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Academics through the Years

The preface to Frederick County Public Schools' six strategic goals
states, FCPS will establish an environment that capitalizes on all children's natural curiosity, nurtures their desire to learn and respects their individual learning styles. In our endeavor to continuously improve student achievement, we ensure that each child --- regardless of race, ethnicity, gender, disability, or socioeconomic status --- meets established performance standards.

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CPS teachers are well versed in a wide spectrum of instructional strategies that help them address their students' diverse learning styles. We measure academic success one child at a time.
 
 
Curriculum

The Frederick County Public School System is in the process of transitioning from Maryland’s State Voluntary Curriculum to the Maryland State Common Core Standards (MSCCS), with full implementation taking place the 2013-2014 school year. Completion of this transition will result in students being exposed to a more challenging learning environment. Teachers and students at multiple grade levels will work toward mastery of many new concepts historically not seen until later grade levels and courses. The objective of these new concepts is to make certain each and every child leaves FCPS college and career ready.

To prepare students for the demands of a global society, it is essential that we adjust our instruction PreK – 12 to meet the demands of more rigorous content. The Salient 5 identifies the five most important instructional strategies found in any content or classroom. These strategies are a culmination of what research, literature and our staff have identified as essential.
 
 Salient 5
 
Verbal Discourse – "The more opportunities learners have to use language to construct and communicate meaning, the greater the development of higher order thinking.” (Vygotsky) Verbal interaction and verbal reaction is being able to express ideas orally and back them with fact or evidence.

Questioning – Our vision is for teachers to ask more questions that cause students to evaluate an argument or clarify their thinking or focus on alternate perspectives.

Technological Expression and Delivery – Technological expression and delivery is a vehicle for providing rich verbal discourse, collaborative practice and common formative assessments, and practicing questioning techniques that go beyond brick-and-mortar walls to a diverse community

Formative Assessment – In the age of assessment and accountability, teachers use assessments to look beyond the score or grade that is assigned to the student’s performance on the test. The purpose of assessment is to inform the teacher about the instructional needs and accomplishments of his/her individual students and class

Collaboration - Collaboration involves students working cooperatively in groups to solve problems, learn new material, answer questions, brainstorm and share thinking
 
Contacts
 
Curriculum, Instruction & Innovation (PreK-12):
Dr. Kevin Cuppett, Executive Director
 
Executive Secretary:
Debbie Wachter-Harne
301-644-5125
 
Academics

 

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