Oxon Hill Middle School Performance Plan

SCHOOL PROFILE

School Name:

OXON HILL MIDDLE

School Year:

2026

Area:

Innovation Zone

Local Education Agency:

Prince Georges County Public Schools

Supervisor Name:

Minus, Eric L.

State School No.:

1234

Supervisor Email:

Eric.Minus@pgcps.org

School Type:

02. Middle School

Title I:

No

Grades Served:

06, 08

Community School:

Yes

Principal Name:

Tiwana Cook

State Identification:

CSI:No, TSI/ATSI:Yes

Principal Email:

Tiwana.Cook@pgcps.org

School Address:

9570 FORT FOOTE Rd, OXON HILL,MD - , OXON HILL MD 20744

School Vision:

We envision a learnng environment that models inclusiviity by respecting diversity, promotes self-advocacy in order for leaders to define and achieve their next level of elevation. We maintain a P.E.A.C.E. (Positive Energy Activates Constant Elevation) culture that encourages independent yet empathic thinkers who live responsibity in school and their respective communities.

School Mission:

Preparing culturally responsive learners who build empowered communitiies through literacy, service learning, and restorative approaches.

SMART Goals

A targeted

aspiration that serves as the focal point for collective improvement efforts

Specific; Measurable; Achievable; Realistic; Timebound

Math- By June 2026, the percentage of students who score proficient or distinguished will increase by 5 percentage points on MCAP Mathematics from 4.55 %to 9.55%. This requires 75 or more students to score proficient or distinguished on MCAP Mathematics.

English Language Development-By June 2026, the percentage of ML students who score proficient or distinguished will increase by 3-5% on MCAP ELA from an average of 20% total to 23% or higher. This will require MLs to score approximately 1% point higher per grade level. SY 25 MCAP ELA averages per grade: 6th grade (6.7%); 7th grade (8.1%), and 8th grade (5.8%).

Attendance-By June 2026, the percentage of students who are chronically absent will decrease by 5 percentage points per the Business Intelligence Report from 27.8% (SY25) to 22.8%.

This will target support of MLs and SWDs reducing the chronically absent rate for both of our ATSI groups.

Problem of Practice

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

Math educators struggle with planning and modifying lessons in collaboration with ELD teachers in order to build student math competency skills.

There is a lack of intentional, consistent collaboration between English Language Development (ELD) teachers and Reading teachers to design and deliver instruction that explicitly supports multilingual learners' academic language development. Current planning practices often occur in isolation, which limits opportunities to align instructional strategies, select high-impact vocabulary, and reinforce word meaning through contextualized reading and writing experiences.

As a result, students, particularly multilingual learners, struggle to transfer vocabulary knowledge to comprehension and written expression tasks on grade-level texts and

Educators struggle with the timely submission and monitoring of student attendance during 1st mod and applying the appropriate attendance codes.

assessments.

Change Idea

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

Although resources for multilingual learners are readily available, many educators are either unaware of them or lack the training needed to integrate them effectively into their teaching. To address this challenge, our math educators will participate in collaborative planning sessions with the ELD teachers focusing on implementing targeted instructional interventions based on data.

Establish a structured co-planning process between ELD and Reading teachers to design small-group lessons that explicitly teach academic vocabulary within meaningful text contexts.

If ELD and Reading teachers intentionally co-plan small-group instruction that embeds direct vocabulary instruction within meaningful text contexts, multilingual learners will receive consistent, scaffolded, and language-rich instruction, strengthening their vocabulary knowledge, comprehension, and academic language proficiency—leading to measurable gains in MCAP ELA achievement.

During mod 1 the new Attendance Secretary will identify, notify, and monitor the teacher of record of missing attendance with targeted attention to co-taught, supported inclusion, CRI, and ELD classes. This concentrated effort will support our ATSI groups and help to identify those who need referrals to SIT for attendance concerns.

Target

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

*    At least 5 out of the 8 teachers should have developed weekly lesson plans that clearly outline goals and strategies for MLs.

*    At least 7 out of the 8 teachers will review student work samples to effectively plan for small group instruction, etc.

By midyear, at least 75% of observed lessons include explicit vocabulary-in-context instruction and consistent language scaffolds.

Teams will use iReady, Benchmark, Summit, and classroom data to refine small-group plans and vocabulary lists, demonstrating data-informed instructional shifts.

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75% of the educators will submit first mod attendance within first 20 minutes of class with accurate absent code.

80% of the students with 3 -5 absences will be referred to the Attendance Committee.

Our Attendance Secretary will receive and input 80% of suspension codes for impacted students.

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*    On a scale of 1 -5 with 1 being the lowest, at least 50% of the respondents rated their understanding of the lesson materials during targeted instruction as a 3 or higher.

*    60% of the MLs will show growth by one performance level (on a 4 point math language rubric) on the work samples and/or assessments.

Students demonstrate a 2% increase in correct vocabulary use and application in context from baseline to midyear on their iReady assessment. Students will also demonstrate 2% increase on their benchmark assessment (reading comprehension).

80% of suspended students will return to school after a suspension on time (per suspension document).

80% of the post-suspension meetings will be conducted to ensure students return on time. (PSC)

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

**ML Goal**: Multilingual learners will engage with ELD teachers as they conduct small group instruction within the co-taught classrooms.

ELD teachers will address reading, writing and vocabulary skills with at risk students in instructional groups ranging between 3-4 students. Small group instruction will mimic the curricular content, including the ELD strategies and other necessary modifications in order to meet the needs of the students.

_**NEW**_ **SWD Goal**: By mid-year, Instructional lead teachers will facilitate and support a structured, outcome-driven collaborative planning cycle to improve the

ML: The measure for the growth of these students will be the ELD Writing mid year assessment in December. At that time, our data analysis will determine if students were able to increase their language acquisition skills, as evidenced by at least a one point gain with one of the scoring criteria. Thus, students are expected to grow either in the area of the discourse level, language forms or vocabulary usage within the span of the BOY ELD Writing Task and the MOY Writing Task Assessment.

_**New**_ **SWD RELA**:

**Growth Measure:** Post-assessment data

quality of instructional supports for SWD student groups. The collaborative teams will craft and document lesson plans, ensuring that at least 80% of these plans align with teacher clarity principles, specifically demonstrating clear connections between long-range planning documents (e.g., unit scope and sequence) and daily lesson targets for SWD.

will be analyzed to determine the correlation between the fidelity of the implemented

**collaborative plans** and the academic gains demonstrated by SWD on the County Benchmark.

**Actionable Determination:** This data analysis will confirm whether our planning and instructional delivery ensured the necessary academic rigor and support for SWD learners to achieve the desired growth.