High Point High School Performance Plan

SCHOOL PROFILE

School Name:

HIGH POINT HIGH

School Year:

2026

Area:

Area-3

Local Education Agency:

Prince Georges County Public Schools

Supervisor Name:

Perez-Humphrey, Eunice

State School No.:

0102

Supervisor Email:

Eunice.Humphrey@pgcps.org

School Type:

01. High School

Title I:

Yes

Grades Served:

09, 12

Community School:

Yes

Principal Name:

Miguel Chacon

State Identification:

CSI:No, TSI/ATSI:Yes

Principal Email:

Miguel.Chacon@pgcps.org

School Address:

3601 POWDER MILL Rd, BELTSVILLE,MD - , BELTSVILLE MD 20705

School Vision:

High Point is a diverse community preparing students for twenty-first century college and career opportunities through innovative teaching, experiential learning, and academic excellence.

School Mission:

High Point provides access and opportunities that maximize the potential of each student and empowers them to be successful global citizens.

SMART Goals

A targeted

aspiration that serves as the focal point for collective improvement efforts

Specific; Measurable; Achievable; Realistic; Timebound

Math- By May 2026, the percentage of students scoring proficient will increase by two percentage points from 4.84 to 6.84 as measured by the MCAP Algebra 1 assessment..

RELA/ELA-By May 2026, the percentage of students scoring proficient will increase by two percentage points from 32.09 to 34.09 as measured by the ELA 10 MCAP assessment. / MLL students increase by 2% points.

Adjusted Smart Goal 2: By May 2026, the percentage of all students scoring proficient on the ELA 10 MCAP assessment will increase by 2 percentage points, from 32.09% to 34.09%. Specifically, the percentage of Multilingual Learner (MLL) students scoring proficient will also increase by 2 percentage points over the same period, as measured by the ELA 10 MCAP assessment.

Graduation Rate-By May 2026 the graduation rate will increase by 2% points from 66.86% to 69% as measured by the end-of-year student credit acquisition.

Problem of Practice

One problem the school has chosen to address that will assist them in moving toward the overarching Smart Goal

Algebra 1 classrooms are inconsistent in providing students with opportunities to reason through problems, model mathematical ideas, and use academic vocabulary to explain their thinking verbally and in writing.

Teachers vary in their knowledge and use of evidence-based strategies (e.g. 7 ELD strategies, QTEL, AVID methods, and Cornell notes) leading to inconsistent implementation across classrooms which has an impact on students' ability to construct clear, organized, and effective written responses.

We do not have a robust, proactive plan to monitor early warning indicators, and we lack a systematic one-to-one approach for withdrawn or at-risk students, which limits timely interventions, allows disengagement, and prevents students from meeting graduation requirements.

Change Idea

A specific, actionable idea or technique that school teams will use to address the SMART Goal

Algebra 1 teachers will implement structured discussion protocols/collaborative conversations and constructed response

Teachers will implement modified graphic organizers and collaborative conversations to provide students with structured opportunities

Implement a proactive student recovery system to locate withdrawn students, verify transfers, and provide one-to-one support to

routines that engage students in explaining and justifying their mathematical reasoning using academic vocabulary.

to organize ideas, engage in reasoning, and construct clear, organized, and effective written responses.

re-engage at-risk students and off-cohort students, ensuring accurate status tracking to improve graduation rates.

Target

The AIM set to determine if the implementation of the change idea was successful

At a minimum of two times per week, 100% of Algebra I teachers will provide opportunities for structured discourse and written reasoning using routines such as Think-Pair-Share,

Think-Write-Pair-Share, Math Talks, Turn & Talk, CER discussions, CER quick writes, and Math Chalk Talk when solving problems and responding to open ended questions.

100% of ELD 9, ESOL 10, ELD Lab, and

Language Lab teachers will consistently implement **modified** _graphic organizers_ and _collaborative discussions_ prior to and during writing tasks, as evidenced by classroom observations, student work, and teacher reflections. (2 times/week)

By May 2026, 100% of Cohort 22 students identified as withdrawn will have their status verified (transfer, re-enrolled, or recovered), and at least 50% of Cohort 22 students receiving one-to-one outreach and intervention will demonstrate re-engagement through improved attendance, credit recovery enrollment, or progress toward graduation.

By the end of the semester, at least 50% of students enrolled in Algebra I courses will demonstrate evidence of using academic vocabulary and reasoning sentence stems when explaining their mathematical thinking orally and in writing.

By the end of the semester (semester), at least 70% of students will demonstrate evidence of using modified graphic organizers and engaging in collaborative discussions prior to and during writing tasks.

By May 2026, at least 50% of withdrawn students who are contacted will provide evidence of their current status (transfer, re-enrolled, or re-engaged), and those re-engaged students will earn the credits needed to get back on track or meet graduation requirements.

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

**Strategy for ML Students**

High Point ELD Language Lab Teams will implement SummitK12, an adaptive language intervention program for long-term MLs, as the evidence-based strategy to support English proficiency development. Summit K12 provides standards-aligned, scaffolded language development modules that support listening, speaking, reading, and writing in academic contexts. It is an evidence-based digital platform proven to accelerate English language

Target

**Summit K12**

By May 2026, at least 20% of Multilingual Learners enrolled in ELD Language Lab classes will demonstrate a minimum 0.5 increase in proficiency level in one or more WIDA language domains (listening, speaking, reading, and/or writing), as measured by WIDA ACCESS and Summit K12 progress monitoring data, through consistent implementation of

development and close achievement gaps when implemented with fidelity.

For MLL students enrolled in mainstream English classes, teachers will implement

**Achieve3000**, an evidence-based differentiated literacy platform that accelerates reading comprehension, vocabulary development, and academic language acquisition. Achieve3000 provides adaptive nonfiction texts aligned to each student's Lexile level and content standards, promoting access to grade-level material while supporting English language development.

Research has shown that Achieve3000 effectively improves reading outcomes for multilingual learners by providing targeted scaffolds, built-in language supports, and ongoing formative assessments to monitor growth and inform instruction.

**Strategy for SWD**

High Point will implement the adaptive technology and differentiated instruction of Read 180 for a targeted group of SWD to address their literacy gaps. Effectiveness is often measured in Lexile gains . the program uses a combination of teacher-led instruction, personalized/adaptive software, and independent reading to build foundational skills like phonics, fluency, and comprehension, with the goal of helping students reach grade-level reading.

Summit K12 with fidelity.

**Achieve 3000**

By May 2026, at least 20% of Multilingual Learners (MLLs) in mainstream English classes will demonstrate a minimum 0.5 increase in WIDA proficiency level in one or more language domains (reading, writing, listening, or speaking) and Lexile growth of at least 50L, as measured by Achieve 3000 pre-and post-assessments.

**READ 180**

By May 2026, students with disabilities (SWD) enrolled in READ 180 classes will demonstrate measurable growth in reading:

*    20% of students will achieve an increase in Lexile scores of at least 50L from pre- to post-assessment.

*    50% of students will achieve a minimum 5-point increase on READ 180 pre- to post-assessment scores.