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: FRIENDLY HIGH |
School Year: 2026 Area: Area-3 |
Local Education Agency: Prince Georges County Public Schools Supervisor Name: Valentine, Daria Nyleah |
| State School No.: 0511 |
Supervisor Email: Daria.Valentine@pgcps.org |
School Type: 01. High School Title I: No |
| Grades Served: 09, 12 |
Community School: Yes |
Principal Name: Keith Davenport State Identification: CSI:No, TSI/ATSI:Yes |
| Principal Email: Keith.Davenport@pgcps.org |
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| School Address: 10000 ALLENTOWN Rd, OXON HILL,MD - , OXON HILL MD 20744 |
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| School Vision: Our Vision Friendly High School's vision is to foster a community of caring individuals and utilizing data to improve instruction for enhanced student performance. |
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| School Mission: Our Mission The mission of Friendly High School is to foster a community of caring individuals to support student growth and well-being. |
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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, 100% of 9th and 10th grade Algebra 1 teachers will implement a quarterly Benchmark Assessment aligned with the Maryland Comprehensive Assessment Program (MCAP). There will be a quarterly increase of 3% in the number of students who score proficient or better from Benchmark 1 to Benchmark 2 to Benchmark 3. Subgroup targets include: Multilingual Learners (ML): 5% increase in Speak Agent diagnostic scores focused on academic vocabulary. Students with Disabilities (SWD): 5 % increase on the reasoning portion from Common Assessment teasks. General Education Students: 10% increase on writing assignments focused on reasoning |
RELA/ELA-By June 2026, 100% of 9th–12th grade English teachers will implement quarterly writing tasks aligned to the Maryland College and Career Ready Standards (MCCRS). There will be a quarterly increase of 25% in the number of students who score a 3 or better on the culminating task based on the quarter one baseline compared to the quarter three task Subgroup targets include: Multilingual Learners (ML): 10% increase in Quill writing diagnostic scores focused on academic vocabulary and sentence structure. Students with Disabilities (SWD): 10% increase in Read180 comprehension progress monitoring related to identifying key ideas and details in informational texts. General Education Students: 10% increase on departmental writing rubrics focused on citing textual evidence effectively. |
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| Problem of Practice | ||
| One problem the school has chosen to address that will assist them in moving toward the overarching Smart Goal | ||
| Despite teachers attempt to provide high quality instruction, MCAP data shows that our students continue to perform below basic on reasoning and modeling questions. Algebra 1 teachers need to strengthen their professional abilities through ongoing training, professional development and peer support, since they struggle to effectively model or provide scaffolding to students that will allow them to persevere and use higher order thinking on reasoning questions. As a result, students lack the comprehension of mathematical language and concepts when unpacking and solving problems, which obstructs students' abilities to effectively articulate solutions to reasoning questions. | While writing instruction occurs across grade levels, it lacks consistency and explicit alignment to the MCCRS. Teachers use varying rubrics and tasks, resulting in uneven expectations and limited feedback cycles. Additionally, targeted supports for ML and SWD students are inconsistently embedded within writing instruction. This goal addresses the gap in teacher implementation of standards-aligned writing instruction and student mastery of writing proficiency indicators, particularly in constructing evidence-based, coherent written responses. |
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| Change Idea | ||
| A specific, actionable idea or technique that school teams will use to address the SMART Goal | ||
| For SY 25-26, 100% of Algebra 1 teachers will implement common Modeling lessons and Integrate academic language activities, including real world writing scaffolds, to develop students' abilities to be able to write and explain their reasoning in mathematics. Teachers will utilize two of the Mathematics S.O.L.V.E Problem Solving Strategies (S. O.), including the 3- Point and 4 point Rubrics, to improve students' abilities to (1) identify what they are being asked to do; and (2) write out what are the key features of the problem that will allow them to answer questions. (1) S (Three Read Strategy to understand the context of the problem, underline key words, circle important academic language, and underline the question(s) being asked); and, (2) O (Three Read Strategy to organize relevant facts that is needed to reason out and solve problems. |
Implement a standards-aligned mini writing task on citing textual evidence and provide timely rubric-based feedback: In Quarter 2, all 9th grade RELA teachers will explicitly teach and assess citing textual evidence (MCCRS W.9-10.1b) using a common mini writing task. |
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| Target | ||
| The AIM set to determine if the implementation of the change idea was successful | ||
| Algebra 1 teachers will implement at least one reasoning/discourse routine per lesson as evidenced by lesson plans, walkthroughs, and SpeakAgent task assignments. Algebra 1 teachers will use **SpeakAgent** weekly to reinforce academic vocabulary and reasoning skills in Algebra 1. Collaborative Planning meetings will include analysis of SpeakAgent data alongside classroom assessments to discuss misconceptions and student reasoning in order to inform instructional adjustments. |
**By June 2026**, all 9–12 RELA teachers will implement quarterly, MCCRS-aligned writing tasks with fidelity. At least **80% of teachers** will demonstrate consistent use of common rubrics, provide timely feedback, and engage in quarterly PLC analysis of student writing to drive instructional adjustments. |
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| Algebra 1 students will correctly explain their reasoning on constructed-response tasks (classroom or SpeakAgent-based) aligned to Algebra standards, as measured by a [rubric](https://docs.google.com/document/d/1 Bv9GWDU7DGD24A3-N8KFUjfl1HzXu- qXiRCalW-a8ZE/edit?tab=t.0). Algebra 1 students will demonstrate growth in **SpeakAgent math reasoning modules**, showing at least a one-level increase in vocabulary and reasoning proficiency. Algebra 1 students will correctly explain their reasoning on constructed-response tasks with reduced gaps between general education and special education subgroups. |
By the end of the pilot cycle, at least **25% of students** will show growth in writing proficiency as measured by departmental rubrics, with ML and SWD subgroups achieving at least **10% growth** in targeted skill areas according to Quill and Read180 assessments. | |
| 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 | [i-Ready Math](https://docs.google.com/document/d/1y6 mCv6g3u3fMmqGY7C7yVunZ9EO6L3kieSrNV 2Us7DQ/edit?usp=sharing) [Read 180](https://docs.google.com/document/d/1ee RAE8AOrUP40KufkE2hbFjxgsUOj2wVzfAOW DUyVao/edit?usp=sharing) |
By the end of the 25-26 school year, 75 % of students with disabilities receiving interventions in math and reading will increase by one performance band as assessed through the i-Ready Math and Read 180 platforms. |
