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 MIDDLE |
School Year: 2026 Area: Area-2 |
Local Education Agency: Prince Georges County Public Schools Supervisor Name: Gaines, Monica L |
| State School No.: 1104 |
Supervisor Email: Monica.Gaines@pgcps.org |
School Type: 02. Middle School Title I: No |
| Grades Served: 06, 08 |
Community School: No |
Principal Name: Terrill Hall State Identification: CSI:No, TSI/ATSI:Yes |
| Principal Email: Terrill.Hall@pgcps.org |
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| School Address: 8000 Dyson Rd, Brandywine,MD - , Brandywine MD 20613 |
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| School Vision: The vision of GPMS is to equip students to be leaders of change, capable of critical thinking and creative problem-solving to impact a rapidly changing world. |
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| School Mission: The mission of GPMS is to empower lifelong learners to tackle challenges and champion equity for all to promote college and career readiness. |
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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 meet or exceed grade level expectations on MCAP will increase by 5% Points on MCAP Mathematics. | RELA/ELA-By May 29th of 2026 RELA walkthrough data and physical teacher and student artifacts will show that no less than 60% of RELA teachers are utilizing curriculum supported strategies for academic and domain specific vocabulary. |
Attendance-By June 2026, Gwynn Park MS will show 10% growth in the number of teachers who complete their attendance consistently daily. |
| Problem of Practice | ||
| One problem the school has chosen to address that will assist them in moving toward the overarching Smart Goal | ||
| Despite the availability of common assessments, there is a lack of shared staff belief in the value of collecting and using assessment data to improve student learning. This has resulted in a school-wide culture of minimal common assessment participation and an underutilization of data to inform instruction. | Teachers are not teaching the curriculum provided strategies for teaching academic and domain specific vocabulary due to time constraints. | Teachers are not taking attendance on a daily basis. |
| Change Idea | ||
| A specific, actionable idea or technique that school teams will use to address the SMART Goal | ||
| Consistent communication and follow-up: Math Coach sends email reminders to the team of testing and scoring windows; Math Admin provides input in the email to emphasize the importance. Follow-up emails to team/individual about scoring assessments in order to get accurate scores for data analysis. | As a group, teachers will devote 15 minutes of every co-planning meeting to develop a lesson around a strategy for teaching academic and domain specific vocabulary. | Teachers will receive protected time at the beginning of each mod to take attendance (5 min). The admin and Attendance Committee will monitor the teachers by doing random "Attendance Sweeps" throughout the day/week. |
| Target | ||
| The AIM set to determine if the implementation of the change idea was successful | ||
| Admin team will send reminder emails and provide support to all math teachers (Math coach before, AP over Math after) 66% (4/6) of Math Teachers will complete the Perceptions Survey about the methods of communication made by the Math Coach and Math AP to promote assessment implementation. 100% of Math Teachers will implement Unit 1 A and Unit 1 B common assessments. 100% of Math Teachers will complete teacher-scored items in order to promote accurate data analysis. |
No less than 60% of RELA teachers will show physical and/or pedagogical evidence of planning for and/or employing curriculum provided strategies for teaching academic and domain specific strategies, as captured through RELA co-planning agendas, lesson plan artifacts, student sample work and walkthrough forms. | 10 out of 34 teachers do not complete their attendance consistently daily After implementing this strategy, we anticipate that \_\_\_\_\_\_\_\_ teachers will complete their attendance on a consistent basis |
| n/a | n/a | 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 |
| Economically Disadvantaged:Hispanic or Latino of any race:Multilingual Learners:Students with Disabilities:White | \- Culturally responsive teaching \- Tiered attendance interventions \- Data-driven small group instruction Bilingual math supports \- Family engagement in native language \- Math intervention programs Differentiated instruction \- Positive Behavioral Interventions and Supports (PBIS) \- Regular IEP progress monitoring Scaffolded math instruction \- Use of WIDA data to guide instruction Wraparound services (e.g., food, clothing, health) \- Attendance incentives \- Tutoring and extended learning time |
The target group will be SWD's who are utilizing the reading and math interventions on a weekly basis. |
