We’ve passed 800 signatures. Thank you. Now we need to take the next step.

First: thank you. More than 800 parents, families, educators, and community members have already spoken up to protect math acceleration opportunities in MCPS elementary schools.

That sends a clear message: this matters.

But signatures alone won’t change the outcome.

Decision-makers need to hear directly from the families and educators affected. Personal emails are far harder to ignore than petition signatures because they put real stories behind the numbers.

This is the moment where supporters become advocates.

Please take 5 minutes tonight to email MCPS leadership:

Dr. Thomas Taylor — Thomas_W_Taylor@mcpsmd.org
Mrs. Kristie Clark — Kristie_L_Clark@mcpsmd.org
Ms. Sheila Berlinger — Sheila_J_Berlinger@mcpsmd.org
Dr. Stephanie Brant — Stephanie_D_Brant@mcpsmd.org
Mrs. Niki Porter — Niki_T_Porter@mcpsmd.org

Why your email matters:

• Leaders expect petitions. They pay attention to direct constituent outreach.
• A personal story is more persuasive than statistics alone.
• If dozens or hundreds of families speak up now, it becomes much harder to move forward without engagement.
• Even a short note makes a difference. If your child thrives in compacted math, say that. If you’re concerned about eliminating advanced instruction without a proven replacement, say that. If you’re worried about teachers being asked to differentiate across an enormous range of learners during a curriculum transition, say that.

<<< Example letter, please personalize >>>

Dear MCPS Leadership,

I’m writing as a concerned <parent/caregiver/community member/educator> to urge MCPS to pause the proposed elimination of dedicated compacted math classes and engage families, educators, and students before moving forward.

This is a major instructional change being introduced alongside a brand new math curriculum, without meaningful community input.

[Share your family’s story here.]

My concerns include:

• The evidence does not support the conclusion that compacted math has failed. MCPS’s own data shows many students in these programs are succeeding.
• Mixed-readiness differentiation is extremely difficult to execute consistently. This risks harming students who need extra support and students ready for acceleration, while placing additional strain on teachers during a major curriculum rollout.

Families support thoughtful improvement. But changes of this magnitude deserve transparency, stronger evidence, and genuine community engagement.

Please pause implementation and open a meaningful public process before moving forward.

Sincerely,
[Your Name]