Legends Public Charter 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:	LEGENDS PUBLIC CHARTER SCHOOL
School Year:	2026	Area:	Area-2
Local Education Agency:	Prince Georges County Public Schools	Supervisor Name:	Hall, Chevonne
State School No.:	2023	Supervisor Email:	Chevonne.Hall@pgcps.org
School Type:	03. Combination School	Title I:	No
Grades Served:	00K, 08	Community School:	No
Principal Name:	Tanesha Dixon	State Identification:	CSI:No, TSI/ATSI:Yes
Principal Email:	Tanesha.Dixon@pgcps.org
School Address:	9700 PHILADELPHIA Ct, LANHAM,MD - , LANHAM MD 20706
School Vision:	Legends Charter School will help close both the achievement and generational wealth gaps, with every scholar achieving their maximum academic potential while developing financial literacy, through an engaging, inspiring and challenging learning environment. Legends Scholars will be poised to succeed globally as 21st century citizens.
School Mission:	In partnership with students, parents and Prince George's County community, Legends Charter School will provide an advanced liberal arts college preparatory education, incorporating financial education and supplemented with Blended Learning to personalize scholars learning experience and establish robust financial portfolios.

SMART Goals

A targeted

aspiration that serves as the focal point for collective improvement efforts

Specific; Measurable; Achievable; Realistic; Timebound

Math- By June 2026, 20% students in grades 3-5 (n=61) and 6-8 (n=62) will meet or exceed the math proficiency levels (on or above grade level) on the End of Year iReady Math assessment when compared to June 2025 end of year assessments

RELA/ELA-By June 2026, 46% (n =243) of

third through eighth graders will score on or above grade level on the End of Year iReady rELA assessment when compared to June 2025 end of year assessments.

Attendance-By June 2026, at least 10% students with disabilities in grades 3-8 (n=8) will reach proficiency (on or above grade level) on the End of Year iReady Math, rELA or both assessments when compared to June 2025 end of year assessments.

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 meeting proficiency in math, and achievement levels have stagnated or declined, particularly in middle grades.

Persistent gaps in foundational understanding of number and operations and limited authentic at-bats to engage in problem-solving and reasoning are preventing students from mastering grade-level content.

Students are not consistently demonstrating grade-level reading comprehension skills, particularly in informational text and vocabulary acquisition, leading to low proficiency rates on iReady and state assessments

Student with disabilities are not making adequate progress in ELA and Math with proficiency rates significantly below peers and limited evidence of growth over time

Change Idea

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

Improved quality of feedback to teachers and increase in teachers reaching mastery of instructional foci as measured by the Danielson Framework

Weekly math rounds focused on discourse and

Weekly ELA observations focusing on comprehension and writing rigor

Monthly PD on text-dependent questioning and writing scaffolds

ELA data cycles using student work samples Peer observation of effective literacy practices

Provide Specially Designed Instruction to SWDs

Weekly co-teaching planning meetings PD on differentiation and scaffolding Data reviews after each i-Ready cycle

Observation feedback focused on access and

engagement Co-planning sessions using HQIM internalization protocols Data meetings after each i-Ready cycle Observation feedback tagged to Essential Practices 1 & 2		engagement
Target The AIM set to determine if the implementation of the change idea was successful
Improved teacher practice aligned to the instructional foci as evidenced by Grow data, co-observations and information housed in eDoctrina	Improved teacher practice aligned to the instructional foci as evidenced by Grow data, co-observations and information housed in eDoctrina	Improved teacher practice aligned to the instructional foci as evidenced by Grow data, co-observations and information housed in eDoctrina
* 75% proficiency on SPORK unit assessments with the target group. * MOY iReady proficiency rate that trend toward 75% or more with a focus on students who are in the focus demographic.	* 75% proficiency on SPORK unit assessments with the target group. * MOY iReady proficiency rate that trend toward 75% or more with a focus on students who are in the focus demographic.	* Reduce the percentage of SWD that are chronically absent from 19.7% to 9% (n=5)
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	* Instructional Focus - active student engagement in learning as measured by Domain 3 of the Danielson Framework \[Essential Practice1b, 2 and 4\]. * \\Instructional Focus - \\ differentiation in instruction through process or product with a focus on scaffolds for students that need support and extensions for high performing students as measured by Domains 1 and 3 of the Danielson Framework \[Essential Practice 2\]. * Professional Learning & Development - Weekly professional learning for academic facilitators focused on the instructional foci, high quality observations focused on evidence	* Progressive increases in iReady results throughout the school year that trend toward 75% or more with a focus on students who are in the focus demographic. * Improved teacher practice aligned to the instructional foci as evidenced by Grow data, co-observations and information housed in eDoctrina * Improved quality of feedback to teachers and increase in teachers reaching mastery of instructional foci as measured by the Danielson Framework and the Essential Practices and recorded in the Grow platform.

of learning and actionable feedback delivered to teachers and followed up on.

* Deepening the development of the academic facilitators focused on mathematics to identify evidence of learning, evidence of effective teacher practice.

* Supporting teachers to understand and apply the algorithmic and conceptual themes in all math classrooms.

* **Observation & Feedback -** Regular co-observations of focus classrooms.

* Identify the bottom 10% of students below proficiency in grade bands 3-5 and 6-8 and align academic content, academic monitoring and instructional coaching (inputs) to the formative outcomes for the identified students.