• Introduction
• Our Vision of School Improvement
• Our School Mission
• Our School Philosophy
• Our Unique Features
• Student Performance Data - Maryland School Assessment (MSA)
  • Reading
  • Mathematics
• Student Participation Data - Maryland School Assessment (MSA)
  • Reading
  • Mathematics
• Student Performance Data - Maryland High School Assessment (HSA)
  • English
  • Algebra/Data Analysis
  • Government
  • Biology
• Student Attendance Rate
• Drop Out Rates
• Student Mobility
• School Climate
• High School Graduation Rate
• Parent/Family and Community Involvement
• Special Education Services

• Our Approach
• Goal 1.0 Student Performance (MSA - AYP)
• Goal 2.0 Student Performance (HSA)
  • Strategy 1
  • Strategy 2
  • Strategy 3
• Goal 3.0 Student Attendance, Drop Out, and Mobility
  • Strategy 1
• Goal 4.0 High School Graduation Rates
  • Strategy 1
  • Strategy 2
  • Strategy 3

• Our System
• Monitoring Phases and Tools
• Action Teams

Findings: On the 2005 administration of the English 2 test, 42.5% of our students demonstrated proficient performance. Also, we met AYP for the African American, white, and students eligible for FARMS. We did not meet the reading AYP for special education students. The findings for the 2005-2006 administration of the MSA for reading will not be available for analysis until mid August 2006.


Note: Since the same state assessment is used for MSA and HSA purposes, the contributing factors and priority needs are presented under Table 5 below for both tests.

Note: The 2005-2006 administration of the Algebra/Data Analysis test will produce baseline data for organizing and analyzing the findings, contributing factors, and priority needs for MSA student performance in mathematics. These results will be available in August 2006 to update appropriate sections of our school improvement plan.

Findings: In 2005, 100% of our students participated in the administration of the English 2 and Geometry tests. Therefore, we met the 95% AYP for all students and the sub groups for African American students and students eligible for FARMS.


Contributing Factors: Students and parents were informed about the test dates at the beginning and periodically during the school year. Students are reminded about the state tests as classroom assessments are given. All teachers and staff are responsible to encourage and support students to prepare and participate. Calls are made to parents and a list of absent students for any given assessment is circulated to all teachers. All absentee students are contacted personally to participate in the make-up test, as needed.


Priority Needs: All students, parents, teachers, staff, and stakeholders will continue to support, encourage, and prepare students to successfully take the high stakes assessment tests. Hall monitors/attendance facilitators will be needed to maintain the level of parent participation due to the expected increase in our ninth grade population.

Findings: On the 2005 administration of the English 2 test, 38.2% of our students performed at or above the passing score of 396.


Contributing Factors for MSA and HSA: Each semester tenth grade English instruction was delivered by two regular educators and one special educator as a continuum of ninth grade instruction. At the end of each semester, English II students completed the English HSA. In their ninth grade year an A Day/B Day schedule afforded students more instructional time, but did not provide sufficient teachers and class size accommodations to address the high demand of students' individual instructional needs. While a school-wide reading initiative was successful in prompting more students to read, it provided little opportunity for teachers to address individual student reading comprehension deficits. Student performance on the MSA shows that students lack proficiency in interpretive reading skills and language usage skills.


Priority Needs: To improve individual student academic achievement on MSA/HSA assessments and to increase the proficiency rate on the MSA for English II, a school-wide team approach is needed to deliver a reading/writing-centered, standards-based, data-driven instructional model, including itemization and mapping of reading and writing skills, the teaching of grammar and usage, the development of assessment language and literary terms, the development of general vocabulary, and the teaching of sentence variety techniques.

Findings: On the 2005 administration of the Algebra/Data Analysis test, 11.5% of our students performed at or above the passing score of 412.


Contributing Factors for MSA and HSA: Students in algebra data/analysis were engaged in daily activities using BCPSS curriculum frameworks that included lessons aligned with the Maryland Core Learning Goals for algebra data/analysis. Teachers used the results of BCPSS Benchmark formative assessments to target support on individual student's needs, e.g., mean, median, mode, range, frequency tables, point plots, calculate theoretical probability, recognizing patterns and/or functional relationships in a table and graph, solve linear equations, solve problems using numbers, letters and formulas and appropriate technology.


Priority Needs: Provide teachers with ongoing professional development to learn how to develop meaningful tasks with appropriate criteria, analyze student work for instructional planning, and provide a level of rigor for all identified to raise performance levels of all students and disaggregated sub-groups. Students and teachers need a comprehensive core algebra textbook with appropriate supplemental resources and technology to support all levels of ability, i.e. videos, simulation activities, manipulatives, audio, and artistic supplies to engage student learning senses.

Findings: On the 2005 administration of the HSA government test, 48.3% of our students performed at or above the passing score of 394.


Contributing Factors: Students in government were engaged in daily activities using the curricular frameworks that include lessons aligned with Voluntary State Curriculum (VSC), Maryland Content Standards, and Core Learning Goals for social studies. Also, teachers used benchmark government testing for timely formative and summative feedback resulting in targeted support based upon data that reflects each student's needs, i.e. forms of government; economic factors of government; rights and responsibilities of government; local, state, and federal government organization; interpreting political cartoons; BCRs - ECRs composition; test taking skills; distance learning opportunities for advanced students; and support for struggling students to include small-group and one-to-one instruction.


Priority Needs: Providing teachers with ongoing professional development including: developing meaningful tasks with appropriate criteria, analyzing student work for instructional planning, and providing a level of rigor for all identified to raise performance levels of all students. Furthermore, teachers and students need a comprehensive core social studies textbook with appropriate supplemental resources and technology to support all levels of ability, i.e., videos, simulation activities, manipulatives, audio, and artistic supplies to engage student learning senses.

Findings: On the 2005 administration of the HSA biology test, 34.9% of our students performed at or above the passing score of 400. No students will take this test in 2006-2007 because our 9th grade students who took the IAPS course will be taking chemistry in the 10th grade and will not have biology until 2007-2008 (their 11th grade).


Contributing Factors: An analysis completed prior to SY 2005-2006 of the biology HSA questions indicated that students did well on the content questions (Goal 3) but very poorly on skills and processes (Goal 1) or how science functions, e.g., items such as data analysis (similar to algebra), scientific method, designing and constructing an experiment. Because of these results, the new 9th grade science course (IAPS) was adopted during SY 2005-2006 by a majority of BCPSS high schools to address these issues. In addition, since the biology course depends so much on knowing and understanding chemistry, chemistry will remain in the 10th grade to be followed by biology in the 11th grade. Additionally, we will have much more academically and socially mature students taking the biology HSA in the 11th grade. All three of these factors should significantly raise biology HSA scores - to a projected 70% (or more) passing range.


Priority Needs: Benchmark successful student performance and teaching strategies in high school biology in Maryland, other states, and other countries to identify proven and promising approaches to improve biology instruction in our school.

Findings: In 2005-2006, we were 4.60% below the 94% standard for student attendance.


Contributing Factors: Student attendance is taken in homeroom during the first week of school and during the first period all other times. Parents receive an automatic dialed call every day their child is marked absent from school. In addition, teachers are also asked to call homes when students are absent from their classes. The attendance monitor sends letters to homes of students who are absent from school three or more times during a month. For excessive absences parent conferences are scheduled and home visits are made. Additionally, starting the second quarter we began to check attendance twice a day and found that usually our attendance would increase by one to three percentage points. Although we did not meet the State standard, all of the above stated practices have supported an 89.34% average student attendance rate over the past five years with a high of 90.4% in 2004.


Priority Needs: New practices and additional resources are needed to improve attendance beyond the 90% level. We need to continue the strategies that are in place and add others in order to meet the 94% state standard. Additional personnel are needed to help with the personal phone calls to parents concerning absences and lateness to school and home visitations. Additionally, monies are needed to provide incentives and rewards for students that meet quarterly targets.

Findings: In 2005, our drop out rate was 0.90% (11 out of 1,217 students). Since 1996, we have performed better than the 3% state standard for student attendance.


Contributing Factors: Students are scheduled for courses they need for graduation beginning in the 9th grade year. Each student meets with his or her counselor at the beginning of the year and again mid year to review credits and plan for the next school year. Every student is enrolled in a specific career field and a set plan is designed for students to become program completers. Students are strongly encouraged to attend summer school to recover credit for failed courses. Additionally, students in grades 11 and 12 are also given an opportunity to recover credit in Twilight School using the online Novel Program. Every student is encouraged and given the opportunity to prepare for college, attend college fairs, and participate in field trips for various career opportunities. The guidance counselors work diligently with each student to help, support, and plan to ensure every student receives a high school diploma and is prepared to take the next step beyond high school successfully.


Priority Needs: In order to maintain this positive finding, we must continue all of the strategies stated above. In addition, an additional counselor is needed to support the estimated increase of at least 100 students in the 9th grade population.

Findings: In 2004-2005, student mobility included 2.8% of our students entering and 6.6% withdrawing during the same school year. In 2005- 2006, these data changed to 3.5% and 8.0%, respectively. This means that approximately 92% of our students remain with us for the entire school year.


Contributing Factors: Student mobility is one of many issues that influences student achievement because any gains made can be compromised when large numbers of students leave in the same school year. Our student mobility rate supports consistent instruction with the same students throughout the year.


Priority Needs: Benchmark successful high schools throughout the nation to discover and adapt best practices for supporting students in academic and career technology programs.

Findings: According to the school climate survey, there is a positive correlation between staff and parents that rules and expectations are clearly defined. However, there is a negative correlation among perceptions of students, staff, and parents that disruptions impact on learning, i.e., our parents and students do not agree it is a problem (44% and 35%) while our staff agree disruptions are a problem (78%).


Contributing Factors: A significant increase in 9th grade suspensions during the second semester, hall monitor observations, and an increase in SST referrals account for staff perceptions on climate survey.


Priority Needs: Teacher perceptions about student behavior and student behavior itself need to be improved through the use of teacher records and parent contact logs. Guidelines for student behaviors as listed in the School Handbook need to be re-emphasized. Available technology should be used to increase two-way communication with parents and the community.

Findings: In 2005, 94.31% of our students (199 of 211), graduated from our high school. Therefore, we exceeded the AMO of 83.24 % and met AYP for 2005. According to school records in June 2006, 92.3% of our students (168 of 182), graduated from our high school. Therefore, we exceeded and AMO of 83.24% and met AYP for 2006.


Contributing Factors: Students meet with their counselors on a regular basis beginning in the 9th grade to plan their high school career, review graduation requirements, count credits and review course history. Parents are informed regularly through progress reports, report cards, letters, and conferences concerning their child's progress and needs. Students are encouraged to recover credits by attending summer school as soon as possible. An after school program, Twilight School, is offered to 11th and 12th grade students to help recover credits through on-line courses offered through NOVEL. We must maintain and increase this level of support in order to meet our target of 95% graduation rate.

Priority Needs: Teachers must teach standards-based lessons to equip students with the knowledge and skill base needed to be successful in all classes. We must implement and continue rigorous interdepartmental and across content area instructional approaches in the academics and career technology classes. Students must focus on short term goals in classrooms and long term goals to graduate from high school and move to post-secondary school and/or career choices. All stakeholders must work toward a 100 percent graduation rate.

Findings: Activities that generated over 100 parents included back to school night, PTO meetings, Unilever kick-off, Jazz Band, an algebra project, and graduation ceremonies.


Contributing Factors: BCPSS support and our five-year membership with the National Network of Partnership Schools broadened our approach and services. Our career technology outreach with business partners resulted in practical applications of technology and trade skills for students. Our annual participation in the Maryland Special Olympics and Thanksgiving Day Parade generated increases in parent involvement. And a variety of newsletters as well as jazz concerts and performances throughout the year provided additional involvement.

Priority Needs: We will continue to apply Joyce Epstein's Framework of Six Types of Involvement for a comprehensive parent/family and community program.

Findings: In 2004-05 and 2005-06, the daily attendance rate for students with disabilities was comparable to non-disabled peers. Combined classes of LRE A/B were measured at 74% in 2004-05 and 61% in 2005-2006. No reports of interruptions or complaints occurred in 2004-05. Interruptions for students with disabilities were reported in 2005-06 at a rate of .089% with no documentation to sustain parental complaints within same time frame.

Contributing Factors: Students with disabilities were notified by the same methods as non-disabled peers to support attendance. IEP teams and related service providers monitored daily attendance. Attendance letters were sent in accordance with BCPSS policies and procedures. Daily success sheets were distributed and monitored. Communication with parents and outside agencies was documented. In 2005-06, a higher percentage of students in the Moderately Impaired Program (MOIL) and 5 students not working toward graduation attributed to a lower percentage of students currently working in LRE A and B as compared to 2004-05. An interruption in services occurred in 2005-06 because IEP team was not informed that a long-term substitute was assigned in the Westside Building.

Priority Needs: Continued support from related service providers and IEP team, additional staff to support inclusionary practices, assistance by BCPSS Inclusion Support Staff, and revision of the School Based Special Education Management Plan.

Our Approach - Our action plan targets four priority goals that include student performance on MSA and HSA assessments, student attendance, and high school graduation. Data from our evidence of need are used to develop and implement strategies and activities to reach these priority goals (Tables 1-9 and 13). Data about student dropouts, student mobility, school climate, parent involvement, and special education services support our priority goals (Tables 10-12 and 14-15). This approach keeps us focused on student learning and quality teaching while providing a manageable scope of work for ongoing school improvement. This means that support services such as parental involvement and special education are targeted and coordinated to improve teaching and student achievement.

Goal 1.0 Student Performance (MSA - AYP): By June 2009, the Edmondson-Westside High School will meet or exceed the requirements for Adequate Yearly Progress Annual Measurable Objectives of 65.8% in reading (English 2) and 56.1% in mathematics (Algebra/Data Analysis).
(Based on data in Tables 1-4 and 12)

• Objective 1.1 (Reading - AYP): Between July 2006 and June 2007, the percentage of students at Edmondson-Westside High School who score in the MSA proficient and advanced levels, as measured by the HSA English 2 Assessment, will increase from 42.5% to 52.2% in reading for all students and subgroups to meet or exceed the school's Adequate Yearly Progress Annual Measurable Objective.
  
  
  • Milestone 1: By the end of the first quarter (3 November 2006), classroom and BCPSS Benchmark Assessment data will demonstrate that at least 25% of the students meet or exceed the proficient level on class work scored with state rubrics for reading.
    
    
  • Milestone 2: By the end of the second quarter (19 January 2007), classroom and BCPSS Benchmark Assessment data will demonstrate that at least 35% of the students meet or exceed the proficient level on class work scored with state rubrics for reading.
    
    
  • Milestone 3: By the end of the third quarter (29 March 2007), classroom and BCPSS Benchmark Assessment data will demonstrate that at least 45% of the students meet or exceed the proficient level on class work scored with state rubrics for reading.
    
    
  • Milestone 4: By mid May 2007, classroom and BCPSS Benchmark Assessment data will demonstrate that at least 53% of the students meet or exceed the proficient level on class work scored with state rubrics for reading.
    
    
• Objective 1.2 (Mathematics - AYP): Between July 2006 and June 2007, the percentage of students at Edmondson-Westside High School who score in the MSA proficient and advanced levels, as measured by the HSA Algebra/Data Analysis Assessment, will increase from the 2006 Algebra/Data Analysis baseline results (Available in August 2006) to 38.6% in mathematics for students and subgroups to meet or exceed the school's Adequate Yearly Progress Annual Measurable Objective.
  
  
  • Milestone 1: By the end of the first quarter (3 November 2006), classroom and BCPSS Benchmark Assessment data will demonstrate that at least 20% of the students meet or exceed the proficient level on class work scored with state rubrics for mathematics.
    
    
  • Milestone 2: By the end of the second quarter (19 January 2007), classroom and BCPSS Benchmark Assessment data will demonstrate that at least 30% of the students meet or exceed the proficient level on class work scored with state rubrics for mathematics.
    
    
  • Milestone 3: By the end of the third quarter (29 March 2007), classroom and BCPSS Benchmark Assessment data will demonstrate that at least 35% of the students meet or exceed the proficient level on class work scored with state rubrics for mathematics.
    
    
  • Milestone 4: By mid May 2007, classroom and BCPSS Benchmark Assessment data will demonstrate that at least 39% of the students meet or exceed the proficient level on class work scored with state rubrics for mathematics.
    

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Goal 2.0 Student Performance (HSA): By June 2009, 100% of the students at Edmondson-Westside High School will pass on their first attempt the High School Assessment tests in English, algebra/data analysis, government, and biology to graduate from high school.
(Based on data in Tables 5-8 and 12)

• Objective 2.1 (HSA): Between July 2006 and June 2007, the percentage of students at Edmondson-Westside High School who pass the HSA English test on their first attempt will increase from 38.2% to 100%.
  
  
• Objective 2.2 (HSA): Between July 2006 and June 2007, the percentage of students at Edmondson-Westside High School who pass the HSA algebra/data analysis test on their first attempt will increase from 11.5% to 100%.
  
  
• Objective 2.3 (HSA): Between July 2006 and June 2007, the percentage of students at Edmondson-Westside High School who pass the HSA government test on their first attempt will increase from 48.3% to 100%.
  
  
• Objective 2.4 (HSA): Between July 2006 and June 2007, 100% of designated senior students will take the Biology test to meet their graduation requirements. (Note: These students are not required to meet a passing score.)
  
  
  • Milestone 1: By the end of the first quarter (3 November 2006), classroom and BCPSS Benchmark Assessment data will demonstrate that at least 100% of students have achieved the core learning goals taught and assessed in the first quarter.
    
    
  • Milestone 2: By the end of the second quarter (19 January 2007), classroom and BCPSS Benchmark Assessment data will demonstrate that at least 100% of students have achieved the core learning goals taught and assessed in the second quarter.
    
    
  • Milestone 3: By the end of the third quarter (29 March 2007), classroom and BCPSS Benchmark Assessment data will demonstrate that at least 100% of students have achieved the core learning goals taught and assessed in the third quarter.
    
    
  • Milestone 4: By mid May 2007, classroom and BCPSS Benchmark Assessment data will demonstrate that at least 100% of students have achieved the core learning goals taught and assessed in the fourth quarter.

Our System. Our management system is comprised of action teams committed to work together as a coordinated unit. The action teams will plan, deliver, manage, evaluate, and improve teaching and student achievement in our school. Our management system will use the school improvement action plan to implement our school mission, vision, and priority goals. The School Improvement Team will provide overall leadership and coordination while the Administrative and Instructional Leadership Teams will guide the day-to-day operation of school and instructional improvement with the other action teams. Coordination and integration of federal, state, and local services and programs on a day-to-day basis will be accomplished through Administrative Team.

Monitoring Phases and Tools. Our management system requires our faculty and staff and other stakeholders to improve continuously our strategies and activities and to make adjustments along the way in order to stay focused on our vision and goals. To accomplish this we have divided the school year into four phases for our management system to carry out its functions. This method will provide on-going reports about efforts to achieve our four priority goals to improve teaching and student achievement through data-driven and standards-based lessons and assessments and to increase student attendance and graduation rates.

Our management system calendar is based on the four-phase cycle described below.

1. In Phase One (September, October, November), we collect instructional improvement baseline data; begin to implement our instructional model, stakeholder involvement, and support services; administer classroom formative assessments; initiate the use of technology; monitor milestones; deliver professional development; complete all start-up phases for new initiatives; and prepare the first phase management system feedback report;
   
   
2. In Phase Two (December, January, February), we adjust instruction and services based on assessment data and professional judgment, increase formative assessments, increase the use of technology; monitor milestones, continue professional development, and prepare the second phase management system feedback report;
   
   
3. In Phase Three (March, April, May), we adjust instruction and services based on assessment data and professional judgment, increase formative assessments, increase the use of technology; monitor milestones, continue professional development, administer MSA and HSA assessments, and begin planning the update of our three-year school improvement plan;
   
   
4. In Phase Four (June, July, August), our network of collaborative teams communicates with stakeholders; plans and develops school and instructional improvement activities for the next year; completes professional and program development sessions; develops our technology plan for the next school year; develops and aligns new assessments; and field-tests school start-up strategies for the next school year.

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