Lake Arbor Elementary School Performance Plan

SCHOOL PROFILE

School Name:

LAKE ARBOR ELEMENTARY

School Year:

2026

Area:

Area-1

Local Education Agency:

Prince Georges County Public Schools

Supervisor Name:

Dalton, Andrew M.

State School No.:

1346

Supervisor Email:

Andrew.Dalton@pgcps.org

School Type:

04. Elementary School

Title I:

Yes

Grades Served:

0PK, 05

Community School:

Yes

Principal Name:

LaTanya Sothern

State Identification:

CSI:No, TSI/ATSI:Yes

Principal Email:

Latanya.Sothern@pgcps.org

School Address:

10205 LAKE ARBOR Way, MITCHELLVILLE,MD - , MITCHELLVILLE MD 20721

School Vision:

Lake Arbor Elementary School will be a nurturing and inspiring learning environment that celebrates diversity and utilizes evidence-based instructional practices from early childhood through fifth grade, fostering lifelong learning for students of all abilities.

School Mission:

To build a foundation for lifelong success in the 21st century and beyond by empowering students, families, and staff through the use of effective data-informed practices. These practices promote personal growth and social-emotional learning while fostering a culture of unity, trust, and equity. Together, we nurture brilliance and strengthen community engagement through collaborative partnerships.

SMART Goals

A targeted

aspiration that serves as the focal point for collective improvement efforts

Specific; Measurable; Achievable; Realistic; Timebound

Math- During the 2025-2026 school year, students in grades 3-5 are expected to increase their mathematics proficiency by three percentage points, as measured by MCAP.

RELA/ELA-Reading- 3-5 grade: During the 2025- 2026 school year, LAES students will increase their Reading proficiency by 3 percentage points, on the MCAP.

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 are not consistently implementing Tier 1 math instruction using the CRA(Concrete, representational, abstract) instructional model as embedded in the core math curriculum.

When we analyze our informal and formal observation data, reading teachers in grades 3-5 struggle with using the curriculum to plan and implement Tier 1 Instruction.

Change Idea

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

Teachers will implement the concrete-representational-abstract (CRA) instructional model during whole/small group math instruction.

Change Idea: Teachers will use core RELA curriculum with fidelity

If teachers consistently implement explicit vocabulary instruction, guided focus groups, and the core RELA curriculum with fidelity, then students' reading comprehension and vocabulary acquisition will improve, as measured by formative assessments and i-Ready reading performance data.

Target

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

Target: 40% of our teachers will use the concrete-representational-abstract (CRA) instructional model during whole/small group math instruction and obtain a score of 2 or higher on the Look for tool rubric in at least 3 observation periods.

Target: **\_\_% of teachers will demonstrate instructional evidence of the** criteria.

* At least 50% of teachers will utilize the FATP/CUPS strategy for writing during RELA instruction.

* At least 75% of RELA teachers will participate in lesson planning sessions on a weekly/monthly basis.

* At least 50% of RELA teachers will use RELA data to assess student progress and make instructional adjustments.

* At least 75% of RELA teachers will participate in learning walks to collect evidence of the implementation of mathematics strategies discussed in planning sessions.

PI: From October 2025 to January 2026, 50% of students in grades 3-5 will score 50% or higher on the math benchmark 1 from the baseline to the math benchmark 2.

IPI: From October 2025 to January 2026, 50% of students in grades 3-5 will score 50% or higher on selected math formative checkpoints.

* RELA Cycle Assessment: Average 60% or more proficiency

* Benchmark 1: District average or more proficiency per grade level

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

**Mathematics**: Teachers will implement a multi-tiered system of supports (MTSS) to strengthen mathematics achievement by ensuring consistent, high-quality Tier I instruction and targeted Tier II interventions using **i-Ready Mathematics.** Through ongoing progress monitoring and data

**Mathematics: SWD will complete \_\_ lessons by Nov. 25th.**

SWD's in Grades 3-5 will increase their math proficiency rate (# of students on/above grade level) on their Winter iReady Math Diagnostic by 4%

analysis, teachers will differentiate instruction to address the individual needs of all students with disabilities, closing achievement gaps and accelerating growth in mathematical understanding.

**RELA**: Teachers will implement a multi-tiered system of supports (MTSS) to strengthen mathematics achievement by ensuring consistent, high-quality Tier I instruction and targeted Tier II interventions using **Lexia**. Through ongoing progress monitoring and data analysis, teachers will differentiate instruction to address the individual needs of all students with disabilities, closing achievement gaps and accelerating growth in mathematical understanding.

**RELA:** **SWD will complete \_\_ lessons by Nov. 25th.**

SWD's in Grades 3-5 will increase their Reading proficiency rate (# of students on/above grade level) on their Lexia iReady Reading Diagnostic by 10%