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: FAIRMONT HEIGHTS HIGH |
School Year: 2026 Area: Area-3 |
Local Education Agency: Prince Georges County Public Schools Supervisor Name: Perez-Humphrey, Eunice |
| State School No.: 1806 |
Supervisor Email: Eunice.Humphrey@pgcps.org |
School Type: 01. High School Title I: Yes |
| Grades Served: 09, 12 |
Community School: Yes |
Principal Name: Lonice Priester State Identification: CSI:No, TSI/ATSI:Yes |
| Principal Email: Lonice.Priester@pgcps.org |
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| School Address: 6501 Columbia Park Rd, Landover,MD - , Landover MD 20785 |
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| School Vision: FAIRMONT HEIGHTS HIGH SCHOOL WILL PREPARE ALL STUDENTS FOR COLLEGE, CAREERS, AND INDEPENDENT LIVING. |
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| School Mission: Cultivate an engaging and collaborative educational landscape that fosters independence, accountability, and reflection. Propel every community member on a transformative journey, guiding students to success in education and character development. Establish a culture that values diversity and maintains positive relationships with all stakeholders. |
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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 Fairmont Heights students scoring proficient or distinguished on Algebra I reasoning and modeling tasks (Type II and Type III items) will increase by at least 5 percentage points from the 2024 baseline of 22% to 27% or above, as measured by the MCAP Algebra I assessment. This requires approximately 52 or more students to demonstrate proficiency or distinction in reasoning and modeling evidence statements. | RELA/ELA-By June 2026, the percentage of Fairmont Heights High School students with disabilities (SWD) and multilingual learners (ML) scoring Proficient or Distinguished on MCAP English 10 Writing Development and Organization (CCSS.ELA-Literacy.W.9-10.4) will increase by at least 5 percentage points, from 7.76% in 2025 to 12.76% in 2026, as measured by the MCAP English 10 assessment, quarterly writing benchmarks, and aligned rubric-based writing tasks. | Not Selected- |
| Problem of Practice | ||
| One problem the school has chosen to address that will assist them in moving toward the overarching Smart Goal | ||
| Math teachers at Fairmont Heights High School are challenged with consistently planning and implementing structured opportunities for students to engage in reasoning and modeling tasks aligned to Algebra I evidence statements. Lessons often emphasize procedural fluency (Type I) with limited integration of deliberate activities for error analysis, justification of thinking, or real-world modeling. This instructional pattern limits students' ability to practice and demonstrate multi-step reasoning on Type II/III MCAP items. |
Students struggle to clearly organize and develop their writing, and past classroom strategies have not been effective in improving their overall writing outcomes. | |
| Change Idea | ||
| A specific, actionable idea or technique that school teams will use to address the SMART Goal | ||
| We will implement structured reasoning and modeling experiences in every Algebra I class period using real-world data tasks and function comparisons aligned to MCAP evidence statements. Teachers will guide students in constructing, interpreting, and justifying models using the 4-point reasoning/modeling rubric for feedback. | Teachers will explicitly teach and model how to use differentiated graphic organizers for Students with Disabilities (SWD) and Multilingual Learners (ML), thereby providing students with the capability to plan, organize, and develop coherent written responses that reflect a stronger command of writing standards. During collaborative planning, teachers will: Design and select modified graphic organizers differentiated for SPED and ML students. Explicitly model and scaffold how to use organizers, sentence frames, Visuals, and word banks during writing tasks. |
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| Target | ||
| The AIM set to determine if the implementation of the change idea was successful | ||
| 1. Daily opportunities to reason and model with Type II & III problems. 2. Evidence of reasoning/modeling in at least 75% of walkthroughs. |
· 80% of RELA 9 and 10 teachers will be observed explicitly modeling and guiding students in the use of differentiated graphic organizers across multiple writing tasks. · 100% of RELA 9 and 10 lesson plans show evidence of scaffolds. · 80 %RELA teachers demonstrate consistent Quill integration. |
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| 1. 70% of students reason/model using complete verbal or mathematical statements on Type II & III problems. 2. 70% of students score 1+ on MCAP style reasoning/modeling tasks. |
· 100% of SPED and MLL students. · 5% increase in 4-point rubric scores. |
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| 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 | To support our SPED students, we are implementing i-Ready and High Dosage Tutoring as evidence-based strategies in our School Performance Plan. i-Ready provides adaptive, individualized instruction and progress monitoring aligned to student needs, ensuring targeted interventions for math. High Dosage Tutoring offers consistent, small-group sessions that accelerate learning and close gaps by providing students with additional, high-quality instructional time. Together, these strategies are designed to improve student outcomes, increase access to grade-level content, and strengthen overall academic achievement for our SPED population. Tutors will work with groups of students during Academic Resource classes. | Participating students will demonstrate measurable growth on i-Ready diagnostic assessments, with **at least a two-level increase** in their overall placement from the baseline to the end-of-year assessment. |
