Introduction
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: CHARLES HERBERT FLOWERS HIGH |
School Year: 2026 Area: Area-3 |
Local Education Agency: Prince Georges County Public Schools Supervisor Name: Valentine, Daria Nyleah |
| State School No.: 1327 |
Supervisor Email: Daria.Valentine@pgcps.org |
School Type: 01. High School Title I: No |
| Grades Served: 09, 12 |
Community School: Yes |
Principal Name: Gorman Brown State Identification: CSI:No, TSI/ATSI:Yes |
| Principal Email: Gorman.Brown@pgcps.org |
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| School Address: 10001 ARDWICK ARDMORE Rd, SPRINGDALE,MD - , SPRINGDALE MD 20774 |
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| School Vision: To create college and career ready students through a commitment to culture, collaboration, and critical thinking. |
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| School Mission: To provide a challenging and rigorous educational program which motivates and enables each student to develop intellectually, physically, socially, and emotionally in an orderly, inviting, safe, and productive school climate which nurtures creative and critical thinking and develops sound values to promote excellence for lifelong learning. |
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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 May 2025, the percentage of Algebra 1 students scoring proficient or higher on the MCAP Mathematics assessment will increase from 6% to 11% as measured by MCAP multiple-response questions, constructed-response questions, and targeted interventions designed to strengthen foundational math skills. | RELA/ELA-By June 2026, the percentage of 10th-grade students scoring Proficient or higher on the MCAP English Language Arts 10 assessment will increase from 56% to 59%. This will be achieved by focusing on applying writing interventions monitored via benchmark assessment data. |
Not Selected- |
| Problem of Practice | ||
| One problem the school has chosen to address that will assist them in moving toward the overarching Smart Goal | ||
| Teachers are having problems with scaffolding instruction so that they can reinforce background knowledge, while at the same time presenting students with rigorous on level tasks. | Teachers are having problems with helping students with unlocking prompts and teaching them the response strategy for each type of prompt specifically around identifying the thesis/claim and using evidence to support the thesis. | |
| Change Idea | ||
| A specific, actionable idea or technique that school teams will use to address the SMART Goal | ||
| Teachers will participate in two Long-Range planning sessions, one for each semester. | During bi-weekly collaborative planning meetings, English 10 teachers will identify strategies with specific graphic organizers that will aide students in unlocking the prompt. | |
| Target | ||
| The AIM set to determine if the implementation of the change idea was successful | ||
| 100% of Algebra 1 teachers will show evidence of their long-range plan and participate in both Long-Range planning sessions. | During every bi-weekly collaborative planning meeting, 100% of the English 10 teachers (8 out of 8) will share and submit their strategies along with the graphic organizers for unlocking the prompt. | |
| At the conclusion of PDSA Cycle 1, each Algebra 1 student will increase their mathematics proficiency by at least 3%, utilizing the scaffolding skills taught in their Algebra 1 class. | Students will increase their performance at least by 1 level on the Quarter 2 writing tasks. | |
| 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 |
| Students with Disabilities | Utilize I-ready (in academic resource), Read 180, xxx, and the English/Algebra lab classes for targeted students to improve their factual fluency and conceptual understanding. | The target population for these strategies will be students enrolled the Algebra 1 co-teach and English 10 co-teach classes. For English and Algebra lab - benchmark scores will be utilized I-ready - move up 2 math levels by the end of the year. Read180 - move up 1 lexile level by the end of the year |
