M.A.P.S. students continue to be civically minded citizens as they remain active members throughout the community. Our students have immersed themselves in service learning and volunteerism at S.H.I.P. and at local residences through an outreach program to assist those in need. Currently, our students have provided over 200 hours of community activity in an effort to meet their personal responsibility within the community and to reach our program goal for the 2016-17 school year. Continued involvement in the community and character education programming in the coming months will further support our goal and ensure that we develop the whole child through comprehensive programming.November 2016 Update
To promote individual growth, the M.A.P.S. program has developed a 2016-17 goal that serves to foster student investment within the classroom and community at large. During the year, students will be charged with being civically responsible and to demonstrate their role through service learning opportunities. Service learning opportunities will be made available to students in various forms such as: residential outreach, volunteerism, character education programming, and through district partnerships. Students will work in concert with one another to achieve a minimum of 350 hours of service in the community. Together, the students and staff aim to make a difference through a commitment to our fellow community members.M.A.P.S. WIG 2015-2016
The M.A.P.S. program's Wildly Important Goal is focused on developing our students as responsible learners within the school setting and within the community as a whole. To measure each individual student's success in meeting the goal of becoming responsible and accountable learners, each student's quarterly attainment of credit is evaluated and progression towards meeting the minimum targeted number of credits each year is calculated. Data to determine each student's progress is gathered with specific regard to the individuals academic performance, regular attendance in school, and adherence to behavioral expectations. These factors, coupled with ongoing character development strategies are then analyzed to quantitate student performance. As the first semester concludes, a comparison of data between the 2014/2015 school year and the 2015/2016 school year suggests that significant gains in all aforementioned targeted areas has been accomplished. Ultimately, an overall increase in credit attainment has improved by a rate of 225% with a rise in regular daily attendance in the amount of 17%. Both indicators are directly correlated the student's success in meeting their goal.