Mance Park Middle School (2023)
- Number of Students: 904
- Percent Eligible for Free and Reduced Lunch: 74.23%
- Percent of Limited English Proficient: 19.69%
- Percent of Special Education: 14.38%
- White: 32.41%
- Black: 25%
- Hispanic: 39.5%
- Asian: 0.77%
- Native Hawaiian or Other Pacific Islander: 0%
- American Indian or Alaska Native: 0.55%
- Multiracial: 1.77%
- Other: 0%
Year 1: 2017-2018
Our journey as a Professional Learning Community began at Mance Park Middle School over 6 years ago. The campus had experienced four (4) different principals in five (5) years and had earned an unwanted but warranted “Improvement Required” rating in the State Accountability System. The Texas Education Agency Region 6 Service Center conducted a campus based needs assessment as a result of the Improvement Required status that revealed a need for improved culture and climate, strategic master scheduling to address student need, improved teacher retention and staffing, research-based instructional professional development, appropriate intervention and enrichment opportunities for behavior and academics, improved systems of instructional planning, and improved community engagement. Mance Park Middle School was in critical need of serious change. Although not performing at high levels, certain collaborative team practices were in place and collaborative team planning time was established within the master schedule. Student achievement data was collected and tracked but not utilized effectively to drive instructional decisions. Many of the research-based practices utilized within the PLC framework were in place but were simply seen as managerial tasks without rhyme or reason, which in turn built animosity and resentment from teachers. In March of 2018 campus leadership was again changed and the staff and students were able to achieve enough growth to earn a “D” rating and thus remove the campus from the “improvement required” status with the state.
Year 2: 2018-2019
In collaboration with the Campus Instructional Leadership Team and District Leadership, Campus Administration began creating purposeful change in preparation for the 2018-2019 school year. Once we were able to fill the nearly 50% vacated positions, the heavy work started. We began by surveying staff needs for personal and professional development, establishing a new master schedule, purposeful student data tracking systems, strategic intervention opportunities, a renewed focus on the process and systems of collaborative team meetings, and a priority was placed on establishing a positive school culture through our mission and vision. Teacher capacity was improved through high quality instructional coaching, formative assessment training, implementation of tiered lesson design and the development and use of a Guaranteed Viable Curriculum.As a campus, morale began to improve and momentum was garnered as we progressed through the Fall semester. A turning point in our journey began during our January 2019 Professional Development days when two Mance Park teachers modeled the use of formative assessment to drive tiered lessons within a unit. In collaboration with campus administration, teachers created monitor lists of students with projected growth measures for student achievement also known as Name and Claim. Through the continued use of identification of essential standards, formative assessment, active progress monitoring of student achievement, and the implementation of tiered lesson design, critical areas of support were established and systems began to take shape. Strategic and targeted interventions and enrichment opportunities were utilized following Spring Benchmark Testing and the first round of the state’s STAAR assessment. The hard work and improved student achievement fostered a climate and culture of trust and ownership amongst the staff. End of year results revealed improved campus data that solidified the hard work of staff and students by earning them a “B” rating in the state accountability system.
Year 3: 2019-2020
With momentum and growth heading into the 2019-2020 school year, Huntsville ISD shared with campuses a strategic partnership with Solution Tree and their School Improvement for ALL initiative. The first step was to work collaboratively with our Solution Tree Coach to conduct a comprehensive Needs Assessment (Artifact 0.1) for the campus. Challenges revealed in the assessment included the need for shared leadership, a collaborative creation of mission, vision, values and collective commitments, a guaranteed viable curriculum, creation and use of common formative assessments, data analysis protocols and targeted interventions within the school day. In collaboration with our Solution Tree Coach SMART Goals for the year were created revolving around the creation of a Guiding Coalition, identification of essential standards, creation and use of common formative assessments within the 10 day learning cycle, progress monitoring of student achievement and the implementation of a 30 minute intervention/enrichment time during the school day. During this learning process an additional need for a systemic organizational structure with Collaborative Team documents was identified. Utilizing our 30/60/90 day plan and progress monitoring of campus goals, great strides were made in the identification of essential standards to drive first time instruction and the use of common formative assessments and improved data analysis protocols to drive intervention and enrichment opportunities by student by standard.
With the ultimate goal of creating a during the day intervention and enrichment period, teams were not quite ready to tackle that task with much continued growth needed in the identification and use of a Guaranteed Viable Curriculum. Teams continued their work on essential standards, creation of SMART goals for instructional units, data analysis protocols and the use of formative assessments to drive instructional decisions within a lesson unit. To best support our future work in the development of a highly effective intervention and enrichment period, we sent several staff members to the RTI at Work conference so that they could come back and share with the teams what they had learned. Through the use of the RTI pyramid, teams began to target students with more intention on specific skills within the essentials. Just when we were getting really comfortable with the processes, COVID came and everything shifted. Everything began to shift to at-home learning, and intense plans for online learning began. There was no state assessment this year, but we were able to track steady improvements across the grade levels up to our dismissal for COVID.
Year 4: 2020-2021
The momentum and belief in the collaborative team process and PLC structure was evident due to the level of planning that took place over the summer months in preparation for the 2020-2021 school year. Instructional Coaches, members of the Guiding Coalition, the Instructional Leadership Team, and collaborative teams held learning and planning sessions over the summer to focus on a “year at a glance” process to maximize instructional time, purposeful instructional planning documents, data analysis protocols, as well as teacher and student data trackers to expedite our learning throughout the school year. All of this learning took place with COVID being front and center and the constant question about student and staff health looming at every turn. We had both online and in-person learning with some teachers implementing face-to-face and online learning simultaneously.
The campus started the year with about 40% online learners and finished the year at approximately 10% online (May, 2021). With the help of our Solution Tree Coach, Ms. Dana Renner, we focused on continuing and tightening up our current practices as well as working with our Guiding Coalition on becoming more learning focused rather than task focused. Collaborative teams began taking ownership of their work rather than allowing Instructional Coaches to drive the work. Teacher ownership of the work and effective collaborative team processes and systems in turn created improved teacher efficacy. The effects of the epidemic paired with current student data and staff buy-in created the optimal time to implement our 30 minute twice a week intervention/enrichment Hornet Time period. Hornet Time was implemented in February 2021 with intentional checks for understanding on the second day of instruction. Hornet Time data (Artifact 0.2) revealed a drastic improvement in student achievement on essential standards.
Even though our state granted a reprieve from accountability for the 2020-2021 school year, we were still holding ourselves accountable for the data and committed even more to tighten up our efforts around what is truly essential.
Year 5: 2021-2022
As a district, Huntsville ISD returned to full time face to face instruction for the 2021-2022 school year. Had the previous year’s state accountability system been used, Mance Park would have dropped from a B rating to a D rating based on our 2020-2021 student achievement data. However, the data did reveal remarkable growth in student achievement data (Artifact 0.3) in various areas in light of a global pandemic.
With approximately 10-15% of our students returning to face to face instruction for the first time in over a year, the Guiding Coalition recognized a need for campus-wide improved classroom management practices. Feedback was solicited from the entire staff in regards to campus-wide protocols and steps were taken to ensure implementation with fidelity. The campus leadership team implemented “Power Hour” a twice a month classroom management professional development program based on the work of Paul Bambrick-Santoyo’s “Getting Better Faster.” This plan proved beneficial for all teachers especially our novice teachers.
The campus was introduced to our new Solution Tree coach, Ms. Kristi Langley and in collaboration with the Guiding Coalition, goals were established. Goals for the year for the campus included refining PLC processes in relation to 1) improving teacher and student understanding of mastery through the development and use of proficiency models during first time instruction, 2) intentional and purposeful use of formative assessment (Assessment FOR Learning) throughout the lesson cycle to drive meaningful monitoring and adjusting of learning, and 3) targeted Hornet Time intervention and enrichment for all students that monitors student progress on essential standards.
With an intentional focus on these three areas, the campus experienced tremendous change. Campus leadership observed a drastic change in teacher efficacy and self-confidence in their pedagogy. This growth was in direct relation to teachers acquiring a better understanding of mastery within the essential standards through the development and use of proficiency levels. This paired with the consistent use of quality checks for understanding within a lesson to drive Tier I and Tier II intervention and enrichment in the classroom resulted in improved student achievement. Both student and teacher/team incentives were built into our goals to celebrate learning across the campus.
End of year testing revealed an improved rating from the 2018-2019 school year of an overall 82 - B rating to an overall 85 - B rating for the 2021-2022 school year. Although there were still so many areas we could have improved on, as a campus, we were pleased with the growth considering the two years of interrupted learning and attribute the growth to our continued efforts to improve first time instruction through a unified agenda that is monitored by instructional leadership and collaborative teams surrounding the discussion of student work. Contributing also to the growth were improved efforts in our area of instructional coaching. Coaches gained knowledge and expertise in their own content and delivery understandings to support teams and vertical curriculum alignment. Teams acquired leadership skills to better run and own their own collaborative time to where coaches are just a resource rather than the center driving force from previous years. By strategically creating secure locations for teams to meet filled with team norms, collective commitments, belief statements, proficiency charts and other resources assisted teams and coaches in doing intentional and meaningful work that resulted in improved student and teacher efficacy.
Year 6: 2022-2023
With the fruition of a collaborative culture across the campus and the belief that “all students can learn”, continued work toward our goal of becoming a highly effective PLC campus in all areas was in reach. Through continued work with our Solution Tree coach, our goal for the 2022-2023 school year was a continued focus on proficiency levels to drive instruction and formative assessment practices in the classroom. To further enhance this work additional initiatives to improve our teacher and student data tracker systems as well as a focus on instilling the collaborative team culture into other areas of expertise such as fine arts, career and technology, and other electives was also a focus.
The use of our eduphoria data system and teacher data trackers allows us to make improved data driven decisions that align with the instructional systems we have in place for Tier I, II and III instruction. With an intentional shift and focus on Hornet Time accountability for staff and students in all content areas, Tier I instructional components and the use of improved formative assessments within Tier I instruction is even more critical in need.
Student goal setting forms were established for each student and implemented across the campus by content. These forms allow students to progress monitor their learning from BOY, MOY and EOY assessments. An additional component to assist students in achieving their goals, non-content teachers established a mentor accountability system with targeted students to conduct student goal-setting conversations at designated times throughout the year to document and celebrate student progress. Initial feedback from students and staff regarding goal setting conversations post Fall Benchmark administration reveal positive growth and accountability for our students. In an effort to build sustainable growth amongst staff and students, campus leadership also implemented Accountability Data Talks with all teachers across the campus three times during the year. These talks assist teachers in implementing campus initiatives with fidelity while allowing a valuable feedback loop for administrators to best support our campus initiatives, staff and students.
The journey continues and the attention to archiving and documenting our learning is so important to the sustainability of our collaborative culture. New teachers and instructional coaches have been impressed with the level of support and resources available as they entered our campus. This remains a focus for all learners on our campus to ensure continued implementation of learning with fidelity.
As we approach the Spring semester of the 2022-2023 school year, both student and adult growth is occurring and we are much further along in our PLC journey. We are excited about our next learning opportunity and celebrating learning for all.
1. Monitoring student learning on a timely basis.
1. Monitoring Learning on a Timely Basis
Although Mance Park Middle School was attempting true engagement with the PLC framework and the use of collaborative teams as early as the 2017-2018 school year, it wasn’t until the 2018-2019 school year that a true belief in monitoring student learning for instructional purposes began to materialize. Prior to the 2018-2019 school year teachers were utilizing a spreadsheet and our data software, Eduphoria-Aware to track student progress. However, as a campus, we were data rich and information poor and were simply focused on teaching, not learning. Student progress monitoring was simply a task that had little or no impact on instructional decisions.
In 2018-2019, to best create a culture of learning, the campus returned to a paper and pencil tracking system for student progress to best inform instructional decisions and allow time for proper training of electronic data analysis. This process allowed teachers to acquire the necessary skills to utilize comparative data to drive instructional decisions throughout the year. Although beneficial to our growth as data seekers, as a campus we were still gathering and analyzing data for reactive measures to impact instructional decisions in an intervention mindset rather than using true formative assessment to drive instruction within an instructional unit or lesson.
Over the next two years and as a product of intentional planning and training in the area of formative assessment or “Assessment For Learning”, effective processes and systems were created to accurately measure student learning within an instructional unit and daily lessons to drive instructional decisions. The development of a Guaranteed Viable Curriculum focused on essential standards (TEKS) utilizing Solution Tree’s R.E.A.L. criteria, implementation of tiered lessons, and the use of common formative assessments set the stage for positive change in the monitoring of student learning on a timely basis. We recognized it is more important to have active engagement rather than digital compliance and thus support the learning and not the document so through the work of our Guiding Coalition and Collaborative Teams a new digital version of our Teacher Data Tracker (Artifact 1.1) as well as a Data Analysis Protocol (Artifact 1.2)document was created that was focused on learning rather than teaching. Intentional creation and monitoring of common formative assessments within a unit paired with a strategic use of our Hornet Time intervention and enrichment period, teachers and students alike began experiencing positive change in student learning.
Collaborative Teams used district curriculum documents including the “year at a glance” (Artifact 1.3) to appropriately place essential standards on proficiency maps (Artifact 1.4) to guide their instructional pacing calendar (Artifact 1.4). Through the utilization of a backwards by design approach, teams have worked collaboratively to unpack those standards (Artifact 1.6) and create unit assessments and learning targets to ensure that each team member understands the depth and rigor required to teach them. Our documents and teams utilize the Four Critical PLC Questions to guide their discussions during each collaborative team time so that the focus stays on the student learning. This included adjusting the instructional lesson planning template (Artifact 1.7) to purposefully include the four questions.
Due to the creation of the aforementioned data systems, campus monitoring of student learning improved and allowed teachers to better understand where their students were performing within a unit. Beginning in the 2021-2022 school year, Collaborative Teams began the process of developing Proficiency Levels (Artifact 1.8) for each essential standard as well as student Proficiency Models (Artifact 1.9) to further guide instruction in the classroom. This process along with the use of a Universal Screener in both math and reading allowed teachers to establish individual student goals for each instructional unit. These initiatives and strategies paired with an intensive focus on formative assessment and quality checks for understanding in the classroom, teachers are able to intervene and enrich within a daily lesson through small group instruction. To best support the work and all staff a focus on collaborative work was emphasized throughout all campus PD. It was important that staff and students recognized new work as an interrelated process that when used together at high levels would increase learning levels for all.
To further impact the effectiveness of our progress monitoring of student learning, we realize the importance of student goal setting and student achievement conversations and the need to keep the goals at the forefront of the collaborative rooms, classrooms, and student notebooks/journals. Currently all content teams have established student goal setting forms (Artifact 1.10) that are monitored by staff and students throughout the school year to celebrate growth and better address deficiencies (opportunities for growth). Additionally, elective teachers adopt targeted students (Artifact 1.11) that represent multiple sub-pop and demographic groups to hold Mentee Data Conversations. Staff and student feedback from these two initiatives have been positive and resulted in overall student growth.
Through reflective practices and the belief that all students can learn, teachers as well as students are consistently aware of their current performance on essential standards and are able to make informed next step decisions in reaching their student by standard goal. Students know where they are and receive immediate small group instruction based on this data. This reflection process also allows teachers to share instructional strategies that were successful with each other as a result of teachable moments that were not necessarily on a lesson plan. The intentional and purposeful work of our collaborative teams ensures that our students are being taught a guaranteed and viable curriculum, learning at high levels, and that their progress is continually being monitored and appropriately adjusted.
2. Creating systems of intervention to provide students with additional time and support for learning.
2. Creating systems of intervention to provide students with additional time and support for learning.
The 2017-2018 master schedule at Mance Park Middle School was in desperate need of repair. Although elective options are critical for student life and learning, the fall schedule had all students taking four core classes and four elective classes regardless of their achievement status or instructional need. A major change was made to the schedule in October of 2017 through guidance of the Region 6 Service Center to provide intervention or acceleration classes for students in need. Unfortunately the staffing plan to start the year did not support this change and therefore teachers that were tasked with teaching the reading and math acceleration courses were not certified in those areas.
In the fall of 2018-2019 a major overhaul of the master schedule was required. Accelerated instruction courses were provided for low performing students in both math and reading with highly certified teachers. Campus administration knew this wasn’t the most optimal instructional practice but due to staffing constraints this was the only viable option for this school year. Curriculum support was provided to accelerated instruction teachers who also met with their respective collaborative team time. To begin fostering a mindset of the importance of first-time instruction and a basis of the four PLC questions, tiered lesson design was implemented by the Instructional Leadership Team. This equipped teachers with the skills necessary to understand proficiency within a standard, using formative assessments to drive instruction, and allow for small group tier 1 and tier 2 instruction to occur within a lesson and unit. The only other system of instructional intervention provided by the campus at this time was before and after school tutorials which had little impact on student learning.
During the Spring semester of the 2019-2020 school year a team of administrators, instructional coaches and collaborative team members attended a Solution Tree RTI at Work conference. This was a major turning point for our staff and students. Campus administrators had envisioned the use of a during the day intervention and enrichment period as research suggests to further support our staff and students. Tier 3 supports had always been provided during the school day but Tier 2 was always a struggle for our campus. However, due to past experiences with during the day intervention programs that seemed very ineffective and negatively impacted staff morale the team was reluctant. After much discussion and planning following the conference a draft plan was created in collaboration with our Solution Tree coach to create the first Hornet Time intervention and enrichment period for Mance Park Middle School. Factors considered for the plan were, frequency and duration, criteria for drafting students, program or software used to select or choose students for scheduling based on need, assessments, lesson planning, checks for understanding to monitor student progress on essential standards, bell schedule, master schedule, adjustment to instructional minutes as well as many other factors.
After intentional planning and training with staff and students, Hornet Time was implemented in February 2020. A Google Form was created and criteria was established for targeted instruction for students in need. Hornet Time was a true intervention and enrichment period scheduled for 30 minutes twice a week. Content teams drafted students using the Google Form on specific days with two contents drafting for intervention and the other two teams drafting for enrichment. Class sizes for Hornet Time did not exceed 12 for intervention or 15 for enrichment. Other RTI factors were also considered in placement of students for Hornet Time including behavioral supports, ESL supports and Dyslexia supports. Elective teachers drafted the remaining students for their classes. The administrative team and instructional coaches actively monitored all classrooms during Hornet Time to ensure implementation with fidelity. Intentional quality checks for understanding were utilized on the second day of instruction within our Eduphoria data system to quickly monitor student learning. Data revealed that Hornet Time was effective and positively impacting student learning as well as teaching efficacy.
Just as staff and students were experiencing progress with our Hornet Time initiative, COVID occurred and students were experiencing at home learning with our staff.
Since our return to face to face instruction in 2020-2021, our Hornet Time (Artifact 2.1) period has become even more streamlined, targeted, and effective. With the acquisition of Enriching Students, our new scheduling software, students and staff are communicating regularly their assignments for upcoming Hornet Time periods. Attendance is accurately reported and learning goals for each unit and essential standard are monitored through Eduphoria, PLC Data tracking spreadsheets by standard (Artifact 0.2), and Teacher Data Trackers (Artifact 1.1). The optimal use of our Hornet Time period has further enhanced our Tier 1 and Tier 2 intervention/enrichment opportunities within the classroom. Teachers are able to distinguish misunderstanding quick fixes for certain students that can occur during small group instruction within the lesson versus those students who may need more structured instructional time during Hornet Time to further student learning. More importantly, collaborative teams are discussing what and how to deliver instruction - it is not here are the students, do what you think is best - what is happening in intervention and enrichment are discussed, planned, and monitored by the entire team.
Following two years of instruction impacted by the COVID pandemic, we attribute our improved state accountability rating of an 85 B to improved first time instruction but also to our effective use of our system of interventions within our RTI and Hornet Time programs.
3. Building teacher capacity to work as members of high performing collaborative teams that focus efforts on improved learning for all students.
3. Building teacher capacity to work as members of high performing collaborative teams that focus efforts on improved learning for all students.
Accomplishing individual goals are important and often hard to reach. However, to reach a common goal through a collaborative process is the ultimate accomplishment. Each team is different, composed of various personalities and skill sets. Although we had a master schedule in previous years that supported collaborative teaming, much work had to be done to truly create an environment conducive to producing teams that collaborate on the right things for the right reason. Important components that had to be addressed were beliefs about our students and ourselves, values, collective commitments, and systems to support the work.
Following the creation of our beliefs, values, mission (Artifact 3.1) and vision with our Guiding Coalition, we as a campus, determined what components would be tight and loose within our collaborative team process. Focusing on a guaranteed viable curriculum, being results oriented, providing appropriate systems of interventions and the use of formative assessment to drive instruction we established a platform to not only support teachers but also hold ourselves accountable for the work.
As a campus, we feel that what sets us apart from most campuses is the level of professional development provided within our campus walls. We operate with the mentality that high yield instructional strategies only work when the staff implementing them receive adequate ongoing training, an opportunity to implement in a safe, risk taking environment, are supported with quality instructional coaching, paired with critical and timely feedback in a collaborative setting. For this type of learning, accountability, and improved teacher efficacy to occur, a quality system of support must be in place for teachers to grow. To create that type of culture, we provided the necessary materials needed and gave time for adult learning to occur, prior to expected accountability. Work was intentional as we utilized the Complex Change Matrix looking at staff and what each person needed to be successful in these changes.
We attribute much of our teacher success at MPMS to reflective practice. We operate from the “go slow to go fast” methodology and we believe there is no “magic pill” to our fix, simply hard targeted work and collaboration will get the job done. Due to the amount of learning on our campus over the years and to support the effort of proven strategies, we have adopted the mantra of “Model, Review and Refine.” This mantra allows us to further support reflective practice across the campus. Of the support provided to our adult learners on campus, we model what we do for students, we provide intervention and enrichment opportunities for adult learners as well. As with students, some learning is not optional and this holds true for our staff. Through these efforts, staff work to use collective inquiry to ensure they keep getting better and student learning increases
Reflective practices that have allowed for such meaningful growth include -
MPMS PLC Handbook (Artifact 3.2), where all collaborative team expectations and processes are documented including tight and loose components of our PLC.
Video Reflective Coaching (Artifact 3.3), where teachers and instructional coaches work together to improve their craft through videoing and reflecting on live instruction. Goals are established and the cycle continues.
Friday Collaborative PD, ongoing PD where collaborative teams receive job-imbedded training on high yield instructional practices with follow up coaching and feedback.
PLC Reflective Sessions , where instructional coaches video live collaborative team sessions and critique best practices fostering a true collaborative process at every level.
Power Hour Sessions, where teachers receive ongoing training (Artifact 3.4) in classroom management practices based on the work of Paul Bambrick Santoyo’s work of “Getting Better Faster.” We acknowledge that classroom management is a crucial component to the learning process. (BOY Power Hour Action Plan - Artifact 3.5)
Assessment FOR Learning sessions (Artifact 3.6) (Stiggins), ongoing interactive sessions for collaborative teams on the development and use of formative assessment and quality checks for understanding to drive instructional decisions.
Essential Standards and Rigor training, ongoing training on the development of a guaranteed viable curriculum and the appropriate rigor required to meet mastery.
Strategic Teacher Data Tracker Scavenger Hunt (Artifact 3.7) allowed teachers to dig into their data and target students in need of specific support. It also guided them through the process of looking at goals by student and brainstorming ways to help them meet their academic goals.
Teacher Accountability Data Talks (Artifact 3.8) occur three times throughout the year between all teachers and the campus principal to evaluate teacher efficacy and determine support needed for teachers to improve their work.
Use of Hattie and Marzano strategies within the classroom with reflective observation and coaching feedback to support growth and implementation.
Building teacher capacity does not just happen; it takes strategic planning and too much work is required to improve student learning for teachers on an individual basis, it takes a team and true collaboration to occur. The achieving attribute of a true collaborative team is when they take ownership of their work, their students and their data and make the necessary adjustments to improve each. Through the use of quality PD, SMART goals, data analysis protocols, strategic interventions, collective commitments and collaborative team accountability protocols, Mance Park MS is building capacity in our staff and thus improving student learning. This work can not be done alone and at Mance Park MS, we believe in building the capacity of all staff, collaborating together, and owning all of our students.
Achievement Data Files
Additional Achievement Data
At Mance Park Middle School, prior to COVID-19, we were making steady gains in all content areas. Our grade level teams collaborate after every assessment to make necessary planning and intervention adjustments aimed at meeting individual student needs. Teams are provided this time during the instructional day, and the focus is on instruction around the essentials, student learning of specific skills, and data from formative and summative assessments. This use of data results in teams creating intervention plans and sharing students to target the identified skills needed to reach proficiency of the standard with additional intervention and enrichment time in our Hornet Time period. The state of Texas did not collect state achievement data for the 2019-2020 school year as indicated on our evidence of effectiveness data template. However, local assessment data, also indicated on our evidence of effectiveness data template, revealed that even during a pandemic the growth of our collaborative teams and the effectiveness of our PLC structure were impacting student learning. 2020-2021 State achievement data, although collected, did not impact state accountability. With learning gaps evident in our 20-21 data, we realized the critical need for high quality collaborative teaming to provide the necessary first time instruction, common formative assessments, and strategic intervention and enrichment to recapture and continue learning for our students. 2021-2022 state achievement data revealed that the PLC structure and collaborative teaming at MPMS had a very positive impact on the growth of our students after two years of a global pandemic. Continued growth and improved student achievement must happen an identified need is improving students in the meets and masters performance levels.
Additional academic and performance data that Mance Park is proud of includes:
8 top ten finishes in our district UIL Academic competitions in the last two years
8 top five finishes in our district UIL Academic competitions in the past two years
Performance Band UIL Competition results of
Varsity 2022 2/1
Varsity 2021 1/1
Varsity 2019 1/1
Non-Varsity 2022 2/2
Non-Varsity 2021 1/1
Non-Varsity 2019 1/1
Sub-Non-Varsity 2019 1/1
Sub-Non-Varsity 2019 1/1
Sub-Non-Varsity 2021 1/1
Sub-Non-Varsity 2021 1/1
Sub-Non-Varsity 2022 2/2
4 1st place and Honorable Mention results in the Houston Livestock Show and Rodeo Art Competition
2022 Dinstinction Designation
Comparative Academic Growth