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: DUVAL HIGH |
School Year: 2026 Area: Area-3 |
Local Education Agency: Prince Georges County Public Schools Supervisor Name: Perez-Humphrey, Eunice |
| State School No.: 1409 |
Supervisor Email: Eunice.Humphrey@pgcps.org |
School Type: 01. High School Title I: No |
| Grades Served: 09, 12 |
Community School: Yes |
Principal Name: Denice Nabinett State Identification: CSI:No, TSI/ATSI:Yes |
| Principal Email: Denice.Liggins@pgcps.org |
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| School Address: 9880 GOOD LUCK Rd, LANHAM,MD - , LANHAM MD 20706 |
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| School Vision: DuVal will be recognized as the leading Aerospace secondary institution where we inspire students to learn, foster personal development, and prepare each student to contribute and succeed as a productive and responsible global citizen. |
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| School Mission: DuVal High School is committed to providing a flexible, safe, and differentiated student-centered education, wherein all learners are ready for college and careers in a global society. |
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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, DuVal High School will decrease the percentage of students scoring at Performance Level 1 in Math from 54.46% to 44.46% and will increase the percentage of students scoring at Performance Levels 3 and 4 from 8.60% to 13.60% | RELA/ELA-By June 2026, the percentage of first-time English 10 MCAP test takers scoring Proficient (Level 3 or 4) on the English 10 MCAP will increase from SY 25 baseline 51.02% to SY 26 + 3 percentage points (54.01-56.01) as measured by MCAP, quarterly writing benchmarks, and rubric-based writing tasks, through schoolwide literacy instruction emphasizing multi-paragraph writing, academic vocabulary, and reading/writing stamina. |
Graduation Rate-DuVal High School will increase the 4-Year Adjusted Cohort Graduation Rate for the Class of 2026 from 77.1% (Class of 2025) to 78% (Class of 2026) by June 2026 through targeted monitoring, intervention, and accurate coding of student records, with an emphasis on reducing the number of students in red status. |
| Problem of Practice | ||
| One problem the school has chosen to address that will assist them in moving toward the overarching Smart Goal | ||
| When analyzing Spring 2025 MCAP Math results, 54.46% of students scored at Performance Level 1, and only 8.60% performed at Levels 3 or 4, indicating that the majority of students are not consistently demonstrating mathematical reasoning or proficiency beyond procedural skills. Student work samples and benchmark assessments show that students, particularly Multilingual Learners (MLLs) and Students with Disabilities (SWD), struggle to explain their thinking, use academic math vocabulary accurately, and apply multiple representations to solve and justify answers. Instructional walkthroughs and collaborative planning reviews reveal inconsistent implementation of explicit modeling, vocabulary routines, and reasoning-focused discourse structures across math classrooms, resulting in limited opportunities for students to move from surface-level skills to deeper conceptual understanding. |
When analyzing MCAP and benchmark data, students–particularly MLLs–struggle to produce multi-paragraph written responses that demonstrate evidence-based reasoning. Students lack the academic vocabulary, stamina, and comprehension needed to analyze texts and support arguments. Instruction across English and other departments does not consistently integrate explicit writing instruction or scaffolded supports, leading to persistent gaps in literacy development. |
When we do not consistently monitor juniors and seniors for credit completion, attendance patterns, and graduation requirement progress, we miss opportunities to intervene early. As a result, students enter 12th grade off track, which lowers our overall graduation rate. |
| Change Idea | ||
| A specific, actionable idea or technique that school teams will use to address the SMART Goal | ||
| DuVal High School will implement a schoolwide Constructed-Response (CR) reasoning routine in every high school math course (Algebra 1, Geometry, and Algebra 2). Teachers will require students to explain and model their reasoning on at least one MCAP-style Constructed Response (CR) task per week. Each task will include (a) explicit modeling/think-aloud by the teacher, (b) structured student discourse with sentence frames, and (c) multiple representations (diagram/table/equation). Work will be scored using the 4-point MCAP Holistic Reasoning Rubric. Results feed weekly into Collaboration Planning (CP) data huddles to plan reteach. The routine includes targeted supports for MLL/SWD (language objective, vocabulary frames, and annotated exemplars). Goal: move students from non-response/procedural answers (PL1/PL2) to proficient reasoning (PL3/PL4). | To address the gap in adult practice identified in the PoP, the English team will focus first quarter on paragraph development. Select a Common Anchor Prompt: One short text or excerpt every teacher uses in the first two weeks (articles of the week) Teachers will model an effective paragraph: Teachers write a model paragraph in front of students using the MCAP rubric language (claim ¿ evidence ¿ reasoning). Teachers will use color-coding or sentence frames: e.g., green = claim, yellow = evidence, blue = reasoning, to make the structure visible. Student Practice: Students replicate the modeled structure once per week. Collect and Discuss: In collaborative planning, teachers bring one low/medium/high paragraph to calibrate scoring and share strategies. Implement explicit, structured writing instruction in all English 9 and 10 classrooms focused on improving thesis development, organization, and evidence-based reasoning through daily writing tasks and targeted interventions using Quill and Read180. |
We will implement a targeted Graduation Task Force model that uses weekly counselor accountability, student-level audits, and real-time progress tracking to reduce the number of students in red status by 50% by the end of Quarter 1. This includes auditing and recoding withdrawal codes, individualized intervention plans for MLL and SWD students, and structured weekly monitoring meetings to ensure students are on track to meet graduation requirements. |
| Target | ||
| The AIM set to determine if the implementation of the change idea was successful | ||
| · 95% of math teachers will implement one MCAP-style Constructed Response (CR) task weekly, with explicit modeling and required representations. · 95% of math teachers will score Constructed Response (CR) tasks using the MCAP-aligned 4-point Reasoning rubric and upload two anonymized samples weekly. · 100% of math teachers will embed mathematical language expectations (precise vocabulary and justification stems) in their CR tasks. · 100% of Collaborative Planning sessions will include documented analysis of Constructed Response rubric trends, category-level performance, and subgroup patterns (MLL/SWD). · 90% of math teachers will implement reteach cycles within five (5) instructional days when less than 70% of students score less than 2/4 on a Constructed Response (CR) reasoning task. · 100% of Algebra 1 Lab teachers will assign and track weekly Tier 2 MATHia interventions. · 100% of math teachers will update the Proficiency Level Movement Tracker at each checkpoint using the MCAP baseline + Constructed Response (CR) rubric + category-level and benchmark trends. |
100% of teachers will model and teach paragraph organization and evidence-based writing weekly using MCAP rubrics. | · 100% of counselors will complete individual graduation audits for all 144 red status students by October 25, 2025. - _Measured by:_ updated tracker and documentation of deficiencies/interventions. · 100% of W50 withdrawal codes will be audited and recoded where appropriate by October 20, 2025, with documentation submitted to the registrar and AP. - _Measured by:_ withdrawal audit log and Synergy updates. · Each counselor will reduce their assigned red student caseload by at least 50% by the end of Quarter 1. - _Measured by:_ cohort tracker status updates. · Counselors will update the cohort tracker weekly (every Friday) with accurate student status, interventions, and next steps. - _Measured by:_ review of tracker timestamps and weekly monitoring logs. · The Graduation Task Force will meet weekly to review red/yellow student movement, escalate barriers, and adjust interventions. - _Measured by:_ weekly meeting agenda, notes, and action log. · MLL and SWD student intervention plans will be created and uploaded for all identified students by November 15, 2025. - _Measured by:_ uploaded intervention plans and tracker evidence. |
| · 90% of students will complete the weekly MCAP-style Constructed Response (CR) reasoning tasks in every math course. · 75% of students will score more than 2/4 on the MCAP-aligned Reasoning rubric by the midpoint of the cycle. · 50% of students who initially score ¼ on the Constructed Response (CR) rubric will grow to 2/4 or greater by the end of Cycle 1. |
· 100% of Tier 2 students will participate in targeted writing interventions at least once weekly. · 100% of students in English 9-10 will complete at least one paragraph constructed response weekly. · 80% of students will demonstrate at least one performance level of growth in thesis and organization by Quarter 2. |
· 100% of red status students will have a documented graduation completion plan outlining required credits, assessments, and next steps by October 25, 2025. · 50% of students in red status will move to yellow or green by the end of Quarter 1 through targeted intervention, testing completion, and credit recovery. · 100% of students with testing deficiencies |
| · 75% of students will demonstrate improvement in category-level performance (reasoning/modeling, representations, algebraic thinking) from Common Assessment 1-1 to Common Assessment 1-2. · 80% of Tier 2 students (Algebra 1 Lab) will show measurable growth on targeted MATHia intervention modules. · 75% of students identified in the lowest MCAP performance band (PL1 baseline) will show improvement toward PL2 as evidenced by improved Constructed Response (CR) scores and category-level trends on interim assessments. |
· 100% of students will participate in quarterly MCAP-style assessments with data tracked in department trackers. · 100% of low/med/high writing samples will be reviewed in collaborative planning to inform instructional decisions. |
will complete Bridge or MCAP requirements within their designated testing window. · 100% of credit-deficient students will be enrolled in and actively participating in credit recovery, evening school, or alternative intervention programs by November 15, 2025. · 100% of students with W50 withdrawal codes identified for re-engagement will have updated codes or re-enrollment plans by November 15, 2025. · 100% of MLL and SWD students will meet individualized milestone goals as outlined in their completion plans by the end of Quarter 2. · 100% of red status students will have biweekly progress updates documented in the cohort tracker to ensure no student remains stagnant without intervention. |
| 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 |
| Multilingual Learners:Students with Disabilities | DuVal High School will continue to provide consistent, high-quality core instruction aligned to district expectations. In addition to Tier 1 instruction, the school will implement a clearly defined, evidence-based intervention layer for Students with Disabilities (SWD) and Multilingual Learners (MLL) that directly addresses foundational math, reading, and language gaps. **For SWD (Reading):** DuVal will implement READ 180, an evidence-based reading intervention program designed to accelerate literacy growth for students performing below grade level. READ 180 provides individualized instruction in decoding, fluency, vocabulary comprehension, and writing through adaptive software, small group instruction, and scaffolded texts. This intervention occurs during Academic Resource or literacy lab periods and not during core ELA instruction. **For SWD (Math):** DuVal will implement i-Ready Math to remediate prerequisite numeracy and foundational math skills. This intervention occurs during Resource or math lab periods not during core math instruction. **For MLL (Language Development):** Summit K-12 will serve as the primary intervention for language acquisition, delivered in all ELD courses. Summit K-12 provides WIDA-aligned individualized learning plans, domain-specific tasks, and projected proficiency growth based on student performance. Achieve3000 may be used to reinforce reading comprehension and vocabulary development. **For MLL (Math Language Development):** Speak Agent (Math) will be used as an intervention to build academic vocabulary, math reasoning language, and comprehension of math word problems. Speak Agent supports MLLs acquiring the specialized language required for math success and will be used during ELD or intervention periods outside of core math instruction. **Purpose of the intervention layer:** This intervention layer represents the "extra component" students need beyond accommodations and good instruction. It provides systematic remediation of foundational reading, math, and language skills that cannot be addressed within Tier 1 instruction alone. All intervention tools will be selected and adjusted using diagnostic data and monitored regularly for usage, fidelity, and student growth. |
By June 2026, DuVal High School will achieve the following outcome targets for SWD and MLL students: ELA & Math Proficiency Targets: · Increase MLL and SWD proficiency rates in ELA and Math by five (5) percentage points. · Reduce the percentage of MLL and SWD scoring at MCAP Performance Level 1 (PL1) by 20%. SWD Targets (Reading and Math): · READ 180: 70% of SWD participating in READ 180 will demonstrate growth in decoding, fluency, comprehension, or Lexile levels based on READ 180 progress monitoring. · i-Ready Math: 70% of SWD using i-Ready Math will demonstrate scale score growth equivalent to at least one grade-level increase by June 2026. MLL Targets (Summit K-12): · 60% of MLL students will demonstrate growth in one or more WIDA language domains aligned to Summit K-12 individualized learning plans. MLL Math Targets (Speak Agent): · 60% of MLL students using Speak Agent will demonstrate increased proficiency in academic vocabulary, math-language comprehension, and expressive reasoning. Engagement & On-Track Indicators: · Improve attendance for SWD and MLL students by five (5) percentage points. · Increase the on-track-to-graduate rate for relevant MLL and SWD students by five (5) percentage points. |
