Samuel Ogle Middle School Performance Plan

SCHOOL PROFILE

School Name:

SAMUEL OGLE MIDDLE

School Year:

2026

Area:

Area-2

Local Education Agency:

Prince Georges County Public Schools

Supervisor Name:

Moore, Danielle

State School No.:

1428

Supervisor Email:

Danielle.Moore@pgcps.org

School Type:

02. Middle School

Title I:

No

Grades Served:

06, 08

Community School:

No

Principal Name:

Cameron Millspaugh

State Identification:

CSI:No, TSI/ATSI:No

Principal Email:

Came.Millspaugh@pgcps.org

School Address:

4111 CHELMONT Ln, BOWIE,MD - , BOWIE MD 20715

School Vision:

Samuel Ogle Middle School will be a 5-star Middle School by 2027, recognized for educating students through Rigorous Academic Models of Success and developing lifelong learners by providing educational services, which ensure that every student in our school, regardless of native language, socioeconomic status, or abilities, graduates ready for college and careers in a global society.

School Mission:

Samuel Ogle Middle School will provide a great education that academically empowers all students, infuses technology, and contributes to a thriving community through the process of building adult capacity, parent and community engagement, a high-performing workforce, creativity, and innovation.

SMART Goals

A targeted

aspiration that serves as the focal point for collective improvement efforts

Specific; Measurable; Achievable; Realistic; Timebound

Math- By May 30, 2026, students in grades 6 through 8 will demonstrate a 3% increase in proficiency on the MCAP Mathematics Assessment, as reflected in the Maryland State Report Card released in the fall of 2026.

RELA/ELA-By May 30th, 2026 students will increase their proficiency by 3% on the MCAP Reading/ English Language Arts Assessment for grades 6 through 8, to be evident on our Maryland State Report Card in the fall of 2026.

Attendance-By May 31, 2026 Samuel Ogle Middle School will have no more than 10% of the student enrollment chronically absent for the year. In other words, Samuel Ogle MS will be have a 90% or higher non-chronically absent rate.

Problem of Practice

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

Teachers have often overlooked opportunities to help students practice, connect, and apply skills within real-world contexts. As a result, many students struggle to answer application-based or concept-driven problems, particularly those categorized as Type 2 and Type 3 tasks. Workbook-https://docs.google.com/document/d/1NPguQ9 pDvkhxZbPgJZtPKluNSrY1eiRZvRglFGOHjp0/ edit?usp=sharing

SWD/ELD students are not demonstrating significant gains in reading comprehension skills. (0% students in grades 6-8 scored proficient on MCAP, ELD)

Faculty and Staff are not communicating with parents and guardians about the chronic absenteeism rates frequently enough or with fidelity according to the AP 5113 procedure to reduce chronic absenteeism, which means that parents and guardians are not sending their child to school lawfully which is creating a higher level of chronic absenteeism for a child's attendance.

Change Idea

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

Teachers will administer a Type 2 assessment (aligned to MCAP rigor) once every other week. During weekly collaborative planning,

Reciprocal Teaching as a method to support reading comprehension and student independence when reading.

Faculty and staff will increase their parent / guardian communication through documented sources and direct communication that will

grade-level teams will review standards, analyze student needs from data, and select a common task to be used for instruction and formative assessment the following week. This ensures consistency, equity, and shared instructional ownership across classrooms.

inform and gather information about a child's absences at each grade level by assigned roles and responsibilities.

Target

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

All teachers will show evidence of students completing a Type 2 task every other week throughout the implementation period, as evidenced by the PDSA Cycle 1 evidence form.

1.   Teachers are expected to attend collaborative planning each week.

2.   Teachers are expected to give direct instruction on how to annotate, rewrite, compute, and check with Type 2 and 3 tasks using the Type 3 holistic rubric.

3.   Teachers are expected to score the tasks so that their progress will be attended to the monitoring tool.

100% of the teachers will use Reciprocal Teaching during Q2, weekly.

1.   Attend collaborative planning weekly

2.   Teachers are expected implement Reciprocal Teaching during instruction

3.   Teachers are expected to share evidence/work samples of Recoiprocal teaching

90% of the staff will be submitting attendance accurately during the first 15 minutes of each class period.

50% of the staff will be communicating attendance information with parents / guardians on a bi-monthly base on attendance reports from Synergy report ATD619.

50% of parents contacted will have responded to the contact with either an email, contract signature or return phone call.

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