| SCHOOL PROFILE | |||
| School Name: | BRANDYWINE ELEMENTARY | ||
| School Year: | 2026 | Area: | Area-1 |
| Local Education Agency: | Prince Georges County Public Schools | Supervisor Name: | Evans, Darryl Carlos |
| State School No.: | 1101 | Supervisor Email: | Darryl.Evans@pgcps.org |
| School Type: | 04. Elementary School | Title I: | No |
| Grades Served: | 0PK, 05 | Community School: | No |
| Principal Name: | Unique Hunter-Blake | State Identification: | CSI:No, TSI/ATSI:Yes |
| Principal Email: | Unique.Hunter@pgcps.org | ||
| School Address: | 14101 Brandywine Rd, Brandywine,MD - , Brandywine MD 20613 | ||
| School Vision: | To empower all scholars to be college and career ready through shared partnership, commitment, and accountability with all stakeholders (scholars, parents, staff and community). | ||
| School Mission: | At Brandywine Elementary, we encompass a commitment to excellence in order to ensure that scholars become lifelong learners by creating an inclusive and unified environment for educational creativity, growth, and innovation. | ||
| 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 2026, 100% of math teachers will implement explicit instruction and modeling of written mathematical reasoning weekly, leading to at least 75% of students providing complete written explanations that justify their solutions when solving multi-step math problems, as measured by the Common Core mathematical reasoning and/or modeling rubrics. | RELA/ELA-By June 2026, 100% of ELA teachers will explicitly teach and model writing strategies at least 3–4 times per week in grades 3–5. As a result, at least 60% of students in each grade level will perform proficient or advanced on the MCAP written expression strand, as measured by MCAP writing rubrics. | Not Selected- |
| Problem of Practice | ||
| One problem the school has chosen to address that will assist them in moving toward the overarching Smart Goal | ||
| When solving multi-step math problems, students often perform the correct procedures but leave written explanations blank or provide only numerical answers without justification. This limits their ability to demonstrate reasoning, make connections across mathematical concepts, and apply strategies to unfamiliar problems. | When analyzing reading tasks, students frequently demonstrate limited use of academic vocabulary and struggle to identify the main idea and supporting details in grade-level texts. This prevents them from fully comprehending what they read and from expressing their ideas clearly in written responses. | |
| Change Idea | ||
| A specific, actionable idea or technique that school teams will use to address the SMART Goal | ||
| Implement weekly explicit instruction and modeling of written mathematical reasoning using the RACE strategy in all math classrooms to help students articulate their thinking and justify their solutions to multi-step problems. | Teachers will consistently and explicitly model the use of genre-specific graphic organizers weekly to help students plan, organize, and elaborate on their ideas before writing. | |
| Target | ||
| The AIM set to determine if the implementation of the change idea was successful | ||
| By December 2025, at least 10 math teachers will plan for and deliver weekly explicit instruction and modeling of written mathematical reasoning using the RACE strategy, as evidenced by lesson plans, walkthroughs, and observation data. | By December 2025, at least 10 ELA teachers will plan and deliver weekly explicit writing instruction that includes modeling the use of genre-specific graphic organizers to support student writing in opinion, narrative, and informative genres, as evidenced by lesson plans, look-for document, and observation data. | |
| PI: By December 2025, at least 90 students in grades 3–5 will use the RACE strategy to provide complete written explanations that justify their solutions, as measured by the Common Core mathematical reasoning and/or modeling rubrics on the Winter Benchmark. IPI: At least 60 students will use the RACE strategy to provide complete written explanations that justify their solutions, as measured by the Common Core mathematical reasoning and/or modeling rubrics on the Milestone Tasks. |
PI: By December 2025, at least 90 students in grades 3–5 will effectively organize their ideas using genre-specific graphic organizers (opinion, informative, and narrative), as measured by MCAP writing rubrics on the Winter Benchmark. IPI: At least 60 students will effectively organize their ideas using genre-specific graphic organizers (opinion, informative, and narrative), as measured by MCAP writing rubrics on the Cycle Assessments. |
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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:Students with Disabilities | **MLLs:** Sheltered Instruction Observation Protocol (SIOP) used with small group instruction. · **Student Engagement:** Students actively participate in lessons using visuals, audio, or manipulatives. · **Comprehension:** Students can explain content in their own words, answer questions, or complete graphic organizers accurately. · **Vocabulary Acquisition:** Students use newly taught vocabulary correctly in writing or speaking tasks. · **Teacher Practices:** Lessons consistently include multiple modes of content delivery (visuals, audio, gestures). **SWDs:** Universal Design for Learning (UDL) used within small group instruction. · **Multiple Means of Representation:** Students access content in different formats (text, audio, visuals). · **Multiple Means of Expression:** Students can demonstrate learning in various ways (drawing, speaking, writing, and digital media). · **Multiple Means of Engagement:** Students show motivation and persistence in small-group activities. · **Teacher Practices:** Lessons intentionally include UDL strategies tailored to small-group instruction. |
**MLLs:** Sheltered Instruction Observation Protocol (SIOP) * The SIOP Fidelity Checklist will determine if at least 34 (50%) of MLL students are engaged in learning using SIOP strategies. **SWDs:** Universal Design for Learning (UDL) * The Classroom Observations/Walkthroughs will determine if at least 22 (50%) of SWD students are engaged in learning using UDL strategies. |
