Looking at the Wooton HS. The only reason it is rated as high as it is because a surgeon took a scalpel to the map.

The quality of education is highly suspect.

That's an interesting idea. Rides on which schools are in its cluster or possible region. The area around Crown has lots of capable students.

When MCPS can't even fully staff the existing HS SMCS programs from year to year (and MS SMCS for that matter), when Wootton can't get AP Calculus teachers who know what they are doing, how do you expect a new Wootton/Crown SMCS to be staffed with teachers who know enough differentiated advanced math to teach the students?

Besides, will Crown even have the SMCS facilities that Blair and Poolesville have?

They are dismantling the closest thing we have to TJ! But...in maybe 10 years I could imagine they will be circling back!

“Service Limitation: If the transportation budget is restricted (hopefully not), school bus service will be limited to providing transport between the student's home HS/MS to the Crown facility (or designated central location). This can be inconvenient but education needs family buy-in.“

This is what the current magnet system has (except in our case, bus pick up/ drop off happen at our home high school and elementary school). Are they pretending there’s a scenario where buses would actually drive into neighborhoods, so every student could have a short walk to a neighborhood bus stop??

MCPS has no interest in assisting advanced students outside their home schools. Its not at your home school, too bad or move.

Anonymous wrote:What makes you think they would be willing to create a brand new countywide academic magnet program, when they are breaking down and regionalizing the ones they have already?

OP here. I don't think they will do that. Like the others said, this is more of day dreaming.

What makes you think they would be willing to create a brand new countywide academic magnet program, when they are breaking down and regionalizing the ones they have already?

and dream on.

Anonymous wrote:Time to go to bed OP

Time to go to bed OP

Keep dreaming

Not happening, my dear OP.

Anonymous wrote:
"Feel free to laugh about it." - I am.

+1

"Feel free to laugh about it." - I am.

I read many "what would you do ..." in the recent Crown discussion threads. It's annoying that residents are being asked such questions while it should be the job of the BOE and the county. But i'll give it a try. Feel free to laugh about it.

(The language was polished using AI.)

This plan is divided into two phases: Phase 1: Stabilization and Safety (Years 1-6 or 8) and Phase 2: New Enrollment Model Implementation (Year 6/8 and Onwards).

Phase 1: Stabilization and Safety (Years 1-6 or 8)

The initial phase focuses on immediate infrastructure needs, safety, accessibility, and improving outcomes for struggling students, utilizing a Hybrid Enrollment Model at Crown (e.g., "Holding School").

1. Hybrid Enrollment Model
Structure: Operate with a hybrid model utilizing "Holding School" capacity alongside local enrollment (approximately 500 students, distance-based).

2. Infrastructure and Safety (Priority Focus)
Mandate: MCPS and the County budget must prioritize making ALL school buildings safe and operable, focusing on fundamental safety and accessibility improvements. No funds should be allocated for non-essential aesthetic upgrades.

Community Contribution: Allow local community donations to contribute to non-safety related improvements, such as gym floor upgrades or other aesthetic enhancements.

3. Academics and College Preparedness for low-achieving students (Priority Focus)
Focus: Direct resources toward improving at-level reading, writing and mathematics, and college preparedness of low-achieving students.

Resource Allocation Note: To fund this priority, after cutting other non-essential expenses, budget allocations for Gifted and Talented (GT) programs may need to be temporarily reduced. Also, allow community to donate to program-specific projects.

4. Strategic Planning and Community Engagement
Future Planning: Initiate comprehensive planning for the transition followoing the "Holding School" period, including the future structure of GT and accelerated programs.

Input: Actively seek community input during this planning phase.

5. Fiscal Responsibility
Non-Essential Cuts: Reduce or eliminate non-essential expenditures. For example, maintaining Diversity, Equity, and Inclusion (DEI) training and personal at a minimal, essential level.

Example Note: Concerns have been raised regarding instances where essential capital improvements (like the alleged cancellation of Wootton High School's repair from the Capital Improvements Program - CIP) were reportedly deferred while non-core programs were maintained.

Phase 2: New Enrollment Model Implementation (Year 6/8 and Onwards)

This phase establishes a new County-Wide Merit-Based GT/Accelerated Program operating concurrently with local enrollment.

1. Core Enrollment Structure

The student body will consist of two types:

a. Local Enrollment (20% - 30%): Students based on distance, and students resulting from a significant increase in enrollment at nearby HSs, provided they still meet the distance-based criteria. This will use Elementary school as "unit" to preserve community.

b. Merit-based (70% - 80%): (1) Cluster Auto-Qualification: The top X% of students from each High School (HS) or Middle School (MS) cluster are automatically qualified for the GT/Accelerated Program. (2) County-Wide Merit-Based Selection: Students, if they are not automatically qualified, selected through a competitive, county-wide merit process.

2. Transportation Plan
Service Limitation: If the transportation budget is restricted (hopefully not), school bus service will be limited to providing transport between the student's home HS/MS to the Crown facility (or designated central location). This can be inconvenient but education needs family buy-in.

3. Implement other details worked through Phase 1, "4. Strategic Planning and Community Engagement."