Hyattsville Middle School Performance Plan

SCHOOL PROFILE

School Name:

HYATTSVILLE MIDDLE

School Year:

2026

Area:

Innovation Zone

Local Education Agency:

Prince Georges County Public Schools

Supervisor Name:

Minus, Eric L.

State School No.:

1602

Supervisor Email:

Eric.Minus@pgcps.org

School Type:

02. Middle School

Title I:

Yes

Grades Served:

06, 08

Community School:

Yes

Principal Name:

Chanita Stamper

State Identification:

CSI:No, TSI/ATSI:Yes

Principal Email:

Chanita.Stamper@pgcps.org

School Address:

6001 42nd Ave, Hyattsville,MD - , Hyattsville MD 20781

School Vision:

To inspire and empower students to excel both academically and creatively while fostering social-emotional wellness that embraces cultural and linguistic diversity to equip global leaders.

School Mission:

Our mission at Hyattsville Middle School is to achieve academic and creative excellence through an educational experience that is grounded in equitable inclusivity. We develop a caring community of 21st century learners that empowers each student to strive for a socially just world

SMART Goals

A targeted

aspiration that serves as the focal point for collective improvement efforts

Specific; Measurable; Achievable; Realistic; Timebound

Math- During the 2025/2026 SY, 10% of Hyattsville students will improve a performance level as measured by the 2026 Spring MCAP Mathematics assessment.

RELA/ELA-30% of our students in grade 6-8 will score proficient or distinguished on the ELA MCAP Assessment. (Actual performance was 28%.)

Attendance-Chronic absenteeism among students will not exceed 15% when averaged for each month of SY 25/26.

Problem of Practice

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

Teachers are not consistently implementing effective formative assessment strategies to check for student understanding during instruction. As a result, instruction is not being adjusted to address student misconceptions or learning gaps, leading to the majority of students not receiving the targeted support necessary to master grade-level standards.

This has contributed to 95% of students not meeting proficiency on the Math MCAP Assessment.

Teachers are not consistently using formative assessment data from student writing to provide targeted feedback or adjust instruction. As a result, students are not recieving the individualized support they need to develop as proficient writers who can effectively plan, revise, and edit their work.

Instructional and support staff at HMS are not implementing effective monitoring and mitigation best practices as grounded in research, and outlined in A.P. 5113.

Change Idea

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

Ensure teachers routinely embed and analyze formative assessment strategies during daily instruction to inform instructional next steps.

Implement a schoolwide system of formative writing conferences and targeted feedback cycles that use student writing samples as data to inform instruction. Teachers will regularly engage in short structured conferences with students.

The attendance committee will convene every two weeks to analyze attendance data, review the effectiveness of deployed strategies, and promptly implement needed changes.

Target

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

By November 2025, 25% of teachers consistently demonstrate effective use of formative assessment strategies.

By February 2026, 50% of teachers demonstrate these practices.

By April 2026, 75% of teachers demonstrate these practices.

By June 2026, at least 75% of teachers consistently demonstrate evidence of effective formative assessment strategies (lesson plans

+ instruction).

By November 2025, 25% of teachers consistently demonstrate effective use of formative assessment strategies.

By February 2026, 50% of teachers demonstrate effective use of formative assessment strategies.

By April 2026, 75% of teachers demonstrate effective use of formative assessment strategies.

By June 2026, at least 75% of teachers consistently demonstrate evidence of effective formative assessment strategies (lesson plans

+ instruction).

1.   The Attendance Committee will meet twice per month with a minimum quorum (51%) present.

2.   Communicate the attendance goal and main strategies to all members of the school community by November 25, 2025

3.   The Committee will facilitate a parent engagement workshop for chronically absent students by the 1st week of December 2025.

4.   The Committee will initiate a criteria-based monthly attendance raffle beginning December 1, 2025.

N/A

From the Aug-Oct baseline of 16.65%, students should reduce their chronic absenteeism as follows:

**November 2025 - June 2026: 15% or less chronic absenteeism each month.**

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

Hyattsville Middle School will implement explicit instruction, supported by a data-informed loop, to improve academic outcomes for students with disabilities. Explicit instruction provides clear modeling, step-by-step demonstrations, guided practice, and immediate feedback. Student progress will be regularly monitored through formative assessments, benchmark data, and classroom

**Success Criteria, and Outcomes:**

**1\. Structured Lesson Design:**

**Implementation:** Teachers will design lessons with clear objectives, modeled examples, and scaffolded steps for both reading comprehension and math problem-solving.

observations. This data will inform instructional adjustments, targeted interventions, and teacher support, ensuring continuous improvement and mastery of grade-level standards.

**Key Components of the Strategy:**

**Structured Lesson Design:** Teachers will design lessons with clear objectives, modeled examples, and scaffolded steps for both reading comprehension and math problem-solving. Lesson effectiveness will be monitored through classroom observations and formative assessments, and instructional adjustments will be made based on this data.

**Targeted Small-Group Intervention:** Students will receive differentiated instruction based on real-time analysis of formative assessment data, including i-Ready scores, benchmark results, and IEP progress monitoring. This data will guide grouping, pacing, and targeted skill support, ensuring interventions are responsive to student needs.

**Ongoing Progress Monitoring:** Frequent formative assessments, exit tickets, and observation data will continuously inform instructional decisions. Teachers will use these data points to adjust lesson plans, reteach concepts as needed, and refine intervention strategies, creating a continuous feedback loop for student growth.

**Professional Learning for Educators:** Teachers will participate in coaching, professional development, and collaborative data reviews focused on explicit instruction techniques. Educators will use assessment

**Data-Informed Loop:** Lesson effectiveness will be monitored through classroom observations and formative assessments, with instructional adjustments made based on this data.

**Success Criteria:**

90% of lessons include clearly stated objectives and modeled examples.

At least 80% of students demonstrate mastery on formative assessments aligned to lesson objectives.

**Teacher Outcomes:** Teachers implement structured, step-by-step lessons consistently and adjust instruction based on data.

**Student Outcomes:** Students demonstrate improved mastery of grade-level standards and increased engagement with lessons.

**2\. Targeted Small-Group Intervention:**

**Implementation:** Students receive differentiated instruction based on real-time analysis of i-Ready scores, benchmark results, and IEP progress monitoring.

**Data-Informed Loop:** Groupings, pacing, and targeted supports are adjusted based on ongoing data.

**Success Criteria:**

75% of students in small-group interventions show growth in targeted skills within a grading period.

and observation data to reflect on practice, make instructional improvements, and ensure consistent, high-quality implementation across classrooms.

**Intended Outcome:**

By implementing explicit instruction with fidelity, HMS aims to increase student proficiency, reduce the number of students performing at emerging or Level 1, and improve performance on formative and summative assessments, ensuring students with disabilities are equipped with the foundational skills necessary for academic success.

Interventions are adjusted within two weeks based on formative assessment trends.

**Teacher Outcomes:** Teachers effectively analyze data to identify skill gaps and adjust instruction to meet individual needs.

**Student Outcomes:** Students receive instruction tailored to their needs, resulting in accelerated growth in specific skills.

**3\. Ongoing Progress Monitoring:**

**Implementation:** Frequent formative assessments, exit tickets, and observation data guide instructional adjustments.

**Data-Informed Loop:** Teachers use collected data to reteach concepts, refine interventions, and adjust lesson plans continuously.

**Success Criteria:**

Teachers analyze data weekly to adjust instruction.

80% of students demonstrate measurable progress on formative assessments over a six-week cycle.

**Teacher Outcomes:** Teachers develop consistent, data-driven instructional practices and make timely adjustments to support all learners.

**Student Outcomes:** Students experience consistent feedback, targeted support, and measurable growth over time.

**4\. Professional Learning for Educators:**

**Implementation:** Teachers participate in coaching, professional development, and collaborative data reviews focused on explicit instruction techniques.

**Data-Informed Loop:** Educators use assessment and observation data to reflect on practice and improve instruction.

**Success Criteria:**

90% of participating teachers demonstrate effective use of explicit instruction strategies in observed lessons.

Teacher reflection logs indicate consistent use of data to inform instructional decisions.

**Teacher Outcomes:** Teachers increase expertise in explicit instruction strategies and consistently use data to inform teaching practices.

**Student Outcomes:** Students benefit from high-quality, data-informed instruction, resulting in improved academic performance and mastery of standards.