Laurel High School Performance Plan

SCHOOL PROFILE

School Name:

LAUREL HIGH

School Year:

2026

Area:

Innovation Zone

Local Education Agency:

Prince Georges County Public Schools

Supervisor Name:

Minus, Eric L.

State School No.:

1008

Supervisor Email:

Eric.Minus@pgcps.org

School Type:

01. High School

Title I:

No

Grades Served:

09, 12

Community School:

Yes

Principal Name:

Michael Dinkins

State Identification:

CSI:No, TSI/ATSI:Yes

Principal Email:

Michael.Dinkins@pgcps.org

School Address:

8000 CHERRY Ln, LAUREL,MD - , LAUREL MD 20707

School Vision:

Laurel High School offers an academically challenging environment, where our diverse student population works, learns, and prepares together for opportunities ahead of them as lifelong learners in a global community.

School Mission:

Laurel High School will provide high quality instruction for our culturally diverse population by cultivating a classroom culture centered in using data to meet the individual needs of each student, engaging the student population in meaningful activities through the strategic use of instructional technology, and supporting the academic growth and mental health off our students by fostering effective problem solving, coping, and other life skills and celebrating successes.offers an academically challenging environment, where our diverse student

SMART Goals

A targeted

aspiration that serves as the focal point for collective improvement efforts

Specific; Measurable; Achievable; Realistic; Timebound

Math- By May 2026, the percentage of first-time Algebra I test takers scoring 3 or higher on the MCAP will increase from 6% to 11%, as measured by MCAP results with progress monitored quarterly through the Algebra 1 benchmark assessments

[During SY 25 the total number of first time ALG I test takers, earning or exceeding a score of 3 or higher on the ALG I MCAP, will increase from 3.82 % to 8.82%. (5 percentage points from last year)] - *This can be removed*

RELA/ELA-By May 2026, the percentage of first-time English I0 test takers scoring 3 or higher on the MCAP will increase from 53% to 58%, as measured by MCAP results with progress monitored quarterly through benchmark assessments.

Not Selected-

Problem of Practice

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

Teachers do not use a common instructional practice that develops modeling and reasoning skills through relevant and engaging activities. (Root Cause Analysis: When we analyzed open-ended mathematics responses, Algebra 1 and Geometry students typically left the written areas blank or provided only the solution to the algorithm without providing any

Question and discussion techniques are too teacher centered. When we looked into root causes, we determined that teachers are reluctant to move beyond teacher centered instruction because students do not know how to effectively work collaboratively and therefore it is not worthwhile. Furthermore, students are not receiving constructive feedback on their

explanation or showing their work.)

collaboration. Therefore, students are given limited opportunities to develop this skill.

Change Idea

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

Teachers will use a data protocol and discuss possible instructional adjustments based on the common exit tickets results that is given twice a month.

Teachers will identify the student engagement strategy/ protocol they plan to use for the week. Then they will complete a self-assessment about the implementation of the student engagement strategy/ protocol.

Teachers will provide rubric-based feedback on student collaborative practices at least once per week. Rubric: https://docs.google.com/document/d/1QsUAUa dTHmICOJ5gs9ecMkkCwSpRu-tV1PZet0f8IT4/edit?usp=sharing - Data to be collected and held by admin and department chair.

Target

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

100% of Algebra 1 teachers will administer common exit tickets, analyze the student data using a data protocol and make instructional adjustments twice per month.

80% of English 10 teachers will use the rubric to reflect on the effectiveness student collaborative practices at least once per week.

50% of students will demonstrate growth from Benchmark 1 to Benchmark 2 in modeling and reasoning problems that reflect improvement in academic literacy.

75% of students will score proficient or higher on the collaborative discussion rubric by the end of Q2.

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

1. Students with Disabilities:

1. Teachers of SPED students will utilize I-ready to create personalized instructional

By the end of S1 of SY26, 80% SPED students in Academic Resource will meet their target score in iReady. Target scores are

paths for all students enrolled in supported inclusion Academic Resource 9. (ESSA Level 1)

2. Teachers of SPED students will utilize Read 180 to create personalized instructional paths for all students enrolled in supported inclusion Academic Resource 9. (ESSA Level 1)

2.   Multilingual Learners:

1.   Teachers of Multi-language Learners enrolled in Algebra 1 and Geometry will utilize Speak Agent to enhance English language development and promote academic achievement in mathematics. (ESSA Level 2)

2.   ELL students in ELD lab are using Summit K12, additionally, a co-teacher has been reassigned to support the ELD Lab classes.

3.   Dually Identified Students

1.   Students who are dually identified as SPED and MLL, will receive priority inclusion in the ELO program. ELO lessons will be pulled from iReady, SpeakAgent, and IXL.

2.   Family Engagement: Comprehensive Parent and Family Engagement Strategy to include parent meetings, family workshops, and attendance interventions for both target groups.

personalized for each student based on their diagnostic assessment.

By the end of S1 of SY26, 80% SPED students in Academic Resource will meet their target score in Read180. Target scores are personalized for each student based on their diagnostic assessment.

By the end of S1 of SY26, 80% of MLL students in Algebra 1 will be able to define and use at least 10 new academic vocabulary words from the current unit in sentences with 90% accuracy in SpeakAgent.

By the end of S1 of SY26, 80% of MLL students in English Lab will improve by 10% on the writing assessment in Summit k12 from the beginning of year assessment to the middle of year assessment.