Accokeek Academy School Performance Plan

SCHOOL PROFILE

School Name:

ACCOKEEK ACADEMY

School Year:

2026

Area:

Area-2

Local Education Agency:

Prince Georges County Public Schools

Supervisor Name:

Fossett, Kristil Deshawn

State School No.:

0509

Supervisor Email:

kfossett@pgcps.org

School Type:

03. Combination School

Title I:

No

Grades Served:

00K, 08

Community School:

No

Principal Name:

Judy Adams

State Identification:

CSI:No, TSI/ATSI:Yes

Principal Email:

Judy.Adams@pgcps.org

School Address:

14400 BERRY Rd, ACCOKEEK,MD - , ACCOKEEK MD 20607

School Vision:

A student-centered school with inclusive and innovative educational opportunities focusing on the whole child while scholars take ownership of their learning and advocate for social justice and equity.

School Mission:

We will prepare our students to be lifelong learners and independent thinkers in a college ready environment; by providing literacy-driven and research-based instructional strategies with measurable assessments including MCAP and PSAT-8 readiness.

SMART Goals

A targeted

aspiration that serves as the focal point for collective improvement efforts

Specific; Measurable; Achievable; Realistic; Timebound

Math- SMART GOAL 1: By June 2026,

student performance in Grades 3–8 Mathematics will improve, with at least a 10% growth of each student's scoring on the Math MCAP assessments, including targeted growth among English Language Learners and students receiving Special Education services, as a result of data-driven instructional planning and leadership-led improvement cycles.

RELA/ELA-SMART GOAL 2: By June 2026,

student performance in Grades 3–8 Reading will improve, with at least a 10% growth of each student's scoring on the ELA MCAP assessments, including targeted growth among English Language Learners and students receiving Special Education services, as a result of data-driven instructional planning and leadership-led improvement cycles.

Attendance-SMART GOAL 3: By June 2026, the percentage of students identified as chronically absent will decrease from 23% to 18% through the implementation of a tiered attendance intervention plan, monthly attendance data reviews with leadership teams, and consistent follow-up with students and families conducted by administrators, counselors, teachers, and student support staff.

Problem of Practice

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

Teachers are not utilizing interim assessments to guide instructional decisions for student mastery.

Teachers are not consistently providing explicit, connected vocabulary instruction that supports students in applying new words to improve reading comprehension and written expression.

There is not enough personal contact with chronically absent students and their families and those students approaching chronic absences.

Change Idea

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

Using formative data in collaboration to monitor and adjust instruction via the use of ASSISTments.

Teachers will implement structured, explicit vocabulary instruction that is connected to reading and writing tasks, using data from common assessments to guide word selection, monitor student progress, and adjust instruction.

Increasing student attendance by implementing weekly check-in and family communication and providing incentives with the assistance of community resources.

Target

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

*    Teachers will utilize the ASSISTments platform at least twice a week. (6 times a month)

*    General Ed and SPED teachers will collaborate to assign lessons in IXL during intervention classes based on targeted standards from the Unit Readiness test and formative assessments.

*    Math and SPED teachers will be able analyze and adjust instruction in a timely and efficient manner.

*    Unit Common Assessments will have an 10% overall increase Proficiency Average

*    Teachers will share and discuss their current instructional plans and progress in writing, vocabulary, and reading comprehension during weekly collaborative planning meetings.

*    Lesson plans and student materials reflect integration of targeted vocabulary.

*    Each teacher will implement at least two common assessments per quarter and analyze the data collaboratively with their team.

*    General education teachers will work closely with SPED and ELD colleagues to strategically plan targeted support to address student needs with vocabulary (receptive and expressive vocabulary)

*    Weekly Summary Attendance Reports in Synergy

*    % of Students contacted by letters; home visits; and phone calls

*    Monthly Review of Attendance by the Attendance Committee (Counselors, Student Advocate, Attendance Secretary and the PPW to align strategies and results

*    Monthly Perfect Attendance awards will be given out by the Student Advocate

*    Perfect Attendance students will be recognized quarterly

*    Teachers will monitor daily attendance and report absence trends to Counselor and Student Advocate

*    Counselor and PPW will hold early intervention meetings with students with previous attendance issues

*    Increased 25-26 SY Unit Common and Benchmark Assessments Scores

*    Increased Math Overall Proficiency on Math MCAP in grades 6-8

*    Vocabulary: Students will define, identify, and correctly use target words in reading and writing.

*    Reading Comprehension: Students will answer questions and summarize texts using learned vocabulary.

*    Writing: Students will integrate target vocabulary into coherent written responses.

*    Transfer: Students will apply and self-monitor use of vocabulary across tasks.

*    Each Grade Level has a 4% Chronic Absent reduction for their cohort from the previous grade level

*    Number of Student Perfect Attendance certificates awarded

*    Number of

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:Multilingual Learners

Teachers will plan multiple opportunities for oral and written language practice in English across all content and throughout the day in

General Ed, ELD and SPED teachers will collaborate to provide strategies during intervention classes based on targeted

order for students to produce extended responses to oral and written questions.

*    **ELD teachers will plan opportunities for oral and written language practice in English in order for students to produce extended responses to oral and written questions.**

*    **ELD teachers' schedule will allow for seeing their Level 1 & 2 students a minimum of twice each week**

*    **Focus in every lesson will be a writing component and a speaking component**

*    **Students in middle school will also be provided with additional intervention during Academic Resource classes by the ELD teacher.**

*    **Students will engage in the use of the Summit platform on a weekly basis.**

standards from on-going formative and summative assessments.

*    ELD and SPED teachers will attend their grade level weekly Collaborative Planning meeting to collaborate on lesson planning.

*    ELD teachers will engage with general educators in reviewing student work and assessing ELD student strengths and challenges.

*    During Academic Resource classes ELD will receive additional instruction from the results of classroom assessments in ELA and Math

*    Math teachers will use Speak Agent and IXL to assist ELD students with academic vocabulary