James Ryder Randall ECC School Performance Plan

SCHOOL PROFILE

School Name:

JAMES RYDER RANDALL E C C

School Year:

2026

Area:

Area-1

Local Education Agency:

Prince Georges County Public Schools

Supervisor Name:

Williams, Wanda C

State School No.:

0918

Supervisor Email:

wandaw@pgcps.org

School Type:

04. Elementary School

Title I:

No

Grades Served:

0PK, 0PK

Community School:

No

Principal Name:

Shannon Spoto

State Identification:

CSI:No, TSI/ATSI:No

Principal Email:

Shann.Schwallenberg@pgcps.org

School Address:

5410 Kirby Rd, Clinton,MD - , Clinton MD 20735

School Vision:

James Ryder Randall Early Childhood Center will be a safe, fun, stimulating, nurturing environment where children enter with various abilities and exit with the confidence and foundational skills to be ready for Kindergarten and successful, contributing citizens in our community.

School Mission:

The mission of James Ryder Randall Early Childhood Center is to provide early intervention to students. We believe that each child should be given the opportunity to reach his/her fullest potential intellectually, physically, socially, and emotionally. We facilitate this growth by fostering internal motivation to participate in and be successful functioning members of society. The quality of our program is enhanced by the cooperative effort of a

SMART Goals

A targeted

aspiration that serves as the focal point for collective improvement efforts

Specific; Measurable; Achievable; Realistic; Timebound

Math- By May 2026, 100% of Pre-K students will be able to consistently identify at least 90% of numbers 1–10 in print, and at least 80% of students will be able to identify numbers 1–20 in print with at least 80% accuracy, as measured by a teacher-administered number

identification assessment, to ensure readiness

for Kindergarten in the 2026–2027 school year.

Culture and Climate-By November 30, 2025, classroom teams will collect and enter all required student assessment data from Cognitive ToyBox (CTB) and Connect4Learning (C4L) according to the established assessment schedule, as evidenced by completed CTB checkpoints, C4L formative documentation.

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 are not consistently able to identify numbers 1–20, indicating a need for more intentional, explicit instruction and daily practice in number recognition.

Classroom teams are not consistently collecting, entering student assessment data in Cognitive ToyBox (CTB) and Connect4Learning (C4L), which limits their ability to make data-informed instructional decisions and track student progress across early learning domains.

Change Idea

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

Teachers will intentionally embed explicit and repeated opportunities for students to

Provide structured support and accountability to ensure all classroom teams accurately and

recognize, name, and match numerals 1–20 through multisensory strategies, visual supports, and daily routines that connect numerals to quantity and real-world use.

consistently collect and enter required assessment data.

Change Idea: PLC (CTB & C4L Procedures) Key Components:

1.    Training & Calibration: Conduct targeted professional development sessions on CTB and C4L procedures, including standard alignment, fidelity expectations, and timely data entry.

2. Clear Guidelines & Checklists: Develop a simple, user-friendly reference (e.g., "CTB & C4L Data Collection Checklist") showing all required assessments, deadlines, and data entry steps.

3.  Collaborative Accountability: Classroom teams review data entry completion during weekly collaborative planning sessions.

4.  Progress Monitoring: Use system-generated reports to identify missing or inaccurate entries and provide timely feedback to teams.

Target

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

**Adjusted Target: By Nov. 50% of staff will consistently implement daily, intentional number identification routines (1–20) using visual supports, manipulatives, and embedded opportunities during large and small group instruction, as measured by leadership team walk-through data**

By May 2026, 100% of instructional staff will consistently implement daily, intentional number identification routines (1–20) using visual supports, manipulatives, and embedded opportunities during large and small group instruction, as measured by leadership team walk-through data and lesson plan reviews.

**?% of the teachers will complete 90% of the checklist requirements at each designated checkpoint from Oct-Nov.**

*    100% of classroom teams entering all required data on schedule

*    Increased accuracy and fidelity in data collection

*    Improved staff understanding of the standards being assessed

**By Nov 75% of students will accurately identify numbers 1–20, demonstrating increased number recognition and foundational numeracy skills, as measured by CTB,

teacher-created assessments, and classroom

data.**

By May 2026, 75% of students will accurately identify numbers 1–20, demonstrating increased number recognition and foundational numeracy skills, as measured by CTB,

teacher-created assessments, and classroom

data.

N/A

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