| School Name | Silver Trail MS (3331) | 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 |
|---|---|---|
| Silver-Trail-MS-Cognia-Executive-Summary-2025-2026.pdf | Pawel Gielar | 9/11/2025 |
| File Name | File Uploaded By | Upload Date |
|---|---|---|
| Silver-Trail-MS-School-Budget-Signature-Page-2025-2026.pdf | Pawel Gielar | 9/24/2025 |
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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.
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| Measurable Outcome (SMART Goal) | Professional Development | Budget | Monitoring | Results (End of Year) |
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| By May 2026, students will increase overall proficiency/achievement from 73% to 76% by scoring Levels 3, 4, or 5 on the End-of-Year Math assessments including FAST 6-8, Algebra EOC, and Geometry EOC. | Mathematics teachers will participate in a school-wide Professional Learning Community or PLC. | If funds are needed, Math department will ask for approximately $3,000 for Delta Math subscription. | Walkthroughs, Collaborative Planning, Data Collection/Disaggregation of state and district progress monitoring assessments, Formal Observations | ||||||||||||||||||||||||
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. | |||||||||||||||||||||||||||
| Our Math Department Chair/ Geometry teacher left, causing a major change in schedules/ instruction. A new chair was assigned, and students are being offered additional support through small group instruction with an experienced teacher. Data chats are being held to closely monitor the progress of these students to provided RTI/ESE/ and pull out support to struggling students. | |||||||||||||||||||||||||||
| Evidence-based Interventions/Strategies: What was each Intervention/Strategy’s identified strengths and weaknesses? | |||||||||||||||||||||||||||
| Administrators and teachers met to analyze data and identify weak standards. Math teachers will incorporate spiral review after spring break to reinforce those skills.
We have several structural and cultural strengths: veteran staff, a double block that creates additional instructional time, high-achieving feeder schools, and a PBIS reward system that supports student motivation and behavior. Our focus is to protect these strengths and ensure consistent implementation across classrooms. The key areas limiting impact right now are differentiated instruction, student discourse, and time on task. These are actionable classroom levers: if we strengthen differentiation and discourse while tightening engagement/time on task, we should see stronger alignment between instruction and student performance. |
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| New Actions: Describe any new actions that are needed to accomplish the intended outcome for the Area of Focus. | |||||||||||||||||||||||||||
| An analysis of PM1 and PM2 data indicates that students scoring at a high Level 2 will be targeted for support. In mid-February, we will begin pull-out sessions with targeted students to strengthen test-taking strategies and reinforce areas of need. | |||||||||||||||||||||||||||
| Additional Reflections (optional): Please add any additional reflections for this Area of Focus. | |||||||||||||||||||||||||||
| Target students are placed in Foundations of Mathematics course which provides intensive instruction on the lowest benchmarks from FAST. The Algebra Support classes will add an extra layer of support to ensure EOC Proficiency. The ESE department provides push-in and pull-out support. Teacher's are conducting small group spiral reviews. The RTI team is collaborating to offer tailored support for our lowest performing students. The Math department is due to begin a crunch-time review after Spring Break. | |||||||||||||||||||||||||||
| Measurable Outcome (SMART Goal) | Professional Development | Budget | Monitoring | Results (End of Year) |
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| By May of 2026, students will increase overall proficiency/achievement in grades 6-8 in ELA from 72% to 76%. | Explicit Vocabulary Instruction PD for ELA, Math, Social Studies, and Science during common planning. Building Background Knowledge PD for ELA, Math, Social Studies, and Science during Common Planning. | If funds are needed, ELA department will ask for funds from the School Accountability Funds Account. | Walkthroughs, Collaborative Planning, Data Collection/Disaggregation of state and district progress monitoring assessments, Formal Observations | ||||||||||||||||||
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 faced by the ELA department was a late hire during the first quarter. Once the teacher joined the team, there was a necessary acclimation period, along with a significant amount of content to address, as she is new to both the profession and BCPS. Mrs. Carter, in collaboration with Mrs. Nadine Smith, has provided consistent and targeted support to facilitate the new teacher’s growth. She, along with another new ELA teacher, is also participating in an ongoing coaching cycle with Mrs. Carter. | |||||||||||||||||||||
| Evidence-based Interventions/Strategies: What was each Intervention/Strategy’s identified strengths and weaknesses? | |||||||||||||||||||||
| PM2 data prompted a recalibration within the ELA department. Our overall proficiency went from 60% to 65%. Through a targeted data analysis, the department identified the standards that posed the greatest challenges for students. During common planning, teachers examined each identified standard and reflected how it was being addressed in their instruction. Teachers also analyzed the Standards Assessment Report in HMH to determine whether students were performing Below, At, or Above grade level on the outlined standards. As part of the Crunch Time plan, teachers will intentionally re-teach these priority standards with increased rigor to support student growth. After reviewing PM2 data and conducting data chats with both ELA and reading teachers, we identified that students have had limited opportunities to practice with literary texts. This is evidenced by the decline in performance within the prose and poetry domain. In response, the literacy department has taken intentional steps to incorporate district-approved ancillary materials to address this instructional gap.
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| New Actions: Describe any new actions that are needed to accomplish the intended outcome for the Area of Focus. | |||||||||||||||||||||
| The ELA department will continue to utilize ELA Planning Cards and Next Step Stems to intentionally embed rigor into daily instruction. Mrs. Carter will also continue to facilitate targeted mini‑PD sessions focused on the effective use of Planning Cards and Next Step Stems to scaffold instruction across core ELA classes. | |||||||||||||||||||||
| Additional Reflections (optional): Please add any additional reflections for this Area of Focus. | |||||||||||||||||||||
| N/A | |||||||||||||||||||||
| File Name | File Uploaded By | Upload Date |
|---|---|---|
| Admin-Agenda.pdf | Tawanda Carter | 9/12/2025 |
| CERP-Signature-Page-25-26.pdf | Tawanda Carter | 9/12/2025 |
| CERP-2025-2026.pdf | Tawanda Carter | 9/12/2025 |
PLC Meeting Schedule
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| File Name | File Uploaded By | Upload Date |
|---|---|---|
| MTSS-Action-Plan-2025-2026.pdf | Tawanda Carter | 9/12/2025 |
| Agenda-RTI-2025-20226.pdf | Tawanda Carter | 9/12/2025 |
RtI Team Meeting Schedule
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No files have been uploaded.
| File Name | File Uploaded By | Upload Date |
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| Silver-Trail-MS-SPBP-Feedback-Form-2025-2026.pdf | Stephanie Desir | 5/19/2025 |
| Silver-Trail-Middle-SPBP-25-26.pdf | Pawel Gielar | 5/27/2025 |
| 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 |
|---|---|---|
| Silver-Trail-MS-Attendance-Plan-2025-2026.pdf | Pawel Gielar | 9/11/2025 |
| File Name | File Uploaded By | Upload Date |
|---|---|---|
| Silver-Trail-MS-School-Counseling-and-Support-Plan-2025-2026.pdf | Pawel Gielar | 9/12/2025 |
No files have been uploaded.
| File Name | File Uploaded By | Upload Date |
|---|---|---|
| Silver-Trail-MS-SBPIE-2024-2025.pdf | Pawel Gielar | 9/10/2025 |
SAC Upload Center
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| File Name | File Uploaded By | Upload Date |
|---|---|---|
| Silver-Trail-MS-BCPS-PARENT-CUSTOMER-SURVEY-2025.pdf | Pawel Gielar | 9/10/2025 |
| Silver-Trail-MS-BCPS-SCHOOL-STAFF-CUSTOMER-SURVEY-2025.pdf | Pawel Gielar | 9/10/2025 |
| Silver-Trail-MS-BCPS-STUDENT-(Grades-6-12)-CUSTOMER-SURVEY-2025.pdf | Pawel Gielar | 9/10/2025 |
| File Name | File Uploaded By | Upload Date |
|---|---|---|
| Silver-Trail-MS_FACE_SPACE_Media-Center-View-from-Entrance_09.11.25.pdf | Pawel Gielar | 9/11/2025 |
| Silver-Trail-MS_FACE_SPACE_Media-Center_09.11.25.pdf | Pawel Gielar | 9/11/2025 |
| Silver-Trail-Middle_FACE_SPACE_May_5.8.26.pdf | Pawel Gielar | 5/8/2026 |