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: | SURRATTSVILLE HIGH | SURRATTSVILLE HIGH |
| School Year: | 2026 | Area: |
| Local Education Agency: | Prince Georges County Public Schools | Supervisor Name: |
| State School No.: | 0908 | Supervisor Email: |
| School Type: | 01. High School | Title I: |
| Grades Served: | 09, 12 | Community School: |
| Principal Name: | Katrina Lamont | State Identification: |
| Principal Email: | Katrina.Lamont@pgcps.org | |
| School Address: | 6101 GARDEN Dr, CLINTON,MD - , CLINTON MD 20735 | 6101 GARDEN Dr, CLINTON,MD - , CLINTON MD 20735 |
| School Vision: | Our Vision (Our future) Our Vision is C.L.E.A.R. Here at Surrattsville High School we are a COMMUNITY that produces LIFE LONG LEARNERS and helps students achieve EXCELLENCE while gaining ACCESS to become college and career READY |
Our Vision (Our future) Our Vision is C.L.E.A.R. Here at Surrattsville High School we are a COMMUNITY that produces LIFE LONG LEARNERS and helps students achieve EXCELLENCE while gaining ACCESS to become college and career READY |
| SMART Goals | ||
| Math- By May 2026, the percentage of high school students scoring proficient or advanced on the Algebra 1 MCAP will increase from 5% in 2024-2025 to 10%, as measured by the state assessment. | RELA/ELA-By May 2026, the percentage of high school students scoring proficient or advanced on the English 10 MCAP will increase from 36% in 2024-2025 to 45%, as measured by the state assessment. | Not Selected- |
| Problem of Practice | ||
| Teachers are providing limited opportunities for students to explain, justify, and reason through their thinking during instruction. As a result, students are not consistently challenged to articulate how or why they arrived at their answers, leading to surface-level understanding rather than deep conceptual learning. | POP: Teachers are not consistently modeling writing instruction with the use of exemplars and descriptive feedback | |
| Change Idea | ||
| Teachers will use academic discourse, questioning, and technology tools in their daily lessons to help students explain their reasoning. | The change idea is to lead teachers through a data-informed approach to model the writing process for successful implementation. | |
| Target | ||
| 100% of math teachers will implement evidence-based instructional practices that require students to explain, justify, and apply algebraic reasoning in every lesson. | 100% of English 10 teachers (4 Gen. Ed and 3 SPED) will administer curriculum-embedded assessments and participate in a baseline data dive to establish skills for need reteaching. | |
| 75% of Algebra 1 students (380) will demonstrate improved reasoning skills through weekly use of Speak Agent weekly. 75% of Algebra 1 students will demonstrate 10% increase from Benchmark 1 to Benchmark 2. |
75% of students of 10th-grade students (202) will increase usage of Achieve 3000 and Quill Will show an increase between Benchmark 1 and Benchmark 2 Increase 1 point on the Culminating Tasks as scored by the MCAP Rubric |
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| Targeted Support and Improvement (TSI) / Additional Targeted Support and Improvement (ATSI) | ||
| Identified Group(s) | Evidence-Based Strategy (EBS) | EBS Target |
| Black or African American:Economically Disadvantaged:Hispanic or Latino of any race:Students with Disabilities | Achieve 3000 IXL | English Evidence Based Strategy: Achieve 3000 is embedded into the English Curriculum. Teachers should follow the English curriculum with fidelity to ensure mastery of skills. Additionally teachers will use the Pre and post assessments to compare students' Lexile levels or other reading scores. Based on the completion of differentiated instruction students will be able to demonstrate growth in reading comprehension, vocabulary, and critical thinking skills. Math Evidence Based Strategy: IXL is an adaptive, standards-aligned platform that provides real-time feedback and individualized skill practice. IXL will be used by all Algebra 1 teachers. Students in 9th and 10th grade enrolled in Algebra 1 should show improved performance in math skills assessed in Algebra 1. Student growth should be evident from Benchmark 1 to Benchmark 3. |
