Perrywood Elementary School Performance Plan

SCHOOL PROFILE

School Name:

PERRYWOOD ELEMENTARY

School Year:

2026

Area:

Area-1

Local Education Agency:

Prince Georges County Public Schools

Supervisor Name:

Williams, Wanda C

State School No.:

0304

Supervisor Email:

wandaw@pgcps.org

School Type:

04. Elementary School

Title I:

No

Grades Served:

00K, 05

Community School:

No

Principal Name:

Sharon Hill

State Identification:

CSI:No, TSI/ATSI:Yes

Principal Email:

Sharon.Hill@pgcps.org

School Address:

501 WATKINS PARK Dr, UPPER MARLBORO,MD - , UPPER MARLBORO MD 20774

School Vision:

Our vision is to be a model school recognized for academic excellence, equity, and innovation. We strive to lead our district by setting the standard for student achievement, fostering a collaborative school community, and preparing all learners to thrive in a dynamic and global society.

School Mission:

Our mission is to cultivate a strong, inclusive learning environment where every student is challenged, supported, and inspired to reach their highest academic potential. Through rigorous instruction, dedicated staff, and a culture of continuous improvement, we are committed to ensuring success for all students—every day.

SMART Goals

A targeted

aspiration that serves as the focal point for collective improvement efforts

Specific; Measurable; Achievable; Realistic; Timebound

- During SY 2024-2025, the percent of students scoring proficient or higher will increase by

2 percentage points as measured by the 2025 MCAP (Spring) Math Assessment.

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Problem of Practice

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

Students struggle to demonstrate their thinking when answering multi-step questions due

to limited opportunities for verbal reasoning during instruction.

Change Idea

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

CI: Math Talks

During SY2025, the focus was on using Math Talk. In SY2026, the focus will be on using

sentence frames to support student writing. This correlates to the Math Talk, as students will be challenged to express thier thinking in written form.

Target

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

By the end of the school year, 50% of math teachers will consistently model the use of sentence starters to support students in developing written responses that demonstrate mathematical reasoning and understanding.

By the end of the school year, 10% of students will consistently score at the proficiency level or higher on the MCAP Math Rubric for written responses to Type II and Type III mathematical reasoning tasks.

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

The 7 ELD Key Strategies are a set of research-supported practices designed to support English Learners (ELs) in developing both academic language and content knowledge. They are widely used in schools to scaffold learning, enhance comprehension, and promote active engagement with rigorous academic tasks. These strategies are often integrated into both designated ELD instruction and content-area classrooms. Research indicates that effective instruction for ELs requires more than just translating content; it requires intentional strategies that:

* Provide language support while maintaining high academic expectations.

Between September 2025 - November 2025, 2% of the students will demonstrate improvement in conveying ideas in written responses as measured by the writing prompt presented in Reading Benchmark 1 and by the end of the SY2026, 2% of the students will demonstrate improvement in conveying ideas in written responses as measured by the ACCESS and MCAP Rubric.

*    Foster student engagement and interaction in meaningful, contextualized ways.

*    Promote both receptive (listening/reading) and productive (speaking/writing) academic language skills.

*    Integrate scaffolding and gradual release of responsibility, so students become independent learners over time.

The 7 ELD Key Strategies Include:

*    Visuals – Diagrams, charts, pictures, and videos support comprehension and bridge gaps in language proficiency.

*    Sentence Stems / Frames – Provide students with structured ways to express ideas in writing or speaking, supporting academic discourse.

*    Learning by Doing – Hands-on activities help students learn concepts through context and experience, promoting language development.

*    Collaborative Conversations – Pair or group discussions allow students to practice language in meaningful, low-stress situations while developing critical thinking skills.

*    Modified Graphic Organizers – Visual tools that help students organize ideas, see relationships, and structure their thinking for comprehension and writing tasks.

*    Direct Vocabulary Instruction – Explicit teaching of academic and domain-specific terms improves reading comprehension, oral language, and writing skills.

*    Building Background Knowledge – Activating prior knowledge and connecting lessons to students' experiences enhances comprehension and engagement.

Research supports the use of the 7 ELD Ket Strategies, and it benefits:

*    Visuals and hands-on activities improve understanding and retention by providing multiple pathways for learning.

*    Sentence stems/frames and collaborative conversations support higher-order thinking and academic discourse.

*    Graphic organizers help students structure complex ideas and clarify thinking.

*    Direct vocabulary instruction is strongly correlated with improved reading comprehension and academic achievement.

*    Building background knowledge ensures students can connect new concepts to what they already know, increasing comprehension and engagement.