Imagine Lincoln PCS School Performance Plan

SCHOOL PROFILE

School Name:

IMAGINE LINCOLN PCS

School Year:

2026

Area:

Area-2

Local Education Agency:

Prince Georges County Public Schools

Supervisor Name:

Hall, Chevonne

State School No.:

0662

Supervisor Email:

Chevonne.Hall@pgcps.org

School Type:

03. Combination School

Title I:

No

Grades Served:

00K, 08

Community School:

Yes

Principal Name:

Ronald Richardson

State Identification:

CSI:No, TSI/ATSI:Yes

Principal Email:

ronald.richardson@pgcps.org

School Address:

4207 NORCROSS St, TEMPLE HILLS,MD - , TEMPLE HILLS MD 20748

School Vision:

Vision

Imagine Schools' vision is for every student to reach his or her full potential and discover the pathways for lifelong success.

School Mission:

Mission

As a national family of non-profit public charter school campuses, Imagine Schools partners with parents and guardians in the education of their children by providing high quality schools that prepare students for lives of leadership, accomplishment, and exemplary character.

SMART Goals

A targeted

aspiration that serves as the focal point for collective improvement efforts

Specific; Measurable; Achievable; Realistic; Timebound

Math- Increase Math MCAP proficiency by 10 percentage points by June 2026.

RELA/ELA-By June 2026, Imagine Lincoln PCS will increase overall MCAP proficiency by 10 percentage points in ELA as measured by their Focusing Question Task (embedded in the WIt & Wisdom Curriculum)

Attendance-By June 2025, Imagine Lincoln PCS will decrease chronic absenteeism for the current second-grade cohort from 47% to 37% (a 10-percentage-point reduction), by implementing targeted attendance interventions, and consistent family outreach in alignment with PGCPS attendance expectations.

Problem of Practice

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

Without explicit instruction in unpacking prompts and structured opportunities for mathematical writing, students are not developing the critical thinking, communication, and problem-solving skills necessary for success on classroom assessments and standardized measures such as MCAP.

Teachers in Grades 6–8 are not consistently embedding explicit instruction in vocabulary and comprehension strategies within literacy instruction that aides in their understanding complex text. As a result, students—particularly in Grade 7—struggle to make

meaning of complex literary and informational texts, limiting their ability to meet grade-level proficiency expectations despite stronger performance in writing tasks.

Teacher absenteeism was a factor for first grade students during SY25; this year we see a need to reset our expectations for school attendance for students in Grade 2.

Inconsistent teacher attendance

Change Idea

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

The Instructional Leadership Team (ILT) will

A high-leverage change that will result in

- A significant number of scholars are

strengthen teacher practice by providing professional development on Read-Represent-Summarize-Solve.

measurable improvement is strengthening the consistency and quality of how students interact with complex texts across all grade levels. To accomplish this, we will explicitly train teachers to implement the C.A.R.E.S. literacy strategy during daily instruction and small-group reading.

The C.A.R.E.S. strategy provides a structured approach that helps students think critically, process information deeply, and demonstrate understanding:

C – Cite Evidence "The text says…"

Students highlight or underline key details and

use direct quotes to support answers.

A – Ask Questions

¿ "Why did this happen?" "How does this connect?"

Students generate questions before, during, and after reading to guide comprehension and discussion.

R – Restate in Your Own Words

¿ "In other words…"

Students paraphrase or summarize sections of text to check understanding and reinforce meaning.

E – Examine Text Features

¿ "The chart shows…" "The heading tells me…"

Students analyze captions, charts, maps, bold

terms, and visuals to deepen comprehension.

S – Summarize Main Ideas

¿ "The main idea is…"

chronically absent, often due to circumstances beyond their control.

- Our strategic focus will be on engaging and supporting parents, as they play a critical role in improving attendance.

Students identify and clearly state the central idea of a section or an entire passage.

By teaching and modeling the C.A.R.E.S. strategy schoolwide, we will create a common instructional language and a predictable routine for text analysis. This shift will strengthen comprehension, improve written responses, and increase student performance on STAR, MCAP, and curriculum-aligned assessments.

Target

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

100% of Imagine Lincoln middle school teachers using Read-Represent-Summarize-Solve when observed by the leadership team utilizing the Mathematics Look For Tool.

### **Teachers will explicitly model each component of C.A.R.E.S. during daily reading instruction.**

Demonstrate how to **Cite Evidence**, **Ask Questions**, **Restate**, **Examine text features**, and **Summarize** using think-alouds.

Use sentence stems such as "The text says…," "In other words…," or "The heading shows…" during instruction.

Second grade teachers will be in attendance 80% of the school days.

n/a

The second grade class' chronic absenteeism rate will decrease by 10% by the end of the first cycle.

Currently, the present rate of these scholars 80% and above. (82%- 87%)

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

Increase SWD ELA and Math MCAP proficiency by **10 percentage points** by

**June 2026** through intentional **co-planning between Special Education and General Education teachers**. Teachers will design **UDL-aligned lessons** with an emphasis on **explicit instruction**, ensuring access to grade-level content while addressing individual learning needs. This collaborative approach will strengthen instructional consistency, promote scaffolding and differentiation, and provide students with disabilities the structured support needed to achieve measurable growth.

How

For the first SPP Cycle, **10% of the 46 scholars** (**5 students**) will demonstrate movement **from their Lexia BOY placement level to the next proficiency level** (e.g.,

_Beginning, Intermediate_ or _Advanced_) as measured by the Lexia platform.

To meet this target:

There will be a 10% increase in scholars shown by mastering skills in their respective proficiency level.

For the first SPP Cycle, **10% of the 46 scholars** (**5 students**) will demonstrate movement **from their Lexia BOY placement level to the next proficiency level** (e.g.,

_Beginning,Intermediate_ or _Advanced_) as measured by the Lexia platform.