Oxon Hill High School Performance Plan

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

School Address:

6701 LEYTE Dr, OXON HILL,MD - , OXON HILL MD 20745

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.

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.

SMART Goals

A targeted

aspiration that serves as the focal point for collective improvement efforts

Specific; Measurable; Achievable; Realistic; Timebound

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

Implement Routine Close Reading Cycles

& 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.

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).

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

*    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

*    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

new problems.

* Students will be able to consistently use academic vocabulary

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**

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.

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.