Imagine Foundations at Leeland PCS School Performance Plan

SCHOOL PROFILE

School Name:

IMAGINE FOUNDATIONS AT LEELAND PCS

School Year:

2026

Area:

Area-2

Local Education Agency:

Prince Georges County Public Schools

Supervisor Name:

Hall, Chevonne

State School No.:

1521

Supervisor Email:

Chevonne.Hall@pgcps.org

School Type:

03. Combination School

Title I:

No

Grades Served:

00K, 08

Community School:

No

Principal Name:

Sherilyn Reid-Williams

State Identification:

CSI:No, TSI/ATSI:Yes

Principal Email:

Sheril.ReidWilliams@pgcps.org

School Address:

14111 OAK GROVE Rd, UPPER MARLBORO,MD - , UPPER MARLBORO MD 20774

School Vision:

School Mission:

SMART Goals

A targeted

aspiration that serves as the focal point for collective improvement efforts

Specific; Measurable; Achievable; Realistic; Timebound

Math- By the end of the school year, all students in grades 3–8 will demonstrate measurable growth in mathematics, with each grade level increasing proficiency by at least 5% and the school achieving a minimum 10% overall growth. All classrooms will meet or exceed 100% of typical growth targets on the Ready Mathematics Diagnostic through targeted instruction, data-driven interventions, and small-group support, with quarterly

progress reviews to monitor and adjust instruction.

RELA/ELA-By the end of the 2025–2026 school year, all students will demonstrate measurable growth in reading, with each quartile achieving a Student Growth Percentile (SGP) of 50 or higher on the STAR Renaissance Reading assessment, and the percentage of students scoring Proficient or Distinguished on the MCAP RELA assessment will increase by 10 percentage points compared to the 2025–2026 baseline.

Attendance-By the end of the 2025–2026 school year, the percentage of chronically absent K–5 students will decrease by 10% compared to the 2024–2025 school year baseline, as measured by the school's official attendance records.

Problem of Practice

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

Students struggle to make sense of math problems across grades 3–8. They often rely on procedures without explaining their thinking, reasoning, or justifying their answers. Students are not engaging in MCAP-like questioning or using opportunities to make sense of problems, which limits conceptual understanding in fractions, number operations, and geometry.

Students are not demonstrating mastery of grade-level learning targets because classroom teachers lack internalization of lessons.

Teachers inconsistently adhere to established attendance procedures for late-arriving students, resulting in errors in attendance records that affect accurate monitoring, reporting, and interventions for chronically absent students.

Change Idea

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

Implement consistent use of Ready Math strategies that require students to make sense of the problem, such as Notice and Wonder,

On Wow Wednesday, teachers will dedicate intentional time to small group instruction, targeting students' specific learning needs.

To reduce late arrivals, the school will extend parent engagement meetings to include discussions on the importance of on-time

Say It Another Way, and the 3-Read Strategy, during daily math instruction. There will also be a focus on question types (students having access to MCAP-type questions; the strategy of making sense of the problem will be applied).

Lessons will incorporate the 4E Framework, emphasizing the Engage component to spark interest and participation. Instruction will also leverage the Wit and Wisdom Content Stages—Wonder, Organize, Reveal, Distill,

Know—to scaffold learning and deepen understanding. These small groups will provide targeted support, ensuring all students make progress toward mastery of grade-level standards.

arrival and provide strategies to support punctuality. Additionally, the school will implement incentives for students who consistently arrive on time, reinforcing positive behavior and increasing student attendance. These efforts aim to ensure teachers' adherence to attendance procedures and improve overall attendance data.

Target

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

Collaborative Planning Engagement - 70% of math teachers (7/10) actively participate in weekly or biweekly collaborative planning sessions focused on Ready Math strategies, problem sense-making, and MCAP-type questions.

Fidelity of Instructional Practice - 70% of math teachers (7/10) consistently implement strategies such as Notice & Wonder, Say It Another Way, and the 3-Read Strategy during math lessons, prompting students to explain their thinking and justify answers.

Data-Driven Instruction - 70% of math teachers (7/10) regularly analyze Ready Math diagnostic data, interim assessments, and student work to identify skill gaps and plan targeted small-group or individualized instruction.

Reflection and Professional Growth - 70% of math teachers (7/10) engage in reflection, coaching cycles, peer observations, or professional learning sessions focused on improving math instruction, problem-solving, and reasoning strategies.

Planning for Small Groups

*    Target: 100% of teachers submit small group lesson plans weekly that incorporate the 4E Framework and Wit and Wisdom Content Stages.

Implementation of Small Group Instruction

*    Target: 70% of teachers deliver small group instruction with fidelity on Wow Wednesday, as measured by formal or informal observations.

Engagement Strategies

*    Target: 80% of teachers consistently use the Engage component and interactive strategies to spark student participation in small groups.

Formative Assessment & Feedback

*    Target: 70% of teachers collect and use formative assessment data during small group sessions to adjust instruction and provide actionable feedback.

Communication with Families

Target: 100% of teachers and relevant staff communicate attendance expectations and the importance of on-time arrival to parents/guardians at least once per quarter.

Participation in Parent Engagement Meetings

Target: 90% of teachers and staff actively facilitate or attend parent engagement meetings focused on reducing late arrivals.

Implementation of Incentive Programs

Target: 80% of teachers consistently track student punctuality and recognize students meeting on-time arrival goals through the school's incentive system.

Adherence to Attendance Procedures Target: 95% of teachers accurately record

arrival times and follow established procedures for late students, as verified by attendance audits.

Collaboration & Reflection

* Target: 90% of teachers participate in weekly reflection sessions to analyze small group effectiveness and plan adjustments for future instruction.

Collaboration & Reflection

Target: 85% of teachers participate in regular debriefs or data review meetings to evaluate strategies and adjust approaches to reduce late arrivals.

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

Students with Disabilities

Regular Data Review & Fidelity Checks

*    Strategy: Establish weekly or biweekly data review meetings to examine SDI implementation fidelity and student progress. Incorporate walkthroughs and observation feedback.

*    Evidence Base: Frequent data-based decision-making and fidelity checks are associated with improved student achievement and instructional consistency (Kerr & Nelson, 2010).

Collaborative Planning & Peer Support

*    Strategy: Establish structured collaboration time where SPED and general education teachers co-plan lessons, review student data, and problem-solve instructional challenges.

*    Evidence Base: Collaborative planning and peer support strengthen teacher implementation of specialized instruction and improve student learning outcomes (Friend & Cook, 2013).