In alignment with the goals and priorities of Prince George's County Public Schools (PGCPS), the School Performance Plan (SPP) allows for a transparent and collaborative school improvement process with a focus on student achievement.
The School Performance Plan was developed this school year as the continuation of the detailed work and planning completed in the previous school year. The SPP focuses schools on engaging in disciplined inquiry cycles through the use of Plan, Do, Study, Act (PDSA). Through the successful utilization of PDSA, schools are able to impact student achievement and teacher practice by taking a scientific approach to school improvement.
| SCHOOL PROFILE | ||
| School Name: OXON HILL HIGH |
School Year: 2026 Area: Area-3 |
Local Education Agency: Prince Georges County Public Schools Supervisor Name: Valentine, Daria Nyleah |
| State School No.: 1209 |
Supervisor Email: Daria.Valentine@pgcps.org |
School Type: 01. High School Title I: No |
| Grades Served: 09, 12 |
Community School: No |
Principal Name: Ronald Miller State Identification: CSI:No, TSI/ATSI:Yes |
| Principal Email: Ronald3.Miller@pgcps.org |
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| School Address: 6701 LEYTE Dr, OXON HILL,MD - , OXON HILL MD 20745 |
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| School Vision: Graduates will have an inclusive and transformative educational experience that will enable students to develop into productive citizens, committed to creating a better tomorrow. |
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| School Mission: PROVIDE: An inclusive and transformative academic experience PRODUCE: An environment of equity and fairness. PROPEL: Students to learn and grow in unique ways. |
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| 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- By May 2026, Algebra 1 teachers will increase students' use of mathematical reasoning and academic language in open-ended Common Assessment responses. Specifically, 80% of students will provide complete solutions that include clear explanations, appropriate mathematical modeling, and the use of precise academic language, as measured by a department-developed rubric aligned to the Modeling and Reasoning standards. |
RELA/ELA-By May 2026, ELA teachers will improve students' ability to identify and explain the central idea of a text and support it with relevant textual evidence. Specifically, 80% of students will accurately determine the central idea and distinguish it from supporting details, as measured by a standards-aligned rubric on common reading assessments and classroom tasks. | Not Selected- |
| Problem of Practice | ||
| One problem the school has chosen to address that will assist them in moving toward the overarching Smart Goal | ||
| When analyzing open-ended Common Assessment 1.1 Algebra 1 Modeling and Reasoning responses, we found that students often provided only the final answer with little to no explanation, limited use of mathematical modeling or reasoning, and inconsistent use of academic language | Students have difficulty understanding that the central idea is the author's specific message about the topic and often confuse it with minor details. This leads to lower reading comprehension and difficulty citing textual evidence. | |
| Change Idea | ||
| A specific, actionable idea or technique that school teams will use to address the SMART Goal | ||
| 1. Model and Scaffold Mathematical Modeling & Reasoning Explicitly Change in Behavior: Teachers intentionally model "think-alouds" that show how to explain reasoning, not just what to answer. Implementation Example: During problem-solving, teachers narrate their thinking process, verbalizing why they select certain strategies or representations. Expected Impact: Students internalize how to structure their own explanations and reasoning. |
Implement Routine Close Reading Cycles Behavior Change: Teachers guide students through multiple readings of the same text, each with a distinct purpose (first for gist, second for central idea, third for evidence). |
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| Target | ||
| The AIM set to determine if the implementation of the change idea was successful | ||
| Lessons include at least one modeled example of explaining "why" or "how" some use of sentence stems ( ie I used\_\_\_\_\_because..) Rubrics and success criteria include reasoning; students use sentence starters or frames in responses Peer discussion, student self-assessment rubrics, and exemplars used; students engage in academic talk using math language |
Teachers will be able to model how to determine the central idea in a text Teachers will use consistent questioning that leads to student analysis of the authors message and evidence Teachers will consistently model how to select and integrate evidence that supports the central idea Teachers will be give actionable feedback that emphasize the relationships between idea, detail, and evidence Teachers will intentionally reinforce academic vocabulary |
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| Partial explanations, uses some academic terms (ie slope, intercept, variable) but with errors or limited clarity Response includes models, clear explanation of process, and accurate math vocabulary Written and oral responses show depth, clarity, and transfer of modeling concepts to new problems. |
Students will be able to accurately identify central idea in texts Students will be able to explain how details support the central idea Students will be able to select relevant evidence that supports the central idea Students will be able to accurately explain the author's message with textual support * Students will be able to consistently use academic vocabulary |
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| 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 | Strategy: Reciprocal teaching to improve reading comprehension When intentionally adapted for ELD students, it also promotes academic speaking and listening aligned to WIDA's Language Functions and Can Do Descriptors. **Core Idea** Students take turns leading small-group discussions using four key strategies: **Predict** – Make guesses about what will happen next in the text. **Question** – Ask questions to check for understanding. **Clarify** – Identify and explain confusing words or ideas. **Summarize** – Retell the main idea or important details in their own words. This process gives students repeated opportunities to read, think, speak, and listen using academic language. **Implementation Steps** 1.Pre-Teach Vocabulary & Language Structures Highlight 3–5 key academic or content words. Model pronunciation and meaning using visuals, gestures, or bilingual support. Model the Four Roles 2\. Read aloud and demonstrate how each role works Use anchor charts or cue cards with sentence stems. Guided Group Practice 3\. Students read a short passage together Rotate roles while using sentence frames for structured talk. Gradual Release 4\. Move from teacher-led to student-led discussions Encourage independent use of academic language. Integrate Speaking and Writing After discussion, have students write a brief summary or reflection using the sentence frames they practiced. |
Reading: At least 50% of ELD students will demonstrate a minimum of 10% increase in comprehension scores utilizing summit K12 Speaking: At least 50% of ELD students will have a 10% increase in summit K12. |
