Carrollton Elementary School Performance Plan

Introduction

In alignment with the goals and priorities of Prince George's County Public Schools (PGCPS), the School Performance Plan (SPP) allows for a transparent and collaborative school improvement process with a focus on student achievement.

The School Performance Plan was developed this school year as the continuation of the detailed work and planning completed in the previous school year. The SPP focuses schools on engaging in disciplined inquiry cycles through the use of Plan, Do, Study, Act (PDSA). Through the successful utilization of PDSA, schools are able to impact student achievement and teacher practice by taking a scientific approach to school improvement.

SCHOOL PROFILE
School Name:	CARROLLTON ELEMENTARY
School Year:	2026	Area:	Area-1
Local Education Agency:	Prince Georges County Public Schools	Supervisor Name:	Dalton, Andrew M.
State School No.:	2005	Supervisor Email:	Andrew.Dalton@pgcps.org
School Type:	04. Elementary School	Title I:	Yes
Grades Served:	0PK, 05	Community School:	Yes
Principal Name:	Teresa Bey	State Identification:	CSI:No, TSI/ATSI:Yes
Principal Email:	Teresa.Bey@pgcps.org
School Address:	8300 QUINTANA St, NEW CARROLLTON,MD - , NEW CARROLLTON MD 20784
School Vision:	Our vision is to equip educators and students with innovative and critical thinking skills, empowering them as problem solvers and effective communicators.
School Mission:	Carrollton Elementary School provides an equitable, caring, and engaging learning environment where students feel valued and empowered to develop into culturally responsive learners and to excel in college, career, and civic life.

SMART Goals
A targeted aspiration that serves as the focal point for collective improvement efforts Specific; Measurable; Achievable; Realistic; Timebound
Math- During the 2025-2026 school year, 20% of the grades 3 -5 students will score proficient or higher on the 2026 MCAP Mathematics Assessment.	RELA/ELA-During the 2025-2026 school year, 35% of the grades 3 -5 students will score proficient or higher on the 2026 MCAP English Language Arts Assessment.	English Language Development-
Problem of Practice
One problem the school has chosen to address that will assist them in moving toward the overarching Smart Goal
We do not provide ample meaningful opportunities for collaborative conversations so that students can construct clear, evidence-based written responses that explain mathematical reasoning on formative checkpoints and milestone tasks.	We do not provide ample meaningful opportunities for collaborative conversations so that students can construct clear, evidence-based written responses that explain, promote thinking, and produce written expressions on cycle assessments and analytic writing tasks.
Change Idea
A specific, actionable idea or technique that school teams will use to address the SMART Goal
Teachers will plan and implement structured collaborative conversations during math instruction to support students in constructing clear, evidence-based written responses that explain their reasoning.	Teachers will plan and implement structured collaborative conversations during ELA instruction to support students in constructing clear, evidence-based written responses that promote critical thinking and strengthen written expression on cycle assessments and analytic writing tasks.
Target
The AIM set to determine if the implementation of the change idea was successful
By December 2026, 60% of math teachers will intentionally plan and facilitate at least one structured collaborative conversation per lesson that supports students in explaining and justifying their mathematical reasoning through clear, evidence-based written responses on formative checkpoints and milestone tasks.	By January 2026, 65% of reading/ELA teachers will intentionally plan and facilitate at least one collaborative conversation per lesson that enables students to use textual evidence to explain their thinking and produce clear, evidence-based written responses.
By December 2026, at least 60% of students will meet or exceed expectations on written constructive response tasks on formative checkpoints and milestone tasks.	By December 2026, at least 75% of students will meet or exceed expectations on cycle assessments and analytical writing tasks.
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
Economically Disadvantaged:Multilingual Learners:Students with Disabilities	Collaborative Conversations, Structured AccountableTalk, Turn & Turk, Think/Pair/Share, and other Instructional Conversations require students to think more deeply about the content	Multilingual Learners: Collaborative conversations strengthen academic language, listening, and speaking skills for multilingual learners. The structured partner and small-group talk format promotes comprehension and vocabulary development through scaffolded dialogue. Students With Disabilities: Collaborative conversations with peers, when structured with modeling, reciprocal questioning, and feedback, supports access to content and improves comprehension for SWD. Economically Disadvantaged: For economically disadvantaged students, collaborative discourse fosters critical thinking and higher-level vocabulary use, increasing engagement and closing comprehension gaps.