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 MADISON MIDDLE |
School Year: 2026 Area: Area-2 |
Local Education Agency: Prince Georges County Public Schools Supervisor Name: Gaines, Monica L |
| State School No.: 1510 |
Supervisor Email: Monica.Gaines@pgcps.org |
School Type: 02. Middle School Title I: No |
| Grades Served: 06, 08 |
Community School: No |
Principal Name: Beverly Botchway State Identification: CSI:No, TSI/ATSI:Yes |
| Principal Email: Beverly.Botchway@pgcps.org |
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| School Address: 7300 WOODYARD Rd, UPPER MARLBORO,MD - , UPPER MARLBORO MD 20772 |
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| School Vision: The vision of James Madison Middle School is to create and maintain a strong, academic, safe, and orderly learning environment that promotes rigorous and relevant instruction, character education, and technological literacy. Working collaboratively with all stakeholders, students will become caring, respectful, and responsible scholars empowered, equipped, and encouraged to succeed in a competitive, global society. |
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| School Mission: James Madison Middle School will provide an environment conducive for quality learning where students develop the knowledge, attitudes and skills needed to participate actively and responsibly in a changing and increasingly interrelated world. |
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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- By June 2026, James Madison Middle School Students with Disabilities (SWD) will increase their MCAP Mathematics score by 2 percentage points (from the current baseline rate of 0%) by consistently fostering student math discourse, incorporating higher-order thinking questions aligned to standards, and using sentence starters to support student discussion and written responses. | RELA/ELA-By June 2026, James Madison Middle School Students with Disabilities (SWD) will increase their MCAP Reading score by 2 percentage points (from the current baseline rate of 6.5%) by consistently fostering student discourse, incorporating higher-order thinking questions aligned to standards, and using sentence starters to support student discussion and written responses. | Attendance-By June 2026, James Madison Middle School will reduce chronic absenteeism among Students with Disabilities (SWD) by 6 percentage points (from the current baseline rate of 16% to 10%) by implementing consistent attendance policy protocols, strengthening teacher accuracy in reporting attendance, and increasing student sense of belonging through social-emotional supports and engagement strategies. Progress will be measured quarterly using Synergy attendance data, suspension rates, and student survey results on belonging. |
| Problem of Practice | ||
| One problem the school has chosen to address that will assist them in moving toward the overarching Smart Goal | ||
| Classroom observations and student performance data indicate that instruction often lacks sufficient rigor. Scholars are not consistently engaged in tasks that require critical thinking, analysis, or application of knowledge, which limits their ability to meet grade-level expectations and demonstrate mastery. | Classroom walkthroughs, student performance data, and teacher feedback reveal that co-teaching is not being implemented with fidelity or consistency across classrooms. As a result, students—particularly those with diverse learning needs—are not fully benefiting from the supports and differentiated instruction that co-teaching models are designed to provide. | Students with Disabilities (SWD) at James Madison Middle School are experiencing higher rates of suspension and chronic absenteeism. This issue is linked to three major factors: Belonging: Many SWD do not feel a sense of connection within the school community, struggle with managing emotions, and are not consistently engaged in positive peer interactions. Inaccurate Attendance: Teachers are inconsistently updating attendance due to distractions, lack of prioritization, or a focus on maximizing instructional time. Policy Implementation: Attendance protocols are not consistently followed or monitored, with limited accountability for staff adherence. As a result, SWD miss critical instructional time, which negatively impacts their academic progress, engagement, and social development. |
| Change Idea | ||
| A specific, actionable idea or technique that school teams will use to address the SMART Goal | ||
| Using sentence starters to support student discussion and written responses. | Using sentence starters to support student discussion and written responses. | To help improve attendance for Students with Disabilities (SWD), we will: Make sure teachers take attendance correctly and on time. Hold staff accountable for following the school's attendance rules. Help students feel like they belong by using daily check-ins, peer mentors, and activities that build positive relationships. These changes will make students feel more connected to school, reduce suspensions, and improve attendance. |
| Target | ||
| The AIM set to determine if the implementation of the change idea was successful | ||
| **By December 2025**, 100% of the math teachers will implement structured sentence starters and talk stems to strengthen student discourse and written mathematical reasoning, supported by consistent use of the Think-Pair-Share strategy in all mathematics classrooms serving students with disabilities. | **By December 2025**, 100% of the RELA teachers will implement structured sentence starters and talk stems to strengthen student discourse, supported by consistent use of the Think-Pair-Share strategy in all RELA classrooms serving students with disabilities. | At least **90% of students with disabilities will participate in daily check-ins, mentoring sessions, or classroom activities** that build belonging and engagement. Students will demonstrate improved attendance, with fewer than 5 unexcused absences per quarter on average, and an overall decrease in behavior incidents related to disengagement. These outcomes will show that students feel more connected, supported, and motivated to attend school consistently. |
| 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 | Students with Disabilities: iReady Math - We will leverage iReady Math as a key diagnostic tool to monitor student progress and identify learning gaps in grades 6-8. This data will inform our instructional decisions, allowing us to provide targeted support and interventions to ensure all students are on a path to grade-level proficiency. | Students with Disabilities: Students With Disabilities (SWD) will demonstrate measurable growth in mathematics achievement by consistently engaging in i-Ready Math Personalized Instruction for a minimum of 45 minutes per week, with at least 70% of SWD meeting or exceeding their Typical Growth target as measured by the i-Ready Diagnostic. |
