| SCHOOL PROFILE | |||
| School Name: | BUCK LODGE MIDDLE | ||
| School Year: | 2026 | Area: | Area-2 |
| Local Education Agency: | Prince Georges County Public Schools | Supervisor Name: | Moore, Danielle |
| State School No.: | 2108 | Supervisor Email: | Danielle.Moore@pgcps.org |
| School Type: | 02. Middle School | Title I: | Yes |
| Grades Served: | 06, 08 | Community School: | Yes |
| Principal Name: | Kenneth Nance | State Identification: | CSI:No, TSI/ATSI:Yes |
| Principal Email: | Kenneth.Nance@pgcps.org | ||
| School Address: | 2611 BUCK LODGE Rd, ADELPHI,MD - , ADELPHI MD 20783 | ||
| School Vision: | Buck Lodge Middle School will provide unique educational experiences designed to prepare every student for college and careers in a global society. | ||
| School Mission: | Buck Lodge Middle School will empower students to be leaders and problem solvers by fostering a safe, supportive, and rigorous educational environment. | ||
| 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, 14.33% (169 of 1181) of students, in grades 6-8, will meet proficiency in the MCAP Mathematics (a 10% increase). Data suggest that examining student work and developing reteaching plans will be essential for improvement. |
RELA/ELA-By June 2026, BLMS will increase the percentage of students in grades 6–8 who meet proficiency on MCAP from 26% to 31%, demonstrating a 5% overall growth in student achievement. By June 2027, the percentage of 6-8th grade students who meet or exceed expectations on the RELA MCAP will increase by 10% as indicated on the MCAP assessment. |
Culture and Climate-By June 2026, 100% of teachers at Buck Lodge Middle School will implement the culturally responsive instructional strategy of establishing inclusion as evidenced by informal classroom observations and student perception data, resulting in 10% increase in students reporting that they feel seen, valued, and respected on the PGCPS School Climate Survey. |
| Problem of Practice | ||
| One problem the school has chosen to address that will assist them in moving toward the overarching Smart Goal | ||
| Math teachers are not consistently utilizing instructional strategies that will aid students in solving Reasoning questions; therefore, students are not mastering how to solve reasoning tasks (questions). | Teachers are not collectively utilizing the Long Range Clarity planning document that will lead to a clear understanding of what students should know, understand and be able to do to ensure student growth. | Teachers are not consistently implementing culturally responsive instructional practices that ensure all students feel seen, valued, and respected in the classroom. |
| Change Idea | ||
| A specific, actionable idea or technique that school teams will use to address the SMART Goal | ||
| After four years of implementing the change idea, honing in on teachers' use of error analysis and reciprocal teaching strategies, we believe it is in our best interest to focus on examining student work within collaborative planning every month through the use of the Quick Sort protocol. In doing so, we can gauge student misconceptions and devise differentiated teaching plans to ensure students reason mathematically. |
Based on data collected over the past several years, it is evident that teachers are incorporating the Reciprocal Teaching strategy along with the 7 Key Strategies for ELD instruction. As a result, BLMS will continue to adopt and promote the use of these strategies. This year, our focus will be on building teacher clarity around instruction and analyzing student work to inform the development of targeted reteaching mini-lessons. | We will implement a structured professional learning and coaching cycle focused on Culturally Responsive Instruction using the PGCPS Equity Framework and MD Blueprint Pillar 1 goal. This includes, monthly PD sessions on Culturally Responsive Instruction practices, learning walks, peer observation cycles with reflective feedback using an Equity Walkthrough Tool and integration of Culturally Responsive Instruction look-fors into CEIJ feedback cycles. |
| Target | ||
| The AIM set to determine if the implementation of the change idea was successful | ||
| By June 2026, 100% of math teachers will use the Quick Sort protocol each month during collaborative planning and create at least one reteach activity targeting student misconceptions. | 90% of teachers will complete the RELA long range planning document for clarity. 80% of teachers will participate in the Quick Sort protocol (monthly) and plan reteaching mini lessons |
By **May 2026**, * 100% of teachers will participate in monthly CRI PD sessions. * 80% of teachers will demonstrate at least Level 3 (Proficient) or higher on the Culturally Responsive Instruction Implementation Rubric by April 2026. * 90% of teachers will include Culturally Responsive Instruction strategies in two or more lesson plans per week by Q4. |
| N/A | 25% of students will receive a rubric score of 1 or better by the end of cycle 1 ( Aug-Oct) 30% of students will receive a rubric score of 1 or better by the end of cycle 2 ( Nov- Feb) 35% of students will receive a rubric score of 1 or better by the end of cycle 3 ( EOY) |
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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 | At Buck Lodge Middle School, we are focusing on consistently examining student work across grade levels and content areas and using the Quick Sort Protocol to identify misconceptions and devise effective reteach plans. | By June 2026, 100% of RELA and math teachers will utilize the Quick Sort protocol in collaborative planning each month and create at least one reteach activity targeting student misconceptions. |
