Introduction The purpose of this School Progress Plan (SPP, or the document is to establish what the school will do to raise the academic achievement of all its “plan”) students and to address the needs of students who are at-risk academically and/or currently underperforming. The plan identifies specific strategies in the areas of climate, mathematics, and reading that the school intends to implement in the coming year. The plan also specifies strategies, as applicable, that will be used to promote parent involvement and incorporate Title I components, as required by federal and state law. School Performance Indicators and Targets Section Purpose: BCPS is committed to the use of academic and school climate data to assess school performance and progress towards the attainment of the goals established in its 5-year strategic plan, Student progress in reading and mathematics for the elementary and middle school grades is measured Blueprint 2.0. by the Measures of Academic Progress (MAP) assessment. Similarly, progress in high school is measured by graduation requirements, such as results on the Maryland High School Assessments (HSA), as well as graduation and dropout rates, SAT participation and scores. Both MAP and HSA are aligned with the college and career-ready standards. Climate is measured by performance on certain indicators such as suspension, attendance, and stakeholder (i.e. student, parent, and staff/teacher) perception survey. Each school is measured against its own goals and must work to strengthen academic growth and achievement for all students. Therefore, the plan begins with an assessment of the key academic and climate performance indicators noted below. Schools will use actual data for 2015-2016 for these indicators to determine goals and targets for the 2016-2017 school year. The school’s performance relative to the targets should lead to conversations about any gaps in performance and potential causes. By identifying a root cause, schools can then establish goals that ensure that any gaps in performance can be eliminated in the future. Climate Mathematics Reading 2016 2017 2016 2017 2016 2017 Actual Target Actual Target Actual Target Attendance 95.1% 94.0% MAP Growth 69.2% 70% MAP Growth 65.7% 70% 2 0 22.9% Suspensions Percentage of G3 Students 50% Elementary at or above the 50th Percentile based on Fall MAP in Reading Attendance MAP Growth MAP Growth Middle Suspensions Algebra I Completion by G8 with a or better “B” Attendance SAT Participation SAT Participation Suspension High Graduation Rate Dropout Rate Mean SAT Score Mean SAT
Introduction The purpose of this School Progress Plan (SPP, or the “plan”) document is to establish what the school will do to raise the academic achievement of all its students and to address the needs of students who are at-risk academically and/or currently underperforming. The plan identifies specific strategies in the areas of climate, mathematics, and reading that the school intends to implement in the coming year. The plan also specifies strategies, as applicable, that will be used to promote parent involvement and incorporate Title I components, as required by federal and state law. School Performance Indicators and Targets Section Purpose: BCPS is committed to the use of academic and school climate data to assess school performance and progress towards the attainment of the goals established in its 5-year strategic plan, Blueprint 2.0. Student progress in reading and mathematics for the elementary and middle school grades is measured by the Measures of Academic Progress (MAP) assessment. Similarly, progress in high school is measured by graduation requirements, such as results on the Maryland High School Assessments (HSA), as well as graduation and dropout rates, SAT participation and scores. Both MAP and HSA are aligned with the college and career-ready standards. Climate is measured by performance on certain indicators such as suspension, attendance, and stakeholder (i.e. student, parent, and staff/teacher) perception survey. Each school is measured against its own goals and must work to strengthen academic growth and achievement for all students. Therefore, the plan begins with an assessment of the key academic and climate performance indicators noted below. Schools will use actual data for 2015-2016 for these indicators to determine goals and targets for the 2016-2017 school year. The school’s performance relative to the targets should lead to conversations about any gaps in performance and potential causes. By identifying a root cause, schools can then establish goals that ensure that any gaps in performance can be eliminated in the future. Climate Mathematics Reading 2016 Actual 2017 Target 2016 Actual 2017 Target 2016 Actual 2017 Target Elementary Attendance Suspensions 95.1% 2 94.0% 0 MAP Growth 69.2% 70% MAP Growth Percentage of G3 Students at or above the 50th Percentile based on Fall MAP in Reading 65.7% 22.9% 70% 50% Middle Attendance MAP Growth MAP Growth Suspensions Algebra I Completion by G8 with a “B” or better High Attendance Suspension Graduation Rate SAT Participation SAT Participation Dropout Rate Mean SAT Score Mean SAT
2016-2017_Baltimore%20Highlands%20Elementary.docx