ORGANIZATIONAL PERFORMANCE RESULTS
Eligibility Data
Marking Period One
Marking Period 2
Marking Period 3
Marking Period 4
End of Year
# of Students # Inelig
% Inelig # of Students # Inelig % Inelig # of Students # Inelig % Inelig # of Students # Inelig % Inelig # of Students # Inelig % Inelig
2013
874
83
9.5
870
84
9.7
857
115
13.4
856
67
7.8
856
87
10.2
2014
884
57
6.4
885
44
5
896
70
7.8
892
69
7.7
892
76
8.5
2015
950
50
5.3
941
58
6.2
938
58
6.2
946
68
7.2
949
75
7.9
MAP-R Data Spring Scores
Spring 2013
Spring 2014
Spring 2015
Subgroups Prof/Adv % Basic %
Prof/Adv % Basic %
Prof/Adv % Basic %
All
83 (750) 17 (154)
80 (734) 20 (183)
80 (751) 20 (192)
HI
72 (276) 28 (106)
67 (257) 33 (128)
68 (265) 32 (126)
AS
93 (157)
7 (12)
93 (156)
7 (13)
92 (162)
8 (13)
AF
85 (196)
15 (34)
86 (204)
14 (35)
82 (205)
18 (46)
WH
98 (118)
2 (2)
95 (116)
5 (6)
95 (117)
5 (6)
LEP
29 (26)
71 (66)
30 (29)
70 (69)
38 (38)
62 (62)
SPED
39 (30)
61 (46)
27 (22)
73 (58)
33 (25)
67 (51)
2014
2015
# of
Students
Suspended
# of
Students
Suspended
# of
Students
Suspended
Subgroups
All
HI
AS
AF
WH
2013
# of
Students
Suspended
Suspension Data
2012
57
30
2
24
1
23
24
7
32
4
50
22
3
23
1
35
21
0
12
0
MEASUREMENT, ANALYSIS, AND KNOWLEDGE MANAGEMENT








Collaborative Planning Session Agendas
-Ineligibility Data (myMCPS)
Professional Development Session Training Plans
-Course Assessment Data (Gradebook)
Data Chat Reflection Sheets
-Suspension and Referral Data (Gradebook)
Student Learning Objectives documents
-Parent/Student Surveys and Focus Groups
PBIS Data
-Parent Meetings
Town Hall Meetings with students
-Course Profiles (myMCPS, SIMS)
Formal and informal walkthroughs and observations with feedback (Critical Thinking Look-Fors and Four Square)
D/E Lists and Connect Ed phone calls to parents (Gradebook)
-Documents of Interventions (myMCPS)
-Feedback (Parent/Staff Surveys, Parent/
Student Focus Groups, SIP Reivew)
STUDENT/STAKEHOLDER FOCUS
After completing a root cause analysis, it was determined
that the students, with specific emphasis on Hispanic,
African American, SPED, and LEP students, of Parkland
Middle School need:



Teachers who understand and apply the
framework for Equity Literacy to
establish an engaging learning environment.
Teachers who foster positive relationships with all
students.
Teachers who design and deliver rigorous
instruction that incorporates critical thinking skills
aligned with the Common Core State Standards
and Next Generation Science Standards.
LEADERSHIP
Vision: At Parkland, we believe that every student regardless of socio-economic status, ethnicity, past history,
and academic background should have access to opportunities for success socially and academically in our
unique whole-school magnet program. We have an obligation to provide the support necessary for every
student to succeed. We believe . . . “Every Student, Whatever it Takes!”
Mission: PMMS will increase the capacity of all staff resulting in student academic achievement by delivering
rigorous instructional programs that incorporate reading and math in all content areas through the use of
instructional technology and by making content relevant to the middle school student while maintaining an
environment of positive relationships.
Communication: The School Improvement Plan will be communicated on a regular basis to parents, staff,
and students through displays, publications, Latino parent nights, Academic Achievement Nights, in student
agenda books and in regular conversations and expectations. There will be regular communication through
weekly ConnectEd phone calls, PTA newsletters, website, Edline, and on-going school events. This plan will
be monitored by the Instructional Leadership Team, parents and students.
STRATEGIC PLANNING
FACULTY/STAFF FOCUS
As a result of the root cause analysis, teachers will need
professional development on:
 Planning purposefully for engaging lessons with an
emphasis on mastery level objectives at a critical
thinking level with matching assessment
 Applying the framework for Equity Literacy and
strategies that establish an engaging learning
environment
 Developing and delivering lessons that engage students
to think critically about content
 Developing, monitoring, and analyzing student learning
objectives that will help increase student engagement
and achievement.
Objective:
BY 2016, Parkland Middle School students will show increased achievement, with specific emphasis on
Hispanic, African American, SPED, and LED students, based on the following data points:
Literacy Goal: Increase the percentage of students in the targeted groups that score at the
proficient or advanced level on MAP-R by 10% by the end of the school year.
Math Goal: Increase the percentage of students in the targeted that complete Algebra with a C
or better to 100%.
Cultural Proficiency Goals:
 Decrease the percentage of ineligible students by 1% over each marking period.
 Decrease the number of suspensions and referrals for targeted groups.
through implementing classroom best practices and increased achievement, as measured by teacher written
Student Learning Objectives, that reflect a deepening knowledge of Equity Literacy, that promote critical
thinking, and that engage the full diversity of Parkland Middle School’s student population.
PROCESS MANAGEMENT
As a result of the root cause analysis, the following structures and processes are implemented and monitored to meet student needs:



Weekly content-alike collaborative planning supported by Content Specialists, Staff Development Teacher, and Department Administrator using the Planning for Powerful Instruction Document
(MCPS).
Regular job-embedded professional development to study and apply the framework for Equity Literacy to promote student engagement for all students and critical thinking pedagogy.
Focused walkthroughs and observations by instructional leaders using the Critical Thinking Look-Fors (school-based) and the Parkland Four Square with feedback and reflective conversations





Structured data chats the focus on ineligibility data, referral and suspension data, assessment data, and SLOs.
Quarterly SIP Review with all stakeholders (staff, parents, students)
Hispanic and African American Parent Focus Groups with Feedback
Articulation and Master Scheduling Process
Parkland Scholars Program for Hispanic and African American students