| School Name | Atlantic Technical College and High School (2221) | School Grade (2024 - 2025) | |
| Title 1 School | No | School Improvement (SI) | No |
| School of Excellence | Yes | 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 |
|---|---|---|
| 2221-executive-summary-2025-26.pdf | Catherine Castelli | 9/4/2025 |
| File Name | File Uploaded By | Upload Date |
|---|---|---|
| 2221-2026-Projection-of-Revenue-Worksheet---Atlantic-Technical-College.pdf | Catherine Castelli | 9/4/2025 |
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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. Atlantic Technical College and Technical High School employ a variety of intervention strategies to improve the academic performance of students. First our classroom teachers use the tracking system in FOCUS to record Teacher Strategies. Here, they make note of the academic or behavior concern students are encountering in the classroom. They document the strategies implemented to date and results. Once a teacher records an MTSS strategy, a courtesy email is to be sent to the School Counselor from the teacher. Counselors document on the documentation panel in FOCUS and meet with the student to discuss and then communicate with the classroom teacher. Once a student has three unsuccessful teacher interventions, the school counselor will create an MTSS referral. Through our MTSS Team, individual students and their needs are discussed, and an action plan is created to address their needs. Parents or guardian are also notified and included in the decision-making process. |
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| Measurable Outcome (SMART Goal) | Professional Development | Budget | Monitoring | Results (End of Year) |
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| By May of 2026, 78% of 9th-10th graders, as assessed by FAST PM 3 in 2026, will score a level 3 or higher based on baseline data from last year's PM 3: 9th grade 10% of students scored a 1 or 2; 10th grade 4% scored a 1 or 2. | The need for PD will be regularly assessed for greater student success. | N/A | Quarterly progress monitoring checks and analysis of internal tracking. Data informed PLCs will emphasize monitoring and analyzing of student data, goal setting, and reteaching. Staff will continuously assess student progress and adjust instruction as data dictates. | Goal was met as 90% of 9th graders and 94% of 10th graders achieved a level 3 or higher on the PM3 FAST assessment of thinking. | |||||||||||||||||||||||
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. | |||||||||||||||||||||||||||
| Currently, we are on track to meet our goal of 78% of 9th and 10th graders will achieve a level 3 or higher on the PM3 FAST testing at the end of the year. PM 2 scores indicate 80% of 9th graders and 84% of 10th graders have achieved a level 3 or higher. Challenge: As a school with semester rather than year long classes, not all of our students are enrolled in reading and/or English classes first semester which can be a challenge.Changes: Our Literacy Coach does pull outs for any students who are not currently enrolled in a language arts class who may not be meeting their literacy goals. | |||||||||||||||||||||||||||
| Evidence-based Interventions/Strategies: What was each Intervention/Strategy’s identified strengths and weaknesses? | |||||||||||||||||||||||||||
| Academic vocabulary - since many tests include tier 2 and 3 words, students must learn those through use, memorization, and/or Greek and Latin roots. Strength - this is a winning strategy, but the weakness is that unless it is continually refreshed, some students will only learn it for a particular test rather than as a long term word. Close Reading of Complex Texts - students are learning how to annotate for deeper understanding. Strength - creates deeper understanding. Weakness - this can be tedious for some students who will lose interest in the process before seeing the positive outcome. |
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| New Actions: Describe any new actions that are needed to accomplish the intended outcome for the Area of Focus. | |||||||||||||||||||||||||||
| All stakeholders must continue to monitor progress in our classrooms to ensure that our students meet our stated goal. Students have access to Reading Classes, pull outs by the Literacy Coach, and after school tutoring in our Academic Enrichment Program (AEP.) | |||||||||||||||||||||||||||
| Additional Reflections (optional): Please add any additional reflections for this Area of Focus. | |||||||||||||||||||||||||||
| N/A | |||||||||||||||||||||||||||
| File Name | File Uploaded By | Upload Date |
|---|---|---|
| 2221-ATC-reading-plan.pdf | Catherine Castelli | 8/1/2025 |
| HSLT-8.18.25-(1).pdf | Catherine Castelli | 9/18/2025 |
PLC Meeting Schedule
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| File Name | File Uploaded By | Upload Date |
|---|---|---|
| 2221-MTSS.pdf | Catherine Castelli | 8/11/2025 |
| 2221-ATC-SAM-SCORING-SHEET-FOR-2026.pdf | Catherine Castelli | 5/15/2026 |
RtI Team Meeting Schedule
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No files have been uploaded.
| File Name | File Uploaded By | Upload Date |
|---|---|---|
| 2221-SPBP-25-26-Atlantic-Technical-College-and-High-School.pdf | Catherine Castelli | 5/22/2025 |
| Atlantic-Technical-College-Feedback-2025-2026.pdf | Valerie Blackwell | 5/23/2025 |
| 2221-ATC-SPBP-2627.pdf | Catherine Castelli | 4/29/2026 |
| 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 |
|---|---|---|
| 2221-Attendance-Plan-for-SIP-25-26.pdf | Catherine Castelli | 8/12/2025 |
| File Name | File Uploaded By | Upload Date |
|---|---|---|
| 2221-counseling-plan-updated.pdf | Catherine Castelli | 9/30/2025 |
No files have been uploaded.
| File Name | File Uploaded By | Upload Date |
|---|---|---|
| 2221-BPIE.pdf | Catherine Castelli | 8/1/2025 |
SAC Upload Center
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| File Name | File Uploaded By | Upload Date |
|---|---|---|
| BCPS-Staff-Customer-Survey-2025---Atlantic-Tech-HS.pdf | Catherine Castelli | 9/4/2025 |
| BCPS-Parent-Customer-Survey-2025---Atlantic-Tech-HS.pdf | Catherine Castelli | 9/4/2025 |
| BCPS-Student-Customer-Survey-2025---Atlantic-Tech-HS.pdf | Catherine Castelli | 9/4/2025 |
| File Name | File Uploaded By | Upload Date |
|---|---|---|
| SY_25_26_FACE-Plan-Atlantic-Tech.pdf | Hallema Collier | 8/19/2025 |
| SY_25_-26-Catch-Them-Being-Great_ATC.pdf | Hallema Collier | 8/19/2025 |
| SY-25-26-Customer-Service-ATC.pdf | Hallema Collier | 8/19/2025 |
| SY-25-26-Programs-and-Services-Checklist-Atlantic-Tech.pdf | Hallema Collier | 8/26/2025 |
| FACE-SPACE-Curated-Wall_ATC.pdf | Hallema Collier | 9/29/2025 |
| face-board.pdf | Catherine Castelli | 11/14/2025 |
| 2221-FACE-quarter-4.pdf | Catherine Castelli | 5/7/2026 |