Indian Queen Elementary School Performance Plan

SCHOOL PROFILE

School Name:

INDIAN QUEEN ELEMENTARY

School Year:

2026

Area:

Area-1

Local Education Agency:

Prince Georges County Public Schools

Supervisor Name:

Hardy, Sheena

State School No.:

1233

Supervisor Email:

Sheena.Hardy@pgcps.org

School Type:

04. Elementary School

Title I:

No

Grades Served:

0PK, 05

Community School:

Yes

Principal Name:

Aundrea McCall

State Identification:

CSI:No, TSI/ATSI:No

Principal Email:

Aundrea.McCall@pgcps.org

School Address:

9551 FORT FOOTE Rd, FORT WASHINGTON,MD - , FORT WASHINGTON MD 20744

School Vision:

Our vision for Indian Queen Elementary is to guide individual student learning and equip the students with the proper tools necessary to become academically proficient as well as open-minded leaders. We also strive to guide students to become empathetic and respectful lifelong learners so that they will successfully adapt to a growing social, global, and technological world.

School Mission:

We strive to have 63% of our students reading on grade-level by the end of SY25-26.

SMART Goals

A targeted

aspiration that serves as the focal point for collective improvement efforts

Specific; Measurable; Achievable; Realistic; Timebound

Math- 2025–2026 Goal:

The percentage of students in grades 3–5 scoring at the proficient level or higher on the MCAP will increase from 24% to 28%.

RELA/ELA-2025–2026 Goal:

The percentage of students in grades 3–5 scoring at the proficient level or higher on the MCAP will increase from 50% to 54%.

Not Selected-

Problem of Practice

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

Based on data analysis, teachers are not providing sufficient exposure to different question types that require students to model their work. Teachers will give exposure to different types of questions from the Public Release Task in conjunction with the tasks in the CIM. Teachers will be more intentional in modeling question responses using exemplars, having student conversations, and providing meaningful feedback.

Based on data analysis, teachers are not providing sufficient exposure to question styles that mimic MCAP. Teachers will give exposure to Tier II vocabulary and more opportunities to unlock the question/prompt, especially the questions that have Part A and Part B. Teachers will more intentional in modeling how to unlock the question and determine which text evidence supports the response by revisiting the text.

Change Idea

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

The changes that will be made:

1. Expose students to the questions types that require modeling starting October 1

2. Students focus will change to learning by doing and using modified graphic organizers (based on 7-Key Strategies; High Leverage Practices)

The changes that will be made:

1. Expose students to the Tier II vocabulary required to understand what the question is asking.

2. Students' focus will change to learning by doing through unlocking the question/prompt via teacher modeling.

3. Teachers will intentionally plan for collaborative conversations during Math Talk

4. Teachers will have conversations with students, individually or in groups, to offer meaningful feedback and the change to modify question responses

3. Model for students how to respond to questions that have Part A and Part B by revisiting the text.

Target

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

Self-Report 2x during the cycle (planning collab planning phase) specifically asking about question types that support modeling and the use of modified graphic organizers. Also, the teachers will provide a self-report regarding intentional planning for Math Talk/Collaborative Conversations that lead to a written response.

Submit Evidence 2x during the cycle (examining student work collab planning phase) by uploading evidence of question types that support modeling (including student responses) as well as students use of modified graphic organizers. Evidence will also be provided showing opportunities for student to receive feedback and make corrections (ex: before/after).

Informal Observation 1x during the cycle specifically focusing on: 1) Using of manipulatives/tools in math to model question responses; 2) Using modified graphic organizers designed for task that will help students to formulate a written response.

Teachers will receive feedback with 48 hours in eDoctrina.

Self-Report 2x during the cycle (planning collab planning phase) specifically asking about question types that support

modeling Part A and B responses that revisit the text. Also, the teachers will provide a self-report regarding intentional planning for citing evidence.

Submit Evidence 2x during the cycle (examining student work collab planning phase) by uploading evidence of question types that support exposure to Tier II vocabulary.

Informal Observation 1x during the cycle specifically focusing on: 1) Part A and Part B question stems that are modeled for students and where student can cite evidence; 2) Intentional instruction in Tier II vocab.

Target 28%

Target 54%

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