Academy of Health Sciences School Performance Plan

SCHOOL PROFILE

School Name:

ACADEMY OF HEALTH SCIENCES AT PGCC

School Year:

2026

Area:

Area-3

Local Education Agency:

Prince Georges County Public Schools

Supervisor Name:

Valentine, Daria Nyleah

State School No.:

1350

Supervisor Email:

Daria.Valentine@pgcps.org

School Type:

01. High School

Title I:

No

Grades Served:

09, 12

Community School:

No

Principal Name:

Andria Nungesser

State Identification:

CSI:No, TSI/ATSI:No

Principal Email:

Andri.Nungesser@pgcps.org

School Address:

301 LARGO Rd,LANHAM HALL RM 119 LARGO,MD - , LARGO MD 20774

School Vision:

[DRAFT] The Academy of Health Sciences @ PGCC prepares students to be personally accountable and globally-minded leaders. Our inclusive early college environment fosters holistic excellence—academic, social, and emotional—empowering students to earn both their high school diploma and associate degree and make a lasting impact as they pursue their chosen careers and contribute to the global community.

School Mission:

[DRAFT] Our mission is to provide rigorous, specialized four-year course sequences that prepare students for academic success, post-secondary education, and career attainment. We cultivate a supportive and inclusive environment that promotes social-emotional growth, well-being, diversity, and equity for all, including first-

SMART Goals
A targeted
aspiration that serves as the focal point for collective improvement efforts
Specific; Measurable; Achievable; Realistic; Timebound

Math- During the SY 2025-2026, the percentage of Algebra-1 MCAP first-time test takers scoring proficient will increase by 2% (from 64% to 66%).

RELA/ELA-By July 2026, at least 70% of students enrolled in Grade 10 AP Seminar will demonstrate college-level academic writing readiness by scoring a 3 or higher on the College Board AP Seminar exam, with strength in synthesis, argument, and source-based writing. At least 90% of these students will enroll in Grade 11 AP English Language, continuing their development in rhetorical analysis and evidence-based composition. To support this pipeline, all Grade 9 students will engage in scaffolded synthesis and academic writing tasks aligned to AP and college level academic writing expectations

Not Selected-

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

Students' limited use of academic language in mathematics restricts their ability to communicate reasoning, interpret problems, and engage with complex mathematical concepts.

English teachers Grades 9 and 10 and elective courses need support in delivering consistent, scaffolded instruction in academic writing.
While students demonstrate potential, many struggle to construct thesis-driven, evidence-

based responses aligned to the demands of AP-level coursework. Current instruction does not adequately prepare students to analyze sources, develop arguments, and integrate textual evidence—skills essential for success in AP Seminar and AP Language and Composition.

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

Integrate a daily Academic Language Routine into all Algebra-1 courses. This ensures students meet the agreed-upon level of change by focusing on:

1) Daily Warm-Up Routine (5 to 10 minutes): Implement a 5-10-minute daily Academic Vocabulary Routine (e.g., Vocabulary in Context, Justify the Step, Frayer Model, Error Analysis, WODB, etc.) focusing on at least 3 core academic terms per week; and

2) Academic Vocabulary Resources: Generate a physical/electronic Math vocabulary resource that teachers and students can use.

The English Department will engage in a year-long focused student work analysis. These bi-monthly sessions by course/grade level band (9 and 10/AP Team) will bring 6 student academic writing samples, including prompts, source use, rubric, etc. In these sessions, English teachers will analyze how their students build claims though relevant logical reasoning, cite and integrate evidence, and synthesize ideas to identify common strengths and gaps. Findings from these sessions will provided targeted feedback to English teachers to help the inform and improve their content knowledge and instructional practice in the essential skills needed to prepare students for AP and college-level academic writing.

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

1.   70% of observed lessons include the designated language (5-10 minutes daily warm up) routine, as evidenced by the Daily Warm Up sheets, teacher reflections, class observations, and learning walks.

2.   100% of teachers incorporate and explicitly reference students to the academic vocabulary resource during instructional periods, as documented by the Daily Warm Up sheets,

The English Department will conduct a year-long student work analysis to strengthen writing instruction and improve student outcomes. In bi-monthly sessions by grade-level bands (9–10 and AP), teachers will review six student writing samples with prompts, sources, and rubrics.

Teachers will analyze how students build

class observations, and learning walks

[AHS Structured Academic Language Rubric Routine Checklist - Math](https://docs.google.com/document/d/1c8 eRtnPMfGje8_xT8Hx1g48SpfGliSKuSqP80dY FgdI/edit?usp=sharing)

claims, apply reasoning, and integrate evidence to identify strengths and instructional gaps. Findings will guide instructional adjustments that enhance modeling, scaffolding, and practice in the essential skills needed for AP and college-level writing.

**Quarter 2:** Identify trends in reasoning and evidence use; adjust instruction to strengthen claim development and evidence integration.

**Quarter 3:** Apply targeted adjustments emphasizing synthesis and coherence; share effective strategies and exemplars.

**Quarter 4:** Evaluate the impact of instructional adjustments on student growth and refine practices for continued improvement.

1.   70% of students successfully integrate an average of 3 core academic language/terms in their written explanations or justifications.

2.   At least 60% of students achieve a score of 3 or higher on Types 2 (reasoning) or 3 (modeling) classroom-based Math tasks based on the [CER Rubric](https://docs.google.com/document/d/1 Q_oLFkUsW4CVdm8TxndmrKBjeqUBoOR5W XNPBx99WwM/edit?usp=sharing).

3.   At least 60% of students achieve a score of 3 or higher on both the reasoning and modeling items in their Math Common Assessments.

**By Quarter 2:** 100% of English students complete at least one academic writing task using CER with cited evidence.

**By Quarter 3:** 70% of students demonstrate growth of at least one performance level in reasoning,synthesis and/or source integration based on rubric.

**By Quarter 4:** 80% of students demonstrate proficiency in reasoning, source integration, and/or synthesis based on rubric.

Improvement will be measured through growth in academic writing performance as evidenced by rubric data, student portfolios, and reflection forms showing stronger reasoning, citation, and synthesis—indicating readiness for AP and college-level coursework.

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