Baden Elementary School Performance Plan

SCHOOL PROFILE

School Name:

BADEN ELEMENTARY

School Year:

2026

Area:

Area-1

Local Education Agency:

Prince Georges County Public Schools

Supervisor Name:

Evans, Darryl Carlos

State School No.:

0802

Supervisor Email:

Darryl.Evans@pgcps.org

School Type:

04. Elementary School

Title I:

Yes

Grades Served:

0PK, 05

Community School:

Yes

Principal Name:

Antron Huff

State Identification:

CSI:No, TSI/ATSI:Yes

Principal Email:

Antron.Huff@pgcps.org

School Address:

13601 BADEN-WESTWOOD Rd, BRANDYWINE,MD - , BRANDYWINE MD 20613

School Vision:

Baden embraces all students, recognizing that each child brings with him/her unique talents, strengths, challenges, and needs. Teachers at Baden are motivated to teach free-thinkers to be life-long learners. Baden expects that each child will succeed at rigorous levels and to become positive role models in the community.

School Mission:

We strive for excellence through data-driven instruction and proven research-based best classroom practices. At Baden, we are a community of accountable stakeholders, learning together.

SMART Goals

A targeted

aspiration that serves as the focal point for collective improvement efforts

Specific; Measurable; Achievable; Realistic; Timebound

Math- By May 2026, students in Grades 3–5 will demonstrate improvement in Number and Operations in Base Ten (NBT) standards, as evidenced by an increase of at least 10 percentage points in the number of students meeting or exceeding proficiency on the Benchmarks and MCAP assessment.

Attendance-Chronic absenteeism will decrease by 10% by June 2026, as measured by end-of-year attendance reports from Business Intelligence, through targeted interventions, parent engagement, and student attendance incentives.

Not Selected-

Problem of Practice

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

Students in Grades 3–5 are demonstrating inconsistent mastery of Number and Operations in Base Ten (NBT) standards, particularly in their ability to model, reason, and apply place value understanding to solve multi-step problems. Classroom observations and assessment data indicate that instruction varies in depth, rigor, and the use of concrete–

representational–abstract strategies across grade levels. As a result, students struggle to transfer conceptual understanding to problem-solving tasks on Benchmark and MCAP assessments.

Post-pandemic attendance has been an ongoing challenge. Previous efforts to impact attendance have worked, but attendance is still fluctuating as reflected in the MSDE report card data, Synergy, and Business Intelligence Reports.

Change Idea

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

To improve student mastery of Number and

To improve student attendance and reduce

Operations in Base Ten (NBT) standards, Grades 3–5 teachers will implement a consistent, schoolwide approach to math instruction that emphasizes the Concrete–Representational–Abstract (CRA) model and explicit reasoning routines (e.g., "Number Talks" and error analysis). Teachers will participate in targeted professional learning

and collaborative planning to align instructional strategies, use common formative assessments, and analyze student work. This change will ensure coherence in instructional practices, deepen conceptual understanding, and increase the percentage of students meeting or exceeding proficiency on Benchmark and MCAP assessments.

chronic absenteeism, we will implement "Operation Attendance," a structured, data-driven approach that includes weekly attendance tracking, classroom-based incentives, and targeted interventions for at-risk students in Grades K-2. This initiative will be reinforced through regular attendance meetings in collaboration with the Pupil Personnel Worker (PPW) to address student-specific attendance concerns, engage families, and implement personalized support strategies.

Target

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

By May 2026, 100% of Grades 3–5 teachers will consistently engage in collaborative analysis of student work during planning sessions and make instructional adjustments informed by formative data to strengthen student mastery of NBT standards.

85% of teachers will actively participate in attendance discussions and reflect on attendance patterns during bi-weekly PLC meetings by June 2026.

By May 2026, students in Grades 3–5 will demonstrate an increase of at least 10 percentage points in the number of students meeting or exceeding proficiency on Benchmark and MCAP assessments for NBT standards.

Chronic absenteeism will decrease by 10% across all students in Grades K-5 by June 2026. This will be achieved through targeted interventions, consistent tracking, and family engagement strategies designed to improve overall student attendance.

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

Integrating ELD strategies such as Anchor

We will know the implementation of these

Charts, Graphic Organizers, and Sentence Stems/Frames, along with math manipulatives, will support students in Grades 3–5 in developing a deeper understanding of Number and Operations in Base Ten (NBT) concepts. Additionally, implementing the Close Read in Math strategy and the Modeling/Reasoning Graphic Organizer will provide structured support for students to analyze, reason, and solve multi-step NBT problems. These strategies are designed to increase

engagement, strengthen conceptual understanding, and improve proficiency, contributing to the target of a 10 percentage-point increase in students meeting or exceeding proficiency on Benchmark and MCAP assessments.

evidence-based strategies is successful if:

*    Student Outcomes Improve by at least a 10-percentage point increase in the number of students meeting or exceeding proficiency on Benchmark and MCAP assessments in Number and Operations in Base Ten (NBT).

*    Growth will be evident via formative checkpoints and milestone assessments, showing improved accuracy and reasoning on multi-step NBT problems.