Marlton Elementary School Performance Plan

SCHOOL PROFILE

School Name:

MARLTON ELEMENTARY

School Year:

2026

Area:

Area-1

Local Education Agency:

Prince Georges County Public Schools

Supervisor Name:

Evans, Darryl Carlos

State School No.:

1511

Supervisor Email:

Darryl.Evans@pgcps.org

School Type:

04. Elementary School

Title I:

No

Grades Served:

0PK, 05

Community School:

Yes

Principal Name:

Suzette Brooks

State Identification:

CSI:No, TSI/ATSI:Yes

Principal Email:

Ro.BrooksButler@pgcps.org

School Address:

8506 OLD COLONY Dr S, UPPER MARLBORO,MD - , UPPER MARLBORO MD 20772

School Vision:

We accept the challenge to prepare all students in a rigorous learning environment to become leaders and lifelong learners in a global society

School Mission:

The mission of Marlton Elementary School is to ensure that all students acquire knowledge and develop skills to become productive members of a global society. We believe that our school's purpose is to educate the whole child-academically, socially, culturally, physically and emotionally-within a positive school climate.

SMART Goals

A targeted

aspiration that serves as the focal point for collective improvement efforts

Specific; Measurable; Achievable; Realistic; Timebound

Math- The percentage of students scoring proficient or higher will increase by 5% from as measured by the SY26 Math MCAP.

RELA/ELA-The percentage of students scoring proficient or higher will increase by 5% from as measured by the SY26 RELA MCAP.

English Language Development-

Problem of Practice

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

Teachers are struggling to support students' reasoning and modeling abilities: therefore, students are struggling with understanding.

Teachers are struggling with analyzing student data to support curriculum instruction, therefore students are not able to show comprehension and mastery of standards.

Change Idea

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

The change that will most directly result in improvement is a long-term, job-embedded Professional Development (PD) program for teachers focused on "Making Thinking Visible" through Explicit Modeling and Questioning.

The focus must shift instruction from procedural steps to sense-making. Model Reasoning (The "Why") Teachers must explicitly show students how experts think when faced with a problem, hypothesis, or complex text.

Model Modeling (The "How") Modeling in academic subjects by using representations to solve problems.

Target

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

Students will show a 5% improvement on reasoning and modeling questions as measured from benchmark 1 to benchmark 2 according to teacher instructional strategies used in the classroom. The strategies that will be used as evidence is also the 4 square documents.

Students will show and improvement in scores on Part A Part B question.

On the Milestone Dreambox 20% of our students in 3rd - 5th grade will move from emerging to developing, 20% will move from developing from on-track.

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

Hispanic or Latino of any race:Students with Disabilities

**Special Education Students - Use Student Assessment Data to Adjust Practices (HLP 6):** The goal relies on the MCAP, but daily and weekly data are needed to drive instruction.

Implement frequent **formative and progress monitoring assessments** (e.g., curriculum-based measurement) to track progress toward short-term goals. **Data-Based Individualization (DBI):** Continuously analyze student data to determine if the current intervention is working, and if not, make systematic adjustments to the intensity or nature of the instruction, aligning with the student's IEP.

**Special Education Students**

**HLP 6 Use Student Assessment Data**\*\*Special education teachers will analyze progress monitoring data **at least once every two weeks** to adjust instruction (e.g., change intervention, grouping, or pace) for students not meeting their short-term objectives.Progress monitoring graphs, team meeting notes documenting data-based instructional changes (DBI).

**HLP 16 Explicit Instruction** (Math & ELA) 80% **of specialized academic instruction lessons** must include all three phases: **"I Do"** (clear model/think-aloud), **"We Do"** (guided practice with high-frequency

**Provide Scaffolded Supports (HLP 15):** Offer temporary assistance that allows students to successfully complete tasks they can't yet do independently.

**Visual representations** (HLP 5): Use manipulatives, graphic organizers, diagrams, and drawings to translate abstract concepts into concrete objects or visuals (e.g., the

**Concrete-Representational-Abstract (CRA) instructional sequence** is highly effective in math).

Use prompting hierarchies (fading from most-to-least intensive prompts).

**Hispanic/Latino students**

**Contextualized Problem Solving MP1: Make sense of problems & persevere. Embed word problems in relevant contexts**

**Structured Sentence Frames & Talk MovesMP3: Construct viable arguments.**

responses), and **"You Do"** (independent practice).Classroom observation data (e.g., fidelity checklists, administrative walk-throughs).

**Conceptual Understanding Visual Representations** (HLP 15) and **CRA Sequence 85% of students** will be able to correctly use visual aids (diagrams, manipulatives) to model and solve a new mathematical concept or problem type before moving to abstract symbols.Exit tickets, student portfolios, task analysis observation.

**Hispanic/ Latino Students**

**Instructional Observation** Bi-weekly walkthrough data tracking the presence of

**Visual Supports** and **Structured Student Talk** (Targets C, D).90% of math lessons observed will demonstrate the use of at least two strategies from the "Explicit Language and Conceptual Scaffolding" section.

**Language-Informed Assessment** Analysis of classroom and unit assessments to identify errors stemming from conceptual misunderstanding versus language/vocabulary confusion. 90**%** of all unit assessments will include a dedicated section that allows students to **visually model** their mathematical thinking to reduce language bias.