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: JAMES E DUCKWORTH |
School Year: 2026 Area: Area-3 |
Local Education Agency: Prince Georges County Public Schools Supervisor Name: Valentine, Daria Nyleah |
| State School No.: 0108 |
Supervisor Email: Daria.Valentine@pgcps.org |
School Type: 05. Regional Center Title I: No |
| Grades Served: 00K, 12 |
Community School: Yes |
Principal Name: Michelle Campbell State Identification: CSI:No, TSI/ATSI:No |
| Principal Email: Michelle2.Campbell@pgcps.org |
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| School Address: 11201 EVANS Trl, BELTSVILLE,MD - , BELTSVILLE MD 20705 |
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| School Vision: Empowering every learner, every day — our school envisions a future where all students with exceptional needs are equipped with the skills, confidence, and independence to thrive in a diverse and inclusive world. We are committed to creating a safe, nurturing, and innovative educational environment that honors the unique potential of each student from Kindergarten to adulthood. |
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| School Mission: James E. Duckworth School's vision will be achieved through: High Expectations and Standards of Academic Achievement |
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| SMART Goals | ||
| A targeted aspiration that serves as the focal point for collective improvement efforts Specific; Measurable; Achievable; Realistic; Timebound |
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| Math- During SY26, 10% of the 11c1 students will increase their math DLM scores by one performance band (level 1 to level 2), as measured by the district's DLM assessment results. | RELA/ELA-During SY26, 1 of the 5th grade students will achieve level 3 on ELA DLM, as measured by the district DLM assessment. | Not Selected- |
| Problem of Practice | ||
| One problem the school has chosen to address that will assist them in moving toward the overarching Smart Goal | ||
| teachers not implementing research based best practices for instruction: small groups, visual supports (High school teachers tend to have a difficult time with math instruction. Small group sessions are often not implemented. ) Teachers struggles with instruction of abstract math for students with severe and profound cognitive disabilities. |
teachers not implementing best practices for instruction: communication strategies (response modes), small group engagement. | |
| Change Idea | ||
| A specific, actionable idea or technique that school teams will use to address the SMART Goal | ||
| Teachers will consistently implementing small-group instruction using manipulatives, real-life objects, and adapted tasks, along with communication supports like visuals or core boards |
Teachers will consistently implement communication strategies using picture symbols (individual schedules, transition schedules, labeled classroom, picture vocabulary words) and other low tech devices OR teachers will participate in bi-weekly mini PD sessions with a focus on student engagement through best practices such as communication. |
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| Target | ||
| The AIM set to determine if the implementation of the change idea was successful | ||
| 80% of staff will increase student engagement by incorporating small group instruction as observed through 3 out of 4 quarterly learning walks. 10% growth in quarterly ULS math benchmarks from quarter 1 to quarter 3 |
By June of SY 26 75% of staff will successfully facilitate communication strategies using picture symbols (individual schedules, transition schedules, labeled classroom, picture vocabulary words) and other low tech devices during 3 out of 4 quarterly learning walks with non-verbal students. There will be a 10% increase in elementary students' ELA quarterly benchmark from quarter 1 to quarter 3 |
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| 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 |
