Wilde Lake High School Twitter Assignment

Wilde Lake High School Vision:

The Wilde Lake High School Community is committed to empowering students with the knowledge and skills necessary to achieve academic and social success in a diverse world.

Wilde Lake High School Mission:

To promote RIGOR by offering a high quality educational experience; To provide a RELEVANT and connected learning environment where students have the skills, knowledge and attitudes needed to contribute and thrive in society; and To build RELATIONSHPS that welcome our community members into a positive environment while providing encouragement, motivation, and support in their academic endeavors.

HCPSS Vision 2018:

Every student is inspired to learn and empowered to excel.


We cultivate a vibrant learning community that prepares students to thrive in a dynamic world.


  • Students (Goal 1): Every student achieves academic excellence in an inspiring, engaging, and supportive environment.
  • Staff (Goal 2): Every staff member is engaged, supported, and successful.
  • Families and the Community (Goal 3): Families and the community are engaged and supported as partners in education.
  • Organization (Goal 4): Schools are supported by world-class organizational practices.

Areas for Focused Improvement

Rigor Targets:

  • Percentage of graduates enrolled in an AP course will increase from 48% to 50%.
  • Increase the participation of African American students in AP courses from 24.3% to 28.3%.

Performance Targets:

  • Increase the SAT combined score from 1613 - 1630.
  • Baseline PARCC – This is the first year we are administrating the PARCC assessment. Therefore, we will take a baseline score in order to set appropriate targets for the 2015/2016 school year.

Student Engagement Target:

  • The Gallup Student Engagement score will improve by 3 points (39% to 42%) through directed activities in the classroom, constructive feedback on assignments and assessments, and positive behavioral acknowledgement (PBIS). Specific focus will be applied to Q5: In the last seven days, I have received recognition or praise for doing good work and Q6: My school is committed to building the strengths of each student.

Staff Engagement Target:

  • The Gallup Staff Engagement Survey will improve by 3 percentage points (29% - 32%). Specific focus will be applied to Q4: In the last seven days, I have received recognition or praise for doing good work and Q6: Is there someone at work who encourages my development?

Key Action Steps

Rigor Action Steps:

  1. The SIT Team will create a School wide survey examining student attitudes toward AP classes and rigorous instruction.
  2. Using this data each department will create a student awareness plan for what rigor looks like at each ability level.
  3. Teachers will use this plan to develop rigorous instructional practices for the classroom. In content specific PLC's, Teachers will write SLO's focusing on rigorous instructional practices and identify and discuss potential AP candidates, personally inviting these students to take an AP course through email, phone call and personal interaction.
  4. In vertical teams, teachers will utilize CFIP (Classroom Focused Improvement Process) when discussing student progress in content specific PLC's in order to identify AP potential candidates. Once identified, classroom teachers will personally invite students to enroll in AP courses and making phone calls to students and parents about the recommendations. The Testing Coordinator (Crouse) will generate a list with the BSAP director (Ringold) and support for potential students through weekly contact. The AP committee will organize AP awareness sessions before scheduling night to answer any questions and encourage students to take the Wilde Cat Challenge and try AP. The Professional Development team will provide teachers with resources to increase rigor in the classroom.

Performance Action Steps:

  • Content specific PLC's will utilize CFIP looking at PSAT and quarterly data to identify students who are candidates for taking the SAT and scoring well.
  • Using Naviance, counselor will spotlight juniors who have not taken the SAT exam, and personally invite those who qualify to take the test. SIT team to utilize new data source to target students who would benefit from an SAT course, as well as those students who have yet to take the test but would do well on it.
  • Teachers will align unit and daily lesson plans with standards for literacy and mathematics. Teachers will align classroom assessments to model PARCC formats. WLHS Staff will use common educational language in the classroom-(Teaching the Critical Vocabulary of the Common Core: 55 Words That Make or Break Student Understanding by Marilee Sprenger)

Student Engagment Action Steps:

  • The PBIS (Positive Behavioral Intervention and Supports) committee will meet once a month to review student data, discuss student engagement, and create strategies for teachers to use in and out of the classroom focusing on student engagement. The SIT team will develop and administer a student survey in order to guide our instruction and teacher professional development. This survey will be given out three times a year; once during Gallup Day, once after midterms, and once before finals.

Staff Engagement Action Steps:

  • Administration will ensure that individual performance reviews address performance expectations, genuine praise, and individual strengths and talents of the teachers. Increase Administrative and collegial visits to classrooms to encourage and praise best practices. Administration, the Professional Development Team and ITL's will increase professional development opportunities through staff, department and PIP meetings by identifying and raising up leaders in the building and having a focus of staff presenting best practices to staff.

Alternative Education Programs

Alternative education programs are designed to meet the needs of students with significant behavioral and academic challenges. In the HCPSS, alternative programs can be found in neighborhood schools, at the countywide alternative learning center, and through our evening school offerings.

Services Offered

All alternative education programs provide academic and behavioral supports and interventions, intensive case management services, enhanced parent outreach, skill development in conflict resolution and anger management, and frequent progress monitoring.

Other common features include small class sizes, close adult supervision, frequent contact between school and home, and learning strategies and approaches individually designed to meet the needs of students.

Three Program Tiers to Alternative Education

The Howard County Public School System provides two tiers or levels of alternative education programming. Tier one is offered in the student’s home school and Tier two provides a greater level of services and supports than tier one.

Tier One — In-School Programs

Tier one programs are located in the local schools. The purpose of these programs is to provide students and staff with additional resources and supports that enable children displaying challenging behaviors to achieve success in their neighborhood schools. There are 32 schools with these programs:

Elementary Schools

  • Bryant Woods
  • Cradlerock
  • Deep Run
  • Ducketts Lane
  • Elkridge
  • Guilford
  • Laurel Woods
  • Longfellow
  • Phelps Luck
  • Running Brook
  • Swansfield
  • Stevens Forest
  • Talbott Springs
  • Waterloo

Middle Schools

  • Bonnie Branch
  • Cradlerock
  • Dunloggin
  • Elkridge Landing
  • Harper’s Choice
  • Mayfield Woods
  • Murray Hill
  • Oakland Mills
  • Thomas Viaduct
  • Wilde Lake

High Schools

  • Atholton
  • Hammond
  • Howard
  • Long Reach
  • Mt. Hebron
  • Oakland Mills
  • Reservoir
  • Wilde Lake

Tier Two — Gateway Programs

Gateway Middle and Gateway High School are located at the Homewood Center, Howard County’s centrally located alternative learning center. The Gateway programs serve students needing greater levels of support than can be provided in the neighborhood school. Students are referred to these programs by staff in the neighborhood schools or by Central Office Administration. Students appropriate for the Gateway programs need a very high level of support and structure in order to meet with academic and behavioral success. They benefit from small class sizes, a more personal approach to teaching and learning, and access to individual and group counseling.

Additional Programs for Students

Teenage Parenting and Childcare Program

The Teenage Parenting and Childcare program is a school-based program that enables teen parents to participate in a comprehensive high school course of studies, receive counseling that supports academic and behavioral improvements, and obtain child care.

The program is located at Wilde Lake High School and transportation is provided for participating students and their babies. The program has the capacity for up to 12 infants/toddlers.

Outreach services are also provided for pregnant teens, and for parenting teens who have other options for child care and choose to remain in their home schools after the birth of their child.

Saturday School Program

Saturday School is an alternative to out-of-school suspension. School administrators use this program as part of the hierarchy of consequences available when students violate the Code of Conduct.

Rather than suspend students out of school, administrators may assign a student to Saturday School so that they can use their “own” time to complete academic assignments missed as a result of their involvement in disciplinary infractions.

All middle and high schools offer Saturday School as an alternative to suspension.

Evening School Program

The Howard County Evening School Program offers alternative education programming to students from 5:00 to 8:00 p.m. on Tuesday, Wednesday and Thursday nights. There are two components to the program: Original Credit/Credit Recovery classes, and classes for students serving extended suspensions.

Original Credit and Credit Recovery Classes

A limited number of original credit and credit recovery classes are available to junior or senior students who are trying to graduate from high school in a timely manner. This includes students who have dropped out and then returned to school, those with a history of academic difficulties who have fallen behind their same-age peers, and those who are having difficulty adapting to a comprehensive school environment.

Additionally, Evening School is a place where students who want to graduate early can get ahead in their credit counts. Students who want to take more advanced coursework during the school day can also create space in their schedule by taking up to two courses in the evening.

Original credit classes meet for the whole school year. Credit Recovery classes meet for a semester and are available to students who have already taken, but failed a course.

Contact your school counselor or Judy Young, the teacher-in-charge for this program to find out the schedule and what courses are currently being offered.

Classes for Students Serving Extended Suspensions

Some students serving extended suspensions may be assigned to the Evening School program to receive academic and behavioral support services while they are suspended or removed from school for disciplinary reasons. These students take four core academic classes with work provided by the teachers from their assigned school, so that at the end of the suspension period, students may return to school without having fallen behind their classmates. All students under 16 years of age are assigned to this program during an extended suspension. Older students may be assigned based on individual circumstances.

Referral Process

School Problem Solving Teams

School problem solving teams including elementary and middle school Instructional Intervention Teams (IITs) and high school Student Support Teams (SSTs) are responsible for referring students for alternative education services. These teams initiate academic and behavioral interventions prior to referring a student for alternative education services and support. If these initial intervention attempts, designed for implementation within the student’s assigned classroom, are not successful, the problem solving team may decide to request intervention from the school-based alternative education program (AEP).

Central Admissions Committee (CAC)

The CAC reviews referrals for students to move into and out of the Gateway programs (Tier Two) and the Passages program (Tier Three). Staff members from the student’s home school complete referral documents, and a meeting is scheduled to review a request for initiation or termination of services at the Homewood Center.

The CAC reviews referrals from middle and high schools within the HCPSS, and also reviews the needs of students returning from court-ordered placements and other placements that have removed the student from the public school system for an extended period of time.

The Reinstatement and Enrollment Committee (REC)

The REC reviews and makes placement decisions regarding students 18 years of age and older who have dropped out of school and subsequently request re-enrollment. The REC also reviews the needs of older students who have had an extended break in their education for reasons beyond their control. This includes foreign-born students who have recently arrived in the United States and are residing in Howard County.


For more information contact the Office of Alternative Education Programs at 410-313-7178.

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