Kenmoor Middle School Performance Plan

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:	KENMOOR MIDDLE
School Year:	2026	Area:	Area-2
Local Education Agency:	Prince Georges County Public Schools	Supervisor Name:	Moore, Danielle
State School No.:	1330	Supervisor Email:	Danielle.Moore@pgcps.org
School Type:	02. Middle School	Title I:	Yes
Grades Served:	06, 08	Community School:	Yes
Principal Name:	Rebecca Turner	State Identification:	CSI:No, TSI/ATSI:Yes
Principal Email:	Rebecca.Sallee@pgcps.org
School Address:	2501 KENMOOR Dr, LANDOVER,MD - , LANDOVER MD 20785
School Vision:	Kenmoor Middle School cultivates a community of excellence that provides culturally responsive, equitable, engaging, and rigorous learning experiences.Students gain the skills to be responsible, innovative and productive citizens.
School Mission:	Our vision is to enhance: social and emotional learning for a safe, orderly environment. Embrace diversity through cultural responsiveness and equitable instruction. Create a welcoming and engaging school experience where all students are excited to learn. Build strong partnerships with families and the community. Encourage critical thinking and problem-solving skills. Guarantee high quality teaching and learning everyday.

SMART Goals A targeted aspiration that serves as the focal point for collective improvement efforts Specific; Measurable; Achievable; Realistic; Timebound
Math- Students will increase the number of proficient students by 10% on the MCAP assessment by improving their ability to explain and justify mathematical thinking through written responses.	RELA/ELA-Students will increase the number of proficient writers by 10% on the MCAP assessment by improving their ability to connect relevant evidence to reasoning in their written responses.	Culture and Climate-By June 2026, the percentage of students with disabilities and English learners who are chronically absent (missing 10% or more of instructional days) will decrease from 20% to 15% as measured by school attendance records, through the implementation of targeted family outreach, culturally responsive communication, and community resource partnerships.
Problem of Practice One problem the school has chosen to address that will assist them in moving toward the overarching Smart Goal
Many students fail to show coherent work on open-ended reasoning questions.	Students struggle to produce cohesive essays that effectively integrate both evidence and their own reasoning.	SWD and ELD learners have lower rates of consistent attendance compared with to their peers.
Change Idea A specific, actionable idea or technique that school teams will use to address the SMART* Goal*
Students will complete at least one Reasoning task per week. Teachers will examine student work/writing to identify commonalities and misconceptions in their responses. Teacher will implement modeling and reteach opportunities of how to write a coherent answer. Teacher will monitor scores	Students will complete at least one writing task per week. Teachers will examine student work/writing to identify commonalities and misconceptions in their responses. Teacher will implement modeling and reteach opportunities of how to write a coherent answer. Teacher will monitor scores	Teachers, counselors, and administrators will monitor attendance bi-weekly to identify students who are chronically absent. The team will contact families, hold attendance conferences, and implement support plans to address barriers. Parent Nights and individual check-ins will be used to reinforce the

throughout the cycle.	throughout the cycle.	importance of daily attendance.
Target The AIM set to determine if the implementation of the change idea was successful
		By the end of each quarter, the attendance team will have reviewed data and implemented interventions for all identified SWD and ELD students with attendance concerns. Documentation will show an increase in the number of interventions completed and a decrease in the number of students requiring repeated interventions over time, indicating that supports are becoming more effective.
Students will improve scores from 0 (the lowest) to 4 (the highest) points on Reasoning questions beginning with Common Assessment 1A to Common Assessment 2A, including the results of Benchmark 1.	Students will improve scores from 0–4 on the MCAP RELA Rubric between Benchmark 1 and Benchmark 2, as well as on quarterly essay writing tasks, demonstrating increased coherence and integration of reasoning and evidence over time.
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
Multilingual Learners	The ELD Strategy for SY25 will be Modeling. Modeling writing allows students to observe the process of generating ideas, drafting, revising, and using content-specific language. Sentence frames provide linguistic support that helps students engage in higher-level reasoning while reducing anxiety about language accuracy. These strategies support equitable access to grade-level content by strengthening both language and content skills.	Students need to grow by 0.2 on the Summit K12 writing assessment by the winter diagnostic administration.