All students demonstrate proficiency in English Language Arts (Middle)
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. As each group reduces non-proficient students, achievement gaps will narrow. Data is unavailable for 2020 and 2021 due to testing cancellations/postponements at the state level.
- 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