Charles Carroll Middle 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:	CHARLES CARROLL MIDDLE
School Year:	2026	Area:	Area-2
Local Education Agency:	Prince Georges County Public Schools	Supervisor Name:	Moore, Danielle
State School No.:	2011	Supervisor Email:	Danielle.Moore@pgcps.org
School Type:	02. Middle School	Title I:	Yes
Grades Served:	06, 08	Community School:	Yes
Principal Name:	Marla West	State Identification:	CSI:No, TSI/ATSI:Yes
Principal Email:	Marla.West@pgcps.org
School Address:	6130 Lamont Dr, New Carrollton,MD - , New Carrollton MD 20784
School Vision:	Provide a well-rounded 21st-century education where stakeholders focus on the development of students by instilling the values of Cougar P.R.I.D.E.: Prepared, Respectful, Inquisitive, Disciplined, Empowered, in order to excel today, tomorrow, and beyond.
School Mission:	Charles Carroll Middle School will provide a safe and rigorous learning environment where stakeholders (Staff, parents, and community) work together to provide opportunities for student success.

SMART Goals
Math- During the 2025-2026 SY, the percent of students scoring proficient or higher will increase from 5.4% by 2% percentage points to 7.4% as measured by the 2026 MCAP Mathematics assessment. There will be an emphasis on improvement for the SPED population with a growth of 1% from 0% by the 2026 MCAP Mathematics assessment.	English Language Development-By the end of the 2025-2026 school year, the English Language Department will achieve a 10% improvement in student performance in Listening and Writing for 6th, 7th, and 8th-grade students, as measured by the 2026 WIDA ACCESS assessments. This improvement will be achieved through implementation of the targeted ESOL Key instructional strategies, enhanced use of academic language in classroom discussions, and regular K-12 Summitt progress monitoring.	Attendance-By June 2026, reduce chronic absenteeism rates at Charles Carroll Middle School by 3% across all grade levels and student groups through targeted interventions and support systems, measured by school attendance records.
Problem of Practice
(SY 26) Teachers are continuing to develop their skills in facilitating discussions that prompt students to explain their thought process/reasoning. Using student work, with Math Holistic Rubric for 3-Point Reasoning Constructed Response Items for type II and III questions, the Students' written responses to reasoning tasks often show limited analysis and use of academic language as measured by the 2026 MCAP.	REVISED: SY 25: Teachers are not strategically implementing the ELD Key Strategies in tandem together to improve students engagement in curricular learning activities & deepen their understanding of the content. While the English Language Department aims to achieve a 10% improvement in student performance in Reading & Writing by the end of the 2025/2026 school year, teachers currently face challenges in effectively integrating academic language into daily classroom instruction across all four domains. Specifically, students often struggle to apply academic language and demonstrate reasoning & evidence in their responses, which limits their ability to perform at higher levels in listening, reading, and writing tasks. Furthermore, there is a lack of consistent, structured opportunities for students to engage in discussions that prompt the explanation of their thought processes in a manner that is aligned with the demands of the 2026 WIDA/ACCESS assessments.	Charles Carroll Middle School continues to experience increased rates of chronic absenteeism across multiple grade levels and student groups. Attendance data indicate that a significant number of students are missing 10% or more of instructional days, largely due to a combination of avoidable absences, inconsistent routines, socio-economic challenges, mental health needs, and limited family support systems present significant barriers to daily attendance for many students. Inconsistent implementation of targeted attendance interventions are hindering progress.
Change Idea
The staff have committed to making the following changes: · Provide open ended questions as a warm-up 2x per week · Provide at least one hands on activity requiring manipulatives at least 3 times per week · Incorporate daily, rich math vocabulary · Intentional Student discourse opportunities during every class period	UPDATED/REVISED 11/2025: Schoolwide Implementation of ELD Strategy of the Month Implementing K-12 Summit 3-4 days per week for 18-20 mins. Integrating academic language and reasoning skills across listening and speaking. The English Language Department will implement a structured framework for academic discussions that emphasizes the use of academic language and reasoning in all four domains. This change will involve Academic Language Instruction, Think-Aloud Strategies, Structured Student Discussions, Peer Review and Collaborative Work, Progress Monitoring with Rubrics, and Consistent Check-ins and Reflection.	Focusing on the students who have accumulated between 5-8 unexcused days absent thus far. Identifying these students by grade, and focus groups, MLs and SPED by setting up attendance contracts, meeting with Student Advocates and having grade level teams Complete attendance truancy checklists
Target
The adult target for the year will include growth of classroom type II and III student responses by data analysis 2x per month. Admin will participate in small group and one on one coaching sessions using CEIJ model on a monthly basis.	UPDATED/REVISED 12/2025: At least 30% of the total staff to implement the ELD Strategy of the Month as indicated by submission of student artifacts completed as a part of daily instruction. ORIGINAL: 75%< lesson plans reviewed during monthly learning walks will include the application of at least one appropriate PGCPS ESOL Key strategy.	This indicator ensures adult actions are directly aligned with the goal of reducing chronic absenteeism by 10% and the district's Big Rock on absenteeism.
The student target for the year will include growth of classroom type II and III student responses of at least a score of 2 or higher of 50% of the class by the end of the first semester. That percentage will rise to 75% of the class by the end of the 3rd quarter.	N/A	90% of the identified Chronically Absent Students with 5-8 days absent will consistently attend school 90% or more of the time per quarter.
Targeted Support and Improvement (TSI) / Additional Targeted Support and Improvement (ATSI)
Identified Group(s)	Evidence-Based Strategy (EBS)	EBS Target
Students with Disabilities	The use of the following interventions to address the struggles SWD have faced in the grasping of the grade level curriculum: * Lexia * iready * Read 180/System44	The identified student progress is an improvement of 5-10% growth for our SWDs on the Reading and Math interventions.