Phyllis E. Williams Elementary School Performance Plan

SCHOOL PROFILE

School Name:

PHYLLIS E WILLIAMS ELEMENTARY

School Year:

2026

Area:

Area-1

Local Education Agency:

Prince Georges County Public Schools

Supervisor Name:

Evans, Darryl Carlos

State School No.:

1322

Supervisor Email:

Darryl.Evans@pgcps.org

School Type:

04. Elementary School

Title I:

No

Grades Served:

00K, 05

Community School:

No

Principal Name:

Cynthia Rodgers

State Identification:

CSI:No, TSI/ATSI:No

Principal Email:

crodgers@pgcps.org

School Address:

9601 Prince Pl, Upper Marlboro,MD - , Upper Marlboro MD 20774

School Vision:

Vision – Phyllis E. Williams Spanish Immersion School

To create a community of global leaders that achieve academic excellence through critical thinking and creativity.

School Mission:

Mission – Phyllis E. Williams Spanish Immersion School

We believe in developing the 'whole child' through leadership, service, and culture so that they connect with and embrace our world. This cultural awareness will be guided through a bilingual and biliterate environment in a green school that is grounded in arts integration.

SMART Goals

A targeted

aspiration that serves as the focal point for collective improvement efforts

Specific; Measurable; Achievable; Realistic; Timebound

Math- During the 2025–2026 school year, students in Grades 3–5 will demonstrate improved performance in mathematical reasoning and modeling, as measured by

classroom assessments and district benchmarks. By June 2026, the percentage of students performing at or above Proficient (PL 3 or 4) on the MCAP Mathematics Assessment will increase by at least 5 percentage points compared to the 2025 administration.

RELA/ELA-During the 2025–2026 school year, the school will strengthen students' ability to develop, organize, and clearly express their ideas in writing across content areas in both English (MCAP) and Spanish (STAMP). By June 2026, student achievement in writing will improve, as evidenced by:

A minimum 5% increase in the percentage of 5th grade students scoring Proficient or Advanced on the MCAP Written Expression domain, compared to 2025 results.

and

A minimum 5% increase in the percentage of 5th grade students scoring a 3 or higher in STAMP Writing, compared to 2025 results.

Not Selected-

Problem of Practice

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

Although teachers are using the Three Read protocol during math instruction, its implementation is often surface-level and procedural rather than conceptually driven. Teachers tend to complete the steps of the routine as a "check-the-box" activity without fully leveraging it to deepen mathematical reasoning and modeling. As a result, students are not consistently engaging in meaningful

Teachers provide inconsistent feedback on students' written expression and are not using a common rubric aligned to the MCAP Written Expression standards or STAMP Writing criteria. Feedback practices vary widely across grade levels and languages, leading to uneven expectations and missed opportunities for students to revise and improve their writing.

discourse about what the problem is asking, identifying relationships between quantities, or constructing mathematical models that represent their thinking.

Change Idea

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

Change Idea (refined 11/24): Teacher use of Three Read Protocol

We will strengthen teachers' implementation of the Three Read protocol by shifting the focus from procedural completion to deep mathematical reasoning and modeling.

Teachers will engage in collaborative planning and professional learning to internalize the purpose of each read and to design targeted questions and tasks that prompt students to make sense of the situation, identify relationships, and construct mathematical models.

School administrators and the Math Resource Teacher will conduct regular math walkthroughs to monitor the fidelity and quality of Three Read Protocol implementation using the Three Read Protocol Look-Fors document. Teachers will receive targeted feedback and coaching following each walkthrough toPEWSI Leadership team will conduct refine questioning techniques, deepen student engagement, and ensure consistent use of the 3RP to promote reasoning and modeling.

Updatesd Change Idea: We will test whether using the Three Read Protocol Look-Fors Tool to provide teachers with targeted feedback on the third read (focusing on how students model and explain their reasoning) leads to improved teacher facilitation of mathematical reasoning

Change Idea(refined 11/24): Teacher Feedback on student work (guided effective feedback criteria)

To improve student written expression, the school will implement a consistent, rubric-based feedback and conferencing model in both English and Spanish Language Arts. Teachers will use the MCAP-aligned rubric to assess written expression, focusing on organization, elaboration, clarity, and conventions. Teachers will Implement school-wide writing rubrics aligned to MCAP and STAMP and begin conducting writing conferences that include actionable feedback students can use to revise and improve their written expression

Updated Change Idea: We will test whether Grade 5 teachers providing targeted feedback on the elaboration and clarity domains of the MCAP-aligned writing rubric during individual writing conferences leads to improved student revisions and stronger written expression.

To improve written expression in both English and Spanish, Grade 5 teachers will conduct writing conferences using the MCAP-aligned rubric, focusing specifically on elaboration and clarity.

The goal is to determine whether targeted, rubric-based feedback in these two domains supports students in revising their work to

and stronger student ability to represent and justify their thinking.

include more precise details, stronger organization, and clearer expression of ideas.

Target

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

At least 80% of math teachers will demonstrate effective implementation of the 3RP, as evidenced by walkthrough data and feedback aligned to the Look-Fors document.

**At least 2 of the 3 teachers will demonstrate 5 of the 6 criteria on the look for tool.**

Teachers implementing the 5th-grade pilot will conduct at least two writing conferences per student during the cycle.

PI: 50% of students will score in performance levels 3 or 4

IPI: 20% of students will score 2 or higher on the milestone task rubric.

PI: 50% of students will score in performance levels 3 or 4

IPI: 20% of students will score 3 or higher on the STAMP writing task rubric

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