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: INTERNATIONAL HIGH SCHOOL @ LARGO |
School Year: 2026 Area: Area-3 |
Local Education Agency: Prince Georges County Public Schools Supervisor Name: Perez-Humphrey, Eunice |
| State School No.: 1352 |
Supervisor Email: Eunice.Humphrey@pgcps.org |
School Type: 01. High School Title I: No |
| Grades Served: 09, 12 |
Community School: Yes |
Principal Name: Melissa Nankin State Identification: CSI:No, TSI/ATSI:No |
| Principal Email: Melissa.Nankin@pgcps.org |
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| School Address: 505 LARGO Rd, UPPER MARLBORO,MD - , UPPER MARLBORO MD 20772 |
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| School Vision: The International High School at Largo envisions a future where students lead with confidence, empowered by their voices, cultures, and dreams. By embracing inclusive practices and academic rigor, the school will nurture multilingual global citizens prepared for success in college, career, and life. |
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| School Mission: The International High School at Largo is committed to empowering its diverse, multilingual learners by celebrating their cultural and linguistic identities. Through rigorous academics, leadership development, and amplifying student voice, the school prepares students to succeed, build confidence, and foster a strong sense of belonging. |
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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 all students who score a Level 1 on the Algebra I MCAP will decrease from 48% to 43%, as measured by MCAP results and monitored through quarterly Benchmark Assessments and unit test performance. | English Language Development-During the 2025–2026 school year, the percentage of all students who demonstrate growth in reading will increase from 58% to 63%, as measured by WIDA ACCESS results and monitored through Achieve 3000 performance | Not Selected- |
| Problem of Practice | ||
| One problem the school has chosen to address that will assist them in moving toward the overarching Smart Goal | ||
| Teachers do not consistently integrate academic vocabulary instruction into reasoning tasks, leading to gaps in students' language comprehension that hinder their ability to engage in real-world mathematical reasoning. Therefore, students struggle to accurately solve and explain Algebra 1 reasoning tasks. | Teachers do not prioritize to provide students with opportunities to read across content areas. Therefore, students struggle to analyze information, synthesize perspectives, and apply literacy strategies in science, social studies, math, and other subjects beyond English Language Arts/English Language Development | |
| Change Idea | ||
| A specific, actionable idea or technique that school teams will use to address the SMART Goal | ||
| We can implement structured professional learning cycles where teachers receive explicit training and guided practice in using Speak Agent to integrate academic vocabulary into Algebra 1 reasoning tasks. This includes dividing instruction between vocabulary acquisition and content reasoning, followed by implementation and peer feedback via learning walks and the instructional tuning protocol. |
Using the Triple S Graphic Organizers, with teacher modeling and support, students will read and apply at least two teacher-guided texts to their mastery projects, demonstrating how to read for different contexts and purposes. | |
| Target | ||
| The AIM set to determine if the implementation of the change idea was successful | ||
| By the end of the professional learning cycle, **100% of participating teachers** will: Implement **at least three** reasoning tasks **per unit** that integrate academic vocabulary and content using Speak Agent. Demonstrate evidence of this integration through student work samples and peer observation feedback collected during learning walks and the instructional tuning protocol. * Decrease the percentage of students scoring zero on the reasoning question of the Common Assessment 1.1 from 23% to 18 % and 28% to 23% of students scoring level 1 by Benchmark 1. |
80% of teachers will incorporate the Triple S Graphic Organizer with at least two reading texts that are aligned with the unit mastery project 80% of the sampled English 10 students will move 1/3 of the way towards their Achieve 3000 reading target |
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| 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 |
