Middle Alternative Program #734
Program Accountability Plan
SCHOOL PERFORMANCE PLAN
I. Comprehensive Needs Assessment

I.
Academic Needs
 Provide and ensure access to technology and technology based
learning activities.
 Provide accommodations /modifications for students with special
needs
 Provide Math and Reading intervention and after school coach
classes
 Provide on-going tutorials for all students at- risk for academic
failure.
 Provide lessons that support differentiation addressing students
present level of performance.
 Provide wrap-around services for 8th graders who will transition back
to home schools.
 Provide support towards progress and achievement of IEP goals and
objectives.
 Monitor and encourage improved student attendance by consistent
phone calls home and parental/home involvement.
1. Based on SY 2011-2012 data, 75%-80% of
students assigned to the program are more than
two years behind grade level in Reading
Comprehension.
2. Based on SY 2011-2012 data 75%-80% of
students assigned to the program are more than
two years behind grade level in Math Calculation
and Problem Solving.
3. Based on SY 2011 enrolment data, 40% of
students assigned to Program received Special
Education Services or have an IEP.
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

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
1
Academic
Instructional Leadership Team provides access to meaningful on-going
professional development.
Instructional Leadership Team provides built –in schedule for instructional
collaborative planning.
General and Special Educators provide /implement Individualized
Educational Plans of special needs students
Teachers create lessons that are designed so that students are given a
scaffold of support.
Teachers encourage higher-order thinking questions coupled with high
quality dialogue and feedback.

Behavior Needs
1. Based on SY 2011-2012 enrolment data, 36% of
identified Special Needs students assigned to the
program are identified with an Emotional
Disability(06), 28% identified with Other
Health Impairment (08) and an undetermined
number still requiring medical and psychological
testing.
2. Based on SY 2011-2012 enrolment data, 33% of
identified Special Needs students assigned to the
program are identified with learning disabilities
that affect classroom behavior.
3. Based on behavior assessments 75% of students
display a wide spectrum of social deficits.



Behavior
 Provide activities to support and promote student social growth.
 Provide male and female adult mentors to identified students.
 Fosters parent involvement through daily parent communication.
 Provide onsite and community based counseling for student, parents
and families.
 Bridge the generation gap and strengthen relationship with local
community stakeholders.

Administration and Leadership Team will implement and monitor
behavioral expectations and routine
Administration, staff and faculty will provide an environment that calls for
students to be pro-active and not reactive which allows students to be
successful and productive members of the community.
Clinical Needs
1. Based on academic and behavioral assessments
70% of students require on- site one on one and
family counseling.
2. Based on clinical assessments 70% of students
require home visits by related service providers.
3. Based on behavior and clinical assessments 42 %
of students require psychological counseling.
4. Based on the student population and social
assessments 50% of students require substance
abuse counseling.
5. Based on data, 60% of 8th grade students incur
credit deficits that need to be addressed prior to
high school transition.
2
I.
II.
Clinical
 Student and family counseling.
 Regular home visits by related service providers.
 Monthly follow-up visits of students at their home schools.
 Attention to students interest and point of views measuring a
student’s social and emotional growth


Stakeholders will integrate school and neighborhood resources when
developing programs for students.
Stakeholders encourage visits to neighborhood organizations as a way to
build relations amongst the students, school and community.

II. Goal Prioritization
1. Increase parental involvement
2. Increase student attendance
3. Increase commitment from community
stakeholders.
4. Increase student academic achievement.
5. Improve student readiness for transition to
home school
1.
2.
3.
4.
5.
3
Administration and Leadership Team
 Initiating Principal’s Breakfast once a month.
 Initiating more positive phone calls to parents.
 Initiating Maryland Food Bank.
 Encouraging parent volunteers.
 Encouraging on-site parent liaison.
Stakeholders
 Initiate a clear understanding of student background and building
greater incentives.
 Promoting more support from home.
 Enhancing positive school climate.
 Strengthening interpersonal skills and outcomes.
Community Stakeholders
 Secure commitment from local businesses and non-government
organizations.
Stakeholders
 Provide opportunities for students to be successful in class by
contributing in class discussions and asking for help when needed.
 Allowing students time to produce work that reflects time, care and
pride.
 Encourage the development of skills and appreciation for life- long
learning.
 Students are provided opportunities to understand collaboration and
mutual support among their peers.
Stakeholders
Promote self-discipline, initiative, open-mind, objectivity and humility
as qualities for success to transition.
VI. School Safety Plan
Instructional Leadership Team
 Provide monthly professional development that focus on classroom
practices and lesson planning.
2. Stakeholders
 Provide opportunities for professional development that addresses met
cognition and student behavior.
3. Community Stakeholders
 Provide professional development geared towards building family and
community relationships.
Stakeholders
1. To reduce the number of disruptions by the students inside the
classroom.
2. To reduce the number of in-school and out of school
suspensions.
3. To improve the students ability to cope with stressors.
1. Provide an environment conducive to learning by implementing classroom
behavioral management interventions.
2. Providing support systems for students to prevent crisis situations
3. Providing students with opportunities to learn and develop different coping
strategies.
VII. Family and Community Engagement Plan
1. Improve collaboration with families and
community partners utilizing Parent Portal
Website.
2. Improve response to diverse community
interests and needs
3. Increase utilization and mobilization of
community resources.
Family and Community Stakeholders
 Create a non-threatening environment for families when conferencing to
address student needs.
 Continue to develop partnerships/relationships with DSS, Mental
Health facilities, and other local and private organizations.
 Continue to grow relationships with neighboring organizations such as
the Carmelo Anthony Center.
V. Professional Development Plan
I. Analyze and evaluate classroom practices for a targeted
instructional professional development.
2. Monitor and document student behavior for a targeted
professional development.
3. Provide opportunities to model collaboration with families
and
community stakeholders.
4
1.
VIII. School Improvement Questions
1. How can we be supported in terms of securing funds for extracurricular activities?
2. How can we provide our volunteer parents financial
incentives?
3. How can we be supported in terms of community involvement
regarding safety walking to and from school?
XI. School Family Council Signature Page
Donna Harper – Parent Liason
X. Ongoing Evaluation
 Understanding and using a variety of instructional
strategies, including the use of technology to encourage
students development of critical thinking, problem –
solving and performance skills.
 Increase individual and group motivation and behavior to
create a learning environment that encourages positive
social interaction, active engagement in learning, and
self-motivation.
 Strengthening teacher preparation in instruction and more
exposure to opportunities as well as examining teachinglearning methods that will prompt students to come to
school and learn.
 Improving the means that are made available to students
such as textbooks, curriculum, technology, etc.
Stakeholders
 Teacher lessons geared towards preparation for college and career
readiness.
 Teacher lessons reflect Common Core State Standards.
 Teachers design and generate motivational activities based on student’s
prior knowledge.
 Teachers identify student multiple intelligence to plan and create
lessons that promote active learning and class participation.
 Teachers take on more of a facilitator’s role to encourage student led
discussions.
 Stakeholders ensure that students have access to digital resources and
technology in preparation for 21st century challenge.
5
INFORMATION SHEET
Based on SY 2011-2012 enrolment data, 40% of students assigned to Program received Special Education Services .
The subsequent table presents data on Brigance Math and Reading grade level determination results that is administered for every student at intake. ‘
This data is used to support teachers in lesson planning, differentiation and targeted instruction.
Table 1
Student
8th
13.55%
Math
level
2nd
3.44%
Reading
level
2nd
32.75%
3rd
13.5%
25.87%
4th
25.87%
Student
0
Math
level
1st
0
Reading
level
1st
1%
Math
level
1st
0%
Reading
level
1st
3rd
3.44%
2nd
5.17%
2nd
23%
2nd
18%
2nd
31%
4th
31%
3rd
10.34%
3rd
30%
3rd
36%
3rd
5th
29.31%
5th
41%
4th
36.2%
4th
30%
4th
27%
4th
1.72%
6th
5.17%
6th
21%
5th
22.41%
5th
11%
5th
11%
5th
0
7th
6.9%
7th
1.72%
6th
13.8%
6th
.03%
6th
.09%
6th
0
8th
8.6%
8th
1.72%
0
7th
6.9%
1.72%
7th
8th
.03%
7th
7th
Student
6th
Table 2.
Speech or Language
Impairment
3
1
4.47%
Emotional Disability
20
35
36%
Other health Impairment
24
27
35.82%
Specific Learning Disability
17
30
67
97
25.37%
Total AES
Enrolled 97
STUDENT COUNT
% of Disabilities In Special Education (AES)
Disability
2010
2011
Percent
Intellectual Disability
3
4
4.47%
35
30
25
20
15
10
5
0
Disability Data
MAPAL#734
SY 2011-2012
35.82%
27
1
speech
impairment
30
36%
35
4
Intellectual
disability
Other health
impairment
DISABILITIES
6
25.37%
Specific
Learning
Disability
Other Health Impairment + Emotional Disability 64%
% students enrolled in Program with Special Education Services 40%
Emotional
Disability
Table 3
Table 3 shows data on reasons for assignment into the program.
TOTAL ENROLLED
245
Reasons for assignment to the Program
STUDENT COUNT
MAPAL #734
SY 2011-2012
126
140
120
100
80
60
40
20
1
1
1
1
1
1
1
1
2
2
2
3
3
0
OFFENSES
7
3
3
3
5
5
6
15
27
32
Attendance Rate Increased
from 74.3 % 2010-2011
to 76.7 % 2011-2012
Attendance Rate Comparison Chart
MAPAL #734
SY 10-11/SY11-12
90
ATTENDANCE RATE
80
70
84
84
74
77
74
85
81
70
81
78
78
78
74
70
76
75
72
70
69
60
60
50
40
30
20
10
0
8
Septembe
r
October
2011-2012
74
84
77
2010-2011
84
74
70
November December
January
February
March
April
May
June
81
85
81
78
75
72
60
70
78
78
74
76
70
69
9
.
10
11
12
13