| School Name | Piper HS (1901) | School Grade (2024 - 2025) | |
| Title 1 School | No | School Improvement (SI) | No |
| School of Excellence | No | ESSA School | No |
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RAISE
Reading Achievement Initiative for Scholastic Excellence |
No | ||
| SAC Documentation/SAC Upload Center |
| File Name | File Uploaded By | Upload Date |
|---|---|---|
| Piper-HS_Cognia-Executive-Summary.pdf | BRENDA STERLING | 9/11/2025 |
| File Name | File Uploaded By | Upload Date |
|---|---|---|
| SIP-signature-page-2026.pdf | BRENDA STERLING | 7/16/2025 |
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Using the data below, describe all intervention strategies employed by the school to improve the academic performance of students identified by the early warning system. 1. Student data is used to identify incoming ninth-grade students at level one in reading and math. The students must not be a part of the ESE program. This cohort is placed with our most vital SEL teachers for their core content areas (English 1, Algebra 1-- double blocked, Environmental Science, & Reading). The program (The Bengal Academy of Excellence) monitors each fragile student's academics, attendance, and behavior. 17% of the students scored a level three or higher on the Algebra end-of-course exam in 2025 and 16% of the students scored a level three or higher on the FAST reading PM3. |
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| Measurable Outcome (SMART Goal) | Professional Development | Budget | Monitoring | Results (End of Year) |
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| As measured by the 2026 FAST reading PM3, the percentage of 9-10 grade students meeting or exceeding proficiency will increase from 53% to 55% by June 2026. | Coaching and Mentoring: Offer ongoing support through literacy coaches or mentors who can provide personalized guidance and feedback. Peer Collaboration: Encourage teachers to observe each other classrooms and provide constructive feedback. Action Plans: Help teachers develop and implement action plans for increasing rigor and incorporating new strategies into their classrooms. | PM1 and PM2 assessment scores will be monitored closely to assess students' thinking, academic growth, and learning gaps. | |||||||||||||||||||
Evidence-based Interventions/Strategies |
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Mid-Year Reflection |
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| Progress: Is desired progress being made to accomplish the intended outcome for the Area of Focus by the end of the school year? | Yes | ||||||||||||||||||||
| Evidence: Provide evidence of the implementation challenges the school encountered during the Fall semester. Describe the changes made to address these challenges. | |||||||||||||||||||||
| One of the challenges of after-school tutoring is getting the students to attend. To increase attendance at after school tutoring, teachers offered incentives for students to attend. One of the implementation challenges of enhanced teacher training is that there are only 2 Professional Study Days (PSD) PSDs in semester 1 that provide contractual time without students for professional development (PD). To provide teachers with more opportunity for PD that will have a direct impact on increasing student achievement, an after school winter series PD plan was developed. From November through early January, four sessions were offered to enhance teacher training. The sessions focused on the following: increase teacher training student discourse, active learning and engagement, differentiating stations, strategies to support ELL and ESE students in the classroom. |
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| Evidence-based Interventions/Strategies: What was each Intervention/Strategy’s identified strengths and weaknesses? | |||||||||||||||||||||
| Strategy 1 enables teacher to align instruction with grade-level standards and within those lessons focus on utilizing warm-ups to preview new skills and content, as well as review from the previous lesson, check for learning throughout the lesson, and reteach necessary skills. Another strength of strategy 1 is providing targeted remediation for TIER 3 students based on their PM scores and reading inventory. A weakness of strategy 1 is that we have limited personnel who can provide the targeted remediation for TIER 3 students. A strength of strategy 2 is that it provides multiple pathways for intervention. Teachers utilize district approved digital resources to provide remediation in the specific skill(s) needed for each student. Additionally, in the fall semester specific PD was provided on PSD for teachers that focused on increasing rigor in the classroom and student engagement. Teachers were able to start implementing what they learned immediately. A weakness of strategy 2's after school tutoring is that students with a lack of transportation may not be able to attend tutoring after school. |
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| New Actions: Describe any new actions that are needed to accomplish the intended outcome for the Area of Focus. | |||||||||||||||||||||
| Beginning during 2nd semester, our Extended Learning Opportunities (ELO) plan will begin. Literacy teachers in 9th and 10th grade recommended students for the ELO program based on the following criteria: good attendance, positive behavior, desire for additional learning opportunities, showing growth from PM1 to PM2. There will be a total of 8 sessions for students involved in the ELO program for literacy. | |||||||||||||||||||||
| File Name | File Uploaded By | Upload Date |
|---|---|---|
| 2526_SIP-K12-CERP-Literacy-Leadership-Contact-Information.pdf | BRENDA STERLING | 9/4/2025 |
| SIP-reading-sign-in-09-09-2025-150420.pdf | BRENDA STERLING | 9/12/2025 |
| CERP-for-SIP-plan-Piper-HS.pdf | BRENDA STERLING | 9/12/2025 |
PLC Meeting Schedule
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| File Name | File Uploaded By | Upload Date |
|---|---|---|
| 1901_09032024_SAM-Scoring-Sheet-Writeable-24-25.pdf | BRENDA STERLING | 9/4/2025 |
| MTSS-Action-Plan-25-26.pdf | BRENDA STERLING | 9/10/2025 |
RtI Team Meeting Schedule
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No files have been uploaded.
| File Name | File Uploaded By | Upload Date |
|---|---|---|
| SPBP-Piper-25-26-SUBMITTED.pdf | Amanee Adams | 5/16/2025 |
| Piper-HS-SPBP-Feedback-2025-26.pdf | Georeane Nigro | 5/22/2025 |
| Regular Attenders (0%-4.9% Absent) |
At Risk (5%-9.9% Absent) |
Chronic (10%-19.9% Absent) |
Severe Chronic (20% or more Absent) |
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|---|---|---|---|---|---|---|---|---|---|
| School Year | Population | Number | % | Number | % | Number | % | Number | % |
| Regular Attenders (0%-4.9% Absent) |
At Risk (5%-9.9% Absent) |
Chronic (10%-19.9% Absent) |
Severe Chronic (20% or more Absent) |
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| School Year | Grade Level | Population | Number | % | Number | % | Number | % | Number | % |
| Attendance Type | School Goal |
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| File Name | File Uploaded By | Upload Date |
|---|---|---|
| Piper-HS-SIP-Attendance-Plan-25-26.pdf | BRENDA STERLING | 9/8/2025 |
| File Name | File Uploaded By | Upload Date |
|---|---|---|
| Piper-HS-Annual-Counseling-plan.pdf | BRENDA STERLING | 9/8/2025 |
No files have been uploaded.
| File Name | File Uploaded By | Upload Date |
|---|---|---|
| SBPIE-Assessment.pdf | Amanee Adams | 6/5/2025 |
SAC Upload Center
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| File Name | File Uploaded By | Upload Date |
|---|---|---|
| Piper-BCPS-2025-student-customer-survey.pdf | BRENDA STERLING | 9/11/2025 |
| Piper-BCPS-2025-staff-customer-survey.pdf | BRENDA STERLING | 9/11/2025 |
| Piper-BCPS-2025-parent-customer-survey.pdf | BRENDA STERLING | 9/11/2025 |
| File Name | File Uploaded By | Upload Date |
|---|---|---|
| Piper-SIP-FACE-SPACE.pdf | BRENDA STERLING | 9/11/2025 |
| IMG_0068.pdf | BRENDA STERLING | 9/30/2025 |
| October_SIP_FACE_Space_Board.pdf | BRENDA STERLING | 10/31/2025 |
| March-SIP-FACE-Space-Piper.pdf | BRENDA STERLING | 6/2/2026 |
| May-FACE-Space-Piper.pdf | BRENDA STERLING | 6/2/2026 |
| April-FACE-Space-Piper.pdf | BRENDA STERLING | 6/2/2026 |
| January-FACE-Space-Piper.pdf | BRENDA STERLING | 6/2/2026 |
| November-FACE-Space-Board-Piper.pdf | BRENDA STERLING | 6/2/2026 |
| December-FACE-Space-Piper.pdf | BRENDA STERLING | 6/2/2026 |