| SCHOOL PROFILE | |||
| School Name: | ALLENWOOD ELEMENTARY | ||
| School Year: | 2026 | Area: | Innovation Zone |
| Local Education Agency: | Prince Georges County Public Schools | Supervisor Name: | Minus, Eric L. |
| State School No.: | 0632 | Supervisor Email: | Eric.Minus@pgcps.org |
| School Type: | 04. Elementary School | Title I: | Yes |
| Grades Served: | 0PK, 05 | Community School: | Yes |
| Principal Name: | Sharon Porter | State Identification: | CSI:No, TSI/ATSI:Yes |
| Principal Email: | SharonH.Porter@pgcps.org | ||
| School Address: | 6300 Harley Ln, Temple hills,MD - , Temple hills MD 20748 | ||
| School Vision: | At Allenwood Elementary School, we envision a school community where every student reaches their full potential through a culture of excellence, shared responsibility and strong, supportive relationships with families and the community. | ||
| School Mission: | At Allenwood Elementary School, we empower students to relentlessly pursue their purpose, take ownership of their learning, achieve academic excellence and show respect for themselves and others as proud members of the Wildcat Community. | ||
| 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 the end of the 2025–2026 school year, the percentage of students in grades 3 through 5 scoring at or above the proficient level on the MCAP Math assessment will increase by at least 5% compared to the 2024–2025 school year. | Attendance-In school year 2024-2025, Allenwood ES ended the school year with a percentage of 39.7% of students chronically absent. In school year 2025-2026 will decrease the number of students chronically absent by 5%. | 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 are doing most of the talking in terms of the board, students need to be more exploration and build their conceptual and procedural understanding. Student to student conversation should be evident. | Despite efforts to promote daily attendance, Allenwood ES continues to experience high rates of chronically absenteeism. A significant number of students are missing 10% or more of the school year, which negatively impacts their academic achievement, social-emotional development, and long-tern educational outcomes. POP: Allenwood ES current system for identifying students at risk of chronic absenteeism are limited and often reactive than proactive. As a result, interventions and incentives are delayed or inconsistently applied, allowing attendance issues to escalate and impacting students' academic and social-emotional outcomes. | |
| Change Idea | ||
| A specific, actionable idea or technique that school teams will use to address the SMART Goal | ||
| implement the talk moves strategy to provide students with more opportunities to express their mathematical thinking | We are monitoring attendance (individual and class) on a daily basis. We are communicating with parents when students have been absent for 3 consecutive days. We are referring studnets to the SIT process. We are incentivizing students and classes receive Classdojo paw points daily and monthly basis. We are also giving quarterly incentives. | |
| Target | ||
| The AIM set to determine if the implementation of the change idea was successful | ||
| 100% of Math teachers will implement structured discourse strategies including Talk Moves Turn-and-Talk, Numbered Heads Together, Math Talks, Think-Pair-Share, Academic Conversations during instruction. | All classroom teachers will check attendance and award Class Dojo points in the morning as students come in and 1 point in the afternoon for students who remain in school all day. The attendance secretary will ensure absences are changed to tardies as needed. Teachers will continue to complete the truancy checklist for students who have missed 3 consecutive days. Attendance data is shared with families regularly via Class Dojo. Attendance incentives are planned quarterly for students who meet the attendance target of at least 36 attendance points in Class Dojo. | |
| 5% increase | All students are awarded 1 Class Dojo point for arriving to school on time. Students who remain in school for the entire day receive another Class Dojo point at dismissal. Students with at least 36 points are eligible to attend the quarterly attendance incentive. |
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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 |
| Multilingual Learners | ### **Goal:** To improve multilingual learners' (MLs) academic writing proficiency through the implementation of evidence-based ELD (English Language Development) linguistic supports that build language, content knowledge, and confidence in written expression across all content areas. #### **1\. Visuals, Pictorial, and Graphic Presentations of Information** **Implementation:** Teachers will incorporate images, diagrams, anchor charts, and pictorial representations into lessons to illustrate key concepts and vocabulary. **Alignment to Writing Development:** Visuals help MLs generate and organize ideas, leading to richer descriptive and expository writing. #### **2\. Sentence Frames and Syntactic Structures** **Implementation:** Teachers will provide sentence frames and language stems that model academic sentence structures for various genres (e.g., narrative, informational, argumentative). **Alignment to Writing Development:** Frames support syntactic accuracy and fluency, helping students produce well-structured sentences and paragraphs. #### **3\. Learn by Doing (Hands-On, Real-Life Experiences)** **Implementation:** Teachers will plan hands-on, inquiry-based activities that connect language use to authentic, real-world contexts. **Alignment to Writing Development:** Experiential learning provides meaningful content for writing tasks, enhancing detail and coherence. #### **4\. Direct Vocabulary Instruction** **Implementation:** Teachers will explicitly teach both content-specific and academic vocabulary using visual aids, word walls, and contextual practice. **Alignment to Writing Development:** Direct vocabulary instruction builds precision and sophistication in word choice within student writing. #### **5\. Collaborative Conversations** **Implementation:** Classrooms will incorporate structured, sustained discussions where students practice target language, vocabulary, and ideas before writing. **Alignment to Writing Development:** Oral rehearsal strengthens organization, cohesion, and fluency in subsequent writing. #### **6\. Modified Graphic Organizers with ELD Supports** **Implementation:** Teachers will design graphic organizers that include ELD scaffolds (e.g., guiding questions, sentence starters, vocabulary banks). **Alignment to Writing Development:** Organizers help MLs structure their writing, ensuring logical flow and clarity. #### **7\. Building and Activating Background Knowledge** **Implementation:** Teachers will use pre-reading discussions, multimedia resources, and culturally responsive prompts to connect new learning to prior experiences. **Alignment to Writing Development:** Activating schema allows students to write with greater depth and relevance. Collectively, these seven ELD linguistic supports provide a comprehensive framework that aligns with evidence-based practices for multilingual education. They address all phases of the writing process—**idea generation (Strategies 1, 3, 7), language scaffolding (Strategies 2, 4, 5), and organization and revision (Strategy 6)**. By integrating visual, oral, experiential, and linguistic supports, students build confidence and proficiency in expressing academic ideas through writing. |
#### **1\. Weekly Work Sample Analysis (Formative Monitoring)** **Process:** During weekly grade-level collaborative planning, teachers will collect and analyze multilingual learners' writing samples to look for evidence of growth in academic vocabulary, sentence structure, idea development, and organization. **Monitoring Tool:** A site-developed **Writing and Language Observation Rubric** aligned with ELD and grade-level writing standards will be used to document student progress. **Success Criteria:** By the end of each quarter, **at least 70% of multilingual learners** will demonstrate one rubric level of growth in written language complexity or organization. Teachers will record findings and next steps in collaborative team notes to inform instruction and intervention. #### **2\. WIDA ACCESS Assessment (Summative Evaluation)** **Process:** Annual WIDA ACCESS data will be analyzed to measure overall language proficiency growth, with a specific focus on the **Writing Domain**. **Success Criteria:** By the end of the school year, **multilingual learners will show a minimum increase of 0.5 proficiency levels** in the WIDA Writing domain. |
