| SCHOOL PROFILE | |||
| School Name: | BENJAMIN D FOULOIS ACADEMY | ||
| School Year: | 2026 | Area: | Area-2 |
| Local Education Agency: | Prince Georges County Public Schools | Supervisor Name: | Fossett, Kristil Deshawn |
| State School No.: | 0638 | Supervisor Email: | kfossett@pgcps.org |
| School Type: | 03. Combination School | Title I: | No |
| Grades Served: | 00K, 08 | Community School: | No |
| Principal Name: | Keshia Hogue | State Identification: | CSI:No, TSI/ATSI:Yes |
| Principal Email: | Keshia.Hogue@pgcps.org | ||
| School Address: | 4601 BEAUFORD Rd, MORNINGSIDE,MD - , MORNINGSIDE MD 20746 | ||
| School Vision: | Benjamin D. Foulois Creative and Performing Arts Academy will be a nationally-recognized K-8 Creative and Performing Arts School focused on exemplary student achievement through artistic scholarship and character development. | ||
| School Mission: | The mission of Benjamin D. Foulois Creative and Performing Arts Academy is to prepare students to be high-achievers in rigorous high school programs and colleges. We will accomplish this by supporting our students' well-being with an emphasis on character education; recruiting, supporting, and retaining talented and passionate teachers and staff; and delivering a high-quality, arts-integrated curriculum. | ||
| 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 2025, the percentage of students in grades 3-5 who met or exceeded grade level expectations will increase by 5% (10%) points on MCAP Mathematics. | RELA/ELA-By June 2025, the percentage of students in grades 3-5 who met or exceeded grade level expectations will increase by 5% (10%) points on MCAP ReLA. | Attendance-By the end of the SY, the amount of Ss identified as chronically absent will decvrease by 5%. |
| Problem of Practice | ||
| One problem the school has chosen to address that will assist them in moving toward the overarching Smart Goal | ||
| One of our novice teachers has been exposed to instructional support, but we don't know if he is clear on our expectations, or how he is performing. | Revised: One of our novice teachers is not analyzing assessments to make data-driven decisions. Teachers do not consistently provide descriptive feedback to students which creates student deficiencies in writing responses that fully reflect appropriate grammar, evidence claims, and reasoning to respond to various writing prompts. |
School staff does not consistently follow up with families with 6 or more quarterly absences outside of the normal school-wide communication regarding student absences, resulting in missed opportunities to address barriers impacting student attendance. |
| Change Idea | ||
| A specific, actionable idea or technique that school teams will use to address the SMART Goal | ||
| 1 to 1 Coaching from a Content Expert Implement a structured Writing Across the Curriculum Pacing + Feedback Cycle in grades 3–5, where teachers embed weekly writing tasks aligned to the curriculum framework and use a common feedback protocol (focused on grammar, evidence, claims, and reasoning). This ensures consistent pacing, regular writing practice, and actionable feedback that builds student capacity to respond effectively to MCAP writing prompts. |
Revised CI: Admin will work 1:1 with identified T to implement T directions from curriculum slide decks Implement structured, biweekly data meetings using a standardized data analysis protocol facilitated by an administrator, with embedded coaching and feedback. |
Revised: In addition to school-wide attendance letters, School Instructional Team (SIT) will meet with parents of students who have 6 or more absences per month or quarter. Implement the resources and expertise provided by the Pupil Personnel Worker (PPW) to address chronic absenteeism by coordinating family outreach, connecting families to community supports, and providing staff with intervention strategies. |
| Target | ||
| The AIM set to determine if the implementation of the change idea was successful | ||
| · By 12/12/25, identified T will be observed planning and delivering small group instruction based on formative assessment data · By December 5, 2025, the identified teacher will be observed planning and delivering small group instruction that is clearly informed by formative assessment data and aligned to grade-level standards. |
T will be observed delivering lessons as directed in the T directions included with the curriculum slide decks. · 90% of teachers implement weekly writing tasks by December 2024; 100% by March 2025. · 100% of students receive written or verbal feedback on at least one writing skill (e.g., evidence, reasoning, grammar) every week. · 100% of Collaborative Planning agendas/minutes show discussion of writing samples and pacing adjustments by January 2026. **Revised Adult Target:** · **By December 5, 2025, the identified teacher will be observed planning and delivering small group instruction that is clearly informed by formative assessment data and aligned to grade-level standards.** N/A |
**By the end of the cycle, at least 25 of the 32 Ss currently identified as Chronically Absent will have scheduled SIT meetings.** · 100% of teachers will submit referrals for students whose attendance falls below 90% within one week. · The PPW and school attendance team will develop documented intervention plans for 100% of chronically absent students. * ~By the end of the quarter, the percentage of students with 90% or higher attendance will increase by at least 5%.~ * ~The percentage of students identified as chronically absent will decrease by at least 10%.~ |
| 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 | Lexia Core5 | By June 2026, students with disabilities in grades 3–5 will increase proficiency in reading and math by 5 percentage points on state assessments through consistent use of explicit instruction with scaffolding and feedback. 100% of students with disabilities will meet their MOY targets in Lexia Core5 |
