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: DWIGHT D EISENHOWER MIDDLE |
School Year: 2026 Area: Area-2 |
Local Education Agency: Prince Georges County Public Schools Supervisor Name: Gaines, Monica L |
| State School No.: 1010 |
Supervisor Email: Monica.Gaines@pgcps.org |
School Type: 02. Middle School Title I: Yes |
| Grades Served: 06, 08 |
Community School: Yes |
Principal Name: John Mangrum State Identification: CSI:No, TSI/ATSI:Yes |
| Principal Email: John.Mangrum@pgcps.org |
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| School Address: 13725 Briarwood Dr, Laurel,MD - , Laurel MD 20708 |
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| School Vision: Engaged in greatness together. |
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| School Mission: Our mission is to develop and empower lifelong learners who will become global citizens within thriving, caring communities. |
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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 who score proficient or distinguished will increase from 4.96% to 10% on MCAP Mathematics . This requires 104 students or more students to score proficient or distinguished on MCAP Mathematics. | RELA/ELA-By June 2026, the percentage of students who score proficient or distinguished will increase from 31.6 % to 37% on MCAP ELA. This requires 331 students or more students to score proficient or distinguished on MCAP ELA. This will also translate to the the percentage of Dual Identified MLs meeting their Growth-to-Target goals increasing from 8.33% to 12% or higher in the ACCESS. | Attendance-By June 2026, the percentage of students who are not chronically absent will be at 75% or higher. |
| Problem of Practice | ||
| One problem the school has chosen to address that will assist them in moving toward the overarching Smart Goal | ||
| Students with disabilities are not developing the critical thinking skills in Mathematics as evidenced by achievement on the Mathematics MCAP that is (All students to SWD percent proficiency) lower than average compared to the district average for students with disabilities on local and state assessments. | Teachers were not using the key ELD strategies as part of their instructional strategy to engage all learners, including MLs, in learning and help them meet their targeted progress both the MCAP ELA and on the WIDA ACCESS for our MLs. | Teachers are not engaging students in active learning and motivating them to attend school consistently to maximize instructional time which results in academic achievement. |
| Change Idea | ||
| A specific, actionable idea or technique that school teams will use to address the SMART Goal | ||
| Increase mathematical discourse in classroom interactions using the Teacher discourse moves and discussion stems. | ELD team will increase co-teaching opportunities with core content areas to impact the teaching and learning dynamics in classes where MLs and Dually Identified students are concentrated with embedded instructional delivery with these ELD strategies: Sentence/ Paragraph Starters; Collaborative Conversations; Modified Graphic Organizer. | The MTSS team will foster positive school culture and students' sense of belonging by working with grade level teams when reviewing attendance data and using PBIS to improve attendance of students at risk. |
| Target | ||
| The AIM set to determine if the implementation of the change idea was successful | ||
| * Co-teachers in Team 6-3 will be observed consistently using the Teacher Discourse Move during informal visits/walkthrough/learning walks. | The four ELD teachers will [co-plan](https://docs.google.com/spreadsheets/d/ 1Dmbd7My521dpO-dYZjFRilkmlV1kWn1Ot4FQJayx9PE/edit?usp= sharing) with general education and SWD teachers and embed the instructional plan with the 3 Key ELD strategies. | 8th Grade level teams will conduct their grade level meeting and identify students with attendance concerns to reduce the rate of chronically absenteeism. |
| n/a | ||
| 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 | For SY 25-26, DDEMS plans to increase mathematical discourse in classroom instructional delivery using the [Teacher Discourse](https://drive.google.com/file/d/1daB XacYpHfBzLMVH0apJS034_7RTr_hs/view?us p=drive_link) moves and discussion stems to improve students' skills with ratio expression and linear relationships. For SY 25-26, DDEMS plans to increase student comprehension ability and vocabulary use through use of the \[UDL Strategies\](In Reading, the target for SY 25-26 is to increase student comprehension ability and vocabulary use through use of the UDL Strategies: Sentence Starters, Modified Graphic Organizer, and Collaborative Conversation.): Sentence Starters, Modified Graphic Organizer, and Collaborative Conversation. |
The target for SY 25-26 is to observe teachers using 4 out of 6 Teacher Discourse and discussion stems during their instruction for Math. In Reading, the target for SY 25-26 is to increase student comprehension ability and vocabulary use through use of the UDL Strategies: Sentence Starters, Modified Graphic Organizer, and Collaborative Conversation. |
