Laurel Elementary School Performance Plan

SCHOOL PROFILE

School Name:

LAUREL ELEMENTARY

School Year:

2026

Area:

Area-1

Local Education Agency:

Prince Georges County Public Schools

Supervisor Name:

Haughton-Williams, Judith C

State School No.:

1001

Supervisor Email:

Judith.Williams@pgcps.org

School Type:

04. Elementary School

Title I:

Yes

Grades Served:

0PK, 05

Community School:

Yes

Principal Name:

Tyrone Harris

State Identification:

CSI:No, TSI/ATSI:Yes

Principal Email:

Tyrone.Harris@pgcps.org

School Address:

516 MONTGOMERY St, LAUREL,MD - , LAUREL MD 20707

School Vision:

All students (100%) will reach proficiency in reading and math, as measured by grade-level standards on county and state assessments, through rigorous instruction and targeted support.

School Mission:

At Laurel Elementary, our mission is to empower every student to achieve academic excellence in reading and math by providing rigorous instruction, targeted support, and a nurturing environment. We are committed to fostering a culture of high expectations, equity, and collaboration so that all students reach grade-level proficiency and develop the skills needed to thrive as lifelong learners and leaders.

SMART Goals

A targeted

aspiration that serves as the focal point for collective improvement efforts

Specific; Measurable; Achievable; Realistic; Timebound

Math- By the end of Cycle 1, at least 50% of teachers will consistently present the problem, provide wait time, record student responses, summarize student thoughts, and address misconceptions during math lessons

RELA/ELA-By the end of Cycle 1, 70% of teachers will consistently integrate targeted vocabulary instruction with accompanying visuals during lessons and maintain visible and accessible vocabulary resources.

Culture and Climate-By the end of Cycle 1, 100% of staff will consistently greet students at the door at the start of each day and make weekly positive communications home (calls or notes), as documented through walkthroughs and communication logs.

Problem of Practice

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

Student performance data on the SY25 MCAP math assessment shows that students are struggling most with grade-level content.

Inconsistent Tier 1 instruction limits access to rigorous,

standards-aligned teaching, impacting overall student proficiency and growth.

Student performance data on the SY25 MCAP reading assessment indicates that vocabulary development is the area of need, significantly impacting overall reading proficiency and students' ability to access grade-level texts.

Staff and community survey data reveal inconsistencies in the implementation of behavior expectations, recognition systems, and restorative practices across the school.

Change Idea

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

Implementation of daily math talks with fidelity.

Explicit Vocabulary Instruction

Implement PBIS (Positive Behavioral Interventions and Supports) as a consistent, schoolwide structure to promote a positive, predictable, and supportive climate for all students and staff.

Target

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

By the end of Cycle 1, at least 50% of teachers will consistently implement math talks using the following criteria: present the problem, provide wait time, record student responses, summarize student thoughts, and address misconceptions during math lessons, as observed in walkthroughs.

**By the end of Cycle 1, 70% of teachers will consistently integrate targeted vocabulary instruction with accompanying visuals during lessons, as observed in at least two walkthroughs per month. In addition, each classroom will maintain visible and accessible vocabulary resources (e.g., anchor charts, student vocabulary journals, and vocabulary walls) that reflect current instructional units, verified through classroom walkthroughs.**

By the end of Cycle 1, 100% of staff will consistently greet students at the door at the start of each day and make weekly positive communications home (calls or notes), as documented through walkthroughs and communication logs

By the end of Cycle 1, at least 50% of students will explain their math reasoning orally or in writing using accurate mathematical vocabulary and demonstrate conceptual understanding, as observed in walkthroughs.

By the end of Cycle 1, at least 50% of students will accurately use targeted vocabulary orally or in writing during instructional activities, as evidenced by student work samples, discussion transcripts, or formative assessments. Students will also independently reference available vocabulary resources (e.g., anchor charts, vocabulary journals, vocabulary walls) during learning tasks.

By the end of Cycle 1, 70% of students will be greeted at the door at the start of each day by their teacher and will receive a positive communication home (calls or notes), as documented through walkthroughs and communication logs.

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 will develop a deeper understanding of abstract mathematical concepts through the implementation of the **Concrete–Representational–Abstract (CRA) Model**, an evidence-based instructional strategy. Using this approach, students will first engage with

**concrete materials** such as blocks,

counters, or base-ten manipulatives to build foundational understanding. They will then transition to **representational (semi-concrete) models**, including diagrams, drawings, and number lines, to visualize mathematical

By the end of Cycle 1, 60% of special education students will demonstrate growth in applying abstract mathematical concepts by accurately solving single- and multi-step word problems with **70% proficiency or higher**, as measured by classroom assessments, Leadership walkthroughs, and IEP-aligned progress monitoring tools. This will be supported through structured use of manipulatives (e.g., blocks, counters) and

semi-concrete representations (e.g., diagrams, number lines), with scaffolded teacher support

relationships. Finally, students will move to the

**abstract stage**, applying symbols and equations to solve problems independently. This gradual progression will strengthen conceptual understanding, promote problem-solving skills, and build students' confidence in applying mathematical procedures.

to build independence and confidence in transitioning from concrete to abstract problem-solving.