Largo High School Performance Plan

SCHOOL PROFILE

School Name:

LARGO HIGH

School Year:

2026

Area:

Area-3

Local Education Agency:

Prince Georges County Public Schools

Supervisor Name:

Perez-Humphrey, Eunice

State School No.:

1314

Supervisor Email:

Eunice.Humphrey@pgcps.org

School Type:

01. High School

Title I:

No

Grades Served:

09, 12

Community School:

Yes

Principal Name:

Albert Lewis

State Identification:

CSI:No, TSI/ATSI:Yes

Principal Email:

Albert.Lewis@pgcps.org

School Address:

505 LARGO Rd, UPPER MARLBORO,MD - , UPPER MARLBORO MD 20774

School Vision:

At Largo High School, students will become empowered lifelong learners and productive citizens in a global society.

School Mission:

To create an inclusive community where all students are nurtured, engaged and challenged to reach their potential through the tenets of Leadership, Integrity, Optimism, Nobility. (L.I.O.N).

SMART Goals

A targeted

aspiration that serves as the focal point for collective improvement efforts

Specific; Measurable; Achievable; Realistic; Timebound

Math- By the end of the 2025–2026 school year, the percentage of first-time test-taking students scoring Proficient or higher on the Algebra 1 Spring MCAP assessment will increase from 7.6% in Spring 2024 to 12.6% in Spring 2026, demonstrating a 5-percentage-point gain in student achievement.

RELA/ELA-By the 2025-2026 SY, Largo High School's English Department will increase its number of first-time test takers meeting distinguished and advanced categories on the Spring MCAP English 10 by three percentage points by executing the curriculum with fidelity using the gradual release of responsibility lesson structure, integrating targeted research-based instructional strategies, and examining and utilizing data to adjust and inform instruction. This requires         of                                               tested students to score in this range. ( I will fill in the blanks once I have the total # of students enrolled in English 10.)

Not Selected-

Problem of Practice

One problem the school has chosen to address that will assist them in moving toward the overarching Smart Goal

Instead of providing opportunities for students to reason, discuss, and create understanding collectively, teachers spend excessive amounts of instructional time explaining mathematical concepts. This teacher-centered method lowers student involvement and limits opportunities for the growth of mathematical reasoning and problem-solving abilities.

Most teachers still struggle to create a learning environment that fosters student-student engagement (You Do, GRR) through collaborative discussions using discussion protocols and strategies. Based on classroom observation data, engagement is primarily focused on student-to-teacher and not student-to-student engagement. As a result, students cannot demonstrate their understanding collaboratively with their peers before they apply it independently.

Change Idea

A specific, actionable idea or technique that school teams will use to address the SMART Goal

During Algebra 1 lessons, teachers will replace a portion of whole-group explanation with a consistent, data-driven and/or random small-group routine during guided practice, where students engage in reasoning-based tasks and teachers provide targeted feedback.

Teachers will implement a gradual release protocol using effective time management strategies to limit transition time and direct modeling to no more than 15 minutes, thereby placing greater responsibility for learning in the students' hands.

Target

The AIM set to determine if the implementation of the change idea was successful

At least 66% of percent of the math department will implement small group instruction effectively.

Greater than 50% of the English teachers will demonstrate a faster process in which they will release responsibility of learning to the students.

At least 75% of students will complete a reflection survey on small group instruction.

75% of students in targeted classes will report teachers releasing the lesson to students faster.

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

Hispanic or Latino of any race:Students with Disabilities

Differentiated instruction supports students with disabilities by allowing teachers to design lessons that meet individual learning needs, strengths, and preferences. By varying instructional methods, materials, and assessments, teachers can provide multiple pathways for students to access and demonstrate understanding of the content. For example, students who struggle with reading may benefit from audio versions of texts, graphic organizers, or hands-on learning activities that make abstract concepts more concrete. This approach helps ensure that students with disabilities are not limited by a single mode of instruction and can engage meaningfully with grade-level standards while receiving the targeted supports they need to

We will know if the strategies worked by seeing achievement increase across each subgroup.

succeed.

For Hispanic and Latino students, differentiated instruction honors cultural and linguistic diversity while promoting equitable learning opportunities. Teachers can integrate students' cultural backgrounds, interests, and language strengths into the curriculum, creating a more inclusive and affirming classroom environment. For instance, offering bilingual resources, using culturally relevant examples, and encouraging collaborative learning can help students connect new content to their lived experiences. This approach not only supports academic growth but also builds confidence, motivation, and a

sense of belonging—key factors that enhance engagement and achievement among Hispanic and Latino learners.