Imagine Andrews Public Charter School Performance Plan

SCHOOL PROFILE

School Name:

IMAGINE ANDREWS PUBLIC CHARTER

School Year:

2026

Area:

Area-2

Local Education Agency:

Prince Georges County Public Schools

Supervisor Name:

Hall, Chevonne

State School No.:

0917

Supervisor Email:

Chevonne.Hall@pgcps.org

School Type:

03. Combination School

Title I:

No

Grades Served:

00K, 08

Community School:

No

Principal Name:

Howard Rice

State Identification:

CSI:No, TSI/ATSI:Yes

Principal Email:

Howard.Rice@pgcps.org

School Address:

4701 SAN ANTONIO Blvd, ANDREWS AFB,MD - , ANDREWS AFB MD 20762

School Vision:

To create a school culture that prepares scholars for academic success and beyond as a leader to advance in a global community in which they live.

School Mission:

To serve our nation by providing our Imagine community with a well rounded education and character development while meeting the needs of civilian and military families.

SMART Goals

A targeted

aspiration that serves as the focal point for collective improvement efforts

Specific; Measurable; Achievable; Realistic; Timebound

Math- By June 2026, Imagine Andrews will strengthen students' conceptual understanding of mathematics by ensuring 100% of classrooms consistently use visual representations (e.g., number lines, ten frames, bar models, arrays, manipulatives, anchor charts, and student-created visuals) to support mathematical reasoning and problem solving. As a result, student proficiency in math will increase by 10% as measured by i-Ready Math Diagnostic

RELA/ELA-By June 2026, 100% of K–8

classrooms will display and consistently use standards-aligned reading visuals (e.g., anchor charts, genre posters, comprehension stems, vocabulary walls) during instruction as evidenced by monthly walkthroughs, resulting in a 10% increase in students scoring at/above proficiency on STAR Reading from BOY to EOY

Culture and Climate-By June 2026, Imagine Andrews will reduce the chronic absenteeism rate by 10 percentage points from the current baseline 16% to 13% by implementing targeted tiered attendance interventions to improve our overall attendance.

Problem of Practice

One problem the school has chosen to address that will assist them in moving toward the overarching Smart Goal

Teachers inconsistently use visual representations and mathematical models to support student understanding of abstract concepts. This limits students' ability to make meaningful connections between concrete, pictorial, and symbolic reasoning. Classrooms show variation in how visuals are used to represent student thinking, anchor learning, and guide discourse.

While classrooms have reading instruction occurring, visual supports that make reading thinking visible (anchor charts, sentence frames, strategy posters, vocabulary walls) are not consistently present or used, limiting students' ability to access, recall, and apply core reading strategies independently.

Despite school-wide expectations and communication regarding daily attendance, a significant number of students continue to miss 10% or more of instructional days, resulting in increased chronic absenteeism. Current practices (parent communication, incentives, and teacher follow-up) are not being implemented consistently and with fidelity, and attendance data is not routinely used to drive targeted interventions, especially for at-risk students.

Change Idea

A specific, actionable idea or technique that school teams will use to address the SMART Goal

Implement a schoolwide visual math initiative that strengthens teachers' ability to make

If we standardize and require the use of instructional reading visuals as part of

We will reduce absenteeism by implementing a tiered, data-driven attendance system that

mathematical thinking visible through consistent use of visual models, anchor charts, and student-created representations across all grade levels.

planning, modeling, and student practice, then students will internalize strategies and increase comprehension performance.

triggers early outreach, targeted intervention for chronically absent students, and consistent incentives for strong attendance.

Target

The AIM set to determine if the implementation of the change idea was successful

Teachers will:

Plan lessons or videos that include opportunities for students to create and interpret visual models.

Display classroom visuals (anchor charts, models, student work) that reinforce current math concepts.

Facilitate discussions that connect multiple representations (concrete, pictorial, and abstract).

Use data from observations, walkthroughs, and student work to reflect on and strengthen visual representation practices.

Every classroom has updated/ in use reading visuals aligned to current unit/skill

Teachers reference the visual supports during instruction ("show - say - use")

Students use the visuals during discourse or independent work (point / cite / apply

By January 2026, 100% of instructional staff and the attendance team will consistently implement Tier 1–Tier 3 attendance actions — including weekly attendance data review, documented outreach to students at 5–9% absence, completed attendance intervention plans for all students at or above 10% absence, and delivery of scheduled incentives

— with evidence logged and monitored monthly.

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

Attendance (chronic absenteeism)

The data evidence shows an increase in chronic absenteeism based on historical data.

TSI Status economically disadvantage students

2023 Economically Disadvantaged Students

We will implement a **multi-tiered approach** to identify, monitor, and intervene with students who are chronically absent, emphasizing prevention, early intervention, and intensive support.

* **TSI Professional Development:** Attend sessions led by Accountability Specialists to strengthen capacity in analyzing attendance

(Mayland School Report Card)

Elementary 22.2 points earned out of 60 possible points = 37%

Middle 42 points earned out of 67 possible points = 62%

2024 Economically Disadvantaged Students (Mayland School Report Card)

Elementary 18.7 earned points out of 60 possible points = 31%

Middle 36.8 points earned out of 67 possible points 54%

Business Intelligence Report (data) Chronic Absent

2023- 11.5%

2024 13.9%

2025- 16.1%

data and implementing targeted interventions.

* **Baseline and Monthly Data Analysis:** Review the baseline attendance report

by **October 1** and continue monthly monitoring through **Business Intelligence Reports** to track progress and trends.

* **At-Risk Family Outreach:** Contact **100% of at-risk families**

by **October 15** to address barriers and create attendance improvement plans.

* **Bi-Weekly Attendance Reports:** Attendance Secretary compiles weekly reports for the administrative team to ensure timely interventions.

* **Monthly Stakeholder Updates:** Share attendance data trends through:

*  School newsletters

*  Board reports

* "Rise Up" initiatives and other school-wide communications

* **Professional Learning Offerings:** Provide staff training on family engagement strategies, attendance best practices, and effective communication to support student success.