Kettering Middle School Performance Plan

SCHOOL PROFILE

School Name:

KETTERING MIDDLE

School Year:

2026

Area:

Area-2

Local Education Agency:

Prince Georges County Public Schools

Supervisor Name:

Gaines, Monica L

State School No.:

1326

Supervisor Email:

Monica.Gaines@pgcps.org

School Type:

02. Middle School

Title I:

No

Grades Served:

06, 08

Community School:

Yes

Principal Name:

LaKeishia Strother

State Identification:

CSI:No, TSI/ATSI:Yes

Principal Email:

LaKeishia.Lewis@pgcps.org

School Address:

65 HERRINGTON Dr, UPPER MARLBORO,MD - , UPPER MARLBORO MD 20774

School Vision:

Our vision is to promote a nurturing, student-centered learning community that empowers students to achieve academic excellence, embrace unique talents, and succeed in a diverse and rapidly changing world.

School Mission:

Our mission is to provide inclusive and innovative practices that foster the necessary skills of being Responsible, On-task, Accountable, Respectful, and Successful students, who positively contribute to their community.

SMART Goals

A targeted

aspiration that serves as the focal point for collective improvement efforts

Specific; Measurable; Achievable; Realistic; Timebound

Math- SMART GOAL 1: By June 2026, KMSSI

will increase proficiency for students with disabilities from 4.78% to 20% and for multilingual learners' proficiency from 12.25% to 20%, with both groups showing a 10% gain on benchmark assessments.

RELA/ELA-By June 2026, KMSSI aims to increase proficiency in English Language Arts for students with disabilities from 10.42% to 40% proficiency and for multilingual learners from 34.45% to 50% proficiency. Both groups will show a 10% gain on benchmark assessments. By June 2026, multilingual learners are expected to increase from 34.45% to 50% proficiency. Both groups will show a 10% gain on benchmark assessments.

Attendance-By June 2026, KMSSI aims to decrease chronic absenteeism from 17% to 10%, resulting in a reduction of the number of chronically absent students from approximately 143 to less than 90 out of 900 enrolled students.

Problem of Practice

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

Teachers are not consistently analyzing student work and assessment data in collaborative planning to intentionally design the Data-Driven Practice Day experience, which provides student conferencing, targeted interventions, and reteaching for students with disabilities, thereby limiting their access to grade-level content.

RELA teachers are not consistently using ELD strategies such as sentence frames, visuals, and modified graphic organizers to support multilingual learners in reading, writing, and speaking.

Chronic absenteeism remains high because attendance data is not consistently submitted accurately and on time, intervention plans are not matched to root causes, and progress toward attendance goals is not systematically monitored or reviewed by the student support team.

Change Idea

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

DATA THURSDAYS:

Every Thursday, during collaborative planning, teachers will use a structured protocol to analyze student work samples, common assessment data, and benchmark results to design the Data-Driven Practice Day. A

RELA teachers will use ELD Strategy #2 (Sentence Frames) and ELD Strategy #5 (Modified Graphic Organizers) to support multilingual learners during all writing tasks. Teachers will provide written exemplars with sentence starters to help students in sections

KMSSI will implement daily attendance reminders for teachers, weekly updates for lawful absences, monthly House Attendance Meetings to review tiered data and assign interventions, and quarterly teacher-family outreach for students absent 10% or more.

regularly scheduled Data-Driven Practice Day Learning Walk will be held for co-taught and supported inclusion classes to provide teachers with feedback on strengthening small-group instruction, targeted interventions, and remediation for students with disabilities to retain skills and access grade-level content.

605, 705, and 805 organize ideas, build vocabulary, and write clearly.

These systems will ensure accurate reporting, consistent monitoring, targeted supports for Tier 2 and Tier 3 students, and stronger communication between school staff and families.

Target

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

Adult:

*    75% of the teachers will score in the Sustaining and Developing category on the collaborative planning rubric.

*    100% of SPED/Gen Math teachers in CT/SI will attend at least 5 out of 6 of the Data Thursday sessions between November 6, 2025, and December 18, 2025.

*    100% of SPED/Gen Math teachers in CT/SI will score in the Proficient or Exemplary range on the Data Driven Practice Day Rubric.

[**Key ELD Strategies using the ELD Look For Tool**](https://docs.google.com/document/d/1q 6O3aqcUDyvj-QhEGhy7TqJoHtQLyp0XmY-CTlSVu8U/edit?usp=sharing)**:** All three teachers who teach multilingual learners (100%) will demonstrate implementation of at least 5 of the 6 components in the Sentence Frames section and at least 6 of the 7 components in the Modified Graphic Organizer section of the Look-For Tool.

[**Teaching with Clarity Lesson Planner**](https://docs.google.com/document/d

/1WYUIaqquJ8_kv4G6vKx_SJEJm50fNecEZv cKwuWT0I8/edit?usp=sharing)**:** For each of the three teachers, eighty percent (80%) of the sessions on their weekly lesson plans will include a clearly defined plan in the notes section (last column) describing how Sentence Frames and/or a Modified Graphic Organizer will be incorporated and utilized during instruction.

[**ELD Professional Development Session**](https://docs.google.com/presentatio n/d/1sim8Yy1gL-CdnUxyFJBuSNSJ6A1QyKJ2uGktYXEc07U/e dit?slide=id.g3800a2cff36_0_2125#slide=id.g3 800a2cff36_0_2125)**:** All three teachers

* No more than 2 teachers per day will be on the email for Missing Attendance per day.

* Attendance meetings will be held for the month of September - January, and the AP, PSC, Principal, PPW, and CSC will be held with all action items and next steps completed.

* 100% of the planned incentives will occur as scheduled.

who teach multilingual learners (100%) will attend the Professional Development Session.

Students with Disabilities will make a 10% increase from Common Assessment 1A and/or 1B to Benchmark I.

10% of Multilingual Learners will show an increased writing score on the Quarter 2 Writing Task and Benchmark 1.

*    All identified Tier 2 students will maintain at least an 80% attendance rate (4 out of 5) in weekly Lunch Bunch sessions, designed to improve school attendance and engagement.

*    All identified Tier 3 students will attend school at least 4 out of 5 days per week.

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:Hispanic or Latino of any race:Multilingual Learners:Students with Disabilities

**STRATEGIES**

**Academic Achievement:** Student performance remains well below proficiency, with most at Levels 1 or 2 in ELA and Math. Minimal gains indicate that instruction and interventions are not closing gaps quickly enough. Participation in COMAR courses (PE/Health, Fine Arts, Computer Discovery) is also declining, limiting student engagement and skill development.

**Tier 1:** Implement the Alternative Teaching co-teaching model with special educators providing targeted, grade-level support.

**Tier 2:** Use High Leverage Practices #6 and #17 (flexible grouping and data-driven adjustments). Track progress with i-Ready Math and Read 180, and have students set and monitor their own goals.

**Chronic Absenteeism**

**Attendance remains below the 70% benchmark, with many students missing 10% or more of instructional days, continuing to

**Academic Achievement:**

*    One hundred percent of SI/CT teachers will attend the Professional Development on Alternative Co-Teaching, facilitated by the SEIS.

*    75% of SI/CT teachers will score in the proficient range on the Alternative Co-Teaching Look For Document.

*    SWD in grades 6-8 participating in the READ 180 intervention will demonstrate a 10% increase in reading proficiency, moving up one proficiency band or achieving a Lexile gain of at least 75–100 points.

*    SWD in grades 6-8 participating in i-Ready Math will demonstrate a 10% increase in their i-Ready scale score, or move up one

placement level toward grade-level proficiency, or at least 10-15 points.

**Chronic Absenteeism**

*    SWD in grades 6-8, in a Tier 2 (chronically absent 10% - 19%) or Tier 3 (20% or more) status, will increase by at least five percentage

impact both achievement and engagement.**

**Tier 1:** Utilize real-time dashboards and AP 5113 to identify students missing 10% or more of days. Launch schoolwide attendance campaigns, set visible goals, and celebrate improvement.

**Tier 2:** Use Synergy MTSS for personalized check-ins, attendance contracts, and family workshops on the impact of absences.

**Tier 3:** Provide wraparound supports, including transportation, counseling, and family liaison assistance through the Community School Coordinator. Additionally, provide one-on-one daily check-in meetings with the PSC and Offer Bi-Weekly incentives. Students will receive an Attendance Letter, a Preventing Truancy Checklist, an Attendance Contract, and Weekly attendance monitoring by the PSC.

points.