Imagine Foundations at Leeland PCS 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: 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, 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).	On Wow Wednesday, teachers will dedicate intentional time to small group instruction, targeting students' specific learning needs. 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.	To reduce late arrivals, the school will extend parent engagement meetings to include discussions on the importance of on-time 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. Collaboration & Reflection * Target: 90% of teachers participate in weekly reflection sessions to analyze small group effectiveness and plan adjustments for future instruction.	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: 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).