III Facilitator Technician Data
IA-7
Counselor Secondary School Enrollment Bilingual(220) Management/ Research IA-8
(215) IV-9
Clerk I (220) IA-3

Clerk I (220) Liaison IA-7


IA-3
Transportation Bilingual (220)

Coordinator ESL Intake Technician Data Bilingual


Assessment (240) II-5 (220) IA-7

Clerk II (220) IA-4


Facilitator Bilingual Assessment
(220) 5 IA-7
Receptionist/Clerk IA-3

Clerk I (220) IA-3


Summary:

General Fund Positions: 33 Submitted 9/29/2020


Categorical Fund Positions: 4 C-34 Effective 9/30/2020
Munis Unit No. EA1 (1 of 2)
Early Childhood Superintendent
2020-2021

Chief Academic Officer

Assistant Superintendent Academic Support Programs &


Special Populations

Executive Director Early Childhood Secretary II IA-5


IV-13

Specialist Budget and


Specialist Early Childhood Specialist Early Childhood
Management Operations
Operations II-9 Compliance and
(220) II-9 Associate Principal
Comprehensive Services Early Childhood
IV-9 IV-10
(230) 3
Technician Data Management/
Clerk Accounting IA-5
Research IA-8 Coordinator Early Associate Principal
Childhood (220) 2 II-6 Early Childhood (230) 2 IV-10

Coordinator Early Childhood Clerk/Bookkeeper (195) IA-4


Operations (230) II-6
Liaison Early Childhood
Clerk II
Comprehensive Services
(260) 1 (220) 1 IA-4
(187) 6 IA-10

Supervisor Early Childhood


Student Placement Clerk II (230)
IA-4
(220) II-8

Clerk Early Childhood


Student Placement
(230) 6 IA-5
Summary:

General Fund Positions: 3 Submitted 12/10/2019


Categorical Fund Positions: 29 C-35 Effective 12/11/2019
Superintendent
Munis Unit No. EA1 (2 of 2)
Early Childhood
2020-2021
Chief Academic Officer

Assistant Superintendent Academic Support


Programs & Special Populations
II-16

Executive Director Early Childhood


IV-13

Manager Early Childhood


Manager Early Childhood Specialist Child Development and
IV-10 IV-9 (Community Education/IV-10
Education Community Relations)

Specialist Early Childhood Supervisor Early Childhood


IV-9 Clerk II 2
IA-4 School Readiness (220)
IV-8
Supervisor Early Childhood
(210) IV-8

Receptionist/Clerk
IA-3 Secretary/Bookkeeper
IA-4

Summary:

General Fund Positions: 1 Submitted 6/9/2020


Categorical Fund Positions: 8 C-36 Effective 7/1/2020
Munis Unit No. DE1
DuValle Education Center Superintendent
2020-2021

Chief Academic Officer

Assistant Superintendent Academic Support


Programs & Special Populations

Executive Director Early Childhood


IV-13

Manager Early Childhood IV-10


(Community Education/Community
Relations)

Clerk I
Secretary/Bookkeeper II IA-5 IA-3

Worker Preventive Maintenance Bookkeeper


IA-4
(230) IB-5

Facilitator Safety and Security


2 IB-5

Summary:

General Fund Positions: 7 Submitted 8/27/2019


Categorical Fund Positions: 0 C-37 Effective 8/27/2019
Munis Unit No. CC1
Communications and Community Relations
2020-2021

Superintendent

Chief Communications and Administrative


Community Relations Officer Secretary I IA-10
II-18

Coordinator
Marketing II-7 Specialist II-9 Manager Information
Creative Services and Communications
(220) II-10

Coordinator Communication
Assistant Marketing IA-9 and Information II-7

Coordinator Video
Administrative Assistant Communications II-7
Communications Community
Relations IA-8
Coordinator Social Media
Content (220) II-5

Technician Video IA-13

Summary:

General Fund Positions: 10 Submitted 12/10/2019


Categorical Fund Positions: 0 C-38 Effective 12/11/2019
Munis Unit No. MP1
Materials Production
2020-2021
Superintendent

Chief
Communications and Community
Relations Officer

Specialist
Secretary/Bookkeeper II Secretary II IA-5
IA-5 Creative Services (220) II-9

Coordinator Production Technician Print Graphic IA-6 Representative Call


Services II-7 Systems IA-7 Designer Associate 2 Center 3 IA-4

Clerk Bindery/
Distribution Printer Production 2 Graphic Designer 3 Clerk Receptionist/
2 IA-5 IA-9 IA-9 Information IA-4

Technician Bindery/
Printer Senior
Copy Assistant Editorial 3
Production IA-10
2 IA-5 IA-9

Summary:

General Fund Positions: 24 Submitted 12/10/2019


Categorical Fund Positions: 0 C-39 Effective 12/11/2019
Cost Center HU1
Human Resources Division
2020-2021

Superintendent

Support Services Aide Chief Human Resources Administrative Secretary I


IA-2 II-18 IA-10

Director Labor II-12


Executive Administrator Manager HR Quality Manager Employee
Management and
Personnel Control Services
IV-14 II-10 II-10 Employee Relations

Summary:
Submitted 5/14/2019
General Fund Positions: 4 C-40 Effective 7/1/2019
Munis Unit No. CT1
Human Resources Personnel Service
2020-2021
Superintendent

Chief Human Resources


II-18

Executive Administrator Personnel


Secretary III IA-6
IV-14

Specialist Human Resources Associate Employee Coordinator Specialist Substitute


(260) 3
Specialist – Certification
II-9 (220) Retention II-8 Recruitment II-6 Center II-9 & LEAD
(220) 3 IV-9

Assistant Human Resources (6)


II-6 Clerk Senior Approval Clerk Certification
Substitute Center and LEAD IA-5
IA-7
Clerk Recruitment & Staffing
6 IA -5
Clerk III IA-5
(260) 3 (185) 2
Technician Human Resources
Position Control 3 II-5

Clerk HR Processing
6 IA-5

Summary:

General Fund Positions: 40 Submitted 11/10/2020


Categorical Fund Positions: 0 C-41 Effective 11/11/2020
Munis Unit No. ER1
Labor Management and Employee Relations
2019 - 2020

Superintendent

Chief of Human Resources


II-18

Director Labor Management


and Employee Relations II-12

Consultant Employee Technician Work Verification


Clerk III 2 Secretary III IA-6
Relations 4 II-7 IA-5 IA-8

Summary:

General Fund Positions: 9 Submitted 11/10/2020


Categorical Fund Positions: 0 C-42 Effective 11/11/2020
Munis Unit No. BA1
Benefits and Employee Services
2020-2021

Superintendent

Chief Human Resources

Manager Employee Services Clerk III IA-5


II-10

Coordinator Leave Center Consultant Workers


Coordinator Welcome Center Coordinator Employee Benefits II-5
II-6 II-6 II-6 Compensation

Clerk HR Welcome Center 4


IA-5 Advisor Employee Leave
Advisor Employee Benefits 3
IA-6
3 IA-6

Clerk Receptionist/Information 2
IA-4

Summary:

General Fund Positions 18 Submitted 12/10/2019


Categorical Fund Positions: 0 C-43 Effective1/1/2020
Cost Center OP1
Operations Services Division
2020-2021
Superintendent

Administrative
Chief Operations Officer
II-18 Secretary I IA-10

Executive Administrator
Executive Administrator Executive Administrator
Manager Geographic School Executive Administrator
Transportation Property Management &
Information Systems II-10 and Community Security and
Services Maintenance & Support
Nutrition Services II-14 II-14 Investigations
Services II-14 II-14

Technician GIS Support


Manager Special
IA-10 Director Safety and
Director Facility Planning Projects
Environmental ServicesII-12 II-12 II-10

Auditor Attendance IA-6

Liaison Human Capital


(260) II-7

Summary:

General Fund Positions: 7 Submitted 8/18/2020


Categorical Fund Positions: 0 C-44 Effective 8/19/2020
Munis Unit No. SN1 (1 of 2)
School and Community Nutrition Services
2020-2021 Superintendent

Chief Operations Officer

Executive Administrator School and


Secretary III
Community Nutrition Services II-14 IA-6

Coordinator Records Coordinator II-7 Coordinator Nutrition Assistant Director School Coordinator Equipment
and Reports Nutrition Initiatives Services Operations and Community Procurement and Food
II-7 II-11
II-7 Nutrition Services Safety II-7

Clerk II 2 IA-4 Clerk II Consultant School and


IA-4 Clerk II 2 Clerk II
IA-4 Community Nutrition II-5 IA-4
Services (260) 1 (215) 7
Technician Computer Lab
3 IA-7
Coordinator Menu Coordinator Child and Adult
Planning/Special Dietary Technician Field Nutrition
Services Care Program, Summer Food
Needs (220) II-7
2 IB-12 Service Program
Fresh Fruit Vegetable Program
(260) II-5
Liaison Human Capital
Technician Dietetic
Nutrition Services (220) 8
(220)
II-5
II-4 Clerk II 3 IA-4
(effective 3/23/2020)

Coordinator Nutrition Services I (187) Bookkeeper IA-4 Trainer Nutrition Services


119 1B-4
(187) 4
Coordinator Nutrition Services II (187)
1B-4
25 IB-3
Lead Assistant Nutrition Services
(185) 147 1B-FS + Increment
Assistant Nutrition Services (183) 580
Summary: 1B-FS
General Fund Positions: 0 Submitted 3/19/2020
Categorical Fund Positions: 916 C-45 Effective 7/1/2020
Munis Unit No. SN1 (2 of 2)
Superintendent
School and Community Nutrition Services
2020-2021

Chief Operations Officer

Executive Administrator
Executive Chef Nutrition School and
Service Center (202) II-5 Community Nutrition Services
II-14
Secretary II IA-5

Assistant Director Nutrition Service


Assistant Operations Clerk II 3 IA-4
IB-5 Center II-11

Coordinator Warehouse Coordinator Coordinator Food II-6 Lead Maintenance


and Transportation II-6 Food Procurement II-7 Production Nutrition Service Lead Technician Preventative
Center IB-11 Maintenance
Nutrition Service
Center IB-11
IB-11
Clerk III (260) IA-5 Assistant Production
Receiver Central
IB-6 Nutrition (260) 6 (187) 3
IB-1

Driver Lead Assistant Production


(187) 13 IB-5 Nutrition (187) IB-1

Assistant Production Nutrition


Clerk II (220)
IA-4 (260) 2 (187) 8 IB-1

Foreman Nutrition Coordinator Packaging/ Lead Assistant Production


Warehouse II-5 Assembly II-5 Nutrition (260) IB-1

Worker II Warehouse Assistant Production Nutrition


9 IB-5 Lead Assistant Production (260) 2 (187) 12 IB-1
Nutrition (260) IB-1

Clerk II (220)
Summary: IA-4

General Fund Positions: 0 Submitted 3/19/2020


Categorical Fund Positions 76 C-46 Effective 7/1/2020
Munis Unit No. TR1
Transportation Services
2020-2021 Superintendent

Chief Operations Officer

Supervisor Executive Administrator


Secretary III IA-5
Vehicle Maintenance Transportation Services II-14
II-8

Specialist Technician Data Management/ Coordinator Bus Driver Bus/Trainer


IV-9 Clerk II 3
(Transportation) IA-4 Research IA-8 Driver TrainingII-6 3 II-4

Specialist Transportation Specialist Transportation Specialist Transportation Secretary II


II-9 II-9 II-9 IA-4

Coordinator Bus Coordinator Bus Compound Coordinator Bus Compound


Compound 4 II-6 4 II-6 5
II-6

Assistant
Monitor Bus (184) Assistant
Coordinator Bus
Assistant Compound (230) 4 II-4 16 IA-3 Coordinator Bus II-4
Coordinator Bus II-4 Compound (230) 5
Compound (230) 4
Driver Bus /Compound Driver Bus (184)
Assistant (184) 4 356 Driver Bus/Compound
Driver Bus/Compound IB-5 IB-5 Assistant (184) 5
Assistant (184) 4 IB-5 IB-5

Monitor Bus (184) Driver Bus (184) Driver Bus (184) Monitor Bus (184)
16 IA-3 356 IB-5 357 16
IB-5 IA-3

Assistant Special Needs


Transportation
(184) 124 IB-3
Summary:

General Fund Positions: 1295


Submitted 8/27/2019
Categorical Fund Positions: 0 C-47 Effective 8/27/2019
Munis Unit No. VM1 Superintendent
Vehicle Maintenance
2020-2021

Chief Operations Officer

Executive Administrator Transportation


Services II-14

Supervisor Vehicle Maintenance


II-8

Technician Data Management/


Clerk II IA-4 Clerk III
Research IA-8 IA-5

Foreman II-5 Foreman Mechanic


Foreman Body Shop II-5 Foreman Mechanic
Compound Attendants (Mechanical Blankenbaker
(Mechanica Nichols
2nd Shift) II-5
II-5 1st Shift)
Lead Worker IB-11
Lead Worker IB-11

IB-10 Attendant Compound Lead Worker IB-11


Worker Body 4 Worker Utility IB-3 IB-3
(230) 14 IB-3 Worker Utility
Worker Seat and Glass Inspector Mechanic IB-11 Inspector Mechanic 3
IB-8 Attendant Compound IB-11
2 IB-10 &
(2nd Shift) (230) 13 IB-3 Mechanic A & B 7 Mechanic A & B 11
Technician Transmission IB-8
Rebuilder IB-10 IB-10 & IB-8

Lead Worker IB-11

Worker Utility IB-3 Foreman Mechanic (Mechanical Foreman Mechanic (Mechanical Foreman Mechanic (Mechanical
Nichols Truck Shop) II-5 Nichols 2nd Shift) II-5 Blankenbaker 1st Shift) II-5
Worker Tire 2 IB-7

Lead Worker II-11 Lead Worker IB-11


Lead Worker IB-11 Worker Utility IB-3 Worker Utility IB-3
Worker Utility IB-3 Inspector Mechanic 2 IB-11 Inspector Mechanic 2 IB-11
Inspector Mechanic IB-11 Mechanic/ Mechanic/
Mechanic/ Mechanic A & B 10 Mechanic A & B 7
Summary: Mechanic A & B 7 IB-7, IB-8, IB-10 IB-7, IB-8, IB-10
IB-7, IB-8, IB-10
General Fund Positions: 111 Submitted 5/14/2019
Categorical Fund Positions: 0 C-48 Effective 7/1/2019
Munis Unit No. PM1 (1 of 2)
Property Management and
Maintenance Superintendent
2020-2021

Chief Operations Officer

Executive Administrator Property


Management and Maintenance Secretary III
Support Services IA-6
II-14

Specialist Mechanical Specialist Warehouse & Supervisor Assets, Surplus


Supervisor Housekeeping Services
Maintenance II-9 Distribution Services II-8 & Auction Services II-8
II-9

Foreman Plumbing II-5 Coordinator Digital Control Systems II-7 Coordinator Housekeeping Assistant II-4 Driver 4
Plumbing positions 15 Digital Control positions 10 Services II-6 Housekeeping IB-5
IB-5/IB-7/IB-9/IB-11 IB-5/IB-7/IB-9/IB-11
Welder 2 IB-10
Worker Sheet Metal IB-6 Coordinator Mechanical Systems II-7 Foreman II-5 Lead Worker
Technician Property
Foreman Mechanical Maintenance II-6 Housekeeping Services 8 Housekeeping
Lead Technician 2 IB-13 Records 4
Service IB-9 IA-9
Pipefitter 5 IB-11
Technician Preventative Maintenance 2 IB-8
Technician Nutrition Mechanical Maintenance positions 16
Refrigeration 2 IB-11 IB-5/IB-7/IB-9/IB-11 Lead Housekeeping Team 7 (220) II-4 Worker Housekeeping Services 3
Plant Operator 145 II-3 & /IB-5
Lead Custodian 44 IB-4
Custodian 500 IB-2 IB-5

Technician Maintenance Support IA-6


Data Entry Clerk IA-4
Clerk III IA-5
Custodian
2 IB-2

Clerk/Bookkeeper
IA-4

Secretary I IA-4
Summary:

General Fund Positions: 788 Submitted 3/19/2020


Categorical Fund Positions: 4 C-49 Effective 7/1/2020
Munis Unit No. PM1 (2 of 2)
Property Management and
Maintenance
2020-2021 Superintendent

Chief Operations Officer

Executive Administrator Property


Management and Maintenance &
Support Services II-14

Specialist General Maintenance &


Specialist Maintenance Grounds II-9
& Renovations II-9

Coordinator Grounds II-6 Technician


Locksmith positions 6 Maintenance
Foreman Roofing II-5 Coordinator Renovations II-6 Support IA-6
Roofing positions 14 IB-5/ IB-7/ IB-9
IB-5/IB-7/IB-9 Foreman Grounds 2 II-5
Foreman Renovations II-5 Groundsworker positions 50
Plumbing positions 5
Foreman Paint Shop II-5 IB-3/ IB-4/ IB-5
Foreman Electric II-5 Painter Glazier positions 15 Clerk II IA-5
Electric Positions 14 IB-5/ IB-7/ IB-9/ IB-11 IB-5/ IB-7
Electric positions 4 Mechanic Tractor IB-8
IB-5/ IB-7 /IB-9/ IB-II
Fire Alarm positions 5 IB-5/ IB-7/ IB-9/ IB-11
IB-5/ IB-7 /IB-9/ IB-11
Painter/Glazier positions 4
Kitchen Equipment position 4
IB-5/ IB-7/ IB-9 IB-5/ IB-7
Foreman General Maintenance II-5
Plasterer 2 IB-7
General Maintenance positions 8
Foreman Preventative Maintenance II-5 IB-5/ IB-7/ IB-9
Lead Painter/Glazier IB-8 General Maintenance positions 14
IB-5/ IB-7/ IB-9
Clerk Work Order IA-4
Technician Maintenance
IA-6
Support
Clerk II IA-4

Summary:

General Fund Positions: 165 Submitted 3/19/2020


Categorical Fund Positions: 0 C-50 Effective 7/1/2020
Munis Unit No. SU1
Supply Services Superintendent
2020-2021

Chief Operations Officer

Executive Administrator Property


Management & Maintenance &
Support Services II-14

Specialist Warehouse & Distribution Clerk Warehouse


Services IA-4
II-9

Foreman Parts Warehouse Lead Mail Service Driver/Courier


II-6 IA-11 IB-5

Lead Person Warehouse


IB-6
Worker II Warehouse 7
Worker II Warehouse 10 IB-5
IB-5

Driver 9
IB-5

Summary:

General Fund Positions: 32 Submitted 5/14/2019


Categorical Fund Positions: 0 C-51 Effective 7/1/2019
Munis Unit No. FA1
Facility Planning
2020-2021

Superintendent

Chief Operations Officer

Director
Secretary II
Facility Planning II-12 IA-4

Draftsman School Plan/


Architect Inspector Roofing Inspector Projects 2 Engineer 2 II-9
Inspector Projects II-5 II-9 II-5 II-5
(Mechanical or Electrical)

Summary:

General Fund Positions: 9 Submitted 5/14/2019


Categorical Fund Positions: 0 C-52 Effective 7/1/2019
Munis Unit No. SF1
Safety and Environmental Services
2020-2021

Superintendent

Chief Operations Officer

Secretary II
IA-5

Director II-12
Auditor Energy Clerk II 2
IA-13 Safety and Environmental Services IA-4

Coordinator Environmental Inspector Safety 2 Coordinator Abatement Program Trainer CPR/First Aid
II-7 II-5 II-7 IA-6

Worker Pest Control 4 Inspector Asbestos


IB-5 IB-12

Worker Fire Extinguisher


IB-6

Summary:

General Fund Positions: 16 Submitted 5/14/2019


Categorical Fund Positions: 0 C-53 Effective 7/1/2019
Munis Unit No. SI1
Security and Investigations
2020-2021
Superintendent

Chief Operations Officer

Secretary II
IA-5
Executive Administrator Security
Security Monitor
and Investigations
In-School II-14
Clerk III
IA-5

Supervisor Coordinator
Internal Security II-8 In-School Security II-5

Monitor District Security


Investigator Security 3 Officer Security 4
II-5 IB-6
(260) 10 IB-5

Operator Radio
(Security) 5 IA-7

Summary:

General Fund Positions: 27 Submitted 5/14/2019


Categorical Fund Positions: 0 C-54 Effective 7/1/2019
Munis Unit No. DV1
Diversity, Equity and Poverty Divison Superintendent
2020-2021

Executive Administrator
Diversity, Equity, Poverty Chief Equity Officer Administrative Secretary I
IV-14 IA-10
IV-18

Poverty, Disenfranchised Groups Diversity Equity Internal Equity External

Specialist Manager Diversity Specialist


Specialist II-9 Diversity, Equity, Poverty (Employee Equity
Diversity, Equity, Poverty
Groups) II-10 Manager Diversity
Access and Opportunity 3 (220) II/IV-9 (SBDM) II/IV-9 II-10

Social Worker Foster Care/ Associate Satellite Technician Data IA-8 Specialist Community
Homeless Support Offices II-8 Management/Research Affairs II-9
(215) III

Manager Community Instructional Lead


Social Worker Foster Care Data & Program Specialist II/IV-9 Diversity, Equity, Poverty
Reviewer II-10 Diversity, Equity, Clerk III (220) III
(215) 2 III
Poverty (220) IA-5
(Teacher Residency) Technician Data
Coordinator Parent Resource Teacher
Associate II-8 Management Research
Diversity, Equity, Poverty
Relations (195) III Coach
II-7 IA-8
(Community Information) Residency
(195) 3
III
Specialist
Liaison Community Technician Data Specialist Diversity Diversity, Equity,
3 IA-7 Management/Research Hiring II-9 Poverty
2 IA-8 (Multicultural Education)
(220) II/IV-9
Clerk III (220)
IA-5 Liaison Community
Resource
Teacher (195)
Bilingual (187) IA-7 2 III

Associate Diversity, Equity,


Poverty (220) II-8

Coordinator Diversity
Summary: II-7

General Fund Positions: 31 Submitted 12/1/2020


Categorical Fund Positions: 9 C-55 Effective 12/2/2020
Munis Unit FS1
Financial Services Division
2020-2021

Superintendent

Chief Financial Officer Administrative Secretary I IA-10


II-18

Executive Administrator Executive Administrator Executive Administrator


Accounting Director Purchasing
Budget Payroll
II-14 II-14 II-12 II-14

Summary:

General Fund Positions: 2 Submitted 5/14/2019


Categorical Fund Positions: 0 C-56 Effective 7/1/2019
Munis Unit No. FP1
Budget
2020-2021

Superintendent

Chief Financial Officer

II-14
Executive Administrator Budget

Supervisor Budget
II-8

Technician Data Management/


Clerk III 3 Coordinator Budget 2
II-5 Research 2 IA-8
IA-5

Summary:

General Fund Positions: 9 Submitted 5/14/2019


Categorical Fund Positions: 0 C-57 Effective 7/1/2019
Munis Unit No. AC1
Accounting Services
2020-2021
Superintendent

Chief Financial Officer

Executive Administrator Accounting


II-14

Supervisor Grants and Specialist Fiscal


Supervisor Accounting
Awards Accounting (220) II-8 Operations
II-8 II-9

Technician Data IA-8


Coordinator Accounts
Coordinator Accounting Management/Research
II-5 Payable II-5

Technician Bond Clerk Senior Expense


IA-7 Control Clerk III
IA-7 IA-5

Clerk Revenue 2 IA-5 Clerk Accounts Payable


and Approval (260) 8IA-5
Technician Data/ IA-8
Management Research
Clerk Accounts Payable and
Approval 2 IA-5
Technician School
Finance (220) IA-8
Technician Accounts
Technician Finance Payable Finance IA-8
Support IA-8

Clerk Accounting
IA-5
Summary:

General Fund Positions: 24 Submitted 11/10/2020


Categorical Fund Positions: 2 C-58 Effective 11/11/2020
Munis Unit No. GA1
Grants and Awards Accounting
2020-2021

Superintendent

Chief Financial Officer

Executive Administrator Accounting


II-14

Supervisor (220) II-8


Grants and Awards Accounting

Coordinator Grants and II-5


Awards Accounting (235)

Clerk Senior
IA-7
Accounting

Clerk Accounting Clerk Accounting 6


IA-5 IA-5

Summary:

General Fund Positions: 9 Submitted 6/11/2019


Categorical Fund Positions: 1 C-59 Effective 7/1/2019
Munis Unit No. PR1
Payroll and Cash Management
2020-2021

Superintendent

Chief Financial Officer

Executive Administrator Payroll


II-14

Manager Payroll
II-10

Technician Finance
Coordinator Payroll Technician Payroll System
II-7 System IA-8 IA-8

Assistant Payroll Program II-5 Clerk Senior Deduction


Clerk Retirement IA-7 IA-7 Clerk Deduction 3 IA-5
2

Technician Payroll
(260) 6 (220) 1 IA-8

Summary:

General Fund Positions: 19 Submitted 3/19/2020


Categorical Fund Positions: 0 C-60 Effective 3/20/2020
Munis Unit No. PU1
Purchasing
2020-2021

Superintendent

Chief Financial Officer

Director Purchasing
II-12

Coordinator
Buyer 5
IA-11 Purchasing/Bids II-7

Clerk Senior Technician Purchasing


IA- 7 Clerk Purchasing/Bid 6
Purchasing/Bid IA-5 IA-8

Summary:

General Fund Positions: 15 Submitted 3/19/2020


Categorical Fund Positions: 0 C-61 Effective 7/1/2020
Munis Unit TD1
Technology Division
2020-2021

Superintendent

Chief Information Officer Administrative Secretary I


II-18 IA-10

Manager
Executive Director Technology
Executive Administrator Executive Administrator Digital Privacy and
Integration
Digital Innovation & Program Information Technology Cybersecurity (220)
Management II-14 IV-13 II-10
IV-14

Clerk II IA-4 Coordinator


Instructional Lead Digital Product Integration II-7
Innovation 3 (195) III

Instructional Lead
Digital Innovation 2
(195) III Instr
ucti
onal
Technical Lead Digital
Innovation Coa
5 (195) III

Summary:

General Fund Positions: 14 Submitted 6/23/2020


Categorical Fund Positions: 2 C-62 Effective 6/24/2020
Munis Unit No. MI1
Information Technology
2020 – 2021 Superintendent

Chief
Information Officer

Clerk Executive Administrator Information


Documentation IA-6
Secretary III IA-6
Technology II-14

Assistant Director Application & Data Services Assistant Director Infrastructure Services
II-11 II-11

Associate Systems
Webmaster Specialist Enterprise Administrator Cyber Specialist II-9 Supervisor IT
Architect 4 II-9
Engineer 4
IA-14 II-8 Security 3 II-7 Network Engineer 4 Operations II-8

Specialist Associate Coordinator Technical


II-9 Coordinator Technical Coordinator Service
Database 2 Software Engineer Services 2 Coordinator
7 II-8 Services 10 Network 3 II-7 Delivery II-7
IB-13
IB-13

Developer Coordinator Technical Coordinator Technical


Software 5 II-7 Services 3 IB-13 Services 5 IB-13
Coordinator Information
Security
II-7

Specialist II-9
Network Architect

Summary:

General Fund Positions: 2 Submitted 12/1/2020


Categorical Fund Positions: 0 C-63 Effective 12/2/2020
Munis Unit No. CE1
Technology Integration
2020-2021

Superintendent

Chief
Information Officer IV-18

Clerk II Executive Director Technology Technician Instructional


IA-4 Integration (220) II-13 Technology Data Management
IA-8

Specialist IV-9
Liaison IT3 Project Coordinator Training
Technology Integration (220) Management 3
II-7 II-7 Coordinator Technology Coordinator
Integration II-7 Technology
Support IA-15

Technician Data Management Technician Computer Lab 3


Research IA-8 IA-7
Professional
Customer Care
Professional Customer Care Technology 7
Technology 7 IA-12 IA-12

Summary:

General Fund Positions:28 Submitted 06/23/2020


Categorical Fund Positions: 0 C-64 Effective 06/24/2020
Munis Unit No. EV1
Accountability, Research and Systems
Improvement
2020-2021

Superintendent

Chief Accountability, Research and


Administrative Secretary I
Systems Improvement IA-10
II-18

Director Resource Executive Administrator Manager Testing II/IV-10


Development II-12 Research and Systems
Improvement
II-14

Summary:

General Fund Positions: 2 Submitted 5/14/2019


Categorical Fund Positions: 0 C-65 Effective 7/1/2019
Munis Unit No. RD1
Resource Development
Superintendent
2020-2021

Chief of Accountability, Research &


Systems Improvement

Director Resource Development


II-12

Developer Grants (230) 3 Secretary II


II-8 IA-5

Summary:

General Fund Positions: 5 Submitted 5/14/2019


Categorical Fund Positions: 0 C-66 Effective 7/1/2019
Munis Unit No. PL1
Systems Improvement
2020-2021 Superintendent

Chief of Accountability, Research and


Systems Improvement

Executive Administrator Research


and Systems Improvement II-14

Specialist Research & Specialist Research & Specialist Research & Specialist Accountability
Specialist Accountability
Evaluation II-9 Evaluation II-9 Evaluation II-9 & Data Systems II-9
and Data Systems
II-9

Coordinator Data
Coordinator Program Coordinator Data Technician Data IA-8 Systems II-7
Analysis II-5 Research II-7 Management Research
Technician Data
Support IA-14 Technician Data
Management Research
Specialist Systems IA-8
Technician Data IA-8
Improvement &
Management Research
Planning II-9

Supervisor Systems
Improvement & Planning
(220) II-8

Technician Data
Management Research
IA-8

Summary:

General Fund Positions: 15 Submitted 6/11/2019


Categorical Fund Positions:1 C-67 Effective 7/1/2019
Munis Unit No. TS1
Assessment
2020-2021
Superintendent

Chief Accountability, Research &


Systems Improvement

II-10
Manager Testing

Technician Data Management/


Clerk II Technician Assessment Support
Research 3 IA-8 IA-4 IA-4

Summary:

General Fund Positions: 6 Submitted 5/14/2019


Categorical Fund Positions: 0 C-68 Effective 7/1/2019
Munis Unit No. EC1 Superintendent
Exceptional Child Education Administrative Secretary I IA-10
2020-2021
Chief Exceptional Child Education
IV-18 Secretary V IA-8

Secretary II 3 Assistant
Assistant Director Director Exceptional
Exceptional Lead Psychologist Secretary II
IA-5 Child Education
Child Education 3 3
IV-11 IV-11 IV-11 IA-5

Diagnostician
Specialist PT/OT Services Exceptional Child Diagnostician Exceptional Child
Manager ECE- Specialist Exceptional Specialist Exceptional (220) II-9 Special Services Special Services (187) 4 III
(187) 2 III
Due Process IV-10 Child Education Child Education (220) 3
2 (220) IV-9 IV-9
Manager ECE - Therapist Assistant OT/PT
Therapist Occupational (205) 3
(190) 9 IA-11
Programming II-10 Supervisor Exceptional III Supervisor
Child Education (220) Transition/ ESY (220) IV-8
10 IV-8 Therapist Occupational Therapist Physical
(190) 1 (195) 12 (195) 2 (205) 7
Technician Data Management (205) 9 III
Research IA-8 III

Liaison Parent Resource


Center (187) 2 IA-7
Supervisor Clerk Records Job Trainer I/ II CTE/ECE
Manager ECE-
Communication (260) 2 (220) 1 (187) 2 (195) 2
Administration II-10
Disorders (220) IA-4 IA- 7/8
II -8
Supervisor Deaf/Hard of
Secretary /Bookkeeper II Hearing (220) IV-8 Clerk Records
IA-5 Liaison Speech/ (220) Job Trainer I/II CTE/ECE
Language (195) 2 IA-4 (187)2 IA- 7/8
Supervisor 504 (220) II-8 III
Supervisor Visually Clerk II ECE
Impaired PDOHI (220) (260) 3 (220) 6
Clerk II ECE (220) Clerk II ECE (220) IA-4
IV-8
IA-4
IA-4
Resource Teacher III Clerk II ECE (220) Clerk II ECE
Home/Hospital (195) IA-4 (260) 2
Clerk II ECE (220) IA-4
Home/Hospital IA-4
Clerk Brailler (220) IA-4

Associate Exceptional
Child Education (220) II-8

Instructional Assistant
Exceptional Child
Education (187) IA-4

Summary:
General Fund Positions:78 Submitted 9/1/2020
Categorical Fund Positions:41 C-69 Effective 9/2/2020
Munis Unit No. GL1
Greater Louisville Educational Cooperative
2020-2021

Superintendent

Chief Exceptional Child Education


IV-18

Manager GLEC
IV-10

Secretary/Bookkeeper II Resource Teacher


Specialist GLEC Resource Teacher (195) 5
(220) IA-5 IV-9 III Post-Secondary Transition
(195) 3 III

Summary:

General Fund Positions: 0 Submitted 4/21/2020


Categorical Fund Positions: 11 C-70 Effective 7/1/2020
APPENDIX D

––––––––––

JOB DESCRIPTIONS
JOB TITLE: CHIEF FINANCIAL OFFICER

EXAMPLE DIVISION FINANCIAL SERVICES


SALARY SCHEDULE/GRADE: II, GRADE 18
WORK YEAR: 260 DAYS
FLSA STATUS: EXEMPT
JOB CLASS CODE: 8066
NEW: Submitted: BARGAINING UNIT: CLAS
07/01/2019 06/11/2019

SCOPE OF RESPONSIBILITIES
Leads the Financial Services Division in implementing best practices in public sector financial management and
planning. Administers both operational and programmatic support to the District to ensure short and long term
prudent fiscal operations including management of all assets and liabilities. Acts as the spokesperson for the
District on all strategic and tactical matters as they relate to budget management, cost benefit analysis,
forecasting needs and securing of new funding. Manages and provides oversight for all financial and related
services ensuring they align with the District’s strategic plan and long range goals. Collaborates with the
Superintendent and Cabinet to lead the budget process and communicate with all stakeholders. Administers the
distribution of financial resources in accordance with allocations determined by the state and approved by the
Board of Education.

PERFORMANCE RESPONSIBILITIES & EVALUATION CRITERIA


Leads the strategic plan goals regarding effective and efficient financial operations to ensure proper stewardship,
equitable allocation of resources, and performance monitoring
Serves as a member of the Superintendent’s leadership team and acts as Superintendent’s designee in division
wide financial matters
Executes an annual budget process that communicates the needs identified by the Superintendent, cabinet, and
Board of Education and results in approval of the required funding
Supervises major functions of the Financial Services Division including Accounting Services, Payroll, Grants and
Awards Accounting, Purchasing, Insurance, and Budget
Leads the Financial Services Division in fiscal planning and management in development and implementation of
appropriate regulations, monitoring processes, and internal audit procedures
Prepares and presents long range financial plans and forecasts, and communicates fiscal matters to the Board of
Education and community
Establishes policies and procedures in accordance with federal, state, and local statute to ensure strong internal
controls
Provides useful, timely financial reports to convey information to the School Board and division program
managers on a regular basis
Directs the budgeting, accounting and reporting of all funds (e.g. assets, liabilities, revenue and expenses) in
compliance with District policies, and federal, state, and local regulations and requirements
Directs the funding development of capital improvement and bonding and oversees taxes and property
assessments
Assess the financial impact of legislation, ballot measures, and negotiations, and participate in bargaining
negotiations
Evaluates staff as assigned
Completes all trainings and other compliance requirements as assigned and by the designated deadline
Performs other duties as assigned by supervisor

D-1
PHYSICAL DEMANDS
The work is primarily sedentary. The work requires the use of hands for simple grasping and fine manipulations.
The work at times requires bending, squatting, crawling, reaching with the ability to lift, carry, push or pull light
weights. The work requires activities involving being around moving machinery, driving automotive equipment
and exposure to dust, fumes and gases.

MINIMUM QUALIFICATIONS
Master's Degree in Finance, Business Administration, or related field required
Five (5) years of successful experience in the field of business management with responsibilities in financial
accounting, budgeting, cost accounting, and finance in full service school District with annual large dollar budget
Successful experience as a financial officer
Thorough knowledge of the principles, procedures, and practices of public school operations, development of a
public budget, and understanding of the interaction of the various departments within a school division
Working knowledge of automated payroll, accounting and budgeting systems
Extensive knowledge of Kentucky Model Procurement Laws, Kentucky School Laws, and District procedures and
guidelines and ability to effectively interpret and communicate those laws
Ability to communicate effectively (both orally and in writing) with the Board of Education, school personnel,
senior leadership, parents, government agencies, and members of the community
Effective communication skills

DESIRABLE QUALIFICATIONS
Kentucky certification endorsed for Superintendent or School Business Official   
Major education emphasis in Business Administration, Accounting or Finance in school District or public agency
with annual large-dollar budget
Certified Public Accountant
Experience a diverse workplace

D-2
Sample Job Description: Chief Information Officer (CIO)
Summary
The Chief Information Officer (CIO) manages and directs all aspects of the Baltimore County
Public Schools comprehensive IT program and services and helps all staff obtain the information
technology resources and learner-centered data needed to do their job.

Job Goals

• Provide leadership in identifying, assessing, and managing technology needs for the
school system and its stakeholders.
• Direct, coordinate, supervise, facilitate, or perform all tasks needed to effect
comprehensive integration of appropriate technology into every facet of teaching,
learning, and operations.
• Contribute to the infusion of educational technology into classrooms, libraries/media
centers and district offices by providing highly motivating, full-time executive leadership
in all areas of technology planning, implementation, and resource management.
Duties and Responsibilities

• Provide leadership in all aspects of technology for the school systems.


• Coordinate development, refinement, and execution of the learning organization’s
strategic plan to involve all stakeholders and governance committees in IT planning and
monitoring.
• Collaborate with the Superintendent of Schools and Cabinet to make informed IT
decisions.
• Establish and maintain an effective system of efficient communications throughout the
learning organization.
• Lead IT initiatives, collaborating across departments and functional areas that support
adoption and implementation of technology in all aspects of school business processes,
including those that improve teaching and learning and promote 21st century skills.
• Provide technical assistance to program managers and field-based team leaders on
current and emerging information technology initiatives.
• Create and support cross-functional teams for needs assessment, planning, decision-
making, technology support, professional development, and other aspects of the
learning organization’s technology program.
• Collaborate with school principals and school staff to make informed IT decisions.
• Review and monitor adherence to consistent, state-of-the-art technical architecture and
IT standards for all products, services, and data systems.

Page 1 of 2

D-3
• Manage and direct staff in support of all utilization and integration technology
applications.
• Supervise or coordinate the skills development of all employees in the operation of
technology.
• Build awareness among employees of available resources and the role of technology in
the instructional process.
• Oversee and coordinate all information technology functions and closely monitor
system access and data, network, and cyber security.
• Develop and coordinate a broad range of technology-based resources, as well as
maximize availability and use of these resources.
• Develop and oversee a fixed asset and human resources program for keeping all
information technology resources current and state-of-the-art.
• Responsible for the development, allocation, and oversight of the information
technology budget.
• Manage and monitors the learning organization’s data governance and management
program.
• Update and refine the school district’s school safety and security plan from an IT
perspective.
Qualifications

• Minimum of a master’s degree in a related field of technology, business, or education.


• Demonstrated professional experience in a technology leadership role at the executive
level.
• At least four years’ experience in K–12 education preferred.
• Leadership skills required to respond to challenges presented by an ethically and
cultured diverse organization.
• Demonstrated written and verbal communication skills, as well as speaking and
presentation skills.
• Ability to work confidentially and with discretion, as well as meet deadlines.
Reports to: Superintendent of Schools

Page 2 of 2

D-4
PINELLAS COUNTY SCHOOL DISTRICT, FLORIDA
EXAMPLE
PCSB: 0009 FLSA: Exempt
Pay Grade: C15 Administrative

DEPUTY SUPERINTENDENT

REPORTS TO:
Superintendent of Schools

SUPERVISES:
Support Staff

QUALIFICATIONS:
Master's degree from an accredited college or university. At least five (5) years of leadership experience
at the district and/or school level in an administrative capacity.

PREFERRED:
Doctorate degree from an accredited college or university. Certification in Administration/Supervision at
the elementary and/or secondary level, Educational Leadership, or an equivalent certification as defined
by the Florida Department of Education.
MAJOR FUNCTION
Serves as Acting Superintendent in the absence of the Superintendent; assumes all the duties and
responsibilities of the Superintendent. Serves as a staff officer to the Superintendent, including, but not
limited to, keeping the superintendent informed as to all financial, information services, facilities,
operational, and personnel issues, and status of the school system. Provides advice as to the
appropriate use of all resources of the district; recommends changes in policy and practice; and assists in
the preparation of agenda for Board meetings. Directs activities of the district to be in compliance with
law, policy, and regulations in a manner that ensures the optimal use of district assets.
ESSENTIAL RESPONSIBILITIES
• Serves as Acting Superintendent in the absence of the Superintendent; assumes all the duties and
responsibilities of the Superintendent
• Act as Chief of Staff to organize staff functions and monitor progress whether solely in a division or
jointly among divisions
• Disseminates information in order to accomplish the district’s goals
• Coordinates and manages the financial, information services, facilities, and operational activities of
the district
• Advises and counsels with the Superintendent on all areas of responsibility and recommends action
• Recommends to the Superintendent policies pertaining to the district school system as necessary for
the most efficient operation
• Coordinates with the Director of School Transformation on the implementation of plans to improve the
performance of the transformation schools
• Assists in the planning and resource allocations for the entire operations of the transformation
schools
• Makes presentations at community events regarding the transformation schools and the minority
achievement plan
• Works with the Minority Achievement Officer to plan and implement strategies to close the
achievement, discipline, promotion, graduation, and attendance gap with the minority groups
• Assists in the preparation of the School Board meeting agenda, preparing related actions items of
routine and priority nature, as well as timely reports
• Recommends to the Superintendent plans for contracting, receiving, purchasing, acquiring by
condemnation, leasing, selling, holding, transmitting, and conveying title to real property and personal
property
• Works to ensure plans are implemented to accomplish district goals of career and college readiness
• Supervises the assembling of data, studies and surveys essential to the development of a more
efficient and effective School District ensuring that the data systems are available to monitor all
aspects of the transformation schools and the Minority Achievement Office

Page 1 of 3 D-5
DEPUTY SUPERINTENDENT

ESSENTIAL RESPONSIBILITIES (Continued)


• Recommends resulting programs to the Superintendent as the basis for operation within the Pinellas
County School District
• Recommends the establishment, organization, and operation of services as are needed to provide
adequate services for all children in the district
• Oversees the development of fiscal/school year calendars for the operations of the district
• Recommends policies and procedures for the closing of any or all schools/facilities in the event of an
emergency
• Recommends to the Superintendent the proper policies and procedures for the attendance and
control of pupils at school and for the proper attention to health, safety, and other matters which will
best promote the welfare of children
These areas include but are not limited to:
 Admitting, classifying, promoting, transporting, and graduating pupils to or from various schools in
the district
 Enforcement of all laws and regulations
 Employment of qualified employees
 Control, discipline, suspension, and expulsion of pupils
 Staff duties and responsibilities, which need to be performed and positions which need to be filled
 Minimum qualifications of personnel for these various positions
 Nominations for reappointment
 Adoption of a salary schedule or salary schedules to be used as the basis for paying district
employees
• Recommends to the Superintendent a districtwide facilities program including construction,
refurbishing, land acquisition, financing, and cost controls
• Oversees the development of annual staffing plans and district budgets
• Recommends to the Superintendent necessary revenue sources, availability, and options
• Ensures accurate accounting for all district funds
• Recommends to the Superintendent policies and procedures related to appropriate and compliant
retention
• Coordinates and facilitates communications with federal, state, county, and local agencies and
stakeholders of the district
• Recommends to the Superintendent procedures whereby stakeholders are adequately informed of
the educational programs, needs, and objectives of public education within the district
• Recommends procedures for implementing and maintaining a system of school improvement and
education accountability as provided by statute and state rules
• Provides outstanding customer service and use of positive interpersonal communicational skills
• Ensures compliance with Board rules and applicable federal laws and regulations
• Performs other related duties as required

TERMS OF EMPLOYMENT
Salary and benefits shall be paid consistent with the district’s approved compensation plan. Length of the
work year and hours of employment shall be established by the District.

Performance of the job will be evaluated in accordance with provisions of the School Board’s policy on
evaluation of personnel.

The above statements are intended to describe the general nature and level of work being performed by
employees assigned to this classification. They are not intended to be construed as an exhaustive list of
all responsibilities and duties required of those in this classification.

HISTORY OF JOB CLASSIFICATION


ISSUED 2/28/13, LM; BOARD APPROVED: 4/23/13; REVISED PG, MQ, ER 04/01/16 CH; BOARD
APPROVED: 04/26/16

Page 2 of 3 D-6
DEPUTY SUPERINTENDENT

Seldom
WORKING CONDITIONS & PHYSICAL EFFORT: Or
Monthly Weekly Daily Hourly
Never

1. Lift objects weighing up to 20 pounds X


2. Lift objects weighing 21 to 50 pounds X
3. Lift objects weighing 51 to 100 pounds X
4. Lift objects weighing more than 100 pounds X
5. Carry objects weighing up to 20 pounds X
6. Carry objects weighing 21 to 50 pounds X
7. Carry objects weighing 51 to 100 pounds X
8. Carry objects weighing 100 pounds or more X
9. Standing up to one hour at a time X
10. Standing up to two hours at a time X
11. Standing for more than two hours at a time X
12. Stooping and bending X
13. Ability to reach and grasp objects X
14. Manual dexterity or fine motor skills X
15. Color vision, the ability to identify and distinguish colors X
16. Ability to communicate orally X
17. Ability to hear X
18. Pushing or pulling carts or other such objects X
19. Proofreading and checking documents for accuracy X
20. Using a computer to enter and transform words or data X
21. Using various technology tools X
22. Working in a normal office environment with few
X
physical discomforts
23. Working in an area that is somewhat uncomfortable due
to drafts, noise, temperature variation, or other X
conditions
24. Working in an area that is very uncomfortable due to
X
extreme temperature, noise levels, or other conditions
25. Working with equipment or performing procedures
where carelessness would probably result in minor cuts, X
bruises or muscle pulls
26. Operating automobile, vehicle, or van X
27. Other physical, mental or visual ability required by the
X
job

Deputy Superintendent – ADM

Page 3 of 3 D-7
EXAMPLE
CHIEF SCHOOLS OFFICER

GENERAL RESPONSIBILITIES
Position is responsible for managing the Department of School Leadership including the supervision of the division’s schools and
school leaders. The Chief Schools Officer’s (CSO) primary responsibility will be to ensure significant student achievement gains
at the school level as measured by school improvement data. Another important function of this job is analyzing and using
multiple sources of data to guide the continuous improvement of all schools. This position reports directly to the Superintendent
and serves as a member of the senior staff.

ESSENTIAL TASKS
(These are intended only as illustrations of the various types of work performed. The omission of specific duties does not exclude them from the
position if the work is similar, related, or a logical assignment to the position.)

 Lead a rigorous Plan for Continuous Improvement (PCI) process that results in improved student achievement.
 Ensure the alignment between the division’s strategic plan and schools.
 Provide leadership in the areas of school improvement planning, principal professional development, and evaluation.
 Work with school leaders to monitor school improvement and make adjustments accordingly.
 Drive the successful integration of evidence-based strategies to ensure the growth and success of all schools.
 Create a shared understanding of challenges at the school level, and identify opportunities for improved student
achievement.
 Support Principals to ensure high quality implementation of each school’s educational design, including school culture,
standards, assessments, and instructional guidelines.
 Ensure the effective management, coaching, and mentorship of school leaders in ways that drive significant student
achievement gains.
 Support the differentiated professional development of administrative staff to ensure they have the skills to select,
develop and evaluate principals.
 Allocate and monitor the effectiveness of mentoring and coaching resources assigned to provide differentiated support to
schools as needed.
 Monitor and evaluate the effectiveness of DOSL leadership, ensuring strategies are student-focused and aligned with
each school’s mission, core values, academic standards, and goals.
 Develop and lead DOSL administrators in their roles as instructional leaders.
 Assist DOSL staff in developing annual strategic goals as well as plans to meet those goals.
 Oversee DOSL departmental budget(s); review all personnel requests from principals.
 Partner with Human Resources to provide support in recruiting, identifying, and promoting excellent teachers and school-
based administrators.
 Create collaborative and effective communication channels between central office staff and school administrators.
 Collaborate with central office staff to evaluate existing programs, services, and practices.
 Establish and maintain clear, consistent interactions with parents, families and community partners to receive input and
feedback on the effectiveness of our schools, and to resolve concerns.
 Be personally informed and keep direct reports informed of current educational trends, practices, and proposed
legislation impacting the schools.
 Perform other duties as assigned.

KNOWLEDGE, SKILLS AND ABILITIES


Comprehensive knowledge of the principles, practices, and procedures of school administration; comprehensive knowledge of
school division objectives, procedures, and organization; comprehensive knowledge of school personnel and administrative
practices, procedures and methods; excellent oral and written communication skills; ability to establish and maintain effective
working relationships with School Board members, school administrators, teachers, staff, and all support staff; ability to
conceptualize, initiate, monitor, and evaluate new and/or current programs

EDUCATION AND EXPERIENCE


Bachelor’s Degree in Education and a Master’s Degree in School Administration. Five years of experience with a record of
effective school leadership preferred, with proven success managing and coaching large teams of professionals to ambitious goals.
A comparable amount of training and experience may be substituted for the minimum qualifications.

FLSA status: Exempt Description: July 1, 2014


D-8
CURRENT BCPS POSITION DESCRIPTIONS

CLASS TITLE: Chief Human Resources Officer

REPORTS TO: Superintendent

DEFINITION: Plans, organizes, and directs the activities of the Division of Human Resources.
Oversees designing, developing, and implementing effective and efficient plans and operations for the
recruitment, hiring, and retention of all employees in the Baltimore County Public Schools (BCPS).
Directs the human resources services relating to compensation and benefits, employee relations, legal
compliance, equal employment opportunity, and position management. Ensures that the division’s
operations support the systemwide goals and priorities identified in the Strategic Plan.
Performs other duties as assigned.

EXAMPLES OF DUTIES:

Leads in the planning, formulation, evaluation, and execution of the Division of Human Resources’
operations and budgets. Develops strategies for the effective and efficient use of human and financial
resources.

Oversees the recruitment, hiring, and retention of highly-qualified teachers, administrators, and other
employees to provide for the educational programs for BCPS students and the necessary support
operations.

Develops and implements overall division strategies, goals, and objectives. Collaborates with and
supports personnel assigned to schools, other offices, departments, and non-school agencies to
accomplish the division’s mission.

Represents the Division of Human Resources at Board of Education meetings, community meetings, and
related events. Speaks before school, community, and government organizations concerning human
resource matters.

Directly supervises office administrators and others. Coordinates the work of the various departmental
offices, including staffing, staff relations, equal employment opportunity, position management,
position classification/compensation, employee benefits, employment dispute resolution, risk
management, HRIS planning, and organizational development. Prepares and reviews correspondence
and reports pertaining to division matters.

Provides advice and guidance to the Superintendent and others regarding division matters. Researches
and reports on division issues.

Directs the evaluation, preparation, amendment, and implementation of policies, rules, and procedures
regarding all aspects of the division’s responsibilities. Ensures compliance with relevant federal, state,
and local laws and regulations. Advise departments and offices on data and reports necessary for
compliance.

D-9
Evaluates the performance and professional growth and development needs of the division’s
employees. Recommends or directs the hiring, discipline, and separation of departmental personnel.

Performs additional duties as assigned.

MINIMUM QUALIFICATIONS:

Education, Training and Experience: Graduation from an accredited college or university with a
bachelor’s degree with a minimum of ten (10) years of experience, five years of which were at the
managerial level, in the fields of human resource management, Business Administration, or Education
Administration. Possession of an advanced degree in business, human resource management,
education, or related field of study is preferred. Experience should include general employment duties
such as recruitment, compensation, benefits, and employee relations with progressively responsible
leadership. Experience and knowledge of the operation of public school systems preferred.

Knowledge, Skills, and Abilities: Thorough knowledge of the principles and practices of public-school
administration and operations. Skill in the use of database, spreadsheet, word processing, and related
applications. Skill in data analysis and evaluation. Knowledge of laws, codes, and regulations pertaining
to human resources operations. Possess strong analytical skills and experience in interpreting and
applying policies, procedures, and government rules and regulations.

Skill in managing multifaceted human resources division operations, budgets, and responsibilities.
Ability to identify program needs and develop plans to meet those needs. Ability to implement, direct,
evaluate, and modify programs. Skill in planning and supervising the work of others. Knowledge of the
principles and practices of supervision. Demonstrated ability to manage a large group of employees.

Excellent oral and written communication skills. Ability to establish and maintain effective working
relationships with co-workers, representatives of other agencies and departments, and the public.
Ability to maintain confidential and sensitive information.

PHYSICAL AND ENVIRONMENTAL CONDITIONS:

The work of this class is generally performed in an office environment but includes travel throughout
Baltimore County in the direction of human resources matters.

CONDITIONS OF EMPLOYMENT:

Employees may be required to work beyond their normally scheduled hours with little or no advanced
notice. Work schedules may include nights and weekends.

FLSA: Exempt
Eligible for membership in the Baltimore County Employees’ Retirement System.
This description defines the types of duties and level of difficulty of work required of this position. It
shall not be held to exclude duties not mentioned nor limit the right of management to assign work to
employees.
Revised: 8/2004, 7/2012, 4/2014, 2/2020

D-10
TITLE: Chief Organizational Effectiveness

REPORTS TO: Superintendent

DEFINITION: Plans, administers, coordinates, and directs the activities and programs of the Baltimore
County Public Schools (BCPS). Ensures that systemwide goals, strategies, initiatives, and priorities
identified in The Compass: Our Pathway to Excellence are fully implemented. Supervises professional
and administrative staff. Performs other duties as assigned.

EXAMPLES OF DUTIES:
Works closely with the superintendent and the superintendent’s cabinet to identify and prioritize
school system initiatives aligned with the strategic plan.

Creates the case for change that connects with the values and culture of BCPS and results in
successful implementation.

Builds collaborative teams for the planning and implementation of system-wide initiatives. Develops
an overall vision for innovation and for each change management initiative that aligns organizational
understanding and action.

Collaborates with the Department of Communication and Community Outreach to develop


communication plans that help keep stakeholders and other interested parties informed about the
steps and successes for each school system initiative.

Empowers broad-based action by removing obstacles for change, building organizational capacity
and supporting teams in the implementation of new ideas, activities and actions.

Collaborates with the Division of Research, Accountability, and Assessment to establish an evaluation
plan early in the planning process for school system initiatives.

Expands upon initial change management success by identifying structures, strategies and practices
that need to be aligned with new organizational initiatives and facilitates the development of new or
changed structures, strategies and practices that more effectively support new school system
initiatives and activities.

Anchors new approaches and initiatives into the culture and norms of BCPS by helping the majority
of the organization understand the need for the initiatives.

Establishes a plan for sustainability for each initiative and monitors progress.

Contributes to the achievement of BCPS’s strategic goals and implementation of initiatives as well as
the overall management of the organization as a member of the superintendent’s cabinet.

Serves as a liaison for BCPS with leaders of our bargaining units.

Performs other duties as assigned.

D-11
MINIMUM QUALIFICATIONS:
Education, Training and Experience: Graduation from an accredited college or university with a master’s
degree from an accredited institution, including graduate courses in administration or supervision
required. A doctorate degree is preferred. Ten years of progressively responsible experience in public
education or public sector administration and organizational development.

Licenses and Certifications:


Possession of, or eligibility for, a Maryland Advanced Professional certificate with Superintendent’s
endorsement is preferred.

Knowledge, Skills, and Abilities:


Thorough knowledge of the principles and practices of public administration, organization, and
curriculum. Knowledge of and skill in the use of database, internet, spreadsheet, word processing, and
related applications. Knowledge of and skill in data analysis. Ability to identify program needs and
develop plans to meet those needs. Ability to implement, direct, evaluate, and modify programs.
Ability to manage the work of a diverse staff. Outstanding human relations skills. Excellent oral and
written communication skills. Ability to properly maintain confidential and sensitive information. Ability
to develop and lead new initiatives.

Demonstrated ability to identify program needs, develop strategic plans to meet those needs and
oversee their successful implementation.

Skill in the analysis, interpretation and use of data to inform decisions.

Superior management skills; ability to influence and engage direct and indirect reports and peers
working with a diverse staff.

Demonstrated ability to be an effective executive leader on a senior management team engaged in


overseeing transformative organizational change.

Capable at effectively using software programs including spreadsheets and Microsoft Office programs.

Professional oral and written communication skills.

PHYSICAL AND ENVIRONMENTAL CONDITIONS:


The work of this class is generally sedentary and performed in an office environment. Work includes the
operation of office equipment, including personal computers, and occasional limited physical activities.
Work of this class involves travel to sites throughout Baltimore County.

FLSA: Exempt
Revised: 11/2010, 4/2014, 7/2020
This document describes the duties and responsibilities of a position. It shall not be held to exclude
duties not referenced nor limit the right of management to assign work to employees.

D-12
TITLE: Chief Administrative and Operations Officer

REPORTS TO: Superintendent

DEFINITION: Plans, administers, coordinates, and directs the activities and programs of the Baltimore
County Public Schools (BCPS). Ensures that systemwide goals, strategies, initiatives, and priorities
identified in the Strategic Plan are fully implemented. Supervises professional and administrative staff.
Performs other duties as assigned.

EXAMPLES OF DUTIES:

Provides leadership, planning, and direction for BCPS activities and programs to ensure their support of
and alignment with the systemwide goals and priorities identified in the Strategic Plan.

Plans, directs, supervises, and evaluates the work of Fiscal Services, Administrative Services,
Information Technology, Facilities Management, Strategic Planning, Food Services, and Transportation.
Coordinates divisional programs and activities with those of other divisions, departments, and local,
state, and federal agencies.

Analyzes BCPS business processes, strategies, systems, and operations. Develops and implements
business process improvements. Directs automation and operational project initiatives.

Directs the evaluation, preparation, amendment, and implementation of policies, rules, and procedures
regarding all aspects of business services operations.

Represents BCPS at meetings, public hearings, and conferences. Confers with the Superintendent
regarding school district matters. Provides advice and guidance regarding BCPS business operations.

Designs, develops, and provides the framework for the preparation and execution of the BCPS
operating and capital budgets. Directs the maintenance of financial records concerning revenues and
expenditures. Directs BCPS fiscal operations.

Directs business services operations including transportation and food and nutrition services.

Directs facilities management operations, including a preventive maintenance and repair operation
that is responsive to the needs of all school system buildings, grounds, and facilities. Provides a
framework for the construction, renovation, and modernization of system buildings and facilities.

Directs the development of a systemwide comprehensive strategic technology plan. Provides a


framework for an information technology system that employs best practices and implements systems
analysis and quality assurance methodologies.

Directs the planning, budgeting, and controlling of divisional expenditures. Directs the hiring, selection,
assignment, development, performance, professional growth and advancement, evaluation, retention,
transfer, promotion, reprimand, reassignment, and separation of employees in the Division of Business
Services.

Performs other duties as assigned.

D-13
MINIMUM QUALIFICATIONS:

Education, Training and Experience: Graduation from an accredited college or university with a
master’s degree from an accredited institution, including graduate courses in administration or
supervision required. A doctorate degree is preferred. Progressively responsible experience in public
education or public sector administration and organizational development plus at least 3 years
successful teaching experience required.

Licenses and Certifications:


Possession of, or eligibility for, a Maryland Advanced Professional certificate with Superintendent’s
endorsement is required.

Knowledge, Skills, and Abilities: Thorough knowledge of the principles and practices of public
administration, organization, and curriculum. Knowledge of and skill in the use of database, internet,
spreadsheet, word processing, and related applications. Knowledge of and skill in data analysis. Ability
to identify program needs and develop plans to meet those needs. Ability to implement, direct,
evaluate, and modify programs. Ability to manage the work of a diverse staff. Outstanding human
relations skills. Excellent oral and written communication skills. Ability to properly maintain
confidential and sensitive information.

PHYSICAL AND ENVIRONMENTAL CONDITIONS:

The work of this class is generally sedentary and performed in an office environment. Work includes
the operation of office equipment, including personal computers, and occasional limited physical
activities. Work of this class involves travel to sites throughout Baltimore County.

FLSA: Exempt
Eligible for membership in the Maryland State Retirement Agency
This document describes the duties and responsibilities of a position. It shall not be held to exclude
duties not referenced nor limit the right of management to assign work to employees.
Revised: 11/2010, 4/2014, 2/2020

D-14
TITLE: Chief School Climate and Safety

REPORTS TO: Superintendent

SUMMARY: Plans, administers, coordinates, and directs all school climate and safety activities,
functions, and programs of the Baltimore County Public Schools (BCPS). Responsible for the oversight
and management of the Department of School Safety and the Department of School Climate which
includes school safety, psychological services, pupil personnel services, social work services, and
responsive student programming. Works collaboratively with the division/department leaders as well as
the Community Superintendents, to ensure aligned support and services to schools focused on
improving safety and school climate. Ensures that system-wide goals, strategies, initiatives, and priories
identified in the Blueprint 2.0 and BCPS Master Plan are fully implemented. Supervises professional and
administrative staff. Performs other duties as assigned.

EXAMPLES OF DUTIES:
Oversees and monitors the development, implementation, and evaluation of school and office safety
programs and activities as well as emergency preparedness plans.

Provides oversight and direction with responses to emergency incidents in coordination with members
of the Critical Incident Response Team (CIRT) twenty-four/seven.

Provides leadership in the development and implementation of the school systems Emergency Manual
of procedures and coordination with the interagency emergency safety steering committee.

Provides leadership, direction, and oversight for the development and implementation of instructional
policies and procedures as they relate to school climate and safety.

Provides direction to ensure psychological, pupil personnel and social work services are in alignment
with system-wide goals and student discipline initiatives.

Provides direction and oversight for the implementation of system-wide school climate projects and
initiatives and monitors these initiatives and programs to ensure that they lead to maximum student
achievement.

Provides leadership and collaboration with and among all offices to ensure that resources and supports
are prioritized to meet individual school needs.

Provides leadership and oversight with regard to collaboration with the Department of Information
Technology to ensure the needs of electronic record keeping for Psychological Services, Pupil Services,
Social Work Services, schools and designees.

Lead initiatives that will provide professional development for staff in School Safety, Psychological
Services, Pupil Services, Social Work Services, administrators, and those designated by the
superintendent to hear discipline issues on alternatives to suspension, the suspension/expulsion
process, behavior management, and discipline issues.

Articulates the strategic safety and school climate initiatives and alignment of programs of the school
system to various local and state officials.

D-15
Oversees, monitors, and facilitates the integration of safety and school climate initiatives with all system
initiatives.

Represents the superintendent at designated meetings as assigned.

Leads and facilitates the work of the School Safety and School Climate departments.

Fosters a work environment that is student-focused and results-oriented and places priority on
improving staff and student learning and safety.

Collaborates with all members of the executive leadership team to ensure coordinated planning and
consistent implementation of the Blueprint 2.0 and the BCPS Master Plan, making certain that programs
are effective and focused on improving student learning and safety.

Assists in the development and continuous assessment of school system targets.

Reviews and monitors individual office budgets and expenditures to ensure that they are aligned with
the strategic initiatives of the school system and the resources are directed appropriately.

Presents information to the Superintendent of schools; the Board of Education; Executive Staff; public
groups; and national, state, and local officials.

Engages with community and other stakeholders to address needs, interests, and concerns.

Monitors education research, trends, and developments to support school improvement efforts and
program development.

Is an active member of superintendent’s Executive Staff and supports the overall performance delivery
strategy of the district while ensuring a positive school climate.

Keeps current on national trends in the areas of school safety, instruction, and the usage of data to
improve school climate.

Performs other duties as assigned.

MINIMUM QUALIFICATIONS:

Education, Training, and Experience:


Graduation from an accredited college or university with a minimum of a master’s degree in educational
leadership, administration, or a related field; plus eight years of progressively responsible experience to
include experience managing schools, experience as a school administrator, and central office
leadership. Central office leadership experience required. Experience analyzing instructional and
behavioral data to make system-wide decisions and respond/develop emergency preparedness.

Possession of an earned doctorate degree is strongly preferred. Candidates with education beyond a
master’s degree will be given priority consideration.

D-16
Licenses and Certifications:
Possession of, or eligibility for, a Maryland Advanced Professional Certificate with Superintendent I or
equivalent endorsement is required.

Knowledge, Skills, and Abilities:


Extensive understanding of the Blueprint 2.0 in order to coordinate the work of all offices that report to
the Superintendent. Extensive knowledge of curriculum development, program implementation and
evaluation, assessment processes, and effective use of data to improve instruction. Thorough
knowledge of how effective schools operate. Knowledge of the effective use of data to improve
instruction. Knowledge of effective instructional programs and methodologies and experience in
evaluating such methods for effectiveness in meeting school improvement goals and targets.

Ability to build a highly functional team that exhibits excellent cross-functional communications and
execution capabilities to support the strategic initiatives of the school system. Must be able to
demonstrate success in managing change in a constructive and positive manner and leading and
facilitating collaboration among offices. Ability to use data-driven decision-making to determine
effectiveness of programs and initiatives. Proven ability to execute programs effectively and produce
results. Ability to maintain confidential and sensitive information.
Significant skill in directing the work of others and resolving complex problems. Expertise in educational
program design, development, and implementation in a diverse school system. Excellent conceptual,
analytical, problem solving, organizational, and leadership skills. Exceptional oral and written
communication skills and a proven track record of working collaboratively with multiple and diverse
constituencies.

PHYSICAL AND ENVIRONMENTAL CONDITIONS:


The work of this class is generally sedentary and performed in an office environment. Work includes the
operation of office equipment, including personal computers, and occasional limited physical activities.
Work of this class involves travel to sites throughout Baltimore County.

CONDITIONS OF EMPLOYMENT:
Ability to work frequent nights, weekends, as required.

FLSA STATUS: Exempt


This position is eligible for membership in the Maryland State Retirement System
Created: 8/2018, 6/2019((endorsement language)
Approved by: Superintendent
This document describes the duties and responsibilities of a position. It shall not be held to exclude
duties not referenced nor limit the right of management to assign work to employees.

D-17
JOB TITLE: Executive Director, School Support

REPORTS TO: Community Superintendent

DEFINITION: Provides leadership, direction, support and accountability to principals to ensure that
instructional and curricular programs are fully and appropriately implemented in assigned schools.
Supervises, trains, and evaluates the performance of assigned principals through the School Progress
Plan (SPP) process as well as key performance indicators aligned through Blueprint 2.0, the district’s
strategic plan. Performs other duties as assigned.

EXAMPLES OF DUTIES:

• Provides professional and leadership development to principals and school-based leadership teams.
• Provides coaching, counseling, and assistance to administrators at assigned schools in the following
areas: management, operations, finance, human resources, etc.
• Acts as an advocate for assigned schools; responds to parental inquires and participates in parent
meetings.
• Evaluates principals based on identified metrics as outlined in the School Progress Plan.
• Supervises principals in analyzing student achievement data to align with curricular and instructional
programs.
• Initiates and maintains ongoing and effective communication with community and parents regarding
student achievement and school programs.
• Provides support to principals regarding staffing and scheduling needs to maximize school district
resources.
• Provides professional development and leadership support related to systemwide initiatives.
• Works in conjunction with community superintendent to review, approve, and monitor the
development and implementation of school-site budgets to ensure effective use of allocated funds
within the approved budget.
• Oversees design and implementation of all school-based programs.
• Identifies, recruits, and engages in the selection of new principals that are committed to a standard of
excellence.
• Works closely with Director, School Performance, to ensure School Progress Plans are aligned with the
needs of the cluster of schools.

MINIMUM QUALIFICATIONS:

Education, Training, and Experience:


Graduation from an accredited college or university with a minimum of a master’s degree in educational
leadership, administration, or a related field; plus eight years of progressively responsible experience to
include experience managing schools, experience as a school teacher, administrator, and principal; and
significant experience with information technology. Experience analyzing data to support and promote
student achievement is required.

Possession of an earned doctorate degree is strongly preferred. Candidates with education beyond a
master’s degree will be given priority consideration.

D-18
Licenses and Certificates:
Possession of, or eligibility for, a Maryland Advanced Professional Certificate with Superintendent I or
equivalent endorsement is required.

Knowledge, Skills, and Abilities:


Knowledge of public school administration, organization, and curriculum development. Technology
competency. Knowledge of and skill in the use of database, Internet, spreadsheet, word processing, and
related applications. Knowledge of and skill in data analysis.
Skill in supervision. Communication skills.

Ability to identify program needs and develop plans to meet those needs. Ability to implement,
administer, evaluate, and modify programs. Ability to analyze data to evaluate programs and school
performance. Ability to develop effective working relationships with staff, parents, public officials, and
community organizations. Ability to properly maintain confidential and sensitive information.

PHYSICAL AND ENVIRONMENTAL CONDITIONS:


The work of this class is generally sedentary and performed in an office environment. Work includes the
operation of office equipment, including personal computers, travel to sites throughout the county, and
occasional limited physical activities.

CONDITIONS OF EMPLOYMENT:
Work schedules may include evenings and weekends. Employees may be required to work beyond their
normally scheduled hours with little or no advanced notice.

FLSA STATUS: Exempt


Eligible for membership in the Maryland State Retirement System.
Created: 7/2016, 6/2019 (endorsement language)
This document describes the duties and responsibilities of a position. It shall not be held to exclude
duties not referenced nor limit the right of management to assign work to employees.

D-19
STEAM Director Example
Policy Information
Series Job Description - Job Descriptions

STEAM Director
Policy # JD70

Bourne Public School District, MA



Functional
Job
Description

Title: TEAM Director


Reports to: Principal(s) and Assistant Superintendent for Learning and Teaching
Essential Duties and Performance Responsibilities
1. Implements all aspects of Educator Evaluation System
• Observes and evaluates STEAM personnel
• Assists in development of Developing Educator, Directed Growth, and
Improvement Plans
• Collaborates with educators in execution of Developing Educator, Directed
Growth, and Improvement Plans
• Actively monitors educator progress in meeting requirements of Developing
Educator, Directed Growth, and Improvement Plans
2. Leads and supports STEAM teachers in development and implementation of an
integrated experiential, collaborative, innovative, and technology-rich approach to
curriculum, instruction, and assessment in science, engineering technology, the arts, and
mathematics
• Supports collaborative development of contemporary and relevant activities for
21st century learning
• Facilitates curriculum adjustments as needed to meet integrated curriculum
objectives
• Promotes exploration and use of innovative practices – universal design for
learning, differentiation, technology – to ensure all students have access to
meaningful and effective learning opportunities
• Provides all stakeholders with knowledge regarding STEAM research, education,
and careers
• Engages with classroom teachers to ensure best practices are applied
• Organizes and facilitates effective interdisciplinary professional development
• Pursues grant opportunities and participates in grant writing
• Develops community partnerships to enrich and enhance relevance of STEAM
activities for students
• Other duties as assigned
• Applies system change management techniques based on district analysis and
need for continuous improvement

D-20
• Create and manage measurement systems to track adoption, utilization, and
proficiency of systemic changes
3. Monitors the effective use of technology integration strategies and multiple
technologies into curriculum and instructional practices across content areas
4. Participates in recruitment, hiring, and mentoring of STEAM educators
5. Performs other duties as assigned by school or district administration
Physical Demands
Must be able to prepare and read documents and use a computer and other office
equipment on a daily basis.
Auditory and Verbal Communication - Must be able to communicate effectively and
efficiently by telephone and in person with School Committee members, staff, students,
parents and the public.
Physical Abilities - Performing this position requires extended sitting, filing, and use of a
computer and other school office equipment.
Extended Concentration, Excellent Recall Abilities and the Ability to Remain Calm in
Stressful Situations - These capabilities are an important part of properly fulfilling the
requirements of this position.
Qualifications
• Licensed or eligible for licensure in administration
• Advanced degree
• Supervisory/instructional coaching experience preferred
• Five years teaching experience with demonstrated innovation as a classroom
teacher in math, science, and/or related field that includes meaningful use of
technology for learning
• Extensive knowledge of current best practices in STEAM instruction, backwards-
designed curriculum, and assessment
• Such alternatives to the above as deemed appropriate by the Superintendent
• Strong written and verbal skills
• Ability to work on a team, work independently, and carry out complex
assignments with general instructions
• Ability to interact appropriately and in a positive manner with the School
Committee, public, staff and students
• Ability to learn and understand District rules and procedures and legal
requirements
• Ability to think ahead and anticipate problems and solutions
• Ability to self-motivate

Salary: To be negotiated
Terms of Employment: Employment Agreement, school year plus 15 additional days
Evaluation: Evaluated annually by the Assistant Superintendent with input from principals

D-21
APPENDIX E

––––––––––

HR BENEFITS
TABCO Master Agreements
––––––––––––––––––––––––––––
TABCO (Teachers Association of Baltimore County, Maryland, Inc., represents: “all certificated personnel, professionally licensed
personnel, school nurses, and Junior Reserve Officer’s Training Corps (JROTC) instructors except administrative and supervisory
personnel and employees named by the Board of Education to act in a negotiating capacity. “

The Baltimore County Public Schools Organization of Professional Employees (OPE) represents the job titles/classifications
shown below.

OPE CLASSIFICATIONS
V1102 Accountant III
V11020 Accountant II
V11030 Fiscal Officer
V11040 Analyst I, Fiscal
V11050 Analyst II, Fiscal
V11060 Analyst III, Fiscal
V11110 Supv I, Fiscal
V11120 Supv II, Fiscal
V11130 Supv III, Fiscal
V11140 Manager, Fiscal Serv
V11141 Payroll Supervisor
V11142 Third Party Supervisor
V11150 Autism Waiver Facilitator
V11151 TPB Facilitator
V11152 Data Analyst
V11155 Third Party Billing System
V11170 Spec, Third Party Billing
V13020 Analyst I, Programmer
V13021 System Tech Integrant Engin
V13025 ERP Infrastructure Engine
V13030 Analyst II, Programmer
V13040 Analyst III, Programmer
V13042 Team Leader, Web Application
V13043 Team Leader, Tech Integration
V13044 Team Leader, Technical Support
V13045 Team Leader, Telecommunication
V13046 Team Leader, Business System
V13047 HRM Systems Administrator
V13049 Team Leader, Business APP D
V1306 Specialist, HRIS
V13070 Analyst, Trans/Management
V13080 Manager, Info Management
V13110 Network Rep I, Food Serv
V13120 Network Tech I
V13150 Business Systems Support Analyst
V13155 Business Systems Software
V13160 Prof Development Tech Train
V13161 Prof Development Tech Trainer
V13165 Spec, Technology Training
V13170 Spec, Info Tech Security
E-2
V1318 Network Tech III
V13180 System Engineer/Network Service
V13181 Network Services Supervisor
V13190 Manager, Custom Support
V13191 Manager, Student Data
V13195 Student Data Application SU
V13200 Spec, Tech Database 870
V13210 Spec, Technical Systems
V1322 Network Tech II
V13230 Manager, Computer Network, SU
V13231 Web Developer
V1325 Network Administrator
V1326 Software Eng-Internt/Intrant
V1327 Technical Trainer
V1328 Manager, IT Business
V13280 Manager, Project Management
V13281 Team Leader - IT Project Management
V13282 IT Project Management Specialist
V13285 IT Business Process Analyst
V1329 Specialist, Data
V1330 Supervisor, PC/Operations
V1331 Manager, Administrative Support
V1332 Area Support Rep
V1333 Area Team Leader, Technology
V1334 Supervisor, Repair Shop
V1335 Systems Engineering Supervisor
V1336 Enterprise Systems Engineer
V1337 Analyst, Virtual Learning Network Environ.
V1338 Tech Support Imaging Engine
V1339 Technology Support Analyst
V1340 Data Spec/Business Analyst
V14000 Manager, Education Channel
V14011 Graphic Designer
V14019 Associate TV Producer
V14020 TV Producer I
V14030 TV Producer II
V14040 TV Producer III
V14050 TV Video Director
V14060 TV Producer-Director
V15010 Area Assistant, Food Services
V15020 Field Representative, Food Services
V15030 Manager I-Cafeteria
V15040 Manager II-Cafeteria
V15050 Manager III-Cafeteria
V15060 Manager IV-Cafeteria
V15070 Food Service Equip Assistant
V15080 Supervisor, SR Operations/Food Services
V1509 Vending Rep, Food Services
V15090 Supervisor, Food Service/Network
V16000 Administrator, Operations
V16010 Architect
V16020 Specialist, Environment40
V16022 Industrial Hygienist II
V16023 Industrial Hygienist I
E-3
V16030 Field Rep, Building Serv
V16040 Field Rep, Construction
V16050 Field Rep, Inspect Code ENF
V16051 Field Rep, Safety & Security
V16060 Field Rep, Electronics
V16070 Field Rep, Fire Alarms
V16080 Field Rep, Floor/Ceiling
V16090 Field Rep, General Maintenance
V16091 Field Rep, Roof & Relocatable
V16100 Grounds, Supervisor
V16110 Field Rep, Grounds/Equip
V1612 Field Rep/Mechanical
V16130 Field Rep, Paint/Glaze
V16140 Field Rep/Plumbing
V16150 Field Rep/Utility
V16151 Field Rep, Bldg. Automation
V16160 Inspector, Chief
V16180 Supv, Maintenance Customer Service
V16181 Security Patrol Supervisor
V16200 Asst Admin Operations
V16210 Special Asst, Executive Director
V16220 Special Asst, Education Plan
V16230 Special Asst, Contract Main
V1624 Supv I, Inventory 77
V16240 Analyst I, System
V16259 Supv, Contract Main Operations
V16260 Supv, Architect
V16270 Supv, Environmental Services
V16271 Supv, Loss Control
V16280 Supv, Operations/Distribution
V16290 Supv, Roofing/Relocatable
V16300 Supv, Distribution Center
V16310 Supv, Shop/Distribution
V16330 Supv, Shop/General Maintenance
V16350 Supv, Special Projects
V16360 Supv, SR OPS/Building Services
V16370 Supv, SR OPS/Inspect-Code Enf
V16380 Supv, SR OPS/Electrical
V16390 Spec Assist, Energy Management
V16400 SUPV, SR OPS/Gen Maintenance
V16401 Special Asst, Comprehen. Mai
V16410 Admin, Maintenance & Grounds
V16411 Manager, Facilities Maintenance
V16420 Supv, SR OPS/Mechanical
V16430 Supv, SR OPS/Roof-Relocatable
V16440 SUPV, SR OPS/Main Customer Serv
V1645 Field Rep, Electrical
V16460 Field Rep, Contract Maintenance
V16470 Supervisor, Office of Grounds
V16471 Manager, Facilities Grounds
V1648 Supv, SR OPS/Contract Maintenance
V16490 SR Architecture/Engineer SU
V16500 Administrator, CAP/Engine
V16501 Asst Admin, Engineer/Construct
E-4
V16510 Designer, Mechanical Engineer
V16520 Senior Designer
V16530 Engineer, Electrical
V16540 Engineer, Civil
V16550 Project Engineer, Mechanical
V1656 Supervisor, Senior Engineer
V16570 Engineer, SR/Project
V16580 Manager, Construct/Renovation
V16590 Specialist, Construction
V16591 Project Specialist
V16600 Supv, Engineer/Structure
V16610 Senior Project Manager
V16611 Project Manager
V1662 Spec Asst, Construct Contract
V16630 Supv, Contract Maintenance
V17010 Asst, Trans/Spec ED
V17020 Supv, Transportation Warehouse
V17030 Supv, Shop/Trans
V17040 Supv, SR Oper/Trans
V17050 Supv, Trans/Fleet
V17051 Senior Fleet Supervisor
V17060 Supv, Trans/Maint
V17061 Fleet Technician, Supervisor
V17070 Assistant Director, Transportation
V17100 Administrator, Planning
V17110 Specialist, Grant Writing
V17111 Grants Compliance Specialist
V17120 Analyst, Planning
V17125 Spec, Strategic Planning
V17130 Analyst, Risk Management
V17131 Risk Management Specialist
V17132 Worker’s Compensation Specialist
V17140 Nurse Case Manager
V17200 Spec, Emergency Management
V17300 Manager, Student Behavior/Supe
V17310 Manager, School Safety
V18011 Certification Analyst
V18020 Analyst I, Personnel
V18030 Analyst II, Personnel
V18035 Class/Position Management Specialist
V18047 Administrative Process Officer
V18048 Lead Personnel Officer
V18049 Personnel Officer, Support Services
V18050 Personnel Officer41
V18051 Investigate/Records Mngmt. Officer
V18052 HR Investigations Analyst
V18055 Human Resources Officer
V18056 Retirement & Leaves Specialist
V18060 EEO Officer
V1807 Position Management Officer
V1808 Manager, Staff Relations
V18081 Manager, Personnel Services
V18085 HR Business Manager
V18090 Administrator, Payroll
E-5
V18100 Administrator, Projects
V18200 Analyst, Contract Maintenance
V18210 Communications Officer
V18220 Operator, Media Process
V18250 Program Develop, Food
V18265 Spec. Procedures & Complaints
V18270 Specialist, EAP
V18275 Distribution & Print Services
V18280 Supervisor, Copy & Print
V18290 Wellness Representative
V18300 Manager, Distribution
V18310 Employee Benefits Offices
V18320 Manager, Purchasing
V18330 Manager, Risk
V18331 Field Rep, Loss Control
V18340 Minority Business Officer
V1835 Purchasing Agent I
V18360 Purchasing Agent II
V1838 Parent/Community Liaison
V1839 Student Services Learning AS
V1840 Communications Specialist I
V1841 Communications Specialist I
V1860 Project Specialist I, Parent Engagement
V1870 Project Specialist II, Parent Engagement
V19200 Project Specialist, C & I
V19210 Curriculum Communications Specialist
V19300 SR Research Writer
V44200 Field Asst.-Food Services
V46700 Engineer, Project
V76700 Accountant I

E-6
ESPBC BARGAINING UNIT JOB TITLES
The Educational Support Professionals of Baltimore County (ESPBC) represents the job titles shown below.

K2909 ACCOUNTS PAYABLE REPRESENTATIVE


K2201 ADMIN SECRETARY I
K2202 ADMIN SECRETARY II
K2203 ADMIN SECRETARY III
A3492 ASSISTANT-THERAPIST
K2211 BENEFITS REPRESENTATIVE I
K2212 BENEFITS REPRESENTATIVE II
K2804 CAREER/TECHNOLOGY EDUC TECH
K7643 CENTRL MONITORING SUPPORT TECH
K2959 CERTIFICATION ASSISTANT
K2206 CLERK I
K2207 CLERK II
K2208 CLERK III
K2209 CLERK IV
K7641 COMPUTER SUPPORT TECHNICIAN
K2934 COPY & PRINT SERV TECH I
K2935 COPY & PRINT SERV TECH II
K2936 COPY & PRINT SERV TECH III
K2937 COPY & PRINT SERV TECH IV
K2956 EEO ASSISTANT
K2938 ENGINEERING RECORDS TECH I
K2939 ENGINEERING RECORDS TECH II
K2962 FACILITIES MANAGEMNT ASSISTANT
K3701 FAMILY SERVICES CASE MANAGER
K2925 FISCAL ASSISTANT I
K2926 FISCAL ASSISTANT II
K2927 FISCAL ASSISTANT III
A3508 HEALTH ASSISTANT
K2971 HR ASSISTANT, LEAD
K2972 HR ASSOCIATE, STAFFING
K2970 HUMAN RESOURCES ASSISTANT
K2910 INFANTS TODDLERS REPRESENTATIVE
A3600 INTERPRETER
K2917 INVESTIGATIONS & RECORDS REP
K7648 IT PROJECT MGMT ASSISTANT
K7500 IT SUPPORT TECHNICIAN I
K7502 IT SUPPORT TECHNICIAN II
A3601 LANGUAGE INTERPRETER
K2210 LEAD CLERK
K7504 LEAD IT SUPPORT TECHNICIAN
K2940 LEAVES REPRESENTATIVE
K2808 LIBRARY MEDIA ASSISTANT50
K2503 OFFICE ASSISTANT
K2200 OFFICE SECRETARY
K2965 OPER ASST, USE OF FACILITIES
A3506 PARAEDUCATOR-HEALTH
A3504 PARAEDUCATOR-JOB DEVELOPER
A3501 PARAEDUCATOR-LIBRARY & MEDIA
A3400 PARAEDUCATOR-REG INSTRUCTION
A3503 PARAEDUCATOR-SCIENCE LAB
E-7
A3507 PARA-SPECIAL EDUCATION
K2902 PARENT SERVICES REPRESENTATIVE
K2924 PRINT GRAPHICS ASSISTANT
K2941 PRODUCTION CONTROL TECH I
K2942 PRODUCTION CONTROL TECH II
K2405 PROGRAM ASSISTANT
K2961 PURCHASING ASSISTANT
K2963 PURCHASING ASSOCIATE
K7655 QUALITY ASSURANCE TESTER
K2915 REPR, FIELD-SR TELEPHONE
K3001 REPRESENTATIVE I, ASSESSMENT
K7510 REPRESENTATIVE I, IT APPLICATION
K3002 REPRESENTATIVE II, ASSESSMENT
K2901 RESIDENCY INVESTIGATOR
K2912 RETIREMENT REPRESENTATIVE I
K2914 RETIREMENT REPRESENTATIVE II
K2911 RISK MANAGEMENT REPRESENTATIVE
K2806 ROUTING SYSTEMS TECHNICIAN
K2603 SCHOOL GUIDANCE SECRETARY
K2604 SCHOOL RECORDS SECRETARY
K2406 SPECIALIZED CLERK
A3603 SPEECH TO PRINT TRANSCRIBER
K7650 TECHNICAL SUPPORT PERSON
K2705 TECHNICIAN-PIANO
K2920 TELECOMMUNICATIONS TEAM LEAD
K2805 TRANSPORTATION ASSISTANT
K2809 TRANSPORTATION REPRESENTATIVE
K7652 USER SECURITY SUPPORT TECH
K2918 VIDEO TECHNICIAN

E-8
AFSCME BARGAINING UNIT REPRESENTED CLASSES
The Council 67/Local 434 of the American Federation of State, County, and Municipal Employees, AFL-CIO (AFSCME)
represents the classes shown below.

Grade 1 Attendant - Bus


Grade 2 Building Service Floor Care Worker
Building Service Worker
Cook
Grounds Worker I, Operations
Grounds Worker I, Maintenance
Grade 3 Automotive Service Worker
Material Handler I
Plumber I
Grade 4 Driver I
Floor Care Leader
Grounds Worker II, Maintenance
Grounds Worker II, Operations
Material Handler II
Security Patrol Officer
Grade 5 Asst Building Operations Supervisor
Building Operations Supervisor I
Driver II
Equip Repair Technician I
Grounds Worker III - Concrete
Grounds Worker III - Fence
Grounds Worker III, Operations
Grounds Worker III-Construction
Maintenance Worker I
Mechanic I, HVACR
Mechanic I-Floor & Ceiling
Mechanic I-Grounds Equip
Mechanic I-Heat & Vent
Mechanic I - Roofer
Mechanic, Auto Body
Mechanic, Auto Tire
Mechanic, Automotive
Plumber II
Stock Keeper
Vending Assistant
Grade 6 Building Operations Supervisor II
Driver-School Bus
Driver-Tractor Trailer
Fire Alarm Technician I
Fire Extinguisher Technician
Material Handler III
Painter
Routing Assistant, Transportation
Grade 7 BLDG AUTOMATION SYS OPERATO
BLDG OPERATIONS SUPVR III
ELECTRICIAN I
ELECTRONICS TECHNICIAN I
EQUIP REPAIR TECHNICIAN II
FOREMAN, GROUNDS-CONSTRCT
E-9
FOREMAN, GROUNDS-LINE PNT
FOREMAN, GROUNDS-OPERATNS
FOREMAN, GROUNDS-UTILITY
GLAZIER I
LEAD DRIVER, TRACTOR TRAILE
LEAD SECURITY PATROL OFFICE
MAINTENANCE CUSTOMER SERV R
MAINTENANCE WKR II
MAINTENANCE WKR II-MASON
MECHANIC II, HVACR
MECHANIC II-FLOOR & CEILNG
MECHANIC II-HEAT & VENT
MECHANIC II-ROOFER
MECHANIC, AUTO BODY & PAINT
MECHANIC, METALWORK
MECHANIC-GLASS & UPHOLSTR
PAINTER, LEAD
PLUMBER III
SAFETY/SECURITY MONITORNG O
SECURITY REPAIR ASSISTANT
SECURITY SYSTEM TECHNICIAN
Grade 8 BLDG AUTOMATION SYS TECHN
BLDG OPERATIONS SUPVR IV
CADD TECHNICIAN
FIRE ALARM TECHNICIAN II
FLEET MAINTENANCE TECHNICIA
FOREMAN, GROUNDS-CONCRETE
FOREMAN, GROUNDS-FENCE
GROUNDS CREW LEADER-TRAINER
INSTRUCTOR-CUSTODIAL TRNG
MECHANIC II-GROUNDS EQUIP
MECHANIC, WELDER-FITTER52
Grade 09 ASST PROJECT MANAGER
BLDG OPERATIONS SUPVR V
DISPATCHER-BUS
DRIVER, TRAINER-BUS
ELECTRICIAN II
ELECTRONICS TECHNICIAN II
FACILITIES-INSPECTOR I
FOOD SERVICE EQUIPMENT TECH
LEAD BLDG AUTOMATION SYS TE
LEAD MECHANIC, AUTO BODY&PA
MECHANIC III, HVACR
PLUMBER IV
PREVENTIVE MAINT TECHNICN
Grade 10 ASST OPER SUPRV, COMPRE MAI
ENVIRONMENTAL TECHNICIAN
INTRGRATED PEST MNGMT REP
Grade 11 ASST PROJECT MANAGER II
ENERGY MANAGEMENT REPRESENT
FACILITIES-INSPECTOR II
SECURITY ASSESSMENT TECHNIC SITE DEVELOPMENT ASSISTANT

E - 10
The Council of Administrative and Supervisory Employees (CASE) represents:

C12300 Pupil Personnel Worker


C29100 Assistant Principal
C29200 Principal
C29300 Facilitator Leadership Development
C29800 Prin/Academic Interventionist
C32000 Coordinator
C33400 Supervisor
C35300 Specialist
C43900 Superintendent’s Designee
C51100 Coordinator, Magnet-Sec

E - 11
INSURANCE
For the most part, all of the Master Agreements offer the same level of insurance benefits as the TABCO Master Agreement,
including but not limited to the following.

• Basic Plan Life Insurance


• Optional Plan Life Insurance
• Section 125 Plan
• Flexible Benefits Insurance Program
• Health Care Options -- Flexible Benefits Plan
• Insurance--Family of Deceased Educator
• Insurance--Retired Members
• Dental Insurance
• Vision Insurance
• Insurance Plan Carriers
• Other Benefits

ARTICLE XVII - Insurances

Basic Plan Life Insurance

17.1 The Board will pay 100% of the premium for $15,000 life insurance.

Optional Plan Life Insurance

17.2 For active employees, additional life insurance (optional) can be purchased in multiples of basic annual earnings.
Minimum coverage is for 1x’s the employee’s basic annual earnings and maximum coverage is 10x’s the employee’s
basic annual earnings up to $1,000,000. Optional life insurance coverage shall be available to employees by payroll
deduction.

Section 125 Plan

17.3 The Board shall provide for educator contributions to life, health, dental, and vision insurance programs to be
made with pre-tax dollars under Section 125 of the IRS Code. Educator premiums for cancer/intensive care insurance and
catastrophic insurance may be made with pre-tax dollars under the Section 125 Plan. The Board shall provide for additional
coverage under Section 125 as indicated in the Flexible Benefits Plan described later in this article.

17.3.1 The Section 125 Plan supervisor/administrator shall be jointly determined by the Board and the employee
organization(s) representing covered employees.

Flexible Benefits Insurance Program

17.4 A flexible benefits insurance program shall be offered to employees, along with flexible spending accounts
established under Section 125 of the IRS Code.

17.4.1 Each fall, employees will elect the benefits and type of coverage, according to their particular need.

E - 12
17.4.2 Each benefit option will have a “price tag” or cost to an employee if that particular benefit is selected. All
employee contributions will be on a pre-tax basis. This means that federal and state income taxes and FICA tax will not be
withheld on employee contributions nor will these contributions be included in an employee’s gross wages as reported on W-2
form. Employee contributions will be included in annual salary for retirement and life insurance purposes.

17.4.3 An educator may make employee contributions to a Dependent Care Spending Account provided the educator
meets requirements prescribed by federal regulations. The account may be used, during the plan year for which the contributions
were made, for tax-free reimbursement of qualifying expenses for the care of dependents to enable the employee to work. Any
amounts remaining in the account at the end of the plan year will be forfeited.

17.4.4 An educator may make employee contributions to a Health Care Spending Account for tax-free reimbursement
of qualifying health-related expenses incurred during the plan year for which the contributions were made and not paid by
insurance. Any amounts remaining in the account at the end of the plan year will be forfeited.

17.4.5 The Board shall make qualified reimbursements from flexible spending accounts on a semi- monthly basis.

17.4.6 For part-time educators, the Board contribution shall be as follows: Health/Dental Care prorated based on
regularly scheduled work hours, Vision Care - more than .5 FTE at no cost.

Health Care Options -- Flexible Benefits Plan

17.5 The specific coverage in each of the health care options shall be mutually determined by the Board and the
employee organization(s) representing covered employees and shall be provided in writing each year to the employees.

The Board shall provide a prescription drug benefit for Cigna OAP and Cigna OAPIN plan members, as well as a mail
order Prescription Drug Program for the purchase of maintenance type prescription drugs, including insulin and related supplies.
Generic substitutions will be mandatory.

17.5.1 Option 1 - Employees may choose to enroll in the Cigna Open Access Plus (OAP) plan that allows for in
network and out of network coverage. The employee price tag will be 19% of the annual premium through December 31, 2016
according to the schedule in Appendix B-1, (20% for those hired on or after January 1, 2013); 20% as of January 1, 2017; 20%
as of January 1, 2018; 22% as of January 1, 2019; 24% as of January 1, 2020; and 25% as of January 1, 2021. Beginning
January 1, 2013 through December 31, 2021, the prescription co-pay structure shall be as follows: Cigna OAP: Retail – up to
a 30 day supply - $10 for generic; $20 for formulary; $35 for non-formulary; Mail Order: - 90 day supply of maintenance
prescriptions - $20 for generic; $40 for formulary; $70 for non-formulary. Also, the hospital emergency room co-pay will be
$70 per visit and is waived if admitted.

17.5.2 Option 2 - Employees may choose to enroll in the Cigna Open Access Plus In Network (OAPIN) plan that allows
for in network coverage only. The employee price tag will be 14% of the annual premium through December 31, 2016 according
to the schedule in Appendix B-1, (15% for those hired on or after January 1, 2013); 15% as of January 1, 2017; and 15% as
of January 1, 2018 through December 31, 2021. Beginning January 1, 2013 through December 31, 2021, the prescription
co-pay structure shall be as follows: Cigna OAPIN: Retail – up to a 30 day supply - $10 for generic; $20 for formulary; $35
for nonformulary; Mail Order: - 90 day supply of maintenance prescriptions - $20 for generic; $40 for formulary; $70 for
nonformulary. Also, the hospital emergency room co-pay will be $50 per visit and is waived if admitted.

17.5.3 Option 3 - Employees may choose to enroll in a qualified prepaid health maintenance organization (HMO) plan
offered by Kaiser Permanente that provides comprehensive medical care through a network of participating hospitals, physicians
and other health care providers. The employee price tag will be 14% through December 31, 2016 according to the schedule in
Appendix B-1, (15% for those hired on or after January 1, 2013); 15% as of January 1, 2017; and 15% as of January 1, 2018
through December 31, 2021. A prescription drug benefit is included with the HMO offered. The co-pay structure through
December 31, 2021 shall be as follows: up to 60-day supply - $5 generic; $5 brand; at participating community pharmacy -
$15 generic; $15 brand; Mail Order - 90-day supply - $5 generic; $5 brand.

E - 13
17.5.4 The employee price tag for those hired on or after January 1, 2019 will be as follows: Cigna OAP – 25%; Cigna
OAPIN – 15%; Kaiser HMO – 15% according to the schedule in B-2.

17.5.5 Options 4A and 4B - These options provide for two (2) Medicare Supplement Plans: 4A – Cigna Medicare
Surround; 4B – Kaiser Permanente Medicare Plus. These plan options will only be available to retirees who have attained the
age of 65. The Board contribution toward the premium for health insurance for Medicare-eligible retirees will be according to
Chart B in Section 17.8. For retirees covered by the Cigna Medicare Surround plan, the mail order prescription drug co-pay for
generics will be $20 beginning January 1, 2013. Other co-pays for retail and mail order purchases will remain as specified in
the Retiree Benefits Guide.

Adult Hearing Aids

17.6 Coverage for adult hearing aids will be included in the health plan offerings provided by the Board.

Insurance--Family of Deceased Educator

17.7 The Board will pay full premiums for health, dental and vision insurance for the spouse and/or family of any
educator who dies in service, for a period of one year, providing the educator was enrolled in such program and the spouse
and/or family were eligible for benefits prior to the death.

Health Insurance--Retired Members

17.8 The Board shall contribute toward the premium for available health insurance plans or an optional HMO for
employees with ten (10) years or more service with the Board, including military service time recognized by the Board, who retire
under the Maryland State Educators’ Retirement or Pension System, or the Baltimore County Employees Retirement System (ERS).
Specific price tags for available plans will be according to schedules contained in the Retiree Benefits Guide. Contributions by
the Board shall be made to employees hired prior to January 1, 2011 in accordance with Charts A and B as found below.

For pre-65-year old retirees, Chart A below specifies Board contributions for health plan options 1, 2, and 3 for each calendar
year (CY) through December 31, 2021, based on the health plan option selected and the effective date of retirement. The Board
contribution in place at the time of retirement will continue at that same level until the retiree reaches the age of 65 or becomes
Medicare-eligible. Once reaching age 65 or becoming Medicare-eligible, Chart B below specifies Board contributions for plan
options 4A and 4B.

E - 14
CHART A
CIGNA
OAP
(Option 1) CIGNA OAPIN (Option 2)
HMO (Option 3) and Kaiser
Current CY17 CY18 CY19 CY20 CY21 BCPS Current CY17 CY18 CY19 CY20 CY21
Yrs. of
Service
30.0% 25.0% 25.0% 23.0% 21.0% 20.0% 10 30.0% 25.0% 25.0% 25.0% 25.0% 25.0%
30.0% 27.5% 27.5% 25.5% 23.5% 22.5% 11 30.0% 27.5% 27.5% 27.5% 27.5% 27.5%
30.0% 30.0% 30.0% 28.0% 26.0% 25.0% 12 30.0% 30.0% 30.0% 30.0% 30.0% 30.0%
32.5% 32.5% 32.5% 30.5% 28.5% 27.5% 13 32.5% 32.5% 32.5% 32.5% 32.5% 32.5%
35.0% 35.0% 35.0% 33.0% 31.0% 30.0% 14 35.0% 35.0% 35.0% 35.0% 35.0% 35.0%
37.5% 37.5% 37.5% 35.5% 33.5% 32.5% 15 37.5% 37.5% 37.5% 37.5% 37.5% 37.5%
40.0% 40.0% 40.0% 38.0% 36.0% 35.0% 16 40.0% 40.0% 40.0% 40.0% 40.0% 40.0%
42.5% 42.5% 42.5% 40.5% 38.5% 37.5% 17 42.5% 42.5% 42.5% 42.5% 42.5% 42.5%
45.0% 45.0% 45.0% 43.0% 41.0% 40.0% 18 45.0% 45.0% 45.0% 45.0% 45.0% 45.0%
47.5% 47.5% 47.5% 45.5% 43.5% 42.5% 19 47.5% 47.5% 47.5% 47.5% 47.5% 47.5%
55.0% 50.0% 50.0% 48.0% 46.0% 45.0% 20 56.2% 50.4% 50.4% 50.4% 50.4% 50.4%
55.0% 52.5% 52.5% 50.5% 48.5% 47.5% 21 56.2% 53.3% 53.3% 53.3% 53.3% 53.3%
55.0% 55.0% 55.0% 53.0% 51.0% 50.0% 22 56.2% 56.2% 56.2% 56.2% 56.2% 56.2%
57.5% 57.5% 57.5% 55.5% 53.5% 52.5% 23 59.1% 59.1% 59.1% 59.1% 59.1% 59.1%
60.0% 60.0% 60.0% 58.0% 56.0% 55.0% 24 62.0% 62.0% 62.0% 62.0% 62.0% 62.0%
63.3% 63.3% 63.3% 61.3% 59.3% 58.3% 25 65.3% 65.3% 65.3% 65.3% 65.3% 65.3%
66.6% 66.6% 66.6% 64.6% 62.6% 61.6% 26 68.6% 68.6% 68.6% 68.6% 68.6% 68.6%
69.9% 69.9% 69.9% 67.9% 65.9% 64.9% 27 71.9% 71.9% 71.9% 71.9% 71.9% 71.9%
73.2% 73.2% 73.2% 71.2% 69.2% 68.2% 28 75.2% 75.2% 75.2% 75.2% 75.2% 75.2%
76.5% 76.5% 76.5% 74.5% 72.5% 71.5% 29 80.0% 80.0% 80.0% 80.0% 80.0% 80.0%
81.0% 80.0% 80.0% 78.0% 76.0% 75.0% 30 86.0% 85.0% 85.0% 85.0% 85.0% 85.0%

CHART B

Only for Medicare eligible Retirees and or their dependent.

Years of Service Option 4A Option 4B

CIGNA Med. Surround Kaiser Med. Plus


10-19 years of service 36% 68%
20-29 years of service 66% 100%
30 or more years of service 84% 100%

17.8.1 Employees hired on or after January 1, 2011 will be enrolled in a basic allowance health care subsidy. The flat
dollar amounts listed on Appendix E will be adjusted by the lesser of the growth in the US Consumer Price Index (CPI) in the prior
calendar year or 4%. Appendix E will be updated yearly by BCPS.

17.8.2
The Board shall implement a Prescription Drug Plan (PDP) for Medicare-eligible retirees.

E - 15
17.8.3 The Board shall continue to provide the payments set in Section 17.8 for one (1) year for the spouse of a retired
employee who dies if the surviving spouse was covered under the retired employee’s policy at the time of the retired employee’s
death.


Dental Insurance

17.9 The Board shall offer three dental plans: a) Traditional Dental Plan, b) Preferred Provider Dental Plan, and c)
Dental HMO.

17.9.1 The Board shall contribute 65% of the premium for the lowest cost dental option. The employee will contribute
35% of the lowest cost option plan plus the additional premium for a higher cost option if one is chosen. These rate splits will
remain in effect through December 31, 2021. The employee price tag will be according to the schedule in Appendix B-1 and B-2.

17.9.2 The specific coverage in each of the Dental Insurance plans shall be mutually determined by the Board and the
employee organization(s) representing covered employees and shall be provided in writing each year to the educators.

17.9.3 All self-funded dental plan options available to active employees will be available to retirees for a price tag
equal to the existing COBRA rates.

Vision Insurance

17.10 The Board shall provide an optical plan jointly selected by the Board and employee organizations. Participation
in the optical plan will be available to retirees and dependents at full cost to the retiree.

Insurance Plan Carriers

17.11 No change will be made in the carrier of any insurance plan identified in this Article unless the Association
approves such change.

ARTICLE XVIII - Other Benefits

Safety Glasses

18.1 Prescription safety glasses shall be provided when requested, at Board expense, to all educators working for
a significant part of the school day in laboratories, shops, or other areas where, because of potential danger to the educator’s
eyes, state law requires the use of such glasses.

18.1.1 This benefit refers only to those educators who normally wear prescription glasses. It shall be the responsibility of
the educator to obtain his/her own prescription.

18.1.2
This service for the educator shall be provided for as often as needed for the following reasons:

(a) Normal wear (not to be less than three (3) years).

(b) Damage to the frame or lens due to the nature of the work involved or due to the prevention of an accident to
the eye.

(c) Necessary adjustments whenever an educator’s prescription needs to be changed, upon the approval of the
appropriate supervisor/administrator with the advice of the educator’s ophthalmologist or optometrist.

E - 16
BENEFIT COSTS
Benefit Costs Per Pay Period • 2020

Annual Costs for Employees Hired on or Before December 31, 2018


Total Premium ($) Board Share ($) FTE 1.0 Share ($)
Cigna Open-Access Plus In-Network (OAPIN)
Individual 8,601.00 7,310.85 1,290.15
Parent/Child 17,041.32 14,485.12 2,556.2
Two Adults 20,525.40 17,446.59 3,078.81
Family 23,141.76 19,670.50 3,471.26
Kaiser Permanente HMO
Individual 9,552.36 8,119.51 1,432.85
Parent/Child(ren) 18,925.20 16,086.42 2,838.78
Two Adults 22,794.96 19,375.72 3,419.24
Family 25,700.76 21,845.65 3,855.11
Cigna Open-Access Plus In and Out-of-Network (OAP)
Individual 9,710.04 7,379.63 2,330.41
Parent/Child 19,238.16 14,621.00 4,617.16
Two Adults 23,171.40 17,610.26 5,561.14
Family 26,124.84 19,854.88 6,269.96
CareFirst Regional Dental PPO
Individual 308.88 200.77 108.11
Parent/Child or Two Adults 669.24 435.01 234.23
Family 1,014.72 659.57 355.15
CareFirst Regional Dental Traditional
Individual 350.04 200.77 149.27
Parent/Child or Two Adults 734.04 435.01 299.03
Family 1,232.88 659.57 573.31
Cigna Dental Care Access DI-IMO
Individual 542.64 200.77 341.87
Parent/Child(ren) or Two Adults 1,040.16 435.01 605.15
Family 1,563.72 659.57 904.15
CareFirst Davis Vision
Individual (Free if FTE is .5 or greater) 24.12 24.12 -0-
Parent/Child, Two Adults or Family 92.64 24.12 68.52

The cost of medical and dental coverage varies according to your full-time equivalency (FTE). Your FTE is assigned based on the hours worked as a
percentage of the number of hours a full-time employee in that same position would work. For example, an employee who works 20 hours in a position in
which full-time employment is defined as working 40 hours per week would have an FTE of 0.5.

E - 17
RETIREMENT HEALTH PLAN ALLOWANCE
FOR BCPS EMPLOYEES HIRED ON OR AFTER JANUARY 1, 2011

Original Base Amounts

PRE-MEDICARE RETIREES MEDICARE RETIREES

Base Allowance per Years of Service Base Allowance per Years or Service

$150.00 $225.00 $100.00 $150.00

YRS. OF RETIREE RETIREE & RETIREE RETIREE &


SERVICE DEPENDENT DEPENDENT

10 $1,500.00 $2,250.00 $1,000.00 $1,500.00


11 $1,650.00 $2,475.00 $1,100.00 $1,650.00
12 $1,800.00 $2,700.00 $1,200.00 $1,800.00
13 $1,950.00 $2,925.00 $1,300.00 $1,950.00
14 $2,100.00 $3,150.00 $1,400.00 $2,100.00
15 $2,250.00 $3,375.00 $1,500.00 $2,250.00
16 $2,400.00 $3,600.00 $1,600.00 $2,400.00
17 $2,550.00 $3,825.00 $1,700.00 $2,550.00
18 $2,700.00 $4,050.00 $1,800.00 $2,700.00
19 $2,850.00 $4,275.00 $1,900.00 $2,850.00
20 $3,000.00 $4,500.00 $2,000.00 $3,000.00
21 $3,150.00 $4.725.00 $2,100.00 $3,150.00
22 $3,300.00 $4,950.00 $2,200.00 $3,300.00
23 $3,450.00 $5,175.00 $2,300.00 $3,450.00
24 $3,600.00 $5,400.00 $2,400.00 $3,600.00
25 $3,750.00 $5,625.00 $2,500.00 $3,750.00
26 $3,900.00 $5,850.00 $2,600.00 $3,900.00
27 $4,050.00 $6,075.00 $2,700.00 $4,050.00
28 $4,200.00 $6,300.00 $2,800.00 $4,200.00
29 $4,350.00 $6,525.00 $2,900.00 $4,350.00
30 $4,500.00 $6,750.00 $3,000.00 $4,500.00
31 $4,650.00 $6,975.00 $3,100.00 $4,650.00
32 $4,800.00 $7,200.00 $3,200.00 $4,800.00
33 $4,950.00 $7,425.00 $3,300.00 $4,950.00
34 $5,100.00 $7,650.00 $3,400.00 $5,100.00
35 $5,250.00 $7,875.00 $3,500.00 $5,250.00

E - 18
BEGINNING IN FY 09, FLAT DOLLAR AMOUNTS WILL BE ADJUSTED BY
THE LESSER OF THE GROWTH IN THE US CONSUMER PRICE INDEX (CPI) IN THE PRIOR YEAR OR 4%.

FY 2009 Adjustment (Calendar Year 2007 CPI) 2.85%

FY 2010 Adjustment (Calendar Year 2008 CPI) 3.84%

FY 2011 Adjustment (Calendar Year 2009 CPI) -0.36%

FY 2012 Adjustment (Calendar Year 2010 CPI) 1.64%

FY 2013 Adjustment (Calendar Year 2011 CPI) 3.16%

FY 2014 Adjustment (Calendar Year 2012 CPI) 2.05%

FY 2015 Adjustment (Calendar Year 2013 CPI) 1.47%

FY 2016 Adjustment (Calendar Year 2014 CPI) 1.62%

FY 2017 Adjustment (Calendar Year 2015 CPI) 0.12%

FY 2018 Adjustment (Calendar Year 2016 CPI) 1.26%

FY 2019 Adjustment (Calendar Year 2017 CPI) 2.17%

FY 2020 Adjustment (Calendar Year 2018 CPI) 1.90%

FY 2021 Adjustment (Calendar Year 2019 CPI) 2.29%

E - 19
APPENDIX F

––––––––––

COMMENDATIONS
Appendix F: Commendations
––––––––––––––––
This appendix lists all 54 commendations in the Final Report, organized by chapter.

CHAPTER 1: CENTRAL OFFICE ORGANIZATION AND MANAGEMENT


Item Page Commendation
1-A 43 The Board has established a policy review committee and schedule for meetings, assigned a
Policy Staff Liaison position, and is guided by specific rules found in Policy 8130.
1-B 49 BCPS has a comprehensive strategic planning process which includes multiple stakeholders
and is widely communicated with stakeholders.
1-C 58 BCPS Chiefs are commended for collaborating with the Baltimore County Government’s
Director of Educational Partnerships to better coordinate services to students.
1-D 59 The School Board is commended for establishing School Board goals in alignment with the
BCPS strategic plan.
CHAPTER 2: HUMAN RESOURCES
Item Page Commendation
2-A 87 The 2021 Baltimore County Public Schools Scholarship Loan Program, We Want You Back!
is a remarkable offering that helps support new BCPS graduates in preparing for professional
careers in K-12 education.
2-B 106 There was a seamless transition from the former Chief of the Division of Organizational
Effectiveness to the (former and current) Executive Director of Organizational Development,
who immediately assumed the Acting Chief’s role leading, coordinating and supervising the
staff, who have demonstrated a high degree of dedication, camaraderie, and effective work
products and provide highly effective services and functions to the BCPS.
2-C 106 The Division of Organizational Effectiveness has admirably supported Focus Goal #3 of
The Compass, especially considering the impact of the ransomware attack and the impact of
COVID-19 on BCPS.
2-D 106 The Division of Organizational Effectiveness has demonstrated a remarkable record of
documented collaborations and accomplishments across divisions and departments.
2-E 115 The BCPS Cohort Programs, wherein the amount of cost per participant is directly billed for
each course in a cohort is equal to the amount of BCPS tuition reimbursement, offers significant
benefits to both employees who enroll in a cohort and to BCPS.
2-F 115 The Professional Development Plan for BCPS was developed and compiled by the Division of
Organizational Effectiveness. Each division, department, and office uses the same Professional
Development Plan Template, which is well designed and written.
2-G 115 The BCPS Aspiring Leaders Program, well designed and executed, is a process for creative
problem solving.
2-H 129 The BCPS Division of Human Resources has an updated and comprehensive Human Resources
Standard Operating Procedures Manual for guidance to division employees. 
2-I 144 The BCPS Employee Assistance Program (EAP) offers employees a broad range of both internal
and external counseling services.
2-J 184 BCPS should be commended for conducting employee hearings (appeals, grievances, and
terminations) in a timely manner over the last two years, and for detailed case preparation.

F-2
CHAPTER 3: FINANCIAL MANAGEMENT, PURCHASING, RISK MANAGEMENT
Item Page Commendation
3-A 203 The Fiscal Services staff have demonstrated exceptional commitment to the system and have
worked tirelessly to address the devastating impacts of a ransomware attack that paralyzed
almost every aspect of the system’s financial operation.
3-B 204 Fiscal Services has achieved awards of excellence in financial reporting for many years.
3-C 204 BCPS has created a number of new programs for non-certificated employees: two programs
specifically created by Business Services are the Leadership Academy and the Aspiring
Leadership Program. 
3-D 205 The BCPS FY22 budget document shows clear links to the BCPS strategic plan, The Compass,
as well as to the Superintendent’s goals.
3-E 205 BCPS procedures for records management are thorough, comprehensive and up-to-date.
3-F 206 The Controller’s Office has dramatically reduced the amount of storage capacity needed for
financial records through digitization from 60 lateral files to 15.
CHAPTER 4: TECHNOLOGY
Item Page Commendation
4-A 251 DoIT leadership and staff are to be commended for the hours, effort, and recovery results
from the ransomware attack. Additional resources would allow BCPS to accelerate the
recovery activity.
CHAPTER 5: FACILITIES CONSTRUCTION, USE AND MANAGEMENT
Item Page Commendation
5-A 266 The Department of Facilities Office of Budget and Accounting, through its stable and
dedicated staff, was able to use a manual workaround to pay vendors in a timely manner
during the ransomware attack.
5-B 267 The Office of Strategic Planning has a successful record of creating superior quality reports
and documents, including Students Count, the Educational Facilities Master Plan, and other
reports and analyses.
5-C 277 The Baltimore County Government and BCPS have partnered in two critically important
long-range facility planning studies, The Sage Report and the Cannon Study (MYIPAS), which
provide necessary information for mapping the needs and framework for a future BCPS facility
improvement roadmap.
5-D 286 The Department of Facilities has been positively cited in the 2020 audit with regard to the
following areas: the audit did not disclose any significant deficiencies in the design or opera-
tion of BCPS’ internal control over facilities construction, renovation, and processes to promote
energy efficiency; the audit did not disclose any significant instances of noncompliance with
applicable laws, rules, or regulations; and the audit revealed that the BCPS Capital Projects
were competitively procured and related expenditures generally properly supported. 
5-E 309 The BCPS plan for energy management and sustainability is an outstanding and comprehensive
plan which has led to substantial energy conservation and savings and is embedded in every
operation of DFMSP, including procurement, design, maintenance, and operations.
5-F 312 The Facilities and Construction Department’s bids and RFP announcements and packages,
based upon those provided and reviewed, show attention to detail and are in accordance
with industry standards.
5-G 314 The leadership of the Department of Facilities Management and Strategic Planning and the
leadership of Baltimore County Property Management have established a positive and
collaborative working relationship; long-established MOUs and joint service agreements
between BCPS and Baltimore County government have been successful and resulted in
considerable savings.

F-3
CHAPTER 6: TRANSPORTATION
Item Page Commendation
6-A 331 BCPS is commended for developing a program for the purchase of tools (and toolboxes) for
staff use at the fleet maintenance/bus lots. This proactive step has significantly impacted the
retention of mechanic and technician positions.
6-B 333 BCPS is commended for creating a comprehensive approach for improving school bus
transportation efficiency and safety.
CHAPTER 7: FOOD SERVICES
Item Page Commendation
7-A 359 The OFNS response to the COVID-19 pandemic was exceptional and serves as a model for
feeding students during a lockdown event.
7-B 360 OFNS maintains an exemplary professional development process that results in well-trained
employees with opportunities for a career path.
CHAPTER 8: EDUCATION PROGRAMS AND SERVICES
Item Page Commendation
8-A 390 BCPS coaches, principals, and all staff associated with the Athletics program should be
commended for the comprehensive offering of equitable programs for boys and girls and the
high participation rate by male and female student-athletes. The overall BCPS athletic program,
especially the Allied Program, is well-organized, coordinated, and serves over 10% of the
student population.
8-B 392 BCPS coaches, principals, and all staff associated with the Athletics program should be
commended for the comprehensive offering of programs and participation rate by student-
athletes during the crisis of the COVID pandemic.
8-C 400 The DRAA produces a wide array of dashboards and research reports that are accessible
through the BCPS website.
8-D 412 The Baltimore County Public Schools and the Baltimore County Government are commended
for the collaboration/partnership of The School Resource Officer Program (SRO).
8-E 412 The Guide To Safe Schools for School Resource Officers and School Administrators Partnering
for Success, 4th edition is well written and serves as an effective Standard Operating
Procedures Manual (SOP).
8-F 412 A review of the Center for School Safety (CSS) Incidents Reports for school years 2019-2020,
2020-2021 illustrates the broad range and volume of incidents investigated by the safety
managers.
8-G 434 The BCPS Health Services unit staff is commended for outstanding clinical leadership on
pandemic response (including protocol/procedure development, and staff training), and
for their exemplary collaboration with Baltimore County Department of Health and for the
provision of vaccinations, outbreak management/response and COVID testing.
8-H 440 BCPS’s Special Education Citizens Advisory Committee (SECAC) is commended for their
collaborative, positive, and organized efforts to help parents and professionals convey
information and experiences to Special Education leadership and top-level decision makers
to ensure equitable access to students within the system.
8-I 440 BCPS is to commended for the CITES recognition and for the foresight to meet the specialized
communication aspects of a Free Appropriate Public Education.
8-J 440 The BCPS Third Party Billing for Part C/Medicaid is commended for exemplary processing
procedures and audit history as well as for the implementation of a procurement card system
which assists with budgetary reconciliation.

F-4
8-K 447 The Office of Deputy General Counsel is commended for their knowledge and expertise
of Special Education law, related litigation, and for having the foresight to hire a Special
Education Attorney who supports, guides, and litigates on behalf of the BCPS and the
Department of Special Education.
8-L 453 The Birth-5 teams are commended for their high level of expertise and commitment, improved
outcomes for children and families, utilization of research-based strategies to improve service
delivery and supportive professional development activities.
8-M 457 The Related Services unit is to be commended for their exemplar methods of communication,
continuous improvement efforts and high-quality programs which enhance support for school
and district service providers.
8-N 467 BCPS is commended for comprehensive and current Instructional Policy and administrative
rules.
8-O 468 BCPS is commended for having Math and English Language Arts Curriculum Audits conducted
to ensure curriculum is aligned to the state standards.
8-P 468 BCPS is commended for updating and adopting a Teaching and Learning Framework that
provides specific strategies to support and improve daily classroom instructional practice.
8-Q 469 The BCPS Visual Arts Program is commended for its outstanding accomplishments.
8-R 471 BCPS is commended for implementing the Residency Model to assist struggling schools with
targeted professional development and improved teaching and learning strategies.
8-S 477 BCPS is commended for its use of the Professional Standards for Educational Leaders as a
foundation for BCPS Principals’ Evaluation.
8-T 473 BCPS is commended for the video and information about the Virtual Learning Program on
its website.
8-U 504 BCPS is commended for assigning the Executive Director of Academic Services to manage
both the Departments of Academic Services and Educational Options for the majority of the
2020-21 school year.

8-V 519 The Office of Title I should be commended for the establishment of a change management
process that includes a planning and implementation program cycle over a three-year period.

F-5
APPENDIX G

––––––––––

RECOMMENDATIONS
Appendix G: Recommendations
––––––––––––––––

A priority level (level of importance) is assigned to each recommendation as follows:

• Tier 1 (guidance on this is top priority, one of immediate urgency)


• Tier 2 (important, but can be started after the top priorities have been implemented)
• Tier 3 (least important, but should be implemented when time and funds are available)

This appendix lists all 196 recommendations in the Final Report, organized by Chapter and by Tier. There are 147
Tier 1 recommendations, 41 Tier 2 recommendations, and 8 Tier 3 recommendations.

CHAPTER 1: CENTRAL OFFICE ORGANIZATION AND MANAGEMENT


TIER 1 RECOMMENDATIONS
Rec # Page Recommendation
1-1 25 BCPS should reorganize the executive-level administration of the Baltimore County Public
Schools, reducing the number of direct reports to the Superintendent from eleven (11) to seven
(7).
1-3 45 BCPS should create a detailed, user-friendly subject index with word search capability for the
policy manual and the Superintendent Rules section.
1-5 52 BCPS should create metrics for each Compass Goal and ensure that all BCPS Office Plans
include metrics or Key Performance Indicators (KPIs).
1-6 57 BCPS should develop and implement a written, strategic communication plan.
1-7 63 The BCPS Board should adopt a civility policy, attend Maryland Association of Boards of
Education team-building workshops, the Board Chair should complete a parliamentary
procedure course, and the Board Legal Counsel should be required to earn a Professional
Registered Parliamentarian credential.
1-8 65 The BCPS School Board should make updating its operating manual a high priority.
1-9 67 The BCPS Board should enlist MABE to conduct work sessions on Board governance with a
goal of minimizing or eliminating micromanagement of staff and to establish a topical, yearly
work sessions calendar.
1-12 73 The BCPS Board should update its self-assessment instrument to include metrics and conduct
the assessment yearly as Board Policy dictates, with results compiled by the Board attorney,
who should lead a board work session to review results and create a plan of action to address
deficiencies.
1-13 75 BCPS should revise the Board agenda preparation, delivery to Board members, and Board
approval processes to eliminate unnecessary late entries, minimize Board approval time and
expedite meetings.
1-14 80 The BCPS Board and Superintendent should review and abide by their respective legal
responsibilities and ensure that the Board Manual is updated with the specific regulations
defining its authority, particularly regarding personnel nominations and filling of positions in
a timely manner.

G-2
TIER 2 RECOMMENDATIONS
Rec # Page Recommendation
1-2 44 The BCPS Board should develop, adopt, and implement a five-year systematic review schedule
for all policies and continue General Counsel’s annual review of specific policies as required
by Maryland law.
1-4 46 BCPS should create a policy provision containing a listing of existing procedural manuals,
handbooks, and planning documents, and on the Website create a series of hot links from the
manual to the cited documents or procedures.
1-10 69 The BCPS legal counsel and Superintendent should create pre-candidate board materials and
training sessions, update/improve the board orientation training, strongly encourage Board
members to take MABE and NSBA training, plan retreats tailored to the Board’s needs, and
ensure Board training funds are not transferred for other expenses.
1-11 71 The BCPS Board should refine the Superintendent’s evaluation instrument to include some key
metrics, require the Board Legal Counsel to compile the results, and implement quarterly Board
updates on progress.

CHAPTER 2: HUMAN RESOURCES


TIER 1 RECOMMENDATIONS
Rec # Page Recommendation
2-1 89 BCPS Leadership should study the survey results and the comments of thousands of responders,
along with the audit findings and recommendations for action in the following pages and take
immediate actions to implement the recommendations.
2-2 91 BCPS Leadership should reclassify all positions as Executive Directors who serve as department
leaders and who report directly to a Division Chief.
2-3 91 The BCPS Division of HR should apply the existing EYE (extended year employment) process
to allow schools to determine their program needs and hire the own staff (by allotting hours) to
support the students they teach during the year.  
2-5 94 BCPS should abolish the Office of Employee Relations and Performance Management, transfer
the manager of employee relations and collective bargaining to the Office of the Chief of Staff,
and transfer the two current staff in the Office of Performance Management to the Department
of Organization and Leadership Development.
2-6 95 BCPS should re-instate the Department of Human Resources Operations, creating and filling the
position of an Executive Director of Department of Human Resources Operations
2-7 96 BCPS should re-structure the Office of Certification so the staff in the office receive the full-time
coordination, leadership and supervision from its manager.
2-8 97 BCPS should consolidate all human resources information systems services and create an
Office of Human Resources Technology Services and re-classify the HR IT Systems Officer
position to Director.
2-10 98 BCPS should reclassify the position of Assistant Superintendent Recruitment and Staffing to
Executive Director.
2-11 99 BCPS should add one certification assistant and one secretary to the Office of Certification.
2-12 100 BCPS should add one analyst and one secretary to the Office of Performance Management
to assist with creating and implementing a new performance management system for non-
instructional staff.
2-13 100 BCPS should add one investigation records specialist (clerical position) to the Office of Investi-
gations and Dispute Resolution responsible for criminal background investigations, reviews, and
fingerprint reviews.

G-3
2-14 101 BCPS should hire two part-time positions of recruiters during the seasonal periods of heavy
demand and volume when recruiting takes place and assign an existing staff person who is
a data analyst to this office.
2-15 101 BCPS should add three analysts and an administrative secretary to the Office of Staffing –
Non-certificated support to address the employment demands caused by high turnover and
vacancies.
2-16 102 BCPS should augment the staff in the Office of Employee Benefits, Leaves and Retirements
by one benefits specialist.
2-17 103 BCPS should create a call/walk-in center for human resources. Staff the center with four
positions: one receptionist and three customer service representatives. The walk-in center
would be staffed at the above level so as to offer extended hours for employee services.
2-18 104 BCPS should create a position of Human Resource Quality Control Specialist.
2-19 105 BCPS should hire retired BCPS employees to serve as hearing officers as contracted, hourly
employees.
2-20 105 The Manager of the Office of Insurance and Risk Management should have a dual report to
the newly created position of Manager of Risk Management, located in the Office of the Chief
of Staff, and to the Executive Director of Human Resource Operations.
2-21 108 BCPS should reclassify the Department of Equity and Cultural Proficiency as the Office of Equity
and Cultural Proficiency, transfer it to the Office of the Chief of Staff, reclassify the position of
Executive Director to Manager, and consolidate related staff with duties in the area of equity.
2-22 109 BCPS should abolish the Department of Professional Learning, merging DPL functions and the
five staff into the Department of Organizational Development and reclassify the position of
Director of DPL to Coordinator.
2-23 109 BCPS should change the name of the Department of Organizational Development to the
Department of Organization and Leadership Development
2-24 109 BCPS should transfer the Office of Performance Management from the Department of Employee
Relations and Performance Management to the Department of Organizational Development,
reporting to the Executive Director.
2-25 110 BCPS should transfer the Peer Assistance and Review (PAR) program, currently located within
the Division of Human Resources, to the Department of Organizational Development.
2-26 110 BCPS should create the position of Principal on Assignment to provide adequate staffing for a
more robust professional development program for principals.
2-27 111 BCPS should transfer and merge the Department of Organization and Leadership Development
within the Division of Curriculum and Instruction.
2-28 118 The Division of Organizational Effectiveness should make adjustments to the professional
development services. To design effective adjustments, the Department of Organizational
Effectiveness should review survey data and other evaluative data it has regarding staff input
about the efficacy of professional development offerings and services.
2-29 118 The Peer Assistance and Review program, currently located within The Division of Human
Resources, should be transferred to the Department of Organization and Leadership
Development so all elements of organizational development/effectiveness and professional
development associated with new and non-tenured teacher support are consolidated.
2-30 120 The BCPS Human Resources and Organizational Effectiveness Divisions should establish and
model a cross-training program/process for employees and extend such programs to include
employees in all divisions in the future.
2-31 121 The BCPS Department of Organization and Leadership Development should establish a
leadership/supervisory training program to prepare staff for promotional mid and high-level
executive positions.

G-4
2-32 122 The Department of Organization and Leadership Development. and the Office of Employment
Dispute Resolution in the Division of HR should collaborate in providing required, regularly
scheduled professional training and workshops for site administrators.
2-33 125 BCPS should review the Induction Program based on data and determine if it should be
mandatory, and modify it as needed
2-34 125 BCPS should determine if the after-school professional development sessions are worthwhile
enough to be mandatory. If so, this change has collective bargaining implications, as well as
fiscal considerations.
2-35 126 BCPS should evaluate the Peer Assistance and Review Program to determine its impact on
teacher retention rate and effectiveness.
2-36 128 The Board and the Superintendent should review all of the survey results and staff responses
regarding the state of the BCPS’s morale and climate and should use the Department of
Organizational Development to create a plan to address those matters.
2-40 143 BCPS and Baltimore County Government should explore any advantages there may be for the
two entities to jointly bid some more aspects of their benefits programs.
2-41 147 The Board and Superintendent should establish, based on the proposed reorganization, that
those 12 positions (see *) hold positions with the highest rate of auto use for system business
and receive a standardized ($585 per month) auto stipend, and which positions should receive
mileage reimbursement when work-related travel is necessary.
2-42 150 BCPS should expediently fill vacant leadership positions with permanent appointees who
are highly qualified with specialized training and appropriate experience in the assigned
areas/divisions in a timely fashion. This process should be done after a revised job description
is completed and after the position vacancy has been posted and should avoid acting
appointments exceeding one month..
2-44 152 BCPS leadership should develop a multi-pronged strategy to address the root causes of
employee turnover and inadequate pools of qualified candidates.
2-45 153 BCPS should review and change its screening process to ensure that all new hires have
adequate and sufficient references from all previous employers.
2-47 156 BCPS should conduct a teacher salary study.
2-48 159 BCPS should address the climate, work environment and morale of staff permeating the district
which affect the staff turnover levels, and the salary disparities compared with neighboring
school districts.
2-49 164 BCPS should develop a strategic and tactical plan to improve employee retention.
2-50 167 BCPS should address the impact of non-competitive salary issues as part of a plan to assist
with retention and recruitment and the low morale pervasive in BCPS.
2-51 167 With consideration of the implementation of the Blueprint for Maryland’s Future law, the
Baltimore County government and the BCPS Board of Education should develop a strategy
to address the teacher salary guide to address inequities and to come into alignment with the
law’s salary guidance.
2-52 170 The BCPS Board of Education should re-consider its role in the collective bargaining process.
2-53 175 BCPS should update the 2018 salary study and complete an analysis of all salaries for
AFSCME and TABCO positions for 2021-2023, if available.
2-54 176 The Board and Superintendent should establish policy and rules to govern the classification
and salaries of mid- and high-level appointees.
2-55 178 BCPS should consolidate all Human Resources Information Systems services and create an
Office of Human Resources Technology Services to appropriately organize and staff HR
technology support functions.
2-57 180 BCPS should evaluate the effectiveness of many of its HR software applications, particularly
regarding user-friendliness and accessibility.

G-5
2-58 181 BCPS should explore software modules to replace the position control system.
2-59 182 BCPS should determine which vendor will be used for fingerprinting services and the
transmission of data prints directly to CJIS and complete the details of the contract with the
chosen vendor.
2-60 183 BCPS should study available BCPS facilities which can be re-purposed for use as a professional
development center and complete the cost/benefit analysis of an in-district facility versus
annual external contracts for sites and venues.
2-61 190 The Board of Education and Superintendent should review all of the survey results and
responses in order to fully understand, internalize, and accept the state of the district’s climate,
culture, and morale, and should develop a strategic and tactical plan to address the issues.
2-62 191 BCPS should abolish The Office of Employee Relations and Performance Management, transfer
the staff responsible for performance management program and PAR to the Department of
Organizational Development, and transfer the manager responsible for staff relations, collective
bargaining, and grievances and negotiations to the Office of the Chief of Staff (see the
Organization and Management section in this chapter).
2-63 195 BCPS administrators and union leaders should ensure that all employees, their members of the
unions and the administrative staff are fully aware of the provisions of the collective bargaining
agreement, and BCPS should provide more training to principals and supervisors regarding
resolution of issues at their level.
TIER 2 RECOMMENDATIONS
Rec # Page Recommendation
2-4 92 BCPS should consider establishing a program of flex and hybrid work schedules for its
divisions and offices and implement once the COVID crisis has passed.
2-9 97 BCPS should merge the two staffing offices (Certificated and Non-certificated) for FY23, if
budget limitations prevail
2-37 133 BCPS should review and update all policies which have not been so reviewed and updated
since 2015-2016.
2-38 137 BCPS should review human resources policies from peer districts and other sources such as
MABE, and determine which policies, if any, to add to its human resources policies.
2-39 140 BCPS should engage in an accelerated communications campaign to raise awareness among
employees of the benefits programs as well as explore how additional assistance may be
offered to employees.
2-43 151 BCPS should develop additional leave codes and or employee status codes for all excluded
leave to be used for AMS leave transactions to ease and expedite reporting and analysis.
2-46 155 BCPS should review staffing per student data to determine what adjustments, if any, need to
be made.
2-56 179 BCPS should move forward aggressively to restore or replace the key HRIS functions now
performed manually due to the ransomware attack.

G-6
CHAPTER 3: FINANCIAL MANAGEMENT, PURCHASING, RISK MANAGEMENT
TIER 1 RECOMMENDATIONS
Rec # Page Recommendation
3-1 207 BCPS should reorganize the functions in the Division of Business Services to align the senior
executive management changes recommended in the District Organization and Management
Chapter and eliminate the position of Executive Director Department of Business Services
Operations. BCPS should also upgrade the Purchasing Manager and the Payroll Manager
positions to Directors.
3-5 217 BCPS should build trust in its financial reporting by creating a plan to increase transparency
in all phases of budget development and financial reporting.
3-9 225 BCPS should expand the training program for school staff handling activity accounts and
school budgets, institute pre-hire screening for middle and elementary school secretaries with
bookkeeping duties, require annual refresher training for all principals, fiscal assistants and
secretaries who do the bookkeeping, and add accounting staff to expand the scope of training
and support.
3-10 227 BCPS should develop, implement and monitor corrective action plans for each external audit
finding, whether from the Office of the Legislative Auditor, or other external or internal audits.
3-11 230 The BCPS Board should update Policy 8400 to realign the internal audit function to focus
resources on high-risk investigations and reduce the size of the department by five positions.
3-12 232 BCPS should develop a comprehensive risk management strategy with a system-wide approach
that coordinates and aligns current practices and enlarges the scope to include threats that have
not been adequately addressed, and should create a Manager of Risk Management position.
TIER 2 RECOMMENDATIONS
Rec # Recommendation
3-2 211 BCPS Fiscal Services should update procedures for payroll, purchasing, budget development
and reporting as well as consolidating procedures for accounting into a single electronic
manual.
3-3 212 The Board of Education should direct the Superintendent and Board Policy Committee to
develop and recommend financial policies and superintendent rules that do not currently exist
or are inadequate to provide the direction necessary
3-6 220 BCPS should modify the practice of recommending budget transfers once each year and bring
budget transfers to the Board at least three times during the fiscal year.
3-7 222 BCPS should modify its practices of under-estimating staffing vacancies at 2% when the number
of vacancies has been consistently closer to 4% annually.
3-8 224 BCPS should complete the restoration of the data and systems lost to the ransomware attack
and implement the ERP modules to fully automate purchasing, payroll, human resources,
financial reporting and budget development.
TIER 3 RECOMMENDATIONS
3-4 215 BCPS (in conjunction with the Board Audit Committee) should develop a request for proposal
for the annual audit and select a firm that best meets BCPS requirements in the year before the
contract with the current auditor (CliftonLarsonAllen LLP) expires.

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CHAPTER 4: TECHNOLOGY
TIER 1 RECOMMENDATIONS
Rec # Page Recommendation
4-1 238 Together with Baltimore County Government, BCPS should develop and deploy a Cloud
Computing Strategy.
4-2 241 BCPS should conduct a comprehensive IT needs assessment including a school system-wide
IT total cost analysis that will result in an IT Blueprint Plan that reorganizes the current disparate
IT activities under a single authority.
4-3 244 BCPS should take an architectural approach to redesigning, updating, and managing/
monitoring its Network Infrastructure.
4-4 246 BCPS should continue to investigate and identify potential savings, efficiencies, and improved
services by collaborating and sharing well-defined IT services with Baltimore County IT.
4-7 252 BCPS should immediately supplement IT network resources and explore the use of an external
cyber security service provider.
4-8 254 BCPS should conduct a Technology Staffing using a “Zero-Based Approach” to align staff to
BCPS IT needs.
4-10 258 BCPS should conduct an IT organizational and staffing assessment as a part of a larger IT
Blueprint that addresses Technology Support/Help Desk and other IT functions. This includes
increasing the level of vendor-provided technical support and help desk services.
4-11 262 BCPS should standardize IT procurement processes and procedures and establish a position
responsible for IT asset management.
TIER 2 RECOMMENDATIONS
Rec # Recommendation
4-5 248 BCPS and Baltimore County should conduct a more comprehensive IT needs assessment
(both county and school system-wide) to identify resources, areas of collaboration, and
duplication of services.
4-6 250 BCPS DoIT should establish a collaborative relationship with all departments regarding IT
usage, and identify and evaluate the processes and procedures for data management and
governance.
4-9 256 BCPS should adopt a “BCPS Process Improvement and Management Template” to document
all IT-related processes, and develop a “Customer Service” advisory board or IT Governance
model that informs and guides the delivery and effectiveness of IT services within BCPS. This
group needs to review and update IT procedures on a regular basis, especially in the areas
of network security, data security, data privacy, and cybersecurity.

CHAPTER 5: FACILITIES CONSTRUCTION, USE AND MANAGEMENT


TIER 1 RECOMMENDATIONS
Rec # Page Recommendation
5-1 268 BCPS should transfer the Office of Strategic Planning and the Office of Energy and
Sustainability to staff (advisory) offices supporting the Executive Director.
5-2 270 BCPS should establish position titles consistent with the established criteria for classification
within the Department of Facilities Management and ensure salaries are commensurate with
title changes across divisions.

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5-3 273 BCPS should examine the survey results and create a strategic/tactical plan to address the
ratings and comments in an attempt to better inform employees of the Department of Facility
Management’s efforts and successes.
5-4 274 The BCPS Department of Facilities and the Human Resources Office of Staffing (non-certified
employees) should evaluate job descriptions of non-certificated positions, especially entry level
positions, to determine if position requirements are accurate and appropriate and ensure that
stated requirements are not impediments to generating an adequate pool of candidates.
5-5 277 BCPS should increase efforts to bolster public and staff awareness of the Sage Report and
ongoing Cannon Study.
5-10 288 BCPS leadership should determine whether continued use of contracted services in the
maintenance area is necessary, based on the in-house cost-benefit analysis in progress.
5-11 289 The BCPS Facilities Division should prioritize the implementation of their newly acquired
computerized maintenance management system, SchoolDude
5-12 292 BCPS should explore possible grant opportunities to invest in a preventive maintenance
program when federal government infrastructure funds become available.
5-13 300 BCPS should review custodial allocations per school twice a year to determine if facilities are
overstaffed or understaffed according to its allocation formula and should augment the FTE of
building service workers by seven for FY22.
5-14 301 The BCPS Facilities Department should eliminate the contracted services for building service
workers and fully staff the allocated budgeted FTE Building Service Workers.
5-16 312 BCPS Facilities Management and its counterpart in Baltimore County Government, as well as
the Property Management Department of the Office of Budget and Finance, should explore
shared service agreements, especially for facilities energy monitoring through a common
energy software system managed by a combined staff.
TIER 2 RECOMMENDATIONS
Rec # Recommendation
5-7 280 The BCPS Department of Facilities Management should create, distribute, and use
comprehensive and complete Standard Operating Procedures (SOPs).
5-8 281 BCPS should conduct a review of all job descriptions in the Facilities Department and revise
as needed.
5-9 284 BCPS should review and revise the Department of Facilities website to ensure accuracy, expand
upon the descriptions of the roles and functions of the Department and its offices, and make it
more user friendly.
5-15 310 BCPS should endeavor to raise employees’ understanding of the energy programs that have
been instituted, the savings the programs have generated, and the energy monitoring systems
in place to minimize energy consumption.
5-17 314 Baltimore County Government and BCPS should strengthen and further develop the strong
personal relationship between county and school district management personnel by scheduling
formalized, regular, and periodic meetings to discuss operational and financial issues common
to both organizations.
5-18 315 BCPS and Baltimore County Government should explore common needs and possible grant
opportunities and other resources to support preventive maintenance for aging facilities.
TIER 3 RECOMMENDATIONS
5-6 279 The Department of Facilities should review its current policies, compare them with peer district
policies, and determine if any should be adapted to BCPS and included in the BCPS policy
book.

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CHAPTER 6: TRANSPORTATION
TIER 1 RECOMMENDATIONS
Rec # Page Recommendation
6-1 324 Explore solutions with the Baltimore County Police to have background checks conducted at
a free or reduced rate. Should this not come to full fruition, BCPS should pay for background
checks for driver and attendant applicants.
6-2 325 BCPS should solicit the assistance of both BCPS Purchasing and MSDE to eliminate the sleep
study requirement and resolve this matter with the vendor or pursue changing vendors for
pre-employment physicals.
6-3 326 BCPS should enforce its discipline policy for bus infractions and building principals should
promptly return a copy of each discipline referral form submitted by a bus driver stating the
action that was taken for the reported disciplinary infraction.
6-4 327 BCPS should conduct an annual transportation staff survey, beyond the BCPS Stakeholder
Satisfaction Survey, and create a regular schedule to meet with all transportation employee
groups at bus lots to provide staff an opportunity to share their concerns and to improve
overall departmental communication.
6-5 328 BCPS should initiate recruitment and retention incentives to address the driver shortage.
6-6 329 The Office of Transportation should continually express expectations for attendance, reporting
procedures, and timeliness of requesting leave to all employees. Supervisors should then follow
up by tracking absenteeism and administering appropriate disciplinary action to violators, in
accordance with BCPS policy and labor agreements.
6-7 330 The Office of Transportation should institute a School Bus Driver/Attendant Incentive Program
to reduce absenteeism.
6-8 331 BCPS should require all programming addition or modification planning activities to include
a transportation impact analysis. The analysis should include, at a minimum, an assessment of
any anticipated additional burden on the Office of Transportation, including the need for new
buses and driver positions and the estimated cost.
6-9 333 The BCPS School Bus Safety Initiative should be approved by the School Board as soon as
possible.
6-10 334 BCPS should establish an accident review committee to review all vehicular accidents involving
white fleet vehicles.
6-11 334 The Director of Transportation should assign the responsibility of chairing the Transportation
Accident Review Committee to the Supervisor of Training and include Risk Management.
6-13 336 The BCPS Office of Transportation should develop, track, and report quarterly on key
performance indicators to improve overall efficiency and accountability.
6-15 343 BCPS should consolidate all routing responsibilities under the Assistant Director (Operations).
6-16 343 BCPS should conduct an assessment of all routing assistants as it relates to their computer skills
and abilities to enter route changes and provide any and all necessary training along with
access to the routing software.
6-17 344 BCPS should conduct quarterly system-wide analyses to ensure routes are being run as
efficiently as possible. These reviews will allow BCPS to maximize capacity on school buses,
which could lead to fewer routes and drivers.
6-18 347 BCPS Office of Transportation, in conjunction with the Office of Strategic Planning, should
conduct a strategic review of the existing bus lots as to condition and capability and proceed
with an action plan for improvement.
6-19 348 BCPS Department of Information Technology should investigate and provide a report on
internet connectivity issues and fleet maintenance computer equipment (to include printers) at
the 11 bus lots and make improvements to both.
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TIER 2 RECOMMENDATIONS
Rec # Page Recommendation
6-12 335 BCPS should develop a program, in concert with Risk Management, to recognize school bus
drivers for accident-free driving in a more meaningful manner.
6-20 349 BCPS Office of Transportation should review its policy on staff car assignments in an effort to
reduce the current number of take home vehicles. This review should include data on actual
after-hours call outs by staff.
6-21 351 BCPS should engage the appropriate county government staff to create a shared services
assessment team to review possible savings related to fleet maintenance.
6-24 355 BCPS Office of Transportation should establish written procedures and provide the funding
to ensure that mechanics and technicians are afforded the opportunity for professional devel-
opment and encourage mechanics, technicians and supervisors to obtain ASE certifications.
TIER 3 RECOMMENDATIONS
Rec # Page Recommendation
6-14 338 BCPS should modify Policy 3410 language and departmental documents to reflect the use of
“non-transportation zone” versus “walk zone.”
6-22 352 BCPS should take steps to reduce spare bus numbers. As a part of the strategic review identified
in Recommendation 6-18, it would be expected that an overall reduction in lots would position
BCPS to reduce the number of spare buses in the fleet.
6-23 353 BCPS should explore the inclusion of electric-powered school buses using the Montgomery
County plan as a model.

CHAPTER 7: FOOD SERVICES


TIER 1 RECOMMENDATIONS
Rec # Page Recommendation
7-1 361 BCPS should develop a streamlined recruitment and processing strategy for OFNS applicants.
7-2 364 BCPS should develop a viable plan for funding CEP expansion beyond CARES benefits.
7-3 366 BCPS should expand the indirect costs that the OFNS reimburses the General Fund to match
the Federal rate.
7-4 367 BCPS should provide direct access to financial and operational data needed to develop
accurate and timely budget projections.
7-5 368 BCPS should initiate a campaign to reduce food waste at school service sites.
7-6 371 BCPS should create a set of tailored Key Performance Metrics that consolidates and expands
its current method of data analysis and reporting.

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CHAPTER 8: EDUCATION PROGRAMS AND SERVICES
TIER 1 RECOMMENDATIONS
Rec # Page Recommendation
8-1 383 BCPS should develop a Theory of Action as a companion piece to operationalize
The Compass Strategic Plan, pertaining to the academic program and the delineated Core
Value that “Learning is our core purpose.”
8-2 387 The Chief Academic Offer should establish tighter fiscal controls, revise the job description of
the Fiscal Officer to include responsibility for directly supervising and coordinating the work
of clerks, fiscal assistants, and other account managers in the departments and offices of the
Division of C&I, and upgrade the position of Fiscal Officer to Coordinator.
8-3 393 The Office of Athletics and the Coordinator of Athletics should be moved from the Division of
Academics to the proposed Department of Schools in accordance with the recommended
reorganization of BCPS (see Chapter 1) and the job description of the Coordinator should be
updated to reflect this new assignment.
8-4 394 BCPS should upgrade the position of Coordinator of Athletics to Director once the position
and office becomes a direct report to the Chief of Schools.
8-6 402 The DRAA should eliminate one Executive Director position and one Administrative Assistant
position.
8-7 403 DRAA should fill the positions of Research Specialist and Senior Software Engineer.
8-9 405 BCPS and Baltimore County Government should explore developing a shared services
agreement regarding the BCPS grants specialist.
8-10 406 BCPS should establish and publish the legal protocols and Memorandum of Understanding
for entities or individuals seeking to access data which fall outside of the standard request for
information.
8-11 408 BCPS should augment the Office of Performance Management with one Coordinator of
School-based Performance Management.
8-12 408 BCPS should develop a stipend-based program to fund one staff member per school to serve
as a data facilitator and trainer of their colleagues in the area of data access and use of data.
8-14 419 BCPS should revise the Title IX Coordinator job description to include the responsibilities within
Title IX pertaining to athletics /activity programs and the necessary collaboration with the
Athletics Department and the Coordinator of Athletics.
8-15 420 The BCPS Coordinator of Title IX should include the Coordinator of Athletics on the Title IX
Steering Committee.
8-16 422 BCPS should transfer the position of Coordinator Title IX to the Division of Human Resources
and locate it within the Department of Investigations along with the EEO Officer.
8-17 424 BCPS should combine the responsibilities and the positions of the Coordinator of Title IX and
the EEO Officer for FY 23.
8-19 426 BCPS should transfer the Department of Safety to the Department of Schools, supervised by
the Chief of Schools.
8-20 427 BCPS should reclassify the Department of School Safety as an Office and reclassify the position
of Executive Director to Director reporting to the proposed Chief of Schools.
8-22 428 BCPS should reduce the number of clerical support staff in the Department of Safety by two
positions and review the allocation of clerical support and administrative secretaries in BCPS
to ensure there is equitable staffing among all offices and departments.
8-23 431 The BCPS Department of Social-Emotional Support should reorganize to improve its efficiency
and effectiveness.

G - 12
8-24 438 BCPS and the Department of Social-Emotional Support should address the growing demands
placed upon health service providers, readdress supervisory caseloads, staffing for health
practitioners, and professional learning to address the enhanced wellness and social/
emotional requirements the health services providers and those they serve.
8-25 442 The BCPS Department of Special Education should reorganize to improve its efficiency and
effectiveness.
8-26 450 The Department of Special Education should design a compliant infrastructure to serve
students with specialized needs within the BCPS system.
8-27 455 The Department of Special Education should address the growth implications for Birth-5 and
address staffing for Child Find Assessment Centers, transition/referral timelines, and increased
personnel responsibilities.
8-28 461 BCPS and the Department of Special Education should address the growing demands placed
upon the Office of Related Services, readdress staffing/staffing caseloads needs, update
technology resources, and reconsider eligibility for personnel to be compensated with a
supplement know as a “Responsibility Factor”.
8-29 464 BCPS should reorganize and streamline the Department of Academics and rename it the
Department of Teaching and Learning.
8-33 475 BCPS should require that all Executive Directors (that principals report to) participate in a
4–5-day summer “bootcamp” and to attend the weekly Academic Team Meetings to ensure
all principals are adequately informed and are held to high instructional leadership standards.
8-34 477 The BCPS Superintendent should set a priority focus and a higher weight on Standard 4
(Curriculum, Instruction, and Assessment) in the Principals’ Evaluation instrument and Executive
Directors should ensure Standard 4 is the focal point of principals’ evaluations.
8-35 479 BCPS should revise Board Policy 6002 with a directive to purchase curriculum that is complete
and does not need augmentation by BCPS and eliminate nine of the Resource Teachers/
Curriculum Specialist positions who are primarily responsible for writing curriculum.
8-37 481 BCPS should eliminate the Passport Program and establish a task force to determine the
feasibility of starting an elementary immersion program.
8-39 487 BCPS should hire two additional ESOL Resource Teachers, a full-time bilingual Welcome
Center Program Assistant, create a mobile Welcome Center bus, and expedite locating a
new home for the ESOL Welcome Center.
8-41 495 The Chief Academic Officer (CAO) should abolish the Office of Digital Safety, Educational
Technology & Library Media.
8-42 504 The Division of Curriculum and Instruction should reorganize the Departments of Academic
Services and Educational Options and merge these departments into one, named the
Department of Academic Programs and Options.
8-43 507 The Executive Director of Academic Programs and Options should create the Office of
Advanced Academic Programming that will be led by a Director of Advanced Academic
Programming.
8-44 510 BCPS should organize the newly created Office of Advanced Academic Programming to
include the program areas of Career and Technical Education; College and Career Readiness;
Magnet Schools; and Gifted and Talented.
8-45 512 The Office of Title I should reclassify the supervisors in the department to coordinators,
reclassify Accountant I positions to Accountant II, and move an Accountant II position
currently in the Department of Educational Options to Title I.
8-46 515 The Office of Educational Opportunities should restructure direct reports to the Director of
Educational Opportunities to be Coordinators, reassign the Supervisor of Home Hospital,
move Title IV and Charter School Functions to this office, as well as the Early Childhood
Program.

G - 13
TIER 2 RECOMMENDATIONS
Rec # Page Recommendation
8-5 395 BCPS should explore paying a stipend to coaches who are properly state-licensed and
willing to drive buses/vans to transport their teams to alleviate the shortage of drivers.
8-8 404 BCPS should revise the title and job description of Supervisor of Formative Assessments to
accurately reflect the role of the position.
8-13 417 BCPS should augment the number of safety managers by at least one in the Department
of Safety.
8-18 425 BCPS should transfer the security analyst position assigned full-time to the superintendent
but in the Department of Safety’s cost center to the Office of the Superintendent’s cost center
in order to accurately reflect the assignment of the FTE and expenditure in the appropriate
cost center.
8-30 467 BCPS should incorporate “hot links” within Instructional and other policies that lead the user
directly to the referenced information.
8-31 471 BCPS should create written criteria and standard operating procedures to follow for the
selection of any school receiving central office school improvement initiatives, programs, or
services.
8-32 472 BCPS should create and publish written protocols and rollout procedures for the Residency
Program, the Instructional Core Team (ICT), Target School Improvement (TSI), the new
Teaching and Learning Team and any other new school improvement initiatives.
8-36 481 BCPS should conduct annual needs assessment surveys of each of its 175 schools to ensure
all central office services are targeted to the specific needs of the school.
8-38 483 BCPS should align all foreign language courses to ensure students can continue their study in
the same language when progressing to the next grade level and/or establish relationships
with other programs to offer online courses.
8-40 490 BCPS should establish an ESOL Task Force to create a phased-in approach to bring
secondary ESOL programs back into students’ home schools.
8-49 522 The Director of Advanced Academic Programming should form an operational committee
within the Office of Advanced Academic Programming that specifically looks for ways each
program within the office (CTE, Magnet, College and Career Readiness, and Gifted &
Talented) will collaborate, examine program effectiveness and measure equity.
TIER 3 RECOMMENDATIONS
Rec # Page Recommendation
8-21 428 BCPS should revise the organization chart of the Department of Safety to accurately reflect
FTEs and part-time employees, as well as part-time contractors, for inclusion in the FY23
Proposed Budget Book.
8-47 520 BCPS should, on the condition of receiving additional federal funding, expand the programs
and service offerings of Title I and Early Childhood.
8-48 520 The Early Childhood Program should implement the planning process utilized by the Office
of Title I (see Commendation 8-V) whereby a three-year time period is continually under
consideration to most efficiently make necessary adaptations to program, funding and
enrollment changes.

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