Data Analytics and Statistics Hub

Ready and Successful Students

All students demonstrate proficiency in English Language Arts (Middle)

57.9% 

SY18 Actual


SY17 Actual
57.1%

Objective Description

Instructional quality is improved by supporting through professional development for teachers in becoming culturally responsive and by providing access to a strong set of diverse, district-provided instructional resources. Instructional support teachers, in coordination with curricular offices, work directly with teachers to continually improve first instruction for all students. Howard County Public School System (HCPSS) also provides programs target to students who are in need of intervention or acceleration, or who are members of traditionally underserved populations who are at greater risk of academic difficulties. In critical areas, additional support staff are provided to assist with reinforcement and individualization of instruction. Supports that extend beyond the K-12 school program include early childhood programs, interventions outside of school hours, and outreach by community liaisons, social workers, and pupil personnel workers.

Trend Analysis

The Maryland State Department of Education (MSDE) has set long term targets for English Language Arts (ELA) and mathematics proficiency on state assessments. By 2030, the goal is to reduce the percentage of non-proficient students by half. Annual school system academic achievement targets are aligned with the long term target and each student group’s progress is monitored. None of the elementary student groups meet targets for ELA. For middle school students, Asian, Black/African American, and White student groups met annual ELA target. For the high school level, all student groups met annual targets in ELA except English Learners and students receiving Special Education services.

Strategies

  • School Improvement Planning: The process for school improvement planning has been refined to: (1) enable earlier and more sustained engagement with schools; (2) foster deeper analysis of school data, including root-cause analysis related to achievement gaps, postsecondary readiness, and discipline disproportionality; and (3) enable more thoughtful planning of school-wide professional learning strategies.
  • Reading Intervention PK-12: The Elementary and Secondary English/Language Arts Offices have developed an integrated tiered system of supports designed to meet the academic and social/behavioral needs of all students from pre-Kindergarten through Grade 12. This system aims to improve educational outcomes and reduce achievement gaps for students with and without disabilities.
  • Analyzing and Responding to Opportunity Gaps along the PreK-12 Continuum: HCPSS leverages data as it becomes available throughout the school year to inform ongoing instructional and support practices. For example, school teams hold regular data conversations using a variety of classroom performance and standardized assessment data to synthesize information about their students and gauge students’ progress toward mastering grade-level standards.

Source: Maryland State Department of Education

Detailed Analysis


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