Focus on Student Achievement

The WCPS is strategically harnessing and braiding grant funding through various avenues including the ATSI, TI, TIII, and the MD Tutoring Corp funds to bolster academic outcomes for students, particularly targeting middle school mathematics, special populations like English Learners (EL) and Special Education students. Through a focused approach on braiding these funds, WCPS aims to provide tailored support, resources, and interventions that address the unique needs of these student cohorts. By leveraging these diverse funding streams, WCPS endeavors to implement innovative strategies and programs to foster inclusive educational environments, ensuring every student has equitable access to quality education and the opportunity to thrive academically.

Additional Opportunities for Student Engagement

A renewed focus on academically focused after-school programs and intramural sports has had a transformative effect on student engagement and academic proficiency. By offering a diverse range of extracurricular activities tailored to academic enrichment and physical well-being, schools have created a dynamic learning environment that extends beyond the traditional classroom. These programs not only provide students with opportunities to explore their interests and passions but also offer vital support systems for academic growth. Through participation in after-school tutoring sessions, STEM clubs, arts programs, and intramural sports leagues, students develop essential skills such as critical thinking, problem-solving, collaboration, and time management. As a result, student engagement has increased significantly, leading to improved attendance, and enhanced academic performance across various subjects. Moreover, the holistic approach to education fostered by these programs empowers students to excel academically while promoting their overall well-being and personal development.

WCPS believes the introduction of two new signature academies in middle schools will have a profound impact on student engagement. By offering specialized programs tailored to students' interests and career aspirations, schools will capture the attention and enthusiasm of a broader spectrum of learners. These academies provide students with opportunities to explore fields such as communications and interactive media, arts, entrepreneurship, and financial literacy in a hands-on and immersive manner. By aligning curriculum with real-world applications and incorporating project-based learning, students will be motivated to actively participate in their education, leading to increased attendance, higher academic achievement, and a greater sense of purpose and direction for their future endeavors. This approach not only fosters a more engaging learning environment but also equips students with the skills and knowledge needed to thrive in an ever-evolving global society.

The Blueprint requires a new College and Career Readiness (CCR) Standard be set that enables students to be successful in entry-level credit-bearing college courses. The goal is for all students to meet the standard by the end of their 10th grade year and no later than the time the student graduates from high school. Once a student meets the CCR Standard, they enter a Post-CCR Pathway that allow the student to earn college credits or an industry-recognized credential. Students who meet the CCR Standard are also entitled to be enrolled in credit-bearing courses at Maryland community colleges. Based on feedback from stakeholders regarding concern over students' proficiency in math in first year college courses, the initial proposal was revised to add a math proficiency requirement for students to meet the CCR standard. The proposed implementation timeline for the newly adopted CCR standard to be used for student identification is that based on student performance data up to and including the 2023-2024 school year, eligible 9th -12th students will be identified as meeting the new CCR Standard for the 2024-2025 school year. Over the period of consideration regarding adoption of a new CCR standard, the State Board considered research (see more here) and sought guidance from experts and stakeholders. With the empirical study complete, MSDE has released two CCR standard options for consideration. Feedback is being accepted by MSDE at this time with Board members scheduled to review and vote at the December meeting. When the decision is made, students will be retroactively identified as being College and Career Ready. Moving forward with the Blueprint implementation, student’s CCR status will be considered when determining the student level cost of Dual Enrollment and Advance Placement coursework.

The Newly Adopted CCR Standards

Option 1: Students can meet the CCR Standard by demonstrating both Academic Success and Math Mastery. Academic Success is achieved by earning a High School Grade Point Average (GPA) of 3.00 or higher. Math Mastery may be achieved by either earning a final course grade of A, B, or C in Algebra I, OR alternatively by scoring Proficient or above on the Algebra I MCAP assessment.

 Option 2: Students can meet the CCR Standard by scoring Proficient or above on BOTH the English 10 MCAP assessment AND the Algebra I MCAP assessment.

Dual Enrollment Opportunities

Dual Enrollment allows high school students to enroll in courses offered by accredited and approved institutions of higher education during high school fall and spring semesters. Early college dual enrollment opportunities allow students to receive a high school diploma, an associate degree, or up to two years of college credit, by taking a mixture of high school and college classes. Typically, students have fewer high school courses because college level courses are substituted for their high school courses. Students can use early college experiences to help them prepare and accelerate for completion of a four-year degree. Students, in their junior and senior years, typically spend most or all of their day on a college campus. Students may be able, depending on course schedules, to remain involved in high school extra-curricular activities. High school counselors are prepared with additional information regarding dual enrollment opportunities.

High school students (as determined by WCPS based upon credits earned) are eligible to enroll in dual enrollment courses provided that the student meets the college / university’s standards for acceptance as a non-degree-seeking student each semester as follows:

• Have an overall unweighted GPA of 2.75

• Completed a minimum of 16 high school graduation credits

• Meets full time student enrollment criteria as set forth in the WCPS High School Course catalog

• Submission of the WCPS “Dual Enrollment Certification Form”

To learn more about dual enrollment opportunities and coursework visit the WCPS Dual Enrollment Website

2023-2024 Pillar 3 Goals

• Adopt a new elementary math core resource

• Complete and submit the WCPS Comprehensive ELA and Mathematics Plan

• Develop pathways for students who have not met CCR status

• Work with the community in building apprenticeship opportunities

• Launch a career coaching program in middle and high schools