School Improvement Plan

Our School’s Story

Located on the suburban Broadneck Peninsula and in walking distance to the and , Broadneck High School is one of twelve high schools in the Anne Arundel County Public School district. Home of the Bruins, Broadneck High School offers a number of academic and extra-curricular opportunities for over 2,100 students each year, allowing them to pursue personal interests that help prepare them for post- secondary life. As an Advanced Placement (AP) Distinguished and AVID Certified Site, Broadneck has set a standard of excellence since its inception in 1982. The Broadneck BRUINS are Bold, Ready, United, Innovative, and Never give up!

The AVID program utilizes 21st century tools and best instructional practices to ensure increased academic excellence and college readiness. The Performance and Visual Arts Magnet Program (PVA) provides an opportunity for talented young musicians from all over the county to showcase their talents and develop their skills. The Broadneck Marching Band is highly competitive on the state and national level. With over 30 signature- related field experiences in 2017-2018, the Environmental Literacy Signature Program funds additional co-curricular clubs such as Envirothon Club, Recycling Club, Bay Ambassadors and Recycled Runway Club. In 2016, Broadneck became one of 386 schools nationwide to be awarded the USDE Green Ribbon honor. This recognition is provided to schools across the nation who demonstrate effective school sustainability. Broadneck is also a Maryland Green School and a 2017 National Wildlife Foundation Eco School’s Green Flag Awardee. Our athletic program has amassed 39 state championships while also displaying high levels of sportsmanship and community service. Other academic programs, such as BRUIN BLOCK, empower students to make responsible decisions and take action for their own education. These are only a few of the many opportunities and activities offered to students at Broadneck.

Broadneck has many highly-qualified teachers, making this staff one of the best in the county and state. Many of our teachers are Broadneck High School alums, and even more are graduates from Anne Arundel County Public Schools. This sets us apart, and is evidence that people want to come back to our school and community. Staff members are involved in extra-curricular clubs, activities, and athletics, and the turnover rate is minimal

each year. Our teachers and staff are dedicated to Broadneck and their profession. The Broadneck community is a close-knit family who are proud to wear maroon and gray with a distinguishable pride and spirit. There is a great amount of parental involvement and professional collaboration, including the PTSO and Athletics Booster Club. Our entire community, teachers and parents included, help support and provide a top-notch education that all students deserve.

We want to ensure that ALL students are provided a safe, quality learning environment, and feel engaged and excited at Broadneck High School. In last year’s MDS3 survey (2017-2018), 72% of our students responded, “I feel like I belong,” and 78% responded, “Adults believe all students can do well if they try.” While these are relatively high, these percentages have decreased from the previous school year (2016-2017). We also want to offer rigorous academic programs, and set a high standard of academic achievement and excellence to prepare them for life after high school. Recent PARCC scores have shown 68% of English 10 students “Exceeding or Met Expectations,” while Algebra 1 PARCC scores have increased 15.2% from 2017 to 2018.

These highlights show us the potential for our students to achieve academic success, while feeling a sense of belonging at our school. This year, we will try to increase the percentage of students who report that AACPS staff care for and support them. Strategies that will be implemented include building positive, professional relationships, increasing awareness of clubs and activity opportunities during Bruin Block, encouraging staff members to attend after-school activities and events, and utilizing student mentors. Broadneck will also try to increase the percentage of students in grades 9- 12 who meet or exceed expectations on standardized English and mathematics assessments. Strategies that will be implemented include increasing student practice in Unify and becoming more comfortable testing with technology, embedding PARCC styled questions in day-to-day lessons, incorporating department specific goals, and analyzing data with the leadership team.

Broadneck High 2017 - 2018 School Report Card 4 OUT OF 5 STARS Percentile Rank: 75 (High)

HOW DID MY SCHOOL DO OVERALL? Overall school performance is determined by a combination of academic and school quality indicators. The total earned points percent is provided as well as a percentile rank and a star designation.

POSSIBLE EARNED ANNUAL INDICATOR POINTS POINTS* TARGET IMPROVEMENT** Academic Achievement 30.0 19.5 --

Graduation Rate 15.0 14.2 --

Progress in Achieving English Language Proficiency 10.0 5.0 --

Readiness for Post-Secondary Success 10.0 9.3 na --

School Quality and Student Success 25.0 17.4 na --

TOTAL POINTS: 90.0 65.5

Total Earned Points: 65.5 Total Points Possible: 90.0

=

72% TOTAL EARNED PERCENT

Broadneck High School

Directions: Choose 2–5 Indicators of Success that will drive your school improvement efforts — at least one related to Relationships/Readiness and one related to Rigor/Readiness. If they are related, you may use just one set of Action Steps. If they are unrelated, please start a new Metrics Page and start a new set of Action Steps. • Increase the percentage of students who report that AACPS staff care for and support them.  Increase the percentage of students who report that Broadneck staff care for and support them by 8%.

Professional Development/ Monitoring Implementation Monitoring Effectiveness Action Steps Resources/Central Office ● Timeline ● Person(s) Responsible Partners ● Person(s) Responsible Professional Development Timeline

Bruin of the Month for students to be rewarded -School Improvement Plan team will - Survey administered each semester -Conferencing with student mentors use an online Bruin of the Month to evaluate student perception on for positive behavior in and outside of class. about their role and responsibilities platform. Bruin of the Month, Assemblies, and

survey questions

Implementing quarterly assemblies to increase -Department professional development to meet specific -Administration and available student wellness and positive school culture (Ex. teachers attend and help facilitate - Survey at the end of the year department goals Social Media/Bullying, Drugs/Alcohol/Vaping, assemblies

Mental Health, Relationships) - Signature PD - Questionnaire/ Survey for student th - Counselors attending monthly mentors and mentees as well as 9 student mentor meetings in addition grade council members to gauge Incorporating student mentors to work with - Training for teachers and staff on to checking with mentors and efficiency, monitored progress, and struggling students to encourage and support events and wellness activities. mentees about progress and future suggestions for changes each goals semester their academic and social needs.

- Monthly teacher liaison meeting - Spreadsheet of all gear given to Resources with the 9th grade council to bring students each MP th concerns to administration Form a 9 grade council like SALC and PAC to - Incentives for Bruin of the Month increase opportunities for all students voices to - Money for guest be heard. - All staff implements overlays of speakers/presenters of assemblies - Database and spreadsheet of Environmental Literacy into Signature overlays and Club and classroom lessons at least once a MP Use of Environmental Literacy Signature - Survey on student perception Field Trip data discussed at monthly

Program to create opportunities for all students leadership meetings

inside and outside of the classroom - Walk through data of - Monthly Wellness committee Environmental Literacy evident in Central Office Partners meetings. lessons discussed and analyzed at

monthly leadership meetings -Specialist School Climate st - 1 MP communication to staff of Increase the overall wellness of the school - Feedback gathered from students, - Equity office the committee and joining to help (mental, physical, emotional, etc..). parents, community and staff on facilitate Wellness Week. event, activities, and wellness week - Resource staff (survey, coffee with the principal, etc…) - Monthly communication to students, parents, community and - Wellness Coordinator Christina staff of wellness events and Walsh activities.

Person(s) Responsible - Incorporate yoga, stress management, and walking for Teachers, Administrators, wellness clubs during Bruin Block Leadership team, Staff, Athletics, and after school for students and Signature, Wellness Committee

staff.

- Faculty “field trips” that connect wellness and signature (Environmental Literacy) together to promote health and overall wellbeing for staff.

Person(s) Responsible

Teachers, Administrators, Leadership Team, Counselors, Staff, Athletics, Signature, Wellness Committee

Broadneck High School

Directions: Choose 2–5 Indicators of Success that will drive your school improvement efforts — at least one related to Relationships/Readiness and one related to Rigor/Readiness. If they are related, you may use just one set of Action Steps. If they are unrelated, please start a new Metrics Page and start a new set of Action Steps. • Increase the percentage of students in grades 9-12 who meet or exceed expectations on standardized English and Mathematics assessments.  Increase the scores of students who meet or exceed expectations on standardized English 10 and Algebra 1 by a combined 6%.

Professional Development/ Monitoring Implementation Monitoring Effectiveness Action Steps Resources/Central Office ● Timeline ● Person(s) Responsible Partners ● Person(s) Responsible

Professional Development -Content team leads and teachers Conducting review sessions/mock exams. - Attendance of review sessions and hold review sessions and mock -Professional development on mock exams exams during class, Bruin Block and content-specific resources, after school. curriculum integration and data Early communication of exams dates, times, and analysis - Scores of mock exams review sessions to staff, students, and parents.

-Unify and Performance Matters - Testing coordinator and training. administration communicating all

Vertical teaming with the department and the exams dates and times by the end of - Conferencing with student mentors - Formative and Summative feeder middle schools to understand deficits and first marking period about their role and responsibilities assessment data/scores discussed and areas of need. analyzed at biweekly and monthly

- Math and English professional content team and department

Increased exposure to technology and Unify development within the department meetings - DC’s, content team leads and to meet the department and whole practice with model questions through teachers vertical teaming visible school goal assessments and assignments. through department and content - Quarterly assessment data/scores team meetings as well as middle reviewed and analyzed in Resources school communication/visits department meetings. conducted each semester - Technology access for Unify Data Analysis of formative and summative assessments, Quarterlies, and PARCC scores practice - Walk through data discussed and through all content team, department, and analyzed at monthly leadership

leadership meetings school wide. -Funds to support incentives to meetings increase participation in review

sessions. - DC’s, content team leads and teachers creating assessments in Algebra 1 team will create and implement - Master calendar (for testing dates) Unify, incorporating day to day lessons/activities on a weekly basis that focus on PARCC like questions in class, and - Algebra 1 and English 10 PARCC scores (2018-2019) reviewed and - Time/sub days for DC’s and student access to Unify assessments identified overarching mathematical practices analyzed with previous years scores teachers to visit feeder middle on computers outlined below. when received I. Reasoning with definitions and theorems, schools for vertical teaming reasons abstractly and quantitatively, constructs -Assessment, Quarterly, and PARCC - Unify assessments and practice viable arguments. data from current and previous years - DC’s and content team leads preparing data to analyze reviewed at biweekly content team II. Implementing algebraic/computational - Time/sub days to create assessments, Quarterlies, targeted meetings to compare results and processes. assessments and assignments in standards, and PARCC scores adjust future assessments and practice III. Modeling with Mathematics Unify presented during content team and department meetings IV. Uses proper mathematical notation, demonstrates mathematical notational literacy and communication Central Office Partners Responsible Persons - Teachers incorporating -Administrators, Teachers, Content - Michelle Hall- PD on Unify and mathematical practices and ACE, Teams, Department Chairs, STC, Performance Matters TPCASTT, SOAPSTone and/or Leadership, Resource Specialists, English teachers will use ACE, TPCASTT, PRECIS forms into lessons to Staff SOAPSTone and/or PRECIS forms to strengthen increase student success everyday - Testing office – support our STC Pre AP/AP strategies in grades 9-11 to improve and staff members working on overall PARCC scores. testing. Responsible Persons -Administrators, Teachers, Content Teams, Department Chairs, STC, Resource staff (English and Math)- Leadership, Resource Specialists, present PD with departments Staff surrounding available content- specific resources, curriculum integration and data analysis.

Broadneck High School

Directions: Choose 2–5 Indicators of Success that will drive your school improvement efforts — at least one related to Relationships/Readiness and one related to Rigor/Readiness. If they are related, you may use just one set of Action Steps. If they are unrelated, please start a new Metrics Page and start a new set of Action Steps. • Increase the percentage of students attending school on a daily basis  Decrease the percentage of students who are chronically absent from 17.5% to 13.3%.

Professional Development/ Monitoring Implementation Monitoring Effectiveness Action Steps Resources/Central Office ● Timeline ● Person(s) Responsible Partners ● Person(s) Responsible

Professional Development - Monthly meetings with attendance Student attendance monitored by an attendance - Rolling list of students who are in review committee (administrators, review committee. danger of being Chronically absent - New PowerSchool Attendance & counselors, PPW, Alt-1, etc…) reviewed biweekly and monthly at Reports training attendance review meetings

Communication to the community about the - Biweekly attendance reports reviewed by the PPW and admin impact of attendance on student success and the - Excel sheet documenting any Resources liaison contact (letter, phone call, meeting, implications.

- Attendance reports etc…) and what was discussed/outlined. - Letter, emails, and Connect Ed Notifying families when students are in danger - Funds for breakfast, lunch, snacks, messages to students, parents, and etc… for assemblies the community of the impact of of being chronically absent. - Administrators and department having students chronically absent chairs reviewing walk through data (5-star school, blue angels, end of at admin and leaderships meetings. the year, half days, doctors’ Meeting with parents and student when their appointments, etc…). child is chronically absent. Central Office Partners - Collecting feedback from students, staff, and leadership about the -Administrators and/or PPW Teachers will have planned, meaningful, and - Student Services office Attendance and Honor Roll contacting families by letter and assemblies. engaging lessons throughout the entire year (AP phone call whose students are in classes, after seniors leave, etc…) danger of being chronically absent with a phone call and letter.

Attendance and Honor Roll assemblies rewarding students for exceptional attendance - Administrators and/or PPW

and grades. meeting with families outlining ramifications if they students are and Responsible Persons continue to be chronically absent -Administrators, Counselors, PPW, with signed contracts. (Parking, Leadership, Teachers, Staff incentives, withheld credit etc…)

- Administrators and department chairs conducting weekly walk throughs and observations

- Quarterly attendance and honor

roll assemblies

Responsible Persons -Administrators, Counselors, PPW, Leadership, Teachers, Staff

Broadneck High School

Directions: Choose 2–5 Indicators of Success that will drive your school improvement efforts — at least one related to Relationships/Readiness and one related to Rigor/Readiness. If they are related, you may use just one set of Action Steps. If they are unrelated, please start a new Metrics Page and start a new set of Action Steps. • Increase instructional opportunities to explore multiple cultural and ethnic perspectives.  Increase the percentage of active English Learners who meet their Growth Target on the WIDA Access assessment from 50% to 60%.

Professional Development/ Monitoring Implementation Monitoring Effectiveness Action Steps Resources/Central Office ● Timeline ● Person(s) Responsible Partners ● Person(s) Responsible

Professional Development ELA Summer Academy to build towards - Administration work, oversee, and - WIDA testing scores reviewed and

support the Summer Academy analyzed with previous years scores. proficiency of the English language and provide - Marci Rodriguez- PD on resources weekly. an opportunity to earn a half credit in health. and supports

- Quarterly meetings with Ms. Loetz - ESOL training/PD throughout the - Comparing progress of students Specialized support class for our ESOL students to discuss the support class and how year (beginning of the year, who attended Summer Academy and to provide support and build their study skills. best to proceed and/or make department meetings, county wide those who did not (WIDA scores, necessary changes. PD, etc…) for all staff Health credit, grades, etc…)

Additional support through ESOL/WCL teachers - Administrators and department being available during Bruin Block. - ESOL central office staff chair will conduct walk throughs (Saunders/Hartford) to help support and observations to see if resources - Evaluation of the Summer and give PD and strategies are being used Academy and support classes through discussion and data review

with Ms. Loetz Responsible Persons

Resources -Administrators, Teachers, ESOL and WCL departments, Leadership, - Data will be reviewed by the ESOL Resource Specialists, Staff teachers and WCL department and discussed at Leadership for next - Funds for additional resources and professional development steps.

Central Office Partners - Walk through and observation data

reviewed at Leadership - ESOL office (Saunders/Hartford)

Responsible Persons -Administrators, Teachers, ESOL and WCL departments, Leadership, Resource Specialists, Staff