| SCHOOL PROFILE | |||
| School Name: | BENJAMIN TASKER MIDDLE | ||
| School Year: | 2026 | Area: | Area-2 |
| Local Education Agency: | Prince Georges County Public Schools | Supervisor Name: | Gaines, Monica L |
| State School No.: | 0714 | Supervisor Email: | Monica.Gaines@pgcps.org |
| School Type: | 02. Middle School | Title I: | No |
| Grades Served: | 06, 08 | Community School: | No |
| Principal Name: | Kendra Hill | State Identification: | CSI:No, TSI/ATSI:Yes |
| Principal Email: | Kendra.Hill@pgcps.org | ||
| School Address: | 4901 Collington Rd, Bowie,MD - , Bowie MD 20715 | ||
| School Vision: | At BTMS, we envision an inclusive student-centered community where every student receives rigorous engaging learning opportunities to become independent thinkers, confident leaders, and lifelong learners. Our students are equipped with the skills, knowledge, and compassion to successfully compete, contribute, and navigate within our global society.. | ||
| School Mission: | At BTMS, our mission is to foster a rigorous and engaging, child-centered community that instills empathy, confidence, and a love of learning. Through data-driven and evidence-based practices, we cultivate independent, solution-oriented, and reflective thinkers. We are committed to preparing learners and leaders who can successfully navigate, contribute, and compete in our global society. | ||
| 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- We will increase student proficient and distinguished levels in Mathematics by 5% or greater as measured by the Spring 2026 MCAP assessment. | RELA/ELA-By June 2026,the percentage of students who score on grade level or above grade level will increase by 5 percentage points on the iReady Reading Spring Diagnostic. This requires 486 of 1080 tested students to score in this range. | Attendance-By June 2026, the percentage of SPED students disproportionately being suspended will be under 2%. |
| Problem of Practice | ||
| One problem the school has chosen to address that will assist them in moving toward the overarching Smart Goal | ||
| Educators need support implementing the curriculum as outlined by the Prince George's County Mathematics Department. We will strengthen educator capacity by utilizing the curriculum resources provided by PGCPS to improve students ability to reason mathematically. | Educators need support in implementing effective instructional strategies that help students actively engage with and comprehend complex, grade-level texts in order to meet the expectations of the Maryland College and Career-Ready Reading/English Language Arts Standards. | There is disproportionality under attendance that appears to be connected to inconsistent instructional practices and limited student engagement. In classrooms, instruction often reflects whole-group, teacher-centered delivery with minimal differentiation or variety in learning modalities. As a result, students may experience unstructured or disengaging instructional time, contributing to disrupted learning |
| Change Idea | ||
| A specific, actionable idea or technique that school teams will use to address the SMART Goal | ||
| Math teachers will deliver all components of the PGCPS Illustrative Math lesson within 60 minutes as outlined in their completed Curriculum Instructional Delivery Planning tool. | Teachers will implement Think Aloud and active reading strategies (Book Head Heart (BHH), Signposts, 3 Big Questions, purposeful pause/chunking, etc.) to model, scaffold, and gradually release during instruction. This will enable students to independently comprehend and analyze complex, grade-level texts aligned to the Maryland College and Career-Ready Standards. | Compile, implement, and monitor the use of the SPED Services Matrix Create need survey for SPED Teacher who need coaching on accommodation implementation *Context--our Honors/Comp teachers now teach one section of co-taught classes |
| Target | ||
| The AIM set to determine if the implementation of the change idea was successful | ||
| · Teachers will complete their PGCPS Middle School Curriculum Instructional Delivery Plan weekly with a 100% completion rate. · Teachers will implement lessons following the pacing identified on the PGCPS Middle School Curriculum Instructional Delivery Plan 4 out of 5 classroom observation visits. Teacher survey results will indicate that more than 50% of our teachers find the tool **helpful** to **very helpful** for their daily lesson delivery and pacing. |
Collaborative planning agendas will reflect our renewed focus on reading strategies and supports. Classroom Visits 3 of 3 classrooms/teachers will display evidence of: * Graphic organizer to guide students * Anchor chart for success criteria * Teacher annotations/Think Aloud Planning Frame |
1. Will be used to identified which teachers need to be targets to support them in correctly implementing the accommodations identified on the matrix 2. Will be used to determine whether or not teachers are correctly implementing accommodations identified on the matrix 3. Will be used to monitor student behaviors in the classrooms |
| 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 | Special Education Teachers in Academic Resource classes will implement blended instructional practices that integrate explicit teacher-led instruction with adaptive intervention platforms, including i-Ready and Read 180. | * All students on platforms will participate in a goal-setting conference with their related math and reading teachers, based on intervention platform data, by the end of the cycle. * 50% of instructional time will be direct instruction and 50% intervention platforms. Growth will be monitored through data from iReady & Read 180. · Progress Monitors · IEP Goals · Lesson Plans · iReady Data · Read 180 |
