Maya Angelou French Immersion School Performance Plan

SCHOOL PROFILE

School Name:

MAYA ANGELOU FRENCH IMMERSION

School Year:

2026

Area:

Area-2

Local Education Agency:

Prince Georges County Public Schools

Supervisor Name:

Fossett, Kristil Deshawn

State School No.:

0639

Supervisor Email:

kfossett@pgcps.org

School Type:

03. Combination School

Title I:

No

Grades Served:

00K, 08

Community School:

No

Principal Name:

Kenneth Barrie

State Identification:

CSI:No, TSI/ATSI:No

Principal Email:

Kenneth.Barrie@pgcps.org

School Address:

2000 CALLAWAY St, TEMPLE HILLS,MD - , TEMPLE HILLS MD 20748

School Vision:

At Maya Angelou French Immersion IB World School, we cultivate a vibrant, inclusive, and equitable community that nurtures multiliterate, reflective, innovative, and globally minded learners, leaders, and cit

School Mission:

We foster a culture where every learner feels valued, supported, and challenged. Through collaboration, we deliver rigorous, differentiated, inquiry-based, and culturally responsive teaching and learning. We empower learners to grow as compassionate citizens, confident leaders, and global thinkers—fully prepared to engage positively with

their communities and the world.

SMART Goals

A targeted

aspiration that serves as the focal point for collective improvement efforts

Specific; Measurable; Achievable; Realistic; Timebound

Math- The percentage of 8th grade students enrolled in the Foundations of Algebra course will increase their performance on reasoning items by 7% from Math Benchmark I to Benchmark II.

RELA/ELA-The percentage of 5th-grade students demonstrating proficiency on writing tasks will increase by 7% from Benchmark I to Benchmark II.

English Language Development-The percentage of multilingual learners in grades 3-5 demonstrating proficiency on writing tasks will increase by 7% from Benchmark I to Benchmark II.

Problem of Practice

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

Two 8th grade math teachers provide descriptive feedback to students in a whole-group setting during the "We Do," but this practice does not extend to releasing tasks to students to practice independently, with adequate time for students to grapple with the concepts and receive individualized feedback.

5th students engage in writing tasks but not consistently and writing rubrics and graphic organizers are not consistently used for students' guidance, support and feedback.

The ELD program lacks consistent monitoring and accountability, resulting in unclear instructional practices and limited progress in students' speaking and writing proficiency, as evidenced by low ACCESS scores.

Change Idea

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

See It-Name It-Do It coaching cycle: Peer observation of 3 teachers who successfully use procedures for transitioning from whole group or small group work to independent tasks.

Monitor the consistent implementation of writing tasks within each 8-day cycle by ensuring the use of rubrics and graphic organizers, structured opportunities for peer review, and timely teacher feedback to strengthen writing quality.

Implement a structured ELD monitoring and support cycle with observations, feedback, and coaching to improve speaking and writing outcomes for grades 3, supported by the single K–8 ELD teacher.

Target

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

2 out of 2 teachers participate in at least 2-3 peer observations and identify two strategies that improve the efficiency of transitions on a reflection form.

2 out of 2 teachers reflect on effective transition procedures, identify one aspect of the current practice that they will adjust or improve, and co-create or refine transition scripts, visuals, and cue aligned to classroom routines.

2 out of 2 teacher implement within one week student centered procedures for transitions, transitions last less than one minutes, and 90% of students complete independent tasks ( 2-3 student folders will be randomly examined weekly).

Time is allotted for student-student feedback, and individual feedback

Teacher reflected on efficiency of transitions, completion of independent tasks, individual and group feedback, and make adjustments.

2/2 teachers record writing tasks administration each 8-day cycle during Quarter 2

2/2 teachers implement writing tasks; use rubrics; at least 50% of students engaged in peer review

2/2 teachers document reflections on task implementation, challenges, and adjustments.

2/2 teachers provide rubric-aligned feedback to students 75% of the time

75% of students engage in peer-review protocol that is rubric aligned

1.   Improve by one proficiency level in at least three of four components within Domain 3.

2.   Implements 1-2 recommendations from coaching sessions with observable impact.

3.   Provides an evidence-based reflection identifying strengths, growth areas, and instructional adjustments.

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