Office of the Superintendent of Schools
MONTGOMERY COUNTY PUBLIC SCHOOLS
Rockville, Maryland
July 6. 2000
MEMORANDUM
To:
Members of the Board of Education
From:
Jerry D. Weast, Superintendent of Schools
Subject:
Advisory Panel Report on John F. Kennedy High School
I have received the report and recommendations by the John F. Kennedy High School Advisory
Panel from Dr. James A. Williams, deputy superintendent of schools. He will be meeting with
the panel, parents, staff, and community leaders, as well as the news media. over the next several
weeks to address the panel's recommendations and identify next steps in establishing a
framework for immediate and long-term improvements at the school. I am confident that with
the guidance of Dr. Williams in collaboration with the principal, Dr. Sheila Dobbins, and the
cluster community superintendent, Dr. William Wilhoyte the issues and concerns raised by the
community will be addressed in a positive and constructive manner. I commend Dr. Williams for
his commitment to move forward "quickly and assertively in addressing specific
recommendations and making other improvements as necessary." I am particularly impressed
with the efforts to "encourage an open and inclusive process of decision making that will employ
the best thinking of staff, parents, and students at the school over the next several months."
—
—
Dr. Williams has planned a series of meetings to communicate the recommendations of the
advisory panel and the actions to address each recommendation:
•
All panel members will be informed of next steps at a meeting on the evening of July 10.
•
A letter to parents. staff members, community leaders, cluster principals. and other
critical partners will be mailed on July 10.
•
A briefing for the media will be held on July 11 at 10:00 a.m. in the Board meeting
room.
•
A meeting will be held with the executive board of the PTA on July 18, and this meeting
will be open to other parents and community leaders.
I will continue to keep you informed of the progress in this initiative.
JDW:kmv
Attachment
Copy to:
Executive Staff
Dr. Dobbins
This was converted from paper distributed by MCPS. While reasonable effort was made to assure fidelity to the original, it is not an exact copy.
Office of the Deputy Superintendent of Schools
MONTGOMERY COUNTY PUBLIC SCHOOLS
Rockville, Maryland
July 5, 2000
MEMORANDUM
To:
Dr. Jerry D. Weast, Superintendent of Schools
From:
James A. Williams, Deputy Superintendent
Subject:
Report from the Kennedy High School Advisory Panel
The report from the advisory panel at John F. Kennedy High School provides an extraordinary
opportunity to step beyond the community and internal strife that has marked this school for the
past year and establish a real basis for enhancing the educational program and academic
environment of this school. I have asked the principal, Dr. Sheila Dobbins, and the community
superintendent, Dr. William Wilhoyte, to seize this opportunity to establish a new beginning for
John F. Kennedy High School. Together, we will be meeting with staff, students, parents, and
community leaders to invite their support and commitment to this endeavor. In the meantime, the
organization of the necessary support services and personnel to assist us is under way as part of
the instructional and operational support teams being structured through the Office of School
Performance.
I am pleased with the comprehensiveness of the report and the obvious commitment by the eight
panel members to help the students, parents, and staff improve the academic program and
student life of John F. Kennedy High School. The panel's recommendations will form the basis
on which a process of improvement will be continued and enhanced at the school.
My intention is to move quickly and assertively in addressing specific recommendations and
making other improvements as necessary. I intend to encourage an open and inclusive process of
decision making that will employ the best thinking of staff, parents, and students at the school
over the next several months. The intervening summer break provides an ideal time for the
principal and community superintendent to organize the resources necessary to move forward
and prepare for the opening of school with the panel's recommendations in mind. Where
possible, recommendations from the panel will be implemented immediately. Recommendations
requiring significant financial investment and/or organizational changes will be given the highest
priority in terms of feasibility and appropriateness. Recommendations that require the action of
parents, students, other staff, and the community will be presented in a manner designed to
encourage the greatest possible level of support and cooperation by everyone involved.
At this time, a detailed operational and financial analysis of the panel's recommendations is
under way to determine all of the necessary implications so that the recommendations can be
evaluated comprehensively. I will provide you with a response to each recommendation, a
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Dr. Jerry D. Weast
2
July 5, 2000
detailed action plan, a timeline for implementation, and a monitoring plan to ensure our
continued progress. I expect that parents and community will be kept informed and involved as
this process moves forward.
In the meantime, the public release of the panel's findings and recommendations and the school
system's next steps will be handled in the following manner:
 All panel members will be informed of next steps.
 A letter will be mailed to the parents of John F. Kennedy High School students,
community leaders, cluster principals, and other critical partners.
 Dr. Dobbins, Dr. Wilhoyte and I will meet with the Executive Board of the PTA
along with other interested school and staff members.
 The news media will be given the recommendations and next steps during a briefing
by me.
 An update to the Board of Education will be provided in advance of the public
release.
Our ultimate success will rely a great deal on our ability to communicate frequently and openly
with all constituencies of John F. Kennedy High School. Our aim will be to do what is right and
proper for the benefit of students. Keeping their needs foremost in our minds will be the key to
unlocking the potential of this high school.
I will continue to keep you informed.
JAW:rlc
Attachments
Copy to:
Dr. Wilhoyte
Dr. Dobbins
This was converted from paper distributed by MCPS. While reasonable effort was made to assure fidelity to the original, it is not an exact copy.
Report to the Superintendent,
Montgomery County Public Schools
From the Kennedy High School Advisory Panel
June 2000
This was converted from paper distributed by MCPS. While reasonable effort was made to assure fidelity to the original, it is not an exact copy.
SECTION I - INTRODUCTION
In December 1999, the Superintendent of Montgomery County Public Schools (MCPS)
announced the creation of the John F. Kennedy High School Advisory Panel made up of eight
citizens. In view of the sharp differences of opinion on a wide range of issues affecting the
Kennedy High School community, the panel was charged
‘to conduct a thorough and systematic review of any and all issues relating to
Kennedy High School including community and parent relations, leadership and
administration, student academic performance, the Leadership Training Institute
(LTI) and signature programs, and school-community problem solving and
communication. Following its review and analysis, the panel will advise parents and
community leaders, the school administration and Montgomery County Public
Schools staff on strategies, programs, and interventions, that, when implemented,
will lead to the constructive resolution of concerns currently dividing the school's
community and administration."
The panel further refined its purpose somewhat:
"to explore issues that need attention to assure that students will receive the best possible
education at Kennedy High School."
With regard to the issues, the eight-member panel is neutral, has broad experience in the
community and with Montgomery County Public Schools, and assumes this responsibility
without any predetermined agenda.
In accepting the responsibility for conducting a thorough and systematic review of issues
affecting the Kennedy High School community, the panel would look at a very wide range of
issues. For instance, such concerns as community and parent relations, leadership and
administrative performance, academic rigor and achievement, test scores, the Leadership
Training Institute and signature programs, discipline, central office support, and more were to be
considered.
The panel met, defined a plan of work, visited the school and principal, organized a community
meeting in early February to introduce themselves and explain the process they would be using
to listen to concerns, analyze the information collected, and prepare recommendations. Methods
of communication, all of which were independent of MCPS,
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included FAX, regular mail, e-mail, and telephone, as well as face-to-face meetings with the
panel. The panel also talked with several MCPS staff who have worked with Kennedy High
School.
Information and data gathering began in earnest in early February. Students, staff, parents,
former staff, organization representatives, administrators, PTSA officers and former officers
expressed keen interest in sharing information with the panel. On February 28 and March 3, the
panel met with students and staff from 7:25 in the morning until 5:00 in the afternoon. Evening
and weekend sessions were held at the MCPS Spring Mill Field Office and at Kennedy High
School during March and April to hear from parents and additional staff and students. The panel
also attended meetings with the John F. Kennedy High School African American Parent Group,
the Hispanic Parent Support Group, Lee Middle School PTA, etc. Persons whose schedules kept
them from meeting with the panel were encouraged to submit their views in writing which many
of them did. Telephone calls, Faxes, and emails were important in communicating with the
panel. During all of these discussions, panel members urged those who testified to make
suggestions about steps that could be taken to assure that all students at John F. Kennedy High
School receive the best possible education.
In summary, the panel adopted a flexible approach in its efforts to ensure that all that had
information to share would have the opportunity to do so. The panel invested more than forty
hours of time in the meetings to hear from the John F. Kennedy High School community as well
as countless hours of phone calls and reading statements, demographic data, newspaper articles,
test score and survey results, etc. For more than two months, members of the panel made
themselves available to hear the views of all persons. The broad range of information, opinion,
and data sources enhanced the quality and depth of recommendations made in this report.
Meeting and listening to dozens of people who feel strongly about "our school" was truly a
unique experience. Individually and as a group, we have learned a great deal about the Kennedy
High School community. The students are articulate, determined, and skillful no matter what
their current situation or future plans may be. There should be no doubt that if a student works
hard, he or she can achieve great things at this school.
This report will review the major issues presented to the Kennedy High School Advisory Panel
and make recommendations.
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SECTION II - DISCUSSION OF THE ISSUES
The issues and concerns at John F. Kennedy High School are similar in many ways to those at
other schools in this county and in this country - leadership, test scores, consistent discipline,
morale, image, staff turnover and support, communications, parent and community involvement,
resources, diversity, academic rigor, etc. However, at this school and at this time, these issues
converge and dominate the life of the school to the detriment of student learning.
Addressing these issues is not going to be a simple matter of a few press releases or some
additional token resources or even a few months time. Kennedy High School must have a new
focus on collaborative decision making and academic excellence if it is to resolve the converging
issues that it faces. These issues impinge on the ability of staff and students to assure that
Kennedy High School provides the best possible education for all of its students.
Creating that new focus will require significant changes and major commitments from the school
system, staff, students, parents, and community.
The array of issues discussed are grouped into four sections:




Conflicts among various parent groups and the administration
Communication and leadership issues among principal, parents, staff, and students
Concerns about demographic and socio-economic issues among staff and parents
Issues as perceived by students
In order to fully understand the issues raised at Kennedy High School, it is necessary to present a
brief summary of the issues taken from testimony, data submitted and collected, and direct
observation by some or all of the panel members. The issues and concerns and information are
grouped into these four sets. Since the panel promised confidentiality to those who
communicated with us, the very specific examples presented to us are not detailed. However, the
four broad sets are based on recurring strands of information presented to the panel. The issues
discussed in this report were referred to by many of those who talked to us.
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 CONFLICTS AMONG VARIOUS PARENT GROUPS AND ADMINISTRATION
Usually the roles of parents in a high school are loosely defined and are focused on working
in the PTSA; serving on such school committees as discipline, guidance advisory, school
improvement team, and providing some volunteers.
The relationships between parents and Kennedy High School administrators and staff are
very intense, and unusual, and well beyond the scope of a PTSA to address. Failures of
communication, lack of interaction, exclusion or ignoring of minority families are all
concerns. The perception that parents must go to a "higher authority" (central administration
or the board of education) to have problems resolved is reinforced when those in high places
do intervene in response to parent requests. There is also a perception that parents of
Hispanic, Asian, and African American students are not welcome or valued.
Five other areas of conflict are evident.
Direction of the Leadership Training Institute
Most of the parents and students who testified enthusiastically support the Leadership
Training Institute program. However, many expressed concern about the recent expansion of
the program. Some of the parents felt that the quality of the program may have diminished in
part as a result of changes in leadership of the program, and others specifically focused on the
lack of agreement on the vision for the LTI program between the principal and the former
coordinator of the program. The panel heard quite a bit about the importance of assuring the
strength of LTI and its ability to attract students.
Comments were also heard about the potential for elitism and the effects of scheduling
challenges for course offerings for the whole school.
Racial Concerns
While many of the witnesses celebrated the rich diversity of Kennedy High School, it was
clear that many of the issues split along racial lines. With the exception of one of the many
groups that testified, it was evident that race would be an issue for the panel. Several of the
individuals who testified commented that there appeared to be unfair treatment of staff,
students, and parents and attributed this to race or national origin. Some witnesses stated that
African-American students and staff are often given preferential treatment by the principal
and other administrators with lesser penalties imposed on both for not following the rules. It
was reported by some that Hispanic students were treated more severely by the principal,
administrators and staff.
Students did not see racial concerns among themselves but were aware of issues among the
adults in the school.
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Control of School Priorities
A chief concern expressed by many groups and individuals involved a lack of understanding
and communication of the school's program priorities. It appears from what the panel heard
and from the documentation provided that Kennedy's program priorities routinely shift as is
common in most schools. The issues discussed pointed to a lack of communication and
participation at the time of the shifts and absence of coordination and/or consideration of
those most directly impacted by the decisions made.
It was evident from much of the communication with the panel that information on the basis
for decisions, including MCPS policies and procedures, is not shared with students, parents,
or staff
Negative Information Distributed to the Press via Internet and Other Media
Many students as well as parents and staff expressed grave concern over the attention paid to
Kennedy High School by the mass media. Most understood that, while newspaper articles
portray Kennedy High School in a negative light, the feeling of powerlessness came when
the principal, administrators, school system staff, and others made no attempt to address or
respond to the negative press. Parents universally seem to feel that the actions of the press
are outside of their control, but the students feel that they are entitled to a defense and, at a
very minimum, a response that refutes the negative and highlights the positive aspects of
attending John F. Kennedy High School. The students expressed sincere disappointment in
the way the negative press attention was handled by the principal, the administrators, and
school system staff
Several people expressed an equal or greater concern over e-mails that are widely circulated
and that reflect poorly on activities at Kennedy, compounding frustrations.
The Consortium
The inclusion of Kennedy High School in a consortium of high schools may be well received
by parents and students. However, the lack of information about the process and the ability of
the community to participate in the decision-making has given rise to a preconceived notion
that the consortium cannot "be a good thing" for the Kennedy commurnty.

COMMUNICATION AND LEADERSHIP
PARENTS. STAFF. AND STUDENTS
ISSUES
BETWEEN
PRINCIPAL,
The next set of issues relates to communication and leadership issues in the school. The
communication skills of speaking and listening are key skills that must be strengthened at
Kennedy.
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The panel was repeatedly told that the principal had been appointed with a mandate to bring
accountability, order, and stability to the school. There was a need for decisive action in contrast
to the administrative style of the previous principal. This approach did accomplish those goals;
however, the panel members feel that it may also have caused some of the failures of
communication and resulted in a lack of trust among the parents, staff, and administration.
Availability of and Access to the Principal
Most of the parents addressing the panel complained of not having access to the principal. From
some of the testimony, it was evident that the principal does not practice an open door policy;
and in some cases, it was believed that she and her staff intentionally denied access when faced
with requests from individual parents or parent groups. This was especially clear with the
Hispanic Parents Group.
Although students did not comment on the availability of the principal generally, a few did note
that the principal made herself available to certain students while refusing to meet with others. In
addition, many students felt that the principal could make more of an effort to put in an
appearance and support student events and activities.
Staff expressed similar concerns and a strong desire for not only open access to the principal but
also for open consideration/exploration of issues that are brought to the principal. They felt that
in many cases, access to the principal was blocked; and, when finally allowed to meet with the
principal, they were often prematurely, if not abruptly, dismissed without fully airing concerns
and or issues.
Timely Feedback
Parents brought the panel examples of instances where the principal failed to respond to their
requests and the requests of students. When a request for information or approval to hold an
event, participate in a school activity, etc., is not met with a timely response, there is a perception
that the principal does not or will not support the request and that this is the reason for the delay.
While this may or may not be true, communications have deteriorated to the point that it is
difficult to first identify and then adequately explain the process for decision-making at
Kennedy. Students seem to have to wait quite a while to get permission to initiate projects and
activities, and the process is inconsistent. Some decisions are announced with very short notice
without much regard for the effects on staff or students.
Involvement of Stakeholders in Decision-Making
Testimony from parents, students, staff as well as statements from the principal and
administrators made it clear that decision-making is reserved for the principal. It was felt by
some that there is not enough shared decision-making at John F. Kennedy High School. Several
people who talked to the panel presented instances where participation by the
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stakeholders would have been appropriate and would have improved the quality of the
decisions.
Communication with Central Office
On several occasions over past years, groups of parents have gone over the head of the
principal to the central office because they were dissatisfied with various decisions. It seems
that these steps were taken without first communicating with the principal and reaching a
decision that could be supported by all of the stakeholders. Central office personnel and even
board of education members did not discourage parents and students from continuing to bring
additional issues and to solicit decisions about Kennedy High School. Then, it looked like the
principal was not in control of decisions and is believed to have built resentment on the part
of the principal and staff while feeding an already broken process of communication between
the principal and parents.

CONCERNS ABOUT DEMOGRAPHIC AND SOCIO-ECONOMIC ISSUES AMONG
STAFF AND PARENTS
While the rich diversity at Kennedy High School is valued by many, at the same time that
diversity creates some challenges to teaching students who are new to county schools. The
mobility rate of students is a concern as is catching up with learning shortfalls such students
bring with them from their previous schools.
During recent years, staff turnover at Kennedy High School has been higher than is typical in
Montgomery County Public Schools. Staff at Kennedy are hard working and dedicated to
educating their students.
Comments were made about the need for support for community and school programs
throughout the Kennedy cluster of schools from kindergarten through twelfth grade. Issues at
the high school do not just happen when students start ninth grade; they are spread
throughout a student's school career and affect families as well. For example, preschool
programs, parent education, ESOL services, family counseling, etc., all affect students'
school experience. Interest was expressed in looking at such programs in this cluster to
support student learning.
In reviewing data about the school and the cluster schools and in talking to staff and parents,
it became clear that low test scores are a major concern to this community. Again, improving
test scores is not simply done when students start high school. Consistent comments referred
to the need to improve the work being done throughout the cluster. Many of the students we
talked to seemed to see the issue of test scores as one that seriously affected the school's
image in the larger community as well as in the perception of John F. Kennedy High School
when students apply to colleges.
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The successes of John F. Kennedy High School reflect the ability to use different racial,
ethnic, socio-economic, and religious backgrounds as a rich source of learning and strength.
There have been many educational successes including students who achieve near-perfect
SAT scores, students who receive scholarships for academic, artistic, athletic
accomplishments; students who attend the top colleges in the country.

ISSUES AS PERCEIVED BY STUDENTS
The panel was impressed with the articulate comments provided by many students, both
individually and in groups. The students at Kennedy have a great deal to offer and express
themselves very effectively. Talking with the students and hearing about their ideas was a
valuable part of this assignment for members of the panel. The panel met with student
leaders, average students, students who had transferred into Kennedy recently, students with
disabilities, students whose families had chosen Kennedy for its special qualities, etc.
That being said, seven areas of concern were mentioned to the panel by the students as
requiring attention.
Academic Rigor and Access to Challenging Courses
There are serious concerns about the rigor of courses offered in the school. Many students, as
well as parents and staff, indicated that course content and presentation need significant
improvement. Access to advanced placement courses was also questioned. These concerns
were expressed by students at all grade levels and achievement levels.
Support and Cooperation from Adults
Students feel a need for more support and cooperation from adults. At times, it almost
seemed that the students were supporting each other while the adults were "squabbling" with
each other. Effective communication within the school community may have been a part of
this concern, but there was also a sense that many students were not feeling that there were
caring adults in the school who knew them personally.
Need for Less Confrontation among Parents and Staff
Although most students were either unaware of or uninterested in the differences of opinion
among parents and staff, some students did express the feeling that the community would
benefit from a reduction in the level of confrontation between staff and parents. Although the
disagreements might not affect them personally, the perception existed that the
unpleasantness was not productive.
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Restoration of Positive School Image
Almost every student the panel met with talked about the need to restore and maintain a positive
school image. Seeing the school held up to a seemingly constant flow of negative attention in the
press has affected the students' morale even more seriously than it has the adults' morale. To
their credit, many of them have taken positive steps to work on this image issue. However, it will
be an ongoing issue for many of them.
For many of these students, it is not simply a matter of unfairness. Rather, it is a matter of how
the world will perceive them because of the school they attended.
Consistency of Discipline
The halls are calm and people seem to be working to make Kennedy a good place to learn.
However, among the students and even some staff, there is a perception that the rules are applied
somewhat unevenly and that steps need to be taken to improve the consistency of the application
of the discipline policy and to assure that feedback is provided for teachers and students.
Although in-school suspension is available, it is not considered an effective measure in the
minds of many students and staff
Course Offerings and Scheduling Issues
Although they realize that scheduling of classes is restricted by enrollment size and by program
offerings, both of these issues are a source of some frustration for some of the students. The
inability to access certain subjects because of the way class scheduling is done is a problem for
many of them.
Supportive Programs
The panel heard from many students, as well as from staff and parents, about the real need for
additional supportive services and programs for counseling, ESOL, prep testing, and other
academic needs. In addition, there was a desire for more support for extracurricular activities
and outreach to the community.
The students at John F. Kennedy High School care about their school and each other and would
like to be able to be proud to attend this school. In general, they do take pride in their school but
would like to see its quality improve.
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SECTION III - RECOMMENDATIONS
The array of issues that the Kennedy High School Advisory Panel learned about includes many
concerns which may not be unique to this school in this county. However, the Panel has
concluded that these issues combine to negatively affect the ability of Kennedy High School to
provide the best possible education for all of its students.
As we said earlier, "Addressing these issues is not going to be a simple matter of a few press
releases or some additional token resources or even of a few months time. Kennedy High School
must have a new focus if it is to resolve the issues that it faces."
School Culture and Leadership
Recommendations in this category are aimed at improving communications and interpersonal
skills among administrators, staff and parents. The panel believes that by creating a more open
working relationship and learning environment the school can accomplish its mission. The
following are recommendations in this category:

A more participatory and collaborative leadership style should be adopted. It is
essential that a change to an open, supportive leadership style that involves all
stakeholders in the decision-making process be embraced.

It was refreshing to hear reports of some reconciliation happening among alienated
parent groups. Conciliation efforts to resolve parental conflicts should be continued
with active participation of all parent groups. The Community Superintendent and the
Principal must take a stronger leadership role during this process. Serious and sincere
measures must be taken to reach out to include all parents and build effective
partnerships which will support student achievement. The concepts of real parent
involvement should be implemented, not just parent involvement for a few. We
believe there is a critical need for broader and more constructive parent participation.

The Montgomery County Council of PTA's (MCCPTA) training committee with its
resources should assist during the initial sessions as the role of parents are clearly
defined and explored.
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
The calendar for the years field trips, SGA and other club sponsored activities, as
well as PTSA events should be planned well in advance of the start of each school
year with representation of all participating groups.
Educational Support Programs and Enhancements
Testimony from parents, staff. and students emphasized the urgent need for educational support
programs beyond the regular offerings for students in need of specific academic support.
Recommendations in this category are supported by information found in Montgomery County
Public Schools Performance Report.
To implement recommendations in this category there is a need for a new organizational delivery
model designed to provide students with additional instructional opportunities. The panel
strongly supports a design that will extend the instructional day as well as the instructional year.
The day should be increased by one class period thereby enabling the school to offer an eighth
period. This organizational design will provide flexibility for implementation of these
enhancements. In addition the panel strongly urges that twenty instructional days be added to the
school year to provide students an opportunity to attend free academic support programs during
the summer. Increasing the school year from the state-mandated 180 days to 200 days will also
create further opportunities for implementing educational support programs for students in need
of academic assistance.
This organizational delivery model enables the school to incorporate the following
recommendations at the end of the school day and also during summer sessions.

ESOL support classes for students in need of additional instructional tutorial
assistance can be established in an academic lab setting.

Computer support classes can provide assistance for students who do not have
computers readily available. A computer lab setting will not only provide
opportunities for students who are in need of extra support, but can also provide more
advanced students an opportunity to fulfill community service requirements by
serving as lab aides.

SAT Prep courses can offer opportunities for all students in the school to participate
in modules throughout the year that will better prepare them for taking this particular
test.

Increased counseling services can be offered to students who are unable to resolve
scheduling and other counseling issues during the regular school day.

Algebra and pre-algebra assistance for students having difficulty during the regular
day can be scheduled for extra support during the extended day period.
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
Honors and advanced placement classes that are difficult to schedule during the
regular school day can be extended into this period, thereby avoiding conflicts in the
scheduling of these courses.

Modules need to be developed by the central office for students in danger of failing
the new high school achievement test which the Maryland State Department of
Education has proposed as a graduation requirement. These modules can be
implemented during the extended day as well as summer sessions.
The following enhancements will add academic rigor and excitement to the curriculum:

Explore the feasibility of ROTC as an enhancement program.

The Leadership Training Institute (LTI) has established a record of success and
therefore should be continued as a signature program for those who qualify by
meeting an established record of academic achievement as the program was
originally designed. Montgomery County Public Schools should formally evaluate
this program.

Development of the Law and Ethics Signature concept should be continued. This can
be implemented in partnership with the American University School of Law as well
as other law schools, law firms, the business community, and other organizations.
The LTI and Law and Ethics Signature programs are highly recommended as
instructional enhancements for JFK. These programs, when implemented
simultaneously will add rigor and excitement to the curriculum. These unique
programs also hold the potential to keep students in the Kennedy area while also
attracting students from other schools within the consortium.
Social Services Programs
Socio-economic and racial diversity and its impact on the educational programs for the entire
cluster were major issues that were repeated in almost every written and oral statement to the
panel. Social services are currently provided on a limited basis to students. Based on testimony
and current data for the cluster, there was strong supportive evidence indicating that there is a
critical need to enhance these services. The panel suggests that a new social services delivery
model be implemented in order to address some of the crucial needs of the students and their
families. In an effort to coordinate these services with other county agencies and to supplement
the existing programs, the following steps are recommended.

Assign one pupil personnel worker, one psychologist, and other special service
providers to serve only the schools that feed into the Kennedy Cluster in order to
provide continuity of social services among K-12 schools. These
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assignments will offer a slightly higher level of services than the existing social
service model.

Increase the social services staff by adding one social worker position, one social
worker assistant, and one parent service coordinator to the cluster. Adding these new
support positions to the cluster will provide individual, group, and family therapy;
communication with parents via parent workshops and parent support groups, followup on attendance referrals from the cluster schools, and coordination of Linkage to
Learning in preschool, day care, recreational and other family-assisted programs.

Designate a social worker as the liaison between home, school, and other agencies
providing family support services.
Other Recommendations
Recommendations in this category represent broad issues that will have a significant impact on
the development of a successful program for students enrolling in John F. Kennedy High School
in the future. The processes used by which these issues are addressed require extraordinary
support from parents, central office and school staff, as well as students. The key to success
requires these groups to pledge to work together in a new atmosphere and spirit of cooperation
towards common goals that will yield the best possible educational program for each student.
The recommendations are as follows:

In the area of discipline, Comprehensive Behavior Management training should be
available to all staff on an ongoing basis in order to meet the changing challenges to
which staff is exposed. The focus of this training must be on the consistency in the
application of discipline as well as consistency in assigning appropriate consequences
for violators.

A student and staff work group should be formed to deal with the issues of disruption
caused by the use of vending machines during the school day, disruptive behavior in
the cafeteria, student parking and thefts.

The administration must develop and implement clearly defined procedures for the
allocation of funds. Requisitions for books, computers, materials and athletic
uniforms must be processed in time for delivery prior to the beginning of the fall
semester.

MCPS central office staff should provide professional assistance to Kennedy to deal
with press inquiries and event coverage. An aggressive program that would make
available to the press many of the student achievements should be implemented. This
would be a joint effort involving staff and students. The student newspaper staff
would be ideally equipped to fully participate.
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
MCPS central office staff should also work with representatives of the press to
establish boundaries to be observed when reporting issues that will affect students'
morale and self-esteem.

Incentives should be provided in order to maintain the outstanding teachers at
Kennedy High School. Incentives should also be made available for the recruitment
of new and highly qualified teachers, with priority given to those who receive
training within Kennedy cluster schools. These efforts have the potential of slowing
the teacher turnover rate within the cluster.

Parent, student, and professional and supportive staff satisfaction surveys should be
conducted at the beginning of the 2000 2001 school year to provide baseline data on
school climate and expectations.
—
The recommendations in all four categories are in response to the charge given this panel. It is
strongly recommended that a more comprehensive review be conducted of the impact of
educational and social service programs in all schools within the Kennedy Cluster. Approaches
used to address many of the educational and social issues at the high school level can also apply
to the elementary and middle schools. The panel cannot over emphasize the need to initiate
strong educational and social services support programs beginning at the pre-school and
elementary levels and extending through the high school level. A collaborative and coordinated
comprehensive approach is the ultimate solution to the success of each student within the cluster.
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SECTION IV - CONCLUSIONS
The Kennedy High School Advisory Panel has taken its task seriously. We have felt the
responsibility of the Superintendent's charge. We are counting on the privilege of our
recommendations being heard and taken seriously.
The panel has felt honored to have, for a time, met many people who shared deep feelings, fears,
convictions, and concerns about the school and community about which they care so much. We
heard from remarkably able and dedicated teachers and an administrative staff that shared their
uppermost desire to provide the very best education for their students. We met a great and
diverse number of outstanding, intelligent, articulate and knowledgeable students who, while
concerned about their school, exhibited the health, exuberance, confidence, and resiliency that
belongs especially to the young. They are the reason for pride in and good hope for Kennedy
High School. The parents in the Kennedy community set an exceptionally high mark for their
interest in their children and their schools.
The panel was appointed to review significant concerns about Kennedy High School and its
community and has made some significant observations and far-reaching recommendations
about the situation. At the same time, we want to say that our careful examination has shown us
a high school of which students, parents, and staff can be proud. Students can get a top-notch
education at Kennedy High School, achieve the highest SAT scores, and go on to the best
colleges. Moreover, Kennedy High School gives them an exceptional experience in ethnic,
racial, and economic diversity which prepares them, in a way no academic program alone could,
for living in our increasingly multicultural society.
It is the conviction of the panel that a better and even greater future for Kennedy High School
will depend on the parties immediately involved - administrators, teachers, and parents. We have
been exposed to very strong feelings and concerns, even anger, from all parties. The Panel's
message to those people who communicated with us would say, "We wouldn't want in any way
to change or reduce what is the expression of how much you care about your school. Our appeal
to you is to be open to and to respect and trust the deep care others bring to what is clearly the
shared goal of all to create the very best future for students of Kennedy High School. A new
spirit of cooperation, cordiality, and unity is necessary and possible for a wonderful future for
Kennedy High School. On this score, you can learn from the students." The upcoming Middle
States evaluation of the
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academic program will provide an excellent opportunity to involve staff, students and the
community in a cooperative effort.
Our recommendations represent the unanimous consensus of the panel and range from major
changes to minor adjustments for the Superintendent, the school administration, the students,
staff, and community to consider. We understand that some of the recommendations will require
significant advocacy efforts as well as resources and even changes in policy approaches. We
believe that the effort will be worthwhile. We hope to be kept informed of the progress on the
recommendations.
Above all, Montgomery County Public Schools, the Superintendent, the Board of Education
must recognize that the allocation of more attention and additional resources will be needed to
implement our recommendations and to build a better future for students at KHS The panel, at
the end of its work, is more than ever convinced that the unique challenges require a new
beginning for John F. Kennedy H.S.
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Kennedy High School Advisory Panel
Ivonne Cervoni, President, National Conference of Puerto Rican Women
Rev. Lon Dring, Jr., Retired, Former Executive Director, Community
Ministry of Montgomery County
Connie Harshaw, President, Potomac Valley Section, National Council of Negro
Women
Sidney Kramer, Former County Executive, Montgomery County
Dr. Cornell Lewis, Former MCPS Associate Superintendent
Judge Chung K. Pak, Co-Chair, Coalition of Korean-American Organizations
Vicki Rafel, Former President, MCCPTA and Maryland PTA - KHSAP Co-Chair
James Robinson, Chairman, Citizens Minority Relations Monitoring Committee
KHSAP Co-Chair
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MONTGOMERY COUNTY PUBLIC SCHOOLS
Office of the Deputy Superintendent, 850 Hungerford Drive, Rockville, Maryland 20850 • (301) 279-3127
July 10, 2000
Parents and Staff of
John F. Kennedy High School
Dear Parents and Staff:
I am pleased to inform you that the report from the John F. Kennedy High School Advisory
Panel has been completed, and plans are underway to respond positively to each of the panel's
recommendations. A special PTA Executive Board meeting has been scheduled on Tuesday, July
18, 2000, beginning at 7:30 p.m. at the school to present the report and discuss next steps. The
meeting is open to the community and the public.
I believe the panel's report provides an extraordinary opportunity to step beyond the community
and internal strife that has marked John F. Kennedy High School for the past year and establish a
real basis for enhancing the educational program and academic environment of your school. I
will be at the PTA Executive Board meeting, along with your principal, Dr. Sheila Dobbins, and
the cluster's community superintendent, Dr. William Wilhoyte. Together with staff. students,
parents, and community leaders, we want to move quickly and assertively to take the actions
necessary for immediate and long-term improvements. Copies of the report will be available at
the meeting or in advance by calling the Department of Communications at 301-279-3391.
The report contains 24 recommendations that identify key areas where progress can be made in
school leadership, administrative management, communication, evaluation of the instructional
program, assessment of student progress, collaboration with staff, enhanced staff development,
and safety and security. The eight-member advisory panel conducted a thorough review of the
questions, issues. and concerns that were identified by parents, students, staff, and the
community over the past year. I commend the panel members for their thoroughness in making
this report.
I look forward to working with you and the John F. Kennedy High School community.
Best regards,
James A. Williams
Deputy Superintendent of Schools
JAW:kmy
Copy to:
Members of the Board of Education
Dr. Weast
Executive Staff
Dr. Dobbins
This was converted from paper distributed by MCPS. While reasonable effort was made to assure fidelity to the original, it is not an exact copy.