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: ELLEN OCHOA MIDDLE |
School Year: 2026 Area: Area-2 |
Local Education Agency: Prince Georges County Public Schools Supervisor Name: Moore, Danielle |
| State School No.: 0218 |
Supervisor Email: Danielle.Moore@pgcps.org |
School Type: 02. Middle School Title I: Yes |
| Grades Served: 06, 08 |
Community School: No |
Principal Name: Dana Doggett State Identification: CSI:No, TSI/ATSI:No |
| Principal Email: Dana.Doggett@pgcps.org |
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| School Address: 5211 Flintridge Dr, Hyattsville,MD - , Hyattsville MD 20784 |
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| School Vision: Ellen Ochoa Middle School will provide safe learning environments that drive and support the academic and socio-emotional growth of all stakeholders while promoting, enhancing, and empowering students for college and career readiness. |
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| School Mission: Ellen Ochoa will create conditions for quality teaching and learning for students and teachers. · Safe and orderly schools. · Intentionally leverage Social Emotional Learning. · Decrease chronic absenteeism. Support and ensure quality teaching and learning occurs daily. - Implement the district's curriculum with fidelity |
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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, 90% of our Math teachers will participate in the Math Learning Lab. | English Language Development-By the end of June 2026, 50% of multilingual learners will accurately identify main ideas, supporting details, and use of grade-level academic vocabulary to explain their understanding of informational texts, as measured by exit tickets, graphic organizers, and observed student discourse. | Culture and Climate-By June 2026, 80% of identified chronically absent special educations students will attend 94% or more of school days and actively engaged in classroom learning. |
| Problem of Practice | ||
| One problem the school has chosen to address that will assist them in moving toward the overarching Smart Goal | ||
| Due to the number of new Math teachers, the Learning Lab will serve as Professional Development to increase their pedagogy. | A consistent trend across all grade-levels show that our multilingual learners struggle with questions requiring comprehension of informational texts. These challenges appear across multiple standards, suggesting a need for targeted instruction in vocabulary development, text structure, and critical reading strategies. | Twenty - three percent of our SPED students were chronically absent from school during SY25 |
| Change Idea | ||
| A specific, actionable idea or technique that school teams will use to address the SMART Goal | ||
| Implement a collaborative Math Learnng Lab where new math teachers regularly observe student thinking, analyze lessons together, reflect on results to strengthen high-leverage math practices. |
Students will be paired or grouped to discuss a text using sentence frames. Teachers will chunk informational texts and model annotation strategies for students that will highlight key idea and summarize paragraphs. |
Track attendance data of SPED students with patterns of chronic absenteeism. |
| Target | ||
| The AIM set to determine if the implementation of the change idea was successful | ||
| 1. 90% of participating teachers complete at least 3 full Learning Lab cycles. 2. 90% of Math teachers show improvement in 1-2 identified high-leverage practices (student discourse, etc.) as measured by the Math "Look Fors" document. |
**Structured Facilitation.** Teachers will model and guide structured student discourse around informational text. Teachers will prompt students to use academic vocabulary and support peer to-peer/small group discussions. | Teachers and staff will proactively monitor, intervene, and collaborate to reduce chronic absenteeism among SPED students by implementing indivualized attendance plans, engaging families, and using attendance data to guide decisions. |
| 1. Students will demonstrate stronger mathematical reasoning and increase their ability to explain their thinking as shown in discussions and work samples across Learning Lab cycles. 2. Student will use strategies and representations more effectively. |
1. \*\*Vocabulary Development. \*\* Students will be able to define and use key vocabulary words in context. They will also incorporate new vocabulary in oral and written responses. 2. **Student Discourse.** Students will participate in peer and small group discussions. 3. **Application of Reading Strategies.** Students will annotate texts and complete graphic organizers to demonstrate strategy use (predicting, questioning, summarizing). |
SPED students will attend school regularly and maingin attendance above the chronic absenteeism rate. |
| 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 |
