| SCHOOL PROFILE | |||
| School Name: | BOWIE HIGH | ||
| School Year: | 2026 | Area: | Area-3 |
| Local Education Agency: | Prince Georges County Public Schools | Supervisor Name: | Perez-Humphrey, Eunice |
| State School No.: | 1423 | Supervisor Email: | Eunice.Humphrey@pgcps.org |
| School Type: | 01. High School | Title I: | No |
| Grades Served: | 09, 12 | Community School: | No |
| Principal Name: | Joseph Kautzer | State Identification: | CSI:No, TSI/ATSI:Yes |
| Principal Email: | Joseph.Kautzer@pgcps.org | ||
| School Address: | 15200 Annapolis Rd, Bowie,MD - , Bowie MD 20715 | ||
| School Vision: | Bowie High School fosters a responsive learning environment where every student is empowered to maximize their full potential. We develop creative and compassionate critical thinkers who are committed to lifelong learning, leadership, and civic responsibility. | ||
| School Mission: | Bowie High School is committed to creating a supportive and engaging educational experience that values every student's unique needs. Bowie Bulldogs work together to think critically, to care for each other, and to create a better community through active civic engagement. | ||
| SMART Goals | ||
| A targeted aspiration that serves as the focal point for collective improvement efforts Specific; Measurable; Achievable; Realistic; Timebound |
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| Math- During the 2025-26 SY, the percent of first-time test takers scoring at proficient or higher will increase by 5 percentage points as measured by the 2024 MCAP Algebra 1 assessment, going from 10% to 15%. This will require 141 or more students to achieve proficiency or distinguished status on the MCAP Mathematics assessment. | Culture and Climate-By June 2026, the school will improve overall school culture by strengthening student-staff relationships, as measured by a 20% increase in favorable student responses on the annual school climate survey regarding student-staff interactions, compared to the 2024–2025 baseline results (goal= 40% favorable responses from students). The SY25 survey response data showed a 15% favorable rating for staff-student relationships. | Not Selected- |
| Problem of Practice | ||
| One problem the school has chosen to address that will assist them in moving toward the overarching Smart Goal | ||
| An area of improvement for both teachers and students would be consistently modeling and using academic language within mathematics. Based on the performance on the reasoning questions in common assessments, students struggle to comprehend and respond with the appropriate vocabulary to respond. Early learning walks indicate that academic language is utilized by teachers but there are limited strategies employed for student participation. | Teachers are not consistently connecting with students on an individual level. This lack of connection can be perceived by students as a lack of care, which in turn erodes trust. When students trust their teachers and know they are cared for, they are more likely to listen, engage, and learn. | |
| Change Idea | ||
| A specific, actionable idea or technique that school teams will use to address the SMART Goal | ||
| Algebra 1 teachers will implement a selected math vocabulary instructional activity the first 10 - 15 minutes in class each day. | - teachers and school staff will use a positive, personalized greeting that includes the student's name as students enter the classroom, as they interact in class, and during hallway supervision throughout each school day. | |
| Target | ||
| The AIM set to determine if the implementation of the change idea was successful | ||
| 100% of Algebra 1 teachers will implement a planned vocabulary activity daily during the first 10-15 minutes of each class. | 100% of teachers will greet students at the door during every period using positive, personalized greetings. | |
| Increase the percentage of students moving up from a level 1 response to level 2 by at least 10% in Reasoning questions on Benchmark 2. | Using the baseline of 20% from the survey given last year, our target is to increase from 20- 50% in the survey responses. | |
| Targeted Support and Improvement (TSI) / Additional Targeted Support and Improvement (ATSI) | ||
| This section is for state-identified schools only. | ||
| Identified Group(s) | Evidence-Based Strategy (EBS) | EBS Target |
| Multilingual Learners:Students with Disabilities | MLL: Speak Agent | According to the 22-23 Maryland Report Card MLLs earned 17.7 (27.4%) of the points possible. The lowest percentages were in the area of academic achievement, with only 19% proficient in English Language Arts earning 1.4 points and less than 5% proficient in Mathematics earning 0 points. The following year, this subgroup earned 20.5/72 possible points (28.4%). Although there was an improvement in the Average performance level in Mathematics, but still 0 points earned for those proficient in Mathematics. For this reason, Mathematics was identified as an area needing support for Bowie High School. |
| SWD: Read 180 & iReady (select language based on current interventions that will support student growth) | A look at the Speak Agent reports, a support for not only MLLs but all students for math proficiency, showed that 9 out of 15 teachers had not used Speak Agent at all with their classes. MLL Benchmark 1 data showed that out of 218 students identified as MLL 143 students took the Benchmark for Math and had their tests scored. The following data was reported: 4 were Advanced learners 57 developing 58 emerging 24 on track. 74 student tests were not scored at all. During a meeting with the Math team, the Math Instructional Lead teacher and Math department chair reported that an area of need in Mathematics was solving quadractic equations. Furhtermore the skills related to the Units in Mathematics are identified in Speak Agent for teachers to assign to students. The problem of practice was determined to be that teachers are not providing students opportunities to engage with Speak Agent therefore students struggle with math skills. Student Goals: Students will utilize speak agent to work on targeted math skills 3 -4 times per month. Academic goal: Students will increase math problem-solving accuracy by 15% | |
