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: GWYNN PARK HIGH |
School Year: 2026 Area: Area-3 |
Local Education Agency: Prince Georges County Public Schools Supervisor Name: Valentine, Daria Nyleah |
| State School No.: 1103 |
Supervisor Email: Daria.Valentine@pgcps.org |
School Type: 01. High School Title I: No |
| Grades Served: 09, 12 |
Community School: No |
Principal Name: Naima Hopkins-Vinson State Identification: CSI:No, TSI/ATSI:Yes |
| Principal Email: Naima.Vinson@pgcps.org |
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| School Address: 13800 Brandywine Rd, Brandywine,MD - , Brandywine MD 20613 |
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| School Vision: The vision of Gwynn Park High School is to ensure a safe, positive learning environment where all students graduate with academic, social, and interpersonal skills needed to attend their choice of college, technical, professional program or any post-high school endeavor and succeed in a global society. |
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| School Mission: With pride, perseverance, respect and responsibility, Gwynn Park High School prepares students for college and careers through a rigorous and engaging curriculum. |
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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- During the 2025–2026 school year, the percentage of Algebra 1 students who score a Level 3 on the Algebra I MCAP will increase from 4.88% to 9.88%, representing a 5 percentage point increase. Progress will be monitored through quarterly benchmark assessments and course common assessments to ensure ongoing improvement. | RELA/ELA-By March 30, 2026, 100% of English teachers will have implemented consistent reading stamina practices at least once a week — as evidenced by the departmentalized annotation guide and rubric. |
Not Selected- |
| Problem of Practice | ||
| One problem the school has chosen to address that will assist them in moving toward the overarching Smart Goal | ||
| When student data was analyzed from the Algebra 1 common assessments, benchmarks, and MCAP, students did not completely utilize a problem-solving strategy on testing (for reasoning & modeling) and teachers did not require students to show evidence of using a problem solving strategy. As a result the majority of students scored a level 1 or 2. | Students demonstrate limited stamina and engagement when interacting with complex or extended texts. Many students struggle to sustain focus, annotate meaningfully, or demonstrate deep comprehension across multiple pages or genres. As, a result, reading tasks often yield surface-level responses and reduced participation in discussions and written analysis. | |
| Change Idea | ||
| A specific, actionable idea or technique that school teams will use to address the SMART Goal | ||
| Algebra 1 teachers will provide descriptive feedback promptly and allow students to re-engage with reasoning and modeling problems to make corrections to achieve an improved score. Additionally, teachers will model & normalize usage of unlocking the prompt with the incorporation of using academic language. |
100% of English teachers will provide explicit instruction on how to annotate a text using a departmentalized annotation guide and rubric. Historically, the Gwynn Park English Department staff worked in isolation and have implemented their varying reading expectations. Developing and implementing the departmentalized rubric will allow teachers to effectively act, assess, and adjust teaching practices to support effective teacher practices. |
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| Target | ||
| The AIM set to determine if the implementation of the change idea was successful | ||
| 100% of Algebra 1 teachers will provide descriptive feedback to students after their first attempt at solving a reasoning and modeling problem utilizing unlocking the prompt. 100% of Algebra 1 teachers will also allow students to re-engage with their original problem after providing descriptive feedback. | By the end of Quarter 2, 100% of the English teachers will have implemented at least two reading activities per unit using the departmentalized annotation guides and rubric and will collect student annotation samples as evidence of implementation. | |
| 50% of Algebra 1 students will increase their score on reasoning and modeling problems by at least 1 point from benchmark 1 to benchmark 2. | By the end of Quarter 2, 80% of students will demonstrate proficiency or higher on the annotation rubric showing growth in reading information and literature comprehension. | |
| 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 |
| Hispanic or Latino of any race:Students with Disabilities | Specific professional learning and accountability tracking will be done in adherence to research on the six models of co-teaching. Alternative Co-Teaching Model is the model that was determined to be our area of focus in collaboration with our Special Education Instructional Specialists. The evidence-based strategy for addressing our Hispanic or Latino students of any race student group (also relevant to our Special Education students) is family contact and communication. We will track the academic achievement of our TSI student groups and plan relevant interventions through bi-weekly data meetings in our four MCAP-assessed 10th-grade core content classes - English 10, LSN Government, Biology, and Algebra 1. In these meetings, we will follow the framework of "Get Better Faster" and utilize the "See It, Name It, Do It" framework. Utilizing platforms of iReady and Read 180 for academic interventions of our Special Education students. |
The evidence based target for students with disabilities is to · By April of 2026, all students with disabilities will demonstrate 2 levels of growth in their iReady assessment. · By April of 2026, all students with disabilities will demonstrate 2 levels of growth in Read180. Measurement of family communication and contact (Hispanic Students): · All 10th-grade core content teachers will complete the SchoolMessenger training. · Once a month communication · Track family contact with an emphasis on interventions, but also highlighting positive contact home. · Quarterly class level meetings and meetings with TSI student populations. Measurement of Bi-Weekly Data Meetings (SPED and Hispanic populations): · Common exit tickets (twice per month) in each of the four 10th-grade core content areas. · Spreadsheet tracking student achievement in across the core content. Rolling agenda for data meetings. · Monthly grade-level teacher meetings focusing on student achievement of TSI population student groups. |
