Martin Luther King Jr. Middle School Performance Plan

SCHOOL PROFILE

School Name:

MARTIN LUTHER KING JR. MIDDLE

School Year:

2026

Area:

Area-2

Local Education Agency:

Prince Georges County Public Schools

Supervisor Name:

Moore, Danielle

State School No.:

0110

Supervisor Email:

Danielle.Moore@pgcps.org

School Type:

02. Middle School

Title I:

No

Grades Served:

06, 08

Community School:

Yes

Principal Name:

Robynne Prince

State Identification:

CSI:No, TSI/ATSI:Yes

Principal Email:

Robynne.Prince@pgcps.org

School Address:

4545 AMMENDALE Rd, BELTSVILLE,MD - , BELTSVILLE MD 20705

School Vision:

The staff at Martin L. King Jr. MS is committed to providing a rigorous academic program for every child, which enhances their potential to be college and career ready and leverage the skills obtained to contribute to greatness as they appropriately advocate for themselves, their peers, and the world.

School Mission:

We will achieve the vision through a commitment to collaborating with families to not only foster the growth of knowledge of our students, by being unwavering in maintaining high expectations for them, but also by nurturing them to ensure they develop socially and emotionally in a safe and supportive environment where they can freely share and pursue their interests.

SMART Goals

A targeted

aspiration that serves as the focal point for collective improvement efforts

Specific; Measurable; Achievable; Realistic; Timebound

Math- During SY 25-26, Martin Luther King Jr. Middle School will increase the percentage of students scoring proficient by 10% on the Math MCAP.

English Language Development-During SY 2025, ELL student growth-to-target measures will increase by 10%, as measured on the WIDA/ESOL assessment.

Attendance-During SY 2025, MLKMS will decrease chronic absenteeism by 10%.

Revised: During SY 2025, Martin Luther King, Jr. Middle School will decrease the chronic absenteeism rate by 10%, moving from 23.5% to no more than 21.2%. This would result in fewer than 130 students being identified as chronically absent by the end of the school year.

Problem of Practice

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

Math 8 teachers are not consistently implementing differentiated instructional strategies that address the wide range of students' academic levels. As a result, they answer the questions for the students without allowing students to engage in discourse.

Therefore, many students struggle to build a deep understanding of mathematical concepts. This gap hinders their ability to effectively unpack and solve problems, and it limits their capacity to clearly articulate their mathematical reasoning and solutions.

Teachers in RELA and ELD classes are delivering reading comprehension instruction primarily using a whole group lecture style without incorporating academic discourse and structured talk

Despite overall reductions in chronic absenteeism, inconsistent accuracy in attendance reporting, and delays in providing interventions for students missing four or more days per quarter, limit the school's ability to achieve sustained, schoolwide improvement.

Change Idea

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

Conduct regular collaborative planning sessions to review the effectiveness of journaling in Math 8. Use the collaboratively developed question bank to maintain uniformity in the journaling prompts.

Plan and deliver a professional development session for the RELA, ELD and co-teaching staff that focuses on explicit vocabulary instruction + structured opportunities for academic discourse + teacher modeling of comprehension strategies for reading comprehension. Then follow-up with monitoring for implementation and on-going feedback and refinement.

Implement and consistently monitor a school-wide method for attendance intervention.

Target

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

All Math 8 teachers will incorporate Math Journaling, with the use of the established writing protocol, in the classroom daily.

The target adults are ELA and ELD teachers, along with the co-teachers for those corresponding courses.

*    Ensure **100% of teachers and staff** consistently record attendance daily and follow reporting protocols.

*    Ensure the **Attendance Committee** consistently follows the next steps for students who exceed 5 or more absences per quarter.

n/a

n/a

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:Two or more races

_MLK will focus on a math evidence-based strategy for all targeted TSI groups is:_

**Math Journaling**

*    Vocabulary Focus

*    Student Responses to Essential Questions

*    SOLVE (Writing Protocol)

*    [MLK-3D Feedback Protocol](https://docs.google.com/document/d/ 1DlWwV6ek6Lr2TSxVKbxPkNi1G_T1-

**Accountable Talk:**

We will note evidence of success with the following observable teacher moves for

**Accountable Talk:**

Use **sentence stems** to scaffold student responses:

"I agree with \_\_\_ because…"

jIrNtZl7XZle2I/edit?usp=sharing) (Diagnose, Describe, Direct)

MLK will focus on \_across-content strategy for student discourse for all targeted TSI groups. \_ Specifically, we will focus on:

**Accountable Talk**

**Definition:**

Accountable Talk refers to _structured classroom discussions_ where students use reasoning, evidence, and respectful dialogue to build understanding. The teacher facilitates by modeling, prompting, and scaffolding language that keeps talk _accountable_ to three areas:

**Students' Learning Community** (respectful, active listening, building on others' ideas)

**Accurate Knowledge** (fact-based, evidence-supported contributions)

**Rigorous Thinking** (clarifying reasoning, challenging assumptions, justifying ideas)

"Can you explain what you mean by…?" "I'd like to add on to what \_\_\_ said…"

*    Teachers use **wait time** after posing a

question to give students time to think.

*    Teachers create learning situations (set students up for/plan for) **peer-to-peer interaction**, not just teacher-to-student dialogue.

*    Teachers post **discussion norms and stems** visibly and refer to them throughout instruction

*    Teachers **model the effective use** of accountable talk stems

**Math Journaling:**

We will note evidence of success with the following observable teacher moves for **Math Journaling:**

*    **The teacher models reflective writing** by showing examples and thinking aloud.

*    **The teacher provides consistent prompts** that guide students to explain reasoning, connect ideas, and reflect on mistakes.

*    **The teacher regularly reviews and provides feedback** on journals to reinforce growth.

*    **The teacher encourages use of multiple representations** (diagrams, tables, symbols).

*    **The teacher monitors journals for evidence of understanding** and adjusts instruction accordingly.