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.
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SCHOOL PROFILE |
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School Name: |
SUITLAND HIGH |
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School Year: |
2026 |
Area: |
Area-3 |
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Local Education Agency: |
Prince Georges County Public Schools |
Supervisor Name: |
Valentine, Daria Nyleah |
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State School No.: |
0603 |
Supervisor Email: |
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School Type: |
01. High School |
Title I: |
Yes |
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Grades Served: |
09, 12 |
Community School: |
Yes |
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Principal Name: |
Maurice Wright |
State Identification: |
CSI:No, TSI/ATSI:Yes |
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Principal Email: |
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School Address: |
5200 SILVER HILL Rd, SUITLAND,MD - , SUITLAND MD 20746 |
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School Vision: |
At Suitland High School, our VISION is to cultivate a thriving educational environment where every member of our school community is fully engaged, committed, and united in the pursuit of excellence. Embracing the "All In" philosophy, we strive to ensure that every student, staff member, and stakeholder is actively contributing their best efforts, collaborating with passion, and investing wholeheartedly in our collective mission. |
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School Mission: |
At Suitland High School, our MISSION is to create an inclusive and dynamic educational community dedicated to excellence. Guided by the "All In" philosophy, we empower every student, staff member, and stakeholder to fully engage, collaborate passionately, and contribute their best efforts. Together, we are committed to fostering a |
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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 June 2026, the percentage of students attaining proficiency (Performance Level 3 or higher) on the Algebra I MCAP will increase from 2% in Spring 2025 to at least 4% in Spring 2026, as measured by the state-administered MCAP Algebra I assessment. |
RELA/ELA-For SY 2025-2026, the percentage of students scoring proficient or higher on the English 10 MCAP will increase from 36.31% to 41.31% for Black/African American students. |
Not Selected- |
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Problem of Practice One problem the school has chosen to address that will assist them in moving toward the overarching Smart Goal |
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Math teachers minimally used higher order thinking and reasoning question prompts resulting in missed opportunities for students to regularly use academic language and show a chain of reasoning on constructed response questions. |
Teachers are inconsistently implementing key components of the curriculum, including close reading, text annotation, shared academic language, and structured discussion. As a result, students are struggling to identify and analyze the central idea in a text. |
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Change Idea A specific, actionable idea or technique that school teams will use to address the SMART Goal |
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explicitly teach the chain of reasoning and academic language |
Teachers will model close reading and text annotation strategies during whole-class instruction to determine the central idea. |
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Target |
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The AIM set to determine if the implementation of the change idea was successful |
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80% of weekly unit plans reviewed or lesson sessions observed will contain documented evidence of an embedded Reasoning Constructive Response (RCR) strategy, including targeted HOTQs, the corresponding academic vocabulary list/script, and an articulated expectation for the student's chain of reasoning |
100% of teachers will provide observable evidence for the Learning Walk
100% of teachers will utilize the annotation guide in the lesson
100% of teachers will analyze the common assessment data |
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By the Spring 2025 MCAP window, the percentage of Algebra 1 students scoring at Performance Level 3 or higher on the quarterly benchmark assessments will increase from the current baseline of 2% to a target of 5% (a total increase of 3 percentage points), with the greatest gains demonstrated on the Reasoning Constructed Response items.
Intermittent Targets:
First Quarter Benchmark (November 2025): 3% of students scoring at Performance Level 3 or above on the Reasoning Constructed Response (RCR)
Second Quarter Benchmark (February 2026): 4.25% of students scoring at Performance Level 3 or above on the RCR, demonstrating progress towards the end-of-year goal. |
70% of students will score at or above 60% on the common assessment |
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Targeted Support and Improvement (TSI) / Additional Targeted Support and Improvement (ATSI) This section is for state-identified schools only. |
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Identified Group(s) |
Evidence-Based Strategy (EBS) |
EBS Target |
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Black or African American:Economically Disadvantaged:Multilingual Learners:Students with Disabilities |
**Black or African American Group**: Math Level 3 (Promising) Evidenced Based Strategy - Universal Design and Diagnostic |
Universal Design and Diagnostic Assessment Target: By the end of the SY 2025-2026, the percentage of students scoring performance |
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Assessment
* Universal Screening and Diagnostic Assessment (Level 3) aims to track students who struggle with reasoning based on use of academic language and responding to HOTQs * The Universal Design and Diagnostic Assessment Intervention (UDDAI) is a structured approach that uses principles of Universal Design for Learning (UDL) to make instruction and assessments accessible to all students, while integrating **frequent diagnostic data** to pinpoint individual student needs. This combination ensures that math reasoning constructed response instruction is continuously adjusted based on real-time data, strategically scaffolding students' ability to articulate complex mathematical thinking effectively
**Students with Disabilities**: Pathways to Opportunities (P2O) Tutoring
* P2O is not only for students who need extra academic support — it's also a great opportunity for **all freshmen** to get connected, explore enrichment activities, and learn about the **programs, pathways, and opportunities** our school offers. The program is structured to help ease the **transition from middle school to high school** while building academic confidence and community. [Flyer contains details](https://drive.google.com/file/d/1yqiYZot XEg6EgqNz6LeSweQYJFXjGJ9n/view?usp=s haring)
**Multilingual Learners**: Writing Strategy via sentence starters |
level 3 on math reasoning constructed responses will increase from 2% to 5% as a result of implementing the Universal Design and Diagnostic Assessment Intervention.
Pathways to Opportunities (P2O) Tutoring Target:
Writing Strategy via sentence starters Target: Professional Development/Pull Out Target: 4 Boot Camps for D&E kids Target: |
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**Economically Disadvantaged group**: Professional Development/Pull Out and 4 Boot Camps for D&E kids |
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